MASTER’S IN SCHOOL COUNSELING PROGRAM

MASTER’S IN SCHOOL COUNSELING PROGRAM

5-Year Program Review Report

Zoë Tanner, Ph.D.

Associate Professor

Program Coordinator

Richard Mathis, Ed.D.

Professor and Department Head

February 10, 2012

SCHOOL COUNSELING

FIVE-YEAR ACADEMIC PROGRAM REVIEW

CIP TAXONOMY NUMBER: 13.1101

DEGREE: MASTER OF EDUCATION (M.Ed.) IN SCHOOL COUNSELING

CURRICULUM/PROGRAM: SCHOOL COUNSELING

DEPARTMENT: PSYCHOLOGY AND COUNSELOR EDUCATION

COLLEGE: EDUCATION

PROGRAM DIRECTOR: ZOE TANNER, Ph.D., ASSOCIATE PROFESSOR OF PSYCHOLOGY AND

COUNSELOR EDUCATION

DATE OF REVIEW: MARCH 5, 2007

TABLE OF CONTENTS

1. PROGRAM MISSION ...................................................................................................................................................................... 4

1.1 Mission Statement for the Program ............................................................................................................................................ 4

1.2 Relationship to Institutional Mission .......................................................................................................................................... 4

2. PROGRAM CURRICULUM ........................................................................................................................................................... 5

2.1 Most recent Curriculum Study .................................................................................................................................................... 5

2.2. Changes to the Curriculum ......................................................................................................................................................... 6

2.2 Major/Minor ................................................................................................................................................................................. 7

2.3 Student Learning Outcomes and Assessment ............................................................................................................................ 7

2.4 General Education Requirements ............................................................................................................................................. 10

2.5. Anticipated Changes .................................................................................................................................................................. 10

3. Program Rationale ........................................................................................................................................................................... 11

3.1 Similar Programs Nearby .......................................................................................................................................................... 11

3.2 Relationship With These Programs .......................................................................................................................................... 11

4. Assessing Demand for Program ..................................................................................................................................................... 11

4.1 Types of Jobs for MCED Graduates ........................................................................................................................................ 11

4.2 Regional Need for Graduates .................................................................................................................................................... 12

4.3 Degrees awarded, graduates employed and projected demand for graduates ...................................................................... 12

5. OUTSIDE INTEREST IN THE PROGRAM ................................................................................................................................ 13

5.1 External relationships with regional schools ............................................................................................................................ 13

5.2 Internship and expectations of the internship experience ...................................................................................................... 13

6. STUDENTS ...................................................................................................................................................................................... 14

6.1 Enrollment ................................................................................................................................................................................... 14

6.2 Admission Policies and Practices ............................................................................................................................................... 16

6.3 Attrition and Graduation Record.............................................................................................................................................. 16

6.4 Career Counseling ...................................................................................................................................................................... 17

6.5 Follow-up and student placement............................................................................................................................................. 18

7. FACULTY ........................................................................................................................................................................................ 18

7.1 Faculty Who Are Direct Participants in the Program ............................................................................................................. 18

7.2 Narrative of Faculty Accomplishments .................................................................................................................................... 22

7.3 Staffing Changes ......................................................................................................................................................................... 22

7.4 Special Faculty Services ............................................................................................................................................................. 22

8. DEPARTMENTAL OBJECTIVES RELATED TO THE PROGRAM ..................................................................................... 23

8.1 Annual Plans for Program ......................................................................................................................................................... 27

8.2 Changes in Departmental/Program Objectives ....................................................................................................................... 28

8.3 Anticipated Changes in Departmental/Program Objectives ................................................................................................... 28

8.4 Resources Allocated .................................................................................................................................................................... 28

9. INFORMATIONAL RESOURCES/LIBRARIES ........................................................................................................................ 28

10. FACILITIES-EQUIPMENT ........................................................................................................................................................ 28

10.1 Current Facilities and Equipment ........................................................................................................................................... 28

10.2 Needed Additional Facilities .................................................................................................................................................... 29

10.3 Needed Additional Equipment ................................................................................................................................................ 29

11. Appendix ......................................................................................................................................................................................... 30

12.0 Appendix D .................................................................................................................................................................................... 50

Master’s in School Counseling

5-year Program Review Report

1. PROGRAM MISSION:

1.1

Mission Statement for the Program:

The graduate School Counseling Program is grounded in the conceptual framework of the College of

Education which is “Responsible Leaders Engaging in Professional Practice”.

The program mission reflects a commitment to preparing school counselors to engage in collaborative leadership in the school and the community to promote the healthy development of all students. School counselor candidates will provide counseling, guidance and consultation in a culturally affirming manner to students and their stakeholders.

Candidates will demonstrate an understanding of how cultural differences influence student development and accommodate for individual needs. School counselor candidates will foster positive change by advocating in the school and larger community to promote access, equity and success for all students. Candidates will collaborate with stakeholders to create systemic changes and interventions that are responsive to diverse student needs. The mission of the Nicholls graduate School Counseling Program aligns with the goals and standards presented in the American School Counselor Association (ASCA) National Model for school counselors.

The Masters in School Counseling program at Nicholls State University meets the standards for certification of school counselors as specified by the Louisiana State Department of Education in Louisiana. In addition, the School Counseling Program complies with standards set by the Louisiana Licensed Professional

Counseling Board for the preparation of Licensed Professional Counselors. Upon graduation candidates will have completed all course work needed to pursue licensure as a Licensed Professional Counselor. The Masters in School Counseling program also complies with the standards set by the National Board for Certified

Counselors and the National Board for Certified School Counselors. Upon graduation candidates will have completed course work needed to pursue National Certification with these credentialing boards. The program is accredited by the National Council for Accreditation of Teacher Education (NCATE) under the Nicholls

State University College of Education accreditation and the Southern Association of Schools and Colleges

(SACS) under the Nicholls State University accreditation.

1.2 Relationship to Institutional Mission:

College Mission: The College of Education is dedicated to preparing high quality teachers, educational leaders, school and psychological counselors, school pscychologists and human service professionals who effectively meet the diverse needs of Louisiana and the global community. The college is strongly committed to service in areas school systems and community agencies. The mission of the College of Education is accomplished by a faculoty committed to teaching, community service, professional service and research.

University Mission: Nicholls State University is a student-centered regional institution dedicated to the education of a diverse student body in a culturally rich and engaging learning environment through quality teaching, research, and service. Nicholls supports the educational, cultural, and economic needs of its service region and cultivates productive, responsible, and engaged citizens.

The mission expressed by the College of Education and University are reflected throughout the Masters in School Counseling (MCED) program. The work done with the school districts is a strong link to the university and college mission. The School Counseling Program supports the needs of schools systems, students and the community by educating school counselors to provide essential counseling and guidance services, as well as program development and evaluation based on the National Model of School Counseling.

School counselors provide leadership by collaborating with school and community stakeholders in designing data-driven, comprehensive school counseling programs which promote the academic, career and

personal/social development of all students. As part of their practicum and internship fields experience,

School Counseling students provide professional counseling and guidance services based on needs assessment to area school systems and the community.

The philosophy and mission of the MCED program reflect a commitment to developing culturally competent counselors who can support learning and development for a diverse population. Candidates develop knowledge, skills and attitudes which demonstrate cultural responsiveness, advocacy, leadership, collaboration, and social justice.

2. PROGRAM CURRICULUM

2.1 Most recent Curriculum Study:

An in-depth study of the Curriculum was conducted in 2007-2008 and in 2011.

The changes made during 2007-2008 were the result of recommendations made by a redesign committee composed of faculty from the three masters programs in the Dept. of Counseling and Counselor Education.

The committee focused on exploring the feasibility of seeking CACREP accreditation for the two Masters in

Counseling Programs (MAPC and MCED) and making changes to the curriculum which would bring the two programs in line with CACREP 20001 curriculum standards. Another goal for the school counseling program was to bring the curricula in line with ASCA standards. There were major changes that were made in the

Masters in School Counseling program based on redesign recommendations. These changes brought the curriculum into compliance with curriculum standards set by the Council for the Accreditation of Counseling and Related Educational Programs (CACREP). The biggest changes were increasing the required hours from a

37 hour program to a 48 hour program, and adding a 600 hour internship as a requirement. In addition to conforming to CACREP minimum curriculum standards, these changes brought the School Counseling

Program into compliance with standards set by the Louisiana Licensed Professional Counseling Board for the preparation of Licensed Professional Counselors.

Based on the Evaluation Team Report from the 2007 5-year program review, an Advisory Board consisting of practicing professionals in the college, school system and community was established review to provide feedback about the program’s strengths and weaknesses and to offer suggestions for improvement. The committee consists of 12 members: 2 faculty from Nicholls Counseling Program, 1 Faculty from UNO counseling program; six school counselors in the region, including two who did not graduate from the Nicholls school counseling program; 2 graduate students, 1 from Nicholls, and 1 from UNO, and the directory of counseling from the Lafourche school board; All changes to the program were reviewed by the Advisory

Board.

Below is a summary of the changes that went into effect fall, 2007:

 changed from a 37 hour program to a 49 hour program



Create new courses (required): o Counseling Strategies with Children and Adolescents o School Counseling Internship I o School Counseling Internship II



Add existing courses (required): o Educational Research o Introduction to Marriage and Family Therapy o Abnormal Psychology and Psychology of Personality



Delete School Counseling Practicum II



Rename the Program: Change it from Masters in Counselor Education to Masters in School Counseling

The addition of a 600-hour internship made a significant difference in the program. Prior to the internship requirement, students obtained knowledge about the ASCA model but had limited experience practicing skills



 or implementing interventions it in the school system. The 600 hour internship gave students the opportunity to apply their knowledge and skills (individual & group counseling, classroom guidance lessons, consultation, collaboration, and coordination) in the school system based on the ASCA National Model of school counseling. The student learner outcomes and assessments reflect the goals and objectives of the ASCA

National model.

NOTE: The redesigned curriculum for the School Counseling program was revised and approved by the faculty of the Department of Psychology and Counselor Education, the COE Curriculum and Assessment

Committee, and the NSU Graduate Council. Admission to the redesigned program commenced during the fall

2007 term. The redesign of the School Counseling program was guided in part by the accreditation standards promulgated by the Council for the Accreditation of Counseling and Related Educational Programs

(CACREP).

In 2008, further changes were made to the program



Changed from a 49 hour program to a 48 hour program



Created new courses (required): o Professional Issues and Ethics in Counseling o Statistical Analysis and Research Methods



Delete Ethical Issues in Counseling (1 hour course which was replaced by Professional

Issues and Ethics in Counseling (3 hour course)



Delete Educational Research (replaced by Statistical Analysis and Research Methods)

An MCED advisory board was established in 2007, and met in 2008. The purpose of the MCED Advisory board was to involve Higher Education and K-12 representation in School Counseling Program redesign initiatives, curriculum changes, University-school system relationships, and student learning outcomes and program assessment. The advisory board is composed of representative faculty and graduate students from the

Counseling Programs at Nicholls and UNO, school counselors from Terrebonne, Larourche, Assumption and

St. Charles parishes, and the Coordinator of School Counselors in Lafourche Parish.

The curriculum study of 2011 focused on redesigning the School Counseling for the following reasons:



To study the feasibility of pursuing CACREP accreditation under the new standards which were substantially revised in 2009.



To explore how to bring the program into compliance with major changes to the Licensed Professional

Counselor law enacted in 2011 by the Louisiana state legislature.



To explore the Blue Ribbon Commission For Educational Excellence Recommendations Twelve Year

Report, 2010 -1011 which pertained to school counseling certification, preparation and delivery in the schools.



These changes occurring in the credentialing boards mean that state LPC laws governing counselor licensure, CACREP standards, and Louisiana school counseling certification and preparation requirements will soon essentially become aligned. The implication for the mission of the MCED program is that, for the MCED program to continue to train school counseling students, the program would have to be nationally accredited by a board (such as CACREP) which is aligned with the

American School Counselor Association’s National Standards and Model, and the Louisiana School

Counseling Model. Also, in order for students to become eligible for licensure, they would need to complete a 60 hour program, up from 48 hours.

2.2. Changes to the Curriculum

Foundations Core Courses

 GUID 500 (3)- Principles and Administration of School Counseling

GUID 511 (3)- Theories of Counseling and Psychotherapy

PSYC 519 (3) – Advanced Lifespan Developmental Psychology

 PSYC 549 (3) – Professional Issues and Ethics in Counseling

Advanced Concentration Coursework



























GUID 505 (3)- Analysis of the Individual

GUID 510 (3)- Theory and Procedures in Group Counseling

GUID 522 (3)- Career and Lifestyle Development

GUID 530 (3)- Counseling Strategies with Children and Adolescents

PSYC 500 (3)- Basic Facilitative Skills

PSYC 504 (3)- Abnormal Psychology

EDFR 501 (3)- Educational Research

PSYC 522 (3)-Interventions for Diverse Needs

PSYC 526 (3)- Introduction to Marriage and Family Therapy

GUID 523 (3) – School Counseling Practicum I

GUID 534 (3) – School Counseling Internship I

GUID 535 (3) – School Counseling Internship II

GUID 595 (0)- Master’s Comprehensive Examination

Electives: Candidates must complete six semester hours with prerequisites of 12 primary courses at 3.00 gpa minimum:

-

PSYC 515 (3) Advanced Child Psychopathology

-

EDLE 535 (3) Using Inquiry and Data to Lead Change

-

EDAS 535 (3) Program Evaluation

-

FACS 561 (3) Families in Crisis

-

PSYC 550 (3) Special Topics in Psychology

PSYC 550 (3)- Spl Tpc: Psychopharmacology

PSYC 550 (3)- Spl Tpc: Cognitive Behavioral Theories and Techniques

PSYC 550 (3)- Spl Tpc: Diagnosing and Treatment Planning

PSYC 550 (3)- Spl Tpc: Advanced Group Counseing

PSYC 550 (3)- Spl Tpc: Crisis Intervention

PSYC 550 (3)- Spl Tpc: Counseling Veterans of the Military

2.2 Major/Minor:

The Masters in Counselor Education program is currently 48 hours. There is no minor required.

2.3 Student Learning Outcomes and Assessment:

The School Counseling Program outcomes are grounded in Conceptual Framework of the College of

Education, “Responsible Leaders Engaging in Professional Practice”.

College of Education Conceptual Framework

Candidates are prepared in the core knowledge and skills needed to become responsible leaders engaging in professional practice. The core components educate candidates to develop and maintain the dispositions that promote positive change in the community and profession, who are open to diversity and innovation, and who are culturally responsive.

The College’s core components and dispositions represent the University’s commitment to transforming the lives of students by working to ensure that all students become successful life-long learners.

School Counseling Program Outcomes

Responsible Leaders

1.1 Engage in collaborative leadership to design comprehensive, developmental school counseling programs that are sensitive to diverse student needs and ecological situations.

1.2 Consult, collaborate and team-build with parents, and other educational professionals to support development and achievement of all students.

Professional Practice

2.1 Demonstrate knowledge and understanding of human development, counseling theories & techniques, and social and cultural contexts that may affect the academic, career, and personal/social functioning of students.

2.2 Demonstrate the ability to conduct the school counseling program within the guidelines provided by the local, state, and national curriculum standards and ethical standards of the profession.

Promote Positive Change

3.1 Collaborate within the school and the community to promote access, equity and success for all students

Open to Diversity and Innovation

4.1 Plan and design programs and interventions that are responsive to diverse student needs and ecological situations.

4.2 Apply research based counseling and guidance strategies, and evaluate and reflect on the effectiveness of these strategies to improve student academic, career, and personal/social development.

4.3 Engage in research-based inquiry, self- assessment and reflective practices to evaluate professional experiences and to develop goals for professional growth.

Culturally Responsive

5.1 Use developmentally appropriate and culturally affirming school counseling services to meet the needs of all students.

Assessment of Student Learning Outcomes

The Counselor of Education has an assessment plan that conforms to the COE NCATE assessment system.

The program assessment plan includes multiple decision points, and multiple methods of assessment, with an emphasis on performance-based assessment. Throughout the curriculum candidate knowledge, skills and dispositions are assessed at transition points to determine candidate progress through the program and to assess the effectiveness of the MCED program so that modifications can be made when necessary. Specific assessment methods at each transition point include the following:



Portal 1: Admission to Program – Satisfy Graduate Studies admission, Submit acceptable scores on the

GRE (verbal plus quantitative minimum score of 800 or GRE formula minimum score of 1100), submit proof of teaching license or complete prerequisite coursework, submit application to Masters in Counselor

Education, submit 3 letters of recommendation, complete an interview with program faculty, submit a satisfactory score on the writing component of the GRE.



P ortal 2: Exit Foundations Core – Successfully complete the program foundations core coursework.



Portal 3: Exit Professional Core: – Successfully complete the program professional core coursework,

Counseling Skills Performance Evaluation, Disposition Evaluation: Counseling qualities peer and supervisor evaluation.



Portal 4: Exit Clinical Practice: Successfully complete program clinical coursework (Practicum); score at least (80%) on the Standardized Practicum Assessment; complete required direct and indirect hours as evidenced by activity Logs and summary; earn at least satisfactory ratings by field supervisors on all observed performance indicators of the Supervisor Performance Evaluation.



Portal 5: Exit Program – Successfully complete program clinical coursework (Internship); successfully complete comprehensive examination; complete required direct and indirect hours as evidenced by activity

Logs and summary; earn at least satisfactory ratings by field supervisors on all observed performance indicators of the Supervisor Performance Evaluation.

Annual Plan 2006 – 2010 : The Annual Plan includes Student Learning Outcome Assessments from Portal 5:

Exit Program. The plans from 2006-2010 are displayed below.

Program: Masters in School Counseling (MCED)

Student Learning

Outcomes 2006

Complete process of comprehensive examinations prior to completion of second school counseling practicum

Successfully complete second school counseling practicum (60 direct contact hours) with satisfactory ratings by field supervisors on observed identified performance indicators.


Outcomes 2007

Assessment Results

100% (N=3) of candidates passed the comprehensive examinations for the fall

2006 cohort. 100% (N=12) passed the spring 2006 comprehensive examinations. Two students passed the comprehensive following an oral examination.

100 % of candidates (N =

15, fall = 3 & spring =12) earned a rating of at least 2 on each training standard.


Actions Taken as a result of Assessments

Outcome performance satisfactory - No changes recommended



Improvements noted as a result of actions taken

Complete process of comprehensive examinations prior to completion of second school counseling practicum.



Outcomes 2008

Twenty-two candidates

(SP 12 – 12; F07 - 10) completed comprehensive examinations with ratings of passing by two of three faculty members.

Twenty two candidates earned ratings of at lease average performance of each training standard.


Program will complete second phase of redesign to meet CACREP

Standards during CY

2008.


Standards during CY

2008.



First students admitted to new 49 program, F07.

Allowed current students choice to graduate in 37 or

48 hour program.


Successfully complete second school counseling practicum (60 direct contact hours) with satisfactory ratings by field supervisors on

Seventeen candidates (SP

07 – 10; F07 - 7) completed comprehensive examinations with ratings of passing by two of three faculty members.

Seventeen candidates earned ratings of at least average performance on each training standard.


Standards during CY

2008.


Standards during CY

2008.


Began admitting students fall 07’ to 49 program.

Allowed current students choice to graduate in 37 or

48 hour program.

Number of students admitted to the program remained stable . First graduate from 49 hour program.

observed identified performance indicators.


Outcomes 2009

Complete process of comprehensive examinations prior to completion of final Field experience (Practicum II or Internship II).

Successfully complete field experience

(Pracitcum II: 100 hours;

Internship: 600 hours) with satisfactory ratings by field supervisors on observed identified performance indicators.


Nine candidates (SP 09 –

5; F09 - 4) completed comprehensive examinations with ratings of passing by two of three faculty members.

Nine candidates earned ratings of at least average performance on each training standard.


Improve program and assessment system to meet

CACREP Standards during CY 2009.

Improve program and assessment system to meet

CACREP Standards during CY 2009.


Five students graduated from 48 hour program; 4 students graduated from

37 hour program. No significant difference in exam scores; Students graduating from 48 hour program reported feeling more prepared and satisfied with their field experience than those graduating from 37 hour program.

Students graduating from

48 hour program reported feeling more prepared and satisfied with their field experience than those graduating from 37 hour program. Site supervisors reported being more satisfied with 600- hour internship than 60 hour practicum field experience.


Outcomes 2010

Complete process of comprehensive examinations prior to completion of final Field experience (or Internship

II).

Complete field experience

(Internship: 600 hours) with satisfactory ratings by field supervisors on observed identified performance indicators.


Thirteen candidates (SP

09 – 4; F09 - 9) completed comprehensive examinations with ratings of passing by two of three faculty members.

Thirteen candidates earned ratings of at least average performance on each training standard.


MCED & MAPC program committee reviewing alternatives to comps, e.g. standardized instrument.

MCED & MAPC program reviewing alternative to current field experience evaluation.

2.4 General Education Requirements: Not applicable.


No change to comps; but added ASCA Model Intern

Site Supervisor Contract to

Internship requirements

No change to field experience evaluation, but added ASCA Model Intern

Site Supervisor Contract to

Internship requirements.

2.5. Anticipated Changes:

The major changes anticipated in the next few years will be related to implementing a program that addresses all of the standards of CACREP and the ASCA Model. This will include auditing all aspects of the current program and making changes where they are needed. To accomplish this we are:



Completing a matrix of courses aligned with CACREP standards to determine which standards are being met and which are need to be added to the curriculum.



Auditing current assessments: How are we assessing student learning outcomes? Should we have more common assessments? Do we have a systematic plan for assessment and progam evaluation?

Needed changes to the assessment system will also be addressed based on CACREP requirements.



3. Program Rationale:

3.1 Similar Programs Nearby:

There are several school counseling programs within a 100-mile radius.

College: Degree offered: Hours: CACREP:

LSU School Counseling 48 yes

Loyola School Counseling 60 yes

Louisiana Tech School Counseling 36 no

OL Holy Cr. School Counseling 60 yes

Southern BR School Counseling 60 yes

Southeastern School Counseling 60 yes

UL-Lafayette School Counseling 48 no

UNO School Counseling 60 yes___

3.2 Relationship With These Programs:

The MCED program is not formally related or aligned with any of the above programs. There are similarities between programs outcomes because all of the programs are either accredited by CACREP or currently conducting a self-study with the goal of seeking accreditation by CACREP. The Nicholls School Counseling

Program is unique because of the collaborative relationship between faculty in the department of Psychology, the Department of Teacher Education, and the department of Educational Leadership. The newly designed program which goes into effect summer, 2012 takes advantage of faculty knowledge and skills in different programs in the college of education. For example, in the newly designed MCED program, students will take

Interventions for Diverse Needs a course focused on school interventions which is offered by the School

Psychology Program. Another addition is related to the importance that CACREP, the ASCA National Model and the LaSchool Counseling Model place on school counselors using data in schools to design and evaluate interventions. Two courses offered in the Dept. of Educational Leadership focus on these topics and will be offered as electives to school counselors. They are Using Inquiry and Data to Lead Change and Program

Evaluation .

There are some informal ties between faculty members of the MCED program at Nicholls and faculty members at UNO. For example, faculty co-present at conferences and share scholarly research and publishing projects.

The Nicholls counseling program also feeds some graduates to the UNO doctoral counseling program.

4. Assessing Demand for Program

4.1 Graduates of the MCED program have obtained jobs in various settings and regions in the state including the following:

 school counselors in PK -12 settings, including public, private and alternative, and charter schools.

They have been hired in school systems throughout the region, including Lafourche, Terrebonne,

St. Mary, Iberia, St. John, St. James, St. Charles, Assumption, Ascension, Jefferson and Orleans

Parishes.



In addition to school counselor positions, graduates have also been hired as Behavioral

Interventionists in schools.



Counseling positions in other agencies, such as Magnolia Services, Options for Independence, Early

Steps, Clair House, Nicholls Academic Advising, Lafourche Drug Court, Louisiana Workforce,

Lafourche Juvenile Justice and other social service agencies in the area.



Graduates sometimes opt to continue teaching in their school district as a master teacher, directors of curriculum, RTI director, etc.

The job roles differ depending on the agency, but most involve working with children or young adults, as a counselor, case manager, career advisor, instructor, or in some cases the director of the agency. Some students have continued their education by enrolling in doctoral programs.

4.2 Regional Need for Graduates

National predictions:

According to the Occupational Outlook Handbook, 2010, changing employment between 2008 – 2018 , employment for educational, vocational, and school counselors is expected to grow by 14% which is faster than average for all occupations. Some of the reasons given for these changes are:



States require elementary schools to employ school counselors



Expansion of the responsibilities of school counselors is likely to lead to increases in their employment

(e.g., counselors are becoming more involved in crisis and preventive counseling, helping students deal with issues ranging from drug and alcohol abuse to death and suicide



Schools and governments realize the value of counselors in helping students to achieve academic success



Federal grants and subsidies may help to offset tight budgest and allow the reduction in student-tocounselor ratios to continue.

Source: Bureauof Labor Statistics, U.S. Department of Labor, Occupational Outlook Handbook, 2010 Edition, Counselors . http://www.bls.gov/oco/ocos067.htm

4.2 Regional Predictions:

The following chart was retrieved from the CareerInfonet: www.acinet.org

. The source of the data was from the Bureaus of Labor Statistics, Office of Occupational Statistics and Employment Projections: Louisiana

Employment Projections.

State and National Trends

United States

Educational, vocational, and school counselors

Louisiana

Employment

2008 2018

275,800 314,400

Employment

2008 2018

Percent

Change

+ 14 %

Percent

Change

Educational, vocational, and school counselors 6,040 6,650

1

Job Openings refers to the average annual job openings due to growth and net replacement.

Salary Trends 2010

Location Pay Period 10% 25% Median 75% 90%

United States Yearly $31,600 $40,700 $53,400 $68,600 $86,300

Louisiana Yearly $32,500 $43,700 $52,900 $60,700 $70,000

4.3 Degrees awarded, graduates employed and projected demand for graduates

Year MCED degrees

# students graduating from

37 . hour program

2006

2007 awarded

15

22

37 48

15

22

0

0

+ 10 %

2008

2009

2010

2011

Total (2006-2011)

2012 projected

17

9

13

13

89

14

16

4

0

0

1

5

13

13

Job Openings

1

9,440

Job Openings

1

180

Data was collected from 63 of the MCED counselors who graduated in the past 5 years. Below is a table representing a breakdown of their current jobs.

School counselor

Teacher K-12

Higher Ed Academic

Advisor

36

27

2

Other mental health

Program director/school board

3

1

A survey was done to determine the how many graduates from the 48 hour program and were currently working as a school, mental health or academic advisor were also working towards licensure as an LPC. Since

Fall 2009, eleven graduates reported working as a counselor or advisor, ten reported working as a teacher, seven did not respond or had changed their contact information. Of the eleven who were working as counselors, nine were pursuing LPC licensure. Those who were working as teachers had chosen to stay at their current school and apply for a position as a counselor if one became available at their school.

It is likely that there will continue to be a demand for school counselors in the surrounding area. There are counselors who are near retirement, and when they retire positions will become available. Some of the parishes in the area do not employ middle school or elementary school counselors. There is some indication that this will change based on the growing need and support for implementation of developmental school counseling programs.

The Blue Ribbon Commission’s 2010-2011 Recommendations to the BESE board strongly support implementing the Louisiana School Counseling Model which conforms to the American School Counseling

(ASCA) Model. One of the actions recommended by both the National and Louisiana model is to implement the counselor/student ratio at the building level, regardless of school configuration, of one certified school counselor per 300 students no later than fall, 2013. There are few, if any schools which currently have this counselor/student ratio in place. If the action were implemented, the need for school counselors would dramatically increase.

5. OUTSIDE INTEREST IN THE PROGRAM:

5.1 The School Counseling program maintains external relationships with regional schools (in Lafourche,

Terrebonne, St. Mary, Assumption, St. James, St. John, Ascension, Orleans, and Jefferson Parishes) where

MCED candidates provide counseling services to PK-12 students during three semesters of field experience

(School Counseling Practicum, School Counseling Internship I, and Internship II). MCED candidates are mentored and supervised by site supervisors who are school counselors currently working in a school system.

Candidates provide valuable services to the school systems by conducting individual and group counseling, guidance lessons, advising and career counseling, consultation with parents and teachers, and participate in system support activities, such as program development. The MCED program trains counselors for private and parochial schools and for vocational technical schools The presence of counselor trainees in school systems during their field placement has been helpful for recruiting. Their visibility and impact on students in the school is noticed by principals and faculty, who in turn may become interested in the school counseling profession as future goal.

5.2 A University—Field Site Memo of Agreement furnishes information about Internship and expectations of the internship experience including the role of the site supervisor, the university supervisor and the graduate intern. The Internship Field Placement Contract is signed by the student, site supervisor, school principal and university supervisor at the beginning of each semester of a field experience. The university supervisor makes contact with the site supervisor through site visits, and telephone contact.

School counseling students also provide services to the community by counseling adults, children, adolescents and their families through the Nicholls Psychology Training Clinic during their Practicum. The NSU clinic is

an in-house clinic which receives referrals from schools, hospitals, and mental health agencies throughout the region. The clinic is one of the only clinics in the area that provides mental health services on a sliding-fee scale, thus providing needed services to those who cannot afford services from private agencies or counselors.

In the Fall of 2011, Max Charter School and the Nicholls Psychology Training Clinic negotiated a formal contract for referred students to receive counseling services at the NSU Psychology Training Clinic.

An MCED advisory board was established to involve Higher Education and K-12 representation in School

Counseling Program redesign initiatives, curriculum changes, University-school system relationships, and student outcome and program assessment. The advisory board is composed of representative faculty and graduate students from the Counseling Programs at Nicholls and UNO, school counselors from Terrebonne,

Larourche, Assumption and St. Charles parishes, and the Coordinator of School Counselors in Lafourche

Parish.

6. STUDENTS:

6.1 Enrollment: a. What recruitment initiatives are in place other than the university recruitment program?

Current students and graduates of the MCED program have been some of the best recruiters of new students for our program. When interviewing potential candidates, I ask “When did you become interested in the school counseling program.” More than 50% of students report that they talked to a current student or a graduate of the school counseling program about the program before deciding to apply for admission. Nicholls

School Counseling Interns are placed in regional schools for their field experiences. As counselor trainees they consult with teachers about students, serve on committees with teachers (SBLC) and other educational professionals and also offer workshops for teachers in the school. Teachers have the opportunity to see the kinds of activities the counseling students are involved in and ask them questions, which is a great marketing tool.

Another marketing initiative is presenting information about the School Counseling Program to students enrolled in Psychology and Family and Consumer Science undergraduate courses. Students are surprised that 1) they don’t need to be a teacher to be admitted into the School Counseling program and 2) they can become licensed as an LPC by completing the School Counseling curriculum, as well as become a certified school counselor. b. What are the qualities of students attracted to the program, (e.g., standardized test scores for admission, GPA, etc.)?

The following table shows number of graduates from 2006 – 2011; and the average undergraduate GPA and

GRE scores at admission to the school counseling program.

Year # of Graduates Undergraduate GPA GRE scores (verbal

& quantitative)

2006 15 3.18 755

2007

2008

2009

2010

2011

22

17

9

13

13

3.3

3.38

3.4

3.15

3.09

700.45

805.29

890

781.54

769.23

Most individuals attracted to the MCED program were teachers before they enrolled in the school counseling program. Thus they are familiar with the education system, and have passed the praxis. The program also attracts students from the undergraduate programs in Family and Consumer Science, and

Psychology. Depending on their major, many students who are not teachers, have observed children in school classrooms and/or completed a field experiences in the school as part or their undergraduate curriculum.

Degrees awarded disaggregated by gender and racial/ethnic identity (2006-20010)

Gender

Race/ethnicity

Male = 6

African American = 29

Female = 83

Caucasian = 60

According to the above table, the demographic group which is underrepresented is males. This is consistent with educators in the public schools. c. Enrollment trends

Below is a table which lists the number of degrees awarded from 2006 to 2011 and the number of graduates from each program: 37 hours (old program) and 48 hours (new program). It also projects the expected number of degrees awarded in 2012.

Year

2006

2007

2008

2009

2010

MCED degrees awarded

15

22

17

9

13

# students graduating from

37 . hour program

37 48

15 0

22 0

16

4

0

1

5

13

2011

Total (2006-2011)

2012 projected

13

89

14

0 13

14 c. Explain enrollment trends:

The enrollment figures reflect the transition of the program from a 37 hour program to a 48 hour program. In

2008 and 2009, there were students from both the 37 hour and 48 hour program graduating. Students who started the program when it was still a 37 hour program had the choice to finish in the 48 hour program. So in

2008 and 2009 there were lower graduation rates because students who had chosen to finish in the 48 hour program took a longer time to complete the program.

Program graduation rates have remained relatively stable in spite of the increase in hour requirements.

Students are interested in receiving a degree which fulfills the curricula requirement for licensure even if they need to take more hours. Also they are eligible to become certified as National Board Certified School

Counselors with the 48 hour curriculum which makes them eligible for a $5000 pay increase. d. Provide a 5-year projected enrollment:

There may be some change in enrollment due to change in the curriculum from 48 hours to 60 hours.

However, when the school counseling program changed from a 37 to a 49 hour program there was not a dramatic change in enrollment. Students value the opportunity to pursue licensure and CACREP accreditation adds value to the degree and increases the marketability of graduates of the program locally, state-wide, and nationally. The 60 hour program also has immediate financial benefits, because if the graduate works in a school, they get a pay raise for a Master’s degree and for plus thirty hours beyond Master’s degree.

It is likely that there will continue to be a demand for school counselors in the surrounding area. There are counselors who are near retirement, and when they retire positions will become available. Some of the parishes in the area do not employ middle school or elementary school counselors. There is some indication

that this will change based on the growing need and support for implementation of developmental school counseling programs.

The Blue Ribbon Commission’s 2010-2011 Recommendations to the BESE board may have a positive impact on jobs available for counselors and increased student enrollment. The Blue Ribbon Commission has specifically recommended that all schools should have a counselor/student ration of one certified counselor to

300 students no later than fall, 2013. If the action were implemented, the need for school counselors would dramatically increase. If this recommended is implemented, it would create a much greater demand for school counselors.

The following shows new student enrollment prediction for the next five years.

2012 14

2013 18

2014 20

2015 23

2016 25

6.2 Admission Policies and Practices:

A candidate who has not been admitted to the program is classified as PCED. A candidate is allowed to take courses for one semester classified as PCED, but must meet all criteria for admission to continue taking courses. After criteria are met, the fully admitted candidate is classified as MCED .

Admission to the Master of Education program in School Counseling is contingent upon meeting the following criteria:

1.

Complete a bachelor’s degree from a regionally accredited institution with a minimum

GPA of 2.5 on all undergraduate work or 2.75 on the final 60 hours pursued

2.

Obtain a minimum score of 1,100 (GPA on last 60 hours X 200 + GRE General test score)

3.

Complete Nicholls University Graduate application and an application to the Masters in

Counselor Education.

4.

Hold a valid teacher’s certificate or complete nine hours of approved professional education courses with a grade of C or better (including three hours each of teaching of reading, exceptional children, and learning disabilities.)

5.

Complete a personal interview and furnish 3 letters of recommendation .

Most of the students who apply to the program do get admitted. However, in some cases students have had to retake the GRE in order to be admitted to the program. Students have been admitted from the following parishes: Lafourche, Terrebonne, St. Mary, Assumption, Ascension, St. James, Iberia East Baton Rouge,

Jefferson, and Orleans.

6.3 Attrition and Graduation Record:

Attrition Table

The following shows information on students who began the admission procedure, but did not graduate the program.

Reason for discontinuing

Submitted documents but did not meet

# classified as

PCED

(not yet admitted to the program)

7

# classified as MCED

(fully admitted to program

Total # who applied but didn’t graduate

7

admission criteria

Did not submit complete admission process

Masters student seeking certification only as a school counselor (non degree)

Personal circumstances such as

15

3 3

15

6

6 1 7 relocation, family or health issues

Switched major to MAPC program

TOTAL

3

34 4

3

38

A total of 127 students applied to the School Counseling progam between 2006 and 2011. Of those who applied, 89 graduated between 2006 to 2011. Thirty-four candidates did not graduate because they never were fully admitted (classified PCED, see reasons above). Only four students did not graduate after being admitted to the program. However, three out of those four students already had a Master’s degree in another field (e.g. teacher education)and were taking additional courses to become certified as a school counselor. If you include both PCED and MCED students when calculating the attrition rate, the rate would be 30%. If you calculate attrition based on the number of candidates admitted to the program but not completing, the attrition rate is 4%. And if you count the number who did not reach the goal of becoming certified as a school counslor

(don’t count those who pursued the coursework to complete certification requirements), the attrition rate is 1%.

Reasons students may not graduate within four years include: students already have a masters degree and enroll for school counselor certification only; students decide they are more suited for the MAPC program; interruption in graduate studies due to change in personal situation (e.g. divorce, pregnancy, illness, relocation; difficulty managing graduate school and personal life; changed mind about professional goals). Concerning strategies for addressing attrition, students are advised every semester and issues regarding graduate school and their choice of major are discussed. I currently advise students seeking counselor only certification as a school counselor of the advantages of completing the Masters program. These advantages include more accessibility to graduate classes that are limited in enrollment and the ability to pursue licensure as a Licensed Professional

Counselor or certification as a National Board Certified School Counselor which is connected to a pay increase in the schools. As you can see from the number above, most students chose to pursue the Master’s degree.

Below is a chard showing the average number of years to graduate from the program.

Year

2006-2007

Average # of Years to Graduate

Program NSU

3.08 1.69

2007-2008

2008-2009

2009-2010

2010-2011

1.75

2.56

2.50

2.82

1.56

1.62

2.12

2.01

It appears that once students are admitted, it takes three years are less to graduate. The chart also includes average # of years under NSU. I am assuming this would be the number representing the time it took to complete pre-requisites which are required to enter the program. Student who did not have an undergraduate degree in teaching were required to take 9 hours of approved education courses. In 2011, we changed that requirement to 9 hours of approved Education, Psychology, or Family and Consumer Sciences courses. This change in admissions policy should decrease the time it takes for students to graduate, because most students interested in the school counseling program have taken course in these areas.

6.4 Career Counseling:

Advising and counseling are provided to students within the program by faculty advisors. Since the employment for school counselors is specialized and dependent upon availability of positions, usually in the

school system in which the student is already employed as a teacher, no specialized career counseling is done.

Students are kept apprised of changes in state laws, Board of Elementary and Secondary Education policies, accreditation requirements, and State Department of Education practices which may affect future employment opportunities for school counselors by either mandating and/or funding additional or fewer counselors or changing counselor certification requirements.

6.5 Follow-up and student placement:

Data was collected from 63 of the MCED counselors who graduated in the past 5 years. Below is a table representing a breakdown of their current jobs.

School counselor 36

Teacher K-12

Higher Ed Academic

Advisor

27

2

Other mental health

Program director/school board

3

1

All students graduating from the MCED program are eligible for certification as a school counselor in

Louisiana. Of the graduates returning surveys, 57% were employed as school counselors, 43% were employed as teachers, 3% were working in other mental health agencies, and 2% were working at a college/university, and 1% were working in another profession. All of the students responding were working in Louisiana. Of the graduates 2009 from 2011, eleven have been hired as either a school counselor, mental health counselor or academic advisor. Nine of those is pursuing LPC licensure.

7. FACULTY

7.1 Faculty Who Are Direct Participants in the Program (See Tables 1, 2, 3)

The faculty who are direct participants in the program are:

Dr. Zoë Tanner, Ph.D., School Counseling Program Coordinator

Dr. Richard Mathis, Ed.D.

Dr. Earl Folse, Ph.D.

Dr. Jessica Fanguy

Dr. Chris Rachal

Dr. Carmen Broussard, Ph.D.

Dr. Gary Rosenthal, Ph.D.

Dr. Larry Stout, Ph.D.

Dr. Dennis Soignier

Dr. Steven Welsh, Ph.D.

Name

Dwight Boudreaux

Monique Boudreaux

Carmen Broussard

Earl Folse

Richard Mathis

Richard McKnight

A.W. Price

K. Chris Rachal

Gary Rosenthal

Larry Stout

Zoe Tanner

Steve Welsh

August 19,

2003

January 11,

2001

August 27,

1984

August 28,

1989

August 23,

1976

August 25,

1980

August 21,

2001

August 29,

1988

August 29,

1988

August 17,

1992

August 29,

1988

Date of

Employment

July 1973

Table 1

FACULTY PROFILE AND TEACHING LOAD

(Report quantity for last 5 years or since last review)

Present Rank Full-Time /

Part-Time Tenured/

Non-

Tenured

Highest

Degree

Earned

Average Teaching

Load

(Per academic year)

No. of Advisees Assigned by

Program

(Number of advising sessions)

FT PT T NT Graduate Undergrad

FT T M.A.

Credit

Hour

24

Contact

Hour

212 Associate

Professor

Assistant

Professor

Assistant

Professor

Professor

FT

FT

FT T

NT

NT

Ph.D.

Ph.D.

Ph.D.

24

18 G

18 G

262

39

61

Professor

Professor

Professor

Assistant

Professor

Professor

Associate

Professor

Associate

Professor

Professor

FT

FT

FT

.75

FT

FT

FT

FT

T

T

T

T

T

T

T

NT

Ph.D.

Ph.D.

Ph.D.

Ph.D. 15U/3G

Ph.D.

Ph.D.

Ph.D.

Ph.D.

24 G

9G/12

24

18/G

18/G

18 G

20/G

490

82

520

246

470

170

140

Name

Boudreaux, Monique

Boudreaux, Dwight

Soignier, Dennis

Rachal, Chris

Folse, Earl

Stout, Larry

Welsh, Steve

Price, Del

Rosenthal, Gary

Tanner, Zoe

Fanguy, Jessica

Broussard, Carmen

Table 2

FACULTY RESEARCH/SCHOLARLY ACTIVITIES


Number of

Refereed

Publications

Number of

Citations

0

0

0

1

2

1

2

2

3

1

0

7

122

1

548

753

24

175

275

59

876

261

0

114

Grants

Number Amount

Number of

Presentations

Paper Poster

0

0

1 3500

1

3

8

2

0

1

2000

38000

1

0

12

1

2

0

1

0

0

0

0

0

0

14

2

11

5

8

3

2

Reynolds, Kimi

St. Pierre, Betsy

Mathis, Richard

0

1

0

11

939

0

0

1

6

1

0

Name

Dwight Boudreaux

Monique Boudreaux

Carmen Broussard

Earl Folse

Richard Mathis

Richard McKnight

A.W. Price

K. Chris Rachal

Gary Rosenthal

0

14

9

3

16

9

Table 3

FACULTY SERVICE AND AWARDS


Committees

National/State

Committees

University College Program Department

0 3 0 5 0

Professional

Committees

Awards /

Recognition

11 0

2

2

2

16

0

0

7

19

4

0

3

5

0

0

3

9

5

2

13

16

0

0

0

0

0

0

5

15

13

4

12

9

0

0

0

0

0

0

0

0

0

5

0

0

0

0

0

0

0

0

Larry Stout

Zoe Tanner

Steve Welsh

2

6

6

2

9

16

0

0

0

14

11

10

0

3

8

0

0

5

0

1

1

7.2 Narrative of Faculty Accomplishments:

All faculty associated with the program maintain licensure as Licensed Professional Counselors or licensure in psychology. They are active in state, local and national organizations, and have been productively engaged in presentations and/or publications, and they remain current in their field. All faculty maintain availability to students in the program and advise them on an ongoing basis.

7.3 Staffing Changes: a. What staffing changes have occurred in the last five (5) years?

Addition of two faculty directly related to the MCED program. b. What staffing changes are planned (needed) in the next five (5) years?

Additional faculty may be needed in order to meet CACREP teaching load requirements. CACREP requires that the ratio of full-time equivalent (FTE) students to FTE faculty should not exdeed 10:1. c. Give a rationale.

CACREP requires that the ratio of full-time equivalent (FTE) students to FTE faculty should not exdeed 10:1.

7.4 Special Faculty Services:

What strengths or specialties not possessed by current faculty would be desirable to improve the program and its mission?

The program would benefit from an additional full-time faculty with experience and education in school counseling.

7.5 a. What professional development program(s) or activities, other than provided by the university does the department have for its faculty?

The department allows faculty to attend conferences and workshops for professional development purposes. However, usually faculty are required to pay for professional development training unless they are presenting at the conference/workshop. Faculty are reimbursement for travel when presenting has not been consistent for the past 5 years. b. What other services are faculty providing.

Faculty provide consulting services to area school counselors, Juvenile Justice, and Peltier-Lawless, supervision to LPC interns, and counseling services.

8. DEPARTMENTAL OBJECTIVES RELATED TO THE PROGRAM

MCED Program

2006

EXPECTED OUTCOME 1: Graduates of this program will be able to: Complete process of comprehensive examinations

OBJECTIVES of classes or projects to assist in obtaining expected outcome

PERFORMANCE

INDICATORS

(scores from standardized exams, reports, class exams, portfolio, demonstrations, projects, etc.)

(Responsible Person) Responsible person(s)

EXPECTED

RESULTS

ASSESSMENT

RESULTS

(Actual Outcomes)

USE OF

RESULTS


Performance is rated by each MCED faculty member as either passing, or passing with completion of recommended action, or failing.

Candidates will complete comprehensive exams with ratings as passing or passing with completion of recommended action by 2 of 3 faculty members.

100% (N=3) of candidates passed the comprehensive examinations for the fall 2006 cohort. 100%

(N=12) passed the spring 2006 comprehensive examinations. Two students passed the comprehensive following an oral examination.


EXPECTED OUTCOME 2: Graduates of this program will be able to: Successfully complete second school counseling practicum


PERFORMANCE

INDICATORS




EXPECTED

RESULTS

Ratings by field supervisor ranging from 0 – Does not meet criteria for program level, 1 – Meets criteria

Candidates will earn a rating of at least average performance

(2) on each training minimally or inconsistently for program level, 2 – Meets criteria consistently at this program level, and 3 – standard.

Superior performance on this criteria.

ASSESSMENT

RESULTS

(Actual Outcomes)

100 % of candidates (N = 15, fall = 3 & spring

=12) earned a rating of at least 2 on each training standard.

USE OF

RESULTS


2007

EXPECTED OUTCOME 1: Graduates of this program will be able to:

Complete process of comprehensive examinations

EXPECTED

RESULTS

ASSESSMENT

RESULTS

USE OF

RESULTS


PERFORMANCE

INDICATORS






(Actual Outcomes)

Twenty-two candidates (SP 07 –

12; F07 10) completed comprehensive examinations with ratings of passing by two of three faculty members.


Standards during CY

2008.

EXPECTED OUTCOME 2: Graduates of this program will be able to: Successfully complete second school counseling practicum (Internship)


PERFORMANCE

INDICATORS


EXPECTED

RESULTS

ASSESSMENT

RESULTS

USE OF

RESULTS


(60 direct contact hours) with satisfactory ratings by field supervisors on observed identified performance indicators.

Ratings by field supervisor ranging from 0 – Does not meet criteria for program level, 1 – Meets criteria minimally or


(2) on each training standard. inconsistently for program level, 2 – Meets criteria consistently at this program level, and 3 –


(Actual Outcomes)



Standards during CY

2008.

2008

EXPECTED OUTCOME 1: Graduates of this program will be able to: Complete process of comprehensive examinations

EXPECTED

RESULTS

ASSESSMENT

RESULTS

USE OF

RESULTS


PERFORMANCE

INDICATORS






(Actual Outcomes)

Twenty-two candidates (SP 07 –

12; F07 10) completed comprehensive examinations with ratings of passing by two of three faculty members.


Standards during CY

2008.

EXPECTED OUTCOME 2: Graduates of this program will be able to: Successfully complete second school counseling practicum (Internship)


PERFORMANCE

INDICATORS



EXPECTED

RESULTS

ASSESSMENT

RESULTS

(Actual Outcomes)

USE OF

RESULTS

(60 direct contact hours) with satisfactory ratings by field supervisors on observed identified performance indicators.

Ratings by field supervisor ranging from 0 – Does not meet criteria for program level, 1 – Meets criteria minimally or inconsistently for program level, 2 – Meets criteria


(2) on each training standard. consistently at this program level, and 3 –




Standards during CY

2008.

2009

EXPECTED OUTCOME 1: Graduates of this program will be able to: Successfully complete process of comprehensive examinations


PERFORMANCE

INDICATORS



EXPECTED

RESULTS

ASSESSMENT

RESULTS

(Actual Outcomes)

USE OF

RESULTS

Complete process of comprehensive examinations prior to completion of final Field experience (Practicum II or

Internship II).



Nine candidates

(SP 09 – 12; F09 -

6) completed comprehensive examinations with ratings of passing by two of three faculty members.

Improve program and assessment system to meet CACREP

Standards during CY

2009.

EXPECTED OUTCOME 2: Graduates of this program will be able to:

Successfully complete second school counseling practicum/Internship.

USE OF

RESULTS


PERFORMANCE

INDICATORS






EXPECTED

RESULTS

Ratings by field supervisor ranging from 0 – Does not meet criteria for program level, 1 – Meets criteria minimally or inconsistently for program level, 2 – Meets criteria consistently at this


(2) on each training standard. program level, and 3 –


ASSESSMENT

RESULTS

(Actual Outcomes)

Nine candidates earned ratings of at least average performance on each training standard.

Improve program and assessment system to meet CACREP

Standards during CY

2009.

2010

EXPECTED OUTCOME 1: Graduates of this program will be able to: Successfully complete process of comprehensive examinations


PERFORMANCE

INDICATORS



EXPECTED

RESULTS

ASSESSMENT

RESULTS

USE OF

RESULTS

(Actual Outcomes) (To be completed

February 15, 2010 in

2011 APA)

Complete process of comprehensive examinations prior to completion of final Field experience (Practicum II or

Internship II).



EXPECTED OUTCOME 2: Graduates of this program will be able to: Successfully complete second school counseling practicum/Internship.


PERFORMANCE

INDICATORS



EXPECTED

RESULTS

ASSESSMENT

RESULTS

USE OF

RESULTS




Ratings by field supervisor ranging from 0 – Does not meet criteria for program level, 1 – Meets criteria minimally or


(2) on each training standard. inconsistently for program level, 2 – Meets criteria consistently at this program level, and 3 –


8.1 Annual Plans for Program:

(Actual Outcomes) (To be completed

February 15, 2010 in

2011 APA)

Over the past three years, the program has undergone extensive redesign. The redesigned 2011 program has been approved by the COE and Graduate Council. The new program will begin accepting students in the fall 2012 term. The redesigned program was guided, in part, by the CACREP standards for School Counseling programs. The program will develop a portfolio leading to an application for CACREP accreditation during the

2012 calendar year.

8.2 Changes in Departmental/Program Objectives:

The program continues to have the preparation of school counselors as its primary objective. However, consistent with developing trends in the field, the redesigned program will have additional emphasis on providing both individual, group and system-wide services which focus on prevention and crisis intervention in the schools.

8.3 Anticipated Changes in Departmental/Program Objectives:

As mentioned in 8.1, the program anticipates seeking CACREP accreditation during the 2012 calendar year. Current plans call for seeking CACREP accreditation for the Master’s in Psychological Counseling as well. Seeking accreditation for both programs simultaneously will minimize cost. Once accredited, the School

Counseling and Master’s in Psychological Counseling programs will likely become more competitive for students and an increase in enrollment is anticipated. Further, it is likely that the program will need the support of additional faculty in order to maintain teaching load compliance with CACREP standards.

The program faculty have changed the MCED program curriculum, as mentioned previously in section 2.5.

8.4 Do you believe the resources allocated to this academic program are adequate in proportion to other programs in your college?

Travel funds pay only a portion of cost to participate in professional conferences. The cost of the state

(LCA) convention is greater than $800.00, and the cost of the national conventions (ACA. ACES) is approximately $1000.00. It is important to attend the state and national conference to keep current in the field, achieve accreditation and maintain licensure. Currently reimbursement is inconsistent, so it is hard to make plans to attend if one is not sure about reimbursement.

9. INFORMATIONAL RESOURCES/LIBRARIE S:

Electronic research databases and interlibrary loan have significantly improved availability of research and journal information.

10. FACILITIES-EQUIPMENT:

10.1 Current Facilities and Equipment:

Facilities (in Polk Hall)



Five classrooms on 2 nd

floor and 3 classrooms on 1 st

floor; large conference room on 1 st

floor st

floor



Learning resource center (including computers) and a computer lab on 1



Smart boards and laptops are installed in several of the classrooms; Other classrooms have permanent projectors in them.



Rolling carts are available with projectors and computers; Rolling carts are available with TV’s.



Computerized learning facility (2 nd

floor); computers equipped with special treatment planning and diagnosis software for practicum students to use



Psychology Training Clinic located in the Psychology Dept. on 2 nd

floor which provides graduate students with experience in counseling adults, children & adolescents and their families; also provides training in psychological assessment. There are 10 individual/family counseling rooms, and one group room. Four of the rooms are equipped for counseling children and two are set up for families. All counseling rooms have one-way windows to allow observation from a central gallery and microphones are installed in the rooms with headset receptacles and a volume control located in the gallery. Each counseling room is equipped with a video monitor camera that feeds into a central display and control panel allowing both video and audio observation and recording. The department has one hand-held or tripod mountable video camera allowing video recording of counseling or testing sessions in classrooms. Digital equipment with computerized presentation capability is available for use in all classrooms.



All faculty members have university-provided personal computers in their offices with access to the internet.

10.2 Needed Additional Facilities:

10.3 Needed Additional Equipment: a. What additional fixed and movable equipment, if any, are needed in order to improve the quality of the program being offered?

10.3 Needed Additional Equipment: a.

The MCED program has converted four graduate classes to the web, and more online courses are expected in the future. The instructors are limited by old computers and outdated software.

Furniture in the counseling rooms of the Training Clinic needs cleaning or replacing, as does the carpet.

Need to improve quality of sound recording in the clinic by installing professional microphones in all 11 counseling rooms. b. Estimated cost for computer upgrades for three core MCED faculty is: $6,000.

Estimated cost for upgrades to furniture in the Psychology Training Clinic is $25,000.

Estimated cost for improving quality of sound recording in all 11 counseling rooms is $2000.

11. Appendix

12.0 Appendix D

MASTER’S IN SCHOOL COUNSELING PROGRAM

MASTER’S IN SCHOOL COUNSELING PROGRAM

MCED Program

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