PROGRAM REVIEW SELF-STUDY
Title of Degree Program: 42.2805 Ed.S. School Psychology
Majors listed under the degree: School Psychology
Specialization areas include: None
Minors listed under the degree: None
Program Leader: Dr. Philip J. Lazarus
Supporting Faculty: Dr. Martha Pelaez
Adjunct Faculty:
- Dr. Sue Buslinger-Clifford;
- Dr. Michele Carol;
- Dr. Carolina Claro;
- Dr. Gary Matloff.
Part I: Overview
1.
What goals did you develop as a result of your last program review?
a. We developed goals related to increasing the emphasis of Response to
Intervention (RtI). We also added a course on Teaching of English as a
Second Language. We expanded our internships to new sites both within
Florida and outside of Florida. We put a neuropsychological emphasis on
our Child/Adolescent Psychopathology course. We worked more closely
with the South Florida Consortium of School Psychology to ensure that
our graduates would have the requisite skills to become leaders in the
area of RtI, a significant movement within the field. We divided the
course Academic and Behavioral Interventions in the Schools into two
courses. Whereas one course focused on academic interventions, the other
focused on behavioral interventions using a three-tiered model. This
decision was consistent with the trends in the field that required more
emphasis on interventions, especially those that are evidenced-based.
2.
What are your major accomplishments tied to these goals? Are there other
significant accomplishments that you reached as a result of continuous quality
improvement and your ability to capture emerging trends, needs, and
opportunities?
a. We revised our Psycho-educational Assessment II course to emphasize
RtI. In order to make our program more responsive to the needs of the tri1
county area, we worked with the South Florida Consortium on School
Psychology, consisting of the School Psychology Program Supervisors for
Miami-Dade County Public Schools, Broward County Public Schools, and
Palm Beach County Public Schools. We added coursework related to
teaching English as a second language to enable students to become better
grounded in this area. We expanded our internship sites for our students.
We incorporated evidenced-based interventions into the program. We
added a course in reading acquisition and approaches to teach reading to
struggling readers and children with special needs. Moreover, we made
our program consistent with the newly developed National Association of
School Psychologists Model for Comprehensive and Integrated Services
(2010), which delineates 10 domains of skills and services available from
school psychologists. We also modified our program to make it consistent
with the National Association of School Psychologists (NASP) Standards
for the Graduate Preparation of School Psychologists (2010).
Part II: Program Analysis
3.
What is the vision of your program(s)? Your mission?
a. The mission of our school psychology program is to prepare school
psychologists to provide comprehensive psychological services to
promote educationally and psychologically healthy environments for all
children and youth.
b. Our mission can be best accomplished by providing our graduates with
the knowledge, skills, and dispositions to become effective scientists/
practitioners who can: a) respect and value human diversity, b) create and
disseminate new knowledge related to children and youth, c) develop
school psychological services that prevent problems, enhance
independence, and promote optimal learning, and d) advocate for
meaningful educational, social, economic, and political change through
the development of professional partnerships.
c. The school psychology program is consistent with the conceptual
framework and mission of the College of Education (COE). The mission
of the College is three pronged. The first is to prepare professionals who
have the knowledge, abilities, and dispositions to facilitate and enhance
learning and development within diverse settings. The second is to
discover and disseminate knowledge related to learning, teaching, and
development. The third is to develop professional partnerships to
promote meaningful educational, social, economic, and political change.
d. The mission of NASP also guides our program. The NASP mission
promotes educationally and psychologically healthy environments for all
children and youth by implementing research-based, effective programs
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that prevent problems, enhance independence, and promote optimal
learning. This mission is accomplished through state-of-the-art research
and training, advocacy, ongoing program evaluation, and caring
professional service.
4.
Programmatic Information:
a. Location(s) where degree is offered: Modesto Maidique Campus
b. Delivery format(s): Face-to-face delivery; non-school psychology courses
may be delivered online.
c. Enrollment data: See chart below.
Headcount
Ed.S. School Psychology
Fall
2004
40
Fall
2005
46
Fall
2006
46
Fall
2007
52
Fall
2008
51
Fall
2009
46
Fall
2010
41
d. Retention and graduation rates: See chart below.
Degrees Awarded
2004-05 2005-06 2006-07 2007-08 2008-09 2009-10 2010-11
Ed.S. School Psychology
12
11
5
12
11
8
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e. Placement of graduates: Presently all our graduates have found positions
in school psychology or related areas. Most graduates tend to stay in the
tri-county area and are hired as school psychologists in Miami-Dade,
Broward, or Palm Beach counties. Some are hired in other counties in
Florida, while others are hired across the country. Bilingual/bicultural
school psychologists are in especially high demand in areas of the country
where there are a significant number of Hispanic students. Almost all our
graduates work for public school systems.
f. Percentage of graduates proceeding to graduate or professional schools:
A few of our graduates do go on to pursue their doctorate in school
psychology or in other related areas. Because our program consists of 80
credit hours and culminates in an Ed.S., almost all students begin working
in the profession before pursuing doctoral studies. Students are typically
advised to learn their craft and only begin doctoral studies after at least
two years of experience in the field.
g. Diversity profile of students: See chart below.
Diversity
2004-05 2005-06 2006-07 2007-08 2008-09 2009-10 2010-11
Total # of Students
40
46
46
52
51
46
41
American Indian
0
0
0
0
0
0
0
Asian
1
1
0
0
1
1
0
Black
3
3
6
9
12
11
8
Hispanic
24
27
26
29
25
20
22
White
12
15
14
14
13
13
10
3
Multi-racial
Not Specified
0
0
0
0
0
0
0
0
0
0
0
1
0
1
University Core Curriculum delivered (if applicable). – N/A
5.
Student learning outcomes matrix (i.e., student learning outcomes stated in
measurable terms; assessment methods [criteria and procedures for
evaluation]; results of data summary and analysis; and, use of results for
improving student learning) for the last two years (2008-09 and 2009-10). Use of
results could include, for example, curriculum reform.
a. Improvements related to student learning outcomes included the
following:
i. The program was reviewed with the assistance of the school
psychology graduates. All courses were reviewed in relation to
both the relevance of content and delivery of coursework.
Basically, the students believed that the courses within the program
were all relevant to the profession of school psychology. Graduates
believed that the program changes we made within the past few
years helped prepare them for their role and function within the
school setting. A greater emphasis has been placed on providing
academic and behavioral intervention to Pre-K to grade 12
students. We have also placed a greater focus on reading
interventions. Moreover, this past year we placed greater emphasis
on RtI (Response to Intervention) and required our graduate
students to take a course in ESOL.
ii. The program director reviewed teaching evaluations of adjunct
faculty and provided direction when needed.
iii. We reviewed the data on our graduates passing the school
psychology subject area exam. Eighty percent of our students
passed the exam on the first attempt. The program director
worked with Pearson (the developer of the exam) to gain a more indepth understanding of the content in order to enable our students
to succeed.
6.
Program performance outcomes matrix (i.e., program outcomes stated in
measurable terms; assessment criteria and procedures for evaluation; results of
data summary and analysis; and, use of results for improving the program.)
a. Improvements related to program outcomes:
i. Faculty have included more assignments in which candidates
demonstrate the use of technology in program courses (e.g.,
videotaping counseling sessions, videotaping consultation sessions,
developing PowerPoint presentations, using the Internet for
research and intervention resources, and using computerized
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ii.
iii.
iv.
v.
technology for psycho-educational assessment scoring,
interpretation, and report writing).
Faculty work with adjuncts to ensure that current trends are
introduced into the courses that they teach.
An emphasis is placed on ensuring that our adjunct faculty
members have direct current experience in schools. Moreover, we
also worked to ensure that we had Hispanic faculty who had
bilingual skills in psycho-educational assessment, counseling,
collaboration, and consultation.
We also collaborated with our internship sites to make sure that
our school psychology interns had more experience in working
with pre-school populations.
We are in the process of conducting a search for a new faculty
member in School Psychology.
Provide focused synthesis and analysis of the above segments.
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To improve student learning, course syllabi have been reviewed and revised to
include assignments that embed technology and recent trends in computerized
assessment. The internship sites now include experiences with early childhood
populations. With respect to program outcomes, the program director ensures
prior to hiring that adjunct faculty have school psychology work experience. In
addition, a successful search was conducted for an assistant professor in school
psychology and that individual will begin in August 2011.
Contextual Program Information:
7.
List recommendations from the last program review and actions taken in
response to recommendations.
a. Refer to Item 2.
8.
Summarize results/recommendations of any specialized accreditation,
including date of review.
a. The program has not undergone any specialized accreditation review. We
presently do not have the required number of faculty members to gain
NASP accreditation. We do work diligently, however, to follow the
standards for school psychology training programs. Our program of
studies is consistent with recommendations related to core competencies
in our profession. The program has been conditionally approved by the
Florida Department of Education through June 2013. In the fall 2011,
program faculty will begin to review course syllabi, critical assignments,
and rubrics to align them with the recently revised Florida Educators
Accomplished Practices (FEAPs).
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9.
Describe major changes in the Program as a result of changes in discipline,
student demand, faculty feedback and labor dynamics.
a. The discipline has changed to reflect more emphasis on intervention and
improving academic and behavioral outcomes for children. The focus has
also been on using evidence-based practices and data to help guide
decision-making. We have made sure that we focused on these areas in
our coursework.
b. We are part of the South Florida Consortium of Trainers, Administrators
and Supervisors of School Psychologists. We meet on a quarterly basis
with the administrators, supervisors, and trainers of school psychologists
in the tri-county area to set a direction for the future of our profession.
We constantly discuss changes in our discipline and how training
programs and school districts can be most responsive to the needs of
children in South Florida.
c. The demand for school psychologists is still strong although positions in
education have certainly been impacted by the economic downturn. Our
students typically have paid positions during their internship year. As a
result of the economic climate, school systems are currently examining
their commitment to offer paid school psychology internships. This
creates anxiety for our current and incoming students as many students
would be hard pressed to conduct an internship unless they receive a
salary for their work. At the present time, everything is on the table in
regard to school budgets and we cannot predict the outcome.
d. School psychology students have continued to perform well on the
Florida Teacher Certification Exams (Professional Education, General
Knowledge, and the Subject Area Exam in School Psychology). All
students in the program from 1971 to the present have passed all requisite
exams required to enter the profession.
e. We recently added a required course in TESOL. This ensures that all of
our graduates have the competencies to work with students of other
languages.
f. We also added more technology requirements into our program both in
the course work and in the internship.
g. As a result of serving as the Training and Credentialing Chair of the
Florida Association of School Psychologists, the test development team
for the Department of Education Florida School Psychology subject exam,
the South Florida Consortium of Trainers, Administrators and Supervisors
of School Psychologists, and most importantly, as the President-Elect of
the National Association of School Psychologists, coursework is modified
to reflect current research, national training standards, needs of our
community, and evidence-based practice.
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10. Demonstrate need for the Program and benefit to the University, region, State,
and global community, as applicable.
a. Our School Psychology program benefits the university, region and state,
and in some instances the global community. Students who graduate
from the program have gained expert knowledge of our field and are able
to work respectfully in diverse environments. School psychologists act
responsibly, ethically, and professionally as they engage in professional
activities.
b. Many children in schools have a mental illness or other disabilities. For
example, the most common form of disability among teenagers today is
mental illness. The MECA Study (Methodology for Epidemiology of
Mental Disorders in Children and Adolescents) that was discussed in the
Surgeon General’s Report on Mental Illness estimated that almost 21
percent of U.S. children ages 9 to 17 had a diagnosable mental or addictive
disorder associated with, at least, minimum impairment. When
diagnostic criteria required the presence of significant functional
impairment, estimates dropped to 11 percent. This estimate translates into
a total of four million youth who suffer from a major mental illness that
results in significant impairments at home, at school, and with peers.
Finally, when extreme functional impairment is the criterion, the estimates
dropped to five percent. This means that one out of five children in the
United States suffers from a mental or addictive disorder that impairs his
or her ability to succeed in school. In Florida, our average case load is
approximately one school psychologist for every 2,000 students. Thus,
each school psychologist has 400 students in his/her caseload who are in
need of some type of support to succeed or reach his/her potential in
school. Further, the U. S. Surgeon General’s Report concluded that
approximately 70 percent of children and adolescents with a diagnosable
mental disorder do not get the mental health treatment they need. In
summary, one out of every five children needs mental health assistance to
succeed in school. Yet only three out of every 10 actually receive help. If a
school psychologist is trying to offer services to one child each day, it
would take two years to see each child just once. Based on the data above
it is critical for school districts to hire school psychologists to meet the
needs of these students. The program benefits the community and school
by training and graduating school psychology students that can go into
schools to provide needed services to students with disabilities.
c. There are also shortages of school psychologists nationwide. The U.S.
World and News Report has indicated that school psychology is one of the
top 10 professions during the next decade. Many current school
psychologists are now nearing retirement age; this will create a demand
for new graduates.
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d. Moreover, recent reports indicate that the emotional well-being of
students has become worse. There is a great need for school psychology
professionals to deal with the academic and social-emotional needs of our
youth. Our program has been in existence since the beginning of our
university in the early 1970s and we have trained the majority of school
psychologists in South Florida. We need to continue to implement our
mission as our program offers the only state university program in school
psychology in our region. The program advances the global theme of FIU
involving expanding and strengthening FIU’s engagement with local,
national, and international communities.
e. Given the increase in mental health concerns in the schools and the
community, there is a great need for our graduates. Our graduates work
with children and families who are often suffering and are the most
vulnerable. We evaluate youngsters with disabling conditions. These
include: children who are significantly intellectually disabled, learning
disabled, emotionally and behaviorally disabled; children with autism;
youngsters who are blind, deaf, and/or hard of hearing; children who
have physical handicaps, such as cerebral palsy; and, children who suffer
from neurological impairment or traumatic brain injury. We also work
with youngsters who have been traumatized by accidents, natural
disasters, violence, or physical or sexual abuse. Whenever there is any
type of mental health concern impacting a child in the schools, the school
psychologist is the “go to” professional for providing intervention,
consultation, and support.
Fiscal Analysis:
11. The Fiscal Analysis will be enacted through a process between the Office of
Academic Budget and Personnel in the Division of Academic Affairs and the
dean of the College of Education.
Research Productivity (as applicable):
12a. Grant Support: Please analyze tenured and tenured-earning faculty
productivity in the last three years in terms of grant support, including the
following: number of proposals submitted; number of submitters; total funds
requested; average per proposal; number of proposals funded; and, total
amount funded. (Please provide the information by fiscal year.) You can also
provide the analysis on non-tenured and non-tenured earning faculty.
Analysis on clinical grants, as applicable, can be included.
a. None.
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12b. Publications: Please provide the number of publications in peer reviewed
journals and/or student-run publications produced in the last three years,
including the number of papers per faculty. (Please provide the information by
fiscal year.)
Faculty
*Benson
Lazarus
2008
1
1
Faculty Publications by Year
2009
2010
2011
0
0
0
3
1
4
Total
1
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*No longer with the University
Total Publications for 2008-11: 10
Publications for 2008: 2
-
Lazarus, P. J., & Benson, N. (2008). Emotional intelligence. In N. Salkind (Ed.),
Encyclopedia of educational psychology (pp. 334-338). Thousand Oaks, CA: Sage
Publications.
Total Publications for 2009: 3
-
Lazarus, P. J. (2009). Saving school psychology jobs in a time of fiscal chaos.
NASP Communiqué, 37(6), 23-27.
-
Lazarus, P. J. (2009). The president’s call to action to prevent youth suicide.
Available at http://www.nasponline.org/advocacy/suicidecalltoaction.aspx
-
Zenere, F., & Lazarus, P. J. (2009). The sustained reduction of youth suicidal
behavior in an urban multicultural school district. School Psychology Review, 38,
189-199.
Total Publication for 2010: 1
-
Lazarus, P. J., & Sulkowski, M. L. (2010). Oil in the water, fire in the sky:
Responding to technological/environmental disasters. NASP Communiqué,
39(1), 16-17. Available at
http://www.nasponline.org/publications/cq/mocq391RespondingToDisasters.
aspx
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Total Publications for 2011: 4
-
Lazarus, P. J., & Pfohl, W. (2011). Bullying. In A. Canter, L. Z. Paige, & S. Shaw
(Eds.), Helping children at home and school III (pp. S4H8-1-4). Bethesda, MD:
National Association of School Psychologists Press.
-
Sulkowski, M. L., & Lazarus, P. J. (in press, fall 2011). Contemporary responses to
violent attacks on college campuses. Journal of School Violence.
-
Sulkowski, M. L., & Lazarus, P.J. (in press, fall 2011). Reflections of the
anniversary of September 11: Responding to our nation’s youth. NASP
Communiqué.
-
Sulkowski, M. L., West, J., & Lazarus, P. J. (2011). It ain't easy livin’ in the Big
Easy: Down and dazed but not out. NASP Communiqué, 39(7), 23-26. Available at
http://www.nasponline.org/publications/cq/39/7/it-aint-easy.aspx
12c. Research Ranking: Please provide any ranking or notation obtained during the
last three years (as applicable).
a. N/A
Partnerships/Entrepreneurial Activities (as applicable):
13. Please analyze results of foundation and auxiliary entrepreneurial activities
(e.g., community engagement, conferences and workshops, technical
assistance, sponsorships/donor support, etc.) during the last three years,
detailing activities and amounts obtained (where appropriate) by fiscal year.
a. We did not engage in auxiliary entrepreneurial activities.
Part III: Strategic Planning and Improvement Action Plan
14. Develop a programmatic Strengths, Weaknesses, Opportunities and
Challenges (SWOC) analysis. An SWOC analysis identifies an organization’s
strengths, weaknesses, opportunities, and challenges. The SWOC includes
normally an assessment of the internal environment (strengths and
weaknesses) and an assessment of the external environment (opportunities and
challenges). SWOCs facilitate strategic planning. Moreover, SWOCs help to
understand the culture, facilitate decision-making, and may be used to assess
opportunities and identify factors leading to an organization’s critical success.
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Strengths
-
The strengths of our program are the quality of our students, the comprehensive
nature of our program of studies, the longevity of our program, and the ongoing
relationship we have with quality internship sites. Because we have established
a South Florida Consortium of School Psychology, we constantly engage in
ongoing dialogue to improve the quality of training and the delivery of school
psychological services in South Florida. Our program of study meets and
exceeds the training standards as developed by the NASP. We train
bilingual/bicultural students for today’s job market. Our students are
comprehensively educated and are sought out after graduation. We typically
have 100 percent placement of our graduates. We also integrate the strengths of
our College into our training program, especially in the areas of counselor
education, special education, child development, educational psychology, and
research. Our adjuncts have practical experiences working as school
psychologists in the schools and therefore bring an important dimension to our
program. Moreover, we maintain a low number of adjuncts in order to ensure
consistency in course delivery and continuity. Our students establish working
relationships with our core adjuncts.
-
We currently have a School Psychology Student Association which enables many
of our students to benefit from leadership opportunities. Our students engage in
all types of leadership activities annually, such as walking for autism and suicide
prevention. They promote the program in psychology classes and engage in a
number of activities during NSPA Week. Last year one of our students was
named the school psychology student of the year by the Florida Association of
Schools Psychologists.
-
Our program is the longest established school psychology program, not only in
South Florida, but in the state. The program director has served in this capacity
since 1978, manifesting continuity. Moreover, we are the only public university
school psychology program south of Orlando.
-
The school psychology program director was elected as the president of the
NASP (an association of more than 26,000 practicing school psychologists) and
his term of office began on July 1, 2011. His leadership should help bring to the
fore FIU's school psychology program, as well as national recognition to FIU.
Our students will now have the opportunity to become more engaged at the
national level by serving as student leaders on national committees and
workgroups.
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-
The program director has held a great number of leadership positions at the state
and national level and has received numerous awards for his services to South
Florida, our state, and the nation.
Weaknesses
-
For the past three years we only had one core faculty member. When our last
faculty member in school psychology left, we were unable to advertise for the
position. The lack of faculty is a constraint. We petitioned the dean at the time
to make available faculty lines in school psychology. The petition was not
approved due to budget concerns. Fortunately, the situation is turning around
and Dean Delia Garcia has been most receptive to allocating faculty resources to
the program. We should have a minimum of three faculty lines in our program.
This is consistent with the standards of NASP.
-
Many of our courses are being taught by adjuncts. This is a double-edged sword.
We certainly need sufficient core faculty to advise and support our students and
complete all of the requisite administrative work. This situation is even more
challenging if we encounter a student who poses difficulties; it is always better to
make decisions based on a committee of university-based school psychology
faculty, rather than in conjunction with an adjunct professor. We recognize,
however, that all our adjuncts work as school psychologists in the schools and
bring to their classes real world experiences that are necessary in a changing
environment.
-
With a lack of core faculty we are less able to recruit the best students.
Moreover, synergy, enabling program improvement ideas to be debated and
discussed, is critical to any program. Without this synergy, it can become
emotionally debilitating and/or demoralizing to current faculty.
-
Another weakness is the lack of sufficient financial aid for our students.
Insufficient funding makes it necessary for many of our students to work fulltime while also attending school.
Opportunities
-
We see excellent opportunities for our program. There has always been a call for
doctoral programming in school psychology. According to 2010 data from the
Florida Department of Education, there are 235 school psychologists in MiamiDade County, 142 school psychologists in Broward County, and 83 school
psychologists in Palm Beach County. Many of these practitioners are seeking an
Ed.D. or Ph.D. in school psychology. We live in a diverse multicultural and
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multiethnic urban community; this community can serve as a laboratory for the
delivery of innovative, complex and comprehensive school psychological
services. South Florida is an excellent setting for conducting research on urban
schools and multicultural/multiethnic students. All three school systems in the
tri-county area are eager to conduct research with us to help deal with the
challenges facing in our communities. We need school psychological services
more than ever, especially because families have been negatively impacted by
the downturn in the economy. FIU has worked extensively with all three
counties to maintain and/or expand school psychological services even in this
difficult economic times and decreasing budgets.
-
If the appropriate resources were made available, we could be one of the premier
school psychology training programs in the nation. In universities of our size,
school psychology doctoral programs often have five to seven faculty members.
We could also be the number one program in the country training
bilingual/bicultural specialist and doctoral level students.
-
It would be beneficial if we were able to establish a school psychology clinic that
could serve as a resource for the community and a training ground for our
students. We did submit a grant for this purpose but were not successful in
receiving funding.
Challenges
-
The major challenge is making sure that the School Psychology program is
funded and supported, and that there are sufficient faculty to run a high quality
program. We are now competing with Nova Southeastern University, which has
five faculty members in school psychology. To our advantage, FIU is a public
university and the program has over the years established a solid reputation in
community.
-
Due to significant budget cuts in the school systems, there has been a large
reduction in paid internships for graduate students. School systems have cut
back in this area, particularly in 2011-12). This limitation will influence the types
of students who may be able to enter our program; many prospective students
depend on the approximate $22,000 salary they received as interns for the
academic school year. At present, we have had a mix of students, with some
coming out of college with perhaps one or two years of experience, and mature
students who have been working in the fields of education, counseling, social
work, and mental health for a number of years. The reduction of paid internships
will make it difficult for more mature professionals, especially those supporting
a family, to enter our program.
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-
Another challenge will be the hiring and retaining of faculty who are dedicated
to the program and are engaged in ongoing research. With few faculty members,
individual faculty members dedicate efforts to the ongoing maintenance and
support of the program and students. This focus prevents faculty from spending
time to engage in research. In South Florida, our program is measured by the
quality of the graduates we produce and not as much on the quality or quantity
of research produced.
15. Refer to issues still identified as challenges and/or opportunities and prepare a
plan to suggest solutions and pathways towards furthering student learning
and programmatic improvements. Include a timetable and denote process for
developing consensus on the Improvement Action Plan. Within the
Improvement Action Plan, please incorporate a plan to measure
progress/indicators of success.
a. The plan should be to hire one additional school psychology faculty
member for 2011-12. We are currently in this process. The following year
we should hire another faculty member. Then we will have three faculty
members and we will be able to apply for national accreditation from the
NASP.
i. This is important because we need faculty capacity. Prospective
students would like the program to become approved by NASP, in
addition to FDOE and NCATE approved. It does not bode well in
terms of reputation when the president of the NASP represents a
program that has not yet met standards for the number of faculty
required for program approval. Otherwise, the program director
has ensured that the program and its courses meet the NASP
standards. The curriculum currently exceeds the required NASP
standards for an Ed.S. degree, and the practicum and internship
sites are well respected. Our students pass all of the requisite
exams for state certification. We have graduated more than 300
school psychologists since our program came into existence.
Moreover, upon graduation our students become certified by the
FDOE to practice school psychology within the school setting; after
three years of practice in the schools, they are eligible for private
practice licensure as a school psychologist.
b. After hiring a third school psychology faculty member, we will have
ample staff to begin to write the self-study for NASP accreditation, and
possibly to plan for a doctoral degree in school psychology. Again, other
factors are in place to move forward with this goal. The program can
either be a stand-alone program or it could be offered in conjunction with
the counselor education program.
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Part IV: Recommendations of Provost
The Provost will provide written recommendations to the units regarding the future
direction of the academic program based on the findings of the complete Program
Review, including the self-study, external consultant’s feedback and Improvement
Action Plan.
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