Hunter College School of Education
Rehabilitation Counseling Program Outcomes Report
2011-12
Program Objectives
1. Recruit and enroll qualified
students each year from diverse
backgrounds who demonstrate a
distinct interest in Rehabilitation
Counseling or School Counseling.
2. Graduate and place qualified
Rehabilitation, Counselors each
year within public and private
settings in the Greater New York
area.
2011-12 Evaluation
Activities
 New student survey results
about usefulness of
admission and recruitment
resources
 End of program survey
results about helpfulness of
admissions advisor
 Review of demographics of
enrolled students


2011-12 Results
Benefiting from its location in NYC, the program continues to attract
students from diverse backgrounds. A review of the demographics of
students enrolled in Fall 2011 reveals a highly diverse student body: of
the 65 Rehabilitation Counseling enrolled students, 34% were White,
20% Hispanic/Latino, 7% Asian, 22% African American, and 2% Non
Resident. Fifteen percent of the students were male.
In 2011-12, 67% of the new counseling students found the School of
Education Admissions Advisor to be helpful or very helpful when
making their college choice. High ratings were also given to the Hunter
College Catalog (74% helpful/very helpful) and the Program
Brochures/School of Education Graduate Catalog (70% helpful/very
helpful).
Seven of the 31graduates in counseling programs who completed their
degree in 2011 responded to the 2012 alumni survey, for a response rate
of 23%. The findings related to graduate employment and professional
credentialing reveal the following:
Alumni survey of program
graduates
End of program survey
results about job placement
-All respondents were employed one year following graduation; 71.4%
held jobs in Rehabilitation Counseling, 14.3% held a counseling-related
job, and the remaining 14.3% had other jobs.
-All respondents took the CRC exam; five of the respondents (71%)
received certification/licensure as CRC. However, only three of the
seven alumni stated that their job requires certification/licensure.
In addition, the End of Program Survey findings for 2011-12 indicate
that, upon completing their degrees, 33% of the counseling graduates
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Program Objectives
2011-12 Evaluation
Activities
2011-12 Results
plan to pursue a Ph.D. and 19% plan to pursue another master’s degree
beyond the master’s in counseling. Sixty-three percent will pursue an
Advanced Professional Certificate.
3. Facilitate opportunities for the
professional development of
Rehabilitation Counseling, Mental
Health Counseling, and School
Counseling students.

End of Program Survey
Eighty-three percent of the counseling graduates who responded to the
2011-12 End of Program Survey reported that they attended
professional counseling seminars and workshops during the past two
academic years; 41% attended a professional conference within the last
two years. One fourth of the respondents attended the United Federation
of Teachers’ Professional Counseling Seminars.
4. Maintain a solid core of
academic offerings and enhance
curriculum content consistent with
the growth of the Rehabilitation
Counseling professions.

Student evaluations of
course instruction
End of Program student
survey results about
strength of program
preparation in professional
knowledge and skills
Alumni survey results about
strength of program
preparation in professional
knowledge and skills
Employer survey results
Data summarizing Fall 2012 student evaluations show an average of
5.75 (on a scale of 1 to 7) for the overall evaluation of instructors’
teaching in all COCO courses, placing the faculty very close to the
“Excellent ” rating.



In addition, the results of the 2011-12 End of Program Survey indicate
strong satisfaction with program preparation in professional knowledge
and skills. For instance, 96% of the respondents thought the program
was helpful or very helpful in preparing them to become an effective
counselor. And 88% would attend Hunter College’s counseling
program if they were to make a program choice again.
In the 2012 Alumni Survey, 74% of the counseling respondents were
satisfied or very satisfied with the preparation they received from their
counseling program. Ninety percent of the respondents noted that they
would recommend the Hunter School of Education to individuals
interested in working in counseling.
Lastly, in the 2012 Employer Survey, 12 (or 75%) of the respondents
who indicated that they employ Hunter College graduates from the
counseling programs, rated our graduates as “very effective” and 4
(25%) rated them as “effective.”
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Program Objectives
5. Provide students with a
sequence of counseling
experiences through instruction,
laboratory experience, and
fieldwork at high quality sites.
Enhance the Program’s
responsiveness to the on-going
needs of our students by
conducting formative and
summative evaluations.
2011-12 Evaluation
Activities
 Student evaluations of
course instruction
 End of Program student
survey results about
strength of program
preparation in professional
knowledge and skills
 Alumni survey results about
strength of program
preparation in professional
knowledge and skills
 Employer survey results
 Students’ evaluation of
internship/practicum sites
and supervisors



2011-12 Results
The results from Student Evaluations of Course Instruction, End of
Program Survey, Alumni Survey, and Employer Survey were
highlighted in the sections above.
In addition to these data, the student evaluations of internship/practicum
sites reveal high levels of satisfaction with both the sites and the
supervisors. Overall, 88% of the rehabilitation counseling students
agreed or strongly agreed that they would recommend their site for
other counseling students' internships or practicum.
Supervision for rehabilitation counseling had four highly rated items
(with over 80% "always"): 1. My supervisor was available when I
needed him/her (91%); 2. My supervisor fulfilled the practice
requirements as outlined in the guidelines (85%); 3. My supervisor
structured supervision appropriately (82%); and 4. My supervisor could
accept my feedback (82%). For each item related to the quality of
supervision, at least half of the respondents gave a rating of "always."
Highlights of findings for these evaluations were noted in the sections
above. Upon reviewing the results, the Coordinator of Fieldwork
Placements in the Department of Educational Foundations and
Counseling Programs decided to organize several focus groups this
spring with students who are currently enrolled in internship and
practicum courses. These discussions will add more insights to the data
we already collect about clinical experiences and will help the program
become more responsive to the students’ needs.
Key Assessment/Student
Learning Outcomes Data,
including students’ self
evaluation and supervisors
evaluation of
internship/practicum
performance
Student evaluations of
course instruction
End of Program student
survey results about
strength of program
preparation in professional
knowledge and skills
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Program Objectives
2011-12 Evaluation
Activities
 Alumni survey results about
strength of program
preparation in professional
knowledge and skills
 Employer survey results
Students will develop skills and
techniques to effectively provide
personal and career counseling
services for clients.

Students will develop and maintain
high standards of professional
ethics.

2011-12 Results
For the fall 2012 semester, all students who completed the transcript
analysis were rated “at standard” or “above standard” on multicultural
competency, 60% on personal awareness, 86% on client awareness,
96% on counseling microskills, 94% on alternative interventions, and
80% on summary of Strengths and Limitations. The results also indicate
that 40% of the students were rated below standard on personal
awareness, suggesting that this might be an area of improvement that
COCO 701 instructors need to address.
Key Assessment/Student
Learning Outcomes Data:
COCO 701 (Counseling
Skills and Interviewing
Techniques) transcript
analysis key assessment
The evaluations of rehabilitation counseling students by their
supervisors in COCO 725/726 show that 100% of the students always
practice counseling in a legal and ethical manner and 92% always
apply relevant ethical and legal principles to case situations. In
addition, 85% of the students always resolve ethical dilemmas by
applying problem solving and decision making skills and 94% always
seek consultation from appropriate staff to resolve possible legal or
ethical issues. High ratings were also given by supervisors to the
students who completed the practicum (COCO 718).
COCO 718 (Practicum in
Counseling) supervisor
evaluation of student
performance in practicum
COCO 725/726 (Internship
in Counseling) supervisor
evaluation of student
performance in internship
Starting with Fall 2013, additional data will be collected to assess this
student learning outcome via a key assessment in COCO 703
(Psychosocial, Cultural and Political Aspects of Disability:
Rehabilitation and Special Education): the ethics exam.
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Program Objectives
Students will become aware of
their contributions to the
counselor-client relationship
through self-awareness and the
ability to identify and accept
individual differences.
Students will develop
identification with the professional
role of the Rehabilitation
Counselor and recognize the
unique services provided by their
respective profession.
2011-12 Evaluation
Activities
 Key Assessment/Student
Learning Outcomes Data:
2011-12 Results
Practicum supervisors in COCO 718 noted that 81% of the students
always exhibited self-awareness, 71% always exhibited an awareness of
potential biases and attitudes that may affect the counseling process,
and 75% always demonstrated awareness of diversity issues and issues
related to cross-cultural counseling.
COCO 718 (Practicum in
Counseling) case
presentation key
assessment, COCO 719
(Individual Supervision)
course grade

In addition, the student grades in COCO 719 (Individual Supervision)
demonstrate that all students were at or above standard when evaluated
on their individual supervision skills. Of the 22 students enrolled in the
class in Fall 2011, 3 received A+, 5 A-, 12 A, and 2 B+.
Supervisor evaluations in COCO 725/726 indicate that student
performance in the internship was highly rated by supervisors on all
items related to developing professional identity. The percentages of
students who “always” demonstrated skills related to developing
professional identity are as follows: exhibits knowledge of
Rehabilitation or School Counseling roles and function (91%), practices
counseling in a legal and ethical manner (100% ), applies relevant
ethical and legal principles to case situations (92%), resolves ethical
dilemmas by applying problem solving and decision making skills
(85%), seeks consultation from appropriate staff to resolve possible
legal or ethical issues (94%), and maintains appropriate confidentiality
regarding client (100%).
Key Assessment/Student
Learning Outcomes Data:
COCO 718 (Practicum in
Counseling) self evaluation
of practicum performance
COCO 718 (Practicum in
Counseling) supervisor
evaluation of student
performance in practicum
COCO 725/726 (Internship
in Counseling) self
evaluation of internship
performance
In the practicum course (COCO 718), all students received top ratings
(as defined by percent of “always”) on each of the six items related to
developing a professional identity.
COCO 725/726 (Internship
in Counseling) supervisor
evaluation of student
performance in internship
The student evaluations reveal similarly encouraging results regarding
the supervisor’s help in enabling them to express opinions, questions,
and concerns about their counseling (100% of the answers fall under
“Always” or “Sometimes” categories for internships).
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Program Objectives
Students will acquire the
knowledge and skills necessary to
work effectively within complex
organizations. This includes
understanding organizational
structure, working conditions, and
following procedures, processes,
and protocol.
Faculty and staff will contribute to
the Rehabilitation Counseling
professions through scholarly
productivity, community service,
presentations, in-service training,
consultations, and technical
assistance.
2011-12 Evaluation
Activities
 Key Assessment/Student
Learning Outcomes Data:
2011-12 Results
All students were rated at or above standard on Modules 1 and 2 and
94% received similar ratings for Modules 4 and 5 of the self-reflection
paper.
COCO 711 (Supervision
and Administration) selfreflection key assessment


Ratings from student evaluations for all COCO sections (n=38) offered
in Fall 2012 indicate that on a scale of 1 (Poor) to 7(Excellent), the
overall evaluation for instructors’ teaching in these sections was 5.75,
thus placing Rehabilitation Counseling faculty very close to an
"Excellent" rating.
Student evaluations of
course instruction
Annual evaluation of
professional activities
(research, teaching, and
service)
The averages for other teaching effectiveness items were as follows:
-provides clearly defined objectives for students (5.00)
-treats all students in a respectful manner (5.70)
-presents course content in an organized manner (5.60)
-makes good use of examples and illustrations to clarify concepts (5.47)
-Interprets difficult and abstract ideas (4.80)
-effectively communicates knowledge (5.80)
-challenges students intellectually (5.50)
-has increased student interest in the subject (4.63)
According to the Faculty Annual Evaluation of Professional Activities,
during the 2011-12 academic year, Rehabilitation Counseling faculty
were principals and co-principals for ten funded research grants and
presented 12 papers at professional conferences.
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