1 Proposal to Extend the Masters of Arts in Applied Clinical Psychology to Penn State Erie, the Behrend College Program Justification 1. Demand for the Program Extension to Penn State Erie, The Behrend College In a joint partnership between campuses, Penn State Harrisburg seeks authorization to extend the Masters of Arts in Applied Clinical Psychology to the School of Humanities and Social Sciences at Penn State Erie, The Behrend College. The addition of the Applied Clinical Psychology Master’s degree program to Behrend will provide a number of benefits: a. Due to the increasing national and state-wide demand for mental health professionals, an extension will expand Penn State University’s impact on the community we serve. b. Cooperation between the psychology graduate faculty of Penn State Harrisburg and Penn State Behrend will improve the research and educational opportunities for students at both campuses due to a greater diversity of faculty expertise. c. Cooperation between the graduate faculty of both campuses will foster collaborative spirit and provide additional research, teaching, and service opportunities for faculty. d. Attracting to Penn State Behrend students who seek advanced training for a career in psychology, the social sciences, or mental health. e. Meeting the demands of current Behrend students and students from the region for advanced training and preparation for work in psychology and the mental health field. f. Supporting the strategic vision of Penn State Behrend to add new, graduate level, academic programs and continue to grow enrollments. g. Meeting the needs of employers in northwestern Pennsylvania and beyond who seek to employ graduates trained in psychological research, clinical psychology, and those who have achieved licensure as professional counselors. h. Enhancing Behrend’s and Harrisburg’s ability to provide academic programs that offer our graduates a competitive advantage in educational and professional arenas. National market feasibility The national data on clinical mental health counselors1’ employment and forecasts for future hiring needs are provided by the federal Employment Projections program in the U.S. Department of Labor’s Bureau of Labor Statistics. These projections include growth and replacement openings, whereas the Occupational Outlook Handbook data typically used in market research only reports growth, thereby underestimating employment demand. There are approximately 120,300 clinical mental health counselors employed in the United States. This represents 17.6% of counselors and 7.3% of all mental health professionals, and it represents the fourth highest mental health professional employment field (after social workers, 1 Students who graduate from the Applied Clinical Psychology graduate program who also complete the 12 credit certificate in Applications in Clinical Psychology have completed the educational requirements for licensure as a professional counselor in the Commonwealth of Pennsylvania. Licensed professional counselors are counted as clinical mental health counselors in national employment data. 2 guidance counselors, and clinical psychologists). The growth in clinical mental health counseling employment from 2010 to 2020 is expected to be 36%, the highest rate of growth in the mental health professional fields. Earnings are also expected to remain very strong and similar to those of social workers (see Table 1). Statewide demand The Pennsylvania Department of Labor & Industry’s Center for Workforce Information and Analysis estimated that employment of clinical mental health counseling is strong in Pennsylvania and is projected to grow over the next decade. Their data show that clinical mental health counseling employment is second in demand among mental health professions (see Table 2). a. Estimated clinical mental health counselor employment in 2010 = 16,770 b. Projected industrial clinical mental health employment in 2020 = 19,490 c. 10 year growth rate = 16.2% Potential Regional Competitors Only three of the 24 masters programs in the Western Pennsylvania, Northeastern Ohio, and Western New York tri-state areas offer a program with a similar educational focus as the proposed Applied Clinical Psychology program, based on each program’s Web site description. The remaining 21 programs have a focus on counseling education, addictions counseling, rehabilitation counseling, marriage and family therapy, school counseling, or community counseling. The three similar programs, Carlow University (Pittsburgh), State University of New York at Buffalo, and Cleveland State University, graduated 43, 24, and 31 students in 2011, respectively. This is an average of 33 students per program. The remaining 21 tri-state master’s programs averaged 28 graduates per program in 2011. Applicant pools Analysis of applicants to both the Applied Clinical Psychology program at Penn State Harrisburg and the Clinical Mental Health Counseling Master of Education degree program at Penn State University suggest that the proposed extended Masters of Arts in Applied Clinical Psychology will have little to no impact on applicants to either of these other programs because only a small number of applicants come from the Western Pennsylvania, Northeastern Ohio, and Western New York tri-state area. Examining the characteristics of students who have graduated with undergraduate psychology majors from the involved and potentially affected Penn State colleges provides support for our program. Of 250 students who graduated from Penn State Erie between 2008 and 2013 with an undergraduate degree in psychology, 90% were from PA zip codes beginning with 15 or 16 (representing the Western Pennsylvania regions) and 8.8% were not from PA; only 1.2% were from zip codes beginning with 17, 18, or 19 (representing Eastern Pennsylvania regions). On the other hand, of the 340 students who graduated from Penn State Harrisburg with a psychology degree during the same time period, only 2.4% were from PA zip codes beginning with 15 or 16; the remaining 97.6% of students came from PA zip codes beginning with 17 (80.3%), 18 (3.8%) or 19 (5.0%), or they were not from PA (8.5%). 3 Table 1. National occupational employment and job openings data, projected 2012-2022, and worker characteristics, 2012 (Numbers in thousands) 2012 National Employment Matrix title and code Employment Employment change, 2012-2022 Job openings due Percent self to growth and employed, replacement 2012 needs, 20122022 6.4 278.3 Median annual wage, Typical on-the-job training needed to Typical education attain competency in 2013 (1) needed for entry the occupation $43,060 — — High school diploma or Moderate-term on-the$37,100 equivalent job training 2012 2022 Number Percent Counselors 21-1010 665.5 802.3 136.8 20.6 Substance Abuse and Behavioral Disorder Counselors 21-1011 89.6 117.7 28.2 31.4 7.9 47.2 Educational, Guidance, School, and Vocational Counselors 21-1012 262.3 293.5 31.2 11.9 2.9 87.0 $53,380 Master's degree Marriage and Family Therapists 21-1013 37.8 49.4 11.6 30.6 7.4 19.6 $45,720 Master's degree Mental Health Counselors 21-1014 128.4 165.1 36.7 28.5 8.3 64.0 $40,580 Master's degree Rehabilitation Counselors 21-1015 117.5 140.9 23.4 19.9 7.2 48.4 $32,350 Master's degree Counselors, All Other 21-1019 29.8 35.6 5.8 19.4 5.2 12.1 $41,650 Master's degree Footnotes: Data is unavailable for values denoted with a "—". (1) Data are from the Occupational Employment Statistics program, U.S. Department of Labor, U.S. Bureau of Labor Statistics. Source: Employment Projections program, U.S. Department of Labor, U.S. Bureau of Labor Statistics Note: Students in the Applied Clinical Psychology Master's Program will be trained primarily as Mental Health Counselors; however, they may be able to secure jobs as counselors listed in the table depending on their work and internship experience. None Internship/residency Internship/residency None None any of the types of Table 2. Pennsylvania occupational employment and job openings data, projected 2010-20 Average Annual Openings SOC Code 21-1010 Estimated Projected Occupational Title Counselors Percent Due to 2020 50,060 Change 9.5% Growth Replace. 1/ Total 2/ Total 2020 480 970 1,450 14,500 8,000 8,760 9.0% 75 171 247 2,470 11,890 12,410 4.0% 52 255 306 3,060 2010 45,270 Due to 21-1011 Substance Abuse & Behavioral Disorder Counselors 21-1012 Educational, Vocational, & School Counselors 21-1013 Marriage & Family Therapists 1,010 1,220 21.0% 20 20 40 400 21-1014 Mental Health Counselors 16,770 19,490 16.2% 272 359 631 6,310 21-1015 Rehabilitation Counselors 7,020 7,570 7.8% 56 150 206 2,060 21-1019 Counselors, All Other 580 610 6.0% 5 15 20 200 Last column is Total 2/ multiplied by 10 to equate to national labor market data since this state data reports annual openings, not a total for the 10 year projection period FOOT NOT ES: Data may not add to totals due to rounding. Confidential data & occupations with employment less than 10 are not shown but are included in all sub-total & total employment values. 1/ Labor force net replacements due to death, retirement, disability, or withdrawal for personal reasons. 2/ T otal openings equal replacements plus annual growth, except for cases when negative growth is greater than annual replacements, where total openings are expressed as zero. 4 We also find no evidence that the extended Masters of Arts in Applied Clinical Psychology at Penn State Erie will have a significant impact on the applicant pools for the other Penn State programs potentially affected. Of the 217 students who have graduated with one of the four possible Master’s degrees in psychology from Penn State Harrisburg between 2008 and 2013, only 5.6% of the students are from PA zip codes beginning with 15 or 16 (Western Pennsylvania). Of the 47 students not from PA (21.7% overall), only one was from western NY and none was from Northeastern OH. In addition, during that time, only one of the students enrolled in any of the four Master’s degree programs (Applied Behavioral Analysis, Applied Clinical Psychology, Applied Psychological Research, and Community Psychology and Social Change) earned their undergraduate degree from Penn State Erie. For the Clinical Mental Health Counseling Master of Education degree program at Penn State University, there is also no evidence of a significant impact on applicant pools. Of the 133 students who have graduated from the Counseling Education Master’s degree program between 2008 and 2013, 6.8% came from a PA zip code starting with 15 and 38.3% (N = 51) came from a PA zip code beginning with 16. Of those 51 students, only 8 (16%) were from the Butler or Altoona areas; the remaining 43 (84%) were from State College and surrounding towns. Of 21.8% that were not from PA, only two were from western NY and two were from northeast OH. None of the students enrolled in the Counseling Education Master’s degree programs earned his or her undergraduate degree from Penn State Erie. Survey Research Clinical and counseling psychology programs are the two most popular master’s degree programs in the US according to a 2009 national survey by the American Psychology Association (APA)2. In 2007-2008, the median number of applications to clinical Master’s Programs was 40 per program resulting in 15 acceptances and 10 new enrollments. Counseling Master’s programs had medians of 35 applications, 18 acceptances, and 15 new enrollments. This national pattern of interest in psychology Master’s programs is mirrored in Behrend students. A 2011 survey of about 200 current and potential Behrend psychology majors asked whether they would be interested in applying to a psychology Master’s degree at Penn State Behrend. Approximately 98% of the respondents indicated that they would be either “very interested” (80%) or somewhat interested (18%) and would consider applying. Of those interested, 68% expressed interest in an applied clinical/counseling degree, 34% in a business (I/O) psychology degree, and 11% in an applied research psychology degree. Approximately 50% of Behrend graduates in psychology attend graduate school immediately after graduation, and of those who do, approximately 30% select clinical/counseling graduate programs. The majority of other students say they plan to attend graduate school within five years. Two more recent surveys of students at Behrend show a continued strong interest in an Applied Clinical Psychology Master’s program. A total of 93 students participated in a survey designed to assess the current and future plans of psychology majors during the fall semester of 2013. Of the 93 students, 20 were first year students, 10 sophomores, 24 juniors, and 39 seniors. The majority (58%) planned to apply directly to graduate school after graduation, while 30% planned to work for a few years before applying. The majority of students (55%) who planned to attend 2 http://www.apa.org/workforce/publications/09-grad-study/index.aspx 5 graduate school want to pursue a program in clinical or counseling psychology and 88% are somewhat to very likely to apply to a master’s level program. Of those students who will be applying to a clinical or counseling psychology program, 74% are somewhat to very likely to apply to a program at Behrend. In fact, 57% of the survey participants requested information about the proposed Applied Clinical Psychology Master’s program. A second survey assessed 95 currently enrolled students at Behrend (in a wide variety of majors) about their interest in various possible Master’s degree programs. Of the 90 students who answered the questions regarding an Applied Clinical Psychology Master’s program, 48% stated that they were moderately to very interested in this degree program, 41% would want to start the program directly after graduation, and 37% stated they would apply to the program after working in the field for a few years. This shows that there is a strong interest in a Master’s program in Applied Clinical Psychology that is consistent across time and appeals to students from various majors at Behrend. 2. Projected Size and Duration The high level of expressed interest in having a Master’s program at Behrend by current and former students, along with the APA data regarding national enrollments, suggests that the Behrend psychology program would be able to recruit 10 students into a new clinical/counseling Master’s degree program during the first year. This would be a strong start to our ultimate goal of 20-30 total Masters’ students within 2-3 years. These projections are modest in comparison with Penn State Harrisburg’s Capital College. In 2014, Harrisburg had 111 applications for the Applied Clinical Psychology Master of Arts degree, made 27 offers, and enrolled between 18 students. Harrisburg has averaged nearly 42 enrolled clinical Master’s students a year over the past 5 years, reflecting the attractiveness of this degree program to Penn State undergraduate students and to members of the local community. Although some Master’s degree candidates will come from outside of Behrend, it is anticipated that the extended Master’s degree in Applied Clinical Psychology will draw primarily from our undergraduates who want to stay and get a Master’s degree from Penn State. The roll out of this new graduate program will increase our profile in the community and attract well-qualified students who will enter the undergraduate program with the intent to complete an MA. This should also increase our undergraduate enrollments. 3. Departmental Ability The Behrend psychology program is well-positioned to offer a quality graduate program in Applied Clinical Psychology. The program currently has 13 full-time faculty (11 tenured/ tenure-track professors and two lecturers) who all hold doctoral degrees, including three licensed clinical/counseling psychologists, Drs. Eric Corty, Melanie Hetzel-Riggin, and Angela Rood. Three additional faculty members have received training and/or provide clinically-related outreach programs. Dr. Vicki Kazmerski has a background in special education; Dr. Dharma Jairam is an educational psychologist who also holds a master's degree in counseling psychology. Dr. Charisse Nixon, who also holds a Master’s degree in counseling psychology, 6 provides prevention education for bullying and teen pregnancy (respectively) in primary and secondary education settings. A majority of the faculty has published research related to the Table 3. Existing psychology faculty qualifications Name Dawn Blasko (Graduate Faculty) Degree Ph.D. (1994) Experimental Psychology/ Developmental Psychology Eric Corty (Graduate Faculty) Ph.D. (1983) Clinical Psychology Melanie HetzelRiggin (Graduate Faculty) Dharma Jairam Ph.D. (2005) Clinical Psychology Northern Illinois University Ph.D. (2009) Educational Psychology; M.Ed. (2002) Counseling Psychology Ph.D. (1992) Biological Psychology University of NebraskaLincoln; SUNY at Buffalo State University of New York at Stony Brook University of Central Florida Victoria Kazmerski (Graduate Faculty) Institution Binghamt on University , State University of New York Indiana University Heather Lum Ph.D. (2011) Applied Experimental and Human Factors Psychology Charisse Nixon (Graduate Faculty) Ph.D. (1997) West Applied Virginia Developmental University Psychology Teaching Specialty Research methods, cognition, perception, gender and multiculturalism, professional ethics Research Specialty Individual differences in linguistic and spatial intelligence; aggressive language; triggers and treatment of trauma Human sexuality, tests and assessment, personality psychology, clinical psychology, abnormal psychology Clinical psychology, abnormal psychology, trauma and resilience, clinical supervision Learning and instruction, statistics, field experience Addictive behaviors; human sexuality and dysfunction; dual diagnosis; psychometrics Neurological bases of behavior, cognitive neuroscience, child psychopathology, learning research methods Human factors psychology, engineering psychology, psychology of gaming, comparative psychology Developmental psychology,children’s social emotional development, gender Social influence on language; dementia; schizophrenia; learning disorders Interpersonal violence; posttraumatic stress disorder; violence prevention Study methods; applied educational psychology Animals and robotics in therapeutic recovery from physical or mental illness/ disabilities. Impact and amelioration of trauma from peer mistreatment in school settings 7 Name Degree Institution Teaching Specialty Research Specialty Clare Porac Ph.D. (1974) Experimental Psychology New School for Social Research Human visual perception and lateralization; neuropsychology Angela Rood Psy.D. (2008) Counseling Psychology Our Lady of the Lake University Shariffah Sheik Dawood Ph.D. (2008) Industrial/ Organizational Psychology University of Leicester, UK Perception, neurological bases of behavior, learning, measurement, cognition, behavior genetics Clinical psychology, abnormal psychology, internship and practicum experiences Industrial/Organizatio nal psychology, cognitive psychology, motivation, personnel psychology, and multicultural psychology Nicole Ph.D. (2012) Schoenberge Sociology r Bowling Green State University Carol Wilson Texas A&M University Ph.D. (2006) Social Psychology Military psychology, adjustment Violence, bullying, emotional abuse, and harassment in work settings; occupational stress; conflict management; criminological theories; cross-cultural psychology Sociology, Criminal desistance; criminology, statistics social inequalities in criminal justice; delinquency, deviance, and the family. Social psychology, Stress in romantic personality relationships; attachment psychology, close theory, social support,& relationships, pain; , transition to statistics parenthood Applied Clinical Psychology Master of Arts degree. Five of the faculty at Behrend currently have graduate faculty status and the majority of the remaining faculty are qualified to become graduate faculty. We therefore have the personnel to teach the 500-level Psychology courses for the clinical core. 4. Current Course and Advising Impact In anticipation of the extended Master of Arts degree in psychology at Penn State Erie, the Behrend College, two new faculty members were hired in 2013: Drs. Melanie Hetzel-Riggin and Angela Rood. Dr. Hetzel-Riggin was hired as a tenured Associate Professor and will serve as the Director of Graduate Training, teaching classes and supervising clinical work and research in the 8 master’s program. Dr. Rood was hired as a fixed term, multi-year instructor to teach undergraduate courses as other faculty member's loads are adjusted to teach graduate courses and to supervise theses. She also has the expertise to supervise students in the clinical program and teach some clinical graduate courses. Psychology does have a major service load because almost all 100 and 200 level courses satisfy general education requirements. Behrend added two new faculty members in 2013-2014 and have a current search to hire a tenure-track faculty member during the 2014-2015 academic year. A fourth TT clinical psychologist (child clinical) will be hired to replace a retiring faculty member for the 2016-2017 academic year as the upper level clinical courses come on-line. As the program grows to a full capacity of 20-25 students per year an additional psychology faculty member will need to be hired. The extended Applied Clinical Psychology program is an academic degree (M.A.), and therefore includes faculty supervision of student research papers, advanced training in the conduct of research, and the generation of new knowledge. It is imperative for the graduate faculty at Penn State Behrend to devote more time to research in order to adequately train graduate students as well as promote an atmosphere dedicated to the development of new knowledge and the scientific study of psychology. It will therefore be necessary that faculty teaching in the Applied Clinical Psychology Master’s program uphold a 3/2 teaching load; the time provided by the course release will be dedicated to developing and maintaining a strong, active research environment that will lead to increased publications and external funding, which will most likely result in a more competitive graduate program, more competitive graduates entering doctoral programs or the workforce, and possibly student assistantship funds from external funding. In addition to graduate-level courses, the supervision of graduate research/theses (PSYC 580) will need to be counted toward the regular teaching load of faculty in the clinical/counseling master’s program (e.g. 6 thesis students may equal one course). 5. Fiscal Responsibility Penn State Erie, The Behrend College will retain fiscal responsibility for the implementation and management of the extended Applied Clinical Psychology Master of Arts degree program at the Behrend campus. Additional costs will be minimal as the program has already hired two new faculty members in psychology for the 2013-2014 program in anticipation of the graduate program. The Otto Behrend Building Annex III, which will serve as a clinical training space, will need to be furnished with appropriate furniture, computing equipment, telecommunications, and recording equipment to allow for graduate student training and practice. Students will receive supervision off-site at their practicum and internship placement sites during their second year, incurring no cost to Behrend. Since the Psychology Labs were moved into the renovated Turnbull facility in January 2008, there was no investment in new equipment and the lab budget was not increased. The lab budget for maintenance and/or purchase of research and testing equipment will need to be increased modestly to meet the demands of the additional student research projects. Tuition costs for a PA resident for the 48-credit program based on average 2014 graduate credit rates for the commonwealth campuses is $37,632; for non-PA residents the cost would be 9 $49,872. Although full assistantships are rare in Master's programs, we have identified several wages positions at Behrend that will provide some support for full-time students. These include working with Housing and Residence Life, the Center for Organization Research and Evaluation (CORE), the Prevention of Aggression Resource Center (PARC), and funding from faculty grants. Further, Behrend will submit qualified applicants for consideration for University-wide graduate assistantships and scholarships (e.g., the Bunton-Waller Scholarship). Program Description 1. Admission Requirements The applicant must have a bachelor’s degree from a regionally accredited academic institution, or the equivalent, must have completed at least 18 semester hours in psychology, and must have a cumulative grade-point average of 3.0 or above in the last 60 semester hours of course work. The undergraduate work must include a statistics course and a psychology research method course with grades of B or higher. Students will be admitted on a competitive basis and must submit the following: A completed online application form with the application fee; Two official transcripts of all colleges and universities attended; Three professional letters of recommendation, at least two of which should be academic; A brief (two-page) interest statement; Verbal, quantitative, and analytical scores on the Graduate Record Examinations. A personal interview is required. 2. Complete Degree Requirements and List of Required Courses Applied Clinical Psychology The M.A. in Applied Clinical Psychology requires 48 credits of course work. Included in the core courses are 100 hours of clinical practicum, 600 hours of supervised internship experience, and a master’s research paper. Psychology Core Courses Psychology Core Courses (23 credits) provide a foundation in professional ethics, individual differences and cultural diversity, the scientific bases of behavior, and scientific research skills. These courses are intended to facilitate the development of an awareness of the context in which clients live and in which interventions must work. PSYC 500 ETHICS AND PROFESSIONAL PRACTICE IN PSYCHOLOGY AND COUNSELING (3). Prerequisite: admission to the Applied Clinical Psychology or Applied Psychological Research programs PSYC 501 CULTURAL COMPETENCY IN PSYCHOLOGY (3). Prerequisite: admission to the Applied Clinical Psychology or Applied Psychological Research programs PSYC 502 APPLIED SOCIAL PSYCHOLOGY (3) 10 PSYC 520 RESEARCH METHODS (4). Prerequisite: admission to the Applied Clinical Psychology or Applied Psychological Research programs PSYC 521 STATISTICS (4). Prerequisites: PSYC 520, admission to program, satisfactory performance on a statistics proficiency exam PSYC 524 BIOLOGICAL BASIS OF BEHAVIOR (3). Prerequisite: admission to the Applied Clinical Psychology or Applied Psychological Research programs PSYC 530 RESEARCH PAPER (3). Prerequisites: PSYC 520, 521, and permission of the program Clinical Core Courses Clinical Core Courses (25 credits) provide a general background in clinical diagnosis, assessment, and interventions with appropriate supervised experience to allow students to develop the clinical skills appropriate for master's level practitioners. PSYC 510 HUMAN GROWTH AND DEVELOPMENT (3) PSYC 517 PSYCHOPATHOLOGY (3). Prerequisite: admission to the program PSYC 518 INTERVIEWING AND COUNSELING (3). Prerequisite: admission to the program PSYC 519 THEORIES AND MODELS OF PSYCHOTHERAPY (3). Prerequisites: PSYC 518, and admission to the program PSYC 540 GROUP INTERVENTIONS (3). Prerequisites: PSYC 518, and admission to the program PSYC 571 TESTS AND MEASUREMENT (3). Prerequisite: admission to the program PSYC 595A CLINICAL PRACTICUM (1). Prerequisites: PSYC 500, 517, 518, and 519; and professional liability insurance PSYC 595B CLINICAL INTERNSHIP (6). Prerequisites: PSYC 595A, and professional liability insurance Elective Courses in Psychology PSYC 514 PREVENTIVE PSYCHOLOGY (3). Prerequisite: admission to program PSYC 515 CLINICAL HEALTH PSYCHOLOGY (3). Prerequisite: admission to the program PSYC 516 CHILD HEALTH PSYCHOLOGY (3). Prerequisite: admission to the program PSYC 525 FORENSIC PSYCHOLOGY (3). Prerequisite: admission to the program PSYC 526 BEHAVIORAL SYSTEMS IN CRIMINAL JUSTICE (3). Prerequisite: admission to the program PSYC 535 BEHAVIORAL MANAGEMENT (3) PSYC 572 NEUROPSYCHOLOGICAL ASSESSMENT (3). Prerequisite: PSYC 524, 571 PSYC 594 APPLIED PSYCHOLOGICAL RESEARCH (1-18) 3. Course Sequence and Typical Scheduling Pattern Year 1 (26 credits) Fall PSYC 500: Blasko Spring PSYC 518: Hetzel- Summer PSYC 519: Hetzel- 11 Year Fall PSYC 517: Hetzel-Riggin PSYC 520: Lum 2 (17 credits) PSYC 540: Corty PSYC 510: Nixon PSYC 595A (1 cr): Rood 3 (5 credits) PSYC 595B (2cr): New Clinical Hire (Aug, 2016) PSYC 530: All Faculty Spring Riggin PSYC 521: New Experimental Hire (Aug, 2015) PSYC 571: Corty PSYC 502: Wilson PSYC 524: Kazmerski PSYC 595B (2 cr): New Clinical Hire (Aug, 2016) Summer Riggin PSYC 501: Wilson PSYC 595B (2 cr): New Clinical Hire (Aug, 2016) Note. The Graduate Faculty will rotate teaching the courses; this is a possible schedule. Residency Since the extended graduate program in Applied Clinical Psychology will be offered completely at the Penn State Behrend College campus, issues related to residency are not applicable. Program Operation and Maintenance 2. Program Director/Program Leadership Marissa Harrison, Ph.D., will continue to serve as the Program Coordinator of the Master of Arts in Applied Clinical Psychology at the Penn State Harrisburg campus, while Melanie D. HetzelRiggin, Ph.D., will become the Program Coordinator of the Master of Arts in Applied Clinical Psychology at Penn State Erie, The Behrend College campus. The faculty at Penn State Behrend and Penn State Harrisburg will work collaboratively to facilitate the extension of the program. The current proposal has been created jointly by the faculty members at both campuses, and the first meeting of the joint graduate faculty of both programs was held at the Harrisburg campus in December, 2014. At this meeting the extension of the program was unanimously approved by all graduate faculty in attendance. It was agreed at this meeting that the Harrisburg Program Coordinator and other graduate faculty at Harrisburg would serve in an advisory capacity to the Behrend Program Coordinator and other graduate faculty at Behrend. The graduate faculty from both campuses would meet at least twice a year (either in person or via electronic means) to discuss programmatic and student issues specific to the graduate program. The programs at both campuses would also try to schedule a meeting during the fall Psychology Disciplinary community meeting usually held in October at University Park and again in spring after the Psychology Disciplinary Community Executive Committee meeting at University Park in late March. Email and telephone consultation will also occur as needed. Faculty from both campuses will collaborate on supervising Master’s thesis and student research projects, as well as coordinate class offerings so that students at both campuses can benefit from the expertise of the 12 entire graduate faculty. However, admissions decisions, hiring of additional personnel as needed, selection of faculty advisers, remediation plans, internship placements, and all other day-to-day activities specific to each campus will be the responsibility of each campus’s Program Coordinator and their respective graduate faculty. Graduate certificates may be developed in the future at Behrend with consultation from Harrisburg. At the extension campus (Behrend), admissions decisions and other campus-specific programmatic and student issues will be handled primarily through regular meetings of the graduate faculty and Program Coordinator with final responsibility resting with the Dean of the College. 3. Academic Advising, Counseling, and Learning Support for Graduate Students Penn State Behrend has a Graduate Admissions office because it offers four graduate programs in the School of Business. The Graduate Admissions office has the staff and facilities to manage online graduate school applications, provide graduate financial aid information and guidance to potential and incoming students, and serve as the point of contact for overall graduate admission to Penn State Behrend. All incoming graduate students will be assigned a faculty adviser (one of the full-time, tenuretrack faculty) during their first semester. The faculty advisers will meet regularly with their student to help plan their course schedules, discuss topics for their Master’s Papers (the program capstone project), and recommend possible practicum and internship sites. Students will be able to change their advisers by completing a Change of Adviser form; this may occur if the student’s master’s research paper is more consistent with the expertise of another faculty member or if schedule conflicts make it difficult for the faculty advisor and student to meet regularly. The Program Director will also consult with students regularly on recommended plans of study and program progress. In addition to the John M. Lilley Library (see next section), Penn State Behrend has a number of learning supports for graduate students. The Learning Resource Center (LRC), located in the John M. Lilley Library, provides free tutoring, writing assistance, and guided study groups for students. The Academic and Career Planning Center (ACPC) in the Reed Union Building provides workshops and seminars on a number of academic and career-related issues, holds career and internship fairs, and maintains a job and internship search manual. ACPC staff members also provide assistance with resumes, cover letters, and interviews. For graduate faculty, the ACPC also maintains a number of advising tools and trainings. The Center for Adult Students works closely with many offices on campus to assist adult learners, including students returning to school from the workforce to earn a graduate degree, in transitioning to college; they also work closely with students with disabilities to obtain appropriate learning accommodations. Penn State Behrend also has both an on campus Personal Counseling Center and a Health and Wellness Center to assist students with mental and physical health needs. 4. Facilities Classroom, Laboratory, and Clinical Facilities 13 The School of Humanities and Social Sciences at Penn State Behrend, within which the Psychology program is located, has 14 dedicated classrooms in four different buildings with capacities ranging from 27-80 students. All of the classrooms are smart classrooms that include a computer, projector, DVD and video players, projection cameras, speakers, laptop connections, and Internet access. The School of Humanities and Social Sciences also has a dedicated computer lab (capacity: 35) and auditorium (capacity: 265). The Psychology program at Penn State Behrend maintains an eleven-room laboratory in Turnbull for faculty and student research. The lab is equipped with computers in two computer labs with printers and computer software to aid in data collection. Research equipment includes a 64channel ERP system for the collection of brainwaves, eye-tracking equipment and software, psychophysiological recording equipment for heart rate and skin conductance, and equipment for the recording and coding of facial expressions. The lab rooms include two observation rooms attached to a control room, four interview rooms, and a neuroscience laboratory, as well as storage space for data and other research supplies and equipment (see Appendix 1 for a floor plan of Turnbull Hall). The Psychology program also maintains an online human participant management system to manage an undergraduate student subject pool and also has access to online data collection programs including Qualtrics and SurveyMonkey. The Psychology program is affiliated with two outreach and research centers on the Penn State Behrend campus. The Center for Organizational Research & Evaluation (CORE) was established to provide research, evaluation, and proposal development services to teen pregnancy prevention providers. CORE has broadened the original focus to encompass healthy youth development and provides process and outcome evaluation, scientific literature searches and reviews, survey design and scale construction, data collection and database management, data analysis, and reports. The Prevention and Aggression Reduction Center (PARC) provides research, evaluation, training, and prevention programming in order to improve school culture and decrease bullying and aggression in children. PARC provides peer mentoring for at-risk children, consultation, evaluation of prevention and intervention strategies, and seminars to parents, children, teachers, and community members. The Applied Clinical Psychology Master’s program will have additional dedicated space in the Otto Behrend Building Annex III (see Appendix 2 for a floor plan). The OBB Annex III has five office rooms (8’ x 9’) that will be used as therapy rooms, as well as a larger room (24’ x 24’ with a 4’ x 6’ alcove) that will be used for graduate student offices, a reception area, a client waiting room, and a psychological testing library. Two parking spaces close to the building will be reserved for clients. This space will mainly be used for practicum classes and other clinical training. The Psychology program at Penn State Behrend has connections with a number of local mental health agencies and providers, including the Barber National Institute, Stairways Behavioral Health, Northshore Neuroscience/Northshore Psychological Associates LLC, UPMC Hamot, Millcreek Community Hospital, Safe Harbor Behavioral Health, Perseus House, Family Services of NWPA, Sarah A. Reed Children’s Center, Community Country Day School, Erie Veterans Administration Medical Center, and the Family Institute, Inc. These agencies have all served as 14 internship placement sites for our undergraduate field placement internships and have indicated an interest and willingness to serve as sites for graduate level internship placements. Library and Information Technology Resources The John M. Lilley Library is a campus signature building that provides a variety of seating options for more than 700 hundred users with a mix of study carrels, casual seating, tables for group study, and individual and group study rooms. The staff is composed of four librarians, three full-time staff assistants, two part-time assistants, and approximately twenty student staff. Thirty-five library public computers are available, and a 55-seat computer lab and campus tutoring services are also housed within the building. During the academic year the library is open 95 hours per week; 113 hours per week at the end of each semester. The vast resources of the University Libraries are common to all Penn State students and faculty, regardless of campus location. Easy, reliable online access is provided to library catalogs and databases, including full-text journals. Online full-text journals now total more than 117,000 titles, including many in psychology and related fields. Some of the databases of central importance to psychology include PsycInfo, ERIC, Mental Measurements Yearbook, ProQuest Education Journals, Web of Science (including Social Sciences Citation Index), the Annual Review of Psychology, and Annual Review of Clinical Psychology, to name a few. Books can quickly be requested and delivered within a few days from the 5.8 million volumes that are held throughout the Penn State University Libraries. The Lilley Library book collection is approximately 130,000 volumes. Librarians welcome Behrend faculty involvement in the selection of new books, electronic books, and video materials for the Lilley Library holdings. Over the years the active participation of Behrend psychology faculty in the selection of library books has helped to build a strong local collection of materials. More details about the library, its services, and its holdings can be found on the website: http://www.libraries.psu.edu/psul/erie.html Faculty, students and staff at Penn State Behrend have access to the information technology resources available to all individuals at Penn State (such as ANGEL, lynda Campus technology training, Penn State Access Account Storage Space, and the Media Commons). Penn State Behrend is a wireless campus and also houses 12 public computing labs on campus. Computers have access to software for word processing, spreadsheets, databases, presentations, Web page design, statistics (including SPSS and stata), email, and Web browsing. Computing and network support is provided by the General Electric Foundation Computer Center, which has 17 full-time support staff and also employs a number of student workers. Each public lab contains a blackand-white laser printer; color or large volume copies are available through the Copy and Multimedia Center housed in Erie Hall. 5. Technological Resources and Related Specifications Students in the Applied Clinical Psychology graduate program will be required to obtain professional liability insurance before they can take either their practicum or internship courses. 15 Original written responses from departments affected, either by potential overlapping content or audience or by potential opportunities for collaboration (received during consultation phase). Although Penn State Harrisburg is the only academic unit currently offering the MA in applied clinical psychology, consultation will be sought from all academic units offering similar graduate programs. 16 Appendix 1. Floor plan of Turnbull Hall Appendix 2. Floor plan of Otto Behrend Building Annex III – Clinical Space 17