ADAMS STATE UNIVERSITY DEPARTMENT OF COUNSELOR EDUCATION

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1 1 ADAMS STATE UNIVERSITY DEPARTMENT OF COUNSELOR EDUCATION Vital Statistics Report

2 2 Program Evaluation Department of Counselor Education The information contained in this report represents an analysis of the comprehensive assessment process completed by the Department beginning in the fall of 2014 through the summer of 2015 The plan includes a developmental assessment on each student throughout the program and is based on academic performance, professional development, and personal development. The plan also evaluates the four student competencies the department deems vital in reaching its mission. 1. Sound practical therapeutic and relational skills 2. Comprehensive theoretical knowledge base 3. Strong counselor identity 4. Personal and professional dispositions necessary to work in the counseling field. This document provides a summary of assessment data for the two programs available to students at ASU: M.A. in Counseling with a Clinical Mental Health emphasis; and M.A. in Counseling with a School Counseling emphasis. Outcome data is provided for the following areas: (a) demographic trends; (b) end of program service and operations survey data; (c) candidacy assessment; (d) evaluation of students field experience; (e) student learning outcomes; (f) evidence of demonstrated knowledge in the core areas. The report is posted on the ASU Counselor Education Department webpage and can be found here: The document is updated annually to keep stakeholders of the Department informed. Criteria are determined through the analysis of intentional feedback solicited from current students, alumni, faculty, program advisory boards, various agencies, and school personnel on an annual basis. The acquired information is used to make program decisions when warranted. Counselor Education Demographic Trends ( ) Approximately 570 students are enrolled in the Counselor Education program. In the past year, (Summer/Fall 2014 and Spring 2015) there were 189 graduates, broken down by specialty: 124 in Clinical Mental Health Counseling and 65 in School Counseling. Our graduates consistently achieve high pass rates on licensing exams. The pass rate for graduates taking the NCE in was 92%, with 90% of school counseling graduates passing the PLACE exam. Ninetyseven percent (97%) of students graduate within the expected time period, broken down by specialty: 97% in Clinical Mental Health Counseling and 97% in School Counseling. The average job placement for students is 88.5%, by specialty: 88% of Clinical Mental Health Counseling graduates and 89% of School Counseling graduates responding to surveys obtained employment in the recognized occupation for which they were trained or in a related comparable recognized occupation. 189 Graduates from Summer 2014 Spring Percent (%) Program Completion Rate 91 Percent (%) Licensing Exam Pass Rate 88.5 Percent (%) Job Placement Rate

3 3 PROGRAM DEMOGRAPHICS (Student) 376 The number of applications for the Master s level CACREP accredited programs from June1, 2014 to May 31, Masters Students with Disabilities (3 MALE; 12 FEMALE) 5 MALE: African America/Black 19 FEMALE: African American/Black 2 MALE: Asian American 6 FEMALE 67 MALE: Caucasian/White 270 FEMALE: Caucasian/White 13 MALE: Hispanic/Latino/Spanish American 47 FEMALE: Hispanic/Latino/Spanish American 1 MALE: Multiracial 12 FEMALE: Multiracial 11 MALE: Other/Undisclosed 25 FEMALE: Other/Undisclosed PROGRAM DEMOGRAPHICS (Faculty) 12 The total number of full time faculty (DOES NOT include adjunct or clinical) 5 MALE: Caucasian/White 5 FEMALE: Caucasian/White 1 MALE: Hispanic/Latino/Spanish American 1 FEMALE: Hispanic/Latino/Spanish American

4 4 End of Program Services and Operations Survey Data (Alumni/Surveys) Adams State University Department of Counselor Education Employer and Alumni Survey Report Fall 2014 In fall of 2014, the Department of Counselor Education sent s to 476 alumni who had graduated in the previous five years. The population included graduates from the on-campus and online programs. The Qualtrics survey was sent by for the graduate to complete, and a link with the employer survey for the alumnus to forward to his/her employer. Results of each survey loaded directly into Qualtrics and the results were calculated. Of the 476 alumni, 18% returned completed surveys. The first part of the survey asks for demographic information while the second part of the survey asks for program satisfaction and preparation for the counseling field. The Department of Counselor Education received above average marks for all questions related to program satisfaction. The summary information is available upon request. There were 209 employer/supervisor surveys sent. Thirty-five percent of employers/supervisors completed the survey. Overall, employers/supervisors rated the program average to above average on most questions. The summary information is available upon request. Both surveys allow for comments on what works, what needs improvement, and general comments. Some of the themes concerning what works were courses, knowledge and skill development, some professors, opportunities for personal growth, and convenience of program either online or at off-campus sites. Comments regarding what needs to be improved, generally called for more focus on school counseling, continued improvement in technology for online classes, and several reinforcing comments regarding the benefits of summer intensives. Despite relatively positive feedback provided by both alumni and employer/supervisors, we have identified a few themes from the data. We know that we must continue to stay abreast of technological advances and we have a plan in place to upgrade our Collaborate system in the coming year. In addition, we will be adding the ECHO 360 system, which will allow us to set up personal video lecture capabilities in the home and/or office of the instructor. Also, the ASU CSI group is becoming more active and they are working to develop a more effective model for cohort communication, particularly within the school-counseling program.

5 5 Employer/Supervisor Survey Results 2014 Input related to program quality is solicited from the employer/supervisor of the former student. Scores are represented by Likert scales of 1 through 5 with 1- very unsatisfied to 5- very satisfied and 3- being neutral. The average scores provided by employer/supervisors in each area are listed below: Applies academic coursework/knowledge to current position Uses appropriate counseling skills Realizes the important of self-exploration, self-growth, and self-care Models ethical and professional behavior of the counseling profession Participates and is involved in professional organizations Works collaboratively with other staff Keeps current in profession by attending workshops and trainings * Overall graduate program preparation for the current position. 3.69

6 6 Candidacy Assessment Candidacy Interview At the end of the Pre-practicum course, all students are required to meet with a minimum of two faculty members (Candidacy Committee) to discuss the student s progress regarding skill development, professional development, and personal development. The interview provides an opportunity for an open and frank discussion about the student s progress in the program to date and the faculty s effectiveness in providing a meaningful learning experience. Additionally, the interview provides an opportunity for the student to ask questions about the program and a forum for a discussion of the types of growth the student needs to make in subsequent semesters. Following the Candidacy Interview, the Committee will decide if the student 1) is to be fully admitted as an M.A. Candidate, 2) is to be fully admitted as an M.A. Candidate with remediation, or 3) is to have admission withdrawn. MA Candidates with remediation must satisfy these requirements in the semester following the Candidacy Interview. Decisions are based on the student s demonstrated skill level, knowledge base, professional behavior, and appropriateness for the field, which includes emotional and psychological maturity. Students will be notified of the decision at the Interview and will receive a follow-up letter. Prior to admission as an M.A. Candidate, the Candidacy Interview serves as the formal retention and dismissal process unless the behaviors are of such an egregious nature as to warrant immediate dismissal. Students do have the opportunity to appeal the Committee s decision. This information can be found in the Appeals section of the handbook. In 2014, there were eight students who self-selected to leave the program following their candidacy interview. There were 32 who were admitted with remediation.

7 7 Evaluation of Students Field Experience Formal evaluation by site supervisors to assess their perceptions and evaluations of students performance in the areas of professional identity, professional practice, and program standards. The culminating course for the Community Clinical Mental Health M.A. program is COUN 585. The final course for the School Counseling M.A. program is COUN 586. This course provides students with the opportunity to practice the role of professional counselor under supervision. Students in COUN 585/586 Field Internship are evaluated by their site supervisor at mid-term and at the end of the semester. An overview of the evaluation responsibilities for site supervisors is provided through an online supervisor workshop required for all new supervisors at the beginning of the first semester they supervise internship students. At the initial supervisor workshop, new supervisors are informed of their responsibilities and detailed information concerning the assessment of students professional skills and behaviors are explained.

8 8 Student Learning Outcomes CACREP standards require students who are preparing to work as clinical mental health (CMH) counselors to demonstrate the professional knowledge, skills, and practices necessary to address a wide variety of circumstances within the clinical mental health counseling context. (Table 1) reflects evidence of student learning outcomes in each domain. Table 1 n=224 Domain Mean Score Combined Mean Foundations Knowledge Counseling, Prevention, & Intervention 2.83 Knowledge Diversity and Advocacy 2.69 Knowledge Assessment 2.32 Knowledge Research and Evaluation 2.75 Knowledge Diagnosis 2.97 Knowledge

9 9 CACREP standards require students who are preparing to work as school counselors to demonstrate the professional knowledge, skills, and practices necessary to promotes academic, career, and personal/social development of all K-12 students. (Table 2) reflects evidence of student learning outcomes in each domain. Table 2 n=120 Domain Mean Score Combined Mean Foundations 2.94 Knowledge Counseling, Prevention, & Intervention 2.83 Knowledge Diversity and Advocacy 2.69 Knowledge Assessment 2.61 Knowledge Research and Evaluation 2.75 Knowledge Academic Development 2.81 Knowledge Collaboration and Consultation 2.75 Knowledge Leadership Knowledge Skills & Practices Students submit specific assignments designed to address standards of each domain. Each assignment is assessed on a 3, 2, 1 scale: 3 = Exceeds Expectations; 2 = Meets Expectations; 1 = Below Expectations; 0 = Serious Concerns. All assignments assessed with a score lower than 2 must be revised and resubmitted as a part of the individual remediation plan.

10 10 CACREP also requires programs to provide evidence that student learning has occurred in the eight common core areas. (Table 3) reflects evidence of student learning in each domain. Table 3 Core Area n= Mean Score Professional Orientation & Ethical Practice Social & Cultural Diversity Human Growth & Development Career Development Helping Relationships Group Work Assessment Research & Program Evaluation The information provided in this report is based on data collected by the Adams State University Department of Counselor Education. If you have questions about the program or the data presented here, please contact the Department of Counselor Education.

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