Clinical Mental Health Counseling Program Antioch University Seattle Outcomes Report 2014

Size: px
Start display at page:

Download "Clinical Mental Health Counseling Program Antioch University Seattle Outcomes Report 2014"

Transcription

1 Introduction Clinical Mental Health Counseling Program Antioch University Seattle Outcomes Report 2014 The practice of evaluation complements program management by gathering necessary information for improving and accounting for program effectiveness. Counselor educators and faculty can no longer question whether to evaluate their programs; instead, the appropriate questions are: What is the best way to evaluate? What is being learned from the evaluation? And, How will lessons learned from evaluations be used to make counselor training and education more effective and accountable? By collecting the perspectives of all stakeholders the clinical mental health counseling (CMHC) program at Antioch University Seattle (AUS) seeks a culture of continuous improvement to the curricular learning experiences of students as well as to program quality toward training competent and ethical counseling professionals. Included in this report is an overview to: The MA in Clinical Mental Health Counseling at Antioch University Seattle The MA in CMHC Screening and Admission Process Retention and Graduation Rates Snap Shot of Current Students, Alumni, and CMHC Faculty The CMHC Program Evaluation Process Alumni Outcome Data Current Student Outcome Data The goal of the program evaluation process is to gather and report data illustrating a continuous commitment to improve the CMHC program in response to the needs of and experiences of our stakeholders as well as reflect an ever- changing and dynamic profession. MA in Counseling Overview The Clinical Mental Health Counseling (CMHC) program at Antioch University Seattle (AUS) awards a Masters of Arts degree in counseling with optional specialties in Art and Drama Therapy. Accredited by the Council of Accreditation for Counseling Related Education Programs (CACREP), the program meets the highest standards in counselor training and supervision with advanced competencies in multicultural counseling, evidence based practices, and clinical competencies. The CMHC program provides a structure and set of experiences to help students develop the intellectual and relational capacities needed to understand and work with others in the professional practice of counseling. These goals are accomplished through a combination of required course work, electives, practical

2 experience, and a supervised internship. This learning specialization is designed to meet the educational requirements for state licensure in Mental Health Counseling as well as the national curriculum standards described by the Council for Accreditation of Counseling and Related Educational Specializations (CACREP). Screening and Admission Since the mission of the CMHC program is to prepare competent and ethical counseling professionals to work in diverse settings with vulnerable individuals and families, a thoughtful screening process is the initial step in protecting the public, the profession, and the university. In general, the current screening and admission process includes: Assisting candidates with submitting a completed application file (see AUS-CMHC application process and requirements) Forward completed files to the department chair for an initial review of strengths/weakness of the candidate's written materials and level of recommendation regarding readiness for a group interview; Candidates recommended for a group interview are scheduled with two core faculty members for a 90-minute session (see attached group interview procedures). Note: there are circumstances when an individual interview session is provided (e.g. out-ofstate candidate); Interviewing core faculty recommend and rank candidates for full or conditional program acceptance as well as quarter of admission. Candidates where consensus was not reached are referred back to the department chair for a final review; Provide registration instruction to admitted students for the upcoming quarter and schedule a new student orientation (usually week eleven in the quarter prior); Assign faculty advisor and confirm registration in mandatory coursework for all new CMHC Students (e.g. Family of Origin/Multicultural Perspectives). During the academic year of , the CMHC program admitted 35 students and maintains an active enrollment of 132 students. Only the top qualified candidates are selected for admission into the programs. Annual enrollment projections are primarily based on available resources to adequately meet course requirements for all enrolled graduate students. Currently, the CMHC program is scheduled to offer 37 course sections capable of a maximum of 554 registrations for the fall of 2014 with a projected enrollment of 40 students for the academic year of Retention and Graduation The CMHC graduated 32 students this past academic year, and based on recent alumni data (see Alumni Report 2014) program, 87% will obtain counseling related employment within

3 6 months and 91% licensed as mental health counseling professionals. Of those licensed, 70% meet postmasters state requirements for an independent clinical license (LMHC) in less than two years. CMHC Program Average Enrollment Annual Admissions Number of Graduates Completion Rate Licensure Exam Pass Rate* % 94% 87% *See Alumni Report 2014 Current Student Snapshot Employment Rate* 78% Female 77% Caucasian 73% Heterosexual 60% Work Full time 61% take 2-3 courses per quarter 89% graduate in under 3.5 years with a 90% completion rate 132 average annual enrollment with 35 admits last year and 40 projected for 2014 Alumni Snapshot 87% employed within 6 months 91% licensed as mental health counselors 79% completed postmaster requirements in less than 2 yrs. 60% work in nonprofit organizations 84% report job satisfaction 73% have salaries between $44-74,000 Faculty Snapshot The CMHC program has 4 fulltime Core Faculty members, one part- time core faculty member, and one Teaching Faculty position. They are advanced clinicians in the field, active participants in the profession, contributing citizens to the AUS community, and seek to uphold the science- practitioner model of reflective inquiry, experiential learning, social justice, and professional ethical conduct. In a climate of diminished resources, the faculty (Core and Teaching) support student research, encourage professional inclusion, teach additional coursework to meet the increased enrollment requirements, and fulfill the necessary program needs (see Appendix A: Faculty Workload and Program Sustainability). Program Evaluation Annual program reviews are designed as a process in which program directors, faculty, the director of assessment and the AUS Outcomes committee, and all academic, student and institutional support departments collaborate to use data as a means for fostering student learning and improving program effectiveness. The descriptions and flow chart below

4 outline the interrelationship between student learning assessment and the accountability bridge to program evaluation. This accountability is not only a review of student learning outcomes by faculty, students, and departmental leadership, but also community stakeholders as represented in the program advisory council. Designed to inform and guide the MHC in program development, a specific task is to review student- learning outcomes for identifying gaps and proposing program adjustments. Stake Holders Student Learning Assessment Program Evaluation The M.A. Counseling degree with a specialization in Clinical Mental Health Counseling at AUS utilizes a comprehensive database to track current and previous students. To ensure that identified communities of interest have a voice in the continuous development of the curriculum and program, outcomes assessment surveys have been developed to give communities of interest the opportunity to offer feedback. These include, but are not limited to, community mental health and youth- serving agencies and their consumers; prospective, current, and previous students; state and national professional organizations in the field of mental health; and AUS, including its administrators and faculty. In the quest to collect evidence to the extent which student learning outcomes are being met, the results of the alumni and current survey recently administered are reviewed in the following pages.

5 Clinical Mental Health Counseling Antioch University Seattle Alumni Survey Results 2014 During spring quarter, 2014, the CMHC specialization administered an Alumni Survey of CMHC graduates. At total of 49 alumni responded completely to the survey. The survey provided respondents with the opportunity to assess key aspects of the CMHC specialization regarding their instructional and supervisory experiences. It was composed of three sections: (1) demographics; (2) post- master s professional development; and, (3) program and faculty evaluation. Program and faculty evaluations are indicated on a five- point Likert scale ranging from 1, poor, to 5, excellent. Alumni were also asked to provide narrative feedback regarding the most valuable aspects of their educational experience as well as areas where the CMHC program might be improved. The results of the survey are listed below in response to each question. Finally, qualitative data was collected and analyzed utilizing the constant comparative method. Graduation Data Years to Graduate Courses per quarter 50% 11% 39.00% % 16% 61% 1 to 2 2 to 3 3 to 4 Employment Status while Enrolled Time Span from Graduation to Employment 52% 25% 23% Not employed Part- time (up to 20 hours) Full- time (21 to 40 hours) 9% 13% Within 1 month 17% 61% 2 to 3 months 3 to 6 months 6 or more months State Licensure Status Completion Time Postmasters Requirements 9% 39% 52% LMHC (Fully Licensed) LMHC- A (Still aquiring postmasters) 25% 6% 69% 1 to 2 years 3 to 4 years 4 or more years

6 Earnings as a LMHC 16% 19% 19% 19% 10% 7% 10% Less than $15-19,000 $25-29,000 $30-34,000 $35-39,000 $40-44,000 $45-49,000 $50-74,000 Job Satisfaction as a CMHC 10% 6% Very Satisgied 36% 19% Satisgied Neutral 29% Somewhat Satisgied Not Satisgied Description of Employment Non- progit Organization/ Community Mental Health Industry or Business 37% 47% Federal/State/Local organization 3% 7% 13% 3% For- progit hospital or Clinic College or University Private Practice/Self Employed

7 Program Preparation Data Overall Program Effectiveness Social Justice Quality of the clinical program Professional Preparation Fulgilling program mission Program Rigor Effective leader and change agent Ethical Practice Multicultural Sensitivity Professional/ Personal Wellness Core Faculty Effectiveness Faculty Support Core Faculty Instruction/ Training Faculty Qualigications for Teaching Mentoring and Advising Infusion of Multiculturalism Interest in Student Development Qualitative Program Results of Alumni Narrative Thematic Raw Narrative Data Excerpts Multicultural Competencies Self Awareness Theory to Practice Post Graduate Preparation Two things stood out to me. The first was the emphasis on cultural knowledge and the second was how students were encouraged to increase their awareness of the differences in privilege that exist in our society. Antioch might well have been the best thing I ever did for my personal growth. the constant opportunity to examine myself and my life. The focus on selfexploration as a necessary component of learning. My greatest time of growth was when I was simultaneously enrolled in practicum and theories. The combination of practice and classroom learning helped me learn in powerful ways. I felt there was not any training or support in the steps following graduation like getting a job, supervision or going into a private practice. More workshops or electives for building a private practice or networking with licensed therapists who want to supervise/mentor LMHCAs.

8 Clinical Mental Health Counseling Antioch University Seattle Current Student Survey Results 2014 During spring quarter, 2014, the CMHC specialization administered both the Current Student and Alumni Surveys. A total of 69 current students and 49 alumni responded completely to the surveys. Respondents were asked to assess key aspects of the CMHC specialization regarding their instructional and supervisory experiences. It was composed of three sections: (1) demographics; and (2) program and faculty evaluation. Program and faculty evaluations were indicated on a five- point Likert scale ranging from 1, poor, to 5, excellent. Respondents were also requested to provide narrative feedback regarding the most valuable aspects of their educational experience as well as areas where the CMHC program might be improved. The results of each survey are listed below in response to each question as well as qualitative data analyzed utilizing the constant comparative method. Demographics Gender Identification 18% 2% Female 78% Male Transgender Other Ethnicity 15% 2% 4% 77% African American American Indian Biracial/ Multiracial Caucasion Prefer not to answer Sexual Orientation Academic Status 73% 16% 11% Bisexual Gay/Lesbian Heterosexual 60% 4% 6% 30% F/T w/o employment F/T w/ employment P/T w/o employment P/T w/ employment

9 Program Perceptions Overall Program Quality Quality of the clinical program Clinical skills for Fulgilling program beginning mission practice 4 Program Rigor Social Justice Preparation Leadership Ethical Practice Multiculturalism Wellness Faculty Effectiveness Core Faculty Adjunct Faculty Faculty Qualigications

10 Support from Faculty Mentoring and Advising Infusion of Multiculturalism Interest in Student Development Qualitative Program Results of Current Student Narrative Thematic Raw Narrative Data Excerpts Faculty Competence They bring in current experiences and examples that are useful and inspiring. Also, it seems, because they are practicing counselors, they are current on the very changing field. The intimate relationships I ve been able to form with my teachers. The knowledge of the faculty both core and adjunct has been the best part of this program. The intended roles and advisor-student relationship could be made more clear. Advisors are wearing too many hats. Too many classes taught by adjunct faculty. Value of Training Experiences Self Awareness Multicultural Competence Early practice therapy with classmates, then pre-internship practicum, all with excellent feedback from instructors who took the time to watch videos and read our case notes. Learning about self and how to be with others and self, not, what do I say, what technique to use? Working through my personal history regarding family & gender. The deep focus on multicultural competence as evidenced by some degree of coverage, sometimes extensive, in every single class. In learning multicultural perspectives, the pervasive sense of victimhood comes at the expense of strength assessments and personal empowerment. The various multicultural elements have been a complete waste.

11 Appendix A: CMHC Faculty Workload toward Program Sustainability Student Support Program Procedures Program Evaluation Service Periodic Program Plan Review Student Review of Progress Course Readiness for clinical Training (e.g. practicum and internship) Academic support and follow- up with Corrective Action Plans Assistance and student support in grievance procedures Graduation credit review Attendance at Informational Sessions Participation in Program screening processes (e.g. interviews) Participation with New Student Orientation Internship support and site visit collaboration with student, supervisor and university Program Design in meeting state and national standards of clinical mental health practice (e.g. course offerings, sequence, prerequisites) Program and Student Evaluation procedures (e.g. site supervisor evaluations, endorsement policies) New Course development (e.g. Trauma and crisis) New program development (e.g. certificate programs) Student support for licensure (e.g. exam readiness) Student support services Coordination with Registrars office with update and changes to evaluation and maintenance of student academic records Adopting program policy to meeting shifting needs related to graduate counselor preparation Collection of various data elements (see CMHC Assessment Plan) Preparation and dissemination of an annual report to program stakeholders (e.g. web posting) as well as periodic accreditation self studies (CACREP) Coordinating program advisory council (e.g. biannual meetings). Integration of program profile outcomes between accreditation requirements (CACREP) and AU policy. Serve as Course Liaisons in support of faculty teaching activities (core, teaching, and adjunct) related to pedagogy and student narrative evaluations University MA Faculty Meetings CMHC Faculty Meetings Faculty Assembly Academic Council Executive Grievance Outcomes Faculty Search Professional Membership and presentations at the American Counseling Association Membership and presentation at the Washington Counseling Association Membership and presentation at the Jungian Society Community Clinical Practice (one day a week)

MASTERS DEGREES in COUNSELING AND THERAPY

MASTERS DEGREES in COUNSELING AND THERAPY MASTERS DEGREES in COUNSELING AND THERAPY Explore your Mind, Start your Career, Benefit Others Clinical Mental Health Counseling Marriage and Family Therapy Creative Arts Therapy Concentrations Explore

More information

ADAMS STATE UNIVERSITY DEPARTMENT OF COUNSELOR EDUCATION. Counseling Program Evaluation

ADAMS STATE UNIVERSITY DEPARTMENT OF COUNSELOR EDUCATION. Counseling Program Evaluation ADAMS STATE UNIVERSITY DEPARTMENT OF COUNSELOR EDUCATION Counseling Program Evaluation 2012-2014 Program Evaluation Department of Counselor Education The information contained in this report represents

More information

Counselor Education CAREER COUNSELING, CLINICAL MENTAL HEALTH COUNSELING, AND SCHOOL COUNSELING

Counselor Education CAREER COUNSELING, CLINICAL MENTAL HEALTH COUNSELING, AND SCHOOL COUNSELING Counselor Education CAREER COUNSELING, CLINICAL MENTAL HEALTH COUNSELING, AND SCHOOL COUNSELING Dr. Peggy Whiting, Coordinator Counselor Education Program Program Telephone: (919) 530-6182 Fax: (919) 530-5328

More information

M.A. in Counseling. University of San Diego. 2014 Exit Survey Results

M.A. in Counseling. University of San Diego. 2014 Exit Survey Results M.A. in Counseling with a specialization in Clinical Mental Health Counseling School of Leadership and Education Sciences University of San Diego 2014 Exit Survey Results This report was prepared by the

More information

ADAMS STATE UNIVERSITY DEPARTMENT OF COUNSELOR EDUCATION

ADAMS STATE UNIVERSITY DEPARTMENT OF COUNSELOR EDUCATION 1 ADAMS STATE UNIVERSITY DEPARTMENT OF COUNSELOR EDUCATION Vital Statistics Report 2014-2015 2 Program Evaluation Department of Counselor Education The information contained in this report represents an

More information

Alumni, Employer, and Site Supervisor (AESS) Surveys School Counseling & Clinical Mental Health Counseling Programs Annual Report Summary, 2011

Alumni, Employer, and Site Supervisor (AESS) Surveys School Counseling & Clinical Mental Health Counseling Programs Annual Report Summary, 2011 School of Education Department of Human Services & Counseling Counselor Education Programs Alumni, Employer, and Site Supervisor (AESS) Surveys School Counseling & Clinical Mental Health Counseling Programs

More information

Clinical Mental Health Counseling Program Specialization Annual Evaluation Report

Clinical Mental Health Counseling Program Specialization Annual Evaluation Report Mission Statement To create a supportive and collaborative learning environment for students from diverse backgrounds and cultures to acquire knowledge, attitudes, and skills essential in the practice

More information

Graduate Catalog School Counseling

Graduate Catalog School Counseling Page 1 of 6 Graduate Catalog School Counseling Introduction Professional school counselors support teachers, other professional personnel, and parents in addressing the needs of students related to academic

More information

Ph.D. Counselor Education and Supervision 2014 2015 Program Guidebook

Ph.D. Counselor Education and Supervision 2014 2015 Program Guidebook Ph.D. Counselor Education and Supervision 2014 2015 Program Guidebook NOTE: 1) This guidebook is subject to change. If it does, students will be notified via email and will be provided with the revised

More information

Medical Family Therapy Program Master of Arts Goals and Outcomes

Medical Family Therapy Program Master of Arts Goals and Outcomes Medical Family Therapy Program Master of Arts Goals and Outcomes Program Mission: The mission of the Medical Family Therapy Program is to train marriage and family therapists as scientist practitioners

More information

Vision, Mission, and Process

Vision, Mission, and Process The Counselor Education and School Psychology Department regularly and systematically evaluates its programs for the purposes of ensuring student success, alignment with licensure and certification standards,

More information

2013 Program Evaluation Report Hofstra University Rehabilitation Counseling Program

2013 Program Evaluation Report Hofstra University Rehabilitation Counseling Program 02-19- 2013 2013 Program Evaluation Report Hofstra University Rehabilitation Counseling Program Dear Provost Berliner: As program director of the Rehabilitation Counseling (RC) Program, I am pleased to

More information

2009-2010 ANNUAL PROGRAM REVIEW MS IN COUNSELING SCHOOL COUNSELING CONCENTRATION

2009-2010 ANNUAL PROGRAM REVIEW MS IN COUNSELING SCHOOL COUNSELING CONCENTRATION 2009-2010 ANNUAL PROGRAM REVIEW MS IN COUNSELING SCHOOL COUNSELING CONCENTRATION I. School Counseling Graduate Program The Counseling and Psychology faculty discuss course content and offer suggestions

More information

1. List proposed program changes related to merging, splitting, renaming or modifying a program. Community Counseling and School Counseling.

1. List proposed program changes related to merging, splitting, renaming or modifying a program. Community Counseling and School Counseling. Proposal to Modify the MA in School Counseling Department of Counseling Prepared and Submitted by Department of Counseling DATE: November, 2013 SEHS COI Approved: December 3, 2013 1. List proposed program

More information

Master of Science in Education Counseling

Master of Science in Education Counseling Program Director Matthew Paylo 3312 Beeghly Hall (330) 941-3264 mpaylo@ysu.edu Program Description Master of Science in Education Counseling The counseling program prepares individuals as professional

More information

DEPARTMENT OF EDUCATIONAL LEADERSHIP, COUNSELING, AND POSTSECONDARY EDUCATION STUDENT OUTCOMES, COMPETENCIES, AND METHODS OF ASSESSMENT

DEPARTMENT OF EDUCATIONAL LEADERSHIP, COUNSELING, AND POSTSECONDARY EDUCATION STUDENT OUTCOMES, COMPETENCIES, AND METHODS OF ASSESSMENT DEPARTMENT OF EDUCATIONAL LEADERSHIP, COUNSELING, AND POSTSECONDARY EDUCATION STUDENT OUTCOMES, COMPETENCIES, AND METHODS OF ASSESSMENT SCHOOL AND MENTAL HEALTH COUNSELING I. Departmental Philosophy The

More information

Draft Policy on Graduate Education

Draft Policy on Graduate Education Draft Policy on Graduate Education Preface/Introduction Over the past two decades, the number and types of graduate programs have increased dramatically. In particular, the development of clinical master

More information

AMERICAN DANCE THERAPY ASSOCIATION STANDARDS FOR DANCE/MOVEMENT THERAPY MASTER'S PROGRAMS

AMERICAN DANCE THERAPY ASSOCIATION STANDARDS FOR DANCE/MOVEMENT THERAPY MASTER'S PROGRAMS AMERICAN DANCE THERAPY ASSOCIATION STANDARDS FOR DANCE/MOVEMENT THERAPY MASTER'S PROGRAMS A. PREAMBLE The activities of the dance/movement therapist directly affect the public. Therefore, the profession

More information

NCU - Clinical Mental Health Counseling. Annual Report for Stakeholders and the Public

NCU - Clinical Mental Health Counseling. Annual Report for Stakeholders and the Public NCU - Clinical Mental Health Counseling Annual Report for Stakeholders and the Public February 22, 2016 Report prepared by Marilyn Montgomery, Ph.D., CMHC Assessment Coordinator, and the CMHC Faculty.

More information

Doctorate of Education (Ed.D.) in Counselor Education and Supervision. Admission to the Program

Doctorate of Education (Ed.D.) in Counselor Education and Supervision. Admission to the Program Minnesota State University, Mankato Department of Counseling and Student Personnel Doctorate of Education (Ed.D.) in Counselor Education and Supervision ADMISSIONS INFORMATION AND FORMS The Doctorate of

More information

BOARD OF REGENTS ACADEMIC AND STUDENT AFFAIRS COMMITTEE 5 STATE OF IOWA MARCH 2, 2016

BOARD OF REGENTS ACADEMIC AND STUDENT AFFAIRS COMMITTEE 5 STATE OF IOWA MARCH 2, 2016 STATE OF IOWA MARCH 2, 2016 REHABILITATION AND COUNSELOR EDUCATION PROGRAMS ACCREDITATION REPORT AT THE UNIVERSITY OF IOWA Contact: Diana Gonzalez Action Requested: Receive the accreditation report from

More information

Counseling (MA) Degrees. Program Description. Learning Outcomes. Counseling (MA)

Counseling (MA) Degrees. Program Description. Learning Outcomes. Counseling (MA) This program offered by College of Arts & Sciences Program Description The mission of the Webster University graduate professional counseling degree program is to provide high-quality learning experiences

More information

Graduate Counseling Program Program Assessment Plan Annual Report 2005-2006

Graduate Counseling Program Program Assessment Plan Annual Report 2005-2006 Graduate Counseling Program Program Assessment Plan Annual Report 2005-2006 Submitted by: Michael D. Burton, Counseling Program Graduate School of Education & Professional Development 1. Program Description

More information

Third Year Report: Graduate Education Programs

Third Year Report: Graduate Education Programs Third Year Report: Graduate Education Programs Assessment contact person, and person preparing the report, (if different): o Department Head for Professional Education Services (formerly special education,

More information

CACREP Self Study: Program Evaluation

CACREP Self Study: Program Evaluation CACREP Self Study: Program Evaluation Executive Summary Report on Survey Findings and Recommendations During the 2013-14 and 2014-2015 academic years, as part of its CACREP Self-Study and accreditation

More information

STUDENT LEARNING OUTCOMES PLAN. Undergraduate and Graduate Programs DEPARTMENT OF SOCIAL WORK

STUDENT LEARNING OUTCOMES PLAN. Undergraduate and Graduate Programs DEPARTMENT OF SOCIAL WORK STUDENT LEARNING OUTCOMES PLAN Undergraduate and Graduate Programs DEPARTMENT OF SOCIAL WORK Introduction Our Student Outcomes Plan begins with our department s mission which is linked to the university

More information

Program Evaluation. Gannon University. Clinical Mental Health Counseling Program. Program Evaluation. Revised 1/29/13

Program Evaluation. Gannon University. Clinical Mental Health Counseling Program. Program Evaluation. Revised 1/29/13 1 Gannon University Clinical Mental Health Counseling Program 2012 Program Evaluation 2 Clinical Mental Health Counseling Program Evaluation Review of Current Program Goals Counselor Knowledge Counselor

More information

Graduate Program Goals Statements School of Social Work College of Education and Human Development

Graduate Program Goals Statements School of Social Work College of Education and Human Development Graduate Program Goals Statements School of Social Work College of Education and Human Development December 12, 2014 Program Youth Development Leadership (MEd) Master of Social Work (MSW) Doctorate in

More information

UNH Graduate Education Department. Quarterly Assessment Report

UNH Graduate Education Department. Quarterly Assessment Report First Quarter Assessment Report UNH Graduate Education Department Quarterly Assessment Report First Quarter i First Quarter Assessment Report Table of Contents Introduction... Section - Purpose of the

More information

NORTH CAROLINA AGRICULTURAL AND TECHNICAL STATE UNIVERSITY Department of Human Development and Services MS in School Counseling

NORTH CAROLINA AGRICULTURAL AND TECHNICAL STATE UNIVERSITY Department of Human Development and Services MS in School Counseling NORTH CAROLINA AGRICULTURAL AND TECHNICAL STATE UNIVERSITY Department of Human Development and Services MS in In keeping with the University s strategic commitment to excellence, each educational program

More information

National Standards. Council for Standards in Human Service Education. http://www.cshse.org 2013 (2010, 1980, 2005, 2009)

National Standards. Council for Standards in Human Service Education. http://www.cshse.org 2013 (2010, 1980, 2005, 2009) Council for Standards in Human Service Education National Standards ASSOCIATE DEGREE IN HUMAN SERVICES http://www.cshse.org 2013 (2010, 1980, 2005, 2009) I. GENERAL PROGRAM CHARACTERISTICS A. Institutional

More information

PROGRAM DESCRIPTION. Requirements Beyond Courses, Examinations, and the Dissertation

PROGRAM DESCRIPTION. Requirements Beyond Courses, Examinations, and the Dissertation PROGRAM DESCRIPTION The Ph.D. in counseling is intended to prepare individuals for employment as counselor educators in colleges and universities and as leaders in clinical mental health counseling, college

More information

QUICK FACTS. LOCATION Main campus of 200 acres is located in Boiling Springs, NC, 50 miles west of Charlotte, NC.

QUICK FACTS. LOCATION Main campus of 200 acres is located in Boiling Springs, NC, 50 miles west of Charlotte, NC. QUICK FACTS LOCATION Main campus of 200 acres is located in Boiling Springs, NC, 50 miles west of Charlotte, NC. MAIN CAMPUS 110 South Main St. P.O. Box 7308 Boiling Springs, NC 28017 ACCREDITATION Gardner-Webb

More information

APPALACHIAN STATE UNIVERSITY

APPALACHIAN STATE UNIVERSITY CMHC Student Handbook 1 APPALACHIAN STATE UNIVERSITY REICH COLLEGE OF EDUCATION DEPARTMENT OF HUMAN DEVELOPMENT AND PSYCHOLOGICAL COUNSELING (HPC) CLINICAL MENTAL HEALTH COUNSELING STUDENT HANDBOOK Revised

More information

2014-15 Spring 2015. Master of Arts in counseling degree programs Handbook. And Certificates of Graduate Study

2014-15 Spring 2015. Master of Arts in counseling degree programs Handbook. And Certificates of Graduate Study 2014-15 Spring 2015 Master of Arts in counseling degree programs Handbook And Certificates of Graduate Study School of Psychology & Counseling 1000 Regent University Drive Virginia Beach, VA 23464 regent.edu/acad/schcou

More information

Discuss DIVERSITY AND PROFESSIONAL DISPOSITIONS 1 SECTION I CONTEXT

Discuss DIVERSITY AND PROFESSIONAL DISPOSITIONS 1 SECTION I CONTEXT Discuss DIVERSITY AND PROFESSIONAL DISPOSITIONS 1 SECTION I CONTEXT Provide the following contextual information: 1. Description of any state or institutional policies that may influence the application

More information

2014-15 Revised September 2014

2014-15 Revised September 2014 2014-15 Revised September 2014 Master of Arts in Counseling Degree Program Handbook And Certificates of Graduate Study School of Psychology & Counseling 1000 Regent University Drive Virginia Beach, VA

More information

Augusta University Counselor Education Program. Information for Prospective Student (M.Ed.)

Augusta University Counselor Education Program. Information for Prospective Student (M.Ed.) Augusta University Counselor Education Program Information for Prospective Student (M.Ed.) The Counselor Education Master of Education (M.Ed.) degree graduate program at Augusta University prepares students

More information

DEPARTMENT OF COUNSELOR EDUCATION. 2014-2015 Site Supervisor Implementation Manual

DEPARTMENT OF COUNSELOR EDUCATION. 2014-2015 Site Supervisor Implementation Manual DEPARTMENT OF COUNSELOR EDUCATION 2014-2015 Site Supervisor Implementation Manual 350 New Campus Drive Brockport, NY 14420 (585) 395-2258 www.brockport.edu/edc Implementation Manual for Site Supervisors

More information

MASTERS SOCIAL WORK PROGRAM ASSESSMENT REPORT

MASTERS SOCIAL WORK PROGRAM ASSESSMENT REPORT MASTERS SOCIAL WORK PROGRAM ASSESSMENT REPORT This report covers the academic year 2010-2011 and includes activity during the summer of 2011 Outcomes The current mission is to prepare graduate social work

More information

College of Health Sciences Department of Health Master of Public Health Program ***************** Council on Education for Public Health

College of Health Sciences Department of Health Master of Public Health Program ***************** Council on Education for Public Health College of Health Sciences Department of Health Master of Public Health Program ***************** Council on Education for Public Health Accreditation Self-Study Report September, 2013 1 WEST CHESTER UNIVERSITY

More information

Georgia Regents University M.Ed. Counselor Education Program

Georgia Regents University M.Ed. Counselor Education Program Georgia Regents University M.Ed. Counselor Education Program Information for Prospective Students The Counselor Education Master of Education (M.Ed.) degree graduate program at Georgia Regents University

More information

Our Program. Counselor Education 10/24/14. This Overview Will: An Overview of the CACREP-Accredited Programs The University of Alabama

Our Program. Counselor Education 10/24/14. This Overview Will: An Overview of the CACREP-Accredited Programs The University of Alabama 10/24/14 Counselor Education An Overview of the CACREP-Accredited Programs The University of Alabama Graduate Programs in Counselor Education Welcome and thank you for your interest in our program. Counselor

More information

Charles A. Szuberla, Jr.

Charles A. Szuberla, Jr. THE STATE EDUCATION DEPARTMENT / THE UNIVERSITY OF THE STATE OF NEW YORK / ALBANY, NY 12234 TO: FROM: Higher Education Committee P-12 Education Committee John L. D Agati Charles A. Szuberla, Jr. SUBJECT:

More information

School Counselors (PreK-2) Program Implementation Standards Grid - ETSU

School Counselors (PreK-2) Program Implementation Standards Grid - ETSU School Counselors (PreK-2) Program Implementation Standards Grid - ETSU Program Implementation Standards Pre-Summer 2013 Beginning Summer 2013 1. Candidates for licensure as a professional school counselor

More information

BYLAWS COUNSELING AND CONSULTATION SERVICES (CCS) 1.0 COUNSELING AND CONSULTATION SERVICES MEMBERSHIP

BYLAWS COUNSELING AND CONSULTATION SERVICES (CCS) 1.0 COUNSELING AND CONSULTATION SERVICES MEMBERSHIP BYLAWS OF COUNSELING AND CONSULTATION SERVICES (CCS) 1.0 COUNSELING AND CONSULTATION SERVICES MEMBERSHIP 1.1 Voting membership shall consist of all AAUP bargaining unit members with appointments in CCS.

More information

Commission on Peer Review and Accreditation

Commission on Peer Review and Accreditation Commission on Peer Review and Accreditation Network of Schools of Public Policy, Affairs, and Administration ACCREDITATION STANDARDS For Master s degree programs Adopted October 16, 2009 at the NASPAA

More information

Wichita State University School Psychologist, Narrative Describing the Operation of the Program Assessment Plan Approved 11-15-05

Wichita State University School Psychologist, Narrative Describing the Operation of the Program Assessment Plan Approved 11-15-05 School Psychologist, Narrative Describing the Operation of the Program Assessment Plan Approved 11-15-05 Program evaluation in the Program occurs both (a) to make decisions about individual candidates

More information

BOARD OF REGENTS OF THE UNIVERSITY SYSTEM OF GEORGIA

BOARD OF REGENTS OF THE UNIVERSITY SYSTEM OF GEORGIA BOARD OF REGENTS OF THE UNIVERSITY SYSTEM OF GEORGIA Rubrics to Measure Institutional Progress Toward Meeting The Regents 2003 Principles and Actions for the Preparation of Educators for the Schools I.

More information

Standard 2: The program shall have an explicit philosophical statement and clearly defined knowledge base.

Standard 2: The program shall have an explicit philosophical statement and clearly defined knowledge base. Council for Standards in Human Service Education National Standards MASTER S DEGREE IN HUMAN SERVICES http://www.cshse.org 2013 (2010, 2009) I. GENERALPROGRAM CHARACTERISTICS A. Institutional Requirements

More information

Master of Public Health Program Goals, and Objectives September 2006

Master of Public Health Program Goals, and Objectives September 2006 Goals for Teaching (), Learning (Students), Research, Service, and Operations Mission: The DMU-MPH program serves humanity through advancing and disseminating core public health knowledge through teaching,

More information

Assessment of Strengths and Weaknesses

Assessment of Strengths and Weaknesses Page 1 of 7 Assessment of Strengths and Weaknesses Based on the data we have collected over the last 3½ years, we have found that there is significant evidence to the strength of our curricular design.

More information

Counseling Program. Master s Degree Plan

Counseling Program. Master s Degree Plan Counseling Program Master s Degree Plan The Master s degree in Counseling Program requires 6-66 credit hours. Courses in the program are designed to provide gradual and stratified skill-building experiences,

More information

Capella University Canella Tower, 225 South Sixth Street, Ninth Floor Minneapolis, MN 55402

Capella University Canella Tower, 225 South Sixth Street, Ninth Floor Minneapolis, MN 55402 COUNSELOR EDUCATION AND SUPERVISION MARRIAGE AND FAMILY COUNSELING/THERAPY MENTAL HEALTH COUNSELING SCHOOL COUNSELING Capella University Canella Tower, 225 South Sixth Street, Ninth Floor Minneapolis,

More information

Program Assessment Report. Unit Psychology Program name: Clinical Psychology MA Completed by David Grilly May 2007

Program Assessment Report. Unit Psychology Program name: Clinical Psychology MA Completed by David Grilly May 2007 Program Assessment Report Unit Psychology Program name: Clinical Psychology MA Completed by David Grilly May 2007 This is a two year M.A. professional program in clinical psychology, which consists of

More information

Report of Program Evaluation for Graduate Counseling Programs in Community, Marriage and Family, and School Counseling Fall 2009

Report of Program Evaluation for Graduate Counseling Programs in Community, Marriage and Family, and School Counseling Fall 2009 Report of Program Evaluation for Graduate Counseling Programs in Community, Marriage and Family, and School Counseling Fall 2009 The following report of the program evaluation for Graduate Counseling Programs

More information

specific content of the assessments to reflect current research trends and practices in professional counseling.

specific content of the assessments to reflect current research trends and practices in professional counseling. Overview 2013 As a result of our CACREP self-study process, the Educational Faculty has modified current assessments to encompass core standards as well as specific standards for school counseling and

More information

Our Lady of Holy Cross College Institutional Effectiveness Plan for Academic Departments

Our Lady of Holy Cross College Institutional Effectiveness Plan for Academic Departments Page 1 of 10 Our Lady of Holy Cross College Institutional Effectiveness Plan for Academic Departments ACADEMIC YEAR: 2013-2014 PROGRAM: Master of Arts in Counseling, Specialization in School Counseling

More information

UAF-UAA Joint PhD Program in Clinical-Community Psychology with Rural, Indigenous Emphasis Outcomes Assessment Goals, Objectives, and Benchmarks

UAF-UAA Joint PhD Program in Clinical-Community Psychology with Rural, Indigenous Emphasis Outcomes Assessment Goals, Objectives, and Benchmarks Page 1 of 16 UAF-UAA Joint PhD Program in Clinical-Community Psychology with Rural, Indigenous Emphasis Outcomes Assessment Goals,, and Benchmarks Mission The PhD Program in Clinical-Community Psychology

More information

Ph.D. in Counselor Education & Supervision. 7.7.15 DR.SOSIN DIRECTOR OF THE Ph.D. IN CES PROGRAM

Ph.D. in Counselor Education & Supervision. 7.7.15 DR.SOSIN DIRECTOR OF THE Ph.D. IN CES PROGRAM Ph.D. in Counselor Education & Supervision 7.7.15 DR.SOSIN DIRECTOR OF THE Ph.D. IN CES PROGRAM WELCOME & INTRODUCTION The Department of Counselor Education and Family Studies at Liberty University considers

More information

Masters of Science in Clinical Psychology: MFT & LPCC Program Information Packet

Masters of Science in Clinical Psychology: MFT & LPCC Program Information Packet Masters of Science in Clinical Psychology: MFT & LPCC Program Information Packet Department of Psychology One Washington Square San Jose CA 95192-0120 psych.sjsu.edu/grad/clinical Dear Prospective Student,

More information

MASTERS IN COUNSELOR EDUCATION PROGRAM EVALUATION REPORT

MASTERS IN COUNSELOR EDUCATION PROGRAM EVALUATION REPORT MASTERS IN COUNSELOR EDUCATION PROGRAM EVALUATION REPORT Prepared by Leanne Walker Paula Gravelle Center for Education Policy, Applied Research and Evaluation College of Education & Human Development University

More information

M.A. in School Counseling / 2015 2016

M.A. in School Counseling / 2015 2016 M.A. in School Counseling / 2015 2016 Course of Study for the Master of Arts in School Counseling Initial License (Pre K 8 or 5 12) Candidates for the degree of Master of Arts in School Counseling are

More information

Applicant Demographics: 81% female, 19% male 94% White, 5% African American, 1% other/not indicated Average Undergraduate GPA = 3.

Applicant Demographics: 81% female, 19% male 94% White, 5% African American, 1% other/not indicated Average Undergraduate GPA = 3. Clinical Mental Health Counseling Program Evaluation Annual Report Fall 2015 What follows is a summary of CMH program and student data reviewed along with recommendations and/or specific modifications

More information

The Council for the Accreditation of Counseling and Related Educational Programs

The Council for the Accreditation of Counseling and Related Educational Programs The Council for the Accreditation of Counseling and Related Educational Programs Assuring High Quality for Counseling Programs Jack Culbreth, Chair CACREP Board of Directors CACREP s Mission To promote

More information

CHAPTER 77 STANDARDS FOR TEACHER INTERN PREPARATION PROGRAMS

CHAPTER 77 STANDARDS FOR TEACHER INTERN PREPARATION PROGRAMS Ch 77, p.1 CHAPTER 77 STANDARDS FOR TEACHER INTERN PREPARATION PROGRAMS 281 77.1(256) General statement. Programs of teacher intern preparation leading to licensure in Iowa are subject to approval by the

More information

Why The College of New Jersey (TCNJ) for advanced study in counseling?

Why The College of New Jersey (TCNJ) for advanced study in counseling? THE COLLEGE OF NEW JERSEY Graduate Programs in Counselor Education Why The College of New Jersey (TCNJ) for advanced study in counseling? "The coursework required to obtain a Masters of Counseling at TCNJ

More information

Professional Skills and Practices are assessed accordingly: Midterm Site Supervisor Assessment. Final Site Supervisor Assessment

Professional Skills and Practices are assessed accordingly: Midterm Site Supervisor Assessment. Final Site Supervisor Assessment Department of Counseling and Student Affairs Programs in Clinical Mental Health Counseling; Marriage, Couple, and Family Counseling; and School Counseling 2013/2014 Assessment Report Introduction Each

More information

MA in Counseling. University of San Diego. 2015 Exit Survey Results

MA in Counseling. University of San Diego. 2015 Exit Survey Results MA in Counseling with a specialization in School Counseling School of Leadership and Education Sciences University of San Diego 2015 Exit Survey Results This report was prepared by the USD-SOLES Office

More information

1. Which Counseling program did you complete?

1. Which Counseling program did you complete? COUN rehab Last Modified: 08/31/2012 1. Which Counseling program did you complete? Filter By: Report Subgroup # Answer Response % 1 6 2 3 4 5 School Counseling Master's and License School Counseling licensure

More information

If you have any questions or need assistance in completing this survey, please contact Tyler Kimbel at 703.535.5990 or tkimbel@cacrep.org.

If you have any questions or need assistance in completing this survey, please contact Tyler Kimbel at 703.535.5990 or tkimbel@cacrep.org. 2015 CACREP Vital Statistics Survey: Version A (For Programs Accredited Under the 2009 CACREP Standards) Created Monday, August 31, 2015 Updated Tuesday, September 15, 2015 Institutional Information This

More information

Our Lady of Holy Cross College Institutional Effectiveness Plan for Academic Departments

Our Lady of Holy Cross College Institutional Effectiveness Plan for Academic Departments Page 1 of 9 Our Lady of Holy Cross College Institutional Effectiveness Plan for Academic Departments ACADEMIC YEAR: 2013-2014 PROGRAM: Master of Arts in Counseling, Specialization in Clinical Mental Health

More information

LEVEL 1 LICENSURE PORTFOLIO

LEVEL 1 LICENSURE PORTFOLIO LEVEL 1 LICENSURE PORTFOLIO Part I Purpose Principles to Be Addressed Required Documentation Directions Entry 1: Analyzing the School Counseling Environment Candidates analyze the school counseling environment

More information

2012-2013 ANNUAL PROGRAM REVIEW MS IN COUNSELING SCHOOL COUNSELING CONCENTRATION

2012-2013 ANNUAL PROGRAM REVIEW MS IN COUNSELING SCHOOL COUNSELING CONCENTRATION 2012-2013 ANNUAL PROGRAM REVIEW MS IN COUNSELING SCHOOL COUNSELING CONCENTRATION I. School Counseling Graduate Program II. Annual Program Reviewers Program Reviewers consist of the Department of Psychology

More information

COLLEGE OF EDUCATION AND PROFESSIONAL PSYCHOLOGY ESA SCHOOL GUIDANCE AND COUNSELING HANDBOOK 2011-2012

COLLEGE OF EDUCATION AND PROFESSIONAL PSYCHOLOGY ESA SCHOOL GUIDANCE AND COUNSELING HANDBOOK 2011-2012 COLLEGE OF EDUCATION AND PROFESSIONAL PSYCHOLOGY ESA SCHOOL GUIDANCE AND COUNSELING HANDBOOK 2011-2012 Revised: Fall 2011 i Table of Contents UNIVERSITY MISSION AND COLLEGE OF EDUCATION CONCEPTUAL FRAMEWORK...1

More information

Illinois Institute of Technology M.S. in Rehabilitation Counseling Program Annual Program Assessment Report (Covers from 8/1/2011 7/31/2012)

Illinois Institute of Technology M.S. in Rehabilitation Counseling Program Annual Program Assessment Report (Covers from 8/1/2011 7/31/2012) Illinois Institute of Technology M.S. in Rehabilitation Counseling Program Annual Program Assessment Report (Covers from 8/1/2011 7/31/2012) The goal of the rehabilitation counseling master s program at

More information

n The ACA Online Library is a member s only benefit. You can join today via the web: counseling.org and via the phone: 800-347-6647 x222.

n The ACA Online Library is a member s only benefit. You can join today via the web: counseling.org and via the phone: 800-347-6647 x222. VISTAS Online VISTAS Online is an innovative publication produced for the American Counseling Association by Dr. Garry R. Walz and Dr. Jeanne C. Bleuer of Counseling Outfitters, LLC. Its purpose is to

More information

Master of Library and Information Science (MLIS)

Master of Library and Information Science (MLIS) St. Catherine University 1 Master of Library and Information Science (MLIS) Mission The Master of Library and Information Science (MLIS) program at St. Catherine educates students in the principles, practices

More information

GRADUATE and POST-GRADUATE SCHOOL COUNSELING PROGRAMS

GRADUATE and POST-GRADUATE SCHOOL COUNSELING PROGRAMS GRADUATE and POST-GRADUATE SCHOOL COUNSELING PROGRAMS Department Chair & Professor: Nancy G. Calleja, Ph.D., LPC Office: 234 Reno Hall Telephone: (313) 578-0436 Email: calleyng@udmercy.edu Assistant Professor

More information

Cerritos College Associate Degree Nursing Program

Cerritos College Associate Degree Nursing Program Cerritos College Associate Degree Nursing Program The California Board of Registered Nursing 2010-2011 Annual School Report reflected that 61% of nursing programs in California are Associate Degree programs.

More information

Master of Arts in Counseling and Educational Psychology with emphasis in: Clinical Mental Health

Master of Arts in Counseling and Educational Psychology with emphasis in: Clinical Mental Health Master of Arts in Counseling and Educational Psychology with emphasis in: Clinical Mental Health College of Education Mailstop 0281 Reno, NV 89557-0281 Office (775) 682-5517 Fax (775) 784-1990 1 College

More information

Master of Arts, Counseling Psychology Course Descriptions

Master of Arts, Counseling Psychology Course Descriptions Master of Arts, Counseling Psychology Course Descriptions Advanced Theories of Counseling & Intervention (3 credits) This course addresses the theoretical approaches used in counseling, therapy and intervention.

More information

The University of Alabama Rehabilitation Counselor Education. Information for Prospective Students

The University of Alabama Rehabilitation Counselor Education. Information for Prospective Students The University of Alabama Rehabilitation Counselor Education Information for Prospective Students Thank you for your interest in the Rehabilitation Counselor Education (RCE) program at The University of

More information

Comprehensive Assessment Plan (CAP) Report 2012-2013. The University of Alabama. Executive Summary Report for the Public

Comprehensive Assessment Plan (CAP) Report 2012-2013. The University of Alabama. Executive Summary Report for the Public Comprehensive Assessment Plan (CAP) Report 2012-2013 The University of Alabama Executive Summary Report for the Public (Adopted by Faculty - January 31, 2014 (Approved by the Counselor Education Advisory

More information

QUENTIN R. ALEXANDER, PhD

QUENTIN R. ALEXANDER, PhD PERSONAL INFORMATION Quentin R. Alexander, Ph.D. Oliver Hall, Room 4043H 1015 West Main St., P.O. Box 842020 Richmond VA 23284-2020 Phone: 804-827-2629 E-mail: qralexander@vcu.edu QUENTIN R. ALEXANDER,

More information

School Counseling Program. Practicum Handbook

School Counseling Program. Practicum Handbook University of Massachusetts Boston College of Education and Human Development Department of Counseling and School Psychology School Counseling Program Practicum Handbook PRACTICUM IN SCHOOL COUNSELING

More information

Clinical Mental Health Counseling Outcomes and 2015 Annual Report. In order to fully implement a data- and outcome-based continuous and systematic

Clinical Mental Health Counseling Outcomes and 2015 Annual Report. In order to fully implement a data- and outcome-based continuous and systematic In order to fully implement a data- and outcome-based continuous and systematic evaluation for Clinical Mental Health Counseling (CMHC) the faculty created a Counseling Program Advisory Board. The Board

More information

NATIONAL CATHOLIC SCHOOL OF SOCIAL SERVICE Baccalaureate Study in Social Work Goals and Assessment of Student Learning Outcomes

NATIONAL CATHOLIC SCHOOL OF SOCIAL SERVICE Baccalaureate Study in Social Work Goals and Assessment of Student Learning Outcomes NATIONAL CATHOLIC SCHOOL OF SOCIAL SERVICE Baccalaureate Study in Social Work Goals and Assessment of Student Learning Outcomes In keeping with the social teachings and values of the Roman Catholic Church,

More information

Master of Health Care Administration Program Strategic Plan 2008 2010

Master of Health Care Administration Program Strategic Plan 2008 2010 Master of Health Care Administration Program Strategic Plan 2008 2010 The faculty and staff of the MHA program met and developed the following document. Included are foundational statements that include:

More information

Master of Education School Counseling Degree Program

Master of Education School Counseling Degree Program Advanced Certificate Portfolio Guidelines Master of Education School Counseling Degree Program Revised Spring 2008 Southeastern Oklahoma State University Durant, Oklahoma 1 TABLE OF CONTENTS Introduction...page

More information

ASSESSMENT REPORT COUNSELING AND GUIDANCE SCHOOL OF EDUCATION MASTER S DEGREE LEVEL MISSION AND GOALS

ASSESSMENT REPORT COUNSELING AND GUIDANCE SCHOOL OF EDUCATION MASTER S DEGREE LEVEL MISSION AND GOALS 1 ASSESSMENT REPORT COUNSELING AND GUIDANCE SCHOOL OF EDUCATION MASTER S DEGREE LEVEL Period Covered: Academic Year 2009-2010 Date Submitted: October 15, 2010 MISSION AND GOALS Institutional Mission: NMHU

More information

National Standards. Council for Standards in Human Service Education. http://www.cshse.org 2013 (2010, 1980, 2005, 2009)

National Standards. Council for Standards in Human Service Education. http://www.cshse.org 2013 (2010, 1980, 2005, 2009) Council for Standards in Human Service Education National Standards BACCALAUREATE DEGREE IN HUMAN SERVICES http://www.cshse.org 2013 (2010, 1980, 2005, 2009) I. GENERAL PROGRAM CHARACTERISTICS A. Institutional

More information

MASTER OF ARTS IN CLINICAL MENTAL HEALTH COUNSELING

MASTER OF ARTS IN CLINICAL MENTAL HEALTH COUNSELING MASTER OF ARTS IN CLINICAL MENTAL HEALTH COUNSELING Department Chair & Professor: Nancy G. Calleja, Ph.D., LPC Office: 234 Reno Hall Telephone: (313) 578-0436 Email: calleyng@udmercy.edu Assistant Professor:

More information

CHD Counseling and Human Development

CHD Counseling and Human Development shaping compassionate professionals CHD Counseling and Human Development CHD 1 WALSH UNIVERSITY MASTER OF ARTS IN COUNSELING AND HUMAN DEVELOPMENT Walsh University Master s program in Counseling and Human

More information

Master of Arts in Counseling and Educational Psychology with emphasis in: School Counseling

Master of Arts in Counseling and Educational Psychology with emphasis in: School Counseling Master of Arts in Counseling and Educational Psychology with emphasis in: School Counseling College of Education Mailstop 0281 Reno, NV 89557-0281 Office (775) 682-5517 Fax (775) 784-1990 1 College of

More information

Marquette University Learning Assessment Plan

Marquette University Learning Assessment Plan Marquette University Learning Assessment Plan Counseling and Educational Psychology Program: School Counseling Degree: M.A. Date Submitted: May 2013 Program Learning Outcomes Students will be able to:

More information

Master of Arts in Counseling Psychology

Master of Arts in Counseling Psychology Master of Arts in Counseling Psychology INTERNSHIP HANDBOOK 2014-2015 INTRODUCTION In order to graduate with a Master of Arts in Counseling Psychology (MACP) from The Seattle School of Theology & Psychology,

More information

Assessment of Student Learning Mental Health Counseling Program Indiana University- Purdue University Columbus 2013-2014 Progress Report

Assessment of Student Learning Mental Health Counseling Program Indiana University- Purdue University Columbus 2013-2014 Progress Report 1 Assessment of Student Learning Mental Health Program Indiana University- Purdue University Columbus 2013-2014 Progress Report Submitted by Cheryl Warner, PhD Director, Mental Health Program The IUPUC

More information

No, New Jersey does not specify a minimum number of credit hours. What type of institutional or programmatic accreditation is required?

No, New Jersey does not specify a minimum number of credit hours. What type of institutional or programmatic accreditation is required? State Licensure Statutes, Regulations, Forms, and Policies not only change on a regular basis, but may contain contradictory information. It is the responsibility of any individual who may review this

More information

All students are admitted during the summer and begin their coursework in the fall. Students must commit to completing these courses in sequence.

All students are admitted during the summer and begin their coursework in the fall. Students must commit to completing these courses in sequence. Department of Special Education Initial Licensure and Added Endorsement the Special Education Generalist Overview and Assessment Plan Purpose for Program Change In the Fall of 2013 the Department of Special

More information