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

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1 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 USD-SOLES Office of Assessment on October 7, 2014

2 Exit Survey Overview Executive Summary The School of Leadership and Education Sciences (SOLES) - Office of Assessment administers the Exit Survey to graduating students at the University of San Diego (USD) annually. The Exit Survey affords students the opportunity to reflect on their program experiences and to provide valuable feedback utilized for program review. This report is specific to the results for the MA in Counseling with a specialization in Clinical Mental Health Counseling (CMHC) for 2014, with 2013 and 2012 included for comparison purposes. General survey items address students satisfaction with courses, faculty, advisors, intellectual climate, support services, and communication. Graduating students are also provided with program specific survey items relating to coursework and practicum/internship experiences. Scale Three different five-point rating scales were used in this survey. The goal is to have response ratings in the four to five range for each item, where Strongly Agree is 5 and Agree is 4, Well is 5 and Fairly Well is 4, and Very Satisfied is 5 and Satisfied is 4. Response Rate Table 1 shows the percent of USD-CMHC graduating students who responded to the Exit Survey for the last three years. Eight of the twelve USD-CMHC graduating students responded to the 2014 Exit Survey, six of the eleven graduating students responded to the 2013 Exit Survey, and eight of the sixteen graduating students responded to the 2012 Exit Survey; yielding response rates of 67%, 55%, and 50% respectively. Table 1 Exit Survey Response Rates for CMHC Graduating Students Total Number of Total Number of Exit Survey Completion Year CMHC Graduates* CMHC Respondents Response Rate % % % *Note: Refers to the number of graduates for which correct addresses were obtained. This document was prepared by the USD-SOLES Office of Assessment on October 7, Page 2

3 Summary of Findings Graduating students were asked to rate aspects of the CMHC in nine areas: faculty; advisors; intellectual climate; program support and communication; university support; program course content; enhanced knowledge, skills, and counseling standards; practicum experience; and the overall program. Five of the nine mean ratings for 2014 were in the desired four to five range (using a 5 point scale). All 2014 Cronbach s alpha values were in the.80 to.96 range, suggesting relatively high internal consistency of survey item responses. Figure 1 shows the 2014 means as compared to the 2013 and 2012 means. These ratings indicate moderately high levels of student satisfaction with the MA in Counseling with a specialization in Clinical Mental Health Counseling at the University of San Diego. Figure , 2013, and 2012 Graduating Students' Exit Survey s of the Counseling, MA with a Specialization in Clinical Mental Health Counseling 2014 (n=8) 2013 (n=6) 2012 (n=8) 5.0 on a 5 Point Scale Faculty Advisor Intellectual Climate Support and Communica tion University Support of Coursework Content of Enhanced Knowledge, Skills, & Standards Satisfaction with Practicum/ Internship Experiences Satisfaction of Overall This document was prepared by the USD-SOLES Office of Assessment on October 7, Page 3

4 Factors Most Important to Overall Satisfaction with the CMHC When CMHC graduating students were asked which factors were most important to their overall satisfaction with the CMHC, they cited faculty, advisors, staff, personal growth, peers, supportive practicum supervisors, practicum experience, and coursework as contributing to their overall satisfaction. A sample of candidates comments regarding overall satisfaction is shown in Table 2 and in Table A10 in the Appendix of the full report. Student Suggestions for Improving the CMHC When CMHC graduating students were asked for suggestions for improving the CMHC, they listed: improving communication and scheduling, adjusting faculty responsibilities, adding a campus tour, and increasing emphasis on the trans-theoretical model. A sample of graduating students comments is shown in Table 3 and in Table A11 in the Appendix of the full report. When CMHC graduating students were asked to share what particular skills, areas or topics not covered - but should be in the CMHC, they listed: certification in motivational interviewing, art therapy, and alcohol/drug counseling; counseling the male population; technical courses in report writing and treatment planning; and joint instruction between Marital and Family Therapy faculty and Clinical Mental Health Counseling faculty. Fulfillment of Mission Exit survey data from CMHC graduating students serve as evidence of program mission fulfillment. 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 of counseling. To help students become exemplary in applying essential counseling knowledge and skills in a variety of settings with individuals from diverse backgrounds. To promote, model, and develop our students to become leaders and advocates for ethical practice of counseling. This document was prepared by the USD-SOLES Office of Assessment on October 7, Page 4

5 Table 2 Sample of Students' Comments Relating to Factors Most Important to Overall Satisfaction with the CMHC Classes, projects and practicum Supportive practicum individual and group supervisors and supervising experience. The selection of practicum sites. The support and understanding of my academic advisor... Adjunct professors and supervisors were most helpful and knowledgeable... The personal growth I experienced as well as the opportunity to share/consult other peers through group supervision classes. Hearing from my peers about their experiences in Practicum at other placements helped me learn about what counseling can look like (diversity in structures, systems, etc.) in different locations. [Professor X] was the key contributor to all positive experiences with regards to overall satisfaction with the program. Not only were [Professor X s] classes relevant, informed, and evidence-based, [Professor X] used technology and interactive discussions to teach ethics, multiculturalism, diversity, and theories... Table 3 Sample of Students' Suggestions for Improving the CMHC Add a community. Tour USD. More evening classes for students who are working through the program... [There] should be an emphasis on the trans-theoretical model because of the importance of this research to motivation and change. This document was prepared by the USD-SOLES Office of Assessment on October 7, Page 5

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