Masters in Counseling Psychology Program Review. February 2012

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1 Masters in Counseling Psychology Program Review February

2 Contents Executive Summary... 2 Background and Mission Fit... 4 Evidence of advancing social justice and engaging communities... 4 Evidence of producing socially responsible practitioners... 5 Educational Impact... 5 SLOAP results... 5 Licensure matches... 6 Intern matches... 7 Completion rates... 7 Faculty Performance... 8 Student evaluations... 8 Innovative practice Operational Quality Assessment responsiveness Effective leadership Certification and Licensure Net Revenue Three year financial reports Enrollment History Three year trend Competitive admissions Retention Rates Market Projections Workforce projections Competition and job placement rates Program Review Scores Recommendations Sources Executive Summary The Masters of Counseling Psychology ( MAC ) is the oldest program of the Adler School and is the largest in terms of degrees conferred with a total of

3 graduates. The MAC program is a mature degree program in terms of strong revenue growth with the ability to attract quality students. Today, there are currently 110 students enrolled fulltime in the MAC program and another 79 students are matriculated in both the MAC and PsyD programs. The MAC degree has permitted alumni to obtain licensure as licensed professional counselors since the Illinois Department of Financial and Professional Regulation began issuing licenses in Students in the program are well prepared for clinical practice and are very competitive when compared to other schools. Students taking the National Counselor Exam, which is used as the licensure exam in Illinois, do very well with 95% passing on their first attempt. For the past three years, the training department reports a 100% success rate for placing students in practicum sites. There is a strong historical connection between the MAC and the doctorate in clinical psychology programs. In the past, the latter has admitted a substantial portion of its entering classes with MAC graduates. Currently, a large proportion of doctoral students also take the MAC degree along the way. Changes in licensure laws and accreditation standards have led to more divergent paths for training counselors and psychologists, making it more difficult to incorporate common core curriculum. Fewer students from the MAC program were admitted into the PsyD program cohort for than in previous years. The program is committed to engaging in communities and preparing socially responsible practitioners through its community service practicum and the incorporation of social responsibility as a student exit competency across several courses. Most goals for the number of students passing institutional exit competencies were met in the most recent student learning and outcomes report. Leadership in the MAC program remains a challenge due to frequent changes in program leadership and a lack of a program director for the past two years. This poses many challenges in assuring regular oversight for curriculum review, course scheduling, or student advisement, as well as planning for future program needs. Employment opportunities in the future for counselors indicate the value of programs seeking accreditation through the Council on Accreditation of Counseling and Related Educational Programs. The MAC course program follows this organization s model for course delivery, but several institutional and faculty-related issues will need to be addressed in order to obtain accreditation. A thorough alumni survey process is necessary to determine licensure and employment rates for Adler s MAC graduates. 3

4 Background and Mission Fit The Master of Arts in Counseling Psychology ( MAC ) was the first graduate degree offered by the Adler School and the first cohort enrolled into the program in September, 1975, following its approval by the Illinois Board of Higher Education. In the catalog, the MAC program description stated that it was to prepare counseling personnel for service in public and private agencies for welfare, family counseling, mental health, probation, and correctional institutions, youth centers and youth organizations, as well as for business and industry. The entire program is clinically oriented and provides the techniques and theory for the professional counselor in a variety of settings. The same description was applied to the next two catalogs. In the catalog, the Adler Institute changed its description of the program to preparing students for entry-level professional work in a variety of human service agencies and organizations in the public or private sector. The general psychology program also provides a foundation for continued education toward the doctorate degree. This definition was repeated in the catalog, when the school changed its name to the Adler School of Professional Psychology and offered its first doctorate degree. This resulted in two distinct functions for the program. The first was to continue offering an independent graduate-level credential for practice in counseling. The second was to provide a step toward a terminal degree that was licensable in the state of Illinois. Early descriptions of the MAC program had indicated that the degree did not qualify graduates for state licensure for practice, particularly in psychology. In 1993, Illinois passed the Professional Counseling Act, permitting the creation of licensed masters level counselors. The school catalogs have subsequently included descriptions indicating that the degree prepare students to apply for licensure. The dual purpose of the MAC program was no longer emphasized in the when it did not reference the goal of providing education to be used toward a doctoral degree. Meanwhile, since its inception the PsyD program in clinical psychology has also permitted its students to matriculate in the MAC program. Today, the MAC program includes both students matriculated in the masters program and doctoral students who seek the MAC while completing their PsyD, making it the second largest program at the Chicago campus with 190 students (111 enrolled as MAC and 79 as PsyD/MAC) in the Fall of Evidence of advancing social justice and engaging communities The School s education and training prepares students to be socially responsible practitioners who engage in communities and advance social justice while at the Adler School. The major vehicle for students to contribute to social justice issues is the Community Service Practicum ( CSP ). The CSP offers a broad range of communitybased experiences through which students learn first-hand about issues that affect 4

5 various communities. Students spend 6 months on the CSP, averaging about 8 to 10 hours each week for approximately 22 weeks (150 to 200 hours). The evidence of how well Adler s MAC students continue to advance social justice and engage in their communities does not appear to exist at this time. The development of an alumni research questionnaire specifically for the MAC program would help it evaluate the effectiveness of its training to develop socially responsible counselors. Evidence of producing socially responsible practitioners The MAC program is committed to educating socially responsible practitioners. The MAC program follows the American Counseling Association s professional standards for multicultural and advocacy competencies, the latter being the model used by Adler faculty in its definition and competencies for socially responsible practice. Multicultural competence is comprised of counselor awareness of one s own cultural values and biases, of clients world views, and culturally appropriate intervention strategies. Each of these three competencies requires counselors to acquire knowledge, skills, and attitudes to achieve awareness. Issues of culture/context are addressed in each course, which include at least one learning goal pertaining to issues of culture and diversity. Course 679, Counseling Multicultural and Marginalized Populations, addresses these issues in significant depth and is the designated course in the MAC program to develop the multicultural competence of first year students. the socially responsible competencies for first year students. Additionally, course 350, Community Psychology, and the Community Service Practicum are designed to promote social responsibility and increase student competency in understanding and addressing the interaction between individuals and larger social systems. In Section III of the SLOAP results that summarized Socially Responsible Practice, results from the community service practicum and the MACQE ratings were consistently positive. insert course description of 350 here from Geoff. The Masters in Counseling Qualifying Exam ( MACQE ) has been revised to measure diversity issues and the appropriate courses leading to the MACQE are being reviewed to insure that there exist competencies are consistent with these overall diversity components. Educational Impact SLOAP results The Student Learning Outcomes and Assessment Program ( SLOAP ) is a continuous assessment process that measures the quality of learning across the programs of the Adler School with teaching faculty evaluating student learning within the framework of carefully constructed rubrics and other measures which assess competencies across broad institutional learning outcomes that are tied directly to the School s mission. 5

6 Overall the SLOAP results based upon the MACQE results, course rubrics, and practicum data give clear support for therapist competencies. The MAC program at the Chicago Campus employed seventeen outcomes indicators to assess student learning across competencies. Fourteen of those indicators (82%) meet or surpass the minimum criteria for success set by the MAC program. The three competencies that were not met were included in Competency I (B): Assessment; II: Research & Evaluation; and III: Individual & Cultural Diversity. For the Assessment competency, only one course (516, Individual Appraisal) is used and many of the rubrics were noted in the report as "not applicable" and it was recommended that faculty review the curriculum for 516 and determine the appropriate exit competencies to be met and the rubric activity to best assess those competencies. For measuring the Research & Evaluation competency, several courses are used (438, 505, 510, 623, and 647). Sampling of rubrics varied between terms and it was recommended that faculty assess the changes in the 505 (ethics course) and the 510 (Preparation for Counseling Practice) curriculum and insure the activities chosen for measurement of the Rubrics are appropriate and that course instructors choose similar and appropriate activities. It was also recommended to review each course curriculum to assure that application of critical thinking be included in each course. The third competency, Individual & Cultural Diversity, only has one item for its rubric. As a response, the MACQE has been revised to measure diversity issues and the appropriate courses leading to the MACQE are being reviewed to insure that there exist competencies are consistent with these overall diversity components. For the students dual-enrolled in the MAC & PsyD programs, the MACQE included two items designated for the Diversity Competency. Students scored much lower than those enrolled only in the MAC. A couple of the competencies were removed because they were not relevant to MAC students. The MAC faculty has questioned the fit of the National Council of Schools and Programs of Professional Psychology (NCSPP) Competencies, which were used to create the institutional exit competencies, to counselors. The MAC faculty believes that using CACREP competencies would be a better fit. Current MAC program and counseling departmental faculty are reviewing CACREP competencies to see how they can be matched with current course descriptions and exit competencies. Licensure matches A thorough alumni survey process is necessary to determine licensure rates for Adler s MAC alumni. There is currently no estimate on the numbers of MAC graduates that receive their state license. One innovation in the MAC program to facilitate preparation of students for licensure has been its participation in the Graduate Student Application for the National Board of Certified Counselors' credential of National Certified Counselor. This is a voluntary certification which includes students taking the National Counselor Exam (NCE). The 6

7 NCE can then be used for fulfilling certain states' licensure requirements. The first attempt pass rates by cohorts for the last five administrations of the NCE are quite positive and show a range of 81%-100% with a cumulative total of 95%. On the past two exam administrations the students' average score placed the school in the 92nd percentile for all national exam takers and the top quartile for schools that participate in the graduate student application program. On every subtest subject, students performed above the various comparison group averages. It also shows that more students are taking this exam, which could allow them to be licensed in many states. NCE Pass No./ No. in Cohort Fall 2009 Spring 2010 Fall 2010 Spring 2011 Fall /4 or 100% 17/21 or 81% 8/8 or 100% 53/54 or 98% 16/16 or 100% Intern matches In the review period of , 100% of the MAC students have been matched to a practicum site. All students attained the required practicum experience Practicum Match No./ No. in Cohort 36/36 or 100% 58/58 or 100% 41/41 or 100% Completion rates Graduation data for the period of appear in the table below. The Fall 2006 cohort comprised of 27 students. 22 students graduated within 2 years and an additional 2 students graduated by Three students withdrew. For the Fall 2007 cohort, totaling 20 students, no student graduated within 2 years, but 12 graduated by the following term. Cohort and Status Fall 2008 Spring 2009 Summer 2009 Fall 2009 Spring 2010 Fall 2006 N = 27 Still Active 15% 7% 7% 4% 0% Graduated 70% 81% 81% 85% 89% Withdrawn 11% 11% 11% 11% 11% Other 4% 0% 0% 0% 0% 7

8 Fall 2007 n = 20 Still Active 85% 85% 85% 15% 15% Graduated 0% 0% 0% 60% 60% Withdrawn 15% 15% 15% 15% 15% Other 0% 0% 0% 10% 10% Faculty Performance Student evaluations Twice a year there are formal opportunities to collect student evaluations of faculty: at midterm and at the end of the semester. During the last year, the mid-term student evaluation has changed from on-line input to in-class forms. This has dramatically increased the percentage of student feedback from approximately 10% to nearly 100%. This feedback is very important for instructors to have the opportunity midstream to adapt, change, or refocus teaching techniques that are not effective and encourage methods that are. This method has also allowed for program directors and department chairs to quickly intervene when difficulties with instruction arise. The data presented below are end of semester student evaluations for both seminars and standard courses from Fall 2010 to Fall In Fall 2010, a revised 4-point system was established and a new online format of collecting evaluations began. The following is the 4-point system used by students: 1. Seminars 4 = SA = Strongly Agree 3 = A = Agree 2 = D = Disagree 1 = SD = Strongly Disagree *There is also an option of N/A The table below presents the aggregate ratings for faculty classroom instruction and faculty-student advisement. Classroom instruction question examples are: the instructor is organized and prepared for class; the instructor uses class periods efficiently and appropriately; the instructor is effective in promotion meaningful student discussion; the instructor provides consideration of sensitivity to diversity issues; and the instructor relates course material to issues pertinent to the promotion of social justice. Advisement question examples include: my faculty advisor demonstrates correct and current understanding of training and community engagement requirements, and 8

9 academic policies and procedures, including degree requirements for my program; my faculty advisor seeks out necessary information in order to respond to my questions when needed and gets back to me in a timely manner ; and my faculty advisor demonstrates familiarity with significant issues pertinent to professional practice. Term/Year Title of Seminar Faculty Instruction Advisement Fall/2010 Seminar (combined) Spring/2011 CSP Seminar Clinical Seminar Summer/2011 Fall/2011 CSP Seminar (clinical practicum not offered) Professional Seminar Clinical Seminar Standard Courses The table below presents the aggregate ratings for faculty classroom instruction for standard courses. Example questions include: the instructor was organized and prepared for class; the instructor demonstrated enthusiasm about the subject matter; the instructor explained theoretical material clearly; the instructor was effective in relating course material to clinical situations; the instructor used class periods efficiently and appropriately; and the instructor was effective in promoting meaningful student discussion. Term Faculty Instruction Fall Spring Summer Fall Overall, students have consistently agreed to strongly agree that the MAC core faculty is organized and prepared and that they deliver course material in a very meaningful manner. In Fall 2011, two new core faculty began teaching full time in the MAC program. When constructively reviewing the data from seminars and standard course teaching during this time frame, there is a slightly lower score in faculty advisement in the seminars. However, this time period also represents the highest rating for faculty 9

10 instruction for seminars. Several student comments help put this dichotomy in perspective. They stated, although my professor didn t know the exact answers to some questions, they got back with me right away with the answers I needed. This faculty commitment, caring, and dedication creates very good rapport, respect, good communication, and in turn effective learning. Innovative practice In the past three years, the core counseling faculty has made several changes to improve the preparation of professional counselors. The Adler Counseling Student Association was created to engage students more directly in their professional organizations and has invited outside speakers, including the past president of the Illinois Counseling Association, to its meetings. MAC faculty members have attended state and national counseling associations and have made presentations with Adler students. Two faculty members have designed MAC courses for online delivery, which consistently receive positive reviews by students. One instructor s course was selected twice for presentation to Higher Learning Commission observers as evidence of Adler s ability to provide quality online education. Students preparing for either the Counselor Preparation Comprehensive Exam, which is now required for the MACQE, or the National Counselor Exam are now enrolled in an online Moodle site that includes both didactic and support resources to help them pass the exams. Operational Quality Assessment responsiveness Over the past decade the MAC curriculum has changed quite a bit. Courses to prepare counselors for socially responsible practice were added to the curriculum when the mission of the school changed. The state of Illinois licensure board for counselors also made changes to their requirements. These changes combined increased the number of course requirements significantly. In , the MAC faculty reviewed the curriculum and recommended curriculum changes that would incorporate both the mission of the school and licensure requirements. These recommendations were approved and were implemented in As a result, students are taking more intervention courses, have an elective course, and are learning to become socially responsible. In , the MAC faculty reviewed the curriculum for PsyD/MAC students and recommended curriculum changes that would incorporate MAC courses that met requirements for the state of Illinois licensure board and the Graduate Student Application for the National Board of Certified Counselors' credential of National Certified Counselor. As a result, we are able to ensure that PsyD/MAC students are meeting state requirements for licensure and they are able to sit for the NCE on campus. 10

11 In , the MAC faculty reviewed the Masters of Arts Qualifying Exam ( MAQE ) and found that it did not assess students in a manner that demonstrated the comprehension and ability it takes to be a counselor. The previous MAQE was used across all MA programs. The MAC faculty made recommendations to change the name and content of the MAQE. The name was changed from MAQE to MACQE to reflect is specificity to the MAC program. The recommendations included changing the faculty evaluator to the practicum seminar leader, updating the old MAQE, adding a knowledge-based component, changing the MAQE for PsyD/MAC students, and updating the evaluation to match the changes to the MACQE. The practicum seminar leader as the evaluator created an equal sharing of grading MACQEs and eliminated the hassle of distribution of MACQEs. The seminar leader is able to better prepare students in the Fall term on how to prepare for the final MACQE. In the Fall term, students do a mock MACQE and receive feedback in order to assist in preparation for their final MACQE. The MACQE is made up of 3 components: oral presentation, written case presentation (with recorded session), and a multiple choice exam. The multiple choice exam used is the Counselor Preparation Comprehensive Examination (CPCE). This exam was identified and utilized by across a large number of MA counseling programs to evaluate students at the end of their programs. The MAC faculty reviewed data on the CPCE and found the statistics and exam to be a good fit to assess our students knowledge. This exam also models after the NCE. Students take the CPCE in February and the NCE in April. We are able to get the results back of the CPCE within 10 days and are able to identify areas of improvement for students for the NCE. These recommendations were approved and implemented in The MAQE for PsyD students getting their MAC has changed numerous times within the past 5 years. There were various perspectives on what signifies sufficient competence. Currently, they will be completing the CPCE in the Summer term of the year they pass their Doctoral Intervention CQE. They are required to pass the Doctoral Intervention CQE before taking the MACQE because it is equivalent to the oral and written case presentation for MAC only students. These recommendations were approved and implemented in Effective leadership Numerous challenges have confronted the MAC program regarding to its effective leadership. The first has been the lack of a consistent program director. Since , no permanent appointment has been filled for the director position. From , three faculty have held interim program director positions. Currently, the program has continued without a program director for almost two years. The lack of a consistent program director poses significant challenges to a program as large as the MAC program. Students vary in their program sequence, particularly those 11

12 in the PsyD/MAC program, who can matriculate into the MAC option at anytime during their four years on campus. Overseeing that students receive quality supervision and training and are able to complete the program requirements in a timely manner should not be left to an entire program faculty without clearly delineated assignment of tasks. For the past two years, these tasks have been done on an ad-hoc basis without the ability to respond in a pro-active manner. Prior to the summer of 2009, core faculty members were not identified as specific to the MAC faculty. Faculty members teaching courses in the counseling program had dual appointments in both the PsyD and MAC programs. For the school year, two faculty members received contractual appointments specifying assignments to the MAC program, which allowed for a greater administrative oversight of the program. Since 2009, the school has hired three additional full-time faculty members for the program. Certification and Licensure The MAC program received its initial approval by the Illinois Board of Higher Education in 1975 and has been presented in all of its regional accreditation self-studies since Graduates are eligible to apply for licensing as a Licensed Professional Counselor in the Illinois based upon the degree s academic and pre-degree training requirements. The program s coursework follows closely to those recommended by the Council on Accreditation of Counseling and Related Educational Programs ( CACREP ) in its current accreditation standards. In exploring the feasibility of CACREP program accreditation for a counseling program, it would be important to consider issues such as counseling licensure, federal policies that might impact the practice of counselors, and the marketability of particular counseling degrees. Two such factors may include (1) state licensure legislation and CACREP standards and (2) Department of Defense and TRICARE rules regarding graduates from CACREP programs. In August 2011, CACREP board members made a presentation to the National Board of Certified Counselors State Licensure Board (A complete slide presentation is available at The following are some highlights regarding the impact of CACREP standards for state counseling licensure boards: The American Counseling Association s Governing Council has passed a resolution formally recognizing CACREP as the accrediting agency for counselor education programs Twenty seven states specifically cite CACREP in their rules or regulations. Of the remaining 23 states, 15 require CACREP s common core curriculum. 12

13 CACREP requires 60 semester hours for programs in community mental health counseling, addictions, and marital, couple, & family counseling. All other program areas (school counseling, career, and core substance abuse/community counseling) require a minimum of 48 semester hours. Currently, 30 states plus the District of Columbia require 60 hours for the highest level of licensure offered and 3 more states will be adopting this requirement, creating alignment with CACREP Standards. Regarding the ability of counselors to be reimbursed for working with members of the military community, the Department of Defense has recently issued regulations which will allow licensed professional counselors to practice independently within TRICARE, the health care program providing services for an estimated 9.6 million active duty service members, retirees, and their families. It created a new category of allied health professionals to be known as certified mental health counselors, who will be authorized to practice independently under TRICARE. A transition period (grandfathering period) will end on December 31, Starting January 1, 2015, counselors seeking to participate in TRICARE will be required to: Pass the National Clinical Mental Health Examination; Possess a master's or doctoral degree from a mental health counseling program accredited by CACREP; and Meet the supervision hours requirements listed above. Beginning January 1, 2015, counselors who do not meet these requirements (and who have not already qualified as "certified mental health counselors" with TRICARE under the transition period rules) will not be allowed to provide services to TRICARE beneficiaries even under physician referral and supervision. The program reviewed the feasibility of pursuing CACREP accreditation as a means to further strengthen the professional identity of its counseling students and enhancing the marketability of their degrees and subsequent credentials. It was determined that some of the requirements may be too difficult. The following is a list of program issues needed to be addressed to meet the current 2009 CACREP Standards for a Clinical Mental Health Counseling program, which is closely resembled by our MAC program 1. Faculty-Student Ratio. The required ratio of full-time equivalent students to fulltime faculty of 10:1 or less and a maximum ratio of 6 students to 1 faculty member for a practicum seminar. These ratios are substantially lower than the MAC program s ratios, which is 20:1, not including PsyD/MAC students. 2. Faculty with Counselor Education degrees. CACREP requires that accredited programs be comprised of individuals whose doctorates are in counselor education. Although the current standards permit a grandfather period until 2013 for faculty members with degrees that aren t in counselor education to be considered if they have taught one year in a counseling program, no subsequent 13

14 faculty without this particular degree could be included in the faculty, which would seriously reduce the options for subsequent faculty searches and appointments. Only one person in the MAC program has a doctorate in counselor education and just one other person in the entire Adler faculty also has this degree. A minimum of three persons with doctorates in counselor education is required for accreditation. 3. Site supervisor credentials. Required credentials of field site supervisors for clinical practicum include: (1). A minimum of a master s degree in counseling or a related profession with equivalent qualifications and (2) appropriate certifications and/or licenses. The restrictions on who could provide supervision for the MAC students would reduce the number of available practicum placements that they could apply. Currently, only half of the practicum sites listed by the Training Department have licensed counselors as site supervisors. In view of the difficulties for the school to seek CACREP accreditation, yet desiring to promote the identity of professional counselors for its students, the MAC program sought approval to participate in the graduate student application program for the National Board of Certified Counselors. This program provides students with the opportunity to apply for the National Certified Counselor credential and take the National Counselor Examination before graduation. Upon degree completion, students can submit their passing exam scores to 35 state boards as partial fulfillment of licensing requirements. The program faculty is generally supportive of seeking CACREP accreditation and presents these issues as challenges to be addressed. Other departments of psychology have succeeded in obtaining accreditation in the past. Because of the issues presented, it will be important that the school administration understands the advantages for graduates and that the commitment in seeking accreditation occurs at all levels of the school. Net Revenue Three year financial reports The three year financial report of revenue and growth is presented below. In general, the MAC program is a mature degree program with strong revenue growth. Enrollment FY'09 Actual FY'10 Actual FY'11 Actual FY'12 Budget MAC New Fall Enrollments MAC Total Student Population - Fall Semester Core Faculty Headcount Student / Core Faculty Ratio

15 Revenue per Student $ 23,402 $ 23,452 $ 27,356 $ 30,514 Revenue 2,223,225 2,392,125 3,036,472 3,112,441 Growth over Prior Year 8% 27% 3% Total Department Costs 346, , , ,608 Costs Growth over Prior Year 20% -13% 104% Total Contribution 1,876,333 1,976,149 2,672,996 2,370,833 The current FY 12 budget contains a very large increase in total expenses due the addition of three new headcount, Dr. Bathje (New faculty), the Department of Counseling Chair (open), and the MAC Program Director (open). It should be noted that the Department of Counseling Chair, while included in the revenue and costs report, is not a position within the program, but is an administrative position that will oversee six programs (MACOH, MAC, MAG, MAR, MAO, and MA-School) and a budget item for Academic Affairs office. Regarding expenses, costs for the adjunct faculty are in some years (2009 and 2010) an overestimate and in some years (such as 2011 and projected) an underestimate. It is difficult to allocate departmental costs as many non-program specific (called PCO) classes include students from all clinical programs. Assistance will be needed to reflect more accurate costs and it is suggested that credit hours generation be used to calculate utilization factors. Overall the average contribution margin for the last 3 years and the current year is 83% and the next three year projected average is 74% assuming a lower annual admission rate. The reporting method also does not take into consideration the 79 students who are currently getting their MAC while in the PsyD program. Students in the PsyD/MAC program take an additional 16 credits for the MAC degree, which should be noted in subsequent reports to provide a better picture of the revenue generated by the program, as well as the number of courses that need to be covered by core and adjunct MAC faculty. The current student-faculty ratio listed in the reporting method is 20.2:1, which does not count the PsyD/MAC students. Enrollment History Three year trend Completed Applications Offers Ratio of admission offers to completed applications Denials Ratio of denials to number of applications Number of students matriculated Ratio of matriculated students to admission offers Initial goal for No. of students

16 The number of offers and denial will not equal the total number of completed applications because many students complete their application but then withdraw (meaning they never interviewed). The original enrollment goals for the MAC program during this period were all met, except for 2010, ranging from 96% to 125%. Almost every year the MAC program was given approval to increase enrollments over the original goal to make up for other MA programs that were not meeting theirs. Below is a table of the total number of MAC and PsyD students who were degreeseeking in the Fall semester of the years The program saw a substantial growth of both categories of students. The growth was particularly noticeable among the number of PsyD students adding the MAC. Growth rates for and were very large, with increases of 30 and 57 percent. The two subsequent years witnessed a leveling off with a drop of 3 and 4 percent growth. Academic Year Competitive admissions Total No. of MAC & PsyD/MAC Students Percent growth since previous year Total No. of MAC Students Percent growth since previous year % % % 104 3% % 111 7% % 102-8% The MAC program appears to attract students with good academic credentials. The table below presents the average undergraduate GPA for each academic year. Since 2007, the average GPA was substantially above the 3.0 admission requirement. Considering the large numbers of students admitted each year, the MAC program appears particularly well-placed in its recruitment and admission of strong candidates. Cohort Undergraduate GPA

17 Another approach to looking at competitiveness is how well the program attracts a diverse student population. The table below shows the demographic data of the Chicago campus, derived from the Fall 2011 Day-Ten report, the MAC and PsyD/MAC programs, and data from a report on the postbaccalaureate enrollment and percentage distribution obtained from all U.S. schools receiving federal student aid prepared by the National Center for Education Statistics.. Campus MAC Program Nat l Average, 2009 Ethnicity White / Caucasian 65.40% 63.2% 63.4% African American / Black 11% 7.9% 12.0% Hispanic / Latino 7.50% 7.9% 6.4% Asian American / Pacific Islander 4.70% 5.3% 6.8% Native American / Alaskan Native 0.30% 0.5% 0.6% Multi-racial 2.30% 2.1% -- Other 2.30% 3.7% -- Undeclared 6.50% 9.5% -- Gender Male 22.30% 23.7% 41.0% Female 77.60% 76.3% 59.0% Undeclared 0% 0.0% Age Under % 0.0% % 50.5% % 32.6% % 8.4% % 4.7% % 2.6% 60 & Over 0.50% 1.1% The findings suggest that for ethnic and gender composition, the program mirrors the entire campus. Students in the MAC program are somewhat younger than the overall campus. One possible explanation would be that the Chicago campus includes advanced doctoral students, who comprise of an older cohort. However, since the MAC program does comprise of PsyD/MAC students, this hypothesis should be explored further. When compared to the national and campus data, the ethnicity of the MAC students again appears to reflect students across the country except for African American/Black students. It is not clear of the 3-4% difference in the MAC program. However, it is something to be aware of in regards to recruitment and retention of African American/Black students. There is a greater proportion of women to men in the program, when compared to the national data, but the national dataset includes all 17

18 graduate degrees. Counseling programs, in general, tend to have higher numbers of women than men. The diversity of the campus student population mirrors the U.S graduate school population. Considering the value that the school places on fostering diversity, more work is needed to understand how it can recruit students in unrepresented groups. Retention Rates Retention data for the period of for students entering from appear in the table below. For the cohort entering in the Fall of 2006, 24 out of 27 graduated and 3 had withdrawn. For the Fall 2007 cohort, 15 out of 20 had either graduated or were still active, while 2 were on leave and 3 had withdrawn. For the 2008 cohort, 26 out of 30 were still active by the Spring of 2010 and 4 had withdrawn. All 47 students of the 2009 cohort were still active a year later. Cohort and Status Fall 2008 Spring 2009 Summer 2009 Fall 2009 Spring 2010 Fall 2006 N = 27 Still Active 15% 7% 7% 4% 0% Graduated 70% 81% 81% 85% 89% Withdrawn 11% 11% 11% 11% 11% Other 4% 0% 0% 0% 0% Fall 2007 n = 20 Still Active 85% 85% 85% 15% 15% Graduated 0% 0% 0% 60% 60% Withdrawn 15% 15% 15% 15% 15% Other 0% 0% 0% 10% 10% Fall 2008 n = 32 Still Active 100% 97% 84% 78% 78% Graduated 0% 0% 0% 0% 0% Withdrawn 0% 3% 16% 16% 16% Other 0% 0% 0% 6% 6% Fall 2009 n = 47 Still Active 100% 100% Graduated 0% 0% Withdrawn 0% 0% Other 0% 0% 18

19 The largest decreases in Fall entry MAC retention rates were attributed to graduation and occurred between the sixth and seventh semesters after entry. MAC graduation rates exceeded 60% at the end of two years, which was the anticipated time to completion for full-time students in the MAC program. A few Fall Entry MAC students had Other status and generally were on leave for personal reasons. The table does not include Spring entry cohorts. Spring entry MAC cohorts appeared to have larger, quicker decreases in retention rates than their Fall entry counterparts. That appearance however could be attributed to the smaller sizes of the Spring entry cohorts. Seven-eighths of the Spring 2007 cohort had withdrawn prior to the fourth semester after entry. At this time, students are no longer admitted in the Spring semester. Students with part-time entry were of considerably higher proportions (at least 15 percentage points higher) in the Withdrawn category than the Still Active category. Market Projections Workforce projections Graduates of MAC program work in diversity community settings designed to provide a variety of counseling, case management, and other support services. Although the specific setting may have an implied scope of practice, counselors work with children, adolescents, adults, or families that have multiple issues, such as mental health disorders and addiction, disability and employment needs, school problems or career counseling needs, and trauma. Forecasts by the National Employment Matrix of the Bureau of Labor Statistics, overall employment of mental health for counselor is expected to increase by 24 percent between 2008 (number 665,500) and 2018 (782,200), which is much faster than the average for all occupations. Similarly, Based upon U.S. Department of Labor statistics, employment of mental health counselors is expected to grow by 24 percent across the country and 26 percent in Illinois. Under managed care systems, insurance companies increasingly are providing for reimbursement of counselors as a less costly alternative to psychiatrists and psychologists. In addition, there has been increased demand for mental health services as individuals become more willing to seek help. Growth, however, is expected to vary by specialty. Employment of substance abuse and behavioral disorder counselors is expected to grow by 21 percent as society becomes more knowledgeable about addiction, more people are seeking treatment. Also, employment for educational, vocational, and school counselor is expected to grow by 14 percent. Employment of master-level mental health counselors is estimated to grow by 24 percent (from 113,300 in 2008 to 140,400 in 2018), which is also much faster than the average for all occupations. The number of employed counselor was 113,300 in 2007 and projected employment by

20 Projections data from the National Employment Matrix Occupational Title SOC Code Employment, 2008 Projected Employment, 2018 Change, Number Percent Detailed Statistics Counselors Substance abuse and behavioral disorder counselors Educational, vocational, and school counselors Mental health counselors , , , [PDF] [XLS] 86, ,200 18, [PDF] [XLS] 275, ,400 38, [PDF] [XLS] 113, ,400 27, [PDF] [XLS] Competition and job placement rates Alumni reports on their ability to find employment in their chosen field are currently unavailable and should be researched in subsequent alumni surveys. A more through survey of alumni needs to be conducted regularly to provide an integrated picture of employment rates. Collecting this information is particularly important in regard to understanding trends for the counseling profession (such as work opportunities in the military community, third-party reimbursement, and licensure changes) and to inform the Adler School of education and training issues it needs to address for future cohorts. Anecdotal information obtained from program faculty suggests that many alumni choose to take positions which require use of their clinical training. In addition, a certain number MAC alumni choose to pursue a doctoral degree in clinical psychology. The admissions office arranges for second-year masters students to be considered first for possible placements in the doctoral program and receive invitations to interview in December, a month before other interviews are scheduled. The table below indicates the number of MAC students who were admitted into the PsyD program. Year Number of MAC Students Admitted Percent of PsyD Entering Cohort

21 The rates suggest that until this current year, a consistent number of MAC alumni proceeded in the clinical psychology program. This year saw a greater number of MAC applicants who were denied interviews or admission offers. Conversations with members of the admissions committee indicate most of these students were rejected because of their low undergraduate GPA. This reflects a change in the evaluation criteria used for rating candidates. Although the course catalog regularly stated that applicants should have a grade point average of 3.25 or higher on a 4.0 scale for all undergraduate and graduate course work, MAC students with lower than a 3.25 in their undergraduate work were still admitted if they showed strong academic and professional performances as a graduate student at Adler. Recent graduates from psychology and counseling programs might struggle in this tough economy with job search and earning decent wages. In addition, the U.S. Department of Education s Gainful Employment legislation may potentially impact counselors-in-training at private universities since the legislation determines whether these schools will continue to provide federal financial aid to their students. Under the legislation, a school must demonstrate whether its programs successfully prepares students for gainful employment using a two-part approach: (a) assessing the relationship between the debt students accumulate and their incomes after program completion; and (b) measuring the rate at which all students (regardless of completion) repay their loans on time. (Source: Department of Education, July 2010). This kind of legislative mandate makes evident the need for the creation of a career services program at Adler. Possible services provided by career services may include job fairs, professional networking events, job boards, job search skills and resume writing workshops, as well as other activities to facilitate employment for Adler alumni. 21

22 Program Review Scores Following the review matrix for rating aspects of program performance, the MAC program receives an overall rating average of 3.5, which places it squarely between distinguished (best practices) and excellent (solid performance). Below are the ratings for the different categories of performance and rationales for the scores. Mission Fit Rating: 4. Program has become a distinctive symbol of Adler and is recognized for its innovative practices. Faculty demonstrates clear and distinctive link between academic coursework and community organizations through projects, research, or other relevant activities that include students Rationale. The program s inclusion of social justice across the curriculum, the inclusion of a community service seminar to accompany the CSP, and the work of faculty and students all indicate a high commitment to the Adler s School mission and values. Educational Impact Rating: 4. Students and alumni outcomes are strong and continuously demonstrated through multiple measures Rationale. Although some indicators, such as alumni employment and licensure rates, are not available, standardized test results, completion rates, student exit competencies, and internship match rates all suggest that MAC students fare well from their education and training. Faculty Performance Rating: 4. Students continuously rate all faculty members at levels 4 and 5. There is clear evidence of data informing change. Performance reviews for all faculty members reflect an average overall score of 3 with clearly defined development goals and evidence of innovative practice. Rationale. Course student evaluations and all faculty performance reviews achieved the highest rating. The faculty continues to provide new ways of preparing students for professional practice. Operational Quality Rating: 2.5. Program faculty and staff often work as a team and obligations are usually met in a timely fashion. Decisions are usually made without adequate data and problem solving can be responsive rather than proactive. 22

23 Rationale. Without a designated program director, much of the program s work outside of classroom instruction has been done on an ad hoc basis with limited ability to consistently manage regular issues of curriculum review, course scheduling, or student advisement, as well as plan for future program needs. The lack of means for identifying its own and other programs students within Webadvisor and other sources poses problems for accurately estimating the teaching needs of the program. Net Revenue Rating: 3.5. Enrollment has shown a steady growth and has a 90% rate of retention. The program routinely receive[s] applications that reflect high quality preparation. Rationale. The MAC program continues to provide a significant proportion of the School s total revenue and has grown considerably over the past three years. Retention rates from the last available Persistence, Retention, and Attrition survey suggest that about 90% of students complete the program and that greater attrition came from students who were part time or admitted in the Spring. Market Projections Rating: 3. Graduates are in demand and future enrollments are projected to be strong and steady. Rationale. Although anecdotal reports indicate that most graduates do obtain employment in their chosen field or go on to doctoral training, it is difficult to determine whether or not Adler MAC alumni are more competitive than those from other programs. 23

24 Recommendations The MAC faculty, upon reflecting on both the process and outcome of this review, make the following recommendations for the school and the program. Fill the program director position. The lowest score from the program review came in the operational quality section. The program benefits from good collegial relations that have permitted the completion of various tasks, but the program director is necessary to assure a more thorough and timely response to administrative needs. Review of course exit competencies along counselor professional training models. When the Adler School faculty created its course-specific and institutional exit competencies, the National Council on Schools of Professional Psychology training curriculum was consulted. As the NCSPP curriculum was developed for the preparation of psychologists, the knowledge and skills emphasized in the competencies do not match those for training professional counselors. The MAC program curriculum should be aligned with counselor training standards, such as those of the Council on Accreditation of Counseling and Related Educational Programs. Review and modify alumni research and support services. Despite the anecdotal and indirect evidence for the effectiveness of the MAC program to place its graduates into counseling jobs, more details about the successes and challenges of MAC alumni need to be collected, if such information is required for reviewing the program. Educational programs receiving federal student assistance are increasingly required to show accountability for their services, which includes employability. Currently, career-related services at the Adler School are done on an informal and ad hoc basis. Until October, 2009, the School offered career placement services on campus with a half-time advisor, but current career support is only available through a non-specialized vocational counseling services agency offsite. The faculty recommends reviewing how the Adler School provides career support services for its alumni. Identifying and removing barriers to successful recruitment of students from diverse backgrounds. The faculty is much more diverse than its student body. Considering the importance of the Adler School to represent many facets of U.S. society, the MAC faculty believes that more efforts need to be made in increasing students from underrepresented populations. As a recommendation to both the faculty diversity committee and the school administration, the MAC faculty proposes that admissions and recruitment efforts be studied to identify factors that might prohibit potential candidates from applying. Improved identification and tracking of students by program. When collecting information for this review, the MAC faculty did not see students identified as 24