Annual Report on the Degree Program Assessment of Student Learning
|
|
- Patricia Rogers
- 6 years ago
- Views:
Transcription
1 Annual Report on the Degree Program Assessment of Student Learning Name: Title: Ramona N. Mellott Professor and Chair Phone: (928) Academic Unit: Degree Program Covered in this Report: Educational Psychology Ph.D. Educational Psychology Counseling Psychology Annual Report Q.1. Based on the degree program assessment plan, describe the student learning assessment activities conducted in the past year (i.1., data collection, analysis, reporting, departmental discussion, etc). Please include who was involved in the assessment activities and when they occurred. Semester evaluations are conducted during on all first year doctoral students. All core Counseling Psychology faculty based in Flagstaff participated in the evaluation process. Data from these evaluations are incorporated into the report. The Outcome Assessment Plan was updated in August All Counseling Psychology Programs faculty participated in this process. Data was collected on doctoral graduates through an request for information in May Student satisfaction survey was conducted in Data was incorporated into self-study. Data was collected for this learning outcomes assessment by department chair who is also an active member of the Counseling Psychology core faculty. Counseling programs faculty reviewed the assessment data and made recommendations to curriculum. This was done in October Other curriculum changes that occurred for the past three years are a result of two internal APA self-studies. Faculty reviewed recommendations as part of these self-studies and made changes to program and curriculum. Recommendations and plan to continue with APA self-study occurred last Spring at EPS Faculty Meeting as a Whole, and the Counseling Programs Committee Meeting. The Fall 2005 retreat was also spent in reviewing program assessment and learning outcomes. Q.2. Describe key findings from the assessment process concerning student learning in the degree program. The report that follows provides evidence for each indicator of student learning related to learning outcomes for the program. Only graduates were considered in this assessment cycle. All students appear to show evidence of achieving all learning outcomes described in the plan. Students appear to have strong research skills and are able to use them effectively in their dissertation work. Internship supervisors are extremely positive about students clinical skills and their ability to function in their work settings. Our students are also effective as instructors and in teaching. Students are being trained as scientist-practitioners and the assessment reveals strong skills in the areas of research and practice. Q.3. Describe changes in curriculum, instruction, or use of resources that resulted from the above assessment process. Much of the changes in goals, curriculum and instruction have resulted from the internal self-study process. We now have clear practicum evaluation forms that help us assess all of the outcomes relevant to clinical practice. Since 2004, students are expected to participate in a research project in their first year that culminates in a presentation or publication. The research training and focus has become more formalized. Students will now be evaluated each semester so they can receive regular feedback on their performance in the program. Q.4. Identify assessment problems or difficulties encountered during the assessment process, and describe any proposed changes to the degree program assessment of student learning plan. Accessing all relevant data to assess student learning outcomes can be a challenge 1
2 Ensuring that all relevant data that is part of the outcome assessment plan resides in the student permanent file. Considering the use of an electronic portfolio to accumulate artifacts relevant to student professional development and student learning outcomes. Creating an advising sheet for advisors and students that are tied directly to learning outcomes which in turn could help students and advisors maintain continuous awareness of all learning outcomes and facilitate the achievement of these outcomes. 2
3 COLLEGE OF EDUCATION EDUCATIONAL PSYCHOLOGY Ph.D. Educational Psychology Counseling Psychology Outcome Assessment Report October 11, 2005 Data was collected on all students graduating from the Ph.D. Educational Psychology Counseling Psychology program in Fall 2004 and Spring A total of six students graduated during this time period. Additional data utilized for this report included the student satisfaction survey conducted in 2002 and the current APA internal selfstudy. Information Collected for Each Outcome and Corresponding Indicator: Student Learning Outcome 1. Students will demonstrate knowledge in core and foundational areas of psychology. (Related to Goal 1) Indicator 1.1. Performance in required courses in foundational areas History of Psych. (PSY 675), Measurement, (EPS 664), Physio./Social (PSY 650/635), Learning (PSY 620/621 & EPS 712), Development (EPS 610/611/612); Personality (PSY 610) Evidence: Students appear to do extremely well in courses required in foundational areas. An examination of final transcripts indicated that for 42 possible grades that could be earned in classes listed in this indicator, 40 were A s and only 2 B s. Indicator 1.2. Successful completion of preliminary exam. Evidence: All six students successfully completed the seven areas of the preliminary exam. Four of the six students passed all areas in their first attempt. In terms of this outcome, one student missed the section on Learning and had to do additional work/testing to remediate. Student Learning Outcome 2: Students will engage in ethical practice, professional behavior and demonstrate the knowledge and ability to work with a cultural and diverse population. (Related to Goal 2) Indicator 2.1. Practicum & Internship Evaluations Evidence: Ratings completed by practicum and internship supervisors on items related to ethical practice, professional behavior and the ability to work with a cultural and diverse population. Out of the 12 possible ratings, 9 of them were at the highest level. Two ratings were at the second highest level. Only one student received an average rating (3/5) on ethical and professional behaviors. When reviewing the comments related to that item, the rating was lowered from the mid-term rating due to a specific incident related to the student changing her mind (verbally) about completing a post doctoral position at the same setting and accepting a faculty position elsewhere. Indicator 2.2. Semester Evaluations Evidence: Professional and ethical conduct ratings on the semester evaluations were available for 3/6 students. Ratings indicate outstanding for 2/3 and excellent for 1/3. Indicator 2.3. Successful performance on ethics sections of preliminary and comprehensive examinations. Evidence: All six students successfully answered in their first attempt the ethics question on the preliminary exam and responded effectively to the multicultural component on the comprehensive examination. Indicator 2.4. Performance on following courses: Ethics (EPS 670), Multicultural (EPS 690) Evidence: Students successfully completed the two classes and earned mostly A s on these classes. Only one grade of B was recorded for EPS 690 (Multicultural Counseling) for 1 student. Student Learning Outcome 3: Students will demonstrate the ability to engage and apply appropriate research methods and statistics. (Related to Goal 3) Indicator 3.1 Participation in a first-year research project Evidence: This new indicator was established in Fall 2003; since all six students who graduated were admitted between prior to 2002 this was not an expectation. One student participated on her own with a faculty member on a research project. Indicator 3.2. Successful performance on research section of the preliminary and comprehensive exams as determined by panel of faculty reviewers. 3
4 Evidence: All students successfully completed the research section of the preliminary and comprehensive exams as determined by feedback from the panel of faculty reviewers. Two of the six students (33%) passed the research/stats question on the prelims at the second attempt. Indicator 3.3. Successful completion of proposal and dissertation as determined by dissertation committee. Evidence: Students successfully completed their proposal and dissertations as determined by a five member dissertation committee. Indicator 3.4. Dissertation Defense Evaluations by Grad. Rep. Evidence: An faculty representative selected by the graduate college outside of the College of Education attended 2/6 dissertation defense evaluations. Both students received a 5/5 on the item assessing a student s ability to design an appropriate study, explain chosen approach, and compare results to existing literature base. Indicator 3.5. Semester Evaluations Evidence: Semester evaluations were completed by counseling psychology core faculty during the student s first year in the program. Two of the three students received a 5/5 (outstanding), while one was rated 4/5 (excellent) on their research skills. Indicator 3.6. Internship Evaluations Evidence: Internship evaluations are conducted by supervisors on site using site forms. Items related to the utilization of research skills to inform clinical practice was used to assess students research skills. 4/6 students received the highest rating and 2/6 received the next highest rating on this category. Indicator 3.7. Performance in following statistics/research design courses: EPS 624, 625, 698, and 725 Evidence: Out of 24 possible grades to be earned for the 4 statistics/research design classes for six students, the majority of the grades received were As. Five B s were earned indicating an above average grasp of the knowledge. This grade was more likely to be earned in advanced statistics classes. Student Learning Outcome 4. Students will demonstrate the ability to apply best practice in counseling psychology practice in assessment, intervention, and counseling techniques. (Related to Goals 2 & 5) Indicator 4.1. Semester Evaluation Forms Evidence: Information from the semester evaluation forms were available for 3/6 students. All three students received excellent or outstanding ratings for their work with individuals, groups and their written form of communication (e.g., case study reports, assessment reports). Indicator 4.2. Successful performance on counseling psychology comprehensive exams as determined by panel of faculty reviewers. Evidence: The counseling psychology comprehensive exam provides information on a student s ability to synthesize and integrate information from a variety of sources and demonstrate their ability conceptualize the problem, plan a treatment and recommend evidence-based interventions. All students successfully passed the comprehensive exam on their first attempt. Indicator 4.3. Practicum and Internship Evaluations Evidence: Internship evaluations completed by a field supervisor, who is licensed as a psychologist, indicates that students received very favorable ratings on their skills in assessment, diagnosis, interventions and counseling. Student Learning Outcome 5. Students will demonstrate the ability to train and supervise others, and design effective prevention programs. (Related to Goal 4) Indicator 5.1. Successful performance on comprehensive exams on supervision question Evidence: Twenty-five percent of the grade on the counseling psychology comprehensive exam is related to Supervision. All students successfully completed this section and passed it. Indicator 5.2. Practicum and Internship Evaluations Evidence: While students provide supervision and training to master s students in counseling programs, no specific forms are used to assess them as supervisors. Students do receive a grade in EPS 750 (Counseling and Supervision). All students successfully passed the class. Students also conduct outreach and psycho educational training activities during internship and practicum which may not be specifically assessed. Indicator 5.3. Teaching Evaluations/Supervisor Evaluations 4
5 Evidence: Four of the six students choose to teach different classes and student ratings indicated that they performed at the satisfactory to the above average level. The majority of the student comments were positive. Ratings ranged from Student Learning Outcome Graduates will seek appropriate credentials and apply their expertise in a variety of settings with diverse persons having varied problems and needs (Related to Goal 5). Indicator 6.1. Results of student satisfaction surveys, student follow-up information gathered during self-study, and/or employer/supervisor surveys with a focus on credentials students have received post graduation, employment settings, and supervisor s estimation of overall preparedness of interns/employees. Evidence: A student satisfaction survey conducted in 2002 of doctoral students in EPS indicated that students are employed in a variety of settings as counseling psychology professionals. About 6 of the 10 respondents indicated affiliation with a university on a full-time or part-time basis. Four graduates indicated administrative positions in universities and/or mental health agencies. Two students had obtained psychology licensure and one indicated a plan to do so. An examination of the data compiled for the APA self-study indicates that there were 22 students who graduated between Seven of them had already obtained licensure as a psychologist, another ten were in the process of seeking licensure and completing post-doctoral requirements. No data was available for two graduates, and the remaining two had no immediate plans as they were in academic positions making it difficult to meet post-doctoral requirements and maintain a full academic load. 5
School Psychology Area Requirements
School Psychology Area Requirements Graduate study in the School Psychology Program at the University of Wisconsin-Madison is a degree program leading to a Doctor of Philosophy (PhD) in Educational Psychology.
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
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
Education Specialist (Ed.S.) Program. School Psychology CECH. Primary Faculty: Renee Hawkins 556-3342 Renee.hawkins@uc.edu
+ Education Specialist (Ed.S.) Program School Psychology CECH 2014 Primary Faculty: Renee Hawkins 556-3342 Renee.hawkins@uc.edu I. Program Overview The Specialist-Level (Ed.S.) School Psychology Program
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
UCC/UGC/ECCC Proposal for Plan Change or Plan Deletion Fall 2016
UCC/UGC/ECCC Proposal for Plan Change or Plan Deletion Fall 2016 FAST TRACK (Select if this will be a fast track item. Refer to Fast Track Policy for eligibility) If this proposal represents changes to
Otto H. York Department of Chemical, Biological and Pharmaceutical Engineering Ph.D. Program Requirements
Otto H. York Department of Chemical, Biological and Pharmaceutical Engineering Ph.D. Program Requirements For Students Entering the Program After September, 2015 New Jersey Institute of Technology Newark,
APPLICATION PACKET. A Member of the Texas State University System
APPLICATION PACKET School Psychology Program Department of Educational Administration and Psychological Services Texas State University San Marcos, Texas 78666 A Member of the Texas State University System
SCHOOL PSYCHOLOGY PROGRAM DESCRIPTION
Wichita State University COUNSELING, EDUCATIONAL LEADERSHIP, EDUCATIONAL AND SCHOOL PSYCHOLOGY SCHOOL PSYCHOLOGY PROGRAM DESCRIPTION DESCRIPTION The Department of Counseling, Educational Leadership, Educational
III. THE CLINICAL DEVELOPMENTAL PSYCHOLOGY PH.D. PROGRAM
III. THE CLINICAL DEVELOPMENTAL PSYCHOLOGY PH.D. PROGRAM A. PROGRAM REQUIREMENTS 16 courses (80 credit hours) Predissertation research Ph.D. Preliminary Examinations in three fields Major Area Paper Assessment
GRADUATE DEGREE REGULATIONS
Graduate Regulations-Spring 2014 1 GRADUATE DEGREE REGULATIONS DEPARTMENT OF PSYCHOLOGY UNIVERSITY OF FLORIDA GRADUATE DEGREE REGULATIONS 1 I. GENERAL INFORMATION 2 A. Graduate Advisor/Supervisory Committee.
Iowa State University Department of Psychology Counseling Psychology Ph.D. Program Requirements (October, 2006)
Iowa State University Department of Psychology Counseling Psychology Ph.D. Program Requirements (October, 2006) The APA accredited Counseling Psychology Program is one of several areas of doctoral study
PROCEDURES AND EVALUATIVE GUIDELINES FOR PROMOTION OF TERM FACULTY DEPARTMENT OF PSYCHOLOGY VIRGINIA COMMONWEALTH UNIVERSITY MARCH 31, 2014
PROCEDURES AND EVALUATIVE GUIDELINES FOR PROMOTION OF TERM FACULTY DEPARTMENT OF PSYCHOLOGY VIRGINIA COMMONWEALTH UNIVERSITY MARCH 31, 2014 This document describes procedures and evaluative guidelines
Counseling Psychology Program Goals, Objectives, and Competencies
Counseling Psychology Program Goals, Objectives, and Competencies Consistent with our Scientist-Practitioner Training Model and philosophy, below is a summary of our overarching program goals along with
American International College PSYCHOLOGY. Doctor of Education in Educational
American International College 1 PSYCHOLOGY Doctor of Education in Educational cognition Doctor of Education in Educational Psychology The Doctor of Education in Educational Psychology (EdD) program provides
Applied Behavior Analysis, M.S.Ed.
Applied Behavior Analysis, M.S.Ed. 1 Applied Behavior Analysis, M.S.Ed. COLLEGE OF EDUCATION (http://education.temple.edu) About the Program The mission of the Master of Science in Education program in
Doctor of Psychology (PsyD) Supplemental Program Information
Doctor of Psychology (PsyD) Supplemental Program Information INTEGRATED PROFESSIONAL SEMINAR The Integrated Professional Seminar (IPS) is a key component of the program. This composite of courses spanning
Counseling, Educational Psychology, and Foundations
Mississippi State University 1 Counseling, Educational Psychology, and Foundations Department Head: Dr. David Morse Graduate Coordinator (COE): Dr. Charles Palmer Graduate Coordinator (EPY): Dr. Carlen
YALE CLINICAL PSYCHOLOGY: TRAINING MISSION AND PROGRAM STRUCTURE RESEARCH TRAINING
YALE CLINICAL PSYCHOLOGY: TRAINING MISSION AND PROGRAM STRUCTURE The Clinical Psychology Program at Yale University aspires to educate the next generation of leading academic and research psychologists
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
Superseded by GFC Doc. No. 935
Superseded by GFC Doc. No. 935 AMENDED GRADUATE FACULTY COUNCIL DOCUMENT NO. 644 APPROVED JAN. 24, 1994 RECOMMENDATION OF THE FACULTY OF THE SCHOOL OF EDUCATION FOR A SPECIALIZATION IN SCHOOL PSYCHOLOGY
COMPREHENSIVE ASSESSMENT PLAN (CAP)
COMPREHENSIVE ASSESSMENT PLAN (CAP) MASTER OF SCIENCE (M.S.) AND SPECIALIST IN EDUCATION (Ed.S.) DEGREES IN COUNSELING AND HUMAN SYSTEMS Career Counseling and Mental Health Counseling Psychological and
NATIONAL RECOGNITION REPORT Preparation of School Psychologists
NATIONAL RECOGNITION REPORT Preparation of School Psychologists Note: NCATE recognition of this program is dependent on the review of the program by representatives of the National Association of School
Handbook of Policies, Procedures, and Requirements for the Masters Degree in Instructional Systems
Masters (M.S.) in Instructional Systems Department of Educational Psychology & Learning Systems Florida State University Handbook of Policies, Procedures, and Requirements for the Masters Degree in Instructional
WASHINGTON STATE UNIVERSITY Counseling Psychology Ph.D. Program. Program Planning Guide. Last First MI
WASHINGTON STATE UNIVERSITY Counseling Psychology Ph.D. Program Proposed Program for: Program Planning Guide Last First MI Prior Education: Dates Degree Major Prior Education: Dates Degree Major Undergraduate
Rehabilitation & Mental Health Counseling Program Manual 1
Rehabilitation & Mental Health Counseling Program Manual 1 I. INTRODUCTION ILLINOIS INSTITUTE OF TECHNOLOGY DIVISION OF COUNSELING AND REHABILITATION SCIENCE MASTER OF SCIENCE IN REHABILITATION AND MENTAL
School Psychology: Doctoral Study at Howard University
School Psychology: Doctoral Study at Howard University Rev 8/14 The Howard University School Psychology Program (HUSP) is structured to meet the requirements for licensure as a school psychologist (Nationally
ASSESSMENT REPORT FOR: 2008-2009 Academic Year August 15, 2010. Department s/program s Goal(s) in Support of Institutional Mission:
ASSESSMENT REPORT FOR: Psychology (Instructional Degree Program) M.S. (Degree Level) 2008-2009 Academic Year August 15, 2010 (Period Covered) (Date Submitted) MISSION AND GOALS Department s/program s Goal(s)
M.S. & Ed.S. in School Psychology Assessment in the Major Report 2013-14. By Dr. Christine Peterson, Program Director Submitted: October 2014
M.S. & Ed.S. in School Psychology Assessment in the Major Report 2013-14 By Dr. Christine Peterson, Program Director Submitted: October 2014 Table of Contents Description of Methods... 2 Program Disposition
Guide to Graduate Degree Programs
Learning Design and Technology Guide to Graduate Degree Programs Educational Technology Department of Curriculum and Instruction Purdue University West Lafayette, IN 47907-2098 Phone: (765) 494-5669 Email:
Northern Illinois University. Report to the University Assessment Panel Fall 2007
Northern Illinois University Report to the University Assessment Panel Fall 2007 Program: EdD in Instructional Technology The Doctor of Education program in Instructional Technology prepares students to
Doctoral Study in Applied Developmental Psychology
Doctoral Study in Applied Developmental Psychology Department of Psychology University of New Orleans College of Sciences New Orleans, LA With a Ph.D. in Applied Developmental Psychology from the University
4. Is my acceptance into the MA program or PhD program contingent upon working with a specific professor or research mentor?
Graduate FAQs http://www.uccs.edu/psych/graduate/graduate program faqs.html 1. What is the accreditation status of the PhD program in Clinical Psychology? We are proud to report that the PhD program in
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
School Psychology Program Department of Educational Psychology 2014-2015. Description of Internship in School Psychology
EPSY 5491 - School Psychology Internship EPSY 6491 - Doctoral Internship in School Psychology Credit Hours - 3 to 6 Director of Internship - Thomas J. Kehle, Ph.D. School Psychology Program Department
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,
Virginia Tech Counselor Education Program ADVISING MANUAL
Virginia Tech Counselor Education Program ADVISING MANUAL Revised April, 2014 1 Table of Contents VISION AND MISSION STATEMENT 5 DEGREE AUTHORIZATION 10 ADMISSION POLICIES 11 Master s Degree Admission
Graduate or Undergraduate: Graduate-PhD Date 12/18/03. Coordinator of the Program: Douglas Johnson Email Johnson@unt.edu_
Assessment of Student Learning Outcomes (Fall 2003) Please provide the information below about how your academic unit assesses the extent to which students achieve learning outcomes associated with each
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
The University of Kansas
The University of Kansas Department of Psychology & Research in Education TO: Prospective School Psychology Students FROM: Steven W. Lee, Ph.D., Director of Training School Psychology Program RE: Calendar
Outcomes Data School Psychology EdS Program
Outcomes Data School Psychology EdS Program Programs goals and their associated objectives of the program were designed to be consistent with our philosophy and the 2010 approved National Association of
Marquette University Learning Assessment Plan
Marquette University Learning Assessment Plan Counseling and Educational Psychology Program: Clinical Mental Health Counseling Degree: M.A. Date Submitted: May 2013 Program Learning Outcomes Students will
Business Psychology Department 2014 2015 Program Guidebook
Business Psychology Department 2014 2015 Program Guidebook PhD Business Psychology (IO and Consulting Track) MA Industrial/Organizational Psychology (Internship, Thesis, and ARP Tracks) PhD Organizational
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
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:
Masters (M.S.) in Instructional Systems Department of Educational Psychology & Learning Systems Florida State University
Masters (M.S.) in Instructional Systems Department of Educational Psychology & Learning Systems Florida State University The Major The field of Instructional Systems is concerned with the improvement of
Graduate Programs in Education and Human Development
Graduate Programs in Education and Human Development Department of Curriculum and Instruction Two master s degree options and a doctorate degree are offered in Curriculum and Instruction. The Master of
M.S. & Ed.S. in School Psychology Assessment in the Major Report 2014-15. By Dr. Christine Peterson, Program Director Submitted: October 2015
M.S. & Ed.S. in School Psychology Assessment in the Major Report 2014-15 By Dr. Christine Peterson, Program Director Submitted: October 2015 Table of Contents Description of Methods... 2 Program Disposition
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
102-1-12. Educational requirements. (a) Definitions. (1) ``Core faculty member'' means an individual who is part of the program's teaching staff and
102-1-12. Educational requirements. (a) Definitions. (1) ``Core faculty member'' means an individual who is part of the program's teaching staff and who meets the following conditions: (A) Is an individual
TEXAS A&M UNIVERSITY CLINICAL PSYCHOLOGY DOCTORAL TRAINING PROGRAM CURRICULUM Revised 5/15/2013
TEXAS A&M UNIVERSITY CLINICAL PSYCHOLOGY DOCTORAL TRAINING PROGRAM CURRICULUM Revised 5/15/2013 Students must confirm directly with the Office of Graduate Studies (OGS) and the Department of Psychology
Electrical Engineering Ph.D. Program. Information Booklet
Electrical Engineering Ph.D. Program Information Booklet Electrical Engineering Ph.D. Program Overview 1. All applications to the Ph.D. program will be reviewed by all available tenured and tenure-track
COUNSELING AND STUDENT PERSONNEL PSYCHOLOGY
COUNSELING AND STUDENT PERSONNEL PSYCHOLOGY COUNSELING PSYCHOLOGY DOCTORAL PROGRAM HANDBOOK Department of Educational Psychology College of Education and Human Development University of Minnesota 19th
DEPARTMENT OF PSYCHOLOGY Ph.D. in Clinical Psychology 90 SEMESTER HOURS
DEPARTMENT OF PSYCHOLOGY Ph.D. in Clinical Psychology 90 SEMESTER HOURS Program Coordinator: Ellen Koch, Ph.D. 301G Science Complex Ypsilanti, MI 48197 Ph: 734-487-0189 ekoch1@emich.edu Objectives The
PhD in Counselor Education & Supervision Handbook 2012-2014
PhD in Counselor Education & Supervision Handbook 2012-2014 WELCOME TO THE UNIVERSITY OF WYOMING COUNSELOR EDUCATION & SUPERVISION DOCTORAL PROGRAM Students, faculty and staff join me in welcoming you
Program Overview. General Training Approach and Specialization: Both MA and Ph.D programs have four broad training objectives:
Program Overview The M.A. and Ph.D. programs in Clinical Psychology at The University of Tulsa train students to do what psychologists actually do in today s society: ethically apply knowledge of psychological
OVERVIEW AND ADMISSION REQUIREMENTS
PH.D. PROGRAM IN SPECIAL EDUCATION EMPHASIS IN APPLIED BEHAVIOR ANALYSIS AND POSITIVE BEHAVIORAL SUPPORT (ABA/PBS; INCLUDING BCBA) (THIS IS A SPECIAL FEDERALLY FUNDED PROJECT) OVERVIEW AND ADMISSION REQUIREMENTS
Curriculum Proposal Training Assessment Forms Center for Teaching and Learning
Curriculum Proposal Training Assessment Forms Center for Teaching and Learning Monica Varner, Ph.D. Director of Assessment and Institutional Effectiveness and Center for Teaching and Learning Associate
STUDENT MANUAL FOR THE REHABILITATION COUNSELING PROGRAM. (M.S. Degree)
STUDENT MANUAL FOR THE REHABILITATION COUNSELING PROGRAM (M.S. Degree) Department of Counselor Education Emporia State University Emporia, Kansas 66801 620-341-5220 http://www.emporia.edu/ce/rehabilitation-counseling/
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
Doctor of Psychology, Clinical Specialization Internship Handbook 2013-2014
Doctor of Psychology, Clinical Specialization Internship Handbook 2013-2014 University of the Rockies School of Organizational Leadership 555 E. Pikes Peak Avenue, Suite 108 Colorado Springs, Colorado
School Psychology Re-specialization. Loyola University Chicago
Re-specialization Loyola University Chicago Loyola University Re-specialization in Loyola University Chicago receives numerous requests from Doctoral Level Licensed Clinical Psychologists about obtaining
B2aiii. Acquiring knowledge and practicing principles of ethical professional practice.
PhD Degrees in the Clinical and Social Sciences Department Program Learning Objectives, Curriculum Elements and Assessment Plan Degree title: PhD in Clinical Psychology This degree in the Department of
2015-2016 BEHAVIORAL SCIENCE MANUAL
2015-2016 BEHAVIORAL SCIENCE MANUAL BEHAVIORAL SCIENCE DOCTORAL PROGRAM University of North Texas Academic Year 2015-2016 Program Description... 1 Program Faculty... 2 Application and Admission Requirements...
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
M.Ed. COUNSELING AND GUIDANCE School Counseling and Community Counseling
College of Education M.Ed. COUNSELING AND GUIDANCE School Counseling and Community Counseling The Counseling and Guidance Program prepares qualified counselors who can work with diverse populations and
UNIVERSITY OF NORTH TEXAS (UNT) DOCTORAL PROGRAM IN CLINICAL HEALTH PSYCHOLOGY DOCTORAL PROGRAM MANUAL 2013-2014
UNIVERSITY OF NORTH TEXAS (UNT) DOCTORAL PROGRAM IN CLINICAL HEALTH PSYCHOLOGY ACCREDITED BY THE AMERICAN PSYCHOLOGICAL ASSOCIATION AS A DOCTORAL PROGRAM IN CLINICAL PSYCHOLOGY* DOCTORAL PROGRAM MANUAL
Applied Social and Community Psychology Doctoral Program Credit Hour Requirements
Legend: Departmental Requirement Program Requirement Statistics & Applied Social and Community Doctoral Program Credit Hour Requirements COURSE CATEGORY REQUIRED CREDIT HOURS Department Requirements Department
Requirements for Graduate Students in the Vanderbilt Psychological Sciences Program. April 2015
Requirements for Graduate Students in the Vanderbilt Psychological Sciences Program April 2015 Table of Contents I. Overview... 3 II. Areas of Specialization... 3 III. Accreditation... 3 IV. Training Objectives
TENNESSEE TECHNOLOGICAL UNIVERSITY. Department Of Counseling and Psychology. School Counseling Handbook
TENNESSEE TECHNOLOGICAL UNIVERSITY Department Of Counseling and Psychology School Counseling Handbook Revised May, 2009 1 TABLE OF CONTENTS CONCEPTUAL FRAMEWORK... 2 PURPOSE OF THIS HANDBOOK... 3 PURPOSE
Educational Psychology Program Handbook 2014-2015
Educational Psychology Program Handbook 2014-2015 Educational Psychology Handbook August 27, 2014 1 Table of Contents I. EDUCATIONAL PSYCHOLOGY PROGRAM OVERVIEW... 3 II. GRADUATE ADVISEMENT... 3 Director
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
University of Oregon, Department of Psychology Clinical Doctoral Program
University of Oregon, Department of Psychology Clinical Doctoral Program APA Accredited since 1958 Commission on Accreditation of the American Psychological Association 750 First Street NE, Washington
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.
COUNSELING AND STUDENT PERSONNEL PSYCHOLOGY
COUNSELING AND STUDENT PERSONNEL PSYCHOLOGY COUNSELING PSYCHOLOGY DOCTORAL PROGRAM HANDBOOK Department of Educational Psychology College of Education and Human Development University of Minnesota 17th
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,
Program Planning Guide. Counseling Psychology Program Department of Psychology Southern Illinois University. Revised Spring, 2014.
1 Program Planning Guide Counseling Psychology Program Department of Psychology Southern Illinois University Revised Spring, 2014 This program planning guide is designed for use by students and their faculty
Practicum and Internship Manual
"One of America s Great Metropolitan Research Universities" DEPARTMENT OF COUNSELING, EDUCATIONAL PSYCHOLOGY AND RESEARCH The College of Education The University of Memphis Memphis, TN 38152 (901) 678-2841
Planning your Program- PhD
Planning your Program- PhD Students in the Rehabilitation Counselor Education program complete the following coursework toward their doctoral degrees. Additional information on these courses, elective
Degree plan filed through student's advisor. Maintain a B average with no grade lower than B in core courses.
COUNSELOR EDUCATION Web: http://www.emporia.edu/ce/ Phone: 620-341-5220 James Costello, Chair Graduate Faculty: Professors: Katrina Miller. Associate Professors: James Costello, Russell Fulmer, Ann M.
Handbook for the Graduate Training Program in Clinical Psychology Department of Psychological Sciences Case Western Reserve University
Handbook for the Graduate Training Program in Clinical Psychology Department of Psychological Sciences Case Western Reserve University Department of Psychological Sciences Case Western Reserve University
Preparing for Graduate School I: Options and Time Lines Dr. Steffen Wilson, Dr. Laura Koppes, Dr. Meredith Wells Eastern Kentucky University
Presented at SEPA (2000) - New Orleans, LA. Preparing for Graduate School I: Options and Time Lines Dr. Steffen Wilson, Dr. Laura Koppes, Dr. Meredith Wells Eastern Kentucky University Questions to Ask
Ph.D. in School Psychology Academic Assessment Plan 2013-14
Office of the Provost Ph.D. in School Psychology Academic Assessment Plan 2013-14 College of Education John Kranzler jkranzler@coe.ufl.edu University of Florida Institutional Assessment Continuous Quality
College of Liberal Arts. Psychology. Clinical Psychology, PhD. 2013-2014 Assessment Report. Expected Outcome 1 -- Assessment and Intervention skills:
2013-2014 Assessment Report Program: Clinical Psychology, PhD College of Liberal Arts Psychology Clinical Psychology, PhD Expected Outcome 1 -- Assessment and Intervention skills: Commensurate with their
Frequently Asked Questions about the School Psychology Program at FSU
1 Frequently Asked Questions about the School Psychology Program at FSU Contents General and Program Specific Questions... 1 Can I meet with you to discuss the program?... 2 Are you an accredited program?...
PSYCHOLOGY Program Equivalency Criteria
Division of Public Health Licensure Unit PO Box 94986 Lincoln, NE 68509 402-471-4970carrie.erickson@nebraska.gov PSYCHOLOGY Program Equivalency Criteria Applicant Name: First: Middle/MI: Last: In addition
COUNSELING PSYCHOLOGY WITH AN EMPHASIS IN COUPLE AND FAMILY PSYCHOLOGY Revised November 2015
Counseling Educational College of Education Phone: (313) 577-1614; Fax: (313) 577-5235 http://coe.wayne.edu/tbf/educational- psychology/counseling- index.php COUNSELING PSYCHOLOGY WITH AN EMPHASIS IN COUPLE
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
Ph.D. Applied Behavior Analysis Program Guidebook 2014-2015
Ph.D. Applied Behavior Analysis Program Guidebook 2014-2015 NOTE: 1) This guidebook is subject to change. If it does, students will be notified via email and will be provided with the revised version.
Master's Degree Programs in Clinical Mental Health Counseling and School Counseling Program Student Learning Assessment Plan
Master's Degree Programs in Clinical Mental Health Counseling and School Counseling Program Student Learning Assessment Plan Program Learning Outcomes Performance Indicators Assessment Measures Assessment
PRACTICUM-INTERNSHIP HANDBOOK Ph.D. in Educational Psychology School Psychology Specialization Strand Fall 2011
PRACTICUM-INTERNSHIP HANDBOOK Ph.D. in Educational Psychology School Psychology Specialization Strand Fall 2011 This handbook, including materials drawn from the Doctoral Student Handbook, provides information
APPLIED MASTER S PROGRAM IN PSYCHOLOGY
STUDENT HANDBOOK FOR THE APPLIED MASTER S PROGRAM IN PSYCHOLOGY Department of Psychology and Special Education Texas A&M University-Commerce PROGRAM OVERVIEW Revised May 2011 The faculty of the Department
LLED Doctoral Program Requirements
LLED Doctoral Program Requirements Students are responsible for information on the Graduate School website. See, especially the Graduate Bulletin and the Graduate School s Academic Regulations & Procedures
Western Carolina University Program Assessment Plan Program: School Psychology College of Education and Allied Professions
Western Carolina University Program Assessment Plan Program: School Psychology College of Education and Allied Professions Assessment Plan for 2006-2007 Primary Contact: Candace H. Boan, Ph.D. Associate
Ph.D. in School Psychology 2014 Cohort
University of North Carolina Chapel Hill Ph.D. in School Psychology 2014 Cohort DOCTORAL PROGRAM OF STUDIES PLANNING FORM Student s Name PID Semester & Year of Enrollment Fall 2014 Academic Advisor Anticipated
Degree Requirements. Counseling Psychology M.S. Program. For Students First Enrolling Summer or Fall, 2012
Degree Requirements Counseling Psychology M.S. Program For Students First Enrolling Summer or Fall, 2012 Department of Psychology & Research in Education University of Kansas August 17, 2012 PREFACE The
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
2015-2016. University of Houston Victoria. Counseling Psychology Graduate Student Handbook D E P A R T M E N T O F A R T S & S C I E N C E S
2015-2016 University of Houston Victoria Counseling Psychology Graduate Student Handbook D E P A R T M E N T O F A R T S & S C I E N C E S Welcome and Overview Welcome to the UHV Masters Program in Counseling
Counseling Psychology, M.Ed.
Counseling Psychology, M.Ed. 1 Counseling Psychology, M.Ed. COLLEGE OF EDUCATION (http://www.temple.edu/education) About the Program The Counseling Psychology program offers a 60-credit master's degree