4. Criterion 1. Response ID:18; Data

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1 Response ID:18; Data Instructional Program Criteria and Template College or Unit : EPSY Name of Person Completing this Report : Greg Jenningns Title of Person Completing this Report : Professor Programs Included : Clinical Child/ School Psychology (CCSP), School Counseling (SC), and Marriage and Family Therapy (MFT) Report No. : CEAS Report 5 MS Counseling Total number of service courses Please use Tables 1-6 to prepare your write-ups for the questions in this background information section (up to 250 words in total). I. The Graduate MS in Counseling program has been rooted for over 40 years. The MS in Counseling currently has three options: a stand-alone Marriage and Family Therapy (MFT) licensure; a School Counseling (SC)/MFT; and a Clinical Child/School Psychology (CCSP)/MFT program. The SC and CCSP programs collaborate and are called the Pupil-Personnel-Services (PPS) Cluster. In the past five years, all three programs have aligned curriculum and instruction with local, state, and national accreditation/licensure requirements (i.e., MFT: Board of Behavioral Sciences (BBS) Licensure Requirement changes- 2012; School Counseling: California Teaching Commission (CTC); and School Psychology: National Association of School Psychology (NASP)). Overall, community-based, multiculturally-responsive, data/outcome-based training and services have been the emphases. II. The 4 GE courses serve the role of promoting life-long career-development/community-based contributions and enhancing communication skills among undergraduates. Further, they educate undergraduates about the fields of counseling and serve as a recruitment vehicle for our graduate programs. III. Graduation Requirements include 72 units for the MS in Counseling-grades of B/better in all courses; specialized courses for credentialing/licensure preparation; culminating projects-(e.g., portfolios/action-research); passing scores on national exams for PPS credentialing, and satisfactory field placement evaluations. IV. Service courses are the central focus of professional training in school districts, community-mental-health agencies, and hospitals. All students are placed in the field. V. Course Delivery includes field-based/service learning placements, action research projects, electronic portfolios, lecture, and small-group role-play. VI. Course formats include University and field-based supervision groups- with case-based presentations; weekly and weekend courses in professional development; and specialized training seminars. 4. Criterion 1 I. Institutional Learning Outcomes: (70%) 1. Graduates of CSUEB will Provide evidence to support current and/or planned alignment for each ILO (no more than 60 words for each ILO)

2 be able to think critically and creatively and apply analytical and quantitative reasoning to address complex challenges and everyday problems 2. Graduates of CSUEB will be able to communicate ideas, perspectives, and values clearly and persuasively while listening openly to others 3. Graduates of CSUEB will be able to apply knowledge of diversity and multicultural competencies to promote equity and social justice in our communities 4. Graduates of CSUEB will be able to work collaboratively and respectfully as members and leaders of diverse teams and communities 5. Graduates of CSUEB will be able to act responsibly and sustainably at local, national, and global levels 6. Graduates of CSUEB will demonstrate expertise and integration of ideas, methods, theory and practice in a specialized discipline of study. The PPS programs apply project/community-based learning in which all students complete action research, program evaluation, or other projects that require analytical and quantitative data collection to understand and address local problems in Bay Area schools and communities. For their final project, MFT students apply theoretical knowledge in analyzing and treating a counseling case study focusing on a mental-health issue. All students develop professional microcounseling communication skills demonstrating those listening and responding skills that help clients to define meaningful, measurable counseling goals. These skills are essential for empathic, competent therapeutic work with culturally/linguistically-diverse clients. Digitally video recorded trainees demonstrate communication skills to establish rapport in counseling sessions. Additionally, all students complete community-based projects requiring demonstration of clear communication skills. Program training emphasizes the impact of diversity on clients experience. Social justice and democracy are the foundation for seeking out inequities and providing voices to underserved families. Our programs infuse cultural humility; our learners service others in schools, families, and communities. In the course Cross-Cultural-Counseling students apply theory, practice, and reflection to their service. Students work with community professionals to develop workshops, promote health and wellness, and serve as mental health educators and therapists. Students problem-solve (e.g., problem-identification, problem-analysis, strategy development/planning, intervention, and evaluation) with local professionals and fellow students in diverse communities. University and field supervisors formally coach and evaluate students' collaboration skill development. Our students are members of professional organizations and communities of practice (e.g., leaders of the Bay Area, state, and national organizations). Program alumni direct community agencies, non-profits, and Bay Area school district services. Graduates are applying their training internationally (e.g., two Fulbright scholars-china and Mexico). Eight students were recently awarded stipends from the California Mental Services Act. Students demonstrate expertise in Intervention, Consultation, Assessment, Research, and Education (ICARE). All students apply related skills in action research to demonstrate data-driven and results based services that articulate how they have made the lives of clients better. They role-play advanced counseling skills and evidence ethical and legal decision making in related courses. II. Shared Strategic Commitments: (30%) (Commitment-1) Students have demonstrated distinguished research and project development, encouraged and reinforced through collaboration with faculty projects and community outreach. Students have successfully supported families of the Hayward Promised Neighborhood through counseling at our Community Counseling Center as part of innovative instruction and partnership. The programs have helped to enhance students prospects for success (Commitment-3) via collaboration with school and agencies that hire graduates and frequently place them in leadership positions. Thus, our programs support civic and cultural lives of communities (Commitment-7) though Social Justice work- seeking equity among disadvantaged families. 5. Criterion 2 I. FTES, Number of Majors, and Number of Degrees Awarded EPSY

3 Transfer the 5-year average and the quartile for total FTES from the total program table only to the table below. 5-Year Average Quartile Remedial Lower Division 4.99 Upper Division Graduate TOTAL FTES B. Number of Majors, Options and Minors (for information only) Major Option 5-Year Average Quartile 1 Counseling MS Counseling MS Counseling MS Clinical Child School Psych Counseling MS Marriage and Family Therapy Counseling MS School Counseling C. Number of Degrees Awarded (30%) Major Option 5-Year Average Quartile 1 Counseling MS Counseling MS Counseling MS Clinical Child School Psych Counseling MS Marriage and Family Therapy

4 5 Counseling MS School Counseling D. As an example of growth, due to demand for mental health in the community, the size of the School Counseling Program cohort has increased from an average of 8 in 2009 to an average of 14 in The MS in Counseling programs have a total of 45 Service Learning courses. Our trainees provide services in schools and community agencies (e.g., counseling, special educational assessment, guidance program development, parent education and teacher psychoeducational training, and teacher consultation) that frequently would not be available without them, due to budget constraints. These services are in extremely high demand. Further, our students' cultural responsiveness and specialized training in multicultural service delivery are highly valued, per alumni and employer feedback. The following is a clarification of FTES data reported in above tables. All (Pupil Personnel Services) PPS students are in a dualoption program with (Marriage and Family Therapy) MFT as one of the required options. Therefore, although very strong, the FTES and Total Degrees Awarded reported are inaccurate. The totals combine the number of students across all three options. The total can be better understood as an aggregate from all three programs: MFT; Clinical Child/School Psychology- MFT; and School Counseling- MFT. II. California State Jobs Projections for Each Program (35%) Programs TOTAL Jobs for each program from worksheet in Appendix 3 1 Clinical Child School Psych 11,300 2 School Counseling 11,700 3 Marriage and Family Therapy 6,

5 B. Please discuss the selections you made for the total jobs in your worksheet in Appendix 3 The projections, above are from the California Occupational Employment Projections of the California Employment Development Department: The Provided table, Table 10: Job Projections, was not consistent with the California Occupational Projection. The projections are very strong, indicating an increasing need for training programs in Marriage and Family Therapy, School Counseling, and School Psychology. 6. Criterion 3 1a. List average teaching evaluation scores (average for questions 1-8 of the teaching evaluation questionnaire) for all program faculty in Fall, Winter and Spring Quarters of the academic year. On-Ground Course Evaluations Dept Mean (Q1-8). Transfer Data from Table 11 On-line Course Evaluations Dept Mean (Q1-8) Fall Winter 2013 Dept Spring 2013 Dept b. System for continuous improvement of teaching Every year faculty review student evaluations. Every two years, per California Commission for Teacher Credentialing, PPS faculty prepare a Biennial Report of instructional quality. MFT and PPS programs conduct formal and informal quarterly evaluations of field placements, student instructional satisfaction and advising (with student feedback about classes and training). Each year all three programs evaluate student performance in the field. The Chair talks to each instructor regarding higher (less favorable) ratings in a dialogical process aimed at improving teaching and instruction. Instructors apply feedback regarding format, text, teaching strategy, and communication with students. 2. Teaching awards, teaching grants, and recognitions Faculty research grants have included $5,500 from the Office of Faculty Development. Faculty have been awarded $1,500 CEAS Travel Grants in multiple years to for state, national, and international professional conference presentations. One faculty was recognized as the Educator of the Year by the Phi Delta Kappa.

6 3. Faculty-supervised student projects Faculty-sponsored student research grants from Associated Student International (ASI) and various University grants have included $6,000 for PPS students and $5,000 for MFT students. PPS students have presented research and professional papers at local and national conferences including the National Association of School Psychology National Conference. Other students have presented Social Justice research at CSUEB Diversity Day. 4. Other evidence of quality indicators related to instruction that may not be listed elsewhere, including, for example, rigor of course syllabi and assignments, faculty diversity within the program School Psychology and School Counseling students regularly pass a rigorous, nationally recognized examination for professionals already in the field- the Praxis Examination. The 100% passing rate over the past three years evidences excellence in professional knowledge and skill and outstanding application of specialized curriculum. 1a. TT faculty contributions Total Number Average per TT Total Number Average per TT Total Number Average per TT Total Number Average per TT Total Number Average per TT Peer reviewed journal publication, juried exhibitions, juried/reviewed and commissioned/presented creative activities and performances, book chapters, books Peer reviewed proceedings, conference presentations, abstracts, and non-refereed publications, non-juried and self-produced creative and performance activities Number of TT faculty in Table1 in supplemental data package * b. Comment on contributions in professional achievement by TT and FERPs (up to 50 words) All faculty have rigorous, active scholarly research projects and are actively involved in professional organizations. Areas of research include Social-Emotional Intervention and Curriculum in Schools, Neuropsychology Assessment of Learning Disabilities, Cross- Cultural Counseling, Strength-Based Multicultural Consultation in Schools, Action Research in Schools, and Recovery and Wellness in Community Mental Health. 1c. Comment on contributions in professional achievement by lecturers and FERPs (up to 50 words) Part-time lecturers are leaders in counseling and education. One lecturer in Chemical Dependency has trained professionals in China. One in Child-Psychopathology facilitates mental health services for a large Bay Area school district. Last, a lecturer of Lawand-ethics has revitalized the school-based counseling program in the Hayward School District. 2. List significant examples for the following (up to 100 words): Faculty working with the Community Counseling Center-(CCC) were awarded a training grant for $500,000 by the Hayward Promised Neighborhood grant over five years. California Mental Health Services Act (CALMEAS) awarded $198,606 over two years to the CCC. Peers-Envisioning-and-Engaging-in-Recovery-Services (PEERS) awarded $30,000. Eden Hospital, Hayward, awarded

7 $40,000 in one year. The CCC received $50,000 from the Provost for technology and instruction, IREE and a Herietta Well Memorial Child Guidance Clinic Grant, $4,000 for special Mental Health Training. PPS faculty provide School Psychology professional consultation with Castro Valley, Livermore, Vallejo, Antioch, Vacaville, Brentwood, and Berkeley school Districts. 3. List significant professional activities (up to 100 words) Faculty have served as editorial reviewers of scholarly refereed journals, leaders of professional organizations (e.g., Secretary for the American Psychological Association, Division 43-Family Psychology, former Northern California Representative for the California Association of School Psychologists, and Board of Director for the Center Certification on the Association for Play Therapy s, Registered Play Therapy Supervisor Committee). One faculty member was an invited guest to present on Neuropsychological Assessment in Italy. 1. Describe the relevancy of your program as it aligns with internal and external needs (up to 100 words). Specifically, emphasize evidence of the following: All three programs are primarily relevant to professional career training in counseling and education fields with noted optimistic national employment prospects. All three graduate programs are directly aligned with applied Social Justice and Democracy via service learning. Students are well prepared to address the needs of diverse communities. Advisory boards for the programs provide annual feedback on relevancy of training and areas for improvement (e.g., increasing need to understand mental health service coordination in local counties). On-line alumni and employer surveys indicate high satisfaction with training and high demand for graduates. 2. List/describe innovations of the program curriculum (up to 100 words). Specifically emphasize the following: All PPS students develop electronic portfolios via GoogleSites. This mechanism enhances their computer literacy and technological skills as a forward-looking, portable means of sharing innovations and community-based contributions. The advanced digital video recording in the Community-Counseling-Clinic (CCC) assists in improving the microcounseling skills of entering students (e.g., self review and reflection of core counseling communication skills). This state-of-the art technology will enhance skill development for future employment and leadership/ supervision in diverse communities. Overall, the programs utilize a pedagogy of critical thinking, cross-cultural counseling, and Social Justice to intensify training experiences toward excellence in licensure and credentialing. 1. Accreditation, licensure, and external recognitions; list/describe the following (up to 100 words): The following are accreditation and licensure bodies relevant for program development and resource allocation. 1. BBS (Board-of- Behavioral-Sciences) California s protection for client consumers of mental health services monitor and approve program curriculum. They set the standard for field placements and govern the profession toward licensure, 2. CTC(Commission-on- Teacher-Credentialing): accredits and approves programs to assure currency and relevancy in meeting the School Counseling and School Psychology needs of children,3. NASP(National-Association-of School-Psychologists) oversees program courses, training, standards for candidate professional competencies, and national recognition for excellence, 4. CAEP(Council-for-the- Accreditationof Educator-Preparation) national body that reviews and accredits educational programs at universities. 2. Effectiveness and sufficiency of current resources; list/describe the following (up to 100 words): Unique resources include a CSU Chancellor recognized accredited training center, the CCC- (Community-Counseling-Clinic), and community-based partnerships, including over 30 school districts and 30 community agencies. Given the current levels of resources, all three programs utilize EPSY Department, College, and University support to maintain and document currency of programs. The student trainees are highly effective in providing community services and promoting the University s reputation. Partnerships with community therapists, School Psychologists, and School Counselors, who voluntarily supervise trainees in the field, greatly enhance the quality of the programs. 3. Student advising, experiential learning, internships, co-op, service learning; list/describe the following (up to 100 words): All students follow a cohort model; they enter the program together and take courses following a degree-roadmap to ensure a timely graduation. Faculty advisors follow their progress, from beginning to completion, to advise and monitor learning. Graduates work with people experiencing mental health and educational problems; therefore, it is crucial that coursework includes experiential learning. For example, students learn therapeutic listening and reflecting skills; they role-play and video-record mock client sessions

8 of issues encountered in the real world. Each student completes over 900 hours of service learning internships in Bay-Area schools, hospitals, clinics, and other community mental-health based agencies. 4. Assessment of learning outcomes; list/describe evidence for the following (up to 150 words): We focus on assessment for learning throughout the programs by integrating resilience, resourcefulness, reflectiveness, and reciprocity into what our students do in class and at their service learning field placements. As evidenced in the following examples, we assess resilience by having students review their own Program Dispositions and Clinical Aptitudes regularly. We assess resourcefulness by observing how our students get below the surface and capitalize on resources in themselves, their cohort, and their community. We assess reflectiveness by having all students in the PPS Cluster develop an e-portfolio designed for them to demonstrate their competence in each professional standard. Reciprocity is assessed by training our students in counseling communication skills throughout the program; video-recorded sessions are reviewed regularly to help students improve their ability to connect with clients in the CCC and in their diverse community settings. Students complete data-driven, results-based projects that show their impact on communities. 5. Student success; list/describe the following (up to 100 words): Twenty-one students received Social Justice Recognitions spring, 2013 for outstanding counseling, advocacy, community fundraising, Community Counseling Center support, leadership, and meaningful participation in campus and community awareness-raising. The School Counseling program had eight students complete Support-Personnel-Accountability Report- Cards-(SPARCs) recognized by the California Department of Education. Six School Psychology students presented at NASP or CSUEB student research. Two students went to the SOLES-Action-Research-Conference in San Diego to present their Juniors, Let s-get-ready: An Approach to Promote College Preparation Among English Language Learners presentation. Two students presented with faculty at the Action Research of the Americas Conference, San Francisco. 7. Criterion 4 A. You are given "% Difference" value over a 5 year period, comparing your program SFR data with systemwide averages for your program. If your program SFR is higher than the systemwide for a given year, notice that the value is presented as a positive ("+") percentage. If it is presented as a negative percentage ("-"), your program SFR for that year is lower than the systemwide average. The resulting four values are then averaged for you. Transfer the appropriate values to the template as specified. Transfer the average change SFR for lower division, upper division, and graduate SFR to the table below. Transfer Data from Table 16. Average Change SFR Lower Division 0 Upper Division 0 Graduate 25 B. In this section you will be provided with data in Table 16 that indicate any trend of your program SFR relative to the systemwide average for your program. This is presented as the number of times in 5 years that your program SFR has exceeded the systemwide SFR for your program. Transfer the trend for lower division, upper division, and graduate SFR to the table below. Transfer Data from Table 16. Trend - Number of Years Program SFR exceeded Systemwide SFR Lower Division 0

9 Upper Division 0 Graduate 4 II. Instructional Costs per FTES (Department Total Annual Instructional Costs/FTES College Year) (25%) Department Name Average Instructional cost per FTES Average Increase in instructional cost per FTES Department Educational Psychology $4, % III. Narrative (up to 250 Words) (50%) As graduate programs with local and national accreditation and licensure mandates, we are required to maintain a low studentfaculty ratio. These ratios are necessary for clinical/professional training of all of MS in Counseling students (e.g., future therapists, school counselors, and school psychologists). However, we have successfully improved instructional cost per FTES. Data indicate a 9.55% decrease in the average cost in This cost-benefit discussion should take into account the significance impact of 45 service learning courses across the three programs. Trainees in schools, community counseling clinics, and other agencies require supervision and skill training in smaller University graduate courses. Local Bay Area communities benefit from this supervision and training via counseling, consultation, psychoeducational in-service, and program development. There are no data on Lower Division or Upper Division costs, given the graduate focus of the programs. 8. Criterion 5 I. Use of Existing Resources (Up to 125 words) We currently utilize tenure-track professors and lecturers to teach our program courses. In selecting lecturers, we choose practitioners with expertise and connection in the field, such as Chemical Dependency, Child Psychopathology, etc. Our balanced approach utilizing core faculty and field-based practitioners helps us to set high expectations for field-work service in the community and for data-driven, results-based projects that inform and transform the organizations where our professionals-intraining are placed. Given the model that we have, there is room to grow the program within the program s resources. Examples of such professional growth areas include bilingual counseling, a significant area of need in the Bay Area and the Hayward Promised Neighborhood target area. II. Impact of Declining Resources (Up to 125 words) Children and families of the Hayward Promise Neighborhood collaborative would lose essential mental health services if there were reduced resources for our Programs. Specifically, our counselors-in-training, School Counselors-in-training, and School Psychologists-in-training provide direct counseling to students, counseling to families, parent training to prevent family crisis, and consultation to teachers in local schools. The community relies on the training and services that our students provide. Further, the Bay Area relies on future leadership from our graduates. Alumni are currently directors of Special Educational services in local districts, coordinators of community mental health centers, and coordinators of guidance services in districts. Overall, the three programs are the premier trainers of Marriage and Family Therapists, School Counselors, and School Psychologists in the Bay Area. III. Impact of Augmentation (Up to 125 words) Increased resources would enable expanded community partnerships, wider recruitment of diverse students via expanded outreach,

10 and continued excellence in national-model training. The external accreditation bodies, listed above, are increasing demands on programs resources. We look to the University for support in identifying external sources of resources for these targets. Additionally, continuity of care and effective crisis response in the Community-Counseling-Clinic would be enhanced by reinstated funding previously cut from the College/University. Specifically, reinstating our College-funded half-time Clinic Director would be an essential step. As an example of new service, extended counseling and intervention services to non-english speaking students and families through increased bilingual service training and consultation. IV. Additional Information (Up to 250 words) In summary, the Marriage and Family Therapy, Clinical Child/School Psychology, and School Counseling graduate programs are unique to the Bay Area and CSU system for MS in Counseling training. Given the strong job prospects and increasing need for school- and community-based mental health service leaders, the three professional programs will continue to serve an invaluable role in future graduate training in California. We look forward to future planning and expanded training that will increase the impact of service learning in Bay Area schools, community agencies, and counseling centers.