Substantive Change Report: Transitioning the Onsite School Counseling Program To a Blended Format

Transcription

1 IWU Substantive Change Report 1 Substantive Change Report: Transitioning the Onsite School Counseling Program To a Blended Format Division of Graduate Counseling Indiana Wesleyan University Marion, Indiana May 9, 2012

2 IWU Substantive Change Report 2 Introduction The past several years have been marked by rapid change in P-12 education in Indiana and throughout the Midwest. As the policies of the Indiana Department of Education shift, a number of teachers and school counselors have been displaced. To refocus its recruiting efforts from the local to the broader market, the Division of Graduate Counseling at Indiana Wesleyan University requests permission from the Board to transition its -approved School Counseling program from an onsite to a blended delivery system. In the following pages, we hope to demonstrate that the curriculum and practical experience components of the program will remain intact with the changes that are proposed. We expect graduates of the proposed delivery system to have a comparable experience and attain similar outcomes to those who graduated from the onsite program. Justification of Changes a. Comparison of Existing and Proposed Changed Program The proposed School Counseling program will be similar to the existing onsite except for specific changes necessitated by the delivery to an off-campus constituency. Regarding academic structure, governance, and faculty, no change is proposed. The program will remain housed within the Division of Graduate Counseling, which continues to fall with the structure and governance of the School of Social Science, Behavioral Science, and Business in the College of Arts and Sciences. Control over program budget, admissions, curriculum, and faculty remain within the division. Courses will be taught, primarily, by full-time faculty from our Division. And, of course, the program will operate in full compliance with the 2009 Standards.

3 IWU Substantive Change Report 3 The curriculum for the blended School Counseling is similar to that of the existing courses. Each student will complete a 48 credit hours program consisting of core courses, specialization courses, and practical experience courses. Table 1a-c displays the comparison of courses across existing and proposed programs. Table 1a: Core Curriculum M.A. in School Counseling Existing Onsite Program CNS 501 Human Growth and Development CNS 502 Multicultural Counseling CNS 503 Theory and Techniques in the Helping Relationship CNS 504 Theory and Techniques in Group Counseling CNS 505 Theory and Techniques in Career Counseling CNS 506 Appraisal of Individuals and Families CNS 507 Research and Evaluation Methods and Practice CNS 508 Legal, Ethical, and Professional Issues CNS 509 Integration of the Theory and Practice of Christian Counseling Proposed Blended Program CNS 501 Human Growth and Development CNS 502 Multicultural Counseling CNS 503 Theory and Techniques in the Helping Relationship CNS 504 Theory and Techniques in Group Counseling CNS 505 Theory and Techniques in Career Counseling CNS 506 Appraisal of Individuals and Families CNS 507 Research and Evaluation Methods and Practice CNS 508 Legal, Ethical, and Professional Issues CNS 509 Integration of the Theory and Practice of Christian Counseling Figure 1b: Specialization Courses Existing Onsite Program CNS 519 Theories and Techniques of School Counseling I CNS 527 Child and Adolescent Development and Treatment CNS 529 Theories and Techniques of School Counseling II Proposed Blended Program CNS 519 Theories and Techniques of School Counseling I CNS 527 Child and Adolescent Development and Treatment CNS 529 Theories and Techniques of School Counseling II

4 IWU Substantive Change Report 4 Figure 1c: Practical Experience Courses Existing Onsite Program CNS 550 Practicum CNS 551 Internship I CNS 552 Internship II Proposed Blended Program CNS 550 Practicum CNS 551 Internship I CNS 552 Internship II Each course has a curriculum map built into its respective syllabus that links IWU, Divisional, and standards to course student learning outcomes. The chart found in the Appendix of this document displays these links. Finally, the assessment methodology and related divisional evaluation plan are in place and will provide data that faculty will use to facilitate quality control. b. Purpose of Change As noted above, the primary purpose of the proposed transition to a blended format is to move from a local to regional market. We believe that there continues to be a pool of potential students interested in obtaining the M.A. in School Counseling, but are unable to pursue this goal due to distance from a college or university, competing responsibilities, and increased costs of transportation. We believe that being able to offer a high quality -approved program in School Counseling would be an attractive option to such persons and fill the need for a quality trained work force in remote areas within Indiana and the Midwest. Whereas the existing program provides such training to persons living in or near Marion, Indiana and metropolitan Indianapolis,

5 IWU Substantive Change Report 5 the proposed program would increase access to quality training to persons living outside commuting distances. If possible, we would like to transition to a blended program beginning with the Fall 2013 semester. c. Descriptions of Changes in Program Design In contrast to the existing program, program orientation and all courses would be delivered to off-campus students using Blackboard as the platform. The program would require that students be present on campus and meet face-to-face with students and faculty for three intensive components that will be built into three courses. A face-to-face intensive will take place during CNS 503 Theories and Techniques of the Helping Relationship. This course provides data to assess entry-program level counseling skills. The assessment of these skills is a critical component of our student and program evaluation plan. Another face-to-face intensive will take place in CNS 550 Practicum. This course provides useful data for student and program evaluation, In addition, assessment of counseling skills at the beginning of this course is used as evidence to support the placement of the student in a community-based counseling settings. Finally, an intensive will take place during CNS 552 Internship II. Here, the student demonstrates they meet program skills and practice standards for the School Counseling program. We require onsite students to complete service hours for CNS 550 Practicum at our onsite clinics. In contrast, we will require that students in the proposed program be placed in agency settings in their locality. Site supervisors will provide both weekly individual and group supervision. Faculty supervisors will meet with site supervisors

6 IWU Substantive Change Report 6 through phone or teleconferencing no less than once every two weeks in order to review cases and the students professional development. Thus, we believe we can offer Practicum and Internships at a distance to students in a manner that fulfills or are comparable to the fulfillment of all and state licensure standards. The program Coordinator or designee will insure that all out-of-state practicum and internship placements will be in compliance with the relevant state regulatory statutes and rules. d. Faculty and Staff Needs We do not anticipate the need to hire additional faculty or staff at the implementation of the proposed change. Current faculty can accommodate the course load requirements of the blended program. Overall number of credit hours offered by the program will decrease since onsite course will no longer be offered in both Marion and Indianapolis. e. Library and Other Learning Resources Indiana Wesleyan University is recognized as a regional leader in distance education. Systems are in place to deliver and service online program worldwide. Blackboard is the platform used for the structure and delivery of online courses. The Jackson Library is housed on the Marion campus of Indiana Wesleyan University and provides ample resources to support the needs of graduate distance online students, as demonstrated by the success of the online graduate nursing, business, leadership, education, and seminary programs. This $11 million, 79,000-square-foot facility features: Over 162,000 monographs, 12,000 e-books, 1,000 print titles, 100,000 e-s, 220,500 microforms, 13,000 media titles and 8,000 online educational media;

7 IWU Substantive Change Report 7 Access to a broad range of online research databases that contain over 112,500 full text titles and books and indexing for thousands more; Interlibrary loan is available for all students through the electronic nationwide Illiad system; Access to the catalogs of major Indiana libraries and other libraries around the world; Research assistance and other library services to assist in the research process; Off Campus Library Services (OCLS) provides students and faculty in IWU's online and blended programs with the resources needed for developing character, scholarship and leadership. Services include: Access to many online academic research databases, giving immediate utilization of full text articles and books Time sensitive delivery of articles not found online Research assistance and other library services Library instruction provided for students both in Marion and Indianapolis; Direct support for writing style (e.g., APA) questions. Direct access to the OCLS directory of services is available to students through the following link: The al Technology support team at IWU includes more than 15 full-time staff members dedicated to assisting students and faculty across the institution as they successfully navigate a collaborative learning experience. Extended hours of contact

8 IWU Substantive Change Report 8 are offered, including weekends for students and faculty utilizing the Blackboard learning platform or other online learning technologies. Our services include an IT Xpress help desk in the Student Center, a phone-based help desk accessible by all students, and an al Resource Center, which are all housed on our residential campus at Marion. We also have an Online Support Team maintained by our College of Adult & Professional Studies staff. f. Physical Plant Expansion and Equipment for Proposed Change We do not anticipate any need for expansion physical plant or additional equipment for implementation of the proposed program. g. Indication of Financial Support Available and Estimate of Additional Costs Indiana Wesleyan University allotted $779, in funds for its operating budget. Anticipated expenses for the proposed blended program will be minimal. Expected costs involve development of online curriculum for six existing courses and providing reimbursement for increased responsibilities of site supervisors. The annual budget already includes a budget line for curriculum development and funding is already in place in anticipation of online course development. We anticipate the program to be self-supporting upon implementation. Projection of Future Developments Our goal is to attain a stable student enrollment in the proposed program of 15, with an FTE of around 10. We believe that the blended program might actually lead to an increased demand for an onsite counterpart. And if this occurs, we would like to have the option of operating an onsite program alongside the blended program. Beyond this,

9 IWU Substantive Change Report 9 we do not anticipate additional developments related to the offering of the blended program in School Counseling. Thank you for your consideration. Respectfully submitted, Mark S. Gerig, Ph.D., LMHC Chair, Division of Graduate Counseling

10 IWU Substantive Change Report 10 Appendix The Relationship of Student Learning Outcomes, IWU Mission, Standards, Assessment, and al Method in Proposed Blended Program in School Counseling

11 IWU Substantive Change Report 11 CNS 519 Student Learning Outcome 1.Understand the history of school counseling and related services. 2.See the conceptual and practical frameworks of an effective school counseling program. 3.Develop an understanding of the school counseling program to the schools academic and pupil services 4.Learn the role, function, and professional identity of the school counselor in relation to the roles of other professional and support personnel in the school. l5.develop strategies of leadership designed to further the learning environment of schools. 6.Acquire knowledge of the school setting, environment, and curriculum. 7.Identify current issues, policies, laws, and legislation relevant to school counseling. 8.Understand the role of racial, ethnic, and cultural heritage, nationality, socioeconomic status, family structure, age, gender, sexual orientation, religious, and spiritual beliefs, occupation, physical and mental status, and equity issues in school counseling. 9.Gain understanding of community, environmental, and institutional opportunities that add to, as well as barriers that impede, pupil academic, career, personal and social success and overall development. 10.Develop knowledge and application of current and emerging technology in education and school counseling to assist pupils, families, and educators in using resources that promote informed academic, career, and personal and social choices. 11.Acquire an understanding of ethical and legal considerations which relate specifically to the practice of school counseling. 12.Understand the nature of counselors as student advocates in the school setting. 13.Understand the organization, administration, and management of school counseling and related services. Standard Fulfilled A1, K1 A5, D4, I5, O3 A5, C1, D2, K1 A3, M7 B2, H2, J1,K3,L1,L3, O1,O2,O4 F2, F3, I4 A2, B1 C3, D1, D3, E1, E4, F1 A6, G1, G2, H5, M1 C4, L2 A2, B1 B2, P2 A4, C6 IWU World Changer Aim IWU Conceptual Framework Assessment ONSITE WCA 2.2 IWU 2.1 Exams Discussion WCA 2.2 IWU 3.2 Practicum/Journal s, Exams, Participation WCA 2.2 IWU 3.1 Practicum/Journal s, Participation WCA 2.3, 3.3 WCA 3.2, 3.3 IWU 1.5, 3.4 IWU 2.2, 3.4 Practicum/Journal s, Participation Practicum/Journal s WCA 2.1 IWU 3.3 Practicum, Journals, Exams WCA 2.1 IWU 1.3 Exams, Participation WCA 1.2 IWU 2.4 Journals, Participation WCA 1.3, 3.1 IWU 1.1 Exams, Participation WCA 2.2 IWU 2.3 Practicum, Participation WCA 1.2 IWU 1.4 Exams, Participation Practicum, Journals WCA 1.1 IWU 1.2 Exams, Participation ; Use of Bb and other technology for functional use WCA 2.1 IWU 2.5 Exams ONLINE Proposed via Blackboard (Bb) Aynchronized Bb lecture and discussion; Pracicum; Reflective s Practicum; discussion board via Bb; s Asynchronized and synchronized; discussion board via Bb; Practicum and A discussion board via Bb; Attend conference and/or active in ListServe A synchronized; discussion board s s via Bb; Funtional use of technology Asynchronized and synchronized; discussion board via Bb Practicum, ;; Asynchronized and synchronized; discussion board via Bb Practicum, ;; Asynchronized and synchronized; discussion board via Bb

12 IWU Substantive Change Report 12 CNS 527 Student Learning Outcome 1. articulate developmental and counseling theory relevant to this population and apply this theory to prevention and intervention strategies 2.identify issues that affect the development and functioning of this population, including divorce, abuse, drug and alcohol abuse, addictions, resistance, and various psychopathologies 3. demonstrate a respect for diversity in age, gender, culture, ethnicity, and other factors relating to this population and their families 4. apply developmentally appropriate techniques and interventions to address the needs of this population 5.integrate Christian faith and practice with relevant theories and techniques to respond to the needs of this population 7.develop appropriate advocacy and referral plans for this population 8.demonstrate awareness of legal, ethical, and professional issues relevant to this population Standard Fulfilled C1,3; D3 D4, G1,2 E2,3,4; F4 C1,3 B2, D5, M1,3,5 B1, D5 A2, B1 IWU World Changer Aim Fulfilled CF 1.2, 2.1, 3.1 CF 2.4 CF 1.1, 3.2 Assessment Exams, Review and presentations, Service Exams, Review and presentations Participation, Service ONSITE Bb) Discussion; Service Bb) Discussion; Service Bb) Discussion; Service CF 2.2 Service Bb) Discussion; Service CF 3.4 CF 1.5, 3.4 CF 1.4 Participation, Review and presentations, Service Participation, Review and presentations Exams, Review and presentations Bb) Discussion; Service Bb) Discussion; Service Bb) Discussion; Service ONLINE Proposed via Blackboard (Bb); Service Leanring Project via Blackboard (Bb); Service Leanring Project via Blackboard (Bb); Service Leanring Project via Blackboard (Bb); Service Leanring Project via Blackboard (Bb); Service Leanring Project via Blackboard (Bb); Service Leanring Project via Blackboard (Bb); Service Leanring Project

13 IWU Substantive Change Report 13 CNS 529 Student Learning Outcome 1. Understand concepts of working with families in the school setting 2. Recognize and address issues related to diverse student populations in schools 3. Locate and implement appropriate technology related to the school setting, including technical learning, assessment, and data systems Standard Fulfilled SC E3,4; F4; I5; M1; CF D2, D5,K4, S4 SC E1,3,4; F1,2,3,4; H1; K1; O5; CF D1, K4, S1, S2 SC H2,3,5; I4; J1,3; K2 IWU World Changer Aim CF K3, K5, S4 Assessment Readings, Discussions, Practicum Readings, Discussions, Practicum Readings, Discussions, Practicum ONSITE Bb) (Bb) (Bb) ONLINE Proposed 4. Understand and articulate consultation theory and practice in school settings 5. Conduct a needs assessment in the school community; Select, analyze, and evaluate assessment strategies and information for program development and for students' academic, career and social/emotional development 6. Develop community recourses for the operation of a school counseling program 7. Plan for the maintenance and development of school counseling programs, including a calendar, funding, grant writing, and peer facilitation of peer helpers, tutors, and/or mediators 8. Build consultation, collaboration, and leadership skills as a school counselor, as a school leader 9.Conduct collaborative action research related to school counseling in various ways throughout the school counseling program, including personal, group, and crisis counseling, classroom guidance, and crisis prevention and intervention 10. Demonstrate the integration of faith and school counseling SC B1; D1,5; O1,5 SC D4, G3, H2,3,5; I2,3; J2; K1,2; O5 SC M2,3; N2; O5 SC C2,4; K1,3; M6; O3; P1 SC A5; B2, H4, M2,3,4,5; O1,2,4.5; P1 SC C5,6; D2,3; G1,2; I1; J1,2,3; K2; M7;O2 CF K2, S4 CF K1, K3, S1 CF K5, S1 Readings, Discussions, Practicum Readings, Discussions, Practicum. Compilation project Readings, Discussion, Practicum; Compilation project (Bb) (Bb) Lecture; CF K2 Compilation project (Bb) CF D3 CF S3 CF D4 Readings, Discussions, Practicum Readings, Discussions, Practicum (Bb) (Bb) Discussion; (Bb) Discussion; Reflective s via Bb Posts and Responses Discussion board via Bb;

14 IWU Substantive Change Report 14 CNS 551/552 Student Learning Outcome 1. Know and apply the ACA code of ethics in counseling. 2. Explain, apply, and defend their personal theory of counseling in schools. 3. Assist clients using the criteria of the DSM-IV. 4. Carry out effective introduction, interview, assessment, and preliminary treatment planning. 5. Demonstrate clear record keeping of all phases of counseling. 6. Demonstrate professionalism in counseling. 7. Understand and demonstrate effective termination techniques. 8. Integrate faith and the practice of counseling while demonstrating respect for client faith and values. Standard Fulfilled IWU World Changer Aim Fulfilled A2,B1,E1,F1 WCA 1.1, 1.2, 1.3 A5,A6,C1,D5,E2,G1,H2 G2,D4 WCA 1.2, 2.2, 2.3 D3, E3, E4 WCA 1.2, 2.2, 2.3 C2, G3, O3 WCA 1.2, 2.3 F2, F3, F4, I1, J1, O1 C4, D5, I3, N5 IWU Conceptual Framework Assessment ONSITE IWU 1.4 Supervision On-site Internship; Group WCA 2.1 IWU 2.1 Portfolio On-site Internship; Group WCA 1.2, 2.3 IWU 2.3 Case notes On-site Internship; Group IWU 2.4 Tape reviews On-site Internship; Group IWU 2.5 Portfolio, Case notes On-site Internship; Group IWU 1.3 Evaluations On-site Internship; Group WCA 2.3 IWU 3.3 Case notes, Tape reviews On-site Internship; Group WCA 1.1, 1.2, 1.3 IWU 1.1 Logs, Journals, Tape reviews On-site Internship; Group ONLINE Proposed On-site supervision; Synchronized group supervision and discussion via Bb Groups; On site supervision; Sychronized group supervision and discussion via Bb Groups; On site supervision; Sychronized group supervision and discussion via Bb Groups; On site supervision; Sychronized group supervision and discussion via Bb Groups; On site supervision; Sychronized group supervision and discussion via Bb Groups; On site supervision; Sychronized group supervision and discussion via Bb Groups; On site supervision; Sychronized group supervision and discussion via Bb Groups; On site supervision; Sychronized group supervision and discussion via Bb Groups;