ADAMS STATE UNIVERSITY DEPARTMENT OF COUNSELOR EDUCATION

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ADAMS STATE UNIVERSITY

DEPARTMENT OF COUNSELOR EDUCATION

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Program Evaluation

Department of Counselor Education

The information contained in this report represents an analysis of the comprehensive assessment process completed by the Department beginning in the fall of 2014 through the summer of 2015 The plan includes a developmental assessment on each student throughout the program and is based on academic performance, professional development, and personal development. The plan also evaluates the four student competencies the department deems vital in reaching its mission.

1. Sound practical therapeutic and relational skills 2. Comprehensive theoretical knowledge base 3. Strong counselor identity

4. Personal and professional dispositions necessary to work in the counseling field.

This document provides a summary of assessment data for the two programs available to students at ASU: M.A. in Counseling with a Clinical Mental Health emphasis; and M.A. in Counseling with a School Counseling emphasis. Outcome data is provided for the following areas: (a) demographic trends; (b) end of program service and operations survey data; (c) candidacy assessment; (d) evaluation of students’ field experience; (e) student learning outcomes; (f) evidence of demonstrated knowledge in the core areas.

The report is posted on the ASU Counselor Education Department webpage and can be found here: http://www.adams.edu/gradschool/counselored/index.php

The document is updated annually to keep stakeholders of the Department informed. Criteria are determined through the analysis of intentional feedback solicited from current students, alumni, faculty, program advisory boards, various agencies, and school personnel on an annual basis. The acquired information is used to make program decisions when warranted.

Counselor Education Demographic Trends (2014-2015)

Approximately 570 students are enrolled in the Counselor Education program. In the past year, (Summer/Fall 2014 and Spring 2015) there were 189 graduates, broken down by specialty: 124 in Clinical Mental Health Counseling and 65 in School Counseling. Our graduates consistently achieve high pass rates on licensing exams. The pass rate for graduates taking the NCE in 2014-2015 was 92%, with 90% of school counseling graduates passing the PLACE exam. Ninety-seven percent (97%) of students graduate within the expected time period, broken down by specialty: 97% in Clinical Mental Health Counseling and 97% in School Counseling. The average job placement for students is 88.5%, by specialty: 88% of Clinical Mental Health Counseling graduates and 89% of School Counseling graduates responding to surveys obtained employment in the recognized occupation for which they were trained or in a related

comparable recognized occupation.

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PROGRAM DEMOGRAPHICS (Student) 376 The number of applications for the Master’s level CACREP accredited

programs from June1, 2014 to May 31, 2015.

15 Masters Students with Disabilities (3 MALE; 12 FEMALE) 5 MALE: African America/Black

19 FEMALE: African American/Black 2 MALE: Asian American

6 FEMALE

67 MALE: Caucasian/White 270 FEMALE: Caucasian/White

13 MALE: Hispanic/Latino/Spanish American 47 FEMALE: Hispanic/Latino/Spanish American 1 MALE: Multiracial

12 FEMALE: Multiracial 11 MALE: Other/Undisclosed 25 FEMALE: Other/Undisclosed

PROGRAM DEMOGRAPHICS (Faculty)

12 The total number of full time faculty (DOES NOT include adjunct or clinical) 5 MALE: Caucasian/White

5 FEMALE: Caucasian/White

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End of Program Services and Operations Survey Data

(Alumni/Surveys)

Adams State University

Department of Counselor Education

Employer and Alumni Survey Report

Fall 2014

In fall of 2014, the Department of Counselor Education sent emails to 476 alumni who had graduated in the previous five years. The population included graduates from the on-campus and online programs. The Qualtrics survey was sent by email for the graduate to complete, and a link with the employer survey for the alumnus to forward to his/her employer. Results of each survey loaded directly into Qualtrics and the results were calculated.

Of the 476 alumni, 18% returned completed surveys. The first part of the survey asks for demographic information while the second part of the survey asks for program satisfaction and preparation for the counseling field. The Department of Counselor Education received above average marks for all questions related to program satisfaction. The summary information is available upon request.

There were 209 employer/supervisor surveys sent. Thirty-five percent of

employers/supervisors completed the survey. Overall, employers/supervisors rated the program average to above average on most questions. The summary information is available upon request.

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Employer/Supervisor Survey Results 2014

Input related to program quality is solicited from the employer/supervisor of the former student. Scores are represented by Likert scales of 1 through 5 with 1- very unsatisfied to 5- very satisfied and 3- being neutral. The average scores provided by employer/supervisors in each area are listed below:

• Applies academic coursework/knowledge to current position. 3.64

• Uses appropriate counseling skills. 3.73

• Realizes the important of self-exploration, self-growth, and self-care. 3.67 • Models ethical and professional behavior of the counseling profession. 3.75 • Participates and is involved in professional organizations. 3.50

• Works collaboratively with other staff. 3.70

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Candidacy Assessment

Candidacy Interview

At the end of the Pre-practicum course, all students are required to meet with a minimum of two faculty members (Candidacy Committee) to discuss the student’s progress regarding skill development, professional development, and personal development. The interview provides an opportunity for an open and frank discussion about the student’s progress in the program to date and the faculty’s effectiveness in providing a meaningful learning experience. Additionally, the interview provides an opportunity for the student to ask questions about the program and a forum for a discussion of the types of growth the student needs to make in subsequent semesters.

Following the Candidacy Interview, the Committee will decide if the student 1) is to be fully admitted as an M.A. Candidate, 2) is to be fully admitted as an M.A. Candidate with remediation, or 3) is to have admission withdrawn. MA

Candidates with remediation must satisfy these requirements in the semester following the Candidacy Interview. Decisions are based on the student’s demonstrated skill level, knowledge base, professional behavior, and appropriateness for the field, which includes emotional and psychological

maturity. Students will be notified of the decision at the Interview and will receive a follow-up letter.

Prior to admission as an M.A. Candidate, the Candidacy Interview serves as the formal retention and dismissal process unless the behaviors are of such an egregious nature as to warrant immediate dismissal. Students do have the opportunity to appeal the Committee’s decision. This information can be found in the Appeals section of the handbook.

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Evaluation of Students’ Field Experience

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Student Learning Outcomes

CACREP standards require students who are preparing to work as clinical mental health (CMH) counselors to demonstrate the professional knowledge, skills, and practices necessary to address a wide variety of circumstances within the clinical mental health counseling context. (Table 1) reflects evidence of student learning outcomes in each domain.

Table 1 n=224

Domain Mean Score Combined Mean

Foundations

2.75 2.69

Knowledge

Skills & Practices 2.63

Counseling, Prevention, & Intervention 2.83

2.83

Knowledge 2.83

Skills & Practices

Diversity and Advocacy 2.69

2.79

Knowledge 2.88

Skills & Practices

Assessment 2.32

2.53

Knowledge 2.74

Skills & Practices

Research and Evaluation 2.75

2.69

Knowledge 2.63

Skills & Practices

Diagnosis 2.97

2.89

Knowledge 2.81

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CACREP standards require students who are preparing to work as school counselors to demonstrate the professional knowledge, skills, and practices necessary to promotes academic, career, and personal/social development of all K-12 students. (Table 2) reflects evidence of student learning outcomes in each domain.

Table 2 n=120

Domain Mean Score Combined Mean

Foundations 2.94

2.95

Knowledge 2.96

Skills & Practices

Counseling, Prevention, & Intervention 2.83

2.83

Knowledge 2.84

Skills & Practices

Diversity and Advocacy 2.69

2.78

Knowledge 2.88

Skills & Practices

Assessment 2.61

2.57

Knowledge 2.53

Skills & Practices

Research and Evaluation 2.75

2.69

Knowledge 2.63

Skills & Practices

Academic Development 2.81

2.83

Knowledge 2.86

Skills & Practices

Collaboration and Consultation 2.75

2.66

Knowledge 2.58

Skills & Practices Leadership

Knowledge Skills & Practices

2.93

2.82 2.87

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CACREP also requires programs to provide evidence that student learning has occurred in the eight common core areas. (Table 3) reflects evidence of student learning in each domain.

Table 3

Core Area n= Mean Score

Professional Orientation & Ethical Practice 298 2.73

Social & Cultural Diversity 227 2.89

Human Growth & Development 394 2.72

Career Development 291 2.81

Helping Relationships 261 2.83

Group Work 288 2.67

Assessment 189 2.61

Research & Program Evaluation 242 2.78

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