18 Characteristics of Texas Public Doctoral Programs
University of Texas at San Antonio
Doctor of Philosophy (PhD) in Counselor Education and Supervision
Date Program Established - 7/15/2004
For specific information about this Degree Program go to:
http://education.utsa.edu/prospective_students/doctoral/#COU
.
Degree Information
For the three most recent years, average of the number of degrees awarded per academic year.
Number of Degrees per
Academic Year
4.67
2. Graduation Rates
For the three most recent years, average of the percent of first-year doctoral students1 who graduated within ten years.
________________
1 First-year doctoral students: Those students who have matriculated as doctoral students with a doctoral degree objective.
Academic Year Average time to
degree
2011-2012 4.68
2012-2013 5.61
2013-2014 5.33
2 For each academic year, the time to degree is defined as beginning the year students matriculated with a doctoral degree objective until the year they graduated.
3. Average Time to Degree
For each of the three most recent years, average of the graduates’ time to degree2. 1. Number of Degrees per Year
4. Employment Profile (in field within one year of graduation)
For each of the three most recent years, the percent of graduates by year employed, those still seeking employment, and unknown.
Employment
Field
Employed Seeking
employment
Unknown
2010-2011 100%
2011-2012 100%
2012-2013 100%
Doctor of Philosophy Degree in Counselor Education and Supervision
Admission to the program is limited and competitive. Meeting the minimum admission
requirements does not guarantee acceptance into the program. Competitive applicants often exceed minimum requirements.
• A master’s degree in counseling or in a related mental health field requiring a minimum of 48 semester credit hours equivalent to the master’s degree requirements of the UTSA Counseling program and/or Council for Accreditation of Counseling and Related Educational Programs (CACREP). Preference will be given to graduates of CACREP accredited master’s programs. Students with fewer than 48 semester credit hours may be considered for admission to the program with conditional status, pending completion of the deficient hours and satisfactory completion of courses fulfilling CACREP core course requirements.
• A minimum grade point average of 3.0 in master’s level courses in counseling or in a related mental health field.
• A portfolio consisting of the following items, which will be evaluated by the Doctoral Program Committee:
o A 48-hour (or greater) master’s degree transcript documenting a grade point average of 3.0 or better in counseling or an approved related mental health field;
o International students must have a minimum score of 100 on the TOEFL Internet-based test, 600 on the TOEFL paper-based test, or 7 on the IELTS;
o Three letters of recommendation attesting to the student’s academic and personal attributes for success in the program and potential for contributing substantially to a field of study related to the degree;
o A written personal statement/essay describing research interests and purpose for pursuing the Ph.D. in Counselor Education and Supervision;
o Graduate Record Examination (GRE) test scores not older than five years;
o Documented experience in a work environment (formal positions or internships) where counseling was the primary professional emphasis (may include but not limited to one- on-one counseling, counseling for couples, psychological assessment and testing, group or community counseling);
o Professional résumé listing prior experiences in the field of counseling.
• Successful completion of a finalist interview and rank order selection by the departmental faculty.
For more details, see
http://www.graduateschool.utsa.edu/prospective_students/academic_programs 5. Admissions Criteria
18
Characteristics Counselor Education and Supervision, PhDFall Semester Percent Full-time
Students
Fall 2011 32%
Fall 2012 33%
Fall 2013 41%
3 Definition of Full Time Student (FTS) is nine hours or more per semester.
For those receiving financial support, the average monetary institutional support provided per full-time graduate student for the prior year from assistantships, scholarships, stipends, grants, and fellowships (does not include tuition or benefits).
Academic Year FTS Average
Financial Support
2013-2014 $13,978
In the prior year, the number of FTS with at least $1000 of annual support/the number of FTS.
Academic Year Percent of FTS
Financial Support
2013-2014 85%
Number of core faculty in the prior year.
Academic Year Number of Core
Faculty
2013-2014 11
9. Number of Core Faculty
8. Percentage Full-time Students (FTS) with Institutional Financial Support 7. Average Institutional Financial Support Provided
6. Percentage Full-time Students
FTS3/number students enrolled (headcount) for last three fall semesters.
For each of the three most recent years, average of full-time student equivalent (FTSE)/average of full-time faculty equivalent (FTFE) of core faculty.
Academic Year Student-Core
Faculty Ratio
2011-2012 3.24
2012-2013 2.89
2013-2014 2.29
For each of the three most recent years, average of the number of discipline-related refereed papers/publications, books/book chapters, juried creative/performance accomplishments, and notices of discoveries filed/patents issued per core faculty member.
Academic Year
Average Number of
Publications per Core
Faculty
2011-2012 5.8
2012-2013 4.6
2013-2014 4.1
For each of the three most recent years, the number of core faculty receiving external funds, average external funds per faculty, and total external funds per program per academic year6.
Academic Year
Number of Core
Faculty Receiving
External Funds
Average External
Grants $ per Core
Faculty
Total External
Grants $
2011-2012 1 $31,554 $283,986
2012-2013 0 $0 $0
2013-2014 2 $27,621 $303,833
12. Core Faculty External Grants 11. Core Faculty Publications
10. Core Faculty Ratio
18
Characteristics Counselor Education and Supervision, PhDTotal number of semester credit hours in organized teaching courses taught per academic year by core faculty divided by the number of core faculty.
Academic Year Faculty Teaching
Load
2013-2014 11
Core faculty by ethnicity (White, Black, Hispanic, Other) and gender.
2013-2014 White Black Hispanic Other Total
Female 3 1 1 0 5
Male 5 0 1 0 6
Total 8 1 2 0 11
Enrollment headcount by diversity (White, Black, Hispanic, Other) and gender in program during the prior year.
Fall 2013 White Black Hispanic Other Total
Female 11 3 10 2 26
Male 3 3 2 0 8
Total 14 6 12 2 34
Date of last formal external review, updated when changed.
Date
July 2008
16. Date of Last External Review15. Student Diversity 14. Faculty Diversity 13. Faculty Teaching Load
Council of Accreditation of Counseling and Related Education Programs (CACREP)
For the three most recent years, the number of discipline-related refereed papers/publications, juried creative/performance accomplishments, book chapters, books, and external presentations per year.
Academic Year
Number of S t u d e n t
Publications/Presentations
2011-2012 52
2012-2013 56
2013-2014 74
18. Student Publications/Presentations 17. Accreditation
