cacrep vital statistics and program evaluation report ay

University of Alaska Fairbanks School of Education Master of Education in School Counseling Master of Education in Clinical Mental Health Counseling

The Academic Year (AY) 2019-20 includes Summer 2019, Fall 2019, and Spring 2020 semesters.

CACREP Vital Statistics and Program Evaluation Report AY 2019-20

Submitted by Dr. Valerie Gifford, Program Head

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APPLICANTS AY 2019-20 Total number of applicants: 26 Admitted/Enrolled: 19; Denied: 1 Withdrew After Admission: 4 Withdrew Before Admission: 2

Distance Students 14 On Campus Students 12 Urban 19 Rural 7 Female 22 Male 4 Age 22 - 29 7 Age 30 - 39 10 Age 40 - 49 7 Age 50 - 59 1 Age 60 - 69 1 Full Time Not yet

identified Part Time School Counseling 15 CMH 11 Dual Program 0 Alaska Native

3

Black or African-American

0

American Indian

0

Native Hawaiian or Other Pacific Islander

0

Asian

1

Unspecified

0

Caucasian

21

Multiple-race African American/Caucasian

1

Hispanic Ethnicity

0

CURRENT STUDENTS AY 2019-20 Total number of active students: 76

Distance Students 42 On Campus Students 34 Urban 58 Rural 18 Female 68 Male 8 Age 22 - 29 17 Age 30 - 39 28 Age 40 - 49 21 Age 50 - 59 7 Age 60 - 69 3 Full Time 27 Part Time 49 School Counseling 23 CMH 52 Dual Program 1 Note – Students in the dual program are counted in the school and CMH sections of the online CACREP Vital Statistics Survey. Alaska Native 4 Black or African-American

0

American Indian 0 Native Hawaiian or Other Pacific Islander

0

Asian 3 Unspecified 5 Caucasian 58 Multiple-race Alaska Native/Caucasian African American/Caucasian American Indian/Caucasian Pacific Islander/Caucasian

2 0 3 1

Hispanic Ethnicity 3

GRADUATES AY 2019-20 Total number of graduates: 9

Distance Students 4 On Campus Students 5 Urban 6 Rural 3 Female 8 Male 1 Age 22 - 29 3 Age 30 - 39 3 Age 40 - 49 1 Age 50 - 59 2 Age 60 - 69 Full Time 3 Part Time 6 School Counseling 2 CMH 7 Dual Program 0 Alaska Native

0

Black or African-American

0

American Indian

0

Native Hawaiian or Other Pacific Islander

0

Asian

0

Unspecified

2

Caucasian

6

Multiple-race American Indian/Caucasian

1

Hispanic Ethnicity

3

Demographics Demographic information about applicants, current students, and graduates.

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Summary of findings: The program’s demographic information indicates that the majority of applicants, current students, and graduates identify as Caucasian. Approximately half of the applicants, students, and graduates are distance students with the other half being from the local Fairbanks area. Half of the current students and graduates attend/attended part-time with the others attending full-time. Most applicants, current students, and graduates identify as female. Highlights of findings: The program is drawing applicants and providing training to individuals locally and from other regions throughout the state. The program serves mostly Caucasian and females students. Update on 2018-19 recommendations: The program faculty intended to market the counseling program to various entities across the state in hope of increasing applicant and student diversity. Faculty recruitment yielded the recent hire of two new faculty members and a subcommittee working on increasing program diversity is underway. Recommendations: This subcommittee will address further the goals outlined in last’s year program evaluation report including the development of a needs assessment and partnership with the faculty from the Alaska Native, rural cohort bachelor’s of social work program.

Graduation Rates Number of graduates in AY 2019-20 = 9

Program Summer 2019

Fall 2019

Spring 2020

Total

MED Clinical Mental Health Counseling 0 1 5 6

MED School Counseling 1 1 1 3

MED in School and Community 0 0 0 0

Program Completion Rates

UAF defines a full-time graduate student as a student taking nine credit hours per semester. For the purpose of this report, a part-time student is defined as a student taking six credit hours per semester.

M. Ed. in School Counseling (48 credits) Expected Completion Time • Full-time students = five semesters. • Part-time students = eight semesters.

M. Ed. in Clinical Mental Health (60 credits) Expected Completion Time M. Ed in Community Counseling (54 credits) – Students admitted prior to Fall 2016

• Full-time students = six semesters. • Part-time students = nine semesters.

Exit Data Graduation rates, program completion rates, credentialing examination pass rates.

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M. Ed. in Dual Concentration (75-78 credits) Expected Completion Time • Full-time students = nine semesters. • Part-time students = thirteen semesters

Completion Rates AY 2019-20

Program Full-Time Student Completion Rate Part-Time Student Completion Rate

MED CMH Counseling

100% (3/3) 75% (3/4)

MED School Counseling

NA 100% (2/2)

MED Dual Concentration

NA NA

Credentialing Examination Pass Rates for Graduates AY 2019-20

Program Exam Pass Rate Exam Fail Rate

MED CMH Counseling

100% 0%

MED School Counseling

100% 0%

The UAF Counseling program requires all students to pass a department prepared written comprehensive exam in order to graduate from the Master of Education in CMH or School Counseling. Since passing the exam is a requirement for graduation, there is a 100% pass rate for graduates in AY 2019-20 Summary of findings: The vast majority of students complete the program in the estimated timeframe, and all students must pass the comprehensive exam to graduate. Highlights of findings: Both part-time and full-time students tend to complete the program in the time allotted except for one part-time student. Update on 2018-19 recommendations: The counseling program coordinator worked with every student to develop a graduate study plan, facilitating each student’s program completion within the estimated time of degree completion. Students have the option to complete the program by way of a comprehensive exam and elective or a comprehensive exam and master’s project/thesis. Most students have decided to complete the elective and comprehensive exam, which appears to shorten the amount of time students remain in the program. The program coordinator advises students about this option upon matriculation. The faculty voted to reduce the number of semesters of internship required for K-12 school certification from five semesters to four semesters. At this point, the program has not adopted a cohort model but may be considering it in the future. Recommendations: Faculty note improvement in this area and will continue to monitor it. Long term, the faculty may be considering an online version of the CPCE if available. Faculty are conducting a systematic analysis of the curriculum and its alignment to CACREP standards. As efforts are made to develop a 60-unit school track, the standards addressed in each course will be realigned.

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Evaluation of Program Objectives Objective 1 The UAF counseling program will admit high quality, diverse candidates from rural and urban areas of Alaska. Admissions scores for applicants to AY 2019-20 Total number of applicants: 26 – mean scores include admitted and denied applicants

The UAF counseling program will admit high quality, diverse candidates from rural and urban areas of Alaska.

Application piece

Criteria for meeting expectations Number of applicants

Mean Score

GPA* 3.0 or higher 26 3.28

Resume* Shows education, work or volunteer experience in counseling or a related field 26 2.90

Letters of Reference*

Positively describes applicant’s knowledge, skills, or dispositions related to being a future helping professional 26 3.06

Statement* Well written, error free, APA format Describes reason for desire to be admitted to program Describes characteristics desirable to be an effective counselor Describes how educational background will assist student in the program Describes how experience relates to earning a counseling degree Clearly states intent for earning the degree

26 2.19

Interview** Clearly state why UAF is a good fit. Identify how Alaska fits into their future. Respond to an interview protocol designed to assess desirable professional dispositions of a professional counselor. The protocol is grounded in counseling literature and research.

22 3.79

*Rating scale 1 – 4 **Rating scale 1 – 5 Summary of findings: As a pool, applicants appear to be scoring the highest on interviews and G.P.A.s compared to other elements of their applications. The written statement is the element that tends to be scored the lowest. Highlights of findings: Applicants appears to interview well and struggle the most with their written statements when compared to other elements of the application process. Update on 2018-19 recommendations: The faculty members continue to use an interview to help determine each applicant’s fit for the field. Recommendations: The faculty members are considering the expansion of the interview process to include a group interview for those applicants with whom the faculty members need additional information to fairly score. For the program’s application process, the faculty will specify further the types of reference letters required for application to the program. Faculty members are considering the development of an instructional video to assist applicants will submitting high

Program Evaluation Data Evaluation of program objectives, survey data, employment statistics.

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quality materials and preparing for the interview. This effort will also be an opportunity for faculty to increase the transparency of the application process for non-traditional and diverse students. Objective 2 – Knowledge Students will acquire foundational knowledge of the field of counseling, human development, counseling theories, professional ethics, career development, assessment and testing, multicultural counseling, counseling interventions, and group counseling. Key Assignment Rubric Mean Scores for AY 2019-20

Students will acquire foundational knowledge of the field of counseling, human development, counseling theories, professional ethics, career development, assessment and testing, multicultural counseling, counseling interventions, and group counseling.

Content area Class Assignment Number of students

Mean score*

Field of Counseling COUN 615 Foundations of Counseling

Foundations Final Paper 15 3.59

Human Development COUN 628 Child and Adolescent Development COUN 638 Adult Development

Personal Development Paper Adult Development Case Study

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13

3.81

3.90

Counseling theories COUN 623 Counseling Theories and Applications

Theoretical Orientation Paper 15 3.14

Professional ethics COUN 647 Professional Ethics

Ethics Final Paper 11 3.14

Career Development COUN 632 Career Development

Career Development Theory Paper 25 3.35

Assessment and Testing COUN 630 Appraisal

Assessment Instrument Comparison Paper 13 3.52

Multicultural Counseling COUN 660 Multicultural Counseling

Personal Perspective Paper 17 3.21

Counseling interventions COUN 627 Developmental Interventions COUN 629 Counseling Interventions for Adults

Intervention Paper and Presentation Case study - Intervention/Treatment Plan

10

10

3.90

3.90

Group counseling COUN 674 Group Counseling

Group Paper 12 3.48

*Rating scale 1 – 4 Summary of findings: Overall, students appear to meet or exceed the standards on their knowledge base. Counseling Theories and Professional Ethics are rated as the lowest content areas with Counseling Interventions and Human Development rated as the highest content areas. Highlights of findings: Students appear to meet or exceed the standards on their knowledge base.

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Update on 2018-19 recommendations: The program coordinator met with faculty to review rubrics and trained each faculty member on how to submit scores in a data management system. Recommendations: Rubrics continue to be reviewed systematically and ongoing training with full-time and adjunct faculty will continue. Core faculty are evaluating the scope, sequence, and content of the Human Development and Interventions courses. Realignment of these four courses within the curriculum will occur. Faculty members will develop a Helping Skills course that will be taught early on in the program. They are identifying courses that full-time faculty will teach and those courses that adjunct faculty will teach. Objective 3 – Skills, Dispositions Students will develop counseling skills and refine professional characteristics through coursework and practical experience in the field of counseling. Counseling Skills – Pre-Practicum/Practicum AY 2019-20

Class Counselor Responds to Training

Counselor Synthesizes/Responds

Appropriately

Listening Provides Comfortable Environment

Stays With Client (or role-play client –

617P)

# Mean # Mean # Mean # Mean # Mean

COUN 617P 6 3.75 6 2.56 6 2.58 6 2.92 6 2.56

COUN 634P 9 3.75 9 3.00 9 3.08 9 3.64 9 3.19 *Rating scale 1 – 4 Counseling Skills – Field Practicum/Internship AY 2019-20

Class Working in the Counseling Environment

Counseling Skills and Process

School Counseling Clinical Mental Health Counseling

# Mean # Mean # Mean # Mean

COUN 635 14 3.40 14 3.07 3 3.16 11 2.71

COUN 636 12 3.77 12 3.77 3 3.32 9 3.39

COUN 686 12 3.84 12 3.80 3 3.61 9 3.69

COUN 687 0 NA 0 NA 0 NA 0 NA

COUN 688 0 NA 0 NA 0 NA 0 NA *Rating scale 1 – 4 Dispositions – Professional Characteristic Feedback AY 2019-20

Class Professional Responsibility Professional Competency Professional Maturity Professional Integrity

# Mean # Mean # Mean # Mean

COUN 615 15 3.58 15 3.70 15 3.71 15 3.73

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COUN 617P 6 3.23 6 3.04 6 3.42 6 3.90

COUN 623 15 3.25 15 3.32 15 3.31 15 3.33

COUN 674 12 3.04 12 3.00 12 3.00 12 3.25

COUN 634P 9 3.63 9 3.47 9 3.53 9 3.84

COUN 635 14 3.70 14 3.85 14 3.79 14 3.86

COUN 636 13 3.60 13 3.73 13 3.63 13 3.85

COUN 686 12 3.75 12 3.92 12 3.79 12 3.98

COUN 687 0 NA 0 NA 0 NA 0 NA

COUN 688 0 NA 0 NA 0 NA 0 NA *Rating scale 1 – 4 Summary of findings: Generally, student scores in these areas improve as their time in the program increases. This trend is expected as students gain experience and exposure working with clients/students in their respective tracks. Skills: Skills development is apparent as students move from practicum into their field placement series. Dispositions: Professional dispositions are evaluated using a Professional Characteristics Feedback Form (PCFF), and these student characteristics are rated during specific courses. At the beginning of the program COUN 615/623, students are not rated on every segment of the PCFF as the coursework is not exposing them to each segment. Therefore, as student progress through the program and all segments of the PCFF are rated, scores tend to decline due to students being more thoroughly evaluated mid-program compared to the beginning of the program. As students grow and develop in their field placements later in the program, the PCFF ratings tend to increase from mid to late program. Highlights of findings: Ratings in these areas tend to increase from mid to late program as students’ experiences and exposure to professional duties and responsibilities as a counselor increase. Update on 2018-19 recommendations: The PCFF has been updated and information about using the PCFF to rate students has been discussed with faculty members and site supervisors. It appears that both faculty member and site supervisors are growing in the comfortability and familiarity with PCFF. During annual student reviews, faculty advisors are including information about the students’ PCFF ratings, which are communicated to the student and UAF Graduate School as needed. Recommendations: The program internship coordinator will continue working with site supervisors and faculty instructors for practicum and internships courses to utilize the PCFF and evaluation tools in a consistent manner across the program in terms of student ratings

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communicating a developmental process. Faculty members plan to rework the PCFF to better align the descriptors on the anchors that highlight a developmental process of students acquiring the dispositions of a professional counselor. Objective 4 – Knowledge, Skills, Dispositions in Specialty Areas Students will acquire knowledge, develop skills, and refine professional characteristics, through coursework and practical experience related to their selected degree concentration: Clinical Mental Health Counseling Key Assignment Rubric Mean Scores for AY 2019-20

Students will acquire knowledge, develop skills, and refine professional characteristics in the clinical mental health counseling degree concentration.

Content area Class Assignment Number of students Mean score

CMH COUN 650 Multicultural Psychopathology

Final Paper/Case Study 14 3.49

CMH COUN 651 Counseling for Addictions

Conceptualization and Treatment Paper

14 3.54

CMH COUN 666 Family and Couples Counseling

Cultural Family Assessment 14 3.76

*Rating scale 1 – 4 School Counseling Key Assignment Rubric Mean Scores for AY 2019-20

Students will acquire knowledge, develop skills, and refine professional characteristics in the school counseling degree concentration.

Content area Class Assignment Number of students Mean score

SCHOOL COUN 646 School Counseling

Comprehensive School Counseling Plan

5 3.4

*Rating scale 1 – 4 Summary of findings: Scores in specialty areas indicate that students are meeting or exceeding expectations. Clinical Mental Health track students are evaluated in three courses; whereas, School Track students are rated in one course. Highlights of findings: Overall, students are meeting or exceeding expectations in specialty areas. Update on 2018-19 recommendations: Program faculty members are reviewing course sequences and course offerings to ensure that the curriculum of both concentration areas of the program are adequately preparing students. This effort is essential in developing the 60-credit hour school counseling curriculum as well as bolstering the existing CMH curriculum with important elective offerings.

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Recommendations: Once core faculty have determined the courses to be taught by full-time faculty members and those courses to be taught by adjunct faculty members, they will address the course offerings necessary for a 60-credit hour school counseling track. Core faculty will develop a plan for elective offerings to further strengthen both tracks of the program. Objective 5 - Research Students will be consumers of research to support their learning and future professional practice. Evaluation of Research Project/Thesis AY 2019-20

Students will be consumers of research to support their learning and future professional practice.

Content area Class Assignment Number of students

Mean score

Ability to locate, read, understand, synthesize, and apply research in their academic and professional careers.

COUN 601 Research in Counseling and Educational Settings

Research Prospectus 13 2.68

COUN 698 Non - Thesis Research Project COUN 699 Thesis

Research Project 3

Project

3.67

*Rating scale 1 – 4 Summary of findings: Students complete one research course in which the key assignment is a research project/thesis prospectus. By the end of this course, students are developing or meeting the expectations in terms of research design and scholarly writing style. For those students electing to complete as master’s project or thesis in lieu of an elective, they meet or exceed the expectations associated with conducting research and producing a scholarly written piece of work. Highlights of findings: Students are introduced to the process of developing a research prospectus during COUN 601. Those students electing to complete a masters project or thesis refine this skillset. Update on 2018-19 recommendations: Article reviews were added to key courses throughout the curriculum. Recommendations: Faculty will continue to emphasize the program options, elective plus a comprehensive exam or a master’s project/thesis plus a comprehensive exam. Through the faculty and student advising relationships, faculty members will identify those students interested in pursuing research opportunities and will help facilitate those learning experiences for students.

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Objective 6 - Employment Program graduates will be well prepared to begin work as professional Clinical Mental Health or School Counselors. Employment 2019-20 Graduates Total Number of CMH Graduates: 7

Employment CMHC Graduates Number Percent

Employed in field, in state 5 71%

Employed in field, out of state 0 0

Employed out of field, in state 1 14%

Employed out of field, out of state 0 0

Unknown 1 0

Not employed, looking for work 0 14%

Total Number of School Counseling Graduates: 2

Employment School Graduates Number Percent

Employed in field, in state 2 100%


Employed out of field, in state 0 0


Unknown 0 0

Not employed, looking for work 0 0

Total number of Dual Track Graduates: 0

Employment Dual Track - School and CMH Graduates

Number Percent

Employed in field, in state 0 0


Employed out of field, in state 0 0


Unknown 0 0

Employed in field, in state 0 0

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Summary of findings: The majority of graduates are employed in the field of counseling with most of them working in Alaska. One of nine graduates is not working and is looking of work. One of nine graduates is working out the field of counseling in Alaska. Highlights of findings: Most of the program’s graduates are employed in field and are working in Alaska. Update on 2018-19 recommendations: Faculty advisors continue to discuss realistic employment options with students along with the option to pursue additional specialized training. Recommendations: The faculty members have no additional recommendations in this area at this time. Key Performance Indicators Key Performance Indicators utilize a sampling of the collected student assessment to show how CACREP core and specialty standards are met. Core Area: Professional orientation and ethical practice KPI: 2.f.1.b the multiple professional roles and functions of counselors across specialty areas and their relationships with human service and integrated behavioral health care systems, including interagency and interorganizational collaboration and consultation

# of students Mean score or Pass rate

Assessment 1 COUN 615: Personal Motivations and Aspirations Paper 15 3.40

Assessment 2 Professional Characteristics Feedback Form (PCFF) (disposition) PCFF’s are completed in several classes, students may be evaluated more than one time during the academic year.

# of PCFF’s completed

100

3.59

Assessment 3 Standardized Comprehensive Exam 23 91% *Rating scale 1 – 4 Core Area: Social and Cultural Diversity KPI: 2.f.2.c multicultural counseling competencies


Assessment 1 COUN 660 Personal Perspectives Paper 17 3.04

Assessment 2 COUN 647 Final Ethics Paper 11 3.13



100

3.68

Assessment 4 Site Supervisor’s Evaluation in Internship (skill) # of evaluations completed

3.61

13

The site supervisor’s evaluation is completed in all field practicum and internships; students may be evaluated more than one time during the academic year.

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Assessment 5 Standardized Comprehensive Exam 23 100%

*Rating scale 1 – 4 Core Area: Human Growth and Development KPI: 2.f.3.a theories of individual and family development across the lifespan


Assessment 1 COUN 666 Cultural Family Assessment Paper 14 3.57

Assessment 2 COUN 628 Personal Development Paper 24 3.82

Assessment 3 COUN 638 Case Study Final Paper 13 3.91

Assessment 4 Standardized Comprehensive Exam 23 100% *Rating scale 1 – 4 Core Area: Career Development KPI: 2.f.4.d approaches for assessing the conditions of the work environment on clients' life experiences KPI: 2.f.4.f strategies for career development program planning, organization, implementation, administration, and evaluation

Mean score or Pass rate

# of students 2.f.4.d 2.f.4.f

Assessment 1 COUN 632 Final Paper on Career Development Theory 25 3.36 3.32

Assessment 2 COUN 638 Case Study Final Paper 13 3.90 NA

Assessment 3 COUN 646 Comprehensive School Counseling Program 5 NA 3.40

Assessment 4 Standardized Comprehensive Exam 23 96% 96% *Rating scale 1 – 4 Core Area: Helping Relationships KPI: 2.f.5.a theories and models of counseling


Assessment 1 COUN 623 Theoretical Orientation Paper 15 3.29

Assessment 2 COUN 666 Cultural Family Assessment Paper 14 3.93

Assessment 4 Site Supervisor’s Evaluation in Internship (skill) # of evaluations completed

36 3.58

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Assessment 5 Standardized Comprehensive Exam 23 100% *Rating scale 1 – 4 Core Area: Group Work KPI: 2.f.6.b dynamics associated with group process and development


Assessment 1 COUN 674 Group Paper 12 3.44

Assessment 2 Standardized Comprehensive Exam 23 100% *Rating scale 1 – 4 Core Area: Assessment and Testing KPI: 2.f.7.m ethical and culturally relevant strategies for selecting, administering, and interpreting assessment and test results


Assessment 1 COUN 630 Measurement Paper 13 3.60

Assessment 2 COUN 647 Final Ethics Paper 11 3.09

Assessment 3 COUN 632 Final Paper on Career Development Theory 25 3.28

Assessment 4 Standardized Comprehensive Exam 23 96% *Rating scale 1 – 4 Core Area: Research and Program Evaluation KPI: 2.f.8.a the importance of research in advancing the counseling profession, including how to critique research to inform counseling practice


Assessment 1 COUN 601 Student Research Prospectus 13 2.62

Assessment 2 COUN 698/699 Literature Review as part of final project/thesis 3 3.67


Assessment 4 Standardized Comprehensive Exam 23 87% *Rating scale 1 – 4 Core Area: Clinical Mental Health Counseling Specialty KPI: CMHC 5.C.2.j cultural factors relevant to clinical mental health counseling

# of students Mean score

Assessment 1 COUN 623 Theoretical Orientation Paper 15 3.07

Assessment 2 COUN 647 Professional Ethics Paper 11 3.13

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100 3.68

Assessment 5 Site Supervisor’s Evaluation in Internship (skill) The site supervisor’s evaluation is completed in all internships; students may be evaluated more than one time during the academic year.

# of evaluations completed

38

3.39

*Rating scale 1 – 4 Core Area: School Counseling Specialty KPI: SC 5.G.1.e assessments specific to P-12 education

# of students Mean score

Assessment 1 COUN 646 Comprehensive Counseling Program 5 3.40

Assessment 2 COUN 632 Final Paper on Career Development Theory 25 3.36

Assessment 3 COUN 630 Measurement Paper 13 3.56 *Rating scale 1 – 4 Summary of findings: Overall, it appears students are meeting or exceeding the standards on key performance indicators. Specifically, it appears they are scoring lowest on the research prospectus assignment, which is understandable since it is the first time they have written a prospectus. Student scores in human growth and development standout as an area of strength. Highlights of findings: There are no areas of concern in terms of students meeting or exceeding expectation on key performance indicators.

Update on 2018-19 recommendations: Faculty members reviewed key performance indicators, CACERP standards, and assignments associated with each course to ensure accuracy. They made recommendations to faculty based on this review. Some revisions were made in course syllabi, key assignments, and rubrics as approved by the faculty members. Faculty members decided to retain the research prospectus assignment in COUN 601.

Recommendations: Faculty members plan to review the learning outcomes matrix that organizes the CACREP Standards within the program’s curriculum. This matrix will be reviewed for accuracy and efficiency.

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Survey Data Survey of 2019-20 Graduates 9 surveys sent – 7 responses 1. Please rate the level in which the counseling program prepared you in the following core content areas:

Please provide comments about your preparation in the core content of the counseling program

5 responses o I would have liked more information on how to go about conducting research while also working as a

practitioner. o I feel I was better prepared than many of my colleagues. o The training I received was very well done with great full-time faculty. o Very good! This program prepared me in core content o I believe the program did an excellent job of providing a solid foundation on which students can

build specialties across the field counseling, which is also reflected in the diversity of student placements from substance use/misuse to working with children.

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2. Practicum and Internship. Please rate the following statements about your practicum and internship experiences:

Please provide comments about your practicum and internship experiences. 5 responses

o I had an excellent experience and learned how to apply much of what I learned in my classes. o I felt very supported during my internship. o I had really positive practicum and internship experiences overall. The one challenging aspect was

having 3 different instructors between practicum, internship I, and internship II, as it felt like there was a limited continuity of learning between the courses.

o Rocky beginning, but helpful overall o I will take any opportunity to sing (faculty member A) praises. Her approach, expertise, and gentle

nature highlighted so many things that remain applicable. Offering students the opportunity to take a client at the clinic during pre-practicum and be supervised by her provided an amazing experience. Similarly, working with (adjunct faculty members 1, 2, 3) was a fantastic experience and not one I will forget anytime soon. I learned extensively from each and every one of them.

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3. General coursework. Please rate the following statements about your experience in counseling program courses:

Please provide comments about your experience in counseling program courses. 3 responses

o Overall, they were good but many instructors require training in distance learning o Great overall! o Coursework was informative to taking things into practicum and internship.

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4. Overall experience in the UAF Counseling Program. Please rate the following:

Please provide comments about your overall experience in the counseling program. 3 responses

o Overall it was good. One area of improvement is expanding the library's catalogue of counseling-related academic resources. I often could not access the articles I wanted.

o Lots of hard work, at times too much busy work. o I believe I received a solid education. I believe the program has enough enrollment to warrant

additional faculty as it is fairly clear the volume of work (faculty member A) has undertaken in her multiple roles.

5. Overall, I was satisfied with the program.

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Explain your answer. 3 responses

o Overall it adequately prepared me to become a counselor and begin my career. o Helped build a solid foundation for future. o The program provided a manageable format for working adults to pursue a graduate degree. Its

CACREP accreditation also makes our degrees and licenses far more transferable than other programs.

6. I would recommend this program to other students

Explain your answer. 2 responses

o I had a wonderful time in the Counseling Program and recommend it regularly to others. The flexibility of staff in understanding real life and the ability to work with students made all the difference. Without this I would not have been able to complete my program. Thank you!

o Maybe take less classes than full time.

Summary of findings: Overall, graduates of the program responded favorably that they felt prepared. Graduates indicated positive experiences with faculty, staff, and site supervisors. It appears that some students believe they could have been better prepared in research, program evaluation, and group counseling. Some responses indicated that practicum and field placement may not have met the graduate’s career goals. In addition, some respondents indicated concern about workload in courses and fairness in grading. Written comments suggest overwhelming positive experiences of the program for graduates who indicated they would recommend the program to others. Highlights of findings: There is an overall satisfaction with the counseling program. Areas of consideration by the faculty include the fit between practicum/field placement and the student career goals, workload balance in courses, and grading procedures. Update on 2018-19 recommendations: The program’s internship coordinator and faculty members have developed a portion of the practicum/field practicum/internship orientation for students that addresses thoroughly the time commitment associated with the practicum/field practicum/internship training series.

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Recommendations: The faculty members are working together to develop a clinical supervision training series for site supervisors and others across Alaska. The faculty members believe this training series will benefit the program interns, recent graduates, and others working in the field. This series will be offered to supervisors for continuing education units. Survey of 2019-20 Site Supervisors 21 surveys sent – 14 responses UAF Counseling Program - Site Supervisor's Evaluation of the UAF Counseling Program

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Please share your thoughts about Supervision Assist.

9 responses o Password would need resetting often o It was a little annoying that I had to approve everything entered, but I understand why. o seems to have everything, be easy to work with, and secure/confidential! o I did not use supervision assist because my student did not use it. o Easy to use and very helpful o I was initially concerned about sharing clinical information about clients via SA (e,g, recorded

videos, clinical notes), but was reassured and then impressed with the confidentiality that was ensured and professionalism that was present throughout the process. SA was VERY helpful with submitting reviews and documents, and using SA helped boost my tech-competence too!

o seems to work well o Being a digital immigrant, it took me a tad longer to become familiar with this; however, once I did,

I really liked it and encouraged UAA to consider switching to this platform.

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If you selected "other" please specify frequency of contact. 1 response

o Contact increased when it because obvious the student was having difficulty meeting the expectations of the program, which was very appropriate.

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Comments about faculty supervisor contact. 8 responses

o I would want more meetings if I had an intern that required more support. I was fortunate my intern was excellent.

o It was always a good experience. o it was great. Was/is wonderful. o I met with two staff, and they were both very helpful. o I would have preferred more contact with the Department, not just the supervisor. o The faculty supervisors I met with, either privately or with the UAF student, were always helpful,

enthusiastic and engaging, and always made sure that my needs as well as those of the student were being met and that the training experience was going well. I have enjoyed these professional contacts very much, especially living in rural Alaska. Thank you,

o It was a pleasure working with the UAF faculty supervisor. o Professional, friendly, positive

Please list the best times (semester, days, times) for you to attend a training. Please list topics of interest to you. 6 responses

o Summer would be the best time for me. I am certified and trained as a MS/HS counselor, so I am not as familiar with the curriculum and expectations of the Elementary degree. Perhaps some workshops

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to help bridge and communicate the different expectations of counseling tasks between the elementary/secondary level?

o After 3:30pm M-F o I don’t think there will be any other students coming through Cordova, but if there are, I will be

happy to help. o Depends on so many factors, including COVID o fall or spring semester; Mon-Thurs o I am flexible!

11. What other support could the UAF Counseling Program offer you as a site supervisor? 4 responses

o Consistency, I believe my intern had three different internship supervisors. o I've been in the field for a decade, and sometimes feel a bit out of touch with the academic aspects of

the training. It'd be helpful to have some conversations of how to focus on working with the counselor in training, more so on the academic expectations rather than the onsite job content.

o Glad you asked! Our clinic is interested in serving UAF Counseling students for the upcoming year, and have 2 openings for either a practicum students or internship. The problem is that, to our knowledge, there is no "student housing" in Sitka. Is there a process, are there existing agreements with rentals etc in Sitka for UAF students while they do their clinical training here? I would like to explore options for having more students rotate through our clinic, but the housing issue needs to be addressed.

o None needed, though if an intern were inadequate, more support might be needed.

12. Do you have suggestions regarding the practicum/internship process to make it more helpful to you and/or the student? 5 responses

o Originally, was told there was a potential for a three-credit course for UAF for participating as a supervisor. I would do this program over again unconditionally, but this would be a wonderful incentive.

o We have planned to have more onsite visits in classrooms and meetings about transitions during Spring; however, COVID got in the way. I hope to have the opportunity to implement some of these plans in the future, and work with both the counselor in training and the university to create a comprehensive program within our district.

o There are a lot of things that happen during the school year before UAF starts. Those things need to be experienced by the interns. They are vital to the school counseling internship. This should be planned for the prior year and those hours should be counted.

o The practicum/internship process is very good. o No. You have developed a Wonderful program and (except for the housing issue noted in #11 above)

the process is easy to follow!

13. Any additional comments or requests? 3 responses

o Every school is different, and different experiences will happen within them. There are certain expectations for the interns that need to be adjusted so that each experience is organic. Jobs cannot be forced in order to meet requirements; the requirements need to be more flexible in order to accommodate each placement.

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o the UAF counseling program has made itself available in lots of ways. Ii think you're doing a great job.

o (None come to mind.) Summary of findings: Overall, site supervisor rating and comments indicate satisfaction with the field placement and internship process. It appears that many of the site supervisors did not attend one of the orientations options. Those site supervisors who did attend indicated that they found it helpful. In general, site supervisors found the amount of contact with the counseling program to be adequate or more than adequate. It was noted in a comment that it was a hardship for students to have different faculty instructors teaching field practicum/internship courses each semester. Highlights of findings: The site supervisors tend to have positive comments and rating about the counseling program’s field placement/internship series. It appears there is an openness with most supervisors to continue working with interns from the counseling program. Update on 2018-19 recommendations: The counseling field placement process for students placed at sites where telehealth was used to connect them with a properly credentialed supervisor was changed. In these situations, a secondary supervisor is identified on site to support the intern during times when immediate supervision is necessary. Recommendations: As previously mentioned, the program faculty will be developing a training series on clinical supervision. It is believed this effort will help bolster the quality and utilization of evidence-based training practices and resources for clinical supervision.

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Employer Survey of Graduates from AY 2018-19 AND 2019-2020 Employer Survey 7 surveys sent – 4 responses UAF Counseling Program - Survey for Employers of UAF Counseling Graduates 1. Please rate how well prepared the UAF counseling program graduate, employed at your school or agency, is in the following content areas and professional skills. If you have not had the opportunity to observe this employee on a particular item, please select N/

2. Would you hire a graduate from the UAF Counseling program again?

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Explain your answer.1 response While (UAF Graduate) has not been here long, I'm impressed with his skills. 3. Please provide any additional comments you feel will help the UAF Counseling Program prepare professional school and clinical mental health counselors. 1 response (UAF Graduate) is not trained in play or family therapy, so I'd like to see more of that in students preparing to work with kids. Summary of findings: The survey was sent to seven employers. Four of them responded. Employer ratings indicated overall satisfaction with the training and preparation of the program’s graduates. Areas of growth include career counseling, group counseling, research, program evaluation, and preparation of school counselors. Highlights of findings: Four of the seven employers responded to the survey. Overall, they appeared satisfied with the training and preparation of the program’s graduates. Update on 2018-19 report recommendations: Faculty reviewed the courses in the field practicum/internship training checklists to ensure that exposure to appropriate duties and responsibilities are included. In addition, the school counseling course was reviewed to determine that students are beings exposed to the scope and sequencing of developmentally appropriate comprehensive school counseling program. Recommendations: As the program faculty continues to assess the needs of Alaska’s communities statewide, program offerings will be augmented and developed. The faculty members have longer range plans to develop a play therapy elective series. Feedback from employers will be used to inform the program’s curriculum map.

cacrep vital statistics and program evaluation report ay

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