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) 2016-17 Summer 2016, Fall 2016, and Spring 2017 semesters. Summer 2016 assessment data
was not entered into LiveText and is not included in this report.
CACREP Vital Statistics and Program Evaluation Report
AY 2016-17
Submitted by Dr. Valerie Gifford, Program Head
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Summary of findings: Equal number of distance and on campus applicants. Fairly equal division
of School and CMH majors. More applicants, current students, and graduates in urban areas. Fairly
even age distribution in current student numbers. Students are mostly Caucasian and female.
Majority of students are part-time. We had our first dual program graduate in 2016-17.
Highlights of findings: Diversity of program participants does not meet or goal.
CURRENT STUDENTS
AY 2016-17
Total number of active students: 67
Distance Students 24
On Campus Students 43
Urban 52
Rural 15
Female 57
Male 10
Age 22 - 29 19
Age 30 - 39 18
Age 40 - 49 13
Age 50 - 59 13
Age 60 - 69 4
Full Time 15
Part Time 52
School Counseling 32
CMH 33
Dual Program 2
African-American 2
African-
American/Caucasian
1
Alaska Native 2
American
Indian/Caucasian
4
Asian 1
Asian/Caucasian 1
Caucasian 41
Unspecified 12
Hispanic Ethnicity 2
Pacific
Islander/African
American
1
APPLICANTS
AY 2016-17
Total number of applicants: 34
Admitted: 33; Denied: 1
Distance Students 17
On Campus Students 17
Urban 25
Rural 9
Female 27
Male 7
Age 22 - 29 11
Age 30 - 39 6
Age 40 - 49 8
Age 50 - 59 6
Age 60 - 69 3
Full Time Not yet
identified Part Time
School Counseling 18
CMH 15
Dual Program 1
African-American 1
African-
American/Caucasian
0
Alaska Native 1
American
Indian/Caucasian
5
Asian 1
Asian/Caucasian 0
Caucasian 18
Unspecified 8
Hispanic Ethnicity 0
Pacific
Islander/African
American
0
GRADUATES
AY 2016-17
Total number of graduates: 15
Distance Students 6
On Campus Students 9
Urban 13
Rural 2
Female 13
Male 2
Age 22 - 29 4
Age 30 - 39 2
Age 40 - 49 4
Age 50 - 59 4
Age 60 - 69 1
Full Time 2
Part Time 13
School Counseling 9
CMH 5
Dual Program 1
African-American 0
African-
American/Caucasian
0
Alaska Native 0
American
Indian/Caucasian
1
Asian 0
Asian/Caucasian 0
Caucasian 11
Unspecified 3
Hispanic Ethnicity 0
Pacific
Islander/African
American
0
Demographics Demographic information about applicants, current students, and graduates.
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Recommendations:
1. Recruit students from diverse backgrounds, particularly Indigenous students from rural
Alaska.
2. Recruit more male applicants.
3. Encourage students to consider the dual track.
Graduation Rates
Number of graduates in for AY 2016-17 = 15
Program Summer
2016
Fall
2016
Spring
2017
Total
MED Community Counseling 0 1 4 5
MED School Counseling
3 1 5 9
MED in School and Community
0 0 1 1
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.
M. Ed. in Dual Concentration (75-78 credits) Expected Completion Time
• Full-time students = nine semesters.
• Part-time students = thirteen semesters
Completion Rates AY 2016-17
Program Full-Time Student Completion Rate Part-Time Student Completion Rate
MED CMH Counseling
100% 100%
MED School Counseling
100% 50%
MED Dual Concentration
NA 100%
Exit Data Graduation rates, program completion rates, credentialing examination pass rates.
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Credentialing Examination Pass Rates AY 2016-17
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 2016-17.
Summary of findings: Most student complete the program in the expected time frame. Half of the
part-time school counseling major did not complete in the expected time frame.
Highlights of findings: Most students do complete the program in a timely manner. When students
don’t, it is often due to life circumstances that require students take time off from school. UAF
allows students to take a one-year leave of absence during their graduate degrees. The UAF
Counseling program supports students who need more time to finish the program requirements,
welcoming them back after extended leave.
Recommendations:
1. Continue to encourage students to graduate on time but support students who need more
time.
2. Be mindful of course rotations, advising, field placement delays, or other program factors
that could prevent an on-time graduation.
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Objective 1 - Admission
The UAF counseling program will admit high quality, diverse candidates from rural and urban areas
of Alaska.
Admissions scores for applicants to AY 2016-17 Total number of applicants: 34 (24 fall, 10 spring)
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 34 3.18
Resume Shows education, work or volunteer experience in counseling or a related field 34 2.93
Letters of
Reference Positively describes applicant’s knowledge, skills, or dispositions related to being a
future helping professional 34 3.18
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
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3.3
Interview Clearly states why UAF is a good fit. Articulates an interest in counseling and an interest is working in Alaska Describes how educational background will assist student in the program Honestly explains strengths and challenges in being a helper Honestly explains strengths and challenges in being a researcher Has experience working with diverse populations Articulates an approach to multicultural counseling Describes the health care disparity between rural and urban centers in Alaska
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2.96
*Rating scale 1 – 4
Summary of findings: All applicants in 2016-17 were moved to the interview stage of the
admissions process. One student was denied admission. Average total resume and interview scores
fell below the meets expectations level (note: scores of students denied admission are included in
the overall applicant averages).
Highlights of findings: Average score on the statement of goals is higher than other scores. This
may indicate an applicant’s interest, motivation, and suitability for the program is reflected better in
the written statement than in GPA or experience as listed on the resume.
Recommendations:
1. Continue to review applications using the admissions rubric and interview process.
2. If it becomes necessary due to program size, set parameters (cut off score) for applicant
acceptance.
Program Evaluation Data Evaluation of program objectives, survey data, employment statistics.
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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, research and program evaluation, counseling interventions, and group counseling.
Key Assignment Rubric Mean Scores for AY 2016-17 (Fall 2016 and Spring 2017 only; Summer 2016
data was not in LiveText)
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 28 3.71
Human Development COUN 628 Child and Adolescent
Development COUN 638 Adult Development
Personal Development Paper
Adult Development Case Study
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3.67
Counseling theories COUN 623 Counseling Theories and
Applications
Theoretical Orientation Paper 9 3.82
Professional ethics COUN 647 Professional Ethics
Ethics Final Paper 17 3.54
Career Development COUN 632 Career Development
Career Development Theory Paper 2 3.82
Assessment and Testing COUN 630 Appraisal
Assessment Instrument Comparison
Paper 10 3.69
Multicultural Counseling COUN 660 Multicultural Counseling
Personal Perspective Paper 7 3.86
Counseling interventions COUN 627 Developmental Interventions COUN 629 Counseling Interventions for Adults
Intervention Paper and Presentation
Case study - Intervention/Treatment Plan
2
0
3.42
COUN 629
Not offered in
2016-17
Group counseling COUN 674 Group Counseling
Group Paper 5 3.37
*Rating scale 1 - 4
Summary of findings: Scores indicate students are performing well in terms of knowledge
acquisition. 2016-17 is the first academic year in which the new assessment system was used. Data
for all classes was successfully submitted and extracted from the data collection system, LiveText.
Highlights of findings: Faculty score students at the “meets expectations” and “exceeds
expectations” level in all areas of foundational knowledge.
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Recommendations:
1. Review and refine the assessment system to make sure scores represent students’ grasp of
content knowledge to better use the data to inform teaching practice.
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 - Practicum
Class Counselor Responds
to Training
Counselor
Synthesizes/Responds
Appropriately
Listening Provides
Comfortable
Environment
Stays With Client
# Mean # Mean # Mean # Mean # Mean
COUN 634P 6 4.00 6 3.08 6 2.93 6 3.28 6 2.94
*Rating scale 1 – 4
Counseling Skills – Field Practicum/Internship
Class Working in the Counseling
Environment
Counseling Skills and
Process
School Counseling Clinical Mental Health
Counseling
# Mean # Mean # Mean # Mean
COUN 635 COUN 635 not offered in AY 2016-17
COUN 636 8 3.20 8 3.34 5 2.75 3 3.22
COUN 686 8 3.42 8 3.20 6 3.48 2 2.82
COUN 687 6 3.72 6 3.74 2 3.17 4 3.71
COUN 688 2 3.21 2 3.5 2 3.49 0 NA
*Rating scale 1 – 4
Dispositions – Professional Characteristic Feedback
Class Professional Responsibility Professional Competency Professional Maturity Professional Integrity
# Mean # Mean # Mean # Mean
COUN 615 28 3.64 28 NA 28 3.79 28 3.84
COUN 623 12 3.18 12 3.00 12 3.00 12 3.42
COUN 674 4 3.56 4 2.75 4 3.25 4 4.00
COUN 634 4 3.75 4 3.75 4 3.75 4 4.00
COUN 635 COUN 635 not offered in AY 2016-17
COUN 636 8 3.61 8 3.45 8 3.66 8 3.63
COUN 686 8 3.80 8 3.89 8 3.84 8 3.88
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COUN 687 5 3.80 5 3.83 5 3.83 5 4.00
COUN 688 2 3.50 2 3.50 2 3.50 2 3.50
*Rating scale 1 – 4
Summary of findings: Scores on skill development in COUN 634 come in at or just below the
“meets expectations” level. Students at this phase of training are still developing skills. Students
skills and dispositions scores are varied by class with some outstanding low scores: COUN 636
average school counseling skill score below 3.0; COUN 686 average clinical mental health scores
below 3.0; COUN 674 average PCFF score in professional competency below 3.0.
Highlights of findings: PCFF scores tend to be high in COUN 615, which is the introductory
course and content focused. Scores tend to drop in COUN 623, which is the first course where
counseling skills are evaluated.
Recommendations:
1. In the internship classes (COUN 636 - 688) the evaluation of skills rubric is completed by
the site supervisor, not program faculty. Low scores should be reviewed by the internship
instructor.
2. Review low PCFF scores as a faculty each semester. Schedule student meetings to discuss
problem areas. Make sure students know where to find their PCFF’s.
Objective 4 – Knowledge, Skills, Dispositions in Specialty Area
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 2016-17
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 5 3.34
CMH COUN 651
Counseling for Addictions
Conceptualization and Treatment
Paper
Not offered in AY 2016-17
CMH COUN 666
Family and Couples Counseling
Cultural Family Assessment 4 3.50
*Rating scale 1 – 4
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School Counseling
Key Assignment Rubric Mean Scores for AY 2016-17
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 8 3.15
*Rating scale 1 - 4
Summary of findings: Students are performing at the meets or exceeds expectations levels in all
specialty areas.
Highlights of findings: none
Recommendations:
1. This is the first year of data collection using the new assessment system. Review and refine
key assignments and rubrics as needed to provide clear data on how well students are
performing in knowledge, skills, and dispositions in the school and CMH concentrations
Objective 5 - Research
Students will be consumers of research to support their learning and future professional
practice. Evaluation of Research Project/Thesis AY 2016-17
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
Not offered in AY 2016-17
COUN 698 Non - Thesis Research Project COUN 699 Thesis
Research Project Thesis
Rubric not in use during
2016-17.
Started use in Fall 2017
*Rating scale 1 – 4
Student data in the area of research was not collected in AY 2016-17. COUN 601 has not been
offered yet. The rubric evaluating the project/thesis and project/thesis defense will be implemented
in AY 2017-18
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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 2016 - 17 Graduates Total Number of Graduates: 15
CMH 5
School 9
Dual 1
Employment CMHC Graduates Number Percent
Employed in field, in state 5 100
Employed in field, out of state 0 0
Employed out of field, in state 0 0
Employed out of field, out of state 0 0
Unknown 0 0
Employment School Graduates Number Percent
Employed in field, in state 4 44
Employed in field, out of state 1 11
Employed out of field, in state 2 22
Employed out of field, out of state 1 11
Unknown 1 11
Employment Dual Track –
School and CMH Graduates
Number Percent
Employed in field, in state 0 0
Employed in field, out of state 1 100
Employed out of field, in state 0 0
Employed out of field, out of state 0 0
Unknown 0 0
Summary of findings: All CMH graduates are employed in the state of Alaska in the counseling
field. Two-thirds of School Counseling graduates are employed as school counselors. The first dual
counseling graduate was employed as a CMH counselor out of state.
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Highlights of findings: Twelve out of fifteen graduates (80%) are employed in the field in which
they graduated. Two graduates are employed outside of the field. One graduate moved overseas and
was unable to be reached.
Recommendations:
1. Track job openings across the state – share with students.
2. Encourage school counseling graduates to consider adding the CMH concentration.
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
Assessment 1 COUN 615: Personal Motivations and Aspirations Paper 28 3.71
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
73
3.66
Assessment 3 Counselor Preparation Comprehensive Exam (CPCE) Not used in AY 2016-17
*Rating scale 1 – 4
Core Area: Social and Cultural Diversity
KPI: 2.f.2.c multicultural counseling competencies
# of students Mean score
Assessment 1 COUN 660 Personal Objectives Paper 7 3.86
Assessment 2 COUN 647 Final Ethics Paper 17 3.31
Assessment 3 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
73
3.77
Assessment 4 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
24
3.57
Assessment 5 Counselor Preparation Comprehensive Exam (CPCE) Not used in AY 2016-17
*Rating scale 1 – 4
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Core Area: Human Growth and Development
KPI: 2.f.3.a theories of individual and family development across the lifespan
# of students Mean score
Assessment 1 COUN 666 Cultural Family Assessment Paper 4 3.75
Assessment 2 COUN 628 Personal Development Paper 16 3.60
Assessment 3 COUN 638 Case Study Final Paper 4 3.30
Assessment 4 Counselor Preparation Comprehensive Exam (CPCE) Not used in AY 2016-17
*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
# of students 2.f.4.d 2.f.4.f
Assessment 1 COUN 632 Final Paper on Career Development Theory 2 3.75 4.00
Assessment 2 COUN 638 Case Study Final Paper 4 3.69 NA
Assessment 3 COUN 646 Comprehensive School Counseling Program 8 NA 3.00
Assessment 4 Counselor Preparation Comprehensive Exam (CPCE) Not used in AY 2016-17
*Rating scale 1 – 4
Core Area: Helping Relationships
KPI: 2.f.5.a theories and models of counseling
# of students Mean score
Assessment 1 COUN 623 Theoretical Orientation Paper 9 3.82
Assessment 2 COUN 666 Cultural Family Assessment Paper 4 3.25
Assessment 4 Onsite Supervisor’s Evaluation in Internship (skill) # of evaluations
completed
16
3.20
Assessment 5 Counselor Preparation Comprehensive Exam (CPCE) Not used in AY 2016-17
*Rating scale 1 – 4
Core Area: Group Work
KPI: 2.f.6.b dynamics associated with group process and development
# of students Mean score
Assessment 1 COUN 674 Group Paper 4 3.25
Assessment 2 Counselor Preparation Comprehensive Exam (CPCE) Not used in AY 2016-17
*Rating scale 1 – 4
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Core Area: Assessment and Testing
KPI: 2.f.7.m ethical and culturally relevant strategies for selecting, administering, and interpreting assessment and test results
# of students Mean score
Assessment 1 COUN 630 Measurement Paper 10 3.85
Assessment 2 COUN 647 Final Ethics Paper 17 3.35
Assessment 3 COUN 632 Final Paper on Career Development Theory 2 3.50
Assessment 4 Counselor Preparation Comprehensive Exam (CPCE) Not used in AY 2016-17
*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
# of students Mean score
Assessment 1 COUN 601 Student Research Prospectus Not used in AY 2016-17
Assessment 2 COUN 698/699 Literature Review as part of final project/thesis Not used in AY 2016-17
Assessment 3 COUN 629 Case Study Final Paper Course not offered in AY 2016-17
Assessment 4 Counselor Preparation Comprehensive Exam (CPCE) Not used in AY 2016-17
*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 17 3.75
Assessment 2 COUN 647 Professional Ethics Paper 17 3.35
Assessment 3 COUN 650 Case Study Final Paper 5 3.25
Assessment 4 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
67
3.75
Assessment 5 Onsite 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
24
3.5
*Rating scale 1 – 4
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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 10 3.87
Assessment 2 COUN 632 Final Paper on Career Development Theory 2 3.75
Assessment 3 COUN 630 Measurement Paper 7 3.00
*Rating scale 1 - 4
Summary of findings: Students are meeting or exceeding expectations in all KPI’s.
Highlights of findings: KPI’s are drawn from a variety of content classes, classes that include an
evaluations of counseling skills, and evaluation of dispositions across all phases of the program
giving a thorough picture of how well students are performing in each core area.
Recommendations:
1. This is the first year of data collection using the new assessment system. Review and refine
key assignments and rubrics as needed to provide clear data on how well students are
performing in knowledge, skills, and dispositions in the core areas as evaluated using the
KPI’s.
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Survey Data
Survey of 2016-17 Program Graduates
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Summary of findings: Content areas in which students rated preparedness highest: professional
counseling orientation and ethical practice. Content areas in which students rated preparedness
lowest: career development and assessment ant testing. Overall the practicum/internship experience
was highly rated (weighted averages between 4.73 – 5.0 out of 5.0). CMH content preparation was
rated higher than school counseling content preparation. Student gave high marks to all aspects of
the program citing the course delivery model and course schedule throughout the program as
exemplary.
Highlights of findings: 100% return rate. 100% of students were satisfied with the program and
would recommend it to others.
Recommendations:
1. Encourage the instructors in Career Development and Appraisal to review course feedback
from students.
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Survey of 2016-17 On-Site Supervisors
18
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Summary of findings:
Respondents gave mixed ratings and reviews of the internship supervision experience. A sudden
departure of a faculty member, the instillation of a new internship coordinator and the
implementation of new internship procedures produces an inconsistent start to the 2016-17
internships. Distribution of the practicum/internship handbook, supervisor training and initial site
visits happened later than scheduled.
There was a request for university credit for internship supervision.
One comment indicated students need more hours in the internship site. There was a change to the
number of direct contact hours required by interns but the total number of hours required for
internship was not changed.
Highlights of findings: AY 2016-17 was a transition year for the internship portion of the program
and it was reflected in the ratings and comments from the site supervisors.
Recommendations:
1. Fix the bugs in the internship procedures, particularly the year/semester start up process –
collecting paperwork, distributing the manual, initial site visits, training. Create deadlines
for students to follow the semester prior to their field placement to ensure a smooth start to
the experience.
2. Request funding to have a faculty supervisor on contract when the K-12 school year starts so
students can begin the internship experience at the very beginning of the school year.
3. Develop a professional development course for supervisors.
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Employers of graduates from AY 2015-16
Summary of findings:
Employers rated counseling graduates on their preparedness in counseling knowledge and skills.
The highest rated area were ethical practice and performing functions as a school counselor. The
lowest rated areas were group counseling and performing functions as a CMH counselor.
Highest rated – Ethical practice; performing functions as a school counselor
Highlights of findings: Overall employers are satisfied in the preparation of our graduates. They
would be willing to hire them again.
Recommendations:
1. Review the internship checklist and ensure that students are completing the array of
activities (including group counseling) necessary to work as an early career clinical mental
health provider.