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Master of Science in Mental Health Counseling Program Annual Report (2016-2017)
(10/11/2017)
Prepared by:
Richard C. Williams, Ph.D.
Counseling Program Coordinator
The Mental Health Counseling (MHC) Program was officially instated as a Master of Science
(M.S.) Program in the College of Education at UTEP beginning in the 2017 Fall term. This
represented a significant change from the program’s prior designation as a concentration under
the Masters of Education (M.Ed.) Program in Counseling which also has a concentration in
School Counseling. The change to the M.S. degree is more representative of the clinical
behavioral health focus of mental health counseling as compared to the school based guidance
and counseling focus of school counseling and offers a clearer distinction to potential applicants
of both programs.
For the past 3 years, the MHC program has been in the process of engaging in self-study to
evaluate itself and to prepare to apply for accreditation as a Clinical Mental Health Counseling
Specialty Program by the Council for the Accreditation of Counseling and Related Educational
Programs (CACREP). Through this self-study process, the MHC program identified and
modified various aspects of the program’s policies, procedures and documentation processes,
clinical training expectations, curriculum and pedagogy, student learning outcomes assessment
efforts, and community stakeholder engagement and advisement activities so as to be in
compliance with the standards for accreditation set forth by CACREP. This document
summarizes a number of those efforts.
Program Policies, Procedures and Documentation
A major effort toward meeting CACREP Standards regarding policies, procedures, and
documentation was the creation of the Mental Health Counseling Student Handbook that
delineates the manner in which the program functions in regards to students and provides a
concise description of what is expected of students to be successful in completing the MHC
degree. Imbedded in this document are descriptions of the program’s mission, goals and
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objectives; the courses required to complete the degree; course registration procedures; program
graduation requirements; grading standards; academic, professional, student growth, and ethical
standards; the procedure for addressing student issues that are problematic; accreditation,
certification, and licensure requirements; and a variety of forms that document the student’s
progress in meeting the program’s expectations. The handbook was collectively crafted by the
MHC program faculty who reviewed all aspects of how the program functioned. An example of
an outcome of that review was the development of a clear and accurate description of the
program’s policy and procedures regarding serious student issues related to professional fitness
to continue in the program (i.e. the Retention and Review policy and procedure).
Another significant modification of policies, procedures and documentation that stemmed from
the self-study involved changing the admissions procedure to a collective review and discussion
of all applications by all faculty. This change in procedure prompted the establishment of a
confidential electronic depository on a secure university server of applications available to all
faculty. An additional by-product of establishing this medium, was an enhanced awareness of
the need to maintain a program specific internal electronic database of applicants, students who
were admitted, and alumni. The establishment of this data base which is in progress now, is
anticipated to lead to easier student progress review and more timely recognition of students who
could benefit from advisement and also enhance future contact with program alumni.
Clinical Training Expectations
The CACREP Standards regarding professional clinical practice training specify that programs
should provide significant opportunities for students to engage in the provision of a wide range
of clinical mental health counseling services to actual clients while under high quality
supervision by faculty and agency site supervisors. The self-study revealed that the program
needed to make some substantive changes in order to meet these standards. One such change
was instituting the expectation that practicum students provide counseling for real clients in a
counseling agency setting. (Prior to 2014, practicum students completed role-play “practice”
counseling with peers on campus.) Another needed change was the implementation of a training
model that required practicum and internship sites to allow student counseling sessions with
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clients to be recorded (audio or video) so that students could provide work samples to their
practicum and internship faculty supervisors for feedback and evaluation. (Note: in lieu of
recordings, the sites could allow live observation by faculty supervisors.) To implement these
changes and to meet an additional CACREP Standard regarding administration of the clinical
training component, the MHC program appointed a faculty member to be the clinical coordinator
whose duties involved establishing and maintaining collaborative relationships with clinical
training agency sites and insuring that the CACREP clinical training standards were being met.
The clinical coordinator evaluated and negotiated with sites and added additional sites that met
the standards, created and implemented a systematic process for students to apply for practicum
and internship placements, created a Practicum and Internship Handbook for students and a Site
Supervisor Orientation Handbook for agency supervisors, provided site supervisor training,
developed a comprehensive system for evaluating the students’ clinical work and arranged for
electronic administration of the evaluations. The program faculty also participated with the
clinical coordinator in developing and implementing standardized assignments across the
practicum and internship courses.
Curriculum and Pedagogy
The self-study necessitated a thorough review of the content and pedagogy of program courses
so as to be in compliance with CACREP Standards regarding the knowledge and skills that
counseling students need to acquire to be competent professional counselors. This review
resulted in the specification of overall goals and objectives for the program and precise goals and
objectives for each course that are in alignment with the overall program goals and objectives.
The resulting course goals and objectives were then included on course syllabi along with
learning activities and measurement strategies to evaluate the degree to which the goals and
objectives are being met. The self-study also required the faculty to review the CACREP
Common Core Area standards and to specify which standards were going to be met in which
courses and to tie those standards to the goals and objectives for that course. Table 1 below
shows the mapping of goals, objectives, and standards and outcome measures that resulted.
When course syllabi exhibited gaps in the coverage of standards in courses, faculty modified or
adapted courses to include additional content and/or activities to insure all relevant content
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standards were being embraced. In some courses this involved revamping the syllabus to
incorporate additional content and/or modifying course instruction to include relevant learning
activities and applicable measurement strategies.
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Table 1. Clinical Mental Health Counseling Specialty Goals, Objectives, and Outcomes Measures Mapping
MHC Program Goal #1:
Knowledge in Core Counseling Subject Areas
Objective
Core Foundational Knowledge
Primary Learning
Setting
Measurement/Evaluation
Data 1
(Completed before Practicum)
Measurement/Evaluation
Data 2*
(Completed during
Internship)
Relevant Common Core Area
Standard Measured
a. Become knowledgeable about
the counseling profession and
ethical practice in counseling
EDPC 5324 – Ethics,
Legal, and Professional
Issues in Counseling
Quiz/Final Exam Scores CPCE Professional
Orientation and Ethical
Practice Scale
2.F.1.i. Ethical standards of professional
counseling organizations and
credentialing bodies and applications of
ethical and legal considerations in
professional counseling
b. Become knowledgeable about
social and cultural diversity
EDPC 5346 – Counseling
Multicultural and Diverse
Populations
Quiz/Final Exam Scores CPCE Social and Cultural
Diversity Scale
2.F.2.a. Multicultural and pluralistic
characteristics within and among diverse
groups nationally and internationally
c. Become knowledgeable about
human growth and
development
EDPC 5317 – Human
Growth and Development
Quiz/Final Exam Scores CPCE Human Growth and
Development Scale
2.F.3.a. Theories of individual and
family development across the lifespan
d. Become knowledgeable about
career development
EDPC 5320 – Lifestyle
and Career Development
Quiz/Final Exam Scores CPCE Career Development
Scale
2.F.4.a. Theories and models of career
development, counseling, and decision
making
e. Become knowledgeable about
helping relationships,
counseling theories and the
counseling process from
individual and family system
perspectives
EDPC 5341 – Theories of
Counseling
EDPC 5339 – Techniques
of Counseling
EDPC 5360 -
Introduction to Marriage
and Family Therapy
Quiz/Final Exam Scores
Quiz/Final Exam Scores
Quiz/Final Exam Scores
CPCE Helping Relationships
Scale
2.F.5.a. Theories and models of
counseling
2.F.5.g. Essential interviewing,
counseling, and case conceptualization
skills
2.F.5.b. A systems approach to
conceptualizing clients
f. Become knowledgeable about
group work
EDPC 5338 – Group
Counseling
Quiz/Final Exam Scores CPCE Group Work Scale 2.F.6.b. Dynamics associated with group
process and development
g. Become knowledgeable about
assessment
EDPC 5335 – Principles
of Appraisal and
Assessment
Quiz/Final Exam Scores CPCE Assessment Scale 2.F.7.f. Use of assessments relevant to
academic /educational, career, personal,
and social development
h. Become knowledgeable about
research and program
evaluation
EDPC 5310 – Applied
Research Design
Quiz/Final Exam Scores CPCE Research and
Program Evaluation Scale
2.F.8.f. Qualitative, quantitative, and
mixed research designs
* Counselor Preparation Comprehensive Examination (CPCE)
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MHC Program Goal #2:
Knowledge, Development and Demonstration of Clinical Mental Health Counseling Skills and Practices
Objective Primary Learning
Setting
Evaluation Data 1
(timing varies)
Evaluation Data 2
(timing varies)
Relevant Specialty Area Standard
Measured
Specialty Foundations
a. Develop and demonstrate
foundational knowledge
regarding the provision of
mental health treatment
services including treatment
models, agency operations, and
the principles of clinical mental
health counseling
EDPC 5322 – Mental
Health Counseling
EDPC 5341 – Theories of
Counseling
EDPC 5322 - Mental Health
Case Study Scoring Rubric
(Completed in year 1)
Quiz/Final Exam Scores
(Completed in year 1)
5.C.1.b. Theories and models related to
clinical mental health counseling
Specialty Contextual Dimension
b. Develop and demonstrate skills
in addressing issues of
diversity and providing
advocacy
c. Develop and demonstrate skills
in clinical assessment,
evaluation, diagnosis,
treatment planning, and
intervention
EDPC 5322 – Mental
Health Counseling
EDPC 5371 – Counseling
Practicum
EDPC 5372/5373 –
Counseling Internship I/II
EDPC 5345 – Abnormal
Human Behavior
EDPC 5371 – Counseling
Practicum
EDPC 5372/5373 –
Counseling Internship I/II
Quiz/Final Exam Scores
(Completed in year 1)
Quiz/Final Exam Scores
(Completed in year 1 or 2)
Student Evaluation Form –
for CMHC Practicum
/Internship
(Completed during
Practicum and Internship)
Student Evaluation Form –
for CMHC Practicum
/Internship
(Completed during
Practicum and Internship)
5.C.2.j. Cultural factors relevant to
clinical mental health counseling
5.C.2.d. Diagnostic process, including
differential diagnosis and the use of
current diagnostic classification systems,
including the Diagnostic and Statistical
Manual of Mental Disorders (DSM) and
the International Classification of
Diseases (ICD)
Specialty Practice
d. Develop and demonstrate skills
in clinical assessment,
evaluation, diagnosis,
treatment planning, and
intervention
EDPC 5371 – Counseling
Practicum
EDPC 5372/5373 –
Counseling Internship I/II
Student Evaluation Form – for
CMHC Practicum /Internship
(Completed during Practicum
and Internship)
EDPC 5373 Case Study
Scoring Rubric
(Completed during Internship
II)
5.C.3.b. Techniques and interventions
for prevention and treatment of a broad
range of mental health issues
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MHC Program Goal #3:
Knowledge, Development and Demonstration of Clinical Mental Health Counseling Professional Dispositions
Objective Primary Learning
Setting
Evaluation Data 1
(completed at 12 credits, pre-
practicum, and pre-
graduation)
Evaluation Data 2
(completed during Practicum
and Internship)
Relevant Common Core Area
Standard
a. Develop and demonstrate
intrapersonal awareness and an
accurate understanding of the
basic motivations of self,
including the relationship
between personal beliefs,
thoughts, feelings, actions and
professional functioning
Across all courses and
especially during clinical
training
Counseling Program Student
Evaluation Form
1. EDPC 5371 Personal and
Professional Characteristics
and Potential for Growth
Scoring Rubric
(completed during Practicum
only)
2. Student Evaluation Form –
for CMHC Practicum
/Internship
2.F.1.k. Strategies for personal and
professional self-evaluation and
implications for practice
b. Develop and demonstrate
emotional sensitivity,
interpersonal respect, and
professional decorum in all
professional interactions
Across all courses and
especially during clinical
training
Counseling Program Student
Evaluation Form
1. EDPC 5371 Personal and
Professional Characteristics
and Potential for Growth
Scoring Rubric
(completed during Practicum
only)
2. Student Evaluation Form –
CMHC Practicum/Internship
2.F.1.k. Strategies for personal and
professional self-evaluation and
implications for practice
c. Develop and demonstrate
openness to personal and
professional growth in the
professional learning process
Across all courses and
especially during clinical
training
Counseling Program Student
Evaluation Form
1. EDPC 5371 Personal and
Professional Characteristics
and Potential for Growth
Scoring Rubric
(completed during Practicum
only)
2. Student Evaluation Form –
CMHC Practicum/Internship
2.F.1.k. Strategies for personal and
professional self-evaluation and
implications for practice
d. Develop and demonstrate
ethical responsibility, and the
attitudes, demeanor, and
maturity necessary to perform
the duties of a professional
counselor
Across all courses and
especially during clinical
training
Counseling Program Student
Evaluation Form
1. EDPC 5371 Personal and
Professional Characteristics
and Potential for Growth
Scoring Rubric
(completed during Practicum
only)
2. Student Evaluation Form –
CMHC Practicum/Internship
2.F.1.k. Strategies for personal and
professional self-evaluation and
implications for practice
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Student Learning Outcome Assessment
The CACREP Standards specify that there should be evidence of student learning to substantiate
that students have sufficiently learned the knowledge and skills required by the standards. The
standards require that there be multiple measures of learning and that measures be gathered at
multiple points in time as a student progresses through the program. Thus, the program needed to
identify key knowledge and skill indicators of student learning in courses and to determine a
strategy to measure the degree to which students demonstrated such learning. The program
faculty reviewed how they measured student learning, made needed modifications, and then
generated a systematic and consistent measurement plan in order to comply with the standards.
Faculty who taught courses that were identified as measuring student learning outcomes tied to
standards were asked to identify a performance activity to be graded by a scoring rubric and/or to
specify a test that evaluates relevant student learning outcomes (see Table 1 for the specific
measures as identified in the Evaluation Data columns). In many cases this required modification
of existing quizzes or exams to include coverage of the content required by a specific standard.
To evaluate skills learning, assignments needed to involve demonstration of specific skills tied to
standards and measurement rubrics needed to evaluate performance of those skills. This resulted
in the creation of a number of new assignments and rubrics for various courses. There also
needed to be a logical progression of knowledge and skills attainment and coordination of
learning activities from course to course (e.g. from Practicum to Internship I to Internship II
where a number of skill learning outcomes are measured). To accomplish these tasks, faculty
members collaborated with each other and the program coordinator and maintained an admirable
level of flexibility in developing and agreeing to the use of common assignments and
measurement rubrics when teaching the clinical courses.
A decision was also made during the development of the program’s student learning outcome
assessment plan to adopt as an additional measurement tool, the Counselor Preparation
Comprehensive Examination (CPCE), a nationally administered comprehensive examination that
is keyed to the CACREP Common Core Areas. The CPCE allows the MHC program to
consistently evaluate student content knowledge in the 8 areas covered in the CACREP
Standards through an external measure that is not specific to the MHC program curriculum. The
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CPCE is administered during students’ next to last semester in the program after they have
completed all relevant content knowledge courses. Students must obtain a passing score on the
CPCE to graduate. Illustration 1 shows the aggregate average CPCE scores for the MHC
program at UTEP and compares them to the USA average scores for each semester of the 2016-
2017 academic year. The UTEP scores exceeded the national average for every scale for every
semester except for the Spring 2017 where the USA scores were just slightly higher on the
Career Development scale and on the Assessment Scale.
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Student learning outcome data for the Summer 2016, Fall 2016, and Spring 2017 terms is shown
in Table 2. The MHC program students met or exceeded the standards compliance benchmark
score for every goal/objective and CACREP Standard for each term except as follows:
(a) Goal 1.g./Standard 2.F.7.f./CPCE Assessment Scale/Spring 17. (This measure involves
understanding the use of assessments relevant to academic /educational, career, personal, and
social development.)
(b) Goal 2.d/Standard 5.C.3.b/Case Study Rubric/Fall16. (This measure involves the ability to
formulate case conceptualizations and treatment plans and describe those in a written study of a
case for which the student was the counselor.)
For these 2 measures, student performance only approached meeting the standards benchmark
compliance score. However, there was no identifiable pattern of MHC student deficits in
meeting these standards.
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Table 2. Student Learning Outcomes Evaluation Summer 16, Fall 16, Spring 17
MHC Program Goal #1: Knowledge in Core Counseling Subject Areas
Pro
gra
m
Go
al/
Ob
ject
ive
CA
CR
EP
Sta
nd
ard
Ter
m
Mea
sure
1
ED
PC
Co
urs
e
Mea
n S
core
Com
pli
an
ce*
Mea
sure
2**
ED
PC
Co
urs
e
Ra
tio
of
Mea
ns
UT
EP
/U.S
.
Com
pli
an
ce*
**
1.a 2.F.1.i. Su16 X X X X CPCE-PrOrEth 5372 1.02 Exceeds
1.a 2.F.1.i. Fa16 Exam 5324 X X CPCE-PrOrEth 5372 1.27 Exceeds
1.a 2.F.1.i. Sp17 Exam 5324 88 Meets CPCE-PrOrEth 5372 1.11 Exceeds
1.b 2.F.2.a. Su16 X X X X CPCE-CultDiv 5372 1.12 Exceeds
1.b 2.F.2.a. Fa16 Exam 5346 86 Meets CPCE-CultDiv 5372 1.20 Exceeds
1.b 2.F.2.a. Sp17 X X X X CPCE-CultDiv 5372 1.11 Exceeds
1.c 2.F.3.a. Su16 Exam 5317 89 Meets CPCE-HGD 5372 1.05 Exceeds
1.c 2.F.3.a. Fa16 Exam 5317 85 Meets CPCE-HGD 5372 1.22 Exceeds
1.c 2.F.3.a. Sp17 Exam 5317 81 Meets CPCE-HGD 5372 1.21 Exceeds
1.d. 2.F.4.a. Su16 Exam 5320 90 Exceeds CPCE-Career 5372 0.99 Meets
1.d. 2.F.4.a. Fa16 Exam 5320 X X CPCE-Career 5372 1.09 Exceeds
1.d. 2.F.4.a. Sp17 X X X X CPCE-Career 5372 0.95 Meets
1.e. 2.F.5.a. Su16 X X X X CPCE-HelpRel 5372 0.98 Meets
1.e. 2.F.5.a. Fa16 Exam 5341 82 Meets CPCE-HelpRel 5372 1.12 Exceeds
1.e. 2.F.5.a. Sp17 Exam 5341 90 Exceeds CPCE-HelpRel 5372 1.05 Exceeds
1.e. 2.F.5.g. Su16 Exam 5339 95 Exceeds CPCE-HelpRel 5372 0.98 Meets
1.e. 2.F.5.g. Fa16 Exam 5339 88 Meets CPCE-HelpRel 5372 1.12 Exceeds
1.e. 2.F.5.g. Sp17 Exam 5339 96 Exceeds CPCE-HelpRel 5372 1.05 Exceeds
X= Missing or Not Applicable because course was not offered that term.
* Standards Compliance: Approaches = Score of 70-79; Meets = Score of 80-89; Exceeds = Score of 90-100.
** Counselor Preparation Comprehensive Examination (CPCE) Scales: PrOrEth = Professional Orientation
and Ethical Practice; CultDiv = Social and Cultural Diversity; HGD = Human Growth and Development;
Career = Career Development; HelpRel = Helping Relationships; Group = Group Work; Assess =
Assessment; Research = Research and Program Evaluation.
*** Standards Compliance: Approaches = Ratio of .80-.89; Meets = Ratio of .90-.99; Exceeds = Ratio of 1.00
or above.
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MHC Program Goal #1: Knowledge in Core Counseling Subject Areas (continued)
Pro
gra
m
Go
al/
Ob
ject
ive
CA
CR
EP
Sta
nd
ard
Ter
m
Mea
sure
1
ED
PC
Co
urs
e
Mea
n S
core
Com
pli
an
ce*
Mea
sure
2**
ED
PC
Co
urs
e
Ra
tio
of
Mea
ns
UT
EP
/U.S
.
Com
pli
an
ce*
**
1.e. 2.F.5.b. Su16 Exam 5360 100 Exceeds CPCE-HelpRel 5372 0.98 Meets
1.e. 2.F.5.b. Fa16 X X X X CPCE-HelpRel 5372 1.12 Exceeds
1.e. 2.F.5.b. Sp17 Exam 5360 94 Exceeds CPCE-HelpRel 5372 1.05 Exceeds
1.f. 2.F.6.b. Su16 Exam 5338 97 Exceeds CPCE-Group 5372 1.03 Exceeds
1.f. 2.F.6.b. Fa16 X X X X CPCE-Group 5372 1.17 Exceeds
1.f. 2.F.6.b. Sp17 Exam 5338 98 Exceeds CPCE-Group 5372 1.12 Exceeds
1.g. 2.F.7.f. Su16 X X X X CPCE-Assess 5372 0.96 Meets
1.g. 2.F.7.f. Fa16 Exam 5335 92 Exceeds CPCE-Assess 5372 1.17 Exceeds
1.g. 2.F.7.f. Sp17 X X X X CPCE-Assess 5372 0.88 Approaches
1.h. 2.F.8.f. Su16 Exam 5310 93 Exceeds CPCE-
Research 5372 1.04 Exceeds
1.h. 2.F.8.f. Fa16 Exam 5310 85 Meets CPCE-
Research 5372 1.38 Exceeds
1.h. 2.F.8.f. Sp17 Exam 5310 82 Meets CPCE-
Research 5372 1.14 Exceeds
X= Missing or Not Applicable because course was not offered that term.
* Standards Compliance: Approaches = Score of 70-79; Meets = Score of 80-89; Exceeds = Score of 90-100.
** Counselor Preparation Comprehensive Examination (CPCE) Scales: PrOrEth = Professional Orientation
and Ethical Practice; CultDiv = Social and Cultural Diversity; HGD = Human Growth and Development;
Career = Career Development; HelpRel = Helping Relationships; Group = Group Work; Assess =
Assessment; Research = Research and Program Evaluation.
*** Standards Compliance: Approaches = Ratio of .80-.89; Meets = Ratio of .90-.99; Exceeds = Ratio of 1.00
or above.
Page 14 of 25
MHC Program Goal #2: Knowledge, Development and Demonstration of Clinical Mental Health Counseling Skills and Practices
Program
Goal/
Ob
jecti
ve
CA
CR
EP
Sta
nd
ard
Term
Measu
re 1
ED
PC
Cou
rse
Mean
Score
Com
pli
an
ce*
Measu
re 2
ED
PC
Cou
rse
Mean
Score
Com
pli
an
ce*/*
*
Measu
re 3
ED
PC
Cou
rse
Mean
Score
Com
pli
an
ce**
Measu
re 4
**
ED
PC
Cou
rse
Mean
Score
Com
pli
an
ce**
2.a. 5.C.1.b. Su16
Case
Study
Rubric
5322 97 Exceeds X X X X X X X X X X X X
2.a. 5.C.1.b. Fa16 X X X X Exam 5341 82 Meets X X X X X X X X
2.a. 5.C.1.b. Sp17
Case
Study
Rubric
5322 97 Exceeds Exam 5341 90 Exceeds X X X X X X X X
2.b. 5.C.2.j. Su16 Exam 5322 96 Exceeds
Cl Eval
Rubric
Item 7
5371 3.5 Meets
Cl Eval
Rubric
Item 7
5372 3.4 Meets
Cl Eval
Rubric
Item 7
5373 4 Exceeds
2.b. 5.C.2.j. Fa16 X X X X
Cl Eval
Rubric
Item 7
5371 4.3 Exceeds
Cl Eval
Rubric
Item 7
5372 3.5 Meets
Cl Eval
Rubric
Item 7
5373 3.9 Meets
2.b. 5.C.2.j. Sp17 Exam 5322 92 Exceeds
Cl Eval
Rubric
Item 7
5371 3.6 Meets
Cl Eval
Rubric
Item 7
5372 4.5 Exceeds
Cl Eval
Rubric
Item 7
5373 4.2 Exceeds
2.c. 5.C.2.d. Su16 X X X X
Cl Eval
Rubric
Item 14
5371 3.9 Meets
Cl Eval
Rubric
Item 14
5372 3.2 Meets
Cl Eval
Rubric
Item 14
5373 3.8 Meets
2.c. 5.C.2.d. Fa16 Exam 5345 92 Exceeds
Cl Eval
Rubric
Item 14
5371 4 Exceeds
Cl Eval
Rubric
Item 14
5372 3.9 Meets
Cl Eval
Rubric
Item 14
5373 3.9 Meets
2.c. 5.C.2.d. Sp17 Exam 5345 87 Meets
Cl Eval
Rubric
Item 14
5371 3.8 Meets
Cl Eval
Rubric
Item 14
5372 4.1 Exceeds
Cl Eval
Rubric
Item 14
5373 4.6 Exceeds
2.d 5.C.3.b. Su16
Case
Study
Rubric
5373 86 Meets
Cl Eval
Rubric
Item 2
5371 3.4 Meets
Cl Eval
Rubric
Item 2
5372 3.2 Meets
Cl Eval
Rubric
Item 2
5373 3.8 Meets
2.d 5.C.3.b. Fa16
Case
Study
Rubric
5373 74 Approaches
Cl Eval
Rubric
Item 2
5371 3.8 Meets
Cl Eval
Rubric
Item 2
5372 3.7 Meets
Cl Eval
Rubric
Item 2
5373 4 Exceeds
2.d 5.C.3.b. Sp17
Case
Study
Rubric
5373 84 Meets
Cl Eval
Rubric
Item 2
5371 3.8 Meets
Cl Eval
Rubric
Item 2
5372 4.3 Exceeds
Cl Eval
Rubric
Item 2
5373 4.3 Exceeds
X= Missing or Not Applicable because course was not offered that term.
* Standards Compliance: Approaches = Score of 70-79; Meets = Score of 80-89; Exceeds = Score of 90-100.
** Standards Compliance: Approaches = Score of 2.0-2.9; Meets = Score of 3.0-3.9; Exceeds = Score of 4.0-5.0
Page 15 of 25
MHC Program Goal #3: Knowledge, Development and Demonstration of Clinical Mental Health Counseling Professional Dispositions
Program
Goal/
Ob
jecti
ve
CA
CR
EP
Sta
nd
ard
Term
Measu
re 1
ED
PC
Cou
rse
Mean
Score
Com
pli
an
ce*
Measu
re 2
ED
PC
Cou
rse
Mean
Score
Com
pli
an
ce*
Measu
re 3
ED
PC
Cou
rse
Mean
Score
Com
pli
an
ce*
Measu
re 4
ED
PC
Cou
rse
Mean
Score
Com
pli
an
ce*
3.a. 2.F.1.k. Su16
Growth
Rubric
Item 1
5371 4 Exceeds
Cl Eval
Rubric
Item 6
5371 3.9 Meets
Cl Eval
Rubric
Item 6
5372 3.4 Meets
Cl Eval
Rubric
Item 6
5373 4.4 Exceeds
3.a. 2.F.1.k. Fa16
Growth
Rubric
Item 1
5371 4.5 Exceeds
Cl Eval
Rubric
Item 6
5371 4.2 Exceeds
Cl Eval
Rubric
Item 6
5372 3.9 Meets
Cl Eval
Rubric
Item 6
5373 4.1 Exceeds
3.a. 2.F.1.k. Sp17
Growth
Rubric
Item 1
5371 4.3 Exceeds
Cl Eval
Rubric
Item 6
5371 4.4 Exceeds
Cl Eval
Rubric
Item 6
5372 4.9 Exceeds
Cl Eval
Rubric
Item 6
5373 4.4 Exceeds
3.b. 2.F.1.k. Su16
Growth
Rubric
Item 3
5371 3.9 Meets
Cl Eval
Rubric
Item 6
5371 3.9 Meets
Cl Eval
Rubric
Item 6
5372 3.4 Meets
Cl Eval
Rubric
Item 6
5373 4.4 Exceeds
3.b. 2.F.1.k. Fa16
Growth
Rubric
Item 3
5371 4.5 Exceeds
Cl Eval
Rubric
Item 6
5371 4.2 Exceeds
Cl Eval
Rubric
Item 6
5372 3.9 Meets
Cl Eval
Rubric
Item 6
5373 4.1 Exceeds
3.b. 2.F.1.k. Sp17
Growth
Rubric
Item 3
5371 4.4 Exceeds
Cl Eval
Rubric
Item 6
5371 4.4 Exceeds
Cl Eval
Rubric
Item 6
5372 4.9 Exceeds
Cl Eval
Rubric
Item 6
5373 4.4 Exceeds
3.c. 2.F.1.k. Su16
Growth
Rubric
Item 7
5371 4.2 Exceeds
Cl Eval
Rubric
Item 6
5371 3.9 Meets
Cl Eval
Rubric
Item 6
5372 3.4 Meets
Cl Eval
Rubric
Item 6
5373 4.4 Exceeds
3.c. 2.F.1.k. Fa16
Growth
Rubric
Item 7
5371 4.7 Exceeds
Cl Eval
Rubric
Item 6
5371 4.2 Exceeds
Cl Eval
Rubric
Item 6
5372 3.9 Meets
Cl Eval
Rubric
Item 6
5373 4.1 Exceeds
3.c. 2.F.1.k. Sp17
Growth
Rubric
Item 7
5371 4.4 Exceeds
Cl Eval
Rubric
Item 6
5371 4.4 Exceeds
Cl Eval
Rubric
Item 6
5372 4.9 Exceeds
Cl Eval
Rubric
Item 6
5373 4.4 Exceeds
3.d. 2.F.1.k. Su16
Growth
Rubric
Item 6
5371 4.1 Exceeds
Cl Eval
Rubric
Item 6
5371 3.9 Meets
Cl Eval
Rubric
Item 6
5372 3.4 Meets
Cl Eval
Rubric
Item 6
5373 4.4 Exceeds
3.d. 2.F.1.k. Fa16
Growth
Rubric
Item 6
5371 4.6 Exceeds
Cl Eval
Rubric
Item 6
5371 4.2 Exceeds
Cl Eval
Rubric
Item 6
5372 3.9 Meets
Cl Eval
Rubric
Item 6
5373 4.1 Exceeds
3.d. 2.F.1.k. Sp17
Growth
Rubric
Item 6
5371 4.4 Exceeds
Cl Eval
Rubric
Item 6
5371 4.4 Exceeds
Cl Eval
Rubric
Item 6
5372 4.9 Exceeds
Cl Eval
Rubric
Item 6
5373 4.4 Exceeds
X= Missing or Not Applicable because course was not offered that term.
* Standards Compliance: Approaches = Score of 2.0-2.9; Meets = Score of 3.0-3.9; Exceeds = Score of 4.0-5.0
Page 16 of 25
Community Stakeholder Data
CACREP Standards require that programs involve relevant stakeholders (e.g. counselor
education program faculty, current and former students, and personnel in cooperating agencies)
in the development of program goals and objectives and in systematic follow-up studies of how
well the program is meeting its stated goals and objectives. The self-study review process
necessitated that the MHC program establish a process to collaborate with stakeholders and to
access their assessment of the program’s attainment of its professional counselor education
mission as embodied in the programs goals and objectives.
Counseling Program Advisory Council - During the 2017 Spring term, the Counseling
Program established and met with the Counseling Program Advisory Council to initiate an
ongoing discussion of various stakeholder views regarding how well the program’s current
training of professional counselors is meeting community, agency, and employer needs. In
addition the program sought to identify potential enhancements to the program from the
stakeholder’s perspectives. The council members included university and agency clinical
directors, agency program directors, school district directors of guidance, and program alumni
who were asked to offer their input regarding skills that they would like to see students learning
that would enhance practice in their agencies/school districts. The following eclectic mix of
ideas were generated regarding learning areas that would enhance MHC program student
performance at agencies and sites: taking initiative and professionalism, data analysis, clinical
micro-skills, CBT/CPT, policy, trauma informed care, early onset schizophrenia, diagnosis,
conflict resolution between employees, and referrals. These topics offered valuable information
for the MHC program to consider as courses are continually developed and updated.
Site Supervisors/Employers – Agency site supervisors (who are also representative of
major employers of MHC program graduates) for the 2016-2017 academic year were sent a Site
Supervisor Survey which was created by the program to examine the supervisor/employer
perceptions of MHC program students who participated in practicum and internship placements
at their respective agencies. This survey queried supervisors regarding their evaluation of MHC
clinical students’ content knowledge, clinical skills, professionalism, and interpersonal qualities.
It also asked about supervisor satisfaction regarding interactions with program faculty and their
willingness to recommend the MHC program to potential students and their willingness to hire
Page 17 of 25
MHC program graduates. The results of the Site Supervisor Survey (2017) are presented in
Table 3. Overall, site supervisors rated the MHC students as average to above average in all
content knowledge and skills areas with some areas slightly stronger than others (e.g. knowledge
and skills in individual, group, and multi-cultural counseling were rated higher than other
counseling approaches). Of additional note, students were evaluated above average in their
ability to understand and apply ethical and legal principles and in their professionalism.
Supervisors also rated their interactions with MHC program faculty above average. They rated
the likelihood of hiring MHC program students above average and their rating of the likelihood
of recommending the MHC program to potential students approached a “well above average”
score. The supervisors written comments were highly complementary of the MHC program.
Page 18 of 25
Table 3. Mental Health Counseling Program Site Supervisor Survey (2017)
Mental Health Counseling Program Site Supervisor Survey – 2017 Results (N=8, 62% Response Rate)
Instructions: Please complete the following survey based on your perception of the most recent CMHC student(s) you have supervised. N
ot
Ap
pli
cab
le
Well
Belo
w
Average =
1
Belo
w
Average =
2
Average =
3
Ab
ove
Average =
4
Well
Ab
ove
Average =
5
Mean
Items Frequency of Response
1. Quality of oral and written communication skills. 0 0 0 1 5 2 4.1
2. Ability to use technology in the delivery of counseling services. 0 0 0 1 5 2 4.1
3. Ability to identify the developmental problems and issues of clients across the life span. 0 0 0 2 6 0 3.8
4. Ability to recognize problems of clients from diverse backgrounds. 0 0 0 2 4 2 4.0
5. Ability to distinguish the characteristics of normal and abnormal behavior in diagnosis and treatment planning. 0 0 0 2 6 0 3.8
6. Ability to understand the nature and scope of the counseling profession. 0 0 0 0 8 0 4.0
7. Adequacy of understanding of the theories related to the following:
a. Individual counseling 0 0 0 3 6 1 4.0
b. Group counseling 1 0 0 1 6 0 3.9
c. Couples/family counseling 4 0 0 1 3 0 3.8
d. Career counseling 4 0 0 1 3 0 3.8
e. Crisis Intervention 0 0 0 4 4 0 3.5
f. Multicultural Counseling 0 0 0 3 3 2 3.9
8. Adequacy of skills related to the following:
a. Individual counseling 0 0 0 1 6 1 4.0
b. Group counseling 1 0 0 1 6 0 3.9
c. Couples/family counseling 3 0 0 3 2 0 3.4
d. Career counseling 4 0 0 2 2 0 3.5
e. Crisis Intervention 0 0 0 4 4 0 3.5
f. Multicultural Counseling 0 0 0 3 3 2 3.9
10. Demonstration of skills to assess and diagnose persons with a variety of characteristics, problems, and behaviors. 0 0 0 3 5 0 3.6
11. Demonstration of skills to counsel persons with a variety of characteristics, problems, and behaviors. 0 0 0 2 6 0 3.8
12. Competency to interpret results from a variety of assessment instruments. 0 0 0 4 3 1 3.6
13. Knowledge of and ability to use basic research and evaluation methods. 1 0 0 2 4 1 3.9
14. Ability to understand and apply the ethical and legal principles of the profession of counseling. 0 0 0 1 5 2 4.1
15. Satisfaction with the overall quality of the professionalism of the MHC student(s). 0 0 0 0 6 2 4.3
16. Satisfaction with the overall quality of the knowledge base of the MHC student(s). 0 0 0 1 7 0 3.9
17. Satisfaction with the overall quality of the clinical skills of the MHC student(s). 0 0 0 1 7 0 3.9
18. Satisfaction with the overall quality of the interpersonal qualities of the MHC student(s). 0 0 0 0 6 2 4.3
19. Satisfaction with the frequency of interactions with MHC Program faculty supervisors regarding the MHC student(s) 0 0 0 1 6 1 4.0
Page 19 of 25
ADDITIONAL INFORMATION
23. Total number of MHC Program students you have supervised over time:
24. Total number of graduate students from any program/discipline you have supervised over time:
25. Please indicate your work setting(s) and the populations your agency serves: (check all that apply)
Setting Population
__0___a. Private Practice in Mental Health __6___a. Children and/or Adolescents
__4___b. Public Mental Health Agency __3___b. Families and/or Couples
__1___c. Private Mental Health Agency __6___c. Individual Adults, non-geriatric
______d. Inpatient Hospital __4___d. Individual Adults, geriatric
______e. Correctional/Forensic __1___e. Other: (specify) Women and Children
__3___f. Drug/Alcohol Facility
______g. Elementary or Secondary School
__1___h. College or University
__4___i. Other: (specify) Non-profit Domestic Violence and Sexual Assault, Inpatient Crisis Unit
20. Satisfaction with the quality of interactions with MHC Program faculty supervisors regarding the MHC student(s) 0 0 0 1 5 2 4.1
21. Likelihood you would consider hiring MHC Program students should you have job openings at your agency. 0 0 0 1 5 2 4.1
22. Likelihood you would recommend the MHC Program to people seeking a graduate degree in the helping professions. 0 0 0 0 3 5 4.6
Supervision Experience
Number of
Supervisees
MHC Program
Number of
Supervisees
Any Program
Respondent 1 2 5
Respondent 2 75 50
Respondent 3 2 2
Respondent 4 22 5
Respondent 5 10 10
Respondent 6 25 200
Respondent 7 2 2
Respondent 8 2 2
Page 20 of 25 26. Please provide any written comments regarding your experiences with MHC students, UTEP Counseling faculty, and/or the MHC program
Pleasant experience with student intern as well as professors, helpful information has been disseminated from UTEP counseling faculty, student is
professional and professional, has a good quantity of knowledge and is always looking to increase her experience.
I believe the students come with good work ethic, willingness to learn ad apply their skills and a firm understanding of the counseling profession. The
faculty are very helpful in placing students. I believe the MHC program is definitely headed in the right direction towards becoming CACREP
accredited.
MHC students have display a variety of qualities during their internship at CASFV like professionalism, flexibility, compassionate and passionate for
the work we do with our clients. The knowledge they have acquire at the MHC program has facilitated their therapeutic work at CASFV.
I had a wonderful experience in supervising my last student from UTEP as she demonstrated advanced counseling and oral skills. I was very pleased
with her dedication and passion for the profession.
Great experiences with all the MHC students and great rapport and communication with the faculty.
Family Service has hosted students from this program over the past 3 decades. The program is at its best state ever. Students are well prepared and
well supervised. Program staff communicates with me frequently and visit the agency. Pleased with the relationship and where the program is
going.
Student is very knowledgeable on the 12 core functions of counseling and communication skills needed to engage clients in treatment, great work!
Page 21 of 25
Alumni - The MHC program created and distributed an Alumni Survey to all graduates
who had received the M.Ed. in Counseling - MHC Concentration since 2013. This survey
queried alumni regarding their experiences in the MHC program regarding content knowledge
gained, clinical skills they learned, involvements with program faculty and supervisors,
satisfaction with instruction and clinical training, and their progress toward obtaining licensure
and employment. The results of the Alumni Survey (2017) are presented in Table 4. Overall, the
MHC program alumni who responded to the survey were very complementary of their
educational experiences with most responses designated as “agree” or “strongly agree” on most
items. Alumni were very satisfied with the knowledge and skills they gained in the areas of
individual, group, and crisis intervention counseling. Satisfaction with their acquired knowledge
and skills in other areas of counseling varied with the area of career counseling being the lowest.
Regarding their experiences in developing constructive relationships with other students and
faculty, the program graduates were always strongly positive. The alumni were very satisfied
with the quality of instruction they received and very strongly positive about their practicum and
internship experiences and the quality of clinical supervision the program provided them and
they would recommend the program to prospective students. They also were strong in their
evaluation of how well the program prepared them academically to obtain their professional
goals and acquire licensure.
Page 22 of 25
Table 4. Mental Health Counseling Program Alumni Survey (2017)
Mental Health Counseling Program Alumni Survey – 2017 Results (N=19, 19% Response Rate)
Instructions: Please complete the following survey based on your experiences as a student in the MHC Program.
Str
on
gly
Dis
agre
e =
1
Dis
agre
e =
2
Neu
tral
= 3
A
gre
e =
4
Str
on
gly
A
gre
e =
5
Mean
Items
1. The program provided me with opportunities to develop my oral and written communication skills. 0 0 0 8 11 4.6
2. The program provided me an understanding of the use of technology in the delivery of counseling services. 0 2 7 7 3 3.6
3. As a result of the program, I am able to identify the developmental problems and issues of persons across the life span. 0 0 1 7 11 4.5
4. As a result of the program, I am able to recognize problems of clients from diverse backgrounds. 1 0 1 9 8 4.2
5. As a result of the program, I am able to distinguish the characteristics of normal and abnormal behavior in diagnosis and treatment planning. 0 0 1 6 12 4.6
6. As a result of the program, I understand the nature and scope of the Counseling profession. 0 0 0 5 14 4.7
7. As a result of the program, I have a satisfactory understanding of the theories related to the following:
a. Individual Counseling 0 0 0 2 17 4.9
b. Group Counseling 0 1 0 5 13 4.6
c. Couples/Family Counseling 0 0 4 9 6 4.1
d. Career Counseling 3 2 6 4 4 3.2
e. Crisis Intervention 0 0 0 11 8 4.4
f. Multicultural Counseling 1 2 3 7 6 3.8
8. As a result of the program, I can apply concepts and skills related to the following:
a. Individual Counseling 0 0 1 3 15 4.7
b. Group Counseling 0 1 1 6 11 4.4
c. Couples/Family Counseling 0 0 4 12 3 4.0
d. Career Counseling 2 3 6 4 4 3.3
e. Crisis Intervention 0 1 1 11 6 4.2
f. Multicultural Counseling 1 1 3 6 8 4.0
9. As a result of the program, I have the skills to assess and diagnose clients with a variety of characteristics, problems, and behaviors. 0 0 1 8 10 4.5
10. As a result of the program, I have the necessary skills to counsel clients with a variety of characteristics, problems, and behaviors. 0 0 1 9 9 4.4
11. As a result of the program, I am competent to interpret results from a variety of assessment instruments. 0 1 2 9 7 4.2
12. As a result of the program, I learned and can use basic research and evaluation methods. 0 0 4 8 7 4.2
13. As a result of the program, I understand and can apply concepts of the ethical and legal principles of the profession of Counseling. 0 0 1 10 8 4.4
14. The University of Texas at El Paso library facilities and resources were adequate for my inquiry, study and research. 0 1 3 7 8 4.2
15. During the program, I developed a constructive working relationship with one or more Counseling faculty members. 0 0 1 3 15 4.7
16. During the program, I developed constructive relationship with other students in the Counseling program. 0 0 1 1 17 4.8
17. The Counseling faculty were instrumental in:
a. Helping me to achieve my academic goals. 0 0 0 5 14 4.7
b. Helping me achieve my professional goals. 0 1 0 9 9 4.4
c. Helping me achieve my personal goals. 0 1 0 6 12 4.5
18. I am satisfied with the overall quality of the instruction I received from Counseling faculty. 0 1 0 13 5 4.2
Page 23 of 25
ADDITIONAL INFORMATION
23. Graduation Year:
2017: 9 2016: 4 2015: 3 2014: 1 2013: 2
Degree Conferral Term: Fall: 4 Spring: 12 Summer: 3
24. Gender: Male: 2 Female: 17
25. Current Age: 20 – 24: 2 25 – 27: 5 28 – 30: 6 31 – 35: 2 36 – 40: 1 41 – 50: 0 51 – 60: 1 Over 60: 1
Average Age: 31.7
26. a. Have you taken the NCE? Yes: 8 No: 11
b. If yes, have you passed the NCE? Yes: 8 No: 0
c. Do you have the NCC credential? Yes: 3 No: 5
27. a. Are you a Licensed Professional Counselor? Yes: 3 No: 5
b. If licensed, in what state(s)? TX Only: 2 TX and NM: 1
EMPLOYMENT INFORMATION
29. a. Are you currently employed? Yes: 14 No: 4 Missing: 1 b. If employed, are you employed primarily in a human services field? Yes: 12 No: 2
c. If employed in any human services job, what is the status of your employment? Full-time: 8 Part-time: 4
30. If employed in a human services field, indicate your work setting(s) and the populations with whom you are working: (check all that apply)
Setting Population __1___a. Private Practice in Mental Health __8___a. Children and/or Adolescents
__1___b. Public Mental Health Agency __2___b. Families and/or Couples __1___c. Private Mental Health Agency __6___c. Individual Adults, non-geriatric
__1___d. Inpatient Hospital __2___d. Individual Adults, geriatric
__1___e. Correctional/Forensic __2___e. Other: (specify) Crisis, Autism
__4___f. Drug/Alcohol Facility __1___g. Elementary or Secondary School
__2___h. College or University
__2___i. Other: (specify) ABA, Autism
19. I am satisfied with the overall quality of the clinical supervision I received from the Counseling faculty. 0 1 0 5 13 4.6
20. My practicum and internship experiences adequately prepared me for professional practice. 0 1 2 3 13 4.5
21. The Counseling program prepared me academically to obtain a license in the state I work in or hope to work in. 0 1 3 4 11 4.3
22. Based on my experience, I would recommend the Counseling program to prospective students. 0 1 0 6 12 4.5
Page 24 of 25
Program Modifications Based on Data Review
A number of modifications to the MHC program were created and are in the process of being
implemented following review and analysis of the Community Stakeholder Data (i.e. Advisory
Council input, Site Supervisors Survey, and Alumni Survey) described above. Examples of
program modifications related to specific CACREP Standards resulting from the data review
process include:
1. Career Development Standards (CACREP Standard 2.F.4.a) – Review of aggregate
student learning outcomes on the Student Learning Outcomes Evaluation 2017 table (Table 2)
revealed that student performance on the Career Development scale of the CPCE met the
benchmark for this standard twice and exceeded the benchmark only once in the past 3
administrations of the exam. In addition, supervisors completing the Site Supervisor Survey
(Table 3) rated student understanding of the theories of career counseling and adequacy of
career counseling skills slightly lower than other counseling areas (i.e. individual counseling and
group counseling). Alumni who completed the Alumni Survey (Table 4) rated their
understanding of career theories and their ability to apply career counseling skills as the lowest
of all counseling areas, at barely above average. This course has been frequently taught by
adjunct instructors who may not have been consistent in their coverage of the content expected to
be learned and in the development of applied skills. In addition, not all adjunct instructors were
consistent in their use of the electronic learning platform (i.e. Blackboard) for the course. After
faculty discussion of the results, it was decided to require all adjunct instructors to use
Blackboard as a component of their instruction. In addition faculty discussed the need for both
individual and group mentoring for adjunct faculty who will teach this class in the future. This
effort is in the process of being implemented.
2. Helping Relationships Standards (Systems Approaches) (CACREP Standard 2.F.5.b) –
Review of the Site Supervisor Survey (Table 3) regarding supervisors’ ratings of student
understanding of couples/family counseling theories and adequacy of couples/family counseling
skills were relatively low compared to other counseling areas (i.e. individual counseling and
group counseling). Alumni evaluations on the Alumni Survey (Table 4) of their learning of
Page 25 of 25
couples/family counseling theories and their learning of couples/family counseling skills was
also relatively lower than other counseling areas even though it was above average. After
discussion of these results, it was decided that faculty teaching the required Introduction to
Marriage and Family course would include more practical application assignments/activities in
the course. This effort is in the process of being implemented.
3. Mental Health Counseling Specialty Practice Standards (Treatment Planning and
Intervention) (CACREP Standard 5.C.3.b) - Review of aggregate student learning outcomes on
the Student Learning Outcomes Evaluation 2017 table (Table 2) revealed that students’ ability to
assess, diagnose, plan and implement treatment interventions, usually met or exceeded standards
on a number of measures of those specialty standards. However, for one measurement period
over the past year, the average student score on one measure only approached, but did not meet
standards. This measure is based on student performance on a formal written case study of a
client who they counseled during their practicum/internship. This is a capstone project that
results in a presentation of the case to the faculty and other students. To insure that students are
meeting standards in this area, faculty discussed and agreed to expect students to demonstrate
competency in all aspects of the written case study in order to receive a score that meets
standards. The faculty agreed that students should be required to re-submit the case-study until
standards are met prior to approving them for graduation and to provide them tutorial feedback
to assist in this endeavor. This effort is in the process of being implemented.