CACREP Vital Statistics and Program Evaluation Report AY ......Admissions scores for applicants to...

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


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


Pacific

Islander/African

American

0

GRADUATES

AY 2016-17

Total number of graduates: 15

Distance Students 6


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


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%


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%


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


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


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


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


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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


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





Unknown 1 11

Employment Dual Track –

School and CMH Graduates

Number Percent





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


Core Area: Social and Cultural Diversity

KPI: 2.f.2.c multicultural counseling competencies


Assessment 1 COUN 660 Personal Objectives Paper 7 3.86

Assessment 2 COUN 647 Final Ethics Paper 17 3.31




# 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



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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 4 3.75

Assessment 2 COUN 628 Personal Development Paper 16 3.60

Assessment 3 COUN 638 Case Study Final Paper 4 3.30



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



Core Area: Helping Relationships

KPI: 2.f.5.a theories and models of counseling


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



Core Area: Group Work

KPI: 2.f.6.b dynamics associated with group process and development


Assessment 1 COUN 674 Group Paper 4 3.25



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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


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



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 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



Core Area: Clinical Mental Health Counseling Specialty

KPI: CMHC 5.C.2.j cultural factors relevant to clinical mental health counseling


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




# 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


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Core Area: School Counseling Specialty

KPI: SC 5.G.1.e assessments specific to P-12 education


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

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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.

CACREP Vital Statistics and Program Evaluation Report AY ......Admissions scores for applicants to...

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