Comprehensive Assessment Plan AA.3 CHRD... · Comprehensive Assessment Plan September 1st, ......

Counseling and Human Resource Development Program (CHRD) Comprehensive Assessment Plan September 1st, 2016

CHRD Graduate Assessment Plan 2016 2

Table of Contents

Introduction ................................................................................................................................................................. 4

1.1 Formative Evaluation ............................................................................................................................... 6

Student Review and Evaluation ........................................................................................................................... 6

1.1.1 Student Evaluation .......................................................................................................................... 6

1.1.2 Student Review Conference ........................................................................................................... 7

1.1.3 Grades Monitored ............................................................................................................................ 7

1.1.4 Student Satisfaction Survey ............................................................................................................ 8

1.1.5 Individual course assessments ..................................................................................................... 13

1.2 Summative Evaluation ........................................................................................................................... 13

1.2.1 Graduating Student Exit Survey .................................................................................................. 13

1.2.2 Exams .............................................................................................................................................. 16

1.2.3 Written Exams ................................................................................................................................ 17

1.2.4 Oral Exam ....................................................................................................................................... 17

1.2.5 National Counselor Exam (NCE) ............................................................................................... 19

1.3 Clinical Supervision................................................................................................................................. 22

1.3.1 Practicum Supervision ................................................................................................................... 22

1.3.2 Evaluation ....................................................................................................................................... 22

1.3.3 Internship Supervision .................................................................................................................. 23

1.3.4 Evaluation ....................................................................................................................................... 23

1.4 Program Goals ......................................................................................................................................... 32

1.4.1 Remediation Policy ........................................................................................................................ 33

2 Student Processes and Feedback .................................................................................................................. 33

2.1 Requirements for Admission to Graduate School ............................................................................. 33

2.1.1 CHRD Admissions Process: Degree Seeking Students ........................................................... 34

2.1.2 Non-Degree Seeking Students ..................................................................................................... 36

2.2 Graduate & Employer/Supervisor Evaluations ................................................................................. 36


3 Advisory Council Processes and Feedback ................................................................................................. 41

4 Remediation of student learning and performance. ................................................................................... 49


Introduction

The Counseling and Human Development department’s (CHD) Counseling and Human Resource Development program (CHRD) has had an Assessment Committee since 1997. This committee is comprised of all CHRD faculty and meets during departmental meetings as needed. This committee has focused its efforts on continual adjustment and changes to the plan as needed.

This report is based on materials developed through the CHRD program and the Assessment Committee. Evaluation within the CHRD program focuses on both formative and summative evaluations.

Perhaps the drawing below best illustrates the comprehensive nature of the plan and the multi-method approach used by the program that provides the view necessary for ongoing program improvement. The current plan has been a work in progress and will continue to be adjusted as determined necessary by the data cultivated from these processes.

CHRD Assessment

SUMMATIVE ASSESSMENT: Graduate Exit Survey Comprehensive Written Exam Oral Examination National Counselor Exam Clinical/Field Assessments

FORMATIVE ASSESSMENT: Student Review Grades Monitored Student Satisfaction Survey Individual Course Assessments

Table 1 (shown below) provides a review of the current assessments that comprise the Comprehensive Assessment Plan. This multi-method approach provides the program with regular, systematic input to the curriculum, program, and student performance.


FORMATIVE

Month Assessment Assessed by

Ongoing Student Review Faculty

December/May Grades Monitored Graduate School

October Student Satisfaction Survey Program Faculty Demographic Information FTE student Program Specific Learning Outcomes Ongoing Individual course assessments Faculty

SUMMATIVE

Month Assessment Assessed by

December/May Graduate Exit Survey Program Faculty Student self-assessment on core CACREP/CORE areas September/February Comprehensive Written Examination Program Faculty CPCE October/May National Counselor Examination Program Faculty December/May Clinical/Field Assessments Program Faculty Practicum Rankings Internship Rankings August Annual Assessment Report completed/available: Program Faculty Faculty Students Administrators Graduates Advisory Council Members


1.1 Formative Evaluation

Student Review and Evaluation

Students are responsible for meeting all requirements of South Dakota State University, the College of Education and Human Sciences, and the Counseling and Human Development Department. More specifically:

1. Students must maintain satisfactory academic standing. 2. Students must adhere to the Academic Ethics Policies identified in the SDSU Student

Conduct Handbook, the content of which is by this reference hereby incorporated within.

3. Students must maintain the standard of care as outlined in the ACA 2014 ethical standards and the CRCC ethical standards; the content of which is by the reference hereby incorporated in.

4. Students must demonstrate functional competence in fulfilling the professional tasks and duties of the discipline.

5. Students are limited to two attempts to successfully complete clinical courses: Pre-Practicum and Practicum (a grade of ‘B’ or better is required in each of these courses).

1.1.1 Student Evaluation

Evaluation is an ongoing process that begins with admission to the program and continues through a final comprehensive review. Students are periodically reviewed and evaluated in the areas of academic performance, professional responsibility, competence, conduct, integrity, self-care & wellness, and other qualities essential to becoming an effective professional counselor or student affairs professional. Accumulation of credits and satisfactory grades do not a guarantee successful completion of the CHRD program.

CHRD faculty strongly emphasizes confidentiality of student evaluations among students and in faculty meetings. However, faculty cannot control information students may share with other students in a Practicum or Group experience.

CHRD faculty take a serious view of professional obligation of mentoring students, providing assistance, supporting student’s professional development, and student’s graduation. However, in certain instances, a student’s ability to function at the level expected is called into question. When this occurs, faculty members act in accordance with the standards of the profession.

If a CHRD faculty member thinks that a particular student needs remedial help; he/she will attempt to develop an informal plan with the student to address the problem. If either the student or faculty member thinks that the plan is not helpful and/or has not taken care of the concern, the particular situation will be discussed during the student review conference. This information is privileged communication and will be kept confidential among the regular and adjunct faculty. It may happen that a formal remedial plan is created at which time the Dean of the Graduate School will be informed.


1.1.2 Student Review Conference

In addition to the evaluation that takes place as part of each course, faculty members meet once each semester to discuss the progress of all students currently enrolled in the program in regard to qualities essential to becoming an effective professional counselor or student affairs professional. All students in the program receive a letter describing their current status (e.g., good standing, good standing with minor conditions, such as plan of study needed) or statement of specific concerns (e.g. inappropriate behavior, etc.). As mentioned earlier, if an informal plan has not sufficiently addressed a student’s remedial needs, the student review conference is used to discuss alternatives to address the issue.

The conference is intended to help resolve any problem that might hinder students’ academic success or impede their ability to provide competent counseling services. One objective of the meeting is to determine a formal in3dividualized written plan of action, if needed, that is satisfactory for the student and for the Department.

The nature of the problem and the individualized written plan for addressing the problem (including recommended remedial assistance as needed) are discussed with the student and faculty member. When mutual understanding is reached, copies of the plan are given to the student and placed in the student’s file. In some cases, the student may be asked to take a leave of absence from the program or to terminate involvement with the program. In all formal individualized written plans, the Department Head and the Dean of the Graduate School are informed, and due process is observed to protect student rights and University responsibilities. In situations where action is deemed necessary, the CHRD remediation policy will be followed when carrying out the remedial plan.

A chart of the last student review conferences held by faculty are listed below.

Student Review Chart Number of Students Receiving Unsatisfactory Ratings in the Following Categories:

Fall Spring Fall Spring Fall Spring 2013 2014 2014 2015 2015 2016 Academic Performance 2 2 1 1 0 0 Professional Responsibility 1 1 2 0 1 0 Competence 0 0 1 0 0 0 Conduct 2 0 0 0 0 0 Integrity 0 0 0 0 0 0 Self-Care & Wellness 0 0 0 0 1 0

1.1.3 Grades Monitored

Each semester, the CHRD program is notified if a student’s cumulative GPA falls below the required 3.0. If this happens, the student receives an Academic Warning from the Graduate School. If the student fails to achieve a GPA of at least 3.0 the following semester, the student will be placed on Academic Probation, and a hold will be placed on his/her registration for the


subsequent semester. If the student doesn’t show adequate progress, they may be subject to dismissal from their program or the University.

A table of the Warning Letters issues by the graduate school is below.

Warning Letters Chart Number of Students Receiving Warning Letters from the Graduate School:

Semester Clinical Mental Health Counseling College Counseling School Counseling Fall 2012 0 0 0 Spring 2013 0 0 0 Fall 2013 0 0 0 Spring 2014 0 0 0 Fall 2014 2 0 0 Spring 2015 1 0 0 Fall 2015 0 0 0 Spring 2016 0 0 0

1.1.4 Student Satisfaction Survey

The Student Satisfaction Survey is conducted every fall to determine strengths and areas of improvement to the CHRD program. Areas surveyed include: orientation, faculty advisement, coursework, overall program satisfaction and demographic information. Students are also invited to comment freely on the strengths and areas of improvement in CHRD. This survey is being delivered via QuestionPro. The results from fall 2015 indicate:

Student Satisfaction Survey Results Academic Year: FALL 2015 Number of Student's Starting Survey: 40 Number of Student's Completing Survey: 37

Response Key: Strongly Disagree 1; Disagree 2; Neutral 3; Agree 4; Strongly Agree 5

Student Demographics: Where do you live?

Brookings 14 35.00% Watertown 2 5.00% Sioux Falls 6 15.00% Rapid City 8 20.00% Other 10 25.00% Total 40 100.00%

What is your current employment status? Part-time 18 45.00% Full-time 17 42.50% Unemployed 5 12.50% Total 40 100.00%

Are you a part-time or full-time student? Part-time (6 credits or less per semester) 11 28.21% Full-time (7 or more credits per semester) 28 71.79% Total 39 100.00%


What specialization(s) are you pursuing? Agency/Clinical Mental Health Counseling 19 42.22% College Counseling 3 6.67% Rehabilitation and Mental Health Counseling 3 6.67% School Counseling 14 31.11% Administration of Student Affairs (36-hour MEd program) 6 13.33% Total 45 100.00%

Is this the same specialization(s) you planned to pursue when you applied to the program? Yes 31 81.58% No 7 18.42% Total 38 100.00%

Orientation to the Program: Orientation to the program is provided during the screening interview and in more depth after being admitted to the program and during the first semester through classes. Please rate your orientation experience. Information about registration and course sequence was provided

Strongly Disagree 1 2.78% Disagree 4 11.11% Neutral 6 16.67% Agree 17 47.22% Strongly Agree 8 22.22% Total 36 100.00% Mean 3.75

I am aware of financial aid opportunities within the program (i.e. GA positions and Scholarships) Strongly Disagree 1 2.86% Disagree 7 20.00% Neutral 5 14.29% Agree 12 34.29% Strongly Agree 10 28.57% Total 35 100.00% Mean 3.66

I have read and understand the contents of the CHRD Student Policy Manual Strongly Disagree 0 0.00% Disagree 1 2.78% Neutral 3 8.33% Agree 19 52.78% Strongly Agree 13 36.11% Total 36 100.00% Mean 4.22

The program encourages membership in professional organizations and activities Strongly Disagree 0 0.00% Disagree 0 0.00% Neutral 5 13.89% Agree 16 44.44%

Strongly Agree 15 41.67% Total 36 100.00% Mean 4.28

Information about obtaining liability insurance is provided Strongly Disagree 0 0.00% Disagree 2 5.56% Neutral 7 19.44% Agree 19 52.78% Strongly Agree 8 22.22% Total 36 100.00% Mean 3.92

Overall, the orientation process was helpful and informative Strongly Disagree 3 8.33% Disagree 2 5.56%


Neutral 10 27.78% Agree 13 36.11% Strongly Agree 8 22.22% Total 36 100.00% Mean 3.58

Courses and Instruction: How many credits have you completed?

Less than 12 10 27.03% 12-24 9 24.32% 24-35 10 27.03% 36+ 8 21.62% Total 37 100.00%

Based on the credits you have completed, please rate the following: The core classes adequately prepared me for upper level courses

Strongly Disagree 0 0.00% Disagree 1 2.70% Neutral 3 8.11% Agree 17 45.95% Strongly Agree 9 24.32% N/A 7 18.92% Total 37 100.00% Mean 4.13

The evaluation/grading process in each class is fair Strongly Disagree 0 0.00% Disagree 2 5.41% Neutral 2 5.41% Agree 19 51.35% Strongly Agree 12 32.43% N/A 2 5.41% Total 37 100.00% Mean 4.17

The coursework is rigorous and challenging Strongly Disagree 1 2.70% Disagree 0 0.00% Neutral 1 2.70% Agree 23 62.16% Strongly Agree 10 27.03% N/A 2 5.41% Total 37 100.00% Mean 4.17

Course requirements and expectations are clearly outlined in the course syllabi Strongly Disagree 0 0.00% Disagree 0 0.00% Neutral 4 10.81% Agree 14 37.84% Strongly Agree 18 48.65% N/A 1 2.70% Total 37 100.00% Mean 4.39

Faculty demonstrate competency and effectiveness in the subject matter they are teaching Strongly Disagree 0 0.00% Disagree 1 2.70% Neutral 1 2.70% Agree 14 37.84% Strongly Agree 20 54.05% N/A 1 2.70% Total 37 100.00%


Mean 4.47 Adjunct faculty demonstrate competency and effectiveness in the subject matter they are teaching


I am satisfied with the choice of electives in the program Strongly Disagree 2 5.41% Disagree 2 5.41% Neutral 6 16.22% Agree 14 37.84% Strongly Agree 9 24.32% N/A 4 10.81% Total 37 100.00% Mean 3.79

Do you feel classes are offered at times suitable to your schedule? Yes 31 86.11% No 5 13.89% Total 36 100.00%

Please drag and rank (1st to 5th) the following in order of preference of the day to take classes: 1 2 3 4 5 Monday 12 - 34.29% 3 - 8.57% 5 - 14.29% 12 - 34.29% 3 - 8.57% Tuesday 19 - 54.29% 9 - 25.71% 4 - 11.43 3 - 8.57% 0 - 0.00% Wednesday 2 - 5.71% 16 - 45.71% 13 - 37.14% 4 - 11.43% 0 - 0.00% Thursday 2 - 5.71% 7 - 20.00% 11 - 31.43% 14 - 40.00% 1 - 2.86% Friday 0 - 0.00% 0 - 0.00% 2 - 5.71% 2 - 5.71% 31 - 88.57% Please drag and rank in order of preference (1st to 4th) the following time you prefer to attend classes 1 2 3 4 Morning (classes begin at 8 or 9 am) 7 - 18.92% 13 - 35.14% 6 - 16.22% 11 - 29.73% Afternoon (classes begin at 1 or 2 pm 13 - 35.14% 11 - 29.73% 10 - 27.03% 3 - 8.11% Late Afternoon (classes begin at 4 or 5 pm) 13 - 35.14% 6 - 16.22% 16 - 43.24% 2 - 5.41% Evening (classes begin at 6 or 7 pm) 4 - 10.81% 7 - 18.92% 5 - 13.51% 21 - 56.76 Technology: How would you describe the program's use of technology?

Excellent 11 29.73% Average 24 64.86% Below Average 2 5.41% Total 37 100.00%

Classes in the Rehab specialization are currently on an online delivery rotation. What other classes should we offer online (Select all that apply)? CHRD 601 Introduction to Professional Issues & Ethics I 14 11.76% CHRD 602 Research and Evaluation in Counseling 11 9.24% CHRD 610 Developmental Issues in Counseling 5 4.20% CHRD 661 Theories of Counseling 3 2.52% CHRD 701 Professional Issues & Ethics II 14 11.76% CHRD 713 Administration & Management of Mental Health Organizations 12 10.08% CHRD 721 School Counseling 3 2.52% CHRD 722 Administration and Management of School Counseling Programs 7 5.88% CHRD 723 Counseling the Family 4 3.36% CHRD 731 Multicultural Counseling & Human Relations 3 2.52% CHRD 736 Appraisal of the Individual 7 5.88% CHRD 742 Career Counseling and Planning 12 10.08% CHRD 755 Clinical Diagnosis & Treatment Planning 4 3.36%


CHRD 770 Student Development Theory and Practice 3 2.52% CHRD 771 Student Personnel Services 4 3.36% CHRD 772 Administration and Leadership in Student Affairs 4 3.36% Do not offer classes online 9 7.56% Total 119 100.00% Advising: Was/is helpful in designing my plan of study


Is available during scheduled meetings Strongly Disagree 0 0.00% Disagree 3 8.33% Neutral 4 11.11% Agree 9 25.00% Strongly Agree 19 52.78% N/A 1 2.78% Total 36 100.00% Mean 4.26

Provided information on course sequences Strongly Disagree 1 2.78% Disagree 2 5.56% Neutral 3 8.33% Agree 16 44.44% Strongly Agree 12 33.33% N/A 2 5.56% Total 36 100.00% Mean 4.06

Responds to questions about written, oral and national exams Strongly Disagree 0 0.00% Disagree 0 0.00% Neutral 6 16.67% Agree 9 25.00% Strongly Agree 10 27.78% N/A 11 30.56% Total 36 100.00% Mean 4.16

Provides information on career options and opportunities Strongly Disagree 0 0.00% Disagree 3 8.33% Neutral 5 13.89% Agree 6 16.67% Strongly Agree 15 41.67% N/A 7 19.44% Total 36 100.00% Mean 4.14

Provides information about licensure and certification Strongly Disagree 0 0.00% Disagree 3 8.33% Neutral 6 16.67% Agree 7 19.44% Strongly Agree 11 30.56%


N/A 9 25.00% Total 36 100.00% Mean 3.96

Was/is helpful in finding internship options Strongly Disagree 2 5.56% Disagree 1 2.78% Neutral 6 16.67% Agree 6 16.67% Strongly Agree 8 22.22% N/A 13 36.11% Total 36 100.00% Mean 3.74

Responds to my email and phone messages Strongly Disagree 0 0.00% Disagree 2 5.56% Neutral 1 2.78% Agree 17 47.22% Strongly Agree 16 44.44% N/A 0 0.00% Total 36 100.00% Mean 4.31

Overall Program Experience: How satisfied are you with the CHRD program?

Very Unsatisfied 0 0.00% Unsatisfied 0 0.00% Neutral 3 8.11% Satisfied 17 45.95% Very Satisfied 17 45.95% Total 37 100.00% Mean 4.38

Would you recommend this program to someone else? Yes 35 97.22% No 1 2.78% Total 36 100.00%

1.1.5 Individual course assessments

Each faculty member within the CHRD program is charged with assessing student performance within their course. Assignments, activities, and exams obviously play an important role in determining the student performance. Data gathered from these assessment activities provide evidence to support grading decisions. As outlined in the SDSU Graduate Student Catalog grades that can be assigned include A, B, C, D, F, S, U, W, AU, I, IP, and I. The assignment is based on the class and grading system used.

1.2 Summative Evaluation

1.2.1 Graduating Student Exit Survey

At the end of the curriculum as students complete their internship and program of study, they provide information on their experiences in the CHRD program by completing the graduating


student exit survey. This survey solicits student feedback in the areas of CACREP and CORE competencies along with specific program area objectives. Results from May 2015 include:

Graduation Exit Survey Results Academic Year: MAY 2016 Number of Student's Starting Survey: 12 Number of Student's Completing Survey: 12

Response Key: Below Expectations 1.00; Meets Expectations 2.00; Exceeds Expectations 3.00 What CHRD SPECIALIZATION did you recently complete? If you pursued more than one specialization, please choose the specialization that you are actively seeking employment in.

Agency Counseling 4 33.33% College Counseling 1 8.33% School Counseling 4 33.33% Total 9 74.99%

CACREP: How would you rate your level of understanding on the eight core areas of CACREP? My understanding of the nature and needs of individual’s at all developmental levels is...

Below Expectations 0 0.00% Meets Expectations 8 88.89% Exceeds Expectations 1 11.11% Total 9 100.00% Mean 2.11

My understanding of counseling and consultation processes is... Below Expectations 0 0.00% Meets Expectations 3 33.33% Exceeds Expectations 6 66.67% Total 9 100.00% Mean 2.67

My understanding of issues and trends in a multicultural and diverse society is... Below Expectations 0 0.00% Meets Expectations 3 33.33% Exceeds Expectations 6 66.67% Total 9 100.00% Mean 2.67

My understanding of group development, dynamics, counseling theories, group counseling methods and skills, and other group work approaches is...


My understanding of career development and other related life-factors is... Below Expectations 0 0.00% Meets Expectations 7 77.78% Exceeds Expectations 2 22.22% Total 9 100.00% Mean 2.22

My understanding of individual and group approaches to assessment and evaluation is... Below Expectations 0 0.00% Meets Expectations 6 66.67% Exceeds Expectations 3 33.33%


Total 9 100.00% Mean 2.33

My understanding of research methods, basic statistics, and ethical and legal considerations is... Below Expectations 0 0.00% Meets Expectations 6 66.67% Exceeds Expectations 3 33.33% Total 9 100.00% Mean 2.33

My understanding of counseling history, roles, organizational structure, ethics, and credentials is... Below Expectations 0 0.00% Meets Expectations 6 66.67% Exceeds Expectations 3 33.33% Total 9 100.00% Mean 2.33

CACREP: How would you rate faculty instruction on the eight core areas of CACREP? The nature and needs of individuals at all developmental levels.


Counseling and consultation processes. Below Expectations 0 0.00% Meets Expectations 5 55.56% Exceeds Expectations 4 44.44% Total 9 100.00% Mean 2.44

Issues and trends in a multicultural and diverse society. Below Expectations 0 0.00% Meets Expectations 2 22.22% Exceeds Expectations 7 77.78% Total 9 100.00% Mean 2.78

Group development, dynamics, counseling theories, group counseling methods and skills, and other group work approaches.


Career development and other related life-factors. Below Expectations 1 11.11% Meets Expectations 6 66.67% Exceeds Expectations 2 22.22% Total 9 100.00% Mean 2.11

Individual and group approaches to assessment and evaluation. Below Expectations 0 0.00% Meets Expectations 4 44.44% Exceeds Expectations 5 55.56% Total 9 100.00% Mean 2.56


Research methods, basic statistics, and ethical and legal considerations. Below Expectations 0 0.00% Meets Expectations 6 66.67% Exceeds Expectations 3 33.33% Total 9 100.00% Mean 2.33

Counseling history, roles, organizational structure, ethics, and credentials. Below Expectations 0 0.00% Meets Expectations 5 55.56% Exceeds Expectations 4 44.44% Total 9 100.00% Mean 2.44

How would you RATE YOURSELF below? Your personal maturity in self-understanding and self-development.


Your ability to examine personal values, origins, and their appropriateness for the counseling profession. Below Expectations 0 0.00% Meets Expectations 5 41.67% Exceeds Expectations 7 58.33% Total 12 100.00% Mean 2.58

Your ability to develop and demonstrate a process of on-going self-examination. Below Expectations 0 0.00% Meets Expectations 6 50.00% Exceeds Expectations 6 50.00% Total 12 100.00% Mean 2.50

Your ability to effectively communicate feelings, thoughts, and factual information. Below Expectations 0 0.00% Meets Expectations 7 58.33% Exceeds Expectations 5 41.67% Total 12 100.00% Mean 2.42

Your ability to attain and maintain openness to diverse populations. Below Expectations 0 0.00% Meets Expectations 6 50.00% Exceeds Expectations 6 50.00% Total 12 100.00% Mean 2.50

1.2.2 Exams

All students must successfully pass the written and oral exams before they can graduate from the CHRD program. The exams are completed during the semester the student plans to graduate and are offered during the fall, spring, and summer semesters.


Students will meet with their advisor at the beginning of their last semester to determine the areas covered by the examination. The written examination must be passed satisfactorily at least ten days prior to taking the oral examination. Graduate School deadline dates for the completion of the written and oral examinations are posted by the department each semester.

1.2.3 Written Exams

1.2.3.1 Counselor Preparation Comprehensive Examination (CPCE)

The CPCE is a written exam taken by students pursuing the Master’s of Science in CHRD specializing in agency (community) counseling, rehabilitation and mental health counseling, school counseling, and student personnel counseling. The cost for the exam is: $45.00, due and payable prior to taking the examination.

The CPCE covers the eight common core areas of CACREP as defined by their Standards of Preparation and consists of 160 items with 20 items per core area. The time limit for the exam is four hours.

Examinations are scored by the Center for Credentialing & Education, Inc. (CCE). Students receive a score in each of the eight CACREP core areas and a cumulative score. Exam results are received by the department approximately three weeks from the date of the exam. The student’s advisor will contact the student with their exam result.

Composite results including comparisons to the national results are provided in the chart below:

Written Exam/CPCE Results Chart Mean (Average) Score by Corresponding Area

SU15 SU15 FA15 FA15 SP16 SP16 SU16 SU16 Content Area: SDSU Nat’l SDSU Nat’l SDSU Nat’l SDSU Nat’l C1: Human Growth and Development 13.25 11.65 9.50 11.65 11.38 9.83 10.75 9.83 C2: Social & Cultural Diversity 12.50 10.44 12.00 10.44 10.74 9.00 10.50 9.00 C3: Helping Relationships 13.50 12.23 12.33 12.23 11.85 11.45 11.00 11.45 C4: Group Work 12.50 10.97 12.33 10.97 10.05 11.00 11.00 11.00 C5: Career Development 9.75 9.35 11.50 9.35 8.74 8.44 9.00 8.44 C6: Assessment 13.25 10.65 12.00 10.65 10.86 11.04 12.25 11.04 C7: Research & Program Evaluation 14.25 11.16 12.17 11.16 10.73 10.81 12.00 10.81 C8: Professional Orientation & Ethical Practice 13.50 11.42 14.00 11.42 12.04 12.29 11.75 12.29 Total 102.50 87.87 95.83 87.87 86.39 83.86 88.25 83.86

1.2.4 Oral Exam

All students must pass a comprehensive oral examination at the conclusion of their coursework to graduate. Students choose between articulating a theoretical orientation to counseling or an in-depth case study (examples from Practicum and Internship are most helpful in illustrating the ability to integrate and apply theory). Students will be examined over the content of courses


completed during their graduate program, their ability to integrate and apply knowledge in their internship settings, and their readiness for entrance into the counseling profession. Students under degree Option A will defend their thesis and Option B students will defend their work on a research problem

Students will schedule their oral exam the day they have completed the written exam in the CHD department office. The oral exam is administered by a Graduate Advisory Committee that consists of the following individuals:

1. Student’s advisor: acts as chairperson of the committee, must have Graduate Faculty status

2. Department representative: an additional CHRD faculty member who must have Graduate Faculty status.

3. Graduate Faculty Representative: selected by the Graduate Dean and has responsibility to ensure a quality orals examination experience and fairness to students

4. Internship Site Supervisor (optional): in addition to the above, the student’s internship site supervisor can be a member of the advisory committee. Special permission is required of the Graduate School Associate Dean or Dean and there needs to be justification as to the person's expertise to serve on the committee. Site supervisors can ask questions of the student, but do not have grading privileges.

Results from recent oral exams are provided below:

Oral Exam Results Chart Number of Students Receiving Pass/Fail by Specialization

Clinical Mental Health College School Total Counseling Counseling Counseling Semester PASS FAIL PASS FAIL PASS FAIL PASS FAIL Fall 2012 5 0 1 0 5 0 11 0 Spring 2013 12 1 2 0 14 0 28 1 Summer 2013 9 0 2 0 3 0 14 0 Fall 2013 8 0 0 0 2 0 10 0 Spring 2014 8 0 0 0 10 0 18 0 Summer 2014 5 0 3 0 3 0 11 0 Fall 2014 6 0 2 0 4 0 12 0 Spring 2015 12 0 0 0 15 0 27 0 Fall 2015 3 0 2 0 4 0 9 0 Spring 2016 10 0 2 0 9 0 21 0 Summer 2016 5 0 0 0 2 0 7 0


1.2.5 National Counselor Exam (NCE)

The National Certified Counselor Exam (NCE) is offered to Masters of Science students every fall (October) and spring (April) semester. An email is sent out by the CHRD program when the exam applications arrive in addition to the application deadline.

Students are eligible to take this exam through SDSU/CHRD, at a student rate six months before or after they graduate. CHRD does not administer the exam.

When students opt to take the NCE, they are applying for the voluntary national credential, NCC. The NCC credential is accredited by the National Commission for certifying agencies for the National Board for Certified Counselors, Inc (NBCC) and Affiliates.

If a student fails the NCE, they will have to contact the NBCC directly to retake the exam without a student discount. CHRD recommends that students taking the exam have completed the majority of their classes and have successfully passed the written and oral exams before taking the NCE Exam. Result NCE exam results are posted here:

National Counselor Exam Results Chart Mean (Average) Score By Corresponding Area

Examination Date: 10/18/2014 Number Tested: 8 Number Passed: 8 Minimum Criteria: 87.00 CACREP Areas: SDSU Results National Results Human Growth & Development 8.33 8.50 6.71 Social & Cultural Diversity 7.83 7.50 6.62 Helping Relationships 24.67 20.00 20.31 Group Work 11.33 10.00 9.71 Career Development 13.17 12.00 10.97 Assessment 13.00 13.00 11.34 Research & Program Evaluation 9.50 10.50 8.45 Professional Orientation & Ethical Practice 22.67 20.50 17.84 Total 110.50 102.00 91.94 Counselor Work Behavior Areas: Fundamental Counseling Issues 20.67 17.50 17.30 Counseling Process 33.67 30.00 27.84 Diagnostic and Assessment Services 15.67 14.00 12.64 Professional Practice 24.67 26.50 21.68 Professional Development, Supervision, and Consultation 15.83 14.00 12.48 Total 110.50 102.00 91.94 Examination Date: 4/12/2014 Number Tested: 8 Number Passed: 7 Minimum Criteria: 93.00 CACREP Areas: SDSU Results National Results Human Growth & Development 8.63 6.98 Social & Cultural Diversity 7.25 6.49


Helping Relationships 22.75 20.79 Group Work 11.00 9.96 Career Development 14.50 11.56 Assessment 14.25 12.20 Research & Program Evaluation 10.25 8.37 Professional Orientation & Ethical Practice 21.63 19.35 Total 110.25 95.70 Counselor Work Behavior Areas: Fundamental Counseling Issues 22.20 19.04 Counseling Process 31.25 27.84 Diagnostic and Assessment Services 15.75 13.88 Professional Practice 26.38 22.23 Professional Development, Supervision, and Consultation 14.63 12.77 Total 110.25 95.70 Examination Date: 04/18/2015 Number Tested: 6 Number Passed: 6 Minimum Criteria: 88.00 CACREP Areas: SDSU Results National Results Human Growth & Development 8.00 8.00 7.41 Social & Cultural Diversity 7.00 6.00 6.28 Helping Relationships 24.00 24.00 20.64 Group Work 11.00 10.00 10.17 Career Development 14.00 12.00 11.99 Assessment 13.00 15.00 11.58 Research & Program Evaluation 9.00 11.00 8.00 Professional Orientation & Ethical Practice 20.00 20.00 18.03 Total 111.00 109.00 94.12 Counselor Work Behavior Areas: Fundamental Counseling Issues 22.00 21.00 19.33 Counseling Process 32.00 29.00 27.72 Diagnostic and Assessment Services 16.00 16.00 12.36 Professional Practice 27.00 27.00 22.74 Professional Development, Supervision, and Consultation 13.00 14.00 12.06 Total 111.00 109.00 94.12 Examination Date: 10/17/2015 Number Tested: 7 Number Passed: 7 Minimum Criteria: 85.00 CACREP Areas: SDSU Results National Results Human Growth & Development 8.50 8.80 8.47 Social & Cultural Diversity 6.50 9.40 7.61 Helping Relationships 22.00 25.40 23.31 Group Work 11.00 11.60 11.44 Career Development 12.00 13.00 11.78 Assessment 14.00 14.40 13.19 Research & Program Evaluation 10.00 10.60 9.99 Professional Orientation & Ethical Practice 20.00 22.40 20.10


Total 104.00 115.60 105.90 Counselor Work Behavior Areas: Fundamental Counseling Issues 19.50 21.20 19.59 Counseling Process 31.50 33.80 31.06 Diagnostic and Assessment Services 16.00 16.80 15.13 Professional Practice 24.00 28.20 25.59 Professional Development, Supervision, and Consultation 13.00 15.60 14.52 Total 104.00 115.60 105.90 Examination Date: 04/16/2016- Clinical Mental Health Number Tested: 10 Number Passed: 8 Minimum Criteria: 90.00 CACREP Areas: SDSU Results National Results Human Growth & Development 9.50 6.40 8.57 Social & Cultural Diversity 7.83 5.40 7.08 Helping Relationships 27.00 21.20 25.42 Group Work 12.83 10.60 11.85 Career Development 16.33 14.00 14.63 Assessment 16.17 12.60 14.43 Research & Program Evaluation 11.63 9.20 9.98 Professional Orientation & Ethical Practice 23.63 17.60 20.96 Total 125.00 97.00 112.91 Counselor Work Behavior Areas: Fundamental Counseling Issues 24.83 19.40 22.74 Counseling Process 36.67 29.40 33.68 Diagnostic and Assessment Services 18.67 14.40 16.31 Professional Practice 29.67 22.00 25.84 Professional Development, Supervision, and Consultation 15.17 11.80 14.34 Total 125.00 97.00 112.91 Examination Date: 04/16/2016- School Counseling Number Tested: 3 Number Passed: 3 Minimum Criteria: 90.00 CACREP Areas: SDSU Results National Results Human Growth & Development 8.00 8.57 Social & Cultural Diversity 6.00 7.08 Helping Relationships 26.00 25.42 Group Work 12.33 11.85 Career Development 16.33 14.63 Assessment 13.00 14.43 Research & Program Evaluation 10.67 9.98 Professional Orientation & Ethical Practice 21.00 20.96 Total 113.30 112.91 Counselor Work Behavior Areas: Fundamental Counseling Issues 23.00 22.74 Counseling Process 34.33 33.68 Diagnostic and Assessment Services 14.33 16.31 Professional Practice 27.67 25.84


Professional Development, Supervision, and Consultation 14.00 14.34 Total 113.30 112.91

1.3 Clinical Supervision

Because we are accredited by the Council on Accreditation of Counseling and Related Educational Program (CACREP) and the Council on Rehabilitation Education (CORE), intensive supervision is required in our Practicum and Internship classes. The following sections below are excerpts on supervision requirements from the Practicum Handbook and the Internship Handbook.

1.3.1 Practicum Supervision

Students are closely supervised by faculty through both in-class review of student work and individual weekly supervision. Each student is responsible for actively participating in such supervision, preparing for supervision meetings in advance by reviewing recordings and completing progress notes for clients and generating questions for the supervision sessions. Students are expected to be responsive to Faculty guidance. This is demonstrated by an open, interested demeanor during supervision and by completing any additional assignments suggested. Students are responsible for documenting supervision sessions and must complete the relevant form(s).

The supervision relationship is a hierarchical one in which the supervisor assumes some responsibility for the practicum student’s behavior with the client. Supervision is an integral part of a counselor’s professional growth and development. Obtaining supervision from a qualified, experienced professional is advisable after graduation and beneficial throughout your career. Some of the benefits of supervision include obtaining:

assessment regarding specific professional strengths and weaknesses; assistance in developing strategies for using and/or improving these areas; assistance in examining client and counselor dynamics; consistent model of counseling practice; and clinical expertise that are beyond one’s own current level of understanding or skill. It is

assumed that in most cases the beginning practicum student has little or no experience with clients and needs guidance to develop both counseling experience and professional habits.

1.3.2 Evaluation

Criteria for evaluation include: 1. regular attendance; 2. maintenance of complete and accurate case records; 3. conduct becoming of a professional counselor, including being on time, being prepared,

and professional presentation of self and skills; 4. case presentations;


5. active participation in class presentations and discussions, supervision meetings, and other consultation sessions; and

6. demonstration of process and development of core counseling skills. 7. Please refer to the Student Evaluation form as well the course syllabus for additional

requirements assessed by faculty. While a standardized assessment for practicum instructors does not exist, students are asked to self-assess their skills and abilities at the end of the practicum experience.

1.3.3 Internship Supervision

Interns must receive individual and group supervision on a regular basis and keep Site Supervisors informed of their activities by discussing any questions, concerns, or problems. As needed, interns will initiate additional meetings with their supervisors.

Interns must document receiving one (1) hour each week of individual supervision by the approved site supervisor. If the site supervisor is absent, another practicing professional who meets the required qualifications may provide individual supervision.

Interns must also document participating in an average of one and one-half (1 ½) hours per week of group supervision throughout the internship. Group supervision will take place on the SDSU campus, in Sioux Falls, or Rapid City with a CHRD faculty member. Group supervision days/times are announced each semester. If interns cannot attend their assigned group supervision sessions, they must make up that time by attending another group supervision section.

1.3.4 Evaluation

Additional information about internship documentation is provided at the first mandatory meeting as well as in the syllabus. All documents must be received before a final grade can be assigned.

1. Weekly Internship Log: documents daily activities and is submitted weekly to University Supervisors.

2. Internship Summary Log: are signed by the intern and Site Supervisor then submitted to University Supervisors at the end of each semester.

3. Evaluation Forms: are completed by the interns and the Site Supervisors,at the middle and end of the semester then submitted to the University Supervisor.

The Site or University Supervisor may ask interns to make audio or video recordings of sessions, and/or maintain journals of their work for review. Students are expected to comply with supervisor requests; not doing so may result in a lowered grade or failure of the course. Legal and ethical standards as well as agency or institutional policies and procedures regarding the recording of sessions also must be followed.

Results of composite ratings of internship students are included below:


Table II ‐ School Counseling Program ‐ Student Learning Outcomes ‐ Averages by semester

Spring 2016 Average

Scale Evaluation Exceeds Expectations (8) Meets Expectations (6) Near Expectation (4) Below Expectation (2)

Skills and Practice (Foundations)

B.1. Demonstrates the ability to apply and adhere to ethical and legal standards in school counseling. 7.43 5(8) 2(6) 0(4) 0(2)

B.2. Demonstrates the ability to articulate, model, and advocate for an appropriate school counselor identity and program. 7.71 6(8) 1(6) 0(4) 0(2)

Skills and Practices (Counseling, Prevention and Intervention)

D.1. Demonstrates self‐awareness, sensitivity to others, and the skills needed to relate to diverse individuals, groups, and classrooms. 8.00 7(8) 0(6) 0(4) 0(2)

D.2. Provides individual and group counseling and classroom guidance to promote the academic, career, and personal/social development of students. 7.71 6(8) 1(6) 0(4) 0(2)

D.3. Designs and implements prevention and intervention plans related to the effects of (a) atypical growth and development, (b) health and wellness, ( c) language, (d) ability level, ( e) multicultural issues, and (f) factors of resiliency on student learning and development.

7.71 6(8) 1(6) 0(4) 0(2)

D.4. Demonstrates the ability to use procedures for assessing and managing suicide risk. 7.14 4(8) 3(6) 0(4) 0(2)

D.5. Demonstrates the ability to recognize his or her limitations as a school counselor and to seek supervision or refer clients when appropriate. 7.71 6(8) 1(6) 0(4) 0(2)

Skills and Practice (Diversity and Advocacy)

F.1. Demonstrates mulitcultural competencies in relation to diversity, equity, and opportunity in student learning and development. 7.71 6(8) 1(6) 0(4) 0(2)

F.2. Advocates for the learning and academic experiences necessary to promote the academic, career, and personal/social development of students. 8.00 7(8) 0(6) 0(4) 0(2)

F.3. Advocates for school policies, programs, and services that enhance a positive school climate and are equitable and responsive to multicultural student populations.

7.43 5(8) 2(6) 0(4) 0(2)

F.4. Engages parents, guardians, and families to promote the academic, career, and peronal/social development of students. 7.14 4(8) 3(6) 0(4) 0(2)

Skills and Practice (Assessment)

H.1. Assesses and interprets students' strengths and needs, recognizing uniqueness in cultures, languages, values, backgrounds, and abilities. 8.00 7(8) 0(6) 0(4) 0(2)

H.3. Analyzes assessment information in a manner that produces valid inferences when evaluating the needs of individual students and assessing the effectiveness of educational programs.

7.14 4(8) 3(6) 0(4) 0(2)

H.4. Makes appropriate referrals to school and/or community resources. 7.43 5(8) 2(6) 0(4) 0(2)

H.5. Assesses barriers that impede students' academic, career, and personal/social development. 8.00 7(8) 0(6) 0(4) 0(2)

Skills and Practice (Research and Evaluation)

J.1. Applies relevant research findings to inform the practice of school counseling. 7.43 5(8) 2(6) 0(4) 0(2)

J.2. Develops measurable outcomes for school counseling programs, activities, interventions, and experiences. 7.71 6(8) 1(6) 0(4) 0(2)

J.3. Analyzes and uses data to enhance school counseling programs. 7.14 4(8) 3(6) 0(4) 0(2)


Skills and Practices (Academic Development)

L.1. Conducts programs designed to enhance student academic development. 7.71 6(8) 1(6) 0(4) 0(2)

L.2. Implements strategies and activities to prepare students for a full range of postsecondary options and opportunities. 7.43 5(8) 2(6) 0(4) 0(2)

L.3. Implements differentiated instructional strategies that draw on subject matter and pedagogical content knowledge and skills to promote student achievement. 7.43 5(8) 2(6) 0(4) 0(2)

Skills and Practices (Collaboration and Consultation)

N.1. Works with parents, guardians, and families to act on behalf of their chilren to address problems that affect student success in school. 7.43 5(8) 2(6) 0(4) 0(2)

N.2. Locates resources in the community that can be used in the school to improve student achievement and success. 7.71 6(8) 1(6) 0(4) 0(2)

N.3. Consults with teachers, staff, and community‐based organizations to promote student academic, career, and personal/social development. 7.71 6(8) 1(6) 0(4) 0(2)

N.4. Uses peer helping strategies in the School Counseling program. 7.14 4(8) 3(6) 0(4) 0(2)

N.5. Uses referral procedures with helping agents in the community (e.g., mental health centers, businesses, service groups) to secure assistance for students and their families.

7.14 4(8) 3(6) 0(4) 0(2)

Skills and Practices (Leadership)

P.1. Participates in the design, implementation, management, and evaluation of a comprehensive developmental School Counseling program. 7.43 5(8) 2(6) 0(4) 0(2)

P.2. Plans and presents school‐counseling‐related educational programs for use with parents and teachers (e.g., parent education programs, materials used in classroom guidance and advisor/advisee programs for teachers). 7.00 3(8) 3(6) 0(4) 0(2)

Table II ‐ Clinical Mental Health Counseling Program ‐ Student Learning Outcomes ‐ Averages by semester

Spring 2016 Average


Knowledge (Foundations)

A.7. Is aware of professional issues that affect clinical mental health counselors (e.g., core provider status, expert witness status, access to and practice privileges within managed care systems).

** **

A.10. Understands the operation of an emergency management system within clinical mental health agencies and in the community. ** **


B.1. Demonstrates the ability to apply and adhere to ethical and legal standards in clinical mental health counseling.

6.60 1(8) 1(7) 3(6) 0(4) 0(2)


B.2. Applies knowledge of public mental health policy, financing, and regulatory processes to improve service delivery opportunities in clinical mental health counseling.

6.20 0(8) 1(7) 4(6) 0(4) 0(2)

Knowledge (Counseling, Prevention, and Intervention)

C.6. Understands the principles of crisis intervention for people during crisis, disasters, and other trauma‐causing events.

** **

C.9. Understands professional issues relevant to the practice of clinical mental health counseling.

** **

Skills and Practices (Counseling, Prevention, and Intervention)

D.1. Uses the principles and practices of diagnosis, treatment, referral, and prevention of mental and emotional disorders to initiate, maintain, and terminate counseling.

6.60 1(8) 1(7) 3(6) 0(4) 0(2)

D.2. Applies multicultural competencies to clinical mental health counseling involving case conceptualization, diagnosis, treatment, referral, and prevention of mental and emotional disorders.

6.00 1(8) 3(6) 1(4) 0(2)

D.3. Promotes optimal human development, wellness, and mental health through prevention, education, and advocacy activities.

6.80 2(8) 3(6) 0(4) 0(2)

D.4. Applies effective strategies to promote client understanding of and access to a variety of community resources.

7.00 2(8) 1(7) 2(6) 0(4) 0(2)

D.5. Demonstrates appropriate use of culturally responsive individual, couple, family, group, and systems modalities for initiating, maintaining, and terminating counseling.

6.40 1(8) 4(6) 0(4) 0(20

D.6. Demonstrates the ability to use procedures for assessing and managing suicide risk.

6.20 0(8) 1(7) 4(6) 0(4) 0(2)

D.7. Applies current record‐keeping standards related to clinical mental health counseling.

6.00 1(8) 3(6) 1(4) 0(2)

D.8. Provides appropriate counseling strategies when working with clients with addiction and co‐occuring disorders.

6.40 1(8) 4(6) 0(4) 0(20

D.9. Demonstrates the ability to recognize his or her own limitations as a clinical mental health counselor and to seek supervision or refer clients when appropriate. 7.60 4(8) 1(6) 0(4) 0(2)


F.1. Maintains information regarding community resources to make appropriate referrals.

6.80 2(8) 3(6) 0(4) 0(2)

F.2. Advocates for policies, programs, and services that are equitable and responsive to the unique needs of clients.

6.40 1(8) 4(6) 0(4) 0(20

F.3. Demonstrates the ability to modify counseling systems, theories, techniques, and interventions to make them culturally appropriate for diverse populations. 7.00 2(8) 1(7) 2(6) 0(4) 0(2)


Knowledge (Assessment)

G.1. Knows the principles and models of assessment, case conceptualization, theories of human development, and concepts of normalcy and psychopatholgy leading to diagnoses and appropriate counseling treatment plans.

** **

G.2. Understands various models and approaches to clinical evaluation and their appropriate uses, including diagnostic interviews, mental status examinations, symptom inventories, and psychoeducational and personality assessments.

** **

G.3. Understands basic classifications, indications, and contraindications of commonly prescribed psychopharmacological medications so that appropriate referrals can be made for medication evaluations and so that the side effects of such medications can be identified.

** **

G.4. Identifies standard screening and assessment instruments for substance use disorders and process addictions.

** **


H.1. Selects appropriate comprehensive assessment interventions to assist in diagnosis and treatment planning, with an awareness of cultural bias in the implementaiton and interpretation of assessment protocols.

6.20 1(8) 1(7) 2(6) 1(4) 0(2)

H.2. Demonstrates skill in conducting an intake interview, a mental status evaluation, a biopsychosocial history, a mental health history, and a psychological assessment for treatment planning and caseload management.

6.20 1(8) 1(7) 2(6) 1(4) 0(2)

H.3. Screens for addiction, aggression, and danger to self and/or others, as well as co‐occurring mental disorders.

6.40 1(8) 4(6) 0(4) 0(20

H.4. Applies the assessment of a client's stage of dependence, change, or recovery to determine the appropriate treatment modality and placement criteria within the continuum of care.

7.00 2(8) 2(6) 0(4) 0(2)


J.1. Applies relevant research findings to inform the practice of clinical mental health counseling.

6.00 0(8) 5(6) 0(4) 0(2)

J. 2. Develops measurable outcomes for clinical mental health counseling programs, interventions, and treatments.

6.60 1(8) 1(7) 3(6) 0(4) 0(2)

J.3. Analyzes and uses data to increase the effectiveness of clinical mental health counseling interventions and programs.

6.00 0(8) 5(6) 0(4) 0(2)

Knowledge (Diagnosis)

K.1. Knows the principles of the diagnostic process, including differential diagnosis, and the use of current diagnostic tools, such as the current edition of the Diagnostic and Statistical Manual of Mental Disorders (DSM).

** **


K.2. Understands the established diagnostic crieteria for mental and emotional disorders, and describes treatment modalities and placement criteria within the continuum of care.

** **

K.5. Understands appropriate use of diagnosis during a crisis, disaster, or other trauma‐causing event.

** **

Skills and Practices (Diagnosis)

L.1. Demonstrates appropriate use of diagnostic tools, including the current edition of the DSM, to describe the symptoms and clinical presentation of clients with mental and emotional impairments.

7.20 3(8) 2(6) 0(4) 0(2)

L.2. Is able to conceptualize an accurate multi‐axial diagnosis of disorders presented by a client and discuss the differential diagnosis with collaborating professionals.

6.60 2(8) 1(7) 1(6) 1(4) 0(2)

L. 3. Differentiates between diagnosis and developmentally appropriate reactions during crises, disasters, and other trauma‐causing events. 6.80 2(8) 3(6) 0(4) 0(2)

** No information to report this review

Table II ‐ Marriage & Family Counseling Program ‐ Student Learning Outcomes ‐ Averages by semester

Spring 2016 Average



B.1. Demonstrates the ability to apply and adhere to ethical and legal standards in marriage, couple, and family counseling.

** **

B.2. Demonstrates the ability to select models or techniques appropriate to couples' or families' presenting problems.

** **


D.1. Use preventative, developmental, and wellness approaches in working with individuals, couples, families, and other systems such as premarital counseling, parenting skills training, and relationship enhancement.

** **

D.2. Uses systems theory to conceptualize issues in marriage, couple, and family counseling.

** **

D.3. Use systems theories to implement treatment, planning, and intervention strategies.

** **


D.4. Demosnstrates the ability to use procedures for assessing and managing suicide risk.

** **

D.5. Adheres to confidentiality responsibilities, the legal responsibilities and liabilities of clinical practice and research, family law, record keeping, reimbursement, and the business aspects of practice.

** **

D.6. Demonstrates the ability to recognize his or her own limitations as a marriage, couple, and family counselor and to seek supervision or refer clients when appropriate.

** **


F.1. Demonstrates the ability to provide effective services to clients in a multicultural society.

** **

F.2. Maintains information regarding community resources to make appropriate referrrals.

** **

F.3. Advocates for policies, programs, and services that are equitable and responsive to the unique needs of couples and families.

** **

F.4. Demonstrates the ability to modify counseling systems, theories, techniques, and interventions to make them culturally appropriate for diverse couples and families.

** **


H.1. Applies skills in interviewing, assessment, and case management for working with individuals, couples, and families from a system's perspective.

** **

H.2. Uses system assessment models and procedures to evaluate family functioning.

** **

H.3 Determines which members of a family system should be involved in treatment.

** **

Skills and Practice (Reasearch and Evaluation)

J.1. Applies relevant research findings to inform the practice of marriage, couple, and family counseling.

** **

J.2. Develops measurable outcomes for marriage, couple, and family counseling programs, interventions, and treatments.

** **

J.3. Analyzes and uses data to increase the effectiveness of marriage, couple, and family counseling interventions and programs.

** **

**No information to report this review


Table II ‐ Student Affairs & College Counseling Program ‐ Student Learning Outcomes ‐ Averages by semester

Spring 2016 Average


Knowledge (Foundations)

A.2. Understands ethical and legal considerations specifically related to the practice of student affairs and college counseling.

** **

A.12. Understands the operation of the institution's emergency management plan and the roles of student affairs professionals and counselors in postsecondary education during crises, disasters, and other trauma‐causing events.

** **


B.1. Demonstrates the ability to apply and adhere to ethical and legal standards in student affairs and college counseling.

7.25 2(8) 1(7) 1(6) 0(4) 0(2)

B.2. Demonstrates an understanding of the interrelationships among the educational, personal/social, and career roles and responsibilites of students and others in the learning community.

7.25 2(8) 1(7) 1(6) 0(4) 0(2)

B.3. Demonstrates the ability to understand, support, and advocate for postsecondary student learning and development.

7.75 3(8) 1(7) 0(6) 0(4) 0(2)

B.4. Applies knowledge of issues that affect student affairs practice (e.g., public policy, finance, governance, cultural contexts, international education, global understanding).

6.25 0(8) 1(7) 3(6) 0(4) 0(2)

B.5. Demostrates an understanding of leadership, organization, and managemnt practices that help institutions accomplish their missions.

6.75 1(8) 1(7) 2(6) 0(4) 0(2)

B.6. Particpate in the design, implementation, management, and evaluation of student affairs programs, and is aware of various systems and environmental contexts that affect participants.

7.25 2(8) 1(7) 1(6) 0(4) 0(2)

Knowledge (Counseling, Prevention and Intervention)

C.2. Understands individual and group dynamics related to advising, counseling, instructing, mediating, and facilitating student opportunities in postsecondary education.

** **

C.5. Demonstrates that ability to recognize his or her own limitations as a college counselor and/or student affairs professional and to seek supervision or refer clients when appropriate.

** **


D.1. Applies multicultural competencies to the practice of student affairs and college counseling.

6.75 1(8) 1(7) 2(6) 0(4) 0(2)


D.2. Demonstrates the skills necessary to facilitate the academic, social, and career success of postsecondary students.

7.75 3(8) 1(7) 0(6) 0(4) 0(2)

D.3. Demonstrates skills in helping postsecondary students cope with personal and interpersonal problems, as well as skills in crisis intervention in response to personal, educational, and community crises.

7.75 3(8) 1(7) 0(6) 0(4) 0(2)

D.4. Demonstrates the ability to use procedures for assessing and managing suicide risk.

6.67 1(8) 2(6) 0(4) 0(2)

D.5. Demonstrates a general understanding of principles and models of biopsychosocial assessment and case conceptualization that lead to appropriate counseling for students in postsecondary education.

6.50 1(8) 3(6) 0(4) 0 (2)

D.6. Participates in the design, implementation, and evaluation of programs that promote wellness, as well as prevention and intervention services for students in postsecondary education.

7.25 2(8) 1(7) 1(6) 0(4) 0(2)


F.1. Demonstrates how student learning and learning opportunities are influenced by the characteristics of both the student and the postsecondary environment. 7.75 3(8) 1(7) 0(6) 0(4) 0(2)

F.2. Analyzes postsecondary student needs for appropriate learning and developmental opportunities.

7.75 3(8) 1(7) 0(6) 0(4) 0(2)

F.3. Collaborates with the postsecondary community to assist students, and uses postsecondary community resources to improve student learning and development. 7.75 3(8) 1(7) 0(6) 0(4) 0(2)

F.4. Applies multicultural competentcies to serve diverse postsecondary student populations.

6.75 1(8) 1(7) 2(6) 0(4) 0(2)

F.5. Addresses multicultural counseling issues as they relate to student development and progress in postsecondary education (e.g., discrimination, power, privilege, oppression, values).

6.75 1(8) 1(7) 2(6) 0(4) 0(2)

F.6. Advocates for policies, programs, and services that are equitable and responsive to the unique needs of postsecondary students.

6.75 1(8) 1(7) 2(6) 0(4) 0(2)

Knowledge (Assessment)

G.1. Knows principles and models of assessment for postsecondary students' development, case conceptualization, theories of human development, and concepts of normalcy and psychopatholgy leading to referral or to the development of appropriate counseling treatment plans.

** **


H.1. Assesses and interprets postsecondary student needs, recognizing uniqueness in culture, languages, values, backgrounds, and abilities.

7.75 3(8) 1(7) 0(6) 0(4) 0(2)

H.2. Analyzes and uses multiple data sources, including institutional data, to make decisions about improving differentiated student programs.

6.67 1(8) 2(6) 0(4) 0(2)

Knowledge (Research and Evaluation)


I.3. Knows basic strategies for evaluating counseling outcomes and/or programmatic outcomes in student affairs and college counseling.

** **


J.1. Applies relevant research findings to inform the practice of student affairs and college counseling.

6.75 1(8) 1(7) 2(6) 0(4) 0(2)

J.2. Develops measurable outcomes for college counseling and student development activities.

6.25 0(8) 1(7) 3(6) 0(4) 0(2)

J.3. Analyzes and uses data to enhance student affairs and college counseling programs.

6.75 1(8) 1(7) 2(6) 0(4) 0(2)

J.4. Demonstrates the ability to prepare a research proposal for a human subjects/instituational review board review.

7.00 1(8) 1(7) 1(6) 0(4) 0 (2)

** No information to report this review

1.4 Program Goals

CHRD seeks to develop within students a high degree of professional orientation consisting of:

competent application of professional expertise; a proactive and developmental model that promotes higher levels of individual and

group functioning; ethical and legal practice; and awareness of the role and function of related professionals.

To prepare skilled practitioners, the counselor education faculty members, through a program of planned sequenced educational experiences, attempt to develop in all graduates:

maturity in self-understanding and self-development; an ability to examine personal values, origins, and their appropriateness for the

counseling profession; an ability to develop and demonstrate a process of ongoing self-examination; an understanding of educational and counseling processes; an ability to effectively communicate feelings, thoughts, and factual information; and an ability to attain and maintain openness to diverse populations.

We want to develop within our students an attitude toward others that is characterized by:

respect for the dignity and worth of the individual; commitment to the fulfillment of human potential; a high degree of sensitivity to and acceptance of a wide range of behavior, values, and

lifestyles; awareness of individual needs in culturally diverse environments; and commitment to community and environmental well-being.


Assessment results on the student performance on the CHRD program goals is determined by reviewing the graduate and exit survey. Specific ratings are provided in these general program areas.

1.4.1 Remediation Policy

In view of the seriousness of situations involving remediation, CHRD faculty has established this process:

Step 1:A faculty member will raise the concern pertaining to the student during the student review conference or bring it directly to the Department Head. The faculty and/or Head will discuss options in executive session of the student review conference, to determine if a formal individualized written plan of action is necessary.

Step 2: The nature of the problem and the formal individualized plan for addressing the problem (including recommended remedial assistance as needed) are written and discussed with the student to ensure mutual understanding.

Step 3: If the student agrees to the written plan, it is then placed in the student’s departmental and graduate file. In some cases, the student may be asked to take a leave of absence from the program or to terminate involvement with the program. In all formal individualized written plans, the Department Head and the Dean of the Graduate School are informed, and due process is observed to protect the student rights and University responsibilities.

Step 4: Once the plan has been successfully completed, a formal document stating the student has fully complied with the remediation plan and is considered in “good standing” in the program will be written and placed in the student’s departmental and graduate file. If the student does not successfully address the items specified in the remediation plan he or she will be advised to leave the program.

A chart with students identified by faculty with concerns has been provided early in this document.

2 Student Processes and Feedback

2.1 Requirements for Admission to Graduate School

The SDSU Graduate School states that admission to the Graduate School requires that the applicant have a baccalaureate degree from an institution of higher learning. The institution must be one of recognized standing (regional accreditation) whose requirements are substantially the same as those of the South Dakota State University program(s) in which the advanced degree will be taken. International students must meet additional requirements outlined by the Graduate School and International Student Affairs office.

Students must be admitted to the Graduate School before enrolling in any graduate course, whether or not they are pursuing an advanced degree. A completed application must be filed with the Graduate School sufficiently early to meet any deadlines prior to the first term of graduate work. Students applying for Special Student (non-degree) status must also complete an


application and be admitted to the Graduate School. Admittance to the Graduate School does not admit a student to a degree program. CHRD does not require the GRE.

2.1.1 CHRD Admissions Process: Degree Seeking Students

In addition to Graduate School admission requirements and policies, CHRD requires formal application to the department one semester before graduate work is desired for degree seeking students. The CHRD admissions process is as follows: 1. Apply online to the SDSU Graduate School

Admission to the Graduate School requires the applicant be a graduate of an Institution of higher learning with a cumulative GPA of 2.75 or better, a $35.00 nonrefundable application fee, and official undergraduate and graduate transcript(s) of all non-SD regent universities (the SD regent universities are: Black Hills State University, Dakota State University, Northern State University, School of Mines & Technology, South Dakota State University, and University of South Dakota).

2. Apply to the CHRD Program

CHRD application documents are due April 1 for fall admission and October 1 for spring admission. CHRD admissions information can be accessed from the CHRD program website, by email, or a hard-copy can be mailed to the applicant. Applicants must mail or email the following documents to the CHRD program:

a. A typed, current resume that includes all previous work experience, volunteer service, and education that has contributed to your desire to enter the counseling profession;

b. A typed, one-page goal statement discussing aspirations to the counseling field; and c. Two CHRD Recommendation Forms

3. Completed admissions files are evaluated and rated by CHRD faculty

Students whose applications are complete will be evaluated by the CHRD faculty using the CHRD Applicant Rating Sheet, page one. Applicants that scored high enough by the CHRD Admissions committee will be notified by the department regarding the specific date and place of the interview. Applicants that do not receive a high enough score will be denied the final step in the CHRD admissions process, the screening and orientation interview, and subsequently, denied admission to the program.

4. Selected applicants attend the Screening and Orientation Interview

The screening and orientation interview is the final step in the CHRD application process and determines the applicant’s acceptance or denial to the CHRD program.

The interview is conducted in a small group interview format. Applicants are interviewed by two individuals comprised of CHRD faculty and/or a professional practitioner. Practitioners are asked to assist with the interviews if the applicant group exceeds the number of CHRD faculty.

All applicants will first meet with the department head that informs the applicants about the CHRD program, collects information using the Prospective Student Survey, page one and then introduces the CHRD faculty and practitioners. The applicants are then divided into groups of 5-6 applicants and interview in designated rooms with a CHRD faculty members and/or practitioner.


Towards the end of the small group interview, the CHRD faculty member and practitioner will conduct the Prospective Student Survey, page 2 and the written exercise. After the students have finished they are free to leave and the group’s interviewers complete The CHRD Applicant Rating Sheet, page two, based on their observations. Once completed all CHRD faculty and practitioners convene to discuss admission decisions.

5. Applicants are notified via mail of the CHRD admissions decision.

After completing the interview, the applicant will receive a letter from CHRD either granting or denying admission to the CHRD program. Applicants who have not been admitted may want to consider reapplying during the next application period. To maintain appropriate student-to-faculty ratios required by accreditation standards, students who are deemed acceptable based on the admission screening process may be denied admission. Applicants denied admission before or after the interview are encouraged to reapply.

For recent specific program applicant data, see the chart below:

Program Applicant Data Academic Year: 2013 2014 2015 2016 Number Surveyed: 22 9 38 35 Age 21 - 25 18 7 26 26 26 - 30 3 1 8 1 31 - 35 1 0 0 3 36 – 40 0 1 1 1 40+ 0 0 3 3 Location Brookings 16 5 18 18 Sioux Falls 5 3 9 7 Watertown 0 1 4 2 Madison 1 0 1 0 Chester 0 0 1 0 Other 0 0 5 7 Undergraduate Degree Criminal Justice 0 0 3 1 History 0 0 1 0 Psychology 10 4 11 18 Education 1 0 3 2 Human Development & Family Studies 7 3 5 6 Social Sciences 1 2 1 0 Communications 0 0 1 1 Other 3 0 13 3 Area of Emphasis (numbers reflect double majors) Clinical Mental Health Counseling 13 3 11 10 College Counseling 0 2 2 4 Rehabilitation & Mental Health Counseling 0 2 4 2 School Counseling 6 3 17 10 Administration of Student Affairs 3 0 4 6 Marriage and Family Counseling N/A N/A N/A 3 Employment While Attending Graduate School


No 1 0 4 4 Part-time 17 8 26 23 Full-time 4 1 8 7 Reason for Choosing SDSU (responses reflect more than one rationale) Reputation 9 5 21 17 Location 4 1 3 7 Programs Available 5 2 9 7 Other 4 2 5 3

2.1.2 Non-Degree Seeking Students

Non-degree seeking students are also known as “Special Students”. Special student status describes those who are professionals seeking to enhance their degree, students from area institutions seeking a class not offered the semester they need it, or students that are applying to the CHRD department, but would like to take classes prior to the formal interview process.

As stated in the online Graduate Bulletin, Students who are not working toward a degree may be granted admission and take courses as Special Students. Special Students may not receive graduate assistantships, financial aid, or enroll for thesis/dissertation credits. The Graduate Dean/ Associate Dean will act as advisor for these students unless they are assigned to a program advisor. No more than ten credits under Special Student status may be applied toward a degree. Denied CHRD applicants or applicants who have exceeded the ten hours allowed under Special Student status will be administratively dropped from enrolled CHRD courses.

2.2 Graduate & Employer/Supervisor Evaluations

Initiated in 2004 and revised in 2015, CHRD conducts a Graduate Survey and an Employers/Supervisors Survey regarding the program and performance of its graduates. Currently, feedback is solicited on a yearly basis. Former students and employers/supervisors are solicited for survey feedback.

Graduates and employers rate their perception of CHRD at SDSU based on the CACREP/CORE standards. Students complete an Exit Survey that assessment many of the same areas. Perceptions are cited at either “below expectations”, “met expectations”, or “exceeded expectations”. In addition to CACREP/CORE standards, the following topics are responded to:

Marketability of degree Strengths of the program Ways to improve the CHRD program Overall ratings on the quality of instruction, advising, interactions, faculty availability,

and experience in the specialty areas of counseling Area of emphasis, including program mission and objectives Plan of Study option Current employment and professional credentialing Effectiveness of advising Use of technology and technical support


Effectiveness of practicum and internship Recruitment and retention of students with an emphasis on diversity Financial Aid

Recent graduate and employer/supervisor annual survey results are provided below:

Graduate Survey Results Academic Year: 2016 Number Starting Survey: 41 Number Completing Survey: 34

Response Key: Below Expectations 1.00; Meets Expectations 2.00; Exceeds Expectations 3.00

What CHRD SPECIALIZATION did you recently complete? If you pursued more than one specialization, please choose the specialization that you are actively seeking employment in. Agency Counseling 12 29.27% College Counseling 9 21.95% School Counseling 14 34.15% Total 35 85.37% When did you complete the program?

Prior to 1980 0 0.00% 1980-1990 0 0.00% 1991-2000 10 24.39% 2001-2010 11 26.83% 2011-Present 20 48.78% Total 41

What is current employment status? Employed in a Counseling Field 21 51.22% Employed in a Counseling Related Field 17 41.46% Not Employed in a Counseling Related Field 3 7.32% Total 41

CACREP: How would you rate your level of understanding on the eight core areas of CACREP? My understanding of the nature and needs of individuals at all developmental levels is...

Exceeds Expectations 17 44.74% Meets Expectations 19 50.00% Below Expectations 2 5.26% Total 38 Mean 2.39

My understanding of counseling and consultation processes is... Exceeds Expectations 25 64.10% Meets Expectations 14 35.90% Below Expectations 0 0.00% Total 39 100.00% Mean 2.64

My understanding of issues and trends in a multicultural and diverse society is... Exceeds Expectations 17 45.95% Meets Expectations 16 43.24% Below Expectations 4 10.81% Total 37 100.00% Mean 2.35


My understanding of group development, dynamics, counseling theories, group counseling methods and skills, and other group work approaches is...

Exceeds Expectations 17 44.74% Meets Expectations 17 44.74% Below Expectations 4 10.53% Total 38 100.00% Mean 2.34

My understanding of career development and other related life-factors is... Exceeds Expectations 18 47.37% Meets Expectations 18 47.37% Below Expectations 2 5.26% Total 38 100.00% Mean 2.42

My understanding of individual and group approaches to assessment and evaluation is... Exceeds Expectations 18 47.37% Meets Expectations 18 47.37% Below Expectations 2 5.26% Total 38 100.00% Mean 2.42

My understanding of research methods, basic statistics, and ethical and legal considerations is... Exceeds Expectations 12 31.58% Meets Expectations 21 55.26% Below Expectations 5 13.16% Total 38 100.00% Mean 2.18

My understanding of counseling history, roles, organizational structure, ethics, and credentials is… Exceeds Expectations 20 52.63% Meets Expectations 16 42.11% Below Expectations 2 5.26% Total 38 100.00% Mean 2.47

How would you RATE YOURSELF below? Your personal maturity in self-understanding and self-development.


Your ability to examine personal values, origins, and their appropriateness for the counseling profession. Exceeds Expectations 26 70.27% Meets Expectations 9 24.32% Below Expectations 2 5.41% Total 37 100.00% Mean 2.65

Your ability to develop and demonstrate a process of on-going self-examination. Exceeds Expectations 19 52.78% Meets Expectations 15 41.67% Below Expectations 2 5.56% Total 36 100.00% Mean 2.47

Your ability to effectively communicate feelings, thoughts, and factual information.



Your ability to attain and maintain openness to diverse populations. Exceeds Expectations 22 61.11% Meets Expectations 14 38.89% Below Expectations 0 0.00% Total 36 100.00% Mean 2.61

Employer/Supervisor Survey Results

Academic Year: 2016 Number Starting Survey: 19

Number Completing Survey: 16 Response Key: Below Expectations 1.00; Meets Expectations 2.00; Exceeds Expectations 3.00

What CHRD SPECIALIZATION did you recently complete? If you pursued more than one specialization, please choose the specialization that you are actively seeking employment in. Agency Counseling 3 16.67% College Counseling 1 5.56% School Counseling 7 38.89% Total 11 61.12% Based on your experiences, please evaluate CHRD program graduates in the following areas: Demonstrates the ability to provide a clear rationale for professional interventions using current and acceptable theoretical, empirical and research-based formulations. Exceeds Expectations 8 44.44% Meets Expectations 10 55.56% Below Expectations 0 0.00% Total 18 100.00% Mean 2.44 Works within guidelines of professional ethics, statues, and federal laws. Exceeds Expectations 10 58.82% Meets Expectations 7 41.18% Below Expectations 0 0.00% Total 17 100.00% Mean 2.59 Demonstrates skills in group counseling, family and couples' counseling, and consultation Exceeds Expectations 5 27.78% Meets Expectations 12 66.67% Below Expectations 1 5.56% Total 18 100.00% Mean 2.22 Demonstrates skill in individual counseling…. Exceeds Expectations 10 55.56% Meets Expectations 8 44.44% Below Expectations 0 0.00% Total 18 100.00% Mean 2.56 Demonstrates skill in consulting


Exceeds Expectations 7 38.89% Meets Expectations 10 55.56% Below Expectations 1 5.56% Total 18 100.00% Mean 2.33 Demonstrates an awareness of the role and function of related professionals. Exceeds Expectations 9 50.00% Meets Expectations 8 44.44% Below Expectations 1 5.56% Total 18 100.00% Mean 2.44 Human Growth and Development: understanding of the nature and needs of individuals at all developmental levels Exceeds Expectations 6 35.29% Meets Expectations 11 64.71% Below Expectations 0 0.00% Total 17 100.00% Mean 2.35 Helping Relationships: understanding of counseling and consultation processes Exceeds Expectations 8 47.06% Meets Expectations 8 47.06% Below Expectations 1 5.8% Total 17 100.00% Mean 2.41 Social & Cultural Foundations: an understanding of issues and trends in a multicultural and diverse society Exceeds Expectations 3 17.65% Meets Expectations 13 76.47% Below Expectations 1 5.88% Total 17 100.00% Mean 2.11 Group Work: an understanding of group development, dynamics, counseling theories, group counseling methods and skills, and other group work approaches. Exceeds Expectations 4 23.53% Meets Expectations 13 76.47% Below Expectations 0 0.00% Total 17 100.00% Mean 2.24 Career and Lifestyle Development: an understanding of career development and other related life-factors. Exceeds Expectations 5 29.41% Meets Expectations 12 70.59% Below Expectations 0 0.00% Total 17 100.00% Mean 2.29 Appraisal: an understanding of individual and group approaches to assessment and evaluation Exceeds Expectations 4 23.53% Meets Expectations 12 70.59% Below Expectations 1 5.88% Total 17 100.00% Mean 2.18


Research and Program Evaluation: understanding of research methods, basic statistics, and ethical and legal considerations Exceeds Expectations 5 31.25% Meets Expectations 10 62.50% Below Expectations 1 6.25% Total 16 100.00% Mean 2.25 Professional Orientation: an understanding of counseling history, roles, organizational structure, ethics, and credentials Exceeds Expectations 6 35.29% Meets Expectations 11 64.71% Below Expectations 0 0.00% Total 17 100.00% Mean 2.35

3 Advisory Council Processes and Feedback

CHRD hosts a yearly advisory committee meeting to solicit input from practitioners and graduates in the field. These focus group discussions are successful aiding in future planning, curriculum changes, collaborative ventures, and policy endorsements. Each year, the CHRD Advisory Council meets and provides feedback on the CHRD program. The agenda includes updates on the strengths and weaknesses of the program, demographics, and current issues in the profession. Results of the student written exam and the NCE exam is also shared with the advisory council to allow for program and curriculum feedback.

The CHRD Advisory Council consists of a representative group of individuals who are graduates, employers of graduates, state counseling association officers, administrators, students, and CHRD faculty members. The professional practitioners, serving three year or standing appointments, represent the agency (community) counseling, school counseling, student personnel counseling, and rehabilitation and mental health counseling areas. They do not have any official status or power other than to offer their recommendations to the CHRD program.

As this meeting is typically conducted in conjunction with the final internship meeting at the end of the spring semester, the program has been successful gathering input from both practitioners and interns, while connecting those interns with people they can call on as consultants in the future.

Leadership and organization of the discussion topics and points are coordinated through the faculty within the CHRD program. In addition to standard questions, topics for discussion come from surveys the CHRD program sends out to committee members. Below is a sample agenda:

1. Lunch 2. Introductions 3. Update on activities from the College, Department, Program, and University. 4. Report back on previous meeting.


5. Solicit input from the five specialty areas in focus groups. A faculty member from each area will facilitate this discussion.

6. Discussion of the following questions in focus groups: a. What activities should SDSU be doing to best support graduates?

7. What are the emerging professional issues and trends and how might SDSU best address them?

a. What is your vision for collaborative activities with entities in the region? b. Implications from practitioner surveys.

8. Report back from specialty area discussions. 9. Closing, CHRD Awards, and Thank you

The minutes from the most recent advisory council meeting include: Advisory Council Minutes November 12, 2015

Present: Jay Trenhaile, Alan Davis, Hande Briddick, Ruth Harper, Kristin Bruns, Andrea Bjornestad, Paula Albers, Abby Brands Danko, Elizabeth Rus, Linda Johnson, Darci Nichols, Melissa Klemm, Matt Wolthuizen, Jim Bies, Meghan Peterson, Nancy Hartenhoff-Crooks, Sylvia Buboltz, Kara Merchant, Nadine Gerde, Kinchel Doerner, Kevin Kephart , Jill Thorngren

I. Introductions – All members introduced themselves to the group.

II. Update on activities from the CHRD Program & CHD Department Honorary Organizations continue to do good work. Student State presentations – Lara Langelett, Heather Fischer, Bailey Raml Student National presentations – Alaina Hanks, Cora Nelson, Wiyaka His Horse Recent Graduates and Career Outlook: Spring/Summer Graduate Placement Rate within 4 months 2015 – 95% 2014 – 89% 2013 – 94% 2012 – 90% 2011 – 86% 2010 – 90%

III. Faculty and Activities Dr. Ruth Harper, Professor

Laker, J., Harper, R., & Fried, J. (in progress, contract with Routledge). Supporting and Enhancing Learning on Campus: Effective Pedagogy In and Outside the Classroom.

Presenting three sessions at ACPA in Montreal in March of 2016 (two with SDSU students & graduates)

Coordinating special project: SDSU American Indian Graduate Education Initiative


Retirement planning

Dr. Jay Trenhaile, Professor Solution Focused Brief Therapy presentation at Counselor Connections

Conference (2015). Member, Evaluation Review Team – South Dakota Department of Human

Services. Trenhaile, Bruns, & Thorngren (2014). The Impact of ongoing Motivational

Interviewing training on Profile® Coaches in the area of weight loss. ($90,000).

CACREP Self-Study (2015).

Dr. W.C. Briddick, Associate Professor Editorial Board for Career Development Quarterly. Invited presentation in Piura, Peru (November 2015) related to career

development and globalization. Sensoy-Briddick, H., & Briddick, W. C. (In Press). Components of

comprehensive school counseling programs: Application to Turkey. In F. Korkut-Owen (Ed.), Developing counseling and guidance: Progress in professionalism (3rd ed.). Ankara: Nobel Yayin.

Pope, M., Briddick, W.C., & Wilson, F. (2013). The historical importance of social justice in the founding of the National Career Development Association. Career Development Quarterly, 61 (4), 368-373.

Briddick, W. C., & Sensoy-Briddick, H. (2013).The role of audience in Life Design. In A. Di Fabio, & K. Maree (Eds.), Psychology of career counseling: New challenges for a new era. Hauppauge, New York: Nova Science Publishers.

Dr. Hande Briddick, Associate Professor

Turkey, Bahcesehir University - Faculty Member, Consultant to the School Counseling Department (K-12 schools)

Peru, Invited Presentation - Career Counseling in Elementary Schools Life and Career Skills -- Published by BAU Press (In Turkish, 2014) A National Comprehensive School Counseling Program: A Rationale and

Theoretical Analysis of Its Importance for Turkey ... Book Chapter, 2015) Editorial Board Member - The Career Development Quarterly Associate Editor - Global Journal Of Counselling and Guidance SDSCA - Counselor Educator and Supervisor Liaison Chair - SDSU Diversity and Inclusion Committee

Dr. Alan Davis, Professor

Gained “continuance” of funding for the U.S. Dept. of Education Rehabilitation Training grant that funds tuition for Rehabilitation Counseling students for 5 years ($480,000 total award).


Published two book reviews and served as Book Review Editor for Journal of Rehabilitation.

Provided Analysis of consumer satisfaction data for South Dakota Blind and Low Vision Services.

Dr. Kristin Bruns, Assistant Professor

Moate, R., West, E., Gnilka, P., & Bruns, K. (in press). Stress and burnout among counselor educators: differences between adaptive, maladaptive, and nonperfectionists. Journal of Counseling and Development.

Bruns, K. & Schnyders, C. (2015). Flipping the Classroom in Counselor Education. In Jencius, M.., Page, B. J., & Xiong, M. Elements of Teaching for Counselor Educators. CounselingPress.com ISBN: 978-0-692-29646-2

Bruns, K. (2014). Protective Factors as Predictors of Levels of Suicidal Ideation and Suicidal Behavior in the College Population. (Electronic Thesis or Dissertation). Retrieved from https://etd.ohiolink.edu/

Mylant, M., Elverson, C., & Bruns, K. Implementation of Screening, Brief Intervention and Referral to Treatment: Education for Health Professionals in South Dakota. SAMHSA. $546,971. Funded September 2015.

Bowser, B., & Bruns, K. (2015). The effects of rehabilitation on physical and mental health for persons with MS. SDSU RSSF. $7500. Funded April 2015.

Dr. Andrea Bjornestad, Assistant Professor One book chapter accepted for publication and two manuscripts currently

under review Bjornestad, A., & Mercado, C. (2015, awarded). $3000. Scholarly

Excellence Fund, South Dakota State University. Project Title: Developing a Wellness Inventory for Military Service Members & Veterans. Role: Principal Investigator.

Bjornestad, A., & Brown, L. (2015, awarded). $1800. Research/Scholarship Support Fund, South Dakota State University. Project Title: The Relationship Between Symptoms of Depression and Social Support in Farmers. Role: Principal Investigator.

Ad Hoc Journal Reviewer, Journal of Counselor Leadership & Advocacy; Journal of Nervous and Mental Disease

Three National Presentations (ACA & ACES); ACA presentation chosen as a sponsored presentation by the Military and Government Counseling Association.

South Dakota Counseling Association Education Chair

Ms. Tanesha Walker, Instructor Finishing PHD at Kent State University Completed BS & MA at Ohio State University. Licensed Professional Counselor in Ohio. Experience in University Counseling Centers, Adolescent Care Unit, and a

mental health center.


Numerous presentations at the state and national level.

Dr. Stephen Saiz, Liaison Former Chair at SUNY Plattsburgh. Former School Counselor in Alaska. Former Teacher in Pine Ridge

Dr. Gregory Howard, Lecturer Long time Adjunct at University Center PHD from Texas Tech Written & presented on Narrative Therapy

Areas of Specialization: Largest MS program at SDSU (averaging 55 graduates a year over a 4 year period in late 2000’s). CACREP: M.S. Agency (Community) Counseling M.S. School Counseling M.S. Student Personnel Counseling CAS: M.Ed. Administration of Student Affairs CORE: M.S. Rehabilitation & Mental Health Counseling Accreditation Updates: CACREP Will submit self-study in January of 2016 Agency (Community) endorsement no longer available; will be Mental Health CORE Site visit during Spring Semester 2015; just received full 8 year reaccreditation

IV. Jay shared with the group the detailed CHRD assessment plan and reported that it will be sent to the members in a word document after the meeting and also available on our website.

CHRD Assessment Plan includes various assessment information including: Student Review Chart Warning Letters Chart Student Satisfaction Survey Results Graduation Exit Survey Results CPCE/Written Exam Results Oral Exam Results National Counselor Exam Results Graduate & Employer/Supervisor Evaluations


Advisory Council

Program Strengths and Challenges High number of applicants Spring admissions average 50 applicants for 30 positions Placement rates NCE performance (100% in 2013) 97% of students would recommend our program to a someone else Orientation has been strengthened Stress on faculty time (i.e. scholarship/research) Balance between teaching accreditation standards and current hot topics Ongoing budget challenges

V. The Mission Statement was discussed and approved as follows:

The Counseling and Human Resource Development program at South Dakota State University prepares highly competent professionals who exemplify and demonstrate: • Professional integrity & ethics • Outreach and advocacy • Diversity acceptance and inclusion • Personal and professional growth • Intellectual curiosity and openness • Wellness and work-life balance • Hopefulness, resilience, and empowerment in the following areas of specialty: clinical mental health counseling, school counseling, rehabilitation and mental health counseling, college counseling/student affairs, and marriage and family counseling.

VI. The Guiding Philosophy & Goals was discussed and approved as follows:

Guiding Philosophy and Goals

As counselor educators, we are involved in the dynamic and evolving processes of counselor education and student affairs education. Our priorities are to develop our students successfully in the areas of academic performance, professional responsibility, competence, conduct, integrity, and self-care and wellness. To prepare skilled practitioners, the faculty will develop in all graduates maturity in self-understanding and self-development, the ability to examine personal values and their appropriateness for the counseling profession, the ability to effectively communicate, and the ability to attain and maintain an acceptance and inclusion of diverse populations.

By utilizing individual strengths, our students and graduates will exhibit the following characteristics in our core areas:


Academic Performance (including human growth and development, social and cultural foundations, helping relationships, theories and practices, family systems and interventions, lifestyle and career development, appraisal, research and evaluation, and professional orientation)

• Earn a minimum grade of "B” in all required courses • Demonstrate clarity of expression in oral and written communications • Demonstrate self-reliance, resourcefulness, and academic integrity in preparation for classes, exams, and research • Demonstrate ability to conceptualize, synthesize, and apply course material • Demonstrate timeliness, attentiveness, and dependability in attendance, participation, and completion of all class meetings, assignments, and program activities Professional Responsibility • Relate to peers, faculty, supervisors, instructors, administrators, clients, and others in an appropriate and professional manner • Demonstrate commitment to the profession • Demonstrate motivation and apply maximum effort to develop professionally • Demonstrate ethical awareness and conduct, and apply legal and ethical standards throughout all program areas Competence • Demonstrate mastery of clinical/applied skills commensurate with counselor developmental level • Take responsibility for compensating for his/her deficiencies • Provide only those services and apply only those techniques for which he/she is qualified by education, training, supervision, and/or experience • Demonstrate cognitive skills and appropriate affect in response to clients and peers • Utilize culturally relevant/effective interventions and advocate appropriately for client needs • Take responsibility for his/her own behaviors and decisions Conduct • Demonstrate self-control (anger, impulse, and withdrawal) with peers, faculty, supervisors, instructors, administrators, clients, and others • Demonstrate honesty and fairness both personally and professionally • Demonstrate awareness of his/her belief systems, values, and limitations in a manner to not negatively affect his/her professional work • Demonstrate timely and respectful communication with faculty, peers, supervisors, and others • Demonstrate ability to collaborate and to receive, integrate, and utilize feedback from peers, faculty, supervisors, instructors, administrators, clients, and others Integrity • Respect the fundamental rights, dignity, and worth of all people


• Respect the rights of individuals to privacy, confidentiality, and choices regarding self-determination • Demonstrate awareness of his/her own cultural identity, respect cultural, individual, and role differences in all professional relationships (i.e. age, gender, race, ethnicity, national origin, religion, sexual orientation, physical disability, language, and socioeconomic status). Self-Care and Wellness • Dress professionally for the academic and professional setting • Engage in healthy behaviors and use appropriate resources for self-care • Monitor own well-being, effectiveness, and demonstrate responsibility for his/her own personal wellness • Demonstrate the ability to function effectively in stressful situations Demonstrate the ability to resolve conflicts appropriately

VII. The Advisory Group will break into specialty area meetings for the remaining time to

discuss the following: a. Specialty Updates b. Review & Discuss Internship Documentation for Knowledge, Skills, & Practice

for Student Learning Outcomes c. Current Issues d. TBD

Clinical Mental Health Counseling Track New Practicum and Internship Evaluations were reviewed and approved

o A few suggestions were made for improvement Discussion was had on new Addictions course (Counseling the Addictive Client)

o Support was noted for this course being offered o Discussion was held about making this a required course for the CMHC

track; all present were supportive of this suggestion o Objectives of CHRD 756 were reviewed; there were no suggested

changes at this time Suggestion was made by member to have students do a “give back” project at

their internship site Suggestion was made to include more information for case management during

the Administration (CHRD 713) course

College Counseling/Student Affairs Advisory Council Notes Jim Bies, Meghan Peterson, Ruth Harper 11/12/15 We reviewed and discussed the updated internship evaluation form. A few minor suggestions were made that have been added or changed in that document. It was seen as an improvement and very appropriate to the specialty area.

Conversation turned to current issues in the field, and the following topics were discussed. Some are already represented in the curriculum, and some represent new areas to integrate: • autism spectrum disorders


• college student depression and anxiety • current undergraduates’ limited coping skills/strategies • how to help students achieve independence (or better boundaries with parents) • forming support systems on campus • the role of technology in fostering dependence • appreciative advising (is becoming SDSU’s official advising model, and has already been added to 770 topics) Advisory Council Meeting Notes School Counseling Specialty November 12, 15 New Topics: • Diversity and transgender issues • Development of Classroom Guidance Curriculum • Classroom Management • Working with Helicopter Parents • Advocacy for Self • Use of technology particularly Google Doc for referral and survey purposes The Program can cover in more detail • DSS process • Risk assessment in schools (Suicidal/Homicidal Students) Strength of the Program • Interns are very knowledgeable about the counseling field • Interns are many times resources for internship site supervisors in terms of new theories and approaches Suggestion • What is the possibility of giving an elective course on special issues in school counseling where students learn more specific information about the field? The class could consist of lectures of different school counselors working at the field.

VIII. Closing – the advisory council members were thanked for their participation.

4 Remediation of student learning and performance on Professional Identity, Professional Practice, Program Area Standards, and Student Learning Outcomes.

Any core curriculum or program area that is rated below 2.25 (on a 3 point scale) for two consecutive years on the graduation exit survey or 2.00 for two years on the graduate or employer survey AND scores below the national average for two consecutive years on the CPCE will have a remediation plan developed by the faculty to improve the learning outcomes.


Any student learning outcome, professional identity, or professional practice area that does not meet or exceed expectations for two consecutive years will have a remediation plan developed by the faculty to improve the learning outcomes. For objective assessment measures, a 75% pass rate is considered “meeting expectations” and must include the majority of assessment items which address that standard.

Comprehensive Assessment Plan AA.3 CHRD... · Comprehensive Assessment Plan September 1st, ......

Documents

Transcript of Comprehensive Assessment Plan AA.3 CHRD... · Comprehensive Assessment Plan September 1st, ......