University of Alaska Fairbanks School of Education
Master of Education in School Counseling
Master of Education in Clinical Mental Health Counseling
The Academic Year (AY) 2018-19 includes Summer 2018, Fall 2018, and Spring 2019 semesters.
CACREP Vital Statistics and Program Evaluation Report
AY 2018-19
Submitted by Dr. Valerie Gifford, Program Head
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APPLICANTS
AY 2018 – 19
Total number of applicants:
Admitted/Enrolled: 25; Denied: 2
Withdrew After Admission: 1
Withdrew Before Admission: 1
Distance Students 8
On Campus Students 21
Urban 28
Rural 1
Female 23
Male 6
Age 22 - 29 10
Age 30 - 39 7
Age 40 - 49 9
Age 50 - 59 3
Age 60 - 69 0
Full Time Not yet
identified Part-Time
School Counseling 10
CMH 19
Dual Program 0
Alaska Native
1
Black or African-
American
1
American Indian
0
Native Hawaiian or
Other Pacific
Islander
1
Asian
1
Unspecified
2
Caucasian
23
Multiple-race
0
Hispanic Ethnicity
0
CURRENT STUDENTS
AY 2018 – 19
Total number of active students: 72
Distance Students 28
On Campus Students 44
Urban 58
Rural 14
Female 65
Male 7
Age 22 - 29 20
Age 30 - 39 24
Age 40 - 49 17
Age 50 - 59 9
Age 60 - 69 2
Full Time 25
Part-Time 47
School Counseling 29
CMH 39
Dual Program 4
Note – Students in the dual program
are counted in the school and CMH
sections of the online CACREP Vital
Statistics Survey.
Alaska Native 1
Black or African-
American
0
American Indian 0
Native Hawaiian or
Other Pacific
Islander
0
Asian 2
Unspecified 5
Caucasian 56
Multiple-race
Alaska
Native/Caucasian
African
American/Caucasian
American
Indian/Caucasian
Pacific
Islander/Caucasian
2
1
3
1
Hispanic Ethnicity 1
GRADUATES
AY 2018 – 19
Total number of graduates: 3
Distance Students 1
On Campus Students 2
Urban 3
Rural 0
Female 3
Male 0
Age 22 - 29 1
Age 30 - 39 1
Age 40 - 49 1
Age 50 - 59 0
Age 60 - 69 0
Full Time 0
Part-Time 3
School Counseling 2
CMH 1
Dual Program 0
Alaska Native
0
Black or African-
American
0
American Indian
0
Native Hawaiian or
Other Pacific Islander
0
Asian
0
Unspecified
0
Caucasian
2
Multiple-race
African
American/Caucasian
1
Hispanic Ethnicity
0
Demographics Demographic information about applicants, current students, and graduates.
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Summary of findings: The program continues to admit more urban students than rural students. The vast
majority of students admitted continue to be White females. These findings are not surprising given they
are representative of the program applicant pool. The majority of students in the program attend part-time
and complete classes on campus.
Highlights of findings: The demographics of the program's applicant pool and admitted students are not
representative of Alaska's demographics.
Update on 2017-18 recommendations: The faculty is reorganizing as a result of one faculty member
retiring and two new faculty members joining the program. The recommendations set forth last year to
increase diversity in the program's students need continued work. Specific efforts need to be made this year
to address the associated recommendations from faculty subcommittees and workgroups.
The graduate student advisor worked with faculty to further develop specific course sequences for part-time
students. In addition, to help students plan a path to graduation, a concerted effort was made by the
graduate student advisor to develop accurate individual graduate study plans for each student.
Faculty members created a structure for students who were completing master’s projects/thesis to meet
routinely as a group with the faculty member. During these meetings, students discussed their research, set
goals, reported on deadlines, and served as accountability partners in completing their projects.
Recommendations: Similar to last year, there is a need to increase the recruitment, retention, and
graduation of rural and diverse students in terms of geography, ethnicity, age, and gender. The faculty
members intend to organize around this need in a deliberate manner by developing a subcommittee tasked
with determining the barriers to people from diverse backgrounds applying to and graduating from the
program. This subcommittee will put forth a plan for addressing these barriers. In addition, the committee
will evaluate the program’s infrastructure, expertise, and readiness to develop an Indigenous cohort model.
Based on this evaluation, the subcommittee will put forth a plan outlining the necessary steps to increase the
program's potential in this area.
The faculty will convene a subcommittee to develop a needs assessment to determine the gaps that exist
between what the program is providing and what is desired by stakeholders.
Faculty members will recruit rural and Alaska Native educators interested in pursuing school counseling. In
addition, faculty members will reach out to the UAF Social Work Department to recruit rural and Alaska
Native students from their rural cohort bachelor’s program.
Graduation Rates
Number of graduates in AY 2018-19 = 3
Program Summer
2018
Fall
2018
Spring
2019
Total
MED Clinical Mental Health Counseling
0 1 1 2
MED School Counseling
1 0 0 1
Exit Data Graduation rates, program completion rates, credentialing examination pass rates.
4
MED in School and Community
0 0 0 0
Program Completion Rates
UAF defines a full-time graduate student as a student taking nine credit hours per semester. For the purpose of this
report, a part-time student is defined as a student taking six credit hours per semester.
M. Ed. in School Counseling (48 credits) Expected Completion Time
• Full-time students = five semesters.
• Part-time students = eight semesters.
M. Ed. in Clinical Mental Health (60 credits) Expected Completion Time
M. Ed in Community Counseling (54 credits) – Students admitted prior to Fall 2016
• Full-time students = six semesters.
• Part-time students = nine semesters.
M. Ed. in Dual Concentration (75-78 credits) Expected Completion Time
• Full-time students = nine semesters.
• Part-time students = thirteen semesters
Completion Rates AY 2018-19
Program Full-Time Student Completion Rate Part-Time Student Completion Rate
MED CMH Counseling
NA 50%
MED School Counseling
NA 100%
MED Dual Concentration
NA NA
Credentialing Examination Pass Rates for Graduates AY 2018-19
Program Exam Pass Rate Exam Fail Rate
MED CMH Counseling
100% 0%
MED School Counseling
100% 0%
The UAF Counseling program requires all students to pass a department-prepared, written, comprehensive exam in
order to graduate from the Master of Education in CMH or School Counseling. Since passing the exam is a
requirement for graduation, there is a 100% pass rate for graduates in AY 2018-19
Summary of findings: Similar to the previous year, few students graduated from the program this past
year (3). It has been observed by faculty that many of the program's students experience a loss of
momentum in the program related to the required masters' project/thesis. In addition, the school track
students pursuing K-12 certification are required to complete 4 semesters (1200 hours) of internship.
Another consideration is that the program offers part-time and full-time options and works with students to
accommodate their work schedules, family lives, and other competing considerations. Many of the students
switch back and forth between taking courses full-time and part-time throughout the program based on their
individual needs. The program is not a cohort model due to its commitment to making these
accommodations.
The Counseling Program faculty instituted a standardized exam as the program’s comprehensive exam
beginning AY 2017-2018. Students who matriculated years prior to AY 2017-2108 have the choice to take
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this standardized exam or an essay formatted comprehensive exam, which was developed by the faculty and
used in the past.
Highlights of findings: The program’s graduation rate continues to be substantially less than its
admissions rates. Regarding the comprehensive exam, program faculty identified a need to further develop
the exam process, including: determining how many sections a student must pass in order to pass the exam,
cut-off scores per section of the exam, and procedures for re-testing. In addition, the faculty determined a
need to further develop comprehensive exam policies and procedures that align with its effort to prepare
graduates from diverse backgrounds, specifically Alaska Native graduates, given standardized tests may not
be the modality that best allows students to effectively demonstrate their competency. Update on 2017-18 recommendations: The program has instituted a comprehensive process of reviewing
each student’s progress annually. The students and their advisors complete this review together, which
involves updating their graduate study plan. Through the continuous monitoring of student progress toward
program completion, plans are underway to address the identified areas of concern. Recommendations: The program faculty members voted to make the masters’ project/thesis optional in
years to come. Students will substitute a recommended elective course in place of the project/thesis credits.
It is expected that students will no longer be delayed by the project/thesis with this program change.
Program faculty members are reviewing how other programs and states handle K-12 certification for school
counseling. They are considering options such as reducing the number of hours and semesters required
during the internship series while still having training opportunities with students in elementary, middle, and
high school.
Finally, the program is considering the development of a cohort model for students who desire this format
and find it helpful in terms of program completion. Graduation rates will continue to be monitored.
Faculty will develop and adopt clear policies and procedures for the comprehensive exam which denote cut-
off scores and how those scores were derived. In addition, faculty will develop policies and procedures for
determining what constitutes passing the exam and contingencies for students needing to re-test.
Faculty members will evaluate specific courses to determine if the required workload is too ambitious for a
typical master’s level course, which could be influencing graduation rates. If the workload associated with
specific courses is unmanageable for students, it could be leading students to become part-time, resulting in
an extended time for program completion.
Evaluation of Program Objectives Objective 1
The UAF counseling program will admit high quality, diverse candidates from rural and urban areas
of Alaska.
Admissions scores for applicants to AY 2018-19 Total number of applicants: 25 – mean scores include admitted and denied applicants
The UAF counseling program will admit high quality, diverse candidates from rural and urban areas of
Alaska.
Program Evaluation Data Evaluation of program objectives, survey data, employment statistics.
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Application
piece Criteria for meeting expectations Number of
applicants Mean
Score*
GPA 3.0 or higher 25 3.18
Resume Shows education, work or volunteer experience in counseling or a related field 25 2.88
Letters of
Reference Positively describes applicant’s knowledge, skills, or dispositions related to being a
future helping professional 25 2.96
Statement Well written, error-free, APA format Describes reason for desire to be admitted to program Describes characteristics desirable to be an effective counselor Describes how educational background will assist student in the program Describes how experience relates to earning a counseling degree Clearly states intent for earning the degree
25
3.16
Interview Clearly states why UAF is a good fit. Articulates an interest in counseling and an interest is working in Alaska Describes how educational background will assist student in the program Honestly explains strengths and challenges in being a helper Honestly explains strengths and challenges in being a researcher Has experience working with diverse populations Articulates an approach to multicultural counseling Describes the health care disparity between rural and urban centers in Alaska
24
2.99
*Rating scale 1 – 4
Summary of findings: The majority of individuals admitted to the counseling program are White females.
The two areas of strength in the program's applicant pool include G.P.A. and the written statement.
Highlights of findings: Overall, applicants to the program appear to be scoring well using the program’s
current evaluation tool.
Update on 2017-18 recommendations: Last year’s recommendation to continue using the same
admissions rubric was reconsidered in regards to the interview. A new protocol was adopted. Efforts to
recruit diverse applicants need to continue.
Recommendations: The counseling faculty adopted a new applicant interview protocol for the admission
process. This protocol focuses on discerning the applicant’s potential for successful work with diverse
community members and students across Alaska. Questions are structured in a manner that helps the
admission’s committee evaluate the applicant’s professional characteristics. This interview protocol will
continue to be used in the admissions process.
The faculty will review the current admissions process and associated tools to determine if barriers are
being created which limit the program's ability to draw a diverse applicant pool.
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Objective 2 – Knowledge
Students will acquire foundational knowledge of the field of counseling, human development,
counseling theories, professional ethics, career development, assessment and testing, multicultural
counseling, counseling interventions, and group counseling.
Key Assignment Rubric Mean Scores for AY 2018-19
Students will acquire foundational knowledge of the field of counseling, human development, counseling
theories, professional ethics, career development, assessment and testing, multicultural counseling, counseling
interventions, and group counseling.
Content area Class Assignment Number of
students Mean score*
Field of Counseling COUN 615 Foundations of Counseling
Foundations Final Paper 18 3.79
Human Development COUN 628 Child and Adolescent Development COUN 638 Adult Development
Personal Development Paper
Adult Development Case Study
17
9
3.82
3.82
Counseling theories COUN 623 Counseling Theories and
Applications
Theoretical Orientation Paper 24 3.70
Professional ethics COUN 647 Professional Ethics
Ethics Final Paper 28 3.86
Career Development COUN 632 Career Development
Career Development Theory Paper 15 3.80
Assessment and Testing COUN 630 Appraisal
Assessment Instrument Comparison Paper 16 3.54
Multicultural Counseling COUN 660 Multicultural Counseling
Personal Perspective Paper 21 3.99
Counseling interventions COUN 627 Developmental
Interventions COUN 629 Counseling Interventions for
Adults
Intervention Paper and Presentation Case study - Intervention/Treatment Plan
14
14
3.98
3.87
Group counseling COUN 674 Group Counseling
Group Paper 17 3.34
*Rating scale 1 – 4
Summary of findings: Overall, scores on the program’s key course assignments which assess content
knowledge in the fields of counseling, human development, counseling theories, professional ethics, career
development, assessment and testing, multicultural counseling, counseling interventions, and group
counseling indicate that the program’s students are meeting or exceeding standards. Typically, the
program's key assignments are completed toward the end of the course each semester, giving students ample
time to be exposed to course material and integrate it into their knowledge base. Similar to years prior,
many of the program's instructors continue to require students to resubmit their key assignments until it
meets or exceeds the standard in order to promote the student's success in knowledge acquisition.
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Highlights of findings: The mean scores for the content areas ranged between 3.34 and 3.99. The
highest scores appear in multicultural counseling and counseling interventions. The lowest scores appear in
group counseling and assessment and testing. These areas with the highest scores are different from the
prior year when the content areas with the highest scores were human development and career development.
Similar to the prior year, assessment and testing was one of the lowest scores; however, during the prior
year, professional ethics was one of the lowest scores instead of group counseling.
Update on 2017-18 recommendations: The program head met with new faculty and adjunct faculty
members to ensure the rubrics for each course were discussed and understood. Selected course rubrics
(practicum, pre-practicum, child development, research, and multicultural counseling) were reviewed to
ensure that rubrics aided in the objective assessment of the assignment, standards assessed were correct, and
the rubric descriptors were helpful in scoring.
Recommendations: Efforts in the abovementioned recommendations areas will continue. Specifically,
courses will continue to be selected systematically and their rubrics will be reviewed for accuracy and
utility. New faculty and adjuncts will be oriented to and advised about how to complete the rubrics for the
key assignments associated with the courses being taught. Faculty will continue to develop and articulate
parameters about how the rubrics are used in an effort to increase consistency across courses.
Objective 3 – Skills, Dispositions
Students will develop counseling skills and refine professional characteristics through
coursework and practical experience in the field of counseling.
Counseling Skills – Pre-Practicum/Practicum AY 2018-19
Class Counselor Responds
to Training
Counselor
Synthesizes/Responds
Appropriately
Listening Provides
Comfortable
Environment
Stays With Client
# Mean # Mean # Mean # Mean # Mean
COUN 617P 15 4.0 15 2.56 15 2.52 15 3.28 15 2.80
COUN 634P 2 4.00 2 3.00 2 3.13 2 3.67 2 2.79
*Rating scale 1 – 4
Counseling Skills – Field Practicum/Internship AY 2018-19
Class Working in the Counseling
Environment
Counseling Skills and
Process
School Counseling Clinical Mental Health
Counseling
# Mean # Mean # Mean # Mean
COUN 635 13 3.33 13 3.11 4 2.94 9 2.70
COUN 636 5 3.92 5 3.36 2 3.46 3 3.29
COUN 686 3 3.93 3 3.52 2 3.36 1 3.20
COUN 687 1 3.50 1 3.43 0 NA 1 3.50
COUN 688 0 NA 0 NA 0 NA 0 NA
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*Rating scale 1 – 4
Dispositions – Professional Characteristic Feedback AY 2018-19
Class Professional Responsibility Professional Competency Professional Maturity Professional Integrity
# Mean # Mean # Mean # Mean
COUN 615 18 3.94 18 NA 18 3.94 18 4.00
COUN 623 24 3.81 24 3.86 24 3.79 24 4.00
COUN 674 17 3.77 17 3.84 17 3.65 17 3.89
COUN 634 3 3.61 3 3.93 3 3.50 3 3.93
COUN 635 13 3.63 13 3.75 13 3.55 13 3.89
COUN 636 5 3.57 5 3.75 5 3.63 5 3.76
COUN 686 3 3.91 3 3.75 3 3.72 3 4.00
COUN 687 1 4.00 1 3.75 1 4.00 1 4.00
COUN 688 0 NA 0 NA 0 NA 0 NA
*Rating scale 1 – 4
Summary of findings:
Skills: Consistent with the prior year, student scores on their counseling skills in the practicum courses tend
to be lower than their scores in the internship courses. This finding is expected given that students are being
exposed to the skills and using them for the first time during the practicum courses. Once they are more
familiar with the skills and applications of them, their scores tend to improve.
Dispositions: The program’s Professional Characteristics Feedback Form (PCFF) is the mechanism by
which student dispositions are evaluated. Consistent with the prior year, this evaluation occurs multiple
times throughout the program and the evaluation is tied to specific courses. Some areas of the PCFF are not
applicable to every course and are not part of the overall score, which may be part of the reason students
score higher at the beginning of the program. As the student progress, more areas on the PCFF become
applicable and are scored. It is expected that student scores increase on the PCFF toward the end of the
program due to their growth and development in professional dispositions having occurred. Finally, it is
also expected that student scores will tend to meet or exceed standards on the PCFF, in general, because the
interview process for admissions assesses for those dispositions that are believed to important for a
professional counselor to possess.
Highlights of findings: There are no unexpected findings in this data. The program faculty members
expect counseling skills to be emerging and developing for most of the students in this stage of the program.
Furthermore, scores during the field practicum and internship courses show improvement overall regarding
the development of counseling skills. Finally, student scores on the PCFF are also expected given that more
areas of this evaluation tool become relevant and are assessed in the courses students take during the middle
and later stages of the program. Therefore, students will often score high at the beginning of the program,
experience a dip in their scores mid-program, and receive high scores later in the program.
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Update on 2017-18 recommendations: Faculty and site supervisor training occurred on the program’s
tools used to evaluate the skills and disposition of students. Confusion is still apparent amongst these
individuals, and the PCFF form seems to create most of the confusion. As a means to monitor student
dispositions, an on-going agenda item has been added to the bi-weekly faculty meetings to address student
concerns. At the end of the spring semester, a full-faculty meeting is dedicated to discussing student
progress and concerns. Faculty members review the PCFF with pre-practicum and practicum students, mid-
semester and end-of-semester, in order to address growing edges in a timely manner. In addition, adjunct
faculty members are contacted mid-semester and queried about any student concerns that may have
manifested in their courses. During the fall semester, students meet with their faculty advisor to review
their scores on key performance indicators, PCFFs, and graduate study plans. Updated graduate study plans
and student progress are reported to the Counseling Program’s graduate student advisor and the UAF
Graduate School. Continued work is needed to revise tools for student counseling skill and disposition
evaluation over the pre-practicum, practicum, field practicum, and internship series.
Recommendations: Review the PCFF with faculty. Make revisions to it. Send it out to adjunct faculty,
current site supervisors, and former site supervisors for feedback. Once a revised PCFF is adopted, review
the counseling skill evaluation tools used in pre-practicum, practicum, field practicum, and internship
courses. Develop a plan for making the necessary revisions. Once fall advising sessions are completed with
each student, the faculty will review this annual process and revise it as necessary.
Objective 4 – Knowledge, Skills, Dispositions in Specialty Areas
Students will acquire knowledge, develop skills, and refine professional characteristics,
through coursework and practical experience related to their selected degree concentration:
Clinical Mental Health Counseling
Key Assignment Rubric Mean Scores for AY 2018-19
Students will acquire knowledge, develop skills, and refine professional characteristics in the clinical mental
health counseling degree concentration.
Content area Class Assignment Number of students Mean score
CMH COUN 650 Multicultural
Psychopathology
Final Paper/Case Study 10 3.71
CMH COUN 651 Counseling for Addictions
Conceptualization and Treatment Paper
13 3.72
CMH COUN 666
Family and Couples Counseling
Cultural Family Assessment 12 3.79
*Rating scale 1 – 4
School Counseling
Key Assignment Rubric Mean Scores for AY 2018-19
Students will acquire knowledge, develop skills, and refine professional characteristics in the school
counseling degree concentration.
Content area Class Assignment Number of students Mean score
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SCHOOL COUN 646
School Counseling
Comprehensive School Counseling
Plan 4 3.75
*Rating scale 1 – 4
Summary of findings: Similar to the prior year, the mean of the students’ scores indicate they are meeting
or exceeding expectations in all specialty areas. Mean scores range between 3.71 and 3.75.
Highlights of findings: Student scores on key assignments in specialty areas indicated they are meeting or
exceeding expectations.
Update on 2017-18 recommendations: New texts were adopted for COUN 651, Counseling for
Addictions. The course content was reviewed and the rubric for the key assignment was revised
accordingly. In addition, COUN 646, School Counseling, was reviewed and the associated key assignment
and rubric were updated and aligned with CACREP standards.
Recommendations: The program faculty will begin preparing the school track to move from 54 credits to
60 credits. In doing so, the addictions course will be reviewed for its suitability for the school track students
who are not required to take multicultural psychopathology, which is a pre-requisite for this course. In
addition, the faculty members will explore the development of a subsequent school counseling course that
will build on COUN 646 School Counseling.
Objective 5 - Research
Students will be consumers of research to support their learning and future professional
practice.
Evaluation of Research Project/Thesis AY 2018-19
Students will be consumers of research to support their learning and future professional practice.
Content area Class Assignment Number of
students Mean score
Ability to locate, read, understand, synthesize, and
apply research in their
academic and professional
careers.
COUN 601 Research in Counseling and
Educational Settings
Research Prospectus 5 3.2
COUN 698 Non - Thesis Research Project COUN 699 Thesis
Research Project 3 3.0
*Rating scale 1 – 4
Summary of findings: The mean scores on the key assignments for COUN 601 and COUN 698 indicate
that students are meeting expectations. There were no students who completed a master’s thesis, COUN
699.
Highlights of findings: Students appear to be meeting the standard in regards to locating, reading,
understanding, synthesizing, and applying research as assessed through a COUN 601 Research course and
COUN 698 Research Project completion.
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Update on 2017-18 recommendations: Faculty discussions occurred about adding article review
assignments to specific courses to assess student growth and development in this area. In addition,
procedures were put in place to gather key assignment scores for the courses for use in the program’s data
management system, Live Text.
Recommendations: Faculty discussions regarding article review assignments being added to specific
courses need to continue. Depending on the outcome of these discussions, the rubrics associated with the
article reviews will need to be developed and added to the courses, accordingly.
Objective 6 - Employment
Program graduates will be well prepared to begin work as professional Clinical Mental
Health or School Counselors.
Employment 2018-19 Graduates Total Number of Graduates: 3
Employment CMHC Graduates Number Percent
Employed in field, in state 0 NA
Employed in field, out of state 0 NA
Employed out of field, in state 0 NA
Employed out of field, out of state 0 NA
Unknown 0 NA
Not employed, looking for work 1 100%
Employment School Graduates Number Percent
Employed in field, in state 0 NA
Employed in field, out of state 1 50%
Employed out of field, in state 1 50%
Employed out of field, out of state 0 NA
Unknown 0 NA
Not employed, looking for work 0 NA
Employment Dual Track -
School and CMH Graduates
Number Percent
Employed in field, in state 0 NA
Employed in field, out of state 0 NA
Employed out of field, in state 0 NA
Employed out of field, out of state 0 NA
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Unknown 0 NA
Employed in field, in state 0 NA
Summary of findings: Similar to last year, the program had a low number of graduates AY 2018-2019.
Three students graduated, with one student graduating from the Clinical Mental Health Track and two
students graduating from the School Track. One of the graduates is currently unemployed and two of the
graduates are employed, with one graduate working in the counseling field in Alaska and one graduate
outside of the field in Alaska. It is important to consider that many of the program’s students work full-time
while completing their degrees. Upon graduation, not all graduates leave their current positions
immediately to pursue employment in the counseling field. This is particularly true for School Counseling
Track graduates who desire to remain in the urban centers of Alaska and may hold teaching positions. It
can take time for school counseling positions to open in the urban centers and some graduates will choose to
continue teaching until a position becomes available. There is a high demand for school and clinical mental
health counselors in Alaska. In fact, there is more demand than qualified people to fill the positions.
Highlights of findings: Two of the program graduates remained in Alaska. One graduate is looking for
employment and one graduate employed in Alaska but not in a counseling position. The third graduate is
employed in the field out-of-state.
Update on 2017-18 recommendations: During advising sessions with students, faculty members
intentionally discuss the school, clinical mental health, and dual tracks of the program. In addition, faculty
members actively discuss Ph.D. options with interested students.
Recommendations: As previously mentioned in this report, the faculty members have made programmatic
changes which they believe will increase graduation rates. Advising sessions will continue to promote the
development of accurate graduate study plans that are tailored to the specific needs of each student. During
these advising sessions, program options and continued graduate-level work beyond the counseling program
will be discussed with students as appropriate.
Key Performance Indicators
Key Performance Indicators utilize a sampling of the collected student assessment to show
how CACREP core and specialty standards are met.
Core Area: Professional orientation and ethical practice
KPI: 2.f.1.b the multiple professional roles and functions of counselors across specialty areas and their relationships with human
service and integrated behavioral health care systems, including interagency and inter-organizational collaboration and consultation
# of students Mean score or
Pass rate
Assessment 1 COUN 615: Personal Motivations and Aspirations Paper 18 3.82
Assessment 2 Professional Characteristics Feedback Form (PCFF) (disposition)
PCFF’s are completed in several classes, students may be evaluated
more than one time during the academic year.
# of PCFF’s
completed
98
3.89
Assessment 3 Standardized Comprehensive Exam 1 100%
14
pass rate
*Rating scale 1 – 4
Core Area: Social and Cultural Diversity
KPI: 2.f.2.c multicultural counseling competencies
# of students Mean score or
Pass rate
Assessment 1 COUN 660 Personal Perspectives Paper 22 4.0
Assessment 2 COUN 647 Final Ethics Paper 28 3.86
Assessment 3 Professional Characteristics Feedback Form (PCFF) (disposition)
PCFF’s are completed in several classes, students may be evaluated
more than one time during the academic year.
# of PCFF’s
completed
93
3.94
Assessment 4 Site Supervisor’s Evaluation in Internship (skill)
The site supervisor’s evaluation is completed in all field practicum and
internships; students may be evaluated more than one time during the
academic year.
# of evaluations
completed
22
3.86
Assessment 5 Standardized Comprehensive Exam 1 100%
pass rate
*Rating scale 1 – 4
Core Area: Human Growth and Development
KPI: 2.f.3.a theories of individual and family development across the lifespan
# of students Mean score or
Pass rate
Assessment 1 COUN 666 Cultural Family Assessment Paper 12 3.75
Assessment 2 COUN 628 Personal Development Paper 17 3.82
Assessment 3 COUN 638 Case Study Final Paper 9 3.84
Assessment 4 Standardized Comprehensive Exam 1 100%
pass rate
*Rating scale 1 – 4
Core Area: Career Development
KPI: 2.f.4.d approaches for assessing the conditions of the work environment on clients' life experiences
KPI: 2.f.4.f strategies for career development program planning, organization, implementation, administration, and evaluation
Mean score or
Pass rate
# of students 2.f.4.d 2.f.4.f
Assessment 1 COUN 632 Final Paper on Career Development Theory 15 3.77 3.8
15
Assessment 2 COUN 638 Case Study Final Paper 9 3.86 NA
Assessment 3 COUN 646 Comprehensive School Counseling Program 4 NA 3.75
Assessment 4 Standardized Comprehensive Exam 1 100%
pass rate 100%
pass rate
*Rating scale 1 – 4
Core Area: Helping Relationships
KPI: 2.f.5.a theories and models of counseling
# of students Mean score or
Pass rate
Assessment 1 COUN 623 Theoretical Orientation Paper 24 3.67
Assessment 2 COUN 666 Cultural Family Assessment Paper 12 3.83
Assessment 4 Site Supervisor’s Evaluation in Internship (skill) 22 3.28
Assessment 5 Standardized Comprehensive Exam 1 100%
pass rate
*Rating scale 1 – 4
Core Area: Group Work
KPI: 2.f.6.b dynamics associated with group process and development
# of students Mean score or
Pass rate
Assessment 1 COUN 674 Group Paper 17 3.40
Assessment 2 Standardized Comprehensive Exam 1 100%
pass rate
*Rating scale 1 – 4
Core Area: Assessment and Testing
KPI: 2.f.7.m ethical and culturally relevant strategies for selecting, administering, and interpreting assessment and test results
# of students Mean score or
Pass rate
Assessment 1 COUN 630 Measurement Paper 16 3.55
Assessment 2 COUN 647 Final Ethics Paper 28 3.86
Assessment 3 COUN 632 Final Paper on Career Development Theory 15 3.73
Assessment 4 Standardized Comprehensive Exam 1 100%
pass rate
*Rating scale 1 – 4
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Core Area: Research and Program Evaluation
KPI: 2.f.8.a the importance of research in advancing the counseling profession, including how to critique research to inform
counseling practice
# of students Mean score or
Pass rate
Assessment 1 COUN 601 Student Research Prospectus 5 3.2
Assessment 2 COUN 698/699 Literature Review as part of final project/thesis 3 3.0
Assessment 3 COUN 629 Case Study Final Paper 14 3.86
Assessment 4 Standardized Comprehensive Exam 1 100%
pass rate
*Rating scale 1 – 4
Core Area: Clinical Mental Health Counseling Specialty
KPI: CMHC 5.C.2.j cultural factors relevant to clinical mental health counseling
# of students Mean score
Assessment 1 COUN 623 Theoretical Orientation Paper 24 3.62
Assessment 2 COUN 647 Professional Ethics Paper 28 3.86
Assessment 3 COUN 650 Case Study Final Paper 10 3.69
Assessment 4 Professional Characteristics Feedback Form (PCFF) (disposition)
PCFF’s are completed in several classes, students may be evaluated
more than one time during the academic year.
# of PCFF’s
completed
80
3.88
Assessment 5 Site Supervisor’s Evaluation in Internship (skill)
The site supervisor’s evaluation is completed in all internships; students
may be evaluated more than one time during the academic year.
# of evaluations
completed
23
3.19
*Rating scale 1 – 4
Core Area: School Counseling Specialty
KPI: SC 5.G.1.e assessments specific to P-12 education
# of students Mean score
Assessment 1 COUN 646 Comprehensive Counseling Program 4 3.75
Assessment 2 COUN 632 Final Paper on Career Development Theory 9 3.61
Assessment 3 COUN 630 Measurement Paper 16 3.60
*Rating scale 1 – 4
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Summary of findings: Similar to findings from last year, mean scores on key performance indicates were
used to show how CACREP core and specialty standards were met. According to this data, students are
meeting or exceeding expectations based on the associated key performance indicators.
Highlights of findings: Overall, student mean scores indicate the program’s students are performing well.
Lowest scores occurred on key performance indicators associated with counseling skills in the core area of
the Clinical Mental Health Specialty and the literature review and student prospectus associated with the
core area of Research and Program Evaluation. These areas were followed by Group Counseling and
Assessment and Testing. High scores appear to be associated with the students’ professional characteristics
in the core areas of Professional Orientation and Ethical Practice, Social and Cultural Diversity, and Clinical
Mental Health Specialty.
Update on 2017-18 recommendations: CACREP Standard 2.f.5.a was added to the student evaluation
form which is completed by the site supervisor. Results from this addition are included in the data used in
the core area of Helping Relationships. This standard was not added to COUN 651, Addictions. Further
faculty discussion is necessary to decide whether to add this standard to the course. The program head and
graduate student advisor have developed a systematic plan for reviewing key performance indicators
associated with each course. Recommendations will be made to faculty for approval of suggested revisions.
A report has been developed for use with the program's data management system, LiveText. This report
shows where each standard is covered across the curriculum. The results of this report are being cross-
referenced with a matrix that was developed to show where each standard is being addressed in various
courses. Once this process is completed, course syllabi will be modified so that the standards attached to
key performance indicators are unchangeable by course instructors.
The program’s graduate student advisor has been and will continue to be add assignment descriptions and
course rubrics to every course in LiveText to ensure the proper assignments and rubrics (with the correct
standards attached) are being used for student evaluation.
A faculty member has taken the lead in coordinating the comprehensive exam. This faculty member holds
an information meeting each semester and disseminates information about the comprehensive exam and
associated study materials.
Recommendations: Continue reviewing the key performance indicators, CACERP standards, and
assignments associated with each course to ensure accuracy. Make recommendations to faculty based on
this review. Revise course syllabi, key assignments, and rubrics as approved by the faculty members.
Research in Counseling and Educational Settings, COUN 601, will be re-evaluated given that the program
no longer requires students to complete a master's project or thesis. Changes to this course along with
concerted efforts to integrate research article reviews into selected courses will be considered by the faculty.
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Survey Data
Survey of 2018-19 Graduates
Q1. Please rate the level in which the counseling program prepared you in the following core content area
Not at all Somewhat well Adequately well Well Extremely Well Total
Weighted Average
Professional Counseling Orientation and Ethical Practice
0.00% 0 0.00% 0 0.00% 0 0.00% 0 100.00% 2 2 5
Social and Cultural Diversity 0.00% 0 50.00% 1 0.00% 0 0.00% 0 50.00% 1 2 3.5
Human Growth and Development 0.00% 0 0.00% 0 0.00% 0 50.00% 1 50.00% 1 2 4.5
Career Development 0.00% 0 0.00% 0 0.00% 0 50.00% 1 50.00% 1 2 4.5
Counseling and Helping Relationships
0.00% 0 0.00% 0 0.00% 0 0.00% 0 100.00% 2 2 5
Group Counseling and Group Work 0.00% 0 0.00% 0 0.00% 0 50.00% 1 50.00% 1 2 4.5
Assessment and Testing 0.00% 0 0.00% 0 0.00% 0 100.00% 2 0.00% 0 2 4
Research in the Counseling Field 0.00% 0 0.00% 0 50.00% 1 50.00% 1 0.00% 0 2 3.5
Program Evaluation 0.00% 0 50.00% 1 0.00% 0 50.00% 1 0.00% 0 2 3
Q1 COMMENTS Overall I found courses offered by faculty to be more rigorous and more valuable than courses offered by adjunct professors. Particularly, I felt like I missed some depth and opportunities for earlier learning in the theories of counseling course compared to the experiences discussed by classmates who experienced the class with a (full-time faculty member)
Q2. Please rate the following for your experience in the Practicum and Internship experience
Disagree Somewhat Disagree Neutral
Somewhat Agree Agree Total
Weighted Average
Practicum matched well with coursework in the program 0.00% 0 0.00% 0 0.00% 0 0.00% 0 100.00% 2 2 5
Practicum matched well with my career goals 0.00% 0 0.00% 0 0.00% 0 50.00% 1 50.00% 1 2 4.5
Practicum prepared me to enter my field experience 0.00% 0 0.00% 0 0.00% 0 50.00% 1 50.00% 1 2 4.5
The field placement matched well with coursework in program 0.00% 0 0.00% 0 50.00% 1 0.00% 0 50.00% 1 2 4
The field placement matched well with my career goals 0.00% 0 0.00% 0 50.00% 1 0.00% 0 50.00% 1 2 4
Internship prepared me to enter the field after graduation 0.00% 0 0.00% 0 0.00% 0 50.00% 1 50.00% 1 2 4.5
The quality of supervision at field placements was excellent 50.00% 1 0.00% 0 0.00% 0 0.00% 0 50.00% 1 2 3
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The class sizes in Practicum/Internship were conducive to learning 0.00% 0 0.00% 0 0.00% 0 50.00% 1 50.00% 1 2 4.5
The practicum/internship manual thoroughly explained my responsibilities 0.00% 0 0.00% 0 0.00% 0 0.00% 0 100.00% 2 2 5
Q2 COMMENTS I had a terrible internship experience. My site (name removed) did not allow me to work solo with clients, my supervisor did not take my internship seriously, and most of my coworkers at the site were unprofessional. I felt the practicum was incredibly helpful in broadening my understanding and skill set, even if the clinical setting differs from the school counseling setting.
Q3. Please rate the following for general course questions
Disagree Somewhat Disagree Neutral
Somewhat Agree Agree Total
Weighted Average
The class sizes in content courses are conducive to learning 0.00% 0 0.00% 0 0.00% 0 0.00% 0 100.00% 2 2 5
Courses are academically challenging 0.00% 0 0.00% 0 0.00% 0 50.00% 1 50.00% 1 2 4.5
Workload across the program courses is appropriate 0.00% 0 50.00% 1 0.00% 0 0.00% 0 50.00% 1 2 3.5
In general, grading was fair 0.00% 0 0.00% 0 50.00% 1 0.00% 0 50.00% 1 2 4
In general, course syllabi adequately describe the grading criteria
0.00% 0 0.00% 0 0.00% 0 0.00% 0 100.00% 2 2 5
In general, course syllabi adequately describe course objectives
0.00% 0 0.00% 0 0.00% 0 0.00% 0 100.00% 2 2 5
In general, course syllabi adequately describe course requirements
0.00% 0 0.00% 0 0.00% 0 0.00% 0 100.00% 2 2 5
In general, courses prepared me to work as a clinical mental health counselor
0.00% 0 0.00% 0 0.00% 0 50.00% 1 50.00% 1 2 4.5
In general, courses prepared me to work as a school counselor 0.00% 0 0.00% 0 0.00% 0 50.00% 1 50.00% 1 2 4.5
Q3 COMMENTS There was no racial diversity in the faculty teaching the courses and very little (sometimes none) racial diversity among the students.
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Q4. Please rate the following on your overall experience in the program
Disagree Somewhat Disagree Neutral
Somewhat Agree Agree Total
Weighted Average
The program met my expectations 0.00% 0 0.00% 0 50.00% 1 0.00% 0 50.00% 1 2 4
The impact of the program on my personal or family life was manageable
50.00% 1 0.00% 0 0.00% 0 0.00% 0 50.00% 1 2 3
There were opportunities for community networking and involvement
0.00% 0 0.00% 0 50.00% 1 50.00% 1 0.00% 0 2 3.5
Courses were consistent with my employment goals 0.00% 0 0.00% 0 0.00% 0 50.00% 1 50.00% 1 2 4.5
I had access to the educational resources that I needed (e.g., technology, library)
0.00% 0 0.00% 0 0.00% 0 50.00% 1 50.00% 1 2 4.5
Course delivery model was conducive to learning 50.00% 1 0.00% 0 0.00% 0 50.00% 1 0.00% 0 2 2.5
I am satisfied overall with the class schedule throughout the program
0.00% 0 0.00% 0 0.00% 0 50.00% 1 50.00% 1 2 4.5
I am satisfied with the overall accessibility of the faculty 0.00% 0 0.00% 0 0.00% 0 0.00% 0 100.00% 2 2 5
I am satisfied with the accessibility of the graduate program advisor
0.00% 0 0.00% 0 0.00% 0 0.00% 0 100.00% 2 2 5
I am satisfied with the faculty mentoring process 0.00% 0 0.00% 0 0.00% 0 50.00% 1 50.00% 1 2 4.5
I am satisfied with the faculty advising process 0.00% 0 0.00% 0 0.00% 0 0.00% 0 100.00% 2 2 5
The Counseling Student Handbook was useful as I moved through the program
0.00% 0 0.00% 0 50.00% 1 50.00% 1 0.00% 0 2 3.5
Faculty encouraged me to seek out professional endeavors 0.00% 0 0.00% 0 0.00% 0 50.00% 1 50.00% 1 2 4.5
Q4 COMMENTS Overall, this program was flexible to and supportive as I navigated personal situations and changes, I appreciated their flexibility and support.
21
Q5. Overall, I was satisfied with the program.
Responses
Yes 50.00% 1
No 50.00% 1
Q5 Explain your answer Frequent problems with technology during class that delayed teaching. Internship was impossible to complete while working a job elsewhere. More credits were required for community track then school track, even though we obtained the same degree. More classes equated to more money spent. Very lonely and trying experience to finish this degree as there were no professors and very few students I could relate to on a racial level (I am a person of color), the internship forced me to quit my paying job and I now have a ton of student debt (mostly from my time interning). The regular courses were great, it was the internship and final research paper that ruined the program for me. Internship required too much time and the research project paper was extremely long and frankly, a waste of time. The paper did not enhance my ability to be a better counselor. I feel I gained a tremendous knowledge of counseling both in clinical and school settings, a firm grasp and practice with scholarly writing and writing clinical notes.
Q6. I would recommend this program to other students.
Responses
Yes 50.00% 1
No 50.00% 1
Q6 Explain your answer I would only recommend it if the internship hours were shortened and the research project paper was eliminated. And I have! I do explain that the this is a big Masters and may require more time commitment than a typical M.Ed. degree in curriculum and design or instructional techniques.
Summary of findings: Overall, the graduates' evaluations offer positive feedback. However, constructive
feedback offered in the qualitative responses is of particular importance given the mission of the program.
Specifically, the program's partnerships with internship sites is an area of continued growth along with the
program faculty's ability to support students who identify as being from diverse backgrounds. Research and
program evaluation continue to be rated lower than in many other areas.
Highlights of findings: The graduates noted positive aspects of the program along with growth edges.
Specifically, it appears that one graduate found the program's flexibility to be of great importance. Areas of
growth for the program include bolstering program support for students struggling in internship and
ensuring that site supervisors have the resources to dedicate to an intern. Importantly and previously noted,
the program faculty members are committed to reviewing the program, its internal processes, and
curriculum for barriers that create unnecessary hardships for the students while maintaining a rigorous
training environment.
22
Update on 2017-18 recommendations: Program faculty and staff routinely communicate with students
about the CACREP accreditation process and the program's on-going need to collect data from current
students and graduates. Continued work is necessary for the area of assessment and testing. The syllabus
for the appraisal course was reviewed and consideration is being given to incorporating this knowledge base
and skillset into field practicum and internship. Research in Counseling and Educational Settings, (COUN
601) needs to be revised now that a masters’ project/thesis is no longer required. The graduates who
provided feedback did not take their research course through the counseling program. The program’s
faculty continue to work on integrating learning opportunities related to research in designated courses
throughout the curriculum in addition to the program’s research and program evaluation course.
Recommendations: The program faculty members will review the program, its internal processes, and
curriculum for barriers that create unnecessary hardships for students, with consideration given to the
specific needs for students from ethnically diverse backgrounds. Program faculty will continue to
communicate the increased time commitment required for students entering the practicum and fieldwork
portions of the program and its internship series. Student advising will focus on this aspect of the training
so that students can develop plans to meet these requirements. Faculty will continue to monitor assessment
and testing, research, and program evaluation and identify ways that learning opportunities in these areas
can be bolstered in the curriculum, field practicum, and internship courses.
Survey of 2018-19 Site Supervisors
Q1. Practicum/Internship Level (s) of student at your site. Answer Choices Responses
Field Practicum 66.67% 6
Internship I 33.33% 3
Internship II 22.22% 2
Internship III 0.00% 0
Internship IV 0.00% 0
Not sure 11.11% 1
Answered 9
Q3. Did you receive a copy of the Practicum/Internship Manual?
Answer Choices Responses
YES 100.00% 9
NO 0.00% 0
Answered 9
Q4. If yes, was the manual helpful? Answer Choices Responses
YES 100.00% 9
NO 0.00% 0
I did not receive a manual 0.00% 0
Comments 0
Answered 9
Q5. Did you attend a practicum/internship orientation prior to the start of the UAF academic semester?
Answer Choices Responses
YES 22.22% 2
NO 22.22% 2
I participated in an individual orientation with the internship coordinator. 44.44% 4
I watched a recorded orientation. 11.11% 1
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Answered 9
Q6. Did you have an initial meeting with your practicum/internship student and the UAF supervisor?
Answer Choices Responses
YES 88.89% 8
NO 11.11% 1
Answered 9
Q7. If yes, did this occur within the first two weeks of the UAF academic semester?
Answer Choices Responses
YES 88.89% 8
NO 11.11% 1
I did not have an initial meeting with the student and UAF supervisor. 0.00% 0
Answered 9
Q8. If the meeting occurred, did you discuss mutual expectations and responsibilities?
Answer Choices Responses
YES 100.00% 9
NO 0.00% 0
I did not have an initial meeting with the student and UAF supervisor. 0.00% 0
Answered 9
Q9. How often did you have contact by phone, by email, or in person with the UAF supervising faculty? weekly 0.00% 0
every two weeks 0.00% 0
once a month 11.11% 1
twice during the semester 66.67% 6
once during the semester 0.00% 0
other (please specify) 22.22% 2
Answered 9 Comments Contact with the UAF supervising faculty occurred as needed. Faculty was very available to address concerns that arose during practicum. About 4 times
Q10. Would you have preferred more contact from the UAF supervisor? YES 11.11% 1
NO 88.89% 8
Please explain. 5
Answered 9
Explain (The Internship Instructor) was helpful and thorough. He provided contact information and an invitation to contact him anytime as needed. The intern was highly responsible and no additional contact was needed other than to establish the plan and review the outcomes. Contact was sufficient
24
Faculty was available as needed and was very helpful. The support level was perfect, with web-based additional supports available. (The Internship Instructor) serves as an excellent source of support and inspires me to be the best supervisor I can be too! Thank you. I felt like there should have more time spent.
Q11. Would you have preferred less contact from the UAF supervisor? YES 0.00% 0
NO 100.00% 9
Please explain 4
Answered 9
Explain Contact was sufficient I feel like it was the appropriate amount of time. Faculty was available as needed.
Q12. Are you interested in attending training sessions, workshops, or summer classes for site supervisors sponsored by the Counseling Program? Yes, if re-certification credit is offered 55.56% 5
Yes, unconditionally 11.11% 1
No 33.33% 3
Answered 9
Comments My schedule varies so I do not have specific days or times. I can adjust my schedule as needed. I would be interested in exploring competency based supervision and reflective supervision and how to use both models. I might be interested in summer training depending on the dates/times and credits available. Thank you! Fall 2019
Q13. What other support could the UAF Counseling Program offer to you as a site supervisor?
I believe it is important for UAF to re-evaluate its practice of not providing any compensation for this position. If what you hope for is quality supervision, it is important to treat those stepping into the role as professionals. I took the job seriously and spent a lot of time mentoring and providing additional resources for my intern. I was happy to do so and the lack of a stipend did not influence my decision to support this particular intern. However, I was surprised to learn that supervising graduate students is now an uncompensated, volunteer position. I had a great student to work with, so no additional support was needed. At this point I do not have specifics. The student that is placed with (placement) is struggling and faculty was very available to help devise methods to address the struggles. Nothing at this time. How about an opportunity to meet other UAF Counseling Program supervisors as a group? Eg., an end of the year celebratory team meeting etc. spot on.
25
Q14. Do you have suggestions regarding the practicum/internship process to make it more helpful to you and/or the student?
It would be helpful to ensure that students have a good understanding of the difference between classes and practicum/internship. One of the struggles our student has is understanding that she needs to treat practicum/internship as a job rather than a class and take ownership and responsibility for her growth rather than sitting back and waiting to be told what to do. This has been an excellent experience for myself, the clinic and our clients. I believe it has also been an excellent training field practicum experience for our UAF student. spot on. I was given no time to visit the person I was mentoring. Watching a video and hearing her accounts I felt like she could have used a lot more support if I could have visited her site 2 times during her semester.
Q15. Additional comments or requests? I had an intern from another university and the difference was "chalk and cheese." UAF was organized, detailed, supportive, and ensured high expectations. I'm impressed with UAF! Working with NAME was a pleasure! It is great to know that such excellent individuals are choosing to pursue school counseling. Not at this time. As a site supervisor, I feel fortunate to have gone through the program myself and have some familiarity with the expectations as well as the experience and belief that if I do have questions or concerns, staff will respond promptly.
Thank you so much! We look forward to working with additional UAF students in the year(s) ahead! Student doing practicum or Internship should have a good mentor on site. As far as I know the UAF Supervisor never visited either. I was willing to go but her supervisor always said it was a bad time.
Summary of findings: Overall, it appears site supervisors were pleased with the university’s level of
interaction with them and their intern. It was noted that faculty and staff were available and supportive. It
appears that the site supervisors were given the internship manual and found it to be helpful. In addition, the
internship orientation was completed in a variety of ways such as by watching a video, attending an
orientation meeting, and/or during the initial site visit. The vast majority of initial site visits occurred during
the first two weeks of the semester. The qualitative responses indicate some discontent with students placed
at internship sites where the site supervisor is off-site. The responses state that students need a
supervisor/mentor on site. In addition, discontent was noted about having no way to visit the
supervisee/mentee at the student's site. Other comments suggest that interns need to be confident enough to
take initiative at their field placement sites. One respondent expressed an expectation that the university
consider paying site supervisors. Finally, there was feedback indicating an interest in meeting with other
site supervisors and participating in training opportunities.
Highlights of findings: Feedback from site supervisors is generally positive and indicate that they received
the necessary information to supervise their intern in a timely manner.
Update on 2017-18 recommendations: Student evaluation forms completed by the site supervisors were
reviewed. Additional work is needed in this area including a full review of the PCFF. Faculty members
discussed providing continuing education training or professional development opportunities for counseling
professionals in Alaska. Plans are underway to offer school counselor in-service training opportunities for
specific school districts. The faculty members are weighing other options as well but must consider time
and resource availability. Faculty members continue to foster positive relationships with past and present site supervisors. These relationships are a priority for program faculty to maintain given the important role
the program plays in the state’s workforce development plans for education and behavioral health.
26
Recommendations: Faculty will review the practice of placing students at sites without the primary
supervisor being on-site, thus relying on telehealth for supervision and case consultation. In addition,
faculty will continue developing plans to offer continuing education or professional development courses
for professional counselors in Alaska. Opportunities for connecting site supervisors with one another will be
explored.
Employer Survey of Graduates from AY 2016-17, 2017-18
Q1. Please rate how well prepared the UAF counseling program graduate, employed at your school or agency, is in the following content areas and professional skills. If you have not had the opportunity to observe this employee on a particular item, please select N/A
Not well prepared
Somewhat well
prepared Prepared Well
prepared Very well prepared N/A Total
Weighted Average
Understanding counselor professional identity 0.00% 0 0.00% 0 20.00% 1 20.00% 1 60.00% 3 0.00% 0 5 4.4
Ethical Practice 0.00% 0 0.00% 0 0.00% 0 20.00% 1 80.00% 4 0.00% 0 5 4.8
Social and Cultural Diversity 0.00% 0 0.00% 0 0.00% 0 40.00% 2 40.00% 2 20.00% 1 5 4.5
Human Growth and Development 0.00% 0 0.00% 0 20.00% 1 20.00% 1 20.00% 1 40.00% 2 5 4
Career Development 0.00% 0 0.00% 0 0.00% 0 20.00% 1 40.00% 2 40.00% 2 5 4.67
Counseling and Helping Relationships 0.00% 0 0.00% 0 0.00% 0 40.00% 2 60.00% 3 0.00% 0 5 4.6
Group Counseling and Group Work 0.00% 0 0.00% 0 20.00% 1 20.00% 1 60.00% 3 0.00% 0 5 4.4
Assessment and Testing 0.00% 0 0.00% 0 20.00% 1 20.00% 1 40.00% 2 20.00% 1 5 4.25
Research in the Counseling Field 0.00% 0 0.00% 0 0.00% 0 20.00% 1 20.00% 1 60.00% 3 5 4.5
Program Evaluation 0.00% 0 0.00% 0 0.00% 0 20.00% 1 60.00% 3 20.00% 1 5 4.75
Record keeping 0.00% 0 0.00% 0 20.00% 1 40.00% 2 40.00% 2 0.00% 0 5 4.2
Collaboration with other service providers 0.00% 0 0.00% 0 0.00% 0 40.00% 2 60.00% 3 0.00% 0 5 4.6
Performing the functions of a clinical mental health counselor 0.00% 0 0.00% 0 20.00% 1 20.00% 1 40.00% 2 20.00% 1 5 4.25
Performing the functions of a school counselor 0.00% 0 0.00% 0 0.00% 0 40.00% 2 40.00% 2 20.00% 1 5 4.5
Q2. Would you hire a graduate from the UAF Counseling program again?
Answer Choices Responses
Yes, absolutely 60.00% 3
No, definitely not 0.00% 0
Maybe, depends on the applicant 40.00% 2
Explain your answer 1
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Q2 Comments
We have enjoyed a largely successful recruitment history with UAF graduates. They have the foundation to be good counselors. Our staff train them in substance abuse counseling along with the assessment and reporting skills that accompany this specialized outpatient treatment.
Q3. Please provide any additional comments that you feel will help the UAF Counseling program prepare professional school and clinical mental health counselors.
We find it very useful if the graduate has some practical field experience via internships.
Our school counselor from UAF has done a fine job so far this year in her second year. I think the biggest challenge has been helping this individual find balance in what she's doing. Understanding the developmental stages of students is critical and learning when they begin to take advantage of your "service" is important to understand.
In our district, the reality for secondary counselors (7-12th grade) the vast majority of their work is academically focused. While the social-emotional focus of counselors is valuable and important, at the secondary level, counselors are 'academic' counselors. Therefore, coming into our schools, as both interns and employees, they need to understand transcripts, credits, scope and sequence of curriculum, how courses are classified, Alaska Performance Scholarship, NCAA guidelines, Special Education law and how IEP accommodations are a part of ACT, SAT, state testing, etc. These are critical for secondary counselors and very few, if any, are prepared for these types of topics and tasks they are required to know and understand.
Summary of findings: Responses from employers indicate that they found our graduates to be less well-
prepared in human development and record-keeping as these categories received the lowest scores. Even
with those two categories being scored lowest, the mean score indicates they were perceived as well-
prepared. It appears that employers would like the program's graduates to have a clear understanding of how
a client/student's development stage influences how and if they can use the services provided. In addition,
an employer noted the important knowledge and skills necessary for high school counselors to possess when
employed in this setting. Finally, one employer noted the importance of the graduate having practical
experience by way of internships.
Highlights of findings: Feedback from employers indicate that the majority (60%) would hire a UAF
Counseling Program graduate. The other 40% of respondents indicated they would but it would depend on
the applicant.
Update on 2017-18 recommendations: Employer data was not available at the time faculty members were
reviewing annual data and developing recommendations. Once the employer feedback was received, the
annual report was modified to include this data and it was uploaded onto the program’s website.
Consequently, this is the first year the program faculty will have an opportunity to make recommendations
based on employer feedback. Those recommendations are offered below and were developed using
employer feedback about AY 2016-17 & 2017-2018 graduates.
Recommendations: The faculty will review the field practicum/internship courses to ensure that interns
are being prepared to provide services in a developmentally appropriate manner. Furthermore, the program
faculty will review the abovementioned courses and their associated training checklists to ensure that interns
pursuing 6-12 school counseling certification being familiarized with special duties, responsibilities, and
academic counseling knowledge bases required of a high school counselor.
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