MASTER’S IN SCHOOL COUNSELING PROGRAM
5-Year Program Review Report
Zoë Tanner, Ph.D.
Associate Professor
Program Coordinator
Richard Mathis, Ed.D.
Professor and Department Head
February 10, 2012
SCHOOL COUNSELING
FIVE-YEAR ACADEMIC PROGRAM REVIEW
CIP TAXONOMY NUMBER: 13.1101
DEGREE: MASTER OF EDUCATION (M.Ed.) IN SCHOOL COUNSELING
CURRICULUM/PROGRAM: SCHOOL COUNSELING
DEPARTMENT: PSYCHOLOGY AND COUNSELOR EDUCATION
COLLEGE: EDUCATION
PROGRAM DIRECTOR: ZOE TANNER, Ph.D., ASSOCIATE PROFESSOR OF PSYCHOLOGY AND
COUNSELOR EDUCATION
DATE OF REVIEW: MARCH 5, 2007
TABLE OF CONTENTS
1. PROGRAM MISSION ...................................................................................................................................................................... 4
1.1 Mission Statement for the Program ............................................................................................................................................ 4 1.2 Relationship to Institutional Mission .......................................................................................................................................... 4
2. PROGRAM CURRICULUM ........................................................................................................................................................... 5 2.1 Most recent Curriculum Study .................................................................................................................................................... 5 2.2. Changes to the Curriculum ......................................................................................................................................................... 6 2.2 Major/Minor ................................................................................................................................................................................. 7 2.3 Student Learning Outcomes and Assessment ............................................................................................................................ 7 2.4 General Education Requirements ............................................................................................................................................. 10 2.5. Anticipated Changes .................................................................................................................................................................. 10
3. Program Rationale ........................................................................................................................................................................... 11 3.1 Similar Programs Nearby .......................................................................................................................................................... 11 3.2 Relationship With These Programs .......................................................................................................................................... 11
4. Assessing Demand for Program ..................................................................................................................................................... 11 4.1 Types of Jobs for MCED Graduates ........................................................................................................................................ 11 4.2 Regional Need for Graduates .................................................................................................................................................... 12 4.3 Degrees awarded, graduates employed and projected demand for graduates ...................................................................... 12
5. OUTSIDE INTEREST IN THE PROGRAM ................................................................................................................................ 13 5.1 External relationships with regional schools ............................................................................................................................ 13 5.2 Internship and expectations of the internship experience ...................................................................................................... 13
6. STUDENTS ...................................................................................................................................................................................... 14 6.1 Enrollment ................................................................................................................................................................................... 14 6.2 Admission Policies and Practices ............................................................................................................................................... 16 6.3 Attrition and Graduation Record.............................................................................................................................................. 16 6.4 Career Counseling ...................................................................................................................................................................... 17 6.5 Follow-up and student placement............................................................................................................................................. 18
7. FACULTY ........................................................................................................................................................................................ 18 7.1 Faculty Who Are Direct Participants in the Program ............................................................................................................. 18 7.2 Narrative of Faculty Accomplishments .................................................................................................................................... 22 7.3 Staffing Changes ......................................................................................................................................................................... 22 7.4 Special Faculty Services ............................................................................................................................................................. 22
8. DEPARTMENTAL OBJECTIVES RELATED TO THE PROGRAM ..................................................................................... 23 8.1 Annual Plans for Program ......................................................................................................................................................... 27 8.2 Changes in Departmental/Program Objectives ....................................................................................................................... 28 8.3 Anticipated Changes in Departmental/Program Objectives ................................................................................................... 28 8.4 Resources Allocated .................................................................................................................................................................... 28
9. INFORMATIONAL RESOURCES/LIBRARIES ........................................................................................................................ 28 10. FACILITIES-EQUIPMENT ........................................................................................................................................................ 28
10.1 Current Facilities and Equipment ........................................................................................................................................... 28 10.2 Needed Additional Facilities .................................................................................................................................................... 29 10.3 Needed Additional Equipment ................................................................................................................................................ 29
11. Appendix ......................................................................................................................................................................................... 30 12.0 Appendix D .................................................................................................................................................................................... 50
Master’s in School Counseling
5-year Program Review Report
1. PROGRAM MISSION:
1.1 Mission Statement for the Program:
The graduate School Counseling Program is grounded in the conceptual framework of the College of
Education which is “Responsible Leaders Engaging in Professional Practice”. The program mission reflects a
commitment to preparing school counselors to engage in collaborative leadership in the school and the
community to promote the healthy development of all students. School counselor candidates will provide
counseling, guidance and consultation in a culturally affirming manner to students and their stakeholders.
Candidates will demonstrate an understanding of how cultural differences influence student development and
accommodate for individual needs. School counselor candidates will foster positive change by advocating in
the school and larger community to promote access, equity and success for all students. Candidates will
collaborate with stakeholders to create systemic changes and interventions that are responsive to diverse
student needs. The mission of the Nicholls graduate School Counseling Program aligns with the goals and
standards presented in the American School Counselor Association (ASCA) National Model for school
counselors.
The Masters in School Counseling program at Nicholls State University meets the standards for
certification of school counselors as specified by the Louisiana State Department of Education in Louisiana. In
addition, the School Counseling Program complies with standards set by the Louisiana Licensed Professional
Counseling Board for the preparation of Licensed Professional Counselors. Upon graduation candidates will
have completed all course work needed to pursue licensure as a Licensed Professional Counselor. The Masters
in School Counseling program also complies with the standards set by the National Board for Certified
Counselors and the National Board for Certified School Counselors. Upon graduation candidates will have
completed course work needed to pursue National Certification with these credentialing boards. The program
is accredited by the National Council for Accreditation of Teacher Education (NCATE) under the Nicholls
State University College of Education accreditation and the Southern Association of Schools and Colleges
(SACS) under the Nicholls State University accreditation.
1.2 Relationship to Institutional Mission:
College Mission: The College of Education is dedicated to preparing high quality teachers, educational leaders,
school and psychological counselors, school pscychologists and human service professionals who effectively
meet the diverse needs of Louisiana and the global community. The college is strongly committed to service in
areas school systems and community agencies. The mission of the College of Education is accomplished by a
faculoty committed to teaching, community service, professional service and research.
University Mission: Nicholls State University is a student-centered regional institution dedicated to the
education of a diverse student body in a culturally rich and engaging learning environment through quality
teaching, research, and service. Nicholls supports the educational, cultural, and economic needs of its service
region and cultivates productive, responsible, and engaged citizens.
The mission expressed by the College of Education and University are reflected throughout the Masters
in School Counseling (MCED) program. The work done with the school districts is a strong link to the
university and college mission. The School Counseling Program supports the needs of schools systems,
students and the community by educating school counselors to provide essential counseling and guidance
services, as well as program development and evaluation based on the National Model of School Counseling.
School counselors provide leadership by collaborating with school and community stakeholders in designing
data-driven, comprehensive school counseling programs which promote the academic, career and
personal/social development of all students. As part of their practicum and internship fields experience,
School Counseling students provide professional counseling and guidance services based on needs assessment
to area school systems and the community.
The philosophy and mission of the MCED program reflect a commitment to developing culturally
competent counselors who can support learning and development for a diverse population. Candidates develop
knowledge, skills and attitudes which demonstrate cultural responsiveness, advocacy, leadership, collaboration,
and social justice.
2. PROGRAM CURRICULUM
2.1 Most recent Curriculum Study:
An in-depth study of the Curriculum was conducted in 2007-2008 and in 2011.
The changes made during 2007-2008 were the result of recommendations made by a redesign committee
composed of faculty from the three masters programs in the Dept. of Counseling and Counselor Education.
The committee focused on exploring the feasibility of seeking CACREP accreditation for the two Masters in
Counseling Programs (MAPC and MCED) and making changes to the curriculum which would bring the two
programs in line with CACREP 20001 curriculum standards. Another goal for the school counseling program
was to bring the curricula in line with ASCA standards. There were major changes that were made in the
Masters in School Counseling program based on redesign recommendations. These changes brought the
curriculum into compliance with curriculum standards set by the Council for the Accreditation of Counseling
and Related Educational Programs (CACREP). The biggest changes were increasing the required hours from a
37 hour program to a 48 hour program, and adding a 600 hour internship as a requirement. In addition to
conforming to CACREP minimum curriculum standards, these changes brought the School Counseling
Program into compliance with standards set by the Louisiana Licensed Professional Counseling Board for the
preparation of Licensed Professional Counselors.
Based on the Evaluation Team Report from the 2007 5-year program review, an Advisory Board consisting of
practicing professionals in the college, school system and community was established review to provide
feedback about the program’s strengths and weaknesses and to offer suggestions for improvement. The
committee consists of 12 members: 2 faculty from Nicholls Counseling Program, 1 Faculty from UNO
counseling program; six school counselors in the region, including two who did not graduate from the Nicholls
school counseling program; 2 graduate students, 1 from Nicholls, and 1 from UNO, and the directory of
counseling from the Lafourche school board; All changes to the program were reviewed by the Advisory
Board.
Below is a summary of the changes that went into effect fall, 2007:
changed from a 37 hour program to a 49 hour program
Create new courses (required):
o Counseling Strategies with Children and Adolescents
o School Counseling Internship I
o School Counseling Internship II
Add existing courses (required):
o Educational Research
o Introduction to Marriage and Family Therapy
o Abnormal Psychology and Psychology of Personality
Delete School Counseling Practicum II
Rename the Program: Change it from Masters in Counselor Education to Masters in School Counseling
The addition of a 600-hour internship made a significant difference in the program. Prior to the internship
requirement, students obtained knowledge about the ASCA model but had limited experience practicing skills
or implementing interventions it in the school system. The 600 hour internship gave students the opportunity
to apply their knowledge and skills (individual & group counseling, classroom guidance lessons, consultation,
collaboration, and coordination) in the school system based on the ASCA National Model of school
counseling. The student learner outcomes and assessments reflect the goals and objectives of the ASCA
National model.
NOTE: The redesigned curriculum for the School Counseling program was revised and approved by the
faculty of the Department of Psychology and Counselor Education, the COE Curriculum and Assessment
Committee, and the NSU Graduate Council. Admission to the redesigned program commenced during the fall
2007 term. The redesign of the School Counseling program was guided in part by the accreditation standards
promulgated by the Council for the Accreditation of Counseling and Related Educational Programs
(CACREP).
In 2008, further changes were made to the program
Changed from a 49 hour program to a 48 hour program
Created new courses (required):
o Professional Issues and Ethics in Counseling
o Statistical Analysis and Research Methods
Delete Ethical Issues in Counseling (1 hour course which was replaced by Professional
Issues and Ethics in Counseling (3 hour course)
Delete Educational Research (replaced by Statistical Analysis and Research Methods)
An MCED advisory board was established in 2007, and met in 2008. The purpose of the MCED Advisory
board was to involve Higher Education and K-12 representation in School Counseling Program redesign
initiatives, curriculum changes, University-school system relationships, and student learning outcomes and
program assessment. The advisory board is composed of representative faculty and graduate students from the
Counseling Programs at Nicholls and UNO, school counselors from Terrebonne, Larourche, Assumption and
St. Charles parishes, and the Coordinator of School Counselors in Lafourche Parish.
The curriculum study of 2011 focused on redesigning the School Counseling for the following reasons:
To study the feasibility of pursuing CACREP accreditation under the new standards which were
substantially revised in 2009.
To explore how to bring the program into compliance with major changes to the Licensed Professional
Counselor law enacted in 2011 by the Louisiana state legislature.
To explore the Blue Ribbon Commission For Educational Excellence Recommendations Twelve Year
Report, 2010 -1011 which pertained to school counseling certification, preparation and delivery in the
schools.
These changes occurring in the credentialing boards mean that state LPC laws governing counselor
licensure, CACREP standards, and Louisiana school counseling certification and preparation
requirements will soon essentially become aligned. The implication for the mission of the MCED
program is that, for the MCED program to continue to train school counseling students, the program
would have to be nationally accredited by a board (such as CACREP) which is aligned with the
American School Counselor Association’s National Standards and Model, and the Louisiana School
Counseling Model. Also, in order for students to become eligible for licensure, they would need to
complete a 60 hour program, up from 48 hours.
2.2. Changes to the Curriculum
Foundations Core Courses
GUID 500 (3)- Principles and Administration of School Counseling
GUID 511 (3)- Theories of Counseling and Psychotherapy
PSYC 519 (3) – Advanced Lifespan Developmental Psychology
PSYC 549 (3) – Professional Issues and Ethics in Counseling
Advanced Concentration Coursework
GUID 505 (3)- Analysis of the Individual
GUID 510 (3)- Theory and Procedures in Group Counseling
GUID 522 (3)- Career and Lifestyle Development
GUID 530 (3)- Counseling Strategies with Children and Adolescents
PSYC 500 (3)- Basic Facilitative Skills
PSYC 504 (3)- Abnormal Psychology
EDFR 501 (3)- Educational Research
PSYC 522 (3)-Interventions for Diverse Needs
PSYC 526 (3)- Introduction to Marriage and Family Therapy
GUID 523 (3) – School Counseling Practicum I
GUID 534 (3) – School Counseling Internship I
GUID 535 (3) – School Counseling Internship II
GUID 595 (0)- Master’s Comprehensive Examination
Electives: Candidates must complete six semester hours with prerequisites of 12 primary courses at 3.00 gpa
minimum:
- PSYC 515 (3) Advanced Child Psychopathology
- EDLE 535 (3) Using Inquiry and Data to Lead Change
- EDAS 535 (3) Program Evaluation
- FACS 561 (3) Families in Crisis
- PSYC 550 (3) Special Topics in Psychology
PSYC 550 (3)- Spl Tpc: Psychopharmacology
PSYC 550 (3)- Spl Tpc: Cognitive Behavioral Theories and Techniques
PSYC 550 (3)- Spl Tpc: Diagnosing and Treatment Planning
PSYC 550 (3)- Spl Tpc: Advanced Group Counseing
PSYC 550 (3)- Spl Tpc: Crisis Intervention
PSYC 550 (3)- Spl Tpc: Counseling Veterans of the Military
2.2 Major/Minor:
The Masters in Counselor Education program is currently 48 hours. There is no minor required.
2.3 Student Learning Outcomes and Assessment:
The School Counseling Program outcomes are grounded in Conceptual Framework of the College of
Education, “Responsible Leaders Engaging in Professional Practice”.
College of Education Conceptual Framework
Candidates are prepared in the core knowledge and skills needed to become responsible leaders
engaging in professional practice. The core components educate candidates to develop and maintain
the dispositions that promote positive change in the community and profession, who are open to
diversity and innovation, and who are culturally responsive. The College’s core components and
dispositions represent the University’s commitment to transforming the lives of students by working to
ensure that all students become successful life-long learners.
School Counseling Program Outcomes
Responsible Leaders
1.1 Engage in collaborative leadership to design comprehensive, developmental school counseling programs
that are sensitive to diverse student needs and ecological situations.
1.2 Consult, collaborate and team-build with parents, and other educational professionals to support
development and achievement of all students.
Professional Practice
2.1 Demonstrate knowledge and understanding of human development, counseling theories & techniques, and
social and cultural contexts that may affect the academic, career, and personal/social functioning of students.
2.2 Demonstrate the ability to conduct the school counseling program within the guidelines provided by the
local, state, and national curriculum standards and ethical standards of the profession.
Promote Positive Change
3.1 Collaborate within the school and the community to promote access, equity and success for all students
Open to Diversity and Innovation
4.1 Plan and design programs and interventions that are responsive to diverse student needs and ecological
situations.
4.2 Apply research based counseling and guidance strategies, and evaluate and reflect on the effectiveness of
these strategies to improve student academic, career, and personal/social development.
4.3 Engage in research-based inquiry, self- assessment and reflective practices to evaluate professional
experiences and to develop goals for professional growth.
Culturally Responsive
5.1 Use developmentally appropriate and culturally affirming school counseling services to meet the needs of
all students.
Assessment of Student Learning Outcomes
The Counselor of Education has an assessment plan that conforms to the COE NCATE assessment system.
The program assessment plan includes multiple decision points, and multiple methods of assessment, with an
emphasis on performance-based assessment. Throughout the curriculum candidate knowledge, skills and
dispositions are assessed at transition points to determine candidate progress through the program and to assess
the effectiveness of the MCED program so that modifications can be made when necessary. Specific
assessment methods at each transition point include the following:
Portal 1: Admission to Program – Satisfy Graduate Studies admission, Submit acceptable scores on the
GRE (verbal plus quantitative minimum score of 800 or GRE formula minimum score of 1100), submit
proof of teaching license or complete prerequisite coursework, submit application to Masters in Counselor
Education, submit 3 letters of recommendation, complete an interview with program faculty, submit a
satisfactory score on the writing component of the GRE.
Portal 2: Exit Foundations Core – Successfully complete the program foundations core coursework.
Portal 3: Exit Professional Core: – Successfully complete the program professional core coursework,
Counseling Skills Performance Evaluation, Disposition Evaluation: Counseling qualities peer and
supervisor evaluation.
Portal 4: Exit Clinical Practice: Successfully complete program clinical coursework (Practicum); score
at least (80%) on the Standardized Practicum Assessment; complete required direct and indirect hours as
evidenced by activity Logs and summary; earn at least satisfactory ratings by field supervisors on all
observed performance indicators of the Supervisor Performance Evaluation.
Portal 5: Exit Program – Successfully complete program clinical coursework (Internship); successfully
complete comprehensive examination; complete required direct and indirect hours as evidenced by activity
Logs and summary; earn at least satisfactory ratings by field supervisors on all observed performance
indicators of the Supervisor Performance Evaluation.
Annual Plan 2006 – 2010 : The Annual Plan includes Student Learning Outcome Assessments from Portal 5:
Exit Program. The plans from 2006-2010 are displayed below.
Program: Masters in School Counseling (MCED)
Student Learning
Outcomes 2006
Assessment Results
Actions Taken as a
result of Assessments
Improvements noted
as a result of actions
taken Complete process of
comprehensive
examinations prior to
completion of second
school counseling
practicum
100% (N=3) of candidates
passed the comprehensive
examinations for the fall
2006 cohort. 100% (N=12)
passed the spring 2006
comprehensive
examinations. Two
students passed the
comprehensive following
an oral examination.
Outcome performance
satisfactory - No changes
recommended
Successfully complete
second school counseling
practicum (60 direct
contact hours) with
satisfactory ratings by
field supervisors on
observed identified
performance indicators.
100 % of candidates (N =
15, fall = 3 & spring =12)
earned a rating of at least 2
on each training standard.
Outcome performance
satisfactory - No changes
recommended
Student Learning
Outcomes 2007
Assessment Results
Actions Taken as a
result of Assessments
Improvements noted
as a result of actions
taken Complete process of
comprehensive
examinations prior to
completion of second
school counseling
practicum.
Twenty-two candidates
(SP 12 – 12; F07 - 10)
completed comprehensive
examinations with ratings
of passing by two of three
faculty members.
Program will complete
second phase of redesign
to meet CACREP
Standards during CY
2008.
First students admitted to
new 49 program, F07.
Allowed current students
choice to graduate in 37 or
48 hour program.
Successfully complete
second school counseling
practicum (60 direct
contact hours) with
satisfactory ratings by
field supervisors on
observed identified
performance indicators.
Twenty two candidates
earned ratings of at lease
average performance of
each training standard.
Program will complete
second phase of redesign
to meet CACREP
Standards during CY
2008.
Student Learning
Outcomes 2008
Assessment Results
Actions Taken as a
result of Assessments
Improvements noted
as a result of actions
taken Complete process of
comprehensive
examinations prior to
completion of second
school counseling
practicum.
Seventeen candidates (SP
07 – 10; F07 - 7)
completed comprehensive
examinations with ratings
of passing by two of three
faculty members.
Program will complete
second phase of redesign
to meet CACREP
Standards during CY
2008.
Began admitting students
fall 07’ to 49 program.
Allowed current students
choice to graduate in 37 or
48 hour program.
Successfully complete
second school counseling
practicum (60 direct
contact hours) with
satisfactory ratings by
field supervisors on
Seventeen candidates
earned ratings of at least
average performance on
each training standard.
Program will complete
second phase of redesign
to meet CACREP
Standards during CY
2008.
Number of students
admitted to the program
remained stable. First
graduate from 49 hour
program.
observed identified
performance indicators.
Student Learning
Outcomes 2009
Assessment Results
Actions Taken as a
result of Assessments
Improvements noted
as a result of actions
taken Complete process of
comprehensive
examinations prior to
completion of final Field
experience (Practicum II
or Internship II).
Nine candidates (SP 09 –
5; F09 - 4) completed
comprehensive
examinations with ratings
of passing by two of three
faculty members.
Improve program and
assessment system to meet
CACREP Standards
during CY 2009.
Five students graduated
from 48 hour program; 4
students graduated from
37 hour program. No
significant difference in
exam scores; Students
graduating from 48 hour
program reported feeling
more prepared and
satisfied with their field
experience than those
graduating from 37 hour
program.
Successfully complete
field experience
(Pracitcum II: 100 hours;
Internship: 600 hours)
with satisfactory ratings by
field supervisors on
observed identified
performance indicators.
Nine candidates earned
ratings of at least average
performance on each
training standard.
Improve program and
assessment system to meet
CACREP Standards
during CY 2009.
Students graduating from
48 hour program reported
feeling more prepared and
satisfied with their field
experience than those
graduating from 37 hour
program. Site supervisors
reported being more
satisfied with 600- hour
internship than 60 hour
practicum field
experience.
Student Learning
Outcomes 2010
Assessment Results
Actions Taken as a
result of Assessments
Improvements noted
as a result of actions
taken Complete process of
comprehensive
examinations prior to
completion of final Field
experience (or Internship
II).
Thirteen candidates (SP
09 – 4; F09 - 9) completed
comprehensive
examinations with ratings
of passing by two of three
faculty members.
MCED & MAPC program
committee reviewing
alternatives to comps, e.g.
standardized instrument.
No change to comps; but
added ASCA Model Intern
Site Supervisor Contract to
Internship requirements
Complete field experience
(Internship: 600 hours)
with satisfactory ratings by
field supervisors on
observed identified
performance indicators.
Thirteen candidates earned
ratings of at least average
performance on each
training standard.
MCED & MAPC program
reviewing alternative to
current field experience
evaluation.
No change to field
experience evaluation, but
added ASCA Model Intern
Site Supervisor Contract to
Internship requirements.
2.4 General Education Requirements: Not applicable.
2.5. Anticipated Changes: The major changes anticipated in the next few years will be related to implementing a program that addresses
all of the standards of CACREP and the ASCA Model. This will include auditing all aspects of the current
program and making changes where they are needed. To accomplish this we are:
Completing a matrix of courses aligned with CACREP standards to determine which standards are
being met and which are need to be added to the curriculum.
Auditing current assessments: How are we assessing student learning outcomes? Should we have
more common assessments? Do we have a systematic plan for assessment and progam evaluation?
Needed changes to the assessment system will also be addressed based on CACREP requirements.
3. Program Rationale:
3.1 Similar Programs Nearby: There are several school counseling programs within a 100-mile radius.
College: Degree offered: Hours: CACREP:
LSU School Counseling 48 yes
Loyola School Counseling 60 yes
Louisiana Tech School Counseling 36 no
OL Holy Cr. School Counseling 60 yes
Southern BR School Counseling 60 yes
Southeastern School Counseling 60 yes
UL-Lafayette School Counseling 48 no
UNO School Counseling 60 yes___
3.2 Relationship With These Programs:
The MCED program is not formally related or aligned with any of the above programs. There are similarities
between programs outcomes because all of the programs are either accredited by CACREP or currently
conducting a self-study with the goal of seeking accreditation by CACREP. The Nicholls School Counseling
Program is unique because of the collaborative relationship between faculty in the department of Psychology,
the Department of Teacher Education, and the department of Educational Leadership. The newly designed
program which goes into effect summer, 2012 takes advantage of faculty knowledge and skills in different
programs in the college of education. For example, in the newly designed MCED program, students will take
Interventions for Diverse Needs a course focused on school interventions which is offered by the School
Psychology Program. Another addition is related to the importance that CACREP, the ASCA National Model
and the LaSchool Counseling Model place on school counselors using data in schools to design and evaluate
interventions. Two courses offered in the Dept. of Educational Leadership focus on these topics and will be
offered as electives to school counselors. They are Using Inquiry and Data to Lead Change and Program
Evaluation.
There are some informal ties between faculty members of the MCED program at Nicholls and faculty members
at UNO. For example, faculty co-present at conferences and share scholarly research and publishing projects.
The Nicholls counseling program also feeds some graduates to the UNO doctoral counseling program.
4. Assessing Demand for Program
4.1 Graduates of the MCED program have obtained jobs in various settings and regions in the state including
the following:
school counselors in PK -12 settings, including public, private and alternative, and charter schools.
They have been hired in school systems throughout the region, including Lafourche, Terrebonne,
St. Mary, Iberia, St. John, St. James, St. Charles, Assumption, Ascension, Jefferson and Orleans
Parishes.
In addition to school counselor positions, graduates have also been hired as Behavioral
Interventionists in schools.
Counseling positions in other agencies, such as Magnolia Services, Options for Independence, Early
Steps, Clair House, Nicholls Academic Advising, Lafourche Drug Court, Louisiana Workforce,
Lafourche Juvenile Justice and other social service agencies in the area.
Graduates sometimes opt to continue teaching in their school district as a master teacher, directors
of curriculum, RTI director, etc.
The job roles differ depending on the agency, but most involve working with children or young adults, as a
counselor, case manager, career advisor, instructor, or in some cases the director of the agency. Some students
have continued their education by enrolling in doctoral programs.
4.2 Regional Need for Graduates
National predictions:
According to the Occupational Outlook Handbook, 2010, changing employment between 2008 – 2018,
employment for educational, vocational, and school counselors is expected to grow by 14% which is faster
than average for all occupations. Some of the reasons given for these changes are:
States require elementary schools to employ school counselors
Expansion of the responsibilities of school counselors is likely to lead to increases in their employment
(e.g., counselors are becoming more involved in crisis and preventive counseling, helping students deal
with issues ranging from drug and alcohol abuse to death and suicide
Schools and governments realize the value of counselors in helping students to achieve academic success
Federal grants and subsidies may help to offset tight budgest and allow the reduction in student-to-
counselor ratios to continue. Source: Bureauof Labor Statistics, U.S. Department of Labor, Occupational Outlook Handbook, 2010 Edition, Counselors.
http://www.bls.gov/oco/ocos067.htm
4.2 Regional Predictions:
The following chart was retrieved from the CareerInfonet: www.acinet.org. The source of the data was
from the Bureaus of Labor Statistics, Office of Occupational Statistics and Employment Projections: Louisiana
Employment Projections.
State and National Trends
United States Employment Percent
Change Job Openings
1
2008 2018
Educational, vocational, and school counselors 275,800 314,400 + 14 % 9,440
Louisiana Employment Percent
Change Job Openings
1
2008 2018
Educational, vocational, and school counselors 6,040 6,650 + 10 % 180 1Job Openings refers to the average annual job openings due to growth and net replacement.
Salary Trends 2010
Location Pay Period 10% 25% Median 75% 90%
United States Yearly $31,600 $40,700 $53,400 $68,600 $86,300
Louisiana Yearly $32,500 $43,700 $52,900 $60,700 $70,000
4.3 Degrees awarded, graduates employed and projected demand for graduates
Year MCED
degrees
awarded
# students graduating from
37 . hour program
37 48
2006 15 15 0
2007 22 22 0
2008 17 16 1
2009 9 4 5
2010 13 0 13
2011 13 0 13
Total (2006-2011) 89
2012 projected 14
Data was collected from 63 of the MCED counselors who graduated in the past 5 years. Below is a
table representing a breakdown of their current jobs.
School counselor 36
Teacher K-12 27
Higher Ed Academic
Advisor
2
Other mental health 3
Program director/school
board
1
A survey was done to determine the how many graduates from the 48 hour program and were currently
working as a school, mental health or academic advisor were also working towards licensure as an LPC. Since
Fall 2009, eleven graduates reported working as a counselor or advisor, ten reported working as a teacher,
seven did not respond or had changed their contact information. Of the eleven who were working as
counselors, nine were pursuing LPC licensure. Those who were working as teachers had chosen to stay at their
current school and apply for a position as a counselor if one became available at their school.
It is likely that there will continue to be a demand for school counselors in the surrounding area. There
are counselors who are near retirement, and when they retire positions will become available. Some of the
parishes in the area do not employ middle school or elementary school counselors. There is some indication
that this will change based on the growing need and support for implementation of developmental school
counseling programs.
The Blue Ribbon Commission’s 2010-2011 Recommendations to the BESE board strongly support
implementing the Louisiana School Counseling Model which conforms to the American School Counseling
(ASCA) Model. One of the actions recommended by both the National and Louisiana model is to implement
the counselor/student ratio at the building level, regardless of school configuration, of one certified school
counselor per 300 students no later than fall, 2013. There are few, if any schools which currently have this
counselor/student ratio in place. If the action were implemented, the need for school counselors would
dramatically increase.
5. OUTSIDE INTEREST IN THE PROGRAM:
5.1 The School Counseling program maintains external relationships with regional schools (in Lafourche,
Terrebonne, St. Mary, Assumption, St. James, St. John, Ascension, Orleans, and Jefferson Parishes) where
MCED candidates provide counseling services to PK-12 students during three semesters of field experience
(School Counseling Practicum, School Counseling Internship I, and Internship II). MCED candidates are
mentored and supervised by site supervisors who are school counselors currently working in a school system.
Candidates provide valuable services to the school systems by conducting individual and group counseling,
guidance lessons, advising and career counseling, consultation with parents and teachers, and participate in
system support activities, such as program development. The MCED program trains counselors for private and
parochial schools and for vocational technical schools The presence of counselor trainees in school systems
during their field placement has been helpful for recruiting. Their visibility and impact on students in the
school is noticed by principals and faculty, who in turn may become interested in the school counseling
profession as future goal.
5.2 A University—Field Site Memo of Agreement furnishes information about Internship and expectations of
the internship experience including the role of the site supervisor, the university supervisor and the graduate
intern. The Internship Field Placement Contract is signed by the student, site supervisor, school principal and
university supervisor at the beginning of each semester of a field experience. The university supervisor makes
contact with the site supervisor through site visits, and telephone contact.
School counseling students also provide services to the community by counseling adults, children, adolescents
and their families through the Nicholls Psychology Training Clinic during their Practicum. The NSU clinic is
an in-house clinic which receives referrals from schools, hospitals, and mental health agencies throughout the
region. The clinic is one of the only clinics in the area that provides mental health services on a sliding-fee
scale, thus providing needed services to those who cannot afford services from private agencies or counselors.
In the Fall of 2011, Max Charter School and the Nicholls Psychology Training Clinic negotiated a formal
contract for referred students to receive counseling services at the NSU Psychology Training Clinic.
An MCED advisory board was established to involve Higher Education and K-12 representation in School
Counseling Program redesign initiatives, curriculum changes, University-school system relationships, and
student outcome and program assessment. The advisory board is composed of representative faculty and
graduate students from the Counseling Programs at Nicholls and UNO, school counselors from Terrebonne,
Larourche, Assumption and St. Charles parishes, and the Coordinator of School Counselors in Lafourche
Parish.
6. STUDENTS:
6.1 Enrollment:
a. What recruitment initiatives are in place other than the university recruitment program?
Current students and graduates of the MCED program have been some of the best recruiters of new
students for our program. When interviewing potential candidates, I ask “When did you become interested in
the school counseling program.” More than 50% of students report that they talked to a current student or a
graduate of the school counseling program about the program before deciding to apply for admission. Nicholls
School Counseling Interns are placed in regional schools for their field experiences. As counselor trainees they
consult with teachers about students, serve on committees with teachers (SBLC) and other educational
professionals and also offer workshops for teachers in the school. Teachers have the opportunity to see the
kinds of activities the counseling students are involved in and ask them questions, which is a great marketing
tool.
Another marketing initiative is presenting information about the School Counseling Program to
students enrolled in Psychology and Family and Consumer Science undergraduate courses. Students are
surprised that 1) they don’t need to be a teacher to be admitted into the School Counseling program and 2) they
can become licensed as an LPC by completing the School Counseling curriculum, as well as become a certified
school counselor.
b. What are the qualities of students attracted to the program, (e.g., standardized test scores for
admission, GPA, etc.)?
The following table shows number of graduates from 2006 – 2011; and the average undergraduate GPA and
GRE scores at admission to the school counseling program.
Year # of Graduates Undergraduate GPA GRE scores (verbal
& quantitative)
2006 15 3.18 755
2007 22 3.3 700.45
2008 17 3.38 805.29
2009 9 3.4 890
2010 13 3.15 781.54
2011 13 3.09 769.23
Most individuals attracted to the MCED program were teachers before they enrolled in the school
counseling program. Thus they are familiar with the education system, and have passed the praxis. The
program also attracts students from the undergraduate programs in Family and Consumer Science, and
Psychology. Depending on their major, many students who are not teachers, have observed children in school
classrooms and/or completed a field experiences in the school as part or their undergraduate curriculum.
Degrees awarded disaggregated by gender and racial/ethnic identity (2006-20010)
Gender Male = 6 Female = 83
Race/ethnicity African American = 29 Caucasian = 60
According to the above table, the demographic group which is underrepresented is males. This is
consistent with educators in the public schools.
c. Enrollment trends
Below is a table which lists the number of degrees awarded from 2006 to 2011 and the number of
graduates from each program: 37 hours (old program) and 48 hours (new program). It also projects the
expected number of degrees awarded in 2012.
Year MCED
degrees
awarded
# students graduating from
37 . hour program
37 48
2006 15 15 0
2007 22 22 0
2008 17 16 1
2009 9 4 5
2010 13 0 13
2011 13 0 13
Total (2006-2011) 89
2012 projected 14 14
c. Explain enrollment trends:
The enrollment figures reflect the transition of the program from a 37 hour program to a 48 hour program. In
2008 and 2009, there were students from both the 37 hour and 48 hour program graduating. Students who
started the program when it was still a 37 hour program had the choice to finish in the 48 hour program. So in
2008 and 2009 there were lower graduation rates because students who had chosen to finish in the 48 hour
program took a longer time to complete the program.
Program graduation rates have remained relatively stable in spite of the increase in hour requirements.
Students are interested in receiving a degree which fulfills the curricula requirement for licensure even if they
need to take more hours. Also they are eligible to become certified as National Board Certified School
Counselors with the 48 hour curriculum which makes them eligible for a $5000 pay increase.
d. Provide a 5-year projected enrollment:
There may be some change in enrollment due to change in the curriculum from 48 hours to 60 hours.
However, when the school counseling program changed from a 37 to a 49 hour program there was not a
dramatic change in enrollment. Students value the opportunity to pursue licensure and CACREP accreditation
adds value to the degree and increases the marketability of graduates of the program locally, state-wide, and
nationally. The 60 hour program also has immediate financial benefits, because if the graduate works in a
school, they get a pay raise for a Master’s degree and for plus thirty hours beyond Master’s degree.
It is likely that there will continue to be a demand for school counselors in the surrounding area. There
are counselors who are near retirement, and when they retire positions will become available. Some of the
parishes in the area do not employ middle school or elementary school counselors. There is some indication
that this will change based on the growing need and support for implementation of developmental school
counseling programs.
The Blue Ribbon Commission’s 2010-2011 Recommendations to the BESE board may have a positive
impact on jobs available for counselors and increased student enrollment. The Blue Ribbon Commission has
specifically recommended that all schools should have a counselor/student ration of one certified counselor to
300 students no later than fall, 2013. If the action were implemented, the need for school counselors would
dramatically increase. If this recommended is implemented, it would create a much greater demand for school
counselors.
The following shows new student enrollment prediction for the next five years.
2012 14
2013 18
2014 20
2015 23
2016 25
6.2 Admission Policies and Practices:
A candidate who has not been admitted to the program is classified as PCED. A
candidate is allowed to take courses for one semester classified as PCED, but must meet all
criteria for admission to continue taking courses. After criteria are met, the fully admitted
candidate is classified as MCED.
Admission to the Master of Education program in School Counseling is contingent upon
meeting the following criteria:
1. Complete a bachelor’s degree from a regionally accredited institution with a minimum
GPA of 2.5 on all undergraduate work or 2.75 on the final 60 hours pursued
2. Obtain a minimum score of 1,100 (GPA on last 60 hours X 200 + GRE General test
score)
3. Complete Nicholls University Graduate application and an application to the Masters in
Counselor Education.
4. Hold a valid teacher’s certificate or complete nine hours of approved professional
education courses with a grade of C or better (including three hours each of teaching of
reading, exceptional children, and learning disabilities.)
5. Complete a personal interview and furnish 3 letters of recommendation.
Most of the students who apply to the program do get admitted. However, in some cases students have
had to retake the GRE in order to be admitted to the program. Students have been admitted from the following
parishes: Lafourche, Terrebonne, St. Mary, Assumption, Ascension, St. James, Iberia East Baton Rouge,
Jefferson, and Orleans.
6.3 Attrition and Graduation Record:
Attrition Table
The following shows information on students who began the admission procedure, but did not graduate the program.
Reason for discontinuing # classified as
PCED
(not yet
admitted to the
program)
# classified
as MCED
(fully
admitted to
program
Total #
who
applied but
didn’t
graduate
Submitted documents but did not meet 7 7
admission criteria
Did not submit complete admission
process
15 15
Masters student seeking certification
only as a school counselor (non
degree)
3 3 6
Personal circumstances such as
relocation, family or health issues
6 1 7
Switched major to MAPC program 3 3
TOTAL 34 4 38
A total of 127 students applied to the School Counseling progam between 2006 and 2011. Of those
who applied, 89 graduated between 2006 to 2011. Thirty-four candidates did not graduate because they never
were fully admitted (classified PCED, see reasons above). Only four students did not graduate after being
admitted to the program. However, three out of those four students already had a Master’s degree in another
field (e.g. teacher education)and were taking additional courses to become certified as a school counselor. If
you include both PCED and MCED students when calculating the attrition rate, the rate would be 30%. If you
calculate attrition based on the number of candidates admitted to the program but not completing, the attrition
rate is 4%. And if you count the number who did not reach the goal of becoming certified as a school counslor
(don’t count those who pursued the coursework to complete certification requirements), the attrition rate is 1%.
Reasons students may not graduate within four years include: students already have a masters degree
and enroll for school counselor certification only; students decide they are more suited for the MAPC program;
interruption in graduate studies due to change in personal situation (e.g. divorce, pregnancy, illness, relocation;
difficulty managing graduate school and personal life; changed mind about professional goals). Concerning
strategies for addressing attrition, students are advised every semester and issues regarding graduate school and
their choice of major are discussed. I currently advise students seeking counselor only certification as a school
counselor of the advantages of completing the Masters program. These advantages include more accessibility
to graduate classes that are limited in enrollment and the ability to pursue licensure as a Licensed Professional
Counselor or certification as a National Board Certified School Counselor which is connected to a pay increase
in the schools. As you can see from the number above, most students chose to pursue the Master’s degree.
Below is a chard showing the average number of years to graduate from the program.
Year Average # of Years to Graduate
Program NSU
2006-2007 3.08 1.69
2007-2008 1.75 1.56
2008-2009 2.56 1.62
2009-2010 2.50 2.12
2010-2011 2.82 2.01
It appears that once students are admitted, it takes three years are less to graduate. The chart also
includes average # of years under NSU. I am assuming this would be the number representing the time it took
to complete pre-requisites which are required to enter the program. Student who did not have an undergraduate
degree in teaching were required to take 9 hours of approved education courses. In 2011, we changed that
requirement to 9 hours of approved Education, Psychology, or Family and Consumer Sciences courses. This
change in admissions policy should decrease the time it takes for students to graduate, because most students
interested in the school counseling program have taken course in these areas.
6.4 Career Counseling:
Advising and counseling are provided to students within the program by faculty advisors. Since the
employment for school counselors is specialized and dependent upon availability of positions, usually in the
school system in which the student is already employed as a teacher, no specialized career counseling is done.
Students are kept apprised of changes in state laws, Board of Elementary and Secondary Education policies,
accreditation requirements, and State Department of Education practices which may affect future employment
opportunities for school counselors by either mandating and/or funding additional or fewer counselors or
changing counselor certification requirements.
6.5 Follow-up and student placement:
Data was collected from 63 of the MCED counselors who graduated in the past 5 years. Below is a
table representing a breakdown of their current jobs.
School counselor 36
Teacher K-12 27
Higher Ed Academic
Advisor
2
Other mental health 3
Program director/school
board
1
All students graduating from the MCED program are eligible for certification as a school counselor in
Louisiana. Of the graduates returning surveys, 57% were employed as school counselors, 43% were employed
as teachers, 3% were working in other mental health agencies, and 2% were working at a college/university,
and 1% were working in another profession. All of the students responding were working in Louisiana. Of the
graduates 2009 from 2011, eleven have been hired as either a school counselor, mental health counselor or
academic advisor. Nine of those is pursuing LPC licensure.
7. FACULTY
7.1 Faculty Who Are Direct Participants in the Program (See Tables 1, 2, 3)
The faculty who are direct participants in the program are:
Dr. Zoë Tanner, Ph.D., School Counseling Program Coordinator
Dr. Richard Mathis, Ed.D.
Dr. Earl Folse, Ph.D.
Dr. Jessica Fanguy
Dr. Chris Rachal
Dr. Carmen Broussard, Ph.D.
Dr. Gary Rosenthal, Ph.D.
Dr. Larry Stout, Ph.D.
Dr. Dennis Soignier
Dr. Steven Welsh, Ph.D.
Table 2
FACULTY RESEARCH/SCHOLARLY ACTIVITIES
(Report quantity for last 5 years or since last review)
Name
Number of Refereed
Publications Number of Citations Grants
Number of Presentations
Number Amount Paper Poster
Boudreaux, Monique 2 122 0 1
Boudreaux, Dwight 1 1 0 3
Soignier, Dennis 2 548 1 3500 8
Rachal, Chris 0 753 2 2000 1 1
Folse, Earl 0 24 2
Stout, Larry 0 175 0 0 0
Welsh, Steve 1 275 1 38000 12 1
Price, Del 2 59 0 5
Rosenthal, Gary 3 876 0 0 8
Tanner, Zoe 1 261 0 14 3
Fanguy, Jessica 0 0 0 2
Broussard, Carmen 7 114 0 11 2
Table 1
FACULTY PROFILE AND TEACHING LOAD
(Report quantity for last 5 years or since last review)
Name Date of
Employment
Present Rank Full-Time /
Part-Time
Tenured/
Non-
Tenured
Highest
Degree
Earned
Average Teaching
Load
(Per academic
year)
No. of Advisees Assigned by
Program
(Number of advising
sessions)
FT PT T NT Credit
Hour
Contact
Hour
Graduate Undergrad
Dwight Boudreaux July 1973 Associate
Professor
FT T M.A. 24
212
Monique Boudreaux August 19,
2003
Assistant
Professor
FT NT Ph.D. 24 61
Carmen Broussard January 11,
2001
Assistant
Professor
FT NT Ph.D. 18 G 262
Earl Folse August 27,
1984
Professor FT T Ph.D. 18 G 39
Richard Mathis August 28,
1989
Professor FT T Ph.D. 24 G 490
Richard McKnight August 23,
1976
Professor FT T Ph.D. 9G/12 246
A.W. Price August 25,
1980
Professor FT T Ph.D. 24 470
K. Chris Rachal August 21,
2001
Assistant
Professor
.75 NT Ph.D. 15U/3G 170
Gary Rosenthal August 29,
1988
Professor FT T Ph.D. 18/G 140
Larry Stout August 29,
1988
Associate
Professor
FT T Ph.D. 18/G 82
Zoe Tanner August 17,
1992
Associate
Professor
FT T Ph.D. 18 G 520
Steve Welsh August 29,
1988
Professor FT T Ph.D. 20/G
Reynolds, Kimi 0 0 0 1 1
St. Pierre, Betsy 11
Mathis, Richard 1 939 0 6 0
Table 3
FACULTY SERVICE AND AWARDS
(Report quantity for last 5 years or since last review)
Name
Committees
National/State
Committees
Professional
Committees
Awards /
Recognition
University College Program Department
Dwight Boudreaux 0 3 0 5 0 11 0
Monique Boudreaux 2 2 0 7 4 3 0
Carmen Broussard 2 16 0 19 0 5 0
Earl Folse 0 3 0 5 0 0 0
Richard Mathis 14 9 0 15 0 0 0
Richard McKnight 9 5 0 13 0 0 0
A.W. Price 3 2 0 4 0 5 0
K. Chris Rachal 16 13 0 12 0 0 0
Gary Rosenthal 9 16 0 9 0 0 0
Larry Stout 2 2 0 14 0 0 0
Zoe Tanner 6 9 0 11 3 0 1
Steve Welsh 6 16 0 10 8 5 1
7.2 Narrative of Faculty Accomplishments:
All faculty associated with the program maintain licensure as Licensed Professional Counselors or
licensure in psychology. They are active in state, local and national organizations, and have been productively
engaged in presentations and/or publications, and they remain current in their field. All faculty maintain
availability to students in the program and advise them on an ongoing basis.
7.3 Staffing Changes:
a. What staffing changes have occurred in the last five (5) years?
Addition of two faculty directly related to the MCED program.
b. What staffing changes are planned (needed) in the next five (5) years?
Additional faculty may be needed in order to meet CACREP teaching load requirements. CACREP
requires that the ratio of full-time equivalent (FTE) students to FTE faculty should not exdeed 10:1.
c. Give a rationale.
CACREP requires that the ratio of full-time equivalent (FTE) students to FTE faculty should not exdeed 10:1.
7.4 Special Faculty Services:
What strengths or specialties not possessed by current faculty would be desirable to improve the
program and its mission?
The program would benefit from an additional full-time faculty with experience and education in
school counseling.
7.5
a. What professional development program(s) or activities, other than provided by the university does
the department have for its faculty?
The department allows faculty to attend conferences and workshops for professional development
purposes. However, usually faculty are required to pay for professional development training unless they are
presenting at the conference/workshop. Faculty are reimbursement for travel when presenting has not been
consistent for the past 5 years.
b. What other services are faculty providing.
Faculty provide consulting services to area school counselors, Juvenile Justice, and Peltier-Lawless,
supervision to LPC interns, and counseling services.
8. DEPARTMENTAL OBJECTIVES RELATED TO THE PROGRAM
MCED Program 2006
EXPECTED OUTCOME 1: Graduates of this program will be able to: Complete process of comprehensive
examinations
OBJECTIVES of
classes or projects to
assist in obtaining
expected outcome
PERFORMANCE
INDICATORS
(scores from
standardized exams,
reports, class exams,
portfolio,
demonstrations,
projects, etc.)
EXPECTED
RESULTS
ASSESSMENT
RESULTS
USE OF
RESULTS
(Responsible Person) Responsible person(s) (Actual Outcomes)
Complete process of
comprehensive
examinations prior to
completion of second school
counseling practicum.
Performance is rated by
each MCED faculty
member as either passing,
or passing with completion
of recommended action, or
failing.
Candidates will
complete
comprehensive exams
with ratings as passing
or passing with
completion of
recommended action
by 2 of 3 faculty
members.
100% (N=3) of
candidates passed
the comprehensive
examinations for
the fall 2006
cohort. 100%
(N=12) passed the
spring 2006
comprehensive
examinations. Two
students passed the
comprehensive
following an oral
examination.
Outcome performance
satisfactory - No
changes
recommended
EXPECTED OUTCOME 2: Graduates of this program will be able to: Successfully complete second school
counseling practicum
OBJECTIVES of
classes or projects to
assist in obtaining
expected outcome
PERFORMANCE
INDICATORS
(scores from
standardized exams,
reports, class exams,
portfolio,
demonstrations,
projects, etc.)
EXPECTED
RESULTS
ASSESSMENT
RESULTS
USE OF
RESULTS
(Responsible Person) Responsible person(s) (Actual Outcomes)
Successfully complete
second school counseling
practicum (60 direct contact
hours) with satisfactory
ratings by field supervisors
on observed identified
performance indicators.
Ratings by field supervisor
ranging from 0 – Does not
meet criteria for program
level, 1 – Meets criteria
minimally or
inconsistently for program
level, 2 – Meets criteria
consistently at this
program level, and 3 –
Superior performance on
this criteria.
Candidates will earn a
rating of at least
average performance
(2) on each training
standard.
100 % of
candidates (N = 15,
fall = 3 & spring
=12) earned a
rating of at least 2
on each training
standard.
Outcome performance
satisfactory - No
changes
recommended
2007
EXPECTED OUTCOME 1: Graduates of this program will be able to: Complete process of comprehensive
examinations
OBJECTIVES of
classes or projects to
assist in obtaining
expected outcome
PERFORMANCE
INDICATORS
(scores from
standardized exams,
reports, class exams,
portfolio,
demonstrations,
projects, etc.)
EXPECTED
RESULTS
ASSESSMENT
RESULTS
USE OF
RESULTS
(Responsible Person) Responsible person(s) (Actual Outcomes)
Complete process of
comprehensive
examinations prior to
completion of second school
counseling practicum.
Performance is rated by
each MCED faculty
member as either passing,
or passing with completion
of recommended action, or
failing.
Candidates will
complete
comprehensive exams
with ratings as passing
or passing with
completion of
recommended action
by 2 of 3 faculty
members.
Twenty-two
candidates (SP 07 –
12; F07 10)
completed
comprehensive
examinations with
ratings of passing
by two of three
faculty members.
Program will
complete second
phase of redesign to
meet CACREP
Standards during CY
2008.
EXPECTED OUTCOME 2: Graduates of this program will be able to: Successfully complete second school
counseling practicum (Internship)
OBJECTIVES of
classes or projects to
assist in obtaining
expected outcome
PERFORMANCE
INDICATORS
(scores from
standardized exams,
reports, class exams,
portfolio,
demonstrations,
projects, etc.)
EXPECTED
RESULTS
ASSESSMENT
RESULTS
USE OF
RESULTS
(Responsible Person) Responsible person(s) (Actual Outcomes)
(60 direct contact hours)
with satisfactory ratings by
field supervisors on
observed identified
performance indicators.
Ratings by field supervisor
ranging from 0 – Does not
meet criteria for program
level, 1 – Meets criteria
minimally or
inconsistently for program
level, 2 – Meets criteria
consistently at this
program level, and 3 –
Superior performance on
this criteria.
Candidates will earn a
rating of at least
average performance
(2) on each training
standard.
Twenty two
candidates earned
ratings of at lease
average
performance of
each training
standard.
Program will
complete second
phase of redesign to
meet CACREP
Standards during CY
2008.
2008
EXPECTED OUTCOME 1: Graduates of this program will be able to: Complete process of comprehensive
examinations
OBJECTIVES of
classes or projects to
assist in obtaining
expected outcome
PERFORMANCE
INDICATORS
(scores from
standardized exams,
reports, class exams,
portfolio,
demonstrations,
projects, etc.)
EXPECTED
RESULTS
ASSESSMENT
RESULTS
USE OF
RESULTS
(Responsible Person) Responsible person(s) (Actual Outcomes)
Complete process of
comprehensive
examinations prior to
completion of second school
counseling practicum.
Performance is rated by
each MCED faculty
member as either passing,
or passing with completion
of recommended action, or
failing.
Candidates will
complete
comprehensive exams
with ratings as passing
or passing with
completion of
recommended action
by 2 of 3 faculty
members.
Twenty-two
candidates (SP 07 –
12; F07 10)
completed
comprehensive
examinations with
ratings of passing
by two of three
faculty members.
Program will
complete second
phase of redesign to
meet CACREP
Standards during CY
2008.
EXPECTED OUTCOME 2: Graduates of this program will be able to: Successfully complete second school
counseling practicum (Internship)
OBJECTIVES of
classes or projects to
assist in obtaining
expected outcome
PERFORMANCE
INDICATORS
(scores from
standardized exams,
reports, class exams,
portfolio,
demonstrations,
projects, etc.)
EXPECTED
RESULTS
ASSESSMENT
RESULTS
USE OF
RESULTS
(Responsible Person) Responsible person(s) (Actual Outcomes)
(60 direct contact hours)
with satisfactory ratings by
field supervisors on
observed identified
performance indicators.
Ratings by field supervisor
ranging from 0 – Does not
meet criteria for program
level, 1 – Meets criteria
minimally or
inconsistently for program
level, 2 – Meets criteria
consistently at this
program level, and 3 –
Superior performance on
this criteria.
Candidates will earn a
rating of at least
average performance
(2) on each training
standard.
Twenty two
candidates earned
ratings of at lease
average
performance of
each training
standard.
Program will
complete second
phase of redesign to
meet CACREP
Standards during CY
2008.
2009
EXPECTED OUTCOME 1: Graduates of this program will be able to: Successfully complete process of
comprehensive examinations
OBJECTIVES of
classes or projects to
assist in obtaining
expected outcome
PERFORMANCE
INDICATORS
(scores from
standardized exams,
reports, class exams,
portfolio,
demonstrations,
projects, etc.)
EXPECTED
RESULTS
ASSESSMENT
RESULTS
USE OF
RESULTS
(Responsible Person) Responsible person(s) (Actual Outcomes)
Complete process of
comprehensive
examinations prior to
completion of final Field
experience (Practicum II or
Internship II).
Performance is rated by
each MCED faculty
member as either passing,
or passing with completion
of recommended action, or
failing.
Candidates will
complete
comprehensive exams
with ratings as passing
or passing with
completion of
recommended action
by 2 of 3 faculty
members.
Nine candidates
(SP 09 – 12; F09 -
6) completed
comprehensive
examinations with
ratings of passing
by two of three
faculty members.
Improve program and
assessment system to
meet CACREP
Standards during CY
2009.
EXPECTED OUTCOME 2: Graduates of this program will be able to: Successfully complete second school
counseling practicum/Internship.
OBJECTIVES of
classes or projects to
assist in obtaining
expected outcome
PERFORMANCE
INDICATORS
(scores from
standardized exams,
reports, class exams,
portfolio,
demonstrations,
projects, etc.)
EXPECTED
RESULTS
ASSESSMENT
RESULTS
USE OF
RESULTS
(Responsible Person) Responsible person(s) (Actual Outcomes)
Complete field experience
(Pracitcum II: 100 hours;
Internship: 600 hours) with
satisfactory ratings by field
supervisors on observed
identified performance
indicators.
Ratings by field supervisor
ranging from 0 – Does not
meet criteria for program
level, 1 – Meets criteria
minimally or
inconsistently for program
level, 2 – Meets criteria
consistently at this
program level, and 3 –
Superior performance on
this criteria.
Candidates will earn a
rating of at least
average performance
(2) on each training
standard.
Nine candidates
earned ratings of at
least average
performance on
each training
standard.
Improve program and
assessment system to
meet CACREP
Standards during CY
2009.
2010
EXPECTED OUTCOME 1: Graduates of this program will be able to: Successfully complete process of
comprehensive examinations
OBJECTIVES of
classes or projects to
assist in obtaining
expected outcome
PERFORMANCE
INDICATORS
(scores from
standardized exams,
reports, class exams,
portfolio,
demonstrations,
projects, etc.)
EXPECTED
RESULTS
ASSESSMENT
RESULTS
USE OF
RESULTS
(Responsible Person) Responsible person(s) (Actual Outcomes) (To be completed
February 15, 2010 in
2011 APA)
Complete process of
comprehensive
examinations prior to
completion of final Field
experience (Practicum II or
Internship II).
Performance is rated by
each MCED faculty
member as either passing,
or passing with completion
of recommended action, or
failing.
Candidates will
complete
comprehensive exams
with ratings as passing
or passing with
completion of
recommended action
by 2 of 3 faculty
members.
EXPECTED OUTCOME 2: Graduates of this program will be able to: Successfully complete second school
counseling practicum/Internship.
OBJECTIVES of
classes or projects to
assist in obtaining
expected outcome
PERFORMANCE
INDICATORS
(scores from
standardized exams,
reports, class exams,
portfolio,
demonstrations,
projects, etc.)
EXPECTED
RESULTS
ASSESSMENT
RESULTS
USE OF
RESULTS
(Responsible Person) Responsible person(s) (Actual Outcomes) (To be completed
February 15, 2010 in
2011 APA)
Complete field experience
(Pracitcum II: 100 hours;
Internship: 600 hours) with
satisfactory ratings by field
supervisors on observed
identified performance
indicators.
Ratings by field supervisor
ranging from 0 – Does not
meet criteria for program
level, 1 – Meets criteria
minimally or
inconsistently for program
level, 2 – Meets criteria
consistently at this
program level, and 3 –
Superior performance on
this criteria.
Candidates will earn a
rating of at least
average performance
(2) on each training
standard.
8.1 Annual Plans for Program:
Over the past three years, the program has undergone extensive redesign. The redesigned 2011 program
has been approved by the COE and Graduate Council. The new program will begin accepting students in the
fall 2012 term. The redesigned program was guided, in part, by the CACREP standards for School Counseling
programs. The program will develop a portfolio leading to an application for CACREP accreditation during the
2012 calendar year.
8.2 Changes in Departmental/Program Objectives:
The program continues to have the preparation of school counselors as its primary objective. However,
consistent with developing trends in the field, the redesigned program will have additional emphasis on
providing both individual, group and system-wide services which focus on prevention and crisis intervention in
the schools.
8.3 Anticipated Changes in Departmental/Program Objectives:
As mentioned in 8.1, the program anticipates seeking CACREP accreditation during the 2012 calendar
year. Current plans call for seeking CACREP accreditation for the Master’s in Psychological Counseling as
well. Seeking accreditation for both programs simultaneously will minimize cost. Once accredited, the School
Counseling and Master’s in Psychological Counseling programs will likely become more competitive for
students and an increase in enrollment is anticipated. Further, it is likely that the program will need the support
of additional faculty in order to maintain teaching load compliance with CACREP standards.
The program faculty have changed the MCED program curriculum, as mentioned previously in section 2.5.
8.4 Do you believe the resources allocated to this academic program are adequate in proportion to other
programs in your college?
Travel funds pay only a portion of cost to participate in professional conferences. The cost of the state
(LCA) convention is greater than $800.00, and the cost of the national conventions (ACA. ACES) is
approximately $1000.00. It is important to attend the state and national conference to keep current in the field,
achieve accreditation and maintain licensure. Currently reimbursement is inconsistent, so it is hard to make
plans to attend if one is not sure about reimbursement.
9. INFORMATIONAL RESOURCES/LIBRARIES:
Electronic research databases and interlibrary loan have significantly improved availability of research
and journal information.
10. FACILITIES-EQUIPMENT:
10.1 Current Facilities and Equipment:
Facilities (in Polk Hall)
Five classrooms on 2nd
floor and 3 classrooms on 1st floor; large conference room on 1
st floor
Learning resource center (including computers) and a computer lab on 1st floor
Smart boards and laptops are installed in several of the classrooms; Other classrooms have permanent
projectors in them.
Rolling carts are available with projectors and computers; Rolling carts are available with TV’s.
Computerized learning facility (2nd
floor); computers equipped with special treatment planning and
diagnosis software for practicum students to use
Psychology Training Clinic located in the Psychology Dept. on 2nd
floor which provides graduate students
with experience in counseling adults, children & adolescents and their families; also provides training in
psychological assessment. There are 10 individual/family counseling rooms, and one group room. Four of
the rooms are equipped for counseling children and two are set up for families. All counseling rooms have
one-way windows to allow observation from a central gallery and microphones are installed in the rooms
with headset receptacles and a volume control located in the gallery. Each counseling room is equipped
with a video monitor camera that feeds into a central display and control panel allowing both video and
audio observation and recording. The department has one hand-held or tripod mountable video camera
allowing video recording of counseling or testing sessions in classrooms. Digital equipment with
computerized presentation capability is available for use in all classrooms.
All faculty members have university-provided personal computers in their offices with access to the
internet.
10.2 Needed Additional Facilities:
10.3 Needed Additional Equipment:
a. What additional fixed and movable equipment, if any, are needed in order to improve the quality of
the program being offered?
10.3 Needed Additional Equipment:
a.
The MCED program has converted four graduate classes to the web, and more online courses are expected in
the future. The instructors are limited by old computers and outdated software.
Furniture in the counseling rooms of the Training Clinic needs cleaning or replacing, as does the carpet.
Need to improve quality of sound recording in the clinic by installing professional microphones in all 11
counseling rooms.
b. Estimated cost for computer upgrades for three core MCED faculty is: $6,000.
Estimated cost for upgrades to furniture in the Psychology Training Clinic is $25,000.
Estimated cost for improving quality of sound recording in all 11 counseling rooms is $2000.
11. Appendix
12.0 Appendix D
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