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STANDARD 1

THE LEARNING ENVIRONMENT:

STRUCTURE AND EVALUATION

THE INSTITUTION

A. The institutional media accurately describe the academic unit and each program

offered, including admissions criteria, accreditation status, delivery systems used for

instruction, minimum program requirements, matriculation requirements (e.g.,

examinations, academic-standing policies), and financial aid information.

RESPONSE: The 2010-2011 Eastern Kentucky University Graduate Catalog,

http://www.registrar.eku.edu/catalogs/gradcatalog/2010-2011/, provides descriptions of each

program offered through the College Of Education, includingadmissions criteria, accreditation

status, program requirements, and matriculation requirements. The Catalog features a summary

of the Mental Health (MHC) and School Counseling (SC) Programs and provides a complete

listing of courses, their prerequisites, and matriculation requirements.

The Graduate School’s website, http://gradschool.eku.edu/assistantships-awards, provides

extensive links for applications, scholarships, financial aid information, etc. at the university

level.

The Counseling Department’s web site, http://coecounseling.eku.edu/.

and student handbook, http://coecounseling.eku.edu/student-handbookalso contain a description

of each program offered, program requirements, admissions criteria, financial aid information

and delivery systems used for instructions.

As part of our review for self study, we found the 2010-2011 Graduate Catalog had several

pieces of incorrect information which has been outlined in Department Minutes dated March 2,

2011. In addition, the Catalog had omitted the Admission Requirements for the Mental Health

Counseling Program and incorrectly stated the required score on the MAT graduate exam as 365

instead of 375. The appropriate paperwork to correct these errors was initiated in Spring 2011

and is currently going through the university process for approval.

Graduate Catalogue Proposed Changes:

1. Correction to remove COU 814 and substitute COU 849 on MHC degree

2. Correct catalogue admission requirements to drop the PLT/Praxis for school

counselors

3. Change course title and description of EPY 869 to Research and Program Evaluation

4. Change course title and description of EPY 839 to Human Growth and Development

5. Change course title and add consultation to description of COU 803 to Mental Health

Counseling and Consultation

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6. Change course title and add consultation to description of COU 814 to Administration

and Consultation in School Counseling

7. Add Department Chair approval as a prerequisite to COU 826 Assessment in

Counseling for the IIA cohort

8. Drop EPY 816 Tests and Measurement as a prerequisite for COU 822 Career

Counseling

9. Add prerequisites of COU 813, 840, and 846 to COU 849 Addiction Disorders

Counseling

10. Add prerequisite of COU 880 to COU 881 Internship class and change description to

600 hour requirement.

B. The academic unit is clearly identified as part of the institution’s graduate degree

offerings and has primary responsibility for the preparation of students in the

program; the respective areas of responsibility and the relationships among and

between them must be clearly documented.

RESPONSE: The Mental Health Counseling Masters of Arts program and the Masters of Arts

in Education, School Counseling specialization program are clearly identified within the

Counseling and Educational Psychology Department in the Eastern Kentucky University 2010-

2011 Graduate Catalog, page 73-75. (http://www.registrar.eku.edu/catalogs/gradcatalog/2010-

2011/education.pdf). All required core, specialization and clinical instruction courses for both

programs are under the supervision of the Counseling and Educational Psychology Department.

C. The institution is committed to providing the program with sufficient financial

support to ensure continuity, quality, and effectiveness in all of the program’s

learning environments.

RESPONSE:The Counseling and Educational Psychology Department is one of five

departments in the College of Education and is funded on a par with these other academic

departments and comparatively with departments throughout the university. The total budget for

the department for 2010-2011 was $758,035.00, $29198 for M & O and $728,837 for Personnel,

and this budget does not include additional funds available to the department for things such as

technology support and professional development support. The College of Education budget is

linked here.

D. The institution provides encouragement and support for program faculty to

participate in professional organizations and activities (e.g., professional travel,

research, and leadership positions).

RESPONSE:In addition to professional development support provided by the department from

its budget, additional funds have been provided by the provost ($600 per faculty member), by the

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grad school (up to $500 per faculty member) (http://gradschool.eku.edu/faculty-travel) and by

the Dean’s office through direct funding ($500 per faculty member) and other opportunities to

earn professional development monies by participation in our Professional Learning

Communities ($250 per semester per participant, $500 per semester per leader) or by

participating in things like our Professional Education Fellows Program (up to $2500 per year)

(http://www.coe.eku.edu/field_services/professional_education_fellows.php).

E. Access to learning resources is appropriate for scholarly inquiry, study, and

research by program faculty and students.

RESPONSE:The Eastern Kentucky University Library currently houses 654,000 volumes. The

collections include books, journals, reference works, government documents, and pamphlets,

newspapers, maps, videos, sound recordings, and microforms. Twenty two library faculty and

additional professional and support staff make the collection available to the University

community. The library is open 101.5 hours each week, library faculty provide extensive

reference service and spend time working individually with students as they complete

assignments and prepare papers, speeches, and research reports of all kinds.

The library at EKU is a member of the State-Assisted Academic Library Council of Kentucky

(SAALK) and the Federation of Kentucky Academic Libraries (FOKAL) Consortium, which

maintains a database linking university libraries in the region. Through these consortiums EKU

students and faculty can easily access library materials from other campuses. A delivery system

enables timely movement of materials from one campus to another. In addition to its own

collection, EKU Library has internet connections with academic and large public libraries

throughout the world and with major bibliographic and information databases and makes this

information available through the World Wide Web both inside the library and also to the dorms,

offices and homes of EKU students and employees. The library currently subscribes to 39 online

education related databases providing access to over 2,072 electronic journals.

The library has 126 computers available for student use and includes both wired and wireless

networks for patrons with their own laptop computers. Photocopy machines and microform

readers/printers are available for student use. Study spaces are available for students and include

group study areas, and quiet carrels. Visit the EKU library website at

http://www.library.eku.edu/new/index.php

The library maintains an active instructional program to teach students how to take fulladvantage

of the wide range of services and resources offered by the library. In the Professional Orientation

class (COU 813) specific library database orientations were held in the last year and students

were encouraged to attend a general library orientation.

In addition, the Eastern Kentucky University Teaching and Learning Center

(http://www.tlc.eku.edu/ ) provides access to faculty development activities, books, journals and

Center-sponsored conference trips.

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F. The institution provides technical support to program faculty and students to

ensure access to information systems for learning, teaching, and research.

RESPONSE:The Counseling and Educational Psychology Program has a team of

administrators, faculty, staff, and students dedicated to supporting the use of technology for

communication, instruction, research, and professional development. Resources within the

program include smart classrooms, PC desktop and laptop computers, clinical instruction

observation and taping rooms, and three student computer labs in our building. One lab and the

College Technology Office (http://coe.eku.edu/tech/) are located on the same floor as the

Counseling Faculty offices. The Technology Office has a full time Resource Manager, Web

Master, and a Web and Desktop Support person available to assist faculty with technological

components of course design and delivery and is available to troubleshoot problems that occur

during class meetings or during professional events held in the building. Faculty is also able to

schedule the lab for semester long classes and for individual sessions to demonstrate software

applications such as SPSS for research courses.

EKU also supports Blackboard, a class platform for offering an online component to courses.

Most counseling courses utilize blended or 100% online classes using Blackboard. Students can

access information and training on blackboard at http://it.eku.edu/ . Additionally, faculty can get

training on using different forms of technology for instruction from the Instructional

Development Center http://www.idc.eku.edu/. Individual workshops are also provided as part of

the services available through the Teaching and Learning Center http://www.tlc.eku.edu/.

G. The institution provides information to students in the program about personal

counseling services provided by professionals other than program faculty and

students.

RESPONSE:The EKU Counseling Center located on campus in the Student Services Building is

staffed by mental health professionals who are not affiliated with the Department of Counseling

and Educational Psychology. The University Counseling Center

(http://www.counseling.eku.edu/) offers a variety of services which are free to EKU students

including personal counseling, psychiatric services, group counseling, referral services, career

counseling, and substance abuse services. Crisis services as well as a variety of psycho-

educational groups are also available. Additionally, the EKU Psychology Clinic

(http://www.psychology.eku.edu/ ), located on campus in the Cammack Building, provides

mental health service that is available to students on a sliding fee scale. The students in the

Counseling and Educational Psychology programs are made aware of these university-based

services as well as other mental health services provided in the community at large.

H. A counseling instruction environment (on or off campus) is conducive to modeling,

demonstration, supervision, and training, and is available and used by the program.

Administrative control of the counseling instruction environment ensures adequate

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and appropriate access by faculty and students. The counseling instruction

environment included all of the following.

1. Settings for individual counseling, with assured privacy and sufficient space for

appropriate equipment.

RESPONSE:The EKU Counseling program does not have an on-campus clinic

where clients are served. We do have classroom, seminar rooms and individual and

group counseling observation rooms. All on campus rooms utilized for clinical

instruction can provide options for videotaping and video playback and are set up to

ensure confidentiality. Two rooms are set up with video equipment and one way

observations areavailable in the Combs Building. We also share clinic space used for

our techniques classes and other advanced skills classes in the Wallace building.

Each of these seven rooms in the Wallace building has one way mirror observation,

video observation and recording and communication capabilities.

2. Settings for small-group work, with assured privacy and sufficient space for

appropriate equipment.

RESPONSE:As stated above,we do have classroom, seminar rooms and individual

and group counseling observation rooms. All on campus rooms utilized for clinical

instruction can provide options for videotaping and video playback and are set up to

ensure confidentiality. Additionally, the observation rooms described above in both

Combs and Wallace buildings can be used for group instruction and all are set up to

assure privacy.

3. Necessary and appropriate technologies and other observational capabilities that

assist learning.

RESPONSE:As described above in 1 and 2, the department faculty and students

have access to all forms of technologies in both classroom and experiential use

settings.

4. Procedures that ensure that the client’s confidentiality and legal rights are

protected.

RESPONSE:As stated earlier, program does not have an on-campus clinic where

clients are served. However, as we mention above, we do have classroom, seminar

rooms and individual and group counseling observation rooms. All of these rooms

utilized for clinical instruction can provide options for videotaping and video

playback and are set up to ensure confidentiality

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RESPONSE:The EKU Counseling program does not have an on-campus clinic. We have

classroom, seminar rooms and individual and group counseling observation rooms. All on

campus rooms utilized for clinical instruction can provide options for videotaping and video

playback and are set up to ensure confidentiality. The Faculty Coordinator for Clinical

Instruction, Dr. Sommer, works with our out site partners to jointly determine the specific

placement of students in practicum and internship/fieldwork sites.

Before a site is approved, we review the diversity requirement, supervision requirement,

procedures for ensuring client confidentiality, videotaping requirement, and assess the

willingness of the out site supervisor to provide a comprehensive experience that will support the

learning outcomes and the mandatory one hour of clinical supervision for the intern.

During the semester before the placement, candidates communicate with the site to schedule a

meeting with their direct supervisor, and, once this contact is made, the candidate and the out site

supervisor fill out required paperwork to finalize the placement.

THE ACADEMIC UNIT

I. Entry-level degree programs in Career Counseling, School Counseling, and Student

Affairs and College Counseling are comprised of approved graduate-level study

with a minimum of 48 semester credit hours or 72 quarter credit hours required of

all students. Entry-level degree programs in Addiction Counseling and in Marriage,

Couple, and Family Counseling are comprised of approved graduate-level study

with a minimum of 60 semester credit hours or 90 quarter credit hours required of

all students.

Beginning July 1, 2009, all applicant programs in Clinical Mental Health

Counseling must require a minimum of 54 semester credit hours or 81 quarter

credit hours for all students. As of July 1, 2013, all applicant programs in Clinical

Mental Health Counseling must require a minimum of 60 semester credit hours or

90 quarter credit hours for all students.

RESPONSE:The Department of Counseling and Educational Psychology has two programs that

are relevant to this standard. The Master of Arts in Education in School Counseling is a 48

semester credit hour program. The Master of Arts in Mental Health Counseling is a 60 semester

credit hour program. Both degree programs are comprised of graduate-level course work

approved by the university. The Department’s web site describes each of these degrees and the

related programs of study(http://coecounseling.eku.edu). You can also see the Admission and

Advising Handbook on this website at http://coecounseling.eku.edu/admissions-and-advising-

handbook for specific planned programs.

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J. The counselor education academic unit has made systematic efforts to attract,

enroll, and retain a diverse group of students and to create and support an inclusive

learning community.

RESPONSE:Within our Student Handbook, we note our department, college and university

mission statement which all refer to a commitment to respecting diversity in its many forms.

The EKU Counselor Education Program views recruiting and retaining a diverse group or

students from the rural areas of central, eastern, and southeastern Kentucky as well as

Appalachia as a wholeas a major focus. We define the term diverse group broadly, including

ethnic, racial, and cultural identities as well as in philosophies and points of view, gender

identity, age differences, and the challenges associated with disabilities of various kinds.

The university has made a substantial and systematic effort to provide a focus on diversity

planning and recruitment. This effort is led by the Associate Provost for Diversity Planning.

This office has and maintains overall plans for attracting, enrolling, and retaining a diverse group

of students as well as a plan for diverse faculty retention and incentives. These plans are

available from this office at http://www.diversity.eku.edu/web10/programs.php

Currently, 11.45% of the counselor education student body consists of students of diverse

cultural backgrounds. This percentage was generated from a BANNER system report which

created a list of all students in the College of Education identified by Program attached here

which shows the self identified ethnicity. Because it relies on self report by student and limits

the definition of diversity to ethnic background, it is considered an underestimate of total cultural

differences in the programs.

Flexibility - Our courses are scheduled to meet the needs of a diverse non-traditional population.

Most of our courses are scheduled in the evenings, many are online, and course scheduling

patterns can accommodate those students who may need to complete their program in stages or

on a part-time basis.

Affordability - Our graduate tuition is competitive with other institutions in the Commonwealth

of Kentucky and is significantly less than many online programs offered by private and for-profit

institutions.

Advertising – actively advertising that our program has a strong emphasis on diversity. The

program website and mission statement highlight diversity.

We recognized that one key to the success of recruiting and retaining diverse students is

maintaining a diverse faculty. Our tenure track faculty includes individuals with physical

disabilities, differences in sexual orientation, and racial and ethnic differences. The university

supports racial minorities (specifically African American) with a faculty incentive program that

provides $15,000 the first year, $10,000 the second and $5000 the third year to be split between

the department and the faculty member. The faculty portion is to be used by that faculty member

to enhance their development and opportunities to become tenured and otherwise successful in

their positions. The department portion is to be used to enhance all faculty’s opportunity to

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experience and improve their diversity knowledge.

http://www.diversity.eku.edu/web10/programs.php

K. Admission decision recommendations are made by the academic unit’s selection

committee and include consideration of the following:

1. Each applicant’s potential success in forming effective and culturally relevant

interpersonal relationships in individual and small-group contexts.

RESPONSE:Each student must provide a minimum of three references that address the

student’s disposition, professionalism, career goals, and overall fit for the counseling

program. The student also provides a resume of their work and educational history which

includes their career goals. In addition, the student provides an extensive writing sample

that is based on self reflection on a variety of effective counselor characteristics and

cultural experiences which is evaluated to determine disposition and fit for the counseling

program. The full Admissions Process is outlined for students in the Admissions and

Advising Handbook located on the web at http://coecounseling.eku.edu/admissions-and-

advising-handbook.

2. Each applicant’s aptitude for graduate-level study.

RESPONSE:The Department Admissions Committee reviews completed student

applications and makes decisions to admit students into the program. Admission occurs

on a rolling basis and the Admissions Committee meets weekly during the academic year

and as needed during the summer. The applicant must demonstrate academic knowledge

through meeting the Graduate School requirements which includes completion of a

Bachelor’s degree with a minimum GPA of 2.5 overall or 2.75 on the last 60 hours. In

addition, the department requires for the student to have at least a 3.0 overall

undergraduate GPA or 3.0 on the last 60 hours. Or, if the student meets the Graduate

School GPA requirement, but does not meet the department GPA requirement, they may

show academic knowledge with a minimum score of 400 on either the Verbal or

Quantitative section of the GRE or a minimum score of 375 on the MAT. The full

Admissions Process is outlined for students in the Admissions and Advising Handbook

located on the web at http://coecounseling.eku.edu/admissions-and-advising-handbook.

3. Each applicant’s career goals and their relevance to the program.

RESPONSE: Each student must provide a minimum of three references that address the

students disposition, professionalism, career goals, and overall fit for the counseling

program. The student also provides a resume of their work and educational history which

includes career goals and overall fit for the program. The student also provides a resume

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of their work and educational history which includes their career goals. In addition, the

student provides an extensive writing sample that is based on self reflection on a variety

of effective counselor characteristics and cultural experiences which is evaluated to

determine disposition and fit for the counseling program. The full Admissions Process is

outlined for students in the Admissions and Advising Handbook located on the web at

http://coecounseling.eku.edu/admissions-and-advising-handbook.

RESPONSE:(Summary) Each student must provide a minimum of three references that address

the student’s disposition, professionalism, career goals, and overall fit for the counseling

program. The student also provides a resume of their work and educational history which

includes their career goals. In addition, the student provides an extensive writing sample that is

based on self reflection on a variety of effective counselor characteristics and cultural

experiences which is evaluated to determine disposition and fit for the counseling program

The Department Admissions Committee reviews completed student applications and makes

decisions to admit students into the program. Admissions occur on a rolling basis and the

Admissions Committee meets weekly during the academic year and as needed during the

summer. The applicant must demonstrate academic knowledge through meeting the Graduate

School requirements which includes completion of a Bachelor’s degree with a minimum GPA of

2.5 overall or 2.75 on the last 60 hours. In addition, the department requires for the student to

have at least a 3.0 overall undergraduate GPA or 3.0 on the last 60 hours. Or, if the student meets

the Graduate School GPA requirement, but does not meet the department GPA requirement, they

may show academic knowledge with a minimum score of 400 on either the Verbal or

Quantitative section of the GRE or a minimum score of 375 on the MAT.

Each student must provide a minimum of three references that address the student’s disposition,

professionalism, career goals, and overall fit for the counseling program. The student also

provides a resume of their work and educational history which includes career goals and overall

fit for the program

L. Before or at the beginning of the first term of enrollment in the academic unit, the

following should occur for all new students:

1. A new student orientation is conducted.

RESPONSE:Perspective and new students have information about the program prior to

applying for admission through the Department website (http://coecounseling.eku.edu).

Information provided in the Admission and Advising Handbook

(http://coecounseling.eku.edu/admissions-and-advising-handbook ) which includes a general

advising letter, curriculum contracts for the degrees, and documents titled, “Steps to Admission,

Practicum/Internship, Graduation, Certification/Licensure”. In addition perspective and new

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students are encouraged to contact faculty and/or the department chair for any additional

information they might need prior to being admitted.

After the new student is admitted, the department conducts the student orientation during the

COU 813 Professional Orientation and Ethics class which is the first counseling class taken.

During the professional orientation portion of the class, students are provided information on an

orientation to the discipline of counseling as well as the department counseling programs. The

department and professional association websites(KCA website, EPSB website, KBLPC Board

Site, ACA website, AMHCA website, ASCA website, NBCC website and CACREP website)

provide the basis for this new student orientation. The student signs an agreement form at the end

of the COU 813 class indicating that they have read and understand all of the information

provided in the department handbooks and various information provided on the department

website.

2. A student handbook is disseminated that included the following:

a. mission statement of the academic unit and program objectives;

RESPONSE: The Counseling and Educational Psychology Department has developed a

Student Handbook that is posted on the web and required reading in the first course in the

program.

This handbook includes the following mission statement:

The mission of the Counseling and Educational Psychology Department, at Eastern

Kentucky University is to prepare effective professional counselors who will lead

productive, responsible and enriched lives.

They will accomplish this by learning to become critical and creative thinkers who can

communicate effectively and who have the knowledge, pedagogy, dispositions,

technology skills and respect for diversity needed to succeed as professional counselors.

These skills and attributes will be learned through a program that is designed around

national and state standards, including those of the Council for Accreditation on

Counseling and Related Educational Programs (CACREP), the National Council for

Accreditation of Teacher Education (NCATE), the Education Professional Standards

Board (EPSB), and the Kentucky Board for Licensed Professional Counselors (KBLPC).

The Counseling and Educational Psychology faculty place priority on the application

aspect of counseling. Each student is expected to be knowledgeable of counseling

theories, intervention techniques, research skills, and to be committed to their own

personal growth

Additionally, the student handbook also lists the following overall and specific program

objectives:

Overall Objectives:

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To acquire a theoretical knowledge base from which individual counseling styles can be

derived.

To become aware of ethical and legal issues concerning counselors.

To develop basic and advanced individual counseling skills.

To become an effective group facilitator.

To develop an awareness and respect of cultural differences, and be able to apply this to

the counseling professions.

To experience personal growth and a heightened sense of self-awareness.

To understand research, assessment and evaluation procedures.

To learn effective professional communication skills

Specific Objectives for School and Mental Health Counseling include: (From

CACREP):

Professional Identity

history and philosophy of the counseling profession, including significant factors and

events;

professional roles, functions, and relationships with other human service providers;

technological competence and computer literacy; professional organizations, primarily

ACA, its divisions, branches, and affiliates, including membership benefits, activities,

services to members, and current emphases; professional credentialing, including

certification, licensure, and accreditation practices and standards, and the effects of public

policy on these issues;

public and private policy processes, including the role of the professional counselor in

advocating on behalf of the profession;

advocacy processes needed to address institutional and social barriers that impede access,

equity, and success for clients; and ethical standards of ACA and related entities, and

applications of ethical and legal considerations in professional counseling.

Social and Cultural Diversity

Multicultural and pluralistic trends, including characteristics and concerns between and

within diverse groups

Attitudes, beliefs, understandings and acculturative experiences, including specific

experiential learning activities

Individual, couple, family, group and community strategies for working with diverse

populations and ethnic groups

Counselors’ roles in social justice, advocacy and conflict resolution, cultural self-

awareness, the nature of biases, prejudices, processes of intentional and unintentional

oppression and discrimination, and other culturally supported behaviors that are

detrimental to the growth of the human spirit, mind, or body;

Theories of multicultural counseling, theories of identity development, and multicultural

competencies; and

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Ethical and legal considerations.

Human Growth and Development

Theories of individual and family development and transitions across life-span

Theories of learning and personality development

Human behavior including an understanding of developmental crises, disability,

exceptional behavior, addictive behavior, psychopathology, and situational and

environmental factors that affect both normal and abnormal behavior; strategies for

facilitating optimum development over the life-span; and ethical and legal considerations

Career Development

Career development theories and decision-making models

Career, vocational, educational, occupational and labor market information resources,

visual and print media, computer-based career information systems, and other electronic

career information systems;Career development program planning, organization,

implementation, administration, and evaluation

Interrelationships among work, family, and other life roles and factors, including the role

of diversity and gender in career development

Career and educational planning, placement, follow-up, and evaluation

Assessment instruments and techniques that are relevant to career planning and decision

making

Technology-based career development applications and strategies, including computer-

assisted career guidance and information systems and appropriate world-wide sites

Career counseling processes, techniques, and resources

Ethical and legal considerations

Helping Relationships

Counselor and consultant characteristics and behaviors that influence helping processes

including age, gender, and ethnic differences, verbal and nonverbal behaviors and

personal characteristics, orientations, and skills

An understanding of essential interviewing and counseling skills so that the student is

able to develop a therapeutic relationship, establish appropriate counseling goals, design

intervention strategies, evaluate client outcome, and successfully terminate the counselor-

client relationship. Studies will also facilitate student self-awareness so that the

counselor-client relationship is therapeutic and the counselor maintains appropriate

professional boundaries;

Counseling theories that provide the student with a consistent model(s) to conceptualize

client presentation and select appropriate counseling interventions. Student experiences

will include an examination of the historical development of counseling theories,

an exploration of affective, behavioral, and cognitive theories, and an opportunity to

apply the theoretical material to case studies. Students will also be exposed to models of

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counseling that are consistent with current professional research and practice in the field

so that they can begin to develop a personal model of counseling;

a systems perspective that provides an understanding of family and other systems theories

and major models of family and related interventions. Students will be exposed to a

rationale for selecting family and other systems theories as appropriate modalities for

family assessment and counseling;

A general framework for understanding and practicing consultation. Student experiences

will include an examination of the historical development of consultation, an exploration

of the stages of consultation and the major models of consultation, and an opportunity to

apply the theoretical material to case presentations. Students will begin to develop a

personal model of consultation;

integration of technological strategies and applications within counseling and

consultation processes and Ethical and legal considerations

Group Counseling

Principles of group dynamics, including group process components, developmental stage

theories, group members’ roles and behaviors, and therapeutic factors of group work

Group leadership styles and approaches, including characteristics of various types of

group leaders and leadership styles; Theories of group counseling, including

commonalties, distinguishing characteristics, and pertinent research and literature;

Group counseling methods, including group counselor orientations and behaviors,

appropriate selection criteria and methods, and methods of evaluation of effectiveness;

Approaches used for other types of group work, including task groups, psycho

educational groups, and therapy groups;

Professional preparation standards for group leaders; Ethical and legal considerations

Assessment

Historical perspectives concerning the nature and meaning of assessment;

Basic concepts of standardized and non-standardized testing and other assessment

techniques including norm-referenced and criterion-referenced assessment,

environmental assessment, performance assessment, individual and group test and

inventory methods, behavioral observations, and computer-managed and computer-

assisted methods;

statistical concepts, including scales of measurement, measures of central tendency,

indices of variability, shapes and types of distributions, and correlations;

Reliability (i.e., theory of measurement error, models of reliability, and the use of

reliability information);

Validity (i.e., evidence of validity, types of validity, and the relationship between

reliability and validity

Age, gender, sexual orientation, ethnicity, language, disability, culture, spirituality, and

other factors related to the assessment and evaluation of individuals, groups, and specific

populations;

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Strategies for selecting, administering, and interpreting assessment and evaluation

instruments and techniques in counseling;

An understanding of general principles and methods of case conceptualization,

assessment, and/or diagnoses of mental and emotional status;

ethical and legal considerations

Research and Program Evaluation

• The importance of research and opportunities and difficulties in

conducting research in the counseling profession,

• Research methods such as qualitative, quantitative, single-case

designs, action research, and outcome-based research;

• Use of technology and statistical methods in conducting research

and program evaluation, assuming basic computer literacy;

• Principles, models, and applications of needs assessment,

program evaluation, and use of findings to effect program

modifications;

• Use of research to improve counseling effectiveness;

• Ethical and legal considerations

b. information about appropriate professional organizations, opportunities for

professional involvement, and activities potentially appropriate for students;

RESPONSE:Information about involvement and opportunities in professional

organizations takes place in a number of courses beginning with Professional Orientation

and Ethics (COU 813 ).Additionally, students are encouraged and often have the

opportunity to present at state and national conferences with faculty members.

Within the Student Handbook, the program describes that it is designed around national

and state standards, including those of the Council for Accreditation on Counseling and

Related Educational Programs (CACREP), the National Council for Accreditation of

Teacher Education (NCATE), the Education Professional Standards Board (EPSB), and

the Kentucky Board for Licensed Professional Counselors (KBLPC). In addition, the handbook notes that the Counselor Education faculty subscribe to the American Counseling Association’s (ACA) Code of Ethics and Standards of Practice as the ethical code governing the professional behavior of students and faculty members. In addition, the American School Counselor Association (ASCA) Code of Ethics has been adopted for school counselor candidates; the American Mental Health Counselor Association (AMHCA) Code of Ethics has been adopted for mental health counselor candidates. Finally, the section below is excerpted from our student handbook:

PROFESSIONAL ORGANIZATIONS

To enhance graduate education and set the foundation for full participation in the

counseling profession, it is strongly recommended that all graduate students become

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members of the professional organizations or associations, which represent their area(s)

of special interest. Most professional organizations offer reduced membership rates to

students. Typically, students are required to obtain a faculty signature verifying student

status in order to receive a student rate when joining any of these organizations.

Because we realize that financial resources are limited, students are NOT REQUIRED to

become a member of one or more professional organizations. However, membership in a

professional organization is an important aspect of professionalism, and therefore,

students are STRONGLY ENCOURAGED to join one or more of those professional

organizations.

Benefits of membership may include:

Receipt of professional publications (journals and newsletters) published by the

organization and divisions in which membership is held.

Reduced registration fees for professional meetings (seminars, conventions, workshops)

sponsored by the organization.

Eligibility for member services (library resource use, legal defense funds and services,

group liability insurance).

Involvement with activities and issues, which are directly or indirectly pertinent to their

profession (legislation and professional credentialing, including licensure, certification

and program accreditation).

Affiliation with other professionals having interests and areas of expertise similar to their

own.

Most professional organizations have both state and national affiliations. Students may join

one without joining the other in most cases. Divisions within the professional organizations

serve specific areas of interest (e.g., marriage and family counseling, mental health

counseling, or school counseling). These divisions can usually only be joined if one already

belongs to the parent organization (usually at a small additional cost).

Students will be given applications to join the American Counseling Association (ACA) and

the Kentucky Counseling Association (KCA) in COU 813. Applications are also available

on each organization’s websites. Most of our faculty are members of numerous professional

organizations such as ACA and or KCA. Some hold offices in the professional organizations

or are on boards and committees of these organizations.

Other Information

PROFESSIONAL LICENSURE AND CERTIFICATION

School counselors in Kentucky may become certified by the Kentucky Education

Professions Standards Board through guidelines developed by the KY Department of

Education. Mental Health Counselors (and school counselors with 60 appropriate

graduate hours) may become Licensed Professional Counseling Associates (LPCA) or

16

Licensed Professional Clinical Counselors in the state of Kentucky. The Certified

Professional Counselor (CPC) law has been in effect since 1996 and in 2002 the state

legislature approved licensure for counselors, thus changing the CPC to LPCC. In the

same legislative session, LPCC’s were given the opportunity to become Qualified Mental

Health Providers or QMHP’s.

Additional information may be found by visiting thehttp://lpc.ky.gov/website or the

http://www.kyepsb.net/. Additional information is provided in Suggested Steps

Certification and Licensure.docx

CHI SIGMA IOTA – Counseling Honor Society

The Counseling and Educational Psychology unit at Eastern Kentucky University has a

local chapter of Chi Sigma Iota (Epsilon Kappa Upsilon), the Counseling Academic and

Professional Honor Society International.The Epsilon Kappa Upsilon Chapter

participates in community service activities and holds special events for counseling

students. Applications for membership can be obtained on the web at www.csi-net.org

Eligibility criteria include completing at least 12 hours in the counseling program and a

3.50 graduate GPA.

c. written endorsement policy explaining the procedures for recommending

students for credentialing and employment

RESPONSE: The Written Endorsement Policy Included in the Student

Handbookin the section titled “Other Information” states: If the student has been

successful in earning his or her degree, the department recommends School

Counselors for certification in school counseling with the Kentucky Education

Professional Standards Board and Mental Health Counselors for licensure by the

Kentucky Board for Professional Counselors. The Mental Health counseling program

has been approved by the Kentucky Board for Professional Counselors for meeting

part of the licensure requirement for a Licensed Professional Clinical Counselor.

Students are evaluated individually by faculty on a case by case basis for additional

recommendations (such as employment, scholarships, honors, doctoral programs)

based on the student’s level of knowledge, skills, and dispositions/professionalism.

d. student retention policy explaining procedures for student remediation

and/or dismissal from the program; and

RESPONSE: The response to this item is excerpted from the Student Monitoring

Procedures outlined in the Student Handbook. Students are expected to conduct

themselves in an ethical, responsible and professional manner. As trainers of student

counselors, the faculty of Eastern Kentucky University (EKU) expects our students to

17

be concerned about other people, to be stable and psychologically well-adjusted, to be

effective in interpersonal relationships, and to be able to receive and give constructive

feedback. Further, we expect the student to be committed to personal growth and

professional development through opportunities such as those provided in course

work, group labs, supervision, self-selected readings, and personal counseling. The

EKU faculty believes that it is ethically imperative that counselors be willing to do in

their own lives what they ask their clients to do.

EKU faculty believe a component of their responsibility to the student, the profession,

and the eventual consumers of services provided by EKU graduates, is the necessity

to monitor not only students' academic progress but also students' personal and

professional characteristics that will affect their performance in the field. These

characteristics should be of a quality as to NOT interfere with the professionalism or

helping capacity of the student.

All students in training are subject to review each semester by all faculty members.

Students receiving a "C" or below in any course may be asked to repeat the course

and or complete additional remediation. Students who receive a D of F in any course

or a "U" in Practicum or Internship will be required to retake the course and will be

required to complete remedial work. Students are reviewed based upon the

characteristics listed on the Professional Counselor Performance Evaluation Form

(PCPE) (Copy included below).

Student’s progress is discussed each semester by the Clinical Review Committee. If a

student's knowledge, skill or characteristics is found lacking as rated on the PCPE

scale as 0 (0 - Does not meet criteria for program level), the following process will be

followed:

The student will be presented with a copy of the PCPE form and the professor's

comments. A copy of the form is also given to the faculty in the Clinical Review

Committee and discussed in their next meeting. After the committee discussion,

one of the following steps will be taken depending on the nature and severity of

the Clinical Committees concerns:

a) The student and the professor will meet to discuss the form and any

recommended remediation deemed appropriate,

b) The student will be required to meet with his or her advisor and at least one

other faculty member to discuss remediation or possible reconsideration of

continuation in the program,

c) If the committee determines that the student's personal or professional behavior

is inappropriate to the field of counseling, and such behaviors would be a

detriment in working with others, the student will be denied continuance in the

EKU program.

18

Policies for review of students during Practicum and Internship include the above

criteria as well as additional criteria appropriate to the clinical experience.

Information concerning this process is included in your Practicum/Internship

Handbook on the Counseling and Educational Psychology website.

Possible Referral for Personal Counseling

Please note that in addition to the other requirements stated above, that the Clinical

Review Committee may request or require that a student seek their own personal

counseling to address issues they feel are keeping them from being as effective as they

should be and this may be a condition of continuing in the program. This is outlined in

the Agreement Contract all students must complete in COU 813 and a copy of this is

included below.

In addition to the ongoing review described above, a specific review of all students will

be completed by the instructor of the following courses identified as critical evaluative

points in the program. These are:

COU 813________ student must have turned in a signed agreement contract (copied below for

reference)

COU 846________ faculty member must have completed a PCPE form on each student (follows

below)

COU 820________ faculty member must have completed a PCPE form on each student (follows

below)

COU 880________ faculty member must have completed a PCPE form on each student (follows

below)

COU 881________ faculty member must have completed a PCPE form on each student (follows

below)

Any failure to meet the expected level of performance (failure to turn in Agreement

Contract or score of 0 on the PCPE form) will result in referral to the Clinical Review

Committee and will be asked to meet with faculty to discuss remediation or possible

reconsideration of continuation in the program.

The Counseling and Educational Psychology Department also follows all policies and

procedures outlined in the University Student Handbook

(http://coecounseling.eku.edu/student-handbook) including but not limited to policies on

academic integrity and grade appeals policies. Students should review these first if they

have any questions about policies or procedures.

19

Agreement Contract

(To be completed during first semester of program)

I,_____________________________________________________ (Please Print Name)

have accessed a copy of the Student Handbook for the Counseling and Educational Psychology

program at Eastern Kentucky University. I have read, understand, and agree to abide by the

policies, and fulfill the requirements stated forth therein. I further agree that the Counselor

Education Faculty of Eastern Kentucky University has the right and responsibility to monitor my

academic progress, my professional and ethical behavior, and my personal counselor

characteristics as they relate to competency as a counselor.

I understand that if in the judgment of the Counselor Education Faculty of Eastern Kentucky

University, my academic progress, professional and ethical behavior, and personal characteristics

relative to competency as a counselor are in question, I may be subject to remediation or removal

from the program. They also may request or require I seek my own personal counseling to

address issues they feel are keeping me from being as effective as I should be and this may be a

condition of continuing in the program.

Signature of Student _____________________________ Date__________________

Please complete your Planned Program with your Advisor by the end of your second semester in

the program.

Both the agreement and your Planned Program will be placed in your student file and you should

also keep a copy of both.

Professional Counseling Performance Evaluation PLEASE PRINT

Student: _____________________________ Student ID #: ____________________

Semester & Yr: ____________________ Course #:____________

Faculty :_______________________________

Rating Scale N - No Opportunity to observe 1 –Meets criteria minimally or inconsistently for program level

0 - Does not meet criteria for program level 2 –Meets criteria consistently at this program level

20

Communication Skills and Abilities

1. The student demonstrates the ability to establish relationships in such a manner that a

working alliance can be created.

N 0 1 2

2. The student demonstrates effective communication skills including: N 0 1 2

a. Creating appropriate structure –setting the boundaries of the helping frame and

maintaining boundaries throughout the work such as setting parameters for meeting time and

place, maintaining the time limits, etc.

N 0 1 2

b. Understanding content –understanding the primary elements of the client’s story. N 0 1 2

c. Understanding context –understanding the uniqueness of the story elements and their

underlying meanings.

N 0 1 2

d. Responding to feelings –identifying affect and addressing those feelings in an therapeutic

manner.

N 0 1 2

e. Congruence –genuineness; external behavior consistent with internal affect. N 0 1 2

f. Establishing and communicating empathy –taking the perspective of the individual

without over identifying, and communicating this experience to the individual.

N 0 1 2

g. Non-verbal communication –demonstrates effective used of head, eyes, hands, feet,

posture, voice, attire,

etc.

N 0 1 2

h. Immediacy –communicating by staying in the here and now. N 0 1 2

i. Timing –responding at the optimal moment. N 0 1 2

j. Intentionality –responding with a clear understanding of the therapist’s therapeutic

intention.

N 0 1 2

k. Self-disclosure –skillful and carefully –considered for a specific strategic purpose. N 0 1 2

3. The student demonstrates awareness of power differences in therapeutic relationship and

manages thesedifferences effectively.

N 0 1 2

4. The student collaborates with an individual to establish clear therapeutic goals. N 0 1 2

5. The student facilitates movement toward the individual’s goals. N 0 1 2

21

6. The student demonstrates the capacity to match appropriate interventions to the presenting

problem in aconsistent manner.

N 0 1 2

7. The student creates a safe environment. N 0 1 2

Professional Responsibility

1. The student conducts self in an ethical manner so as to promote confidence in the

counseling profession.

N 0 1 2

2. The student relates to peers, professors, and others in a manner consistent with stated

professional standards.

N 0 1 2

3. The student demonstrates sensitivity to real and ascribed differences in power between

themselves and others,and does not exploit or mislead other people during or after professional

relationships.

N 0 1 2

4. The student demonstrates application of legal requirements relevant to counseling training

and practice.

N 0 1 2

Competence

1. The student recognizes the boundaries of her/his particular competencies and the

limitations of her/his expertise.

N 0 1 2

2. The student takes responsibility for compensating for her/his deficiencies. N 0 1 2

3. The student takes responsibility for assuring other’s welfare when encountering the boundaries of her/his

expertise.

N 0 1 2

4. The student provides only those services and applies only those techniques for which she/he is qualified by

education, training and experience.

N 0 1 2

5. The student demonstrates basic cognitive, affective, sensory, and motor capacities to respond to others. N 0 1 2

Maturity

1. The student demonstrates appropriate self-control (such as anger control, impulse control) in interpersonal

relationships with faculty, peers, and others.

N 0 1 2

2. The student demonstrates honesty, fairness, and respect for others N 0 1 2

3. The student demonstrates an awareness of his/her own belief systems, values, needs and limitations and the N 0 1 2

22

COMMENTS:

____________________________________________ _____________________________________

Student Signature Date Faculty Signature Date

Kerl B. S., Garcia L. J., McCullough S. C., & Maxwell E. M.. (2002). Systematic evaluation of professional

performance: Legally supported procedure and process.Counselor Education & Supervision, 41, 321-334.

e. academic appeal policy.

RESPONSE:The Counseling and Educational Psychology Department also follows all

policies and procedures outlined in the University Student Handbook

(http://www.studentaffairs.eku.edu/studenthandbook/) including but not limited to policies on

academic integrity and grade appeals policies. Students should review these first if they have

any questions about policies or procedures.

M. For calendar year, the number of credit hours delivered by noncore faculty must

not exceed the number of credit hours delivered by core faculty.

effect of these on his/her work.

4. The student demonstrates the ability to receive, integrate and utilize feedback from peers, teachers and

Supervisors

N 0 1 2

5. The student exhibits appropriate levels of self-assurance, confidence, and trust in own ability. N 0 1 2

6. The student follows professionally recognized conflict resolution processes, seeking to informally address the

issue first with the individual(s) with whom the conflict exists.

N 0 1 2

Integrity

1. The student refrains from making statements which are false, misleading or deceptive. N 0 1 2

2. The student avoids improper and potentially harmful dual relationships. N 0 1 2

3. The student respects the fundamental rights, dignity and worth of all people. N 0 1 2

4. The student respects the rights of individuals to privacy, confidentiality, and choices regarding self

determination and autonomy.

N 0 1 2

5. The student respects cultural, individual, and role differences, including those due to age, gender, race,

ethnicity, national origin, religion, sexual orientation, disability, language, and socioeconomic status.

N 0 1 2

23

RESPONSE:Data has been collected and summarized below in a table showing the percentage

of courses taught by full time faculty assigned to the programs vs. the percentage of classes

taught by noncore (adjunct or affiliate) faculty. As you look at this table, you will see that in no

semester did this percentage of courses taught by noncore faculty exceed 37%. This data was

gathered from the Enrolment Data collected and linked here for the semesters listed in the table.

Semester and Year *Total Courses

Offered by

Department

Percentage Taught by

Core Faculty

Percentage Taught by

Noncore Faculty

Spring 2011 30 classes 67% 33%

Fall 2010 31 classes 65% 35%

Spring 2010 35 classes 63% 37%

Fall 2009 32 classes 65% 35%

Spring 2009 34 classes 68% 32%

Fall 2008 31classes 71% 28%

*all courses listed above are 3 credit hour courses

N. Institutional data reflect that the ratio of full-time equivalent (FTE) students to FTE

faculty should not exceed 10:1.

RESPONSE:Data on enrollment for the last three years were collected and analyzed to generate

faculty to student ratios. This data was pulled from actual screen shots of final registrations for

course offerings for each semester. These screen shots are included as exhibits for this item and

can be linked to here. (Enrollment Data 2008-2011) We used a formula to calculate the ratios

using a nine hour teaching load per semester to equal one faculty FTE equivalent and a 12 hour

student load per semester to equal one student FTE equivalent. Please note the one to three COU

courses each semester that were a part of only the Human Services degree program also offered

in the department were not included in the student hour calculations and the faculty teaching

these courses so do not teach in the school or mental health counseling programs so were also

not included. The summarized results of these findings are included below. We are committed

to the 1:10 ratio and closely monitor it each semester. We feel the variation shown in the table is

evidence of this and is well within the limits specified in the standard.

Semester and Year Calculated Faculty FTE to Student FTE Ratio

Spring 2011 11.25

24

Fall 2010 9.49

Spring 2010 10.73

Fall 2009 11.03

Spring 2009 11.45

Fall 2008 11.18

O. Students have an assigned faculty advisor at all times during enrollment in the

program. Students, with their faculty advisor, develop a planned program of study

within the first 12 months of graduate study.

RESPONSE:Each student in a program in the Department of Counseling and Educational

Psychology receives a faculty advisor at the time of admission. This advisor is assigned to the

student by the chair and this information is passed to the graduate school who keeps a list of

what advisor is assigned to what student. Also at the time of admission the student receives a

letter telling them who their advisor is and a separate letter giving them basic advising

information

(http://coecounseling.eku.edu/sites/coecounseling.eku.edu/files/files/admissions_hb/AdvisingLet

ter.pdf). A planned program of study is also included in this mailing

(http://coecounseling.eku.edu/admissions-and-advising-handbook). The university is in the

process of implementing a web based curriculum planning process for all students but graduate

programs are not yet accurate. This program is called DegreeWorks

(https://degreeworks.eku.edu/).

P. The program faculty conducts a systematic developmental assessment of each

student’s progress throughout the program, including consideration of the student’s

academic performance, professional development, and personal development.

Consistent with established institutional due process policy and the American

Counseling Association’s (ACA) code of ethics and other relevant codes of ethics

and standards or practice, if evaluations indicate that a student is not appropriate

for the program, faculty members help facilitate the student’s transition out of the

program and, if possible, into a more appropriate area of study.

RESPONSE:The Counseling and Educational Psychology Department has developed a

Comprehensive Student Monitoring Process and this is defined in detail in the Student

Handbook. This is also explained above in I. L.2.d.

25

Q. The practicum and internship experiences are tutorial forms of instruction;

therefore, when individual and/or triadic supervision is provide by program faculty,

the ratio of six students to one faculty member is considered equivalent to the

teaching of one 3-semester-hour course. Such a ratio is considered maximum per

course.

RESPONSE:During practicum class (COU 880 ), individual supervision is provided by either

full-time or adjunct faculty. Enrollment for practicum class is limited to six students per class

and internship is limited to 12 students per section. During internship class (COU 881),

individual supervision is provided by site supervisors and group supervision by program faculty.

Site supervisors meet the qualifications for CACREP site supervisors as documented in Section

III of the self-study. Each instructor who teaches a section of either practicum or internship is

given a 3 credit hour load rating. A list of practicum and internship enrollments for the last three

spring and fall semesters are linked here as taken from screen shots of the university online

catalogue which shows that we maintained the specified ration for these classes and that faculty

were assigned three credit hour loads for each (P & I 2008-2011). Internship sections are

registered for by students according to their site type (Elementary School, Secondary School or

Mental Health Setting) and, because of this, an occasional section of internship class may show

more than 12 students in a section but students are moved within these sections to keep the

average student to instructor ration 12 or less. The actual summary of the data on these sheets

are included in the table below.

Semester and Year COU 880 Mean Ratio COU881Mean Ratio

Spring 2011 5.0 12.3

Fall 2010 6.0 11.0

Spring 2010 7.66 10.0

Fall 2009 6.0 10.3

Spring 2009 6.25 13.6

Fall 2008 5.66 11.3

Average Ratio for All 6.09 11.41

R. Group supervision for practicum and internship should not exceed 12 students.

RESPONSE:During practicum class (COU 880 ), individual supervision is provided by either

full-time or adjunct faculty. Enrollment for practicum class is limited to six students per class

26

and internship is limited to 12 students per section. During internship class (COU 881),

individual supervision is provided by site supervisors and group supervision by program faculty.

Site supervisors meet the qualifications for CACREP site supervisors as documented in Section

III of the self-study. Each instructor who teaches a section of either practicum or internship is

given a 3 credit hour load rating. A list of practicum and internship enrollments for the last three

spring and fall semesters are linked here as taken from screen shots of the university online

catalogue which shows that we maintained the specified ration for these classes and that faculty

were assigned three credit hour loads for each (P & I 2005-2008). Internship sections are

registered for by students according to their site type (Elementary School, Secondary School or

Mental Health Setting) and, because of this, an occasional section of internship class may show

more than 12 students in a section but students are moved within these sections to keep the

average student to instructor ration 12 or less. The actual summary of the data on these sheets

are included in the table below.

Semester and Year COU 880 Mean Ratio COU881Mean Ratio

Spring 2011 5.0 12.3

Fall 2010 6.0 11.0

Spring 2010 7.66 10.0

Fall 2009 6.0 10.3

Spring 2009 6.25 13.6

Fall 2008 5.66 11.3

Average Ratio for All 6.09 11.41

S. Programs provide evidence that students are covered by professional liability

insurance while enrolled or participating in practicum, internship, or other field

experiences.

RESPONSE: Students in all clinical experience courses are required to have liability insurance

as described in the Practicum and Internship Handbook (http://coecounseling.eku.edu/practicum-

and-internship-handbook) and on the front page of the Department website

(http://www.education.eku.edu/CEP/important_info.php). Verification of the student’s insurance

coverage is placed in each student’s file.

27

T. Opportunities for graduate assistantships for program students are commensurate

with graduate assistantship opportunities in other clinical training programs in the

institution.

RESPONSE:All graduate students who meet the graduate schools stated qualifications

(http://gradschool.eku.edu/assistantships-awards) may apply for graduate assistantships as they

become available in the department, college and throughout the university. The Counseling and

Educational Psychology department has traditionally had two graduate assistants to assist faculty

and the chair with research. The allocation of graduate assistantships for the 2010-2011

academic yearwithin the college are copied below from what was supplied to department chairs:

2011-2012 GA Position requests

We had a total of 23 positions for this past year and we have that number (23) again for 2011-2012. This

is the list established for this year for discussion based on last year’s allocations. Please note that this is

for GA positions and that GAs should not be doing clerical work for offices that could be done by a

student worker. They should be working with faculty as much as possible doing research or other tasks

relevant to their field of study. If they fill support roles for faculty it should be higher level support tasks

than would be asked of student workers. Please note that if you have a GA position in a grant or you

wish to request a GA out of college funds you must follow the new guidelines on salaries and make

decisions about tuition reimbursements per the new rules from graduate School.

Dean Office-2 Assigned with 1 of these to assist with Ed Leadership/CERA tasks

Technology office-3 Assigned and 1 of these will assist the Tech Coor for Model

Model- Assign 2 plus I from the COE Tech office will assist with Tech.

Erickson-1-Assigned 1

The Office of Professional Lab Experiences- None assigned specifically to this office but 4

assigned to C & I with at least 1 of these made available to assist this office

Ed Leadership- 4 assigned with assistance from 1 assigned from the Deans Office

C & I -Assigned 4 with at least one of these available to assist with the Professional Lab

Experiences office

SED - Assigned 4

ASLIE and CODHL-Assigned 1

Counseling- Assigned 2

Total available for COE 2010-2011 = 23

28

In addition, students may be hired for graduate assistantships from funds provided through grants

or other initiatives and the counseling students have received equal access to these position. The

university community has also hired counseling students as graduate assistants in appropriate

settings within the university as a whole such as in various student affairs areas.

FACULTY AND STAFF

U. The academic unit has made systematic efforts to recruit, employ, and retain a

diverse faculty.

RESPONSE:EKU has an official hiring policy noted in its Equal Opportunity / Affirmative

Action Statement that this university does not discriminate on the basis of age, race, color,

religion, sex, sexual orientation, disability, national origin, veteran status or genetic information.

(http://www.president.eku.edu/equalop/statement/) In addition to this university-wide

philosophy, the Department of Counseling and Educational Psychology is especially cognizant

of the value of diversity and houses one of the most diversified groups of faculty on campus.

Members in the department hail from various geographical regions, come from various ethnic

and racial backgrounds, are gifted with diverse abilities, and reflect diversity in terms of sexual

orientation. Additional information on recruitment and retention of diverse faculty is also

included in I.J. In particular the section copied below addresses one method used by the

university to attract and retain diverse faculty:

We recognized that one key to the success of recruiting and retaining diverse students is

maintaining a diverse faculty. Our tenure track faculty includes individuals with physical

disabilities, differences in sexual orientation, and racial and ethnic differences. The university

supports racial minorities (specifically African American) with a faculty incentive program that

provides $15,000 the first year, $10,000 the second and $5000 the third year to be split between

the department and the faculty member. The faculty portion is to be used by that faculty member

to enhance their development and opportunities to become tenured and otherwise successful in

their positions. The department portion is to be used to enhance all faculty’s opportunity to

experience and improve their diversity knowledge.

http://www.diversity.eku.edu/web10/programs.php

V. The teaching loads of program faculty members are consistent with those of the

institution’s other graduate level units that require intensive supervision as an

integral part of professional preparation, and incorporate time for supervising

student research using formulae consistent with institutional policies and practices.

RESPONSE:Teaching loads do vary across the University for Graduate Faculty. The normal

load across the university is a 12/12 load but the College of Education has adopted a policy that

teaching load for graduate faculty (non doctoral level) will be 9/9. This load is equal to or less

that other graduates programs across the university. This is specified in the Reassignment of

Faculty Load for Activities Other Than Teaching document. Additionally this document

29

describes other reassignment of load parameters that are applied equally across all programs

within the College.

W. The academic unit has faculty resources of appropriate quality and sufficiency to

achieve its mission and objectives. The academic unit has an identifiable core faculty

who meet the following requirements:

1. Number at least three persons whose full-time academic appointments are in

counselor education.

RESPONSE:There are eight (8) full-time core faculty in the Department of Counseling

and Educational Psychology. One additional faculty is reassigned to the Dean’s office as

Associate Dean for the College but does continue on as a member of the department.

(http://coecounseling.eku.edu/people)

2. Have earned doctoral degrees in counselor education and supervision,

preferably from a CACREP-accredited program, or have been employed as full-

time faculty members in a counselor education program for a minimum of one

full academic year before July, 1, 2013.

RESPONSE:Each faculty member is either a graduate of a CACREP accredited program

or has taught in a CACREP accredited program for longer than one full academic year.

Core faculty in the Counseling and Educational Psychology Department have been at

EKU teaching in CACREP approved programs for a minimum of 1 full year. Faculty

Vitas

3. Have relevant preparation and experience in the assigned program area.

RESPONSE:The Department’s faculty has a variety of professional experiences as

mental health practitioners, school counselors and counselor educators. Faculty Vitas

4. Identify with the counseling professional through membership in professional

organizations (i.e., ACA and/or its divisions), and through appropriate

certifications and/or licenses pertinent to the profession.

RESPONSE:Each faculty member is clearly identified as a counseling professional and

is involved with national, regional, and/or state organizations that support the mission of

the American Counseling Association. All faculty members can demonstrate a history of

participation in professional conferences, research and scholarly publication, and a

variety of presentations and workshops. Faculty Vitas

30

5. Engage in activities of the counseling profession and its professional

organizations, including all of the following:

a. Development/renewal (e.g., appropriate professional meetings, conventions,

workshops, seminars);

RESPONSE:All faculty members can demonstrate a history of participation in

professional conferences, research and scholarly publication, and a variety of

presentations and workshops. Faculty Vitas

b. Research and scholarly activity; and

RESPONSE:All faculty members can demonstrate a history of participation in

professional conferences, research and scholarly publication, and a variety of

presentations and workshops. Faculty Vitas

c. Service and advocacy (e.g., program presentations, workshops, consultations,

speeches, direct service).

RESPONSE:Service is a part of the requirements for promotion and tenure

within the College and University and all faculty have made commitments to

different aspects of service to the department, university, profession and

communities. Faculty Vitas

RESPONSE:There are eight (8) full-time core faculty in the Department of Counseling and

Educational Psychology. One additional faculty is reassigned to the Dean’s office as Associate

Dean for the College but does continue on as a member of the department. Each faculty member

is either a graduate of a CACREP accredited program or has taught in a CACREP accredited

program for longer than one full academic year. The Department’s faculty has a variety of

professional experiences as mental health practitioners, school counselors and counselor

educators. Each faculty member is clearly identified as a counseling professional and is involved

with national, regional, and/or state organizations that support the mission of the American

Counseling Association. All faculty members can demonstrate a history of participation in

professional conferences, research and scholarly publication, and a variety of presentations and

workshops. Each of these areas is clearly documented in the Department of Counseling and

Educational Psychology faculty members’ curriculum vitae. Service is a part of the requirements

for promotion and tenure within the College and University and all faculty have made

commitments to different aspects of service to the department, university, profession and

communities. Faculty Vitas

6. Have the authority to determine program curricula within the structure of the

institution’s policies and to establish the operational policies and procedures of

the program.

RESPONSE:The Counseling and Educational Psychology Department is one of five

departments in the College of Education. It has a Chair that is a member of the college

31

leadership team and has a faculty member that is a representative to the faculty senate.

Recommendations on curricular or other program matters reside within the Department and have

a clearly defined procedural path for approval as specified by both College and University

policies.

X. The academic unit has clearly defined administrative and curricular leadership that

is sufficient for its effective operation. A faculty member may hold more than one of

the following positions:

1 A faculty member is clearly designated as the academic unit leader for counselor

education who

a. is responsible for the coordination of the counseling program(s);

RESPONSE:The School and Mental Health Counseling Programs are housed in the

Counseling and Educational Psychology Department of the College of Education.

This Department is lead by a Chair who is a 12 month faculty administrator. This

person is responsible for leading the faculty of the department in the administration of

the program. The department was led by co-interim chairs for the Spring 2011

semester but the permanent chair was hired and will begin serving in July 1 of 2011.

Dr. Larry Sexton will fill this role and has previous experience in this role having

served as the chair of this program several years ago, then serving as Associate Dean

and Interim Dean of the College. He then went to Northern Kentucky where he has

served as a Department Chair for the last year.

b. receives inquiries regarding the overall academic unit;

RESPONSE:The Department Chair is the person responsible for handling inquiries

about the program and is assisted in this by all faculty. The Chair is responsible for

managing the website and keeping the information up to date and for making sure all

faculty are up to date on relevant information about the program.

c. makes recommendations regarding the development of and expenditures fromthe

budget;

RESPONSE: The Department Chair is a member of the College Leadership team and

participates with all other chairs and director s of the college in the development of

the college budget. They receive a budget update each month and work with the

college budget manager to resolve any issues that arise.

d. provides or delegates year-round leadership to the operation of the

program(s); and

32

RESPONSE: The Department Chair oversees all delegation of duties and

responsibilities within the department. They work with the faculty to assure that

assigned tasks are appropriate for the person they are assigned to and that the

responsibilities are carried out.

e. has release time from faculty member responsibilities to administer theacademic

unit

RESPONSE: The Department Chair is required to teach 3 courses (9 hours) per year

as opposed to a regular graduate faculty member who must teach 3 courses (9 hours)

per semester load. The reassigned time is for their role and responsibilities as chair

and they manage when they teach their load throughout the calendar year.

2 A faculty member or administrator is identified as the practicum and internship

coordinator for the academic unit and/or program who

a. is responsible for the coordination of all practicum and internship experiences in

each counselor education program for which accreditation is sought;

RESPONSE:Dr. Carol A. Sommer is the Clinical Coordinator for the Department of

Counseling and Educational Psychology as of Fall 2010 and is responsible for these

duties for the School and Mental Health Programs. Dr. Sommer currently reviews

and coordinates practicum and internship applications, handles questions about

clinical experiences from both students and site liaisons, and has clearly defined

responsibilities as detailed in the Department’s Practicum and Internship Handbook.

b. is the person to whom inquiries regarding practicum and internship experiences

are referred, and

RESPONSE:Dr. Carol A. Sommer is the Clinical Coordinator for the Department of

Counseling and Educational Psychology as of Fall 2010 and is responsible for these

duties for the School and Mental Health Programs. Dr. Sommer currently reviews

and coordinates practicum and internship applications, handles questions about

clinical experiences from both students and site liaisons, and has clearly defined

responsibilities as detailed in the Department’s Practicum and Internship Handbook

c. has clearly defined responsibilities.

RESPONSE:Dr. Carol A. Sommer is the Clinical Coordinator for the Department of

Counseling and Educational Psychology as of Fall 2010 and is responsible for these

duties for the School and Mental Health Programs. Dr. Sommer currently reviews

33

and coordinates practicum and internship applications, handles questions about

clinical experiences from both students and site liaisons, and has clearly defined

responsibilities as detailed in the Department’s Practicum and Internship Handbook

RESPONSE:The School and Mental Health Counseling Programs are housed in the Counseling

and Educational Psychology Department of the College of Education. This Department is lead

by a Chair who is a 12 month faculty administrator. This person is responsible for leading the

faculty of the department in the administration of the program, for receiving inquiries about the

academic unit, makes recommendations regarding the development of and expenditures from the

budget and for delegation of leadership roles and responsibilities within the department. The

Chair is supported in these roles with a reduced teaching load equal to half load for the 9 month

academic year and no teaching requirement beyond that in summer school. The department was

led by co-interim chairs for the spring 2011 semester but the permanent chair was hired and will

begin serving in July 1 of 2011. Dr. Larry Sexton will fill this role and has previous experience

in this role having served as the chair of this program several years ago, then serving as

Associate Dean and Interim Dean of the College. He then went to Northern Kentucky where he

has served as a Department Chair for the last year.

Dr. Carol A. Sommer is the Clinical Coordinator for the Department of Counseling and

Educational Psychology as of Fall 2010. Prior to this, Dr. Bianca Puglia served in this position.

Dr. Sommer currently reviews and coordinates practicum and internship applications, handles

questions about clinical experiences from both students and site liaisons, and has clearly defined

responsibilities as detailed in the Department’s Practicum and Internship Handbook.

Y. The academic unit may employ noncore faculty (e.g., adjunct, affiliate, clinical) who

support the mission, goals, and curriculum of the program and meet the following

requirements:

1. Hold graduate degrees, preferably in counselor education from a CACREP-accredited

program.

RESPONSE: Although none of the affiliate or adjunct faculty we have listed in the

table below are graduates of CACREP accredited programs, they all have appropriate

credentials and degrees to teach in their area. The department uses affiliate and

adjunct faculty less than is limited by CACREP as stated above in M where it is noted

that in no semester are more than 37% of the program taught by adjunct or affiliate

faculty. Only 3 of these faculty have less than an earned doctorate but all have

coursework above a masters and specific exceptional credentials for the courses they

taught. For example, Timothy Robertson has many graduate credit hours above his

masters and has been an adjunct faculty member for several universities in the

counseling area. He has been heavily involved in the Kentucky Counseling

Association and was instrumental in the writing of the Kentucky Licensure law for

34

counseling. He currently serves on the Kentucky Board of Licensed Professional

Counselors as its chair.

2. Have relevant preparation and experience in the assigned area of teaching.

RESPONSE:Each affiliate or adjunct faculty member selected was selected for their

relevant experiences in the area they were to teach. For example, Dr. Laurence

Crouch has been the administrator over the University of Kentucky Career

Counseling Center for over 20 years. Eef Fontanez is a School Counselor in the

region who has developed and delivered one of the only ASCA Model School

Guidance Programs in the state of Kentucky. Timothy Robertson has worked as a

practicing therapist in numerous mental health settings. Each of the Affiliates also

have specific training and experience to teach in the areas they have been assigned.

For example, Dr. Paul Erickson is the Director of Research for the College of

Education and teaches Educational Research for us.

3. Identify with the counseling profession through memberships in professional

organizations, appropriate certifications, and/or licenses pertinent to the profession.

RESPONSE:Dr. Jerry Sklare, Dr. Laurence Crouch and Timothy Robertson are all

Licensed Professional Counselors in Kentucky and Gene Wright and Eef Fontanez

are both a Certified School Guidance Counselor. These hyperlinks take you to the

website where these credentials can be verified. Many of the affiliate and adjunct

faculty listed in the table below are members of KCA and have had or have various

leadership roles in that professional association. Beyond this,affiliate and adjunct

faculty have credentials and memberships appropriate for the course they have taught

within the program. These individuals VITAs are linked here for your review.

RESPONSE:

Name Affiliate/

Adjunct

Degree Experience Name

Charlotte

Tanara

Affiliate PhD,

Educational

Administration

& Planning

MA,

Counseling

Associate Director,

Student Rights &

Responsibilities

Assistant Director,

Student Judicial

Affairs

Association of

Student Conduct

Administrators

University of

Alabama Alumni

University of

35

&Guidance

BS,

Elementary &

Secondary

Physical

Education

Associate Director,

Planning, Budget &

Institutional

Effectiveness

Assistant Director,

Planning & Budget

Part-Time Instructor

Director/Acting

Director, Upward

Bound

High School

Counselor

Vocational Director

Career Education

Coordinator

Elementary Physical

Education Teacher

Alabama Capstone

College of

Education Society

Board Member ,

Eastern Kentucky

University Colonel

Club

Former Member,

Arlington

Association

Gene

Wright

Affiliate PhD,

Education

Administration

MA,

Education,

Guidance &

Counseling

BA, Biology

KY Dept of

Education

Public Education –

Teacher, Counselor,

Principal & Director

of Pupil Personnel

Services

Higher Education –

Adjunct, Visiting

Professor

KASA

NEA

ASCD

NASCP

Endorsement for

Director of Pupil

Personnel

Endorsement for

School

Superintendent

Endorsement for

Supervisor of

36

Instruction,

Elementary,

Secondary, 12-

Grade

Standard High

School Certificate

Grades 7-12

Teaching Major:

Biology

Rank I

Endorsement of

Elementary School

Principal, Grades

K-8

Endorsement for

Secondary School

Principal, Grades 7-

12

Paula

Jones

Affiliate PhD,

Curriculum &

Instruction

(Instructional

System

Design)

MA,

Education,

Secondary

Guidance

Counseling

BS, Business

Education

Academic

Coordinator

Teaching Assistant

Part-Time/Visiting

Instructor

Academic Advisor

Assistant Professor

Business Instructor

KY Teaching

Certification 5th

-12th

grades

Secondary

Guidance

Counseling

Certification

37

BA,

Marketing/Adv

ertising

Samuel

Hinton

Affiliate PhD, Ministry

EdD,

Foundations of

Education

MEd,

Sociological &

Cultural

Foundations of

Education

MEd, Higher

Education

Administration

BA, English &

Economics

Professor

Associate Professor

Program Officer

Senior Staff

Associate

Teacher

Youth & Family

Counselor

Comparative &

International.

Education Society

American

Association of

University

Professors

American

Association of

Colleges of Teacher

Education

Phi Delta Kappa

Kappa Delta Phi

(are above

duplicates?)

Paul

Erickson

Affiliate PhD,

Educational

Technology

MA, National

Security &

Strategic

Studies

MA,

International

Relations

MA, Education

BS, Biology

Assistant Professor &

Director of

Educational Research

& Assessment

Program

Management &

Instructional Design

Research &

Development

Education &

Training

Management

Marine Engineering

Political & Military

Affairs Command

at Sea

Drug & Alcoholism

Counseling

Certificate in

Workforce

Education &

38

Lifelong Learning

American Society

for Training &

Development

Permanent

Honorary Chair,

MENSA Indonesia

American MENSA

American

Educational

Research

Association

American

Evaluation

Association

National Council of

Professors of

Educational

Administration

Timothy

Robertson

Adjunct BA,

Rehabilitation

Counseling

MA,

Counseling-

Student

Personnel &

Community

Agency

Counseling

Current:

Chairperson, KY

Board for

Professional

Counselors

Clinical Director,

Carvaka

Executive Director,

The Family

Counseling Center

Director, Family

LPCC, Licensed

Professional

Clinical Counselor

NCC, National

Certified Counselor

Certified Juvenile

Sex Offender

Therapist,

University of

Louisville

39

Guidance Center

Outpatient Therapist,

Pathways

Local Resource

Coordinator, SED

Counselor, River

Valley Treatment

Center/Family

Guidance Center

Mental Health

Consultant, Northeast

Head Start

Counselor, Marshall

University

Teaching:

Graduate Faculty,

Eastern KY

University

Counseling

Department

Graduate Faculty,

Lindsey-Wilson

College

Developmental

Psychology, KY

Christian

College/University

Adjunct Instructor,

Morehead State

University

Counseling

Department,

40

Marshall University

Leadership:

President, KY Mental

Health Counselors

Association (1993-

95)

Secretary/Treasurer

(1996-2001)

Chair-Advocacy

Committee,

Kentucky Counseling

Association (1991-

2001)

Board Chair, Bridges

Family Resource

Center (1994-1995)

Nancy

Stephens

Adjunct MS, Nursing

Diploma,

Nursing

Advanced Registered

Nurse Practitioner,

Outpatient

Psychiatric Nurse,

Outpatient

Department

Instructor,

Psychiatric Nursing

Assistant Professor,

Psychiatric Nursing

Clinical Specialist,

Adult Mental Health

Psychiatric Nurse

KY Licensure, RN

Original Licensure,

TN

CPR Certification

Non-Violent Crisis

Intervention

Certified Clinical

Specialist, Adult

Psychiatric &

Mental Health

Nursing

Advanced

Registered Nurse

Practitioner

41

Gerald

Sklare

Adjunct EdD,

Counselor

Education

MA, Guidance

& Counseling

BS, Physical

Education,

Social Studies

& Science

Phased Retirement

Professor

Assistant/Associate

Professor/Full

Professor

Counselor/Consultant

Instructor

High School

Counselor

High School Teacher

Junior High Teacher

Elementary School

Teacher

LPCC, Licensed

Professional

Clinical Counselor

American

counseling

Association

Kentucky

Counseling

Association

Clinical Member,

Kentucky Mental

Health Counselors

Association

Robert

Deacon

Adjunct PhD,

Educational

Psychology

MA,

Counseling

BA,

Psychology

Clinical:

Private Practice,

Family Therapy

Family Therapist

Counseling

Practicum

Teaching:

Experiential

Counseling

Guest Lecturer

Professional:

Owner, Deacon

LPCC, Licensed

Professional

Clinical Counselor

Nationally Certified

Counselor

42

Property Services

Commercial Real

Estate Broker

Classical Guitarist

Eef

Fontanez

Adjunct MA,

Secondary

School

Counseling

BA,

Elementary

Education

High School

Counselor

Highly Skilled

Educator

Teacher

Professional

Memberships:

KY Education

Association

American School

Counselor

Association

National Education

Association

KY Assessment

Coordinators

Association

Accreditations/Lic

enses:

Rank II –

Provisional

Certification for

Teaching in Middle

Grades: English,

Communications &

Social Studies,

Grades 5-8

Provisional

Certification for

Teaching Social

Studies, Grades 5-8

Professional

43

Certification for

Teaching Social

Studies, Grades 9-

12

Provisional

Certification for

Guidance

Counselor, Grades

5-12

Lawrence

“Larry”

Crouch

Adjunct PhD, College

Student

Personnel,

Counseling

Psychology &

Community

College

Administration

EdD,

Counselor

Education

MA, Student

Personnel &

Counseling

Psychology

BA,

Psychology

Assistant to Vice

President for Student

Affairs / Center

Director

Director of Career

Development/Assista

nt to the Vice

President of Student

Affairs

Associate Director of

Career Planning &

Placement/Counselor

Vice President (bank)

Assistant Dean of

Students/Hall

Director

Residence Hall

Director/Graduate

Assistant

Resident Advisor

Certified Reality

Therapist

National Certified

Counselor

Licensed

Professional

Clinical Counselor,

State of KY

certification 0032

Secondary

Teaching Licenses

for Illinois &

Indiana

44

Z. Clerical assistance is available to support faculty/program activities and is commensurate

with that provided for similar graduate programs

RESPONSE: The department has one full time Administrative Assistant and at least one student

worker as well as access to additional clerical support through the dean’s office as needed. This

is the same as is provided to other departments within the college and across the university.

EVALUATION

I.AA: Program faculty members engage in continuous systematic program evaluation indicating

how the mission, objectives, and student learning outcomes are measures and met. The plan

includes:

1. A review by program faculty of programs, curricular offerings, and characteristics of

program applicants.

Response: A complete review of programs, curriculum, and student admissions and

monitoring was conducted in Spring 2011 in the process of writing the re-accreditation self

study. The department conducted weekly afternoon meetings to accomplish the re-accreditation

work (See Department Minutes).

The programs and curriculum were reviewed and revised through the process of: a) developing

the Comprehensive Assessment Plan and Comprehensive Assessment Plan Report; b)

developing the Standards Matrix; c) conducting the Peer Evaluation of Syllabi; d)

incorporating feedback from the Stakeholder Surveys; and e) Counselor Preparation

Comprehensive Exam (CPCE) Analysis of Results.

The student admissions and monitoring process was thoroughly reviewed and revised through

the process of: a) reactivation of a Department Admissions Committee; b) revising Admission

Letters and School and Mental Health Planned Programs; c) developing advising documents

(Advising Letter, Steps for Admission, Steps for Practicum/Internship, Steps for Graduation,

Steps for Certification/Licensure); d) adoption of the Professional Counselor Performance

Evaluation (PCPE) for student monitoring; e) revision of admission requirements which

included dropping the written response to Three Diversity Vignettes on Race, Gender and

Sexual Orientation and the Effective Counselor Characteristics Self Review and developing the

Counselor Characteristics/Cultural Writing Sample to gain insight into applicant writing

abilities, cultural backgrounds, and reflection of personal characteristics as a fit for a

counseling program; f) adopting a Program Transfer Policy to assist with monitoring students

who want to transfer from one counseling program to another; g)incorporating feedback from

an Open Student Forum and Survey Results held in March 2011 to improve advising and to re-

evaluate which counseling classes are better served on campus v. online v. combination of on

campus and online.

45

A major change in the department programs occurred in February 2011 when the Departments

of Counseling and Educational Psychology (CEP) and Educational Leadership and Policy

Study (ELPS) proposed to move the Human Services-Student Personnel Services in Higher

Education (HS) degree from CEP to ELPS. The rationale for the proposed move was a better

fit for the HS students. The HS program did not focus on professional counseling and was not

accredited by CACREP. The primary focus of CEP department is on their two accredited

counseling programs (SC & MHC) and related issues of certification and licensure for

counselors. This proposed change is currently going through the university approval process

and final approval is expected in 2011-2012 academic year. (See HS Advising Letter)

2. Formal follow-up studies of program graduates to assess graduate perceptions and

evaluations of major aspects of the program.

Response: In Spring 2011, a Graduate Survey for Program Evaluation was developed and all

graduates from 2005 through 2010 (N=182) were sent a letter requesting feedback on our

programs that was provided through Survey Monkey. The survey remains open but only had

three responses at the time of this report. This sample size is too small to generalize data.

However, two of the three responses positively endorsed the program by choosing the Agree or

Strongly Agree response for all 10 items, and the third respondent choose Disagree or Not sure

on 9 of the 10 items. The department confirmed that their current surveys and survey methods

are not gaining the valid information needed for program modifications. The

Dean’s office has agreed to extend the contract services for the department with a firm that the

College employs to conduct surveys for accreditation decisions effective Fall 2011.

3. Formal studies of site supervisors and program graduate employers that assess their

perceptions and evaluations of major aspects of the program.

Response: In Spring 2011, a Site Supervisor Survey for Program Evaluation was developed

and sent to a sample of 19 site supervisors of practicum and internship from the 2010-2011

academic years. The response rate was 63% (12 out of 19, representing 10 site supervisors for

school counselors(SC) and 2 site supervisors for mental health counselors(MHC)). The

department recognizes that this is a small sample from which to draw conclusions, but it did

provide the faculty with some useful information to consider.

The Site Supervisor Survey Results indicated that: a) some of the survey questions are

confusing and may not be providing the information that is needed or intended for program

evaluation. There were some criticisms of two particular items on the survey relative to

“applying the DSM” and being a “more congruent person”. Specifically, that school counselors

did not tend to use the DSM as the item implies and that the definition of congruent is vague.

Two school counselor site supervisors had comments about updating the SC program to meet

current practices, functions, and roles of counselors in that setting. Faculty had a lengthy

46

discussion of this feedback and it was noted that the comments made were about preparing

school counselors to do duties and tasks that were not part of the ASCA National Model.

Although the review of the SC program was placed on a future department agenda, it was

noted that when this review occurs, we will have it in the context of the ASCA National

Model.

The department confirmed that their current surveys and survey methods are not gaining the

valid information needed for program modifications. The Dean’s office has agreed to extend

the contract services for the department with a firm that the College employs to conduct

surveys for accreditation decisions effective Fall 2011.

4. Assessment of student learning and performance on professional identity, professional

practice, and program area standards.

Response: Assessment of student learning was given a great deal of review as part of the

Comprehensive Assessment Plan and Comprehensive Assessment Plan Report; b)

developing the Standards Matrix; c) conducting the Peer Evaluation of Syllabi. All courses

were reviewed and evaluated on how they integrated into the total program, what standards

were covered, and how these standards were assessed. Faculty were able to provide more

emphasis or less emphasis on content in various classes to better meet the needs of the whole

SC or MHC programs. In addition, some courses or sections of courses are often taught by

affiliate and adjunct faculty in the College of Education and the syllabi; therefore, Department

Syllabi were created and must be used by all affiliate and adjunct faculty to ensure that student

receive the content mandated by the 2009 Standards.

5. Evidence of the use of findings to inform program modifications.

Response: The department has conducted a thorough review of all aspects of their counseling

programs and made over 20 program modifications from the feedback received from all

stakeholders (Program Modifications section of the Comprehensive Assessment Plan Report).

6. Distribution of an official report that documents outcomes of the systematic program

evaluation, with descriptions of any program modifications, to students currently in the

program, program faculty, institutional administrators, personnel in cooperating agencies (e.g.

employers, site supervisors), and the public.

Response: The department developed a CACREP Information section on the Department

Website and included a copy of the Comprehensive Assessment Plan Report and Program

Modifications, a link to the re-accreditation self-study, program modifications resulting from

47

systematic program evaluation, and a Stakeholder Letter indicating how to access the program

evaluation report.

BB. Students have regular and systematic opportunities to formally evaluate faculty who

provide curricular experiences and supervisors of clinical experiences.

Response: Students have an opportunity to formally evaluate faculty each semester through a

nationally standardized instrument, the Individual Development and Educational Assessment

(IDEA). Students evaluate site supervisors each semester in the COU 880 Practicum and COU

881 Internship classes using the Post Internship Report.

CC. Annual results of student course evaluations are provided to faculty.

Response: The IDEA results are sent to the Department Chair at the beginning of the following

semester after the evaluation. The Department Chair shares this information with faculty and a

copy is placed in their personnel file to be used for promotion, tenure, merit pay, and post-

tenure reviews.

DD. Written faculty evaluation procedures are presented to program faculty and supervisors at

the beginning of each evaluation period and whenever changes are made in the procedures.

Response: The department follows the University Policies on Promotion and Tenure and on

Annual Evaluation of faculty. It also follows the College Policies on Promotion and Tenure of

faculty. These are hyperlinked here for your review.