€¦ · Web viewProfessional identity should be emphasized throughout the program from initial coursework (e.g., EDC 502 Theories; EDC 515 Pre-practicum in Interpersonal Skills)

FY 2019 Student Learning Outcomes

CACREP Area 1

Students will develop a "Professional Identity" as a counselor.

How will the outcome be assessed?

1.) Aggregate student assessment data that address student knowledge, skills, and professional dispositions:

Counselor Preparation Comprehensive Exam (CPCE) results and section analysis

Key Performance Indicators

Puleo-Daughhetee Longitudinal Evaluation Objectives (PD-LEO) item analysis

Semester Student Evaluation of Program Objectives and Professional Dispositions

School Counseling Praxis exam results (School Counseling track only)

2.) Demographic and other characteristics of applicants, students, and graduates

Program Application Materials and University Student Data

Mid-program Candidate Feedback

3.) Data from systematic follow-up studies of graduates, site supervisors, and employers of program graduates

Alumni Survey

Program Advisory Council Feedback

Employer and Site Supervisor Survey

What does the data tell you?

CPCE exam results and section analysis

2017/2018 University of Montevallo Counseling Program Mean CPCE scores

June 2017-May 2018 (45 students took CPCE)

CPCE Area CACREP/UM SLO

Number

UM Mean CPCE Scores

National Mean Exit Exam CPCE scores

Professional Orientation and Ethical Practice 1 13.46 12.43

Fall 2018 CPCE University of Montevallo Counseling Program Mean CPCE scores


Number

UM Mean CPCE Scores

Professional Orientation and Ethical Practice

1 12.93

Spring 2018 NCE Aggregate Reports: Professional Orientation & Ethical Practices

Overall: 21.77 (S.D. 3.37)

CMHC (n = 4) UM: 21.0 (S.D. 1.15); Couples and Family (n = 2) UM: 25.5 (S.D. 0.71); SC (n = 5) UM: 23.0 (S.D. 3.46)

Fall 2018 Key Performance Indicators

Key Performance Indicator: Spring 2018 EDC 530 Ethics AVERAGE SCORE: 93.21/100

Fall 2018 Graduating Students KPI Score in EDC 530


Number

EDC 530 KPI Mean Score

Professional Orientation and Ethical Practice

1 83.71

PD-LEO Item Analysis

Fall 2017 - Summer 2018 Practicum and Internship PD-LEO item analysis from Site Supervisors (Practicum: n = 25 Internship: n = 24)

Practicum Average: Item 13: 7.33; Item 14: 6.92

Internship Average: Item 13: 8.48; Item 14: 8.39

Fall 2017 Practicum and Internship PD-LEO item analysis from Faculty Supervisors (Practicum: n = 19 Internship: n = 29)



Advanced Internship (n = 1): Item 13: 9.0; Item 14: 9.0

Spring 2018 PD-LEO item analysis from Faculty (Practicum: n = 15; Internship; n = 17):




Summer 2018 Internship PD-LEO item analysis from Faculty Supervisors (n = 11)

Internshp Average: Item 13: 8.27; Item 14: 8.18

Spring 2018 Semester Student Evaluation of Program Objectives and Professional Dispositions

(10 point scale)

SelfDiverse

Clients & Communities

Service Delivery Systems

Curriculum, Subject

Matter or Specialty

Area

Professional Practice

Average Score

5.37 5.42 5.42 5.42 5.41 5.41

Spring 2017 Praxis exam results (School Counseling only):N = 7; All Passed the Praxis

Foundations (History and Role of the Professional School Counselor; Human Growth and Development; Ethics; Legal Issues): Average % Points Earned: 84%

Delivery of Services (Guidance and Counseling; Consultation and Collaboration): Average % Points Earned: 81%

Management: Average % Points Earned: 71%

Accountability: Average % Points Earned: 78%


Fall 2017 Mid-program Candidate Feedback Comments:

Thank you for maintaining this program so well so that I, as a student, don't have to worry about being credentialed/licensed one day. Having this peace of mind allows me to just focus on learning as much as I can!

Quality of instruction, professors' credentials, effective communication from office, wisdom and guidance from professors, professors always making themselves available to students, CACREP certification (SO great)

Spring 2018 Mid-program Candidate Feedback Comments:

Please provide any additional comments you believe would be helpful:

I believe this program encourages a facilitating environment to help the students grow into counselors.

List those things that you perceive as growth areas or specific ways in which your degree program could be improved: I think school counseling students could benefit from studying the DSM or psychopathology. Many of our students will present with symptoms or diagnoses that we need to know more about.

Better knowledge of documentation before starting practicum, a better understanding and communication of what I needed in regards to paperwork before starting practicum. .Better communication about the hours I would need by when.

List those things that you perceive as strengths or aspects of your degree program that are most valuable to you:

Experienced professors with a variety of counseling backgroundsSelf-care discussions in most courses

Small class sizes, professors who are knowledgeable in their fields, options as to where I can do my practicum

Fall 2017 Alumni Survey Feedback:

Membership in professional organizations (n = 23):

ACA: 16 ALCA: 17; ASCA: 10

The following items were relevant to my professional practice:Professional orientation to counseling (introduction to counseling, criticalissues, professional ethics): SA: 83.33% (25) A: 16.67% (5)

A high quality of content and instruction was provided in each of thefollowing areas: Professional orientation to counseling (introduction to counseling, criticalissues, professional ethics): SA: 76.67% (23); A: 23.33% (7)

Fall 2017 Advisory Council Feedback:

Professional identity should be emphasized throughout the program from initial coursework (e.g., EDC 502 Theories; EDC 515 Pre-practicum in Interpersonal Skills) through Internship. Orientation classes and Exit classes should focus on preparing students for the reality of clinical work.

Spring 2018 Program Advisory Council Feedback:

First and foremost, the faculty are fantastic. During my time in the program, I always felt as though they were accessible and willing to support my development. They represent and model a wide-range of skills and abilities. They are very knowledgeable and eager to share their knowledge. They each played a key role in my professional identity development and encouraged me to find my own professional voice. The network of internships sites was also a strength. I felt I had the chance for varied and diverse experiences during my practicum and internship. I would encourage the program to continue their good work on maintaining these relationships. Finally, the sense of community within the program was very strong during my time. I believe this was a direct result of the commitment by the faculty to not only counseling success but also to professional identity development and encouraging students to find their own voice. The counseling program collaborates with the professional community by inviting outside professionals to present to classes as guest speakers. The program also collaborates by planning and coordinating professional development opportunities for professionals and students.

What is your understanding of how program faculty remain current and involved in the world of practice? 9 responsesCounseling has a top notch faculty specializing in diversified areas of practice. All of the faculty are engaged scholars and make contributions to both research and practice.It is my understanding that some of the faculty members have private practices, all attend professional conferences and many support the community counseling program.Program faculty remain actively involved in professional organizations and continuing professional practice. Ongoing professional practice helps faculty to remain current in best practices and critical issues in the field.Attend professional development and see clientsIn my experiences, the program faculty did an excellent job of balancing course loads with professional development and staying up to date with current trends in counseling. I know that is not an easy task to balance. However, its importance cannot be understated and seeing the faculty place such an importance on this facet of the program is reassuring.TrainingsMost of the professors continue to perform service in the private practice sector.Students appear to view counseling from a limited scope expectations of the profession. Would be helpful for them to look beyond the framework of private practice.There needs to be more emphasis on professional development i.e preparing Professional Vitae, Broader Overview of Supervision and Licensure process.

Spring 2018 Employer/Site Supervisor Survey

Key Performance Indicator: Spring 2018 EDC 530 Ethics AVERAGE SCORE: 93.21/100

CPCE, NCE, and Praxis scores all indicate UM students perform at or above national averages on standardized measures assessing Professional Orientation and Ethical Practice.

Program Measures (PD-LEO, Employer/Site Supervisor Survey, Alumni Survey, Mid-Program Feedback, Advisory Council, Student Evaluations, and Key Performance Indicators) all consistently indicate UM students demonstrate appropriate competency in the area of Professional Orientation and Ethical Practice.

What changes will you make based on the analysis of the data?

CPCE, NCE, and Praxis scores all indicate UM students perform at or above national averages on standardized measures assessing Professional Orientation and Ethical Practice.

Program Measures (PD-LEO, Employer/Site Supervisor Survey, Alumni Survey, Mid-Program Feedback, Advisory Council, Student Evaluations, and Key Performance Indicators) all consistently indicate UM students demonstrate appropriate competency in the area of Professional Orientation and Ethical Practice.

Data from multiple assessments (student feedback, PAC, assessment data) supports counselor professional identity development as an area for continued emphasis across the program. Consistent with this data, current strategies should be maintained, and additional opportunities for emphasis in the area of professional identity development include:

Offer EDC 556 as an elective for school counseling students as part of the 60 credit-hour degree; Providing resources for program faculty to maintain current credentials including licensure,

certification, and registration; consideration of faculty counseling and consultation practice as a component of tenure and promotion considerations; and seeking further professional development opportunities toward additional professional credentialing;

Continued exploration and development of resources including a dedicated site for the UM Community Counseling Clinic training lab to provide additional opportunities for students to gain supervised experience in credential-specific treatment modalities such as couples and family therapy and play therapy modalities such as directive play therapy, non-directive play therapy, and sand tray therapy;

Further development of the UM Community Counseling Clinic as a training lab for students to experience real-time supervision via technology to foster greater competence in service delivery, as well as promote social justice and advocacy as elements of counselor professional identity while serving the local community;

Encouraging faculty involvement in counseling associations through administrative support and allocation of resources in order to enhance and support student counselor professional identity development through faculty mentoring and identification of opportunities for students to attend and present at local, state, regional, and national conferences;

Continue to support student professional counselor identity through faculty mentoring and fostering opportunities for students to serve in local, state, regional, and national counseling organizations;

Continue to emphasize student self-care as a component of professional counselor development and sustainability across the professional lifespan;

Continue to emphasize Professional Identity Development throughout coursework as well as in comprehensive exam preparation workshops.

CACREP Area 2

Students will be attentive to "Social & Cultural Diversity" in counseling & consultation processes.



CPCE exam results and section analysis:




Number

UM Mean CPCE Scores National Mean Exit Exam CPCE scores

Social and Cultural Diversity

2 10.37 9.08

2018 University of Montevallo Counseling Program Mean CPCE scores (EDF 620 Social & Multicultural) 11.69

Fall 2018 Graduates KPI Assessment from EDF 620 Mean Score:

PD-LEO Item Analysis (0 – 10 point scale)

Fall 2017 - Summer 2018 PD-LEO item analysis from Site Supervisors (Practicum: n = 25; Internship: n = 24)

Practicum: Item 1: 6.79 Item 15: 7.17

Internship: Item 1: 8.35 Item 15: 8.48

Fall 2017 PD-LEO Item Analysis from Faculty (Practicum: n = 19; Internship; n = 29):




Spring 2018 PD-LEO Item Analysis from Faculty (Practicum: n = 15; Internship; n = 17):




Summer 2018 PD-LEO Item Analysis from Faculty (Internship; n = 11):


Spring 2018 NCE Aggregate Reports: Social & Cultural Diversity

Overall: 7.95 (S.D. 1.68)


Semester Student Evaluation of Program Objectives and Professional Dispositions






Program Application Materials and University Student Data

Track MAT Test Score UG Major UG School UG

GPA Essay Interview GRE Test Score

CMH: 34 SC: 11 CFC: 9

394.57

Psychology: 29 Criminal/Social: 6 Kinesiology: 4 Family Studies: 3 Education: 3 Other: 9

In-State UG: 49 Out-State UG: 5

3.28 3.13 4.42 295.5

CACREP Program Data (reported to CACREP on August 30, 2018)

Currently number of students: 108 (7 students are not enrolled in Fall 2018)

Clinical Mental Health Track: 53

Couples and Family Counseling Track: 29

School Counseling Track: 26

Demographic Information; students identifying as:

Female: 81

10 African American female 71 White female

Males: 275 African American male1 American Indian male20 White male

8 students are registered with DSS and receive accommodations (3 male, 5 female)


Fall 2017 Mid-program Candidate Feedback:

All around an exemplary program. I like how the professors even project the idea of respecting all people in the way the approach difficult topics in class. It allows for examples to follow as we are learning how to be counselors ourselves.

Spring 2018 Counseling Mid-Program Feedback Form:List those things that you perceive as strengths or aspects of your degree program that are most valuable to you:

Discussions/readings about multiculturalism and ethics in most coursesExperienced professors with a variety of counseling backgrounds

Fall 2017 Alumni Survey Feedback:

The following items were relevant to my professional practice:

Counseling specific populations (women, ethnic, racial minorities, disabled,gay and lesbian): SA: 46.67% (14); A: 50.00% (15); D: 3.33% (1)

A high quality of content and instruction was provided in each of thefollowing areas:Counseling specific populations (women, ethnic, racial minorities, disabled,gay and lesbian): SA: 46.67% (14); A: 40.00% (12); D: 10.00% (3); SD: 3.33% (1)

Fall 2017 Program Advisory Council Feedback:

Consider integrating questions into the initial group interviewing process for admission that relate to serving all Socio-economic statuses, LGBTQI, spirituality, and showing respect to all.


How well are UM counseling students prepared to work with diverse populations? 9 responses

1 (11.1%)1 (11.1%)3 (33.3%)3 (33.3%)3 (33.3%)3 (33.3%)2 (22.2%)2 (22.2%)


CPCE, NCE, and Praxis scores all indicate UM students perform at or above national averages on standardized measures assessing Social and Cultural Diversity.

Program Measures (PD-LEO, Employer/Site Supervisor Survey, Alumni Survey, Mid-Program Feedback, Advisory Council, Student Evaluations, and Key Performance Indicators) all consistently indicate UM students demonstrate appropriate competency in the area of Social and Cultural Diversity.


Data from multiple assessments (student feedback, PAC, assessment data) indicates positive impact of current program emphasis on serving diverse clients in diverse settings, appropriate advocacy, and counselor self-awareness of personal values that are relevant for counselor professional identity and role. Consistent with this data, current strategies should be maintained, and additional opportunities for emphasis in the area of social and cultural diversity include:

Based on excellent site-supervisor, faculty, and student participation in the Spring 2018 Ethics in Advocacy Workshop held on Friday, April 13th at UM, and the data supporting this as an existing strength of the program, additional workshop opportunities should be developed leading to the possibility of an annual workshop;

Ongoing Community Counseling Clinic and program faculty involvement with the Shelby County Women's United 2-Gen (two-generational) grant supporting advocacy efforts for single mothers and their children residing in Shelby County, with special emphasis on the utilization of student interns to provide services for families.

Further development of workshops such as the Advocacy in Supervision Workshop developed by Dr. Judith Harrington supporting supervisor awareness of opportunities for development of supervisee advocacy with clients.

Continuation of existing matriculation criteria specific to advocacy for diversity via appropriate group interview questions.

Continued emphasis on Social and Cultural Diversity throughout coursework (including more diversity and infusion of Wellness to include aspects of Spirituality of the Student as well as the Client) as well as in comprehensive exam preparation workshops.

Ongoing development of program recruitment materials with diversity-informed imaging to assist in the promotion of the counseling program among minority students to potentially increase the number of minority applicants.

CACREP Area 3

Students will develop an understanding of individual needs in terms of "Human Growth & Development."







Number

UM Mean CPCE Scores


Human Growth and Development

3 11.82 10.63

Fall 2018 CPCE Scores


Number

UM Mean CPCE Scores

Human Growth and Development 3 12.62

Spring 2018 NCE Aggregate Reports: Human Growth & Development Overall: 7.94 (S.D. 2.03)

CMHC (n = 4) UM: 7.75 (S.D. 2.22); Couples and Family (n = 2) UM: 8 (S.D. 1.41); SC (n = 5) UM: 8.6 (S.D. 1.52)

Fall 2018 Graduate Key Performance Indicators EDF 580 Advanced Human Growth and Development

EDF 580 - Advanced Human Growth & Development: 91.50


Fall 2017 - Summer 2018 PD-LEO item analysis from Site Supervisors (Practicum: n =25; Internship: n = 24)

Practicum: Item 9: 6.71

Internship: Item 9: 8.09

Fall 2017 PD-LEO item analysis from Faculty Supervisors (Practicum: n = 19; Internship; n = 29):

Practicum Average: Item 9: 5.95

Internship Average: Item 9: 8.22

Advanced Internship (n = 2): Item 9: 8.25

Spring 2018 PD-LEO item analysis from Faculty Supervisors (Practicum: n = 15; Internship; n = 17):

Practicum Average: Item 9: 5.82



Summer 2018 PD-LEO item analysis from Faculty Supervisors (Internship; n = 11):



(10 point scale)

SelfDiverse



Curriculum, Subject

Matter or Specialty

Area


Average Score

5.37 5.42 5.42 5.42 5.41 5.41








I appreciate that this program is flexible and that every professor is dedicated to the success of their students.

Knowledge and experience of the professors, accessibility of the professors, experiential learning, in-class discussion, reflective assignments, ability to work and have a family and still succeed in the program

Fall 2017 Alumni Survey Feedback

The following items were relevant to my professional practice: Human development (child, adolescent, adult, aging, life-span): SA: 50.00% (15); A: 46.67% (14); D: 3.33% (1)

A high quality of content and instruction was provided in each of thefollowing areas: Human development (child, adolescent, adult, aging, life-span): SA: 50.00%(15); A: 40.00% (12); D: 6.67% (2); SD: 3.33% (1)


Consider incorporating information into coursework concerning emerging models such as "Life Transition Counseling" and models for conceptualizing work with older and younger clients. Identify strategies for building and sustaining therapeutic relationships with Millennials.


Strongly encourage EDC 517 Human Sexuality as an elective for students in all three tracks; Examine content in EDF 580 Advanced Human Growth and Development and ensure content is current, relevant for counseling, and aligned with CACREP 2016 Standards. Incorporate lifespan development in relation to mental health; increase student awareness of diversity across age levels.



CPCE, NCE, and Praxis scores all indicate UM students perform at or above national averages on standardized measures assessing Human Growth and Development.

Program Measures (PD-LEO, Employer/Site Supervisor Survey, Alumni Survey, Mid-Program Feedback, Advisory Council, Student Evaluations, and Key Performance Indicators) all consistently indicate UM students demonstrate appropriate competency in the area of Human Growth and Development.

Data from multiple assessments (student feedback, PAC, assessment data) supports human growth and development as an area for continued emphasis across the program. Consistent with this data, current strategies should be maintained, and additional opportunities for emphasis in the area of human growth and development include:

Ongoing updates to course materials incorporating information into coursework concerning emerging models such as "Coaching," "Life Transition Counseling," and models for conceptualizing work with older and younger clients as well as with couples and families;

Further development of strategies for building and sustaining therapeutic relationships with digital natives (e.g., Millennials and other identified groups), including the integration into coursework of specific, practical examples of the appropriate, ethical use of technology in the counseling and consultation processes (e.g., electronic records; phone apps);

Consider additional opportunities to model flexibility in providing quality instruction consistent with supporting developmental tasks of students through the development of online learning opportunities for students to access, (e.g., EDC 556: DSM: Diagnosis and Treatment Planning is now being offered in Spring and Summer semesters as an online class in recognition of challenges students face in allocating time resources to lifespan responsibilities as well as attending graduate school);

Continue to emphasize student self-care as a component of professional counselor development and sustainability across the professional lifespan;

Develop specific course requirements that emphasize Human Growth and Development throughout coursework (e.g., the use of genograms) as well as in comprehensive exam preparation workshops;

Strongly encourage EDC 517 Human Sexuality as an elective for students in all three tracks.

CACREP Area 4

Students will understand "Career Development" and Decision-Making in counseling & consultation processes.







Number


Career Development

4 11.20 9.31

Fall 2018 University of Montevallo Counseling Program Mean CPCE scores


Number

UM Mean CPCE Scores

Career Development

4 10.07

Spring 2018 NCE Aggregate Reports: Career Development Overall: 14.82 (S.D. 2.55)


Key Performance Indicator for EDC 570 Career and Lifestyle Development Average: 99.13


Fall 2017 - Summer 2018 PD-LEO item analysis from Site Supervisors (Practicum: n = 25; Internship: n = 24)Practicum: Item 16: 7.13 Internship: Item 16: 8.48

Fall 2017 PD-LEO item analysis from Faculty (Practicum: n = 19; Internship; n =29):

Practicum Average: Item 16: 6.14 Internship Average: Item 16: 8.63


Spring 2018 PD-LEO item analysis from Faculty (Practicum: n = 15; Internship; n =17):

Practicum Average: Item 16: 6.73 Internship Average: Item 16: 8.53

Advanced Internship (n = 1): Item 16:8.88

Summer 2018 PD-LEO item analysis from Faculty (Internship n =11):



(10 point scale)

SelfDiverse



Curriculum, Subject

Matter or Specialty

Area


Average Score

5.37 5.42 5.42 5.42 5.41 5.41

Spring 2017 Praxis exam results (School Counseling only): N = 7; All Passed the Praxis







My program has been really great about keeping us informed of changes that have been occurring in the field, such as the AAMFT deciding to get rid of the state boards.

Our professors are very accessible and personable. I have felt that my program has prepared me for practicum. I like that I have been able to move through the program at my pace, I do not feel as though I am a robot moving through the counseling program.

Being able to apply what we learn in the classroom to what we do in our counseling sessions; having approachability with our faculty to ask questions and obtain feedback on how we can become better counselors; feeling support and encouragement from our faculty

I love how caring our instructors are. Their genuine care and concern for me as a student is something that I did not receive in undergrad. Now that I'm at a higher level of education, I really appreciate the care and willingness to help that I receive. Also, the amount of resources that our instructors, specifically Dr. Harrington provides is so helpful.


The following items were relevant to my professional practice: Theories/techniques of career counseling (career counseling, career development): SA: 23.33% (7); A: 53.33% (16); D: 13.33%(4); SD: 6.67% (2); NA: 3.33% (1)

A high quality of content and instruction was provided in each of the following areas:Theories/techniques of career counseling (career counseling, career development):

SA: 56.67% (17); A: 30.00% (9); D: 10.00% (3); SD: 3.33% (1)


Collaborate with existing resources such as UM Career Services (e.g., Angie Kelly) for the Career Class and identify opportunities for practicum and internship experiences. Share job postings with students as appropriate.


CPCE, NCE, and Praxis scores all indicate UM students perform at or above national averages on standardized measures assessing Career Development.

Program Measures (PD-LEO, Employer/Site Supervisor Survey, Alumni Survey, Mid-Program Feedback, Advisory Council, Student Evaluations, and Key Performance Indicators) all consistently indicate UM students demonstrate appropriate competency in the area of Career Development.


Data from multiple assessments (student feedback, PAC, assessment data) supports career development and decision-making in counseling and consultation processes as an area for continued emphasis across the program. Consistent with this data, current strategies should be maintained, and additional opportunities for emphasis in the area of career development include:

Continue to maintain partnerships with existing UM resources emphasizing career development including Upward Bound (Alex Cottrell) and UM Career Services (e.g., Angie Kelly) for practicum and internship placements as well as Career Class;

Continue to model Best Practices through networking with students as appropriate to inform them of current placement opportunities that include a focus on career counseling;

Model Best Practices in Career Development by seeking opportunities for students to participate as members and leaders in state associations as appropriate.

Continue to update existing Practicum and Internship placements with opportunities for interested students to gain supervised experiences in the field of Career Development.

Continue to emphasize Career Development throughout coursework as well as in comprehensive exam preparation workshops.

CACREP Area 5

Students will develop "Helping Relationships" through counseling & consultation processes.




2017/2018 University of Montevallo Counseling Program Mean CPCE scores June 2017-May 2018 (45 students took CPCE)


Number


Helping Relationships

5 12.33 11.48

Fall 2018 CPCE (EDC 502 & EDC 515 Helping Relationships) Mean Score 13.71

Spring 2018 NCE Aggregate Reports: Helping Relationships Overall: 24.37 (S.D. 4.19)

CMHC (n = 4) UM: 24 (S.D. 3.16); Couples and Family (n = 2) UM: 24.5 (S.D. 3.54); SC (n = 5) UM: 23.6 (S.D. 4.39)

Key Performance Indicator: Spring 2018 EDC 502 Theories:Theoretical Orientation Integration Paper

AVERAGE SCORE: 93.21/100


Fall 2017 - Summer 2018 PD-LEO item analysis from Site Supervisors (Practicum: n = 25; Internship: n = 24):

Practicum: Item 2: 6.83; Item 3: 6.63; Item 4: 6.5

Internship: Item 2: 8.26 Item 3: 8.09 Item 4: 8.14

Fall 2017 PD-LEO item analysis from Faculty (Practicum: n = 19; Internship; n =29 ):

Practicum Average: Item 2: 6.33 Item 3: 6.29 Item 4: 6.30

Internship Average: Item 2: 8.45 Item 3: 8.54 Item 4: 8.31

Advanced Internship (n = 1): Item 2: 9.0 Item 3: 9.0 Item 4: 8.25


Practicum Average: Item 2: 6.33 Item 3: 6.17 Item 4: 5.98


Advanced Internship (n = 1): Item 2: 8.88 Item 3: 8.75 Item 4: 8.88

Summer 2018 PD-LEO item analysis from Faculty (Internship; n = 11):



(10 point scale)

SelfDiverse



Curriculum, Subject

Matter or Specialty

Area


Average Score

5.37 5.42 5.42 5.42 5.41 5.41








I love how much experience we get while in school. I have so enjoyed being at my Practicum site, and I've learned so much already! I also love our Professors! They have so much to teach, and really care about every student!

Great classroom interactions and discussions.

I really appreciate the staff and how helpful and caring they are. Also, the opportunity to participate in an extensive internship is comforting.

I am so glad that I have the opportunity to go the University of Montevallo for my graduate work in Counselor Education. The faculty are GREAT, and I am so thankful for their approachability, and how they want us to succeed.

Spring 2018 Mid-Program Candidate Feedback:

List those things that you perceive as strengths or aspects of your degree program that are most valuable to you:

Both triadic and group supervision that encourages open conversation and suggestions about current clients.

Personally I believe that genuine care, empathy, and active listening are our major tools.

List those things that you perceive as growth areas or specific ways in which your degree program could be improved:

I believe some experience (like listening in on a session) could be beneficial before practicum.


The following items were relevant to my professional practice: Counseling internship and Practicum:

SA: 90.00% (27); A: 10.00% (3)

A high quality of content and instruction was provided in each of thefollowing areas: Counseling internship and Practicum: SA: 73.33% (22); A: 26.67% (8)


Identify specialty topics to include in coursework, including the AAMFT - Medical Family Therapy model.


Maybe taking pre-practicum to a deeper level so students are as prepared as they can be for practicum. Maybe more focus on treatment planning and basic interventions with common presenting issues.

List specific ways in which our programs could be improved.9 responsesYour programs are excellent!Interns are knowledgeable and engaged; however, self-starters and interns willing to take the initiative to develop programs and lessons on their own would be welcomed. Some interns seem uncomfortable or lack confidence in presenting to classes and large groups. This is not, however, specific to UM. It seems to be a trend with all interns.Providing opportunities for student to practice counseling skills prior to the practicum experience in course work.I would recommend continued focus on community outreach through the Community Counseling Clinic. As stated above, I truly believe this initiative will not only serve the counseling students but also the community - instilling in those students an understanding of the importance and impact of their work. As stated above, I think technology will need to be a main focus moving forward. The incorporation of technological competencies in counseling will be critical for the program moving forward.

Counseling interns are knowledgeable and do very well with one-on-one counseling. They have a good understanding of techniques and ethics.


CPCE, NCE, and Praxis scores all indicate UM students perform at or above national averages on standardized measures assessing Helping Relationships.

Program Measures (PD-LEO, Employer/Site Supervisor Survey, Alumni Survey, Mid-Program Feedback, Advisory Council, Student Evaluations, and Key Performance Indicators) all consistently indicate UM students demonstrate appropriate competency in the area of Helping Relationships.


Data from multiple assessments (student feedback, PAC, assessment data) supports counselor helping relationships as an area for continued emphasis across the program. Consistent with this data, current strategies should be maintained, and additional opportunities for emphasis in the area of counselor helping relationships include:

Continue to emphasize the integration of the PD-LEO with Program Core Values and alignment with course objectives in support of Helping Relationships as foundational skills in counselor development, and include presentation opportunities for students to gain confidence in presentation skills;

Continue to identify specialty topics to include in coursework, including the AAMFT - Medical Family Therapy model, as well as treatment planning models such as DOACLIENTMAP;

Continue to integrate specific evidence-based treatment approaches into core classes (e.g., information on TF-CBT and other cognitive-behavioral interventions in EDC 502 Theories);

Development of a dedicated space for the UM Community Counseling Clinic training lab where students can engage in supervised experiences in developing effective helping relationships;

Provide support to adjunct faculty and communicate core program values via standardized syllabi; Continue to emphasize Helping Relationships throughout coursework as well as in comprehensive

exam preparation workshops.

CACREP Area 6

Students will become skilled in managing & counseling "Group Work."







Number


Group Work

6 12.20 11.13

Fall 2018 CPCE Core Area Group: Average: 12.43


Number

UM Mean CPCE Scores

Group Work

6 12.43

Spring 2018 NCE Aggregate Reports: Group Work Overall: 12.57 (S.D. 2.06)


Key Performance Indicator

Fall 2018 EDC 550 - Group Procedures in Counseling KPI Average: 97.36

Fall 2017 - Fall 2018 PD-LEO item analysis from Site Supervisors

Overall performance on PD-LEOs from Practicum and Internship students indicates strong performance of clinical skills across treatment modalities, including group work.

Spring 2018 Semester Student Evaluation of Program Objectives and Professional Dispositions (10 point scale)

SelfDiverse



Curriculum, Subject

Matter or Specialty

Area


Average Score

5.37 5.42 5.42 5.42 5.41 5.41








As someone on the school counseling track, it would be helpful if everyone in my practicum group was on this same track.

I have noticed some inconsistency in different professors or supervisors when explaining CACREP requirements, such as what qualifies as a direct hour. There was also some inconsistency in telling how many group hours were required for the Advanced Internship for Couples and Family. It has since been sorted out, but it did affect some of my classmates that were at the end of their internship.


The following items were relevant to my professional practice: Theories/techniques of group counseling: SA: 40.00% (12); A: 53.33% (16); D: 6.67% (2)

A high quality of content and instruction was provided in each of thefollowing areas:Theories/techniques of group counseling: SA: 76.67% (23); 13.33% (4); D: 10.00%(3)


Maintain 10-hour minimum Group Work requirement. Students are already running groups as appropriate within competency and scope of practice at placement sites. Explore and support additional opportunities such as psychoeducational groups (e.g., Kohman Foundation).

Spring/Fall 2018 PAC provided no additional feedback concerning group work.


CPCE, NCE, and Praxis scores all indicate UM students perform at or above national averages on standardized measures assessing Group Work.

Program Measures (PD-LEO, Employer/Site Supervisor Survey, Alumni Survey, Mid-Program Feedback, Advisory Council, Student Evaluations, and Key Performance Indicators) all consistently indicate UM students demonstrate appropriate competency in the area of Group Work.


Data from multiple assessments (student feedback, PAC, assessment data) supports counselor development of skills in group work as an area for continued emphasis across the program. Consistent with this data, current strategies should be maintained, and additional opportunities for emphasis in the area of group work include:

Further development of a class specific for school counselors to develop classroom management skills in leading classroom guidance;

Further standardize course syllabi with alignment with CACREP (2016) Key Performance Indicators; As possible, continue in EDC 581/586 Internship experiences to include at least two (2) class

members in Internship group supervision from each track represented in the group so that students benefit from the shared perspectives of others within the same track as well as from other program tracks;

Provide information in Site Supervisor training that student clinical experiences must include a minimum of ten (10) hours of group leadership experience and continue to emphasize importance of students receiving required supervision for group work experiences;

Assist students in planning for group experiences at their clinical sites; Continue to emphasize Group Work throughout coursework as well as in comprehensive exam

preparation workshops.

CACREP Area 7

Students will use individual and group "Assessment" processes.







Number


Assessment

7 11.31 11.19



Number

UM Mean CPCE Scores

Assessment

7 11.14

Spring 2018 NCE Aggregate Reports: Assessment

Overall: 14.5 (S.D. 2.69)


Key Performance Indicator for EDC 503 - Assessment in Counseling Fall 2018 Graduating Students Average: 95.57

Key Performance Indicator:

EDC 503 Assessment Report Assignment (Key Performance Indicator):

Fall 2017 – Mean overall score 48.35 out of 50 (97%)

Spring 2018- Mean overall score 47.81 out of 50 (96%)


Fall 2017 - Summer 2018 PD-LEO item analysis from Site Supervisors (Practicum: n = 25; Internship: n = 24)

Practicum: Item 5: 6.63 Item 6: 6.54 Item 7: 6.42 Item 8: 6.38 Item 10: 6.79

Internship: Item 5: 8.17 Item 6: 8.04 Item 7: 7.96 Item 8: 8.04 Item 10: 8.17

Fall 2017 PD-LEO item analysis from Faculty Supervisors (Practicum: n = 19; Internship: n = 29)

Practicum: Item 5: 6.29 Item 6: 6.33 Item 7: 5.87 Item 8: 6.17 Item 10: 6.13

Internship: Item 5: 8.53 Item 6: 8.26 Item 7: 8.07 Item 8: 8.35 Item 10: 8.51

Advanced Internship (n = 1): Item 5: 8.50 Item 6: 8.50 Item 7: 7.00 Item 8: 8.50 Item 10: 8.75


Practicum Average: Item 5: 6.27 Item 6: 5.90 Item 7: 5.67 Item 8: 5.83 Item 10:6.32

Internship Average: Item 5: 8.68 Item 6: 8.68 Item 7: 8.03 Item 8: 8.62 Item 10: 8.76

Advanced Internship (n = 2): Item 5:8.88 Item 6: 9.0 Item 7: 8.0 Item 8: 8.75 Item 10: 8.88


Internship Average: Item 5: 7.93 Item 6: 7.73 Item 7: 7.57 Item 8: 7.68 Item 10: 7.75


(10 point scale)

SelfDiverse



Curriculum, Subject

Matter or Specialty

Area


Average Score

5.37 5.42 5.42 5.42 5.41 5.41








I would like more constructive feedback on assignments and projects. I feel that students receive good grades and never receive constructive criticism on how we can improve. I feel that most of the class revolve around mental health students. I would like to see more school counseling and marriage counseling examples and talk throughout our courses.


The following items were relevant to my professional practice: Individual appraisal (interviewing, psychological testing, diagnosis, report writing): SA: 40.00% (12); A: 43.33% (13); D: 6.67% (2)

A high quality of content and instruction was provided in each of thefollowing areas:Individual appraisal (interviewing, psychological testing, diagnosis, reportwriting): SA: 40.00% (12); A: 40.00% (12); D: 10.0% (3); SD: 3.33% (1); NA: 6.67% (2)


Identify and integrate into relevant coursework models of process assessment, such as GO REACT.


Finally, as political and social trends on healthcare wax and wane, assessments may become a more critical component of counseling practice. That is, care may become more focused on assessments to verify counseling need and counseling progress. Personally, this trend is somewhat upsetting as it degrades the practice of counseling and the individuals in counseling to de-personalized metrics. However, for counselors to be successful and effective in this climate, they will likely need to be well-versed in the utilization of assessments in practice.


CPCE, NCE, and Praxis scores all indicate UM students perform at or above national averages on standardized measures assessing Assessment.

Program Measures (PD-LEO, Employer/Site Supervisor Survey, Alumni Survey, Mid-Program Feedback, Advisory Council, Student Evaluations, and Key Performance Indicators) all consistently indicate UM students demonstrate appropriate competency in the area of Assessment.


Data from multiple assessments (student feedback, PAC, assessment data) supports assessment as an area for continued emphasis across the program. Consistent with this data, current strategies should be maintained, and additional opportunities for emphasis in the area of assessment include:

Ensure that students receive appropriate feedback and rigor regarding assignments by a.) developing lab clinic experiences to provide opportunities for rigorous feedback and b.) examining course syllabi and aligning Key Performance Indicators with course requirements and assessments;

Ongoing development of a dedicated space for the UM Community Counseling Clinic training lab where students can engage in supervised experiences in self- and other-assessment of counseling skill development and receive developmentally-appropriate feedback concerning performance, including process assessment models (such as GO REACT) as well as the OQ Assessment;

Address student concerns regarding rigor of coursework and assessment feedback by aligning course objectives, activities, and assessments with CACREP (2016) Standards Key Performance Indicators;

Continue to emphasize assessment throughout coursework as well as in comprehensive exam preparation workshops.

CACREP Area 8

Students will understand "Research & Program Evaluation" for the counseling setting.




2017/2018 University of Montevallo Counseling Program Mean CPCE scores June 2017-May 2018 (45 students took CPCE)


Number

UM Mean CPCE Scores


Research and Program Evaluation

8 11,71 10.91



Number

UM Mean CPCE Scores

Research and Program Evaluation 8 11,71

Spring 2018 NCE Aggregate Reports: Research & Program Evaluation Overall: 9.56 (S.D. 2.6)



Fall 2017 - Summer 2018 PD-LEO item analysis from Site Supervisors (Practicum: n = 25 ; Internship: n = 24)

Practicum Average: Item 11: 6.70 Item 12: 6.42 Internship Average: Item 11: 8.30 Item 12: 8.14

Fall 2017 PD-LEO item analysis from Faculty (Practicum: n = 19; Internship; n = 29):


Advanced Internship (n = 1): Item 11: 9.0 Item 12:9.0



Advanced Internship (n = 1): Item 11: 9.0 Item 12:9.0


Internship Average: Item 11: 7.98 Item 12: 7.89

Spring 2018 Semester Student Evaluation of Program Objectives and Professional Dispositions (10 point scale)

SelfDiverse



Curriculum, Subject

Matter or Specialty

Area


Average Score

5.37 5.42 5.42 5.42 5.41 5.41








Increase Research opportunities

Sometimes the professors need to communicate better with students about what is expected when it comes to assignments and have clear boundaries when it comes to collaborating with students. I understand that we are adults and that the professors don't want to "tell us what to do" but they are still in a teaching position and need to facilitate what's happening in the classroom.

Time-management in the classroom is an area that could use some growth.

I feel that the program has been good about preparing me intellectually. I do wish I had been informed of what to expect in Practicum before I started Practicum. Perhaps that conversation could be incorporated into regular classes.


The following items were relevant to my professional practice: Research skills (research design, measurement theory, statistics): SA: 13.33% (4); A: 33.33% (10); D: 36.67% (11); SD: 0.00% (0); NA: 16.67% (5)

A high quality of content and instruction was provided in each of thefollowing areas: Research skills (research design, measurement theory, statistics): SA: 36.67% (11); A: 40.00% (12); D: 16.67% (5); SD: 6.67% (2)


Emphasize with Site Supervisors the importance of modeling as an important aspect of the supervision process.


How well are UM counseling practicum and internship students able to analyze and use site supervisor feedback/performance data to make adjustments in their clinical work?

Students appear to view counseling from a limited scope expectations of the profession. Would be helpful for them to look beyond the framework of private practice.There needs to be more emphasis on professional development i.e preparing Professional Vitae, Broader Overview of Supervision and Licensure process.


CPCE, NCE, and Praxis scores all indicate UM students perform at or above national averages on standardized measures assessing Research and Program Evaluation.

Program Measures (PD-LEO, Employer/Site Supervisor Survey, Alumni Survey, Mid-Program Feedback, Advisory Council, Student Evaluations, and Key Performance Indicators) all consistently indicate UM students demonstrate appropriate competency in the area of Research and Program Evaluation.


Data from multiple assessments (student feedback, PAC, assessment data) supports research and program development as areas for continued emphasis across the program. Consistent with this data, current strategies should be maintained, and additional opportunities for emphasis in the areas of research and program development include:

Ongoing development of a dedicated space for the UM Community Counseling Clinic training lab where students can engage in supervised experiences in researching the impact of evidence-based practices on clinic functioning and treatment outcomes, such as through the use of the OQ Assessment;

Continue to address student concerns regarding use of instructional time by aligning course objectives, activities, and assessments with CACREP (2016) Standards and using assessment feedback from PAC and other sources to inform program objectives;

Maintain the online Site Supervisor training that includes relevant information regarding clinical experiences;

Continue to address student concerns regarding coordination of clinical experience information and requirements by a.) emphasizing requirements in the Program Handbook; b.) providing Spring and Fall semester Clinical Experience Orientations; and c.) coordinating and communicating requirements with adjunct faculty, including standardizing clinical experience syllabi.

Continue to promote and model Best Practices in Research and Program Development by assessing student performance in relation to Core Values for use in each Fall and Spring semester student performance review, communicate results of performance review each Fall and Spring semester and develop action items as indicated;

Continue to support student research efforts through faculty mentoring and identification of opportunities for students to develop and present research at local, state, regional, and national conferences.

Continue to emphasize research and program development throughout coursework as well as in comprehensive exam preparation workshops.

Documents

€¦ · Web viewProfessional identity should be emphasized throughout the program from initial coursework (e.g., EDC 502 Theories; EDC 515 Pre-practicum in Interpersonal Skills)