Number of WMU Master’s Program Applications



Counselor Education Programs Annual Program ReviewFall 2019-Summer II 2020 Table of Contents TOC \o "1-2" \h \z \u Number of WMU Master’s Program Applications PAGEREF _Toc62301437 \h 3Demographic information for all WMU Master’s Programs PAGEREF _Toc62301438 \h 3Core Key Performance Indicators for all WMU Master’s Programs PAGEREF _Toc62301439 \h 3Key Performance Indicator 1 (KPI 1) PAGEREF _Toc62301440 \h 3Key Performance Indicator 2 (KPI 2) PAGEREF _Toc62301441 \h 5Key Performance Indicator 3 (KPI 3) PAGEREF _Toc62301442 \h 7Key Performance Indicator 4 (KPI 4) PAGEREF _Toc62301443 \h 9Key Performance Indicator 5 (KPI 5) PAGEREF _Toc62301444 \h 10Key Performance Indicator 6 (KPI 6) PAGEREF _Toc62301445 \h 11Key Performance Indicator 7 (KPI 7) PAGEREF _Toc62301446 \h 13Key Performance Indicator 8 (KPI 8) PAGEREF _Toc62301447 \h 14Key Performance Indicator 9 (KPI 9) PAGEREF _Toc62301448 \h 15Key Performance Indicator 10 (KPI 10) PAGEREF _Toc62301449 \h 17Key Performance Indicator 11 (KPI 11) PAGEREF _Toc62301450 \h 19Key Performance Indicator 12 (KPI 12) PAGEREF _Toc62301451 \h 20Key Performance Indicator 13 (KPI 13) PAGEREF _Toc62301452 \h 21Key Performance Indicator 14 (KPI 14) PAGEREF _Toc62301453 \h 22Key Performance Indicator 15 (KPI 15) PAGEREF _Toc62301454 \h 22Key Performance Indicator 16 (KPI 16) PAGEREF _Toc62301455 \h 25Other substantial program changes to the core master’s counselor education classes: PAGEREF _Toc62301456 \h 27Clinical Mental Health Counseling Program Information PAGEREF _Toc62301457 \h 28Clinical Mental Health Counseling Key Performance Indicators PAGEREF _Toc62301458 \h 29Key Performance Indicator 17 (KPI 17) PAGEREF _Toc62301459 \h 29Key Performance Indicator 18 (KPI 18) PAGEREF _Toc62301460 \h 30Other substantial program changes to the Clinical Mental Health Counseling program: PAGEREF _Toc62301461 \h 31College Counseling Program Information PAGEREF _Toc62301462 \h 32College Counseling Key Performance Indicators PAGEREF _Toc62301463 \h 33Key Performance Indicator 19 (KPI 19) PAGEREF _Toc62301464 \h 33Key Performance Indicator 20 (KPI 20) PAGEREF _Toc62301465 \h 34Marriage Couple and Family Counseling Program Information PAGEREF _Toc62301466 \h 36Marriage Couple and Family Counseling Key Performance Indicators PAGEREF _Toc62301467 \h 37Key Performance Indicator 21 (KPI 21) PAGEREF _Toc62301468 \h 37Key Performance Indicator 22 (KPI 22) PAGEREF _Toc62301469 \h 38Other substantial program changes to the Marriage Couple and Family Counseling program: PAGEREF _Toc62301470 \h 40School Counseling Program Information PAGEREF _Toc62301471 \h 41School Counseling Key Performance Indicators PAGEREF _Toc62301472 \h 42Key Performance Indicator 23 (KPI 23) PAGEREF _Toc62301473 \h 42Key Performance Indicator 24 (KPI 24) PAGEREF _Toc62301474 \h 44Other substantial program changes to the School Counseling program: PAGEREF _Toc62301475 \h 46Rehabilitation Counseling Program Information PAGEREF _Toc62301476 \h 47Rehabilitation Counseling Key Performance Indicators PAGEREF _Toc62301477 \h 47Key Performance Indicator 25 (KPI 25) PAGEREF _Toc62301478 \h 47Key Performance Indicator 26 (KPI 26) PAGEREF _Toc62301479 \h 48Master’s Counseling Dispositions and Behaviors Performance Indicators PAGEREF _Toc62301480 \h 50WMU Doctoral Program Information PAGEREF _Toc62301481 \h 53Core Key Performance Indicators for the WMU Doctoral Program PAGEREF _Toc62301482 \h 53Counseling Key Performance Indicators PAGEREF _Toc62301483 \h 53Key Performance Indicator 27 (KPI 27) PAGEREF _Toc62301484 \h 54Key Performance Indicator 28 (KPI 28) PAGEREF _Toc62301485 \h 55Supervision Key Performance Indicators PAGEREF _Toc62301486 \h 57Key Performance Indicator 29 (KPI 29) PAGEREF _Toc62301487 \h 57Key Performance Indicator 30 (KPI 30) PAGEREF _Toc62301488 \h 58Teaching Key Performance Indicators PAGEREF _Toc62301489 \h 59Key Performance Indicator 31 (KPI 31) PAGEREF _Toc62301490 \h 59Key Performance Indicator 32 (KPI 32) PAGEREF _Toc62301491 \h 60Research and Scholarship Key Performance Indicators PAGEREF _Toc62301492 \h 61Key Performance Indicator 33 (KPI 33) PAGEREF _Toc62301493 \h 61Key Performance Indicator 34 (KPI 34) PAGEREF _Toc62301494 \h 62Leadership and Advocacy Key Performance Indicators PAGEREF _Toc62301495 \h 63Key Performance Indicator 35 (KPI 35) PAGEREF _Toc62301496 \h 63Key Performance Indicator 36 (KPI 36) PAGEREF _Toc62301497 \h 65Other substantial program changes to the Doctoral program: PAGEREF _Toc62301498 \h 66Doctoral Counseling Dispositions and Behaviors Performance Indicators PAGEREF _Toc62301499 \h 67Remaining Supervisor Survey Information PAGEREF _Toc62301500 \h 70Remaining Employer Survey Information PAGEREF _Toc62301501 \h 70Number of WMU Master’s Program ApplicationsThere were 192 applications submitted for WMU counselor education master’s programs last year.Demographic information for all WMU Master’s ProgramsAs required in the 2016 CACREP standards, demographic information for all WMU counselor education master’s programs is presented below.Identifying as female203Identifying as male42Identifying as neither female or male0Identifying as Native American2Identifying as Asian3Identifying as Black or African American28Identifying as Hispanic/Latino/a8Identifying as White184Identifying as Multiracial11Identifying as International5Identifying as another race, culture or ethnicity4Core Key Performance Indicators for all WMU Master’s ProgramsAs required in the 2016 CACREP standards, the program faculty identified 16 Key Performance Indicators (one skill and one knowledge indicator) in the eight core standards for all counselor education master’s programs.Key Performance Indicator 1 (KPI 1)Skill - 2F1e advocacy processes needed to address institutional and social barriers that impede access, equity, and success for clientsStudent Learning Domain - F1 Professional Counseling Orientation and Ethical PracticeProgram Learning Objective - Students can provide the advocacy processes needed to address institutional and social barriers that impede access, equity, and success for clientsAssessed InAssessmentTargetResultsRecent Changes MadeReflectionsCECP 6050 Professional Issues and EthicsCECP 6050 Signature Assignment85% of students meeting or exceeding expectations98% of students met or exceeded expectationsCECP 6070 Multicultural Counseling and PsychologyCECP 6070 Signature Assignment85% of students meeting or exceeding expectations100% of students met or exceeded expectationsCECP 6130 Field PracticumCECP 6130 Evaluation Rubric85% of students meeting or exceeding expectations97% of students met or exceeded expectationsStudents now do case presentations where they integrate relevant multicultural considerations along with theory in their case conceptualizations.In the process of developing a syllabus template and standardized rubric for a case conceptualization presentation that students in CECP 6130 will have to complete. Students must demonstrate effective clinical practice in working with clients through providing the advocacy processes needed to address institutional and social barriers that impede access, equity, and success for clients.Master’s Alumni SurveyQuestion 21Alumni rating meeting this KPI with agreeAlumni rated meeting this KPI with weakly agreeInternship Supervisor SurveyQuestion 13Supervisors rating meeting this KPI with agreeSupervisors rated meeting this KPI with agreeEmployer SurveyQuestion 6Employers rating meeting this KPI with agreeEmployers rated meeting this KPI with agreeKey Performance Indicator 2 (KPI 2)Knowledge - 2F1i ethical standards of professional counseling organizations and credentialing bodies, and applications of ethical and legal considerations in professional counselingStudent Learning Domain - F1 Professional Counseling Orientation and Ethical PracticeProgram Learning Objective - Students can apply the ethical standards of professional counseling organizations and credentialing bodies, and applications of ethical and legal considerations in professional counselingAssessed InAssessmentTargetResultsRecent Changes MadeReflectionsCECP 6050 Professional Issues and EthicsCECP 6050 Signature Assignment85% of students meeting or exceeding expectations96% of students met or exceeded expectationsCECP 6220 Psychoeducational ConsultationCECP 6220 Signature Assignment85% of students meeting or exceeding expectations80% of students met or exceeded expectationsThe course was updated to incorporate case studies to help students increase their ethical decision-making skills and better understand how the ACA and ASCA ethical standards provide guidance if they choose to engage in consultation work in the future. Additionally, when students facilitate chapter discussions, they must include a creative/experiential activity connected to the topic that has considerations for counselors who are practicing as consultants and includes ethical standards and how those apply. Last year, we have included more examples of social advocacy work in consultation and increasing multicultural awareness and competency in the consultant-consultee relationship. The use of recent peer-reviewed publications, relevant news stories, and personal narratives have helped encourage rich discussion, and specific action steps for honoring diversity and promoting social justice, which is central to the counseling profession as a whole and in this class are applied to consultation practice.??CECP 6020 Group Dynamics and ProceduresCECP 6020 Signature Assignment85% of students meeting or exceeding expectations98% of students met or exceeded expectationsMaster’s Alumni SurveyQuestion 22Alumni rating meeting this KPI with agreeAlumni rated meeting this KPI with agreeInternship Supervisor SurveyQuestion 14Supervisors rating meeting this KPI with agreeSupervisors rated meeting this KPI with agreeEmployer SurveyQuestion 7Employers rating meeting this KPI with agreeEmployers rated meeting this KPI with agreeKey Performance Indicator 3 (KPI 3)Skill - 2F2c multicultural counseling competenciesStudent Learning Domain – F2 Social and Cultural DiversityProgram Learning Objective - Students demonstrate effective multicultural counseling competenciesAssessed InAssessmentTargetResultsRecent Changes MadeReflectionsCECP 6110 Theories of CounselingCECP 6110 Signature Assignment85% of students meeting or exceeding expectations83% of students met or exceeded expectationsThe course was reorganized to begin with multicultural competencies in counseling. This topic was moved to the beginning of the semester so that students could apply what they learned to evaluate all theories that followed for cultural responsiveness. Readings included a chapter from our theories text, Hays’ article on ADDRESSING model, Robinson’s article on dominant discourses, McIntosh’s Invisible Knapsack, and the Multicultural and Social Justice Counseling Competencies. A discussion board was created for students in which they reviewed the concepts presented in the reading regarding competently counseling across cultures and discussed how they would be intentional in assessing their chosen theory for its cultural responsiveness. Students reflected on their own experiences with privilege and oppression and explored how this might influence how they engage with clients. Furthermore, students were challenged to think about how they could continue to expand their awareness and take steps that bring about personal and systemic change. CECP 6070 Multicultural Counseling and PsychologyCECP 6070 Signature Assignment85% of students meeting or exceeding expectations100% of students met or exceeded expectationsCECP 6130 Field PracticumCECP 6130 Evaluation Rubric85% of students meeting or exceeding expectations97% of students met or exceeded expectationsStudents did case presentations where they integrated relevant multicultural considerations and incorporated theory into their case conceptualizations. In the process of developing a syllabus template and standardized rubric for a case conceptualization presentation that students in CECP 6130 will have to complete. Students must demonstrate effective clinical practice in working with clients throughdemonstrating effective multicultural counseling competenciesMaster’s Alumni SurveyQuestion 23Alumni rating meeting this KPI with agreeAlumni rated meeting this KPI with weakly agreeInternship Supervisor SurveyQuestion 15Supervisors rating meeting this KPI with agreeSupervisors rated meeting this KPI with agreeEmployer SurveyQuestion 8Employers rating meeting this KPI with agreeEmployers rated meeting this KPI with agreeKey Performance Indicator 4 (KPI 4)Knowledge - 2F2h strategies for identifying and eliminating barriers, prejudices, and processes of intentional and unintentional oppression and discriminationStudent Learning Domain – F2 Social and Cultural DiversityProgram Learning Objective - Students know strategies for identifying and eliminating barriers, prejudices, and processes of intentional and unintentional oppression and discriminationAssessed InAssessmentTargetResultsRecent Changes MadeReflectionsCECP 6050 Professional Issues and EthicsCECP 6050 Signature Assignment85% of students meeting or exceeding expectations97% of students met or exceeded expectationsCECP 6070 Multicultural Counseling and Psychology CECP 6070 Signature Assignment85% of students meeting or exceeding expectations97% of students met or exceeded expectationsCECP 6020 Group Dynamics and ProceduresCECP 6020 Signature Assignment85% of students meeting or exceeding expectations98% of students met or exceeded expectationsKey Performance Indicator 5 (KPI 5)Skills - 2F3i ethical and culturally relevant strategies for promoting resilience and optimum development and wellness across the lifespanStudent Learning Domain – F3 Human Growth and DevelopmentProgram Learning Objective - Students know ethical and culturally relevant strategies for promoting resilience and optimum development and wellness across the lifespanAssessed InAssessmentTargetResultsRecent Changes MadeReflectionsCECP 6050 Professional Issues and EthicsCECP 6050 Signature Assignment85% of students meeting or exceeding expectations96% of students met or exceeded expectationsCECP 6070 Multicultural Counseling and PsychologyCECP 6070 Signature Assignment85% of students meeting or exceeding expectations100% of students met or exceeded expectationsCECP 6130 Field PracticumCECP 6130 Evaluation Rubric85% of students meeting or exceeding expectations99% of students met or exceeded expectationsStudents now do case presentations where they integrate relevant multicultural considerations and resilience in those case conceptualizations.In the process of developing a syllabus template and standardized rubric for a case conceptualization presentation that students in CECP 6130 will have to complete. Students must demonstrate effective clinical practice in working with clients through ethical and culturally relevant strategies for promoting resilience and optimum development and wellness across the lifespanMaster’s Alumni SurveyQuestion 24Alumni rating meeting this KPI with agreeAlumni rated meeting this KPI with weakly agreeInternship Supervisor SurveyQuestion 16Supervisors rating meeting this KPI with agreeSupervisors rated meeting this KPI with agreeEmployer SurveyQuestion 9Employers rating meeting this KPI with agreeEmployers rated meeting this KPI with agreeKey Performance Indicator 6 (KPI 6)Knowledge - 2F3f systemic and environmental factors that affect human development, functioning, and behaviorStudent Learning Domain – F3 Human Growth and DevelopmentProgram Learning Objective - Students appropriately conceptualize the systemic and environmental factors that affect human development, functioning, and behavior when treating clientsAssessed InAssessmentTargetResultsRecent Changes MadeReflectionsCECP 6080 Counseling and Life Span DevelopmentCECP 6080 Signature Assignment85% of students meeting or exceeding expectations86% of students met or exceeded expectationsStudents now read about and discuss systemic and environmental factors that affect human development throughout the course. For example, students review Bronfenbrenner’s Ecological Model, which directly explores systemic and environmental influences on development. Students also read about and have a discussion board assignment on how early attachment experiences and cultural values may influence the developmental process. Furthermore, when exploring social identities, students complete a broad content reading at the class level, as well as more specific contextual/ developmental readings at a group level. For small group readings, students create a handout on their assigned models to share with the rest of the class. Students review a wide range of systemic and environmental factors that shape development and functioning in the handout. Students also participate in self-reflection throughout the course to consider their own developmental context and experiences. As a part of this, they consider how they will competently counsel individuals with different developmental experiences than their own. CECP 6110 Theories of CounselingCECP 6110 Signature Assignment85% of students meeting or exceeding expectations98% of students met or exceeded expectationsStudents now discuss their theory of counseling in discussion boards (as well as their signature assignment) across five areas: (1) Theory of human nature / typical personality/psychological development (i.e., what are people made up of/like and how do they usually develop), (2) Sources of maladjustment/abnormality (i.e., how do problems/issues develop), (3) Therapeutic goals (i.e., what’s needed for change/growth), (4) Therapeutic processes (i.e., interventions for bringing about change/growth), and (5) Multicultural competence/Responsiveness (i.e., accounting for differences and systemic oppression).CECP 6050 Professional Issues and EthicsCECP 6050 Signature Assignment85% of students meeting or exceeding expectations96% of students met or exceeded expectationsMaster’s Alumni SurveyQuestion 25Alumni rating meeting this KPI with agreeAlumni rated meeting this KPI with agreeInternship Supervisor SurveyQuestion 17Supervisors rating meeting this KPI with agreeSupervisors rated meeting this KPI with agreeEmployer SurveyQuestion 10Employers rating meeting this KPI with agreeEmployers rated meeting this KPI with agreeKey Performance Indicator 7 (KPI 7)Skills - 2F4h strategies for facilitating client skill development for career, educational, and life-work planning and managementStudent Learning Domain – F4 Career DevelopmentProgram Learning Objective - Students know strategies for facilitating client skill development for career, educational, and life-work planning and managementAssessed InAssessmentTargetResultsRecent Changes MadeReflectionsCECP 6030 Tests and MeasurementCECP 6030 Signature Assignment85% of students meeting or exceeding expectations97% of students met or exceeded expectationsCECP 6100 Career Development: Theory and PracticeCECP 6100 Signature Assignment85% of students meeting or exceeding expectations94% of students met or exceeded expectationsCECP 6130 Field PracticumCECP 6130 Evaluation Rubric85% of students meeting or exceeding expectations96% of students met or exceeded expectationsKey Performance Indicator 8 (KPI 8)Knowledge - 2F4b approaches for conceptualizing the interrelationships among and between work, mental well-being, relationships, and other life roles and factorsStudent Learning Domain – F4 Career DevelopmentProgram Learning Objective - Students can conceptualize the interrelationships among and between work, mental well-being, relationships, and other life roles and factorsAssessed InAssessmentTargetResultsRecent Changes MadeReflectionsCECP 6030 Tests and MeasurementCECP 6030 Signature Assignment85% of students meeting or exceeding expectations97% of students met or exceeded expectationsThe Substance Abuse Subtle Screening Inventory - Fourth Edition (SASSI-4) was added to this class.CECP 6100 Career Development: Theory and PracticeCECP 6100 Signature Assignment85% of students meeting or exceeding expectations97% of students met or exceeded expectationsCECP 6130 Field PracticumCECP 6130 Evaluation Rubric85% of students meeting or exceeding expectations98% of students met or exceeded expectationsMaster’s Alumni SurveyQuestion 26Alumni rating meeting this KPI with agreeAlumni rated meeting this KPI with agreeInternship Supervisor SurveyQuestion 18Supervisors rating meeting this KPI with agreeSupervisors rated meeting this KPI with agreeEmployer SurveyQuestion 11Employers rating meeting this KPI with agreeEmployers rated meeting this KPI with agreeKey Performance Indicator 9 (KPI 9)Skills - 2F5g essential interviewing, counseling, and case conceptualization skillsStudent Learning Domain – F5 Counseling and Helping RelationshipsProgram Learning Objective - Students know essential interviewing, counseling, and case conceptualization skillsAssessed InAssessmentTargetResultsRecent Changes MadeReflectionsCECP 6040 Counseling TechniquesCECP 6040 Final Evaluation85% of students meeting or exceeding expectations95% of students met or exceeded expectationsStudents started using GoReact to record practice sessions with peers. In the GoReact system, students can tag their videos by labeling skills and adding comments and questions. The instructional team (faculty member and doctoral students assigned to the course) review the weekly videos and also leave feedback that is timestamped so students can review both strengths and growth areas. GoReact also has a live feature, which has been instrumental for students during COVID to meet in small groups with instructional team members and practice skills in real time, and receive immediate feedback. We also use GoReact for our office hours, which provides students with an opportunity for extra practice. This new technology allows students to record, watch, self-evaluate, and receive instructor feedback every week. We have noticed increased student awareness regarding their skills as well as more accurate self-evaluation and incorporation of instructional team feedback in future sessions. Students are also improving their case-conceptualization skills as they work with the same partner for the pair recordings for 7 weeks (and switch to a different partner for the last 7 weeks). This allows them to identify themes, patterns in thinking, and central beliefs of clients.?CECP 6020 Group Dynamics and ProceduresCECP 6020 Signature Assignment85% of students meeting or exceeding expectations98% of students met or exceeded expectationsCECP 6130 Field PracticumCECP 6130 Evaluation Rubric85% of students meeting or exceeding expectations96% of students met or exceeded expectationsMaster’s Alumni SurveyQuestion 17, 18Alumni rating meeting this KPI with agreeAlumni rated meeting this KPI with agreeKey Performance Indicator 10 (KPI 10)Knowledge - 2F5j evidence-based counseling strategies and techniques for prevention and interventionStudent Learning Domain – F5 Counseling and Helping RelationshipsProgram Learning Objective - Students know evidence-based counseling strategies and techniques for prevention and interventionAssessed InAssessmentTargetResultsRecent Changes MadeReflectionsCECP 6020 Group Dynamics and ProceduresCECP 6020 Signature Assignment85% of students meeting or exceeding expectations100% of students met or exceeded expectationsCECP 6030 Tests and MeasurementCECP 6030 Signature Assignment85% of students meeting or exceeding expectations97% of students met or exceeded expectationsStudents were provided new resources that help counselors select evidence-based counseling interventions. Quizzes helped to ensure that students could identify evidence-based counseling interventions versus non-evidence-based counseling interventions.CECP 6110 Theories of CounselingCECP 6110 Signature Assignment85% of students meeting or exceeding expectations83% of students met or exceeded expectationsStudents now read about and discuss the evidence base for different theories of counseling. For example, we read about and processed Shedler’s article on the efficacy of psychodynamic psychotherapy, which not only reviews the efficacy of psychodynamic approaches but also compares to research on non-specific, CBT, and medicinal therapies. Master’s Alumni SurveyQuestion 27Alumni rating meeting this KPI with agreeAlumni rated meeting this KPI with weakly agreeInternship Supervisor SurveyQuestion 19Supervisors rating meeting this KPI with agreeSupervisors rated meeting this KPI with agreeEmployer SurveyQuestion 12Employers rating meeting this KPI with agreeEmployers rated meeting this KPI with agreeKey Performance Indicator 11 (KPI 11)Skills - 2F6b dynamics associated with group process and developmentStudent Learning Domain – F6 Group Counseling and Group WorkProgram Learning Objective - Students know the dynamics associated with group process and developmentAssessed InAssessmentTargetResultsRecent Changes MadeReflectionsCECP 6020 Group Dynamics and ProceduresCECP 6020 Signature Assignment85% of students meeting or exceeding expectations98% of students met or exceeded expectationsCECP 6120 Counseling PracticumCECP 6120 Evaluation Rubric85% of students meeting or exceeding expectations98% of students met or exceeded expectationsThe class now includes training in screening, brief intervention, and referral to treatment (SBIRT) for people with problematic substance use. SBIRT assists students in learning to systematically screen every client for the type, amount, and degree of substance use, to categorize the level of risk, to provide a brief intervention depending on that risk, and for certain individuals deemed high risk to refer for appropriate treatment. CECP 6130 Field PracticumCECP 6130 Evaluation Rubric85% of students meeting or exceeding expectations97% of students met or exceeded expectationsKey Performance Indicator 12 (KPI 12)Knowledge - 2F6g ethical and culturally relevant strategies for designing and facilitating groupsStudent Learning Domain – F6 Group Counseling and Group WorkProgram Learning Objective - Students know ethical and culturally relevant strategies for designing and facilitating groupsAssessed InAssessmentTargetResultsRecent Changes MadeReflectionsCECP 6020 Group Dynamics and ProceduresCECP 6020 Signature Assignment85% of students meeting or exceeding expectations98% of students met or exceeded expectationsCECP 6120 Counseling PracticumCECP 6120 Evaluation Rubric85% of students meeting or exceeding expectations98% of students met or exceeded expectationsCECP 6130 Field PracticumCECP 6130 Evaluation Rubric85% of students meeting or exceeding expectations97% of students met or exceeded expectationsMaster’s Alumni SurveyQuestion 28Alumni rating meeting this KPI with agreeAlumni rated meeting this KPI with weakly agreeInternship Supervisor SurveyQuestion 20Supervisors rating meeting this KPI with agreeSupervisors rated meeting this KPI with agreeEmployer SurveyQuestion 13Employers rating meeting this KPI with agreeEmployers rated meeting this KPI with agreeKey Performance Indicator 13 (KPI 13)Skills - 2F7e use of assessments for diagnostic and intervention planning purposesStudent Learning Domain – F7 Assessment and TestingProgram Learning Objective - Students know how to use assessments for diagnostic and intervention planning purposesAssessed InAssessmentTargetResultsRecent Changes MadeReflectionsCECP 6030 Tests and MeasurementCECP 6030 Signature Assignment85% of students meeting or exceeding expectations97% of students met or exceeded expectationsThe Substance Abuse Subtle Screening Inventory - Fourth Edition (SASSI-4) was added to this class.CECP 6100 Career Development: Theory and PracticeCECP 6100 Signature Assignment85% of students meeting or exceeding expectations93% of students met or exceeded expectationsCECP 6130 Field PracticumCECP 6130 Evaluation Rubric85% of students meeting or exceeding expectations97% of students met or exceeded expectationsStudents now do case presentations where they integrate relevant assessment considerations in those case conceptualizations.In the process of developing a syllabus template and standardized rubric for a case conceptualization presentation that students in CECP 6130 will have to complete. Students must demonstrate effective clinical practice in working with clients through assessments for diagnostic and intervention planning purposesMaster’s Alumni SurveyQuestion 29Alumni rating meeting this KPI with agreeAlumni rated meeting this KPI with weakly agreeInternship Supervisor SurveyQuestion 21Supervisors rating meeting this KPI with agreeSupervisors rated meeting this KPI with agreeEmployer SurveyQuestion 14Employers rating meeting this KPI with agreeEmployers rated meeting this KPI with agreeKey Performance Indicator 14 (KPI 14)Knowledge - 2F7b methods of effectively preparing for and conducting initial assessment meetingsStudent Learning Domain – F7 Assessment and TestingProgram Learning Objective - Students know methods of effectively preparing for and conducting initial assessment meetingsAssessed InAssessmentTargetResultsRecent Changes MadeReflectionsCECP 6020 Group Dynamics and ProceduresCECP 6020 Signature Assignment85% of students meeting or exceeding expectations98% of students met or exceeded expectationsCECP 6030 Tests and MeasurementCECP 6030 Signature Assignment85% of students meeting or exceeding expectations97% of students met or exceeded expectationsCECP 6130 Field PracticumCECP 6130 Evaluation Rubric85% of students meeting or exceeding expectations100% of students met or exceeded expectationsKey Performance Indicator 15 (KPI 15)Skills - 2F8i analysis and use of data in counselingStudent Learning Domain – F8 Research and Program EvaluationProgram Learning Objective - Students know how to analyze and use data in counselingAssessed InAssessmentTargetResultsRecent Changes MadeReflectionsCECP 6010 Research MethodsCECP 6010 Signature Assignment85% of students meeting or exceeding expectations91% of students met or exceeded expectationsStudents are now asked to discuss their beliefs regarding the value that doing and/or understanding research holds for helping professionals. Students then respond to a discussion board prompt and share why research is important specifically to the counseling profession. We review student responses in class and discuss how research is used to inform counseling, supervision, and counselor training. In this discussion, we process the role of research in establishing empirically validated and supported interventions. Furthermore, we discuss the importance of research in developing tools and interventions that are culturally responsive. As a part of this, Students are challenged to be mindful of the norming samples for the instruments that they use. We then discuss the implications of all of this for their signature assignment.Students now also discuss the role of program evaluation in counseling. Students read a more general chapter on program evaluation, as well as Astromovich and Coker’s article on the Accountability Bridge Model for Counselors. This specifically explores how data can be collected, analyzed, and used to assess the effectiveness and impact of counseling services. Students then complete a reflection paper in which they are required to discuss the importance of evaluation for counseling and how counselors could benefit from implementing evaluation results into their practice.CECP 6100 Career Development: Theory and PracticeCECP 6100 Signature Assignment85% of students meeting or exceeding expectations93% of students met or exceeded expectationsCECP 6130 Field PracticumCECP 6130 Evaluation Rubric85% of students meeting or exceeding expectations93% of students met or exceeded expectationsMaster’s Alumni SurveyQuestion 30Alumni rating meeting this KPI with agreeAlumni rated meeting this KPI with weakly agreeInternship Supervisor SurveyQuestion 22Supervisors rating meeting this KPI with agreeSupervisors rated meeting this KPI with agreeEmployer SurveyQuestion 15Employers rating meeting this KPI with agreeEmployers rated meeting this KPI with agreeKey Performance Indicator 16 (KPI 16)Knowledge - 2F8b identification of evidence-based counseling practicesStudent Learning Domain – F8 Research and Program EvaluationProgram Learning Objective - Students know how to identify evidence-based counseling practicesAssessed InAssessmentTargetResultsRecent Changes MadeReflectionsCECP 6010 Research MethodsCECP 6010 Signature Assignment85% of students meeting or exceeding expectations96% of students met or exceeded expectationsStudents now complete a research problem development exercise in which they are required to articulate/ outline a practical problem with implications for the counseling profession that could be researched further. As a part of this, students must identify existing literature associated with the problem that they have identified. Students are then required to complete a more extensive literature review exercise, through which any evidence-based interventions relevant to their problem would be outlined. Before writing their signature assignment, students are required to develop a research table that clearly outlines all steps of the research process, including the literature that provides the basis for their proposed intervention. Furthermore, the table requires that they articulate the appropriateness of the instrument they plan to utilize to operationalize their dependent variable. CECP 6030 Tests and MeasurementCECP 6030 Signature Assignment85% of students meeting or exceeding expectations97% of students met or exceeded expectationsStudents were provided new resources that help counselors select evidence-based counseling interventions. Quizzes helped to ensure that students could identify evidence-based counseling interventions versus non evidence-based counseling interventions.CECP 6100 Career Development: Theory and PracticeCECP 6100 Signature Assignment85% of students meeting or exceeding expectations98% of students met or exceeded expectationsMaster’s Alumni SurveyQuestion 27Alumni rating meeting this KPI with agreeAlumni rated meeting this KPI with weakly agreeInternship Supervisor SurveyQuestion 19Supervisors rating meeting this KPI with agreeSupervisors rated meeting this KPI with agreeEmployer SurveyQuestion 12Employers rating meeting this KPI with agreeEmployers rated meeting this KPI with agreeOther substantial program changes to the core master’s counselor education classes:A 10-hour psychoeducational Family of Origin Group for master’s students was developed and offered twice as an option for meeting the 10-hour group membership requirement before entering practicum. The group focused on key aspects related to intergenerational family matters such as secrets, triangles, interactional patterns, birth order position, and challenges such as trauma and substance abuse. Group members presented their family genogram to the group and considered how one’s family of origin experiences might impact the role of being a counselor. The second time the group was offered, Dr. Bischof and two master’s practicum students co-led the group. Clinical Mental Health Counseling Program InformationProgram StatisticsMinimum number of credit hours for program60Number of students this year110Number of program graduates this year26Pass rate on the NCE this year86%Degree completion rate this year81%Job placement rate this year95%Alumni Survey InformationAlumni from this degree program were surveyed this year to find out about their experiences post-graduation as well as their thoughts about their degree program preparation. The results can be found below. Ratings were based on a high of Very Satisfied/Strongly Recommend to a low of Very Dissatisfied/Strongly Not Recommend.Is your current employment in a counseling-related field?90% YesHow long did it take you to become employed in a counseling-related field after graduation?On average = 1 monthHow would you rate your current job (or current Ph.D. student) satisfaction in a counseling-related field?90% Satisfied or Very SatisfiedAre you pursuing counseling licensure or currently hold a license?90% YesHave you taken the NCE?70% YesQuality of faculty instruction in classes to prepare you to enter the field of counselingSatisfiedQuality of supervision in internship experiences to prepare you to enter the field of counselingSatisfiedQuality of program curriculum to prepare you to enter the field of counselingSatisfiedQuality of advising from the faculty to help you successfully negotiate your degree programSomewhat SatisfiedQuality of mentoring and support from the faculty to prepare you to enter the field of counselingSomewhat SatisfiedQuality of resources on the CECP website (handbooks, forms, course schedules) to help you successfully negotiate your degree programSomewhat SatisfiedQuality of peer support and friendships in your degree programSatisfiedAmount of knowledge of the counseling field gained during your time as a studentSatisfiedAmount of counseling skills acquired during your time as a studentSatisfiedAmount of multicultural and diversity counseling skills acquired during your time as a studentSatisfiedThe overall quality of your degree program to prepare you to enter the field of counselingSatisfiedWould you recommend your degree program to a prospective student?RecommendClinical Mental Health Counseling Key Performance IndicatorsAs required in the 2016 CACREP standards, the program faculty identified 2 Key Performance Indicators in the 5C Clinical Mental Health Counseling standards.Key Performance Indicator 17 (KPI 17)Skill 5C3a- intake interview, mental status evaluation, biopsychosocial history, mental health history, and psychological assessment for treatment planning and caseload managementStudent Learning Domain – 5C Clinical Mental Health CounselingProgram Learning Objective - Students understand the fundamentals of the intake interview, mental status evaluation, biopsychosocial history, mental health history, and psychological assessment for treatment planning and caseload managementAssessed InAssessmentTargetResultsRecent Changes MadeReflectionsCECP 6520 Case ConceptualizationCECP 6520 Signature Assignment85% of students meeting or exceeding expectations98% of students met or exceeded expectationsIn new class discussion boards, students discussed the significance of gathering relevant medical information from clients through the initial intake interview even though counselors are not medical doctors. Students learned the implications of case conceptualization and treatment planning if the initial intake interview was not thorough. CECP 6530 Advanced AppraisalCECP 6530 Signature Assignment85% of students meeting or exceeding expectations75% of students met or exceeded expectationsNew training videos were created for two of the three assessments taught in class. Additional supplementary materials were created for the class to help students increase their accuracy and attention to detail. Students must demonstrate the accuracy, attention to detail, and time management skills necessary to meet this standard.CECP 6130 Field PracticumCECP 6130 Evaluation Rubric85% of students meeting or exceeding expectations95% of students met or exceeded expectationsMaster’s Alumni SurveyQuestion 17Alumni rating meeting this KPI with agreeAlumni rated meeting this KPI with agreeInternship Supervisor SurveyQuestion 16Supervisors rating meeting this KPI with agreeSupervisors rated meeting this KPI with agreeEmployer SurveyQuestion 14Employers rating meeting this KPI with agreeEmployers rated meeting this KPI with agreeKey Performance Indicator 18 (KPI 18)Knowledge – 5C2b etiology, nomenclature, treatment, referral, and prevention of mental and emotional disordersStudent Learning Domain - 5C Clinical Mental Health CounselingProgram Learning Objective - Students understand the etiology, nomenclature, treatment, referral, and prevention of mental and emotional disordersAssessed InAssessmentTargetResultsRecent Changes MadeReflectionsCECP 6210 Psychopathology6210 Signature Assignment85% of students meeting or exceeding expectations98% of students met or exceeded expectationsCECP 6520 Case ConceptualizationCECP 6520 Signature Assignment85% of students meeting or exceeding expectations95% of students met or exceeded expectationsThe course now includes more videos to help explain psychopharmakinetics, basic neurology, and psychopharmacology.CECP 6530 Advanced AppraisalCECP 6530 Signature Assignment85% of students meeting or exceeding expectations75% of students met or exceeded expectationsAdditional supplementary materials were created for the class to help students increase their accuracy and attention to detail.Students must demonstrate the accuracy and attention to detail necessary to meet this standard.Master’s Alumni SurveyQuestion 27Alumni rating meeting this KPI with agreeAlumni rated meeting this KPI with agreeInternship Supervisor SurveyQuestion 19Supervisors rating meeting this KPI with agreeSupervisors rated meeting this KPI with agreeEmployer SurveyQuestion 12Employers rating meeting this KPI with agreeEmployers rated meeting this KPI with agreeOther substantial program changes to the Clinical Mental Health Counseling program:New content has been added to the Foundations of Clinical Mental Health Counseling class about obtaining an LLPC in Michigan, taking the National Counselor Examination (NCE), and counselor boundary-crossing litigation. New content has been added about assessing for domestic violence to the Advanced Appraisal class.College Counseling Program InformationProgram StatisticsMinimum number of credit hours for program48Number of students this year11Number of program graduates this year3Pass rate on the NCE this year100%Degree completion rate this year71%Job placement rate this year90%Alumni Survey InformationAlumni from this degree program were surveyed this year to find out about their experiences post-graduation as well as their thoughts about their degree program preparation. The results can be found below. Ratings were based on a high of Very Satisfied/Strongly Recommend to a low of Very Dissatisfied/Strongly Not Recommend.Is your current employment in a counseling-related field?90% YesHow long did it take you to become employed in a counseling-related field after graduation?On average = 2 monthsHow would you rate your current job (or current Ph.D. student) satisfaction in a counseling-related field?On average = Satisfied Are you pursuing counseling licensure or currently hold a license?50% YesHave you taken the NCE?50% YesQuality of faculty instruction in classes to prepare you to enter the field of counselingSomewhat SatisfiedQuality of supervision in internship experiences to prepare you to enter the field of counselingSatisfiedQuality of program curriculum to prepare you to enter the field of counselingSomewhat SatisfiedQuality of advising from the faculty to help you successfully negotiate your degree programSomewhat dissatisfiedQuality of mentoring and support from the faculty to prepare you to enter the field of counselingDissatisfiedQuality of resources on the CECP website (handbooks, forms, course schedules) to help you successfully negotiate your degree programSomewhat SatisfiedQuality of peer support and friendships in your degree programSatisfiedAmount of knowledge of the counseling field gained during your time as a studentSatisfiedAmount of counseling skills acquired during your time as a studentSomewhat SatisfiedAmount of multicultural and diversity counseling skills acquired during your time as a studentSomewhat SatisfiedThe overall quality of your degree program to prepare you to enter the field of counselingSomewhat SatisfiedWould you recommend your degree program to a prospective student?Weekly RecommendCollege Counseling Key Performance IndicatorsAs required in the 2016 CACREP standards, the program faculty identified 2 Key Performance Indicators in the 5E College Counseling standards.Key Performance Indicator 19 (KPI 19)Skill 5E3c- interventions related to a broad range of mental health issues for individuals in higher education settingsStudent Learning Domain – 5E College CounselingProgram Learning Objective - Students understand interventions related to a broad range of mental health issues for individuals in higher education settingsAssessed InAssessmentTargetResultsRecent Changes MadeReflectionsCECP 6230 College Student DevelopmentCECP 6230 Signature Assignment85% of students meeting or exceeding expectationsThis class was not taught this yearStudents had to consider how they would promote student wellness and development within a college counselor’s role.CECP 6350 Foundations of College CounselingCECP 6350 Signature Assignment85% of students meeting or exceeding expectations100% of students met or exceeded expectationsCECP 6130 Field PracticumCECP 6130 Evaluation Rubric85% of students meeting or exceeding expectations90% of students met or exceeded expectationsMaster’s Alumni SurveyQuestion 27Alumni rating meeting this KPI with agreeAlumni rated meeting this KPI with weekly agreeInternship Supervisor SurveyQuestion 19Supervisors rating meeting this KPI with agreeSupervisors rated meeting this KPI with agreeEmployer SurveyQuestion 12Employers rating meeting this KPI with agreeEmployers rated meeting this KPI with agreeKey Performance Indicator 20 (KPI 20)Knowledge – 5E2m unique needs of diverse individuals in higher education settings, including residents, commuters, distance learners, individuals with disabilities, adult learners, and student athletes, as well as nontraditional, international, transfer, and first-generation studentsStudent Learning Domain - 5E College CounselingProgram Learning Objective - Students understand the unique needs of diverse individuals in higher education settings, including residents, commuters, distance learners, individuals with disabilities, adult learners, and student athletes, as well as nontraditional, international, transfer, and first-generation studentsAssessed InAssessmentTargetResultsRecent Changes MadeReflectionsCECP 6070 Multicultural Counseling and PsychologyCECP 6070 Signature Assignment85% of students meeting or exceeding expectations95% of students met or exceeded expectationsCECP 6230 College Student DevelopmentCECP 6230 Signature Assignment85% of students meeting or exceeding expectationsThis class was not taught this yearThis year WebEx interviews were conducted with student affairs professionals who work with the various student groups. There were interviews with the residence life director, the director of the LGBT office, the director of the substance abuse office within the unified clinics, the director of student life, the director of multicultural affairs, and the vice president of diversity and inclusion.CECP 6350 Foundations of College CounselingCECP 6350 Signature Assignment85% of students meeting or exceeding expectations100% of students met or exceeded expectationsMaster’s Alumni SurveyQuestion 23Alumni rating meeting this KPI with agreeAlumni rated meeting this KPI with weekly agreeInternship Supervisor SurveyQuestion 15Supervisors rating meeting this KPI with agreeSupervisors rated meeting this KPI with agreeEmployer SurveyQuestion 8Employers rating meeting this KPI with agreeEmployers rated meeting this KPI with agreeMarriage Couple and Family Counseling Program InformationProgram StatisticsMinimum number of credit hours for program60Number of students this year44Number of program graduates this year12Pass rate on the NCE this year100%Degree completion rate this year74%Job placement rate this year93%Alumni Survey InformationAlumni from this degree program were surveyed this year to find out about their experiences post-graduation as well as their thoughts about their degree program preparation. The results can be found below. Ratings were based on a high of Very Satisfied/Strongly Recommend to a low of Very Dissatisfied/Strongly Not Recommend.Is your current employment in a counseling-related field?100% YesHow long did it take you to become employed in a counseling-related field after graduation?On average = 2 monthsHow would you rate your current job (or current Ph.D. student) satisfaction in a counseling-related field?On average = Satisfied Are you pursuing counseling licensure or currently hold a license?75% YesHave you taken the NCE?75% YesQuality of faculty instruction in classes to prepare you to enter the field of counselingSomewhat SatisfiedQuality of supervision in internship experiences to prepare you to enter the field of counselingVery SatisfiedQuality of program curriculum to prepare you to enter the field of counselingSomewhat SatisfiedQuality of advising from the faculty to help you successfully negotiate your degree programSatisfiedQuality of mentoring and support from the faculty to prepare you to enter the field of counselingSomewhat SatisfiedQuality of resources on the CECP website (handbooks, forms, course schedules) to help you successfully negotiate your degree programSomewhat SatisfiedQuality of peer support and friendships in your degree programSomewhat SatisfiedAmount of knowledge of the counseling field gained during your time as a studentSomewhat SatisfiedAmount of counseling skills acquired during your time as a studentSatisfiedAmount of multicultural and diversity counseling skills acquired during your time as a studentSomewhat DissatisfiedThe overall quality of your degree program to prepare you to enter the field of counselingSomewhat SatisfiedWould you recommend your degree program to a prospective student?Weekly RecommendMarriage Couple and Family Counseling Key Performance IndicatorsAs required in the 2016 CACREP standards, the program faculty identified 2 Key Performance Indicators in the 5F Marriage Couple and Family Counseling standards.Key Performance Indicator 21 (KPI 21)Skill 5F3d- conceptualizing and implementing treatment, planning, and intervention strategies in marriage, couple, and family counselingStudent Learning Domain – 5F Marriage Couple and Family CounselingProgram Learning Objective - Students understand conceptualizing and implementing treatment, planning, and intervention strategies in marriage, couple, and family counselingAssessed InAssessmentTargetResultsRecent Changes MadeReflectionsCECP 6020 Group Dynamics and Procedures6020 Signature Assignment85% of students meeting or exceeding expectations100% of students met or exceeded expectationsCECP 6610 Foundations of Systemic Family Therapy6610 Signature Assignment85% of students meeting or exceeding expectations97% of students met or exceeded expectationsThe main text for CECP 6610: Foundations of Systemic Family Therapy was changed to Mastering Competencies in Family Therapy: A practical approach to theories and clinical case documentation (3rd ed.) by Diane Gehart, 2018. This text has specific chapters on Case Conceptualization and Treatment Planning, which strengthen attention to these issues compared with the previous text. The chapters on major models in family therapy also include a case example and a case conceptualization from that particular model.Next year, an assignment will be added in which a chapter from the text Inside Family Therapy by Michael Nichols will be presented by 1-2 students during each class session. This book takes the reader inside the process of family therapy with one family, and the thoughts and feelings of the therapist are revealed. Thus, this assignment enhances students’ ability to conceptualize treatment across the therapeutic process.CECP 6130 Field PracticumCECP 6130 Evaluation Rubric85% of students meeting or exceeding expectations97% of students met or exceeded expectationsMaster’s Alumni SurveyQuestion 27Alumni rating meeting this KPI with agreeAlumni rated meeting this KPI with weekly agreeInternship Supervisor SurveyQuestion 19Supervisors rating meeting this KPI with agreeSupervisors rated meeting this KPI with agreeEmployer SurveyQuestion 12Employers rating meeting this KPI with agreeEmployers rated meeting this KPI with agreeKey Performance Indicator 22 (KPI 22)Knowledge – 5F2m cultural factors relevant to marriage, couple, and family functioning, including the impact of immigrationStudent Learning Domain - 5F Marriage Couple and Family CounselingProgram Learning Objective - Students understand cultural factors relevant to marriage, couple, and family functioning, including the impact of immigrationAssessed InAssessmentTargetResultsRecent Changes MadeReflectionsCECP 6070 Multicultural Counseling and PsychologyCECP 6070 Signature Assignment85% of students meeting or exceeding expectations95% of students met or exceeded expectationsCECP 6080 Counseling and Life Span DevelopmentCECP 6080 Signature Assignment85% of students meeting or exceeding expectations83% of students met or exceeded expectationsThis class now includes discussions of the unique values/experiences that culture influences marriage, couple, and family functioning. Readings explored the interaction between familial religious/spiritual values and the coming out experience of LGBT individuals. Additionally, students regularly discussed the cultural factors relevant to their own experiences with marriage, couple, and family functioning in their reflection assignments. CECP 6610 Foundations of Systemic Family TherapyCECP 6610 Signature Assignment85% of students meeting or exceeding expectations97% of students met or exceeded expectationsThe main text for CECP 6610: Foundations of Systemic Family Therapy was changed to Mastering Competencies in Family Therapy: A practical approach to theories and clinical case documentation (3rd ed.) by Diane Gehart, 2018. Chapters on major family therapy models in this new text include a section on cultural and diversity considerations for each particular model, including some related to immigration and families.Master’s Alumni SurveyQuestion 23Alumni rating meeting this KPI with agreeAlumni rated meeting this KPI with weekly agreeInternship Supervisor SurveyQuestion 15Supervisors rating meeting this KPI with agreeSupervisors rated meeting this KPI with agreeEmployer SurveyQuestion 8Employers rating meeting this KPI with agreeEmployers rated meeting this KPI with agreeOther substantial program changes to the Marriage Couple and Family Counseling program:Due to COVID-19 and an intentional effort to make department courses more accessible through an online format, the following specialty courses in the MCFC program were developed and offered via online instruction: 1) 6610: Foundations of Systemic Family Therapy, 2) 6630: Family Interaction and Therapy, and 3) 6650: Sex Therapy. CECP 6620: Couple Interaction and Therapy is being developed for online instruction for Spring 2021.Dr. Gary H. Bischof, LMFT assumed the role as Coordinator of the MCFC program. Dr. Bischof has been at WMU for 21 years and returned to the faculty in Fall 2019 following seven years in administrative roles. Dr. Bischof has been a couple and family therapist, educator, and clinical supervisor for over 30 years.School Counseling Program Information Program StatisticsMinimum number of credit hours for program48Number of students this year51Number of program graduates this year8Pass rate on the NCE this year90%Degree completion rate this year72%Job placement rate this year90%Alumni Survey InformationAlumni from this degree program were surveyed this year to find out about their experiences post-graduation as well as their thoughts about their degree program preparation. The results can be found below. Ratings were based on a high of Very Satisfied/Strongly Recommend to a low of Very Dissatisfied/Strongly Not Recommend.Is your current employment in a counseling-related field?50% YesHow long did it take you to become employed in a counseling-related field after graduation?On average = 3 monthsHow would you rate your current job (or current Ph.D. student) satisfaction in a counseling-related field?On average = SatisfiedAre you pursuing counseling licensure or currently hold a license?100% YesHave you taken the NCE?50% YesQuality of faculty instruction in classes to prepare you to enter the field of counselingSatisfiedQuality of supervision in internship experiences to prepare you to enter the field of counselingSatisfiedQuality of program curriculum to prepare you to enter the field of counselingSatisfiedQuality of advising from the faculty to help you successfully negotiate your degree programSomewhat SatisfiedQuality of mentoring and support from the faculty to prepare you to enter the field of counselingSomewhat SatisfiedQuality of resources on the CECP website (handbooks, forms, course schedules) to help you successfully negotiate your degree programSomewhat SatisfiedQuality of peer support and friendships in your degree programSatisfiedAmount of knowledge of the counseling field gained during your time as a studentVery SatisfiedAmount of counseling skills acquired during your time as a studentVery SatisfiedAmount of multicultural and diversity counseling skills acquired during your time as a studentVery SatisfiedThe overall quality of your degree program to prepare you to enter the field of counselingSatisfiedWould you recommend your degree program to a prospective student?RecommendSchool Counseling Key Performance IndicatorsAs required in the 2016 CACREP standards, the program faculty identified 2 Key Performance Indicators in the 5G School Counseling standards.Key Performance Indicator 23 (KPI 23)Skill 5G3h- skills to critically examine the connections between social, familial, emotional, and behavior problems and academic achievementStudent Learning Domain – 5G School CounselingProgram Learning Objective - Students have skills to critically examine the connections between social, familial, emotional, and behavior problems and academic achievementAssessed InAssessmentTargetResultsRecent Changes MadeReflectionsCECP 6080 Counseling and Life Span DevelopmentCECP 6080 Signature Assignment85% of students meeting or exceeding expectations100% of students met or exceeded expectationsStudents now consider and evaluate a wide range of intersecting contextual factors (social, emotional, familial, behavioral) in this class. Students must also provide a list of at least 3 resources (e.g., workbooks, articles, books, organization websites, etc.) with brief descriptions (i.e., 4-6 sentences) that will be beneficial for counselors in their work with the developmental issue/stage/population under consideration. CECP 6380 School Counseling for Postsecondary and Career Readiness CECP 6380 Signature Assignment85% of students meeting or exceeding expectations100% of students met or exceeded expectationsContent was added, including: multicultural and social justice counseling competencies: a leadership framework; implicit bias assessment; developmental assets for early and middle childhood, and adolescence; and defining and measuring social capital for young people. Class resources that were updated included: Every Student Succeeds Act (ESSA) Michigan; resources available through NCAN and MCAN; and expanding the dream: helping Michigan reach racial equity in bachelor’s degree completion; designing social justice interventions for students and families; and applications of an Ecological Model of School Counseling and Bronfenbrenner’s Model of Human Development.CECP 6130 Field PracticumCECP 6130 Evaluation Rubric85% of students meeting or exceeding expectations95% of students met or exceeded expectationsMaster’s Alumni SurveyQuestion 25Alumni rating meeting this KPI with agreeAlumni rated meeting this KPI with agreeInternship Supervisor SurveyQuestion 17Supervisors rating meeting this KPI with agreeSupervisors rated meeting this KPI with agreeEmployer SurveyQuestion 10Employers rating meeting this KPI with agreeEmployers rated meeting this KPI with agreeKey Performance Indicator 24 (KPI 24)Knowledge – 5F3k strategies to promote equity in student achievement and college accessStudent Learning Domain - 5G School CounselingProgram Learning Objective - Students understand strategies to promote equity in student achievement and college accessAssessed InAssessmentTargetResultsRecent Changes MadeReflectionsCECP 6070 Multicultural Counseling and PsychologyCECP 6070 Signature Assignment85% of students meeting or exceeding expectations99% of students met or exceeded expectationsCECP 6370 Organization and Principles of a Comprehensive School Counseling ProgramCECP 6370 Signature Assignment85% of students meeting or exceeding expectations100% of students met or exceeded expectationsContent was added, including: New ASCA Model (2019); new required textbook Goodman-Scott, E., Betters-Bubon, J., & Donohue, P. (2019). The School Counselor’s Guide to MultiTiered Systems of Support. New York: Routledge. New class resources included: anti-racism learning; and student scholarships and grants procedures manual for school counselors. Updated course content included: presentations on special populations; and applying a multi-tiered system of support for equity and culturally sensitive interventions.CECP 6380 School Counseling for Postsecondary and Career ReadinessCECP 6380 Signature Assignment85% of students meeting or exceeding expectations100% of students met or exceeded expectationsContent was added, including: new ASCA Model (2019); new required text on career and college readiness; NEA strategies for closing achievement gaps; and advocacy competencies for professional school counselors. Updated class resources included: Michigan financial aid resources; benchmark reports; College Board resources; Education Trust resources; school counselor resources for elementary, middle, and high school levels; Every Student Succeeds Act (ESSA) Michigan; NCAN and MCAN; and Expanding the Dream: Helping Michigan Reach Racial Equity in Bachelor Degree Completion. Updated course assignments included: applications for career development and utilizing career development resources; designing social justice interventions for students and families; applications of ethical standards and multicultural competencies for school counselors; developing curriculum for career and college readiness; and strategies for utilizing data to inform strategies for closing achievement gaps.Master’s Alumni SurveyQuestion 23Alumni rating meeting this KPI with agreeAlumni rated meeting this KPI with agreeInternship Supervisor SurveyQuestion 15Supervisors rating meeting this KPI with agreeSupervisors rated meeting this KPI with agreeEmployer SurveyQuestion 8Employers rating meeting this KPI with agreeEmployers rated meeting this KPI with agreeOther substantial program changes to the School Counseling program:WMU now offers a school counseling certificate where CACREP graduates from other programs (such as Clinical Mental Health Counseling) can complete the requirements to become a school counselor in the state of Michigan. Practicing school counselors are now coming to WMU as speakers or serving as interviewees for student assignments. We have also developed partnerships with several new schools for internship placements.Rehabilitation Counseling Program InformationProgram StatisticsMinimum number of credit hours for program53Number of students this year11Number of program graduates this year5Pass rate on the CRCC this yearCRCC will not release this data unless 5 or more students take the CRCC in a yearDegree completion rate this year83%Job placement rate this year100%Alumni Survey InformationAlumni from this degree program were surveyed this year to find out about their experiences post-graduation as well as their thoughts about their degree program preparation. The results can be found below. Ratings were based on a high of Very Satisfied/Strongly Recommend to a low of Very Dissatisfied/Strongly Not Recommend.No Rehabilitation Counseling students completed the survey this yearRehabilitation Counseling Key Performance IndicatorsAs required in the 2016 CACREP standards, the program faculty identified 2 Key Performance Indicators in the 5H Rehabilitation Counseling standards.Key Performance Indicator 25 (KPI 25)Skill 5H3h- career development and employment models and strategies to facilitate recruitment, inclusion, and retention of individuals with disabilities in the work placeStudent Learning Domain – 5H Rehabilitation Counseling Program Learning Objective - Students use career development and employment models and strategies to facilitate recruitment, inclusion, and retention of individuals with disabilities in the work placeAssessed InAssessmentTargetResultsRecent Changes MadeReflectionsCECP 6100 Career Development: Theory and PracticeCECP 6100 Signature Assignment85% of students meeting or exceeding expectations95% of students met or exceeded expectationsCECP 5200 Foundations of Rehabilitation CounselingCECP 5200 Signature Assignment85% of students meeting or exceeding expectationsThis class was not taught this yearCECP 6130 Field PracticumCECP 6130 Evaluation Rubric85% of students meeting or exceeding expectations100% of students met or exceeded expectationsMaster’s Alumni SurveyQuestion 25Alumni rating meeting this KPI with agreeNo rehabilitation counseling students completed the survey this yearInternship Supervisor SurveyQuestion 18Supervisors rating meeting this KPI with agreeSupervisors rated meeting this KPI with agreeEmployer SurveyQuestion 10Employers rating meeting this KPI with agreeEmployers rated meeting this KPI with agreeKey Performance Indicator 26 (KPI 26)Knowledge – 5H1g methods of assessment for individuals with disabilities, including testing instruments, individual accommodations, environmental modification, and interpretation of resultsStudent Learning Domain - 5H Rehabilitation Counseling Program Learning Objective - Students know methods of assessment for individuals with disabilities, including testing instruments, individual accommodations, environmental modification, and interpretation of resultsAssessed InAssessmentTargetResultsRecent Changes MadeReflectionsCECP 6030 Tests and MeasurementCECP 6030 Signature Assignment85% of students meeting or exceeding expectations95% of students met or exceeded expectationsAdded in Substance Abuse Subtle Screening Inventory - Fourth Edition (SASSI-4)CECP 6100 Career Development: Theory and PracticeCECP 6100 Signature Assignment85% of students meeting or exceeding expectations95% of students met or exceeded expectationsCECP 5200 Foundations of Rehabilitation CounselingCECP 5200 Signature Assignment85% of students meeting or exceeding expectationsThis class was not taught this yearMaster’s Alumni SurveyQuestion 29Alumni rating meeting this KPI with agreeNo rehabilitation counseling students completed the survey this yearInternship Supervisor SurveyQuestion 21Supervisors rating meeting this KPI with agreeSupervisors rated meeting this KPI with agreeEmployer SurveyQuestion 14Employers rating meeting this KPI with agreeEmployers rated meeting this KPI with agreeMaster’s Counseling Dispositions and Behaviors Performance IndicatorsProfessional dispositions include the commitments, characteristics, values, beliefs, interpersonal functioning, and verbal and nonverbal behaviors that influence the student’s professional growth and interactions with colleagues, faculty, supervisors, staff, clients, and communities. These professional dispositions support student learning and development through the ideal of fairness, and that unproductive verbal and non-verbal professional disposition behavior should be given an opportunity to be changed. Eleven counseling dispositions and behaviors are assessed based on students’ observable verbal and non-verbal behavior during their time in their CECP counselor education degree program.Primary Professional Dispositions(Lambie, Mullen, Swank, & Blount, 2014)Specific Professional Disposition DescriptorsProfessional EthicsAdheres to the ethical guidelines of the ACA, ASCA, CRCC, IAMFC, & NBCC; including practices within competencies as well as adhering to state regulationsProfessional BehaviorBehaves in a professional manner towards instructors, staff, supervisors, peers, & clients (includes appropriate dress & attitudes). Able to collaborate with others.Professional & Personal BoundariesMaintains appropriate boundaries with instructors, staff, supervisors, peers, & clients.Knowledge & Adherence to PoliciesDemonstrates an understanding & appreciation for all WMU academic and all WMU and outside counseling site policies & procedures.Task CompletionCompletes all weekly tasks correctly & promptly (e.g., case notes, treatment plans, supervisory logs, assignments, quizzes, discussion threads, presentations).Multicultural CompetenciesDemonstrates awareness, appreciation, & respect of cultural difference (e.g., race, ethnicity, spirituality, sexual orientation, disability, SES, gender identity, etc.) with instructors, staff, supervisors, peers, & clientsEmotional Stability & Self-controlDemonstrates emotional stability (i.e., congruence between mood & affect) & self-control (i.e., impulse control) in relationships with instructors, staff, supervisors, peers, & clientsMotivated to Learn & Grow / InitiativeDemonstrates engagement in learning & developmentof his or her counseling competencies.Openness to FeedbackResponds non-defensively & alters behavior in accordance with feedback.Flexibility & AdaptabilityDemonstrates the ability to flex to changing circumstances, unexpected events, & new situations.Congruence & GenuinenessDemonstrates the ability to be present and “be true tooneself”All master’s students are rated on the 11 counseling dispositions and behaviors in the following three classes: CECP 6020: Group Dynamics and Procedures, CECP 6040: Counseling Techniques, and CECP 6120: Counseling Practicum. Additionally, a master’s student can be rated on the 11 counseling dispositions and behaviors at any time if concerns are identified before the student’s graduation, or as required by the department.CriterionTargetResultsRecent Changes MadeReflectionsProfessional Ethics85% of students meeting or exceeding expectations98% of students met or exceeded expectationsJust created the Counseling Dispositions and Behaviors formProfessional Behavior85% of students meeting or exceeding expectations97% of students met or exceeded expectationsJust created the Counseling Dispositions and Behaviors formProfessional & Personal Boundaries85% of students meeting or exceeding expectations98% of students met or exceeded expectationsJust created the Counseling Dispositions and Behaviors formKnowledge & Adherence to Policies85% of students meeting or exceeding expectations98% of students met or exceeded expectationsJust created the Counseling Dispositions and Behaviors formTask Completion85% of students meeting or exceeding expectations90% of students met or exceeded expectationsJust created the Counseling Dispositions and Behaviors formMulticultural Competencies85% of students meeting or exceeding expectations100% of students met or exceeded expectationsJust created the Counseling Dispositions and Behaviors formEmotional Stability & Self- control85% of students meeting or exceeding expectations97% of students met or exceeded expectationsJust created the Counseling Dispositions and Behaviors formMotivated toLearn & Grow / Initiative85% of students meeting or exceeding expectations93% of students met or exceeded expectationsJust created the Counseling Dispositions and Behaviors formOpenness toFeedback85% of students meeting or exceeding expectations97% of students met or exceeded expectationsJust created the Counseling Dispositions and Behaviors formFlexibility &Adaptability85% of students meeting or exceeding expectations97% of students met or exceeded expectationsJust created the Counseling Dispositions and Behaviors formCongruence &Genuineness85% of students meeting or exceeding expectations98% of students met or exceeded expectationsJust created the Counseling Dispositions and Behaviors formWMU Doctoral Program InformationProgram StatisticsMinimum number of credit hours for program69Number of students this year23Number of applications this year10Number of program graduates this year4Pass rate on the NCE this year100%Degree completion rate this year33%Job placement rate this year100%DemographicsIdentifying as female15Identifying as male9Identifying as neither female or male0Identifying as Native American0Identifying as Asian0Identifying as Black or African American5Identifying as Hispanic/Latino/a5Identifying as White11Identifying as Multiracial1Identifying as International2Identifying as another race, culture or ethnicity0Alumni Survey InformationAlumni from this degree program were surveyed this year to find out about their experiences post-graduation as well as their thoughts about their degree program preparation. The results can be found below. Ratings were based on a high of Very Satisfied/Strongly Recommend to a low of Very Dissatisfied/Strongly Not Recommend.No Doctoral students completed the survey this yearCore Key Performance Indicators for the WMU Doctoral Program As required in the 2016 CACREP standards, the program faculty identified 10 Key Performance Indicators (one skill and one knowledge indicator) in the five core standards for the doctoral program.Counseling Key Performance IndicatorsAs required in the 2016 CACREP standards, the program faculty identified 2 Key Performance Indicators in the 6B1 Counseling standards.Key Performance Indicator 27 (KPI 27)Skill 6B1f - ethical and culturally relevant counseling in multiple settingsStudent Learning Domain – 6B1 CounselingProgram Learning Objective – Doctoral students can deliver ethical and culturally relevant counseling in multiple settingsAssessed InAssessmentTargetResultsRecent Changes MadeReflectionsCECP 6950CECP 6950 Counseling Rubric by instructor85% of students meeting or exceeding expectations95% of students met or exceeded expectationsStudents are now required to conduct group counseling experiences. Doctoral students facilitated a group related to cultural diversity working with students in the CECP 6070 course. Additionally, students discussed ethical and culturally relevant practices. CECP 6930CECP 6930 Counseling Rubric by instructor85% of students meeting or exceeding expectations95% of students met or exceeded expectationsCECP 7120CECP 7120 Counseling Rubric by instructor85% of students meeting or exceeding expectations100% of students met or exceeded expectationsStudents are now working with a case template to identify and discuss cultural considerations and competent practice. Furthermore, there is a section in the case that requires students to consider legal and ethical factors at play.We are in the process of developing a syllabus template for this class.PhD Alumni SurveyQuestion 20Alumni rating meeting this KPI with agreeAlumni rated meeting this KPI with agreeInternship Supervisor SurveyQuestion 13, 14, 15, 16, 17, 18Supervisors rating meeting this KPI with agreeSupervisors rated meeting this KPI with agreeEmployer SurveyQuestion 8, 9, 10, 11Employers rating meeting this KPI with agreeEmployers rated meeting this KPI with agreeKey Performance Indicator 28 (KPI 28)Knowledge – 6B1d - evidence-based counseling practicesStudent Learning Domain - 6B1 CounselingProgram Learning Objective – Doctoral students know evidence-based counseling practicesAssessed InAssessmentTargetResultsRecent Changes MadeReflectionsCECP 6950CECP 6950 Counseling Rubric by instructor85% of students meeting or exceeding expectations95% of students met or exceeded expectationsStudents are now taught the basic concepts of becoming a master therapist. This allows doctoral students to explore and examine how they practice counseling and the process itself more deeply. This also leads to a discussion on evidence-based practice. Students must summarize in a paper how they practice counseling and what evidence-based practices they use. Then we see toward the end of the course if the way they approach the counseling process has changed.CECP 6930CECP 6930 Counseling Rubric by instructor85% of students meeting or exceeding expectations95% of students met or exceeded expectationsComprehensive ExamComprehensive Exam Counseling Rubric entered by chair85% of students passed comps100% of students passed compsPhD Alumni SurveyQuestion 21Alumni rating meeting this KPI with agreeAlumni rated meeting this KPI with agreeInternship Supervisor SurveyQuestion 19, 20, 21, 22, 23Supervisors rating meeting this KPI with agreeSupervisors rated meeting this KPI with agreeEmployer SurveyQuestion 12, 13, 14Employers rating meeting this KPI with agreeEmployers rated meeting this KPI with agreeSupervision Key Performance IndicatorsAs required in the 2016 CACREP standards, the program faculty identified 2 Key Performance Indicators in the 6B2 Supervision standards.Key Performance Indicator 29 (KPI 29)Skill 6B2k - culturally relevant strategies for conducting clinical supervisionStudent Learning Domain – 6B2 SupervisionProgram Learning Objective – Doctoral students use culturally relevant strategies for conducting clinical supervisionAssessed InAssessmentTargetResultsRecent Changes MadeReflectionsCECP 6930CECP 6930 Supervision Rubric by instructor85% of students meeting or exceeding expectations100% of students met or exceeded expectationsCECP 6910CECP 6910 Supervision Rubric by instructor85% of students meeting or exceeding expectations100% of students met or exceeded expectationsComprehensive ExamComprehensive Exam Supervision Rubric entered by chair85% of students passing comps100% of students passed compsPhD Alumni SurveyQuestion 28Alumni rating meeting this KPI with agreeAlumni rated meeting this KPI with agreeInternship Supervisor SurveyQuestion 14, 15, 16, 17, 18Supervisors rating meeting this KPI with agreeSupervisors rated meeting this KPI with agreeEmployer SurveyQuestion 9, 10, 11, 17Employers rating meeting this KPI with agreeEmployers rated meeting this KPI with agreeKey Performance Indicator 30 (KPI 30)Knowledge – 6B2b - theoretical frameworks and models of clinical supervisionStudent Learning Domain - 6B2 SupervisionProgram Learning Objective – Doctoral students know theoretical frameworks and models of clinical supervisionAssessed InAssessmentTargetResultsRecent Changes MadeReflectionsCECP 6930CECP 6930 Supervision Rubric by instructor85% of students meeting or exceeding expectations100% of students met or exceeded expectationsCECP 6910CECP 6910 Supervision Rubric by instructor85% of students meeting or exceeding expectations100% of students met or exceeded expectationsComprehensive ExamComprehensive Exam Supervision Rubric entered by chair85% of students passing comps100% of students passed compsPhD Alumni SurveyQuestion 22Alumni rating meeting this KPI with agreeAlumni rated meeting this KPI with strongly agreeTeaching Key Performance IndicatorsAs required in the 2016 CACREP standards, the program faculty identified 2 Key Performance Indicators in the 6B3 Teaching standards.Key Performance Indicator 31 (KPI 31)Skill 6B3h - ethical and culturally relevant strategies used in counselor preparationStudent Learning Domain – 6B3 TeachingProgram Learning Objective – Doctoral students use ethical and culturally relevant strategies in counselor preparationAssessed InAssessmentTargetResultsRecent Changes MadeReflectionsCECP 6810CECP 6810 Teaching Rubric by instructor85% of students meeting or exceeding expectations100% of students met or exceeded expectationsA new supplemental text was used for the class: Professional Counseling: Excellence and Advocacy by Chang et al. (2012). The text helped students make the paradigm shift from counselors to counselor educators and includes ethical and culturally relevant strategies.CECP 6840CECP 6840 Teaching Rubric by instructor85% of students meeting or exceeding expectations100% of students met or exceeded expectationsThis year, more emphasis was placed on ethical and culturally relevant strategies for counselor preparation, both through student presentations and feedback and with guest prehensive ExamComprehensive Exam Teaching Rubric entered by chair85% of students passing comps100% of students passed compsPhD Alumni SurveyQuestion 27Alumni rating meeting this KPI with agreeAlumni rated meeting this KPI with strongly agreeInternship Supervisor SurveyQuestion 14, 16, 17, 18Supervisors rating meeting this KPI with agreeSupervisors rated meeting this KPI with agreeEmployer SurveyQuestion 9, 10, 11, 18Employers rating meeting this KPI with agreeEmployers rated meeting this KPI with agreeKey Performance Indicator 32 (KPI 32)Knowledge – 6B3a - roles and responsibilities related to educating counselorsStudent Learning Domain - 6B3 TeachingProgram Learning Objective – Doctoral students know roles and responsibilities related to educating counselorsAssessed InAssessmentTargetResultsRecent Changes MadeReflectionsCECP 6810CECP 6810 Teaching Rubric by instructor85% of students meeting or exceeding expectations100% of students met or exceeded expectationsA new text was used for the class: Counselor Education in the 21st Century by Okech and Rubel (2018). The Okech and Rubel text provides greater direct reference to the role that doctoral students will eventually play as counselor educators in higher education settings. CECP 6840CECP 6840 Teaching Rubric by instructor85% of students meeting or exceeding expectations100% of students met or exceeded expectationsThe class was updated by adding a new required text focused on teaching within a Counselor Education program. Students now had the opportunity to do faculty interviews outside of the CECP department prehensive ExamComprehensive Exam Teaching Rubric entered by chair85% of students meeting or exceeding expectations100% of students passed compsPhD Alumni SurveyQuestion 23Alumni rating meeting this KPI with agreeAlumni rated meeting this KPI with strongly agreeInternship Supervisor SurveyQuestion 14, 16, 17, 23Supervisors rating meeting this KPI with agreeSupervisors rated meeting this KPI with agreeResearch and Scholarship Key Performance IndicatorsAs required in the 2016 CACREP standards, the program faculty identified 2 Key Performance Indicators in the 6B4 Research and Scholarship standards.Key Performance Indicator 33 (KPI 33)Skill 6B4h - professional writing for journal and newsletter publicationStudent Learning Domain – 6B4 Research and ScholarshipProgram Learning Objective – Doctoral students can perform professional writing for journal and newsletter publicationAssessed InAssessmentTargetResultsRecent Changes MadeReflectionsEMR 6580EMR 6580 Research and Scholarship Rubric by advisor/chair85% of students meeting or exceeding expectations100% of students met or exceeded expectationsCECP 6990CECP 6990 Research and Scholarship Rubric by instructor85% of students meeting or exceeding expectationsThis class was not taught this yearComprehensive ExamComprehensive Exam Research and Scholarship Rubric entered by chair85% of students passing comps100% of students passed compsPhD Alumni SurveyQuestion 24Alumni rating meeting this KPI with agreeAlumni rated meeting this KPI with weekly agreeInternship Supervisor SurveyQuestion 23Supervisors rating meeting this KPI with agreeSupervisors rated meeting this KPI with agreeEmployer SurveyQuestion 15, 16Employers rating meeting this KPI with agreeEmployers rated meeting this KPI with agreeKey Performance Indicator 34 (KPI 34)Knowledge – 6B4a - research designs appropriate to quantitative and qualitative research questionsStudent Learning Domain - 6B4 Research and ScholarshipProgram Learning Objective – Doctoral students know research designs appropriate to quantitative and qualitative research questionsAssessed InAssessmentTargetResultsRecent Changes MadeReflectionsEMR 6450EMR 6450 Research and Scholarship Rubric by advisor/chair85% of students meeting or exceeding expectations98% of students met or exceeded expectationsCECP 6990CECP 6990 Research and Scholarship Rubric by instructor85% of students meeting or exceeding expectationsThis class was not taught this yearComprehensive ExamComprehensive Exam Research and Scholarship Rubric entered by chair85% of students passing comps100% of students passed compsPhD Alumni SurveyQuestion 26Alumni rating meeting this KPI with agreeAlumni rated meeting this KPI with strongly agreeEmployer SurveyQuestion 15, 19Employers rating meeting this KPI with agreeEmployers rated meeting this KPI with agreeLeadership and Advocacy Key Performance IndicatorsAs required in the 2016 CACREP standards, the program faculty identified 2 Key Performance Indicators in the 6B5 Leadership and Advocacy standards.Key Performance Indicator 35 (KPI 35)Skill 6B5l - ethical and culturally relevant leadership and advocacy practicesStudent Learning Domain – 6B5 Leadership and AdvocacyProgram Learning Objective – Doctoral students perform ethical and culturally relevant leadership and advocacy practicesAssessed InAssessmentTargetResultsRecent Changes MadeReflectionsCECP 6810CECP 6810 Leadership and Advocacy Rubric by instructor85% of students meeting or exceeding expectations97% of students met or exceeded expectationsA new text was used for the class: Counselor Education in the 21st Century by Okech and Rubel (2018) and a supplemental text of Professional Counseling: Excellence and Advocacy by Chang et al. (2012). The Okech and Rubel text provides greater direct reference to the role that doctoral students will eventually play as counselor educators in higher education settings. The other text was used as a supplemental text to help students make the paradigm shift from counselors to counselor educators with a particular emphasis on ethical and culturally relevant leadership and advocacy. CECP 6820CECP 6820 Leadership and Advocacy Rubric by instructor85% of students meeting or exceeding expectations97% of students met or exceeded expectationsComprehensive ExamComprehensive Exam Leadership and Advocacy Rubric entered by chair85% of students passing comps100% of students passed compsPhD Alumni SurveyQuestion 25Alumni rating meeting this KPI with agreeAlumni rated meeting this KPI with agreeInternship Supervisor SurveyQuestion 13, 14, 16, 17, 18Supervisors rating meeting this KPI with agreeSupervisors rated meeting this KPI with agreeEmployer SurveyQuestion 6, 9, 10, 11Employers rating meeting this KPI with agreeEmployers rated meeting this KPI with agreeKey Performance Indicator 36 (KPI 36)Knowledge – 6B5c - leadership in counselor education programsStudent Learning Domain – 6B5 Leadership and AdvocacyProgram Learning Objective – Doctoral students understand leadership in counselor education programsAssessed InAssessmentTargetResultsRecent Changes MadeReflectionsCECP 6810CECP 6810 Leadership and Advocacy Rubric by instructor85% of students meeting or exceeding expectations98% of students met or exceeded expectationsA new supplemental text was used for the class: Professional Counseling: Excellence and Advocacy by Chang et al. (2012). The text helped students make the paradigm shift from counselors to counselor educators with a particular emphasis on leadership and advocacy. This also occurred when the counselor licensure bill was proposed and allowed me to encourage students to participate, as able, in advocacy efforts in Lansing.CECP 6820CECP 6820 Leadership and Advocacy Rubric by instructor85% of students meeting or exceeding expectations98% of students met or exceeded expectationsComprehensive ExamComprehensive Exam Leadership and Advocacy Rubric entered by chair85% of students passing comps100% of students passed compsPhD Alumni SurveyQuestion 7, 29Supervisors rating meeting this KPI with agreeSupervisors rated meeting this KPI with strongly agreeInternship Supervisor SurveyQuestion 14, 16, 18, 23Supervisors rating meeting this KPI with agreeSupervisors rated meeting this KPI with agreeOther substantial program changes to the Doctoral program:We are in the process of revising the Counselor Education doctoral program curriculum. Based on student performance on comprehensive exams and dissertation defenses as well as through consultation with professors in evaluation, measurement, and research, it became apparent that we would benefit by strengthening the scientific inquiry requirements, particularly in quantitative research but also in qualitative research, program evaluation, and grant writing. We have increased the utilization of an oral defense as part of the comprehensive examination process. While not always required, and instead predicated upon the quality of the written responses to four content areas, the oral defense has been more frequently utilized as a means for further assessing student learning in key areas of counseling/theory, research, supervision/teaching, and professional issues and ethics.We are using rubrics to measure student learning outcomes. We adopted rubrics for counseling, supervision, teaching, research/scholarship, leadership/advocacy, and professional dispositions. We are implementing a formal site supervisor qualifications review process for 7120 site supervisors. We are making revisions to the application/approval processes for 7120 and revised the initial paperwork to be sent to 7120 site supervisors. Doctoral Counseling Dispositions and Behaviors Performance IndicatorsProfessional dispositions include the commitments, characteristics, values, beliefs, interpersonal functioning, and verbal and nonverbal behaviors that influence the student’s professional growth and interactions with colleagues, faculty, supervisors, staff, clients, and communities. These professional dispositions support student learning and development through the ideal of fairness, and that unproductive verbal and non-verbal professional disposition behavior should be given an opportunity to be changed. Eleven counseling dispositions and behaviors are assessed based on students’ observable verbal and non-verbal behavior during their time in their CECP counselor education degree program.Primary Professional Dispositions(Lambie, Mullen, Swank, & Blount, 2014)Specific Professional Disposition DescriptorsProfessional EthicsAdheres to the ethical guidelines of the ACA, ASCA, CRCC, IAMFC, & NBCC; including practices within competencies as well as adhering to state regulationsProfessional BehaviorBehaves in a professional manner towards instructors, staff, supervisors, peers, & clients (includes appropriate dress & attitudes). Able to collaborate with others.Professional & Personal BoundariesMaintains appropriate boundaries with instructors, staff, supervisors, peers, & clients.Knowledge & Adherence to PoliciesDemonstrates an understanding & appreciation for all WMU academic and all WMU and outside counseling site policies & procedures.Task CompletionCompletes all weekly tasks correctly & promptly (e.g., case notes, treatment plans, supervisory logs, assignments, quizzes, discussion threads, presentations).Multicultural CompetenciesDemonstrates awareness, appreciation, & respect of cultural difference (e.g., race, ethnicity, spirituality, sexual orientation, disability, SES, gender identity, etc.) with instructors, staff, supervisors, peers, & clientsEmotional Stability & Self-controlDemonstrates emotional stability (i.e., congruence between mood & affect) & self-control (i.e., impulse control) in relationships with instructors, staff, supervisors, peers, & clientsMotivated to Learn & Grow / InitiativeDemonstrates engagement in learning & developmentof his or her counseling competencies.Openness to FeedbackResponds non-defensively & alters behavior in accordance with feedback.Flexibility & AdaptabilityDemonstrates the ability to flex to changing circumstances, unexpected events, & new situations.Congruence & GenuinenessDemonstrates the ability to be present and “be true tooneself”All doctoral students are rated on the 11 counseling dispositions and behaviors in the following three classes: CECP 6950 - Doctoral Practicum in Counselor Education, CECP 6930 - Doctoral Practicum in Supervision, and CECP 7120 – Internship in Counselor Education. Additionally, a doctoral student can be rated on the 11 counseling dispositions and behaviors at any time if concerns are identified before the student’s graduation, or as required by the department.CriterionTargetResultsRecent Changes MadeReflectionsProfessional Ethics85% of students meeting or exceeding expectations100% of students met or exceeded expectationsJust created the Counseling Dispositions and Behaviors formProfessional Behavior85% of students meeting or exceeding expectations100% of students met or exceeded expectationsJust created the Counseling Dispositions and Behaviors formProfessional & Personal Boundaries85% of students meeting or exceeding expectations100% of students met or exceeded expectationsJust created the Counseling Dispositions and Behaviors formKnowledge & Adherence to Policies85% of students meeting or exceeding expectations100% of students met or exceeded expectationsJust created the Counseling Dispositions and Behaviors formTask Completion85% of students meeting or exceeding expectations100% of students met or exceeded expectationsJust created the Counseling Dispositions and Behaviors formMulticultural Competencies85% of students meeting or exceeding expectations100% of students met or exceeded expectationsJust created the Counseling Dispositions and Behaviors formEmotional Stability & Self- control85% of students meeting or exceeding expectations100% of students met or exceeded expectationsJust created the Counseling Dispositions and Behaviors formMotivated toLearn & Grow / Initiative85% of students meeting or exceeding expectations100% of students met or exceeded expectationsJust created the Counseling Dispositions and Behaviors formOpenness toFeedback85% of students meeting or exceeding expectations100% of students met or exceeded expectationsJust created the Counseling Dispositions and Behaviors formFlexibility &Adaptability85% of students meeting or exceeding expectations100% of students met or exceeded expectationsJust created the Counseling Dispositions and Behaviors formCongruence &Genuineness85% of students meeting or exceeding expectations100% of students met or exceeded expectationsJust created the Counseling Dispositions and Behaviors formRemaining Supervisor Survey InformationSite supervisors were surveyed this year to find out about their experiences supervising WMU counselor education degree program students. Many of the questions asked of supervisors were already reported above. The remaining results can be found below. Ratings were based on a high of Very Satisfied/Strongly Recommend to a low of Very Dissatisfied/Strongly Not Recommend.Quality of faculty instruction/program curriculum in classes to prepare supervisees to enter the field of counselingSatisfiedQuality of advising, mentoring, and support from the faculty to help supervisees successfully negotiate their internshipSatisfiedQuality of resources on the CECP website or provided to you (handbooks, forms, documents) to help you successfully negotiate being a WMU counselor education program supervisorSatisfiedAmount of knowledge of the counseling field understood by WMU’s superviseesSatisfiedAmount of counseling skills demonstrated by WMU’s superviseesSatisfiedAmount of multicultural and diversity counseling skills demonstrated by WMU’s superviseesSatisfiedThe overall quality of WMU counselor education programs to prepare supervisees to enter the field of counselingSatisfiedWould you recommend a colleague supervise WMU Counselor Education supervisees?Strongly RecommendRemaining Employer Survey InformationEmployers were surveyed this year to find out about their experiences hiring WMU counselor education degree program students. Many of the questions asked of employers were already reported above. The remaining results can be found below. Ratings were based on a high of Very Satisfied/Strongly Recommend to a low of Very Dissatisfied/Strongly Not Recommend.Satisfaction with hiring WMU Counselor Education program graduatesSatisfiedThe overall quality of WMU Counselor Education programs to prepare our graduates to enter the field of counselingSatisfiedWould you recommend a colleague hire WMU Counselor Education graduates?Recommend ................
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