fall 2018 cacrep annual report - nau...end of internship via a qualtrics evaluation link . ... •...

College of EducationDepartment of Educational Psychology

CACREP PROGRAMS

ANNUAL PROGRAM EVALUATION REPORT

FALL 2018

PURPOSE OF THIS ANNUAL REPORT

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• To maintain accreditation, the Council for the Accreditation of Counseling and Related Educational Programs (CACREP) requires that programs undergo continuous, systematic evaluation of the program and its objectives (Section 4).

• CACREP also requires an annual report that – Summarizes program evaluation results– Outlines program modifications– Identifies substantial program changes

• Provide highlights and data about our programs– Clinical Mental Health Counseling (CMHC)– Counseling – School Counseling (SC)

• Share the report with students, faculty, administration, and personnel in cooperating agencies

OUR CACREP PROGRAM’S MISSION STATEMENT

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The mission of the Council for the Accreditation of Counseling and Related Educational Programs

(CACREP) accredited masters programs is to prepare professional counselors who meet national standards of the National Board of Certified Counselors (NBCC) as

well as state counseling licensure or certification in their specialty area. Our programs are designed to be

comprehensive in nature and to focus on the development of evidence-based counseling practice in a variety of settings and with clients from culturally diverse

backgrounds.

OUR CACREP PROGRAM’S OBJECTIVES

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Successful completion of the Master of Arts in Clinical Mental Health Counseling and the Master of Education in School Counseling prepares students to:

1. Become familiar with the requirements for being a professional counselor, including the relevant research and literature pertinent to the discipline.

2. Become familiar with and knowledgeable about the nature and needs of individuals at all developmental levels.

3. Develop a thorough understanding of knowledge and competencies related to issues and trends in a multicultural and pluralistic society, and to effectively demonstrate multicultural counseling competencies.

4. Demonstrate effective counseling skills.5. Become familiar with studies in group dynamics and to demonstrate

effective group counseling skills.

OUR PROGRAM’S OBJECTIVES, CONTINUED

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6. Understand major theories of career development and related life factors, and to demonstrate effective career counseling skills.

7. Develop an understanding of assessment processes, and to demonstrate skills in individual and group approaches to assessment and evaluation.

8. Become familiar with research, statistics and program evaluation as they apply to the practice of counseling.

9. Develop a clear sense of professional identity in counseling which includes professional ethics, legal responsibilities, professional preparation standards, participating in professional organizations, and obtaining necessary credentials.

10. Acquire knowledge about counseling supervision, and to experience peer, site supervisor and faculty supervision that allow students to integrate and apply the knowledge and skills that they have acquired to practice.

OUR PROGRAM’S OBJECTIVES, CONTINUED

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11. Experience continuous course-related and overall program-related feedback to enhance their professional development as they become professional counselors.

12. Acquire knowledge and skills related to the ways that counselors use a variety of technologies designed to assist students, clients and the systems they work within.

13. Acquire knowledge related to the professional identity, roles and functions and of professional counselors.

14. Practice ongoing assessment of one’s own skills, strengths, weaknesses, professional and personal development as related to counseling professional identity, counseling ethics and the principles of ethics of client autonomy, non-maleficence, beneficence, justice, and fidelity.

DATA FOR THIS ANNUAL REPORT

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• Student Demographic data• Data informing curricular changes• Program Modifications• Personnel Changes• Continuous and Systematic Evaluation• Annual surveys of site supervisors and employers,

alumni, and current students• Survey of AZ School Districts

PROCEDURE FOR DATA COLLECTION

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• Annual online surveys of all Key Constituent Groups• Data reviewed in twice-monthly program and faculty

meetings and bi-monthly Program Coordinator and Department Chair meetings

• Assessment of Core Faculty Ratios and FTE annually for each semester

DATA REVIEW AND ANALYSIS METHODS

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• Data is reviewed and analyzed in bimonthly Counselor Education Faculty Meetings, in bimonthly Program Coordinator and Department Chair meetings

How data is used for Curricular and Program Improvements• All accumulated data informs key curricular and program

improvements as detailed in this report

STUDENT ASSESSMENT DATA

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• Aggregate student assessment data that address student knowledge, skills, and professional dispositions– Knowledge measured by grading of all assignments in

all required classes (tests, projects rubrics, etc.)– Skill-based Courses for example:

• Counseling Processes (micro-skills rubrics), Group Processes (leadership rubrics), Practicum, Internship, etc.

– Professional Dispositions measured with regular semester Continuing Student Evaluations

EVALUATION OF FACULTY AND SUPERVISORS

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• Students have regular, systematic opportunities to formally evaluate counselor education program faculty.• All Counselor Education Program faculty (including part-time

instructors) are formally evaluated via Course Evaluations each semester (reviewed by FSC, Chair, and Dean)

• Written procedures for administering the process for student evaluations of faculty are available to the counselor education program faculty.

• All students in all courses are prompted multiple times during the last few weeks of each semester to complete formal evaluations of faculty via NAU email notifications as well as via BlackBoard Learn shell prompts

EVALUATION OF FACULTY AND SUPERVISORS, CONTINUED

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• Students have regular, systematic opportunities to formally evaluate practicum and internship supervisors.• Practicum supervisors are formally evaluated via

Course Evaluations which are reviewed by Faculty Status Committee, the Chair and the COE Dean each semester and formalized annually

• Internship site supervisors are formally evaluated at the mid-point and at the end of internship via a Qualtrics evaluation link

• Group supervision (and overall internship experience) is provided by NAU faculty who are also reviewed formally at the mid-point and the end of internship via a Qualtrics evaluation link

OUR CACREP PROGRAM’S HISTORY

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• CACREP Accredited Since 1998– Community Counseling (now Clinical Mental Health Counseling)– School Counseling

• Re-accredited in 2006• Re-accredited in 2014 – through March 2016• Fully re-accredited in 2015 through 2022• Next self-study due to CACREP in December 2020/Jan 2021• Site visit during 2021

– Seeking continued accreditation through March 2022

• Currently accredited under CACREP 2009 Standards– Moving actively toward CACREP 2016 Standards

OUR CURRENT CACREP PROGRAMS

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• MA Clinical Mental Health Counseling (60-credit hours)– Flagstaff Mountain Campus

• Annual admission each Fall– Phoenix, North Valley Campus

• Alternate odd-year admission - Spring– Tucson Campus

• Alternate odd-year admission - Spring

• MEd Counseling – School Counseling (48-credit hours)– Flagstaff Mountain Campus

• Annual admission each Fall– Phoenix, North Valley Campus

• Alternate odd-year admission - Spring– Tucson Campus

• Alternate even-year admission - Fall

OUR COUNSELING FACULTY

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• Flagstaff Mountain Campus– William “Pit” Kolodinsky, PhD

• MA Clinical Mental Health Program Coordinator– Katherine Feather, PhD

• MEd Counseling-School Counseling Program Coordinator– Y. Evie Garcia, PhD– Kim Kalas, EdD– Timothy Thomason, EdD– Shane Haberstroh, PhD

• Affiliate Faculty– Kat Pastor, MEd, Flagstaff HS Guidance Counselor– Russell Bull, EdD

OUR FACULTY, CONTINUED

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• Phoenix, North Valley Campus– Steven Farmer, PhD

• MA Clinical Mental Health Program Coordinator– Patricia Young, EdD

• MEd Counseling-School Counseling Program Coordinator• Tucson Campus

– Joyce DeVoss, PhD• MA Clinical Mental Health Program Coordinator• MEd Counseling-School Counseling Program Coordinator

– Saumya Arora, PhD

We also have numerous qualified non-core full-time and part-time faculty across the state to assist in teaching in our programs and mentoring our students.

OUR COUNSELING STUDENTSFLAGSTAFF, PHOENIX, AND TUCSON

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• Fall 2017 – Summer 2018– 103 Active Students

• 83 (81%) MA Clinical Mental Health Counseling• 20 (19%) MEd Counseling-School Counseling

– Degrees Awarded – over past year• 30 MA Clinical Mental Health Counseling• 7 MEd Counseling-School Counseling

OUR STUDENTS, CONTINUED

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• Gender– 76 Female (74%)– 27 Male (26%)

• Ethnicity– 3 (3%) African American– 2 (2%) American Indian/Native Alaskan– 72 (70%) Caucasian/White– 21 (20%) Hispanic/Latino/Spanish American– 1 (1%) Multiracial– 4 (4%) Other/Undisclosed

• Identified Disability– 3 (3%)

RECRUITMENT AND MARKETING EFFORTS

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• Working with NAU Graduate College on these initiatives:– More open houses, including online open-houses– Continue monthly prospective student visits– Redesigned website with:

• Testimonials from recent, diverse graduates• Faculty research highlighted• Advocacy projects highlighted

OUR PROGRAM’S CURRICULA

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• M.A. Clinical Mental Health Counseling (60-credit hours)– Theoretical Foundations

• Lifespan Human Development: Implications for Counseling

– Social / Cultural Foundations• Multicultural Counseling

– Research and Statistics• Intermediate Statistics• Introduction to Research

– Counseling SpecializationsMeasurements

• Counseling Assessment (New course)Counseling

• Foundations of Clinical Mental Health Counseling• Theories of Counseling• Vocational Counseling and Career Development• Counseling Processes• Group Processes• Crisis, Trauma, and Disaster Counseling• Evidence-Based Counseling Techniques

OUR PROGRAM’S CURRICULA, CONTINUED

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• M.A. Clinical Mental Health Counseling, continued– Counseling Specializations

Professional Practices• Substance-related and Addictive Disorders• Professional Ethics, Legal Standards, and Responsibilities• Counseling Practicum• Psychopathology and Diagnosis• Master’s Counseling Internship

Elective• Marital Counseling and Family Systems, or• Child and Adolescent Counseling• Biological Bases of Behavior (New course)

OUR PROGRAM’S CURRICULA, CONTINUED

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• M.Ed. Counseling – School Counseling (48-credit hours)– Development

• Lifespan Human Development: Implications for Counseling

– Measurement• Introduction to Statistics• Counseling Assessment (New course)• Introduction to Research

– Counseling• Theories of Counseling• Vocational Counseling and Career Development• Counseling Processes• Group Processes• Professional Ethics, Legal Standards, and Responsibilities• Multicultural Counseling• Counseling Practicum• Master’s Counseling Internship

– School Counseling Specialization• Foundations of School Counseling• Child and Adolescent Counseling• Practices of School Counseling

RECENT EVENTS AND HIGHLIGHTS

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• FULLY CACREP Accredited through 2022– In the process of adopting CACREP 2016 Standards

• North Valley hosted Arizona Counselors Association Conference – March 2018

• NCE Results– 100% pass rate for last several years

• On-Time Graduation and Employment– 95%+ on-time completion, with high levels of employment

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EVENTS AND HIGHLIGHTS, CONTINUED

• NAU Beta Alpha chapter of Chi Sigma Iota (National Honor Society for Counseling students

– Very active in past few years • Presentations, doc-talks, service projects, etc…• Vol. 5 of Counseling & Wellness: A Professional

Counseling Journal, publishing in Sept 2017– Co-Published with AZ Counseling Association– 12 articles, all first authors are CACREP MA/PhD

students– 20 members of editorial review board

PROGRAM MODIFICATIONS

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• Admissions Changes– GRE NO LONGER REQUIRED (except for GPAs < 3.0)– Interviewed all MA CMHC Candidates, piloted in spring 2017– Continued pilot at Tucson in Spring 2018 and North Valley in Fall 2018 – Will assess the pilot process and make a recommendation for future

admissions

• New courses developed– EPS 599 Counseling Assessment– EPS 650 Biological Bases of Behavior

• New Practicum and Internship sites in Phoenix, Tucson and Flagstaff• New VALT recording system in Practicum Lab in Flagstaff• Research Course now oriented toward “Counseling Research” vs.

“Educational Research”

PROGRAM MODIFICATIONS, CONTINUED

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• Katherine Feather, PhD now Program Coordinator of School Counseling program in Flagstaff

• Long-time Counseling program faculty member, Gene Moan, retired in 2018.

• New faculty hire for Flagstaff Counseling programs– Shane Haberstroh, PhD

• All evaluations for Practicum and Internship moving to an on-line format and items edited to match desired measurement for CACREP standards and Key Performance Indicators

• Gottman Level 1 Couple Counseling certificate offered through EPS 621, Marriage and Family Therapy course

EVER-EXPANDING INTERNSHIP PARTNERSHIPS

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https://nau.edu/uploadedFiles/Academic/COE/Ed_Psych/Degrees-Programs/Graduate/Internship%20Partners%202015.pdf

• Examples of new partnerships since 2015:– Building Blocks Counseling in Glendale– AZ Oasis Behavioral Health in Chandler– Lifeline PCS in Chandler – Area Agency on Aging in Phoenix– Native Americans for Community Action – Flagstaff– Claudia Black Center – Wickenburg– Gentle Path (sex addiction) – Wickenburg– Native American Connections – Phoenix

CONTINUOUS AND SYSTEMATIC EVALUATION

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• Data routinely gathered from variety of sources:– Practicum Evaluations from site/lab supervisors– Internship Evaluations from site supervisors – Each student evaluated each semester by consensus

of faculty: “Continuing Student Evaluation” process– Course evaluations analyzed by peer faculty, chair,

dean, etc.– Core Faculty ratios analyzed each semester– Alumni Surveys (data to follow)– Site Supervisor/Employer surveys (data to follow)– Advisory Board input

CONTINUOUS AND SYSTEMATIC EVALUATION, CONTINUED

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• CACREP standards have been selected from each of the 8 core areas and each specialty (CMHC and School Counseling)

• Key Performance Indicators have been developed to measure learning outcomes for each of these standards at different points throughout the program.

• Syllabi containing the KPI’s are being finalized and shared with all faculty with instructions on how to capture outcome data.

• Spring 2019 will be the first semester to implement newly revised syllabi with KPI’s.

• Outcome data will be aggregated and maintained in Qualtrics and Blackboard. Faculty will review data, identify areas for growth and implement changes for program improvement.

RESULTS FROM RECENT SURVEYS

WHAT ARE OUR SCHOOL COUNSELING SITE SUPERVISORS AND

EMPLOYERS ARE SAYING ABOUT OUR INTERNS AND

GRADUATES?

SCHOOL COUNSELING SITE SUPERVISOR ANDEMPLOYER SURVEY RESULTS

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• All recent (2017-18) Site Supervisors/Employers surveyed

• Surveyed Summer 2018 • School Counseling Supervisors results…. N = 11

– % of interns hired by site AFTER Internship: 54.5%

– 100% of School Counseling supervisors stated that our interns were “worthy of hiring”

• 72.73% Always• 27.27% Most of the time

SCHOOL COUNSELING SITE SUPERVISOR ANDEMPLOYER SURVEY RESULTS, CONTINUED

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Interns Met or Exceeded Expectations in the following areas:


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Open-ended Feedback (Strengths):• “NAU EPS School Counseling training program is by far superior

to other colleges and universities. Students are prepared, confident, and willing to go above and beyond for the job and their students.”

• “Our intern last year was highly aware of how to interact emotionally with students/parents/staff. They were also motivated and self-sufficient.”

• “Well prepared students. Would not have hesitated to hire either of our 2 interns. Have hired 2 graduates and have supervised 2 others that were already hired. All are outstanding.”

• “All of the students I have had are well trained, kind, compassionate and excited about being a school counselor!”


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Open-ended Feedback (Areas of Improvement):• “More aware of issues that can happen in school logistics (teachers not

following through on tasks such as inputting grades and how that affects academic intervention, etc.). Emphasize the importance of separation of a school counselor and therapist counselor. Our intern was invested more in the emotional wellbeing of students when it's a holistic approach and school counselors are liaisons to outside agencies (refer out when necessary)..”

• “Additional 504 Accommodation Plan training. Most school counselors are 504 Coordinators and facilitate these meetings.”

• “I believe it is imperative for students to learn about Lesson plans, and how to write them for the lessons they do in the classroom. I would like to see more teaching strategies incorporated in the preparation of school counselors.”

• “Each intern should split time and work 2 different levels between elementary, Middle School and High School”


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Open-ended Feedback (Role of NAU Faculty):• “Communication was a strength.”• “Could have been better communication.”• “Excellent!!!”• “It has been pretty straightforward so far. I prefer to be

emailed anything that I need to complete.”

WHAT ARE OUR CLINICAL MENTAL HEALTH

COUNSELING SITE SUPERVISORS AND

EMPLOYERS ARE SAYING ABOUT OUR INTERNS AND

GRADUATES?

CLINICAL MENTAL HEALTH COUNSELING SITESUPERVISORS AND EMPLOYERS SURVEY RESULTS

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• CMHC Supervisors results (N = 6):– 2017-2018– % of interns hired by site AFTER Internship: 50%– 67% “worthy of hiring always or most of the time.”

CMHC SITE SUPERVISORS AND EMPLOYERS SURVEYRESULTS, CONTINUED

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Interns Met or Exceeded Expectations in the following areas:


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Open-ended Feedback (Strengths):• “They get along well with their peers and staff.

Have a good rapport with the clients. Confident.”• “Students coming out of NAU have the skills and

confidence to start working with clients at internship. I appreciate their willingness to jump in and begin practice.”

• “Very professional demeanor.”


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Open-ended Feedback (Areas of Improvement):• “We have appreciated the students who came to

help us out..”(only comment thus far)


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Open-ended Feedback (Role of NAU Faculty):• “Great.”• “Very supportive, collaborative, and helpful. I

appreciate and value our working relationship with NAU faculty.”

• “I like what is happening with with our relationship with NAU.”

WHAT DO OUR ALUMNI SAY, AFTER THEY HAVE

GRADUATED AND ENTERED THE COUNSELING FIELD?

(N = 8 RESPONDENTS)

All recent graduates (2017-18) from both programs were sent online survey in August, 2018, completed in September, 2018.

ALUMNI SURVEY RESULTS

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Employment Status• 87.5% Employed full-time

– 75% Mental Health Center/Clinics– 12.5% Community Colleges– 12.5% University/4-year Colleges

• 12.5% PhD program

Memberships to Professional Organizations• 62.5% members of the American Counseling Association• 50% members of other professional organizations

ALUMNI SURVEY RESULTS, CONTINUED

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Agree or Strongly Agree


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Open-ended Feedback (Program Strengths):

• “Counseling processes and practicum were the most helpful. Child and adolescent course. Marriage and family course. Group counseling.”

• “Processes, group processes, psych assessment.”• “Evidence-based practice and cultural.”• “Psychopathology, psychological assessments.”


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Open-ended Feedback (Least Beneficial Parts of Program):• “Lifespan and Human Development (repetitive). EDR 610 (not

useful).”• “Research methods”• “Honestly, this is hard but I would say stats class, the old

recording system for practicum, and the library if I had to pick anything.”

• “None.”


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Open-ended Feedback (Future Suggestions):• “I was sad to have to choose between taking Marriage/Family or

Child/Adolescent Counseling...I regret I wasn't able to take both in my second year.”

• “More assessments.”• “Market the program more as they are truly hidden GEMS. Too

many people are being recruited to GCU and ASU simply based on their budget and staff resources. The faculty at NAU North Valley can only do so much. Also, offer a doctoral program in Phoenix. Start off with a small cohort to get it started and grow it. The students and revenue are here in metro Phoenix and are, again, being drawn to ASU, GCU, Argosy, Walden, etc. I know that NAU Counseling programs are incredible and that the community needs more NAU trained professionals.”

WHAT DO OUR CURRENT STUDENTS SAY ABOUT THE SCHOOL COUNSELING AND CLINICAL MENTAL HEALTH COUNSELING PROGRAMS?

NAU SCHOOL COUNSELING AND CLINICAL MENTALHEALTH COUNSELING CURRENT STUDENTS SURVEY

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• Current students in School Counseling and Clinical Mental Health Counseling programs were surveyed in August-September, 2018

• N = 12

• When asked how effective students’ advisors have been in providing relevant advisement, 75% said highly or mostly effective.

SCHOOL COUNSELING AND CMHCCURRENT STUDENTS SURVEY, CONTINUED

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Open-ended Feedback (Program Strengths):• “EPS 634 (Practices of School Counseling, EPS 660

(Counseling Processes) and EPS 661 (Group Processes) very valuable classes.”

• “I felt the classes were extremely beneficial as they were hands-on, experiential, and helped me truly learn the material.”

• “I highly value the class structure's mix of theoretical and practical elements, giving us continuously the chance to practice, experience and adjust knowledge, perception and reaction.”


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Open-ended Feedback (Least Beneficial Parts of Program):• “Not yet sure how relevant statistics will be.”• “Not being financially confident during my internship.”• “I would have liked more knowledge in multi-cultural

competency and research.”• “The assessments course.”


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Open-ended Feedback (Future Suggestions):• “Include more multicultural competencies, skills”• “More professors to teach course work, run practicum

and internship classes.”• “I'd recommend making the assessment course more

practice-oriented. We would benefit from hands-on experience administering assessments we'll want to use in practicum.”

• “More funding and conference opportunities in Flagstaff.”

SURVEY OF ARIZONA SCHOOL DISTRICTS

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• All Arizona school district HR departments were surveyed between August and September 2018 regarding their projected need for School Counselors and College and Career Readiness Specialists in the next 5 years.

• 8 School Districts responded (Marana Unified School District, Higley Unified School District, Catalina Foothills School District, Laveen Elementary School District, Avondale Elementary School District #44, Madison School District, Florence Unified School District #1, Alhambra Elementary School District)

SURVEY OF ARIZONA SCHOOL DISTRICTS, CONTINUED

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Current number of School Counselors Employed in the District


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Estimated number of Full-time School Counselors Your District Anticipates Hiring over the next 5 years (2018-2023):


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• Sample of answers regarding district's approximate and current ratio of School Counselors per Elementary School:

350:1 1200:1 528:1

• Sample of answers regarding district's approximate and current ratio of School Counselors per Middle School:

420:1 967:1 1200:1

• Sample of answers regarding district's approximate and current ratio of School Counselors per High School:

364: 1 450: 1 306:1


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Sample regarding current number of College and Career Readiness Specialists in District• 3• 2• N/A

Perceived quality of NAU’s SC graduates:• Excellent 25%• N/A, Not Sure 75%

OUR INTERNAL PERCEPTIONS OF OUR STRENGTHS

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• Perceived Strengths of programs– Fully-accredited via CACREP for almost 20 years– Site supervisors consistently satisfied w interns/grads– Experienced and diverse faculty and part-time faculty – Most grads are employed in their fields of study shortly

after graduating– Most grads were satisfied with most elements of

training– Courses routinely upgraded– Technology upgrades in practicum labs– Exceptionally high NCE pass rate

OUR INTERNAL PERCEPTIONS OF OUR CHALLENGES

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• Competition from large, online programs with massive marketing budgets and continuous enrollment

• Marketing for School Counseling and CMHC programs• AZ BBHE Rules changes have made it easier for

graduates of unaccredited programs to get licensed• Having sufficient core faculty to meet needs• Training process for part-time instructors needs to be

formalized• Social media needs to be enhanced• More fieldwork experiences earlier in program

THINKING AHEAD TO THE FUTURE

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• Sample of PROGRAMMATIC INTENTIONS:– Adding certificate programs, including:

• College and Career readiness certificate• Integrated behavioral health care certificate

– Deciding about moving M.Ed. School Counseling program to 60-credit hours, or, go another direction

– Continued Electronic Documentation in Practicum– Enhance interview process for all applicants– Study effects of how not requiring the GRE will

effect applicant pool, success rates, etc.

fall 2018 cacrep annual report - nau...end of internship via a qualtrics evaluation link . ... •...

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