comprehensive assessment plan · 2018-06-20 · practicum and practicum (a grade of ‘b’ or...

Counseling and Human Resource Development Program (CHRD)

Comprehensive Assessment Plan September 1st 2016

2 CHRD Graduate Assessment Plan 2016

Table of Contents

Introduction 4

11 Formative Evaluation 6

Student Review and Evaluation 6

111 Student Evaluation 6

112 Student Review Conference 7

113 Grades Monitored 7

114 Student Satisfaction Survey 8

115 Individual course assessments 13

12 Summative Evaluation 13

121 Graduating Student Exit Survey 13

122 Exams 16

123 Written Exams 17

124 Oral Exam 17

125 National Counselor Exam (NCE) 19

13 Clinical Supervision 22

131 Practicum Supervision 22

132 Evaluation 22

133 Internship Supervision 23

134 Evaluation 23

14 Program Goals 32

141 Remediation Policy 33

Student Processes and Feedback 33

21 Requirements for Admission to Graduate School33

211 CHRD Admissions Process Degree Seeking Students 34

212 Non-Degree Seeking Students 36

22 Graduate amp EmployerSupervisor Evaluations 36

2


3 Advisory Council Processes and Feedback 41

4 Remediation of student learning and performance 49


Introduction

The Counseling and Human Development departmentrsquos (CHD) Counseling and Human Resource Development program (CHRD) has had an Assessment Committee since 1997 This committee is comprised of all CHRD faculty and meets during departmental meetings as needed This committee has focused its efforts on continual adjustment and changes to the plan as needed

This report is based on materials developed through the CHRD program and the Assessment Committee Evaluation within the CHRD program focuses on both formative and summative evaluations

Perhaps the drawing below best illustrates the comprehensive nature of the plan and the multi-method approach used by the program that provides the view necessary for ongoing program improvement The current plan has been a work in progress and will continue to be adjusted as determined necessary by the data cultivated from these processes

CHRD Assessment

SUMMATIVE ASSESSMENT Graduate Exit Survey Comprehensive Written Exam Oral Examination National Counselor Exam ClinicalField Assessments

FORMATIVE ASSESSMENT Student Review Grades Monitored Student Satisfaction Survey Individual Course Assessments

Table 1 (shown below) provides a review of the current assessments that comprise the Comprehensive Assessment Plan This multi-method approach provides the program with regular systematic input to the curriculum program and student performance


Month

Ongoing

DecemberMay

October

Ongoing

Month

DecemberMay

SeptemberFebruary

OctoberMay

DecemberMay

August

FORMATIVE

Assessment Assessed by

Student Review Faculty

Grades Monitored Graduate School

Student Satisfaction Survey Demographic Information FTE student Program Specific Learning Outcomes

Program Faculty

Individual course assessments Faculty

SUMMATIVE


Graduate Exit Survey Student self-assessment on core CACREPCORE areas

Program Faculty

Comprehensive Written Examination CPCE

Program Faculty

National Counselor Examination Program Faculty

ClinicalField Assessments Practicum Rankings

Program Faculty

Internship Rankings

Annual Assessment Report completedavailable Program Faculty Faculty

Students Administrators Graduates Advisory Council Members


11 Formative Evaluation

Student Review and Evaluation

Students are responsible for meeting all requirements of South Dakota State University the College of Education and Human Sciences and the Counseling and Human Development Department More specifically

1 Students must maintain satisfactory academic standing 2 Students must adhere to the Academic Ethics Policies identified in the SDSU Student

Conduct Handbook the content of which is by this reference hereby incorporated within

3 Students must maintain the standard of care as outlined in the ACA 2014 ethical standards and the CRCC ethical standards the content of which is by the reference hereby incorporated in

4 Students must demonstrate functional competence in fulfilling the professional tasks and duties of the discipline

5 Students are limited to two attempts to successfully complete clinical courses Pre-Practicum and Practicum (a grade of lsquoBrsquo or better is required in each of these courses)

111 Student Evaluation

Evaluation is an ongoing process that begins with admission to the program and continues through a final comprehensive review Students are periodically reviewed and evaluated in the areas of academic performance professional responsibility competence conduct integrity self-care amp wellness and other qualities essential to becoming an effective professional counselor or student affairs professional Accumulation of credits and satisfactory grades do not a guarantee successful completion of the CHRD program

CHRD faculty strongly emphasizes confidentiality of student evaluations among students and in faculty meetings However faculty cannot control information students may share with other students in a Practicum or Group experience

CHRD faculty take a serious view of professional obligation of mentoring students providing assistance supporting studentrsquos professional development and studentrsquos graduation However in certain instances a studentrsquos ability to function at the level expected is called into question When this occurs faculty members act in accordance with the standards of the profession

If a CHRD faculty member thinks that a particular student needs remedial help heshe will attempt to develop an informal plan with the student to address the problem If either the student or faculty member thinks that the plan is not helpful andor has not taken care of the concern the particular situation will be discussed during the student review conference This information is privileged communication and will be kept confidential among the regular and adjunct faculty It may happen that a formal remedial plan is created at which time the Dean of the Graduate School will be informed


112 Student Review Conference

In addition to the evaluation that takes place as part of each course faculty members meet once each semester to discuss the progress of all students currently enrolled in the program in regard to qualities essential to becoming an effective professional counselor or student affairs professional All students in the program receive a letter describing their current status (eg good standing good standing with minor conditions such as plan of study needed) or statement of specific concerns (eg inappropriate behavior etc) As mentioned earlier if an informal plan has not sufficiently addressed a studentrsquos remedial needs the student review conference is used to discuss alternatives to address the issue

The conference is intended to help resolve any problem that might hinder studentsrsquo academic success or impede their ability to provide competent counseling services One objective of the meeting is to determine a formal in3dividualized written plan of action if needed that is satisfactory for the student and for the Department

The nature of the problem and the individualized written plan for addressing the problem (including recommended remedial assistance as needed) are discussed with the student and faculty member When mutual understanding is reached copies of the plan are given to the student and placed in the studentrsquos file In some cases the student may be asked to take a leave of absence from the program or to terminate involvement with the program In all formal individualized written plans the Department Head and the Dean of the Graduate School are informed and due process is observed to protect student rights and University responsibilities In situations where action is deemed necessary the CHRD remediation policy will be followed when carrying out the remedial plan

A chart of the last student review conferences held by faculty are listed below

Student Review Chart Number of Students Receiving Unsatisfactory Ratings in the Following Categories

Fall Spring Fall Spring Fall Spring 2013 2014 2014 2015 2015 2016

Academic Performance 2 2 1 1 0 0 Professional Responsibility 1 1 2 0 1 0 Competence 0 0 1 0 0 0 Conduct 2 0 0 0 0 0 Integrity 0 0 0 0 0 0 Self-Care amp Wellness 0 0 0 0 1 0

113 Grades Monitored

Each semester the CHRD program is notified if a studentrsquos cumulative GPA falls below the required 30 If this happens the student receives an Academic Warning from the Graduate School If the student fails to achieve a GPA of at least 30 the following semester the student will be placed on Academic Probation and a hold will be placed on hisher registration for the


subsequent semester If the student doesnrsquot show adequate progress they may be subject to dismissal from their program or the University

A table of the Warning Letters issues by the graduate school is below

Warning Letters Chart Number of Students Receiving Warning Letters from the Graduate School

Semester Clinical Mental Health Counseling College Counseling School Counseling Fall 2012 0 0 0 Spring 2013 0 0 0 Fall 2013 0 0 0 Spring 2014 0 0 0 Fall 2014 2 0 0 Spring 2015 1 0 0 Fall 2015 0 0 0 Spring 2016 0 0 0

114 Student Satisfaction Survey

The Student Satisfaction Survey is conducted every fall to determine strengths and areas of improvement to the CHRD program Areas surveyed include orientation faculty advisement coursework overall program satisfaction and demographic information Students are also invited to comment freely on the strengths and areas of improvement in CHRD This survey is being delivered via QuestionPro The results from fall 2015 indicate

Student Satisfaction Survey Results Academic Year FALL 2015

Number of Students Starting Survey 40 Number of Students Completing Survey 37

Response Key Strongly Disagree 1 Disagree 2 Neutral 3 Agree 4 Strongly Agree 5

Student Demographics Where do you live

Brookings 14 3500 Watertown 2 500 Sioux Falls 6 1500 Rapid City 8 2000 Other 10 2500 Total 40 10000

What is your current employment status Part-time 18 4500 Full-time 17 4250 Unemployed 5 1250 Total 40 10000

Are you a part-time or full-time student Part-time (6 credits or less per semester) 11 2821 Full-time (7 or more credits per semester) 28 7179 Total 39 10000


What specialization(s) are you pursuing AgencyClinical Mental Health Counseling 19 4222 College Counseling 3 667 Rehabilitation and Mental Health Counseling 3 667 School Counseling 14 3111 Administration of Student Affairs (36-hour MEd program) 6 1333 Total 45 10000

Is this the same specialization(s) you planned to pursue when you applied to the program Yes 31 8158 No 7 1842 Total 38 10000

Orientation to the Program Orientation to the program is provided during the screening interview and in more depth after being admitted to the program and during the first semester through classes Please rate your orientation experience Information about registration and course sequence was provided

Strongly Disagree 1 278 Disagree 4 1111 Neutral 6 1667 Agree 17 4722 Strongly Agree 8 2222 Total 36 10000 Mean 375

I am aware of financial aid opportunities within the program (ie GA positions and Scholarships) Strongly Disagree 1 286 Disagree 7 2000 Neutral 5 1429 Agree 12 3429 Strongly Agree 10 2857 Total 35 10000 Mean 366

I have read and understand the contents of the CHRD Student Policy Manual Strongly Disagree 0 000 Disagree 1 278 Neutral 3 833 Agree 19 5278 Strongly Agree 13 3611 Total 36 10000 Mean 422

The program encourages membership in professional organizations and activities Strongly Disagree 0 000 Disagree 0 000 Neutral 5 1389 Agree 16 4444

Strongly Agree 15 4167 Total 36 10000 Mean 428

Information about obtaining liability insurance is provided Strongly Disagree 0 000 Disagree 2 556 Neutral 7 1944 Agree 19 5278 Strongly Agree 8 2222 Total 36 10000 Mean 392

Overall the orientation process was helpful and informative Strongly Disagree 3 833 Disagree 2 556


Neutral 10 2778 Agree 13 3611 Strongly Agree 8 2222 Total 36 10000 Mean 358

Courses and Instruction How many credits have you completed

Less than 12 10 2703 12-24 9 2432 24-35 10 2703 36+ 8 2162 Total 37 10000

Based on the credits you have completed please rate the following The core classes adequately prepared me for upper level courses

Strongly Disagree 0 000 Disagree 1 270 Neutral 3 811 Agree 17 4595 Strongly Agree 9 2432 NA 7 1892 Total 37 10000 Mean 413

The evaluationgrading process in each class is fair Strongly Disagree 0 000 Disagree 2 541 Neutral 2 541 Agree 19 5135 Strongly Agree 12 3243 NA 2 541 Total 37 10000 Mean 417

The coursework is rigorous and challenging Strongly Disagree 1 270 Disagree 0 000 Neutral 1 270 Agree 23 6216 Strongly Agree 10 2703 NA 2 541 Total 37 10000 Mean 417

Course requirements and expectations are clearly outlined in the course syllabi Strongly Disagree 0 000 Disagree 0 000 Neutral 4 1081 Agree 14 3784 Strongly Agree 18 4865 NA 1 270 Total 37 10000 Mean 439

Faculty demonstrate competency and effectiveness in the subject matter they are teaching Strongly Disagree 0 000 Disagree 1 270 Neutral 1 270 Agree 14 3784 Strongly Agree 20 5405 NA 1 270 Total 37 10000


Mean 447 Adjunct faculty demonstrate competency and effectiveness in the subject matter they are teaching


I am satisfied with the choice of electives in the program Strongly Disagree 2 541 Disagree 2 541 Neutral 6 1622 Agree 14 3784 Strongly Agree 9 2432 NA 4 1081 Total 37 10000 Mean 379

Do you feel classes are offered at times suitable to your schedule Yes 31 8611 No 5 1389 Total 36 10000

Please drag and rank (1st to 5th) the following in order of preference of the day to take classes 1 2 3 4 5

Monday 12 - 3429 3 - 857 5 - 1429 12 - 3429 3 - 857 Tuesday 19 - 5429 9 - 2571 4 - 1143 3 - 857 0 - 000 Wednesday 2 - 571 16 - 4571 13 - 3714 4 - 1143 0 - 000 Thursday 2 - 571 7 - 2000 11 - 3143 14 - 4000 1 - 286 Friday 0 - 000 0 - 000 2 - 571 2 - 571 31 - 8857 Please drag and rank in order of preference (1st to 4th) the following time you prefer to attend classes

1 2 3 4 Morning (classes begin at 8 or 9 am) 7 - 1892 13 - 3514 6 - 1622 11 - 2973 Afternoon (classes begin at 1 or 2 pm 13 - 3514 11 - 2973 10 - 2703 3 - 811 Late Afternoon (classes begin at 4 or 5 pm) 13 - 3514 6 - 1622 16 - 4324 2 - 541 Evening (classes begin at 6 or 7 pm) 4 - 1081 7 - 1892 5 - 1351 21 - 5676 Technology How would you describe the programs use of technology

Excellent 11 2973 Average 24 6486 Below Average 2 541 Total 37 10000

Classes in the Rehab specialization are currently on an online delivery rotation What other classes should we offer online (Select all that apply) CHRD 601 Introduction to Professional Issues amp Ethics I 14 1176 CHRD 602 Research and Evaluation in Counseling 11 924 CHRD 610 Developmental Issues in Counseling 5 420 CHRD 661 Theories of Counseling 3 252 CHRD 701 Professional Issues amp Ethics II 14 1176 CHRD 713 Administration amp Management of Mental Health Organizations 12 1008 CHRD 721 School Counseling 3 252 CHRD 722 Administration and Management of School Counseling Programs 7 588 CHRD 723 Counseling the Family 4 336 CHRD 731 Multicultural Counseling amp Human Relations 3 252 CHRD 736 Appraisal of the Individual 7 588 CHRD 742 Career Counseling and Planning 12 1008 CHRD 755 Clinical Diagnosis amp Treatment Planning 4 336


CHRD 770 Student Development Theory and Practice CHRD 771 Student Personnel Services CHRD 772 Administration and Leadership in Student Affairs Do not offer classes online TotalAdvising Wasis helpful in designing my plan of study

Strongly Disagree DisagreeNeutralAgree Strongly Agree NATotalMean

Is available during scheduled meetings Strongly Disagree DisagreeNeutral Agree Strongly Agree NATotalMean

Provided information on course sequences Strongly Disagree DisagreeNeutralAgree Strongly Agree NATotalMean

Responds to questions about written oral and national exams Strongly Disagree DisagreeNeutral Agree Strongly Agree NA TotalMean

Provides information on career options and opportunities Strongly Disagree DisagreeNeutral Agree Strongly Agree NA TotalMean

Provides information about licensure and certification Strongly Disagree DisagreeNeutral Agree Strongly Agree

0 3 1 17 14 1 36

0 3 4 9 19 1 36

1 2 3 16 12 2 36

0 0 6 9 10 11 36

0 3 5 6 15 7 36

0 3 6 7 11

3 252 4 336 4 336 9 756 119 10000

000 833 278 4722 3889 278 10000

420

000 833 1111 2500 5278 278 10000

426

278 556 833 4444 3333 556 10000

406

000 000 1667 2500 2778 3056 10000

416

000 833 1389 1667 4167 1944 10000

414

000 833 1667 1944 3056


NA TotalMean

9 36

2500 10000

396 Wasis helpful in finding internship options

Strongly Disagree DisagreeNeutral Agree Strongly Agree NA TotalMean

2 1 6 6 8 13 36

556 278 1667 1667 2222 3611 10000

374 Responds to my email and phone messages


Overall Program Experience

0 2 1 17 16 0 36

000 556 278 4722 4444 000 10000

431

How satisfied are you with the CHRD program Very Unsatisfied Unsatisfied NeutralSatisfied Very Satisfied TotalMean

0 0 3 17 17 37

000 000 811 4595 4595 10000

438 Would you recommend this program to someone else

Yes NoTotal

35 1 36

9722 278 10000

115 Individual course assessments

Each faculty member within the CHRD program is charged with assessing student performance within their course Assignments activities and exams obviously play an important role in determining the student performance Data gathered from these assessment activities provide evidence to support grading decisions As outlined in the SDSU Graduate Student Catalog grades that can be assigned include A B C D F S U W AU I IP and I The assignment is based on the class and grading system used

12 Summative Evaluation

121 Graduating Student Exit Survey

At the end of the curriculum as students complete their internship and program of study they provide information on their experiences in the CHRD program by completing the graduating


student exit survey This survey solicits student feedback in the areas of CACREP and CORE competencies along with specific program area objectives Results from May 2015 include

Graduation Exit Survey Results Academic Year MAY 2016 Number of Students Starting Survey 12 Number of Students Completing Survey 12

Response Key Below Expectations 100 Meets Expectations 200 Exceeds Expectations 300 What CHRD SPECIALIZATION did you recently complete If you pursued more than one specialization please choose the specialization that you are actively seeking employment in

Agency Counseling 4 3333 College Counseling 1 833 School Counseling 4 3333 Total 9 7499

CACREP How would you rate your level of understanding on the eight core areas of CACREP My understanding of the nature and needs of individualrsquos at all developmental levels is

Below Expectations 0 000 Meets Expectations 8 8889 Exceeds Expectations 1 1111 Total 9 10000 Mean 211

My understanding of counseling and consultation processes is Below Expectations 0 000 Meets Expectations 3 3333 Exceeds Expectations 6 6667 Total 9 10000 Mean 267

My understanding of issues and trends in a multicultural and diverse society is Below Expectations 0 000 Meets Expectations 3 3333 Exceeds Expectations 6 6667 Total 9 10000 Mean 267

My understanding of group development dynamics counseling theories group counseling methods and skills and other group work approaches is


My understanding of career development and other related life-factors is Below Expectations 0 000 Meets Expectations 7 7778 Exceeds Expectations 2 2222 Total 9 10000 Mean 222

My understanding of individual and group approaches to assessment and evaluation is Below Expectations 0 000 Meets Expectations 6 6667 Exceeds Expectations 3 3333


Total 9 10000 Mean 233

My understanding of research methods basic statistics and ethical and legal considerations is Below Expectations 0 000 Meets Expectations 6 6667 Exceeds Expectations 3 3333 Total 9 10000 Mean 233

My understanding of counseling history roles organizational structure ethics and credentials is Below Expectations 0 000 Meets Expectations 6 6667 Exceeds Expectations 3 3333 Total 9 10000 Mean 233

CACREP How would you rate faculty instruction on the eight core areas of CACREP The nature and needs of individuals at all developmental levels


Counseling and consultation processes Below Expectations 0 000 Meets Expectations 5 5556 Exceeds Expectations 4 4444 Total 9 10000 Mean 244

Issues and trends in a multicultural and diverse society Below Expectations 0 000 Meets Expectations 2 2222 Exceeds Expectations 7 7778 Total 9 10000 Mean 278

Group development dynamics counseling theories group counseling methods and skills and other group work approaches


Career development and other related life-factors Below Expectations 1 1111 Meets Expectations 6 6667 Exceeds Expectations 2 2222 Total 9 10000 Mean 211

Individual and group approaches to assessment and evaluation Below Expectations 0 000 Meets Expectations 4 4444 Exceeds Expectations 5 5556 Total 9 10000 Mean 256


Research methods basic statistics and ethical and legal considerations Below Expectations 0 000 Meets Expectations 6 6667 Exceeds Expectations 3 3333 Total 9 10000 Mean 233

Counseling history roles organizational structure ethics and credentials Below Expectations 0 000 Meets Expectations 5 5556 Exceeds Expectations 4 4444 Total 9 10000 Mean 244

How would you RATE YOURSELF below Your personal maturity in self-understanding and self-development


Your ability to examine personal values origins and their appropriateness for the counseling profession Below Expectations 0 000 Meets Expectations 5 4167 Exceeds Expectations 7 5833 Total 12 10000 Mean 258

Your ability to develop and demonstrate a process of on-going self-examination Below Expectations 0 000 Meets Expectations 6 5000 Exceeds Expectations 6 5000 Total 12 10000 Mean 250

Your ability to effectively communicate feelings thoughts and factual information Below Expectations 0 000 Meets Expectations 7 5833 Exceeds Expectations 5 4167 Total 12 10000 Mean 242

Your ability to attain and maintain openness to diverse populations Below Expectations 0 000 Meets Expectations 6 5000 Exceeds Expectations 6 5000 Total 12 10000 Mean 250

122 Exams

All students must successfully pass the written and oral exams before they can graduate from the CHRD program The exams are completed during the semester the student plans to graduate and are offered during the fall spring and summer semesters


Students will meet with their advisor at the beginning of their last semester to determine the areas covered by the examination The written examination must be passed satisfactorily at least ten days prior to taking the oral examination Graduate School deadline dates for the completion of the written and oral examinations are posted by the department each semester

123 Written Exams

1231 Counselor Preparation Comprehensive Examination (CPCE)

The CPCE is a written exam taken by students pursuing the Masterrsquos of Science in CHRD specializing in agency (community) counseling rehabilitation and mental health counseling school counseling and student personnel counseling The cost for the exam is $4500 due and payable prior to taking the examination

The CPCE covers the eight common core areas of CACREP as defined by their Standards of Preparation and consists of 160 items with 20 items per core area The time limit for the exam is four hours

Examinations are scored by the Center for Credentialing amp Education Inc (CCE) Students receive a score in each of the eight CACREP core areas and a cumulative score Exam results are received by the department approximately three weeks from the date of the exam The studentrsquos advisor will contact the student with their exam result

Composite results including comparisons to the national results are provided in the chart below

Written ExamCPCE Results Chart Mean (Average) Score by Corresponding Area

SU15 Content Area SDSU

SU15 Natrsquol

FA15 SDSU

FA15 Natrsquol

SP16 SDSU

SP16 Natrsquol

SU16 SDSU

SU16 Natrsquol

C1 Human Growth and Development 1325 1165 950 1165 1138 983 1075 983 C2 Social amp Cultural Diversity 1250 1044 1200 1044 1074 900 1050 900 C3 Helping Relationships 1350 1223 1233 1223 1185 1145 1100 1145 C4 Group Work 1250 1097 1233 1097 1005 1100 1100 1100 C5 Career Development 975 935 1150 935 874 844 900 844 C6 Assessment 1325 1065 1200 1065 1086 1104 1225 1104 C7 Research amp Program Evaluation 1425 1116 1217 1116 1073 1081 1200 1081 C8 Professional Orientation amp Ethical Practice 1350 1142 1400 1142 1204 1229 1175 1229 Total 10250 8787 9583 8787 8639 8386 8825 8386

124 Oral Exam

All students must pass a comprehensive oral examination at the conclusion of their coursework to graduate Students choose between articulating a theoretical orientation to counseling or an in-depth case study (examples from Practicum and Internship are most helpful in illustrating the ability to integrate and apply theory) Students will be examined over the content of courses


completed during their graduate program their ability to integrate and apply knowledge in their internship settings and their readiness for entrance into the counseling profession Students under degree Option A will defend their thesis and Option B students will defend their work on a research problem

Students will schedule their oral exam the day they have completed the written exam in the CHD department office The oral exam is administered by a Graduate Advisory Committee that consists of the following individuals

1 Studentrsquos advisor acts as chairperson of the committee must have Graduate Faculty status

2 Department representative an additional CHRD faculty member who must have Graduate Faculty status

3 Graduate Faculty Representative selected by the Graduate Dean and has responsibility to ensure a quality orals examination experience and fairness to students

4 Internship Site Supervisor (optional) in addition to the above the studentrsquos internship site supervisor can be a member of the advisory committee Special permission is required of the Graduate School Associate Dean or Dean and there needs to be justification as to the persons expertise to serve on the committee Site supervisors can ask questions of the student but do not have grading privileges

Results from recent oral exams are provided below

Oral Exam Results Chart Number of Students Receiving PassFail by Specialization

Clinical Mental Health Counseling

College Counseling

School Counseling

Total

Semester PASS FAIL PASS FAIL PASS FAIL PASS FAIL Fall 2012 5 0 1 0 5 0 11 0 Spring 2013 12 1 2 0 14 0 28 1 Summer 2013 9 0 2 0 3 0 14 0 Fall 2013 8 0 0 0 2 0 10 0 Spring 2014 8 0 0 0 10 0 18 0 Summer 2014 5 0 3 0 3 0 11 0 Fall 2014 6 0 2 0 4 0 12 0 Spring 2015 12 0 0 0 15 0 27 0 Fall 2015 3 0 2 0 4 0 9 0 Spring 2016 10 0 2 0 9 0 21 0 Summer 2016 5 0 0 0 2 0 7 0


125 National Counselor Exam (NCE)

The National Certified Counselor Exam (NCE) is offered to Masters of Science students every fall (October) and spring (April) semester An email is sent out by the CHRD program when the exam applications arrive in addition to the application deadline

Students are eligible to take this exam through SDSUCHRD at a student rate six months before or after they graduate CHRD does not administer the exam

When students opt to take the NCE they are applying for the voluntary national credential NCC The NCC credential is accredited by the National Commission for certifying agencies for the National Board for Certified Counselors Inc (NBCC) and Affiliates

If a student fails the NCE they will have to contact the NBCC directly to retake the exam without a student discount CHRD recommends that students taking the exam have completed the majority of their classes and have successfully passed the written and oral exams before taking the NCE Exam Result NCE exam results are posted here

National Counselor Exam Results Chart Mean (Average) Score By Corresponding Area

Examination Date 10182014 Number Tested 8 Number Passed 8 Minimum Criteria 8700 CACREP Areas SDSU Results National Results Human Growth amp Development 833 850 671 Social amp Cultural Diversity 783 750 662 Helping Relationships 2467 2000 2031 Group Work 1133 1000 971 Career Development 1317 1200 1097 Assessment 1300 1300 1134 Research amp Program Evaluation 950 1050 845 Professional Orientation amp Ethical Practice 2267 2050 1784 Total 11050 10200 9194 Counselor Work Behavior Areas Fundamental Counseling Issues 2067 1750 1730 Counseling Process 3367 3000 2784 Diagnostic and Assessment Services 1567 1400 1264 Professional Practice 2467 2650 2168 Professional Development Supervision and Consultation 1583 1400 1248 Total 11050 10200 9194 Examination Date 4122014 Number Tested 8 Number Passed 7 Minimum Criteria 9300 CACREP Areas SDSU Results National Results Human Growth amp Development 863 698 Social amp Cultural Diversity 725 649


Helping Relationships 2275 2079 Group Work 1100 996 Career Development 1450 1156 Assessment 1425 1220 Research amp Program Evaluation 1025 837 Professional Orientation amp Ethical Practice 2163 1935 Total 11025 9570 Counselor Work Behavior Areas Fundamental Counseling Issues 2220 1904 Counseling Process 3125 2784 Diagnostic and Assessment Services 1575 1388 Professional Practice 2638 2223 Professional Development Supervision and Consultation 1463 1277 Total 11025 9570 Examination Date 04182015 Number Tested 6 Number Passed 6 Minimum Criteria 8800 CACREP Areas SDSU Results National Results Human Growth amp Development 800 800 741 Social amp Cultural Diversity 700 600 628 Helping Relationships 2400 2400 2064 Group Work 1100 1000 1017 Career Development 1400 1200 1199 Assessment 1300 1500 1158 Research amp Program Evaluation 900 1100 800 Professional Orientation amp Ethical Practice 2000 2000 1803 Total 11100 10900 9412 Counselor Work Behavior Areas Fundamental Counseling Issues 2200 2100 1933 Counseling Process 3200 2900 2772 Diagnostic and Assessment Services 1600 1600 1236 Professional Practice 2700 2700 2274 Professional Development Supervision and Consultation 1300 1400 1206 Total 11100 10900 9412 Examination Date 10172015 Number Tested 7 Number Passed 7 Minimum Criteria 8500 CACREP Areas SDSU Results National Results Human Growth amp Development 850 880 847 Social amp Cultural Diversity 650 940 761 Helping Relationships 2200 2540 2331 Group Work 1100 1160 1144 Career Development 1200 1300 1178 Assessment 1400 1440 1319 Research amp Program Evaluation 1000 1060 999 Professional Orientation amp Ethical Practice 2000 2240 2010


Total 10400 11560 10590 Counselor Work Behavior Areas Fundamental Counseling Issues 1950 2120 1959 Counseling Process 3150 3380 3106 Diagnostic and Assessment Services 1600 1680 1513 Professional Practice 2400 2820 2559 Professional Development Supervision and Consultation 1300 1560 1452 Total 10400 11560 10590 Examination Date 04162016- Clinical Mental Health Number Tested 10 Number Passed 8 Minimum Criteria 9000 CACREP Areas SDSU Results National Results Human Growth amp Development 950 640 857 Social amp Cultural Diversity 783 540 708 Helping Relationships 2700 2120 2542 Group Work 1283 1060 1185 Career Development 1633 1400 1463 Assessment 1617 1260 1443 Research amp Program Evaluation 1163 920 998 Professional Orientation amp Ethical Practice 2363 1760 2096 Total 12500 9700 11291 Counselor Work Behavior Areas Fundamental Counseling Issues 2483 1940 2274 Counseling Process 3667 2940 3368 Diagnostic and Assessment Services 1867 1440 1631 Professional Practice 2967 2200 2584 Professional Development Supervision and Consultation 1517 1180 1434 Total 12500 9700 11291 Examination Date 04162016- School Counseling Number Tested 3 Number Passed 3 Minimum Criteria 9000 CACREP Areas SDSU Results National Results

857 708 2542 1185 1463 1443 998 2096 11291

2274 3368 1631 2584

Human Growth amp Development 800 Social amp Cultural Diversity 600 Helping Relationships 2600 Group Work 1233 Career Development 1633 Assessment 1300 Research amp Program Evaluation 1067 Professional Orientation amp Ethical Practice 2100 Total 11330 Counselor Work Behavior Areas Fundamental Counseling Issues 2300 Counseling Process 3433 Diagnostic and Assessment Services 1433 Professional Practice 2767

CHRD Graduate Assessment Plan 2016 22

Professional Development Supervision and Consultation Total

1400 11330

1434 11291

13 Clinical Supervision

Because we are accredited by the Council on Accreditation of Counseling and Related Educational Program (CACREP) and the Council on Rehabilitation Education (CORE) intensive supervision is required in our Practicum and Internship classes The following sections below are excerpts on supervision requirements from the Practicum Handbook and the Internship Handbook

131 Practicum Supervision

Students are closely supervised by faculty through both in-class review of student work and individual weekly supervision Each student is responsible for actively participating in such supervision preparing for supervision meetings in advance by reviewing recordings and completing progress notes for clients and generating questions for the supervision sessions Students are expected to be responsive to Faculty guidance This is demonstrated by an open interested demeanor during supervision and by completing any additional assignments suggested Students are responsible for documenting supervision sessions and must complete the relevant form(s)

The supervision relationship is a hierarchical one in which the supervisor assumes some responsibility for the practicum studentrsquos behavior with the client Supervision is an integral part of a counselorrsquos professional growth and development Obtaining supervision from a qualified experienced professional is advisable after graduation and beneficial throughout your career Some of the benefits of supervision include obtaining

assessment regarding specific professional strengths and weaknesses assistance in developing strategies for using andor improving these areas assistance in examining client and counselor dynamics consistent model of counseling practice and clinical expertise that are beyond onersquos own current level of understanding or skill It is

assumed that in most cases the beginning practicum student has little or no experience with clients and needs guidance to develop both counseling experience and professional habits

132 Evaluation

Criteria for evaluation include 1 regular attendance 2 maintenance of complete and accurate case records 3 conduct becoming of a professional counselor including being on time being prepared

and professional presentation of self and skills 4 case presentations


5 active participation in class presentations and discussions supervision meetings and other consultation sessions and

6 demonstration of process and development of core counseling skills 7 Please refer to the Student Evaluation form as well the course syllabus for additional

requirements assessed by faculty

While a standardized assessment for practicum instructors does not exist students are asked to self-assess their skills and abilities at the end of the practicum experience

133 Internship Supervision

Interns must receive individual and group supervision on a regular basis and keep Site Supervisors informed of their activities by discussing any questions concerns or problems As needed interns will initiate additional meetings with their supervisors

Interns must document receiving one (1) hour each week of individual supervision by the approved site supervisor If the site supervisor is absent another practicing professional who meets the required qualifications may provide individual supervision

Interns must also document participating in an average of one and one-half (1 frac12) hours per week of group supervision throughout the internship Group supervision will take place on the SDSU campus in Sioux Falls or Rapid City with a CHRD faculty member Group supervision daystimes are announced each semester If interns cannot attend their assigned group supervision sessions they must make up that time by attending another group supervision section

134 Evaluation

Additional information about internship documentation is provided at the first mandatory meeting as well as in the syllabus All documents must be received before a final grade can be assigned

1 Weekly Internship Log documents daily activities and is submitted weekly to University Supervisors

2 Internship Summary Log are signed by the intern and Site Supervisor then submitted to University Supervisors at the end of each semester

3 Evaluation Forms are completed by the interns and the Site Supervisorsat the middle and end of the semester then submitted to the University Supervisor

The Site or University Supervisor may ask interns to make audio or video recordings of sessions andor maintain journals of their work for review Students are expected to comply with supervisor requests not doing so may result in a lowered grade or failure of the course Legal and ethical standards as well as agency or institutional policies and procedures regarding the recording of sessions also must be followed

Results of composite ratings of internship students are included below


Table II ‐ School Counseling Program ‐ Student Learning Outcomes ‐ Averages by semester

Spring 2016 Average

Scale Evaluation Exceeds Expectations (8) Meets Expectations (6) Near Expectation (4) Below Expectation (2)

Skills and Practice (Foundations)

B1 Demonstrates the ability to apply and adhere to ethical and legal standards in school counseling 743 5(8) 2(6) 0(4) 0(2)

B2 Demonstrates the ability to articulate model and advocate for an appropriate school counselor identity and program 771 6(8) 1(6) 0(4) 0(2)

Skills and Practices (Counseling Prevention and Intervention)

D1 Demonstrates self‐awareness sensitivity to others and the skills needed to relate to diverse individuals groups and classrooms 800 7(8) 0(6) 0(4) 0(2)

D2 Provides individual and group counseling and classroom guidance to promote the academic career and personalsocial development of students 771 6(8) 1(6) 0(4) 0(2)

D3 Designs and implements prevention and intervention plans related to the effects of (a) atypical growth and development (b) health and wellness ( c) language (d) ability level ( e) multicultural issues and (f) factors of resiliency on student learning and development

771 6(8) 1(6) 0(4) 0(2)

D4 Demonstrates the ability to use procedures for assessing and managing suicide risk 714 4(8) 3(6) 0(4) 0(2)

D5 Demonstrates the ability to recognize his or her limitations as a school counselor and to seek supervision or refer clients when appropriate 771 6(8) 1(6) 0(4) 0(2)

Skills and Practice (Diversity and Advocacy)

F1 Demonstrates mulitcultural competencies in relation to diversity equity and opportunity in student learning and development 771 6(8) 1(6) 0(4) 0(2)

F2 Advocates for the learning and academic experiences necessary to promote the academic career and personalsocial development of students 800 7(8) 0(6) 0(4) 0(2)

F3 Advocates for school policies programs and services that enhance a positive school climate and are equitable and responsive to multicultural student populations

743 5(8) 2(6) 0(4) 0(2)

F4 Engages parents guardians and families to promote the academic career and peronalsocial development of students 714 4(8) 3(6) 0(4) 0(2)

Skills and Practice (Assessment)

H1 Assesses and interprets students strengths and needs recognizing uniqueness in cultures languages values backgrounds and abilities 800 7(8) 0(6) 0(4) 0(2)

H3 Analyzes assessment information in a manner that produces valid inferences when evaluating the needs of individual students and assessing the effectiveness of educational programs

714 4(8) 3(6) 0(4) 0(2)

H4 Makes appropriate referrals to school andor community resources 743 5(8) 2(6) 0(4) 0(2)

H5 Assesses barriers that impede students academic career and personalsocial development 800 7(8) 0(6) 0(4) 0(2)

Skills and Practice (Research and Evaluation)

J1 Applies relevant research findings to inform the practice of school counseling 743 5(8) 2(6) 0(4) 0(2)

J2 Develops measurable outcomes for school counseling programs activities interventions and experiences 771 6(8) 1(6) 0(4) 0(2)

J3 Analyzes and uses data to enhance school counseling programs 714 4(8) 3(6) 0(4) 0(2)


Skills and Practices (Academic Development)

L1 Conducts programs designed to enhance student academic development 771 6(8) 1(6) 0(4) 0(2)

L2 Implements strategies and activities to prepare students for a full range of postsecondary options and opportunities 743 5(8) 2(6) 0(4) 0(2)

L3 Implements differentiated instructional strategies that draw on subject matter and pedagogical content knowledge and skills to promote student achievement 743 5(8) 2(6) 0(4) 0(2)

Skills and Practices (Collaboration and Consultation)

N1 Works with parents guardians and families to act on behalf of their chilren to address problems that affect student success in school 743 5(8) 2(6) 0(4) 0(2)

N2 Locates resources in the community that can be used in the school to improve student achievement and success 771 6(8) 1(6) 0(4) 0(2)

N3 Consults with teachers staff and community‐based organizations to promote student academic career and personalsocial development 771 6(8) 1(6) 0(4) 0(2)

N4 Uses peer helping strategies in the School Counseling program 714 4(8) 3(6) 0(4) 0(2)

N5 Uses referral procedures with helping agents in the community (eg mental health centers businesses service groups) to secure assistance for students and their families

714 4(8) 3(6) 0(4) 0(2)

Skills and Practices (Leadership)

P1 Participates in the design implementation management and evaluation of a comprehensive developmental School Counseling program 743 5(8) 2(6) 0(4) 0(2)

P2 Plans and presents school‐counseling‐related educational programs for use with parents and teachers (eg parent education programs materials used in classroom guidance and advisoradvisee programs for teachers) 700 3(8) 3(6) 0(4) 0(2)

Table II ‐ Clinical Mental Health Counseling Program ‐ Student Learning Outcomes ‐Averages by semester

Knowledge (Foundations)

A7 Is aware of professional issues that affect clinical mental health counselors (eg core provider status expert witness status access to and practice privileges within managed care systems)

A10 Understands the operation of an emergency management system within clinical mental health agencies and in the community


B1 Demonstrates the ability to apply and adhere to ethical and legal standards in clinical mental health counseling

Spring 2016 Average

660


1(8) 1(7) 3(6) 0(4) 0(2)


B2 Applies knowledge of public mental health policy financing and regulatory processes to improve service delivery opportunities in clinical mental health counseling

620 0(8) 1(7) 4(6) 0(4) 0(2)

Knowledge (Counseling Prevention and Intervention)

C6 Understands the principles of crisis intervention for people during crisis disasters and other trauma‐causing events

C9 Understands professional issues relevant to the practice of clinical mental health counseling


D1 Uses the principles and practices of diagnosis treatment referral and prevention of mental and emotional disorders to initiate maintain and terminate counseling

660 1(8) 1(7) 3(6) 0(4) 0(2)

D2 Applies multicultural competencies to clinical mental health counseling involving case conceptualization diagnosis treatment referral and prevention of mental and emotional disorders

600 1(8) 3(6) 1(4) 0(2)

D3 Promotes optimal human development wellness and mental health through prevention education and advocacy activities

680 2(8) 3(6) 0(4) 0(2)

D4 Applies effective strategies to promote client understanding of and access to a variety of community resources

700 2(8) 1(7) 2(6) 0(4) 0(2)

D5 Demonstrates appropriate use of culturally responsive individual couple family group and systems modalities for initiating maintaining and terminating counseling

640 1(8) 4(6) 0(4) 0(20

D6 Demonstrates the ability to use procedures for assessing and managing suicide risk

620 0(8) 1(7) 4(6) 0(4) 0(2)

D7 Applies current record‐keeping standards related to clinical mental health counseling

600 1(8) 3(6) 1(4) 0(2)

D8 Provides appropriate counseling strategies when working with clients with addiction and co‐occuring disorders

640 1(8) 4(6) 0(4) 0(20

D9 Demonstrates the ability to recognize his or her own limitations as a clinical mental health counselor and to seek supervision or refer clients when appropriate 760 4(8) 1(6) 0(4) 0(2)


F1 Maintains information regarding community resources to make appropriate referrals

680 2(8) 3(6) 0(4) 0(2)

F2 Advocates for policies programs and services that are equitable and responsive to the unique needs of clients

640 1(8) 4(6) 0(4) 0(20

F3 Demonstrates the ability to modify counseling systems theories techniques and interventions to make them culturally appropriate for diverse populations 700 2(8) 1(7) 2(6) 0(4) 0(2)


Knowledge (Assessment)

G1 Knows the principles and models of assessment case conceptualization theories of human development and concepts of normalcy and psychopatholgy leading to diagnoses and appropriate counseling treatment plans

G2 Understands various models and approaches to clinical evaluation and their appropriate uses including diagnostic interviews mental status examinations symptom inventories and psychoeducational and personality assessments

G3 Understands basic classifications indications and contraindications of commonly prescribed psychopharmacological medications so that appropriate referrals can be made for medication evaluations and so that the side effects of such medications can be identified

G4 Identifies standard screening and assessment instruments for substance use disorders and process addictions


H1 Selects appropriate comprehensive assessment interventions to assist in diagnosis and treatment planning with an awareness of cultural bias in the implementaiton and interpretation of assessment protocols

620 1(8) 1(7) 2(6) 1(4) 0(2)

H2 Demonstrates skill in conducting an intake interview a mental status evaluation a biopsychosocial history a mental health history and a psychological assessment for treatment planning and caseload management

620 1(8) 1(7) 2(6) 1(4) 0(2)

H3 Screens for addiction aggression and danger to self andor others as well as co‐occurring mental disorders

640 1(8) 4(6) 0(4) 0(20

H4 Applies the assessment of a clients stage of dependence change or recovery to determine the appropriate treatment modality and placement criteria within the continuum of care

700 2(8) 2(6) 0(4) 0(2)


J1 Applies relevant research findings to inform the practice of clinical mental health counseling

600 0(8) 5(6) 0(4) 0(2)

J 2 Develops measurable outcomes for clinical mental health counseling programs interventions and treatments

660 1(8) 1(7) 3(6) 0(4) 0(2)

J3 Analyzes and uses data to increase the effectiveness of clinical mental health counseling interventions and programs

600 0(8) 5(6) 0(4) 0(2)

Knowledge (Diagnosis)

K1 Knows the principles of the diagnostic process including differential diagnosis and the use of current diagnostic tools such as the current edition of the Diagnostic and Statistical Manual of Mental Disorders (DSM)


K2 Understands the established diagnostic crieteria for mental and emotional disorders and describes treatment modalities and placement criteria within the continuum of care

K5 Understands appropriate use of diagnosis during a crisis disaster or other trauma‐causing event

Skills and Practices (Diagnosis)

L1 Demonstrates appropriate use of diagnostic tools including the current edition of the DSM to describe the symptoms and clinical presentation of clients with mental and emotional impairments

720 3(8) 2(6) 0(4) 0(2)

L2 Is able to conceptualize an accurate multi‐axial diagnosis of disorders presented by a client and discuss the differential diagnosis with collaborating professionals

660 2(8) 1(7) 1(6) 1(4) 0(2)

L 3 Differentiates between diagnosis and developmentally appropriate reactions during crises disasters and other trauma‐causing events 680 2(8) 3(6) 0(4) 0(2)

No information to report this review

Table II ‐Marriage amp Family Counseling Program ‐ Student Learning Outcomes ‐ Averages by semester

Scale Evaluation Exceeds Expectations (8)

Spring 2016 Meets Expectations (6)

Average Near Expectation (4) Below Expectation (2)


B1 Demonstrates the ability to apply and adhere to ethical and legal standards

in marriage couple and family counseling

B2 Demonstrates the ability to select models or techniques appropriate to

couples or families presenting problems


D1 Use preventative developmental and wellness approaches in working with individuals couples families and other systems such as premarital counseling parenting skills training and relationship enhancement

D2 Uses systems theory to conceptualize issues in marriage couple and family

counseling

D3 Use systems theories to implement treatment planning and intervention

strategies


D4 Demosnstrates the ability to use procedures for assessing and managing suicide risk

D5 Adheres to confidentiality responsibilities the legal responsibilities and liabilities of clinical practice and research family law record keeping reimbursement and the business aspects of practice

D6 Demonstrates the ability to recognize his or her own limitations as a marriage couple and family counselor and to seek supervision or refer clients when appropriate


F1 Demonstrates the ability to provide effective services to clients in a multicultural society

F2 Maintains information regarding community resources to make appropriate referrrals

F3 Advocates for policies programs and services that are equitable and responsive to the unique needs of couples and families

F4 Demonstrates the ability to modify counseling systems theories techniques and interventions to make them culturally appropriate for diverse couples and families


H1 Applies skills in interviewing assessment and case management for working with individuals couples and families from a systems perspective

H2 Uses system assessment models and procedures to evaluate family functioning

H3 Determines which members of a family system should be involved in treatment

Skills and Practice (Reasearch and Evaluation)

J1 Applies relevant research findings to inform the practice of marriage couple and family counseling

J2 Develops measurable outcomes for marriage couple and family counseling programs interventions and treatments

J3 Analyzes and uses data to increase the effectiveness of marriage couple and family counseling interventions and programs



Table II ‐ Student Affairs amp College Counseling Program ‐ Student Learning Outcomes ‐Averages by semester

Spring 2016 Average



A2 Understands ethical and legal considerations specifically related to the practice of student affairs and college counseling

A12 Understands the operation of the institutions emergency management plan and the roles of student affairs professionals and counselors in postsecondary education during crises disasters and other trauma‐causing events


B1 Demonstrates the ability to apply and adhere to ethical and legal standards in student affairs and college counseling

725 2(8) 1(7) 1(6) 0(4) 0(2)

B2 Demonstrates an understanding of the interrelationships among the educational personalsocial and career roles and responsibilites of students and others in the learning community

725 2(8) 1(7) 1(6) 0(4) 0(2)

B3 Demonstrates the ability to understand support and advocate for postsecondary student learning and development

775 3(8) 1(7) 0(6) 0(4) 0(2)

B4 Applies knowledge of issues that affect student affairs practice (eg public policy finance governance cultural contexts international education global understanding)

625 0(8) 1(7) 3(6) 0(4) 0(2)

B5 Demostrates an understanding of leadership organization and managemnt practices that help institutions accomplish their missions

675 1(8) 1(7) 2(6) 0(4) 0(2)

B6 Particpate in the design implementation management and evaluation of student affairs programs and is aware of various systems and environmental contexts that affect participants

725 2(8) 1(7) 1(6) 0(4) 0(2)


C2 Understands individual and group dynamics related to advising counseling instructing mediating and facilitating student opportunities in postsecondary education

C5 Demonstrates that ability to recognize his or her own limitations as a college counselor andor student affairs professional and to seek supervision or refer clients when appropriate


D1 Applies multicultural competencies to the practice of student affairs and college counseling

675 1(8) 1(7) 2(6) 0(4) 0(2)


D2 Demonstrates the skills necessary to facilitate the academic social and career success of postsecondary students

775 3(8) 1(7) 0(6) 0(4) 0(2)

D3 Demonstrates skills in helping postsecondary students cope with personal and interpersonal problems as well as skills in crisis intervention in response to personal educational and community crises

775 3(8) 1(7) 0(6) 0(4) 0(2)


667 1(8) 2(6) 0(4) 0(2)

D5 Demonstrates a general understanding of principles and models of biopsychosocial assessment and case conceptualization that lead to appropriate counseling for students in postsecondary education

650 1(8) 3(6) 0(4) 0 (2)

D6 Participates in the design implementation and evaluation of programs that promote wellness as well as prevention and intervention services for students in postsecondary education

725 2(8) 1(7) 1(6) 0(4) 0(2)


F1 Demonstrates how student learning and learning opportunities are influenced by the characteristics of both the student and the postsecondary environment 775 3(8) 1(7) 0(6) 0(4) 0(2)

F2 Analyzes postsecondary student needs for appropriate learning and developmental opportunities

775 3(8) 1(7) 0(6) 0(4) 0(2)

F3 Collaborates with the postsecondary community to assist students and uses postsecondary community resources to improve student learning and development 775 3(8) 1(7) 0(6) 0(4) 0(2)

F4 Applies multicultural competentcies to serve diverse postsecondary student populations

675 1(8) 1(7) 2(6) 0(4) 0(2)

F5 Addresses multicultural counseling issues as they relate to student development and progress in postsecondary education (eg discrimination power privilege oppression values)

675 1(8) 1(7) 2(6) 0(4) 0(2)

F6 Advocates for policies programs and services that are equitable and responsive to the unique needs of postsecondary students

675 1(8) 1(7) 2(6) 0(4) 0(2)


G1 Knows principles and models of assessment for postsecondary students development case conceptualization theories of human development and concepts of normalcy and psychopatholgy leading to referral or to the development of appropriate counseling treatment plans


H1 Assesses and interprets postsecondary student needs recognizing uniqueness in culture languages values backgrounds and abilities

775 3(8) 1(7) 0(6) 0(4) 0(2)

H2 Analyzes and uses multiple data sources including institutional data to make decisions about improving differentiated student programs

667 1(8) 2(6) 0(4) 0(2)

Knowledge (Research and Evaluation)


I3 Knows basic strategies for evaluating counseling outcomes andor programmatic outcomes in student affairs and college counseling


J1 Applies relevant research findings to inform the practice of student affairs and college counseling

675 1(8) 1(7) 2(6) 0(4) 0(2)

J2 Develops measurable outcomes for college counseling and student development activities

625 0(8) 1(7) 3(6) 0(4) 0(2)

J3 Analyzes and uses data to enhance student affairs and college counseling programs

675 1(8) 1(7) 2(6) 0(4) 0(2)

J4 Demonstrates the ability to prepare a research proposal for a human subjectsinstituational review board review

700 1(8) 1(7) 1(6) 0(4) 0 (2)


14 Program Goals

CHRD seeks to develop within students a high degree of professional orientation consisting of

competent application of professional expertise a proactive and developmental model that promotes higher levels of individual and

group functioning ethical and legal practice and awareness of the role and function of related professionals

To prepare skilled practitioners the counselor education faculty members through a program of planned sequenced educational experiences attempt to develop in all graduates

maturity in self-understanding and self-development an ability to examine personal values origins and their appropriateness for the

counseling profession an ability to develop and demonstrate a process of ongoing self-examination an understanding of educational and counseling processes an ability to effectively communicate feelings thoughts and factual information and an ability to attain and maintain openness to diverse populations

We want to develop within our students an attitude toward others that is characterized by

respect for the dignity and worth of the individual commitment to the fulfillment of human potential a high degree of sensitivity to and acceptance of a wide range of behavior values and

lifestyles awareness of individual needs in culturally diverse environments and commitment to community and environmental well-being


Assessment results on the student performance on the CHRD program goals is determined by reviewing the graduate and exit survey Specific ratings are provided in these general program areas

141 Remediation Policy

In view of the seriousness of situations involving remediation CHRD faculty has established this process

Step 1A faculty member will raise the concern pertaining to the student during the student review conference or bring it directly to the Department Head The faculty andor Head will discuss options in executive session of the student review conference to determine if a formal individualized written plan of action is necessary

Step 2 The nature of the problem and the formal individualized plan for addressing the problem (including recommended remedial assistance as needed) are written and discussed with the student to ensure mutual understanding

Step 3 If the student agrees to the written plan it is then placed in the studentrsquos departmental and graduate file In some cases the student may be asked to take a leave of absence from the program or to terminate involvement with the program In all formal individualized written plans the Department Head and the Dean of the Graduate School are informed and due process is observed to protect the student rights and University responsibilities

Step 4 Once the plan has been successfully completed a formal document stating the student has fully complied with the remediation plan and is considered in ldquogood standingrdquo in the program will be written and placed in the studentrsquos departmental and graduate file If the student does not successfully address the items specified in the remediation plan he or she will be advised to leave the program

A chart with students identified by faculty with concerns has been provided early in this document

2 Student Processes and Feedback

21 Requirements for Admission to Graduate School

The SDSU Graduate School states that admission to the Graduate School requires that the applicant have a baccalaureate degree from an institution of higher learning The institution must be one of recognized standing (regional accreditation) whose requirements are substantially the same as those of the South Dakota State University program(s) in which the advanced degree will be taken International students must meet additional requirements outlined by the Graduate School and International Student Affairs office

Students must be admitted to the Graduate School before enrolling in any graduate course whether or not they are pursuing an advanced degree A completed application must be filed with the Graduate School sufficiently early to meet any deadlines prior to the first term of graduate work Students applying for Special Student (non-degree) status must also complete an


application and be admitted to the Graduate School Admittance to the Graduate School does not admit a student to a degree program CHRD does not require the GRE

211 CHRD Admissions Process Degree Seeking Students

In addition to Graduate School admission requirements and policies CHRD requires formal application to the department one semester before graduate work is desired for degree seeking students The CHRD admissions process is as follows

1 Apply online to the SDSU Graduate School

Admission to the Graduate School requires the applicant be a graduate of an Institution of higher learning with a cumulative GPA of 275 or better a $3500 nonrefundable application fee and official undergraduate and graduate transcript(s) of all non-SD regent universities (the SD regent universities are Black Hills State University Dakota State University Northern State University School of Mines amp Technology South Dakota State University and University of South Dakota)

2 Apply to the CHRD Program

CHRD application documents are due April 1 for fall admission and October 1 for spring admission CHRD admissions information can be accessed from the CHRD program website by email or a hard-copy can be mailed to the applicant Applicants must mail or email the following documents to the CHRD program

a A typed current resume that includes all previous work experience volunteer service and education that has contributed to your desire to enter the counseling profession

b A typed one-page goal statement discussing aspirations to the counseling field and c Two CHRD Recommendation Forms

3 Completed admissions files are evaluated and rated by CHRD faculty

Students whose applications are complete will be evaluated by the CHRD faculty using the CHRD Applicant Rating Sheet page one Applicants that scored high enough by the CHRD Admissions committee will be notified by the department regarding the specific date and place of the interview Applicants that do not receive a high enough score will be denied the final step in the CHRD admissions process the screening and orientation interview and subsequently denied admission to the program

4 Selected applicants attend the Screening and Orientation Interview

The screening and orientation interview is the final step in the CHRD application process and determines the applicantrsquos acceptance or denial to the CHRD program

The interview is conducted in a small group interview format Applicants are interviewed by two individuals comprised of CHRD faculty andor a professional practitioner Practitioners are asked to assist with the interviews if the applicant group exceeds the number of CHRD faculty

All applicants will first meet with the department head that informs the applicants about the CHRD program collects information using the Prospective Student Survey page one and then introduces the CHRD faculty and practitioners The applicants are then divided into groups of 5-6 applicants and interview in designated rooms with a CHRD faculty members andor practitioner


Towards the end of the small group interview the CHRD faculty member and practitioner will conduct the Prospective Student Survey page 2 and the written exercise After the students have finished they are free to leave and the grouprsquos interviewers complete The CHRD Applicant Rating Sheet page two based on their observations Once completed all CHRD faculty and practitioners convene to discuss admission decisions

5 Applicants are notified via mail of the CHRD admissions decision

After completing the interview the applicant will receive a letter from CHRD either granting or denying admission to the CHRD program Applicants who have not been admitted may want to consider reapplying during the next application period To maintain appropriate student-to-faculty ratios required by accreditation standards students who are deemed acceptable based on the admission screening process may be denied admission Applicants denied admission before or after the interview are encouraged to reapply

For recent specific program applicant data see the chart below

Program Applicant Data Academic Year 2013 2014 2015 2016 Number Surveyed 22 9 38 35

Age 21 - 25 18 7 26 26 26 - 30 3 1 8 1 31 - 35 1 0 0 3 36 ndash 40 0 1 1 1 40+ 0 0 3 3 Location Brookings 16 5 18 18 Sioux Falls 5 3 9 7 Watertown 0 1 4 2 Madison 1 0 1 0 Chester 0 0 1 0 Other 0 0 5 7 Undergraduate Degree Criminal Justice 0 0 3 1 History 0 0 1 0 Psychology 10 4 11 18 Education 1 0 3 2 Human Development amp Family Studies 7 3 5 6 Social Sciences 1 2 1 0 Communications 0 0 1 1 Other 3 0 13 3 Area of Emphasis (numbers reflect double majors) Clinical Mental Health Counseling 13 3 11 10 College Counseling 0 2 2 4 Rehabilitation amp Mental Health Counseling 0 2 4 2 School Counseling 6 3 17 10 Administration of Student Affairs 3 0 4 6 Marriage and Family Counseling NA NA NA 3 Employment While Attending Graduate School


No 1 0Part-time 17 8Full-time 4 1

4 26 8

4 23 7

Reason for Choosing SDSU (responses reflect more than one rationale) Reputation 9 5Location 4 1Programs Available 5 2Other 4 2

21 3 9 5

17 7 7 3

212 Non-Degree Seeking Students

Non-degree seeking students are also known as ldquoSpecial Studentsrdquo Special student status describes those who are professionals seeking to enhance their degree students from area institutions seeking a class not offered the semester they need it or students that are applying to the CHRD department but would like to take classes prior to the formal interview process

As stated in the online Graduate Bulletin Students who are not working toward a degree may be granted admission and take courses as Special Students Special Students may not receive graduate assistantships financial aid or enroll for thesisdissertation credits The Graduate Dean Associate Dean will act as advisor for these students unless they are assigned to a program advisor No more than ten credits under Special Student status may be applied toward a degree Denied CHRD applicants or applicants who have exceeded the ten hours allowed under Special Student status will be administratively dropped from enrolled CHRD courses

22 Graduate amp EmployerSupervisor Evaluations

Initiated in 2004 and revised in 2015 CHRD conducts a Graduate Survey and an EmployersSupervisors Survey regarding the program and performance of its graduates Currently feedback is solicited on a yearly basis Former students and employerssupervisors are solicited for survey feedback

Graduates and employers rate their perception of CHRD at SDSU based on the CACREPCORE standards Students complete an Exit Survey that assessment many of the same areas Perceptions are cited at either ldquobelow expectationsrdquo ldquomet expectationsrdquo or ldquoexceeded expectationsrdquo In addition to CACREPCORE standards the following topics are responded to

Marketability of degree Strengths of the program Ways to improve the CHRD program Overall ratings on the quality of instruction advising interactions faculty availability

and experience in the specialty areas of counseling Area of emphasis including program mission and objectives Plan of Study option Current employment and professional credentialing Effectiveness of advising Use of technology and technical support


Effectiveness of practicum and internship Recruitment and retention of students with an emphasis on diversity Financial Aid

Recent graduate and employersupervisor annual survey results are provided below

Graduate Survey Results Academic Year 2016 Number Starting Survey 41 Number Completing Survey 34

Response Key Below Expectations 100 Meets Expectations 200 Exceeds Expectations 300

What CHRD SPECIALIZATION did you recently complete If you pursued more than one specialization please choose the specialization that you are actively seeking employment in Agency Counseling 12 2927 College Counseling 9 2195 School Counseling 14 3415

Total 35 8537 When did you complete the program

Prior to 1980 0 000 1980-1990 0 000 1991-2000 10 2439 2001-2010 11 2683 2011-Present 20 4878 Total 41

What is current employment status Employed in a Counseling Field 21 5122 Employed in a Counseling Related Field 17 4146 Not Employed in a Counseling Related Field 3 732 Total 41

CACREP How would you rate your level of understanding on the eight core areas of CACREP My understanding of the nature and needs of individuals at all developmental levels is

Exceeds Expectations 17 4474 Meets Expectations 19 5000 Below Expectations 2 526 Total 38 Mean 239

My understanding of counseling and consultation processes is Exceeds Expectations 25 6410 Meets Expectations 14 3590 Below Expectations 0 000 Total 39 10000 Mean 264

My understanding of issues and trends in a multicultural and diverse society is Exceeds Expectations 17 4595 Meets Expectations 16 4324 Below Expectations 4 1081 Total 37 10000 Mean 235



Exceeds Expectations 17 4474 Meets Expectations 17 4474 Below Expectations 4 1053 Total 38 10000 Mean 234

My understanding of career development and other related life-factors is Exceeds Expectations 18 4737 Meets Expectations 18 4737 Below Expectations 2 526 Total 38 10000 Mean 242

My understanding of individual and group approaches to assessment and evaluation is Exceeds Expectations 18 4737 Meets Expectations 18 4737 Below Expectations 2 526 Total 38 10000 Mean 242

My understanding of research methods basic statistics and ethical and legal considerations is Exceeds Expectations 12 3158 Meets Expectations 21 5526 Below Expectations 5 1316 Total 38 10000 Mean 218

My understanding of counseling history roles organizational structure ethics and credentials ishellip Exceeds Expectations 20 5263 Meets Expectations 16 4211 Below Expectations 2 526 Total 38 10000 Mean 247



Your ability to examine personal values origins and their appropriateness for the counseling profession Exceeds Expectations 26 7027 Meets Expectations 9 2432 Below Expectations 2 541 Total 37 10000 Mean 265

Your ability to develop and demonstrate a process of on-going self-examination Exceeds Expectations 19 5278 Meets Expectations 15 4167 Below Expectations 2 556 Total 36 10000 Mean 247

Your ability to effectively communicate feelings thoughts and factual information


Exceeds Expectations 24 Meets Expectations 11 Below Expectations 1 Total 36 Mean 264

Your ability to attain and maintain openness to diverse populations Exceeds Expectations 22 Meets Expectations 14 Below Expectations 0 Total 36 Mean 261

6667 3056 278 10000

6111 3889 000 10000

EmployerSupervisor Survey Results Academic Year 2016 Number Starting Survey 19

Number Completing Survey 16 Response Key Below Expectations 100 Meets Expectations 200 Exceeds Expectations 300


Total 11 6112 Based on your experiences please evaluate CHRD program graduates in the following areas Demonstrates the ability to provide a clear rationale for professional interventions using current and acceptable theoretical empirical and research-based formulations Exceeds Expectations 8 4444 Meets Expectations 10 5556 Below Expectations 0 000

Total 18 10000 Mean 244 Works within guidelines of professional ethics statues and federal laws Exceeds Expectations 10 5882 Meets Expectations 7 4118 Below Expectations 0 000

Total 17 10000 Mean 259 Demonstrates skills in group counseling family and couples counseling and consultation Exceeds Expectations 5 2778 Meets Expectations 12 6667 Below Expectations 1 556

Total 18 10000 Mean 222 Demonstrates skill in individual counselinghellip Exceeds Expectations 10 5556 Meets Expectations 8 4444 Below Expectations 0 000

Total 18 10000 Mean 256 Demonstrates skill in consulting

40CHRD Graduate Assessment Plan 2016

Exceeds Expectations 7 3889 Meets Expectations 10 5556 Below Expectations 1 556

Total 18 10000 Mean 233 Demonstrates an awareness of the role and function of related professionals Exceeds Expectations 9 5000 Meets Expectations 8 4444 Below Expectations 1 556

Total 18 10000 Mean 244 Human Growth and Development understanding of the nature and needs of individuals at all developmental levels Exceeds Expectations 6 3529 Meets Expectations 11 6471 Below Expectations 0 000

Total 17 10000 Mean 235 Helping Relationships understanding of counseling and consultation processes Exceeds Expectations 8 4706 Meets Expectations 8 4706 Below Expectations 1 58 Total 17 10000 Mean 241 Social amp Cultural Foundations an understanding of issues and trends in a multicultural and diverse society Exceeds Expectations 3 1765 Meets Expectations 13 7647 Below Expectations 1 588

Total 17 10000 Mean 211 Group Work an understanding of group development dynamics counseling theories group counseling methods and skills and other group work approaches Exceeds Expectations 4 2353 Meets Expectations 13 7647 Below Expectations 0 000

Total 17 10000 Mean 224 Career and Lifestyle Development an understanding of career development and other related life-factors Exceeds Expectations 5 2941 Meets Expectations 12 7059 Below Expectations 0 000

Total 17 10000 Mean 229 Appraisal an understanding of individual and group approaches to assessment and evaluation Exceeds Expectations 4 2353 Meets Expectations 12 7059 Below Expectations 1 588

Total 17 10000 Mean 218


Research and Program Evaluation understanding of research methods basic statistics and ethical and legal considerations Exceeds Expectations 5 3125 Meets Expectations 10 6250 Below Expectations 1 625

Total 16 10000 Mean 225 Professional Orientation an understanding of counseling history roles organizational structure ethics and credentials Exceeds Expectations 6 3529 Meets Expectations 11 6471 Below Expectations 0 000

Total 17 10000 Mean 235

3 Advisory Council Processes and Feedback

CHRD hosts a yearly advisory committee meeting to solicit input from practitioners and graduates in the field These focus group discussions are successful aiding in future planning curriculum changes collaborative ventures and policy endorsements Each year the CHRD Advisory Council meets and provides feedback on the CHRD program The agenda includes updates on the strengths and weaknesses of the program demographics and current issues in the profession Results of the student written exam and the NCE exam is also shared with the advisory council to allow for program and curriculum feedback

The CHRD Advisory Council consists of a representative group of individuals who are graduates employers of graduates state counseling association officers administrators students and CHRD faculty members The professional practitioners serving three year or standing appointments represent the agency (community) counseling school counseling student personnel counseling and rehabilitation and mental health counseling areas They do not have any official status or power other than to offer their recommendations to the CHRD program

As this meeting is typically conducted in conjunction with the final internship meeting at the end of the spring semester the program has been successful gathering input from both practitioners and interns while connecting those interns with people they can call on as consultants in the future

Leadership and organization of the discussion topics and points are coordinated through the faculty within the CHRD program In addition to standard questions topics for discussion come from surveys the CHRD program sends out to committee members Below is a sample agenda

1 Lunch 2 Introductions 3 Update on activities from the College Department Program and University 4 Report back on previous meeting


5 Solicit input from the five specialty areas in focus groups A faculty member from each area will facilitate this discussion

6 Discussion of the following questions in focus groups a What activities should SDSU be doing to best support graduates

7 What are the emerging professional issues and trends and how might SDSU best address them

a What is your vision for collaborative activities with entities in the region b Implications from practitioner surveys

8 Report back from specialty area discussions 9 Closing CHRD Awards and Thank you

The minutes from the most recent advisory council meeting include Advisory Council Minutes November 12 2015

Present Jay Trenhaile Alan Davis Hande Briddick Ruth Harper Kristin Bruns Andrea Bjornestad Paula Albers Abby Brands Danko Elizabeth Rus Linda Johnson Darci Nichols Melissa Klemm Matt Wolthuizen Jim Bies Meghan Peterson Nancy Hartenhoff-Crooks Sylvia Buboltz Kara Merchant Nadine Gerde Kinchel Doerner Kevin Kephart Jill Thorngren

I Introductions ndash All members introduced themselves to the group

II Update on activities from the CHRD Program amp CHD Department Honorary Organizations continue to do good work Student State presentations ndash Lara Langelett Heather Fischer Bailey Raml Student National presentations ndash Alaina Hanks Cora Nelson Wiyaka His Horse

Recent Graduates and Career Outlook SpringSummer Graduate Placement Rate within 4 months 2015 ndash 95 2014 ndash 89 2013 ndash 94 2012 ndash 90 2011 ndash 86 2010 ndash 90

III Faculty and Activities Dr Ruth Harper Professor

Laker J Harper R amp Fried J (in progress contract with Routledge) Supporting and Enhancing Learning on Campus Effective Pedagogy In and Outside the Classroom

Presenting three sessions at ACPA in Montreal in March of 2016 (two with SDSU students amp graduates)

Coordinating special project SDSU American Indian Graduate Education Initiative


Retirement planning

Dr Jay Trenhaile Professor Solution Focused Brief Therapy presentation at Counselor Connections

Conference (2015) Member Evaluation Review Team ndash South Dakota Department of Human

Services Trenhaile Bruns amp Thorngren (2014) The Impact of ongoing Motivational

Interviewing training on Profilereg Coaches in the area of weight loss ($90000)

CACREP Self-Study (2015)

Dr WC Briddick Associate Professor Editorial Board for Career Development Quarterly Invited presentation in Piura Peru (November 2015) related to career

development and globalization Sensoy-Briddick H amp Briddick W C (In Press) Components of

comprehensive school counseling programs Application to Turkey In F Korkut-Owen (Ed) Developing counseling and guidance Progress in professionalism (3rd ed) Ankara Nobel Yayin

Pope M Briddick WC amp Wilson F (2013) The historical importance of social justice in the founding of the National Career Development Association Career Development Quarterly 61 (4) 368-373

Briddick W C amp Sensoy-Briddick H (2013)The role of audience in Life Design In A Di Fabio amp K Maree (Eds) Psychology of career counseling New challenges for a new era Hauppauge New York Nova Science Publishers

Dr Hande Briddick Associate Professor Turkey Bahcesehir University - Faculty Member Consultant to the School

Counseling Department (K-12 schools) Peru Invited Presentation - Career Counseling in Elementary Schools Life and Career Skills -- Published by BAU Press (In Turkish 2014) A National Comprehensive School Counseling Program A Rationale and

Theoretical Analysis of Its Importance for Turkey Book Chapter 2015) Editorial Board Member - The Career Development Quarterly Associate Editor - Global Journal Of Counselling and Guidance SDSCA - Counselor Educator and Supervisor Liaison Chair - SDSU Diversity and Inclusion Committee

Dr Alan Davis Professor Gained ldquocontinuancerdquo of funding for the US Dept of Education

Rehabilitation Training grant that funds tuition for Rehabilitation Counseling students for 5 years ($480000 total award)


Published two book reviews and served as Book Review Editor for Journal of Rehabilitation

Provided Analysis of consumer satisfaction data for South Dakota Blind and Low Vision Services

Dr Kristin Bruns Assistant Professor Moate R West E Gnilka P amp Bruns K (in press) Stress and burnout

among counselor educators differences between adaptive maladaptive and nonperfectionists Journal of Counseling and Development

Bruns K amp Schnyders C (2015) Flipping the Classroom in Counselor Education In Jencius M Page B J amp Xiong M Elements of Teaching for Counselor Educators CounselingPresscom ISBN 978-0-692-29646-2

Bruns K (2014) Protective Factors as Predictors of Levels of Suicidal Ideation and Suicidal Behavior in the College Population (Electronic Thesis or Dissertation) Retrieved from httpsetdohiolinkedu

Mylant M Elverson C amp Bruns K Implementation of Screening Brief Intervention and Referral to Treatment Education for Health Professionals in South Dakota SAMHSA $546971 Funded September 2015

Bowser B amp Bruns K (2015) The effects of rehabilitation on physical and mental health for persons with MS SDSU RSSF $7500 Funded April 2015

Dr Andrea Bjornestad Assistant Professor One book chapter accepted for publication and two manuscripts currently

under review Bjornestad A amp Mercado C (2015 awarded) $3000 Scholarly

Excellence Fund South Dakota State University Project Title Developing a Wellness Inventory for Military Service Members amp Veterans Role Principal Investigator

Bjornestad A amp Brown L (2015 awarded) $1800 ResearchScholarship Support Fund South Dakota State University Project Title The Relationship Between Symptoms of Depression and Social Support in Farmers Role Principal Investigator

Ad Hoc Journal Reviewer Journal of Counselor Leadership amp Advocacy Journal of Nervous and Mental Disease

Three National Presentations (ACA amp ACES) ACA presentation chosen as a sponsored presentation by the Military and Government Counseling Association

South Dakota Counseling Association Education Chair

Ms Tanesha Walker Instructor Finishing PHD at Kent State University Completed BS amp MA at Ohio State University Licensed Professional Counselor in Ohio Experience in University Counseling Centers Adolescent Care Unit and a

mental health center


Numerous presentations at the state and national level

Dr Stephen Saiz Liaison Former Chair at SUNY Plattsburgh Former School Counselor in Alaska Former Teacher in Pine Ridge

Dr Gregory Howard Lecturer Long time Adjunct at University Center PHD from Texas Tech Written amp presented on Narrative Therapy

Areas of Specialization Largest MS program at SDSU (averaging 55 graduates a year over a 4 year period in late 2000rsquos)

CACREP MS Agency (Community) Counseling MS School Counseling MS Student Personnel Counseling

CAS MEd Administration of Student Affairs

CORE MS Rehabilitation amp Mental Health Counseling Accreditation Updates CACREP Will submit self-study in January of 2016 Agency (Community) endorsement no longer available will be Mental Health CORE Site visit during Spring Semester 2015 just received full 8 year reaccreditation

IV Jay shared with the group the detailed CHRD assessment plan and reported that it will be sent to the members in a word document after the meeting and also available on our website

CHRD Assessment Plan includes various assessment information including Student Review Chart Warning Letters Chart Student Satisfaction Survey Results Graduation Exit Survey Results CPCEWritten Exam Results Oral Exam Results National Counselor Exam Results Graduate amp EmployerSupervisor Evaluations


Advisory Council

Program Strengths and Challenges High number of applicants Spring admissions average 50 applicants for 30 positions Placement rates NCE performance (100 in 2013) 97 of students would recommend our program to a someone else Orientation has been strengthened Stress on faculty time (ie scholarshipresearch) Balance between teaching accreditation standards and current hot topics Ongoing budget challenges

V The Mission Statement was discussed and approved as follows

The Counseling and Human Resource Development program at South Dakota State University prepares highly competent professionals who exemplify and demonstrate bull Professional integrity amp ethics bull Outreach and advocacy bull Diversity acceptance and inclusion bull Personal and professional growth bull Intellectual curiosity and openness bull Wellness and work-life balance bull Hopefulness resilience and empowerment in the following areas of specialty clinical mental health counseling school counseling rehabilitation and mental health counseling college counselingstudent affairs and marriage and family counseling

VI The Guiding Philosophy amp Goals was discussed and approved as follows

Guiding Philosophy and Goals

As counselor educators we are involved in the dynamic and evolving processes of counselor education and student affairs education Our priorities are to develop our students successfully in the areas of academic performance professional responsibility competence conduct integrity and self-care and wellness To prepare skilled practitioners the faculty will develop in all graduates maturity in self-understanding and self-development the ability to examine personal values and their appropriateness for the counseling profession the ability to effectively communicate and the ability to attain and maintain an acceptance and inclusion of diverse populations

By utilizing individual strengths our students and graduates will exhibit the following characteristics in our core areas


Academic Performance (including human growth and development social and cultural foundations helping relationships theories and practices family systems and interventions lifestyle and career development appraisal research and evaluation and professional orientation)

bull Earn a minimum grade of Brdquo in all required courses bull Demonstrate clarity of expression in oral and written communications

bull Demonstrate self-reliance resourcefulness and academic integrity in preparation for classes exams and research bull Demonstrate ability to conceptualize synthesize and apply course material bull Demonstrate timeliness attentiveness and dependability in attendance participation and completion of all class meetings assignments and program activities

Professional Responsibility bull Relate to peers faculty supervisors instructors administrators clients and others in an appropriate and professional manner bull Demonstrate commitment to the profession bull Demonstrate motivation and apply maximum effort to develop professionally bull Demonstrate ethical awareness and conduct and apply legal and ethical standards throughout all program areas

Competence bull Demonstrate mastery of clinicalapplied skills commensurate with counselor developmental level bull Take responsibility for compensating for hisher deficiencies bull Provide only those services and apply only those techniques for which heshe is qualified by education training supervision andor experience bull Demonstrate cognitive skills and appropriate affect in response to clients and peers bull Utilize culturally relevanteffective interventions and advocate appropriately for client needs bull Take responsibility for hisher own behaviors and decisions

Conduct bull Demonstrate self-control (anger impulse and withdrawal) with peers faculty supervisors instructors administrators clients and others bull Demonstrate honesty and fairness both personally and professionally bull Demonstrate awareness of hisher belief systems values and limitations in a manner to not negatively affect hisher professional work bull Demonstrate timely and respectful communication with faculty peers supervisors and others bull Demonstrate ability to collaborate and to receive integrate and utilize feedback from peers faculty supervisors instructors administrators clients and others

Integrity bull Respect the fundamental rights dignity and worth of all people


bull Respect the rights of individuals to privacy confidentiality and choices regarding self-determination bull Demonstrate awareness of hisher own cultural identity respect cultural individual and role differences in all professional relationships (ie age gender race ethnicity national origin religion sexual orientation physical disability language and socioeconomic status) Self-Care and Wellness bull Dress professionally for the academic and professional setting bull Engage in healthy behaviors and use appropriate resources for self-care bull Monitor own well-being effectiveness and demonstrate responsibility for hisher own personal wellness bull Demonstrate the ability to function effectively in stressful situations Demonstrate the ability to resolve conflicts appropriately

VII The Advisory Group will break into specialty area meetings for the remaining time to discuss the following a Specialty Updates b Review amp Discuss Internship Documentation for Knowledge Skills amp Practice

for Student Learning Outcomes c Current Issues d TBD

Clinical Mental Health Counseling Track New Practicum and Internship Evaluations were reviewed and approved

o A few suggestions were made for improvement Discussion was had on new Addictions course (Counseling the Addictive Client)

o Support was noted for this course being offered o Discussion was held about making this a required course for the CMHC

track all present were supportive of this suggestion o Objectives of CHRD 756 were reviewed there were no suggested

changes at this time Suggestion was made by member to have students do a ldquogive backrdquo project at

their internship site Suggestion was made to include more information for case management during

the Administration (CHRD 713) course

College CounselingStudent Affairs Advisory Council Notes Jim Bies Meghan Peterson Ruth Harper 111215

We reviewed and discussed the updated internship evaluation form A few minor suggestions were made that have been added or changed in that document It was seen as an improvement and very appropriate to the specialty area

Conversation turned to current issues in the field and the following topics were discussed Some are already represented in the curriculum and some represent new areas to integrate bull autism spectrum disorders


bull college student depression and anxiety bull current undergraduatesrsquo limited coping skillsstrategies bull how to help students achieve independence (or better boundaries with parents) bull forming support systems on campus bull the role of technology in fostering dependence bull appreciative advising (is becoming SDSUrsquos official advising model and has already been added to 770 topics)

Advisory Council Meeting Notes School Counseling Specialty November 12 15

New Topics bull Diversity and transgender issues bull Development of Classroom Guidance Curriculum bull Classroom Management bull Working with Helicopter Parents bull Advocacy for Self bull Use of technology particularly Google Doc for referral and survey purposes

The Program can cover in more detail bull DSS process bull Risk assessment in schools (SuicidalHomicidal Students)

Strength of the Program bull Interns are very knowledgeable about the counseling field bull Interns are many times resources for internship site supervisors in terms of new theories and approaches

Suggestion bull What is the possibility of giving an elective course on special issues in school counseling where students learn more specific information about the field The class could consist of lectures of different school counselors working at the field

VIII Closing ndash the advisory council members were thanked for their participation

4 Remediation of student learning and performance on Professional Identity Professional Practice Program Area Standards and Student Learning Outcomes

Any core curriculum or program area that is rated below 225 (on a 3 point scale) for two consecutive years on the graduation exit survey or 200 for two years on the graduate or employer survey AND scores below the national average for two consecutive years on the CPCE will have a remediation plan developed by the faculty to improve the learning outcomes


Any student learning outcome professional identity or professional practice area that does not meet or exceed expectations for two consecutive years will have a remediation plan developed by the faculty to improve the learning outcomes For objective assessment measures a 75 pass rate is considered ldquomeeting expectationsrdquo and must include the majority of assessment items which address that standard

Structure Bookmarks

Comprehensive Assessment Plan


Table of Contents

Introduction 4

11 Formative Evaluation 6

Student Review and Evaluation 6

111 Student Evaluation 6

112 Student Review Conference 7

113 Grades Monitored 7

114 Student Satisfaction Survey 8

115 Individual course assessments 13

12 Summative Evaluation 13

121 Graduating Student Exit Survey 13

122 Exams 16

123 Written Exams 17

124 Oral Exam 17

125 National Counselor Exam (NCE) 19

13 Clinical Supervision 22

131 Practicum Supervision 22

132 Evaluation 22

133 Internship Supervision 23

134 Evaluation 23

14 Program Goals 32

141 Remediation Policy 33

Student Processes and Feedback 33

21 Requirements for Admission to Graduate School33

211 CHRD Admissions Process Degree Seeking Students 34

212 Non-Degree Seeking Students 36

22 Graduate amp EmployerSupervisor Evaluations 36

2





Introduction




CHRD Assessment





Month

Ongoing

DecemberMay

October

Ongoing

Month

DecemberMay

SeptemberFebruary

OctoberMay

DecemberMay

August

FORMATIVE





Program Faculty


SUMMATIVE



Program Faculty


Program Faculty



Program Faculty

Internship Rankings
























































Less than 12 10 2703 12-24 9 2432 24-35 10 2703 36+ 8 2162 Total 37 10000

























0 3 1 17 14 1 36

0 3 4 9 19 1 36

1 2 3 16 12 2 36

0 0 6 9 10 11 36

0 3 5 6 15 7 36

0 3 6 7 11

3 252 4 336 4 336 9 756 119 10000

000 833 278 4722 3889 278 10000

420

000 833 1111 2500 5278 278 10000

426

278 556 833 4444 3333 556 10000

406

000 000 1667 2500 2778 3056 10000

416

000 833 1389 1667 4167 1944 10000

414

000 833 1667 1944 3056


NA TotalMean

9 36

2500 10000



2 1 6 6 8 13 36

556 278 1667 1667 2222 3611 10000




0 2 1 17 16 0 36

000 556 278 4722 4444 000 10000

431


0 0 3 17 17 37

000 000 811 4595 4595 10000


Yes NoTotal

35 1 36

9722 278 10000








































122 Exams




123 Written Exams








SU15 Natrsquol

FA15 SDSU

FA15 Natrsquol

SP16 SDSU

SP16 Natrsquol

SU16 SDSU

SU16 Natrsquol


124 Oral Exam












College Counseling

School Counseling

Total














857 708 2542 1185 1463 1443 998 2096 11291

2274 3368 1631 2584




1400 11330

1434 11291








132 Evaluation












134 Evaluation









Spring 2016 Average









771 6(8) 1(6) 0(4) 0(2)







743 5(8) 2(6) 0(4) 0(2)





714 4(8) 3(6) 0(4) 0(2)


















714 4(8) 3(6) 0(4) 0(2)










Spring 2016 Average

660


1(8) 1(7) 3(6) 0(4) 0(2)



620 0(8) 1(7) 4(6) 0(4) 0(2)






660 1(8) 1(7) 3(6) 0(4) 0(2)


600 1(8) 3(6) 1(4) 0(2)


680 2(8) 3(6) 0(4) 0(2)


700 2(8) 1(7) 2(6) 0(4) 0(2)


640 1(8) 4(6) 0(4) 0(20


620 0(8) 1(7) 4(6) 0(4) 0(2)


600 1(8) 3(6) 1(4) 0(2)


640 1(8) 4(6) 0(4) 0(20




680 2(8) 3(6) 0(4) 0(2)


640 1(8) 4(6) 0(4) 0(20










620 1(8) 1(7) 2(6) 1(4) 0(2)


620 1(8) 1(7) 2(6) 1(4) 0(2)


640 1(8) 4(6) 0(4) 0(20


700 2(8) 2(6) 0(4) 0(2)



600 0(8) 5(6) 0(4) 0(2)


660 1(8) 1(7) 3(6) 0(4) 0(2)


600 0(8) 5(6) 0(4) 0(2)








720 3(8) 2(6) 0(4) 0(2)


660 2(8) 1(7) 1(6) 1(4) 0(2)















counseling


strategies





















Spring 2016 Average







725 2(8) 1(7) 1(6) 0(4) 0(2)


725 2(8) 1(7) 1(6) 0(4) 0(2)


775 3(8) 1(7) 0(6) 0(4) 0(2)


625 0(8) 1(7) 3(6) 0(4) 0(2)


675 1(8) 1(7) 2(6) 0(4) 0(2)


725 2(8) 1(7) 1(6) 0(4) 0(2)






675 1(8) 1(7) 2(6) 0(4) 0(2)



775 3(8) 1(7) 0(6) 0(4) 0(2)


775 3(8) 1(7) 0(6) 0(4) 0(2)


667 1(8) 2(6) 0(4) 0(2)


650 1(8) 3(6) 0(4) 0 (2)


725 2(8) 1(7) 1(6) 0(4) 0(2)




775 3(8) 1(7) 0(6) 0(4) 0(2)



675 1(8) 1(7) 2(6) 0(4) 0(2)


675 1(8) 1(7) 2(6) 0(4) 0(2)


675 1(8) 1(7) 2(6) 0(4) 0(2)





775 3(8) 1(7) 0(6) 0(4) 0(2)


667 1(8) 2(6) 0(4) 0(2)






675 1(8) 1(7) 2(6) 0(4) 0(2)


625 0(8) 1(7) 3(6) 0(4) 0(2)


675 1(8) 1(7) 2(6) 0(4) 0(2)


700 1(8) 1(7) 1(6) 0(4) 0 (2)


14 Program Goals
















































4 26 8

4 23 7


21 3 9 5

17 7 7 3





































6667 3056 278 10000

6111 3889 000 10000

















Total 17 10000 Mean 218




Total 17 10000 Mean 235























Retirement planning













































Advisory Council










































Structure Bookmarks






Introduction




CHRD Assessment





Month

Ongoing

DecemberMay

October

Ongoing

Month

DecemberMay

SeptemberFebruary

OctoberMay

DecemberMay

August

FORMATIVE





Program Faculty


SUMMATIVE



Program Faculty


Program Faculty



Program Faculty

Internship Rankings
























































Less than 12 10 2703 12-24 9 2432 24-35 10 2703 36+ 8 2162 Total 37 10000

























0 3 1 17 14 1 36

0 3 4 9 19 1 36

1 2 3 16 12 2 36

0 0 6 9 10 11 36

0 3 5 6 15 7 36

0 3 6 7 11

3 252 4 336 4 336 9 756 119 10000

000 833 278 4722 3889 278 10000

420

000 833 1111 2500 5278 278 10000

426

278 556 833 4444 3333 556 10000

406

000 000 1667 2500 2778 3056 10000

416

000 833 1389 1667 4167 1944 10000

414

000 833 1667 1944 3056


NA TotalMean

9 36

2500 10000



2 1 6 6 8 13 36

556 278 1667 1667 2222 3611 10000




0 2 1 17 16 0 36

000 556 278 4722 4444 000 10000

431


0 0 3 17 17 37

000 000 811 4595 4595 10000


Yes NoTotal

35 1 36

9722 278 10000








































122 Exams




123 Written Exams








SU15 Natrsquol

FA15 SDSU

FA15 Natrsquol

SP16 SDSU

SP16 Natrsquol

SU16 SDSU

SU16 Natrsquol


124 Oral Exam












College Counseling

School Counseling

Total














857 708 2542 1185 1463 1443 998 2096 11291

2274 3368 1631 2584




1400 11330

1434 11291








132 Evaluation












134 Evaluation









Spring 2016 Average









771 6(8) 1(6) 0(4) 0(2)







743 5(8) 2(6) 0(4) 0(2)





714 4(8) 3(6) 0(4) 0(2)


















714 4(8) 3(6) 0(4) 0(2)










Spring 2016 Average

660


1(8) 1(7) 3(6) 0(4) 0(2)



620 0(8) 1(7) 4(6) 0(4) 0(2)






660 1(8) 1(7) 3(6) 0(4) 0(2)


600 1(8) 3(6) 1(4) 0(2)


680 2(8) 3(6) 0(4) 0(2)


700 2(8) 1(7) 2(6) 0(4) 0(2)


640 1(8) 4(6) 0(4) 0(20


620 0(8) 1(7) 4(6) 0(4) 0(2)


600 1(8) 3(6) 1(4) 0(2)


640 1(8) 4(6) 0(4) 0(20




680 2(8) 3(6) 0(4) 0(2)


640 1(8) 4(6) 0(4) 0(20










620 1(8) 1(7) 2(6) 1(4) 0(2)


620 1(8) 1(7) 2(6) 1(4) 0(2)


640 1(8) 4(6) 0(4) 0(20


700 2(8) 2(6) 0(4) 0(2)



600 0(8) 5(6) 0(4) 0(2)


660 1(8) 1(7) 3(6) 0(4) 0(2)


600 0(8) 5(6) 0(4) 0(2)








720 3(8) 2(6) 0(4) 0(2)


660 2(8) 1(7) 1(6) 1(4) 0(2)















counseling


strategies





















Spring 2016 Average







725 2(8) 1(7) 1(6) 0(4) 0(2)


725 2(8) 1(7) 1(6) 0(4) 0(2)


775 3(8) 1(7) 0(6) 0(4) 0(2)


625 0(8) 1(7) 3(6) 0(4) 0(2)


675 1(8) 1(7) 2(6) 0(4) 0(2)


725 2(8) 1(7) 1(6) 0(4) 0(2)






675 1(8) 1(7) 2(6) 0(4) 0(2)



775 3(8) 1(7) 0(6) 0(4) 0(2)


775 3(8) 1(7) 0(6) 0(4) 0(2)


667 1(8) 2(6) 0(4) 0(2)


650 1(8) 3(6) 0(4) 0 (2)


725 2(8) 1(7) 1(6) 0(4) 0(2)




775 3(8) 1(7) 0(6) 0(4) 0(2)



675 1(8) 1(7) 2(6) 0(4) 0(2)


675 1(8) 1(7) 2(6) 0(4) 0(2)


675 1(8) 1(7) 2(6) 0(4) 0(2)





775 3(8) 1(7) 0(6) 0(4) 0(2)


667 1(8) 2(6) 0(4) 0(2)






675 1(8) 1(7) 2(6) 0(4) 0(2)


625 0(8) 1(7) 3(6) 0(4) 0(2)


675 1(8) 1(7) 2(6) 0(4) 0(2)


700 1(8) 1(7) 1(6) 0(4) 0 (2)


14 Program Goals
















































4 26 8

4 23 7


21 3 9 5

17 7 7 3





































6667 3056 278 10000

6111 3889 000 10000

















Total 17 10000 Mean 218




Total 17 10000 Mean 235























Retirement planning













































Advisory Council










































Structure Bookmarks



Month

Ongoing

DecemberMay

October

Ongoing

Month

DecemberMay

SeptemberFebruary

OctoberMay

DecemberMay

August

FORMATIVE





Program Faculty


SUMMATIVE



Program Faculty


Program Faculty



Program Faculty

Internship Rankings
























































Less than 12 10 2703 12-24 9 2432 24-35 10 2703 36+ 8 2162 Total 37 10000

























0 3 1 17 14 1 36

0 3 4 9 19 1 36

1 2 3 16 12 2 36

0 0 6 9 10 11 36

0 3 5 6 15 7 36

0 3 6 7 11

3 252 4 336 4 336 9 756 119 10000

000 833 278 4722 3889 278 10000

420

000 833 1111 2500 5278 278 10000

426

278 556 833 4444 3333 556 10000

406

000 000 1667 2500 2778 3056 10000

416

000 833 1389 1667 4167 1944 10000

414

000 833 1667 1944 3056


NA TotalMean

9 36

2500 10000



2 1 6 6 8 13 36

556 278 1667 1667 2222 3611 10000




0 2 1 17 16 0 36

000 556 278 4722 4444 000 10000

431


0 0 3 17 17 37

000 000 811 4595 4595 10000


Yes NoTotal

35 1 36

9722 278 10000








































122 Exams




123 Written Exams








SU15 Natrsquol

FA15 SDSU

FA15 Natrsquol

SP16 SDSU

SP16 Natrsquol

SU16 SDSU

SU16 Natrsquol


124 Oral Exam












College Counseling

School Counseling

Total














857 708 2542 1185 1463 1443 998 2096 11291

2274 3368 1631 2584




1400 11330

1434 11291








132 Evaluation












134 Evaluation









Spring 2016 Average









771 6(8) 1(6) 0(4) 0(2)







743 5(8) 2(6) 0(4) 0(2)





714 4(8) 3(6) 0(4) 0(2)


















714 4(8) 3(6) 0(4) 0(2)










Spring 2016 Average

660


1(8) 1(7) 3(6) 0(4) 0(2)



620 0(8) 1(7) 4(6) 0(4) 0(2)






660 1(8) 1(7) 3(6) 0(4) 0(2)


600 1(8) 3(6) 1(4) 0(2)


680 2(8) 3(6) 0(4) 0(2)


700 2(8) 1(7) 2(6) 0(4) 0(2)


640 1(8) 4(6) 0(4) 0(20


620 0(8) 1(7) 4(6) 0(4) 0(2)


600 1(8) 3(6) 1(4) 0(2)


640 1(8) 4(6) 0(4) 0(20




680 2(8) 3(6) 0(4) 0(2)


640 1(8) 4(6) 0(4) 0(20










620 1(8) 1(7) 2(6) 1(4) 0(2)


620 1(8) 1(7) 2(6) 1(4) 0(2)


640 1(8) 4(6) 0(4) 0(20


700 2(8) 2(6) 0(4) 0(2)



600 0(8) 5(6) 0(4) 0(2)


660 1(8) 1(7) 3(6) 0(4) 0(2)


600 0(8) 5(6) 0(4) 0(2)








720 3(8) 2(6) 0(4) 0(2)


660 2(8) 1(7) 1(6) 1(4) 0(2)















counseling


strategies





















Spring 2016 Average







725 2(8) 1(7) 1(6) 0(4) 0(2)


725 2(8) 1(7) 1(6) 0(4) 0(2)


775 3(8) 1(7) 0(6) 0(4) 0(2)


625 0(8) 1(7) 3(6) 0(4) 0(2)


675 1(8) 1(7) 2(6) 0(4) 0(2)


725 2(8) 1(7) 1(6) 0(4) 0(2)






675 1(8) 1(7) 2(6) 0(4) 0(2)



775 3(8) 1(7) 0(6) 0(4) 0(2)


775 3(8) 1(7) 0(6) 0(4) 0(2)


667 1(8) 2(6) 0(4) 0(2)


650 1(8) 3(6) 0(4) 0 (2)


725 2(8) 1(7) 1(6) 0(4) 0(2)




775 3(8) 1(7) 0(6) 0(4) 0(2)



675 1(8) 1(7) 2(6) 0(4) 0(2)


675 1(8) 1(7) 2(6) 0(4) 0(2)


675 1(8) 1(7) 2(6) 0(4) 0(2)





775 3(8) 1(7) 0(6) 0(4) 0(2)


667 1(8) 2(6) 0(4) 0(2)






675 1(8) 1(7) 2(6) 0(4) 0(2)


625 0(8) 1(7) 3(6) 0(4) 0(2)


675 1(8) 1(7) 2(6) 0(4) 0(2)


700 1(8) 1(7) 1(6) 0(4) 0 (2)


14 Program Goals
















































4 26 8

4 23 7


21 3 9 5

17 7 7 3





































6667 3056 278 10000

6111 3889 000 10000

















Total 17 10000 Mean 218




Total 17 10000 Mean 235























Retirement planning













































Advisory Council










































Structure Bookmarks























































Less than 12 10 2703 12-24 9 2432 24-35 10 2703 36+ 8 2162 Total 37 10000

























0 3 1 17 14 1 36

0 3 4 9 19 1 36

1 2 3 16 12 2 36

0 0 6 9 10 11 36

0 3 5 6 15 7 36

0 3 6 7 11

3 252 4 336 4 336 9 756 119 10000

000 833 278 4722 3889 278 10000

420

000 833 1111 2500 5278 278 10000

426

278 556 833 4444 3333 556 10000

406

000 000 1667 2500 2778 3056 10000

416

000 833 1389 1667 4167 1944 10000

414

000 833 1667 1944 3056


NA TotalMean

9 36

2500 10000



2 1 6 6 8 13 36

556 278 1667 1667 2222 3611 10000




0 2 1 17 16 0 36

000 556 278 4722 4444 000 10000

431


0 0 3 17 17 37

000 000 811 4595 4595 10000


Yes NoTotal

35 1 36

9722 278 10000








































122 Exams




123 Written Exams








SU15 Natrsquol

FA15 SDSU

FA15 Natrsquol

SP16 SDSU

SP16 Natrsquol

SU16 SDSU

SU16 Natrsquol


124 Oral Exam












College Counseling

School Counseling

Total














857 708 2542 1185 1463 1443 998 2096 11291

2274 3368 1631 2584




1400 11330

1434 11291








132 Evaluation












134 Evaluation









Spring 2016 Average









771 6(8) 1(6) 0(4) 0(2)







743 5(8) 2(6) 0(4) 0(2)





714 4(8) 3(6) 0(4) 0(2)


















714 4(8) 3(6) 0(4) 0(2)










Spring 2016 Average

660


1(8) 1(7) 3(6) 0(4) 0(2)



620 0(8) 1(7) 4(6) 0(4) 0(2)






660 1(8) 1(7) 3(6) 0(4) 0(2)


600 1(8) 3(6) 1(4) 0(2)


680 2(8) 3(6) 0(4) 0(2)


700 2(8) 1(7) 2(6) 0(4) 0(2)


640 1(8) 4(6) 0(4) 0(20


620 0(8) 1(7) 4(6) 0(4) 0(2)


600 1(8) 3(6) 1(4) 0(2)


640 1(8) 4(6) 0(4) 0(20




680 2(8) 3(6) 0(4) 0(2)


640 1(8) 4(6) 0(4) 0(20










620 1(8) 1(7) 2(6) 1(4) 0(2)


620 1(8) 1(7) 2(6) 1(4) 0(2)


640 1(8) 4(6) 0(4) 0(20


700 2(8) 2(6) 0(4) 0(2)



600 0(8) 5(6) 0(4) 0(2)


660 1(8) 1(7) 3(6) 0(4) 0(2)


600 0(8) 5(6) 0(4) 0(2)








720 3(8) 2(6) 0(4) 0(2)


660 2(8) 1(7) 1(6) 1(4) 0(2)















counseling


strategies





















Spring 2016 Average







725 2(8) 1(7) 1(6) 0(4) 0(2)


725 2(8) 1(7) 1(6) 0(4) 0(2)


775 3(8) 1(7) 0(6) 0(4) 0(2)


625 0(8) 1(7) 3(6) 0(4) 0(2)


675 1(8) 1(7) 2(6) 0(4) 0(2)


725 2(8) 1(7) 1(6) 0(4) 0(2)






675 1(8) 1(7) 2(6) 0(4) 0(2)



775 3(8) 1(7) 0(6) 0(4) 0(2)


775 3(8) 1(7) 0(6) 0(4) 0(2)


667 1(8) 2(6) 0(4) 0(2)


650 1(8) 3(6) 0(4) 0 (2)


725 2(8) 1(7) 1(6) 0(4) 0(2)




775 3(8) 1(7) 0(6) 0(4) 0(2)



675 1(8) 1(7) 2(6) 0(4) 0(2)


675 1(8) 1(7) 2(6) 0(4) 0(2)


675 1(8) 1(7) 2(6) 0(4) 0(2)





775 3(8) 1(7) 0(6) 0(4) 0(2)


667 1(8) 2(6) 0(4) 0(2)






675 1(8) 1(7) 2(6) 0(4) 0(2)


625 0(8) 1(7) 3(6) 0(4) 0(2)


675 1(8) 1(7) 2(6) 0(4) 0(2)


700 1(8) 1(7) 1(6) 0(4) 0 (2)


14 Program Goals
















































4 26 8

4 23 7


21 3 9 5

17 7 7 3





































6667 3056 278 10000

6111 3889 000 10000

















Total 17 10000 Mean 218




Total 17 10000 Mean 235























Retirement planning













































Advisory Council










































Structure Bookmarks




















0 3 1 17 14 1 36

0 3 4 9 19 1 36

1 2 3 16 12 2 36

0 0 6 9 10 11 36

0 3 5 6 15 7 36

0 3 6 7 11

3 252 4 336 4 336 9 756 119 10000

000 833 278 4722 3889 278 10000

420

000 833 1111 2500 5278 278 10000

426

278 556 833 4444 3333 556 10000

406

000 000 1667 2500 2778 3056 10000

416

000 833 1389 1667 4167 1944 10000

414

000 833 1667 1944 3056


NA TotalMean

9 36

2500 10000



2 1 6 6 8 13 36

556 278 1667 1667 2222 3611 10000




0 2 1 17 16 0 36

000 556 278 4722 4444 000 10000

431


0 0 3 17 17 37

000 000 811 4595 4595 10000


Yes NoTotal

35 1 36

9722 278 10000








































122 Exams




123 Written Exams








SU15 Natrsquol

FA15 SDSU

FA15 Natrsquol

SP16 SDSU

SP16 Natrsquol

SU16 SDSU

SU16 Natrsquol


124 Oral Exam












College Counseling

School Counseling

Total














857 708 2542 1185 1463 1443 998 2096 11291

2274 3368 1631 2584




1400 11330

1434 11291








132 Evaluation












134 Evaluation









Spring 2016 Average









771 6(8) 1(6) 0(4) 0(2)







743 5(8) 2(6) 0(4) 0(2)





714 4(8) 3(6) 0(4) 0(2)


















714 4(8) 3(6) 0(4) 0(2)










Spring 2016 Average

660


1(8) 1(7) 3(6) 0(4) 0(2)



620 0(8) 1(7) 4(6) 0(4) 0(2)






660 1(8) 1(7) 3(6) 0(4) 0(2)


600 1(8) 3(6) 1(4) 0(2)


680 2(8) 3(6) 0(4) 0(2)


700 2(8) 1(7) 2(6) 0(4) 0(2)


640 1(8) 4(6) 0(4) 0(20


620 0(8) 1(7) 4(6) 0(4) 0(2)


600 1(8) 3(6) 1(4) 0(2)


640 1(8) 4(6) 0(4) 0(20




680 2(8) 3(6) 0(4) 0(2)


640 1(8) 4(6) 0(4) 0(20










620 1(8) 1(7) 2(6) 1(4) 0(2)


620 1(8) 1(7) 2(6) 1(4) 0(2)


640 1(8) 4(6) 0(4) 0(20


700 2(8) 2(6) 0(4) 0(2)



600 0(8) 5(6) 0(4) 0(2)


660 1(8) 1(7) 3(6) 0(4) 0(2)


600 0(8) 5(6) 0(4) 0(2)








720 3(8) 2(6) 0(4) 0(2)


660 2(8) 1(7) 1(6) 1(4) 0(2)















counseling


strategies





















Spring 2016 Average







725 2(8) 1(7) 1(6) 0(4) 0(2)


725 2(8) 1(7) 1(6) 0(4) 0(2)


775 3(8) 1(7) 0(6) 0(4) 0(2)


625 0(8) 1(7) 3(6) 0(4) 0(2)


675 1(8) 1(7) 2(6) 0(4) 0(2)


725 2(8) 1(7) 1(6) 0(4) 0(2)






675 1(8) 1(7) 2(6) 0(4) 0(2)



775 3(8) 1(7) 0(6) 0(4) 0(2)


775 3(8) 1(7) 0(6) 0(4) 0(2)


667 1(8) 2(6) 0(4) 0(2)


650 1(8) 3(6) 0(4) 0 (2)


725 2(8) 1(7) 1(6) 0(4) 0(2)




775 3(8) 1(7) 0(6) 0(4) 0(2)



675 1(8) 1(7) 2(6) 0(4) 0(2)


675 1(8) 1(7) 2(6) 0(4) 0(2)


675 1(8) 1(7) 2(6) 0(4) 0(2)





775 3(8) 1(7) 0(6) 0(4) 0(2)


667 1(8) 2(6) 0(4) 0(2)






675 1(8) 1(7) 2(6) 0(4) 0(2)


625 0(8) 1(7) 3(6) 0(4) 0(2)


675 1(8) 1(7) 2(6) 0(4) 0(2)


700 1(8) 1(7) 1(6) 0(4) 0 (2)


14 Program Goals
















































4 26 8

4 23 7


21 3 9 5

17 7 7 3





































6667 3056 278 10000

6111 3889 000 10000

















Total 17 10000 Mean 218




Total 17 10000 Mean 235























Retirement planning













































Advisory Council










































Structure Bookmarks



NA TotalMean

9 36

2500 10000



2 1 6 6 8 13 36

556 278 1667 1667 2222 3611 10000




0 2 1 17 16 0 36

000 556 278 4722 4444 000 10000

431


0 0 3 17 17 37

000 000 811 4595 4595 10000


Yes NoTotal

35 1 36

9722 278 10000








































122 Exams




123 Written Exams








SU15 Natrsquol

FA15 SDSU

FA15 Natrsquol

SP16 SDSU

SP16 Natrsquol

SU16 SDSU

SU16 Natrsquol


124 Oral Exam












College Counseling

School Counseling

Total














857 708 2542 1185 1463 1443 998 2096 11291

2274 3368 1631 2584




1400 11330

1434 11291








132 Evaluation












134 Evaluation









Spring 2016 Average









771 6(8) 1(6) 0(4) 0(2)







743 5(8) 2(6) 0(4) 0(2)





714 4(8) 3(6) 0(4) 0(2)


















714 4(8) 3(6) 0(4) 0(2)










Spring 2016 Average

660


1(8) 1(7) 3(6) 0(4) 0(2)



620 0(8) 1(7) 4(6) 0(4) 0(2)






660 1(8) 1(7) 3(6) 0(4) 0(2)


600 1(8) 3(6) 1(4) 0(2)


680 2(8) 3(6) 0(4) 0(2)


700 2(8) 1(7) 2(6) 0(4) 0(2)


640 1(8) 4(6) 0(4) 0(20


620 0(8) 1(7) 4(6) 0(4) 0(2)


600 1(8) 3(6) 1(4) 0(2)


640 1(8) 4(6) 0(4) 0(20




680 2(8) 3(6) 0(4) 0(2)


640 1(8) 4(6) 0(4) 0(20










620 1(8) 1(7) 2(6) 1(4) 0(2)


620 1(8) 1(7) 2(6) 1(4) 0(2)


640 1(8) 4(6) 0(4) 0(20


700 2(8) 2(6) 0(4) 0(2)



600 0(8) 5(6) 0(4) 0(2)


660 1(8) 1(7) 3(6) 0(4) 0(2)


600 0(8) 5(6) 0(4) 0(2)








720 3(8) 2(6) 0(4) 0(2)


660 2(8) 1(7) 1(6) 1(4) 0(2)















counseling


strategies





















Spring 2016 Average







725 2(8) 1(7) 1(6) 0(4) 0(2)


725 2(8) 1(7) 1(6) 0(4) 0(2)


775 3(8) 1(7) 0(6) 0(4) 0(2)


625 0(8) 1(7) 3(6) 0(4) 0(2)


675 1(8) 1(7) 2(6) 0(4) 0(2)


725 2(8) 1(7) 1(6) 0(4) 0(2)






675 1(8) 1(7) 2(6) 0(4) 0(2)



775 3(8) 1(7) 0(6) 0(4) 0(2)


775 3(8) 1(7) 0(6) 0(4) 0(2)


667 1(8) 2(6) 0(4) 0(2)


650 1(8) 3(6) 0(4) 0 (2)


725 2(8) 1(7) 1(6) 0(4) 0(2)




775 3(8) 1(7) 0(6) 0(4) 0(2)



675 1(8) 1(7) 2(6) 0(4) 0(2)


675 1(8) 1(7) 2(6) 0(4) 0(2)


675 1(8) 1(7) 2(6) 0(4) 0(2)





775 3(8) 1(7) 0(6) 0(4) 0(2)


667 1(8) 2(6) 0(4) 0(2)






675 1(8) 1(7) 2(6) 0(4) 0(2)


625 0(8) 1(7) 3(6) 0(4) 0(2)


675 1(8) 1(7) 2(6) 0(4) 0(2)


700 1(8) 1(7) 1(6) 0(4) 0 (2)


14 Program Goals
















































4 26 8

4 23 7


21 3 9 5

17 7 7 3





































6667 3056 278 10000

6111 3889 000 10000

















Total 17 10000 Mean 218




Total 17 10000 Mean 235























Retirement planning













































Advisory Council










































Structure Bookmarks




































122 Exams




123 Written Exams








SU15 Natrsquol

FA15 SDSU

FA15 Natrsquol

SP16 SDSU

SP16 Natrsquol

SU16 SDSU

SU16 Natrsquol


124 Oral Exam












College Counseling

School Counseling

Total














857 708 2542 1185 1463 1443 998 2096 11291

2274 3368 1631 2584




1400 11330

1434 11291








132 Evaluation












134 Evaluation









Spring 2016 Average









771 6(8) 1(6) 0(4) 0(2)







743 5(8) 2(6) 0(4) 0(2)





714 4(8) 3(6) 0(4) 0(2)


















714 4(8) 3(6) 0(4) 0(2)










Spring 2016 Average

660


1(8) 1(7) 3(6) 0(4) 0(2)



620 0(8) 1(7) 4(6) 0(4) 0(2)






660 1(8) 1(7) 3(6) 0(4) 0(2)


600 1(8) 3(6) 1(4) 0(2)


680 2(8) 3(6) 0(4) 0(2)


700 2(8) 1(7) 2(6) 0(4) 0(2)


640 1(8) 4(6) 0(4) 0(20


620 0(8) 1(7) 4(6) 0(4) 0(2)


600 1(8) 3(6) 1(4) 0(2)


640 1(8) 4(6) 0(4) 0(20




680 2(8) 3(6) 0(4) 0(2)


640 1(8) 4(6) 0(4) 0(20










620 1(8) 1(7) 2(6) 1(4) 0(2)


620 1(8) 1(7) 2(6) 1(4) 0(2)


640 1(8) 4(6) 0(4) 0(20


700 2(8) 2(6) 0(4) 0(2)



600 0(8) 5(6) 0(4) 0(2)


660 1(8) 1(7) 3(6) 0(4) 0(2)


600 0(8) 5(6) 0(4) 0(2)








720 3(8) 2(6) 0(4) 0(2)


660 2(8) 1(7) 1(6) 1(4) 0(2)















counseling


strategies





















Spring 2016 Average







725 2(8) 1(7) 1(6) 0(4) 0(2)


725 2(8) 1(7) 1(6) 0(4) 0(2)


775 3(8) 1(7) 0(6) 0(4) 0(2)


625 0(8) 1(7) 3(6) 0(4) 0(2)


675 1(8) 1(7) 2(6) 0(4) 0(2)


725 2(8) 1(7) 1(6) 0(4) 0(2)






675 1(8) 1(7) 2(6) 0(4) 0(2)



775 3(8) 1(7) 0(6) 0(4) 0(2)


775 3(8) 1(7) 0(6) 0(4) 0(2)


667 1(8) 2(6) 0(4) 0(2)


650 1(8) 3(6) 0(4) 0 (2)


725 2(8) 1(7) 1(6) 0(4) 0(2)




775 3(8) 1(7) 0(6) 0(4) 0(2)



675 1(8) 1(7) 2(6) 0(4) 0(2)


675 1(8) 1(7) 2(6) 0(4) 0(2)


675 1(8) 1(7) 2(6) 0(4) 0(2)





775 3(8) 1(7) 0(6) 0(4) 0(2)


667 1(8) 2(6) 0(4) 0(2)






675 1(8) 1(7) 2(6) 0(4) 0(2)


625 0(8) 1(7) 3(6) 0(4) 0(2)


675 1(8) 1(7) 2(6) 0(4) 0(2)


700 1(8) 1(7) 1(6) 0(4) 0 (2)


14 Program Goals
















































4 26 8

4 23 7


21 3 9 5

17 7 7 3





































6667 3056 278 10000

6111 3889 000 10000

















Total 17 10000 Mean 218




Total 17 10000 Mean 235























Retirement planning













































Advisory Council










































Structure Bookmarks




123 Written Exams








SU15 Natrsquol

FA15 SDSU

FA15 Natrsquol

SP16 SDSU

SP16 Natrsquol

SU16 SDSU

SU16 Natrsquol


124 Oral Exam












College Counseling

School Counseling

Total














857 708 2542 1185 1463 1443 998 2096 11291

2274 3368 1631 2584




1400 11330

1434 11291








132 Evaluation












134 Evaluation









Spring 2016 Average









771 6(8) 1(6) 0(4) 0(2)







743 5(8) 2(6) 0(4) 0(2)





714 4(8) 3(6) 0(4) 0(2)


















714 4(8) 3(6) 0(4) 0(2)










Spring 2016 Average

660


1(8) 1(7) 3(6) 0(4) 0(2)



620 0(8) 1(7) 4(6) 0(4) 0(2)






660 1(8) 1(7) 3(6) 0(4) 0(2)


600 1(8) 3(6) 1(4) 0(2)


680 2(8) 3(6) 0(4) 0(2)


700 2(8) 1(7) 2(6) 0(4) 0(2)


640 1(8) 4(6) 0(4) 0(20


620 0(8) 1(7) 4(6) 0(4) 0(2)


600 1(8) 3(6) 1(4) 0(2)


640 1(8) 4(6) 0(4) 0(20




680 2(8) 3(6) 0(4) 0(2)


640 1(8) 4(6) 0(4) 0(20










620 1(8) 1(7) 2(6) 1(4) 0(2)


620 1(8) 1(7) 2(6) 1(4) 0(2)


640 1(8) 4(6) 0(4) 0(20


700 2(8) 2(6) 0(4) 0(2)



600 0(8) 5(6) 0(4) 0(2)


660 1(8) 1(7) 3(6) 0(4) 0(2)


600 0(8) 5(6) 0(4) 0(2)








720 3(8) 2(6) 0(4) 0(2)


660 2(8) 1(7) 1(6) 1(4) 0(2)















counseling


strategies





















Spring 2016 Average







725 2(8) 1(7) 1(6) 0(4) 0(2)


725 2(8) 1(7) 1(6) 0(4) 0(2)


775 3(8) 1(7) 0(6) 0(4) 0(2)


625 0(8) 1(7) 3(6) 0(4) 0(2)


675 1(8) 1(7) 2(6) 0(4) 0(2)


725 2(8) 1(7) 1(6) 0(4) 0(2)






675 1(8) 1(7) 2(6) 0(4) 0(2)



775 3(8) 1(7) 0(6) 0(4) 0(2)


775 3(8) 1(7) 0(6) 0(4) 0(2)


667 1(8) 2(6) 0(4) 0(2)


650 1(8) 3(6) 0(4) 0 (2)


725 2(8) 1(7) 1(6) 0(4) 0(2)




775 3(8) 1(7) 0(6) 0(4) 0(2)



675 1(8) 1(7) 2(6) 0(4) 0(2)


675 1(8) 1(7) 2(6) 0(4) 0(2)


675 1(8) 1(7) 2(6) 0(4) 0(2)





775 3(8) 1(7) 0(6) 0(4) 0(2)


667 1(8) 2(6) 0(4) 0(2)






675 1(8) 1(7) 2(6) 0(4) 0(2)


625 0(8) 1(7) 3(6) 0(4) 0(2)


675 1(8) 1(7) 2(6) 0(4) 0(2)


700 1(8) 1(7) 1(6) 0(4) 0 (2)


14 Program Goals
















































4 26 8

4 23 7


21 3 9 5

17 7 7 3





































6667 3056 278 10000

6111 3889 000 10000

















Total 17 10000 Mean 218




Total 17 10000 Mean 235























Retirement planning













































Advisory Council










































Structure Bookmarks












College Counseling

School Counseling

Total














857 708 2542 1185 1463 1443 998 2096 11291

2274 3368 1631 2584




1400 11330

1434 11291








132 Evaluation












134 Evaluation









Spring 2016 Average









771 6(8) 1(6) 0(4) 0(2)







743 5(8) 2(6) 0(4) 0(2)





714 4(8) 3(6) 0(4) 0(2)


















714 4(8) 3(6) 0(4) 0(2)










Spring 2016 Average

660


1(8) 1(7) 3(6) 0(4) 0(2)



620 0(8) 1(7) 4(6) 0(4) 0(2)






660 1(8) 1(7) 3(6) 0(4) 0(2)


600 1(8) 3(6) 1(4) 0(2)


680 2(8) 3(6) 0(4) 0(2)


700 2(8) 1(7) 2(6) 0(4) 0(2)


640 1(8) 4(6) 0(4) 0(20


620 0(8) 1(7) 4(6) 0(4) 0(2)


600 1(8) 3(6) 1(4) 0(2)


640 1(8) 4(6) 0(4) 0(20




680 2(8) 3(6) 0(4) 0(2)


640 1(8) 4(6) 0(4) 0(20










620 1(8) 1(7) 2(6) 1(4) 0(2)


620 1(8) 1(7) 2(6) 1(4) 0(2)


640 1(8) 4(6) 0(4) 0(20


700 2(8) 2(6) 0(4) 0(2)



600 0(8) 5(6) 0(4) 0(2)


660 1(8) 1(7) 3(6) 0(4) 0(2)


600 0(8) 5(6) 0(4) 0(2)








720 3(8) 2(6) 0(4) 0(2)


660 2(8) 1(7) 1(6) 1(4) 0(2)















counseling


strategies





















Spring 2016 Average







725 2(8) 1(7) 1(6) 0(4) 0(2)


725 2(8) 1(7) 1(6) 0(4) 0(2)


775 3(8) 1(7) 0(6) 0(4) 0(2)


625 0(8) 1(7) 3(6) 0(4) 0(2)


675 1(8) 1(7) 2(6) 0(4) 0(2)


725 2(8) 1(7) 1(6) 0(4) 0(2)






675 1(8) 1(7) 2(6) 0(4) 0(2)



775 3(8) 1(7) 0(6) 0(4) 0(2)


775 3(8) 1(7) 0(6) 0(4) 0(2)


667 1(8) 2(6) 0(4) 0(2)


650 1(8) 3(6) 0(4) 0 (2)


725 2(8) 1(7) 1(6) 0(4) 0(2)




775 3(8) 1(7) 0(6) 0(4) 0(2)



675 1(8) 1(7) 2(6) 0(4) 0(2)


675 1(8) 1(7) 2(6) 0(4) 0(2)


675 1(8) 1(7) 2(6) 0(4) 0(2)





775 3(8) 1(7) 0(6) 0(4) 0(2)


667 1(8) 2(6) 0(4) 0(2)






675 1(8) 1(7) 2(6) 0(4) 0(2)


625 0(8) 1(7) 3(6) 0(4) 0(2)


675 1(8) 1(7) 2(6) 0(4) 0(2)


700 1(8) 1(7) 1(6) 0(4) 0 (2)


14 Program Goals
















































4 26 8

4 23 7


21 3 9 5

17 7 7 3





































6667 3056 278 10000

6111 3889 000 10000

















Total 17 10000 Mean 218




Total 17 10000 Mean 235























Retirement planning













































Advisory Council










































Structure Bookmarks














857 708 2542 1185 1463 1443 998 2096 11291

2274 3368 1631 2584




1400 11330

1434 11291








132 Evaluation












134 Evaluation









Spring 2016 Average









771 6(8) 1(6) 0(4) 0(2)







743 5(8) 2(6) 0(4) 0(2)





714 4(8) 3(6) 0(4) 0(2)


















714 4(8) 3(6) 0(4) 0(2)










Spring 2016 Average

660


1(8) 1(7) 3(6) 0(4) 0(2)



620 0(8) 1(7) 4(6) 0(4) 0(2)






660 1(8) 1(7) 3(6) 0(4) 0(2)


600 1(8) 3(6) 1(4) 0(2)


680 2(8) 3(6) 0(4) 0(2)


700 2(8) 1(7) 2(6) 0(4) 0(2)


640 1(8) 4(6) 0(4) 0(20


620 0(8) 1(7) 4(6) 0(4) 0(2)


600 1(8) 3(6) 1(4) 0(2)


640 1(8) 4(6) 0(4) 0(20




680 2(8) 3(6) 0(4) 0(2)


640 1(8) 4(6) 0(4) 0(20










620 1(8) 1(7) 2(6) 1(4) 0(2)


620 1(8) 1(7) 2(6) 1(4) 0(2)


640 1(8) 4(6) 0(4) 0(20


700 2(8) 2(6) 0(4) 0(2)



600 0(8) 5(6) 0(4) 0(2)


660 1(8) 1(7) 3(6) 0(4) 0(2)


600 0(8) 5(6) 0(4) 0(2)








720 3(8) 2(6) 0(4) 0(2)


660 2(8) 1(7) 1(6) 1(4) 0(2)















counseling


strategies





















Spring 2016 Average







725 2(8) 1(7) 1(6) 0(4) 0(2)


725 2(8) 1(7) 1(6) 0(4) 0(2)


775 3(8) 1(7) 0(6) 0(4) 0(2)


625 0(8) 1(7) 3(6) 0(4) 0(2)


675 1(8) 1(7) 2(6) 0(4) 0(2)


725 2(8) 1(7) 1(6) 0(4) 0(2)






675 1(8) 1(7) 2(6) 0(4) 0(2)



775 3(8) 1(7) 0(6) 0(4) 0(2)


775 3(8) 1(7) 0(6) 0(4) 0(2)


667 1(8) 2(6) 0(4) 0(2)


650 1(8) 3(6) 0(4) 0 (2)


725 2(8) 1(7) 1(6) 0(4) 0(2)




775 3(8) 1(7) 0(6) 0(4) 0(2)



675 1(8) 1(7) 2(6) 0(4) 0(2)


675 1(8) 1(7) 2(6) 0(4) 0(2)


675 1(8) 1(7) 2(6) 0(4) 0(2)





775 3(8) 1(7) 0(6) 0(4) 0(2)


667 1(8) 2(6) 0(4) 0(2)






675 1(8) 1(7) 2(6) 0(4) 0(2)


625 0(8) 1(7) 3(6) 0(4) 0(2)


675 1(8) 1(7) 2(6) 0(4) 0(2)


700 1(8) 1(7) 1(6) 0(4) 0 (2)


14 Program Goals
















































4 26 8

4 23 7


21 3 9 5

17 7 7 3





































6667 3056 278 10000

6111 3889 000 10000

















Total 17 10000 Mean 218




Total 17 10000 Mean 235























Retirement planning













































Advisory Council










































Structure Bookmarks




1400 11330

1434 11291








132 Evaluation












134 Evaluation









Spring 2016 Average









771 6(8) 1(6) 0(4) 0(2)







743 5(8) 2(6) 0(4) 0(2)





714 4(8) 3(6) 0(4) 0(2)


















714 4(8) 3(6) 0(4) 0(2)










Spring 2016 Average

660


1(8) 1(7) 3(6) 0(4) 0(2)



620 0(8) 1(7) 4(6) 0(4) 0(2)






660 1(8) 1(7) 3(6) 0(4) 0(2)


600 1(8) 3(6) 1(4) 0(2)


680 2(8) 3(6) 0(4) 0(2)


700 2(8) 1(7) 2(6) 0(4) 0(2)


640 1(8) 4(6) 0(4) 0(20


620 0(8) 1(7) 4(6) 0(4) 0(2)


600 1(8) 3(6) 1(4) 0(2)


640 1(8) 4(6) 0(4) 0(20




680 2(8) 3(6) 0(4) 0(2)


640 1(8) 4(6) 0(4) 0(20










620 1(8) 1(7) 2(6) 1(4) 0(2)


620 1(8) 1(7) 2(6) 1(4) 0(2)


640 1(8) 4(6) 0(4) 0(20


700 2(8) 2(6) 0(4) 0(2)



600 0(8) 5(6) 0(4) 0(2)


660 1(8) 1(7) 3(6) 0(4) 0(2)


600 0(8) 5(6) 0(4) 0(2)








720 3(8) 2(6) 0(4) 0(2)


660 2(8) 1(7) 1(6) 1(4) 0(2)















counseling


strategies





















Spring 2016 Average







725 2(8) 1(7) 1(6) 0(4) 0(2)


725 2(8) 1(7) 1(6) 0(4) 0(2)


775 3(8) 1(7) 0(6) 0(4) 0(2)


625 0(8) 1(7) 3(6) 0(4) 0(2)


675 1(8) 1(7) 2(6) 0(4) 0(2)


725 2(8) 1(7) 1(6) 0(4) 0(2)






675 1(8) 1(7) 2(6) 0(4) 0(2)



775 3(8) 1(7) 0(6) 0(4) 0(2)


775 3(8) 1(7) 0(6) 0(4) 0(2)


667 1(8) 2(6) 0(4) 0(2)


650 1(8) 3(6) 0(4) 0 (2)


725 2(8) 1(7) 1(6) 0(4) 0(2)




775 3(8) 1(7) 0(6) 0(4) 0(2)



675 1(8) 1(7) 2(6) 0(4) 0(2)


675 1(8) 1(7) 2(6) 0(4) 0(2)


675 1(8) 1(7) 2(6) 0(4) 0(2)





775 3(8) 1(7) 0(6) 0(4) 0(2)


667 1(8) 2(6) 0(4) 0(2)






675 1(8) 1(7) 2(6) 0(4) 0(2)


625 0(8) 1(7) 3(6) 0(4) 0(2)


675 1(8) 1(7) 2(6) 0(4) 0(2)


700 1(8) 1(7) 1(6) 0(4) 0 (2)


14 Program Goals
















































4 26 8

4 23 7


21 3 9 5

17 7 7 3





































6667 3056 278 10000

6111 3889 000 10000

















Total 17 10000 Mean 218




Total 17 10000 Mean 235























Retirement planning













































Advisory Council










































Structure Bookmarks











134 Evaluation









Spring 2016 Average









771 6(8) 1(6) 0(4) 0(2)







743 5(8) 2(6) 0(4) 0(2)





714 4(8) 3(6) 0(4) 0(2)


















714 4(8) 3(6) 0(4) 0(2)










Spring 2016 Average

660


1(8) 1(7) 3(6) 0(4) 0(2)



620 0(8) 1(7) 4(6) 0(4) 0(2)






660 1(8) 1(7) 3(6) 0(4) 0(2)


600 1(8) 3(6) 1(4) 0(2)


680 2(8) 3(6) 0(4) 0(2)


700 2(8) 1(7) 2(6) 0(4) 0(2)


640 1(8) 4(6) 0(4) 0(20


620 0(8) 1(7) 4(6) 0(4) 0(2)


600 1(8) 3(6) 1(4) 0(2)


640 1(8) 4(6) 0(4) 0(20




680 2(8) 3(6) 0(4) 0(2)


640 1(8) 4(6) 0(4) 0(20










620 1(8) 1(7) 2(6) 1(4) 0(2)


620 1(8) 1(7) 2(6) 1(4) 0(2)


640 1(8) 4(6) 0(4) 0(20


700 2(8) 2(6) 0(4) 0(2)



600 0(8) 5(6) 0(4) 0(2)


660 1(8) 1(7) 3(6) 0(4) 0(2)


600 0(8) 5(6) 0(4) 0(2)








720 3(8) 2(6) 0(4) 0(2)


660 2(8) 1(7) 1(6) 1(4) 0(2)















counseling


strategies





















Spring 2016 Average







725 2(8) 1(7) 1(6) 0(4) 0(2)


725 2(8) 1(7) 1(6) 0(4) 0(2)


775 3(8) 1(7) 0(6) 0(4) 0(2)


625 0(8) 1(7) 3(6) 0(4) 0(2)


675 1(8) 1(7) 2(6) 0(4) 0(2)


725 2(8) 1(7) 1(6) 0(4) 0(2)






675 1(8) 1(7) 2(6) 0(4) 0(2)



775 3(8) 1(7) 0(6) 0(4) 0(2)


775 3(8) 1(7) 0(6) 0(4) 0(2)


667 1(8) 2(6) 0(4) 0(2)


650 1(8) 3(6) 0(4) 0 (2)


725 2(8) 1(7) 1(6) 0(4) 0(2)




775 3(8) 1(7) 0(6) 0(4) 0(2)



675 1(8) 1(7) 2(6) 0(4) 0(2)


675 1(8) 1(7) 2(6) 0(4) 0(2)


675 1(8) 1(7) 2(6) 0(4) 0(2)





775 3(8) 1(7) 0(6) 0(4) 0(2)


667 1(8) 2(6) 0(4) 0(2)






675 1(8) 1(7) 2(6) 0(4) 0(2)


625 0(8) 1(7) 3(6) 0(4) 0(2)


675 1(8) 1(7) 2(6) 0(4) 0(2)


700 1(8) 1(7) 1(6) 0(4) 0 (2)


14 Program Goals
















































4 26 8

4 23 7


21 3 9 5

17 7 7 3





































6667 3056 278 10000

6111 3889 000 10000

















Total 17 10000 Mean 218




Total 17 10000 Mean 235























Retirement planning













































Advisory Council










































Structure Bookmarks




Spring 2016 Average









771 6(8) 1(6) 0(4) 0(2)







743 5(8) 2(6) 0(4) 0(2)





714 4(8) 3(6) 0(4) 0(2)


















714 4(8) 3(6) 0(4) 0(2)










Spring 2016 Average

660


1(8) 1(7) 3(6) 0(4) 0(2)



620 0(8) 1(7) 4(6) 0(4) 0(2)






660 1(8) 1(7) 3(6) 0(4) 0(2)


600 1(8) 3(6) 1(4) 0(2)


680 2(8) 3(6) 0(4) 0(2)


700 2(8) 1(7) 2(6) 0(4) 0(2)


640 1(8) 4(6) 0(4) 0(20


620 0(8) 1(7) 4(6) 0(4) 0(2)


600 1(8) 3(6) 1(4) 0(2)


640 1(8) 4(6) 0(4) 0(20




680 2(8) 3(6) 0(4) 0(2)


640 1(8) 4(6) 0(4) 0(20










620 1(8) 1(7) 2(6) 1(4) 0(2)


620 1(8) 1(7) 2(6) 1(4) 0(2)


640 1(8) 4(6) 0(4) 0(20


700 2(8) 2(6) 0(4) 0(2)



600 0(8) 5(6) 0(4) 0(2)


660 1(8) 1(7) 3(6) 0(4) 0(2)


600 0(8) 5(6) 0(4) 0(2)








720 3(8) 2(6) 0(4) 0(2)


660 2(8) 1(7) 1(6) 1(4) 0(2)















counseling


strategies





















Spring 2016 Average







725 2(8) 1(7) 1(6) 0(4) 0(2)


725 2(8) 1(7) 1(6) 0(4) 0(2)


775 3(8) 1(7) 0(6) 0(4) 0(2)


625 0(8) 1(7) 3(6) 0(4) 0(2)


675 1(8) 1(7) 2(6) 0(4) 0(2)


725 2(8) 1(7) 1(6) 0(4) 0(2)






675 1(8) 1(7) 2(6) 0(4) 0(2)



775 3(8) 1(7) 0(6) 0(4) 0(2)


775 3(8) 1(7) 0(6) 0(4) 0(2)


667 1(8) 2(6) 0(4) 0(2)


650 1(8) 3(6) 0(4) 0 (2)


725 2(8) 1(7) 1(6) 0(4) 0(2)




775 3(8) 1(7) 0(6) 0(4) 0(2)



675 1(8) 1(7) 2(6) 0(4) 0(2)


675 1(8) 1(7) 2(6) 0(4) 0(2)


675 1(8) 1(7) 2(6) 0(4) 0(2)





775 3(8) 1(7) 0(6) 0(4) 0(2)


667 1(8) 2(6) 0(4) 0(2)






675 1(8) 1(7) 2(6) 0(4) 0(2)


625 0(8) 1(7) 3(6) 0(4) 0(2)


675 1(8) 1(7) 2(6) 0(4) 0(2)


700 1(8) 1(7) 1(6) 0(4) 0 (2)


14 Program Goals
















































4 26 8

4 23 7


21 3 9 5

17 7 7 3





































6667 3056 278 10000

6111 3889 000 10000

















Total 17 10000 Mean 218




Total 17 10000 Mean 235























Retirement planning













































Advisory Council










































Structure Bookmarks













714 4(8) 3(6) 0(4) 0(2)










Spring 2016 Average

660


1(8) 1(7) 3(6) 0(4) 0(2)



620 0(8) 1(7) 4(6) 0(4) 0(2)






660 1(8) 1(7) 3(6) 0(4) 0(2)


600 1(8) 3(6) 1(4) 0(2)


680 2(8) 3(6) 0(4) 0(2)


700 2(8) 1(7) 2(6) 0(4) 0(2)


640 1(8) 4(6) 0(4) 0(20


620 0(8) 1(7) 4(6) 0(4) 0(2)


600 1(8) 3(6) 1(4) 0(2)


640 1(8) 4(6) 0(4) 0(20




680 2(8) 3(6) 0(4) 0(2)


640 1(8) 4(6) 0(4) 0(20










620 1(8) 1(7) 2(6) 1(4) 0(2)


620 1(8) 1(7) 2(6) 1(4) 0(2)


640 1(8) 4(6) 0(4) 0(20


700 2(8) 2(6) 0(4) 0(2)



600 0(8) 5(6) 0(4) 0(2)


660 1(8) 1(7) 3(6) 0(4) 0(2)


600 0(8) 5(6) 0(4) 0(2)








720 3(8) 2(6) 0(4) 0(2)


660 2(8) 1(7) 1(6) 1(4) 0(2)















counseling


strategies





















Spring 2016 Average







725 2(8) 1(7) 1(6) 0(4) 0(2)


725 2(8) 1(7) 1(6) 0(4) 0(2)


775 3(8) 1(7) 0(6) 0(4) 0(2)


625 0(8) 1(7) 3(6) 0(4) 0(2)


675 1(8) 1(7) 2(6) 0(4) 0(2)


725 2(8) 1(7) 1(6) 0(4) 0(2)






675 1(8) 1(7) 2(6) 0(4) 0(2)



775 3(8) 1(7) 0(6) 0(4) 0(2)


775 3(8) 1(7) 0(6) 0(4) 0(2)


667 1(8) 2(6) 0(4) 0(2)


650 1(8) 3(6) 0(4) 0 (2)


725 2(8) 1(7) 1(6) 0(4) 0(2)




775 3(8) 1(7) 0(6) 0(4) 0(2)



675 1(8) 1(7) 2(6) 0(4) 0(2)


675 1(8) 1(7) 2(6) 0(4) 0(2)


675 1(8) 1(7) 2(6) 0(4) 0(2)





775 3(8) 1(7) 0(6) 0(4) 0(2)


667 1(8) 2(6) 0(4) 0(2)






675 1(8) 1(7) 2(6) 0(4) 0(2)


625 0(8) 1(7) 3(6) 0(4) 0(2)


675 1(8) 1(7) 2(6) 0(4) 0(2)


700 1(8) 1(7) 1(6) 0(4) 0 (2)


14 Program Goals
















































4 26 8

4 23 7


21 3 9 5

17 7 7 3





































6667 3056 278 10000

6111 3889 000 10000

















Total 17 10000 Mean 218




Total 17 10000 Mean 235























Retirement planning













































Advisory Council










































Structure Bookmarks




620 0(8) 1(7) 4(6) 0(4) 0(2)






660 1(8) 1(7) 3(6) 0(4) 0(2)


600 1(8) 3(6) 1(4) 0(2)


680 2(8) 3(6) 0(4) 0(2)


700 2(8) 1(7) 2(6) 0(4) 0(2)


640 1(8) 4(6) 0(4) 0(20


620 0(8) 1(7) 4(6) 0(4) 0(2)


600 1(8) 3(6) 1(4) 0(2)


640 1(8) 4(6) 0(4) 0(20




680 2(8) 3(6) 0(4) 0(2)


640 1(8) 4(6) 0(4) 0(20










620 1(8) 1(7) 2(6) 1(4) 0(2)


620 1(8) 1(7) 2(6) 1(4) 0(2)


640 1(8) 4(6) 0(4) 0(20


700 2(8) 2(6) 0(4) 0(2)



600 0(8) 5(6) 0(4) 0(2)


660 1(8) 1(7) 3(6) 0(4) 0(2)


600 0(8) 5(6) 0(4) 0(2)








720 3(8) 2(6) 0(4) 0(2)


660 2(8) 1(7) 1(6) 1(4) 0(2)















counseling


strategies





















Spring 2016 Average







725 2(8) 1(7) 1(6) 0(4) 0(2)


725 2(8) 1(7) 1(6) 0(4) 0(2)


775 3(8) 1(7) 0(6) 0(4) 0(2)


625 0(8) 1(7) 3(6) 0(4) 0(2)


675 1(8) 1(7) 2(6) 0(4) 0(2)


725 2(8) 1(7) 1(6) 0(4) 0(2)






675 1(8) 1(7) 2(6) 0(4) 0(2)



775 3(8) 1(7) 0(6) 0(4) 0(2)


775 3(8) 1(7) 0(6) 0(4) 0(2)


667 1(8) 2(6) 0(4) 0(2)


650 1(8) 3(6) 0(4) 0 (2)


725 2(8) 1(7) 1(6) 0(4) 0(2)




775 3(8) 1(7) 0(6) 0(4) 0(2)



675 1(8) 1(7) 2(6) 0(4) 0(2)


675 1(8) 1(7) 2(6) 0(4) 0(2)


675 1(8) 1(7) 2(6) 0(4) 0(2)





775 3(8) 1(7) 0(6) 0(4) 0(2)


667 1(8) 2(6) 0(4) 0(2)






675 1(8) 1(7) 2(6) 0(4) 0(2)


625 0(8) 1(7) 3(6) 0(4) 0(2)


675 1(8) 1(7) 2(6) 0(4) 0(2)


700 1(8) 1(7) 1(6) 0(4) 0 (2)


14 Program Goals
















































4 26 8

4 23 7


21 3 9 5

17 7 7 3





































6667 3056 278 10000

6111 3889 000 10000

















Total 17 10000 Mean 218




Total 17 10000 Mean 235























Retirement planning













































Advisory Council










































Structure Bookmarks










620 1(8) 1(7) 2(6) 1(4) 0(2)


620 1(8) 1(7) 2(6) 1(4) 0(2)


640 1(8) 4(6) 0(4) 0(20


700 2(8) 2(6) 0(4) 0(2)



600 0(8) 5(6) 0(4) 0(2)


660 1(8) 1(7) 3(6) 0(4) 0(2)


600 0(8) 5(6) 0(4) 0(2)








720 3(8) 2(6) 0(4) 0(2)


660 2(8) 1(7) 1(6) 1(4) 0(2)















counseling


strategies





















Spring 2016 Average







725 2(8) 1(7) 1(6) 0(4) 0(2)


725 2(8) 1(7) 1(6) 0(4) 0(2)


775 3(8) 1(7) 0(6) 0(4) 0(2)


625 0(8) 1(7) 3(6) 0(4) 0(2)


675 1(8) 1(7) 2(6) 0(4) 0(2)


725 2(8) 1(7) 1(6) 0(4) 0(2)






675 1(8) 1(7) 2(6) 0(4) 0(2)



775 3(8) 1(7) 0(6) 0(4) 0(2)


775 3(8) 1(7) 0(6) 0(4) 0(2)


667 1(8) 2(6) 0(4) 0(2)


650 1(8) 3(6) 0(4) 0 (2)


725 2(8) 1(7) 1(6) 0(4) 0(2)




775 3(8) 1(7) 0(6) 0(4) 0(2)



675 1(8) 1(7) 2(6) 0(4) 0(2)


675 1(8) 1(7) 2(6) 0(4) 0(2)


675 1(8) 1(7) 2(6) 0(4) 0(2)





775 3(8) 1(7) 0(6) 0(4) 0(2)


667 1(8) 2(6) 0(4) 0(2)






675 1(8) 1(7) 2(6) 0(4) 0(2)


625 0(8) 1(7) 3(6) 0(4) 0(2)


675 1(8) 1(7) 2(6) 0(4) 0(2)


700 1(8) 1(7) 1(6) 0(4) 0 (2)


14 Program Goals
















































4 26 8

4 23 7


21 3 9 5

17 7 7 3





































6667 3056 278 10000

6111 3889 000 10000

















Total 17 10000 Mean 218




Total 17 10000 Mean 235























Retirement planning













































Advisory Council










































Structure Bookmarks







720 3(8) 2(6) 0(4) 0(2)


660 2(8) 1(7) 1(6) 1(4) 0(2)















counseling


strategies





















Spring 2016 Average







725 2(8) 1(7) 1(6) 0(4) 0(2)


725 2(8) 1(7) 1(6) 0(4) 0(2)


775 3(8) 1(7) 0(6) 0(4) 0(2)


625 0(8) 1(7) 3(6) 0(4) 0(2)


675 1(8) 1(7) 2(6) 0(4) 0(2)


725 2(8) 1(7) 1(6) 0(4) 0(2)






675 1(8) 1(7) 2(6) 0(4) 0(2)



775 3(8) 1(7) 0(6) 0(4) 0(2)


775 3(8) 1(7) 0(6) 0(4) 0(2)


667 1(8) 2(6) 0(4) 0(2)


650 1(8) 3(6) 0(4) 0 (2)


725 2(8) 1(7) 1(6) 0(4) 0(2)




775 3(8) 1(7) 0(6) 0(4) 0(2)



675 1(8) 1(7) 2(6) 0(4) 0(2)


675 1(8) 1(7) 2(6) 0(4) 0(2)


675 1(8) 1(7) 2(6) 0(4) 0(2)





775 3(8) 1(7) 0(6) 0(4) 0(2)


667 1(8) 2(6) 0(4) 0(2)






675 1(8) 1(7) 2(6) 0(4) 0(2)


625 0(8) 1(7) 3(6) 0(4) 0(2)


675 1(8) 1(7) 2(6) 0(4) 0(2)


700 1(8) 1(7) 1(6) 0(4) 0 (2)


14 Program Goals
















































4 26 8

4 23 7


21 3 9 5

17 7 7 3





































6667 3056 278 10000

6111 3889 000 10000

















Total 17 10000 Mean 218




Total 17 10000 Mean 235























Retirement planning













































Advisory Council










































Structure Bookmarks






















Spring 2016 Average







725 2(8) 1(7) 1(6) 0(4) 0(2)


725 2(8) 1(7) 1(6) 0(4) 0(2)


775 3(8) 1(7) 0(6) 0(4) 0(2)


625 0(8) 1(7) 3(6) 0(4) 0(2)


675 1(8) 1(7) 2(6) 0(4) 0(2)


725 2(8) 1(7) 1(6) 0(4) 0(2)






675 1(8) 1(7) 2(6) 0(4) 0(2)



775 3(8) 1(7) 0(6) 0(4) 0(2)


775 3(8) 1(7) 0(6) 0(4) 0(2)


667 1(8) 2(6) 0(4) 0(2)


650 1(8) 3(6) 0(4) 0 (2)


725 2(8) 1(7) 1(6) 0(4) 0(2)




775 3(8) 1(7) 0(6) 0(4) 0(2)



675 1(8) 1(7) 2(6) 0(4) 0(2)


675 1(8) 1(7) 2(6) 0(4) 0(2)


675 1(8) 1(7) 2(6) 0(4) 0(2)





775 3(8) 1(7) 0(6) 0(4) 0(2)


667 1(8) 2(6) 0(4) 0(2)






675 1(8) 1(7) 2(6) 0(4) 0(2)


625 0(8) 1(7) 3(6) 0(4) 0(2)


675 1(8) 1(7) 2(6) 0(4) 0(2)


700 1(8) 1(7) 1(6) 0(4) 0 (2)


14 Program Goals
















































4 26 8

4 23 7


21 3 9 5

17 7 7 3





































6667 3056 278 10000

6111 3889 000 10000

















Total 17 10000 Mean 218




Total 17 10000 Mean 235























Retirement planning













































Advisory Council










































Structure Bookmarks




775 3(8) 1(7) 0(6) 0(4) 0(2)


775 3(8) 1(7) 0(6) 0(4) 0(2)


667 1(8) 2(6) 0(4) 0(2)


650 1(8) 3(6) 0(4) 0 (2)


725 2(8) 1(7) 1(6) 0(4) 0(2)




775 3(8) 1(7) 0(6) 0(4) 0(2)



675 1(8) 1(7) 2(6) 0(4) 0(2)


675 1(8) 1(7) 2(6) 0(4) 0(2)


675 1(8) 1(7) 2(6) 0(4) 0(2)





775 3(8) 1(7) 0(6) 0(4) 0(2)


667 1(8) 2(6) 0(4) 0(2)






675 1(8) 1(7) 2(6) 0(4) 0(2)


625 0(8) 1(7) 3(6) 0(4) 0(2)


675 1(8) 1(7) 2(6) 0(4) 0(2)


700 1(8) 1(7) 1(6) 0(4) 0 (2)


14 Program Goals
















































4 26 8

4 23 7


21 3 9 5

17 7 7 3





































6667 3056 278 10000

6111 3889 000 10000

















Total 17 10000 Mean 218




Total 17 10000 Mean 235























Retirement planning













































Advisory Council










































Structure Bookmarks






675 1(8) 1(7) 2(6) 0(4) 0(2)


625 0(8) 1(7) 3(6) 0(4) 0(2)


675 1(8) 1(7) 2(6) 0(4) 0(2)


700 1(8) 1(7) 1(6) 0(4) 0 (2)


14 Program Goals
















































4 26 8

4 23 7


21 3 9 5

17 7 7 3





































6667 3056 278 10000

6111 3889 000 10000

















Total 17 10000 Mean 218




Total 17 10000 Mean 235























Retirement planning













































Advisory Council










































Structure Bookmarks








































4 26 8

4 23 7


21 3 9 5

17 7 7 3





































6667 3056 278 10000

6111 3889 000 10000

















Total 17 10000 Mean 218




Total 17 10000 Mean 235























Retirement planning













































Advisory Council










































Structure Bookmarks






























6667 3056 278 10000

6111 3889 000 10000

















Total 17 10000 Mean 218




Total 17 10000 Mean 235























Retirement planning













































Advisory Council










































Structure Bookmarks










Total 17 10000 Mean 218




Total 17 10000 Mean 235























Retirement planning













































Advisory Council










































Structure Bookmarks





Total 17 10000 Mean 235























Retirement planning













































Advisory Council










































Structure Bookmarks


















Retirement planning













































Advisory Council










































Structure Bookmarks































Advisory Council










































Structure Bookmarks




































Structure Bookmarks


comprehensive assessment plan · 2018-06-20 · practicum and practicum (a grade of ‘b’ or...

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