Eastern Kentucky University CACREP Self Study Addendum

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Addendum to CACREP Self Study Submitted For Eastern Kentucky University

Based on Initial Review Document from CACREP Dated 9/23/2011

We appreciate the feedback provided in the initial review and the notations of areas where additional information or documentations might strengthen our self-study. We are proud of our program and want to submit the best self-study materials possible and your additional guidance will help us do that. We have approached this addendum by listing the initial review recommendation or question followed by our response or clarification. Please consider this addendum in concert with the original self-study.

In the initial review document received from CACREP, we were asked to “Please verify that the program titles, degrees, and locations are correct.” The actual name of the CACREP Program we offer in Clinical Mental Health Counseling is called Mental Health Counseling so I have added a strikethrough of the word Community listed in the table included in the initial report. Also in the report received from CACREP, it lists our School Counseling program as a Masters of Education (M.Ed.) when it is actually a Masters of Arts in Education (M.A.Ed.) degree and I have corrected the table below to show this. Program Name Degree CACREP Program Community Mental Health Counseling M.A. Clinical Mental Health

Counseling School Counseling M.Ed. M.A.Ed. School Counseling

Miscellaneous Reviewers noted that the program offers endorsement-only programs in elementary and secondary school counseling. Please provide additional information on enrollment in these programs, impact of these programs on Eastern Kentucky University the resources for the accredited programs, and means by which program works to ensure that the quality of these programs is consistent with that of the accredited school counseling program. Response: The endorsement only programs offered for school counseling is an artifact of both a change in our program and in the Kentucky State regulations for certified school counselors. At one time we offered a 33 hour non-accredited program in school counseling to our students but this changed prior to our seeking initial accreditation from CACREP in 2002. When we moved to a 48 hour M.A.Ed. program and, eventually, to a CACREP accredited program in School Counseling, we had many school counselors who had graduated from our old 33 hour M.A.Ed. and who had certification at only the elementary (grades K-8) or secondary (grades 5-12) school counseling level. In September 2003, the Education Professions Standards Board sponsored changes to the Kentucky Revised Statute that dictates the qualifications needed to be a certified school counselor in the state of Kentucky (16 KAR 3:060) specifying that school counselors would now graduate from masters programs with all grades certification. This new regulation also allowed those with only elementary or secondary certification to move to all grades certification by taking a minimum of an additional 3-6 graduate hours in counseling and by gaining the recommendation of an institution of higher education that offered an approved school counseling Master’s program. We, however, grant that recommendation to endorse from their initial elementary or secondary certification to an all grades certification if they complete a specified additional 12 credit hours in school counseling. These students are becoming very rare as those eligible to do this have mostly already done so. Those who do follow this path take the classes with our other students causing little drain on existing resources. Those that do seek to add this additional level of certification are almost all already practicing counselors

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and actually enhance the experience of other students in their classes by offering their insights into the practice of school counseling. In the last year, we have had only 12 students request this certification change through our program and in the last three years we have had a total of 32 receive this certification. (See table 1 below).

Table 1: Certifications from Elementary/Secondary to All Grades 2010-2011

Moved from Elementary to All Grades 5 Moved from Secondary to All Grades 7

Total 12 2009-2010

Moved from Elementary to All Grades 5 Moved from Secondary to All Grades 4

Total 9 2008-2009

Moved from Elementary to All Grades 5 Moved from Secondary to All Grades 6

Total 11 Total for Last 3 Years 32

Note: Date ranges for each year are from September 1st to August 31st.

Policies Accreditation Process Policy #6 - Multiple Sites Policy

Some of the documentation provided in the self-study (e.g., Practicum and Internship Data for Standards Q and R) reference "Richmond Campus course only and Campus Course"). Please provide clarification on whether or not the counseling programs are offered at multiple campuses/sites. If this is the case, additional information and documentation is needed in accord with the new Multiple Sites Policy (revised July 2011) available on the CACREP website. Response: The statements noted have to do with some past practices associated with courses offered at our extended campus sites. In the past, we have offered some courses at our extended campus sites that were part of the Richmond Campus programs in School and Mental Health Counseling. We have never offered more than 12 hours of the total programs off the main campus and we have not offered any courses off the main campus in the last several years. The notation about “Richmond Campus Course Only” mentioned above was used to indicate to students that those courses would never be offered on any campus except the Richmond campus. The term “Campus Course” is added by the registrar to distinguish between a course that is offered online, through interactive television, or at a regional campus site and one that is on the Richmond campus. This is not applied consistently but does not reflect that courses without this designation are offered off the main Richmond campus.

SECTION I. The Learning Environment

Standard I.A The Self Study includes the website, graduate catalog, and other media sources as evidence of meeting the standard. However, no direct links or page numbers are given for ease of locating each of the six criteria identified by the standard. The Self Study also lists several changes which (at the time of submission) needed to be made to the Graduate catalog. Although most are minor enough not to impact information related to this standard, one change impacts admissions requirements for the School Counseling program. The institution will need to ensure that all changes are made and reflected across all media in which program admission and curriculum information are provided.

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Response: To address the concerns noted in the first paragraph of the initial review/recommendation we have noted what standard 1.A is and then where the information on the six criteria of the standard are located specifically with page numbers and links as needed.

Standard I.A: The institutional media accurately describe the academic unit and each program offered, including admission criteria, accreditation status, delivery systems used for instruction, minimum program requirements, matriculation requirements (e.g., examinations, academic-standing policies), and financial aid information.

Admissions Criteria:

See pp. 33-36, in both the 2010-2011 and 2011-2012 Graduate Catalogues, “Application to the Graduate School” which outlines the application to the graduate school as the first step prior to admission to a specific graduate program.

See pp. 73-75 of the 2010-2011 Graduate Catalogue and pp. 80-82 of the 2011-2012 Graduate Catalogue, “Department of Counseling and Educational Psychology” which outlines general department information and subheading “Admissions Requirements”.

(NOTE: The 2010-2011 and 2011-2012 Graduate Catalogues contain some incorrect information that is in the process of being changed.) To address the second paragraph of the initial review/recommendation for this Standard A concerning the revisions that were, and still are, in progress to move us to where we want to be in terms of fit with the 2009 standards, we have submitted the curriculum and program changes and these changes are going through the university’s curricular change process and have been approved at the college curriculum committee level, the graduate council level and were approved by the Council on Academic Affairs in its October 20, 2011 meeting. These changes do not show in the current Graduate Catalogue for the 2011-2012 academic years but will show in the 2012-2013 catalogue. These changes and their status as approved are shown in the Council of Academic Affairs Minutes for October 20, 2011 and these revisions are summarized to include:

1. Move MA in Human Services degree to Educational Leadership and Policy Studies Department and remove references to it from the material on the Counseling and Educational Leadership Department.

2. Clarify admission requirements to apply to both the MA in Mental Health Counseling and the MAEd in School Counseling Programs, to remove passage of the Praxis PLT test as an alternative to the GRE or MAT for admission to the MAEd in School Counseling and revise the MAT minimum acceptable score from 365 to 375.

3. Make the following course revisions: COU 822 Lifestyle and Career Counseling – drop prerequisite EPY 816; add additional schedule type options COU 826 Assessment in Counseling – add Department approval as prerequisite COU 849 Addiction to Disorders Counseling – correct course title; add prerequisites COU 813, 840, 846; add option for schedule type COU 881 Internship in Counseling – revise course to reflect 600 (was 900 hours for Mental Health Counseling) hours of internship; add prerequisite COU 880

Additionally, these items are correct on the Department website including specifically in the Admission and Advising Handbook (link) and in the section titled Admission Requirements: SC& MHC .

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See Admissions/Advising Handbook on department website at http://www.education.eku.edu/cep/under these sections: “Introduction”, “Admission Policies and Procedures”, “Student Admissions Checklist”, “Counselor Characteristics/Cultural Writing Sample”. (NOTE: The Student Handbook and Admissions/Advising Handbook on the department website do not have page numerations because it was created with indexed sections.)

See Student Handbook on department website at www.education.eku.edu/cep under section: “Admission Policies and Procedures”.

See Graduate School website on home page button for “Future Students” at www.gradschool.eku.edu which outlines admission requirements and process.

Accreditation Status:

See p. 74, of the 2010-2011 Graduate Catalogue and p. 80 of the 2011-2012 Graduate Catalogue, “General Information” which specifically state that the MHC and SC programs are CACREP accredited and meet the standards of the Kentucky Department of Education and the Kentucky Board for Licensed Professional Counselors.

See p. 130, of the 2010-2011 Graduate Catalogue and p. 140 of the 2011-2012 Graduate Catalogue, “Accreditation” which states that EKU is accredited by the Southern Association of Colleges and Schools to award associate, baccalaureate, masters and Doctor of Education degrees. CACREP is specifically mentioned on p. 130 of the 2010-2011 Graduate Catalogue and p. 140 of the 2011-2012 Graduate Catalogue in the alphabetical listing of accreditation bodies for programs at EKU.

See Admissions/Advising Handbook on department website at www.education.eku.edu/cep under “Advising Letter”.

Delivery Systems Used for Instruction:

The “Delivery Systems Used for Instruction” is located in the Admissions/Advising Handbook and Student Handbook on the department website at www.education.eku.edu/cep under the section with the same title.

The SC and MHC programs at EKU are offered primarily in a night school, graduate school format on the main campus in Richmond, Kentucky. The department operates under a rolling admission policy, not a cohort model, and students are admitted each semester. Occasionally a beginning level class may be offered at one of the extended campus sites, but there are no cohorts at any of the extended campus sites. EKU and the College of Education have encouraged the department to consider developing cohorts to take at least a portion of our programs to our extended campus sites. Prior to developing and implementing such a model, the department would file a substantive change report for CACREP pre-approval.

The department offers a few classes that are fully online, but generally the fully online classes are elective not required courses for the programs. Some of the classes are offered in a traditional night school format from 6:00-8:45 one night a week. However, most of the classes are offered in a hybrid format of some

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online component and some on campus component. Many classes meet on an intensive schedule from 5-10pm every other week. Occasionally a class may be offered on a weekend format.

The department and university rely on Blackboard to assist delivery of instruction and learning in all classes on campus and each class has a Blackboard section utilized by faculty. In the past the department delivered a small portion of their classes via ITV (interactive TV), but this modality of instruction is not currently being used by the department. Faculty are also available for additional individualized instruction in a face to face or online video format as requested by students or required by faculty.

Minimum Program Requirements:

See pp.74-75, of the 2010-2011 Graduate Catalogue and pp.81-82 of the 2011-2012 Graduate Catalogue, “Program Requirements” which outlines the requirements for the MA in MHC and the MAED in SC. (NOTE: The 2010-2011 and 2011-2012 Graduate Catalogues contain some incorrect information that is in the process of being changed. You may review these changes as outlined above in the section on “Admission Criteria”.

See Admissions/Advising Handbook on department website at www.education.eku.edu/cep under “MHC Planned Program” and “SC Planned Program”.

See Student Handbook on department website at www.education.eku.edu/cep under “Degrees and Programs” for MHC and SC programs.

See Graduate School website at www.gradschool.eku.edu and click on button for “Graduate Programs”.

Matriculation requirements (e.g., examinations, academic-standing policies):

See pp.38-39, in both the 2010-2011 and 2011-2012 Graduate Catalogues, “Degree Completion Requirements” which outlines the process, minimum hours, and comprehensive exams for degrees.

See pp. 73-75, in the 2010-2011 Graduate Catalogue and pp.80-82 in the 2011-2012 Graduate Catalogue, “Department of Counseling and Educational Psychology” which outlines the general department information with “Exit Requirements” listed on p.75 in the 2010-2011 Graduate Catalogue and p. 82 in the 2011-2012 Graduate Catalogue.

See p. 15, Graduate School Handbook located on the Graduate School website at www.gradschool.eku.edu which states that students must maintain a minimum of 3.0 to be in good standing.

See pp. 16-17, Graduate School Handbook located on the Graduate School website at www.gradschool.eku.edu which discusses graduate application process, comprehensive exams, and time limits to complete degree.

See Admissions/Advising Handbook on department website at www.education.eku.edu/cep under point 12 of “Steps for Graduation”.

See “Comprehensive Exam and Graduation” button on department website.

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Financial Aid Information:

See pp.22-23, in both the 2010-2011 and 2011-2012 Graduate Catalogues, “Financial Aid” which outlines a variety of financial aid programs and services.

See pp.10-12, Graduate School Handbook located on the Graduate School website at www.gradschool.eku.edu which outlines a variety of financial aid programs and services.

Standard I.H.4

Please provide clarification and documentation of the procedures used to ensure that the student client's confidentiality and legal rights are protected in the counseling instruction environment. Response: To address this concern, the department voted to create a document specifying basic “Confidentiality and Student Legal Rights”. This document is included in the student handbook. It is a requirement in COU 813, Professional Orientation and Ethics, that all students sign both this document and the Student Agreement Contract. This is the first course for both the School and Mental Health Counseling programs. In addition, the statement below was added into every required course for the program directing student who transferred in or otherwise missed singing these documents in COU 813 that they must sign it in the first class they are in as part of these programs and reminding them to review these documents at the start of every course. The statement is:

In COU 813, Professional Orientation and Ethics, all students are asked to sign both 1) a Student Agreement and 2) a Confidentiality and Legal Rights Policy Agreement. If you have transferred into this program and have not signed this agreement, you are required to do so immediately and to give your signed form to your instructor or to the Counseling and Educational Psychology Department Chair. These agreements are in place for all courses in this department and by remaining registered in this course and participating in this class you are verifying that you will honor these agreements. Copies of these agreements are located in the student handbook for your review.

Standard I.M The narrative response provided information for fall and spring semesters. Please provide information on the summer semester as well as the standard specifies a calendar year. Response: In the original table submitted to address the “number of credit hours delivered by noncore faculty must not exceed the number of credit hours delivered by core faculty” we failed to submit the data for the summer sessions. This is now included in the table below for clarification. The data was gathered from Enrollment Data collected and linked here and now includes the summer semesters as well. Semester and Year *Total Courses Offered

by Department Percentage Taught by Core Faculty

Percentage Taught by Noncore Faculty

Spring 2011 30 classes 67% 33% Summer 2010 29 classes 62% 38% Fall 2010 31 classes 65% 35% Spring 2010 35 classes 63% 37% Summer 2009 27 classes 67% 33% Fall 2009 32 classes 65% 35% Spring 2009 34 classes 68% 32% Summer 2008 30 classes 67% 33% Fall 2008 31classes 71% 28%

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*all courses listed above are 3 credit hour courses Standard I.N The student to faculty ratio for all but one semester in the past three years was slightly in excess of 10 to 1. A ratio of 11.45: 1, in spring 2009, was the highest reported. Please provide clarification of the statement, "Please note the one to three COU courses each semester that were a part of only the Human Services degree program also offered in the department were not included in the student hour calculations and the faculty teaching these courses so do not teach in the school or mental health counseling programs so were also not included. Please provide a detailed calculation demonstrating the means and the figures utilized to arrive at the FTE ratio provided. The following is one way of calculating this ratio: For the student side of the equation, secure institutional data on the number of credit hours generated by students in the counseling programs for the specified academic term and divide by the institution's definition of what constitutes full-time graduate enrollment for that term length. For the faculty side of the equation, each full-time faculty member counts and 1.0 FTE (if any of these faculty members receive release time during the term, the 1.0 should be decreased by the amount of release time). Each adjunct and/or affiliate faculty member would count into the calculation based on their percentage of full-time teaching load. For example, if a full-time teaching load is 3 classes, then each adjunct would count .33 FTE for each class taught during the term. Then divide the FTE student figure by the FTE faculty figure to determine the overall FTE ratio for the given term. Response: The note mentioned above concerning the Human Services degree program was stated to indicate that these courses specific only to this degree, since not a part of the accredited programs in school counseling and not taught by core faculty of the accredited programs, were never used in the calculations of FTE ratios. The Human Services degree program is housed in the Department of Counseling and Educational Psychology until fall semester of 2012 when it will officially move to the Department of Educational Leadership and Policy Studies. This is a non-counseling degree and its major courses are taught by adjunct faculty of the department who are in student affairs positions in the university. These adjunct faculty do not teach any courses in the accredited counseling programs and are not considered adjunct faculty of these programs. The statement that the courses specific to this degree and the faculty who teach in this program were not included in the FTE calculations were made to assure CACREP that, even though this degree is housed within this department, the FTE calculations were made for the accredited programs only. A demonstration of the FTE calculation for the school and mental health counseling programs for the six semesters noted in our original report are included below. We have expanded the table we used in the original report to show the details described in the original submission but not included. The Data on actual course enrollments were drawn from actual screen shots of our final registration as shown in our Banner Data management system and these screen shots are available here (Enrollment Data 2008-2011). We changed to use the formula parameters you described above which slightly changed some of our ratios as shown in the table below. However, we continue to monitor our ratio closely and feel the results shown below demonstrate that and our commitment to the 10:1 ratio.

Semester and Year

Enrollment in Program Courses in School and Mental Health

Full time graduate student load of 12 hours equals 1 FTE student

9 hour teaching load per semester equals 1 FTE faculty (faculty release time not counted toward FTE

Calculated Faculty FTE to Student FTE Ratio

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Counseling and adjunct or

affiliate faculty teaching course equals .33 FTE per course taught)

Spring 2011

421 students X 3 hour courses completed= 1263 credit hours generated

1263 credit hours generated divided by 12 hours per FTE student = 105.25 FTE students

30 faculty taught 3 hour courses x .333 FTE load per 3 hour section taught = 9.99 faculty FTE

10.54

Fall 2010

402 students X 3 hour courses completed= 1206 credit hours generated

1206 credit hours generated divided by 12 hours per FTE student = 100.5 FTE students

31 faculty taught 3 hour courses x .333 FTE load per 3 hour section taught = 10.323 faculty FTE

9.74

Spring 2010

415 students X 3 hour courses completed= 1245 credit hours generated

1245 credit hours generated divided by 12 hours per FTE student = 103.75 FTE students

32 faculty taught 3 hour courses x .333 FTE load per 3 hour section taught = 10.656 faculty FTE

9.73

Fall 2009

456 students X 3 hour courses completed= 1368 credit hours generated

1368 credit hours generated divided by 12 hours per FTE student = 114 FTE students

32 faculty taught 3 hour courses x .333 FTE load per 3 hour section taught = 10.656 faculty FTE

10.70

Spring 2009 508 students X 3 hour courses completed= 1524 credit

1524 credit hours generated divided by 12 hours per FTE

34 faculty taught 3 hour courses x .333 FTE load per 3 hour section taught =

11.21

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hours generated student = 127

FTE students 11.322 faculty FTE

Fall 2008

468 students X 3 hour courses completed= 1404 credit hours generated

1404 credit hours generated divided by 12 hours per FTE student = 117 FTE students

31 faculty taught 3 hour courses x .333 FTE load per 3 hour section taught = 10.323 faculty FTE

11.34

Standard I.Q and I.R The course ratios related to both standards have occasionally, in past semesters, slightly exceeded expectations for standards. The visiting team may wish to verify what processes are in place to ensure that the ratios are consistently met in the future. For internships, reviewers noted the following statement included in the narrative response: "Internship sections are registered for by students according to their site type (Elementary School, Secondary School or Mental Health Setting) and, because of this, an occasional section of internship class may show more than 12 students in a section but students are moved within these sections to keep the average student to instructor ration 12 or less." Response: Standard I.Q and I.R state that when program faculty provide individual or triadic supervision as we do in the practicum the ration of students to faculty will not exceed 6:1 and group supervision as we provide in the internship shall not exceed 12:1. In our original response we provided the table below which showed the mean ratio for the spring and fall semesters for the last 3 years averaged 6.09:1 for COU 880, Practicum, and 11.41:1 for COU 881, Internship. Although this is very close to the goal ratio there were variations which had the ration in one semester in COU 880 Practicum as high as 7.66 to 1 and as high as 13.6 to 1 in COU 881 internship. The processes currently in place to assure the ratios are kept at the standards for these courses for the future are managed by the department chair who has the ability to create new sections of these courses if the ratio is exceeded in enrollments and to move students between open sections to balance the ratios and be sure the goals are met. The statement that students enroll for the sections of practicum and internship by where they are doing their placement (elementary school, secondary school or mental health) was done in the past to allow the registrar to include where the student did the practicum or internship on their official transcript. This was needed for the school counseling students in particular in the past as they were given certification at the elementary (grade p-8) or the secondary (grades 5-12) levels only. However, our state now allows us to recommend certification at the P-12 grade level and we do this for all of our school counselors. Now we have either school counseling practicums and internships or mental health counseling practicums and internships and we are able to manage enrollments within these areas where we do not need to allow the sections of one to appear larger than the approved 6 or 12 students so this is no longer a concern.

Semester and Year COU 880 Mean Ratio COU881Mean Ratio

Spring 2011 5.0 12.3

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Fall 2010 6.0 11.0

Spring 2010 7.66 10.0

Fall 2009 6.0 10.3

Spring 2009 6.25 13.6

Fall 2008 5.66 11.3

Average Ratio for All 6.09 11.41

Standard I.Y.1 It appears that eight of the 11 affiliate and adjunct faculty identified have degrees in counseling. Response: Standard I.Y.1 states that the academic unit may employ noncore faculty who meet the requirement of holding graduate degrees, preferably in counselor education from a CACREP accredited program. While it is true that none of the noncore faculty we listed hold degrees from CACREP accredited programs, they all have appropriate credentials for the courses they teach. I have added the courses that each adjunct or affiliate faculty member has taught to the list that was submitted with the original self-study and included it with the response to the questions about Standard I.Y.3 below. As you look at this, you will find that all have proper degrees and experiences to teach the courses they have been assigned. For example, two of the three individuals who do not have degrees in counseling have doctorates in foundations of education and in educational technology as well as multiple master’s degrees in areas such as education, international relations and educational administration and they teach only EPY 869, Educational Research. The third person without a degree in counseling has a MA in Nursing and is a psychiatric nurse practitioner with years of clinical experience and has taught only courses in clinical practice such as our course in Crisis and Abuse Counseling (COU 847). Standard I.Y.3 Please provide clarification of the courses taught by the adjunct and affiliate faculty listed in the self-study. Response: To address this request I have copied the table used in the original self-study and I have added an additional column listing the courses each adjunct or affiliate faculty member has taught for us in the past. This table follows:

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Name Affiliate/Adjunct

Courses Taught

Degree Experience Professional Associations

Charlotte Tanara

Affiliate EPY 839 PhD, Educational Administration & Planning

MA, Counseling &Guidance

BS, Elementary & Secondary Physical Education

Associate Director, Student Rights & Responsibilities

Assistant Director, Student Judicial Affairs

Associate Director, Planning, Budget & Institutional Effectiveness

Assistant Director, Planning & Budget

Part-Time Instructor

Director/Acting Director, Upward Bound

High School Counselor

Vocational Director

Career Education Coordinator

Elementary Physical Education Teacher

Association of Student Conduct Administrators

University of Alabama Alumni

University of Alabama Capstone College of Education Society

Board Member , Eastern Kentucky University Colonel Club

Former Member, Arlington Association

Gene Wright

Affiliate COU 813, 880, 881, and EPY 816

PhD, Education Administration

MA, Education, Guidance & Counseling

BA, Biology

KY Dept of Education

Public Education – Teacher, Counselor, Principal & Director of Pupil Personnel Services

Higher Education –

KASA

NEA

ASCD

NASCP

Endorsement for Director of

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Name Affiliate/Adjunct

Courses Taught

Degree Experience Professional Associations

Adjunct, Visiting Professor

Pupil Personnel

Endorsement for School Superintendent

Endorsement for Supervisor of Instruction, Elementary, Secondary, 12-Grade

Standard High School Certificate Grades 7-12

Teaching Major: Biology

Rank I

Endorsement of Elementary School Principal, Grades K-8

Endorsement for Secondary School Principal, Grades 7-12

Paula Jones

Affiliate EPY 869

PhD, Curriculum & Instruction

(Instructional System Design)

MA, Education, Secondary Guidance Counseling

BS, Business Education

BA, Marketing/Advertising

Academic Coordinator

Teaching Assistant

Part-Time/Visiting Instructor

Academic Advisor

Assistant Professor

Business Instructor

KY Teaching Certification 5th-12th grades

Secondary Guidance Counseling Certification

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Name Affiliate/Adjunct

Courses Taught

Degree Experience Professional Associations

Samuel Hinton

Affiliate EPY 869

PhD, Ministry

EdD, Foundations of Education

MEd, Sociological & Cultural Foundations of Education

MEd, Higher Education Administration

BA, English & Economics

Professor

Associate Professor

Program Officer

Senior Staff Associate

Teacher

Youth & Family Counselor

Comparative & International. Education Society

American Association of University Professors

American Association of Colleges of Teacher Education

Phi Delta Kappa

Kappa Delta Phi

(are above duplicates?)

Paul Erickson

Affiliate EPY 869

PhD, Educational Technology

MA, National Security & Strategic Studies

MA, International Relations

MA, Education

BS, Biology

Assistant Professor & Director of Educational Research & Assessment

Program Management & Instructional Design

Research & Development

Education & Training Management

Marine Engineering

Political & Military Affairs Command at Sea

Drug & Alcoholism Counseling

Certificate in Workforce Education & Lifelong Learning

American Society for Training & Development

Permanent Honorary Chair, MENSA Indonesia

American MENSA

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Name Affiliate/Adjunct

Courses Taught

Degree Experience Professional Associations

American Educational Research Association

American Evaluation Association

National Council of Professors of Educational Administration

Timothy Robertson

Adjunct COU 803, 846, 847, 848, 849, 880, 881 and EPY 869

BA, Rehabilitation Counseling

MA, Counseling-Student Personnel & Community Agency Counseling

Current:

Chairperson, KY Board for Professional Counselors

Clinical Director, Carvaka

Executive Director, The Family Counseling Center

Director, Family Guidance Center

Outpatient Therapist, Pathways

Local Resource Coordinator, SED

Counselor, River Valley Treatment Center/Family Guidance Center

Mental Health Consultant, Northeast

LPCC, Licensed Professional Clinical Counselor

NCC, National Certified Counselor

Certified Juvenile Sex Offender Therapist, University of Louisville

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Name Affiliate/Adjunct

Courses Taught

Degree Experience Professional Associations

Head Start

Counselor, Marshall University

Teaching:

Graduate Faculty, Eastern KY University Counseling Department

Graduate Faculty, Lindsey-Wilson College

Developmental Psychology, KY Christian College/University

Adjunct Instructor, Morehead State University

Counseling Department, Marshall University

Leadership:

President, KY Mental Health Counselors Association (1993-95)

Secretary/Treasurer (1996-2001)

Chair-Advocacy Committee, Kentucky Counseling Association (1991-2001)

Board Chair, Bridges Family Resource Center

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Name Affiliate/Adjunct

Courses Taught

Degree Experience Professional Associations

(1994-1995)

Nancy Stephens

Adjunct COU 847, 848, and 850

MS, Nursing

Diploma, Nursing

Advanced Registered Nurse Practitioner, Outpatient

Psychiatric Nurse, Outpatient Department

Instructor, Psychiatric Nursing

Assistant Professor, Psychiatric Nursing

Clinical Specialist, Adult Mental Health

Psychiatric Nurse

KY Licensure, RN

Original Licensure, TN

CPR Certification

Non-Violent Crisis Intervention

Certified Clinical Specialist, Adult Psychiatric & Mental Health Nursing

Advanced Registered Nurse Practitioner

Gerald Sklare

Adjunct COU 807 Solution Focused Brief Therapy

(Not linked to syllabi as not a required course)

EdD, Counselor Education

MA, Guidance & Counseling

BS, Physical Education, Social Studies & Science

Phased Retirement Professor

Assistant/Associate Professor/Full Professor

Counselor/Consultant

Instructor

High School Counselor

High School Teacher

Junior High Teacher

Elementary School

LPCC, Licensed Professional Clinical Counselor

American counseling Association

Kentucky Counseling Association

Clinical Member, Kentucky Mental Health Counselors Association

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Name Affiliate/Adjunct

Courses Taught

Degree Experience Professional Associations

Teacher

Robert Deacon

Adjunct EPY 839 and 869

PhD, Educational Psychology

MA, Counseling

BA, Psychology

Clinical:

Private Practice, Family Therapy

Family Therapist

Counseling Practicum

Teaching:

Experiential Counseling

Guest Lecturer

Professional:

Owner, Deacon Property Services

Commercial Real Estate Broker

Classical Guitarist

LPCC, Licensed Professional Clinical Counselor

Nationally Certified Counselor

Eef Fontanez

Adjunct COU 814 and COU 880

MA, Secondary School Counseling

BA, Elementary Education

High School Counselor

Highly Skilled Educator

Teacher

Professional Memberships:

KY Education Association

American School Counselor Association

National Education Association

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Name Affiliate/Adjunct

Courses Taught

Degree Experience Professional Associations

KY Assessment Coordinators Association

Accreditations/Licenses:

Rank II – Provisional Certification for Teaching in Middle Grades: English, Communications & Social Studies, Grades 5-8

Provisional Certification for Teaching Social Studies, Grades 5-8

Professional Certification for Teaching Social Studies, Grades 9-12

Provisional Certification for Guidance Counselor, Grades 5-12

Lawrence “Larry” Crouch

Adjunct COU 822

PhD, College Student Personnel, Counseling Psychology & Community College Administration

EdD, Counselor Education

MA, Student Personnel & Counseling Psychology

BA, Psychology

Assistant to Vice President for Student Affairs / Center Director

Director of Career Development/Assistant to the Vice President of Student Affairs

Associate Director of Career Planning & Placement/Counselor

Vice President (bank)

Assistant Dean of

Certified Reality Therapist

National Certified Counselor

Licensed Professional Clinical Counselor, State of KY certification 0032

Secondary Teaching Licenses for Illinois & Indiana

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Name Affiliate/Adjunct

Courses Taught

Degree Experience Professional Associations

Students/Hall Director

Residence Hall Director/Graduate Assistant

Resident Advisor

Standard I.AA.2 As acknowledged in the report, the response rate to the graduate survey is too small (three responses from an n of 182 graduates surveyed) to provide useful data. The Department has taken steps to attempt to improve the response rate. Response: To address this concern the department has or is taking the following steps: In November of 2011, emails were sent to all graduates over the past five years of both the School Counseling and Mental Health Counseling programs. These emails each contained two URL links: one to a survey for graduates of both programs and another link to a survey for their employers. The graduates were asked to forward the email to their employer and ask them to complete the employer survey. These emails were sent to both graduates from the School and Mental Health Counseling respectively. Also in November 2011, letters via U.S. Mail were sent to the same graduates of both programs asking them to visit the website and complete the survey and again to forward the request to their employers. Also in November 2011, letters were sent to stakeholders (program graduates, past identified supervisors and employers) via U.S. Mail asking them to visit the website and comment on the self-study and program modifications submitted to CACREP. Also in November 2011, emails were sent to all current students in both programs inviting them to complete a survey via Survey Monkey. A student forum is scheduled in the evening of Thursday, December 1st. This forum will be for the expressed purpose of getting feedback from current students about their programs and their experience here at EKU. Standard 1.AA.4 The program has developed a comprehensive assessment plan that allocates coverage and assessment of core and program standards across the curriculum for each program. The plan is well designed and easy to follow. However, in the subsequent review of syllabi undertaken by reviewers in order to identify curriculum experiences and SLOs that align to applicable standards, it was sometimes not possible to make connections between learning experiences (topics to be covered in course sections as identified in the course schedule) and CACREP standards, mainly because not enough information was provided to make that determination. Some syllabi only described the assessments to be used in

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the course, and did not include other learning experiences (e.g. readings, lecture and discussion topics). All syllabi did include comprehensive lists of student learning outcomes to be met in each course, but it was difficult in many cases to understand what learning activities and assessments students would undertake in order to achieve those outcomes. Response: This feedback was very useful to us as it described a lack of clarity we did not realize was there and that may have created a similar lack of clarity for our students. After lengthy discussion in our department meetings on this issue we decided to address this by revising all course syllabi to include the specific curricular experiences used in each course to address each specific CACREP standard. This revision of all courses led to some changes in what standards were addressed in each course. This in turn meant we needed to revise the standards table and the standards matrix we provided with the original self-study. We hope that the revision of the syllabi for all courses, the standards table, and the standards matrix will address all needed connections and add the clarity you are looking for and our students will appreciate.

SECTION II. Professional Identity

Overall comment for Standard II.G: The design of the curriculum appears well suited to meet common core curriculum experiences, however most syllabi did not provide enough information on curricular experiences to determine whether the focus of the standard is covered by the course. Courses that are required in only one of the two programs cannot be used as evidence of meeting Standard G, unless a similar common core learning experience is provided in two program-specific courses (i.e., a different course required in each program). Response: The overall comment for Standard II.G from CACREP initial reviewers stated that “the design of the curriculum appears well suited to meet common core curriculum experiences, however most syllabi did not provide enough information on curricular experiences to determine whether the focus of the standard is covered by the course”. In responding to this request, the Department revised all syllabi to include a specific section on “Curricular Experiences” and revised the standards table and the standards matrix documents to align with syllabi.

In reviewing and revising all syllabi we also assured that all standards are either covered in a course that both all school and mental health counselors took or we assured the standard is covered in courses within both of the major areas, school and mental health counseling. This is demonstrated in the Standards Table and Standards Matrix which shows where each standard is addressed.

Standard II.G1.a It is not clear how this standard is covered by curricular experiences in COU 813; the history of mental health counseling is covered in COU 803, and the history of school counseling is covered in COU 825. Response: See the revised syllabi for courses COU 803, COU 813, COU 814, and COU 825

Standard II.G1.b It is not clear how this standard is covered by curricular experiences in cited courses, particularly as that relates to strategies for interagency collaboration. Response: See the revised syllabi for courses COU 803, COU 813, COU 814, and COU 825

Standard II.G1.c It is not clear how this standard is specifically addressed in COU 847. COU 825 is only taken by school counseling students. Response: See the revised syllabi for courses COU 825 and COU 847

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Standard II.G 1.d It is not clear that this standard is addressed in COU 813; COU 814is only taken by school counseling students. Response: See the revised syllabi for courses COU 813 and COU 814

Standard II.G 1.f It is not clear that this standard is addressed in COU 813; COU 814& COU 825 are only taken by school counseling students (COU 825 does cover this standard however). Response: See the revised syllabi for courses COU 813 and COU 825

Standard II.G 1.h It is not clear how this standard is covered in COU 813; COU 825is only offered in the School Counseling program. Response: See the revised syllabi for courses COU 813, COU 814 and COU 825

Standard II.G2.c It is not clear how this standard is covered in COU 804.

Response: See the revised syllabi for course COU 804

Standard II.G2.d, e It is not clear how these standards are addressed in courses cited. Response: See the revised syllabi for courses COU 804, COU 820 and COU 847

Standard II.G3.a Although it seems more likely than not this standard is addressed in EPY 839, the syllabus does not specify what is covered in the curricular experiences referenced; COU 850 is only offered in the Mental Health Counseling program. Response: See the revised syllabi for courses EPY 839 and COU 850

Standard II.G3.b See comments under G3.a related to EPY 839. It is not clear how this standard is covered in COU 848 (which only covers child and adolescent counseling); COU 825 is only offered in the School Counseling program. Response: See the revised syllabi for courses EPY 839, COU 825, and COU 848

Standard II.G3.c See comments under G3.a related to EPY 839. COU 847 does not appear to include focus on the effect of crisis on persons of all ages. Response: See the revised syllabi for courses EPY 839 and COU 847

Standard II.G3.d See comments under G3.a related to EPY 839. COU 850 is only offered in the Mental Health Counseling program. Response: See the revised syllabi for courses EPY 839 and COU 850

Standard II.G3.e

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See comments under G3.a related to EPY 839. It is not clear how this standard is covered in COU 846; COU 825 is only offered in the School Counseling program. Response: See the revised syllabi for courses EPY 839 and COU 825

Standard II.G3.f See comments under G3.a related to EPY 839. Although COU 848 and COU 855 certainly cover aspects of this standard, it is not clear how they cover the full range of the standard. Response: See the revised syllabi for courses EPY 839, COU 848, and COU 855

Standard II.G3.g See comments under G3.a related to EPY 839. Response: See the revised syllabi for courses EPY 839, COU 825, COU 849, and COU 855

Standard II.G4.a It is not clear how this standard is covered in COU 846. Response: NOTE: This Standard was incorrectly identified by the initial reviewers as going with the COU 846Techniques class instead of the COU 822 Lifestyle and Career Counseling class.

See the revised syllabi for course COU 822

Standard II.G5.b The curricular experiences covered in COU 840 are not described. It is not clear how this standard is covered in COU 846. Response: See the revised syllabi for courses COU 822 and COU 825

Standard II.G5.c It is not clear how this standard is covered in COU 846. COU 825 is only offered in the School Counseling program. Response: See the revised syllabi for courses COU 814, COU 822, and COU 850

Standard II.G5.d Although it seems evident that this standard would be covered in COU 840, only assessments are described in the syllabus, and not curricular experiences. It is not clear how the standard is covered in COU 846. COU 825 is only offered in the School Counseling program. Response: See the revised syllabi for course COU 822

Standard II.G5.e COU 850, which is the only course cited for this standard, is only offered in the Mental Health Counseling program. Response: See the revised syllabi for courses COU 848 and COU 850

Standard II.G5.f It is not clear how this standard is covered in courses cited. Response: See the revised syllabi for courses COU 803, COU 825, COU 848, COU 850, and COU 880

Standard II.G5.g

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It is not clear how this standard is covered in COU 847; suicide prevention models are not alluded to in the curricular experiences. COU 825 is only offered in the School Counseling program. Response: See the revised syllabi for courses COU 825, COU 847, COU 848 and COU 850

Standard II.G7.a It is not clear that this standard is covered in EPY 816. Response: See the revised syllabi for course EPY 816 Standard II.G7.b It is not clear that all concepts within this standard are covered in EPY 816, i.e., environmental assessment, performance assessment, individual and group test and inventory methods, psychological testing and behavioral observations. Response: See the revised syllabi for course EPY 816 Standard II.G8.d-e It is not clear that the concepts of these standards are covered in EPY 869. COU 814 is only taken by school counseling students. Response: See the revised syllabi for course EPY 816

SECTION III. Professional Practice Standard III.A.1-3 Although it appears this standard is met, it would be useful to identify for this standard which faculty are assigned as supervisors. Evidence provided for the standard is the same faculty table as was provided for Section I, and the table does not include information on supervision training and experience (Standard A.3) of faculty who serve in this role. Response: Department of Counseling and Educational Psychology faculty who teach practicum and internship courses include faculty members Dr. Ken Engebretson, Dr. Bianca Puglia, Dr. Larry Sexton, Dr. Carol Sommer, Dr. Kim Naugle and Dr. Muriel Stockburger. Tim Robertson serves in this capacity as adjunct faculty when needed. Each of the above noted faculty or adjunct faculty completed a supervision course during their doctoral training or is currently a state or national approved clinical supervisor.

Standard III.C.1-3 The visiting team may wish to review the contract or position description used by the department that delineates requirements for supervisors. Sample vitae do not provide assurance that all supervisors meet criteria specified by the standard. It is recommended that the program develop a chart detailing the specified qualifications for current site supervisors. Response: The requirements for site supervisors are reviewed in the Practicum and Internship Handbook, in the Frequently Asked Questions section as well as in two components of the practicum/internship application materials including the Agreement between the University, the Site, and the Student as well as the Site Supervisor Information page.

The completion of the CACREP Self-Study and addendum has been helpful as we looked at the Site Supervisor Training requirement. There is no information available regarding site supervisor training prior to fall of 2010. Since that time, the EKU Department of Counseling and Educational Psychology has offered the Site Supervisor Training in September, 2010; February, 2011; and October, 2011. Below is a list of site supervisors who have attended the most recent trainings. In the next paragraph, an elaboration for how we will further enhance, and require, this training is thoroughly discussed.

Site Supervisor Record of Attendance at Department Site Supervisor Training

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Fall 2010 – Spring 2011

October 6, 2011 (Training conducted by Carol Sommer and Bianca Puglia)

Lydia Akin Specialized Alternatives for Family and Youth

Lexington, KY

Melissa Midkiff Martha Lane Collins High School

Shelbyville, KY

Patti Abney Scott County Schools

Georgetown, KY

Aaron Dowdell IMPACT East

Lexington, KY

Sharon Martin Hospice of the Bluegrass

Lexington, KY

Shawn Luchtefeld Hope Center

Lexington, KY

Gillian Ditts River Ridge Elementary

Villa Hills, KY

February 11, 2011 (Training conducted by Tim Robertson.) On this date there were 12 site supervisors registered to attend and the training was conducted; however, a sign-up sheet was not distributed to confirm registration.)

September 30, 2010 (Training conducted by Carol Sommer and Tim Robertston)

Donna Butler Clinton County High School

Albany, KY

Rhonda Abner Knox County Middle School

Barbourville, KY

Carol Johnson Wyan-Pine Grove Elementary School

London, KY

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Steve Johnson University of Kentucky College of Medicine

Lexington, KY

Sarah Hurt Mercer County Senior High School

Harrodsburg, KY

April Cain Henry Clay Elementary School

Lexington, KY

Anne Hoffman Cumberland River Comprehensive Care

McKee, KY

Debbie Laboone Jessie Clark Middle School

Lexington, KY

Libby Kenney Morton Middle School

Lexington, KY

The CACREP Self Study and the addendum have been a helpful, evaluative process for our faculty to review and revise the format in which site supervisor training is offered.

As noted, no records were available for site supervisor training which occurred before the fall of 2010. Since then, three trainings have been offered. When students complete the application process, all parties (site, student, and department) indicate and expect the site supervisor to attend the department’s site supervisor training if he or she has not previously done so. Although during the application process, site supervisors agree to attend, in actuality, some follow through and others do not. In these instances, as this is a rural area with limited access to sites, it was a challenging question to determine the best, and most just, course of action. Would it be best to remove the student from any site in which the site supervisor fails to attend the training or to allow the student to continue, as sites are limited and the Site Supervisor Training has been held within the first (approximate) month of classes?

In response to the question above, faculty collaboratively designed a pilot plan in which our goal is to have 100% compliance with the required attendance of the Department’s Site Supervisor Training. Our ultimate goal is to have the training offered completely on-line by the summer of 2012 to facilitate attendance as our sites are oftentimes located some distance from campus. An on-line supervision training program is currently in development and a pilot of the program will be offered in the spring of 2012.

An important element of the on-line training for supervisors is that it will be fine-tuned to focus on either school counseling students or clinical mental health counseling students in accordance with our determination this fall (2011) to have separate clinical practice courses for specialization to allow for greater conformity to the 2009 CACREP Standards. Additionally, in the spring 2012, we will still offer

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the on-the-ground training for a final semester as the required on-line training is phased in which, as noted, is to be the only official means of site supervisor training in the future. Of course, site supervisors will still have access to any faculty teaching the practicum and internship classes for any additional questions or concerns. Once this on-line training is fully functioning, we will require site supervisors to complete the training once every three (3) years or students will not be allowed to both serve and learn at the related site. We believe that as we move toward the on-line only site supervisor training, which is to be piloted this spring 2012 and fully implemented by the summer of 2012, we will benefit site supervisors as well as the students with whom they work.

Standard III.C.4 It is not clear that the supervision training is required. Please provide clarification of how the program ensures that all current site supervisors have relevant training in counseling supervision. Response: The Application for Practicum and Internship asks site supervisors to identify if they have had previous training in supervision. Additionally, site supervisors sign an agreement indicating they will take the training our department offers. As noted in the above response to Items C. 1-3, the completion of the CACREP Self-Study and the related addendum have been very helpful for our program review in terms of how site supervisor training is to be offered. Beginning in the summer of 2012, the training will be fully on-line and we will require 100% compliance with all site supervisors. During the spring of 2012, the on-the-ground training will be offered as well as the transition is made while the on-line training is piloted. Site supervisors will be required to complete the training once every three (3) years or students will not be allowed to complete their clinical practice at the site in question. We believe this approach will enhance the availability of the training as some of our sites are located far from our campus. The on-line version of the training is being piloted this spring and will be available for review by the CACREP team during their visit March 18 – 21, 2012.

Standard III.D The Self Study does not address whether professional development opportunities are provided for site supervisors. Response: The Department of Counseling and Educational Psychology, since the fall of 2010, has offered a Site Supervisor Training relatively early in each fall and spring semester. Site supervisors receive CEUs for this training. At this time, no other training or professional development opportunities are offered to site supervisors other than the Site Supervisor Training. Standards III.F.5 and III.G.6 It is unclear whether the new PCPE final evaluation will be used for the final evaluation in both the practicum and the internship. It is also not clear whether the new PCPE is intended to replace the site supervisor evaluation as well (or if the PCPE will only be completed by the course instructor). It should be noted that the midterm and final evaluations provided as evidence for Standard F.5 (practicum) are both titled as internship evaluations. In term of serving as one means for documenting student learning outcomes, it may be helpful to cross reference the items on the PCPE with related program area standards. Response: In the spring of 2011, department faculty agreed to use the Professional Counselor Performance Evaluation (PCPE) to evaluate students in the clinical sequence of practicum and internship as well as other courses which have a practical component such as counseling techniques (COU 846) and group counseling (COU 820). The development of the PCPE and its use are described in an article appearing in the Journal of Counselor Education and Supervision, in June 2002, entitled “Systematic Evaluation of Professional Performance: Legally Supported Procedure and Process” by Kerr, Garcia,

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McCullough, and Maxwell. This form will be completed for each student in practicum and internship as a final evaluation by a faculty supervisor. In addition to the PCPE completed by faculty, students receive a mid-term and end of the semester evaluation from their site supervisors. The mid-term and final evaluations completed by site supervisors are the same form and the title of these forms has been changed to Practicum/Internship Mid-Term Evaluation and Practicum/Internship End of Semester Evaluation.

Our department and programs are continually being evaluated and improved as our goal is to provide the best training possible to our students. The above noted suggestion concerning cross referencing the items on the PCPE with related program area standards is one that will be helpful for the department to consider as we continuously engage in program evaluation and improvement. As the above noted instrument (PCPE) was developed as a comprehensive assessment to evaluate both content and disposition of students, faculty will carefully consider how best to meet this suggestion.

CLINICAL MENTAL HEALTH COUNSELING PROGRAM STANDARDS

Standard A.2 It is not clear how this standard is addressed in COU 803. An ethical reaction paper is cited as assessing this standard, but the paper is not described in the syllabus, nor is there a curricular experience noted that aligns to the standard. Response: See the revised syllabi for course COU 803 Standard A.3 The importance of relationships between counselors and other professionals does not appear to be addressed or assessed. Response: See the revised syllabi for course COU 803 Standard A.4 The components of the standard that relate to knowledge of professional organizations and preparation standards do not appear to be addressed or assessed. Response: See the revised syllabi for course COU 803 Standard A.5, 6, 9, 10 It is not clear how these standards are addressed or assessed in COU 803. Response: See the revised syllabi for courses COU 803 and COU 849 Standard A.7 It is not clear how this standard is addressed. The interview assignment appears to be an appropriate assessment for the standard (although it is not cited as such in the syllabus). However, the prompts for the interview do not reference the examples of professional issues cited in the standard. Response: See the revised syllabi for course COU 803 Standard B.1 This standard is found met solely based on the evaluation of this item in the formal evaluations used in the practicum and internship. It is not clear how the standard is addressed and assessed in COU 803, or addressed in the practicum and internship courses. Response: See the revised syllabi for courses COU 803, COU 880 and COU 881

Standard C.l. 3 It is not clear how these standards are addressed or assessed in COU 803.

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Response: See the revised syllabi for courses COU 803 Standard C.2. 4 Although standards are found met based on clearly defined and aligned assessments, it is not evident how concepts of the standards are covered in learning experiences within courses (lectures, readings, discussion). The syllabi for COU 849 and 855 only include details of course assessments (papers and final exam). Response: See the revised syllabi for courses COU 848, COU 849 and COU 855

Standard C.8 Although it appears that the content of the standard is likely addressed in COU 850, it is not evident that the specific concepts within the standard are addressed; assessment of the standard is not clear. Response: See the revised syllabi for courses COU 803and COU 855

Standard D.l It is not clear how the standard is addressed and assessed in cited courses. The PCPE and site supervisor evaluations do not appear to assess for this standard. Response: See the revised syllabi for courses COU 881 Standard D.2 COU 881 does have a class session on ethics and multiculturalism. The PCPE includes one item that indirectly addresses concepts of this standard. However, it is not clear that this standard is more than minimally addressed. Response: See the revised syllabi for courses COU 881 Standard D.3 It is not clear how this standard is addressed or assessed in COU 803. Response: See the revised syllabi for courses COU 803 Standard D.4 It appears that the brochure assignment in COU 803 assesses this standard, although the syllabus does not reference the brochure as an assessment for this standard. It is not clear how the standard is addressed in course content. Response: See the revised syllabi for courses COU 803 Standard D.8 See comment for C.8. Response: See the revised syllabi for courses COU 849, COU 855and COU 881

Standard E.4, 6 See comment for D.3. Response: See the revised syllabi for courses COU 803 Standard E.5 It is not evident that the historical or political climate regarding immigration, poverty and welfare is addressed or assessed in COU 804. Response: See the revised syllabi for courses COU 804 Standard F.3 See comment for Standard D.2 above.

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Response: See the revised syllabi for courses COU 855, COU 880 and COU 881

Standard G.1-3 Although standards are found met, it must be noted that the syllabus for COU 855only includes descriptions of assessments used in the course, and not any other curricular experiences. COU 848 is limited to child and adolescent counseling. Overall, it is not possible to determine that students have comprehensive and integrated learning experiences on all aspects of these standards. Response: See the revised syllabi for courses COU 848 and COU 855

Standard K.5 It is not clear how the standard is addressed and assessed in COU 847. Response: See the revised syllabi for course COU 847 Standards C.5, 7, DE.6, 9, H.2, 4, I.3, L.3 It is not clear how these standards are addressed and assessed in cited courses. Response: See the revised syllabi for courses EPY 816, COU 803, COU 813, COU 847, COU 848, COU 849, COU 855, COU 880 and COU 881

SCHOOL COUNSELING STANDARDS Standard B.1 This standard is found met solely based on the evaluation of this item in the formal evaluations used in the practicum and internship. It is not clear how the standard is addressed and assessed in courses. Response: See the revised syllabi for courses COU 814, COU 880 and COU 881

Standard I.1 It is not clear how this standard is specifically addressed and assessed in cited courses, particularly as that applies to research relevant to the practice of school counseling. Response: See the revised syllabi for course EPY 869 Standard I.5 It is not clear that this standard is specifically addressed and assessed in cited courses, particularly as that applies to school counseling research. Response: See the revised syllabi for course EPY 869 Standard K.1-3 COU 814, which is the only course cited for this standard, does not include curricular topics or assessments that relate to the standards in this category. Response: See the revised syllabi for course COU 814 Standard L.l See comment for Standard K. Response: See the revised syllabi for courses COU 814, COU 880 and COU 881

Standard L.2 This standard does not appear to be addressed or assessed in COU 814. COU 822 does not appear to specifically focus on postsecondary options for career development, specifically as that applies to postsecondary education. Response: See the revised syllabi for courses COU 814, COU 822, COU 880 and COU 881

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Standard M.1, 5 COU 814 requires development of a comprehensive school counseling plan that includes parent outreach. This partially but not specifically addresses these standards. It does not appear that family-school community collaboration and parent empowerment are addressed as course topics. Response: See the revised syllabi for courses COU 814, COU 825 and COU 847

Standards A.7, C.3, D.l, 5, E.2, H.l, 4, J.2, L.3, N.l, 0.4-5, P.2 It is not clear how these standards are specifically addressed and assessed in cited courses. Response: See the revised syllabi for courses EPY 869, COU 804, COU 813, COU 814, COU 822, COU 825, COU 847, COU 848, COU 880, and COU 881