PROGRAM REVIEW SELF-STUDY
Title of Degree Program: 13.1101 M.S. Counselor Education
Majors listed under the degree: School Counseling, Mental Health Counseling, and
Rehabilitation Counseling
Specialization areas include: None
Minors listed under the degree: None
Program Leader: Dr. Maureen Kenny
Program Faculty:
- Dr. Maureen Kenny, Professor;
- Dr. Adriana McEachern, Associate Dean for Academic Affairs, Associate
Professor;
- Dr. Cindy M. George, Instructor;
- Dr. Marilyn Montgomery, Associate Professor (academic leave 2010-11);
- Dr. Gloria Montes De Oca, Visiting Assistant Professor (2011).
Part I: Overview
1.
What goals did you develop as a result of your last program review?
a. To apply for national accreditation through the Council for the
Accreditation of Counseling and Related Educational Programs
(CACREP).
b. To increase the numbers of submissions for external funding.
c. To increase scholarly research productivity in top tier journals.
2.
What are your major accomplishments tied to these goals? Are there other
significant accomplishments that you reached as a result of continuous quality
improvement and your ability to capture emerging trends, needs, and
opportunities?
a. The program faculty completed the self-study and documentation to
obtain national CACREP accreditation for its school and mental health
counseling programs. The programs are now fully accredited.
b. Counseling faculty members have submitted proposals to national, state,
and local agencies for external funding. A minimum of one submission
was funded every year for the past seven years. This funding has
contributed to the scholarly research productivity of the faculty.
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c. Counseling faculty members have increased scholarly research and
publications in top tier journals to a range of 4 to 17 publications annually,
including the flagship counseling journal of the American Counseling
Association, Journal of Counseling and Development, the Professional School
Counseling Journal, and the Journal for Specialists in Group Work.
Part II: Program Analysis
3.
What is the vision of your program(s)? Your mission?
a. Our mission is to prepare counselors to significantly impact diverse
individuals in a variety of settings (e.g., hospitals, agencies, private
practice, elementary, middle, and/or high school levels). Our program
trains counselors to meet the challenges involved in working in a
multiethnic, multicultural, and urban environment. The second part of our
mission is to provide both educational experiences that emphasize
multiculturalism in practice and theory, as well as opportunities for
professional and personal growth. Finally, it is our intent to produce
ethical and responsible counselors who help others achieve personal
change and facilitate learning, development, and change within urban,
diverse settings.
4.
Programmatic Information:
a. Location(s) where degree is offered: Modesto Maidique Campus, Broward
Pines Center.
b. Delivery format(s): Face-to-face delivery and several online courses.
c. Faculty/student ratio: 1/54
d. Enrollment data: See chart below.
Fall
2004
Headcount
M.S. Counselor
Education
87
Fall
2005
Fall
2006
98
106
Fall
2007
121
Fall
2008
123
Fall
2009
119
Fall
2010
116
e. Retention and graduation rates: See chart below.
Degrees Awarded
2004-05 2005-06 2006-07 2007-08 2008-09 2009-10 2010-11
M.S. Counselor Education
23
27
30
34
34
26
31
f. Placement of graduates: The majority of our School Counseling graduates
work in the Miami-Dade County Public Schools system as school
counselors. Students graduating from the Mental Health Counseling track
may also work in the Miami-Dade County Public School system as Trust
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Counselors, but the majority work in the community as mental health
counselors in hospitals, community mental health centers, specialized
treatment centers (e.g., eating disorders clinics, substance abuse recovery
centers), forensic settings, and independent private practice. Students in
the Rehabilitation Counseling program primarily work for the Florida
Department of Vocational Rehabilitation, whereas others work in private
or non-profit vocational rehabilitation agencies.
g. Percentage of graduates proceeding to graduate or professional schools:
Our alumni survey inquires about job placement and career aspirations.
We have had several of our students continue their studies to obtain
advanced degrees, most commonly doctoral degrees in counseling. Some
have gone on to obtain the specialist degree in school psychology.
h. Diversity profile of students: See charts below.
Diversity
2004-05 2005-06 2006-07 2007-08 2008-09 2009-10 2010-11
Total # of Students
87
98
106
121
123
119
116
American Indian
0
0
0
0
0
0
0
Asian
0
1
0
2
2
4
3
Black
14
17
22
26
30
22
19
Hispanic
49
53
59
65
71
71
72
White
22
27
25
28
20
22
21
Multi-racial
0
0
0
0
0
0
1
Not Specified
2
0
0
0
0
0
0
University Core Curriculum delivered (if applicable). – N/A.
5.
Student learning outcomes matrix (i.e., student learning outcomes stated in
measurable terms; assessment methods [criteria and procedures for
evaluation]; results of data summary and analysis; and, use of results for
improving student learning) for the last two years (2008-09 and 2009-10). Use of
results could include, for example, curriculum reform.
a. See Attached 2008-09 and 2009-10 Student Learning Outcomes
Assessment Reports for assessment methods, criteria, and procedures for
evaluation.
6.
Program performance outcomes matrix (i.e., program outcomes stated in
measurable terms; assessment criteria and procedures for evaluation; results of
data summary and analysis; and, use of results for improving the program.) .
a. See Attached 2008-09 and 2009-10 Program Outcomes Assessment Reports
for assessment methods, criteria, and procedures for evaluation.
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Provide focused synthesis and analysis of the above segments.
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Improvements related to student learning outcomes included the following:
o Faculty reviewed the program and noted the areas that need potential
improvement. These were the measurement, appraisal, research, and
program evaluation areas. Meetings were held with course adjuncts to
provide strategies and suggestions for teaching and revising course syllabi
to strengthen the appraisal, research, and program evaluation areas.
o The program director evaluated all of the adjuncts on their teaching
performance and provided feedback on areas needing improvement.
These evaluations and meetings have helped to strengthen areas needing
improvement, such as group counseling, ethical and professional issues,
and measurement and appraisal.
o The faculty have used the comprehensive exam taken by candidates prior
to graduation and the exit interviews to obtain data on student progress.
Strategies have been implemented such as notifying candidates of their
strengths and areas needing improvement on the competency areas of the
examinations.
o Focus groups with students and alumni were conducted to gather more
information for program improvement purposes. Students who
participated in the focus groups provided feedback regarding the need for
more structure in advisement. Therefore, faculty members have been
holding group advising sessions throughout the academic year. Faculty
have also revised program of study forms and developed course
sequencing plans for candidate use and to facilitate the advising process.
-
Improvements related to program outcomes:
o Faculty have invited guest speakers to present in courses such as the
measurement and appraisal, research and evaluations, and crisis
interventions courses as recommended by students in exit surveys they
completed.
o
Faculty have included more assignments in which candidates
demonstrate use of technology in program courses (e.g., videotaping
counseling sessions, conducting PowerPoint presentations, and using the
Internet for research and counseling intervention resources).
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o Faculty have developed more online and hybrid courses to meet the needs
of candidates.
o Faculty have worked with adjuncts to help them make improvements in
their courses by providing teaching and learning strategies, as well as
resources that can be used in their courses.
o Faculty have published in top tier refereed journals and presented at
national, state, and local conferences. They have engaged candidates in
conducting research, delivering presentations, and writing research
articles and book chapters.
Contextual Program Information:
7.
List recommendations from the last program review and actions taken in
response to recommendations.
a. As a result of the 2003-04 Program Reviews, the College of Education
(COE) identified a few areas in which to strive to obtain a national
reputation. The Counselor Education program, which has national
accreditation, is one of the programs identified to facilitate a national
reputation. The COE has maintained commitment to the Counselor
Education program by continuing to fund the costs associated with
national accreditation. In addition, in line with the COE’s goal of
increasing research productivity, the faculty members in the Counselor
Education program are encouraged to submit grant proposals. They have
been successful in acquiring research grants. Faculty members who have
retired (one retirement in 2009) are being replaced with faculty who have
a strong commitment to research. In related efforts to increase the research
productivity of the COE, the Counselor Education faculty have also been
invited to speak to the COE faculty about grant writing.
8.
Summarize results/recommendations of any specialized accreditation,
including date of review.
a. CACREP: The M.S. in Counselor Education, mental health, and school
counseling programs underwent CACREP accreditation in January 2004.
In 2004, the mental health and school counseling programs were
accredited for a two-year period, with conditions, through July 2006. The
conditions included the following:
i. Include more in-depth information related to human/lifespan
development material for school counseling students.
ii. Provide evidence that the academic unit in Counselor Education
had faculty resources of appropriate quality and sufficiency to
achieve its mission and objectives. The unit had to document that
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its full-time core faculty were sufficient in number for their relative
responsibilities and relevant experience in their assigned areas of
teaching. In particular, it was recommended that the program hire
a senior faculty member who could demonstrate school counseling
experience.
iii. The certificate program in guidance and counseling should be
permanently discontinued.
b. In August 2006, CACREP reviewed the request by FIU to remove the
conditional status from the school and mental health counseling
programs. The CACREP board made the decision to extend the
accreditation status of these programs for an additional two years,
through October 31, 2008. The Board found that FIU was still deficient in
that the program did not have a school counseling faculty member. The
College was able to meet this requirement by hiring, in October 2008, a
faculty member with school counseling experience at the associate
professor level. The mental health and school counseling programs are
CACREP accredited. Faculty members are currently working on the selfstudy to submit in fall 2011 for CACREP reaccreditation.
c. The School Counseling program is conditionally approved by the Florida
Department of Education. Faculty members are working on embedding
the revised Florida Educator Accomplished Practices into the school
counseling course curriculum.
9.
Describe major changes in the Program as a result of changes in discipline,
student demand, faculty feedback and labor dynamics.
a. With the economic and budget cuts in Florida in the field of education, the
number of applicants and students in the School Counseling program has
significantly decreased during the past few years. The majority of
applicants are interested in pursuing the Mental Health Program or wish
to pursue dual majors (School and Mental Health). Thus, there has been a
greater demand for courses in mental health counseling and the schedules
have been changed to reflect this need. The Mental Health Counseling
program affords graduates greater opportunities in the job market.
b. Curricular Changes: The faculty added another track to the Counselor
Education program, namely, Rehabilitation Counseling. This program is
directed by Dr. Adriana McEachern, who is a nationally certified
rehabilitation counselor. The track shares some common courses with
other tracks (school and mental health), but also offers many
specialization courses and clinical experiences.
c. There was one change to the curriculum of the M.S. Counselor Education
program tracks in School and Mental Health. The course MHS 6511L:
Group Counseling Lab was removed from the curriculum. This decision
was based on a review of the CACREP 2009 standards, which require at
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least 10 hours of group experience. This group experience is now
incorporated into the MHS 6511 Group Counseling course. Guidelines
have been developed for the group experience required of students.
d. In order to better utilize technology in the program and in response to
students’ desire to have online coursework, the course MHS 6427: Adult
Psychopathology was developed completely into an online course for the
Mental Health program. The course remains rigorous and contains weekly
quizzes, case studies, films, and discussion questions. The response to the
course has been positive and students have benefitted from the increased
exposure to technology.
e. School Counseling students continue to perform well on the Florida
Teacher Certification Exams (i.e., Professional Education, General
Knowledge, and Subject Area exams). School Counseling students have
had a 90-100 percent passing rate on these exams over the past three years.
f. Rehabilitation and Mental Health Counseling students admitted after Fall
2006 have been taking the Counselor Education Comprehensive Exam
(CPCE) as a program graduation requirement. The purpose of the
comprehensive examination process is to help students synthesize their
learning regarding counseling and to ensure that students have a
thorough understanding of professional attitudes, skills, and knowledge
related to the eight common-core areas defined by CACREP’s Standards
for Preparation. Evaluation of students’ examinations will provide the
faculty an opportunity to appraise students’ academic preparation. The
CPCE was developed by the Center for Credentialing & Education (CCE),
an affiliate of the National Board for Certified Counselors (NBCC). The
CPCE is a knowledge-based examination that reflects the eight core
curriculum areas approved by CACREP. The exam is a summative
evaluation that measures pertinent and professional knowledge acquired
by students during their counselor preparation programs.
10. Demonstrate need for the Program and benefit to the University, region, State,
and global community, as applicable.
a. All of our graduates provide a benefit to the region as they use their
expertise to help alleviate the suffering of others. The Counselor
Education program benefits the University, region, and state. Students
who graduate from any of the three counselor education programs have
gained expert knowledge in their field and are able to work respectfully
with diverse groups of people. Counselor educators and students act
responsibly, ethically, and professionally as they engage in professional
activities. Further, the program graduates a significant number of school
counseling students who are hired by the MDCPS and BCPS.
b. Recent data demonstrate the need for more counseling professionals. A
study investigating the mental health needs of Americans concluded that
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Floridians with severe mental illnesses were particularly underserved,
with less than 25 percent of the 610,000 adults with serious mental
illnesses receiving any care at all in the public mental health system.
Thus, there is a need for more mental health counselors who are equipped
to address this need. Further research indicates that 20 percent of children
have a diagnosable mental or addictive disorder and 10 percent have a
serious emotional disturbance. Despite the large number of children and
families struggling with mental health concerns, there are also projected
workforce shortages. These shortages of professionals specifically trained
to intervene with children have been reported across a variety of settings,
including community agencies, public mental health systems, hospitals,
and private practices (National Health Policy Forum [NHPF], 2004).
c. The Counselor Education Program trains counselors for the community
and school system who are able to provide counseling, educational, and
consultation services. This is consistent with one of the Strategic Planning
themes of FIU, which is to “expand and strengthen FIU’s engagement
with local, national, and international communities.”
d. Given the increase of mental health issues in the schools and communities,
there is a great need for graduates from the Counselor Education
program. More specifically, many of the counseling students who
graduate from our program work within the Miami-Dade County Public
Schools system, as well as private schools in the area. On average, they
work with hundreds of children who may have emotional, social or
behavioral difficulties or those students who are in need of academic or
career planning assistance. In addition, our mental health and
rehabilitation counselors work in a variety of settings with individuals
who suffer from more severe emotional or behavioral difficulties. The
Counselor Education programs also include a significant number of
practicum and internship hours in the schools and communities. Students
and faculty are engaged in the community providing services and
collaborating with other professionals. This type of community
engagement is congruent with the goals of FIU, which focus on enhancing
learning and research through student internships and community
engagement and collaboration. Graduates of the Counselor Education
program engage with the global community through their training in
cross-cultural counseling and emphasis on working with diverse
populations.
Fiscal Analysis:
11. The Fiscal Analysis will be enacted through a process between the Office of
Academic Budget and Personnel in the Division of Academic Affairs and the
dean of the College of Education.
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Research Productivity (as applicable):
12a. Grant Support: Please analyze tenured and tenured-earning faculty
productivity in the last three years in terms of grant support, including the
following: number of proposals funded; number of submitters; total funds
requested; average per proposal; number of proposals funded; and, total
amount funded. (Please provide the information by fiscal year.) You can also
provide the analysis on non-tenured and non-tenured earning faculty.
Analysis on clinical grants, as applicable, can be included.
Grants and Awards
Faculty Grants 2003-10
2003
2005
2006
2007
2008
2009
2010
Number of Grants Per
Year
1
1
2
1
1
2
1
Total: 9
Total Amount Funded:
$3,484,955
$2,422,110
$335,471
$35,000
$190,589
$190,589
$167,196
$144,000
Total for 2003: $2,422,110
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Montgomery, M. (Co-investigator). HIV Risk Reduction for Teens in Alcohol
Treatment, funded by the National Institute of Alcohol Abuse and Alcoholism.
2003-08.
Total for 2005: $335,471
-
Montgomery, M. Treating Girls’ Problems with Alcohol and Other Drugs,
Funded by the National Institute of Alcohol Abuse and Alcoholism. 2005-08.
Total for 2006: $35,000
-
McEachern, A. G. (2006). Professional Training Options (PTOs). Florida
Department of Education. $10,000. 2006-07.
-
McEachern, A. G. (2006) Increasing retention in critical teaching shortage areas
through undergraduate faculty/student mentoring and advisement. Title V
Institutional SubGrant, $25,000. 2006-07.
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Total for 2007: $190,589
-
Kenny, M. (2007). Keeping Kids Safe: Phase II, Funded by the Children’s Trust,
Miami, Florida. August 2007-July 2008.
Total for 2008: $190,589
-
Kenny, M. (2008). Parents as Teachers of Safety, Funded by the Children’s Trust,
Miami, Florida. August 2008-July 2009.
Total for 2009: $167,196
-
Kenny, M. (2009). Online training for mandated reporters of child abuse.
Division of Information Technology, FIU. $17,196. November 2009-12.
-
Kenny, M. (2009). KLAS: Kids Learning about Safety, Funded by the Children’s
Trust, Miami, Florida. $150,000. August 2009-July 2010.
Total for 2010: $144,000
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Kenny, M. (2010). KLAS: Kids Learning about Safety, Funded by the Children’s
Trust, Miami, Florida. August 2010-July 2011.
12b. Publications: Please provide the number of publications in peer reviewed
journals and/or student-run publications produced in the last three years,
including the number of papers per faculty. (Please provide the information by
fiscal year.)
Publication Contribution Per Faculty Member by Fiscal Year
Faculty
George
Kenny
McEachern
Montgomery
2007
0
4
3
0
2008
0
6
3
9
2009
0
4
2
2
2010
0
4
0
1
Total
0
18
8
12
*Some publications were co-authored by multiple faculty members.
Publications for 2007
-
Kenny, M. C., & McEachern, A. G. (2007). Family environment in Hispanic
college females with a history of childhood sexual abuse. Journal of Child Sexual
Abuse, 16(3), 19-39.
10
-
Kenny, M. (2007). Web-based training in child maltreatment for future mandated
reporters. Child Abuse & Neglect, 31, 671-678.
-
Kenny, M., & McEachern, A. (2007). Family environment in Hispanic college
females with a history of childhood sexual abuse. Journal of Childhood Sexual
Abuse, 16(3), 19-3.
-
McEachern, A., & Kenny, M. (2007). A transition group for high school students
with disabilities. Journal for Specialists in Group Work, 32(2), 165-177.
Publications for 2008
-
Kortsch, G., Kurtines, W. M., & Montgomery, M.J. (2008). A multi-stage
longitudinal comparative (MLC) design stage II evaluation of the changing lives
program (CLP): The possible selves questionnaire (PSQ-QE). Journal of Adolescent
Research, 23, 342-358.
-
Kurtines, W. M., Ferrer-Wreder, L., Berman, S. L., Cass Lorente, C., Silverman,
W. K., & Montgomery, M. J. (2008). Introduction to special issue – Promoting
positive youth development: New directions in developmental theory, methods,
and research. Journal of Adolescent Research, 23, 233-244.
-
Kurtines, W. M., Ferrer-Wreder, L., Berman, S. L., Cass Lorente, C., Briones, E.,
Montgomery, M. J., . . . Arrufat, O. (2008). Promoting positive youth
development: The Miami youth development project (YDP). Journal of Adolescent
Research, 23, 256-267.
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Kurtines, W. M., Montgomery, M. J., Eichas, K., Ritchie, R., Garcia, A., Albrecht,
R., . . . Lorente, C. C. (2008). Promoting positive identity development in troubled
youth: A developmental intervention science outreach research approach.
Identity: An International Journal of Theory and Research, 8, 125-138.
-
Kurtines, W. M., Montgomery, M. J., Ferrer-Wreder, L., Berman, S. L., Cass
Lorente, C., & Silverman, W. (2008). Promoting positive youth development:
Implications for future directions in developmental theory, methods, and
research. Journal of Adolescent Research, 23, 359-378.
-
Kurtines, W. M., Montgomery, M. J., Lewis Arango, L., Kortsch, G., Albrecht, R.,
& Garcia, A. (2008). Promoting positive youth development: Relational data
analysis (RDA). Journal of Adolescent Research, 23, 291-309.
-
Lewis Arango, L., Kurtines, W. M., Montgomery, M. J., & Ritchie, R. (2008). A
multi-stage longitudinal comparative (MLC) design stage II evaluation of the
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changing lives program (CLP): The life course interview (RDA-LCI). Journal of
Adolescent Research, 23, 310-341.
-
McEachern, A. G., Aluede, O., & Kenny, M. C. (2008). Emotional abuse in the
Classroom: Implications and interventions for counselors. Journal of Counseling
and Development, 86(1), 3-10.
-
Montgomery, M. J., Hernandez, L., & Ferrer-Wreder, L. (2008). Identity
development and intervention studies: The right time for a marriage? Identity: An
International Journal of Theory and Research, 8, 173-182.
-
Montgomery, M. J., Kurtines, W. M., Ferrer-Wreder, L., Berman, S. L., Cass
Lorente, C., . . . Eichas, K. (2008). A developmental intervention science (DIS)
outreach research approach to promoting youth development: Theoretical,
methodological, and meta-theoretical challenges. Journal of Adolescent Research,
23, 268-290.
-
Wurtele, S., Moreno, T., & Kenny, M. (2008). Evaluation of a sexual abuse
prevention workshop for parents of young children. Journal of Child & Adolescent
Trauma, 1(4), 331-340.
-
Kenny, M., Thakkar-Kolar, R., Ryan, E., Runyon, M., & Capri, V. (2008). Child
sexual abuse: From prevention to self-protection. Child Abuse Review, 17(1), 36-54.
-
Kenny, M., & Wurtele, S. (2008). Preschoolers’ knowledge of genital terminology:
A comparison of English and Spanish speakers. American Journal of Sexuality
Education, 3(4), 345-354.
-
Mathews, B., & Kenny, M. (2008). Mandatory reporting legislation in the United
States, Canada and Australia: A cross-jurisdictional review of key features,
differences and issues. Child Maltreatment, 13(1), 50-63.
-
Kenny, M. (2008). Using technology to educate graduate counseling students on
child maltreatment. Journal of Technology and Counseling, 5(1).
-
Cuming, R., Rocco, T., & McEachern, A. G. (2008). Improving compliance with
OSHA guidelines: Implications for employers, trainers, and employees. AORN
Journal, 87(2), 347-360.
-
Gilbert, R., Sohi, R. R., McEachern, A. G. (2008). Measuring work preferences: A
multidimensional tool to enhance career self management. Career Development
International, 13(1), 56-78.
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Publications for 2009
-
Kenny, M. (2009/2010). Childhood sexual abuse prevention education with
Latino families. Social Work Forum: Social Work Practice with Latino Children and
Families, 42/43, 26-40.
-
Forthun, L. F., & Montgomery, M. J. (2009). Profiles of adolescent identity
development: Response to an intervention for alcohol/other drug problems.
Alcohol Treatment Quarterly, 27, 1-18.
-
Kenny, M. (2009). Child sexual abuse prevention: Psychoeducational groups for
preschoolers and their parents. The Journal for Specialists in Group Work, 34(1), 119.
-
Kenny, M. C., Aluede, O., & McEachern, A. G. (2009). A comparison of
counseling students’ needs in the United States and Nigeria. Australian Journal of
Guidance and Counselling, 19, 41-55.
-
Kenny, M. C., & McEachern, A. G. (2009). Children’s self-concept: A
multicultural comparison. Professional School Counseling, 12(3), 207-212.
-
Oramas, L., Whiddon, M., & Montgomery, M. J. (2009). Parent response type
affects psychological adjustment in children. The Psi Chi Journal of Undergraduate
Research, 14(4), 79-86.
Publications for 2010
-
Eichas, K., Albrecht, R. E., Garcia, A., Ritchie, R. A., Varela, A., Garcia, A. R., . . .
Kurtines, W., K. (2010). Mediators of positive youth development intervention
change: Promoting change in positive and problem outcomes? Child and Youth
Care Forum, 39(4), 211-237.
-
Kenny, M. (2010). Child sexual abuse education with ethnically diverse families:
A preliminary analysis. Children and Youth Services Review, 32(7), 981-989.
-
Kenny, M., & Wurtele, S. (2010). Children’s abilities to recognize a “good”
person as a potential perpetrator of childhood sexual abuse. Child Abuse &
Neglect: The International Journal, 34, 490-495.
-
Montgomery, M. J., & Whiddon, M. A. (2010). Developmental assessment and
feedback relieves parenting stress. Retrieved from
http://counselingoutfitters.com/vistas/vistas10/Article_16.pdf
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-
Wurtele, S., & Kenny, M. (2010). Partnering with parents to prevent childhood
sexual abuse. Child Abuse Review, 19, 130-152.
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Wurtele, S., & Kenny, M. (2010). Preventing online sexual victimization of youth.
The Journal of Behavior Analysis of Offender and Victim Treatment and Prevention,
2(1), 63-73.
12c. Research Ranking: Please provide any ranking or notation obtained during the
last three years (as applicable).
a. N/A
Partnerships/Entrepreneurial Activities (as applicable):
13. Please analyze results of foundation and auxiliary entrepreneurial activities
(e.g., community engagement, conferences and workshops, technical
assistance, sponsorships/donor support, etc.) during the last three years,
detailing activities and amounts obtained (where appropriate) by fiscal year.
a. The counseling faculty is approved by the Florida Board of Clinical Social
Work, Marriage and Family Therapy, and Mental Health Counseling to
provide continuing education credits to the professionals licensed under
that board. In 2008, the faculty of the Counselor Education program
provided a 16-hour Supervisory Workshop. We advertised this workshop
via e-mail, direct mailing, and through the CE Broker website to all those
individuals who are licensed under this board. This includes thousands
of professionals in the state of Florida. In addition, we invited alumni and
other professionals at FIU that would be interested in this training. This
workshop yielded approximately $3,000 for the Counselor Education
program. This approval also allows the faculty to provide continuing
education credits to site supervisors when they are given training at FIU.
The faculty members have also provided training on supervision and
ethics to a group of field site supervisors for continuing education credits.
Part III: Strategic Planning and Improvement Action Plan
14. Develop a programmatic Strengths, Weaknesses, Opportunities and
Challenges (SWOC) analysis. An SWOC analysis identifies an organization’s
strengths, weaknesses, opportunities, and challenges. The SWOC includes
normally an assessment of the internal environment (strengths and
weaknesses) and an assessment of the external environment (opportunities and
challenges). SWOCs facilitate strategic planning. Moreover, SWOCs help to
understand the culture, facilitate decision-making, and may be used to assess
opportunities and identify factors leading to an organization’s critical success.
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Strengths
-
The faculty of the Counselor Education program represent diverse backgrounds
and have a variety of strengths with regard to teaching and research. There is
one full-time professor who is a prolific publisher and has garnered extensive
external funding. This faculty member is a recipient of the Faculty Senate
Research and Teaching Awards. Our faculty serve in professional associations,
including one faculty member who has been the president of the Florida
Counseling Association and honored by that association. The faculty hold officer
positions and memberships in the American Counseling Association and other
counseling organizations, such as the Chi Sigma Iota International Counseling
Honor Society. Faculty are also recognized for their research achievement and
expertise by being invited to serve on editorial boards of top counseling journals.
The Counselor Education programs have a chapter of Chi Sigma Iota, which
provides leadership opportunities for students. The chapter engages with the
community on fundraising and advocacy issues (e.g., suicide walk, autism
awareness).
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FIU’s Counselor Education program provides the majority of the school
counselors in P-12 for the Miami Dade County Public Schools system. FIU
graduates are consistently sought for positions in the community and experience
high placement rates upon graduation.
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We have two nationally accredited programs with CACREP accreditation.
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There has been a steady increase in enrollment of students in the M.S. in
Counselor Education majors (tracks) and the programs continue to grow, leading
faculty to increase standards for admission.
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FIU is the only public university in the area offering the M.S. in Counselor
Education degree, thus making it an affordable, high quality choice for local
students.
Weaknesses
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The Counselor Education Program does not have enough full-time faculty to
serve the teaching and advising needs of the students in the program. There is
currently a high student-to-faculty ratio, which is out of compliance with the
CACREP national standards. The dearth of faculty has caused the program to
employ many adjunct faculty members to teach classes (last academic year [20092010], 86 percent of course instruction was delivered by adjunct faculty).
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Given that the majority of counselor education students work full-time, course
offerings are limited to the evenings and Saturdays. This schedule limits the
number of classes a student can take each semester and the number of courses
that the program can offer.
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Due to the lack of financial aid or assistantship opportunities for students, many
students are forced to work full-time while attending graduate school. Their
work status presents problems toward the end of the program, when students
must complete a full-time internship in the field. Many students struggle with
finances and juggling school and work responsibilities.
Opportunities
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Given the large urban, diverse environment in which FIU is housed, graduates of
the program have multiple opportunities for employment within the region.
Miami-Dade County is the 4th largest public school district in the US, thus
allowing many opportunities for employment in the school system.
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The Rehabilitation Counseling program, which has seen an increase in
enrollment, could seek national accreditation through the Council on
Rehabilitation Education (CORE). A full-time rehabilitation counseling faculty
would be necessary to achieve this goal.
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If given permission, the program could also begin a doctoral program in
Counselor Education.
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The faculty could begin to offer the Mental Health Counseling program at the
Pines center. Currently, courses are being offered at the Pines Center for school
counseling majors.
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There are opportunities to recruit and enroll more students if more faculty
members are hired full-time to support the degree.
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Practicum and internships provide opportunities for greater community
engagement with local mental health agencies.
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The program has the opportunity to develop and offer more online courses and
more continuing education programs for professionals in the community.
Challenges
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Recruiting and retaining research faculty who have an interest in working in a
diverse, urban institution.
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Hiring a faculty member with credentials in Rehabilitation Counseling so as to
become eligible to apply for national accreditation for the rehabilitation
counseling program major.
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Developing online courses that are appropriate to the counseling field while
maintaining CACREP standards and affording students the benefit of using and
gaining greater proficiency in technology.
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Managing unknown future budget cuts and their effects on the degree and
programs.
15. Refer to issues still identified as challenges and/or opportunities and prepare a
plan to suggest solutions and pathways towards furthering student learning
and programmatic improvements. Include a timetable and denote process for
developing consensus on the Improvement Action Plan. Within the
Improvement Action Plan, please incorporate a plan to measure
progress/indicators of success. Place the formulation of the Improvement
Action Plan within the context of your unit’s ongoing strategic planning.
Part IV: Recommendations of Provost
The Provost will provide written recommendations to the units regarding the future
direction of the academic program based on the findings of the complete Program
Review, including the self-study, external consultant’s feedback and Improvement
Action Plan.
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