Department of Counseling, Leadership & Special Education
Annual Report 2016 - 2017
Enrollment
Headcount by program
180
160
140
120
100
80
60
40
20
0
FA2012
FA2013
FA2014
FA2015
FA2016
CL UG IDCL-BS Individualized Maj-CLS Dept-BS
CL UG SPCC-BSED Special Ed/Cross Catgorcl-BSED
CL GR AUDS-GRCT Autism Spectrum Disorders-GRCT
CL GR COAG-MS Counseling/Community Agency-MS
CL GR COAS-EDS Counseling and Assessment-EDS
CL GR COMH-MS Counseling/Mental Health-MS
CL GR COMH-MS-E Counseling/Mental Health-MS
CL GR COMH-MS-W Counseling/Mental Health-MS
CL GR EDEL-EDD Educational Leadership-EDD
CL GR ELEM-MSED Edu Admin/Elementary-MSED
CL GR ELEM-MSED-E Edu Admin/Elementary-MSED
CL GR ELEM-MSED-J Edu Admin/Elementary-MSED
CL GR ELEM-MSED-L Edu Admin/Elementary-MSED
CL GR ELEM-MSED-W Edu Admin/Elementary-MSED
CL GR ELPR-EDS Edu Admin/Elem Principal-EDS
CL GR ELPR-EDS-J Edu Admin/Elem Principal-EDS
CL GR ELSC-MS Counseling/Elementary-MS
CL GR ELSC-MS-E Counseling/Elementary-MS
CL GR ORMO-GRCT Orientation & Mobility-GRCT
CL GR SAHE-MS Student Affairs Higher Educ-MS
CL GR SECO-MSED Edu Admin/Secondary-MSED
CL GR SECO-MSED-E Edu Admin/Secondary-MSED
CL GR SECO-MSED-J Edu Admin/Secondary-MSED
CL GR SECO-MSED-L Edu Admin/Secondary-MSED
CL GR SECO-MSED-W Edu Admin/Secondary-MSED
CL GR SEPR-EDS Edu Admin/Sec Principal-EDS
CL GR SEPR-EDS-J Edu Admin/Sec Principal-EDS
CL GR SEPR-EDS-L Edu Admin/Sec Principal-EDS
CL GR SESC-MS Counseling/Secondary-MS
CL GR SESC-MS-E Counseling/Secondary-MS
CL GR SPAA-MSED Special Ed/Autism-Accelrt-MSED
CL GR SPAC-MSED Special Ed/Alternatve Crt-MSED
CL GR SPAU-MSED Special Ed/Autism Spectrm-MSED
CL GR SPBL-MSED Special Ed/Bldns & Low Vn-MSED
CL GR SPBL-MSED-X Special Ed/Bldns & Low Vn-MSED
CL GR SPDD-MSED Special Ed/Develpmntl Dis-MSED
Degrees Granted
50
40
30
20
10
0
FY2012
FY2013
FY2014
FY2015
UG Individualized Maj-CLS Dept-BS
UG Special Ed/Cross Catgorcl-BSED
GR Autism Spectrum Disorders-GRCT
GR Counseling and Assessment-EDS
GR Counseling/Community Agency-MS
GR Counseling/Elementary-MS
GR Counseling/Mental Health-MS
GR Counseling/Secondary-MS
GR Edu Admin/Elementary-MSED
GR Edu Admin/Sec Principal-EDS
GR Edu Admin/Secondary-MSED
GR Edu Admin/Superintendent-EDS
GR Orientation & Mobility-GRCT
GR Special Ed/Alternatve Crt-MSED
GR Special Ed/Autism Spectrm-MSED
GR Special Ed/Bldns & Low Vn-MSED
Diversity: Program Candidates
FY2016
Conclusions
Across the CLSE Department from the fall of 2012 to the spring of 201 programs within the department
have continued to experience enrollment variability and graduation rates. There remains a steady
decline and some periods of stable but overall low enrollment in all of the EAD program areas. Within
SPE, the Orientation/Mobility will shut down do to no enrollment and a lack of program area faculty to
teach specific courses needed. The BSED remains the stable and has the largest enrollment of any
program area. The Special Ed/Alternative Certification-MSED are currently trending down. Additionally,
there has been a stable enrollment trend in the program areas of MS Counseling—Clinical Mental
Health, and School Counseling. The EDS in Counseling and Assessment is significantly low and has been
reviewed by the CBHE. The Student Affairs and Higher Education program remains stable.
The recruitment of a diverse student population continues to be a challenge. The spreadsheet shows
that the majority of CLSE’s student population is White/Caucasian. In the fall of 2016 during the CLSE
retreat the entire department recognized the need to increase their student population in
underrepresented groups.
Enrollment Increase Plans
Briefly describe departmental plans to incrementally increase enrollments in individual programs or in
the department as a whole.
The recruitment and marketing efforts for the CLSE department are taking place. Specific efforts are as
followed:
 Connect with Harris Stow State University to increase graduate student population in counseling
and student affairs.

Support College of Education’s Bear Up Summer Program.

Specifically recruit students from traditionally underrepresented backgrounds to our programs.

Admit more students from underrepresented backgrounds in each of our program areas.

Consider noncognitive measures during the admissions process

Total new admits targeted to be admitted to combined BSED and Accelerated Master’s,
Autism, SEACT, VI, and special education master’s program tracks from 2016-2018 N=24: Target 6
out of the 24 new students to be students from diverse groups.
 Student Credit Hour Production – 15% increase or more is anticipated (from 4375 to 5030)
 Basic increase of 300 Student Credit Hours per year due to the new offering of SPE 523/623 Early
Childhood Special Education Methods for all ECE and MSED: ECSE majors
Additional increase in Graduate SCH with added students from MSED: ECSE program in 18 hours of
coursework
Within the EAD program specific efforts are underway to develop partnership with Springfield Public
Schools and Nixa Public Schools. The school districts are working the the EAD faculty to determine what
courses would meet the standard for credit by assessment. Additionally, the EAD faculty attended
several state educational meetings to recruit potential students.
The CLSE Department head along with other COE administrators and staff visited the Pattonville and
Riverview Gardens in St. Louis and the Hickman Mills and Raytown school districts in Kansas City to
recruit students from underrepresented groups to the Missouri State University College of Education.
Students selected from those school districts will attend the inaugural Bear UP Summer Program 2017.
Lastly, CLSE continues to seek financial support for student enrollment through scholarships, tuition
grants, and travel grants through student research. In a joint effort faculty in student affairs and higher
education, special education, counseling, and educational administration submitted two grant
applications that had funding for graduate assistants written into the grant applications. The Special
Education Program also continued receiving $100,000 in tuition grant funding for the Blindness/Low
Vision and Orientation and Mobility Programs. It is also important to note that students across all
programs (i.e., Counseling, Special Education, Educational Administration, and Student Affairs in Higher
Education) all received travel funding from the College of Education and the Graduate College to support
the conference travel to present their research at national/international peer-reviewed professional
conferences. These efforts go hand in hand.
Accreditation to Support Program Development and Student Recruitment
The initial accreditation of of the Counseling program from the Council for Accreditation of Counseling
and Related Educational Programs (CACREP) in the Spring of 2014 was for only two years. In the Spring
of 2017, the Counseling program obtained full accreditation from the CACREP. This is vital to the success
of the counseling program because students seek programs that are accredited through CACREP
because it allows for license portability from state to state.
The SPE graduate program in Orientation & Mobility (O&M) will shutdown due to lack of enrollment and
given there is currently no faculty member to teach the courses.
This semester the Educator-Preparation Programs had to realign their program matrices because the
Department of Elementary and Secondary Education (DESE) made changes. These changes cause specific
program justifications that required. All of the changes to the matrices were successful and meet DESE
requirements.
Faculty Resources:
Service Course Offerings:
SPE 310 – Introduction to Special Education
This course is an introductory course taken by all BSED teacher candidates in Elementary Education,
Early Childhood, Deaf Education, Communication Disorders, and Special Education majors.
SPE 340 – Educational Alternative to Exceptional Students
Introductory course taken by all K-12 and 7-12 teacher candidates with the exception of KIN and MUS
majors.
SPE 715 – Foundations in Special Education
Introductory Course taken by all SEACT and MAT majors to provide basic introduction to the needs of
students with disabilities in the k-12 school setting.
What conclusions do you draw from this data? Briefly describe any faculty resources needed, including
how this would affect program quality and enrollment.
The CLSE programs have traditionally utilized a large percentage of per course faculty; however, for the
upcoming Summer 2017 and Fall 2017 the use of per course faculty was cut dramatically to meet budget
demands. Even though the use of per course faculty was cut dramatically no program quality suffered at
all, nor was student time to degree sacrificed. The CLSE programs were able to absorb the workload
through realigning classes, offering things online, and adjusting program prerequisite.
The Counseling program area was the most affected by the reduction of per course faculty use. They
were able to absorb the workload issues by offering fewer sections and increasing the course capacity.
Classes that had been normally capped at 15 went to 20 or 25.
The Educational Administration (EAD) program and the Student Affairs and Higher Education programs
(SAHE) remains fully staffed and working towards increasing their enrollment. The Associate Dean for
the College of Education remains as the program coordinator for SAHE. Both program areas are working
on increasing they enrollment.
How would you propose funding the needed resources?
A diverse student and faculty population increases the learning environment for everyone. Creating an
environment that is more diverse could be achieved by doing targeted hires of people from
underrepresented groups and the same could be done in the way of student scholarships to help
increase our underrepresented student population.
B. QUALITY OF PROGRAMS AND ADVISING
Describe how the department evaluates teaching effectiveness.
Student course evaluations are collected for every faculty member, both full-time and per course. CLSE
developed on common-assessment for all programs to administer, thus ensuring, evaluations of equal
rigor. Once completed faculty then upload the course evaluation documentation to Digital Measures to
develop annual reports that may be use for annual review.
Describe departmental processes to assist faculty with less than adequate teaching effectiveness.
If a faculty member is having difficulty in the classroom that is supported via the evidence of course
evaluations the department head discusses those concerns with the specific faculty. If a plan of
remediation is necessary it may include professional development opportunities, working with the
Faculty Center for Teaching and Learning, or some other means agreed upon by the faculty member and
the department head.
Describe how your department supports per course faculty to teach more effectively
All per course faculty are interviewed and hired by the department head. Per course faculty are given a
course syllabus to use to help ensure consistency in what is being taught. If necessary per course faculty
will meet with a regular faculty member to help answer any questions to ensure course continuity.
Faculty Research & Scholarship – In Print or Presented (FY2016 in table)
Complete the table below with the numbers of books, book chapters, refereed journal articles,
presentations and grants submitted or awarded during FY 2016.
Research and Scholarship
14
12
10
8
6
4
2
0
2016-2017
Books
Book Chapters
Refereed
Journal Articles
CY2012
CY2013
CY2014
CY2015
CY2016
CY1
CY2
CY3
CY4
CY5
Book
Book Chapter
Journal Article
Intellectual Contributions (publications)
Total Number
Publisher or
Name of
name of Journal Conference
2
-Elsivier
-Sage
11
-Behavior
Modification
-Behavior
Analysis in
Practice
Funding agency
-International
Journal of
Special
Education
- The Journal of
Blindness
Innovation &
Research
- International
Journal of Play
Therapy
- Critical
Questions in
Education
- Journal of LGBT
Issues in
Counseling
- Psychology of
Sexual
Orientation and
Gender Diversity
- International
Journal of
Transgenderism
- Journal of
Contingencies
and Crisis
Management
Non-Refereed
Journal Articles
Other
Contributions
Technical
Reports
1
CACREP Full
Report
Grants
2016-2017
Grants Submitted
Total Number
4
Funding Agency and Amount
-NCAA 6,500
-Missouri State University
$3,010
-William T. Grant $21,684.30
-Missouri Department of
Elementary & Secondary
Education $100,000
Grants Awarded
2016-2017
International and National
Presentations
3
Presentations
Total Number
22
-Missouri State University
$4,373.00
-Missouri State University
$3,010
- Missouri Department of
Elementary & Secondary
Education $100,000
Missouri State University
$4,373.00
Total Funding
$107,383
Name of Conference
-American Counseling
Association
--Council for Exceptional
Children
-American Education
Research Association
-Ministry of Education,
Science & Technology, Ogun
State, Nigeria
- World Congress on Special
Needs Education
-NCACES
-The Teaching Professor
Conference
- Hawaii International
Conference on Education
- Association of Behavior
Analysis
-NASPA
-ACPA
-ASHE
- The Association for
Creativity in Counseling
- European Conference on
Educational Research