Program Outcomes Summary
• Student Exit Interview (2014-2015) – Students’ evaluation of training in the core competencies was favorable (Midpoint = 2.5, Range = 0-5) for all areas (Professional Orientation = 4.4, Human Growth and Development = 4.0, Social and Cultural Foundations = 3.7, Helping Relationships = 4.5, Lifestyle and Career Development = 3.3, Group Work = 3.7, Appraisal = 3.1, Research and Evaluation = 3.6). Faculty (4.8) and site (4.4) supervision also received favorable ratings.
• Alumni Survey Report (2015) – Alumni’s evaluation of training in the core competencies was favorable (Midpoint = 3.0, Range = 1-5) for all areas (Professional Orientation and Ethical Practice = 4.8, Human Growth and Development = 3.6, Social and Cultural Foundations = 3.9, Helping Relationships = 4.4, Career Development = 3.3, Group Work = 3.7, Assessment = 3.4, Research and Program Evaluation = 3.8). Faculty (4.4) and site (4.2) supervision also received favorable ratings.
• Site Supervisor Survey Report (2015) – Site supervisors’ evaluation of overall satisfaction with accepting a counseling program fieldwork student was favorable (4.9; Midpoint = 3.0, Range = 1-5). Also, site supervisors rated counseling program faculty’s responsiveness to concerns favorably (4.8). All site supervisors (100%) indicated a willingness to accept a future fieldwork student.
• Employer Survey Report (2013-2016) – Employer’s evaluation of overall satisfaction of training in core competencies was favorable (4.7; Midpoint = 3.0, Range = 1-5). Also, 100% of employers rated their decision to hire a Marywood graduate as 5.0 (very satisfied).
Student Outcomes Summary
• Student Activity Report (2013-2016) – Counseling students presented 30 posters, papers, and roundtables at state (i.e., PCA, PSCA, CSI) and national (i.e., ACA) conferences; program faculty served as co-authors or sponsors for all presentations. Students were co-authors with program faculty on two peer-reviewed publications and 14 service publications. Two students served as editorial assistants to the Journal of the Pennsylvania Counseling Association. Additionally, two students were honored in national essay contests (i.e., ACA), and eight students received state and national awards (i.e., NBCC, PCA, PSCA).
• Comprehensive Preparation Comprehensive Exam (CPCE)
o First Time Pass Rates: 2015 – 86%
*Note: All students are required to pass the CPCE prior to receiving program endorsement for graduation.
• National Counseling Exam (NCE)
o Pass Rates: 2015 – 83%
• Student Evaluation by Program Faculty (2013-2015) – Program faculty’s evaluation of counseling students was favorable (Midpoint = 2.5, Range = 1-4) across all domains (Academic Performance = 3.7, Interpersonal Relationships = 3.7, Professional Behavior = 3.8, Overall Performance = 3.8).
• Student Evaluation by Site Supervisors (2012-2015 internship; 2013-2015 practicum) – Site supervisors’ evaluation of counseling program interns was favorable (Midpoint = 2.5, Range = 1-4) across all domains (Personal/Professional Characteristics = 3.6, Student Counselor’s Communication and Coordination Skills = 3.6, Counseling Skill = 3.5, Potential Demonstrated by Student Counselor = 3.7). Site supervisors’ evaluation of counseling program practicum students was favorable across all domains (Personal/Professional Characteristics = 3.8, Student Counselor’s Communication and Coordination Skills = 3.7, Counseling Skill = 3.7, Potential Demonstrated by Student Counselor = 3.8)
Several modifications to the Counseling Program have been implemented following review of the aforementioned results include but are not limited to:
• Power Point presentations covering each of the eight core competencies were developed and posted on the counseling program Moodle page. These are additional resources provided to students beyond the standard coursework.
• An advanced counseling program student who had passed the CPCE and NCE reviewed the courses covering the eight core competencies, and recommendations regarding content and assessment were provided to designated faculty to improve course quality.
• The Site Supervisor Contact Form was developed and utilized by counseling program faculty to increase communication with site supervisors.
• Supervision training modules were posted on the counseling supervisor training and resources Moodle page, for site supervisors. Training covers the following areas: (1) Overview of Marywood Fieldwork Process, (2) Supervision Models, (3) Building Effective Relationships in Supervision, (4) Cultural Competency in Supervision, and (5) Ethics in Supervision.
• A counseling program faculty member has primarily taught COUN 501: Research Methodology since 2014, leading to an increase in the number of graduate students presenting at counseling conferences.