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Section IV

FACULTY AND STAFF

A. The counselor education academic unit must demonstrate that it has faculty resources of appropriate quality and sufficiency to achieve its mission and objectives. The academic unit has an identifiable full-time core faculty responsible for its leadership who:

Full-time faculty vitas are provided here.

1. are sufficient in number for their academic and professional responsibilities;

The counseling program faculty includes three full-time tenure-track positions and one faculty member that is shared (50%) with the Marywood University Psy.D. program. There are also 11 adjunct faculty members, a FTE of approximately 2 faculty members. Each FTE teaches the equivalent of three course loads in the fall and spring semesters, and the opportunity for summer teaching is available for all full-time faculty members.

2.  number at least three (3) individuals whose academic appointments are to the unit in counselor education; (If one or more of the three (3) academic appointments is not teaching full-time in the academic unit then there must be at least three (3) full time equivalent (FTE) faculty teaching in the academic unit);

The Marywood Counseling program has three faculty members assigned full-time to the academic unit:
                                               
Dr. Janet Muse-Burke is half-time, and shared with the Psy.D. program.

3. have earned doctoral degrees in counselor education, preferably from CACREP accredited programs, or doctoral degrees in a closely related field;

John  Lemoncelli, Ed.D., Temple University
Bradley A. Janey, Ph.D., Kansas State University (M.A. School Counseling, Adams Sate College; CACREP)
Shamshad Ahmed, Ph.D., North Carolina State University (CACREP)
Janet Muse-Burke, Ph.D., Lehigh University

4. have relevant preparation and experience in the assigned area of teaching;

All faculty members listed above have terminal degrees in the field of counseling, training in supervision, and are all experienced counselor educators and field supervisors. Marywood faculty members also bring a wealth of counseling experience from school and mental health settings (both agency and private practice) in the state of Pennsylvania, and many other geographic locations.

5. identify with the counseling profession through memberships and involvement in appropriate professional organizations (i.e., ACA and its divisions, branches, and affiliate organizations) and appropriate certifications (e.g., NCC) and/or licenses (e.g., LPC) pertinent to the profession; and

John  Lemoncelli, Ed.D., NCC, LPC; is a member of ACA, PCA, Chi Sigma Iota
Bradley A. Janey, Ph.D., NCC, LPC; is a member of ACA, ACES, PCA, PACES, EB-ACA, Chi Sigma Iota
Shamshad Ahmed, Ph.D., NCC; is a member of ACA, Chi Sigma Iota
Janet Muse-Burke, Ph.D., is a member of ACA, ASERVIC, APA

6. have the authority to determine program curricula within the structure of the institution’s policy.

The Counseling faculty has the authority and responsibility to determine and change the program curriculum. Current institutional and department policy requires that curricular changes be initiated by program faculty, approved by the Counseling and Psychology Dept. Chair, and the Dean of the Reap College of Education and Human Development. Substantive changes (i.e., addition of a new course) are required to follow the same process, with the additional step of submission to the Graduate Curriculum Committee for approval before being added to the Counseling curriculum.

B. The academic unit has clearly defined administrative and curricular leadership that is sufficient for its effective operation. A faculty member may hold more than one of the following positions simultaneously.
1.A core faculty member is clearly designated as the academic unit leader for counselor education who
a. is responsible for the coordination of the academic unit,
b. receives inquiries regarding the overall academic unit,
c. is assigned at least 50% to the academic unit,
d. makes recommendations regarding the development of and expenditures from the budget,
e. has release time from faculty member responsibilities to administer the academic unit, and
f. provides or delegates year-round leadership to the operation of the program.

The academic unit is designated as Graduate Programs in Counseling, and includes program tracks in Mental Health Counseling, and Elementary and Secondary School Counseling. The graduate counseling programs exist within the Counseling and Psychology programs, which also includes graduate and undergraduate study in Psychology, under the administrative control of Dr. Ed O'Brien, the Counseling and Psychology Program Chair.

Dr. John Lemoncelli is designated as Assistant Chair, who is responsible for serving as Chair in Dr. O'Brien's absence. In reality, his designation as Assistant Chair is recognized as Chair of the Graduate Programs in Counseling.  As such, he is the academic unit leader. He has held this position since the 2004-05 academic year. As indicated in the Counseling Department website  and in on record in the Graduate Admissions Office, all inquiries regarding Marywood Counseling programs are first directed to Dr. Lemoncelli. He is assigned full-time (100%) to the graduate programs in counseling and provides year-round leadership in program operation.

While the graduate programs in counseling do not have an individual budget, program budgetary considerations are included in the Psychology Department budget, administered by Dr. O'Brien. He and Dr. Lemoncelli work closely with other program directors to make budgetary recommendations that insure sufficient levels of financial support. Dr. Lemoncelli receives one course reduction (3-2) per academic year as release time to administer the graduate programs in counseling.

2. One core faculty member is identified as the coordinator for each program for which accreditation is being sought and has
a. a teaching assignment in the program,
b. identified responsibilities as coordinator, and
c.  relevant preparation and experience.

As noted above, program coordinators are as follows:


All three of the faculty members listed above, have terminal degrees in Counselor Education, or a related field.

3. A core faculty member is identified as the clinical coordinator for the academic unit and/or program who
a. is responsible for the coordination of all clinical experiences in each counselor education program for which accreditation is sought,
b. is the individual to whom inquiries regarding clinical experiences are referred, and
c. has clearly defined responsibilities as clinical coordinator.

Dr. Lemoncelli is the designated clinical coordinator for the counseling programs. He supervises the internship experience for school and mental health counselors, and regularly consults with faculty that coordinate the Applied Practices II courses, as well as site supervisors in the field.

4. If the counselor education academic unit operates a clinical facility, there must be a facility director who
a. is responsible for the overall operation of the facility,
b. has identified responsibilities, and
c. works closely with the clinical coordinator.

Prior to our initial CACREP accreditation, the Marywood University Counseling Program developed a unique cooperative program with the Undergraduate school. In cooperation with the University’s Counseling Center, Counselors-in-Training provided counseling services to those undergraduate students identified by the Grades and Honors Committee as having academic difficulties. The undergraduate students presented the counselors-in-training with a wide variety of counseling issues, including but not limited to career indecision, test anxiety, interpersonal problems, family problems, and drug and alcohol issues. Those issues deemed inappropriate for counselors-in-training or inappropriate for short team counseling were referred back to the Counseling Center for treatment or referral. The supervision provided to the Counselors-in-Training was “live,” which the literature indicates is the superior method of supervision. Full time faculty provided the live supervision. The counselors-in-training were all Applied Practice II students. With the requirement of the minimum 100 hours in the field for all Applied Practice II students, this unique program was phased out prior to our initial CACREP accreditation.

Over the course of the past three years, Marywood’s Counseling students have met with increasing restraint in their ability to audio and/or video tape their sessions in the field. This is particularly true for our Mental Health placements. The majority of the agencies cite HIPPA is the reason for their objection to taping. Given the significant geographic spread of our Applied Practice II and Internship sites, which make it exceptionally difficult for the Clinical Coordinator to provide on-site supervision, the Counseling Program has been working to reconstruct our aforementioned program. There have been significant administrative changes in our university. The Counseling Program will now coordinate with the Retention and Academic Advising Services and not the Counseling Center. Once a student is identified as having academic difficulties, he or she will be referred to the Retention and Academic Advising Services personnel.
Retention personnel will offer the student counseling services provided by the Counselors-in-Training in the Marywood Counseling Program. These counseling services will be in addition to tutoring, etc. provided by Retention and Academic Advising personnel. Counselors-in-training will be assigned a case/cases based on their difficulty in procuring tapes in the field.

The pilot phase of this program will commence with Spring 2008. During the pilot phase, counselors-in-training will be provided with of combination “live” supervision and supervision of audio/videotaped interviews. Also, during the pilot phase, the clinical coordinator will assume the responsibility of Facility Director. As in the past, issues deemed inappropriate for the counselors-in-training will be referred to the University’s Counseling Center.

C. The counselor education academic unit may employ adjunct and/or affiliate counselor education faculty who
1. hold graduate degrees, preferably from CACREP accredited programs;
2. have relevant preparation and experience in the assigned area of teaching;
3. identify with the counseling profession through memberships in appropriate professional organizations (i.e., ACA and its divisions, branches, and affiliate organizations) and appropriate certifications (e.g., NCC) and/or licenses (e.g., LPC) pertinent to the profession; and
4. understand the mission, goals, and curriculum of the program.

A number of adjunct faculty have been involved with our program in recent years. Most are clinicians in the area; many are graduates of our program. All hold appropriate graduate degrees, and identify with the counseling profession in their work and in their membership. The department works closely with adjuncts to help them be clear about the mission and goals of the program, and about current happenings or other issues within the department that may affect students. We consider them invaluable colleagues in our work. A list of recent adjunct faculty who have been involved with teaching a course in the program, along with current credentials, can be found here.

D. During the three-year period preceding the date of application for program accreditation, core faculty should have engaged in activities of ACA and/or other professional activities including all of the following:
1. development/renewal (e.g., attended appropriate professional meetings, conventions, workshops, seminars);
2. research and scholarly activity;  and
3. service (e.g., program presentations, workshops, consultations, speeches, direct service).

Faculty members participate in professional meetings regularly at the state and regional levels, and they regularly attend annual state, regional and national conferences. They serve as executive council members, are past offices of professional organizations, and they are engaged in scholarly activities such as publications, presentations and training workshops at the university, and in the community, in addition to regular service to the university and to the department. All faculty members are committed to active engagement in all dimensions of our work, and that commitment is reflected through vitae included here.

E. Adequate clerical assistance, technical equipment and support, software, and training are available to support faculty activities and the operations of the program and are commensurate with similar graduate programs.

The Marywood Programs in Counseling and Psychology employs a full-time administrative assistant, who is available to students and faculty during normal business hours and throughout the summer. During Marywood's initial accreditation cycle in 2001, this position was filled by Mrs. Barbra Wrobleski. At the time of this writing, Ms. Elizabeth Graziano fills this position, and is responsible for a wide variety of support functions for the Counseling department.

In terms of technical equipment and support, each classroom contains a computer, computer projector, and a DVD/VCR. Full-time faculty members are assigned a personal computer for on campus use, and are afforded the opportunity to obtain a computer for home use using an interest free loan. Computer Training and User Support also provides comprehensive technical support both via telephone during normal business hours, and online. This department also offers a wide variety of training available to faculty as well as students throughout the academic year. A sample of offerings is available here. 

F.  Program faculty members are assigned to provide classroom and clinical instructional services only in areas for which they have demonstrated knowledge and skills.

Faculty members are assigned to work with classroom and clinical instruction in the following areas:

Faculty                                                   Emphasis                                 Courses

 John Lemoncelli                                       Mental Health Counseling           Core courses
                                                                                                                 Ethics
                                                                                                                 Therapy with children
                                                                                                                 
Bradley Janey                                           School Counseling                     Core Courses
                                                                                                                 Multicultural Counseling
                                                                                                                 Career Development

Shamshad Ahmed                                     School/Mental Health                Core Courses
                                                                                                                  Psychological testing
                                                                                                                  Child Psychopathology

Janet Muse-Burke                                     Mental Health                            Core Courses
                                                                                                                   Mental Health Counseling
                                                                                                                   Practicum Supervisor
                                                                                                                  
G. The counselor education academic unit has made systematic and long-term efforts to attract and retain faculty from different ethnic, racial, gender, and personal backgrounds representative of the diversity among people in society.

Marywood University is an Affirmative Action, Equal Opportunity Employer, and is committed to recruiting and retaining high quality faculty representing diverse backgrounds. When faculty positions become available, the Dean talks with the Chair of the Counseling/Psychology program and meets with search committees at the beginning of each search. Marywood uses the assistance of the Diversity Officer and Human Resources Department to generate a pool of applicants that represent diversity in terms of race, culture, and gender. During this process, the search committees develop a recruitment plan, they post the advertisement with diverse networks designed to attract diverse candidates. Advertisements target diverse graduate students or ABD (All But the Doctorate) candidates. 


H. Adequate assistance, including technical support and professional development activities, is available for faculty members who are engaged in distance learning.

Marywood University is quite proud of a state of the art Distance Education facility located in the Media Center in the Learning Resource Center. Though no regular courses are offered via this medium, the department has been pleased to host a wide variety of guest speakers from around the country using this facility every year.

At the time of this writing, Dr. Janey is thus far, the only counseling faculty member that has chosen to offer online classes via WebCT:

COUN 505 - Career Development I (Fall and Summer II)
COUN 504 - Philosophical Foundations of Counseling (Spring only)
COUN 532 - Professional Issues in Multicultural Counseling (Summer II only)

Support for these efforts is provided by Instructional Support Services, and a sample of typical offerings for workshops is available here. In addition, faculty regularly receive email notification for additional off-campus training across the country, and may use faculty development funds to attend these events, if they so choose.

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