Program Evaluation Report M.S. in Rehabilitation Counseling

Community Counseling Track

Department of Psychiatric Rehabilitation and Counseling Professions

School of Health Related Professions University of Medicine and Dentistry

of New Jersey Completed 2012

TABLE OF CONTENTS

Program Overview and Background:............................................................................... 3

Overview of Degree and Curriculum: .............................................................................. 6

Appropriateness of Program’s Mission and Objectives: .................................................. 7

Content and Design of Academic Curriculum: ................................................................. 9

Practicum and Internship Requirements and Supervision: ............................................ 13

Graduate Achievements: ............................................................................................... 17

Recruitment and Retention of Students: ........................................................................ 21

Program Support and Resources: ................................................................................. 24

Overall Faculty Strength and Experience: ..................................................................... 27

Summary of Program Evaluation Results: ..................................................................... 30

Appendix A: Student Survey: Summary of Results ....................................................... 33

Appendix B: Student Exit Survey: Summary of Results ................................................ 49

Appendix C: 2012 SHRP Student Learning Outcomes Report ....... Error! Bookmark not

defined.

Appendix D: Clinical Supervisor Survey: Summary of Results ...................................... 62

Appendix E:Rehabilitation Counseling Advisory Committee Memvbers ........................ 64

Appendix F: PowerPoint: The Effect of Level of Counselor Education .......................... 71

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UNIVERSITY OF MEDICINE & DENTISTRY OF NEW JERSEY SCHOOL OF HEALTH RELATED PROFESSIONS

Department of Psychiatric Rehabilitation and Counseling Professions

M.S. in Rehabilitation Counseling Community Counseling Track

Program Overview and Background: The University of Medicine and Dentistry of New Jersey (UMDNJ) is New Jersey’s public university of the health sciences. It is the largest such institution in the nation with more than 5400 students in eight schools on five campuses. Founded in 1970 by an act of the State Legislature as the College of Medicine and Dentistry of New Jersey, UMDNJ was created to consolidate and unify all the State’s public programs in medical and dental education. Status as a freestanding university was granted in 1981 in recognition of UMDNJ’s growth and development as a statewide system for health care. In 1978, the School of Health Related Professions (SHRP), then called the School of Allied Health Professions, became a separate entity within the University offering 11 certificate programs on the Newark Campus. SHRP applied in 1987 to the New Jersey Board of Higher Education to seek degree-granting authority and gained approval for the first bachelor’s degree program in 1988. Today, SHRP is composed of 35 academic programs housed in nine departments. Degrees are offered at all levels including undergraduate with both the associate and bachelor degree and graduate including master’s and doctoral degree programs. Many programs, particularly on the undergraduate level, are in partnership with other colleges and universities. The Department of Psychiatric Rehabilitation and Counseling Professions started in 1992 with the associate degree program in partnership with one community college. In the early days of the Department, there was one full time faculty, Dr. Ken Gill, now Department Chair, and four part-time faculty. The Department has grown to offer degrees at all levels, that is, the associate’s, bachelor’s, master’s, and doctoral degrees. Currently, the Department has over 30 full time faculty. The name of the Department was changed in Fall, 2007 from the previous name of Department of Psychiatric Rehabilitation and Behavioral Health Care to the current name of Department of Psychiatric Rehabilitation and Counseling Professions, which more accurately reflects the Department’s mission. In addition to academic programs, the Department operates or has a major role in a number of projects demonstrating best practices in psychiatric rehabilitation. These projects include:

• The Integrated Employment Institute: Provides education, training, and technical assistance to mental health providers on best practices in employment services for people with severe and persistent mental illness.

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• The Center for the Study and Promotion of Recovery: Conducts research on the study of recovery from serious mental illnesses, and provides workshops to promote wellness and recovery.

• UMDNJ - State Hospitals Evidence Based Practices Initiatives: The Department is a partner in the UMDNJ clinical affiliation with New Jersey’s state hospitals, implementing psychiatric rehabilitation services.

The Rehabilitation Counseling program started in July, 1999, with an initial class of 23 students, all employees of one of New Jersey’s two state vocational rehabilitation agencies. The program was started in response to the need for qualified professional rehabilitation counselors in New Jersey. There had been no program in rehabilitation counseling in New Jersey from 1985, when a private university closed its program, to the start of our program. The establishment of the program was consistent with the UMDNJ mission of seeking to meet the needs of our diverse constituencies and improve the health and quality of life of the citizens of New Jersey and society at large. Rehabilitation counseling was a track within the M.S. in Psychiatric Rehabilitation until March, 2002, when the M.S. in Rehabilitation Counseling was approved as a separate degree. The program graduated its first class in May, 2002. The program received accreditation from the Council on Rehabilitation Education (CORE) as a Candidate for Accreditation effective September, 2001. After meeting the requirement concerning program graduates, the program received full accreditation status for an eight-year term effective September, 2004. CORE extended the term for an additional academic year, 2012-2013. The program sought accreditation from the Council for Accreditation of Counseling and Related Educational Programs (CACREP) in the area of Community Counseling as part of enhancing opportunities for program graduates, particularly with regard to licensure in New Jersey. The program received CACREP accreditation for a two year term in January, 2010, with accreditation considered to be retroactive one year. Upon submission of a two year report in Fall, 2011, the program received an additional six year term of CACREP accreditation. Periodic program review and evaluation is required by the School of Health Related Professions (SHRP) Bylaws Section 3.1. The findings of such review and evaluation are reported to the Department Chair and to the SHRP Dean. Program evaluation to assess and review major elements and overall effectiveness of the program in relation to its mission and objectives is also an accreditation requirement. This report is intended to address these requirements. Per Department policy, the Program Director plans and implements program review and evaluation efforts. In addition to annual program evaluation efforts reported in the program’s Annual Report to the Dean, the program conducts a major program evaluation every four years resulting in a Program Evaluation Report. The most recent Program Evaluation Report prior to this one was completed in Spring, 2008. Program

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Evaluation Reports are submitted to the Department Chair and the SHRP Dean and are also reviewed by the program’s Advisory Committee. The Program Director is responsible for developing and implementing the Program Evaluation Plan with input from Department administration, other Department Committees, and the Advisory Committee. The components of the Program Evaluation Plan are summarized in the chart below. Program Evaluation Component Frequency CRC exam results Annual request for report from CRCC Program Annual Report evaluating objectives related to mission

Annual Report submitted in September

SHRP learning outcomes report Annually - Report submitted in January Clinical supervisor evaluation of program preparation for internship (most clinical supervisors are also employers)

End of internship

Graduate Committee on Admissions and Academic Standing and Progress (CAASP) evaluation of student progress

End of fall and spring semesters

SHRP Satisfactory Academic Progress reports

End of each semester

Graduate Curriculum Committee curriculum review

When accreditation standards are revised or new courses are submitted for approval or specific questions or concerns about the curriculum

Advisory Committee: Periodic review of mission statement and objectives and of program evaluation reports

Semi-annual meetings

Student feedback on each course End of each semester Peer evaluation system for faculty teaching

Ongoing – Participation assessed in June

Student Survey of overall experience Every 2-4 years Student exit survey form Annually at end of internship CACREP self-study documents Bi-annually CORE Annual Report Annually CORE survey of students, graduates, and employers

In connection with program site visit – Names of current students, graduates and employers submitted to CORE

Other program evaluation components To be determined as unique opportunities arise: Example: • Van Houtte study and PowerPoint on

evaluation of DVRS counselors

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Overview of Degree and Curriculum: The M.S. in Rehabilitation Counseling is offered at two UMDNJ campuses, the campus in Scotch Plains, which serves Northern and Central New Jersey and the New York City area, and the Stratford campus, which serves Southern New Jersey and Eastern Pennsylvania including the Philadelphia area. Completing the M.S. in Rehabilitation Counseling requires 51 credits. All courses have been approved by the Department’s Curriculum Committee and SHRP’s Committee on Course and Curriculum Review (CCCR). The degree can be completed in two years on a full-time basis or three years on a part-time basis. This includes attendance in the summer semester as certain courses are offered only in this semester. The course of study includes:

27 credits - Counseling core 12 credits – Specialized counseling courses 9 credits - Counseling practice including practicum and internship 3 credits – Elective

Specific courses required to complete the degree are listed below. Each course is three credits unless otherwise noted. Core Counseling Courses 27 Credits PSRT 5102 Counseling Techniques I PSRT 5323 Theories of Counseling and Personality PSRT 5103 Human Growth and Development PSRT 5242 Group Methods PSRT 5313 Foundations of the Counseling Profession PSRT 5315 Evaluation and Assessment PSRT 5320 Social and Cultural Diversity Issues PSRT 5201 Career Development Theory PSRT 5030 Statistical and Research Methods Specialized Courses in Counseling Individuals with Disabilities 12 Credits PSRT 5310 Psychopathology PSRT 5132 Medical Aspects of Disabilities PSRT 5123 Community Counseling and Resources PSRT 5403 Career Counseling and Consultation Clinical Practice 9 Credits PSRT 6011 Practicum in Counseling PSRT 6012 Internship in Counseling (6 credits) Elective 3 Credits The elective is selected from graduate level courses in advanced practice. Examples of electives include the following:

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PSRT 5101 Seminar in Principles and Practices of Psychiatric Rehabilitation PSRT 5252 Addictions and Mental Illness PSRT 4015 Wellness and Recovery PSRT 4261 Developmental Disabilities PSRT 4271 Role of Families in Rehabilitation PSRT 5051 Seminar in Evidence-based and Emerging Practices

Appropriateness of Program’s Mission and Objectives: The mission of the M.S. program in Rehabilitation Counseling, Community Counseling Track is to educate individuals to be socially responsible counseling professionals who will work competently, creatively and collaboratively with and within the community in an environment of diversity so that persons in the community including those with disabilities are empowered to pursue career and other personally important goals with success and satisfaction. We also seek to address New Jersey’s ongoing needs to prepare counselors with specialized expertise in providing counseling in community settings for people with disabilities of all types, including psychiatric, physical and developmental. The increased availability of counselors with this expertise is expected to benefit persons with disabilities as well as their families and communities by providing community-based counseling services that will enable such individuals to enhance their quality of life including their ability to live independently, get and keep employment, gain an education, and form social relationships and networks. Additionally, students are prepared to consider the community as a client and deliver needed direct and indirect services in this context. To prepare students to address these needs, the program curriculum emphasizes development of critical thinking, provision of counseling services in an environment of diversity, and adherence to ethical standards. The mission of the program is consistent with that of UMDNJ and SHRP in serving both the individual and the community Objectives for the M.S. program in Rehabilitation Counseling, Community Counseling Track include: 1. Preparing at the master’s degree level highly qualified counselors prepared to work

in a variety of community settings including working with persons from diverse populations including persons with disabilities.

2. Increasing the supply of qualified professionals with special expertise in counseling

persons with disabilities to provide community-based counseling services for New Jersey and the surrounding region. UMDNJ is the only university in New Jersey offering graduate counseling education in this specialization seeking to address the long-standing shortage of master’s level counseling practitioners with this expertise to serve communities in New Jersey. This includes increasing the supply of qualified practitioners throughout the state by offering the degree regionally at two campuses.

3. Evaluating and improving curriculum and other program elements to assure that

standards of the Council for Accreditation of Counseling and Related Educational

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Programs (CACREP) in the area of Community Counseling and of the Council on Rehabilitation Education (CORE) continue to be met.

4. Increasing awareness of the M.S. program in Rehabilitation Counseling, Community

Counseling Track in the counseling community as well as in the larger New Jersey community and surrounding regions to recruit and enroll adequate numbers of students.

5. Developing certificate programs and/or courses to meet the needs of counseling

professionals who wish to upgrade their qualifications and credentials in various areas of specialization.

6. Providing a career ladder for individuals who have obtained a bachelor’s degree

related to human services and are interested in completing professional preparation as a counselor.

7. Seeking funding including grants to assist students with tuition. 8. Expanding affiliations to provide students with a variety of counseling practice

opportunities in the community. 9. Developing faculty practice with an emphasis on community service. The program mission statement and Objective 1 were revised to include student preparation to provide services in an environment of diversity. These changes were made to address CACREP conditions to include “pluralism” in our mission and objectives. Program mission and objectives are reviewed annually in the program’s Annual Report. Input from the Department Chair is obtained as part of the preparation of the Report. This Report is submitted to the SHRP Dean, who also reviews and comments on program mission and objectives. As part of this program evaluation, program mission and objectives were reviewed by the Rehabilitation Counseling Advisory Committee, which includes agency representatives, current students, program graduates, persons with disabilities, and family members. Advisory Committee members concurred that the mission and objectives are appropriate for the program. They commented that the objectives addressed a variety of areas including counselor preparation, addressing community needs, funding for students, career ladders for those already in the field, program affiliations, and community service. A list of Advisory Committee members is at the end of this report. Program mission and objectives are made widely available through inclusion in the following documents:

• Program’s Student Handbook; • Program web site at http://shrp.umdnj.edu/programs/msrehabcoun; • Practicum Handbook;

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• Internship Handbook; and • Internship Supervisors Handbook.

Content and Design of Academic Curriculum: Content and design of the academic curriculum were assessed in the following ways:

• Review of status of recommendations from the 2008 Program Evaluation Report. • Review of course syllabi by the Department’s Curriculum Committee for

conformance with accreditation standards and with SHRP and Department standards for course syllabi.

• Review of SHRP Learning Outcomes Report • External review through the Clinical Supervisor Survey and the CACREP self-study

and site visit process for program accreditation in Community Counseling. • Curriculum evaluation in the Student Exit Survey and the Student Survey. • Student evaluations of each course at the end of the course. • Evaluation study of the effectiveness of the curriculum for work outcomes.

Review of status of recommendations from the 2008 Program Evaluation Report: Listed below are the recommendations from the 2008 report and the outcome for each recommendation.

• Recommendation: PSRT 5103, Human Growth and Development, will be offered earlier in the curriculum. Outcome: This was implemented in Summer, 2009 so that students now take this course in the first year of the program during the summer semester.

• Recommendation: PSRT 5242, Group Methods, will be offered immediately before the practicum and internship so that students remain familiar with this material as they undertake group leadership in these clinical experiences. Outcome: This was implemented in Summer, 2009 so that students now take this course in the summer semester before starting the practicum and internship.

• Recommendation: Revision of PSRT 5123, Community Counseling and Resources, and PSRT 5403, Career Counseling and Consultation, to include a sequence on consultation. Outcome: This was implemented in the Spring, 2009 semester.

• Recommendation: The elective course will be moved from the summer semester to the spring semester, when a greater variety of electives is available. There will be increased availability of electives in psychiatric rehabilitation so that students interested in specialization in this area can more easily register for these courses. As part of implementing this, PSRT 5101, Seminar in Principles and Practices of Psychiatric Rehabilitation will be offered in both the fall and spring semesters. Outcome: The change in when the elective is taken was implemented in Spring 2010. Since most students select PSRT 4251, Mental Illness and Substance Abuse, as their elective, there has not been sufficient demand to offer PSRT 5101, Seminar in Principles and Practices of Psychiatric Rehabilitation twice per year. Students who wish to take an elective in psychiatric rehabilitation have the option of taking PSRT 5051, Seminar in Evidence –based and Promising Practices as their elective.

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• Recommendation: Introduction of more information on motivational interviewing in PSRT 5102, Counseling Techniques I. Outcome: This was implemented before the Report was issues in 2008. Students also receive additional practice in motivational interviewing in PSRT 6012, Internship in Counseling.

• Recommendation: Introduction of more material about families in PSRT 5242, Group Methods, to be implemented in Summer, 2009. Outcome: Additional material about families has been included in this course including material on family psychoeducation, an evidence-based practice.

• Recommendation: Expansion of the unit on school to work transition in PSRT 5403, Career Counseling and Consultation. Outcome: This was implemented in Spring, 2008.

• Recommendation: Addition material on learning disabilities to be added in PSRT 5310, Psychosocial Aspects of Disabilities. Outcome: This was implemented in Summer, 2009.

• Recommendation: Increased material on working with clients from a variety of models. Material on this topic has been augmented in PSRT 6012, Internship in Counseling, including a new text which presents information on using cognitive, behavioral, solution-focused, and transtheoretical (motivational interviewing) approaches. Outcome: This was implemented in Spring, 2009.

Accreditation Standards Related to Curriculum: The Department’s Curriculum Committee has the responsibility of working with the Program Director and course instructors to assure all accreditation standards as well as SHRP and Department standards are met. The program is currently preparing for reaccreditation by CORE including a site visit in Spring, 2013. As part of preparation for the CORE Self-Study document, the Curriculum Committee reviewed all courses in light of revised CORE standards. The review process consisted of a Committee member interviewing faculty who most recently taught the course to assess how each standard relevant to the course was addressed. Additionally, each course was assessed with regard to new CORE requirements for inclusion of ethics, diversity, and critical thinking in each course. As a result of these reviews, it was concluded that all CORE standards from Section C related to curriculum are met. The program received CACREP accreditation in Community Counseling in January, 2010, following the submission of a Self-Study in Spring, 2009, and a site visit in Fall, 2009. The CACREP accreditation report indicated there were no conditions related to curriculum, and the program met all CACREP curriculum standards. Student Learning Outcomes: SHRP has instituted a system to assess student learning outcomes. For 2011-2012, three areas were evaluated. These were Professional Competencies, Communication, and Ethics and Jurisprudence. The program met objectives for all areas. The 2012 Report for Assessment of Student Learning is in Appendix E. SHRP has recently revised the format for assessing student learning outcomes. The revised format will go into effect in January, 2013. The Curriculum Committee has agreed to review the program’s plan for assessing student learning

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outcomes and to assist in developing and implementing data collection methods to assess outcomes. Program graduates responding to the Graduate Survey expressed generally high satisfaction with the knowledge and skills gained in the program. With regard to overall knowledge of the field, 90% of respondents indicated ratings of much better or better as compared to other practitioners with similar education and experience. All specific curriculum areas also received high ratings, ranging from 70% to 95% of responses, indicating preparation that was much better or better. Clinical Supervisor Survey: Clinical supervisors responding to the Clinical Supervisors Survey were favorable in their evaluation of the preparation of students for the practicum and internship experiences. All were very satisfied (85.7%) or satisfied (14.3%) with the overall effectiveness of the program in preparing students for entry level counseling positions in the community. Most (66.7%) rated students as much better prepared as compared to students with similar educational preparation from other programs. Complete results of this survey are in Appendix D. Student Surveys: Two student surveys were conducted in Spring 2012. One was an Exit Survey of students completing the internship. The other was a Student Survey in which all students were invited to participate to assess their overall experience in the program and with SHRP and UMDNJ. The results of both surveys were reviewed with the Rehabilitation Counseling Advisory Committee for their comments and input. Results from the Student Exit Survey indicated that all students thought that the program adequately prepared them for an entry level position in counseling. Most students (92%) were satisfied with their overall experience in the program and would recommend the program to other interested students. A review of specific areas of the curriculum included in the survey indicated that a majority of students rated all areas of the curriculum except for Family counseling approaches as preparing them very well or preparing them well. Areas in which all students indicated they were prepared very well or prepared well included Psychopathology, Psychiatric rehabilitation, Adjustment to disability, Planning a group, leading a group, Using assessment information in planning, Counseling persons with disabilities, Basic counseling skills, Advanced counseling skills, Obtaining client informed consent, and Quality of individual supervision. Addition information about approaches to family counseling has been included in the curriculum, particularly in PSRT 5242, Group Methods. The results of the Student Exit Survey are in Appendix B. The Student Survey of current students was conducted in Spring 2012. This survey was intended to gather information about student’s overall experience in the program, with SHRP and with UMDNJ. It included questions assessing the quality of SHRP and UMDNJ services from the standpoint of the student. A total of 47 students participated in this survey. This represents over 70% of current students. Reflecting the demographics of our student body, most participants (80.9%) were part-time students, and most (66.6%) were employed either full time or part time. Most students (95.8%) strongly agreed or agreed that the program emphasizes quality education. Ratings of other aspects of the program

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yielding totals of 90% or higher responding with answers of strongly agree or agree. Included faculty are interested in my success, faculty are enthusiastic about teaching, faculty are experts in their command of course content, faculty seem to have sufficient time for teaching, faculty are available for consultation/advisement, and theoretical instruction is of high quality. Over 90% of students strongly agreed or agreed that attending this program will help in their careers. With regard to other services, a majority of students rated the following services as excellent or good: Availability of information about the program, admissions process and orientation, online library resources, and counseling-related journals online in the library. Computer laboratory facilities were viewed as excellent or good by 42% of students while Information technology services were rated as excellent or good by 27% of students. It should be noted that computer equipment in the Scotch Plains computer laboratory has recently been replaced. Additionally, the platform for on-line courses has been changed this year from Angel to Moodle. Students had a number of complaints about areas of the Scotch Plains campus such as lack of a cafeteria and temperature in the classrooms. The Associate Dean of the Scotch Plains campus, who is also responsible for Information Technology, is aware of these issues. Complete survey results and the survey form are in Appendix A. On-line courses: The Department has sought to increase the courses available to students seeking licensure in New Jersey who need an additional nine credits beyond the 51 credit degree. Currently, both on-line and on-campus electives are available for this purpose. The program has received a number of inquiries about the availability of a course in clinical supervision now that educational requirements have been implemented in New Jersey for clinical supervisors providing supervision to those seeking the Licensed Professional Counselor (LPC) credential. To meet this demand, a new on-line course, PSRT6000, Fundamentals of Clinical Supervision, was developed. The course has been approved by the Department’s Curriculum Committee and by SHRP’s Committee on Course and Curriculum Review. It is expected this course will be taught for the first time in Summer 2013. The Department has been developing several existing courses to on-line format. This includes PSRT 5123, Community Counseling and Resources, PSRT 5132, Medical Aspects of Disability, PSRT 5313, Foundations of the Counseling Profession, and PSRT 5403, Career Counseling and Consultation. Three faculty members have been assigned to develop these courses for on-line delivery. It is expected these courses will be ready for the 2012-2013 academic year and will be offered if there is adequate demand. Student evaluation of courses: Students evaluate each course at its termination. An on-line format was implemented for this evaluation in order to give students more time to formulate thoughtful and comprehensive replies. However, the on-line format resulted in low rates of return for most courses. Therefore, the program has returned to in-class distribution of evaluation forms, except for on-line courses. Feedback from course evaluations is made available to faculty who taught the course as well as the Program Director and the Department Chair. This feedback is also used as an indicator of the need for Curriculum Committee review of the syllabus.

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Evaluation Study of Effectiveness of Curriculum for Work Outcomes: Dr. Elizabeth Van Houtte conducted a study entitled “The Effect of Level of Counselor Education on Clients Receiving Service in the Public Vocational Rehabilitation System in New Jersey” to assess work outcomes for clients of New Jersey Division of Vocational Services (DVRS) rehabilitation counselors before, during and after the counselors’ studies for the degree. Most of our first graduating class were DVRS counselors. The study was based on existing data that DVRS routinely collects about clients, services provided, and outcomes. The study showed that education of DVRS counselors had a positive effect on client outcomes including a higher percentage of clients who had successful rehabilitation with competitive employment, service time decrease, total expenditures decrease, and increase in client earnings. All these outcomes represented significant differences with positive outcomes occurring upon the counselors entering graduate school and improving even further after attainment of the graduate degree. The study included 14 program graduates and 3180 clients. According to the author, no other study has compared student/counselor to themselves pre, during and after graduate school. The study clearly demonstrates the effectiveness of the program curriculum as related to work outcomes in a state vocational rehabilitation agency. See Appendix F for a PowerPoint presentation about this study. Recommendations: As a result of this program evaluation, the following recommendations were made:

• Curriculum assessment efforts need to focus more on evaluating student outcomes. The Curriculum Committee has agreed to review the program’s plan for assessing student learning outcomes and to assist in development of methods for data collection. This review will begin in September, 2012.

• Complete Self-study for CORE accreditation by November, 2012. • Implement new on-line course for clinical supervision, PSRT 6000, Fundamentals

of Clinical Supervision, in Summer, 2013, to increase electives for those seeking licensure and to meet New Jersey licensure standards for those interested in clinical supervision.

• Implement on-line courses in specialized areas of the curriculum as needed to meet demand.

Practicum and Internship Requirements and Supervision: Effectiveness of practicum and internship instruction was assessed in the following ways:

• Review of program practicum and internship clinical affiliations. • Review of status of recommendations from the 2008 Program Evaluation Report. • Review of the course syllabi for PSRT 6011, Practicum in Counseling, and PSRT

6011, Internship in Counseling, by the Department’s Curriculum Committee for conformance with new CORE accreditation standards and with SHRP and Department standards for course syllabi.

• External review through the Clinical Supervisor Survey and the CACREP accreditation process.

• Input of Master’s Level CAASP Committee on student progress review procedures.

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• Review of Practicum Handbook, Internship Handbook, and Internship Supervisors Handbook.

• Review of clinical supervisor training. • Student evaluations: practicum and internship courses at the end of each course,

practicum and internship agency experience, and quality of clinical supervision at the end of each of these clinical experiences.

• The Student Exit Survey. • Availability of qualified clinical supervisors.

Clinical Affiliations: At present, the program has clinical affiliations with over 50 community agencies in New Jersey, Pennsylvania, New York, and Delaware that provide services to individuals with disabilities. Clinical affiliations include five state vocational rehabilitation agencies and many agencies that provide counseling services including psychiatric rehabilitation for individuals with mental illness residing in the community. The number and geographic range of placements afford students a wide choice of community settings serving individuals with disabilities in which practicum and internship experiences can be completed. The program continues to add agency affiliates as new community agency settings which meet program criteria for affiliation are identified. Review of status of recommendations from the 2008 Program Evaluation Report: Listed below are the recommendations from the 2008 report and the outcome for each recommendation.

• Recommendation: As mentioned earlier, students now take PSRT 5242, Group Methods, in the semester before starting the practicum and internship sequence so that skills in this area can be applied more effectively in these clinical experiences. Outcome: This was implemented in Summer, 2009.

• Recommendation: As indicated in the section on Academic Curriculum, additional information including a new text has been added to PSRT 6012, Internship in Counseling to provide students with more instruction about using different models in counseling clients. Outcome: This was implemented in Spring, 2009.

• Recommendation: Students who do not complete a group experience as part of the internship project will have revised requirements, starting Spring, 2009, to report group experiences. Outcome: This was implemented in Spring 2009 with the requirement that all students lead a group and report on this experience as part of the internship. Starting in Summer, 2010, this requirement was augmented to require students to plan and lead a group based on the Boston University approach to skills teaching. Students receive initial instruction in developing this type of group as part of PSRT 5242, Group Methods, taken in the summer before the practicum/internship sequence. This approach proved to be very successful both in preparing students to lead groups and in increasing agency awareness of psychiatric rehabilitation practices. As a result of this, Dr. Oursler and students presented workshops at two conferences in 2010, one regional conference and one national conference as listed below:

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• Putting Psychiatric Rehabilitation into Practice: University-Agency Partnership, October 18, 2010, National Council on Rehabilitation Education/ Council of State Administrators of Vocational Rehabilitation/ Rehabilitation Services Administration 2010 Conference, Arlington, VA

• Curriculum Based Skills Teaching: Preparing Clients for Employment, July 19, 2010, 2010 Northeast Rehabilitation Association Annual Training Conference, New York City

Accreditation Standards Related to Practicum and Internship: The Curriculum Committee reviewed course syllabi for PSRT 6011, Practicum in Counseling, and PSRT 6012, Internship in Counseling with respect to new CORE standards for practicum and internship (Section D). The review showed that all standards for this section are met. Additionally, the syllabi for these courses met all Department and SHRP standards. External Review: The CACREP Self-study and site visit, both completed in 2009, also addressed practicum and internship standards. The CACREP report indicated no conditions for the practicum and internship as all CACREP standards relevant to these clinical experiences were met. The program strives to meet both CORE and CACREP standards for the practicum and internship experiences and adheres to the stricter of the two accrediting bodies’ standards. As described in the section on Content and Design of Academic Curriculum in this report, results of the Clinical Supervisor Survey showed that agency clinical supervisors were favorable in their evaluation of the preparation of students for the practicum and internship experiences with all very satisfied (85.7%) or satisfied (14.3%) with the overall effectiveness of the program in preparing students for entry level counseling positions in the community and most (66.7%) rating students as much better prepared as compared to students with similar educational preparation from other programs. Complete results of this survey are in Appendix D. Student Exit Survey: As noted earlier in this report, results from the Student Exit Survey indicated that all students thought that the program adequately prepared them for an entry level position in counseling. A review of specific areas in the survey related to the practicum and internship indicated that all students rated as prepared very well or prepared well in basic and advanced counseling skills, counseling persons with disabilities, planning a group and leading a group, using assessment information in planning, obtaining client informed consent, and quality of individual supervision. The results of the Student Exit Survey are in Appendix B. Master’s Level CAASP: The Masters Level Committee on Academic Affairs and Student Progress (CAASP) reviews the academic progress of all students before they are approved to start the practicum and internship sequence. Students who do not meet standards are advised in writing of deficiencies and needed steps to address them. This procedures for student progress reviews has been effective procedure in assuring students are ready to start these clinical experiences. Additionally, the CAASP is consulted when students display inadequate knowledge and skill or other problematic

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situations during the practicum and internship that cannot be resolved by the course instructor and clinical supervisors. Review of Handbooks: Program faculty including instructors for the clinical experiences review the various handbooks including the Practicum Handbook, Internship Handbook, and Internship Supervisors Handbook on an annual basis. All clinical supervisors replied in the Clinical Supervisors survey that they were very satisfied with the information provided in the practicum and internship handbooks. Clinical Supervisor Training: Practicum course instructors review on an annual basis the content of the required Clinical Supervisors Training, which all new clinical supervisors must complete with these instructors before starting clinical supervision with students. Since the last report, several changes have been made to improve this training. The training has been lengthened from a half day to a full day, and new clinical supervisors are given a book on clinical supervision. The requirement for a professional Disclosure Statement was implemented in the 2010-2011 academic year. The training was updated this past academic year, 2011-2012, to include more content on multicultural aspects of clinical supervision. Clinical supervisors in the Clinical Supervisors Survey reported they were either very satisfied (71.4%) or satisfied with the training for clinical supervisors. Student evaluations: Students evaluate their practicum and internship experiences in several ways. One is the course evaluation process at the end of each course as is done for all Department courses. Additionally, at the end of each of these clinical experiences, students evaluate their experiences in the practicum using the Student Evaluation of Practicum Agency form and their experiences in the internship agency using the Student Evaluation of Internship Agency form. Both forms include the student’s evaluation of the quality of individual and group clinical supervision as well as a question about whether the student would recommend the agency to a future student. These evaluations are given directly to the faculty member responsible for the practicum or internship. Student evaluations of practicum and internship agencies have indicated high satisfaction with these experiences and with clinical supervision. These evaluations are also used to identify any issues with agencies which may need faculty follow-up as well as to evaluate ways to improve practicum and internship experiences in the future. Student Exit Survey: Students at the conclusion of the internship also completed the Student Exit Survey, which included questions about their evaluation of their preparation in the program including preparation related to the practicum and internship experiences. All students rated the quality of individual supervision as preparing them very well or well, while 92.3% of students rated the quality of group supervision as preparing them well or very well. Additionally, all students reported they were prepared well or very well in basic and advanced counseling skills, counseling persons with disabilities, and planning and leading a group. All these topics are a focus of the practicum and internship experiences. Qualified clinical supervisors: The program has available a sufficient number of qualified clinical supervisors who have a master’s degree and are Certified Rehabilitation

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Counselors (CRC’s). This includes both agency and faculty clinical per program standards. Several clinical supervisors are program graduates. Although there is an adequate supply, program graduates have expressed interest in coursework for preparation in clinical supervision. Two new courses in clinical supervision were developed during the 2011-2012 academic year and have received approval from both the Department’s Curriculum Committee and the SHRP CCCR. One course, PSRT 6000, Fundamentals of Clinical Supervision, an online course which is expected to be taught for the first time in Summer, 2013, and PSRT 6400, Seminar in Clinical Supervision. PSRT 6400 is designed for doctoral level students and will be taught on-campus. The availability of coursework in clinical supervision is expected to increase the pool of those interested in becoming clinical supervisors for students in the program. Recommendations: As a result of this program evaluation, the following recommendations were made:

• There needs to be increased focus on assessing the practicum and internship experiences in terms of outcomes.

• Complete Self-study for CORE accreditation including Section D on practicum and internship by November, 2012.

• Teach new clinical supervision courses, either on-line or on-campus, as needed.

Graduate Achievements: Graduate achievements including employment and professional credentials were assessed using the following information:

• Review of status of recommendations from the 2008 Program Evaluation Report. • Employment of graduates and projected future needs. • Pass rate on the Certified Rehabilitation Counselor examination. • Counselor licensure in New Jersey. • Continuing participation of program graduates related to program activities.

Review of status of recommendations from the 2008 Program Evaluation Report: Listed below are the recommendations from the 2008 report and the outcome for each recommendation.

• Recommendation: The Department has made the decision to apply for CACREP accreditation in community counseling. Outcome: In preparation for this, a consultant was engaged in Spring 2008. Application will be made in Spring, 2009. If this accreditation is attained, the program would maintain both CORE and CACREP accreditation. The program attained CACREP accreditation in January, 2010, following a site visit in October, 2009. Pre CACREP policy, accreditation is considered effective from January, 2009. The program has continued to maintain CORE accreditation. CORE extended the program’s current term of accreditation for an additional year until 2012-2013, due to the implementation of new CORE standards in 2011-2012.

• Recommendation: A Rehabilitation Counseling faculty member, Bill Green, has been appointed by the Governor to serve on the New Jersey Professional Counselors Examiners Committee.

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Outcome: Prof. Green continues to serve on the Committee and was recently elected Committee Chair.

• Recommendation: The program’s curriculum was submitted in December, 2007, to the New Jersey Professional Counselors Examiners Committee for review in relation to Licensed Professional Counselor curriculum qualifications. A response is pending. Outcome: We continue to work with the Committee on curriculum approval now that the program has CACREP accreditation.

• Recommendation: It is essential to continue to maintain contact with employers regarding their requirements and their perceptions of program graduates. An important resource in maintaining current information about employer needs and requirements is the Rehabilitation Counseling Advisory Committee. It is important for the program to continue to receive ongoing input from this source as well as other sources as part of assuring the program meets employer needs. Outcome: The Advisory Committee continues to meet on a regular basis and to review program elements on both the undergraduate and graduate level. The undergraduate program is a feeder for the M.S. in Rehabilitation Counseling. Employers continue to contact the program directly with significant numbers of job openings for graduates.

Employment of Graduates and Projected Future Needs: A review of information about program graduates’ employment over the past three years indicates high levels of employment with employment approaching 100% within three months of graduation. Most program graduates are employed in either government or non-profit agencies. The program sends annual employment follow-up surveys to all graduates who have received Rehabilitation Services Administration scholarships, which includes most graduates. It is recommended that the employment follow-up process be expanded to include all graduates with graduates who have not received RSA scholarships surveyed at less frequent intervals. There is a high unmet need for qualified rehabilitation counselors in New Jersey with projected need for 200 rehabilitation counselors per year (projection by New Jersey Department of Labor). There continues to be a severe shortage of qualified professional rehabilitation counselors as indicated both by input from Rehabilitation Counseling Advisory Committee members who are employers and by information from national sources such as the Rehabilitation Services Administration. UMDNJ is the only university in New Jersey and the Philadelphia area offering a degree in this area and one of two universities in the New York City area offering this degree. The program receives frequent inquiries from employers about availability of program graduates to fill job openings. Notices of job openings are posted on the Department’s web site at http://shrp.umdnj.edu/smi/Postings.htm. Pass Rate on the Certified Rehabilitation Counselor (CRC) Examination: Information obtained from the Commission on Rehabilitation Counselor Certification (CRCC) indicated that those who take the Certified Rehabilitation Counselor (CRC) examination while still students do substantially better than those who take the examination after

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graduating. However, the overall pass rate overall has consistently been above the national average since 2005 as indicated in the table below. It should be noted that there is duplication of students and graduates in the period from 2010-2011, due to the way that CRCC reports data. Data from 2005-2008 are for examinations given in a paper and pencil format. The more recent data are for examinations administered in a computer-based testing format. The ongoing success of students in passing the examination is an indicator of the strength of the curriculum in preparing students for this national examination. Faculty continue to urge students to take the CRC examination before graduating from the program.

Certified Rehabilitation Counselor Examination Results Report Date

Students Passing

Percent Passing

Graduates Passing

Percent Passing

All Percent Passing

National Pass Rate

10/08-7/11

24/28 86% 14/18 78% 38/46 83% 70%

10/08-3/10

15/15 100% 8/11 73% 23/26 88% 71%

10/05-4/08

10/10 100% 5/7 71% 15/17 88% 75%

Counselor Licensure in New Jersey: A major area of dissatisfaction and concern for program graduates noted in the 2008 data from program graduates was the lack of unification of the counseling field in New Jersey, particularly in the area of counselor licensure. Our program reflects the philosophy that counseling is one profession sharing a body of core knowledge and skills within which there are areas of specialization. New Jersey is one of only five states with separate licensure for professional counselors and for rehabilitation counselors. This was causing difficulty for many program graduates who could not obtain the Licensed Professional Counselor (LPC) credential, the preferred credential for employers. Additionally, prospective students lost interest in applying for the program after asking if they could qualify for the LPC credential with this degree. The decline in student applications was having a significant effect on the program, particularly with regard to the Stratford campus. The lack of interest in the Licensed Rehabilitation Counselor (LRC) credential is reflected in the number of LRC’s, about 80, as compared to the number of LPC’s, about 3,000. The Department took the following steps to address this situation:

• A change in New Jersey LPC regulations allowed for any program with CACREP accreditation to meet the educational requirements for the LPC. The program successfully attained CACREP accreditation in January, 2010. The Professional Counselor Examiners Committee has subsequently recognized the program as meeting educational requirements for the LPC.

• In February, 2011, Dr. Ken Gill, Department Chair, testified at the Red Tape Commission, chaired by New Jersey’s Lt. Governor, about the need for unification

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of counselor licensure. The need for this change was confirmed by the Lt. Governor.

• Dr. Janice Oursler has worked with the boards of the New Jersey Counseling Association (NJCA) and the New Jersey Rehabilitation Association (NJRA) to develop support for a change in the licensure law to single licensure. Both boards support this change as do the American Counseling Association (ACA) and the American Rehabilitation Counselors Association (ARCA).

• A bill for single licensure has been introduced in the State Assembly. UMDNJ Government Affairs has been providing assistance in efforts to have this bill enacted into law.

Program graduates are now reporting that they are experiencing success in attaining the Licensed Associate Counselor (LAC) credential. The LAC represents that educational requirements have been met and is the first step toward attainment of the LPC, which requires supervised clinical experience in a setting acceptable to the Professional Counselors Examiners Committee. Additionally, applications for the program, in particular, for the Stratford campus have substantially increased with a number of prospective students stating that they learned about the program from the CACREP web site. Continuing participation of program graduates related to program activities: Program graduates have continued to maintain participation in the program in a variety of ways. There are two program graduates, one from Scotch Plains and one from Stratford, who are members of the Rehabilitation Counseling Advisory Committee. Program graduates have also become clinical supervisors for the practicum and internship experiences. For example, five program graduates are expected to be clinical supervisors for the 2012-2013 academic year. Two program graduates were clinical supervisors in 2011-2012, and three were clinical supervisors in 2010-2011. Additionally, a program graduate has been an adjunct instructor for PSRT 5315, Evaluation and Assessment, at the Stratford campus. Efforts are made to bring program graduates back to campus by holding professional activities on campus. For example, the spring 2012 conference of the New Jersey Rehabilitation Association (NJRA) was held at the Scotch Plains campus. Board meetings of NJRA are held on the Scotch Plains campus. The current President of NJRA is a program graduate. Recommendations: As a result of this program evaluation, the following recommendations were made:

• Continue to work with interested parties to amend the New Jersey counselor licensure law to eliminate separate licensure for rehabilitation counselors and to unify the counseling profession in New Jersey with single licensure, the Licensed Professional Counselor.

• Expand follow-up survey of program graduates’ work settings to include all graduates.

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Recruitment and Retention of Students: Student recruitment and retention with an emphasis on diversity were assessed in the following ways:

• Review of status of recommendations from the 2008 Program Evaluation Report. • Review of student recruitment and enrollment information over the past three years. • Review of student retention including for traditionally under-represented groups.

Review of status of recommendations from the 2008 Program Evaluation Report: Listed below are the recommendations from the 2008 report and the outcome for each recommendation.

• Recommendation: Increase the number of faculty available at the Scotch Plains campus as advisors for students in the program. Outcome: This was implemented in Fall, 2008.

• Recommendation: Introduce a new format, the Student Planning Worksheet, for recording program planning. Outcome: This was implemented in Fall, 2008

Student Recruitment and Enrollment: The Department encourages applications from individuals from diverse backgrounds who are interested in preparing for careers in the counseling field. Faculty recognize the need for diversity in the profession in order to serve a pluralistic population of clients in community settings and welcome applications from a wide variety of personal, social, ethnic, cultural and educational backgrounds. Applications from minority students and women are encouraged. We particularly invite applications from individuals with disabilities. Faculty members work with individuals with disabilities to provide reasonable accommodations per UMDNJ policy. The Department follows admission documentation requirements as outlined in SHRP Academic Policies. Students may apply for admission either online or via a paper application. Materials required to be considered for admission include:

• Completed application form with application fee; • Documentation of a bachelor’s degree from an accredited institution; • Written statement describing experiences and personal goals as related to

selecting this course of study; • Two letters of recommendation; and • Personal interview by faculty.

Plans for recruitment are developed by the Program Director in consultation with the Department Chair and program faculty. The effectiveness of recruiting efforts is assessed as part of the annual report of the program. Current students, graduates and members of the program’s Advisory Committee are encouraged to join in recruiting activities. Examples of recruiting efforts include:

• Presentations at professional conferences; • Displays at college career days; • Presentations at agencies that provide community counseling services;

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• UMDNJ and SHRP sponsored events such as community health fairs and career days ;

• Print advertisements in conference handbooks and journals; • Distribution of brochures and other written material about the program; • Presentations to undergraduate classes at partner universities; and • Presentations at high school career fairs to acquaint students with careers in the

counseling field. With regard to recruitment efforts over the past three years, presentations about the field of rehabilitation counseling and about our program have been made every year to classes in the UMDNJ undergraduate psychiatric rehabilitation programs. Our program assists in providing a career ladder for individuals with a bachelor’s degree in psychiatric rehabilitation or other human services degree. In the past three years, the Department has sponsored exhibit tables about our programs at several conferences annually. Additionally, information has been disseminated at visits to community provider agencies as well as at other community organization meetings. Although these efforts have resulted in an adequate applicant pool to maintain relatively stable enrollment in the program as well as student enrollment reflecting diversity, total student enrollment declined about 10% from statistics reported in the 2008 program Evaluation Report. This is thought to be largely due to the licensure situation in New Jersey described in the previous section on Graduate Achievement. The program has addressed this by obtaining CACREP accreditation and by supporting a change in the New Jersey counselor licensure law for single licensure. The program intends to maintain accreditation from both CORE and CACREP. Characteristics of students enrolled in the program from September, 2009 to April, 2012 with regard to full time or part time status, number who are non-white, and number who have disabilities are summarized in the table below. Over the past several years, enrollment has declined slightly. This is thought to be largely due to the New Jersey licensure situation discussed in the previous section of this Report. Most students attend on a part-time basis. Enrollment was diverse with 49% of students identifying themselves as non-white and 21% identifying themselves as persons with disabilities. The majority of students are women. The student body is also diverse in that there is a mix of students currently employed in the field, students who are recent graduates and entering the field, and students who are changing careers.

Student Enrollment 9/09 to 5/12 Students 9/09-5/10 9/10-5/11 9/11-5/12 Full time total 4 9 6 Full time non-white 2 4 2 Full time with disability 0 3 0 Part time total 74 59 66 Part time non-white 32 32 33 Part time with disability 15 12 15 Total 76 68 72

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Information about characteristics of program graduates from September, 2009 through May, 2012 is summarized in the table below. Of program graduates over this time period, 42% identified themselves as non-white, and 20% identified themselves as persons with disabilities. The rate of graduation for persons who are non-white and for persons with disabilities is consistent with the rate of enrollment of students from these two categories in the program. This demonstrates the effectiveness of the program in retaining students from minority groups and persons with disabilities.

Program Graduates 9/09 to 5/12 Graduates 9/09-5/10 9/10-5/11 9/11-5/12 Non-white 8 9 8 With disability 5 4 3 Non-white with disability 2 2 1 Total 23 21 16

Student Retention: The Department is committed to providing appropriate support for all students. One element assisting in retaining students with disabilities in the program is the availability of supported education services through the Department. Supported education services were developed to provide and connect students with additional supports and services in order to achieve their academic goals. Services include supportive counseling, education about academic accommodations, referral and linkages to academic and social supports, and skill development with organization, planning, and other common areas of academic difficulties. Other methods to support retention in the program include:

• Information about financial aid including UMDNJ’s Financial Aid Office, SHRP scholarships, and Rehabilitation Services Administration scholarships is provided in the program’s Student Handbook.

• Availability of part time or full time study. • Availability of the program at two campuses, one in Scotch Plains serving

Northern and Central New Jersey and New York City, and one in Stratford serving Southern New Jersey and Eastern Pennsylvania, including Philadelphia.

• Assignment of a faculty advisor. • A statement about accommodations is included in the SHRP Student Handbook,

the program’s Student Handbook, and the syllabus for each course. • Selected tutorial services are available through the SHRP Office of Student and

Faculty Affairs. Students are informed of these services through the SHRP Student Handbook and the program’s Student Handbook.

• Progress and review procedures designed to identify students who are experiencing academic difficulty so that efforts can be made to address difficulties. The Department’s Committee on Admissions, Academic Standing and Progress (CAASP) has major responsibility for this area.

• Students having difficulty adjusting to the stresses of school or experiencing other problems may use the services of the Office of Student and Faculty Affairs for academic counseling or the Student Mental Health Services, available on the

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Newark campus and the Stratford campus. Students can self refer for these services. Information about these services is available in both the SHRP Student Handbook and the program’s Student Handbook.

• The Department follows UMDNJ policy regarding impaired students. It is UMDNJ policy to assist impaired students while maintaining a balance between individual rights and the University’s responsibility to safeguard the public health and effectively discharge its mission.

During the 2011-2012 academic year, the CAASP implemented a new Student Assessment and Feedback process, which is expected to enhance retention by addressing early in the student’s career any difficulties faculty may identify. Each student is assessed by two faculty, and their assessment is then presented to the entire CAASP for discussion and identification of any needed action. Areas assessed are Satisfactory Academic Progress (SAP), Professional attitude and commitment, Writing and other communication skills, Ethical behavior, and Personal development. If any areas are identified for improvement, a plan for success is discussed with the student. Students are evaluated at the end of the each academic year, and each student receives a copy of the completed Student assessment and Feedback form. Students who indicate an intention to leave school are contacted by the Program Director for the Scotch Plains campus or the Program Coordinator for the Stratford campus to discuss the student’s reasons for leaving school and determine if arrangements can be made to retain the student. Students discontinuing studies must follow SHRP procedures to withdraw or request a leave of absence. Students who may wish to return at a later date are encouraged to seek a leave of absence. Recommendations: As a result of this program evaluation, the following recommendations were made:

• Evaluate effectiveness of the Student Assessment and Feedback process. • Maintain both CACREP and CORE accreditation.

Program Support and Resources: Program support and resources was assessed in the following ways:

• Review of status of recommendations from the 2008 Program Evaluation Report. • Accreditations • Program recognition and support • Technology • Community support

Review of status of recommendations from the 2008 Program Evaluation Report: Listed below are the recommendations from the 2008 report and the outcome for each recommendation.

• Recommendation: The program will continue to apply for grants for funding for student tuition as such opportunities become available. Outcome: The program made application for and received two new Rehabilitation

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Services Administration (RSA) grants effective October, 2010, in the most recent round of grant applications. One new grant is in Rehabilitation Counseling, and the other is in Rehabilitation of Individuals who are Mentally Ill.

• Recommendation: The program will seek to have accreditation from both the Council on Rehabilitation Education (CORE) and the Council for Accreditation of Counseling and Related Educational Programs (CACREP). Outcome: The program received CACREP accreditation in Community Counseling in January, 2010 for a two year term. This accreditation is retroactive to January, 2009. A two year report was submitted to CACREP in fall, 2011. If approved, the program expects to receive an additional six year term of accreditation. The program maintains CORE accreditation. The current eight year term was extended an additional year by CORE to 2012-2013.

• Recommendation: The Program Director will continue to work with UMDNJ departments and services to improve services such as was done in connection with the service improvements made by IST on the Scotch Plains campus. Outcome: Computer resources have been updated on the Scotch Plains campus, and there is regular staffing of the Computer Lab. Dr. Spagnolo and other Department faculty have been active in the selection of a new platform for on-line courses, Moodle, to be used university-wide.

Accreditations: UMDNJ is accredited by the Commission on Higher Education of the Middle States Association of Colleges and Schools. The M.S. in Rehabilitation Counseling program is accredited by the Council on Rehabilitation Education (CORE) and by the Council for Accreditation of Counseling and Related Educational Programs (CACREP) in the area of Community Counseling. The program submits an Annual Report to CORE and has received continuing approval each year. The program submits a bi-annual report to CACREP. Program Recognition and Support: The School of Health Related Professions (SHRP) Bylaws provide recognition of the responsibilities and authority of the Program Director. Per Section 3.2 of the Bylaws, the Program Director “shall administer the program within the guidelines of the School, University, and pertinent external regulatory agencies, including the management of faculty, staff, students, finances, physical facilities and other resources assigned to the program. The program director shall guide the continuing development of the program, the faculty and staff; and shall periodically report the activities and progress of the program to its faculty, the Department Chairperson, the Office of the Dean and the Executive Council of the School.” The program receives adequate support from SHRP and the Department for program operations including funding for office space, equipment and supplies such as a personal computer for each faculty member, and funding for faculty attendance at conferences and other continuing education activities. Financial aid resources for students include the UMDNJ Financial Aid Office, SHRP Scholarships, and tuition scholarships under Rehabilitation Services Administration (RSA) grants. The program currently has four RSA long-term training grants, two in rehabilitation

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counseling and two in the rehabilitation of individuals who are mentally ill. Each is a five year grant. Grant funds are used primarily for tuition stipends. For the 2011-2012 academic year, a total of $375,000 was available from these grants for tuition support. During the past academic year, 42 students received tuition support from RSA grants. SHRP has available funding to facilitate faculty research. The SHRP Foundation Faculty Research Grant program makes available grant funds up to $20,000 for full-time faculty to initiate research projects with the objective of securing external funds to continue the research. SHRP has an Educational Research Grants program which offers small amounts ($2000) to facilitate research. SHRP also sponsors the Summer Research Student Interns program, which provides stipends to graduate students to work on research projects with faculty during the summer. Technology: The program receives technical support through UMDNJ’s Information Services and Technology (IST). This includes assistance with computer hardware and software as well as with the Department and program web site. IST staff members are available for training and consultation for on-line courses. IST provides staffing for the computer laboratories available to students on the Scotch Plains and Stratford campuses. Additionally, there are specialized technical resources available through IST for projects such as videos and poster production. IST is charged with responsibility for maintaining UMDNJ web sites in compliance with accessibility standards. Current students in the Student Survey had given IST services one of the lower ratings of UMDNJ services, in large part due to difficulties with the computer laboratory in Scotch Plains. New computer equipment was recently installed in the Scotch Plains laboratory. IST is expected to review staffing for the computer laboratory on the Scotch Plains campus, an area identified for improvement in the Student Survey. These actions are expected to address this area of concern to students. Additional technological resources are available from the UMDNJ library. UMDNJ has four libraries, one on each of the main campuses, which are Newark, New Brunswick, Piscataway, and Stratford. There are numerous on-line resources including over 4000 journals. This includes many counseling-related journals. The library has assigned a specific librarian to provide services to the program in both Scotch Plains and Stratford. This includes providing an orientation for students to library electronic resources. All students are expected to complete assignments that use online library resources. Librarians can also assist students and faculty in obtaining resources not available in the UMDNJ libraries. Current students responding to the Student Survey gave ratings of excellent or good in 83% in their responses to survey questions about online library resources and ratings of excellent or good of 76.5% for counseling-related journals online in the library. Most courses are taught on-campus, except for the required course on Human Growth and Development, PSRT 5103, and some elective courses in psychiatric rehabilitation. Students are required to take this course on-line as part of developing technological competence. Students with visual impairments noted problems in their use of ANGEL, the previous UMDNJ platform for online courses. Dr. Amy Spagnolo, Program Director for the

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Department’s M.S. in Psychiatric Rehabilitation, was Co-Chair of UMDNJ’s ADA Compliance and Angel Learning Task Force, which assessed issues with ANGEL accessibility. Dr. Spagnolo also served on the UMDNJ Committee that selected a new platform, Moodle. She assured that accessibility was considered in the decision making process to select the new process. Implementation of Moodle was started in Spring, 2011. IST is providing needed training and technical support for this conversion. Training for Department faculty was provided in Fall, 2011. Community Support: The program has benefited from its partnerships with five state vocational rehabilitation agencies. All offer practicum and internship placements for students. The Pennsylvania Office of Vocational Rehabilitation (OVR) and the New York State ACCES-VR offer paid internships for students completing this clinical experience in one of their offices. Besides opportunities for practicum and internship placements, these partner agencies provide other resources including guest lecturers with specialized expertise in counseling individuals with various disabilities. As a result of self-study in this area, the following recommendations were made:

• Continue to apply for grants for funding for student tuition as such opportunities become available.

• Continue to work with UMDNJ departments and services to improve services.

Overall Faculty Strength and Experience: Overall faculty strength including composition, qualifications, performance, and experience was assessed in the following ways:

• Review of status of recommendations from the 2008 Program Evaluation Report: • Review of faculty information including teaching assignments and credentials. • Review of relevant accreditation standards and accreditation site visit reports. • Faculty accomplishments • External review through the Student Survey and Clinical Supervisor Survey.

Review of status of recommendations from the 2008 Program Evaluation Report: Listed below are the recommendations from the 2008 report and the outcome for each recommendation.

• Recommendation: Increase faculty teaching at the Stratford campus. Outcome: This has been accomplished in several ways. An additional faculty member has been given teaching responsibilities within the program.

• Recommendation: Increase faculty teaching full time in the program. An additional full time doctorally prepared faculty member to teach at the Scotch Plains campus should be hired. Outcome: The Department seeks to hire graduates of CACREP accredited doctoral programs who also hold the Certified Rehabilitation Counseling (CRC) credential for faculty positions in the program. Dr. Samantha Herrick who teaches full time in the program meets these requirements. She joined the faculty in January, 2011.

• Recommendation: The Department’s Curriculum Committee developed and

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implemented a peer review process to promote quality teaching. Starting with the 2008-2009 academic year, all faculty members with teaching responsibilities must have at least one peer review annually. Outcome: The teaching peer review process continues with a requirement for each faculty with teaching responsibilities to have at least one peer review annually.

Teaching Assignments and Credentials; Faculty members seek to promote an open environment for the consideration and discussion of a wide variety of theories and points of view. As part of this orientation, information and methodology from a range of disciplines are presented and discussed. In teaching professional counseling skills, many faculty members have training and experience in cognitive and behavioral counseling approaches such as the Boston University approach for assisting individuals with disabilities to choose, get and keep goals of their choice in the community. Key tenets emphasized in this approach include active involvement of clients in planning and goal setting, behavioral improvement in the environment of need in the community as a critical client outcome, and a primary focus on improving client competency to assume community-based roles. The uniqueness of the individual is also emphasized with choice identified as a core value. Services are individualized for the needs and preferences of each client as part of the counseling relationship with a focus on the identification and use of personal strengths. Four full time faculty are assigned to the program. They are Janice Oursler, Bill Green, Samantha Herrick, and Weili Lu. Department faculty members teach across programs so that faculty with special expertise such as in statistics and research teach courses in their area of specialization. This provides additional full time Department faculty who teach part time in the program. All Department faculty including program faculty have met SHRP qualifications for faculty appointment. Faculty teaching courses in the program have experience in the area in which they are teaching. It should be noted that at both campuses, the overwhelming majority of courses are taught by full time faculty. The program has available many faculty members who meet qualifications for clinical supervision including the Certified Rehabilitation Counseling credential. Faculty members qualified to provide clinical supervision include Janice Oursler, Bill Green, Samantha Herrick, Michelle Mullen, Francine Bates, Joni Dolce, and William Waynor. All faculty members with teaching assignments are evaluated on their teaching as part of the annual performance evaluation process. Students complete course evaluations at the end of each course, and results of these evaluations are made available to faculty. The Department established a peer review and mentoring process starting in Fall, 2008, to encourage quality teaching. As part of this process, each faculty member is required to have peer reviews of their teaching. All program faculty members regularly participate in continuing education activities including attending conferences. The Department has available funding for attendance at

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conferences and other educational activities. As the program increases its online course offerings, it will be important for faculty to increase skills in teaching courses in this format. Accreditation Standards: Program faculty were evaluated in terms of qualifications and student-faculty ratios as part of the CACREP Self-study and site visit process. The CACREP accreditation report indicated that all standards related to faculty were met. With regard to CORE standards, all full time program faculty either have the Certified Rehabilitation Counselor (CRC) credential or are on a path to attain this credential. Faculty Accomplishments and Honors: Program faculty members are actively involved in professional and community activities in addition to their teaching responsibilities. Janice Oursler and Bill Green have been previous recipients of the SHRP Excellence in Teaching Award. Weili Lu was a previous recipient of the SHRP Excellence in Research Award. Prof. Green is the current President of the American Association of State Counseling Boards (AASCB) and is also the Chair of the New Jersey Professional Counselors Examiners Committee. He was recognized for his work in this area by the New Jersey Counseling Association which selected him to receive the Tabor Award in Spring, 2012. Dr. Oursler serves on the New Jersey Counseling Association board as Treasurer and on the New Jersey Rehabilitation Association board as a member at large. Dr. Samantha Herrick and Dr. Lu have presented at a number of conferences in recent years including presentations with students. Dr. Lu has published extensively on the topic of Post Traumatic Stress Disorder (PTSD). She currently has a grant from the SHRP Foundation for research in the development of friendship skills for individuals with mental illness. Dr. Oursler has been a consultant for the Pennsylvania Office of Mental Health and Substance Abuse Services (OMHSAS) for the past decade in their statewide implementation of psychiatric rehabilitation services. Dr. Herrick provides consultation for NJ DVRS on services for people with autism. Faculty accomplishments and honors are summarized in the program’s Annual Report to the Department Chair and SHRP Dean. External Review: Many comments from students in the Student Survey indicated that an area of strength for the program is the faculty. As previously mentioned, 90% or more of current students gave ratings of strongly agree or agree about statements that faculty are interested in my success, faculty are enthusiastic about teaching, faculty are experts in their command of course content, faculty seem to have sufficient time for teaching, faculty are available for consultation/advisement, and theoretical instruction is of high quality. Student Survey results from students at the Stratford campus indicated preference for more faculty at this campus. Program faculty has been more limited at the Stratford campus due to the limited enrollment at the Stratford campus. There was no entering class in Stratford in two of the past four years. The lack of applicants in Stratford was in part due to the licensure situation prior to the program attaining CACREP accreditation. Enrollment at Stratford was substantially higher at Stratford during the 2011-2012 academic year. Students do have exposure to a wider number of faculty as faculty with major responsibility for teaching in Stratford has been augmented with additional full time Department faculty to teach courses such as PSRT 5030, Statistical and Research Methods. Also, an adjunct who is a program graduate has been hired to teach PSRT

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5315, Evaluation and Assessment. All responding clinical supervisors in the Clinical Supervisors Survey indicated that they were satisfied or very satisfied with communication with program faculty and with program response to student problems. Clinical supervisors were also very satisfied with information provided in the Practicum Handbook and in the Internship Handbook. As a result of self-study in this area, the following recommendations were made:

• As enrollment increases at the Stratford campus, increase faculty teaching at that campus so that students have exposure to a larger number of faculty over the course of attaining the degree.

• Encourage faculty to gain expertise in teaching online with the new Moodle platform.

• Continue to hire new faculty members with a doctorate from a CACREP accredited doctoral program and the Certified Rehabilitation Counselor credential.

Summary of Program Evaluation Results: Appropriateness of Program’s Mission and Objectives: There is a severe shortage of qualified professional rehabilitation counselors in New Jersey and the surrounding region, as well as nationally. The program’s mission is aimed toward meeting this need for qualified counselors to provide these services in the community. Our program is the only program in New Jersey offering this course of study. Increasing the supply of counselors qualified to provide counseling services to individuals with disabilities in community settings is expected to benefit such individuals and their families including enhancing the quality of life for persons with disabilities. The mission and objectives derived from the mission are deemed appropriate for the program and will be continued. Content and Design of Academic Curriculum: The program is accredited by both the Council on Rehabilitation Education (CORE) and the Council for Accreditation of Counseling and Related Educational Programs (CACREP). The most recent CACREP and CORE accreditation reports indicated that the program curriculum met all accreditation standards related to curriculum. The Department’s Curriculum Committee completed a review of the entire program curriculum over the past year in relation to new CORE standards and found that all standards were met. External review from the Student Survey of current students, the Student Exit Survey and the Clinical Supervisors Survey as well as the Van Houtte study conducted with program graduates on “The Effect of Level of Counselor Education on Clients Receiving Service in the Public Vocational Rehabilitation System in New Jersey assessed the program as preparing students well in terms of the knowledge and skills required for employment in counseling. The major recommendation in this area is to increase focus on assessment of student learning outcomes. Practicum and Internship Requirements and Supervision: The most recent CACREP and CORE accreditation reports indicated that the program curriculum met all accreditation standards related to the practicum and internship. The program has a

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large number of clinical affiliates, which provides students with a wide selection of potential practicum and internship sites. There is an adequate number of clinical supervisors including both agency and faculty clinical supervisors who meet program requirements for clinical supervisors. All clinical supervisors receive training from the program before starting clinical supervision with students. External review from the Student Exit Survey and the Clinical Supervisors Survey indicated that students are well prepared for employment in the counseling field. All agency clinical supervisors in their evaluation of the preparation of students for the practicum and internship experiences were very satisfied or satisfied, and all were very satisfied or satisfied with the overall effectiveness of the program in preparing students for entry level counseling positions in the community. Most clinical supervisors rated students as much better prepared as compared to students with similar educational preparation from other programs. Results from the Student Exit Survey indicated that all students thought that the program adequately prepared them for an entry level position in counseling. The main recommendations is this area are to increase focus on the measurement of practicum and internship outcomes and to offer graduate level courses in the area of clinical supervision. Graduate Achievements: There remains a high unmet need for counselors with a specialization in rehabilitation counseling in New Jersey and the surrounding areas. Graduates continue to be successful in obtaining employment after completing the program. Employment follow-up efforts have shown an employment rate approaching 100%. The pass rate on the Certified Rehabilitation Counselor (CRC) Examination for program students and graduates is consistently above the national average. As program graduates careers unfold, they have been active in professional associations and in activities related to the program such as becoming clinical supervisors for students in the practicum and internship, serving on the Advisory Committee, and teaching as an adjunct in the program. However, a barrier to program graduates in advancing their careers is the separate licensure in New Jersey for professional counselors and for rehabilitation counselors. The program has addressed this by obtaining CACREP accreditation, which, by New Jersey regulation, is deemed as meeting the educational requirement for the Licensed Associate Counselor (LAC), the first step toward attaining the Licensed Professional Counselor (LPC). Additionally, efforts are being made to change the counselor licensure law to have single licensure in New Jersey. The main recommendation is this area is to continue to work with interested parties to change the New Jersey counselor licensure law. Recruitment and Retention of Students: As described in section of the report on recruitment and retention, the program makes extensive, ongoing recruitment efforts, particularly with regard to recruiting a diverse applicant pool. The program has been successful in recruiting students from traditionally under-represented groups including students from minority groups and students with disabilities. The program also uses a number of strategies to encourage retention of students. These have been effective in retaining students from traditionally under-represented groups. The main recommendation from this area is to maintain both CORE and CACREP accreditation. Program Support and Resources: The program has excellent support from the Department, SHRP, and UMDNJ. The program also has excellent resources for

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student tuition support including the UMDNJ Financial Aid Office, SHRP scholarships, and four grants from the Rehabilitation Services Administration, which are used primarily for tuition scholarships. These resources facilitate the recruitment and retention of students. UMDNJ has implemented a new platform, Moodle, for online courses, and training is available to program faculty to use this platform. The main recommendation from this area is to continue to work with UMDNJ departments and services to improve services Overall Faculty Strength and Experience: The program has four full time faculty members, all of whom either are Certified Rehabilitation Counselors or on a path to this credential. The high quality of the faculty was noted by students in the Student Survey as an area of strength of the program. Faculty was deemed to meet all relevant accreditation standards in the CACREP Self-study and site review process in 2009. Additionally, the quality of the faculty has been recognized by the awards and honors the faculty has received including the SHRP Excellence in Teaching Award, received by two faculty members, and the SHRP Excellence in Research Award, received by one faculty. Program faculty members are active in professional associations, community service activities, conference presentations, and publication of research. The main recommendation from this area is to hire new faculty with a doctoral from a CACREP accredited doctoral program and holding the CRC credential, when faculty openings occur. Summary: The program has carried out an array of program evaluation and self study activities including the Student Survey of current students, the Student Exit Survey, and the Clinical Supervisor Survey. It should be noted that many clinical supervisors are also employers Also, there has been external review by the Rehabilitation Counseling Advisory Committee, by CACREP as part of the Self-study and site visit process to attain CACREP accreditation, and as part of the Van Houtte study. Summary reports from the Student Survey, Student Exit Survey, SHRP Student Learning Outcomes Report, and the Clinical Supervisor Survey, as well as a list of Advisory Committee members and a PowerPoint of the Van Houtte study follow the Report. The results of these program evaluation and self-study efforts have provided valuable information on program strengths and areas for improvement, as described in this Report. It is our intention to implement all recommendations from the Report, per the time frames in the Recommendations sections of the Report. This Report will be submitted to the Department Chair and to the SHRP Interim Dean for their review. The Report will also be reviewed by the program’s Advisory Committee. Report submitted by: Janice Oursler, Ph.D., NCC, CRC Program Director, M.S. in Rehabilitation Counseling Community Counseling Track August, 2012

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Appendix A: Student Survey: Current Students Summary of Results and Survey Form

Student Survey: 2012

2. I am enrolled in the following program 97.9% 46 MS in Rehabilitation Counseling - Community Counseling Track 2.1% 1 Certificate Program

3. I attend 80.9% 38 Part time (taking one or two courses per semester) 19.1% 9 Full time (taking three or more courses per semester)

4. My status is 93.6% 44 Matriculated 6.4% 3 Non Matriculated

5. This is my 51.1% 24 First year in the program 25.5% 12 Second year in the program 23.4% 11 Third year in the program

6. I attend the 80.9% 38 Scotch Plains campus 19.1% 9 Stratford campus

7. Currently I am 59.6% 28 Employed full time 23.4% 11 Not employed 17.0% 8 Employed part time

8. My employment setting is in 38.9% 14 Other mental health or human services 27.8% 10 Rehabilitation Counseling 16.7% 6 A field not related to human services 11.1% 4 Psychiatric Rehabilitation 5.6% 2 Community Counseling

9. My work setting is 57.1% 20 Non-profit agency 31.4% 11 State of other government agency 11.4% 4 Private, for-profit setting

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Section - Access to Resources

10. While in the program, I used UMDNJ email: 51.1% 24 Often 23.4% 11 Rarely 21.3% 10 Sometimes 4.3% 2 Never

11. While in the program, I used the electronic connection to UMDNJ libraries: 53.2% 25 Often 27.7% 13 Sometimes 17.0% 8 Rarely 2.1% 1 Never

12. While in the program, I used UMDNJ computer laboratory facilities: 34.0% 16 Sometimes 25.5% 12 Often 21.3% 10 Never 19.1% 9 Rarely

Section - Aspects of your Experience

Instructions Provided To Respondents Rate the following aspects of your experience using the scale listed.

13. Availability of information about the program 53.2% 25 Good 38.3% 18 Excellent 6.4% 3 Neutral 2.1% 1 Poor

14. Admissions process and orientation 55.3% 26 Good 23.4% 11 Excellent 10.6% 5 Neutral 4.3% 2 Fair 4.3% 2 Poor 2.1% 1 No Experience or Not Applicable

15. Library orientation 38.3% 18 Good 23.4% 11 Neutral 14.9% 7 No Experience or Not Applicable 10.6% 5 Poor 8.5% 4 Excellent 4.3% 2 Fair

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16. Library facilities 29.8% 14 Good 29.8% 14 No Experience or Not Applicable 12.8% 6 Excellent 12.8% 6 Neutral 8.5% 4 Fair 6.4% 3 Poor

17. Online library resources such as journals 61.7% 29 Good 21.3% 10 Excellent 6.4% 3 Fair 6.4% 3 Neutral 4.3% 2 Poor

18. Counseling-related journals online in the library 51.1% 24 Good 25.5% 12 Excellent 14.9% 7 Neutral 4.3% 2 Poor 2.1% 1 Fair 2.1% 1 No Experience or Not Applicable

19. Computer laboratory facilities 31.9% 15 Good 19.1% 9 Fair 14.9% 7 Neutral 14.9% 7 No Experience or Not Applicable 10.6% 5 Excellent 8.5% 4 Poor

20. Information technology services 31.9% 15 Neutral 25.5% 12 Good 21.3% 10 No Experience or Not Applicable 10.6% 5 Poor 8.5% 4 Fair 2.1% 1 Excellent

21. Availability of faculty advisement 40.4% 19 Good 38.3% 18 Excellent 8.5% 4 Neutral 6.4% 3 No Experience or Not Applicable 4.3% 2 Poor 2.1% 1 Fair

22. Internet or web-enhanced courses 27.7% 13 No Experience or Not Applicable 23.4% 11 Neutral

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19.1% 9 Good 17.0% 8 Fair 8.5% 4 Poor 4.3% 2 Excellent

23. UMDNJ tutoring or counseling services 53.2% 25 No Experience or Not Applicable 27.7% 13 Neutral 10.6% 5 Good 4.3% 2 Fair 2.1% 1 Excellent 2.1% 1 Poor

24. UMDNJ administrative services 40.4% 19 Good 27.7% 13 Neutral 19.1% 9 No Experience or Not Applicable 8.5% 4 Fair 2.1% 1 Excellent 2.1% 1 Poor

25. Campus classroom facilities 42.6% 20 Good 34.0% 16 Neutral 10.6% 5 Fair 8.5% 4 Excellent 4.3% 2 Poor

26. Please comment on any of the areas above that you rated as "Fair" or "Poor" with your suggestions for improvement. We would also appreciate any other comments you may have about your experiences with the above areas. #23: didn't know about this. (0000033435 Anonymous) Access to more full time classes for S. Jersey students (Stratford campus). (0000033438 Anonymous) Admissions process is rated a (4) for the orientation portion of the question. I would rate the admissions process itself a (2) - although lots of detailed information was provided for the process, information was received from several sources which made the process confusing. There was lots of overlap, but presented confusion when you receive from several sources. (0000037732 Anonymous) Clearer communication with admin. I don't know much about library services. (0000033425 Anonymous) Computer lab facilities-some computers don't work or it's difficult to print. Technology services-they are never available. I didn't receive advisement from the advisor. And Administrative Services didn't respond to my emails in a timely manner. (0000033248 Anonymous) computers never worked properly. (0000033657 Anonymous) Faculty is often available through email which limits access to them. (0000033231 Anonymous) My experience when I needed a tutor were so disappointing. I called and left several messages for four straight days. I got called back after one week and she couldn't get anybody to tutor me because there were not enough

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students. I tried a second time but the same thing happened. That was disappointing to me; I believe the tutoring should be improved due to my last experience. (0000037731 Anonymous) needs more tutoring. (0000033643 Anonymous) No student lounge; evening classes w/o access to cafeteria. Info tech services - my problems with internet access has been ongoing since Fall 2011 semester. Designate a communal area where students can eat on a table. (0000037830 Anonymous) Please, please, please make all internet services through UMDNJ more organized and more easily accessible. (0000033433 Anonymous) The admissions process was fragmented and stressful. Admissions staff in Newark were not helpful in regards to resolving issues with financial aid, the immunization requirements and other required materials. (0000037829 Anonymous) The admissions process was very stressful. Many things were lost and unorganized on UMDNJ's part. This however does not reflect on the program. Wehat kept me going on with my application/admission process was the constant contact with Dr. Oursler. (0000037735 Anonymous) The computer room and classroom facilities need to be updated. (0000033315 Anonymous) The search engine was unreliable, access to journals was difficult to get. The logging on process is very cumbersome - multiple log in. The website design is poorly designed, the results were sparse. It limited access to databases. (0000037831 Anonymous) The web course I took was on Angel which was not a "user-friendly" program for visually impaired students. Angel was not a great program which is why I rated it as a 2. However, I heard wonderful things about the new software which I haven't used yet. (0000033230 Anonymous) too cold/hot in building (0000033646 Anonymous)

Section - Educational Experience

Instructions Provided To Respondents Based on your educational experience in the program, please respond to the following statements.

27. Faculty are interested in my success 51.1% 24 Agree 44.7% 21 Strongly Agree 2.1% 1 Neutral 2.1% 1 Not Applicable

28. Faculty are enthusiastic about teaching 55.3% 26 Strongly Agree 36.2% 17 Agree 6.4% 3 Neutral 2.1% 1 Not Applicable

29. Faculty are experts in their command of course content 51.1% 24 Strongly Agree 44.7% 21 Agree

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2.1% 1 Neutral 2.1% 1 Not Applicable

30. Faculty seem to have sufficient time for teaching 51.1% 24 Agree 42.6% 20 Strongly Agree 4.3% 2 Not Applicable 2.1% 1 Disagree

31. Faculty are available for consultation/advisement 53.2% 25 Agree 40.4% 19 Strongly Agree 4.3% 2 Neutral 2.1% 1 Not Applicable

32. Theoretical instruction is of high quality 53.2% 25 Agree 40.4% 19 Strongly Agree 4.3% 2 Not Applicable 2.1% 1 Neutral

33. Clinical instruction is of high quality 43.5% 20 Agree 28.3% 13 Strongly Agree 17.4% 8 Not Applicable 10.9% 5 Neutral

34. The program emphasizes quality education 53.2% 25 Strongly Agree 42.6% 20 Agree 2.1% 1 Neutral 2.1% 1 Not Applicable

35. Course content is related to my job in counseling 42.6% 20 Agree 40.4% 19 Strongly Agree 12.8% 6 Not Applicable 2.1% 1 Disagree 2.1% 1 Neutral

36. I use knowledge learned in the program on my current job 40.4% 19 Agree 29.8% 14 Strongly Agree 19.1% 9 Not Applicable 10.6% 5 Neutral

37. I use skills learned in the program on my current job 42.6% 20 Agree 27.7% 13 Strongly Agree 21.3% 10 Not Applicable

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6.4% 3 Neutral 2.1% 1 Disagree

38. Attending this program will help me in my career 61.7% 29 Strongly Agree 31.9% 15 Agree 4.3% 2 Not Applicable 2.1% 1 Neutral

39. Support staff are responsive to requests for information 40.4% 19 Agree 31.9% 15 Strongly Agree 17.0% 8 Neutral 10.6% 5 Not Applicable

40. Please comment on any of the areas above that you selected "Disagree" or "Strongly Disagree" with your suggestions for improvement. We would also appreciate any other comments you may have about your experiences with the above areas. I am very pleased with this program and my studies. Although this program required a lot of work, I feel very prepared as a rehabilitation counselor. I'm excited to have a masters from UMDNJ and to begin my career as a certified rehabilitation counselor after I graduate and complete my examination. (0000033230 Anonymous) quest #28: answered agree and strongly agree; ques 32: answered neutral & strongly agree with the comment, "depends on faculty"; ques 34 answered with neutral and agree; ques 36: answered with agree & strongly agree; ques 37: answered with agree & strongly agree; ques 39: answered with neutral and agree; (0000033435 Anonymous) Student did not answer any of these questions (27-39) (0000033655 Anonymous)

41. List and describe three aspects of the program you believe are major strengths. Please be specific. 1 faculty make themselves available 2. faculty provide adequate material that matches exams 3. there are many aspects of the field you can explore. (0000033317 Anonymous) 1. Availability of instructors for additional assistance. 2. Allowance for classroom debate & discussion. 3. Dual accreditation. (0000033438 Anonymous) 1. closely related to workplace needs; attuned to field's needs. (0000033201 Anonymous) 1. Counseling approaches 2. knowledge of disabilities 3. study on supportive education (0000033654 Anonymous) 1. Course work relates to job 2. Professors 3. Time of classes (0000033425 Anonymous) 1. curriculum 2. presentations (0000033645 Anonymous) 1. Great faculty 2. Great support staff 3. Very informative (0000033433 Anonymous) 1. great information 2. good internships 3. two areas a student can get certified. (0000033651 Anonymous) 1. instructors-excellent 2. materials-good 3. content-excellent applicable (0000033655 Anonymous)

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1. not found at other universities (the program). 2. strong teachers - (Dr. Herrick) (0000033646 Anonymous) 1. Prof take time after class to address any concerns w/classroom. 2. Presentation of courses is relevant to my job. 3. Dr. Lu is extremely knowledged professor who spends quality time with student. (0000033657 Anonymous) 1. Professor's knowledge 2. Structure of courses. (0000033422 Anonymous) 1. Professors are excellent teachers. 2. Accessibility to on-line journal resources is great. I never had to go to a library. It could all be done online. (0000033229 Anonymous) 1. Professors are knowledgeable and caring. 2. Courses are useful. (0000033248 Anonymous) 1. Quality of professors 2. background of professors (0000033167 Anonymous) 1. staff availablility/support. 2. accreditations 3. program courses. (0000033652 Anonymous) 1. Teachers are informative and excited to teach. 2. Welcoming environment 3. Small class sizes. (0000033643 Anonymous) 1. use and teaching of counseling technique. 2. student centered. 3. small classrooms. (0000033199 Anonymous) 1. Well informed instructors 2. Open classroom discussion 3. Well developed material (0000033429 Anonymous) 1. close to home 2. quiet campus 3. small classrooms (0000033171 Anonymous) 1. course content (0000033316 Anonymous) 1. faculty & advisement 2. course curriculum 3. course instruction. (0000033230 Anonymous) 1. faculty 2. support 3. courses (0000033168 Anonymous) 1. Hands on 2. current info (0000033172 Anonymous) 1. Internship in Rehab centers 2. Teacher's knowlege & experience 3. Accreditation (0000033436 Anonymous) 1. knowledge of disabilities 2. counseling approach 3. reasearch (0000033656 Anonymous) 1. Professors are helpful. 2. Material covered is useful. (0000033318 Anonymous) 1. Professors care and are available (0000033437 Anonymous) 1. quality education/standards 2. work 3. reputation (0000033232 Anonymous) 1. quality of group supervision 2. placing theory into practice through intership. (0000033233 Anonymous) 1. Small classroom sizes. 2. Certain professors can assist and motivate their students. Others not so much. 3. Counseling techniques are greatly emphasized. (0000033223 Anonymous) 1. Some faculty are excellent. 2. The courses are mainly relevant. (0000033435 Anonymous) 1. teaching 2. course-work 3. library resources (0000033231 Anonymous) Curriculum closely matches CORE and CACREP requirements. Teachings are very accurate and up to date with real life services. Instructors are genuinely concerned with students' success. (0000037732 Anonymous)

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Faculty members. Course content. Accredation. (0000037830 Anonymous) Faculty. Location. Current course content. (0000037829 Anonymous) Facutly. Relatively small class size. Research/library facilities. (0000037733 Anonymous) Good communication w/staff to get help if needed. Teach things that ware useful, everything taught is clearly explained. (0000037828 Anonymous) Hope of getting a job, cirriculum of the course, professors. (0000037731 Anonymous) Not yet to know because its only my second semester. I could answer this question when I almost complete my courses. I would know what the major strength for this program is. (0000037831 Anonymous) Passion/knowledge of professors. Strong accreditation/dual. (0000037734 Anonymous) Professors. Accreditations. They way the classes are set up - one is more clinically based while the other is more text based. (0000037735 Anonymous)

42. List and describe three aspects of the program you believe are most in need of improvement. Please be specific. It would be helpful if you included your recommendations on how each area could be improved. . (0000037828 Anonymous) 1. A better explanation of this program. (0000033433 Anonymous) 1. add evaluations of teachers, such as observing class time 2. 3. re-think group assignments. students do not live near each other and most work full time. (0000033232 Anonymous) 1. bigger facility 2. more flexibility in class times like more evening classes. (0000033651 Anonymous) 1. Books need to be utilized more in the classroom. I feel they are a waste of money because we never use them. 2. Updated labs and technology in classrooms. 3. School website needs to be updated so it can be accessed easier. (0000033317 Anonymous) 1. Building is in poor condition. Could use better furniture/nicer appearance. 2. Internship hours should be more balanced to 300 hrs/semester versus making students do one semester of 600 hrs. (0000033229 Anonymous) 1. Computer lab (computers need to be repaired). 2. More class offerings in S. Jersey (0000033438 Anonymous) 1. Computer lab more user-friendly 2. Courses should be more flexible as to when they are available (time, semesters). 3. Courses should be more diversified. Less focus on community counseling and more on other areas of rehab. (0000033437 Anonymous) 1. computer labs-updated equipment 2. Scotch Plains facilities-classrooms (0000033315 Anonymous) 1. computer libraries-more working computers/printers 2. reduction in price of tuition 3. flexibility in courses (when offered). (0000033652 Anonymous) 1. Internship "should not" be dictated to JVS or DVR if students are not interested. 2. Prof need to understand that their style of writing should by mimic by student but student should perfect their style in their own voice. 3. Some assignments has nothing to do with the workdforce. (0000033657 Anonymous) 1. Library page is messy. 2. Horrible services for disabilities. (0000033318 Anonymous)

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1. more experience of actual counseling process (like more insight) 2. The process of breaking confidentiality when someone threatens self or others. Like what happens/protocols/experience. (0000033656 Anonymous) 1. more geared toward life. 2. helpful preparing for life. 3. flexibility of class schedule for students who work full time. (0000033167 Anonymous) 1. more hands on practice/counseling (0000033654 Anonymous) 1. More night classes. (0000033643 Anonymous) 1. no cafeteria 2. no library. (0000033199 Anonymous) 1. No cafeteria. 2. No library 3. Internship is full time--can't keep a job to support self. (0000033223 Anonymous) 1. not addressing enough psych rehab. (0000033646 Anonymous) 1. online library resources-the website is constantly changing so using these resources and website would be helpful. 2. classroom facilities: sometimes the technology equipment isn't always working, so updating the equipment in the classroom and making it more compatible with outside laptops or computers. (0000033230 Anonymous) 1. The campus is old. The rooms are cold. The bathooms smell. (0000033248 Anonymous) 1. explanation of focus of program on vocational services (0000033233 Anonymous) 1. ist/computer 2. classrooms 3. audio systems (0000033231 Anonymous) 1. job placement 2. career services (0000033170 Anonymous) 1. no cafeteria 2. no library 3. internships 40 hrs a week, plus 30 hrs of research, too much. (0000033171 Anonymous) 1. online course 2. small (0000033168 Anonymous) 1. Redundancy of content in each class (0000033422 Anonymous) 1. Spanish language classes (0000033436 Anonymous) Advocacy for rehab counseling program in Stratford campus. Previous graduate meet and greet. Link previous graduate of program as mentor for 1st year. (0000037830 Anonymous) Affordable.Availability of courses at our campus. We would like to see an option to take more classes per semester. (0000037734 Anonymous) As much as I love my professors, I am nervous I will have the same two professors my entire graduate career. More classes offered. Maybe something online where we can be or stay connected with alumni. (0000037735 Anonymous) Classes offered on different days/times on Stratford campus so that students have more options. (0000037829 Anonymous) Have only been here 2 months. (0000033425 Anonymous) It would be helpful to have the internship divided into 2 semesters (work load is heavy). (0000033172 Anonymous) Presentation. Exams - improve to I study for my exams. Follow course curriculum. (0000037731 Anonymous)

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Some of the required courses are specific to a particular area of couseling. To require this of students beyond the intro does not seem beneficial i.e. heavy focus on traditional one on one counseling whereas there are amny areas in RC that will not be performing traditional couseling. Suggest having certain focal areas as a separate course (counseling skills for traditional counseling; course for VR type positions, course for assistive technology liaisons). (0000037732 Anonymous) The short or long video from online might need to add the closed caption. (0000037831 Anonymous) Work/school balance. Admissions. Student health services. (0000037733 Anonymous)

43. Over the past year, are there areas of the program or the university you think have improved? 50.0% 23 No 50.0% 23 Yes

44. If you answered yes, what has improved? Please be specific. Accessibility to staff (0000033172 Anonymous) Career Counseling has a new professor who is better than the old professor. (0000033223 Anonymous) Dr. X no longer teaching. (0000033232 Anonymous) computer lab (0000033654 Anonymous) computers are much better, easier to use. (0000033229 Anonymous) Content discussion of subjects--exposure to third party experts. (0000033655 Anonymous) Content of class in relation to counseling. (0000033167 Anonymous) did not answer question only said "unsure" (0000033652 Anonymous) Faculty (0000033168 Anonymous) I haven't been here 1 year. (0000033645 Anonymous) more professors that care. (0000033651 Anonymous) The computer lab is getting better. (0000033231 Anonymous) The material of the curriculum. I believe it is more structured and community counseling focused. (0000033230 Anonymous) There should be a class on grant writing for those wanting to open their own practice and how medicaid, medicare, private reimbursement for services is conducted. (0000033657 Anonymous) use of counseling techniques and interventions with clients. (0000033199 Anonymous) We are allowed to stay in room during our break b/w classes. (0000037830 Anonymous) Eight respondents did not answer quest 43 (0000033422 Anonymous) One wrote on survey n/a for question 43 (0000033425 Anonymous)

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45. Over the past year, are there areas of the program or the University you think are not as good as they used to be? 78.3% 36 No 21.7% 10 Yes

46. If you answered yes, what is not as good? Please be specific. At the SHRP there is no longer a student lounge or area with a working microwave. (0000037829 Anonymous) Bathroom smell has gotten worse. (0000033167 Anonymous) I wihs that the courses were offered more hours or times a week. There needs to be more of a choice. Need a night schedule or weekend schedule. (0000033643 Anonymous) I've only been here 1 month. (0000033645 Anonymous) Internet access and delivery. (0000033433 Anonymous) Six respondents did not answer ques 45 (0000033435 Anonymous) One wrote on survey n/a for question 45 (0000033425 Anonymous)

47. Please provide any additional comments you may have. On-line library resources (1) for ease of use. Library staff are extremely helpful in assisting, however, the information is overwhelming and just a brief tutorial does not seem sufficient to assist students with understanding how to find the information they need. Campus classroom facilities (2) - more investment should be made for instructional technology. Services for faculty to record classes, support hearing impaired, support webcasting for various needs. Facilities are not large, so should not cost magnitudes of money to upgrade/add technology in the classrooms. (0000037732 Anonymous) I think the success of the program would be base on if implementation of what the workforce need dictate and currently some aspect of the program are old and no longer applicable. (0000033657 Anonymous) To make Psych Rehab feel more a part of the campus, maybe by bringing a student lounge back. Get the school to have a club that does things collective to make us known on campus. (0000037828 Anonymous)

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UNIVERSITY OF MEDICINE AND DENTISTRY OF NEW JERSEY School of Health Related Professions

Department of Psychiatric Rehabilitation and Counseling Professions

Student Survey: 2012

We are requesting your opinions about your experience as a student in our graduate programs. Your responses help us to evaluate the program and make improvements. Please read each question carefully. Check or rate the appropriate response for each item or write your responses where indicated. The survey should take 10 to 15 minutes to complete. Thank you for your help. Today’s Date: ____________ 1. I am enrolled in the following program:

_____ M.S. in Rehabilitation Counseling –Community Counseling Track _____ M.S. in Psychiatric Rehabilitation - Leadership Track _____ A certificate program _____ Doctoral Program in Psychiatric Rehabilitation

2. I attend: _____ Part time (taking one or two courses per semester)

_____ Full time (taking three or more courses per semester)

3. I am ______ Matriculated ______ Nonmatriculated 4. This is my _____ First year in the program

_____ Second year in the program _____ Third year in the program

5. I attend the _____ Scotch Plains campus

_____ Stratford campus

6. I am _____ Employed full time _____ Employed part time _____ Not employed (Go to question 9) 7. My employment setting is in _____ Rehabilitation counseling _____ Community counseling _____ Psychiatric rehabilitation _____ Other mental health or human services _____ A field not related to human services 8. My work setting is _____ State or other government agency _____ Non-profit agency _____ Private, for-profit setting

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9. Do you use: UMDNJ e-mail: _____ Often _____ Sometimes ______ Rarely _____ Never UMDNJ libraries on-line resources such as journals:

_____ Often _____ Sometimes _____ Rarely ____ Never UMDNJ computer laboratory facilities:

_____ Often _____ Sometimes _____ Rarely_____ Never 10. Rate the following aspects of your experience with the following items using the rating scale listed below. Please write your rating next to each item. If you wish, you may add comments about your ratings.

Excellent – 5 Good – 4 Neutral - 3 Fair – 2

Poor – 1 No Experience or Not Applicable – N/A

a. Availability of information about the program: _____ b. Admissions process and orientation: _____

c. Library orientation: _____

d. Library facilities: _____

e. On-line library resources such as journals: _____

f. Counseling-related journals on-line in the library: ______

g. Computer laboratory facilities: _____

h. Information technology services: _____

i. Availability of faculty advisement: _____

j. Internet or web-enhanced courses: ______

k. UMDNJ tutoring or counseling services: _____

l. UMDNJ administrative services: _____

m. Campus classroom facilities: ______

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k. Other (please identify): ____________________________________ Comments: (Use the back of the page, if needed.) Please comment on any areas you rated as 2 or 1 with your suggestions for improvement. We would also appreciate any other comments you may have about your experiences with the above areas. 11. Based on your educational experience in the program, please respond to the following statements using the scale below. If you wish, you may add comments about your ratings. Strongly Agree – 5 Agree – 4 Neutral – 3 Disagree – 2 Strongly Disagree – 1 Not Applicable – N/A

a. Faculty are interested in my success: ______ b. Faculty are enthusiastic about teaching: ______

c. Faculty are expert in their command of course content: ______

d. Faculty seem to have sufficient time for teaching: ______

e. Faculty are available for consultation/advisement: ______

f. Theoretical instruction is of high quality: ______

g. Clinical instruction is of high quality: ______

h. The program emphasizes quality education: _____

i. Course content is related to my job in counseling: ______

j. I use knowledge learned in the program on my current job: ______

k. I use skills learned in the program on my current job: ______

l. Attending this program will help me in my career: ______

m. Support staff are responsive to requests for information: ______

Comments: (Use the back of the page, if needed.)

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Please comment on any areas you rated as 2 or 1 with your suggestions for improvement. We would also appreciate any other comments you may have about your experiences with the program in which you are enrolled. 12. List three aspects of the program you believe are its major strengths. Please be specific. Add comments if you wish. 1. 2. 3. 13. List three aspects of the program you believe are most in need of improvement. Please be specific. It would be helpful if you included your recommendations on how each area could be improved.

1. 2. 3. 14. Over the past year, are there areas of the program or the university you think have improved?

_____ Yes _____ No

If you answered yes, what has improved? Please be specific. 15. Over the past year, are there areas of the program or the university you think are not as good as they used to be?

_____ Yes _____ No

If you answered yes, what is not as good? Please be specific. Any additional comments you may have: (Use back of page if needed)

Thank you for your help!

Rev. Spring 2012

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Appendix B: Student Exit Survey: Summary of Results and Survey Form

Student Exit Survey Results The following is a tabular depiction of the responses to each survey question. Additional comments provided by respondents, if any, are included after each table.

Section - Profession Identity and Ethical Behavior

1. History of the counseling field 53.8% 7 Prepared me well 23.1% 3 Prepared me very well 15.4% 2 Adequate preparation 7.7% 1 Minimal preparation

2. Philosophical foundations 46.2% 6 Prepared me well 23.1% 3 Prepared me very well 15.4% 2 Adequate preparation 15.4% 2 Minimal preparation

3. Relevant legislation 30.8% 4 Adequate preparation 30.8% 4 Prepared me well 23.1% 3 Prepared me very well 15.4% 2 Minimal preparation

4. Ethical standards in counseling 69.2% 9 Prepared me well 23.1% 3 Prepared me very well 7.7% 1 Minimal preparation

5. Societal issues and trends 53.8% 7 Prepared me well 23.1% 3 Prepared me very well 15.4% 2 Adequate preparation 7.7% 1 Minimal preparation

6. Organization of the community service system 53.8% 7 Prepared me well 23.1% 3 Prepared me very well 15.4% 2 Adequate preparation 7.7% 1 Minimal preparation

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Section - Social and Cultural Diversity

7. Multicultural theories and concepts 53.8% 7 Prepared me very well 38.5% 5 Prepared me well 7.7% 1 Adequate preparation

8. Applying multicultural concepts to practice 53.8% 7 Prepared me very well 38.5% 5 Prepared me well 7.7% 1 Adequate preparation

9. Obtaining multicultural information 46.2% 6 Prepared me very well 46.2% 6 Prepared me well 7.7% 1 Adequate preparation

10. Counseling individuals from diverse backgrounds 53.8% 7 Prepared me very well 38.5% 5 Prepared me well 7.7% 1 Adequate preparation

Section - Human Growth and Development

11. Growth and development over the life span 69.2% 9 Prepared me well 15.4% 2 Adequate preparation 15.4% 2 Prepared me very well

12. Individual response to disability 61.5% 8 Prepared me well 30.8% 4 Prepared me very well 7.7% 1 Adequate preparation

13. Family response to disability 61.5% 8 Prepared me well 15.4% 2 Adequate preparation 15.4% 2 Prepared me very well 7.7% 1 Minimal preparation

Section - Medical and Psychosocial Aspects of Disability

14. Medical aspects of disability 53.8% 7 Prepared me well 38.5% 5 Prepared me very well 7.7% 1 Adequate preparation

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15. Medical terminology 61.5% 8 Prepared me well 30.8% 4 Prepared me very well 7.7% 1 Adequate preparation

16. Medical intervention process 76.9% 10 Prepared me well 15.4% 2 Prepared me very well 7.7% 1 Adequate preparation

17. Psychopathology 76.9% 10 Prepared me well 23.1% 3 Prepared me very well

18. Use of the DSM 46.2% 6 Prepared me very well 46.2% 6 Prepared me well 7.7% 1 Adequate preparation

19. Psychiatric rehabilitation 53.8% 7 Prepared me very well 46.2% 6 Prepared me well

20. Co-occurring disorders 53.8% 7 Prepared me well 23.1% 3 Adequate preparation 23.1% 3 Prepared me very well

21. Adjustment to disability 76.9% 10 Prepared me well 23.1% 3 Prepared me very well

Section - Career Development and Career Counseling

22. Career development theories 46.2% 6 Prepared me very well 38.5% 5 Prepared me well 15.4% 2 Adequate preparation

23. Applying career development theory to practice 46.2% 6 Prepared me very well 38.5% 5 Prepared me well 15.4% 2 Adequate preparation

24. Assisting individuals with career planning 53.8% 7 Prepared me well 30.8% 4 Prepared me very well

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15.4% 2 Adequate preparation

25. Using occupational information resources 53.8% 7 Prepared me well 30.8% 4 Prepared me very well 15.4% 2 Adequate preparation

26. Job analysis 30.8% 4 Adequate preparation 30.8% 4 Prepared me very well 30.8% 4 Prepared me well 7.7% 1 Minimal preparation

27. Functional assessment 46.2% 6 Prepared me well 30.8% 4 Prepared me very well 15.4% 2 Adequate preparation 7.7% 1 Minimal preparation

28. Using assistive technology in employment 53.8% 7 Prepared me well 30.8% 4 Prepared me very well 15.4% 2 Adequate preparation

29. Supported employment 46.2% 6 Prepared me well 38.5% 5 Prepared me very well 7.7% 1 Adequate preparation 7.7% 1 Minimal preparation

Section - Group and Family Work

30. Group counseling theories 69.2% 9 Prepared me well 15.4% 2 Adequate preparation 15.4% 2 Prepared me very well

31. Planning a group 84.6% 11 Prepared me well 15.4% 2 Prepared me very well

32. Leading a group 69.2% 9 Prepared me well 30.8% 4 Prepared me very well

33. Evaluating a group 61.5% 8 Prepared me well 30.8% 4 Prepared me very well

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7.7% 1 Adequate preparation

34. Family counseling approaches 38.5% 5 Adequate preparation 30.8% 4 Prepared me well 15.4% 2 Minimal preparation 15.4% 2 Prepared me very well

Section - Evaluation and Assessment

35. Assessment statistics such as reliability/validity 46.2% 6 Prepared me well 30.8% 4 Prepared me very well 15.4% 2 Adequate preparation 7.7% 1 Minimal preparation

36. Select relevant assessments 53.8% 7 Prepared me well 23.1% 3 Adequate preparation 23.1% 3 Prepared me very well

37. Administering assessments 53.8% 7 Prepared me well 23.1% 3 Adequate preparation 23.1% 3 Prepared me very well

38. Explaining assessment outcomes to clients 69.2% 9 Prepared me well 23.1% 3 Prepared me very well 7.7% 1 Adequate preparation

39. Using assessment information in planning 53.8% 7 Prepared me well 46.2% 6 Prepared me very well

Section - Research and Program Evaluation

40. Knowledge of basic statistical concepts 46.2% 6 Prepared me well 30.8% 4 Prepared me very well 23.1% 3 Adequate preparation

41. Interpreting journal articles about counseling 61.5% 8 Prepared me well 23.1% 3 Prepared me very well 15.4% 2 Adequate preparation

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42. Implementing program evaluation 46.2% 6 Prepared me well 30.8% 4 Adequate preparation 23.1% 3 Prepared me very well

43. Translating research into practice 61.5% 8 Prepared me well 15.4% 2 Adequate preparation 15.4% 2 Prepared me very well 7.7% 1 Minimal preparation

Section - Counseling Theories and Approaches

44. Counseling theories 61.5% 8 Prepared me well 30.8% 4 Prepared me very well 7.7% 1 Adequate preparation

45. Applications of counseling theories to counseling individuals 61.5% 8 Prepared me well 30.8% 4 Prepared me very well 7.7% 1 Adequate preparation

46. Counseling persons with disabilities 69.2% 9 Prepared me well 30.8% 4 Prepared me very well

47. Wellness and recovery strategies 84.6% 11 Prepared me well 7.7% 1 Adequate preparation 7.7% 1 Prepared me very well

48. Prevention in the community 76.9% 10 Prepared me well 15.4% 2 Prepared me very well 7.7% 1 Adequate preparation

Section - The Helping Relationship

49. Basic counseling skills 61.5% 8 Prepared me very well 38.5% 5 Prepared me well

50. Advanced counseling skills 53.8% 7 Prepared me very well 46.2% 6 Prepared me well

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51. Obtaining client informed consent 61.5% 8 Prepared me very well 38.5% 5 Prepared me well

52. Observing client confidentiality 61.5% 8 Prepared me very well 30.8% 4 Prepared me well 7.7% 1 No preparation

53. Developing treatment/service plans 46.2% 6 Prepared me very well 46.2% 6 Prepared me well 7.7% 1 Adequate preparation

54. Case documentation of services 53.8% 7 Prepared me very well 38.5% 5 Prepared me well 7.7% 1 Adequate preparation

55. Case management processes 53.8% 7 Prepared me well 38.5% 5 Prepared me very well 7.7% 1 Adequate preparation

56. Client advocacy skills 46.2% 6 Prepared me very well 46.2% 6 Prepared me well 7.7% 1 Adequate preparation

57. Consultation skills 61.5% 8 Prepared me well 30.8% 4 Prepared me very well 7.7% 1 Adequate preparation

58. Using community resources 61.5% 8 Prepared me well 23.1% 3 Prepared me very well 15.4% 2 Adequate preparation

59. Quality of individual supervision 53.8% 7 Prepared me very well 46.2% 6 Prepared me well

60. Quality of group supervision 53.8% 7 Prepared me very well 38.5% 5 Prepared me well 7.7% 1 Adequate preparation

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Section - Other

61. The program adequately prepared me for an entry level position in counseling. 100% 13 Yes

62. Please share any comments that you may have about being adequately prepared for an entry level position. The program was serious and upheld higher standards. (0000037837 Anonymous)

63. I was satisfied with my overall experience in the program. 92.3% 12 Yes 7.7% 1 No

64. Please share any comments you may have about being satisfied with your overall experience in the program. In looking back, I believe starting the program with Dr. Gill raised the bar and made me believe this was a very serious, prestigious program. (0000037837 Anonymous) Sometimes the assignments were too many but all helpful. (0000037834 Anonymous)

65. I would recommend this program other interested students. 92.3% 12 Yes 7.7% 1 No

66. Please share any comments that you may have with regard to recommending this program to other interested students. I have recommended this program to co-workers. (0000037838 Anonymous) I like how it prepared me for enhancing counseling skils. How to work on developing case conceptualization. Individual supervision in school was more beneficial compared to other students who were not. (0000037840 Anonymous)

67. In my opinion, the major strengths of the program are: Course curriculum. Structure of the program. Availability/accessibility of faculty members. (0000037834 Anonymous) Exellent professors - very knowledgeable of what they taught. Never had an isse with any professors, most were very helpful to me. Books for each course were good, valuable resourcews to use after this program. (0000037838 Anonymous) Less papers on internship. Research hours were not interesting. (0000037840 Anonymous) Practicum training. Diversity. (0000037841 Anonymous) Quality professors (with exception of one who is no longer here). Quality classes and material that is prepared. Flexibility of the program while working FT. (0000037835 Anonymous)

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Staff. (0000037843 Anonymous) Teaching counseling skills. Upholding high teaching standards. (0000037837 Anonymous) The helping relationship. Couseling theories and approaches. Social and cultural diversity. (0000037839 Anonymous) Vocational rehab counseling. Vocational rehab resources. (0000037844 Anonymous)

68. In my opinion, the major areas of the program that need improvement are: Career search and options. Less hours during internship. (0000037833 Anonymous) Days and timings of the class. Opportunity to meet with the faculty member for performance review. (0000037834 Anonymous) Family counseling. General counseling vs. vocational counseling. Cater more toward LAC/LPC. (0000037844 Anonymous) Move the research hours to a different semester. (0000037837 Anonymous) No researh hours. (0000037842 Anonymous) Online courses should be removed, difficult to commuicate with online professors. Rigid schedule of classes - only offered at certain times of the year. (0000037838 Anonymous) Statistics and research. Research and program evaluation. Human growth and development. (0000037839 Anonymous)

69. My suggestions for improving the program are: A research related class. No research hours in the internship. (0000037841 Anonymous) Helping graduates apply for & prep for CRC. (0000037837 Anonymous) Incorporate more family counseling work. (0000037844 Anonymous) Keep the staff. (0000037843 Anonymous) No research hours. (0000037842 Anonymous)

70. Any other comments: Dr. X lowered expectations. I recommend sitting in and observing new professors. (0000037837 Anonymous) I think the program is improving every year and am happy withmy educational experience and preparation in my career. (0000037839 Anonymous)

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UNIVERSITY OF MEDICINE AND DENTISTRY OF NEW JERSEY School of Health Related Professions

Department of Psychiatric Rehabilitation and Counseling Professions M.S. in Rehabilitation Counseling, Community Counseling Track

Student Exit Survey

As you are getting close to graduating, we are requesting your opinions about your experience as a student in the program and your level of preparation to begin your career as an entry level counselor. Your responses help us to evaluate the program and make improvements. Please read each question carefully. In answering each question, please consider all courses that prepared you that area. Check or rate the appropriate response for each item or write your responses where indicated. The survey should take 10 to 15 minutes to complete. Thank you for your help. Please use the following scale in rating curriculum areas:

1- No preparation 2- Minimal preparation 3- Adequate preparation 4- Prepared me well 5- Prepared me very well

Circle your answer: Professional Identity and Ethical Behavior History of the counseling field 1 2 3 4 5 Philosophical foundations 1 2 3 4 5 Relevant legislation 1 2 3 4 5 Ethical standards in counseling 1 2 3 4 5 Societal issues and trends 1 2 3 4 5 Organization of the 1 2 3 4 5 community service system Social and Cultural Diversity Multicultural theories and concepts 1 2 3 4 5 Applying multicultural concepts to practice 1 2 3 4 5 Obtaining multicultural information 1 2 3 4 5 Counseling individuals 1 2 3 4 5 from diverse backgrounds Human Growth and Development Growth and development over the life span 1 2 3 4 5

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Individual response to disability 1 2 3 4 5 Family response to disability 1 2 3 4 5 Medical and Psychosocial Aspects of Disability Medical aspects of disability 1 2 3 4 5 Medical terminology 1 2 3 4 5 Medical intervention resources 1 2 3 4 5 Psychopathology 1 2 3 4 5 Use of the DSM 1 2 3 4 5 Psychiatric rehabilitation 1 2 3 4 5 Co-occurring disorders 1 2 3 4 5 Adjustment to disability 1 2 3 4 5 Career Development and Career Counseling Career development theories 1 2 3 4 5 Applying career development theory to practice 1 2 3 4 5 Assisting individuals with career planning 1 2 3 4 5 Using occupational information resources 1 2 3 4 5 Job analysis 1 2 3 4 5 Functional assessment 1 2 3 4 5 Using assistive technology in employment 1 2 3 4 5 Supported employment 1 2 3 4 5 Group and Family Work Group counseling theories 1 2 3 4 5 Planning a group 1 2 3 4 5 Leading a group 1 2 3 4 5 Evaluating a group 1 2 3 4 5 Family counseling approaches 1 2 3 4 5 Evaluation and Assessment Assessment statistics such as reliability/validity 1 2 3 4 5 Select relevant assessments 1 2 3 4 5 Administering assessments 1 2 3 4 5

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Explaining assessment outcomes to clients 1 2 3 4 5 Using assessment information in planning 1 2 3 4 5 Research and Program Evaluation Knowledge of basic statistical concepts 1 2 3 4 5 Interpreting journal articles about counseling 1 2 3 4 5 Implementing program evaluation 1 2 3 4 5 Translating research into practice 1 2 3 4 5 Counseling Theories and Approaches Counseling theories 1 2 3 4 5 Applications of counseling theories 1 2 3 4 5 to counseling individuals Counseling persons with disabilities 1 2 3 4 5 Wellness and recovery strategies 1 2 3 4 5 Prevention in the community 1 2 3 4 5 The Helping Relationship Basic counseling skills 1 2 3 4 5 Advanced counseling skills 1 2 3 4 5 Obtaining client informed consent 1 2 3 4 5 Observing client confidentiality 1 2 3 4 5 Developing treatment/service plans 1 2 3 4 5 Case documentation 1 2 3 4 5 of services Case management processes 1 2 3 4 5 Client advocacy skills 1 2 3 4 5 Consultation skills 1 2 3 4 5 Using community resources 1 2 3 4 5 Quality of individual supervision 1 2 3 4 5 Quality of group supervision 1 2 3 4 5 Please answer the following questions and include your comments. Use the back of the page if you need additional space for comments. 1. The program adequately prepared me for an entry level position in counseling.

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_____ Yes _____ No Comments:

2. I was satisfied with my overall experience in the program.

_____ Yes _____ No Comments:

3. I would recommend this program to other interested students:

_____ Yes _____ No Comments:

4. In my opinion, the major strengths of the program are:

1. 2. 3.

5. In my opinion, the major areas of the program that need improvement are:

1. 2. 3.

6. My suggestions for improving the program are:

1. 2. 3. Any other comments:

Thank you for your help!

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Appendix C: 2012 SHRP Student Learning Outcomes Report

Format For Reporting Assessment of Student Learning Each program will be required to submit their report of student learning in the following format. Please make sure data is provided in your summary of findings. Your findings should highlight both positive findings as well as areas for improvement. Program: M.S. in Rehabilitation Counseling, Community Counseling Track Prepared by: Janice Oursler, Ph.D. Date: Jan., 2012 Statement of Goal/Objective: Professional Competencies: Graduates are able to achieve professional competencies as currently defined by the relevant profession(s):

1. Percentage of students who pass the Certified Rehabilitation Counseling (CRC) examination will be at least at the national average.

2. Percentage of students who attain employment in the counseling field within three months of graduation with target of 80%

Summary of Findings Description of Actions Resulting from the Findings Most recent report of CRC examination indicates 86% of current students passed the examination, which exceeds the national average of 70%

Review of curriculum by the Department’s master’s level Curriculum Committee for compliance with revised Council on Rehabilitation Education (CORE) standards, on which the CRC examination is based, to assure curriculum meets new standards that went into effect in 2011-2012.

All graduates from the past academic year found employment in the counseling field

Continue to post job openings on Department web site and to make students aware of employment opportunities. Continue to maintain communication with employers who may be interested in hiring program graduates

Program: M.S. in Rehabilitation Counseling, Community Counseling Track Prepared by: Janice Oursler, Ph.D. Date: Jan., 2012 Statement of Goal/Objective: Communication [graduates]: Graduates synthesize information for professional oral and written presentations

1. Student demonstrates basic and advanced counseling skills in the practicum in counseling (PSRT 6011) as demonstrated by attaining a grade of B or better (minimum passing grade) in the counseling portion of the practicum.

2. Of graduates gaining employment in the counseling field within three months of graduation, percentage working for a government or community rehabilitation provider agency with target of 90%

Summary of Findings Description of Actions Resulting from the Findings For Fall, 2011 semester, 19 of 20 (95%) students attained the required measure of basic and advanced counseling skills in agency practice

Student who failed the course due to not attaining the required measure of counseling skills will be referred to the Department CAASP Committee for further action. Student are not approved to start PSRT 6012, Internship in Counseling, for which PSRT 6011, Practicum in Counseling, is a prerequisite until they have attained competence in basic and advanced counseling skills.

All students who graduated in the past academic year decided to accept employment in a government or community rehabilitation provider agency

Continue to make students aware of employment opportunities in these types of agencies, which meet requirements for payback for students receiving scholarships sponsored by the Rehabilitation Services Administration (RSA) of the US Department of Education

Program: M.S. in Rehabilitation Counseling, Community Counseling Track Prepared by: Janice Oursler, Ph.D. Date: Jan., 2012 Statement of Goal/Objective: Chosen by the program Ethics and Jurisprudence

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Graduates are able to perform their duties within accepted ethical and legal guidelines 1. Student attains a passing grade in the practical application of ethics assignment in PSRT 5313 –

Foundations of Counseling. Students not attaining a passing grade will be required to repeat the assignment in order to pass the course.

2. Student receives a clinical supervisor evaluation of fully meets standard for this area in clinical practicum evaluation of the student’s work in the agency during PSRT 6011, Practicum in Counseling.. If a student does not attain a fully meets standard in this area, a conference will be held with the clinical supervisor and the student to discuss reasons for the rating and to develop a plan for remediation and/or any other actions as deemed appropriate.

Summary of Findings Description of Actions Resulting from the Findings Objective implemented in Fall, 2011 in PSRT 5313, Foundations of the Counseling Profession. All students (N=27) attained a passing grade in the practical application of ethics assignment

Syllabus to be revised for Fall 2012 to clarify that students who do not attain a passing grade on this assignment will be required to repeat the assignment in order to pass the course.

All students (N=19) who passed the counseling requirement of the Practicum in counseling, PSRT 6011, received adequate scores in this area as assessed by clinical supervisors

Reinforce with agency clinical supervisors the importance of evaluation of this area in assessing student practicum work in the agency.

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Appendix D: Clinical Supervisor Survey: 2011 Results and Instrument

Survey Results The following is a tabular depiction of the responses to each survey question. Additional comments provided by respondents, if any, are included after each table.

Section - Section 1

Instructions Provided To Respondents Please indicate your response by selecting one answer unless otherwise specified.

1. Please select the answer that best describes the work setting for your student. 57.1% 4 Community Agency (not for profit) 42.9% 3 State Vocational Rehabilitation Agency

2. Was the student an agency employee at the time of the practicum and internship experiences? 85.7% 6 No 14.3% 1 Yes

3. Which campus did your student attend to take the practicum and internship class? 100% 7 Not sure

Section - Section 2

Instructions Provided To Respondents Based on your experiences with the practicum and internship aspects of the program, please rate each item separately.

4. Initial clinical supervisor training you received: 71.4% 5 Very Satisfied 28.6% 2 Satisfied

5. Information in the Practicum Handbook: 100% 7 Very Satisfied

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6. Information in the Internship Handbook: 100% 7 Very Satisfied

7. Communication with program faculty: 71.4% 5 Very Satisfied 28.6% 2 Satisfied

8. Program response to student problems: 57.1% 4 Very Satisfied 28.6% 2 Not Applicable 14.3% 1 Satisfied

9. Overall effectiveness of the program in preparing students for entry level counseling positions in the community: 85.7% 6 Very Satisfied 14.3% 1 Satisfied

Section - Section 3

Instructions Provided To Respondents We are interested in your comments and suggestions about program strengths and areas in need of improvement based on your experience working with a student intern from the program.

10. Program Strengths: Faculty support. (0000027646 Anonymous) I find the program to be strong in how it allows students to learn and practice basic counseling skills, to see their membership into distinct profession and to ensure friendly, clear lines of communication between students, faculty and clinical sites. (0000027650 Anonymous) I think the program is extremely thorough and detailed in it's approach to teaching and having students practice the various counseling skills and techniques. I was really impressed with the student assigned to us and the highly structured graduate program. (0000027648 Anonymous) So happy to be part of the process of educating students about the work we all do. (0000027644 Anonymous) Students are well prepared to enter field of vocational rehabilitation. (0000027649 Anonymous) Students obtain a well rounded program in terms of the subject matter offered and come to their sites well prepared to learn and contribute in a positve way. They are excellent problem solvers and it is a pleasure working with them. It is a true win-win situation. (0000027647 Anonymous) Very pleased with the program for sometime, and have recommended it to a number of our staff members. The program is thorough and well-balanced. The practicum and internship sequence is a well-planned progressive development of the student. (0000027645 Anonymous)

65

11. Areas for Improvement: It seems student is more geared to do clinical counseling rather than vocational counseling. My student has limited knowledge on the nature of the disabilities & its implications on employment. (0000027646 Anonymous) Only issue I can think of is a way to move more experienced individuals like our intern more quickly through (and with greater depth) the practicum. I realize some student had no counseling background but that slowed up development of our intern. (0000027645 Anonymous)

Section - Section 4

Instructions Provided To Respondents Please rate the knowledge and skills of the student you worked with this year compared to other professionals at this stage of their career

12. Overall knowledge of the field. 66.7% 4 Strong 16.7% 1 Very Strong 16.7% 1 Weak

13. Individual counseling skills. 50.0% 3 Strong 33.3% 2 Very Strong 16.7% 1 Adequate

14. Group counseling skills. 66.7% 4 Strong 33.3% 2 Adequate

15. Counseling culturally diverse clients. 50.0% 3 Very Strong 33.3% 2 Strong 16.7% 1 Weak

16. Client assessment and appraisal. 66.7% 4 Strong 16.7% 1 Very Strong 16.7% 1 Weak

17. Medical aspects knowledge. 33.3% 2 Strong 33.3% 2 Very Strong

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16.7% 1 Adequate 16.7% 1 Weak

18. Functional aspects knowledge including life span development concepts. 50.0% 3 Adequate 50.0% 3 Strong

19. Career development strategies. 50.0% 3 Very Strong 33.3% 2 Adequate 16.7% 1 Weak

20. Knowledge of community resources. 50.0% 3 Strong 16.7% 1 Adequate 16.7% 1 Very Strong 16.7% 1 Weak

21. Documentation skills. 50.0% 3 Very Strong 33.3% 2 Adequate 16.7% 1 Strong

22. Advocacy, referral and consultation skills. 50.0% 3 Adequate 33.3% 2 Very Strong 16.7% 1 Strong

23. Applying ethics at work. 50.0% 3 Very Strong 33.3% 2 Strong 16.7% 1 Adequate

Section - Section 5

24. How well prepared do you feel this student was as compared to students with similar educational preparation from other programs? 66.7% 4 Much better prepared 16.7% 1 Less prepared 16.7% 1 Slightly better prepared

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25. If you had the opportunity, would you hire this individual for your program? 100% 5 Yes

26. Other comments/suggestions: Excellent preparation provided to enable students to be ready to work in this profession and be able to excel. (0000027647 Anonymous) My student was utterly professional, congenial with consumers and fellow workers and a value-added contributor to our agency. (0000027650 Anonymous) Student was hired. (0000027649 Anonymous) The student was a bright and exquisite person. Very receptive and willing. (0000027644 Anonymous)

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Department of Psychiatric Rehabilitation & Counseling Professions M.S. in Rehabilitation Counseling

As one of several ways of evaluating the clinical counseling experiences of the practicum and the internship, we ask clinical supervisors to give us feedback on your experience as a clinical supervisor in relation to the training program itself. This assists us in determining strengths and areas in need of improvement within the practicum and internship experiences. Therefore, your response to this survey is very important to us. Thank you for helping us with evaluating the program. INSTRUCTIONS:

1. Please indicate your response by circling or checking one answer unless otherwise specified. 2. Please return the Clinical Supervisor Survey as soon as you can after completing it. An envelope is

enclosed for you to return the Survey. Please complete both sides of the survey. If you have any questions, call Dr. Janice Oursler at 908-889-2462.

1. Please circle the answer that best describes the work setting for your student:

1. State Vocational Rehabilitation Agency 2. Psychiatric Rehabilitation Services Program 3. Community Agency (not for profit) 4. Other government agency 5. Other (specify): _________________

2. Was the student an agency employee at the time of the practicum and internship experiences?

___Yes ___No 3. Based on your experience with the practicum and internship aspects of the program, please rate each item separately by placing a check in the box of your rating.

Area Very Satisfied

Satisfied Neutral Dissatisfied Very Dissatisfied

N/A

1. Initial clinical supervisor training you received

2. Information in the Practicum Handbook

3. Information in the Internship Handbook

4. Communication with program faculty 5. Program response to student problems

6. Overall effectiveness of the program in preparing students for entry level counseling positions in the community

4. We are interested in your comments and suggestions about program strengths and areas in need of improvement based on your experience working with a student intern from the program. Program Strengths: ___ ___ _________________________________________________________________________ Areas for Improvement: ___ ______________

CLINICAL SUPERVISOR SURVEY

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_________________________________________________________________________ 5. Please rate the knowledge and skills of the student you worked with this year compared to other professionals at this stage of their career.

Knowledge/Skill Area Very Strong

Strong Adequate Weak Very Weak

N/A

1. Overall knowledge of the field

2. Individual counseling skills

3. Group counseling skills

4. Counseling culturally diverse clients

5. Client assessment and appraisal

6. Medical aspects knowledge

7. Functional aspects knowledge including life span development concepts

8. Career development strategies

9. Knowledge of disability resources in the community

10. Documentation skills

11. Advocacy, referral and consultation skills

12. Applying ethics at work

6. How well prepared do you feel this student was as compared to students with similar educational

preparation from other programs? (Please circle your answer). 1. Much better prepared 2. Slightly better prepared 3. Equally prepared 4. Less prepared 5. Much less prepared 6. No experience with other students

7. If you had the opportunity, would you hire this individual for your program? Yes____ No____ Other Comments and Suggestions: ____ _______________ __________________________________________________________________________________________

Thank you for your assistance. All responses will be kept confidential. Please return in the enclosed envelope to: Janice Oursler, Ph.D., Department of Psychiatric Rehabilitation & Counseling Professions, UMDNJ - SHRP, 1776 Raritan Road, Scotch Plains, New Jersey 07076

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Appendix E: Rehabilitation Counseling Advisory Committee Members Alice Hunnicutt Executive Director New Jersey Division of Vocational Rehabilitation Services Department of Labor P.O. Box 398 Trenton, NJ 08625-0398 Brian Fitzgibbons Assistant Director – Field Services New Jersey Division of Vocational Rehabilitation Services Department of Labor P.O. Box 398 Trenton, NJ 08625-0398 LaKeysha McLaurin, M.A., CRC Recruitment Specialist Pennsylvania Office of Vocational Rehabilitation Bureau of Central Operations 1521 North Sixth Street Harrisburg, PA 17102 Joanne Schwartz Associate District Office Manager New York State ACCES-VR Manhattan District Office 116 West 32nd Street New York, NY 10001 Sandra Miller VR Program Specialist Delaware Division of Vocational Rehabilitation 4425 N. Market Street. Wilmington, DE 19809 Ed Sroczynski, MA, CRC Program Planning and Development Specialist New Jersey Commission for the Blind & Visually Impaired 153 Halsey Street, 6th Floor P.O. Box 47017 Newark, NJ 07101 Maryann Tiesler Program Specialist New Jersey Division of Vocational Rehabilitation Services

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Department of Labor P.O. Box 398 Trenton, NJ 08625-0398 Nils Richardson Executive Director ACCSES New Jersey 150 West State Street, Ste. 120 Trenton, NJ 08608 Tanya M. Edghill Vocational Evaluation Consultant 244 Linden Ave. Belleville, NJ 07109 Tanya.edghill@comcast.net. Ellen Kurtz, MED, CRC JFK Johnson Rehabilitation Institute 65 James St. Edison, NJ 08818 Steve Fishbein New Jersey Division of Mental Health Services CN 727, Capital Centre, 3rd flr. Trenton, NJ 08625-0727 Patricia A. Tomlinson Rehabilitation Consultant 268 Bayshore Drive Brick, NJ 08723-7502 Lillie Lowe-Ried Disability Rights of New Jersey 210 South Broad St., 3rd Flr. Trenton, NJ 08609 Peggy Himsl Associate Director of Rehabilitation Services Jewish Vocational Services 111 Prospect St. East Orange, NJ 07019 Kathleen Wilson Director, Small & Associates Board, SILC 5 S Regent St., Ste. 528

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Livingston, NJ 07039 (973) 533-1662 Patricia Sasona 410 Mountain Way Morris Plains, NJ 07950 (973) 455- 0484 Insurance sector Nancy Basile New Jersey Counseling Association 936 Bluebird Circle Mays Landing, NJ 08330 609-214-3852 (c) Tom Jennings Executive Director (Retired) New Jersey Division of Vocational Rehabilitation Services Norma Cordeiro (alumni – Scotch Plains) New Jersey Division of Vocational Rehabilitation Services New Jersey Department of Labor 990 Broad Street, 2nd Floor Newark, NJ 07102 Eve Peters (alumni - Stratford) New Jersey Commission for the Blind & Visually Impaired 713 Thomas Avenue Riverton, NJ 08077 Student Representatives: Lori Kern – class of 2013 – Stratford campus

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Appendix F: PowerPoint: The Effect of Level of Counselor Education

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