2005-2006 Academic Year Self Study of the Counseling Academic Unit of the Department of Teacher & Counselor Education for the 3rd Reaccreditation by the Council for Accreditation of Counseling and Related Educational Programs
Volume I: The Self Study Narrative
OSU CACREP SELF STUDY PAGE 1 TOC LINK Table of Contents
Volume I: The Self Study Narrative Cover Page (Page 1) Table of Contents (Page 2) Table of Matrices (Page 3) Table of Tables (Page 4) Table of Appendices (Page 6) Table of Onsite Exhibits (Page 8) Tables of Actions Plans (Page 9) Standard I (Page 10) Standard II (Page 21) Standard III (Page 40) Standard IV (Page 58) Standard V (Page 79) Standard VI (Page 89) Doctoral Program Standards (Page Error: Reference source not found) Community Counseling Standards (Page Error: Reference source not found) School Counseling Standards (Page Error: Reference source not found)
Volume II: Appendix 1 (course syllabi)
Volume III: Appendices Cont.
Volume IV: Appendices Cont.
OSU CACREP SELF STUDY PAGE 2 TOC LINK Table of Matrices
1. CACREP Core Curricular Standards X OSU Courses 2. CACREP Clinical Instruction Standards X OSU Courses 3. CACREP Doctoral Standards X OSU Courses 4. CACREP Master’s Specialty Curricular Standards X OSU Courses 5. OSU Community Counseling Program Objectives X OSU Courses 6. OSU School Counseling Program Objectives X OSU Courses 7. OSU Doctoral Program Objectives X OSU Courses n.b., In Matrix 4, School Counseling only courses are in a red font, Community Counseling courses only are in a green font, and School Counseling courses only for those without a teaching license are in a purple font.
OSU CACREP SELF STUDY PAGE 3 TOC LINK Table of Tables
Table 1. Corvallis Campus Budget Table 2. Cascades Campus Budget Table 3. Faculty Degree and/or Appropriate Clinical Preparation Table 4. Faculty Professional Experience and Demonstrated Competence Table 5. Faculty Relevant Training and Supervision Experience Table 6. Student Supervisor Entry Level Program Equivalence Table 7. Self Study Year As Supervisors Of Doctoral Students Table 8. Site Supervisor Professional Background and Competencies Table 9. Summer 2005 Individual Faculty Assignments Table 10. Fall 2005 Individual Faculty Assignments Table 11. Winter 2005 Individual Faculty Assignments Table 12. Spring 2006 Individual Faculty Assignments Table 13. List of Counseling Unit Faculty Table 14. Doctorates of Faculty Table 15. Dr. Biles’ Relevant Preparation and Experience Table 16. Dr. Dykeman’s Relevant Preparation and Experience Table 17. Dr. Ingram’s Relevant Preparation and Experience Table 18. Dr. MacGregor’s Relevant Preparation and Experience Table 19. Dr. Pehrsson’s Relevant Preparation and Experience Table 20. Dr. Rubel’s Relevant Preparation and Experience Table 21. Dr. Wasylow’s Relevant Preparation and Experience Table 22. Faculty Professional Identification Table 23. Specific Program Lead Information Table 24. Self Study Year Part-time Faculty Table 25. Part-time Faculty: Bartley Table 26. Part-time Faculty: Briggs Table 27. Part-time Faculty: Chaudry Table 28. Part-time Faculty: Courtney Table 29. Part-time Faculty: Gouveia Table 30. Part-time Faculty: Guss Table 31. Part-time Faculty: Holler Table 32. Part-time Faculty: Hyman Table 33. Part-time Faculty: McKnight Table 34. Part-time Faculty: Miller Table 35. Part-time Faculty: Prunty Table 36. Part-time Faculty: Reed Table 37. Part-time Faculty: Schmidt Table 38. Part-time Faculty: Terndrup Table 39. Part-time Faculty: Williams Table 40. Part-time Faculty: Yillik Downer Table 41. Development/Renewal Activity Table 42. Research and Scholarly Activity Table 43. Service Activity Table 44. Staff for Non-Academic Administrative Tasks
OSU CACREP SELF STUDY PAGE 4 TOC LINK Table 45. Faculty/Students Engaged In Distance Learning Table 46. GTAs Funded During the Self Study Year Table 47. MS Counseling Student Demographics Table 48. PhD Counseling Student Demographics Table 49. Advising Assignments for the Self Study Year Table 50. Joint Publications Table 51. Joint Presentations Table 52. PhD Student Professional Membership Table 53. PhD Student Professional Credentials Table 54. Recent Dissertation Titles Table 55. Fulltime Faculty Table 56. Faculty Professional Organization Membership Table 57. Active Doctoral Students and Their Chairs Table 58. Faculty Membership of PhD Student Committees
OSU CACREP SELF STUDY PAGE 5 TOC LINK Table of Appendices
1. Course Syllabi 2. OSU Bulletin Excerpt-Accreditation 3. Organization Chart 4. OSU Bulletin Excerpt-Counseling Program Unit 5. TCE Chair Position Description 6. Lists of Internship Sites 7. Professional Development Funds Verification 8. Campus Wide Conference Examples 9. Campus Wide Training Example 10. Supervisor In-Service Workshop 11. Student Counseling Verification 12. University Counseling and Psychological Services Website 13. Counseling Librarian’s Blog 14. Education Counseling Librarian’s Guide for Students 15. Career Services Website 16. Statistical Consulting Website 17. BGS Web Survey System 18. Sponsored Programs and Research Compliance Website 19. OSU Foundation Website 20. Specific Program Objectives 21. MS Degree with Major in Counseling Handbook-Curriculum Excerpt 22. Donut Course Contract and Log 23. Photographic Verification 24. MS Participation in Research Example 25. Center for Writing and Learning Website 26. Small Group Experience Verification Form 27. MS Admission Informed Consent Form 28. CAU Academic Petition 29. Graduate School Degree Petition for Change Form 30. OSU Disability Services Website 31. Lists of Graduates 32. Full-time Faculty CVs 33. PhD Application Packet 34. MS Student Practicum Manual 35. Internship Manuals 36. Plans for Clinical Training Center-Corvallis Campus 37. Field Supervisor Tuition Fee Reduction Form 38. Supervision In-Service Continuing Education Form 39. Field Placement Officer Job Description 40. Practicum Load Verification Letter 41. Internship Load Verification Letter 42. Professional Liability Insurance Verification Form 43. Curricula Authority Verification Letter 44. Program Lead Position Description
OSU CACREP SELF STUDY PAGE 6 TOC LINK 45. Clinical Coordinator Position Description 46. Part-time Faculty CVs 47. Part-time Faculty Orientation 48. College and Department Staff 49. College of Education Diversity Action Plan 50. Faculty Women’s Network Website 51. Affirmative Action Hiring Procedures 52. Position Announcements in Diversity Publications 53. Affirmative Action Office Website 54. Website for Office of Multicultural Affairs 55. Example of Training for Online Instruction 56. MS Admission Packet 57. MS Cohort Orientation Session Agenda 58. MS Degree with Major in Counseling Handbook 59. Student Electronic Listserve 60. FTES to FTEF Ratio 61. PhD GTA Position Descriptions 62. MS Scholarships and Tuition Remission for MS Students 63. Student Diversity Recruitment and Retention Action Plan 64. Admission Small Group Experience Description 65. MS with a Major in Counseling Admissions Interview Protocol 66. List of Scholarship Recipients 67. MS GTA Position Description 68. MS and Ph.D. Program of Study Examples 69. Program Feedback Surveys 70. TSPC Website 71. Admission Advocacy Letter Example 72. University Faculty Evaluation Form 73. University Policies for Student Evaluation 74. Student/Faculty Townhall Meeting Agenda 75. Faculty Review Policies 76. Consistent Expectations Verification Letter 77. OSU Promotion and Tenure Guidelines 78. Graduate Schools Guide to Success 79. PhD Program Policy and Procedures Manual 80. PhD Program Flowchart 81. Software Index 82. PhD with a Major in Counseling Admission Protocol 83. Pedagogy Feedback Form 84. College Budget Summary 85. Important Institutional Statements 86. TSPC Consortium School Counseling Program Review
OSU CACREP SELF STUDY PAGE 7 TOC LINK Table of Onsite Exhibits
1. OSU Bulletin 2. Copies of Relevant Meeting Minutes 3. Student Files-Corvallis 4. Student Files-Cascades 5. Results of Employer Survey 6. Doctoral Committee Membership Verification
OSU CACREP SELF STUDY PAGE 8 TOC LINK Table of Action Plans
1. Action Plan to Meet Standard V.E 2. Action Plan to Meet Standard VI.C.4 3. Action Plan to Meet Standard Doctoral IV.E 4. Action Plan to Meet Standard Doctoral VI.C.4
OSU CACREP SELF STUDY PAGE 9 TOC LINK Section I
THE INSTITUTION
A. The institution in which the academic unit is housed is accredited by a regional or institutional accrediting body that is recognized by the Council for Higher Education Accreditation (CHEA).
The accreditation status of Oregon State University (OSU) is shown on page 10 of the Oregon State University Bulletin—2006-2007 (OSU Bulletin) (See Appendix ). The OSU Bulletin in its entirety can be found in Onsite Exhibit 1. Relevant accreditations for counselor education are as follows:
1. Commission on Colleges of the Northwest Association of Schools and Colleges. 2. Oregon State Board of Higher Education (the state board with the power to authorize universities to grant graduate degrees). 3. National Council for Accreditation of Teacher Education (NCATE). 4. Council for Accreditation of Counseling and Related Educational Programs.
B. The current institutional catalogue or bulletin accurately describes the academic unit and each program offered, including admissions criteria, minimum program requirements, matriculation requirements (for example, examinations, academic-standing policies), and financial aid information.
OSU has engaged in counselor preparation since 1916 (only 5 years after Harvard University offered the first counseling course in the nation). The first OSU counseling master’s degree was awarded in 1929. The first OSU counseling doctorate was awarded in 1953. The Counseling Academic Unit has grown through the years to include a period of time when Oregon State University (OSU) and Western Oregon University (WOU) participated in an informal cooperative arrangement. A formal arrangement was later developed and then discontinued in 1991. Early reference to CACREP accreditation (initially granted in 1986) often listed both Western Oregon State College and Oregon State University as a single program. In the 90 years since it inception, the Counseling Academic Unit has blossomed into a unit which offers a 75 credit master’s degree and 150 credit doctoral degree across 2 campuses.
The OSU Counseling Academic Unit is located in the Department of Teacher and Counselor Education (TCE) within the College of Education (COE). A flow chart describing the organizational framework of the College of Education and the Department of Teacher and Counselor Education can be found in Appendix . For minutes of the COE Administrative Committee minutes, the TCE meeting minutes, the COE newsletter and the minutes of the Counseling Academic Unit meetings see Onsite Exhibit 2. The Department of Teacher and Counselor Education is described on pages 176-186 of the OSU Bulletin and the College of
OSU CACREP SELF STUDY PAGE 10 TOC LINK Education is described on pages 172-186 of that section (See Onsite Exhibit 1). Counseling programs are described on pages 176-181 of the OSU Bulletin (See Appendix ).
Admission criteria and minimum program requirements are described on page 181-182 of the OSU Bulletin. General student academic policies are found on pages 17-42 of the OSU Bulletin. Graduate school policies and regulations are found on pages 255-284, including admission to the graduate school (p. 257) and academic standing policies (p. 261). Financial aid information is on pages 274- 284 (See Onsite Exhibit 1).
The same information listed above is available at the university’s web site: www.oregonstate.edu.
C. The academic unit is clearly identified as part of the institution’s graduate offerings and has primary responsibility for the preparation of students in the program. If more than one academic unit has responsibility for the preparation of students in the program, the respective areas of responsibility and the relationships among and between them must be clearly defined.
The academic unit is clearly defined as part of the OSU graduate school on page 256 of the OSU Bulletin (Onsite Exhibit 1).
Counseling is an academic unit of the Department of Teacher and Counselor Education (TCE) within the College of Education (COE). Within COE’s organization structure the Counseling Academic Unit’s coordinator is the Interim Co-Chair of TCE for Counseling (See Appendix ). Department chairs and other administrators meet regularly with the COE dean, Dr. Sam Stern, for the purpose of assuring coordination across units. Issues of COE mission, resource allocation, course scheduling and other matters that affect all programs are regularly discussed at these meetings. Dr. Stern chairs these meetings.
D. Cooperative relationships exist between the academic unit and other academic units that contribute to the professional preparation of students in the program as well as off-campus professional and community resources.
Academic units on campus which contribute to the preparation of students in the Counseling Academic Unit by providing elective course offerings include, but are not limited to: OSU Extended campus, Department of Adult and Higher Education, Department of Human Development and Family Sciences, and Department of Women’s Studies.
The strongest evidence of off-campus professional resources in cooperative relationships with the Counseling Academic Unit is found in the continued
OSU CACREP SELF STUDY PAGE 11 TOC LINK positive evaluation of internship site supervisors. A list of current internship sites are in Appendix .
E. The institution is committed to providing the program with sufficient financial support to ensure continuity, quality, and effectiveness in all of the program’s learning environments.
Dr. Allan Brazier, Associate Dean of Research and Operations for the College of Education is in charge of budgetary oversight. Mandy Cole is the External Relations and Marketing Manager. Otila Ah Wong Zuschlag is the Accountant for the COE.
See Table 1 for the OSU-Corvallis Budget and see Table 2 for the OSU- Cascades Budget.
Table 1 Corvallis Campus Budget Item Expense Instruction 1,639,793 Instructional Services & Supplies 255,139 Administration 284,198 Student Services 48,761 Licensure 138,729 total 2,366,620
Table 2 Cascades Campus Budget Item Expense Instruction 183,383 Instructional Services & Supplies 20,600 Administration 29,519 Student Services 35,477 Licensure Through Corvallis total 260,110
The budgets contained in Tables 1 & 2 represent allocations that come from Oregon State’s Education and General Fund (i.e., “hard money”). For a budget summary containing both soft and hard money sources see Appendix 84.
F. The institution provides encouragement and support for program faculty to participate in professional organizations and activities (for example, professional travel, research, and leadership positions).
Budget restrictions have limited faculty travel to professional conferences. Faculty members are encouraged to participate in professional organizations and to attend professional conferences; however, for the most part these expenses
OSU CACREP SELF STUDY PAGE 12 TOC LINK are out-of-pocket expenses. Currently, each faculty member is provided an annual professional development allotment of $750. Funds from this allotment can be used for professional, dues, supplies and travel. Faculty members who have obligations with professional associations are permitted to travel, without penalty, in order to meet those obligations (See Appendix ).
The counseling faculty is encouraged to attend professional in-service workshops (at no cost) on campus that are held on topics areas such as management, performance, organizational planning, change management, communication, stress and conflict management, career and personal development as well as legal issues. Within these areas topics such as distance education through blackboard and effective teaching are offered. Campus wide conferences present opportunities for faculty (See Appendix ). One example of this is the Oregon Women in Higher Education Conference which is free of charge to faculty. Many opportunities are communicated through periodic e-mails to faculty, while others are made available on a weekly basis by the office of human resources (See Appendix ). OSU has also formed the Cooperative Learning Group for OSU employees to come together to learn from each other’s expertise on wide ranging of topics. Other faculty groups such as the Faculty Women’s Network and the Triad Club create opportunities for faculty development, collaboration and support.
The TCE department also hosts a workshop that allows both faculty and site supervisors to share experiences and discuss the topic of supervision (See Appendix ).
G. The institution makes available to students in the program personal counseling services provided by professionals other than program faculty and students.
New students are informed about the university counseling services at the time of new student orientation. The University Counseling and Psychological Services are described on page 85 of the 2006-2007 OSU Bulletin (See Exhibit 1). In addition, at several points students are informed about the reasons that faculty members do not serve as counselors to students--(a) in new student orientation, (b) during advising sessions, and (c) during the class TCE 541--The Counseling Profession.
The discussion of counseling services for the students also arises during explanation of the master’s degree personal counseling requirement. Students receive information about this requirement as a part of the general degree requirements. In addition, the matter of requiring counseling routinely is explained during applicant interviews in order to inform students that it is an expectation of the program and to determine if the applicant has reservations about completing this particular requirement.
OSU CACREP SELF STUDY PAGE 13 TOC LINK Students provide department approved documentation to their advisor that they have completed their required individual and group counseling hours. No information about therapeutic content is contained in the documentation (See Appendix ). The advisor places this statement in the student’s file.
The University Counseling and Psychological Services (Dr. Ellen B. Taylor, Director) has limited resources and does not provide services for counseling students for the specific purpose of meeting their “required counseling sessions.” The center does respond to all student requests for appointments (See Appendix ).
Furthermore, career counseling is available at Career Services (See Appendix ).
H. Access to library and other learning resources is appropriate for scholarly inquiry, study, and research by program faculty and students.
OSU Corvallis: The Valley Library is a state of the art facility with approximately 1,552,900 volumes, 520,000 government documents, and 2,040,000 microform pieces. As of July 1, 2006, there were: ► 204,255 volumes (including bound volumes of journals) in the Social Sciences collection. ► 95,388 volumes classified as Education (L call number). ► 16,545 volumes in the Psychology collection (BF call number). ► There are over 500 titles specific to “Counseling Education” (using Library of Congress Subject Headings as an identifier).
For the fiscal year ending June 30, 2006, expenditures were: ► Social Sciences materials (including journals) -- $147,254. ► Education -- $69,126. ► Psychology -- $51,385.
Most materials are on open shelves, directly available to faculty and students. The library offers a full range of reference and information services including 100+ online databases, 2 computerized classrooms, video viewing equipment, interlibrary loan services, reserved materials, microfiche & microfilm facilities, and photocopying machines and service. The library is open until 1 am, 5 days a week and until 10 pm on weekends. The OSU Libraries home page (http://osulibrary.oregonstate.edu) gives additional information on library policies, strategic plan, service and facility hours, services, collections, instructional tutorials, and an overview of adaptive technologies and services. Librarians offer reference assistance at the main desk on a walk-in basis, by appointment for in- depth assistance, by phone, e-mail or Instant Messenger©. Curriculum focused research and library use instruction is available upon request.
Collections
OSU CACREP SELF STUDY PAGE 14 TOC LINK The systematic selection, review, and maintenance of the library collections for each subject, including reference materials, is the joint responsibility of the academic faculty and a subject librarian assigned to that area. As part of these duties, the subject librarian is currently required by university curriculum procedures to review and evaluate curriculum proposals for new program; the librarian assesses the library resources needed to respond to these changes in curriculum. Faculty wishing to recommend materials for library collections are encouraged to contact subject librarians for appropriate areas. Decisions on selection are based on written Policy Statements, which are updated as needed. Approximately 88.7% of the funds spent on Education monographs (books) are for titles received on approval from a vendor who supplies us with books from all major publishers, including university presses. We currently acquire 75% of all new titles and reprints available from this vendor in Education, which is consistent with a doctoral level collection (according to Western Libraries Network Conspectus guidelines). Similarly 86.6% of psychology acquisitions are obtained through an approval plan. Additional books are ordered from subject- specific Choice reviews (from the American Library Association) and book reviews in subject specific journals.
The Valley Library holds 148 journal titles in Education and 83 journal titles in Psychology. The library has electronic access to 934 education and 417 psychology journals through subscriptions, aggregator databases and open access journals. The rapidly inflating cost of journal subscriptions has caused many academic libraries, including the Valley Library, to cancel less-used print titles. However, our strategic goal of providing increased electronic access has increased accessibility to the journal literature overall. Our document retrieval service for journal literature (Interlibrary Loan) is outstanding with over 75% of requests being filled in 5 days or less.
The following guidelines have been established for the “Education” collection: ► The collection is almost exclusively English language. The emphasis of the collection is on current practice and theory, though major historical surveys and classics in the field are also collected ► The emphasis of the collection is on all aspects of American educational practice and theory, including public and private education at all levels, from preschool through higher education and adult education. Selected materials about educational practices and theory in other countries are collected due to OSU interest in international education and the large number of international students on the campus ► The literature of education appears primarily in journals and monographic works; however, unpublished reports and other “gray literature” are an important source of information in this subject. These are accessed through the ERIC database and microfiche collection. ► Preference is given to scholarly works, though some graduate level textbooks are acquired. Monographs and major journals in the field of education are collected, as are series and monographs published by major national
OSU CACREP SELF STUDY PAGE 15 TOC LINK societies and institutions. Theses and dissertations are not collected, except those which are completed at OSU. Biographies of leading educators are acquired. ► Publications of local and state agencies are collected more selectively, as are journals published abroad and those on highly specialized topics. Subject encyclopedias, education statistics, and college directories are important components of the reference collection, which is also being shifted to electronic formats as they become available.
The ERIC microfiche collection is a major historical resource for gray literature. Because of the emphasis on current publications, reprints of major work are collected selectively, and out-of-print materials are rarely acquired. The Valley Library does not have a print or kit-based test collection for education or psychology students, although we subscribe to Educational Testing Service’s Tests in Microfiche. Currently, educational tests and measurements may be borrowed from the Northwest Regional Educational Laboratory in Portland. Registered students at OSU may use the circulating resources of any of the 30+ academic libraries in the regional Orbis Cascade Alliance consortium. We have preferred borrowing arrangements and courier service to bring materials from these other libraries at no charge to faculty or students.
Facilities The Valley Library completed a $47 million renovation in 1999, and provides ample and attractive space for group and individual study/ work. The Information Commons, on the main floor provides approximately 100 workstations dedicated to online research, production software, adaptive technology, and multimedia presentations. Additionally, laptop computers can be checked out for in-building use, and users can register their personal laptops for accessing the Library’s wireless network throughout the building. Proxy servers give OSU affiliates access to all electronic resources from off-campus as well.
Accessibility: The administration and staff of the Valley Library endeavor to make the library facilities and collections accessible to all members of the OSU community. Computers in the Information Commons on the main floor are equipped with audio web browsers and screen reading and magnification software. A VCR with monitor for viewing closed-captioned videos is available for use (information/assistance from the Circulation Desk). CCTV Enlargers are located on 1st, 3rd, 5th and 6th floors in the computer/photocopier alcoves. Wheelchair accessible terminals are located on every floor of the library.
In the Information Commons, an adaptive PC workstation includes a large monitor, trackball, ergonomic keyboard, Aladdin Genie computer interfaced CCTV, HP scanner with automatic document feeder, Tiger Advantage printer, and many adaptive technology programs.
OSU CACREP SELF STUDY PAGE 16 TOC LINK Students have access to the Education/Counseling librarian by email, phone and her blog (See Appendix ). The Education/Counseling librarian also has produce an excellent guide for counseling students (See Appendix ).
OSU-Cascades: OSU-Cascades is located in Bend, Oregon. OSU was awarded the Central Oregon branch campus by the Oregon University System and opened its doors in the fall of 2001. University of Oregon (UO) also grants degrees under the umbrella of OSU Cascades.
The OSU Libraries provides services for the Cascades campus in collaboration with the COCC Library in a shared building and in cooperation with the OSU Cascades administration. Local circulation, Summit borrowing (Orbis Cascade Library Consortium - a shared catalog of 7 million items used primarily for book and video borrowing by a 33-member consortium of Oregon and Washington academic libraries), and print, video and e-reserves are handled by COCC staff. The library III catalog system, interlibrary loan, and Cascades materials acquisitions and process is provided by OSU Libraries. OSU Cascades employs two full-time tenure track OSU Cascades librarians to deliver reference, instruction and individual research consultation services for Cascades students. Cascades students can drop-in, make appointments, phone, e-mail and instant message to obtain research help.
Cascades librarians work collaboratively with COCC librarians and serve on the librarian management team that directs policy. The OSU Cascades librarians’ reporting line is into OSU Valley Library administration and they work collegially with the OSU Valley Subject Librarians to provide support for their students and faculty. OSU Cascades librarians also work with OSU Valley access and systems departments to troubleshoot connectivity issues for Cascades patrons.
The campus library is open 80 hours a week and the reference desk is staffed 72 hours a week. There are 15 video/DVD players and multiple copy stations within the library, as well as a computer lab and a computer classroom. There are 6 rooms available for private or group work and 3 additional rooms available for collaborative work. The local OSU library collection is interfiled with the COCC collection. Books, journals and videos are available on open stacks. Access to both COCC and OSU Libraries electronic databases, the Internet, and Office software is available at 28 public library workstations. The library also has a wireless network and 12 Ethernet ports. The Cascades building, which sits diagonally across from the library, houses the offices and classrooms of Cascades campus and these rooms have IP based access to OSU databases. OSU Cascades librarians often use the Cascades computer classroom to teach library instruction. The Cascades computer lab offers 20 stations with login database access. Cascades students have access to the same research databases available to main campus. PsycINFO, Psychological and Behavioral Sciences Collection, ERIC, Education Full Text, and Professional Development
OSU CACREP SELF STUDY PAGE 17 TOC LINK Collection are key databases for psychological and educational literature. Social Science Citation Index via Web of Science is critical citation analysis.
Library Budget and Collection For the last three years the Cascades Library has had a materials budget of $30,000. The first Cascades counseling cohort started in the summer 2004, and most of the materials supporting the counseling program have been purchased on the education fund line. Initially the education program on the Bend campus was operated by Eastern Oregon University but it is now fully under OSU Cascades. The psychology program being at Cascades is an undergraduate degree through University of Oregon and is viewed as a distance program by UO. As such it is supported by online full-text access to journals and other UO library resources. The result is that the library has purchased little on the psychology fund line. The other related social science programs on campus are the Human Development and Family Sciences which has three tracks: Early childhood, human services, and gerontology; and two aspects of the Outdoor Recreation Leadership Program (ORLT) an experiential education focus and a wilderness therapy component.
For the last three years the Cascades Library has had a materials budget of $30,000. Table 1 illustrates the dramatic impact that the addition the TCE program and the MAT programs have made on the library’s collection expenditures. In 2003-2004 spending in the social sciences was just over 11% of the library budget, while in the following 2 years spending in the social sciences grew to over half the budget ($30,281/$60, 00). There was a sharp increase in 2004-2005 as the library purchased materials to support both new graduate student research and new areas of faculty teaching. It leveled off somewhat in 2005-2006, to a still very robust 38%. With the competing demands of the other Cascades degree programs -- liberal arts, business, ORLT and natural sciences -- my expectation is that social sciences will continue to demand a good third of the budget but not exceed it again unless additional programs are added or the materials budget is increased.
The Cascades campus does not have an approval plan and every item is individually ordered. Much of the counseling collection has been purchased in consultation with Dr. Marilyn Macgregor and Dr. Kathy Biles. On their recommendations the library has purchased print materials to support the curriculum of the TCE program. It is building a strong video collection to enhance teaching, with the Psychotherapy with the Experts series as one example. Cascades has deliberately purchased few print journals. While the COCC library a small browsing collection in psychology and the social sciences, the Cascades campus is non-residential and students and faculty prefer the ease of online access. An important collection development consideration for OSU Libraries when purchasing an electronic journal is that it be accessible to all authorized users, including those who are distance students and on branch campuses. OSU Cascades students have exactly the same access to electronic
OSU CACREP SELF STUDY PAGE 18 TOC LINK journals that OSU Corvallis students have, which includes 417 journals in psychology and 934 journals in education. Students can directly request articles from journals held in Valley Library via the OSU Libraries catalog. Electronic delivery averages 2-3 days. Interlibrary loan for articles unavailable at OSU is usually less than 5 days.
Students at Summit libraries have access to many library resources in counseling held by libraries such as University of Washington, University of Oregon, and Lewis & Clark. While Summit borrowing cannot be used for journal articles, books and videos can be delivered to the patron in as little as two days of the request.
Cascades has the standard test indices (Tests in Print and Mental Measurements) but does not maintain a test collection. As with main campus students, Cascades students may borrow some tests through the Summit catalog (Orbis Cascade Alliance Consortium). ERIC materials that are not available online may also be borrowed through Summit.
OSU Corvallis Student Library:
In addition the university’s libraries, the Counseling Academic Unit, in collaboration with the College Student Services Administration Academic Unit, maintains a small student library on the 3rd floor of Education Hall. This library has contemporary counseling journals and textbooks and provides a quiet place for study.
I. The institution provides technical and financial support to program faculty and students to ensure access to information systems and data analysis for teaching and research.
Graduate students in the statistics department are available for consultation on research projects through the Statistics Students Consulting Services. They are commonly used by doctoral students in counseling who need assistance with data analysis. Faculty have also used these consultation services regarding research projects (See Appendix ).
Faculty members have access (no cost) to statistical packages (SPSS, SAS and Microsoft Excel) on university computers in one’s office for a small fee and in OSU computer labs for free. Students may access these same statistical packages at OSU’s computer labs. Because these university software programs are updated regularly, it is logical to use them rather than to install statistical analysis software on personal computers in offices.
Faculty and students are able to use survey and data management tools to conduct online surveys through the Business Solutions Group, an ancillary program of the OSU School of Business. For example, our Alumni, Supervisor
OSU CACREP SELF STUDY PAGE 19 TOC LINK and Doctoral Student Feedback Surveys were each conducted using the BGS (See Appendix ).
University research facilities are described on pages 551-562 of the 2006-2007 OSU Bulletin (See Onsite Exhibit 1). The Research Office is located in Kerr Administration, Room 312. The Office of Sponsored Programs distributes an electronic list of funding possibilities on a regular basis to any faculty member who wishes to be on the distribution list (See Appendix ). Faculty who are interested in any item included on the brief list of abstracts may request a full copy of the program description by sending an email response to the research office and a full copy will be sent to the faculty member in campus mail. In addition, there is a COS Funding Alert Service available through our university’s membership in the Community of Science. Through this service the faculty member is able to receive weekly funding alert e-mails related to their research area.
The Office of Sponsored Programs and Research Compliance (OSPRC) has central responsibility for proposal submission for sponsored research, scholarship, instructional and other activities at Oregon State and for research compliance related to sponsored activities. OSP balances service to OSU faculty and staff, university administration, and the numerous organizations that sponsor Oregon State University activities. Functions include proposal review, monitoring institutional compliance with terms and conditions, official institutional signatory, policy and procedure development, training, compliance activities related to research administration, and general funding opportunity assistance.The Office of Sponsored Programs also maintains a record of grant applications and grant awards as well as providing accounting services for grant awards.
A second resource for processing grants and funds is the OSU Foundation. The Foundation offices are located at 850 SW 35th Street. The Foundation is available to receive funds for designated purposes and can process those for the recipient at minimal direct cost. Since our last CACREP Self study, the OSU Foundation established the OSU Cascades Campus Foundation (OSU CCF) as an Oregon non-profit public benefit corporation on July 1, 2004. The OSU foundation supplies funds for special events and sometimes mailings. The foundation provided funding for our most recent supervisor training workshop and also mailing information for our alumni survey (See Appendix ).
OSU CACREP SELF STUDY PAGE 20 TOC LINK Section II
PROGRAM OBJECTIVES AND CURRICULUM
A. A comprehensive mission statement has been developed that brings the program into focus and concisely describes the program’s intent and purpose. The mission statement:
1. describes the types of students it serves, its geographic orientation, and the priorities and expectations of the faculty;
A copy of the mission statements of the university, college, and academic unit appear in each syllabus (See Appendix 1). The mission statement of the Counseling Academic Unit appearing in the syllabi and unit documents is as follows:
The mission of the Oregon State University graduate program in Counseling is to prepare professional leaders who promote the social, psychological and physical well-being of individuals, families, communities and organizations. We believe that such professional leaders stand for social, economic and political justice and therefore must be prepared to be proactive educators, change agents and advocates in the face of injustice. Professional leaders are sensitive to life span developmental issues, demonstrate multicultural awareness, and recognize a global perspective as integral to the preparation of professional leaders.
In addition, the faculty has articulated a guiding philosophy that grounds all of their activities. This philosophy is entitled DRIVE By DRIVE, we mean:
The program, faculty and students honor lived experiences of all individuals and aspire to develop a learning community that embraces and affirms the concepts of DRIVE (Dignity, Respect, Integrity, Value and Equality). In addition, as a program we support and hold to the ethical principles set forth by the American Counseling Association.
This philosophy undergirds the Faculty’s Guiding Principles:
► We support DRIVE - Dignity, Respect, Integrity, Value and Equality - in all our interactions with students, staff, and the community. ► We are guided by intellectual curiosity, social responsibility, compassion, and high ethical standards in our professional activities. ► We acknowledge there is no one truth and seek multiple understandings of human behavior. ► We are committed to creating a learning community that promotes diversity, democratic values and practices. ► We take responsibility as educators to promote informed criticism even when that criticism may not be well received.
OSU CACREP SELF STUDY PAGE 21 TOC LINK ► We challenge dogma that we encounter in classrooms, clinical experiences, and in our role of serving the broader society. ► We believe we must educate professional counselors to be critical thinkers in order that they might find their voice to develop progressive social vision through program transformation and policy development. ► We recognize a multiple perspective(s) of intrapersonal, social, and political interaction that intervenes on both macro and micro levels. ► We are invested in an interdisciplinary team and systems approach to change. ► We are committed to transcend the university's physical boundaries and to link with the community in order to improve educational opportunities for children and adults. ► We are dedicated to the interconnectedness of teaching, research, service, and clinical practice. ► We believe that professional counselors must continually address their own emotional, intellectual, spiritual, and physical well-being in order to be effective helping professionals. ► We believe students are our most important clients, for the quality and completeness of their education will determine the direction of the future.
No academic unit exists in a vacuum. As such, university and college mission statements set the ground upon which a unit mission statement can be built. In addition to appearing in each syllabus, the mission statement of OSU and the COE can be found in Appendix 85.
2. is the basis for the development of program objectives and curriculum;
Each syllabus contains a matrix showing the relationship between the mission statements of the university, college, and academic unit and course objectives (See Appendix 1). Also, since all specific program objectives were developed from these mission statements, all program objectives are addressed through the curriculum (See Appendix as well as Matrices 5, 6, & 7).
3. is published and available to faculty and students; and
The specific program objectives of the Counseling Academic Unit are distributed at student orientations and are published on the web.
4. is reviewed at least once every three (3) years and revised as needed.
The program objectives were reviewed at a program faculty meeting (See Onsite Exhibit 2).
B. The program objectives:
OSU CACREP SELF STUDY PAGE 22 TOC LINK 1. Reflect current knowledge and positions from lay and professional groups concerning the counseling and human development needs of a pluralistic society;
There are numerous influences on the current program objectives and curriculum for the OSU Counseling Academic Unit. The faculty's general concern for the welfare of individuals and society led to the adoption its DRIVE philosophy that guides the Counseling Academic Unit and its curriculum. A second influence on the Counseling Academic Unit's objectives and curriculum has been the accreditation standards to which the program is accountable, namely CACREP, NCATE, and TSPC (Oregon's Teacher Standards and Practices Commission).
2. reflect the present and projected needs of a pluralistic society for which specialized counseling and human development activities have been developed;
Both the program objectives and the courses that comprise the curriculum of the Counseling Academic Unit are reviewed and updated each year to reflect changes in society, licensing requirements, and particular interests of the instructors. In the past the faculty has held once or twice yearly three-day retreats during which the curriculum and courses are discussed and changes in emphasis are planned. This has produced objectives and courses that have stayed fresh and are more proactive in emphasis.
3. reflect input from all persons involved in the conduct of the program, including program faculty, current and former students, and personnel in cooperating agencies;
The two preceding sections described the process of curriculum review and the revision of Counseling Academic Unit’s program objectives. Clearly, there is ongoing involvement of Counseling Academic Unit’s faculty, current students, alumni, alumni employers, and counselors in cooperating agencies.
Personnel in cooperating agencies are continuously solicited for their views on the Counseling Academic Unit’s curricular offerings and readiness of interns to perform counseling responsibilities in their school or agency. This is done primarily through the face to face meetings among faculty supervisor, site supervisor and student intern at the beginning and conclusion of each internship placement. In addition, current student feedback is welcomed on an on-going basis during the academic year. An example of such feedback is shown in Appendix 69. Faculty members during meetings and retreats regularly discuss the feedback from supervisors, and the supervisors' suggestions are incorporated into the curriculum (See Onsite Exhibit 2).
In addition, Oregon State law requires all academic units preparing school personnel to undergo a formal program review on a set cycle. The results of
OSU CACREP SELF STUDY PAGE 23 TOC LINK these reviews are reported to a state-mandated board of educational professionals (called a “consortium”) that includes practicing school counselors. A summary of the laws and rules governing these reviews and review boards can be found in Appendix 86. The school counseling program last underwent a formal review in March of 2006. A copy of this review can be found in Appendix 86.
4. are directly related to program activities; and
Each syllabus contains a matrix showing the relationship between the mission statements of the university, college, and academic unit and course objectives. Matrices 5, 6, and 7 demonstrate where each program objective is addressed in the curriculum.
5. are written so that they can be assessed.
All program objectives are written in specific and concrete manner that permits assessment. For example, Doctoral program objective 1.15: “To develop a personal theory of group leadership and demonstrate its application.”
C. Programs in Career Counseling, College Counseling, Community Counseling, Gerontological Counseling, School Counseling, and Student Affairs are comprised of a minimum of two full academic years, defined as four semesters or six quarters of approved graduate-level study with a minimum of 48-semester credit hours or 72-quarter credit hours required of all students. Programs in Mental Health Counseling and Marital, Couple and Family Counseling/Therapy are comprised of approved graduate-level study with a minimum of 60-semester credit hours or 90-quarter credit hours required of all students.
The minimum number of quarter credit hours required of students in the master’s degree program with a major in counseling is 75. Graduate study in counseling begins with an intense six-week summer session for both full-time and summer- sequential students. Summer-sequential students enroll in 12 credits each of the following three summers. Full-time students enroll in at least 12 credits for six consecutive terms, including the second summer session. In the first academic year, full-time and summer-sequential students take one course per term on a week-end schedule. This minimum number of quarter credit hours is documented in the MS degree with a major in counseling student handbook (See Appendix for an excerpt documenting a 75 quarter hour curriculum).
D. Students actively identify with the counseling profession by participating in professional associations such as the American Counseling Association (ACA), its divisions, branches, and affiliate organizations, and by participating in seminars, workshops, or other activities that contribute to personal and professional growth.
OSU CACREP SELF STUDY PAGE 24 TOC LINK The OSU Counseling Academic Unit has established a formal procedure which encourages students to participate in professional workshops, on a statewide and national level and receive academic credits. Students develop contracts with a faculty member and register for TCE 508 using a standard form (See Appendix ). Reading and Conference and Special Projects (TCE 505/506) allow students to explore areas of specific professional interests.
Bulletin boards located in the student gathering areas provides information on jobs, curriculum, organizations, workshops, and conferences. Information about national associations linked to ACA (e.g. Association for Gay, Lesbian, and Bisexual Issues in Counseling) are also posted in these locations (See Appendix ).
On occasion the program receives requests to invite our MS students to participate in research. The faculty supports the concept of participating in research studies through providing research space and student access to appropriately screened research projects (See example in Appendix ).
In terms of opportunities for improving professional skills such as writing techniques and learning processes, the university offers such on-going services as the Center for Writing and Learning (See Appendix ).
E. Over the course of one academic term, students meet for a minimum of 10 clock hours in a small-group activity approved by the program. This planned group requirement is intended to provide direct experiences as a participant in a small group.
All students enrolled in the program are required to participate in a small group experience (See Appendix ). This requirement is explained in MS degree student handbook (See Appendix 58). Before admission students must sign a statement agreeing to participate in such a program (See Appendix ).
F. Consistent with established institutional due process policy and ACA Ethical Standards, when evaluations indicate that a student is not appropriate for the program, faculty should assist in facilitating the student’s transition out of the program and, if possible, into a more appropriate area of study.
The Oregon State System of Higher Education has adopted the following statement:
Academic performance is not the sole criterion for admission to and continuation in certain courses and programs at the University, such as practicum courses and internships. The University may find it necessary to evaluate a person's background to determine his or her likelihood of maintaining standards of professional conduct that are necessary in the discipline. An evaluation may
OSU CACREP SELF STUDY PAGE 25 TOC LINK take into consideration current performance as well as past experiences and actions that could affect a student's ability to perform in the particular course or program.
The Counseling Academic Unit faculty subscribes to the above statement and has adopted the following guiding principles and conditions for both admission and retention in the program:
►Applicants are sought from a variety of groups and cultures within society. Admissions policies and procedures are designed to foster the identification and selection of all prospective students who possess the potential for master’s level work in counseling (doctoral: work as a counselor educator)--to the extent of looking beyond the more traditional criteria. ►Applicants are sought who have demonstrated a commitment to the profession of counseling and to the specific areas emphasized at OSU (i.e., School Counseling, Community Counseling, and Counselor Education) through interest, preparation, and experience. ►Counseling professionals and appropriate professional credentialing bodies are consulted relative to admission policies and procedures. ►The Counseling Academic Unit faculty (along with the Chair of the Department of Teacher and Counselor Education, the Dean of the College of Education, and Dean of the Graduate School) has the responsibility for the selection of degree candidates and has established admission criteria. ►Master's degree candidates are required to participate as clients in an individual or group counseling experience. This requirement is based, in part, on the belief that first hand experiences as a client bridges the often-existing gap between intellectual and emotional understanding of the client experience. On-going student emotional and psychological well-being is paramount for continuation in the program. ►The faculty of the Counseling Academic Unit subscribe to the ethical standards of the American Counseling Association (ACA). Consistent with these standards, master’s degree candidates may not independently offer mental health diagnosis, counseling, or consultation services, either gratis or for remuneration. If it should come to the attention of the faculty that a student is offering such services, a committee appointed for this purpose will conduct an investigation of the student’s activities. The committee will present its findings and recommendations to the staff for decision on retention of the student in the program.
The policy for evaluation and retention of students is included in both the MS and PhD degree handbooks. This policy is as follows:
EVALUATION AND RETENTION OF STUDENTS
In agreement with the ethical guidelines of the American Counseling Association, the OSU Counseling Academic Unit has developed the following
OSU CACREP SELF STUDY PAGE 26 TOC LINK student evaluation and retention procedures. Respecting these guidelines, the program considers not only academic abilities and skill performance when making retention decisions about students, but also such aspects as whether the student has appropriate levels of maturity, judgment, emotional stability, sensitivity to others, and self-awareness.
Faculty members meet regularly in order to evaluate each student's progress in academic work, teaching, supervision, counseling skills, and intrapersonal/interpersonal effectiveness. Those students assessed as having difficulty will receive written and oral feedback concerning their progress from their adviser. All written feedback is placed in the student's central file, including any student responses to feedback received.
Students who are identified as having deficiencies are provided assistance in order to improve their performance:
1. Problem Identification Meeting
The adviser meets with the student and gives specific examples of the difficulties which have been identified by the faculty. The student and the adviser then discuss minimal change expectations and procedures. A decision is made at this time as to the seriousness of the problem, and if it is recurring. Steps for resolution are recommended and a time frame for remediation is agreed upon by both parties. A written contract is designed at this time and is signed by the student and the adviser, with the understanding that the student's progress will be reviewed by the faculty at his/her next meeting.
2. Recurring or Critical Problems
If the situation is recurring or critical, a team of staff members may be appointed to meet with the student. The concerns are delineated in writing and given to the student prior to this meeting. During this meeting, the student is given specific information about the particular problem, the steps needed for solution, and the time frame allowed prior to determining if further action must be considered. A written contract clearly stating the areas which need to be improved, and the methods and time frame needed for improvement, is designed and signed by the student and the involved faculty members. A copy of this agreement is given to the student and the original is placed in the student's central file.
3. Insufficient Progress, Withdrawal, Counseling
If the student does not make expeditious progress toward resolution of the identified problem(s), and if the staff agrees that the student will not be
OSU CACREP SELF STUDY PAGE 27 TOC LINK able to successfully achieve the skills (i.e., academic, teaching, supervision and counseling) or interpersonal/intrapersonal effectiveness objectives of the program, then recommendation for withdrawal of the student from the program is considered. If this decision is made, it is then passed to the next administrative channel. Academic, vocational, and personal counseling may be suggested to the student and may include the transfer of earned credits to a new program if one is selected.
4. Due Process Procedures
Unless the problem involves a major disciplinary action, all of the preceding steps are handled within the Counseling Academic Unit. The university and the program assure each student that their rights are respected and that due process is followed. If a student wishes to challenge a decision of the program regarding retention in the program, the student has the right to an appeal process. This process starts with the chair of the Department of Teacher and Counselor Education. After the chair, the process moves onto the Dean of the College of Education and then the Graduate School.
The Counseling Academic Unit believes that the stated procedures are in accord with accepted educational practices and the following guidelines of the American Counseling Association Ethical Standards: Members, through continual student evaluation and appraisal, must be aware of the personal limitations of the learner that might impede future performance. The instructor must not only assist the learner in securing remedial assistance but also screen from the program those individuals who are unable to provide competent services.
In addition to Counseling Academic Unit’s policies and procedures, please note the following Graduate School policies and procedures in this area:
Dismissal From Graduate School
Advanced-degree students (regular, conditionally, and provisionally admitted) are expected to make satisfactory progress toward a specific academic degree. This includes maintaining a GPA of 3.00 or better for all courses taken as a graduate student and for courses included in the graduate program, meeting departmental requirements, and participating in a creative activity such as a thesis.
If a student is failing to make satisfactory progress toward an academic degree, as determined by the major department or the Graduate School, the student may be dismissed from the Graduate School.
OSU CACREP SELF STUDY PAGE 28 TOC LINK Any doctoral student who fails the preliminary oral examination with a committee recommendation that the student's work toward this degree be terminated may be dismissed from the Graduate School.
Any student who fails a final oral examination may be dismissed from the Graduate School.
Academic dishonesty and other violations of the Student Conduct Regulations may serve as grounds for dismissal from the Graduate School.
Student Conduct Regulations
Graduate students enrolled at Oregon State University are expected to conform to basic regulations and policies developed to govern the behavior of students as members of the university community. The regulations have been formulated by the Student Conduct Committee, the Student Activities Committee, the university administration, and the State Board of Higher Education. Violations of the regulations subject a student to appropriate disciplinary or judicial action. The regulations and the procedures for disciplinary action and appeal are available via the OSU website and outlined in detail in the electronic OSU Schedule of Classes published every academic year.
Grievance Procedure
All students desiring to appeal matters relating to their graduate education should request a copy of Grievance Procedures for Graduate Students at Oregon State University from the Graduate School. These procedures are also available on the web at http://oregonstate.edu/Dept/grad_school/. Graduate assistants who are not represented by the Coalition of Graduate Employees, American Federation of Teachers Local 6069 who wish to appeal terms and conditions of their employment should also refer to these procedures. Graduate assistants whose terms and conditions of employment are prescribed by the Collective Bargaining Agreement between OSU, OUS, and the Coalition of Graduate Employees, American Federation of Teachers Local 6069 should also refer to that document.
In the event of discontinuation in a program of the Counseling Academic Unit, the student is advised as to the application of completed course work to other programs.
G. Flexibility is provided within the program’s curriculum to accommodate individual differences in student knowledge and competencies.
If students have met requirements in the program through previous curricular experiences, they are asked to document this experience. Documentation can be via transcripts, certifications of training or written attestation of training,
OSU CACREP SELF STUDY PAGE 29 TOC LINK competence and experience by an appropriately credentialed educator. In addition, two forms are utilized: the Counseling Academic Unit’s “Academic Petition” form (See Appendix ) and the Graduate School’s Petition for a Change in Graduate Program (See Appendix ). Students must complete the form(s) and have them signed by their adviser. The petition form is then filed in the student’s permanent record folder. All students must have at least 75 current graduate credits to complete the program. Thus, if coursework is waived, the student will need to select approved elective courses to meet the 75 hour requirement. In some cases students may choose to be involved in more internship hours, do reading and conference credits, engage in research, or attend advanced training in an area of interest. Students may also petition directly to the faculty at-large for consideration of special requests regarding their program of study.
In terms of flexibility within the program’s curricula, most course syllabuses include a variety of ways to accommodate individual differences in student knowledge and competencies. For example, in the Social and Cultural Perspective in Counseling course, (TCE 532) students are evaluated through multiple levels: written, oral, and application (See Appendix 1).
The Counseling Academic Unit faculty seek to accommodate all students with disabilities and are committed to the retention of such students while promoting academic success and the university supplies support services for said students (See Appendix ). All counseling syllabi include statements informing students of procedures to implement if they believe they need special services (See Appendix 1).
H. Syllabi are distributed at the beginning of each curricular experience, are available for review by all enrolled or prospective students, and include all of the following:
The syllabi of courses required of students in the program can be found in See Appendix 1.
1. objectives;
All syllabi contain specific course objectives grounded in the CACREP standards.
2. content areas;
All syllabi delineate specific content areas that are covered. All syllabi contain a schedule of class meetings and the topic that will be covered.
3. required text(s) and/or reading(s); and
All syllabi state the required text(s) and/or readings.
OSU CACREP SELF STUDY PAGE 30 TOC LINK 4. methods of instruction, including a clear description of how content is delivered (e.g., lecture, seminar, supervised practical application, distance learning); and
All syllabi state the methods of instruction.
5. student performance evaluation criteria and procedures.
All syllabi include performance evaluation criteria and procedures.
I. Evidence exists of the use and application of research data among program faculty and students.
All syllabi (See Appendix 1) include statements or indications that relevant research findings are introduced into classroom teaching and that students are expected to utilize current literature into their written and oral assignments.
J. Each program for which accreditation is sought must show a history of graduates.
The list of graduates for all three accredited programs can be found in Appendix .
K. Curricular experiences and demonstrated knowledge in each of the eight common core areas are required of all students in the program. The eight common core areas follow.
A matrix specifically documenting that all required demonstrated knowledge and curricular experiences are addressed in the required curriculum can be found in Matrix 1.
1. PROFESSIONAL IDENTITY - studies that provide an understanding of all of the following aspects of professional functioning: a. history and philosophy of the counseling profession, including significant factors and events;
Covered, see Matrix 1 and related syllabi (See Appendix 1). b. professional roles, functions, and relationships with other human service providers;
Covered, see Matrix 1 and related syllabi (See Appendix 1). c. technological competence and computer literacy;
Covered, see Matrix 1 and related syllabi (See Appendix 1).
OSU CACREP SELF STUDY PAGE 31 TOC LINK d. professional organizations, primarily ACA, its divisions, branches, and affiliates, including membership benefits, activities, services to members, and current emphases;
Covered, see Matrix 1 and related syllabi (See Appendix 1). e. ethical standards of the ACA and related entities, ethical and legal issues, and their applications to various professional activities (e.g., appraisal, group work);
Covered, see Matrix 1 and related syllabi (See Appendix 1). f. professional credentialing including certification, licensure, and accreditation practices and standards, and the effects of public policy on these issues;
Covered, see Matrix 1 and related syllabi (See Appendix 1). g. public and private policy processes, including the role of the professional counselor in advocating on behalf of the profession;
Covered, see Matrix 1 and related syllabi (See Appendix 1). h. advocacy processes needed to address institutional and social barriers that impede access, equity, and success for clients; and
Covered, see Matrix 1 and related syllabi (See Appendix 1). i. ethical standards of ACA and related entities, and applications of ethical and legal considerations in professional counseling.
Covered, see Matrix 1 and related syllabi (See Appendix 1).
2. SOCIAL AND CULTURAL Diversity- studies that provide an understanding of the cultural context of relationships, issues and trends in a multicultural and diverse society related to such factors as culture, ethnicity, nationality, age, gender, sexual orientation, mental and physical characteristics, education, family values, religious and spiritual values, socioeconomic status and unique characteristics of individuals, couples, families, ethnic groups, and communities including all of the following: a. multicultural and pluralistic trends, including characteristics and concerns between and within diverse groups nationally and internationally;
Covered, see Matrix 1 and related syllabi (See Appendix 1).
OSU CACREP SELF STUDY PAGE 32 TOC LINK b. attitudes, beliefs, understandings, and acculturative experiences, including specific experiential learning activities;
Covered, see Matrix 1 and related syllabi (See Appendix 1). c. individual, couple, family, group, and community strategies for working with diverse populations and ethnic groups;
Covered, see Matrix 1 and related syllabi (See Appendix 1). d. counselors’ roles in social justice, advocacy and conflict resolution, cultural self-awareness, the nature of biases, prejudices, processes of intentional and unintentional oppression and discrimination, and other culturally supported behaviors that are detrimental to the growth of the human spirit, mind, or body; Covered, see Matrix 1 and related syllabi (See Appendix 1). e. theories of multicultural counseling, theories of identity development, and multicultural competencies; and
Covered, see Matrix 1 and related syllabi (See Appendix 1). f. ethical and legal considerations.
Covered, see Matrix 1 and related syllabi (See Appendix 1).
3. HUMAN GROWTH AND DEVELOPMENT- studies that provide an understanding of the nature and needs of individuals at all developmental levels, including all of the following: a. theories of individual and family development and transitions across the life-span;
Covered, see Matrix 1 and related syllabi (See Appendix 1). b. theories of learning and personality development;
Covered, see Matrix 1 and related syllabi (See Appendix 1). c. human behavior including an understanding of developmental crises, disability, addictive behavior, psychopathology, and environmental factors as they affect both normal and abnormal behavior;
Covered, see Matrix 1 and related syllabi (See Appendix 1).
OSU CACREP SELF STUDY PAGE 33 TOC LINK d. strategies for facilitating optimum development over the lifespan;
Covered, see Matrix 1 and related syllabi (See Appendix 1). e. ethical and legal considerations.
Covered, see Matrix 1 and related syllabi (See Appendix 1).
4. CAREER AND LIFESTYLE DEVELOPMENT- studies that provide an understanding of career development and related life factors.
Studies in this area include, but are not limited to, the following; a. career development theories and decision-making models;
Covered, see Matrix 1 and related syllabi (See Appendix 1). b. career, avocational, educational, occupational and labor market information resources, visual and print media, computer-based career information systems, and other electronic career information systems;
Covered, see Matrix 1 and related syllabi (See Appendix 1). c. career development program planning, organization, implementation, administration and evaluation;
Covered, see Matrix 1 and related syllabi (See Appendix 1). d. interrelationships among work, family, and other life roles and factors including diversity and gender issues as related to career development;
Covered, see Matrix 1 and related syllabi (See Appendix 1). e. career educational placement, follow-up and evaluation;
Covered, see Matrix 1 and related syllabi (See Appendix 1). f. assessment instruments and techniques relevant to career planning and decision-making;
Covered, see Matrix 1 and related syllabi (See Appendix 1). g. technology-based career development applications and strategies, including computer-assisted career guidance and information systems and appropriate world-wide web sites;
OSU CACREP SELF STUDY PAGE 34 TOC LINK Covered, see Matrix 1 and related syllabi (See Appendix 1). h. career counseling processes, techniques and resources including those applicable to specific populations; and
Covered, see Matrix 1 and related syllabi (See Appendix 1). i. ethical and legal considerations.
Covered, see Matrix 1 and related syllabi (See Appendix 1).
5. HELPING RELATIONSHIPS- studies that provide an understanding of counseling and consultation processes.
Studies in this area include, but are not limited to, the following: a. counselor and consultant characteristics and behaviors that influence helping processes including age, gender, and ethnic differences, verbal and nonverbal behaviors and personal characteristics, orientations, and skills;
Covered, see Matrix 1 and related syllabi (See Appendix 1). b. an understanding of essential interviewing and counseling skills so that the student is able to develop a therapeutic relationship, establish appropriate counseling goals, design intervention strategies, evaluate client outcome, and successfully terminate the counselor-client relationship. Studies will also facilitate student self-awareness so that the counselor-client relationship is therapeutic and the counselor maintains appropriate professional boundaries;
Covered, see Matrix 1 and related syllabi (See Appendix 1). c. counseling theories that provide the student with a consistent model(s) to conceptualize client presentation and select appropriate counseling interventions. Student experiences should include an examination of the historical development of counseling theories, an exploration of affective, behavioral, and cognitive theories, and an opportunity to apply the theoretical material to case studies. Students will also be exposed to models of counseling that are consistent with current professional research and practice in the field so that they can begin to develop a personal model of counseling;
Covered, see Matrix 1 and related syllabi (See Appendix 1).
OSU CACREP SELF STUDY PAGE 35 TOC LINK d. a systems perspective that provides an understanding of family and other systems theories and major models of family and related interventions. Students will be exposed to a rationale for selecting family and other systems theories as appropriate modalities for family assessment and counseling;
Covered, see Matrix 1 and related syllabi (See Appendix 1). e. a general framework for understanding and practicing. Student experiences should include an examination of the historical development of consultation, an exploration of the stages of consultation and the major models of consultation, and an opportunity to apply the theoretical material to case presentations. Students will begin to develop a personal model of consultation;
Covered, see Matrix 1 and related syllabi (See Appendix 1). f. integration of technological strategies and applications within counseling and consultation processes; and Covered, see Matrix 1 and related syllabi (See Appendix 1). g. ethical and legal considerations.
Covered, see Matrix 1 and related syllabi (See Appendix 1).
6. GROUP WORK- studies that provide both theoretical and experiential understandings of group purpose, development, dynamics, counseling theories, group counseling methods and skills, and other group approaches, including all of the following:
Studies in this area include, but are not limited to, the following: a. principles of group dynamics, including group process components, developmental stage theories, group members’ roles and behaviors, and therapeutic factors of group work;
Covered, see Matrix 1 and related syllabi (See Appendix 1). b. group leadership styles and approaches including characteristics of various types of group leaders and leadership styles;
Covered, see Matrix 1 and related syllabi (See Appendix 1). c. theories of group counseling including commonalties, distinguishing characteristics, and pertinent research and literature;
Covered, see Matrix 1 and related syllabi (See Appendix 1).
OSU CACREP SELF STUDY PAGE 36 TOC LINK d. group counseling methods including group counselor orientations and behaviors, appropriate selection criteria and methods, and methods of evaluation of effectiveness;
Covered, see Matrix 1 and related syllabi (See Appendix 1). e. approaches used for other types of group work, including task groups, prevention groups, support groups, and therapy groups; and
Covered, see Matrix 1 and related syllabi (See Appendix 1). f. professional preparation standards for group leaders; and
Covered, see Matrix 1 and related syllabi (See Appendix 1). g. ethical considerations.
Covered, see Matrix 1 and related syllabi (See Appendix 1).
7. APPRAISAL- studies that provide an understanding of individual and group approaches to assessment and evaluation.
Studies in this area include, but are not limited to, the following: a. historical perspectives concerning the nature and meaning of assessment;
Covered, see Matrix 1 and related syllabi (See Appendix 1). b. basic concepts of standardized and nonstandardized testing and other assessment techniques including norm-referenced and criterion- referenced assessment, environmental assessment, performance assessment, individual and group test and inventory methods, behavioral observations, and computer-managed and computer-assisted methods;
Covered, see Matrix 1 and related syllabi (See Appendix 1). c. statistical concepts, including scales of measurement, measures of central tendency, indices of variability, shapes and types of distributions, and correlations;
Covered, see Matrix 1 and related syllabi (See Appendix 1). d. reliability (i.e., theory of measurement error, models of reliability, and the use of reliability information);
OSU CACREP SELF STUDY PAGE 37 TOC LINK Covered, see Matrix 1 and related syllabi (See Appendix 1). e. validity (i.e., evidence of validity, types of validity, and the relationship between reliability and validity;
Covered, see Matrix 1 and related syllabi (See Appendix 1). f. age, gender, ethnicity, language, disability, culture and spirituality factors related to the assessment and evaluation of individuals, groups and specific populations;
Covered, see Matrix 1 and related syllabi (See Appendix 1). g. strategies for selecting, administering, interpreting, and using assessment and evaluation instruments and techniques in counseling; and
Covered, see Matrix 1 and related syllabi (See Appendix 1). h. an understanding of general principles and methods of case conceptualization, assessment, and/or diagnoses of mental and emotional status; and
Covered, see Matrix 1 and related syllabi (See Appendix 1). i. ethical considerations in appraisal.
Covered, see Matrix 1 and related syllabi (See Appendix 1).
8. RESEARCH AND PROGRAM EVALUATION- studies that provide an understanding of research methods, statistical analysis, needs assessment, and program evaluation.
Studies in this area include, but are not limited to, the following: a. the importance of research and opportunities and difficulties in conducting research in the counseling profession,
Covered, see Matrix 1 and related syllabi (See Appendix 1). b. research methods such as qualitative, quantitative, single-case designs, action research, and outcome-based research;
Covered, see Matrix 1 and related syllabi (See Appendix 1).
OSU CACREP SELF STUDY PAGE 38 TOC LINK c. use of technology and statistical methods in conducting research and program evaluation, assuming basic computer literacy;
Covered, see Matrix 1 and related syllabi (See Appendix 1). d. principles, models, and applications of needs assessment, program evaluation, and use of findings to effect program modifications;
Covered, see Matrix 1 and related syllabi (See Appendix 1). e. use of research to improve counseling effectiveness; and
Covered, see Matrix 1 and related syllabi (See Appendix 1). f. ethical and legal considerations in research.
Covered, see Matrix 1 and related syllabi (See Appendix 1).
OSU CACREP SELF STUDY PAGE 39 TOC LINK Section III
CLINICAL INSTRUCTION
Clinical instruction includes supervised practica and internships that have been completed within a student’s program of study. Practicum and internship requirements are considered to be the most critical experience elements in the program. All faculty, including clinical instruction faculty and supervisors, are clearly committed to preparing professional counselors and promoting the development of the student’s professional counselor identity.
A. Each regular or adjunct program faculty member who provides individual or group practicum and/or internship supervision must have:
1. a doctoral degree and/or appropriate clinical preparation, preferably from an accredited counselor education program;
Table 3 includes all faculty who provided on-campus individual and/or group practicum and/or internship supervision during the self study year:
Table 3 Faculty Degree And/Or Appropriate Clinical Preparation Name Degree/Major/Institution Biles MS/Counseling–Community & School Counseling/OSU* PhD/Counselor Ed/OSU* Dykeman MEd/School Counseling/U. of Wash.* PhD/Counselor Ed./U. of Virginia* Ingram MS/School Coun/ NC A&T* EdD/Coun Ed/U. of Cincinnati* MacGregor Ph.D./Clinical Psychology/Fielding Institute** Pehrsson MC Community Counseling/Idaho SU* MEd C & I/ Idaho SU EdD Counselor Ed/ Idaho SU* Rubel MCoun/Mental Health Counseling/Idaho State U* PhD/Counseling and Counselor Education/Idaho State U* Wasylow M.Ed/School Counseling/Northern Arizona University* PhD/Counseling Psychology/NAU *CACREP accredited. **APA accredited.
2. relevant professional experience and demonstrated competence in counseling; and
OSU CACREP SELF STUDY PAGE 40 TOC LINK The relevant experience and training of those identified in Standard III A.1 are listed in the vita of each person (See Appendix ). A summary of this experience and training can be found in Table 4.
Table 4 Faculty Relevant Professional Experience and Demonstrated Competence Name Professional Experience Demonstrated Competence Biles School Counselor (4 years), NCC, OR SC license Drug & Alcohol Counselor (3 years) Counselor Educator (2 years) Dykeman School Counselor (2 years) NCC, NCSC, MAC, WA Counselor Educator (13 years) State SC license Ingram School Teacher (6 years) Counselor Educator (13 years) MacGregor Community Counselor (20 yrs) LMHC CC Counselor (2 yrs) NCC CC Instructor (2 yrs) Counselor Educator (3 yrs) Pehrsson School Counselor (2 yrs) NCC. ACS, DCC, CLPC-S, Community Counselor (7 yrs) RPT-S, ID SC endorse, RN Counselor Educator (10 yrs) Rubel Agency Counselor (3 years) NCC, Idaho LPC Counselor Educator (4 years) Wasylow School Counselor (6 years) AZ and OR SC license
3. relevant training and supervision experience.
The relevant experience and training of those faculty identified in Standard III A.1 are listed in the vita of each person (See Appendix 32). A summary of this experience and training can be found in Table 5.
Table 5 Faculty Relevant Training and Supervision Experience Name Training Supervision Experience Biles OSU Supervision Courses and OSU practica and internship Internship surpervisor Dykeman U. of Wash.- Supervision U. of Wash., U. of Vir., Courses and Internships Eastern Wa. U., OSU- U. of Vir.- Supervision Courses practica and internship and Internships supervisor Ingram U. of Cinc. Supervision UC practica and internship Courses and Internship supervisor MacGregor Fielding Institute- supervision U. of Texas- field internship training and internship supervisor, OSU practicum
OSU CACREP SELF STUDY PAGE 41 TOC LINK Name Training Supervision Experience and internship supervsior Pehrsson ACS, practicum and internship Idaho State University – supervision Supervision Courses, Practicum, and Internships, Idaho State University, Oregon State University Rubel Idaho State University – practicum and internship Supervision Courses, supervision Practicum, and Internships, Idaho State University, Oregon State University Wasylow Northern Arizona University – Northern Arizona University Supervision Courses and – internship supervisor practical supervision experiences
It is important to note that all faculty assigned to on-campus individual and/or group practicum and/or internship supervision are approved supervisors in the state of Oregon, Board of Licensed Professional Counselors.
B. Students serving as individual and/or group practicum supervisors:
1. have completed practicum and internship experiences equivalent to those within the entry-level program;
The students serving as on-campus individual and/or group supervisors for practicum and internship students during the self study year are listed in Table 6.
Table 6 Student Supervisor Entry Level Program Equivalence Student Entry Level Degree/Major/Institution Aguilera, Mary MA/Counseling/Western Seminary Dilts, Rachel MA/Counseling/Avila University McGlasson, Terry MA/Counseling/Western Seminary Pepperell, Jennifer MA/Counseling/Lewis and Clark College Phillips, Tom MEd/Counseling/Colorado SU Rodriguez, Adrian MEd/Counseling/Northern AZ U* Schulz, Lisa MS/Counseling/Oregon SU* Slyepchenko, Anya MA/Counseling/Lewis and Clark College Taephant, Nattusuda MA/Counseling/Chulalongkorn U *CACREP accredited institution.
OSU CACREP SELF STUDY PAGE 42 TOC LINK The only students who serve as on-campus individual and/or group supervisors for practicum and internship students, are students accepted into the PhD in Counseling program. All students admitted to the PhD program have a MS in counseling from a CACREP approved program or equivalent (as measured by additional PhD courses or life experience). They are expected to have strong clinical skills before admission and must demonstrate their skills via videotape to the admission committee or representative before acceptance to the program. The PhD application packet and interview questions explain the process of admission which assesses level of clinical competency (See Appendix ).
2. have completed or are receiving training in counseling supervision; and
Most doctoral students have a minimum of three years of post-masters experience working as counselors. They are expected to have strong clinical skills before admission and must demonstrate their skills before admission to the program ( See Appendix 33). All the PhD students are required to be enrolled in or have completed the introductory PhD level supervision course (TCE 697). The PhD application packet explains the process of admission which assesses level of pre-doctoral training and lists the required training in counseling supervision (See Appendix 33).
3. are themselves supervised by program faculty with a faculty/student ratio of 1:5.
The faculty who served during the self study year as supervisors of doctoral students by providing on-campus individual and/or group supervision for practicum and internship students are in Table 7.
Table 7 Faculty Who Served During the Self Study Year as Supervisors of Doctoral Students Name Dykeman, Cass* Ingram, Michael* Pehrsson, Dale* Rubel, Debbie* Wasylow, Beth* *graduate of one or more CACREP accredited programs
During the self study year the ratio of faculty supervision to PhD student was 1:2; frequently it was 1:1.
C. A site supervisor must have:
1. a minimum of a master’s degree in counseling or a related profession with equivalent qualifications, including appropriate certifications and/or licenses;
OSU CACREP SELF STUDY PAGE 43 TOC LINK All onsite supervisors have a minimum of a master’s degree in counseling or a closely related field and appropriate certifications and/or licenses. All onsite supervisors who provide individual or group supervision are listed in Table 8 at the end of Section III.C along with their agency or school affiliation. Relevant degree and appropriate certifications/licenses are also identified in Table 8 at the end of Section III.C.
2. a minimum of two (2) years of pertinent professional experience in the program area in which the student is completing clinical instruction; and
All onsite supervisors who provided individual and/or group supervision for practicum and internship students in the program have a minimum of two years of pertinent professional experience. All onsite supervisors who provide individual or group supervision are listed in Table 8 at the end of Section III.C. Relevant experience is also identified in Table 8 at the end of Section III.C.
3. knowledge of the program’s expectations, requirements, and evaluation procedures for students.
All onsite supervisors have knowledge of the program’s expectations, requirements, and evaluation procedures for the students. Supervisors in the field receive the appropriate practica manual (See Appendix ) and/or internship manuals (school or community) (See Appendix ). These manuals give an overview of the counseling pratica/internship, practica/internship agreement, practica/internship forms, regulations, supervision resources, and student resources.
A face-to-face meeting is completed at the mandatory internship “entrance” visit. During this visit the on-campus supervisor verbally discusses with the onsite supervisor and student intern, the programs expectations, requirements and evaluation. In addition, supervisors are invited for a yearly “Supervision Inservice” where internship procedures are clarified and supervision issues are discussed (See Appendix 10).
OSU CACREP SELF STUDY PAGE 44 TOC LINK Table 8: Site Supervisor Professional Background and Competencies
Table 8 Site Supervisor Professional Background and Competencies Supervisor Site Degree/ Years of Field/ Professional Certifications Experience Boss, M. Central HS MEd/ 25 Counseling/ Sch Coun-OR Brouwers, M. OSU PhD/ 22 Counseling Center Counseling/ LPC-OR, Lic Psy-OR Calciano, F. Roosevelt MS MS/ 19 Counseling/ Sch Coun-OR, NCC Cusimano, D. Lincoln ES MS/ 11 Counseling/ Sch Coun-OR Eakin, G. West Salem HS PhD/ 30 Ed Psych/ Sch Coun-OR Elliot, J. Corvallis HS MS/ 15 Counseling/ Sch Coun-OR Fifield, D. West Albany HS MS/ 22 Counseling Sch Coun-OR Fisher, J. SAFE Center MS/ 20 Counseling/ RN Freund, R. Lane CC PhD/ 31 Counseling Center Clinical Psychology/
Ganser, D. Lane CC MS/ 13 Counseling Center Counseling/ NCC Gouveia, J. Benton County MSW/ 15 Mental Health Social Work/ LCSW-OR, ACSW Lathrop, D. WOU MS/ 9 Counseling Center Counseling/ LPC-OR, CADCII Martin, J. Chemekata CC MEd/ 16 Counseling Center Counseling/ LPC-OR Martin, K. YWCA of Salem MS/ 22
OSU CACREP SELF STUDY PAGE 45 TOC LINK Supervisor Site Degree/ Years of Field/ Professional Certifications Experience Family Programs Counseling/
Moser, M. Old Mill Center MS/ 20 Counseling/ LPC-OR, NCC O’Daniel, A. Old Mill Center for MS/ 4 Children & Counseling/ Families LPC-OR Phillips, T. OSU Career MEd/ 5 Development Counseling/ Center Ribeiro, M. OSU EdD/ 3 Counseling Center Counseling/ LPC-NJ Rodriguez, A. Portland CC MEd/ 10 Counseling Center Counseling/ Sch Coun-OR Schultz, L. Sam Barlow HS MS/ 6 Counseling/ Sch Coun-OR, NCC Sedlock, J. Cheldelin MS MS/ 7 Community/ Sch Coun-OR Shafer, B. South Lane MSW/ 26 Mental Health Social Work/ LCSW-OR, LPN Vicario, B. OSU PhD/ 9 Counseling Center Counseling/
Zimchek, C. Taft HS MA/ 16 Counseling/ Sch Coun-OR
D. A clinical instruction environment, on- or off-campus, is conducive to modeling, demonstration, and training and is available and used by the program. Administrative control of the clinical instruction environment ensures adequate and appropriate access by the faculty and students. The clinical instruction environment includes all of the following:
Nota bene: The Oregon State Legislature has appropriated money specifically for the renovation of Education Hall on the Corvallis campus (specific appropriations such as this are rare). A state of the art clinical instructional center is part of this
OSU CACREP SELF STUDY PAGE 46 TOC LINK renovation (See Appendix ). On the Cascades campus, clinical instruction occurs in special high-tech classrooms in the recently built Cascades Hall. These special classroom provide a quality clinical instruction environment.
Clinical Instruction Environment Overview:
Corvallis Campus The clinical instruction facility is used for the following purposes: 1. Conduct peer counseling for Pre-practicum (TCE 513). 2. Supervise peer counseling for Pre-practicum (TCE 513). 3. Conduct peer counseling for Fundamentals of Counseling (TCE 530). 4. Supervise peer counseling for Fundamentals of Counseling (TCE 530). 5. Conduct peer counseling for master’s practicum (TCE 514). 6. Supervise peer counseling for master’s practicum (TCE 514). 7. Conduct career counseling for career counseling class (TCE 568). 8. Supervise career counseling for career counseling class (TCE 568). 9. Supervise counseling for master’s internship (TCE 515). 10. Conduct counseling for doctoral practicum (TCE 617). 11. Supervise career counseling for doctoral practicum (TCE 617).
Cascades Campus Cascades Hall is used for the following purposes: 1. Conduct peer counseling for Pre-practicum (TCE 513). 2. Supervise peer counseling for Pre-practicum (TCE 513). 3. Conduct peer counseling for master’s practicum (TCE 514). 4. Supervise peer counseling for master’s practicum (TCE 514). 5. Conduct career counseling for career counseling class (TCE 568). 6. Supervise career counseling for career counseling class (TCE 568). 7. Supervise counseling for master’s internship (TCE 515). 8. Conduct peer counseling for Group Counseling Procedures (TCE 571) 9. Supervise Group Counseling Procedures (TCE 571)
1. settings for individual counseling with assured privacy and sufficient space for appropriate equipment (for example, TV monitoring and taping);
Corvallis Campus The Counseling Academic Unit utilizes its clinical training facility on the third floor of the Education Hall. This facility includes two counseling rooms for individual counseling sessions (Rooms 315A, 315B). Each room is equipped with a VHS camera to record session and a VHS playback machine that is used for supervision to review audio and videotapes.
Cascades Campus
OSU CACREP SELF STUDY PAGE 47 TOC LINK The Counseling Academic Unit conducts its clinical training in Cascades Hall East, Room 118. The room is equipped with a VHS camera and audio equipment to record and review sessions.
2. settings for small-group work with assured privacy and sufficient space for appropriate equipment;
Corvallis Campus The clinical training facility also contains one counseling room for group/family counseling session (315E), and an adjoining observation room equipped with a one-way mirror (Rooms 315D). Each room is equipped with a VHS camera to record session and a VHS playback machine that is used for supervision to review audio and videotapes.
Cascades Campus Clinical training for group class and practicum/internship class and small group supervision is conducted in an assigned classroom in Cascades Hall. Each classroom is equipped with VHS and DVD equipment to playback and review tapes. The classrooms have blinds, which can be closed. Individual and Triadic supervision is conducted in small conference rooms or individual faculty offices. All classrooms and small conference rooms are equipped with VHS playback and monitor equipment.
3. necessary and appropriate technologies that assist learning, such as audio, video, and telecommunications equipment;
Corvallis Campus The clinical training facility contains video and audio equipment which can be used for training students to work with clients in counseling sessions, for group training, family counseling, play therapy, and for audio/video recording and editing.
Cascades Campus Cascades Hall contains video and audio equipment which can be used for training students to work with clients in counseling sessions, for group training, family counseling, and for audio/video recording and editing.
4. settings with observational and/or other interactive supervision capabilities; and
Corvallis Campus Room 315E in the clinical training facility has an attached observation room (Room 315D) that can hold up to 15 students.
Cascades Campus
OSU CACREP SELF STUDY PAGE 48 TOC LINK Cascades Hall does not contain a room with an attached observation room. However, the facility has the technology to observe one classroom from another room in the building.
5. procedures that ensure that the client’s confidentiality and legal rights are protected.
Corvallis Campus The clinical training facility was built as the university’s first counseling center for students and was designed with client’s confidentiality and legal rights in mind.
Cascades Campus The clinical faculty has set procedures in place to ensure client’s confidentiality and legal rights when utilizing classrooms and office space. Students are continually trained in confidentiality. Blinds and equipment are in place to ensure client’s confidentiality and legal rights are protected.
E. Technical assistance for the use and maintenance of audio and videotape and computer equipment is available as well as other forms of communication technology.
Corvallis Campus The Counseling Academic Unit utilizes the services of the university’s Center for Media Communications (CMC). CMC employs a full staff of trained technicians to advise and assist the program with maintenance, and service of all audiovisual equipment. Computer support is provided by the university’s Community Network (CN). CN employs a staff of factory authorized technicians who will pick up and repair most IBM and Apple computers within a 24 hour period.
Cascades Campus Cascades Campus employs a full staff of trained technicians to advise and assist the counseling program with maintenance, and service of all audiovisual equipment. Computer support is provided by the same staff.
F. Orientation, assistance, consultation, and professional development opportunities are provided by counseling program faculty to site supervisors.
Orientation to field site supervisors is provided during the initial site visitation (“entrance interview”). The purpose of the initial site visitation is threefold:
1. To discuss the Counseling Academic Unit procedures and requirements for the clinical practica/internship experience.
OSU CACREP SELF STUDY PAGE 49 TOC LINK 2. To provide the field site supervisor with an opportunity to discuss expectations of the program and of the student and;
3. To provide the student with an opportunity to discuss their expectations of the school or community counseling experience. Field site supervisors are also provided with a practica and/or internship manual, which contain information about the overall supervisory experience (See Appendices 34 & 35).
On-going consultation between university supervisors and field site supervisors takes place through phone contacts, e-mail transmissions and outside visits. Consultations include students’ issues regarding student’s performance, clinical arena and continuing education possibilities. There is also a face-to-face meeting completed at the end of the practica/internship which is called the “exit interview”. Feedback from field site supervisors is solicited at this time.
Further assistance to field site supervisors include: fee-reduction for university courses (school-based field site supervisors only) (See Appendix ), and access to free continuing education credits from the supervision inservice (See Appendix ).
Supervisors are invited for a yearly “Supervision Inservice” where practica/internship procedures are clarified as well as supervision issues is discussed. The focus of the supervision workshop changes each year in order to cover a variety of topics.
G. Students must complete supervised practicum experiences that total a minimum of 100 clock hours. The practicum provides for the development of counseling skills under supervision. The student’s practicum includes the following:
The Counseling Academic Unit at Oregon State University employs a two sequential quarter practicum experience. This experience begins during the second quarter of enrollment.
The practicum experience is designed to develop competencies in basic skills, facilitative dimensions, and counseling process. Self-critique, peer-critique, and supervisor-critique of videotaped interview are employed. Also, written self- critique, oral case presentation and charting skills are learned. The primary emphasis is on the counselor’s basic skills, initiating the counseling relationship, ongoing process and termination. The student additionally learns intake skills, charting procedures, and oral case presentation protocol.
The overall practicum experience results in students having a minimum of 100 hours of practicum coursework and supervision.
OSU CACREP SELF STUDY PAGE 50 TOC LINK Students are assigned to small group practicum supervision lab sections led by doctoral students. The practicum requirements and method of evaluation are consistent among all practicum lab sections (See Appendix 34).
1. 40 hours of direct service with clients, including experience in individual counseling and group work;
Practicum students are enrolled in TCE 514 for 3 credits both Fall Quarter and Winter Quarter. In addition to training experiences, students are assigned to small group practicum supervision lab sections (maximum ratio: 5 students to 1 faculty) that meet for one and half hours one day per week for 20 weeks (2 quarters). In addition, students meet in individual one hour supervision sessions with their lab section leader. During practicum, students videotape and/or audiotape their experiences with volunteer clients. They also participate in 10 hours of supervised group experience. Each student has a minimum of 40 hours of direct experience prior to the internship experience (See TCE 514 syllabus in Appendix 1).
2. weekly interaction with an average of one (1) hour per week of individual and/or triadic supervision which occurs regularly over a minimum of one academic term by a program faculty member or a supervisor working under the supervision of a program faculty member;
All clinical hours with volunteer clients are accomplished outside of the weekly class sessions. Additionally, each student receives one hour of individual supervision per week (See TCE 514 syllabus in Appendix 1).
3. an average of one and one half (1 1/2) hours per week of group supervision that is provided on a regular schedule over the course of the student’s practicum by a program faculty member or a supervisor under the supervision of a program faculty member; and
A minimum of 1 1/2 hours of group supervision per week is provided during each of the two quarters of practicum. Supervision of clinical students follows CACREP standards supervisor to supervisee ratios (See Appendix 1).
4. evaluation of the student’s performance throughout the practicum including a formal evaluation after the student completes the practicum.
Evaluation of the practicum includes the following:
1. attend all assigned supervision lab sections. 2. participate as a counselor in video or audiotaped counseling sessions. 3. present tapes in individual supervision. 4. present 2 tapes in for group supervision. 5. participate in peer critiques each session.
OSU CACREP SELF STUDY PAGE 51 TOC LINK 6. present a final check out tape.
All competencies must be demonstrated and documented before formal advancement to internship. A list of these competencies can be found in Appendix 34.
The recommended grading practice for the counseling practicum is a pass or no pass. Requirements within each course are graded as acceptable or unacceptable by their instructors and a composite grade of either pass or no pass given at the time of each course. A pass grade requires a B level of competence or better. A list of the grading parameters can be found in Appendix 1.
Monitoring and supervising student participation and activities during practicum include a variety of methods. In all of the clinical rooms, cameras are available for videotaping. Audiocassette players are required for all students as a back up system. Students review these audio and videotapes prior to class. In addition, role-play is utilized in the practicum class and on occasion, one-way mirror observation is used to monitor students’ clinical skill.
H. The program requires students to complete a supervised internship of 600 clock hours that is begun after successful completion of the student’s practicum (as defined in Standard III.G). The internship provides an opportunity for the student to perform, under supervision, a variety of counseling activities that a professional counselor is expected to perform. The student’s internship includes the following:
After completing six credits of TCE 514 (Counseling Practicum), all students are required to complete 15 credits of internship (n.b., 40 internship hours equal one credit and thus 15 credits entails 600 internship hours). Typically, Community Counseling students remain for internship at their practicum site. School Counseling students usually spend their first two quarters of internship at their practicum site. For their final quarter, they are placed at an internship site that is the other endorsem*nt level. For example, if a student served their practicum and first internship at a high school, their final internship would be at an elementary school.
When placing internship students the faculty takes into consideration internship sites and supervisors which in the past have offered opportunities for students to engage in both individual counseling and group work. Further, internship sites which have a demonstrated history of supervision excellence are utilized. In terms of school counseling internship placements are handled by the College of Education’s field placement officers (See Appendix ).
In terms of Community Counseling internship placements, Corvallis campus faculty members contact a site after receiving input from students regarding their
OSU CACREP SELF STUDY PAGE 52 TOC LINK preferences. The site then arranges directly with the student for an interview. At the Cascades campus, the field placement officer arranges internship placements.
1. a minimum of 240 hours of direct service with clients appropriate to the program of study;
Counseling interns complete a minimum of 240 hours of direct service with clients. This direct service is documented in the student “hours log” and has the signature of the onsite supervisor (See Onsite Exhibit 3 & 4).
2. weekly interaction with an average of one (1) hour per week of individual and/or triadic supervision, throughout the internship, (usually performed by the onsite supervisor;)
Counseling interns receive one hour per week of individual supervision by the onsite supervisors, throughout their internship experience. This supervision is documented in the student “hours log” and has the signature of the onsite supervisor (See Onsite Exhibit 3 & 4).
3. an average of one and one half (1 1/2) hours per week of group supervision provided on a regular schedule throughout the internship, usually performed by a program faculty member;
Counseling interns receive at least one and on half hours per week of group supervision through their campus internship class group supervision lab section. Typically, this class and the associated supervision lab section meets weekly for three hours and has a ratio of no more that 1:10 (See Onsite Exhibit 3 & 4).
4. the opportunity for the student to become familiar with a variety of professional activities in addition to direct service (e.g., record keeping, supervision, information and referral, inservice and staff meetings);
Counseling interns are expected to become knowledgeable of all professional activities on their site. Interns have an opportunity to demonstrate their competencies in a variety of activities by using the “three phase sequential progression of activities model” which includes, but is not limited to: administrative procedures, record keeping, attendance at staff meetings, research and assessment/intake/and referral procedures. Onsite supervisors are required to facilitate the student’s involvement in such activities. These activities are documented in the student “hours log” and have the signature of the onsite supervisor (See Onsite Exhibit 3 & 4). This requirement is explained in detail on page 9 of the internship manuals found in Appendix 35.
OSU CACREP SELF STUDY PAGE 53 TOC LINK 5. the opportunity for the student to develop audio and/or videotapes of the students’ interactions with clients appropriate to the specialization for use in supervision;
Counseling interns are required to produce audio/videotapes of interactions with clients for review in individual supervision and group supervision. The following statement is found in the internship manuals found in Appendix 35: “The student is expected to audio and/or video tape numerous sessions for purposes of critique by site and on-campus supervisors.” A “Permission to Tape Form” can be found in this manual.
6. the opportunity for the student to gain supervised experience in the use of a variety of professional resources such as assessment instruments, computers, print and nonprint media, professional literature, research; and
Students in the field have the opportunity to gain supervised experience in the use of many professional resources. These activities are documented in the student “hours log” and have the signature of the onsite supervisor (See Onsite Exhibit 3 & 4). Listed below is an example of such student experiences:
Resource Examples
Assessment instruments: Strong Interest Inventory Computers: ERIC virtual libraries Print and non-print media: Use of Powerpoint Professional literature: Professional School Counselor Research: Family Project: Eugene Family Institute Information and referral to appropriate providers: Linn/Benton Human Services Guide
7. a formal evaluation of the student’s performance during the internship by a program faculty supervisor in consultation with the site supervisor.
Student intern evaluation is conducted through the following methods: Students will: 1. submit all written materials as designated in the methods section of the syllabus. 2. demonstrate competency in counseling skills. 3. demonstrate competency in assessment strategies. 4. demonstrate competency in professional case presentation. 5. demonstrate competency in identifying theoretical constructs in association with counseling process. 6. demonstrate maturity, personal insight, professional presentation as appropriate to the counseling profession.
OSU CACREP SELF STUDY PAGE 54 TOC LINK Each supervisor completes a final written evaluation of the student intern which is entitled “Intern Performance Evaluation Form” (See Appendix 35). In addition the final evaluation also involves a three way exit interview with the intern, onsite supervisor, and the university supervisor. Requirements within each course are graded as acceptable or unacceptable by instructors and a composite grade of either pass or no pass given at the time of each course. It is noted that a pass grade requires a B level of competence or better (See Appendix 1).
I. The practicum and internship experiences are tutorial forms of instruction; therefore, when the individual supervision is provided by program faculty, the ratio of 5 students to 1 faculty member is considered equivalent to the teaching of one (1) three-semester hour course. Such a ratio is considered maximum per course.
All practicum students receive individual supervision from persons in the Counseling Academic Unit. These students are place into practicum supervision lab sections (TCE 514) that do not exceed a 6:1 supervisee-supervisor ratio (n.b., 6:1 is the quarter system equivalent to the semester 5:1). The supervision lab sections are lead by qualified doctoral students under the supervision of the Counseling Academic Unit’s faculty (See Table 6). The faculty member assigned to teach Practicum (TCE 514) is responsible to teach the didactic part of course and manage the supervision lab sections. This assignment is considered to be a three-credit load, or .25 of the faculty member’s full load. This is supported by the Dean of the College of Education (See Appendix ).
A small number of Internship students receive individual supervision from persons in the Counseling Academic Unit. These students are place into internship supervision lab sections (TCE 515) that do not exceed a 5:1 supervisee-supervisor ratio (n.b., 6:1 is the quarter system equivalent to the semester 5:1). These supervision lab sections are lead by qualified doctoral students under the supervision of the Counseling Academic Unit’s faculty (See Table 6). Most internship students receive their individual supervision from their site supervisor and the supervisee-supervisor ratio in this circ*mstance is 1:1. The faculty member assigned to teach Internship (TCE 515) is responsible to teach the didactic part of course and manage the supervision lab sections. This assignment is considered to be a three-credit load, or .25 of the faculty member’s full load. This is supported by the Dean of the College of Education (See Appendix ).
J. Group supervision seminars for practicum and internship should not exceed 10 students.
For practicum students, group supervision occurs within the context of their supervision lab sections. As noted in III.I, the supervisee-supervisor ratio for these lab sections never exceeds 6:1. For internship students receiving individual supervision from the Counseling Academic Unit, group supervision
OSU CACREP SELF STUDY PAGE 55 TOC LINK occurs within the context of supervision lab sections that never exceed a 6:1 supervisee-supervisor ratio. For internship students receiving individual supervision from their site supervisor, group supervision occurs within the context of supervision lab sections that never exceed a 10:1 supervisee-supervisor ratio. These supervision lab sections are lead by qualified doctoral students under the supervision of the Counseling Academic Unit’s faculty (See Table 6).
K. Clinical experiences (practicum and internship) provide opportunities for students to counsel clients representative of the ethnic and demographic diversity of their community.
The Willamette Valley and Bend has a predominately European American population with an emerging Latino population and it has large variance in terms of sociocultural and poverty-economic factors. Congruent with our mission as a land grant institution, our students work in practica and intern settings ranging from Portland to Grants Pass on the Westside of the state and from Milton- Freewater to Kalamath Falls on the Eastside. Our students have immersion experiences within many cultural communities. Two examples are our students working with (1) the Salem-Keizer Migrant Preschool consultation project, and (2) the Pre-School Play Therapy Clinic serving Head start and international children.
L. Students formally evaluate their supervisors at the conclusion of their practicum and internship experiences.
Practicum and internship students evaluate on-campus supervisors (faculty, PhD students) and site supervisors by utilizing the following procedures:
1. Completing the university course evaluation form each quarter which consists of a Likert Scale and a narrative component.
2. Providing the faculty supervisor and the PhD student assistants with oral feedback at the end of each quarter via structured feedback in class.
3. Completing the internship site evaluation/supervision evaluation at the end of each quarter.
4. Participating in an exit interview which occurs at the end of the internship experience and includes site supervisors, campus supervisors, and students. The exit interview takes place onsite.
Internship students may elect not to share the evaluation form with the supervisors onsite. The onsite supervisors do not receive a completed assessment form until the students grades have been reported (See Appendix 35).
OSU CACREP SELF STUDY PAGE 56 TOC LINK M. Programs require students to be covered by professional liability insurance while enrolled or participating in practicum, internship, or other field experiences.
Professional liability insurance is required of students enrolled in practicum and internship experiences. Students are informed of this requirement in the Counseling Academic Unit informed consent statement (See Appendix ). Students are also informed of the professional liability insurance requirement during the Counseling Academic Unit student orientation. During that time, professional liability insurance application materials are distributed.
Students are required to demonstrate that they have adequate coverage for professional liability issues prior to the beginning of any client contact, which would be a part of the counseling practicum or internship. Information is provided to students about the ACA professional liability insurance program at the same time that they are given information about ACA membership. Students are not required to have ACA professional liability coverage-only that they make evident that they have adequate coverage for professional liability issues.
Students who are employed as Oregon teachers and who are members of the Oregon Education Association (OEA) are automatically covered for professional liability matters connected with their school work as a benefit of OEA membership. Those students can cover their professional liability requirement by providing a copy of their current membership form, which includes notice of liability coverage. School personnel administrators have also provided official documentation that a school employee is covered by a blanket school liability policy.
Students are informed that their school liability insurance policy does not cover their activities when conducting counseling in agencies. If a student has OEA coverage, the student is still required to demonstrate coverage appropriate for the non-school internship site.
Students are informed that ACA professional liability coverage includes only those activities which are called for as a part of the internship course in which they are enrolled.
OSU CACREP SELF STUDY PAGE 57 TOC LINK Section IV
FACULTY AND STAFF
A. The counselor education academic unit must demonstrate that it has faculty resources of appropriate quality and sufficiency to achieve its mission and objectives. The academic unit has an identifiable full-time core faculty responsible for its leadership who: 1. are sufficient in number for their academic and professional responsibilities; Tables 9 through 12 verifiy that the counseling unit possesses sufficient number for their academic and professional responsibilities. These tables document individual assignments for each quarter of the self study year.
Table 9 Summer 2005 Individual Faculty Assignments Faculty Teach- Adminis- Re- Advising Other Total Member ing trative search FTE FTE* FTE FTE FTE FTE Biles .75 .25 1.0 Dykeman .75 .25 1.0 Ingram .75 .25 1.0 MacGregor .75 .25 1.0 Pehrsson .75 .25 1.0 Rubel .75 .25 1.0 Wasylow .75 .25 1.0 Total 5.25 1.75 7.0 *i.e., sabbatical or CACREP self study coordinator release.
Table 10 Fall 2005 Individual Faculty Assignments Faculty Teach- Adminis- Re- Advising Other Total Member ing trative search FTE FTE* FTE FTE FTE FTE Biles .50 .25 .25 1.0 Dykeman .25 .25 .25 .25 1.0 Ingram .50 .25 .25 1.0 MacGregor .75 .25 1.0 Pehrsson 1.0 1.0 Rubel .50 .25 .25 1.0 Wasylow .75 .25 1.0 Total 3.25 .75 1.50 1.50 7.0 *i.e., sabbatical or CACREP self study coordinator release.
OSU CACREP SELF STUDY PAGE 58 TOC LINK Table 11 Winter 2005 Individual Faculty Assignments Faculty Teach- Adminis- Re- Advising Other Total Member ing trative search FTE FTE* FTE FTE FTE FTE Biles .75 .25 1.0 Dykeman .25 .25 .25 .25 1.0 Ingram .50 .25 .25 1.0 MacGregor .50 .25 .25 1.0 Pehrsson 1.0 1.0 Rubel .25 .25 .25 .25 1.0 Wasylow .75 .25 1.0 Total 3.0 .75 1.50 1.75 7.0 *i.e., sabbatical, LOA, or CACREP self study coordinator release.
Table 12 Spring 2006 Individual Faculty Assignments Faculty Teach- Adminis- Re- Advising Other Total Member ing trative search FTE FTE* FTE FTE FTE FTE Biles .50 .25 .25 1.0 Dykeman .25 .25 .25 .25 1.0 Ingram .50 .25 .25 1.0 MacGregor .75 .25 1.0 Pehrsson 1.0 1.0 Rubel .25 .25 .25 .25 1.0 Wasylow .75 .25 1.0 Total 3.0 .75 1.50 1.75 7.0 *i.e., sabbatical, LOA, or CACREP self study coordinator release.
2. number at least three (3) individuals whose academic appointments are to the unit in counselor education; (If one or more of the three (3) academic appointments is not teaching full-time in the academic unit then there must be at least three (3) full-time equivalent (FTE) faculty teaching in the academic unit); Table 13 verifies that the counseling unit possesses the 3 FTE minimum. Table 13 List of Counseling Unit Faculty
Faculty Member FTE assigned Academic Rank to the counseling unit
Kathy Biles, NCC 1.0 Instructor
OSU CACREP SELF STUDY PAGE 59 TOC LINK Cass Dykeman, PhD, NCC, MAC, 1.0 Associate Professor NCSC
Michael Ingram, EdD 1.0 Associate Professor
Marilyn MacGregor 1.0 Instructor
Dale Pehrsson, EdD, NCC 1.0 Associate Professor
Beth Wasylow, PhD 1.0 Instructor
Debbie Rubel, EdD 1.0 Assistant Professor
3. have earned doctoral degrees in counselor education, preferably from CACREP accredited programs, or doctoral degrees in a closely related field; Table 14 verifies that all faculty members have earned doctoral degrees in counselor education, preferably from CACREP accredited programs, or doctoral degrees in a closely related field. Table 14 Doctorates of Faculty
Faculty Member Doctoral Degree from Doctoral Degree CACREP accredited Major program?
Kathy Biles, PhD, NCC Yes* Counselor Education
Cass Dykeman, PhD, NCC, Yes* Counselor Education MAC, NCSC
Michael Ingram, EdD Yes* Counselor Education
Marilyn MacGregor, PhD No Counseling Psychology
Dale Pehrsson, EdD, NCC Yes* Counselor Education
Beth Wasylow, PhD No* Counseling Psychology
Debbie Rubel, EdD Yes* Counselor Education
* master’s degree completed at a CACREP accredited institution.
OSU CACREP SELF STUDY PAGE 60 TOC LINK 4. have relevant preparation and experience in the assigned area of teaching;
Table 15 Dr. Biles’ Relevant Preparation and Experience Teaching Relevant Professional Licensure/Experience Area Preparation Addiction MS Drug & Alcohol Counselor (Navy) coursework, School counseling paraprofession al coursework Counseling PhD/MS School and community counseling Theory coursework Counseling PhD/MS School and community counseling Microskills coursework Group PhD/MS School and community counseling Counseling coursework D&A preparation Social PhD/MS School and community counseling Cultural coursework (prior profession – Navy) Perspective Social PhD/MS School and community counseling Cultural coursework Perspective Study of PhD/MS School and counseling Schools coursework Classroom PhD/MS School counseling Teaching coursework Counseling PhD/MS School and community counseling Practica coursework
Table 16 Dr. Dykeman’s Relevant Preparation and Experience Teaching Relevant Professional Area Preparation Licensure/Experience Addiction PhD/MEd MAC/school & college coursework counseling Psychopharmacology Clinical Psychology school & college counseling cognate in PhD program Counseling Microskills PhD/MEd school & college counseling coursework Statistics PhD/MEd PI- 2 federal grants
OSU CACREP SELF STUDY PAGE 61 TOC LINK Teaching Relevant Professional Area Preparation Licensure/Experience coursework Counseling Theory PhD/MEd school & college counseling coursework
Table 17 Dr. Ingram’s Relevant Preparation and Experience Teaching Relevant Professional Area Preparation Licensure/Experience Supervision EdD/MS 9 years counselor educator; coursework counselor Internship EdD/MS 9 years counselor educator; coursework counselor Practicum EdD/MS 9 years counselor educator; coursework counselor Ethics EdD/MS 9 years counselor educator; coursework counselor
Table 18 Dr. MacGregor’s Relevant Preparation and Experience Teaching Relevant Professional Area Preparation Licensure/Experience Pre-Practicum PhD coursework LMHC, NCC Community counseling & college counseling Counseling Theories PhD coursework LMHC, NCC Community counseling & college counseling Psychodiagnostics/ PhD coursework LMHC, NCC Psychopathology Community counseling & college counseling Legal & Ethicial Issues PhD coursework LMHC, NCC Community counseling & college counseling Practicum PhD coursework LMHC, NCC Supervision training Community counseling & college workshops counseling Cross Cultural PhD training LMHC, NCC Counseling workshops Community counseling
OSU CACREP SELF STUDY PAGE 62 TOC LINK Table 19 Dr. Pehrsson’s Relevant Preparation and Experience Teaching Relevant Professional Area Preparation Licensure/Experience Human Development EdD/MEd/MC CLPC-C,NCC,RPT-S coursework Com/School/College Counseling Advanced Theories EdD/MEd/MC school & college counseling coursework Play Therapy Clinic Post Doc work in Art/Play therapy Multicultural/Diversity EdD/MEd/MC NCC,CLPC-S, Teach PhD and coursework MS level classes in Multicultural- DPD training entry Diversity, teach in Emersion and intensive classes in Education, Chair Faculty Women’s Network 3 yrs Research Perspectives EdD/MEd/MC Active research agenda coursework Serve as PhD Chair Internship with Dr. Co-researcher project since Higgins at OSU 1999 with Dr. McMillen Foundations and EdD/MEd/MC All the above Ethics coursework Adult Pedagogy MEd Extensive work in Curriculum Coursework Design and supervision, Learning Theories, DCC, Teach on-line as well. Pract/Internship EdD Coursework Taught Prac/Int at 3 universities, Post Doc have supervision credentials at Certifications and State, national and specialty registrations levels (Id CLPC-S,RPT-S,ACS)
Table 20 Dr. Rubel’s Relevant Preparation and Experience Teaching Relevant Professional Area Preparation Licensure/Experience Group PhD/MCoun LPC/NCC coursework Community Counseling PhD/MCoun LPC/NCC coursework Internship PhD/MCoun LPC/NCC coursework Counseling Theory PhD/MCoun LPC/NCC coursework Family Counseling PhD/MCoun LPC/NCC coursework
OSU CACREP SELF STUDY PAGE 63 TOC LINK Table 21 Dr. Wasylow’s Relevant Preparation and Experience Teaching Relevant Professional Area Preparation Licensure/Experience Teacher Preparation BA course work Teaching license and 5 years experience at the secondary level Career Counseling PhD/MEd 6 years experience at the coursework secondary level Counseling Skills PhD/MEd school & college counseling coursework Research PhD/MEd Doctoral study coursework Counseling Theory PhD/MEd school & counseling psychology coursework
5. identify with the counseling profession through memberships and involvement in appropriate professional organizations (i.e., ACA and its divisions, branches, and affiliate organizations) and appropriate certifications (e.g., NCC) and/or licenses (e.g., LPC) pertinent to the profession; and
Table 22 contains how faculty members identify with the counseling profession through memberships and involvement in appropriate professional organizations.
Table 22 Faculty Professional Identification Faculty Professional Professional Professional Member Organization Certification Licensure Membership Biles ACA, ACES, NCC Sch. Coun (OR), WACES Dykeman NCDA, ACES, NCC, NCSC, MAC ESA-Sch Coun (WA) WACES, ACA Ingram ACA, ACES, WACES, ORCA NAPT MacGregor ACA, ACES, NCC LMHC WACES, ORCA Pehrsson ACA, ACC, ACES, NCC. ACS, DCC, WACES, APT, CLPC-S, RPT-S, ID NAPT SC endorse, RN Rubel ACES, AMCD, NCC LPC (Idaho) ASGW, ACA Wasylow ASCA, ACA, ACES School Counseling NCDA, WACES, AZ and OR
OSU CACREP SELF STUDY PAGE 64 TOC LINK Faculty Professional Professional Professional Member Organization Certification Licensure Membership OSCA, ORCA, AGLBIC, CSJ
6. have the authority to determine program curricula within the structure of the institution’s policy. The Counseling Academic Unit has the authority to determine program curricula within the structure of the institution’s policy and Oregon State regulations regarding counseling licensure (See Appendix ).
B. The academic unit has clearly defined administrative and curricular leadership that is sufficient for its effective operation. A faculty member may hold more than one of the following positions simultaneously. . 1. A core faculty member is clearly designated as the academic unit leader for counselor education who: a. is responsible for the coordination of the academic unit, The Counseling Academic Unit is coordinated by core faculty member Dr. Ingram. At present, his position title is Interim Co-Chair for the Department of Teacher and Counselor Education. The TCE Department is currently conducting a search for a permanent chair. The position description for the department chair appears in Appendix 5. b. receives inquiries regarding the overall academics Dr. Ingram receives inquiries regarding the overall academics. c. is assigned at least 50% to the academic unit, Dr. Ingram is assigned 100% to the Counseling Academic Unit. d. makes recommendations regarding the development of and expenditures from the budget, Dr. Ingram has both the right and responsibility to make recommendations regarding the development of and expenditures from the budget. e. has release time from faculty member responsibilities to administer the academic unit, and Dr. Ingram has a .25 FTE release for his administrative duties.
2. One faculty member is identified as the coordinator for each program for which accreditation is sought, and has:
OSU CACREP SELF STUDY PAGE 65 TOC LINK In OSU College of Education nomenclature, program coordinators are called program “program leads.” The position description for program leads can be found in Appendix .
a. teaching assignment in the program,
See Table 23 for specific program lead information.
b. identified responsibilities as coordinator, and
See Table 23 for specific program lead information.
c. relevant preparation and experience.
See Table 23 for specific program lead information.
Table 23 Specific Program Lead Information Faculty % assigned Identified as program lead Relevant preparation Member in program for: and experience Biles 100 Cascades Campus School School Counselor-2 Counseling years Dykeman 100 PhD & Corvallis Campus 13 years-Counselor School Counseling A* Educator; 2 years School Counselor MacGregor 100 Cascades Campus Community Community Counseling Counselor-20 years Pehrsson 100 Cascades Campus Community Community Counseling Counselor-7 years Rubel 100 Corvallis Campus School Community Counseling B* Counselor-2 years Wasylow 100 Corvallis Campus School 5 years secondary Counseling C* teaching experience, BA * A= Fulltime candidates with a teaching licensure; B= Parttime candidates; C= Fulltime candidates without a teaching licensure. 3. A core faculty member is identified as the clinical coordinator for the academic unit and/or program who a. is responsible for the coordination of all clinical experiences in each counselor education program for which accreditation is sought, b. is the individual to whom inquiries regarding clinical experiences are referred, and c. has clearly defined responsibilities as clinical coordinator.
OSU CACREP SELF STUDY PAGE 66 TOC LINK Dr. Beth Wayslow serves as the clinical coordinator on the Corvallis Campus. The position description for the clinical appears in Appendix . On the Cascades campus the clinical coordinator position is split by program area. Dr. MacGregor serves as clinical coordinator for the Community counseling students and Dr. Biles serves as coordinator for the School Counseling students. On each campus there is also a staff-level Field Placement Coordinator (Corvallis-- Sara Williams; Cascades—Meredith Mason) that assists the faculty-level clinical coordinators (See Appendix 39). Practicum and internship sites are currently offered in selected community agencies and schools. The Counseling Clinical Coordinator, in conjunction with program faculty and the licensure coordinator, is responsible for placing students in appropriate sites. Site selection is determined by each students' professional goals, past experience, and level of expertise. A current listing of approved internship sites is available from the Counseling Clinical Coordinator. Students are NOT to make contact with the agencies/schools until the Counseling Clinical Coordinator or Field Placement Coordinator has informed them to do so. After which students will follow the requirements of the sites and submit appropriate resumes and participate in an interview process. Schools and agencies are not required to accept students for practicum or internship experiences. Therefore, the counseling program cannot guarantee that an agency or school will accept students. However, the department and college have well-established working relationships with university departments, local agencies, and schools. Many agencies and schools accept applicants for practicum and internship on a selective and competitive basis.
Students need to expect to prepare for these interviews in the same way they would prepare for job interviews.
If a student chooses to engage in a practicum/internship at a site not previously used for internship by Oregon State University counseling students, the student (after receiving permission from the Counseling Clinical Coordinator) will arrange for a meeting between the prospective onsite supervisor and the Counseling Clinical Coordinator to determine the appropriateness of the placement.
The Counseling Clinical Coordinator is also responsible to orient site coordinators and supervisors to OSU's counseling system and intervene if agreements are not being maintained according to our program standards. On rare occasion, a site may become a poor fit and the student or the site coordinator may request a transition from the site. When that occurs the Counseling Clinical Coordinator is responsible to function as a mediator and if necessary support the student in the development of an additional placement opportunity if appropriate.
4. If the counselor education academic unit operates a clinical facility, there must be a facility director who
OSU CACREP SELF STUDY PAGE 67 TOC LINK a. is responsible for the overall operation of the facility, b. has identified responsibilities, and c. works closely with the clinical coordinator.
Not applicable. The Counseling Academic Unit does not operate a clinical facility.
C. The counselor education academic unit may employ adjunct and/or affiliate counselor education faculty who: n.b., In OSU nomenclature, what most universities call adjunct faculty (i.e., faculty who may intermittently teach one or two courses a term in addition to their employment outside the university) is referred to as “part-time” faculty at this institution. All Counseling Academic Unit part-time faculty hold the rank “Instructor of Counseling”. A complete listing of self study year part-time faculty can be found in Table 24.
Table 24 Self Study Year Part-Time Faculty Last Name Highest Degree Campus Bartley PhD* Corvallis Briggs PhD* Corvallis Chaudry PhD Corvallis Courtney PhD Corvallis Gouveia MSW Corvallis Guss PhD Cascades Holler MA Cascades Hyman MS* Corvallis McKnight MA Cascades Miller MS (PhD cand.) Corvallis Prunty MEd* Cascades Reed PhD Cascades Schmidt MS* Cascades Terndrup PhD* Corvallis Williams MS* (PsyD cand.) Corvallis Yillik-Downer EdD Cascades *graduate of a CACREP accredited program
1. hold graduate degrees, preferably from CACREP accredited programs;
See Tables 25-40.
2. have relevant preparation and experience in the assigned area of teaching;
OSU CACREP SELF STUDY PAGE 68 TOC LINK See Table 25-40.
3. identify with the counseling profession through memberships in appropriate professional organizations (i.e., ACA and its divisions, branches, and affiliate organizations) and appropriate certifications (e.g., NCC) and/or licenses (e.g., LPC) pertinent to the profession; and
All part-time faculty members have been approved by OSU’s Graduate School to teach at the graduate level. All part-time faculty members have degrees in counselor education or a related field, hold professional certifications/licenses and belong to professional organizations. For full documentation see the vita of the listed below (Appendix ) who taught for the OSU Counseling Academic Unit during the self study year from June 2005-June 2006. An asterisk in the table title denotes the person is a graduate of one or more CACREP accredited programs.
Table 25 Dr. Bartley (highest counseling related degree: PhD)* Teaching Relevant Professional Area Preparation Licensure/Experience Research Methods PhD/MS Community agency counselor coursework Private practice Dissertation K12 experience -Nationally Thesis committees Certified Counselor (10 as committee chair, 2 as second committee member) Appraisal PhD/MS Career counselor (youth, college coursework students, adults) Global Career Development Facilitator Family Systems PhD/MS Approved Clinical Supervisor coursework Community agency counselor Private practice DSM-IV PhD/MS Community agency counselor coursework Private practice Career PhD/MS Career counselor (youth, college coursework students, adults) K12 experience Global Career Development Facilitator
Table 26 Ms. Briggs (highest counseling related degree: PhD)* Teaching Relevant Professional Area Preparation Licensure/Experience Internship PhD coursework NCC, LPC, community agency MS coursework counselor
OSU CACREP SELF STUDY PAGE 69 TOC LINK Table 27 Dr. Chaudry (highest counseling degree: PhD) Teaching Relevant Professional Area Preparation Licensure/Experience Marriage & Family PhD Licensed Marriage & Family Therapy coursework Therapist; Over 8,000 direct clinical contact client hours with individuals, couples, and families. Counseling Ethics PhD Coursework Licensed Marriage & Family Therapist; AAMFT Approved clinical Supervisor Consultation PhD coursework Over 8,000 direct clinical contact client hours with individuals, couples, and families. Developmental PhD coursework Clinical supervision of master Perspectives in level MFT interns. Counseling
Table 28 Dr. Courtney (highest counseling related degree: PhD minor) Teaching Relevant Professional Area Preparation Licensure/Experience Statistics PhD coursework Emeritus professor of educational statistics, former university professor of the year
Table 29 Mr. Gouveia (highest counseling related degree: MSW) Teaching Relevant Professional Area Preparation Licensure/Experience Addiction MSW coursework LCSW, ACSW, Manager County Addiction Unit
Table 30 Dr. Guss (highest counseling related degree: PhD) Teaching Relevant Professional Area Preparation Licensure/Experience Family Counseling PhD/MEd Counselor, Family Studies coursework
Table 31 Ms. Holler (highest counseling related degree: MA) Teaching Relevant Professional
OSU CACREP SELF STUDY PAGE 70 TOC LINK Area Preparation Licensure/Experience Counseling Theory & MA coursework MFC-CA; 20 yrs exp. as Techniques counselor; 10 yrs exp. as college faculty
Table 32 Ms. Hyman (highest counseling related degree: MA) Teaching Relevant Professional Area Preparation Licensure/Experience Child/Adol. Counseling MS* 17 yrs exp. as child counselor; 15 yrs exp. as college faculty
Table 33 Ms. McKnight (highest counseling related degree: MA) Teaching Relevant Professional Area Preparation Licensure/Experience Psychopharmacology MA coursework Licensed Marriage and Family and Child Therapist Psychotherapist
Table 34 Ms. Miller (highest counseling related degree: MS) Teaching Relevant Professional Area Preparation Licensure/Experience Special Education MS in Special Ed, Spec. Ed Teacher (OR), School Issues in Counseling PhD (cand.) Adm. (OR), Special Ed. Teacher & Administrator
Table 35 Mr. Prunty (highest counseling related degree: MEd)* Teaching Relevant Professional Area Preparation Licensure/Experience Addiction MEd coursework LPC-ID, CRC, CACD II, CAC
Table 36 Dr. Lura Reed (highest counseling related degree: PhD) Teaching Relevant Professional Area Preparation Licensure/Experience Developmental PhD/MEd Licensed Psychologist Perspectives in coursework Counseling Group Counseling PhD coursework Licensed Psychologist Procedures
OSU CACREP SELF STUDY PAGE 71 TOC LINK Table 37 Ms. Suzanne Schmidt (highest counseling related degree: MS)* Teaching Relevant Professional Area Preparation Licensure/Experience Theories and MS coursework Licensed School Counselor Techniques II Recreation Therapist
Table 38 Dr. Terndrup (highest counseling related degree: PhD)* Teaching Relevant Professional Area Preparation Licensure/Experience Introduction to PhD/MS Professional counseling and Counseling coursework marriage & family therapy license; over 15 years clinical experience Fundamentals of PhD/MS Professional counseling and Counseling coursework marriage & family therapy license; over 15 years clinical experience Practicum PhD/MS Professional counseling and coursework marriage & family therapy license; over 15 years clinical experience The Counseling PhD/MS Professional counseling and Profession coursework marriage & family therapy license; over 15 years clinical experience Principles of PhD/MS Professional counseling and Community coursework marriage & family therapy Counseling license; over 15 years clinical experience Theory and PhD/MS Professional counseling and Techniques of coursework marriage & family therapy Counseling license; over 15 years clinical experience Developmental PhD/MS Professional counseling and Perspectives in coursework marriage & family therapy Counseling license; over 15 years clinical experience Family Counseling PhD/MS Professional counseling and coursework marriage & family therapy license; over 15 years clinical experience Group Counseling PhD/MS Professional counseling and Procedures coursework marriage & family therapy
OSU CACREP SELF STUDY PAGE 72 TOC LINK Teaching Relevant Professional Area Preparation Licensure/Experience license; over 15 years clinical experience Multicultural PhD/MS Author, respected book in the Counseling coursework field; Professional counseling and marriage & family therapy license; over 15 years clinical experience
Table 39 Ms. Williams (highest counseling related degree: MS*) Teaching Relevant Professional Area Preparation Licensure/Experience Addiction MSW coursework Addiction certification/addiction counseling Consultation MSW coursework Professional Consultant
Table 40 Dr. Yillik Downer (highest counseling related degree: EdD) Teaching Relevant Professional Area Preparation Licensure/Experience Special Education EdD/MEd Licensed School Psychologist Issues in Counseling coursework Licensed School Counselor Appraisal of the EdD coursework Licensed School Psychologist Individual Licensed School Counselor Lifestyle & Career EdD/MEd school & college counseling Counseling coursework
4. understand the mission, goals, and curriculum of the program.
Each quarter both the TCE department and the Counseling Academic Unit hold part-time faculty orientation (See Appendix ). The mission, goals, and curriculum of the program area are cover as well as practical matter (e.g., how to get a code for the copy machine).
D. During the three-year period preceding the date of application for program accreditation, core faculty should have engaged in activities of ACA and/or other professional activities including all of the following:
1. development/renewal (e.g., attended appropriate professional meetings, conventions, workshops, and seminars);
OSU CACREP SELF STUDY PAGE 73 TOC LINK See Table 41 for relevant activity for self study year.
Table 41 Development/Renewal Activity Core Example of professional meetings, conventions, workshops, Faculty and seminars (see vita for comprehensive listing) Member Biles Attended National Center for Transforming School Counseling Sixth Summer Academy Dykeman Completed Treatment Resistant Depression Training Ingram Attended ACES Conference MacGregor Attended ACES Conference Pehrsson Completed Sabbatical Year Rubel Attended ACA Conference Wasylow Attended ACES Conference
2. research and scholarly activity; and
See Table 42 for relevant activity for self study year.
Table 42 Research and Scholarly Activity Core Example of research and scholarly activity (see vita for Faculty comprehensive listing) Member Biles Editor, Oregon School Counseling Association’s e-journal Dykeman Appleton, V., & Dykeman, C. (2006). The efficacy of group work. In D. Capuzzi, D. R. Gross, M. D. Stauffer (Eds.), Introduction to group work. Denver, CO: Love. Ingram Ingram, M., & Smith, S. (2005) Reaching Students of Diverse Populations through Sociocultural Poetry: A Missing Link in Professional School Counseling. Annals of the American Psychotherapy Association, 8. MacGregor Luzzo, D. & MacGregor, M. (2001). Practice and research in career counseling and development—2000. The Career Development Quarterly. Pehrsson Pehrsson, D. E, & McMillen, P. S. (2006). Current fiction and non-fiction books for preadolescent children of divorce: A critique. The Journal of Poetry Therapy. Rubel Rubel, D. (2006). Diversity Issues in Group Work. In D. Cappuzzi, D. Gross, & M. Stauffer, eds. Introduction to Group Work, 4th ed. Wasylow Wasylow, E., Mellott, R. N., & Martin, W. E. Jr. (2006). The Impact of Vocational and Personality Factors on Career Development of First Year College Students. In Garry L. Walz, Jeanne C. Bleuer, & Richard K. Yep (Eds.), VISTAS: Compelling Perspectives on Counseling 2006 (pp. 219-222),
OSU CACREP SELF STUDY PAGE 74 TOC LINK Alexandria, VA: American Counseling Association.
3. service (e.g., program presentations, workshops, consultations, speeches, and direct service).
See Table 43 for relevant activity for self study year.
Table 43 Service Activity Core Example of program presentations, workshops, Faculty consultations, speeches, and direct service (see vita for Member comprehensive listing) Biles Biles, K., & Eakin, G., (October 2005). The Transtheoretical Model of Change, Motivational Interviewing and Academic Counseling, Oregon School Counseling Association Conference, Hood River, Oregon. Dykeman OSU Faculty Senate Committee on Committees Ingram Keynote Address, Greater Albany Public Schools back to school rally MacGregor Biles, K., & MacGregor, M. (October 2005). Perception of Poverty and Classism, Impact In The Helping Professions, Oregon Diversity Conference, Bend, Oregon Pehrsson Pehrsson, D.E., & McMillen, P. (2006). Competent bibliotherapy: Preparing counselors to evaluate literature for use with culturally diverse clients. American Counseling Association, Montreal, Canada. Rubel Supervising Group Work: The Rubel/Okech Model (2005) American Counseling Association Annual Conference, Atlanta, GA. With Okech. Wasylow Member, (2006, June), Counseling and Psychological Services - American Psychological Association Review Panel
E. Adequate clerical assistance, technical equipment and support, software, and training are available to support faculty activities and the operations of the program and are commensurate with similar graduate programs.
Non-academic administrative tasks are currently distributed among multiple persons who serve in the Department of Teacher and Counselor Education and the College of Education. A listing of these staff members can be found in Table 44. Specific responsibilities for each of these persons is described in Appendix . In essence, there is full-time equivalent clerical help for the Counseling Academic Unit; however, the responsibilities are divided among four persons.
Table 44 Staff for Non-Academic Administrative Tasks Position Title Organizational Staff Member Level
OSU CACREP SELF STUDY PAGE 75 TOC LINK Accounting Technician COE Tawnie Freeman Adminisration Manager COE Bonnie Speck Receptionist and Student COE Erica Jones Services Associate Technology Specialist COE Kristin Kinman Assistant to the Dean COE Katie Warrener Accountant COE Otila Ah Wong Zuschlag Office Manager TCE Sharon Ortiz
F. Program faculty members are assigned to provide classroom and clinical instructional services only in areas for which they have demonstrated competence.
All full-time faculty and all part-time faculty are appropriately qualified for their course assignments (See Tables 15-21 and 24-40).
G. The counselor education academic unit has made systematic and long- term efforts to attract and retain faculty from different ethnic, racial, gender, and personal backgrounds representative of the diversity among people in society.
The OSU Counseling Academic Unit, during the self study year of June 2005- June 2006, had on staff three European-American women (Drs. Biles, MacGregor & Pehrsson), one African-American male (Dr. Ingram), one Asian- American woman (Dr. Rubel), one European-American women who identifies as lesbian (Dr. Wayslow), and one European-American male (Dr. Dykeman). The College of Education has a Diversity Action Plan on file whose goals include increasing the number of African American, Asian American, Hispanic American, and Native American faculty, staff and administrators (See Appendix ).
On the OSU campus a special President’s Commission on the Status of Women (PCOSW) was established and is now celebrating it’s 32nd year. As an independent commission responsible to the President, the PCOSW advises the President and other administrators regarding the status of women with the University. A second organization, the Faculty Women’s Network was established in 1985 by a counseling unit member and others, and continues to service faculty women on the OSU campus (See Appendix ).
The Oregon University System (OUS) provides funding to Oregon State University through the Diversity Initiative for the recruitment and retention of minority faculty. These funds are administered at Oregon State University by the Office of the Associate Provost for Academic Affairs. During the past three years salary support has been provided for one faculty members in the College of Education from under-represented groups. In addition, other faculty from under-
OSU CACREP SELF STUDY PAGE 76 TOC LINK represented groups have received professional development support from this fund.
All Counseling Academic Unit faculty searches have followed the procedures of the OSU Affirmative Action Office (See Appendix ). Special inservice workshops have been given to all search committee members regarding recruitment of members representative of the diversity among people in society (e.g., women, ethnic minorities, persons with disabilities). For example, advertisem*nts for the open counseling positions were included in the publications representing diverse professional groups (See Appendix ). Personal contacts to recent Counseling graduates of color were also made at a nation-wide level.
Complete information about faculty search procedures is available from the university Affirmative Action Office (See Appendix ) and the Office of Multicultural Affairs (See Appendix ).
In addition, an effort is made to bring international visiting professors to the OSU Counseling Academic Unit. For example, Dr. Joanne Chung was a visiting professor from Taiwan during the self study year. Her vita can be found in Appendix 46.
H. Adequate assistance, including technical support and professional development activities, is available for faculty members who are engaged in distance learning.
Both faculty and doctoral students were actively engaged in delivering online learning during the self study year (See Table 45). Training to deliver online instruction was widely available to faculty and doctoral students (See Appendix ).
Table 45 Faculty/Students Engaged In Distance Learning Last Name TCE Course # Distance Delivery Mode Rubel 515 Statewide Pepperell 514 Statewide Rodriguez 441 Online (in toto) Pehrsson 441 Online (in toto) Taephant 441 Online (in toto) Ratts 530 Online (in toto) Pehrsson 598 Online (hybrid) Wasylow 591 Online (hybrid) Wasylow 514 Online (hybrid) Rubel 571 Online (hybrid) Wasylow 592 Online (hybrid) Pehrsson 612 Online (hybrid) Pehrsson 552 Online (hybrid)
OSU CACREP SELF STUDY PAGE 77 TOC LINK OSU CACREP SELF STUDY PAGE 78 TOC LINK Section V
ORGANIZATION AND ADMINISTRATION
A. Program descriptions and requirements are published and disseminated to all prospective students.
Information about the OSU counseling programs is contained in printed material emailed to each person who requests an application or who expresses interest in graduate study in counseling. See Appendix for copies of this material and the application packet. In addition, information about the programs of the Counseling Academic Unit are available from the counseling unit’s web page (http://oregonstate.edu/education/programs/counseling.html). The admissions office routinely forwards both phone calls and email requests to the program coordinator for response. An additional source of information about the counseling programs comes from the CACREP web page and other CACREP materials that result in frequent email, phone, and mail contacts about the program.
During the self study year over 300 requests for information about the Counseling Academic Unit had been received on the two campuses.
B. A clear procedure for responding to inquiries of prospective students has been identified and carried out.
The department chair’s name is listed in the OSU Bulletin, the quarterly schedule of courses, and the program unit’s website as the contact person to respond to inquires. The department chair forward requests to specific program lead based on the nature of the inquiry—Dr. Dykeman for inquiries about doctoral study, Drs. MacGregor and Pehrsson for the community counseling program, Drs. Biles and Wasylow for inquires about the school counseling program, and Dr. Rubel for inquires about the school counseling summer-sequential program.
C. Prior to or during the first term of enrollment in the program, the following occur:
1. a new student orientation is conducted; and
An orientation session is held the first day of the first quarter for each new cohort (See Appendix ).
2. a student handbook is disseminated that includes the institution’s and/or program’s:
A student handbook is distributed at the orientation mentioned in V.C.1. See Appendix for the handbook.
OSU CACREP SELF STUDY PAGE 79 TOC LINK a. academic appeal policy;
See the student handbook (Appendix 58). b. student retention policy explaining procedures for possible student remediation and/or dismissal from the program;
See the student handbook (Appendix 58). c. written endorsem*nt policy explaining the procedures for recommendation of students for credentialing and employment,
See the student handbook (Appendix 58). d. information about appropriate professional organizations (i.e., ACA, its divisions and/or branches and/or ACPA), involvements, and activities potentially appropriate to students in the program; and
See the student handbook (Appendix 58). e. mission statement and program objectives.
See the student handbook (Appendix 58).
D. The program has procedures for disseminating current information to all students enrolled in the program, as well as to personnel in cooperating and associated agencies.
A mailbox for each student is located on the third floor across from the student lounge. Electronic listservs are maintained by the Department of Teacher and Counselor Education (See Appendix ).
E. The recommended ratio of FTE students to FTE faculty is 10:1.
The self study year FTES to FTEF was 18:1 (See Appendix ).
Action Plan to Meet Standard V.E: The COE is in the process of hiring another fulltime faculty member for the Counseling Academic Unit (this member will be stationed at the Cascades campus. Also, in September of 2006, the CEO of the Cascades is returning to faculty service and will have a .5 FTE appointment with the Counseling Academic Unit.
OSU CACREP SELF STUDY PAGE 80 TOC LINK F. The teaching loads of program faculty are consistent with those of the institution’s other graduate level units that require intensive supervision as an integral part of professional preparation and incorporate time for:
1. advising and supervising student research using formulae consistent with established graduate school policies within the institution;
For the core fulltime faculty, .25 of their contract is assigned to student advising and service. All advising loads are reviewed annually by the chair of the Department of Teacher and Counselor Education.
2. maintaining knowledge and skill as a counselor educator, which ordinarily includes ongoing scholarship and service; and
Tenure track and tenured faculty in the counseling unit have .25 of their contract assigned to research during the Fall, Winter, and Spring quarters.
3. administrative responsibilities (if applicable).
Administrative responsibilities are assigned to the chair of the Department of Teacher and Counselor Education. For the core fulltime faculty, .25 of their contract is assigned to student advising and service. Program lead duties fall under the service category.
G. Graduate assistantships for program students are commensurate with graduate assistantships in other clinical training programs in the institution.
Graduate Teaching Assistantships (GTAs) are limited. Historically, all full-time doctoral students requesting a GTA position have been assigned one—usually at .20 FTE. Occasionally the FTE will be increased if there is a specific need— especially to enhance instruction or to extend faculty teaching capabilities. Graduate school limitations restrict GTAs from being faculty of record for graduate level courses. See Table 46 for a listing of GTAs funded during the self study year. See Appendix for the position descriptions of these GTAs. GTAs have not been available for MS students except for occasional externally funded activities.
As an example of institutional commitment to CACREP accreditation, the COE funded and 24 month .46 FTE GTA position to support re-accreditation activities.
Historically, about one-third of the full-time MS students have been granted financial assistance through university scholarship programs such as the Laurels Scholarship or the Oregon Sports Lottery Scholarship. These funds are generally only available to full-time students. The OSU Counseling scholarship coordinators (Drs. Ingram on the Corvallis Campus and Dr. Biles on the
OSU CACREP SELF STUDY PAGE 81 TOC LINK Cascades Campus) has been extremely successful in obtaining these funds for masters students (See Appendix ).
Table 46 GTAs Funded During the Self Study Year Student Appointment Responsibilities Aasheim, Lisa .20 Teach Intro to Counseling Beatty, Rhonda .49 Assistant to Department chair Briggs, Cynthia .49 Women’s Center Pepperell, Jennifer .20 Teach Distance Practicum Ratts, Vong .29 Teach F. of Counseling Online Schulz, Lisa .20 Coordinate Corvallis Project Slyepchenko, Anya .20 Asst. Coordinate Corvallis Project Stauffer, Mark .49 CACREP Taephant, Nattusuda .20 Teach Intro to Counseling Online Warner, Rachel .29 Teach Introduction to Psychology
H. A written policy has been developed to recruit students to represent a multicultural and diverse society has been developed and is implemented by program faculty.
The Counseling Academic Unit follows a written policy developed to recruit students that represent multicultural and diverse society (See Appendix ). This policy operates in concert with University, Graduate School, and College of Education policies on the recruitment of diverse students.
The Oregon State University policy on the physically disabled is based on the Rehabilitation Act of 1973 and the Americans with Disabilities Act (ADA). The policy prohibits discrimination on the basis of disability and assures reasonable accommodation for any otherwise qualified student or employee. OSU, through the Department of Human Resources and the Dean of Students Office, actively recruits both employees and students with disabilities. The OSU Admissions form lists physically disabled as an optional check item. The program does not keep track of those who are disabled unless they specifically request special services. We have students in our program that are physically challenged and with various levels of ablebodiedness.
Tables 47-48 identify the number of students enrolled in the unit during the self study who are male, female, White, Asian, Hispanic, Black, and Indian.
Table 47 MS Counseling Student Demographics Race/Ethnicity Male Female Hispanic 1 5 Asian 1 1 Black, African American, Non-Hispanic 1 1
OSU CACREP SELF STUDY PAGE 82 TOC LINK Race/Ethnicity Male Female White, European American, Non-Hispanic 5 32 American Indian/Alaskan Native 1 1 Pacific Islander - Hawaiian 0 1 Declined to Respond 0 3 Other, None of the above 0 1 Total 9 45
Table 48 PhD Counseling Student Demographics Race/Ethnicity Male Female Hispanic 2 0 Asian 1 3 Black, African American, Non-Hispanic 0 1 White, European American, Non-Hispanic 4 10 American Indian/Alaskan Native 1 0 Pacific Islander - Hawaiian 0 0 Declined to Respond 0 0 Other, None of the above 0 1 Total 7 15
I. The program admissions criteria as well as selection and retention procedures are distributed to prospective students. The criteria and procedures include consideration of:
1. input from regular, adjunct, and affiliate program faculty;
The document distributed to prospective students governing the admission process can be found in Appendix 56.
2. each applicant’s potential success in forming effective interpersonal relationships in individual and small group contexts;
Each applicant participates in a small group experience during the onsite phase of the application process. The purpose of this process is to assess the interpersonal skills of applicants (See Appendix ).
3. each applicant’s aptitude for graduate-level study, including technological competence and computer literacy;
The OSU MS Program with a Major in Counseling Application Packet it states, “Screening includes, but is not limited to, a minimum GPA of 3.0 on the last 90 hours of undergraduate work, three letters of recommendation, and a writing sample” (See Appendix 56). Technical competence is assessed in the application process (See Appendix 56).
OSU CACREP SELF STUDY PAGE 83 TOC LINK 4. each applicant’s career goals and objectives and their relevance to the program; and
The standardized MS with a Major in Counseling Admissions Interview Protocol solicits each applicant’s career goals and objectives and their relevance to the program (See Appendix ).
5. each applicant’s openness to self-examination and personal and professional self-development; and
The standardized MS with a Major in Counseling Admissions Interview Protocol contains questions aimed at determining each applicant’s openness to self- examination and personal and professional self-development (See Appendix 65).
In addition, to help us determine appropriateness for one of the the counseling programs, the following question (which have been reviewed by the OSU legal department) is also asked in the application packet: “Have you ever been convicted in a court of law for any felony or misdemeanor other than a minor traffic offense?” If the applicant answers “yes” to the question, they are asked to attach an explanation on a separate sheet of paper. A “yes” answer does not automatically disqualify the applicant from admission, but this information is carefully considered by the department in assessing the application to the program (See Appendix 56).
J. Admission decision recommendations are made by an academic unit’s selection committee.
Completed applications received by the announced deadline are initially reviewed by the faculty. All applicants meeting basic criteria for admission are invited to campus for a screening interview. Some applicants are interviewed by phone if they live out of state. Interviews are conducted by teams composed of faculty members and advanced graduate students. Admission interviews follow a semi-structured format. In addition, applicants participate in a group exercise with other applicants. Each member of the interview teams makes an individual decision concerning admission and those decisions are then carried to a meeting of all program faculty who sit as a committee of the whole to make final admit, reject, or re-interview decisions. Students are informed of admission decisions by letter and can call for information about the decision; applicants can appeal the decision (See Appendix 56).
K. Effort is made to secure financial assistance for students in the program, including all of the following:
1. monitoring to ensure that the program receives a proportionate share of institutional funds allocated for such purposes; and
OSU CACREP SELF STUDY PAGE 84 TOC LINK All institutional financial support programs are announced to administrators and program leads at the same time by email. The coordinator of the Counseling Academic Unit informs faculty and students of the availability of funds. Institutional funds are administered from the Graduate School. The unit’s scholarship coordinator, Dr. Ingram has been extremely successful in obtaining funds for graduate students in counseling. A listing of scholarship recipients during the self study year can be found in Appendix .
2. informing students of available loans, part-time work, graduate assistantships and fellowships, and other sources of financial aid.
Frankly, our experience is that resourceful students who regularly search the web for this information complement the faculty’s knowledge of financial aid, loans, part-time work, and assistantships. They share this information regularly with each other. In addition, we forward to students announcements of part-time work and assistantships available in other departments across campus. See Appendix for an example.
L. Students have an assigned faculty advisor at all times during enrollment in the program. Students, with their faculty advisor, develop a planned program of study prior to the completion of twelve (12) semester or eighteen (18) quarter hours of graduate study.
Table 49 contains the advising assignments for the self study year.
Table 49 Advising Assignments for the Self Study Year Core Advisees Faculty Member Biles Meredith Bricker (MS-04 cohort) Grant, Neesha (MS-04 cohort) Hedman, Ana (MS-04 cohort) Flynn, Kelly (MS-04 cohort) Karriker, Jessica (MS-04 cohort) MacKenzie, Karen (MS-04 cohort) Mannon, Julie (MS-04 cohort) Zollman, Lynne (MS-04 cohort) Worthington, Wendy (MS-04 cohort) Carr, Laura (MS-05 cohort) Conover, Liza (MS-05 cohort) Denton, Christopher (MS-05 cohort) Fix, Heather (MS-05 cohort) Nakamura, Tami (MS-05 cohort) Philips, Zila (MS-05 cohort) Shapiro, Inez (MS-05 cohort)
OSU CACREP SELF STUDY PAGE 85 TOC LINK Core Advisees Faculty Member Smith, Nicole (MS-05 cohort) Stafford, Catherine (MS-05 cohort) Tanner, Angela (MS-05 cohort) Thompson, Kristen (MS-05 cohort) Wang, Jianzhen (MS-05 cohort) Wilson, Rachael (MS-05 cohort) Dykeman Finnen, Danny (MS-04 cohort) Beatty, Rhonda (MS-05 cohort) Fisher, Julia (MS-05 cohort) Gordon, Jamila (MS-05 cohort) Kennedy, Carly (MS-05 cohort) Molina, Tavie (MS-05 cohort) Ulrich, Scott (MS-05 cohort) Ingram Vance-Borland, Margot (MS-cohort) Barry, Piper (MS-05 cohort) Jensen, Bettina (MS-05 cohort) Mauelshagen, Annika (MS-05 cohort) Ruscitti, Candace (MS-05 cohort) Smith, Kate (MS-05 cohort) MacGregor Boudinot, Vicki (MS-04 cohort) Cronin, Kara (MS-04 cohort) Hemingway, Chuck (MS-04 cohort) Mauti, Frankie (MS-04 cohort) Mason, Sarah (MS-04 cohort) McCowan, Rebecca (MS-04 cohort) McLaughlin, Kim (MS-04 cohort) Morris, Robert (MS-04 cohort) Pearson, Dara (MS-04 cohort) Rehn, Patty (MS-04 cohort) Colacicco, Tracey (MS-05 cohort) Furlong, Jonathon (MS-05 cohort) Gonzales, Kathi (MS-05 cohort) Grantham, Shelly (MS-05 cohort) Holloway, Dorothy (MS-05 cohort) Miller, Mary (MS-05 cohort) Miller, Shellie (MS-05 cohort) Mockaitis, Jim (MS-05 cohort) Skillings, Cherie (MS-05 cohort) Spreadborough, Nicole (MS-05 cohort) Pehrsson Roberts, Deanna (MS-04 cohort) Cuevras, Cristiana (MS-cohort) Rowland, Amy (MS-cohort) Hurst, Kelly (MS-cohort)
OSU CACREP SELF STUDY PAGE 86 TOC LINK Core Advisees Faculty Member Eckart, Thomas (MS-05 cohort) Rubel Taylor, Beth (MS-04 cohort) Neal-Robo, Jennifer (MS-04 cohort) Yaksus, Matt (MS-04 cohort) Pointer, Shelly (MS-cohort) Thomas Heddle, GAnn (MS-04 cohort) Brown, Sharilyn (MS-05 cohort) Center, Vanessa (MS-05 cohort) Hudson, Suzanne (MS-05 cohort) Skinner, Jesse (MS-05 cohort) Smith, Clair (MS-05 cohort) Trask, Robin (MS-05 cohort) Watson, Lisa (MS-05 cohort) Wasylow Ceder, Richard (MS-04 cohort) Gil-Osorio, Diana (MS-04 cohort) Hilgers, Bethany (MS-04 cohort) Johnson, Brooke (MS-04 cohort) Keep, Jenny (MS-04 cohort) Riehl, Beth (MS-04 cohort) Reed, Kathryn (MS-04 cohort) Skinner, Jessica (MS-04 cohort) Shaffer, Tiffany (MS-04 cohort) Snyder, Melissa (MS-04 cohort) De LaRosa, Ashley (MS-04 cohort) Tomlanovich, Anne (MS-04 cohort) Holtey, Erin (MS-04 cohort) Hosaka, Rie (MS-04 cohort) Abraham, Andre (MS-04 cohort) Borne, Selena (MS-05 cohort) Broomberg, Lola (MS-05 cohort) Contreras, Greg (MS-05 cohort) Cummings, Patrick (MS-05 cohort) Harshfield, Karen (MS-05 cohort) Hayashi, Shiho (MS-05 cohort) Lawrence, Shelley (MS-05 cohort) Nemeth, Alexander (MS-05 cohort) O Hara, Li (MS-05 cohort) Predoehl, Sam (MS-05 cohort)
Students receive a sample program plan in their orientation packet. They are also informed about how they can obtain forms from the university web page (www.oregonstate.edu) and can fill them out using their personal computers. If students have not submitted a program plan by the time they complete 18
OSU CACREP SELF STUDY PAGE 87 TOC LINK credits, the graduate school notifies them of such and may place a hold on enrollment until a program plan can be submitted and approved. With the approval of the committee, changes in an approved program may be made at the student’s initiative at any time during their study. If there are discrepancies between the approved program and the coursework completed by the student, the graduate school will notify the student prior to their oral examination and the discrepancies must be rectified or the exam will be cancelled. Discrepancies are usually easily rectified. Planned programs of study do include (a) all courses counted for a degree [but not prerequisite curricular experiences]; (b) core curriculum courses; (c) specialized areas of study; (d) record of practicum (TCE 514) and internship (TCE 515); and (e) elective courses.
The planned program of study identifies the following:
1. program prerequisite curricular experiences;
See Appendix for an example of a program of study; a prerequisite bachelor’s degree, year and place of study are listed.
2. core curriculum requirements;
See Appendix 68 for examples of a program of study. Review of this appendix will verify that all CACREP core curriculum requirements are addressed.
3. specialized curricular experiences;
See Appendix 68 for example programs of study (i.e., community counseling, school counseling, and PhD). Review of this appendix will verify that all CACREP specialty curriculum requirements are addressed.
4. supervised practicum and internship requirements; and
See Appendix 68 for example programs of study (i.e., community counseling, school counseling, and PhD). Review of this appendix will verify that all CACREP supervised practicum and internship requirements are addressed. For a record of supervision, please refer to Onsite Exhibits 3 & 4 where internship files and supervision records are displayed.
5. appropriate elective curricular requirements.
See Appendix 68 for example programs of study (i.e., community counseling, school counseling, and PhD). The community counseling program has one elective. The school counseling program has either two electives (for those candidates with a teaching license) or none (for those candidates without a teaching license). The PhD program has no electives. Almost without exception, students who have an elective take a required course from the other program.
OSU CACREP SELF STUDY PAGE 88 TOC LINK Section VI
EVALUATIONS IN THE PROGRAM
A. Program mission, objectives and student learning outcomes are developed and revised when necessary through self study on a regular schedule. This evaluation process is based on input from program faculty, current and former students, and personnel in cooperating agencies.
On a regular basis the faculty reviews and revises program objectives. Each time course content is changed and syllabi are revised the program objectives are reviewed by the faculty. When a change in program focus is required by revisions of other accrediting bodies there is a review of program objectives to determine the need for revision. On a regular basis the program objectives are sent to graduates and other professionals in the field for review and input (See Appendix ). In addition, for the school counseling program there is the TSPC Consortium review (See Appendix 86).
Every three years the program surveys recent graduate requesting their feedback on the program. The questionnaire is designed to address the degree to which the program is addressing the objectives. The data from the survey are used to review the degree to which the program is meeting objectives and the need for revision (See Appendix 69).
Periodically the Teacher Standards and Practices Commission (TSPC) changes the requirements necessary for licensure in school counseling. As a result of these TSPC changes the program must review the objectives and determine the revisions necessary to address the licensing requirements. Teacher Standards and Practices Commission is responsible for approving programs which prepare persons to be qualified for the initial and continuing school counselor license in the State of Oregon (See Appendix ).
B. The program faculty conduct a developmental, systematic assessment of each student’s progress throughout the program, including consideration of the student’s academic performance, professional development, and personal development.
Once each quarter (typically near the end of the quarter), the program faculty devote time during one staff meeting to “student staffings.” During this process, each enrolled student is named and the faculty is asked to say if they have concerns or comments to make. Comments frequently include statements about good performance. Concerns include statements about personal interactions, class performance, or observations that faculty have made during the quarter: poor performance on assignments, late papers, health issues, interpersonal performance, or the like. If the concerns are limited to one class, the faculty member of that class will usually explain the procedures that have been taken to
OSU CACREP SELF STUDY PAGE 89 TOC LINK address the concerns. The student’s advisor may take note of the problems and attempt to rectify the difficulties and request an appointment with the student. This is likely if the concern identified is noticed in more than one class or more than one setting. For example, if a student has more than one incomplete, or if the student has exhibited the same concerning behavior in more than one class then the adviser will become involved. Based on the advisor’s assessment, action may stop with an informal conference. If the concern is more serious, the procedures outlined in the student handbook (See Appendix 58) are implemented: detailed concerns are presented to the student in writing and plans for remediation are developed. In the absence of improvement, additional steps are implemented according to program policy.
Minutes of counseling faculty meetings do not include names of students about whom concerns have been named. Minutes show “student staffing” as an entry (See Onsite Exhibit 2). Specific concerns about named students are retained in the department chair’s office.
C. Faculty establish a comprehensive, integrated plan of program evaluation, indicating how the mission, objectives, and student learning outcomes are met. Program evaluations must be ongoing, with formal evaluation occurring as follows:
1. an annual evaluation that documents how, where, and the extent to which program objectives are addressed in course syllabi;
This annual review took place at a faculty meeting (See Onsite Exhibit 2).
2. a review by program faculty of programs, curricular offerings, and characteristics of program applicants;
The program faculty reviews the program on a continuous basis during regular faculty meetings. Faculty at regular meetings and retreats routinely review concerns raised by students about the curriculum (See Onsite Exhibit 2).
On a yearly basis, the faculty reviews the pool of students seeking admission to the program. The faculty reviews the cohort group each year to determine if the profile of students entering the program is changing. Each year the faculty advocates with the graduate school in support of admitting students who do not exactly match graduate school criteria for entry (See Appendix ). These efforts have resulted in a more diversified pool of students entering the program
3. at least once every three years, program faculty conduct and document findings of formal follow-up studies of program graduates to assess graduate perceptions and evaluations of major aspects of the program;
OSU CACREP SELF STUDY PAGE 90 TOC LINK Periodic follow-up studies are done with graduates of the program. Each graduate is asked to complete a follow-up survey and supply basic demographic information about themselves since their graduation from the program. They are also asked to provide information on their continuing professional development following graduation.
The follow-up survey is sent and the results analyzed on a three-year cycle. The most recent survey was completed in the fall of 2005. Surveys were sent to persons who graduated from the program since the summer of 1997. The most recent survey results can be found in Appendix 69. Current students, former students and supervisors in the field are provided copies of the results and are encouraged to review the documents.
4. at least once every three years, program faculty conduct and document findings of formal follow-up studies of clinical site supervisors and program graduate employers to assess their perceptions and evaluations of major aspects of the program; and
Clinical Site Supervisors: Clinical site supervisors are asked to evaluate the students in the program on a routine basis. They provide informal evaluation at the close of each quarter and a formal evaluation upon completion of the internship. As a part of this evaluation they are also asked to provide feedback on the program and how well it prepares students for the field sites. In addition, clinical site supervisors are surveyed on a routine basis concerning their perceptions and evaluations of major aspects of the programs offered by the Counseling Academic Unit. Results from the latest survey of supervisors can be found in Appendix 69.
Employers: As part of the restructuring of the College of Education into the departments, it was decided by the faculty to delay the survey of employers of graduates to Winter Quarter 2007. This postponement was done so that all employers of department graduates could be assessed jointly (the department is currently in the NCATE self study year). To assist with the school counseling part of this survey, TSPC is going to provide the department with the names and addresses of all OSU school counseling graduates (and their employers) who currently are working as school counselors in Oregon.
Action Plan to Meet Standard VI.C.4: Employers of MS graduates will be surveyed during Winter Quarter 2007. The results from this survey can be 5. found in Onsite Exhibit 5. at least once every three years, program faculty document use of findings from VI. C.1, 2, 3, and 4 above in program modifications.
See Onsite Exhibit 2 for verification.
OSU CACREP SELF STUDY PAGE 91 TOC LINK D. An official report that documents outcomes of the comprehensive program evaluation shall be prepared and distributed on a systematic basis (at least once every three years) to students currently in the program, program faculty, institutional administrators, and personnel in cooperating agencies (e.g., employers, site supervisors).
Copies of the results of both follow-up surveys are placed on the web for review by prospective applicants, program graduates, and supervisors in the field are encouraged to review the documents (Appendix 69). Copies of the survey results are provided to faculty and program implications are discussed at regular faculty meetings. Copies of the results are also provided to appropriate institutional administrators and supervisors.
E. Students have regular and systematic opportunities to formally evaluate faculty and the students’ curricular experiences.
Students evaluate faculty and individual coursework at the close of each term. The university has a standardized evaluation instrument that includes a section that allows for individual written comments by the students (See Appendix ). The University highly values effective teaching. The university polices for student evaluations of teachers, including on-going teaching evaluation of tenured faculty, can be found in Appendix .
Feedback about the program in general, both written and verbal, are solicited from students on a routine basis throughout the program as well as from the students in the portfolio defense as they exit the program. Students are sometimes gathered in a large group setting in an effort to solicit their feedback during the course of the program regarding procedures, concerns, difficulties, and general suggestions (See Appendix ).
F. Provide annual results of student course evaluations to faculty.
The TCE department chair and the dean of the College of Education both receive copies of all student evaluations of faculty. The chair meets with each faculty member annually for a performance review. One part of the performance review is a discussion of all student evaluations of teaching for that faculty member from the previous academic year.
G. present written faculty evaluation procedures to program faculty at the beginning of each evaluation period and whenever changes are made in the procedures.
The guidelines for periodic review of faculty may be found in the Faculty Handbook, Faculty Records and Periodic Review (See Appendix ). Each faculty member is required to meet with the department chair for an annual performance
OSU CACREP SELF STUDY PAGE 92 TOC LINK review. A memo describing the documents that need to be brought to the review is sent to each faculty member. Each performance review requires evidence of the faculty member’s contribution in areas of teaching, scholarship, and service. During the review, performance in each area is assessed with a scoring rubric on the basis of exemplary, outstanding, or satisfactory.
OSU CACREP SELF STUDY PAGE 93 TOC LINK Doctoral Standards
COUNSELOR EDUCATION AND SUPERVISION
Doctoral degree programs in Counselor Education and Supervision are intended to prepare students to work as counselor educators, supervisors, and advanced practitioners in academic and clinical settings. Doctoral programs accept as a primary obligation extending the knowledge base of the counseling profession in a climate of scholarly inquiry. Doctoral programs prepare students to generate new knowledge for the counseling profession through research that results in dissertations that are appropriate to the field of counselor education or supervision. This extension of knowledge should take into account the societal changes of the 21st century and prepare graduates to be leaders and advocates for change. The doctoral program standards are intended to accommodate the unique strengths of different programs. Doctoral programs for which accreditation is sought must encompass all of the entry-level program standards. Students admitted to doctoral programs must have completed studies that meet CACREP entry-level standards as specified in Sections II, III, and in a specific program, and provide evidence of a knowledge base of a professional counselor.
Section I - The Institution
A. Access is provided to library and other learning resources appropriate for doctoral level scholarly inquiry, study, and research by students and program faculty.
The Carnegie Foundation for the Advancement of Teaching continually gives OSU its highest ranking for doctoral granting institutions: RU/VH: Research Universities (very high research activity). To maintain this elite status OSU provides it faculty and doctoral students a world-class research library.
In reference to the needs of counselor education faculty and doctoral students, approximately 88.7% of the funds spent on Education monographs (books) are for titles received on approval from a vendor who supplies us with books from all major publishers, including university presses. We currently acquire 75% of all new titles and reprints available from this vendor in Education, which is consistent with a doctoral level collection (according to Western Libraries Network Conspectus guidelines). Similarly 86.6% of psychology acquisitions are obtained through an approval plan.
The Valley Library holds 148 journal titles in Education and 83 journal titles in Psychology. The library has electronic access to 934 education and 417 psychology journals through subscriptions, aggregator databases and open access journals.
OSU CACREP SELF STUDY PAGE 94 TOC LINK For further information about the Valley Library including collections and facilities see Section I.I of the self study.
B. Faculty teaching loads and research and service expectations are equivalent to comparable doctoral programs in the institution.
For tenured/tenure track faculty the teaching load is 6 three-credit classes during the academic year (See Tables 9-12). The teaching load for instructor ranked faculty is 9 three-credit classes during the academic year (See Tables 9-12). Research and Service expectations for tenured/tenure-track faculty are consistent campus-wide and detailed in the OSU Promotion and Tenure Guidelines (See Appendices & ).
OSU CACREP SELF STUDY PAGE 95 TOC LINK Section II - Program Objectives and Curriculum
A. Doctoral program objectives address the professional leadership roles of counselor education, supervision, advanced counseling practice, and research competencies expected of doctoral graduates.
The purpose of the PhD program with a Major in Counseling is to produce: (1) counselor educators for service in higher education, and (2) counselor supervisors for school districts and counseling agencies.
The primary influence on the program's objectives and curriculum has been the accreditation standards to which the program is accountable, namely CACREP. Also, all doctoral studies in the College of Education at Oregon State University are governed by the polices and regulation of the Graduate School as defined in the Oregon State University Bulletin (See Onsite Exhibit 1) and supplemented by the Graduate School’s Guide to Success (See Appendix ).
Beginning in the Fall, 2000 the Counseling Academic Unit’s faculty reviewed the PhD program’s curriculum and objectives to determine its relevance and appropriateness in meeting the current standards set by 2001 CACREP (the program had been previously reaccredited under the 1994 standards). PhD students had significant input into the review process of the objectives and met in small groups to discuss the objectives on several occasions. The PhD program with a Major in Counseling program objectives are listed in Appendix 20.
Information regarding the PhD program with a Major in Counseling is made available to students in two forms: PhD program with a Major in Counseling Application Packet (See Appendix 33) and the PhD program’s policies and procedures manual (See Appendix ).
B. The doctoral program consists of a minimum of four academic years of graduate-level preparation (including entry-level preparation), defined as eight semesters or 12 quarters with a minimum of 96 semester hours or 144 quarter hours of graduate-level credits required of all students in the program.
On page 178 of the Oregon State University Bulletin it states that for the PhD program with a Major in Counseling, 150 credits are required beyond the baccalaureate degree and that doctoral students can meet the majority of their residency and course requirements (minus dissertation hours) in the equivalent of two years of full-time study (See Onsite Exhibit 1). Further, page 22 of the PhD program’s policy and procedures manual specifies the 150 quarter hours required of all students in the program (See Appendix 79). There are a minimum of 48 quarter hours of credit that are required entry level studies. On page 16 of the same manual it states that doctoral students in counseling must be prepared
OSU CACREP SELF STUDY PAGE 96 TOC LINK to spend two to three full years in residency at Oregon State University (post CACREP masters degree) (See Appendix 80).
A flow chart outlining the typical PhD sequence for OSU students in counseling is included in Appendix .
C. Learning experiences beyond the entry-level are required in all of the following content areas:
Required PhD classes/experiences relating to standards 1-9 are listed below along with the respective syllabus:
1. theories pertaining to the principles and practice of counseling, career development, group work, systems, and consultation;
Covered, see Matrix 3 and related syllabi (See Appendix 1).
2. theories and practices of counselor supervision;
Covered, see Matrix 3 and related syllabi (See Appendix 1).
3. instructional theory and methods relevant to counselor education;
Covered, see Matrix 3 and related syllabi (See Appendix 1).
4. pedagogy relevant to current social and cultural issues, including social change theory and advocacy action planning;
Covered, see Matrix 3 and related syllabi (See Appendix 1).
5. design and implementation of quantitative research and methodology, including univariate, multivariate, and single-subject design;
Covered, see Matrix 3 and related syllabi (See Appendix 1).
6. design and implementation of qualitative research, including grounded theory, ethnographic, and phenomenological methodologies;
Covered, see Matrix 3 and related syllabi (See Appendix 1).
7. models and methods of assessment and use of data;
Covered, see Matrix 3 and related syllabi (See Appendix 1).
8. ethical and legal considerations in counselor education and supervision (e.g., the ACA Code of Ethics); and
OSU CACREP SELF STUDY PAGE 97 TOC LINK Covered, see Matrix 3 and related syllabi (See Appendix 1).
9. the role of racial, ethnic, and cultural heritage, nationality, socioeconomic status, family structure, age, gender, sexual orientation, religious and spiritual beliefs, occupation, physical, and mental status, local, regional, national, international perspective, and equity issues in counselor education programs;
Covered, see Matrix 3 and related syllabi (See Appendix 1).
D. It is expected that doctoral students will have experiences that are designed to:
1. develop an area of professional counseling expertise;
Covered, see Matrix 3 and related syllabi (See Appendix 1).
2. develop collaborative relationships with program faculty in teaching, supervision, research, professional writing, and service to the profession and the public;
The following will be addressed in subsections: (1) teaching, (2) supervision, and (3) research, professional writing, and service to the profession.
Teaching Subsection
Education about the fundamentals of effective graduate level teaching is available to the PhD students through TCE 617 (See Appendix 1). In addition, the content-specific pedagogy of a CACREP curriculum area is covered in the advanced (i.e., doctoral level) course. For example, content specific pedagogy of assessment is covered in advance assessment (See Appendix 1).
Each PhD student participates in teaching activities with faculty for several purposes. The first is to accumulate experience in teaching to meet the TCE 619 internship requirement that fulfills, in part, 600 hours (See Appendix 1). The second may be to work collaboratively with the faculty member in the classroom in order to meet Graduate Assistantship hourly requirements (See Appendix 61). The third is to teach, under supervision, for a class assignment. Teaching preparation, observation, feedback and de-briefing takes place with a faculty member. The level of responsibility in the class depends on the student’s prior experience, level of expertise and skill. Usually as students progress through their program, teaching involvement truly moves to a collaborative status, where student and faculty work as peers and then the student works independently with supervision.
OSU CACREP SELF STUDY PAGE 98 TOC LINK Supervision Subsection
Each PhD student also participates in supervision activities of masters students with faculty in two ways. The first is to accumulate experience in supervision to meet the TCE 615 internship requirement that fulfills, in part, 600 hours. The second is to supervise masters students, under faculty supervision, for a class assignment usually for TCE 697 and TCE 617 (Counselor Supervision and Advanced Supervision). Supervision preparation, observation, feedback and de- briefing takes place with a faculty member. The level of responsibility in supervision activities depends on the student’s prior experience, level of expertise and skill. As students progress through their program, supervision involvement moves to a collaborative status, where faculty and student work as peers and then to independent function with a built-in consultation process.
Research, Professional Writing and Service Subsection
Initial matching of doctoral students with advisor is based on similarity of research interests. Students often collaborate with their advisors, committee members and faculty at-large in scholarly writing. In addition, students engage in presentations at professional conferences with faculty. During the last several years Oregon State University has been recognized as having more PhD students in attendance than any other University at the Western Association for Counselor Education and Supervision conference.
Table 50 lists examples of joint publications between PhD students and faculty completed since the last CACREP reaccreditation visit. See faculty vita for complete listing.
Table 50 Joint Publications Student(s) Faculty Title Publication Type & Title Ratts Rubel Diversity and social justice Book Chapter: issues in Counseling and Introduction to Group Psychotherapy Work Nakazawa Ingram Community college Article: Community counselors: Developing College Journal of empathy through Research and sociocultural poetry Practice Wood Dykeman The structure of school- Article: Professional Mandsager Ingram sponsored career School Counseling Pehrsson development interventions: Implications for school counseling professionals Briggs Pehrsson Use of bibliotherapy in Article: Journal of treatment of grief and loss: Loss and Trauma
OSU CACREP SELF STUDY PAGE 99 TOC LINK Student(s) Faculty Title Publication Type & Title A guide to current counseling practices
Presentations
Table 51 lists examples of joint presentations between PhD students and faculty completed since the last CACREP reaccreditation visit. See faculty vita for complete listing.
Table 51 Joint Presentations Student Faculty Title Conference Pepperell Rubel Working Creatively and Ethically ACES DeKruyf with Counselors who are also Schulz Counseling Students: Using Bicultural Identity Development as a Guide for Creating a Space for Learning Wood Dykeman Career ASCA Charles Ingram development interventions and their Pehrsson relationship to academic achievement in grades 7-12 Graham Wasylow Innovative Techniques and ACES DeKruyf Strategies Useful in Increasing Cultural Awareness in Group or Classroom Guidance Settings Mandsager Ingram The ACTE Chen Dykeman relationship of career development inventions to positive student outcomes. Aguilera Pehrsson Play therapy and supervision and WACES brain trauma
3. foster participation in professional counseling organizations, including the Association for Counselor Education and Supervision (ACES) and ACA;
Table 52 lists the professional membership of PhD students.
Table 52 PhD Student Professional Membership
OSU CACREP SELF STUDY PAGE 100 TOC LINK Student Professional Membership Aasheim, Lisa ACA, ACES, WACES, APA, ORCA, OSCA, ASCA Aguilera, Mary ACA, Association of Play Therapy, WACES Briggs, Cynthia ACA, ORCA, ACES, WACES DeKruyf, Lori ACA, ACES, WACES, OACES, WSACES, ORCA, OSCA, WCA, WSCA, ASCA Dempsey, Keith ACA Dilts, Rachel OCDA Graham, Mary ACA, NCC, OSCA, WSCA, ACES, WACES James, Gene ACES, WACES, OrCA, OMSHA Jaron, Bonnie McGlasson, Terry AMHCA Nakazawa, Motoko Pepperell, Jennifer ACA, ACES, WACES Perfect, Scott ACA Phillips, Tom Ratts, Vong ACA, ACES, WACES Rodriguez, Adrian ACA, ACES, WACES, AMCD Schulz, Lisa ACA, ACES, ASCA, CSI, ASGW, CSJ, WACES, OSCA Slyepchenko, Anya ACA Stauffer, Mark ACA, ACES, WACES, NCDA Taephant, Nattusuda Woods, Rebecca Zimcheck, Chuck ASCA, NCDA, OSCA
4. meet criteria for appropriate credentials;
Table 53 lists the professional credentials of PhD students.
Table 53 PhD Student Professional Credentials Student Professional Credentials Aasheim, Lisa LMFT, NCC, ACS (Approved Clinical Supervisor) Aguilera, Mary LPC (OR-registered intern) Briggs, Cynthia NCC, LPC (NC) DeKruyf, Lori SC-WA Dempsey, Keith Dilts, Rachel Graham, Mary SC-WA, NCC James, Gene Jaron, Bonnie LPC (OH), NCC McGlasson, Terry LPC (IL), NCC Nakazawa, Motoko Pepperell, Jennifer LPC (OR), NCC
OSU CACREP SELF STUDY PAGE 101 TOC LINK Student Professional Credentials Perfect, Scott LPC (OR), NCC Phillips, Tom Ratts, Vong LPC (OR), NCC Rodriguez, Adrian Schulz, Lisa NCC, Sch Coun (OR), Teaching License (OR) Slyepchenko, Anya Stauffer, Mark Taephant, Nattusuda Woods, Rebecca CRC Zimcheck, Chuck Sch Coun (OR), Comm. College Counselor (CA), Global Career Dev. Facilitator
5. promote scholarly counseling research; and
The title of the dissertations for PhD students who have completed their research within the self study year are as follows:
Table 54 lists the titles of recently completed dissertations.
Table 54 Dissertations of PhD Graduates Since Last CACREP Visit PhD Dissertation Title (Year of Defense) and Abstract Link Graduates Since Last CACREP Visit Manivong J. Social justice counseling: a study of social justice counselor Ratts training in CACREP-accredited counselor preparation programs (2006). Abstract Link: http://oregonstate.edu/education/research/abstracts/ratts.html
Cynthia Research mentorship in counselor education (2006). Briggs Abstract Link: http://oregonstate.edu/education/research/abstracts/briggs.html
Jennifer The experience of gifted girls transitioning from elementary school Pepperell to sixth and seventh grade (2006). Abstract Link: http://oregonstate.edu/education/research/abstracts/pepperell.html
Amy E. Correlates of occupational burnout in counselor educators (2005). Bartley Abstract Link: AVAILABLE at the Library Lori L. Low Pre-service grief and loss preparation in CACREP accredited school counseling programs (2004).
OSU CACREP SELF STUDY PAGE 102 TOC LINK PhD Dissertation Title (Year of Defense) and Abstract Link Graduates Since Last CACREP Visit Abstract Link: http://oregonstate.edu/education/research/abstracts/low.html
Kathy E. A formative evaluation of pre-service preparation of substance Biles abuse counseling in CACREP accredited school counseling programs (2004). Abstract Link: http://oregonstate.edu/education/research/abstracts/biles.html
Kimberly Zimbabwean counselors' knowledge of and attitudes toward Richards HIV/AIDS (2003). Abstract Link: http://oregonstate.edu/education/research/abstracts/richards.html/
Ann T. Clark An exploration of combined distance and direct supervision experiences (2003). Abstract Link: http://oregonstate.edu/education/research/abstracts/clark.html
Meng-Yin A formative evaluation of implementation of career development Chen interventions in Taiwanese comprehensive high schools (2003). Abstract Link: http://oregonstate.edu/education/research/abstracts/chen.html
Terrie J. A formative evaluation of pre-service suicide prevention training in House CACREP accredited school counseling programs (2003). Abstract Link: http://oregonstate.edu/education/research/abstracts/house.html/
Maria C. Mental health counselor's self-efficacy and the relationship to Havens multicultural counseling competency (2003). Abstract Link: http://oregonstate.edu/education/research/abstracts/havens.html/
Rochelle The experience of three female mental health clinicians coping Pegel with work related stress in treating traumatized children (2003). Abstract Link: http://oregonstate.edu/education/research/abstracts/pegel.html/
Naomi The predictive relationship of religiosity to readiness to change in Mandsager addiction recovery (2002).
OSU CACREP SELF STUDY PAGE 103 TOC LINK PhD Dissertation Title (Year of Defense) and Abstract Link Graduates Since Last CACREP Visit Jill Black Testimonies of shared experience: Canadian women athletes and the 1980 Olympic boycott (2002). Chris Wood The relationship of career development interventions to English self-efficacy and English motivation in high school students (2001). Mary Boylan The self-efficacy of Irish Guidance Counsellors of Identifying and Assessing Students At Risk for Suicide (2001). Katherine Z. Exploring counseling students' perspectives on spirituality using a Souza postmodern feminist paradigm (2001). Lynn A. The experience of sibling relationships in the voices of children: Fontana Systemic interviews of dyads following the trauma of sibling incest and its recovery (2001). Vinh The Do Understanding how Vietnamese make career decisions in the United States (2001). Waulene School counselors' perceptions of social advocacy training: Pennymon Helpful and hindering events (2000). Mary Examining the experiences of female allies of gay men and Frances lesbians (2000). Arnold Shannon D. Examining the role of Attention-Deficit/Hyperactivity Disorder Smith (ADHD) in the life experiences of University Student-Athletes (2000).
6. enhance technical competence.
Counseling PhD students all are linked to e-mail, either through university services or a private internet provider. All the PhD students use word processing programs for their course assignments. Those students enrolled in statistics utilize Excel and SPSS programs.
PhD students have access to multiple computer labs on campus. These labs provide access to an extensive selection of software (See Appendix ). Each lab has attendants on-duty who can assist students gain greater competency in any of the available software. Also, the education specialist librarian is available to students for instruction on electronic database searches that are required in a number of classes. Finally, all of Education Hall is wired for wireless internet access.
During the CACREP self study year we conducted a survey of our current PhD students regarding competency in technology. The survey, entitled “Oregon
OSU CACREP SELF STUDY PAGE 104 TOC LINK State University Technology Proficiency Survey for CACREP” was sent to current doctoral students by way of email. The results from this survey can be found in Appendix 69.
OSU CACREP SELF STUDY PAGE 105 TOC LINK Section III - Clinical Instruction
A. Doctoral students are required to participate in a supervised advanced practicum in counseling as part of the doctoral program. If conducted at the student’s current work site, the practicum experience must include new learning that is qualitatively different from the student’s occupational responsibilities. The purpose of this practicum is to develop and/or refine advanced counseling skills which should conceptually link counselor practice to teaching and supervision.
Covered, see Matrix 3 and related syllabi (See Appendix 1).
B. Doctoral students are required to complete doctoral-level counseling internships that total a minimum of 600 clock hours. The 600 hours include supervised experiences in clinical settings, teaching, and supervision. The internship includes most of the activities of a regularly employed professional in the setting. The 600 hours can be allocated at the discretion of the doctoral advisor and student, based on experience and training. Students should be given the opportunity to participate in additional supervised practica or internships that are appropriate to their career objectives.
Covered, see Matrix 3 and related syllabi (See Appendix 1).
C. During practica and internships, the student must receive weekly individual and/or triadic supervision; this supervision is usually performed by a supervisor with a doctorate in counselor education or a related profession. Group supervision is provided on a regular schedule with other students throughout the internship and is usually performed by a program faculty member.
PhD students enrolled in the required TCE 618 (Advanced Practicum) meet weekly in class led by a full-time faculty member for 3 hours in a small group format. In addition, each student meets once a week for 1 hour of triadic supervision (See Appendix 1). For COUN 619 students receive weekly group supervision from a full-time faculty member for three hours and meet triadically for 1 hour (See Appendix 1).
OSU CACREP SELF STUDY PAGE 106 TOC LINK Section IV - Faculty and Staff
A. Any academic unit offering the doctorate requires a minimum of five FTE counselor education faculty positions.
There are seven full-time faculty positions in the OSU Counseling Academic Unit. Table 55 lists this faculty.
Table 55 Full-time Faculty Name Rank FTE Biles Instructor 1.0 Dykeman Associate Professor 1.0 Ingram Associate Professor 1.0 MacGregor Instructor 1.0 Pehrsson Associate Professor 1.0 Rubel Assistant Professor 1.0 Wasylow Instructor 1.0
B. Faculty participate in ACA, ACES and other ACA divisions, branches, and affiliate organizations appropriate to their teaching responsibilities and/or scholarly interests.
Professional organizations of which faculty belong can be found in Table 56.
Table 56 Faculty Professional Organization Membership Faculty Professional Organization Membership Member Biles ACA, ACES, WACES Dykeman NCDA, ACES, WACES, ACA Ingram ACA, ACES, WACES, ORCA, NAPT MacGregor ACA, ACES, WACES, ORCA Pehrsson ACA, ACC, ACES, WACES, APT, NAPT Rubel ACES, AMCD, ASGW, ACA Wasylow ASCA, ACA, ACES, NCDA, WACES, OSCA, ORCA, AGLBIC, CSJ
C. Doctoral committee chairs are currently engaged in research, writing, and publication in the field of counselor education.
Table 57 lists active doctoral students and their chairs. Verification of the research, writing, and publication recency of these chairs can be found it Appendix 32.
OSU CACREP SELF STUDY PAGE 107 TOC LINK Table 57 Active Doctoral Students and Their Chairs Student Chair Aasheim, Lisa Rubel (1) Aguilera, Mary Pehrsson (1) Briggs, Cynthia Pehrsson (2) DeKruyf, Lori Pehrsson (3) Dempsey, Keith Ingram (1) Graham, Mary Pehrsson James, Gene Dykeman (1) Jaron, Bonnie Dykeman (LOA*) McGlasson, Terry Dykeman (2) Nakazawa, Motoko Ingram (2) Pepperell, Jennifer Rubel (2) Perfect, Scott Dykeman (3) Phillips, Tom Dykeman (LOA*) Ratts, Vong Ingram (3) Rodriguez, Adrian Ingram (4) Schulz, Lisa Rubel (3) Slyepchenko, Anya Ingram (5) Stauffer, Mark Pehrsson (4) Taephant, Nattusuda Ingram (4) Warner, Rachel Rubel (5) Woods, Rebecca Dykeman (4) Zimcheck, Chuck Dykeman (5) * student was on leave of absence during the self study year
D. Doctoral faculty chair a maximum of five active doctoral dissertation committees during a given academic term.
Table 57 does not contain a chair with more than five active doctoral students.
E. In addition to the number of doctoral dissertation committees chaired, program faculty may serve on a maximum of five additional doctoral committees during a given academic term.
Table 58 notes that faculty membership exceeded the maximum during the self study year. This situation was the result of the faculty not seeking membership for doctoral committees outside of the academic unit due to organizational transitions in the College of Education.
employers of graduates to the Winter quarter 2007.
OSU CACREP SELF STUDY PAGE 108 TOC LINK Action Plan to Meet Standard Doctoral IV.E: COE/TCE organizational transitions have been completed and the faculty doctoral committee membership will be at the standard by the time of the accreditation. Onsite Exhibit 6 will contain the verification this standard is met. Table 58 Faculty Membership of PhD Student Committees Faculty Students Dykeman Pepperell Taephant DeKruyf Dempsey Nakazawa Stauffer Slyepchenko Aasheim Rodiguez Biles Graham Ingram James Jaron* Perfect Schultz Woods Zimchek Aasheim Taephant Pehrsson Zinchek Dempsey Nakazawa Perfect Rubel DeKruyf Perfect Graham James Jaron* Wasylow Pepperell Schulz Zimchek, Aguilera Perfect Slyepchenko Taephant * student was on leave of absence during the self study year
OSU CACREP SELF STUDY PAGE 109 TOC LINK Section V - Organization and Administration
A. In addition to the entry-level considerations, doctoral program admission criteria include consideration of each applicant’s:
Entry level considerations are delineated in the PhD program with a Major in Counseling Application packet (e.g., minimum requirement of a 3.0 GPA for admission). The application also requests a writing sample from the applicant which is reviewed by the faculty during the initial screening admissions process (See Appendix 33). In addition, students are asked to demonstrate their counseling skills by conducting an analog counseling session.
2. previous professional experience;
The PhD with a Major in Counseling Application Packet states: “Ideally, applicants will have sufficient post-master's experience as a professional counselor in order to prepare them for the demands of doctoral study. Preference will be given to National Certified Counselors (NCCs) and/or state Licensed Professional Counselors (LPCs) or those licensed as school counselors. Desirable, but not essential, is work in the fields of education, such as teaching; counseling; school administration; curriculum; and/or, related work in child, youth, or adult development programs (See Appendix 33).
3. fitness for the profession, including self-awareness and emotional stability;
The PhD with a Major in Counseling Application Packet states: “It is also expected that applicants will have participated in personal counseling as a client prior to admission to the program.” Reference forms also request information on an applicant’s self-awareness and emotional stability (See Appendix 33).
4. verbal and written communication skills; and
In the PhD with a Major in Counseling Application Packet, there is a request for the following writing sample: “On a separate page(s) address the following items: 1. State your purpose for wanting to become a counselor educator. 2. Describe the research area(s) you are interested in pursuing. 3. Describe the personal qualities and professionally related experiences that qualify you for doctoral level study in counselor education and supervision and for becoming a counselor educator and supervisor. 4. Describe your theoretical orientation to counseling. 5. Provide information on your experience in working with clients from diverse backgrounds and your commitment to understanding diversity. 6. Provide an overview of your ability to use technology.
OSU CACREP SELF STUDY PAGE 110 TOC LINK Verbal communication skills are also assessed through the face-to-face interview process requested of PhD application finalists (See Appendix ).
5. potential for professional leadership and advocacy, and
In the PhD with a Major in Counseling Application Packet, the program’s emphasis on leadership and advocacy is clearly stated: “The mission of the Oregon State University PhD program with a major in Counseling is to prepare professional leaders who promote the social, psychological and physical well being of individuals, families, communities and organizations. We believe that such professional leaders stand for social, economic and political justice and therefore must be prepared to be pro-active educators, change agents and advocates in the face of injustice.”
The following questions in the standardized PhD with a Major in Counseling Interview protocol involve professional leadership and/or advocacy potential: 2. What factors influenced your decision to move from a clinical focus to one of teaching and supervision?, 3. Name a few components of effective pedagogy designed to promote cultural competence?, 4. What are your thoughts about providing clinical supervision to students who may have a different culture than your own?, and 6. Supervising counselors-in-training may be a large part of your doctoral experience. What challenges will this pose for you? What will you enjoy? (See Appendix 82).
6. expertise in technological applications. Expertise is technical applications is assessed as part of the PhD with a Major in Counseling Application Packet (See Appendix 33).
B. Before completing the fourth term of enrollment in the doctoral program, students establish an approved doctoral committee and complete a planned program of study in conjunction with this committee.
PhD students are informed of the PhD program’s policies and procedures through an initial orientation meeting held each year at the beginning of the academic year. At that time they are given a PhD in Counseling Policies and Procedures Manual (See Appendix 79) which explains doctoral program expectations, sequences, and timelines.
In this manual there is a section entitled Step 1: Program of Study Meeting. This meeting sis described as such: “During the first year, students begin to consider membership of their committees. Criteria for requesting that a professor join your committee include areas of interest or expertise, and compatibility of members both with the student and with each other. Committees consist of five members. The major professor is the chair of the committee, one member is the Graduate Representative, and the other three members are chosen from the community of scholars. Some non-university experts are acceptable as committee members, if
OSU CACREP SELF STUDY PAGE 111 TOC LINK they qualify for status as an adjunct to the faculty for purpose of sitting on a PhD committee. Consult with your major professor. Each committee member should receive a program packet at least two weeks prior to the committee meeting. The packet should contain the proposed program, copies of transcripts (including one from OSU), and a current goals and objectives statement much like the one written for the application packet.”
Approved programs for PhD students can be found in their files (See Onsite Exhibit 1).
C. Students attend planned meetings with their doctoral committee during their doctoral programs.
The following planned meetings with the doctoral committee are explained in detail in the PhD with a Major in Counseling policies and procedures manual (See Appendix 79). A sequencing of these meeting can be found in this manual on page 1.
OSU CACREP SELF STUDY PAGE 112 TOC LINK Section VI - Evaluations in the Program
The doctoral program is evaluated using criteria specified in the entry-level Standards, Section VI, A-G.
A. Program mission, objectives and student learning outcomes are developed and revised when necessary through self-study on a regular schedule. This evaluation process is based on input from program faculty, current and former students, and personnel in cooperating agencies.
On a regular basis the faculty reviews and revises program objectives. Each time course content is changed and syllabi are revised the program objectives are reviewed by the faculty.
During the fall of 2006 graduates of the PhD in counseling were sent surveys requesting their feedback on the program. The report in survey results appears in Appendix 69.
B. The program faculty conduct a developmental, systematic assessment of each student’s progress throughout the program, including consideration of the student’s academic performance, professional development, and personal development.
Once each quarter (typically near the end of the quarter), the program faculty devote time during one staff meeting to “student staffings” (See Onsite Exhibit 2). During this process, each enrolled PhD student is named and faculty are asked to say if they have concerns or comments to make. Comments frequently include statements about strengths as well as growth points. Concerns include statements about personal interactions, classroom performance, or observations that faculty have made during the quarter regarding teaching, supervision, and professional presentation (See Appendix 79).
If there are concerns, and they are limited to one class, the faculty member of that class will usually explain the procedures that have been taken to address the concerns (e.g., poor performance on assignments, late papers, health issues, interpersonal performance, or the like). The student’s chair may take note of the feedback and request an appointment with the student. This is likely if the concern identified is noticed in more than one class or more than one setting. For example, if a student has more than one incomplete, or if the student has exhibited the same concerning behavior in more than one class then the chair will become involved.
Based on the chair’s assessment, action may stop with an informal conference. If the concern is more serious, the procedures outlined in the PhD in Counseling policies and procedures manual are implemented: detailed concerns are presented to the student in writing and plans for remediation are developed (See
OSU CACREP SELF STUDY PAGE 113 TOC LINK Appendix 79). In the absence of improvement, additional steps are implemented according to program policy.
Minutes of counseling faculty meetings do not include names of students about whom concerns have been named. Minutes show “student staffing” as an entry (See Appendix 1). Specific concerns about named students are retained in the program coordinator’s office.
PhD students are given on-going feedback and evaluation regarding their teaching skill in the classroom. Examples of feedback and feedback form may be found in Appendix .
C. Faculty establish a comprehensive, integrated plan of program evaluation, indicating how the mission, objectives, and student learning outcomes are met. Program evaluations must be ongoing, with formal evaluation occurring as follows:
1. an annual evaluation that documents how, where, and the extent to which program objectives are addressed in course syllabi;
The program faculty reviews the program on a continuous basis during regular faculty meetings. In addition, there occurred a formal annual evaluation (See Appendix 1).
2. a review by program faculty of programs, curricular offerings, and characteristics of program applicants;
The faculty has attempted to diversify in terms of types of students seeking admission in a number of ways. First, recruiting a diverse faculty enhances this goal. Second, designing a curriculum (e.g., TCE 681) and program values (e.g., DRIVE) that create an environment that welcomes and supports diversity. During the self study year 32% of the 22 active doctoral students were members of unrepresented groups.
3. at least once every three years, program faculty conduct and document findings of formal follow-up studies of program graduates to assess graduate perceptions and evaluations of major aspects of the program;
A follow-up study was done with graduates of the PhD in Counseling Academic Unit in September of 2006 (See Appendix 69). A copy of the instrument and cover letter can be found in Appendix 69. The survey addressed the degree to which the program is meeting the PhD Counseling objectives and collected open- ended feedback about the graduates’ experience of several aspects of their educational process. Current students, former students and supervisors in the field will be provided copies of the results.
OSU CACREP SELF STUDY PAGE 114 TOC LINK 4. at least once every three years, program faculty conduct and document findings of formal follow-up studies of clinical site supervisors and program graduate employers to assess their perceptions and evaluations of major aspects of the program; and
Clinical Site Supervisors: Site supervisors are asked to evaluate the PhD students in the program who are completing their clinical practica/internships (TCE 618 & TCE 619) in the field. They provide informal evaluation at the close of each quarter and a formal, written evaluation upon completion of practicum or internship.
Employers: As part of the restructuring of the College of Education into the departments, it was decided by the faculty to delay the survey of employers of graduates to Winter Quarter 2007. This postpone was done so that all employers of department graduates could be assessed jointly (the department is currently in an NCATE self-study year).
Action Plan to Meet Standard Doctoral VI.C.4: Employers of PhD graduates will be surveyed during Winter Quarter 2007. The results from this survey can be found in Onsite Exhibit 5.
5. at least once every three years, program faculty document use of findings from VI. C.1, 2, 3, and 4 above in program modifications.
Document use of these finding can be found in Onsite Exhibit 2.
D. An official report that documents outcomes of the comprehensive program evaluation shall be prepared and distributed on a systematic basis (at least once every three years) to students currently in the program, program faculty, institutional administrators, and personnel in cooperating agencies (e.g., employers, site supervisors).
Copies of the results of both the follow-up survey to PhD graduates and employers of PhD graduates will be placed on the web (See Appendix 69). In addition, copies of the results will also be provided to appropriate institutional administrators and supervisors.
E. Students have regular and systematic opportunities to formally evaluate faculty and the students’ curricular experiences.
PhD students evaluate faculty and individual coursework at the close of each term. The university has a standardized evaluation instrument that includes a
OSU CACREP SELF STUDY PAGE 115 TOC LINK section that allows for individual written comments by the students (See Appendix 72).
F. Provide annual results of student course evaluations to faculty.
The Chair of the Department of Teacher and Counselor Education receives copies of all student evaluations of faculty. The Chair meets with each faculty member annually for a performance review. One part of the performance review is a discussion of all the student evaluations of teaching for that faculty member from the previous academic year. The performance review is in written form and filed in the faculty members personnel file.
G. present written faculty evaluation procedures to program faculty at the beginning of each evaluation period and whenever changes are made in the procedures.
The guidelines for periodic review of faculty may be found in the Faculty Handbook, Faculty Records and Periodic Review (See Appendix 75). Each faculty member is required to meet with the Chair of the Department of teacher and Counselor Education for an annual performance review. A memo describing the documents that need to be brought to the review is sent to each faculty member. Each performance review requires evidence of the faculty member’s contribution in areas of teaching, scholarship, and service. During the review, performance in each area is assessed with a scoring rubric on the basis of exemplary, outstanding, or satisfactory.
OSU CACREP SELF STUDY PAGE 116 TOC LINK The Practice of Professional Counseling:
CURRICULAR EXPERIENCES FOR COMMUNITY COUNSELING PROGRAMS
In addition to the common core curricular experiences outlined in Section II.K, the following curricular experiences and demonstrated knowledge and skills are required of all students in the program.
A. FOUNDATIONS OF COMMUNITY COUNSELING
Studies in this area include, but are not limited to, the following:
1. historical, philosophical, societal, cultural, economic, and political dimensions of and current trends in the community human service/ mental health movement;
Covered, see Matrix 4 and related syllabi (See Appendix 1).
2. roles, functions, preparation standards, credentialing, licensure and professional identity of community counselors;
Covered, see Matrix 4 and related syllabi (See Appendix 1).
3. policies, laws, legislation, recognition, reimbursem*nt, right-to-practice, and other issues relevant to community counseling;
Covered, see Matrix 4 and related syllabi (See Appendix 1).
4. ethical and legal considerations specifically related to the practice of community counseling (e.g., the ACA Code of Ethics); and
Covered, see Matrix 4 and related syllabi (See Appendix 1).
5. the role of racial, ethnic, and cultural heritage, nationality, socioeconomic status, family structure, age, gender, sexual orientation, religious and spiritual beliefs, occupation, and physical and mental status, and equity issues in community counseling.
Covered, see Matrix 4 and related syllabi (See Appendix 1).
B. CONTEXTUAL DIMENSIONS OF COMMUNITY COUNSELING
Studies in this area include, but are not limited to, the following:
OSU CACREP SELF STUDY PAGE 117 TOC LINK 1. the roles of community counselors in various practice settings and the relationships between counselors and other professionals in these settings;
Covered, see Matrix 4 and related syllabi (See Appendix 1).
2. organizational, fiscal, and legal dimensions of the institutions and settings in which community counselors practice;
Covered, see Matrix 4 and related syllabi (See Appendix 1).
3. strategies for community needs assessment to design, implement, and evaluate community counseling interventions, programs, and systems; and
Covered, see Matrix 4 and related syllabi (See Appendix 1).
4. general principles of community intervention, consultation, education, and outreach; and characteristics of human services programs and networks (public, private, and volunteer) in local communities.
Covered, see Matrix 4 and related syllabi (See Appendix 1).
C. KNOWLEDGE AND SKILLS FOR THE PRACTICE OF COMMUNITY COUNSELING
Studies in this area include, but are not limited to, the following:
1. typical characteristics of individuals and communities served by a variety of institutions and agencies that offer community counseling services;
Covered, see Matrix 4 and related syllabi (See Appendix 1).
2. models, methods, and principles of program development and service delivery for a clientele based on assumptions of human and organizational development, including prevention, implementation of support groups, peer facilitation training, parent education, career/occupational information and counseling, and encouragement of self-help;
Covered, see Matrix 4 and related syllabi (See Appendix 1).
3. effective strategies for promoting client understanding of and access to community resources;
Covered, see Matrix 4 and related syllabi (See Appendix 1).
OSU CACREP SELF STUDY PAGE 118 TOC LINK 4. principles and models of biopsychosocial assessment, case conceptualization, theories of human development and concepts of normalcy and psychopathology leading to diagnoses and appropriate counseling plans;
Covered, see Matrix 4 and related syllabi (See Appendix 1).
5. knowledge of the principles of diagnosis and the use of current diagnostic tools, including the current edition of the Diagnostic and Statistical Manual;
Covered, see Matrix 4 and related syllabi (See Appendix 1).
6. effective strategies for client advocacy in public policy and government relations issues.
Covered, see Matrix 4 and related syllabi (See Appendix 1).
7. application of appropriate individual, couple, family, group, and systems modalities for initiating, maintaining, and terminating counseling, including the use of crisis intervention, and brief, intermediate, and long-term approaches.
D. CLINICAL INSTRUCTION
For the Community Counseling Program, the 600 clock hour internship (Standard III.H) occurs in a community setting, under the clinical supervision of a site supervisor as defined by Section III, Standard C.1 – 2. The requirement includes a minimum of 240 direct service clock hours. The program must clearly define and measure the outcomes expected of interns, using appropriate professional resources that address Standards A, B, and C (Community Counseling Programs).
Covered, see Matrix 2 and related syllabi (See Appendix 1).
The OSU Counseling Academic Unit places heavy emphasis on closely supervised internship experiences. These experiences are essential to the trainee, as well as to the faculty in assessing trainee’s competence and appropriateness as a prospective human service professional. The Community Counseling Internship Manual (See Appendix 35) and the TCE 515 course syllabus (See Appendix 1) outline the details of the clinical instruction component of the program. In general, students must:
1. Engage in critical evaluation of one’s own counseling skill. 2. Possess a repertoire of counseling skills and techniques appropriate to diverse populations and problems.
OSU CACREP SELF STUDY PAGE 119 TOC LINK 3. Communicate professionally relevant information through client records, case staffings, reports, and case presentations. 4. Consult effectively with others on matters of shared concern. 5. Demonstrate the useful integration of broad-based knowledge, skills, and self- understanding in the professional practice of counseling.
Students are required to complete 600 clock hours of internship, 240 of which must be direct service clock hours (See Onsite Exhibit 1). The community counseling internship must be supervised by a site supervisor who holds a Master’s degree in counseling or a related field and has two years post masters community agency experience. Community counseling students are placed in internship settings by a faculty member who visits the internship site at least two times in addition to the student meeting with the faculty member in a weekly internship group.
OSU CACREP SELF STUDY PAGE 120 TOC LINK The Practice of Professional Counseling:
CURRICULAR EXPERIENCES FOR SCHOOL COUNSELING PROGRAMS
Overview
The Oregon Teacher Standards and Practices Commission (TSPC) grants licenses for school counselors in Oregon. Changes in their rules adopted in 1992 permitted persons without teaching experience or teaching licenses to become licensed school counselors. Thus, there exist two tracks: (1) School Counseling With Teaching Licensure, and (2) School Counseling without Teaching Licensure. TSPC requires school counseling licensure candidates without a teaching license to take TCE 591 (Study of Schools) and TCE 592 (Classroom Teaching) as part of their licensure curriculum. TCE 591 and COUN 592 take the place of electives for such candidates.
Persons with teaching licenses and teaching experience are frequently enrolled as summer sequential students who complete a majority of their course work during summer sessions, take one to two weekend courses during the academic year, and often complete internship requirements in distance sites across the state.
In addition to the common core curricular experiences found in Section II.J, curricular experiences and demonstrated knowledge and skill in each of the areas below are required of all students in the program.
A. FOUNDATIONS OF SCHOOL COUNSELING
Studies in this area include, but are not limited to, the following:
1. history, philosophy, and current trends in school counseling and educational systems;
Covered, see Matrix 4 and related syllabi (See Appendix 1).
2. relationship of the school counseling program to the academic and student services program in the school;
Covered, see Matrix 4 and related syllabi (See Appendix 1).
3. role, function, and professional identity of the school counselor in relation to the roles of other professional and support personnel in the school;
OSU CACREP SELF STUDY PAGE 121 TOC LINK Covered, see Matrix 4 and related syllabi (See Appendix 1).
4. strategies of leadership designed to enhance the learning environment of schools;
Covered, see Matrix 4 and related syllabi (See Appendix 1).
5. knowledge of the school setting and pre-K-12 curriculum;
Covered, see Matrix 4 and related syllabi (See Appendix 1).
6. current issues, policies, laws, and legislation relevant to school counseling;
Covered, see Matrix 4 and related syllabi (See Appendix 1).
7. the role of racial, ethnic, and cultural heritage, nationality, socioeconomic status, family structure, age, gender, sexual orientation, religious and spiritual beliefs, occupation, physical and mental status, and equity issues in school counseling;
Covered, see Matrix 4 and related syllabi (See Appendix 1).
8. knowledge and understanding of community, environmental, and institutional opportunities that enhance, as well as barriers that impede student academic, career, and personal/social success and overall development;
Covered, see Matrix 4 and related syllabi (See Appendix 1).
9. knowledge and application of current and emerging technology in education and school counseling to assist students, families, and educators in using resources that promote informed academic, career, and personal/social choices; and
Covered, see Matrix 4 and related syllabi (See Appendix 1).
10. ethical and legal considerations related specifically to the practice of school counseling (e.g., the ACA Code of Ethics and the ASCA Ethical Standards for School Counselors).
Covered, see Matrix 4 and related syllabi (See Appendix 1).
B. CONTEXTUAL DIMENSIONS: SCHOOL COUNSELING
OSU CACREP SELF STUDY PAGE 122 TOC LINK Studies that provide an understanding of the coordination of counseling program components as they relate to the total school community, including all of the following:
1. advocacy for all students and for effective school counseling programs;
Covered, see Matrix 4 and related syllabi (See Appendix 1).
2. coordination, collaboration, referral, and team-building efforts with teachers, parents, support personnel, and community resources to promote program objectives and facilitate successful student development and achievement of all students;
Covered, see Matrix 4 and related syllabi (See Appendix 1).
3. integration of the school counseling program into the total school curriculum by systematically providing information and skills training to assist pre-K–12 students in maximizing their academic, career, and personal/social development;
Covered, see Matrix 4 and related syllabi (See Appendix 1).
4. promotion of the use of counseling and guidance activities and programs by the total school community to enhance a positive school climate;
Covered, see Matrix 4 and related syllabi (See Appendix 1).
5. methods of planning for and presenting school counseling-related educational programs to administrators, teachers, parents, and the community;
Covered, see Matrix 4 and related syllabi (See Appendix 1).
6. methods of planning, developing, implementing, monitoring, and evaluating comprehensive developmental counseling programs; and Covered, see Matrix 4 and related syllabi (See Appendix 1).
7. knowledge of prevention and crisis intervention strategies.
Covered, see Matrix 4 and related syllabi (See Appendix 1).
C. KNOWLEDGE AND SKILLS FOR THE PRACTICE OF SCHOOL COUNSELING
OSU CACREP SELF STUDY PAGE 123 TOC LINK 1. PROGRAM DEVELOPMENT, IMPLEMENTATION, AND EVALUATION
Studies in this area include, but are not limited to, the following: a. use, management, analysis, and presentation of data from school- based information (e.g., standardized testing, grades, enrollment, attendance, retention, placement), surveys, interviews, focus groups, and needs assessments to improve student outcomes;
Covered, see Matrix 4 and related syllabi (See Appendix 1). b. design, implementation, monitoring, and evaluation of comprehensive developmental school counseling programs (e.g., the ASCA National Standards for School Counseling Programs) including an awareness of various systems that affect students, school, and home;
Covered, see Matrix 4 and related syllabi (See Appendix 1). c. implementation and evaluation of specific strategies that meet program goals and objectives;
Covered, see Matrix 4 and related syllabi (See Appendix 1). d. identification of student academic, career, and personal/social competencies and the implementation of processes and activities to assist students in achieving these competencies;
Covered, see Matrix 4 and related syllabi (See Appendix 1). e. preparation of an action plan and school counseling calendar that reflect appropriate time commitments and priorities in a comprehensive developmental school counseling program;
Covered, see Matrix 4 and related syllabi (See Appendix 1). f. strategies for seeking and securing alternative funding for program expansion; and
Covered, see Matrix 4 and related syllabi (See Appendix 1). g. use of technology in the design, implementation, monitoring and evaluation of a comprehensive school counseling program.
Covered, see Matrix 4 and related syllabi (See Appendix 1).
2. COUNSELING AND GUIDANCE
OSU CACREP SELF STUDY PAGE 124 TOC LINK Studies in this area include, but are not limited to, the following: a. individual and small-group counseling approaches that promote school success, through academic, career, and personal/social development for all;
Covered, see Matrix 4 and related syllabi (See Appendix 1). b. individual, group, and classroom guidance approaches systematically designed to assist all students with academic, career and personal/social development;
Covered, see Matrix 4 and related syllabi (See Appendix 1). c. approaches to peer facilitation, including peer helper, peer tutor, and peer mediation programs;
Covered, see Matrix 4 and related syllabi (See Appendix 1). d. issues that may affect the development and functioning of students (e.g., abuse, violence, eating disorders, attention deficit hyperactivity disorder, childhood depression and suicide)
Covered, see Matrix 4 and related syllabi (See Appendix 1). e. developmental approaches to assist all students and parents at points of educational transition (e.g., home to elementary school, elementary to middle to high school, high school to postsecondary education and career options);
Covered, see Matrix 4 and related syllabi (See Appendix 1). f. constructive partnerships with parents, guardians, families, and communities in order to promote each student’s academic, career, and personal/social success;
Covered, see Matrix 4 and related syllabi (See Appendix 1). g. systems theories and relationships among and between community systems, family systems, and school systems, and how they interact to influence the students and affect each system; and
Covered, see Matrix 4 and related syllabi (See Appendix 1).
OSU CACREP SELF STUDY PAGE 125 TOC LINK h. approaches to recognizing and assisting children and adolescents who may use alcohol or other drugs or who may reside in a home where substance abuse occurs.
Covered, see Matrix 4 and related syllabi (See Appendix 1).
3. CONSULTATION
Studies in this area include, but are not limited to, the following: a. strategies to promote, develop, and enhance effective teamwork within the school and larger community;
Covered, see Matrix 4 and related syllabi (See Appendix 1). b. theories, models, and processes of consultation and change with teachers, administrators, other school personnel, parents, community groups, agencies, and students as appropriate;
Covered, see Matrix 4 and related syllabi (See Appendix 1). c. strategies and methods of working with parents, guardians, families, and communities to empower them to act on behalf of their children; and
Covered, see Matrix 4 and related syllabi (See Appendix 1). d. knowledge and skills in conducting programs that are designed to enhance students’ academic, social, emotional, career, and other developmental needs.
Covered, see Matrix 4 and related syllabi (See Appendix 1).
D. CLINICAL INSTRUCTION
For the School Counseling Program, the 600 clock hour internship (Standard III.H) occurs in a school counseling setting, under the supervision of a site supervisor as defined by Section III, Standard C.1-2. The requirement includes a minimum of 240 direct service clock hours. The program must clearly define and measure the outcomes expected of interns, using appropriate professional resources that address Standards A, B, and C (School Counseling Programs).
Covered, see Matrix 2 and related syllabi (See Appendix 1).
Students in the OSU program meet this requirement by completing 15 credits (600 clock hours) of supervised counseling internship (TCE 515). The site
OSU CACREP SELF STUDY PAGE 126 TOC LINK supervisor must hold a Standard License in Personnel Service in order to meet TSPC requirements—in essence, this means that the site supervisor has at least three years of experience as a school counselor with completion of a M.S. degree in school counseling. School counseling interns at OSU complete this requirement in one of two ways—(a) full-time students are placed in internship settings by a faculty member who visits the internship site at least two times during the internship in addition to the student meeting with the faculty member in a weekly group supervision session on campus; or (b) persons who are employed in schools as counselors under one of the emergency credentials made possible by TSPC arrange for a site supervisor who meets the license criteria stated above. In the second instance, an OSU faculty member meets at the site at least three times (initial set-up and supervision instruction visit and final exit interview); more frequently, there are one or two additional visits. Group supervision is held in day long sessions at some central location—either on campus or at a geographically convenient location—at least once per quarter. Persons completing school internship requirements in this way usually complete only 2-3 credits per quarter. In both full-time and summer sequential arrangements, time requirements are the same—600 clock hours total; other requirements, such as completion of one successful taped counseling session per credit hour are the same for all students.
Beginning in the Summer 1999, in order to meet new TSPC requirements, school counseling internships must be completed at two school levels. Oregon schools are described in four level categories. The effect of this requirement will be that the initial internship placement will need to be at least 360 clock hours at one school level; a second internship will need to be arranged of at least 240 clock hours in a different school level. This places an additional load on the OSU faculty who will need to secure an additional internship placement, perhaps find an additional site supervisor, and maintain additional records.
Specific internship requirements are described in the School Counseling Internship Manual (See Appendix 35) and the TCE 515 course syllabus.
OSU CACREP SELF STUDY PAGE 127 TOC LINK
