Program Evaluation Report
Each year, in fulfillment of CACREP accreditation standards, the Counseling Program publishes its Annual Report, consisting of Part 1: Vital Statistics, and Part 2: Program Evaluation.
Annual Program Related Student Outcomes
Clinical Mental Health Counseling Program (CMHC): In 2021-2022, 60 CMHC students graduated from the program, and the program completion rate was 79.7%. During this same period, 95% of students who sat for the on-campus administration of the National Counselor Examination, the standardized examination required for Texas Licensure as a Professional Counselor (NCE), passed the exam. Of CMHC graduates who responded to follow-up surveys, 100% who wished to be employed were employed in counseling or a closely related field within six months of graduation.
Master’s School Counseling Program (SC): In 2021-2022, 4 SC students graduated from the program, and the program completion rate was 80%. During this same period, 100% of students who sat for the TExES-School Counselor, the examination required for Texas Certification as a School Counselor, passed the exam. Of SC graduates who responded to follow-up surveys, 100% who wished to be employed were employed in counseling or a closely related field within six months of graduation.
Counselor Education and Supervision Program (CES; PhD): In 2021-2022, 7 CES students graduated from the program and the program completion rate was 92.3%. Of Doctoral Program graduates who responded to follow-up surveys, 100% who wished to be employed were employed in counseling or a closely related field within six months of graduation.
University of North Texas • College of Education • Department of Counseling & Higher Education Counseling Program
UNT Counseling Program Annual Report
2021 Annual Program Related Student Outcomes
Clinical Mental Health Counseling Program (CMHC): In 2020-2021, 64 CMHC students graduated from the program, and the program completion rate was 86%. During this same time period, 97% of students who sat for the on-campus administration of the National Counselor Examination, the standardized examination required for Texas Licensure as a Professional Counselor (NCE), passed the exam. Of CMHC graduates who responded to follow-up surveys, 100% who wished to be employed were employed in counseling or a closely related field within six months of graduation.
Master’s School Counseling Program (SC): In 2020-2021, 1 SC student graduated from the program, and the program completion rate was 88%. During this same time period, 100% of students who sat for the TExES-School Counselor, the examination required for Texas Certification as a School Counselor, passed the exam. Of SC graduates who responded to follow-up surveys, 100% who wished to be employed were employed in counseling or a closely related field within six months of graduation.
Counselor Education and Supervision Program (CES; PhD): In 2020-2021, 9 CES students graduated from the program and the program completion rate was 87%. Of Doctoral Program graduates who responded to follow-up surveys, 100% who wished to be employed were employed in counseling or a closely related field within six months of graduation.
UNT Counseling Program Annual Report
2020 Annual Program Related Student Outcomes
The Counseling Program is pleased to share the following student outcomes for our CACREP-accredited programs.
Clinical Mental Health Counseling Program (CMHC): In 2019-2020, 62 CMHC students graduated from the program, and the program completion rate was 78%. During this same time period, 100% of students who sat for the on-campus administration of the National Counselor Examination, the standardized examination required for Texas Licensure as a Professional Counselor (NCE), passed the exam. Of CMHC graduates who responded to follow-up surveys, 99% who wished to be employed were employed in counseling or a closely related field within six months of graduation.
Master’s School Counseling Program (SC): In 2019-2020, 3 SC students graduated from the program, and the program completion rate was 88%. During this same time period, 100% of students who sat for the TExES-School Counselor, the examination required for Texas Certification as a School Counselor, passed the exam. Of SC graduates who responded to follow-up surveys, 95% who wished to be employed were employed in counseling or a closely related field within six months of graduation.
Counselor Education and Supervision Program (CES; PhD): In 2019-2020, 10 CES students graduated from the program and the program completion rate was 100%. Of Doctoral Program graduates who responded to follow-up surveys, 90% who wished to be employed were employed in counseling or a closely related field within six months of graduation.
Part 1: Vital Statistics
Annual Program Related Student Outcomes
The Counseling Program is pleased to share the following student outcomes for our CACREP-accredited programs.
Clinical Mental Health Counseling Program (CMHC): In 2019-2020, 62 CMHC students graduated from the program, and the program completion rate was 78%. During this same time period, 100% of students who sat for the on-campus administration of the National Counselor Examination, the standardized examination required for Texas Licensure as a Professional Counselor (NCE), passed the exam. Of CMHC graduates who responded to follow-up surveys, 99% who wished to be employed were employed in counseling or a closely related field within six months of graduation.
Master’s School Counseling Program (SC): In 2019-2020, 3 SC students graduated from the program, and the program completion rate was 88%. During this same time period, 100% of students who sat for the TExES-School Counselor, the examination required for Texas Certification as a School Counselor, passed the exam. Of SC graduates who responded to follow-up surveys, 95% who wished to be employed were employed in counseling or a closely related field within six months of graduation.
Counselor Education and Supervision Program (CES; PhD): In 2019-2020, 10 CES students graduated from the program and the program completion rate was 100%. Of Doctoral Program graduates who responded to follow-up surveys, 90% who wished to be employed were employed in counseling or a closely related field within six months of graduation.
×Program Evaluation Report
CACREP, the accrediting body for professional counseling programs, requires that we make certain information public on our program's website.
Master’s Clinical Mental Health Counseling Program Outcomes, Evaluation, and Modifications
As of Spring 2020, 211 Clinical Mental Health Counseling (CMHC) students had degree plans on file with the Counseling Program. In 2019, 62 CMHC students graduated from the Program, and the Program completion rate was 100%. During this same time period, 100% of students who sat for the on-campus administration of the National Counselor Examination, the standardized examination required for Texas Licensure as a Professional Counselor (NCE), passed the exam. Scores on the NCE administered during fall 2019 indicate the UNT mean for the total score on the NCE was 122.2 as compared to the national mean was 108.4. Of CMHC graduates who responded to follow-up surveys, 99% who wished to be employed were employed in counseling or a closely related field within six months of graduation.
In light of modifications that have been made to the curriculum to accommodate for the effects of COVID-19, the faculty agreed to continue to monitor students’ outcomes on their NCE and on their Counselor Preparation Comprehensive Examination (CPCE) to assess the effects of these modifications on students’ exam scores.
Master’s School Counseling Program Outcomes, Evaluation, and Modifications
As of Spring 2020, six School Counseling students had degree plans on file with the Counseling Program. During academic year 2019-2020, three School Counseling students graduated from the Program, and the Program completion rate was 88%. During this same time period, 100% of students who sat for the TExES-School Counselor, the examination required for Texas Certification as a School Counselor, passed the exam. Of School Counseling Program graduates who responded to follow-up surveys, 95% who wished to be employed were employed in counseling or a closely related field within six months of graduation.
As a result of the low numbers of students that are applying to the school counseling track and in light of Texas teaching requirements for school counseling certification, the counseling faculty is offering school counseling classes at the new UNT college in Frisco. The class schedule for this new counseling program is designed to specifically accommodate the needs of full-time teachers while allowing them to be fulfill the educational requirements for Texas school counseling certification. The first cohort of students receiving classes in Frisco will be graduating in 2022. The faculty will monitor their scores on the certification exam to evaluate if there is a need to modify the curriculum.
Doctoral Program Outcomes, Evaluation, and Modifications
As of Spring 2020, 44 doctoral students had degree plans on file with the Counseling Program. During academic year 2019-2020, 10 doctoral students graduated from the Program, and the Program completion rate was 100%. Of Doctoral Program graduates who responded to follow-up surveys, 90% who wished to be employed were employed in counseling or a closely related field within six months of graduation.
During academic year 2019-2020, 100% of the doctoral students passed the Doctoral Qualifying Exam. Considering new modifications that were recently made to the Doctoral curriculum (e.g. change in the order of classes, addition of a new course), the faculty will continue to monitor Doctoral students’ performance on the Doctoral Qualifying Examination to assess the effects of these modifications.
To read the Counseling Program's previous comprehensive evaluation reports, please see files:
×Systemic Program Evaluation Executive Summary 2010-2012
Since 1976, the UNT Counseling Program has conducted ongoing, systemic program evaluation for purposes of program improvement. In accordance with 2009 CACREP Standards, the University of North Texas Counseling Program continues this longstanding process of program evaluation activities including
- Program review: curricular review, advisory council evaluation and feedback, National Counselor Examination pass rates (for graduates seeking licensure as a Texas Professional Counselor), TExES School Counselor examination pass rates, Professional Counselor Performance Evaluation (PCPE) Assessments (Internship evaluation forms), and student performance and grade profiles across courses.
- Formal graduating student and follow-up studies: master’s program graduates, master’s program graduates’ employers, doctoral program graduates, doctoral program graduates’ employers, and program evaluation by internship site supervisors
Key Evaluation Findings: Master’s Program
- Of the candidates (n = 56) who sat for the TExES School Counselor Examination between Fall 2010 and Summer 2012, 96% (n = 54) earned a passing score on each of the three domains: understanding students; planning and implementing the developmental guidance and counseling program; and collaboration, consultation, and professionalism.
- 94% (n = 128 of 136) of the self-identified UNT graduates who sat for the GSA administration of the NCE between Fall 2010 and Summer 2012 passed the NCE on their first attempt.
- During Academic Years (AY) 2010-2012, site supervisors (n = 201) rated UNT students’ competence as above average (as assessed by a mean score of 4.0 or higher) on all seven items of the ISSEP including overall educational preparation (M = 4.62, SD = .57), clinical skills (M = 4.54, SD = .59), conceptualization skills (M = 4.48, SD = .61), ethical behavior (M = 4.70, SD = .56), theoretical knowledge (M = 4.46, SD = .67), administrative skills (M = 4.51, SD = 0.68), and support from UNT faculty and staff (M = 4.53, SD = .69). The overall mean score on all items was 4.55 (SD = .63).
- Final internship evaluations for AY 2010-2011 indicated that 97%% (n = 33 of 34) of Community Counseling candidates and 100% (n = 22) of School Counseling candidates earned at least a 2.0 (“consistently meets criteria expected for student’s level of preparation and experience”) for (1) administrative, supervision, and professionalism subscales and (2) counseling, prevention, and intervention subscales of the PCPE. Examination of scale means indicated that a strong majority of site supervisors evaluated candidates as “exceeding expectations.”
- Final internship evaluations for AY 2011-2012 indicated that 100% (n = 11) of CMHC candidates and 100% (n = 29) of School Counseling candidates earned at least a 2.0 (“consistently meets criteria expected for student’s level of preparation and experience”) for (1) administrative, supervision, and professionalism subscales and (2) counseling, prevention, and intervention subscales of the PCPE. Examination of scale means indicated that a strong majority of site supervisors evaluated candidates as “exceeding expectations.”
- A 2012 formal follow-up study of 2007 graduates (5 year follow-up; n = 36 of 102) and 2010 graduates (2-year follow-up; n = 35 of 69) yielded data consistent with long-term findings. The following data focused on graduates of the Denton campus program (5 year follow-up n = 27, 2 year follow-up n = 24):
- 95% of master’s alumni felt they were prepared or very well prepared by their counseling program at UNT. Graduates of the community (60%) and school (60%) counseling tracks were more likely to report being very well prepared compared to graduates of the college counseling track.
- 95% were currently employed, with only one alumnus indicating he or she was not employed within the profession but was actively seeking employment.
- Alumni felt most prepared in areas related to essential skills, individual counseling, personal/professional awareness, and ethical/legal standards. Alumni indicated opportunities for improvement around career development applications, systems-level advocacy, utilizing data, multicultural competencies, human development, theory, group counseling, crisis intervention, assessment, collaboration, utilization of research, and using wellness-oriented programming. Still, at least three- quarters reported feeling prepared in these areas.
- Community counseling track alumni (n = 15) rated most favorably preparation related to work within a specialty area, intake assessments, and diagnosis/treatment planning. Alumni responses indicated need for greater preparation related to addictions counseling and management of mental health service and programs.
- School counseling track alumni (n = 15) rated most favorably preparation to work within a specialty area; providing classroom guidance; managing school counseling programs; using peer helping strategies; attending to strengths, needs, and barriers; and consultation with teachers, staff, and community-based organizations. Alumni indicated opportunity for improvement related to presenting educational programs and using peer helping strategies.
- College counseling track alumni (n = 4) indicated opportunity for improvement regarding preparation to work within the college setting, facilitating postsecondary success, understanding university systems, postsecondary collaboration, knowledge of issues that affect student affairs processes, and biopsychosocial assessment/conceptualization.
Key Modifications: Master’s Program
- The individuals included in this follow-up study completed the program under the 2001 CACREP Standards. They graduated as the program was rolling out new curricula designed to meet or exceed the 2009 CACREP Standards. Key changes that should be assessed in future years include impact of:
- Relocation of human development course to counseling program to allow attention to new IIG standards including counseling implications throughout o Clinical Mental Health Counseling - Requirement that all CMHC students take dedicated coursework in drug/addiction, crisis intervention, and professional orientation. Development of the professional orientation course allowed reformulation of COUN 5300 to include intensive coverage of development, management, and evaluation of community- based mental health programs.
- School Counseling – Revised program that now includes an additional introductory course devoted to comprehensive, developmental counseling programs. This formulation allows more sustained attention to counseling implications in the secondary and elementary school courses. Program faculty targeted our last two tenure-track hires to include school counselor educators. o College Counseling – Our revised program now includes a reclaimed course devoted to understanding student affairs systems and college counseling. In light of decreased enrollment in this program area and anticipated Texas LPC licensure changes requiring 60 credit hours, the counseling program faculty is examining viability of this track and potential for subsuming attention to work in college settings under the CMHC accreditation.
Key Evaluation Findings: Doctoral Program
- A 2012 formal follow-up study of graduates from 2007 (3 of 10) and 2010 (7 of 9) (n = 10 of 29) indicated:
- 100% reported that their expectations were met (60%) or exceeded (40%); no graduate indicated his or her expectations were not met. • 100% reported their overall professional preparation as prepared (50%) or very prepared (50%); no graduate rated overall preparation as unprepared.
- 100% reported that they were very likely (70%) or likely (30%) to recommend the UNT Counseling Program. • All alumni who wished to be employed were employed within one year of graduation. 56% of alumni held primary employment in counselor education, 22% in private practice, 11% in hospital/agency settings, and 11% in university settings.
- Alumni identified coverage of theories related to counseling, group work, counseling supervision, teaching, multicultural competencies, research methods, quantitative research, assessment, and ethical and legal considerations quite favorably. Lower relative ratings regarding career development; systems; consultation; crisis, disaster, and trauma; qualitative research; social change theory indicate opportunities for improvement.
- Alumni reported greatest preparation regarding presenting at conferences, quantitative research design, formulating research questions, writing for publication, and when rating student learning outcomes related to personal integration (e.g., personal theoretical counseling orientation, conceptualization, philosophy of teaching, style of supervision). Alumni reported greatest opportunities for program growth around qualitative research design, evaluating programs, and writing grant proposals.
- High levels of satisfaction with clinical experiences, opportunities to collaborate with faculty in teaching and supervision, and opportunities to develop an area of specialty expertise stood out as sources of satisfaction for doctoral alumni. Although 80-90% still indicated they were satisfied or very satisfied, areas for growth include opportunities for collaborative relationships with faculty in service, research, and writing.
- Open-ended feedback indicated that clinical experiences, supervision, and opportunities for mentorship and collaboration were among the most meaningful aspects of the program. At the same time, feedback indicated a desire for more targeted research preparation, research collaboration, for changes in specific course areas, and for opportunities for ancillary attention to very specific clinical topics.
Key Modifications: Doctoral Program
- The individuals included in this follow-up study completed the program under the 2001 CACREP Standards. They graduated as the program was rolling out new curricula designed to meet or exceed the 2009 CACREP Standards. Key changes that should be assessed in future years include impact of:
- Requiring research as the 9-credit hour university tool requirement;
- Developing new core courses in advanced multicultural (2 credits) and crisis (1 credit) counseling;
- Developing sequence of specialized Clinical Principles & Processes courses (CPP) to facilitate theorypractice links related to systems, group, career, consultation, and program evaluation;
- Developing a second theories course to focus on integration and on emerging theories.
- Developing comprehensive program portfolio to ensure developmentally appropriate engagement in and ongoing evaluation of activities related to all areas important for a counselor educator: counseling practice, supervision, teaching, service (leadership), and scholarship. Our portfolio system requires student engagement in collaborative relationships with faculty throughout the doctoral program; • Developing a structured supervision policy and evaluation instrument; and
- Developing a structured supervision of teaching policy and evaluation instrument.
- In addition, the faculty redistributed teaching assignments to suit faculty member strengths and emerging student needs.
Systematic Program Evaluation Executive Summary
Fall 2010 Update
Since 1976, the UNT Counseling Program has conducted ongoing, systematic program evaluation for purposes of program improvement with good effect. In accordance with 2009 CACREP Standards, the University of North Texas Counseling Program continues this longstanding process of program evaluation activities including
- Program review: curricular review, advisory council evaluation and feedback, National Counselor Examination pass rates (for graduates seeking licensure as a Texas Professional Counselor), TExES School Counselor examination pass rates, Professional Counselor Performance Evaluation (PCPE) Assessments (Internship evaluation forms), and student performance and grade profiles across courses.
- Formal graduating student and follow-up studies: master’s program graduates, master’s program graduates’ employers, doctoral program graduates, doctoral program graduates’ employers, and program evaluation by internship site supervisors
Key Evaluation Findings: Master’s Program
- Continuing our program’s record, all (n = 63) candidates who sat for the TExES School Counselor Examination between Fall 2008 and Summer 2010 earned a passing score on each of the three domains: understanding students; planning and implementing the developmental guidance and counseling program; and collaboration, consultation, and professionalism.
- 96% (n = 150 of 156) of the self-identified UNT graduates who sat for the NCE administered by the Texas DSHS between Fall 2008 and Summer 2010 passed the NCE on their first attempt.
- During Academic Year (AY) 2009-2010, site supervisors (n = 59) rated UNT students’ competence as above average (as assessed by a mean score of 4.0 or higher) on all seven items of the ISSEP including overall educational preparation (M = 4.32,SD = .68), clinical skills (M = 4.34, SD = .69), conceptualization skills (M = 4.20, SD = .76), ethical behavior (M = 4.59, SD = .59), theoretical knowledge (M = 4.25, SD = .71), administrative skills (M = 4.31, N = 0.68), and support from UNT faculty and staff (M = 4.31, SD = .6). The overall mean score on all items was 4.33 (SD = .57).
- Final internship evaluations for AY 2009-2010 indicated that 96% (n = 22 of 23) of Clinical Mental Health Counseling (CMHC) candidates and 100% (n = 4) of School Counseling candidates earned at least a 2.0 (“consistently meets criteria expected for student’s level of preparation and experience”) for (1) administrative, supervision, and professionalism subscales and (2) counseling, prevention, and intervention subscales of the PCPE. Examination of scale means indicated that a strong majority of site supervisors evaluated candidates as “exceeding expectations”.
- A 2009 formal follow-up study of graduates from 2006-2009 (n = 134 of 273, 45.0%) conducted in consultation with Eduventures yielded data consistent with long term trendline findings:
- 98% of master’s alumni felt they were very well or somewhat well prepared by their counseling program at UNT, with full-time students twice as likely to indicate they were “very well prepared,” compared to part-time students. Graduates of the community (68.9%) and school (60.7%) counseling tracks were more likely to report being very well prepared compared to graduates of the college (12.5%) counseling track.
- 97% were likely or very likely to recommend the program to others
- 94% were satisfied or very satisfied with their overall program experience o 84% were currently employed, with only two alumni indicating they were not employed within the profession because they were unable to find a position
- Alumni felt most prepared in areas related to essential skills, individual counseling, personal/professional awareness, ethical/legal standards, and multicultural counseling. Alumni indicated opportunities for improvement around career development applications, systemslevel advocacy, utilizing data, and using wellness-oriented programming; still, at least threequarters reported feeling prepared in these areas.
- Community counseling track alumni (n = 61) rated most favorably preparation related to work within a specialty area and diagnosis/treatment planning. Alumni responses indicated need for greater preparation related to addiction counseling and management of mental health services and programs.
- School counseling track alumni (n = 56) rated most favorably preparation to work within a specialty area; attending to strengths, needs, and barriers; and consultation with teachers, staff, and community-based organizations. Alumni indicated opportunity for improvement related to managing school counseling programs, presenting educational programs, and using peer helping strategies.
- College counseling track alumni (n = 8) rated most favorably preparation to work within the college setting, facilitating postsecondary success, and understanding university systems. Alumni responses indicated opportunity for improvement regarding postsecondary collaboration, knowledge of issues that affect student affairs processes, and biopsychosocial assessment/conceptualization.
- Overall, alumni reported very high satisfaction with variables related to faculty (e.g., expertise, feedback, diversity, accessibility, quality of didactic instruction, quality of clinical instruction; 93- 96% satisfied or very satisfied). They reported lower relative satisfaction regarding logistical issues (e.g., availability of field experiences, courses, advising) and assistance with employment and certification/licensure (59-82% satisfied or very satisfied).
- A 2010 formal follow-up study of alumni supervisors and/or employers (n = 21 of 42) mirrored other findings and indicated overall satisfaction with alumni preparation. Notably, all community counseling employers noted graduates as “very prepared” for individual counseling.
Key Modifications: Master’s Program
- Because most individuals who participated in the formal follow-up studies completed study in the program under the 2001 CACREP Standards, alumni feedback was integral in modifying our program to meet or exceed the 2009 CACREP Standards. Key modifications include:
- Implementation of program-wide advising meetings and an ad-hoc task force to develop a more intensive program orientation throughout the program
- Relocation of human development course to counseling program to allow attention to new IIG standards including counseling implications throughout
- CMHC - 60-hour program now requires drug/addiction, crisis intervention, and dedicated professional orientation courses. Development of the professional orientation course allowed reformulation of COUN 5300 to include intensive coverage of development, management, and evaluation of community-based mental health programs. School Counseling – Revised program now includes an additional introductory course devoted to comprehensive, developmental counseling programs. This formulation allows more sustained attention to counseling implications in the secondary and elementary school courses. Program faculty targeted our last two tenure-track hires to include school counselor educators.
- College Counseling – Our revised program now includes a reclaimed course devoted to understanding student affairs systems and college counseling. Key Evaluation Findings: Doctoral Program
- A 2010 formal follow-up study of graduates from 2006-2010 (n = 35 of 40, 87.5%) indicated o 100% reported that their expectations were met (25%) or exceeded (75%); no graduate indicated his or her expectations were not met.
- 100% reported their overall professional preparation as prepared (55%) or very prepared (45%); no graduate rated overall preparation as unprepared.
- 80% were very likely to recommend the UNT Counseling Program.
- All alumni who wished to be employed were employed within one year of graduation. 40% of alumni held primary employment in counselor education, 43% in private practice, 10% in hospital/agency settings, and 7% in university settings. One-half of alumni currently in practice settings engaged in part-time counselor education.
- Alumni identified coverage of theories related to counseling, counseling supervision, ethical and legal considerations, and counselor education quite favorably. Lower relative ratings regarding crisis, disaster, and trauma; qualitative research; career development; social change theory; and systems indicate opportunities for improvement.
- Alumni reported greatest preparation regarding presenting at conferences and when rating student learning outcomes related to personal integration (e.g., personal theoretical counseling orientation, conceptualization, philosophy of teaching, style of supervision). Alumni reported greatest opportunities for program growth around formulating research questions, writing for publication, designing and analyzing research, evaluating programs, and writing grant proposals.
- High levels of satisfaction with clinical experiences and opportunities to develop an area of specialty expertise stood out as sources of satisfaction for doctoral alumni. Although 75-85% still indicated they were satisfied or very satisfied, areas for growth include opportunities for collaborative relationships with faculty in teaching, service, research, and writing.
- Open-ended feedback indicated that clinical experiences, supervision, and opportunities for mentorship and collaboration were among the most meaningful aspects of the program. At the same time, feedback indicated a desire for more targeted research preparation, for changes in specific course areas, and for opportunities for ancillary attention to very specific clinical topics.
- A 2010 formal follow-up study of counselor education department chairs who hired 2006-2010 program graduates (n = 7 of 11) indicated very high levels of satisfaction with doctoral-level preparation related to clinical practice, teaching, supervision, and leadership/advocacy. Notably, no employer rated any alum as unprepared in any area. That only two of seven chairs indicated alumni as “very prepared” for research and scholarship indicates an opportunity for improvement in that area.
Key Modifications: Doctoral Program
- Because most individuals who participated in the formal follow-up studies completed study in the program under the 2001 standards, alumni feedback was integral in our program modification process. In 2008, the Counseling Program faculty responded to perceived opportunities for growth by:
- Requiring research as the 9-credit hour university tool requirement;
- Developing new core courses in advanced multicultural (2 credits) and crisis (1 credit) counseling;
- Developing sequence of specialized Clinical Principles & Processes courses (CPP) to facilitate theorypractice links related to systems, group, career, consultation, and program evaluation;
- Developing a second theories course to focus on integration and on emerging theories.
- Developing comprehensive program portfolio to ensure developmentally appropriate engagement in and ongoing evaluation of activities related to all areas important for a counselor educator: counseling practice, supervision, teaching, service (leadership), and scholarship. Our portfolio system requires student engagement in collaborative relationships with faculty throughout the doctoral program;
- Developing a structured supervision policy and evaluation instrument; and
- Developing a structured supervision of teaching policy and evaluation instrument. In addition, in response to transitions among faculty, the faculty redistributed teaching assignments to suit faculty member strengths and emerging student needs.
Systematic Program Evaluation Executive Summary
Master’s Program Outcomes
As of Fall 2013, 142 Clinical Mental Health Counseling students and 31 School Counseling students had degree plans on file with the Counseling Program; an additional 32 master’s students were pursuing provisional admission. Last year, 29 Clinical Mental Health Counseling students, 25 School Counseling students, and 4 College Counseling students graduated from our CACREP-accredited master’s counseling programs. A total of 73.17% of MED and MS students who began the program in 2005 and 2006 graduated by 2012, the time period required by the university. Of those who responded to follow-up surveys, 87.5% who wished to be employed were employed within six months of graduation.
Our graduates perform well on licensing and certification examinations. During 2012-2013, our school counseling graduates had a 100% (14 of 14) pass rate on the TExES School Counselor Examination. During this same time period, 100% (55 of 55) students who sat for the on-campus administration of the National Counselor Examination, the standardized examination required for state licensure as a professional counselor, passed. This group of students scored approximately one standard deviation above national mean for all areas; scores for helping relationships and counseling process were more than 1.5 standard deviations above national means.
Doctoral Program Outcomes
As of Fall 2013, 42 doctoral students had degree plans on file with the University of North Texas Counseling Program; 8 additional students were pursuing provisional admission. Last year, 7 doctoral students graduated from our accredited doctoral program. All PhD students who began the program in 2002 graduated by 2012, the time period required by the university. All students who wished to be employed were employed within six months of graduation.
×Systematic Program Evaluation Executive Summary
Master’s Program Outcomes
As of Spring 2015, 171 Clinical Mental Health Counseling students and 22 School Counseling students had degree plans on file with the Counseling Program. Last year, 43 Clinical Mental Health Counseling students and 7 School Counseling students graduated from our CACREP-accredited master’s counseling programs. The completion rate of our master’s students is 77.6%. Of those who responded to follow-up surveys, 88% who wished to be employed were employed within six months of graduation.
Our graduates perform well on licensing and certification examinations. During 2013-2014, our school counseling graduates had a 100% (16 of 16) pass rate on the TExES School Counselor Examination. During this same time period, 100% (48 of 48) students who sat for the on-campus administration of the National Counselor Examination, the standardized examination required for state licensure as a professional counselor, passed. This group of students scored approximately one standard deviation above national mean for all areas.
Doctoral Program Outcomes
As of Spring 2015, 45 doctoral students had degree plans on file with the University of North Texas Counseling Program. Last year, 5 doctoral students graduated from our CACREP-accredited doctoral program. The current completion rate of doctoral students is 75%. Of those who responded to follow-up survey, 100% who wished to be employed were employed within six months of graduation.
×Systematic Program Evaluation Executive Summary
Master’s Program Outcomes
As of Spring 2016, 238 Clinical Mental Health Counseling students and 27 School Counseling students had degree plans on file with the Counseling Program. Last year, 43 Clinical Mental Health Counseling students and 8 School Counseling students graduated from our CACREP-accredited master’s counseling programs. The completion rate of our master’s students is 74.7%. Of those who responded to follow-up surveys, 95% of Clinical Mental Health counseling graduates and 100% of School Counseling graduates who wished to be employed were employed within six months of graduation.
Our graduates perform well on licensing and certification examinations. During 2015- 2016, our school counseling graduates had a 100% pass rate on the TExES School Counselor Examination. During this same time period, 100% of students who sat for the on-campus administration of the National Counselor Examination, the standardized examination required for state licensure as a professional counselor, passed. This group of students scored approximately one standard deviation above national mean for all areas.
Doctoral Program Outcomes
As of Spring 2016, 46 doctoral students had degree plans on file with the University of North Texas Counseling Program. Last year, 13 doctoral students graduated from our CACREP-accredited doctoral program. The current completion rate of doctoral students is 67%. Of those who responded to a follow-up survey, 100% who wished to be employed were employed within six months of graduation.
×Systematic Program Evaluation Executive Summary
Master's Program Outcomes
As of Spring 2016, 238 Clinical Mental Health Counseling students and 27 School Counseling students had degree plans on file with the Counseling Program. Last year, 43 Clinical Mental Health Counseling students and 8 School Counseling students graduated from our CACREP-accredited master’s counseling programs. The completion rate of our master’s students is 74.7%. Of those who responded to follow-up surveys, 95% of Clinical Mental Health counseling graduates and 100% of School Counseling graduates who wished to be employed were employed within six months of graduation. Our graduates perform well on licensing and certification examinations. During 2015-2016, our school counseling graduates had a 100% pass rate on the TExES School Counselor Examination. During this same time period, 100% of students who sat for the on-campus administration of the National Counselor Examination, the standardized examination required for state licensure as a professional counselor, passed. This group of students scored approximately one standard deviation above the national mean for all areas.
Doctoral Program Outcomes
As of Spring 2016, 46 doctoral students had degree plans on file with the University of North Texas Counseling Program. Last year, 13 doctoral students graduated from our CACREP-accredited doctoral program. The current completion rate of doctoral students is 67%. Of those who responded to follow-up survey, 100% who wished to be employed were employed within six months of graduation.
×Systematic Program Evaluation Executive Summary
CACREP, the accrediting body for professional counseling programs, requires that we make certain information public on our program's website.
As of Spring 2017, 207 Clinical Mental Health Counseling (CMHC) students had degree plans on file with the Counseling Program. In academic year 2016-2017, 59 CMHC students graduated from the Program, and the Program completion rate was 97%. During this same time period, 100% of students who sat for the on-campus administration of the National Counselor Examination, the standardized examination required for Texas Licensure as a Professional Counselor, passed the exam, scoring approximately one standard deviation above the national mean in all areas. Of CMHC graduates who responded to follow-up surveys, 99% who wished to be employed were employed in counseling or a closely related field within six months of graduation.
During academic year 2016-2017, evaluation of the MS program in Clinical Mental Health Counseling (CMHC) in light of new educational requirements for Licensure as a Professional Counselor (LPC) in Texas revealed a need for program modifications. As a result, the counseling faculty voted to modify the title, objectives, and content of two courses: COUN 5300 Systems, Leadership, and Ethical Program Development in CMHC and COUN 5490 Abnormal Behavior: Effects of Trauma and Crisis Intervention.
Master’s School Counseling Program Outcomes, Evaluation, and Modifications
As of Spring 2017, 13 School Counseling students had degree plans on file with the Counseling Program. During academic year 2016-2017, 3 School Counseling students graduated from the Program, and the Program completion rate was 100%. During this same time period, 100% of students who sat for the TExES-School Counselor, the examination required for Texas Certification as a School Counselor, passed the exam. Of School Counseling Program graduates who responded to follow-up surveys, 100% who wished to be employed were employed in counseling or a closely related field within six months of graduation.
During academic year 2016-2017, evaluation of the MS and MEd programs in School Counseling in light of the new 2016 CACREP standards revealed a need for program modifications. As a result, the counseling faculty voted (a) to add four 3-hour courses to increase the total degree requirement from 48 to 60 semester hours, (b) to require students seeking the MS to successfully complete a written comprehensive examination in addition to the 60 hours, and (c) to enable students to fulfill the educational requirement for Licensure as a Professional Counselor (LPC) in Texas with the addition of one more 3-hour course (COUN 5490) beyond the 60 hours.
Doctoral Program Outcomes, Evaluation, and Modifications
As of Spring 2017, 37 doctoral students had degree plans on file with the Counseling Program.
During academic year 2016-2017, 13 doctoral students graduated from the Program, and the Program completion rate was 90%. Of Doctoral Program graduates who responded to follow-up surveys, 100% who wished to be employed were employed in counseling or a closely related field within six months of graduation.
During academic year 2016-2017, evaluation of the PhD program revealed the faculty observation that doctoral student performance on the dissertation qualifying exam tended to be disjointed rather than integrated. Consequently, the counseling faculty voted to change the exam from writing a 15-page paper for each of four exam question categories (Theory, Teaching, Supervision, and Research) followed by completion of an oral exam to a Blended Internship, Portfolio, and Qualifying Exam (BIPQ). The BIPQ, organized into five areas corresponding to the five CACREP doctoral core areas (Counseling, Supervision, Teaching, Research & Scholarship, and Leadership & Advocacy), requires students to engage in a variety of activities culminating in case presentations; a written qualifying exam demonstrating integration of one’s counseling theory into one’s counseling, supervision, and teaching; and a final oral qualifying exam.
×UNT Counseling Program Annual Report
Part 2: Program Evaluation
Academic Year 2017-2018
The Counseling Program faculty has identified 15 Key Performance Indicators (KPIs) to assess student performance in its three CACREP-accredited programs: Clinical Mental Health Counseling (CMHC; MS), School Counseling (MS, MEd), and Counselor Education and Supervision (PhD). Throughout the year, students and instructors upload KPI-related performance data into an online data management system. Early in each fall semester, the Counseling Program’s Assessment and Evaluation Committee downloads from the system aggregate results from the previous academic year; enters them into a table (see below); reviews results; in the case of criteria not met, creates recommendations for curriculum revisions; and presents results and recommendations to the faculty at a regularly scheduled meeting. The faculty implements curriculum revisions for the current academic year. In some cases, even though criteria are met, the faculty nevertheless implements changes intended to further strengthen student performance; see three “Modification” designations in the “Program Changes” column of the table below as well as page 8 below. In AY 2017-2018, the College of Education, including the Counseling Program, began its transition from Tk20 data management system to Foliotek, and the Program implemented some new KPIs. In these transitions, some data were lost, resulting in no data with which to evaluate 7 of 54 data points. Problems in this regard are expected to be largely or completely resolved by AY 2018-2019.
|
Key Performance Indicator (KPI) |
KPI-Linked Core or Specialty Area |
Points When Measured [COUN Course #] and Measure [Assessment Title; item] |
Criterion*: 90% of students final score at least: |
Results AY 2017-18 [% of N] |
Program Changes |
|
Strategies for personal and professional self- evaluation and implications for practice (2F1k) |
PROFESSIONAL COUNSELING ORIENTATION AND ETHICAL PRACTICE |
5680 Professional Counseling Performance Evaluation (PCPE)-Basic Skills; 4.c |
2.00/3.00 |
98.6% of 70 |
Criterion met; no change at this time. |
|
5660 PCPE-Adv Skills; 4.c |
2.00/3.00 |
91% of 22 |
Criterion met; no change at this time. |
||
|
5690 PCPE-Practicum; 4.c |
2.00/3.00 |
100% of 62 |
Criterion met; no change at this time. |
||
|
5720/5721 PCPE-Intern CMHC-2.c; School-2.c |
2.00/3.00 |
CMHC 100% of 87 School 100% of 16 |
Criterion met; no change at this time. |
||
|
Effects of power and privilege for counselors and clients (2F2e) |
SOCIAL AND CULTURAL DIVERSITY |
5680 PCPE-Basic Skills; 2.c |
2.00/3.00 |
100% of 70 |
Criterion met; no change at this time. |
|
5660 PCPE-Adv Skills; 2.d |
2.00/3.00 |
100% of 22 |
Criterion met; no change at this time. |
||
|
5690 PCPE-Practicum; 2.d |
2.00/3.00 |
100% of 62 |
Criterion met; no change at this time. |
||
|
5720/5721 PCPE-Intern CMHC 2.d; School 3.n |
2.00/3.00 |
CMHC 100% of 87 School 100% of 13 |
Criterion met; no change at this time. |
||
|
5790 Case Study |
1.00/2.00 |
100% of 65 |
Criterion met; no change at this time. |
|
General framework for understanding differing abilities and strategies for differentiated interventions (2F3h) |
HUMAN GROWTH AND DEVELOPMENT |
5670 Autobiography |
1.00/2.00 |
94.7% of 57 |
Criterion met; no change at this time. |
|
5690 PCPE-Practicum; 1.d |
2.00/3.00 |
100% of 62 |
Criterion met; no change at this time. |
||
|
5720/5721 PCPE-Intern CMHC 3.r; School 3.f |
2.00/3.00 |
CMHC 100% of 87 School 100% of 13 |
Criterion met; no change at this time. |
||
|
Approaches for conceptualizing the interrelationships among and between work, mental well-being, relationships, and other life roles and factors (2F4b) |
CAREER DEVELOPMENT |
5470 Career Evaluation |
1.00/2.00 |
100% of 68 |
Criterion met; no change at this time. |
|
5670 Autobiography |
1.00/2.00 |
98.2% of 57 |
Criterion met; no change at this time. |
||
|
Counselor characteristics and behaviors that influence the counseling process (2F5f) |
COUNSELING AND HELPING RELATIONSHIPS |
5670 Autobiography |
1.00/2.00 |
94.7% of 57 |
Criterion met; no change at this time. |
|
5680 PCPE-Basic Skills; 4.a |
2.00/3.00 |
100% of 70 |
Criterion met; no change at this time. |
||
|
5660 PCPE-Adv Skills; 4.a |
2.00/3.00 |
100% of 22 |
Criterion met, but Modification #1. |
||
|
5690 PCPE-Practicum; 4.a |
2.00/3.00 |
98.4% of 62 |
Criterion met; no change at this time. |
||
|
5720/5721 PCPE-Intern CMHC 3.a; School 3.a |
2.00/3.00 |
CMHC 100% of 87 School 100% of 13 |
Criterion met; no change at this time. |
|
Approaches to group formation, including recruiting, screening, and selecting members (2F6e) |
GROUP COUNSELING AND GROUP WORK |
5740 Group Proposal |
1.00/2.00 |
100% of 51 |
Criterion met; no change at this time. |
|
|
5720/5721 PCPE-Intern CMHC 3.ab; School 3.z |
2.00/3.00 |
CMHC 100% of 87 School 100% of 13 |
Criterion met; no change at this time. |
|||
|
Use of assessments for diagnostic and intervention planning purposes (2F7e) |
ASSESSMENT AND TESTING |
5740 Group Proposal |
1.00/2.00 |
100% of 51 |
Criterion met; no change at this time. |
|
|
5730/5760 Exam |
1.00/2.00 |
|
Data not available in AY 2017-18. |
|||
|
5690 PCPE-Practicum; 3.d |
2.00/3.00 |
100% of 62 |
Criterion met; no change at this time. |
|||
|
Importance of research in advancing the counseling profession, including how to critique research to inform counseling practice (2F8a) |
RESEARCH AND PROGRAM EVALUATION |
5480 Guiding theory |
1.00/2.00 |
100% of 58 |
Criterion met; no change at this time. |
|
|
5740 Group Proposal |
1.00/2.00 |
100% of 51 |
Criterion met; no change at this time. |
|||
|
|
School Counseling Program |
|||||
|
Interventions to promote academic development (SC G3d) |
SCHOOL COUNSELING |
5460 PDEP |
1.00/2.00 |
100% of 12 |
Criterion met; no change at this time. |
|
|
5770/5600 CDGP |
1.00/2.00 |
100% of 11 |
Criterion met; no change at this time. |
|||
|
5720/5721 PCPE-Intern; 3.e |
2.00/3.00 |
100% of 13 |
Criterion met; no change at this time. |
|||
|
Clinical Mental Health Counseling Program |
|||||
|
Strategies for interfacing with integrated behavioral health care professionals (CMHC C3d) |
CLINICAL MENTAL HEALTH COUNSELING |
5300 Agency Profile |
1.00/2.00 |
100% of 58 |
Criterion met; no change at this time. |
|
5720/5721 PCPE-Intern |
2.00/3.00 |
|
Data not available in AY 2017-18. |
||
|
Counselor Education and Supervision Program |
|||||
|
Scholarly examination of theories relevant to counseling (6B1a) |
COUNSELING |
6210 PCPE-Doc 6210 #9 |
3.00/4.00 |
|
Data not available in AY 2017-18. |
|
6220 PCPE-Doc 6220 |
3.00/4.00 |
100% of 10 |
Criterion met; no change at this time. |
||
|
6230 PCPE-Doc 6230 |
3.00/4.00 |
100% of 9 |
Criterion met; no change at this time. |
||
|
6240 PCPE-Doc 6240 |
3.00/4.00 |
90% of 10 |
Data not available in AY 2017-18. |
||
|
6250 PCPE-Doc 6250 |
3.00/4.00 |
100% of 9 |
Criterion met; no change at this time. |
||
|
6260 PCPE-Doc 6260 |
3.00/4.00 |
100% of 9 |
Criterion met; no change at this time. |
||
|
6653 Professional Development & Integration Presentation (PDIP) |
1.00/2.00 |
100% of 9 |
Criterion met; no change at this time. |
||
|
Blended Internship, Portfolio, & Qualifying Exam (BIPQ) - PreQualCounPresentation |
1.00/2.00 |
|
Data not available. No students completed this measure in new format in AY 2017-18. |
||
|
Roles and relationships related to clinical supervision (6B2c) |
SUPERVISION |
6090 Supervision Manuscript |
1.00/2.00 |
100% of 9 |
Criterion met; no change at this time. |
|
5690 Supervision Evaluation |
3.00/4.00 |
100% of 14 |
Criterion met, but Modification #2. |
||
|
BIPQ- PreQualSupPresentation |
1.00/2.00 |
|
Data not available. No students completed this measure in new format in AY 2017-18. |
||
|
Pedagogy and methods relevant to counselor education (6B3b) |
TEACHING |
6652 Learning Theory |
1.00/2.00 |
100% of 8 |
Criterion met; no change at this time. |
|
Teaching Evaluation – Undergrad |
3.00/5.00 |
100% of 8 |
Criterion met; no change at this time. |
||
|
BIPQ- Oral Qualifying Exam Rubric |
1.00/2.00 |
|
Data not available. No students completed this measure in new format in AY 2017-18. |
||
|
Research questions appropriate for professional research and publication (6B4g) |
RESEARCH & SCHOLARSHIP |
6130 Dissertation Proposal |
1.00/2.00 |
100% of 10 |
Criterion met; no change at this time. |
|
BIPQ- Dissertation Rubric |
1.00/2.00 |
|
Data not available. No students completed this measure in new format in AY 2017-18. |
||
|
Leadership and leadership development in professional organizations (6B5b) |
LEADERSHIP & ADVOCACY |
6680 Prof’s Development Plan |
1.00/2.00 |
100% of 9 |
Criterion met, but Modification #3. |
|
BIPQ- Oral Qualifying Exam Rubric |
1.00/2.00 |
|
Data not available. No students completed this measure in new format in AY 2017-18. |
* 2 point scales: 0 = does not meet, 1 = meets, 2 = exceeds expectations
3 point scales: 0 = does not meet, 1 = meets minimally, 2 = meets consistently, 3 = exceeds expectations 4 point scales: 1 = does not meet, 2 = meets minimally, 3 = meets consistently, 4 = exceeds expectations
Program Modifications
-
- 5660 (PCPE-Adv Skills; 4.a)
Although students’ scores met criterion, faculty members reported having observed a decline in students’ professional behavior, particularly with regard to diversity. In AY 2018-19, the Counseling Program created two “Open Space” meetings for master’s students to engage with faculty members. The purpose of the events is to open communication between master’s students and faculty members, especially on issues of diversity in the program and to provide opportunities for faculty members to model appropriate interpersonal relationships. In AY 2019-2020, the faculty will again monitor students’ scores and consider continuing Open Space meetings and/or implementing other interventions to improve students’ scores on this measure.
-
- 6090 (Supervision Manuscript)
Although students’ scores met criterion, faculty members reported having observed a decline in students’ behavior with regard to roles in supervision. The new instructor for COUN 6090 in AY 2018-19 modified the course curriculum to spend additional reading, class time, and activities related to supervisory boundaries, goals of supervision, and teacher/counselor/consultant roles of supervisors. In AY 2019-2020, the faculty will again monitor students’ scores and consider maintaining these modifications or making further ones.
-
- 6680 (Professional Development Plan [PDP])
Although students’ scores met criterion, the instructor suggested a program modification. For this standard related to leadership and leadership development in professional organizations, during this course that has been offered in the first semester of the program, students create a short- and long-term plan for their involvement in counseling organizations. Students’ limited exposure to and involvement in professional organization activity at program outset resulted in plans with limited depth and connectivity to professional organizations. Pursuant to the instructor’s suggestion, the Doctoral Advisory Committee recommended, and the faculty approved, to move this course from the first semester of the first year in the doctoral program to the end of the second year. Regarding the KPI, after more exposure to the counseling profession over two years in the doctoral program, students may be more developmentally prepared to create rigorous leadership plans.
Other Substantial Program Changes
In August 2017, the Texas LPC board implemented the new academic requirement of a course in family, marriage, or couple counseling. The Counseling Program had already offered courses with such content but only as electives. At the assignment of the Program Coordinator, each program track committee prepared new advising forms that specify the licensure requirement of a course on family, marriage, or couple counseling.
×UNT Counseling Program Annual Report
Part 1: Vital Statistics
| University of North Texas • College of Education • Department of Counseling & Higher Education | |
|
Counseling Program |
|
|
Annual Vital Statistics Report |
|
|
2018-2019 |
|
|
|
|
|
Data reflect "past [academic] year": Fall, Spring, and Summer (September 1 - August 31). Complete during week before Fall classes begin -- so Summer graduates are reflected. |
|
|
|
|
|
Clinical Mental Health Counseling Track (MS) |
|
|
% (#) Admitted |
35% (72/203) |
|
# Students Currently Enrolled |
192 |
|
# Students Graduated in past year |
65 |
|
% (#) Completed (began 8 yrs before past year) |
100% (65) |
|
% (#) National Counselor Exam (NCE) pass rate |
100% (51/51) |
|
% (#) Job placement of PREVIOUS year's grads |
90% (17/19) |
|
School Counseling Track (MS or MEd) |
|
|
% (#) Admitted |
75% (21/28) |
|
# Students Currently Enrolled |
26 |
|
# Students Graduated in past year |
26 |
|
% (#) Completed (began 8 yrs before past year)* |
100% (26) |
|
% (#) TExES-Counselor pass rate |
100% (5/5) |
|
% (#) National Counselor Exam pass rate |
100% (6/6) |
|
% (#) Job placement of PREVIOUS year's grads |
100% (1/1) |
|
Counselor Education & Supervision Track (PhD) |
|
|
% (#) Admitted |
35% (9/26) |
|
# Students Currently Enrolled |
42 |
|
# Students Graduated in past year |
5 |
|
% (#) Completed |
90% (9/10) |
|
% (#) Job placement of PREVIOUS year's grads |
100% (2/2) |
|
Master's Student Demographics (currently enrolled) |
|
|
# Males: |
29 |
|
American Indian or Alaska Native |
|
|
Asian |
1 |
|
Black or African American |
1 |
|
Hispanic or Latino |
1 |
|
Native Hawaiian or Other Pacific Islander |
|
|
White |
19 |
|
Multiracial |
4 |
|
Other/Undisclosed |
3 |
|
Nonresident Alien |
|
|
# Females: |
175 |
|
American Indian or Alaska Native |
|
|
Asian |
9 |
|
Black or African American |
16 |
|
Hispanic or Latino |
22 |
|
Native Hawaiian or Other Pacific Islander |
|
|
White |
80 |
|
Multiracial |
6 |
|
Other/Undisclosed |
35 |
|
Nonresident Alien |
7 |
|
# Transgender/Gender Non-Conforming:** |
|
|
American Indian or Alaska Native |
|
|
Asian |
|
|
Black or African American |
|
|
Hispanic or Latino |
|
|
Native Hawaiian or Other Pacific Islander |
|
|
White |
|
|
Multiracial |
|
|
Other/Undisclosed |
|
|
Nonresident Alien |
|
|
|
|
|
Doctoral Student Demographics |
|
|
# Males: |
6 |
|
American Indian or Alaska Native |
|
|
Asian |
|
|
Black or African American |
1 |
|
Hispanic or Latino |
1 |
|
Native Hawaiian or Other Pacific Islander |
|
|
White |
4 |
|
Multiracial |
|
|
Other/Undisclosed |
|
|
Nonresident Alien |
|
|
# Females: |
35 |
|
American Indian or Alaska Native |
|
|
Asian |
2 |
|
Black or African American |
2 |
|
Hispanic or Latino |
3 |
|
Native Hawaiian or Other Pacific Islander |
|
|
White |
28 |
|
Multiracial |
|
|
Other/Undisclosed |
|
|
Nonresident Alien |
|
|
# Transgender/Gender Non-Conforming:** |
|
|
American Indian or Alaska Native |
|
|
Asian |
|
|
Black or African American |
|
|
Hispanic or Latino |
|
|
Native Hawaiian or Other Pacific Islander |
|
|
White |
1 |
|
Multiracial |
|
|
Other/Undisclosed |
|
|
Nonresident Alien |
|
|
|
|
|
Full-Time Faculty Demographics |
|
|
# Males: |
1 |
|
American Indian or Alaska Native |
|
|
Asian |
|
|
Black or African American |
|
|
Hispanic or Latino |
|
|
Native Hawaiian or Other Pacific Islander |
|
|
White |
|
|
Multiracial |
1 |
|
Other/Undisclosed |
|
|
Nonresident Alien |
|
|
# Females: |
13 |
|
American Indian or Alaska Native |
|
|
Asian |
|
|
Black or African American |
4 |
|
Hispanic or Latino |
2 |
|
Native Hawaiian or Other Pacific Islander |
|
|
White |
7 |
|
Multiracial |
|
|
Other/Undisclosed |
|
|
Nonresident Alien |
|
|
# Transgender/Gender Non-Conforming: |
0 |
|
American Indian or Alaska Native |
|
|
Asian |
|
|
Black or African American |
|
|
Hispanic or Latino |
|
|
Native Hawaiian or Other Pacific Islander |
|
|
White |
|
|
Multiracial |
|
|
Other/Undisclosed |
|
|
Nonresident Alien |
|
|
|
|
|
* Data imprecise because of combination of MEds and School MSs. |
|
|
** UNT admissions forms do not include this option. |
|
Part 2: Program Evaluation
Academic Year 2018-2019
The Counseling Program faculty has identified 15 Key Performance Indicators (KPIs) to assess student performance in its three CACREP-accredited programs: Clinical Mental Health Counseling (CMHC; MS), School Counseling (MS, MEd), and Counselor Education and Supervision (PhD). Throughout the year, students and instructors upload KPI-related performance data into an online data management system. Early in each fall semester, the Counseling Program’s Assessment and Evaluation Committee downloads from the system aggregate results from the previous academic year; enters them into a table (see below); reviews results; in the case of criteria not met, creates recommendations for curriculum revisions; and presents results and recommendations to the faculty at a regularly scheduled meeting. The faculty implements curriculum revisions for the current academic year. In some cases, even though criteria are met, the faculty nevertheless implements changes intended to further strengthen student performance; see three “Modification” designations in the “Program Changes” column of the table below as well as page 8 below.
|
Key Performance Indicator (KPI) |
KPI-Linked Core or Specialty Area |
Points When Measured [COUN Course #] and Measure [Assessment Title; item] |
Criterion*: 90% of students final score at least: |
Results AY 2017-18 [% of N] |
Program Changes |
|
Strategies for personal and professional self-evaluation and implications for practice (2F1k) |
PROFESSIONAL COUNSELING ORIENTATION AND ETHICAL PRACTICE |
5680 Professional Counseling Performance Evaluation (PCPE)-Basic Skills; 4.c |
2.00/3.00 |
95.7% of 47 |
Criterion met; no change at this time. |
|
5660 PCPE-Adv Skills; 4.c |
2.00/3.00 |
100% of 46 |
Criterion met; no change at this time. |
||
|
5690 PCPE-Practicum; 4.c |
2.00/3.00 |
100% of 59 |
Criterion met; no change at this time. |
||
|
5720/5721 PCPE-Intern CMHC-2.c; School-2.c |
2.00/3.00 |
CMHC 100% of 62 School 100% of 16 |
Criterion met; no change at this time. |
||
|
Effects of power and privilege for counselors and clients (2F2e) |
SOCIAL AND CULTURAL DIVERSITY |
5680 PCPE-Basic Skills; 2.c |
2.00/3.00 |
99% of 47 |
Criterion met; no change at this time. |
|
5660 PCPE-Adv Skills; 2.d |
2.00/3.00 |
97% of 46 |
Criterion met; no change at this time. |
||
|
5690 PCPE-Practicum; 2.d |
2.00/3.00 |
100% of 59 |
Criterion met; no change at this time. |
||
|
5720/5721 PCPE-Intern CMHC 2.c; School 3.n |
2.00/3.00 |
CMHC 100% of 62 School 100% of 16 |
Criterion met; no change at this time. |
||
|
5790 Case Study |
1.00/2.00 |
100% of 51 |
Criterion met; no change at this time. |
|
General framework for understanding differing abilities and strategies for differentiated interventions (2F3h) |
HUMAN GROWTH AND DEVELOPMENT |
5670 Autobiography |
1.00/2.00 |
94.7% of 57 |
Criterion met; no change at this time. |
|
5690 PCPE-Practicum; 1.d |
2.00/3.00 |
100% of 59 |
Criterion met; no change at this time. |
||
|
5720/5721 PCPE-Intern CMHC 3.r; School 3.f |
2.00/3.00 |
CMHC 100% of 45 School 100% of 16 |
Criterion met; no change at this time. |
||
|
Approaches for conceptualizing the interrelationships among and between work, mental well-being, relationships, and other life roles and factors (2F4b) |
CAREER DEVELOPMENT |
5470 Career Evaluation |
1.00/2.00 |
100% of 60 |
Criterion met; no change at this time. |
|
5670 Autobiography |
1.00/2.00 |
94.7% of 57 |
Criterion met; no change at this time. |
||
|
Counselor characteristics and behaviors that influence the counseling process (2F5f) |
COUNSELING AND HELPING RELATIONSHIPS |
5670 Autobiography |
1.00/2.00 |
94.7% of 57 |
Criterion met; no change at this time. |
|
5680 PCPE-Basic Skills; 4.a |
2.00/3.00 |
100% of 47 |
Criterion met; no change at this time. |
||
|
5660 PCPE-Adv Skills; 4.a |
2.00/3.00 |
95.7% of 46 |
Criterion met, but Modification #1. |
||
|
5690 PCPE-Practicum; 4.a |
2.00/3.00 |
100% of 59 |
Criterion met; no change at this time. |
||
|
5720/5721 PCPE-Intern CMHC 3.a; School 3.a |
2.00/3.00 |
CMHC 100% of 62 School 100% of 16 |
Criterion met; no change at this time. |
|
Approaches to group formation, including recruiting, screening, and selecting members (2F6e) |
GROUP COUNSELING AND GROUP WORK |
5740 Group Proposal |
1.00/2.00 |
100% of 55 |
Criterion met; no change at this time. |
|
|
5720/5721 PCPE-Intern CMHC 3.ab; School 3.z |
2.00/3.00 |
CMHC 100% of 62 School 100% of 16 |
Criterion met; no change at this time. |
|
||
|
Use of assessments for diagnostic and intervention planning purposes (2F7e) |
ASSESSMENT AND TESTING |
5740 Group Proposal |
1.00/2.00 |
100% of 55 |
Criterion met; no change at this time. |
|
|
5730/5760 Exam |
1.00/2.00 |
100% 33 |
Criterion met; no change at this time.. |
|
||
|
5690 PCPE-Practicum; 3.d |
2.00/3.00 |
100% of 62 |
Criterion met; no change at this time. |
|
||
|
Importance of research in advancing the counseling profession, including how to critique research to inform counseling practice (2F8a) |
RESEARCH AND PROGRAM EVALUATION |
5480 Guiding theory |
1.00/2.00 |
100% of 41 |
Criterion met; no change at this time. |
|
|
5740 Group Proposal |
1.00/2.00 |
100% of 55 |
Criterion met; no change at this time. |
|
||
|
School Counseling Program |
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|
Interventions to promote academic development (SC G3d) |
SCHOOL COUNSELING |
5460 PDEP |
1.00/2.00 |
|
Class no taught during 18-19 academic year. It is being taught every other year. |
|
|
5770/5600 CDGP |
1.00/2.00 |
|
Class no taught during 18-19 academic year. It is being taught every other year |
|
||
|
5720/5721 PCPE-Intern; 3.e |
2.00/3.00 |
100% of 16 |
Criterion met; no change at this time. |
|
||
|
Clinical Mental Health Counseling Program |
|||||
|
Strategies for interfacing with integrated behavioral health care professionals (CMHC C3d) |
CLINICAL MENTAL HEALTH COUNSELING |
5300 Agency Profile |
1.00/2.00 |
100% of 43 |
Criterion met; no change at this time. |
|
5720/5721 PCPE-Intern |
2.00/3.00 |
|
Data not available in AY 2018-19. |
||
|
Counselor Education and Supervision Program |
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|
Scholarly examination of theories relevant to counseling (6B1a) |
COUNSELING |
6210 PCPE-Doc 6210 #9 |
3.00/4.00 |
90% of 11 |
Criterion met; no change at this time |
|
6220 PCPE-Doc 6220 |
3.00/4.00 |
100% of 10 |
Criterion met; no change at this time. |
||
|
6230 PCPE-Doc 6230 |
3.00/4.00 |
100% of 10 |
Criterion met; no change at this time. |
||
|
6240 PCPE-Doc 6240 |
3.00/4.00 |
90% of 10 |
Criterion met; no change at this time. |
||
|
6250 PCPE-Doc 6250 |
3.00/4.00 |
|
Data not available in 2018-2020 |
||
|
6260 PCPE-Doc 6260 |
3.00/4.00 |
|
Data not available in 2018-2020 |
||
|
6653 Professional Development & Integration Presentation (PDIP) |
1.00/2.00 |
100% of 9 |
Criterion met; no change at this time. |
||
|
Blended Internship, Portfolio, & Qualifying Exam (BIPQ) - PreQualCounPresentation |
1.00/2.00 |
100% of 5 |
Criterion met; no change at this time. |
||
|
Roles and relationships related to clinical supervision (6B2c) |
SUPERVISION |
6090 Supervision Manuscript |
1.00/2.00 |
100% of 9 |
Criterion met; no change at this time. |
|
5690 Supervision Evaluation |
3.00/4.00 |
100% of 14 |
Criterion met, but Modification #2. |
||
|
BIPQ-PreQualSupPresentation |
1.00/2.00 |
100% of 5 |
Criterion met; no change at this time. |
||
|
Pedagogy and methods relevant to counselor education (6B3b) |
TEACHING |
6652 Learning Theory |
1.00/2.00 |
100% of 8 |
Criterion met; no change at this time. |
|
Teaching Evaluation –Undergrad |
3.00/5.00 |
100% of 8 |
Criterion met; no change at this time. |
||
|
BIPQ- Oral Qualifying Exam Rubric |
1.00/2.00 |
100% of 2 |
Criterion met; no change at this time. |
||
|
Research questions appropriate for professional research and publication (6B4g) |
RESEARCH & SCHOLARSHIP |
6130 Dissertation Proposal |
1.00/2.00 |
100% of 4 |
Criterion met; no change at this time. |
|
BIPQ- Dissertation Rubric |
1.00/2.00 |
100% of 1 |
Criterion met; no change at this time. |
||
|
Leadership and leadership development in professional organizations (6B5b) |
LEADERSHIP & ADVOCACY |
6680 Prof’s Development Plan |
1.00/2.00 |
100% of 9 |
Data not available. No students completed |
|
BIPQ- Oral Qualifying Exam Rubric |
1.00/2.00 |
100% of 3 |
Data not available. No students completed this measure in new format in AY 2017-18. |
* 2 point scales: 0 = does not meet, 1 = meets, 2 = exceeds expectations
3 point scales: 0 = does not meet, 1 = meets minimally, 2 = meets consistently, 3 = exceeds expectations
4 point scales: 1 = does not meet, 2 = meets minimally, 3 = meets consistently, 4 = exceeds expectations
Program Modifications
- 5660 (PCPE-Adv Skills; 4.a)
In the academic year 2018-2019, although students’ scores met criterion, faculty members reported having observed a decline in students’ professional behavior, particularly with regard to diversity. In response, the Counseling Program created two “Open Space” meetings for master’s students to engage with faculty members. The purpose of the events was to open communication between master’s students and faculty members, especially on issues of diversity in the program and to provide opportunities for faculty members to model appropriate interpersonal relationships. In AY 2019-2020, the faculty will continue to monitor students’ scores and consider continuing Open Space meetings and/or implementing other interventions to improve students’ scores on this measure.
- 6090 (Supervision Manuscript)
Although students’ scores met criterion, faculty members reported having observed a decline in students’ behavior with regard to roles in supervision. The new instructor for COUN 6090 in AY 2018-19 modified the course curriculum to spend additional reading, class time, and activities related to supervisory boundaries, goals of supervision, and teacher/counselor/consultant roles of supervisors. In AY 2019-2020, the faculty will again monitor students’ scores and consider maintaining these modifications or making further ones.
- 6680 (Professional Development Plan [PDP])
Although students’ scores met criterion, the instructor suggested a program modification. For this standard related to leadership and leadership development in professional organizations, during this course that has been offered in the first semester of the program, students create a short- and long-term plan for their involvement in counseling organizations. Students’ limited exposure to and involvement in professional organization activity at program outset resulted in plans with limited depth and connectivity to professional organizations. Pursuant to the instructor’s suggestion, the Doctoral Advisory Committee recommended, and the faculty approved, to move this course from the first semester of the first year in the doctoral program to the end of the second year. Regarding the KPI, after more exposure to the counseling profession over two years in the doctoral program, students may be more developmentally prepared to create rigorous leadership plans.
Other Substantial Program Changes
Master’s Clinical Mental Health Counseling Program Outcomes, Evaluation, and Modifications
As of Spring 2019, 192 Clinical Mental Health Counseling (CMHC) students had degree plans on file with the Counseling Program. In 2018-2019 academic year, 65 CMHC students graduated from the Program, and the Program completion rate was 100%. During this same time period, 100% of students who sat for the on-campus administration of the National Counselor Examination, the standardized examination required for Texas Licensure as a Professional Counselor (NCE), passed the exam. Scores on the NCE administered during fall 2018 indicate the UNT mean for the total score on the NCE was 123.60 as compared to the national mean of 104.87. Scores on the NCE administered during spring 2019 indicate the UNT mean was 117.61 as compared to the national mean of 104.87. Of CMHC graduates who responded to follow-up surveys, 100% who wished to be employed were employed in counseling or a closely related field within six months of graduation.
In light of the CHMC curriculum modifications that were implemented in 2017 to adhere to new Texas Licensure requirements, faculty agreed to continue to monitor students’ outcomes on their NCE and on their Counselor Preparation Comprehensive Examination (CPCE) to assess the effects of the new curriculum changes on students’ ability to pass these exams.
Master’s School Counseling Program Outcomes, Evaluation, and Modifications
As of Spring 2019, 26 School Counseling students had degree plans on file with the Counseling Program. During academic year 2018-2019, five School Counseling students graduated from the Program, and the Program completion rate was 90%. During this same time period, 100% of students who sat for the TExES-School Counselor (the examination required for Texas Certification as a School Counselor) passed the exam. Of School Counseling Program graduates who responded to follow-up surveys, 100% who wished to be employed were employed in counseling or a closely related field within six months of graduation.
As a result of low enrollment numbers in the school counseling program, the goal for the academic year 2019-2020 is to explore how the UNT school counseling program can make changes to increase enrollment. A second goal is to update all of the school counseling program Key Performance Indicators to reflect the new American School Counseling Association (ASCA) Model.
Doctoral Program Outcomes, Evaluation, and Modifications
As of Spring 2019, 42 doctoral students had degree plans on file with the Counseling Program. During academic year 2018-2019, 5 doctoral students graduated from the Program, and the
Program completion rate was 90%. Of Doctoral Program graduates who responded to follow-up surveys, 100% who wished to be employed were employed in counseling or a closely related field within six months of graduation.
During academic year 2018-2019, 100% of the doctoral students passed the Doctoral Qualifying Exam. During this academic year, 3 students completed the new Blended Internship, Portfolio, and Qualifying Exam (BIPQ). The BIPQ, organized into five areas corresponding to the five CACREP doctoral core areas (Counseling, Supervision, Teaching, Research & Scholarship, and Leadership & Advocacy), requires students to engage in a variety of activities culminating in case presentations; a written qualifying exam demonstrating integration of one’s counseling theory into one’s counseling, supervision, and teaching; and a final oral qualifying exam. The goal for the academic year 2019-2020 is to continue to monitor doctoral students’ passing rate in the new BIPQ as well as their perception of the process to evaluate if we need to make changes to this new process.
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