ANNUAL REPORT TEMPLATE AY

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1 ANNUAL REPORT TEMPLATE AY NAME OF PROGRAM: Clinical Mental Health Counseling (CMHC) TYPE OF REPORT: Chicago Campus DATE: 12/15/18 SECTION 1: Learning Outcome Section Instructions: Please complete your PLOs and ascertain that they correspond to the AY Catalog. Examples are provided in italics, and gray font. Please use standard black font when completing your own. INSTITUTIONAL LEARNING OUTCOMES (ILOs) PROFESSIONAL PRACTICE Graduates will be able to demonstrate attainment in the areas of competency (as reflected in knowledge, skills and attitudes) required by their area of education and training. Examples include evaluation, intervention, consultation, teaching, and supervision. DIVERSITY Graduates will respect the value and dignity of individuals and groups across all cultural contexts, and advocate for inclusion and equity. They will demonstrate intercultural competence in domestic and international contexts with people who have ideas, beliefs, worldviews, experiences, and behaviors that are different from their own. PROFESSIONAL BEHAVIOR Graduates will be able to demonstrate by their values, beliefs and behaviors adherence to the highest ethical and professional standards in their personal and professional lives. SCHOLARSHIP: Graduates will be able to integrate scientific research and theory, as broadly defined, to enhance their professional and scholarly endeavors. PROGRAM LEARNING OUTCOMES (PLOs) [List the PLO and definition in the ILO column it refers to] PLO #3. Counseling, Prevention, and Intervention: demonstrate the knowledge, skills, and practices of culturally appropriate diagnosis, treatment, referral, and prevention of mental and emotional disorders. PLO #4. Assessment: demonstrate the knowledge, skills, and practices of culturally appropriate and holistic clinical evaluation and assessment of normalcy and psychopathology. PLO #5. Diagnosis: demonstrate the knowledge, skills, and practices of culturally appropriate diagnosis of both 1. Diversity and Advocacy: demonstrate the knowledge, skills, and practices to deliver culturally appropriate counseling services, advocate for clients, and understand how to influence policy to enhance the practice of clinical mental health counseling. 2. Foundations: show a commitment to their identity as counselors through membership and activities in professional organizations, and through ethical behavior in their work with clients and other professionals. 3. Counseling, Prevention, and Intervention: demonstrate the knowledge, skills, and practices of culturally appropriate diagnosis, treatment, referral, and prevention of mental and emotional disorders. 6. Research and Evaluatio competently and critically evaluate clinical mental health counseling researc demonstrate understandi of evidence-based treatments and outcome evaluation, and apply appropriate models of program evaluation.

2 psychopathology and normal developmental challenges, including appropriate use of diagnosis during trauma-causing events.

3 Assessed Outcomes Data from AY PLO #1 Diversity & Advocacy CACREP Standards 2.F.2.A-H PLO #2: Foundations CACREP Standards 2.F.1.A-M & 2.F.3.A-I Assessment Methods and Minimum Outcomes Describe methods used and include minimum outcomes (A- Plan) expected for each PLO. CM 550 Personal Multicultural Experience Project (80% of students with a minimum score 3 on a 4 point scale). Social and Cultural Diversity section of the CPCE). Capstone Professional CM500 Ethical Case Analysis (80% of students with a minimum score 3 on a 4 point scale). CM 521 Lifespan Paper (80% of Human Growth and Development section of the CPCE). Capstone Professional Data Reviewed and Findings Provide a description of the data reviewed and a summary of the findings. Describe the process for evaluating/ analyzing the findings. 0% of cohort scored 3 out of 4 or higher in PLO #1 in CM 550 Multicultural Project. 100% of cohort scored 2 out of 4 in PLO #1 for Multicultural Project. 85% of cohort scored 10 or greater on Social and Culture Diversity on CPCE Exam (85% of students scored a minimum of 3 on a 4 point scale for CPCE rubric). 100% of cohort scored 3 out of 4 or higher in PLO #1 in Capstone Project. program, their competency in Diversity increased over time as evidenced by students ratings on program rubrics which increased from the Introduce level of assessment through Reintroduce and Mastery levels. 0% of cohort scored 3 out of 4 or higher in PLO #2 in CM 500 Ethical Case Analysis. 100% of cohort scored 2 out of 4 in PLO #2 for Ethical Case Analysis 0% of cohort scored 3 out of 4 or higher in PLO #2 in CM 521 Lifespan Paper. 33% of cohort scored 2 out of 4 in PLO #2 for Lifespan and 66% scored 3 out of 4 in Lifespan rubric. 85% of cohort scored 10 or greater on Human Growth and Development score in CPCE Exam (85% of students scored a minimum of 3 on a 4 point scale for CPCE rubric). 100% of cohort scored 3 out of 4 or higher in PLO #2 in Capstone Project. program, their competency in Ethics and Lifespan Development increased over time Planned Action Steps Describe implemented or planned actions based on findings; i.e., include actions that should be started, stopped, or continued. Include budget implications, if any. Department Assessment Summit (DAS) and ways to strengthen early delivery of Multicultural content to CMHC students. Implementation of new Diversity rubric is launched for Spring Department Assessment Summit (DAS) and ways to strengthen early delivery of Ethical decision-making and Lifespan content to CMHC students. Implementation of new Ethics rubric launched in Fall Update on Planned Actions Provide final results for each planned action in previous column. This usually happens in the next academic year (by 12/15/2019).

4 PLO #3: Counseling, Prevention, and Intervention CACREP Standards 2.F.5.A-N & 2.F.6.A-H PLO #4: Assessment CM 528 Skills Transcript (80% of CM 543 Group Assignment (80% of students with a minimum score 3 on a 4 point scale). Counseling and Helping Relationship and the Group Counseling and Group Work sections of the CPCE). Capstone Professional CM571 Career/Personality Assessment Project (80% of Assessment and Testing section of the CPCE). Capstone Professional as evidenced by students ratings on program rubrics which increased from the Introduce level of assessment through Reintroduce and Mastery levels. 66% of cohort scored 3 out of 4 or higher in PLO #3 in CM 528 Skills Transcript. 16% of cohort scored 2 out of 4 and 16% scored 1 out of 4 in PLO #3 for Skills Transcript. 33% of cohort scored 3out of 4 or higher in PLO #3 in CM 543 Group Assignment. 66% of cohort scored 2 out of 4 in PLO #3 for Group Assignment rubric. 85% of cohort scored 10 or greater on Counseling and Helping Relationships in and 71% scored 10 or greater on Group Counseling and Group Work score on CPCE Exam; (85% of students scored a minimum of 3 on a 4 point scale for CPCE rubric). 100% of cohort scored 3 out of 4 or higher in PLO #3 in Capstone Project. program, their competency in individual and group counseling skills increased over time as evidenced by students ratings on program rubrics which increased from the Introduce level of assessment through Reintroduce and Mastery levels. 16% of cohort scored 4 out of 4 and 66% scored 3 out of 4 in PLO #4 Assessment in CM 571 Assessment and CM 564 Career. 16% of cohort scored 2 out of 4 in PLO #4 for Assessment. 57% of cohort scored 10 or greater on Assessment and Testing on CPCE Exam; 85% of cohort scored 3 out of 4 or greater on Assessment score in CPCE Exam rubric; 16% of cohort scored 2 out of 4 on Assessment score in CPCE Exam rubric. 66% of cohort scored 3 out of 4 in PLO #4 Assessment in Capstone Project. 33% Department Assessment Summit (DAS) and ways to strengthen early acquisition of individual and group counseling skills in CMHC students. Implementation of new Transcript and Mock Group Facilitation rubric launched in Fall 2018 and Spring 2019 respectively. Department Assessment Summit (DAS) and ways to strengthen early acquisition of assessment skills in CMHC students. Implementation of new Career and Personality Assessment rubric will launch in Summer 2019.

5 PLO #5: Diagnosis PLO #6: Research and Evaluation CM598 Diagnosis Case Study (80% of students with a minimum score 3 on a 4 point scale). Counseling and Helping Relationship section of the CPCE). Capstone Professional CM 578 Research Proposal (80% of students with a minimum score 3 on a 4 point scale). Research and Program Evaluation section of the CPCE). scored 2 out of 4 in Assessment Score in Capstone Project. program, their competency Assessment increased over time as evidenced by students ratings on program rubrics which increased from the Introduce level of assessment through Reintroduce and Mastery levels. 0% of cohort scored 3 out of 4 in PLO #5 Diagnosis in CM 598 Diagnosis Case Study. All students scored 2 out of 4. 88% of students scored 3 out of 4 or higher on the diagnostic case study. 85% of cohort scored 10 or greater on Helping Relationships (Diagnosis) on CPCE Exam; 50% of cohort scored 4 out of 4 on Diagnosis score in CPCE Exam rubric; 33% of cohort scored 3 out of 4 on Diagnosis score in CPCE Exam rubric and 16% scored 2 out of 4 in Diagnosis CPCE rubric. 100% of cohort scored 3 out of 4 in PLO #5 Diagnosis in Capstone Project. program, their competency in diagnosis increased over time as evidenced by students ratings on program rubrics which increased from the Introduce level of assessment through Reintroduce and Mastery levels. 66% of cohort scored 3 out of 4 in PLO #6 Research and Evaluation in CM 578 Mini Research Proposal and 34% scored 2 out of 4. 71% of cohort scored 10 or greater on Research and Program Evaluation on CPCE Exam; 34% of cohort scored 4 out of 4 on Research score in CPCE Exam rubric; 50% of cohort scored 3 out of 4 on Research score in CPCE Exam rubric and 16% scored 2 out of 4. Department Assessment Summit (DAS) and ways to strengthen early acquisition of diagnostic skills in CMHC students. As students gain experience in fieldwork, their diagnostic competency increases, compared to didactic coursework. Department Assessment Summit (DAS) and ways to strengthen application of research to practice in CMHC students. As students gain experience in fieldwork, their ability to apply research to clinical issues increases.

6 Capstone Professional 100% of cohort scored 3 out of 4 in PLO #6 Research in Capstone Project. program, their competency in integrating counseling research into practice increased over time as evidenced by students ratings on program rubrics which increased from the Introduce level of assessment through Reintroduce and Mastery levels. Additional Narrative: Results for PLO #1-6 in inaugural CMHC cohort indicated that students steadily improved on their proficiency across competency areas. Fieldwork experiences significantly helped shape and define students knowledge acquisition and application to clinical practice. Faculty will review the signature assignments for Key Performance Indicators (CACREP standards) and their relationship to PLO s. Rubrics for PLOs and KPI s in the CMHC program have been finalized and approved by DEE and will be implemented with data collected in Canvas Outcomes for faculty assessment and program effectiveness over time in future cohorts. What change(s) have you made this year? (Curriculum, PMR): New rubrics throughout the CMHC program were developed this year and integrated into the program assessment plan. Rubrics were used to collect data from inaugural cohort. Next steps include collecting cumulative data for all cohorts moving forward. Rationale: Results expected next year: Cumulative scores for all cohorts in PLO #1-6 will reflect improvement and increase proficiency across cohorts. APPROVALS: Program/Curriculum Chair: Date: Academic Dean: Date: 09/15/2018 Complete SECTION 1 (page 1 to 4 of the blank template) of the Annual Report and submit to OEE by September 15, 2018.

7 SECTION 2: Program Effectiveness Section Instructions: Please complete section 2 of the Report by adding 1 3 possible PMOs. The information provided in this section are only examples from past reports. Where possible, please use a PMO for curriculum development, especially if your program has been working on national alignment, or has made major changes/revisions to your curriculum (PLOs, PMRs, curricular documents, etc.).

8 PMOs PMO # 1 Curriculum Development PMO # 2 National Program Accreditation 2018 Assessment Methods Initial data from inaugural cohort has been collected and data will continue to be collected for future CMHC cohorts. Faculty will review data from Alumni Survey and OIR data to inform curricular changes/enhancement. Program faculty just completed the CMHC CACREP Self-Study. Program Faculty are in the process of creating a programmatic assessment plan that Data Reviewed and Findings Actions Update on Planned Actions Provide final results for each planned action in previous column. This usually happens in the next academic year (by 12/15/2019). Data from Key Performance Indicators (KPI s with corresponding PLO s) will be analyzed. Findings indicate as students develop in their program, including fieldwork experiences, that student competency across PLO s has increased. Program faculty received feedback from Dean of Academic Affairs, Campus Dean, and Associate Vice President for Academic Program Development, Review, and Online Synergy. The Associate Vice President for Accreditation Affairs/ALO, Academic Faculty reviewed scores from Capstone Professional Readiness Interview. Faculty determined an additional capstone project was needed to strengthen assessment plan; Launching of Capstone Portfolio for CMHC students during fieldwork will begin in Spring Rubric has been developed for Capstone Portfolio. Faculty continue to meet bi-weekly; review strengths and limitations of KPI and PLO rubrics and revised assessment rubrics as needed. Faculty will convene and discuss plan at annual Department Assessment Summit held in Summer Based on student feedback, the Counselor Education Department launched three Seminar Series for the AY: 1) Research/Scholarship/Dissertation Series, 2) Grant Writing Series, and 3) Professional Development Series. The seminars are facilitated by local and national leaders in the Counselor Education Field, and grant/development experts from TCSPP. Program faculty will formally submit CMHC CACREP Self-Study December 2018 and will wait CACREP s feedback on potential self-study addendum and preparing for a CACREP site team visit in late Spring/early summer 2019.

9 PMO #3 Recruitment & Retention aligns with CACREP standards and requirements. Program Faculty consulted with Dr. Virginia Quiñonez, Dr. Michael Barr, OIR Staff, and Melea Fields throughout the accreditation/self-study process. Adjustments were made to Assessment Framework during the CACREP Self- Study process to improve assessment gathering. Enrollment of CMHC students has slowly increased since Program Faculty will continue to collaborate with Senior Director of Admissions to identify best practices for increasing enrollment of CMHC program, including graduate fairs and direct faculty recruitment efforts. Development, Provost, and outside CACREP consultant on the CACREP Self- Study. Particular attention was given to Section 4 of the CACREP Self-Study which focuses on program evaluation and assessment. The Department Chair and program faculty will continue to monitor enrollment trends in the CMHC program. The program conducts in person CMHC Admissions Interviews with prospective applicants and this is a strength in fostering a strong community identity in the program. Currently, the CMHC program is in need of a third core faculty member with a clear Counselor Education identity, who graduated with a doctorate from a Counselor Education Program (CACREP accredited). Approval for a Fall 2019 faculty hire is in place. Department Chair, in consultation with Senior Director of Admissions and Campus Dean has identified targeted universities in Ohio and Indiana for potential recruitment and meeting of undergraduate students to promote applications to the CMHC program. It is believed that CMHC enrollment will increase significantly when a final decision regarding CACREP accreditation is rendered by the CACREP board of directors. Department Chair will continue to hold Chats with the Chair for CMHC students to meet and discuss strengths of the program and areas for improvement. APPROVALS: Program/Curriculum Chair: Date: Academic Dean: Date: 12/15/2018 or 01/21/2019 Please Complete Section 2 (page 5 of blank template) of the Annual Report and submit to OEE by:

10 December 15, 2018 local/campus level Report. January 21, 2019 university level Report.