I. Entry-level degree programs in Career Counseling, School Counseling, and Student Affairs and College Counseling are comprised of approved graduate-level study with a minimum of 48 semester credit hours or 72 quarter credit hours required of all students. Entry-level degree programs in Addiction Counseling and in Marriage, Couple, and Family Counseling are comprised of approved graduate-level study with a minimum of 60 semester credit hours or 90 quarter credit hours required of all students.
Beginning July 1, 2009, all applicant programs in Clinical Mental Health Counseling must require a minimum of 54 semester credit hours or 81 quarter credit hours for all students. As of July 1, 2013, all applicant programs in Clinical Mental Health Counseling must require a minimum of 60 semester credit hours or 90 quarter credit hours for all students.
The School Counseling program (COUN_MA_01) that leads to a Master of Arts in Counseling requires 48 semester-hour credits and a minimum of two years of full-time study to complete. These requirements are documented on page 32 of the Graduate Bulletin.
The Clinical Mental Health Counseling program (COUN_MA_07) and the Marriage, Couple and Family Counseling program (COUN_MA_06) that lead to a Master of Arts in Counseling require 60 semester-hour credits and a minimum of two and one-half years of full-time study to complete. The requirements for these programs are documented on page 33 of the Graduate Bulletin.
J. The counselor education academic unit has made systematic efforts to attract, enroll, and retain a diverse group of students and to create and support an inclusive learning community.
The changing complexion of our society, the diversification of America, and expanding globalization forces within and beyond national borders make it imperative that the counseling profession, counselor educators, practicing counselors and counselors-in-training take a proactive stance on and appreciation of cultural diversity and human rights. Toward this end, the Department of Counselor Education faculty is committed to facilitating honest and respectful discussions regarding different points of view pertaining to values and cultural issues.
Consistent with the American Counseling Association’s Code of Ethics and Standards of Practice, the Department of Counselor Education at The College of New Jersey requires that its students commit themselves to respecting the dignity and promoting the welfare of as well as affirming individuals evidencing diversity in age, color, culture, ethnicity, disability, gender, language, race, religion, sexual orientation, marital status, and socioeconomic status.
The department further recognizes the culturally competent counselor, or counselor-in-training, is one who is actively (a) in the process of becoming aware of his or her own assumptions about human behavior, biases, preconceived notions, and personal limitations, (b) attempting to understand the worldview of his or her culturally different clients, and (c) in the process of developing and practicing appropriate, relevant, and sensitive intervention strategies and skills in working with his or her culturally different clients.
As such, the Department of Counselor Education at The College of New Jersey fully endorses the Association of Multicultural Counseling and Development’s (AMCD) Multicultural Counseling Competencies and expects that its students will commit themselves to an ongoing learning process devoted to increased knowledge, personal awareness, sensitivity, and skills pertinent to working with a diverse client population.
When students accept admission into the counselor education programs at The College of New Jersey, they agree to uphold this departmental position on cultural diversity and human rights. In fact, a statement to this effect, called a “Cultural Diversity and Human Rights” Departmental Statement (with much of the same language from above) is: 1) Found in a prominent place on the main page of our Department of Counselor Education website (hyperlink to our Cultural Diversity and Human Rights Statement); 2) Found in the Counselor Education Student Manual (p. 45) (the Student Manual is also available on the Counselor Education homepage); and 3) Mailed to the program applicants with their offer of admission, and required to be read, signed, and returned when students attend the Student Orientation and Registration meeting (hyperlink to “Verification of Understanding” form) prior to the beginning of their program of study. When we have Graduate Student Open Houses and invite students on campus for Group Admissions Interviews, we highlight this department position statement on cultural diversity and human rights. We feel that by placing these position statements at the forefront of how and where we recruit candidates for our programs, we will be attractive to a diverse group of applicants.
Importantly, in support of our student’s commitment to this position, faculty in the department agree to create and nurture an inclusive learning community, and to commit to: 1) fostering the holistic development of all students, not just their academic adjustment; 2) developing lines of scholarship and fostering student research on multiculturalism (e.g., confronting and coping with racism; racial identity development); 3) infusing multicultural issues into all courses, not just our course on multicultural counseling; 4) genuinely sharing with all students our own experiences of crossing cultural boundaries, while supporting the multicultural journeys of our students; 5) creating classroom environments in which it is safe for all opinions to be expressed; 6) confronting insensitive comments and behaviors; and 7) being available outside of the classroom to offer support and encouragement to explore the student’s biases, preconceived notions, and personal strengths and/or limitations, while attempting to understand the worldview of his or her culturally different clients.
Additionally, in support of its efforts to recruit and retain culturally diverse students, the Department also retains the right to reserve up to 10% of its new student acceptances for candidates who show tremendous promise in all but their undergraduate GPA and/or GRE test scores and who appear to have been the victims of discriminatory social, economic, or educational practices. If this situation is believed to exist, the Department may fully admit a student and refer him/her to college support services for tutorial and/or study skills assistance.
Understanding that we are embedded within an increasingly multicultural society, the faculty believe that this commitment by students and faculty alike will help to create and support an inclusive learning community within our department, the School of Education, and the College.
Lastly, as part of our annual program review process, we solicit feedback by collecting data from our current students related to creating a culture of inclusion in our classrooms and in our department as a whole. We survey the students asking them to answer the following questions: 1) Please describe how you perceive cultural inclusiveness and sensitivity to be incorporated into your current learning environment in the Counselor Education program; and 2) What recommendations do you have for the Counselor Education Department to enhance the integration of cultural inclusiveness and sensitivity into our various program components (i.e. inside and outside of the classrooms). The results from this 2012 survey can be found clicking on the following link: Cultural Inclusiveness Survey results. Although the sample size is small, overall the comments affirm that we are having success at creating and supporting and inclusive learning community.
K. Admission decision recommendations are made by the academic unit’s selection committee and include consideration of the following:
1. Each applicant’s potential success in forming effective and culturally relevant interpersonal relationships in individual and small-group contexts.
2. Each applicant’s aptitude for graduate-level study.
3. Each applicant’s career goals and their relevance to the program.
Prospective students are informed about The College of New Jersey’s general and Counselor Education program-specific graduate admissions criteria as well as selection and retention procedures through the Graduate Bulletin and the Department of Counselor Education’s website, as well as through Open House Events organized through the Graduate Studies Office. Through these materials students are also advised that admission to graduate study at The College of New Jersey is selective and competitive and that meeting the minimum criteria does not guarantee their acceptance.
The Department of Counselor Education’s Admissions Committee is composed of the following full-time Counselor Education faculty members:
Marion Cavallaro, Clinical Mental Health Counseling Coordinator
Sandy Gibson, Assistant Professor
Stephanie Jacobs, Assistant Professor
MaryLou Ramsey, Coordinator, School Counseling Program
Atsuko Seto, Clinical Coordinator
Mark Woodford, Chairperson and Marriage, Couple, and Family Counseling and Therapy Program Coordinator (and Admissions Committee Chair)
The Admissions Committee determines who will receive final offers of program acceptance and reports its student admissions recommendations for the same to the Assistant Dean of Graduate Studies, Ms. Susan Hydro.
Following is a description of the admissions process related to how applicants are screened in terms of their aptitude for graduate-level study, and their potential success in forming effective and culturally relevant interpersonal relationships in individual and small-group contexts, as well as how their career goals might be achieved through admission to one of our relevant programs of study:
For admission to all advanced programs at The College of New Jersey, applicants must complete a standard TCNJ Graduate Program Application and demonstrate that they have earned an undergraduate degree from an accredited institution in the United States or proof of equivalent preparation from a foreign college or university, attained a 2.75 cumulative average or a 3.0 in their major at the undergraduate level, and met specific test score requirements (e.g., a minimum score of 150 on the Verbal Section of the Graduate Record Examination). The Department of Counselor Education requires that results be submitted from the Graduate Record Examination (GRE). In addition to these criteria, the College also asks all graduate students to provide two letters of recommendation and their response to a personal statement questionnaire. Applicants who possess a master’s degree from another accredited institution must submit an official transcript of this degree work and the GRE requirement will be waived. After additional screening, selected applicants are invited to participate in a faculty-observed small group performance interview.
On The College of New Jersey Graduate Program Application, students are requested to provide information about any honors, awards or professional achievements they have received, a chronological accounting of their educational and employment experiences, a discussion of their community and professional activities as well as personal background data.
In the personal statement questionnaire students are asked to indicate their career goals, why they have chosen to pursue a degree in their field, how they feel they will be able to contribute to their chosen profession/field, what personal character traits they possess that will contribute to success in their chosen profession/field, and what intellectual and academic strengths and weaknesses they bring to graduate study in their field.
In the letters of recommendation writers are asked to respond to a series of questions pertaining to the character traits and intellectual and academic strengths and weaknesses which the candidate brings to graduate study in the program.
Once a completed graduate student application is received by the Office of Graduate Studies, which reviews it for completeness, it is forwarded to the individual graduate program coordinators to commence the departmental admissions’ decision process. At this point, the Department schedules the small group performance interview and notifies selected applicants to report for the interview. During the small group performance interview, department faculty use a standardized department form to observe and evaluate applicants’ ability to form effective interpersonal relationships, openness to self-examination and personal development, and individual and group expressiveness skills. In addition to these direct observations, applicants are given a self-assessment form and asked to reflect, in writing, upon their own experiences, interpersonal skills, and emotional reactions during the group task they were asked to perform during this interview.
In making their final admissions’ decisions, Counselor Education faculty draw upon all of these sources of information to assess the potential of each applicant to form effective interpersonal relationships in individual and small group contexts. To evaluate students’ aptitude for graduate-level study, faculty rely upon information obtained from their Graduate Application, undergraduate and graduate transcripts, GRE verbal scores, letters of reference, and personal statement questionnaire. Applicants’ vocational goals, objectives, and experiences relevant to counseling are determined through their personal statement questionnaire and letters of reference. Finally, in order to determine applicants’ openness to self-examination and personal and professional development, Counselor Education faculty examine their Graduate Application responses, letters of reference, personal statement questionnaire, and written self-reflections during the small group performance interview.
During this multidimensional screening process department faculty remain very sensitive to the issue of cultural diversity. Racial, ethnic, language, and immigration status are taken into account when reviewing GRE test results, e.g., by using the Educational Testing Services (ETS) information related to scoring and various demographic groups. The verbal GRE score is utilized because it has been shown to be more consistent over time and less discriminatory towards older, returning students than is the quantitative GRE score. Related professional and volunteer experiences are also considered. Strong graduate school performance is considered more timely and relevant in predicting future graduate student performance potential than bachelor degree work. Personal statements that reflect upon career-specific issues and letters of reference indicating superior interpersonal as well as academic skills or potential are weighed heavily in the identification and selection of program finalists. The department takes into account student performance and self-assessment in light of cultural differences in verbal and nonverbal expressiveness, interpersonal interaction styles, and processing skills. Lastly, cultural diversity is promoted by considering this characteristic in final candidate scoring (used as a way to create a continuum of applicant strengths rather than a cut-off point system) and selection decisions (see Point System for Rating M.A. Candidates).
Within the Department of Counselor Education, student admission decisions are rendered in early November for Spring admission and early March for Fall admission following the completion of the small group performance interview and final deliberations by the Counselor Education Admissions Committee. Departmental decisions are forwarded to the Office of Graduate Studies, which officially notifies students of their acceptance into The College of New Jersey for graduate studies and keeps the Department informed regarding the status of these offers.
The faculty recognize that standardized test scores may be poor indicators of success for some students. In an effort to recognize the complexity of the determinants of student performance, the faculty:
- periodically review the use of the Graduate Record Examination (GRE) as a predictor of academic performance and utilize data from the Educational Testing Service regarding the performance of different racial, ethnic, age and sex groups on the GRE to identify culturally appropriate GRE score ranges for program applicants; and
- consider an applicant’s entire application package, including undergraduate and graduate grade point averages, standardized test scores, work and life experiences (for example, special assets, such as: being bilingual or multilingual; overcoming extremely adverse life circumstances; and/or highlighted special leadership, multicultural, or advocacy experiences; and outstanding scholarship), personal reasons for wanting to be a counselor, interpersonal skills, and reference letters.
L. Before or at the beginning of the first term of enrollment in the academic unit, the following should occur for all new students:
1. A new student orientation is conducted.
Prior to their first semester of enrollment in the Department of Counselor Education, students attend a new student orientation/registration meeting that is held in early June for Fall admission and in early January for Spring admission. New Counselor Education students are informed of this meeting and basic registration details through a personalized welcome letter from the Office of Graduate Studies that accompanies their official graduate program acceptance notification from The College of New Jersey. Also included in this mailing is a copy of the Verification of Understanding form and the Cultural Diversity and Human Rights statement that students are asked to sign and bring with them to submit to the Department at the orientation session. The Counselor Education faculty and support staff attend the orientation meeting, where they introduce themselves to the new students and respond to student questions about the department and its programs and the college. The faculty and staff also provide individualized academic advisement and assistance with the registration process during the orientation meeting. Following a formal program orientation presentation (hyperlink to pdf version of this PowerPoint presentation) that highlights the processes outline below and disseminates information about the importance of thoroughly reading the Counselor Education Student Manual, students meet with their faculty advisors to complete the individualized advisement and registration phase of their orientation.
The following topics are addressed during the new student orientation.
1. Welcome
a. Introduction of Counselor Education faculty and staff
b. The School of Education’s Conceptual Framework for Professional Education
c. How the principles of The Conceptual Framework shape the instruction provided by The Department of Counselor Education and fit with the Verification of Understanding and the Cultural Diversity and Advocacy statement
2. Overview of the Counselor Education program
a. Program objectives
b. Program options (Clinical Mental Health Counseling, Marriage, Couple and Family Counseling and Therapy, and School Counseling)
c. Faculty expectations of students (professional and personal)
d. Length of degree program
e. Subject matter to be covered
f. Type and level of skill acquisition required for graduation
g. Sequencing of courses
3. Transfer credit options and procedures
4. Financial aid, employment, and graduate assistantship opportunities
5. Comprehensive examination
. 6. Clinical field experiences
a. Practicum and Internship requirements
b. Types of supervised settings
c. Levels of supervision required in Practicum and Internship experiences
7. Academic performance requirements
a. College Retention Policy
b. Departmental Academic Performance Policy
c. Ongoing and regularly scheduled student performance evaluation procedures & Counseling student development self-evaluation process (hyperlink to form)
d. College and Departmental Appeal Policies
8. Career information
a. The College of New Jersey Office of Career Services
b. Departmental career resources
c. Counselor Education Professional Endorsement Policy
d. Employment and advanced study opportunities
9. Professional organizations and activities
a. Local, state and national professional counseling organizations
b. Professional counseling certifications
c. The College of New Jersey counseling and educational honor societies
10. Departmental advisement and registration process
a. Assignment of advisors
b. Student advisement and registration
2. A student handbook is disseminated that includes the following:
a. mission statement of the academic unit and program objectives;
The Mission Statement of the Department of Counselor Education and the corresponding objectives of the graduate programs in counseling are published in the Counselor Education Student Manual. During the Counselor Education New Student Orientation, CHMC, MCFCT, and SC students are told to download a copy of the Department of Counselor Education Student Manual, which is available on the homepage of the Department of Counselor Education website. This Student Manual covers program information, policies, procedures and practices of the department. Students are asked to thoroughly read and familiarize themselves with the Manual during the initial weeks of their first semester of enrollment. They also are instructed to meet with their faculty advisor to address any questions they might have about the program.
b. information about appropriate professional organizations, opportunities for professional involvement, and activities potentially appropriate for students;
Information about professional organizations and activities appropriate to students in the program is presented in three separate sections of the Counselor Education Student Manual. In Section A of the Manual, students are informed of the purpose, activities, and eligibility requirements for Chi Sigma Iota, the Counseling Academic and Professional Honor Society International. State certification requirements for Substance Awareness Coordinator and School Counseling (New Jersey and Pennsylvania) are described in Section B of the Manual. State and national professional organizations, issues of professional liability insurance, and general and specialty certifications available through the National Board for Certified Counselors are discussed in Section D of the Manual.
c. written endorsement policy explaining the procedures for recommending students for credentialing and employment;
The Department of Counselor Education has an Endorsement Policy, which is published in the Counselor Education Student Manual (p. 56) and specifies the procedures and conditions pertaining to recommendations of students for employment and professional credentials.
d. student retention policy explaining procedures for student remediation and/or dismissal from the program; and
As stated in its Counselor Education Student Manual (p. 52), the Department of Counselor Education maintains the following student retention policy for possible student remediation and/or dismissal from the program for other than academic reasons:
The College of New Jersey Department of Counselor Education, in compliance with the respective Ethical Standards of Preparation, and Professional Conduct Codes of Organizations and Associations such as the American Counseling Association, Association for Counselor Education and Supervision, American School Counseling Association, American Mental Health Counseling Association, the American Association of Marriage and Family Therapy, and the National Board for Certified Counselors, as well as the Council for Accreditation of Counseling and Related Educational Programs, abides by the following retention policy for students in any of the programs in the department.
If, in the professional judgment of a department faculty member, a student’s behavior is deemed professionally inappropriate, inadequate and/or unethical, the following steps are taken (according to the student’s right to due process):
- The faculty member who has become aware of a problem meets with the student and offers suggestions for possible changes in the student’s behaviors
- If deemed important and appropriate, the faculty member also writes a letter to the Department Chairperson concerning the meeting with the student. The faculty member concurrently informs the student, in writing, that a letter has been sent to the Department Chairperson.
- If the Department Chairperson deems the student’s problem to be serious enough in nature, the Department Chairperson subsequently appoints a retention committee. The Retention Committee will be composed of three faculty members to investigate all aspects of the situation and to make recommendations concerning the student’s eligibility to remain in the program and, if permitted to remain in the program under what conditions. The student is always informed, in writing, of these proceedings and is always interviewed by the Retention Committee as one aspect of the investigation.
- The Retention Committee will only be convened within either a fall or spring academic term. Sufficient time will be provided for collection and distribution of all relevant materials prior to determining a date for the Retention Committee. Students are therefore advised that subsequent semester registration and enrollment cannot be guaranteed.
- In the interest of protecting the health, safety and/or welfare of the College, or any member of the College community, or any off-site activities associated with their academic program, the Department may temporarily suspend a student from the program until the proceedings of the Retention Committee have been completed.
- The Retention Committee’s report, including recommendations and/or requirements, is presented to the department faculty.
- When the department faculty members have acted upon the retention committee’s report, the Department Chairperson and the student’s faculty advisor meet with the student to convey the department’s decision(s) and/or recommendations. The Department Chairperson and the student faculty advisor subsequently monitor the student’s progress in carrying out the department’s recommendation for the student. If this student’s Retention Committee recommends that the student no longer continue in the program, the department will dismiss the student.
- If the student is not satisfied with the department’s decision, he/she can subsequently follow the appeals procedure of The College of New Jersey.
In conjunction with this policy, the department also employs an ongoing performance evaluation process to assess students’ personal and professional development throughout the course of their degree program. During this Performance Evaluation, which is further detailed in the Counselor Education Student Manual (p.53), students are assessed on the following dimensions: professional relationships with faculty and peers, oral and written communication skills, interpersonal skills, and general progress in the program. If any serious concerns regarding a student’s performance arise during this evaluation process, the Department may empower the Chairperson or the student’s faculty advisor to discuss these concerns informally with the student or the matter may be formally addressed through the procedure described in the previously cited Student Retention Policy.
e. academic appeal policy.
The College of New Jersey Graduate Student Complaint/Appeals Policy (found on page 20 of the Graduate Bulletin) provides all students in the program with a mechanism for addressing complaints and appeals. All prospective students are asked to download a copy of the current The College of New Jersey Graduate Bulletin prior to their entry into the Counselor Education program. This academic appeal policy does not, however, pertain to grade disputes. Disputes involving grades are resolved according to the Grade Appeal Policy, which is printed in the Counselor Education Student Manual (p.48). This policy states:
A student who wishes to appeal a grade should proceed through the steps listed below. If either party is not satisfied with the decision at any step, appeal may be made to the next step.
- Discussion of the matter with the faculty member involved.
- Discussion of the matter with the Chairperson of the department involved.
- Appeal to the Departmental Appeals Committee.
- Appeal to the School of Education complaint committee.
- Appeal to the Dean of the School of Education.
- Appeal to the Provost/Executive Vice President for Academic Affairs
- Appeal to the President of the College
The complaint and the proposed solution, from step 2 onward, are provided in writing to all parties involved, the chairperson, and to the next group or person appealed to. Minutes are kept at each step and signed by all present. The hearing at each step must be held within thirty (30) days after the response of the previous group and upon a written request for the hearing.
M. For any calendar year, the number of credit hours delivered by noncore faculty must not exceed the number of credit hours delivered by core faculty.
The Department of Counselor Education has upheld this standard as evidenced by the following data from AY 2011-2012:
Credit hours: Core Faculty Credit hours: Noncore Faculty
Summer 2011 9 24
Fall 2011 39 27
Spring 2012 48 39
Total 96 90
N. Institutional data reflect that the ratio of full-time equivalent (FTE) students to FTE faculty should not exceed 10:1.
The College of New Jersey defines a full-time graduate student load as nine semester hours during the fall or spring semester. Using this definition of full-time graduate student load, the Office of Institutional Research (OIR) at The College of New Jersey calculated the student-to-faculty ratio based on full-time equivalent faculty and full-time equivalent student figures for the spring 2012 semester. During the spring semester, there were a total of 125 students enrolled (either full- or part-time) in the counselor education programs, including School Counseling, Community Counseling (which is no longer accepting applicants and schedule to close in 2013), Clinical Mental HealthCounseling, and Marriage, Couple and Family Counseling and Therapy). The OIR calculated the student-faculty ratio to be 8 to 1 based on 92 FTE students and 11 FTE faculty.
This calculation is based on the following figures:
76 FT students + 16 PT FTE = 92
6 FT faculty + 5 PT faculty FTE = 11
Therefore the ratio is 92:11 or 8:1.
O. 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 within the first 12 months of graduate study.
At the time of their new student orientation meeting, all Counselor Education students are assigned a faculty advisor whom they maintain throughout the duration of their degree program. If students wish to change their advisors, the Department makes every effort to accommodate these requests based on advisor availability and advisor/advisee load. Students can also check the PAWS online system to see who their assigned adviser is at any time.
While attending the Counselor Education new student orientation meeting, they are introduced to their advisor, encouraged to meet with them during their first semester of studies, and advised about the importance of downloading and reading the Counselor Education Student Manual and Program Planners, both of which are located on the Department of Counselor Education website. Additionally, these Program Planners are distributed at the orientation meeting and can be viewed by clicking on the following links: (CMHC, MCFCT, and SC). Planners identify the program’s core curriculum requirements, prerequisite curricular requirements, environmental studies requirements, specialized curricular requirements, and supervised practicum and internship requirements. Additionally, through the online PAWS system, students can access their Academic Requirements Report and use the registration “shopping cart” feature (with suggested electives). At the conclusion of the new student orientation meeting students meet with their advisor to discuss and obtain approval of their individual plan of study and to register for their first courses.
P. The program faculty conducts a systematic developmental assessment of each student’s progress throughout the program, including consideration of the student’s academic performance, professional development, and personal development. Consistent with established institutional due process policy and the American Counseling Association’s (ACA) code of ethics and other relevant codes of ethics and standards of practice, if evaluations indicate that a student is not appropriate for the program, faculty members help facilitate the student’s transition out of the program and, if possible, into a more appropriate area of study.
Academic Performance
Program students have a number of opportunities to receive an evaluation of their academic performance as they progress through the Counselor Education degree programs at The College of New Jersey. The Department monitors students’ academic performance on an ongoing and systematic basis through five departmental courses that are taken in a developmental series spanning the life of the degree program (see “Department Academic Performance Requirements,” p. 47 of Counselor Education Student Manual). Specifically, students are required to earn a B or better grade in Introduction to Counseling (COUN 501), Counseling Theory and Techniques (COUN 670), Group Counseling (COUN 675), Practicum Seminar (COUN 690), and Internship (COUN 693 or COUN 694/695). If a student does not earn a B grade in any one of these core courses, a special academic evaluation and intervention procedure is instituted. Additionally, a student must request permission from the Department to retake the course in question. If they do not receive a B or better after the retake of the course, then they will be removed from the program.
The academic evaluation and intervention procedure, again individualized in nature, requires that the course instructor who assigned the grade personally advise the student of the same and reiterate for him or her the available options with regard to this departmental academic performance requirement. Concurrently, the department notifies the student in writing that he or she must come in for a private advisement session to determine what alternatives are most appropriate. This ongoing academic progress evaluation and advisement system ensures that students (a) have attained the knowledge and skills needed for advanced level courses and/or practice, (b) have been required to undergo additional study to attain such competencies if needed, or (c) when deemed, have been counseled out of the program to pursue more appropriate career options.
Importantly, students receive feedback about their academic performance from each of their course instructors at every mid-semester point through a preliminary progress report that is provided for the student through a college-wide system administered by the Office of Records & Registration. Specifically, in support of the College’s mission to ensure students’ academic success, the Committee on Academic Programs approved a Mid-Semester Evaluations college-wide policy that took effect in the Fall 2011. Pursuant to this policy, mid-semester progress reports are required for all students in all courses at the College. These progress reports serve as a mid-point benchmark to assist students in monitoring their standing in respective courses.
Implementation of the mid-semester progress reports are conducted through a “Faculty Center” located on the College-wide online “PAWS” system. The Office of Records and Registration provides instructions for faculty on how to submit progress reports through a brief “How to Enter Midterm Semester Progress Reports in PAWS” tutorial, which is found on the PAWS Help website.
During this process, faculty are able to select the designations of “satisfactory,” “caution” or “unsatisfactory.” Faculty are also encouraged to use the option of entering an explanatory note to clarify their designations and to meet with the student to discuss the same. When selecting a “caution” or “unsatisfactory” designation for a student, Department of Counselor Education faculty are also asked when appropriate to refer to the program-specific standards that are being covered and assessed in their course.
These mid-semester progress reports along with any student notes are viewable and remain on a student’s permanent record subject to FERPA compliance, but are not reflected on a student’s official or unofficial transcript. In an explanatory email to students, the Records & Registration office informs all students that even if their work is described as “satisfactory,” they must continue to meet class standards. These emails also explain that a progress report of “caution” or “unsatisfactory” offers an opportunity for students to improve their work before the end of the semester.
When these latter designations are given, an email is automatically sent to the Department Chair who then consults with the faculty for further clarification of the rating. The Chair then follows-up with the student and their program advisor to ensure that the student is provided with appropriate feedback related to her/his performance in the class. Therefore, these mid-semester progress reports help to facilitate both the process of assessing student development and in communicating to students that faculty are there to support their academic progress at a mid-point in the semester when students can make appropriate adjustments in order to meet program standards.
Two additional academic performance evaluations that the department uses might best be subsumed under the heading of capstone experiences. The first of these capstone experiences is the Practicum/Internship sequence (COUN 690/693 or COUN 690/694/695). In this direct practice field experience sequence, students receive extensive written, audiovisual, and verbal evaluations of their counseling and case management skills. As a result, students have the benefit of regular corrective feedback from their faculty small group supervisor, group supervision colleagues, and individual college faculty and field site supervisors that is both cumulative and developmental in nature.
The second capstone experience is the Counselor Education Comprehensive Examination, which is taken at the very end of the master’s degree program. In order to sit for this exam, students must be in “good academic standing” (i.e. not below a 3.0 GPA). The Comprehensive Examination is administered three times a year (June, October, and April) and assesses students’ ability to synthesize the knowledge and skills required in their total program of graduate study. Students receive written notification of the results of this examination and are extended an opportunity to review their responses with department faculty.
In accordance with The College of New Jersey Graduate School policies and procedures, students are permitted two attempts to successfully pass the Comprehensive Examination. Students who do not pass this examination after their first attempt are strongly encouraged (in writing) to come in for an extended personal interview to examine the strengths and weaknesses in their answers, explore recommendations on how to make improvements in their content and/or presentation style, and determine when they want to pursue a second examination application. In those instances where students are unsuccessful in their second attempt, a similar personal interview is stressed, but on these occasions faculty go beyond discussing the examination results and try to help students reconcile their disappointment and explore future career and/or educational possibilities. Over the past 10 years, no student has failed the examination twice.
In addition to the aforementioned academic performance evaluations, the Department also utilizes a Performance Evaluation process to assess the academic as well as the personal and professional development of its students (see “Performance Evaluation,” p. 53 of Counselor Education Student Manual). This Performance Evaluation is completed for each student prior to his or her enrollment in the clinical sequence of classes. During this Performance Evaluation Counselor Education faculty evaluate each student on the following dimensions: professional relationships with faculty and peers, oral and written communication skills, interpersonal skills, and progress in the program. Each faculty member also indicates whether the student should be permitted to continue in the program, and, if not, must provide the rationale for this recommendation. All students receive written confirmation as to whether or not they passed the Performance Evaluation.
If the student does not pass the Performance Evaluation, the Counselor Education Chairperson may take any one or all of the following actions: (a) request that the faculty advisor meet with the student to discuss the evaluation, (b) personally meet with the student to discuss the evaluation, and/or (c) initiate the procedures described in the Student Retention Policy, which in published in the Counselor Education Student Manual (pp. 52).
Personal and Professional Development
As is evident in the previous discussion, academic evaluations often encompass elements of personal and professional development evaluations as well. This is the case with our academic performance-related consultation meetings, Practicum/Internship experiences, and the extended personal reviews that accompany Counselor Education Comprehensive Examinations. Beyond these opportunities, there are several personal and professional development evaluations that are specifically designated as such (i.e. the Counselor Education Performance Evaluation discussed above) or integrated into major course offerings that span the entire Counselor Education degree program. The following discussion addresses the latter.
At the very beginning of their The College of New Jersey graduate studies, all Counselor Education students are required to take Introduction to Counseling (COUN 501) and to participate in a small skill-building group that constitutes a major component of this course. This training group focuses on the development of counseling skills as well as interpersonal and personal self-awareness. Students are asked to give each other thoughtful feedback on their basic counseling skills that are essential to fostering counselor-client relationships. The facilitators of the small groups also provide written feedback on the students’ skills after each practice session to support them in continued growth. Students have the opportunity to reflect on their growth thus far at the conclusion of the practice sessions. Additionally, written evaluation on a student’s final role play skills demonstration is provided at the conclusion of the semester.
Following COUN 501 (Introduction to Counseling) and sometime near the midpoint of their graduate program, Counselor Education students are afforded another opportunity to review their personal and professional development with department faculty. This time evaluations take place within the context of Counseling Theory and Techniques (COUN 670). In this course department faculty involve students in selected self-exploration exercises to demonstrate how various counseling theories may be used. Afterwards students are asked to react, either verbally or in writing, to these experiences and their self-discoveries while doing the same. Additionally, successful completion of COUN 675 Group Counseling requires that students be involved as members in a supervised experiential group that introduces them to the actual evolution and developmental dynamics of groups. Specifically, this group experience gives students the opportunity to explore themselves as individuals, themselves in relationship to others, and the relevancy of both to group membership and facilitation. During the course of these experiential groups, students are required to submit weekly self-reflection journal responses that demonstrate their ability to integrate and apply key theoretical concepts and group process principles to their personal small group experiences. Self-reflection, insight and observational accuracy are encouraged. Specific topics that students are encouraged to reflect upon include:
– Contextual factors (e.g. family-of-origin) and other diversity considerations (e.g. gender, age, ethnicity) that students bring to group and how these may affect their perception of, receptivity to, and interactions in their small groups
– One’s own goals for this group experience, potential barriers to their achieving same, how these barriers are related, as well as how students envision overcoming these barriers and attaining their own goals
– An analysis of group resistances evidenced by self and others and what can be done to overcome these resistances
– Discussion of the evolution of one’s group and what can be done to facilitate group movement
– Process versus content experiences in your groups that demonstrate this distinction in group dynamics
The final journal is a 2-page “Group Process Summation Paper” of student experiences in this group process, e.g., discussing how this group experience increased students’ awareness of their own interpersonal styles (or not, if that was your experience) and assisted students in acquiring basic knowledge and skills that they can apply to their work as group counselors (or not, if that was your experience, i.e., you will not be downgraded for writing honestly about your group experience). This Group Process Summation Paper is then reviewed and evaluated on the basis of students’ insight, organization of thoughts and feelings, and observational accuracy; and returned with written feedback from the instructor.
At the conclusion of their degree studies all Counselor Education students participate in a Practicum/Internship clinical sequence (COUN 690/693 or COUN 690/694/695). During this sequence students must demonstrate in small group supervision, individualized supervision, and direct field practice that they possess the ability to synthesize and apply all previously mastered counseling knowledge and skills. Here, under the direct supervision of Counselor Education individual and small group supervisors, students have the opportunity to receive ongoing personalized feedback on their personal and professional interaction skills during live and recorded audiovisual counseling sessions, case presentations, case conceptualization reports, classroom role-plays and simulations, and individual and small group supervision conferences. Through individualized audiovisual, verbal, and written assessments students are continually apprised of their personal and professional development. Student progress is noted on the Weekly Individual Supervision Log and the Practicum Evaluation of Student forms (See Practicum Evaluation of Student for use by the site supervisors; and Practicum Evaluation of Student for use by the on campus individual supervisors), which are found in the Clinical Field Site Supervisor’s Manual and under “Clinical Forms” on the Department of Counselor Education website (hyperlink to snapshot). During the final clinical field visitation, this evaluation input is further focused to include a professional development planning conference in which students are helped to identify their long-range career aspirations and continuing personal and professional training needs in relation to these aspirations.
Additionally, in order to provide a continuous and systematic assessment of student personal and professional development at key points during their program of study, a “Counseling Student Evaluation by Course Instructor” form is completed by the course instructors at the conclusion of COUN 501 (Introduction to Counseling), COUN 670 (Counseling Theories and Techniques), and COUN 675 (Group Counseling). These faculty evaluation forms, along with a “Counseling Student Development Self-Evaluation” form (completed by the student and covering the same performance areas that are indicated below), are reviewed by the faculty when considering a student’s readiness to initiate the Practicum (COUN 690). These evaluation forms are then completed one last time at the conclusion of the Practicum as students are evaluated for readiness to complete their culminating clinical sequence in the Internship Seminar (COUN 693 or COUN 694/695).
These evaluation forms assess the student’s performance as “exceeds expectations,” “meets expectations,” “approaching expectations,” “does not meet expectations” or “not applicable” in the following areas:
– Exhibits awareness of the need for privacy and confidentiality of others.
– Participates actively in class discussions and experiential activities to advance one’s learning.
– Offers self-disclosure appropriate to the learning context.
– Open to others’ ideas and feedback.
– Reflects on other’s feedback and makes appropriate changes in one’s behavior.
– Shares one’s ideas and offers sensitive and thoughtful feedback to others.
– Seeks faculty support to address academic challenges.
– Appreciates others points of view without imposing their own.
– Demonstrates openness and respect for diversity.
– Considers the impact of one’s actions on others.
– Demonstrates nonjudgmental, empathic and genuine behavior in interactions with others.
– Builds cooperative relationships and works well with others.
– Attends class regularly and on time and promptly submits all assignments.
– Accepts responsibility for one’s behaviors.
– Practices wellness strategies to maintain one’s well-being.
– Handles uncertainty with openness and flexibility.
Beyond these sequentially scheduled, course-related evaluations, students have an additional curricular-based opportunity to obtain input on their personal and professional development in the core curriculum course, COUN 530: Multicultural Counseling. In Multicultural Counseling, students are involved in a number of cultural awareness and self-assessment inventories that are designed to help them see themselves as cultural beings; understand the nature and origins of, as well as “own” their personal ethnocentric beliefs; and experience their own reactions to the sense of power and powerlessness that accompanies cultural oppression. Students are also asked to reflect upon a personal cultural perspective profile, complete reflection papers, and a Personal Cultural Paper based on the former. This paper requires students to describe their current cultural identity and its origins and discuss how ethnicity, gender, sexual orientation, family, sociopolitical factors, geography, class, and spirituality influence this identity. In their weekly journals students are asked to discuss the ways in which their cultural identity may positively and adversely affect their counseling with each cultural group studied during this course. The instructor provides extensive personal feedback on these assignments to help students further explore the complexity and richness as well as the potential blind spots in their cultural identifications.
In addition to the experiences described above, Clinical Mental Health Counseling and Marriage, Couple, and Family Counseling and Therapy students take the Introduction to Marriage and Family Counseling (COUN 600) course (which is also available as an elective for School Counseling students). In this course, students reflect on their family dynamics and presenting concerns through in-class activities and course assignments that are designed to encourage personal explorations and examinations. The written comments and evaluations that the course instructor makes regarding the terms papers are personalized in nature and aimed at helping students understand and apply family systems theory to their own personal and professional development.
Beyond these course-specific evaluations and the ongoing Counselor Education Performance Evaluation process, department faculty also assess students’ personal and professional development in the program through two cumulative progress reviews. The first of these cumulative progress reviews is remedial in nature and focuses on students whom faculty perceive to be having difficulty in the program. In this review if a department faculty member determines a student’s behavior to be professionally inappropriate, inadequate, and/or unethical that faculty member meets with the student individually and offers suggestions for possible behavioral remediation. In addition to this individual consultation, if the matter is of a very serious nature the faculty member may also notify the Department Chairperson, in writing, of the purpose and outcome of this consultation meeting. As described in the Student Retention Policy published in the Counselor Education Student Manual on p 52, should the Department Chairperson believe the student’s behavior warrants Departmental review, the Chairperson appoints a Department Retention Committee to investigate all aspects of the situation and to make recommendations concerning the student’s eligibility to remain in the program and, if permitted to remain, under what conditions. After the Department acts upon the recommendations of the Retention Committee, the Department Chairperson and the student’s faculty advisor meet with the student to convey the Department’s decision and/or recommendations. The Counselor Education Chairperson and the student’s faculty advisor then monitor the student’s progress in carrying out these recommendations.
The second, more positively oriented, cumulative progress review takes place at the beginning of the Spring term just prior to a student’s graduation from the program. At this time, department faculty review students’ academic, personal, and professional performance throughout the program and, based on this cumulative review, recommend students for induction into The College of New Jersey’s local chapter (Alpha Epsilon) of Chi Sigma Iota, the Counseling Academic and Professional Honor Society International. Induction into the honor society is based upon outstanding personal and professional attainments as well as scholarly achievements, and if accepted, students are recognized for these accomplishments through both a formal acceptance letter and a formal induction ceremony.
Q. The practicum and internship experiences are tutorial forms of instruction; therefore, when individual and/or triadic supervision is provided by program faculty, the ratio of six students to one faculty member is considered equivalent to the teaching of one 3-semester-hour course. Such a ratio is considered maximum per course.
Individual supervision is provided by full time faculty or adjunct faculty approved by the department. The formula used to determine faculty load is six-tenths (.6) of a credit equals one individual supervision meeting once a week for a full semester (15 weeks). Five (5) students equals three (3) credits, the equivalent of one graduate course.
Adjunct faculty who provide individual supervision receive the same credit remuneration as do full time faculty members. The College of New Jersey policy states that adjunct faculty are limited to 12 semester hours a year teaching load and no more than 9 credits in any one semester.
In the Internship, one hour per week of individual supervision is provided by the site supervisor approved by the department; at no time does the supervision exceed five students. Individual supervision is also provided on an as needed basis as determined by the faculty member or student and occurs before or after class or during faculty office hours. Faculty provide individual guidance to students in the quality of their counseling skills, writing of client notes, and general written or verbal skill; they also provide personal guidance and counseling when the student is concerned about work or life issues.
R. Group supervision for practicum and internship should not exceed 12 students.
Group Supervision is provided through a group seminar that meets for one and one-half (1 ½) hours per week. The faculty to student ratio for this supervision seminar is 1:9. During this seminar students are afforded the opportunity to receive both faculty and peer group assistance in identifying and addressing the micro and macro counseling issues that affect their client populations.
Through the use of class discussion, role-plays, practice exercises, audio/visual recording and process reviews, students are helped to develop and perfect a broad repertoire of individual and group counseling skills. These direct practice skills are further developed and reinforced through regular monitoring and corrective feedback that faculty supervisors provide on such written assignments as client folders, case notes, case conceptualizations, special issues presentations and organizational analysis.
Uniform supervision guidelines for practicum and internship are set forth in the Department of Counselor Education’s Clinical Field Site Supervision Manual. Student performance expectations and standard evaluation instruments are presented in the Department’s Clinical Manual for Practicum/Internship.
S. Programs provide evidence that students are covered by professional liability insurance while enrolled or participating in practicum, internship, or other field experiences.
The College of New Jersey provides professional liability insurance for all students enrolled in clinical experiences such as Practicum and Internship. The insurance is underwritten by the American Casualty Co. in the amount of $1,000,000 per claim. Additionally, students are informed of the importance of having professional liability insurance as well as the professional associations throughout the program, and are required to attain and maintain insurance prior to beginning their clinical sequence (specifically, COUN 690 Practicum Seminar) and throughout the duration of their program. They are first introduced to the topic during the New Student Orientation and again during the course, Introduction to Counseling (COUN 501). During the Clinical Orientation meeting all students who have not already done so are encouraged to join their professional organization as they are reminded of the requirement to obtain their own individual professional liability insurance.
T. Opportunities for graduate assistantships for program students are commensurate with graduate assistantship opportunities in other clinical training programs in the institution.
Various types of assistantships are available for matriculated graduate students at The College of New Jersey (snapshot of Graduate Assistantships website). The nature and number of graduate assistantships vary from year to year, but typical assignments are to academic departments, the library, administrative offices, academic support services, the Student Affairs office, or the Learning Center. Counselor Education graduate students are eligible to apply for these full and part-time graduate assistantships that are available throughout the campus.
The Dean of the School of Education offers one full-time graduate assistantship to the Department of Counselor Education, which is filled by a qualified Counselor Education student. For AY 2011-2012, sixteen (16) of the thirty-one (31) graduate assistants on The College of New Jersey campus are students from the Department of Counselor Education. They hold graduate assistantships in various branches of Student Affairs, the Learning Center, and a variety of academic departments across the college.