Master of Science in Clinical Mental Health Counseling a new Program/Degree Proposal


With other departments/units on campus



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With other departments/units on campus


The proposed program has been a collaborative effort from its inception. Faculty from the departments of Academic Development and Counseling, Psychology, and Social Work all were involved in the initial meetings where the feasibility of the program was discussed, as were the Provost and Deans of both the College of Education and Human Services and the College of Liberal Arts and Sciences. Faculty from Academic Development and Counseling and Psychology have continued to provide feedback throughout the development of the proposal. The proposed program also was discussed within the university’s Task Force on Graduate Education in the Fall 2010 semester, where further useful input was garnered.
Faculty members from the Department of Academic Development and Counseling and the Department of Psychology will teach courses, advise students, and contribute to the program. The Lock Haven University Counseling Service will provide practicum opportunities for students in the program and also offer clinical supervision. The program also will rely on effective collaboration with other units including Admissions, School of Graduate Studies, Distance Education, Planning and Assessment, and Marketing and Communications.

With outside agencies, corporations, etc.


Students in program must complete supervised practicum and internship experiences as part of the degree requirements. As such, program faculty will need to cultivate relationships with various sites locally and throughout the region in order to secure high quality practicum and internship sites for students in the program. Letters of support from key agencies for potential collaborations are found in Appendix E.


Periodic Assessment

Plan for achieving specialized accreditation.

As required by all programs at Lock Haven University, assessment of both program and student learning outcomes are required every year and submitted to the office of the Provost for feedback. In addition, PASSHE requires a 5 – year program review examining, areas such as retention, quality of student experience, placement of students in career paths, and results of yearly assessment measures. The CMHC program will also use the practice, standardized test administered to graduating student to prepare them for the National Counselor Certification ( NCC) test offered through the National Board of Certified Counselors (NBCC).

The program is designed to achieve accreditation from the Council on Accreditation for Counseling and Related Programs (CACREP), as evidenced by demonstrating all CACREP required learning outcomes in courses, coursework assessment of the learning outcomes and program assessment of both program and student learning outcomes.




Resource Sufficiency
Expenditures (Including Faculty, Start-Up Costs, and Continuation Costs)
Staff – Faculty and Support

Two existing faculty in the Department of Academic Development & Counseling and the Department of Psychology will be used to teach the graduate classes upon startup of the program ( Appendix C). According to the faculty contract, graduate faculty cannot teach a mixed load (12 credits) unless they are teaching less than 9 credits. Since the CACREP standards require 3 full-time faculty for the program, the teaching load for all faculty in this program will be 9 credits per semester, consistent with the graduate studies faculty at LHU and with the CBA and CACREP standards. It is anticipated that one new faculty member possessing the requisite education and experience to be a core faculty member with expertise in trauma counseling/ veterans (as defined in an earlier section) will need to be hired (Appendix C- Job Description). University administration has committed to supporting these hires.


Learning Resources – Books, Periodicals, Media, etc.

Since the psychology department and social work department offer courses in counseling, the library has a substantial number of holdings in this area. In addition, individual faculty members have personal inventories of texts, videos, and other materials to augment University resources Nevertheless, $10,000 has been set aside to enhance the library holdings, especially in the area of psychopathology and assessment.

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Instructional Equipment and Supplies and Maintenance Necessary to Support Such Equipment

LHU has contracted for the D2L learning platform which allows for high level online education to occur. In addition, the program will need laptops to assign to faculty to assure that they have access to the D2L learning platform at all times. $5,000 was designated for these laptops/IPADS or related technology, which will include two with internet connection built into the laptop/IPAD. It is assumed that the necessary infrastructure is in place to support this online learning program.


Facilities or Facility Modifications

Given this is an online learning program with occasional ITV courses, most of the facilities and online classrooms are already equipped for use. Dixon center also has ITV facilities, so no modifications are forseen.


Accreditation/Licensure Expenses

CACREP accreditation costs are as follows (costs are for the 2010-2011 academic year):



  • Application Fee (due at the time the self-study is submitted): $2500.00

  • Site Visit Fee (invoiced when a visit is approved): $2000.00 per visitor (2-5 visitors)

  • Annual Maintenance Fee: $2153.00

  • CACREP Accreditation Manual: $50.00


Revenues

Please see 5 year budget (page 32).



Impact on Educational Opportunity

Effect on under-represented groups of students


Traditionally, under-represented groups do not enroll in master degree programs in counseling. We will make a concerted effort to recruit and retain qualified students from under-represented groups. The impact upon future under-represented groups cannot be overlooked. The more counselors that are in the schools and in the mental health clinics, the more likely that students with challenges will get the guidance they need to move on to higher education and to master degree programs. While not all students from under-represented groups are challenged, research indicates that there is a higher achievement deficit and risk for failure in these under-represented groups.

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