ACADEMIC PROGRAM REVIEW REPORT
WESTERN KENTUCKY UNIVERSITY
Part I	CAO Recommendation

Continue    Modify    Eliminate	

Institution:	Degree Designation as on Diploma:	
Western Kentucky University (00200200)	Master of Arts in Education	
Program Name:	CIP Code:	
Counseling	422803	
WKU Program Reference Number:	Program Type (collaborative, joint, single):	
043	Single Institution	
Program Coordinator:	Program Implementation Date:	
Andrea Jenkins		
Department Head:	Submission Date:	
Jill Duba Sauerheber	04/27/2017	

A. Centrality to the Institutional Mission and Consistency with State Goals (not to exceed current page)	
A.1 How has the program contributed to WKU’s mission?	
Objective 1.1. Sustain a Vibrant Curriculum. The Clinical Mental Health Counseling (CMHC) Program and the Marriage, Couple and Family Counseling (MCFC) Program include electives that allow students to specialize in areas such as addictions, college and career readiness, and family counseling. Objective 1.4. Promote Research, Creative and Scholarly Activity by Faculty and Students. Since the 2011-2012 academic year, faculty have published 2 books and over 25 journal articles; conducted over 60 international, national, regional and state presentations; and earned 6 research grants. Objective 2.2. Increase Student Retention, Persistence and Timely Graduation. Retention of students in the counseling programs is superb, averaging 99%. Objective 3.1. Expand WKU’s Economic Impact on the Region through Student, Faculty, and Staff Engagement. The program has engaged in several efforts to engage the regional community. For example, The Talley Family Counseling Center (serviced by our interns) provides free mental health services to the WKU university community and local community members. Two of the faculty are currently working on an RCAP grant in collaboration with the Bowling Green Chamber of Commerce. Counseling faculty host professional development workshops throughout the year to clinicians in the region. For example, Finally, the two new certificate programs (College and Career Readiness and Addictions Education) will be entirely on-line so as to serve students regionally, nationally and internationally.	
A.2 How has the program contributed to the economic and social welfare goals of HB 1 as delineated in the statewide postsecondary education strategic agenda?	
Objective 1. The counseling program continues to contribute to improving diversity and inclusiveness. Within the last year, three of counseling students won national minority awards which included scholarship funding as well as professional development training at a national conference. Additionally, every year one student in the Program is selected for the state counseling association’s summer school scholarship. Two of the tenured faculty who teach courses within the Counseling programs are women of color. Objectives 3-4,& 10. The Program houses an RCAP grant which involves a collaborative relationship with the Bowling Green Chamber of Commerce. One result of this collaboration was the development of a College and Career Readiness (CCR) Program Certificate. Objective 11. The regional outreach has resulted in partnerships with community counseling agencies (Lifeskills, Rivendell, Kentucky STEPS, Family Works, Alliance Counseling), as well as with the public. For example, faculty provide counseling services, psychoeducation, wellness support, and clinical supervision for individuals with various needs within the regional community. 	
A.3 How does the program align with the statewide postsecondary education strategic implementation plan?	
Objective 1. The Program’s ongoing relationship with national, regional and state counseling organizations keeps it abreast of opportunities for students to develop ongoing cultural competence and academic excellence. The Program’s reputation and ongoing relationship with counseling agencies within the region directly relates to the quality and quantity of student offered opportunities to work with under-represented populations (i.e., including internship placement and employment at various sites). Students, as well as other constituents have commented on their value of the program’s national CACREP accreditation. Objective 10.1. The CCR Program Certificate is created to support the career and college readiness needs of local, regional, and national P-12 students. Research data collected through the related RCAP grant will serve to provide great awareness about ongoing trends in college and career preparedness in local schools for employment in the Bowling Green area. Further, such data will support the ongoing development the CCR program certificate. Objective 11. The Department hosted its first annual Appreciation Open House to regional partners, constituents, and community leaders in December of 2016. Additionally, the program offers yearly Job Fairs in which community employers are able to meet with current students who will be eligible for employment. As a result of these efforts, the program can offer quality internship and employment opportunities; develop program curricula that meets and exceeds the current trends clinical mental health. 

B. Program Quality (not to exceed two pages)	
B.1 Describe means of assessment of student learning outcomes at the program level over the review term.  Summarize results of these assessments as well as 'closing-the-loop' strategies undertaken to improve program quality.	
Over the review term, the counseling program utilized several means to assess student-learning outcomes at the program level including: skills assessments, professional performance reviews, site supervisor evaluations, results of the national Counselor Preparation Comprehensive Examination (CPCE), comprehensive essay examination results. CACREP Core Curriculum standards are weaved throughout the entire program curriculum. Assignments (critical performances) align with these Standards to assess and measure student learning outcomes. The average score in the introductory course (CNS 560, Professional Studies in Clinical Mental Health and Marriage, Couple, and Family Counseling) in 2015 was 93%. The average score in CNS 567 (Mental Health Diagnosis and Treatment in Counseling), taken typically during the middle of the student’s program in 2015 was 95%. The average score in CNS 596 (Counseling Internship), taken at the end of the student’s program in 2015 was 98%. (The entire data set for 2016 is not complete at this time.) Students also take a comprehensive exam which includes the Counselor Preparation Comprehensive Examination (CPCE). There is a 100% pass rate on this exam. Every semester, the faculty review each student’s professional and personal development. Students are assessed based upon various criteria including but not limited to: (a) respect diverse points of view; (b) demonstrates an awareness of diversity issues; (c) exhibits consistently appropriate academic performance in coursework, participation and attendance; (d) ability to engage in reflective practice. Students are rated on a 1 to 3 Likert Scale (with 3 indicating excellent and 1 indicating concern). The average rating was 2.9 in both the Fall 2016 and Spring 2016. Subjective and objective measures were created in collaboration with other counseling programs in the country. 	
B.2 Describe any external awards or other recognition of students, faculty, and/or program over the review period.	
The Department of Counseling and Student Affairs has a strong record of award recipients. For a full listing, see http://www.wku.edu/csa/awards/awards.php. In summary, during the 2016-17, four counseling students were recipients of the Kentucky Counseling Association Dr. Bill Braden Mentoring Leadership Award, the WKU Graduate School Distinguished Fellows Program, and/or the National Board for Certified Counselors Addictions Fellowship Program. Counseling faculty, Dr. Cheryl Wolf received the Southern Association for Counselor Education & Supervision Presidential Outstanding Service Award. In 2015-16, 3 counseling students received external awards from the Kentucky Counseling Association and the National Board for Certified Counselors Addictions Fellowship Program. One external award from the National Career Development Association Counselor Educator Academy was presented to Dr. Cheryl Wolf. That same year, Dr. Wolf and Dr. Jill Duba Sauerheber were recipients of the WKU Research & Creative Activities Grant; Dr. Lacretia Dye was the recipient of the WKU President's Award for Diversity Enhancement; and Dr. Imelda Bratton was the recipient of WKU Sisterhood Grant. In 2014-2015, three students received external awards from the National Board for Certified Counselors Minority Fellowship Program and from the Kentucky Counseling Association. One student was inducted into the WKU Graduate School Minority Assistance Program. Three counseling faculty were recipients of external recognition. Dr. Cheryl Wolf received the ALIVE Center Community-Based Research Grant and Dr. Wolf and Dr. Dye became Southern Association for Counselor Education & Supervision (SACES) Emerging Leaders Fellows.	
B.3 Provide data on actual time and credits to degree of graduates, including general education and supporting coursework.	
			
	Academic Year:	2011-12	2012-13	2013-14	2014-15	2015-16		
	Average actual time to degree (Years/N):	4.20 (N=10)	3.34 (N=12)	3.59 (N=9)	2.39 (N=6)	2.73 (N=11)		
	Average actual credits to degree (Credits/N):	69 (N=10)	69 (N=14)	65 (N=11)	65 (N=8)	65 (N=13)		
			
B.4a Document constituents’ satisfaction with the program, through (a) employers’ satisfaction with program graduates	
A survey investigating employer satisfaction with the program was sent to current and past employers of our graduates. The results of the survey indicate that employers are highly satisfied with graduates from the WKU Counseling program. Graduates’ greatest strengths in the workplace range from a solid and extensive knowledge of counseling theory, diagnosis, and treatment to a strong foundation of clinical and ethical practice. Employers reported that a growth area in the future for the Counseling graduates could be in their technical knowledge of the paperwork side of counseling. Graduates are reported to meet and/or exceed employers’ expectations and all responding employers reported that they would be “extremely likely” to hire another graduate from WKU.	
B.4b Document constituents’ satisfaction with the program, through (b) graduates’/alumni satisfaction with the program.	
A survey investigating alumni satisfaction with the program was sent to our CNS Alumni List Serv. The results of the survey indicate that our Alumni are highly satisfied with the WKU Counseling program. A majority of graduates reported passing their licensing examinations and finding full-time work in their fields as licensed professional counseling associates or school counselors.  Graduates felt as though the WKU Counseling program prepared them to work in their fields. All responding graduates reported that they would recommend the program to others. Graduates reported that the faculty and the structure of the program are its greatest strengths, and that expanding opportunities within the program with more professional presentations and increased class offerings would be areas for growth.  	

B.5 Provide information the success of program graduates one year after graduation.
Information for these tables is not currently available. Going forward we plan to implement a semi-regular alumni survey that will allow us to track both the employment status and the graduate education status of our graduates more effectively.	
			
	Academic Year:	2011-12	2012-13	2013-14	2014-15	2015-16		
	Number of graduating students who sought employment:							
	Percentage of students who sought employment:							
	Number of graduating students who gained employment:							
	Percentage of students who gained employment:							
			
	Academic Year:	2011-12	2012-13	2013-14	2014-15	2015-16		
	Type of Job	Percentage of students employed in that type.		

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	Percentage of students finding employment in the area of geographic responsibility:							
	Percentage of students finding employment in Kentucky:							
	Percentage of students finding employment outside of Kentucky:							
			
	Number of graduating students who sought graduate/professional school admission:							
	Percentage of students who sought graduate/professional school admission:							
	Number of graduating students who attained graduate/professional school admission:							
	Percentage of students who attained graduate/professional school admission:							
			
B.6 If program leads to licensure or certification, provide data on students’ pass rates on relevant exam(s).	
			
	Academic Year:	2011-12	2012-13	2013-14	2014-15	2015-16		
	Exam Name	Pass rate		
	Counselor Preparation Comprehensive Examination	100%	100%	100&	100%	100%		
	Essay Exam	100%	100%	100%	100%	100%		
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C. Program Demand/Unnecessary Duplication (not to exceed current page)	
C.1 Provide data on student enrollment and number of graduates at the program level over the review period (includes unduplicated AY headcount--summer, fall, and spring).	
			
	Academic Year:	2011-12	2012-13	2013-14	2014-15	2015-16		
	Number of enrollments:	52	42	45	41	49		
	Number of graduates:	10	14	11	8	13		
	Credit Hour Production	2,174	1,707	1,647	1,731	1,770		
			
C.2 Are there similar programs at other public institutions in the state?	Yes X		No		
C.2a If yes, explain how the curriculum of this program is different from existing programs at other institutions or that access to these programs is limited at the other institution.	
In order to be licensed as a Professional Counselor in most states, students must graduate from a CACREP-accredited program. All CACREP Core Curriculum Standards must be integrated throughout the program. Our Marriage, Couple and Family Counseling Program is the only CACREP-accredited program in the State. We also offer courses that are not offered at other state institutions including: Counseling Children & Adolescents, Couples Counseling, Family Systems Counseling, Crisis Counseling, as well as courses in Career and College Readiness. 	
C.2b If yes, describe specific collaborative opportunities your program is pursuing, or can pursue, with these existing programs.  In your explanation, describe how the collaboration will increase the effectiveness and efficiency of each program.	
Currently there is one collaborative effort between the Counseling Program at WKU and other programs in Kentucky. The program co-sponsored a professional development workshop with the counseling program at Lindsey Wilson last fall. Program faculty are very collaborative with faculty from other programs, and because of these relationships have been able to make several referrals for students to apply for and graduate from counselor education doctoral programs (i.e., Virginia Tech, Florida Atlantic University).	

D. Cost and Funding (not to exceed current page)	
D.1 Provide data on program student credit hour production by instructional FTE faculty over the review period, based on minimum program hours required.  In the case that faculty participate in more than one program, include only the FTE allocated to the program under review.	
			
	Academic Year:	2011-12	2012-13	2013-14	2014-15	2015-16		
	Minimum program hours required:	60	60	60	60	60		
	Number of graduates (from C.1):	10	14	11	8	13		
	Program SCHP:	2,174	1,707	1,647	1,731	1,770		
	FTE faculty:	9.6	9.7	8.2	7.8	7.3		
	Program SCHP/FTEF per year as (Min. Hours x Graduates)/FTEF:	226	176	201	222	243		
			
D.2 Indicate the level of extramural funding attracted by program faculty over the review period.	
			
	Academic Year:	2011-12	2012-13	2013-14	2014-15	2015-16		
	Funding source and level:	Wolf, C. P. (2012, November 24). Factors of career meaning: An analysis of U.S. Naval Academy graduates. 2012 Chi Sigma Iota Research Grant. Amount $400; funded		North American Society of Adlerian Psychology, Travel funding for Dr. Jill Sauerheber (approximately $1500)	North American Society of Adlerian Psychology, Travel funding for Dr. Jill Sauerheber (approximately $1500)	North American Society of Adlerian Psychology, Travel funding for Dr. Jill Sauerheber (approximately $1500)		
	Funding source and level:	Wolf, C. P. (2011, October 25). Conference travel grant. University of Florida College of Education Office of Educational Research. Amount $250; funded.
			Wright, D. G., Starks, S. & Wolf, C. P., (2015, April 3). Caregiver strain: Assessment of stress and needs for caseworkers and paraprofessionals serving international refugees. WKU ALIVE Center Community-Based Research Grant. Amount $1,324; funded.
	Wolf, C. P. (2016, May 9). NCDA conference research dissemination. WKU Quick Turn Around Grant (QTAG). Amount $1,902; funded.
		
	Funding source and level:	Wolf, C. P. (2011, October 25). Conference travel grant. University of Florida Center for Spirituality and Health. Amount $500; funded				Wolf, C. P. & Duba Sauerheber, J. (2016, April 20). Enhancing education, university, industry collaborations to support regional college and career readiness. WKU Research and Creative Activities Program (RCAP). Amount $16,000; funded.
		
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E. Additional Information	
E.1 Please provide any other information that explains the importance of this program to your campus or community. Include program uniqueness or compelling needs met by program faculty not reflected elsewhere (i.e., contribution to general education, departmental SCHP/FTEF, community engagement).	
The Counseling Program is a vital producer of mental health counselors employed in Bowling Green, as well as the surrounding areas. In fact, all of our graduates are hired after graduation, and many of them stay in Bowling Green. Furthermore, the Program is the only program in the western part of the state that offers a face-to-face counseling program. While many programs offer entirely on-line curricula, the Program faculty strongly believe that graduates of counseling programs should have the majority of their training in a face-to-face setting. Additionally, we are the only university to offer a Marriage, Couple and Family Counseling program in Kentucky. The Counseling program provides relevant, practice-oriented training and experiences designed to build an applied, theoretical knowledge base while assisting students in the development of professional/clinical competence in a culturally diverse society. As part of their programs of study, students will obtain academic course work and supervised clinical experiences necessary to seek appropriate state or national credentialing in their chosen profession. Every graduate of this program has found employment in a clinical counseling setting of some sort. 
Counseling interns in The Talley Family Counseling Center, housed in Gary Ransdell Hall, provide considerable outreach services to WKU and the Bowling Green community. For example, during the spring 2016, the interns served approximately 75 WKU students at the Greek Leadership Symposium serviced approximately 75 students and approximately 130 students during WKU Healthy Days. In March of 2016, over one hundred hours of counseling was provided to individuals and couples who represent various cultural and diverse groups. 
As previously stated, the Department has created a new College and Career Readiness Certificate that is open to all graduate students. This program has been created in conjunction with current collaborations among the Chamber of Commerce, Employers in Bowling Green, and Bowling Green school superintendents, principals, teachers and school counselors. Additionally, a revised Addictions Education certificate has recently passed the University Senate. This certificate program will be open to all bachelor-level professionals who work with employees and/or clients whom experience addictions. Further, in the state of Kentucky, there is a certification as an Alcohol and Drug Counselor (CADC) that only requires a bachelor’s degree, with some additional training. It does not require a master’s degree. Our certificate program, particularly with the Capstone project will meet the training needs of students who will not be graduate level licensed or license eligible mental health professionals, but still are working with employees and/or clients whom face and experience addiction.  
Various learning opportunities take place outside of the classroom. For example, all interns are required to attend a professional counseling conference (i.e., Kentucky Counseling Association, Kentucky School Counseling Association) and are strongly encouraged to conduct workshops or poster presentations. Additionally, every student completes a practicum and internship (total of 900 hours) at a community or private mental health agency. 

 	ACADEMIC PROGRAM REVIEW REPORT
WESTERN KENTUCKY UNIVERSITY
Part II		

Academic Year:	2015-16	
WKU Program Reference Number:	043	
Program Name:	Counseling	
Program Coordinator:	Andrea Jenkins, Ph.D.	

A. Evidence of Ongoing Assessment and Improvement of Program Academic Quality (not to exceed two pages)	
A.1 List program student learning outcomes.	
			
	Student Learning Outcomes:		
	1.	Students completing the Counseling program will be proficient in knowledge, skills and awareness in the following core areas per CACREP Accreditation: (a) professional counseling orientation and ethical practice; (b) social and cultural diversity; (c) human growth and development; (d) career development; (e) counseling and helping relationships; (f) group counseling and group work; (g) assessment and testing; (h) research and program evaluation. 	 	
	2.			
	3.	(add additional lines as needed)		
			
A.2 Identify the status of the program with respect to any relevant external accreditations in the field.  If accredited, what was the date of the most recent review?	
The program has been accredited by CACREP since 2005; was re-accredited in 2014 and is accredited until 2021. 	
A.3 Summarize analyses and resulting steps taken since the last review period to improve program academic quality, with particular emphasis on improving students’ performance on student learning outcome indicators.  What processes/data provided the impetus for these changes, and what have been the results?  (Make particular reference to Part I, B.1)	
The biggest step taken to improve program academic quality since the last review period involved the revision of the course requirements in both the CMHC and MCFC programs. Anecdotal evidence and feedback from site supervisors and employers suggested that training in the areas of crisis, career counseling, addictions and treatment planning was limited and/or was not enough to adequately prepare graduates. We responded to this by: (a) including an entire course related to Crisis Counseling; (b) included additional electives in both program areas; (c) created two certificate programs related to college and career readiness and addictions education. These changes have provided students with the content necessary to master in order to pass the objective comprehensive exam. Since part of each student’s academic review is related to his or her professional development, we have increased the frequency of sharing professional development opportunities. We have a very active student list serve which includes postings related to professional development opportunities on a weekly basis. Additionally, all faculty make concerted efforts to not only attend the conferences that students are encouraged to attend, but also to co-present with them. On average a faculty member conducts 1 to 2 presentations a year with students. 

B. Program Contribution to Institutional Recruitment, Persistence and Graduation Goals (not to exceed two pages)	
B.1 Discuss trends and associated factors influencing the program’s contribution to institutional efforts to attract, enroll and graduate high-quality students.  Make reference to Part I, B.3 and C.1.  As appropriate, include data on part-time and/or transfer students, online delivery, etc.  Discuss any initiatives undertaken (recruitment, advising, student financial support, community-building, etc.) to enhance the programmatic climate.	

	Academic Year:	2011-12	2012-13	2013-14	2014-15	2015-16		
	Applied (First-Time Graduate Students):	32	19	38	24	33		
	Admitted (First-Time Graduate Students):	9	9	15	11	20		
	Enrolled (First-Time Graduate Students):	7	7	13	9	16		
	Average UGGPA/GRE of entering students (GR programs):	3.24 (N=45) / 895 (N=6)	3.16 (N=39) / 1003 (N=4)	3.18 (N=40) / N/A (N=0)	3.17 (N=35) / N/A (N=0)	3.20 (N=44) / N/A (N=0)		
	Average WKU GPA of graduates	3.71 (N=10)	3.77 (N=14)	3.77 (N=11)	3.81 (N=8)	3.76 (N=13)		
	Percentage of full-time students in program graduating w/in three years (GR programs):	4 of 8 = 50.0%	8 of 15 = 53.3%	3 of 4 = 75.0%	5 of 6 = 83.3%	11 of 12 = 91.7%		
	Percentage of part-time students in program graduating w/in six years (GR programs):	2 of 5 = 40.0%		1 of 2 = 50.0%	0 of 1 = 0.0%	1 of 2 = 50.0%		
	The table illustrates that the number of counseling students has increased over the five years. This suggests a continued interest in this graduate degree program. The GRE scores appear lower than university average. We have actually found that the GRE score is not a predictor of our students’ success and have since eliminated the requirement. In the last 5 years, we have made considerable efforts to improve the quality of the program and increase rigor (i.e., increased frequency of objective exams across the curriculum; added a policy that all written work must be in APA formatting). We also have created a remediation plan that helps students whom are struggling in coursework to succeed and graduate from the program. Additionally, faculty regularly mentor students and collaborate with them on research. The collaborative relationships between faculty and students has undoubtedly helped students graduate within 3 years. 
The CACREP standards require a 10:1 faculty/student ratio. However, with attention being placed on building enrollment across programs at WKU, the Counseling program has made concerted efforts to increase enrollment. Those have included but are not limited to: hosting Information Sessions once a semester over the last 3 years; visiting undergraduate classrooms last 2 years; emails sent each semester to academic advisors regarding programs and admissions deadline; sent postal mailings to regional university undergraduate program advisors and department heads; making personal contact with interested applicants including calling them, and scheduling one-on-one meetings; launched Facebook and Google ads; collaborative relationships with community stakeholders including the Chamber of Commerce and GRREC; held first annual Department Open House in December 2016 for community stakeholders; developed new recruitment marketing materials; have an advertisement on NPR; and have been working with DELO to market summer courses. 

C. Adequacy and Credentials of Program Faculty (not to exceed current page)	
C.1. List current number and FTE of faculty and graduate teaching assistants contributing to the program, by type of credential.   Total FTEF (i.e., sum of rows 2, 4, 6 and 8) should equal the value entered in Part I, D.1., row 3.	
			
	Personnel Type:		All	Terminally Degreed	Master's with 18 Hours in Discipline	Alternative Qualifications		
	FT, tenure eligible faculty	N	9	9				
		FTE	6.5	6.5				
	FT, non-tenure eligible faculty	N						
		FTE						
	PT and adjunct faculty	N	4	1				
		FTE	0.8	0.2				
	Graduate instructor assistants	N						
		FTE						
			
C.2 Describe the nature of alternative qualifications used to credential program faculty.	
Professionals in the public/private sector of mental health with distinguished service and/or significant experience can teach some of the counseling courses. Adjunct faculty must have earned a Master’s Degree in a related field. 	
C.3 Discuss the allocation of faculty teaching resources over the review period.  In particular, include consideration of the percentage of program courses taught by (1) full-time faculty, and (2) terminally-degreed faculty.	
All full-time faculty are terminally degreed and teach the majority of the courses within the program. During the review period, the program averaged one adjunct teaching an internship course in each given academic year. 	
C.4 Indicate the FTEF salaries of program faculty supported through external grants and contracts.	
At the current time, no faculty members have external grants that are supporting their salaries. 	

Graduate Programs Only	
D. Contributions to Faculty and Student Scholarly Productivity (not to exceed two pages)	
D.1 Summarize the contribution of faculty to the output and success of students over the review period.	
			
	Academic Year:	2011-12	2012-13	2013-14	2014-15	2015-16		
	Average program faculty total course load (contact hrs/semester):	 3	3	3	3	3		
	Average number of graduate advisees per program faculty:	15	17	15	10	15		
	Average thesis/dissertation advising load per program faculty:	0	0	0	0	0		
			
D.2 Summarize trends in student support and collaborative scholarship over the review period.
In 2013-14, two of the 11 were awarded through the Minority Assistance Program (MAP). In 2014-15, two of the 7 were awarded through MAP. In 2015-16, 2 of the 7 were awarded through MAP. 	
			
	Academic Year:	2011-12	2012-13	2013-14	2014-15	2015-16		
	Number of students supported by institutional assistantships:	2	5	11	7	7		
	Number of students supported by external grants and contracts:	0	0	0	0	0		
	Average total value of graduate assistantships:	$8,000 each 	$8,000 each	$8,000 each 	$8,000 each	$8,000 each		
			
D.3 Describe the extent of student scholarly productivity over the review period.	
			
	Academic Year:	2011-12	2012-13	2013-14	2014-15	2015-16		
	Number of student refereed publications, juried exhibitions or recitals, etc.:	1	1	1	1	1		
	Number of non-refereed presentations, exhibitions, technical reports, etc.:	6	6	6	6	6		
	Number of theses/dissertations submitted:	0	0	0	0	0		
			
D.4 Discuss the relationship between allocation of program personnel and fiscal resources and student scholarly productivity summarized in D.1., D.2, and D.3 above.  Include, as applicable, specific reference to trends and approaches in allocation of graduate assistantships, selection of graduate assistants, and the strategic use of graduate assistantships to student scholarly outcomes.	
The admission application for the counseling programs asks applicants if they would be interested in an assistantship. Upon their acceptance into the program, these students are invited to participate in interviews with the Graduate Assistant (GA) Coordinator, Dr. Lacretia Dye for a Graduate Assistantship in the upcoming academic year. Students are selected based upon the interview, as well as their experiences in the areas in which are of need (i.e., research). Each fall, a Graduate Assistantship Orientation is held in which expectations of the role within the Department are reviewed. GAs are paired with faculty based upon need and interested in the faculty’s given research agenda. GAs are paid for a 20 hour work week; and out of state GAs receive in-state tuition. We are excited about the student/GAs success outcomes. For example, during the last two years our GAs have assisted in our DELO-sponsored professional development CEU workshops that the Department provides to regional mental health professionals; co-presented with faculty at state and regional conferences; have been recognized in scholarly publications for their assistance with faculty publications; helped coordinate regional conferences; assisted in collecting research data; and helped coordinate our Site Supervisor and Internship Fair each spring. All of these activities help strengthen their experiences within the mental health or school counseling field. 	

E. Analysis of Program Status and Potential (not to exceed current page)	
E.1 What do you see as particular strengths of the program, and why?	
One of the biggest strengths of our program that appeals to potential and current students is our CACREP- accreditation. Our program provides well-rounded, hands on experiences through classes and internships that prepare students to become licensed counselors. Additionally, students have reported that our supportive and approachable faculty is a major strength of our program. Additionally, interns working in the Talley Family Counseling Center have remarked on their positive experiences and opportunities. Under its new leadership, interns are increasing their direct counseling hours with clients. 	
E.2 What are perceived to be weaknesses in the program, either by you or by others (external evaluators, accreditors, etc.)?	
One perceived weakness of the program is the department’s shorthandedness in terms of faculty. In 2015, the former Department Head retired and a current faculty member applied and accepted the position as current Department Head. Her faculty line (specifically in Marriage, Couple and Family Counseling) was never replaced. A School Counseling faculty just resigned in December; her line will not be replaced. Finally, another faculty member will be retiring; and his line will not be replaced. Currently there are no faculty members with full time responsibilities teaching in the Marriage, Couple and Family Counseling program. Further, the lack of faculty creates a challenge in covering additional elective areas such as play therapy, art therapy, and addictions. A third perceived weakness of the program is that of resources. The program could use additional funding for travel and research opportunities which in turn would enhance the overall program. In summary, financial assistance and support from the college and the university is limited and significantly impacts our ability to make significant advances. 	
E.3 Where do you see opportunities for growth and/or improvement in the program in the near term?  What would be required to realize these opportunities?	
The program has areas in which to grow and improve in the near term. One of these areas is the addition of faculty lines and financial support for travel and research. The Department is seeking counselors in the region who are qualified and interested in teaching on a part-time basis, Another aspect of the program that could see growth are new areas of interest; addictions and career certification. However, we have moved from limitations by focusing on what resources are available. For example, we created the College and Career Readiness certificate program because we do have resources in that area. And are working on marketing to build enrollment and meet the needs of the community. 	
E.4 What (if any) are potential threats to program viability or quality in the future?  What needs to be addressed in the near term to mitigate these threats?	
A threat to the program is the loss of more faculty, resources and funding. The threat of this loss could be mitigated by growing the program through enrollment and securing qualified part-time faculty in the short-term. 	

F. Response to Previous Academic Program Review and Goals for the Future (not to exceed current page)	
F.1 What was the recommendation put forward by the APR Committee during the last review of the program.  What issues (if any) were raised by the APR Committee at that time? In what ways have the program, department, college and/or university addressed these issues?	
The program was not reviewed during the last cycle. 	
F.2 List the goals for continued program improvement over the next six years (prior to the next program review).  What implementation steps will need to occur for these goals to be met?	
			
	Goals:	Implementation Steps:		
	1.	Increase career and professional opportunities for students	Develop a systemic tracking procedure of Alumni and stakeholders to better identify and create opportunities for students and new alumni		
	2.	Work towards next CACREP Self Study	1.	Revise course curriculum to include new 2016 CACREP standards.
2.	Create systemic assessments throughout the program by examining student learning in relation to a combination of knowledge and skills. The assessment process includes the following: (1) identification of key performance indicators of student learning in each of the eight core areas and in each student’s respective specialty area(s); (2) measurement of student learning conducted via multiple measures and over multiple points in time, and (3) review or analysis of data.
3.	Address and incorporate any other new standards within the program. 		
	3.	Become a viable provider of professional trainings to clinicians in the Bowling Green and surrounding areas	1.	Offer at least 2 professional development workshops annually (i.e., related to college and career readiness; suicide intervention).
2.	Offer programs that meet the counseling trends and clinical mental health needs within the community. 		
	4.	Increase enrollment	1.	Collaborate with marketing and recruitment staff at WKU.
2.	Develop marketing and recruitment materials and strategies.		

COURSE	
CNS ***	
CNS 552	
CNS 554	
CNS 555	
CNS 556	
CNS 557	
CNS 558	
CNS 559	
CNS 560	
CNS 567	
CNS 568	
CNS 580	
CNS 582	
CNS 583	
CNS 584	
CNS 586	
CNS 587	
CNS 588	
CNS 591	
CNS 592	
CNS 596	
CNS 637	

Name (ID)	Credit Hrs
in Program	Program SCHP	FTEF =
Credit Hrs/
18(GR) 21(UG)
(typical 4/3 load)	
Full-Time, Tenure Eligible, Terminal Degree	
Bratton, Imelda (800799304)	15	66	0.8	
Burke, Monica (800021602)	12	216	0.7	
Dye, Lacretia (800799130)	15	192	0.8	
Hughey, Aaron (800018601)	27	498	1.0	
Jenkins, Andrea (801084219)	6	75	0.3	
Mason, Cynthia (800016126)	18	162	1.0	
Sauerheber, Jill Duba (800374984)	6	84	0.3	
Stickle, Fred (800020174)	12	162	0.7	
Wolf, Cheryl (800905101)	15	177	0.8	
Part-Time (or Full-Time Staff/PT Faculty), Terminal Degree	
Crisp, Debra (800002559)	3	30	0.2	
Part-Time (or Full-Time Staff/PT Faculty), No Terminal Degree	
Gibson, Georgeanna (800109311)	3	30	0.2	
McCaslin, James (800019458)	3	27	0.2	
Robinson-Wright, Ursula (800781302)	6	51	0.3