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© 2017-2018 - Counselor Education: The University of Alabama

Comprehensive Assessment Plan (CAP) Report – 2017-2018

Adopted by Faculty – April 29, 2019

Approved by the Counselor Education Advisory Committee – April 29, 2019

© 2017-2018 - Counselor Education: The University of Alabama

I. CAP Pro c e d u r e s Used:

This report is carefully reviewed by faculty and decisions are made to determine and guide

curricular and program changes. The recommendations for change are sought from the

Department Head and the Dean of the College of Education.

Reporting: The Program in Counselor Education at The University of Alabama engages in

continuous student and program evaluation (CACREP, 2016) each year. Each September,

after all data from the previous academic year (AY) are collected and analyzed, a

comprehensive CAP report (all-inclusive data) is distributed to faculty and the Department

Head. This all-inclusive CAP report is an overall program evaluation, considering data across

all assessments presented in the CAP Manual. The annual CAP reports are kept on file in the

Counselor Education office. From the overall program evaluation (CAP report), faculty

review and generate an annual summary report (CAP Executive Report) in October and set

goals for the current (ongoing) academic year.

In Spring semester, highlights from the CAP Executive Report are distributed to specific

university officials (e.g., Dean of the College of Education, Dean of Graduate School,

Provost, University President). External constituencies (e.g., site supervisors, employers,

program graduates, advisory committee) are informed of the availability of the data on the

Counselor Education website. Current students, stakeholders, prospective students, and the

general public are also invited to review the data findings on the website for the Program in

Counselor Education.

Note: This AY 2017-2018 Executive Report is a summary of the Comprehensive Assessment Plan (CAP) Report presented in Fall 2018. The Executive Summary (summarized in this document) was published in Spring 2018 after faculty review and input from the all-inclusive CAP Report. This Executive Report offers program data from Academic Year (AY) 2017-2018. The subsequent shaded boxes present summaries from CAP, followed by significant findings derived from CAP, and goals for AY 2018-2019 based the AY 2017-2018 report.

Distribution: After faculty adopt the Executive Summary Report each fall, university officials and the named external constituencies (described above) receive this abbreviated version of this CAP Executive Report and the Program Goals during Spring semester. The report is placed on the Counselor Education website for public view for current students, stakeholders, and the general public.

4 © 2017-2018 - Counselor Education: The University of Alabama

II. C A P R e s u l ts: Ex t e r n a l I n f l u e n c e s:

1. Program Policies and Procedures

Updates to program policies and procedures for the Program in Counselor Education authorized by

the University, the Graduate School, the College of Education, and/or the Department of Educational

Studies are discussed below:

2. National, State, and Regional Influences

Updates to external national, state, and regional influences related to accreditation,

licensure, certification, credentials, professional organizations, and registry, each of which

is critical to the program’s assessment plan and ultimate success are discussed below.

Each has unique considerations and expectations, and many require assessment,

evaluation, and documentation. Other external bodies include: Accreditation (NCATE

[CAEP], SACS), State Licensure (Alabama Board of Examiners in Counseling), State

Certification (Alabama Department of Education), Credentialing (National Board of

Certified Counselors), Professional Counseling Associations (e.g., American Counseling

Association), and the International Registry (The International Registry of Counselor

Education Programs(IRCEP).

Program: CAP implementation in Counselor Education for eighth year; CAP has been reviewed

yearly by faculty and the advisory committee. The assessment tool used to track CACREP

standards is LiveText. This is the first year Rehabilitation Counseling has been included in the

CAP

Department: ESPRMC Symposium featured a number of BCE students. ESPRMC focused on the

Community of Scholars related to the Strategic Plan and continued to support student travel to

regional, state, and national conferences.

2017-2018 Updates

The Counselor Education Program at UA joined the International Registry of Counselor

Education Programs (2010), membership is renewed annually.

The Rehabilitation Counseling Program was included in the 2017-2018 CAP for the first time

following the merger of CORE and CACREP

Current CACREP Accreditation is through 2020. Faculty are currently preparing self-study for

submission to CACREP.

College of Education and BCE use LiveText. CACREP and COE Dispositions are tracked in

LiveText. One faculty member in BCE is on the College-Wide Assessment Committee.


An essential external program influence, the Counselor Education Advisory Committee, is described

below. The Counselor Education Advisory Committee members are graduates, representing the CACREP

tracks in Counselor Education. As graduates, the committee has a vested interest in the program, while

offering an outside perspective. They often serve as site supervisors, licensed counselors, and leaders in the

field. Typical committee meetings relate to program decisions, needs, goals, and recommendations (e.g.,

curricular changes, Comprehensive Assessment Plan [CAP], policy, student outcomes). Future goals are to

extend the advisory committee membership beyond graduates to the community.

3. CAP Data Findings:

Data used to evaluate, make programmatic, curricula and other program-related modifications. The

following were used in AY 2017-2018. CAP across the 19 areas in our program.

Summary reports of the 19 areas are shown below under each red headings. This section describes

the external data collected under the auspices of the Comprehensive Assessment Plan (CAP). The

CAP involves data collections across the University, College, Department, and in Counselor

Education. Since AY 2011-2012, data has been collected and reported annually (see CAP for

details).

1: VITAL STATISTICS - GRADUATES AND LICENSURE/CERTIFICATION

Internal data in Counselor Education was used to track Graduates and

Licensure/Certification Success.

AY 2017-2018

Counselor Education Advisory Committee met in April 25, 2018 for the annual meeting. Minutes reflect

the summary of this meeting. Committee unanimously approved 2017-2018 CAP for distribution.


ANNUAL VITAL STATISTICS (2017- 2018)

I. Number of Graduates Each Semester

A. Masters Programs ACADEMIC Year CLINICAL MENTAL HEALTH

COUNSELING SCHOOL

COUNSELING REHABILITATION

COUNSELING A

AY 2017-2018 2 1 17

AY 2016-2017 5 8 5

AY 2015-2016 4 4 16 AY 2014-2015 5 2 18

AY 2013-2014 *5 2 6

AY 2012-2013 4 4 8 AY 2011-2012 4 12 -

A Rehabilitation Counseling program started providing data to the CAP in 2017-2018

*two graduates enrolled In UA doctoral program full-time

B. Ph.D Program in Counselor Education and Supervision COUNSELOR EDUCATION & SUPERVISION: Graduates:

AY 2017-2018 3

AY 2016-2017 0

AY 2015-2016 0 AY 2014-2015 2

AY 2013-2014 1

AY 2012-2013 2 AY 2011-2012 1

II. NCE Scores and Licensure/Certifcation

Licensure and Certification Success Rate for Graduates per Academic Year for Master’s Degree (AY)

ACADEMIC YEAR CLINICAL MENTAL HEALTH SCHOOL COUNSELING REHAB. COUNSELINGA

Passed NCE: Passed NCE & Praxis II Passed CRC

AY 2017-2018 100% 100% 100% AY 2016-2017 100% 100% -

AY 2015-2016 100% 100% - AY 2014-2015 100% 100% - AY 2013-2014 100% 100% - AY 2012-2013 100% 100% - AY 2011-2012 100% 100% -

A Rehabilitation Counseling program started providing data to the CAP in 2017-2018


III. In Field Job Placement

A) In Field Job Placement after Graduation For Masters Degrees-

a. Clinical Mental Health Counseling CLINICAL MENTAL HEALTH COUNSELING

Total Number of Graduates for AY

Job Placement 90 Days after Graduation


AY 2017-2018 2 2 2

AY 2016-2017 6 3* 3*

AY 2015-2016 4 2 +2 AY 2014-2015 5 3 +1

AY 2013-2014 5 2 in field /2 in PhD prog. No change

AY 2012-2013 4 3 +1 AY 2011-2012 4 4 No change

*No responses received from three (3) graduates.

b. School Counseling

SCHOOL COUNSELING: Total Number of Graduates

for AY Job Placement 90 Days after

Graduation Job Placement 180 Days

after Graduation

AY 2017-2018 1 1 1

AY 2016-2017 8 7* 7*

AY 2015-2016 4 3 +1

AY 2014-2015 2 2 No change

AY 2013-2014 2 1 No change AY 2012-2013 4 2 +2

AY 2011-2012 12 9 +1

*No response from one (1) graduate.

c. Rehabilitation Counseling REHABILITATION COUNSELING:




AY 2017-2018 17 11 10

*Data collection ongoing for May 2018 graduate


B. In Field Job Placement after Graduation for Doctoral Program

COUNSELOR EDUCATION AND SUPERVISION:




AY 2017-2018 2 1* 2

AY 2016-2017 - - -

AY 2016-2017 - - -

AY 2015-2016 - - - AY 2014-2015 2 2 No change

AY 2013-2014 1 1 No change

AY 2012-2013 2 2 No change AY 2011-2012 1 1 No change

*Data collection ongoing for May 2018 graduate

IV. Program Completion Rate

A) Program Completion for Masters Programs - Based on CACREP’s definition: "A program's

completion rate is defined as the percentage of admitted students who graduate from the program within the expected time period."

1. CLINICAL MENTAL HEALTH COUNSELING CLINICAL MENTAL HEALTH -60-hour program (takes about 3 yrs to graduate)

New Enrollees

Total Number of Graduates

Completed (Within Expected Time)

AY 2017-2018 13 2 2

AY 2016-2017 12 5 1 withdrew; All others have graduated on time or are projected to graduate on time


AY 2014-2015 6 5 All have graduated on time or are projected to graduate on time

AY 2013-2014 7 5 2 withdrew; All others graduated on time

AY 2012-2013 4 4 100% graduated on time AY 2011-2012 5 4 100% graduated on time


2. SCHOOL COUNSELING SCHOOL COUNSELING: 48-hour program (takes about 2.5 years to graduate)

New Enrollees



AY 2017-2018 5 1 1


AY 2015-2016 6 4 1 withdrew; All have graduated on time or are projected to graduate on time

AY 2014-2015 7 2 100% graduated on time




3. REHABILITATION COUNSELING REHABILITATION COUNSELING: 60-hour program (takes about 3 yrs to graduate)

New Enrollees



AY 2017-2018 12 13 Completion rate: 94%

*Rehabilitation Counseling Program started collecting data for CAP in 2017/2018

B) Program Completion for Masters Programs - Based on CACREP’s definition: "A program's

completion rate is defined as the percentage of admitted students who graduate from the program within the expected time period."

COUNSELOR EDUCATION AND SUPERVISION: Graduate School allows 7 years to graduate from admission date

New Enrollees



AY 2017-2018 2 2 1 withdrew; All others are projected to graduate on time

AY 2016-2017 3 - 1 withdrew; All others are projected to graduate on time

AY 2015-2016 4 - 3 withdrew; All others are projected to graduate on time

AY 2014-2015 6 2 2 withdrew; All others are projected to graduate on time

AY 2013-2014 3 1 All have or are projected to graduate on time




3. COLLEGE OF EDUCATION DISPOSITION RESULTS

4-7. PROGRAM EVALUATION DATA IN COUNSELOR EDUCATION- Including Site

Supervisor, Employer, Graduates, and Current Student Data.

Program evaluation results are published on the Counselor Education website. Additionally, specific

university officials (e.g., Dean of the College of Education, Provost, University) of the results.

Current students, program graduates, and prospective students (see Counselor Education website)

are also invited to review these findings. These data are available to the public on the Counselor

Education website. Summary data findings located through the links represent three Counselor

Education programs: “Master of Arts Programs” (CMHC, RC and SC) and “Doctoral Program.”

Site Supervisor Results:

CMHC – The site supervisor survey were conducted on a scale ranging from 1 (below average) to 3

(above average). The average rating ranged from 2.2-3.0. Across the survey 27 out 34 characteristics

assessed receiving a rating of 2.4 and above

SC – The site supervisor survey were conducted on a scale ranging from 1 (below average) to 3

(above average). Across the survey, ranged from 2.3-3.0 with 27 out 34 characteristics assessed

receiving a rating of 3.0.

Doctoral – The site supervisor survey were conducted on a scale ranging from 1 (poor) to 5

(excellent). Across the survey, ratings were above average, scores ranged from 4. 6 to 4.8

Employers Results:

We received no ratings from employers this year. While we have put in place mechanisms to assist us

obtain this data, we are still trying to look for creative ways of obtaining this data

Graduate Results:

CMHC – Across the survey, ratings were above average, ranging from 4.0-5.0. Overall the CMHC

program was rate as 4.0 out of 5.0.

SC – Across the survey, ratings were all above average to excellent, ranging from 3.3 to 4.7. In 21

out of 26 items the scores ranged from 3.8 to 4.7.

RC – Across the survey, ratings were above average, ranging from 4.75-5.0. Overall the RC program

was rate as 4.75 out of 5.0.

Doctoral – No responses were received from three doctoral students who graduated in 2017-2018 academic

year. Efforts are on-going to capture the responses.

Data collection began in Fall 2013. In 2017-2018,

All students reached had a score of 3.0 (i.e., Target Disposition Level) or higher in COE dispositions

One student was dismissed from the program year due to academic issues

One student was put on a formal remediation plan, the student has since successfully met the

requirements of the plan

The annual reviews of each student took place in Fall 2017 (November) and Spring 2018 (April).


Current Students Results SC - Majority rated program Above Average (Mean Score 3.3). Survey scores on items related to faculty attributes (5

items) ranged from 4.0 to 4.3; while the range for program item (20 items) was 2.7 to 4.7. Items with lowest scores were

“The School Counselor Education Program provided understanding role of the sch. counselor with children with special

needs (Average 2.7)” and “The School Counselor Education Program provided understanding of the models of

consultation and their use in School Counseling (Average 2.8).” Its noteworthy that several students indicated that the need to take more classes with professors with school counseling background

RC - Majority rated program as excellent (Mean Score 5.0). Survey scores on items related to faculty

attributes (5 items) ranged from 4.5 to 5.0; while the range for program item (20 items) was 4.5 to

5.0. Items with lowest scores were “The Rehabilitation Counselor Education Program provided (a)

understanding of applied practices in Rehabilitation services (Average 4.5); (b) understanding of

the role of case management in Rehabilitation services (Average 4.5) and (c) awareness of the

principles of mental health, including prevention (Average 4.5).”

CMHC – Majority rated program Above Average (Mean Score 3.6). Survey scores on items related to

faculty attributes (5 items) ranged from 3.7 to 4.7; while the range for program item (20 items)

was 3.6 to 4.6. Items with lowest scores were “The CMHC Program provides Awareness of

approaches and strategies for couple and family counseling (Average 3.3)”

8. UNIVERSITY COURSE EVALUATION RESULTS

Student course evaluations are another important external influence on the program and the

Comprehensive Assessment Plan (CAP). Students systematically evaluate course instructors near

the each of each term. The rating forms are made available to the students in an electronic format.

Instructors receive their student feedback during the subsequent semester.

9-11. ANNUAL REVIEW OF COURSES AND ANNUAL ASSESSMENT OF MISSION

AND PROGRAM OBJECTIVES:

Faculty assess curricular offerings, the mission and objectives, the programs, and the characteristics of

program applicants). For example, each fall semester entails the annual review of curricular offerings in

the program. Each course is reviewed and the status and/or revisions are reported, with faculty charged

with making necessary updates.

Each spring semester (beginning Spring 2011), involves the annual review of the program mission

and program objectives, as well as an individualized review of each track. In 2017-2018 academic

year, Rehabilitation Counseling was included in CAP and thus review for 2017-2018 included:

School Counseling, Clinical Mental Health, Rehabilitation Counseling and Doctorate in Counselor

Education and Supervision).These steps ensure that program objectives are measured, met, and

AY 2017-2018 Results - Students systematically evaluate course instructors near the end

of each term. The rating forms are made available to the students in an electronic format.

The Office of Institutional Research and Assessment manages the evaluation process. All

faculty data are stored on the Alabama Online Profile System (UAOPS). Data are

confidential.


needed changes are communicated. When faculty members note that modifications are indicated,

discussions are carried out in faculty meetings (faculty meeting minutes reflect evidence of

program evaluation, analysis, and modification)). Overall ratings of < 2 require further review and

remediation.

Program assessment and evaluation are illustrated as regular and critical aspects of quality review

for the Program in Counselor Education. Such evaluations inform faculty about curricular needs,

policy matters, communication concerns, and other aspects of the program.

Faculty review additional data to assess curricular offerings, the mission and objectives, the

programs, and the characteristics of program applicants For example, each fall semester entails

the annual review of curricular offerings in the program. Each course is reviewed and the status

and/or revisions are reported, with faculty charged with making necessary updates (see Table

9). Faculty members also discuss course rotations each term, as well as semester scheduling of

courses. This information offers insight about which courses are needed and helps to eliminate

scheduling conflicts.

AY 2017-2018 Results

Course Curricular Review

Courses were reviewed in Fall 2017 and Spring 2018.

COE Dispositions were assessed twice in the academic year across all programs.

Review of Program Mission and Objectives:

Program Mission and Program Objectives were reviewed in Spring 2018. Program

Mission and all Program Objectives averaged 3 or higher.

Review of Program Mission and Objectives (CMHC, RC, SC, Doctoral):

CMHC - Program Mission and Program Objectives were reviewed in Spring 2018. Program

Mission and all Program Objectives were averaged 3 or higher.

SC - Program Mission and Program Objectives were reviewed in Spring 2018. Program


RC - Program Mission and Program Objectives were reviewed in Spring 2018. Program


Doctoral - Program Mission and Program Objectives were reviewed in Spring 2018.

Program Mission and all Program Objectives averaged 3 or higher.

*Program Objectives were revised beginning in Fall 2017 for next year.

12. CHARACTERISTICS OF PROGRAM APPLICANTS

AY 2017-2018 Results: Standardized criteria are used to review program applicants. These data

offer feedback about the applicants and inform future admission decisions. Applicant decisions

are made after multiple, systematic decision- making opportunities occur among the faculty. Data

are confidential.


13. STANDARDS FOR CMHC, RC AND SC TRACKS

14. REMEDIATIONPLANS(CMHC, RC AND SC)

15. STUDENT EVALUATIONS BY FACULTY (CMHC, RC AND SC)

16. STANDARDS FOR DOCTORAL TRACK

17. REMEDIATIONPLANS (DOCTORAL)

18. STUDENT EVALUATIONS BY FACULTY (DOCTORAL)

19. NATIONAL COUNSELOR EXAM AND OTHER EXAM RESULTS

1. NCE Examination - Student scores reported scores were above the national median.

2. Praxis II - School Counseling and Guidance – Students’ scores were above the state

median. 100% pass rate.

20. LIVETEXT END OF THE SEMESTER SUMMARY REPORTS FOR FALL 2017,

SPRING 2018, AND SUMMER 2018

The LiveText reports were distributed and discussed in faculty meetings. All students passed

all standards in Fall 2017, Spring 2018, and Summer 2018.

AY 2017-2018 Results: Beginning in Summer 2014 the program moved to tracking data in

LiveText for SC and CMHC to match the College of Education’s system in place. In 2017-2018,

RC standards were added to Live Text. See LiveText Reports for full details.

There was 1 formal remediation plans during this academic year

for master’s level student. One student was also dismissed from the program due to

academic reasons

AY 2017-2018 Results: All master’s level students received recommendations for Fall 2017

and Spring 2018.

AY 2017-2018 Results: Beginning in Summer 2014 the program moved to tracking data in

LiveText to match the College of Education’s system in place. See LiveText Reports for

full details. See LiveText Reports for full details.


III. CAP Results: In t e r n a l I n f l u e n c e s

The Counselor Education program is impacted by significant internal influences such as the

Comprehensive Assessment Plan (CAP). This CAP plan offers continuous and systematic

program evaluation across numerous variables (those previously described, the data previously

shown, as well as the following influences).

CACREP Manual was revised in 2018-2019. The compelling force behind the CAP.

Nonetheless, the overall plan involves assessments and necessary evaluative steps from

many internal and external influences (e.g., department, graduate school, university,

advisory committee, student input, faculty input).

1. Faculty Input to the Program

Faculty members proffer levels of experience, training, skills, credentials, professional

service, research skills, leadership, and visibility. Faculty contributions affect how the overall

assessment plan is put forth, and the related decision-making, planning, and goals for the

future.

2. Guidelines, Procedures, and Policies

Accreditation bodies, licensure boards, and certification offices all require programmatic

guidelines, procedures, and policies for the program to be in compliance.

The Counselor Education program uses such mediums as the UA Student Handbook (see

website) and the Counselor Education website to extend the guidelines, polices, and

procedures to others (e.g., student handbook and website offer admission dates, portfolio

deadliness, checklists to graduation, scholarship opportunities, remediation steps, and so

forth).

AY 2017-2018 Results: This report is the CAP summary. See program for full details of all

data collected this year.

AY 2017-2018 Results – This CAP report is an example of faculty input and decision-

making. Faculty moved to tracking in LiveText to align with the College of Education in

2014. Tracking of all standards is reflected in LiveText reports from Summer 2014 forward.

To align with the 2016 CACPREP Standard and incorporate the Rehabilitation Counseling

Program, the CAP Manual has been underwent major revisions. AY 2017-2018 represents

the eighth year of CAP.


AY 2017-2018 Results

1. Website and student handbook were continuously updated to for 2016 CACREP standards

2. CAP is in the eight year of implementation. In 2017-2018, Rehabilitation Counseling Program was

included in the CAP for the first time.

3. Faculty reported satisfaction with LiveText. TO further better utilize LiveText

for field experience course, all students are now required to have LiveTex-

FEM. The COE support with Live Text has been excellent.

4. Chi Sigma Iota had strong student support. Students initiated meeting to network across the

state in 2017. Chi Sigma Newsletter continues to be a means of communication.

5. New SC, and CMHC faculty members hired in 2017 have settled in the program. New RC faculty

were also hired in 2019 to replace retiring faculty and relocated faculty.

6. Completed revising the CAP manual revised and course updates to reflect the 2016 CACREP

Standards.

7. Used LiveText data results for curricular decisions. LiveText can be used by individual faculty

to look closely at their own courses. LiveText results are discussed in faculty meetings.

8. Advisory Committee met on April 29, 2019. Next one set for April 2020

9. All scheduled information sessions led by faculty members were successfully conducted. During the

session, faculty member(s) answer admission or other program-related questions to perspective students

who had interest in applying for RC, SC, CMHC, or Doctoral program in Counselor Education

4. Faculty Output to Students

Faculty output to the students relates to the professional practices offered during formal

teaching and other interactions with students. Faculty output involves: clinical skills,

training, teaching, knowledge, mentoring, research opportunities, supervision, and student

evaluations. This section is interrelated with many components of assessment and

evaluation.


5. Significant Findings, Derived from the Information in the AY 2017-2018 Report

1. Moved from standards to KPI assessment (LiveText) starting Fall 2018

2. Admissions and Screening Procedures for CMHC and SC revised to include an interview for

CMHC and SC applicants starting Fall 2018. Note RC also requires virtual live interview for

potential applicants.

3. A plan for low enrollment was formulated to address classes that don’t meet the institutional

requirement for class size.

4. Two faculty (SC and RC) were hired and joined the program in Fall 2018. Two faculty (RC) have

been hired to begin Fall 2019

5. All entrance specialty programs (i.e., SC, RC and CMHC) have aligned portfolios to match

CACREP KPIs.

6. Doctoral preliminary and comprehensive exams were revised and re-aligned with CACREP KPIs.

7. LiveText FEM is utilized to collect a majority of information related to clinical courses including

clinical forms used for supervision.

8. SC aligned 48 credit hour program to cohort model schedule of classes with CMHC

9. Following the merger of CORE and CACREP, rehabilitation counseling will send a community

representative to the Counselor Education Advisory Committee.

10. The Counselor Education Committee (CEC) will include representative from all three tracks.

Rehabilitation Counseling will send a representative in the 2019 meeting to be held on

11. Relatedly, the Rehabilitation Advisory Committee (RAC) will change the name of the committee

12. Review of Program Mission and Objectives:

The statement is inclusive and well written

Continue efforts to advertise/PR to improve recruit diverse student populations

All standards and KPIs have been integrated into courses


CAP Goals for 2018-2019

1. Continue recruiting efforts for Master’s and Doctoral programs.

2. Continue/update databases (emphasis on electronic storage and retrieval).

3. Revise survey forms (i.e., current students, graduates, supervisor and employers) to ensure we are

collecting relevant information. Relatedly, supervisor survey information to be included in livetext to

ensure better results.

4. Step up efforts to be able to collect employer survey data. This has been the hardest data to obtain for two

years.

• Following discussions with the Program in Counselor Education Advisory Committee related

to difficulty obtaining employer survey data explore the legal consequences related to

employer information and consider updating survey instrument and/or new methods to obtain

this data.

5. Maintain, Monitor, and Update Comprehensive Assessment Plan (CAP) and other

required assessments across college CAEP and SACS-COC.

6. Participate and encourage students to engage the Department strategic goal

of an involvement in a Community of Scholars.

7. Continue to implement electronic administration of master’s comprehensive

examination for master’s degrees in School Counseling and Clinical Mental Health

Counseling. This will allow for off-site administration, immediate item analysis, and

indicated revisions to the examination. Additionally, with internship placements

away from the Tuscaloosa locale, electronic administration will eliminate the need

for students to return to campus for the comprehensive examination.

8. Continue building on successful growth and participation in Chi Sigma Iota.

9. Finish CACREP Self-Study for re-accreditation in 2020.

10. Prepare for a CACREP Site Team visit in April of 2020.

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