Program Statistics
Counselor education program faculty must annually post on the program’s website in an easily accessible location the following specific information for each entry-level specialty area and doctoral program: (1) the number of graduates for the past academic year, (2) pass rates on credentialing examinations, (3) completion rates, and (4) job placement rates.
The Michigan State University Master’s in Rehabilitation Counseling (RC) CACREP-accredited program had 6 program graduates for the 2021-2022 academic year. The pass rate on the Certified Rehabilitation Counselor (CRC) credentialing examination for our program graduates was 100%. The program completion rate was 100%. The program post-graduation employment rate was 100%.
Annual Report
Annual Report 2021-2022
This program evaluation report is prepared for doctoral students who are active in the academic year 2021-2022 (Fall 2021, Spring 2022, Summer 2022). This report provides information on the following:
- Competency in clinical counseling (program level).
- Competency in teaching (program level).
- Competency in clinical supervision (program level).
- Doctoral students’ developmental milestones (Key Performance Indicators [KPIs] preliminary exam passing rate, comprehensive exam passing rate).
- Doctoral student’s scholarship (publications, conference presentations and funding success (program level).
- Employment rate.
- Employers’ rating on the degree of preparedness as Rehabilitation Counselor Education graduates (program level).
- Additional program achievements.
1. Competency in Clinical Counseling (n=4)
| Clinical Counseling Domains | Mean* |
| Case Recording | 4.8 |
| Individual and Group Supervision | 4.6 |
| Professional Behaviors | 4.7 |
2. Competency in Teaching (n=2)
| Instructional Domains (Competency areas) | Mean* |
| Planning and Preparation (Knowledge of content and pedagogy; knowledge of students) | 3.9 |
| Creating an Environment for Learning (Create an environment for learning; manage classroom behavior and procedures) | 4.0 |
| Teaching for Learning (Communicate clearly and accurately; uses questioning and discussion techniques; engage in student learning) | 4.0 |
| Professionalism (Professional collaboration and growth) | 4.5 |
3. Competency in Clinical Supervision (n=4)
| Clinical Supervision Domains | Mean* |
| Supervisor Competence | 3.3 |
| Diversity | 3.5 |
| Supervisory Relationship | 3.7 |
| Professionalism | 3.5 |
| Providing Assessment, Evaluation and Feedback | 3.4 |
| Managing Professional Competence Problems | 3.2 |
| Ethics, Legal and Regulatory Considerations | 3.5 |
4. Doctoral Students’ Developmental Milestones
Key Performance Indicators (KPIs): Students across all years were evaluated in the annual student review faculty meeting by all faculty members, all students successfully completed all the KPIs.
Preliminary exam: 3 (three) students passed the exam at the first attempt (100% pass rate).
Comprehensive exam: 1 student passed the exam at the first attempt (100% pass rate).
5. Doctoral Students’ Scholarly Productivity (Publications, Conference Presentations, Funding Success)
Publications
Kuo, H. J., Connor, A., & Yeomans, M. (under review). Users of assistive technology: the human component. In Marini, I., Bishop, M., & Fleming, A (Eds.). Psychological and Social Impact of Chronic Illness and Disability. Springer.
Kuo, H. J., Yeomans, M, & Ruiz, D. (under review). Purpose matters: Video game impacts on addiction and academic performance of students with disabilities. Games for Health.
Kuo, H. J., Yeomans, M, & Ruiz, D. (under review). Video game and disability – a benefit and risk analysis. Journal of Enabling Technologies.
Lee H.-K., Hudgins, E., Lee, G., K., Urkmez, B., & Pena, J. (under review). The development of an emotional regulation intervention for adults with ASD: A multi-informant approach. Journal of Mental Health and Training.
Lee, G. K., Lee, E. J., Rispoli, K., & Easley, T. (under review). Psychosocial issues for family caregivers. In I. Marini, M. Bishop, & A. Fleming (Eds), Psychological and Social Impact of Chronic illness and Disability (8th). Springer.
Rumrill, S., Castruita, Rios, Y., Yasuoka, M., Zhou, K., Umucu, E. (under review). Drug Abuse and Academic Adjustment in Student Veterans with Disabilities: A Parallel Mediation Study. Rehabilitation Counseling Bulletin.
Sung, C., Connor, A., Strain, A., & Nasamran, A. (under review). Brief report: Preliminary efficacy of a manualized employment-readiness intervention for transition-age individuals with autism. Autism.
Umucu, E., Castruita Rios. Y., Lo, C. L., Wang, A., Grenawalt, T., Yasuoka, M., & Brooks, J. (under review). Service-connected disability and happiness in student veterans: A parallel mediation study of PERMA. Rehabilitation Counseling Bulletin.
Umucu, E., Kriofske Mainella, A., Ruiz, D., Yasuoka, M. (under review). Attachment, relationships, academic problems, and negative emotions in student veterans with disabilities. Journal of Counseling and Development.
Wang, A., Choi, H., Yasouka, M., Sung, C., Degeneffe, C., & Umucu, E. (under review). COVID-19 stress and problems encountered by college students with disabilities: The mediating role of the pillars of PERMA. Rehabilitation Counseling Bulletin.
Lee, H.-K, Peña, J., Lee, B., & Sung, C. (in press). Promoting wellbeing in individuals with autism: Applying positive psychology in rehabilitation counseling. Special Issue, Journal of Rehabilitation.
Fisher, M. H., Kammes, R. R., Black, R. S., Houck, K., & Cwiakala, K. (2022). A Distance delivered social skills program for young adults with Williams Syndrome: Evaluating feasibility and preliminary efficacy. Journal of Autism and Developmental Disorders, 1–15. Advance online publication. https://doi.org/10.1007/s10803-022-05501-6
Umucu, E., Lee, B., Genova, H. M., Chopik, W. J., Sung, C., Yasuoka, M., & Niemiec, R. M. (2022). Character strengths across disabilities: An international exploratory study and implications for positive psychiatry and psychology. Frontiers in Psychiatry, 13. https://doi.org/10.3389/fpsyt.2022.863977
Kammes, B, R., Black, R., and Easley, T. L. (2021). A Community-engaged project discovering the sexuality questions of adults with intellectual and developmental disabilities. Inclusion 9(1), 2-16.
Pi, S., Lee, H.-K, Peña, J., & Rosadomartinez, E. (2021). Customer Satisfaction at Exit Survey Report: Fiscal Year 2019. Project Excellence, Michigan State University, East Lansing, MI.
Pi, S., Lee, H.-K, Peña, J., & Rosadomartinez, E. (2021). Customer Satisfaction at Plan Survey Report: Fiscal Year 2019. Project Excellence, Michigan State University, East Lansing, MI.
Pi, S., Strain, A., Lee, H, Pena, J., Rosado Martinez, E., & Choi, H. (2021). Factors related to case longevity: An investigation of cases opened over three years. Project Excellence, Michigan State University, East Lansing, MI.
Pi, S., & Strain, A. (2021). MRS-BND satisfaction survey results: Fiscal year 2021. Project Excellence, Michigan State University, East Lansing, MI.
Dimond, E., McKnight-Lizotte, M., Peña, J., Landon, T., Currier Kipping, K. (in preparation). “Not my job”, or is it: School counselor’s perceptions of collaboration with vocational rehabilitation counselors.
Easley, T. L., Lee, G. K., & Smith, A. (in preparation). Family communication and psychosocial outcomes of family caregivers of individuals with Neurodevelopmental disorders. Journal of Intellectual and Developmental Disability.
Houck, K., Easley, T., & Sung, C. (in preparation). Applying family support practices to improve psychosocial outcome of family caregivers of adults with IDD: Consideration for rehabilitation counselors. Journal of Rehabilitation.
Lee, G. K., Chun, J., Kuo, H.-J., Curtiss, S., Duenas, A., Smith, A., Awadu, J., Tamiko, D., & DaWalt Smith, L. (in preparation). The development and adaptation of a family psychoeducation intervention for families of young adults with autism spectrum disorder: An implementation science perspective. Journal of Autism and Developmental Disorders.
Lee, G. K., Shivers, C. M., Pena, J., Lee, H.-K., Awadu, J., Hama, H. (in preparation). Effects of emotion regulation and coping strategies among individuals with and without ASD – differentiation effect on depression and anxiety. Journal of Depression and Anxiety.
Lee, H.-K., Shivers, C. M., Lee, G. K., Peña, J., Awadu, J., & Hama, H. (in preparation). Mediating effects of positive and negative coping between psychopathology and emotion regulation skills.
Peña, J. & Lee, G. K. (in preparation). Subjective and objective stress among young autistic
adults.
Peña, J., Shivers, C. M., Lee, G. K., Awadu, J., Lee, H.-K., & Hama, H. (in preparation). Discriminant analysis of emotion regulation and coping skills as ways to cluster individuals with and without ASD.
Wang, A., Choi, H., Sung, C., & Umucu, E. (In preparation). PTSD and college dropout: The mediating role of gratitude and academic adjustment.
Note: Bolded names denote doctoral students.
Conference Presentations
Easley, T. L. & Lee, G. K. (2022, April). Seminar Presentation. Family communication and psychosocial outcomes of family caregivers of individuals with neurodevelopmental disorders. National Council on Rehabilitation Education. San Diego, CA.
Rumrill, S., Castruita Rios, Y., Yasuoka, M., Aydin, Z., Umucu, E., & Zhou, K. (2022, April). Poster Presentation. Drug abuse and academic adjustment in Veterans with disabilities: A parallel mediation study. National Council on Rehabilitation Education, San Diego, CA.
Yasuoka, M., Lee. B., Ghosh, A., Urkmez, B., Aydin, Z., & Umucu, E. (2022, April). Poster Presentation. Army resilience training, stigma, and personality in student veterans with and without disabilities. National Council on Rehabilitation Education, San Diego, CA.
Yasuoka, M., & Umucu, E. (2022, April). Poster Presentation. Brain trauma on mental illness and quality of life: A multi-faceted review. National Council on Rehabilitation Education, San Diego, CA.
Strain, A., Okyere, C., & Sung, C. (2021, July). Concurrent Session. Feasibility and preliminary efficacy of an employment-readiness intervention for young adults with autism. Online National Council on Rehabilitation Education, San Diego, CA.
Boyd, A., Strain, A., Lee, H, Ayeh, D., Sung, C., & Ditchman, N. (2021, June). Concurrent Session. Enhancing work-related social skills of transition-age students with autism: Perspectives from ASSET stakeholders. National Council on Rehabilitation Education, San Diego, CA.
Sung, C., Fisher, M., Okyere, C., Park, J., & Choi, H. (2021, June). Concurrent Session. Employment outcomes and support needs of Michigan Project SEARCH graduates: A mixed-method study. National Council on Rehabilitation Education, San Diego, CA.
Research Funding & Scholarships
Adriza Caesar (Summer 2022). ($1000). Summer Research Fellowship. Parent’s perspectives on their parenting styles and involvement in transition process for their ethnic minority youths with disabilities.
Faculty advisor: Dr. Gloria Lee.
Amy De Maagd (Spring 2022). ($1600). Hazel and Karen Kiser Endowed Scholarship.
Faculty mentor: Dr. Gloria Lee.
Amy De Maagd (Spring 2022). ($1000). Graduate School College of Education of
Education.
Faculty mentor: Dr. Gloria Lee.
Anni Wang (Summer 2022). ($6000). Summer Research Development Fellowship. Impact of the pandemic on the well-being of students with disabilities.
Faculty advisor: Dr. Connie Sung.
Heerak Choi (Summer 2022). ($6000). Summer Research Fellowship. Demand side employment practice among vocational rehabilitation agencies.
Faculty advisor: Dr. Connie Sung.
Mizuka Yasuoka (Summer 2022). ($6000). Summer Research Development Fellowship. Developing and validating the Health Literacy Scale for persons with traumatic brain injury.
Faculty advisor: Dr. Emre Umucu.
6. Employment Rate
One student successfully graduated in Spring 2022. The student secured a full-time clinician position beginning in June 2022 as a clinician and researcher at PAR Rehabilitation at East Lansing, Michigan.
7. Employers’ Rating on the Degree of Preparedness in Rehabilitation Counselor Education Graduates
Employers of graduates were followed up at 6 months (n=1)
| Domains | Score* |
| Counseling | Unable to Rate |
| Supervision | 4 |
| Teaching | 4 |
| Research & Scholarship | 4 |
| Leadership & Advocacy | Unable to Rae |
8. Additional Program Outcomes/Activities/Announcement
National Ranking: U.S. News and World Report released the new Ranking of Graduate Programs in 2019. The Rehabilitation Counseling Programs were once again ranked #1 across the U.S. out of about 100 programs nationally.
Teaching Assistant Program: We continued to offer the undergraduate service course and teaching assistant program. In 2021-2022, the program continues to offer three distinct service courses to the undergraduate population: CEP 261 Substance Abuse, CEP 470 Disability in a Diverse Society, and CEP 460 Communication Skills Training. These undergraduate teaching assistantship initiatives to graduate student TAs who are supervised by program faculty. During the three reported semesters, teaching assistantships were provided to support 10 graduate students for 39 course sections in both face-to-face and online formats and provided instruction in disability-related issues to approximately 1000 undergraduate students.
Annual Report 2020-2021
This program evaluation report was prepared based on students who were in the rehabilitation counseling master’s program during 2020-2021 (n=8; 3 full-time and 5 part-time students).
This report provides information on the following:
- Evaluation on students’ performance and abilities during practicum and internship;
- Practicum and Internship site supervisor’s satisfaction in working with our program;
- Students’ satisfaction in working with practicum and internship site supervisor;
- Employers’ perception on the degree of preparedness in rehabilitation counseling graduates;
- Basic student success in terms KPI and passing of certifying exam;
- Student success in national certification examination and employment rate;
- Scholarship;
- Student exit survey;
- Additional program outcomes/activities/announcement.
1. Evaluation on students’ performance and abilities during practicum and internship
*Note: Students might have had more than one sites/supervisors during practicum and internship.
Rating: 1 = Low Ability; 5 = High Ability
| Items | Practicum | Practicum | Internship | Internship |
|---|---|---|---|---|
| Self-ratings (n = 6) | Supervisor-ratings (n = 9) | Self-ratings (n = 8) | Supervisor-ratings (n = 6) | |
| Mean (SD) | Mean (SD) | Mean (SD) | Mean (SD) | |
| 1. Counseling skills | 3.08 (0.74) | 3.53 (0.71) | 3.77 (0.59) | 3.52 (0.66) |
| 2. Case recording | 2.95 (0.90) | 3.78 (0.95) | 3.91 (0.69) | 3.69 (0.95) |
| 3. Individual & group supervision | 3.68 (0.68) | 4.17 (0.91) | 4.38 (0.70) | 4.05 (0.62) |
| 4. Professional behaviors | 3.37 (0.91) | 3.89 (0.99) | 4.19 (0.71) | (0.56) |
2. Practicum and Internship site supervisor’s satisfaction in working with our program
*Note: Students might have had more than one sites/supervisors during practicum and internship.
Rating: 1 = Very Dissatisfied/Unlikely; 5 = Very Satisfied/Likely
| Items | Ratings | Ratings |
|---|---|---|
| Practicum (n = ?) | Internship (n = 5) | |
| Mean (SD) | Mean (SD) | |
| 1. Communication with faculty supervisor | 4.00 (0.71) | |
| 2. Understanding of your roles and responsibilities | 4.40 (0.55) | |
| 3. Availability of faculty supervisor | 4.60 (0.55) | |
| 4. Student knowledge and understanding of work | 4.60 (0.55) | |
| 5. Overall preparedness and readiness of students | 4.40 (0.55) | |
| 6. How likely you are to supervise another student from MSU | 5.00 (0.00) |
3. Students’ satisfaction in working with practicum and internship site supervisor
Rating: 1 = Very Dissatisfied/Unlikely; 5 = Very Satisfied/Likely
| Items | Ratings | Ratings |
|---|---|---|
| Practicum (n = 3) | Internship (n = 3) | |
| Mean (SD) | Mean (SD) | |
| 1. Satisfaction with the supervision experience | 3.92 (0.78) | 4.95 (0.20) |
| 2. Site supervisor possessed adequate skills | 4.67 (0.58) | 5.00 (0.00) |
| 3. Site supervisor was concerned with student’s professional development and growth as a counselor | 4.33 (1.15) | 5.00 (0.00) |
| 4. Would recommend this site supervisor working with other students in the future | 4.33 (1.15) | 5.00 (0.00) |
4. Employers’ perception on the degree of preparedness in rehabilitation counseling graduates
*Note: Employers included in the survey hired students who graduated in 2021.
Ratings: 1 = Minimally Prepared; 5 = Highly Prepared
| Items | Ratings (n = 2) |
|---|---|
| Mean (SD) | |
| 1.To work collaboratively with diverse groups of individuals, including clients with and without disabilities served by your organization | 5.00 (0.00) |
| 2. To work actively with your community partners or within partner institutions or associations | 5.00 (0.00) |
| 3. To work actively with employers or other service delivery systems in providing support for persons with disabilities (e.g., advocacy and assistance) | 5.00 (0.00) |
| 4. To provide competent direct services with clients (e.g., assessment, testing, individual or group counseling) | 5.00 (0.00) |
| 5. To provide competent indirect services (e.g., case review, consulting, case management) | 5.00 (0.00) |
| 6. To adhere and engage in ethical standards of counseling practice | 5.00 (0.00) |
| 7. To work competency with clients within various rehabilitation service settings | 5.00 (0.00) |
| 8. To apply appropriate rehabilitation counseling services and interventions for people with disabilities | 5.00 (0.00) |
| 9. To engage leadership activity consistent with your organizational mission and goals | 5.00 (0.00) |
5. Basic student success in key performance indicators and passing of certifying exam
Among the graduates of 2021, all students successfully fulfilled KPIs (100% adherence). We had 100% passing of certifying exam at the college level.
6. Student success in national certification in rehabilitation counseling exam and employment rate
Our students achieved 100% passing of the national certification in rehabilitation counseling examination. Our master’s program completion rate was 71%. Out of 5 graduates of 2021, 80% were employed and they worked in settings including state vocational rehabilitation agency (Michigan Rehabilitation Services), non-profit rehabilitation organization (The Children’s Center of Wayne County, Youth Villages), and/or pursuing doctoral degree in rehabilitation counselor education at MSU.
7. Scholarship
No student received full RSA scholarship among the 2021 graduates.
8. Student exit survey
Data to be collected and findings will be added when available.
9. Additional program outcomes/activities/announcement
According to the new ranking of graduate programs released by the U.S. News and World Report, our Rehabilitation Counseling programs were once again ranked NUMBER ONE in the nation.
Annual Report 2019-2020
This program evaluation report was prepared based on students who were in the rehabilitation counseling master’s program during 2019-2020 (n=14; 9 full-time and 5 part-time students).
This report provides information on the following:
- Evaluation on students’ performance and abilities during practicum and internship;
- Basic student success in terms KPI and passing of certifying exam;
- Student success in national certification examination and employment rate;
- Scholarship;
- Student exit survey;
- Additional program outcomes/activities/announcement.
1. Evaluation on students’ performance and abilities during practicum and internship
Data to be analyzed and reported
2. Basic student success in key performance indicators and passing of certifying exam
Among the graduates of 2020, all students successfully fulfilled KPIs (100% adherence). We had 100% passing of certifying exam at the college level.
3. Student success in national certification in rehabilitation counseling exam and employment rate
Our students achieved 100% passing of the national certification in rehabilitation counseling examination. Our master’s program completion rate was 100%. Out of 5 graduates of 2020, 100% were employed and they worked in settings including state vocational rehabilitation agency (Michigan Rehabilitation Services), university setting (Michigan State University), and/or non-profit rehabilitation organizations (Disability Network Capital Area, COR Counseling, Michigan Public Health Institute).
4. Scholarship
Two students received full RSA scholarship among the 2020 graduates.
5. Student exit survey
Due to administrative issues, the 2019-2020 student exit survey was not available.
6. Additional program outcomes/activities/announcement
According to the new ranking of graduate programs released by the U.S. News and World Report, our Rehabilitation Counseling programs were once again ranked NUMBER ONE in the nation.
Annual Report 2018-2019
This program evaluation report is prepared for students who graduated during the 2018-2019 year (cohort 2017-2019, n=6). This report provides information on the following:
- Practicum and internship site supervisor’s rating on their satisfaction in working with the Michigan State University Rehabilitation Counseling program (program level);
- Employers’ rating on the degree of preparedness in rehabilitation counseling graduates (program level);
- Basic student success in terms KPI and passing of certifying exam (program level);
- Student success in terms of national certification in rehabilitation counseling exam and employment rate (professional level);
- Scholarship (program level);
- Student exit survey (college level).
1. Practicum and internship site supervisor’s rating on their satisfaction in working with the Michigan State University Rehabilitation Counseling program (n=13**)
**Some students had different sites/supervisors in practicum and internship, some students may have more than 1 supervisors if they have a split clinical experience or multiple rotations, thus, the number of survey may not equate to the number of students graduated.
Rating: 5=Very Satisfaction/Likely; 1=Very Dissatisfied/Unlikely
| ITEMS | RATINGS | |
|---|---|---|
| Mean (SD) | % | |
| 1. Communication with faculty supervisor | 4.85 (0.38) | 5 (84.6%) 4 (15.4%) |
| 2. Understanding of your roles and responsibilities | 4.69 (0.48) | 5 (69.2%) 4 (30.8%) |
| 3. Availability of faculty supervisor | 4.69 (0.48) | 5 (69.2) 4 (30.8%) |
| 4. Student knowledge and understanding of work | 4.69 (0.48) | 5 (69.2) 4 (30.8%) |
| 5. Overall preparedness and readiness of students | 4.77 (0.44) | 5 (76.9%) 4 (23.1%) |
| 6. How likely you are to supervise another student from MSU | 4.92 (0.28) | 5 (92.3%) 4 (7.7%) |
2. Employers’ rating on the degree of preparedness in rehabilitation counseling graduates (n=5)
**Note: During the time of the administration of the survey in 2019, employers who were reached out hired graduates from the 2016-2018, and the 2017-2019 cohorts.
Ratings: 5=Highly Prepared … 1=Minimally Prepared
| ITEMS | RATINGS | |
|---|---|---|
| Mean (SD) | Rating % | |
| 1.To work collaboratively with diverse groups of individuals, including clients with and without disabilities served by your organization | 4.80 (0.45) | 5 (80%) 4 (20%) |
| 2. To work actively with your community partners or within partner institutions or associations | 4.80 (0.45) | 5 (80%) 4 (20%) |
| 3. To work actively with employers or other service delivery systems in providing support for persons with disabilities (e.g., advocacy and assistance) | 4.75 (0.50) | 5 (60%)* 4 (20%) |
| 4. To provide competent direct services with clients (e.g., assessment, testing, individual or group counseling, etc.) 5. To provide competent indirect services (e.g., case review, consulting, case management, etc.) | 4.80 (0.45) | 5 (80%) 4 (20%) |
| 6. To adhere and engage in ethical standards of counseling practice | 4.80 (0.45) | 5 (80%) 4 (20%) |
| 7. To work competency with clients within various rehabilitation service settings | 4.75 (0.50) | 5 (60%)* 4 (20%) |
| 8. To apply appropriate rehabilitation counseling services and interventions for people with disabilities | 4.80 (0.45) | 5 (80%) 4 (20%) |
| 9. To engage leadership activity consistent with your organizational mission and goals | 4.80 (0.45) | 5 (80%) 4 (20%) |
* 1 participant = unable to rate
3. Basic student success in terms of KPI and passing of certifying exam
Among the 2016-2018 cohort (n=6), all students successfully fulfilled KPIs (100% adherence). We had 100% passing of certifying exam at the college level.
4. Student success in terms of national certification in rehabilitation counseling exam and employment rate
100% passing of the national CRC examination, and 100% employment rate. Students who graduated worked in settings in center for independent living, correctional facility, state vocational rehabilitation agency (n=2), traumatic brain injury rehabilitation center, non-profit rehabilitation facility, and private practice.
5. Scholarship
Three students received full RSA scholarship in this cohort.
6. Student exit survey
Due to administrative issues, the 2018-2019 student exit survey was not available.
7. Program Improvements
- Through continuous contact with our graduate students and feedback received during the Master’s student exit interviews, students expressed interest in learning more about forensics as it relates to rehabilitation counseling and disability determination. This is a continuously emerging field in rehabilitation counseling in combination with student feedback led to the development of a course titled: Forensic Rehabilitation, which is currently in the process of going through curriculum committee review for implementation in the fall of 2021.
- Through continuous contact with our graduate students, feedback received during the Master’s student exit interviews, and weekly meeting of faculty which allows time to discuss curriculum design considerations, we noted continued interest and feedback in separating our existing course titled: CEP 862 Individual and Group Counseling into two separate courses, focusing specifically on each counseling model. This outcome also facilitated the development of our 60-credit hour curriculum requirement for CACREP accreditation. Both courses (CEP 862 Introduction to Individual Counseling and CEP 878 Group Counseling and Group Work) were developed and were approved for implementation for Fall 2020.
- Through continuous contact with our graduate students, feedback received during the Master’s student exit interviews, and weekly meeting of faculty which allows time to discuss curriculum design considerations, we noted that students were interested in opportunities to supplement their learning in rehabilitation counseling by taking other courses outside of the program, which could offer valuable knowledge and skill. We utilized this information and feedback to incorporate two electives into the Master’s in Rehabilitation Counseling curriculum. Students are not able to take other coursework (with faculty approval) that can supplement their learning (employment law, organizational behavior, etc.), more directly serve their professional interests in rehabilitation counseling (i.e., forensics, human development, etc.) and bolster specific skill sets and aptitudes (i.e., statistics, research design, etc.). The finalized Master’s in Rehabilitation Counseling curriculum incorporating the two electives as part of the required 60-credit hours was approved and implemented in Fall 2020.
- Through continuous contact with our graduate students, feedback received during the Master’s student exit interviews, and in during advisor-student meetings, students expressed interest in learning more about transition age youth, and the various policies and evidence-based practices associated with assisting students with disabilities obtain and maintain employment or pursue higher education goals. Through our interaction with community partners such as the State of Michigan and in collaboration with the MSU Rehabilitation Advisory Council, we identified the continued emphasis being placed on transition, such as new positions being staffed at the State and local level focusing on transition of youth. These data provided the foundation for increasing the amount of content regrading transition into existing courses, such as CEP 873 Employment Strategies for Individuals with Disabilities and 870 Foundations of Rehabilitation Counseling.
- Historically, our program combined all coursework associated with medical aspects of disability into one course. Through continuous contact with our graduate students, feedback received during the Master’s student exit interviews, and weekly meeting of faculty which allows time to discuss curriculum design considerations, we noted continued interest and feedback that one course was insufficient to cover this comprehensive material. In order to improve the curriculum and meet the students learning needs, the faculty moved to separate this course into two courses (CEP 868 Medical Aspects of Disability and CEP 871 Cognitive and Psychosocial Aspects of Disability) to address medical and chronic disabilities and psychiatric
.disabilities in a more in-depth manner. This also facilitated the development of our 60-credit hour curriculum requirement for CACREP accreditation. - To fully trained students in the areas of counseling and to provide more in-depth training for ethical practice, these two content areas were traditionally covered in one course (CEP 861). We now devote a full course in ethics, which allows more time to cover counseling in CEP 874.
- Based on curriculum design considerations, and meeting the stated needs of students to complete their master’s degree in less than 3 years, we have utilized technology and learning management software to design each of these courses to be taken online, in accelerated format over the summer semester.
- Through continuous contact with our graduate students, feedback received during the Master’s student exit interviews, MSU Rehabilitation Counseling Advisory Council meetings, and weekly meeting of faculty which allows time to discuss curriculum design considerations, we recognized the need and value of incorporating online coursework as part of the graduate students’ educational experience. Utilizing videoconferencing platforms, learning management software, and other technologies available at MSU, we have increased the accessibility of our online coursework, allowing students more flexibility and freedom to attend classes remotely, while continuing remain on schedule for program completion.
- Through community partnership collaboration, MSU Rehabilitation Counseling Advisory Council meetings, and weekly meeting of faculty to discuss student progress, performance, and development, we continue to maintain our mission to financially support students to attend State and National conferences.
- College level exit surveys, departmental level initiatives, and program level student feedback identified interest in improving student representation at both departmental and graduate program levels. Formal implementation of graduate student representation for both our masters and doctoral programs will be carried out beginning January 2021. This will increase transparency between various faculty and student functions and allow for students to provide feedback from the student body to faculty and administrators more efficiently and effectively.
- During the process of analyzing our curriculum relative to the 2016 CACREP Standards, we recognized that we needed to incorporate additional grant writing training and application opportunities. As part of the new PhD curriculum implemented in Fall 2019, we added emphasis in this area as part of the student’s research apprenticeship: CEP 995 Research Apprenticeship in Rehabilitation Counselor Education. Students are now responsible for attending a grant writing workshop at the Graduate School at MSU and meet with their faculty advisor one-on-one to discuss the grant application process.