Celebrate 50 Years
College of Education and Public Policy

IPFW Counseling Program

Systemic Program Evaluation Executive Summary

Fall 2013 Update


Since its inception in 1979, the IPFW Counselor Education Program as engaged in ongoing, systemic program evaluation for the purposes of program improvement, alignment with professional and licensure standards, and meeting the needs of counseling students in the state of Indiana. The Counselor Education program began as a school counselor licensing program in 1979 and was enlarged by adding a master’s degree in counseling in 1987. The current program features Master’s degrees (M.Ed/MS) in two counseling specialty areas: Couple and Family Counseling and School Counseling.

In accordance with 2009 Council for Accreditation of Counseling and Related Educational Programs (CACREP) standards, the IPFW counseling program continues to be dedicated to the process of program evaluation in the following ways:

  • Program Review: curriculum review, ongoing review of state licensing standards, feedback from stakeholders (through meetings with our Counselor Education Advisory Board Members), and student performance (based on course grades, GPA, graduation rates, and performance on standardized assessments)
  • Formalized Survey Data: current students, site supervisors, master’s program graduates, and graduate employers


Key Evaluation Findings

(for Program year 2012-2013)

  • Overall, employers of IPFW Counselor Education were pleased with the performance of their employees and believed their job performance to be in alignment with the IPFW CEPP Conceptual Framework of promoting Democracy and Community, Habits of Mind, and Advocacy.
    • Related Key Decision: Return rate on both graduate and graduate employer’s surveys was low. Program faculty are working in conjunction with the Unit Operations Committee and the Program Advisory Council to discover ways to increase response rates.
  • Program faculty reviewed practicum evaluations for all School Counseling and Couple and Family Track students.  It was identified that although the same evaluation is used for students in both tracks, the items are heavily CFC related (only one item is an actual SC CACREP standard).
    • Related Key Decision: The practicum rubric will be adapted to identify specific items that are “N/A”s for School Counseling students and a unit on practical treatment planning and understanding diagnosis will be added to the G562 course for school counselors.
  • The faculty focused on evaluating key assessment course data from the following courses in the fall and spring semester: G542, G504, G562, G567, P514, Practicum, and Internship. In some courses, lack of differentiation in scores was problematic, while in others, clear differences in student performance existed.
    • Related Key Decisions: Faculty discussed and will work to further assess the reliability and validity of some of the key assessment items, work to clarify key assessment assignment directions, ensure that adjunct instructors are familiar with the purposes and scoring procedures of such assessments, and work to develop rubrics and scoring procedures that clearly differentiate student performance on key assessments.
  • Specific action items and plans can be found under the Unit Assessment System and Advisory Council Meeting Reports Links.