Counseling and Student Development

What is the program’s mission statement or statement of purpose? Why does the program exist?

The M.S. in Counseling provides dynamic curricula for students interested in obtaining certification as School Counselors or licensure as Licensed Professional Counselors (LPC) and Licensed Clinical Professional Counselors (LCPC). Students choose a concentration either in Clinical or School Counseling, both fully accredited by the Council for Accreditation of Counseling and Related Educational Programs (CACREP). These concentrations lead to a terminal degree and prepare students for employment either as School Counselors within K-12 school systems or as Clinical Counselors within mental health agencies, health care facilities, employee assistance programs (EAP), or human service agencies. Students who complete the program are eligible to pursue Ph.D./Ed.D. studies in Counselor Education, Counseling Psychology, Clinical Psychology, and other related fields or to pursue specialized training in Marriage and Family Counseling, Play Therapy, or Private Practice.

The mission of the M.S. in College Student Affairs is to provide a dynamic curriculum for students interested in leadership careers in the field of student affairs in higher education. The program provides a strong foundation for knowledge and skills development needed for effective administration, efficient use of technology, and humanistic support of undergraduate and graduate education. Upon completion of the program, students will be prepared for entry and mid-level student affairs positions in post-secondary public and private education as well as state and federal agencies. Some students also decide to pursue additional studies in Ph.D. programs and other terminal degrees.

How does the program mission align with the university mission?

 In the university mission, it is stated that Eastern offers superior graduate education and our program is a perfect example. On top of maintaining national accreditation (CACREP), we strive to go beyond those standards and maintain First Choice status. Graduate programs achieving the distinction of "First Choice" have applied for and been subjected to rigorous review from EIU's Council on Graduate Studies to ensure they meet the highest standards of scholarly excellence as evidenced through sustained achievement of criteria developed and adopted by the council in 2006 (Graduate Catalog 2011-2013). The university mission also states that Eastern's faculty is known for its excellence in teaching, research, creative activity, service, and student-faculty scholarship. Our department is no exception. Faculty have consistently been rated by the students, alumni and employers as the greatest strength of the department. Faculty are described as caring and accessible yet extensively qualified as instructors and researchers.  Attached (on page 52) is a list of our student-faculty research. http://www.eiu.edu/counseling/files/first_choice_report_counseling.pdf

Whom does the program serve?

The M.S. in Counseling program primarily serves applicants from area and regional undergraduate institutions seeking to become Clinical Mental Health or School counselors. Although the department seeks to be competitive on a national level, licensure and certification requirements are set by each individual state.

The M.S. in College Student Affairs serves applicants on a regional and national level. In 2012 the applicants came from regional and national institutions including Eastern Illinois University, Ball State University, Elmhurst College, University of Illinois at Urbana-Champaign, DePaul University, Southern Illinois University, Mississippi State University, University of Michigan at Ann Arbor, University of Missouri, Carthage College, University of Wisconsin at Milwaukee, University of Wisconsin at Platteville, Washburn University, University of Southern Indiana, Indiana State University, Butler University, and Purdue University.

What are the services provided? How do these services align with the university mission and program mission?

Our M.S. degrees prepare individuals to develop professional knowledge and skills in counseling and leadership for use in school, community, and higher education settings. The School Counseling concentration is designed to meet the certification requirements of the State of Illinois while the Clinical Mental Health Counseling concentration is designed to meet licensure requirements of the Board of Counselor Examiners of Illinois. Currently, there are no certification or licensure requirements for the Student Affairs major. This degree is guided by the American College Student Affairs (ACPA) and the National Association of Student Affairs Administrators (NASPA) compentencies. In addition to seeking appropriate credentialing and licensing, graduates are encouraged to obtain ongoing supervision, consultation, and continuing professional education throughout their careers.

Describe the program’s origins (e.g. year established, purpose, expectations).

The field of counseling continues to evolve reflecting changes in managed care, statutory law, school policy, and ethical guidelines. Although the department has been graduating students from its program since the 1950’s, it too has been evolving to meet the current demands of clients/students. The mission of the Department of Counseling and Student Development is to provide a dynamic curriculum for students interested in obtaining certification as a School Counselor or License Professional Counselor (LPC) and License Clinical Professional Counselor (LCPC). To that end, in 1996 the department (formally the Department of Educational Psychology and Guidance) began the formal process to become accredited which was conferred in 1998 by the Council for Accreditation of Counseling and Related Educational Programs (CACREP), which is a specialized accrediting body recognized by the Council for Higher Education Accreditation (CHEA).  Depending on the concentration, the curriculum prepares students for either work as a school counselor within the K-12 school system or work in mental health agencies. Some students also decide to pursue additional studies in Ph.D. programs. The field of student affairs continues to evolve, reflecting changes in student demographics, higher education policy, and legal and ethical issues. Although the department has been graduating students from its program since the 1950’s, it too has been evolving to meet the current demands of college students. The mission of the M. S. in College Student Affairs is to provide a dynamic curriculum for students interested in leadership careers in the field of student affairs in higher education. 

How has the unit changed or adapted over time?

In 1996, the Counseling and Student Development department (formally the Department of Educational Psychology and Guidance) began the formal process to become accredited which was conferred in 1998. The department increased from a 32 hour non-accredited program to a 60 hour CACREP accredited program. We have been awarded First Choice status by EIU and are continually working to maintain our status and accreditation. We changed the name of one concentration from Community Counseling to Clinical Mental Health Counseling. Students continue to receive training in counseling skills and competencies commensurate with this accreditation. The M.S. in College Student Affairs also began the process to align program offerings with the standards of the Council for the Advancement of Standards in Higher Education (CAS) in 1996. After an external review in the spring of 2000, the department worked to establish the 48 credit hour M. S. in College Student Affairs. In 2012-2013 the department again reviewed the curriculum, however this time they referred to the newly developed professional competencies for student affairs professionals. The standards were developed by American College Student Affairs (ACPA) and National Association of Student Personnel Association (NASPA) and released in 2010. The Department of Counseling and Student Development is seeking to better align the College Student Affairs curriculum with these newly released American College Student Affairs (ACPA) and National Association of Student Personnel Association (NASPA) competencies. After a thorough review of the competencies, the department modified its entire curriculum with approval from CEPS, CGS and COTE curriculum committees.

If needed, provide supplemental comments to help the reader understand the program’s history and relevance to university mission.

Provide data showing the four-year trend in the number of majors, minors, options, and concentrations.

Provide data showing the four-year trend in student credit hour (SCH) production, percent of SCHs that are general education, and percent of SCHs that are taught to non-majors.

What elements of the program’s curriculum are offered specifically to support other academic majors, minors, options, and concentrations?

Due to the unique nature of our professional disciplines, few courses are offered to support other programs.  Currently the department offers EDP 5300 (Theory to Practice: Psychological Foundaitons for Educational Practice) to support Educational Leadership graduate students and EDP 3331 (Theories of Learning and Development for Secondary Teachers) for undergraduate teacher education students.

If needed, provide supplemental comments to help the reader understand the internal demand for the program. Note any clarifications or special circumstances (e.g., curriculum changes made by another program) that should be considered when reviewing the above data.

List relevant data from the Bureau of Labor Statistics (BLS) Occupational Outlook Handbook, the National Association of Colleges and Employers (NACE) New Graduate Salary Survey, and the EIU Career Services Annual Report.

The counseling field continues to be a growth oriented occupation. The U.S. Department of Labor estimates that the counseling field is expected to “grow faster than the average for all occupations”. Specifically, “job opportunities should be favorable because job openings are expected to exceed the number of graduates from counseling programs, especially in rural areas”. Employment change is projected to increase by 18% through 2018. Employment for school counselors is expected to grow by 14%, which again is faster than the average of all occupations. According to the National Employment Matrix, projected employment for Mental Health Counselors should increase by 24% and employment for School Counselors by 14% through 2018. Median salaries for School Counselors in 2008 were $51,000 and $35,810 for Mental Health Counselors. In 2011 the State of Illinois had 21 school counseling positions unfilled.

The field of administration in Higher Education also continues to be a growth oriented occupation. The U.S. Department of Labor estimates that the field will grow by about 8% through 2018 which is as fast as the average for all occupations. Specifically, “postsecondary level of students is expected to grow more rapidly than other student populations”. Employment change for student affairs professionals is projected to increase by anywhere from 2% (postsecondary administrators) to 24% (education administrators, all other) through 2018. Administrators considered “other” in higher education typically refer to student affair positions so the 24% growth rate is more accurate for our graduates. Median salaries for “other administrators” in higher education range from $54,000 to $141,000. In 2011 the department realized 100% placement rate of its graduates with many job offers occurring before they completed the degree.

Is the program accredited or approved by a recognized external agency or otherwise certified to meet established professional standards? Provide an executive summary of and link to the program’s most recent accreditation or certification report, if available.

The Counseling program is accredited through 2015 by the Council for Accreditation of Counseling and Related Educational Programs (CACREP).  Both the M.S. in Counseling and College Student Affairs utilize accreditation standards, Graduate School Student Learning Goals and the College of Education and Professional Studies (CEPS) Advanced Program Unit Objectives to guide its curriculum. The M.S. in Counseling and College Student Affairs also maintains First Choice status granted by the Graduate School.

Other means of review include the department's Advisory Council. Each year, the department convenes an advisory council consisting of faculty members and alumni currently working in the field. This board, after hearing a state of the Department address, examines current curricula and makes recommendations to the Department on improvements. We incorporate this data into our annual Departmental Retreat. We also receive feedback every three years from our employers of graduates and supervisors of interns. Their feedback is incorporated in the CASA report and reviewed during our annual Departmental Retreat.

Is the program required to meet any regulatory or legal requirements? Is the program subject to any special auditing requirements?

What are the most important outreach or public service activities supported by the program?

The program has maintained one active representative on GSAC (Graduate Student Advisory Council) annually. This representative attends meetings and serves as the liaison between students in the program and the GSAC. The GSAC representative provides a report to faculty and students related to graduate study and collects information from students in response to GSAC requests.

Graduate candidates in Counseling are strongly encouraged to become active members of the local chapter of Chi Sigma Iota (CSI). The mission of Chi Sigma Iota, the international honor society for professional counselors, counselor educators, and students established at Ohio University in 1985, is to promote scholarship, research, professionalism, leadership and excellence in counseling, and to recognize high attainment in the pursuit of academic and clinical excellence in the profession of counseling.  

Graduate candidates in CSA are strongly encouraged to become active members of the local chapter of COSPA. Membership provides benefits to student members that include funds for travel, practice in leadership skills, and grant and proposal writing training. Through COSPA, students host seminars, workshops, social functions and related activities that are important to the quality of their program. The College Student Personnel Association hosts the Annual Student Affairs Days. During this event, applicants to the program have the opportunity to talk with current students about the program, life as a graduate student, survival skills, etc. COSPA also bi-annually hosts the Student Affairs 101 conference.

CSA students and faculty founded and continue to be active members in the Black Graduate Student Association (BGSA). Faculty and students do the following: sponsor monthly workshops on leadership skills, personal management, how to interview and write resumes, encourage attendance at national association meetings in their field.

How do the local community and the region benefit from the program?

The College of Student Affairs program sustains external partnerships that support the program’s mission. These typically involve internal and external Graduate Assistantships (GA) and Internship site placements. The Program Coordinator maintains contact with all sites and visits new sites to ensure they meet program expectations for an internship experience. Internships are critical to the quality of the program and partnership with these sites contributes important experiences and assessment data that are used to advance the quality of the program.  Interns also provide a valuable service to the sites through iniating and completing special projects. Likewise, CSA graduate assistants provide critical services to various EIU and external departments. We have also established relationships with Lake Land Community College, the University of Illinois, and a national fraternal organization in identifying class projects that allow the students to apply their knowledge in the student affairs work setting. We are currently looking into expanding these types of external partnerships to other area community colleges.

The Counseling program has established GA positions and Internship sites with area clinics and schools. These assistantships give students experience in the counseling field and funding to pursue their degree. To meet an annual demand of internships, the program retains a relationship with several internal and external sites. The Internship Coordinators maintain contact with all sites and visits new sites to ensure they meet program expectations for an internship experience. In recent years, we have successfully partnered with Lake Land Community College, Salem High School, and Coles County Mental Health to offer external GA positions to Counseling students. We are currently looking into expanding these types of external partnerships to other area public schools.

If needed, provide supplemental comments or data sources to help the reader understand the external demand for the program.

Considering 2009-2011 represents a time of high unemployment in the nation, placement rates for M.S. College of Student Affairs at time of graduation were outstanding. During this time most students were offered positions with a few exceptions because of family reasons and the students pursuing an advanced degree. The graduation rate averages 20 students per year with most completing the degree in the scheduled two year time. The program attempts to track graduate placements and has documented evidence of 97% placement rate over the last four years in multiple states and several doctoral programs.

College Student Affairs (M.S.)

Significant Achievements that Document Quality/Improvement

Significant achievements that document support of VPAA and/or University goals

Integrative Learning Opportunities

Student Research/creative Activity

Faculty-student collaboration

Strategies to improve P-16 teaching and learning

External Partnerships

Pass rates on any professional/ occupational licensure exams

Faculty Achievements

Student Achievements

Counseling (M.S.)

Significant Achievements that Document Quality/Improvement

Significant achievements that document support of VPAA and/or University goals

Integrative Learning Opportunities

Student Research/creative Activity

Faculty-student collaboration

Strategies to improve P-16 teaching and learning

External Partnerships

Pass rates on any professional/ occupational licensure exams

Faculty Achievements

Student Achievements

If needed, provide supplemental comments or data sources to help the reader understand the quality of program outcomes.

Faculty meet once in the Fall and Spring to review each student in the program to determine if students maintain departmental expectations on the Student Review Rubric (Motivational Appropriateness, Personal Maturity, Flexibility, Emotional Stability, Engagement in the Learning Process, Academic Rigor, and Legal and Ethical Behavior). Faculty rate their advisees based on personal observation and feedback from instructors and supervisors. Students who fall below expectations for the first time receive a warning and participate in an informal discussion with their advisor. Students identified a second time enter a formalized retention process to target needed change.  Most warnings in the CSA program have been about delayed thesis production.

Note any special benefits (e.g., personnel support, equipment, permanent improvements) that the program has received in the past three years from its grants and other sponsored programs.

How does the program benefit from donor gifts (e.g., scholarships, endowed chairs)? Does donor support provide a significant percentage of the program’s overall funding?

Errett Warner and Stanley G. Rives Higher Education Presidential Award: Established by Errett Warner of Lawrenceville, Illinois, this award is presented annually to three CSA graduate students in higher education who demonstrates outstanding scholastic achievement (minimum of 3.5/4.0) and outstanding character.

Paul Ward Scholarship:  Paul Ward endowed a scholarship that will begin in 2015 currently estimated at 4 mllion dollars.  This scholarship will provided substantial support for students seeking to become certified school counselors.

Williams Travel Awards were established to provide travel support for EIU graduate degree-seeking candidates who have papers or creative works accepted for presentation at regional, state, national or international conferences between July 1 and June 30 of the current fiscal year.  The program strongly encourages all thesis candidates to submit their projects for presentation at regional, state, or national association conferences and provides incentives for graduate candidates to attend (e.g., COSPA fund, Williams Travel Awards and departmental support).

The Glen E. Hubele Graduate Assistant: A GA position was established in memory of Dr. Glen E. Hubele, a faculty member in the Department. This GA gives a student experience in the counseling fields and funding to pursue their M.S. The Graduate School provides the supporting tuition waiver.

The Mary Vaupel Cralley Memorial Award: Established by a departmental alumni in honor of their family member. This award recipient is awarded a one year membership to the American Counseling Association (ACA).

Presidential Assistantships: This assistantship has been awarded to the Department for the last five years. This GA is designed exclusively to help with teaching a course at the undergraduate level.

List two or three key relationships that the program maintains with external constituencies (e.g., community colleges, other universities, government bodies). How do these relationships advance the university mission or otherwise benefit the university?

The College Student Affairs program has successfully partnered with Lake Land Community College and offered external GA positions to CSA students.  We are currently looking into expanding these types of external partnerships to other area community colleges. The Counseling program has successfully partnered with Lake Land Community College, Salem High School, and Coles County Mental Health to offer external GA positions to Counseling students. We are currently looking into expanding these types of external partnerships to other area public schools.  These positions provide valuable experiences to the students in the program, as well as provide opportunities for students who need financial assistance for their education.

If needed, provide supplemental comments to help the reader understand the resources generated by the program. Note any clarifications or special circumstances (e.g., revenue pass-throughs) that should be considered when reviewing the above data.

If needed, provide supplemental comments to help the reader understand the productivity of the program. Note any clarifications or special circumstances (e.g., accreditation requirements, curricular changes, program restructuring) that should be considered when reviewing the above data.

The M.S. in Counseling is now a 60 hour twelve month program and requires strict guidelines on Faculty to Student ratios (Overall faculty to student ratio - 1:10; Practicum 1:6 and Intenships 1:12).  The ratios substantially impact and guide our admission decisions.  Summer term between the first and second year of graduate study in the M. S. in Counseling is now required. The M.S. in CSA program has partnered with ACUHO who sponsor summer internships throughout the country and overseas. We are currently working with Higher Education programs in Ireland to provide yearly summer internship opportunities.

If needed, provide supplemental comments to help the reader understand the costs associated with the program. Note any clarifications or special circumstances (e.g., expenditures made centrally or externally, expenditures made on behalf of other units) that should be considered when reviewing the above data.

Our department works very hard to maintain a productive and efficient program. In reviewing state data comparing similar programs in the state of Illinois, our department was lowest in costs per credit hour at $333.35 compared to the highest at $600.43. In 2010 Counseling fall enrollment was lowest at 80 students compared to enrollments in other programs ranging from 104-117. However, our degrees conferred rated favorably at 54 degrees compared to the larger programs that conferred degrees ranging from 24-61. The data indicate we have a targeted number of students who we manage at a lower cost per unit while maintaining high graduation rates. In 2010, College Student Affairs enrollment was 44 students compared to enrollments in other programs ranging from 41-74.  Degrees conferred were lower than comparable programs (15 compared to 20-33) most likely due to the required thesis.  We continue to improve the thesis process and our graduation rate in 2011-2012 is now within the range of other programs.

How does the program seek to distinguish itself from similar programs at other institutions?

The Counseling program is accredited by the Council on Accreditation of Counseling and Related Programs (CACREP). CACREP is the only accrediting agency in the Counseling profession accepted as a hiring credential by the federal government. It prepares graduates for passing demanding licensure exams and increases the employment opportunities for graduates seeking employment in federal agencies such as the VA or TRICARE health systems. CACREP also enhances the portability of credentials for graduates who must relocate. Lastly, it has assisted us in recruiting qualified graduate students. In addition to national accreditation, the department was also awarded EIU's First Choice status (see earlier description of this award). 

The Department of Counseling and Student Development currently aligns the College Student Affairs curriculum with newly released American College Student Affairs (ACPA) and National Association of Student Personnel Association (NASPA) competencies. The department believes these standards best represent the goals of top tier programs in Higher Education. In verification of this program's dedication to excellence, CSA was recently renewed as an EIU First Choice program (see earlier description of this award).

Note any unique and/or essential contributions that the program makes to the university.

College Student Affairs supplies large numbers of Graduate Assistants to help manage departments throughout the university (20 GA placements on average from 2011-2013).  Graduate Assistantships play a vital role in our educational philosophy and provide the students with real time application to classroom content as well as enhances classroom discussion. Most importantly, it allows the students to gain valuable higher education experience that increases their chances of job offers upon graduation. 

The Counseling program supplies 30-40 interns each semester to area schools and mental health agencies.  These interns provide essential services to students and clients that otherwise might not have this quality of care and attention.  Currently, school interns are helping implement a leadership program in an area school.  Likewise, clinical mental health counselors from our program are the only master's level students contracted to intern at the University of Illinois Counseling Center.

Provide any program-specific metrics that help to document program contributions or program quality. Examples of some commonly used program-specific metrics may be found here.

M.S. in College Student Affairs requires a thesis and we measure this goal in the student’s second and third semester during CSD 5950 (Thesis). The data indicates that over the last six years, 97% have met this expectation in advanced scholarship. Taking a sample from 2007-2011, students completed 70 theses and 29 presentations at local, regional and national conferences. 

A review of the latest comparative test data from the National Certification Exam which is used for state licensure shows our students had a 100% pass rate and had mean scores higher than the national mean scores on all core CACREP areas. Likewise, our mean scores were higher than other CACREP and non-CACREP mean scores. In addition, our school counselors have a 99% pass rate on the Certification exam for the last 10 years with the exception of one student.

Other metrics include:  Number of Applications, Number of Admission Offers, Admission Yield, Continuing Candidates, Total Enrollment, Diversity Rates Based on Total Enrollment, Undergraduate Diversity, Domestic Diversity, International Diversity, and Gender Diversity.  These and other metrics resulted in two Provost Assessment Awards and First Choice status for both programs.

If needed, provide supplemental comments to help the reader understand the program impact on the university mission.

Provide a link to or listing of the program’s goals and/or strategic plan.

Our strategic plan includes: 1) maintaining Counseling national accreditation through The Council for Accreditation of Counseling and Related Educational Programs (CACREP); 2) aligning College Student Affairs curriculum with newly released American College Student Affairs (ACPA) and National Association of Student Personnel Association (NASPA) competencies; 3) maintaining First Choice status for both programs which includes a rigorous review by EIU's Council on Graduate Studies to ensure the programs meet the highest standards of scholarly excellence as evidenced by sustained achievement in five criteria; 4) strengthening adherence to the five Graduate School Learning Goals (see MAP) and IBHE, ISBE and NCATE standards for graduate programs; 5) enhancing internship placement and effectiveness through strong partnerships with area school, mental health agencies and college student affairs departments and 6) attracting a broad range of students characterized by diversity and high quality (The average diversity rate of 16% (CSA) and 10% (Counseling) exceeds the average rate of 8% for all graduate programs at EIU and the 6% diversity rate of the College of Education and Professional Studies).

What role will the program have in the implementation of the university’s strategic plan (provide link to strategic plan)?

Academic Excellence:  The department will maintain national accreditation and First Choice status.

Global Competition:  We are currently working with Higher Education institutions in Ireland to establish a College Student Affairs internship program.

Emerging Technologies: Thesis research has consistently explored the impact of disruptive technologies on the university campus.

Campus Life:  CSA interns and Graduate Assistants have more impact on the EIU campus than any other program on campus.  Thesis research consistently explores campus life and has provided recommendation for improvement to many CSA departments.

Financial Sustainability:  The department recently received the Paul Ward scholarship (4 million) to support school counselors as they pursue their graduate degree. 

Marketing and Communication: The department will foster alumni communication in the following ways: Outstanding Graduate and CEPS Alumni Award; Alumni Newsletter and Facebook; Annual meeting of the CSD/CSA Advisory Council; Annual Spring Conference; and use of Alumni in hiring graduates.

What are the program’s two or three most promising opportunities that could help advance the university’s academic mission? Provide an estimate of additional investments or other costs required and additional student credit hours, revenue, or other resources generated.

1.  The Paul Ward Scholarship will enhance national and international recruitment of school counselors and provide research teams to examine school counseling issues (no additional investment is needed).

2.  CSA faculty are working with Higher Education institutions in Ireland to establish ongoing internship opportunities in that country. Our first intern will begin in the summer of 2014 (no additional investment is needed at this time).

3.  A Child and Adolescent Center for Therapy and Research was proposed before the Board of Trustees as part of the Capital Campaign but was not funded.  Investments that would be needed include a facility, a director and office staff position and parking access.  The center would assist communities who currently struggle with a critical shortage of affordable access to child and adolescent therapy.

If needed, provide supplemental comments to help the reader understand future opportunities for the program.