Appendix G
The
INSTRUCTIONS: Please submit three copies of
the proposal to the Senior Vice President for Academic Affairs, UNC Office of
the President. The signature of the Vice
Chancellor for Academic Affairs is required.
Date: 11/12/08
Constituent
Institution:
CIP Discipline Specialty
Title: Counselor Education/School Counseling and Guidance Services
CIP Discipline Specialty
Number: 13.1101 Level: M
Exact Title of the
Proposed Program: MS in Counselor Education
Degree Abbreviation: MS Proposed Date of Initiation: January 2009
Date
at which assessment will be required (at the end of the fourth year or at least
two months prior to program expiration, whichever comes sooner): January 2011
Will this program be completely individual
access (e.g., Internet,
videocassette)? No
(city) (county) (state)
If cohort-based, length of time to
complete the program: 2 years
List any other UNC
institution that offers a similar program in the same location (if requesting a
site-based program) or a similar program by individual access (if requesting an
individual access program):
Institution None
Does this
program constitute a substantive change as defined by SACS/COC? No
By what date
should SACS be notified of authorization to establish? n/a
The following items conform to the information
required for SACS Substantive Change Procedure One.
1. Abstract (limit to one page or less)
Describe the proposed
change; its location; initial date of implementation; projected number of
students; description of primary target audience; projected life of the program
(single cohort [indicate number of years] or ongoing); and instructional delivery
methods.
We propose to offer
the MS in Counselor Education at
2. Background information
Provide a clear
statement of the nature and purpose of the change in the context of the
institution’s mission, goals, and strategic plan; evidence of the legal
authority for the change (to be provided
by UNC Office of the President).
For more than sixty years, the mission of East
Carolina University (ECU) has included support of courses and degree programs for
students located beyond the borders of the campus. Historically, these off-campus programs were
offered at specific sites and outreach centers, often involving the placement
of university support staff, teaching faculty, and resources at locations such
as military bases and community colleges.
By 1995, with advances associated with rapidly improving technologies,
access to the Internet, and faculty experience in utilizing these resources,
the university began a migration from site-based instruction and student
support services toward electronically supported academic programs.
Membership of these committees included an
appropriate mix of faculty and administrators.
Surveys and reviews were conducted to determine existing best practices
as well as to determine demand for critical academic programs. One obvious influence emerging from the
planning and program development process was the recognition of success in
courses and programs that increasingly integrated technology to support the
educational process.
Major strategies emerging from these planning
efforts included:
3. Assessment of need and program
planning/approval
Discuss the rationale
for the change, including:
·
The intended audience includes students
who live in counties that are distant from the
·
evidence of inclusion of the change in
the institution’s ongoing planning and evaluation processes; and
·
documentation that faculty and other
groups were involved in the review and approval of the new site or program.
The genesis of each of the university’s distance education programs begins in the academic department. Faculty members work with staff from the Division of Academic Affairs to begin the planning process. Each program has a coordinator that is a full time faculty member. They develop a program design that includes both the instructional requirements and the academic resources available to meet the needs of a widely dispersed group of students.
They work with the Division of Continuing Studies to insure that prospective students are made aware of the programs available to them and student services to support these programs are incorporated into the planning process. The Office of Institutional Planning, Research, and Effectiveness insures that university surveys are made available to distance education students and that their participation is encouraged. The academic department maintains an assessment record book for each distance education program as a part of the unit’s total assessment program.
The proposals are referred to the Academic
Program Development Collaborative Team which consists of members representing
the Office of Academic Affairs, Institutional Planning, Research and
Effectiveness, the
Provide projected annual enrollment:
Individual access: Years
1) 20 2) 20
3) 20
Projected total SCHs (all sites):
Year 1 |
Student Credit Hours
|
||
Program
Category |
UG |
Masters |
Doctoral |
Category I |
|
|
|
Category II |
|
360 |
|
Category III |
|
|
|
Category IV |
|
|
|
Year 2 |
Student Credit Hours |
||
Program
Category |
UG |
Masters |
Doctoral |
Category I |
|
|
|
Category II |
|
360 |
|
Category III |
|
|
|
Category IV |
|
|
|
Year 3 |
Student Credit Hours |
||
Program
Category |
UG |
Masters |
Doctoral |
Category I |
|
|
|
Category II |
|
240 |
|
Category III |
|
|
|
Category IV |
|
|
|
Year 4 |
Student Credit Hours |
||
Program
Category |
UG |
Masters |
Doctoral |
Category I |
|
|
|
Category II |
|
|
|
Category III |
|
|
|
Category IV |
|
|
|
4. Description of the
change
Provide a
description of the proposed change, including
·
description of the proposed program;
The master's program is developmental in nature
and attracts students interested in working in a variety of educational and
human service settings. The program of study is approved by the North Carolina
State Department of Public Instruction in accordance with competencies required
for a school counselor license, and the
·
Intended outcomes from this program will
include the graduation of an increased number of students prepared to be school
counselors. The counties targeted for
this cohort expressed a need for additional trained counselors for their school
systems and this program will make it more convenient for students in those
areas to attend the Masters program in School Counseling. Learning objectives include gaining the
knowledge, skills, abilities, and attitudes required to be effective school counselors. Students will graduate as persons eligible to
be hired in the role of a school counselor.
·
The program will consist of the same
curriculum offered at the on-campus program of Counselor Education. Students will take all of the courses
required to be school counselors. This
consists of 48 hours of credit. The
schedule of course offerings is as follows:
Spring
2009
COAD
5370 – Intro to Counseling
COAD
6404 – Counseling Theory
Summer
I – 2009
COAD
6407 – Social/Cultural Issues in Counseling
COAD
6405 – Group Procedures
Summer
II – 2009
COAD
7480 – Educational Research
COAD
6409 – Helping Relationships
Fall
2009
COAD
6406 – Counseling in Schools
COAD
6402 – Career Counseling
Spring
2010
COAD
6401 – Analysis of the Individual
COAD
6482 – Practicum
Summer
I – 2010
COAD
7408 – Ethics in Counseling
COAD
6370 – Counseling Children & Adolescents
Summer
II – 2010
COAD
6414 – Family Approaches
COAD
6412 – Development Across the Lifespan
Fall
2010
COAD
6991 – Internship
COAD
6408 – Counseling the Exceptional Student
Describe and provide
rationale for any differences in admission, curriculum, or graduation
requirements for students enrolled at the new site(s), or any special
arrangements for grading, transcripts, or transfer policies.
(none)
Describe
administrative oversight to ensure the quality of the program or services to be
offered.
Academically qualified
persons participate in all decision making concerning curriculum and program oversight. Permanent faculty members of ECU are responsible
for presentation, management, and assessment
of all electronically-offered degree programs.
A program coordinator is assigned for each
degree program, whether offered on campus or electronically. Each program coordinator is a full-time ECU faculty
member. An assessment team
representative from the academic discipline coordinates
assessment of all on-campus and electronically offered degrees in the
discipline.
5. Faculty
and support staff
Provide:
·
number of faculty expected to deliver
instruction: full-time faculty 4 part-time faculty _0_
·
a complete roster (using the SACS “Roster
of Instructional Staff” form) of those faculty employed to teach in the
program, including a description of those faculty members’ academic
qualifications and course load in the proposed program, as well as course work
taught in other programs currently offered;
·
evidence that adequate faculty members
are assigned to support the program;
Every
faculty in the department both supports the DE cohort and is prepared to teach
in the cohort as needed. With our strategic plans to include the DE cohort in
our annual instructional plans and more strategic rotation of our courses, we
have adequate faculty to support two courses per semester for the DE cohort.
·
impact of the initiative on faculty
workload;
The
faculty look forward to this increased outreach in order to better fulfill the
counseling needs in schools in our region. Faculty understand the occasional
need to supervise/instruct and visit students in the counties involved.
However, since we already have practicum and internship placement in these
counties, this additional travel is not assumed to be prohibitive or difficult.
Faculty are pleased with the increased school-based emphasis of students who are
actively working in school settings and see this as an advantage in pursuit of
related coursework.
Name |
Advanced Degree |
Courses Taught |
Other
Qualifications |
J. Scott
Glass |
Ph.D. |
COAD
5370, 6405, 6407, 6415, 6482, 6991, 7408, |
All
terminally degreed, experienced, and licensed counselors; all with DE
instructional experience. |
Kylie
Dotson-Blake |
Ph.D. |
COAD
6404, 6406, 6414, 6482, |
|
Joseph
Ciechalski |
Ed.D |
COAD
5370, 6401, 6404, 6406, 6408, 6409, 6482, 6483, 6991, |
|
Florence
Weaver |
Ph.D. |
COAD
5370, 6404, 6405, 6409, 6412, 6482, 6991, 7408, |
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
·
number and responsibilities of support
staff (e.g., program coordinator).
Program
will be supported by one faculty Program Coordinator and one Administrative
Assistant as part of their normal duties for the Counselor Education
campus-based program. Coordinator duties include review of applications and
coordination of applicant interviews, scheduling of classes, coordination of
curriculum review/revision processes, program evaluation. Administrative
assistant duties include communication with students, administrative support
for applicants, class scheduling, and other necessary support duties associated
with graduate education.
Describe means by which the institution will provide support services for students enrolled at the site(s) (e.g., admissions, skills assessment, course registration, academic advising, counseling, etc.).
A
system of support services is available to distance education students from the
time of admission to graduation. The
Division of Continuing Studies serves as a clearinghouse of information and a
bridge linking distance education students to appropriate faculty and staff in
key university offices. Continuing
Studies student services staff members are easily accessible to assist students
through a dedicated email box dcs@ecu.edu or our toll free 800
number. In addition, the Division’s publications and website (www.options.ecu.edu), provide information about admission,
advising, registration, bookstore services, library resources and other university
services. The Options web site has a
current students page with links to financial aid, the library, the university
bookstore, Blackboard course management platform, technical
assistance/Helpdesk, disability support services and an orientation site. In addition, the University has made a
commitment to provide an online interface for services that all students can
access anytime. The major repository for administrative services is OneStop. https://onestop.ecu.edu/onestop/ This comprehensive
portal provides access to students, faculty, and staff. The university
community logs in using e-mail credentials. Through the OneStop web portal,
students can access advising and registration information, their course
schedule, grades, course catalog, course description, a GPA calculator,
university events and announcements, and a myriad of other services.
6. Library and learning resources
·
Describe
library and information resources to support the program, including staffing
and services in place to support the initiative.
·
Describe
cooperative agreements with other institutions and include a copy of such
agreements in the appendix.
·
Relative
to electronic resources, describe how students and faculty will access information,
training for faculty and students in the use of online resources, and staffing
and services available to students and faculty.
Checking Out Books and Obtaining
Articles:
Students enrolled in distance education courses
may check out books from Joyner Library as well as obtain articles and research
assistance at
http://media.lib.ecu.edu/DE/DE_Home.html
Off-Campus Access to Services:
Joyner Library provides off-campus access to its
resources and services through a proxy server. The students create accounts and
are authenticated using their ECU email User ID and password. Further
information regarding this service is available at http://media.lib.ecu.edu/erdbs/erdbs_description.cfm?id=96
Joyner Library’s Interlibrary Loan software
streamlines the process for submitting and receiving ILL requests. The link to
this new service is http://jill.lib.ecu.edu/illiad/logon.html. Information for first
time users of the service is provided.
Joyner Library currently subscribes to
approximately 150 databases containing indexes to journal and magazine
articles. Many of these resources offer full-text access to individual
articles. A listing of these resources may be found at. http://media.lib.ecu.edu/erdbs/.
If students wish to check and see if Joyner
Library has full-text access to a particular journal title, they may use the
E-Journal Portal. http://media.lib.ecu.edu/erdbs/
If
the library does not have electronic access to a journal article, students may
obtain the article through Interlibrary Loan. Distance Education student’s
information is at: http://www.ecu.edu/cs-lib/accesssrv/ill/docdel.cfm. The web-based forms
for Interlibrary Loan are located at http://jill.lib.ecu.edu/illiad/logon.html. For more information
on conducting research at a distance including getting books and journal articles,
please review: http://media.lib.ecu.edu/DE/DE_Home.html
Research Assistance:
Students wishing to obtain subject specific
research assistance may use Pirate Source, http://media.lib.ecu.edu/reference/piratesource/. This service allows
students to search for resources based on subject area and includes all types
of materials from books to journals to websites.
Library Instruction and Tutorials are available
to students under Instructional Services at http://www.ecu.edu/cs-lib/Reference/Instruction/index.cfm or
http://media.lib.ecu.edu/reference/howdoi/ which includes FAQ, Research Topics and
Borrowing Information.
Students may also request assistance using the
"Ask a Reference Librarian" web page.
Here they access to links for consultation by filling out a form http://www.ecu.edu/cs-lib/reference/email.cfm, or through email askref@ecu.edu, or Chat live using
AOL.
Additional Resources:
Digital Resource Collection - http://digital.lib.ecu.edu/
Virtual Reference Desks - http://del.icio.us/joynerlibrary/vrd?setcount=25
7. Physical resources
Describe physical facilities and equipment
to support this initiative. Assess the
impact that the proposed change will have on existing programs and services.
Division of Continuing
Studies - http://www.options.ecu.edu/
OneStop - https://onestop.ecu.edu/onestop/
8. Financial
support
Describe
financial resources to support the change, including the budget for the first
year of the proposed program. Include
projected revenues (including tuition and fees receipts, state appropriations
based on projected SCHs, grants, etc.) and expenditures, as well as amount of
resources going to institutions or organizations for contractual or support
services.
Line Item |
Description |
Total |
|
1310 |
EPA Faculty Salaries |
77,983 |
Average faculty salary 77,983/21 s.h. x 18 s.h. in first year |
|
|
|
|
1800 |
Staff Benefits |
17,936 |
23% |
|
|
|
|
2000 |
Supplies & Materials |
1500 |
250 per course |
|
|
|
|
|
Total Budget |
97,419 |
|
|
|
|
|
|
|
|
|
|
107 revenue |
92,370 |
(average faculty
salary) 77,983/303.93 (matrix fte) x 360
SCH |
9. Evaluation
and assessment
Describe
the means used by the institution to monitor and ensure the quality of the
degree program and off-campus site(s).
Summarize
procedures for systematic evaluation of instructional results, including the
process for monitoring and evaluating programs at the new site, as well as
using the results of evaluation to improve institutional programs, services,
and operations.
Assessment of distance learning is fully
integrated into the university-wide assessment program. Since all distance education programs and
courses originate in the academic units, with administrative support from the
Division of Continuing Studies, the academic unit develops the DE assessment
plan along with the assessment plan for the campus-based program. Faculty and
administrators within academic units oversee all distance education programs to
ensure quality and content.
Academically, there is no distinction between courses taught on campus
and those taught via distance education.
All participants must meet the same course objectives and demonstrate
the same learning outcomes. The
curriculum and evaluation of DE courses, however delivered, are conducted under
the same procedures and personnel as on-campus courses. The academic unit establishes the intended
learning outcomes, the means of assessment, and the criteria for success, and
carries out the assessment activities for both the campus and DE programs. The assessment record book for the unit
contains separate documentation for the campus and off-campus programs with
parallel assessment plans and a comparability study and/or plan to document the
performance of both the campus and DE programs.
The Office of Institutional Effectiveness
coordinates the assessment of student learning outcomes in academic degree
programs. A standard format for reporting goals, criteria for success, results,
and use of results has been implemented and an assessment coordinator for
academic affairs has been working with an assessment team, consisting of
representatives from all academic units. In addition, they have conducted a
number of comparisons between off-campus and comparable on-campus
programs. The SOIS is analyzed to determine difference between distance
education and on-campus courses. Both the Graduating Senior Survey (for
undergraduate programs) and the Graduate Student Exit Survey are analyzed to
determine student satisfaction with off-campus programs. Comparisons are
made between students graduating in distance education programs and those
graduating from comparable on-campus programs.
Operational planning for the university
incorporates procedures to evaluate the extent to which educational goals and
objectives are being achieved. During
this phase, units formalize major objectives for the next planning cycle and
indicate the manner in which progress toward those objectives will be measured. Superimposed upon the short-term analysis are
longer-term records of unit performance with regard to students served,
graduates from degree programs, levels of research/creative productivity,
grantsmanship, and service. Longer-term
records are, in turn, derived from compiling standard, day-to-day evaluative
measures of teaching, research, and service.
These activities are systematically documented via annual reports, and
data are then compiled and analyzed by individual units and the Office of
Planning and Institutional Research, among others.
The Student Opinion of Instruction Survey (SOIS)
is administered in the fall and spring semesters to all classes with enrollment
of more than five students. Results of
those surveys are delivered to individual faculty members and to their
respective unit heads. Information from
those surveys is used to contribute ideas to curriculum revision, for annual
evaluations of faculty members, and for merit pay considerations for those
faculty members. Likewise, the unit head
has the opportunity to use the information from the survey results to effect
changes in instruction or in assignment of individual courses to
instructors. Faculty members frequently
consider altering their courses based on feedback received from SOIS scores and
accompanying student comments.
A myriad of activities is employed by academic
units to evaluate instructional programs.
There are internal reviews of the SOIS results. Faculty members and department chairs consider
teaching materials through peer reviews or administrative reviews, conducted
annually. Faculty members are encouraged
to use instructional technology, as appropriate to the discipline. External reviews of entire programs are
conducted for many accreditation studies and include site survey teams, surveys
of employers asking how program graduates meet competencies in job
settings. Students provide information
to assist in this process through the sophomore survey and the graduating
senior survey, with information provided to individual programs with
comparisons to all sixteen UNC campuses.
Faculty members use a variety of techniques
within their individual courses. These
techniques are evaluated in a number of ways.
Faculty members receive individual evaluations of their teaching through
departmental chairs, accompanied by information gleaned from the SOIS. Further assessment of techniques used in
instruction may occur in conjunction with peer review (required in years one
and four of non-tenured faculty members) or as a part of the process for
cumulative review of permanently tenured faculty.
10. Appendices
Appendices may include items such as (1) vitae of key faculty; (2) selected letters of support; (3) copies of library and other cooperative agreements, etc.
Name,
title, telephone, and e-mail of contact person to respond to questions:
Dr. Vivian W. Mott Dr.
J. Scott Glass
Professor
& Chair Associate
Professor & Program Coordinator
Dept
Counselor & Adult Education Dept
Counselor & Adult Education
252-328-6856 252-328-6856
This request to establish a new
distance education degree program (or program site) has been reviewed and
approved by the appropriate campus committees and authorities.
Provost and
Senior Vice Chancellor for Academic and Student Affairs