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College of Education


Consistent with the 2016 CACREP Standards regarding data-driven program evaluation and modification, the Counselor Education program has designated four key sources of outcome data for consideration. These sources are distinct from evaluation of the program’s pedagogy which are assessed via measurement of student learning outcomes based on course content evaluation rubrics.

Program Objectives

The Ed.S. program in Counselor Education is designed to prepare practitioners in generic counseling competencies, and especially the knowledge and skills needed for proficiency in school counseling, MCFC, or CMHC. The program adheres to the standards of professional preparation as outlined by the Council for the Accreditation of Counseling and Related Educational Programs (CACREP, 2016). Specifically, student development through the program integrates knowledge and skill in eight areas: (a) Human Growth and Development, (b) Social and Cultural Foundations, (c) Helping Relationships, (d) Group Work, (e) Lifestyle and Career Development, (f) Appraisal, (g) Research, and (h) Professional Orientation. This academic work is supported by two clinical experiences: the 100-hour counseling practicum and the 600-hour counseling internship. Ongoing program revision will ensure compliance with the newly published CACREP standards. The following program objectives direct curriculum development and delivery as the program seeks to:

  1. Develop the knowledge of counseling theories and the respective skills and techniques, and their application in counseling relationships with individuals, couples, families, and groups within a variety of practice settings and contexts in a multicultural society.
  2. Develop the knowledge and skills to interpret the results of clinical assessments, evaluate professional research, and apply to counseling practice.
  3. Develop a counselor professional identity, adhere to ethical counseling practice, and promote social justice, advocacy, and wellness.
  4. Develop knowledge of social and cultural diversity, advocacy, human growth and development, career development, and group work, and to apply this knowledge to the counseling process.


AY 2018- 2019 Systematic Program Evaluation Summary

This data reflects student performance and feedback after completing the program, the input from which will be used to guide program practice and policy. Each section will integrate data for each program, providing indications of program strength and areas for enhancement, followed if appropriate by the intended program modifications. For the purposes of this report, the utilized sources of data include:

  • Counselor Education Program Alumni Surveys sent to graduates of each program (School Counseling, MCFC, CMHC (2019) & Ph.D.) by the Program in the spring of each year;
  • Input from Advisory Boards and program employers
  • Ed.S. student performances on the National Counseling Exam (NCE); and,
  • Ed.S. student performances on the Praxis School Counseling Exam


Feedback on the Ed.S. Programs

For this reporting period, the Program received feedback from 10 out of 12 School Counseling graduates (83%), 2 out of 5 CMHC program completers (40%) and 2 out of 6 MCFC graduates (33%).


School Counseling Program

Based on the quantitative data, “strength” was a topic in which at least 80%, or 8 out of 10, respondents, rated the experience as “strongly agree:”

Strengths to itemized questions:

  • The University of South Carolina Ed.S. in counseling program’s asset is the academic competence of its faculty.
  • The University of South Carolina Ed.S. in counseling program’s asset is the quality of the clinical experience and case conference processes.
  • Overall, I am very happy with the academic and clinical education I received at the University of South Carolina.
  • In general, the quality of teaching was high.
  • The faculty was highly competent in the supervision process.
  • In general, the assignments required for the various courses enabled me to strengthen my knowledge of given topics or subjects.
  • In general, faculty members were well prepared for classes.
  • The faculty demonstrated a positive responsiveness to student concerns.
  • Faculty members were available to the students outside of class time.
  • The grading system was fair.
  • Faculty awareness of current trends in counseling was evident in the classroom
  • Ethical standards were continually taught and maintained by faculty and supervisors.
  • The expectations of site supervisors and UofSC faculty were clear, reasonable, and appropriate for field experience courses.
  • The entire program of academic and clinical education provided a solid foundation for a professional career in education, agency, and government settings.
  • I would recommend the UofSC school counseling Ed.S. program I completed to others interested in preparation to work as a school counselor

Strengths based on write-in comments: N/A

Areas for enhancement

Comments on Specific Faculty or Courses: N/A

Recommendations: N/A

Based on the quantitative data, “area for enhancement” was a topic in which 80%, or 8/10, rated the experience as “strongly disagree:” Based on the feedback gathered for this reporting period, there were no such topics or areas of concern.


Marriage Counseling and Family Counseling Program

Logistical challenges interfered with the return to enough surveys for meaningful data to be reported. These challenges are recognized and will be corrected in time to collect this data in spring of 2020. During spring of 2020, the alumni surveys will be distributed I and collected during the group supervision in EDCE 805F: Internship in MCFC to ensure total distribution and collection.

Advisory Board Input, April 01, 2019


University of South Carolina Faculty: Ryan Carlson, Joshua Gold, Russell Haber

Representatives from: Epworth Children’s Home, LRADAC, Family Intervention Services, Students: Current MCFC graduate student, MCFC graduate and current Ph.D. student

Evaluation of Current Students:

One site reported students from the MCFC placed during AY 2018/19 and described their preparation as “excellent”

Suggestions to Strengthen Program

  • Prepare students to distinguish between “campus” supervision and “site” supervision”; proposed solution: add discussion to EDCE 802: Practicum in MCFC
  • Enhance potential EdS applicant awareness of MCFC track; proposed solution: involve PhD students in advertising and advocacy efforts
  • Re-discuss post-graduation issues such as licensure, exams, etc. after it is initial attention in EDCE 510: Introduction to Counseling; proposed solution: to be added to syllabus for EDCE 805F: Internship in Family Counseling


Clinical Mental Health Program

Logistical challenges interfered with the return to enough surveys for meaningful data to be reported. These challenges are recognized and will be corrected in time to collect this data in spring of 2020. Similar to the protocol for the MCFC alumni surveys, these forms will be distributed and collected in closing classes of the spring, 2020 term in EDCE 804: Internship in CMHC.

Advisory Board Input, Clinical Mental Health Advisory Council Meeting, April 11, 2019


Faculty: Ryan Carlson, Dodie. Limberg, Vanessa Dominguez

Community Representatives: Dr. Wofford – Cooperative Healthcare; Mr. Barnes-Young – SC Department of Mental Health Ms. Mimi Meriwether – Columbia College; Ms. Jessica Jarmin – Youth Outloud

Students: Andrea Fleming – University of South Carolina doctoral candidate;  Rawle Ragoonath – University of South Carolina Ed.S. student;  Lauren Williams – University of South Carolina Ed.S. student

  1. UofSC CMH Program Overview
    1. Carlson and Limberg provided an overview of the CMH program at the University of South Carolina. We discussed current policies and procedures for practicum and internship
  1. Discussion/Updates about the CMHC Program
  1. Feedback from Council Members
    1. Members discussed student qualities that make for successful internships. Examples included understanding the population and familiarity with trauma-informed care.
    2. We discussed experiential classroom activities that might help students feel more prepared for practicum and internship.
  1. State of the Mental Health field in South Carolina
    1. Moving more towards collaborative and integrative care models. This requires students to have a strong working knowledge of community resources, diagnostics, and differentials.
  1. Research and Professional Development Collaboration
    1. Identified opportunities to collaborate beyond the classroom.


School Counseling Advisory Council, November 30th, 2018


Faculty: Moody Crews, Dodie Limberg, Jonathan Ohrt

Community Representatives: O’Tasha Morgan (District Coordinator-Richland 2); Trina Offing (District Coordinator-Richland 1); Zan Pender (District Coordinator-Lexington 1); Bryan Vacchio (School Supervisor-Lexington 1); Willie Jarmon (School Counselor/UofSC Alumni);

Students: Genee’ Glascoe (UofSC Doctoral Student); Chanta Moore (SC Alumni/Doctoral Student); Ms. Rachel Black (UofSC Master Student); Joseph Howell (Master Student)


I. Program Updates

  • Dr. Evans has retired and Dr. Ohrt is now the new program coordinator
  • Dr. Vanessa Dominguez-New faculty member

Curriculum Changes:

  • Students are now taking Counseling Skills in the summer of their first semester in the program
  • In combination with the Practicum course, Dr. Crews is teaching a course about case studies in school counseling
  • Pre-practicum: Students need 30 hours; working with placement office to assign students to locations
  • Play therapy courses have been offered more and UofSC is looking into expanding the courses for certificate to current School Counselors


II. Placement Process Updates

  • Gamecock Edquarters- UofSC’s placement office that is now helping to funnel the process
  • School District Coordinators received placement requests for practicum and internship
  • Richland 1-continue to send placements to the placement office; Ms. Offing still receives and approves the placement requests
  • Richland 2: Students have to complete their Practicum w/ the district in order to be placed in the district for internship 
  • Lexington 1- can continue to send request to the district coordinator; Has all students within schools that are participating in groups/videotaping have their parents sign a consent form
  • Lexington 2- New district coordinator; will continue to send list to the placement office
  • Lexington-Richland 5-Moving placement process to the placement office
  • Supervision: Supervisors at sites must fill out UofSC’s program form in order to be a supervisor
  • Lexington 1-Requires all supervisors to have 6 hours in supervision before becoming a supervisor unless they have a Ph.D.
  • Richland 1-Supervisors must be approved by their school principal in order to be a supervisor; Would like to develop a training in order to provide supervisors about UofSC’s requirements and program updates


III. Research and Professional Development Collaboration

UofSC/Lexington 1 collaborating more on Project Hope

Dr. Limberg attended Partnership Breakfast at Perry Middle School and looking forward to creating more partnerships with the school

UofSC has a program called Professional Development Schools, where individual schools can request a liaison to come to the school and discuss the professional development issue of their choice and UofSC will provide a faculty member that will be the best person to address these needs. Principals will have to pay around $5,000 of school budget but the university will match that amount. All funds will be utilized for that school only.

  • District Coordinators inquired professional development on Social and Emotional Regulation training for staff and students
  • Counselor Education is thinking about offering a track in School Mental Health; UofSC is offering a certificate in school based mental health in partnership with the Department of Mental Health were some students are looking into completing.


IV. Feedback From the Council

  • The program is producing high quality students
  • District coordinators have noticed that students are still struggling with the ability to answer situational questions in interviews
  • Students of Non-CACREP programs are not being hired in some districts
  • Suggestions on how to incorporate utilizing current school counselors and school counselor administrators with courses in order to assist with professional development, networking, and application of the field
  • Collaborating and partnering with UofSC in to create more professional development training
  • Suggestions about creating a “pass the baton” system where practicum supervisors can inform internship supervisors about new supervisees
  • District coordinators suggested about incorporating the “Long-range school plan” into curriculum in order to help new graduates during their employment
  • Faculty encouraged that school supervisors treat internship like an internship and not like a practicum; Encouragement to actually let students experience what it is like to be a school counselor
  • Students should treat practicum and internship like a job interview
  • Developing connections during site visits has allowed site and practicum supervisors to connect about the expectations that they would like to see for students


Ed.S. student performances on the National Counseling Exam

This data is based on the reports of student performances on the fall, 2018 and spring, 2019 National Counseling Exam. On the fall, 2018 testing the data to be reported is based on 6 MCFC students and 10 School Counseling students who sat for the exam. Out of those MCFC students, 6 out of 6 students (100%) passed the exam and 10 out of 10 (100%) of the School Counseling students successfully completed the NCE.


Ed.S. student performances on the Praxis School Counseling Exam

The source for this data is the office of the Graduate Director, College of Education. The data to be reported is based on 12 students who sat for the exam in spring, 2019. All 12 students (100%) passed the exam with an average score of 177.3 as compared to the minimum criteria of 156. Once again, these scores can be viewed as confirmation of the efficacy and effectiveness of the program’s pedagogy and learning experiences for the School Counseling student                                                                                                      


Feedback on the Ph.D. Program

Of the 6 students who completed the Ph.D. program, feedback was received from none. This result is puzzling as the same data distribution system, which proved so successful in past years was replicated but this year generated no student responses. The program will need to reconsider the distribution and collection process once again to return to the 100% return rate of the 2017 report.


Demographic Program Outcomes 2018-2019

Outcomes Reporting School Counseling Ed.S. Marriage, Couple and Family Counseling Ed.S. Counselor Education and Supervision Ph.D.
Graduates  12  6  5
Credentialing Examination Pass Rates  100 n/a  n/a
Completion Rate  100 100 90
Job Placement Rate  100 100  100

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