ࡱ> '` bjbjDD :L&&|y$ $ $ $  8LT 6ppeeeQSSSSSS$hJw aew$ $ 6b b b ~$ l Qb Qb b d , cmd V^#gL5•+h8Λ"ΛcmcmΛ %neub 7 eeeww jeee D  $ $ $ $ $ $  DELTA STATE UNIVERSITY Unit Strategic Plan and Annual Report Calendar Year 2009-10 ___X___Academic Unit ______ Administrative/Support Unit Unit Title: Division of Counselor Education and Psychology School/College or University Division: College of Education Unit Administrator: Dr. Scott Alan Hutchens Program Mission: Counseling Program Mission Statement The faculty and staff of the Delta State University Counselor Education Program through teaching, training, supervision, and experiential activity, develop ethical, competent counselors who are prepared to work in school or community settings. Program faculty seek to foster within students a life-long disposition toward respecting, caring for, and valuing individuals in all stages of development, cultural sensitivity, continued growth and learning, interpersonal openness, and practical application of sound principles and practices in their work as professional counselors. Psychology Program Mission Statement TheDelta State University Psychology Program consists ofcommitted, knowledgeable, and engaging faculty who represent a diverse selection of the subfields of psychology. The Program emphasizes excellence in instruction by providing a friendly environment, small classes and opportunities for students to develop intellectually, professionally and socially. The Psychology Program encourages significant student-faculty interactions which promote intellectual, cultural, ethical and social development allowing students to develop the ability to respect and evaluate the thoughts of others; to develop, assess, and express their own thoughts effectively; and to use the techniques of research and performance associated with the discipline of psychology. Through challenging coursework and one-on-one empirical research opportunities with faculty, students have theopportunityto develop the skills and competence in psychology needed for post baccalaureate careers or graduate school. II.a. Educational Program Learning Outcome Assessment Plan (Counselor Education Program) Learner Outcomes identified for the major. A. Learning Outcome What should a graduate in the Counselor Education major know, value, or be able to do at graduation and beyond?B. Data Collection and Analysis 1. What assessment tools and/or methods will you use to determine achievement of the learning outcome? 2. Describe how the data from these tools and/or methods will be/have been collected. 3. Explain the procedure to analyze the data.C. Results of Evaluation What were the findings of the analysis?D. Use of Evaluation Results 1. List any specific recommendations. 2. Describe changes in curriculum, courses, or procedures that are proposed or were made/ are being made as a result of the program learning outcome assessment process.Outcome 1. Counseling students will have a knowledge base in the eight CACREP core areas.* SP 1, 5; QEP 1, 3, 4 1. The two assessment instruments used in determining acquisition of content knowledge in the program are the CPCE (Counselor Preparation Comprehensive Exam) and the NCE (National Counselor Exam). The CPCE is offered every semester, and students are eligible to sit for the exam after taking CED 609. The NCE is offered every spring semester, and students are eligible to sit for the exam while they are in their last semester of coursework in the program. 2. Scores from the CPCE are generated through Center for Credentialing in Education (CCE), an affiliate with the National Board of Certified Counselors (NBCC) which generates the scores for the NCE. The CPCE scores are generated each semester, and the NCE scores are generated once a year in the spring. The CPCE test summary also provides descriptive statistical data to compare program results with national results; the NCE also has national data with comparisons with CACREP and non-CACREP programs. 3. Data from test results are distributed to faculty for review in preparation for a discussion in a faculty meeting (or multiple faculty meetings as needed). At these faculty meetings, strategies are developed that will help students perform better on these instruments, including program preparation workshops, professionally prepared test prep materials, and curricular changes within targeted courses. Data from the last three years indicate that DSU student pass rates are of concern as they have varied from strong to less than half passing a given administration[see summary tables at end of Learning Outcomes (Counselor Education Program) table]. Although, the percentage of students passing the CPCE in Spring 2010 was very high. The CED faculty, in consultation with CCE and state universities who administer this exam, changed the cut score beginning with the Fall 2009 administration. The previous cut score was standard deviation below the mean. The current cut score is 55%. A few students have retaken the CPCE more than 3 times. For these students, at the end of each retake, they schedule an appointment with a faculty member to review problem areas and develop strategies and resource lists in preparation for the next test administration. Program faculty review results of the CPCE and the NCE in formal faculty meetings and discuss changes to curriculum within the program and in specific courses. Faculty reviewed cut-off score criteria and determined that it did not meet the needs of the department (Cut-off = standard deviation below mean of programs using CPCE as an exit exam). The new cut score was applied. Outcome 2. Counseling students will have a strong skills base in relationship building skills, theoretical orientation, basic therapeutic intervention, and case conceptualization. SP 1, 5; QEP 1, 3, 4 Counseling students are observed closely in at least five clinical courses (CED 630, 601, 604, 609, and 610 or 619). Documented taped session reviews in 630 and 604 and site supervisor observations reflected in formal evaluations serve to monitor student progress. For the spring 09 and fall 09 semesters, documented observations indicated that 12 students self-selected out in CED 630; 4 students self-selected out of the program or were mandated to repeat the course in CED 604; all students passed CED 609; and all students passed successfully through CED 610 or CED 619. This multiple evaluation procedure is determined by program faculty to be an effective gate keeping process. Documented observations indicate that faculty maintain rigor in their assessment of student skill acquisition and that students who fail to meet established benchmarks self-select out of the program, are remediated, or advised out of the program.Outcome 3. Counseling students will have a disposition towards professional and ethical conduct, a sensitivity toward and ability to effectively work with diverse populations, and an acceptance of the personhood of those with whom they work. SP 1, 5; QEP 1, 3 As part of the clinical observations (documented taped session reviews and site supervisor observations reflected in formal evaluations) faculty review and discuss student progress in the areas of professional and ethical conduct, and an appreciation for diversity; multicultural issues are covered in all coursework with the foundational course as CED 616; experiential and didactic experiences serve to develop a disposition toward appreciating diversity.Analysis of faculty and site supervisor observations indicated that all interns adequately demonstrated minimal competency in developing and demonstrating the ability to work effectively with diverse populations and exhibiting professional and ethical conduct.Faculty continue to discuss didactic and experiential activities that enhance the curriculum in student acquisition of knowledge of skills. Faculty are revising the CED curriculum in 2009-10 to ensure compliance with the revised CACREP standards. Outcome 4. Counseling students will have an appreciation for research and presentation at professional conferences and activity in professional organizations. SP 1, 5; QEP 1, 3, 4 Students are required as part of their internship experiences (CED 610 or 619) to present at a professional conference. Many take the opportunity to present at the F.E. Woodall Annual Spring Conference or the states MCA conference.Students are observed and/or required to submit documentation of these presentations; during the 09-10 year, 9 students presented or co-presented at the MCA conference; and 17 presented or co-presented at the F.E. Woodall Spring Conference (Total = 26). In addition, one student received the June Comola Scholarship for her research through the Mississippi Counseling Association.This continues to be an ongoing requirement in the program. Faculty actively recruit students to become members of state and national professional organizations (MCA; ACA). *Professional Identity Helping Relationships Assessment Group Work Career Development Human Growth and Development Social and Cultural Diversity Research and Program Evaluation Summary Tables Counselor Preparation Comprehensive Exam (CPCE) Pass Rates CPCE Administration Dates# of Students Tested# of Students PassedPass Rate %Spring 201011100%Spring 2010131292%10/09 (fall 09) retake3133%10/09 (fall 09)7686%07/09 (summer 09) retake4375%06/09 (summer 09)6467%04/09 (spring 09) retake6117%03/09 (spring 09)13431%10/08 (fall 08) retake4125%10/08 (fall 08)261973%4/08 (spring 08) retake4375%3/08 (spring 08)10550%11/07 (fall 07) retake8338%10/07 (Fall 07)1218%3/07 (spring 07) retake6350%3/07 (spring 07)10330%11/06 (fall 06) retake5480%10/06 (fall 06)10770% National Counselor Exam (NCE) Pass Rates NCE Administration# of Students Tested# of Students PassedPass Rate %Spring 09NANANASpring 0810330%Spring 0715960%Spring 069444%Spring 057686%Spring 0410880%Spring 038788% II.b. Educational Program Learning Outcome Assessment Plan (Psychology Program) Learner Outcomes identified for the major. Note The Psychology Program Curriculum Committee discontinued the use of the GRE to assess student progress. As of Spring 2010, the Major Field Test in Psychology (MFT PSY) will be used to assess students in PSY 490 (Senior Seminar). The MFT PSY assessment is more accessible (i.e., administered online at DSU) and is a more precise and useful indicator because sub-scores for different areas of psychology are provided and compared to national data. A. Learning Outcome What should a graduate in the Psychology major know, value, or be able to do at graduation and beyond?B. Data Collection and Analysis 1. What assessment tools and/or methods will you use to determine achievement of the learning outcome? 2. Describe how the data from these tools and/or methods will be/have been collected. 3. Explain the procedure to analyze the data.C. Results of Evaluation What were the findings of the analysis? D. Use of Evaluation Results 1. List any specific recommendations. 2. Describe changes in curriculum, courses, or procedures that are proposed or were made/ are being made as a result of the program learning outcome assessment process.Outcome 1. Students will demonstrate familiarity with the major concepts, theoretical perspectives, empirical findings, and historical trends in psychology, including the areas of learning, cognition, development, biological psychology, research methods, and statistics. GE 1, 2, 3, 5, 6, 9, 10 SP 1; QEP 1, 3, 4 Assessment in PSY courses via tests, papers, & assignments. PSY 490 (Senior Seminar) Capstone Course Assessment Major Field Test in Psychology (MFT PSY) Chapter tests over PSY subject areas Journal article presentations & discussions which are graded based on content, clarity, and presentation. Average MFT PSY score: 14 PSY students = 152.36 out of a possible 200. National average based on 332 institutions and 29,536 students taking the test from February 2005 to June 2009 = 155. Note - PSY students are a bit below the national average. Note - PSY students accepted into psychology graduate programs averaged a score of 177 on the MFT PSY. MFT PSY Sub-Score Distributions Learning and Cognition, Memory, Thinking = 52.43 (national average = 55) Perception, Sensory, Physiology, Comparative, Ethology = 58.43 (national average = 56) Clinical, Abnormal, Personality = 51.5 (national average = 56) (note Clinical, Abnormal, and Personality courses at DSU are not required. Some students may not take as PSY electives) Developmental, Social = 54.36 (national average = 55) Mean chapter test and journal article presentation/discussion scores are high (i.e., 81% and 85%, respectively). Program faculty review results of the MFT PSY in formal faculty meetings and discuss changes to curriculum within the program and in specific courses. Tests are periodically revised to reflect current course content. Recommendations Continue to track differences in performance between PSY students who plan on attending graduate school and those who plan on starting a post-baccalaureate career and try to improve scores for both groups. Outcome 2. Students will apply basic research methods in psychology, including research design, data analysis, and interpretation. GE 1, 3, 4; SP 1; QEP 2, 4 Assessment in various PSY courses (330 [formerly 102], 331 [formerly 200], 332 [formerly 201], 315, 402, 404, 493) through tests, creation of surveys (validity, reliability), research proposals, and research projects. PSY 490 Capstone Course Assessment MFT PSY Chapter tests over PSY subject areas Journal article presentations & discussions which are graded based on content, clarity, and presentation. Student research and presentation production (Students are required to incorporate conceptual learning in professional research presentations that require students to present concepts to professionals in the area of PSY.) Average MFT PSY score = 152.36 (Research and PSY are so closely integrated that in order to do well on one a student would need to do well on the other. Thus, MFT PSY is a good measurement of research methods.) Mean chapter test and journal article presentation/discussion scores are high (i.e., 81% and 85%, respectively). PSY students produced a significant number of research projects (12 professional research presentations in 2009; Dr. Hutchens students were awarded First Place for Best Undergraduate Research Presentation at the Delta Research and Scholarship Symposium and Dr. Jones students were awarded First Place for Best Undergraduate Research Presentation at MS Academy of Sciences). Faculty agreed to have a research component in certain courses which are conducive to having a research component (i.e., class size and subject matter). Research Methods Redesign: Two courses (PSY 102 and 201) were recently redesigned to increase students understanding of research methods. Psychology faculty determined that the course load in PSY 201 (Research Methods) was too heavy and writing intensive for students to gain full understanding of research methods in one semester. Starting in Fall 2010 students will take PSY 330 (Research Methods I) and then PSY 331 (Statistics), and finally PSY 332 (Research Methods II). Thus, the material covered and student work that used to take place in one course (PSY 201) will be distributed over two courses. Students will develop a research topic and start a research proposal in PSY 330, take PSY 331 to learn about statistics, then finish the proposal in PSY 332. Since the three courses have a prerequisite sequence, it will take three semesters to assess the effectiveness of the research methods redesign. PSY 493 (Independent Research) was developed in order that students could take a course solely devoted to conducting research and writing an APA research paper. However, PSY 493 cannot be offered as part of a faculty members course load due to low enrollment, and the course is not conducive to an enrollment of 10 or more. Thus, the course was offered in Spring 2009 and Fall 2009 as an overload with per-head pay. Three students took the course in both semesters. Continue to offer and maintain student research opportunities. Recommendations Since the majority of undergraduate research projects are carried out voluntarily and PSY 493 is not viable based on the current funding formula, increase research opportunities in courses which are conducive to having a research component.Outcome 3. Students will use critical and creative thinking, skeptical inquiry, and, when possible, the scientific approach to solve problems related to behavior and mental processes. GE 1, 3 ; SP 1; QEP 1, 4 Assessment in PSY courses through tests, papers, assignments, & discussions. PSY 490 Capstone Course Assessment MFT PSY MFT PSY sub-scores Chapter tests over PSY subject areas Journal article presentations & discussions which are graded based on content, clarity, and presentation.Average scores in PSY 490: 152.36 MFT PSY (note the MFT PSY is used as an assessment of students progress through the program, rather than a measurement for pre-existing standards or goals.) Mean chapter test and journal article presentation/discussion scores are high (i.e., 81% and 85%, respectively).Tests are periodically adjusted to assess critical and creative thinking and skeptical inquiry. Recommendation - Implementation of more deep learning, hands-on activities in PSY courses (i.e., in-class demonstrations, simulations, and experiments). Outcome 4. Students will demonstrate application of psychological principles to personal, social, and organizational issues. GE 1, 5, 6, 7, 8, 10 SP 1; QEP 1, 4 Assessment in PSY courses through application test questions, papers, and discussions. Assessment in PSY 425 (Service Learning in Psychology) (e.g., supervisor ratings). PSY 490 Capstone Course Assessment Application chapter test questions. Journal article discussions which are graded based on content, clarity, and presentation.PSY 425: Service Learning in Psychology course was offered in Fall 2009. Twelve students each completed 60 hours of psychology-related volunteer work at several different agencies. Their supervisor ratings were all exceptional. The course will also be offered again in Fall 2010. PSY 490: Mean chapter test and journal article presentation/discussion scores are high (i.e., 81% and 85%, respectively). Recommendation- Implementation of more service learning activities where available. Outcome 5. Students will be able to use writing, oral communication, and interpersonal communication skills in various formats (e.g., essays, correspondence, technical papers, APA style empirically-based reports, literature reviews, theoretical papers, group discussion, debate, lecture, professional presentation) and for various purposes related to psychology (e.g., informing, defending, explaining, persuading, arguing, teaching). GE 1, 2, 5, 7, 8, 10 SP 1; QEP 1, 2, 4 Assessment in PSY courses through application writing intensive assignments, essay tests, papers, and oral research presentations. Detailed assessment in PSY 330 Research Methods I (formerly 102) and PSY 332 Research Methods II (formerly 201) when implemented in Fall 2010. PSY 490 Capstone Course Assessment Journal article discussions and presentations which are graded based on content, clarity, and presentation. Student research and presentation production. PSY 425: Mean chapter test and journal article presentation/discussion are high (i.e., 81% and 85%, respectively). PSY students produced a significant number of research projects (12 professional research presentations in 2009; Dr. Hutchens students were awarded First Place for Best Undergraduate Research Presentation at the Delta Research and Scholarship Symposium and Dr. Jones students were awarded First Place for Best Undergraduate Research Presentation at MS Academy of Sciences). Faculty agreed to offer more writing intensive assignments and presentation/discussion activities in PSY courses. Research Methods Redesign: Two courses (PSY 102 and 201) were recently redesigned to increase students understanding of research methods. Psychology faculty determined that course load in PSY 201 (Research Methods) was too heavy and writing intensive for students to gain full understanding of research methods in one semester. Starting in Fall 2010 students will take PSY 330 (Research Methods I) and then PSY 331 (Statistics), and finally PSY 332 (Research Methods II). Thus, the material covered and student work that used to take place in one course (PSY 201) will be distributed over two courses. Students will develop a research topic and start a research proposal in PSY 330, take PSY 331 to learn about statistics, then finish the proposal in PSY 332. Since the three courses have a prerequisite sequence, it will take three semesters to assess the effectiveness of the research methods redesign. PSY 493 (Independent Research) was developed in order that students could take a course solely devoted to conducting research and writing an APA research paper. However, PSY 493 cannot be offered as part of a faculty members course load due to due to low enrollment, and the course is not conducive to an enrollment of 10 or more. Thus, the course was offered in Spring 2009 and Fall 2009 as an overload with per-head pay. Three students took the course. Recommendations Since the majority of undergraduate research projects are carried out voluntarily and PSY 493 is not viable based on the current funding formula, increase research opportunities in course which are conducive to having a research component and require students to present their findings in those courses. III. Goals Goals for the Current Year (2009) Division Goals (2009) Division Goal#1: Hire, train, and support the newly hired Counseling Lab Director. Institutional Goal(s) supported by this goal: SP Goal # 3 [Assure high-quality, diverse engaged faculty and staff] and QEP Goals # 1 & 4 Evaluation Procedure(s): Staff evaluations, frequent meetings with program coordinator. Actual Results of the Evaluation: Sally Lawes was hired as the Counseling Lab Director and she was fully integrated within the division. Ms. Lawes met frequently with the program coordinator and her staff evaluation was satisfactory. Unfortunately, Ms. Lawes resigned in May 2010 to move back home to Alabama. Use of Evaluation Results: The Program will continue to develop and strengthen the Counseling Lab Director position and the organization and operation of the counseling lab. Division Goal#2: Division faculty will examine external funding sources to supplement program initiatives. Institutional Goal(s) supported by this goal: SP Goal # 4 [Enhance institutional effectiveness] Evaluation Procedure(s): Number of grant-writing workshops attended by faculty and number of faculty in attendance; meetings with the DSU grant office; number of grant applications. Actual Results of the Evaluation: All CED and PSY faculty attended a grant-writing workshop with Robin Boyles in Fall 2009. Some CED and PSY faculty (Dr. Beals, Mr. Hawkins, and Dr. Troyer) individually met Robin Boyles in the DSU Grant Office to seek information about applying for discipline-related grants. Five School Counseling Internships were funded through the Healthy Campus/Community Initiative. Dr. Blanco applied for Healthy Campus/Community Initiative funds to develop a play therapy lab but did not receive funding. The CED Program applied for a Baxter Foundation grant to increase community counseling services in the Delta, but did not receive funding. The division is currently involved in an inter-college effort to apply for a NIH BRIC grant. Use of Evaluation Results: The Division will continue to seek additional funds from potential grants and other funding sources. Division Goal #3: Develop and implement an In-Class Chair Observation Program for pre-tenure faculty. Institutional Goal(s) supported by this goal: SP Goal # 1, 2, & 3 [Increase student learning; Develop an engaged, diverse high-quality student population; Assure high-quality, diverse engaged faculty and staff] and QEP Goals # 1, 3, & 4 Evaluation Procedure(s): Quantitative and qualitative assessment outcomes will be discussed with each division faculty member after an in-class observation. Annual chair evaluations may be used to further assess the success of this goal. Actual Results of the Evaluation: Four newly-hired faculty received detailed feedback/recommendations (from the chair) about their teaching and classroom management skills which they were encouraged to use to increase their teaching effectiveness as they progressed toward tenure and promotion. This should result in more faculty obtaining tenure and promotion. Note due to the increased time and effort of training four new faculty members, only the four newly hired faculty were included in the implementation of the program. Use of Evaluation Results: The In-Class Chair Observation Program will continue to be used to develop and strengthen the division faculty and promote effective and innovative teaching. Newly-hired, as well as current, pre-tenure division faculty will be observed in 2010-2011. Counselor Education Program Goals (2009) CED Program Goal #1: Counselor Education faculty initiated name and curriculum changes to transition the Community Counseling program to a Clinical Mental Health Counseling program. Institutional Goal(s) supported by this goal: SP Goals # 1, 2, & 5 [Increase student learning; Develop an engaged, diverse, high-quality student population; Improve the quality of life for all constituents] and QEP Goals # 1 & 4 Evaluation Procedure(s): changes in course curriculum, changes in program of study, changes in teaching assignments, and student input. Actual Results of the Evaluation: The program prepared for compliance with the new CACREP standards by changing the program name, course names, program of study. New courses, Methods of Counseling Research and Statistics (CED 635) and Foundations of Clinical Mental Health Counseling (CED 627), were developed to comply with new CACREP standards. All changes made in the graduate catalog. Use of Evaluation Results: Changes within the program will be assessed by CACREP in a self-study due on June 2011 and a site visit in October 2012. CED Program Goal #2: Program faculty will propose and have approved an Ed.S. in School Counseling. Institutional Goal(s) supported by this goal: SP Goals # 1, 2, & 5 [Increase student learning; Develop an engaged, diverse, high-quality student population; Improve the quality of life for all constituents] and QEP Goals # 1 & 4 Evaluation Procedure(s): changes in course curriculum, enrollment. Actual Results of the Evaluation: An authorization to plan a program was developed, approved by CEAC and AC, and submitted to IHL. IHL approved the authorization to plan on May 20, 2010. Curriculum development is ongoing. The Ed.S. proposal will go before the IHL for approval in November 2010. Use of Evaluation Results: If the program is approved, there will be increased opportunities for program graduates, and program enrollment should increase. CED Program Goal #3: Hire and train two new faculty to replace faculty departing Spring 2009. Institutional Goal(s) supported by this goal: SP Goal # 3 [Assure high-quality, diverse engaged faculty and staff] and QEP Goals # 1 & 4 Evaluation Procedure(s): course evaluations, in-class chair observations, annual chair evaluations, weekly meetings with program coordinator, and mentorship meetings with division chair. Actual Results of the Evaluation: Two faculty were hired in Fall 2009. They met with the program coordinator weekly and have been fully integrated into the program and division. For both faculty members, course, in-class chair observations, and annual chair evaluations were satisfactory and above. Use of Evaluation Results: Continue to develop and strengthen the program faculty. CED Program Goal #4: Strengthen assessment data collection in clinical courses. Institutional Goal(s) supported by this goal: SP Goals # 1 & 2 [Increase student learning; Develop an engaged, diverse, high-quality student population] and QEP Goals # 1 & 4 Evaluation Procedure(s): analysis by semester and annual analysis of strengths/weaknesses of clinical students. Actual Results of the Evaluation: Data collection in practicum and internship courses was strengthened by uniformly collecting data on the number of counseling sessions and each sessions evaluation. The data can be blocked (i.e. tracked) by students or faculty. Use of Evaluation Results: Continue to document and to develop and strengthen the dispositions ratings of CED students. This is critical for CACREP accreditation. Psychology Program Goals (2009) PSY Program Goal #1 Continue to implement recommendations from the PSY Program External Review by redesigning PSY 102 (Psychological Tools) and PSY 201 (Research Methods). Institutional Goal(s) supported by this goal: SP Goals # 1 & 2 [Increase student learning; Develop an engaged, diverse, high-quality student population] and QEP Goals # 1 & 4 Evaluation Procedure(s): Chair and student evaluations; grade distributions of PSY 201 students in Spring 2010 as compared to previous semesters; number of graduates. Actual Results of the Evaluation: The redesign of PSY 102 (Psychological Tools) and PSY 201 (Research Methods) took place in Spring 2010 and will be partially implemented in Fall 2010 with PSY 330 (Research Methods I) PSY 331 (Statistics) in Spring 2011 and PSY 332 (Research Methods II) in Fall 2011. Due to the sequential implementation of the courses (because of prerequisites) it will be a year until comparative data are available. Use of Evaluation Results: Results will be used to modify the curriculum and PSY program in the future. PSY Goal #2: Encourage faculty to increase the number of online/hybrid course offerings. Institutional Goal(s) supported by this goal: SP Goal # 5 [Improve the quality of life for all constituents] and QEP Goal # 2 Evaluation Procedure(s): Number of hybrid and online courses; credit hour production; enrollment; number of graduates. Actual Results of the Evaluation: There were two more hybrid and two more online courses offered this year than last year. Credit hour production and enrollment did not increase from Fall 2008 to Fall 2009. Use of Evaluation Results: Results will be used to consider offering more hybrid/online courses in order to make it more convenient for nontraditional students and distance students to take psychology courses. PSY Program Goal #3 Continue to attend and host a symposium at the Southeastern Conference on the Teaching of Psychology as a faculty retreat (faculty teaching development) Goal continued from previous year. Institutional Goal(s) supported by this goal: SP Goals # 1, 2, & 3 [Increase student learning; Develop an engaged, diverse, high-quality student population; Assure high-quality, diverse, engaged faculty and staff] and QEP Goals # 1, 2, & 3 Evaluation Procedure(s): Faculty will evaluate the symposium. A report will be sent to the Provosts Office as a follow-up to the requested funds from the Kent and Janice Wyatt faculty development funds. Faculty will also improve in their teaching as measured by annual chair evaluations and in-class chair observations. Actual Results of the Evaluation: Unlike the past three years, faculty were not invited to host a symposium (because they had hosted a symposium three consecutive years), but four (Scott Drury, Scott Hutchens, Duane Shuttlesworth, and Temika Simmons) of the five psychology faculty attended the conference and reported that it was very beneficial (faculty follow-up reports were filed in Provosts Office). As measured by annual chair evaluations, the four faculty gained experience and developed professionally as a result of attending the conference. New teaching techniques to engage students were learned (e.g., use of Student Response Systems [SRS]). The Division is in the process of purchasing a SRS for use in Fall 2010. By implementing these teaching techniques the four faculty will become more effective teachers. Also, collegiality was fostered among the faculty who attended the conference. Use of Evaluation Results: Results will be used to consider attending a similar conference as a group again. PSY Program Goal #4 Continue to develop and host a teaching symposium at DSUs ROMEA Conference as a group (faculty teaching development) Goal continued from previous year. Institutional Goal(s) supported by this goal: SP Goals # 1, 2, & 3 [Increase student learning; Develop an engaged, diverse, high-quality student population; Assure high-quality, diverse, engaged faculty and staff] and QEP Goals # 1, 2, & 3 Evaluation Procedure(s): Faculty will evaluate the symposium. Faculty will also improve in their teaching as measured by annual chair evaluations and in-class chair observations. Actual Results of the Evaluation: This goal was not met because ROMEA was cancelled due to DSU budget cuts. Use of Evaluation Results: Psychology faculty will consider developing a symposium for another conference in the future. Goals for Coming Year Division Goals (2010) Division Goal #1: Increase enrollment in Counselor Education and Psychology Programs by a minimum of 1% (through expanded/new [Ed.S.] programs and innovative program/course offerings, as well as vigorous recruiting practices). Institutional Goal(s) supported by this goal: SP Goals #1 & 2 [Increase student learning; Develop an engaged, diverse, high-quality student population], QEP Goal # 1, 2, 3, & 4, and COE Strategic Plan: # 3 Enrollment, Recruitment, and Retention. Evaluation Procedure(s): Review of enrollment reports from Institutional Research and Planning. Track the number and type of recruitment efforts. Expected Results: Enrollment will increase. The number of recruitment efforts will increase. Anticipated/Intended Uses of Evaluation Results: Results will be used to evaluate effective methods of recruitment in order strengthen the Counselor Education and Psychology Programs. Work closely with Graduate Office and Admissions to develop recruitment plans; develop retention plans through advisement and monitor. Division Goal #2: Increase credit hour production (CHP) in Counselor Education and Psychology Programs by a minimum of 1% (through expanded/new [Ed.S.] programs and innovative program/course offerings, as well as vigorous recruiting practices). Institutional Goal(s) supported by this goal: SP Goals #1 & 2 [Increase student learning; Develop an engaged, diverse, high-quality student population], QEP Goal # 1, 2, 3, & 4, and COE Strategic Plan: # 3 Enrollment, Recruitment, and Retention. Evaluation Procedure(s): Review of CHP reports from Institutional Research and Planning. Track the number and type of recruitment efforts. Expected Results: CHP will increase. The number of recruitment efforts will increase. Anticipated/Intended Uses of Evaluation Results: Results will be used to evaluate effective methods of recruitment in order strengthen the Counselor Education and Psychology Programs. Work closely with Graduate Office and Admissions to develop recruitment plans; develop retention plans through advisement and monitor. Focus on market analysis and course offerings to ensure strategic delivery of courses. Division Goal #3: Increase the number of graduates for Counselor Education and Psychology Programs by a minimum of 1% (through expanded/new [Ed.S.] programs and innovative program/course offerings, as well as vigorous recruiting practices). Institutional Goal(s) supported by this goal: SP Goals #1 & 2 [Increase student learning; Develop an engaged, diverse, high-quality student population], QEP Goal # 1, 2, 3, & 4, and COE Strategic Plan: # 3 Enrollment, Recruitment, and Retention. Evaluation Procedure(s): Review of graduation numbers reported by Institutional Research and Planning. Track the number and type of recruitment efforts. Expected Results: Number of graduates will increase. The number of recruitment efforts will increase. Anticipated/Intended Uses of Evaluation Results: Results will be used to evaluate effective methods of recruitment in order strengthen the Counselor Education and Psychology Programs. Work closely with Graduate Office and Admissions to develop recruitment plans; develop retention plans through advisement and monitor. Note - Immediate impact on graduation numbers will likely not be seen--as candidates who are not currently on track for graduation may not meet requirements even with enhanced advisement. It will, also, take time (i.e., at least two years) to measure the effect of vigorous recruitment efforts on graduation rates). Division Goal #4: Develop and implement an In-Class Chair Observation Program for pre-tenure faculty. Goal continued from previous year. Institutional Goal(s) supported by this goal: SP Goal # 1, 2, & 3 [Increase student learning; Develop an engaged, diverse high-quality student population; Assure high-quality, diverse engaged faculty and staff], QEP Goals # 1, 3, & 4, and COE Strategic Plan: # 1 Quality. Evaluation Procedure(s): Quantitative and qualitative assessment outcomes will be discussed with each division faculty member after an in-class observation. Annual chair evaluations may be used to further assess the success of this goal. Expected Results: Faculty will receive detailed feedback/recommendations about their teaching and classroom management skills which they can use to increase their teaching effectiveness as they progress toward tenure and promotion. This should result in more effective teaching which may be reflected in more positive student teaching evaluations, annual chair evaluations, and more faculty obtaining tenure and promotion. Anticipated/Intended Uses of Evaluation Results: to continue to develop and strengthen the division faculty and promote effective and innovative teaching. Division Goal #5: Division faculty will examine external funding sources to supplement program initiatives. Goal continued from previous year. Institutional Goal(s) supported by this goal: SP Goal # 4 [Enhance institutional effectiveness] and COE Strategic Plan: # 1 Quality. Evaluation Procedure(s): Number of grant-writing workshops attended by faculty and number of faculty in attendance; meetings with the DSU grant office; number of grant applications. Expected Results: Faculty will attend grant-writing workshops, meet with the DSU grant office, and will apply for at least one grant. Anticipated/Intended Uses of Evaluation Results: The Division will continue to seek additional funds from potential grants and other funding sources. Counselor Education Program Goals (2010) CED Program Goal #1: Hire, train, and support three new CED faculty to replace faculty departing Spring 2010. Institutional Goal(s) supported by this goal: SP Goal # 3 [Assure high-quality, diverse engaged faculty and staff], QEP Goals # 1 & 4, and COE Strategic Plan: # 1 Quality and # 4 Diversity. Evaluation Procedure(s): Course evaluations, in-class chair observations, annual chair evaluations, weekly meetings with program coordinator, and mentorship meetings with division chair. Expected Results: Hired faculty will begin in Fall 2010 and be fully integrated into the program by the end of the academic year. Anticipated/Intended Uses of Evaluation Results: to continue to develop and strengthen the program faculty. CED Program Goal #2: Hire, train, and support newly hired Counseling Lab Director. Goal continued from previous year. Institutional Goal(s) supported by this goal: SP Goal # 3 [Assure high-quality, diverse engaged faculty and staff], QEP Goals # 1 & 4, and COE Strategic Plan: # 1 Quality and # 4 Diversity. Evaluation Procedure(s): Staff evaluation, frequent meetings with program coordinator. Expected Results: Counseling Lab Director will be hired and fully integrated within the division by the end of the academic year. Anticipated/Intended Uses of Evaluation Results: Continue to develop and strengthen the Counseling Lab Director and the organization and operation of the counseling lab. CED Program Goal #3: Prepare the CACREP re-accreditation self-study to be submitted by June 1 of 2011. Absolute deadline for this submission is June 30, 2011. Institutional Goal(s) supported by this goal: SP Goals # 1, 2, & 5 [Increase student learning; Develop an engaged, diverse, high-quality student population; Improve the quality of life for all constituents], QEP Goals # 1 & 4, and COE Strategic Plan: # 1 Quality. Evaluation Procedures: Self-Study accepted and mock CACREP evaluation is successful. Expected Results: CACREP reaccreditation process will be successfully initiated. Anticipated/Intended Uses of Evaluation Results: Identify changes necessary to continuing the highest possible level of CACREP standards including curriculum, practicum, and program self-evaluation processes. CED Program Goal #4: Evaluate and update Counselor Education Student Handbook to reflect current practices, expectations, and values of current faculty and 2009 CACREP standards. Institutional Goals supported by this goal: SP Goals # 1, 2, & 5 [Increase student learning; Develop an engaged, diverse, high-quality student population; Improve the quality of life for all constituents], QEP Goals # 1 & 4, and COE Strategic Plan: # 1 Quality. Evaluation Procedures: Regular faculty meetings with minutes kept. The publication of a new student handbook. Minutes of at least one focus group session with students. Expected Results: The publication of a current student handbook to be included with our CACREP self-study and that provides up-to-date and accurate information to matriculate our program. Anticipated/Intended Uses of Evaluation Results: Students and faculty will use the handbook as guidelines defining timely matriculation, suitable roles and expectations for both faculty and students, and professional standards. CED Program Goal #5: Create and implement databases, documentation, and procedures to provide information to the faculty regarding program strengths and weaknesses, to document uses and responses to that information, and facilitate 2009 CACREP requirements. Institutional Goals supported by this goal: SP Goal # 4 [Enhance institutional effectiveness], QEP Goal # 4, and COE Strategic Plan: # 1 Quality. Evaluation Procedures: Regular faculty meetings with minutes kept. The creation of databases that track students from inquiry about the program beyond graduation. Data will also be kept on employers of our program and efforts to get evaluations from them. Expected Results: Creation of an ongoing means of program assessment and response suitable to retain CACREP accreditation and to inform faculty and administration relative to the success and needs of the program. Anticipated/Intended Uses of Evaluation Results: Faculty and administrators will use this data for program adjustment and augmentation. Data will be available for reporting to administration and to facilitate CACREP requirements. CED Program Goal #6: Program faculty will clarify the curriculum, create the necessary course work, and create the necessary documentation for the Ed.S. in School Counseling to be approved by the IHL in November 2010. Assuming approval in November, the new Ed.S. program will be marketed and initiated in Spring 2011 and Fall 2011. Institutional Goal(s) supported by this goal: SP Goals # 1, 2, & 5 [Increase student learning; Develop an engaged, diverse, high-quality student population; Improve the quality of life for all constituents], QEP Goals # 1 & 4, and COE Strategic Plan: # 1 Quality and # 3 Enrollment, Recruitment, and Retention. Evaluation Procedure(s): Course curriculum, enrollment. Expected Results: Changes in course curriculum for Ed.S program, increased enrollment for program. Anticipated/Intended Uses of Evaluation Results: Successful development and implementation of new Ed.S. program. Psychology Program Goals (2010) PSY Program Goal #1 Continue the process of assessing the redesign of PSY 102 (Psychological Tools) and PSY 201 (Research Methods) Goal continued from previous year. Institutional Goal(s) supported by this goal: SP Goals # 1 & 2 [Increase student learning; Develop an engaged, diverse, high-quality student population], QEP Goals # 1 & 4, and COE Strategic Plan: # 1 Quality. Evaluation Procedure(s): Chair and student evaluations; grade distributions of PSY 332 (formerly PSY 201) students in Spring 2011 as compared to previous semesters, graduation rates. Expected Results: The PSY program and curriculum will become stronger and more organized. PSY 330 (formerly PSY 102) will better prepare students to succeed in PSY 332 resulting in higher PSY 332 grades (and less failing). As a result, graduation rates may increase slightly. Note When implemented in Fall 2010, students will develop a research topic and start a research proposal in PSY 330, take PSY 331 to learn about statistics in Spring 2011, then finish the proposal in PSY 332 in Fall 2011. Since the three courses have a prerequisite sequence, it will take three semesters to assess the effectiveness of the research methods redesign. Anticipated/Intended Uses of Evaluation Results: Results will be used to modify the curriculum and PSY program in the future. PSY Goal #2: Encourage faculty to increase the number of online/hybrid course offerings Goal continued from previous year. Institutional Goal(s) supported by this goal: SP Goal # 5 [Improve the quality of life for all constituents], QEP Goal # 2, and COE Strategic Plan: # 3 Enrollment, Recruitment, and Retention. Evaluation Procedure(s): Number of hybrid and online courses. Expected Results: The number of hybrid and online course offerings will increase, enrollment, credit hour production (CHP), graduation rates. Anticipated/Intended Uses of Evaluation Results: Results will be used to consider offering more hybrid/online courses in order to make it more convenient for nontraditional students and distance students to take psychology courses. As a result enrollment, CHP, and graduation rates may increase slightly. PSY Program Goal #3 Continue to attend the Southeastern Conference on the Teaching of Psychology as a faculty retreat (faculty teaching development) Goal continued from previous year. Institutional Goal(s) supported by this goal: SP Goals # 1, 2, & 3 [Increase student learning; Develop an engaged, diverse, high-quality student population; Assure high-quality, diverse, engaged faculty and staff], QEP Goals # 1, 2, & 3, and COE Strategic Plan: # 1 Quality. Evaluation Procedure(s): A report will be sent to the Provosts Office as a follow-up to the requested funds from the Kent and Janice Wyatt faculty development funds. Faculty will also improve in their teaching as measured by annual chair evaluations and in-class chair observations. Expected Results: Psychology faculty will continue to gain experience and develop professionally. The psychology faculty will become more effective teachers. New teaching techniques to engage students will be learned, shared, and implemented. Collegiality will be fostered among psychology faculty. Anticipated/Intended Uses of Evaluation Results: Results will be used to consider attending a similar conference as a group again. PSY Program Goal #4: Prepare a Psychology Program External Five-Year Review in Spring 2011 (SACS requires an external review every five years). Institutional Goal(s) supported by this goal: SP Goals # 1, 2, & 5 [Increase student learning; Develop an engaged, diverse, high-quality student population; Improve the quality of life for all constituents], QEP Goals # 1 & 4, and COE Strategic Plan: # 1 Quality. Evaluation Procedures: An expert in the field will be selected to carry out the review. Expected Results: External review process will be successfully initiated and completed in Spring 2011. Anticipated/Intended Uses of Evaluation Results: Results/external report will be used to modify the curriculum and PSY program in the future in order to strengthen the curriculum and program. IV. Data and Information for Department: The following tables and information represent data for the Division of Counselor Education and Psychology regarding Comparative Data (Comparison of Enrollment by Major, Credit Hour Production [CHP] by Discipline, Division Graduates by Major); Grants, Contracts, Partnerships and Other Accomplishments; Economic Development Initiatives and/or Impact; Diversity Compliance Initiatives and Progress; and Committees Reporting to Unit. Comparative Data: Comparison of Enrollment by Major 2005 - 2006SummerFallSpring CED0120120PSY07676Total0196196 2006-20072007-2008SummerFallSpringSummerFallSpringCED7812512060101101PSY2897763010583Total106222196902061842008-20092009-2010SummerFallSpringSummerFallSpringCED558280466461PSY298477247170Total8416615770135131Note Division enrollment has decreased from 2006-2007 to 2009-2010. Accomplishing Division Goal #1, Counselor Education Program 2010 Goal #6, and Psychology Program 2010 Goal #2 (see above) will help increase enrollment by major. Credit Hour Production by Discipline Summer 2007Fall 2007Spring 2008DisciplineUndergradGraduateUndergradGraduateUndergradGraduateCED72375177570156567PSY26431407914220EPY72150204153246138Total40852817887321824705Summer 2008Fall 2008Spring 2009DisciplineUndergradGraduateUndergradGraduateUndergradGraduateCED75378135537135594PSY26101578014220EPY457822893210276Total38145619416301767870Summer 2009Fall 2009Spring 2010DisciplineUndergradGraduateUndergradGraduateUndergradGraduateCED69330213522153450PSY26101476012450EPY36198156165249180Total36652818456871647630Note Division credit hour production has decreased somewhat from 2007 to 2009. Division credit hour production may increase in the future when Division Goal #2, Counselor Education Program 2010 Goal #6, and Psychology Program 2010 Goal #2 (see above) are accomplished. Division Graduates by Major 2005-20062006-20072007-20082008-20092009-20102010-20112011-20122012-20132013-20142014-20152015-2016CED2630222624PSY1823261622Total4453484246Note Division Spring graduation numbers have remained fairly steady. However, 2008-2009 graduation numbers have decreased a bit over 3 years. On a positive note, 2009-2010 graduation numbers have increase by 4 since 2008-2009. Accomplishing Division Goal #3, Counselor Education Program 2010 Goal # 6, and Psychology Program 2010 Goals # 1 & 2 (see above) will help increase the number of graduates by major. Grants, Contracts, Partnerships and Other Accomplishments: Five School Counseling Internships were funded through the Healthy Campus/Community Initiative. Economic Development Initiatives and/or Impact: The Division of Counselor Education and Psychology is involved in economic development as it prepares students for careers in the helping professions and further graduate training. Currently, informal partnerships exist between Region I, Region V, and Region VI Community Mental Health Centers and our graduate program to offer advanced training for bachelors level mental health workers within these agencies. As of this year, the majority of employed professionals within these Mental Health Centers are DSU Counselor Education program graduates. Anecdotal reports indicate that agency administration boast of the program being high quality. Masters level clinicians have substantial salary increases and with licensure, which is typically obtained by our graduates two years beyond their degree (LPC Licensed Professional Counselor), are able to remain competitive with other mental health professionals in the state. Assessments of employers of program graduates indicate that employers are extremely favorable toward the quality of graduates from this program. School and Community Counselor Education interns provide an invaluable contribution though their service in numerous K-12 schools (as school counseling interns) and mental health agencies (as community counseling interns) as counselors as they practice skills and procedures learned during their formal training. Often, interns are hired into positions right out of their internship experiences. This service has a direct economic impact on the region because of the labor (largely at no cost) provided to school and agency recipients and for the value added to these institutions from well-trained employees. The doctoral track in Counselor Education has been operational for the past three years and currently we have 7 students at various stages of study. We anticipate having graduates from the program within a year and will track their progress. They are trained as counselor educators and clinical supervisors within community, K-12 and higher education settings. Both the Counselor Education and Psychology programs greatly enhance the literacy and communication skills of students in the written and spoken forms of communication. Critical thinking through rigorous research practices is also a skill and disposition students possess when exiting our programs. This is particularly true with graduates from the Psychology Program. They are very well-trained for graduate work. Diversity Compliance Initiatives and Progress: Both the Counselor Education and Psychology programs continue to infuse diversity and a multicultural orientation within its students throughout the curriculum. Students have rich experiences in practicum, internship and service coursework to incorporate principles learned within didactic portions of their programs. The division has been intentional about developing diversity within the faculty. The division has actively recruited candidates from diverse backgrounds during its current search and interview process. In fact, half of the four new faculty hired in August 2009 were minorities: Dr. Pedro Blanco (Hispanic male) and Ms. Temika Simmons (African American female). Also, Ms. Jamecia Calvin (African American female) has accepted the counseling lab director position starting in August 2010. CACREP standards dictate that the Counselor Education Program continues to adequately and comprehensively address diversity issues throughout the curriculum. Committees Reporting to the Unit: There are a few standing committees that regularly report to the division chair and are accountable to academic programs. These committees include the Counselor Education and Psychology Curriculum Committees which review curricula, render decisions regarding course content and pedagogy, and submit course changes for program, division chair, CEAC and Academic Council review and ratification. The Counselor Education Retention Committee is convened in cases where students may not be progressing in an acceptable manner or demonstrate that dispositions are not in harmony with the values of the counseling profession. The Spring Conference Planning Committee is convened each year for the purpose of planning and executing the spring conference and meets in conjunction with faculty meetings which are held at least twice monthly. Chi Sigma Iota and Psi Chi, both student honors societies and advised by respective program faculty, each have student governed committees that oversee their work. All committees save the student honors committees keep minutes of their meetings which can be found in the division office and are housed electronically within the secretarys and program coordinators computers. V. Personnel: Current full-time division faculty Dr. George Beals, Counselor Education Started 8/2009 Dr. Pedro J. Blanco, Counselor Education Started 8/2009 Resigned 7/30/2010 Dr. Scott Drury, Psychology Dr. LeAnne Forquer, Psychology Resigned 7/2009 Mr. John Hawkins, Counselor Education (instructor) Dr. Scott Hutchens, Psychology Ms. Sally Lawes, Counseling Lab Director Resigned 5/2010 Dr. Duane Shuttlesworth, Psychology Dr. Donna Sheperis, Counselor Education Resigned 5/2010 Ms. Temika Simmons, Psychology Started 8/2009 Dr. Laura Simpson, Counselor Education Resigned 7/30/2010 Dr. Julie Troyer, Psychology Started 8/2009 Ms. Undra Williams, Senior Secretary New Faculty and Staff (August 2010) To be hired: Three Counselor Education faculty Ms. Jamecia Calvin, M.S., Counseling Lab Director (has accepted position) Noteworthy Activities and Accomplishments: The Division of Counselor Education and Psychology has undergone significant transitions regarding personnel. But, during these changes, the Division has continued to make significant progress in strengthening existing pedagogy and developing resourceful approaches to teaching, research and scholarship, and service. Division faculty and staff are professionally active and dedicated to serving students and colleagues. The following presents highlights of division accomplishments for the year: Counselor Education: 4/09 the 28th Annual F.E. Woodall Spring Conference for the Helping Professionals is held at DSU. 4/09 Dr. Simpson heads the Chi Sigma Iota initiation and awards recognition dinner for the program with record attendance. 1/09 4/09 the Counselor Education faculty engage in a search for new faculty members and the search culminates in the hiring of two new faculty members, George Beals and Pedro J. Blanco started Fall 2009. 2/09 4/09 the Counselor Education faculty engage in a search for a new counseling lab director and the search culminates in the hiring of Sally Lawes who started in Fall 2009. 5 School Counseling Internships were funded through the Healthy Campus/Community Initiative. Implemented the process for seeking approval to develop an Ed.S. Counseling Program with a School Counseling track Looking into offering introductory CED courses at GHEC and Clarksdale. In October 2009 at the Mississippi Counseling Association, all CED faculty presented in at least one session. This included a three hour pre-conference session on the necessity and ethics of counselor self-care led by Laura Simpson joined by Donna Sheperis, George Beals and Sally Lawes. There were 12 students who went to the conference who stayed in a hotel suite provided by Chi Sigma Iota. DSU had more student representation than any other Counseling Program. In February 2010, CED faculty and nine students went to Jackson for Counselors Day at the Capitol. This is now an annual event sponsored by the Mississippi Counseling Association and the Mississippi Licensed Professional Counselors Association. It is a day to meet our state legislators and lobby for mental health and school counseling issues as well as education issues and social justice issues. DSU had more student representation than any other counseling program. Three CED faculty and one student attended the American Counseling Association Conference in mid-March 2010. The two faculty and the student presented two poster sessions at ACA. While at ACA, George Beals and Laura Simpson attended the CACREP team orientation. This training prepares counselor educators to be eligible to be on site-visit teams for our accrediting body. This is particularly important because CED is starting its own reaccreditation cycle for 2012. With the help of Dr. Griffin, CED faculty enlisted the help of Kathe Rasch to help with preparing for 2012 CACREP reaccreditation cycle. Over 100 counselors, social workers, teachers, and other helping professionals attended the 29th Annual F.E. Woodall Spring Conference for the Helping Professions on April 7, 2010. The conference is held on the first Wednesday of April each year and has been named in memorial to Fred Woodall, who served as faculty and program coordinator for Counselor Education for many years. The event offered up to 6.5 continuing education hours for helping professionals and included a keynote address by Dr. Carol Buchanan Jones, who is a faculty member at William Carey University and is the current president of the Mississippi LPC Board. Presentation topics ranged from working with ADHD students in the classroom to the use of Animal Assisted Therapy. Presenters included DSU faculty, DSU students, and community professionals from as far away as Jackson and Starkville. George Beals used faculty development funds to attend the American Society for Clinical Hypnosis Scientific Conference in Nashville in March. As a result, he will offer a course in Clinical Hypnosis in Fall 2010. Donna Sheperis and Laura Simpson have conducted numerous Counselor Supervisor Trainings around the state on behalf of the LPC Board. These trainings are mandatory for anyone who wishes to supervise counselors toward licensure. This activity continues to strengthen the reputation of DSUs counselor education program throughout the state. All CED students who took comprehensive exams passed this year, with only a few students needing retakes. George Beals provided a CPCE survival workshop in each semester to help students prepare for the exam. Dr. George Beals 1 presentation; Mississippi Counseling Association, Jackson, MS Simpson, L., Sheperis, D., Beals, G., & Lawes, S. (2009). Counselors are people too: An examination of primary and secondary stress, the ethical implications of becoming an impaired professional, and best practices for promoting personal and professional wellness. Leaning Institute for the Mississippi Counseling Association Annual Conference. Jackson, MS. CPCE/NCE Workshop: Provided a test familiarization, study strategies, and test taking skills for our masters comprehensive exams and the National Board Counselor Certification Exam. Member, EMDRIA Research Committee Member, NCATE Faculty Standards Committee Faculty sponsor, The Alliance, GLBT/Straight student organization Dr. Pedro J. Blanco 1 first-author publications Blanco, P. (in press). Impact of play therapy on child academic achievement, self-concept, and student-teacher relationship. In J. Baggerly, D.C. Ray, & S.C. Bratton (Eds.), Effective play therapy: Evidence-based filial and child centered research studies and guidelines. Hoboken, NJ: John Wiley & Sons, Inc. 3 presentations; Mississippi Counseling Association (Jackson, MS), Association for Counseling Education and Supervision (San Diego, CA), and Association for Play Therapy (Atlanta, GA). Blanco, P., Bratton, S., & Tsai, M. (2009, October 14). Applying Research with Children: A Guide to Assist Counselor Educators Conducting Collaborative Research with Children in Schools. Association for Counseling Education and Supervision. San Diego, CA. (Invited presentation). Ray, D., Blanco, P., Tsai, M., & Holliman, R. (2009, October 9). Effective Play Therapy Methods for Preadolescents/Adolescents, Association for Play Therapy. Atlanta, GA. (Peer reviewed workshop presentation). Blanco, P. (2009, November 5). Developing a Play-based Responsive Service Approach in the Elementary School, Mississippi Counseling Association. Jackson, MS. (Peer reviewed workshop presentation). Member, NCATE Standard IV Diversity Committee Co-Faculty Advisor, Chi Sigma Iota Delta Sigma Upsilon Mr. John Hawkins 3 presentations; Mississippi Counseling Association Annual Conference (Jackson, MS), Fred Woodall Conference for Helping Professions (Cleveland, MS) Hawkins, J. & Stoltz, K. (2009, November). An introduction to Adlerian counseling. Program presented at the meeting of the Mississippi Counseling Association, Jackson, MS. Frazier, W., Fonseca, T., & Hawkins, J. (2009, November). Program presented at the meeting of the Mississippi Counseling Association, Jackson, MS. Hawkins, J. (2009, April). A brief introduction to solution-focused brief therapy. Program presented at the 44th Annual F. E. Woodall Spring Conference for Helping Professionals, Delta State University, Cleveland, MS. Mr. Hawkins defended his dissertation and is awaiting a final signature pending revisions. President and Co-Founder, Mississippi Society of Adlerian Counseling Coordinator, School Counseling Program Member, American Psychological Association Member, Mississippi Counseling Association Member, Mississippi Counseling Association Ethics Consultation Team Member, Mississippi Counseling Association Ethics Committee Member, Mississippi Counseling Association Website Designer & Manager Chair, Mississippi Counseling Association Technology Committee Executive Board Member, Mississippi Counseling Association Ethics Consultation Team Website Designer and Manager, Journal of Counseling Research and Practice Member, College of Education Online Course Committee Member, College of Education NCATE Standards Governance Committee Member, Counselor Education Curriculum Committee Member, Fred E. Woodall Spring Conference Planning Committee Member, Faculty Search Committee Mr. Hawkins was elected Higher Ed Representative to the Mississippi School Counseling Association and will commence duties on July 1, 2010. Mr. Hawkins presented a Professional Ethics for School Counselors workshop for the Mississippi Counseling Association Delta Region March 11, 2010 Mr. John Hawkins planned (with help of other MSAC officers) the annual 2010 MSAC Spring Workshop (April 24, 2010). Former president of the North American Society of Adlerian Psychology and nationally recognized expert on Adlerian theory and practice, John Newbauer, Ed.D. presented the workshop, which was sponsored by the DSU College of Education and the DSU Division of Counselor Education and Psychology and held in the Jacob Conference Center at DSU. In the June of 2009, Mr. John Hawkins was selected by the Mississippi Counseling Association (MCA) President and Executive Director to be Mississippis Emerging Leader to the American Counseling Associations 2009 training workshop in Washington DC. This intense three day workshop provided skills and resources to be an effective leader on both the state and national levels. Dr. Donna Sheperis (formerly Starkey) 7 first-author publications Sheperis, D. (2009). Instructors Manual for Counseling Research: Quantitative, Qualitative, and Single Subject Design. Upper Saddle River, New Jersey: Prentice Hall. Sheperis, C.J., Sheperis, D.S., Perepickza, M., Ammons, R., & Bussey, L. (in press) Early intervention as a form of social justice: Predicting symptomology among pregnant women in high-risk areas. Journal of Counseling Outcomes Research and Evaluation. Starkey, D.S. (2009). Key ethical issues in helping relationships in B.T. Erford (Ed.) ACA Encyclopedia of Counseling. Alexandria, VA: American Counseling Association Starkey, D.S., & Harrison, V.R. (2009). National rehabilitation counseling association. In B.T. Erford (Ed.) ACA Encyclopedia of Counseling. Alexandria, VA: American Counseling Association. Starkey, D.S. & Sheperis, C.J. (2009). Program evaluation. In B.T. Erford (Ed.) ACA Encyclopedia of Counseling. Alexandria, VA: American Counseling Association. Starkey, D & Ellis, C.M. (2009). The counseling process. In B.T. Erford (Ed.) Orientation to the Counseling Profession: Advocacy, Ethics, and Other Essential Professional Issues. Austin, TX: Pro-Ed. Starkey, D.S. (2009). Counseling children of poverty in B.T Erford (Ed.) Professional School Counseling: A Handbook of Theories Programs and Practices (2nd ed.). Austin, TX: Pro-Ed 4 co-author publications Balkin, R., & Sheperis, D.S. (2009). A primer in evaluating quantitative research for counseling professionals. ACA Professional Counseling Digest ACAPCD-27. http://counselingoutfitters.com/vistas/ACAPCD/ACAPCD-26.pdf Dowdle, S.R., & Starkey, D.S. (2009). Nature versus nurture. In B.T. Erford (Ed.) ACA Encyclopedia of Counseling. Alexandria, VA: American Counseling Association. Falkner, J., & Starkey, D.S. (2009). Counseling gay, lesbian and bisexual clients. In D. Capuzzi & D. R. Gross (Eds.) Introduction to the Counseling Profession (5th ed). Boston, MA: Allyn & Bacon. Watson, J.C. & Sheperis, D.S. (2009). An Introduction to Psychopharmacology for the Non-Medical Mental Health Professional. eLearning Essentials. 5 presentations; Mississippi Counseling Association Annual Conference (Jackson, MS), National Association for Assessment in Counseling and Education Conference (Norfolk, VA), American Counseling Association Conference (Charlotte, NC), Fred Woodall Conference for Helping Professions (Cleveland, MS) Sheperis, D.S. (2009). Ethical Issues in Supervision. Presented during the Mississippi Counseling Association Annual Conference, Jackson, MS Sheperis, D.S. (2009). Coping and Mental Health: The Use of the Coping Response Inventory. Presented at the Association for Assessment in Counseling and Education Conference, Norfolk, VA. Sheperis, D.S. (2009). Clinical Supervision: What School and Community Site Supervisors Need to Know. Presented at the Spring Conference for Helping Professions, Cleveland, MS. Sheperis, D.S., Ammons, R., Bussey, L., & Davis, A. (2009). Mental Health Symptomology and Coping Responses Among Pregnant Women: A Guide to Best Practice. Presented at the American Counseling Association Conference, Charlotte, NC. Sheperis, C., Sheperis, D., Balkin, R., Watson, J., & Simpson, L. (2009) Counselor as Scientist Practitioner: The Ethical Choice. Presented during the American Counseling Association Annual Conference, Charlotte, NC. Grant Contract - $18,000 funded internship contract with Behavioral Services for Fall 2008 Spring 2009 Served as guest lecturer at 3 workshops Sheperis, D.S. (2009) Autism Spectrum Disorders: A Guide for Teachers. Invited workshop sponsored by the Institute for Community Services Sheperis, D.S. (2009).Counseling: Legal and Ethical Considerations. Invited workshop sponsored by Chi Sigma Iota, Delta State University, Cleveland, MS. Sheperis, D.S. (2009). Mental Health Counseling: Legal and Ethical Considerations. Invited workshop sponsored by Region I Mental Health Center, Clarksdale, MS. Inducted: Omicron Delta Kappa Dissertation Chair Aretha Hargrove-Edwards Dissertation Chair Tina Buckley Dissertation Committee Kashanta Jackson Chair, Counselor Education Program Curriculum Committee CACREP Self-Study Team Member Co-Chair, ACA Ethics Committee Chair, SACES Community Counseling Interest Network Committee President, MLPCA (Mississippi Licensed Professional Counselors Association) MCA Executive Board Member AACE Newsnotes Test Review Editor Co-Chair, NCATE Standard IV Diversity Committee Member, NCATE Conceptual Framework Committee Member ,NCATE Committee on Field Experiences Mississippi Licensed Professional Counselors Association Supervision Training Head Start Advisory Council, Institute for Community Services Editorial Board Ad Hoc Member, Counselor Education and Supervision Editorial Board, Journal of Counseling Research and Practice Editorial Board, Journal of Professional Counseling Treasurer, CHS Band Boosters Dr. Laura Simpson 6 first-author publications Simpson, L.R., & Buckley, M. (2009). Adult Offenders. In B. Erford (Ed.). Encyclopedia of counseling. American Counseling Association. Simpson, L.R. (2009). Resistance. In B. Erford (Ed.). Encyclopedia of Counseling. American Counseling Association. Simpson, L. R. (In Press). Dialectical Behavior Theory. In D. Capuzzi & D. Gross (Eds.). Counseling and psychotherapy: Theories and interventions (5th Ed.). American Counseling Association. Simpson, L.R. (In Press). Counseling and spirituality. In D. Capuzzi & D. Gross (Eds.). Introduction to the counseling profession. Boston, MA: Allyn & Bacon. Simpson, L.R., & Erford, B. (In press). Adlerian and transactional analysis approaches to group counseling and psychotherapy. In B. Erford (Ed.) Group work: processes and applications. Columbus, OH: Merrill Prentice-Hall. Simpson, L.R., & Diambra, J. (In press). Humanistic and Existential approaches to group work and psychotherapy. In B. Erford (Ed.) Group work: Processes and applications. Columbus, OH: Merrill Prentice-Hall. 2 co-author publications Watson, J.C., & Simpson, L.R. (2009) Predictive Designs in C. J. Sheperis, J. S. Young, & M. H. Daniels (Eds.) Counseling research: Quantitative, qualitative, and single subject design. Englewood Cliffs, NJ: Prentiss Hall. Curry, J., & Simpson, L. (in press). Communication about spirituality in counseling. In C. Cashwell & J.S. Young (Eds). Integrating spirituality and religion into counseling: A guide to competent practice. American Counseling Association. 3 presentations; Mississippi Counseling Association Annual Conference (Jackson, MS), Fred Woodall Conference for Helping Professions (Cleveland, MS) Simpson, L., Sheperis, D., Beals, G., & Lawes, S. (2009). Counselors are people too: An examination of primary and secondary stress, the ethical implications of becoming an impaired professional, and best practices for promoting personal and professional wellness. Leaning Institute for the Mississippi Counseling Association Annual Conference. Jackson, MS. Jones, C.B., Hayes, L., Showalter, M., Simpson, L., & Weems, L. (2009). Ethics for Licensed Professional Counselors and Qualified Supervisors, Part I & II. Mississippi Counseling Association Annual Conference, Jackson, MS. Simpson, L. (2009). Primary and Secondary Stress and the Ethical Implications for Clinician. F. E. Woodall Spring Conference for Helping Professions. Cleveland, MS. Faculty Senate Proxy Faculty Advisor for Chi Sigma Iota International Counseling Honor Society Editorial Board Member for Mississippi Counseling Association Professional Journal Editorial Board Member for Tennessee Counseling Association Journal Member, NCATE Committee on Field Experiences Member, Attendance and Grievance Appeals Committee Member, NCATE Delta P3 Model Committee Member, Research Committee Member, Graduate Appeals Committee Member, Division of Counselor Education Curriculum Committee Member, Policy Committee Association for Assessment in Counselor Education Dissertation Committee Chairman, Ed.D. Program in Professional Studies Dissertation Committee Member, Ed.D. Program in Professional Studies Board Member, MS Licensed Professional Counselor Association Board Member, MS Counseling Association Mental Health CEU Committee Chairman, MS Counseling Association Lead Facilitator, MS Counseling Association Nurturer the Nurturers Retreat Co-Presenter, Biannual Division training for CPCE/NCE Preparation Guest Lecturer for CED 607 Practicum Member, MS Licensed Professional Counselor Board of Examiners Recording Secretary, Communications Committee for American Association of State Licensure Boards Board member, MS Counseling Association Member, MS Counseling Association Member, American Counseling Association: ACA Member, Association of Counselor Education and Supervision: ACES Member, MS Association for Counselor Educators and Supervisors: MACES Member, Southern Association for Counselor Educators and Supervisors: SACES Member, SACES Supervision Interest Network Member, Association for Assessment in Counseling and Education Psychology: 6/09 8/09 the Psychology faculty engage in a search for new faculty members, and the search culminates in the hiring of two new faculty members. Temika Simmons and Jules Troyer started Fall 2009. Faculty continue to develop and teach selected coursework in an online, hybrid, and web-enhanced format. Psychology faculty developed, organized, and conducted a psychology major orientation in the beginning of Fall 2009. Program faculty continue to develop and maintain collaborative undergraduate research experiences with students, faculty and student and faculty presentations at state and regional conferences receiving awards for student work. All psychology faculty attended the Southeastern Conference on the Teaching of Psychology in Atlanta, hosted a symposium on student engagement, and presented original research in Spring 2009. Several Psychology faculty volunteered and graded Writing Proficiency Exams. Psi Chi and the Psychology Club also continue to be viable and important component of program efforts to develop students. Faculty / Student Research (program faculty involved numerous students in research projects that resulted in 12 student presentations including Dr. Hutchens students winning first place for best undergraduate paper at the 2009 Delta Research and Scholarship Symposium and Dr. Jones students winning first place for best paper at MS Academy of Sciences; this research activity continues to stimulate a disposition toward research within these students). 2009: Multiple service projects and fundraisers for Psi Chi and Psychology Club (these included a bake sale and raffle, garage sales, and T-shirt sale among others). Dr. Hutchens organized and hosted the Spring 2009 and Fall 2009 Psi Chi Induction Ceremonies. Spring, 2009: Southeastern Psychological Association Conference. (Psi Chi sponsored 2 students to attend the conference held in New Orleans, LA, organized by Dr. Scott Hutchens.) Dr. Scott Drury 5 presentations; Southeastern Psychological Association (New Orleans, LA) and Southeastern Conference on the Teaching of Psychology (Atlanta, GA) Culver, T., Forquer, L., Drury, S., Hutchens, S. A., & Jones, R. (2009, February 27). Teaching Transfer through Role Play and Case Studies. Paper presented at the 21st Southeastern Conference on the Teaching of Psychology. Atlanta, GA. Drury, S. (2009, February 19). A Parallel Distributed Processing Model of Unconscious Priming. Paper presented at 55th Southeastern Psychological Association annual meeting, New Orleans, LA. Drury, S., Jones, R., Culver, T., Forquer, L., & Hutchens, S. A. (2009, February 27). Using Current and Compelling News Articles to Increase Student Engagement. Paper presented at the 21st Southeastern Conference on the Teaching of Psychology. Atlanta, GA. Forquer, L., Hutchens, S. A., Jones, R., Culver, T., & Drury, S. (2009, February 27). Using Critical Thinking Exercises to Increase Student Engagement. Paper presented at the 21st Southeastern Conference on the Teaching of Psychology. Atlanta, GA. Hutchens, S. A., Drury, S., Forquer, L., Jones, R., & Culver, T. (2009, February 27). Virtual Student Engagement: Use of Videos in Online Psychology Courses. Paper presented at the 21st Southeastern Conference on the Teaching of Psychology. Atlanta, GA. Chair, from March 4, 2008 until May 31, 2009, Student Engagement Committee Spring/Summer, 2009 activities included aiding planning for Fall 2010 GST 600 cohort as well as helping prepare for the March, 2010 QEP report as it pertains to the Southern Association of Colleges and Schools (SACS) report. Chair, until June 2, 2009, Philosophy Dimension Committee, as part of the Foundations of Excellence (FOE) initiative Described and began implementing plan for University-wide philosophy with respect to retaining and cultivating first-year students. Philosophy is one of nine dimensions for University-wide initiative. Member, three Dissertation committees Lisa Bramuchi (graduated April 2009), Tina Buckley, Aretha Hargrove-Edwards Member, NCATE Standards Committee, 2009-2010 Member, Association of Psychological Science Member NCATE Programs Committee Reviewer, Writing Proficiency Examination Evaluation Member, Southeastern Psychological Association 8/26/2009 Recruitment Representative, What on Earth Do I Major In? DSU Union, Cleveland, MS 9/19/2009 Recruitment Representative, DSU Day, DSU Union, Cleveland, MS 11/12/2009 Recruitment Representative, Bolivar County Fair, DSU Coliseum, Cleveland, MS Faculty Mentor for Undergraduate Research Dr. Scott Hutchens 1 co-author publication Miller, T. W. & Hutchens, S. A. (2009). 21st Century Teaching Technology: Best Practices and Effectiveness in Teaching Psychology. International Journal of Instructional Media, 36(3), 146-152. (Acknowledgments Authorship reflects equal contribution to manuscript.) 6 Faculty-Mentored Undergraduate Published Abstracts; 5th Annual Delta Research and Scholarship Symposium Paper Sessions, Cleveland, MS Burnell, T., Culver, T., & Hutchens, S. A. (2009, April 1). The effect religion has on the sexual activity of college students. Paper Presented at the 5th Annual Delta Research and Scholarship Symposium, Cleveland, MS, 4. Fitzpatrick, B., Shead, M., Hines, T., Washington, N., Steward, W., & Hutchens, S. A. (2009, April 1). Do relationship length and gender affect student perceptions of date rape? Paper Presented at the 5th Annual Delta Research and Scholarship Symposium, Cleveland, MS, 5. Gerasimos, J., Guidry, A., Hardy, Z., Yates, M., Perry, A., & Hutchens, S. A. (2009, April 1). Do professor dress and gender affect student impression formation? Paper Presented at the 5th Annual Delta Research and Scholarship Symposium, Cleveland, MS, 5. (Won First Place for Best Undergraduate Paper and Presentation) Giles, K., & Hutchens, S. A. (2009, April 1). An investigation of academic motivation and time management skills between traditional and nontraditional students. Paper Presented at the 5th Annual Delta Research and Scholarship Symposium, Cleveland, MS, 6. Skinner, C., Rizzo, L., Wright, B., King, M., Jones, Q., & Hutchens, S. A. (2009, April 1). An investigation of student attitude change regarding the new DSU logo and MS state flag as a function of conformity. Paper Presented at the 5th Annual Delta Research and Scholarship Symposium, Cleveland, MS, 7. Wilson, T., Hutchens, S. A., & Culver, T. (2009, April 1). Do elementary school student gender and race affect counselor referrals for Aspergers syndrome? Paper Presented at the 5th Annual Delta Research and Scholarship Symposium, Cleveland, MS, 9. 7 presentations; Southeastern Psychological Association (New Orleans, LA), Southeastern Conference on the Teaching of Psychology (Atlanta, GA) Hutchens, S. A. (2009, February 20). An Investigation of the Effectiveness of Videos in Online Courses. Paper presented at 55th Southeastern Psychological Association annual meeting, New Orleans, LA. (Nominated as a finalist for The Outstanding Paper Award for Professional Member [Award is funded through the American Psychological Association Science Directorate]) Hutchens, S. A., & Beuning, A. (2009, February 20). Memory distortion as a function of race and moral judgment. Paper presented at 55th Southeastern Psychological Association annual meeting, New Orleans, LA. Hutchens, S. A. (2009, February 27). Engaging psychology students using creative and innovative teaching methods (Symposium Chair & Organizer). Presented at the 21st Southeastern Conference on the Teaching of Psychology. Atlanta, GA. Culver, T., Forquer, L., Drury, S., Hutchens, S. A., & Jones, R. (2009, February 27). Teaching Transfer through Role Play and Case Studies. Paper presented at the 21st Southeastern Conference on the Teaching of Psychology. Atlanta, GA. Drury, S., Jones, R., Culver, T., Forquer, L., & Hutchens, S. A. (2009, February 27). Using Current and Compelling News Articles to Increase Student Engagement. Paper presented at the 21st Southeastern Conference on the Teaching of Psychology. Atlanta, GA. Forquer, L., Hutchens, S. A., Jones, R., Culver, T., & Drury, S. (2009, February 27). Using Critical Thinking Exercises to Increase Student Engagement. Paper presented at the 21st Southeastern Conference on the Teaching of Psychology. Atlanta, GA. Hutchens, S. A., Drury, S., Forquer, L., Jones, R., & Culver, T. (2009, February 27). Virtual Student Engagement: Use of Videos in Online Psychology Courses. Paper presented at the 21st Southeastern Conference on the Teaching of Psychology. Atlanta, GA. Research paper presentation nominated as a finalist for The Outstanding Paper Award for Professional Member at the Southeastern Psychological Association Annual Meeting in New Orleans, LA. 4 Faculty-Mentored Undergraduate Presentations; Mid-South Psychology Conference, Memphis, TN Burnell, T., Culver, T., & Hutchens, S. A. (2009, February 14). An investigation of religious preference and sexual attitudes. Paper presented at the Mid-South Psychology Conference, Memphis, TN. Fitzpatrick, B., Shead, M., & Hutchens, S. A. (2009, February 14). An investigation of date rape as a function of relationship length and gender. Poster presented at the Mid-South Psychology Conference, Memphis, TN. Perry, A., & Hutchens, S. A. (2009, February 14). An investigation of students perceptions as a function of professor dress and gender. Paper Presented at the Mid-South Psychology Conference, Memphis, TN. Wright, B, & Hutchens, S. A. (2009, February 14). An investigation of student attitude change as a function of conformity. Poster presented at the Mid-South Psychology Conference, Memphis, TN. Dr. Hutchens undergraduates placed 1st for Best Undergraduate Research Paper and Presentation at the 2009 Delta Research and Scholarship Symposium Gerasimos, J., Guidry, A., Hardy, Z., Yates, M., Perry, A., & Hutchens, S. A. (April 1, 2009). Do professor dress and gender affect student impression formation? Paper Presented at the 5th Annual Delta Research and Scholarship Symposium, Cleveland, MS, 5. Dr. Hutchens undergraduates presented 4 original research papers at the 2009 Mid-South Psychology Conference (Memphis, TN) Dr. Hutchens undergraduates presented 6 original research papers at the 5th Annual Delta Research and Scholarship Symposium, Cleveland, MS. Chair, Dissertation Committee Dee Chamblis Editor, Delta Education Journal (until Fall 2009) Division Chair, Counselor Education and Psychology Coordinator, Psychology Program Chair, Psychology Program Curriculum Committee Chair, College of Education Online Course Committee Chair, DSU Online Course Evaluation Committee Chair, 5th Annual Delta Research and Scholarship Symposium Paper Session, Cleveland, MS Secretary, DSU General Education Committee Co-director, 2009 Winter Faculty Technology Institute Member, CEAC Member, DSU NCATE Standard IV Diversity Committee Member, Delta Journal of Education Advisory Committee Member, DSU Web Enhancement Steering Committee Member, 2009-2010 Kossman Outstanding Teacher Award Selection Committee Member, DSU Research Committee Member, DSU GST Committee Member, Foundations of Excellence Committee on Learning Member, DSU Tenure and Promotion Committee Member of Teacher Education and Leadership Tenure/Promotion Committee Member Faculty Search Committee Reviewer, DSU College of Education Doctoral Admission Application Portfolios Faculty Advisor, Psi Chi Member, Southeastern Psychological Association Maintained and updated the Program website using Site Builder Toolkit 8/26/2009 Recruitment Representative, What on Earth Do I Major In? DSU Union, Cleveland, MS 9/19/2009 Recruitment Representative, DSU Day, DSU Union, Cleveland, MS 11/12/2009 Recruitment Representative, Bolivar County Fair, DSU Coliseum, Cleveland, MS College of Education Recruitment Representative, Coahoma Community College, Clarksdale, MS Faculty Mentor for Undergraduate Research Dr. Duane Shuttlesworth 1 presentation; Southeastern Teaching of Psychology Conference, Atlanta, GA. Shuttlesworth, D. (2009, February). SoTL-based Restructuring of Research Methods to Enhance Student Engagement. Presented at the 21st Annual Meeting of the Southeastern Teaching of Psychology Conference, Atlanta, Georgia Faculty Senator 8/26/2009 Recruitment Representative, What on Earth Do I Major In? DSU Union, Cleveland, MS 9/19/2009 Recruitment Representative, DSU Day, DSU Union, Cleveland, MS 11/12/2009 Recruitment Representative, Bolivar County Fair, DSU Coliseum, Cleveland, MS Dr. Temika Simmons 1 presentation; South Central Regional Conference of the National Black Graduate Student Association (Jackson, MS). Simmons, T. (2009, November). Preparing to Navigate the Academic Job Market. South Central Regional Conference of the National Black Graduate Student Association. Jackson State University, Jackson, MS. Dr. Simmons successfully defended her dissertation and completed her terminal degree in Fall 2009. 2009-2011 Committee Member, National Academic Advising Association, Research Committee, Kansas State University, Manhattan, KS 2009-2011 Sub-Committee Member, Common Reading, Research Committee, National Academic Advising Association, Kansas State University, Manhattan, KA 2009-2011, Sub-Committee Member, Research Grants Committee, Research Committee, National Academic Advising Association, Kansas State University, Manhattan, KA 2009 Committee Member, DSU College of Ed. Fundraising Committee 2009 Committee Member, DSU College of Ed. Diversity Committee Reviewer, Writing Proficiency Examination Evaluation 9/17/2009 Recruitment Representative, Jackson Academy College Career Fair, Jackson, MS 11/12/2009 Recruitment Representative, Bolivar County Fair, DSU Coliseum, Cleveland, MS Dr. Jules Troyer 1 first-author publication in conference proceedings Troyer, J. (2009, June). Breaking the code of consciousness: A validation study for the Troyer Level of Consciousness Inventory. [Abstract]. Hong Kong Polytechnic University and the Center for Consciousness Studies at the University of Arizona & the Journal of Consciousness Studies, 6, 77. (Concurrent speaker, Paper, Workshop) Member, DSU Year of the Arts Committee Member, DSU Year of the Arts Subcommittee for Awards Member, DSU Year of the Arts Subcommittee for Activities Member, NCATE Standards Committee Editor, Delta Journal of Education Coordinator, Delta Journal of Education Advisory Committee Member, American Psychological Association Member, Association of Psychological Sciences Member, Cognitive Science Society Member, Rocky Mountain Psychological Association Member, Tourism Board Subcommittee for Cleveland Manuscript Reviewer, Psyche Journal of Consciousness and Cognition 11/12/2009 Recruitment Representative, Bolivar County Fair, DSU Coliseum, Cleveland, MS Faculty Mentor for Undergraduate Research Summary of Division Scholarly and Professional Service Activities for 2009 Activity*Counselor Education*PsychologyTotalSubmissions accepted for publication20121Published Abstracts077Total faculty presentations at professional conferences151429 Total faculty presentations in workshops or other public forums628Total editorial board positions held639Total number of professional organization memberships151126Total number of dissertation committees (members)549Total faculty-mentored student professional paper presentations044Total number of professional appointed/elected board positions held 527Total number of professional conferences attended6713*Counselor Education: (5 faculty) / Psychology: (5 faculty) Note publications and presentations with two or more division faculty listed as authors are just counted once. Awards and Recognitions: In June of 2009, Mr. John Hawkins was selected by the Mississippi Counseling Association (MCA) President and Executive Director to be Mississippis Emerging Leader to the American Counseling Associations 2009 training workshop in Washington DC. This intense three day workshop provided skills and resources to be an effective leader on both the state and national levels. New Position(s) Requested, with Justification: Four vacant positions were requested to be filled for year 10-11. The following three positions are in the process of being filled in the Counselor Education program: Someone will be hired in the summer of 2010 to replace Ms. Sally Lawes as Counseling Lab Director (position #783) Note Ms. Jamecia Calvin, M.S. (Jacksonville State University) has accepted the position. Someone will be hired in the summer of 2010 to replace Dr. Pedro J. Blanco as Assistant Professor of Counselor Education (position #173) Someone will be hired in the summer of 2010 to replace Dr. Donna Sheperis as Assistant Professor of Counselor Education (position #1020) Someone will be hired in the summer of 2010 to replace Dr. Laura Simpson as Assistant Professor of Counselor Education (position #174) Recommended Change of Status: George Beals will become the Counselor Education Coordinator with the resignation of Donna Sheperis. Scott Hutchens was promoted from Associate Professor to Professor. Temika Simmons completed her dissertation and doctorate degree in 2010. Her final transcript has been received from Howard University, thus her title will be changed from Instructor to Assistant Professor. IV. Degree Program Addition/Deletions and/or Major Curriculum Changes: Changes Made in the Past Year: Faculty in both Counselor Education and Psychology programs continue to review and refine course curriculum. Psychology Program and curriculum changes continue to occur as a result of the external review conducted on the Psychology Program and with the assimilation of two new faculty members. These changes continue to evolve and will continue to maintain high standards of teaching and research for the program. The Counselor Education Program will continue to review the program within the frame of the new 2009 CACREP standards and will continue to plan for changes accordingly as it prepares for its 2012 reaccreditation self study and site visit. Specific changes were: Counselor Education Program New Course for Ed.S. in Elementary Education Program CED 716: Introduction to Counseling for Teachers Appendix 7 (Authorization to Plan a New Degree Program) for the new Ed.S. Program in Counseling with a School Counseling track was developed and accepted by the IHL in May 2010 Changes to meet 2009 CACREP Standards Program emphasis name change Community Counseling Program name was changed to Clinical Mental Health Counseling Program The following CACREP mandated paragraph explaining the name change was included in the 2010-2011 Graduate Bulletin: (Note: The Clinical Mental Health Counseling Program is currently accredited under the 2001 standards as a Community Counseling program. The CACREP 2009 standards combine the Community Counseling and Mental Health Counseling standards into standards for Clinical Mental Health Counseling programs. The counseling program intends to seek accreditation for this program as a Clinical Mental Health program when it comes up for reaccreditation in 2012, per CACREP guidelines.) New Courses to meet 2009 CACREP Standards CED 635: Methods of Counseling Research and Statistics CED 635 was added to the curriculum as a required course and substitute to ELR 605. CED 627: Foundations of Clinical Mental Health Counseling CED 627 was added to the curriculum as a required course. Course Changes to meet 2009 CACREP Standards CED 606: Career Development and Information Services -changed to- CED 606: Career Development and Placement CED 610: Community Counseling Internship -changed to- CED 610: Clinical Mental Health Counseling Internship Psychology Program Research Methods Redesign: Two courses (PSY 102 and 201) were recently redesigned to increase students understanding of research methods. Psychology faculty determined that course load in PSY 201 (Research Methods) was too heavy and writing intensive for students to gain full understanding of research methods in one semester. Starting in Fall 2010 students will take PSY 330 (Research Methods I) and then PSY 331 (Statistics), and finally PSY 332 (Research Methods II). Thus, the material covered and student work that used to take place in one course (PSY 201) will be distributed over two courses. Students will develop a research topic and start a research proposal in PSY 330, take PSY 331 to learn about statistics, then finish the proposal in PSY 332. Since the three courses have a prerequisite sequence, it will take three semesters to assess the effectiveness of the research methods redesign. Course Changes PSY 102: Psychological Tools -changed to- PSY 330: Research Methods I PSY 200: Statistics -changed to- PSY 331: Statistics PSY 201: Research Methods -changed to- PSY 332: Research Methods II PSY 490: Senior Seminar Course fee request Addition of $25 course fee to purchase MFT PSY assessments for capstone course. Recommended Changes for the Coming Year(s): Appendix 8 (New Degree Program Proposal) for the new Ed.S. Program in Counseling with a School Counseling track will be developed by August 1, 2010 and submitted to IHL in November, 2010. The curriculum will be developed/clarified. 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