Relevance

Quality

1 = irrelevant

1 = poor quality

2 = moderately relevant

2 = good quality

3 = relevant

3 = excellent quality

1

2

3

1

2

3

20.  Professional orientation to counseling (introduction to counseling, critical  issues, professional ethics)

 2

  24

  3

23

21.  Theories/techniques of individual  counseling (individual personal  counseling, personality development

 2

 24

 1

 3

 22

22.  Theories/techniques of career counseling (career counseling, career development)

 2

 9

15

 2

 9

 15

23.  Theories/techniques of group counseling

1

25

6

20

24.  Human development (child, adolescent,  adult, aging, life-span) 

 1

 25

 4

 3

 19

25.  Counseling specific populations (women,  ethnic, racial minorities, disabled,  gay and lesbian) 

 5

 21

 8

 18

26.  Individual appraisal (interviewing,  psychological testing, diagnosis, report  writing) 

 5

21

 1

 2

 23

27.  Research skills (research design,  measurement theory, statistics) 

 2

 10

 14

 1

 7

 18

28.  Counseling practicum (individual  counseling, group counseling, career counseling, family counseling) 

 1

 25

 2

 24

29.  Ethical issues in counseling 

1

25

2

24

30.  Legal issues as they relate to counseling 

5

21

6

20

31.  Knowledge of and access to community  resources for counselors

 4

 22

 12

 14

32.  Counseling internship 

2

24

2

24

NA = Not applicable

SD = Strongly disagree

D = Disagree

A = Agree

SA = Strongly Agree

FACULTY

NA

SD

D

A

SA

33. A positive intellectual environment was established by the faculty.

1

7

18

34. The faculty was readily available for consultation and advising, and maintained adequate office hours. 

 1

 7

 18

35. My instructors generally varied their pedagogical methodologies in a creative fashion. 

 2

9

 15

36. The faculty was competent in the field of counselor education. counselor education. 

 4

 22

37. Anticipated outcomes in courses were well-defined by the faculty. 

4

23

38. The faculty stimulates enthusiasm and interest in students. 

 1

 8

 17

39. The faculty presented current and relevant information. 

5

21

40. During my program, I never had the opportunity to get to know the faculty on a personal basis. 

1

 10

 13

1

1

41. My experiences as a counselor supervisee were consistently helpful and growth-provoking. 

1

 6

20

42. There was good communication between faculty and graduate students regarding student needs, interests, and suggestions.

 1

1

9

 15

43. The faculty made substantial contributions to the counseling profession through research, professional writing, and professional service activities. 

 1

 1

 9

15

44. The faculty displayed genuine respect for and interest in the individual student’s needs. 

 1

 6

 19

45. My experiences in this program enhanced my knowledge of self. 

6

20

46. My experiences in this program enhanced my knowledge of diverse learners and communities. 

9

 17

47. My experiences in this program adequately prepared me to deliver counseling services to my clients. 

 8

 18

48. My experiences in this program provided me appropriate knowledge of professional practice. 

 6

 20

49. My experiences in this program provided me with appropriate knowledge of professional practice. 

 8

 18

FACULTY

NA

SD

D

A

SA

50. Library collections were up-to-date and relevant to my field of study. 

 3

 1

 9

 13

51. There seemed to be a strong commitment to improve the program in terms of financial resources and support. 

 5

 15

 6

52. Adequate help was provided by the university in my search for placement in my field as I finished my program of study. 

 6

 1

4

9

 6

53. Adequate materials (tests, career planning, etc.) were available for student use. 

 1

 15

 10

54. There was good technical support for my program (videotape equipment, computer). 

17

9

55. There were good lounge areas for meeting and talking with other graduate students on an informal basis.

 5

 6

 9

 6