Counselor education program faculty must annually post on the program’s website in an easily accessible location the following specific information for each entry-level specialty area and doctoral program: (1) the number of graduates for the past academic year, (2) pass rates on credentialing examinations, (3) completion rates, and (4) job placement rates.
The Michigan State University Master’s in Rehabilitation Counseling (RC) CACREP-accredited program had 6 program graduates for the 2021-2022 academic year. The pass rate on the Certified Rehabilitation Counselor (CRC) credentialing examination for our program graduates was 100%. The program completion rate was 100%. The program post-graduation employment rate was 100%.
This program evaluation report is prepared for doctoral students who are active in the academic year 2021-2022 (Fall 2021, Spring 2022, Summer 2022). This report provides information on the following:
| Clinical Counseling Domains | Mean* |
| Case Recording | 4.8 |
| Individual and Group Supervision | 4.6 |
| Professional Behaviors | 4.7 |
| Instructional Domains (Competency areas) | Mean* |
| Planning and Preparation (Knowledge of content and pedagogy; knowledge of students) | 3.9 |
| Creating an Environment for Learning (Create an environment for learning; manage classroom behavior and procedures) | 4.0 |
| Teaching for Learning (Communicate clearly and accurately; uses questioning and discussion techniques; engage in student learning) | 4.0 |
| Professionalism (Professional collaboration and growth) | 4.5 |
| Clinical Supervision Domains | Mean* |
| Supervisor Competence | 3.3 |
| Diversity | 3.5 |
| Supervisory Relationship | 3.7 |
| Professionalism | 3.5 |
| Providing Assessment, Evaluation and Feedback | 3.4 |
| Managing Professional Competence Problems | 3.2 |
| Ethics, Legal and Regulatory Considerations | 3.5 |
Key Performance Indicators (KPIs): Students across all years were evaluated in the annual student review faculty meeting by all faculty members, all students successfully completed all the KPIs.
Preliminary exam: 3 (three) students passed the exam at the first attempt (100% pass rate).
Comprehensive exam: 1 student passed the exam at the first attempt (100% pass rate).
Kuo, H. J., Connor, A., & Yeomans, M. (under review). Users of assistive technology: the human component. In Marini, I., Bishop, M., & Fleming, A (Eds.). Psychological and Social Impact of Chronic Illness and Disability. Springer.
Kuo, H. J., Yeomans, M, & Ruiz, D. (under review). Purpose matters: Video game impacts on addiction and academic performance of students with disabilities. Games for Health.
Kuo, H. J., Yeomans, M, & Ruiz, D. (under review). Video game and disability – a benefit and risk analysis. Journal of Enabling Technologies.
Lee H.-K., Hudgins, E., Lee, G., K., Urkmez, B., & Pena, J. (under review). The development of an emotional regulation intervention for adults with ASD: A multi-informant approach. Journal of Mental Health and Training.
Lee, G. K., Lee, E. J., Rispoli, K., & Easley, T. (under review). Psychosocial issues for family caregivers. In I. Marini, M. Bishop, & A. Fleming (Eds), Psychological and Social Impact of Chronic illness and Disability (8th). Springer.
Rumrill, S., Castruita, Rios, Y., Yasuoka, M., Zhou, K., Umucu, E. (under review). Drug Abuse and Academic Adjustment in Student Veterans with Disabilities: A Parallel Mediation Study. Rehabilitation Counseling Bulletin.
Sung, C., Connor, A., Strain, A., & Nasamran, A. (under review). Brief report: Preliminary efficacy of a manualized employment-readiness intervention for transition-age individuals with autism. Autism.
Umucu, E., Castruita Rios. Y., Lo, C. L., Wang, A., Grenawalt, T., Yasuoka, M., & Brooks, J. (under review). Service-connected disability and happiness in student veterans: A parallel mediation study of PERMA. Rehabilitation Counseling Bulletin.
Umucu, E., Kriofske Mainella, A., Ruiz, D., Yasuoka, M. (under review). Attachment, relationships, academic problems, and negative emotions in student veterans with disabilities. Journal of Counseling and Development.
Wang, A., Choi, H., Yasouka, M., Sung, C., Degeneffe, C., & Umucu, E. (under review). COVID-19 stress and problems encountered by college students with disabilities: The mediating role of the pillars of PERMA. Rehabilitation Counseling Bulletin.
Lee, H.-K, Peña, J., Lee, B., & Sung, C. (in press). Promoting wellbeing in individuals with autism: Applying positive psychology in rehabilitation counseling. Special Issue, Journal of Rehabilitation.
Fisher, M. H., Kammes, R. R., Black, R. S., Houck, K., & Cwiakala, K. (2022). A Distance delivered social skills program for young adults with Williams Syndrome: Evaluating feasibility and preliminary efficacy. Journal of Autism and Developmental Disorders, 1–15. Advance online publication. https://doi.org/10.1007/s10803-022-05501-6
Umucu, E., Lee, B., Genova, H. M., Chopik, W. J., Sung, C., Yasuoka, M., & Niemiec, R. M. (2022). Character strengths across disabilities: An international exploratory study and implications for positive psychiatry and psychology. Frontiers in Psychiatry, 13. https://doi.org/10.3389/fpsyt.2022.863977
Kammes, B, R., Black, R., and Easley, T. L. (2021). A Community-engaged project discovering the sexuality questions of adults with intellectual and developmental disabilities. Inclusion 9(1), 2-16.
Pi, S., Lee, H.-K, Peña, J., & Rosadomartinez, E. (2021). Customer Satisfaction at Exit Survey Report: Fiscal Year 2019. Project Excellence, Michigan State University, East Lansing, MI.
Pi, S., Lee, H.-K, Peña, J., & Rosadomartinez, E. (2021). Customer Satisfaction at Plan Survey Report: Fiscal Year 2019. Project Excellence, Michigan State University, East Lansing, MI.
Pi, S., Strain, A., Lee, H, Pena, J., Rosado Martinez, E., & Choi, H. (2021). Factors related to case longevity: An investigation of cases opened over three years. Project Excellence, Michigan State University, East Lansing, MI.
Pi, S., & Strain, A. (2021). MRS-BND satisfaction survey results: Fiscal year 2021. Project Excellence, Michigan State University, East Lansing, MI.
Dimond, E., McKnight-Lizotte, M., Peña, J., Landon, T., Currier Kipping, K. (in preparation). “Not my job”, or is it: School counselor’s perceptions of collaboration with vocational rehabilitation counselors.
Easley, T. L., Lee, G. K., & Smith, A. (in preparation). Family communication and psychosocial outcomes of family caregivers of individuals with Neurodevelopmental disorders. Journal of Intellectual and Developmental Disability.
Houck, K., Easley, T., & Sung, C. (in preparation). Applying family support practices to improve psychosocial outcome of family caregivers of adults with IDD: Consideration for rehabilitation counselors. Journal of Rehabilitation.
Lee, G. K., Chun, J., Kuo, H.-J., Curtiss, S., Duenas, A., Smith, A., Awadu, J., Tamiko, D., & DaWalt Smith, L. (in preparation). The development and adaptation of a family psychoeducation intervention for families of young adults with autism spectrum disorder: An implementation science perspective. Journal of Autism and Developmental Disorders.
Lee, G. K., Shivers, C. M., Pena, J., Lee, H.-K., Awadu, J., Hama, H. (in preparation). Effects of emotion regulation and coping strategies among individuals with and without ASD – differentiation effect on depression and anxiety. Journal of Depression and Anxiety.
Lee, H.-K., Shivers, C. M., Lee, G. K., Peña, J., Awadu, J., & Hama, H. (in preparation). Mediating effects of positive and negative coping between psychopathology and emotion regulation skills.
Peña, J. & Lee, G. K. (in preparation). Subjective and objective stress among young autistic
adults.
Peña, J., Shivers, C. M., Lee, G. K., Awadu, J., Lee, H.-K., & Hama, H. (in preparation). Discriminant analysis of emotion regulation and coping skills as ways to cluster individuals with and without ASD.
Wang, A., Choi, H., Sung, C., & Umucu, E. (In preparation). PTSD and college dropout: The mediating role of gratitude and academic adjustment.
Note: Bolded names denote doctoral students.
Easley, T. L. & Lee, G. K. (2022, April). Seminar Presentation. Family communication and psychosocial outcomes of family caregivers of individuals with neurodevelopmental disorders. National Council on Rehabilitation Education. San Diego, CA.
Rumrill, S., Castruita Rios, Y., Yasuoka, M., Aydin, Z., Umucu, E., & Zhou, K. (2022, April). Poster Presentation. Drug abuse and academic adjustment in Veterans with disabilities: A parallel mediation study. National Council on Rehabilitation Education, San Diego, CA.
Yasuoka, M., Lee. B., Ghosh, A., Urkmez, B., Aydin, Z., & Umucu, E. (2022, April). Poster Presentation. Army resilience training, stigma, and personality in student veterans with and without disabilities. National Council on Rehabilitation Education, San Diego, CA.
Yasuoka, M., & Umucu, E. (2022, April). Poster Presentation. Brain trauma on mental illness and quality of life: A multi-faceted review. National Council on Rehabilitation Education, San Diego, CA.
Strain, A., Okyere, C., & Sung, C. (2021, July). Concurrent Session. Feasibility and preliminary efficacy of an employment-readiness intervention for young adults with autism. Online National Council on Rehabilitation Education, San Diego, CA.
Boyd, A., Strain, A., Lee, H, Ayeh, D., Sung, C., & Ditchman, N. (2021, June). Concurrent Session. Enhancing work-related social skills of transition-age students with autism: Perspectives from ASSET stakeholders. National Council on Rehabilitation Education, San Diego, CA.
Sung, C., Fisher, M., Okyere, C., Park, J., & Choi, H. (2021, June). Concurrent Session. Employment outcomes and support needs of Michigan Project SEARCH graduates: A mixed-method study. National Council on Rehabilitation Education, San Diego, CA.
Adriza Caesar (Summer 2022). ($1000). Summer Research Fellowship. Parent’s perspectives on their parenting styles and involvement in transition process for their ethnic minority youths with disabilities.
Faculty advisor: Dr. Gloria Lee.
Amy De Maagd (Spring 2022). ($1600). Hazel and Karen Kiser Endowed Scholarship.
Faculty mentor: Dr. Gloria Lee.
Amy De Maagd (Spring 2022). ($1000). Graduate School College of Education of
Education.
Faculty mentor: Dr. Gloria Lee.
Anni Wang (Summer 2022). ($6000). Summer Research Development Fellowship. Impact of the pandemic on the well-being of students with disabilities.
Faculty advisor: Dr. Connie Sung.
Heerak Choi (Summer 2022). ($6000). Summer Research Fellowship. Demand side employment practice among vocational rehabilitation agencies.
Faculty advisor: Dr. Connie Sung.
Mizuka Yasuoka (Summer 2022). ($6000). Summer Research Development Fellowship. Developing and validating the Health Literacy Scale for persons with traumatic brain injury.
Faculty advisor: Dr. Emre Umucu.
One student successfully graduated in Spring 2022. The student secured a full-time clinician position beginning in June 2022 as a clinician and researcher at PAR Rehabilitation at East Lansing, Michigan.
Employers of graduates were followed up at 6 months (n=1)
| Domains | Score* |
| Counseling | Unable to Rate |
| Supervision | 4 |
| Teaching | 4 |
| Research & Scholarship | 4 |
| Leadership & Advocacy | Unable to Rae |
National Ranking: U.S. News and World Report released the new Ranking of Graduate Programs in 2019. The Rehabilitation Counseling Programs were once again ranked #1 across the U.S. out of about 100 programs nationally.
Teaching Assistant Program: We continued to offer the undergraduate service course and teaching assistant program. In 2021-2022, the program continues to offer three distinct service courses to the undergraduate population: CEP 261 Substance Abuse, CEP 470 Disability in a Diverse Society, and CEP 460 Communication Skills Training. These undergraduate teaching assistantship initiatives to graduate student TAs who are supervised by program faculty. During the three reported semesters, teaching assistantships were provided to support 10 graduate students for 39 course sections in both face-to-face and online formats and provided instruction in disability-related issues to approximately 1000 undergraduate students.
This program evaluation report was prepared based on students who were in the rehabilitation counseling master’s program during 2020-2021 (n=8; 3 full-time and 5 part-time students).
This report provides information on the following:
*Note: Students might have had more than one sites/supervisors during practicum and internship.
Rating: 1 = Low Ability; 5 = High Ability
| Items | Practicum | Practicum | Internship | Internship |
|---|---|---|---|---|
| Self-ratings (n = 6) | Supervisor-ratings (n = 9) | Self-ratings (n = 8) | Supervisor-ratings (n = 6) | |
| Mean (SD) | Mean (SD) | Mean (SD) | Mean (SD) | |
| 1. Counseling skills | 3.08 (0.74) | 3.53 (0.71) | 3.77 (0.59) | 3.52 (0.66) |
| 2. Case recording | 2.95 (0.90) | 3.78 (0.95) | 3.91 (0.69) | 3.69 (0.95) |
| 3. Individual & group supervision | 3.68 (0.68) | 4.17 (0.91) | 4.38 (0.70) | 4.05 (0.62) |
| 4. Professional behaviors | 3.37 (0.91) | 3.89 (0.99) | 4.19 (0.71) | (0.56) |
*Note: Students might have had more than one sites/supervisors during practicum and internship.
Rating: 1 = Very Dissatisfied/Unlikely; 5 = Very Satisfied/Likely
| Items | Ratings | Ratings |
|---|---|---|
| Practicum (n = ?) | Internship (n = 5) | |
| Mean (SD) | Mean (SD) | |
| 1. Communication with faculty supervisor | 4.00 (0.71) | |
| 2. Understanding of your roles and responsibilities | 4.40 (0.55) | |
| 3. Availability of faculty supervisor | 4.60 (0.55) | |
| 4. Student knowledge and understanding of work | 4.60 (0.55) | |
| 5. Overall preparedness and readiness of students | 4.40 (0.55) | |
| 6. How likely you are to supervise another student from MSU | 5.00 (0.00) |
Rating: 1 = Very Dissatisfied/Unlikely; 5 = Very Satisfied/Likely
| Items | Ratings | Ratings |
|---|---|---|
| Practicum (n = 3) | Internship (n = 3) | |
| Mean (SD) | Mean (SD) | |
| 1. Satisfaction with the supervision experience | 3.92 (0.78) | 4.95 (0.20) |
| 2. Site supervisor possessed adequate skills | 4.67 (0.58) | 5.00 (0.00) |
| 3. Site supervisor was concerned with student’s professional development and growth as a counselor | 4.33 (1.15) | 5.00 (0.00) |
| 4. Would recommend this site supervisor working with other students in the future | 4.33 (1.15) | 5.00 (0.00) |
*Note: Employers included in the survey hired students who graduated in 2021.
Ratings: 1 = Minimally Prepared; 5 = Highly Prepared
| Items | Ratings (n = 2) |
|---|---|
| Mean (SD) | |
| 1.To work collaboratively with diverse groups of individuals, including clients with and without disabilities served by your organization | 5.00 (0.00) |
| 2. To work actively with your community partners or within partner institutions or associations | 5.00 (0.00) |
| 3. To work actively with employers or other service delivery systems in providing support for persons with disabilities (e.g., advocacy and assistance) | 5.00 (0.00) |
| 4. To provide competent direct services with clients (e.g., assessment, testing, individual or group counseling) | 5.00 (0.00) |
| 5. To provide competent indirect services (e.g., case review, consulting, case management) | 5.00 (0.00) |
| 6. To adhere and engage in ethical standards of counseling practice | 5.00 (0.00) |
| 7. To work competency with clients within various rehabilitation service settings | 5.00 (0.00) |
| 8. To apply appropriate rehabilitation counseling services and interventions for people with disabilities | 5.00 (0.00) |
| 9. To engage leadership activity consistent with your organizational mission and goals | 5.00 (0.00) |
Among the graduates of 2021, all students successfully fulfilled KPIs (100% adherence). We had 100% passing of certifying exam at the college level.
Our students achieved 100% passing of the national certification in rehabilitation counseling examination. Our master’s program completion rate was 71%. Out of 5 graduates of 2021, 80% were employed and they worked in settings including state vocational rehabilitation agency (Michigan Rehabilitation Services), non-profit rehabilitation organization (The Children’s Center of Wayne County, Youth Villages), and/or pursuing doctoral degree in rehabilitation counselor education at MSU.
No student received full RSA scholarship among the 2021 graduates.
Data to be collected and findings will be added when available.
According to the new ranking of graduate programs released by the U.S. News and World Report, our Rehabilitation Counseling programs were once again ranked NUMBER ONE in the nation.
This program evaluation report was prepared based on students who were in the rehabilitation counseling master’s program during 2019-2020 (n=14; 9 full-time and 5 part-time students).
This report provides information on the following:
Data to be analyzed and reported
Among the graduates of 2020, all students successfully fulfilled KPIs (100% adherence). We had 100% passing of certifying exam at the college level.
Our students achieved 100% passing of the national certification in rehabilitation counseling examination. Our master’s program completion rate was 100%. Out of 5 graduates of 2020, 100% were employed and they worked in settings including state vocational rehabilitation agency (Michigan Rehabilitation Services), university setting (Michigan State University), and/or non-profit rehabilitation organizations (Disability Network Capital Area, COR Counseling, Michigan Public Health Institute).
Two students received full RSA scholarship among the 2020 graduates.
Due to administrative issues, the 2019-2020 student exit survey was not available.
According to the new ranking of graduate programs released by the U.S. News and World Report, our Rehabilitation Counseling programs were once again ranked NUMBER ONE in the nation.
This program evaluation report is prepared for students who graduated during the 2018-2019 year (cohort 2017-2019, n=6). This report provides information on the following:
**Some students had different sites/supervisors in practicum and internship, some students may have more than 1 supervisors if they have a split clinical experience or multiple rotations, thus, the number of survey may not equate to the number of students graduated.
Rating: 5=Very Satisfaction/Likely; 1=Very Dissatisfied/Unlikely
| ITEMS | RATINGS | |
|---|---|---|
| Mean (SD) | % | |
| 1. Communication with faculty supervisor | 4.85 (0.38) | 5 (84.6%) 4 (15.4%) |
| 2. Understanding of your roles and responsibilities | 4.69 (0.48) | 5 (69.2%) 4 (30.8%) |
| 3. Availability of faculty supervisor | 4.69 (0.48) | 5 (69.2) 4 (30.8%) |
| 4. Student knowledge and understanding of work | 4.69 (0.48) | 5 (69.2) 4 (30.8%) |
| 5. Overall preparedness and readiness of students | 4.77 (0.44) | 5 (76.9%) 4 (23.1%) |
| 6. How likely you are to supervise another student from MSU | 4.92 (0.28) | 5 (92.3%) 4 (7.7%) |
**Note: During the time of the administration of the survey in 2019, employers who were reached out hired graduates from the 2016-2018, and the 2017-2019 cohorts.
Ratings: 5=Highly Prepared … 1=Minimally Prepared
| ITEMS | RATINGS | |
|---|---|---|
| Mean (SD) | Rating % | |
| 1.To work collaboratively with diverse groups of individuals, including clients with and without disabilities served by your organization | 4.80 (0.45) | 5 (80%) 4 (20%) |
| 2. To work actively with your community partners or within partner institutions or associations | 4.80 (0.45) | 5 (80%) 4 (20%) |
| 3. To work actively with employers or other service delivery systems in providing support for persons with disabilities (e.g., advocacy and assistance) | 4.75 (0.50) | 5 (60%)* 4 (20%) |
| 4. To provide competent direct services with clients (e.g., assessment, testing, individual or group counseling, etc.) 5. To provide competent indirect services (e.g., case review, consulting, case management, etc.) | 4.80 (0.45) | 5 (80%) 4 (20%) |
| 6. To adhere and engage in ethical standards of counseling practice | 4.80 (0.45) | 5 (80%) 4 (20%) |
| 7. To work competency with clients within various rehabilitation service settings | 4.75 (0.50) | 5 (60%)* 4 (20%) |
| 8. To apply appropriate rehabilitation counseling services and interventions for people with disabilities | 4.80 (0.45) | 5 (80%) 4 (20%) |
| 9. To engage leadership activity consistent with your organizational mission and goals | 4.80 (0.45) | 5 (80%) 4 (20%) |
* 1 participant = unable to rate
Among the 2016-2018 cohort (n=6), all students successfully fulfilled KPIs (100% adherence). We had 100% passing of certifying exam at the college level.
100% passing of the national CRC examination, and 100% employment rate. Students who graduated worked in settings in center for independent living, correctional facility, state vocational rehabilitation agency (n=2), traumatic brain injury rehabilitation center, non-profit rehabilitation facility, and private practice.
Three students received full RSA scholarship in this cohort.
Due to administrative issues, the 2018-2019 student exit survey was not available.