Appendix C: Program Capacity and Institutional Commitment

School Counseling

CCTC Alignment Matrix

Faculty Qualifications

Dr. Gitima Sharma

Current Rank/Title Associate Professor
Terminal Degree (Y/N) Y
Institution Granting Degree Ph.D. Pennsylvania State University
Year Degree Granted 2015
Field/Specialization Certificate PPS Credential (CCTC)
Related Qualifications Link to CV
Course numbers of regularly assigned courses COUN 202, 220, 249
Years at institution 6

Dr. Dominiqua Griffin

Current Rank/Title Assistant Professor
Terminal Degree (Y/N) Y
Institution Granting Degree Ph.D. Pennsylvania State University
Year Degree Granted 2018
Field/Specialization Certificate National Certified Counselor (NCC)
Related Qualifications Link to CV
Course numbers of regularly assigned courses COUN 208, 242S, 249
Years at institution 3

Dr. Song Lee

Current Rank/Title Professor
Terminal Degree (Y/N) Y
Institution Granting Degree Ph.D. Counselor Education, North Carolina State University
Year Degree Granted 2006
Field/Specialization Certificate Licensed Marriage, Family, and Child Therapist. PPS credential (expired)
Related Qualifications Link to CV
Course numbers of regularly assigned courses COUN 176, 202,209, 239, 249
Years at institution 15

Dr. Yasar Nur Dedeoglu

Current Rank/Title Assistant Professor
Terminal Degree (Y/N) Y
Institution Granting Degree Pennsylvania State University
Year Degree Granted 2021
Field/Specialization Certificate  
Related Qualifications Link to CV
Course numbers of regularly assigned courses COUN 200, 201
Years at institution First Year

Dr. Alicia Becton

Current Rank/Title Associate Professor
Terminal Degree (Y/N) Y
Institution Granting Degree PhD, The University of Texas- RGV
Year Degree Granted 2014
Field/Specialization Certificate Certified Rehabilitation Counselor
National Certified Counselor 
Related Qualifications Link to CV
Course numbers of regularly assigned courses COUN 202
Years at institution 7

Dr. Yuleinys Castillo

Current Rank/Title Assistant Professor
Terminal Degree (Y/N) Y
Institution Granting Degree PhD, The University of Texas- RGV
Year Degree Granted 2014
Field/Specialization Certificate Certified Rehabilitation Counselor
Licensed Professional Counselor
Related Qualifications Link to CV
Course numbers of regularly assigned courses COUN 202, 201
Years at institution 2

Dr. Jeff Crane 

Current Rank/Title Assistant Professor
Terminal Degree (Y/N) Y
Institution Granting Degree Ph,D., Marriage and Family Therapy from Texas Tech University
Year Degree Granted 2016
Field/Specialization Certificate Licensed Marriage and Family Therapist
Related Qualifications Link to CV
Course numbers of regularly assigned courses COUN 174, 231, 234, 239
Years at institution 5

Dr. Mandy Greaves

Current Rank/Title Assistant Professor
Terminal Degree (Y/N) Y
Institution Granting Degree Phd Counselor Education and Supervision
Year Degree Granted 2018
Field/Specialization Certificate Licensed Marriage and Family Therapist (CA)
Related Qualifications Link to CV
Course numbers of regularly assigned courses COUN 208
Years at institution 3

Dr. Ramar Henderson

Current Rank/Title Assistant Professor
Terminal Degree (Y/N) Y
Institution Granting Degree Ph.D.
Southern Illinois University 
Carbondale 
Year Degree Granted 2020
Field/Specialization Certificate  
Related Qualifications Link to CV
Course numbers of regularly assigned courses COUN 200
Years at institution 1

Dr. Christopher Lucey

Current Rank/Title Professor
Terminal Degree (Y/N) Y
Institution Granting Degree Ph.D., Kent State University
Year Degree Granted 1997
Field/Specialization Certificate Licensed Marriage and Family Therapist (CA)
LPCC (OH) Inactive
Related Qualifications Link to CV
Course numbers of regularly assigned courses COUN 232, 238, 239
Years at institution 23

Dr. Sergio Pereyra

Current Rank/Title Assistant Professor
Terminal Degree (Y/N) Y
Institution Granting Degree PhD, Marriage and Family Therapy, Brigham Young University
Year Degree Granted 2016
Field/Specialization Certificate Licensed Marriage and Family Therapist
Related Qualifications Link to CV
Course numbers of regularly assigned courses COUN 201, 220, 239
Years at institution 5

Dr. Soua Xiong 

Current Rank/Title Assistant Professor
Terminal Degree (Y/N) Y
Institution Granting Degree Ph.D., Claremont Graduate University and San Diego State University
Year Degree Granted 2018
Field/Specialization Certificate  
Related Qualifications Link to CV
Course numbers of regularly assigned courses COUN 215, 219, 289T
Years at institution 3

Dr. Wei-Mo Tu

Current Rank/Title Assistant Professor
Terminal Degree (Y/N) Y
Institution Granting Degree Ph.D., University of Wisconsin-Madison
Year Degree Granted  
Field/Specialization Certificate Certified Rehabilitation Counselor
Related Qualifications Link to CV
Course numbers of regularly assigned courses COUN 206, 203
Years at institution First Year

Dr. Kyle Weir

Current Rank/Title Professor
Terminal Degree (Y/N) Y
Institution Granting Degree PhD, Sociology/MFT
Univ. of So. CA (USC)
Year Degree Granted 200
Field/Specialization Certificate Licensed Marriage and Family Therapist
Related Qualifications Link to CV
Course numbers of regularly assigned courses COUN 230, 235, 238
Years at institution 16

Dr. Albert Valencia

Current Rank/Title Professor
Terminal Degree (Y/N) Y
Institution Granting Degree Ed.D University of the Pacific, Stockton, CA
Year Degree Granted  
Field/Specialization Certificate  
Related Qualifications Link to CV
Course numbers of regularly assigned courses COUN 249, 298
Years at institution 26

Geni Bird

Current Rank/Title Part time lecturer
Terminal Degree (Y/N) Y
Institution Granting Degree MS in Counseling and Student Services
CSU Fresno
Year Degree Granted  
Field/Specialization Certificate PPS Credential
Related Qualifications Link to CV
Course numbers of regularly assigned courses COUN 241
Years at institution 18

Facilities

INTERESC 

Management of all KSOEHD counselor education laboratory space areas along with support for integration of technology is the responsibility of INTERESC. INTERESC staff provide assistance in design of instructional materials such as video, multimedia, and Internet-based programs such as streaming video and video conferencing; consult with students, faculty, and staff in selecting computer hardware, software, and audiovisual equipment; manage KSOEHD computerized classrooms and laboratories; and provides technical support for the Human Development Center. It houses the NASA Educator Resource Center (ERC) to help teachers learn about and use NASA's educational resources.

Counseling Lab

Counseling lab is available to school counseling students to pursue their practicum and receive live-supervision. Counseling lab is located at Kremen school building’s Atrium level. The counseling lab has 8 counseling rooms with one-way mirror through which supervisor can observe and hear the counseling session in progress. Thereby, providing live supervision and timely feedback to the student. School counseling students provide counseling services to undergraduate students in these labs focusing on their academic, career, and socio-emotional concerns. 

Staff Support

April Cardiel 

Role Length of Time in Position Description of Support Provided to Program
Administrative Support Coordinator 5 years

The School Counseling program, as part of the Counselor Education and Rehabilitation department, has one administrative assistant. This staff person provides support to program functions, serves as a point of contact, and handles administrative duties. In addition, this staff person helps with enrollment, scheduling, student concerns, and coordinates faculty efforts in providing educational opportunities to all students. Following is the list of the ways in the Dept. Administrative Assistant assists School Counseling program faculty and students:

  • Recruit prospective students by answering questions about programs including but not limited to; course offerings, time requirements, admission requirements, interviews, deadlines and information sessions.
  • Assists in preparation of yearly evaluation for tenured/tenure-track and part time faculty.
  • Responsible for the full scope of departmental faculty searches, including documentation. 
  • Develop and maintain flyers, brochures, programs, websites, forms, presentations and information materials for school procedures, programs, events, and social media.
  • Responsible for maintaining the department website ensuring information is current and useful to prospective and current students.
  • Coordinate program offerings with the other Kremen School departments to ensure program continuity.
  • Coordinate, prepare, and maintain the department schedule of courses.
  • Prepare and process purchase expense reimbursements, requests, direct payment requests, invoices refunds, purchase orders, work orders, as well as other financial forms as needed.
  • Coordinate preparation of all travel forms for faculty, including making and tracking arrangements and payments.
  • Direct, hire, train, coordinate, supervise and evaluate student assistants and approve timesheet data.
  • Monitor and track budget expenditures for the department including reviewing bills, fee deposits, invoices and purchase orders to ensure accurate information for payments, refunds and identifying appropriate accounting budget lines.
  • Assist in preparing and compiling various reports as requested including but not limited to workload reports class enrollment reports and annual reports to the provost.
  • Provide clerical assistance, coordinate, and take minutes for department meetings and other meetings, as needed.
  • Provide clerical assistance to program coordinators and path facilitators, as needed.
  • Duties may include providing, assisting and/or presenting at meetings and special events on and off campus.
  • Prepare, route and send forms requiring signatures through Docusign including working with faculty to create student powerforms to be distributed widely.
  • Acts as a resource person for faculty, staff and students regarding policies and procedures, class scheduling, use of facilities, etc.

Student Feedback

Advising sessions and Post-Advisement Forms

Description of Tool & How it is Used (when it is administered, how it is administered) Description of How Data are Used to Inform Program Practices Tool Currently in Use? (Y/N)
After every advising session with a student, the school counseling program faculty as well as other CER department faculty receive post-advisement feedback.  A strength of post-advisement form is that it is anonymous - giving students an opportunity to honestly share feedback for advising session. Students don’t have to mention their names and can just drop the form in a common folder so that the feedback remains anonymous. Faculty uses their ratings to improve their advising sessions, program initiatives, and also during the process of Retention, Tenure, and Promotion.  Yes

Student Feedback Survey

Description of Tool & How it is Used (when it is administered, how it is administered) Description of How Data are Used to Inform Program Practices Tool Currently in Use? (Y/N)
School counseling program uses the department-level Student Feedback Survey to seek school counseling students’ feedback on program practices The feedback provided in the survey is used to enhance the quality of teaching and advising within the CER department. School counseling faculty also uses these surveys before their town-hall sessions to decide upon the topic that need to be addressed in individual and group advising sessions as well as town-hall sessions.  Yes

School Counseling Program Townhall Sessions 

Description of Tool & How it is Used (when it is administered, how it is administered) Description of How Data are Used to Inform Program Practices Tool Currently in Use? (Y/N)
School counseling program faculty holds bi-annual townhall sessions for students to come together, ask any questions, raise any concerns, and provide feedback to faculty.  A strength of these sessions is that they are supported by School Counseling program Student Ambassadors (e.g. co-facilitating information on recruitment, leading ice-breaker) to create an open forum where all students can express their concerns. We also use students’ feedback during town hall sessions to initiate mentoring programs that can support students. For example, one of the concerns that students mentioned in response to experiencing COVID-19 pandemic during the academic year 2020-2021, was a deep sense of isolation and even if they felt their connections with faculty were strong due to consistent advising sessions, they missed peer to peer interactions. Hence, in Fall 2021, we started a peer mentoring program. The peer mentoring program also helps us to strengthen the mechanisms to understand students’ concerns and make programmatic changes to resolve those concerns.  Yes

Course Evaluations

Description of Tool & How it is Used (when it is administered, how it is administered) Description of How Data are Used to Inform Program Practices Tool Currently in Use? (Y/N)
All students have the opportunity to respond to course evaluations at the end of the semester.  Course evaluations are anonymous. Faculty receive them after the semester ends.Therefore, students can be very honest in their responses. As a result of course evaluations, faculty consistently revise and strengthen their courses and teaching styles. A weakness of this feedback mechanism especially now when paper-copies are not used to seek feedback but students only receive an email reminder about course evaluations is low response rate across all programs. In future, faculty and school administration need to make greater efforts in encouraging all students to respond participate in course evaluations.  Yes

Exit Survey

Description of Tool & How it is Used (when it is administered, how it is administered) Description of How Data are Used to Inform Program Practices Tool Currently in Use? (Y/N)
School Counseling program exit surveys and supervisor surveys also allow us to interface with key stakeholders, and engage in program improvement and innovation. These assessments provide opportunities for our graduates to reflect on their professional preparation, and employers to evaluate strengths and weaknesses of our graduates and provide feedback.  We started using exit surveys from Spring 2021 onwards. Therefore, we have not yet had extensive data to analyze. However, the questions of exit survey have the potential to seek responses that can help us in engaging entire department faculty to make revisions to existing program policies and procedures that can enhance students’ success.  Yes

COUN 249 Evaluation of Site 

Description of Tool & How it is Used (when it is administered, how it is administered) Description of How Data are Used to Inform Program Practices Tool Currently in Use? (Y/N)
School counseling interns receive an opportunity to provide feedback for their site, which helps the faculty and especially COUN 249 internship coordinator to partner with school districts to resolve any concerns that students might have reported.  After reviewing the 76 responses that we have received so far through recently implemented google forms, we can conclude that most of the internship experiences have been positive and students highly recommended their internship sites especially at Fresno Unified District. Given few students concerns about the lack of supervisors support and understanding, we began supervisors training in Spring 2021.  Yes

Student Support Services

Counseling Lab

School counseling students use counseling lab located in Kremen school building’s Atrium level to pursue their practicum hours. The counseling lab has 8 counseling rooms with one-way mirror through which supervisor can observe and hear the counseling session in progress. Thereby, providing live supervision and timely feedback to the student. School counseling students provide counseling services to undergraduate students in these labs focusing on their academic, career, and socio-emotional concerns. 

Technological Services and Facilities

Our program is housed in Kremen School of Education and Human Development.

KSOEHD Building - Facilities and Equipment
Technical support for learning, teaching, and research are available to counselor education faculty and students through both the university and the Kremen School of Education and Human Development (KSOEHD).  Academic and support personnel are also housed in the Education Building. The KSOEHD is a 120,000-square foot five-level complex building with state-of-the-art technology devoted to teaching and counselor preparation.  Technology needs and classroom/lab space are consistently updated. 

INSTRUCTIONAL TECHNOLOGY AND RESOURCE CENTER (INTERESC)
The Instructional Technology and Resource Center (INTERESC) staff is responsible for management and operation of computerized classrooms, smart classrooms and counseling laboratories in the KSOEHD and the program’s office campus counseling center, and the Fresno Family Counseling Center. The INTERESC Director provides coordination of the KSOEHD Instructional Technology and Resource Center. Management of all KSOEHD counselor education laboratory space areas along with support for integration of technology is the responsibility of INTERESC. Staff within this unit provides assistance in instructional design for the preparation and production of videos, computer technology, and other media formats. INTERESC personnel also consult with faculty and staff in selecting specific computer hardware and software, reserving audiovisual equipment, computers, and other instructional resources, and providing video-recording support. 

LABORATORY/CLASSROOM AND RELATED SPACE - EDUCATION BUILDING
The KSOEHD is equipped with a variety of classrooms and laboratory space including designated computer classrooms and “smart” classrooms that are available and used by the CER departments for education and training.  In addition, a number of distance learning classrooms and a media studio for the production and editing of media material is available.

The KSOEHD building itself was designed with the intent of giving emphasis to interrelationships of lecture, laboratory, and field experiences in support of professional preparation of counselors, teachers, specialists, and service personnel. Another important consideration in designing the building was establishing and maintaining a collaborative working relationship with local educational institutions and the community. In order to effectively provide curricula with lecture/laboratory/field emphasis and collaborate with schools and community, it was absolutely necessary that this facility be equipped with state-of-the-art technologies.

Dr. Benjamin & Marion Kremen Scholarship

Scholarships shall be awarded to deserving students who are currently enrolled in a master’s program in the Kremen School of Education and Human Development. Recipients shall be those who maintain a 4.0 GPA and who are interested in being guidance counselors in schools across the United States.

Advising Sessions (Individual, Group, and Townhall)

Program faculty work closely with students to support their successful completion of the program and transition into professional careers. Students have an assigned advisor that helps planning their degree plan for graduation within the five years after admission. Advisors complete an advising sheet with students at the beginning of their program. 

Students also contact their advisors in case changes are needed for their degree plan to ensure that they can still complete all requirements for degree completion. 

Advisors strive to connect with their students every semester to check on progress, performance, and career involvement. Students have access to their advisors throughout their program, and even sustain contact after graduation, for any potential concerns and questions relevant to their training. 

Internship Placements

The completion of Master's degree in School Counseling includes pursuit of Pupil Personnel Services Credential (PPS) that is accredited by CCTC and makes students eligible for the PPS credential as a School Counselor in California. We have fostered strong partnerships with various shool districts especially Fresno Unified and Clovis Unified school districts to help our students find internship placement with a clear process that guarantees that 100% of our students secure internships in timely manner. Please see the link below that explains the partnerships that school counseling faculty and internship coordinator have established to support students successful internship completion: School Counseling Program Partnerships 

We hold internship orientations for school counseling students and site-supervisors to communicate most recent accreditation standards and provide group advising on how to ensure a successful internship experience. We also provide students COUN 249 Internship handout. Please refer to the internship handbook that includes:

1) Internship enrollment procedures; 2) Internship course goals, objectives, and requirements; 3) Forms and Templates needed for course assignments; 4) Information and forms related to selection of a field placement; 5) Information and Forms for Site Supervisors; 6) PPS Completion Form, which students submit after completing all required courses for the PPS credential.

In addition, to further ensure successful internship experiences and to ensure that all students receive effective support by their site supervisors, we provide a supervision training. The goal of this training is to promote site supervisors understanding about how to provide supervision and on the expectations of the program, the field, and accreditation (CCTC). 

37 site Supervisors completed the training during 2020-2021 academic year.

Appendix C:

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