Evaluation of student/candidate performance is an on-going process. In addition to evaluations of student performance in course work conducted by the course instructor, counseling faculty convene regularly to assess student/candidate over-all academic progress and professional dispositions.
Academic progress and professional dispositions are assessed informally on a biweekly basis at program faculty meetings. If it is determined that follow-up with the student is warranted, the course instructor and or the faculty advisor will meet with the student to express the concern and support the student with a plan of action that will help to ensure success.
Formal assessment of academic progress occurs at the end of each academic term, and serves to identify students who are not in academic good-standing (GPA below 3.0). Graduate students with a GPA of less than 3.0 are placed on academic probation. The program leader informs the student in writing of changes in academic status and invites them to schedule a meeting to discuss a plan of action.
Any student who remains on academic probation for two consecutive terms (including summer term) is dismissed from the program. Dismissed students who apply for readmission to the program shall follow standard program admission procedures. Dismissed students may not be reinstated for one calendar year.
Professional dispositions are assessed by program faculty annually in December. This process begins with each faculty member conducting an assessment of their advisees; assessment results are then shared among the faculty at a program retreat. Faculty members collaborate on a formative dispositional assessment for each student. When it is determined that a student needs improvement in multiple areas of assessment, they are invited to meet with their faculty advisor to discuss the assessment results. When dispositional concerns persist, program faculty will meet as a group with the student to formulate an intervention plan.
All evaluations serve to ensure that the student will be successful in their academic goals and will also be encouraged to develop a sense of professional identity that is informed by ethical codes and standards of practice.