ACADEMIC PROGRAM REVIEW REPORT
WESTERN KENTUCKY UNIVERSITY
Part I	CAO Recommendation

Continue    Modify    Eliminate	

Institution:	Degree Designation as on Diploma:	
Western Kentucky University (00200200)	Certificate	
Program Name:	CIP Code:	
Career Services	131102	
WKU Program Reference Number:	Program Type (collaborative, joint, single):	
0468	Single Institution	
Program Coordinator:	Program Implementation Date:	
Aaron W. Hughey	2013 (revised)	
Department Head:	Submission Date:	
Jill Sauerheber	March 1, 2017	

A. Centrality to the Institutional Mission and Consistency with State Goals (not to exceed current page)	
A.1 How has the program contributed to WKU’s mission?	
WKU Mission Statement: “Western Kentucky University (WKU) prepares students of all backgrounds to be productive, engaged, and socially responsible citizen-leaders of a global society. The University provides research, service and lifelong learning opportunities for its students, faculty, and other constituents. WKU enriches the quality of life for those within its reach.” 
Certificate Program Mission: “The Certificate in Career Services (CCS) is designed to provide helping professionals with advanced knowledge and skills needed to better serve students and clients within the context of a volatile and ever changing employment landscape. Graduates of this certificate program will be better prepared to assist students to be more engaged in the educational experience through appropriate academic major and career choice, which may lead to higher retention of current students and successful transition to the workforce.”
The graduate certificate program in career services is in direct alignment with WKU’s mission.	
A.2 How has the program contributed to the economic and social welfare goals of HB 1 as delineated in the statewide postsecondary education strategic agenda?	
The Kentucky Council of Postsecondary Education’s Big Goal: 58% with Degrees and Credentials by 2025. “The agenda advances an ambitious goal—to raise the percentage of Kentuckians with a high-quality postsecondary degree or certificate to 58 percent by the year 2025. Achieving this goal is critical if the Commonwealth hopes to accelerate job creation, grow the economy, and expand our tax base through the contributions of a more skilled, productive workforce. Additionally, high levels of educational attainment are correlated with better health; more informed, engaged citizens; and the kind of business and cultural endeavors that attract vibrant, creative and entrepreneurial people to the state.” 
This certificate program provides the skills needed for recruiting, retaining to graduation, and helping students obtain jobs related to their majors after graduation. This contributes directly to the economic and social welfare of everyone in the Commonwealth, individually and collectively. Specifically, the program supports Objective 9.1: “Make career development a state and institutional priority and a key strategy for student success. Improve career development through earlier advising efforts, clearly articulated career pathways, degree maps, tools that match skills to jobs and students with employers, and entrepreneurship training,” and Objective 9.5: “Identify current and emerging workforce demands, entrepreneurial business opportunities, and stackable credentials that can lead to additional education/training.”
	
A.3 How does the program align with the statewide postsecondary education strategic implementation plan?	
The Kentucky Council of Postsecondary Education’s Objective and Strategies: “Objective 9. Improve the career readiness and employability of postsecondary education graduates. Strategy 9.1. Make career development a state and institutional priority and a key strategy for student success. Improve career development through earlier advising efforts, clearly articulated career pathways, degree maps, tools that match skills to jobs and students with employers, and entrepreneurship training.”

The graduate certificate program in career services is in direct alignment with the statewide postsecondary education strategic implementation plan. As career and vocational concerns form at least a partial basis for numerous choices made and issues expressed by students at the college level and by individuals throughout life, the need for additional training in the area of career counseling and career program management has become more pronounced. Thus, supporting students in making academic and career decisions can have a direct impact on college degree completion, retention and ultimate success. Specifically, the program supports Objective 1.1: “Increase cultural competence among students, staff and other postsecondary professionals so that everyone is welcomed, valued, supported, and accommodated,” Objective 6.1: “Improve student advising by focusing on effective, research-based practices that have been shown to increase retention and graduation,” and (again) Objective 9.1: “Make career development a state and institutional priority and a key strategy for student success. Improve career development through earlier advising efforts, clearly articulated career pathways, degree maps, tools that match skills to jobs and students with employers, and entrepreneurship training.”

B. Program Quality (not to exceed two pages)	
B.1 Describe means of assessment of student learning outcomes at the program level over the review term.  Summarize results of these assessments as well as 'closing-the-loop' strategies undertaken to improve program quality.	
Student Evaluation completed by the on-site Internship Supervisor. All students in the Career Counseling graduate certificate program are required to complete an Internship in a department or other unit dedicated to the provision of career services. As part of this Internship, students are required to develop a program, activity or service designed to meet the educational and career needs of a specific student population.  As part of the research for the development of this program, activity or service, students have to interview and interact with representative(s) of the student population identified for this project and/or professionals who work with the selected population.  A needs assessment is also required before proceeding with project development and implementation. Their performance in Internship is evaluated by a site supervisor who is specifically trained by the departmental faculty. Criterion: Ninety percent of the students completing the Internship experience receive a rating of 80% or higher on the objective section of the Student Evaluation completed by their on-site supervisors; this equates to an average score of “4” on the 5-point scale for the 15 items. Target: 90 percent of the students achieve the stated criterion. Result: 85 percent of students achieved the criterion. Analysis: The fact that a majority of students participating in the experience received a rating of 80% or higher on the objective section of the Student Evaluation completed by their on-site supervisors indicates that they have mastered the specific skills identified as being relevant to develop a program, activity or service designed to meet the educational and career needs of a specific student population. The objective section of the Student Evaluation is divided into two subsections: “Student Affairs Skills” and Competencies” and “Counseling Skills and Competencies.”  Although the overall rating on the objective section of the Student Evaluation met the established criterion for success, the average rating on the “Counseling Skills and Competencies” subsection was less than 80%. After consultation with colleagues in the department, it was determined that the focus of the graduate certificate program was really more on the development and provision of career services as opposed to the direct delivery of counseling services; i.e., if the focus of the program is to remain on “counseling,” then more coursework on this professional skills set would be needed. After considerable discussion, it was decided that the focus should be more on the development and provision of career services.
	
B.2 Describe any external awards or other recognition of students, faculty, and/or program over the review period.	
N/A	
B.3 Provide data on actual time and credits to degree of graduates, including general education and supporting coursework.	
	This is a 15-hour graduate certificate program, which is often completed in addition to the master’s degree program in student affairs. In 2013-2014, the graduate certificate program in career counseling (0440) was changed to a graduate certificate program in career services (0468). Not sure how the following statistics are derived.		
	Academic Year:	2011-12	2012-13	2013-14	2014-15	2015-16		
	Average actual time to degree (Years/N):					20.33 (N=1)		
	Average actual credits to degree (Credits/N):					63 (N=1)		
			
B.4a Document constituents’ satisfaction with the program, through (a) employers’ satisfaction with program graduates	
Employers of program graduates were surveyed in 2013 as to their satisfaction with the program. Ten surveys were administered; 5 usable responses were received (50% response rate). Respondents indicated they had a favorable rating for the knowledge and skills exhibited by graduates. (Average rating of 4.33 on a 5-point scale). Item: “The graduate of the certificate program in career counseling has a working knowledge of the basic concepts and skills associated with career and vocational counseling.” The next survey is scheduled for Spring 2018.	
B.4b Document constituents’ satisfaction with the program, through (b) graduates’/alumni satisfaction with the program.	
Graduates of the graduate certificate program in career counseling were surveyed in 2013 as to their satisfaction with the program. Thirteen surveys were administered; 12 usable responses were received (92% response rate). Graduates indicated they had a favorable rating of the knowledge and skills they acquired through the program. (Average rating of 4.45 on a 5-point scale). Item: “The graduate certificate program in career counseling enhanced my working knowledge of the basic concepts and skills associated with career and vocational counseling.”	

B.5 Provide information the success of program graduates one year after graduation.	
	Note: This is a 15-hour graduate certificate program, which is often completed in addition to the master’s degree program in student affairs. Most of the students in the certificate program already have jobs that involve career services.		
	Academic Year:	2011-12	2012-13	2013-14	2014-15	2015-16		
	Number of graduating students who sought employment:	8	5	7	9	3		
	Percentage of students who sought employment:	100	100	100	100	100		
	Number of graduating students who gained employment:	8	5	7	9	3		
	Percentage of students who gained employment:	100	100	100	100	100		
			
	Academic Year:	2011-12	2012-13	2013-14	2014-15	2015-16		
	Type of Job	Percentage of students employed in that type.		
	Career Services Related	100	100	100	100	100		
			
	Percentage of students finding employment in the area of geographic responsibility:	100	100	100	100	100		
	Percentage of students finding employment in Kentucky:	50	60	57	66	66		
	Percentage of students finding employment outside of Kentucky:	50	40	43	33	33		
			
B.6 If program leads to licensure or certification, provide data on students’ pass rates on relevant exam(s).	
	There is no licensure or certification related to the program.		
	Academic Year:	2011-12	2012-13	2013-14	2014-15	2015-16		
	Exam Name	Pass rate		

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C. Program Demand/Unnecessary Duplication (not to exceed current page)	
C.1 Provide data on student enrollment and number of graduates at the program level over the review period (includes unduplicated AY headcount--summer, fall, and spring).	
	Note: In 2013-2014, the graduate certificate program in Career Counseling (0440) was changed to a graduate certificate program in Career Services (0468). These data reflect both programs. This change involved developing a new course, Career Development in Student Affairs and Higher Education CNS 593), which replaced Developmental Career Counseling (CNS 556) as one of the three required courses in the graduate certificate program.  The new course and the revised program was sent through the academic approval process and subsequently implemented.		
	Academic Year:	2011-12	2012-13	2013-14	2014-15	2015-16		
	Number of enrollments:	10	9	10	14	11		
	Number of graduates:	8	5	7	9	3		
	Credit Hour Production				267	321		
			
C.2 Are there similar programs at other public institutions in the state?	Yes		No		
C.2a If yes, explain how the curriculum of this program is different from existing programs at other institutions or that access to these programs is limited at the other institution.	
The curriculum of this program is unique; there are no other certificate programs (that is, we have not been able to find any) that have this configuration of course requirements. The program was developed and implemented to meet a perceived need in the area of career services for postsecondary students. The program can be completed as a ‘stand-alone’ program or in conjunction with a master’s degree; it is designed to be a focused credential that provides students with knowledge, skills and competencies in the ever evolving field of career services. 
Please note what Lisa Cook has to say in Academic Impressions (December 2016): “Many institutions are still letting their career centers define what outcomes they measure,” Grimmett notes. Career services professionals can take advantage of this opportunity to educate their institutions about measuring more meaningful outcomes that go beyond simple employment outcomes. The issue is particularly urgent for institutions without many resources and with low student awareness of career services. "Professionals in those circumstances should think critically about how they want their success to be defined, so that they can drive the conversation.” (https://www.academicimpressions.com/news/3-ways-rethink-career-services-and-post-college-outcomes)	
C.2b If yes, describe specific collaborative opportunities your program is pursuing, or can pursue, with these existing programs.  In your explanation, describe how the collaboration will increase the effectiveness and efficiency of each program.	
N/A	

D. Cost and Funding (not to exceed current page)	
D.1 Provide data on program student credit hour production by instructional FTE faculty over the review period, based on minimum program hours required.  In the case that faculty participate in more than one program, include only the FTE allocated to the program under review.	
	Note: Not sure how these numbers are derived. Also, in 2013-2014, the graduate certificate program in Career Counseling (0440) was changed to a graduate certificate program in Career Services (0468).		
	Academic Year:	2011-12	2012-13	2013-14	2014-15	2015-16		
	Minimum program  hours required:	15	15	15	15	15		
	Number of graduates (from C.1):	8	5	7	9	3		
	Program SCHP:				267	321		
	FTE faculty:				2	2.2		
	Program SCHP/FTEF per year as (Min. Hours x Graduates)/FTEF:				134	146		
			
D.2 Indicate the level of extramural funding attracted by program faculty over the review period.	
	The program has not received any external funding during the review period.		
	Academic Year:	2011-12	2012-13	2013-14	2014-15	2015-16		
	Funding source and level:							
	Funding source and level:							
	Funding source and level:							
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E. Analysis of Program Status and Potential (not to exceed current page)	
E.1 What do you see as particular strengths of the program, and why?	
The certificate program in career services meets an increasing need. As the importance of college and career readiness becomes more acute, especially in Kentucky, having professionals who possess enhanced skills in these areas is becoming more essential.	
E.2 What are perceived to be weaknesses in the program, either by you or by others (external evaluators, accreditors, etc.)?	
The program is completely online, which can be a limiting factor in teaching some of the content and skills covered in the certificate. As the technology becomes more user-friendly, however, this will be less of a concern. . However, it is also a strength in that students can enroll in the program from anywhere in the world (as long as they have access to the internet).	
E.3 Where do you see opportunities for growth and/or improvement in the program in the near term?  What would be required to realize these opportunities?	
The program has a great reputation within the student affairs profession, but it more information about it needs to be disseminated. We are working with the Division of Extended Learning to develop new promotional materials (they have already provided us with brochures and cards that we distribute at conferences and professional meetings). We also plan to market more extensively through social media (by developing a Facebook page specifically for the program, inclusion in online directories of related certificate programs, for example) and we plan to make more focused use of listservs and other electronic means of advertising the program. At this point (the program has been in existence for about seven years (including the previous incarnation of the program as a graduate certificate in ‘career counseling) word-of-mouth also serves as an effective marketing technique; many of our current enrollments are referrals from previous students who completed the program.	
E.4 What (if any) are potential threats to program viability or quality in the future?  What needs to be addressed in the near term to mitigate these threats?	
If another institution were to develop a similar program, this would create competition for students. This has not happened in the years that the program has been in existence. 	

F. Response to Previous Academic Program Review and Goals for the Future (not to exceed current page)	
F.1 What was the recommendation put forward by the APR Committee during the last review of the program.  What issues (if any) were raised by the APR Committee at that time? In what ways have the program, department, college and/or university addressed these issues?	
Maintain.	
F.2 List the goals for continued program improvement over the next six years (prior to the next program review).  What implementation steps will need to occur for these goals to be met?	
			
	Goals:	Implementation Steps:		
	1.
	Enhance marketing for the program.	Consult with the Division of Extended Learning and Outreach concerning opportunities to advertise the program more extensively to a national and international pool of qualified potential students. As noted previously, we are working with the Division of Extended Learning to develop new avenues for advertising the program. They have already provided us with brochures and cards that we distribute at conferences and professional meetings. We would like to partner with them on the development of more electronically-based strategies for marketing the program (social media, websites, listservs, etc.).		

IMPORTANT: 

The bottom line is that this certificate program provides valuable knowledge and skills (and a credential) for students who are interested in working more effectively with college students on their career development. All the coursework is already available through the master’s degree program in student affairs; i.e., it requires no additional resources beyond those needed for the master’s degree program (the courses are already offered as part of that program) and it generates enrollments during the Fall and Spring Semesters as well as during the Winter and Summer Terms. It also serves as a ‘feeder’ program for the master’s degree as many students who pursue the graduate certificate in career services eventually apply to the master’s program. Students are happy with the education they receive through this program, as are their employers. Finally, it is in perfect alignment with institutional and state mandates to make more of our students career and employment ready.
COURSE	
CNS 556	
CNS 572	
CNS 574	
CNS 577	
CNS 593	
CNS 595	
CNS 610	
CNS 675	

Name (ID)	Credit Hrs
in Program	Program SCHP	FTEF =
Credit Hrs/
18(GR) 21(UG)
(typical 4/3 load)	
Full-Time, Tenure Eligible, Terminal Degree	
Burke, Monica (800021602)	9	147	0.5	
Hughey, Aaron (800018601)	6	33	0.3	
Full-Time, Not Tenure Eligible, Terminal Degree	
Bratton, Imelda (800799304)	9	21	0.5	
Dye, Lacretia (800799130)	3	6	0.2	
Wolf, Cheryl (800905101)	3	36	0.2	
Part-Time (or Full-Time Staff/PT Faculty), No Terminal Degree	
McCaslin, James (800019458)	3	27	0.2	
Robinson-Wright, Ursula (800781302)	6	51	0.3