Counselor Education Doctoral Program
Evaluation and Retention
In agreement with the ethical guidelines of the American Counseling Association, the Counselor Education faculty has developed the following student evaluation and retention procedures. Respecting these guidelines, the faculty considers not only academic abilities and skill performance when making retention decisions about students, but also such aspects as whether the student has appropriate levels of maturity, judgment, emotional stability, sensitivity to others, and self awareness.
Prior to the end of each academic year, faculty members meet in order to evaluate each student’s progress in academic work, teaching, supervision and counseling skills, and intrapersonal/interpersonal effectiveness. Students document their progress using this form and submit it prior to April 15th. Faculty review student progress. Those students assessed as having difficulty will receive written and oral feedback concerning their progress from their advisor. All written feedback is placed in the student’s central file, including student responses to feedback received. Students who are identified as having deficiencies in one or more of the three areas evaluated are provided the following assistance in order to improve their performance:
1. Problem Identification Meeting
The advisor meets with the student and gives specific examples of the
difficulties, which have been identified by the faculty. The student
and the advisor then discuss minimal change expectations and procedures.
A decision is made at this time as to the seriousness of the problem,
and if it is recurring. Steps for resolution are recommended and both
parties agree upon a time frame for remediation. A contract is written
at this time and is signed by the students and the advisor, with the
understanding that the faculty at their next meeting will review the
student’s progress.
2. Recurring or Critical Problems
If the situation is a continuing one, or is critical, a team of faculty
members may be appointed by the program coordinator to meet with the
student. The concerns are delineated in writing and given to the student
prior to this meeting. During this meeting, the student is given specific
information about the particular problem, the steps needed for solution,
and the time frame allowed prior to determining if further action must
be considered. A contract clearly stating areas which need to be improved,
and the methods and time frame needed for improvement, is written and
signed by the student and the involved faculty members. A copy of this
agreement is given to the student and the original is placed in the
student’s central file.
3. Insufficient Progress, Withdrawal, Advising
If the student does not make expeditious progress toward resolution
of the identified problem(s), and if the faculty agrees that the student
will not be able to successfully achieve the academic, teaching, supervision,
counseling, and/or intrapersonal/interpersonal effectiveness objectives
of the program, then recommendation for withdrawal of the student from
the program is considered. If this decision is made by vote of the counselor
education faculty, it is then forwarded to the department head. Academic
and vocational advising will be offered to the student.
4. Due Process Procedures
Unless the problem involves a major disciplinary action, all of the
preceding steps are handled by the Counselor Education faculty. The
University and the program policies are written to assure students that
their rights are respected and due process is followed. If a student
wishes to challenge a decision of the program regarding retention in
the program, the student has the right to an appeal process, as detailed
in the student handbook, Hilltopics. The Counselor Education
Program faculty believe that the stated procedures are in accord with
the accepted educational practices and guidelines of the American Counseling
Association Ethical Standards. Faculty members, through continual student
evaluation and appraisal, must be aware of the personal limitations
of the learner that might impede future performance. Faculty members
must not only assist the learner in securing remedial assistance but
also screen from the program those individuals who are unable to provide
competent services.
Updated 09/13/2006
Contact EPC
525 Jane & David Bailey Education Complex
1122 Volunteer Boulevard
Knoxville, Tennessee 37996-3452
Phone: 865-974-8145
Fax: 865-974-0135