GRADUATE STUDIES IN COUNSELING
Exit Survey 2018-19 Results
GSC students complete an Exit Survey during the last semester of their training. The purpose of the survey is to collect student perception and feedback on the academic program (admission, program, faculty advising, etc.), various student services (e.g., library, technology, etc.), and overall counselor preparation.
The following points reflect Exit Survey Results for the 2018-19 academic year:
• Students make use of campus WIFI services using their CN IT accounts for their personal computers, but not the Computer Lab in the Education Department.
• Students often make use of the electronic resources and references of the Carson-Newman Library, but not so much its books and other print media.
• Students highly rate the admissions process for its speed in processing of applications, timely communication, and financial aid knowledge and assistance.
• Students report a strong Professional Identity through active involvement in professional organizations such as Chi Sigma Iota Chapter, Smoky Mountain Counseling Association, and some Tennessee Counseling Association events.
• Students find the C-N website a source to obtain timely information about admissions, financial assistance, course registration and other resources.
• Students generally found that graduate classes are offered at convenient times for working adults, but report the need for classroom with better heat and air conditioning.
• Students give strong marks to GSC faculty for their subject knowledge, availability to answer questions, modeling effective teaching strategies and providing appropriate information in course syllabi.
• Students rate GSC faculty very highly for their advising skills, comfort level during meetings, knowledge of courses and registration process, and prompt reply to inquiries.
• Students report high levels of confidence in their knowledge and skills acquired during CNU training to:
o Plan interventions to meet student/client needs.
o Use effective individual counseling skills to facilitate student/client change.
o Work effectively with diverse populations.
o Provide ethical counseling services as prescribed by counseling profession.
o Provide counseling services to children and adolescents that build their strengths.
o Be an advocate for students and clients when necessary.
o Integrate technology into counseling programs and services.
o Use counseling research to improve their practice of counseling.
STUDENT COMMENTS: The following represents common thoughts expressed by GSC students as they reflect upon their counseling training:
“My experience was very positive and insightful due to the modeling of the genuineness and content knowledge from every instructor that I encountered.”
“The small class sizes and relationships that build between students and instructors…”
“It [sic] works with adult students with families very well, and the staff does everything in their power to help you succeed. I never felt like a number in the crowd.”
“Although the faculty & staff is [sic] incredible, they are definitely spread thin, with only a few staff members and so many classes/students. More facilitators would likely help our educators and their well-being. They have needs too!”
“I would change orientation and multi-cohort student interaction. Orientation should have more of a focus on what to expect and resources available rather than what NOT to do and APA style.”
“There should be more opportunities for “new” students to get to know current students.”
“I have and will continue to highly recommend people [sic] that are considering entering the counseling field to attend Carson-Newman.”
“I have thoroughly enjoyed my experience in the School Counseling program at C-N. I love the faculty and staff. I would not be the person/school counseling student I am today without their support and training!”
“I feel well prepared to enter this field. Such an excellent program!”
IMPLICATIONS: As GSC students complete their counselor training and prepare to transition into the profession, they report high levels of satisfaction with the quality of counselor education they received at Carson-Newman. They also reflect high levels of confidence in their abilities to meet the demands and expectations of the counseling profession. They indicate where GSC faculty might improve some services and create a community feeling among first year and second year students.