Substance Abuse Counselor, Harrisonburg, VA: "There is not a day that passes in my profession, and often personal life that does not connect back to lessons and techniques gleaned from the counseling program."
Graduates of EMU's MA in Counseling program are high achievers who are sought after by regional employers.
100% of the graduates who have reported to the program in the past five years have passed their licensure exam. Of the graduates reporting since 2009, 91% have secured jobs in the counseling profession. 100% of the 2019 graduates who were seeking employment in counseling secured jobs within three months of graduation.
Upon graduation, a majority of our alumni pursue licensure and register for the 3,400 hour (including 2,000 direct hours) residency required by the Virginia Board of Counseling. Following completion of residency hours, residents must be approved by the Virginia Board of Counseling to sit for the National Clinical Mental Health Counseling Examination.
Approximately 45 full-time and part-time students are enrolled in the program on a yearly basis. We also accommodate students who are working professionals and need to extend their coursework/training. Our full-time students complete the program in two years, including a summer session, and our part-time students complete the program in three years, including a summer session.
Twenty-two students were admitted to the 2017-2018 MA in Counseling cohort and twenty of these students graduated spring 2019 or are expected to graduate in spring 2020.
EMU’s Master of Arts in Counseling program is accredited in Clinical Mental Health
Counseling by the Council for Accreditation of Counseling and Related Educational Programs (CACREP). Students graduating with a CACREP-accredited degree can more often easily achieve state counseling licensure and experience
greater ease of license portability between state licensing boards. Students withCACREP-accredited counseling degrees are often considered exceptional candidates for doctoral
For more information about the counseling profession, contact the American Counseling Association.
Program assessment and evaluation begins with clear program objectives, against which the activities within the program can be compared. Thus the activities of evaluation are as diverse as program content and process, and the persons who can engage in productive evaluation are equally diverse.
Evaluation tends to focus in two directions: evaluation of individual student progress toward counselor competencies and internalized identity, and evaluation of program success in meeting its stated mission and goals.
The most important groups engaging in program evaluation are the current students and graduates, the faculty and staff, the university’s institutional effectiveness administrators, and the program accrediting bodies.
A clear mission that grounds program goals and student outcome objectives, and the assessment of success in achieving goals and objectives should engage all stakeholders in important identity conversations, strategic planning, curriculum planning, and evaluation of effectiveness.
A healthy counselor education program is a dynamic, evolving system that lives within larger institutional, disciplinary and professional, and cultural contexts. As such, the owning and implementation of mission, vision, and purpose is never completely defined. Perhaps our most important ‘objective’ is to remember to always be open to dimensions of heart and soul, which we never “capture,” even in our best efforts to define and evaluate.
Four overarching objectives guide our program training. A graduate of the EMU Master of Arts in Counseling program will:
Since 2000, we have periodically administered alumni, employer and supervisor surveys to gather feedback and input from graduates working in the field, employers who consistently hire our graduates and supervisors who consistently supervise our students. In 2013, we determined the necessity to survey annually to incorporate feedback and suggestions into program review and planning. To this end, each year in January we administer an online (through SurveyMonkey) graduate survey of the previous year’s graduates [See results below.]
Additionally, in 2014, faculty determined that it would be helpful to receive input from supervisors who consistently supervise our students. Therefore, each year we hold a supervisor’s meeting and distribute an evaluation. [See supervisor feedback below.]
During a 2015-2016 fall faculty meeting, we decided to continue surveying employers again, in addition to supervisors. [See employer feedback below.] We review all feedback as a department and value the contributions of our graduate students, supervisors, employers, current students and faculty, which informs teaching practices, curriculum development, skill development and student learning evaluation.
Annual Evaluation Report: Feedback, Program Review and Program Modification Student, Supervisor, Employer (2018) – Report
Please click on the links below for further detail regarding survey results.
Graduate Student Survey Results (2011-2013; 2014; 2015; 2016; 2017, 2018, 2019) Survey Results
Employer Survey Results (2015; 2016; 2017, 2018, 2019) Survey Results
Supervisor Survey Results (2016; 2017; 2018; 2019) Survey Results