Clinical Mental Health Counseling Program and School Counseling Program

The Clinical Mental Health Counseling (CMHC) and School Counseling (SC) programs at Bowling Green State University are committed to BGSU’s mission being a public university for the public good. We are committed to providing top-quality education and training to prepare highly qualified, ethical, and culturally competent professional counselors who advocate for social justice. The educational objectives of the Clinical Mental Health Counseling (M.A.) and School Counseling (M.Ed.) programs have been designed to provide comprehensive professional preparation of graduate students that align with the 2024 CACREP Standards.

Overall educational objectives and specific learning outcomes are taught, demonstrated, and measured at various points across the programs. Some data are reviewed and reported separately for each program and other data are reflective of our counseling students and programs as a whole. The CMHC degree program meets the academic requirements established by the Ohio Counselor, Social Worker, Marriage and Family Therapist Board for LPC licensure in Ohio. The SC degree program is approved by the Ohio State Board of Education, indicating graduates meet the academic requirements to obtain pupil services license for school counselor licensure in Ohio.

Council for the Accreditation of Counseling and Related Educational Programs (CACREP)

As a way to demonstrate commitment to professional standards and maintain a comprehensive, high quality educational experience, both programs are accredited by the Council for the Accreditation of Counseling and Related Educational Programs (CACREP). This means we regularly engage in self-evaluation and peer evaluation of our program objectives and goals and measure ourselves against a set of standards established by the CACREP Board. Both our degree programs continue to be accredited by CACREP.

Counseling Program Faculty AY 2024-2025

Heather Fye, Ph.D., Assistant Professor
Marlise Lonn, Ph.D., Associate Professor
Ellise Nolan, Ph.D., Assistant Professor, CMHC Practicum and Internship Coordinator
J.P. Oehrtman, Ph.D., Associate Professor, SC Practicum and Internship Coordinator & CACREP Liaison
Jared Rose, Ph.D., Associate Professor, CMHSC Programs Coordinator

During 2023-2024, the School of Counseling, Higher Education, Leadership and Foundations conducted a national search for a tenure track position with a specialty in school counseling. We were successful in hiring Dr. Heather Fye. Dr. Fye has worked with and trained others in the mental health and school setting for over 18 years. Her counseling experiences have primarily been working with youth and their families through play and creative therapy mediums. Her research interests include wellness, burnout, trauma-informed care, and professional issues of school counseling. We were happy to welcome her to our team in fall 2024.

Program Evaluation

Applicants and New Enrollments

In AY 2024-2025, 115 individuals completed applications for admission into the Clinical Mental Health Counseling Program. Of those 115, 50 were granted admission, and 23 enrolled. Twenty-four individuals completed applications for admission into the School Counseling Program. Of those 24, 18 were granted admission, and 15 enrolled. Comparing the 139 applicants to both programs represents an 44% increase from the previous year. New student admission numbers increased by 38% from 50 offers of admission in AY 2023-2024 to 69 offers of admission in AY 2024-2025. Demographic data of program applicants can be seen in the tale below

Enrollment and Retention

In AY 2024-2025, 7 students graduated with an M.Ed. in School Counseling and 14 students graduated with an M.A. in Clinical Mental Health Counseling. Approximately 86 students were enrolled across both degree programs which is a 12% increase from the previous year.

Program Graduate Exit Survey Results

In a continued effort to incorporate feedback from CMHSC students, at the end of each semester an anonymous Qualtrics survey is sent to all respective semester graduates. During AY 2024-2025, recent graduate respondents included 8 individuals completing an M.A. in Clinical Mental Health Counseling (57% response rate), and 5 individuals completing an M.Ed. in School Counseling (71% response rate). Respondents across both programs ranged in age from 21 to 38 years and the majority (62%) self-identified as female. Graduates of both CMHC and SC programs cited a range of concepts and experiences as the most impactful parts of the program including the foundational core classes, the direct experience in practicum and internship, and the support received by faculty/staff throughout the program. Additionally, we continued to include questions regarding academic advising, and what future recommendations recent graduates would include for the program.

Out of the 8 students who responded to the question How helpful or unhelpful was your faculty academic advisor? 75% (n=6) of graduating students across both programs gave a rating of moderately or extremely helpful.

Responses to Please add any comments about your academic advising experience here were mostly positive. Several respondents commented about being pleased with the ability to stay on track with their scheduling/coursework and appreciated faculty advisors being actively and willingly available to meet with them when needed.

Employment

There continues to be high demand for both licensed clinical mental health counselors and licensed/certified school counselors. Graduates from both our counseling programs continue to be highly regarded by area employers. Most alumni stay in Ohio, however, a few graduates from each program obtained positions in other states. Based on student self-report via the program graduate exit survey and emails to faculty,

• Of the 14 students who graduated with an M.A. in Clinical Mental Health Counseling, 100% of those actively seeking employment or enrollment to a doctorate program reported having employment as a counselor or being accepted into a doctorate program within 90 days of graduation.
• Of the 7 students who graduated with an M.Ed. in School Counseling, 100% of those actively seeking employment or enrollment to a doctorate program reported having employment as a counselor or being accepted into a doctorate program within 90 days of graduation.

Employment Data (Ohio Department of Education - School Counseling)

This information comes from the Ohio Department of Education and is provided by the office of EDHD Office of Analytics, Operations, and Research. One hundred percent (100%; n=6) of the AY 24-24 school counseling program graduates are actively employed in an Ohio district as of December 1, 2025. One of the graduates was not actively seeking employment. Data for graduates employed outside of Ohio are not immediately available.

Graduation Survey Data at 6 Months After Graduation

This information comes from the BGSU Graduate/Alumni Survey conducted by the Office of Academic Assessment. At the time of this report, the Office of Academic Assessment had not yet reported AY 2024-2025, See Appendix A for data reporting schedule.

Program Evaluation Learning Outcomes

Clinical Mental Health and School Counseling Program Educational Objectives

The Clinical Mental Health Counseling and School Counseling programs at Bowling Green State University are committed to BGSU’s mission of being a public university for the public good. We are committed to providing top-quality education and training in order to prepare highly qualified, ethical, and culturally competent professional counselors who advocate for social justice. The educational objectives of the Clinical Mental Health Counseling (M.A.) and School Counseling (M.Ed.) programs have been designed to provide a comprehensive professional preparation of graduate students that align with the 2024 CACREP Standards. Overall educational objectives and specific learning outcomes and are taught, demonstrated, and measured at various points across the programs. The connections are provided in Appendix B: Alignment of Program Educational Objectives with 2024 CACREP Standards and Key Performance Indicators.

Multiple performance and learning outcome indicators are reviewed in a given academic year. The sources and schedule are in Appendix A. Faculty review and reflect on multiple data to inform decisions regarding changes at the assignment, course, and curriculum levels.

Aggregate Student Assessment Data

Course-level Key Performance Indicators (KPI) Assessment Data

In the BGSU CMHSC program evaluation and assessment plan, assignments and other indicators (e.g., site supervisor evaluation of internship student, portfolio requirement) were identified and developed as appropriate for inclusion as a Key Performance Indicator (KPI) for measuring learning outcomes tied to CACREP standards. Each area is measured more than once at multiple points in time across the curriculum. For the core areas, both the CMHC and the SC programs share the same KPI’s, with additional KPI’s identified for each of the specialty areas. The scores for these assignments/exams are recorded for each student in the course, for each semester that the specified course is taught. Faculty review these as aggregate data during the fall and spring semesters. When there are questions or concerns, data may be reviewed at the individual student level. Program faculty use this information to assist with determining if the educational outcomes are being met, and to provide information on potential areas for improvement and demonstrate areas of achievement. For an individual KPI to be counted as “met”, the cutoff score is 80%. When the overall percentage of students meeting a KPI falls below 80% the learning opportunities, associated KPI’s, and courses where they are embedded are critically examined and faculty determine how to address these areas. A description of the alignment of KPI’s, 2024 CACREP Standards, and Program Education Objectives is provided in Appendix B: Alignment of Program Educational Objectives with 2024 CACREP Standards and Key Performance Indicators.

Licensure Test Data

The National Counselor Exam (NCE) is required in Ohio (and many other states) to obtain licensure. Students typically take the NCE near the end of, or immediately following their final semester.

Non-Academic Program Outcomes

CMHSC Program Student Disposition Evaluation

CMHSC Faculty continue to assess students’ professional dispositions at regular intervals. First-year students are assessed during the semesters they are enrolled in COUN 6780 Legal & Ethical Issues in Counseling and COUN 6770, Counseling Skills. Advanced students are assessed at midterm and end of semester during COUN 6885, Seminar/Practicum in Counseling and each semester of COUN 6890 Internship. Dispositions are assessed using the form located in the handbook and the CMHSC Program Canvas and are reviewed individually with students. Occasionally, to support student success, a disposition meeting is held with a student identified by faculty as exhibiting a behavior that needs to be addressed and adjusted.

Faculty perform individual reviews of disposition forms with each student that receives one, whether as part of a course or from an individual faculty member. At these meetings students have the opportunity to ask questions about the disposition process, and faculty can discuss any opportunities for student growth reflected in the disposition form.

All students are expected to have an overall rating of 3 (acceptable), which is the highest rating on the form. When scores in a particular area are not at this level, students are provided specific feedback and support. Twice during each academic year, CMHSC faculty review the aggregated and individual student level disposition data. In order to monitor and support student development throughout the year, program faculty share concerns and kudos regarding individuals and groups of students during regularly scheduled program faculty meetings.

Faculty and students appreciate the opportunity for individual meetings to provide feedback, highlight areas where students shine, and clarify expectations when needed.
Upon reviewing aggregate dispositional data, during AY 2024-2025, there was not a pattern indicating a particular area of deficit among students as a whole. There were no significant differences between students enrolled in the SC or CMHC programs. Ratings are on a 3 point scale.

Fostering Professional Development

Beta Gamma Chapter of Chi Sigma Iota

CMHSC faculty support students in developing their identities as emerging professional school counselors and clinical mental health counselors. Our CSI chapter continues to be active. In addition to the annual welcome picnic for all new and returning students, the Beta Gamma Chapter of Chi Sigma Iota held multiple events during AY 2024-2025. Events included multiple social engagement activities for students, a community fund raiser, and workshops on legislative advocacy letter writing and social justice and advocacy.

All Ohio Counselor Conference

BGSU was well represented at the All Ohio Counselor Conference by faculty and students. Three faculty presented at the annual state counseling conference including one preconference workshop by Dr. J. P. Oehrtman. Faculty enjoyed seeing program alumni in attendance and as conference presenters.

Additionally, two CMHC student co-presented sessions with faculty members. Two students presented with Dr. Jared Rose on ethical use of social media by counselors.

Ohio Counseling Association Legislative Advocacy Day

BGSU was also well represented at the OCA Legislative Advocacy Day with 12 students and one faculty involved in discussions with state level lawmakers.

Student Recognition – Northwest Ohio Counseling Association – BGSU Graduate Student Representative

Lydia Bork

CMHSC Students of the Year

In honor of the 75th anniversary celebration of the counseling programs at BGSU, faculty created a student of the year award for the two programs. One student is selected each year by faculty decision as the student of the year for the clinical mental health counseling program and one for the school counseling program. Students are presented with an individual trophy as part of this award and their names are added to a plaque in the Education Building. The 2024-2025 students of the year were:
Clinical Mental Health Counseling – Abbie Sherwood
School Counseling – Marina Pennycuff

75th Anniversary – Outstanding Alumni Award

In honor of the 75th anniversary celebration of the counseling programs at BGSU, faculty created an outstanding alumni award. Nominations were sought and faculty discussed and decided upon a winner for the outstanding alumni award. The outstanding alumnus was presented with an individual trophy.

Changes and Updates During AY 2024-2025

Other Program Changes/Events (based on student, faculty and site supervisor feedback, program evaluation data, etc.)

Fieldwork Handbook

A fieldwork handbook was developed to better guide students and site supervisors regarding expectations and requirements regarding finding fieldwork sites, expectations of site supervisors, and expectations of practicum and internship students. The fieldwork handbook also clarifies the roles and duties of the Clinical Mental Health Counseling and School Counseling Practicum and Internship Coordinators.

Site Supervisor Survey Results

Site supervisors for the clinical mental health program and school counseling program were surveyed during the Fall 2024 semester on our students’ preparation in the eight CACREP foundational counseling curriculum standards. Additionally, the clinical mental health counseling site supervisors evaluated our clinical mental health counseling students on two standards specific to clinical mental health counseling, and the school counseling site supervisors evaluated our school counseling students on two standards specific to school counseling. The supervisors were also surveyed on our clinical mental health counseling and school counseling students on seven specific dispositions and behaviors.

The nine clinical mental health counseling supervisors (100%) that responded to the survey indicated that students in our program were either exceptionally prepared or adequately prepared in the five of the eight CACREP foundational counseling curriculum standards. For the remaining three areas (Social and Cultural Diversity, Career Development, and Reflective Practice), one supervisor (11%) marked our students as somewhat unprepared and the remaining eight respondents (89%) identified our students as either exceptionally prepared or adequately prepared. For the two specialized practice areas in clinical mental health counseling, nine clinical mental health counseling supervisors (100%) that responded to the survey responded that students in our program were either exceptionally prepared or adequately prepared in the Clinical Mental Health Counseling Context, and eight of nine (89%) responded that students in our program were either exceptionally prepared or adequately prepared in the Clinical Mental Health Counseling Practice.

For the seven dispositions and behaviors, all nine clinical mental health counseling supervisors (100%) that responded to the survey indicated that students in our program did either exceptionally well or adequately well.

The sixteen school counseling supervisors (100%) that responded to the survey responded that students in our program were either exceptionally prepared or adequately prepared in the five of the eight CACREP foundational counseling curriculum standards. For two of the remaining three areas (Human Growth and Development, and Career Development), one supervisor (6%) marked our students as somewhat unprepared and the remaining fifteen respondents (94%) identified our students as either exceptionally prepared or adequately prepared. In the final area (Assessment & Testing) one supervisor (6%) marked our students as very unprepared, one supervisor (6%) marked our students as somewhat unprepared, three supervisors did not respond (19%), and the remaining eleven respondents (69%) identified our students as either exceptionally prepared or adequately prepared. For the two specialized practice areas in school counseling, all sixteen school counseling supervisors (100%) that responded to the survey responded that students in our program were either exceptionally prepared or adequately prepared in the School Counseling Context, and in School Counseling Practice.

For the seven dispositions and behaviors, all sixteen school counseling supervisors (100%) that responded to the survey indicated that students in our program did either exceptionally well or adequately well.

See Appendix C for more information and results.

Practicum and Internship Site & Site Supervisor Feedback Form

Every semester, students enrolled in practicum or internship are required to evaluate their site and site supervisor. This provides a formal opportunity for students to indicate their level of satisfaction, the appropriateness of the site and/or site supervisor and provide qualitative feedback.

Overall, student evaluations of sites and site supervisors indicated high levels of satisfaction with practicum and internship sites and site supervisors and there were no concerns noted on the evaluations that had not already been brought to the attention of practicum/internship faculty and/or the faculty responsible for coordinating practicum and internship site approval.

On a 5 point scale (n=30)

Employer Survey Data

The next employer survey is scheduled for Spring 2026. Results from the 2022-2023 survey can be found on the CHMSC AY2022-2023 PEOR. See Appendix A for data collection schedule.

Alumni Program Survey Results

Alumni from the clinical mental health program and school counseling program were surveyed during the Fall 2024 semester on if they were currently serving in the role they trained for, how well the programs prepared them for their role, and how well the programs provided them the skills for their roles.

Of the sixteen clinical mental health counseling alumni that fully completed the survey, all (100%) are still currently serving in the role for which they were trained. The majority who responded also either strongly agreed or agreed that they were well prepared and well trained for their role as a clinical mental health counselor.

Of the twelve school counseling alumni that fully completed the survey, 10 (83%) are still currently serving in the role for which they were trained. One pursued another related role, and one is licensed as a school counselor, but has not yet sought employment in the field. The majority who responded also either strongly agreed or agreed that they were well prepared and well trained for their role as a school health counselor. One alumnus strongly disagreed with all statements, but this alumnus graduated prior to adjustment to the school counseling curriculum in 2019. Four alumni (25%) either disagreed or strongly disagreed with the statement, “Demonstrate evaluation and assessment of comprehensive school counseling program in P-12 school settings.” As a result, faculty have increased emphasis on this in the two school counseling specific classes.

See Appendix D for additional results.

Advising Evaluation Survey Results

Students are surveyed every spring semester on how they view the effectiveness of their academic advisor.

Overall, student evaluations indicated high levels of satisfaction with the effectiveness of academic advisors.

On a 5 point scale (n=30)

Schedule of Program Evaluation Data and Subsequent Program Modifications

The Clinical Mental Health Counseling and School Counseling Programs regularly and systematically examine all suggested program evaluation data to inform program modifications. As a result, if any program modifications are warranted, these are also discussed by the programs faculty.

• Based on application and enrollment data, faculty are hosting a virtual program open house each semester during the 2025-2026 academic year to inform potential applicants of each profession, degree and licensure requirements, and application information.

For the schedule of program evaluation data and any subsequent program modifications, please see Appendix A.

(CACREP Standard 2.D.1 & 2.D.2)

Table 1 lists the academic quality indicators (AQI) used to evaluate the BGSU CMHSC programs, each AQI aligned with the programs’ educational objectives, and the minimum threshold required for each AQI.