According to CACREP, a
systematic student evaluation as described in the 2009 CACREP Accreditation Manual, pgs. 87-88 is required. The CMHC
program uses a professional identity portfolio to 1) provide an ongoing and
systemic assessment and 2) engage students in a process of creating and
defining their professional identity.
While the iWebfolio is an electronic portfolio
it also serves as the assessment protocol the CMHC program has chosen for its
student progress data management system. This system allows students to be
active online participants in multiple areas of their college experience
including course instruction, field experiences, and sharing of assessment
The CMHC program is one of a few UNF programs
that are in a pilot phase of implementation of the iWebfolio. Therefore,
students in the current CMHC cohort will be granted their portfolio license at
no additional cost.
With the introduction of the iWebfolio students will have the option of
maintaining this portfolio after graduation.
It can then be changed to reflect any change in their professional goals
and any part of it can be made available to prospective employers, professional
schools or other professional needs.
iWebfolio, the professional portfolio is a collection of
experience-based materials and reflective information that demonstrate the
various dimensions of the student counselor’s work, philosophy, abilities, and
dispositions. The goal of the portfolio is to have student counselors analyze
their various learning experiences and to then synthesize their learning in a
way that demonstrates how diverse activities and insights from the program have
contributed to their competence and professional identity. Therefore this
portfolio is as much a process as it is a product.
The iWebfolio should be a well-organized and
attractive presentation of professional materials that represent the student
counselor’s “best work.” It should be
organized corresponding to the CMHC specialty themes. Sub-themes are left to
the discretion of the individual student, but should make a statement about the
individual’s standards of quality and the sense of self that one brings to the
The CMHC iWebfolio is designed around the six
CMHC specialty domains with the eight core curricular experiences imbedded.
Additionally it includes feedback on the developmental progression of the
clinical experience, a section of personal growth, a section on professional
identity and a final portfolio assessment.
Students are required to:
All students are required to
post a passing score for the Counselor Preparation
Comprehensive Examination (CPCE)in the
semester prior to
their first internship.
must complete all CACREP core courses
listed below prior to taking the examination. The CPCE has
160 multiple-choice questions that
test students’ knowledge of the 8
CACREP content domains including:
tudents will be informed
about test location and time when
they are identified. Students are required to bring identification and
a check for the current appropriate charge for the exam,
made out to the Center for Credentialing
and Education (CCE)
admission for the test.
ompleted tests are mailed to and scored by CCE and are usually returned in 3-4 weeks. Soon thereafter, examinees will receive a
formal letter from the Clinical Direct or informing them
of their test results.
tudents who do
not pass the CPCE can take the examination 2 additional times. If the student does
not past the exam
he/she should meet with their faculty mentor/adviser to discuss
how to work toward
improvement. If the student is unable to pass the examination after three attempts,
the CMHC faculty will
consider possible dismissal from the program.
imperative that students demonstrate professional
to CACREP and university program
the ACA Code of Ethics. Any student who demonstrates problems
with professional competence and conduct may be required to complete
remediation to address the concerns. Faculty will evaluate each student in the
following competency areas:
Interpersonal and professional
competence; examples of which include the following:
Sample behaviors that could result in
of the University community are entitled to fair and equitable procedures and
have the right of
appeal. A student who believes the University policy imposes an
undue hardship, or has not met reasonable accommodations
for a disability may submit
requesting a waiver of the specific policy through
Office. The student
will be informed in writing of the results of the appeal.
Guidelines for grade appeals
are in the
Members of the community who believe that they have not
rights under the 1990 Americans with Disabilities Act,
the Civil Rights Act
of 1964 or Title IX of the Higher Education
Amendments of 1972 may
submit inquiries to Equal Opportunity Program Director,
Room 2515,J.J.Daniel Hall,620-2507.
1. Professional Orientation
3. Program of Study & Curriculum
4. Student Progress Assessment
6. Student Opportunities
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