Testing the Engagement Theory of Program Quality in CACREP-Accredited Counselor Education Programs

UNCG Author/Contributor (non-UNCG co-authors, if there are any, appear on document)
James M. Benshoff, Professor (Creator)
The University of North Carolina at Greensboro (UNCG )
Web Site: http://library.uncg.edu/

Abstract: This study examined the engagement theory of program quality (Haworth & Conrad, 1997), which highlights positive student learning outcomes that result from stakeholder involvement in program evaluation within master's-level graduate programs. A total of 481 master's-level counseling students and 63 faculty members, representing 68 Council for Accreditation of Counseling and Related Educational Programs (CACREP)–accredited counselor education programs, participated in the study. Findings reveal that engagement theory is a potentially useful quality assessment resource for CACREP-accredited programs in their efforts at enhancing and sustaining program quality.

Additional Information

Counselor Education and Supervision
Language: English
Date: 2012
program evaluation, student learning outcomes, counselor education, CACREP

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