Evaluation for CCU Counseling Programs
Colorado Christian University annually reviews the outcomes of its counseling programs in accordance with the standards set by the Council for Accrediting Counseling and Related Educational Programs (CACREP). These reviews include the collection and evaluation of data from alumni and site supervisors.
Additionally, National Counselor Exam scores are reported. The administration and faculty use these data to make appropriate changes to the counseling program objectives and curriculum. You can access summaries of the latest surveys and reports by clicking on the content below.
Master's in Clinical Mental Health Counseling
Program and Student Outcomes
Yearly, data is collected on the School of Counseling and its alumni. Data reflected on this page were collected in 2025. In the 2024-2025 academic year, 301 students graduated from the School of Counseling. In general, 41% of students complete the program within the expected period of 2.5 years, and 74% complete the program within 3 years. Additionally, the School of Counseling has an average retention rate of 93%.
From Fall 2024 through Spring 2025, 102 students took the National Counselor Exam (NCE). After each examination, the National Board for Certified Counselors (NBCC) provides passing rates for students enrolled in the School of Counseling. Program and national means of all clinical competencies assessed are also provided. Of those 102 students who took the NCE, 86 passed the exam.
The School of Counseling surveys alumni six months after program completion. Of the 301 graduates from the 2024-2025 academic year, 269 alumni were invited to complete an online survey. Of those invited, 125 responded (response rate = 46.5%). Among graduates who were not employed in the mental health field at the time of program completion and were seeking such positions, 71% secured employment within six months.
In a separate final semester survey of 293 respondents, 97% of alumni reported being satisfied with their engagement and experience with CCU's School of Counseling faculty and staff throughout their degree. Furthermore, 38% of those alumni plan to pursue doctoral-level education.
90% of respondents feel prepared to practice as professional counselors, and 94% would recommend the program to those considering applying. Encouragingly, 92% of students reported that a biblical worldview was integrated into courses in a meaningful way and that they grew in their faith while in the program.
* Percentage of admitted students who graduate from a program within the expected time period.
** Survey respondents n = 125; survey response rate = 46.5%
** Survey respondents n = 113; survey response rate = 47.5%
Site Supervisor Survey — Practicum and Internship Outcomes
During the summer of 2025, the School of Counseling polled 634 site supervisors across the United States through an online survey. These site supervisors provided clinical supervision to in-seat and online students during their Practicum and Internship experience between August 2024 and May 2025. While at these sites, students provided diverse clinical services to various populations with mental health needs. The purpose of this survey was to meet CACREP Vital Statistic Survey requirements and to identify potential strength and growth areas of the CCU MA in Clinical Mental Health Counseling program and the License School Counseling program.
The survey assessed Clinical Mental Health Counseling students as well as License School Counseling students in the 23 clinical competencies listed in the table below. These students were Practicum or Internship students between August 2024 and May 2025. Of the 634 site supervisors polled, 358 site supervisors completed the survey (response rate=56.5%) during the 2025 summer semester.
The CCU Counseling program found the survey responses very encouraging. Site supervisors reported that CCU Counseling students are clinically prepared, have high levels of ethical awareness, greater levels of empathic disposition and provide non-discriminatory clinical services better than the average counseling student at their site. These data suggest that CCU Counseling students are able to utilize CACREP standardized clinical knowledge, clinical skill sets and ACA codes of ethics in ways distinct from the general counseling student population.
Clinical Competency | Superior | Proficient | Deficient | Harmful | N/A |
Clinical Preparation | 43.02% | 54.19% | .84% | 0.56% | 1.40% |
Diagnostic Assessment Competency (ACA Section E) | 23.31% | 68.26% | 2.53% | 0.28% | 5.62% |
Case Conceptualization | 35.77% | 60.00% | 1.69% | 0.28% | 2.25% |
Goal Setting, Treatment Planning (ACA A.1.c) | 29.41% | 65.55% | 2.24% | 0.28% | 2.52% |
Self-Awareness | 52.79% | 44.13% | 1.12% | 1.12% | 0.84% |
Ability to provide non-discriminatory clinical practices (ACA C.5.) | 58.15% | 39.89% | 0.56% | 0.28% | 1.12% |
Influence of basic human growth and development on treatment | 41.13% | 54.08% | 1.13% | 0.28% | 3.38% |
Awareness and application of ethics into their practice (ACA F.5.a.) | 54.47% | 43.85% | 0.56% | 0.56% | 0.56% |
Teachable Attitude | 74.58% | 22.91% | 1.68% | 0.56% | 0.28% |
Theory/Theoretical Orientation | 32.49% | 63.87% | 2.24% | 0.28% | 1.12% |
Group Theory/Dynamics (ACA B.4.a.) | 23.03% | 50.84% | 1.12% | 0.28% | 24.72% |
Empathic disposition towards biological, psychological, sociological, and religious/spiritual profile of clients (ACA B.1.a.) | 64.25% | 34.64% | 0.00% | 0.28% | 0.84% |
Agency Roles and Functions | 47.06% | 48.18% | 1.96% | 0.28% | 2.52% |
Ability to collaborate with a treatment team | 53.65% | 37.08% | 1.69% | 0.56% | 7.02% |
Ability to facilitate a therapeutic environment | 58.82% | 39.50% | 0.00% | 0.56% | 1.12% |
Professional and Personal Boundaries | 53.65% | 43.02% | 1.96% | 0.84% | 0.56% |
Professional Behaviors | 61.80% | 35.96% | 1.40% | 0.56% | 0.28% |
Emotional Stability | 52.79% | 45.53% | 0.56% | 0.56% | 0.56% |
Motivation to learn/grow | 74.30% | 23.18% | 1.40% | 0.56% | 0.56% |
Academic/professional writing in clinical notes, treatment plans, and electronic communication | 41.06% | 54.47% | 1.68% | 0.28% | 2.51% |
Use of assessments to inform case conceptualization, treatment planning, and diagnosis | 27.09% | 62.57% | 1.40% | 0.28% | 8.66% |
Use of current research to inform evidenced-based practices | 30.34% | 62.64% | 1.69% | 0.28% | 5.06% |
Use of critical thinking to critique issues and provide solutions | 42.98% | 54.49% | 1.12% | 0.56% | 0.84% |
Survey respondents = 385; survey response rate = 56.5%
Annual Assessment Report
Master's in School Counseling
Program and Student Outcomes
Each academic year, the School of Counseling collects and reviews data related to program outcomes and alumni engagement. The 2024–2025 academic year marked a significant milestone, as it included the first graduating cohort from the Licensed School Counseling program. During this period, 11 students successfully completed the program.
The program’s completion data indicates that 33% of students graduate within the expected timeframe of 2.5 years.* The program also maintains a strong retention rate of 83%.
To assess post-graduation outcomes and program effectiveness, the Licensed School Counseling program surveys alumni six months following program completion. Of the 11 graduates from the 2024–2025 academic year, two alumni completed the survey, reflecting a response rate of 18.18%.**
Among the respondents seeking employment in the mental health profession, 100% secured employment within six months of graduation. Furthermore, all respondents affirmed that faculty and staff were both available and supportive throughout their academic journey. Notably, 67% of respondents indicated an intention to pursue doctoral-level education.
In terms of professional readiness, 100% of alumni reported feeling prepared to enter the counseling profession, and 89% would recommend the program to prospective students. Encouragingly, 83% of respondents reported that a biblical worldview was meaningfully integrated into coursework and that their personal faith grew during their time in the program.
* Percentage of admitted students who graduate from the program within the expected time period.
** Survey respondents n = 2; response rate = 18.18%.
Site Supervisor Survey — Practicum and Internship Outcomes
During the summer of 2025, the School of Counseling polled 634 site supervisors across the United States through an online survey. These site supervisors provided clinical supervision to in-seat and online students during their Practicum and Internship experience between August 2024 and May 2025. While at these sites, students provided diverse clinical services to various populations with mental health needs. The purpose of this survey was to meet CACREP Vital Statistic Survey requirements and to identify potential strength and growth areas of the CCU MA in Clinical Mental Health Counseling program and the License School Counseling program.
The survey assessed Clinical Mental Health Counseling students as well as License School Counseling students in the 23 clinical competencies listed in the table below. These students were Practicum or Internship students between August 2024 and May 2025. Of the 634 site supervisors polled, 358 site supervisors completed the survey (response rate=56.5%) during the 2025 summer semester.
The CCU Counseling program found the survey responses very encouraging. Site supervisors reported that CCU Counseling students are clinically prepared, have high levels of ethical awareness, greater levels of empathic disposition and provide non-discriminatory clinical services better than the average counseling student at their site. These data suggest that CCU Counseling students are able to utilize CACREP standardized clinical knowledge, clinical skill sets and ACA codes of ethics in ways distinct from the general counseling student population.
Clinical Competency | Superior | Proficient | Deficient | Harmful | N/A |
Clinical Preparation | 43.02% | 54.19% | .84% | 0.56% | 1.40% |
Diagnostic Assessment Competency (ACA Section E) | 23.31% | 68.26% | 2.53% | 0.28% | 5.62% |
Case Conceptualization | 35.77% | 60.00% | 1.69% | 0.28% | 2.25% |
Goal Setting, Treatment Planning (ACA A.1.c) | 29.41% | 65.55% | 2.24% | 0.28% | 2.52% |
Self-Awareness | 52.79% | 44.13% | 1.12% | 1.12% | 0.84% |
Ability to provide non-discriminatory clinical practices (ACA C.5.) | 58.15% | 39.89% | 0.56% | 0.28% | 1.12% |
Influence of basic human growth and development on treatment | 41.13% | 54.08% | 1.13% | 0.28% | 3.38% |
Awareness and application of ethics into their practice (ACA F.5.a.) | 54.47% | 43.85% | 0.56% | 0.56% | 0.56% |
Teachable Attitude | 74.58% | 22.91% | 1.68% | 0.56% | 0.28% |
Theory/Theoretical Orientation | 32.49% | 63.87% | 2.24% | 0.28% | 1.12% |
Group Theory/Dynamics (ACA B.4.a.) | 23.03% | 50.84% | 1.12% | 0.28% | 24.72% |
Empathic disposition towards biological, psychological, sociological, and religious/spiritual profile of clients (ACA B.1.a.) | 64.25% | 34.64% | 0.00% | 0.28% | 0.84% |
Agency Roles and Functions | 47.06% | 48.18% | 1.96% | 0.28% | 2.52% |
Ability to collaborate with a treatment team | 53.65% | 37.08% | 1.69% | 0.56% | 7.02% |
Ability to facilitate a therapeutic environment | 58.82% | 39.50% | 0.00% | 0.56% | 1.12% |
Professional and Personal Boundaries | 53.65% | 43.02% | 1.96% | 0.84% | 0.56% |
Professional Behaviors | 61.80% | 35.96% | 1.40% | 0.56% | 0.28% |
Emotional Stability | 52.79% | 45.53% | 0.56% | 0.56% | 0.56% |
Motivation to learn/grow | 74.30% | 23.18% | 1.40% | 0.56% | 0.56% |
Academic/professional writing in clinical notes, treatment plans, and electronic communication | 41.06% | 54.47% | 1.68% | 0.28% | 2.51% |
Use of assessments to inform case conceptualization, treatment planning, and diagnosis | 27.09% | 62.57% | 1.40% | 0.28% | 8.66% |
Use of current research to inform evidenced-based practices | 30.34% | 62.64% | 1.69% | 0.28% | 5.06% |
Use of critical thinking to critique issues and provide solutions | 42.98% | 54.49% | 1.12% | 0.56% | 0.84% |
Survey respondents = 385; survey response rate = 56.5%
Annual Assessment Report
Doctorate in Counselor Education and Supervision
Colorado Christian University conducts an annual review of its Ph.D. in Counselor Education and Supervision program to ensure ongoing alignment with the rigorous standards established by the Council for Accreditation of Counseling and Related Educational Programs (CACREP). As part of this comprehensive evaluation, the doctoral program systematically collects and analyzes data from current students, alumni, employers, and site supervisors to assess student learning outcomes across the five doctoral core areas: counseling, supervision, teaching, research and scholarship, and leadership and advocacy.
The administration and doctoral faculty use these findings, alongside program completion rates and graduate placement data, to inform meaningful enhancements to program objectives, curriculum design, and student support across the Ph.D. program. This continuous improvement process reflects CCU's commitment to preparing doctoral-level counselor educators, supervisors, and leaders who will advance the counseling profession with excellence and Christ-centered purpose.
Summaries of the most recent surveys, vital statistics, and annual program report for the Ph.D. in Counselor Education and Supervision are available below.
Program and Student Outcomes
Each academic year, the School of Counseling conducts a systematic evaluation of its Ph.D. in Counselor Education and Supervision (CES) program in accordance with the 2024 CACREP Standards to ensure ongoing quality and effectiveness. The 2025–2026 academic year represents an important phase for this newly implemented program, as the first cohorts progress through coursework and clinical training.
During this reporting period, the program enrolled a growing and diverse student body. Enrollment reflects 65.8% White, 26.3% Hispanic/Latino, 5.26% Black or African American, and 2.63% Asian students, with representation spanning a wide age range and multiple faith traditions. Full-time faculty retention remains strong at 8+ years, supporting continuity and mentorship across cohorts.
Across the program’s seven institutional Program Learning Outcomes, students consistently met or exceeded the 80% minimum benchmark. Students demonstrated exceptional performance in biblical worldview integration (100%), academic writing proficiency (100%), critical thinking in dissertation application (93.3%–100%), information literacy (97.9%–98.5%), Christian worldview and leadership integration (97.14%–100%), and cultural advocacy through immersion experiences (90.9%–97.9%).
In the program-specific Core Area Learning Outcomes aligned with CACREP doctoral standards, students performed strongly across advanced professional counseling (95.4%–100%), supervision (94.3%–100%), teaching (100%), research and scholarship (89.4%–100%), and leadership and advocacy (85.6%–97.7%), with 100% of students successfully integrating biblical principles across counselor educator roles.
Students also demonstrated professional dispositions at or above benchmark across all assessed Counselor Competencies Scale–Revised (CCS-R©) and Professional Dispositions Competency Assessment–Revised (PDCA-R) domains, and 100% of students seeking required fieldwork placements successfully secured approved sites during the reporting period.
As the program matures, additional graduate outcomes data — including degree completion rates, job placement rates, and alumni and employer survey feedback — will be incorporated into future reports. Based on current evaluation data, program faculty have implemented curriculum modifications to support continued student success, including restructuring CES-715 (Qualitative Research) into a 14-week course for deeper content engagement, revising role-play activities in CES-825 to enhance cultural sensitivity, and strengthening dissertation guidance, teaching internship experiences, and faculty coordination.
At a Glance — 2024–2025 Academic Year
*Across all seven institutional Program Learning Outcomes assessed during the reporting period.
**Across the five CACREP doctoral Core Area Learning Outcomes (Counseling, Supervision, Teaching, Research & Scholarship, Leadership & Advocacy) plus Biblical Foundations.
A Diverse Learning Community
The Ph.D. in CES program is committed to cultivating a diverse learning community that strengthens the academic, clinical, and dispositional development of future counselor educators. The 2024–2025 enrollment reflects:
- Ethnicity: 65.8% White; 26.3% Hispanic/Latino; 5.26% Black or African American; 2.63% Asian
- Gender: 85.71% Female; 14.29% Male
- Age range: 25 to 56+, with the largest representation between ages 31 and 55
- Faith traditions: Christian, Non-Denominational, Baptist, Roman Catholic, Presbyterian, Assembly of God, and others
- Military: 1 Veteran enrolled
Site Supervisor Survey
During Fall 2025 and Spring 2026, the School of Counseling surveyed site supervisors who provided clinical and teaching supervision to doctoral-level interns in the Ph.D. in Counselor Education and Supervision program. The purpose of the survey was to assess student competency across the counseling and teaching domains of CACREP Standard 2.F.1.b, gather external stakeholder feedback, and identify opportunities for curriculum improvement.
Across both domains, 20 site supervisors were surveyed and 12 responded, representing an overall response rate of 60% (40% counseling; 80% teaching). Site supervisors rated doctoral interns across seven counseling competencies and five teaching program objectives aligned with CACREP 2.F.1.b. The responses were highly encouraging.
100% of site supervisor responses met or exceeded the 80% minimum benchmark (score of 3 or higher) across all counseling and teaching items. 75% of interns were rated “Fully prepared and ready” in both domains. In the teaching domain, the overall mean rating was 4.68 out of 5.0, with 87.5% of responses rated “Excellent” on culturally sustaining practices and on ethical and legal responsibilities in counselor education.
Survey Summary — Both Domains
Counseling Domain — Competency Ratings (CACREP 2.F.1.b)
| Competency | Excellent | Good | Adequate |
|---|---|---|---|
| Scholarly understanding of counseling theories and evidence base | 3 (75%) | 1 (25%) | 0 |
| Integration of theories in case conceptualization and intervention planning | 3 (75%) | 1 (25%) | 0 |
| Conceptualization from multiple theoretical perspectives for diverse client needs | 3 (75%) | 0 | 1 (25%) |
| Culturally sustaining counseling practices across settings and modalities | 3 (75%) | 0 | 1 (25%) |
| Evaluation of counseling effectiveness and client outcomes | 3 (75%) | 0 | 1 (25%) |
| Legal and ethical responsibilities across settings and modalities | 3 (75%) | 1 (25%) | 0 |
| Evidence-based and research-informed practices with diverse communities | 3 (75%) | 0 | 1 (25%) |
Benchmark: ≥80% of interns score 3 or higher. Result: 100% achievement across all seven counseling items. Survey respondents = 4; response rate = 40%.
Teaching Domain — Program Objective Ratings (CACREP 2.F.1.b)
| Program Objective | Excellent (5) | Good (4) | Adequate (3) | Mean |
|---|---|---|---|---|
| Developing competent counselor educators who can effectively teach across diverse populations and delivery modalities | 6 (75%) | 1 (12.5%) | 1 (12.5%) | 4.63 |
| Preparing educators who integrate culturally sustaining practices and diverse perspectives in teaching | 7 (87.5%) | 0 | 1 (12.5%) | 4.75 |
| Training future faculty who understand ethical and legal responsibilities in counselor education | 7 (87.5%) | 0 | 1 (12.5%) | 4.75 |
| Developing educators who can effectively use technology and accommodate various learning needs | 6 (75%) | 1 (12.5%) | 1 (12.5%) | 4.63 |
| Preparing faculty who understand gatekeeping and student evaluation responsibilities | 6 (75%) | 1 (12.5%) | 1 (12.5%) | 4.63 |
Benchmark: ≥80% of responses score 3 or higher. Result: 100% achievement across all five objectives; overall mean 4.68 / 5.0. Survey respondents = 8; response rate = 80%.
Qualitative Feedback — Strengths and Growth Areas
In addition to quantitative ratings, site supervisors identified key strengths of CCU doctoral interns and areas for continued professional growth:
Counseling Domain — Strengths:
- Strong clinical experience and preparation
- Professionalism and conscientiousness
- Intelligence, compassion, and clinical competence
- Cultural sensitivity and openness to multicultural issues
Counseling Domain — Growth Areas:
- Sharpening case conceptualization skills
- Strengthening grounding in theory and application of cultural competency
- Expanded experience with couples work, confrontation skills, and substance use disorders
Teaching Domain — Strengths:
- Strong engagement in live and online settings, including Socratic questioning in synchronous discussions
- Detailed, constructive, and professional feedback to students
- Well-organized lectures and course materials
- Empathy, compassion, and healthy relationship-building with adult learners
- Professional communication, initiative, and flexibility
Teaching Domain — Growth Areas:
- Building self-efficacy through additional teaching experience
- Confidence in grading and providing effective feedback
- Engaging students on online platforms
These findings support the program’s effectiveness in preparing doctoral students for both clinical practice and faculty/teaching roles. Identified growth areas inform ongoing curriculum refinement, and data collection will continue to expand across stakeholder groups as additional cohorts progress through the program.
Annual Ph.D. CES Assessment Report
The School of Counseling publishes an annual Program Assessment Report for the Ph.D. in Counselor Education and Supervision. The report provides a comprehensive review of student learning outcomes, key performance indicators, professional dispositions, graduate outcomes planning, diverse learning community data, fieldwork placement rates, and community partner engagement. It also documents curriculum modifications and program improvements informed by systematic evaluation.
Current students, program faculty, institutional administrators, and partnering agencies are notified each year when the updated report is published.