Indie concert: Arms & Sleepers, American Royalty and Gianni Paci
Arms & Sleepers is an electronic duo from Boston. American Royalty is a psych-pop trio from Brooklyn. Guitarist Gianni Paci is a recent graduate of New York University and is influenced by Buddy Holly and The Beatles. Performer Magazine recently featured him on its cover. $5 at the door; parking for those without a campus parking sticker is $1 -- see oswego.edu/administration/parking. 312-4581.
Location: Lounge, Hewitt Union
Friday, April 25, 7 p.m. - 10 p.m.
Theatre performance: "Young Frankenstein"
$15 ($7 for SUNY Oswego students), including parking in front of Culkin Hall and in lot E-18 east of Culkin. 312-2141. www.oswego.edu/arts
Location: Waterman Theatre, Tyler Hall
Friday, April 25, 7:30 p.m. - 9:45 p.m.
Baseball vs. Plattsburgh
Location: Oswego, NY- Laker Baseball Field
Friday, April 25, 3 p.m. - 5:30 p.m.
Men's Golf Spring Tournament
Location: Oswego, NY - Oswego Country Club
Saturday, April 26, 11 a.m. - 5 p.m.
GOLD Third Thursdays
Visit http://www.facebook.com/events/453070221388940 for the latest locations or suggest your own!
Location: Various Cities
Thursday, May 15, 6 p.m. - 8 p.m.
Reunion Weekend 2014
More information: alumni.oswego.edu/reunion
Location: SUNY Oswego, New York 104, Oswego, NY, United States
Thursday, June 5, noon - noon
Dealing with Impaired Students
Over the past years, our department of Counseling and Psychological Services (CPS) has discussed its procedures for dealing with graduate students who may be succeeding academically but do not demonstrate an acceptable level of professional readiness. We have looked for ways of developing a remedial plan for the student’s continuation in the program as well as a fair dismissal procedure.
After many faculty discussions about students of concern, especially as we voted on student candidacy, it appeared that there are always one or two students whose performance academically has been satisfactory but whose interpersonal and professional performance have fallen short of expectations. Discussions about these students are complex, and at times, awkward and emotional.
One event in particular has supported our efforts in designing such a process. Our School of Education recently adopted a Fair Process Policy & Procedures document that outlines the expected personal competencies related to serving in a profession, "including, but not limited to, personal characteristics, conduct, and potential to serve effectively and ethically in the profession for which the individual is seeking training or certification." The Fair Process Policy and Procedures document outlines grounds for termination from a program by a department, student’s appeal rights, professional competencies, and rationale for evaluating professional competence. Although this document was drafted primarily for teacher training, we found that it is very helpful in our student/candidate evaluation.
Furthermore, one of our faculty members, Dr. Jody Fiorini, designed a document entitled, Indicators of Professional Readiness that informs students of the essential characteristics expected of all candidates matriculated in a CPS degree program. This list may be found here. This document has been approved by the department faculty and will be included in our student handbook and course outlines.
We’d like to hear from other graduate programs. How do you handle what we call lack of "professional readiness"? What written procedures do you have? Would it be helpful to have this discussion at next year’s NARACES meeting?
Starter Reading List:
Bemak, F., Epp, L. R., & Keys, S. G. (1999). Impaired graduate students: A process model of graduate program monitoring and intervention. International Journal for the Advancement of Counseling, 21, 19-30.
Forrest, L., Elman, N., Gizara, S., & Vacha-Haase, T. (1999). Trainee impairment: A review of identification, remediation, dismissal, and legal issues. The Counseling Psychologist, 27, 627-686.
Gaubatz, M. D., & Vera, E. M. (2002). Do formalized gatekeeping procedures increase programs’ follow-up with deficient trainees? Counselor Education & Supervision, 41, 294-305.
Kerl, S. B., Garcia, J. L., McCullough, C. S., & Maxwell, M. E. (2002). Systematic evaluation of professional performance: Legally supported procedure and process. Counselor Education & Supervision, 41, 321-334.