Transcript for December 2017

[ Background Noise ]

>> Okay, so it gives you a little picture of what their problem is about [inaudible] back to that original question about, you know, there's some common themes that kind of jump out at you. [inaudible] populations that you see [inaudible] working with. You know, what kind of things come to mind as you watch that video?

[ Background Conversation ]

Yeah, and this video talks about that, you know, working with veterans. It's a very common area for our students and our grads. Or, our students and our graduates, you know, as they go into it. We have students working at the VA, we've got students working at different non-profit agencies, like Veteran's Village of San Diego. So, a lot of different options. You know, they think in the [inaudible] as you know as a veteran, you know it's very veteran friendly, very veteran heavy area. There's a lot of opportunities for working veterans with PTSD, traumatic brain injury, spinal cord injuries, there's a number of different services for a lot of disabilities. Anything else kind of jump out at you in that video? Like who, what kind of populations would you work for? In terms of types of, types of disabilities your clients would have? What kind of things kind of, can you remember from that video? [inaudible] people with, you know, people that are born with disabilities, right? So, you know, if you have a intellectual disability, if you have autism, there's two examples. But also disabilities that you know, maybe, the person would encounter over the course of their life.

So, like one of the most common ones that we see are, is traumatic brain injury, but also things like mental illness. You know, most people are not you know, born with mental illness, it maybe kind of present itself in adolescence. Whereas in the young adulthood, it's very common. And maybe things like a [inaudible] you have blindness. Just a number of different things like that. And I think one things, one of the images that we want you to take from the video, is that the, the field is very broad. And I think for a lot of those students who choose to go into this field, and I think Crystal would talk about this more as an alumnus. You have a lot of flexibility, there's many things you can do. Many different kinds [inaudible] you can work with. There's a video, talks about, you have governmental agencies, you have non-profit agencies, private [inaudible]. You could go on and get a doctorate in [inaudible]. This, you know, I think the possibilities really endless. And the kinds of people you're going to work with, it's very broad. And I think one of the things that we hear a lot from our alumni who work in the field, they say like no two days are ever the same. You know, your day is kind of constantly changing because the needs of your clients are always different, and always very diverse.

And, I think if you're looking for a job that is challenging, is intellectually stimulating, and you know, something that, you know, we use [inaudible] like I'm making a difference, but I think it's really a case in the field like this. You know, you can really make a dramatic difference in somebody's life by helping them get connected to [inaudible] employment, to provide a constant skill so that they can adjust to the kind of disability that they may be living with currently. And also work with the family. So, there's a lot of, you know, very exciting things you could do. And, so what we want to do, is we want to we want to now kind of, turn the tables to you all, and hear a little bit about yourselves. And, here we want to hear like, your name, so we know like, what your official university name will be, but do you have like a name that you kind of prefer people call you by? And, and then, you know, maybe it's a bit about what are you seeking in terms of being here tonight? What, kind of, brought you to this meeting? You know, thinking maybe applying to the rehabilitation counseling program. And then you know, anything that you want to share with the room here about who you are. [inaudible] will be doing some introductions about who we are, telling you a bit about what, you know, what we studied, some of our personal background as well. Again, we're going to, we're going to start with you, and [inaudible] kind of get us started with that discussion. Yeah, okay, great.

[ Background Conversation ]

>> [inaudible] also more about the application process and how that goes. Well, really, I'm interested in this program because I've been working as a [inaudible] 15 years now and throughout the course I've come across individuals that have CPI, and stuff like that. And, you know, schizophrenia, and I want to be able to work with everybody, so I, [inaudible] because, you know, [inaudible] can't keep them [inaudible] and you know, with the personal [inaudible] I was able to keep working you know, with that person to get them through the program and get them work and everything. So, I just want to be able not to limit myself [inaudible]. A lot of the times you see that with addiction that eventually [inaudible] I just want to be able to kind of work with that health sector.

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>> [inaudible] Yeah, for those of you guys online. So, we're going to go around the room first, and then, I guess yeah. You got Chad in here?

[ Background Conversation ]

Yeah, so we definitely want to include you guys online. [inaudible]

>> [inaudible] I got my BA from [inaudible] on sociology, and I'm currently working with the YMCA. Working really closely with the [inaudible] working with the division [inaudible]. We've run a program that is called [inaudible] which is for parents of children of special needs. [inaudible] what got me interested, one of my supervisors told me 'you should look into this'. [inaudible] been going back and forth getting a master's [inaudible]. And she said, "well, if [inaudible] been working with them for a few years, you're probably going to be [inaudible]." So, that's why.

>> That's great. Yeah, we've got a lot of retail center staff over the years who are part of our program. He was a really good connection to what we do in the programs. So that's great.

>> Hi guys, my name is Xavier Hernandez[assumed spelling], I go by Xavier. [inaudible] I actually have a BA from [inaudible] in communications. I'm currently a professional [inaudible] that's what my job is, but this actually caught my attention because my wife brought it up to us. [inaudible] happen to me in 2010, and I had a lot of help from different people. So, this kind of just tied it all together [inaudible].

>> My name's Allie, and I've just recently graduated from [inaudible] with recreations. And I was in this class, and I saw, like you guys came in, and it just has stuck with me. It's been a year since that class. I work at [inaudible] and work with the VA for the [inaudible]. And I was you know, off point for that. So, you just see people, you know, [inaudible] PTSD and served, and it's time to take a break and focus on them. And I thought that was super cool. So, I just like, I'm dying to see what this is all about.

>> Great, awesome.

[ Background Conversation ]

>> Yeah, no this place, where you have a lot of, lot of our alumni at. Crystal is a great example of that. Yeah.

>> My name is Regina [inaudible] and I go by Regina. I am a current [inaudible] student, and I [inaudible] I work at Parks and Rec in Lakeside, and I really love helping people. So, that's kind of why I'm here. I want to get my master's degree [inaudible] I just want to learn more about this whole thing.

>> Excellent, okay.

>> My name is [inaudible] I have two last names. And I go by [inaudible] I am also [inaudible] and psychology [inaudible] I work with dental [inaudible] I work at courthouses [inaudible] I think I learned about this program when I, on a cheer [inaudible] I didn't know anything about the program, and she really recommended it, and you would need to get more information out of it. and so that's why I'm here.

>> Nice one. Great. Alright. Our online people.

>> They're still coming in. So I can [inaudible] keep in mind, their voices probably don't sound like this. I'm Veronica, I have a BA in psychology, I'm currently working the field of vocational rehab with counselors doing expert witness work. I'm interested in joining the online grad program. Another one, and I apologize. So, my name is [inaudible] I apologize [inaudible] if I mispronounced your name. and I am joining in from Hawaii. I am currently in training to be a rehab counselor in my job and I'm looking forward to joining your distance program. My supervisor is actually an alumni of your program, and she recommended it. Another one, great. Hi my name is Cybil[assumed spelling] and I have a BA in psychology [inaudible] I'm interested in this program because I currently work in the department of rehabilitation [inaudible] as a service coordinator. [inaudible] and want to make the next step, and attain my master's in rehab so I can be a rehab counselor.

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>> One of the things [inaudible] you guys are picking up on, a lot of the people that are in this program is word of mouth. And you know, [inaudible] one of the themes you'll talk about tonight. And you know, if you join our program. You're definitely going to see the fact that a network unit. Building relationships with people in the field, it's really a big part of you know, this profession. You know, if you stay in San Diego, the chances are you're going to likely, you're likely going to work with people that have graduated from the program. You know, you may be in positions where you hire them, or you work with, along side them. You make referrals to them, they may hire you. I mean all these things happen all the time. And so, you know, also the idea of getting referred to this program is kind of part of that. So, I think that's like a benefit of this program. By the time you finish the program you know, you're likely going to have some very close relationships. Some people that you're going to work and know over the course of your career, and I think it kind of speaks to the fact that the program is very tight knit. You know, you have options are kind of like this. You know, you may have classes as small as eight students, nine students. The biggest classes may be 25 students. So, it you know, we have a discussion, a lot of things we do. So, what I want to do is talk a little bit about like, you know, my background.

Have Mark talk about his background. Craig also. And you know, these are three people you're going to get to know very well. We also have some of the faculty members who were able to be here tonight. We'll say a little bit about you know, what they do as well. But, my background is. I've been stuck here at FCSU since 2005. And originally from Wisconsin, that's where I did all my academic work as well. I got my PhD from University Wisconsin-Madison. And a lot of what I focus on is looking at brain injury, and you know, specifically how families are impacted following a brain injury. So, you know, looking at things like how do they change as a system. How do they provide care and support to each other. How do they kind of form a new relationship to the family member who had actually experience the brain injury. So, in terms of my research and some of the teaching I do in the program. And [inaudible] some of the different program features we have. You know, a lot my teaching will focus on that particular area. And in terms of my teaching in the program, I teach the internship classes, which is something you would take in the third year of the program. [inaudible] experience of what you have gained over the course of your training. I also teach the assessment courses, and so we teach courses on career development. So, things like, you know, let's say you're working with a client, and a client has no idea about what he or she wants to do. So, [inaudible] what are called vocational interest test. And you basically give it, a client a test like this, and it gives them a range of different things for that person they consider maybe going into. So, we talk a lot about those kinds of things within that class.

The other assessment class I teach looks at things like, different forms of vocational assessment, we look at neural/psychological assessment. So, like as one example that there's tests that look at your ability to problem solve. There's tests that look at your ability to use different sense and try to differentiate what sensory information you're taking from like what you see, what you hear, what you touch, things like that. And just as a way to kind of understand that somebody's had a neurological injury, what is the actual impact of that. So, we talk about that, we talk about how those tests are administered, how they're interpreted. And then, I also teach classes you know, specifically cognitive disabilities. So, we get into things like learning disabilities, and [inaudible] disabilities, autism, and a brain injury. From a number of different you know, points of view. And then you know, [inaudible] program. So, just you know, a variety of different things. And it's because we go through our backgrounds, one of the things Mark and I really want to stress to you is that you would be working with all the faculty members. I mean I think there are some graduate programs where it may be more [inaudible] work with one, primarily with one faculty member, and that's the person where you get you know, [inaudible] if not all the mentoring and you know, directly work with. But in this program, because it's a smaller program, we have five full time faculty members. We really get to know all the faculty members very well. By the time you finish the program, even if you know, this faculty member's not your advisor, you still would know them. You know, work closely with them. So, that's another big aspect of our program.

>> Yeah, and I would just add to that, that there's five full time faculty members, but we do have a number of other [inaudible] part time basis. [inaudible] working the field. Good contacts for you to have, to make while you're in the field. And they're kind of invaluable to what we do too. [inaudible] introduce them tonight, or talk about them a whole lot [inaudible] good folks to know, and to learn from in the future.

>> You know, one of the things, when we go to the website a little bit later tonight. The student handbooks that we have for the current students in the program, those are publicly accessible. So, one of the things we have in the handbook are the descriptions of all the full time faculty, as well as the part time factory. I'm glad, Mark, you mentioned that, because they really do provide like, kind of a current, in the field, you know, type of perspective. And they bring that you know directly to the teaching that they do. So, we, we have quite a few of those part time faculty that teach in our program.

[ Multiple Speakers ]

>> So, yeah. I'm Mark Tucker[assumed spelling] I teach in the program. I've been here since about 2000. Before that I actually graduated this program at about 2000. 2000, 2001 something like that. [inaudible] and in the program, you teach across [inaudible] and you teach courses in some of the other degree programs we have in our department. I think that's kind of a real common thing with the faculty [inaudible] I primarily teach two semesters sequence of courses entitled 'medical, and psychological aspects of disability' that folks usually take in their first year. It's one of the few courses that's not taught either up on campus or in this room right here. It's up at, [inaudible] kind of capitalize on their expertise. And I also teach a research method class. Which, not always everybody's favorite class, but most people survive it. those are the main classes [inaudible]. In terms of kind of the interests that I have, Chuck talks about, [inaudible] brain injury. I'm particular interested in post-secondary education and training for individuals with disabilities, and how that does or doesn't level the playing field in terms of things like employment and earnings. As well as, [inaudible] we have services. [inaudible] post-secondary outcomes for folks with disabilities. So, that's kind of one area we find ways to kind of bring those interests together sometimes [inaudible]. In addition to that, another area that I'm kind of interested in [inaudible] we have a number of those projects that go and actually [inaudible].

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Most of the projects that [inaudible] in addition to having a lot of, having the program, education program has a lot of grants and contracts and things like that going on. Including our distance learning program [inaudible]. We have a variety of other projects going on, all relates to disability [inaudible] in some way. And they're all coordinated through here. So, if you join us, and are studying with us, one of the things you may want to kind of learn a little bit more about what's going on down here. Just above and beyond [inaudible] what's going on here. Sometimes they even present opportunities for students to join up and work [inaudible]. So, that [inaudible] you get dragged into that every now and then too. [inaudible]

>> Yeah, my name is Craig Winston, I'm a academic coordinator. So, I've been with the program only two years. So, [inaudible] and I have my MBA [inaudible] I worked in higher education for a while. I actually had a family member [inaudible] and just had some stuff going on, and that's kind of how I came across this program. So like, a lot of our students, they might have a family member [inaudible] something happening [inaudible]. So, that's kind of how, what brought me to this, you know. And like I said earlier, I'm happy to be one of your first points of contact. So, I'll be working with you [inaudible] after graduation as part of our advanced program, and we'll probably talk about it later. So, I'll be staying in touch with you probably six years after you graduate [inaudible] and hopefully even longer. And one thing we talked about, or they talked about, is the faculty being a family. [inaudible] from what I've seen, the [inaudible] it's really tight knit, and I think it speaks highly of the program [inaudible]. We'll be interacting with each other a lot throughout the program.

>> Yeah, [inaudible] Craig is definitely your first point of contact throughout the application process. Craig is in the office every day, whereas the faculty members are kind of in and out. And Craig really knows. Craig knows, you know, the application materials, things like financial aid, all the kinds of application questions you might have. I think [inaudible] again Craig will be the point of contact for everything. You may have noticed from here on our videos, our promotional materials, our fliers, all those things. You know, Craig's name is kind of listed everywhere. But I think it's a good, a good start to a foundation of a relationship, you know, that as Craig said, you're going to work with him in a lot of different ways throughout the program. And Craig has an office in our department office, [inaudible] which is administration, rehabilitation, post secondary education. Most people call it ARP, and so Craig is available, and you know, if you have questions, come by, or you know, give him a call or an email. We have three other faculty members who weren't able to join us tonight.

One is Dr, Karen Sax[assumed spelling]. Karen runs, you know, Karen is the chair of our department., she's kind of like, you know, runs the overall department. But Karen teaches in the area of assistive technology. So, one of the things you would learn in that kind of class is, let's say you know, somebody has limitations in their ability to talk. So, there's a number of different kinds of technology that will kind of supplement one's ability to talk, or replace it in some ways. Also, with mobility, also with vision, there's just a number of different things like that. And then Karen also coordinates one of the specialization programs we'll talk about later. [inaudible] Then she also coordinates a program that supported employment and transition. Again, we'll talk more about that. Another faculty member is [inaudible] and Marge directs the psychiatric rehabilitation certificate program. Which is where you would do enhanced training in the area of things like schizophrenia, bipolar disorder, [inaudible] work with some individuals with schizophrenia. So, that's an area where you could get advanced training, [inaudible]. And then Marge also coordinates the LPCC option, which is something we'll talk about [inaudible]. Which is a track, clinical track, in our program that maybe, [inaudible] and it prepares you to [inaudible] California.

So, that, you know, again, that's with one track, some students, you know, do that. Not all students do that. And then [inaudible] teaches classes in multicultural counseling, group counseling, [inaudible] is originally from China, and has a lot of research interest in international cooperation's. I think, you know, mention that [inaudible] some students do. It's kind of like that with all the different program options that when you come into the program we try to work with you as an individual student to figure out, you know, what is it exactly that you'd like to do within the program. And then try to a kind of advising plan that fits like what you want to do, you know. Again, individually. So, what one of the things we want to do is we have [inaudible] is a current student in our program, and personally I think you guys both should be here, and no, it's fine. Yeah, I heard it. we wanted to get you guys as perspective students. In a sense from, you know, students who are actually in the program, and students who have completed the program, because it's one thing for like Mark and I and Craig to tell you how great the program is. Now, we're kind of biased, but I think it's good to hear from students who have gone through the program, or are going through the program. You know, to hear from their experiences on why did they apply to this program, what kind of things are they currently doing in their training. You know, what is it that they plan to do when the finish, and I think we're all [inaudible] to ask questions of Joel and Crystal. Because they're both, will be very open about, you know, their experiences, you know, with their program, and so, I really, you know, advise you to take advantage of their time here. And, Joel and Crystal, kind of, okay.

[ Background Conversation ]

So Crystal, if you could talk about, kind of think back to when you applied to this program, and I remember I have the interview with you? Yeah. Now you're doing all great stuff in our field. So, kind of think back to like, when you were in the position of the students down here at this open house, and [inaudible] what was it like actually to apply to the program? What was it like during your time in the program, what'd you do for your clinical training, what are you currently doing in your profession now? Just kind of an open book, whatever you want to say,

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>> So, I recently, when I was looking master's programs, I lived in Okinawa, Japan. My husband was military, and I was overseas, it was like, man there aren't any master's programs here that really pertain to what I want to do. And I'm born and raised in San Diego, so I did, you know, most of my education here, and I came here for my undergrad, and I was like, you know what. I kind of like the idea of going back. So, researching the program, [inaudible] and I had [inaudible] I had worked with children with disabilities while I was away working for the military, and [inaudible] well. Dang, there isn't anything for them once they're out of preschool. So, that really made me take a closer look at this to see, okay well, knowing that the resources are here, how can I impact that? And this degree has allowed me to do that. So, going through the program, like Chuck mentioned, it's something where you become a family. There are people that I am stuck with for the rest of my life, and I love them, you hear me I love them dearly. [inaudible] and we've grown together. Many of you come into this, and it wasn't something that, really, I don't think we were expecting to have that level of relationship with people really quickly. I know the first, I think it was orientation or something like that, where, you know, you're sitting kind of in U shape like this where we're chatting before the orientation, and some of you next to me [inaudible] and we were just talking, and everybody thought that we had known each other since we were kids.

But I think the [inaudible] it's something that you get to know each other really, really, really, and you really are there to support each other throughout the whole process. The faculty and staff, I would say I'm not a crier, I really don't cry and one day I cried. It's not comfortable crying in front of every single faculty. You passed me the chocolate jar, you sat there and kind of listened. Marge gave me a hug and says it's okay. But, the level of relief [inaudible] that you get, I really think it compares to any other program that I've heard of. And my friends can [inaudible] you know, they're jealous of this experience. And, of that majority of those people I work with now, they are my administrator, or colleague, they've all gone through this. And we know, and we get it, because we're working in fields that our clients are students, I work in community colleges, our students are wanting to, haven't been afforded the same opportunities as some of us, and we question that and look at why. And we're all striving towards, [inaudible] how are we giving them the same experiences, and all of that [inaudible] a really, genuine, to our core, we help people. [inaudible] say okay well, everybody here [inaudible] and you get it, and that if I want to vent my frustrations, I know that I can, and that you understand what I'm talking about.

So, it's nice to have that support in the program [inaudible] crying like, I work too much, I don't have time for this, how am I going to do this. And then it's like, oh hey, I'm graduating. [inaudible] but because of this, I have been afforded many, many opportunities in community colleges. I did my internship in community college, I had adjunct, like part time position before I graduated. I have been promoted. [inaudible] five years ago when I started working, or when I moved back. And I have gone through, five different promotions in five years. [inaudible] and it's definitely a testament to, kind of the, the thought process that they instill in you, just the values that are instilled in us already, but then they're making sure that we're able to bring those values to our work. And that's something that not many other programs can do. You know, we say we want to help people, and usually what we do [inaudible] to help people. So, it's been exciting to go through working in community colleges, but [inaudible]. Working in community college, I've been a counselor, I have been a vocational specialist, where I'm working one on with individuals to find employment. Currently, I'm a learning disability specialist, and I am doing learning stability assessments on individuals. I have written curriculum on developing children, we present state wide.

The program is well known, and its alumni are really well known across the state, across the nation. So, I know it seems like there are too many other programs out there, but I would say that this is the only one I've heard of where you can say, "oh, well I talked to so and so," and it's like, "oh yeah, we went to school together, we graduated together." Disability is a small community, even smaller in California even though it's a huge state. We literally all know each other. But like it's cool, [inaudible]. It's the opportunities that you get from this, not just the relationships, but the opportunities for professional growth, and for you to live out your dream of helping other people about theirs. I would say, it's probably been the most rewarding part of [inaudible]. Tomorrow is my last class of my first semester of my doctoral studies, so thank you Chuck. I would say that there is no experience like this one.

>> Any questions for Crystal? Because we're not going to, [inaudible].

>> I can leave my card if anyone thinks of anything, but I definitely. [inaudible] community colleges and higher education. Working in that realm, [inaudible].

>> Well, one thing that I [inaudible] is, well first of all my name is Joel. This is my advisor, Chuck, and another advisor is Mark. One thing that I want to let you know, [inaudible] if you're trying to make money, you're in the wrong field. So, run. No, but I was in the Marine Corps. For 20 years, and when I retired, I didn't know what to do. I was kind of like, wow, okay, I'm free. You know, I'm going to make money, I got to do something. So, I started working in a store, but that was not fulfilling. I went through a lot trials and tribulations, you know, I couldn't find myself, and I ended up going to the VA hospital, and one of the graduates from the school, she was working with what's called the Wave Clinic. And they [inaudible] but for the veterans. So, I went to see here, well I went to the clinic, and they assigned me to her. She was my case manager, and she told me, what do you want to do? And I said, "well, I've always wanted to help people." I wanted to be a psychologist, but I had a little problem in [inaudible]. So, then I said I want to help somebody, I want to help veterans. She says, "well, do what I do," and I said, "but you don't do anything." You know, [inaudible] you don't do anything. She says, "no I do. I do this, and this, and this." And she told me. And I said, "so I can do all this stuff?" "Yeah, and you can do it with anybody." What's good about this program is you can work with a plethora of different people with disabilities. So, if you want to focus on something, like Chuck was saying, there's different departments or different programs. So, you can focus on certain things.

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I wanted to be the [inaudible] however, I have a bad memory, and you have to remember a lot of stuff. So, I said, "well, that's not really for me." And then I talked to Chuck, and he told me about the cognitive. Cognitive is anything dealing with the brain. I didn't know, until actually I took a class, that I had, when I was a small kid, I had a traumatic brain injury. I hit my head, at seven o'clock in the morning, and I woke up at one o'clock in the afternoon in the hospital with a little Martian going out of my head. And I didn't know that, I just thought it was, it was just something that happened to me, you know. Like, little kids [inaudible] I got interested in that. So, I went to Chuck, and I said, "Chuck, what do I have to do to do this?" And he says, "well, first of all, you have to write this essay essay," "another essay?" So, it was easy for me because I knew what I wanted to do. When I came into the program I specifically said, "I want to do this because I want to work for veterans." And veterans are near and dear to me because I'm one of them. So, who better then you take care of your own brother or sister, right? So, I said, "that's what I want to do." So, when I enrolled the essay to [inaudible] this is what I want to do, and this is what I want to do it for. Because a lot of veterans come back with PBI's, missing limbs, and so on and so forth.

Not only that, they come back with emotional distress. So, I decided to do that, and I'm on my third year now, and I, I'm a, what do they say, glutton for punishment. Because I extended another semester, because I wanted to take more classes. Why? Because I think. I wanted to be more knowledgeable, so when I go help a veteran, I can help them with [inaudible] psychological problems. If they're missing a limb, I can help them with that too. Because there's another thing that we teach here, or they teach here, is [inaudible] so AT is anything that helps you get to the level of a person without a disability. I like to say, DIF-ability, right? Like a different ability. Because this, when you put dis in front of it, it's negative. But I like to say dif-ability. Because my abilities are different than yours, and then yours, and so on and so forth. Like, [inaudible] this is an AT. Anything that helps you is an AT. So, it's like, as Crystal said, you know, she's out in the field, yes, that's an AT as well. Anything that helps you become, I don't want to say whole, but to make you equal, on equal fields with somebody that does not have disability. Like Crystal says, you know, she's been out doing different things. Like, I, myself, she wanted to work with students.

I want to work with veterans. Like right now, I'm working with [inaudible] which is Veteran's Village of San Diego[assumed spelling]. [inaudible] and it was, like houses. Veterans with [inaudible] what does that mean? That have more than one disability. Some of them are alcoholics, some of them have used drugs, and a lot of them are homeless. So, when they hit rock bottom, they say what do I do? So, they come here. And I found my niche because when I helped them with any little thing, they say thank you, and just that thank you right there is payment enough. When you see somebody that lived the worst of the worst, worst places, and they come up to you and say, "thank you for what you do." I didn't do anything, I just helped you do whatever you had to do. The truth is, no, you did it all. So, it makes me feel good. So, that's why I care to tell you. If this is what you want to do, if you want to help patients, people, this is the place to be.

>> Any questions for Joel, before Joel takes off?

[ Background Conversation ]

>> Well, I was going to say is. Yeah, this is. I've always wanted to be in group, so. Groups. So, I, this year they actually, somebody nominated me, and I became the treasurer of the RCFA. It's vocational group of the students. It's kind of like a fraternity [inaudible] and we, what we do is we kind of, what we was trying to do it, we want to get all of the people that are coming in, and kind of mentor them. Because, like some of us, we didn't get mentored except for the professors, or the you know, or somebody else that we just happened to, like Crystal said, you sit next to each other, and you meet [inaudible] throughout the year, you kind of like make friends with them. And then they become your, a shoulder to cry on, or. I don't know how to do this, and oh that's easy I took that class. You know, and so we, we want to do that. We want to help each other and give resources to all of the newcomers. Why, because it's kind of like a parent. You don't want your kid to suffer the way you did, so you give them everything that you didn't have, and so on and so forth. So, we're looking to help you guys, and at the same time this gives you resources to the, out to the public. So, when you go to get a job, internship, or whatever, that's what, what we do.

>> You know, I think Joel, I think you know, the RCFA has [inaudible] I really see it in all you guy's being like the voice of the students. So that, if there's things that the students need to, need us as faculty members to be aware of, you guys have power to say that. And you can shape the program in some ways that you [inaudible].

>> Yeah, that's what I was. I was saying, more kind of like, in the, in the personal part. But, like Chuck said, we're basically like the go between, the student body and the faculty. So, what we're trying to do is, right now we're starting a. We're already stared a, we have a webpage, we have a monthly newsletter, and in there there's going to be like, suggestions. You have a suggestion for something in the program, you tell us, we pass it on to them. Even though all of them are open, you know, you can go through either one of them. Of the professors and tell them you know, "I think I have the problem, how can you help me." Of course you always want to do to your advisor first, but either one of them, any of those professors are open. They have their office hours. Some of them, you know, they'll even go out of their way. Chuck is my advisor, and sometimes, I lived in [inaudible]. My first two days in the program, and I have to come across every day, early, and I, sometimes I call Chuck and say, "Chuck, I have this problem," and he'd take care of it over the phone. So, you know, all of them are open, but I guess they want establish it, you know, so they have their time to do whatever they have, and then we take care of the rest.

[ Background Conversation ]

Actually, what, what they suggest, or what they faculty suggest, they have a first semester, second semester, third semester, so on and so forth throughout the whole three years. There's people, they've not actually done the program in two years, right? Two years, two and a half years, so if you want, if you're determined, and you have nothing else to do, and you want to stay in school 24/7, then you can finish it in two years. Some, some of us want to, you know, we have families, even sometimes [inaudible] three classes is a little bit hard, but it's doable. Like, I'm taking four classes this semester, but you can tailor it the way you want to do it. So, you can take one class, or three, or five classes. I have a classmate [inaudible] she takes five classes. And she has a full-time job. You know [inaudible] so, you know, go ahead.

[ Background Conversation ]

>> And, you know, as Joel talked, I think he said, well, the program can be tailored to what, you know, what you need. When you're admitted into the program, university gives you seven years to complete the program. And we have had students take the full seven years. And that's not, we don't recommend that, yeah. You know, if you have like, less things that come up, and you know, sometimes students just aren't able to go as quickly as they want. And then you know, when those things resolve, and their lives are able to go back to like a full-time schedule. So, the thing is like, you would work with your faculty advisor, and basically plan out your schedule to whatever you would need at the moment. And so like, you know, like Joel and I meet, and you know, we talk about these classes, and we plan out what he's going to take for the next semester, and we do that with all, all the students we advise.

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[ Background Conversation ]

Well, first of all, I would say most of our students work part or full time. That's the norm. Not all but, but a lot do, and the reason I mention that is, it is possible to complete the program in two and a half to three years. And work, you know, part time or full time. And one of the ways we do that is all your classes, your either going to be at four P.M. to 6:40, or seven P.M. to 9:40. Let's see, you've got the day, most of the day you know, to work during that time.

>> There is like, an occasional Saturday class. Yeah, like I'm taking [inaudible] that's why I'm taking four classes this semester. Because I'm taking three, and normal hours, I take, on Tuesday I take one class, which is in here, AT. And then on Thursday I take two classes back to back. So, I usually come to class, well I get here earlier than that, but from four to 6:40 we have a break, and then seven to 9:40. So, that's two classes in one day, and you say, "well, that's easy." But everything starts piling up, and the papers. As long as you, this is what I advise, and I'm telling you, as long as you stay ahead of the ballgame, and you don't fall behind. Because when, at the end of semester, you have five or six papers due or whatever, then it's hard. But if you stay on top of the game, you know, make sure you start like, Chuck had a class where you had to write a 20 page article for, so you can send it to a publication, and there's a lot of research you have to do. So, that's, I'd say start from day one to do that project.

[ Background Conversation ]

Yeah, no, I'm just saying, you know, there's a lot of, there's a lot of, there's a lot of leeway for you to do. So, like that, you know, you could take one class, or three, or five. It's up to you, it's up to you, whatever your willing to give.

>> Yeah, and we're going to get into, for the online question, we'll talk more about this was good. The particulars of this, but for the on, the distance program, right now we're recruiting both for on campus, and for the distance. On campus we have a new group of students coming every fall, but for the distance program, we do have new students come in every three years. And it's, one of the key differences with the distance versus on campus, the distance students have a very set, set of classes that they all take. Everyone has to take the same classes in the same sequence. So, it takes three years to complete the distance program, and you take classes, you typically take two classes in the fall, two classes in the spring, and then one or two classes in the summer. Whereas in the on campus program, if you're full time, you're typically taking, to finish in two and a half to three years, three to four classes per semester. So, that's a key difference. Again, the distance program, you don't really have, you know, flexibility with your classes like you do, you like I mentioned in seven years. You don't really have that in the distance program, it's much more, you know kind of set in terms of the sequence.

[ Background Conversation ]

No, that's for the on campus program, yeah. Occasionally there's like a few classes here or there that might be available during the summer, but that's not the norm.

[ Background Conversation ]

>> We usually, I usually also speak up in blaming the university, on that. That's not a department level decision, we didn't decide we want our summer class so we can work on our pans or whatever. It's more the university kind of makes a decision about that for us, and then we sort of have to sort of conform to that. Not necessarily our choice, but it's kind of the reality [inaudible] what we're told.

>> So, I think what, let's go to the agenda. Let's kind of transition to the review of the program features. We've gone into some of these things, but I think let's make sure we go over each of these areas. Let's still mention on campus program is, you know, we have new students who come in every, every fall. It's got a lot more flexibility than the distance program. And so on campus, you can either go part time, full time, if you do accommodation of some semesters, part time. And then full time, and again part time is anything under three classes per semester. I think, you know, Joel you mentioned my, you know one of our students is taking five classes per semester. I think at the graduate level, you know, you want to prepare yourself that, you know, three classes is probably equivalent, you know, to maybe taking like four or five classes as an undergraduate student. And the demands are different, where typically you're going to have more reading, more papers, and you know, more projects I would say. And also another feature of the program is, you're going to spend a fair amount of time in the field. And I think, one of the benefits [inaudible] both the on campus and distance program, the program is very applied, and the idea with that is, by the time you finish the program, we want you to have a lot of skills so that you can work in a variety of different kinds of places. Like all those places we talked about on the video.

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And you're going to be able to work with a variety of different kinds of clients. So, you know, we definitely talk about research and theory and things like that, but it's really more of a focus on kind of, the applied nature of this work. And it is a very applied, you know, kind of field. So, you know, that adds to the time demands I think, of the program. So, that's why you know, we consider three classes to be full time at the graduate level. You know, we talked about the fact that in the on campus program, classes are Monday, Tuesday, Wednesday, or Thursday, no classes on Friday, in the fall and the spring semesters. Again, four P.N. to 6:40 or seven P.M. to 9:40. And that sequence kind of changes, like Joey mentioned. You might have a day in which you have back to back classes in the same day. It may be that the next semester you've got a class that meets Monday four to 6:40, and the next class you take is Wednesday from four to 6:40. You know, it just kind of changes every time. But I think the common denominator is that there always, you would have classes at four P.M. So, then it terms of, you know, talking to your employers and making your schedules, you would have that consistency always to know that you could expect that. In the distance program, you have what are called a combination of asynchronous and synchronous classes. Asynchronous is where you're just logging on and you do the work whenever, you know you fit it in to your schedule. You could get up in the middle of the night and do the work for the class if you wanted to. And then typically every week you have a set of assignments that you have to complete by the end that week, but again, it's up to you when you complete that.

There are also some synchronous classes, more with the clinical classes, where you get together with the other students, that could be all over the country, could be in different parts of the world, and you find a common time to meet with the other students and with the instructors. And that can be on a class like, developing counseling skills, where you may review different counseling videos that you've practiced, or you actually might have an actual session with a client. And then you show that to your fellow students and to the instructor. So, you have some classes like that, but the majority of the classes in the distance program are asynchronous. So, very differently on campus where you've got traditional, you show up every week type of class, but as Joel mentioned, there are some classes where you would have a Saturday class. And instead of meeting every week, you would meet one Saturday for the month. And I think for a lot the students that have found that to be you know, to give them more flexibility. Yeah, yeah. So, the next thing is program specializations. And one of the things we want to stress is that, you do not have to do a specialization. That, when you finish the master's degree, everyone is qualified to do all the different things a rehabilitation counselor would do. But I think, you know, the specializations also I wanted to mention that they're available only to the on campus students, not the distance students. We don't have the specialization options within the distance program. So, the on campus program, you know you're assigned an advisor, and that advisor meet with you on a regular basis, at least one time per semester to talk about your classes, talk about the things you want to do.

And part of that discussion may be, do you want to go into one of the optional specializations within the program? And part of that discussion may be do you want to go into one of the optional specializations within the program. And Joel's in the [inaudible] disability special, specialization which I direct, and that is where we, we do enhanced training on learning disabilities, brain injuries, autism, intellectual disability. We have another one Ian mentioned, psych rehab, psychiatric rehabilitation is the focus on, you know, severe mental illness, psychiatric disabilities. And then we talk, we have another one in rehabilitation technologies. So you know communication devices, prosthetics, orthotics, a variety of technologies that I think Julie mentioned, like they level the playing field, and have to be a way to, to put it. And we also then have a fourth one which supported employment and transition. And supported employment is the idea that you would work with somebody with a more, kind of a more advanced global disability where they need, may need support of a job to do different jobs. And if they didn't have that support they wouldn't probably, probably wouldn't be able to work. So it's at that, that's type of employment support is called support employment. And we often do that with people with autism, intellectual disability, sometimes people with brain injuries. And, and then transition is the other part of this specialization, transition is if you, let's say you're a high school student and you have a disability. The question is like what are you going to do when you graduate from high school and you're 22?

And unfortunately we have a lot of people in society who are living at home with their parents for the next 30 years. And they're not working, they're not really doing anything. And that's such a waste of their talent and abilities. And so in transition you're trying to link that person to what the need for their adult life, for independent living, for them to live independently at some point, for them to have employment, maybe go to college, do, do, just do a variety of things, that in the past wouldn't be a possibility. So if you have an interest in that, that's also different tracking you can do in the program. And I think one of the benefit's would be specializations is that number one you get to network with other people that have the same interest and develop relationships. And I think Joel you've been able to do a lot of that in the cognitive disabilities area. You also have on your transcript when you finish, it actually will say that you have a certificate in one of these four areas. And so I think that when you're applying for different positions, you can say that yes, I have advanced training in cognitive disabilities, or I have advanced training in psychiatric rehabilitation, etcetera. And I think, you know, the way we try to do it is that within the structure of the program, the [inaudible] master's program is 60 unit's long. It doesn't take any additional units. You still, if you do one of these specializations, you still finish the program in the same amount of unit's. The, the difference if you didn't, if you went like for more of a general track, you have more flexibility with some of the different classes. But if you're in one of the specializations, it's more kind of set as far as the classes you need to take in those particular specialization areas. So any, first any questions about those four different specialization options?

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All right. Again, you know, those are recognized by the university as a separate thing from your master's degree. And so I think, you know, it's like you're paying the same money but you get this additional kind of credential. And then the LPCC option, the Licensed Professional Clinical Counselor option. So in California, we were the last of the 50 states, you have a counselor licensure law. It was passed in 2009. And when that was developed, or when that was passed, we started to create a curriculum that would allow students in a program to take the classes to be eligible to be a licensed professional clinical counselor in California. And what that means, about one-third of the classes you would have in the curriculum are different than all the other students in the program. And there are classes that are required by the State of California that you have to take to be able to be a licensed professional clinical counselor. So the classes like psychopharmacology classes on human development. Something called the DSM which you're going to know very well by the time you finish the program. You're probably tired of hearing about that, yeah. So all those things you get the background in it in the program. And, and then when you finish the program you do 3,000 hours of supervised practice under a licensed clinician. You take a state exam, a national exam. So we tell students if you want to go this route, you should really have a good reason to it because there's a lot of extra work. But it is an option that you have within the program. And so what happens, like when you get admitted into the program, if you have the, an interest in going into the LPCC, you would definitely meet with Dr. Alme, who directs that, that option and kind of talk to her about your interest, and then she will select the people that would go on in that track.

You know right now we have six students who are admitted into the LPCC for the, the new part of students coming in. So I think like, you know, as, as of right now, let's say you have this interest in the LPCC, this is something where you probably would want to reach out to Dr. Alme and I would advise you to talk to Craig and Craig can forward you Dr. Alme's contact information. And then you know I, I would set up a meeting and talk to her about your interests in that area. That's the distance students, unfortunately the LPCC is not an option within the distance program. So it's only an on campus, you know, type of option. So yeah, any questions on the LPCC? Anything at all? Okay. You know and I know we're kind of going through a lot of material, so you may notice we're, we're recording this session. So when we finish, when this is posted to our website, I'm going to contact everyone here tonight, and also online. I'm going to send you the link to access this so you can listen to this again, because I know, you know, it's all this like stuff, and, and that's a way to get that again.

And also, you know, Craig that will be your first point of contact, whereas like, I remember Chuck said something about this, but I forgot what he said exactly and Craig can fill in the gaps. And then you know, if you need to talk to me or to Mark or to one of the faculty members, you know, we can always get that set up. RSA Stipends. So this is probably one of the most attractive things about rehabilitation counseling, or one of the many, many attractive things about rehab counseling. It's that the federal government provides stipend funding for students to pursue their master's degree. And the idea with that is, we have a lack of master's level rehabilitation counselors in the United States. And we recognize that if you have a master's degree in this field, you're more trained to provide the kind of services somebody with a disability needs to work independently. You know, to live independently. To do all those things that are part of a quality of life. So the government, the US Department of Education, an agency within that, that department called the Rehabilitation Services Administration. They have a grant program where we as faculty apply for grants, and then if we get awarded our program's been very successful in getting stipend funding, getting those grants. We're then able to provide stipend funding to you as students in the program. And this is available both for the distance students and for the on campus students. And it can pay for a considerable amount of your education. The funding could be anywhere from like, it, it really depends on how many students are receiving this stipend. I would say Craig, 800 to 1,000 a month, something like that?

>> Yeah. Definitely, I'd say the average [inaudible].

>> Yeah. And what happens is, you get a check every month for either eight months, nine months of the year. And it's up to you as far as how you want to spend the money. So if you wanted to go to Las Vegas, you know, with your stipend check and bet it all, don't tell anybody.

>> Yeah don't tell us. You could do that.

>> So yes you're, you get the money, and you know like you're supposed to spend it on the educational costs of the program. Yeah. And, and so the, the, you know there's, you probably think, oh it's just like too good to be true, right. So there, there is like a, a requirement for the program, that they, they essentially want you to work in the field. And there's a, a payback, this thing called the employment payback. And Craig, Craig mentioned that he'd be in contact with you for the next six years. This is like one of the reasons for this, because he has to know like where you're working when you finish the program. So the payback like formula is for every semester of support you have one year of employment payback. And that can be like, you know, how you meet that could be, you could work for the California Department of Education, or Rehabilitation, which is a sate vocational rehabilitation agency for people with disabilities. Every state in the US, US all US territories have their own department of rehab. It's all, it's called something different everywhere. But if you work for that kind of agency that would meet the employment payback. If you work for an agency that interacts with California Department of Rehab, or another state DR agency, like Regional Center, for example, that would count.

If you work for a community college, if you work for a DSPS department, you're working with students with disabilities that would count. If you work for the VA, that would count. You know the bot, the thing is that we, we find is that the vast majority of the, of the jobs our students get when they finish count for the employment payback. And you, they also give you two years of a grace period to find employment after you finish the program. So you don't have the pressure of having to find employment like right away. They'll give you those two years. So I think like let's say, you know, you got done with the program and you thought, I, I want to sell real estate, I want nothing to do with being a counselor. And hopefully that won't happen. But if that happens, then you have to pay the money back to the government. And they will work out a payment plan with you. And that rarely ever happens. So you know, in case Craig the vast majority of our seniors have to pay that.

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>> Yeah I'm not going [inaudible] students that receive this stipend [inaudible] holder [inaudible] students that had to do the payback. So [inaudible] over 93% yeah. And I, I just look at it this way, when, when they offered it to us, I, I looked at it this way, if it's going to help me pay for some other books that I might want to get, because they, there's a list of books that you have to get, but there's sometimes some of the professors say these are optional books. And the government is not going to pay for that for you or whatever. So you use that to get those books. And I feel like, I look at it like it's a bonus for when you, when you're kind of like an upfront bonus for when you got to go work. And, and who would want to go to school for three years to do something and then not do it? I mean that, that's what I thought.

>> Yeah.

>> I mean you.

>> You got about five years left.

>> Yeah. But like trust me there's that two years grace period that you can probably say, you know, I don't want to deal with this, but then you say, you know what, I really do because I went to school for it, you know, why would you go to school.

>> Right. Yeah.

>> Exactly.

>> And even out of that 5% some of our students maybe that, I kind of see it had like a medical [inaudible] so they did, a [inaudible] and everything. So they might have owed still two years and they get the information and they file the RSA and they actually receive them. They might even get a deferment and do like a four year deferment or sometimes it's like completely wiped off and also it's like a, that someone actually decides not to, like I have a student right now that she's having her second [inaudible] she doesn't want to go to work to an employer to pay back. She's worked for three years, and they lost contact with her, and she said well I have one year left, how much do I owe? So it's prorated down, so instead of having $12,000 she owes like $4,000. So there's that one, it's not like you work for three years and you still owe the [inaudible]. And then I was at $3,000 it's like she, you're not paying interest on that. So she basically had a [inaudible] free loan, so that amount of time.

>> Yeah. Yeah. [Inaudible]. And then the final thing we put on there is international experiences. So within the program, you know I mentioned that you're going to do quite a bit of clinical training. You have a number of formal classes where you do this. And one of the, the main ways you would so this, I mentioned before internship. When you take internship you can either do it in one semester, or over two semesters. And one of the ways you could do your internship is you could do your internship in another country. And we've had internships in Mexico and Thailand, in quite a few in Ireland. In Spain.

>> Yeah and.

>> The Netherlands. We're trying to set up an internship in Australia right now for a couple of students. And I think, you know, with the faculty you have a lot of international connections, so if you come to us and you say you know by the time I, I do my internship I'd like to be, you know and I'd just kind of name the country and we probably could help you set that up. And so I think that could be the, a very exciting experience to, to go through. In a few minutes I'm going to show you the website when we've had some international experiences for students who have done presentations about what they've done. And you can view that, and you know, listen to what they, you know what they were able to get out of that, and learn from that experience. Sometimes we, we've also had exchange meetings where or, or trips, where you're not doing an internship, but you go on like a two or three week trip to, we've done Hong Kong, China, Europe. You know and that might be available, you know, during the time you're in the program. Because you know around the world there's a lot of interesting things going on in the field of rehabilitation. And you know we really try to foster that kind of interaction. So if you have an interest in doing that, you know, if we, that you could do that. One of the things we did, we didn't put on there is that if you have an interest in professional writing, research, things like that, you know, we sometimes work with our students on, on doing research, publishing articles, going to conferences. And if you have an interest in doing that, you know, that might be something available to you too. And we've had a number of students go on, go on to doctoral programs, you know, like Crystal tonight is a, you know, currently in the doctoral program if that's something you're interested in doing, that could be a path you can take as well. All right. So any questions to the, to this point? Yeah.

>> Yeah. About the international.

>> Yes.

>> [Inaudible]. Do you have anything of [inaudible] in Japan?

>> No but, but we do know some rehab faculty in Japan, and.

>> [Inaudible].

>> Yeah I mentioned Dr. Hampton who wasn't able to be here tonight. She works closely with, with a rehabilitation professional, a professor in Japan. Mark do you remember the name of the university on, Jan, Jan, I forget his last name.

>> Yeah. Oh man [inaudible].

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>> Yeah. But anyways, that's, I think that would be very possible.

>> Oh yeah, I'm from Japan.

>> Yeah.

>> And [inaudible] to go [inaudible]. Yeah.

>> [Inaudible] in the [inaudible]. And in early [inaudible] results of the [inaudible] do internship with, can you [inaudible] Department of Rehab, versus [inaudible]? Those are [inaudible] the Department of Rehab [inaudible] the internship with [inaudible] or do you need to go out?

>> No you could definitely do that. And the Department of Rehab would, would be a great place, you know, for the internship. So you could. And, and you know I was mentioning all those different agencies, also in terms of the stipend. So if you received the stipend and you, you had to do the employment payback after you graduated, if you remain in the Department of Rehab, that definitely would, would meet that requirement. But during the time in the program you, you definitely could use the Department of Rehab for your internship. Yeah.

>> Question from online. Is the internship required in the business program? And then another question, how many years is the payback?

>> The payback is your, for more for the distance students. And you are, you have, you have the same amount of internship time in the distance program. The way we do it in the distance program you have three units of internship in the spring of, let's see I think it's the spring of 2021. And then the summer of 2021 which is our final semester. So you have two semesters and you know again the on campus, you can either do it all in one semester, or in two semesters.

>> And just as a reminder, about the payback, one year for every semester of support.

>> That's right. Yeah. Yeah.

>> With internships, if you choose to do it like in two semesters, could you like possibly do more like outside the country and [inaudible]?

>> Yeah. The only challenge with that is, sometimes you might have like remaining classes you'd have to take within the program. So you know because it's on campus you might have to work out to see could you do a class via skype or something like that. So it's easier to kind of arrange your schedule so that you're only, the only thing you have left in your schedule is the internship. And then, then there's not problems with not being able to attend like, you know, one of the classes.

>> Right.

>> But, but it probably, there probably could be a way to do I like that.

>> Is there a way to [inaudible].

>> Yeah. We're very creative, yeah.

>> Yes.

>> The question towards that employment, I like sports, so I [inaudible] try anything like regarding this [inaudible] in sports [inaudible] or media Olympics, special Olympics. Is there anything that we could go towards that route?

>> I don't know Mark, what do you think? I'm not sure.

>> We don't see a lot of folks graduate and kind of go into those types of positions. We've had a few folks who [inaudible] challenge athlete foundation and that internship with them. But you know [inaudible] local organization, I think it's local.

>> Yeah.

>> And local nonprofit, so it's not [inaudible] or something like that. So in [inaudible] practice [inaudible].

>> Yeah.

>> You know what I mean you can work around that.

>> It's like that you know, I mean [inaudible] you can go to different countries, and I wonder if there's [inaudible] to do with sports as well that you could somehow get the master's to get in there?

>> Yeah I, I don't know. You know in terms of a job, yeah as Mark said, I haven't heard of that. I mean what.

>> Well.

>> Yeah.

>> Something like the [inaudible] is like [inaudible] program [inaudible] athletes like there for the, with a few athletes with learning disabilities.

>> Okay.

>> So it's [inaudible] for academics, advisory jobs.

>> She works for the athletics department at [inaudible].

>> Yeah.

>> It sounds more like that.

>> Yeah.

>> And [inaudible]. Thank you.

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>> I think one of the reasons is, is, you know the program's pretty vocational focused. So a lot of times we're focusing on employment outcomes with folks. And, and you know a num, well typically sports is kind of a low likelihood in terms of professional sports, very low likelihood [inaudible] and furthermore is compounded to physical disability or something like that. Like the [inaudible] out of that, that range, that in terms of kind of timing and all. But I, I wouldn't say it's, I mean there's a number of people that we can point to to sort of, you know, check the list of like the major paths where people sort go down in terms of where you find a lot of rehab counselors. People tend to [inaudible] and we can [inaudible] a number of people that have done that. I would say it's just not kind of a common, common route that people have done, you know.

>> Yeah.

>> Yeah.

>> Well I want to make sure we have some time to talk about the application process. And one disclaimer we'll say, and as Mark and I were talking about this before. So totally out of our control, but we just want to warn you. [Inaudible] has gone to this new kind of online system to, to do the, part of the application process. So when you apply to FCSU, to our, to our program, basically you have two applications. One FCSU and the other one is directly to our academic department. So the second, the academic department we have total control over that. And that's going to be a lot easier. The one that is probably going to present some challenges will be to apply to FCSU. And that is like where you're going to be sending your transcripts and your graduate records and examination scores. And I'll talk to you more about that also in a few minutes. So I'm going to show you the website in which you, you apply to FCSU, it's called Cal State Apply. And I think there's been some problems with the operation of that system, and it may be a little difficult to use at times. I think if you run into problems, [inaudible] overwhelm you but I would say.

>> Here it comes.

>> Talk to Craig first. And say I'm trying to Cal State Apply and the system's not working. And we'll try to work with you. We know some people here at FCUS or have some knowledge of that system. But it may be, you may run into some problems, just in terms of ease of use, and you know we're, I'm not sure how much they have kind of beta tested everything. So there may be some problems that we don't anticipate or FCUS is not anticipating. But we will definitely work with you in terms of trying to get through that.

>> It's not a secret, like everybody's.

>> Yeah.

>> Kind of aware of it so.

>> Yeah. Yeah. And then the second one is to our department. And when you apply to our department, you, and I'll show you this in a few minutes, you're going to write a statement of purpose where you talk about your reasons for wanting to become a rehabilitation counselor. You then also will have a resume that you upload. And then you will, you're going to have three letters of recommendation that we're going to ask you to obtain, and then upload directly to our system. And so that will be the three pieces of information you have. With the, the Cal State Apply system, you have to get your application submitted by March 1, 2018. And then you have up until April 1, 2018 to get all the information uploaded into this system. But the first thing is to get your name. You pay a $55 application fee. You basically register within that system. And that, again that's April, that's March 1, 2018. And then you know the transcripts and then the GRE scores. And your transcripts all have to be official transcripts from your undergraduate university. We had a number of applicants you know and I'd say that and that's FCSU. If that's the case you don't have to submit your transcripts to FCSU because we have that automatically. So that's a plus right? Yeah.

>> No but if you want to do a similar play it's like a community college or some other university and you still have to get your, you know whatever, up, without any other kind of transcript you may have. It's got to be an official transcript.

>> And are, are [inaudible] content of [inaudible]?

>> Just on campus.

>> Okay.

>> Yeah the business people, I'm talking to your computer, I should be talking over here. Yeah. The business people had, you have upwards until August 1, 2018. So you have a lot of time. But I'm going to say a little bit about that's not a good way to [inaudible] but technically you'd have that [inaudible]. And so you've got the transcripts and the GRE scores, Graduate Record Examination scores. And you know we have not found the GRE, first of all is every, everyone familiar with what that does? Have you heard of it before? So the idea with the test is that it's supposed to kind of predict like who's going to do well in graduate programs. And so it's, it's like a one size fit's all kind of test. And I think maybe for some programs it may have good predictive value. What we have for like our program it doesn't really predict who is going to do well and who doesn't do well.

There's a lot of other factors that we look at, like you know, your reasons for wanting to be in the profession, your general attitude about working with people with disabilities, your in, interpersonal skills, your relevant life experiences, a variety of things like that. But, but nonetheless you have to have GRE scores. So we don't weigh it heavily, but, but it is something you have to have, so we don't recommend that you take like a, a Kaplan course or spend hundreds of hours of preparing for it, because it doesn't really make that big of a difference. But, you know, you want to give yourself enough time to sign up for it. If you have a disability and you need any accommodations for the test, it takes a while to get this set up through the Educational Testing Service, which administers the GRE tests. So that could take additional time, so I think, like, if you're thinking about applying, especially for the on-campus program, I would start registering now for the GRE. Make sure you have enough time to kind of get through everything you need to to get through for that.

>> Is there a deadline to apply for a GRE?

>> No, the main thing is as long as you have the scores in by April 1st, 2018.

>> Oh, okay.

>> That's when you have to have the scores submitted to SDSU for the on-campus program.

>> [Inaudible] kind of need a pencil or a pen for that.

>> Well, I'm going to go over a website in a few minutes that has all this information, and then I'm going to email everyone here tonight with --

>> [Inaudible] I missed out on most of the things so --

>> Yeah.

>> [Inaudible] know, like, get to know, like, everything about this program because I'm interested in it.

>> Yeah, and this entire presentation, we're going to -- we have this recorded, and so we're going to post it on the website and then I'll send it out to you and everyone here tonight.

>> Yeah.

>> So just make sure, you know, for everyone, make sure you sign our signup sheet, which has, you know, your name, your email address, and your phone number, and then I'll send it out and, you know, you'll have access to everything.

>> No problem. Thank you.

>> Sure. Let's take a look at the website, and we're going to revisit some of the things we talked about.

>> Quick question real quick. The GRE scores, are we submitting those through the university application site, as well as the program?

>> No, just for Cal State Apply.

>> Okay.

>> Yeah, not to the department and application site.

>> Okay.

>> When you take the test, it tells you, "Who do you want to send it to?" And you can select what schools you want to send the scores. So you don't really have to do anything, just take the test.

>> Okay, thank you.

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>> All right. So this is the home page for the rehabilitation outreach program, and this is a website that I'll email out to everyone. There's a number of things I would suggest to take a look at. One is just to learn about the faculty and staff. If you click here, it's going to give bios on all the different faculty members, like what they're done in the field. It has, I think for all of us, we have a [inaudible] that gives us, gives you our background. So this is Mark's photo [inaudible] Mark, 1988.

>> Yeah, a little older.

>> You had [inaudible]

>> But I think just to learn about the faculty and staff, you know, this is the place to go for that. Current students, if you click here, you get descriptions of all the classes within the program, plus the key learning experiences you have. And you also have a mission [inaudible] handbooks for the program are available. So if you click on on-campus, you get the student handbook and also the clinical manual that talks about [inaudible] and internships. For the distant students, likewise, there are these different set of handbook that are welded for the distance students within the program. I would recommend you take a look at that, just to kind of learn about policies, procedures, all the different kind of details that if you are currently enrolled in the program, you know, these would be kind of the rules or the ways things would work for you as a student. Another thing I think to take a look at is, let's go to course schedules. And Jones, you mentioned, like, when you get into the program, we suggest, like, a different path of classes to take, you know, each semester. So if you're in the on-campus program, this is what we suggest.

And you don't have to exactly stay with this, but this would have you graduate in three years and it tells you, like, a typical sequence of what most students in the program would be following. Now, if you're in the distance program, I mentioned before that you have to stay with this schedule. So if you click on the distance schedule, this tells you exactly from semester to semester every class you would take and your entire cohort takes all the same exact classes throughout that cohort. Now, for you here tonight and for, you know, our guests online, the most important part of the website is perspective students, and we're going to go to a mission procedures, on-campus and distance programs. So the first thing you want to look at is you're going to apply to our program. And we have the dates for the on-campus and the distance programs. For the department applications, this just goes directly to our program. The on-campus April 1st, 2018, distance program August 1st, 2018. And --

>> [Inaudible] question.

>> Yeah.

>> Does any part of the distance application have to be until August 1st? Can it all wait until August 1st?

>> Well, you could technically, and I was going to mention next. You don't want to wait until that point, because the way we do admissions, and this also applies to the on-campus, we do admissions as we go. So as we get information in from our applicants, once their applications are completed, we schedule an interview, and if we feel that the applicant is a good fit for our program, at that point, we'll make it an admission offer. It's not like we wait until, you know, way into 2018 to make all the admission offers. If you have your materials in like, you know, sometime in January, we would interview. If you feel, again, if we feel you're a good fit, we would admit you into the program. For the on-campus, both the on-campus and the distance students, distance program, we're looking at admitting around 25 students per year. So once we get to that point, if you get your application materials in after we have admitted 25 students, we will put you on a waiting list and, you know, hopefully a spot would open up.

But we couldn't guarantee that, so I think for the business students, you know, even though you have up until August 1st, I would really encourage you to get those materials in sooner than that so you kind of keep yourself in the, you know, in consideration with other applicants who may be getting the materials in sooner. All right. So then beyond, with the department application, on-campus and distance students, you're completing the same application as distance, just some small differences. So, first, we click on this, and this takes us -- takes you to this application system. This is something that you can go back to at different times, so you're going to -- you may get into something where you can, you fill out some of it now, some of it, you know, next week, the next few weeks. The main thing you want to do is when you get to the bottom of your page, you want to click here where it says "proceed to page two, submit application." When you're on page one and you click this, it just saves whatever you put on page one. When you get to page two and you click on this, then that's when you actually are ready to submit your application. But through this system, this is where you upload your statement of purpose, you upload a resume, and your three letters of recommendation.

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Those are the primary things that go into this part of the application system. And, again, if you have questions on that contact, Craig, you know, as opposed to Cal State Apply, as I said before, we have control over the system, so if something doesn't work right, we can work with you immediately and, you know, help you get through that part of the application process. One thing to keep in mind is that when you have the department application, you want to select, are you applying to the on-campus program, the distance program, or something called the rehabilitation [inaudible] certificate, which only applies to the distance program? So let's say you're applying on-campus, you click on this and then, you know, that tells us, like, what program option you're looking at.

>> Just kind of a quick [inaudible]

>> Yeah.

>> When there's a recommendation, so all we have [inaudible] send them to us and we'll upload them.

>> Mm-hmm.

>> Okay, because I know some professors, they want to know [inaudible] they don't want you [inaudible] like see and stuff, so.

>> Yeah. I mean, if they -- if your letter writers had, like, a, you know, a qualm about sending it back to you, they could email it directly to me.

>> Okay.

>> That's another option. Yeah?

>> Isn't there a way -- because I know when I did it, I sent it to my professors and my investors and they actually physically uploaded them themselves.

>> Yeah, there was some -- well, for the department application, there was another problem that SDSU got into where the application system for the departments, like this, the vendor that they worked with went out of business, and so we had to come up with our own system. So we weren't able to figure out a way to do that, like, you know, whether your letter writers would send it directly to the system or having our applicants send it directly to the system. All right. So back to this page. Now we get to the second part. This is where we get into Cal State Apply. So the deadline, again, for, to get registered in the system for the on-campus program is March 1st and for the distance program, August 1st. And when you get into the system, if you're an on-campus applicant, you select "master's degree or higher" and then you look for rehabilitation counseling under San Diego graduate. If you're a distance applicant, you select "master's degree or higher" and then look for rehabilitation counseling under San Diego extension. It's not like, you know, user-friendly, it's not -- I mean, I think it's somewhat user-friendly, but I probably would type this, or print it off, have it in front of you as you're going through the Cal State Apply system, just to make sure you're selecting the right options as you go through.

And then with your transcripts, if you have, like, physical copies of your official transcripts, you would send them directly to this address, graduate admissions, and then 555, 5500 Campanile Drive, San Diego, California. But the -- some places are also able to send electronic transfers directly to SDSU electronically, and I think that's probably more common, but if you have, again, physically, if there's [inaudible] it would go to this address. In terms of your GRE course, you're going to look for, you're going to have to write in a code. They're going to ask you, when you register for the GRE, what, like, institution do you want it sent to? So you want to look for, or you want to type in 4682, and that goes directly to SDSU. So Cal State Apply is going to look like this and then you basically kind of go through, you know, the different windows to eventually register for our program. Again, if you have questions on that, I would go to Craig first and then we will try to work with you in terms of getting through that application. Has anyone -- yeah, sorry Craig. [Inaudible] you know, talk to Craig, talk to Craig, so that's --

>> You can [inaudible] for something.

>> Yeah [inaudible]. Has anyone tried Cal State Apply yet? Anyone? No? Okay. Well, you know, I would start it soon to just kind of get, you know, get into that system, get the ball rolling with that.

>> [Inaudible] some people, not the [inaudible] department [inaudible] on the program. So they start their application [inaudible] program or if you're in [inaudible] just make sure you're applying for the right program.

>> Yeah. Yeah. I mentioned before that once we have all your materials in, we schedule a one-on-one interview with you. And so it'd be, like, Mark, myself, the other full-time faculty. We just have, you know, you're not going to have a panel interview or anything like that. It's a one-on-one interview. We typically meet for an hour or so and then we ask all the applicants the same questions. Some of the questions are going to make sense like, you know, why do you want to become a rehabilitation counselor? So there's other questions that are more, who are you as a person? And some of the questions might kind of seem a little odd, but it's really to kind of get a sense of you as an individual. And then we talk about, you know, different options within the program. We're really trying to, you know, Joel knows this. I talk about, like, fit a lot in our class, classes, you know, trace after. That's a theory that we'll talk about. And the idea with that is you're trying to find a good fit for a profession for yourself. You know, we -- we're trying to help you and us make the best decision on, you know, you deciding to go into this degree program but also this profession, so we have a lot of questions to try to get at that, and it's a way for us to learn about you but also for you to learn more about the program, and so we do that during the interviews. And then following the interview, so usually it's a pretty quick process, maybe like a week, two weeks later, we tell you if you're been admitted or if you're been put on a waiting list or, you know, if you've been denied admission. But we try to, again, have pretty quick turnaround time in terms of informing you about that. Mark, anything else you have to say about the interviews? No?

[ Inaudible Conversation ]

>> Okay. [Inaudible] don't do that, don't be late, yeah. Yeah [inaudible]

>> Joel, maybe [inaudible] to when you got the interview, what it was like.

>> Well, it's like, like Chuck said, it's basically you sit down and it's not this, not like, you know, very rigor. It's more at ease. You know, they ask you basically why you want to be here, what kind of pushed you to this or what brought you here. Like, for me, it was I wanted to find out what was wrong. I always thought there was something wrong with me. Going through the program, I learned the different between something being wrong, because we say, "Oh, this guy has a handicap." Well, no, it's not that. It's, again, it's disability. It's a different ability. And we have to see that because it's -- everybody's a human being, you know? So you have to treat each other as human beings. So when you go into this program, you have to see what can I do for you to make your life better? Because there's, like Chuck said, there's sometimes -- I know, I'm Hispanic, so when you have a disability, I was epileptic when I was a kid, so I was always hugged and, you know, protected. But you get to a point where, like Chuck said, you get to be 30 and 40 still living at your parents, God forbid they die, then what happens to you? Who's going to take care of you? So our kind of like our role is to help individuals with disabilities find their niche, what, they want to go to school? They want to go to work? Or they want to just live independently. So that's what we do and that's what they want to find out. If you're a fit for this. Because if you go in and you do your three years here and you say, "I don't like this job." You've just, you know, wasted your time basically. So it's kind of like a give and take.

>> Yeah, that's a good way to describe it. Yeah. So we've got a little bit of time, you know, for any questions you may want to -- you may have. I know we've covered a lot of stuff, so it's kind of just whatever is on your mind. Yeah. Yeah.

[ Inaudible Comment ]

I need to go now, but give you my email to give more information. So with the amount of people and all several here, and I'll send you an email over the weekend. It's going to have all the websites we talked about tonight, I think a lot of the key things we talked about so that, you know, you have like a central place of information to go to and then just, you know, stay in contact with us for follow-up questions you might have. Yeah?

>> How many people would you say apply?

>> It varies from semester to semester. I think some semesters we've had 50, 60 students. Some semesters, it's been in the 30s. It just kind of, it varies from semester to semester. Yeah. Yeah?

>> I have a question about [inaudible]

>> Yeah.

>> Is that like how low [inaudible]

>> Yeah. There's no exact, like, length for that. I think -- Mark, I'll have you jump in on this one too. I think typically we're looking at three to four pages, double-spaced. You know, just enough for us to kind of learn more about your motivation for wanting to do this, a little bit about yourself. Sometimes students may have, like, personal experiences from themselves or from family member, and sometimes they talk about that as part of the reasons why they want to do this, but I think it's more for us to get to know, like, who you are and why you want to do this. And then when we have the interview, we talk more, more about them. Yeah?

>> So if I missed most the first, pretty much the whole first half of this presentation, how -- am I going to be able to receive the information you guys discussed in an email?

>> Yeah, this whole -- like, as I said before, this whole presentation tonight, well, the entire meeting, it's recorded and so I'll send it to you. It's going to have the link to how to access, you know, this recording and everything we talked about.

>> Thank you.

>> Yeah, absolutely. Anything else?

>> Do you want to mention [inaudible] intent to enroll? Because [inaudible]

>> No. Yeah. Well, no [inaudible] application, so yeah. Yeah?

>> What's the cost per unit?

>> Right now, if you're an in-state student, it's approximately, and Craig, correct me if I'm wrong. I believe it's like around 8,500 dollars over the course of the semester for fall and spring together, for full-time. If you're a distance student, it's a different way of -- it's a different funding mechanism or it's a different, like, way of doing the tuition. That is 524 per unit, now, whereas in the on-campus program, they don't do it like that. It's, you pay a fee, you pay the 8,500 dollars or so over the course of the fall and spring if you're full-time. So if you took, like, three classes or took four classes or five classes, you pay the same amount of tuition. And if you took less than -- if you're part time, you pay a lesser amount, but it wouldn't make a difference if you took one class or two classes if you're a part time. Whereas in the distance program, it makes, you know, it's tied exactly to the number of units the amount that you pay per semester.

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>> And also [inaudible] mentioned that the [inaudible] 1,000 dollars per month and [inaudible] as long as you're a full-time student, so you'd be getting it while your class [inaudible] per year [inaudible] almost [inaudible] if you're [inaudible]

>> And like Chuck said, it depends on how much, like, how many students there is, because I remember one last semester, I think, somebody dropped, and our stipend went up. But now this year, or this semester, we have, I guess, another person, so it went back to what it used to be. And if there's like two or three people, then it'll go down. So it depends on how many students there is.

>> Yeah. Yeah?

[ Inaudible Comment ]

No, okay.

>> The semester [inaudible]

>> Not for on-campus, just --

>> For distance.

>> Oh, are you looking at distance?

>> For distance.

>> Oh, yeah.

>> The distance program.

>> Yeah.

[ Inaudible Comment ]

Mm-hmm. It changes a little bit from year-to-year, but typically we're looking at the fall semester starts on the third week of August and then it goes to maybe the second or third week of December, and then you have around like three to four weeks of a break, a winter break, and then you start classes again, this semester I think we're looking at, January 17th is when classes start again, so like right around a month. And then it goes to the spring semester goes to around the second week of May. And then the summer semester, summer term is around two weeks later, and then that goes over, I think it's eight-week period, and then you've got a couple weeks before the fall semesters start again.

>> And spring break and Thanksgiving break.

>> Yeah. You get a week -- well, Thanksgiving, it's a little different in the distance program because, you know, you wouldn't really have like the same kind of thing where you have a break, per say. But in the on-campus program, you'd have classes either Monday, sometimes Tuesday. I think technically the university's open Monday, Tuesday, and Wednesday, but there's really no classes typically after Monday of that week, and then during spring break you have the entire week off. There's other [inaudible] holidays, you know, you have those days off, so. Anything else? Okay, well, it's been great having you here tonight. We really hope you do apply and we're here to support you throughout the entire process [inaudible]. Don't hesitate to contact us, all right?

[ Inaudible Comment ]

Thanks, y'all.

[ Background Conversation ]

Thank you guys.

>> Thank you.

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