Accreditation Information
COAMFTE master's and doctoral programs that reside in educational institutions have legal authority to confer higher education degrees. The following links describe the details of both regional accreditation and documentation of a governance board:
Graduate Achievement Data Table-MA Program
COAMFTE Graduate Achievement Data Table for Family Therapy Program, Master of Arts
Accredited: May 1, 2015
Cohort Year Students Entered Program* | Number of Students in Program |
Graduation Rate (%)** |
Job Placement Rate (%)** |
National Exam Pass Rate (%)**** |
Licensure Rate (%) |
---|---|---|---|---|---|
2010-2011 | N/A | N/A | N/A | N/A | N/A |
2011-2012 | N/A | N/A | N/A | N/A | N/A |
2012-2013 | N/A | N/A | N/A | N/A |
N/A |
2013-2014 | N/A | N/A | N/A | N/A | N/A |
2014-2015 | FT: 4 |
FT: 100% |
FT: 100% |
FT: 100% |
FT: 100% |
2015-2016 | FT: 4 PT: 1 |
FT: 100% PT: 0% |
FT: 100% PT: 0% |
FT: 100% PT: 0% |
FT: 100% PT: 0% |
2016-2017 | FT: 5 |
FT: 100% | FT: 100% |
FT: 80% |
FT: 80% |
2017-2018 | FT: 5 PT: 1 |
FT: 100% PT: 100% |
FT: 100% PT: 100% |
FT: 100% PT: In Process |
FT: 100% PT: In Process |
2018-2019 | FT: 2 |
FT: 100% | FT: 100% | FT: 100% | FT: 100% |
2019-2020 | FT: 6 | FT: 100% | FT: 100% | In process | In process |
2020-2021 | FT: 8 | FT: 100% | FT: 100% | In process | In process |
2021-2022 |
FT: 8 |
In process | In process | In process | In process |
2022-2023 |
FT: 8 |
In process | In process | In process | In process |
Graduate Achievement Data Table- Ph.D. Program
COAMFTE Graduate Achievement Data Table for Family Therapy Program, Ph.D.
Accredited: July 1, 2009
Cohort Year Students Entered Program* | Number of Students in Program | Graduation Rate (%)** | Job Placement Rate (%)*** | National Exam Pass Rate (%)**** |
---|---|---|---|---|
2010-2011 | FT: 5 PT: 3 |
FT: 100% PT: 100% |
FT: 100% PT: 100% |
No data |
2011-2012 | FT: 6 PT: 0 |
FT: 100% PT: 0 |
FT: 100% PT: 0 |
No data |
2012-2013 | FT: 7 PT: 0 |
FT: 100% PT: 0 |
FT: 100% PT: 0 |
No data |
2013-2014 | FT: 4 PT: 0 |
FT: 100% PT: 0 |
FT: 100% PT: 0 |
No data |
2014-2015 | FT: 6 PT: 1 |
FT: 50% PT: In process |
FT: 100% PT: In process |
No data |
2015-2016 | FT: 6 PT: 0 |
FT: 67% PT: 0 |
FT: 67% PT: 0 |
No data |
2016-2017 | FT: 3 PT: 0 |
FT: 33% | FT: 33% | No data |
2017-2018 | FT: 6 PT: 0 |
FT: 67% |
FT: 67% PT: 0 |
No data |
2018-2019 | FT: 2 PT: 0 |
FT: 100% | FT: 100% | No data |
2019-2020 | FT: 2 PT: 1 |
FT: 50% |
In process | No data |
2020-2021 | FT: 3 PT:0 |
FT: 33% | In process | No data |
2021-2022 | FT: 2 PT:0 |
In process | In process |
No data |
2022-2023 |
FT:5 |
In process | In process |
No data |
Description of Students and Diversity Information
The following is a list of students enrolled in the Medical Family Therapy Program (M.A. and Ph.D.) and a breakdown of diversity information for faculty, students, and supervisors.
Medical Family Therapy Program Students (Word)
Diversity Definition
Diversity is represented by the acceptance of individuals identifying themselves (or as identified by others) as belonging to any combination of ethnic, racial, cultural, gender, identity, religious, sexual orientation, age, persons with different categories of disabilities, economic, and educational cultures.
Program Mission Statement on Diversity
The Medical Family Therapy Program is committed to an inclusive and accepting environment for all learners and instructors. The program acknowledges several contextual and historical injustices in our society creating marginalized and stigmatized communities. We are committed to creating a culture where students, faculty, community partners, and visitors feel valued and celebrated in our diversity. We seek to provide anti-racist, anti-ableism, LGBTQ-affirming, and culturally humble clinical care, research, teaching, and service. We are equally committed to educating students from all backgrounds to promote a future workforce of diverse clinicians, researchers, and social justice leaders in the field.
Climate of Safety, Respect and Appreciation
The master鈥檚 and doctoral programs integrate a climate of safety, respect and appreciation in many areas of teaching, learning and support. Through courses, advising and mentorship, the program assures that all students from diverse and/or marginalized backgrounds can feel comfortable and respected at all times. The program evaluates safety, respect and appreciation through several mechanisms, including exit and alumni surveys, course evaluations, yearly program focus groups, and program meeting minutes. The faculty also construct course syllabi to make sure that all student opinions and contributions are welcomed, incorporating perspectives from diverse backgrounds.