Several examples of consulting completed for genetic counseling programs in the process of preparing an accreditation application are outlined below.  Each program defined the scope and hoped-for outcomes of the consulting.  In some instances, Ms. Warren was asked to function completely independently as an outside reviewer, and in others instances, she worked in parallel with members of a review team or program advisory committee.  Depending on the needs and preferences of the program, the consulting services can be conducted completely on-site, completely electronically, or using both methods.

Genetic Counseling Program #1
For this well-established program undergoing full accreditation review, the program director requested Ms. Warren to independently review of two specific aspects of the program design: the counseling and clinical curricula. Relevant documents (syllabi, completed accreditation forms, logbook tables, exit surveys, etc.) were sent electronically and the consulting role was to review and highlight strengths and weaknesses. Ms. Warren reported the outcome of her review in a detailed letter to the program director.

Genetic Counseling Program #2
For this well-established program undergoing full accreditation review, Ms. Warren was asked to be a member of the newly established program advisory committee.  She reviewed (electronically) the complete internal review documents that had been prepared for the advisory committee and completed a SWOT analysis of the program’s strengths, weaknesses, opportunities and threats.  She participated in a three hour advisory committee meeting by conference call.  Following the conference call, Ms. Warren spoke with the program director by phone to fully discuss the SWOT analysis and further brainstorm innovative strategies for moving the program forward in the next five to ten years.

Genetic Counseling Program #3
Ms. Warren initially consulted with this emerging program by working with the institutional leadership to develop a provisional accreditation application to the ABGC. Several years later, she was asked to consult on preparations for the program’s full accreditation application and site visit process. Ms. Warren was also asked to serve on the program’s external advisory committee.  In that capacity, she reviewed (electronically) documents in advance, and then participated in an on-campus 3 hour committee meeting.
Ms. Warren also planned and led a workshop on cultural competence for the students in this program, which was scheduled for the day after the program’s external advisory committee meeting.

Genetic Counseling Program #4
Ms. Warren was asked to consult with this program that had undergone leadership and other major design changes by helping the program director prepare an accreditation application.  She reviewed a draft of the accreditation proposal and composed a detailed letter reviewing the overall design of the program, specific elements of program content, and all program design transition plans. Her input was used by the program to improve the final accreditation proposal. Ms. Warren continues to serve on the program’s external advisory committee by participating in quarterly phone conferences.

Ms. Warren’s extensive qualifications for performing accreditation consulting include:

  • Accreditation Chair of the American Board of Genetic Counseling (2001-2004):
    • Led the process of completely re-evaluating, updating, and re-writing the Required Criteria for Accreditation by the American Board of Genetic Counseling.
    • Oversaw the accreditation review of many established and emerging genetic counseling programs in collaboration with site visitors and other members of the Accreditation Committee.
    • Communicated with individuals and institutions seeking guidance on how to develop a genetic counseling program. Several of these ongoing communications and discussions resulted in the establishment of new programs. 

  • Program Director of the University of Cincinnati Genetic Counseling Program (1992-2010):
    • Led the program’s accreditation review process multiple times, including writing narratives of the program’s history, accomplishments, mission and goals.
    • Convened internal review committees and developed survey tools to gather feedback from employers, alumni, faculty, students, and supervisors.
    • Compiled all aspects of the accreditation application into a synergistic whole.

  • Chair of an Ad Hoc Committee for the American Board of Genetic Counseling (2010-2011):
    • Led a nine-member committee tasked with extensively re-evaluating, updating, and re-writing the national Standards for Accreditation for the newly established Accreditation Council of Genetic Counseling.
    • Familiarity with applications of the new standards informs Ms. Warren's input and recommendations.

  • Consultant and Interim Director of the Long Island University Genetic Counseling Program (2009-2010 and 2013--2015):
    • As a consultant: worked with Dean's Office to complete the NYS application for new graduate program, and write the ACGC new program accreditation application.
    • As Interim Director: carried out all Director functions including teaching classes, recruiting an incoming class, planning and evaluating rotations/cases, and mentoring and preparing second year students to complete graduation requirements. Integrally involved in recruiting a permanent director. Hired as an adjunct instructor to continue mentoring students on thesis work.

  • Consultant and Director of the Bay Path University Genetic Counseling Program (2015-2017):
    • As a consultant: had major responsibility for writing the ACGC accreditation application for a hybrid genetic counseling program, including identifying clinical partners, writing course syllabi, the student handbook, and other required documents, as well as responding to questions and making revisions as requested by the accrediting body.
    • After receiving accreditation, served in the Director role on a temporary basis until a permanent director was identified. Responsible for all admissions tasks, interviewing students, conducting webinars and open houses, recruiting and orienting an inaugural class, identifying teaching faculty and instructional methodologies, and other activities to prepare for the entry of the program's first incoming class. 




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