Counselor Education with Specialization in Student Development in Higher Education M.S.
Program Rationale:
The mission of the student development master's degree program is to prepare graduates to function effectively as student development specialists in rapidly changing institutions of higher education. Students are trained to understand and to meet the developmental needs of college students, taking into account worldviews and expectations which are influenced by age, ethnic background, national origin, gender, sexual orientation, disability status, and other "non-traditional" perspectives. Graduates are prepared to function as student affairs professionals in higher education settings, such as student activities, academic advising, career counseling, orientation, first-year experience programs, residence halls, and learning centers.
Program Learning Outcomes:
Students in the program are expected to:
- demonstrate knowledge of theory, practice, and ethical standards relative to the practice of student development in higher education;
- demonstrate appropriate counseling, advising, and group facilitation techniques for use with students, staff, and faculty in higher education;
- demonstrate the ability to collaborate with colleagues throughout their institutions for purposes of creating and assessing learning experiences for students;
- identify a wide range of world views based on culture and life experience, including their own, and use this understanding to communicate effectively across cultural and personal differences; and
- demonstrate knowledge of federal and state laws pertinent to roles and functions of student affairs professionals and to the responsible management of colleges and universities.
Course and Capstone Requirements
Core Courses
| CNSL 500 | The Dynamics of Group Behavior | 3 |
| CNSL 501 | Theories and Techniques in Counseling | 6 |
| CNSL 503 | Supervised Counseling Practicum | 3 |
| Total Credit Hours: | 12 |
Directed Electives
| CNSL 521 | Career Counseling and Development | 3 |
| CNSL 525 | Multicultural Counseling | 3 |
| CNSL 530 | Student Development in Higher Education | 3 |
| CNSL 531 | Student Services in Higher Education | 3 |
| CNSL 532 | Program Design in Student Services | 3 |
| CNSL 533 | Legal, Financial, and Policy Issues in Student Affairs | 3 |
| CNSL 592 | Supervised Internship in Higher Education | 3 |
| ED 598 | Research and Data for School Improvement | 3 |
| Additional course as approved by advisor | 3 |
| Total Credit Hours: | 30 |
ED 598 may be waived by advisor based on undergraduate record of statistics and research.
Capstone
Plan A:
Plan B:
(consists of a major case presentation done in conjunction with the student's internship experience)
Total Credit Hours: 42-45
Admission Requirements for School Counseling, Professional and Rehabilitation Counseling, and Student Development in Higher Education
Admissions to the School Counseling, Professional and Rehabilitation Counseling, and Student Development in Higher Education programs are made on a competitive basis only one time per year. All applications must be completed and received by April 1 for fall admission of the following academic year to the School Counseling program and the Professional and Rehabilitation Counseling program. Applicants for the Student Development in Higher Education program may apply as either full-time or part-time students. The application deadline for admission as a full time student is March 1. Full-time students take 9 credits during fall and spring semesters, follow a prescribed program schedule, attend during the summer, and complete the program in 19 months as a cohort. The application deadline for part-time students is April 1. Part-time students may take 3 or 6 credits per semester and must complete the program within 6 years. Their program of study is arranged with their advisor. Candidates for admission will be selected on the basis of the following criteria:
- Grade point average: Minimum 2.70 grade point average (GPA) for all under-graduate courses and a 3.00 for all graduate courses, based on a 4.00 point scale where A is 4.00
- Three recommendations from individuals able to testify to the student's suitability as a prospective counselor.
- A 2-3 page typewritten (double spaced) essay describing the following:
- Reasons for entering the counseling profession.
- Personal and professional experiences that influenced you to pursue the counseling profession.
- Personal characteristics you believe will contribute to your success as a counselor.
- A personal interview by the program's faculty admissions committee. The committee will assess the student's personal attributes and life experiences that might contribute to the student's potential for success as a professional counselor.
Additional Admissions Requirements for School Counseling
Documentation that the applicant has successfully passed all three parts of the Praxis Core Academic Skills Test or qualifies for a waiver. More information about the Praxis Core tests may be obtained by calling 1-800-742-9476 or by accessing the Praxis website at www.ets.org/praxis. Applications for the Praxis Core tests and information about the waiver are available in the kiosk outside of the Office of the Dean, School of Education and Professional Studies, in Henry Barnard Hall.