Graduate Programs

Master of Education

Counselor Education

Graduate Core
CNSL 549Research Methods in Counselor3
EDUC 507Educational Measurement3
CNSL 530Life Span Dev & Adjustment3
Area of Specialization
CNSL 506K-12 Counslng Progm Dev & Admn3
CNSL 551Educational & Psychological Ap3
CNSL 508Theories of Counseling3
CNSL 517Counseling Skills & Practice3
CNSL 571Counseling Practicum3
CNSL 525Child & Adolescent Counseling3
CNSL 565Marriage & Family Counseling3
CNSL 502Professional Ethics2
CNSL 563Multicultural Counseling2
CNSL 560Crisis Intervention Counsel2
CNSL 567Community & Agency Counseling2
CNSL 564Diagnosis & Treatment in Cnsl3
CNSL 521Counseling & Medications2
CNSL 522Group Dynamics & Counseling3
CNSL 558Career Cnsl & Info Systems2
CNSL 594School Counseling Internship I6
or CNSL 595 Com/Agncy Counseling Intern I
CNSL 596School Counseling Intern II6
or CNSL 597 Comm/Agency Cnsl Intern II
Total minimum credits required for degree60

Students who complete the Master of Education, Counselor Education, can plan their program in a manner that may qualify them to be eligible to apply to the Licensing Board to become licensed clinical professional counselors (LCPC). Candidates for licensure must complete the Graduate Core, the Area of Specialization, a list of Specified Counseling Courses, for a minimum of (60) sixty semester credits.

Master of Science in Education

Instruction and Learning Program

Learning Outcomes: The graduate candidate will conduct action research in their professional learning environment. Graduate candidates develop appropriate assessment methodology for use in their action research project. Graduate candidates demonstrate critical, creative and reflective thinking processes throughout the program. The graduate candidate will identify and analyze contemporary issues in education. Graduate candidates demonstrate the utilization of learning theories and self-regulation in their instructional practice. Graduate candidates demonstrate the integration of technology in course work and program exit requirements.

The Master’s of Science degree, Learning Development option, is offered in a cohort format. All courses are offered on weekends (Internet support) and with a start to finish time of two years. Individuals and groups interested in starting a cohort group in their location should contact the Graduate Programs Office at 1-800-662-6132, extension 3738. Further information regarding the delivery of the program will be made available upon inquiry.

Required Courses
EDUC 517Research Methods3
EDUC 507Educational Measurement3
EDUC 520Learning Technologies3
EDUC 532Assessment & Evaluation3
EDUC 548Learning Theories3
EDUC 550Critical and Creative Thinking3
EDUC 552Learning Systems3
EDUC 554Graduate Seminar3
EDUC 558Mastery Learning3
EDUC 598Graduate Action Research3
EDUC 511Change Theory and Pratice3
EDUC 522Motication and Learning3
Total minimum credits required for degree36

Program Mission Statement

The Counselor Education Program prepares counselors who have developed sound practical skills through experiential learning; who have acquired a comprehensive theoretical knowledge base; who hold a strong counselor identity; and who possess the personal dispositions necessary to work in various professional settings with diverse clientele.

Program Responsibilities

The Counselor Education Program believes it has responsibilities to current graduate candidates and to their future clients. Additionally, the department believes it has a responsibility to collaborate with the communities within which it works, to continue to grow as a program, and to model professional involvement and identity.

Program Objectives

  • The program will prepare and graduate skilled, knowledgeable, self-aware and self-reflective counselors who are prepared academically to seek licensure.

  • The program will support faculty to collaborate with the community, its agencies and schools, to aid in learning opportunities for graduate students.

  • The program will continually evaluate the curriculum, practices, and requirements to promote the highest quality education.

  • The program will support faculty to model professional identity through involvement in professional organizations, attaining leadership positions.

    Program Learning Outcomes for Counselor Education, MEd

    Graduate Candidate Competencies

  • The graduate candidate implements sound practical therapeutic and relational skills that reflect current practice.

  • The graduate candidate possesses a comprehensive theoretical knowledge base that can be integrated and transferred to effective counseling relationships and techniques.

  • The graduate candidate expresses a strong counselor identity through involvement and participation in professional organizations, advocacy, trainings, workshops, seminars, or other continuing education opportunities.

  • The graduate candidate demonstrates a self-aware and self-reflective stance that allows for growth and the personal dispositions necessary to work in the counseling field.


    Instruction and Learning (verified)

    Program Mission Statement

    The Instruction and Learning Program mission is firmly grounded in a vision of and commitment to learning environments in which all learners have access to educational opportunities, choices, and experiences that enable them to achieve at the peak of their potential. The professional education programs are designed for delivery through innovative and efficacious systems that provide professional development and excellent educational experiences to diverse populations in a geographically and economically challenged region. To this end, we provide a variety of rich, intentional, and meaningful experiences designed to support candidates’ development of appropriate dispositions, knowledge, skills, traits and habits for their fields. Through this educational experience, graduate candidates prepare to impact students’ lives and learning and to take leadership roles in classrooms, schools, and beyond.

    Program Responsibilities

    The Instruction and Learning Program believes it has responsibilities to current graduate candidates and to their future clients. Additionally, the faculty believes it has a responsibility to collaborate with the communities within which it works, to continue to grow as a program, and to model professional involvement and identity.

    Program Objectives

  • The program will prepare and graduate candidates capable of identifying and analyzing contemporary issues in education and examine their effect on instructional practice in culturally responsive learning environment.

  • The program will prepare and graduate candidates capable of conducting classroom action research using quantitative and qualitative methods in your classroom, school district and community to improve instruction and learning.

  • The program can document the effects of instruction of students using assessment and evaluation methodologies that accurately reflect student performance.

  • The program will prepare and graduate candidates that demonstrate critical thinking, creative thinking, reflective thinking and self-regulation in a professional learning environments.

  • The program will prepare graduate candidates that demonstrate and promote the integration of technology in professional learning environments.

  • The program will prepare graduate candidates who have increased awareness and intervention skills in mental health, suicide awareness, and collaborative problem-solving change processes.

    Program Learning Outcomes for Instruction and Learning, MS in Education

    Graduate Candidate Competencies

  • The graduate candidate will identify and analyze contemporary issues in education.

  • The graduate candidate will be able to examine their effect on instructional practice in culturally responsive environments.

  • The graduate candidate will conduct action research in their professional learning environment

  • The graduate candidate will develop appropriate assessment methodology for use in their research proposal.

  • The graduate candidate will demonstrate critical, creative and reflective thinking processes throughout the program.

  • The graduate candidate will demonstrate the use of learning theories and self-regulation in their instructional practice.

  • The graduate candidate will demonstrate the integration of technology in course work and program exit requirements.

  • The graduate candidate will demonstrate awareness and intervention skills in mental health, suicide awareness, and collaborative problem-solving change processes.