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PH.D. PROGRAMS
IN COUNSELOR EDUCATION
PROGRAM
OBJECTIVES
-
Recruit
annually from a pool of international applicants the highest quality
students available to enter the professional preparation program for
counselors and counselor educators
-
Prepare and
graduate interpersonally and interprofessionally skilled, culturally
competent, professionally knowledgeable, ethical, self-reflective,
compassionate and license-eligible counselors and counselor educators
-
Engage in
research to advance existing knowledge in counseling and counselor
education
-
Collaborate
with the community and outside agencies to identify learning
opportunities for graduate students that serve individuals and
communities;
-
Exercise
national and international leadership in research, skills, and content
critical to the preparation of professional counselors and counselor
educators.
AREAS OF
SPECIALIZATION
Three major areas of study are emphasized:
leadership in human services, counseling theory, and practice and
research. Well-trained counselor educators and professional counselors
must be able to critically evaluate, as well as contribute to the
knowledge base upon which their interventions are derived. Skills in
critical analysis are especially important in the rapidly expanding fields
of human services where practice must keep pace with new knowledge as it
is accumulated. A commitment to the promotion of human welfare and
socially responsible action is fostered through encouraging a willingness
to assume leadership roles and model these behaviors for other helping
professionals.
CAREER
OPPORTUNITIES
Graduates from the doctoral program in counselor
education are trained to assume leadership roles in the counseling profession.
Many doctoral graduates choose careers in higher education, either in
administrative or academic posts.
TIME OF STUDY
The minimum hours required for graduation is 93
credits beyond the master’s degree. The goals of the student will determine the
actual length of his or her program.
ADMISSION
CRITERIA
Most applicants accepted into the program
have the following qualifications:
- Master’s degree in Counselor Education
or related field of study.
- Cumulative GPA of 3.3 or better in
previous graduate coursework.
- Valid (within 5 years) GRE scores.
- The following courses must be taken
prior to admission into doctoral level coursework if the master’s degree
is in a related field that did not include classes equivalent to the
following:
- Edu PAES 773 Counseling Services and
Techniques
- Edu PAES 774 Introduction to
Counseling
- Edu PAES 800.01 Practicum in Basic
Helping Skills: Individual
- Edu PAES 775 Introduction to Group
Counseling
- Edu PAES 800.02 Practicum in Basic
Helping Skills: Group
- Edu PAES 779 Education and Vocational
Guidance (must be taken prior to 926.05)
- Edu PAES 801.01 Multicultural Issues
in Counseling (must be taken prior to 926.05)
- Edu PAES 974 Supervised Practice in
Individual Counseling
- Edu PAES 978 Supervised Field
Experience (3 credits)
- Edu PAES 767/978 Assessment in
Counseling: Instrumentation
- Edu PAES 768/978 Assessment in
Counseling: Interpretation
Notes:
- 774 and 800.01 must be taken
consecutively
- 775 and 800.02 must be taken
consecutively
- 3 credits of 978 must be taken
consecutively with 974
- 3 credits of 978 must be taken
consecutively with 767
- 3 credits of 978 must be taken
consecutively with 768
- The practical skills courses are a
series – note the prerequisite courses listed in the University
Bulletin Course Listings
- 768 must be taken after 767
FINANCIAL
AID INFORMATION
The doctoral program has a limited number
of Graduate Associateships (in teaching, research, or supervision)
available to students. These GA positions provide the student with a
monthly stipend and waiver of resident tuition costs. While receiving the
GA funding, the student must maintain a full load of coursework and a GPA
of 3.0.
OTHER INFORMATION
Non-Course
Requirements
Click here to view the Non-Course Requirements.
(Requires Acrobat Reader) CLICK HERE FOR A FREE COPY OF ACROBAT READER.
In addition to the program’s coursework,
the Ph.D. degree has non--course requirements in the following areas:
- Computer/Technology Competence.
- Professional Association Involvement.
- Research Team Involvement.
- Article Submitted for Publication.
- Presentation Submitted at a
Professional Conference.
- Assistance with Teaching.
A listing of these requirements with
documentation for fulfilling them is in on page 8. Non-Course requirements
must be completed prior to the approval of your dissertation proposal.
Notes to Students: Options for
Internship
The faculty has approved options for an
"assistant faculty" internship that includes: teaching the 800.01 or
800.02 labs; teaching 270.01, 270.02, 270.03, or teaching FEEP. Other
possibilities can be explored with your advisor. No more than 50% of your
internship can be completed using an "assistant faculty" option.
Additionally, your advisor must be convinced that your clinical skills are
good enough to permit you to take advantage of a "teaching internship".
Additional Rules You Need to Know
If a master’s degree was earned at another
university it must be transferred to this university. A student must be
registered for at least three graduate credit hours during the quarter(s)
of the Candidacy Examination, the quarter of the Final Oral Examination,
and the quarter of expected graduation. Residency requirements for the
doctoral program include: a minimum of three out of four consecutive
quarters with an enrollment of at least ten graduate credit hours per
quarter at this university and a minimum of 20 graduate credit hours over
a period of at least two quarters after admission to candidacy.
General Examination and Dissertation
Advisement
The General Examination is a single
examination consisting of two portions, written and oral, administered
under the auspices of the Graduate Studies Committee in conjunction with
the Student’s Advisory Committee and the Graduate School. The General
Examination tests the student’s knowledge of the field and related areas
of study, the capacity to undertake independent research, and the ability
to think and express ideas clearly. It is strongly recommended that the
General Examination be completed prior to the formal internship.
The dissertation is a scholarly
contribution to knowledge in the student’s area of specialization. Writing
a dissertation demands that the student demonstrate a high level of
knowledge and is able to function as an independent scholar. Students
register for dissertation advisement hours as needed. A Final Oral
Examination includes but is not limited to discussion of the dissertation.
Philosophy
The purpose of the Doctoral program in
Counselor Education is to prepare professional counselors and educators
who will make contributions to the psychoeducational role and provide
leadership in an expanding the human service profession.
The Doctoral program in Counselor
Education recognizes core skills that serve as the foundation of
professional counseling. The applied areas of professional counseling are
inseparable from the theoretical and research base which form a common
branch of knowledge and skills from which the specializations flow.
Doctoral students in the program are expected to study a common academic
core consisting of social and behavioral sciences and educational
foundations, research and evaluation, assessment, counseling
interventions, leadership and consultation, education and supervision, and
supervised field experience. The types of targeted skills and age groups
differ depending on the student’s career aspirations.
Professional preparation in Counselor
Education is provided through a scientist-practitioner model with special
consideration given to practitioner roles. Roles as professional
counselors, supervisors, leaders and counselor educators using
psychoeducational models as service delivery systems are developed by
students as a unique feature of the Counselor Education program.
The Counselor Education program also
fosters multiple perspectives on human services. This is accomplished
through: (1) providing students with a psychoeducational knowledge base
rooted in theory and research, and (2) community settings throughout the
state and nation. |
