|
|
Counseling, Rehabilitation, and Student Development Chair: Dennis R. Maki
Professors: Nicholas Colangelo, Dennis Harper, Dennis R. Maki, Leslie Margolin, Ernest Pascarella, Vilia Tarvydas, Elizabeth J. Whitt
Professors emeriti: Richard Dustin, Albert B. Hood, David A. Jepsen
Associate professors: Debora Liddell, Tarrell Portman, Jodi Saunders, John Wadsworth, Sherry Watt
Associate professors emeriti: William A. Matthes, Ralph R. Roberts Jr.
Assistant professors: David Duys, Malik Henfield, Susannah Wood
Adjunct assistant professors: David Grady, Barbara O'Rourke, James Schmeling, Johnnie Sims
Clinical assistant professor: Debra Anne M. Johnson
Adjunct lecturers: Leanne Eichinger, Valerie Garr, Sarah Hansen, Orville Townsend
Undergraduate nondegree program: Minor in Human Relations
Graduate degrees: M.A., Ph.D.
Web site: http://www.education.uiowa.edu/crsd The Department of Counseling, Rehabilitation, and Student Development generates and disseminates knowledge, develops skills, and promotes attitudes about effective professional practices that foster human development across the life span. The department prepares practitioners and scholars primarily at the graduate level, through degree programs in counselor education and supervision, rehabilitation counseling, rehabilitation counselor education, school counseling, and student affairs. It also offers basic courses in interviewing and interpersonal skills for students in other professional and graduate programs. Undergraduate Program The department offers a minor in human relations. Contact the Office of Teacher Education and Student Services for information. Graduate Programs The department offers the following graduate degrees: M.A. in student development in postsecondary education, and Ph.D. in student affairs administration and research; M.A. in rehabilitation counseling, and Ph.D. in rehabilitation counselor education; M.A. in school counseling, and Ph.D. in counselor education and supervision. Upon completing a degree in the department, students are evaluated and are expected to have awareness, knowledge, and skills in these areas: current definitions, professional standards, and appropriate professional practices regarding multiculturalism; what it means to be a multiculturally competent helping professional; integration of feedback into practice and professionalism in interpersonal interactions; personal limitations and strengths that could ultimately support or harm a client or student; a personal plan for future practice in the field regarding multicultural relationships. Prospective students must meet admission requirements for the individual programs as well as the department's general admission requirements (see "Admission" later in this section). Student Affairs The department offers a Master of Arts in student development in postsecondary education and a Doctor of Philosophy in student affairs administration and research. M.A. in Student Development in Postsecondary Education The Master of Arts emphasizes theory and practice. It prepares students for a wide variety of entry- and mid-level positions in colleges and universities, including admissions and orientation, student activities, career planning, academic planning, residence halls, international student programs and advising, and community college counseling. M.A. students are required to pass written comprehensive examinations. A thesis is optional. The program is accredited by the Council for Accreditation of Counseling and Related Educational Programs (CACREP). ADMISSION Applicants who meet the following criteria are given preference for admission: an undergraduate g.p.a. of at least 3.00, significant undergraduate leadership experience, writing ability, and fit with the program. The admissions committee considers each applicant's entire application portfolio. Personal interviews are encouraged and may be required. All applications must include complete application forms; three letters of reference and/or completed recommendation forms; a written statement of goals, interests, and experiences relevant to graduate study in student development at The University of Iowa; official Graduate Record Exam (GRE) General Test scores; and official transcripts for previous postsecondary course work. Applications are considered for fall semester and are due by February 1. Applicants who submit their materials by February 1 receive preference for fellowship and assistantship opportunities. Campus visit days, held each March and/or April, give admitted M.A. applicants the opportunity to interview for assistantships and meet current students. Prospective students also may arrange campus visits at other times. REQUIREMENTS The M.A. in student development and postsecondary education requires 48 s.h. of graduate credit. It is designed for two years of full-time study (9-12 s.h. per semester), although some students study part-time toward the degree. The curriculum is based on theories of student learning and development; theories of organization and administration; knowledge of higher education contexts; research on college students, student affairs, and higher education; counseling and helping skills; student affairs administration; and connections among research, theories, and practice. Experiential Components The program requires a practicum and an internship. This experiential course work provides professional development experiences for the program's students. Practical experiences include developmental work with individual students; program planning, implementation, and evaluation; administration and supervision; exposure to diverse clientele; use of assessment and evaluation tools; familiarity with electronic technologies for communication and teaching; and application of ethical guidelines. M.A. students must complete at least one eight-hour-per-week practicum in a student services office, usually during the second semester of the first year. An M.A. site supervisor and program faculty members supervise the practicum, which includes a weekly seminar (07C:333 Practicum in Student Services). After successfully completing the practicum, students are eligible to begin a required internship in an approved student services site. The internship helps students integrate theory and standards into practice and develop a professional identity in the field. Interns must complete 600 clock hours under the supervision of an M.A. supervisor. Most students complete this requirement in half-time graduate assistantships over two semesters during the second year. Regular evaluations are required. Students meet weekly with their classmates and faculty supervisor in 07C:363 Capstone Seminar in Student Services. In addition to practicums and internships on campus, there are field site opportunities at several nearby colleges. Cornell College, Mount Mercy College, Coe College, and Kirkwood Community College are within a 20-mile drive from Iowa City. Grinnell College, Saint Ambrose University, Muscatine Community College, and Iowa Wesleyan College are within a 90-minute drive. Sample Course Schedule First year, fall semester:
| 07C:278 Applied Microcounseling |
3 s.h. |
| 07C:330 Introduction to Student Services |
3 s.h. |
| 07C:331 College Students and Their Environments |
3 s.h. |
| 07C:334 College Student Learning and Cognitive Development |
3 s.h. |
First year, spring semester:
| 07C:250 Multiculturalism in the Helping Professions |
3 s.h. |
| 07C:333 Practicum in Student Services |
3 s.h. |
Second year, fall semester:
| 07B:206 Research Process and Design |
3 s.h. |
| 07C:335 Administration of Student Services |
3 s.h. |
| 07C:363 Capstone Seminar in Student Services |
3 s.h. |
Second year, spring semester:
| 07B:100 Issues and Policies in Higher Education |
3 s.h. |
| 07C:332 College Student Psychosocial and Identity Development |
3 s.h. |
| 07C:363 Capstone Seminar in Student Services |
3 s.h. |
Ph.D. in Student Affairs Administration and Research The interdepartmental Doctor of Philosophy in student affairs administration and research is offered by the Department of Counseling, Rehabilitation, and Student Development and the Department of Educational Policy and Leadership Studies. The program provides in-depth preparation for leadership positions in student affairs administration, graduate student affairs preparation programs, and/or research about college students and student affairs practice. ADMISSION Applicants who meet the following criteria are given preference for admission: a master's degree in student personnel, higher education, counselor education, or a related field; an undergraduate or graduate g.p.a. of at least 3.00; significant work experience in student affairs, community organizations, or successful related work; writing ability; and fit with the program. The admissions committee considers each applicant's entire application portfolio. Personal interviews are encouraged and may be required. All applications must include complete application forms; three letters of reference and/or completed recommendation forms; a written statement of goals, interests, and experiences relevant to graduate study in student development at The University of Iowa; official Graduate Record Exam (GRE) General Test scores; and official transcripts for previous postsecondary course work. Applications are considered for fall enrollment. Application deadline is January 1. REQUIREMENTS The Ph.D. in student affairs administration and research typically requires 90 s.h. of graduate credit (approximately 60 s.h. beyond the master's degree), although a student's academic and experiential backgrounds, needs, and interests help determine the required credit. Decisions are made case-by-case in collaboration with the student and his or her advisory committee. Educational foundations covered in the curriculum include college student learning and development, student affairs administration, integrative experiences, research tools, and minor area courses. A nine-hour written comprehensive examination must be completed successfully before the student can be admitted to candidacy for the Ph.D. Requirements are as follows. College Student Research Core Total of 18 s.h.
| 07C:331 College Students and Their Environments |
3 s.h. |
| 07C:334 College Student Learning and Cognitive Development |
3 s.h. |
| 07C:336 Impact of College on Students |
3 s.h. |
| 07C:431 Seminar: Research on College Students |
3 s.h. |
Administration Core Total of 21 s.h. All of these:
| 07B:216 Finance in Higher Education |
3 s.h. |
| 07B:218 The Law and Higher Education |
3 s.h. |
| 07C:330 Introduction to Student Services |
3 s.h. |
| 07C:335 Administration of Student Services |
3 s.h. |
| 07C:337 Administration Theory in Student Affairs |
3 s.h. |
| 07C:432 Seminar: Student Affairs Practice |
3 s.h. |
Integrative Experiences Total of 3-9 s.h., based on student's background, needs, goals, and experiences
| 07C:433 Seminar: Current Issues in Student Affairs |
3 s.h. |
| 07C:333 Practicum in Student Services or equivalent experience (maximum of 6 s.h.) |
3 s.h. |
Research Tools Total of 21 s.h. All of these:
| One research design course (07B:206 or equivalent) |
3 s.h. |
| 07P:243 Intermediate Statistical Methods (or equivalent) |
4 s.h. |
| One qualitative methods course (07C:338 or equivalent) |
3 s.h. |
| 07C:461 Practicum in Research |
3 s.h. |
Two of these advanced quantitative or qualitative methods courses, or other approved research methods courses (total of 6 s.h.):
| 07P:244 Correlation and Regression |
4 s.h. |
| 07P:245 Applied Multivariate Analysis |
3 s.h. |
| 113:202 Ethnographic Field Methods |
3 s.h. |
One of these evaluation or instrument development courses:
| 07P:257 Educational Measurement and Evaluation |
3 s.h. |
MINOR AREA Ph.D. students earn 9 s.h. in minor area courses taken outside the College of Education. Disciplines such as sociology, psychology, anthropology, history, management and organizational studies, and law inform student affairs administration and research and provide deeper and broader understanding of student affairs practice and scholarship. Leaders in student affairs benefit from the varied perspectives that other disciplines can provide. DISSERTATION Students must complete a research dissertation, for a total of 12 s.h. Rehabilitation Counseling M.A. in Rehabilitation Counseling The Master of Arts in rehabilitation counseling prepares professional counselors to provide assistance in employment, independent living, and personal or economic development to persons with disabilities and other individuals who encounter barriers in meeting their functional needs. It also prepares professionals in the mental health counseling/psychiatric rehabilitation specialization to obtain licensure as counseling professionals who provide services in community mental health settings. Rehabilitation counselors work in a variety of settings, including public agencies such as state vocational rehabilitation programs and Veterans Affairs vocational rehabilitation programs; independent living centers; community-based rehabilitation centers and supported employment programs; private for-profit worker's compensation and insurance rehabilitation agencies; and mental health agencies. They provide interventions designed to help persons with disabilities adapt to the demands of their environments. They also prepare the environments to accommodate the individual's needs. Assessment, personal and vocational counseling, development of rehabilitation and treatment plans, case management, service coordination, psychosocial adjustment, job development, placement, and follow-up are typical services that rehabilitation counselors provide. The M.A. program in rehabilitation counseling is accredited by the Council on Rehabilitation Education (CORE). The program also is accredited in community counseling by the Council for Accreditation of Counseling and Related Educational Programs (CACREP). Graduates of the M.A. program are eligible for certification by the Commission on Rehabilitation Counselor Certification (CRC) and the National Board for Certified Counselors. By completing the mental health/psychiatric rehabilitation specialization course work, students also complete the courses they must take in order to apply for licensure as mental health professionals in Iowa. ADMISSION No specific undergraduate major area of study is required, but a major in one of the social sciences is considered good preparation for the M.A. in rehabilitation counseling. Applicants should have a good academic record and relevant experience, such as assisting individuals with disabilities. Postbaccalaureate work experience relevant to the field of rehabilitation counseling is preferred. The program encourages applications from persons traditionally underrepresented in the field, particularly those with a disability and/or members of minority or ethnic groups. Applicants also must meet the department's admission requirements (see "Admission" later in this section). A personal interview is required, either in person or by telephone. Applications for full-time study are accepted for summer session (June) entry. Application deadline for full-time study is April 1 for U.S. applicants, March 1 for international applicants. Applications for part-time study are accepted for fall and spring semesters. Applicants who submit their materials by February 1 receive preference and have maximum access to the Rehabilitation Services Administration Scholars Program. REQUIREMENTS The M.A. in rehabilitation counseling requires a minimum of 60 s.h. of graduate credit, including a 12 s.h. specialty emphasis area of the student's choice. Full-time students can complete the program in two academic years (four semesters plus two summer sessions, approximately 21 months). The curriculum blends academic work with supervised clinical experiences. Students take three semesters of practicum concurrently with academic courses. The program concludes with a full-time internship (40 hours per week) during a spring semester. Students are assigned to rehabilitation and community mental health agencies or facilities that meet CORE and CACREP accreditation standards and that have programs or clientele who match the student's interests and educational objectives. Some placements may require background checks. Supervised practicums, internships, and comprehensive examinations are not offered during summer sessions. Requirements are as follows. Department Requirements
| 07B:206 Research Process and Design |
3 s.h. |
| 07C:202 Introduction to Group Counseling |
3 s.h. |
| 07C:221 Theories of Counseling and Human Development Across the Life Span |
3 s.h. |
| 07C:250 Multiculturalism in Helping Professions (or equivalent) |
3 s.h. |
| 07C:270 Issues and Ethics in Counseling |
3 s.h. |
| 07C:278 Applied Microcounseling |
3 s.h. |
| Clinical practice (see "Clinical Practice," below) |
16 s.h. |
Program Requirements
| 07C:201 Introduction to Counseling and the Counseling Profession |
1 s.h. |
| 07C:210 Rehabilitation Client Assessment |
3 s.h. |
| 07C:241 Introduction to Rehabilitation Counseling and Case Management |
3 s.h. |
| 07C:247 Medical Aspects of Disability |
3 s.h. |
| 07C:249 Psychiatric Disorders and Interventions |
3 s.h. |
| 07C:341 Job Development, Placement, and Follow-Up |
3 s.h. |
| 07C:342 Psychosocial and Developmental Aspects |
3 s.h. |
Clinical Practice All of these:
| 07C:348 Prepracticum in Rehabilitation Counseling and Case Management |
3 s.h. |
| 07C:349 Practicum in Rehabilitation Counseling and Case Management |
3 s.h. |
| 07C:352 Internship in Rehabilitation Counseling and Case Management |
9-12 s.h. |
One of these:
| 07C:350 Advanced Practicum in Rehabilitation Counseling and Case Management |
3 s.h. |
| 07C:351 Advanced Practicum in Mental Health and Substance Abuse |
3 s.h. |
SPECIALIZATION With their advisor's approval, students select a specialization area. Specialization areas may include aging and rehabilitation, brain injury rehabilitation, law and disability, mental health/substance abuse counseling, mental health counseling/psychiatric rehabilitation, case management, correctional rehabilitation, multiculturalism, assistive technology, and Spanish-English emphasis. Students choose 12 s.h. of course work in their area. The specialization must include 9 s.h. of didactic course work and 3 s.h. of professional practice appropriate to the specialty at the practicum or internship level. COMPREHENSIVE EXAMINATION In addition to the departmental comprehensive examination, a three-hour written examination on the process and practice of rehabilitation and community counseling is required. Exams are offered only during fall and spring semesters. Ph.D. in Rehabilitation Counselor Education The Doctor of Philosophy in rehabilitation counselor education prepares professionals for leadership roles in rehabilitation counselor education, research, administration, and service delivery systems. It provides rehabilitation counselors the opportunity to master knowledge; clinical, teaching, and supervisory skills; and research competencies at the most advanced levels. Ph.D. students focus on three areas of advanced development: rehabilitation counselor education and supervision, research, and professional practice. The program is flexible, permitting students to pursue individualized plans of study within the required curriculum. Ph.D. graduates are expected to have sufficient knowledge and skill to teach at colleges and universities, supervise other professionals, and provide clinical services to clients. They also should have competencies to engage in and evaluate theoretical, qualitative, and empirical research. ADMISSION Applicants should have a master's degree in rehabilitation counseling or a related area and a graduate g.p.a. of 3.00 or higher. One year of full-time work experience in rehabilitation or a related field is strongly encouraged. Applicants should include a written statement of purpose for pursuing the Ph.D. in rehabilitation counselor education and personal career objectives, official score on the Graduate Record Exam (GRE) General Test, and three letters of recommendation. A personal interview is required. Applications are accepted for fall, spring, or summer entry; fall entry is strongly advised. Faculty consideration of applications begins January 15 for fall entry, November 15 for spring entry, and April 1 for summer entry. REQUIREMENTS The Ph.D. in rehabilitation counselor education requires a minimum of 90 s.h. of graduate credit. Most students complete their course work in three years and take a fourth year to complete the dissertation. Students who have not completed a master's degree in rehabilitation counseling must take appropriate masters-level courses or their equivalents. This combination of master's and doctoral course work ensures exposure to vocational rehabilitation as well as to independent living rehabilitation and community-based counseling processes, concepts, programs, and services. Each student is required to submit a curriculum plan. The rehabilitation counseling faculty reviews each student annually. To continue in the program, students must meet the department's requirements for maintaining candidacy. Requirements are as follows. Department Core
| 07C:255 Advanced Career Development and Counseling (or equivalent) |
3 s.h. |
| 07C:353 Advanced Counseling and Psychotherapy |
3 s.h. |
| 07C:357 Advanced Group Counseling and Psychotherapy |
3 s.h. |
| 07C:400 Seminar: Ethics and Issues in Counseling |
3 s.h. |
Program Requirements Students are expected to have completed core rehabilitation counseling requirements during master's degree work (see "M.A. in Rehabilitation Counseling" above). The advisor and program faculty determine which master's-level courses must be taken to correct deficiencies. Students also must complete the following.
| 07C:360 Advanced Practicum in Counseling |
3 s.h. |
| 07C:369 Advanced Seminar in Rehabilitation Counseling and Psychology |
3 s.h. |
| 07C:380 Practicum in College Teaching |
1-3 s.h. |
| 07C:450 Advanced Social Psychology of Disability |
3 s.h. |
| 07C:454 Supervision Theory and Practice |
3 s.h. |
| 07C:455 Supervising the Counseling Practicum |
3 s.h. |
| 07P:217 Seminar in College Teaching |
1-3 s.h. |
| 07P:385 Teaching and Learning in Higher Education |
3 s.h. |
Statistics and Research Design
| 07C:338 Essentials of Qualitative Inquiry |
3 s.h. |
| 07C:456 Seminar: Research in Rehabilitation Counselor Education |
3 s.h. |
| 07C:460 Seminar: Research in Counseling |
3 s.h. |
| 07C:461 Practicum in Research |
3 s.h. |
| 07P:243 Intermediate Statistical Methods |
4 s.h. |
| 07P:246 Design of Experiments |
4 s.h. |
One quantitative research methods course chosen from these (at least 3 s.h.):
| 07P:244 Correlation and Regression |
4 s.h. |
| 07P:245 Applied Multivariate Analysis |
3 s.h. |
| 07P:250 Computer Packages for Statistical Analysis |
3 s.h. |
| 07P:252 Introduction to Multivariate Statistical Methods |
3 s.h. |
MINOR AREA Students plan a minor area in collaboration with their major advisor and curriculum plan committee. The minor area must be outside the department. Students select a minimum of 9 s.h. of course work in the minor area, in collaboration with their minor advisor and with the approval of their curriculum plan committee. COMPREHENSIVE EXAMINATION The comprehensive examination consists of three exams that total nine hours. They cover the department core comprehensive (three hours), rehabilitation counseling--theory, practice, and research (three hours), and the minor area (three hours). DISSERTATION The dissertation is a major research study planned in collaboration with the student's major advisor. At least two rehabilitation counseling faculty members serve on the dissertation committee; one of them chairs or co-chairs the committee.
School Counseling M.A. in School Counseling The Master of Arts in school counseling prepares individuals to work effectively as counselors in K-12 school settings. The program is accredited by the Council for Accreditation of Counseling and Related Educational Programs (CACREP). Successful graduates are eligible for elementary (K-8) and/or secondary (5-12) school counselor licensure in Iowa and for national counselor certification by the National Board for Certified Counselors. School counseling students are strongly encouraged to earn an endorsement in talented and gifted education or a certificate from the Belin-Blank Center for Gifted Education. ADMISSION Applicants should have an undergraduate g.p.a. of 3.00 or higher and one year of teaching experience or successful experiences with children and/or adolescents. Graduate Record Examination (GRE) General Test scores must be on file at the University. Applications are accepted for summer entry. Applicants for fall entry may be accepted for an extended three-year study plan. Applications should be submitted by March 1 for U.S. applicants, February 1 for international applicants. REQUIREMENTS The M.A. in school counseling requires a minimum of 54 s.h. of graduate credit. The program emphasizes gifted education. During the first few semesters, students take core cognate courses, including course work on gifted education, and the microcounseling clinical skills laboratory. Then they enter a counseling practicum followed by an internship. Students who enter without teaching licensure are required to take additional course work in education (07E:100 Foundations of Education, 07U:100 Foundations of Special Education, and 07P:200 Educational Psychology or equivalent) to meet school counselor licensure standards. Students are expected to complete at least 100 clock hours in practicum and 600 clock hours in internship activities in an approved school setting, under the supervision of an experienced licensed school counselor and a University faculty supervisor. Students must complete program and department core courses as outlined on the Department of Counseling, Rehabilitation, and Student Development web site before enrolling in 07C:300 Practicum in School Counseling for the summer session of their last year in the program. All students are required to complete a background check the spring before they enroll in the practicum. Students who are not licensed teachers must complete course work in education before enrolling in the practicum. Each student's progress is reviewed periodically by the program faculty. Students who have successfully completed all prerequisites for 07C:300 Practicum in School Counseling, which is offered only in summer sessions, are reviewed in the spring before they take the practicum, to assure that they are prepared for it. During the fall, students are evaluated to assure their readiness for the internship 07C:321 Internship in Elementary School Counseling or 07C:322 Internship in Secondary School Counseling, which requires assignment in approved schools for the fall and/or spring semesters. Suggested Plan of Study The following plan of study suggests classes for six sessions of study. Students who do not have teacher licensure are required to complete at least three additional courses in education before the second year of classes. First year, summer session:
| 07C:137 Introduction to Educating Gifted Students |
3 s.h. |
| 07C:204 School Culture and Classroom Management for School Counselors |
2 s.h. |
First year, fall semester:
| 07C:200 Professional School Counselor |
3 s.h. |
| 07C:221 Theories of Counseling and Human Development Across the Life Span |
3 s.h. |
| 07C:250 Multiculturalism in Helping Professions |
3 s.h. |
| 07C:278 Applied Microcounseling |
3 s.h. |
First year, spring semester:
| 07B:206 Research Process and Design |
3 s.h. |
| 07C:202 Introduction to Group Counseling |
3 s.h. |
| 07C:223 Counseling Gifted and Talented Students |
3 s.h. |
Second year, summer session:
| 07C:222 Counseling Children and Adolescents in Schools |
3 s.h. |
| 07C:300 Practicum in School Counseling |
3 s.h. |
| Courses not completed during first year |
|
Second year, fall semester:
| 07C:230 School Counseling Program Leadership and Management |
3 s.h. |
| 07C:254 Action Research I: Assessment/Appraisal |
3 s.h. |
| 07C:321 Internship in Elementary School Counseling (300 hours) |
3 s.h. |
| 07C:322 Internship in Secondary School Counseling (300 hours) |
3 s.h. |
| 07U:140 Characteristics of Disabilities |
3 s.h. |
Second year, spring semester:
| 07C:321-07C:322 Internship in School Counseling-- Elementary and Secondary (clinical instruction, |
|
| 07C:256 Action Research II: School-Based Field Research |
3 s.h. |
| Approved electives |
3 s.h. |
COMPREHENSIVE EXAMINATION All students are required to take comprehensive exams for counseling, rehabilitation, and student development and for school counseling during their final semester of internship. Comprehensive exams include a written six-hour exam in counseling, rehabilitation, student development, and school counseling. An oral exam also is required unless waived by the comprehensive exam committee. Counselor Education and Supervision Ph.D. in Counselor Education and Supervision The Doctor of Philosophy in counselor education and supervision prepares students with knowledge and skills related to counseling, teaching, consulting, supervising counselors, and conducting research. Graduates enter professional work as counselors, counselor supervisors, counselor educators, researchers and/or consultants, or work in other positions requiring expertise in human relations. Students may choose an emphasis in gifted and talented education, school counseling, professional leadership, or student development. Counselor education and supervision graduates are prepared to teach the knowledge and skills required of professional counselors and to supervise beginning and advanced counselors; perform counseling interventions with individuals and groups; and teach human relations skills in colleges or universities. They provide professional consultation with counseling practitioners and policy makers about counseling program development and evaluation. They also may perform research that contributes to knowledge about counseling, supervision, and counselor education. The program is accredited by the Council for Accreditation of Counseling and Related Educational Programs (CACREP). The American Counseling Association (ACA) and the Association for Counselor Education and Supervision (ACES) are the professional organizations most related to program activities. ADMISSION In addition to the department's admission requirements (see "Admission" later in this section), Ph.D. applicants must provide evidence of successful experience in counseling or a closely related profession. Applicants without experience may be admitted if their credentials indicate exceptional strengths. Applications are accepted for fall and spring semesters and summer session. Applications from U.S. citizens should be submitted by July 15 for fall, December 1 for spring, and April 15 for summer. Applications from international applicants should be submitted by April 15 for fall, October 1 for spring, and March 1 for summer. REQUIREMENTS The Ph.D. in counselor education and supervision requires 90 s.h. of graduate credit. Students complete required courses in counseling and in research tools and applications, an optional emphasis area, and a minor outside the department. They also take comprehensive examinations and complete a dissertation. Most students complete their course work in three years and take a fourth year to complete the dissertation. Students who have not completed a master's degree program approved by the Council for Accreditation of Counseling and Related Educational Programs (CACREP) may need to remedy deficiencies by taking appropriate master's-level course work. Required Courses
| 07C:255 Advanced Career Development and Counseling (or equivalent) |
3 s.h. |
| 07C:347 Home/School/Community: System Interventions |
3 s.h. |
| 07C:353 Advanced Counseling and Psychotherapy |
3 s.h. |
| 07C:357 Advanced Group Counseling and Psychotherapy |
3 s.h. |
| 07C:360 Advanced Practicum in Counseling |
3 s.h. |
| 07C:380 Practicum in College Teaching |
3 s.h. |
| 07C:400 Seminar: Ethics and Issues in Counseling |
3 s.h. |
| 07C:451 Advanced Multiculturalism |
3 s.h. |
| 07C:454 Supervision Theory and Practice |
3 s.h. |
| 07C:455 Supervising the Counseling Practicum |
3 s.h. |
| 07C:457 Seminar: Professional Orientation to Counselor Education and Supervision |
3 s.h. |
| 07C:458 Seminar: Current Issues and Trends in Counselor Education and Supervision |
3 s.h. |
| 07C:459 Seminar: Leadership and Advocacy in Counselor Education and Supervision |
3 s.h. |
| 07C:465 Internship in Counselor Education (at least 240 hours) |
3 s.h. |
| 07P:385 Teaching and Learning in Higher Education |
3 s.h. |
| At least one course in human development |
3 s.h. |
| At least one advanced course in psychological or educational measurement |
3 s.h. |
Research Tools and Applications The following are minimum requirements. Students are expected to master research tools and applications beyond the minimum requirements in order to develop research skills consistent with their professional goals.
| 07C:338 Essentials of Qualitative Inquiry |
3 s.h. |
| 07C:394 M.A. Equivalency Research (for students without an approved M.A./M.S. thesis) |
1-3 s.h. |
| 07C:460 Seminar: Research in Counseling |
3 s.h. |
| 07P:243 Intermediate Statistical Methods |
4 s.h. |
At least one course in quantitative research methods chosen from these (at least 3 s.h.):
| 07P:244 Correlation and Regression |
4 s.h. |
| 07P:245 Applied Multivariate Analysis |
3 s.h. |
| 07P:246 Design of Experiments |
4 s.h. |
| 07P:252 Introduction to Multivariate Statistical Methods |
3 s.h. |
Minor Area Students take a series of courses (typically a minimum of three) in an area of study outside the Department of Counseling, Rehabilitation, and Student Development. They select course work in collaboration with their minor area advisor, a faculty member from the area, and with approval of the curriculum plan committee. Master's Thesis Project or Equivalency Students are required to submit a master's thesis project for approval or to complete a master's thesis equivalency within their first two years in the program or before they complete 30 s.h. in the program. COMPREHENSIVE EXAMINATION The comprehensive examination consists of three 3-hour exams and an oral defense, including a department comprehensive exam, a counselor education and supervision program comprehensive exam, and an exam on the minor area. The comprehensive exam may be taken during the student's final semester of course work, which typically includes internship. DISSERTATION The major research project culminating in the doctoral thesis may be on any topic related to counseling and counselor education. The thesis advisor and the examining committee approve the topic and procedures at a formal prospectus meeting. The final oral examination on the thesis is conducted by the examining committee. Students usually earn 10 s.h. for dissertation work, but in some instances they may earn up to 15 s.h. Admission All M.A. and Ph.D. applicants must submit the following: a completed graduate application form; copies of official transcripts of all previous undergraduate and graduate college work; official report of Graduate Record Examination (GRE) General Test verbal and quantitative scores; a statement of the applicant's reasons for seeking an advanced degree in the department, including a statement of personal career objectives; three current letters of recommendation from persons in a position to assess both the applicant's prospects for completing either the M.A. or Ph.D., and his or her commitment to the profession. The department may request a personal or telephone interview. The following admission standards are considered for individual program admission decisions. M.A. applicants should have an undergraduate g.p.a. of at least 3.00. Ph.D. applicants should have an undergraduate g.p.a. of at least 3.00, or if they hold a graduate degree, a graduate g.p.a. of at least 3.00. Typically, doctoral students are not admitted unless they have completed a master's degree in counseling or a related field. Relevant work experiences are important. Students who are accepted without a related master's degree must complete core master's-level course work before taking advanced Ph.D. courses. Required remedial courses and experiences are determined in consultation with the advisor and are included in a student's curriculum plan. Visit the Department of Counseling, Rehabilitation, and Student Development web site for details about admission and program requirements. INTERNATIONAL APPLICANTS International applicants must score at least 550 (paper-based) or at least 213 (computer-based) on the Test of English as a foreign language (TOEFL). The department may require applicants with lower TOEFL scores to complete University of Iowa course work in English language fluency. TOEFL scores must be submitted with the application for admission. Final Decision, Special Requirements The criteria listed above are minimum standards for admission. Final admission decisions are made by faculty committees. Some programs may have special admission requirements due to licensure/certification standards. Special admission requirements are listed with individual program information. Conditional Admission Applicants who do not meet the requirements for regular admission may be admitted on conditional status if the faculty determines that they show strengths and promise warranting conditional admission. Applicants admitted on conditional status must satisfy the following requirements in order to achieve regular status. M.A. students admitted on conditional status must complete at least 12 s.h. of core courses (approved by an advisor) over two consecutive sessions and earn a cumulative g.p.a. of at least 3.00. Ph.D. students admitted on conditional status must complete at least 12 s.h. of core courses (approved by an advisor) over two consecutive sessions and earn a cumulative g.p.a. of at least 3.00. Maintaining Candidacy All graduate students must meet the following standards in order to maintain their candidacy for a degree: maintain a g.p.a. of at least 3.00; successfully complete a practicum, internship, or equivalent professional experience; maintain professional behavior consistent with the American Counseling Association code of ethics and any additional code of professional ethics adhered to in any agency in which the student completes a practicum or internship; demonstrate progress toward the degree through successful completion of semester hours specified in the curriculum plan and active registration each session (exceptions may be approved by the advisor). Each student's academic and professional progress is reviewed annually. A written report is provided to the student and a copy is placed in his or her department file. Probational Status M.A. and Ph.D. students who earn a cumulative g.p.a. lower than 3.00 are placed on probational status and are notified in writing. Students on probational status have two consecutive sessions to raise their grade-point average to the established standard. If that requirement is not met, the student may be removed from the program. Each student is allowed one probational status during his or her program of study. Application For application materials, visit the Department of Counseling, Rehabilitation, and Student Development web site. Applications must be complete before they can be reviewed. Applicants are responsible for providing a complete application dossier; to check on whether an application dossier is complete, contact the College of Education Office of Teacher Education and Student Services. Application forms are available on the web. Applicants are notified in writing after their applications have been reviewed. Applicants who are accepted must reply in writing in order to maintain their admission status. Applicants must meet the admission requirements of the Graduate College; see the Manual of Rules and Regulations of the Graduate College or the Graduate College section of the Catalog. Financial Support Depending on federal funding, graduate training fellowships may be available for M.A. and Ph.D. students entering rehabilitation counseling through the Rehabilitation Services Administration Scholars Program. There is a wide variety of graduate assistantships for students in the department. For example, many of the University's student service units award part-time assistantships. Applicants for assistantships should contact the department or the coordinator of the particular graduate program they plan to enter. Applicants seeking fellowships or assistantships should complete their applications as early as possible. Facilities An on-campus counseling suite serves as a laboratory for training. In addition, a wide variety of supervised clinical experiences are available in community agencies, schools, and colleges, as well as throughout the University. Internships may be completed at approved sites nationwide.
|
