Catalog Home College of Education Counseling, Rehabilitation, and Student Development

Counseling, Rehabilitation, and Student Development

The Department of Counseling, Rehabilitation, and Student Development prepares students to facilitate human development across the life span and to serve local, national, and international communities. It achieves these goals through development of knowledge, skills, and attitudes appropriate for effective professional practice and for conducting and disseminating research.

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; M.A. in community/rehabilitation counseling, and Ph.D. in rehabilitation counselor education; M.A. in school counseling, and Ph.D. in counselor education and supervision.

As of fall 2009, the Ph.D. in student affairs administration and research merged with the Ph.D. in higher education (see Educational Policy and Leadership Studies). Students who entered the program before fall 2009 must fulfill the requirements that were in force when they enrolled; to see archived editions of the Catalog, visit http://www.registrar.uiowa.edu/registrar/ and use the "Select a Catalog" drop-down menu.

Upon completing a degree in the department, students are evaluated and are expected to have awareness, knowledge, and skills in the following 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). Criminal background checks may be required.

All College of Education Ph.D. students must complete 07X:150 Introduction to Educational Research during the first year of their Ph.D. program. They also must complete an additional minimum of 15 s.h. in qualitative and quantitative course work, with at least 9 s.h. from one area (qualitative or quantitative) and at least 6 s.h. from the other. Courses to meet this requirement must be chosen from Required Ph.D. Research Courses (see Course Information in the A-Z directory on the college's web site).

Student Affairs

The department offers a Master of Arts in student development in postsecondary education.

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 work in admissions and orientation, student activities, career planning, academic planning and support, residence life, and international student programs and advising. 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. 

Campus visit days, held each March, 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; good administrative practices; knowledge of higher education contexts; research on college students, student affairs, and higher education; helping skills in multicultural environments; 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; understanding and advising groups; administration and supervision; exposure to diverse students; use of assessment and evaluation tools; 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 Augustana College are within a 60-minute drive.

Sample Course Schedule

First year, fall semester: 

 First year, spring semester: 

 Second year, fall semester: 

 Second year, spring semester: 

Community/Rehabilitation Counseling

M.A. in Community/Rehabilitation Counseling

The Master of Arts in community/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 counselors in the mental health counseling/psychiatric rehabilitation specialization to obtain licensure as professionals who provide services in community mental health settings.

Community/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 community/rehabilitation counselors provide.

The M.A. program in community/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 counseling/psychiatric rehabilitation specialization course work, students also complete the courses they must take in order to apply for licensure as mental health counselors 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 community/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 community/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. 

Students pursue a sequenced plan of study that begins in summer session. Although students may be admitted for any semester, the department highly recommends that full-time students begin the program in summer.

REQUIREMENTS

The M.A. in community/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. Clinical placements require criminal background checks.

Supervised practicums, internships, and comprehensive examinations are not offered during summer sessions.

Requirements are as follows.

Department Requirements 

Program Requirements 

Clinical Practice

All of these: 

One of these:  

SPECIALIZATION

With their advisor's approval, students select one of the following specialization areas: aging and rehabilitation, brain injury rehabilitation, mental health/substance abuse counseling, mental health counseling/psychiatric rehabilitation, disaster mental health counseling, disability management, nonprofit agency 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 quantitative 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, including relevant course work taken for the master's degree. 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 

Program Requirements

Students are expected to have completed core rehabilitation counseling requirements during master's degree work (see "M.A. in Community/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. 

Statistics and Research Design

All College of Education Ph.D. students must complete 07X:150 Introduction to Educational Research during the first year of their Ph.D. program. They also must complete an additional minimum of 15 s.h. in qualitative and quantitative course work, with at least 9 s.h. from one area (qualitative or quantitative) and at least 6 s.h. from the other. Courses to meet this requirement must be chosen from Required Ph.D. Research Courses (see Course Information in the A-Z directory on the college's web site). Course selections must be consistent with the following statistics and research design requirements.

All of these:

One quantitative research methods course chosen from these (at least 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 (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 K-12 school counselor licensure in Iowa. Students may apply to the National Board for Certified Counselors at the completion of their programs.

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. Most required course work for the endorsement is required by the program.

ADMISSION

Applicants should have an undergraduate g.p.a. of 3.00 or higher. The department prefers that applicants have one year of teaching experience or successful experiences with children and/or adolescents, which they must document in a written statement. Graduate Record Examination (GRE) General Test scores must be on file at the University.

Applications are accepted for summer entry. 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 are reviewed in the semester before they take the practicum course, to assure that they are prepared for it. During the summer, 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.

The following schedule of required courses reflects a three-year program of study. Students who do not have teacher licensure are required to complete at least three additional courses in education before the third year of classes.

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 general counseling (including mental health and school 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 other area agreed upon by faculty advisors.

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.

Students may be admitted for fall, spring, or summer entry, but the department strongly advises application for fall entry. Consideration of applications begins January 15 for fall entry; all application materials should be received at the University by this date.

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 

Research Tools and Applications

All College of Education Ph.D. students must complete 07X:150 Introduction to Educational Research during the first year of their Ph.D. program. They also must complete an additional minimum of 15 s.h. in qualitative and quantitative course work, with at least 9 s.h. from one area (qualitative or quantitative) and at least 6 s.h. from the other. Courses to meet this requirement must be chosen from Required Ph.D. Research Courses (see Course Information in the A-Z directory on the college's web site). Course selections must be consistent with the following research tools and applications requirements.

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.  

At least one course in quantitative research methods chosen from these (at least 3 s.h.) or one additional course in qualitative research: 

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 previously conducted master's thesis for faculty review and approval or to complete a new supervised experiential research project before taking comprehensive exams.

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), 213 (computer-based), or 80 (Internet-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

There is a wide variety of graduate assistantships for students in the department. For example, many of the University's student service units award graduate 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.