VCU Bulletins

Counselor Education, Master of Education (M.Ed.)

Hermann, Dr. Mary
Chair, Department of Counselor Education
mahermann@vcu.edu
(804) 827-2626

Admission requirements summary

Counselor Education, Master of Education (M.Ed.)
Degree:

M.Ed.
Semester(s)
of entry:

Fall
Summer
Deadline
dates:

Feb 15
Feb 15
Test
requirements:

GRE or MAT

Specific admission criteria can be found on this website at www.pubapps.vcu.edu/bulletins/graduate/?uid=10045&iid=30032. For information on financial aid, visit www.vcu.edu/enroll/finaid.

The M.Ed. in Counselor Education is a 48-credit-hour program designed to prepare counselors for elementary, middle and high schools, as well as counselors for higher education and community agencies throughout Virginia and the nation. The school counseling track leads to school counseling licensure and preparation for advanced graduate work at the post-master’s level. The college student development and counseling track provides students with the specialized knowledge and skills necessary for employment as student affairs professionals in higher education settings. Both tracks are accredited by the Council for Accreditation of Counseling and Related Programs and require a minimum of two years of study to complete.

The faculty makes every effort to assist students in individualizing a graduate program to match their professional needs and interests. However, individualization takes place in an environment of legitimate constraints revolving around institutional, accreditation and licensure requirements. Faculty members view each program as more than simply an aggregate of courses, and students should plan all program work with their faculty advisers.

For students who already have a master’s degree in education, the 36 credits of program core courses in the school counseling track also will lead to recommendation for licensure as a school counselor. Students who wish to gain this licensure must meet with the department chair and file a plan of study. Although students holding master’s degrees do not apply for admission to the graduate program, they must file the appropriate plan of study in order to qualify for the VCU-approved program of study. No course work taken more than seven years prior to applying for licensure as a school counselor will count toward meeting VCU’s approved program course equivalents.

Student learning outcomes

Professional orientation/professional identity/continuing education: Students display knowledge and understanding of the historical and philosophical foundations of the counseling profession, including counselor professional identity, and display necessary skills in applying this knowledge and understanding to professional practice.

Students demonstrate the ability to adhere to legal and ethical practice. Students also will understand the importance of continuing education and are committed to seeking continuing education throughout their careers.

Helping relationships/group work/career development/wellness: Students display knowledge and understanding of counseling processes applied to both individuals and groups including knowledge of how to design, implement and evaluate programs related to academic, career and personal/social development of clients.

Students display knowledge and skills related to responding to crises, emergencies and disasters. They participate in the design, implementation and evaluation of programs that promote wellness, as well as prevention and intervention services.

Human development/wellness: Students display knowledge of theories of learning, personality development, transitions and resilience, and use this information as a basis for facilitating optimal development and wellness.

Social and cultural diversity/social justice and advocacy: Students display knowledge and understanding of diversity and equity issues and how these issues impact clients’ academic, personal and career opportunities.

They display multicultural competencies including appropriate sensitivity, skills and advocacy in working with diverse clients.

Students also display knowledge and understanding of the relationship between counseling programs and academic achievement including an understanding of factors that promote student success and work to close the achievement gap among disenfranchised groups.

Assessment: Students display knowledge and understanding of multiple factors that may affect personal, social and academic functioning; and possess knowledge and skills to identify, evaluate and implement appropriate needs assessments and consequent interventions.

Research: Students display knowledge and understanding of research and evaluation, including understanding of how data are used to inform decisions, and students display skills and professional practices in appropriate collection, analysis and use of data.

Student learning outcomes for school counseling track

Students display knowledge of the professional models that guide the practice of school counseling and demonstrate the ability to articulate, model and advocate for appropriate school counselor duties and programs.

They display knowledge and understanding of the role of family-school-community collaboration on student development and strategies to enhance collaboration.

Leadership: Students display knowledge and understanding of leadership models, and of the school counselor’s role in school leadership; students display appropriate skills and dispositions for working in a leadership capacity in school counseling.

Student learning outcomes for college student development and counseling track

Leadership: Students display knowledge of issues that affect student affairs practice and demonstrate an understanding of leadership, organization and management practices that help institutions accomplish their missions.

Students advocate for policies, programs and services that are equitable and responsive to the unique needs of postsecondary students.

Students use and analyze multiple data sources, including institutional data, to make decisions about improving differentiated student programs and students develop measurable outcomes for student development activities.

Students collaborate with the postsecondary community to assist students and uses postsecondary community resources to improve student learning and development.

School counseling track

Dockery, Dr. Donna
Track coordinator
djdockery@vcu.edu

 

credits
Foundations
9
   
  Human development and learning
  EDUS 605 Child and Adolescent Growth and Development
   
  Cultural, historical and philosophical (one of the following)
  EDUS 601 Philosophy of Education
  EDUS 608 History of Western Education
  EDUS 610 Social Foundations of Education
  EDUS 612 Education and the World’s Future
  EDUS 614 Contemporary Educational Thought
  EDUS 673 Seminar on Educational Issues, Ethics and Policy
   
  Research
  EDUS 660 Research Methods in Education
   
Program core
36
  CLED 600 Introduction to Counseling
  CLED 601 Theories of Counseling
  CLED 602 Techniques of Counseling
  CLED 603 Group Procedures in Counseling
  CLED 604 Practicum: School Counseling
  CLED 605 Career Information and Exploration
  CLED 606 Assessment Techniques for Counselors
  CLED 607 Multicultural Counseling in Educational Settings
  CLED 610 Counseling in Elementary and Middle Schools
  CLED 621 Secondary School Counseling Seminar
  CLED 672 Internship (six credits)
  600 clock hours of actual work in an appropriate setting. Students wanting placement in elementary, middle or high schools may not fulfill this requirement during the summer.
   
Approved electives
3
   
______
48

College student development and counseling track

Shoffner, Dr. Marie
Track coordinator
mfcreager@vcu.edu

 

credits
Foundations
12
   
  Human development and learning
  EDUS 604 Adult Development
   
  Cultural, historical and philosophical
  EDUS/CLED 631 American College and University
  EDUS/CLED 633 Academic Leadership in Higher Education
   
  Research
  EDUS 660 Research Methods in Education
   
Program core
33
  CLED 600 Introduction to Counseling
  CLED 601 Theories of Counseling
  CLED 602 Techniques of Counseling
  CLED 603 Group Procedures in Counseling
  CLED 605 Career Information and Exploration
  CLED 606 Assessment Techniques for Counselors
  CLED 607 Multicultural Counseling in Educational Settings
  CLED 608 Practicum: College Student Development and Counseling
  CLED 620 Student Development Services in Higher Education
  CLED 672 Internship (six credits)
  600 clock hours of actual work in an appropriate setting.
   
Approved electives
3
   
______
48

Additional information

Students accepted into the counselor education program must make satisfactory progress toward their degrees. Students who earn unsatisfactory grades and/or exhibit unprofessional conduct may be terminated from the program. More specific information about satisfactory academic progress can be found on this website at www.pubapps.vcu.edu/bulletins/graduate/?uid=10045&iid=30075.

Candidates for the master’s degree in counselor education are eligible for graduation upon completion of all academic requirements and upon receiving a passing score on a comprehensive examination.

For additional information about the counselor education program, please see the Department of Counselor Education website.

 

 

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Last update: 11/22/2013

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