masters in education counseling

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Counselor Education Master’s Program

Counselor education.

Master’s Program

Department of Educational Psychology

Ranked by U.S. News and World Report as 12th among publics, 15th overall, the Counselor Education master’s degree (M.Ed.) program is designed to effectively and efficiently meet the increasing demand for counselors in educational and community settings. Our primary focus is the rigorous study of education, psychology and counseling, and preparing students to work in schools and universities. Graduates of our program will be prepared to:

• Pursue employment as academic advisers, career counselors and student affairs officials in colleges and universities
• Pursue doctoral studies in counseling psychology or other related fields
• Pursue certification as a Licensed Professional Counselor or School Counselor (with additional requirements / coursework).

Many required courses are offered during the day or every other year. We encourage students to enroll full-time to maximize their ability to immerse themselves in the academic and experiential learning experiences available while training.

An exciting part of our program is the applied work during practicum placements. We have developed relationships with local school districts and universities to ensure that our students have optimal opportunities to train for future work in academic settings. 

We are committed to counseling excellence through scholarship, self-reflection, collaboration and practical experience. We encourage leadership and advocacy in making system-level changes on campuses to promote success for students in today’s schools. 

Students and faculty work together in a learning community dedicated to advancing the field of counseling by adhering to the professional and ethical standards promoted by the American Counseling Association and American School Counselor Association. We foster the belief that learning continues beyond graduation through participation in research and membership in professional organizations.

Subject Concentrations

The program has two concentrations of study:  Higher Education Counseling & Student Affairs  and  School Counseling . Students in the School Counseling concentration are trained to become K-12 school counselors in public and private schools. Graduates with a Higher Education concentration work in a variety of student affairs roles in institutions of higher education.

Higher Education Counseling & Student Affairs

The  Higher Education Counseling & Student Affairs  concentration prepares graduates to enter the dynamic world of student affairs and higher education in a pluralistic society. Counselors in higher education settings can contribute to the academic, social and emotional growth of students across campus through many different roles. Examples of these roles for promoting intellectual and personal growth include but are not limited to:

• Transition counselors in programs to help high school students prepare for college
• Academic advisors for programs or colleges
• Counselors in a college counseling center
• Career counselors helping students explore the connection between education and the world of work
• Counselors or supervisors for residential life
• Counselors in special retention programs through the dean’s office
• Teachers of first year seminars to facilitate first year students’ transitions
• Instructors in community colleges
• Counselors for international students
• Counselors in study abroad programs
• Internship coordinators to facilitate matching students with internships
• Counselors for services for students with disabilities
• Educators to promote activities and seminars to promote student adjustment and growth
• Counselors in student judicial services
• Culturally informed advocates and consultants
• Orientation coordinators
• Program specialists to address issues facing college students including topics such as relationships, substance abuse, and sexuality

Our students gain an understanding of human development that informs their interventions for both students who are emerging adults or non-traditional students. We also provide students with the awareness, knowledge, and skills for understanding dynamics of culture to work with administrative systems, small groups, and individuals to foster an environment that embraces different identities, experiences and backgrounds. Students will gain skills in both prevention and intervention to reach the vast number of students on a college campus. They will examine their role as a consultant and evaluator of services. While studying at UT, our students have employment and practicum placements at UT. Historically our students do practicum in other colleges in the metropolitan area including Austin Community College, St. Edward’s University, Texas State University, and Huston-Tillotson University.

For many of the roles in higher education, neither licensure nor certification is required.  We encourage our graduates to pursue licensure as a Licensed Professional Counselor (see “Licensure” section below for more information).  Professional identity is maintained through association with professional organizations such as American Counselor Association, American College Counseling Association, and the American College Personnel Association.

School Counseling

Educational Psychology is not accepting master’s program applications to the School Counseling concentration for fall 2024.

Counselor Education students in the  School Counseling  concentration meet the course requirements for applying to become certified school counselors in the State of Texas. The requirements for program completion as outlined by the Texas Administrative Code  Chapter 228  have informed the program’s graduate course work. In the past five years, 100% of our school counseling graduates passed the TExES school counseling certification exam.

Students in the  School Counseling  concentration learn about their role as a leader within a data-driven comprehensive, developmental school counselor program as supported by the  Texas Model for Comprehensive School Counseling Programs  and the  ASCA National Model®. 

The School Counseling concentration provides students with the highly specialized knowledge and skills required for placements as school counselors in public or private elementary, middle, or high school settings. Preparation is designed to enable students to deliver counseling services to schools and their extended communities. Students are trained to apply principles of learning, human development, counseling, research, and measurement within the schools in order to serve the educational, personal, social, and career development of culturally different students in schools.

Graduates of the School Counseling program are able to:

• Apply broad base of learner-centered knowledge to promote the educational, personal, social, and career development of students
• Participate in the development of a campus that promotes learners’ knowledge, skills, motivation, and personal growth, based on the  Texas Model for Comprehensive School Counseling Programs
• Promote academic success for all learners by acknowledging, respecting, and responding to different identities, experiences and backgrounds

Teaching experience is not required for admission to, or completion of, the School Counseling program, but is  highly encouraged . Working towards a teacher certificate or as a teacher while completing the program can be difficult to manage for full-time students, as many required courses are offered during the day. Most students work as teachers before entering the program, and others complete this requirement after finishing the program. See “Licensure” section below for more information about School Counselor Certification.

Applicants should clearly indicate in their Statement of Purpose the type of setting in which they plan to work. If experience as a teacher will be necessary and the applicant does not have teaching experience, the applicant should clearly indicate in the Statement of Purpose how the applicant plans to acquire that experience.

The Counselor Education program, in which the School Counseling concentration is offered, is housed in the Department of Educational Psychology. The department has consistently been ranked in the top 10 Educational Psychology programs by U.S. News and World Report; as of 2019, the department is ranked 5 th  in the nation.

Required coursework for previous and subsequent years may vary. Current students should always defer to their Program of Work for course requirements and consult with their faculty advisor / Graduate Advisor for any needed clarifications.

The Counselor Education program in the Department of Educational Psychology offers two concentrations: Higher Education Counseling and School Counseling. Both concentrations require courses in the history of counseling, modalities, and skills of counseling, career development, human development, assessment, research, and multicultural competence. The curriculum consists of coursework and practicum experiences for counseling in educational settings. Workshops and informal seminars are provided along with the more structured curriculum for student and faculty professional growth. 

Core Counseling Coursework (45 credit hours)

• EDP 384C.2 Theories In Counseling
• EDP 385C.5 Professional Orientation & Ethics in Counseling
• EDP 385C.6 Advanced Ethics & Professional Issues in Counseling
• EDP 384C.8 Helping And Counseling Skills
• EDP 384D Group Counseling
• EDP 381C.4 Research Methodology For Practitioners
• EDP 384C.18 Multicultural Counseling
• EDP 382F.12 Dysfunction In Human Behavior and Social Organizations
• EDP 384C.6 Career Development
• EDP 382F.3 Life Span Development
• EDP 383C.30 Developmental Psychopathology
• EDP 384C Family & Couples Interventions
• EDP 384C.14 Addiction Counseling
• Assessment Course: EDP 383C.2 Overview Of Psychoeducational Assessment
• Concentration Course: EDP 384C.4 School Counseling (for School Counseling Concentration students)  OR  EDP 385C.12 Seminar in Higher Education (for Higher Education Concentration students)

Supporting Coursework (6 credit hours)

Supporting work courses (2 courses, for a minimum of 6 hours). Supporting coursework may only be fulfilled by courses in the following domains. Course choices must be approved by the Counselor Education Program Director:

• Out-of-department courses
• Out-of-area courses  (courses taken in the other program areas of EDP: Human Development, Culture and Learning Sciences, Quantitative Methods, or School Psychology programs)
• Service delivery to a specific population or diagnosis (example: EDP 382G.2 Latinx Psychology; EDP 384C.24 Cognitive-Behavioral Therapy with Adults)
• Service delivery in a setting other than academic counseling (example: EDP 384C.32 Integrated Behavioral Health).
• A modality of psychotherapy not used in the school setting (example: EDP 384C Motivational Interviewing)
• An advanced course for a topic covered generally in the counseling core (example: EDP 384C.28 Crisis Intervention in Schools)

Practica (9 credit hours)

• EDP 384Q Practicum in Counseling
• EDP 394E Internship in Counseling (2 semesters, for a minimum of 6 credit hours)

Program Goals

As Counselor Educators in the Educational Psychology Department at The University of Texas at Austin, we are committed to providing graduates with knowledge necessary to provide effective, evidence-based prevention and intervention services in academic settings in a pluralistic society. Our curriculum addresses the following components:

• Developing a professional identity as a counselor and knowledge of the ethical mandates of the profession.
• Developing the awareness, knowledge and skills essential for competence in multicultural counseling and program development in educational settings.
• Utilizing a developmental perspective for applying evidence-based prevention and intervention programs on campuses.
• Applying models of career assessment and development to ensure a link between the world of school and the world of work.
• Understanding models of helping skills at multiple levels on a campus including wellness and prevention programming, counseling and consultation.
• Developing group counseling skills to facilitate groups in the promotion of student success and social-emotional learning.
• Understanding assessment principles to select, administer and interpret appropriate assessment strategies on campuses, as well as to interact with assessment professionals in the community.
• Understanding principles guiding research and program evaluation in counselor education to enhance their ability to provide evidence-based services in schools and institutions of higher education.

Accreditation

Although NOT accredited by the Council for Accreditation of Counseling and Related Educational Programs (CACREP), the core competencies described above have been influenced by those developed by this Council.

The Counselor Education curriculum in Educational Psychology at The University of Texas at Austin meets the educational requirements for licensure as an LPC (Licensed Professional Counselor) and for certification as a School Counselor in the State of Texas.

As counselor educators, we place a high priority on the development of cultural competence in our faculty and students. We stress the importance of developing personal awareness of one’s own culture and one’s biases which may stem from experiences in a society that has perpetuated inequities based on group membership.

We, therefore, provide training, experiences and practice that help all members of our learning community develop knowledge and skills to provide counseling that meets the needs of all of our clients. We support the American Counseling Association Ethics Code that states, “Counselors do not condone or engage in discrimination based on age, color, culture, disability, ethnic group, gender, race, religion, sexual orientation, marital status, or socioeconomic status” (ACA Ethics Code, A.2).

We recognize that becoming culturally competent is a life-long process and encourage our faculty and students to maintain a focus on cultural competence throughout their careers. We promote a commitment to addressing inequities within our educational settings and the educational systems in which our graduates will be working.

Counselor Education typically receives between 60 to 80 applications each year and invites about 25 students to interview, with the final class is comprised of 18 to 21 students divided evenly between the school counseling and higher education concentrations. Students will typically be notified that they are being invited to interview in the middle of March, with interviews held during late March or early April.

While visiting during interview day is strongly encouraged, telephone or Skype interviews are available for students unable to travel to UT. There is not a minimum GRE or GPA requirement, although students with weakness in this or any other area would need to show outstanding performance in other application criteria in order to be given serious consideration.

Selection of admitted students is based on multiple factors including GRE scores, undergraduate grades, letters of recommendation, personal statement, demonstrated research interest, apparent match between student goals and program goals, and of other characteristics including intellectual curiosity, tenacity, open-mindedness, interpersonal sensitivity, and integrity.

Licensure & Certifications

Licensed Professional Counselor (LPC) Certification

Students entering the Counselor Education program in the 2021 academic year will complete a minimum of 60 hours of graduate course work making them eligible for the Master’s of Education (M.Ed.) in Educational Psychology with a specialization in Counselor Education. Students interested in pursuing licensure as a Licensed Professional Counselor (LPC) in Texas may apply for an initial LPC license, and take the National Counselor Exam and the Texas Jurisprudence Exam. With a passing score on both exams, an initial license is issued by the State of Texas, after which the applicant must complete 3000 clock-hours of supervised post-graduate counseling internship under the supervision of a board-approved supervisor.

For additional information about the requirements to become a Licensed Professional Counselor, please consult the  Texas State Board’s website . 

School Counselor Certification

Counselor Education students in the School Counseling concentration meet the course requirements for applying to become certified school counselors in the State of Texas.

Note: in the State of Texas, two years of teaching experience is required to apply for school counselor certification. This requires a minimum of 2 years full-time work as instructor of record in a public, charter, or regionally-accredited program.

Applicants seeking further clarification of the state requirements for teaching experience for school counselors are encouraged to consult the Texas Administrative Code,  Chapter 239.20 , which details state requirements for certifying school counselors. For information about how to become a certified teacher in Texas, please consult the  Texas Education Agency’s website .

Explores the intersection of psychology and culture through such topics as the psychological experience of immigration, ethnic conflicts and the impact of violence within communities, and the relationship between individual and collective identity. ...

Research interests include mental health public policy, college student mental health and suicide prevention, collaborative care models of behavioral health in primary care, and the intersection of mental health and academic success.

Explores the student, and faculty facilitators' experience, of teaching about psychological trauma. Teaches clinical students and supports their training and ongoing development as counselors-in-training. Other research interests include: counseling ...

My Coping and Stress in Education Lab conducts research at the intersection of health, psychology, and education. The focus of our work generally is on promoting wellness and optimal functioning in educational settings. Current work includes studie...

Focuses on the intersections of gender, sexuality, and behavioral health in topics of men's health, gender roles, and muscularity; conducts outreach with gender and sexual minority communities; development of mobile health interventions. Note: Dr...

Research focuses on men and traditional masculinity, with a particular emphasis on men's mental health, depression, help-seeking patterns, and their underutilization of counseling services. Note: Dr. Rochlen will not be taking new students for t...

Additional Resources

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At a Glance

• Program Starts : Fall, Summer
• Deadline to Apply : January 10
• Length of Program : 2 years
• Schedule : Full- or part-time allowed
• Program Location : On Campus
• GRE Required? No

Program Director Mike Caverly

Find out information about the admission process and application requirements.

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College of Education

Master of education in counseling.

The University of Houston's Master of Education in Counseling program provides a deep understanding of counseling theories, skills and techniques and prepares graduates for careers in professional counseling. We offer a track in Clinical Mental Health Counseling, which helps students gain an understanding of the role and influence of the counselor in providing services to a diverse population. After completing our program, graduates will be able to apply relevant research to broaden their knowledge of delivery and counseling services.

• PHLS Faculty

About the Program

The mission of the Master of Education in Counseling program is to prepare masters level counselors in training for excellence in professional skill development, theoretical knowledge, personal disposition growth and cross-cultural awareness.

UH & UH Sugar Land

The College of Education partners with UH at Sugar Land to offer courses for the Master of Education in Counseling on both campuses. Please be advised that courses will be offered on both campus during the fall, spring and summer semesters. For more information about our course offerings at UH & UH at Sugar Land, please contact Rachael Whitaker at (713) 743-6685 or [email protected] or visit the College of Education’s Admission Application Instructions .

What will I learn while attending the Counseling M.Ed. program?

Students complete coursework in the following areas:

• Counseling theories, skills, and techniques for diverse populations with various counseling issues or needs
• Understanding and awareness of the role and influence of the counselor in providing services to diverse cultural, ethnic, religious, gendered and social populations
• Knowledge of legal, ethical, and moral responsibilities related to the practice of professional or school counseling
• Application of relevant empirical research to broaden knowledge of delivery and counseling services
• Understanding and knowledge of effective and appropriate assessment and evaluation of clients or students in placements and delivery of interventions

Since degree plans change periodically, students will follow the degree plan that is in place at the time in which they complete an official, approved degree plan. Following is the most current sample degree plan for the M.Ed. in Counseling:

• Clinical Mental Health Counseling (60 Credit Hours)
• M.Ed. in Counseling Handbook

What can I do with my degree?

Alumni find employment in diverse settings, including:

• K-12 schools
• Community Colleges and Universities
• Mental and health care facilities
• College Counselor
• Community Agency Counselor
• Probation Counselor
• Career Counselor
• Employee Assistance Program Counselor

The Counseling M.Ed. program at the University of Houston meets applicable licensure requirements in the state of Texas. The program has not made a determination whether the curriculum meets the educational requirements for licensure in states outside of Texas.

Important Counseling M.Ed. Resources

The following is a collection of important program resources:

• Course Rotation by Academic Semester
• Travel Reimbursement Policy and Application
• Factors Considered in Graduate Admissions and Awarding of Fellowships

Counseling M.Ed. Faculty

The following is a list of current counseling m.ed. faculty:, dr. rachael a. whitaker.

Counseling M.Ed. Program

Faculty Profile | Email

Dr. Kara Hurt

Dr. jungeun lee.

• PHLS Homepage
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Financial Aid

All Counseling M.Ed. students are encouraged to apply for scholarships through the UH and the College of Education. To learn more about how to fund your graduate studies, visit the Graduate Funding page .

Graduate Tuition Fellowship

The Graduate Tuition Fellowship (GTF) provides tuition remission for 9 credit hours to students who:

• Enroll in at least 9 credit hours
• Hold a 20-hour graduate appointment (Teaching Assistant, Teaching Fellow, Instructional Assistant, Research Assistant, Graduate Assistant)

Graduate appointments are usually available to students during the first three years of graduate studies. The program doesn't cover mandatory fees or course fees. Not all years in the graduate program are covered by this program.

To learn more about funding your education, contact the COE's College of Graduate Studies at  [email protected]  or call 713-743-7676.

• COE Financial Aid and Scholarships
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Houston, Texas

Houston is the fourth largest city in the United States and one of the nation's most diverse cities. This fact benefits our students and faculty both personally and professionally. Home to more than 100 different nationalities and where more than 60 different languages are spoken, Houston is the perfect environment to practice what you're learning in the classroom. The city also boasts more than 12,000 theater seats and 11,000 diverse restaurants featuring cuisines from around the globe (Don't know where to start? Just ask a Houstonian, and they're sure to bombard you with at least a dozen places to eat.) 

Houston is bustling with culture, energy and offers something for everyone inside and outside the classroom.

(Background photo: “ Metropolis ” by eflon is licensed under CC BY 2.0 .)

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Ready to Apply?

Counseling m.ed. program application deadline..

Are you ready to apply to the University of Houston Counseling M.Ed. program ? Yes? You can learn more about the application process by visiting the College of Education's Graduate Admissions page  or jump right into the application process by visiting the UH's How to Apply to Graduate School page .

Please see the graduate admissions deadlines page for the application deadline for this program.

If you need more information about the Counseling M.Ed. program, we are here to help. You can always contact the COE Office of Graduate Studies by phone at 713-743-7676  or by email .

ADMISSION REQUIREMENTS & APPLICATION MATERIALS

• GPA: preferred minimum of 3.0 on a 4.0 scale in undergraduate coursework (official transcript)
• Rating forms from three references: Applicants must provide e-mail addresses of your references via ApplyWeb; then, recommenders will receive an email with online recommendation request with a link to the rating forms from University of Houston Graduate School.
• Reason(s) for applying to the proposed program in the college of education
• Related backgrounds prepared for this field of study: research, work, volunteer experiences, etc.
• Future career plans: immediate career plans and long-term goals
• Resume or Curriculum Vitae
• Please review application instructions via UH College of Education  Graduate Admissions .
• International students should review application instructions via International Students - University of Houston (uh.edu) for additional requirements.

The Master of Education in Counseling program is a member of UH's Psychological, Health, & Learning Sciences department .

Program Director:  Dr. Rachael A. Whitaker

UH College of Education Stephen Power Farish Hall 3657 Cullen Blvd., Room 491 Houston, TX 77204-5023

Undergraduate: [email protected] or 713-743-5000 Graduate: [email protected] or 713-743-7676 General: [email protected] or 713-743-5010

Counseling, Master of Science

School of education.

The Master of Science (MS) in Counseling degree prepares individuals to be leaders and advocates in the fields of clinical mental health and school counseling. The program follows a nationally recognized, evidence-based curriculum aligned with national and state standards. The program is led by distinguished faculty and boasts a strong support network of school districts and mental health settings. The program’s content includes: professional orientation and ethical practice, social and cultural diversity, human growth and development, career development, helping relationships, group work, assessment, and research/program evaluation. Students learn through didactic experiences, small group projects, and applied learning at community- or school-based sites. The Master of Science in Counseling degree program, with concentrations in Clinical Mental Health Counseling and School Counseling, is accredited by the Council for Accreditation of Counseling & Related Educational Programs (CACREP), a specialized accrediting body recognized by the Council for Higher Education Accreditation (CHEA).

Students specialize in one of two concentrations:

Clinical Mental Health Counseling

School counseling.

Students have a maximum of five years to complete the program, but are strongly encouraged to follow the prescribed program of study.

The concentration in Clinical Mental Health Counseling prepares students to work in a wide range of clinical, community, and human service settings. Upon graduation, candidates gain the knowledge, skills, and academic requirements necessary to begin the licensure process in Maryland and many other states. The Clinical Mental Health Counseling program is accredited by the Council for the Accreditation of Counseling and Related Educational Programs (CACREP).  Although the School of Education permits five years for program completion, there are full-time and part-time Clinical Mental Health Counseling sequences. Completion of a 100-hour practicum and 600-hour internship are required in this program. The Clinical Mental Health Counseling program is accredited by the Council for Accreditation of Counseling and Related Educational Programs (CACREP).

The School Counseling concentration prepares students to work in K-12 schools with an emphasis in urban school settings. The program is approved by the Maryland State Department of Education (MSDE), and graduates are eligible for MSDE certification as school counselors. Students have a maximum of five years to complete the program but are strongly encouraged to follow the prescribed program of study.  The School Counseling concentration is also accredited by the Council for Accreditation of Counseling and Related Educational Programs (CACREP). Completion of a 100-hour practicum and 600-hour internship are required in this program.

Admissions Requirements

Applicants to the program must hold a bachelor’s degree from an accredited college or university and have earned a minimum cumulative grade point average of 3.0 (on a 4.0 scale) in all previous undergraduate and graduate studies (including incomplete programs of study and for programs still in progress). Applicants must submit an application, official transcripts from all accredited post-secondary institutions attended, a résumé or curriculum vitae, an essay,   and two letters of recommendation. The content of the essay should address why the candidate wants to be a counselor, the type of contributions the candidate would want to make to the clinical mental health field, a discussion of how the candidate’s background and professional experiences may support and/or constrain their becoming an effective counselor, and an exploration of how the candidate’s experiences regarding human diversity, volunteerism, travel and/or work have impacted their desire to be a counselor. Selected qualified applicants will be invited to participate in a group admission interview.

Applicants to the program must hold a bachelor’s degree from an accredited college or university and have earned a minimum cumulative grade point average of at least 3.0 (on a 4.0 scale) in all previous undergraduate and graduate studies (including incomplete programs of study and for programs still in progress). Applicants must submit an application, official transcripts from all accredited post-secondary institutions attended, a résumé or curriculum vitae, a personal statement of goals, and two letters of recommendation. Qualified applicants will be invited to participate in a group admission interview.

Program Requirements

The program’s plan of study requires 60 graduate credits to be completed through full-time or part-time matriculation and students must successfully pass the Counselor Preparation Comprehensive Examination (CPCE) prior to or during the last semester of their graduate program. With the approval of the program advisor, a student may transfer a maximum of six graduate credits from an accredited college or university if the course directly aligns to the student’s degree requirements and is taken within the five-year time limit. Completion of a 100-hour practicum and 600-hour internship are required in this program.

For a complete list of program plan requirements, please visit:   https://education.jhu.edu/academics/ms_counseling/#programplan

The program’s plan of study requires 60 graduate credits to be completed through full-time or part-time matriculation and students must successfully pass the Counselor Preparation Comprehensive Examination (CPCE) prior to or during the last semester of their graduate program. This degree program has the flexibility that allows students to meet the requirements to be school counselors, as well as coursework toward licensure as a clinical mental health counselor. The Counseling program is approved by the Maryland State Department of Education (MSDE). 

With the approval of a faculty advisor, a student may transfer a maximum of six graduate credits from an accredited college or university if the course is directly applicable to the student’s program. Completion of a 100-hour practicum and 600-hour internship are required in this program.

Master of Science in Counseling

Mission statement.

The mission of the Johns Hopkins School of Education Counseling Program is to prepare graduate students to serve as socially just school counselors and clinical mental health counselors who implement theoretical, empirical, and practical frameworks that facilitate client growth and development, introspective awareness, and well-being in a global society.

Programmatic Goals

• Facilitate students’ mastery of requisite knowledge, skills, and dispositions aligned with CACREP Standards to deliver counseling services that embody social justice principles, advocacy, multiculturalism, and upholds the worth and human dignity of all clients from culturally diverse backgrounds.
• Support and encourage students to incorporate a developmental approach to promote client wellness across the life span.
• Facilitate students’ development of dispositions to serve as social justice advocates and leaders in the profession.
• Cultivate a collaborative learning atmosphere that incorporates cutting edge research and excellent didactic and experiential instruction.

Program Objectives

• PO1  Graduates will demonstrate the skills and competencies to incorporate a developmental approach to promote student/client holistic well-being across the life span, inclusive of mental health, academic, social/emotional, cultural, and career goals.  (CACREP F.3 Human Growth & Development, F.4 Career Development)
• PO2  Graduates will demonstrate the skills and competencies to serve as advocates and leaders in educational and/or mental health settings that value social justice principles, multiculturalism, human dignity and the worth of all clients from culturally diverse backgrounds  (CACREP F.2 Social & Cultural Diversity; 5.G. School Counseling)
• PO3  Graduates will demonstrate the skills and competencies to assess needs, develop goals, and counsel students/clients in educational and/or mental health settings from culturally diverse backgrounds.  (CACREP F.5 Counseling & Helping Relationships; F.7 Assessment & Testing)
• PO4  Graduates will demonstrate the skills and competencies that reflect the knowledge, roles, and functions of the school and/or mental health counselor.  (CACREP 5.C. Clinical Mental Health Counseling; 5.G. School Counseling)
• PO5  Graduates will demonstrate the skills and competencies to effectively facilitate group work with students/clients from diverse backgrounds in educational and mental health settings  (CACREP F.6 Group Counseling & Group Work)
• PO6  Graduates will demonstrate the skills and competencies to develop equitable data-driven school counseling programs that meet the unique needs of student populations in educational settings.  (CACREP F.8 Research & Program Evaluation; 5.G. School Counseling)
• PO7  Graduates will demonstrate the skills and competencies to develop, apply, and evaluate evidence-based practices that meet the developmental needs of students/clients from diverse backgrounds in educational and mental health settings.  (CACREP F.8 Research and Program Evaluation; 5.G School Counseling; 5.C. Clinical Mental Health Counseling)
• PO8  Graduates will demonstrate the skills and competencies to work ethically, legally, and professionally in educational and/or mental health settings  (CACREP F.1. Professional Counseling Orientation & Ethical Practice)

• CBB: Community-Based Block M.S.
• Counseling & Social Change (Minor)
• Education - Counseling M.A. (Hybrid)
• Marriage & Family Therapy M.S.
• School Counseling M.S.
• School Psychology Ed.S.
• Restorative Justice Practice and Trauma-Informed Care Certificate
• Online Spanglish Decolonial Healing Certificate
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Online-Hybrid M.A. Education

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Counseling (Online-Hybrid)

M.a. in education.

The Master of Arts degree prepares professionals to address the mental health and relational needs of culturally diverse populations. It is delivered in hybrid (both online and "face-to-face") format, with the majority of its courses offered online, and face-to-face courses designed as 3-5 day workshops.

• Key Features
• Competencies & Skills
• Important Resources

The degree covers contemporary counseling practices that focus on counseling recovery and trauma-informed care, including integrated recovery and strength-based approaches. This degree is a wonderful building block for individuals interested in becoming better equipped to work with the counseling needs of their clients and/or students, develop professional skills to work in a wide range of helping-related fields and uncover leadership and relational skills that are critical to working with diverse populations.

Simultaneously complete M.A. and Advanced Graduate Certificate

Earn the Graduate Certificate on the way to completing the degree.

Transferability

Program designed to provide a strong foundation for students who might continue on for further education and degrees, such as a Doctoral program (Ph.D.). This degree does not lead to a licensed counseling credential. It is important to note that licensure requirements for counseling may vary depending on the location and specific counseling field. Graduates of this program may need to pursue additional licensure or certification pathways to become licensed counselors in their respective regions.

Culturally-responsive practices

Our program is focused on culturally responsive trauma-informed care practices with diverse families, schools, and communities by which students consider complex problem situations that do not pathologize individuals and families. Our  curriculum is focused on socially responsible and resiliency-based perspectives that promote diversity and social justice.

Learn innovative restorative practices

Students will learn about innovative restorative practices that can be used in schools and communities as alternatives to traditional discipline and retributive punishment.

Online Learning

We use contemporary technology to deliver high-quality, accelerated learning. This program is suited well for students and working professionals who wish to continue their education and advance their career.

• Knowledge of theories, models, and methods within systemic and social constructionist paradigms
• Application of theories, models, and methods to produce effective counseling practice with diverse populations
• Understanding of mental health recovery-oriented care, trauma-informed care and restorative justice practices
• Effective practice in educational and community settings
• Use of research to inform practice
• Conceptualization and practice in a helper role from a position of social responsibility and social change
• Personal growth to effectively utilize counseling and relational skills

Coursework for the Graduate Certificate Program is embedded within the M.A. Program.

Graduate Certificate Program: Restorative Justice Practices and Trauma-Informed Care

This is a 12-unit online program with 4 required courses. All 12 units of the advanced certificate courses transfer to the Master of Arts Education (Counseling) Degree.

Fall (First Semester)

Csp 612: restorative practices and conflict transformation..

There is growing recognition supported by new legislation in the United States that schools and communities need to move away from suspending, expelling or incarcerating children, youth and adults as the first effort to change behavior. Today there is a determined effort to move towards more restorative ways of responding to people who are in crisis and whose behavior negatively affects others. This course will focus on the history, concepts, principles and theory of restorative practices. This course will compare retributive and restorative ways of working and support professionals in developing a trauma informed lens in working with youth, families, communities, and colleagues. Students will explore the effectiveness of restorative practices and conflict transformation in schools and their community. This course will focus on restorative tools to engage people in building strong relationships and empathy for one another. Students will learn the main restorative structures including community building circles, restorative conferences to address high level incidences, and effective communication techniques. This course will explore different types of restorative circle processes and the psychology behind the circle. Attention will be paid to the role of caring for ourselves while providing support for others. Skill building activities will include practicing non-violent communication, building consensus, creating safe space, and identifying barriers to connection and healing.

CSP 652: Trauma-Informed Care in Multicultural Contexts.

“Trauma” has recently become a familiar term in our social rhetoric. It has become important for professionals and para-professionals working in our communities to understand the impact of trauma in relation to the biopsychosocial well-being of an individual. In addition, it is essential to understand the complex ripple effects of trauma on children, adolescents, the family unit and educators in the schools and in our wider community. Due to the high rates of trauma occurring on a macro-level scale within national and international contexts as well as the continued high rates of micro-level conflicts and interpersonal trauma experiences, it has become critical for those working in the front lines to understand what trauma is, what kind of impact it has on multiple levels of our lives, and how to identify and effectively respond. This course is designed to lay the foundation for understanding trauma and its complexities and to start a dialogue of learning, understanding, and recovering as trauma-informed restorative practitioners.

CSP 636: Mental Health Recovery.

Mental health recovery is a new field driven by the needs of the consumer, rather than the expectations and recommendations of mental health professionals. This emerging consumer led movement has profound effects on how effective mental health services are delivered and demands a completely new approach for how mental health professionals engage with people suffering from severe mental illness. The practice of mental health recovery is creating a new context for understanding the relational power dynamics between client and mental health specialist. Through the evaluation of these contexts, students will be able to explore the tools of mental health professionals as social constructs, such as the Diagnostics and Statistical Manual (DSM), and the power that is given to these tools within our society and mental health communities. This course is aimed to understand the etiology of mental health treatment, the role of the DSM-V, and the effects on identity that these systems engender in consumers of mental health treatment.

CSP 639: Law and Ethics in the Counseling Profession.

This course will review the ethical standards and legal mandates of the counseling profession. Students will apply code of ethics and legal mandates to specific counseling situations in diverse contexts such as schools and social service agencies. Students will identify and employ professional guidelines for a variety of positions such as: clinical counselors, community mental health case workers, marriage & family therapists and guidance/school counselors. Multicultural perspectives, diversity issues, and awareness of personal values in decision making will inform the context of class discussions and activities.

Master's Program: Master of Arts Education (Counseling)

This is a 30-unit online/hybrid program. After completing the 12-unit advanced certificate program in the Fall semester, students continue with the following coursework.

CSP 600: Cross Cultural Counseling and Communication.

This course begins with the assumption that our personal lives, inclusive of our histories, culture, language, and experiences, shape our everyday interactions as well as our professional behavior. Students will review foundational ideas about interpersonal communications and relational ethics that are relevant in the counseling profession. They will examine their lives and stories, including their cultural contexts, values, beliefs, and emotional experiences, and consider how they may constrain or enhance relationships and therapeutic practices.

CSP600L: Cross Cultural Counseling Skills Laboratory.

This course is designed to be the lab practice component of the CSP 600 course. Students will be given the opportunity during lab to explore key concepts and skills that support a social constructionist approach to counseling. These concepts and skills are culturally informed and support a socially responsible approach to beginning counseling practice. Over the 3 day intensive, students will review a range of client-centered relational practices and counseling skills and will have an opportunity to practice them with your peers during the face-to-face experience.

CSP 673: Public/Private Policy and Counseling.

This course explores the sociopolitical and policy considerations of the counseling field. The course aims to engage students to critically evaluate the impacts of public and private policy on service providers, clients, and the larger community. This course reviews the role of public and private policy in delivery of counseling services, the role of counselors as advocates in public policy issues impacting their field and or clients, and empowering clients to influence and form public policy as a counseling intervention. Furthermore, this course explores the role of social justice, activism, and community involvement in empowering clients towards preferred changes.

CSP 672: Multidisciplinary Facilitation.

This course examines social constructionist, Foucauldian and intersectional feminist approaches to multidisciplinary group facilitation in counseling and educational contexts. Students will explore multiple perspectives on team-based knowledge production, collaborative leadership, and on how organizations conceptualize and practice interprofessional collaboration across a variety of settings such as educational systems, mental health settings, social services and health care. Moreover, the systematic and discursive effects of race-ethnicity, gender, sexual orientation, and culture on counseling and educational professional teams and their effects on community development will be examined.

CSP 637: Counseling and MFT Theories I.

This course offers a critical review of contemporary counseling theories through the lens of social constructionist and postmodern philosophies. Students will gain a foundational understanding of Humanistic, Experiential, Cognitive-Behavioral, Intergenerational, and Family Systems therapy. Students will analyze the historical and social contexts from which theories were developed, and the implications for how practitioners conceptualize identity, change, and family systems posited by these theories. This course draws upon theories developed within the discipline of Marriage and Family Therapy and explores their relevancy within multicultural contexts.

ED 690: Research Methods of Inquiry.

This course is designed to provide graduate students an introduction to educational and psychological-relational research. It is intended to enable students to become critical evaluators of educational and psychological-relational research and provides an overview of (a) the historical and philosophical context of research, (b) library literature searches/reviews, (c) quantitative, qualitative and mixed methods, (d) basic concepts in research design, analyses, and interpretation, (e), basic descriptive and inferential statistics and (f) the influence of culture on the design, implementation and evaluation of applied research.

CSP 638: Counseling and MFT Theories II.

Ed 795a: capstone..

This course provides students with an integrated learning experience in which coursework taken throughout the program of study (e.g. research coursework, theories and techniques of counseling, etc.) is synthesized and culminates in the completion of a final project that demonstrates graduate level research, writing, and scholarship skills. Students will complete a Capstone Project which demonstrates their learnings throughout the entire MA program.

The objective of this course is to facilitate the synthesis of learning by directly applying understandings to professional practice. Students will reflect, write, research and imagine their future professional plans. This process will include asking critical questions about the student’s theoretical orientation, case conceptualization, assessing counseling practices, reviewing academic literature, analyzing and generating meaning from data, and moving from consumer to creator of new knowledge.

See Our Faculty for information about our faculty and lecturers.

Examples of mental health, counseling, advising & leadership positions include:

• Community Mental Health Counselor
• Counselor - University Admissions
• Counselor - Community College Districts
• Career Development & Diversity Engagement Counselor
• Restorative Practice Coordinator
• Restorative School Specialist
• Childcare Worker - Youth Development Counselor
• Foster Care Youth Liaison
• Case Manager - Family Specialist
• Juvenile Recovery Specialist
• Residential Counselor

Who is the program designed for?

These programs (the M.A. and certificate programs) are designed for local and international students who are: entering the social services field as recent graduates with a bachelor’s degree; those interested in changing careers and wanting to explore the field of counseling; and for professionals who are already working in the field and want to expand their knowledge and credentials.

The program structure allows students to continue working since courses are offered online. We engage with a diverse student body that will contribute to each other's learning process.

This program is not a licensure-track program and does  not prepare students for Pupil Personnel Service (PPS).

What are the admission requirements? How do I increase my chances of being accepted into the 30-unit M.A. Education (Counseling) Program?

The M.A. program requires a Bachelor's degree. TOEFL results are needed for international students from non-English speaking countries.

It is difficult to name a singular way of being "successful" in being accepted to the program. Applicants are considered within a constellation of skills and knowledges they bring forward in their application, including but not limited to past academic performance, demonstration of relational skills and ethics, multicultural understandings, reflexivity in understanding self, relational skills, an interest in academic and theoretical understandings of mental health, counseling, and education. Becoming familiar with our program philosophy and mission is also helpful, as it also shows us your intention in joining our program.

When does the M.A. Education (Counseling) Program begin, and how is the program structured?

What is the class schedule.

The M.A. in Counseling (Education) is a 1-year program offered mostly online. There are 2 face-to-face classes, structured as workshop intensives:

• CSP 600L Cross-Cultural Counseling  (1 unit) Students have the choice of attending on July 17, 18  & 19, 2020 or on July 24, 25 & 26, 2020; 8:30 a.m. -to 5 p.m. (Face-to-face delivery)
• CSP 672/673 Multidisciplinary Facilitation and Public Policy  (3 units) March 20, 21 & 22, 2020; 8:30 a.m. to 5 pm. (Face-to-face delivery) While courses are situated within the traditional semester system, our program is designed to scaffold your learning and provide "intensive" periods where you focus on one course, to provide more flexibility and focus in your course. Therefore, while a class does run the entire semester, you may find yourself working on one class for a period of 2-3 weeks at a time. The expected study time is 15 to 18 hours per week. Class work can be completed at the time that best suits the student. Go to the Courses tab to see the complete listing of required program coursework.

Can I attend the program and work?

Since it is a hybrid program, how much face-to-face time is expected on campus, and what is expected in the on-campus experience, what are career opportunities like, post-graduation what are the best ways to find a job.

We find that employment for students post-graduation is available. Students are encouraged to make connections throughout their graduate experience and connect with faculty and site resources for possible employment opportunities. Graduate students optimize their chances for employment post graduation by immersing themselves in short-fieldwork experiences. Faculty are well connected in the community, and there are multiple partnerships with the program and large community providers. While an internship is not required as part of your graduating criteria, you will be provided with multiple internship and volunteer opportunities that we highly recommend engaging with.

Graduates with the MA (Counseling) 30 unit program have historically been highly successful in gaining professional roles in the community including advising in community colleges, taking positions as behavior specialists, case managers, working in specialized mental health services, drug & alcohol services and elementary, middle and high school settings.

Can I transfer courses from the certificate program to the master's degree program?

In what ways does this program help prepare me to transition into a ph.d. program.

The M.A. 30-unit program offers classes that focus on both qualitative and quantitative research methods to help prepare students in the area of research. Students will also be required to take a 3-unit seminar course that includes a research component.  This can help students build on these research experiences that can begin the preparation for doctoral work. Students are able to explore different options, and have questions answered, including identifying differences between the Ph.D., Ed.D and Psy.D.

Additionally, a high level of reading and writing is required throughout the program, and faculty work with students to encourage, maintain, and support a high level of writing that is expected from Master's students.

Are the online M.A. program units transferable to other master's programs (specifically to licensure Master's program for MFT, MSCW, or LPCC program)?

• Transferring in: Students cannot transfer courses from a previously awarded Master's to a new Master's degree.
• Transferring out: It is up to the discretion of the other program you are attempting to transfer our program units to. The program or department you are interested in transferring into may choose to not have students repeat content. In some cases, they can waive the course to help prevent the student from repeating the same course , but each student would still need to make up the units required for the degree.
• Tuition cost The M.A. 30-unit cost is approximately $15,000, however, unit prices are subject to change. Visit the Office of Admissions   Estimated Cost of Attendance   page for the latest information.
• Financial aid All courses are eligible for Financial Aid. Contact the SDSU Financial Aid Office and speak to a financial aid officer familiar with loans for special programs.

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• LaFetra College of Education

Master of Science in Educational Counseling

• Admission Requirements
• Program Options
• Student Fieldwork Resources
• Internship Credential Program

The Master of Science in Educational Counseling  program prepares compassionate individuals to be academically well prepared, ethical, competent, and responsive counselors who can be leaders and advocates. Educational counselors help create environments in schools and the larger community that support cultural responsiveness, academic achievement, and promote social justice. Educational counselors embrace a holistic approach to maximize the learning environment so that all students can experience success in the academic, college/career readiness, and social/emotional domains.

To provide maximum convenience and flexibility, the MS in Educational Counseling program is available at several campus locations throughout California, including La Verne, Bakersfield, Burbank, Irvine, and Santa Clarita. Courses are held in the late afternoons, evenings, and some weekends to meet the schedules of working students, and students can complete their degree on either a full- or part-time schedule. The degree consists of 55-71 credits and can be completed in as few as 2 years of full-time study or 2 to 3.5 years of  full-time study for those who selection a concentration.

Educational Counseling Curriculum

The Master of Science in Educational Counseling coursework equips students with the skills required to address school climate and mental health concerns, specifically culturally relevant prevention and intervention practices that contribute to increased academic achievement for all students. Our program supports a culture of caring that includes a strong commitment to equity across the academic, career, personal, and social domains defined by the National Standards for School Counseling.

Master’s degree coursework emphasizes social justice, mindfulness, creativity, excellence, and community involvement with community action research components embedded throughout the coursework. MS in Educational Counseling graduates are trained as advocates and collaborators for and with families, other educators, and the global community. Through this degree program, students increase their capacity for critical thinking and self-reflection. They also develop the courage and skills to challenge biases and stereotypes, to appreciate diversity, and become transformative leaders in schools and communities.

View the entire educational counseling curriculum. For more information regarding fieldwork, please contact our fieldwork director, Kathy Elderson .

Pupil Personnel Services Credential

The Master of Science in Educational Counseling program is accredited by the California Commission on Teacher Credentialing and meets the Pupil Personnel Services (PPS) Credential specialization requirements for school counseling.

Educational Counseling Concentrations

Students also have the option to customize the program to meet their professional goals by selecting one of three concentrations:

• Spanish Bilingual Bicultural Counseling (SBBC)
• School and Family Based Counseling (SFBC) *
• Social Justice Higher Education (SJHE)

*Pending Board of Behavior Science (BBS) Approval

Careers in Educational Counseling

According to data from the Bureau of Labor Statistics , employment of school and career counselors is projected to grow 10 percent from 2021 to 2031, faster than the average for all occupations. The foundational coursework prepares all graduates to work as school counselors in public K-12 settings, while a concentration can expand career options in a variety of ways:

• MS with the PPS Credential equips graduates to work in the public K–12 education system.
• The MS with Social Justice Higher Education (SJHE) concentration prepares graduates to enter the profession of student affairs in higher education.
• The MS with School and Family Based Counseling (SFBC) concentration positions graduates for licensure as a Licensed Professional Clinical Counselor.*
• The MS with Spanish Bilingual Bicultural Counseling (SBBC) concentration equips graduates to work with Spanish-speaking families and immigrant youth.

Ready to apply?

La Verne’s educational counseling program starts in spring and fall; join the next cohort today!

Want to learn more?

Check out our information session schedule to sign up for an event or webinar.

Do you have questions?

Connect with one of our admissions counselors.

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Master of Arts in Educational Studies, Counselor Education

In the Master of Arts in Counselor Education program you will train to become either a Professional School Counselor or a Licensed Professional Clinical Counselor. You'll learn the concepts of counseling in both theory and practice on your way to becoming an ethical, self-reflective practitioner who will transform the lives and communities for greater health, well-being and the common good of all. The school counseling program readies you to become a professional school counselor in public and private primary and secondary settings. Clinical Mental Health Counseling prepares students to work in community-based agencies and hospitals, counseling centers within higher education, and private practice settings around Ohio and the nation.

Program features

Ohio State students report 100% job placement 

Full-time, two-year cohort model program that meets on campus

Students take four to five courses per semester, each meeting once per week at 4 p.m. or 7 p.m.

Practicum field experience (10 hours/week) 

Internship field experience (20 hours/week) 

Ohio State students have 100% pass rate on Ohio licensure exam 

Career Paths

Funding Opportunities 

In order to learn about program costs, please refer to the Registrar's office website .

Key to teaching, research and learning in the college, associateships provide students with professional experience and financial support. 

We encourage students to apply for EHE scholarships. The college annually awards scholarships to its students to support their academic goals. 

Degree Requirements 

As of Autumn 2022 the Counselor Education program will permanently no longer require the GRE as an admissions requirement.

Prerequisites

Minimum Program hours: 60

Bachelor's degree; minimum 3.0 GPA; GRE not required

Deadline to apply

Additional Application Requirements

Special Statement of Intent

• Why do you want to be a counselor?
• Specify which track (clinical mental health counseling or school counseling) you are interested in. Tell us how your background, experiences, and interests align with that track.
• Tell us about all helping experiences (paid and volunteer) you have had in the past.
• What are the social justice issues you believe are part of the work of a counselor in that track?
• What are your professional goals once you complete the Masters degree in your track?

Program Start

Autumn semester

View Counselor Education (EDUCST-MA, WCE) Curriculum Sheet

Licensure disclosure 

Ohio State academic programs are designed to prepare students to sit for applicable licensure or certification in Ohio. If you plan to pursue licensure or certification in a state other than Ohio, please review state educational requirements for licensure and certification and state licensing board contact information at  go.osu.edu/onground . 

Application checklist

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Master of Education in School Counseling online Master of Education in School Counseling online Master of Education in School Counseling online

Get more information.

The USC Rossier School of Education offers a  Master of Education in School Counseling online (SC online)  designed for those who aspire to become school counselors in K–12 settings. The program explores relevant challenges affecting today’s schools, focusing on the well-being of the whole child through support of their social, emotional and academic needs.

This program prepares you to pursue your credential as a school counselor.

SC online Overview

49 Units Designed around three key focus areas.

2 Paths Full- or part-time paths available to fit your schedule.

2-3 Years Earn your master’s in school counseling in as few as five terms.

The SC online program at USC will prepare you to:

• Provide  academic and guidance counseling  to students in K–12 settings.
• Support the whole child : socially, emotionally and academically.
• Coordinate school counseling goals  to meet the needs of the students and organization.
• Employ decision-making and problem-solving for  implementation and evaluation .
• Develop approaches to  foster college access .

Credentialing

The USC Rossier SC online program is officially recognized as a credentialing program that prepares students to be recommended for the  California Commission on Teacher Credentialing ’s Pupil Personnel Services: School Counseling (PPS-SC) Credential. The PPS-SC Credential is required when applying to be a school counselor in California. All SC online applicants must pass the Basic Skills Requirement by the enrollment deadline, regardless of where they intend to practice.

Applicants Outside of California

The USC Rossier Master of Education in School Counseling online program is a national program that is able to enroll residents in the United States. As USC Rossier is based in California, students who complete our program will be recommended for a California Pupil Personnel Services: School Counseling (PPS-SC) Credential. Each state establishes its own rules, standards, and procedures for the credentialing of school counselors, which may be different from the requirements to qualify to practice in California. Students should review the licensure requirements in the state in which they intend to practice.

Certification requirements differ from state to state. Learn more about the requirements in the state in which you reside or intend to practice.

Your School Counseling Career Starts Here

The final deadline for the May 2024 cohort is February 26, 2024.

Master of Education in School Counseling Curriculum

The master’s in school counseling program curriculum is informed by professional competencies and standards put forth by the American School Counselor Association’s National Model for School Counseling and by critical research in the fields of  counselor education, sociology, philosophy, education, and counseling and community psychology .

Areas of Focus

As a student in the SC online program, you will gain theoretical and hands-on knowledge needed to become a school counselor through the lens of modern school counseling techniques, structured around three key focus areas:

College and Career Readiness

Prepare to support all students and their futures, taking into account cultural, socioeconomic and emotional factors that influence success.

Restorative Justice

Help students overcome obstacles of institutional oppression, like poverty and racism, or individual circumstances related to mental illness, domestic violence or community barriers.

Trauma-Informed Practice

Learn to support teaching, learning and interacting in ways that address the long-term toll physical and emotional trauma takes on the lives of children and adults.

Sample Courses

Students in the SC online program take courses such as:

• Legal and Ethical Issues in Counseling
• Learning and Individual Differences
• Human Development Theory in School Counseling
• School Connectedness, Climate and Classroom Management
• Research Methods and Data Analysis for Counselors
• Counseling for College and Career Readiness

View a full list of courses and course descriptions.

Empower Students to Succeed

Explore our SC online curriculum.

As a student, you will complete a School Counseling Portfolio, a practicum and fieldwork in which you can gain hands-on experience and build confidence as an aspiring practitioner.

In addition to your courses,  you’ll complete fieldwork in K–12 schools in or near your own community  where you can apply what you learn to real situations affecting children, families and school administration.

You will be required to complete a  100-hour practicum  and a  700-hour internship  over the course of the program. Our team of placement specialists will work with you to identify sites that fit your needs.

Begin Your Career as a School Counselor

The need for professional school counselors is evident : While the American School Counselor Association (ASCA) recommends a 250-to-1 ratio of students to counselors, the national average is only 464-to-1. 1

Our SC online program will prepare you to tackle today’s toughest challenges and promote the well-being of K–12 students. And you’ll be in demand — the projected change in employment for school and career counselors is expected to increase by 11 percent from 2020 to 2030, faster than the average for all occupations. 2

Student Experience

Our SC online program is rigorous, hands-on and collaborative. You’ll form meaningful relationships with your peers and professors — and you’ll be welcomed into the global #TrojanFamily for life.  Learn more about what it’s like to learn online.

Take Your First Step Toward Becoming a School Counselor

Complete the form below to learn more about the USC Rossier master’s in school counseling online program and speak with our admissions team.

1 The American School Counselor Association (2016–2017). The American School Counselor Association. School Counselor Roles & Ratios Retrieved January 7, 2022. arrow_upward Return to footnote reference

2 U.S. Department of Labor, Bureau of Labor Statistics. Occupational Outlook Handbook: School and Career Counselors. Retrieved July 23, 2019 arrow_upward Return to footnote reference

School Counseling Licensure Pathway

Contact information, connect with program staff.

If you have program-specific questions, please contact Coordinator for Counseling Marcela Dodi .

HGSE offers a pathway to a school counseling license in Massachusetts through a two-year curricular sequence of coursework and field-based placements. Students interested in school counseling licensure complete one year in the school counseling strand of the Human Development and Education (HDE) master’s program , followed by a second year in the Certificate of Advanced Study (C.A.S.) in Counseling program. This pathway prepares counselors-in-training with the skills necessary to promote positive, healthy academic and social emotional development in students with an emphasis on prevention, equity, and systemic change. 

Our school counseling licensure pathway emphasizes a strengths-based, anti-oppressive approach within an ecological framework. Because of this, our graduates leave our programs prepared to provide high quality academic, social emotional, and postsecondary counseling and ready to advocate for educational systems that are equitable and just. — Mandy Savitz-Romer, C.A.S. Faculty Director

After completing the School Counseling Licensure pathway, you will be able to:

• Embody Professional School Counselor Identity and Skills
• Leverage Developmental Insights
• Engage in Ecological Systems Thinking
• Demonstrate Cultural Humility
• Cultivate Prevention and Promotion
• Advance Data-driven Practice and Practice-driven Research

HDE Program School Counseling Strand (Year 1)

The counseling strand of the Human Development and Education master’s program provides the foundation for students to complete a postgraduate Certificate of Advanced Study in counseling and seek licensure in Massachusetts as a school or adjustment counselor. 

• Students fulfill HDE Program requirements plus additional counseling related coursework and field-based placements.
• Counseling strand students participate in a required yearlong school-based practicum.
• Students spend approximately two days/week doing counseling-related work in school-based settings. 
• Interested applicants should apply directly to the strand by selecting School Counseling Strand on the admissions application. 
• At the completion of year one, students graduate with a Master of Education degree.

C.A.S. in Counseling Program (Year 2)

The C.A.S. in Counseling Program allows graduates of the HDE master’s program counseling strand as well as Prevention Science and Practice or Risk and Prevention program alumni to continue their graduate studies beyond the master’s degree to earn Massachusetts initial licensure as a school counselor or adjustment counselor. 

• Students complete the remaining required counseling courses and field hours required for licensure. 
• Students spend approximately three days per week in schools supervised by a licensed counselor. 
• C.A.S. students participate in a yearlong practicum course that provides support for students learning and development as a professional counselor. 
• At the completion of year two, students graduate with a Certificate of Advanced Study in Counseling and will have met requirements for licensure in Massachusetts in school counseling or school adjustment counseling/school social work.

Q: Can I earn my license by only completing one year in the HDE School Counseling strand? A:  No. In order to receive Massachusetts licensure, students must complete both years: one year in the HDE master’s program and one year in the C.A.S. in Counseling Program

Q: What are the costs of this program?  A:  You can review the full cost details for two years of full-time study in the Residential Ed.M. program (HDE) and the C.A.S. program on our Tuition & Costs page .  

Q: I am a new applicant to HGSE and I would like to apply to the master’s program that leads to school counseling licensure. Which one do I choose?    A: You should apply to the Human Development and Education master’s program and select School Counseling Strand in the application.  

Q: When do HDE Counseling Strand students begin?   A: HDE counseling strand students follow the same timeline as non-counseling strand students, beginning in June with Foundations courses and ending in May with commencement. However, students in the counseling strand who wish to continue beyond their master’s degree and earn school counseling licensure will apply for a second year of study in the C.A.S. Program during the application period preceding year two. 

Q: How many hours per week do students spend in the field and where are they placed?  A: Currently, students in the HDE counseling strand spend approximately 300 hours in the field, whereas students in C.A.S. Program spend approximately 600 hours in the field. Overall, students must complete 900 hours to meet licensure requirements over the course of two years. 

Q: Can I earn licensure in both school counseling and school adjustment counseling while in the program? A:  No. Unfortunately, the MA Dept. of Education only allows the school to endorse one license at the point of graduation.   

Q: Can I get licensure through this program to work in other states or countries?  A: Yes, our graduates go on to transfer their licensure to other states and some of our graduates use Massachusetts licenses internationally. 

Q: Can I also choose a concentration while enrolled in the HDE Counseling Strand?  A: No, due to the additional coursework necessary to fulfill Massachusetts licensure requirements, you would not have the elective credit space to enroll in a concentration. 

Q: Who is eligible to apply to the C.A.S. Program?  A: The C.A.S. Program will begin accepting applications for the 2023-24 academic year in fall of 2022. Eligibility is based on your previous coursework and practicum experience in a HGSE counseling strand.

Core Counseling Faculty

Gretchen brion-meisels.

Josephine M. Kim

Huan-Tang Lu

Mandy Savitz-Romer

Jacqueline Zeller

Career Pathways

• School counselor (elementary, middle and high school levels)
• School adjustment counselor (elementary, middle and high school levels)
• Counselor in human services or social service agencies
• Academic advisors in higher education
• Counselor at international high schools outside of the United States

Introduce Yourself

Tell us about yourself so that we can tailor our communication to best fit your interests and provide you with relevant information about our programs, events, and other opportunities to connect with us.

Program Highlights

Can School Counselors Help Students with "FAFSA Fiasco"?

Support for low-income prospective college students and their families more crucial than ever during troubled federal financial aid rollout   

Why I’m Becoming a School Counselor

During National School Counseling Week, five students talk about the many reasons they’ve chosen this life-altering career path

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• Master of Education in School Counseling

Building the capacity of youth to succeed.

Master of Education in Counseling programs prepare professionals to work in educational settings – elementary, middle and high schools – as school counselors and in clinical settings – clinics, community mental health centers or private practice– as clinical mental health counselors. Counselors have professional preparation in the theory and practice of counseling, treatment planning and career development.

The College of Education counseling programs hold advanced accreditation by the Council on Accreditation of Counseling and Related Educational Programs . View the 2023 CACREP report .

Program type:

Graduate, MEd

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Master of Education in Counseling-

School counseling emphasis.

The MEd in Counseling, emphasis in School Counseling prepares graduate students to work as school counselors. This 60-credit hour program leads to Missouri certification and eligibility for Missouri Licensed Professional Counselor and National Certified Counselor credentials and is approved by the Missouri Department of Elementary and Secondary Education.

Outcomes and Career Outlook

Through the program, students are trained to apply principles of learning, human development, counseling, research and measurement within school settings. Preparation is designed to enable students to deliver counseling services within schools and throughout their extended communities. 95% of graduates pass the certification exam and are gainfully employed in the field.

UMSL’s program objectives describe student learning outcomes that all graduates of our programs should meet. These objectives reflect knowledge and projected counseling practice needs for counseling professionals in a diverse society. Upon completion of the program, graduates will be able to:

• Demonstrate awareness and behavior consistent with an understanding and appreciation of diversity issues.
• Apply helping relationship skills to establish therapeutic alliances and to achieve counseling goals with clients in diverse counseling settings.
• Utilize counseling ethical standards to guide professional practice and ethical decision-making.
• Assess client status and goals within relevant treatment contexts (e.g., school, clinic, community) and identify interventions based on research and best practice.
• Identify and apply appropriate theories to conceptualize client cases and inform counseling practice to achieve therapeutic goals.
• Articulate the ways in which mental health and career needs intersect for clients across the lifespan.
• Use developmentally appropriate trauma-informed approaches to address the needs of clients and systems.

Employment of school counselors is projected to grow up to 11% to 2029, with a median annual salary of $60,510 , according to wage and employment data from the U.S. Bureau of Labor Statistics.

Career Opportunities

• School Counselor

Admissions requirements include an earned baccalaureate degree from an accredited college or university with an overall grade point average of 3.0 or higher, a completed UMSL Graduate School Application , official transcripts from all colleges and universities attended, have two completed references on file, complete the supplemental application and upon admission will take CNS ED 6010 , Theories of Counseling, in their first semester. 

Application Deadlines

Admissions are conducted twice a year, with application deadlines on March 1 and October 1 for the fall and spring semesters, respectively.

Plan of study

Non-Missouri Residents: Prospective students are responsible for reviewing the NC-SARA state authorizations page to see if this program is offered in their state throughout their program and to review the licensure or certification requirements for the state in which they reside.

Student Organizations - Make new friends and learn new skills by joining one of our Recognized Student Organizations . 

Career Services – Students have access to professional career counselors who can assist in everything from resume development and interview preparation to lining up an internship or connecting you with your next fulltime career. UMSL alumni also enjoy high quality, lifelong career management programming, services, events and resources to assist in all phases of career development.

Networking – with the largest alumni network in the region, UMSL graduate students have access to leading professionals engaged in business, research, entrepreneurship, non-profit, government, community organizations. Our academic units engage this network in curriculum development to ensure our graduate students gain the skills needed to advance along their choose career path.

Research – There are many opportunities for graduate students to showcase their research including our annual Graduate Research Fair, which is open to students from all graduate programs. Doctoral and thesis master’s students can also compete in the Three Minute Thesis challenge to be evaluated by a panel of judges for a chance to win cash prizes. 

Related Majors

Explore more degree options.

College of Education

UMSL College of Education transforms lives.

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Why Choose the UMSL College of Education?

The UMSL College of Education shapes the educational landscape in the St. Louis region, advances educator quality and professional development in Missouri, and is recognized nationally as a leader of vital research and as a hub of innovation. Whether you’re a first-time college student, a career-changer or a seasoned educator seeking additional professional learning and qualifications, the College of Education has much to offer you. Join a warm, supportive and collaborative environment that will help you explore and grow for a meaningful career in education.

It's what we do.

The College of Education's comprehensive and rigorous curriculum prepares teacher candidates to be highly successful educators. Students complete a year-long practicum experience in a local school or in one of our dozens of area Studio Schools located throughout the region. Practicum incorporates our innovative ResponsiveDesign™ model, our Inquiry Into My Practice approach as well as informative on-campus seminars - all designed to ensure that each teacher candidate is fully prepared for certification and has a promising future as an effective educator. UMSL also offers exciting pathways to become a counselor, principal or superintendent as well as professional certificates to advance your career.

Faculty focused on your future.

College of Education faculty have been educating the next generation of leaders more than 50 years. With decades of collective teaching experience, our faculty provides students with world-class education, hands-on experience and innovative curriculum to become an in-demand educator. As a research-focused university, we strive to provide modern, practical training that prepares our students to lead in the classroom from day one.

Join a network of professionals.

The College of Education has prepared over 20,000 educators for service – more than any other university in the region. We have had the privilege of educating truly remarkable students. Among all undergraduate students who have graduated in the last four years, more than half have been first generation college students. For our adult learners – whether undergraduate or graduate – Great Value Colleges has highlighted UMSL’s commitment to nontraditional students, ranking the university 5th nationally in its “50 Best Colleges for Adult Education” survey. UMSL education alumni make up a strong network of noble educators, counselors, administrators and scholars motivated to transform the lives of others and advocate for all.

MORE Flexibility. MORE Possibilities.

When it comes to your education, we know one size doesn’t fit all. Offering exceptional academics at the undergraduate, graduate, and doctoral levels, our degree programs are built to fit any schedule. Whether you want to earn your degree on campus, fully online, during the evening or weekends with our 4-, 8-, 12- and 16-week course offerings – UMSL will meet you when and where you want.

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Start your journey at UMSL. Join our diverse student body and have access to world-class researchers and scholars, top-ranked degree programs and sought-after internship opportunities.

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Master of Education in Educational Counseling

Take the next step toward your career goals. Learn key information about the USC Rossier admission process and application requirements for the Master of Education in Educational Counseling program.

Prerequisites

In order to apply for this program, you must have a bachelor’s degree, or equivalent, from a college or university that is regionally accredited or recognized by a ministry of education. The institution must have been accredited at the time your degree was conferred.

Program applications are reviewed on a rolling basis, but we encourage you to apply early.

*scholarship consideration priority deadlines

Application Instructions

Review the detailed instructions in the dropdowns for each section of the online application . If you need accommodation for any part of the application process, please contact the Office of Admission and Scholarships at [email protected]. We encourage you to submit your request for accommodation at least two weeks before the accommodation is needed so our team can make necessary arrangements.

Tips Submit all application materials by the deadline . Incomplete applications may be delayed to the next application review. Skip ahead to the “Recommendations” section and use the application platform to send requests for letters of recommendation first . We recommend you complete this step right away to provide each recommender with the maximum amount of time to complete their letter. Follow the transcript submission instructions carefully. Please upload your registrar-issued transcripts from each institution attended to the USC application portal. Upon acceptance and submission of intent to enroll, you will need to submit official transcripts to the USC Office of Graduate Admissions separately.

Where to find it on the application: My Application > Personal Information

• Enter your name as it appears on your government issued I.D. Indicate any alternate or previous names in the “other name” field (i.e. maiden name).
• Enter the email address USC Rossier should use to communicate with you throughout the application process.

Where to find it on the application: My Application > Academic History > Colleges Attended > Add a College > Upload a Transcript 

To expedite admission decisions, please upload registrar-issued transcripts from all attended institutions to the USC application portal. Official transcripts should be submitted separately to the USC Office of Graduate Admissions upon acceptance and submission of intent to enroll.  

International students should refer to USC’s country specific requirements to determine which academic records they need to submit. 

To Upload Your Transcript to The Application Portal   

Login to your USC Application Portal and navigate to the Academic History section. Enter detailed information about your academic history from each institution you have attended. 

Once you have saved this information, you will find an option to Upload a Transcript for each institution. You can upload only one PDF per institution. If the transcript consists of multiple pages, you must scan each page and merge them into a single PDF file. If you do not have access to a scanner, you can take clear photos of each page and combine them into one PDF.  

There are various online services available to merge multiple files into a single PDF or convert photos into PDFs. Once you have uploaded your transcripts and completed all other sections of the application, you can proceed to submit your application.  

Upon admission and submission of the statement of intent to enroll, you must submit degree-conferred transcripts from all attended institutions to the Office of Graduate Admissions.

Where to find it on the application: My Application > Supporting Information > Documents > CV/Resume

Your résumé should be detailed enough to help the admission committee understand the various experiences – extracurricular, leadership or volunteer – that have shaped your interest in the program. Outline your roles and responsibilities within each organization and highlight any special achievements or accomplishments. In the “Supporting Information” section of the application, select “Documents”. Select the “add document” button under “CV/Resume.”

Where to find it on the application: My Application > Program Materials > Documents

Essay responses will be used to evaluate your personal, professional and educational perspectives and experiences and the ability to effectively communicate ideas and organize written thoughts. Responses to essay questions should be double-spaced with a 12-point font and one-inch margin on all sides. Include your full name at the beginning of each document. Upload each essay as a separate document in the appropriate section.

Personal Statement – 500 words or less

Write a personal statement that explains your interest in the Master of Education in Educational Counseling (EC) program and how the program will help you achieve your goals in the field of educational counseling in a college or university setting. 

Discuss the following: 

• Share with us your previous life experiences, values, and goals and how it informs your pursuit of the Educational Counseling program. 
• Describe your professional interests and short-term and long-term goals as it relates to working with college students at either the community college or four year college/university level. 
• Explain how your values align with the mission of the USC Rossier School of Education and how you strive to make a positive impact through your work in education. 

Upload your Statement of Purpose in the “Program Materials” section of the application under the tab “Documents.” Select the “add document” button under “Personal Statement”.

Short Answer - 250 words or less

Reflect on your personal and professional experiences as a student in postsecondary education. Identify and describe a problem, barrier, or challenge in higher education that is relevant to educational counseling (i.e. student academic difficulties, education funding struggles, etc.)

Discuss the following:

• Why is addressing this problem, barrier, or challenge important?,
• approaches and/or recommendations that may be effective to address it,
• provide discussion on the needs of a diverse student population that should be considered, and
• specifically address any goals or recommendations related to working with students from historically marginalized groups.

Optional Essay – 250 words or less

To aid the admission committee in evaluating your application, use this essay to discuss anything in your academic and/or professional history that may require additional explanation. This essay is optional.

Upload your optional essay in the “Program Materials” section of the application under the tab “Documents.” Select the “add document” button under “Other.”

Where to find it on the application: My Application > Program Materials > Recommendations > Add Recommendation

USC Rossier requires two letters of recommendation to complete the application. Letters should come from supervisors and/or former instructors or faculty who can comment on significant contributions you have made in your workplace, your leadership skills as well as your commitment to life-long learning and your ability to perform well in master’s-level coursework.

• To submit the names of your recommenders, go to the “Program Materials” section of the application and click on the tab “Recommendations.”

• Recommendation letters must be typed on official letterhead from the organization with a signature. If the recommender is not able to obtain company letterhead, this must be noted somewhere in the letter.
• It is your responsibility to ensure all recommendation letters are submitted in the proper format prior to the appropriate deadline. Letters uploaded in the incorrect format without explanation are subject to further review.
• Recommendations letters should be submitted by recommenders by the application deadline, but they are not required to be submitted at the time you submit your application.

Please note: recommendation letters are program-specific and cannot be used to apply to additional programs. If you withdraw your application from a particular program, your letters of recommendation will be deleted along with the application.

Where to find it on the application: Submit Application Tab

Application fees must be paid by credit or debit card

An application fee waiver is available to applicants who meet certain eligibility criteria. Eligibility criteria and instructions for obtaining a fee waiver can be found at the USC Graduate Admission website . If you choose to apply for a fee waiver you must:

• Start your online application but do not submit the application until the fee waiver is approved .
• Provide supporting documents to demonstrate qualification.
• Have your fee waiver request approved.
• Complete and submit your online application.

USC Rossier welcomes international applicants. If your prior study was completed outside of the United States, you must have earned the equivalent of a United States bachelor’s degree to be eligible for admission. View the international application requirements based on your country of study . 

International students whose native language is not English and who completed their undergraduate work outside of the United States are required to demonstrate proficiency in English as part of the application process. USC does not waive the English proficiency requirement for graduate degree(s) earned in the United States or other qualifying countries; requirements are based on the completion of undergraduate studies. For more information on English proficiency requirements, English-language test waivers and other alternate accepted exams, please visit the USC Graduate Admission English-Language Proficiency page .

TOEFL or IELTS Test Scores Where to find it on the application: My Application > Academic History > Standardized Tests > Add a Test Score

International students whose native language is not English and who completed their undergraduate work outside of the United States are required to submit an official TOEFL or IELTS score as part of their application. You must have taken one of these tests within the past two years.

In order to be a competitive applicant, you should receive a TOEFL score at or above 100 iBT and an IELTS score at or above 6.5 with no less than a score of 6 on each band.

You may upload your test score report in the “Academic History” section of the application to be used in application review. However, only scores received electronically from the testing service are considered official . Official test scores should be sent from the testing agency directly to USC.

• TOEFL: To send official scores, use USC ETS code 4852. Please note that USC does not accept super-scoring for the TOEFL.
• IELTS: Select “University of Southern California” at the time of registration. Alternatively, provide this information to your testing center after taking the test.

For more information on English Proficiency requirements, English-language test waivers, and other alternate accepted exams, please visit the USC Graduate Admission page . 

Your application materials will be reviewed by both the USC Rossier School of Education Office of Admission and Scholarships and the USC Office of Graduate Admissions.

• Refer to your USC Rossier personal portal for timely and accurate updates on your application status (including missing items).
• If your application is complete by the round application deadline, expect to receive notification of your admission decision by the corresponding notification date.
• You will receive a decision letter from both USC Rossier and the USC Office of Graduate admission.

Review Process

Your application to USC Rossier will be evaluated using a holistic review process. Academic preparation, professional work experience, personal achievement and commitment to the USC Rossier mission are each considered. No single attribute or characteristic guarantees admission to USC Rossier.

We seek applicants who will add to our vibrant learning community and whose goals, values and experiences align with the USC Rossier mission and program goals. We adhere to the university’s non-discrimination policy, and are committed to providing equal opportunity for all students.

As an applicant for this program, you will be automatically considered for limited USC Rossier scholarships, with priority consideration given to applicants who apply by the priority and regular deadlines. There is no need to submit a separate application. Recipients are selected based on academic achievement, demonstrated dedication to the USC Rossier mission and other distinguishing characteristics. All USC Rossier scholarships are awarded at the time of admission.

Document Submission Policy

Transcripts and all other application materials become the property of USC. The university does not return or duplicate materials for any reason whatsoever. The information and materials in your submitted application are made available only to the central Office of Admission and the admission committee of the academic department or professional school to which you have applied.

Frequently Asked Questions

No. This program has one start date per academic year.

There is no minimum GPA required to apply to USC Rossier programs, but competitive applicants typically have a GPA of 3.0 or above. However, GPA is one of many elements evaluated in the admission committee’s comprehensive evaluation of candidates. In the application, you may use the optional essay to discuss anything in your academic and/or professional history that may require additional explanation.

USC Rossier students come from diverse academic backgrounds. Education or experience related to your program of interest can make you a more competitive applicant but is not required. If your bachelor’s degree is unrelated to the program for which you are applying, use your application to communicate your passion for working in your selected degree field and explain how your background and experience has prepared you to be successful and positively contribute to your chosen field.

If you would like to be considered for a program other than the program for which you have been admitted, you will need to reapply for the new program. Please read the program requirements thoroughly, as they may be different from those specified for the program to which you were admitted. Your application will not be considered complete until all documents required for your new program are received.

Before applying for any program, it is recommended that you speak with an admission team member for assistance and direction in determining which program is the best fit for you.  

Applicants are permitted to apply to up to three USC programs within the same academic year. When completing your online application, select all programs to which you would like to apply. Please read each program’s guidelines carefully, as each program may require different documents or methods of assessment. You will only need to complete program-specific questions for each additional program; you will not have to fill out the entire application multiple times.

If you decide you would like to apply to an additional program after submitting your initial application, you can log back into your application and add another program.

Application fees are required for each program to which you apply, but you will only need to submit transcripts and test scores (optional for most programs) once.  

GRE scores are neither required nor accepted for admission at USC Rossier.

Yes. However, we recommend that you work closely with your academic and career specialist to plan your academic schedule.   

Beverly V. Yanuaria, M.Ed.

Assistant Director, Office of Admission and Scholarships

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• (213) 821-5843

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Master’s in counseling jobs: exploring career paths for school counselors.

School counseling has evolved far beyond providing career and vocational guidance. Each day, school counselors work with teachers and administrators to help students and their families navigate diverse challenges that affect students’ abilities to learn, develop and thrive—from academics and socialization to food insecurity, language barriers and mental health struggles.

There’s a growing demand for skilled professionals to do this important work. For the decade from 2022-2032, the United States Bureau of Labor Statistics (BLS) predicts strong growth in the job market for school counselors. The projected 5% growth rate is faster than the national average for all occupations. 1

This post explores a variety of career options—in and out of educational settings—for which you’ll become eligible once you’ve earned a master’s degree in school counseling .

School Counselor Roles and Responsibilities

“The American School Counselor Association (ASCA) supports school counselors' efforts to help students focus on academic, career and social/emotional development so they achieve success in school and are prepared to lead fulfilling lives as responsible members of society.” 2 This statement on the ASCA’s website gets to the heart of school counselors’ work. Whether you take your newly minted master’s degree in school counseling to an office in a public or private school, working with young people at any age from pre-K on up, your efforts in three key areas will focus on helping them grow to lead fulfilling, responsible lives.

Academic Development

To promote academic success, school counselors: 3

• Collaborate with school staff to foster a safe, inclusive school culture
• Develop and assess counseling programs based on student data
• Encourage rigorous coursework and remove barriers to access
• Build positive relationships with students, families and the community

Career Development

In middle school and especially in high school settings, career counseling is a vital aspect of the school counselor’s role. You’ll help students with course selection, academic planning and college and career readiness. This involves: 4

• Serving as a guide in identifying student interests, career clusters and postsecondary plans
• Assisting in transitioning to postsecondary education or employment
• Advising on diverse postsecondary pathways, including apprenticeships, military programs and college options
• Collaborating with administrators, teachers and other stakeholders to create a college-going culture

Social/Emotional Growth

School counselors address students’ social and emotional needs through counseling services, crisis intervention, mental health support and referrals when needed. To that end, you’ll need to: 5

• Use evidence-based, inclusive, trauma-informed interventions for social and emotional development
• Collaborate with teachers to deliver counseling lessons, direct instruction, team-teaching and other methods
• Provide multi-tiered, targeted support for individuals and small groups
• Employ effective counseling theories for direct and indirect student services to support social/emotional development

Career Options in School Counseling

Elementary school counseling.

At every age, students need adult help. In elementary school, children begin to: 6

• Develop their academic self-concept and feelings of competence and confidence as learners
• Develop character values and decision-making, communication and life skills
• Acquire and develop attitudes toward school, self, peers, social groups and family

As an elementary school counselor, you’ll likely be called on to: 6

• Engages students
• Includes leadership, advocacy and collaboration with school staff, administration and community/family members in the delivery of programs and activities to help students succeed
• Removing barriers to learning
• Developing the skills and behaviors needed for academic achievement

Middle School Counseling

Are the middle school years easy for anyone? As young people make the transition from childhood into adolescence, with new hormones raging and pressure seeming to come from every direction, they often experience: 7

• A need to explore multiple diverse interests, connecting their classroom learning to its practical applications in life and work
• A great deal of activity along with frequent fatigue due to rapid growth
• A search for a distinct sense of identity as they begin looking to peers more than parents for ideas and validation
• Acute sensitivity to comments from other people
• Heavy reliance on friends for comfort, understanding and approval

As a middle school counselor, you'll serve your students in a wide breadth of ways, including by: 8

• Providing academic skills support
• Helping with study habits and test-taking abilities
• Discussing career options
• Providing counseling that addresses drug use and sexual activity
• Coping strategies in times of stress or loss
• The ability to create positive relationships with their peers
• Strong decision-making abilities
• Self-confidence

High School Counseling

As the ASCA succinctly puts it, high schoolers are “deciding who they are, what they do well and what they will do when they graduate.” 9 As they gauge their abilities and strengths, their peer group is the biggest influence on their lives. High school is often richly exciting and laden with stressors, such as:

• The search for a place to belong
• Heightened pressure regarding sex, alcohol and other drugs
• Challenges regarding the safe, appropriate use of technology
• Learning to make difficult decisions
• Finding the boundaries of acceptable behavior and mature relationships
• Parental pressure
• High-stakes academic testing
• Applying to college
• Scholarship and financial aid issues
• Preparation for employment
• Entering the job market

As a high school counselor, you’ll be very busy. In addition to contributing to curriculum development, assessing individual students’ educational needs and providing intervention, counseling and crisis management when needed, you’ll have the crucial task of helping your charges develop effective social skills. Teenagers’ maturity in this regard varies widely. Wherever they go after high school, they’ll need the social and communication facilities to navigate in the adult world. Particularly for young people who don’t have positive role models close to them, your influence in incorporating social skills development into your counseling program will be essential. 10

Specializations in School Counseling

School counselors may choose one or more areas of specialization, based on their interests and expertise. Specializations in school counseling can include gifted and talented education, behavioral and emotional disorders counseling and working with diverse communities. These specialized roles allow counselors to focus on specific student populations and tailor their interventions to meet their students’ unique needs.

Careers Beyond the School Campus

With a master’s degree in school counseling and an interest in working off-campus, you have a wealth of career possibilities. They include but are not limited to these: 11

Social Work

As a child and family social worker, you’ll help children at risk of neglect, families needing help with housing or food, and children in need of foster care or adoption. As a school social worker, you’ll likely work in a school setting, meeting with students, parents and faculty to help further students’ academic and social development.

Substance Abuse Counseling

In individual and group settings, you’ll counsel clients who are struggling with addictions, as they develop the resources to cope and recover. With your degree, you could be ideally qualified to help teens or young adults with substance abuse issues.

Social and Community Services Management

Your proficiency in assessment and leadership will serve you well as you develop and manage social service programs and community organizations that work with a particular demographic, such as children or teens. You’ll determine these programs’ effectiveness, advocate for them and use data to improve them.

Expand your counseling career options.

Once you’ve earned William & Mary’s Online M.Ed. in Counseling with a concentration in School Counseling , you’ll be equipped to help students thrive in school and far beyond it.

Led by world-class faculty , this robust curriculum will develop your ability to guide the mental, emotional and physical development of students of all ages. With an emphasis on social justice , cultural responsiveness, program planning and evaluation practices, this flexible online program helps prepare you to meet state licensure requirements and provides the knowledge you need to become a transformative influence in young peoples’ lives.

Learn more to begin this important next step in your career. Schedule a call with an admissions outreach advisor today.

• Retrieved on April 5, 2024, from bls.gov/ooh/community-and-social-service/school-and-career-counselors.htm
• Retrieved on April 5, 2024, from schoolcounselor.org/About-ASCA
• Retrieved on April 5, 2024, from schoolcounselor.org/Standards-Positions/Position-Statements/ASCA-Position-Statements/The-School-Counselor-and-Academic-Development
• Retrieved on April 5, 2024, from schoolcounselor.org/Standards-Positions/Position-Statements/ASCA-Position-Statements/The-School-Counselor-and-Career-Development
• Retrieved on April 5, 2024, from schoolcounselor.org/Standards-Positions/Position-Statements/ASCA-Position-Statements/The-School-Counselor-and-Social-Emotional-Developm
• Retrieved on April 5, 2024, from schoolcounselor.org/getmedia/1691fcb1-2dbf-49fc-9629-278610aedeaa/Why-Elem.pdf
• Retrieved on April 5, 2024, from schoolcounselor.org/getmedia/7ed7a427-a87a-4609-a4e1-ee8e5358df29/Why-Middle.pdf
• Retrieved on April 5, 2024, from school-counselor.org/middle-school-counseling/
• Retrieved on April 5, 2024, from schoolcounselor.org/getmedia/2a38ea99-5595-4e6d-b9af-2ac3a00fa8c3/Why-High-School.pdf
• Retrieved on April 5, 2024, from school-counselor.org/high-school-counseling/
• Retrieved on April 5, 2024, from learn.org/articles/jobs_for_a_masters_degree_in_school_counseling.html

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MA in Education — Counseling Psychology (LPCC Eligible)

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Preparing reflective mental health practitioners for diverse and challenging environments in Northern California

The Master of Arts degree with a concentration in Counseling Psychology at University of the Pacific prepares students for careers that serve a culturally diverse society in the mental health professions by providing an educational foundation in counseling, assessment, development, research methods, ethical practice, psychopharmacology, and addiction, among other advanced topics. Students in the program progress through their course sequence in a cohort and support each other in the classroom and in practice as they become self-reflective practitioners, researchers, and leaders.

Please note : This program format cannot support an I-20 for international student visas. 

Pacific's MaEd in Counseling Psychology meets the educational requirements for becoming a licensed professional clinical counselor (LPCC), and students who become LPCCs have the exciting and rewarding opportunity to promote positive change for diverse individuals and groups by offering treatment and counseling to those with mental health and substance abuse problems.

MA units apply to your EdD

Classes 2x/week after 4 pm, student-centered teaching.

Learn about the Master of Arts in Education, Counseling Psychology from program lead, Dr. Justin Low.

Counseling Psychology students gain real-world experience through our grant-funded practicum offered in San Joaquin County through the Behavioral Workforce Project. Students interested in becoming mental health practitioners are able to further develop their counseling skills while serving the San Joaquin area. Other paid and volunteer practicum opportunities are also available in Sacramento, Stanislaus and Tuolumne counties as well as across the Bay Area.

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Take the next step toward your master in education for counseling psychology.

We take a hands-on approach with our students. This means we want to get to know you throughout your discovery and application process. Help us connect with you by taking the next step.

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FAQs on Counseling Master’s Programs: CACREP and MPCAC Accreditation

If you’re pursuing a master's degree in counseling, understanding the significance of accreditation is essential. The ACA (American Counseling Association) recognizes both CACREP (The Council for Accreditation of Counseling and Related Educational Programs) and MPCAC (Master’s in Psychology and Counseling Accreditation Council) as critical sources of accreditation for counseling programs.

In this blog, we’ll take a closer look at what CACREP and MPCAC accreditation is, its significance for counseling master’s degrees, and what accreditations or licensures you need to become a certified mental health counselor.

FAQ 1: What are CACREP and MPCAC accreditations?

Accrediting bodies like CACREP and MPCAC ensure counseling programs provide the minimum requirements of evidence-based training for counseling students. They ensure program consistency, experience, and path to licensure for counselors-in-training. When you’re looking for a graduate counseling program, you want to make sure that the program you choose will adequately prepare you for licensure and the job titles you’ll hold afterward.

In order for a counseling master’s program to be CACREP or MPCAC accredited, it must fulfill certain requirements or standards for institutional settings; program mission and objectives; program content; practicum experiences; student selection and advising; faculty qualifications and workload; program governance; instructional support; and self-evaluation. 1,2 One distinctive feature of MPCAC accreditation is its recognition of 8-week programs, unlike CACREP's minimum requirement of 10 weeks. This accreditation ensures that graduates of an 8-week program model are well-prepared for the challenges of professional practice in mental health counseling.

FAQ 2: Do I need to go to a school that’s CACREP or MPCAC accredited to become a licensed counselor?

No, it is not required to go to a CACREP or MPCAC accredited school to become a licensed counselor. To be a licensed counselor, a student’s counseling program must meet the state’s licensure requirements. Thus, most states don't require CACREP or MPCAC accreditation, nor do most counseling jobs. Attending an accredited program also doesn't mean you're guaranteed to get your license. Students at CACREP and MPCAC accredited counseling programs will still need to complete all requirements and pass all examinations that students who attend non-accredited schools need to complete.

MPCAC accreditation signifies that a counseling master's program meets rigorous educational standards, ensuring graduates are adequately prepared for licensure and professional practice. 3 While specific state requirements may vary, MPCAC accreditation holds significant weight in the licensure process and is recognized by many state licensing boards.

FAQ 3: What else should I consider in a counseling graduate degree?

Accreditation is one thing, but there are a host of other factors to consider when choosing a clinical mental health counseling program. They include curriculum requirements and faculty to student ratio.

Curriculum requirements

Whether the counseling graduate degree program you are considering is accredited or not, you should compare the curriculum to your state’s requirements. Every state has different requirements for licensure, and Oklahoma City University encourages applicants to consult with the licensing board in their state to ensure they understand the requirements before enrolling in a program.

For example, state boards will require completed hours of academic credit in specific topic areas to apply for licensure. If you examine your school's curriculum, you should see pretty clear equivalents. You should also be mindful that some states do require CACREP accreditation. This is typically expressed by States’ Licensure Websites.

Using the requirements of the state of Oklahoma State Board of Behavioral Health, which manages Licensed Professional Counselor licenses and OCU’s curriculum , here are a few examples: 4

• OCU equivalent: Personality and Human Development
• OCU equivalent: Professional Identity & Ethics
• OCU equivalent: Research Methods

The state board should have short explanations of each requirement so that you can closely compare those with complete course descriptions. Each state will also dictate a certain number of hours of practicum and internship experience.

Faculty to student ratio

CACREP accredited programs require no more than 12 students to one instructor. Adhering to the MPCAC model for 8-week programs, OCU holds an 8:1 (8 students per instructor) ratio, to ensure a rich and rewarding field experience for counselors-in-training.

FAQ 4: Can I achieve NCC designation without going to a CACREP-accredited school?

Some prospective counselors also wonder if you can become a Nationally Certified Counselor (NCC) if your program isn't CACREP accredited. Yes, you can obtain NCC status without enrolling in a CACREP-accredited program. There are a few additional steps you have to complete, which are as follows: 5

• Earn a graduate degree in counseling (including practicum/internship requirements) from an institutionally accredited educational institution
• Take the Counselor Preparation Comprehensive Examination (CPCE) if required by your school
• Complete post-graduate "supervision" or supervised experience hours
• The National Board for Certified Counselors, Inc. (NBCC) will review your coursework to determine your eligibility
• Submit an endorsement from a professional colleague who holds a graduate degree in a mental health field
• National Counselor Examination (NCE) for Licensure and Certification
• National Clinical Mental Health Counseling Exam (NCMHCE)
• Complete the required NCC application sections “Ethics Attestation” and “Applicant Agreement and Release Authorization,” which require the disclosure of all prior legal, criminal, and disciplinary matters, which the NBCC will then review
• Address any additional requirements as outlined by your states’ licensing board
• Apply for a license with your state board of counseling

FAQ 5: What are the requirements for earning a mental health counseling license?

In order to become a licensed mental health counselor, you should follow the steps outlined below under NCC designation (depending on if your program is CACREP accredited or not). While this is generally the order that tasks will be completed, it can vary slightly. Check out our blog on How to Earn Your Clinical Mental Health Counseling License for more specific information.

How OCU can prepare you for licensure

Oklahoma City University’s online M.Ed. in Clinical Mental Health Counseling offers a robust, rigorous degree program with remote skills labs that will help you learn popular counseling theories, hone interpersonal skills, and gain additional expertise in the field. The curriculum is approved by the NBCC and the Oklahoma State Board for Behavioral Health and meets all core counseling competencies within the American Counseling Association guidelines.

Thoughtful course material encourages self-reflection and professional development while also meeting or exceeding the board requirements of other states. Courses use empirically supported teaching strategies to engage students with specialization topics like research, evidence-based counseling techniques, adolescent counseling, marriage and family therapy, and more. Finally, ​​ the internship and practicum offer an exciting chance to immerse yourself in real-world experiences, all while fulfilling essential licensure requirements.

Earn your M.Ed. from a reputable university

Start with a solid foundation for your career by earning a master's in counseling from a university with a reputation for molding competent, compassionate clinical mental health counselors. The OCU Clinical Mental Health Counseling faculty hold CACREP certified degrees in Counselor Education and Supervision. OCU online M.Ed. students will also gain invaluable clinical mental health counseling knowledge and experience that includes core CACREP and MPCAC areas like counseling theories, treatment planning, professional practice and more.

Schedule a call with an admissions outreach advisor to learn more about the online clinical mental health counseling program at OCU.

• Retrieved on March 26, 2024, from https://www.cacrep.org/accreditation/
• Retrieved on March 26, 2024, from https://www.counseling.org/resources/licensure-requirements/education-accreditation
• Retrieved on March 26, 2024, from https://mpcacaccreditation.org/about-mpcac/
• Retrieved on March 26, 2024, from https://www.ok.gov/behavioralhealth/ACADEMIC_REQUIREMENTS_-_LPC.html
• Retrieved on March 26, 2024, from https://www.nbcc.org/certification/ncc

Return to Clinical Mental Health Counseling

Complete the form below before proceeding to the application portal.

Oklahoma City University has engaged Everspring , a leading provider of education and technology services, to support select aspects of program delivery.

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Arcelia Pena-Baltazar (she/her/ella)

School Psychology, EdS ’24

Arcelia is the 2024 graduate student commencement speaker. The Graduate School Commencement Ceremony is June 2nd in Pamplin Sports Center.

My professional experience working with the youth in those facilities sparked my interest in digging deeper into what some of them had experienced, understanding their lived experiences, and figuring out how I could be a part of a preventative system rather than the last stop.

“For many of them, school was a common topic of discussion,” she explains. “They identified school as a safe and consistent place, yet it still lacked connection and understanding of their particular experiences.”

Pena-Baltazar shares the words of one of her clients, uttered over a game of chess, noting that it was his heartfelt wish for his mother to understand his mental health challenges. She says these words have stayed with her long after she forgot the result of their chess duel.

“Ms. Pena, if my mom were here right now, listening to me talk, she’d probably still look at me as if I was making up excuses. She never understood why I was doing so badly in school. She would hear that I was failing classes, and I would get hit at home because of that and get called ‘lazy.’ She’d always say, ‘Stop your nonsense, and figure it out.’ I know she doesn’t understand many things, but I wish she had just taken the time to listen and try to understand me.”

“I completely understood what he meant, being raised in a predominantly Latinx-populated community,” says Pena-Baltazar. “Having access to those who ‘get it’ and who understand that mental health issues exist, even within the Latinx culture, was more of an exception rather than the rule. You often sought help from various school resources but had to explain why things were the way they were in Latinx culture before getting any real help. Most school supports did not represent us and could not understand all the various cultural pressures unique to Latinx. Many times, you felt discouraged to go through all that trouble for little help.”

Pena-Baltazar further explains that trying to bring up the topic of mental health-related issues to your parents was taboo.

“It affected parents as well, often questioning their parenting skills or shifting blame to their child for not “working hard” enough to excel in school. I knew I wanted to change that for other students.”

On the night of that conversation and chess duel, Pena-Baltazar clocked out of her shift, went home, and searched different career options that:

• Were involved in doing preventative work
• Supported students in schools
• Kept her in the mental health field
• Allowed her to partner with families to support students
• Provided some variety in her role
• And, most importantly, kept her connected with students

And that’s how she learned that there’s a field called School Psychology.

“When I found the educational specialist program at Lewis & Clark, I immediately identified with its mission. Lewis & Clark’s focus on social justice not only makes the application process accessible, but the level of support the program has provided has made me feel that much more confident to step into the education field to serve students and families. Reflecting on what I’ve learned and accomplished in the last three years, I wouldn’t have been able to complete this program without the support of my family, cohort, supervisors, and instructors.”

Pena-Baltazar says she was often asked during the last three years to share her “why.” It revolves around supporting students in order to help them thrive, not just academically but as individuals as well. It is important to her that support systems represent the students and families they serve, helping to close the gaps that exist between families, the community, and the education system.

As I continue my journey at Lewis & Clark and prepare to enter the education system, I am driven by a passion for social justice and equity in education. My experiences have shaped my commitment to creating inclusive and supportive environments where all students can flourish.

Moving forward, Pena-Baltazar remains dedicated to leveraging her skills in school psychology to advocate for historically underrepresented communities and enact positive change within the education system. With the unwavering support of her loved ones and the inspiring community at Lewis & Clark, she feels confident in her ability to make meaningful contributions toward a more just and equitable future for all.

More Graduate School of Education and Counseling Stories

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A Unified General Education Pathway

"...the transfer process is still unnecessarily complex, confusing and difficult for the majority of students to navigate." — Assembly Bill 928, The Student Transfer Achievement Reform (STAR) Act 2021

More than 50% of CSU students are transfer students, arriving primarily from the California Community Colleges system. In an effort to simplify their pathway to a four-year degree, the Student Transfer Achievement Reform Act (AB 928) creates a singular, lower-division General Education (GE) pattern for both California State University and University of California transfer admissions. This pattern, called Cal-GETC, was approved by all three higher education intersegmental partners via the Intersegmental Committee of Academic Senates in spring 2023. When Cal-GETC is implemented in fall 2025, it will become the only transfer GE pattern offered by California community colleges.

The STAR Act is meant to support student success and equity, helping to ease access, simplify advisement across segments, eliminate barriers and carve a clear path to a four-year degree across California's educational segments.

Recognizing a growing trend of first-time, first-year students arriving to the CSU with college credit, including 60% of CSU first-year applicants who have earned college credit, the Chancellor's Office has recommended a unified pathway. Historically, the CSU has had one unified GE pattern for all students—CSU GE Breadth. Changes to Title 5 California Code of Regulations ensure the CSU continues to provide one unified GE pattern whether students enroll as first-time, first-year students or transfer students.

GE Informational Webinar, April 15, 2024

An informational webinar was held on Monday, April 15, 2024 hosted by Interim Associate Vice Chancellor of Academic and Faculty Programs Laura Massa and Assistant Vice Chancellor and State University Dean Brent Foster. Questions posed in this webinar will be posted shortly.

On March 27, 2024, the CSU Board of Trustees approved proposed changes to Title 5 CSU General Education that modify CSU GE Breadth to mirror the Cal-GETC pattern and units.

The Chancellor’s Office will support campuses and faculty through the implementation processes, including through resources to support faculty release, written guidance and stipends for faculty effort during off-contract periods. Each campus will determine the application of units that are not included in Cal-GETC.

Changes to CSU General Education

The update to CSU GE removes five units from the GE pattern. It does this by:

• Including a one-unit laboratory for Biological or Physical Sciences
• Not including one of three Arts or Humanities courses (in Area C)
• Not including Area E, Lifelong Learning and Self-Development

The five units removed from GE will be returned to campuses to determine how to utilize.

About the Student Transfer Achievement Reform Act

Authored by Assemblymember Marc Berman and approved in 2021, Assembly Bill 928 consolidates two existing general education pathways for California Community College students into a single pathway to either the CSU or UC system. It also requires that community colleges place incoming students on an Associate Degree for Transfer (ADT) pathway, if one exists for their major, on or before August 1, 2024.

Key Terms and Definitions

What is Cal-GETC? Cal-GETC is a new GE pattern that will be implemented in fall 2025. As a result of its implementation, California Community Colleges will no longer offer the current CSU GE Breadth and Intersegmental General Education Transfer Curriculum (IGETC) patterns.

What is IGETC? The Intersegmental General Education Transfer Curriculum, or IGETC, is designed for the community college student who wants to be eligible to transfer to either the CSU or the UC systems. 

What is CSU GE Breadth? CSU GE Breadth is the current General Education pattern for all CSU students whether they are first-time first-year students or transfer students. Following the approval of the CSU Board of Trustees on March 27, 2024, starting in fall 2025 CSU GE will mirror Cal-GETC in areas and units.

What is an ADT? The Associate Degree for Transfer (ADT) allows California Community College students who meet the CSU's minimum eligibility requirements guaranteed priority admission to the CSU, though not necessarily to a particular campus or major. Students earn a two-year associate degree (no more than 60 units) that is fully transferrable towards a CSU bachelor's degree.

Additional Resources

GE Informational Seminar May 2023

AB 928 Bill Text

ADT Intersegmental Implementation Committee

The Intersegmental Committee of the Academic Senates (ICAS)

Frequently Asked Questions

Former Giants football player will speak at Raritan Valley Community College graduation

BRANCHBURG - Kareem McKenzie, who won two Super Bowls with the New York Giants, will deliver the commencement address at Raritan Valley Community College’s annual spring graduation on May 11.

McKenzie will receive an honorary degree during the ceremony, which will be held on the soccer field at the college’s Branchburg campus. Close to 1,100 students are expected to be awarded associate degrees or certificates.

McKenzie, an offensive lineman who played for both the Jets and the Giants, is pursuing his doctoral degree at Kean University in counselor education and supervision.McKenzie, who grew up in Willingboro, is a licensed counselor who played 11 years in the NFL. He also interned with the NFL as a counselor, assisting coaches in understanding players’ perspectives and offering insight about counseling services to fellow NFL players.

More: Rutgers students at New Brunswick campus vote 'yes' on Israel divestment referendum

After retiring from professional football, the graduate of Penn State, where he received a bachelor’s degree in business administration and management, continued his education for a second career as a counselor.

He earned a masters of education in professional counseling from William Paterson University of New Jersey.

As a counselor, McKenzie has worked as a member of a psychiatric treatment team, handling intake assessments, co-facilitating group therapy sessions for adolescents and adults, conducting individual therapy sessions, and advocating for patients.

McKenzie also has worked with the Ronald McDonald House Charities (RMHC) of the New York Tri-State Area. He served as a spokesperson and a selection committee member for the RMHC African American Future Achievers Scholarship Fund, which offers scholarships to students in financial need who have demonstrated academic achievement, leadership and community involvement.

Emai l : [email protected]

Mike Deak is a reporter for mycentraljersey.com. To get unlimited access to his articles on Somerset and Hunterdon counties, please subscribe or activate your digital account today.

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School of Education students honored as 2024 Teachers of Promise

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April 18, 2024 : By Christian Shields - Office of Communications & Public Engagement

Last month, the Liberty University School of Education sent seven students to the Teachers of Promise (TOP) Institute in Midlothian, Va., where they were honored for their academic success and given the opportunity to fellowship with veteran educators.

The event, held March 22-23, included a celebration banquet on Friday evening recognizing this year’s “Teachers of Promise” before a day of workshops and collaboration between teacher candidates and teaching mentors on Saturday.

The TOP institute was founded in 2004 by Wade Whitehead, a recipient of the Milken Educator Award and McGlothlin Award for Teaching Excellence and a member of the National Teacher Hall of Fame. Whitehead created the institute to provide mentorship of promising, passionate teacher candidates in Virginia by veteran teachers who have won distinguished awards in teaching.

Liberty has partnered with TOP every year since the organization’s inception and has participated in the conference each year with the exception of 2020, when the event was canceled due to the COVID-19 pandemic.

The students who attended the institute were specially chosen by faculty members, who examined the students’ service to the department, school club participation, collaboration amongst classmates, and other factors. Liberty’s 2024 TOP candidates were Hannah Agostino, Jessica Chiereghio, Ciera Demorier, Aubrey Kransberger, Allison Fueger, Diamon Gipson, Madelyn Junker, and Shea O’Brien.

“This recognition shows them that our profession is important,” said School of Education Professor Dr. Michelle Goodwin, who serves as one of Liberty’s two faculty sponsors for TOP. “Sometimes, I feel like other professions seem elevated compared with teaching, but it is important. We always say that teachers pave the way for all other professions. It’s a good affirmation for them because they see excellent teachers who are effective and making a big difference. This difference is being embodied in this award that they won, so other people have taken notice of their hard work and their effectiveness. It’s good for their learning and their morale.”

Goodwin also noted that several past students chosen  have later become education leaders themselves in the local area, including in roles such as school principal.

“We’re always so incredibly proud of our students,” she added. “It’s a testament to how well they’ve done in the program and what we perceive their potential to be as an excellent educator.”

During the banquet, students were grouped with their respective mentors and provided the opportunity to ask them questions and glean advice that will benefit them as they enter the field of education. Students also received a TOP pin from the mentors that they can wear during their degree ceremonies at Commencement along with a TOP medallion that they will receive at a School of Education awards assembly on April 29.

On March 23, students participated in a variety of workshop classes on topics such as different instructional strategies, use of technology in the classroom, teaching students at different cognitive levels, and managing the first year as a full-time teacher.

“It was really amazing and is definitely a once-in-a-lifetime opportunity because we’re only future teachers once,” said Junker, who is currently a student teacher in Closter County, Va. “It was awesome to meet a bunch of professionals who are very good at their craft — National Teachers of the Year, State Teachers of the Year — and being able to build connections with them and learn from them as well.”

Kransberger, who serves as a student teacher in Lynchburg, said she also appreciated how many in attendance at the event shared her Christian faith. Although the public school setting does not provide a direct avenue for teachers to evangelize, she said teachers can live out the Christian walk in the classroom by prioritizing the needs of the children over themselves.

“It was really cool to hear about their passion and to see their heart and their generosity,” she said. “Overall, it reignited my passion for education, and it showed that it is possible to make a difference and not just end up as another burnt-out teacher.”

Although Kransberger doesn’t have any immediate career plans as she and her husband are expecting a baby at the beginning of the 2024-25 school year, she said she feels her time at Liberty has prepared her to be successful in whatever field she pursues, whether that is tutoring, substitute teaching, homeschooling, or working full time as a teacher.

“In every class I have had, the content is important and what we’re learning is important, but at the core of it all is (Liberty’s mission of) Training Champions for Christ and having well-equipped (students),” she said. “Everything we do is coming from a Christ-centered position and of the things that come from that, such as empathy, selflessness, dedication, and desire to work hard because you have a deeper purpose. Anything from being a student at Liberty and doing student leadership at Liberty has prepared me for life well, and all of those things are applicable to being a teacher because teaching is one of those professions where you just have to be versatile.”

“Going to school at Liberty has given me a greater focus on God and deepened my relationship with Him, which has made me more equipped to be a teacher, or a professional in any space, or a mom, or a wife,” she added. “If you have a good relationship with God, all of your other relationships are going to look better.”

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Turn Your Curiosity Into Discovery

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40 facts about elektrostal.

Written by Lanette Mayes

Modified & Updated: 02 Mar 2024

Reviewed by Jessica Corbett

Elektrostal is a vibrant city located in the Moscow Oblast region of Russia. With a rich history, stunning architecture, and a thriving community, Elektrostal is a city that has much to offer. Whether you are a history buff, nature enthusiast, or simply curious about different cultures, Elektrostal is sure to captivate you.

This article will provide you with 40 fascinating facts about Elektrostal, giving you a better understanding of why this city is worth exploring. From its origins as an industrial hub to its modern-day charm, we will delve into the various aspects that make Elektrostal a unique and must-visit destination.

So, join us as we uncover the hidden treasures of Elektrostal and discover what makes this city a true gem in the heart of Russia.

Key Takeaways:

• Elektrostal, known as the “Motor City of Russia,” is a vibrant and growing city with a rich industrial history, offering diverse cultural experiences and a strong commitment to environmental sustainability.
• With its convenient location near Moscow, Elektrostal provides a picturesque landscape, vibrant nightlife, and a range of recreational activities, making it an ideal destination for residents and visitors alike.

Known as the “Motor City of Russia.”

Elektrostal, a city located in the Moscow Oblast region of Russia, earned the nickname “Motor City” due to its significant involvement in the automotive industry.

Home to the Elektrostal Metallurgical Plant.

Elektrostal is renowned for its metallurgical plant, which has been producing high-quality steel and alloys since its establishment in 1916.

Boasts a rich industrial heritage.

Elektrostal has a long history of industrial development, contributing to the growth and progress of the region.

Founded in 1916.

The city of Elektrostal was founded in 1916 as a result of the construction of the Elektrostal Metallurgical Plant.

Located approximately 50 kilometers east of Moscow.

Elektrostal is situated in close proximity to the Russian capital, making it easily accessible for both residents and visitors.

Known for its vibrant cultural scene.

Elektrostal is home to several cultural institutions, including museums, theaters, and art galleries that showcase the city’s rich artistic heritage.

A popular destination for nature lovers.

Surrounded by picturesque landscapes and forests, Elektrostal offers ample opportunities for outdoor activities such as hiking, camping, and birdwatching.

Hosts the annual Elektrostal City Day celebrations.

Every year, Elektrostal organizes festive events and activities to celebrate its founding, bringing together residents and visitors in a spirit of unity and joy.

Has a population of approximately 160,000 people.

Elektrostal is home to a diverse and vibrant community of around 160,000 residents, contributing to its dynamic atmosphere.

Boasts excellent education facilities.

The city is known for its well-established educational institutions, providing quality education to students of all ages.

A center for scientific research and innovation.

Elektrostal serves as an important hub for scientific research, particularly in the fields of metallurgy, materials science, and engineering.

Surrounded by picturesque lakes.

The city is blessed with numerous beautiful lakes, offering scenic views and recreational opportunities for locals and visitors alike.

Well-connected transportation system.

Elektrostal benefits from an efficient transportation network, including highways, railways, and public transportation options, ensuring convenient travel within and beyond the city.

Famous for its traditional Russian cuisine.

Food enthusiasts can indulge in authentic Russian dishes at numerous restaurants and cafes scattered throughout Elektrostal.

Home to notable architectural landmarks.

Elektrostal boasts impressive architecture, including the Church of the Transfiguration of the Lord and the Elektrostal Palace of Culture.

Offers a wide range of recreational facilities.

Residents and visitors can enjoy various recreational activities, such as sports complexes, swimming pools, and fitness centers, enhancing the overall quality of life.

Provides a high standard of healthcare.

Elektrostal is equipped with modern medical facilities, ensuring residents have access to quality healthcare services.

Home to the Elektrostal History Museum.

The Elektrostal History Museum showcases the city’s fascinating past through exhibitions and displays.

A hub for sports enthusiasts.

Elektrostal is passionate about sports, with numerous stadiums, arenas, and sports clubs offering opportunities for athletes and spectators.

Celebrates diverse cultural festivals.

Throughout the year, Elektrostal hosts a variety of cultural festivals, celebrating different ethnicities, traditions, and art forms.

Electric power played a significant role in its early development.

Elektrostal owes its name and initial growth to the establishment of electric power stations and the utilization of electricity in the industrial sector.

Boasts a thriving economy.

The city’s strong industrial base, coupled with its strategic location near Moscow, has contributed to Elektrostal’s prosperous economic status.

Houses the Elektrostal Drama Theater.

The Elektrostal Drama Theater is a cultural centerpiece, attracting theater enthusiasts from far and wide.

Popular destination for winter sports.

Elektrostal’s proximity to ski resorts and winter sport facilities makes it a favorite destination for skiing, snowboarding, and other winter activities.

Promotes environmental sustainability.

Elektrostal prioritizes environmental protection and sustainability, implementing initiatives to reduce pollution and preserve natural resources.

Home to renowned educational institutions.

Elektrostal is known for its prestigious schools and universities, offering a wide range of academic programs to students.

Committed to cultural preservation.

The city values its cultural heritage and takes active steps to preserve and promote traditional customs, crafts, and arts.

Hosts an annual International Film Festival.

The Elektrostal International Film Festival attracts filmmakers and cinema enthusiasts from around the world, showcasing a diverse range of films.

Encourages entrepreneurship and innovation.

Elektrostal supports aspiring entrepreneurs and fosters a culture of innovation, providing opportunities for startups and business development.

Offers a range of housing options.

Elektrostal provides diverse housing options, including apartments, houses, and residential complexes, catering to different lifestyles and budgets.

Home to notable sports teams.

Elektrostal is proud of its sports legacy, with several successful sports teams competing at regional and national levels.

Boasts a vibrant nightlife scene.

Residents and visitors can enjoy a lively nightlife in Elektrostal, with numerous bars, clubs, and entertainment venues.

Promotes cultural exchange and international relations.

Elektrostal actively engages in international partnerships, cultural exchanges, and diplomatic collaborations to foster global connections.

Surrounded by beautiful nature reserves.

Nearby nature reserves, such as the Barybino Forest and Luchinskoye Lake, offer opportunities for nature enthusiasts to explore and appreciate the region’s biodiversity.

Commemorates historical events.

The city pays tribute to significant historical events through memorials, monuments, and exhibitions, ensuring the preservation of collective memory.

Promotes sports and youth development.

Elektrostal invests in sports infrastructure and programs to encourage youth participation, health, and physical fitness.

Hosts annual cultural and artistic festivals.

Throughout the year, Elektrostal celebrates its cultural diversity through festivals dedicated to music, dance, art, and theater.

Provides a picturesque landscape for photography enthusiasts.

The city’s scenic beauty, architectural landmarks, and natural surroundings make it a paradise for photographers.

Connects to Moscow via a direct train line.

The convenient train connection between Elektrostal and Moscow makes commuting between the two cities effortless.

A city with a bright future.

Elektrostal continues to grow and develop, aiming to become a model city in terms of infrastructure, sustainability, and quality of life for its residents.

In conclusion, Elektrostal is a fascinating city with a rich history and a vibrant present. From its origins as a center of steel production to its modern-day status as a hub for education and industry, Elektrostal has plenty to offer both residents and visitors. With its beautiful parks, cultural attractions, and proximity to Moscow, there is no shortage of things to see and do in this dynamic city. Whether you’re interested in exploring its historical landmarks, enjoying outdoor activities, or immersing yourself in the local culture, Elektrostal has something for everyone. So, next time you find yourself in the Moscow region, don’t miss the opportunity to discover the hidden gems of Elektrostal.

Q: What is the population of Elektrostal?

A: As of the latest data, the population of Elektrostal is approximately XXXX.

Q: How far is Elektrostal from Moscow?

A: Elektrostal is located approximately XX kilometers away from Moscow.

Q: Are there any famous landmarks in Elektrostal?

A: Yes, Elektrostal is home to several notable landmarks, including XXXX and XXXX.

Q: What industries are prominent in Elektrostal?

A: Elektrostal is known for its steel production industry and is also a center for engineering and manufacturing.

Q: Are there any universities or educational institutions in Elektrostal?

A: Yes, Elektrostal is home to XXXX University and several other educational institutions.

Q: What are some popular outdoor activities in Elektrostal?

A: Elektrostal offers several outdoor activities, such as hiking, cycling, and picnicking in its beautiful parks.

Q: Is Elektrostal well-connected in terms of transportation?

A: Yes, Elektrostal has good transportation links, including trains and buses, making it easily accessible from nearby cities.

Q: Are there any annual events or festivals in Elektrostal?

A: Yes, Elektrostal hosts various events and festivals throughout the year, including XXXX and XXXX.

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Nevada Today

College of education and human development hosts awards ceremony, this year, 24 awards were given to outstanding students, faculty and staff in the college during the spring celebration.

Nevada Center for Excellence in Disabilities (NCED) received the Excellence and Innovation Award in Diversity, Equity and Inclusion.

The College of Education & Human Development held its annual Spring Celebration awards ceremony on April 16, 2024. More than 125 people gathered for the event at the Atlantis Casino Resort Spa Paradise Ballroom.

The celebration honored the outstanding accomplishments of the College's students, faculty and staff. It also recognized the generous donors who support the students and the impactful work within the College.

President Brian Sandoval opened the evening by describing the College's historical significance and remarking that it is close to his heart, as both his mother and daughter are graduates of the College. He also congratulated the award-winners and spoke about their commitment to excellence and outstanding work in advancing education in Nevada. Donald Easton-Brooks, Ph.D. , dean of the College of Education and Human Development, thanked the donors for generously supporting the students through scholarships, the faculty for producing cutting-edge research, and the students for their incredible perseverance and hard work. “The Spring Celebration honored the achievements of faculty and students and recognized our donors for their wonderful support,” Easton-Brooks said. “It also celebrated the profound impact these individuals have on our community and reaffirmed the College’s commitment to life-changing learning.”

Quentin Smith, M.Ed. , director of development, was the master of ceremonies. He also held a silent auction featuring playful artwork creations from the children in the Child and Family Research Center .

Smith emphasized the importance of collaboration and working together to achieve any endeavor that a group can accomplish expeditiously. He exclaimed, "Why walk through life when you can run with the Pack?"

Keynote speaker Kristen Remington, 2 News Anchor, gave an inspirational message about an educator who made a difference in her life. By believing in her and having high expectations, her teacher helped shaped her from being a shy student to now a news anchor. She remarked that our faculty and students make such a positive impact through their mentorship. The highlight of the evening was Associate Dean Eleni Oikonomidoy, Ph. D. , honoring the Nevada Center for Excellence in Disabilities with the Excellence and Innovation Award in Diversity, Equity and Inclusion.

“It was wonderful to celebrate the numerous accomplishments of the College's students, faculty and staff," Oikonomidoy said. "We would like to thank President Sandoval and our keynote speaker Kristen Remington for their powerful words and Quentin Smith for a wonderful job hosting the event. A special thanks also goes to our donors for believing in our mission and contributing to the College’s success.”

Student awards included:

Eneida castaneda-sanchez: dana davis award.

The Dana Davis Award recognizes graduate students specializing in secondary education who exemplify the qualities of devotion to high academic standards, personal integrity and love for students. The award is in honor of Professor Dana Davis, who was a distinguished College of Education faculty member for 26 years. 

Nicole Murphy: Mary Demchak Memorial Award for Doctoral Student Research in Intellectual Disabilities

The Mary Demchak Memorial Award for Doctoral Student Research in Intellectual Disabilities was established in honor of Mary Demchak by her daughter, MaryAnn Demchak, Professor of Special Education. Mary enjoyed spending time with her daughter's special education doctoral students. It brought her joy to listen to them discuss their research areas. She was inquisitive about each student's progress and was known to motivate them by asking, "What's next?" in hopes of getting them to expand their research. Through this award, Mary will be remembered for inspiring doctoral students to move their research forward. 

Jake Yoxsimer: The Marshall R. Matley Distinguished Scholar in Special Education

This award recognizes individuals working toward a Master's Degree in Special Education and Disabilities Studies.

Joel Peixoto: Edwin S. Dodson Educational Leadership Award

This award recognizes students who are principals, administrators or others working toward administration preparation. 

Miranda Lopez: Dr. George Hill & Dr. Ginny Knowles Leadership Award

This award recognizes a graduate student pursuing a master's degree in educational leadership. 

Argent Alvarez Maloof: The John A. Bailey Professional Expectancy Award in Counseling

This award recognizes the outstanding graduate of the year in Counseling and Educational Psychology. 

Alixandra White: Ross Family Outstanding Social Studies Education Award

This award was established to reward and encourage outstanding students to pursue a degree in the teaching of social studies and to bring attention to the importance of social studies as part of all students' education.

Outstanding College of Education and Human Development student awards:

• Suzanne Lewis, Outstanding Doctoral Student
• Peji Romo, Outstanding Master's Student
• Marina Vallejo, Outstanding Undergraduate Student

New this year was the Shane and Katherine Templeton Outstanding Doctoral Student in Literacy Award , presented by Dianna Townsend, Ed.D., professor of literacy studies to Stephanie Bacon, Monika Bharti, Rachel Knecht, Widya Ramsey and Vickie Smith Barrios.

College of Education and Human Development faculty and staff awards:

• Nevada Center for Excellence in Disabilities (NCED) : Excellence in Innovation in Diversity, Equity and Inclusion
• Sarah Mitchell, Ph.D., CFLE , assistant professor of Human Development and Family Science: Judith S. Bible Teaching Excellence in Education Award
• Pamela Payne, Ph.D., CFLE , associate professor of Human Development and Family Science: Outstanding Outreach
• Dianna Townsend, Ed.D. , professor of Literacy Studies: Outstanding Graduate Advisor and Outstanding Faculty Research
• Rose Ann Gutierrez, Ph.D. , assistant professor of Equity and Diversity in Education: Outstanding Rising Researcher
• Shane Templeton, Ph.D.: Emeriti Faculty Legacy
• Ramya Fernandez, CPA, MPH , Fiscal and HR Officer: Outstanding Administrative Faculty
• Kristy Reynolds , Learning & Resource Center Administrative Director: Outstanding Support Staff

Impact & Student Success

Faces of the Pack: Micah Woodruff

A Q&A with the recipient of the Sam Lieberman Regents’ Award for Student Scholarship

Makerthon competition has students design products to address challenges faced by those experiencing homelessness

Team Mathemusicians takes home $2,000 prize for ‘c-kube,’ a secure storage solution

Sagebrushers season 3 ep. 2: Executive Director of Diversity, Equity and Inclusion Melanie Duckworth

President Sandoval welcomes new leader who will guide university efforts to enable inclusive excellence for students, faculty and staff

The University of Nevada, Reno Orvis School of Nursing ranks as top nursing program in the country

2023 National Council Licensure Examination (NCLEX®) nursing graduate passing rates place the University at the top of the charts in the state and country

Editor's Picks

Earth Month events focus on increasing campus sustainably, gardening, thrifting and more

Anthropology doctoral candidate places second in regional Three-Minute Thesis Competition

A look at careers of substance and impact

NASA astronaut Eileen Collins shares stories at Women in Space event

Center for Urban Water Conservation celebrates 30 years of research

Public invited to tours, presentations and native plant sale

Reno/Sparks selected to be part of Urban Heat Mapping Campaign

The summer 2024 effort will involve community volunteers and is supported by the National Institutes of Health, NOAA, Climate.gov and Heat Watch

A passion for learning: Ph.D. candidate reflects on the importance of growing from mistakes

Lauren Parker studies cellular molecular pharmacology and physiology

Join Extension to celebrate Arbor Day with a tree planting ceremony

Registered attendees will have the opportunity to learn from arborists and win a prize

Journalism school hosts 59th Scripps Dinner and Lecture, honors four students with scholarships

Steven Waldman, founder and president of Rebuild Local News, was this year’s Scripps lecturer

Wilderness medicine program director leads a life of adventure

Wilderness and sports medicine specialist Arthur "Tony" Islas, M.D., wields his expertise on and off the path

Grand opening of new School of Public Health building

Ribbon cutting ceremony marks the new home of the School of Public Health at the Edna S. Brigham Building

Classical Tahoe returns to the University of Nevada, Reno at Lake Tahoe

Celebrate music and the beauty of the natural landscape from July 7-August 4