Graduate Programs

grad education

The degree of Master of Science in Education is designed for those who have completed an undergraduate degree and wish to enrich their professional lives in the field of education, leadership, administration, or counseling. In keeping with the mission of Quincy University, the Master of Science in Education Program "prepares men and women for leadership and transformation of the world by educating them to seek knowledge that leads to wisdom."

QU Graduate Studies also offered in Springfield, IL

Areas of Concentration
Curriculum/Instruction - Bilingual/ESL (online - for students currently certified)
Leadership
Special Education
Teaching Certification - Elementary and Secondary
Reading Education
School Counseling
Community Counseling
Teacher Leader

Strengths
Faculty active in their fields
Smart-Classrooms
Distance Learning
Multi-disciplinary Field Experience Placements
Evening Courses

Admission Requirements

Applicants must submit the following to the Quincy University Office of Adult Studies:

  1. Application - Please complete the Application for Graduate Admission and return it to the Quincy University Office of Graduate Admissions with your non-refundable $25 application fee in the form of a check or money order made payable to Quincy University. Also, be sure you sign the back page of the application where indicated
  2. Official Transcripts - After you have completed the application, please have your official college transcripts mailed directly to the Quincy University Office of Graduate Admissions. If you have attended more than one college or university, an official transcript is required from each.
  3. Recommendations - Please forward two (2) completed recommendation forms from individuals who can address your academic potential.
  4. Educational Requirements - Applicants must have or will have completed a baccalaureate degree. Undergraduate cumulative GPA of a 3.0/4.0 or higher will be recommended for admission. Applicants with GPA’s lower than a 3.0 will be considered for conditional admission. A final university transcript showing the graduation date must be sent to Quincy University to complete the application file. It is the sole responsibility of the applicant to assure that this document is requested from the university after graduation and sent to Quincy University.
  5. International Students - Applicants from non-English speaking educational institutions must submit the results of the TOEFL. Generally, a score of 550 for graduate admissions is acceptable evidence of a student’s ability to study successfully in an English-speaking environment. Also, the applicant must submit documentation showing how your education will be financed. A bank official must authorize this financial documentation.
  6. Written Autobiographical Sketch - A 300-word written statement by the applicant detailing how their work and life experiences influenced their academic interest and professional goals.
  7. Entrance Test Results - Forward your official score results of the Miller Analogies Test (MAT) or Graduate Record Exam (GRE) to the Quincy University Office of Graduate Admissions.
  8. All prospective MSE candidates seeking teacher certification must provide proof of having passed both the Illinois Test of Academic Proficiency and the Illinois Content Test(s) appropriate to the area in which they seek certification prior to being admitted to the program. These tests replace the MAT requirement for teacher certification candidates only.
  9. All prospective MSE candidates seeking Curriculum/Instruction-Bilingual/ESL ,Reading Education andTeacher Leader must provide documentation of current Teacher License. This replaces the entrance testing requirement. *Teacher Leader also requires a minimum of two years teaching experience.
  10. Personal Resume

Program Prerequisites/Completion Options

  • Applications are encouraged from individuals in all fields.
  • All applicants are considered on an individual basis focusing on the applicant's potential for successful completion of the program.
  • Application review for admission is ongoing.
  • Start dates are subject to space available.
  • Minimum of two years teaching experience prior to application into School Administration Concentration.

Teacher Certification
Students seeking teacher certification must:

  • Meet criteria for acceptance into the Teacher Education Program.
  • Complete the 16-week student teaching experience.
  • Meet checkpoint criteria throughout the program.
  • Proof that the candidate has passed the Illinois Test of Academic Proficiency and the state content test(s) in the teaching area.

Accreditation
Quincy University is accredited by The Higher Learning Commission, a commission of the North Central Association of Colleges and Schools, 30 N. LaSalle St., Suite 2400, Chicago, Illinois 60602-2504 (800.621.7440).

The Master of Science in Education program is approved by the Illinois State Board of Education (ISBE), 100 N. First St., Springfield, Illinois 62707-0001 (217.782.4330), to offer education programs for elementary and secondary teacher certification, school administration certification, as well as school counselor certification.

Our Mission Statement

Embracing the Franciscan values of respect for the individual and service toward others, the Quincy University School of Education will personalize the development of servant leaders.  These ethical, inspiring and collaborative professionals will be reflective decision makers who are committed to the academic and personal success of all students, particularly the marginalized, in responsive teaching and learning communities.

Program Requirements for Master of Science in Education

Core Courses:

MSE 600 Research Methodology, MSE 601 Master's Project, and one of the following courses chosen in consultation with the student's advisor:

MSE 500 Theories and Principles of Teaching and Learning, MSE 528 Psychoeducational Testing, or

MSE 548 Statistics in Education

An additional 24 hours of graduate level coursework. This number may vary for students seeking certification.

Candidacy Requirement: six hours.

Successful defense of the Master's Project.

Timeframe: Candidates are required to adhere to a 6-year time limit from acceptance to completion of the degree program with no more than one year between enrollments.

To support professional growth and development, evaluation of dispositions is an ongoing process. Dispositional feedback will be provided throughout enrollment in program.

Masters of Science in Education:

MSE 500 Theories and Principles of Teaching and Learning
Credit Hours: 3

This technology enhanced course focuses on contemporary theories of teaching and learning. Emphasis will be placed on human learning from various perspectives in psychological theory through the 21st Century.

MSE 503 - Educational Measurement & Assessment
Credit Hours: 3
This course provides the basic concepts of educational assessment design and development, including assessment planning, writing insturctional objectives, assessment item writing, developing rubrics, checklist and rating scales. Taken in lieu of writing a thesis.

MSE 504 - Comparative Educational Philosophy
Credit Hours: 3
Deals with the historical bases of educational philosophy, and the interpretation of modern issues and problems through a philosophical perspective. Students will also develop or refine their own reflective philosophies of education as a values component in educational decision-making.

MSE 505 - Perspectives in Curriculum and Technology
Credit Hours: 3
This Internet course addresses planned educational change viewed through curriculum decision- making. Theoretically derived alternatives are evaluated in terms of implementation and evaluation within culturally diverse instructional environments.

MSE 507 - Reading in the Elementary Curriculum
Credit Hours: 3
An investigation of the history, theories, models, materials, and methods characteristic of traditional contemporary elementary reading curricula. Students research and contrast holistic, individualized, integrative, and skills oriented programs and compose personal literacy philosophies and frameworks for instructional decisions.

MSE 509 - Characteristics/LD
Credit Hours: 3
This course provides a theoretical frame of reference within which to view challenges faced by students with learning disabilities (LD). A functional definition of LD, possible causes of LD, characteristics of students with LD, typical academic deficits experienced by students with LD, and methods that have been effective in addressing the needs of students with LD will be examined.

MSE 510 - Instructional Methods SPED/LD
Credit Hours: 3
This course will cover critical issues and specific methods and materials relating to the instruction of students with a varying range of needs. Major emphasis will be placed on students with mild disabilities such as LD as well as students with other mild to moderate disabilities. Major emphasis will also include the framework for appropriate instruction for students in light of their learning stages, the nature of the learner, and the content of instruction.

MSE 513 - Advanced Educational Psychology
Credit Hours: 3
This course is intended to give the practicing teacher or prospective teacher knowledge, experiences, and understanding of educational psychology. Theories of classroom management, learning, motivation, instruction, assessment, and diversity will be examined.

MSE 514 - Reading and Writing Across the Curriculum
Credit Hours: 3
An in-depth examination of the nature, theories, and models of reading and writing, and their roles in the elementary and middle school curricula as mediums through which learners acquire and refine knowledge, thinking, and literacy. Contemporary instructional approaches, planning, and assessment procedures are reviewed and practiced.

MSE - 518 Instructional Media and Technology
Credit Hours: 3
This course concerns the application of technology to theories of learning and methods of instruction. Developing and evaluating courseware to facilitate classroom instruction is included. This course is for those in the National Board Certification sequence.

MSE 519 - Reflective Teaching Practice
Credit Hours: 3
This course concerns the study of the relationship between teacher reflection, planning, decision- making, and teaching practice. This course is for those in the National Board Certification sequence.

MSE 520 - Professional Writing for Specialization
Credit Hours: 3
This course involves intensive writing in the candidate’s area of specialization. This course is for those in the National Board Certification sequence.

MSE - 521 Mathematics in the Elementary Curriculum
Credit Hours: 3
This course provides teachers with ideas, techniques, and approaches to teach mathematics. The course emphasizes manipulatives, problem solving, estimation, mental math, math across the curriculum and technology as an integral part of teaching mathematics. Students are required to spend a minimum of ten hours of observation/ teaching in a regular preK-8th grade classroom.
Prerequisite(s): MAT 124 and EDU 214/ MSE 513 and acceptance into the Teacher Education Program.

MSE 522 - Mathematics Methods in Special Education
Credit Hours: 3
This course provides teachers with ideas, techniques, and approaches to teach mathematics. The course emphasizes diagnostic, prescriptive, and evaluative teaching for students with mathematics disabilities along with a study of manipulatives, problem solving, estimation, mental math, math across the curriculum and technology as integral parts of teaching mathematics. Students are required to spend a minimum of ten hours of observation/teaching in a regular preK-12th grade classroom.
Prerequisite(s): MAT 124 and EDU 214/MSE 513 and acceptance into the Teacher Education Program.

MSE 524 - Leadership and Planned Educational Change
Credit Hours: 3
This course investigates theories of leadership and characteristics of effective leaders in both formal and informal roles. Power and authority, organizational vision, effective teams, and decision-making skills will be explored. Students will investigate the change process and how to effectively implement systemic change. Through the use of case studies, the importance of ethical leadership, leadership in a diverse society, and the role of the servant leader will be discovered. An important component of this course will be the reflection and revision of the student’s own personal leadership philosophy.

MSE 525 - Middle School Methods and Philosophy
Credit Hours: 3
A study of philosophy and methodology approach unique to the middle level school. Advising, team teaching, and the unique characteristics of the middle school student are addressed. Students are required to spend a minimum of ten (10) hours of observation/teaching in a middle level (5-8) classroom.

MSE 526 - Organizational Administration
Credit Hours: 3
This course will introduce students to systematic problem analysis and solution generation. Through the use of different lenses to view problems, students will learn to integrate the insight gained from each lens into a solution which maximizes the potential for successful resolution of the problem. Students will investigate models of organizational structure and their impact upon communication. Problems from the areas of personnel, supervision, finance, and law will serve as case studies for the application of analysis skills.

MSE 527 - Legal Issues in Education
Credit Hours: 3
The purpose of this course is to introduce the student to educational law as it impacts the formation of school policies. Legal foundations of educational policies and practices including constitutional provisions, federal laws, landmark court cases, and state regulations will be investigated.

MSE 528 - Psychoeducational Testing
Credit Hours: 3
The student will become familiar with the basic concepts and procedures relating to assessment in special education. Norm-referenced, achievement, diagnostic, informal, curriculumbased, intellectual, and adaptive assessment will be covered. Interpretation will be stressed. Also, application of course principles will be provided in one or more student-conducted testing situations.

MSE 529 - Human Resource Management and Supervision
Credit Hours: 3
This course investigates the administration and management of professional support personnel in educational institutions. Effective methods of interpersonal communication are discussed. Emphasis will be placed on needs assessment, recruitment, selection, development, assignment, supervision, formative and summative evaluation. The policies, procedures, and legal requirements of personnel management in our culturally diverse society will be investigated.

MSE 530 - Current Topics in Education
Credit Hours: 1-6
Engages the student in critical analyses of current issues or problems in education or in its cultural context. Topics will vary. No more than 6 hours of Current Topics will count toward the Master’s degree.

MSE 532-537 - Teaching Methods for the Secondary School
Credit Hours: 3
These courses are designed to acquaint students with the instructional objectives, methods and materials, as well as evaluation and assessment strategies applicable to teaching in the secondary school. Numbers for the different areas are as follows: Biology - 532; English - 533; History - 534; Math - 535; Music - 536; Physical Education - 537.

MSE 538 - Methods for Teaching Science in the Elementary School
Credit Hours: 3
This course is designed to acquaint students with the instructional objectives, methods and materials, as well as evaluation and assessment strategies applicable to teaching science in the elementary school.

MSE 539 - Methods for Teaching Social Studies in the Elementary School
Credit Hours: 3
This course is designed to acquaint students with the instructional objectives, methods and materials, as well as evaluation and assessment strategies applicable to teaching social studies in the elementary school.

MSE 542 - Cross Cultural Studies
Credit Hours: 3
In this advanced cross-cultural course, students will investigate comparisons of cultures and study the encounter of cultures with one another. The common problems and concerns of different cultures, such as constructive political relationships, economic interrelationships, ecological issues, cultural cross-fertilization, and other facets will be investigated.

MSE 544 - Reading in the Content Areas
Credit Hours: 3
A study of contemporary models of reading pedagogy in the content areas. Students research, draft, and practice a diverse repertoire of instructional approaches which promote critical thinking and strategic reading across the content area curriculum.

MSE 545 - Policy Analysis and Implementation
Credit Hours: 3
This course centers on developing an understanding of the educational policy-making process. Emphasis will be placed on educational policy implementation and evaluation. The course is grounded in the belief that education does not operate in a vacuum but within the context of the community.

MSE 548 - Statistics in Education
Credit Hours: 3
An introductory yet comprehensive survey of common statistical analyses encountered in educational research.

MSE 550 - Characteristics/Strategies for Emotionally/Behaviorally Disordered
Credit Hours: 3
A study of the characteristics, casual factors, and educational implications for the emotionally/ behaviorally disordered student. This course will cover strategies for more effective education with parents, community organizations, and school personnel in relation to the E/ BD student.

MSE 553 - Seminar/Practicum Moderate Severe
Credit Hours: 3
This course is to be taken concurrently with MSE 569 (Autism/Traumatic Brain Injury/ Physical & other Health Impairments). This combined seminar (approximately one semester hour) and practicum (approximately two semester hours) provides a chance to gain additional knowledge about students who pose atypical challenges in terms of learning and functioning within general and special education settings and who are in need of specialized educational and related services. Such services as those provided by special educators who work with low-incidence disabilities, by occupational and physical therapists, medical personnel, and behavioral specialist will be addressed. The student will document at least 100 clock hours of outsideof- seminar experience in interacting with students in school or nonschool settings. Time spent in planning for teaching/interactive experiences and researching aspects related to disabilities of focus in the seminar/practicum experiences may be counted within the 100 clock hours. However, a minimum of 70 clock hours should be documented for actual interaction with individuals with moderate and severe disabilities.

MSE 556 - Classroom Management
Credit Hours: 3
This course is designed to give experienced teachers, as well as school administrators a more in-depth perspective regarding practical methods that can aid in developing and maintaining a positive environment for learning. Classroom simulations are utilized to deal with such topics as behavior modification, relationship building, and current classroom management skills. Prerequisite: Admission to the Teacher Education Program. MSE 557 Principles and Techniques for Assessing Reading and Reading Disabilities An in-depth examination of norm-referenced, criterion- referenced, informal, annotated, and portfolio-based assessment instruments and techniques. Students explore authentic learning situations and corresponding process indicators of pupil progress to inform instruction and learning. Practical application is enhanced through concurrent enrollment in Practicum I.

MSE 558 - Advanced Reading Practicum I
Credit Hours: 3
Supervised laboratory experience in diagnosing and remediating the literacy needs of children enrolled in the Reading Center. Product and process assessments are administered and later collated with instructional data for end-ofprogress reports. Course taken with MSE 557.

MSE 559 - Remedial Reading with Case Studies
Credit Hours: 3
Introductory course in evaluating the reading and language abilities of individual children through instruction within a classroom setting. Includes group and individual evaluation, informal assessment procedures, selection of materials, and instructional strategies to meet the needs of individual learners.
Prerequisite(s): ELE 315, 316, and acceptance into Teacher Education Program.

MSE 560 - Remedial Reading Practicum II
Credit Hours: 3
Supervised laboratory experience in remediating the literacy needs of children enrolled in the Reading Center. Assessment results are reviewed, appropriate instructional responses implemented, and later exhibited through the teacher work sample documenting all aspects of assessing and designing results based on series of instruction. Taken concurrently with MSE 559.

MSE 563- Characteristics/MR
Credit Hours: 3
This course provides a frame of reference within which to view the exceptionality of Mental Retardation (MR) as follows: historical and current perspectives of MR, accepted definitions of MR, different levels of MR, overview of educational programming (school age), preparation for adulthood, issues surrounding family living, rights of individuals with MR, and current and emerging issues.

MSE 564 - Instructional Strategies/MR
Credit Hours: 3
This course will cover critical issues and specific methods and materials relating to the instruction of students with MR. Special emphasis will be given to the following major areas: 1) lifegoal planning for individuals and groups with MR; 2) the importance of working effectively with parents and other IEP team members; 3) diagnostic, prescriptive, and evaluative teaching; 4) curriculum planning; 5) functional skills basic to future adjustment (e.g., transitional and vocational skills, social and interpersonal skills, and leisure and recreation skills).

MSE 565 - Effective Inclusion
Credit Hours: 3
This course concentrates on effective strategies to integrate general and special education students when appropriate while at that same time recognizing the need for alternative settings where appropriate. Significant emphasis will be placed on learning to construct appropriate Individual Education Plans and upon modification of content area instruction.

MSE 566 - Educational Finance
Credit Hours: 3
Basic school finance theory and practice will be discussed. Historical development, current trends, future expectations, involvement of various governmental agencies, and major problems and constraints of local, state and federal financial support will be emphasized. Special attention is given to building-level financial planning and budget formulation.

MSE 568 - Characteristics and Strategies - MR/POHI
Credit Hours: 4
This course provides a frame of reference within which to view Mental Retardation (MR). It includes an overview of major characteristics and appropriate education programming with an emphasis on functional life skills. In addition, some aspects of programming for physical disabilities, multiple disabilities, and other health impairments (POHI) will be addressed.

MSE 569 - Autism/TBI/POHI
Credit Hours: 3
A comprehensive overview of students eligible for special education under the categories of Autism, Other Health Impairments, and Traumatic Brain Injury. Topics will cover characteristics of individual students as well as strategies to help with programming to meet educational needs of students eligible in these categories.

MSE 570 - Individual Study
Credit Hours: 1-3
Individual inquiry into a topic of unique interest to the student is supervised by members of the graduate faculty. Records and reports of the inquiry will be presented to relevant audiences.

MSE 580/1 - Advanced Practicum I, II
Credit Hours: 3, 3

This experience provides an opportunity to (a) learn new skills through internship with an acknowledged teacher or mentor, or (b) to generate, implement, and evaluate a special project that demonstrates the integration of theory into practice. Reports appropriate to these experiences are presented to relevant audiences. Project presentations may be in the form of a written essay, formal thesis, laboratory project, documentary film, video, or multimedia presentation. A grade of “DE” is given for a practicum that is incomplete at the end of the semester. (Graded P/F)

MSE 588 - Principalship
Credit Hours: 2
The study of the roles and responsibilities of the school principal, assistant principal or supervisor of an educational specialty will be examined. The responsibilities of the school principal as site supervisor, educational leader, and instructional leader in curriculum will be emphasized. Data analysis and its use in determining school improvement goals will be a focus for this class. Students will investigate action research as a tool for school improvement and curriculum refinement. The political role of the principal in the community for the betterment of the school will be studied in the context of authentic partnership with an increasingly diverse population. Scheduling, room usage, school budget processes, and school culture will be explored.

MSE 589 - Administrative Internship
Credit Hours: 3
Field experience in school principalship under the supervision of a school principal or a school district administrator and a university supervisor. Priority will be given to multi-cultural settings that reflect the cultural diversity and rich heritage of the community in the selection of internship sites. Reports appropriate to this experience will be presented to the graduate committee. A grade of “DE” is given for internships incomplete at the end of the semester. (Graded P/F)

MSE 590 - Field Experience/Seminar
Credit Hours: 1-3
Participation experience in selected attendance centers. Focus will be on individual, small group, and whole group teaching (120 clock hours). Student must attend weekly seminar to reflectively and critically analyze teaching strategies in practical situations. A grade of "DE" is given for a field experience that is incomplete at the end of the semester. Graded P/F.
Prerequisite(s): Acceptance into the Teacher Education Program

MSE 591 - Internship Seminar
Credit Hours: 1
This course is taken in conjunction with Student Teaching Internship and coordinates the student’s past coursework and the Student Teaching Internship experience. Special attention is given to behavior changing techniques, job placement, and teacher expectations. Teacher candidates are required to complete an online professional portfolio in Livetext.
Prerequisite(s): Acceptance into the Teacher Education Program.

MSE 596 - Practicum in Physical Education
Credit Hours: 3-6
This experience provides an opportunity to a) learn new skills or role patterns through practicum with an acknowledged teacher or mentor; or b) to generate, implant, and evaluate a special project that demonstrates the integration of theory into practice. Reports appropriate to these experiences and a written research document are presented to the graduate committee. A grade of “DE” is given for a practicum incomplete at the end of the semester. (Graded P/F)

MSE 599 - Multicultural Internship
Credit Hours: 1
Taken concurrently with MSE 588. Field experience focussed on the needs of multiculturally diverse schools.

MSE 600 - Research Methodology
Credit Hours: 3
This course addresses the nature and characteristics of educational research. The development of basic skills required in the understanding, planning, and executing of a research study. Taken concurrently with MSE 601. (Formerly MSE 501)

MSE 601 Master’s Project
Credit Hours: 1
A project will be designed by the student with guidance from his/her advisor. The student must present the proposal to the graduate committee and receive approval. The project will be reviewed with the advisor throughout the program. A report appropriate to the project will be presented to the graduate committee and must be successfully defended. The student must register for the course each semester until a successful defense has been completed. (Graded P/F)

MSE 620/621 - Thesis I, II
Credit Hours: 3, 3
This final project is a culminating activity that represents the student’s application of the interdisciplinary approach to human value systems and an attempt to communicate what the student has learned. It will take the form of a formal thesis. The project is designed by the student and relevant faculty advisors, beginning with a proposal submitted to a faculty member. Reports appropriate to this experience will be presented to the graduate committee. A grade of “DE” is given for projects incomplete at the end of the semester. (Graded P/F) (Formerly MSE 597/598)

Student Teaching

MSE 582/3 - Elementary School Internship I, II
Credit Hours: 3, 3

MSE 584/5 - Middle School Internship I, II
Credit Hours: 3, 3

MSE 586/7 - High School Internship I, II
Credit Hours: 3, 3

MSE 592/3 - Special Education Internship I, II
Credit Hours: 3, 3

MSE 594/5 - Special (K-12) Internship I, II
Credit Hours: 3, 3
This experience is designed to be part of the culminating activities for students enrolled in the Master’s Program with emphasis in the teaching certification program. Students will spend eight weeks (out of sixteen) as teaching interns in the local schools. This internship will integrate the theoretical and clinical dimensions of coursework through direct classroom application experience. Students will enroll concurrently in Internship I and II. Reports appropriate to this experience will be presented to the graduate committee. A grade of “DE” is given for projects incomplete at the end of the semester. (Graded P/F) Prerequisite: Acceptance to Student Teaching.

MAT Testing Date
Monday August 4th at 4:00 PM
Monday August 18th at 6:00 PM
Monday September 8th at 4:00 PM
Monday September 22nd at 6:00 PM
Monday October 6th at 4:00 PM
Monday October 20th at 6:00 PM
Monday November 3rd at 4:00 PM
Monday November 17th at 6:00 PM
Monday December 1st at 4:00 PM
Monday December 15th at 6:00 PM

Description:
For nearly 60 years, the Miller Analogies Test (MAT) has played an important and valuable role in the graduate admissions process. Over 2,300 graduate programs at hundreds of universities have long recognized and continue to utilize the MAT as an effective component of admission decisions. Expertly developed, the MAT offers a valid and reliable graduate admissions test.

Preparation:
A Miller Analogies practice test is available at MillerAnalogies.com

Details:
Check-in begins at 5:45pm in Room 339 of Francis Hall on the Quincy University Campus with the test beginning at 6:00pm. The cost to take the test is $75.00.
Participants must be pre-registered. Please call the Business Office at 1-800-688-4295 Ext. 3720 to pay with credit card, or mail your check payable to Quincy University, 1800 College Ave, Quincy, IL 62301

Register for the Miller Analogies Test

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The mission of the Counseling Program is to train individuals to become competent professional counselors. Students in the program will face a challenging environment that requires academic excellence and promotes ethical behavior. They will develop skills that will enable them to provide counseling services in a variety of settings.