The objectives of Master of Education in School Counseling are to;
- Give students a sound knowledge and skills related to foundations, history, and philosophy of school counseling profession; the value of professional organizations; legal and ethical practices; concepts of multicultural counseling; current trends in school counseling; and advocating for the profession and clients.
- Provide students with knowledge of learning theories and human development across lifespan.
- Prepare students to use individual and group counseling theories to facilitate academic achievement, personal/social growth and career development for all students; engage in an effective and therapeutic helping relationship; facilitate treatment planning.
- Equip students with the skills required to coordinate counseling program components related to school community; promote and develop effective teamwork within the school community; coordinate and collaborate with parents, educators, other professionals, and community stake holders to address the developmental needs of all students.
- Provide students with sound knowledge to conduct research and use assessment data to develop and implement data-driven comprehensive developmental guidance program; to make database decisions to help students, parents, and school community.
- Help students to develop knowledge of the role of professional school counselor, professional standards and behaviors as defined in Texas Education Agency’s Comprehensive and Developmental Guidance and Counseling Program.
Student Learning Outcomes
The objectives of Master of Education in School Counseling are to;
- Demonstrate knowledge and skills related to foundations, history, and philosophy of school counseling profession; the value of professional organizations; legal and ethical practices; concepts of multicultural counseling; current trends in school counseling; and advocating for the profession and clients.
- Demonstrate an understanding of learning theories and human development across lifespan.
- Use individual and group counseling theories to facilitate academic achievement, personal/social growth and career development for all students; engage in an effective and therapeutic helping relationship; facilitate treatment planning.
- Coordinate counseling program components related to school community; promote and develop effective teamwork within the school community; coordinate and collaborate with parents, educators, other professionals, and community stake holders to address the developmental needs of all students.
- Conduct research and use assessment data to develop and implement data-driven comprehensive developmental guidance program; to make database decisions to help students, parents, and school community.
- Demonstrate knowledge of the role of professional school counselor, professional standards and behaviors as defined in Texas Education Agency’s Comprehensive and Developmental Guidance and Counseling Program.
Students seeking a master of education (M.Ed.) in School Counseling degree are required to complete 36 credit hours course work. All financial obligations to the university must be satisfied before the university can issue a diploma or an official transcript to a student. The program requires completion of core and major courses;
|Course Number||Core Area Courses (15 credits)||Credits|
|EDUC 5311||Human Growth and Development||3|
|EDUC 5312||Curriculum and Instructional Design||3|
|EDUC 5313||Statistical Procedures and Measurement in Education||3|
|EDUC 5324||Integrating Technology into Education||3|
|EDUC 5325||Research Methods in Education||3|
|Course Number||Major Area Courses (21 credits)||Credits|
|COUN 5311||Introduction to School Counseling||3|
|COUN 5312||Individual and Group Counseling Theories/Techniques||3|
|COUN 5313||Counseling Children and Adolescence||3|
|COUN 5314||Multicultural Counseling and Professional Ethics in School Counseling||3|
|COUN 5315||Developmental Guidance and Counseling||3|
|COUN 5316||Career development and Counseling||3|
|COUN 5317||Practicum for School Counseling||3|
Admission Requirements for online School Counseling Master Program:
- A completed application form
- A nonrefundable application fee
- Letter of intent (Statement of Purpose)
- Curriculum Vitae
- Two letters of recommendation
- Copy of current ID
- Official Transcripts of all academic work completed at the bachelor level or beyond
- Minimum 2.5 GPA*
- For international students: Proof of English Language proficiency**
*Students whose GPA is less than 2.5 must have an overall graduate grade point average (GPA) of 3.00 or higher after completing 9 graduate hours. Failure to achieve the minimum 3.0 GPA after completing 9 graduate hours will result in suspension from the program.
**English Proficiency must be met if undergraduate degree was received outside the U.S. from a non-English speaking country.
Option 1: 2 years of teaching experience in an English speaking country
Option 2: TOEFL (IBT 79) or equivalent nationally recognized standardized tests
M.Ed. in School Counseling Program Course Sequence
|First Semester||Cr||Second Semester||Cr|
|EDUC 5311 Human Growth and Development||3||EDUC 5312 Curriculum and Instructional Design||3|
|EDUC 5313 Statistical Procedures and Measurement in Education||3||COUN 5311 Introduction to School Counseling||3|
|EDUC 5324 Integrating Technology into Education||3||EDUC 5325 Research Methods in Education||3|
|Total Credit Hours||9||Total Credit Hours||9|
|COUN 5312 Individual and Group Counseling Theories/ Techniques||3||COUN 5315 Developmental Guidance and Counseling||3|
|COUN 5313 Counseling Children and Adolescence||3||COUN 5316 Career Development and Counseling||3|
|COUN 5314 Multicultural Counseling and Professional Ethics in School Counseling||3||COUN 5317 Practicum for School Counseling||3|
|Total Credit Hours||9||Total Credit Hours||9|
Courses numbered 5000 are considered to be master’s level courses.
EDUC 5311 Human Growth and Development
Cr. 3. (3-0). This course is designed to examine the human development through the lifespan. The physiological, social, emotional, cognitive, language and cultural influences on the human development will be discussed. The theories of childhood, adolescent and young adult development and learning will be studied. This course is offered online on University’s website. Prerequisite: None
EDUC 5312 Curriculum and Instructional Design
Cr. 3 (3-0). This course focuses on the design of the instruction, in particular on theory and method of design as it relates to school administration. The main topics include curriculum design, instructional strategies, lesson planning, and assessment. This course is designed to be a practical course where school administrators will be equipped with the core skills needed for the successful administration of school curriculum. The mission of this course is not only building a required skills set to succeed as a future school administrator, but also extending the interest of students by introducing the concepts that are commonly used by today’s teachers along with new applications providing students with the confidence, knowledge, and ability to easily learn the fundamentals of teaching. Prerequisite: None
EDUC 5313 Statistical Procedures and Measurement in Education
Cr. 3. (3-0). This graduate-level course is intended to provide students in Educational Leadership with a conceptual introduction to basic inferential statistics and statistical hypothesis testing in the behavioral sciences. Emphasis is placed on understanding the underlying concepts and assumptions of statistical procedures, and on the correct application and interpretation of each procedure. Prerequisite: None
EDUC 5324 Integrating Technology into Education
Cr. 3. (3-0). The course is designed to help enhance the skills of teacher and school administrators in the area of technology leadership. The course covers an overview of the utilization of technology to enhance decision-making, institute long-term planning, and regulate the day-to-day operations of the organization. Prerequisite: None
EDUC 5325 Research Methods in Education
Credit. 3. (3-0). This graduate-level course provides an introduction to research methods in education. The class will take place online, consisting of readings, discussions, and a variety of learning activities. The procedures commonly used in educational research and conceptual, procedural and analysis issues from a wide variety of areas will be covered. By the end of the course, students will have a good awareness of the range of procedures that may be applied to different types of research studies and the guidelines that should be used in selecting a set of appropriate research methods. Prerequisite: EDUC 5313
COUN 5311 Introduction to School Counseling
Cr. 3. (3-0). This course is designed to provide students with an examination of the profession of school counseling. It will include the philosophy, history, and current trends in school counseling and in education, as well as investigating the concept of developmental counseling programs for P-12 students and the national model and standards for school counseling programs. Prerequisite: None
COUN 5312 Individual and Group Counseling Theories/ Techniques Cr. 3. (3-0)
This course introduces the fundamental counseling theories and their applications in educational settings. Theories of individual and group counseling with an emphasis on analysis, techniques processes and applications will be covered in this course. Theories covered include psychoanalytic, humanistic, existential, behavioral, cognitive, Gestalt, and solution focused. Student will be understanding the role of group counseling, types, stages, and methods of organizing and facilitating groups in relation to the effectiveness of the overall comprehensive counseling program. Prerequisite: None
COUN 5313 Counseling Children and Adolescence
Cr. 3. (3-0). Prepares counselors to address the specific needs of children and adolescents, with emphasis on developmental needs, specific therapeutic interventions, and common emotional issues. Discussions include methods for designing and evaluating treatment plans and the application of ethical standards and legal requirements with young people. Prerequisite: None
COUN 5314 Multicultural Counseling and Professional Ethics in School Counseling
Cr. 3. (3-0). The purpose of this course is to provide students an opportunity to gain multicultural competency as professional counselors as well as introduce students to ethical principles, professional guidelines, and issues pertaining to special groups. Students are expected to challenge themselves to consider how their own values and backgrounds will influence their own personal sets of ethics. It is hoped that this course will assist students in their future daily work as professional counselors and will facilitate decision-making and consultation skills when faced with ethical dilemmas. Students will be asked to reflect on internalized messages regarding other groups and challenged to make new decisions in an effort to bring behaviors and attitudes into congruence with professional standards. Prerequisite: None
COUN 5315 Developmental Guidance and Counseling
Cr. 3. (3-0). This course is designed to helps counselor students to understand the design, implementation, management, and evaluation of a comprehensive developmental school counseling program. Students will be mastering knowledge and skills needed for developing school counseling programs that are standards-based, data driven, comprehensive, and grounded in principles of human growth and development. The course provides skills for students to align counseling program development with the ASCA National Model for School Counseling Programs. Prerequisite: None
COUN 5316 Career Development and Counseling
Cr. 3. (3-0). Career Development and Counseling explores career development theories and the career decision-making process. Special emphasis is placed on strategies used by school counselors to assist children, adolescents, and teens in making career and educational decisions. Students learn how to encourage motivation by connecting personal values and interests with academics. Topics include multicultural considerations, the relationship between one’s career development and other life roles, and assessment instruments relevant to career planning. The process of career development will be covered as well as the implications for students with disabilities. (Prerequisites: COUN 5311, which may be taken concurrently.)
COUN 5317 Practicum for School Counseling
Cr. 3. (3.0). The practicum is an opportunity for candidates of Master of Education in School counseling to have authentic field experience in school counseling positions. During practicum, students put the skills they have gained in the program into practice. (Prerequisites: Completing all EDUC courses, COUN 5311 and COUN 5312)
To complete your application packet, please make sure you submit the following items:
- Official Transcripts of all academic work completed at the bachelor level or beyond (an official sealed copy of the transcript(s) indicating the completion of a Bachelor’s degree, may also be received electronically from the issuing institution).
- Copy of your complete course evaluation (if undergraduate degree was earned outside the US a course by course analysis is required of the undergraduate transcript by an evaluation company). The course evaluation must be completed by an approved company such as SDR or SpanTran and sent electronically to email@example.com. Please see attached sheet for additional information.
- Copy of your current ID (may be scanned and emailed to firstname.lastname@example.org or uploaded through MyNAU under documents).
- Letter of Intent
- Curriculum Vitae
- Non-refundable application fee of $60 (can be paid online at fees and deposits page ).
- 2 Letters of Recommendation
- Option 1: 2 Years teaching experience in English – verification of work history to be sent directly from the Human Resources department.
- Option 2: TOEFL ( IBT 79) or equivalent nationally recognized standardized tests
- If you cannot prove you are English Proficient from these two common ways, you may still have options. Talk to your admission counselor at 832-362-0129.
English Proficiency must be met if undergraduate degree was received outside the U.S. from a non-English speaking country:**