Monmouth University. School Counseling, Student Affairs & College Counseling Programs Manual

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1 Monmouth University Department of Speech Pathology, Educational Counseling and Leadership School Counseling, Student Affairs & College Counseling Programs Manual McAllan Hall 400 Cedar Avenue West Long Branch, New Jersey (732)

2 Dear Students: Welcome to our graduate programs in professional school counseling and student affairs/college counseling. Your academic coursework, clinical skills, and counselor disposition will prepare you for the culminating fieldwork experiences as an intern at a K- 12 school, community college and/or university. The academic curriculum is systematically designed to teach you the required competencies in school counseling, ethics, diversity and social justice, crisis intervention, and career planning. Currently, the school counseling program meets the requirements and is fully accredited by the Council for Accreditation of Counseling and Related Educational Programs (CACREP, 2009) until The Student Affairs and College Counseling program is also fully accredited by CACREP accreditation. One of the main purposes of this manual is to acclimate you to the Counseling program s policies, guidelines and procedures of the program. It is a requirement to read and refer to this manual for information and resources along with semester progress meetings with your assigned faculty advisor. It is your responsibility to coordinate semester meetings with your faculty advisor to discuss program requirements, courses, and graduation. This manual provides information on the necessary preparation needed for receiving endorsement and certification as either a School Counselor, Substance Awareness Coordinator, or Director of School Counseling Services in the state of New Jersey. In addition, this manual also focuses on the M.S.Ed. in Student Affairs and College Counseling. I strongly encourage you to utilize the resources within the program to best facilitate academic program planning and professional growth. As faculty, we are here to assist you with information, guidance, and advising pertinent to your progress in the program. Sincerely, Dr. Jose M. Maldonado José M. Maldonado, PhD, LPC, NCC Program Coordinator School Counseling, Student Affairs, & College Counseling Programs (732)

3 Table of Contents EDUCATIONAL COUNSELING PROGRAMS OVERVIEW... 2 Statement of Philosophy... 2 About Counseling Programs... 2 Accreditation (CACREP & NCATE)... 3 Recruitment of Diverse Students... 4 ENTRY-LEVEL PROGRAM INFORMATION... 4 Overview of Programs... 4 Mission Statement... 5 ADMISSION POLICIES FOR COUNSELING PROGRAMS... 6 PROGRAM CURRICULUM CHARTS DUAL TRACK OPTION SUGGESTED PLANS OF STUDY TRADITIONAL COURSE CYCLE PLAN OF STUDY SHEETS COUNSELOR LISCENSURE & CERTIFICATION National Counselor Exam Licensed Professional Counselor (LPC) STUDENT DISPOSITION REVIEW PROCESS ACADEMIC AND ADMISSION APPEAL POLICY FOLIOTEK PROCEDURES PROFESSIONALISM & STUDENT INVOLVEMENT Professional Disposition Professional Organizations COMPREHENSIVE EXAMINATION (CPCE) APA WRITING STYLE COUNSELOR EDUCATION FACULTY ( ) FIELD EXPERIENCE COURSES PLACEMENT PROFESSIONAL DISPOSITION FIELD PLACEMENT OFFICE-STATE CERTIFICATION (School Counseling Only) ON-SITE SUPERVISION LIABILITY INSURANCE COURSE PRE-REQUISITES PRACTICUM & INTERNSHIPS REQUIREMENT CHECKLIST Counseling Programs Manual Page 1

4 EDUCATIONAL COUNSELING PROGRAMS OVERVIEW Statement of Philosophy Professional counseling and advising in school and universities are presented to address the unique challenges and developmental stages individuals encounter on a daily basis. School counselors and student affairs professionals assist students using therapeutic techniques and skills that are designed to help them reach their career goals and maximize their potential for self-actualization. The goals of the Counseling Programs at Monmouth University are to foster the growth and development of students who aspire to be professional school counselors, student affairs professionals, or college counselors. The components of the program goals incorporate a knowledge base of theoretical counseling applied to school and university students from diverse backgrounds. Program faculty are competent in using innovative teaching approaches that integrate current research studies in professional counseling and student affairs. The counseling program is committed to providing a thorough understanding of human behavior and emotional well-being as it relates to optimal functioning for students in K-1 and university environments. The overarching philosophy of the program is studentcentered, implementing an approach that addresses the individual goals of our students related to their professional aspirations. About Counseling Programs The Monmouth University School Counseling program is fully endorsed and certified by the New Jersey Department of Education and the Council for Accreditation of Counseling and Related Educational Programs (CACREP, 2009). The Student Affairs and College Counseling program is currently establishing a self-study to be completed and submitted by summer, Program faculty convey a strong identity as competent professionals focusing on students' increased self-awareness, personal and professional development, as well as continuous learning. Concurrently, program faculty provide learning experiences that are intentional and therapeutically constructed to integrate ethical decision-making models, career counseling, and crisis intervention techniques. These learning experiences are utilized to meet the standards and objectives for school counseling and student affairs. To that end, the school counselor specialization prepares students to become skilled counselors ready to deliver comprehensive, developmental school counseling programs to all students. The Student Affairs and College Counseling specialization prepares students to become proficient in the implementation of student affairs services or college counseling. Educational Counseling Programs Manual Page 2

5 Accreditation (CACREP & NCATE) Accreditation of universities and university programs is voluntary. Universities and programs choose to seek accreditation to ensure that their academic programs meet the highest standards that have been set by academics, professionals, and professional associations throughout the United States. In addition to the general prestige of graduating from a program recognized as having met national standards, there are some very concrete advantages of having graduated from a CACREP-accredited graduate program in counseling. These advantages include being able to take the National Counselor Examination (NCE) and apply for and become a National Certified Counselor (NCC) upon graduation from the master s degree programs without having to complete two years of post-graduation supervised experience (as is required for those who graduate from master s degree programs that are not CACREP accredited). Many job announcements list preferences for candidates who have graduated from CACREP accredited graduate programs, who are NCCs, and who are licensed as professional counselors. All of these preferences can be realized more easily by having graduated from a CACREP accredited program in counseling. The Council for Accreditation of Counseling and Related Educational Programs (CACREP, 2009) provides leadership and promotes excellence in professional counseling programs across the United States. As an accrediting body, CACREP (2009) is committed to the development of standards and procedures that reflect a culturally diverse society. The Council for Accreditation of Counseling and Related Educational Programs is dedicated to promoting the development and improvement of counselor preparation programs. This preparation is designed to provide counseling services consistent with optimal human development (CACREP, 2009). Our school counseling program is accredited through Each component of the CACREP standards is integrated thoroughly throughout program courses, policies, and procedures. Our Student Affairs and College Counseling program is currently accredited through 2017 as well. All degree programs in the Monmouth University School of Education are accredited by the National Council for Accreditation of Teacher Education (NCATE). Some states offer special consideration to graduates of NCATE accredited programs when they apply for state licensure or certification as school counselors. Monmouth University is accredited by the regional accrediting agency, the Middle States Association of Colleges and Schools. All state counseling licensure boards and school counselor certification agencies require that students hold graduate degrees from universities that are regionally accredited. In addition, most jobs require that graduate degrees be granted from accredited universities. Counseling Programs Manual Page 3

6 Recruitment of Diverse Students Monmouth University s commitment to diversity is evident in its Mission Statement and Strategic Plan. The mission statement reads as follows: Monmouth University is an independent, comprehensive institution of higher education committed to excellence and integrity in teaching, scholarship, and service. Through its offerings in liberal arts, science, and professional programs, Monmouth University educates and prepares students to realize their potential as leaders and to become engaged citizens in a diverse and increasingly interdependent world. Housed within the School of Education, the Counseling program s faculty continuously strives to recruit a more diverse student body. Below are the guidelines: 1. The program faculty assisted in recruiting diverse speakers such as Lee Mun Wah, who presented the keynote address on cultural diversity at Monmouth University School of Education in Spring, This information is included in our Educational Counseling Programs brochure and distributed to college advising centers, Schools of Education, and undergraduate Psychology programs throughout the State of New Jersey. 2. The program faculty offer incoming undergraduate students the option of combining their undergraduate program (in Psychology) with a Master s in School Counseling or Student Affairs and College Counseling. 3. The program faculty share program information with school counselors and student affairs professionals in the local area to recruit diverse students. 4. The program faculty support diversity initiatives and awareness efforts of program faculty by including highlights of their national and local presentations at national conferences. These presentations are included in the current graduate brochure. Additionally, this brochure is shared with Graduate Admissions, which is included in the recruitment package. ENTRY-LEVEL PROGRAM INFORMATION Overview of Programs The entry-level program in school counseling is a 48-credit curriculum that focuses on the preparation of professional school counselors and student affairs professionals. The New Jersey Department of Education has endorsed Monmouth University School of Education as an administrative liaison for the certification of students pursuing school counseling certification. School counseling students successfully completing the program will receive a New Jersey Department of Education Certificate for School Counseling. Educational Counseling Programs Manual Page 4

7 The entry-level program in student affairs and college counseling is a 48-credit curriculum that focuses on the preparation of professional student affairs and college counselors. Students who successfully complete the program will be able to apply for positions at the college and university levels. Currently, there is no certification or licensure that exists for student affairs professionals. The Substance Awareness Coordinator Endorsement program is intended for candidates who want to be certified as Substance Awareness Coordinators. After completion of the program, these candidates will meet the New Jersey requirements for certification as a SAC Coordinator. In addition, we offer a Director of School Counseling endorsement, which is designed for students interested in becoming a student services administrator (K-12). These students will meet the New Jersey requirements for certification once the program and three years of successful service as a School Counselor have been completed. Mission Statement The mission statement for the Counseling Programs at Monmouth University is as follows: Within the Monmouth University School of Education, our Master s Degree program in Educational Counseling at Monmouth University focuses on a comprehensive, integrative approach that is designed to prepare students with practical counseling skills used in a school environment. Our mission statement is aligned and collaboratively implemented within the paradigm of the Conceptual Framework and Mission Statement of the School of Education at Monmouth University. Our students come from a wide range of backgrounds solidifying the commitment to a diverse student population. The courses are specifically designed to enhance multicultural competency, clinical knowledge, and based in a research oriented approach. The program is dedicated to providing an individualized program of study that can influence the development of our students to become effective with client populations that range from all cultural, racial, socioeconomic and ethnic backgrounds. Statement of Objectives for Counseling Programs To ensure comprehensive implementation and sustenance of accreditation of CACREP, NCATE, and the New Jersey Department of Education. To develop counselor competencies and skill development in students to develop programming at the elementary, intermediate, secondary, and college level. To teach students to demonstrate the ability to use ethical and legal judgment as professional counselors in an educational setting. To incorporate and develop counseling plans and goals that incorporate the life span development of individuals in a multicultural society. To facilitate the knowledge of at-risk populations and application of resiliency utilizing a developmental perspective. Counseling Programs Manual Page 5

8 To implement counseling theory into personal counseling style supported by the current research trends in professional counseling. To implement group counseling facilitation skills, psycho-educational comprehension, group activities, and techniques of group counseling. To help students understand the influence of family systems, consultation, and prevention programs for parents and families. To impart knowledge of self with exploration into culture, diversity, and multiculturalism. To develop an understanding of test interpretation, assessment procedures, and standardized tests in schools. To teach the implementation of core and advanced skills in practicum and internship courses, including the design of peer and supervisor feedback as well as supervision. To develop a sense of openness and positive regard for students as a model for the therapeutic relationship. To assist students with self-awareness, professional counseling disposition, and receptiveness to constructive criticism. ADMISSION POLICIES FOR COUNSELING PROGRAMS The program s admission criteria and policies are developed by full time, adjunct, and affiliate program faculty. The admission criteria are available for review by prospective students on the Admission for Graduate Students website and in the Graduate Catalog. Program faculty review the criteria for admission every two years. The retention policy in the Counseling programs reflects satisfactory student performance as stated by Monmouth University. Candidates must maintain a grade point average of 3.0 in all courses in the program. If a candidate fails to maintain of 3.0 or better, or accumulates as many as three credits of B-, C, C-, or F, the Graduate School's Academic Standards and Review Committee reviews his/her academic record. The Graduate School has established a warning system for students. A warning is issued if a student attains one B-, C+, C- and the GPA is below 3.0 and/or two grades of B-, C+, C- and the GPA is above 3.0. A probationary status is given to candidates who attain B-, C+, or C- in two courses and have a GPA below 3.0. Candidates also receive probationary status if they have three grades of B-, C+, or C- and a GPA above 3.0. A candidate is dismissed if he/she attains three grades of B-, C+, or C- and has a GPA below 3.0 or a fourth grade of B- or below with any GPA. In addition, if a candidate receives a grade of F, the Graduate School gives probationary status. One grade of below B after the F warrants dismissal. Dismissed candidates can appeal their dismissal through the Graduate School s Academic Standards and Review Committee. In addition, questions regarding specifics of the program admissions process are directed to Dr. Tina Paone, Chairperson of the department. Dr. Lynn Romeo, Dean of the School of Education. The program coordinator of Counseling programs meets with every new student to discuss the general requirements and dispositions needed to become a counselor or student affairs professional. The program faculty implements a careful examination of the application, personal statement, and reasons why the applicant wishes to become a school counselor, student affairs Educational Counseling Programs Manual Page 6

9 professional, or college counselor. All applicants must include letters of recommendation which convey their interpersonal skills and potential for the program. Potential student aptitude is determined through their undergraduate work or other Master s work performance, as well as personal statements. Monmouth University does not require students to take the Graduate Recorded Examination (GRE) as part of the admission requirements. Potential students provide technological understanding by their ability to complete and submit the online application form. Program faculty rate and determine how each prospective student would fit with the goals and objectives of the Counseling programs. In addition, potential students contact faculty members regarding the program. During these conversations, faculty members are able to ascertain whether students are best suited for a Counseling program or should be referred to a related program to best fit their strengths. This is an important component for program faculty, because it determines whether students will strive to be the best counselors they can be. Monmouth University offers rolling admissions each semester for our Counseling programs. Each application is submitted to the Graduate School and forwarded to the Department Chair, Dr. Tina Paone, for admission decisions. Program faculty members discuss the relative merits of the applicants to determine acceptance into the Counseling program. The School of Education (SOE) was established in 1995 to broaden and increase support for Monmouth University s education endorsement programs. The mission of the School is to provide highly effective programs to prepare practitioners who can help all students to learn in diverse school and university settings. The School seeks to foster collaboration and partnerships among University faculty, students, staff, school practitioners, and community representatives to improve student achievement. Endorsement programs are rooted in the belief that all students can learn and are guided by four key themes: (1) the importance of both pedagogical and content knowledge and a commitment to lifelong learning, (2) an emphasis on collaboration and partnerships with schools and local communities, (3) the important role played by cultural diversity and individual differences in the teaching/learning process, and (4) the need to develop educational leadership skills consistent with professional ethics. The Department of Educational Leadership, School Counseling, and Special Education offers a Master of Science in Education degree and graduate endorsements in Substance Awareness Coordinator and Director of School Counseling Services. The SOE endorsement programs have been revised to emphasize state and national curriculum standards and research-based best practice designed to improve student learning. Programs are designed to improve candidate s critical thinking, communication, and problem-solving skills as these apply to K-12 and college student learning. The School s education programs also integrate state-of-the-art computer technologies that can be applied in K-12 classrooms, school administration, and higher education. The School has its own computer lab and offers courses that are both online and web-enhanced. The School s graduate faculty members are experienced practitioner scholars whose teaching reflects the most recent theory research that candidates can apply as best practices in diverse school and university settings. All programs incorporate integrated field internship experiences to enable candidates to work with students in school and university settings. Counseling Programs Manual Page 7

10 Once students are offered initial acceptance, they are contacted to set up a meeting with the program coordinator to discuss the general requirements of the program. Basic information is distributed to all new students during our semester orientation. To illustrate, each student receives the School Counseling, Student Affairs & College Counseling Programs Manual during the orientation session held each semester. All program faculty deliver presentations at the orientation to the students regarding requirements of the Counseling Program. The requirements are: MASTER OF SCIENCE IN EDUCATION (M.S.Ed.) [School Counseling or Student Affairs & College Counseling] Admission requirements are as follows: Possession of a baccalaureate degree with a minimum 2.75 overall GPA and a 3.0 GPA in the undergraduate major. Two letters of recommendation related to the applicant s competence for this graduate program and professional work. Essay (500 words or more) explaining why the applicant wishes to pursue this graduate program. SUBSTANCE AWARENESS COORDINATOR ENDORSEMENT (SAC) Admission requirements for the Graduate Endorsement: Substance Awareness Coordinator are: 1. Possession of a baccalaureate degree in a field leading to teacher licensure, health services, psychology, or social work from an accredited institution. 2. Essay (500 words or more) explaining why the applicant wishes to pursue this graduate program. DIRECTOR OF SCHOOL COUNSELING SERVICES (DSC) The Director of School Counseling Services is a program designed for practicing school counselors that would like to become program administrators in school counseling departments. Supervisor (Post-Master s) 1. Possession of a Master s degree. 2. See M.S.Ed. requirements. Note: The state code requires that an applicant for the Supervisor certification must hold a standard New Jersey instructional or Educational Counseling Programs Manual Page 8

11 educational services certificate or its out-of-state equivalent and complete three years of successful, full-time teaching and/or educational services experience. Teaching and/or educational services experience completed in a New Jersey public school must have been under an appropriate New Jersey certificate. 3. Possession of a baccalaureate degree with a minimum 2.5 overall GPA and a minimum 3.0 GPA in the undergraduate major. 4. Two letters of recommendation for graduate study. 5. Written statement that describes the historical areas the candidate wishes to study and details how graduate study will contribute to the candidate s professional and academic goals. Counseling Programs Manual Page 9

12 PROGRAM CURRICULUM CHARTS Educational Counseling Programs Manual Page 10

13 Master of Science in Education: Student Affairs and College Counseling REQUIREMENTS: 48 Credits Credits EDC505: Counseling and Ethical Practice 3.0 EDC510: Human Growth & Development 3.0 EDC540: Group Counseling 3.0 EDC530: Counseling Theory and Practice 3.0 EDC520: The Group Experience 3.0 EDC545: Career Development and Counseling 3.0 EDC535: Diversity and Social Justice 3.0 EDC525: Assessment for Counseling 3.0 EDC600: Practicum in Counseling 3.0 EDC601B: Internship in Counseling I: SACC 3.0 EDC602B: Internship in Counseling II: SACC 3.0 EDC-CPE: Counseling Preparatory Comprehensive Exam 0.0 EDC580: Behavioral Issues in Counseling 3.0 EDL601: Research Methodology and Applications I 3.0 EDC501: Intro to College Student Development & Student Affairs 3.0 EDC500: Introduction to Professional Counseling 3.0 EDL541: Leadership & Administration of Campus Environments 3.0 TOTAL CREDITS FOR MASTER OF SCIENCE IN EDUCATION: STUDENT AFFAIRS AND COLLEGE COUNSELING = 48.0 NOTE: Completion of this program does not qualify student for LPC Certification or K-12 School Counselor Certification. Educational Counseling Programs Manual Page 11

14 REQUIREMENTS: 21 Credits Substance Awareness Coordinator Endorsement PC 540 Introduction to Alcohol and Drug Abuse 3.0 PC 515 Life Span Development or EDC 510 Human Growth and Development 3.0 or SW 509 Human Behavior in the Social Environment PC 546 Substance Awareness in the Schools or 3.0 SW 628 School Social Work PC 542 Treatment of Alcohol and Substance Abuse 3.0 or EDC/SW 604 Clinical Practice in Addiction PC 510 Community Mental Health 3.0 or SW 518 Global Community Practice EDC 555 School Counseling Program Planning and Practice 3.0 PC 680 Clinical Internship or EDC 610 SAC Internship 3.0 or SW 630 Field Practicum III TOTAL CREDITS: Substance Awareness Coordinator Endorsement = 21.0 No Monmouth University Certificate will be issued. TOTAL: 21.0 Educational Counseling Programs Manual Page 12

15 Post-Master's Certification Endorsement: Director of School Counseling Services REQUIREMENTS: 9 Credits EDL530: School Law and Policy 3.0 EDC565: Supervision of Counselors 3.0 EDL536: Curriculum Development and Design 3.0 TOTAL CREDITS FOR POST-MASTER'S CERTIFICATION ENDORSEMENT IN DIRECTOR OF SCHOOL COUNSELING SERVICES = 9.0 No Monmouth University Certificate will be issued. DUAL TRACK OPTION A new dual track option will be available beginning the academic year. Completing an additional 600 hour internship as well as the necessary coursework for a total of 12 additional credits beyond the 48 credits necessary for the master s degree is required. By completing the additional coursework and 2 field placements, students will earn a cognate in addition to their primary concentration in school counseling or student affairs/college counseling. Students interested in the Dual Track option should speak with their advisor. The necessary requirements are as follows: Class School Counseling Option Student Affairs/College Counseling Option EDC 501 X EDL 541 X EDC 550 X EDC 555 X 601A X 602A X 601B X 602B X * Note: Students will NOT earn another master s degree, but will earn an additional concentration or cognate. Educational Counseling Programs Manual Page 13

16 SUGGESTED PLANS OF STUDY Full-Time Study Traditional Course Sequence-School Counseling Year 1 Year 2 Year 3 Courses Spring Summer Fall Spring Summer Fall Spring Summer Fall Full-Time-Spring Start 1 EDC 500 EDC 510 EDC 555 EDC 550 EDC 545 EDC 602A EDC 530 EDC 540 EDC 535 EDL 601 EDC 525 EDC EDC 505 EDC EDC 520 Full-Time- Summer Start 1 EDC 500 EDC 525 EDC 520 EDC 540 EDC 510 EDC EDC 530 EDC 535 EDC 545 EDC 555 EDC 601A 1 2 EDC 602A EDC 505 EDL 601 EDC 600A 2 EDC 580 Full-Time-Fall Start 1 EDC 500 EDC 520 EDC 540 EDC 555 EDC 601A 1 2 EDC 545 EDC 602A EDC 530 EDC 535 EDC 525 EDC 510 EDC 550 EDC EDC 505 EDL 601 EDC 600A 2 Total Credits 48 1 Exams: Take with EDC-CPE or NCE 2 Field Placement Courses: EDC 600B (100 Hours), EDC 601B & 602B (300 Hours) Perquisites: EDC 600B (12 Credits: EDC 500, 505, 530, + 1 More Courses) EDC (24 Credits: EDC 500, 505, 530, 535, 540, 600, + 2 Other Courses) EDC 520 (12 Credits: EDC 500, 505, 530 & EDC 535) Educational Counseling Programs Manual Page 14

17 Full-Time-Traditional Course Sequence- Student Affairs/College Counseling Year 1 Year 2 Year 3 Courses Spring Summer Fall Spring Summer Fall Spring Summer Fall Full-Time-Spring Start 1 EDC 500 EDC 540 EDC 501 EDL 541 EDC 601B 1 2 EDC 602B EDC 505 EDC 525 EDC 520 EDC 545 EDC EDL EDC 530 EDC 535 EDC 600 EDC 580 Full-Time- Summer Start 1 EDC 500 EDC 501 EDC 520 EDC 540 EDL 601 EDC 602B EDC 505 EDC 525 EDC 600 EDC EDC 580 EDL EDC 530 EDC 535 EDC 601B 1 2 EDC 545 Full-Time-Fall Start 1 EDC 501 EDC 530 EDC 600 EDC 540 EDC 601B 1 2 EDC 602B EDC 505 EDL 541 EDC EDC 520 EDC 580 EDC EDC 500 EDC 535 EDL 601 EDC 525 Total Credits 48 1 Exams: Take with EDC-CPE or NCE 2 Field Placement Courses: EDC 600B (100 Hours), EDC 601B & 602B (300 Hours) 3 SACC Students should take EDC 510 online concurrent with EDC 600 or EDC 601B if they are considering an EOF, NODA, or ACUHO-I Internship Perquisites: EDC 600B (12 Credits: EDC 500, 505, 530, + 1 More Courses) EDC (24 Credits: EDC 500, 505, 530, 535, 540, 600, + 2 Other Courses) EDC 520 (12 Credits: EDC 500, 505, 530 & EDC 535) Educational Counseling Programs Manual Page 15

18 Traditional Course Sequence-Part-Time Study-School Counseling Courses Year 1 Year 2 Year 3 Year 4 Spring Summer Fall Spring Summer Fall Spring Summer Fall Spring Full-Time-Spring Start 1 EDC 500 EDC 530 EDC 525 EDC 580 EDC 545 EDC 535 EDC 520 EDC 601A 1 EDC 602A EDC 505 EDC 510 EDL 601 EDC 550 EDC 540 EDC 600A 2 EDC 555 Full-Time- Summer Start 1 EDC 500 EDC 530 EDC 535 EDC 545 EDC 525 EDC 550 EDC 555 EDC 601A 1 2 EDC 505 EDC 510 EDC 520 EDC 540 EDC 600A 2 EDL 601 EDC 580 Full-Time-Fall Start 1 EDC 500 EDC 530 EDC 510 EDC 600A 2 EDC 535 EDC 520 EDC 601A EDC 601A 1 2 EDC 601A EDC 505 EDC 525 EDC 540 EDC 555 EDC 550 EDC 545 EDL 601 EDC 580 Total Credits 48 1 Exams: Take with EDC-CPE or NCE 2 Field Placement Courses: EDC 600B (100 Hours), EDC 601B & 602B (300 Hours) Perquisites: EDC 600B (12 Credits: EDC 500, 505, 530, + 1 More Courses) EDC (24 Credits: EDC 500, 505, 530, 535, 540, 600, + 2 Other Courses) EDC 520 (12 Credits: EDC 500, 505, 530 & EDC 535) Educational Counseling Programs Manual Page 16

19 Traditional Course Sequence- -Part-Time Study-Student Affairs & College Counseling Courses Year 1 Year 2 Year 3 Year 4 Spring Summer Fall Spring Summer Fall Spring Summer Fall Spring Part-Time-Spring Start 1 EDC 500 EDC530 EDC 501 EDL 601 EDC 600B 2 EDC 520 EDC EDC B EDC 505 EDC 510 EDC 525 EDC 535 EDC 540 EDC 580 EDL 541 EDC 602B 1 2 Part-Time- Summer Start 1 EDC 500 EDC 501 EDC 530 EDC 600B 2 EDL 601 EDL 541 EDC 601B 1 2 EDC 602B EDC 510 EDC 505 EDC 525 EDC 540 EDC 520 EDC 535 EDC 545 EDC 580 Part-Time-Fall Start 1 EDC 501 EDC 530 EDC 540 EDC 525 EDC 520 EDC 600B 2 EDC 601B 1 2 EDC 602B EDC 500 EDC 505 EDC 510 EDC 535 EDL 541 EDC 545 EDL 601 EDC 580 Total Credits 48 1 Exams: Take with EDC-CPE or NCE 2 Field Placement Courses: EDC 600B (100 Hours), EDC 601B & 602B (300 Hours) 3 SACC Students should take EDC 510 online concurrent with EDC 600 or EDC 601B if they are considering an EOF, NODA, or ACUHO-I Internship Perquisites: EDC 600B (12 Credits: EDC 500, 505, 530, + 1 More Courses) EDC (24 Credits: EDC 500, 505, 530, 535, 540, 600, + 2 Other Courses) EDC 520 (12 Credits: EDC 500, 505, 530 & EDC 535) Educational Counseling Programs Manual Page 17

20 Dual Track Option- School Counseling & Student Affairs/College Counseling SACC with School Counseling Dual Track Option Year 1 Year 2 Year 3 Courses Spring Summer Fall Spring Summer Fall Spring Summer Fall Spring Full-Time-Spring Start 1 EDC 500 EDC 540 EDC 501 EDC 601B 1 2 EDC 602B 2 EDC 601A 1 EDC 602A 2 EDC 530 EDC 545 EDC 535 EDC 520 EDC 510 EDC 555 EDC EDC 505 EDC 525 EDC 600B EDL 541 EDC 580 EDL 601 Full-Time- Summer Start 1 EDC 500 EDC 501 EDC 520 EDC 540 EDC 601B 1 2 EDC 602B A 602B 2 EDC 505 EDC 525 EDC 535 EDC 510 EDC 580 EDC 545 EDC 555 EDC EDC 530 EDL 601 EDC 600B EDL 541 Full-Time-Fall Start 1 EDC 501 EDC 530 EDC 600B EDC 601B 1 2 EDC 602B 1 2 EDC A 602A 2 EDC 505 EDL 541 EDC 510 EDC 580 EDC 535 EDC 555 EDC EDC 500 EDC 525 EDL 601 Total Credits 60 1 Exams: Take with EDC-CPE or NCE 2 Field Placement Courses: EDC 600B (100 Hours), EDC 601B & 602B (300 Hours) 3 SACC Students should take EDC 510 online concurrent with EDC 600 or EDC 601B if they are considering an EOF, NODA, or ACUHO-I Internship Perquisites: EDC 600B (12 Credits: EDC 500, 505, 530, + 1 More Courses) EDC (24 Credits: EDC 500, 505, 530, 535, 540, 600, + 2 Other Courses) EDC 520 (12 Credits: EDC 500, 505, 530 & EDC 535) Educational Counseling Programs Manual Page 18

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