Graduate SABSEL courses are listed in five areas:
The School of Applied Behavioral Sciences and Educational Leadership (SABSEL) prepares students for professional positions in schools, colleges, and community agencies. Graduates function in a variety of roles, including administration, supervision, counseling, consultation, teaching, and research. Programs are designed to meet state certification requirements where applicable, in addition to providing flexibility to meet specific student interests and competency needs.
To pursue graduate study in the School of Applied Behavioral Sciences and Educational Leadership (SABSEL), you must meet established graduate requirements and be accepted by the appropriate program faculty.
If you are an applicant for a master's degree program and do not have a 2.9 overall (4.0 scale) or a 3.25 g.p.a. on the last 90 quarter hours (4.0 scale), you are required to submit scores from the verbal and quantitative Graduate Record Examination (GRE) or the Miller Analogies Test (MAT).
If you are applying for a doctoral program, submit the results of both the GRE (verbal and quantitative) and the MAT. To apply for the educational specialist program, you must possess a master's degree from an accredited institution of higher education.
Applicants at all levels must submit letters of recommendation and an autobiography, and may be required to appear for interviews. Ph.D. applicants are required to take a writing exercise at the time of the admission interview.
If you are considering graduate work in SABSEL, arrange to complete the application process well in advance of the quarter in which you expect to begin study. If you have not taken the GRE or the MAT within the past five years, note that these examinations are administered only on specified dates and that the interval between administration and receipt of scores is ordinarily six weeks.
You may apply for scholarships, graduate associateships, and fellowships. If you are accepted for a graduate associateship, you will do research or be assigned teaching responsibilities in the College of Education.
Further information regarding programs and admissions procedures is available from the School of Applied Behavioral Sciences and Educational Leadership, McCracken Hall, Ohio University, Athens OH 45701-2979, telephone 740-593-4440 (area code 614 until Nov. 8, 1997).
Programs in community counseling, rehabilitation counseling, and school counseling are offered leading to graduate degrees in counselor education. Within these programs, you may emphasize courses and fieldwork leading to a professional counseling career in elementary, middle, or secondary schools; college counseling; business and industry; chemical dependency; agency work; or private practice. Doctoral-level work also leads to supervisory and university faculty positions.
The community counseling program is designed for those interested in professional counseling services in a community mental health center, in private practice, or in other agencies or business settings that provide health and social services. The program meets academic requirements necessary to become an Ohio Licensed Professional Counselor (LPC), with the option of completing the additional academic hours for a clinical endorsement in mental health counseling (Ohio Licensed Professional Clinical Counselor, LPCC). It also meets academic and experience requirements for becoming a National Certified Counselor (NCC).
The rehabilitation counseling program meets the needs of personnel presently employed in public and private rehabilitation agencies, as well as graduates in such areas as psychology, sociology, education, and human services. Upon completion of the program, you will have met LPC and NCC academic requirements and may sit for the examination to become a Certified Rehabilitation Counselor (CRC).
The school counseling program is for those who wish to practice as elementary or secondary school counselors. It meets the academic and counseling experience requirements to receive state Department of Education certification as a school counselor in Ohio and most other states, and also meets academic requirements for LPC and NCC. School counselors in Ohio must be certified to teach in Ohio public schools and have teaching experience.
Master's degree programs consist of a minimum of 72 quarter hours of study and can be completed in six to eight quarters of full-time attendance, depending upon the area of concentration. Many core courses are offered during the summer, and many late afternoon and evening classes are available during the regular academic year to accommodate students with full-time employment. Along with a counseling practicum (120 work experience hours), two quarters of required internship (600 total work experience hours) provide extensive experience.
The doctoral program in counseling is psychological in content, experience, and nature. Ph.D. specializations are available in counseling, counselor education, supervision, and research and evaluation. The courses of study combine personal growth, theoretical foundations, research methodology, and relevant practical experience. They are designed on the basis of the specialty sought and the background you bring to the program. The array of courses included in the curriculum may be used to meet the requirements for professional certification or licensure. It is your responsibility, however, to consult the credentialing agencies to determine their exact requirements. Be aware that such credentialing agencies periodically change their qualification requirements. The program requires a minimum of 135 quarter hours beyond a bachelor's degree and 90 quarter hours beyond a master's.
Approximately 25 to 35 M.Ed. students and 8 to 14 Ph.D. students are admitted each year. Academic credentials, experience, and compatibility of personal characteristics and professional goals with advanced study in the field of counseling and counselor education are all taken into consideration in the evaluation process. You may apply for admission at any time, but most admissions and financial aid decisions are made early in the spring for fall quarter entry.
Undergraduates interested in such work will find knowledge in the areas of the behavioral and social sciences, including psychology, education, sociology, and communications, most helpful. Those interested in school counseling will be required to have teaching certification and teaching experience for work in Ohio and many other states.
All degree programs in counselor education are nationally accredited. Community counseling (M.Ed.), school counseling (M.Ed.), and the Ph.D. program in counselor education and supervision are accredited by the Council for Accreditation of Counseling and Related Programs (CACREP); the M.Ed. rehabilitation program is accredited by the Council on Rehabilitation Education (CORE); and all College of Education programs, including counselor education, are accredited by the North Central Association of Colleges and Secondary Schools and the National Council for Accreditation of Teacher Education. Such accreditation can be advantageous in gaining professional credentials and employment after graduation.
For further information, contact the coordinator of counselor education.
The area of educational leadership consists of college student personnel, educational administration, and higher education.
The primary mission of this area is to prepare people for leadership roles in a variety of institutions, agencies, organizations, and enterprises. Education occurs not only in traditional institutions such as schools and colleges but also in business and industry, social and government agencies, the military, and health care organizations.
The program accomplishes its mission through a series of didactic, clinical, research, and experiential courses offered at the M.Ed., educational specialist, Ed.D., and Ph.D. levels;
lifelong learning opportunities specifically designed for practitioners; student and faculty research; and service to the profession.
The development of leadership is equally significant at each degree level and in each concentration within the program area. However, the amount of emphasis placed on the study of the component parts (individual, organization, and society) may vary among degree levels and with areas of concentration.
The program also differentiates application and theoretical conceptualizations according to degree level. The master's programs focus primarily on the development and application of skills, while doctoral programs emphasize the study, development, and testing of theoretical concepts. Students progress through the degree levels from M.Ed. to Ed.D. or Ph.D. with increasing integration among the components of the individual, organization, and society.
Note: The educational administration, college student personnel, and higher education curricula were being revised at the time of printing. Consult the educational leadership office, McCracken Hall 206, telephone 740-593-4454 (area code 614 until Nov. 8, 1997), for up-to-date information about course offerings.
The focus of the master's degree college student personnel program is upon the knowledge, values, attitudes, and skills needed by the entry-level professional. These tasks are primarily direct services to students and are educational and developmental in nature. The master's degree is a two-year program that follows national standards for professional preparation.
Educational administration offers course sequences that lead to the educational specialist certificate and to the Master of Education and Doctor of Education degrees. If you are seeking certification, you may work toward the following administrative certificates: elementary principal; secondary principal; assistant superintendent; superintendent; or administrative specialist in business management, research, staff personnel administration, instructional services, pupil personnel administration, special education, or school and community relations. You can earn an administrative certificate only if you have a valid Ohio teaching certificate and have taught under it for three years. A superintendent's certificate requires a valid administrator's or supervisor's certificate and three years of employment under it.
Higher education focuses on administration and teaching. In administration, the program focuses on preparing individuals for leadership positions in higher education. Required coursework examines the background of higher education, the study of internal organizational standards, policy perspectives, and the principles of finance and governance.
In college teaching, the program assists students in examining pedagogy and curriculum development on the collegiate level. Coursework provides an opportunity to examine the theory and practice of college teaching, professional development, and the nature of students and the collegiate environment.
The area of institutional research, at the doctoral level only, is designed for those interested in research and long-range planning for institutions of higher education. Analysis of current curricula, enrollment, and financial options promote comprehensive institutional self-study and strategic planning.
In addition to the courses provided in this program, the research staff provides services to both faculty and graduate students in the areas of research design, statistics, educational measurement, and computer use. Laboratory facilities, including programmable calculators, card punch, two computer terminals, and access to a library of statistical computer programs are available.
University Publications and Computer Services revised this file (http://www.ohiou.edu/~gcat/97-99/areas/sabsel.htm) on June 24, 1998.
Please e-mail comments or suggestions to "gcat@www.ohiou.edu."