ACADEMIC PROGRAM APPROVAL
CHECKLIST
This
form is a routing document for the approval of new and revised academic
programs. Page 2 will serve as an attachment to the Faculty Senate
agenda. Proposing department should complete form, attach as a cover page
and forward to the college dean. Documentation should include copy of curriculum
as it is to appear in the Undergraduate and Graduate Catalog. Proposals
must arrive to the Undergraduate/Graduate Committee by November in order to
reach the Faculty Senate by March 1. Proposals received after this
date cannot be implemented the following year nor included in the catalog for
that year.
John B. Bishop and Penny L. Deiner,
Individual and Family Studies
Proposed change leads to the degree of
( ) Bachelor of
Arts
( X ) Master of
Arts
( ) Doctor of Philosophy
( ) Bachelor of
Science
( ) Master of
Science ( )
Other___________________________
2. ( X ) New designation for degree
and new title for major: Master of Arts in Counseling in Higher
Education
Title to be entered in record of students who select this
program
( ) New minor
Title to be entered in record of students who select this
program
( ) Change
from provisional to permanent status.
3. ( X ) Revision of
existing: (X)
major title
( )
minor
( ) concentration
Present title: M.Ed. in College
Counseling/Student Affairs Practice in Higher Education (no program content
changes are being made)
Records System Program Code
( ) Add/delete required courses/credit
hours
( ) Add
concentration
Title:
( ) Delete concentration
Title
( X ) Other: Change degree
designation from M.Ed. to M.A.
4. ( ) Deletion of
existing/disestablish: ( )
major
( )
minor
( ) other _______________________________
Title
Code______________________
5. ( X ) Policy Change____Individual and Family
Studies--Comprehensive Examination for the Master of Arts in Counseling in
Higher Education________________________________
ROUTING
AND APPROVALS: (Please do not remove supporting
documentation.)
Department Chairperson
Date
Dean of
College
Date
Chairperson, College Curriculum
Committee___________________________________Date_____________________
Chairperson, Senate Com. on UG or GR
Studies
Date
Chairperson, Senate Coordinating
Com.
Date
Secretary, Faculty
Senate
Date
Date of
Senate
Resolution
Date to be
Effective
Registrar
Program
Code
Date
Vice
Provost for Academic Programs &
Planning
Date
Provost
Date
Board
of Trustee
Notification
Date
a. Rationale for creation, revision, or
deletion:
This request is to change the degree, which graduate students
in the College Counseling and Student Affairs Practice in Higher Education
programs are awarded from a Master of Education to a Master of Arts. In
the same vein, the request is to have the major title designated as “Counseling
in Higher Education” rather than “Education,” with the two possible
concentrations remaining as is: (1) College Counseling and (2) Student
Affairs Practice in Higher Education.
The primary objective in making this request is to bring some consistency and
clarity to the names of the degrees and the requirements for admission to all
masters programs within the Department of Individual and Family
Studies.
The graduate programs in College Counseling and Student Affairs Practice in
Higher Education have been housed in the Department of Individual and Family
Studies since 1998. They are not administratively connected to the
To further improve the consistency of the requirements for the masters degree
within the Department of Individual and Family Studies, the proposal also is
that the admission standards for the College Counseling major and the Student
Affairs Practice in Higher Education major be changed to be identical to those
that are currently required for admission to the Master of Science programs in
Human Development and Family Studies, with a personal interview being an
additional requirement:
1. An undergraduate cumulative
average of at least 3.0 and a major cumulative average of at least 3.25.
The cumulative average of prior graduate study is expected to be at least
3.5. Complete transcripts of prior undergraduate and graduate work must be
submitted.
2.
Submission of three letters of reference from individuals able to assess the
applicant's academic potential.
3.
A match between the candidate's statement of objectives and interests and the
department's capacity and available mentors.
4.
A score of at least 600 on the Test of English as a Foreign Language (TOEFL)
from applicants whose first language is not English.
5.
All applicants must submit GRE scores. A minimum GRE score (math plus
verbal) of 1050 is expected.
6. Personal interview (College Counseling and Student Affairs Practice in Higher Education majors only).
b. Summary of program:
The
curriculum program requirements remain the same and are as
follows:
EDUC 607 Educational
Research Procedures
or
IFST
615 Research Methods
(3)
EDUC 660 Educational
Measurements (3)
EDUC 663 Counseling
Skills Lab (3)
IFST
680 Professional Seminar in Counseling
Student Affairs Practice (3)
IFST
681 Career Development: Theory
and Practice (3)
IFST
682 Student Development in Higher
Education (3)
IFST
684 Theories of Counseling
(3)
IFST
685 Multicultural Issues in Counseling
(3)
IFST
687 Practicum in College Counseling
(3)
Required
Specialty Courses in College Counseling: 12 credit hours
IFST
686 Assessment in Counseling
(3)
IFST
691 Group Counseling
(3)
IFST
694 Internship: College
Counseling (6)
Required
Specialty Courses in Student Affairs Practice in Higher Education:
12credit hours
IFST
689 The
IFST
693 Group Dynamics
(3)
IFST
694 Internship: Student Affairs
Practice (6)
Elective
Courses: 9 credit hours
IFST
666 Special Problems
(1-6)
IFST
683 Seminar in Higher Education
Administration (3)
IFST
688 The Law and Student Affairs
(3)
IFST
690 Issues in Counseling Women
(3)
IFST
692 Student Personnel Management
(3)
Or other graduate
course offerings, as approved by an academic advisor
Total Credits
Required: 48
Non-Credit Requirement: Comprehensive
Examination
______
The procedures for the Comprehensive
Examination for the Master of Arts Degree in College Counseling in Higher
Education are:
Objectives for
Comprehensive Examination
The goal of the comprehensive examination is for students to demonstrate a
thorough understanding and creative syntheses of that which is previously known
and newly learned in graduate school. The students' performance will
reflect their knowledge and best professional thinking about theoretical and
applied issues in counseling and student affairs practice in higher education.
Comprehensive examinations are essentially an opportunity for students to
demonstrate their learning, abilities to think and capacities to express
themselves in a professional manner. Comprehensive examinations are
designed to be an educational experience for the purpose of integrating
knowledge, as well as an evaluation of that learning.
Materials from all of the following courses may be included in the
examination: IFST 680, EDUC 663, IFST 681, IFST 682, IFST 684, IFST 685,
and IFST 687.
The date for the comprehensive examinations will be determined by the
coordinator of the master's program. The most likely time will be during
the Winter Session.
Format for the
Comprehensive Examinations
The examination will be designed to assess students' knowledge and understanding
of both theoretical and applied issues covered in the core curriculum of the
M.Ed. programs in College Counseling and in Student Affairs Practice in Higher
Education. The examination will consist of two
parts.
Part I will be a case study paper which demonstrates the student’s ability to
blend practice and theory together in an informed way. The case study
should be organized as follows:
1. A
description of some actual interactive experience the student has had with an
individual or an organization during the course of his/her graduate
studies. Potential cases might include sessions with clients, interactions
with students in residence halls, judicial cases, career services work, academic
advising, working with student organizations, etc. The purpose of this
portion of the paper is to provide the reader with a thorough understanding of
the individual, organization and/or situation used as a case study.
Important note: the writer should alter specific identifying information
that might compromise a student’s or group’s right to privacy.
2. The second
portion of the case study should provide a description and explanation of the
theory or theories to be applied to the case. Writers should support their
understanding of the theory or theories by providing appropriate citations to
the scholarly literature.
3. The third
part of the case study should describe how the writer applied his/her
theoretical understandings to the individual, organization, or situation he/she
has identified. An explanation of the ways in which theory has informed
the writer’s perception and understandings of the case and the related issues
should be provided. The writer should indicate how theory shaped decisions
or actions in the case and provide information about the outcome. The
writer may also include reflections about what he or she learned through this
specific case and how this experience may inform his/her future work.
The primary objective of Part I of the comprehensive examination is for the
student to demonstrate an understanding of a specific theory or theories and
demonstrate an application to practice. Students will meet with their
faculty advisor in January to identify and clarify the case study project.
After that, the program coordinator will be informed about the case study the
student will be using. The final paper will be due on the same day as Part
II of the examination is scheduled.
It is expected that these case studies will be evaluated in regard to both their
content and format. Students are highly encouraged to take advantage of
all of the usual sources of assistance on campus (e.g. the
Part II of the examination will be a maximum of one and a half hours in length
and will consist of 50 multiple choice items. Again, these items will be
designed to test the student's understanding and knowledge of theory and
practice of counseling and student affairs practice in higher
education.
Faculty members will be assigned responsibility for proposing questions in
specific areas and identifying the expected responses. They will then
submit the recommended questions to the coordinator of the program for his/her
review and final decision-making.
AUTHORIZED DEGREE TITLES
Please check the appropriate
degree:
(
) Bachelor of Applied
Science
(
) Bachelor of Arts
(
) Bachelor of Arts in
Educational Studies
(
) Bachelor of Arts in
Liberal Studies
(
) Bachelor of Chemical
Engineering
(
) Bachelor of Civil
Engineering
(
) Bachelor of Computer
Engineering
(
) Bachelor of Electrical
Engineering
(
) Bachelor of
Environmental Engineering
(
) Bachelor of Fine
Arts
(
) Bachelor of Liberal
Studies
(
) Bachelor of Mechanical
Engineering
(
) Bachelor of
Music
(
) Bachelor of
Science
(
) Bachelor of Science in
Accounting
(
) Bachelor of Science in
Agriculture
(
) Bachelor of Science in
Business Administration
(
) Bachelor of Science in
Education
(
) Bachelor of Science in
Nursing
(
) Master of Applied
Sciences
(X)
Master of Arts
(
) Master of Arts in
Liberal Studies
(
) Master of Business
Administration
(
) Master of Chemical
Engineering
(
) Master of Civil
Engineering
(
) Master of
Education
(
) Master of Electrical
Engineering
(
) Master of Environmental
and Energy Policy
(
) Master of Fine
Arts
(
) Master of
Instruction
(
) Master of Marine
Policy
(
) Master of Materials
Science and Engineering
(
) Master of Mechanical
Engineering
(
) Master of
Music
(
) Master of Physical
Therapy
(
) Master of Public
Administration
(
) Master of
Science
(
) Master of Science
in Nursing
(
) Doctor of Education
(
) Doctor of
Philosophy
This
document will be retained permanently in the Faculty Senate
Office.
Revised