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College of Education

The College of Education offers teacher education programs that lead to certification as well as non--certification programs in graduate study. Offerings reflect a flexible program of current curricula, educational plans, and requirements, which may be altered as warranted by changes in the professions and accrediting agencies. As regulating agencies (e.g., Alabama State Department of Education, NCATE, CACREP, and CORE) modify standards and expectations, programs may be modified during a candidate’s period of study. At such time, candidates may be subject to revised program or certification requirements. The purpose of all College of Education graduate programs is to develop innovative, informed, reflective decision makers.

Education Specialist Certification Program (Ed.S.)

SIXTH-YEAR CERTIFICATION PROGRAM FOR TEACHERS

Program Specialty	Semester Hours	Alabama Campuses
		Dothan	Montgomery	Phenix City	Troy	Global Campus*	eTROY
Early Childhood Education (P-3)	36	X		X			X
Elementary Education (K-6)	36	X		X			X

Purpose

The purpose of the Education Specialist (Ed.S.) certification programs in teaching is to extend the expertise and further develop knowledge, competencies, and skills of professionals holding master’s level certification in the same teaching field in which the Class AA certification is sought. All coursework applied toward the Ed.S. degree program must be earned at the 6000 level or above, and no courses applied toward certification at the master’s level may be applied toward certification at the education specialist level. See the specific degree program for additional admission and degree completion requirements.

College of Education students must meet all specialized accreditation requirements to be classified as graduates of specialized accredited programs (NCATE). Up to 12 hours of course work at a site/university without the appropriate specialized accreditation may be considered for application toward program completion. See Transfer Credit section for additional information.

All sixth-year certification programs are approved by the Alabama State Department of Education. Both the Ed.S. in Early Childhood Education and Elementary Education offer a thesis and non-thesis option.

Admission Requirements for Education Specialist Programs for Teachers

Admission to the Graduate School does not automatically constitute admission to the Education Specialist Program. Candidates are restricted to six semester hours of graduate course work prior to admission to the Graduate Teacher Education Program (GTEP). All candidates must complete all requirements for the Alabama Class AA certification. All Ed.S. candidates must successfully complete a written comprehensive examination prior to program completion.

In addition to the Admission Requirements for Graduate School, candidates seeking the education specialist degree in a teacher education program must:

1. Hold a masters degree from a regionally accredited college or university.
   
2. Hold valid master’s level certification in the same teaching field in which the Class AA certificate is sought.
   
3. Submit GRE test scores for either program or option. (Thesis Option Requirements: Applicants must present a minimum entrance exam score of 372 on the verbal portion of the GRE and a 4.0 analytical writing score of the GRE.)
   
4. Be unconditionally admitted and complete all additional admission requirements identified in the specific program.
   
5. Early Childhood program applicants must have three years of teaching experience at the early childhood level.
   
6. Elementary program applicants must have three years of teaching experience at the elementary level.
   
7. A grade of “B” or better in EDU 7730 The Teacher Leader.

(Students must successfully complete all program admission requirements no later than the completion of the semester prior to admittance to the program.)

Admission to Candidacy

Students must apply for admission to candidacy after completion of 9 semester hours and before completion of 18 semester hours and complete any additional requirements outlined for the specific degree program. If admission to candidacy is not completed within the first 18 hours, a hold will be placed on the student’s registration until Degree Plan/Admission to Candidacy process is completed.

Program Requirements

1. Have a GPA greater than 3.25
   
2. Pass comprehensive exam (both non-thesis and thesis options)
   
3. Complete thesis (thesis option)
   
4. Met residency requirement (24 semester hours)
   
5. No more than two grades below “B”
   
6. Grade of “B” or better in ECE/ELE 7790—Qualitative Research Methodology
   
7. No more than 12 semester hours of transfer credit
   
8. All credits earned within 8 years of graduation

Certification in Alabama

Candidates completing an approved Education Specialist certification program are eligible to apply for the Alabama Class AA professional certificate, provided they meet the following:

1. a grade point average of 3.25 on all education specialist coursework attempted
   
2. a grade of “C” or better in all coursework which applies to certification
   
3. a grade of “B” or better in the research requirements for the program
   
4. Complete a special education survey course and EDU 6611, if not previously completed

Any candidate who applies for a professional certificate is subject to all regulations set forth by the Alabama State Department of Education. These regulations may include a comprehensive background check, verification of appropriate experience, and prior certification specific to the certification sought. Additional requirements (e.g., standardized examinations to demonstrate content mastery) may be added as the Alabama State Board of Education and other accrediting agencies modify regulations. Candidates should consult their education adviser for details.

Only candidates properly admitted to an approved certification program and who successfully fulfill all program and certification requirements will be recommended for certification. The Certification Officer, appointed by the Dean of the College of Education, is the only Troy University official authorized to recommend candidates for certification in any state.

Certification in Other States

Other states may grant professional certification to candidates completing the Troy University Education Specialist program.

Some states may have additional requirements. Candidates seeking certification in other states should contact the appropriate State Department of Education.

Only candidates properly admitted to an approved certification program and who successfully fulfill all program and certification requirements will be recommended for certification. The Certification Officer, appointed by the Dean of the College of Education, is the only Troy University official authorized to recommend candidates for certification in any state.

Early Childhood Education
36 Semester Hours
Location: Dothan, Phenix City

Required Professional Core:*
PSY 6693	3	Psychological and Educational Statistics
ELE 7790	3	Qualitative Research Methodology
ECE 7793	3	Problem Analysis in ECE
EDU 7709	3	Seminar in Decision-Making for Teachers and Educational Administrators
EDU 7730	3	The Teacher Leader
*Additional requirements for certification include the following unless previously completed: 1) a survey course in special education, and 2) EDU 6611 Educational Technology in the Curriculum
Select Non-Thesis or Thesis Option (6 sh)
Non - Thesis Option:
EDU 7757	3	Practicum in Area of Specialization
EDU 7760	3	Leading for Learning in the School Environment
	OR
Thesis Option:
EDU 7795	1-6	Thesis
Teaching Field Courses: (12 sh)
Select four courses from the following:
ECE 6618	3	Designing Prosocial Learning Environments
ECE 6622	3	Parents as Partners in Education
ECE 6628	3	Inquiries into Literacy Acquisition
ECE 6630	3	Inquiries into Representation
ECE 6631	3	Historical Perspectives in ECE
ECE 6632	3	Authentic Assessment in the ECE Classroom
ECE 6633	3	Integrated Thematic Curriculum
ECE 6634	3	Inquiries into Logico-Mathematical Knowledge
Adviser-Approved Teaching Field Courses: (3 sh)
Select three additional hours of adviser-approved ECE courses or other adviser-approved courses related to the profession (e.g., EDU, ELE, SPE, RED). A candidate may not enroll in a 6000-level course if it duplicates the same course listed on the master's transcript.

Elementary Education
36 Semester Hours
Location: Dothan, Phenix City

Required Professional Core*: (15 sh)
PSY 6693	3	Psychological and Educational Statistics
EDU 7709	3	Seminar in Decision-Making for Teachers and Educational Administrators
EDU 7730	3	The Teacher Leader
ELE 7790	3	Qualitative Research Methodology
ELE 7793	3	Problem Analysis in Elementary Education
*Additional requirements for certification include the following unless previously completed: 1) a survey course in special education , and 2) EDU 6611 Educational Technology in the Curriculum
Select Non-Thesis or Thesis Option (6 sh)
Non - Thesis Option:
EDU 7757	3	Practicum in Area of Specialization
EDU 7760	3	Leading for Learning in the School Environment
	OR
EDU 7795	1-6	Thesis
Teaching Field Courses: (12 sh)
ELE 7736	3	Mentoring and Supervision in ELE
EDU 7761	3	Effective Schools
EDU 7762	3	School Accreditation Process
EDU 7763	3	Legal Issues and Ethics in Education
Adviser-Approved Teaching Field Courses: (3 sh)
Select three additional hours of adviser-approved course related to the profession (e.g., EDU, ECE, SPE, RED). A candidate may not enroll in a 6000-level course if it duplicates the same course listed on the master's transcript.

Education Specialist (Ed.S) Certification Program

SIXTH-YEAR CERTIFICATION PROGRAM FOR INSTRUCTIONAL SUPPORT AREAS

Program Specialty	Semester Hours	Alabama Campuses
		Dothan	Montgomery	Phenix City	Troy	Global Campus	eTROY
Instructional Leadership and Administration	36	X^^		X			X
School Counseling	36	X	X	X
School Psychology	33-36^^	X^^
Teacher Leader	30	X^^		X^^			X

^^Offered as blended program. A blended program combines both online and face-to face courses in the required program of study.

Purpose

The purpose of the Education Specialist (Ed.S.) certification programs in instructional support areas is to extend the expertise and further develop knowledge, competencies, and skills of professionals holding master’s level certification in school psychometry, school counseling, or educational administration. All coursework applied toward the Ed.S. degree program must be earned at the 6000 level or above, and no courses applied toward certification at the master’s level may be applied toward certification at the education specialist level. See the specific degree program for additional admission and degree completion requirements.

Troy Global Campus College of Education students must meet all specialized accreditation requirements to be classified as graduates specialized accredited programs. Up to 12 hours course work at a site/university without the appropriate specialized accreditation may be considered for application toward program completion. See Transfer Credit section for additional information.

Admission Requirements for Education Specialist Programs in Instructional Support Areas

Admission to the Graduate School does not automatically constitute admission to the Education Specialist Program. Candidates are restricted to six semester hours of graduate course work prior to admission to the Graduate Teacher Education Program (GTEP). All candidates must complete all requirements for the Alabama Class AA certification. All Ed.S. candidates must successfully complete a written comprehensive examination prior to program completion.

In addition to the Admission Requirements for Graduate School, candidates seeking the education specialist degree in a instructional support program must:

1. hold a masters degree from a regionally accredited college or university,
   
2. complete a special education course as a prerequisite if not previously completed, and (Not required for Community Counseling.)
   
3. be unconditionally admitted and complete all additional admission requirements identified in the specific program,
   
4. hold valid master’s level certification in the same instructional support area or teaching field in which the Class AA certificate is sought, (not required for Community Counseling).

Certification in Alabama

Only candidates properly admitted to an approved certification program and who successful fulfill all program and certification requirements will be recommended for certification. The Certification Officer, appointed by the Dean of the College of Education, is the only Troy University official authorized to recommend candidates for certification in any state.

Candidates completing an approved Education Specialist Certification program are eligible to apply for the Alabama Class AA professional certificate, provided they meet the following:

Ed.S. Degree Sought	Required Valid Class A (Masters level Certification)
Instructional Leadership & Administration	Education Administration or Instructional Leadership
School Counseling	School Counseling
School Psychology	School Psychometry
Teacher Leader	In any Teaching Field or Area of Instructional Support
Community Counseling	None Required (non-certification Ed.S. program)

 

• a grade point average of 3.25 on all education specialist coursework attempted
• a grade of “C” or better in all coursework which applies to certification
  
• a grade of “B” or better in the research requirements for the program.
  
• meet the PRAXIS II requirement of the Alabama Prospective Teacher Testing Program (APTTP).*

*Note: This condition applies only to those applicants seeking initial certification in an instructional support area.

Any candidate who applied for a professional certificate is subject to all regulations set forth by the Alabama State Department of Education. These regulations may include a comprehensive background check, verification of appropriate experience, and prior certification specific to the certification sought.

Additional requirements (e.g., standardized examinations to demonstrate content mastery) may be added as the Alabama State Board of Education and other accrediting agencies modify regulations. Candidates should consult their education adviser for details.

Testing for Class AA Certification for Instructional Leadership & Administration

Applicants for Class AA certification who are meeting requirements for a certificate which covers a grade span different from the grade span covered by the certificate used as the basis for admission to the Class AA Instructional Leadership program must meet Praxis II requirements of the Alabama Prospective Teacher Program (APTTP). Some individuals hold an Alabama certificate for principal 1-6 or 7-12 rather than P-12. A person holding one of those certificates and completing the Class AA Instructional Leadership P-12 program must meet the Praxis II requirements as a precondition for certification.

Certification in Other States

Other states may grant professional certification to candidates completing the Troy University Education Specialist program. Some states may have additional requirements. Candidates seeking certification in other states should contact the appropriate State Department of Education.

Only candidates properly admitted to an approved certification program and who successfully fulfill all program and certification requirements will be recommended for certification. The Certification Officer, appointed by the Dean of the College of Education, is the only Troy University official authorized to recommend candidates for certification in any state..

Degree Requirements

All coursework applied toward the Ed.S. degree program must be earned at the 6000 level or above. Courses applied toward certification at the master’s level may not be applied toward certification at the education specialist level.

All Education Specialist degree students must complete at least 18 semester hours of required coursework at the campus where the internship and/or practicum is supervised.

Ed.S Instructional Support Certification Programs

Instructional Leadership & Administration (Ed.S.) Certification Program
	30 sh
Location: Dothan, Phenix City

Goals and Objectives:

The goal of the Ed.S. Instructional Leadership & Administration program is to strengthen and extend the student’s knowledge, skills, and abilities developed at the Master’s level so that the candidate will become an informed, reflective decision maker who demonstrates the ability to:

1. Articulate a clear vision and inspire and engage stakeholders in developing and realizing the mission;
   
2. Manage and leverage systems and processes to achieve desired results;
   
3. Act with a sense of urgency to foster a cohesive culture of learning;
   
4. Express their commitment to student and adult learners and to their development;
   
5. Facilitate and monitor the teaching and learning process;
   
6. Model professional, ethical behavior and expect it from others.

Additional admission requirements for the EdS in Instructional Leadership & Administration:

In addition to the Admission Requirements for Graduate School, candidates seeking admission to a cohort to complete the requirements for the Education Specialist degree in Instructional Leadership & Administration must hold the master’s professional educator certificate in educational administration. In addition the candidate must meet one of the following criteria:

1. hold a Class A Instructional Leadership & Administration certificate earned after completing a redesigned program at an Alabama university;
   
2. Be currently serving as a superintendent, assistant superintendent or associate superintendent, assistant to the superintendent, principal, assistant principal, supervisor (any subject and/or grade level), administrator of career and technical education, coordinator, or evaluator; or
   
3. Document three years of employment in an instructional leadership position for which one of the certificates in Rule 290-3-3- .53.01(2)(b) is proper certification according to the current edition of the Subject and Personnel Codes of the Alabama State Department of Education.

In an effort to maintain the rigorous nature of the Instructional Leadership & Administration program, to stay in step with changes in the field of administration and to ensure that our candidates maximize the benefit from the program, Troy University strongly recommends that each candidate have completed at least one year of administrative experience in a public K-12 school prior to admission to the Ed. S. program.

Candidates must be admitted to GTEP prior to taking any coursework.

Applicants who completed a Class A program other than one approved by the Alabama State Board of Education on or after September 8, 2005, must submit a portfolio which includes:

1. Three (3) signed letters of recommendation including one from the applicant’s principal or supervisor on letter head stationary. (These letters should address the leadership abilities of the candidate and any previous leadership experiences.)
   
2. Copies of most recent performance appraisal including professional development component, if available
   
3. Evidence of ability to lead student achievement
   
4. Evidence of leadership and management potential.
   
5. Summary of candidate’s reasons for pursuing the Class AA certificate in Instructional Leadership & Administration.
   
6. Supplemental Experience Forms (Form 125.4)
   
7. Curriculum Vitae

Required Courses*: (30 sh)
ILA 7700	3	Adult Learning Theories & Managing Change
ILA 7702	3	Involving Parents and Community Stakeholders
ILA 7703	3	Law, Ethics, and Policy Development
ILA 7717	3	Mentoring
ILA 7740	3	Creating Effective Learning Environments
ILA 7746	3	Organization and Human Resource Development
ILA 7791	3	Current Trends and Issues in Instructional Leadership
ILA 7792	3	Advanced Comprehensive Research Strategies
ILA 7793	3	Program Evaluation
ILA 7794	3	Research in Action
*A survey course in special education is required unless previously completed.
Courses applied toward certification at the master’s level may not be applied toward certification at the education specialist level.

 

School Counseling (Ed.S.)
36 sh
Location: Dothan, Montgomery, Phenix City

Goals and Objectives
The goal of the Ed.S. School Counseling program is to strengthen and extend the students’ knowledge and skills developed at the Master’s level so that the students will:

1. become informed, reflective decision makers;
   
2. understand the developmental, proactive, and preventive focus of counseling in the schools;
   
3. facilitate academic, career, and personal-social development of K-12 students;
   
4. provide interventions for learning and behavioral problems;
   
5. work collaboratively with parents, school personnel, and with other agencies and organizations to facilitate student learning; and manage a comprehensive developmental counseling program.

Admission to the Graduate Education Program (GTEP) School Counseling

1. Submission of proof of master’s level professional education certification in school counseling.
2. A grade of “B” or better in CP 7702 Advanced Theories and
   Techniques of Counseling.

Required Courses*: (12sh)
CP 6656	3	Marriage, Family and Sex Therapy Counseling
CP 7700	3	Advanced Practicum in Group Leadership
CP 7702	3	Advanced Theories and Techniques of Counseling
PSY 6669	3	Behavior Pathology
*In addition to the required courses, a survey course in special education is required unless previously completed.
Select ONE Research Course* (3 sh)
PSY 6693	3	Psychological and Educational Statistics
EDU 6693	3	Quantitative Methods of Evaluation of Teaching and Learning
EDU 7792	3	Advanced Research in Education
* A grade of “B” or better is required in this research course.
Field Project or Thesis* (3-6 sh)
CP 7791, 7792, 7793	1-3	Research Seminar
CP 7794	3	Field Project
CP 7795, 7796	6	Thesis
* All Education Specialist degree students must complete at least 18 semester hours of required coursework at the campus where the internship and/or practicum is supervised.
Adviser Approved Electives: (15-18 sh)
All coursework applied toward the Ed.S. degree program must be earned at the 6000 level or above. Courses applied toward certification at the master’s level may not be applied toward certification at the education specialist level.

School Psychology (Ed. S.)
33-36 sh
Location: Dothan

Initial certification for a school psychologist shall be at the sixth-year level. Criteria for admission to a school psychology program shall include at least baccalaureate-level professional educator certification in a teaching field and master’s-level professional educator certification as a school psychometrist.

Goals and Objectives
The school psychology program provides broader experiences in psychometrics and interventions and, in addition, focuses on consultation, preventative strategies, training, program development, and program administration. The knowledge base expands the student’s exposure in learning measurement, behavior pathology, community psychology, multicultural influences, and organizational behavior. Models of service delivery are explored.

The objectives of the Ed. S. School Psychology Program are to strengthen and extend the master’s-level students’ knowledge and skills so that the students will

1. become informed decision makers, consultants, and facilitators for the education of children and the operation of schools;
   
2. select, administer, score and interpret tests, and communicate data in a wide variety of ways and to diverse populations;
   
3. intervene directly through counseling, cognitive-behavioral, and psycho-educational techniques, as well as early intervention and preventive programs;
   
4. intervene directly through consultation, training, and program development in schools and communities; and develop and to administer programs regarding the above.

Admission to the Graduate Education Program (GTEP) School Psychology

1. Submission of proof of master’s level professional education certification in school psychometry.
   
2. A grade of “B” or better in PSY 7700 Professional School Psychology.

Coursework: (33-36 Semester Hours)
Required Core Courses*: (18 sh)
PSY 6635	3	Vocational Psychology and Career Development
CP 6644	3	Community Counseling Services
CP 6651	3	Counseling Diverse Populations
PSY 6693	3	Psychological and Educational Statistics
PSY 6669	3	Behavior Pathology
PSY 7700	3	Professional School Psychology
*A survey course in special education is required if not previously completed.
Select ONE: (3 sh)
PSY 6633	3	Advanced Psychology of Learning
PSY 6631	3	Psychological Foundations of Education
Select ONE: (3 sh)
CP 6641	3	School Counseling and Program Management
Adviser Approved Course in Instructional Leadership
Select TWO of the following Adviser-approved electives:(6 sh)
CP 7702	3	Advanced Theories and Techniques of Counseling
SPE 6630	3	Collaboration for Inclusion
SPE 6631	3	Legal Issues in Special Education
SPE 6632	3	Assessment and Individual Programming
PSY 7794	3	Field Project
PSY 7795	3	Thesis
Internship* (3-6 sh)
PSY 7753	3-6	Internship: School Psychology
PSY 7754	3	Internship: School Psychology
PSY 7755	3	Internship: School Psychology
* All Education Specialist degree students must complete at least 18 semester hours of required coursework at the campus where the internship and/or practicum is supervised.

All coursework applied toward the Ed.S. degree program must be earned at the 6000 level or above, and no courses applied toward certification at the master’s level may be applied toward certification at the education specialist level.

Teacher Leader (Ed.S.)
30 sh
Location: Dothan, Phenix City

Goals and Objectives:
The goal of the Ed.S. Teacher Leader program is to strengthen and extend the practicing teacher’s knowledge and skills so that the program graduate will:

1. Demonstrate the ability to facilitate the improvement of academic achievement for all students within a school setting;
   
2. Support the development of and improve the practice of shared leadership among instructional and administrative personnel;
   
3. Demonstrate the ability to facilitate collective learning with faculties and schools as a whole.

Additional admission requirements for the Ed.S. Teacher Leader Program and Graduate Teacher Education Program (GTEP):

In addition to the Admission Requirements for Graduate School, candidates seeking admission to the Ed.S. Teacher Leader program must:

1. Hold the master’s professional educator certificate in any teaching field or area of instructional support; *
   
2. Have a minimum of three full years of full-time teaching experience in a P-12 setting;
   
3. Provide a portfolio containing three letters of recommendation, evidence of ability to positively affect student achievement, and evidence of collaborative leadership potential.

*Note: Students admitted into the Ed.S. Teacher Leader program with a master’s level Professional Educator certificate in a teaching field or area of instructional support from another state, must earn an Alabama Class A Professional Educator certificate in a teaching field or area of instructional support before becoming eligible to apply for an Alabama Class AA Certification.

Certification:

In addition to the certification requirements required for all instructional support areas, candidates completing an approved Ed.S. Teacher Leader program requirements are eligible to apply for the Alabama Class AA professional certificate, provided they meet the following:

1. Satisfactory completion of a state approved program with a minimum GPA of 3.25 for all courses in the Alabama State Board of Education approved Teacher Leader program as verified on an official transcript.
   
2. Satisfactory completion of a problem-based research project.
   
3. A passing score on a comprehensive assessment documenting mastery of the curriculum of the Teacher Leader program which may include, but may not be limited to an oral examination.
   
4. A survey of special education course, if not previously completed.
   
5. Meet the Praxis II requirements of the Alabama Prospective Teacher Testing Program (APTTP).
   
6. Hold an Alabama Class A Professional Educator Certificate in a teaching field or area of instructional support.

Required Courses*: (30 sh)
TL 7700	3	Adult Learning Theories and Managing Change
TL 7702	3	Involving Parents and Community Stakeholders
TL 7717	3	Mentoring
TL 7737	3	Curriculum
TL 7740	3	Creating Effective Learning Environments
TL 7747	3	Instructional Coaching
TL 7757	3	Staff Development
TL 7767	3	Communication and Consultation Methods (Practicum)
TL 7792	3	Advanced Comprehensive Research Strategies
TL 7794	3	Research in Action
*A survey course in special education is required unless previously completed.
Courses applied toward certification at the master’s level may not be applied toward certification at the education specialist level.

NON-CERTIFICATION PROGRAMS
		Alabama Campuses
Master of Science (M.S.)	Hours	Dothan	Mont- gomery	Phenix City	Troy	Global Campus*	eTROY
Adult Education	30
Curriculum and Instructional Design	33/36	X	X			X	X
Instructional Technology	33/36	X			X	X	X
Leadership Studies	33/36	X			X		X
Educational Administration & Leadership
	36					X
Post Secondary Education
Adult Education	30/36						X
Biology	30/36	X			X
Criminal Justice	30/36				X	X
English	30/36	X	X		X	X
Foundations of Education	30/36					X	X
General Science	30/36	X			X
Higher Education Admin.	30/36					X
History	30/36	X	X		X	X
Instructional Technology	30/36					X	X
Mathematics	30/36	X	X		X
Music Industry (Focus of Study)	30/36				X
Political Science	30/36		X
Psychology	30/36		X			X
Public Administration	30/36				X
Social Science	30/36	X				X
TESOL	30/36				X
Education Specialist (Ed.S)
Community Counseling	30		X

* Please refer to http://admissions.troy.edu/graduate/academicPrograms for specific program availability by location.

MASTER OF SCIENCE (M.S.) ADULT EDUCATION NON-CERTIFICATION PROGRAM

This is a non- certification program. Students holding this degree will not be recommended for any teacher/counselor/administrator certificate or license.

Purpose

To prepare new entrants to the adult education field to become qualified professional practitioners in adult education.

Program Objectives

Upon successful completion of the M.S. in Adult Education, graduates will be able to:

1. Develop curricula that incorporate an understanding of how the social context influences the field, including culture, policy, economics, and technology.
   
2. Discuss the different ways in which adults learn and how to assess their needs, interests, motivations, and capabilities.
   
3. Apply specialized knowledge related to their concentration area to practical situations.
   
4. Evaluate relevant research and apply it to their concentration area.
   
5. Articulate a personal adult education teaching philosophy.

Admissions Requirements

To apply for admission to the Master of Science in Adult Education program, applicants must submit:

1. A completed Application for Admission to the Graduate School.
   
2. An official transcript(s) from all universities attended.
   
3. An official copy of GRE or MAT or GMAT scores.
4. A letter of recommendation that addresses the applicant’s potential for success in professional graduate studies
   

Unconditional Admission
Students should meet the unconditional admission requirements for the Graduate School.

Conditional Admission
Upon recommendation by Graduate Admissions, conditional admission may be granted under certain circumstances to applicants who cannot satisfy all unconditional admission requirements. See also conditional admission requirements in the General Regulations section of this Catalog.

After the student completes the first three graduate courses with a “B” or better average, the student will be granted unconditional admission. Students not satisfying conditional admission requirements will be dropped from the university for one calendar year, after which time the student must petition for readmission.

Transfer Credits

A maximum of 12 credit hours taken at another regionally accredited university with a grade of “B” or better can be applied to the MSADE degree. These courses must be comparable in catalog description to courses in the MSADE program and must be approved by the Dean of the College of Education.

Requirements for Admission to Candidacy

To be admitted to candidacy, students must have a 3.0 GPA on all coursework attempted. Unconditionally admitted graduate students must apply for admission to candidacy within the first eighteen semester hours of graduate coursework and complete any additional requirements outlined for the specific degree program. If not completed within the first eighteen hours, a hold will be placed on the student’s registration until the Degree Plan/Admission to Candidacy process is completed.

Academic Advisement

Faculty advisement for the program is required.

Degree Requirements

Students must select either Option I or Option II, successfully complete the required core courses (either 15 sh or 18 sh), successfully complete an approved concentration, and successfully complete either a capstone or thesis. Students interested in additional areas of graduate study must go through the College of Education for pre-approval. Faculty advisement for the program is required.

Program of Study

Students must successfully complete ONE of the following options:

Option I is a 33 semester-hour program consisting of a 15-semester-hour core of required courses which includes the successful completion of a 3-semester-hour capstone course. Additionally, an 18-semester-hour concentration is required.

33 Semester Hours

Required Core Courses (15 sh):
ADE 6600	3	Foundations of Adult Education
ADE 6640	3	Social Context of Adult Education
ADE 6670	3	Adult Learning and Development
ADE 6691	3	Research Methodology A grade of “B” or better is required
ADE 6699	3	Capstone
Select an approved concentration: (18 sh)

Option II* is a 36-semester-hour program consisting of an 18- semester-hour core of required courses which includes the successful completion of a 6-semester-hour thesis. Additionally, an 18- semester-hour concentration is required. Note: Option II may only be offered at an approved location with a full-time Adult Education faculty member on site.

*Thesis option is not available to eTROY students.

36 Semester Hours

Required Core Courses (18 sh):
ADE 6600	3	Foundations of Adult Education
ADE 6640	3	Social Context of Adult Education
ADE 6670	3	Adult Learning and Development
ADE 6691	3	Research Methodology (A grade of “B” or better is required)
ADE 6695	6	Thesis
Select an approved concentration: (18 sh)

Students choosing this option must register for ADE 6695 (total of 6 credit hours) as their last two courses in the program. The thesis must be related to both the student’s concentration area and adult education. The student must successfully research, write, and defend a thesis. This process involves directed research in selected areas of study based on the student’s proposal, related to the student’s needs, with the advice and approval of a thesis adviser and a faculty reader, and culminating in a substantive research paper of appropriate depth and scholarship. Students completing this option are not required to take the capstone course. Prerequisite: Completed all core courses; completed at least four of the six required concentration classes. Students must obtain a 3.0 GPA before entering ADE 6695. Grading system is Pass/Fail.

Concentrations

Curriculum and Instructional Design
18 Semester Hours
Location: Dothan, eTROY, Global Campus, Montgomery

Concentration Purpose:
The M.S. in Adult Education with a concentration in Curriculum and Instructional Design equips graduates with the ability to analyze, design, develop, implement, and evaluate curricula for the education and training of adults in diverse learning situations. Both theoretical and practical aspects of adult learning, the instructional design process, teaching strategies, and educational evaluation are explored to provide a comprehensive program useful in designing instruction at multiple levels including community, post-secondary, workplace, or government applications.

Concentration Objectives:
Upon successful completion of the M.S. in Adult Education with a concentration in Curriculum and Instructional Design, graduates will be able to:

• Discuss the nature of the adult learner and the appropriate methods for teaching and evaluating adult learners.
• Apply the instructional design process to a variety of adult learning situations.
• Synthesize a client’s unique education and training needs to create a contextually relevant and effective curriculum.

Concentration Courses :
ADE 6653	3	Educational Evaluation
ADE 6674	3	Methods and Strategies for Teaching Adults
EDU 6613	3	Principles of Instructional Design
EDU 6614	3	Advanced Instructional Design
ADE 6680	3	Curriculum Development for Adult Education
Advisor Approved Elective (3 sh)

Instructional Technology
18 Semester Hours
Location: Dothan, eTroy, Global Campus, Troy

Concentration Purpose:
The M.S. in Adult Education with a concentration in Instructional Technology prepares graduates for an instructional technology profession based on their filed of specialty such as teachers, trainers, instructional designers, training specialists, instructional media specialists, and other human services professionals. Graduates will be able to analyze, design, develop, implement, and evaluate curricula and instructional technologies for education and training in diverse learning situations. The focus will be on both theory and application of instructional technology as it relates to the graduate area of interest.

Concentration Objectives:
Upon successful completion of the M.S. in Adult Education with a concentration in Instructional Technology, graduates will be able to:

• Apply learning theories to instructional design.
  
• Select and develop instructional delivery systems.
• Integrate instruction with other factors that influence human performance.
  
• Use technology in support of the development and delivery of instruction.

Concentration Courses :
EDU 6606	3	Current and Emerging Instructional Technologies
EDU 6613	3	Principles of Instructional Design
EDU 6614	3	Advanced Instructional Design
EDU 6616	3	Distance Learning Strategies
EDU 6617	3	Graphic Design in Multimedia Instruction
EDU 6618	3	Advanced Multimedia Instruction

Leadership Studies
18 Semester Hours
Location: Dothan, Global Campus, Troy

Concentration Purpose:
The M.S. in Adult Education with a concentration in Leadership Studies emphasizes the development of 21st century leadership. It focuses on developing leaders who are globally-minded, proficient in technology, and who can apply and generate knowledge from real-world situations. The Leadership Studies concentration is designed for professionals who desire to develop leadership competencies and dispositions that can be applied in a variety of settings and situations, including private, non-profit, public, military, and healthcare industries.

Concentration Objectives:
Upon successful completion of the M.S. in Adult Education with a concentration in Leadership Studies, graduates will be able to:

• Interpret the psychological, legal, social, political, economic, and cultural environments of organizations.
  
• Utilize technology and empirical data to plan, develop initiatives, make decisions, and evaluate effectiveness.
  
• Model the dispositional and interpersonal skills necessary to provide effective organizational leadership.

Concentration Courses :
ADE 6641	3	Organizational Behavior and Group Dynamics
EAL 6609	3	Communication and Problem Solving
EAL 6633	3	Leadership
EAL 6653	3	Evaluation and Organizational Improvement
PA 6630	3	Strategic Planning
Select ONE of the following courses:
ADE 6617	3	Seminar in Personnel Planning and Leadership
EAL 6643	3	Administration of School Personnel
PA 6624	3	Public Human Resource Management

Dual Concentration
For students pursuing the MSADE degree with a dual concentration, a single course can be applied only one time to satisfy degree requirements.

MASTER OF SCIENCE (M.S.) EDUCATIONAL ADMINISTRATION & LEADERSHIP

NON-CERTIFICATION PROGRAM

Candidates are responsible for checking with the teaching certification agency in Florida to confirm the applicability and eligibility of program courses and degrees to meet local requirements prior to enrollment. This program, in whole or part, will not satisfy certification requirements for Instruction Leadership & Administration in the state of Alabama and no EAL courses are permitted for transfer to credit into TROY University’s Instructional Leadership and Administration degree program.

Purpose

The purpose of the fifth-year Educational Administration and Leadership (EAL) program for instructional support areas is to develop leadership capacity in career teachers and to transition students from the role of a classroom leader to that of an administrative leader.

Objectives

The Educational Administration and Leadership program builds on and extends prior knowledge and experiences of individuals already serving in professional roles in schools. The program’s objectives are:

1. To develop knowledge and understanding of the broad, systemic and dynamic context of education
   
2. To develop skills to interpret the legal, political, societal, economic, and cultural climates operating on and within the educational system
   
3. To develop skills required to respond effectively to changing institutional and organizational conditions.

Admission Requirements

Applicants must:

1. Hold an undergraduate level professional educator certification in a teaching filed or instructional support area. Verification of an educator certificate must be provided upon application to the program.
   
2. Verify a minimum of three (3) years of successful teaching experience.
   
3. Submit prior to the interview an admission portfolio containing:
   • Three (3) letters of recommendation including one from the applicant’s principal or supervisor (these letters should address the leadership abilities of the candidate and any previous leadership experiences.
     
   • Copies of the most recent performance appraisal including professional development component, if available
   • Evidence of leadership and management potential, including evidence of most recent accomplishments in the area of educational leadership or/and student achievement
     
   • Summary of candidate's reasons for pursuing a master’s degree in educational leadership
     
   • Summary of candidate’s expectations from the preparation program.
4. Pass an interview conducted by the Program Admission committee.

Program of Study

The Educational Administration program consists of 36 credit hours in the classroom and including a leadership internship component. Students must pass a comprehensive examination and successfully complete the 36 required semester hours for degree completion. Students must complete 60% of all required hours (excluding internship) at the home location. Students must see their adviser for specific requirements.

Required Professional Core Courses (12 sh)*:
EAL 6615	3	Social and Philosophic Foundations of Educational Leadership
EAL 6684	3	Curriculum Development for Educational Leaders
EAL 6653	3	Evaluation and Organizational Improvement
EAL 6691	3	Research Methods
Instructional Support Area Courses: (18 sh)
EAL 6603	3	School Business Procedures
EAL 6613	3	Legal Issues in Public Education
EAL 6633	3	Educational Leadership
EAL 6643	3	Administration of School Personnel
EAL 6663	3	Internship in Educational Administration I
EAL 6664	3	Internship in Educational Administration II
Select two of the following (6 sh):
EAL 6609	3	Communication and Problem Solving
EAL 6610	3	Grant Writing and Fund Raising
EAL 6625	3	Special Topics in Educational Leadership

Internship Requirements

The internship shall include experiences at grade levels P-5, 6-8, 9-12, and in the central office, and shall consist of quality based learning activities that closely approximate real school experiences, and require demonstration of the knowledge of best practices. There must be a minimum of six months from the beginning of EAL 6663 to the completion of EAL 6664. The internship must be completed at the designated home campus.

MASTER OF SCIENCE (M.S.) POST SECONDARY EDUCATION

NON-CERTIFICATION PROGRAM

This is a non- certification program. Students holding this degree will not be recommended for any teacher/counselor/administrator certificate or license.

Note 1: The Master of Science in Post Secondary Education (MSPSE) replicates the old Master of Education (M.Ed.) degree. Students holding the Master of Education are not eligible for admission into the MSPSE program.

Note 2: The Master of Science in Post Secondary Education (MSPSE) replaces the old Master of Science in Foundations of Education (MSFE, on the Dothan Campus, Troy Campus, and Global Campus) and the Master of Arts in Teaching (MAT, on the Montgomery campus). Students holding the MSFE or MAT degree are not eligible for admission into the MSPSE program.

State Authorizations

Washington State
This program is not intended to lead to teacher certification. Teachers are advised to contact their individual school districts as to whether this program may qualify for salary advancement.

Goals and Objectives

The Master of Science in Post Secondary Education Program is designed to prepare new entrants to the field of post secondary education as professional practitioners in a selected area of study.

The program objectives for the M.S. in Post Secondary education are to increase the skills and abilities of candidates so that they will be able:

1. To demonstrate an understanding of the body of knowledge, research base, instructional techniques, and competencies related to the area of concentration
   
2. To identify and develop alternative solutions to problems through evaluation, synthesis and application of knowledge, theories and concepts in the area of concentration
   
3. To demonstrate knowledge of various models of education, and social and cultural influences on post secondary education
   
4. To demonstrate an understanding of learning styles and their relationship to student achievement

Admissions Requirements

Students should meet admission requirements for the Graduate School.

Program of Study

Two program of study options are available to students pursuing a M.S. in Post Secondary Education. Each includes a core of required courses and the completion of an approved 18- semester-hour concentration.

• Option I is a 36-semester-hour program consisting of an 18-semester-hour core of required courses and a selected 18-semester-hour focus of study. Option I does not require a comprehensive examination. Students may select a thesis or a non-thesis track in Option I.
  
• Option II is a 30-semester-hour program consisting of a 12-semester-hour core of required courses and a selected 18- semester-hour concentration. Successful completion of a written comprehensive examination is required.

Program of Study for Option I
36 Semester Hours - No Comprehensive Examination

Required Core Courses: (12 sh)
PSE 6660	3	Trends and Issues in Adult Education
PSE 6670	3	Psychological Foundations of the Adult Learner
PSE 6680	3	Curriculum Development for Adult Education
PSE 6691	3	Research Methodology
Select Thesis Track or Non-Thesis Track: (6 sh)
PSE 6695	6	Thesis
or
PSE 6665	3	Field Project in Post Secondary Education
PSE 6699	3	Capstone in Post Secondary Education
Select an approved concentration or focus of study: (18 sh)

Program of Study Option II
30 Semester Hours - -Comprehensive Examination Required

Required Core Courses: (12 sh)
PSE 6660	3	Trends and Issues in Adult Education
PSE 6670	3	Psychological Foundations of the Adult Learner
PSE 6680	3	Curriculum Development for Adult Education
PSE 6691	3	Research Methodology
Select an approved concentration or focus of study: (18 sh)

Concentrations

Students must select either Option I or Option II, complete the required core courses (either 18 or 12 semester hours), and successfully complete one of the approved concentrations listed below. Students interested in additional areas of graduate study must go through the College of Education for pre-approval. Academic
advisement for the program and the required core is provided by the faculty in the College of Education. Advisement for the concentration areas is provided by the departmental faculty in the specific discipline.

Adult Education Concentration
18 Semester Hours
Location: eTROY

Select six courses for 18 semester hours:
ADE 5560	3	Instructional Systems Development
ADE 6600	3	Foundations of Adult Education
ADE 6606	3	Current and Emerging Instructional Technologies
ADE 6630	3	Programs for Adult Education
ADE 6653	3	Educational Evaluation
ADE 6674	3	Methods and Strategies for Teaching Adults
ADE 6696	3	Practicum in Adult Education

Biology Concentration
18 Semester Hours
Location: Dothan, Troy

This concentration area is open only to graduate students who have an undergraduate minor or its equivalent (18 semester hours) in the field of biology. Graduate students may not enroll in a 5000-numbered course if it duplicates the same course listed on an undergraduate transcript. At least three courses must be taken at the 6000 level.

An 18-semester-hour plan of study in biology must be developed by the student and the biology adviser and pre-approved by the dean of the College of Education or the dean’s designee.

Criminal Justice Concentration
18 Semester Hours
Location: Global Campus, Troy

CJ 6610	3	Principles of Administration
CJ 6620	3	Current Trends in Criminal Law
CJ 6622	3	Seminar in the Administration of Justice
CJ 6624	3	Court Administration
CJ 6630	3	Juvenile Justice
CJ 6625	3	Specialized Study

English Concentration
18 Semester Hours
Location: Dothan, Global Campus, Montgomery, Troy

This concentration area is open only to graduate students who have an undergraduate minor or its equivalent (18 semester hours) in English. Graduate students may not enroll in a 5000- numbered course if it duplicates the same course listed on an undergraduate transcript. At least three courses must be taken at the 6000 level.

An 18-semester-hour plan of study in English must be developed by the student and the English adviser and pre-approved by the dean of the College of Education or the dean’s designee. The English adviser will determine if any prerequisite coursework is necessary.

Foundations of Education Concentration
18 Semester Hours
Location: eTROY, Global Campus

PSE 6612	3	Community Junior College
PSE 6615	3	Social and Philosophical Foundations of Education
PSE 6642	3	History of Education
PSE 6651	3	Comparative Education
PSE 6653	3	Educational Evaluation
PSE 6658	3	Understanding Cultural Diversity

General Science Concentration
18 Semester Hours
Location: Dothan, Troy

This concentration area is open only to graduate students who have an undergraduate minor or its equivalent (18 semester hours) in the field of general science. Graduate students may not enroll in a 5000-numbered course if it duplicates the same course listed on an undergraduate transcript. At least three courses must be taken at the 6000 level.

An 18-semester-hour plan of study in general science must be developed by the student and the general science adviser and pre-approved by the dean of the College of Education or the dean’s designee. The general science adviser will determine if any prerequisite coursework is necessary in the areas of biology, chemistry, physics or environmental science. Courses must be selected from more than one of the disciplines.

Higher Education Administration Concentration
18 Semester Hours
Location: Global Campus

Select six courses for 18 semester hours:
HEA 6611	3	Organization and Administration of Higher Education
HEA 6612	3	Community Junior College
HEA 6614	3	School Law
HEA 6635	3	Seminar on the American College Student
HEA 6660	3	Contemporary Issues in Higher Education
HEA 6690	3	Financing of Higher Education
HEA 6696	3	Practicum in Higher Education

History Concentration
18 Semester Hours
Location: Dothan, Global Campus, Montgomery, Troy

This concentration area is open only to graduate students who have an undergraduate minor or its equivalent (18 semester hours) in history. Graduate students may not enroll in a 5000-numbered course if it duplicates the same course listed on an undergraduate transcript. At least three courses must be taken at the 6000 level.

An 18-semester-hour plan of study in history must be developed by the student and the history adviser and pre-approved by the dean of the College of Education or the dean’s designee. The history adviser will determine if any prerequisite coursework is necessary.

Instructional Technology Concentration
18 Semester Hours
Location: eTROY, Global Campus

Select six courses for 18 semester hours:
EDU 6606	3	Current and Emerging Instructional Technologies
EDU 6607	3	Curriculum Integration of Technology
EDU 6613	3	Principles of Instructional Design
EDU 6614	3	Advanced Instructional Design
EDU 6616	3	Distance Learning Strategies
EDU 6617	3	Graphic Design in Multimedia Instruction
EDU 6618	3	Advanced Multimedia Production
EDU 6625	3	Specialized Study in Area of Education

 

Mathematics Concentration
18 Semester Hours
Location: Dothan, Montgomery, Troy

This concentration area is open only to graduate students who have an undergraduate minor or its equivalent (18 semester hours) in mathematics. Graduate students may not enroll in a 5000-numbered course if it duplicates the same course listed on an undergraduate transcript. At least three courses must be taken at the 6000 level.

An 18-semester-hour plan of study in mathematics must be developed by the student and the mathematics adviser and pre-approved by the dean of the College of Education or the dean’s designee. The mathematics adviser will determine if any prerequisite coursework is necessary.

Political Science Concentration
18 Semester Hours
Location: Montgomery

This concentration area is open only to graduate students who have an undergraduate minor or its equivalent (18 semester hours) in the area of political science. Graduate students may not enroll in a 5000-numbered course if it duplicates the same course listed on an undergraduate transcript. At least three courses must be taken at the 6000 level.

An 18-semester-hour plan of study in the area of political science must be developed by the student and the political science adviser and pre-approved by the dean of the College of Education or the dean’s designee. The political science adviser will determine if any prerequisite coursework is necessary.

Psychology Concentration
18 Semester Hours
Location: Montgomery, Global Campus

This concentration area is open only to graduate students who have an undergraduate minor or its equivalent (18 semester hours) in psychology. Graduate students may not enroll in a 5000-numbered course if it duplicates the same course listed on an undergraduate transcript.

PSY 5501	3	Psychological Tests and Measurement
PSY 6631	3	Psychological Foundations of Education
PSY 6635	3	Vocational Psychology and Career Development
PSY 6648	3	Theories of Personality
PSY 6668	3	Human Lifespan and Development
PSY 6669	3	Behavior Pathology

Public Administration Concentration
18 Semester Hours
Location: Troy

PA 6610	3	Foundations of Public Administration
PA 6622	3	Public Policy Analysis
PA 6650	3	Governmental Budgeting and Financial Management
PA 6674	3	Ethics in Public Administration
Select two of the following:
PA 6602	3	Quantitative Methods in Public Management
PA 6624	3	Public Human Resource Management
PA 6644	3	Administrative Law
PA 6646	3	Organizational Behavior

Social Science Concentration
18 Semester Hours
Location: Dothan

This concentration area is open only to graduate students who have an undergraduate minor or its equivalent (18 semester hours) in the social sciences. Graduate students may not enroll in a 5000- numbered course if it duplicates the same course listed on an undergraduate transcript. At least three courses must be taken at the 6000 level.

An 18-semester-hour plan of study in social science must be developed by the student and the social science adviser and pre-approved by the Dean of the College of Education or the dean’s designee. The social science adviser will determine if any prerequisite coursework is necessary. Courses must be selected from more than one of the social science disciplines.

Teaching English to Students of Other Languages (TESOL) Concentration
18 Semester Hours
Location: Troy

ENG 5568	3	Methods and Approaches in Second Language Teaching
ENG 5569	3	Principles, Techniques and Materials in Second Lang. Teaching
ENG 6660	3	Introduction to Applied Linguistics
ENG 6696	3	Practicum
ENG 6630	3	Survey of SLA for Second Language Teachers
ENG 6631	3	Survey of Sociolinguistics for Second Language Teachers

Focus of Study

This focus of study is only open to graduate students on the Troy campus.

An 18-semester-hour plan of study in music industry must be developed by the student and the music industry adviser and approved by the Dean of the College of Education. The music industry adviser will determine if any prerequisite coursework is necessary.

Music Industry Focus of Study
18 Semester Hours
Location: Troy

MUI 6610	3	Marketing of Recorded Music
MUI 6612	3	Composition and Arranging for the Music Industry
MUI 6614	3	Music Publishing
MUI 6618	3	Advanced Music Technologies
MUI 6620	3	Studio Production Techniques
Select ONE of the following:
MUI 6616	3	Advanced Songwriting
MUI 6622	3	Concert Production and Promotion

EDUCATION SPECIALIST (Ed.S.)

NON-CERTIFICATION PROGRAM

Community Counseling (Ed.S.) Non-Certification Program
30 Semester Hours
Location: Montgomery

The Ed.S. in Community Counseling is restricted to students who hold a minimum 36-semester hour master’s degree in counseling. It is not a program which is approved by the Alabama State Department of Education as a certification program.

Goals
The Community Counseling program provides broader experiences in counseling. The knowledge base expands the student’s exposure to theories of counseling, group leadership, and specialized areas of study.

Objectives for Community Counseling Ed.S.

1. To expand knowledge of the functions, roles, professional identity, current trends/issues, professional organizations, and professional identity.
   
2. To expand sensitivity and skill in providing counseling services to diverse cultural populations.
   
3. To expand knowledge and skill in research.
   
4. To expand knowledge of principles, theories, and practices of community interventions.
   
5. To expand knowledge related to the general principles and practices of etiology, diagnosis, treatment, referral, and prevention of mental and emotional disorders and dysfunctional behavior.
   
6. To expand the ability to apply sound clinical and ethical judgment and skills.
   
7. To demonstrate psychological health and the ability to use high levels of self-awareness.

Coursework: (30 Semester Hours)
Required Courses: (15-18 sh)
CP 7702	3	Advanced Theories and Techniques of Counseling
CP 7700	3	Advanced Practicum in Group Leadership
CP 7753, 7754, 7755	1-6	Internship: Advanced Counseling
CP 7791, 7792, 7793	1-3	Research Seminar
CP 7794	3-6	Field Project
	OR
CP 7795	3-6	Thesis
PSY 6693	3	Psychological and Educational Statistics
Adviser Approved Electives: (12-15 sh)

MASTER OF SCIENCE (M.S.) COUNSELING AND PSYCHOLOGY PROGRAMS

COUNSELING AND PSYCHOLOGY PROGRAMS
Master of Science (M.S.) Program Specialty	Semester Hours	Alabama Campuses
		Dothan	Montgomery	Phenix City	Troy	Global Campus*
Clinical Mental Health Counseling	60	X	X	X	X	X
Rehabilitation Counseling	48	X	X	X	X
School Counseling (M.S.Ed.)	48	X	X	X	X
School Psychometry (M.S.Ed.)	36	X	X
Social Services Counseling (non-licensure; non-certification program)	36		X			X
Student Affairs Counseling	48				X
Substance Abuse Counseling	48	X	X

* Please refer to http://admissions.troy.edu/graduate/academicPrograms for specific program availability by location.

MASTER OF SCIENCE (M.S.) COUNSELING AND PSYCHOLOGY

Accreditations

The Clinical Mental Health Counseling program is accredited by the Council for Accreditation of Counseling and Related Educational Programs (CACREP) at the following locations: Ft. Walton Beach, Orlando, Panama City/Tyndall AFB, Pensacola, Phenix City, and Tampa.

The School Counseling Program available at all four Alabama Campuses is accredited by both CACREP and by the National Council for Accreditation of Teacher Education (NCATE). The School Psychometry program offered at the Dothan and Phenix City campuses is also accredited by NCATE. Both the School Counseling and School Psychometry programs are approved by the Alabama State Department of Education and lead to Alabama Class A certification.

The Rehabilitation Counseling Program offered at all four Alabama Campuses are accredited by the Council on Rehabilitation Education (CORE).

Troy Global Campus College of Education students must meet all specialized accreditation requirements to be classified as graduates of specialized accredited programs (NCATE, CACREP, and CORE). Up to 12 hours of coursework completed at a site/university with the appropriate specialized accreditation may be considered for application toward program completion. See Transfer Credit Section for additional information.

Counseling and Psychology Mission Statement

The mission of the Department of Counseling and Psychology is to educate, develop and train counseling and psychology professionals by utilizing the highest external standards set by state and national licensing/certifying boards. Counselor education faculty design and deliver counseling programs through a variety of instructional modalities. The counseling degree programs provide graduate education at regional and state locations. The program seeks students from diverse populations.

Counseling and Psychology Admission Policy

In addition to meeting graduate school admissions requirements, the student is required to have the following:

1. Three specified reference forms/letters to include one from the applicant’s undergraduate adviser, department chair or dean, most recent employer, and a person chosen by the applicant. If the applicant is unable to obtain references regarding educational or employment history, selected individuals may be approved by the Graduate Counseling Admissions Committee. These references must attest to the applicant’s potential in forming effective interpersonal relationships, aptitude for graduate study, appropriate vocational goals relevant to the program, and personal and professional self-development as well as other relevant information to be determined by the program faculty.
   
2. A resumé that includes personal information and professional portfolio regarding topics such as, but not limited to, educational and work history, personal and professional goals, professional affiliations, awards, articles, and references.
3. Individual and/or group interviews conducted by members of the program faculty to assess the following topics: appropriateness of academic history, work history, relationships in individual and group contexts, vocational goals and objectives and their relevance to the program, each applicant’s openness to self-examination, personal and professional self-development, and other factors deemed relevant by the program faculty regarding successful performance as a graduate student and as a counselor.
   
4. Evidence of academic skills deemed essential by the program faculty to include, but not limited to, written and oral communication, comprehension and critical analysis of professional literature, basic use of the library, Internet, and other information systems, and competence in statistics and relevant mathematics.
   
5. Approval of the Graduate Counseling Admissions Committee for the department within the parameters established by the College of Education and the Graduate Council.

For conditionally admitted students, a Plan for Proving Graduate Status (PPGS) shall be developed during the student’s first semester/term of enrollment. The PPGS may include

• specific undergraduate or graduate courses as prerequisites,
• retaking entrance exams, and
  
• proficiency examinations and/or work samples, papers, projects or other measures of performance.

The required level of performance for the PPGS shall be communicated to the student in writing with a designated completion deadline. Students who are conditionally admitted may take for graduate credit only courses that are approved in the PPGS. Conditionally admitted students must complete all requirements specified in the PPGS and maintain a grade of “B” or better on each course attempted within the first nine hours of graduate work.

Those students who do not meet the requirements described in item four above (evidence of academic skills) but who meet all other requirements for unconditional or conditional admission shall also develop a PPGS. These students may be admitted conditionally subject to the requirements and time period specified in the PPGS. Such students must also complete all requirements specified in the PPGS and maintain a 3.0 (4.0) scale grade point average on each course attempted within the first nine hours of graduate work.

Students must complete all admission requirements prior to registering for any graduate courses. However, those students who are required to develop a PPGS due to deficiencies in academic skills may have additional time as specified in the PPGS to remediate those deficiencies. If the student fails to meet all admission requirements within the time specified in the PPGS, the student will be withdrawn from classes with no credit.

Counseling and Psychology Program Guidelines

1. Required Hours.
   Students enrolled in programs in Counseling and Psychology must complete 60% of required hours
   (excluding internship and/or practicum) at the site where internship and/or practicum are completed. (Required hours to be completed at internship/practicum location 60 hour program—10 courses; 48 hour programs-8 courses; 36 hour program-7 courses) Students should see their academic adviser for specific requirements.
2. Internships/Practicum
   Students are required to complete supervised internship and practicum courses at the same campus.
3. Comprehensive Examination
   Student must pass a written comprehensive examination for completion of counseling and psychology programs. For more detailed information, please consult the Counseling Programs Student Handbook.
4. Student Handbooks
   Students enrolled in Counseling programs are required to follow all policies, procedures, guidelines and regulations stated in the Counseling Programs Student Handbook and the Practicum/Internship Handbook. These two handbooks are common for all campuses. A third common handbook, Supervisor's Manual, is provided to professionals supervising practica and internships.
5. Research Requirement
   Students enrolled in the Counseling and Psychology programs are required to take CP 6691 Research Methods only at Troy University . This course may not be substituted with another Troy University research course or one transferred from another university.

Counseling and Psychology Programs

Clinical Mental Health Counseling
Location: Augusta, Dothan, Ft. Walton Beach, Montgomery, Orlando, Panama City/Tyndall AFB, Pensacola, Phenix City, Troy, and Tampa

Mission Statement:
The Clinical Mental Health Program is designed to train mental health counselors. This 60-semester hour program has been tailored to meet educational standards for state licensure and national counseling credentials.

The program is designed to provide students with knowledge of theory, application of counseling skills to various agency populations, knowledge of both normal and pathological development and behavior, and expertise in treatment planning.

Objectives for Clinical Mental Health Counseling
The Clinical Mental Health Counseling Program seeks to prepare graduates who have achieved the following:

1. An in-depth knowledge of professional ethics, including an understanding of ethical issues and applications
   
2. An active professional identity as evidenced by participating in professional associations, such as the American Counseling Association
   
3. A strong knowledge base regarding counseling facilitation skills, theories, and techniques
   
4. An understanding of human development, both normal and abnormal
   
5. Culturally sensitive skills to ensure the ability to work with diverse populations
   
6. An understanding of career development and related life factors
   
7. An understanding of theoretical and experiential concepts of group work
   
8. An understanding of individual and group approaches to assessment and evaluations
   
9. An understanding of research methods, statistical analysis, needs assessment, and program evaluation

Coursework for Clinical Mental Health Counseling (60 sh)

Required Courses
CP 6600	3	Professional Orientation & Ethics
CP 6601	3	Legal, Ethical, and Professional Standards
CP 6605	3	Foundations of Mental Health Counseling
CP 6610	3	Facilitation Skills and Counseling Techniques
CP 6642	3	Group Dynamics and Counseling
CP 6649	3	Theories of Counseling
CP 6691	3	Research Methodology
PSY 6635	3	Vocational Psychology and Career Development
PSY 6645	3	Evaluation and Assessment of the Individual
PSY 6668	3	Human Lifespan and Development
PSY 6669	3	Behavior Pathology
PSY 6670	3	Diagnosis and Treatment Planning
PSY 6648	3	Theories of Personality Development
CP 6650	3	Practicum (100 hours)
CP 6651	3	Counseling Diverse Populations
CP 6656	3	Marriage, Family and Sex Therapy Counseling
CP 6659	3	Internship: Mental Health (300 hours)
CP 6660	3	Internship: Mental Health (300 hours)
Select Option 1 or Option II below: (6 sh)*
Option I (Required for licensure in Florida)
*CP 6634	3	Drug Education, Prevention, and Intervention
* CP 6661	3	Internship: Mental Health (300 hours)
	or
Option II
6 sh of Adviser-approved elective

Rehabilitation Counseling
48 Semester Hours
Location: Dothan, Montgomery, Phenix City, Troy

Mission Statement
The mission of the Troy University Rehabilitation Counseling program is to prepare rehabilitation counselors to provide rehabilitation services designed to assist individuals with disabilities to achieve their maximum potential. In addition, services will be provided to rehabilitation agencies and programs, and research related to rehabilitation will be pursued. The Troy University program leads to a Master of Science degree with a specialty in Rehabilitation Counseling. Students may choose an emphasis area in either hearing or visual impairment. Upon
graduation, students will have the basic foundational knowledge, skill and experiences necessary to enter the profession of rehabilitation counseling and practice as rehabilitation counselors.

Objectives for Rehabilitation Counseling
To prepare master’s-level rehabilitation counselors who

1. understand and follow the Code of Professional Ethics for Rehabilitation Counselors;
   
2. know the laws that affect individuals with disabilities and are able to advocate for the rights of those individuals;
   
3. understand the concept of choice, self-advocacy and self-determination, and promote these concepts throughout the rehabilitation process;
   
4. value the worth and dignity of all individuals and view individuals with disabilities as equal partners in the rehabilitation process;
   
5. demonstrate the ability to practice counseling techniques, job placement skills, and career strategies that will assist individuals with disabilities to develop the skills and competencies they need to function effectively in society; and
   
6. know the technology and accommodations that are available to provide individuals with disabilities access to work, leisure, and school activities.

To continuously update the Rehabilitation Counseling Specialty by

1. encouraging communication, feedback, and evaluation between faculty, students, and community resources to promote quality programmatic improvement;
   
2. providing a balanced curriculum of knowledge and skill development that is consistent with the requirements of the Council on Rehabilitation Education (CORE);
   
3. promoting research by students and faculty in the area of rehabilitation counseling; and
   
4. promoting participation in local, state and national professional rehabilitation and counseling associations.

Coursework for Rehabilitation Counseling (48 sh)

Required Courses (45 sh)
CP 6600	3	Professional Orientation and Ethics
CP 6610	3	Facilitation Skills and Techniques
CP 6649	3	Theories of Counseling
PSY 6645	3	Evaluation and Assessment of the Individual
CP 6691	3	Research Methodology
CP 6651	3	Counseling Diverse Populations
PSY 6635	3	Vocational Psychology and Career Development
PSY 6668	3	Human Lifespan and Development
CP 6650	3	Practicum (100 hours)
CP 6670	3	Internship: Rehabilitation Counseling (300 hours)
CP 6671	3	Internship: Rehabilitation Counseling (300 hours)
PSY 6688	3	Medical/Psychosocial Aspects of Disability
CP 6652	3	Rehabilitation Delivery and Process
CP 6686	3	Job Development and Placement
CP 6642	3	Group Dynamics and Counseling
Select one (adviser approval required): (3 sh)
PSY 6664	3	Assessment of Disabling Conditions
CP 6687	3	Placement of Special Disability Groups
CP 6680	3	Seminar: Counseling Approaches to Working with Hearing Impairment
CP 6681	3	Seminar: Counseling Approaches to Working with Visual Impairment
OR Adviser-Approved Elective in Rehabilitation Counseling

NOTE: Students entering the rehabilitation counseling specialty graduate degree program with an undergraduate degree in rehabilitation may have the option to take two electives in lieu of two required rehabilitation courses. The electives must be approved by the academic adviser and department chair.

School Counseling
48 Semester Hours
Location: Dothan, Montgomery, Phenix City, Troy

Mission Statement
The School Counseling Program is designed to train graduate level students as school counselors. The program meets Alabama State Department of Education guidelines for school counselor certification and follows guidelines of Council for Accreditation of Counseling and Related Programs. The curriculum is designed
to train school counselors in the knowledge of theory, application of counseling skills in working with K-12 grade level students, knowledge of program development, foundations, and implementation of comprehensive guidance programs, development of professional and personal dispositions, advocacy of children and adolescents, and development of graduate students to become professional school counselors.

Objectives for School Counseling

1. To develop knowledge of the foundations of school counseling to include history, philosophy, current trends/issues, models, role, functions, professional identity, leadership/ advocacy strategies and legal and ethical issues.
   
2. To develop skills in technology as applied to school counseling.
   
3. To develop sensitivity to provide counseling to diverse school populations and skills to identify barriers that may impede academic, career, and personal/social development of students.
   
4. To develop skills in comprehensive guidance program development (e.g. ASCA National Model) to include needs assessments, program development and program evaluation.
   
5. To develop skills related to academic and behavioral assessment of students and interpretation of assessment results to administrators, parents and students.
   
6. To develop knowledge of understanding the influence of multiple factors (family dynamics, violence, abuse, disorders, substance abuse, anxiety, depression) that impact school age students.
   
7. To develop knowledge and skills in counseling to include individual, group, crisis management and classroom guidance
   
8. To develop knowledge and skills in collaboration and consultation to effectively work with community agencies, parents, teachers and other school personnel.
   
9. To develop knowledge and skills in conducting programs designed to enhance students’ academic, personal/social, career and other developmental needs of students.
   
10. To understand the effects of health/wellness, atypical growth and development and resiliency on school age children.
    
11. To develop school emergency management plans and understand the role of the school counselor during crises, disasters and other trauma-causing events.
    
12. To develop knowledge in counseling, prevention and intervention including theories of effective counseling, techniques of counseling, treatment planning, and strategies for identifying student strengths and weaknesses to deal with problems.
    
13. To develop an understanding of research and evaluation including research relevant to the practice of school counseling, program evaluation, accountability, outcome data and best practices.
    
14. To develop knowledge of the relationship of the school counseling program to the academic mission of the school and skills for teaching counseling and guidance-related curricula.
    
15. To develop knowledge of the qualities, principles and skills of effective leadership in schools and to understand the role of the school counselor as system change agent.
    
16. To understand and have knowledge of student services such as the Individual Education Plans (IEP), the 504, and the Student Support Team (SST).

Additional School Counseling Requirements

1. Hold a valid teaching certificate in any field. Temporary, provisional, and other nonrenewable certifications are not acceptable. (See below for admission option for students without a current teaching certificate).
   
2. To complete certification requirements, students also must have two years of professional experience.
   
   Note: Candidates are restricted to six hours of graduate coursework prior to admission to the Graduate Teacher Education Program (GTEP) School Counseling.

Admission to CACREP Accredited School Counseling Program without Teaching Certificate (Option offered by Alabama State Department of Education):

1. Students who have an earned bachelor’s degree from a regionally accredited college or university but who did not complete a bachelor’s or master’s degree professional educator preparation program may apply for admission to a Troy University CACREP accredited school counseling program.
   
2. Students applying to the program must meet all University and Counseling & Psychology program admission requirements as outlined in this catalog.
   
3. Background check.

Coursework for school Counseling 48 Semester Hours Required Courses: (42 sh)
CP 6600	3	Professional Orientation and Ethics
CP 6610	3	Facilitation Skills and Techniques
CP 6642	3	Group Dynamics and Counseling
CP 6649	3	Theories of Counseling
CP 6691	3	Research Methodology
CP 6651	3	Counseling Diverse Populations
CP 6641	3	School Counseling Program Management
PSY 6606	3	Interventions for Children and Adolescents
PSY 6645	3	Evaluation and Assessment of the Individual
PSY 6668	3	Human Lifespan and Development
CP 6650	3	Practicum (100 hours)
CP 6657	3	Internship: School Counseling (300 hours)
CP 6658	3	Internship: School Counseling (300 hours)
PSY 6635	3	Vocational Psychology and Career Development
Select ONE option (6 hours)*:
Option A
PSY 6653	3	Measurement and Evaluation
PSY 6659	3	Cognitive and Behavioral Interventions

Option B
Adviser-Approved Electives: (6 sh)

*Students who have not taken the survey of special education course are required to take that course.

School Psychometry
36 sh
Location: Dothan, Montgomery

Mission Statement
The School Psychometry Program is designed to train school psychometrists. The 36-semester-hour program meets Alabama State Department of Education guidelines for school psychometry certification.

The program is designed to provide students with experiences in psychometrics and interventions. Additionally, it provides training in measurement, knowledge of normal and pathological development, consultation, and preventative strategies.

Objectives for School Psychometry

1. To become informed decision makers, consultants, and facilitators for the education of children and the operation of schools
   
2. To select, administer, score and interpret tests, and to communicate data in a wide variety of ways and to diverse populations
   
3. To intervene directly through cognitive-behavioral and psycho-educational techniques, as well as early intervention and prevention programs
   
4. To intervene directly through consultation, training, and program development in schools
   

Additional School Psychometry Requirements:

1. A valid teaching certificate in any field. Temporary, provisional, and other nonrenewable certifications are not acceptable.
   
2. To complete certification requirements, students also must have two years of professional experience.

Admission to the Graduate Teacher Education Program (GTEP)

1. Submission of a proof of Master’s level professional education certification in a teaching field.
   
2. A grade of “B” or better in CP 6693 Research Methodology.

Note: Candidates are restricted to six hours of graduate coursework prior to admission to the Graduate Teacher Education Program (GTEP).

Coursework for School Psychometry
36 Semester Hours

Required Courses: (21 sh)
PSY 6636	3	Wechsler Scales
PSY 6637	3	Stanford Binet and Others
PSY 6645	3	Evaluation and Assessment of the Individual
PSY 6650	3	Practicum: Psychometry
PSY 6662	3	Internship: Psychometry
PSY 6668	3	Human Lifespan and Development
CP 6691	3	Research Methodology
Select one from the following: (3 sh)
CP 6600	3	Professional Orientation and Ethics
CP 6610	3	Facilitation Skills and Counseling Techniques
CP 6649	3	Theories of Counseling
Select one from the following: (3 sh)
PSY 5559	3	Applied Behavior Analysis
PSY 6659	3	Cognitive and Behavioral Interventions
Select three from the following: (9 sh)
CP 6651	3	Counseling Diverse Populations
PSY 6606	3	Interventions for Children and Adolescents
PSY 6638	3	Philosophy of Cognitive Development
PSY 6653	3	Measurement and Evaluation
SPE 6640	3	Teaching Diverse Learners* Students who have not completed a class in Special Education (Diverse Learners) must take this course as a requirement.

Social Services Counseling
36 sh
Location: Ft. Walton, Montgomery, Marianna, Orlando, Panama City/Tyndall, Pensacola, and Tampa

*this is a non-licensure/non-certification degree.

Mission Statement
The Social Services Counseling Program is designed to train social service providers. This 36-semester-hour program has been tailored to meet needs of individuals interested in providing social services in settings that do not require licensure.

The program is designed to provide students with knowledge of theory and application of counseling skills particularly as it relates to providing social services.

Coursework for Social Services Counseling
36 Semester Hours

Required Courses: (30 sh)
CP 6600	3	Professional Orientation and Ethics
CP 6642	3	Group Dynamics and Counseling
PSY 6645	3	Evaluation and Assessment of the Individual
CP 6649	3	Theories of Counseling
CP 6651	3	Counseling Diverse Populations
CP 6655	3	Practicum: Social Services (100 hours)
CP 6691	3	Research Methodology
PSY 6635	3	Vocational Psychology and Career Development
CP 6610	3	Facilitation Skills and Counseling Techniques
PSY 6668	3	Human Lifespan and Development

Advisor-Approved Electives (6 sh)

Student Affairs Counseling
48 Semester Hours
Location: Troy

Mission Statement
The mission of the Troy University Student Affairs Counseling program is to prepare student affairs counselors to provide competent professional service in all areas of student services counseling at the post-secondary level. Upon graduation, students will have foundational knowledge of the theories of student development and of the characteristics, needs, and programs required to assist students in higher education. Students will also have the basic skills and experience in assessment, services, and administration of student affairs departments to enter the profession of Student Affairs Counseling.

Objectives for Student Affairs Counseling:

1. Develop knowledge of the foundations of the student affairs profession to include history, philosophy, current trends/issues, functions, and legal and ethical considerations.
   
2. Develop knowledge and sensitivity to provide counseling services to students from diverse populations.
   
3. Develop knowledge and skills in conducting student affairs programs to provide the academic, social and career environments that promote student success.
   
4. Develop skills related to assessment of students and the college environment and interpretation of assessment results to administrators, students and faculty.
   
5. Develop skills in consultation to include working with faculty, professional staff, and student families in areas related to student development and welfare.
   
6. Develop skills in technology as applied to student affairs services.
   
7. Develop knowledge and skills of theories, models, and practices of leadership, organizational management, and program development.

Coursework for Student Affairs Counseling
48 Semester Hours

Required Courses: (30 sh)
CP 6600	3	Professional Orientation and Ethics
CP 6610	3	Facilitation Skills and Counseling Techniques
CP 6642	3	Group Dynamics and Counseling
CP 6649	3	Theories of Counseling
CP 6651	3	Counseling Diverse Populations
CP 6691	3	Research Methodology
PSY 6668	3	Human Lifespan Development
PSY 6645	3	Evaluation and Assessment of the Individual
PSY 6635	3	Vocational Psychology and Career Development
CP 6650	3	Practicum (100 hours)
Specialty Courses: (12 sh)
CP 6636	3	Foundations of Student Affairs
CP 6637	3	Administration of Student Affairs Programs
CP 6638	3	Internship: Student Affairs (300 hours)
CP 6639	3	Internship: Student Affairs (300 hours)
Advisor Approved Electives:            (6 sh)

Substance Abuse Counseling
48 sh
Location: Dothan, Montgomery

Mission Statement
The Substance Abuse Counseling Program is designed to train substance abuse counselors. This 48-semester-hour program has been tailored to meet educational standards for state licensure and national counseling credentials.

The program is designed to provide students with adequate knowledge of theory, application of counseling skills particularly as it relates to substance abuse counseling, knowledge of both normal and pathological development and behavior, and expertise in treatment planning.

Objectives for Substance Abuse Counseling:

1. To develop knowledge of the foundations of the counseling profession to include history, current trends/issues, roles, functions, and professional identity. The program is designed to provide students with adequate knowledge of theory, application of counseling skills particularly as it relates to substance abuse, knowledge of both normal and pathological development and behavior, and expertise in treatment planning.
   
2. To develop knowledge of commonly abused drugs, the physiological and psychological implications related to substance abuse, drug abuse prevention and intervention.
   
3. To develop knowledge and skills in technology as it is applied to psycho- educational presentations and general counseling, as well as understanding the limitation of technology as it applies to counseling.
   
4. To develop sensitivity and skill in providing counseling services to diverse cultural populations.
   
5. To develop knowledge and skill in research to include the capacity for being a consumer of research data, and the ability to contribute to program evaluation.
   
6. To develop sound clinical and ethical judgment and skills.
   
7. To develop knowledge and skill in consultation and cooperation with other counseling agencies and professionals.
   
8. To promote counselor accountability and professional credibility.
   
9. To demonstrate psychological health and the ability to use high levels of self awareness.

Coursework for Substance Abuse Counseling
48 Semester Hours

Required Courses: (39 sh)
CP 6600	3	Professional Orientation and Ethics
CP 6610	3	Facilitation Skills and Counseling Techniques
CP 6649	3	Theories of Counseling
CP 6642	3	Group Dynamics and Counseling
PSY 6669	3	Behavior Pathology
PSY 6645	3	Evaluation and Assessment of the Individual
CP 6655	3	Internship: Addictions Counseling
CP 6666	3	Internship: Addictions Counseling
CP 6691	3	Research Methodology
CP 6651	3	Counseling Diverse Populations
PSY 6635	3	Vocational Psychology and Career Development
PSY 6668	3	Human Lifespan and Development
CP 6650	3	Practicum (100 hours)
Select THREE Courses from the following (9 sh)
CP 6602	3	Seminar in the Prevention/Treatment of Chemical Dependency
CP 6616	3	Treatment of Addictive Family Diseases
CP 6617	3	Treatment Theories and Modalities of Addictive Disease
CP 6634	3	Drug Education, Prevention, and Intervention
PSY 6610	3	Physiological Dynamics of Alcohol and other Drugs

GRADUATE CERTIFICATE IN ADDICTIONS COUNSELING

Mission Statement
The graduate certificate program is designed to provide Counseling and Psychology students with adequate knowledge of theory, application of counseling skills particularly as it relates to addictions counseling, knowledge of both normal and pathological development and behavior, and expertise in diagnosis and treatment
planning.

Admission Requirements
All certificate students must be admitted to the Graduate School and the Master of Science in Counseling and Psychology program in order to qualify for the certificate. See Graduate Admissions and Master of Science in Counseling and Psychology program requirements.

Course Requirements
Admitted Master of Science in Counseling Psychology students may qualify for the Certificate by completing five (5) specified courses with an overall 3.0 grade point average or better.

Required Courses: (6 sh)
CP 6665	3	Internship: Addictions Counseling
CP 6666	3	Internship: Addictions Counseling
Select THREE courses from the following: (9 sh)
CP 6602	3	Seminar in the Prevention/Treatment of Chemical Dependency
CP 6616	3	Treatment of Addictive Family Diseases
CP 6617	3	Treatment Theories and Modalities of Addictive Diseases
CP 6634	3	Drug Education, Prevention, and Intervention
PSY 6610	3	Physiological Dynamics of Alcohol and other Drugs

Other Requirements
Students who wish to be issued a certificate must submit the following to their home campuses:

1. Certification Intent
   
2. Certificate Plan and Progress Report
   
3. Copy of student transcript

 

 

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