Graduate Program: Counseling Master of Science in Education Counseling
AWARDS & HONORS
Winner of the 2017 Leo G. Bent Award for Outstanding Professional Counseling Program in Illinois by the Illinois Counseling Association
2022 Best Master’s in Counseling Degree Programs | Ranked #15
http://www.intelligent.com/best-masters-in-counseling-degree-programs/
“The mission of the Quincy University Master of Science in Education in Counseling and College Student Personnel program is to train individuals to become competent professional counselors and/or college student personnel. The program facilitates personal and professional growth via a combination of academic rigor, experiential learning, personal and professional reflection, and service to the community. The program is committed to the development of counselors and college student personnel as ethical, reflective practitioners and Servant-Leaders, who exhibit an affinity for lifelong learning, a commitment to social justice, and an appreciation for the diverse world in which they live and practice.”
Classes normally meet one evening each week for three to four hours, and most students complete two courses each semester, including summer session. At this pace, you could expect to complete the program in approximately three years.
MEC PROGRAM OBJECTIVES:
The Quincy University MEC program will:
- Provide students with academically rigorous coursework in order to facilitate their knowledge and understanding in the following eight core areas:
- Professional Orientation and Ethical Practice
- Social and Cultural Diversity
- Human Growth and Development
- Career Development
- Helping Relationships
- Group Work
- Assessment
- Research and Program Evaluation
- Provide students with special emphasis coursework (related to professional school counseling, clinical mental health counseling, and college student personnel (student affairs)) that will enable them to work in a variety of settings.
- Require students to regularly engage in personal and professional reflection in order to facilitate increased self-awareness, self-monitoring, and self-evaluation.
- Regularly expose students to multicultural issues relevant to the counseling profession, and encourage students to reflect upon these issues in class activities, discussions, and/or written assignments.
- Provide students with experiential learning opportunities ranging from classroom and service activities to field experience during practicum and internship.
- Encourage and facilitate the development of student dispositions appropriate to the counseling profession.
- Regularly evaluate student progress, and provide students with regular feedback regarding academic progress, dispositional performance, and clinical development.
- When necessary, provide students with remediation opportunities when their progress through the program is hindered by academic, clinical, or dispositional difficulties.
- Enforce departmental policies regarding student retention, remediation, and/or dismissal.
- Keep students informed of departmental policies, and provide students with an appeal process regarding retention and dismissal decisions.
MEC PROGRAM STUDENT LEARNING OUTCOMES:
Graduates of the MEC program will demonstrate:
- Competency in each of the eight core counseling areas identified by the Council for Accreditation of Counseling and Related Educational Programs (CACREP) and the National Board for Certified Counselors (NBCC).
- Competency in each of the knowledge domains identified by state credentialing bodies (Illinois, Missouri, and Iowa) based on the student’s/graduate’s respective program emphasis (i.e., Clinical Mental Health or Professional School Counseling)
- Dispositions befitting an entry-level counseling professional
- Levels of counseling proficiency (i.e., conceptual ability, application of counseling theory, appropriate demonstration of techniques/skills) befitting an entry-level counseling professional
- An ability to engage in self-reflection as a means of promoting self-awareness and personal growth
- Proficiency in their ability to adhere to ethical standards and engage in ethical decision-making processes befitting an entry-level counseling professional
- An understanding of how their role as a counseling professional encompasses service to the community, advocacy, and servant leadership in order to promote the empowerment of those they serve.
Areas of Concentration
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Your Courses
The 60-credit hour Clinical Mental Health Counseling and School Counseling programs and the 48-credit hour College Student Personnel programs include a 30-credit hour core, additional credit hours in your area of emphasis, and 9 credit hours in clinical experiences.
Course Information:
Master of Science in Education in Counseling in Clinical Mental Health Counseling, MSEd
Master of Science in Education in School Counseling, MSEd
Master of Science in Education in Counseling and College Student Personnel, MSEd
Career Options
The Master of Science in Education in Counseling (MEC) program is designed for students who are seeking a career working as a counselor in settings such as community agencies, government, private practice, and elementary, middle or secondary schools. MEC students in the College Student Personnel program will find careers in a wide variety of units in higher education settings.
Applying for Admission
Applications are encouraged from individuals who plan to provide counseling services either in a school setting or in a clinical, community, private, or government setting. All applicants are considered on an individual basis focusing on the applicant’s potential for successful completion of the program. Application review for admission is ongoing.
Applicants are encouraged from individuals in all fields. All applicants are considered on an individual basis. The applicant’s potential for successful completion of the program is a central focal point for the Admissions Committee. Applications are processed on a revolving basis. Although it is generally preferred that an individual accepted into the program start his or her coursework in the fall semester, an applicant may begin at the start of any term, providing space is available.
Admission Requirements
Educational Requirements: A completed or to-be completed baccalaureate degree with an undergraduate cumulative GPA of a 3.0/4.0 or higher will be recommended for admission. Applicants with GPAs lower than a 3.0 may be considered for conditional admission.
Steps to apply:
- Application – Complete the Application for Graduate Admission online and submit it to the Quincy University Office of Graduate Admissions.
- Official Transcripts – Request your official college transcripts mailed directly to the Quincy University Office of Graduate Admissions from each college attended. (QU graduates do not need to request official QU transcripts.)
- Recommendations – Two recommendation letters from individuals who can address your academic potential. Recommenders: follow this link to the recommendation form.
- Writing prompts – The applicant is requested to reply to three writing prompts regarding counseling. It is expected that the questions are answered to the best of the applicant’s ability and each question is to be answered in 500 words or less.
- Personal Resume
International students – Applicants from non-English speaking educational institutions must submit the results of the TOEFL. Generally, a score of 550 or above is acceptable evidence of a student’s ability to successfully study in an English-speaking environment at the graduate level. Also, the applicant must submit documentation showing how his/her education will be financed. A bank official must authorize this financial documentation.
Prerequisite Coursework
All undergraduate majors are considered, but these courses in behavioral sciences (e.g., Psychology or Sociology) are encouraged as a prerequisite:
a. Introduction to Psychology or Sociology
b. Personality Theory
c. Statistics/Research design
d. Abnormal Psychology
The Counseling Program Admissions Committee reviews each person’s application. As there are several measures that are used in the application process, there is no one single factor that would qualify or disqualify a person. In some cases, in addition to the written application and supporting documentation, an applicant may be required to have an in person interview with the Counseling Program Admissions Committee or its representative(s).
Licensure
The Counseling Program meets the criteria set forth by the State of Illinois Department of Professional and Financial Regulation for those seeking licensure as a Licensed Clinical Professional Counselor (LCPC). The counseling program also meets requirements for licensure as a Professional School Counselor in the state of Illinois.
Graduates who choose the emphasis in Clinical Mental Health Counseling will be eligible to take the examination to become a Licensed Professional Counselor (LPC). Upon completion of post-graduate clinical experience, these graduates will be eligible to take the examination for licensure as a Licensed Clinical Professional Counselor (LCPC).
Graduates who choose the emphasis in School Counseling will follow a curriculum approved by the Illinois State Board of Education. Successful graduates can be recommended by QU for licensure with an endorsement in the area of School Counseling.
Accreditation
The Master of Science in Education in Counseling Program offers programs in Clinical Mental Health Counseling and School Counseling that are accredited by the Council for Accreditation of Counseling and Related Educational Programs (CACREP).
Annual Assessment Report
Annual Brief Outcomes Reports
Program Cost:
Tuition cost per MEC credit hour: $500.00
Graduate Fee per semester: $ 15.00 per credit hour
For more information about the Counseling program, feel free to contact:
Dr. Kenneth Oliver, Professor of Counseling and Program Director
oliveke@snsxedu.net
Dr. Lucy Parker-Barnes, Assistant Professor of Counseling
l.parkerbarnes23@snsxedu.net
Dr. Kubra Civan, Assistant Professor of Counseling
k.civan76@snsxedu.net
Your Opportunities
Chi Sigma Iota – Chi Omega Chapter
Chi Sigma Iota is an international honor society for counseling students and professionals. It was established in 1985 to recognize the outstanding efforts and achievements of students and professionals in the counseling field. The mission of CSI is to promote “scholarship, research, professionalism, leadership, advocacy, and excellence in counseling” (www.csi-net.org).
The Chi Omega chapter of CSI was founded at QU and inducted its first members in 2010. Chi Omega members must maintain a 3.5 grade point average, demonstrate professionalism in their classroom and clinical experiences and during any co-curricular activities, and must remain active in chapter events and projects. Chi Omega facilitates the growth and development of its members via an emphasis on scholarship, participation in professional development activities, and servant-leadership in the community.