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Masters Degrees (Academic Counseling)

We have 52 Masters Degrees (Academic Counseling)

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All Counselor Education Master’s degree programs have a planned program of study. The plan follows the appropriate requirements for accreditation in that area. Read more
All Counselor Education Master’s degree programs have a planned program of study. The plan follows the appropriate requirements for accreditation in that area. Once an academic advisor has been assigned for your program of study, you should make an appointment to discuss your preferences and career aspirations. The program of study that you accept when you enter the program will be the one you will follow until you graduate. If there are any changes, they need to be approved by your advisor.

Visit the website http://education.ua.edu/academics/esprmc/counseling/maschool/

The master’s degree in School Counseling is designed to provide prospective school counselors with the skills necessary to establish and conduct effective developmental guidance and counseling programs in schools, pre-kindergarten through twelfth grade. Students preparing for positions in School Counseling are provided experiences qualifying them for work at all levels of school counseling. The school counseling program is 48 hours and meets accreditation criteria of National Council for Accreditation of Teacher Education (NCATE) and Council for Accreditation of Counseling and Related Educational Programs (CACREP).

School Counseling Program: Select Courses

While the majority of your courses will be offered through the Program in Counselor Education (designated as BCE) many required courses will be offered by affiliated programs. During your academic career, you will likely enroll for courses in Educational Psychology (designated as BEP), Educational Research (designated as BER), School Psychology (designated as BSP), and other areas. These courses afford the opportunity to take advantage of the expertise of faculty in other programs in the College of Education. Please refer to the Program Planning Record for School Counseling.

BCE 511 – Principles of Guidance. Three hours. Explores the rationale for guidance by examining human development and sociological, psychological, and philosophical bases for guidance. Provides awareness of services by surveying components of guidance programs.

BCE 512 – Counseling: Theory and Process. Three hours. Introduction to counseling, counseling theories, and the counseling relationship; and an overview of the counseling process.

BCE 513 – Career Development. Three hours. An introduction for counselors and teachers to career development concepts, labor force information, and other resources needed to help persons with career planning and decision making.

BCE 514 – Pre-practicum in Counseling. Three hours. An experiential course involving applied elements of theoretical models and customary helping skills to orient and prepare students for their initial supervised work with counseling clients.

BCE 515 – Practicum in Counseling I. Three hours. Prerequisite: BCE 514 and permission of the faculty. Laboratory training in attending, listening, and influencing skills. Supervised experience in counseling.

BCE 516 – Practicum in Counseling II. Three hours. Prerequisites: BCE 515 and permission of the faculty. Supervised practice in counseling.

BCE 521 – Group Procedures in Counseling and Guidance. Three hours. Prerequisite: Permission of the faculty. Background in group methods, including group guidance, group counseling, and group dynamics. One-half of class time is spent in a laboratory experience during which each student is provided an opportunity to function in a group.

BCE 522 – Individual and Group Appraisal. Three hours. Prerequisite: BER 540. An overview of measurement methods, practice in administration and interpretation of standardized tests, and evaluation of tests and testing programs for counseling and guidance.

BCE 523 – Program Development and Management. Three hours. An examination of the organization and implementation of the guidance functions of schools and the guidance responsibilities of counselors, teachers, and administrators.

BCE 525 – Internship in School and Community Counseling. Three to twelve hours. Prerequisite: Permission of the faculty. Supervised field experience in an appropriate job setting.

BCE 650 – Counseling Strategies for Family Relationships. Three hours. Prerequisite: BCE 512 or permission of the instructor. Examination of theoretical and applied elements of systemic intervention with troubled families.

BCE 611 Multicultural Approaches to Counseling. Three hours.

Prerequisites: Majors only or with instructor permission. This course is designed to introduce students to multicultural issues unique to counseling and other helping professions.

BER 500 – Introduction to Educational Research. Three hours. An overview of the research process, primarily for master’s students.

BER 540 – Statistical Methods in Education. Three hours. Descriptive and basic inferential statistics, including graphs, frequency distributions central tendency, dispersion , correlation, and hypothesis testing. Computer applications are included.

BEP 550 – Life span Development. Three hours. A study of principles and concepts of physical, cognitive personality, and social development from conception through death.

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All Counselor Education Master’s degree programs have a planned program of study. The plan follows the appropriate requirements for accreditation in that area. Read more
All Counselor Education Master’s degree programs have a planned program of study. The plan follows the appropriate requirements for accreditation in that area. Once an academic advisor has been assigned for your program of study, you should make an appointment to discuss your preferences and career aspirations. The program of study that you accept when you enter the program will be the one you will follow until you graduate. If there are any changes, they need to be approved by your advisor.

Visit the website http://education.ua.edu/academics/esprmc/counseling/macmhc/

The master’s degree in Clinical Mental Health Counseling is designed to prepare students for employment and practice in public and private mental-health settings. The curriculum offers course work and applied experiences for students’ specialty interests to include areas such couple/family counseling, addictions counseling, play therapy, and similar specialty practice with unique populations or using unique methods of counseling. The clinical mental health counseling program is 60 credit hours and meets accreditation criteria put forward by Council for Accreditation of Counseling and Related Educational Programs (CACREP).

Clinical Mental Health Counseling Program: Select Courses

While the majority of your courses will be offered through the Program in Counselor Education (designated as BCE) many required courses will be offered by affiliated programs. During your academic career, you will likely enroll for courses in Educational Psychology (designated as BEP), Educational Research (designated as BER), School Psychology (designated as BSP), and other areas. These courses afford the opportunity to take advantage of the expertise of faculty in other programs in the College of Education. Please refer to the Program Planning Record for Clinical Mental Health Counseling.

BCE 512 – Counseling: Theory and Process. Three hours. Introduction to counseling, counseling theories, and the counseling relationship; and an overview of the counseling process.

BCE 513 – Career Development. Three hours. An introduction for counselors and teachers to career development concepts, labor force information, and other resources needed to help persons with career planning and decision making.

BCE 514 – Counseling Skills. Three hours. An experiential course involving applied elements of theoretical models and customary helping skills to orient and prepare students for their initial supervised work with counseling clients.

BCE 515 – Practicum in Counseling I. Three hours. Prerequisite: BCE 514 and permission of the faculty. Laboratory training in attending, listening, and influencing skills. Supervised experience in counseling.

BCE 516 – Practicum in Counseling II. Three hours. Prerequisites: BCE 515 and permission of the faculty. Supervised practice in counseling.

BCE 518 – Introduction to Clinical Mental Health Counseling. Three hours. Seminar and fieldwork designed to acquaint the student with the functions and roles of the counselor in various community and agency settings.

BCE 521 – Group Procedures in Counseling and Guidance. Three hours. Prerequisite: Permission of the faculty. Background in group methods, including group guidance, group counseling, and group dynamics. One-half of class time is spent in a laboratory experience during which each student is provided an opportunity to function in a group.

BCE 522 – Individual and Group Appraisal. Three hours. Prerequisite: BER 540. An overview of measurement methods, practice in administration and interpretation of standardized tests, and evaluation of tests and testing programs for counseling and guidance.

BCE 525 – Internship in School and Clinical Mental Health Counseling. Three to twelve hours. Prerequisite: Permission of the faculty. Supervised field experience in an appropriate job setting.

BCE 528 – Advanced Seminar in Clinical Mental Health Counseling. Three hours. Prerequisite: BCE 518. Advanced study and discussion of a variety of agency-specific issues and topics.

BCE 611 – Multicultural Counseling. Three hours. This course is designed to introduce students to multicultural issues unique to counseling and other helping professions.

BCE 650 – Counseling Strategies for Family Relationships. Three hours. Prerequisite: BCE 512 or permission of the instructor. Examination of theoretical and applied elements of systemic intervention with troubled families.

BER 500 – Introduction to Educational Research. Three hours. An overview of the research process, primarily for master’s students.

BER 540 – Statistical Methods in Education. Three hours. Descriptive and basic inferential statistics, including graphs, frequency distributions central tendency, dispersion , correlation, and hypothesis testing. Computer applications are included.

BEP 550 – Life span Development. Three hours. A study of principles and concepts of physical, cognitive personality, and social development from conception through death.

BSP 660 – Psychopathology. Three hours. Thorough examination of the history, scope, and understanding of abnormal behavior through the life span, with emphasis on educational and clinical implications. The most recent classification system is used to structure topics and issues in the course.

Find out how to apply here - http://graduate.ua.edu/prospects/application/

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Nova Southeastern University offers an innovative academic program designed for the working professional actively involved in or entering the field of counseling. Read more

Nova Southeastern University offers an innovative academic program designed for the working professional actively involved in or entering the field of counseling. The College offers individuals the opportunity to earn a degree in counseling with specializations in mental health counseling, substance abuse counseling and education, applied behavior analysis, and advanced applied behavior analysis. The program is designed to serve the training needs of practitioners who seek advanced training, but who cannot access quality training without the interruption of demanding schedules.

Programs will develop the skills and leadership abilities of counselors who have a desire to provide, create and maintain high quality service delivery. The online instruction offers accessibility and flexibility along with a quality educational opportunity for the mature (independent) student.

Program Formats

The master's program in counseling is offered with online coursework. On the ground practicum/internship is required. The online format allows for students to participate in courses from anywhere in the world where internet access is available. In addition, it allows for the flexibility of completing your master's degree without interrupting your career.

The program offers concentrations in mental health counselling, substance abuse counseling and applied behaviour analysis It is important to note that online education requires the same interactivity, assignments, and requirements of a live classroom. Therefore, it should not be viewed as an independent study. Students are required to be very active in courses and to participate regularly throughout the week. This program has many standards to insure the quality and equivalency of your education to a traditional program.

SREB Electronic Campus

Nova Southeastern University (NSU) is pleased to be a participating institution of the Southern Regional Education Board's Electronic Campus. The Electronic Campus certifies that the programs and courses it lists comply with its comprehensive set of Principles of Good Practice. The school's online Master of Science degree program is part of the Electronic Campus.

The College of Psychology offers an innovative academic program designed for the working professional actively involved in or entering the field of counseling or related fields. The institute offers individuals the opportunity to earn a degree in counseling with concentrations in mental health counseling, substance abuse counseling, substance abuse counseling and education, applied behavioral analysis or advanced applied behavioral analysis. The online institute is particularly designed to serve the training needs of administrators and practitioners who seek advanced training, but who cannot access quality training without the interruption of ongoing work responsibilities.

The program's strengths include a distinguished faculty, a cutting edge curriculum, and a flexible online curriculum. NSU is a dynamic, not-for-profit independent institution dedicated to offering high quality educational programs from preschool through the professional and doctoral levels. It offers a total of 87 degree programs, 23 in undergraduate disciplines and 64 in graduate and professional disciplines. Located on a beautiful 314-acre campus in Fort Lauderdale, NSU has approximately 24,000 students and is the largest independent institution of higher education in the Southeastern United States.

Online students use Web pages to access course materials, announcements, the electronic library, and other information/resources, and participate in a range of activities that facilitate frequent interaction with their professors and fellow students. Online activities may include forums using threaded discussion boards, chat rooms, email, and electronic classroom sessions. In addition, the program provides a system that enables the student to submit assignments online in various formats and to receive his or her professor's online review.

Mission

The mission of Nova Southeastern University’s Department of Counseling is to offer programs that promote academic excellence, are student-centered, and focus on the needs of diverse communities. This is accomplished through faculty advances in teaching, research, and service in addition to collaboration, leadership, and understanding student needs.

Vision

The Department of Counseling at Nova Southeastern University aims to educate ethical, knowledgeable, and skilled counselors who can improve the quality of life for people in our communities.

Curriculum

The Master of Science in Counseling degree program requires 33 semester hours of graduate credit in addition to selected concentration. The required courses and course descriptions are listed below.

Please Note: Curriculum is subject to change.

Core Courses (33 credits total)

  • PYCL 0502: Counseling Theories and Practice (3 credits)
  • PYCL 0507: Research and Evaluation for Counselors (3 credits)
  • PYCL 0512: Human Growth and Development (3 credits)
  • PYCL 0570: Ethical, Legal, and Professional Issues for Counselors (3 credits)
  • PYCL 0584: Diagnosis and Treatment of Adult Psychopathology (3 credits)
  • PYCL 0608: Psychological Testing for Individual Evaluation (3 credits)
  • PYCL 0612: Substance Abuse (3 credits)
  • PYCL 0631: Career and Lifestyle Assessment (3 credits)
  • PYCL 0632: Social and Cultural Foundations of Counseling (3 credits)
  • PYCL 0635: Group Theory and Practice (3 credits)
  • PYCL 0645: Couples and Family Counseling Strategies (3 credits)

Specialty Concentrations



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The master’s degree in Rehabilitation Counseling is designed to prepare rehabilitation counselors to serve persons with disabilities in a variety of work settings. Read more
The master’s degree in Rehabilitation Counseling is designed to prepare rehabilitation counselors to serve persons with disabilities in a variety of work settings. The rehabilitation counseling program is 48 credit hours and is fully accredited by the Council on Rehabilitation Education (CORE).

Mission

Professional rehabilitation counselors encourage and support persons with disabilities and their families to fully participate in their community by providing individual and group counseling, vocational assessment, case management, advocacy, assistive technology, and consultation services to help meet their personal, social, vocational, psychological, independent living, and quality of life goals. The mission of the Rehabilitation Counselor Education (RCE) distance-based program at the University of Alabama is to prepare professional rehabilitation counselors who will provide quality rehabilitation counseling services for persons with disabilities from diverse backgrounds and their families.

Visit the website http://education.ua.edu/academics/esprmc/counseling/marehab/

In addition to objective of the Program in Counselor Education, the RCE Program has the following objectives:

Objectives

1. To introduce the philosophy and historical tenets of rehabilitation counseling through new literacies of technology and interpersonal communication.

2. To deliver a 21st century, distance-based curriculum of didactic and clinical experiences that encourages active learning and adheres to the Council on Rehabilitation Education (CORE) standards.

3. To prepare qualified rehabilitation counselors to work in both public and private settings located in rural and urban communities to facilitate the needs of all persons with disabilities and their families.

4. To recruit, select, and matriculate rehabilitation counseling graduate students who represent minorities, women, and individuals with disabilities.

5. To provide our rehabilitation counseling graduate students with the knowledge and skills necessary to develop a philosophical orientation and approach reflective of their commitment to meeting the needs of persons with disabilities and their families, as well as employer and community needs.

6. To foster our university’s mission in advancing the intellectual and social condition of the people by communicating to our rehabilitation graduate counseling students the need for advocacy, community integration, and social responsibility.

7. To prepare our rehabilitation counseling graduate students to become ethical rehabilitation counselors by understanding and following the Code of Professional Ethics for rehabilitation counselors.

8. To promote the involvement of our rehabilitation counseling graduate students in rehabilitation counseling professional associations (e.g., National Rehabilitation Association, National Rehabilitation Counseling Association, American Rehabilitation Counseling Association, National Rehabilitation Counselors and Educators Association) to enhance awareness of professional issues and service that are important to the growth of our field.

The RCE master’s program is 48 semester hours in length. However, a 60-semester hour option is available for students who wish to pursue 60 hours of graduate coursework. The curriculum provides both didactic and experiential learning and culminates in a 600 hour internship under the supervision of a Certified Rehabilitation Counselor. The RCE program is fully accredited by the Council on Rehabilitation Education (CORE). Students completing the RCE program are eligible to become Certified Rehabilitation Counselors (CRC). For more information about becoming a CRC, visit the Commission on Rehabilitation Counselor Certification website: http://www.crccertification.com/

The RCE program is an on-line program. Distance students must meet criteria for full or conditional admission. Distance students who can enroll for 9 hours (fall and spring) and 6 hours (summer) may complete the degree program in two calendar years. Distance students may take more or fewer hours each semseter with advisor approval. Some rehabilitation courses are offered as synchronous courses and will require weekly participation via live virtual classroom.

In most states, program graduates are eligible to begin the process of becoming a Licensed Professional Counselor (LPC). The following link provides a listing of counselor licensure boards in all of the states: http://www.counseling.org/Counselors/LicensureAndCert/TP/StateRequirements/CT2.aspx

Employment Outlook

According to the U.S. Department of Labor, Occupational Outlook Handbook (2009), jobs for rehabilitation counselors are expected to grow by 19%, which is faster than the average for all occupations. Rehabilitation counselors serve persons with disabilities in a variety of work settings including, but not limited to, state-federal vocational rehabilitation agencies, non-profit community rehabilitation programs, private-for-profit rehabilitation companies, rehabilitation hospital settings, community mental health and substance abuse programs, correctional facilities, and private practice.

Find out how to apply here - http://graduate.ua.edu/prospects/application/

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Our Counselling Studies and Therapeutic Communication course will help you if you are interested in starting a career in counselling, or want to develop and hone your existing professional skills. Read more

Our Counselling Studies and Therapeutic Communication course will help you if you are interested in starting a career in counselling, or want to develop and hone your existing professional skills. It offers theoretical knowledge and an academic foundation in counselling and for a variety of helping skills in professional contexts. The optional modules enable you to study the niche you would like to work in. This course has received recognition from a professional body, awarded the advanced training status from the National Counselling Society (NCS).

Visit the website: https://www.ulster.ac.uk/course/msc-counselling-studies-and-therapeutic-communication-ft-jn and for the part-time option visit https://www.ulster.ac.uk/course/msc-counselling-studies-and-therapeutic-communication-pt-jn

This course does not include professional practice hours, those students who wish to be on Government register for Counselling, upon successful completion of this course can apply for the PgCert Counselling and Therapeutic Communication with Professional Practice, which will provide client hours.

Course detail

- Description -

A central strength of the course is the teaching team, consisting of academics with both practice and research experience in counselling. Staff members ensure that the content of the course is continually updated based on innovations in practice and research.

The course provides:

  • Structured Continuing Professional Development opportunities for individuals who use counselling skills in a range of practice contexts.
  • Flexibility through optional study to allow students to pursue specialist areas of interest.
  • A good balance of theoretical and skills training relevant to student need.
  • A well balanced grounding in the theoretical and practical study of communication in the applied counselling context.
  • A solid grounding in research methods and skills that will enable students to carry out independent research.
  • An understanding of key contextual areas relevant to students’ work experience and the ability to evaluate their own professional practice.
  • Some modules are available in block teaching format.
  • The Pg Diploma is a PQ accredited programme for the NI Specialist Award in Social Work.
  • The MSc meets three PQ requirements for the NI Leadership & Strategic Award in Social Work.

The course on its own does not qualify you to practice as a counsellor. However, the course provides approximately 200 taught hours of training that may be used to contribute to accreditation with professional bodies (please contact relevant professional body directly for guidance on accreditation policy).

The full range of optional modules is regularly updated and will vary in availability in any academic year.

Students can complete modules as part of a CPD pathway, PG Certificate, PG Diploma or Masters programme.

- Teaching and learning assessment -

The objective of the teaching, learning and assessment centres around assisting students to develop competence within the area of counselling. This experiential focus of the teaching is geared to this end. This is achieved through several methods: interactive lectures; seminars; tutorials; workshops and integral part of the course is directed towards developing skills enhancement and competence. This is accomplished by an ongoing utilisation of the University's specialised skills labs, which will assist the student in translating this learning into counselling practice. This approach aims to foster confidence in the student so that they can effectively conceptualise and work therapeutically with client populations.  

The assessment is orientated toward helping the student further enhance practice competence. This is achieved by several methods: skills and practice reviews and focused case studies. The assessments are constructed in such a manner that it encourages the student to engage with the ethical, theoretical and practical applications of counseling.

Career options

Previous students have gone on to develop careers in counselling and psychotherapy. The course would also be especially relevant to therapeutic practitioners wanting to develop a high degree of competence in counselling application. Especailly to practictioners in the areas of mental health, social work or community work and pastoral work. The course aims to provide students with a high degree of competence in the application of counselling and psychotherapy approaches to potential client populations

How to apply: https://www.ulster.ac.uk/apply/how-to-apply#pg

Why Choose Ulster University ?

1. Over 92% of our graduates are in work or further study six months after graduation.

2. We are a top UK university for providing courses with a period of work placement.

3. Our teaching and the learning experience we deliver are rated at the highest level by the Quality Assurance Agency.

4. We recruit international students from more than 100 different countries.

5. More than 4,000 students from over 50 countries have successfully completed eLearning courses at Ulster University.

Flexible payment

To help spread the cost of your studies, tuition fees can be paid back in monthly instalments while you learn. If you study for a one-year, full-time master’s, you can pay your fees up-front, in one lump sum, or in either five* or ten* equal monthly payments. If you study for a master’s on a part-time basis (e.g. over three years), you can pay each year’s fees up-front or in five or ten equal monthly payments each year. This flexibility allows you to spread the payment of your fees over each academic year. Find out more by visiting https://www.ulster.ac.uk/apply/fees-and-finance/postgraduate

Scholarships

A comprehensive range of financial scholarships, awards and prizes are available to undergraduate, postgraduate and research students. Scholarships recognise the many ways in which our students are outstanding in their subject. Individuals may be able to apply directly or may automatically be nominated for awards. Visit the website: https://www.ulster.ac.uk/apply/fees-and-finance/scholarships

English Language Tuition

CELT offers courses and consultations in English language and study skills to Ulster University students of all subjects, levels and nationalities. Students and researchers for whom English is an additional language can access free CELT support throughout the academic year: https://www.ulster.ac.uk/international/english-language-support



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The Department of Psychology at Manchester Metropolitan University boasts research expertise of international repute. Read more
The Department of Psychology at Manchester Metropolitan University boasts research expertise of international repute. Choosing to study with us will not only provide you with an intellectually stimulating degree, but also by providing you with access to the latest research expertise and specialist equipment, we will develop your thirst for knowledge and inspire you to question, research and analyse your theories.

We are committed to ensuring that our graduates are employable professionals. It is increasingly important that your postgraduate degree programme develop the skills that employers are after and alongside the acquisition of academic knowledge, our students will develop and apply skills in:
-Assessment
-Verbal communication
-Professional report writing
-Evaluation
-Analytical thinking

A programme of study for practitioners promoting psychological wellbeing
This innovative master's programme aims to bring together psychological theory with evidence-based practice and practitioner wellbeing for existing and aspiring practitioners. The masters will expand clinical skills and knowledge across a range of specialist areas related to promoting psychological wellbeing.

This course would be of particular interest to:
-People wishing to pursue professional doctorates in clinical psychology, counselling psychology, health psychology, and/or psychological research
-Medical practitioners
-Occupational therapists and other allied health professionals in mental health services
-Mental health nurses
-Social workers
-Experienced practitioners wishing to take leadership roles within their organisation

Features and benefits of the course

This programme is based upon three fundamental values to prepare its students for their future career steps:
-Excellence in theoretical knowledge, practical skills and theory-practice links
-Practitioner wellbeing
-Interprofessional learning and knowledge exchange

The course teaching team consists of practitioner psychologists (clinical and counseling), as well as experimental and research orientated psychologists. Our students benefit from a range of guest speakers from interprofessional backgrounds and the formative feedback offered by experts-by-experience for certain assessments.

Due to the combination of the values of this programme and the interprofessional perspective to learning, students can expect to develop a range of skills that are highly relevant to a variety of healthcare or doctoral study options. Throughout the course, students can expect to:
-Develop self-awareness and reflective practice
-Enhance knowledge and skills relevant to evidence-based therapeutic techniques in clinical practice
-Develop critical awareness of issues relating to the promotion of psychological wellbeing
-Understanding of the theoretical frameworks underlying key therapeutic approaches
-Personal and professional development through experiential learning groups based on practitioner experiences
-Connecting research and practice through a service evaluation based dissertation with one of our partners

Placement options

This programme is for current and aspiring practitioners who wish to develop their knowledge and skills. In order to prioritise realistic experiences of mental health services and meaningful career progression opportunities, we do not include a placement option. Authentic theory-practice links are a key feature of this programme and our flexible approach to learning and part-time study aims to support those who wish to develop their academic and practitioner knowledge and skills in parallel. Therefore, we encourage all students of the course to either maintain or find employment or voluntary work within a relevant health and social care setting. We are also able to suggest a number of suitable services for voluntary work through our community links.

About the Course

The course will equip students with contemporary and creative knowledge of relevant theoretical and practical issues in a range of settings, where promoting psychological wellbeing is essential. Theory-practice links will be appropriate to current and aspiring practitioners in a range of settings including heath, social care and education. We aim to encouraging a dynamic perspective on person-centred care and the critical appraisal of service provisions.

The core units of the course are:
-Core Therapeutic Skills
-Brief Intervention Models
-Professional Practice Values
-Clinical Skills
-Psychological Wellbeing in Practice
-Research Principles & Methods
-Service Evaluation and Development Research Dissertation

The central ethos of the programme is that of person-centred care in promoting psychological wellbeing, shaping professional practice values. In order to graduate with the MSc qualification, students must gain 180 credits over seven core units. With the course is an embedded Postgraduate Certificate in Skills in Psychological Therapies (60 credits) and Postgraduate Diploma in Psychological Therapies (120 credits).

Learning takes the form of:
-Lectures, seminars and workshops
-Problem-based learning exercises
-Skills practice and consolidation
-Experiential learning groups based in a chosen therapeutic modality
-Self-paced online training
-Peer learning through student presentations
-Supervised and supported research activity

You will be allocated a personal academic supervisor who will support your academic and professional development as well as ensure your time on the course is productive and beneficial for your specific needs.

The majority of the course staff for this programme are academics and practitioners, which means students benefit from the latest information from both fields. Additionally, students become a part of our professional knowledge exchange community. Importantly, a number of experts by experience support course staff and students in several of the course activities, such as providing feedback on presentations and practice discussions, which further enhances the insight and perspective students can develop through the course.

Assessment details

Assessments take multiple forms to offer students the best possible chance for success. Our assessments include critical essays, presentations, case reports, reflective accounts and two exams.

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West Chester University offers a CACREP accredited program that provides excellent preparation for a career as a counselling professional. Read more
West Chester University offers a CACREP accredited program that provides excellent preparation for a career as a counselling professional: the M.Ed. in School Counselling. All of our master's programs satisfy the core educational requirements for licensure as a Licensed Professional Counsellor (LPC) in Pennsylvania and most other states.

Our programs' CACREP accreditation ensures a commitment to high academic and fieldwork standards and a focus on professionalism and ethics. CACREP graduates perform better on the National Counsellor Examination and are eligible to become National Certified Counsellor upon graduation, once passing that exam, streamlining the licensure application process.

In preparation for employment, WCU's programs offer a vast number of field placement sites with experienced supervisors as well as professional field experience coordinators who offer assistance in securing the best placement options available.

Our faculty are counselling professionals with real-world experience bringing their teaching to life. Many have authored the textbooks used in our courses. Additionally, each candidate in the program has a full time faculty member advisor to help make the most of their graduate experience.

Course Structure

The School Counselling program prepares students to be effective leaders and advocates as school counsellors while earning a M.Ed. in Counselling and School Counsellor Certification PK-12 grades. The 51 credit hour program consists of:

• core counselling modules,
• school counselling modules and
• 700 hours of field work, resulting in a strong foundation for serving our school students.

Please visit the website to find out more information about the modules taught on this course:

http://catalog.wcupa.edu/graduate/education-social-work/counselor-education/school-counseling-med/#curriculumtext

Career and Academic Progression

Completion of the M.Ed. School Counseling program academically qualifies candidates for the Pennsylvania Educational Specialist I Certificate which is required for employment as an elementary or secondary school guidance counselor. Individuals who have earned a Master’s degree in counseling may pursue a non-degree program of study (certification only) leading to the Educational Specialist I Certificate.

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The M.A. in Cross-disciplinary Studies is multidisciplinary, experiential, and allows students to self-design their graduate studies. Read more

The M.A. in Cross-disciplinary Studies is multidisciplinary, experiential, and allows students to self-design their graduate studies. The program is designed to meet the needs of students who are seeking a broader learning forum and who appreciate the unique self-design of cross-disciplinary studies. The M.A. program provides intellectual advancement and the opportunity to expand and enrich educational horizons in keeping with the liberal studies traditions. The M.A. program utilizes a multidisciplinary approach and variety of perspectives for observing, analyzing, and addressing contemporary social issues. Students focus on systemic approaches and methodologies when studying human challenges. The M.A. utilizes experiential learning to provide students with hands-on training where theory and practice are integrated.

The M.A. consists of an 11-course (33 credits) sequence that includes core classes, practicums, and a 12-credit concentration track.

Program Formats

The M.A. aims at convenience and accommodation by utilizing online course delivery format and self-designed programs. The students enrolled in the M.A. programs are afforded the greatest flexibility in self-selecting and self-directing their concentrated areas of interest, while at the same time retaining and reinforcing an emphasis on general professional skills. Students can complete the program completely online, but have a large selection of on-campus courses from which to choose.

Students may enroll full or part time, taking six to nine credit hours per term. Students who attend full-time can expect to complete the program in 19 months. Part-time students may complete the program in 2 ½ years. Summer attendance is mandatory.

Curriculum

The Master of Arts in Cross-Disciplinary Studies (MACS) degree program requires an 11-course (33 credits) sequence that includes core classes, practicums, a 12-credit concentration track and 1 elective.

Core courses:

  • MACS 5020 Theories and Philosophies of Conflict and Peace
  • MACS 5200 Research Design and Program Evaluation
  • MACS 5310 Introduction to Systems Theories
  • MACS 5400 The Interdisciplinary Writer
  • MACS 6130 Practicum I: Supervised Field Experience
  • MACS 6160 Practicum II: Supervised Field Experience

Concentration tracks

Culture and Society: Explore conflict resolution in diverse world cultures, business, and public service. Gain professional skills for communication, client support, counseling, crisis management, mediation and conflict resolution.

Health and Society : Manage data and research to meet the challenges of today's health care administration system. Develop skills to mediate between the medical establishment, the patient community, and the insurance community. In partnership with the College of Allied Health and Nursing.

Information Systems and Society: Appreciate technology-based solutions to leadership challenges, bridge the gap between corporate technology specialists and management staff, and mediate between technophiles and technophobes. In partnership with the Graduate School of Computer and Information Sciences.

Coastal Environment and Society: Discover environmental data and research as a source of political conflict, while addressing the need to work comfortably within a diversity of local, national, and international cultures and boundaries. In partnership with the Oceanographic Center.

Education and Society: Investigate pedagogy and leadership in the diverse systems of education. Establish skills to manage conflict in learning environments. In partnership with the Fischler College of Education and Human Services.

Institutional Assessment: Research student-learning outcomes and prepare to lead academic organizations in assessment. Practice techniques to evaluate academic programs and curricula, respond to academic accreditation bodies, and create a "culture of evidence" at academic organizations.

Practicum

Students complete two practicums during their course of study. Practicum placements have been established in an array of settings depending on student's areas of study. Students are also encouraged to explore and initiate a practicum setting specific to their own individual interests. For more information please http://cahss.nova.edu/departments/ms/graduate/macs/practicum.html

Master's Thesis

Option Students who wish to complete a 6-credit Master's Thesis may do so by completing in 3 additional credits. Students must request permission from the Director before enrolling for the Master's Thesis.



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This course is designed for students wishing to specialise within the discipline of sport and exercise psychology, in order to gain professional training in the provision of psychological support to clients, acquire vocationally related psychological skills, develop a critical thinking approach to the existing knowledge base and conduct research, all within a science practice model. Read more
This course is designed for students wishing to specialise within the discipline of sport and exercise psychology, in order to gain professional training in the provision of psychological support to clients, acquire vocationally related psychological skills, develop a critical thinking approach to the existing knowledge base and conduct research, all within a science practice model.

Key benefits

- Accredited by the British Psychological Society, this makes up Stage One of the training in Sport and Exercise Psychology

Course detail

Visit the website: https://www.ulster.ac.uk/course/msc-sport-and-exercise-psychology-ft-jn

- Description -

This MSc was developed in the context of the increasing professionalisation of sport and exercise psychology, the accreditation criteria for the British Psychological Society (BPS) and the need for a university level course on the island of Ireland.

- Purpose -

The MSc will provide graduates with competencies in applying interventions professionally and ethically. As such, the programme will provide students with a thorough grounding in the theory, themes, issues and practical skills that are central to the knowledge base of sport and exercise psychology.

- Format and assessment -

The programme is organized around 3 main themes:

(1) theory-practice
(2) Individual content
(3) stability-change

which permeate throughout each of the taught modules. These themes are embedded to serve as a heuristic tool to enable students to apply and underpin critical thinking in the field. This thematic approach also supports and reflects the critical philosophy that underpins the programme as a whole and is central to teaching, learning and assessment.

Career options

Graduates should expect to possess professional skills in consulting, advanced research skills, relevant personal skills and a deep understanding of the high performance environment.

Graduate destinations:

- Teaching/research in sport sciences and consulting;
- Teaching/research in psychology and also consulting;
- Clinical/Counseling services to various populations including athletes;
- Health promotion and working with clients but not necessarily athletes;
- Further PhD research study.

How to apply: https://www.ulster.ac.uk/apply/how-to-apply#pg

[Why Choose Ulster University ?

1. Over 92% of our graduates are in work or further study six months after graduation.
2. We are a top UK university for providing courses with a period of work placement.
3. Our teaching and the learning experience we deliver are rated at the highest level by the Quality Assurance Agency.
4. We recruit international students from more than 100 different countries.
5. More than 4,000 students from over 50 countries have successfully completed eLearning courses at Ulster University.

Flexible payment

To help spread the cost of your studies, tuition fees can be paid back in monthly instalments while you learn. If you study for a one-year, full-time master’s, you can pay your fees up-front, in one lump sum, or in either five* or ten* equal monthly payments. If you study for a master’s on a part-time basis (e.g. over three years), you can pay each year’s fees up-front or in five or ten equal monthly payments each year. This flexibility allows you to spread the payment of your fees over each academic year. Find out more by visiting https://www.ulster.ac.uk/apply/fees-and-finance/postgraduate

Scholarships

A comprehensive range of financial scholarships, awards and prizes are available to undergraduate, postgraduate and research students. Scholarships recognise the many ways in which our students are outstanding in their subject. Individuals may be able to apply directly or may automatically be nominated for awards. Visit the website: https://www.ulster.ac.uk/apply/fees-and-finance/scholarships

English Language Tuition

CELT offers courses and consultations in English language and study skills to Ulster University students of all subjects, levels and nationalities. Students and researchers for whom English is an additional language can access free CELT support throughout the academic year: https://www.ulster.ac.uk/international/english-language-support

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The Master’s programme in Pedagogical Sciences has two English and five Dutch specialisations, each aimed at a certain development domain. Read more
The Master’s programme in Pedagogical Sciences has two English and five Dutch specialisations, each aimed at a certain development domain. Your programme will consist of a few general subjects and two courses that are specifically geared to your specialisation of choice. Coaching is an important part of the programme. The coaching skills you learn can be used in a profession where the role of remedial educationalists is becoming more and more important.

See the website http://www.ru.nl/masters/pedagogicalsciences

Why study Pedagogical Sciences at Radboud University?

- In 2014, the programme was named the best Master’s programme within this field by the Keuzegids Masters.

- You’ve got some freedom when picking your courses. You choose one of seven Master’s specialisations and can still take (additional) courses belonging to other specialisations. The schedule is geared to this: electives are never taught simultaneously.

- Teaching takes place in small groups allowing for plenty of opportunity for questions and discussion.

- Upon completing your programme, you have a broad pedagogical basis and are specialised in a certain field.

- You will be trained according to the scientist-practitioner model. This means that you will navigate between science and practice. Your actions in the field are based on academic theories and in turn you’ll test your experiences in the field to the same theories. Your teachers, all experts in their field, will help you make the link between application and research.

- In most instances, when you’ve completed your Master’s programme in Pedagogical Sciences you will also receive a diagnostic certification. This will allow you to further develop in the clinical professional within the Netherlands.

Specialisations in Pedagogical Sciences

Read more about the specialisations in Pedagogical Sciences, including comprehensive information on our approach to this field, the programme outline and career prospects. Two are offered in English and the rest are taught in Dutch.

- Diversities in Youth Care
The specialisation Diversities in Youth Care challenges you to look at care giving and welfare policies differently. You will gain specific knowledge and develop a sixth sense on the health care needs of young people.

- Gifted Education
You will learn how to identify the needs of a gifted pupil. Giftedness is more than IQ. You will study how personal characteristic abilities, and surroundings influence each other. You will investigate the conflict between stimulating talent and being fearful of doing so.

Specialisaton 1: Diversities in Youth Care

The specialisation Diversities in Youth Care challenges you to look at care giving and welfare policies differently. You will gain specific knowledge and develop a sixth sense on the health care needs of young people.
In this programme you can focus on policy, research and/or counseling. Moreover you can choose a specific target group or theme (e.g. ethnic minorities, sex, sexuality) and follow courses like ‘Gender and Diversities in Organizations', 'Poverty, Wellbeing and Social Justice', 'Migratie en Interreligieuze Studies', 'Feminist Classics', and ‘Community Outreach Project'. You are encouraged to match both the practical training and the writing of your master thesis with the subject of your interest. We will facilitate your practical training abroad in the spring semester.

Specialisation 2: Gifted Education

You will learn how to identify the needs of a gifted pupil. Giftedness is more than IQ. You will study how personal characteristic abilities, and surroundings influence each other. You will investigate the conflict between stimulating talent and being fearful of doing so.
In lectures and study groups (one of which will be in a university abroad) about learning processes and learning environment, the Master's student will gain insights in the specific characteristics and problems of students in general and gifted children, adolescents and young adults in particular. In the course ‘Educating the Gifted' you will focus on specific research and practices concerning gifted education and work on practical cases of individuals and/or groups of gifted students.
You will improve your academic research skills and learn about diagnostics and treatment of problems related to giftedness, and you will learn to apply this theoretical knowledge within a specific educational situation with gifted students. After completing the program students will be able to recognise, analyse and investigate problems concerning giftedness and be able to contribute in the solution of these problems.

See the website http://www.ru.nl/masters/pedagogicalsciences

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The Theatre Department offers a Master of Arts (MA) degree program, intended to ground the student in advanced fundamentals of theatrical theories and practice while accommodating individual interests and strengths. Read more
The Theatre Department offers a Master of Arts (MA) degree program, intended to ground the student in advanced fundamentals of theatrical theories and practice while accommodating individual interests and strengths. Comprised of a broad curriculum that balances both academic and production experiences, the MA program constitutes a period of study and practice en route to professional work, teaching or further advanced degrees.The program includes a carefully planned combination of theory and practice; however, with attentive counseling, students determine a sub-specialization in history, criticism or some aspect of performance, technology, or design.

At Binghamton University, students practice theatre in excellent facilities and receive individual guidance in small classes and through close advising. Qualified MA degree candidates may have the opportunity to teach a section of an undergraduate course, undertake assistantships in technical theatre or departmental administration, mount productions in the studio theaters, or act, direct, design or write as part of the department's theatre and dance season.

Graduate Degrees Offered

MA in Theatre. Concentrations, though not required, are available in the following:
- Directing
- Performance
- Technical Production/Design
- Theory and Criticism

All applicants must submit the following:

- Online graduate degree application and application fee
- Transcripts from each college/university you have attended. Undergraduate major in theatre is not required; however, students lacking a suitable background in theatre studies are required to satisfactorily complete certain undergraduate courses beyond those required for the graduate degree.
- Three letters of recommendation
- Personal statement (2-3 pages) describing your reasons for pursuing graduate study, your career aspirations, your special interests within your field, and any unusual features of your background that might need explanation or be of interest to your program's admissions committee.
- Resume or Curriculum Vitae (max. 2 pages)
- Official GRE scores
- If available, the following may be submitted to supply the Graduate Committee with supplementary information. All supplementary application materials must be e-mailed to .
----Writing sample (one paper from an upper-division undergraduate course of no more than 20 pages)
----Samples of theatrical work (a portfolio in electronic or DVD form) of tech/design and/or performance work

And, for international applicants:
- International Student Financial Statement form (PDF)
- Official bank statement/proof of support
- Official TOEFL, IELTS, or PTE Academic scores

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Genetic counsellors are health care professionals with specialized graduate training in the areas of medical genetics and counselling. Read more

Masters in Genetic Counselling

What is a Genetic Counsellor?

Genetic counsellors are health care professionals with specialized graduate training in the areas of medical genetics and counselling. Genetic counsellors usually work as members of a healthcare team, providing information and support to families who have members with birth defects or genetic disorders and to families who may be at risk for a variety of inherited conditions. Genetic counsellors work in a wide variety of settings, these include: general genetics, prenatal care and family planning, pediatrics, oncology, cardiology, neurology, laboratories, research, education, public health settings, and corporate environments. (NSGC website, accessed Oct 7, 2012).

GENERAL PROGRAM OVERVIEW

The Department of Medical Genetics, through Graduate and Postdoctoral Studies (G+PS) at the University of British Columbia, offers a unique two year graduate program leading to an MSc degree in Genetic Counselling. The program has full accreditation status by the American Board of Genetic Counseling (ABGC). Students, upon graduating, will be eligible to apply for “Active Candidate” status for both the ABGC and the Canadian Association of Genetic Counsellors (CAGC) certification exams.

Six students are accepted into the Program each year to begin their studies in September. Genetic counsellors, geneticists, other healthcare professionals and UBC faculty members instruct and supervise students during their course of study.

The program balances strong academic grounding, direct clinical experiences and independent research to prepare graduates for the dynamic field of genetic counselling.

Academic coursework provides a comprehensive overview of:
- Molecular genetics and genomics
- Clinical genetics
- Counselling techniques and psychology
- Bioethics

Clinical experiences cover a broad range of specialties, preparing graduates for the expanding professional role. These include both private and public settings in the areas of:
- Prenatal genetics
- Pediatric and adult genetics
- Reproductive medicine
- Cancer
- Psychiatric genetics
- Focused practical rotations in embryofetopathology, fetal ultrasound and prenatal procedures, prenatal biochemistry laboratory, molecular biochemical and cytogenetic laboratories.

Interprofessional health education prepares graduates for a patient centred, team-based approach to healthcare delivery. Collaborating with the College of Health Disciplines, unique experiences include:
- Health Mentorship Program
- The Interprofessional Education (IPE) Passport
- Rounds and educational seminars held by the Department of Medical Genetics, Hereditary Cancer Program, Child and Family
Research Institute, BC Clinical Genomics Network and other departments within the hospital and university network.

While this is not a thesis program, all graduates complete an independent research project. The program provides mentorship, research skills development and encouragement towards contributing to the published literature in genetic counselling outcomes.

Quick Facts

- Degree: Master of Science
- Specialization: Genetic Counselling
- Subject: Health and Medicine
- Mode of delivery: On campus
- Program components: Coursework only
- Faculty: Faculty of Medicine

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If you have successfully graduated with a B.Sc. degree in Chemistry or Biochemistry and wish to expand your knowledge of the molecular sciences, then the two-year elite M.Sc. Read more

The program

If you have successfully graduated with a B.Sc. degree in Chemistry or Biochemistry and wish to expand your knowledge of the molecular sciences, then the two-year elite M.Sc. „Advanced Synthesis & Catalysis“ (SynCat) of the Network of Excellence Bavaria at the University of Regensburg will be the perfect match. The thematically focused curriculum taught in English offers tailored training courses, intensive seminars, research lab rotations, technical English courses (to C1 level) and funded industry and abroad placements. Synthesis and catalysis play decisive roles in the development of sustainable production methods, new functional materials and pharmaceuticals, and hold the key to the solution of modern societal challenges such as energy, nutrition, and health.

Benefits

SynCat offers free tuition, assistance with industrial and international research stays, a fellowship program and a student counseling and individual mentoring system. Successful graduates of SynCat are equipped with the best skills to pursue a challenging academic career or assume leadership positions in chemistry, materials, and health or energy businesses.

Modules

SYNTHESIS (SYN): the basic concepts of how to make complex molecules, functional materials, natural products, and drugs

CATALYSIS (CAT): modern aspects of catalyst preparation, characterization, and application to molecule synthesis in academic and industrial contexts

TECHNIQUES (TEC): basic lab methods and tools for the preparation and analysis of molecules

ADVANCED TECHNIQUES (A TEC): modern technologies and their applications in research and industry settings

RESEARCH EXCHANGE (RES EX): study off-campus, grow your skills abroad or in a company (funding available!)

CONCLUSION (CON): choose a specialization and train special techniques for a successful Master Thesis

MASTER THESIS (MAT): become a researcher and tackle a challenging task

Application

Applications for the winter term are being accepted until June 30th, for the summer term until January 31st. The assessment considers excellent transcript of records and extracurricular activities and involves a chemical problem set and an interview.

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Why get a master’s degree from the Department of Criminal Justice? Do you want to. - increase your job opportunities and earning potential?. Read more
Why get a master’s degree from the Department of Criminal Justice? Do you want to:

- increase your job opportunities and earning potential?
- gain the credential you need to ascend to the top of federal agencies, state organizations, and private corporations?
- learn from expert faculty members about how you can become the expert?
- get the opportunity to publish articles in national and international journals?
- build lasting relationships with other top students?

Graduates of our master’s program have gone on to become the deputy director of the United States Secret Service; the counterterrorism chief for the Bureau of Alcohol, Tobacco, Firearms, and Explosives; the chief of police for Birmingham, Alabama; the director of federal affairs at the Business Council of Alabama; the editor-in-chief of LawOfficer.com; the lead agent/corporate security supervisor at Georgia Power Company; a cyber security systems analyst at Southern Company; and highly accomplished working professionals in many other important positions.

In addition, our graduates who then sought their PhDs or JDs have been accepted to some of the highest ranking social science programs and law schools in the nation, including Harvard University and The University of Virginia.

Admission

The application process is simple:

1. Visit The University of Alabama’s Graduate School website and click on the APPLY NOW button.
2. Use the online system to complete the basic graduate application form and submit your application fee, along with a few other things that you’ll need:
- A statement of purpose (Tell us about your interest in criminal justice and your exciting career plans — no more than one single-spaced page, please!)
- Your undergraduate transcripts
- Your exam score from the GRE
- Three letters of recommendation (Through the online system, you can submit contact information for the three people who have agreed to write letters of recommendation for you.)

APPLICATION DEADLINES

For students who would like to start in the fall semester:

Early admission deadline: February 15 (students applying by this date will receive extra consideration for funding)
Regular admission deadline: June 15

For students who would like to start in the spring semester:

Early admission deadline: October 1 (students applying by this date will receive extra consideration for funding)
Regular admission deadline: November 15

Funding

Assistantships come with a financial stipend paid directly to the student, along with significant tuition and health insurance support.

They are awarded on a competitive basis, after the Graduate Program Committee’s discretionary assessment of the quality of each student’s (1) academic performance prior to admission, (2) academic performance after admission (when applicable), and (3) professional performance as a departmental employee (when applicable).

Graduate Courses

We have only three required courses in our entire program, which means that the vast majority of our students’ degrees are made up of courses they choose.

Past courses have covered the topics of cybercrime, cybersecurity, terrorism, hate crimes, organized crime, civil and criminal trials, danger and disorder issues, white collar crime, murder in America, gender and crime, social inequality and crime, law and society, juvenile delinquency, drugs and crime, judicial process, health and crime, corrections, law enforcement, and more.

In addition, our students have the option to build their expertise by counting up to 6 credits of relevant coursework from other departments at The University of Alabama toward their MS in criminal justice, including courses from political science, history, social work, gender and race studies, American studies, anthropology, and counseling.

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See the department website - http://cias.rit.edu/schools/american-crafts/graduate-metalcrafts-graduate. Read more
See the department website - http://cias.rit.edu/schools/american-crafts/graduate-metalcrafts-graduate

The MFA is a professional degree for practicing artists, craftspeople, or designers who desire to leave a lasting impression on their fields by devotion to their work and high standards of discipline and artistic ideals. The MFA is generally a two-year, full-time program that involves the presentation of a thesis, which includes written documentation and a formal exhibition of a body of work.

Plan of study

The MFA in metals and jewelry design provides students with broad exposure to metal working techniques, expands knowledge of applied design, strengthens perceptual and philosophical concepts, and develops an individual mode of expression. This sequence leads to a master’s thesis, inaugurated by the student and overseen by the faculty. The program is structured on the basis of individual needs, interests, and background preparation, as may be determined through faculty counseling.

Curriculum

- First Year

Metals and Jewelry Design Graduate Studio l
Metals and Jewelry Design Graduate Studio ll
Fine Art Research
Thinking About Making
Crafts Graduate Seminar
Free Elective

- Second Year
Metals and Jewelry Design Thesis Initiation
Metals and Jewelry Design Thesis Resolution
Thesis Implementation
Thesis Review
Free Elective
CIAS Studio Electives

Admission requirements

To be considered for the MFA program in metals and jewelry design, candidates must fulfill the following requirements:

- Hold a baccalaureate degree in a field of art, science, or education from a regionally accredited institution in the United States,

- Demonstrate, through the quality of the undergraduate record and creative production, a genuine, professional potential,

- Submit official transcripts (in English) of all previously completed undergraduate and graduate course work (undergraduate degree should include 50 semester hours in studio courses), and

- Complete a graduate application.

- International students whose native language is not English must submit scores from the Test of English as a Foreign Language. Minimum scores of 550 (paper-based) or 80 (Internet-based) are required. Scores from the International English Language Testing System are accepted in place of the TOEFL. A minimum score of 6.5 is required. For those applicants applying from countries where the baccalaureate degree is not awarded for programs in the practice of art may be admitted to graduate study if the diploma or certificate received approximates the standards of the BFA, BA, or BS degrees, and if their academic records and portfolios indicate an ability to meet graduate standards.

Additional information

Studio Residency program

The School for American Crafts offers a Studio Residency program for students in ceramics, furniture design, glass and metals and jewelry design. Residence positions are limited and are awarded after the review of all applicants’ portfolios, transcripts, and references. An interview is required. Accepted residents are required to register for one independent study credit during each semester of residence.

Accepted residents are expected to be present in their assigned studio during class hours and to contribute up to 10 hours of work per week in the main studio. These work hours are coordinated and overseen by the faculty in the resident's discipline. In exchange, the school will provide workspace, access to facilities, and supportive instruction. The resident is invited to participate in the full range of studio activities.

Participants may be those seeking additional studio experience prior to undergraduate or graduate study, early career professionals, or teachers on leave who wish to work again in an academic studio environment. The faculty in each discipline will make decisions concerning appropriate candidates.

Inquiries should be made to the Studio Residency Program, School for American Crafts, College of Imaging Arts and Sciences, Rochester Institute of Technology, 73 Lomb Memorial Drive, Rochester, NY 14623-5603.

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