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Graduates and current students both tout the Master of Accountancy (M.Acc.) program as a challenging academic regimen that offers preparation for the Certified Public Accountant exam, while at the same time incorporating relevant real-world examples that equip them for the work force. Read more
Graduates and current students both tout the Master of Accountancy (M.Acc.) program as a challenging academic regimen that offers preparation for the Certified Public Accountant exam, while at the same time incorporating relevant real-world examples that equip them for the work force. Students praise professors in the department for their approachability. “While they have powerful positions, they remain humble enough to make students a priority,” says Phylicia Coleman, a recent graduate, who works as an auditor in the Nashville office of Deloitte & Touche, LLP. Another recent graduate, Duresha Rice, offers the following about her accounting professors: “They want to see every student succeed and become successful.” After graduating, Rice began her career at Faulkner, Mackie and Cochran, P.C., as an external auditor. “Thanks to the accounting department at MTSU, I have secured a position with the Tennessee Department of Audit,” says former master’s student Adria Bakke., These powerful testimonies from current and former students illustrate how the M.Acc. program prepares students for professional jobs in accounting and other related fields.

Career

Career opportunities for individuals earning a Master of Accountancy degree (M.Acc.) can be found in areas such as:

Public accounting
Industry
Auditing
Tax preparation
Consulting
Accounting information systems
Education
Banking/Investments
Entertainment
Sports
Technology
Nonprofit organizations
Criminal investigation

Employers of MTSU accounting graduates include:

Acadia Healthcare
AmSurg
BKD
Carr Riggs & Ingram
Comptroller’s Office, State of Tennessee
Crosslin & Associates
Crowe Horwath
Defense Contract Audit Agency
Deloitte
Dempsey Vantrease & Follis
Ernst & Young
Faulkner Mackie & Cochran
HCA Internal Audit
Iasis Healthcare
Jobe Hastings
KPMG
Kraft CPAs
Lattimore Black Morgan & Cain
Maggart & Associates
NHC
Pricewaterhouse Coopers
Puryear Hamilton Hausman & Wood
Tennessee Department of Audit
Winnett and Associates

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The major in Administration and Supervision includes a specialization in higher education, which is designed for graduate students from junior or community colleges and/or four-year institutions who are interested in pursuing study in the area of higher education. Read more
The major in Administration and Supervision includes a specialization in higher education, which is designed for graduate students from junior or community colleges and/or four-year institutions who are interested in pursuing study in the area of higher education. Faculty members in the Womack Educational Leadership Department work with students who choose to specialize in higher education to assure that they complete requirements including a foundations core, a specialized core, and elective hours in order to develop a specialized professional knowledge base and skills in the student’s chosen area. Upon enrollment in the Higher Education program, students will select either the research path or practicum path.

Career

Graduates from the Administration and Supervision program with the higher education specialization may be employed in a variety of positions at universities and community colleges. Examples include, but are not limited to:

Academic advisors
Admissions office representatives
Recruiters
Scheduling center officials
Student affairs administrators

MTSU graduates are employed in universities, community colleges, and technology centers in Tennessee and other states; examples include:

Columbia State Community College
Middle Tennessee State University
Motlow State Community College
Tennessee Technology Centers
University of Memphis
University of Mississippi
University of Southern Mississippi

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The master of arts programs in advertising and public relations are intended for those who wish to acquire advanced understanding of and skills in the development of highly effective persuasive communication. Read more
The master of arts programs in advertising and public relations are intended for those who wish to acquire advanced understanding of and skills in the development of highly effective persuasive communication. The programs focus on prevailing communication theories, current research findings, and advanced practical techniques. The faculty seeks to educate highly competent, focused students who will be recognized for their leadership qualities: the ability to discern issues both in the practice of their profession and in their role in society; the ability to develop and execute successful communication programs; and the ability to lead others effectively.

Two programs are offered: (1) a two-year thesis program with specialization in advertising or public relations (Plan I), and (2) a one-year professional program combining advertising and public relations (Plan II).

Visit the website https://apr.ua.edu/gradinfo/

Degree Requirements

- Plan I, the Two-Year Research Program -

The two-year master's degree program is intended for students seeking a strong research emphasis in their study of advertising and public relations. The Plan I program focuses on important problems and questions, gathering evidence, and setting standards for inference. The program specifically prepares students in the areas of (a) mastering the body of scholarly knowledge of advertising and public relations, and (b) contributing to the advancement of knowledge in these fields through basic and applied research. Students may decide to continue their studies, pursuing doctorates in advertising or public relations. Students in the Plan I program specialize in either advertising or public relations, learn the concepts and methods involved in productive scholarship, and collaborate with faculty members in conducting research.

Plan I requirements. Plan I is normally a two-year program and requires (a) a minimum of 30 hours of approved graduate courses, (b) demonstration of proficiency in research skills, (c) passing of a comprehensive written examination, and (d) completion and successful defense of a master's thesis. Students admitted to the program with little or no previous coursework in advertising or public relations may be required to take one or more undergraduate courses in the department to supplement their graduate studies.

Plan II, the One-Year Professional Program

The professional program is an intensive, professionally oriented, one-year program that combines advertising and public relations. Recognizing the increasingly close links between the advertising and public relations professions, the Plan II program provides advanced preparation in both disciplines. The program provides intensive training to meet specific objectives. Graduates will be prepared to:

- develop a thorough understanding of the institutions and processes involved in advertising and public relations, through a combined program of study

- use research both to generate communication strategies and to evaluate the success of communication programs

- write idea-driven persuasive communication

- plan, implement, and evaluate media plans for advertising and public relations programs and campaigns

The Plan II program is for recent college graduates who see the advantages of having advanced skills in advertising and public relations. The students will recognize that preparation in the liberal arts, business administration, or communication has provided them with important knowledge but has not sufficiently prepared them in the communication concepts and skills needed to be a leader.

Speaking and writing skills are emphasized in all courses, with frequent papers and presentations. One course each semester emphasizes writing skills involved in the advertising and public relations professions.

Plan II requirements. The one-year Plan II program requires (a) completion of a specific 33-hour program of graduate courses, (b) demonstration of proficiency in research skills, (c) passing of a comprehensive written examination, and (d) completion of a master's project in the course APR 598 Communication Workshop. Students admitted to the program will receive a list of critical readings and will be expected to become familiar with these materials before beginning the program. The program starts with a series of orientation sessions aimed at evaluating each student's grasp of the critical readings and ability to proceed with the program without further background study.

APR Graduate Course Descriptions

Note: Plan I and Plan II programs have different course requirements.

ADVERTISING & PUBLIC RELATIONS COURSES

APR 522. Media Planning: Three hours. Development of media objectives, strategies, and budgets and implementation of media plans for advertising and public relations. Each student prepares and presents a media plan.

APR 550. Communication Research Methods: Three hours. A survey of qualitative and quantitative methods in communication research.

APR 551. Seminar in Communication Theory*: Three hours. A study of the development of selected theories of communication as they pertain to interpersonal, public, and mass communication.

APR 570. Contemporary Advertising and Public Relations: Three hours. An advanced survey of the academic and professional literature underlying the contemporary practice of advertising and public relations.

APR 572. Persuasive Communication: Three hours. The practice of creating, writing, editing, and producing persuasive communication for advertising and public relations. Writing skills are exercised extensively in this course.

APR 582. Advertising and Public Relations Management: Three hours. Problems and decision-making processes involved in the management of advertising and public relations programs and organizations.

APR 583. Research Applications in Advertising and Public Relations: Three hours. Prerequisite: MC 550. Application of research methods and procedures for problem solving and impact assessment in advertising and public relations programs.

APR 590. Visual Communication: Three hours. The practice of developing ideas and creative strategies for professional evaluations about design and its application. Each student prepares a portfolio.

APR 592. Integrated Communication Project. A message-oriented course. Students conceptualize and execute integrated communication programs. Topics vary.

APR 596. Independent Study or Research: One to three hours. Prerequisite: consent of the academic adviser and instructor.

597. Communication Campaign Workshop I: Three hours. Research to develop an advertising and public relations campaign for a specific organization. This is the preparation stage for the major case study prepared by the student in APR 598.

598. Communication Campaign Workshop II (Master’s Project): Three hours. Development and presentation of a complete advertising and public relations plan and proposal for the specific organization studied in APR 597. Integration of theory, concepts, and techniques in a complete communication program.

599. Thesis Research: Three hours. Prerequisite: consent of the academic adviser.

Find out how to apply here - https://apr.ua.edu/gradinfo/applicationadmission/

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MTSU’s new Agricultural Education Leadership graduate program offers the opportunity to study agricultural leadership and its application in a variety of agricultural and environmental contexts. Read more
MTSU’s new Agricultural Education Leadership graduate program offers the opportunity to study agricultural leadership and its application in a variety of agricultural and environmental contexts. This concentration leads to a Master of Education (M.Ed.) degree in the Administration and Supervision major. The program helps disseminate the latest research and best practices in agribusiness and agriscience to educational leaders such as extension officers, FFA club advisors, 4-H leaders, and K-12 teachers who integrate agricultural content into their curriculum. Electives allow master’s candidates to tailor studies for individual career goals. The program draws upon the expertise of School of Agribusiness and Agriscience faculty and builds on MTSU’s strong foundation in K-12 education. Although not traditionally identified as STEM fields, agribusiness and agriscience rest on the ever-growing and ever-changing currents of science, technology, and engineering that require agricultural leaders to remain up-to-date in scientific arenas, apply that knowledge to agribusiness and agriscience, and communicate that information to a variety of audiences in a number of formats.

Career

With leadership being a mandate of employers, the Agricultural Education Leadership master’s degree positions graduates to work with communities, organizations, and agencies that are committed to agriculture and the environment. The program is geared toward agricultural extension agents, 4-H leaders, recent graduates, and teachers who seek advanced agricultural leadership skills.

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As a student of Applied Behavior Analysis you will receive advanced academic and professional training in behavior analysis with specialization in autism spectrum disorders, developmental disabilities, community integration strategies, program evaluation and organizational development and staff training and development. Read more
As a student of Applied Behavior Analysis you will receive advanced academic and professional training in behavior analysis with specialization in autism spectrum disorders, developmental disabilities, community integration strategies, program evaluation and organizational development and staff training and development.

Program Highlights

Faculty are involved with and have partnerships with 120 agencies across 18 countries, all Canadian provinces and 49 states.
Students have presented at state, regional and international agencies through their involvement in professional organizations.
Available on campus or 100 percent online.​
Graduate assistantships offered on campus in both fall and spring semesters.
Students come from 18 countries, 49 states and all Canadian provinces.

Program Distinctions

Students and faculty involved with cutting-edge research in the application of behavioral principles to assist individuals with autism, their families and service providers.
One of 18 graduate programs accredited by the Association for Behavior Analysis International and the only accredited online program.
Coursework approved by the Behavior Analyst Certification Board.

Requirements and Details

The selection committee prefers recommendations by board certified behavior analysts and faculty from whom a candidate has taken courses.

The committee also accepts recommendations from a candidate’s immediate supervisor provided he or she is able to attest to the candidate’s aptitude for graduate training. While the strength of a candidate’s clinical skills will be of interest over time, clinical skills alone are not necessarily tied to one’s ability to successfully complete graduate school.

Relevant work experience involves the development and implementation of behavior analytically-based interventions.

Relevant academic experience includes credit and non-credit instruction in the principles and procedures of applied behavior analysis. Non-credit courses, workshops and conferences also reflect well on an application but are not given the same weight as credit courses.

Competition for limited places in the Applied Behavior Analysis program may require the necessity of a wait list. The wait list decision day is May 15.

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The MTSU Department of Aerospace offers three Master of Science in Aviation Administration concentrations. The Aviation Management concentration is a management and operations-oriented degree program designed in cooperation with industry representatives. Read more
The MTSU Department of Aerospace offers three Master of Science in Aviation Administration concentrations. The Aviation Management concentration is a management and operations-oriented degree program designed in cooperation with industry representatives. Study focuses on airport activities and organizational structures, aviation contracts and leases, and aviation systems management. The Aviation Education concentration is designed to serve students interested in the conduct of aviation education, training, or professional development programs, or in the administration of such programs. Students in this concentration take classes in both the Aerospace Department and MTSU College of Education. The Safety and Security Management concentration is designed to provide students the knowledge and expertise necessary to develop and manage aviation safety and security programs. Studies include safety management systems (SMS), aviation security, aviation safety investigation, and human factors in aviation.

Career

The graduate curriculum at Middle Tennessee State University offers an individually tailored program to meet specific student career goals. Master’s level candidates are prepared for direct entry into the air transportation industry in a variety of specialties. Depending on the coursework chosen and the research thesis topic, graduating candidates may become involved with airport planning and design, environmental policy, safety and security, general aviation, domestic or international scheduled air transportation, or aviation training and education. Some management opportunities with this degree are:

Aerospace manufacturing manager
Air traffic control manager
Air carrier manager
Airport manager
Airport planner/designer
Airport/air carrier security director
Aviation regulations consultant
Aviation trainer/educator
Federal Aviation Administration safety inspector
Fixed Base Operations (FBO) manager
Logistics manager
Transportation Security Administration manager

Employers of MTSU alumni include:

AB Aviation
Allegiant Air
American Airlines
Corporate Flight Management
Delta Airlines
Embry-Riddle Aeronautical University
Federal Aviation Administration
Federal Express
Lexington Blue Grass Airport
National Business Aircraft Association (NBAA)
Metropolitan Nashville Airport Authority
Murfreesboro Municipal Airport
Smyrna/Rutherford County Airport Authority
Southwest Airlines
United Airlines
United Parcel Service
U.S. Armed Forces (Air Force, Army, Coast Guard, Marine Corps, Navy)

Degrees

The MTSU Department of Aerospace offers the Master of Science (M.S.) in Aviation Administration, with concentrations in Aviation Management, Aviation Education, or Aviation Safety and Security Management. Students can now complete any of the master’s concentrations online, as well as on campus.

Aviation Management Concentration

The Aviation Management concentration is a management and operations-oriented degree program which was designed in cooperation with industry representatives (manufacturing, airlines, airport authority, fixed-base operators, and the FAA). Study focuses on airport activities and organizational structures, aviation contracts and leases, and aviation systems management. This master of science degree program requires the completion of 36 semester hours, consisting of an 18 credit hour core, 9 credit hours in the concentration, and 9 credit hours of electives. See the Requirements tab for more information.

Aviation Education Concentration

The Aviation Education concentration is designed to serve students interested in the conduct of aviation education, training, or professional development programs or in the administration of such programs. Students in this concentration take classes in both the Aerospace Department and the MTSU College of Education. This master of science degree program requires the completion of 36 semester hours, consisting of an 18 credit hour core, 12 hours of required courses in the College of Education, and 6 credit hours of electives. See the Requirements tab for more information.

Aviation Safety and Security Management

The Safety and Security Management concentration is designed to provide students the knowledge and expertise necessary to develop and manage aviation safety and security programs. Studies include safety management systems (SMS), aviation security, aviation safety investigation, and human factors in aviation. This degree program requires the completion of 36 semester hours, consisting of an 18 credit hour core, 9 credit hours in the concentration, and 9 credit hours of electives. See the Requirements tab for more information.

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The Bard CEP curriculum integrates the core disciplines of science, policy, law, and economics into a consistent and comprehensive first year of graduate course work. Read more
The Bard CEP curriculum integrates the core disciplines of science, policy, law, and economics into a consistent and comprehensive first year of graduate course work. Through close collaboration with faculty and an innovative program of study, students learn to think across disciplines to understand the complexities of today’s environmental problems and challenges. Courses delve simultaneously into curricular themes to provide students with a deep understanding of the issues from multiple perspectives and at the same time highlight linkages and divisions across disciplines. This holistic approach to learning illuminates integral connections between the social world and the physical sciences, and encourages students to incorporate various perspectives and ideologies into their work.

Program Structure

The first-year courses link natural ecosystems and their functioning to the impact of socioeconomic activities, and to the political, institutional, and legislative responses that address environmental problems. Courses emphasize analytical frameworks and basic principles through examples and case studies. Joint class sessions, field trips, guest lectures, and conferences expose students to the critical issues and contemporary practices of environmental policy. The curricula’s structure provides the context for the courses and enables students to examine in an integrated, comprehensive, and realistic manner one particular environmental area at a time.

Environmental policy professionals must be able to communicate their knowledge clearly and effectively through the spoken and written word as well as with images, data, and figures. The courses emphasize various modes of communication and persuasion through writing exercises as well as group presentations. Regional and international implications of “local” environmental problems are explored. Special emphasis is given to the problem of translating scientific knowledge into workable policies. Students learn how scientific knowledge applies to environmental issues and explore the difficulty of policy making under conditions of risk, scientific uncertainty, and incomplete information. Courses in economics, law, and policy provide a basis for exploring how society has responded to changing environmental conditions. The policy tools that are used to address these conditions, including laws, regulations, market-based instruments, and voluntary agreements, are shaped by a variety of political, cultural, and ethical forces. Students analyze how these factors come together to influence the policy-making process. They also analyze how the tools can be applied locally, regionally, and globally to influence behavior, achieve or go beyond compliance, and manage change for preservation of natural resources and environmental protection.

You can find more details about the individual courses here: http://www.bard.edu/cep/program/ms-environmental/

Funding and Scholarships

Bard CEP offers financial assistance in the form of fellowships, project assistantships, campus employment, and student loans. Financial aid is awarded each year on the basis of academic achievement, financial need, and available funding. Awards are made without regard to sex, sexual orientation, race, color, age, marital status, religion, ethnic or national origin, or handicapping conditions. Financial aid awards are not automatically renewed. Students wishing to reapply for fellowships and loans should submit their materials according to the deadlines for returning students below.

You can find more information about all the funding and support available here: http://www.bard.edu/cep/admission/financialaid/

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The College of Liberal Arts and Sciences is a thriving center of intellectual excellence that encompasses 14 academic departments and 80 degree programs. Read more
The College of Liberal Arts and Sciences is a thriving center of intellectual excellence that encompasses 14 academic departments and 80 degree programs. Its more than 2,500 students are engaged in a wide variety of challenging courses and hands-on learning experiences that extend across all areas of the humanities and sciences – from the great philosophers and classic literature to the world economy and environmental sustainability.

At the core of each department are faculty members who have garnered national acclaim for their best-selling books, ground-breaking research and creative endeavors. Together, students and their professors explore globally significant subjects and work towards the goal of improving every aspect of the way in which human beings live. To learn more about a specific area of study, click on the left-hand navigation bar for a full listing of academic departments.

MA in Behavior Analysis

Behavior analysis is a well-developed approach to solving social/emotional, behavioral, and learning problems for many different populations in many different settings. The M.A. program in Behavior Analysis focuses on the experimental, theoretical, and methodological aspects of the analysis of behaviors of individuals and how these behaviors denote different types of learning processes or problems. The processes at issue have become an efficient basis for understanding, and for changing, such behavioral disorders as are termed developmental disabilities and autism-spectrum disorders.

The program requires the completion of 36 credits, includes a thesis and is designed so that all requirements can be met within two years. The curriculum consists of 21 credits in basic courses in behavior analysis and experimental psychology, 9 credits in electives and 6 thesis preparation credits. Applications are accepted until August 1.

The Behavior Analyst Certification Board, Inc. has approved the course sequence PSY 607, 651, 657, 658, 704 and 705 as meeting the coursework requirements for eligibility to take the Board Certified Behavior Analyst Examination. Applicants will have to meet additional requirements to qualify for board certification.

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Focus. Mental Wellness. Professional counseling is a vibrant field with excellent career growth opportunities. Unlike other mental health treatment approaches, counseling focuses on wellness and prevention rather than pathology. Read more
Focus: Mental Wellness
Professional counseling is a vibrant field with excellent career growth opportunities. Unlike other mental health treatment approaches, counseling focuses on wellness and prevention rather than pathology.

CSPP’s clinical counseling master’s program integrates a strengths-based and resilience perspective to foster critical consciousness and reflective thinking, developing practitioner skills in diagnosis, treatment planning and psychological interventions with individuals and groups.

Empower Clients Through Multicultural Competence
The Clinical Counseling master’s program uses academic, experiential and research-based clinical practice approaches as well as direct community service learning in coursework and field placements. It also develops multicultural competence and a strong foundation in social justice advocacy to empower the clients and communities they will serve.

Students in the Clinical Counseling program are able to break down the walls of race, gender and age to build a community between themselves. Many students speak of not only the education they receive through this program but also the relationships they build with their peers. Being able to look past different cultures and views in the classroom helps students to be able to venture into outside communities and serve as effective counselors. This process gives students the confidence they need to reach out to those communities of need that they may have not been able to reach before.

Accreditation
The Clinical Counseling MA curriculum incorporates the educational requirements set out by the California Board of Behavioral Sciences, the Masters in Counseling Accreditation Council (MCAC) and the Council for Accreditation of Counseling and Related Programs (CACREP) 2009 Standards.

Graduate Career-Ready
All students graduate positioned to pursue the Licensed Professional Clinical Counselor (LPCC) license in California and most other states.

What is Clinical Counseling?

Clinical Counseling is a master’s level mental health profession that applies counseling and psychotherapeutic techniques to identify and remediate cognitive, mental, and emotional issues, including personal growth, adjustment to disability, psychosocial and environmental problems, and crisis intervention. The MA Clinical Counseling Program integrates the principles of mental health recovery-oriented practice.

Training Model
Students develop practitioner skills in diagnosis, treatment planning, and psychological interventions with individuals and groups. The program uses academic, experiential, research-based clinical practice approaches and direct community service learning in coursework and field placements. Integrating a strengths-based and resilience perspective, the program fosters critical consciousness and reflective thinking as students learn counseling and consultation skills found to be effective with a variety of mental health issues. Students gain multicultural competence and a strong foundation in social justice advocacy to empower the clients and communities they will serve.

Research Training
As part of the social justice advocacy training, students will engage in a two-semester collaborative community research project in the Research Methods and Masters Project courses. This will culminate with students submitting a grant proposal to support community mental health services.

Course Schedule

The Clinical Counseling master’s program is offered on two campuses: San Francisco and Fresno. In San Francisco, most courses are offered in the afternoons and evenings. Courses in Fresno are offered in the evenings and on weekends. Field placement schedules often depend on the individual clinic or agency where each student is placed, and therefore vary depending on location.

Curriculum – 60 Units

Clinical Counseling Observation and Interviewing (3 units)
Human Development (3 units)
Career Development Theories and Techniques (3 units)
Group Counseling Theories and Techniques (3 units)
Clinical Counseling Assessment (3 units)
Intercultural Awareness Development (3 units)
Psychopathology for Clinical Counseling (3 units)
Clinical Counseling Research Methods (3 units)
Clinical Counseling Professional, Legal and Ethical Issues (3 units)
Psychopharmacology (3 units)
Chemical Dependence (3 units)
Crisis/Trauma Counseling (3 units)
Theories and Techniques of Clinical Practice (3 units)
Couples Counseling (3 units)
Sex Therapy (3 units)
Community Mental Health Counseling (3 units)
Practicum (3 units)
Internship (6 units total – 3 in each of 2 semesters)
Masters Project (3 units)

Self Growth Experiences

Faculty, staff and supervisors have professional, ethical obligations to evaluate and ensure the interpersonal competence of trainees. Students will at times be required to participate in learning activities that require different levels of self-disclosure. This can include, but is not limited to, exploration of one’s beliefs and values and the potential impact of one’s disposition toward the backgrounds and histories of a community, clients, peers, faculty, and supervisors.

We strongly recommend that all students complete 20-30 hours of personal growth counseling with a licensed mental health professional in individual and/or group counseling or psychotherapy prior to graduation.

Read less
Focus. Mental Wellness. Professional counseling is a vibrant field with excellent career growth opportunities. Unlike other mental health treatment approaches, counseling focuses on wellness and prevention rather than pathology. Read more
Focus: Mental Wellness
Professional counseling is a vibrant field with excellent career growth opportunities. Unlike other mental health treatment approaches, counseling focuses on wellness and prevention rather than pathology.

CSPP’s clinical counseling master’s program integrates a strengths-based and resilience perspective to foster critical consciousness and reflective thinking, developing practitioner skills in diagnosis, treatment planning and psychological interventions with individuals and groups.

Empower Clients Through Multicultural Competence
The Clinical Counseling master’s program uses academic, experiential and research-based clinical practice approaches as well as direct community service learning in coursework and field placements. It also develops multicultural competence and a strong foundation in social justice advocacy to empower the clients and communities they will serve.

Students in the Clinical Counseling program are able to break down the walls of race, gender and age to build a community between themselves. Many students speak of not only the education they receive through this program but also the relationships they build with their peers. Being able to look past different cultures and views in the classroom helps students to be able to venture into outside communities and serve as effective counselors. This process gives students the confidence they need to reach out to those communities of need that they may have not been able to reach before.

Accreditation
The Clinical Counseling MA curriculum incorporates the educational requirements set out by the California Board of Behavioral Sciences, the Masters in Counseling Accreditation Council (MCAC) and the Council for Accreditation of Counseling and Related Programs (CACREP) 2009 Standards.

Graduate Career-Ready
All students graduate positioned to pursue the Licensed Professional Clinical Counselor (LPCC) license in California and most other states.

What is Clinical Counseling?

Clinical Counseling is a master’s level mental health profession that applies counseling and psychotherapeutic techniques to identify and remediate cognitive, mental, and emotional issues, including personal growth, adjustment to disability, psychosocial and environmental problems, and crisis intervention. The MA Clinical Counseling Program integrates the principles of mental health recovery-oriented practice.

Training Model
Students develop practitioner skills in diagnosis, treatment planning, and psychological interventions with individuals and groups. The program uses academic, experiential, research-based clinical practice approaches and direct community service learning in coursework and field placements. Integrating a strengths-based and resilience perspective, the program fosters critical consciousness and reflective thinking as students learn counseling and consultation skills found to be effective with a variety of mental health issues. Students gain multicultural competence and a strong foundation in social justice advocacy to empower the clients and communities they will serve.

Research Training
As part of the social justice advocacy training, students will engage in a two-semester collaborative community research project in the Research Methods and Masters Project courses. This will culminate with students submitting a grant proposal to support community mental health services.

Course Schedule

The Clinical Counseling master’s program is offered on two campuses: San Francisco and Fresno. In San Francisco, most courses are offered in the afternoons and evenings. Courses in Fresno are offered in the evenings and on weekends. Field placement schedules often depend on the individual clinic or agency where each student is placed, and therefore vary depending on location.

Curriculum – 60 Units

Clinical Counseling Observation and Interviewing (3 units)
Human Development (3 units)
Career Development Theories and Techniques (3 units)
Group Counseling Theories and Techniques (3 units)
Clinical Counseling Assessment (3 units)
Intercultural Awareness Development (3 units)
Psychopathology for Clinical Counseling (3 units)
Clinical Counseling Research Methods (3 units)
Clinical Counseling Professional, Legal and Ethical Issues (3 units)
Psychopharmacology (3 units)
Chemical Dependence (3 units)
Crisis/Trauma Counseling (3 units)
Theories and Techniques of Clinical Practice (3 units)
Couples Counseling (3 units)
Sex Therapy (3 units)
Community Mental Health Counseling (3 units)
Practicum (3 units)
Internship (6 units total – 3 in each of 2 semesters)
Masters Project (3 units)

Self Growth Experiences

Faculty, staff and supervisors have professional, ethical obligations to evaluate and ensure the interpersonal competence of trainees. Students will at times be required to participate in learning activities that require different levels of self-disclosure. This can include, but is not limited to, exploration of one’s beliefs and values and the potential impact of one’s disposition toward the backgrounds and histories of a community, clients, peers, faculty, and supervisors.

We strongly recommend that all students complete 20-30 hours of personal growth counseling with a licensed mental health professional in individual and/or group counseling or psychotherapy prior to graduation.

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Students in this graduate program have a core set of requirements in theory and method courses, which provide foundations in three research areas. Read more

Program Areas

Students in this graduate program have a core set of requirements in theory and method courses, which provide foundations in three research areas: Communication and Culture, Organizational and Interpersonal Communication, and Rhetoric and Political Discourse. In addition, students complete their plans of study, with elective courses from among any graduate courses in the department (see link below) or outside of the department, with the approval of their academic advisors.

Visit the website https://comstudies.ua.edu/graduate-program/

COMMUNICATION STUDIES (COM)

COM 500 Introduction to Graduate Studies. One hour.
The primary goal is to orient new graduate students to the expectations and procedures of graduate study in the department. Topics covered include developing the plan of study, thesis prospectus, comprehensive examination, and choosing advisors and committees.

COM 501 Introduction to Teaching Public Speaking. No hours.
The primary goal of this course is to facilitate the instruction of COM 123 Public Speaking. Students enrolled in this course will provide lesson plans for their classes and discuss options for improving classroom learning.

COM 513 Communication and Diversity. Three hours.
Study and analysis of issues of diversity as they relate to groups in society and in communication fields. Emphasis is on the media's treatment of various groups in society. Approved as a communication and cultural diversity elective.

COM 515 African American Rhetoric. Three hours.
A historical-critical investigation of African American public discourse from the Revolutionary era to the present, exploring rhetorical strategies for social change and building community.

COM 521 Political Communication. Three hours.
An exploration of rhetorical, media, and cross-disciplinary theories and literature related to political communication as expressed in campaigns and institutional governance.

COM 525 Gender and Political Communication. Three hours.
Study of the impact of gender on political communication activities. Topics include gender differences in political messages and voter orientation, masculine ideals of leadership, women’s roles and advancement in the political sphere, and media representations.

COM 536 Independent Study. Three hours.
Prerequisite: Written permission.
Students who want to count this course toward their Plans of Study must complete the official request form and submit it for the approval of their faculty advisor and the Graduate Program Director.

COM 541 Contemporary Rhetorical Theory. Three hours.
A survey of major contributions to rhetorical theory from the 20th century up to the present.

COM 545 Classical Rhetorical Theory. Three hours.
A systematic inquiry into the development of Greek and Roman rhetorical theory during the classical period (ca. 480 B.C.E.–400 C.E.).

COM 548 Seminar in Rhetorical Criticism. Three hours.
An examination of various methodological perspectives of rhetorical criticism. Specifically, the course aims to familiarize students with both traditional and alternative critical methods and to encourage students to perceive the rhetorical dimensions of all manner of public discourse, ranging from speeches, advertising, film, popular music to discursive forms in new media and the Internet.

COM 560 Group Leadership. Three hours.
An advanced study of small-group behavior, examining in detail theories of leadership as they relate to problem solving in group situations.

COM 550 Qualitative Research Methods. Three hours.
An introduction to qualitative research methods in communication, including data collection and analysis. The goals of the course are to provide exposure to a broad array of qualitative methods, help students learn to use some of these methods, and to help them to understand the role of research in our field. The course is designed to help student actually conduct research, resulting in two conference-worthy papers.

COM 555 Conflict and Negotiation. Three hours.
Negotiation is fundamentally a communicative activity. The main objective of this course is to understand processes of formal conflict management in mixed motive settings. Students will apply negotiation theory and skills to simulated negotiation cases that include buyer-seller transactions, negotiating through an agent or mediator, salary negotiations, deal making, resolution of workplace disputes, multiparty negotiations, international and intercultural negotiations, and ethical decision making and communication in negotiation. The skills and theory introduced in this course will help students manage integrative and distributive aspects of the negotiation process to achieve individual and collective goals.

COM 561 Human Communication Theory. Three hours.
A detailed review of selected theories of speech communication with a focus on the critical examination of the foundation of social scientific theories.

COM 562 Theories of Persuasion. Three hours.
A critical review of social-influence theories in the area of persuasion and human action.

COM 563 Relational Communication. Three hours.
Prerequisite: COM 220 or permission of the instructor.
Focused investigation of to communication in close personal relationships, with primary emphasis on contemporary concepts and theories of romantic relationships and friendships.

COM 565 Intercultural Communication. Three hours.
Survey and analysis of major concepts, theories, and research dealing with communication between people of different cultural backgrounds in multicultural and international settings.

COM 567 Seminar: Public Address. Three hours.
A topical consideration of individual case studies from public discourse, designed to probe problems of the nature of the audience, the ethics of persuasion, and the power of public advocacy in mass society. Topics may vary.

COM 569 Communication and Gender. Three hours.
Explores the role of communication in the construction of gender. Covers feminist theoretical approaches in communication and other disciplines, the intersections of gender with other marginalities, and the role of gender in various communication contexts. Approved as a communication and cultural diversity elective.

COM 571 Seminar in Organizational Communication. Three hours.
An introductory examination of historical and contemporary issues in organizational communication scholarship from a variety of theoretical and methodological perspectives.

COM 572 Organizational Assessment and Intervention. Three hours.
Examines the theoretical issues inherent in the study of organizational communication, the primary factors requiring assessment and intervention, the impact of on-going changes and new information techniques, current challenges facing the organizational consultant, and the practical application of communication processes for improving organizations.

COM 575 Technology, Culture, and Human Communication. Three hours.
Study of the complexity of technologically-mediated communication across cultures. This course combines literature and concepts from intercultural communication with human communication and technology and addresses the challenges of interacting with others via technology, working in global virtual teams and organizations, and participating as a citizen and consumer in the technology age.

COM 590 Internship in Communication Studies. One to three hours.
Prerequisite: Written permission from the graduate program director.
Proposal for supervised field experience in communication studies must be submitted and approved.

COM 595 Special Topics. Three hours. Topics vary by instructor.

COM 598 Professional Project. Three hours.

COM 599 Thesis Research. One to three hours.

Career Options

A Master of Arts degree in Communication Studies can offer many career options. Communication skills — oral, written, electronic — are now recognized as critical aspects in all major professions in the United States. Both in education and in the work force, there is a growing need for those who not only understand how human communication functions in its various forms, but also can analyze and advise others on ways to improve human communication. Graduates typically pursue one of three career paths: teaching public speaking, working in professional communication positions, or continuing with advanced academic study, such as in doctoral or law degree programs.

Find out how to apply here - https://comstudies.ua.edu/graduate-program/admissions/

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Construction professionals with front-line experience in the industry learn many of their skills on the job. In order to advance into higher levels, formal training for management positions is essential. Read more
Construction professionals with front-line experience in the industry learn many of their skills on the job. In order to advance into higher levels, formal training for management positions is essential.

The master’s degree in Construction Administration at Columbia University prepares construction professionals and those in related fields for advancement by providing a broad understanding of the complexities of the industry. Students learn from current leaders in the field whose real-world expertise serves as an unrivaled resource.

Available part-time and full-time, the program focuses on the commercial and residential building sectors and encompasses the increasingly complex process of construction administration, from design through build, essential for those charged with bringing projects to completion safely and within budget. Courses in construction management provide in-depth coverage of key topics such as:

Cost estimating and project financing

Construction techniques

Human and material resources

Construction law

Conflict resolution

Environmental safety and conservation

Towards the end of the program students complete a Capstone Project, working individually and in teams to analyze plans and specifications and create a final management plan or project manual for a current New York City based construction project.

Who Should Apply

While at least 2 to 3 years of industry experience is ideal, applicants with less experience who have worked in family businesses or through internships are encouraged to apply. The program is geared toward individuals who:

- want to ground themselves in the fundamentals of construction management and development, or to hone their skills in a specific area

- want to improve current job performance and advance into upper levels of management

- are looking to launch their own development, construction, or consulting firm or entrepreneurial venture

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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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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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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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