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Columbus State University

Master of Education
School Counseling

College of Education and Health Professions

Department of Counseling, Foundations, and Leadership

Program Description

The M.Ed. Program in School Counseling is nationally accredited by the Council for Accreditation of Counseling and Related Educational Programs (CACREP). The 48-semester-hour degree program is designed around the eight core areas of (1) Human Growth and Development, (2) Social and Cultural Foundations, (3) The Helping Relationship, (4) Group Dynamics and Processes, (5) Lifestyle/Career Development, (6) Appraisal of Individuals, (7) Research and Evaluation, and (8) Professional Orientation. The program is aimed to prepare students to design and implement comprehensive developmental school counseling programs in P-12 school settings and to deliver services geared towards enhancing the career, academic, and personal/social development of children and adolescents. Curricular experiences include clinical supervision of a 100-hour practicum and two 300-hour internships in a school setting.

Although the program is not offered fully online, a limited number of courses may be delivered completely online, or some classes may include online instruction that would reduce the hours of face-to-face meetings. For examples of class schedules during current and previous terms, please visit http://academics.columbusstate.edu/classes/. Please note that future course offerings and delivery formats are subject to change; therefore, applicants need to be prepared to come to campus for most, if not all, courses.

The program is designed also to prepare students for state certification in School Counseling.

Career Opportunities

The program leading to the M.Ed. in School Counseling is designed to prepare students for state certification in School Counseling (neither teaching experience nor teacher certification is required for admission to the program).

Admission Requirements

  • 2.75 (regular admission) or 2.5 (provisional admission) cumulative undergraduate GPA
  • Minimum revised GRE scores of 143 (141 for provisional) on Verbal, 142 (141 for provisional) on Quantitative, and 3.0 on Analytical Writing (or proof of a clear, renewable Georgia educator certificate)

Applicants must apply to the CSU Admissions Office AND complete a departmental application. In addition, successful completion of an interview with departmental faculty is required. Interviews will be conducted only after potential candidates have applied for admission and are qualified, based on assessment of a completed application file. Applicants who reach the minimum scores designated above are not guaranteed admission, since multiple factors are considered in these decisions.

DEADLINES: All applications are due on April 13th for consideration for Summer admission, July 6th for consideration for Fall admission, and November 9th for consideration for Spring admission.

Learning Outcomes

  • Increase P-12 students' social/emotional development and career preparedness
  • Enhance P-12 students' academic success
  • Advocate for school policies, programs and services that are equitable and responsive to cultural differences
  • Advocate for rigorous academic preparation of all students
  • Coordinate a school-to-career transition plan for each student
  • Provide leadership in development, implementation, evaluation, and revision of a comprehensive school counseling plan
  • Use student outcome data to facilitate student academic success
  • Provide individual and group counseling and classroom guidance that promote academic success, social/emotional development, and career preparedness
  • Collaborate with other professionals in the development of staff training, family support, and community initiatives that address student needs
  • Assess student needs and make appropriate referrals
  • Demonstrate mastery and application of content knowledge in 8 core areas of counseling  

Additional Program Requirements

Evaluation of the student's performance is continuous and involves consideration of the student's coursework, as well as the student's performance in laboratory, practicum, and internship classes. All of these experiences are considered aspects of the student's academic performance, related to his/her professional development as a counselor. Furthermore, counseling faculty members hold staffing meetings each semester to review students' progress in the program. In order to graduate, students must also complete the required student portfolio assessment and a comprehensive exit exam. A student may be dropped from the program upon the recommendation from program faculty to the Dean of the College of Education and Health Professions or if the welfare of the student's clientele, prospective clientele, or the functioning of a school or agency is, in the judgment of the Counseling faculty, in jeopardy as a result of the student's behavior.