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Education and Human Services—Pupil Personnel Services Program

Introduction

The student personnel services program, leading to the Master of Arts or Master of Education degree, offers a concentration in school counseling. This program is designed for students with professional backgrounds in education.

Students are expected to take electives in areas other than counseling and guidance. The student and the advisor mutually decide upon elective courses. Graduate courses in the behavioral sciences (anthropology, psychology, sociology) are suggested electives. Depending upon the student’s background and educational objectives, other electives may be more appropriate.

Students entering the program for counselor preparation must complete both the admission procedures and the appropriate graduate core requirements for their area of concentration and complete an exit evaluation, which is a written comprehensive examination.

The following requirements and procedures must be met by students applying for the M.Ed. or M.A. degrees within student personnel services: complete appropriate graduate core requirements for area of concentration; complete an interview with the assigned advisor and file a planned program of study; demonstrate proficiency with specified counseling behaviors during CNL 863; and complete the application for a counseling practicum during the first week of the term preceding the quarter in which the practicum is offered, except for fall quarter for which application is made during the first two weeks of spring quarter.

Admission

In addition to meeting requirements for admission established by the School of Graduate Studies, candidates for these degrees who do not meet the minimum cumulative GPA requirement to waive the GRE or MAT, must submit satisfactory Graduate Record Examination (GRE) or Miller Analogies Test (MAT) scores, unless otherwise noted (see Admission Standards). The Adolescence Young Adult, Multi-Age, and Middle Childhood initial teacher licensure programs require passing scores on the state of Ohio’s mandated Praxis II Specialty (Content) Area Exam(s). Contact the college’s Office of Student Services or visit their Web site at www.ed.wright.edu/ss/ to learn more about the Praxis II exams.

All students considering graduate-level courses in education and human services should do so with the understanding that graduate study differs in quality from undergraduate study. Graduate study requires that students be increasingly self-directed. Students are not guaranteed a master’s degree by attending and completing courses. Exit requirements must be met in all programs.

Admission to the College of Education and Human Services is based on the candidate’s written statement of purpose, consideration of undergraduate and/or graduate cumulative grade point average, submission of satisfactory scores on either the MAT, GRE, or other required examination, and in some cases, letters of reference and a personal interview (see Admission Standards).

Technology Policy
For admission to the college, all College of Education and Human Services students, graduate and undergraduate, part-time and full-time, will be expected to certify that they own or have access to a computer and the Internet.

In order to meet the mission of the college “…to prepare professionals to meet the educational and human services needs of a diverse, democratic society,” it is necessary for our students to play an active role in the technological environment the college and Wright State University are creating to assist in the completion of this mission. An increasing number of classes and options will become available to students using a variety of distributed learning formats; library resources are available in a growing number of full-text formats, and global connections via telecommunications will be part of daily operations. Students preparing to become professionals in education and human service areas must demonstrate appropriate and effective skills and knowledge in technological aspects of their work.

Minimum equipment standards will be either a Power Macintosh or Pentium-based Personal Computer (PC). The college supports Macintosh computers in faculty and staff offices and maintains computer labs. Wright State University has purchased a site license for most Microsoft software (see the Web page for Wright State’s Computing and Telecommunications Services, http://www.wright.edu/cats/ for details). The college’s standard software packages are currently Office 2001 (Word, Excel, PowerPoint), FileMaker Pro, and Netscape; the specific packages, however, are subject to change.

Initial Teaching Credential
Students seeking to enroll in a Teacher Education program designed to deliver an initial teaching credential (license) are required to pass the Praxis II specialty/content area exam(s) as defined by current state of Ohio standards. Candidates to these programs must contact the college’s Office of Student Services for assistance in identifying the appropriate exam(s) for his/her desired teaching field. Students unable to achieve a passing score as defined by state of Ohio standards will not be admitted to a Teacher Education program. Students seeking to enroll in a Teacher Education program designed to deliver an initial teaching credential will not be required to take the GRE or MAT exams. An exception to this rule is the Intervention Specialist programs. Applicants to these programs must take the GRE or MAT exams, unless eligible to waive testing requirement based on cumulative GPA (see Admission Standards).

Admission Standards
Candidates with a grade point average of less than 2.3 on a 4.0 grading system are not ordinarily admitted to graduate school. A petition process is available to formally request admissions not having met an admission standard. Candidates for admission to the Department of Human Services must meet additional requirements, which include three letters of reference, a personal interview, and a writing sample. Candidates for admission to certain programs in the Departments of Educational Leadership and Teacher Education must meet additional requirements, which include letters of reference, a personal interview, a writing sample, a self-assessment instrument, and Praxis II specialty area exams.

Waiver of GRE/MAT
Candidates to Educational Leadership master’s degree programs, Health, Physical Education, and Recreation (HPR) programs, and select Teacher Education programs may not be required to submit passing GRE or MAT scores if their cumulative undergraduate GPA is a 3.0 or higher (graduate level GPA must be 3.0 or higher.) Candidates to Teacher Education programs requiring a passing score on a PRAXIS II specialty area exam(s) must submit passing Praxis scores regardless of undergraduate GPA.

Candidates to Human Services programs may not be required to submit passing GRE or MAT scores if their cumulative undergraduate GPA is a 3.3 or higher.

Conditional
Students who have an undergraduate grade point average of 2.5 or better, or who have an average between 2.3 and 2.5 with 2.7 or better in the last half of undergraduate work, may be granted conditional admission.

Regular admission to the College of Education and Human Services is granted after successful completion of 12 hours of course work with a grade of B or better in each course.

Licensure Candidate
Students who wish to complete licensure requirements at the graduate level but do not wish to pursue a graduate degree may be admitted as licensure candidates with the permission of the department in which the programs are housed. See Praxis II testing requirement above.

Nondegree Status
Persons who have a bachelor’s degree may enroll in nondegree status for graduate courses without being admitted to a graduate program. If you wish to enroll in a degree program, only 50 percent of such credits may be applied to a degree program if they are appropriate, with the exception of the Department of Human Services, which only allows 12 hours of nondegree credit to be applied to one of its degree programs.

Faculty

Professors
Gregory R. Bernhardt (dean), education, counselor education
Donna Cole, teacher education
Diane E. Frey, counselor education
G. William Gayle, health and physical education
T. Stevenson Hansell, reading, language arts
Jan La Forge, rehabilitation counseling
Bonnie K. Mathies, educational technology
Charles W. Ryan, educational leadership, counselor education

Associate Professors
Beth Basista, science education/physics
Thomas Diamantes, educational leadership
Colleen Finegan, early childhood education, special education
Stephen Fortson, counselor education
Stephen D. Frederick, health and physical education
Charlotte Harris, teacher education
Ron Helms, teacher education
Phyllis A. Henderson, counselor education
Mary Ann Jones, counselor education
Burga Jung, teacher education
Susann Mathews, mathematics education
Richelle O’Connor, teacher education
June A. Ovington, educational leadership
D. Drew Pringle, health and physical education
Linda Ramey, teacher education
Patricia Renick, special education
James Tomlin, science education/biology
Carol Wagner Williams, rehabilitation counseling
Richard Wantz, counselor education

Assistant Professors
Kathy Adams, educational leadership
Mary Ellen Bargerhuff, special education
Angela Beumer-Johnson, English education
Jacqueline Collier, literacy education
Roger Carlsen, educational leadership
James Dunne, special education
Nancy Gallenstein, early childhood education
Rochelle Garner, educational leadership/organizational leadership
Scott Graham, educational leadership/organizational leadership
Grant Hambright, educational leadership
Deborah Hess, early childhood education
Doris Johnson, teacher education
Joseph Keferl, rehabilitation counseling
Jill Lindsey, educational leadership
Will Mosier, early childhood education
Timothy Rafferty, educational leadership
Joanne Risacher, educational leader/student affairs in higher education
Doug Roby, educational leadership
Tracy Rusch, mathematics education
Ken Schatmeyer, literacy education
Eileen F. Self, counselor education
William Slattery, science education/geology
Donna Tromski-Klingshirn, counselor education

Lecturers
Lori Carter, workforce education
Glenn Graham, educational leadership
Marguerite Veres, educational leadership
Tony Ortiz, athletic training

Course of Study

School Counseling

Introductory Course Work	12

RHB 701 Counseling Theory and Practice	4
*CNL 863 Techniques of Counseling	4
EDL 751 Statistics and Research for Education	4

Professional Requirements	60

CNL 662 Problems in Student Personality and Development	4
CNL 667 Group Background and Theory or CNL 767 Group Processes in Counseling and Guidance	4
CNL 762 Career Development and Information Services	4
CNL 765 Pupil Personnel Services in the School and Community Resources	4
CNL 779 Marriage and Family Counseling	4
CNL 971 Counseling for Life Span Development	4
CNL 972 Legal, Professional and Ethical Issues in Human Services	4
CNL 973 Social and Cultural Foundations in Counseling	4
EDS 655 Nature and Needs of Students with Mild to Moderate Educational Needs	4
EDL 773 Curriculum Development for School Leaders	4
RHB 705 Behavioral Assessment	4
CNL 865 Individual and Group Practicum	4
CNL 867 Internship: School Counseling	12

Electives	to 5

Total	76-77

*Unless permission is granted, you must take RHB 701 prior to or concurrent with CNL 863.