Counseling and Psychology in Education Division

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Division Chairperson: Gabrielle Strouse, Ph.D.
Program Coordinators:

Counseling: Daniel DeCino, Ph.D.
Human Development and Educational Psychology: Emma Johnson, Ph.D.
School Psychology: Kari Oyen, Ph.D.

University of South Dakota
Division of Counseling and Psychology in Education
Delzell Education Center, Room 210
414 East Clark Street
Vermillion, SD 57069
Phone: 605-658-6623
cpe@usd.edu
www.usd.edu/cpe

Click on any of the following programs for information:

• Counseling
• Human Development and Educational Psychology
• School Psychology
• Mental Health Counseling Graduate Certificate

FACULTY

Professors:

Harry Freeman, Ph.D., University of Wisconsin. Specialization: Developmental Methods, Lifespan Development, and Parent and Romantic Attachment Formation.
Lisa Newland, Ph.D., Utah State University. Specialization: Child Development, Developmental Research, Family Studies, and Attachment across the Life Span.
Amy Schweinle, Ph.D., University of Texas-Arlington. Specialization: Educational Evaluation and Research, Experimental Psychology, and Cognitive and Motivational Development.

Associate Professors: 

Daniel DeCino, Ph.D., Counseling Program Coordinator, University of Northern Colorado. Specialization: Multicultural Competency, Critical Consciousness, Narrative Methodology, and School Counselor Training.
Kari Oyen, Ph.D., School Psychology Program Coordinator, University of South Dakota. Specialization: Rural School Psychology, Advocacy in Public Service Settings, Emerging Adults Decision-making, Trauma and Child Maltreatment, Dyslexia, Positive Behavior Interventions and Supports. 
Gabrielle Strouse, Ph.D., Vanderbilt University.  Specialization:  Experimental Psychology, Cognitive Development, Early Childhood, Learning, Educational Research Design. 

Assistant Professors:

Adam Hardy, Ph.D., University of South Dakota. Specialization: Traumatic Stress, Sexual Assault/Domestic Violence, Substance Use Counseling, Marriage and Family Counseling, Multicultural Competencies.
Karissa Jensen, Ph.D., University of South Dakota.Specialization: Parent-Child Interaction Therapy, Home, School, and Community Collaboration, Behavioral Engagement, and Factors related to school psychologists’ self-efficacy.
Anissa Johns, Ph.D., University of South Dakota. Specialization: Social Skills Training for Children with Neurodevelopmental Disabilities, Behavior Interventions for Children and Adolescents, Consultation and Collaboration in Rural Communities.
Emma Johnson, Ph.D., HDEP Progam Coordinator; North Dakota State University. Specialization: Body Image and Eating Disorder Development, Maintenance, and Prevention; Adolescent Development; and Young Adult Development.

Assistant Professor of Practice:

Adam Hardy, Ph.D., University of South Dakota. Specialization: Traumatic Stress, Sexual Assault/Domestic Violence, Substance Use Counseling, Marriage and Family Counseling, Multicultural Competencies.

Lecturer:  

Tracie Ritz, Ph.D., Clinical Experiences Coordinator for Counseling, University of South Dakota. Specialization: Clinical Mental Health Counseling, Supervision  

Post-Doctoral Researcher:

Kaiya Ansorge, Ph.D., Emory University. 

DEGREE

Master of Arts
SPECIALIZATIONS

Specialist in Education
SPECIALIZATIONS

Doctor of Philosophy
SPECIALIZATIONS

CERTIFICATE

Mental Health Counseling  

Division of Counseling and Psychology in Education

The Division of Counseling and Psychology in Education delivers degrees in three separate areas: Counseling, School Psychology, and Human Development and Educational Psychology. All school-related programs in the division are accredited by the Council for the Accreditation of Educator Preparation (CAEP). In addition, the clinical programs (School Psychology and Counseling) are nationally accredited by professional organizations. The School Psychology program is fully accredited by the National Association of School Psychologists (NASP) and the Counseling program’s M.A. degree is fully accredited by the Council for Accreditation of Counseling and Related Educational Programs (CACREP). The division offers Master’s, Specialist, and Doctoral (Ph.D.) degrees and a Graduate Certificate as summarized below.

Counseling Program Description

The Master’s degree with an emphasis in Counseling has two specialization areas: Clinical Mental Health (60 credit hours) and School Counseling K-12 (60 credit hours). The Counseling program prepares students for licensure and certification as professional counselors.

WICHE Western Regional Graduate Program (WRGP) eligible program. 

ADMISSION REQUIREMENTS (Counseling Specializations)

The Counseling Program requires a two-step admission process.

Step 1: Applicants must submit the following material and, at minimum, must meet the criteria noted.

1. Completed Graduate Application form found at: https://www.usd.edu/grad/how-to-apply and a non-refundable application fee of $36.

2. Official transcript(s) verifying receipt of an undergraduate degree and previous graduate credit (in English or with translation). Transcripts must be complete (e.g., if currently enrolled, work-in-progress coursework must be included, foreign transcripts must include a grading scale, and for countries that issue, copy of degree certificate/diploma i.e., India, Nepal, etc.). The USD Graduate School and/or academic units retain the right to require credential evaluations from organizations, such as Educational Credential Evaluators/World Education Services (ECE/WES), for a student if such an evaluation is deemed necessary.

3. Applicants with a baccalaureate degree may be qualified for admission into the master’s program. Baccalaureate degree must be from an institution with institutional accreditation for that degree. A minimum undergraduate cumulative GPA of 3.0 on conferred degree is required for full admission to the master’s program.  An earned master’s degree in counseling or a counseling-related field is required for admission to the doctoral and specialist programs. Doctoral and specialist students must complete studies in all CACREP entry-level standards.  A minimum graduate grade point average of a 3.0 is required for a specialist’s program and a minimum graduate grade point average of a 3.5 is required for a doctoral program. Each graduate program may admit students on provisional status per university policy.

4. Applicants with degrees from countries other than the United States who have obtained a high school diploma, undergraduate, or graduate degree from an institutionally accredited American college or university or from an accredited institution in the approved list  of English-speaking countries are not required to submit an approved English proficiency exam score. For all other applicants with degrees from other countries, a minimum score of 79 on the Internet-Based TOEFL (iBT), 550 on the Paper-Based TOEFL (PBT), 8.5 on the TOEFL Essentials, 6.0 on the IELTS Academic, 53 on the PTE, or 110 on Duolingo is required for graduate admission. 

Additional Program Admission Requirements:

5. Applicants are required to submit a statement of purpose or goal statement that speaks to their future goals, preparation for a career in counseling, and potential strengths as a counselor.

6. Three (3) professional letters of recommendation are required for the master’s programs.

   1. Recommenders should have knowledge of the applicant, counseling profession, and graduate school expectations.

   2. Recommenders should speak to the applicant’s professional experience and potential strengths as a counselor.

7. Applicants transferring from another graduate counseling program must submit a letter of reference from the dean, program director, or chair of that program indicating that the applicant left the graduate counseling program in good standing.

Subject to program and Graduate Dean approval, applicants who do not meet all of the above criteria may be admitted on a provisional basis.

Step 2: Upon review by the Counseling faculty, applicants who meet the preceding criteria for admission will be selected for an on campus workshop.

Admission into the master’s degree program is based upon (a) potential and aptitude for graduate study, (b) career goals consistent with the profession of counseling, (c) potential for forming positive interpersonal relationships, and (d) personality attributes linked to successful professional development as a counselor (e.g., self-awareness and self-acceptance). Quantitative (e.g., GPA) and qualitative measures (e.g., letters of recommendation and personal statement) are used to make admission decisions. The purpose of the application process is to determine “goodness of fit” between an applicant’s strengths and goals and those of the counseling program.  

Application Deadline

• Fall Start
  • Priority: January 31
  • Final: April 15

Applications that are incomplete as of the application deadline are not guaranteed formal review by the respective departments.

Performance Requirements for all Counseling Students

Retention decisions at all degree levels are based upon successful completion of the above criteria as well as demonstration of consistently high academic and clinical performance. A student’s character and personal and professional behavior will be monitored during the course of the program. Specifically, students must maintain certain GPA (M.A.-3.0; Ph.D.-3.5) and receive acceptable annual student evaluations all times in the program. Students must demonstrate qualities of good character consistent with the ACA (American Counseling Association) Codes of Ethics. The faculty reserves the right to continually reassess the candidate’s performance concerning the stated criteria as well as the guidelines established by the Council for Accreditation of Counseling and Related Educational Programs (CACREP) as well as other professional organizations and licensing/certifying bodies. As stated in the catalog under Academic Standing, Probation and Dismissal (see Graduate School Policy section): “It is the policy of the Graduate School that any department may, through due process, deny a graduate student admission or continued enrollment in a program for reasons (1) of academic performance which does not meet the standards of the department and the Graduate School, or (2) of conduct in violation or unfavorable of the ethical or professional standards of the degree program or discipline involved.” A procedure has been established for impartial review and hearing in the case of grievance.

The Human Development and Educational Psychology (HDEP) Specialization at the University of South Dakota immerses students in a cross-disciplinary and cross-cultural study of children, adolescents, and young adults. Students will learn research-based theory and practice in an applied setting, designed to develop competency in human development, educational psychology, and research and statistics. HDEP students are involved in experiencing and studying human development, cognition, and motivation where it takes place, in families, schools, communities and the larger culture. While students gain a breadth of understanding across these areas, individual specialization within a content area is expected.

The program is flexible in meeting students’ real-world needs. Our non-thesis M.A. track can be completed fully online. Our thesis-track M.A., Ed.S. and Ph.D. programs can be completed in hybrid format, with courses meeting face-to-face on campus 1 or 2 times a month on Wednesday evenings or Saturdays. Online courses are available to meet some, but not all, program requirements. HDEP faculty work closely with every student to design an individualized curriculum. Whether a master’s candidate interested in developing better teaching methods for students or a doctoral candidate pursuing a research career in the developmental sciences, your coursework will be uniquely packaged to fit vocational needs and personal interests. Mentorship in teaching and research is a high priority at all degree levels. To ensure a comprehensive educational experience, Ph.D. students are expected to actively engage in departmental activities, including research and teaching. For two consecutive years, students must be registered for at least 6 credit hours of coursework.

WICHE Western Regional Graduate Program (WRGP) eligible program. 

ADMISSION REQUIREMENTS (Human Development and Educational Psychology Specializations)

1. Completed Graduate Application form found at: https://www.usd.edu/grad/how-to-apply and a non-refundable application fee of $36.

2. Official transcript(s) verifying receipt of an undergraduate degree and previous graduate credit (in English or with translation). Transcripts must be complete (e.g., if currently enrolled, work-in-progress coursework must be included, foreign transcripts must include a grading scale, and for countries that issue, copy of degree certificate/diploma i.e., India, Nepal, etc.). The USD Graduate School and/or academic units retain the right to require credential evaluations from organizations, such as Educational Credential Evaluators/World Education Services (ECE/WES), for a student if such an evaluation is deemed necessary.

3. Baccalaureate degree must be from an institution with institutional accreditation for that degree. A minimum undergraduate cumulative GPA of 3.0 on conferred degree is required for full admission to the master’s program. Specialist and doctoral applicants must have a minimum undergraduate cumulative GPA of 3.0 on a conferred degree and/or graduate cumulative GPA of 3.0 or better, based on a 4.0 scale, on all graduate coursework for full admission. Applicants are not required to have a conferred graduate degree or graduate courses and may apply directly to the Ph.D. program with an undergraduate degree. Each graduate program may admit students on provisional status per university policy.

4. Applicants with degrees from countries other than the United States who have obtained a high school diploma, undergraduate, or graduate degree from an institutionally accredited American college or university or from an accredited institution in the approved list  of English-speaking countries are not required to submit an approved English proficiency exam score. For all other applicants with degrees from other countries, a minimum score of 79 on the Internet-Based TOEFL (iBT), 550 on the Paper-Based TOEFL (PBT), 8.5 on the TOEFL Essentials, 6.0 on the IELTS Academic, 53 on the PTE, or 110 on Duolingo is required for graduate admission. 

Additional Program Admission Requirements:

5. Applicants are required to submit a statement of purpose or goal statement (typically 1-2 pages in length) addressing the following prompts: 

   1. All Applicants: How do you see this degree fitting your current and/or future career goals? 

   2. Thesis M.A./Ed.S./Ph.D. Applicants: This degree requires you to complete a research project before graduating. Describe your research interests and experience. 

   3. Non-thesis M.A. Applicants: What skills and prior experiences do you have that will make you successful in this program? 

6. Three (3) professional letters of recommendation are required. Recommenders should have knowledge of the applicant and graduate school expectations. 

Subject to faculty and Graduate Dean approval, applicants who do not meet all of the above criteria may be admitted on a provisional basis.

Application Deadline

• Summer: April 1
• Fall: July 15
• Spring: December 5

Applications that are incomplete as of the application deadline are not guaranteed formal review by the respective departments.

The School Psychology program at USD prepares competent school psychologists who possess the knowledge base, necessary clinical skills, and dispositions to serve the educational and mental health needs of children of diverse backgrounds. Both the Ed.S. and Ph.D. degrees are fully accredited by the National Association of School Psychologists (NASP). The Doctoral degree prepares students to work in clinical and research institutions, universities, or school districts as senior school psychologists. Students who pursue a specialist degree in school psychology are prepared to primarily work in public and/or private schools.

WICHE Western Regional Graduate Program (WRGP) eligible program. 

ADMISSION REQUIREMENTS (School Psychology Specialization)

The School Psychology program has a two-step admission process.

Step 1: Applicants must submit the following materials, and at a minimum, meet the criteria noted:

1. Completed Graduate Application form found at: https://www.usd.edu/grad/how-to-apply and a non-refundable application fee of $36.

2. Official transcript(s) verifying receipt of an undergraduate degree and previous graduate credit (in English or with translation). Transcripts must be complete (e.g., if currently enrolled, work-in-progress coursework must be included, foreign transcripts must include a grading scale, and for countries that issue, copy of degree certificate/diploma i.e., India, Nepal, etc.). The USD Graduate School and/or academic units retain the right to require credential evaluations from organizations, such as Educational Credential Evaluators/World Education Services (ECE/WES), for a student if such an evaluation is deemed necessary.

3. Applicants with a baccalaureate degree may be qualified for admission into the specialist or doctoral program. Baccalaureate degree must be from an institution with institutional accreditation for that degree. Applicants to the specialist program must have a minimum undergraduate cumulative GPA of 3.0 on a conferred degree and/or graduate cumulative GPA of 3.0 or better, based on a 4.0 scale, on all graduate coursework for full admission. Applicants to the doctoral program must have a minimum undergraduate cumulative GPA of 3.0 on a conferred degree and/or graduate cumulative GPA of 3.5 or better, based on a 4.0 scale, on all graduate coursework for full admission. Each graduate program may admit students on provisional status per university policy.

4. Applicants with degrees from countries other than the United States who have obtained a high school diploma, undergraduate, or graduate degree from an institutionally accredited American college or university or from an accredited institution in the approved list  of English-speaking countries are not required to submit an approved English proficiency exam score. For all other applicants with degrees from other countries, a minimum score of 79 on the Internet-Based TOEFL (iBT), 550 on the Paper-Based TOEFL (PBT), 8.5 on the TOEFL Essentials, 6.0 on the IELTS Academic, 53 on the PTE, or 110 on Duolingo is required for graduate admission. 

Additional Program Admission Requirements:

5. Applicants are required to submit a statement of purpose or goal statement, concisely answering ALL of the following questions: 

   1. How has your life experiences shaped you for a career in school psychology? 
   2. What do you do particularly well? 
   3. What areas need strengthening? 
   4. Why do you want a School Psychology degree? 
   5. Do you have the time and energy to devote to graduate school? 
   6. How do you plan to readjust your life to accommodate graduate school? 
   7. What are your career goals? 
   8. How will a School Psychology degree from University of South Dakota help you meet your career goals? 
   9. What do you want to be doing in five (5) years?

6. Curriculum vita or resume.

7. Three (3) professional letters of recommendation are required for the specialist and doctoral programs.

   1. Recommenders should have knowledge of the applicant, profession of school psychology, and graduate school expectations.
   2. Recommenders should speak to the applicant’s professional experience and potential strengths as a school psychologist.

8. A 3-5 page APA style paper with a minimum of 5 scholarly references is required to be submitted through the application focusing on the following: 

   1. An education-related issue that interests you. Examples of an education-related issue can include any topic related to education, special education, special populations of children, or risk or protective factors that influence success in the school setting.  
   2. An academic paper that includes the following items: thesis statement, identification of problem/issue, contributing factors, evidenced based practices addressing said issue, and how you plan to utilize school psychology education and experiences to contribute to the resolution of the issue.  

9. Applicants transferring from another graduate school psychology program must submit a letter of reference from the dean, program director, or chair of that program indicating that the applicant left the graduate school psychology program in good standing.

Subject to program and Graduate Dean approval, applicants who do not meet all of the above criteria may be admitted on a provisional basis.

Step 2: Upon review by the School Psychology faculty, applicants who meet the preceding criteria for admission will be selected for an interview.

Admission into the specialist’s degree program is based upon (a) potential and aptitude for graduate study, (b) potential for forming positive interpersonal relationships, and (c) personality attributes linked to successful professional development as a school psychologist (e.g., self-awareness and self-acceptance). Admission into the doctoral program is based upon the applicant’s (a) academic criteria and plan, (b) potential and aptitude for graduate study, scholarship, and research, and (c) interpersonal characteristics related to school psychology. Quantitative (e.g., GPA) and qualitative measures (e.g., letters of recommendation and personal statement) are used to make admission decisions. The purpose of the application process is to determine “goodness of fit” between an applicant’s strengths and goals and those of the school psychology program.

Application Deadline

• Ph.D. - Fall start
  • Priority: February 1
  • Final: April 1
• Ed.S. - Fall start
  • Priority: February 1
  • Final: April 15

  • Applications that are incomplete as of the application deadline are not guaranteed formal review by the respective departments.

Performance Requirements for all School Psychology Students

Retention decisions at all degree levels are based upon successful completion of the above criteria as well as demonstration of consistently high academic and clinical performance. A student’s character and personal and professional behavior will be monitored during the course of the program. Students must demonstrate qualities of good character consistent with the NASP (National Association of School Psychologists) and APA (American Psychological Association) Codes of Ethics. The faculty reserves the right to continually reassess the candidate’s performance concerning the stated criteria as well as the guidelines established by the National Association of School Psychologists (NASP) as well as other professional organizations and licensing/certifying bodies. As stated in the catalog under Academic Standing, Probation and Dismissal (located under Graduate School Policies section): “It is the policy of the Graduate School that any department may, through due process, deny a graduate student admission or continued enrollment in a program for reasons (1) of academic performance which does not meet the standards of the department and the Graduate School, or (2) of conduct in violation or unfavorable of the ethical or professional standards of the degree program or discipline involved.” A procedure has been established for impartial review and hearing in the case of grievance.

Program Description

Many states, including South Dakota, have moved or are moving to a required 60 hours of training for mental health counseling licensure. In South Dakota, for example, this license is known as Licensed Professional Counselor (LPC). In order to accommodate application requirements for the LPC and other similar state counseling mental health licensure, often an additional 12 credit hours of graduate work beyond a 48-hour community or clinical mental health counseling program is needed. This mental health certificate will provide the additional coursework to assist with 60-hour licensure requirements. The courses for this certificate will be provided by a CACREP approved counseling program at USD and provide training in clinical supervision, co-occurring disorder counseling, psychopathology, and psychopharmacology. *Applicants are encouraged to contact their state professional counseling licensing board to confirm that the courses offered in the Clinical Mental Health Certificate program will help to achieve their licensing goals. Certificate programs are not eligible for Federal Financial Aid.

WICHE Western Regional Graduate Program (WRGP) eligible program. 

ADMISSION REQUIREMENTS

1. Completed Graduate Application form found at: https://www.usd.edu/grad/how-to-apply and a non-refundable application fee of $36.

2. Official transcript(s) verifying receipt of an undergraduate degree and previous graduate credit (in English or with translation). Transcripts must be complete (e.g., if currently enrolled, work-in-progress coursework must be included, foreign transcripts must include a grading scale, and for countries that issue, copy of degree certificate/diploma i.e., India, Nepal, etc.). The USD Graduate School and/or academic units retain the right to require credential evaluations from organizations, such as Educational Credential Evaluators/World Education Services (ECE/WES), for a student if such an evaluation is deemed necessary.

3. Baccalaureate degree must be from an institution with institutional accreditation for that degree. A minimum undergraduate cumulative GPA of 3.0 on conferred degree and/or graduate cumulative GPA of 3.0 or better, based on a 4.0 scale, on all graduate coursework is required for full admission. Each graduate program may admit students on provisional status per university policy.

4. Applicants with degrees from countries other than the United States who have obtained a high school diploma, undergraduate, or graduate degree from an institutionally accredited American college or university or from an accredited institution in the approved list  of English-speaking countries are not required to submit an approved English proficiency exam score. For all other applicants with degrees from other countries, a minimum score of 79 on the Internet-Based TOEFL (iBT), 550 on the Paper-Based TOEFL (PBT), 8.5 on the TOEFL Essentials, 6.0 on the IELTS Academic, 53 on the PTE, or 110 on Duolingo is required for graduate admission. 

Additional Program Admission Requirements:

5. Three (3) professional letters of recommendation are required.

6. Applicants must have experience similar to practicing mental health counselors to increase chances for academic success in courses.

Subject to faculty approval, those who do not meet all of the criteria above may be admitted on a provisional basis.

Application Deadline

• Summer: April 1
• Fall: July 15
• Spring: December 5

Applications that are incomplete as of the application deadline are not guaranteed formal review by the respective departments.

Student Learning Outcomes for Counseling and Psychology in Education-Counseling (M.A.)

1. Students will demonstrate knowledge of the eight core common areas designated by the program’s accreditation body (CACREP).   
2. Students will demonstrate competent skills as an entry-level professional counselor in a supervised internship (i.e., either a clinical mental health or school) setting. 
3. Students will demonstrate professional attitudes becoming of a professional counselor. 

Student Learning Outcomes for Counseling and Psychology in Education-Human Development and Educational Psychology (M.A., Ed.S., Ph.D.)

(M.A.) 

1. Students will be able to explain and synthesize key information from human development. 
2. Students will be able to explain and synthesize key information from educational psychology. 
3. Students will be able to explain and synthesize key information in research and statistics. 
4. Students will demonstrate strong written and oral communication skills within educational roles.

(Ed.S. and Ph.D.) 

1. Students will be able to explain and synthesize key information from human development. 
2. Students will be able to explain and synthesize key information from educational psychology. 
3. Students will be able to explain and synthesize key information from research and statistics. 
4. Students will demonstrate strong written and oral communication skills within educational roles. 
5. Students will conduct research within an area of expertise.

Student Learning Outcomes for Counseling and Psychology in Education-School Psychology (Ed.S., Ph.D.)

1. Students will demonstrate knowledge of school organization and operations, including an understanding of educational settings as systems. (NASP Domain 5) 
2. Students will demonstrate knowledge of the role and function of school psychologists and will demonstrate knowledge of current professional standards, laws, and ethical considerations. (NASP Domain 10) 
3. Students will demonstrate data-based reflective decision making skills that facilitate outcome based service delivery. (NASP Domain 1) 
4. Students will demonstrate knowledge of the development of cognitive, academic, and adaptive skills of children and apply these skills to meet the academic needs of students via collection and analysis of data, selection and implementation of evidence-based interventions, and evaluation of outcomes. (NASP Domain 3) 
5. Students will demonstrate knowledge of mental and behaviorial health services and interventions and apply this knowledge to meet children’s needs via collection and analysis of data, selection and implementation of evidence-based interventions, and evaluation of outcomes. (NASP Domains 4) 
6. Students will demonstrate knowledge of principles and research related to resilience and risk factors in learning and mental health, services in schools and communities to support multi-tiered prevention and safe and supportive schools, and evidence-based strategies for effective crisis response.  (NASP Domain 6) 
7. Students will display effective communication, collaboration, and consultation skills and the ability to positively engage in teamwork efforts. (NASP Domain 2) 
8. Students will display the knowledge and skills needed to work effectively with families, educators, and others in the community and to promote partnerships in providing comprehensive services to children and their families. (NASP Domain 7) 
9. Students will display awareness and sensitivity of human diversity and acquire skills to work with children from diverse backgrounds.  (NASP Domain 8)  
10. Students will display knowledge of research, statistics, and evaluation methods and integrate theoretical knowledge, empirical research, and professional experience in their practice of school psychology. (NASP Domain 9)

Programs

• Counseling and Psychology in Education-Clinical Mental Health Counseling (M.A.)
• Counseling and Psychology in Education-Human Development and Educational Psychology ( Ed.S.)
• Counseling and Psychology in Education-Human Development and Educational Psychology (M.A.)
• Counseling and Psychology in Education-Human Development and Educational Psychology (Ph.D.)
• Counseling and Psychology in Education-School Counseling (M.A.)
• Counseling and Psychology in Education-School Psychology (Ed.S.)
• Counseling and Psychology in Education-School Psychology (Ph.D.)
• Mental Health Counseling Graduate Certificate

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