Syracuse University School of Education

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Graduate Studies:

• Counseling & Human Services
• Cultural Foundations of Education
• Exercise Science
• Higher Education
• Instructional Design, Development and Evaluation
• Reading and Language Arts
• Teaching and Leadership

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Counseling and Human Services

• Clinical Supervision
  Developing the knowledge and skills necessary to train and supervise counselors and counselors-in-training, and to teach supervision to others.

• College Mental Health Counseling
  Developing the knowledge and clinical skills necessary to work within a college counseling context with students who present with a wide range of developmental and mental health concerns.

• Counseling People with Disabilities
  Developing the knowledge and skills necessary to ensure full participation of people with disabilities in all aspects of living.

• The Future Professoriate
  Developing the knowledge and skills necessary to assume academic, administrative, and professional leadership roles related to the professoriate.

• Social Justice and Urban Youth
  Developing the knowledge, skills, and awareness necessary to identify and confront the institutionalized forms of discrimination which continue to perpetuate disparities in social, academic, and career opportunities for urban youth.

The strengths of our doctoral program are numerous. Current and past doctoral students have offered the following comments on the quality of S.U.'s program:

• Faculty who are nationally recognized yet student-focused
• Multiple opportunities for clinical supervision
• Opportunities and support for developing teaching skills through the Future Professoriate program
• Solid financial support through graduate assistantships and excellent medical benefits
• Flexible policies allowing doctoral students to use GA support for summer courses
• Financial support to attend and present at national conferences
• Opportunities to develop research skills as part of on-going research teams

Program Objectives

Doctoral Course of Study

Program Features

Criteria for Admission to the Doctoral Program

Doctoral Student Support

Why Study at Syracuse University?

Program Objectives

The doctoral program builds on the entry level competencies of the master's degree in counseling or rehabilitation counseling and includes didactic and experiential learning. The program consists of approximately 96 graduate course credits beyond the baccalaureate degree, and 9-15 dissertation credits. Students must complete a minimum of 48 semester credits of course work (excluding dissertation) at Syracuse University. The doctoral program of study also includes a cognate area of study involving at least nine semester credits (usually completed outside the department).

The curriculum follows standards established by the Council for Accreditation of Counseling and Related Educational Programs (CACREP) regarding:

• advanced study of theory and practice of counseling, systems analysis, and consultation
• theory and practice of clinical supervision
• instructional theory and practice within the counselor education context
• social and cultural contexts for practice
• advanced research methodologies and assessment
• the application of technology to the teaching and practice of counseling
• leadership and advocacy practices
• technical competence in teaching and service delivery

These content areas are covered through required classes and seminars, and through designed internship experiences in clinical settings, teaching of master's level courses, and supervision of master's level practicum/internships. Cognate areas will be chosen to either complement the student's master's preparation or to further develop a chosen area of emphasis.

In addition to all objectives identified for the relevant Department master's program(s), graduates of the doctoral program in Counselor Education and Supervision will:

• Demonstrate a high level of competence as a practicing professional counselor
• Manifest advanced expertise in diversity and sociocultural matters
• Demonstrate knowledge and skill in the area of clinical supervision
• Possess the requisite skills to contribute to the body of knowledge in professional counseling through scholarly research and writing
• Demonstrate advanced skill in assessment within at least one specific context
• Demonstrate advanced competence in theory construction including philosophical premises that relate to particular theories
• Demonstrate competence in the use of technology for teaching, supervision, research, and practice
• Demonstrate advanced understanding of the counseling profession, including its history, philosophy, and unique contributions
• Develop a specialty within or related to the counseling profession
• Demonstrate pedagogical competence in delivering counselor education curricula
• Display the highest level of professional ethics and personal integrity
• Address and contribute to issues of professional leadership and advocacy

Doctoral Course of Study

The doctoral program at S.U. has clearly defined prerequisites for entry into its program, and a carefully designed (though adequately flexible) course of study for its students. Below you will find information regarding the course work you must bring with you into the program, as well as a detailed look at the classes required for this degree.

1. Prospective doctoral students must demonstrate that they have completed all the required course work in a CACREP master's degree curriculum. Should new students enter the doctoral program with course deficits, they will be able to complete such course work as part of the doctoral program of study.
2. Required doctoral courses in counseling:

COURSE #	COURSE TITLE	CREDITS
COU 876	Seminar in Ecological Counseling	3
COU 874	Theory and Practice of Clinical Supervision	3
COU 872	Advanced Theory and Practice in Group Work	3
COU 878	Seminar in Counseling Theory	3
COU 882	Seminar in Professional Issues	3
COU 950	Doctoral Internship	6-9
COU 860	Advanced Practicum in Counseling	3
COU 910	Doctoral Research Seminar	3

1. Doctoral students must complete a minimum of 600 hours of internship activity during their program of study. These hours may be distributed over a number of semesters. Activities that are included in the internship include teaching or co-teaching master's level courses in counselor education or rehabilitation counseling, supervision of individual students in master's level practical/internships in the CACREP programs, and/or counseling assignments in university/school/agency settings. Each doctoral student's internship experience will be planned with the advisor according to the student's prior experience and career plan. Therefore, the weights for each activity may differ across students. Additional internships beyond CACREP standards (e.g., program administration or rehabilitation research) may be taken.


2. The Research Seminar is open to all doctoral students. Its purpose is two-fold:
   • to assist entry-level student movement into a scientist-practitioner model by involving them in the research apprenticeship and/or dissertation research planning and activity of the advanced doctoral students
   • to provide advanced doctoral students a setting in which they can examine and develop strategies for research topic selection and proposal writing

3. Required courses in statistics and research (choose one track):

COURSE #	COURSE TITLE	CREDITS
Sample Qualitative Research Methods Sequence
EDU 603	Introduction to Qualitative Reseach	3
EDP 647	Statistical Thinking and Applications	3
EDU 810	Advanced Seminar in Qualitative Methods I	3
EDU 815	Advanced Seminar in Qualitative Methods II	3
Sample Quantitative Research Methods Sequence
EDU 603	Introduction to Qualitative Reseach	3
EDP 647	Statistical Thinking and Applications	3
EDP 791	Advanced Seminar in Quantitative Research I	3
COU/EDU 886	Multivariate Research Methods	3

4. Required cognate (minor): 9-12 credits

   An area of expertise will be established with 9-12 credits of doctoral level course work. Course work for areas of expertise will be determined by the student in consultation with the doctoral advisor. Although most cognate areas will be completed outside the department (e.g., behavioral psychology, cultural foundations, research, higher education practices, human development, spirituality or women's studies), it is possible to complete a cognate within the department (e.g., group work, clinical supervision, school counseling, rehabilitation counseling).

Program Features

Our Ph.D. program offers a number of unique and valuable experiences designed to broaden students' knowledge base and render them highly attractive to prospective employers upon graduation. Below you will find information regarding the many opportunities available to you as a doctoral student in our department.

The Counseling Technology Experience

One of the objectives of the doctoral program is that graduates will possess unique skills for use of internet technology. Such skills might involve course development and delivery, counseling services delivery, clinical supervision applications, and other counselor education applications. Students will be encouraged to participate in departmental seminars and advanced study in the Department of Instructional Design and Evaluation to achieve these competencies. Each student will complete a contract with his/her advisor stipulating how the student will meet the technology requirement.

The Advanced Practicum

Doctoral students must commit a minimum of 150 clock hours to a practicum site. Of the 100 hours, sixty must be direct service with clients. Students must contract for one hour per week of individual supervision on site. Additionally, students will receive weekly group supervision on campus. Students may waive the advanced practicum if they have more than two years of post-master's counseling experience and can demonstrate clinical skills beyond those expected of entry-level counselors.

The Classroom Teaching Experience

The department places high priority upon doctoral student preparation for professorial careers. Toward this end, students will be expected to develop instructional skills in the delivery of curriculum and instruction to master's level counseling students. Doctoral students will be expected to participate in Syracuse University's Future Professoriate Project. This program, which has become one of the premier models for TA training in the United States (Chronicle of Higher Education, 11/29/89), features an intensive ten-day summer orientation for 250-300 new TAs and a variety of year-round services for more than 750 TAs holding graduate appointments. The project has two goals: (1) to prepare graduate students for their teaching responsibilities as future members of the professoriate, and (2) to effect a change in faculty culture by fostering recognition of the importance of teaching as a dimension of graduate education. Completion of this program leads to the award of the Certificate in University Teaching.

The Doctoral Research Experience

All doctoral students will complete a minimum of 15 credit hours of research course work (to include their master's level research courses), during which the student will be expected to acquire receptive literacy in both quantitative and qualitative research design and a depth of knowledge in one or the other. The department offers a research seminar each semester and doctoral students are encouraged to attend. Students may register for the seminar once (3 credits) during their program of study. First-year doctoral students will be encouraged to participate in the research of advanced doctoral students.

Research Apprenticeship Experience

Because many master's programs no longer require a thesis, the School of Education has initiated a Research Apprenticeship to assist students in developing their research agenda. Often, the Research Apprenticeship serves as a pilot study to the student's dissertation. The research apprenticeship is usually supervised by a sole faculty member who is either the student's advisor or another member of the faculty. It is the student's responsibility, in consultation with the advisor, to arrange the apprenticeship experience. Some students complete the research apprenticeship within the context of a required course (in which case the course instructor sponsors the apprenticeship). Other students contract with their sponsor for an independent study course carrying 3 to 6 credits. Still others conduct the apprenticeship without any formal course hours attached to it.

The Assessment Experience

All doctoral students are required to advance their knowledge of assessment methods in treatment planning and counseling. This is accomplished in part through the required curriculum. Students have additional options for completing the remainder of this requirement. Therefore, students will develop an individualized plan, approved by their advisor, outlining how they will complete the assessment requirement. This plan must be reflected in the student's program of study.

Doctoral Qualifying Examination

Students typically take the doctoral qualifying examination before or during the semester following the last semester of course work. Students are advanced to candidacy status upon successful completion of the qualifying examination. While the doctoral dissertation is ordinarily completed in one to two years, University regulations state that it should be defended within five calendar years of advancement to candidacy (completion of the qualifying examination). Candidates are expected to maintain continuous registration until the dissertation is successfully defended.

Admission Criteria

Applicants for admission to the Ph.D. program in Counselor Education and Supervision will be evaluated on the following criteria:

• Prior graduate work in counseling: Applicants should have completed a master's degree in counseling or rehabilitation counseling and should have a minimum graduate grade point average of 3.25
• Applicants must take the Graduate Record Examination (GRE) and provide a score report with their application materials
• A personal interview is required to allow an in depth exploration of career objectives, readiness for doctoral study, prior counseling experience, professional and personal interests and time constraints. In cases where a visit to campus is impossible, the interview may be conducted via telephone
• A video tape sample of your counseling style is required
• It is desirable for applicants to have a minimum of one year of work experience in a counseling setting prior to admission to the doctoral program

Doctoral Student Support

The department makes every effort to provide doctoral student support in the form of graduate assistantships, either within the department or out-of-department. Departmental graduate assistants work either 10 (part-time) or 20 (full-time) hours per week, receive a stipend and are awarded 12 or 24 credits, respectively, to be used during the academic year. Typical assignments include working with high-risk students across campus, working with faculty, assisting with practicum supervision, assisting in field placements, and co-teaching master's level courses.

Out-of-department assistantships are frequently available to CHS students. For these, the decision process begins early in the calendar year for the following academic year, with some awards made as early as March. If you are interested in Syracuse University, it is to your advantage to submit your application as early as possible to increase your opportunity for such awards. The following is a list of department assistantships which have been awarded to CHS doctoral students in the past:

The Career Services Center 235 Schine Student Center 303 University Place 315-443-3616	Office of International Students 310 Walnut Place 315-443-2457
Academic Athletic Advising Manley Field House 315-443-2902	Learning Center 804 University Avenue, Room B303 315-443-2457
Student SUccess Initiative SSUI 804 University Avenue, Room 309 315-443-1085	Residential Advisors Office of Residential Life 315-443-3637
School of Education 270 Huntington Hall 315-443-2506	College of Arts and Sciences Academic Advising and Consulting Services 329 Hall of Languages 315-443-2207
Office of Summer Sessions 111 Waverly Avenue, Suite 230 315-443-5401	Office of Supportive Services 111 Waverly Avenue, Suite B001 315-443-3867

Why Study at Syracuse University?

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