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2443 GRADUATE DEGREES3 SCHOOL OF EDUCATION<br />

CLINICAL MENTAL HEALTH COUNSELING TRACK<br />

(54 CR.)<br />

First Year Courses<br />

EDUC-G 500<br />

EDUC-G 506<br />

EDUC-G 522<br />

EDUC-G 523<br />

EDUC-G 575<br />

EDUC-P 514<br />

Orientation to Counseling<br />

Personality Development: Growth<br />

of Normal and Deviant Styles<br />

Counseling Techniques<br />

Laboratory Counseling and<br />

Guidance<br />

Multicultural Counseling<br />

Life Span Development: Birth-<br />

Death<br />

Second Year Courses<br />

EDUC-G 505 Individual Appraisal: Principles<br />

and Procedures<br />

EDUC-G 524 Practicum in Counseling<br />

EDUC-G 532 Introduction to Group Counseling<br />

EDUC-G 563 Mental Health Counseling<br />

EDUC-G 567 Marriage and Family Counseling<br />

EDUC-G 592 Seminar in Drug and Alcohol Abuse<br />

Prevention<br />

Third Year Courses<br />

EDUC-G 507 Lifestyle and Career Development<br />

EDUC-G 525 Advanced Counseling<br />

Practicum<br />

EDUC-G 550 Internship in Counseling (fall and<br />

spring semesters)<br />

EDUC-G 585 Contemporary Issues in Counseling<br />

EDUC-G 590 Research in Counseling and<br />

Guidance<br />

NOTE: Program requirements will change in Summer<br />

2011.<br />

SCHOOL COUNSELING TRACK (48 Cr.)<br />

The Counseling and Human Services Program is designed<br />

to be completed as a cohort. Students are to take courses<br />

in sequence as prescribed below. Any deviation from the<br />

course sequence must be approved in advance.<br />

First Year Courses<br />

EDUC-G 500<br />

EDUC-G 506<br />

EDUC-G 522<br />

EDUC-G 523<br />

EDUC-G 575<br />

EDUC-P 514<br />

Orientation to Counseling<br />

Personality Development: Growth<br />

of Normal and Deviant Styles<br />

Counseling Techniques<br />

Laboratory Counseling and<br />

Guidance<br />

Multicultural Counseling<br />

Life Span Development: Birth-<br />

Death<br />

Second Year Courses<br />

EDUC-G 505 Individual Appraisal: Principles<br />

and Procedures<br />

EDUC-G 524 Practicum in Counseling<br />

EDUC-G 532 Introduction to Group Counseling<br />

EDUC-G 542<br />

EDUC-G 562<br />

EDUC-G 592<br />

Organization and Development of<br />

Counseling Programs<br />

School Counseling<br />

Seminar in Drug and Alcohol Abuse<br />

Prevention<br />

Third Year Courses<br />

EDUC-G 507 Lifestyle and Career Development<br />

EDUC-G 550 Internship in Counseling (fall and<br />

spring semesters)<br />

EDUC-G 590 Research in Counseling and<br />

Guidance<br />

EDUCATIONAL LEADERSHIP<br />

Office of Education Student Services<br />

Greenlawn Hall 120<br />

(574) 520-4845<br />

www.education.iusb.edu<br />

The Educational Leadership Program was developed<br />

especially for those who desire licensure for a<br />

principalship in <strong>Indiana</strong>. The <strong>Indiana</strong> principal licensure<br />

is a PK-12 license and the IU <strong>South</strong> <strong>Bend</strong> cohort program<br />

addresses the knowledge, dispositions, and performances<br />

required of school leaders.<br />

There are two methods for obtaining the necessary<br />

course work to complete the program:<br />

• For those who already possess a master’s degree and<br />

prerequisites, there is a 27 credit hour cohort program.<br />

• For those who do not yet have a master’s degree, there<br />

is a combined Master of Science in Education with<br />

an emphasis in elementary or secondary education,<br />

combined with the 27 credit hour Educational<br />

Leadership Program to obtain licensure for the<br />

principalship.<br />

IU <strong>South</strong> <strong>Bend</strong>’s Educational Leadership Program<br />

utilizes extensive field experiences, authentic learning,<br />

and problem solving as major ingredients for each<br />

course; leaving students informed, skilled, and well<br />

prepared for successful completion of the state licensing<br />

examination.<br />

The two-year cohort structure ensures a consistently<br />

small class size and promotes the development of close<br />

and supportive collegial bonds. At the time students<br />

graduate, they have not only acquired the essential skills<br />

for successful schools, but they have also established a<br />

strong professional network, essential to success as an<br />

administrator.

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