Counselor Education Doctoral Program Admissions and Applications Application and Admissions: Students wishing to apply to the Doctoral Program in Counselor Education must complete the program’s application materials and the Graduate School application: Program Application Materials and Information Counselor Education: Auburn University Graduate School Application Materials and Information: Application Requirements: Testing and previous Education/training Individuals applying for the Counselor Education Doctoral Program will need to meet the educational and clinical practice requirements of CACREP for a 60 credit hour Master’s degree program. This includes a supervised 100 hour practicum (40 hrs. direct service) and a 600 hour internship experience (240 hrs. direct service). Applicants without requirements may be considered for the program but all deficits will need to be completed to matriculate through the doctoral program. International students applying to any of the Counselor Education Programs must have a TOEFL score that meets or exceeds the required score identified by the Auburn University Graduate School. (Paper TOEFL 550, Computer TOEFL 213, iBT TOEFL 79) Applicants must meet the minimum GPA requirement of 3.5 GPA in graduate level Master’s coursework. Applicants are also required to submit results from the GRE. As per program rules, scores cannot be more than 5 years old at the time of application. Admissions Decisions: Admissions decisions are made by the Program Faculty and are based on the applicant’s academic preparation, career goals, aptitude for graduate-level study, potential success in forming effective counseling relationships, and respect for cultural differences (CACREP 2016). Candidates selected for consideration for admission to the program will be required to participate in an individual interview with a committee of Counselor Education program faculty. Program Information Program and Course Information All program objectives and student learning outcomes (SLOs) are aligned with accreditation standards published by CACREP (2016) and academic standards provided by the Southern Association of Colleges and Schools:
receipt of the review. Students should be aware that the identification of concerns related to academic, clinical practice, and dispositions may occur at anytime in the program. These concerns may be identified at any point in an academic term and during the Annual Review. Components of the Annual Review of Student Progress Academic Indicators and Student Matriculation: This includes student’s GPA, stage in program, and matriculation through program coursework and requirements Dispositions: Dispositions are defined as core values, attitudes, behaviors, and beliefs needed to become an effective and competent professional (Damon, 2007, as cited in Spurgeon, Gibbons, & Cochran, p. 97, 2012). Assessed in the Annual Review are students’ professional and academic dispositions related to preparation and practice in counseling. The three areas of dispositions assessed in the Annual Review are: Academic and Professional Behavior Reflective Practice and Behavior Diversity and Respect for Others Professional Skills and Knowledge Competency Areas: Based on the CACREP (2016) Doctoral competencies, students are evaluated on their performance and outcomes across these areas: Teaching Supervision Counseling Research and Program Evaluation Leadership and Advocacy ANNUAL EVALUATION OF GRADUATE TEACHING ASSISTANTS AND DOCTORAL STUDENTS Auburn University Graduate School Policy: Effective Fall 2014, the graduate school will require that each department conduct--at on an annual basis--an evaluation of the progress of each Graduate Teaching Assistant (GTA) and each graduate student enrolled in the doctoral program. Reporting: Annually, each department will report to the graduate school, confirming that all evaluations of the GTA's and doctoral students have been completed. In addition the department will provide the Graduate School with a summary of all instances in which a GTA or doctoral student has received an unsatisfactory review. Expectations: Each department will be responsible for developing procedures (if not in place) for the annual evaluation of the progress of GTA's and doctoral students. Following guidelines for best practices, the review should include at least the following: