College of Education

The College of Education offers teacher education programs that lead to certification as well as non-certification programs in graduate study. Offerings reflect a flexible program of current curricula, educational plans, and requirements, which may be altered as warranted by changes in the professions and accrediting agencies. As regulating agencies (e.g., Alabama State Department of Education, NCATE, CACREP, and CORE) modify standards and expectations, programs may be modified during a candidate’s period of study. At such time, candidates may be subject to revised program or certification requirements. The purpose of all College of Education graduate programs is to develop innovative, informed, reflective decision makers.

Education Specialist Certification Program (Ed.S.)

SIXTH-YEAR CERTIFICATION PROGRAM FOR TEACHERS

Program Specialty Semester Hours Alabama Campuses  
  Dothan Montgomery Phenix City Troy Global Campus* eTROY
Elementary Education (K-6) 36 X^^ X^^ X

^^ Offered as blended program. A blended program combines both online and face-to-face courses in the required program of study.

Students should consult the General Regulations section of the Graduate Catalog for additional information regarding Graduate School admission requirements, transfer credit, and other critical policies and procedures.

Purpose

The purpose of the Education Specialist (Ed.S.) certification programs in teaching is to extend the expertise and further develop knowledge, competencies, and skills of professionals holding master’s level certification in the same teaching field in which the Class AA certification is sought. All coursework applied toward the Ed.S. degree program must be earned at the 6000 level or above, and no courses applied toward certification at the master’s level may be applied toward certification at the education specialist level. See the specific degree program for additional admission and degree completion requirements.

College of Education students must meet all specialized accreditation requirements to be classified as graduates of specialized accredited programs (NCATE). Up to 12 hours of course work at a site/university without the appropriate specialized accreditation may be considered for application toward program completion. See Transfer Credit section for additional information.

All sixth-year certification programs are approved by the Alabama State Department of Education. Elementary Education offers a thesis and non-thesis option.

Admission Requirements for Education Specialist Programs and Graduate Teacher Educational Program (GTEP)

Admission to the Graduate School does not automatically constitute admission to the Education Specialist Program. All candidates must complete all requirements for the Alabama Class AA certification. All Ed.S. candidates must successfully complete a written comprehensive examination prior to program completion.

In addition to the Admission Requirements for Graduate School, candidates seeking the education specialist degree in a teacher education program must:

  1. Hold a masters degree from a regionally accredited college or university.
  2. Hold valid master’s level certification in the same teaching field in which the Class AA certificate is sought.
  3. Be unconditionally admitted and complete all additional admission requirements identified in the specific program.
  4. Elementary program applicants must have three years of teaching experience at the elementary level documented by the submission of the EXP form.
  5. Submit three (3) College of Education Reference forms. One must be from an immediate supervisor.

Program Requirements

  1. Have a GPA greater than 3.25
  2. Pass comprehensive exam (both non-thesis and thesis options)
  3. Complete thesis (thesis option)
  4. No more than two grades below “B”
  5. Grade of “B” or better in ECE/ELE 7790—Qualitative Research Methodology
  6. No more than 12 semester hours of transfer credit
  7. All credits earned within 8 years of graduation

Certification in Alabama

Candidates completing an approved Education Specialist certification program are eligible to apply for the Alabama Class AA professional certificate, provided they meet the following:

  1. a grade point average of 3.25 on all education specialist coursework attempted
  2. a grade of “C” or better in all coursework which applies to certification
  3. a grade of “B” or better in the research requirements for the program
  4. Complete a special education survey course and EDU 6611, if not previously completed

Any candidate who applies for a professional certificate is subject to all regulations set forth by the Alabama State Department of Education. These regulations may include a comprehensive background check, verification of appropriate experience, and prior certification specific to the certification sought. Additional requirements (e.g., standardized examinations to demonstrate content mastery) may be added as the Alabama State Board of Education and other accrediting agencies modify regulations. Candidates should consult their education adviser for details.

Only candidates properly admitted to an approved certification program and who successfully fulfill all program and certification requirements will be recommended for certification. The Certification Officer, appointed by the Dean of the College of Education, is the only Troy University official authorized to recommend candidates for certification in any state.

Certification in Other States

Other states may grant professional certification to candidates completing the Troy University Education Specialist program.

Some states may have additional requirements. Candidates seeking certification in other states should contact the appropriate State Department of Education.

Only candidates properly admitted to an approved certification program and who successfully fulfill all program and certification requirements will be recommended for certification. The Certification Officer, appointed by the Dean of the College of Education, is the only Troy University official authorized to recommend candidates for certification in any state.

Elementary Education
36 Semester Hours
Location: Dothan, Phenix City

Required Professional Core*: (15 sh)
PSY 6693 3 Psychological and Educational Statistics
EDU 7709 3 Seminar in Decision-Making for Teachers and Educational Administrators
EDU 7730 3 The Teacher Leader (documented by the submission of the EXP form.)
ELE 7790 3 Qualitative Research Methodology
ELE 7793 3 Problem Analysis in Elementary Education
*Additional requirements for certification include the following unless previously completed: 1) a survey course in special education , and 2) EDU 6611 Educational Technology in the Curriculum
     
Select Non-Thesis or Thesis Option (6 sh)
Non - Thesis Option:
EDU 7757 3 Practicum in Area of Specialization
EDU 7760 3 Leading for Learning in the School Environment
  OR  
Thesis Option:
EDU 7795 1-6 Thesis
     
Teaching Field Courses: (12 sh)
ELE 7736 3 Mentoring and Supervision in ELE
EDU 7761 3 Effective Schools
EDU 7762 3 School Accreditation Process
EDU 7763 3 Legal Issues and Ethics in Education
Adviser-Approved Teaching Field Courses: (3 sh)
Select three additional hours of adviser-approved course related to the profession (e.g., EDU, ECE, SPE, RED). A candidate may not enroll in a 6000-level course if it duplicates the same course listed on the master’s transcript.

Education Specialist (Ed.S) Certification Program

SIXTH-YEAR CERTIFICATION PROGRAM FOR INSTRUCTIONAL SUPPORT AREAS

Students should consult the General Regulations section of the Graduate Catalog for additional information regarding Graduate School admission requirements, transfer credit, and other critical policies and procedures.

Program Specialty
Semester Hours
Alabama Campuses
 
Dothan
Montgomery
Phenix City
Troy
Global Campus
eTROY
Instructional Leadership and Administration
36
X^^
X^^
School Counseling
36
X
X
X
X
Teacher Leader
30
X^^
X

^^Offered as blended program. A blended program combines both online and face-to face courses in the required program of study.

Purpose

The purpose of the Education Specialist (Ed.S.) certification programs in instructional support areas is to extend the expertise and further develop knowledge, competencies, and skills of professionals holding master’s level certification in school psychometry, school counseling, or educational administration. All coursework applied toward the Ed.S. degree program must be earned at the 6000 level or above, and no courses applied toward certification at the master’s level may be applied toward certification at the education specialist level. See the specific degree program for additional admission and degree completion requirements.

Troy Global Campus College of Education students must meet all specialized accreditation requirements to be classified as graduates specialized accredited programs. Up to 12 hours course work at a site/university without the appropriate specialized accreditation may be considered for application toward program completion. See Transfer Credit section for additional information.

Admission Requirements for Education Specialist Programs in Instructional Support Areas

Admission to the Graduate School does not automatically constitute admission to the Education Specialist Program. All candidates must complete all requirements for the Alabama Class AA certification. All Ed.S. candidates must successfully complete a written comprehensive examination prior to program completion.

In addition to the Admission Requirements for Graduate School, candidates seeking the education specialist degree in a instructional support program must:

  1. hold a masters degree from a regionally accredited college or university,
  2. complete a special education course as a prerequisite if not previously completed, (Not required for Community Counseling.)
  3. be unconditionally admitted and complete all additional admission requirements identified in the specific program,
  4. hold a valid master’s level certification in the same instructional support area or teaching field in which the Class AA certificate is sought, (not required for Community Counseling).

Certification in Alabama

Only candidates properly admitted to an approved certification program and who successful fulfill all program and certification requirements will be recommended for certification. The Certification Officer, appointed by the Dean of the College of Education, is the only Troy University official authorized to recommend candidates for certification in any state.

Candidates completing an approved Education Specialist Certification program are eligible to apply for the Alabama Class AA professional certificate, provided they meet the following:

Ed.S. Degree Sought
Required Valid Class A
(Masters level Certification)
Instructional Leadership & Administration
Education Administration
or Instructional Leadership
School Counseling
School Counseling
Teacher Leader
In any Teaching Field or Area of Instructional Support
Community Counseling
None Required (non-certification
Ed.S. program)
   

 

  • a grade point average of 3.25 on all education specialist coursework attempted
  • a grade of “C” or better in all coursework which applies to certification
  • a grade of “B” or better in the research requirements for the program.
  • meet the PRAXIS II requirement of the Alabama Prospective Teacher Testing Program (APTTP).*

*Note: This condition applies only to those applicants seeking initial certification in an instructional support area.

Any candidate who applied for a professional certificate is subject to all regulations set forth by the Alabama State Department of Education. These regulations may include a comprehensive background check, verification of appropriate experience, and prior certification specific to the certification sought.

Additional requirements (e.g., standardized examinations to demonstrate content mastery) may be added as the Alabama State Board of Education and other accrediting agencies modify regulations. Candidates should consult their education adviser for details.

Testing for Class AA Certification for Instructional Leadership & Administration

Applicants for Class AA certification who are meeting requirements for a certificate which covers a grade span different from the grade span covered by the certificate used as the basis for admission to the Class AA Instructional Leadership program must meet Praxis II requirements of the Alabama Educator Certification Testing Program (AECTP). Some individuals hold an Alabama certificate for principal 1-6 or 7-12 rather than P-12. A person holding one of those certificates and completing the Class AA Instructional Leadership P-12 program must meet the Praxis II requirements as a precondition for certification.

Certification in Other States

Other states may grant professional certification to candidates completing the Troy University Education Specialist program. Some states may have additional requirements. Candidates seeking certification in other states should contact the appropriate State Department of Education.

Only candidates properly admitted to an approved certification program and who successfully fulfill all program and certification requirements will be recommended for certification. The Certification Officer, appointed by the Dean of the College of Education,
is the only Troy University official authorized to recommend candidates for certification in any state..

Degree Requirements

All coursework applied toward the Ed.S. degree program must be earned at the 6000 level or above. Courses applied toward certification at the master’s level may not be applied toward certification at the education specialist level.

All Education Specialist degree students must complete at least 18 semester hours of required coursework at the campus where the internship and/or practicum is supervised.

Ed.S Instructional Support Certification Programs

Instructional Leadership & Administration (Ed.S.)
  30 sh
Location: Dothan, eTROY, Phenix City

Goals and Objectives:

The goal of the Ed.S. Instructional Leadership & Administration program is to strengthen and extend the student’s knowledge, skills, and abilities developed at the Master’s level so that the candidate will become an informed, reflective decision maker who demonstrates the ability to:

  1. Articulate a clear vision and inspire and engage stakeholders in developing and realizing the mission;
  2. Manage and leverage systems and processes to achieve desired results;
  3. Act with a sense of urgency to foster a cohesive culture of learning;
  4. Express their commitment to student and adult learners and to their development;
  5. Facilitate and monitor the teaching and learning process;
  6. Model professional, ethical behavior and expect it from others.

Additional admission requirements for the EdS in Instructional Leadership & Administration:

In addition to the Admission Requirements for Graduate School, candidates seeking admission to a cohort to complete the requirements for the Education Specialist degree in Instructional Leadership & Administration must hold the master’s professional educator certificate in educational administration. In addition the candidate must meet one of the following criteria:

  1. Hold a Class A Instructional Leadership & Administration certificate earned after completing a redesigned program at an Alabama university;
  2. Be currently serving as a superintendent, assistant superintendent or associate superintendent, assistant to the superintendent, principal, assistant principal, supervisor (any subject and/or grade level), administrator of career and technical education, coordinator, or evaluator; or
  3. Document three years of employment in an instructional leadership position for which one of the certificates in Rule 290-3-3-.53.01(2)(b) is proper certification according to the current edition of the Subject and Personnel Codes of the Alabama State Department of Education.

In an effort to maintain the rigorous nature of the Instructional Leadership & Administration program, to stay in step with changes in the field of administration and to ensure that our candidates maximize the benefit from the program, Troy University strongly recommends that each candidate have completed at least one year of administrative experience in a public K-12 school prior to admission to the Ed. S. program.

Candidates must be admitted to GTEP prior to taking any coursework.

Applicants who completed a Class A program other than one approved by the Alabama State Board of Education on or after September 8, 2005, must submit a portfolio which includes:

  1. Three (3) signed letters of recommendation including one from the applicant’s principal or supervisor on letter head stationary. (These letters should address the leadership abilities of the candidate and any previous leadership experiences.)
  2. Copies of most recent performance appraisal including professional development component, if available
  3. Evidence of ability to lead student achievement
  4. Evidence of leadership and management potential.
  5. Summary of candidate’s reasons for pursuing the Class AA certificate in Instructional Leadership & Administration.
  6. Supplemental Experience Forms (Form 125.4)
  7. Curriculum Vitae
Required Courses*: (30 sh)
ILA 7700 3 Adult Learning Theories & Managing Change
ILA 7702 3 Involving Parents and Community Stakeholders
ILA 7703 3 Law, Ethics, and Policy Development
ILA 7717 3 Mentoring
ILA 7740 3 Creating Effective Learning Environments
ILA 7746 3 Organization and Human Resource Development
ILA 7791 3 Current Trends and Issues in Instructional Leadership
ILA 7792 3 Advanced Comprehensive Research Strategies
ILA 7793 3 Program Evaluation
ILA 7794 3 Research in Action
*A survey course in special education is required unless previously completed.
Courses applied toward certification at the master’s level may not be applied toward certification at the education specialist level.

 

School Counseling (Ed.S.)
36 sh
Location: Dothan, Montgomery, Phenix City

Goals and Objectives
The goal of the Ed.S. School Counseling program is to strengthen and extend the students’ knowledge and skills developed at the Master’s level so that the students will:

  1. become informed, reflective decision makers;
  2. understand the developmental, proactive, and preventive focus of counseling in the schools;
  3. facilitate academic, career, and personal-social development of K-12 students;
  4. provide interventions for learning and behavioral problems; and
  5. work collaboratively with parents, school personnel, and with other agencies and organizations to facilitate student learning, and manage a comprehensive developmental counseling program.

Admission to the Graduate Education Program (GTEP) School Counseling

  1. Submission of proof of master’s level professional education certification in school counseling.
  2. A grade of “B” or better in CP 7702 Advanced Theories and Techniques of Counseling.
Required Courses*: (12 sh)
CP 6656 3 Marriage, Family and Sex Therapy Counseling
CP 7700 3 Advanced Practicum in Group Leadership
CP 7702 3 Advanced Theories and Techniques of Counseling
PSY 6669 3 Behavior Pathology
*In addition to the required courses, a survey course in special education is required unless previously completed.
     
Select ONE Research Course* (3 sh)
PSY 6693 3 Psychological and Educational Statistics
EDU 6693 3 Quantitative Methods of Evaluation of Teaching and Learning
EDU 7792 3 Advanced Research in Education
* A grade of “B” or better is required in this research course.
     
Field Project or Thesis* (3-6 sh)
CP 7791, 7792, 7793 1-3 Research Seminar
CP 7794 3 Field Project
CP 7795, 7796 6 Thesis
     
* All Education Specialist degree students must complete at least 18 semester hours of required coursework at the campus where the internship and/or practicum is supervised.
     
Adviser Approved Electives: (15-18 sh)
All coursework applied toward the Ed.S. degree program must be earned at the 6000 level or above. Courses applied toward certification at the master’s level may not be applied toward certification at the education specialist level.

Teacher Leader (Ed.S.)
30 sh
Location: Dothan, eTROY

Goals and Objectives:
The goal of the Ed.S. Teacher Leader program is to strengthen and extend the practicing teacher’s knowledge and skills so that the program graduate will:

  1. Demonstrate the ability to facilitate the improvement of academic achievement for all students within a school setting;
  2. Support the development of and improve the practice of shared leadership among instructional and administrative personnel;
  3. Demonstrate the ability to facilitate collective learning with faculties and schools as a whole.

Additional admission requirements for the Ed.S. Teacher Leader Program and Graduate Teacher Education Program (GTEP):

In addition to the Admission Requirements for Graduate School, candidates seeking admission to the Ed.S. Teacher Leader program must:

  1. Hold an Alabama Class A master’s Professional Educator Certificate in any teaching field or area of instructional support; *
  2. Have a minimum of three full years of full-time teaching experience in a P-12 setting;
  3. Provide a portfolio containing three letters of recommendation, evidence of ability to positively affect student achievement, and evidence of collaborative leadership potential.

*Note: Students admitted into the Ed.S. Teacher Leader program with a master’s level Professional Educator certificate in a teaching field or area of instructional support from another state, must earn an Alabama Class A Professional Educator certificate in a teaching field or area of instructional support before becoming eligible to apply for an Alabama Class AA Certification.

Certification:

In addition to the certification requirements required for all instructional support areas, candidates completing an approved Ed.S. Teacher Leader program requirements are eligible to apply for the Alabama Class AA Professional Certificate, provided they meet the following:

  1. Satisfactory completion of a state approved program with a minimum GPA of 3.25 for all courses in the Alabama State Board of Education approved Teacher Leader program as verified on an official transcript.
  2. Satisfactory completion of a problem-based research project.
  3. A passing score on a comprehensive assessment documenting mastery of the curriculum of the Teacher Leader program which may include, but may not be limited to, an oral examination.
  4. A survey of special education course, if not previously completed.
  5. Meet the Praxis II requirements of the Alabama Educator Certification Testing Program (AECTP).
  6. Hold an Alabama Class A Professional Educator Certificate in a teaching field or area of instructional support.
Required Courses*: (30 sh)
TL 7700 3 Adult Learning Theories and Managing Change
TL 7702 3 Involving Parents and Community Stakeholders
TL 7717 3 Mentoring
TL 7737 3 Curriculum
TL 7740 3 Creating Effective Learning Environments
TL 7747 3 Instructional Coaching
TL 7757 3 Staff Development
TL 7767 3 Communication and Consultation Methods (Practicum)
TL 7792 3 Advanced Comprehensive Research Strategies
TL 7794 3 Research in Action
*A survey course in special education is required unless previously
completed.
Courses applied toward certification at the master’s level may not be applied toward certification at the education specialist level.
NON-CERTIFICATION PROGRAMS
    Alabama Campuses  
Master of Science (M.S.) Hours Dothan Montgomery Phenix City Troy Global Campus* eTROY
Adult Education    
Curriculum and Instructional Design 33/36   X     X
Instructional Technology 33/36         X
Leadership Studies 33/36         X
Certificates in Adult Education           X
Curriculum and Instructional Design 12         X
Instructional Technology 12         X
Leadership Studies 12         X
Workforce Development 12         X
Second Language Instruction       X   X
Education Specialist (Ed.S)
Community Counseling 30 X

* Please refer to http://www.troy.edu/admissions/for specific program availability by location.

MASTER OF SCIENCE (M.S.) ADULT EDUCATION NON-CERTIFICATION PROGRAM

This is a non- certification program. Students holding this degree will not be recommended for any teacher/counselor/administrator certificate or license.

Students should consult the General Regulations section of the Graduate Catalog for additional information regarding Graduate School admission requirements, transfer credit, and other critical policies and procedures.

Purpose

The purpose of the Master of Science in Adult Education (MSADE) program is to offer students an opportunity to acquire proficiency, knowledge, and skills in the social context of adult education, program development and management, and the facilitation of adult learning.

This program prepares students for careers in such areas as industry, continuing professional education, training and program development, instructional technology, corporate consulting, health care, post-secondary education, government agencies, non-profit organizations, professional organizations, and professional military education.

Program Objectives

Upon successful completion of the M.S. in Adult Education, graduates will be able to:

  1. Develop curricula that incorporate an understanding of how the social context influences the field, including culture, policy, economics, and technology.
  2. Discuss the different ways in which adults learn and how to assess their needs, interests, motivations, and capabilities.
  3. Apply specialized knowledge related to their concentration area to practical situations.
  4. Evaluate relevant research and apply it to their concentration area.
  5. Articulate a personal adult education teaching philosophy.

Admissions Requirements

To apply for admission to the Master of Science in Adult Education program, applicants must submit:

  1. A completed Application for Admission to the Graduate School.
  2. An official transcript(s) from all universities attended.
  3. An official copy of GRE or MAT or GMAT scores.
  4. A letter of recommendation that addresses the applicant’s potential for success in professional graduate studies.

Unconditional Admission
Students should meet the unconditional admission requirements for the Graduate School.

Conditional Admission
Upon recommendation by Graduate Admissions, conditional admission may be granted under certain circumstances to applicants who cannot satisfy all unconditional admission requirements. See also conditional admission requirements in the General Regulations section of this Catalog.

After the student completes the first three graduate courses with a “B” or better average, the student will be granted unconditional admission. Students not satisfying conditional admission requirements will be dropped from the university for one calendar year, after which time the student must petition for readmission.

Transfer Credits

A maximum of 12 credit hours taken at another regionally accredited university with a grade of “B” or better can be applied to the MSADE degree. These courses must be comparable in catalog description to courses in the MSADE program and must be approved by the Dean of the College of Education.

Academic Advisement

Faculty advisement for the program is required.

Degree Requirements

Students must select either Option I or Option II, successfully complete the required core courses (either 15 sh or 18 sh), successfully complete an approved concentration, and successfully complete either a capstone or thesis. Students interested in additional areas of graduate study must go through the College of Education for pre-approval. Faculty advisement for the program is required.

Program of Study

Students must successfully complete ONE of the following options:

Option I is a 33 semester-hour program consisting of a 15-semester-hour core of required courses which includes the successful completion of a 3-semester-hour capstone course. Additionally, an 18-semester-hour concentration is required.
33 Semester Hours

Required Core Courses (15 sh):
ADE 6600 3 Foundations of Adult Education
ADE 6640 3 Social Context of Adult Education
ADE 6670 3 Adult Learning and Development
ADE 6691 3 Research Methodology (A grade of “B” or better is required)
ADE 6699 3 Capstone
     
Select an approved concentration: (18 sh)
Students choosing this option must register for ADE 6699 (3 sh) and successfully complete this course. This course is a culminating experience that helps students integrate and apply the knowledge they have gained in their program. Emphasis is placed on challenging students to view the adult educational process from many perspectives. Working independently students will create an
educational portfolio to demonstrate mastery of program objectives and proof of readiness to receive a master’s degree, which will be submitted in portions throughout the term/semester for feedback from the instructor and classmates. An oral presentation will be required. Prerequisite: Completion of all core courses (ADE 6600. ADE 6660, ADE 6670, ADE 6691) and at least four of the six required concentration classes. Students must obtain a 3.0 GPA before entering ADE 6699. Grading system is Pass/Fail.

Option II* is a 36-semester-hour program consisting of an 18-semester-hour core of required courses which includes the successful completion of a 6-semester-hour thesis. Additionally, an 18-semester-hour concentration is required. Note: Option II may only
be offered at an approved location with a full-time Adult Education faculty member on site.

*Thesis option is not available to eTROY students.

36 Semester Hours

Required Core Courses (18 sh):
ADE 6600 3 Foundations of Adult Education
ADE 6640 3 Social Context of Adult Education
ADE 6670 3 Adult Learning and Development
ADE 6691 3 Research Methodology (A grade of “B” or better is required)
ADE 6695 6 Thesis
     
Select an approved concentration: (18 sh)

Students choosing this option must register for ADE 6695 (total of 6 credit hours) as their last two courses in the program. The thesis must be related to both the student’s concentration area and adult education. The student must successfully research, write, and defend a thesis. This process involves directed research in selected areas of study based on the student’s proposal, related to the student’s needs, with the advice and approval of a thesis adviser and a faculty reader, and culminating in a substantive research paper of appropriate depth and scholarship. Students completing this option are not required to take the capstone course. Prerequisite: Completed all core courses; completed at least four of the six required concentration classes. Students must obtain a 3.0 GPA before entering ADE 6695. Grading system is Pass/Fail.

Concentrations

Curriculum and Instructional Design
18 Semester Hours
Location: eTROY, Montgomery

Concentration Purpose:
The M.S. in Adult Education with a concentration in Curriculum and Instructional Design equips graduates with the ability to analyze, design, develop, implement, and evaluate curricula for the education and training of adults in diverse learning situations. Both theoretical and practical aspects of adult learning, the instructional design process, teaching strategies, and educational evaluation are explored to provide a comprehensive program useful in designing instruction at multiple levels including community, post-secondary, workplace, or government applications.

Concentration Objectives:
Upon successful completion of the M.S. in Adult Education with a concentration in Curriculum and Instructional Design, graduates will be able to:

  • Discuss the nature of the adult learner and the appropriate methods for teaching and evaluating adult learners.
  • Apply the instructional design process to a variety of adult learning situations.
  • Synthesize a client’s unique education and training needs to create a contextually relevant and effective curriculum.
Concentration Courses :
ADE 6653 3 Educational Evaluation
ADE 6674 3 Methods and Strategies for Teaching Adults
ADE 6680 3 Curriculum Development for Adult Education
EDU 6613 3 Principles of Instructional Design
EDU 6614 3 Advanced Instructional Design
     
Advisor Approved Elective (3 sh)

Instructional Technology
18 Semester Hours
Location: eTROY

Concentration Purpose:
The M.S. in Adult Education with a concentration in Instructional Technology prepares graduates for an instructional technology profession based on their field of specialty such as teachers, trainers, instructional designers, training specialists, instructional media specialists, and other human services professionals. Graduates will be able to analyze, design, develop, implement, and evaluate curricula and instructional technologies for education and training in diverse learning situations. The focus will be on both theory and application of instructional technology as it relates to the graduate area of interest.

Objectives:
Upon successful completion of the M.S. in Adult Education with a concentration in Instructional Technology, graduates will be able to:

  • Apply learning theories to instructional design.
  • Select and develop instructional delivery systems.
  • Integrate instruction with other factors that influence human performance.
  • Use technology in support of the development and delivery of instruction.
Concentration Courses :
EDU 6606 3 Current and Emerging Instructional Technologies
EDU 6613 3 Principles of Instructional Design
EDU 6614 3 Advanced Instructional Design
EDU 6616 3 Distance Learning Strategies
EDU 6617 3 Graphic Design in Multimedia Instruction
EDU 6618 3 Advanced Multimedia Instruction


Leadership Studies
18 Semester Hours
Location: eTROY

Concentration Purpose:
The M.S. in Adult Education with a concentration in Leadership Studies emphasizes the development of 21st century leadership. It focuses on developing leaders who are globally-minded, proficient in technology, and who can apply and generate knowledge from real-world situations. The Leadership Studies concentration is designed for professionals who desire to develop leadership competencies and dispositions that can be applied in a variety of settings and situations, including private, non-profit, public, military, and healthcare industries.

Concentration Objectives:
Upon successful completion of the M.S. in Adult Education with a concentration in Leadership Studies, graduates will be able to:

  • Interpret the psychological, legal, social, political, economic, and cultural environments of organizations.
  • Utilize technology and empirical data to plan, develop initiatives, make decisions, and evaluate effectiveness.
  • Model the dispositional and interpersonal skills necessary to provide effective organizational leadership.
Concentration Courses :
ADE 6641 3 Organizational Behavior and Group Dynamics
EAL 6609 3 Communication and Problem Solving
EAL 6633 3 Leadership
EAL 6653 3 Evaluation and Organizational Improvement
PA 6630 3 Strategic Planning
Select ONE of the following courses:
ADE 6617 3 Seminar in Personnel Planning and Leadership
EAL 6643 3 Administration of School Personnel
PA 6624 3 Public Human Resource Management

Dual Concentration
For students pursuing the MSADE degree with a dual concentration, a single course can be applied only one time to satisfy degree requirements.

GRADUATE CERTIFICATES IN ADULT EDUCATION

Students should consult the General Regulations section of the Graduate Catalog for additional information regarding Graduate School admission requirements, transfer credit, and other critical policies and procedures.

Students holding a graduate certificate in Adult Education (ADE) will not be recommended for any teacher/counselor/administrator certificate or license.

Four (4) graduate certificates in Adult Education are available:

  • Certificate in Curriculum and Instructional Design (CID)
  • Certificate in Instructional Technology (IT)
  • Certificate in Leadership Studies (LS)
  • Certificate in Workforce Development (WD)

Admissions Requirements
Applicants pursing the Graduate Certificate in 1) Curriculum and Instructional Design, 2) Instructional Technology, 3) Leadership Studies, and 4) Workforce Development must be admitted to the Graduate School and MSADE program. See Graduate Admissions and MSADE Admission requirements.

Option 1: Special Admission Non-Degree Matriculates
See Special Admission: Non-Degree matriculates requirements in the graduate catalog.
Option 2: Admission for Current Students
Student must be admitted to the Graduate School and the Master of Science in Adult Education program at Troy University. See Graduate Admission and the Master of Science in Adult Education program requirements.
Option 3: Admission for Post-Master’s Students
Students who have graduated from a master’s degree program at Troy University or another university may be admitted to the certificate program. See Post Master’s Admission and Certificate Admission requirements in the graduate catalog. Admission is unconditional.

Course Requirements (12sh)
Admitted ADE students may qualify for a certificate by completing the four required courses and maintaining an overall 3.0 GPA or better in order to meet the certification requirement.

**For students pursuing a MSADE concentration along with a certificate, a single course can be applied only one time to satisfy the concentration or certificate requirements. Due to overlapping courses, students may not earn a certificate that is comparable to their concentration. Faculty approval is required.

Advisement
Faculty advisement for the certificate program is required.

Certificate Assessment –Exit Survey
All students will complete an exit survey.

Financial Aid
Follow Graduate School guidelines.

Guidelines/Procedures for Obtaining Certificate
Students who wish to be issued a certificate must submit the following to the Chair of the Division of Education or designee:

  1. Complete Certification Intent
  2. Copy of transcript

Internal processing for certificate:

  1. Division of Education Chair/designee collects certification intent form and student transcripts
  2. Division of Education Chair/designee sends documents to registrar for processing of certificate

Locations: eTroy

Certificate in Curriculum and Instructional Design

Performance Objectives:
Upon completion of the ADE/CID certificate, students should be able to demonstrate the following competencies:

  1. Describe unique aspects of adult learning and how these traits impact curriculum and instructional design for adult learners.
  2. Explain prominent activities in the development of curricula and instructional materials associated with instructional systems design, instructional strategies, and learner characteristics.
  3. Identify methods for evaluating adult education programs.

Requirements (12sh)
Admitted ADE students may qualify for the certificate by completing the four required courses and maintaining an overall 3.0 GPA or better in order to meet the certification requirement.

ADE 6670 3 Adult Learning and Development
ADE 6680 3 Curriculum Development for Adult Education
EDU 6613 3 Principles of Instructional Design
     
Select ONE of the following courses:
ADE 6674 3 Methods and Strategies for Teaching Adults
EDU 6616 3 Distance Learning Strategies
*Complete Certificate Assessment Exit Survey

Certificate in Instructional Technology
Performance Objectives:

Upon completion of the ADE/IT certificate, students should be able to demonstrate the following competencies:

  1. Describe some of the unique aspects of adult education in terms of development, learning theory, and/or historical foundations.
  2. Develop curricula in systematic and practical ways to create effective, efficient, and appealing instruction in any content area and with any medium, including live instruction.
  3. Incorporate state-of-the art technologies and innovative strategies in adult education curricula.

Requirements (12sh)
Admitted ADE students may qualify for the certificate by completing the four required courses and maintaining an overall 3.0 GPA or better in order to meet the certification requirement.

ADE 6670 3 Adult Learning and Development
EDU 6606 3 Current and Emerging Instructional Technologies
EDU 6613 3 Principles of Instructional Design
EDU 6616 3 Distance Learning Strategies
*Complete Certificate Assessment Exit Survey

 

Certificate in Leadership Studies
Performance Objectives:
Upon completion of the ADE/LS certificate, students should be able to demonstrate the following competencies:

  1. Develop and implement an organizational vision.
  2. Demonstrate the skills necessary for the development and implementation of short, long, emergency, and strategic plans.
  3. Understand how organizations function and demonstrate an ability to utilize this knowledge with a wide variety of organizational stakeholders.
  4. Understand personal development and personnel processes in order to build support for organizational change and progress

Requirements (12sh)
Admitted ADE students may qualify for the certificate by completing the four required courses and maintaining an overall 3.0 GPA or better in order to meet the certification requirement.

EAL 6633 3 Leadership
ADE 6641 3 Organizational Behavior and Group Dynamics
COM 6600 3 Communication and Influence
     
Select ONE of the following courses:
ADE 6617 3 Seminar in Personnel Planning and Leadership
COM 6610 3 Leadership and Media Strategies
EAL 6653 3 Evaluation and Organizational Improvement
*Complete Certificate Assessment Exit Survey

 

Certificate in Workforce Development
Performance Objectives:
Upon completion of the ADE/WD certificate, students should be able to demonstrate the following competencies:

  1. Develop an understanding of workforce development policies and systems in the United States.
  2. Develop skills in the collection, analysis, and interpretation of labor market data and trends.
  3. Understand the needs, characteristics, and learning styles of the labor force.
  4. Develop skills in the development, management, and evaluation of programs.
  5. Develop an understanding of business models and concepts.

Requirements (12sh)
Admitted ADE students may qualify for the certificate by completing the four required courses and maintaining an overall 3.0 GPA or better in order to meet the certification requirement.

ADE 6610 3 Foundations of Workforce Development
ADE 6612 3 Workforce Management & Organizational
Development
ADE 6670 3 Adult Learning and Development
     
Select ONE of the following courses:
PSY 6635 3 Vocational Psychology/Career Development
ADE 6680 3 Curriculum Development for Adult Education
*Complete Certificate Assessment Exit Survey

 

MASTER OF SCIENCE (M.S.) SECOND LANGUAGE INSTRUCTION NON-CERTIFICATION PROGRAM

This is a non-certification program. Students holding this degree will not be recommended for any teacher/counselor/administrator certification or license.

Students should consult the General Regulations section of the Graduate Catalog for additional information regarding Graduate School admission requirements, transfer credit, and other critical policies and procedures.

Purpose

The purpose of the Master of Science in Second Language Instruction (SLI) is to offer students an opportunity to acquire proficiency, knowledge and skills in the pedagogical process of teaching language to non-native speakers.

Program Objectives

Upon successful completion of the Master of Science in Second Language instruction, our students will demonstrate:

  1. The professional skills and academic competencies required for second language instruction;
  2. Knowledge of recent theories of how languages are structured and acquired;
  3. Knowledge of and understanding of principles necessary to create and deliver appropriate lesson plans;
  4. Knowledge of and ability to create appropriate assessments;
  5. Knowledge of a wide range of research methodologies and how they rate to increased achievement for language learning students;
  6. Knowledge of a wide range of cultural values and beliefs represented by different cultures and how they relate to increased achievement for all students.

Admission Requirements

To apply for admission to the Master of Science in Second Language Instruction program, applicants must submit:

  1. A completed Application for Admission to the Graduate School.
  2. Must hold a baccalaureate degree in English or another language, sociology, education, psychology, journalism, linguistics or any language related discipline.
  3. Official transcript(s) from all universities attended.
  4. Two (2) letters of recommendation submitted in English from former or current professors. The letters are expected to provide insights into the applicant’s ability and aptitude for graduate study. If working, letters from colleagues will be accepted.
    See web request form at: http://trojan.troy.edu/graduateschool/forms.html

Unconditional Admission
Students should meet the unconditional admission requirements for the Graduate School with the following exceptions:

  1. Applicants must have achieved at least a 3.0 GPA on all undergraduate work.
  2. Students must demonstrate a strong evidence of excellence in language skills by providing an essay on a topic in literature, writing, language, linguistics, education or any related field.

Conditional Admission
Students entering the English as a Second Language Track must successfully satisfy one of the following:

  1. Make a satisfactory score on the Test of English as a Foreign Language (TOEFL): TOEFL: IBT (internet based test) 80/ 213/CBT (computer based test) 213/ PBT (paper based test) 550.
  2. Make a satisfactory score on the International English Language Testing System (IELTS): score of 6.5
  3. Make a satisfactory score on the ACT COMPASS ESL exam. To pass the ACT Compass ELS, a student must attain a total of 270 on the Listening, Reading and Grammar sections, with no individual score below 85, and a minimum score of 8 out of 12
    on the writing test.
    Note: The ACT Compass ESL may be taken only once.

Transfer Credits

A maximum of 12 credit hours taken at another regionally accredited university with a grade of “B” or better can be applied to the MSSLI degree. These courses must be comparable in catalog description to courses in the MSSLI program and must be approved by the Dean of the College of Education.

Academic Advisement

Faculty advisement for the program is required.

Degree Requirements

  1. Credit hours required in major courses: 27 semester hours
  2. Credit hours required in support courses: 4 to 6 semester hours (Capstone Option)
  3. Credit hours in required or free electives: None
  4. Credit hours for thesis or dissertation: 4 to 6 semester hours (Thesis Option). Additional requirements such as preliminary qualifying examination, comprehensive examination, thesis, dissertation, practicum or internship, some of which may carry credit hours included in the list above.

Curriculum

The MSSLI degree curriculum consists of 9 core required courses and 2 courses that consist of a choice of either the Thesis Option or the Capstone Option. All courses offer three semester hours (SH) of credit except the Practicum Course which offers 1 – 3 hours of credit.

Capstone Option
1. Successfully complete 9 Core Courses (27 SH)
2. Successfully complete a Practicum (1-3 SH)
3. Successfully complete an approved capstone (3 SH)
Total 31-33 SH
Thesis Option
1. Successfully complete 9 Core Courses (27 SH)
2. Successfully complete a Practicum (1-3 SH)
3. Successfully complete a Thesis(3 SH)
Total 32-33 SH
SL 6610 3 Survey of SLA for SL Teachers
SL 6615 3 Intro to Linguistics
SL 6620 3 Survey of Sociolinguistics for Second Language Teachers
SL 6630 3 Principles, Techniques & Materials in SL Teaching
SL 6635 3 Methods & Approaches in SL Teaching
SL 6640 3 Teaching Language Skills
3 Grammar
SL 6653 3 Assessment & Evaluation
SL 6691 3 Research Methodology
 
Select Either the Capstone Option or the Thesis Option:
 
Capstone Option  
9 Core Courses 27 SH  
SL 6696 1-3 Practicum AND
SL 6699 3 Capstone
 
TOTAL 31-33 SH
 
Thesis Option  
9 Core Courses    
SL 6696 1-3 Practicum
SL 6695 3 Capstone
 
TOTAL 31-33 SH

EDUCATION SPECIALIST (Ed.S.)

NON-CERTIFICATION PROGRAM

Community Counseling (Ed.S.) Non-Certification Program

Students should consult the General Regulations section of the Graduate Catalog for additional information regarding Graduate School admission requirements, transfer credit, and other critical policies and procedures.


30 Semester Hours
Location: Montgomery

The Ed.S. in Community Counseling is restricted to students who hold a minimum 36-semester hour master’s degree in counseling. It is not a program which is approved by the Alabama State Department of Education as a certification program.

Goals
The Community Counseling program provides broader experiences in counseling. The knowledge base expands the student’s exposure to theories of counseling, group leadership, and specialized areas of study.

Objectives for Community Counseling Ed.S.

  1. To expand knowledge of the functions, roles, professional identity, current trends/issues, professional organizations, and professional identity.
  2. To expand sensitivity and skill in providing counseling services to diverse cultural populations.
  3. To expand knowledge and skill in research.
  4. To expand knowledge of principles, theories, and practices of community interventions.
  5. To expand knowledge related to the general principles and practices of etiology, diagnosis, treatment, referral, and prevention of mental and emotional disorders and dysfunctional behavior.
  6. To expand the ability to apply sound clinical and ethical judgment and skills.
  7. To demonstrate psychological health and the ability to use high levels of self-awareness.
Coursework: (30 Semester Hours)
Required Courses: (15-18 sh)
CP 7702 3 Advanced Theories and Techniques of Counseling
CP 7700 3 Advanced Practicum in Group Leadership
CP 7753, 7754, 7755 1-6 Internship: Advanced Counseling
CP 7791, 7792, 7793 1-3 Research Seminar
CP 7794 3-6 Field Project
  OR  
CP 7795 3-6 Thesis
PSY 6693 3 Psychological and Educational Statistics
Adviser Approved Electives: (12-15 sh)

MASTER OF SCIENCE (M.S.) COUNSELING AND PSYCHOLOGY PROGRAMS

COUNSELING AND PSYCHOLOGY PROGRAMS
Master of Science (M.S.) Program Specialty
Semester Hours
Alabama Campuses  
    Dothan Montgomery Phenix City Troy Global Campus*
Clinical Mental Health Counseling 60 X X X X X
Rehabilitation Counseling 48 X X X X  
School Counseling (M.S.Ed.) 48 X X X X  
General Counseling
(non-licensure; non-certification program)
36   X     X
Student Affairs Counseling 48       X  
Substance Abuse Counseling 48   X      
Addictions Counseling Certificate 15 X X X   X
Post Masters Certificate in Clinical Mental Health Counseling 15 X X X X X
* Please refer to http://www.troy.edu/admissions/ for specific program availability by location.

MASTER OF SCIENCE (M.S.) COUNSELING AND PSYCHOLOGY

Students should consult the General Regulations section of the Graduate Catalog for additional information regarding Graduate School admission requirements, transfer credit, and other critical policies and procedures.

Accreditations

The Clinical Mental Health Counseling program is accredited by the Council for Accreditation of Counseling and Related Educational Programs (CACREP) at the following locations: Ft. Walton Beach, Montgomery, Orlando, Panama City/Tyndall AFB, Pensacola, Phenix City, Tampa, and Troy.

The School Counseling Program available at all four Alabama Campuses is accredited by both CACREP and by the Council for the Accreditation of Educator Preparation (CAEP). The School Counseling program is approved by the Alabama State Department of Education and lead to Alabama Class A certification.

The Rehabilitation Counseling Program offered at all four Alabama Campuses are accredited by the Council on Rehabilitation Education (CORE).

Troy Global Campus College of Education students must meet all specialized accreditation requirements to be classified as graduates of specialized accredited programs (NCATE, CACREP, and CORE). Up to 12 hours of coursework completed at a site/university with the appropriate specialized accreditation may be considered for application toward program completion. See Transfer Credit Section for additional information.

Counseling and Psychology Mission Statement

The mission of the Department of Counseling and Psychology is to educate, develop and train counseling and psychology professionals by utilizing the highest external standards set by state and national licensing/certifying boards. Counselor education faculty design and deliver counseling programs through a variety of instructional modalities. The counseling degree programs provide graduate education at regional and state locations. The program seeks students from diverse populations.

Goals and Objectives

Students graduating from Troy University’s counseling programs should:

  1. Obtain knowledge and understanding of the identity, roles, history, philosophy, credentials, licensure, legal/ethical, current trends, practices, supervision models, collaboration-crisis-trauma concepts, and self-care strategies related to the counseling profession.
  2. Gain knowledge and understanding of program evaluation and research methodology to include application, evaluation and analysis of quality research and effective counseling programs.
  3. Develop personal and professional dispositions to effectively analyze and evaluate ethical, legal, diverse, and best practice issues related to the counseling profession.
  4. Develop counseling abilities to analyze, evaluate. Apply and create treatment methodologies, therapeutic interventions, assessment techniques, effective cultural strategies, and other abilities that apply to the practice of counseling in school, agency clinical and community settings.
  5. Demonstrate analysis, evaluation and application of core counseling concepts as applied to the knowledge of professional identity and practice.

Counseling and Psychology Admission Policy

In addition to meeting graduate school admissions requirements, the student is required to have the following:

  1. Three specified reference forms/letters to include one from the applicant’s undergraduate adviser, department chair or dean, most recent employer, and a person chosen by the applicant. If the applicant is unable to obtain references regarding educational or employment history, selected individuals may be approved by the Graduate Counseling Admissions Committee. These references must attest to the applicant’s potential in forming effective interpersonal relationships, aptitude for graduate study, appropriate vocational goals relevant to the program, and personal and professional self-development as well as other relevant information to be determined by the program faculty.
  2. A resumé that includes personal information and professional portfolio regarding topics such as, but not limited to, educational and work history, personal and professional goals, professional affiliations, awards, articles, and references.
  3. Individual and/or group interviews conducted by members of the program faculty to assess the following topics: appropriateness of academic history, work history, relationships in individual and group contexts, vocational goals and objectives and their relevance to the program, each applicant’s openness to self-examination, personal and professional self-development, and other factors deemed relevant by the program faculty regarding successful performance as a graduate student and as a counselor.
  4. Evidence of academic skills deemed essential by the program faculty to include, but not limited to, written and oral communication, comprehension and critical analysis of professional literature, basic use of the library, Internet, and other information systems, and competence in statistics and relevant mathematics.
  5. Approval of the Graduate Counseling Admissions Committee for the department within the parameters established by the College of Education and the Graduate Council.

For conditionally admitted students, a Plan for Proving Graduate Status (PPGS) shall be developed during the student’s first semester/term of enrollment. The PPGS may include

  • specific undergraduate or graduate courses as prerequisites,
  • retaking entrance exams, and
  • proficiency examinations and/or work samples, papers, projects or other measures of performance.

The required level of performance for the PPGS shall be communicated to the student in writing with a designated completion deadline. Students who are conditionally admitted may take for graduate credit only courses that are approved in the PPGS. Conditionally admitted students must complete all requirements specified in the PPGS and maintain a grade of “B” or better on each course attempted within the first nine hours of graduate work.

Those students who do not meet the requirements described in item four above (evidence of academic skills) but who meet all other requirements for unconditional or conditional admission shall also develop a PPGS. These students may be admitted conditionally subject to the requirements and time period specified in the PPGS. Such students must also complete all requirements specified in the PPGS and maintain a 3.0 (4.0) scale grade point average on each course attempted within the first nine hours of graduate work.

Students must complete all admission requirements prior to registering for any graduate courses. However, those students who are required to develop a PPGS due to deficiencies in academic skills may have additional time as specified in the PPGS to remediate those deficiencies. If the student fails to meet all admission requirements within the time specified in the PPGS, the student will be withdrawn from classes with no credit.

Counseling and Psychology Program Guidelines

  1. Required Hours.
    Students enrolled in programs in Counseling and Psychology must complete 60% of required hours (excluding internship and/or practicum) at the site where internship and/or practicum are completed. (Required hours to be completed at internship/practicum location 60 hour program—10 courses; 48 hour programs-8 courses; 36 hour program-7 courses) Students should see their academic adviser for specific requirements.
  2. Internships/Practicum
    Students are required to complete supervised internship and practicum courses at the same campus.
  3. Comprehensive Examination
    Student must pass a written comprehensive examination for completion of counseling and psychology programs. For more detailed information, please consult the Counseling Programs Student Handbook.
  4. Student Handbooks
    Students enrolled in Counseling programs are required to follow all policies, procedures, guidelines and regulations stated in the Counseling Programs Student
    Handbook
    and the Practicum/Internship Handbook. These two handbooks are common for all campuses. A third common handbook, Supervisor's Manual, is provided to professionals supervising practica and internships.
  5. Research Requirement
    Students enrolled in the Counseling and Psychology programs are required to take CP 6691 Research Methods only at Troy University. This course may not be substituted with another Troy University research course or one transferred from another university.

Counseling and Psychology Programs

Clinical Mental Health Counseling
60 SH
Location: Augusta, Dothan, Ft. Walton Beach, Montgomery, Orlando, Panama City/Tyndall AFB, Pensacola, Phenix City, Troy, and Tampa

Mission Statement:
The Clinical Mental Health Program is designed to train mental health counselors. This 60-semester hour program has been tailored to meet educational standards for state licensure and national counseling credentials.

The program is designed to provide students with knowledge of theory, application of counseling skills to various agency populations, knowledge of both normal and pathological development and behavior, and expertise in treatment planning.

Objectives for Clinical Mental Health Counseling
The Clinical Mental Health Counseling Program seeks to prepare graduates who have achieved the following:

  1. An in-depth knowledge of professional ethics, including an understanding of ethical issues and applications
  2. An active professional identity as evidenced by participating in professional associations, such as the American Counseling Association
  3. A strong knowledge base regarding counseling facilitation skills, theories, and techniques
  4. An understanding of human development, both normal and abnormal
  5. Culturally sensitive skills to ensure the ability to work with diverse populations
  6. An understanding of career development and related life factors
  7. An understanding of theoretical and experiential concepts of group work
  8. An understanding of individual and group approaches to assessment and evaluations
  9. An understanding of research methods, statistical analysis, needs assessment, and program evaluation

Coursework for Clinical Mental Health Counseling (60 sh)

Required Courses (51 sh)
CP 6600 3 Professional Orientation & Ethics
CP 6601 3 Legal, Ethical, and Professional Standards
CP 6605 3 Foundations of Mental Health Counseling
CP 6610 3 Facilitation Skills and Counseling Techniques
CP 6642 3 Group Dynamics and Counseling
CP 6649 3 Theories of Counseling
CP 6691 3 Research Methodology
PSY 6635 3 Vocational Psychology and Career Development
PSY 6645 3

Evaluation and Assessment of the Individual

PSY 6668 3 Human Lifespan and Development
PSY 6669 3 Behavior Pathology
PSY 6670 3 Diagnosis and Treatment Planning
CP 6650 3 Practicum (100 hours)
CP 6651 3 Counseling Diverse Populations
CP 6656 3 Marriage, Family and Sex Therapy Counseling
CP 6659 3 Internship: Mental Health (300 hours)
CP 6660 3 Internship: Mental Health (300 hours)
     
Select Option 1 or Option II below: (9 sh)*
*Option I (Required for licensure in Florida)
*CP 6634 3 Drug Education, Prevention, and Intervention
6 Hours of adviser approved electives
  OR  
Option II    
9 sh of Adviser-approved elective

Rehabilitation Counseling
48 Semester Hours
Location: Dothan, Montgomery, Phenix City, Troy

The Rehabilitation Counseling program at Troy University is fully accredited by the Council on Rehabilitation Education (CORE) through 2015 (www.core-rehab.org). Students are admitted each semester. Those interested in applying should complete an application at www.troy.edu. The Rehabilitation Counseling program was awarded the RSA Long Term Training Grant in 2005 and again in 2010. This grant makes scholarships available to Rehabilitation Counseling students who intend to work in a nonprofit rehabilitation setting. Any student interested in applying for the scholarship should contact his or her advisor for an application and further details on the scholarship.

Student outcomes are evaluated using common assignments in all required courses. In addition, students must complete a program midpoint evaluation and a final dispositions evaluation during their last internship. All student outcome evaluations are based on CORE standards and data is collected using LiveText. Students must also successfully pass a comprehensive exam prior to graduation. Students enrolled in the rehabilitation counseling program can opt to take the CPCE or CRC exam for their comprehensive exam.

The Rehabilitation Counseling program is offered on the Dothan, Montgomery, Phenix City and Troy campuses. There are six faculty members who are Certified Rehabilitation Counselors (CRC). As of Spring 2013, Troy University has 87 students (full and part time students combined) on the four campuses. Approximately 84% of the students are from underrepresented groups, including those with disabilities. In 2012, a total of 16 students graduated from the program. These graduates work in a variety of settings including state rehabilitation agencies (Alabama, Florida, and Georgia), the VA, and community rehabilitation programs.

Further information regarding enrollment, retention, graduation rate, and employment of students can be obtained from the program coordinator. In addition, Troy University publishes the Fact Book annually which gives enrollment and graduation rates for all programs at the university.

Mission Statement
The mission of the Troy University Rehabilitation Counseling program is to prepare rehabilitation counselors to provide rehabilitation services designed to assist individuals with disabilities to achieve their maximum potential. In addition, services will be provided to rehabilitation agencies and programs, and research related to rehabilitation will be pursued. The Troy University program leads to a Master of Science degree with a specialty in Rehabilitation Counseling. Students may choose an emphasis area in either hearing or visual impairment. Upon graduation, students will have the basic foundational knowledge, skill and experiences necessary to enter the profession of rehabilitation counseling and practice as rehabilitation counselors.

Objectives for Rehabilitation Counseling
To prepare master’s-level rehabilitation counselors who

  1. understand and follow the Code of Professional Ethics for Rehabilitation Counselors;
  2. know the laws that affect individuals with disabilities and are able to advocate for the rights of those individuals;
  3. understand the concept of choice, self-advocacy and self-determination, and promote these concepts throughout the rehabilitation process;
  4. value the worth and dignity of all individuals and view individuals with disabilities as equal partners in the rehabilitation process;
  5. demonstrate the ability to practice counseling techniques, job placement skills, and career strategies that will assist individuals with disabilities to develop the skills and competencies they need to function effectively in society; and
  6. know the technology and accommodations that are available to provide individuals with disabilities access to work, leisure, and school activities.

To continuously update the Rehabilitation Counseling Specialty by

  1. encouraging communication, feedback, and evaluation between faculty, students, and community resources to promote quality programmatic improvement;
  2. providing a balanced curriculum of knowledge and skill development that is consistent with the requirements of the Council on Rehabilitation Education (CORE);
  3. promoting research by students and faculty in the area of rehabilitation counseling; and
  4. promoting participation in local, state and national professional rehabilitation and counseling associations.

Coursework for Rehabilitation Counseling (48 sh)

Required Courses (45 sh)
CP 6600 3 Professional Orientation and Ethics
CP 6610 3 Facilitation Skills and Techniques
CP 6649 3 Theories of Counseling
PSY 6645 3 Evaluation and Assessment of the Individual
CP 6691 3 Research Methodology
CP 6651 3 Counseling Diverse Populations
PSY 6635 3 Vocational Psychology and Career Development
PSY 6668 3 Human Lifespan and Development
CP 6650 3 Practicum (100 hours)
CP 6670 3 Internship: Rehabilitation Counseling (300 hours)
CP 6671 3 Internship: Rehabilitation Counseling (300 hours)
PSY 6688 3 Medical/Psychosocial Aspects of Disability
CP 6652 3 Rehabilitation Delivery and Process
CP 6686 3 Job Development and Placement
CP 6642 3 Group Dynamics and Counseling
     
Select one (adviser approval required): (3 sh)
PSY 6664 3 Assessment of Disabling Conditions
CP 6687 3 Placement of Special Disability Groups
CP 6680 3 Seminar: Counseling Approaches to Working with Hearing Impairment
CP 6681 3 Seminar: Counseling Approaches to Working with Visual Impairment
OR Adviser-Approved Elective in Rehabilitation Counseling

School Counseling
48 Semester Hours
Location: Dothan, Montgomery, Phenix City, Troy

Mission Statement
The School Counseling Program is designed to train graduate level students as school counselors. The program meets Alabama State Department of Education guidelines for school counselor certification and follows guidelines of Council for Accreditation of Counseling and Related Programs. The curriculum is designed to train school counselors in the knowledge of theory, application of counseling skills in working with K-12 grade level students, knowledge of program development, foundations, and implementation of comprehensive guidance programs, development of professional and personal dispositions, advocacy of children and adolescents, and development of graduate students to become professional school counselors.

Objectives for School Counseling

  1. To develop knowledge of the foundations of school counseling to include history, philosophy, current trends/issues, models, role, functions, professional identity, leadership/advocacy strategies and legal and ethical issues.
  2. To develop skills in technology as applied to school counseling.
  3. To develop sensitivity to provide counseling to diverse school populations and skills to identify barriers that may impede academic, career, and personal/social development of students.
  4. To develop skills in comprehensive guidance program development (e.g. ASCA National Model) to include needs assessments, program development and program evaluation.
  5. To develop skills related to academic and behavioral assessment of students and interpretation of assessment results to administrators, parents and students.
  6. To develop knowledge of understanding the influence of multiple factors (family dynamics, violence, abuse, disorders, substance abuse, anxiety, depression) that impact school age students.
  7. To develop knowledge and skills in counseling to include individual, group, crisis management and classroom guidance
  8. To develop knowledge and skills in collaboration and consultation to effectively work with community agencies, parents, teachers and other school personnel.
  9. To develop knowledge and skills in conducting programs designed to enhance students’ academic, personal/social, career and other developmental needs of students.
  10. To understand the effects of health/wellness, atypical growth and development and resiliency on school age children.
  11. To develop school emergency management plans and understand the role of the school counselor during crises, disasters and other trauma-causing events.
  12. To develop knowledge in counseling, prevention and intervention including theories of effective counseling, techniques of counseling, treatment planning, and strategies for identifying student strengths and weaknesses to deal with problems.
  13. To develop an understanding of research and evaluation including research relevant to the practice of school counseling, program evaluation, accountability, outcome data and best practices.
  14. To develop knowledge of the relationship of the school counseling program to the academic mission of the school and skills for teaching counseling and guidance-related curricula.
  15. To develop knowledge of the qualities, principles and skills of effective leadership in schools and to understand the role of the school counselor as system change agent.
  16. To understand and have knowledge of student services such as the Individual Education Plans (IEP), the 504, and the Student Support Team (SST).

Additional School Counseling Requirements

  1. Hold a valid Teaching Certificate in any field. Temporary, provisional, and other nonrenewable certifications are not acceptable. (See below for admission option for students without a current Teaching Certificate).
  2. To complete certification requirements, students also must have two years of professional experience.

    Note: Candidates are restricted to six hours of graduate coursework prior to admission to the Graduate Teacher Education Program (GTEP) School Counseling.

Admission to CACREP Accredited School Counseling Program without Teaching Certificate (Option offered by Alabama State Department of Education):

  1. Students who have an earned bachelor’s degree from a regionally accredited college or university but who did not complete a bachelor’s or master’s degree professional educator preparation program may apply for admission to a Troy University CACREP accredited school counseling program.
  2. Students applying to the program must meet all University and Counseling & Psychology program admission requirements as outlined in this catalog.
  3. Background check.
Coursework for school Counseling
48 Semester Hours

Required Courses: (45 sh)
CP 6600 3 Professional Orientation and Ethics
CP 6610 3 Facilitation Skills and Techniques
CP 6642 3 Group Dynamics and Counseling
CP 6645 3 Current Trends in School Counseling
CP 6649 3 Theories of Counseling
CP 6691 3 Research Methodology
CP 6651 3 Counseling Diverse Populations
CP 6641 3 School Counseling Program Management
PSY 6606 3 Interventions for Children and Adolescents
PSY 6645 3 Evaluation and Assessment of the Individual
PSY 6668 3 Human Lifespan and Development
CP 6650 3 Practicum (100 hours)
CP 6657 3 Internship: School Counseling (300 hours)
CP 6658 3 Internship: School Counseling (300 hours)
PSY 6635 3 Vocational Psychology and Career Development
     
Electives
Students must take one advisor approved elective (3sh)

*Students who have not taken the survey of special education course are required to take that course.


General Counseling*
36 sh
Location: Ft. Walton Beach, Montgomery, Orlando, Panama City/Tyndall, Pensacola, and Tampa

*this is a non-licensure/non-certification degree.

Mission Statement
The General Counseling Program is designed to train social service providers. This 36-semester-hour program has been tailored to meet needs of individuals interested in providing social services in settings that do not require licensure.

The program is designed to provide students with knowledge of theory and application of counseling skills particularly as it relates to providing general counseling.

Coursework for General Counseling
36 Semester Hours

Required Courses: (30 sh)
CP 6600 3 Professional Orientation and Ethics
CP 6642 3 Group Dynamics and Counseling
PSY 6645 3 Evaluation and Assessment of the Individual
CP 6649 3 Theories of Counseling
CP 6651 3 Counseling Diverse Populations
CP 6655 3 Practicum: General Counseling (100 hours)
CP 6691 3 Research Methodology
PSY 6635 3 Vocational Psychology and Career Development
CP 6610 3 Facilitation Skills and Counseling Techniques
PSY 6668 3 Human Lifespan and Development

Advisor-Approved Electives (6 sh)

Student Affairs Counseling
48 Semester Hours
Location: Troy


Mission Statement
The mission of the Troy University Student Affairs Counsel-ing program is to prepare student affairs counselors to provide competent professional service in all areas of student services counseling at the post-secondary level. Upon graduation, students will have foundational knowledge of the theories of student development and of the characteristics, needs, and programs required to assist students in higher education. Students will also have the basic skills and experience in assessment, services, and administration of student affairs departments to enter the profession of Student Affairs Counseling.

Objectives for Student Affairs Counseling:

  1. Develop knowledge of the foundations of the student affairs profession to include history, philosophy, current trends/issues, functions, and legal and ethical considerations.
  2. Develop knowledge and sensitivity to provide counseling services to students from diverse populations.
  3. Develop knowledge and skills in conducting student affairs programs to provide the academic, social and career environments that promote student success.
  4. Develop skills related to assessment of students and the college environment and interpretation of assessment results to administrators, students and faculty.
  5. Develop skills in consultation to include working with faculty, professional staff, and student families in areas related to student development and welfare.
  6. Develop skills in technology as applied to student affairs services.
  7. Develop knowledge and skills of theories, models, and practices of leadership, organizational management, and program development.

Coursework for Student Affairs Counseling
48 Semester Hours

Required Courses: (30 sh)
CP 6600 3 Professional Orientation and Ethics
CP 6610 3 Facilitation Skills and Counseling Techniques
CP 6642 3 Group Dynamics and Counseling
CP 6649 3 Theories of Counseling
CP 6651 3 Counseling Diverse Populations
CP 6691 3 Research Methodology
PSY 6668 3 Human Lifespan Development
PSY 6645 3 Evaluation and Assessment of the Individual
PSY 6635 3 Vocational Psychology and Career Development
CP 6650 3 Practicum (100 hours)
     
Specialty Courses: (12 sh)
CP 6636 3 Foundations of Student Affairs
CP 6637 3 Administration of Student Affairs Programs
CP 6638 3 Internship: Student Affairs (300 hours)
CP 6639 3 Internship: Student Affairs (300 hours)
Advisor Approved Electives:            (6 sh)

Substance Abuse Counseling
48 sh
Location: Montgomery

Mission Statement
The Substance Abuse Counseling Program is designed to train substance abuse counselors. This 48-semester-hour program has been tailored to meet educational standards for state licensure and national counseling credentials.

The program is designed to provide students with adequate knowledge of theory, application of counseling skills particularly as it relates to substance abuse counseling, knowledge of both normal and pathological development and behavior, and expertise in treatment planning.

Objectives for Substance Abuse Counseling:

  1. To develop knowledge of the foundations of the counseling profession to include history, current trends/issues, roles, functions, and professional identity. The program is designed to provide students with adequate knowledge of theory, application of counseling skills particularly as it relates to substance abuse, knowledge of both normal and pathological development and behavior, and expertise in treatment planning.
  2. To develop knowledge of commonly abused drugs, the physiological and psychological implications related to substance abuse, drug abuse prevention and intervention.
  3. To develop knowledge and skills in technology as it is applied to psycho- educational presentations and general counseling, as well as understanding the limitation of technology as it applies to counseling.
  4. To develop sensitivity and skill in providing counseling services to diverse cultural populations.
  5. To develop knowledge and skill in research to include the capacity for being a consumer of research data, and the ability to contribute to program evaluation.
  6. To develop sound clinical and ethical judgment and skills.
  7. To develop knowledge and skill in consultation and cooperation with other counseling agencies and professionals.
  8. To promote counselor accountability and professional credibility.
  9. To demonstrate psychological health and the ability to use high levels of self awareness.

Coursework for Substance Abuse Counseling
48 Semester Hours

Required Courses: (39 sh)
CP 6600 3 Professional Orientation and Ethics
CP 6610 3 Facilitation Skills and Counseling Techniques
CP 6649 3 Theories of Counseling
CP 6642 3 Group Dynamics and Counseling
PSY 6669 3 Behavior Pathology
PSY 6645 3 Evaluation and Assessment of the Individual
CP 6655 3 Internship: Addictions Counseling
CP 6666 3 Internship: Addictions Counseling
CP 6691 3 Research Methodology
CP 6651 3 Counseling Diverse Populations
PSY 6635 3 Vocational Psychology and Career Development
PSY 6668 3 Human Lifespan and Development
CP 6650 3 Practicum (100 hours)
     
Select THREE Courses from the following (9 sh)
CP 6602 3 Seminar in the Prevention/Treatment of Chemical Dependency
CP 6616 3 Treatment of Addictive Family Diseases
CP 6617 3 Treatment Theories and Modalities of Addictive Disease
CP 6634 3 Drug Education, Prevention, and Intervention
PSY 6610 3 Physiological Dynamics of Alcohol and other Drugs

GRADUATE CERTIFICATE IN ADDICTIONS COUNSELING

Students should consult the General Regulations section of the Graduate Catalog for additional information regarding Graduate School admission requirements, transfer credit, and other critical policies and procedures.

Locations: Augusta District, Dothan Campus, eTROY, Ft. Walton Beach District, Montgomery Campus, Orlando District, and Phenix City Campus

Mission Statement
The graduate certificate program is designed to provide Counseling and Psychology students with adequate knowledge of theory, application of counseling skills particularly as it relates to addictions counseling, knowledge of both normal and pathological development and behavior, and expertise in diagnosis and treatment planning.

Admission Requirements

Option 1: Admission for Current Students

Students must be admitted to the Graduate School and the Master of Science in Counseling and Psychology program at Troy University. See Graduate Admissions and the Master of Science in Counseling and Psychology program requirements.

Option 2: Admission for Post-Master’s Students — Completed
Master’s in Counseling (48 sh minimum)

Students who have graduated from a master’s degree counseling program (minimum 48 semester hours) at Troy University or another university may be admitted to the certificate program. See Post Master’s Admission and Certificate Program Admission Requirements in the graduate catalog. Admission is unconditional.

Additional requirements for Option 2:

  • completion of a master’s in counseling degree program that required 48 semester hours or equivalent.
  • degree is from a regionally accredited university
  • degree in counseling must have included a counseling clinical practicum and internship
  • two letters of professional reference

Course Requirements
Students admitted to the Addictions Counseling Certificate Program may qualify for the Certificate by completing five (5) specified courses or 15 semester hours with an overall 3.0 grade point average or better.

Required Courses: (6 sh)
CP 6665 3 Internship: Addictions Counseling
CP 6666 3 Internship: Addictions Counseling
Select THREE courses from the following: (9 sh)
CP 6602 3 Seminar in the Prevention/Treatment of Chemical Dependency
CP 6616 3 Treatment of Addictive Family Diseases
CP 6617 3 Treatment Theories and Modalities of Addictive Diseases
CP 6634 3 Drug Education, Prevention, and Intervention
PSY 6610 3 Physiological Dynamics of Alcohol and other Drugs

Other Requirements
Students who wish to be issued a certificate must submit the following to their home campuses:

  1. Certification Intent
  2. Copy of student transcript

POST-MASTER'S CERTIFICATE IN CLINICAL MENTAL HEALTH COUNSELING

Students should consult the General Regulations section of the Graduate Catalog for additional information regarding Graduate School admission requirements, transfer credit, and other critical policies and procedures.

Locations: Augusta District, Dothan Campus, Ft. Walton Beach District, Montgomery Campus, Orlando District, Phenix City Campus, Troy Campus

Mission Statement

The Post-Master’s Certificate in Clinical Mental Health Counseling is designed to provide post-master’s counseling students with advanced concentration of theory and application skills specifically related to clinical mental health counseling with a conceptual framework of both normal and pathological development and behavior, as well as, expertise in diagnosis and treatment planning for mental health disorders.

Rationale

The Post-Masters Certificate in Clinical Mental Health Counseling provides an opportunity for current Masters level counselor to enhance their clinical skill set and expand their professional expertise.

NOTE: This is not a CACREP accredited certificate program.

Admission Requirements

Option I:
Students who have graduated with a 48 semester hours Masters Degree in Counseling and Psychology from Troy University may be admitted for the Post-Masters certificate. The 48 hours Masters Degree in Counseling must have included a minimum of at least one Clinical Practicum or Internship. Admission is unconditional. Additional requirements for Option I:

  • Two letters of professional reference
  • Letter of intent
  • Resume
  • Admission Interview

Option II:
Students who have graduated with a 48 semester hours Masters Degree in Counseling and Psychology from another regionally accredited university may be admitted to the Post-Masters certificate. The 48 semester hours Masters Degree in Counseling must have included at least one Clinical Practicum and/or Internship. Admission is unconditional. Additional requirements for Option II:

  • Two letters of professional reference
  • Letter of intent
  • Resume
  • Admission Interview

Option III:
Students who have graduated with less than a 48 hours Masters Degree in Counseling and Psychology from Troy University or another regionally accredited university may be admitted to the Post-Masters certificate upon completion of prerequisites that are equivalent to a 48 hour program. Admission is unconditional. Additional requirements for Option III:

  • Two letters of professional reference
  • Letter of intent
  • Resume
  • Admission Interview

Coursework

Required Courses: (6 sh)
CP 6650 3 Practicum: Clinical Mental Health Counseling (100 hours)* or if previously taken, an advisor approved elective
CP 6661 3 Internship: Clinical Mental Health Counseling
Elective: (9 sh)
CP 6601 3 Legal, Ethical, and Professional Standards
CP 6605 3 Foundations of Mental Health Counseling
PSY 6644 3 Bio-Psychology
PSY 6670 3 Diagnosis and Treatment Planning*
CP 7740 3 Theories of Counseling Supervision

*Must have successfully completed a graduate level counseling course in Behavior Pathology.

Other Requirements
Students who wish to be issued a certificate must submit the following to their home campus:

  1. Certification Intent
  2. Certificate Plan and Progress Report
  3. Copy of transcript
  4. Recent passing score on the CPCE or NCE

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