Our graduate programs at Clemson University build on the rich experiences and expertise of faculty and students to provide an educational environment in which both groups share in research, exploration and inquiry. The result of this synergy is impact — on our community and beyond.
The faculty of the Counselor Education Program is dedicated to educating counselor education professionals as scholar practitioners to function in culturally diverse settings. This program utilizes an experiential and theory-to-practice model emphasizing development, prevention, and intervention. The program areas are designed to provide challenging, yet supportive environments that promote professional orientation, commitment to inquiry, and self-awareness.
The faculty is dedicated to the recruitment, retention, and education of diverse professionals. In order to prepare counselor education professionals, the faculty, through a program of planned educational experiences, attempts to develop in each graduate:
Please see the Counselor Education Handbook for general information.
students in classroom working together on laptops School Counseling Program: Thank you for your interest in the Master of Education/Educational Specialist degree program in School Counseling at Clemson University. This CACREP-accredited program is dedicated to preparing school counselors who possess the skills and dispositions to work effectively with diverse populations, to engage in data-driven practices, and to be leaders and advocates in their schools. Students completing the M.Ed./Ed.S. degree program in School Counseling will demonstrate an ability to effectively work with students, teachers, administrators, parents and other members of the community. The growing Upstate South Carolina area affords opportunities for students to gain experience with a wide variety of schools and demographics.
The program and program faculty reside in the Department of Leadership, Counselor Education, and Human and Organizational Development. Current program faculty include Dr. Amy Milsom (who serves as the program coordinator), Dr. Kristen Moran, and Dr. Diane Stutey.
Students may complete the program on a part-time or full-time basis. The full-time program can be completed in two years, including summers. All students must complete the program in six years. Courses are taught in the evenings, Monday through Thursday, at 4:30 or later. Approximately half of the courses are taught at Clemson University and the other half at the University Center in Greenville during each semester. All of the school counseling-specific courses (6 courses) are only taught in Greenville. Full-time students will need to travel back and forth to both locations, and carpooling is encouraged. Most students tend to live in Clemson or Greenville. Typically the program does not offer online classes.
Information is available about school counseling students, including admissions and enrollment data, graduation and employment, and PRAXIS exam outcomes. The 2013-14 School Counseling Program Annual Report documents other program data and modifications.
Students completing Clemson's program in school counseling will earn the Educational Specialist degree and become eligible for starting salaries at the Master's + 30, or EdS, pay level. Graduates are eligible for certification in South Carolina as elementary school counselors, secondary school counselors, or both. Students moving to other states usually have little difficulty pursuing certification, as our program requirements are comparable to requirements in most states. Furthermore, through careful selection of elective courses during their program, students can complete all coursework necessary to pursue the Licensed Professional Counselor (LPC) credential in South Carolina after graduation.
Applicants for the M.Ed. School Counseling program are only reviewed once a year for consideration for admission into the program. Beginning with the 2014-15 academic year, students admitted into the school counseling program will start classes during the second summer session (see academic calendar).
The application deadline is February 1 – and by this date ALL application materials (see required documents below) must be submitted. Application files that are complete by February 1 will be screened, and individuals who pass the initial screening will be invited to a group interview, usually held the last Saturday in February. Final decisions will be made after interviews are finished, typically near the beginning of March.
The school counseling program does not accept transfer students per se. That is, individuals who have started working on a graduate degree in school counseling at another institution must apply to this program in the same way as any applicant. Clemson can accept up to 12 graduate course credits from another institution. Transfer courses must meet the requirements of a Clemson graduate course and have been taken within six years from the date you will complete your graduate degree.
Helpful Tips for Applicants:
The school counseling program faculty seeks to admit a diverse applicant pool, and we review applicant files comprehensively. We try to admit approximately 20 students per year, and we have a very competitive admissions process. The stronger your application, the better chance you have of being offered admission. The applicant pool varies from year to year, however, so it is not possible for us to convey specifics regarding test scores or other factors. You can review the “ Information about Students” document for general characteristics of the students who have been admitted.
school counseling students in classroom working together We want to bring in students who have the potential to succeed in graduate school. Strong applicants show evidence of academic success (e.g., undergraduate GPA>3.00), potential for success in graduate school (e.g., evidenced by GPA, GRE scores, and recommendation letters), and analytical thinking skills (e.g., analytical writing section of the GRE). We do not require any GRE subject tests.
In addition to possessing academic potential, applicants must enjoy working with children and adolescents. We look for individuals who have demonstrated a commitment to children and adolescents through their own recent volunteer or paid experiences – and we love to read in your application essays about experiences that led you to want to work with kids.
Working as a school counselor no longer means only working one-on-one and in small groups with students (although those things still are important parts of the job). Today's school counselors are leaders in their schools and advocates for students. They possess effective counseling skills, are collaborative, and are able to work effectively with diverse populations. As such, we also look for individuals who have demonstrated leadership skills as well as an ability to work well with others and a desire to become culturally competent.
Finally, we expect applicants to have some knowledge of school counseling and to be able to articulate what, in particular, about the profession interests them. Applicants are encouraged to chat with or briefly shadow people who are currently working as school counselors, and to explore what the job is like at various building levels. More information about school counseling can be found through the American School Counselor Association.
The MEd/EdS degree program in school counseling requires 60 credit hours that are designed to be developmental in nature, and appropriate course sequencing is vital to ensure proper counseling skill development. If you already have a master's degree in counseling, you would be eligible to pursue our 30 credit EdS degree program in counselor education. Students are required to meet with their assigned adviser before enrolling in any course. The following courses are required for the 60-credit MEd/EdS degree program:
EDC 8010 Foundations of School Counseling
EDC 8070 Counseling Children and Adolescents
EDC 8100 Theories/Techniques of Counseling
EDC 8110 Multicultural Counseling
EDC 8120 Career Counseling
EDC 8130 Appraisal Procedures
EDC 8140 Development of Counseling Skills
EDC 8150 Group Counseling
EDC 8180 Psychopathology for Counselors
EDC 8510 Leadership in School Counseling
EDF 8010 Human Growth and Development
EDL 8390 Research in Educational Leadership
EDSP 8530 Legal and Policy Issues in Special Education
Approved Electives (6 credits)
EDC 8300 School Counseling Practicum
EDC 8410 School Counseling Internship (2 semesters)
In addition to the coursework and field experience requirements, during their final year in the program students must successfully complete a written final examination and receive a passing score on the PRAXIS II Exam in Professional School Counseling.
school counseling students in classroom working together More Information about the Field Experiences:
Through the two field experiences courses (i.e., practicum and internship) listed above, students must complete a minimum of 700 hours working with school counselors in K-12 settings. The faculty encourages (but does not require) students to complete their field experiences in different building levels to increase their understanding of K-12 school counseling programs. The faculty require students to complete at least one of their field experiences in a diverse school. The Upstate South Carolina area boasts very diverse schools (e.g., ethnicity, language, socioeconomic status), and the faculty are committed to helping students gain experience with populations that will help facilitate their readiness to work effectively with a variety of students and families.
Download a current version of the school counseling program field experience manual.
Practicum involves students completing 100 hours in a school. This equates to approximately one day a week, or two half-days a week, for an entire semester. Students must arrange their work schedules to allow for at least half-days at their sites and must be at their sites throughout the course of an entire semester. The purpose of practicum is to learn about the school setting and to begin developing skills in individual and group counseling as well as classroom guidance. Of the 100 hours, students must accumulate 40 by providing direct services to students (i.e., individual or group counseling, or classroom guidance).
Internship involves students completing 600 hours in a school. The purpose of internship is to further develop skills in individual and group counseling and classroom guidance as well as to practice consultation skills by actively working with teachers and parents. Students are placed in K-12 schools and they can choose the building levels they would like. Internship is to be completed over the course of two semesters, so students will register for two separate six-credit classes of EDC 8410 during back-to-back semesters. During each six-credit class, students are required to accumulate 300 hours at their sites, with a minimum of 120 direct hours per semester. This 300 hours equates to approximately two and a half days a week, or five half-days a week, for an entire semester. Students must arrange their work schedules to allow for at least half-days at their sites (i.e., it is not acceptable for hours to be accumulated in a piecemeal manner, with an hour or two here and there) and must be at their sites throughout the course of an entire semester.
It is not possible for individuals to be employed full-time in a school setting in a position other than school guidance counselor (e.g., teacher, school-based mental health counselor) during internship and successfully complete their internship requirements.
Applicants can review information about tuition and fees for our program. Please also see the Financial Aid website for up to date information regarding financial aid options, and contact that office directly with questions. Some graduate assistantships are available each year through our department and other locations on campus. Assistantships are available to full-time students (enrolled in at least nine credit hours per semester) and typically require a 20-hour per week work commitment. The work assignments will vary depending on the assistantship. Students who obtain these positions will receive an extensive tuition reduction as well as a monthly stipend. Funding for these positions usually does not become finalized until the summer months, so it is difficult to know how many opportunities might be available until the summer. Applicants interested in assistantships should discuss this with the School Counseling Program Coordinator upon receiving an offer of admission.
Additional fees associated with specific school counseling program requirements are approximated below:
On November 4, 2014, Blair McCants Adams received the 2014 Positive Behavior Intervention and Support (PBIS) Leadership Award from the North Carolina Department of Public Instruction. This award is given to exceptional leaders of PBIS across the state who were nominated by peers and colleagues. Blair received her master's degree in school counseling from Clemson in 2010 and is a school counselor at White Oak Elementary in Cape Carteret, NC.
Spring 2014 School Counseling Graduates
Nineteen School Counseling Students Attend the Palmetto State School Counseling Conference in January 2014. Nineteen School Counseling Students Attend the Palmetto State School Counseling Conference in January 2014.
Congratulations to our 2014-15 PI Award Recipient Ginger Phillips, 2009 graduate and school counselor at Mabry Middle School. Read more.
Congratulations to Carrie McCain and Claire Barnett – recipients of the Positive Impact Award! Read more.
The Clemson University School Counseling Positive Impact Award (PI Award) seeks to recognize school counselors who make a difference in their schools and who collect and disseminate data to demonstrate their effectiveness. For more information, see our PI Award page.
2012-2013 Graduates: 100% of those who searched for jobs found employment as elementary, middle, or high school school counselors!
Clemson school counseling students continue to do very well on the PRAXIS II Exam. Results from 2013-2014 show Clemson students scoring well above state and national averages in all subscales:
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