Counselor Education: Graduate Curriculum Changes

Revisions to the curriculum for the MSED degree in Counseling will adjust our current 48 credit hour Community Counselor emphasis to a 60 hour Mental Health Counseling emphasis so as to prepare students to met SED requirements for NYS licensure as Mental Health Counselors. Additional proposed revisions will adjust the curriculum so as to better suit the needs of students in all program emphases: school counselor, college counselor and community/mental health counselor. School and College Counselor emphases will remain at 48 credit hours. The revisions will eliminate EDI 685: Research Design & Statistics and replace it with EDC 685: Research and Program Evaluation. Additionally, revisions will replace EDI 530: Education & Society with EDC 616: Counseling in School Settings. EDC 613: Psychopathology will be renamed EDC 613: Counseling in Mental Health Settings. Further, some courses, which are now 6 credit hours, are changed to two-3 credit hour courses. Some of the courses are renumbered to create a logical program sequence

Interprofessional Education: Graduate Students’ Perspectives

Background: This program evaluation used qualitative methodology to describestudents’ expectations, concerns, needed supports, and experiences in a yearlongInterprofessional Education program.Methods and Findings: Focus groups were used to obtain the views of nurse practitionerand Master of social work students. Students participated in focus groups atthe program beginning and completion. Interprofessional education competencies,expectations, and concerns were examined. Results showed that at the beginning,students indicated a desire to understand the other’s professional role. They alsoexpressed concerns. During the post-program interviews, students indicated adesire to have had more classes and work together in clinical practice. Limitationsincluded a lack of participation of all students in the final focus groups.Conclusions: Student input in a program is essential. Further research is needed.Keywords: Interprofessional education (IPE); Qualitative research; Student evaluation;Graduate educatio

Transformative Learning Through Cultural Immersion

This qualitative study explored avenues to increase students’ intercultural competence through transformative learning. School of Education graduate students and faculty from a small, private university traveled to Ecuador to participate in a cultural immersion practicum. In addition to these primary goals, the trip was designed to facilitate transformative learning about cultural conceptions, diversity, and the dynamics of student differences with the goal of understanding one’s own cultural framework and adapting to another culture to develop empathy towards culturally and linguistically diverse students in the United States

Developing Anti-Racist Scholars: The Role of Adult Education Graduate Programs

The purpose of this paper and this roundtable is to explore the role of adult education graduate programs in preparing anti-racist scholars. In dialogue with others, we seek to understand the broad roles that programs have and the specific responsibilities that adult education graduate students, faculty members, and program administrators may undertake toward this end

Fostering Internationalization in Adult Education Graduate Programs in the United States: Opportunities for Growth

Internationalization is a key element of higher education missions to prepare learners for the global dimensions of their lives and work, which are increasingly integrated. In the United States, adult education graduate programs play a vital role in the wider educational landscape, particularly because of their interconnectedness with diverse disciplines and a working learner student population. Although student and scholar mobility remain important to fostering connections, adult education graduate programs can broaden the scope of internationalization aims. This paper proposes three main opportunities for internationalization growth within adult education graduate programs: incorporating intercultural literacy in formal curricula, emphasizing a continuing professional education approach, and integrating the formal – nonformal – informal education continuum in programs. Conceptualizing efforts within these opportunity sectors can spur innovation central to internationalization initiatives

Building Community in Adult Education Graduate Programs

The purpose of this paper is to discuss the opportunities and challenges of launching a graduate student seminar series in order to build community and informationsharing networks. We share successful program strategies and findings based on experience and a mixed methods study