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Doctor of Philosophy (PhD) in Counselor Education and Supervision

# 201-250 qs subject rankings, psychology main subject area, program overview, main subject, study level, admission requirements, exam scores, tuition fee and scholarships, scholarships.

One of the important factors when considering a master's degree is the cost of study. Luckily, there are many options available to help students fund their master's programme. Download your copy of the Scholarship Guide to find out which scholarships from around the world could be available to you, and how to apply for them.

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The University of Iowa is a major national research university located on a 1,900-acre campus in Iowa City in southeast Iowa, on the Iowa River near the intersection of U.S. Interstate Highways 80 and 380. Iowa is composed of 11 colleges, the largest of which is the College of Liberal Arts and Sciences, enrolling most of Iowa's undergraduates. The Henry B. Tippie College of Business, the Roy J. and Lucille A. Carver College of Medicine, and the Colleges of Education, Engineering, Law, Nursing, Pharmacy, enroll undergraduates, and with the Colleges of Dentistry and Public Health provide graduate education in conjunction with the Graduate College.More than 28,000 students enroll at Iowa each year. Some 64 percent come from Iowa, 21 percent from adjoining states, and 8 percent from the remaining states. International students from 106 countries make up 7 percent of the University's enrollment. The faculty numbers about 1,200 and there are about 13,000 staff. The total annual operating budget is about $1.2 billion, and there are more than 119 major buildings, most of them within walking distance of one another. Adding to the population are more than a million visitors each year who come to enjoy cultural events and art exhibits, to attend Big Ten athletic events, and to participate in the many conferences and educational programs scheduled at the University year-round.Established in 1847, Iowa has won international recognition for its wealth of achievements in the arts, sciences, and humanities. Iowa was the first U.S. public university to admit men and women on an equal basis and the first institution of higher education in the nation to accept creative work in theater, writing, music, and art as theses for advanced degrees. It established the first law school and the first educational radio station west of the Mississippi, broadcast the world's first educational television programs, and developed and continues to hold preeminence in educational testing.The University has world renowned research programs in genetics, hydraulics, and speech and hearing, and has recorded major innovations in agricultural medicine, biocatalysis, biomedical engineering, biomedical sciences, and pharmacology education. Its graduate programs in audiology, printmaking, creative writing, speech-language pathology, and nursing service administration are first-ranked. Iowa scientists, including James Van Allen, have been pioneers in space research, designing and building research instruments for more than 50 successful U.S. satellites and space probes. The University of Iowa operates one of the nation's most advanced and comprehensive university-owned teaching hospitals. It also has developed the most technically advanced driving simulator in the world.

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University Counseling Service

Gihun im, m.a..

Anticipated 2029 – University of Iowa, Ph.D. Student in Counseling Psychology

2024 – Seoul National University, M.A. in Educational Counseling

2018 – Chung-Ang University, B.A. in English Education | B.A. in Psychology (dual degree)

Approach to Therapy

As a therapist, I use a variety of approaches including cognitive-behavioral, humanistic, solution-focused, and dialectical-behavioral methods, all within a client-centered framework that values curiosity and flexibility. Being part of the LGBTQ+ community and an Asian international student, I recognize the importance of considering how different aspects of our identities intersect. My goal is to address, embrace, and empower the unique complexities you bring to therapy with compassion and understanding.

Experience and Clinical Interest

With over three years of experience as a school counselor in South Korea and a two-year practicum at a university counseling center during my master’s studies, I have worked with a diverse range of clients, from elementary students to graduate students. My clinical interests are broad, including depression, anxiety, interpersonal issues, multicultural concerns, career development, sexual orientation and gender identity, family dynamics, adjustment issues, trauma, grief, and life transitions. I am particularly excited to explore and discuss the complexities of multiple identities, power dynamics, oppression, and liberation in therapy. I believe in the transformative power of therapy to help clients reclaim their voices and empower themselves, especially those affected by interpersonal and societal oppression. My research has also focused on the experiences of marginalized individuals, particularly within the LGBTQ+ community.

Photo of Gihun

Current enrolled students can call University Counseling Service at 319-335-7294 to schedule an appointment. Initial Consultation appointments can also be scheduled online. Students must be in the state of Iowa to attend virtual/Zoom appointments.

university of iowa phd counselor education

General Catalog

Counselor education, phd.

university of iowa phd counselor education

This is the first version of the 2024–25 General Catalog. Please check back regularly for changes. The final edition and the historical PDF will be published during the fall semester.

Maintaining Good Standing

PhD students in the Department of Counselor Education must meet the following standards in order to remain in their degree programs and advance to candidacy and remain a candidate for a degree:

  • maintain a grade-point average (GPA) of at least 3.00;
  • successfully complete a practicum, internship, or equivalent professional experience;
  • maintain professional behavior consistent with the ACA Code of Ethics (American Counseling Association) and any additional code of professional ethics adhered to in any agency in which a student completes a practicum or internship; and
  • demonstrate progress toward the degree through successful completion of semester hours specified in the curriculum plan and active registration each session (exceptions may be approved by the advisor).

Each student's academic and professional progress is reviewed annually.

Probational Status

Students who earn a cumulative GPA lower than 3.00 are placed on probational status and are notified in writing. Students on probational status have two consecutive sessions to raise their grade-point average to the established standard. If that requirement is not met, a student may be removed from the program. Students are allowed one probational status during their program of study.

Learning Outcomes

Department standards.

The following are the standards of the Department of Counselor Education at the University of Iowa, which are the key performance indicators for PhD students:

  • acquire the awareness, knowledge, and skills of a professional counselor and/or counselor educator;
  • develop a process of ongoing reflective practice in relation to cultural humility and the profession’s multicultural, social justice, and ethical counseling competencies and education;
  • develop counseling skills that will address problems in living from a developmental/life span approach;
  • cultivate a commitment to ethical practices and behavior in counseling, counselor education, supervision, and research; and
  • acquire an understanding of the social, vocational, educational, and psychological needs of individuals served in various settings such as schools, vocational, or counseling centers.

The Doctor of Philosophy program in counselor education with a counselor education and supervision (CES) subprogram requires a minimum of 72 s.h. of graduate credit. The program provides students with knowledge and skills related to general counseling (including mental health and school counseling), teaching, consulting, supervising counselors, and conducting research. Graduates enter professional work as counselors, counselor supervisors, counselor educators, researchers and/or consultants, or work in other positions requiring expertise in human relations.

Counselor education and supervision graduates are prepared to teach the knowledge and skills required of professional counselors and to supervise beginning and advanced counselors, perform counseling interventions with individuals and groups, and teach human relations skills in colleges or universities. They provide professional consultation with counseling practitioners, educators, and policymakers about counseling program development and evaluation. They also may perform research that contributes to knowledge about counseling, supervision, and counselor education.

The program is accredited by the Council for Accreditation of Counseling and Related Educational Programs (CACREP). The American Counseling Association (ACA) and the Association for Counselor Education and Supervision (ACES) are the professional organizations most related to program activities.

The curriculum includes required courses in counseling, in research tools and applications, and a dissertation.

Most students complete their coursework in three years and take a fourth year to complete the dissertation. Students who have not completed a master's degree program approved by the Council for Accreditation of Counseling and Related Educational Programs (CACREP) may need to remedy deficiencies by taking appropriate coursework at the master's degree level.

The PhD in counselor education with a counselor education and supervision subprogram requires the following work.

Required Courses

Course List
Course # Title Hours
All of these:
Research and Scholarship Internship1-3
or  Counselor Education and Supervision Doctoral Integrated Professional Internships
Advanced Career Development and Counseling3
Essentials of Qualitative Inquiry (or collegiate equivalent)3
Advanced Counseling and Psychotherapy3
Advanced Practicum in Counseling3
Internship in Teaching3
or  Counselor Education and Supervision Doctoral Integrated Professional Internships
Teaching and Learning in Higher Education3
or  Seminar in College Teaching
Seminar: Ethics and Issues in Counseling3
Advanced Social Psychology of Disability3
Advanced Multiculturalism3
Supervision Theory and Practice3
Internship in Supervision3
or  Counselor Education and Supervision Doctoral Integrated Professional Internships
Seminar: Professional Orientation to Counselor Education, Supervision, Leadership, and Advocacy4
Seminar: Issues and Trends in Counseling Research4
Seminar: Research in Counseling3
Intermediate Statistical Methods3
Program Evaluation3

Required Research Courses

Students must complete a specific sequence of research courses including distributed coursework in both qualitative and quantitative areas. In consultation with the academic advisor, they select from basic and advanced doctoral research courses listed under  CES Doctoral Research Requirements on the Department of Counselor Education website.

Elective Minor Area

Students can elect to take a series of courses, typically a minimum of three, outside the Department of Counselor Education (in consultation with a major and minor advisor) to enhance and support their teaching and research interests.

Master's Thesis Project or Equivalent

Students are required to submit a previously conducted master's thesis for faculty review and approval or to complete a new supervised experiential research project before taking comprehensive exams. Students without an approved MA or MS thesis enroll in the following.

Course List
Course # Title Hours
Research and Scholarship Internship1-3
or  Counselor Education and Supervision Doctoral Integrated Professional Internships

Comprehensive Examination

The comprehensive examination consists of an oral defense of a student's portfolio, which covers six professional competency domains in counselor education, and an exam on the minor area. The examination may be taken during a student's final semester of coursework.

Dissertation

The major research project culminating in the doctoral thesis may be on any topic related to counseling and counselor education. The thesis advisor and the examining committee approve the topic and procedures at a formal prospectus meeting. The final oral examination on the thesis is conducted by the examining committee. Students usually earn 10 s.h. for dissertation work, but in some instances they may earn up to 15 s.h. The dissertation committee must include at least two counselor education and supervision faculty members.

Course List
Course # Title Hours
PhD Thesis10-15

Applicants must meet the department's general admission requirements. In addition, applicants must provide evidence of successful experience in counseling or a closely related profession. Applicants without experience may be admitted if their credentials indicate exceptional strengths.

Applicants also must meet the admission requirements of the Graduate College; see the Manual of Rules and Regulations on the Graduate College website. Applicants must meet the department's general admission requirements.

Sample Plan of Study

Sample plans represent one way to complete a program of study. Actual course selection and sequence will vary and should be discussed with an academic advisor. For additional sample plans, see MyUI .

Plan of Study Grid (Manual)
Academic Career
Any SemesterHours
72 s.h. must be graduate level coursework; graduate transfer credits allowed upon approval. More information is included in the General Catalog and on department website.
Students are required to submit a previously conducted master's thesis for faculty review and approval or to complete a new supervised experiential research project before taking comprehensive exams. Students without an approved MA or MS thesis should enroll in Research and Scholarship Internship or CES Doctoral Integrated Prof Internships.
Students can elect to take a series of courses, typically a minimum of three, outside the Department of Counselor Education (in consultation with a major or minor advisor) to enhance and support their teaching and research interests.
 Hours0
First Year
Fall
Create a MyPlan
Advanced Career Development and Counseling 3
Seminar: Professional Orientation to Counselor Education, Supervision, Leadership, and Advocacy 4
Intermediate Statistical Methods 3
 Hours10
Spring
Essentials of Qualitative Inquiry 3

Teaching and Learning in Higher Education
3
Seminar: Ethics and Issues in Counseling 3
Advanced Multiculturalism 3
 Hours12
Second Year
Fall
Advanced Counseling and Psychotherapy 3
Advanced Practicum in Counseling 3
Seminar: Issues and Trends in Counseling Research 4
Advanced Quantitative/Qualitative Research course 3
 Hours13
Spring
Advanced Social Psychology of Disability 3
Supervision Theory and Practice 3
Advanced Quantitative/Qualitative Research course 3
 Hours9
Third Year
Any Semester
Exam: Doctoral Comprehensive Exam
Dissertation Prospectus Defense
 Hours0
Fall

Counselor Education and Supervision Doctoral Integrated Professional Internships
3

Internship in Teaching
3
Program Evaluation 3
 Hours9
Spring

Counselor Education and Supervision Doctoral Integrated Professional Internships
3
Seminar: Research in Counseling 3
 Hours6
Fourth Year
Fall
PhD Thesis 7
 Hours7
Spring
PhD Thesis 6
Exam: Doctoral Final Exam
 Hours6
 Total Hours72

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Counseling Psychology

The Counseling Psychology PhD program at The University of Iowa is committed to training psychologists who are competent in counseling and psychological services informed by the integration of diverse community engaged practice and scholarship.

The University of Iowa Multiple locations Iowa City , Iowa , United States Not ranked Studyportals University Meta Ranking 4.3 Read 14 reviews

Accredited by the American Psychological Association since 1980, our Counseling Psychology program at The University of Iowa strives to produce counseling psychologists who promote psychology as both a profession and a science and who apply acquired skills to the advancement of the human condition across local, national and global communities. 

Features 

  • Graduates find positions in a variety of settings, including higher education, counseling centers, clinics, private practice settings, and hospitals.

Programme Structure

  • Students complete course work in each of the following areas: research, basic psychology, counseling psychology core competencies, and electives. 
  • Additional training is obtained through a practicum sequence, research team membership, completion of a dissertation, and a full-year predoctoral internship. 
  • The program requires a minimum of 103 semester hours that includes 12 dissertation semester hours to complete. The program requires full-time study.

Key information

  • 60 months

Start dates & application deadlines

  • Starting 2025-08-21 00:00:00 Application deadline not specified.

Disciplines

Academic requirements, english requirements, student insurance.

Make sure to cover your health, travel, and stay while studying abroad. Even global coverages can miss important items, so make sure your student insurance ticks all the following:

  • Additional medical costs (i.e. dental)
  • Repatriation, if something happens to you or your family
  • Home contents and baggage

We partnered with Aon to provide you with the best affordable student insurance, for a carefree experience away from home.

Starting from €0.53/day, free cancellation any time.

Remember, countries and universities may have specific insurance requirements. To learn more about how student insurance work at The University of Iowa and/or in United States, please visit Student Insurance Portal .

Other requirements

General requirements.

  • A bachelor’s degree from a Regionally Accredited American College or University, or an equivalent degree from another country as determined by the Office of Admissions
  • Undergraduate grade-point average (GPA) of 3.00 or better on a four-point scale
  • Graduate GPA or 3.50 or better on a four-point scale
  • The GRE requirement* is optional. Preferred Graduate Record Exam (GRE) scores (the score indicated or higher): Verbal = 152, Quantitative = 151, and Analytical Writing = 3.5

Tuition Fee

International, living costs for iowa city.

The living costs include the total expenses per month, covering accommodation, public transportation, utilities (electricity, internet), books and groceries.

In order for us to give you accurate scholarship information, we ask that you please confirm a few details and create an account with us.

Scholarships Information

Below you will find PhD's scholarship opportunities for Counseling Psychology.

Available Scholarships

You are eligible to apply for these scholarships but a selection process will still be applied by the provider.

Read more about eligibility

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School of Social Work

Student smiling during Foundations of Critical Cultural Competence class

The School of Social Work is home to the state's highest-ranked Master of Social Work.

A clear path to a fulfilling career

You’re already making a difference in the lives of others. The Iowa Master of Social Work will give you the skills and versatility needed to advance your career as a therapist or as an organizational or community leader. 

Make helping others a calling and a career with Iowa's top-ranked MSW program. Gain the skills and credentials you need for roles in clinical social work, counseling, school-based therapy, health care, advocacy, and more. Study online or in person in Iowa City, Des Moines, or Sioux City. This flexible program will equip you to improve lives and strengthen communities, wherever you go.

Questions? Let's connect.

The Iowa MSW can be earned entirely online or in-person at any of these three locations. Please select the option that's right for you.

Student working at a table with their laptop and a notebook

A flexible way to earn your MSW.

Aerial picture of North Hall and the east side of the Iowa City campus

Pursue your MSW on the University of Iowa campus.

Sioux City, Iowa skyline

A three-year, part-time program designed for working professionals in the Siouxland region.

Exterior picture of the John and Mary Pappajohn Education Center in downtown Des Moines

A full or part-time program with day and evening classes, conveniently located in the heart of Iowa's capital city. 

Why earn your MSW at the University of Iowa?

The research university advantage.

You’ll benefit from the broad expertise and training opportunities you can only find at a top-tier research university and teaching hospital.

An education that opens doors

The Iowa MSW is a trusted credential from the most established social work program in the state. Join and tap into our large network of alumni throughout Iowa and surrounding states to help with practicum placement and job opportunities.

Designed to fit your life

With three locations in Iowa and an online option, the Iowa MSW is within reach no matter where you are. You can work and learn at the pace that suits you—and no GRE is required. 

Outstanding value

All resident MSW students, as well as all Sioux City and online MSW students—even those living out-of-state in states that border Iowa—pay in-state tuition.

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"At the UI School of Social Work, I had to stand up and speak in front of a lot of people, defend papers. I think it prepared me to be able to teach others to stand up, and be able to advocate for disenfranchised people, and try to improve the services that I can offer to them." - Larry Cranston, MSW ‘02

The state's flagship MSW program

The University of Iowa MSW program has been continuously accredited by the Council on Social Work Education since 1951.

Review accreditation

Licensure pass rate

vs. 73% national average

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College of Education

Three people sitting at round table talking

Rehabilitation Counseling

Our Rehabilitation Counseling MA program will prepare you to be a professional counselor and provide assistance with psychological wellness through flexible, consumer-oriented therapy to individuals experiencing various problems in living, including mental disorders and substance abuse.

Rehabilitation Counseling Program (U.S. News & World Report)

No. 3 ranked Rehabilitation Counseling program in U.S.  

Program Overview

Graduates of our program learn to integrate their counseling skills with the psychosocial, medical, vocational, and multicultural aspects of disability. They develop ethically sound case management skills that allow them to provide services that address employment, including career development and placement, independent living, including disability management, transition and vocational assessment and community integration.

Program Requirements

Field experience.

The curriculum blends academic work with supervised clinical experiences. You will complete one semester of practicum concurrently with courses and one semester in a full-time internship placement.

Employment Opportunities

The MA in Rehabilitation Counseling prepares professional counselors to assist persons with psychiatric disabilities with their psychological wellness, employment, independent living, and personal or economic development. The following list are some examples of potential employment opportunities:

  • State Rehabilitation Agencies
  • Veterans Administration
  • Substance Abuse Treatment Programs
  • K-12 Schools with Transition Programs
  • Independent Living Centers
  • Insurance Companies
  • Private Agencies or Practice

Financial Support

Interdisciplinary training in rehabilitation counseling and special education (i-crest).

Project I-CREST is a federally funded project that provides tuition support and stipends for scholars who are interested in working with students with disabilities during the critical time in which they are looking for postsecondary opportunities in work and education.

Rehabilitation Service Administration Scholars Program (RSA)

The RSA Training Grants provide students with tuition waivers and stipends in order to support their training in graduate rehabilitation counseling programs.

Assistantships

Graduate Assistantships at the University of Iowa are designed to provide students with work experience and a means to finance their education while providing the University with the benefit of an innovative work force. Some assistantships are closely related to specific departments or fields, and all require specific skills or aptitudes. An assistantship in any office on campus could provide valuable experience, open new career paths, and help finance your graduate education. In addition to a monthly salary, assistantships frequently provide a tuition scholarship. Positions vary from quarter-time (10 hours per week) to half-time (20 hours per week).

The majority of  graduate assistantships  at the University of Iowa are in the bargaining unit of the graduate student union. Offices that have recently employed students include (but are not limited to):  Belin-Blank Center for Gifted Education, Orientation Services, Division of Student Life, Pomerantz Career Center, Admissions, Student Health, Honors Program, Student Disabilities Services.  You may also check the  Handshake website  for student employment at the University of Iowa (search term = graduate).

Iowa Testing Program Fellowships

Each year, the Iowa Testing Programs award a limited number of fellowships to students with outstanding academic credentials in the College of Education. Students of color with strong credentials may be eligible for Graduate College Graduate Opportunity Fellowships.

Diversity, Equity and Inclusion

We are particularly interested in encouraging applications from those traditionally underrepresented in the field. The Division of Diversity, Equity and Inclusion offers programs and activities to support historically marginalized, first-generation students and students from low socioeconomic backgrounds to thrive and succeed at the University of Iowa.

Faculty and Research

To see associated faculty, please:  Visit Faculty Listing

Admissions and Application

Priority will be given to students who apply by March 15, with applications being reviewed as they are received until the cohort is filled.

Admission Requirements

  • A bachelor’s degree from a Regionally Accredited American College or University , or an equivalent degree from another country as determined by the Office of Admissions
  • Undergraduate grade-point average (GPA) of 3.00 or better on a four-point scale
  • English Proficiency Requirements (international applicants)
  • A personal interview (in person or by telephone) with the faculty

Required Supplemental Material

  • Official transcripts from all post-secondary institutions
  • Official TOEFL scores may be required for some non-native speakers of English
  • Current Resume
  • A statement of purpose, including a statement of your personal career objectives.
  • Three letters of recommendation. You will be asked to give the contact information of your recommenders, including their email, on your Admissions Profile. The recommender will then get an email with instructions on how to upload the recommendation letter and/or form.

Please review the required supplemental documents above before starting the general graduate application.

Request More Information

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Program resources.

Counselor Education Department Resources

Program Mission, Vision, and Overview

Program vision and values.

To be the premier graduate rehabilitation counseling education program recognized for its diversity, and known for excellence in teaching, learning and research. We value:

  • Belief in the dignity and worth of all people
  • Commitment to a sense of equal justice based on a model of accommodation to provide and equalize the opportunities
  • Holistic perspective of the individual
  • Belief in self-responsibility and wellness

Program Mission

The mission of the Graduate Program in Rehabilitation Counseling at The University of Iowa is to increase opportunities for participation and choices of people served through education, training, research, leadership, and community engagement.

Graduate Program in Rehabilitation Counseling

The University of Iowa’s rehabilitation counseling program has contributed numerous practitioners, educators, researchers, and administrators to the profession of rehabilitation counseling. The programs have achieved national recognition through many faculty and student awards and publications. The master's program is accredited by the   Council on Accreditation on Counseling and Related Education Programs (CACREP)   and it is in good standing.

The Graduate Program in Rehabilitation Counseling is part of the College of Education as well as the Department Counselor Education. In addition to rehabilitation counseling, the Department provides accredited M.A. programs in school counseling and clinical mental health counseling. At the doctoral level, the Department offers the counselor education and supervision degree. The close coordination and support among the Department's programs provide students access to a wide range of faculty and courses.

Professional Organizations related to Rehabilitation Counseling

  • American Rehabilitation Counseling Association
  • National Association of Rehabilitation and Multicultural Concerns
  • American Counseling Association
  • National Rehabilitation Association
  • Psychiatric Rehabilitation Association
  • International Association of Rehabilitation Professionals

Rehabilitation Service Administration (RSA) Scholars Program

The Graduate Programs in Rehabilitation received a RSA Scholars Long-term Training Grant from U.S. Department of Education. The goal is to increase the supply of qualified M.A. students by recruiting, educating, graduating, and placing competent and diverse rehabilitation counselor to work in the state Vocational Rehabilitation Agency and related agencies. Contact   [email protected]   for more information. 

Rehabilitation as a Profession

Rehabilitation counseling began as an occupation almost 80 years ago, serving the needs of veterans returning from World War I and workers injured in industry. Major strides in the growth and definition of the profession occurred after 1954 with the recognition of rehabilitation counseling in federal legislation and the allocation of training funds for the education of rehabilitation counseling professionals. Today, there are more than 13,000 Certified Rehabilitation Counselors (CRCs) practicing in the United States, addressing the vocational, psychosocial, and independent living needs of the estimated 49 million persons with physical, cognitive, emotional, social, and developmental disabilities.

Rehabilitation counselors work in a variety of settings including public agencies such as state vocational rehabilitation organizations and Veteran's Administration vocational rehabilitation programs; private non-profit rehabilitation centers and supported employment programs; and private for-profit worker's compensation and insurance rehabilitation agencies.

Many new and exciting types of settings and services are emerging in rehabilitation counselor practice. Rehabilitation counselors may be found in such diverse areas as disability management programs in industry, schools, hospitals and clinics, residential and independent living agencies, university student support services, corrections facilities, and employment agencies, as well as employee assistance programs. Rehabilitation counselors provide interventions that are designed to assist persons with disabilities in adapting to the demands of the environment and that prepare the environment to accommodate the needs of the individual and enhance the full participation of persons with disabilities in society. The median expected salary for a typical Vocational Rehabilitation Counselor in the United States is $59,593 (Source:   www.salary.com ).

National professional standards require that the qualified rehabilitation counseling professional has (a) completed a master's degree in rehabilitation counseling or a closely related program (e.g., counseling); (b) achieved national certification; and (c) attained the appropriate state licensure in those states that require this level of credential for counseling practice and that allow for the licensing of counselors with a rehabilitation counseling background. 

Rehabilitation Counseling: Scope of Practice

Rehabilitation counseling is a systematic process that assists persons with physical, mental, developmental, cognitive, and emotional disabilities to achieve their personal, career, and independent living goals in the most integrated setting possible through the application of the counseling process. The counseling process involves communication, goal setting, and beneficial growth or change through self-advocacy and psychological, vocational, social, and behavioral interventions. The specific techniques and modalities utilized within this rehabilitation counseling process may include, but are not limited to:

  • Assessment and appraisal.
  • Diagnosis and treatment planning.
  • Career (vocational) counseling.
  • Individual and group counseling treatment interventions focused on facilitating adjustment to the medical and psychosocial impact of disability.
  • Case management, referral, and service coordination.
  • Program evaluation and research.
  • Interventions to remove environmental, employment, and attitudinal barriers.
  • Consultation services among multiple parties and regulatory systems.
  • Job analysis, job development, and placement services, including assistance with employment and job accommodations.
  • The provision of consultation about, and access to, rehabilitation technology.

Program Coordinator

Allison Levine Assistant Professor N370 Lindquist Center 319-467-4355 [email protected]

Application questions can be directed to: Anne Sparks : 319-335-2146 or  [email protected] .

We look forward to receiving your application!

university of iowa phd counselor education

General Catalog

Psychological and quantitative foundations, phd.

university of iowa phd counselor education

This is the first version of the 2024–25 General Catalog. Please check back regularly for changes. The final edition and the historical PDF will be published during the fall semester.

Learning Outcomes

Graduate students will:

  • gain course-specific knowledge and skills as required to perform well in their specialties (as demonstrated by completing their required courses in their specialty/major area with a grade-point average of 3.00 or higher);
  • demonstrate integrated substantive knowledge and skills that can be applied to solve novel professional-level problems (as demonstrated by completing their comprehensive examinations satisfactorily and by completing their thesis proposals with committee approval);
  • demonstrate required clinical practice skills and researcher autonomy (as demonstrated by satisfactory completion of all required practicums and/or internships, and required thesis defenses/article submissions as appropriate for their degrees);
  • demonstrate initial engagement with, and commitment to, professional ethics, professional development, lifelong learning, and service to the profession (as demonstrated by participation and engagement in the appropriate state, regional, and national organizations as appropriate for their degrees);
  • demonstrate entry-level professional qualifications (as demonstrated by being qualified to take any licensing exams that are required for practice and/or employment); and
  • be qualified for suitable employment or postdoctoral appointments upon graduation (as reported on annual Qualtrics surveys).

The Doctor of Philosophy program in psychological and quantitative foundations with a counseling psychology subprogram requires a minimum of 100 s.h. of graduate credit. The program requires full-time study. Students are expected to maintain a UI cumulative grade-point average (GPA) of at least 3.00.

The goal of the program is to prepare counseling psychologists who will promote psychology as a science and contribute to the advancement of the profession. The faculty endorses a scientist/practitioner model of training and expects students to become competent researchers and proficient practitioners. Graduates find positions in a variety of settings, including higher education, counseling centers, clinics, private practice settings, and hospitals.

The program is fully accredited by the American Psychological Association . Students must show appropriate levels of emotional balance and interpersonal skills and act within the American Psychological Association's Ethical Principles of Psychologists . For more information, contact the program director.

The PhD in psychological and quantitative foundations with a counseling psychology subprogram requires the following work.

Research Requirements

Four research courses are required; students must take at least two quantitative courses, one qualitative course, and six semesters of the supervised research course as follows.

Course List
Course # Title Hours
These courses:
Intermediate Statistical Methods (required if will take or below)3
Qualitative Educational Research Methods3
or  Qualitative Research Design and Methods
Supervised Research in Counseling Psychology (taken six semesters for 1 s.h. each)6
One of these:
Correlation and Regression (must take before this course)4
Design of Experiments (must take before this course)3
Counseling Psychology Research Writing3

Qualitative and quantitative methodology is discussed in PSQF:7394 Supervised Research in Counseling Psychology , which is directed each semester by faculty advisors. Research from each student is discussed and evaluated, critiqued, and supported.

Basic Psychology

All students are required to have a thorough grounding in the basic discipline of psychology. This may be achieved through a minimum of 3 s.h. of credit in each of the following four areas: biological bases of behavior, cognitive-affective bases of behavior, social bases of behavior, and history and systems. Students complete an additional 6 s.h. in the area of individual differences.

Counseling Psychology Core

Course List
Course # Title Hours
Introduction to Counseling Psychology Practice, Research, and Theory3
Multicultural Counseling3
Psychopathology Across the Lifespan3
Psychotherapy III: Work Psychology and Career Interventions3
Personality Assessment3
Intelligence Assessment3
Process and Outcomes in Counseling Psychotherapy3
Theories of Psychotherapy3
Practicum in Counseling Psychology3
Leadership, Consultation, and Supervision3
Advanced Practicum in Counseling Psychology (repeatable)3
Advanced Group Leadership Experience3
Issues and Ethics in Professional Psychology3
Internship and Professional Issues3

Students must enroll in practica to reach a specified level of client contact, supervision, and additional experience hours. Practicum placements must have prior approval of the counseling psychology faculty. Students must successfully complete one semester of PSQF:7434 Practicum in Counseling Psychology  before enrolling in PSQF:7453 Advanced Practicum in Counseling Psychology .

Elective courses are determined in collaboration with the major advisor.

Students spend a calendar year in an internship setting approved by the counseling psychology faculty. The faculty determines student readiness to apply for the internship based on completion of all required coursework, successful defense of comprehensive exams, and successful completion of practicum requirements. Internships usually require geographic relocation.

Comprehensive Exam and Dissertation

The comprehensive examination consists of an oral and a written component. The exam includes research and practice elements. For more information, contact the program coordinator.

The dissertation research study is planned in collaboration with the student's major advisor. Dissertation credit ranges from 12 to 15 s.h.

Applicants must meet the admission requirements of the Graduate College; see the Manual of Rules and Regulations on the Graduate College website. Preference is given to applicants who have an undergraduate GPA above 3.00 and a graduate GPA above 3.50; an undergraduate major, minor, or substantial coursework in psychology; and previous research and counseling experience.

The faculty encourages applicants from a wide range of backgrounds and identities. Applicants with a BA or a more advanced degree are eligible to apply.

The Doctor of Philosophy program in psychological and quantitative foundations with an educational measurement and statistics subprogram requires a minimum of 90 s.h. of graduate credit. Students are expected to maintain a UI cumulative grade-point average of at least 3.00.

The program prepares students for senior professional positions in educational measurement, evaluation, and statistical methods. Graduates find employment in colleges and universities, state and federal agencies, large public and private school systems, test publishing firms, and research centers.

During the first year of graduate study, a student and the advisor plan a program of study that is appropriate for the student's interests and vocational objectives. The typical program involves advanced work in educational measurement, data analysis methods, research methodology, and educational psychology. Work in other University of Iowa departments is encouraged.

Students who concentrate in statistics and intend to teach at the college level take courses in the mathematical theory of statistics. Those who concentrate in educational measurement and evaluation take appropriate courses in curriculum, counseling, or higher education. All students are required to develop familiarity with computer programming techniques and equipment.

Students who enter the program without completing an MA thesis must complete a substitute project before taking the PhD comprehensive examinations.

After completing most of their coursework, students take the comprehensive examination, which typically consists of three 3-hour written examinations on educational measurement, applied statistics, and program evaluation or approved substitute areas, such as educational psychology or mathematical statistics, in which a student has completed at least 9 s.h. of coursework. In place of one written examination, the student's committee may assign a project involving analytical and evaluative skills, or research creativity. The written examinations are followed by an oral examination in which the committee seeks further evidence of the student's command of the three fields. A single decision is made on all aspects of the comprehensive examination.

Work for the PhD concludes with the dissertation, which is included in the 90 s.h. required for the degree.

Research Requirement

Course List
Course # Title Hours
One of these:
Quantitative Educational Research Methodologies3
An equivalent course comparable in content and level of rigor, such as EALL:5150

Quantitative Requirements

Course List
Course # Title Hours
This course:
Intermediate Statistical Methods3
Two of these:
Correlation and Regression4
Design of Experiments3
Nonparametric Statistical Methods3
Factor Analysis and Structural Equation Models3
Introduction to Multivariate Statistical Methods3
Research Process and Design3
Survey Research and Design3
Quantitative Methods for Policy Analysis3

Qualitative Requirements

Course List
Course # Title Hours
One of these (may be taken on a nongraded basis with approval of student's program and advisor):
Qualitative Educational Research Methods3
Essentials of Qualitative Inquiry3
Qualitative Research Methods in Teaching and Learning3
Qualitative Research Design and Methods3
An equivalent course comparable in content, level, or rigor (consult advisor)3
One of these:
Introduction to Program and Project Evaluation3
Program Evaluation3
Seminar in Learning Sciences and Educational Psychology (when topic is conducting research online)3
Forms of the Essay (when topic is the ethnographic essay)arr.
Advanced Qualitative Research Seminar in Counselor Education3
Seminar: Current Issues in Art Education (when topic is qualitative methods)3-4
Critical Discourse Analysis in Educational Research3
Advanced Methods of Literacy Research: Qualitative Data Analysis and Reporting3
Ethnographic Methods, Theories, and Texts3
Mixed Methods Research3
Advanced Qualitative Data Analysis3
Seminar: Single Subject Design Research3
Topics in Education (when topic is introduction to historical methodology)arr.

Applicants must meet the admission requirements of the Graduate College; see the Manual of Rules and Regulations on the Graduate College website. They must have a combined verbal and quantitative score of at least 300 on the Graduate Record Examination (GRE) General Test and must hold an MA from an accredited institution. Applicants who do not hold an MA degree are automatically considered for admission to the MA program. At least one year of professional experience in teaching, research, or a related field is desirable. Applicants who expect to concentrate in statistics should have training in college mathematics through differential and integral calculus. Applicants who do not meet these requirements but who show offsetting evidence of superior ability may be granted conditional admission.

The Doctor of Philosophy program in psychological and quantitative foundations with a learning sciences and educational psychology subprogram requires a minimum of 72 s.h. of graduate credit. Students are expected to maintain a UI cumulative grade-point average of at least 3.00.

The subprogram synthesizes core content and methods of educational psychology with training in the learning sciences. Educational psychology is characterized by empirical research and theory typical of the social and behavioral sciences. The learning sciences reflect an outgrowth of cognitive science. The field offers a multidisciplinary approach to understanding when, how, and why people learn in social and material contexts that include but are not limited to classrooms. The learning sciences blend theories and methods from several disciplines, such as cognitive psychology, anthropology, instructional design, and more. Students will acquire the depth of knowledge and methodological sophistication necessary for original research that contributes to educational psychology and the learning sciences. They will develop and demonstrate their knowledge of learning theory and design principles in the context of research and design projects.

Students work closely with their advisor to develop a plan of study and define a program that matches their goals and interests. Those who begin the program after earning a master's degree or with coursework from another program may be able to waive some of the PhD program requirements.

The program of study includes substantive areas within the learning sciences and educational psychology, including courses in cognition, development, learning theory, and the design of instruction, learning environments, and learning technologies. Other learning opportunities include a design project in the second year, a precandidacy independent research project in which students design and carry out original research, a slate of research courses that meet the College of Education’s research requirements, a minor area of a student’s choice, and a dissertation in the student’s area of interest.

The heart of the learning sciences and educational psychology as fields of inquiry is the creation, dissemination, and use of rigorous research to better understand and address educational issues. While many of the required courses address various aspects of the guiding principles set out by the National Research Council, students engage in the following coursework and research-related activities.

Course List
Course # Title Hours
All of these:
Quantitative Educational Research Methodologies3
Intermediate Statistical Methods3
Qualitative Educational Research Methods3
One of these:
Correlation and Regression4
Design of Experiments3
Nonparametric Statistical Methods3
Introduction to Multivariate Statistical Methods3

Research Project

Prior to candidacy and in consultation with a faculty member, students design, implement, and present an original research project. This experience provides the opportunity to conduct a pilot study that will strengthen their thesis in terms of methods, instruments, theoretical grounding, or focus of research question. Student presentations of their research are open to the public. Students are encouraged to submit their study results for broader dissemination at a local, regional, or national conference.

For students who have received approval to omit this requirement because of an empirical thesis that is acceptable to the learning sciences and educational psychology faculty, an additional research course may be required.

Course List
Course # Title Hours
Research in Educational Psychology3

Required Courses

Course List
Course # Title Hours
All of these:
Educational Psychology3
Tools and External Representations in Individual and Social Learning3
Foundations of the Learning Sciences3
Design of Instruction3
Design of Learning Environments: Theory, Practice, and Method3
Cognitive Theories of Learning3
MA Project: Portfolio/Internship/Practicum2
PhD Thesis in Psychological and Quantitative Foundations (minimum requirement)10

Core Courses

The selection of core courses depends on a student's area of specialization. Students choose at least 9 s.h.; they should contact their advisor for additional approved courses.

Cognition, Learning, and Development

Course List
Course # Title Hours
Advanced Lifespan Development3
Constructivism and Design of Instruction3
Developmental Cognitive Neuroscience3

Learning in the Disciplines

Course List
Course # Title Hours
Seminar: Current Issues in Art Education3
MA Seminar: English Education3
Multilingual Education and Applied Linguistics3
Foundation of School STEM Curriculum3
Learning in the Science Classroom3
Writing in the Science Classroom3
History and Foundations of Social Studies Education3

Technology and Media

Course List
Course # Title Hours
Digital Media and Learning3
Universal Design and Accessibility for Online Instruction3
Online Instruction: Design and Facilitation3
Tools and Utilities for Online Teaching3
Course List
Course # Title Hours
Seminar in Learning Sciences and Educational Psychology (topics vary; may be repeated if content is related to the learning sciences or educational psychology)3

Students may take up to 6 s.h. of elective coursework. Students can take PSQF:6217 Seminar in College Teaching and/or additional research courses. Other courses may be included in consultation with their advisor.

Students must complete a minimum of 12 s.h. that constitute a coherent program of coursework outside educational psychology and beyond the courses previously listed. The minor area may be from a foundation discipline such as mathematics education, educational philosophy, or program evaluation. Courses must be numbered 5000 or above, can span across departments and colleges, and must be consistent with a plan approved by a student's advisor.

Comprehensive Examination

The PhD comprehensive examination emphasizes competence and depth in one or more narrowly defined areas of research and theory. Students choose from three options in consultation with their advisor and with the approval of their examining committee which is composed of four faculty members. It does not necessarily include the same faculty members as the dissertation committee.

The options are a traditional comprehensive examination that includes foundational content in educational psychology and learning sciences, the student's minor area, and a specialty area of the student's choice; a review article; or an extended research activity. For details of each option's requirements, contact the Department of Psychological and Quantitative Foundations.

Applicants must meet the admission requirements of the Graduate College , including the minimum grade-point average; see the Manual of Rules and Regulations on the Graduate College website.

Applicants who do not meet all admission requirements may be granted conditional admission on the basis of other evidence, such as high grade-point average, strong academic preparation, and highly supportive recommendations. Conditional admission is rare.

Following an initial review of the application, applicants may be asked to participate in a virtual interview with one or more faculty members. No preparation is required for this interview, it provides faculty members an opportunity to better understand the applicant's graduate school goals and provides applicants with an opportunity to ask questions about the program.  

Applicants who accept admission or financial aid and do not relinquish either one on or before April 15 may not solicit or accept another offer. Offers made by the program after April 15 include the provision that the offer is void if the applicant has accepted and continues to hold a previous offer from another program listed in the American Psychological Association publication Graduate Study in Psychology and Associated Fields . This policy is consistent with standards set by the association's Board of Educational Affairs.

The Doctor of Philosophy program in psychological and quantitative foundations with a school psychology subprogram requires a minimum of 108 s.h. of graduate credit. Students are expected to maintain a UI cumulative grade-point average (GPA) of at least 3.00.

The primary mission of the school psychology program is to train health service psychologists to be outstanding ethical and multiculturally competent scientist-practitioners who promote psychology as a profession and science for the betterment of the human condition. As such, the program places high emphasis on instilling attitudes and skills that are necessary for becoming critical consumers of research, active disseminators of research, and valuable contributors to the scientific foundations of the field. Students must show appropriate levels of emotional balance and interpersonal skills, and act within the American Psychological Association’s Ethical Principles of Psychologists and Code of Conduct .

Graduates from the school psychology program obtain positions as school service providers, private practitioners, faculty members, and psychologists in community mental health agencies, residential settings, and pediatric and psychiatric settings.

The APA Commission on Accreditation (APA-CoA) approved the school psychology program's intent to apply application and voted to provide public notice of the program's intent to seek accreditation effective April 2, 2022. Although currently not APA accredited, the doctoral program has developed its course offerings, sequence, research, and practical experiences to be in line with standards that are set forth by the Standards of Accreditation for Health Service Psychology . The doctoral-level school psychology program has applied for accreditation on contingency as of September 2023.

Students develop a plan of study in consultation with their academic advisors. Successful completion of the PRAXIS II—School Psychology subject test 5403 is required for program completion.

The PhD in psychological and quantitative foundations with a school psychology subprogram requires the following.

To receive credit for additional courses, students must obtain prior approval from their advisor and the school psychology program.

Course List
Course # Title Hours
All of these:
Topical Workshop in Psychological and Quantitative Foundations (when topic is introduction to school psychology research writing)1
Psychometrics1
Intermediate Statistical Methods3
Qualitative Educational Research Methods3
Research Project in School Psychology2-4
Seminar: Single Subject Design Research3
One of these (or equivalent):
Correlation and Regression (must take before this course)4
Design of Experiments (must take before this course)3

Students are required to have a thorough grounding in the basic discipline of psychology, which may be achieved through earning a minimum of 3 s.h. in each of the following six areas: history and systems; and affective, biological, cognitive, developmental, and social bases of behavior. Students complete additional courses in individual differences and other course areas consistent with accreditation.

Course List
Course # Title Hours
All of these (or equivalents):
Foundations of Health Service/School Psychology3
Advanced Lifespan Development3
Multicultural Counseling3
Assessment of Learning Differences3
Consultation Theory and Practice3
Cognitive Theories of Learning3
Psychopathology Across the Lifespan3
History and Systems of Psychology3
Beginning Practicum in School Psychological Service (minimum of 150 hours required)3
Intelligence Assessment3
Social and Emotional Assessment of Children and Adolescents3
Advanced Practicum in School Psychology (minimum of 750 hours required)15
Academic Interventions3
Social Psychology and Social Systems3
Supervision of School Psychology Practicum/Internship3
Issues and Ethics in Professional Psychology3
or  Ethics and Professional Conduct for Behavior Analysts and Psychologists
Introduction to Group Counseling3
or  Counseling Children and Adolescents in Schools
Foundations of Special Education3
Behavioral and Social Interventions3
Foundation of Applied Behavior Analysis3
Human Relations for the Classroom Teacher3
Fundamental Neurobiology I3
or  Principles of Neuropsychology

Students must enroll in practicums to reach a specified level of client contact, supervision, and additional experience hours. Placements must have prior approval of the school psychology faculty. Students must successfully complete one semester of PSQF:7237 Beginning Practicum in School Psychological Service before enrolling in PSQF:7337 Advanced Practicum in School Psychology . Students must adhere to the most recent ethical principles and standards of the American Psychological Association.

Elective Courses

Students earn a minimum of 6 s.h. in elective courses. These courses are determined in collaboration with the major advisor and could include the following courses.

Course List
Course # Title Hours
Seminar in College Teaching1-3
Explicit Instruction3
Advanced Topics in Applied Behavior Analysis3
Clinical Applications of Applied Behavior Analysis3

Yearly and Comprehensive Portfolios

Students are required to complete yearly portfolio reviews, which include oral examinations. The comprehensive portfolio consists of an oral and a written component that includes research and practice elements. For more information, contact the program coordinator.

Students spend a calendar year in an internship setting approved by the school psychology faculty. The faculty determines student readiness to apply for the internship based on completion of all required coursework and successful completion of practicum and program requirements. Internships may require geographic relocation.

Course List
Course # Title Hours
This course:
Internship in School Psychology2

Dissertation

Students complete a doctoral dissertation. The program has adopted a two-article format: Article 1 ( PSQF:7342 ) is completed by the end of the third year of the program. Students register for a total of 6 s.h. of dissertation credit (Article 2, PSQF:7493 ) following the successful defense of Article 1. All dissertation research studies are planned in collaboration with a student's major research advisor. Students may register for additional dissertation credits until completion.

Course List
Course # Title Hours
This course:
PhD Thesis in Psychological and Quantitative Foundations6

Applicants must meet the admission requirements of the Graduate College ; see the Manual of Rules and Regulations on the Graduate College website. Preference is given to applicants with an undergraduate major in psychology, education, or a related field; have an undergraduate GPA of 3.00 or higher; a graduate GPA of 3.00 or higher; related research experience; and an interest and experience working with children and adolescents in K–12 settings. Applicants are reviewed holistically.

The faculty encourages applicants from minoritized and other underrepresented groups to include persons from a wide range of backgrounds and academic preparation.

Sample Plans of Study

Sample plans represent one way to complete a program of study. Actual course selection and sequence will vary and should be discussed with an academic advisor. For additional sample plans, see MyUI .

Counseling Psychology Subprogram

Educational measurement and statistics subprogram, learning sciences and educational psychology subprogram, school psychology subprogram.

Plan of Study Grid (Manual)
Academic Career
Any SemesterHours
100 s.h. must be graduate level coursework; graduate transfer credits allowed upon approval. More information is included in the General Catalog and on department website.
 Hours0
First Year
Fall

Proseminar in Developmental Science
3
Introduction to Counseling Psychology Practice, Research, and Theory 3

Intermediate Statistical Methods
3
Supervised Research in Counseling Psychology 1
Advanced Group Leadership Experience 3
 Hours13
Spring


or
Design of Experiments
3 - 4
Intelligence Assessment 3
Theories of Psychotherapy 3

Social Psychology and Social Systems
3
Supervised Research in Counseling Psychology 1
 Hours13-14
Summer
Psychometrics 1
 Hours1
Second Year
Fall
Psychotherapy III: Work Psychology and Career Interventions 3
Supervised Research in Counseling Psychology 1
Practicum in Counseling Psychology 3
Issues and Ethics in Professional Psychology 3

Principles of Neuropsychology
3
 Hours13
Spring
Multicultural Counseling 3

Qualitative Research Design and Methods
3
Process and Outcomes in Counseling Psychotherapy 3
Supervised Research in Counseling Psychology 1
Advanced Practicum in Counseling Psychology 3
 Hours13
Third Year
Fall
History and Systems of Psychology 3
Supervised Research in Counseling Psychology 1
Advanced Practicum in Counseling Psychology 3


or
Educational Psychology
3
Elective course 3
 Hours13
Spring
Comprehensive Exam
Personality Assessment 3
Supervised Research in Counseling Psychology 1
Leadership, Consultation, and Supervision 3
Advanced Practicum in Counseling Psychology 3
Elective course 3
 Hours13
Fourth Year
Fall
Apply for Internship
Advanced Practicum in Counseling Psychology 3
PhD Thesis in Psychological and Quantitative Foundations 6
 Hours9
Spring
Advanced Practicum in Counseling Psychology 3
PhD Thesis in Psychological and Quantitative Foundations 6
Final Exam
 Hours9
Fifth Year
Any Semester
Internship Year
Internship and Professional Issues 3
 Hours3
 Total Hours100-101
Plan of Study Grid (Manual)
Academic Career
Any SemesterHours
90 s.h. must be graduate level coursework; graduate transfer credits allowed upon approval. More information is included in the General Catalog and on department website.
 Hours0
First Year
Fall
Quantitative Educational Research Methodologies 3
Intermediate Statistical Methods 3
Qualitative Research course 3
Elective course 3
 Hours12
Spring
Qualitative Research course 3
Quantitative Research course 3 - 4
Elective course 3
Elective course 3
 Hours12-13
Second Year
Fall
Quantitative Research course 3 - 4
Elective course 3
Elective course 3
Elective course 3
 Hours12-13
Spring
Elective course 3
Elective course 3
Elective course 3
Elective course 3
 Hours12
Third Year
Any Semester
Comprehensive Exam
 Hours0
Fall
Elective course 3
Elective course 3
Elective course 3
Elective course 3
 Hours12
Spring
Elective course 3
Elective course 3
Elective course 3
Elective course 3
 Hours12
Fourth Year
Fall
PhD Thesis in Psychological and Quantitative Foundations 6
Elective course 3
 Hours9
Spring
PhD Thesis in Psychological and Quantitative Foundations 6
Elective course 3
Final Exam
 Hours9
 Total Hours90-92
Plan of Study Grid (Manual)
Academic Career
Any SemesterHours
72 s.h. must be graduate level coursework; graduate transfer credits allowed upon approval. More information is included in the General Catalog and on department website.
 Hours0
First Year
Fall
Educational Psychology 3
Design of Instruction 3
Intermediate Statistical Methods 3
 Hours9
Spring
Cognitive Theories of Learning 3
Qualitative Educational Research Methods 3
Specialization course 3
 Hours9
Second Year
Fall
Foundations of the Learning Sciences 3
Design of Learning Environments: Theory, Practice, and Method 3
MA Project: Portfolio/Internship/Practicum 1
Research course 3
 Hours10
Spring
Tools and External Representations in Individual and Social Learning 3
Quantitative Educational Research Methodologies 3
MA Project: Portfolio/Internship/Practicum 1
Specialization course 3
 Hours10
Third Year
Fall
Research in Educational Psychology 2
Minor Area course 3
Minor Area course 3
Specialization course 3
 Hours11
Spring
Exam: Doctoral Comprehensive Exam
Research in Educational Psychology 1
Minor Area course 3
Minor Area course 3
Elective course 3
 Hours10
Fourth Year
Fall
PhD Thesis in Psychological and Quantitative Foundations 5
Elective course 3
 Hours8
Spring
PhD Thesis in Psychological and Quantitative Foundations 5
Exam: Doctoral Final Exam
 Hours5
 Total Hours72
Plan of Study Grid (Manual)
Academic Career
Any SemesterHours
108 s.h. must be graduate level coursework; graduate transfer credits allowed upon approval. More information is included in the General Catalog and on department website.
Graduate College program GPA of at least 3.00 is required.
.
 Hours0
First Year
Fall
Foundations of Health Service/School Psychology 3
Assessment of Learning Differences 3
Intelligence Assessment 3
Social and Emotional Assessment of Children and Adolescents 3
 Hours12
Spring
Behavioral and Social Interventions 3
Topical Workshop in Psychological and Quantitative Foundations 1
Advanced Lifespan Development 3
Beginning Practicum in School Psychological Service 3
Academic Interventions 3
 Hours13
Summer
Foundations of Special Education 3
Psychometrics 1
 Hours4
Second Year
Fall

Issues and Ethics in Professional Psychology
3
Seminar: Single Subject Design Research 3
Psychopathology Across the Lifespan 3
Advanced Practicum in School Psychology 3
Research Project in School Psychology 1
 Hours13
Spring
Multicultural Counseling 3
Consultation Theory and Practice 3
Cognitive Theories of Learning 3
Advanced Practicum in School Psychology 3
Research Project in School Psychology 1
 Hours13
Summer
Human Relations for the Classroom Teacher 3
 Hours3
Third Year
Fall
Foundation of Applied Behavior Analysis 3
Intermediate Statistical Methods 3
History and Systems of Psychology 3
Advanced Practicum in School Psychology 3
 Hours12
Spring

Introduction to Group Counseling
3
Advanced Practicum in School Psychology 3
Social Psychology and Social Systems 3
Elective course 3
 Hours12
Summer
PRAXIS Exam
 Hours0
Fourth Year
Any Semester
Comprehensive Exam
 Hours0
Fall

Design of Experiments
3 - 4
Qualitative Educational Research Methods 3

Principles of Neuropsychology
3
 Hours9-10
Spring
Advanced Practicum in School Psychology 3
Supervision of School Psychology Practicum/Internship 3
Elective course 3
 Hours9
Fifth Year
Fall
PhD Thesis in Psychological and Quantitative Foundations 3
 Hours3
Spring
PhD Thesis in Psychological and Quantitative Foundations 3
 Hours3
Sixth Year
Fall
Internship in School Psychology 1
 Hours1
Spring
Internship in School Psychology 1
Final Exam
 Hours1
 Total Hours108-109

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Graduate Admissions

Aerial photo of University of Iowa campus

Clinical Mental Health Counseling (MA)

The MA in Clinical Mental Health Counseling prepares professional counselors to assist persons with psychiatric disabilities and mental health conditions by coordinating resources and providing services.

Applicants must meet the  Admission Requirements of the Graduate College  and the department offering the degree program (review the department's web site or the General Catalog for departmental requirements).

Tuition and fees vary by degree program and the type of student you are.

Priority will be given to students applying by January 15th. After this date, applications will be reviewed as they are received until the student cohort has been finalized.

Interviews will begin mid-February and continue through mid-March.

Applicants can expect admissions decisions to be sent between March and April.

The graduate application process has two steps:

  • You must first submit the online application to the Graduate College and pay the $60 application fee by credit card ($100 for international applicants).
  • Once you have submitted your application, you will receive an email instructing you on how to upload your supporting documents and submit letters of recommendation. A few programs require materials to be sent directly to them. However, almost all supplemental material can and should be uploaded from your Admissions Profile in MyUI , our online service center for applicants and students. You can only access this AFTER you have submitted your application.

GRE scores are not required for this program.

Degree Program Supplemental Materials:

  • A statement of purpose, including a statement of your personal career objectives
  • A current resume

Recommendations:

The application requirement section of your Profile includes an electronic letter of recommendation feature. If your program of study requires letters of recommendation, you will be asked to give the contact information of your recommenders including their email on your Admissions Profile. The recommender will then get an email giving them instructions on how to upload the recommendation letter and/or form.

  • Three letters of recommendation

Materials to send to Admissions:

  • A set of your unofficial academic records/transcripts uploaded on your Admissions Profile. If you are admitted, official transcripts will be required before your enrollment. For international records, all records should bear the original stamp or seal of the institution and the signature of a school official.  Documents not in English must be accompanied by a complete, literal, English translation, certified by the issuing institution.
  • International students may also be required to submit TOEFL, IELTS, or DuoLingo scores to comply with the university's English Language Proficiency Requirements .
  • Once recommended for admission, international students must send a  Financial Statement .

Apply Online , the $60 application fee ($100 for international students) is payable by Discover, MasterCard, or Visa.

College of Education The University of Iowa N310 Lindquist Center Iowa City, IA 52242  [email protected] 1-319-335-5359

Enrollment Management The University of Iowa 2900 University Capitol Centre 201 S. Clinton St. Iowa City, IA 52242 [email protected] 1-319-335-1523

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COMMENTS

  1. Counselor Education & Supervision (PhD)

    The PhD in Counselor Education & Supervision is awarded by the Graduate College. ... The University of Iowa College of Education N310 Lindquist Center Iowa City, IA 52242 [email protected] 1-319-335-5359. Enrollment Management The University of Iowa 2900 University Capitol Centre

  2. Counselor Education, PhD

    The following are the standards of the Department of Counselor Education at the University of Iowa, which are the key performance indicators for PhD students: acquire an understanding of the social, vocational, educational, and psychological needs of individuals served in various settings such as schools, vocational, or counseling centers.

  3. Counselor Education and Supervision

    The PhD program in Counselor Education and Supervision prepares students with knowledge and skills basic to counseling and related behavioral studies. Students are prepared to be counselor educators, counselor supervisors, advanced counseling practitioners, researchers and/or evaluators and leaders in academic and clinical settings. There are ...

  4. Department of Counselor Education

    Office: N338 Lindquist Center. Phone: 319-335-5275. The Department of Counselor Education prepares students to facilitate human development across the life span, to advocate for clients and students, and to serve local, national, and international communities through the delivery and creation of state-of-the-art counseling services.

  5. Counselor Education

    CSED:7470 Counselor Education and Supervision Doctoral Integrated Professional Internships 3 s.h. Supervised experience for students enrolled in teaching, research, supervision, leadership and advocacy, and advanced clinical counseling internships. Requirements: PhD in counselor education and supervision enrollment.

  6. Counseling and Mental Health

    The PhD in Counselor Education and Supervision provides graduates with the knowledge and skills related to general counseling supervising counselors, and conducting research. ... The University of Iowa. College of Education. Iowa City, Iowa 52242 319-335-5359. [email protected] Website Feedback. Social Media. Facebook; Instagram;

  7. PDF Counselor Education, PhD

    Counselor Education, PhD Academic Plans Sample Plan of Study Sample plans represent one way to complete a program of study. Actual course selection and sequence will vary and should be discussed with an academic advisor. For additional sample plans, see MyUI. Counselor Education, PhD Course Title Hours Academic Career Any Semester 72 s.h. must ...

  8. Counselor Education and Supervision, Ph.D.

    About. Our PhD program in Counselor Education and Supervision (CES) at The University of Iowa will provide you with the knowledge and skills related to general counseling (including mental health and school counseling), teaching, consulting, supervising counselors, and conducting research. The TOEFL iBT® is given online through the internet at ...

  9. Doctor of Philosophy (PhD) in Counselor Education and Supervision

    Learn more about Doctor of Philosophy (PhD) in Counselor Education and Supervision Program including the program highlights, fees, scholarships, events and further course information

  10. Clinical Mental Health Counseling

    Graduate Program in Clinical Mental Health Counseling. The program is a consumer-focused mental health counseling and counselor education program. For many years, The University of Iowa has contributed numerous practitioners, educators, researchers, and administrators to the profession of mental health counseling.

  11. College of Education

    The University of Iowa College of Education offers a range of graduate programs—from rehabilitation counseling and teacher education to testing and measurement. The college also has several graduate programs that are consistently ranked among the top tier by U.S. News & World Report. Graduate programs in education.

  12. Counseling Psychology (PhD)

    Counseling Psychology (PhD) Admission Requirements. ... Iowa City, IA 52242 [email protected] 1-319-335-5359. Enrollment Management The University of Iowa 2900 University Capitol Centre 201 S. Clinton St. Iowa City, IA 52242 [email protected] 1-319-335-1523.

  13. Counselor Education, MA

    The following are the standards of the Department of Counselor Education at the University of Iowa, which are the key performance indicators for MA students: acquire an understanding of the social, vocational, educational, and psychological needs of individuals served in various settings such as schools, vocational, or counseling centers.

  14. Gihun Im, M.A.

    EducationAnticipated 2029 - University of Iowa, Ph.D. Student in Counseling Psychology2024 - Seoul National University, M.A. in Educational Counseling2018 - Chung-Ang University, B.A. in English Education | B.A. in Psychology (dual degree)Approach to TherapyAs a therapist, I use a variety of

  15. Counseling and Behavioral Health Services

    Direct admission is designed for first-year students applying to the University of Iowa for the fall semester. Applicants who present an ACT composite score of 21 or higher and a final high school grade-point average (GPA) of at least 3.00 are eligible for direct admission into the counseling and behavioral services major.

  16. Counselor Education Courses (CSED)

    CSED:7470 Counselor Education and Supervision Doctoral Integrated Professional Internships 3 s.h. Supervised experience for students enrolled in teaching, research, supervision, leadership and advocacy, and advanced clinical counseling internships. Requirements: PhD in counselor education and supervision enrollment.

  17. Counselor Education, PhD < University of Iowa

    Counselor Education, PhD. This is the first version of the 2023-24 General Catalog. Please check back regularly for changes. ... The following are the standards of the Department of Counselor Education at the University of Iowa, which are the key performance indicators for PhD students: acquire the awareness, knowledge, and skills of a ...

  18. Counseling Psychology

    Counseling Psychology. The Counseling Psychology PhD program is committed to training psychologists who are competent in counseling and psychological services informed by the integration of diverse community engaged practice and scholarship. Accredited by the American Psychological Association since 1980, our program strives to produce ...

  19. Counseling Psychology, Ph.D.

    The Counseling Psychology PhD program at The University of Iowa is committed to training psychologists who are competent in counseling and psychological services informed by the integration of diverse community engaged practice and scholarship. The TOEFL iBT® is given online through the internet at designated testing site.

  20. Iowa MSW

    The Iowa Master of Social Work will give you the skills and versatility needed to advance your career as a therapist or as an organizational or community leader. Make helping others a calling and a career with Iowa's top-ranked MSW program. Gain the skills and credentials you need for roles in clinical social work, counseling, school-based ...

  21. Rehabilitation Counseling

    Graduate Program in Rehabilitation Counseling. The University of Iowa's rehabilitation counseling program has contributed numerous practitioners, educators, researchers, and administrators to the profession of rehabilitation counseling. The programs have achieved national recognition through many faculty and student awards and publications.

  22. Psychological and Quantitative Foundations, PhD

    Advanced Qualitative Research Seminar in Counselor Education: 3: EDTL:6267: Seminar: Current Issues in Art Education (when topic is qualitative methods) 3-4: EDTL:7071: ... Students must complete specific requirements in the University of Iowa Graduate College after program admission. Refer to the Graduate College website and the Manual of ...

  23. Clinical Mental Health Counseling (MA)

    The MA in Clinical Mental Health Counseling prepares professional counselors to assist persons with psychiatric disabilities and mental health conditions by coordinating resources and ... The graduate application process has two steps: ... College of Education The University of Iowa N310 Lindquist Center Iowa City, IA 52242 ask-education@uiowa ...