School CounselingM.Coun.

Credits required
75 Oregon State University is on a quarter-term system. There are four quarters each year and classes are 11 weeks long. This program's 75 quarter credits are equal to 50 semester credits.
Cost per credit
$528
Delivery
Hybrid This program is not fully online. It includes classes held twice a term in Salem, Oregon.
Start term
Fall

Faculty: M.Coun. in School Counseling

Oregon State's hybrid master's program in counseling is supported and taught by well-respected faculty from the College of Education. The majority of faculty hold a Ph.D., actively conduct research or work within the field of counseling.

Our faculty

Abraham Cazares-Cervantes, Ph.D.
Research expertise: Self efficacy and training needs when working with the Latino student population

Kathy Biles, Ph.D.
Research expertise: school counseling, adolescent substance abuse issues

Cass Dykeman, Ph.D.
Research expertise: psychopharmacology, addiction counseling

Amy Ford, Ph.D.
Research expertise: veteran's issues and military sexual trauma, PTSD/trauma, parental alienation, counselor education, international disaster, humanitarian counseling

Gene Eakin, Ph.D.
Research expertise: school counseling, motivation, school counselor education, wellness/prevention

Lorie Blackman, Ph.D.
Research expertise: child therapy, executive functioning interventions, psychological evaluation

Kim Kelley
Research expertise: wilderness/adventure therapy, EMDR, school crisis response

Kok-Mun Ng, Ph.D.
Research interests: multicultural and cross-cultural issues in counseling and resettled refugee populations

Ryan Reese, Ph.D.
Research interests: Relational cultural theory and promoting wellness across the lifespan through the integration of natural aspects into traditional counseling settings

Deborah Rubel, Ph.D.
Research expertise: group work, supervision, multicultural and social justice counseling, qualitative research methods

Dan Stroud, Ph.D.
Research expertise: group counseling, supervision

Guiding principles of our faculty:

  • We support DRIVE – Dignity, Respect, Integrity, Value, and Equality – in all our interactions with students, staff and the community.
  • We are guided by intellectual curiosity, social responsibility, compassion and high ethical standards in our professional activities.
  • We acknowledge there is no one truth and seek multiple understandings of human behavior.
  • We are committed to creating a learning community that promotes diversity, democratic values and practices.
  • We take responsibility as educators to promote informed criticism even when that criticism may not be well received.
  • We challenge dogma that we encounter in classrooms, clinical experiences and in our role of serving the broader society.
  • We believe we must educate professional counselors to be critical thinkers in order that they might find their voice to develop progressive social vision through program transformation and policy development.
  • We recognize multiple perspectives of intrapersonal, social and political interaction that intervenes on both macro and micro levels.
  • We are invested in an interdisciplinary team and systems approach to change.
  • We are committed to transcend the university’s physical boundaries and to link with the community in order to improve educational opportunities for children and adults.
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