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
$560 Cost per credit is calculated using tuition per credit for the current academic year. It does not include associated fees, course materials, textbook expenses, and other expenses related to courses.
Hybrid This program is not fully online. It includes classes held twice a term in Wilsonville, Oregon. Some courses may require proctored exams in your local area.
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Master of Counseling 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.

Program 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

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

Suzanne, Schmidt, Ph.D.
Research interests: faculty-student relationships at the community college level, applying relational-cultural theory in education and use of mindfulness in teaching and engaging students.

Lisa L. Schulz, Ph.D. 
Research expertise: Dual identity development of bilingual/bicultural persons; cultural and linguistically diverse counseling processes; action research and qualitative research methods; contingent faculty experiences.

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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