Information Subject to Change

The provisions of this catalog are not to be regarded as a contract between any student and the College. Course content and regulations are under constant review and revision. The College reserves the right in its sole judgement to change any course, program, provision, regulation or requirement set forth herein. The foregoing changes may include, without limitation, the elimination of programs, departments or courses, the modification of tuition, fees, admission standards, degree and course requirements, and the contents of any course or program, and the cancellation or rescheduling of classes or other academic activities.

Questions concerning the contents of this catalog should be directed to the director of a specific graduate program.

The Graduate School reserves the right to modify or change the curriculum, admission standards, course content, degree requirements, regulations, tuition or fees at any time.

Notice of Nondiscriminatory Policy

Heidelberg is a college of both change and continuity. Proud of its over 150-year tradition, Heidelberg continues to be dedicated toward a liberal arts education, a path the College has followed since its founding when it educated ministers.

Today, because men and women change goals and careers with frequency during their lifetimes, Heidelberg's mix of a liberal arts education with career opportunities offers students a solid base on which to grow in their professional and personal lives.

A liberal arts education expands knowledge, sharpens the intellect and explores cultural frameworks so that men and women can shape their values and their lives perceptively and with vision. Career opportunities afford time for looking at professional options, for developing marketable skills and for gaining real-world experience.

Heidelberg was founded in 1850 by members of the German Reformed Church who named the College after the Heidelberg Catechism of 1563. Seeking to minister to the German population of Ohio, the founders of the College established a church-affiliated institution staffed by a largely theologically trained faculty. Into the 1890s and beyond, the ideal of training Christian scholars persisted as the goal of a Heidelberg education.

No laymen served as President of the College until after World War II. Heidelberg tenured faculty members were required to be members of a Christian faith until the early 1970s. Today, many of the staff and the students are not members of the United Church of Christ. This denomination was formed in 1957 by a merger of the Evangelical and Reformed Church with the Congregational Christian Churches.

In becoming an independent, church-related, liberal arts educational institution, Heidelberg has interpreted the educated person to be an individual who can articulate the relationship between academic learning and learning for life.

From five students in its first graduating class, Heidelberg has experienced periods of growth and contraction during its long and rich history. Today, Heidelberg offers 30 majors and employs 83 faculty (FTE). Its total enrollment is over 1,500 students, in all programs, and has been increasing in recent years.

The Master of Arts in Education degree program, designed for practicing public and parochial school teachers, was authorized by the Ohio Board of Regents in December 1986. The School Counselor Licensure program was approved by the Ohio Board of Education in May 1991. The Counselor Licensure program was approved in September 1998. The Ohio Board of Regents reauthorized the Master of Arts in Education program in 1991 and again in February 1996. It is currently approved through the 2005-2006 academic year.

In November 1988, the Ohio Board of Regents approved the Master of Arts in Counseling degree program. This program was designed to fill a need for community counselors. In March 1991, the Ohio Counselor and Social Worker Board granted approval for successful degree recipients to sit for the Licensed Professional Counselor examination. In November 1991, the Board gave its approval of advanced coursework to enable candidates to qualify to sit for the Licensed Professional Clinical Counselor examination. The Ohio Board of Regents reauthorized the Master of Arts in Counseling degree program in February 1996. In September 1998 approval was granted for the Licensed Professional Counselor and Licensed Professional Clinical Counselor levels for a 5-year period. The Ohio Counselor, Social Worker, and Marriage and Family Therapy Board reauthorized the Master of Arts in Counseling degree in 2004 through 2009.

The Master of Business Administration degree program was authorized by the Ohio Board of Regents in February 1996 and is approved through the 2005-2006 academic year. Heidelberg's MBA program develops the knowledge and skills needed for general management by utilizing an instructional philosophy called "discussion pedagogy with experiential learning." Unlike the lecture method of instruction, discussion pedagogy uses case studies and provides a continuous process of integration of management skills with course content.

In November 1993, Heidelberg College was granted approval to offer graduate courses in the Master of Arts in Education degree program in Sapporo, Hokkaido, Japan by the North Central Association of Colleges and Schools Commission on Institutions of Higher Education.

Accreditation and Affiliation

Heidelberg College has continuously been accredited by the North Central Association of Colleges and Secondary Schools since 1913 and was included on the Association's first published list of accredited institutions. North Central Association of Colleges and Secondary Schools is located at 30 North LaSalle Street, Suite 2400, Chicago, Illinois 60602-2504 and can be reached at (312) 263-0456, (800) 621-7440 or by fax (312) 263-7462.

The College is a full member of the National Association of Schools of Music and its requirements for entrance and graduation are in accordance with the published regulations of this accrediting agency. The College is recognized by the State Department of Education of Ohio and most other states. Information related to Title II compliance is available from the Vice President for Academic Affairs.

The College is an institutional member of the Council for Higher Education of the United Church of Christ, the American Association of Colleges for Teacher Education, the Ohio Foundation of Independent Colleges, Inc. (OFIC), the Council for Independent Colleges, (CIC), the Association of Independent Colleges and Universities in Ohio (AICUO), the Ohio College Association and the College Entrance Examination Board.

The College's Master of Arts Degree in Counseling is recognized and approved by the Ohio Board of Regents and the Ohio Counselor, Social Worker, and Marriage/Family Therapy Board.

Heidelberg is recognized by the American Association of University Women with its membership rights and privileges.

Heidelberg College is a community of learning that promotes and nurtures intellectual, personal and professional development, leading to a life of purpose with distinction.

Heidelberg College, in the Liberal Arts tradition, educates persons who can act effectively and with integrity in a world of change. It cherishes academic excellence, honors knowledge, encourages original research, and promotes a lifelong commitment to free inquiry. Heidelberg is dedicated to being a diverse community that challenges students to understand their cultural heritage and the contemporary world, to explore frontiers of knowledge, and to develop powers of mind and spirit. In keeping with its historic affiliation with the United Church of Christ, students, faculty, staff, and the Board of Trustees work together to understand and respect diverse cultures, religions, and lifestyles. Heidelberg College develops individuals with high moral and ethical standards who are productive in their life's work, engaged in their communities, and responsible citizens of the world.

Institutional Goals

At the time of graduation, Heidelberg students will be capable of:

1. Demonstrating the breadth of knowledge and creative and critical thinking skills to fully participate as citizens of the changing world;
2. Synthesizing theory, knowledge and experience related to their majors;
3. Demonstrating the writing and speaking skills to communicate effectively within their disciplines;
4. Demonstrating the quantitative and problem-solving skills sufficient for their disciplines and for functioning in an increasingly technical society;
5. Demonstrating an awareness of their own cultures and a sensitivity to and appreciation of other cultures;
6. Valuing the quest for purpose, integrity, and spiritual growth;
7. Demonstrating an engagement with Heidelberg College and the local community, as well as with the nation and the world;

In the years following graduation, alumni will find that their experiences while at Heidelberg played an important role in:

8. Shaping their understanding and appreciation of the world;
9. Developing the abilities and strength of character to achieve their personal goals;
10. Developing the capacity and willingness to contribute in a positive and constructive way to the communities in which they live and to Heidelberg College.

Heidelberg College Maumee

In 1989, Heidelberg initiated its off-campus degree completion program in Maumee, Ohio. The Maumee campus is located in Arrowhead Park at 1757 Indian Wood Circle in Maumee, Ohio. The College moved into this new facility in 1997. The building features modern classrooms, spacious offices, resource rooms, and contemporary instructional technology. The complete MBA or MAE program can be taken here. Counseling students can take 24 hours (including transfer credit) toward their degree requirements at the Maumee facility.

Heidelberg College Japan Campus

Heidelberg College offers first-year level courses in Sapporo, Japan. The lower division courses are designed to provide a transition program for Japanese students who wish to study at Heidelberg College or other American institutions. Courses at the Japan site are conducted in English by native English speaking instructors. Appropriate special services are provided at the Sapporo and Tiffin sites to facilitate the transition of Japanese students.

Titles and descriptions of courses offered in Japan are equivalent to those offered in Tiffin. Credits earned at the Japan location are fully applicable toward the general education requirements or electives of a Heidelberg College degree.

Heidelberg College also offers graduate courses in education at the Japan site. The Sapporo campus has provided many Japanese students with educational and vocational opportunities.

Library Hours

Beeghly Library: Hours are announced annually. Summer hours are announced in May. A librarian is on duty to assist students in the utilization of the library resources. A student ID card is required to borrow materials from the library. During the 2005-2006 academic year the hours will be as follows:

Beeghly Library has a print collection of 153,200 books, 264,000 microfiche and microfilms, 113,478 government documents, 7,841 sound recordings, 472 videos/DVDs, and subscribes to 480 print journals. We are a member of OhioLINK which is the state's online academic library consortium. Through OhioLINK, our students have access to 26,000,000 books, 5,000 journals, and 100 online databases.

Our services include reference assistance, library research classes, an online catalog, a computer lab, two classrooms, circulation, print reserves, e-reserves, interlibrary loan, and the Instructional Media Center. The hours, phone numbers and staff names can be found on our web site at www2.heidelberg.edu/offices/library.

Maumee Campus Library: Books and other academic materials are available from the Maumee Campus Library. The hours during the academic year are:

Computer Centers

Bareis Hall Computer Center, room 227, 228 and 229:

Instructional Media Center

The Media Center, located in the basement of Beeghly Library, contains a variety of materials and equipment for student and faculty use. Materials for posters, bulletin boards, lamination, and overhead materials are available. An extensive collection of print and non-print materials is available for checkout, including educational texts, videotapes, filmstrips, and computer software. The Media Center also has equipment and personnel capable of recording (audio and visual) classroom discussions and technical media presentations, as well as facilities for lending and/or viewing such tapes.

Student Identification Cards

In order to check out materials from the library or to use the Media and Computer Centers, all students should have a Heidelberg student identification card. ID cards may also be used for admission to Heidelberg athletic events. You may also take advantage of student rates for the Heidelberg Theatre and receive discounts at participating area restaurants. YMCA privileges, however, are not available to graduate students.

Auto Registration

All students are required to register all vehicles driven to the Heidelberg campus. Auto registration forms are available in the Graduate Studies Office or at Krammes Service Center. There is no charge for auto registration or parking stickers. Krammes Service Center hours of operation are Monday- Friday 7:00 a.m.-4:00 p.m. Hours vary during summer and holidays. Students are expected to park in proper areas. Guidelines are posted in several locations and available from security.

Weather Emergency

School cancellations will be broadcast on WTTF Radio, 1600 AM or 103.7 FM, TV 54 in Bucyrus, or TV Channels 11 or 13 in Toledo. You may also call the Heidelberg switchboard at (419) 448-2000 or 800-925-9250, the Graduate Studies Office at (419) 448-22 88, or the Maumee campus at (419) 893-1986. In addition, (419) 448-2222 will have information regarding class cancellations due to weather. On occasion, an individual campus (Tiffin, Maumee, or Ashland) may close due to extreme weather conditions, but classes are not cancelled on all of the other campuses where classes are held. Please contact the campus where your class is scheduled for additional information on closings.

SOURCES OF INFORMATION

CONTACTS:

Graduate Studies in Counseling: Dr. Jo-Ann Lipford Sanders, Director (email: jsanders@heidelberg.edu) 419-449-2312

Graduate Studies in Education: Dr. Charles E. Moon, Director (email: cmoon@heidelberg.edu) 419-448-2175 (Tiffin); 419-893-1986 ext. 4005 (Arrowhead Park)

Graduate Studies in Business: Dr. Henry Rennie, Director (email: hrennie@heidelberg.edu) 419-448-2221

Graduate Studies Office (email:dwilliam@heidelberg.edu) 419-448-2288

GRADUATE STUDIES CALENDAR

Graduate Studies in Education and Counseling*

Graduate Studies in Education Maumee*

All schedules and dates should be verified on the Heidelberg website.

Graduate Studies in Education at Heidelberg College Japan is on a different calendar in order to accommodate the academic year of educators in Japan. For further information concerning the Japan program, please contact G. Michael Pratt, Dean of Graduate Studies.

Classes offered at Ashland University may be on a different calendar to accommodate the Ashland University schedule.

Graduate Studies in Business Calendar

EXPENSES AND STUDENT AID

Masters of Arts in Education and Counseling Programs

Tuition and fees are payable in the Business Office and are due prior to the beginning of each term. Students that have a past due balance will not be permitted to register for classes for the next term.

Master of Business Administration

Tuition for the 2006-2007 academic year is $485 per semester hour. The same rate applies regardless of the number of hours taken. An application fee of $25.00 is due on application to the Master of Business Administration program. (Fee is waived if using the online application form.) There is also a $75.00 graduation fee.

Programs available to graduate students are: (a) Federal Subsidized Stafford
Loan; (b) Federal Unsubsidized Loan; (c) Employer-Provided Assistance and (d) Federal Perkins Loans. To be eligible for one of those programs, the student must: (1) be enrolled in a program leading to a graduate degree; (2) be at least a half-time student (5 semester hours); (3) file the Free Application for Federal Student Aid (FAFSA); (4) request a copy of their Heidelberg Admission Application to be forwarded to the Financial Aid Office. Students enrolled in the LPCC program only do not qualify for federal assistance. For further information or a FAFSA, contact: Heidelberg College Financial Aid Office, 310 E. Market St., Tiffin, Ohio 44883, 1-800- 925-9250, ext. 2293 or 419-448-2293.

An increasing number of employers provide educational assistance to their employees. Students receiving tuition reimbursement from their employer may defer payment of the reimbursed amount until the reimbursement is received. A completed Tuition Reimbursement Form must be on file in the Business Office. This form is available from the Graduate Studies Office and must be completed each semester.

Registration

A registration card must be completed and returned to the Graduate Studies Office. The student's advisor will review courses, checking for prerequisites and comparing with the plan of study and, if necessary, meet with the student. Once the advisor approves the courses, the card is forwarded to the Registrar's Office for processing. All graduate students, especially new students, are encouraged to meet with their advisors to plan their programs for a one-year to three-year period.

GRADUATE STUDIES ACADEMIC POLICIES

At the conclusion of each course, letter grades will be assigned to the student for the coursework. Grades will be expressed in the following manner: A, B, C, F, I, PR, P, AU, U and W. Quality points are assigned for each semester hour as follows: A = 4; B = 3; C = 2; F = 0; W = 0; AU = 0. "I" and "PR" will be converted later.

The "PR" or "in progress" grade indicates the practicum is not complete but work is progressing in consecutive subsequent terms. Only the initial 3 semester hours of the practicum may count toward the degree.

Incompletes

If a student through no fault of her/his own is unable to complete the requirements of a course, then the instructor may assign the grade of incomplete (I). The instructor must fill out a "Record of Incomplete Work" form which is available from the Registrar and submit the form, signed by the student. On the form, the instructor will indicate the grade earned if the student completes no additional work for the course. The instructor will specify a deadline by which the remaining work must be done. If no grade is received by the Registrar's Office by this date, then the Registrar will assign the grade earned indicated on the form if no additional work were completed for the course. After this grade has been assigned, there will be no further opportunity for the instructor to change the grade or for the student to complete the work.

Audits

A student who wishes to attend a class but who does not wish to receive a grade of credit for the course must consult with the Director of the appropriate program. A student must declare the auditor status in a course by the "Last day to Add Classes." The degree of class participation acceptable or required shall be determined between the student and the instructor and listed on the Audit Form, which is available in the Office of the Registrar. The completed audit form will remain on file in the Office of the Registrar.

The class audited shall be noted on the transcript, and the instructor will award the grade of "AU" if students fulfill the performance requirements outlined on the audit form and the grade of "U" if students fail to meet these requirements. Students will not be eligible for "Credit by Examination" after having taken a class for audit credit.

Withdrawals

Students who drop a course or withdraw completely for the semester must inform either the appropriate director of the Master's program or the Registrar's office for the change in registration to be official. This process requires a signed Change of Registration Card. There is a financial penalty for withdrawal from a class after the beginning of classes. A student who ceases to attend classes but does not officially withdraw will receive a grade of "F" at the end of the semester. A grade of "W" is recorded for each course dropped after the add deadline but before the last day to drop courses. A grade of "WF" is recorded for each course dropped after the last day to drop courses.

Grade Change Policy

Heidelberg College course grades are calculated and assigned by the instructor who teaches the course. Once a student's final course grade has been officially recorded by the Registrar, the grade may be changed if, and only if, (1) a new grade has been determined under the Heidelberg College Student Grade Appeal Policy, or (2) a grade of Incomplete is replaced with a letter grade as specified in the current Heidelberg College undergraduate and graduate catalogs, or (3) the Dean of the College has assigned a lower grade in an academic honesty violation as specified in the "Heidelberg College Guidelines & Community Standards," or (4) an error in computing or in recording the grade has been identified by the instructor and has been verified by the instructor, the Program Director, and the Dean of the College as specified in the Faculty Manual or (5) the Faculty has acted under the powers specified in the Faculty Manual.

Grade Appeals Policy

If a student thinks an error has been made in the determination of his/her final grade, then the student should consult with the instructor about the situation. If no satisfactory resolution is obtained, the student may appeal the final grade in writing to the Program Director. If the Program Director denies the appeal, then the student may appeal in writing to the Vice President for Academic Affairs. If either the student or the instructor believes that the Vice President for Academic Affairs has erred in his/her decision, the student or instructor may submit a written appeal of the Dean's decision to the Graduate Educational Policies Committee (GEPC). The letter of appeal must state specifically how the Dean erred in his/her decision and must be accompanied by evidence to substantiate that claim. The Committee shall investigate the charge of error and respond in writing to the student, the instructor, the Program Director, and the Dean within 15 working days of the receipt of the appeal. The decision of the Committee is final.

To be recommended for the Master of Business Administration, Master of Arts in Counseling degree or the Master of Arts in Education degree, a student must satisfy all requirements prescribed by the relevant program with a cumulative GPA of 3.00 within the published time limit.

All students will be held to the catalog requirements in effect at the time of their first coursework taken toward their graduate degree. The only curriculum exceptions relate to prerequisite changes. Students may also elect a more recent catalog for their graduate degree requirements.

To remain in good academic standing, the graduate student must:

• Maintain a minimum cumulative GPA of 3.0 during every term
  or semester.
• Not have received any grades of F.
• Not have received more than one unattended grade of C.

An "unattended C" means the following:

When a student receives a course grade of C, the student may repeat the course. If the student does so AND receives a course grade of B or better, the C is said to be "attended." When a student does not repeat a course in which he or she received a C, or, does repeat a course and again received a grade of C, the C is "unattended." This would mean that the second C would constitute grounds for dismissal from the program. In addition to these standards, the Director of each program will retain some flexibility in determining when a student is not in good academic standing. (See pages 43 - 46 for the Master of Arts in Counseling Program's "Evaluation of Graduate Students' Non-Academic Performance in the Clinical Counseling Program.")

The following standards govern a student's repeating of a course:

• A course in which a grade of C+ or lower was earned may be repeated.
• There may be only two repeats during the student's tenure in the program.
• The course must be repeated at Heidelberg College.
• The new grade for a repeated course will not replace the old grade but will be averaged in with it when computing the GPA.

A student who fails to comply with any conditions of good academic standing at any point in the graduate program can be either put on probation, suspended from the program, or dismissed. When a student is suspended or dismissed from the program, he or she can appeal the action to the Graduate Educational Policies Committee. When a student is put on probation, he or she cannot appeal the action.

The student can be put on probation under any of the following
conditions:

• The student's GPA falls below 3.0 in any given semester.
• The student's behavior does not meet the standards of the profession as documented by the Program Director to the Vice President for Academic Affairs. (See pages 43 - 46 for the Master of Arts in Counseling Program's "Evaluation of Graduate Students' Non-Academic Performance in the Clinical Counseling Program.")

When the student is put on probationary status, the director of the graduate program will communicate in writing to the student: (a) the reasons for probation and (b) conditions (including deadline) that the student must meet to return to good academic standing. A student is permitted to take not more than two courses per semester (or term) while on probation.

The general conditions for changing one's probationary status in a program are as follows:

• The student's GPA must be at an acceptable level.
  
• There must be an improvement in the student's professional behavior to an acceptable level as evaluated by the Program Director. (See pages 43 - 46 for the Master of Arts in Counseling Program's "Evaluation of Graduate Students' Non-Academic Performance in the Clinical Counseling Program.")

Individual Program Directors may impose additional or different restrictions (from those stated above) on students in their programs, including mandatory registration requirements, limiting the number of hours, or specifying retaking of particular course(s) before continuing the regular sequence. These will be communicated to the student in writing by the Program Director, and a copy will be forwarded to the Registrar, the student's file, and the Vice President for Academic Affairs.

If the student is placed on probation a second time (after returning to good standing), the student will be dismissed from the program.

The student will face suspension for one term or semester under the following conditions:

• If the student has not met the conditions of return to good academic standing by the deadline communicated in the letter from the Program Director.

The general conditions for changing one's suspended status in the program are as follows:

• Student has met the conditions communicated in the letter from the Program Director.
• Student has won an appeal to the Graduate Educational Policies Committee. (If the appeal is granted, then the conditions must be stated in a letter from the Graduate Educational Policies Committee to the student, and copies of this letter will be forwarded to the Registrar, the Vice President for Academic Affairs, the Program Director, and the student's file.)

• The student has received two unattended C's.
• The student received a grade of F.
• The student did not meet the conditions for remaining in the
  program.

When the student is dismissed from the program, the Program Director will communicate this decision to the student and copies will be forwarded to the Vice President for Academic Affairs, the Registrar, and the student's file. The student has the right to appeal his or her dismissal to the Graduate Educational Policies Committee.

When the decision is communicated to suspend or dismiss the student from the graduate program, the student has the right to appeal to the Graduate Educational Policies Committee. The student must make this appeal in writing by the deadline stated in the suspension or dismissal letter.

If and when the appeal is granted, conditions for reinstatement in the program (in the case of a suspension) or readmission (in the case of a dismissal) will be outlined in a letter from the Vice President for Academic Affairs. The student must retake the course in which F or second unattended C was earned and receive a satisfactory grade (B or higher).

A student who is reinstated in the program after a suspension, can enroll in the program coursework as soon as the next semester or term. A student who is readmitted in the program after a dismissal, however, must wait one calendar year from the date of dismissal before he or she can enroll in program coursework. When readmitted, the student will be accepted conditionally and must be on probation for a specific period of time, as indicated by the Program Director.

If a student does not satisfy the conditions necessary to achieve satisfactory academic status for readmission, he/she will be dismissed from the program a second time. This dismissal can also be appealed by the student to the Vice President of Academic Affairs. If the appeal is granted, the same conditions stated above for the first readmission apply.

Master of Arts in Education

Heidelberg College will accept up to 9 hours of graduate transfer credit to the Master of Arts in Education program. Several factors should be noted concerning transfer credit: 1) All transfer credit must have been completed within 6 calendar years of the first Heidelberg class taken. Once accepted, these classes will be counted toward graduation. 2) The grade(s) received in the course(s) must be a "B" or better. 3) Transfer credit will be evaluated by the academic advisor and approved by the program director. 4) Transfer credit does not affect the cumulative grade point average established with Heidelberg College.

Master of Arts in Counseling

Students have a maximum of 6 calendar years from the date of the first course taken toward their graduate degree to complete the MAC program. Heidelberg College will accept up to 12 hours of graduate transfer credit towards the Master of Arts in Counseling degree. For students who already possess a Master's Degree and wish to complete the Community Counseling or the School Counseling Licensure concentrations, a maximum of 24 hours of counseling related coursework may be transferred. One half of all coursework must be completed at Heidelberg's main campus. Transfer coursework affects how much time students have to complete their graduate degree. Several factors should be noted concerning transfer credit/ Heidelberg college coursework:

1) Coursework must be comparable with the Heidelberg College MAC program coursework; 2) the grade(s) in the courses(s) to be transferred must be a "B" or better; 3) transfer credit will be evaluated by the academic advisor and approved by the Program Director; 4) transfer credit does not affect the cumulative grade point average established with Heidelberg College; 5) transfer credit from other institutions are included in the 6 calendar year rule; and 6) prior Heidelberg College coursework being applied to the graduate degree is also included in the 6 calendar year rule.

If the program is not completed within 6 calendar years from the date of the first course taken toward the MAC degree, the student will lose credit for coursework and/or transfer credit and be required to repeat the outdated course(s). A student whose coursework falls beyond the above time limit, may petition the Program Director for special circumstances extension.

Master of Business Administration

Students have a maximum of 6 calendar years to complete the MBA program once admitted on a regular status. Admission on a regular status occurs when the student has satisfied the "conditional" terms placed when admitted. Heidelberg College will accept up to nine (9) hours of graduate transfer credit to the Master of Business Administration Program. Several factors should be noted concerning transfer credit:

1) the coursework should have been completed within six years prior to application at Heidelberg College; 2) coursework must be comparable with the Heidelberg College MBA Program coursework; 3) the grade(s) in the course(s) to be transferred must be "B" or better; 4) transfer credit does not affect the cumulative grade-point average established with Heidelberg College.

Full-time Status

Graduate Education and Counseling students are considered enrolled fulltime with 9 hours of coursework in any given semester during the academic year. A student is considered full-time during the summer semester when enrolled for 6 hours of coursework during any single summer term. A student may petition the appropriate graduate program director to take up to 12 hours of coursework during the regular academic year and up to 9 hours during any one summer term. The director's decision will be based on a combination of factors such as advice from the student's advisor, past grade history and past record of academic performance.

For the MBA program, full-time enrollment is at least 9 hours per semester (a semester is composed of two 8-week sessions). Part-time enrollment is 6 hours per semester. Students enrolled full-time will generally take 2 courses per term. Part-time students will generally take 1 course per term.

Graduation / Commencement

Heidelberg College awards degrees three times per year, on December 22, in May, and on August 25. There is one commencement ceremony in May.

All graduate students who have taken a course within the last year will be contacted in early fall by the Office of the Registrar. It is the responsibility of each student to return his/her graduation application by the deadline indicated. Areas of concern will be communicated via the student's preferred email address as indicated on his/her OASIS account.

If a Master's student is within 12 graduate semester hours of fulfilling all requirements for graduation (has registered for such credits and been audited by the Registrar) by the Thursday before the May Commencement, then he/she may participate in Commencement as a summer graduate. This 12 semester hour limit includes any grades of PR or incompletes. For August and December graduates, diplomas will be sent within two weeks. Students may only participate in one Commencement. All financial obligations to the College must have been met.

MASTER OF ARTS IN EDUCATION DEGREE PROGRAM

The mission of the Master of Arts in Education degree program is: (1) to increase the competence of teachers and reading specialists based on a liberal arts core; (2) to produce leaders in those areas of education and (3) to enable them to engage in action research and scholarly inquiry, in order to enhance their performance and ultimately the academic performance and constructive behavior of students.

The purpose of the Master of Arts in Education Program is to develop teachers who exercise leadership within their professional communities and academic institutions. The program is designed to develop experienced elementary and secondary school teachers who are recognized as master teachers because of their advanced knowledge and skills and their deep commitment to responsible professionalism.

The goals of the program are the following:

1. Describe the most recent, valid, and reliable research on effective instruction, including that which is related to models of teaching.
2. Summarize the curricular purposes, content and materials associated with those schools which research identifies as being most effective.
3. Compare the principal quantitative and qualitative methods of conducting research on instruction and curriculum.
4. Describe the principal means of evaluating instruction and curriculum so as to facilitate planning and decision-making.
5. Explain the ways in which knowledge of individual differences (i.e., in intelligence, personality, learning style and cognitive levels) can contribute to improving instruction and curriculum design.
6. Identify typical ethical problems which educators face and professionally responsible methods for resolving them.
7. Demonstrate the application of selected models of teaching.
8. Conduct a systematic evaluation of their own and other teachers' instruction.
9. Design a curriculum based upon identified principals in given content areas.
10. Design and administer instruments for the evaluation of a curriculum in at least one content area.
11. Develop a proposal for conducting a research, evaluation or development project related to curriculum and/or instruction.
12. Demonstrate in the practicum the way in which research results can be used to improve instruction and/or curriculum.
13. Do a case study of an educator working through an ethical problem that is common to the profession.
14. Rely upon research in making judgments about the value of different models of teaching and instructional techniques.
15. Perceive educational research and evaluation as processes which should be carried on regularly by professional educators to plan and make decisions relative to instruction and curriculum.
16. Value open and critical inquiry into the nature of instruction and curriculum.
17. Be committed to the importance of curriculum planning and decision-making that meets the needs of students.
18. Respect the habits of mind (intellectual, critical reflection, etc.) associated with conducting evaluation and research into instruction and curriculum.
19. Appreciate the role of research and evaluation in promoting effective instruction and curriculum.
20. Value the use of critical reflection in the resolution of professional ethical dilemmas.

Teachers who want to earn the Master of Arts in Education degree must complete 33 semester hours of coursework. A core of 19 semester hours is required. The remaining 14 semester hours of elective study are chosen by the student with the advice and consent of his/her advisor.

Applications for admission to the Master of Arts in Education degree program should be sent to the Director of the Graduate Studies in Education program. Applications are processed on a rolling basis. Each application will be processed when the following have been received: (1) the completed application form with the $25.00 application fee (application fee waived if using the online application process); (2) official transcripts from the Registrar of previously attended colleges or universities, except Heidelberg, providing evidence of a Bachelor's degree; (3) a copy of the teaching certificate, if applicable; (4) three letters of recommendation from qualified professional educators.

Prior to or following receipt of all application materials, the Director of Graduate Studies in Education may interview prospective students.

The student will receive a written decision regarding their admission status. In the event that the applicant has been convicted of a criminal offense (other than a minor traffic violation), the College will require a separate explanation of circumstances. The Program Director reserves the right to make the final decision with regard to acceptance in the Master of Arts in Education program, and also reserves the right to depart from and/or supplement the admission criteria based upon the best interests of Heidelberg College.

The following minimum qualifications are expected for a student to be accepted for admission into the program.

1. A bachelor's degree from an accredited institution.
2. A minimum undergraduate G.P.A. of 2.5 on a 4.0 scale.
3. Favorable reference letters from three persons who know the applicant professionally.

Additionally, international students must obtain a score of at least 550 on the Test of English as a Foreign Language (TOEFL) if their first language is not English. The official TOEFL score must be sent directly to the Director of the Master of Arts in Education program by Educational Testing Service.

Persons with post-secondary level teaching experience in community college, trade or technical schools may be considered for participation in the program.

Educators having no desire to pursue a Master's degree or who already have a Master's may enroll as "Coursework Only" for any courses or workshop. Students who wish to enroll in "Coursework Only" must complete the application form with the $25.00 application fee (unless the coursework is a workshop or the online application form is used for which no application fee is assessed) and provide proof that a Bachelor's degree has been earned. The Program Director reserves the right to make the final decision with regard to granting permission for "Coursework Only" students.

Students may take up to 12 semester hours of graduate-level coursework without being admitted to a degree program and still have the hours count toward a Master's degree.

Admission as Workshop Student

An applicant may be accepted for graduate workshops with evidence of a Bachelor's degree and teaching experience or experience in welfare services. An unlimited number of workshops may be taken. However, a maximum of four semester hours of workshop credit may be applied toward the Master of Arts in Education degree for individuals who have a Bachelor's degree.

Master of Arts in Education Curriculum (33 Sem. Hrs.)

Master of Arts in Education with Reading Endorsement Curriculum

Heidelberg College offers some of the courses that apply toward a reading endorsement. Although additional coursework is required, the following reading courses will be accepted by other institutions toward fulfillment of a reading endorsement:

Total 12 sem. hrs.

EDUCATION COURSE DESCRIPTIONS

EDU 500. INSTRUCTIONAL THEORY AND PRACTICE (3 sem. hrs.) Development of knowledge, skills and attitudes needed to improve instructional effectiveness; emphasis on models of teaching and diagnosing learning/teaching problems and prescribing to increase effectiveness. (Fall of odd/even years, summer of even years)

EDU 501. CURRICULUM THEORY AND POLICY (3 sem. hrs.) Development of knowledge, skills and attitudes needed to structure knowledge, organize and change the elementary/secondary curriculum; emphasis on purposes, materials and practices associated with effective schools. (Spring of odd/even years, summer of odd years)

EDU 502. EDUCATIONAL RESEARCH (4 sem. hrs.) Development of knowledge, skills and attitudes needed to research and evaluate the effectiveness of curriculum, instruction, or intervention; emphasis on research strategies and analysis of descriptive and judgmental information for planning and decision-making. (Spring of even/odd years, summer of even years)

EDU 504. PROFESSIONAL ETHICS (3 sem. hrs.) Development of knowledge, skills and attitudes essential for making responsible professional decisions; emphasis on ethical case studies related to curriculum and instruction. (Fall of even/odd years, summer of odd years)

EDU 512. FOUNDATIONS OF READING (3 sem. hrs.) Examination of the psychological and sociological theories of reading; emphasis on factors influencing the process of learning to read and the major approaches to teaching reading. (Fall of even/odd years)

EDU 513. TEACHING READING IN THE CONTENT AREAS (3 sem. hrs.) The purpose is to help content area teachers, both elementary and secondary, teach the content of their subject areas more effectively. (Spring of even/odd years)

EDU 514. DIAGNOSIS AND REMEDIATION OF READING DIFFICULTIES (3 sem. hrs.) Development of the knowledge, skills and attitudes essential to using formal and informal tools for diagnosing reading levels and providing for remediation where needed; emphasis is on effective strategies of diagnosis and remediation by the classroom teacher. Nine (9) clock hours (3 class sessions) of what was regularly scheduled class time for the course will be to given students in exchange for eighteen (18) clock hours of clinical-type field based experience. (Fall of odd/even years)

EDU 520. COMPUTERS IN EDUCATION I (3 sem. hrs.) Development of the knowledge, skills and attitudes needed to introduce and use microcomputer hardware and software into the classroom; emphasis is on the functions of a microcomputer system, evaluation and utilization of software packages for CAI, Data Base and Word Processing uses for the classroom teacher. (Offered occasionally)

EDU 521. COMPUTERS IN EDUCATION II (3 sem. hrs.) Development of the knowledge, skills, and attitudes needed to make microcomputers an integral part of the curriculum; emphasis on CAI, CMI, LOGO, BASIC, problem solving techniques and integration in the curriculum. Prerequisite: EDU 520 or permission of the instructor. (Offered occasionally)

EDU 522. INTRODUCTION TO DATA ANALYSIS (3 sem. hrs.) Development of the knowledge, skills, and attitudes needed to understand, interpret, and evaluate the quantitative results of educational research studies; emphasis on the meaning and application of graphs, descriptive statistics, and inferential statistics as they are used to solve problems in education. (Fall of odd/even years, summer of odd years)

EDU 523. TRENDS IN ELEMENTARY EDUCATION (3 sem. hrs.) Examination of current trends in curriculum and instruction in selected content taught in the elementary school; emphasis on the major content areas of social studies, language arts, mathematics, and art. Selected content areas will change. Students may register for this course a second or third time when content areas change. (Offered occasionally)

EDU 524. TRENDS IN SECONDARY EDUCATION (3 sem. hrs.) Examination of current trends in curriculum and instruction in selected content taught in the secondary school; emphasis on the major content areas of social studies, English, mathematics, and humanities. Selected content areas will change. Students may register for this course a second or third time when content areas change. (Offered occasionally)

EDU 525. MULTICULTURAL LITERATURE (3 sem. hrs.) This course is an introduction to the study of multicultural literature for children, emphasizing the use of multicultural literature as both mirrors and windows through which children might learn more about themselves and others. It will examine the use of multicultural children's literature in early, middle, and AYA classrooms to promote cultural understanding and affirm the value of diversity in a global society. There will be a strong emphasis on the selection of authentic literature that presents an accurate portrayal of various ethnic groups including, but not limited to, African-American, Hispanic, Asian, and native American cultures, as well as diverse lifestyles. Theoretical and historical perspective of multicultural literature, as well as current trends, issues, controversies, and classroom implications will be explored. Open to all graduate students. (Offered occasionally, summer)

EDU 526. ACADEMIC CONTENT STANDARDS (3 sem. hrs.) This course is a survey, analysis and evaluation of the current emphasis on standards in the teaching of mathematics, social studies, reading/language arts and science. Emphasis is placed on the recommendations of the Specialized Professional Associations relative to each content area. Students examine instruction in reference to the Ohio Academic Content Standards and the Ohio model Curricula. (Offered occasionally)

EDU 527. CHILD AND ADOLESCENT DEVELOPMENT (3 sem. hrs.) Examination of the physical, cognitive, and social/emotional development of children and adolescents ages 3-21, covering the licensure areas of early childhood, middle childhood, adolescence to young adult, and multi-age. Emphasis will be on the critical appraisal of developmental theories in terms of research support and educational practice. (Offered occasionally, summer)

EDU 528. MOTIVATION TO ACHIEVE (3 sem. hrs.) Examination of contemporary theories of motivation that are relevant to promoting learning in students within the context of P-12 classrooms and schools. Emphasis will be on the critical appraisal of theories of motivation in terms of research support and educational practice. (Offered occasionally, summer)

EDU 529. CLASSROOM MANAGEMENT (3 sem. hrs.) Effective teaching utilizes curriculum that facilitates learning with strategies and models appropriate for the learner and an environment that maximizes production learning time. Emphasis will be on developing skills to become a reflective practitioner and to implement effective classroom management practices in providing P-12 students with an optimal learning environment. (Offered occasionally, summer)

EDU 530. ASSESSMENT AND EVALUATION IN SCHOOLS (3 sem. hrs.) Examination of principles and procedures of assessment and evaluation used by teachers for the purposes of placement, determining readiness, diagnosis, feedback, grading, and certifying mastery within the context of P- 12 classrooms and schools. Emphasis will be on the construction, selection, and evaluation of measures of achievement and aptitude using the criteria of validity, reliability, and usability to inform and improve decision-making. Prerequisites: EDU 500. (Offered occasionally, summer)

EDU 531. TEACHER LEADERSHIP (3 sem. hrs.) The aim of the course is to foster leadership capabilities and skills in teachers and to empower them to be change agents for improving schools in their communities. Emphasis will be on the analysis and evaluation of education leaders as role models, understanding the principles of leadership that are most important in education settings, and applying leadership principles to education problems in schools and communities. (Offered occasionally, summer)

EDU 533. ARCHAEOLOGY FOR EDUCATORS K-12 (3 sem. hrs.) Humanity, and all it entails, expresses itself through the material culture (objects) it produces. Participants in this three semester hour week-long exploration will learn how archaeology unlocks the diversity of past human experiences, and how this can be shared with primary and secondary classes. Participants will discover ways to integrate archaeology into their existing curricula of social science, history, science, math, art, and communication. Educators will be exposed to sample activities to be used in the classroom, as well as receiving first-hand experience in the discovery process, excavating at the Johnson's Island Prisoner of War Depot. This class is designed for elementary and secondary educators. (Summer)

EDU 534. INVESTIGATING A CIVIL WAR PRISON (3 sem. hrs.) Within the Center for Historic and Military Archaeology (CHMA), this week-long summer course in Civil War archaeology is offered at the historic Johnson's Island Prisoner of War Depot site. This course will immerse the participant in the inquiries and investigations conducted at this national historical landmark site. Participants will experience how history comes alive through the scientific processes of excavation and analysis, as well as exploration of diaries and letters of those imprisoned at Johnson's Island. This course is designed for the serious adult student of archaeology (avocation) and primary and secondary teachers. (Summer)

EDU 535. THE EFFECTIVE TEACHER (2 sem. hrs.) Students will learn more about what it means to be an effective teacher. They will hear from effective educators working in K-12 education who have been identified within their districts, and will read, study, and analyze case studies or media presentations to help teachers learn more about their strengths as a teacher and what constitutes "effectiveness" in classrooms and schools. Students will also discuss and reflect on their own successful and less-than-successful experiences in education. (Offered occasionally, summer)

EDU 541. SPECIAL TOPICS (IN EDUCATION) (1-3 sem. hrs.) Examination of current national and regional topics related to curriculum and instruction (e.g., effective schools research, cooperative learning, testing of teachers, content area studies). Topics will change. Students may register for this course a second or third time when topics change, for a maximum of 9 semester hours. (Offered occasionally, summer)

EDU 550. INDEPENDENT STUDY (1-3 sem. hrs.) An opportunity for students to investigate an area normally not contained in existing courses or to investigate an area in greater depth than is possible in existing courses. The area of investigation need not necessarily to be in the area of certification of the student. Students are to identify the topic and method of investigation. Students are to complete a Learning Contract, clearly specifying the objectives, procedures, and the rationale for independent study. Approval of instructor and the Program Director or Graduate Dean is required in advance of registration deadlines. (Fall, spring, summer)

EDU 560. WORKSHOP (1-3 sem. hrs.) Each workshop will be individually designed with the course description and other pertinent data retained on file in the offices of the Program Director and/or the Registrar. A maximum of 4 semester hours of workshop credit may be applied to the degree. (Offered occasionally, summer)

EDU 590. PRACTICUM IN EDUCATION I (3 sem. hrs.) The culminating course in the program in which the student designs, implements, evaluates and reports on an action research project. Prerequisites: EDU 502 and at least two of the following four required courses - EDU 500, 501, 504 and 522. This course is offered fall semester only. Students will have until August of the following year to complete the course requirements. (Fall only)

EDU 591. PRACTICUM IN EDUCATION II(1 sem. hr.) After initial enrollment in EDU 590 Practicum in Education (3 sem. hrs.), the student must be continuously enrolled (Fall, Spring, Summer) in EDU 591 Practicum in Education II (1 sem. hr.) Only the initial three semester hours for EDU 590 may count toward the degree. (Fall, spring, summer)

MASTER OF ARTS IN COUNSELING DEGREE PROGRAM

Mission Statement

The Heidelberg College Master of Arts in Counseling program is a 48-hour program designed to meet the academic requirements for those students who are seeking licensure as a Professional Counselor (PC), Professional Clinical Counselor (PCC), or a Professional School Counselor (PSC) in the state of Ohio.

The Master of Arts in Counseling program (MAC) is dedicated to educating, motivating and encouraging students with a grounding in theory and practice in preparation to enter the counseling field in areas that maximizes their unique abilities and interests, and prepares them for future learning and growth. The concentration is further committed to collaborating with community members including mental health, schools, other agencies, colleagues, and alumni in order to achieve our goals. The program is committed to building and maintaining collaborative relations with members of the community and educational systems by providing them with qualified and exceptional students and graduates.

The Counseling program at Heidelberg College offers a 48-hour Master of Arts degree with three available program concentrations:

The Graduate Studies in Counseling Program at Heidelberg College offers a 48-hour Master of Arts degree with three available program concentrations:

• School Counseling
• Community Counseling
• Dual Community/School Licensure

School Counseling Concentration

The School Counseling concentration is designed to meet the academic and field experience requirements for those students who are seeking licensure as a Professional School Counselor (PSC) in the state of Ohio. The major purpose of the Heidelberg College school counselor licensure concentration is to develop in students the knowledge, skills, and attitudes needed to provide appropriate counseling services within the school setting. To qualify for licensure as a Professional School Counselor with the Ohio Department of Education, candidates must have completed at least 48 semester hours of coursework, including 100 hours of Practicum field experience and 600 hours of Internship field experience and must successfully pass the Praxis exam.

A school counselor in the state of Ohio must have been graduated from an approved program of preparation, passed a BCI check, and have been recommended by the head of teacher education. This individual must have completed an examination prescribed by the State Board of Education and evidenced the education and experience requirements which include:

A Master's degree and 1) two years of successful teaching experience under a provisional or professional teacher license; OR (2) three years experience as a licensed school counselor in another state, OR (3) successful completion of a school counselor induction year.

School counseling licensees then become eligible to be hired as school counselors in K-12 schools in the state of Ohio.

Non-Degree Seeking School Counselor Licensure Endorsement Program (SCLE)

A graduate student who is seeking school counselor licensure but is not seeking admission to the Master of Arts in Counseling Program must apply for admission to the School Counseling Licensure Endorsement Program. The application process for students who already have a Master's degree in counseling or related field and who are transferring from another school will consist of:

• An application form*
• Three letters of recommendation
• Transcripts of graduate work in counseling or related fi eld
• Personal/professional statement focused on the candidate's desire to become a licensed school counselor

There is no fee for the application and the applications will be maintained in the Graduate Studies Office. School Counseling faculty members will review the application and transcripts. After an evaluation of the candidate's transcripts, candidates to the SCLE whose Master degree is in a field other than counseling, may be required to take certain counseling courses. The student may be required to attend an admission interview. A recommendation for admission will be made to the Director of Graduate Studies in Counseling. Students will be notified if they are admitted to the SCLE in a timely fashion. If they are not admitted, they will not be permitted to take courses and they will not, under any circumstances, be endorsed for school counselor licensure.

*The application should be filed prior to taking any coursework as a nondegree student and must be filed by the end of the first semester in which the student is enrolled as a non-degree student. Under no circumstances will a student be allowed to enroll in COU 594 (Practicum in School Counseling) and/or COU 596 and/or COU 597 (Internship in School Counseling I and II) without having been admitted to the school counselor licensure program.

Once admitted to the Endorsement Program students will need to complete an Endorsement Plan of Study which will specify which courses they need to complete prior to receiving endorsement for licensure from Heidelberg College. The Endorsement Plan of Study is an in-house document and does not require authorization beyond the Program Director and School Counseling Coordinator.

A student who has completed his/her Master's degree in community counseling at Heidelberg College and is seeking admission to the School Counselor Licensure Endorsement Program (SCLE) will be required to submit a personal/professional statement of desire to become a school counselor. The student will not be required to seek full admission to the Graduate Studies Program. The School Counseling Coordinator will review the students' paperwork (transcripts and statement) and make a determination related to their Endorsement Plan of Study. These students will finish their coursework for the endorsement program as non-degree seeking students. Upon finishing their courses and passing the Praxis examination, they will be recommended to the Ohio Department of Education for licensure as a school counselor.

Current students in the Master of Arts in Community Counseling who wish to transfer into the school counselor licensure concentration are required to officially notify their academic advisor of their desire to change concentrations. They will need to meet with the School Counseling Coordinator to review their transcripts and determine their Endorsement Plan of Study.

Community Counseling Concentration

The Master of Arts in Counseling degree is designed to meet or exceed graduation requirements for those students who are seeking Licensure in the State of Ohio as either Professional School Counselor or Professional Counselor/Professional Clinical Counselor. Students must complete 48 semester hours including the required Foundation and Core courses and electives necessary to reach the minimum 48 semester hours.

The Community Counseling concentration is designed to meet the academic and field experience requirements for those students who are seeking licensure as a Professional Counselor (PC) or Professional Clinical Counselor (PCC) in the state of Ohio. To qualify to take the state counseling licensure examination, students must have completed at least 60 semester hours of coursework, including at least 20 semester hours of clinical coursework, and take at least one course in each of the following 5 clinical areas: (1) clinical psychopathology, personality, and abnormal behavior; (2) evaluation of mental and emotional disorders; (3) diagnosis of mental and emotional disorders; (4) methods of intervention and prevention of mental and emotional disorders; (5) treatment of mental and emotional disorders. Students must also complete a 100 hour Practicum field experience and a 600 hour Internship field experience.

All coursework necessary to complete the 60 hours needed to satisfy Program and Licensing Board requirements to sit for the Professional Counselor Licensure Examination (PCLE) are available through the Graduate Studies in Counseling Program at Heidelberg College.

All 600 level courses are advanced Clinical Endorsement courses and require the necessary prerequisites (see course descriptions).

Dual Clinical/School Licensure Concentration

The Dual Community/School Licensure concentration is designed to provide students with the necessary academic and field experiences to qualify for licensure both with the Ohio Department of Education as a Professional School Counselor and with the Ohio Counselor and Social Worker Board as a Professional Counselor.

Each of these concentrations is designed to develop in students the knowledge and skills needed effectively and professionally to provide counseling services to clients within a variety of settings. Skills in interpersonal helping, interaction, communication, and sensitivity acquired in the program are applicable to a variety of professions including education, community social services, business and industry, government, and the ministry.

Candidates seeking a dual licensure concentration must satisfy coursework requirements in both concentration areas, including one counseling Practicum field experience in either school or clinical and two separate 600 hour Internship field experiences in both school and community counseling settings.

Program Objectives

Students will:

1. Understand the developmental, social, and psychological processes that underlie human adjustment and practice of counseling.
2. Understand the impact of cultural, racial, and ethnic variables on counseling relationships and outcomes.
3. Demonstrate research skills needed to evaluate the effectiveness of counseling intervention.
4. Demonstrate knowledge of counseling theories and techniques, both individual and group.
5. Demonstrate knowledge of professional issues and practices such as cross cultural factors, ethics, mental health laws, career and educational information, referral agencies, and other counseling-related services and understand the professional, legal and ethical responsibilities of the counselor.
6. Demonstrate the ability to administer and/or interpret the results of instruments that measure aptitude, cognitive ability, personality, achievement, and interests.
7. Develop an individual philosophy of counseling based upon a consideration of concepts from major counseling theories in concert with their own personality structure and value system.
8. Develop in-depth knowledge of self-selected specialized areas of counseling, such as marital and family, chemical dependency counseling, or school counseling.
9. Apply assessment, counseling, referral and outcome evaluation skills to meet client needs within the field setting and/or student needs within the school setting.
10. Demonstrate the ability to function and perform professionally and competently in a field setting.

Additionally, school counseling and dual clinical/school licensure students will:

• Have knowledge of administrative procedures and organizational patterns pertaining to guidance programs within the school setting.
• Understand the comprehensive developmental school counseling programs in the total school curriculum.
• Experience the role of the school counselor as they deliver services within the three domains of social/personal, educational, and career counseling.

In order to be considered for admission into the Master in Counseling (MAC) degree program, prospective students must submit each of the following to the Director of Graduate Studies in Counseling.

1. The completed Graduate Studies Application for Admissions form supplied by the Graduate Studies office.
2. The $25.00 application fee. (Fee is waived is using the online application form.)
3. Official College transcripts (sealed) submitted directly from the Registrar of all previously attended colleges or universities reflecting a minimum 2.90 undergraduate GPA on a 4-point scale. (SEE MINIMUM ADMISSION REQUIREMENTS).
4. Three letters of recommendation to be written on forms supplied by the MAC program. The letters must be from professional or academic persons knowledgeable of the applicant's professional experiences and aware that applicant is seeking counseling degree.
5. A two to three page statement of professional goals with biographical information that includes reasons for wanting to enter the program and a statement of personal strengths and weaknesses.
6. Upon receipt of all application materials, and successful completion of no more than 12 hours of coursework, prospective students are interviewed by the Graduate Admissions Committee who will make a recommendation for final admission to the Program Director. Following this interview, the student will receive a written decision regarding their admission status.
7. All students will be held to the catalog requirements in effect at the time first enrolled in coursework in their graduate program. Revisions to course prerequisites apply to all students regardless of the catalog of admission.

In the event that the applicant has been convicted of a criminal offense (other than a minor traffic violation), the College will require a separate explanation of circumstances. The Program Director reserves the right to make the final decision with regard to acceptance in the Master of Arts in Counseling Program, and also reserves the right to depart from and/or supplement the admission criteria based upon the best interests of Heidelberg College.

Minimum Admission Requirements

All students enter the Master in Counseling Program as conditional admits. Minimum qualifications for admission include the following:

1. A Bachelor's degree and completion of at least the equivalent of twelve semester hours in the behavioral sciences from an accredited institution. The hours completed in behavioral sciences should include a minimal understanding of research/quantitative methods and abnormal behavior.
2. In cases where the student is judged to be deficient in the specified content areas, the student may be required to successfully complete appropriate undergraduate courses without graduate credit before admission on regular status is granted.
3. A minimum undergraduate GPA of 2.90 on a 4-point scale. Individuals with less than a 2.90 GPA will be required to complete COU 500: Introduction to the Graduate Experience during the first semester of coursework. In addition, they may take no more than 9 semester hours during the first semester. Upon completion of this provisional enrollment semester, continuance of the admissions process will be determined upon certification.
4. Upon certification of the undergraduate degree and receipt of application and fees, students may enroll in classes not to exceed 12 semester hours while completing the admissions process.

Admissions as a "Coursework Only Student"

Students who do not wish to be admitted to the graduate program, but wish to take courses for credit, will be permitted to do so provided they hold a Bachelor's degree from an accredited institution and complete the non-degree graduate application form. Students with a Bachelor's degree are only allowed to take up to 12 semester hours without being formally admitted to a degree program, and still have the hours count towards a Master's Degree in Counseling, if approved by the Program Director.

Under no circumstance shall a student who wishes to transfer from "Coursework Only" status to program status be allowed to apply more than 12 semester hours of credit toward the Master's degree. Students who enter with a Master's Degree in Counseling may take courses toward licensure. Both categories of students must follow the prescribed application process. "Coursework Only" students will complete steps 1, 2, and 3 in the admissions requirements.

To remain in good academic standing, the graduate student must:

• Maintain a minimum cumulative GPA of 3.00 during every term or semester.
• Not have received any grade of C or F

Students who receive a grade of C must repeat the course and receive a minimum grade of B.

Graduation Requirements

Comprehensive Examination

The comprehensive examination is intended to be a culmination experience of one's graduate program. Comprehensive examinations will be offered in January for May graduation, May for August graduation, and September for December graduation of each year. Students must submit a signed copy of the Request for Comprehensive Examination the semester before the scheduled examination. Specific due dates and the actual request forms are located on the MAC website. Candidates will not be considered for graduation until they have passed the comprehensive examination.

If students successfully pass their PRAXIS or clinical state licensure examination prior to graduation, their comprehensive examination is waived, e.g., MAC will accept the passing test scores from either of these two exams in place of the MAC Comprehensive Examination.

Multiple Choice Exam

Students will take a 200 question multiple choice exam. This exam is designed to evaluate students on their accrued knowledge covering the core CACREP areas. The exam is also modeled after licensure exams used in the state of Ohio. To pass the multiple-choice examination, it is necessary to earn a minimum score of 70%.

NOTE
It is the student's responsibility to submit a request form for the examination no later than the last day of the previous semester. Students who fail the examination have 30 days to retake it. If a student fails the exam a second time, he/she may not retake it until the next offering. If a student fails the exam a third time, he/she may be dropped from the MAC program or required to retake courses at the discretion of the Program Director. Students who entered the program prior to fall 2003, are exempt from the comprehensive examination.

Evaluation of Graduate Students' Non-Academic
Performance in the Community Counseling Program

The unique nature of programs in counselor preparation requires the teaching faculty to consider both the student's cognitive (e.g., course grades) as well as non-cognitive (e.g., interpersonal skills, ethical behavior) performance when evaluating the professional competence of students. As faculty, we take seriously our professional obligations to mentor all students admitted into our program and to provide assistance and support as required to facilitate their professional development and ultimate graduation from the program.

We also have an obligation to maintain professional standards, which require regular and ongoing evaluation of all students in accordance with the Code of Ethics and Standards of Practice of the American Counseling Association (ACA) and the American School Counselor Association (ASCA). Through on-going evaluation and appraisal, graduate faculty are aware of the academic and personal limitations of students/supervisees that might impede performance. Graduate faculty assist students/supervisees in securing remedial assistance when needed and must dismiss from the training program students/supervisees who are unable to provide competent services due to academic or personal limitations. Graduate faculty seek professional consultation and documents their decisions to dismiss or refer their students/supervisees for assistance. Graduate faculty assure that students have recourse to address decisions made to require them to seek assistance or to dismiss them (ACA Ethics Code). At the end of each semester, faculty instructors will evaluate each student in their classes.

Students enrolled in Heidelberg's MAC program are responsible for meeting all academic requirements outlined in other sections of this document. Specifically,

1. Students must adhere to the ethical and professional standards of the American Counseling Association as outlined in the American Counseling Association Code of Ethics and Standards of Practice and the American School Counselor Association.
2. Students must demonstrate functional competence in fulfilling professional tasks and duties of the profession (ACA Standard of Practice Forty One).

All faculty members will review the progress of all students each semester. Students who fail to make satisfactory progress, evidence signs of impairment, or engage in inappropriate behavior face the possibility of dismissal from the program. Students will be reviewed based upon the characteristics listed on the Personal Characteristics Review Form (see page 46). Student forms are discussed on a semester basis among the full faculty at a Student Review Committee Meeting. If a student's professional integrity, skill level, or professional development is found lacking as rated on the scale as 2 or below, the following process will be followed:

1. The student is presented in writing with a copy of the Review Form and the professor's comments. A copy of the form is also given to the full faculty and discussed in the next student review meeting. After the faculty discussion, the student and the professor will also meet to discuss the contents of the form and any recommended remediation deemed appropriate, inclusive of a timetable for compliance and a notice of consequences for noncompliance.
2. If a student receives more than one Review Form during any one semester OR receives a Review Form from more than one professor during his/her program, the student will be required to meet with his/ her academic advisor to discuss remediation or possible reconsideration of continuation in the program. A copy of the forms and any action taken will be given to the student and placed in the student's file.
3. If a student receives three Review Forms or more, the student will be required to meet with his/her advisor and two other faculty members to discuss reconsideration of continuation in the counseling program. If the Committee determines that the student's personal or professional behavior is inappropriate to the field of counseling, and that such behavior(s) may be detrimental in working with others, the student may be dismissed from the program.

1. take no further action;
2. allow the student to continue in the program but recommend a remediation plan, including goals and time frame;
3. initiate a leave of absence for the student with the possibility of return after a successful completion of a remediation plan;
4. dismissal from the program.

If a student disagrees with the Program Director's recommendation, the student may request a hearing to present his or her point of view. This meeting will be convened by the Program Director. Within one week following the hearing, the student will receive written notification of the decision. After receiving written notification, the student may request an appeal within 14 days to the Dean of Graduate Studies.

PERSONAL CHARACTERISTICS REVIEW FORM

Increasingly, personal characteristics are emphasized in the counseling literature as the most important counselor qualities. Therefore, the Heidelberg College faculty believe that it is their ethical responsibility to train counselors who best fit the characteristics of an effective counselor. The scale below lists those personal characteristics recognized as necessary counselor qualities.

Students in the MAC Program will be reviewed on these characteristics each semester in each class as part of our ongoing student evaluation program. A score of 5 indicates excellence; a score of 3 indicates adequate performance; and a score of 1 indicates unacceptable behavior.