Preface

On behalf of the faculty and students at Michigan State University (MSU), we want to welcome you to the Master of Arts (MA) Rehabilitation Counseling program. The program is accredited by the Council for Accreditation of Counseling & Related Educational Programs (CACREP). The U.S. News & World Report Graduate Education Program Ranking Guide currently ranks our program #2. Our program has a long and distinguished history having graduated many of the past and current leaders in the rehabilitation field in Michigan. You are entering graduate school at an exciting and propitious time. The rehabilitation counseling profession is currently in great need of a new generation of rehabilitation practitioners, and we want to contribute to meeting that need.  We are very pleased that you are part of our program and look forward to working with you to support your learning and development.

This Handbook was designed to help guide and support you through the graduate education experience. It contains the policies and procedures pertaining to the MA Rehabilitation Counseling program that will help you to navigate through graduate school. The Handbook is intended: (a) to guide you in setting, monitoring, and achieving your goals in graduate education, (b) to familiarize you with the faculty’s general educational policies, expectations, and standards, and (c) to assist faculty in their advising of students, and (d) ensure that the program’s policies are applied systematically and fairly.

The Handbook includes important information regarding advising, program requirements, procedures for addressing concerns and complaints, time limits and dismissal policies. This document is intended to supplement the Department, College, and University policies and procedures, and to clarify the academic issues that are unique to the MA in Rehabilitation Counseling program. For additional information on university policies, you may wish to access the following sites:

• Academic Programs Catalog
  https://reg.msu.edu/AcademicPrograms/
• Graduate Student Rights and Responsibilities (GSSR) http://splife.studentlife.msu.edu/graduate-student-rights-and-responsibilities

Additional program, college and university information may also be accessed through the following sites:

• Rehabilitation Counseling Program Homepage: http://www.educ.msu.edu/cepse/rehab/default.asp
• College of Education Homepage: http://www.education.msu.edu/
• MSU Homepage: http://www.msu.edu

In joining our program, you are also becoming part of a College of Education that is nationally recognized for its research, teaching, and service.  The strength of our College is in its people: the students, faculty, and staff, who have created an intellectual and social community where ideas, learning, and collaboration are valued.  We look forward to your participation and contributions to this community of rehabilitation counseling practitioners and scholars.

Program Overview

A rehabilitation counselor is a counselor who possesses the specialized knowledge, skills, and attitudes needed to collaborate in a professional relationship with people who have disabilities to achieve their personal, social, psychological, and vocational goals. 

The MSU Rehabilitation Counseling program provides a strong foundation in the philosophy, process, and professional discipline of rehabilitation through didactic coursework, practicum, internship, and extracurricular experiences. It develops expertise in the independent living, medical, social, and psychological aspects of disability and in the vocational rehabilitation process.  Skills are developed in vocational assessment, job placement, career development, and disability management. 

Core competencies are developed in the areas of vocational assessment, effective rehabilitation planning and caseload management, service delivery methods and community resource utilization, vocational and personal adjustment counseling, job development, modification and restructuring, and utilization of rehabilitation engineering and accommodation services.  Other areas where specific competencies are developed include knowledge of service delivery systems (e.g., state-federal, workers compensation) application of newer service models (e.g., transition from school to work, supported employment, disability management) and employer development training. Our goal is to train students who have the capacity to establish effective, trusting, and meaningful relationships with clients, service providers, and employers, while functioning in the capacity of rehabilitation counseling expert for the person with a disability.

MSU Rehabilitation Counseling Program Objectives

Mission

The mission of the Michigan State University Rehabilitation Counseling Master of Art degree program is to prepare and promote the effective delivery of rehabilitation services to individuals with disabilities by providing graduates who have demonstrated, through academic and practical achievement on the skills, knowledge, and attitudes. Such mastery includes the rehabilitation services provision to individuals with different types of needs, such as physical, mental, emotional, educational, developmental, and vocational needs in a variety of clinical and community settings.

The program is designed to: (a) provide a wide spectrum of evidence-based knowledge and practice of rehabilitation counseling profession, (b) prepare students to inform professional practice by generating new knowledge for the profession, (c) support students to provide effective interventions to individuals with disabilities and the community, and (d) equip students to assume positions of leadership in the rehabilitation counseling profession. CACREP accreditation denotes a commitment to program excellence and indicates to the public at large that the MSU Rehabilitation Counseling master’s program is fulfilling its commitment to educational quality.   

Program Objectives

The objectives of the Rehabilitation Counseling program at Michigan State University are:

1. To recruit and retain diverse students to be competent rehabilitation counselors in their knowledge, skills, and dispositional standards according to our professional certification body, the Commission on Rehabilitation Counselor Certification (CRCC) Code of Professional Ethics and Scope of Practice as well as our accrediting body, the Council for Accreditation of Counseling & Related Educational Programs (CACREP).
2. To train and prepare our students to conceptualize rehabilitation counseling services and interventions for people with disabilities from a holistic perspective and to be competent in working with a wide range of disabilities and rehabilitation settings and,
3. To train and prepare our students to be active community partners and leaders in our fields.

Overview of Program Requirements

Rehabilitation counseling candidates must complete a minimum of 60 credits under Plan B (without thesis). This includes 15 credit hours of professional courses in counseling, 18 credit hours of rehabilitation counseling core courses, 6 credit hours in research and evaluation, 15 credit hours of practicum and internship, and 6 credit hours of electives. The program typically requires 3 years of full-time academic work including summer sessions. Students may pursue study on a part-time basis; however, these students usually take 4 to 5 years to complete the program. In addition, students must submit a program portfolio that serves as the MA Certifying Exam at the end of their coursework to be eligible for graduation.

Code of Professional Ethics for Rehabilitation Counselors

The faculty and students of the MA in Rehabilitation Counseling program at MSU adhere to the Commission on Rehabilitation Counselor Certification (CRCC) Code of Professional Ethics. The following italicized content was excerpted directly from the CRCC website to provide information, guidance, and resources to students.

The Commission on Rehabilitation Counselor Certification (CRCC) has adopted a Code of Professional Ethics that covers both its Certified Rehabilitation Counselors (CRCs) and its Canadian Certified Rehabilitation Counselors (CCRCs). The standards of this mandatory code are intended to assure the community that the rehabilitation counseling profession accepts its responsibility to provide caring service to individuals with disabilities. All CRCs are bound to act in accordance with the Code.

Key Components of the CRC/CCRC Code of Ethics

• The Counseling Relationship
• Confidentiality, Privileged Communication, and Privacy
• Advocacy and Accessibility
• Professional Responsibility
• Relationships with Other Professionals and Employers
• Forensic Services
• Assessment and Evaluation
• Supervision, Training, and Teaching
• Research and Publication
• Technology, Social Media, and Distance Counseling
• Business Practices
• Resolving Ethical Issues

The web address for the Code of Professional Ethics for Rehabilitation Counselors effective 2023 is:

https://www.crccertification.com/filebin/pdf/ethics/CodeOfEthics_01-01-2017.pdf

Responsible Conduct of Research (RCR) Plan

All new Master of Arts (MA) Rehabilitation Counseling students will complete the below 4 CITI online modules within the first year of enrollment in their program. Completion of this requirement will be tracked in SABA.

• Introduction to the Responsible Conduct of Research
• Authorship
• Plagiarism
• Research Misconduct

In addition to the online completion of the four modules, students will be involved in discussion-based training.

All MA Rehabilitation Counseling students will complete the CEP 822 Approaches to Educational Research course prior to receiving their degrees.

Professional Dispositions

Unprofessional conducts, or students’ dispositions, are defined as “the commitments, characteristics, values, beliefs, interpersonal functioning, and behaviors that influence the counselor’s professional growth and interactions with clients and colleagues” (CACREP Standards, 2016, p. 43). The following professional dispositions are defined as follows:

The rehabilitation counselor education program faculty systematically assesses each master student’s professional dispositions throughout the program. The assessment process includes the following: (1) identification of key professional dispositions, (2) measurement of student professional dispositions over multiple points in time, and (3) review or analysis of data.

1. Interpersonal and Communication Skills
   Ability to give and receive information and convey own ideas and opinions with others. Ability to maintain positive interpersonal relationships with others. Several forms of communication include: listening, interpreting, speaking, reading, and writing skills.
2. Self-awareness and Insight
   Ability to understand and judge own strengths and weaknesses, and to appreciate how one’s actions are affecting others. Ability to demonstrate sensitivity to others and the ability to monitor and subtly adjust own behavior when appropriate.
3. Helping Disposition
   Ability to demonstrate willingness and eagerness to go out of his or her way to assist or help fellow students, classmates, faculty, co-workers, and clients, such as sharing information and resources.
4. Able to Work Independently and as Part of a Team
   Ability to work independently and demonstrate a sense of responsibility. Ability to work collaboratively with others, contribute to groups with ideas, suggestions, and effort.  Respect for different opinions, customs, and individual preferences.  Participation in group decisions.
5. Positive Attitude and Enthusiasm
   Ability to demonstrate a positive attitude and have an upbeat and cooperative manner, even while performing tasks.
6. Professionalism
   Ability to act responsibly and with integrity, accountability, and excellence. For instance, arriving on time for class and work, managing time effectively, being dressed appropriately, and working well with others.

Items 1 through 6 above identify key professional dispositions.  Student professional dispositions will be measured over multiple points in time as part of the application/selection process and each year following as part of student Annual Review process conducted by the faculty.  The Professional Dispositions Rating Scale will be used to systematically assess each doctoral student’s professional dispositions throughout the program.

Professional Dispositions Rating Scale

Rehabilitation Counselor Education Doctoral Program
Michigan State University

Key to Ratings:

1 = unacceptable                                 2 = minimally meets expectations
3 = meets expectations                       4 = exceeds expectations

Professional Disposition	Rating
1. Interpersonal and Communication Skills Ability to give and receive information and convey own ideas and opinions with others. Ability to maintain positive interpersonal relationships with others. Several forms of communication include: listening, interpreting, speaking, reading, and writing skills.
2. Self-awareness and Insight Ability to understand and judge own strengths and weaknesses, and to appreciate how one’s actions are affecting others. Ability to demonstrate sensitivity to others and the ability to monitor and subtly adjust own behavior when appropriate.
3. Helping Disposition Ability to demonstrate willingness and eagerness to go out of his or her way to assist or help fellow students, classmates, faculty, co-workers, and clients, such as sharing information and resources.
4. Able to Work Independently and as Part of a Team Ability to work independently and demonstrate a sense of responsibility. Ability to work collaboratively with others, contribute to groups with ideas, suggestions, and effort.  Respect for different opinions, customs, and individual preferences.  Participation in group decisions.
5. Positive Attitude and Enthusiasm Ability to demonstrate a positive attitude and have an upbeat and cooperative manner, even while performing tasks.
6. Professionalism Ability to act responsibly and with integrity, accountability, and excellence. For instance, arriving on time for class and work, managing time effectively, being dressed appropriately, and working well with others.

Departmental Structure

The Rehabilitation Counseling program resides within the Department of Counseling, Educational Psychology and Special Education (CEPSE) in the College of Education at MSU. The program has direct linkages with Special Education, School Psychology, Educational Psychology, Educational Technology, Measurement and Quantitative Methods, Kinesiology, Higher Education, and Teacher Education.

Curriculum

Requirements for the Master of Arts Degree in Rehabilitation Counseling

The program is available only under Plan B (without thesis). The student must complete a total of 60 credits distributed as follows:

1. Counseling Core. All of the following courses (15 credit hours total)
   CEP 861 Counseling Theories (3 credit hours)
   CEP 862 Individual Counseling & Helping Relationships (3 credit hours)
   CEP 864 Career Counseling (3 credit hours)
   CEP 878 Group Counseling & Group Work (3 credit hours)
   CEP 887 Human Development for the Helping Professions (3 credit hours)
2. Rehabilitation Counseling Core. All of the following courses (18 credit hours total)
   CEP 868 Medical Aspects of Disability (3 credit hours)
   CEP 870 Foundations of Rehabilitation Counseling & the Counseling Profession (3 credit hours)
   CEP 871 Cognitive & Psychological Aspects of Disability (3 credit hours)
   CEP 872 Social & Cultural Diversity (3 credit hours)
   CEP 873 Employment Strategies of Individuals with Disabilities (3 credit hours)
   CEP 874 Counseling Ethics (3 credit hours)
3. Research and Evaluation. Both of the following courses (6 credit hours total)
   CEP 822 Approaches to Educational Research (3 credit hours)
   CEP 877 Assessment in Counseling (3 credit hours)
4. Practicum and Internship. Both of the following courses (15 credit hours total)
   CEP 894A Practicum in Counseling (3 credit hours)
   CEP 893A Counseling in Internship (12 credit hours)
5. Electives* (6 credit hours total)
   * Graduate level coursework as approved by program and student’s faculty advisor

Course Descriptions

CEP 861 Counseling Theories (3 credit hours)

Selected counseling theories.  Foundations of ethical decision-making. Professional standards, guidelines, and issues concerning the training & work of the counselor.  Legal issues and precedents. Students will grasp central elements of each theory, learn philosophical foundations of counseling & ethical behavior, learn applicable codes of ethics, analyze real & hypothetical cases, and identify implications of legal doctrines & precedents.

CEP 862 Individual Counseling & Helping Relationships (3 credit hours)

Counselor skill in individual counseling. Forming, working with, and ending sessions, with clients, building relationships, handling obstacles, and developing & carrying out agendas in counseling. Simulated individual counseling practice will be stressed. Students will understand helping process as it relates to various relevant populations, learn basic individual counseling skills and techniques, and demonstrate learned skills through taped & live simulations.

CEP 864 Career Counseling (3 credit hours)

The application of career development theories and labor market and occupational information in the assessment and planning aspects of career counseling with various populations.  Students will develop an understanding of theories and patterns of career development, knowledge of resources for career exploration, and skills in assisting individuals in vocational decision-making.

CEP 878 Group Counseling & Group Work (3 credit hours)

This course will provide an overview and basic knowledge of group work, group theories, counseling theory, dynamics, approaches, process, development, characteristics, as well as types of groups. In addition, knowledge on pertinent factors that affect effective groups, including therapeutic factors of group leaders will be discussed. Unique factors and critical issues, including ethics, culturally relevant, disability and special population that affect group design and facilitation will be discussed. Finally, experiential opportunities to practice as a group leader as well as a group member will be incorporated throughout weekly lectures and assignments. 

CEP 887 Human Development for the Counseling Professions (3 credit hours)

This course is designed to introduce students to human development content of professional practice of the counseling profession, including: theories of human development; learning and personality theories; the stages of human development; human behavior including an understanding of development crises, disability; counseling strategies and interventions facilitating optimum development across the lifespan.

CEP 868 Medical Aspects of Disability (3 credit hours)

Course focuses on functional implications of physical, cognitive and emotional disabilities for rehabilitation. Students will develop an understanding of the medical and characteristics of impairments frequently encountered by rehabilitation professionals. Students gain familiarity with medical terminology and the roles of health personnel. 

CEP 870 Foundations of Rehabilitation Counseling & the Counseling Profession (3 credit hours)

This introductory course provides an overview of the different counseling and human services professions, with a focus on the rehabilitation counseling profession. An overview on the historical development, legislations, philosophical foundations, roles and functions, professional identity, professional organizations and credentials related to rehabilitation counseling and different professions will be introduced. Specific paradigms of practices, such as assessment career counseling, mental health counseling, community-based interventions and service delivery will be discussed and compared. Other topics and concepts such as psychosocial, familial, environmental, cultural aspects of disability, ethics, advocacy, technology, accommodation/universal design, ergonomics, case/disability management will be discussed. It also provides an understanding, knowledge, and influence of disability in the practice of rehabilitation counseling and other related professions.

CEP 871 Cognitive & Psychological Aspects of Disability (3 credit hours)

Psychosocial adjustment to chronic illness and disability. Students will develop an understanding of cognitive and psychological characteristics of impairments frequently encountered by rehabilitation professionals. Course examines personal attitudes, feelings, and behavior toward persons with various characteristics. Content includes mental health diagnosis, etiology, and treatment models and methods.

CEP 872 Social & Cultural Diversity (3 credit hours)

Social and political factors that limit individuals with disabilities. The Independent Living movement, philosophy, legislation, and services. Use of accommodations and enabling technology. Attitude change and client empowerment. Students will develop understanding of independent living and rehabilitation from a consumer perspective and come to recognize their responsibility to advocate for social and political change as well as provide professional counseling services. Develop basic knowledge of and skill in using assistive technology.

CEP 873 Employment Strategies of Individuals with Disabilities (3 credit hours)

Public policy, resources, and intervention strategies for assisting persons with disabilities to achieve vocational outcomes, and for assisting employers in accommodating and retaining employees with disabilities. Students will develop knowledge, skills and attitudes necessary to assist clients in seeking and maintaining employment; identify employment opportunities; develop reciprocal relationships with employers and provide reasonable accommodations.

CEP 874 Counseling Ethics (3 credit hours)

Focuses on ethical issues in counseling and provides general and specific guidance for ethical conduct in clinical practice. Students also will develop awareness and skills for thinking ethically and ethical decision-making through reading, in-depth group discussion, and analysis of ethics cases. The class will be oriented towards discussion and exploration of ethical dilemmas that can present in clinical practice, including individual and group counseling, human growth and development, career development, research, and forensic activities. The codes of conduct (ACA and CRCC), principals and standards, ethical decision-making, multicultural considerations and legal issues will also be covered. 

CEP 822 Approaches to Educational Research (3 credit hours)

Rationale for empirical studies in education and rehabilitation counseling. Emphasis on alternative approaches and uses of inquiry through case examples. Students will be able to distinguish among alternative approaches to conception, design, analysis, and use of research via case examples.

CEP 877 Assessment in Counseling (3 credit hours)

Advanced assessment techniques and strategies for rehabilitation and mental health settings. Applied research and program evaluation in rehabilitation and community mental health counseling. Measurement concepts as a foundation for selecting and interpreting tests.

CEP 894A Counseling in Practicum (3 credit hours)

Students obtain supervised counseling experience in a rehabilitation and/or related service setting to develop skills, knowledge and behaviors appropriate for effective counseling relationships.  Group seminars practice skill development in problem identification, problem solving, and assessment and case management based on the identification of client assets, needs and preferences. Students gain experience with various disabling conditions and are coached in the use of interviewing and counseling behaviors in order to develop effective strategies for client services. Note that CEP 894A Counseling in Practicum is a prerequisite for CEP 893A Counseling in Internship.

CEP 893A Counseling in Internship (12 credit hours)

Supervised internship in rehabilitation and/or related service systems for persons with disabilities, mental health disorders or illnesses.  Students develop and demonstrate clinical and case management skills along with the appropriate professional interrelationships required of interdisciplinary rehabilitation practices.  Competencies in all areas of the rehabilitation process: assessment, evaluation, counseling, service provision, resource utilization, community liaison, job development and placement, follow-up, program development and documentation must be demonstrated within the course of the internship. Participation in monthly seminars and current topics forum provide group supervision for clinical and case service as well as exploration of emerging professional and ethical issues.

Electives* (6 credit hours total)

* Graduate level coursework as approved by program and student’s faculty advisor

Student Advisement

All students in the Rehabilitation Counseling program are assigned an advisor. The advisor is a full-time member of the Rehabilitation Counseling faculty and is responsible for assisting in the orientation of the student to the program, college, and university. The advisor will provide assistance in academic advisement, including course selection and program planning, practicum selection, and internship selection and employment.  Students develop a course of study in collaboration with their advisor. 

Master’s Degree Program Plan

In order for you to be certified for graduation promptly upon completion of your program, as a degree candidate you must obtain final program approval from your advisor during or immediately prior to the semester in which you enroll for the final course on your program.  Note that the Master’s Degree Program Plan Form can be found at the College of Education website at https://education.msu.edu/academics/graduate-forms/#ma-program-plan

in the Resources for Students area. This form needs to be completed by students and to be submitted to their advisor for signature during the semester of their graduation.

Graduation Application

Submit this application on or before the end of the first week of the semester you expect to complete your degree requirements. This will assure the listing of your name in the commencement program. 

If you expect to complete your degree requirements during the summer semester, submit this application on or before the end of the first week of the spring semester. This will assure your name will be listed in the Spring/Summer commencement program. 

For students with MSUNetId and Password, fill out the on-line graduation application form using the following website: https://reg.msu.edu/StuForms/GradApp/GradApp.aspx

Matriculation Requirement and Student Expectations

All matriculated students are expected to complete all required courses and two clinical courses with satisfactory grades throughout the tenure of the study. They are expected to submit a comprehensive portfolio according to the CACREP educational standards. The portfolio will be reviewed, and each student will undergo and pass a certifying exam based on their portfolio during the last semester of their study. In addition to academic excellence, students are expected to present their professional and ethical behaviors both in the classrooms as well as in the community.

Although not required, students are highly encouraged to apply and sit in for their national certification exam to gain the professional credential in certificated rehabilitation counselor as means to increase their marketability for a rehabilitation counseling career. Furthermore, our program and faculty members are regularly engaged in different activities with professional organizations and communities in conferences, workshops, training and advocacy work, locally, nationally, as well as internationally. We welcome and highly encourage students to participate to experience the professional engagement and networking. Specific activities and opportunities are regularly communicated through our listserv, Facebook page, as well as our regular contacts with students in the program.

As students are ready to seek a professional job as a rehabilitation counselor, our program faculty endorse graduates in search of an employment, such as providing letters of recommendation, and speaking with hiring managers.

Grievance & Academic Appeal Policy Procedures

Grievance Procedures

At some point during your graduate program at MSU, you may wish to register concerns, complaints, or grievances with the administration of the Program, Department, College, or University. Whenever possible, it is our hope to handle these concerns in an informal and timely manner. As soon as a question or concern is raised, the student should contact the Program Director and/or the department chair. Depending on the nature of the concern, the matter may be resolved through informal negotiation and contact with the involved parties. However, if the concern or complaint is of a more serious nature and the student is not satisfied with the resolution determined via these informal discussions and actions, the student may need to file a formal complaint with the department. Students should consult the Graduate Students Rights and Responsibilities for guidance in determining the viability of a formal grievance. A copy of this document can be obtained from the Graduate School or the Ombudsman’s Office and it can also be found on the web at https://grad.msu.edu/sites/default/files/content/gsrr/GSRR.pdf.  At any point during this process, students may contact the University Ombudsman’s Office for advice, guidance or assistance with addressing and following through on their concerns.

The “Academic Freedom for Students at Michigan State University” (AFR), the “Graduate Student Rights and Responsibilities at Michigan State University” (GSRR,) and the “Integrity of Scholarship and Grades” documents establish the rights and responsibilities of MSU students and prescribe procedures for resolving allegations of violations of those rights through formal grievance hearings.

In accordance with the AFR and the GSRR, the Department of Counseling, Educational Psychology, and Special Education (CEPSE) in the College of Education, has established the following procedures for adjudicating undergraduate and graduate student academic grievances.  This also includes non-disciplinary hearings regarding allegations of academic dishonesty, violations of professional standards and falsification of academic records when a failing grade has been issued.  (Grievances involving the outcome of disciplinary hearings, which, impose sanctions other than, or in addition to, a failing grade, are heard by the student’s College Hearing Board). (See AFR 2.4 and 4; GSRR 5.5.1; see also sections 5 and 6 of “Integrity of Scholarship and Grades,” an all-university policy, and General Student Regulation 1.00, “Protection of Scholarship and Grades.”) Note:  Students may not seek redress through a grievance hearing regarding alleged incompetence of instruction. (See AFR 2.2.1 and 2.2.2; and GSRR 2.2.1, 2.2.2.)  Students should consult the AFR and the GSRR (published as part of Spartan Life:  Student Handbook and Resource Guide) for a statement of student rights and responsibilities. A copy of this document can be obtained from the Department of Student Life or the Ombudsman’s Office. It can also be found on the web at: http://splife.studentlife.msu.edu/academic-freedom-for-students-at-michigan-state-university. At any point during this process, students and faculty may contact the University Ombudsman’s Office for advice, guidance or assistance with addressing and following through on their concerns. 

1. JURISDICTION OF THE DEPARTMENT OF CEPSE HEARING BOARD
   1. The Department of CEPSE Hearing Board serves as the initial hearing board for students seeking redress for grievances that originate in this department and alleged violations of academic and professional rights set down in the AFR or the GSRR. The hearing board also serves as the initial venue for students to contest allegations of academic misconduct. (See AFR 2.4.2, 2.4.2.2 and 2.4.9; GSRR 5.1.1, 5.3.2 and 5.3.6.2.)
   2. The Department of CEPSE Hearing Board may serve as the initial hearing board for cases involving ambiguous jurisdiction that are referred by the Assistant Provost for Undergraduate Education. (See AFR 2.4.6.1.)
2. COMPOSITION OF THE DEPARTMENT OF CEPSE HEARING BOARD
   1. The Department of CEPSE shall constitute a Hearing Board by fall semester of each academic year.  (See AFR 2.4.4.1; GSRR 5.5.2.)
   2. The Hearing Board shall be composed of the unit administrator or designee, three faculty, and three students (See AFR 2.4.3 and 2.4.4.1 and GSRR 5.1.2).  Members shall serve one year beginning in the fall semester. The one-year term does not preclude reappointment of any member the following year.  (See GSRR 5.1.2, 5.1.5, and 5.1.6.)
   3. The Department Faculty Advisory Committee (FAC) shall select the three faculty members and three alternates by the fall semester of each academic year (See AFR 2.4.3 and 2.4.4.1 and GSRR 5.1.2).  The FAC will select the Chair of the Hearing Board.  The Department Hearing Board will also include the Chair of the Department or a designee, who will vote only in the case of a tie of the other six members of the Board (three faculty and three students).
   4. Three student members and three alternate members at each degree level (undergraduate and graduate) will be selected by the representative student groups at the beginning of each fall semester.
      1. For hearings involving undergraduate students, the Department Hearing Board shall include the three faculty members and three undergraduate student members.  (See AFR 2.4.3 and 2.4.4.1).
      2. For hearings involving graduate students, the Department Hearing Board shall include the three faculty members and three graduate student members.  (See GSRR 5.1.2). 
   5. No one involved or having conflicts of interest in the case may serve on the Hearing Board. Procedures for challenging and replacing the membership of the Board are outlined in the AFR and GSRR.  (See AFR 4.2.7; GSRR 5.1.2 and 5.1.7.)
      [See further reference to the rights of complainants and respondents concerning Hearing Board membership below, in III.F.]
3. REFERRAL TO THE DEPARTMENT OF CEPSE HEARING BOARD
   1. A student who believes his or her rights have been violated by a member of the Michigan State University community shall first attempt to resolve the dispute in an informal discussion with the appropriate individual(s).  (See AFR 2.4.2 and GSRR 5.3.1and 5.3.2.)
   2. If after this discussion, the student remains dissatisfied with the results, the student should meet with the Chair of the Department and/or the University Ombudsman to seek a resolution  (See AFR 2.4.2 and GSRR 5.3.2.) 
      
      The Department Chair may respond by asking the complainant to consult with the appropriate Program Director. This does not preclude the student’s right to consult with the Department Chair, either instead of, or after, consulting with the relevant degree Program Director.
   3. If after this discussion, the student remains dissatisfied with the results, the student may submit to the Department Chair a written, signed request for an academic a grievance hearing. The letter must (1) specify the alleged violations of academic rights to justify the hearing, (2) identify the individual(s) against whom the complaint is filed, and (3) state the suggested remedy that could be implemented by the Department Chair or degree Program Director. (See AFR 2.4.2 and GSRR 5.3.2 and 5.3.6.)
   4. A request for a grievance hearing must normally be initiated no later than mid-semester following the semester in which the alleged violation of academic rights occurred (excluding summer semester). If either the student (the “complainant”) or the individual(s) alleged to have violated the student’s academic rights (the “respondent”) is absent from the University during that semester, or if other appropriate reasons exist, the Hearing Board may grant an extension to this deadline. If the University no longer employs the respondent before the formal grievance procedures are completed, the grievance may still proceed. (See AFR 2.4.2 and 2.4.2.1; and GSRR 5.3.6.1.)
   5. Upon receipt of a written request for a grievance hearing from an undergraduate student, the Department Chair shall promptly forward the complaint to the Chair and members of the Department Hearing Board and to the respondent.  (See AFR 2.4.2.3.)
      
      Upon receipt of a written request for a grievance hearing from a graduate student, the Department Chair shall promptly forward the complaint to the Chair and members of the Department Hearing Board and to the respondent within 10 class days.  (See GSRR 5.4.3.)
      
      The Department Chair also shall include the Department’s Grievance Procedures with the complaint when the latter is forwarded to the Hearing Board members and to the parties to the grievance.
      
      Until such time as any of the alternates are called to become full members of the Hearing Board, they shall not receive any communications about the grievance in order to protect the confidentiality of the complainant and the respondent.
      
      In cases involving alleged student academic misconduct or violation of academic and professional rights of students, the Department Chair, in consultation with the Dean, may waive jurisdiction and refer the request for a hearing to the College Hearing Board.  (See AFR 2.4.2.2, and 2.4.6; GSRR 5.3.6.2.)
   6. The Chair of the Department Hearing Board shall then promptly convene a meeting of the Hearing Board to review the request for a grievance hearing, for both jurisdiction and judicial merit.  The Board may also request a written response from the respondent.   After considering all submitted information, the Hearing Board may:
      1. Decide that sufficient reasons for a hearing do not exist and dismiss the grievance, providing a written explanation to all appropriate parties to the grievance, to the Department Chair, to the Ombudsman, and to the Dean of the College.  The student may appeal this decision to the College Hearing Board.
      2. Decide that sufficient reasons for a hearing exist and accept the request, in full or in part, and proceed to schedule a formal hearing.
      3. Invite the parties to meet with the Hearing Board for an informal discussion of the issues. Such a discussion shall not preclude a later formal hearing.
         (See AFR 4.4.2; GSRR 5.4.6.)
   7. If the Department Hearing Board decides to schedule a grievance hearing, the Chair of the Hearing Board shall promptly negotiate a hearing date with the Board members and with the parties to the grievance.  An additional meeting only for the Hearing Board should also be scheduled, in the event that additional deliberations on the findings become necessary.
      1. At least 3 class days before a scheduled hearing involving an undergraduate student, the Chair of the Hearing Board shall notify the respondent and the complainant in writing of (1) the nature of the issues, charges and/or conflicts in sufficient detail to enable preparation of individual cases; (2) the time, date and place of the hearing; (3) the names of the parties to the grievance; (4) the names of the Hearing Board members, including alternates; and (5) the names of the witnesses and advisor, if any; and (6) the right to challenge Hearing Board members because of a conflict of interest.  (See AFR 4.2.7 and 4.4.3.)
      2. At least 6 class days before a scheduled hearing involving a graduate student, the Chair of the Hearing Board shall notify the respondent and the complainant in writing of (1) the nature of the issues, charges and/or conflicts in sufficient detail to enable preparation of individual cases; (2) the time, date and place of the hearing; (3) the names of the parties to the grievance; (4) the names of the Hearing Board members, including alternates; and (5) the names of the witnesses and advisor, if any.  (See GSRR 5.4.7.)  This notification should also remind the parties to the grievance of their right to challenge the membership of the Hearing Board, both for and without cause, under the rules prescribed in GSRR 5.1.7.
         
         At its discretion, the Hearing Board may set reasonable time limits for each party to present its case and must so inform the parties of the time limit in the written notification of the hearing.
   8. To protect the confidentiality of the information and the privacy of the student, attendance at the hearing may be limited to the Department Hearing Board members, the complainant, the respondent, witnesses for either party, if any, and an advisor for each party, if any. The Hearing Board may limit the number of witnesses. (See AFR 4.2.4 and 8.1.6; GSRR 8.1.4.)  Unless otherwise approved by the Hearing Board, advisors and witnesses shall be limited to members of the MSU community (faculty, staff and students).
   9. Should the respondent fail to acknowledge the notice of a hearing, the Hearing Board may either postpone or proceed with the hearing. (See AFR 4.4.5.)
      
      If the complainant fails to appear at the hearing, the Department Hearing Board may either postpone the hearing or dismiss the case. (See GSRR 5.4.9a.)
      
      If the respondent fails to appear at the hearing, the Hearing Board may either postpone the hearing or hear the case in the respondent’s absence. (See AFR 4.4.7b; GSRR 5.4.9b.)
      
      In unusual circumstances, the Hearing Board may accept written statements from either party to a hearing in lieu of a personal appearance. These written statements must be submitted to the Hearing Board at least 1 day before the scheduled hearing. (See AFR 4.4.7c; GSRR 5.4.9c.)
      
      Students enrolled in fully off-campus degree programs who are unable to attend in person, may participate in real time by speakerphone or by the use of other technologies. 
      
      Either party to the grievance hearing may request a postponement of the hearing. The Hearing Board may either grant or deny the request.  (See AFR 4.4.6; GSRR 5.4.8.)
      
      Members of the Hearing Board must not talk about the hearing with either party before the scheduled hearing.
4. DEPARTMENT OF CEPSE HEARING PROCEDURES
   1. General Procedures
      1. The Chair of the Department Hearing Board shall convene the hearing at the agreed-upon time, date and place.  The Hearing Board Chair will ensure that a collegial atmosphere prevails. (See AFR 2.4.4, 2.4.4; GSRR 5.4.10.)
      2. During the hearing, parties to a grievance shall have an opportunity to state their cases, present evidence, designate witnesses, ask questions and present a rebuttal.  (See AFR 2.4.4; GSRR 5.4.10.1.) The procedures may be taped.
      3. All witnesses shall be excluded from the proceedings except when testifying. Witnesses must confine their testimony to their own independent recollection and may not speak for others.
      4. Involvement of counsel/advisor normally should not be required. Each party must present her/his own case, and counsel/advisors may have a voice in the hearing.  (See AFR 2.4.4.2, 4.3.5, 4.4.8d and 8.1.6; GSRR 5.4.10, 8.1.4.)
      5. To assure orderly questioning, the Chair of the Hearing Board shall recognize individuals before they speak. All parties have the right to speak without interruption. Each party has the right to question the other party and to rebut any oral or written statements submitted to the Hearing Board. The Chair of the Hearing Board will enforce any announced time limits on each party to present its case and, if necessary, extend equal time to each party.
   2. Hearing Procedures
      1. Introductory remarks by the Chair of the Hearing Board: The Chair introduces hearing panel members, the complainant, the respondent and the advisor(s), if any. The Chair reviews the hearing procedures, including time limits, if any, for presentations by each party and witnesses. The Chair explains that the burden of proof rests with the complainant, with the exception of appeals of allegations of academic dishonesty, in which case the instructor bears the burden of proof, which must be met by a “preponderance of the evidence.”  If the proceedings are being taped, the Chair must inform the parties. (See AFR 2.4.9 and 8.1.17; GSRR 5.5.1, 8.1.16.)
      2. Presentation by the Complainant:  The Chair recognizes the complainant to present without interruption any statements relevant to the complainant’s case, including the redress sought. The Chair then recognizes questions directed at the complainant from the Hearing Board, the respondent and the respondent’s advisor, if any.
      3. Presentation by the Complainant’s Witnesses: The chair recognizes the complainant’s witness (es), if any, to present, without interruption, any statement relevant to the complainant’s case. The Chair then recognizes questions directed at the witnesses by the Hearing Board, the respondent and the respondent’s advisor, if any.
      4. Presentation by the Respondent: The Chair recognizes the respondent to present without interruption any statements relevant to the respondent’s case. The Chair then recognizes questions directed at the respondent from the Hearing Board, the complainant and the complainant’s advisor, if any.
      5. Presentation by the Respondent’s Witnesses: The chair recognizes the respondent’s witnesses, if any, to present, without interruption, any statement relevant to the respondent’s case. The Chair then recognizes questions directed at the witnesses by the Hearing Board, the complainant and the complainant’s advisor, if any.
      6. Rebuttal and Closing Statement by Complainant: The complainant may refute statements by the respondent and the respondent’s witnesses and advisor, if any, and present a summary statement.
      7. Rebuttal and Closing Statement by Respondent: The respondent may refute statements by the complainant and the complainant’s witnesses and advisor, if any, and present a summary statement.
      8. Final questions by the Hearing Board: The Hearing Board may ask questions of all parties to the grievance.
   3. Hearing Board’s Deliberations, Decisions, and Report
      1. Deliberations by the Hearing Board: After all evidence has been presented, with full opportunity for explanations, questions and rebuttal, the Chair will excuse all parties to the grievance and meet in executive session to determine its findings. When possible, deliberations should take place immediately following the hearing. If the Hearing Board is unable to complete its deliberations and reach a decision at the meeting, the Hearing Board should reconvene at the previously scheduled follow-up meeting. (See III. G. above.)
      2. Outcome: If a majority of the Hearing Board finds, based on a “preponderance of the evidence” (See AFR 8.1.17; GSRR 8.1.16), that a violation of the complainant’s academic rights has occurred and that redress is possible, it shall direct the Chair of the Department of Counseling, Educational Psychology, and Special Education to implement an appropriate remedy, in consultation with the Hearing Board. (See AFR 2.4.5 and 8.1.17; GSRR 5.4.11 and 8.1.16.) If the Hearing Board finds that no violation of academic rights has occurred, the case is dismissed.
         
         In cases in which the Hearing Board is asked to resolve an allegation of academic dishonesty and finds no misconduct, the Hearing Board may recommend to the Chair that the penalty grade be removed, the written record of the allegation, if any, be removed from the student’s records and a good faith evaluation of the student’s academic performance take place. If the Hearing Board finds for the instructor, the penalty grade shall stand and any written records of the allegation may remain on file.  (See AFR 8.1.15 and GSRR 8.1.15.)
      3. Written Report: The Chair of the Hearing Board shall promptly prepare a written report of the Hearing Board’s findings, including redress for the complainant, if applicable. The report shall indicate the rationale for the decision and the major elements of evidence, or lack thereof, which support the Hearing Board’s decision.   (See AFR 2.4.5; GSRR 5.4.11.)
         
         The report also should inform the parties of the right to appeal within 10 class days following notice of a decision. (See AFR 2.4.7, 2.4.7.2, 2.4.7.3; GSRR 5.4.12 through 5.4.12.3.) The Chair shall forward copies to the parties involved, the Chair of the Department, the Dean of the College, the Ombudsman and, in cases involving graduate students, the Dean of the Graduate School.  All recipients must respect the confidentiality of the report.  (See AFR 2.4.5; GSRR 5.4.11.)
5. APPEALS
   1. Either party to a grievance may appeal the decision of the Department Hearing Board to the College Hearing Board. The request for a hearing on appeal must be in writing, signed and submitted to the Dean of the College within 10 class days following notification of the Hearing Board’s decision. While under appeal, the decision of the Department Hearing Board will be held in abeyance.  (See AFR 2.4.7 and 2.4.7.3; GSRR 5.4.12, 5.4.12.2 and 5.4.12.3.) 
   2. A request for an appeal must allege, in sufficient particularity to justify a hearing, that the initial Department Hearing Board had failed to follow applicable procedures for adjudicating the hearing or that findings of the initial Hearing Board were not supported by a “preponderance of the evidence.” The request also must include the redress sought. Presentation of new evidence normally is inappropriate. (See AFR 2.4.7.2 and 8.1.16; GSRR 5.4.12.1 through 5.4.12.2 and 8.1.16.)
6. RECONSIDERATION
   If new evidence should arise, either party to a hearing may request the Hearing Board reconsider the case within 60 days upon receipt of the hearing outcome. The written request for reconsideration is to be sent to the Chair of the Hearing Board, who shall promptly convene the Hearing Board to review the new material and render a decision on a new hearing.  (See AFR 4.2.6; GSRR 5.4.13.)

[Note: The preceding references to the AFR and GSRR documents are not exhaustive. Parties to the grievance hearing should consult the appropriate document. Use of the word “promptly” or the phrase “as soon as possible” rather than a specific number of class days is taken from the AFR, and occurs in situations when the GSRR cites a specific time reference.]

Information on program grievance procedures can be found at the following website:

http://www.educ.msu.edu/college/resources/Graduate-Student-Hearing-Procedures-Departments.pdf

Certifying Exam

Students will complete an oral comprehensive examination, based upon a portfolio that they prepare throughout their tenure in the program. Empirical research has identified 10 clusters of educational outcomes that you should achieve during the course of your master’s education.

The Program Teams has an individual student folder that is only accessible between the individual student and the program. An electronic folder consisting of the 10 educational outcomes is set up for you with the specific competencies within each section of the portfolio. As you proceed through your courses and extracurricular experiences, collect evidence of your achievement of these outcomes. The evidence may include, for example, papers that you write, presentations, case notes (with names removed), practicum and internship evaluations, personal logs and reflections, conference and workshop materials, etc.

The 10 educational outcome categories are as follows:

1. Professional Identity
2. Social and Cultural Diversity Issues
3. Human Growth and Development
4. Employment and Career Development
5. Counseling and Consultation
6. Group Work
7. Assessment
8. Research and Program Evaluation
9. Medical, Functional, Environmental, and Psychosocial Aspects of Disability
10. Rehabilitation Services and Resources

In addition to the careful selection of assignments that demonstrate the competency of the above ten categories, you are required to provide a one-page narrative for each of the ten categories, demonstrating how the selected assignments have contributed a sample of your learning goals, and how you would continue to maintain competency in these areas.

During the midpoint of the last semester of your enrollment (spring semester, if you graduate in summer) you will submit your portfolio to your advisor. Two to three weeks later, you will meet with two Rehabilitation Counseling program faculty members to discuss your portfolio and your educational achievements. This serves as the oral certifying exam meeting and it lasts approximately one-half hour and involves faculty presenting questions to the student related to portfolio content. 

All degree candidates are required to successfully pass this examination by developing an acceptable portfolio and effectively answering questions related to these competencies. Faculty use the Council for Accreditation of Counseling & Related Educational Programs (CACREP) Educational Outcome accreditation standards as the criteria for evaluating student portfolios and the quality of verbal responses during the oral certifying exam meeting. Combined, the paper/electronic copy of the portfolio and oral certifying exam meeting comprise the certifying exam process for the MA degree program in Rehabilitation Counseling.

If a student does not successfully complete the MA certifying exam process as described above, he or she is provided verbal feedback from the faculty regarding steps needed to enhance both the hard/electronic copy portfolio and verbal responses during the certifying exam meeting. A timeline is established for students to make such enhancements in preparation for a second oral certifying exam meeting (usually within a 3-week time period). In addition, a student is directed to meet individually with his or her program advisor to receive additional direction and assistance in the portfolio revision process.

A second oral certifying exam meeting is then held with the student and two faculty members who participated in the first exam meeting. If during a second oral certifying exam meeting the hard/electronic copy portfolio product and/or a student’s verbal responses fail to demonstrate adequate competency in the 10 educational outcome categories, one or more of the following steps may occur depending on the type and extent of competency deficiencies:

1. A student may be advised to retake specific program courses in order to develop the requisite competencies.
2. A student may be advised to re-do the entire certifying exam process (portfolio development and oral meeting) during the next exam administration semester.
3. A student may be advised to withdraw from the program, if based on the two certifying exam administrations, it is determined based on faculty judgment that the student will not be able to develop the necessary competencies to adequately perform professional rehabilitation counseling job duties.

You should attend to your portfolio development throughout your tenure in the Rehabilitation Counseling program. If you notice an area that is not being sufficiently addressed, talk with your advisor about ways to further develop those skills. 

Transfer Credits

As many as 9 semester credits of course work (excluding research credits) may be transferred into a 60-credit master’s degree program from other accredited institutions. A course that is required may be replaced by an equivalent course from another institution if a student has satisfactorily completed the other course with equivalent content. Documentation in the form of a syllabus and/or course catalog description must be provided. Transfer of credits must meet the approval of the advisor, department chair, and Dean. No credits or courses may be waived based on student experience in the field.

Deferred Grades (DF)

DF-Deferred grades: The required work must be completed, and a grade reported within 6 months with the option of a single six-month extension. If the required work is not completed within the time limit, the DF will become U-Unfinished and will be changed to DF/U under the numerical and Pass-No Grade (P-N) grading systems, and to DF/NC under the Credit-No Credit (CR-NC) system. This rule does not apply to graduate thesis or dissertation work.

Retention, Remediation, Dismissal Policy and Procedures

All students in the Rehabilitation Counseling program are assigned an advisor. The advisor is a full-time member of the Rehabilitation Counseling faculty and is responsible for assisting in the orientation of the student to the program, college, and university. The advisor will provide assistance in academic advisement, including course selection and program planning, practicum selection, and internship selection and employment. Students develop a course of study in collaboration with their advisor. 

Retention and remediation plan. In the rare event of students demonstrating difficulty or behavior inconsistent with success in the program, remediation plan is built in. This is evaluated at multiple points of time during the course of each student’s study: 1) By the end of each semester, each student’s grade will be discussed in regular faculty meeting. This is in the context of academic courses, clinical courses and overall student professionalism during professional activities (e.g., conference presentations, student events, community events). 2) As per CACREP guideline, each student undergoes an annual review with all faculty by the end of each year (year 1 and year 2 which is the final year). Grades and student dispositional ratings are documented and used as evidence to provide feedback to each student. Should a student is demonstrating below acceptable level of success in the program, the student and advisor should first work on resolving such matters in a one-to-one confidential process. Any student and/or advisor may consult confidentially with the MA Program Director on such matters as needed. Students shall be provided appropriate options for transition from the MA Rehabilitation Counseling program that may include but not be limited to taking one or more courses more than one time, academic remediation, referral for counseling and/or career services at the MSU Counseling Center or MSU Career Services Network, and advisement to withdraw from the program.

Dismissal plan. The dismissal of a student from the Rehabilitation Counseling program is a significant event for both the student and the program faculty and represents the conclusion of the program faculty that the student has not demonstrated an adequate level of competency in either academic or in other critical areas of professional conduct. Dismissal action is generally the final outcome of several informal and formal communications with the student regarding his or her unsatisfactory progress through the program and, when appropriate, special efforts at helping the student meet program requirements and training objectives. The final decision regarding whether or not a student should be terminated from the program or under what conditions a student making unsatisfactory progress will be allowed to continue is a decision that rests with the Rehabilitation Counseling faculty.

Reasons for Dismissal from Program

At any point during the student’s matriculation through the Rehabilitation Counseling program, the faculty retains the right to review student circumstances or personal performances that may negatively affect the student’s competencies for independent professional practice or that may threaten client and colleague welfare. Reasons for termination may be divided into two general categories:  academic dismissals and disciplinary dismissals. These will be discussed separately.

1. Academic Dismissals:  Failure to maintain academic standards may occur as the result of unsatisfactory grades in academic coursework and/or unsatisfactory performance on the certifying exam.
   
   At a graduate level, a grade of 3.0 represents work that adequately meets course objectives.  A grade of 2.5 or 2.0 represents work that is below expectations to an increasing degree but that still is sufficient to qualify for graduate credit. Such a grade is cause for concern, however, both because it represents weak mastery of the material and because students must achieve an overall GPA of 3.0 or higher in order to qualify for graduation.
   
   Attention is also drawn to the fact that the University establishes timelines for completion of courses and of degree programs. Five years are allowed from the time that a student begins the first course on his or her master’s degree program until completion of all requirements for graduation. Students are provided with grade reports at the end of each semester by the University, so they are always apprised of their academic standing.
2. Disciplinary Dismissals: The following are offered as examples of circumstances or performances that may be the basis for dismissal action:
   1. Academic dishonesty
   2. Criminal misconduct
   3. Unethical practices and/or unprofessional conduct

Academic dishonesty is defined as behaviors that are in the form of cheating that occurs in relation to a formal academic exercise. Examples include plagiarism, fabrication of information/data, deception (e.g., providing false information to instructors about missing a deadline or having submitted work), cheating, (obtain assistance without due acknowledgement), bribery/paid services, sabotage (acting to prevent others from completing their work), impersonation (assuming a student’s identity with the intention to provide an advantage for the student).

Criminal misconducts refer to any behaviors that are wrongful, improper, or unlawful conduct motivated by premediated or intentional purpose or by obstinate indifference to the consequences on one’s acts, thus, resulting in the breaking of the laws.

Due process rights of the student and faculty will be upheld by following the procedure outlined in the following website:

Graduate Student Rights and Responsibilities (GSSR) http://splife.studentlife.msu.edu/graduate-student-rights-and-responsibilities

Dismissal Procedures

To protect student due process rights as well as the rights of faculty to uphold the academic and professional standards of the training program, the following steps will be taken as part of the proceedings that may eventuate in the student’s dismissal from the Rehabilitation Counseling program for disciplinary reasons. It should also be noted that in accordance with the Integrity of Scholarship and Grades Policy, the Dean of the College of instructor of record can initiate a disciplinary hearing at the college level that could lead to the student being dismissed from the program for any of the three reasons cited above. This process also includes an appeals process through the Graduate Student Judiciary.

1. Student will be informed in writing by the Program Director (registered mail) of any charge, event, performance, or circumstance that may threaten the student’s immediate status within the program. Such charges or complaints may emanate from members of the program faculty, from other University faculty or personnel, from other students, or from professionals and agents outside of the University community.
2. As part of the above communication, the Program Director may initially advise the student to seek an informal resolution of the charge or complaint with the accusing party and to inform the Director of the outcome of this action within 30 days.
3. If, however, informal methods of problem resolution are inappropriate or not satisfactory, as determined by the Rehabilitation Counseling Program Director, the Director will inform the student (in writing), the student’s advisor and other interested parties that the student’s status in the program may be in immediate jeopardy and that a formal meeting of the program faculty will be necessary to review the nature of the threat to the student’s status and to arrive at a decision regarding dismissal. The Program Director may invite any persons judged to have relevant information to submit their information either in person at this meeting or in writing prior to the meeting. In advance of the meeting the student will be given copies of all written materials under consideration. The student and his/her counsel (as defined in Graduate Student Rights and Responsibilities (GSRR 5.4.10) would be invited to attend this meeting and to present testimony. In addition, the student may invite other individuals who have relevant testimony to attend the meeting or to present written information. The student will provide the Program Director with a list of these individuals at least 5 days in advance of the scheduled meeting.
   1. Following the presentation of testimony and evidence, the program faculty will convene separately to deliberate and to arrive at a decision regarding the student’s standing in the program. The decision may result in one of the followings: (1) a dismissal of the charges or threats against the student and a restoration of the student’s good standing in the program; (2) a judgment to allow the student to continue in the program pending satisfactory completion of or compliance with specified conditions; or (3) immediate dismissal of the student from the Rehabilitation Counseling program.
   2. Following completion of the program faculty’s decision-making, the Program Director will inform the student and the student’s faculty advisor (in writing) of the faculty’s decision and, if appropriate, clearly specify what if any conditions must be satisfied by the student to maintain his or her standing within the program. The student will also be advised that if he or she wishes to grieve the outcome of the faculty’s decision, the grievance procedures to be followed are specified in this Handbook.

Information on Disability Services and Reasonable Accommodation

Michigan State University is committed to providing equal opportunity for full participation in programs, services, and activities. See our Accessibility at MSU page for resources that promote and advance accessibility across campus. If you’re looking for tips about using assistive technology on our website, see our Site Accessibility page.

Information on disability services and the reasonable accommodation process at MSU can be found at the Resource Center for Persons with Disabilities (RCPD) website: http://www.rcpd.msu.edu

RCPD is located in 120 Bessey Hall, near the center of the Michigan State University campus, on the southwest corner of Farm Lane and Auditorium Road.

Financial Support

Students are encouraged to seek financial assistance options through the MSU Office of Financial Aid, Graduate School, and College of Education. If funded with a Federal Training Grant, the program may have available partial fellowships for a limited number of students.  Students may also seek paid internships near the end of their program.

Below are the links to student financial assistance options, including provisions for financially disadvantaged students, from the websites of the MA Rehabilitation Counseling program, College of Education, Graduate School, Office of Financial Aid, and Office of Admissions.

College of Education
http://education.msu.edu/resources/financial/

The Graduate School
http://grad.msu.edu/funding/

Office of Financial Aid
https://admissions.msu.edu/cost-aid/scholarships

Office of Admissions
http://admissions.msu.edu/finances/scholarships.asp  

Professional Credentials and Endorsement Policy

Upon completion of the master’s degree in Rehabilitation Counseling, graduates are eligible for the following professional credentials: national certification as a rehabilitation counselor (CRC) and licensure as a professional counselor (LPC) in the State of Michigan. The role of our program is to endorse students’ academic and educational standings in the application of professional credentials.

Certified Rehabilitation Counselor (CRC)

Upon graduation from the program, students are eligible for national certification as a rehabilitation counselor. For further information on CRC eligibility, examination application, and certification maintenance please refer to:

Commission on Rehabilitation Counselor Certification
1699 E. Woodfield Road, Suite 300
Schaumburg, IL 60173
(847) 944-1325
http://www.crccertification.com/

CRC Exam Application Process and Program Endorsement:

The exam is offered three times a year. Students are required to complete at least 75% of the program by the time of their exam. Each student is required to submit their application with the program verification of their student status. Refer to the following website for the specific deadlines for application, forms and procedures:

https://crccertification.com/crc-certification/
https://crccertification.com/get-certified/

Licensure as a Professional Counselor (LPC) in the State of Michigan

Upon graduation from the program, students are eligible for licensure as a professional counselor (LPC) in the State of Michigan. For further information, please refer to:

Michigan Department of Licensing and Regulatory Affairs
Board of Counseling
P.O. Box 30670
Lansing, Michigan 48909
(517) 335-0918
www.michigan.gov/healthlicense

LLPC Application Process and Program Endorsement:

Upon passing the CRC, graduates can apply for limited licensure for professional counselor in the State of Michigan. The program is responsible for the verification of the completion of the program only. Refer to the following website for the specific deadlines for application, forms and procedures: http://www.michigan.gov/lara/0,4601,7-154-35299_28150_27529_27536—,00.html

MSU Student Organization and Newsletter

The MA in Rehabilitation Counseling program student organization is the Spartan Rehabilitation Association (SRA). 

The purpose of SRA is to be an organized support group for all students in or interested in the Rehabilitation Counseling program. The organization will provide a student liaison among faculty and students and will provide opportunity for networking among students and rehabilitation professionals. SRA shall remain a close and active affiliation with NRA/MRA. SRA will be an advocacy group in the support of disabilities rights in the MSU community and community at large.

The Spartan Rehabilitation Association also upholds the goal of professional development and the process of building a professional identity for upcoming students and counselors through its support and promotion of affiliation with professional organizations. SRA encourages the membership of National Rehabilitation Association (NRA)/Michigan Rehabilitation Association (MRA), American Rehabilitation Counseling Association (ARCA)/American Counseling Association (ACA), and National Rehabilitation Counseling Association (NRCA), as a means of strengthening the political and social voice of the profession of Rehabilitation Counseling and its overall influence in research and practice. SRA will seek to promote attendance and participation in conferences as a means of sharing knowledge in the field.

Spartan Rehabilitation Association’s commitment to issues of rehabilitation within the university community and the community at large is a fundamental priority within all aspects of SRA.  Meetings, e-mail and other social activities shall strive to provide avenues through which the academic, personal, social and professional needs of its members may be met. The grassroots structure of SRA encourages and depends upon the participation of its members at every level in order to realize the overall goal: the development of highly competent, ethical and creative rehabilitation professionals. Students are welcome to become involved in SRA.

Spartan Rehab News (SRN) is the official newsletter of the Office of Rehabilitation and Disability Studies (ORDS). The SRN is published every semester to communicate current and upcoming program celebrations, milestones, graduations, conference presentations, and research activities. SRN also provides updates from alumni from master’s and doctoral programs, as well as post-doctoral fellows. Currently, ORDS has published 4 volumes of the Spartan Rehab News.

Professional Involvement

In addition to class attendance and clinical classes, the MSU Rehabilitation Counseling program is highly involved with the community, both locally and nationally, and encourage students to be actively involvement as ways to learn and expand the professional networking. In addition to joining activities sponsored by the SRA and being involved in the Rehab Newsletters, we have conferences, workshops, trainings and other activities that occur. Specific trainings and workshops are announced throughout master’s level student listserv throughout the year. Some regular conferences we encourage students to attend include the following:

• Re:Con: https://mi-recon.org/
• Summit Governmental Affairs: https://10times.com/governmental-affairs-conference
• American Counseling Association (ACA): https://www.counseling.org/
• American Psychology Association (APA): https://www.apa.org/
• BIAMI : https://www.biami.org/

Students can join professional organizations and become involved in committee and leadership activities. Some of the professional organizations we encourage students to consider include the following:

• National Rehabilitation Association (NRA): https://www.nationalrehab.org/
  • Michigan Rehabilitation Association (MRA): https://www.facebook.com/MichiganRehabAssoc/
  • Rehabilitation Counselors and Educators Association (RCEA): https://www.nationalrehab.org/rcea
  • National Association of Multicultural Rehabilitation Concerns (NAMRC): https://www.nationalrehab.org/namrc
• National Council on Rehabilitation Education (NCRE): https://ncre.org/
• American Counseling Association (ACA): https://www.counseling.org/
• American Psychology Association (APA): https://www.apa.org/
• Brain Injury Association of Michigan (BIAMI): https://www.biami.org/about-the-biami/

Additional Resources for Students

Resources for College of Education Students (http://education.msu.edu/resources/students/)

As one of 16 degree-granting colleges at MSU, the College of Education offers a wealth of resources to its students. At the following web address, you will find links for the most commonly needed types of services and information that are not specific to particular academic programs, including information about student activities, scholarships, technology, advising, study abroad, and student organizations:

Student Affairs and Services – Michigan State University (http://www.vps.msu.edu/)

The MSU Student Affairs and Services programs, services and facilities provided by our departments are designed to create a stimulating and supportive environment that enhances the personal development, learning, educational success and career preparation of all students.  We work in partnership with colleges and faculty to enhance student development and success, and value engaging students actively in the process through involvement both inside and outside the classroom. Our goal is to be part of MSU’s overall mission of preparing graduates for participation and leadership in an increasingly diverse and complex global society. 

The following web addresses provide links to the wide variety of student services available as listed below:  http://www.vps.msu.edu/about-student-affairs/departments

• Career Services
• Center for Service-Learning & Civic Engagement
• Counseling & Psychiatric Services
• Department of Student Life
• WorkLife Office
• Graduate Life and Wellness
• Lesbian, Bi, Gay, Transgender Resource Center
• Multi-Racial Unity Living Experience (MRULE)
• MSU Safe Place
• Office of Cultural & Academic Transitions
• Recreational Sports & Fitness Services
• Resource Center for Persons With Disabilities
• The Writing Center
• Veterans’ Resource Center

Useful MSU Web Links

• MSU Office of the Registrar
• MSU Graduate School
• MSU Funding
• MSU Financial Aid Office
• MSU StuInfo: The site requires log-in information. It includes information and resources related to academic information, personal information, and financial information.
• MSU Academic Calendar
• MSU Library
• MSU D2L
• MSU Email

Rehabilitation Counseling Resources and Web Links

• Commission on Rehabilitation Counselor Certification (CRCC)
• Michigan Board of Counseling
• Council for Accreditation of Counseling & Related Education Programs (CACREP)
• American Counseling Association (ACA)
• American Rehabilitation Counseling Association (ARCA)
• National Rehabilitation Association (NRA)
• National Rehabilitation Counseling Association (NRCA)
• Michigan Rehabilitation Association (MRA)
• American Psychological Association (APA)

Program and Administrative Personnel

Ollie Cyman, Academic Program Coordinator, 455 Erickson Hall; cymanoli@msu.edu

Dr. Gloria K. Lee, Professor, Director, 463 Erickson Hall; leekalai@msu.edu

Dr. Hung Jen Kuo, Assistant Professor, 450 Erickson Hall; kuohungj@msu.edu

Dr. Andrew Nay, Assistant Professor, 458 Erickson Hall; nayandre@msu.edu

Dr. Jaeyoung (Jay) Kim, Assistant Professor, 459 Erickson Hall; kimjaey4@msu.edu

Dr. Yazmin Castruita Rios, Assistant Professor, 441 Erickson Hall; ycrios@msu.edu

Dr. Sukyeong Pi, Assistant Professor, 447 Erickson Hall; supi@msu.edu

Dr. Trisha Easley, Assistant Professor, 456 Erickson Hall; nylundtr@msu.edu

Dr. Martin Volker, Associate Professor, 452B Erickson Hall; volkerma@msu.edu