On behalf of the faculty and students at Michigan State University, we want to welcome you to the doctoral degree program in Rehabilitation Counselor Education. The program, which has been recognized as one of the best in the nation by the U.S. News & World Report Graduate Education Program Ranking Guide, has a long and distinguished history, having graduated some 175 leaders who occupy positions at major universities, and rehabilitation organizations nationwide. For example, most recently graduates have secured academic and research positions at a number of excellent universities including: University of Wisconsin-Madison, University of Memphis, Assumption College, Emporia State University, Eastern Carolina University, Pennsylvania State University, the University of South Carolina, the University of Iowa, and Michigan State University.
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 educators and researchers, 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 Rehabilitation Counselor Education 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 in ensuring 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 Rehabilitation Counselor Education Program. For additional information on university policies, you may wish to access the following sites:
Additional program, college and university information may also be accessed through the following sites:
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 scholars.
To be admitted to the doctoral program in Rehabilitation Counselor Education, applicants must submit both the university application forms and applicable application fee. Persons are admitted to the program once a year with enrollment starting fall semester. The deadline for submitting applications for admission is December 1st for the following fall semester.
Applicants are evaluated by program faculty based on:
- A grade-point average of 3.3 or higher in master’s degree course work in rehabilitation counseling or a related field.
- Academic aptitude for doctoral-level study.
- Letters of personal and professional recommendation regarding the applicant’s academic capability and professional and personal qualifications.
- Relevant post-master’s professional work experience in rehabilitation counseling.
- Fitness for the profession, including self-awareness and emotional stability.
- Professional goals and interests that are compatible with the mission and objectives of the program.
- Oral and written communication skills.
- Cultural sensitivity and awareness.
- Potential for scholarship, professional leadership, and advocacy.
- Satisfactory scores on the Graduate Record Examination
During the doctoral program admissions process, applicant curricular experiences are evaluated to verify completion of course work including (a) CACREP entry-level core curricular standards, (b) CACREP entry-level professional practice standards, and (c) CACREP entry-level curricular requirements of a specialty area so that any missing content can be completed before or concurrently with initial doctoral-level counselor education course work.
Program Mission & Objectives
The mission of the Rehabilitation Counselor Education Doctor of Philosophy degree program is to prepare graduates to work as rehabilitation counselor educators, supervisors, researchers, and practitioners in academic and clinical settings. The program is designed to extend the knowledge base of the rehabilitation counseling profession in a climate of scholarly inquiry, and to prepare students to inform professional practice by generating new knowledge for the profession. It also supports faculty and students in publishing and presenting the results of scholarly inquiry, while equipping students to assume positions of leadership in the rehabilitation counseling profession.
The Rehabilitation Counselor Education Doctor of Philosophy degree program is accredited by the Council for Accreditation of Counseling and Related Educational Programs (CACREP). CACREP accreditation denotes a commitment to program excellence and indicates to the public at large that our program is fulfilling its commitment to educational quality. Students enrolled in the program are expected to abide by the ethical principles of the Commission on Rehabilitation Counselor Certification (CRCC) and American Counseling Associattion (ACA).
The Michigan State University Rehabilitation Counselor Education Doctor of Philosophy degree program addresses professional roles in five doctoral core areas: counseling, supervision, teaching, research and scholarship, and leadership and advocacy. These five doctoral core areas represent the foundational knowledge required of our program graduates. The five specific objectives of the MSU RCE PhD degree program are as follows:
To facilitate student acquisition of knowledge and skills related to counseling including theory, client conceptualization, evidence-based practice, effectiveness, and ethical and cultural considerations.
To facilitate student acquisition of knowledge and skills related to clinical supervision including purposes, models, roles, skills, assessment, administration, legal and ethical issues, and cultural considerations.
To facilitate student acquisition of knowledge and skills related to teaching including roles, pedagogy, learning models, curriculum design, online instruction, assessment, mentoring, and ethical and cultural considerations.
- RESEARCH AND SCHOLARSHIP
To facilitate student acquisition of knowledge and skills related to research and scholarship including research design, statistical design, scale development, program evaluation, publication and presentation, use of human subjects, grant development, and ethical and cultural considerations.
- LEADERSHIP AND ADVOCACY
To facilitate student acquisition of knowledge and skills related to leadership and advocacy including theories, skills, development, administration, consultation, social justice, and ethical and cultural considerations.
Advising & Mentoring
Incoming doctoral students are assigned an advisor upon admission to the program, based on (a) the existing research interests and expertise in the program faculty, (b) the research interests of the student as expressed in the application materials, and (c) availability of program faculty. The advisor plays an important role in helping the new student become familiar with the program and doctoral study at MSU. To facilitate the transition into doctoral study, incoming students should contact their advisors as soon as possible after accepting admission. The advisor answers questions about opportunities for assistantships, informs students about program requirements, expected time lines, the procedures and timing for selecting a guidance committee and dissertation committee members, and other details about the doctoral experience. During the first year particularly, the advisor is the most important resource for the student in choosing courses and assistantships, making connections with other faculty, and shaping her or his program and research interests.
Permanent Advisor (Chairperson of the Guidance Committee)
Typically, your advisor will serve as the chairperson of the guidance committee. In all cases however; the advisor/chair of guidance committee must be an RCE faculty member. The advisor and guidance committee (described below) are responsible for working with the student to develop her or his program of study, up through the completion of coursework and the passing of the comprehensive examinations. In order to help maximize the student's academic and professional growth, the chairperson is at minimum responsible for the following:
- Assisting the student in selecting appropriate faculty members for the guidance committee.
- Helping the student to understand and fulfill all of the requirements and policies of the Program, Department, College, and University, including the completion of forms required by those requirements and policies.
- Helping the student identify, pursue, and secure all of the academic, professional, research, and teaching opportunities that would appropriately contribute to her or his career aspirations.
- Assisting the student in scheduling and preparing for three required official meetings of the Guidance Committee: (1) To approve the program, (2) to evaluate the Dissertation proposal, and (3) to evaluate the Dissertation. At least three Committee members must be present to constitute an official meeting. The guidance committee may meet additionally as needed.
- Coordinating the activities of the student and the guidance committee to plan the student’s program, select and find appropriate research and teaching assistantships, find and read key pieces of research, and prepare for the comprehensive examination.
- Aiding the student in planning for and conducting the research apprenticeship, including the selection of an appropriate committee (see below for details).
- Supporting the student’s preparation of a dissertation proposal and selection of appropriate dissertation committee members and changing dissertation committee members as needed (see below for details).
- Resolving any conflicts or problems that may arise between Guidance Committee members and the student.
Every student has the right to work with an advisor who is suitable to direct their development as a researcher and scholar. The RCE Program faculty will work to identify an appropriate permanent advisor for each student. It is the student’s responsibility to articulate his or her research interests, first in the goal statement when applying to the RCE Program, and at all points during the program as his or her research interests’ change and evolve.
Who May Serve as Advisor?
All tenure system RCE Program faculty are eligible to serve as advisors for RCE students. An RCE student must have an RCE Program faculty member serving as advisor. Typically, the advisor also serves as director of the student's dissertation. In some cases, however, another faculty member—from RCE or elsewhere in the department or College—is the best choice to serve as dissertation director. Students do have the option, in consultation with their advisor, to select another faculty member whose interests are more congruent with the dissertation project, to serve as their dissertation director. This person may be a tenure stream faculty member from another department within the College of Education. The RCE student advisor must approve the selection of a dissertation director.
As students gain experiences in their program, their interests and/or professional objectives may (and frequently do) shift. The advisor initially selected, may remain the best candidate to advise a particular student, but that is a matter for the student and their advisor to address together during the students’ program. Students should feel free to discuss alternatives with their advisor. However, should a student decide that they would like to change advisors, there are procedures that must be followed.
- The student should first communicate this decision to their current advisor and fully discuss their reasons for this decision.
After speaking with their advisor, if the student still wishes to change, they must prepare a letter to the program director and their advisor again outlining their reasons and providing an overview of the conversation with their current advisor.
- The program director and full RCE faculty will review the student’s request.
- Following that review, the program director will confer with the current faculty advisor.
- Based on information presented from the student, the current faculty advisor, the student’s interests, and faculty availability, the program director will provide a response to the request.
- In instances where student’s dissertation interests might differ from their current faculty advisor, the student will be encouraged to maintain their current advisor and locate a more appropriate dissertation director.
Students should note that changes in faculty advisors and/or dissertation directors are contingent upon the willingness and availability of other faculty to serve in that capacity. The faculty-student mentoring relationship is important and students are encouraged to approach such decisions carefully. The RCE program faculty are dedicated to supporting the growth and development of all students as scholars. Students considering changing their permanent advisor should keep in mind that building a good working relationship with any new advisor may take time.
Program Monitoring of the Advisor-Advisee Relationships.
It is the responsibility of the RCE Program Director, in consultation with the full program faculty, to make sure that each student in the program makes appropriate progress in developing a productive relationship with their advisor. It is the responsibility of the Program Director to ensure that all newly admitted students have been assigned advisors and that those advisors communicate with their new advisees.
Should students experience any difficulty meeting or communicating with their advisor, they should consult with the Program Director about the nature of the difficulty in communicating. It is the responsibility of the Program Director to help the student resolve those problems.
Advisors will make every effort to be available and responsive to the needs of students. It is equally important that students take the initiative in establishing frequent contact with their advisors (i.e., at least monthly during the first year of enrollment) and in requesting assistance, as needed. Students should consult with their advisors at all major decision points including prior to registering each semester, preparing for the annual self-assessment, drafting the GradPlan, selecting guidance committee members, preparing for the preliminary examination and comprehensive examination, and planning for dissertation. Advisors should also be consulted promptly if students encounter any problems with coursework or any other aspect of the doctoral program. Students should also consult MSU documents related to guidelines for graduate student advising and mentoring at the Grad Guidelines page
The Guidance Committee is intended to supplement the advisor’s role in facilitating student development throughout the program. The committee is especially active in reviewing and approving the student’s proposed GradPlan. During the Spring Semester of the student’s first year or at the latest by the Fall Semester of the student’s second year, the student will select the four members of the Guidance Committee. The advisor will serve as Chairperson, and a second member of the Committee will be selected from the faculty in Rehabilitation Counselor Education. The third person will be a faculty member in the College of Education, but outside of the Rehabilitation Counselor Education Program. The fourth member, which may be a faculty member of the Rehabilitation Counselor Education program, may serve to advise in a particular specialty area where the student has interest. Occasionally a fifth member is added because of special expertise in the student’s area of scholarly interest. At least three members of the Committee must be present at all meetings; the absent member(s) may offer written input. Members may be added or deleted (always adhering to a minimum of four members from the specified faculty areas). Students wishing to request a variance in the prescribed composition of the Guidance Committee should consult their advisor, who may take this request before the Rehabilitation Counselor Education Faculty.
“The Carnegie Foundation believes that it is timely to return to first principles, and ask, “What is the purpose of doctoral education?” Taken broadly, we believe the answer is to educate and prepare those to whom we can entrust the vigor, quality, and integrity of the field. This person is a scholar first and foremost, in the fullest sense of the term. Such a leader has developed the habits of mind and ability to do three things well: creatively generate new knowledge, critically conserve valuable and useful ideas, and responsibly transform those understandings through writing, teaching, and application. We call such a person a “steward of the discipline.”
Generation. The Ph.D. is, at its heart, a research degree. Demonstrating one’s ability to conduct research and scholarship that make a unique contribution and meets the standards of credibility and verifiability is the culminating experience of the Ph.D. degree. One skilled at knowledge generation is able to assess, critique, and defend knowledge claims. A steward is able to ask and frame important questions. Traditionally, this has been the most thoroughly developed aspect of doctoral education. Even so, we often do not deliberately consider what experiences teach students to become excellent researchers. The “pedagogy of research” is an underdeveloped field explored in the CID.
Conservation. Another facet of disciplinary leadership is an understanding of the history and foundational ideas of the discipline. Disciplines evolve continuously, and stewards have responsibility for maintaining the continuity, stability, and vitality of the field. A Ph.D. recipient should understand the foundations of the field—which ideas to keep and which to reject. Moreover, a steward should understand how the discipline fits into the intellectual landscape, have a respectful understanding of the questions and paradigms of other fields, and understand how the discipline can speak to important questions.
Transformation. Finally, the third facet, transformation, speaks of the importance of representing and communicating ideas effectively and clearly. Transformation implies teaching in the broadest sense of the word. Those who are expert practitioners of their field will be called upon to teach, regardless of their work setting. Whether working in a classroom, non-profit or governmental organization, industrial setting, or policy arena, a steward must be able to convey information and the value of their knowledge and skills. Transformation also implies application. Knowledge is used in a variety of settings, and a disciplinary leader must understand the range of uses to which knowledge can be applied. Such communication calls upon skills that ought to be developed during the apprenticeship period. A steward can communicate in oral and written forms to technical and lay audiences. Transformation also suggests that stewards must understand and appreciate how to communicate across traditional disciplinary boundaries.
The use of the term “steward” is deliberately intended to convey a role that transcends a collection of accomplishments and skills. A steward of the discipline is a person entrusted with care of the discipline by those in the discipline on behalf of those in and beyond the discipline. There are conservative aspects to the term, implying the preservation of the past. A Ph.D. holder thinks about the continuing health of the discipline, and how to preserve the best of the past, the heart and essence of the field, for those who will follow. But there are also important forward looking meanings; stewardship does not imply stasis. Stewards are caretakers who direct a critical eye toward the future. They must be willing to take risks and move the discipline forward. Ultimately, stewards consider how to prepare and initiate the next generations of leaders. And in all their work, they act with responsibility and according to the highest ethical standards” (Carnegie Initiative on the Doctorate, 2006) (pp. 4-5).
The following links will direct you to important MSU documents relating to graduate students, mentoring, research, and teaching. The direct links to policies and procedures can be found by using the MSU Graduate School website.
Academic Programs is the listing of programs, policies and related information for all students at MSU. For the section specific to graduate education go to the Academic Programs Catalog.
Graduate Students Rights and Responsibilities.
The GSRR specifically addresses student conduct, academic pursuits, keeping of records, and publications. It describes procedures for formulating regulations governing student conduct and for providing due process in the adjudication of student disciplinary cases. It also defines channels and procedures for student complaints and grievances.
Medical Student Rights and Responsibilities.
This MSRR contains guidelines to the rights and responsibilities of medical students in matters of conduct, academic pursuits, keeping of records, and employment. This document describes structures and procedures for adjudicating medical student disciplinary cases, and for channeling medical student complaints, grievances, or concerns to faculty, staff, and administrators for appropriate action.
Law Student Rights and Responsibilities.
This document and related documents (including the Academic Hearing Procedures for the MSU College of Law and the Code of Student Discipline) contain guidelines to the rights and responsibilities of law students in matters of conduct, professionalism and ethics, academic pursuits, keeping of records, and employment.
MSU Student Rights and Responsibilities.
This report (along with the GSSR document and the MSRR and LSRR documents) contains guidelines to the rights and duties of students in matters of conduct, academic pursuits, the keeping of records and publications.
General Student Regulations.
The GSR apply to all students regardless of class level, place of residence, or group affiliation as well as to all governing bodies, governing groups, living groups, and registered students organizations; their purpose is to secure the safety of members of the University community and University facilities, maintain order, and ensure the successful operation of the institution.
Integrity of Scholarship and Grades.
This statement of University policy addresses principles and procedures to be used in instances of academic dishonesty, violations of professional standards, and falsification of academic or admission records.
Withdrawal from the University.
If a graduate student is requesting a medical leave of absence for a semester, the department will need to complete a “withdrawal” form located on the Registrar’s Office website under forms. Once the form is completed, it goes to the Registrar’s Office.
Withdrawal for Medical Reasons also see Medical Withdrawal Committee Procedure Transfer Authorization Form for MSU-COL Cources An MSU graduate student who wishes to take one or more MSU-COL courses must obtain permission to enroll in the course(s) from the Associate Dean at MSU-COL.
Guidelines for Graduate Student Advising and Mentoring Relationships
The effective advising and mentoring of graduate students is the joint responsibility of the graduate degree-granting and program units, the faculty advisors, and the students. The guidelines are intended to foster faculty-graduate student relationships that are characterized by honesty, courtesy, and professionalism, and that provide students with intellectual support and guidance.
Policies and Procedures Regarding Non-Regular MSU Faculty, Academic Specialists, and Non-MSU Individuals Serving on Graduate Committees
This site references the policies governing who can serve on MSU guidance committees, and the procedures for requesting non-regular MSU Faculty, academic specialists, and non-MSU individuals membership on graduate student committees.
Guidelines for Integrity in Research and Creative Activities
Integrity in research and creative activities is based not only on sound disciplinary practice but also on a commitment to basic personal values such as fairness, equity, honesty, and respect. These guidelines are intended to promote high professional standards by everyone—faculty, staff, and students alike.
Responsible Conduct of Research Plans
Each college and/or department has specific requirements for research integrity training for its graduate students.
Guidelines on Authorship
The intent of this document is to serve as a general guideline for consideration of important issues surrounding authorship as scholars construct a piece of work for public distribution. Some programs have their own written policies.
Research Data: Management, Control, and Access
Describes MSU's best practices for recording and archiving data. Departments and labs may have their own additional requirements.
Research Data Management Guidance
A joint effort of the MSU Libraries and University Archives, this service helps faculty create and execute data management plans. This includes an online template and tutorial for creating DMPs, a guide to research data management fundamentals, and a template for lifecycle data management planning.
The Institutional Animal Care and Use Committee
The IACUC advises the University President and the Institutional Official regarding all aspects of the responsible use of animals in university research and instructional activities. The IACUC reviews protocols, and the animal care and use program, and monitors related activities to ensure compliance with standards and regulatory requirements.
The Human Research Protection Program
The HRRP’s primary mission is the protection of individuals who are the subjects of research. MSU has established three Institutional Review Boards (IRBs) that have oversight for all research conducted under its Federal Wide Assurance.
Procedures Concerning Allegations of Misconduct in Research and Creative Activities
This report details the procedures for the investigation and evaluation of alleged or apparent misconduct in order to safeguard the integrity of research and creative activities at MSU.
Code of Teaching Responsibility
Satisfaction of teaching responsibilities by instructional staff members is essential to the successful functioning of a university. This document dictates the expected duties and responsibilities of all instructors. It can be found in the Academic Programs guide.
Graduate Employees Union Contract 2015-19
The GEU contract dictates terms and conditions of employment for graduate teaching assistants at MSU, and includes agreements on rates of pay, hours, health care, and procedures for the resolution of differences.
Health Insurance Benefits Associated with Graduate Assistantships
This website details the health insurance options available to MSU Graduate Assistants.
Academic Programs: Research Assistantship Policies
This document outlines the responsibilities associated with MSU Research Assistantships.
Graduate Students Rights and Responsibilities Article 4.
This section of GSRR outlines policies related to graduate assistants.
Health Insurance Benefits Associated with Graduate Assistantships
This website details the health insurance options available to MSU Graduate Assistants.
Policy on Relationship Violence and Sexual Misconduct
Office of Admissions
Email, StuInfo, & D2L
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Office of Financial Aid
Residence Education & Housing Services
Olin Health Center
Counseling & Psychiatric Services
Career Services Network
Student Food Bank
Resource Center for Persons with Disabilities
Graduate assistantship (GA) is a generic term referring to financial support of graduate students that results in a stipend and compensation and for which performance of defined duties is expected. Specific graduate assistant appointments are made in one of three categories: research assistants, teaching assistants represented by the Graduate Employees Union, and teaching assistants not represented by the MSU - Graduate Employees Union Collective Bargaining Agreement.
More than 3,000 assistantships are available to qualified graduate students at Michigan State University. The University is concerned with the quality of educational experience that graduate assistants receive, and, for teaching assistants, also the quality of the instruction that they provide to undergraduates.
Graduate assistants are enrolled students whose primary association with MSU is directed toward advance degree completion. Satisfactory progress toward earning a degree is a condition of maintaining the assistantship. Departments may limit the number of years that a graduate student may hold an assistantship.
Graduate assistants are responsible for knowing the specific policies and procedures that govern their particular assistantship and academic program.
Graduate assistants are covered under other MSU policies, including those regarding laboratory and campus safety, Drug and Alcohol-Free Workplace, policy on Religious Observance, Procedures for Handling Allegations of Misconduct in Scholarship, MSU Anti-discrimination Policy, and the policies on Sexual Harassment and Conflict of Interest in Educational Responsibilities Resulting from Consensual Amorous or Sexual Relationships.
Teaching Assistants (TAs) are subject to collective bargaining agreement with the Graduate Employees Union/American Federation of Teachers. to view the contract, see Graduate Employees Union (GEU) Contract 2019-23.
GA Appointment Procedures
Graduate assistant appointments are related to the academic semester of enrollment (Fall: August 16- December 31, Spring: January 1-May 15, Summer: May 16 - August 15). The appointing department/unit defines the conditions of the assistantship (e.g. quarter- or half-time, Fall, Spring, and/or Summer Semesters).
Prior to the appointment, a criminal background check is required. An electronic disclosure and authorization form will be provided to students via email. The form must be signed and submitted to initiate the background check. Appointments will be contingent upon satisfactory results.
An INS I-9 form (Employment Eligibility Verification) must be completed and attached to the GA Appointment Recommendation form. A department representative must see the documents used to verify eligibility and identity. These documents can be a passport or driver’s license and a Social Security card. The I-9 form must be completed within three business days of the appointment start date. If I-9 forms are not filed within 3days the appointment will be cancelled.
International students must have their I-9 forms signed in the Office for International Students and Scholars. They should bring their passport, I-94 and I-20 ID or the DS-2019 to 103 International Center.
Graduate assistants are paid on a bi-weekly basis. Departments appointing graduate assistants must meet deadlines set by Human Resources for the filing of appointment forms. If they are unable to meet deadlines, delays may occur in the issuance of the first payroll payment and enrollment in the health insurance plan.
Graduate Assistants are encouraged to complete a withholding tax authorization (Form W-4) and payroll direct deposit form. Graduate Assistants can access the website to complete Form W-4 and enroll in the direct deposit program at EBS Portal under the Employee Self-Service Portal.
A completed appointment form is the key to receiving the stipend and benefits. It also indicates intent by the department and the student to comply with the regulations pertaining to graduate assistantships as published in this brochure, the Graduate Students Rights and Responsibilities document, and the Academic Programs catalog.
- Graduate assistantships are available only to graduate students who are in good standing and actively pursuing graduate degree programs.
- International graduate assistants must check with the Office for International Students and Scholars (103 International Center, 517-353-1720) to have their I-9 Form signed.
- Graduate assistants must be registered each semester in which they hold assistantships as follows:
- Doctoral students with quarter-time or half-time assistantships must carry at least 3 credits (exceptions stated in chart). They may carry a maximum of 16 course credits (for a quarter-time appointment) or 12 course credits (for a half -time appointment), excluding 899/999 credits. Doctoral students who have passed comprehensive exams may enroll for 1 credit the semester after the student’s unit administrator submits the completed exam form to the appropriate college Associate Dean and the college sends the approval to the Office of the Registrar . Note: There is a maximum of 36, 999 credits for all doctoral students.
- Master’s students with quarter-time assistantships or half-time assistantships must carry at least 6 credits. They may carry a maximum of 16 course credits (for a quarter-time appointment) or 12 course credits (for a half -time appointment), excluding 899/999 credits.
- Doctoral and master’s students with three-quarter-time assistantships must carry at least 3 credits. They may carry a maximum of 8 course credits, excluding 899/999 credits.
- During the summer session, graduate assistants must carry a minimum of 3 credits.*
- Visitor credits may count as part of a student’s credit load if approved in writing by the student’s department chair or unit director, college and the Dean of the Graduate School.
- Deviations from the minimum enrollment requirements listed above, except as noted for doctoral students, are permitted only during the semester in which the degree is granted, when students must enroll for at least the number of credits required to complete the degree or meet the University minimum registration requirement of one credit.
- Any deviation from the maximum credit requirements must have the written approval of the dean of the student’s college before registration.
- Graduate enrollment must be in courses recognized as being of graduate level unless the student’s department, school or program has granted written permission for course work constituting an exception to this policy.
- Graduate assistants must achieve and maintain satisfactory academic records. This means a 3.00 or higher grade point average. Appointing units or colleges may establish additional or higher required standards.
- Recommendation for appointment as a graduate assistant must be made by the department chairperson or school/program director.
- Lifelong Education students and College of Law students (except if dually enrolled in an MSU graduate program) are not eligible for graduate assistantships. Dually enrolled bachelor’s/master’s degree students are not eligible for graduate assistantships until the minimum number of credits required for a first bachelor's degree is completed.
Graduate assistants are appointed on a quarter-time, half-time, or three-quarter-time basis for 18 -19 weeks each (depending on number of University holidays) for Fall and Spring Semesters and 12-13 weeks (depending on number of University holidays) for Summer Semester. The approximate expectation of normal workload, averaged over the entire period of the appointment, is:
- 10 hours per week for a quarter-time stipend;
- 20 hours per week for a half-time stipend; or
- 30 hours per week for a three-quarter-time stipend.
Graduate assistants are responsible for understanding the weekly workload expectations during the entire period of their appointments. This includes work assigned and the time frame within which the work must be completed, essential duties and responsibilities, work conditions and vacation opportunities, if any. Graduate assistants are appointed at one of three levels. See ASSISTANTSHIP LEVELS below.
Graduate Assistantship stipends may not be subject to Social Security (FICA/Medicare) taxes as long as they meet both federal guidelines and requirements for enrollment. Please check with payroll if you have a ¾ time appointment. These are often subject to FICA.
Stipends are subject to income taxes with few exceptions. The taxability of stipends is subject to review by the Internal Revenue Service. For more information, call the Payroll Office at 517-355-5010. Please note that tax laws are subject to continuing revision and students should verify their tax liability yearly.
Graduate Assistant (not covered by the Graduate Employees Union Contract) Illness, Injury, and Pregnancy Leave Policy
A graduate assistant unable to fulfill the duties of his or her appointment because of illness or injury shall notify the administrator of his or her major unit as soon as circumstances permit. Similarly, a graduate assistant unable to fulfill the duties of her appointment because of pregnancy shall notify the administrator of her major unit as soon as circumstances permit.
During the illness, injury, or pregnancy the major unit shall adjust (reduce, waive, or reschedule) the graduate assistant's duties as those duties and the assistant's physical circumstances reasonably dictate. If total absence from duties becomes necessary, the major unit shall maintain the stipend of the appointment, provided the graduate assistant is still enrolled, for a period of two months, or to the end of the appointment period or of the semester, whichever should occur first.
The graduate assistant shall have the right to return to the assistantship, within the original terms of the appointment, at such time as he or she is able to reassume the duties of the position.
A graduate assistant planning to take a leave under this policy shall notify the administrator of his or her major unit as soon as circumstances permit.
A graduate assistant who adopts a child shall be entitled to adoption leave of up to two (2) months, the first week of which will be paid by the major unit and the balance of which will be unpaid, to commence on or before the date of adoption as determined by the graduate assistant.
A graduate assistant who becomes a parent by birth and is not otherwise covered by the pregnancy leave policy, shall be entitled to parental leave of up to two (2) months, the first week of which will be paid by the major unit and the balance of which will be unpaid to commence on or before the date of birth as determined by the graduate assistant. Additional unpaid leave may be arranged on an ad hoc basis, as mutually agreed with the major unit.
Eligibility for adoption leave or parental leave is determined under the following conditions: (1) It must be completed within six (6) weeks of the birth or adoption of a child under the age of six (6); (2) It may not extend beyond the graduate assistant’s previously scheduled appointment end date; and (3) It must be requested in writing no less than four (4) weeks prior to the scheduled start of the leave.
GRADUATE ASSISTANTS, LEVEL I. Graduate students with the bachelor's degree and less than one year's experience as graduate assistants or as full-support fellows. They conduct research, perform administrative tasks or other supervised duties such as reading and grading papers.
GRADUATE ASSISTANTS, LEVEL II. Graduate students with a relevant master's degree or equivalent and/or one year's experience as graduate assistants or as full-support fellows in the appointing department or school or in a unit considered relevant by the chairperson of the appointing department or school. They conduct research, grade papers, or perform administrative tasks with moderate supervision. Advancement from Level I to Level II is usually routine.
GRADUATE ASSISTANTS, LEVEL III. Graduate students who have successfully completed doctoral comprehensive exams, as defined by the department in which the student is enrolled, and have experience as a graduate RA/TE at Michigan State University, or equivalent. The minimum number of semesters shall be four (4), five (5) or six (6). The definition of equivalent experience as an RA/TE is left to the discretion of the chairperson of the appointing unit, but it is expected that only experience in research-oriented assignments will count toward the six semesters of experience as an RA. (Consistent with current practice, 1/4 time and 3/4 time appointments count the same as 1/2 time appointments, and summer semesters count the same as fall and spring semesters.)
Stipends and Benefits
Stipend levels are subject to yearly change.
For the latest information, please consult the Human Resources Web site on stipends.
Checks are distributed on a biweekly basis. Graduate assistants at any of the three levels may be appointed on a quarter–time, half–time, or three–quarter–time basis with an appropriate adjustment in the stipend. Additional benefits, even though the graduate student does not enroll for 10 credits or more, include the following:
- Tuition waiver in the amount of 9 credits for fall semester, 9 credits for spring semester, and five credits for summer session. The tuition waiver will be provided during the period of the assistantship, to a maximum of 23 credits per year. For Ph.D. students past comprehensive exams with a summer (only) research assistantship following a spring assistantship, there is a 1 credit non-fringe research assistantship option available.
- Exemption from out–of–state resident tuition. This exemption applies to a summer session that precedes or follows consecutive fall and spring appointments, regardless of whether the student was previously enrolled at Michigan State University. If the student does not have a graduate assistantship form completed before registering for summer session, he or she will pay out–of–state resident course fees and tuition. If an appointment form is submitted prior to the middle of the subsequent fall semester, the Office of the Registrar will refund the full amount of out–of–state tuition that the student paid for the summer session.
- Specific college or program fees, applicable to all graduate students enrolled in a specific college or program, may apply and are not waived.
- Health Insurance. Graduate assistants (domestic and international) are automatically enrolled in a health insurance plan, the premium of which is paid by the university. The plan provides the following coverage:
Enrolled students may also insure their eligible spouse and/or dependent children (residing with the insured).
- Fall appointment only: coverage from August 16 to February 15 of the following year.
- Fall and Spring appointments—coverage from August 16 to August 15 of the following year.
- Spring appointment only—coverage from January 1 to August 15.
- Summer appointment only—coverage from approximately May 16 to August 15.
- For questions regarding coverage, enrollment or premium payment, contact BCN directly at 1-800- 859-8452. For questions concerning waiver processing or general information, contact the Michigan State University Human Resources Office at 1-517-353-4434 or 1-800-353-4434, or by e-mail at: email@example.com. The Human Resources Office is located at 1407 S. Harrison Road, Suite 140A (Nisbet Building), East Lansing, MI 48823 and on the web at https://www.hr.msu.edu/benefits/graduate-assistants/health/index.html; or visit BCN.
- Eligibility for treatment at Olin Health Center.
Early Termination or Resignation of Assistantships
If a graduate assistant resigns an assistantship or the assistantship is terminated early during a semester, such that the appointment does not meet minimum duration standards (53 calendar days in Fall and Spring; 46 calendar days in Summer), he/she will be assessed tuition for all credits carried, and those who are not Michigan (in-state) residents will be assessed out-of-state tuition.
Additional Benefits, Other Information
Library privileges, intramural and recreative facilities privileges, and eligibility to join the Michigan State University Federal Credit Union.
Eligibility for student discounts on football, basketball, and/or hockey season tickets for themselves and their spouses.
Eligibility for free admission to other regularly scheduled Michigan State University athletic events when presenting a valid student ID card.
Eligibility for student discounts on series tickets to professional performing arts events at the Wharton Center for Performing Arts and Institute for Arts and Culture, including one guest ticket at the student rate.
Exemption from payment of the Social Security tax on the stipend if the student is enrolled for the minimum number or required credits. Stipends are subject to income taxes with few exceptions. The taxability of stipends is subject to review by the Internal Revenue Service. Please call the Payroll Office for more information 1-517-355-5010. Please note that tax laws are subject to continuing revision and students should verify their tax liability each year.
MSU Speaking Test
What is the MSU Speaking Test?
- The MSU Speaking Test is used to determine whether graduate students who have demonstrated English proficiency or obtained a waiver of the English proficiency requirement as a condition for regular admission to Michigan State University also meet MSU’s speaking proficiency requirement for teaching assistants. Note that students who have presented a TOEFL iBT score of 27 or higher are considered to have met the requirement and do not have to take the MSU Speaking Test.
- The MSU Speaking Test assesses the ability to speak English, rather than the ability to write, or to understand spoken or written English. While taking the test, you will hear and respond to 12 questions. The questions are also printed in the test booklet. Depending on the question, you will have from 30 to 90 seconds to record an answer. The equipment is very simple and ELC staff members will be there to help the entire time. You will hear the questions and read them in your test booklet. Everyone will speak their responses at the same time, but you will be wearing headphones and should be able to concentrate on your own speaking without being distracted by the others. The test lasts less than half an hour, so fatigue will not be a problem. There is NO special preparation. The best thing to do on the day of the test is to relax and to say as much as possible about each of the 12 topics.
How do I prepare for the MSU Speaking Test?
Make sure you are familiar with the format of the test. You will hear 12 questions and respond to them by speaking as clearly as you can and saying as much as you can in the time allowed. You will have 30-90 seconds to speak depending on the question. These questions are also printed in the test booklet. The test lasts less than half an hour, so fatigue will not be a problem. The best thing you can do on the day of the test is to relax and say as much as you can about each of the 12 topics.
You can preview Sample MSU Speaking Test Questions (PDF download). If you go through this practice test, you may be less nervous on the day of the test. It is also a good idea to have a friend listen to your practice responses and give you feedback.
How will my test be evaluated?
Two or more specialists in English language teaching (NOT a computer) will rate the response to each task on a scale ranging from 20 through 60. Raters must assign one of the following numbers: 20 30 40 50 60 to each of the 12 tasks. Individual raters cannot assign numbers in between such as "45".
How will my score be computed?
Your ratings are averaged across tasks and raters and rounded to the nearest 5. Thus, you could receive a score of 20, or 25, or 30, or 35, or 40, or 45, or 50, or 55, or 60.
What are raters listening for?
- Your ability to respond spontaneously to the questions. Answers must be original, not memorized. Note that raters are trained to recognize memorized responses, which typically sounds artificial. If you do not demonstrate the ability to speak spontaneously, you will not receive a high score.
- Your ability to elaborate. Explain your answers as best as you can in the time allowed by giving many details, reasons, and examples. In terms of content, you do not need to worry about the actual correctness of your responses. There are no right answers or wrong answers to any of the questions. There is no penalty if you mention something that turns out not to be true. If you do not know a lot about a topic, just provide common sense comments that are closely related to the topic.
- Clarity and comprehensibility of speech. Grammar and pronunciation do NOT have to be perfect; however, raters are told to give lower scores if listeners not accustomed to accented speech would have trouble understanding your answers.
In short, raters are evaluating the comprehensibility of your spoken English and your ability to elaborate in providing original, spontaneous answers to questions. You will not receive higher scores for clever content, nor will you receive lower scores if your answer is not necessarily true or accurate.
How do I sign up?
Students may only take the MSU Speaking Test if they have met the university minimum proficiency requirement for English and if they are requested to do so by their home department. Registration is required. Qualified students may register for the MSU Speaking Test, starting three weeks before the test date.
Sign up online for the MSU Speaking Test
If you have any trouble registering for the test, please email firstname.lastname@example.org.
Grief Absence Policy
For master’s (Plan A), master’s (Plan B) with research responsibilities, and doctoral students, it is the responsibility of the student to: a) notify their advisor/major professor and faculty of the courses in which they are enrolled of the need for a grief absence in a timely manner, but no later than one week from the student’s initial knowledge of the situation, b) provide appropriate verification of the grief absence as specified by the advisor/major professor and faculty, and c) complete all missed work as determined in consultation with the advisor/major professor and faculty. It is the responsibility of the advisor/major professor to: a) determine with the student the expected period of absence – it is expected that some bereavement processes may be more extensive than others depending on individual circumstances, b) receive verification of the authenticity of a grief absence request upon the student’s return, and c) make reasonable accommodations so that the student is not penalized due to a verified grief absence. If employed as a RA or TE, the graduate student must also notify their employer. Both employer and student will swiftly communicate to determine how the student’s responsibilities will be covered during their absence. Graduate teaching assistants (TAs) should refer to the bereavement policy in GEU CBU Article 18.
Online Student D2L Training Course
The student D2L training course, Students - Getting Started with D2L, contains video tutorials covering the most commonly used aspects of the D2L Learning Environment as well as success tips and practice activities to complete. Each module is broken into topics designed to help students become proficient with the basics of taking an online course in D2L. A certificate of completion is earned after meeting the minimum criteria. This free training is a valuable learning resource for students, as well as instructors and staff.
For convenience, you can now self-enroll or unenroll from the course by using the following link. Otherwise, follow the Self Registration instructions.
Students - Getting Started with D2L Self-enrollment Page
Self Registration Instructions
You can also find the course and self-register by going to the My Home page in D2L and clicking on the Self Registration link.
Self Registration Quick steps:
- Logon to D2L (d2l.msu.edu)
- You will be at your My Home page
- Click the Self Registration link on the navbar
- Select the Students - Getting Started with D2L link under Course Offering Name
- Click Register
- Verify your information and click Submit
- Click Finish to complete the process.
- Access the course from your list in My Courses, or from the Course Selector icon in the mini-bar or mobile menu.
Instructor - D2L Self-directed Training Resources
The Instructor - D2L Self-directed Training course contains video tutorials covering the most commonly used aspects of the Learning Environment. Each module is broken into a series of short video tutorials and other helpful resources by topic.
You can now self-enroll or unenroll from the course by using the following link. Otherwise, follow the Self Registration instructions.
Instructor - D2L Self-directed Training Self-enrollment Page
Self Registration Instructions
Click the Self Registration link in the navbar on the My Home page to self-register for this D2L training.
- Logon to D2L
- You will be at your My Home page
- Click the Self Registration link on the navbar
- Click the Instructor - D2L Self-directed Training link under the Course Offering Name
- Click Register
- Verify your information and click Submit
- Click Finish to complete the process.
- Access the course from your list in My Courses, or from the Course Selector icon in the mini-bar or mobile menu.
In-Person Topical Training
In-person training courses are available throughout each semester and taught by MSU training staff. For more information on In-Person Topical Training, please contact the MSU IT Service Desk at Phone: 517-432-6200, Option 2 - Email: email@example.com - Chat @ tech.msu.edu.
D2L Brightspace Community
The D2L Brightspace Community is a free resource designed to promote collaboration among all D2L clients who wish to share online strategies, best practices, and showcase some of the best ways organizations are utilizing the Learning Environment. The site also provides just-in-time training tips, quick refreshers on how to effectively use tools, additional resources and learning aids.
Request an account with your msu.edu email by clicking on "Become a Member" or the "Login" link at the top of the Brightspace Community homepage.
NOTE: Additional information is available in the D2L Resource Center.
The student must meet the requirements specified below
All of the following courses
|1. Educational Inquiry and Research.
|CEP 930 Educational Inquiry||3|
|CEP 932 Quantitative Methods in Educational Research I||3|
|CEP 933 Quantitative Methods in Educational Research II||3|
|CEP 934 Multivariate Data Analysis I||4|
|CEP 968 Research Methods in Counseling and School Psychology||3|
|CEP 995 Practicum in Research Design and Data Analysis||1|
|TE 931 Introduction to Qualitative Methods in Educational Research ||3|
|2. Ethics and Professional Practice of Counseling.
|CEP 963 Ethics in Counseling and School Psychology||3|
|CEP 969 Clinical Supervision||3|
|EAD 965 Diversity and Equity in Postsecondary Education||3|
|3. Rehabilitation Counseling Pro-seminars.
|CEP 960 Theoretical Foundations of Counseling||3|
|CEP 964 Practice and Profession of Rehabilitation Counseling||3|
|CEP 965 Psychosocial Bases of Rehabilitation and Disability||3|
|4. Professional Preparation Core.
|CEP 944a Rehabilitation Counseling Pedagogy ||3|
|CEP 944b Teaching Internship in Rehabilitation Counselor Education||3|
|CEP 944c Clinical Practice Practicum in Rehabilitation Counseling||6|
|CEP 944d Clinical Supervision Internship in Rehabilitation Counselor Education||3|
5. Successful completion and defense of the dissertation. Students may not earn more than 30 credits in CEP 999 Doctoral Dissertation Research, of which 24 are required.
1. Educational Inquiry and Research
CEP 930 Educational Inquiry (3 credits)
Multiple sources of inquiry. Critical assessment of common assumptions about research. Relationship between data and theory. Objectivity, validity, and causal inference across research traditions. Research ethics. Relationship among researcher, researched, and audience. Question formation.
CEP 932 Quantitative Methods in Educational Research I (3 credits)
Techniques in data collection and data analysis used in educational and psychological research. Graphical and tabular representation of data. Concepts of statistical inference in educational contexts.
CEP 933 Quantitative Methods in Educational Research II (3 credits)
Advanced techniques of data analysis and statistical inference used in educational and psychological research. Multiple regression, analysis of variance, and basic principles of experimental design in educational applications.
CEP 934 Multivariate Data Analysis I (4 credits)
Multivariate methods, matrix algebra, and the general linear model as applied to educational research settings.
CEP 968 Research Methods in Counseling and School Psychology (3 credits)
Research topics and designs in counseling psychology, with emphasis on the development of a viable research proposal.
CEP 995 Practicum in Research Design and Data Analysis (1 credit)
Supervised research practicum. Design, execution, analysis, presentation, critique, and revision of research projects.
TE 931 Introduction to Qualitative Methods in Educational Research (3 credits)
Concepts and assumptions underlying multiple traditions of qualitative research methods in education. Relationship between research questions and qualitative research design. Epistemology, methods, and ethical issues of ethnography, case study research, grounded theory, oral history and discourse analysis. Criteria for appraising and critiquing qualitative research designs, claims, and evidence.
2. Ethics and Professional Practice of Counseling
CEP 963 Ethics in Counseling and School Psychology (3 credits)
Traditional and contemporary issues in theory, research, practice, and training with a focus on ethics including ethical theory, principles, standards, codes of conduct, and legal issues.
CEP 969 Ethics in Counseling and School Psychology (3 credits)
Theoretical, empirical, and practical aspects of the supervisory relationship. Process and outcome variables.
CEP 965 Diversity and Equity in Postsecondary Education (3 credits)
Promise, challenge, and management of diversity and equity in higher education. Analysis of data and policy. Management responses and strategies.
3. Rehabilitation Counseling Proseminars
CEP 960 Theoretical Foundations of Counseling (3 credits)
Theoretical models of counseling, personality, behavior change, and career development. Research literature on the process and outcomes of counseling. Selected professional issues.
CEP 964 Practice and Profession of Rehabilitation Counseling (3 credits)
Foundations and practice of rehabilitation. Pre-service preparation issues. Professional and policy implications.
CEP 965 Psychosocial Bases of Rehabilitation and Disability (3 credits)
Practice and research issues in rehabilitation counseling.
4. Professional Preparation Core
CEP 944a Rehabilitation Counselor Pedagogy (3 credits)
Pedagogical tools and issues associated with teaching and learning in pre-service rehabilitation counseling preparation programs.
CEP 944b Teaching Internship in Rehabilitation Counselor Education (3 credits)
Course design and teaching experience under the direct supervision of a faculty member.
CEP 944c Clinical Practice Practicum in Rehabilitation Counseling (6 credits)
Supervised counseling experience in human services, rehabilitation or educational settings to further develop skills, knowledge, and behaviors appropriate for professional counseling practice.
CEP 944d Clinical Supervision Internship in Rehabilitation Counselor Education (3 credits)
Theory and practice of supervising prospective counselors. Approaches, models, and strategies.
5. Students may not earn more than 30 credits in CEP 999 Doctoral Dissertation Research, of which 24 are required.
Beyond Formal Coursework
Preliminary Examination, Apprenticeship Project, Comprehensive Examination, and the Dissertation
Several major phases of the doctoral program take place apart from academic coursework. The preliminary examination, research apprenticeship, and the comprehensive examination are key aspects of the program that build on knowledge and skills obtained earlier in the program, and focus on refining particular professional competencies.
The preliminary examination assesses students’ abilities to analyze and evaluate empirical research from both methodological and conceptual perspectives. The exam is administered prior to the start of the second year of coursework and is required of all students.
The research apprenticeship involves student completion of an independent research project prior to sitting for the comprehensive exam.
The comprehensive examination is designed to examine students’ ability to integrate the body of knowledge and competencies critical to their future roles as rehabilitation counselor educators and researchers. Students are encouraged to complete their comprehensive exams during the fall of their third year.
The departmental policies related to each of these program requirements follow below. Students may appeal evaluations of their work, including preliminary and comprehensive examinations and outcomes of research apprenticeships by utilizing the Grievance Procedures specified in this Handbook.
The Preliminary Examination assesses doctoral students' abilities to analyze and evaluate empirical research from both conceptual and methodological perspectives and to communicate their analysis in clear written text. The examination is administered prior to the start of the second year of coursework and is a departmental requirement of all doctoral students. The Preliminary Exam is designed to encourage students to integrate their knowledge of research methodology and substantive theoretical and empirical issues, and to serve as an early assessment of competencies that are relevant to the development of the research apprenticeship, the dissertation, and other scholarly projects.
The Preliminary Exam consists of a careful analysis of published research that is representative of research in rehabilitation counseling. This kind of analysis is a central skill that all professionals in our respective fields master and regularly practice in their professional lives. Students are given a published research article, and in an in-class format prepare a written analysis of that research, guided by the attached set of questions. At the end of your doctoral program you should be able to make independent judgments of the validity and importance of published research that are informed and well argued on both methodological and substantive grounds. It is not expected that you will have completely mastered this skill by the end of the first year of coursework. Mastery will take time and will develop throughout your doctoral program.
Below is a list of skills and competencies that are assessed on the Preliminary Exam:
- Understanding of theoretical perspectives appropriate to the student's field of study,
- Knowledge of basic research design and data analysis procedures,
- Ability to integrate knowledge of research methods and conceptual knowledge and apply them to address a substantive issue in the field of study,
- Ability to appropriately interpret and generalize research results relevant to the field of study,
- Ability to assess and communicate the importance or significance of a study and its results,
- Ability to reconceptualize research, leading to the advance of inquiry or knowledge in a field of study, and
- Proficiency in the skills of scholarly writing.
Examinees for the Preliminary Examination
When in the course of the doctoral program does a student take the Preliminary Examination?
The student takes the Preliminary Examination either at the beginning of the second year of full-time study during the week before the first semester of the second year of coursework or after successfully passing the courses required to sit for the Preliminary Examination.
All RCE PhD students are required to take and successfully pass the following courses prior to sitting for the Preliminary Examination:
CEP 930 Educational Inquiry
CEP 932 Quantitative Methods in Educational Research I
CEP 968 Research Methods in Counseling & School Psychology
Is every student required to take the Preliminary Examination as soon as he or she has reached this point in the program?
Yes. If students delay taking the exam when they have reached this point in the course of their study, they may put off the exam until they have invested inordinate amounts of time in the program. The Preliminary Exam is designed to provide an early warning sign of student weaknesses, or of the possibility that a student may be unable to complete the doctorate. With early feedback, remediation of weaknesses is more likely to be possible.
What if the student has completed the required classes but is still not perceived to be prepared?
All students are required to take the examination at the scheduled time in their course of study. If a student is not prepared, the examination will provide an opportunity to identify and assess areas of strength and weakness, and an inducement to design appropriate remediation for problems.
If a student does not take an exam at the specified time, the advisor and program faculty are notified. Not taking the examination constitutes a serious matter in itself.
When should students apply to take the exam?
Students should apply to take the exam by the end of spring semester. Many advisors are not available during summer, so advisors and students may wish to discuss study plans or exam-taking strategies before late spring, even though students are expected to make further preparations during the summer. A copy of the application form is available from the secretary to the SPRC. Students turn in a completed application and a signed statement of academic honesty and ethical principles the spring semester prior to exam administration.
What is the statement of academic honesty and ethical principles and practices?
This statement is a document that students review and sign prior to taking the preliminary exam to ensure the security and integrity of the examination process. It is expected that students and faculty will abide by the procedures this document.
How many times may the student try the Preliminary Examination?
Students are allowed to attempt the Preliminary Examination twice. We expect that only a small number of students will receive a No Pass performance rating and be expected to repeat the exam. Therefore, two No Pass performances are a clear indication of serious academic deficiency.
Because serious remediation is required before a second attempt, a second poor performance indicates significant deficiencies that may not be remediable. Any requests for further retakes must be justified by an appeal to the SPRC. See also "What happens if a student gets a No Pass?" in the section entitled "Evaluation of Preliminary-Examination Performance" below.
Administration of the Exam
When is the Preliminary Examination administered?
The Preliminary Examination is administered annually. The examination is administered during the week immediately preceding the beginning of the fall semester.
This schedule requires that the exam be ready by the end of spring semester because most faculty hold academic-year appointments. Articles must be selected before summer. Students are notified of the exam date during the (preceding) academic year, and turn in exam applications before the end of the spring semester. Applications to take the exam are not accepted during the summer.
How often is the examination administered?
The Preliminary Examination is administered only once a year. The exam is given during the week immediately preceding the beginning of the fall semester.
Hopefully very few students will be required to take the Preliminary Examination a second time. However, for those who are, serious and perhaps intensive remediation activities will be needed. We do not wish to minimize the seriousness of the effort required for remediation, by acting as though students who receive No Pass could remedy their weaknesses in only a few months. Thus all students who receive scores of No Pass are expected to retake the Prelim at its next administration, typically just before the third year of doctoral study. This is further reason that students should take the examination at their first opportunity (i.e., just before their second year of study).
Is the exam "in class" or "take home"?
Students are given the examination in the morning and have the entire day to read, reflect on, and write about the article. The exam is given in an in-class format for several reasons. First, the exam is intended to tap each student's own abilities to think critically and independently. Students are not expected to have extensive depth and breadth of knowledge of existing research. Second, having a limited time frame ensures a high level of test security, since students complete the examination during one day, under supervised conditions. Third, the in-class setting provides for standardized conditions across doctoral programs.
Because the exam takes all day, students are encouraged to take a lunch break.
Can computers be used?
Yes, students are allowed to use laptop computers to complete the exam.. Students with special needs who require accommodations should contact RCE PhD program director with their request by the deadline to sign-up for the exam. Because food and drink are not allowed in the labs, students may not bring snacks or lunches into the exam room, but may eat outside the labs.
Use of Software
Students may use only the basic productivity software available on the computers (word-processing, spreadsheets, calculators etc.). The use of Internet software (such as Internet Explorer, Netscape Navigator) is not permitted. Students are not allowed to bring any notes into the lab nor are they allowed to access any information stored or available on networked servers.
When are the questions given to students?
The questions are included in this document, and the questions will be provided to each new doctoral student at the beginning of the doctoral program. A copy of the questions is also provided to each student on the day of the exam. If students have had the questions to be asked for the entire year; the questions should be well practiced for those students. We hope that eventually the kinds of analysis and consideration required on the Prelim will be very familiar to examinees.
When is the article for the exam available?
The article will be given to students on the day of the examination. Students arrive in the morning and are given the article and a copy of the questions, and a computer seat assignment. Students have the entire day to read the article, make notes on it, and finally respond to the questions with the article in mind. Students are not expected (or allowed) to interact about the article during the examination. Articles used in past administrations are available for students to copy.
What materials can students bring?
Students may bring lunches and snack foods, which can be used outside of the computer lab. Any students requiring special accommodations must submit a request in writing at the time of application.
Are any other materials available or allowed?
No. Students are NOT allowed to bring books, notes, or other personal items to the examination with them. No materials are provided in addition to the Preliminary Examination questions and the article to be used. In this way, again, we ensure standard conditions across programs and individuals.
Who chooses the articles?
The faculty are responsible for selecting the article for the students in their program to analyze in the Preliminary Examination. It is the responsibility of the program director to organize faculty for the selection of articles.
Evaluation of Preliminary Examination Performance
How is Preliminary Examination performance evaluated?
Preliminary Examinations are evaluated at the Program level. Three outcomes are possible:
- Pass. The student receives a letter from the Department indicating satisfactory performance and providing feedback as suggested by the exam scores.
- Conditional Pass. The student, his or her advisor, and the program's unit coordinator receive copies of a letter from the Department including feedback on the exam and identifying areas of strength and weakness suggested by exam performance. The student and advisor must meet to discuss the results of the Preliminary Examination and discuss its implications for further study and remediation. The student must report on any remediation efforts in his or her next annual review. The doctoral program faculty is responsible for monitoring the remediation. The student is not required to retake the exam.
- No Pass. The student, his or her advisor, and the program's unit coordinator receive copies of a letter from the Department indicating his or her status is "in jeopardy," including feedback on the exam, and identifying areas of weakness suggested by exam performance. Both the advisor and other program faculty must be involved in decisions regarding remediation. Two avenues seem likely:
- the student remediates with close monitoring, followed by a retake of the exam; or
- the student may be dropped from the program. This latter would only occur if other serious negative evidence about progress in the doctoral program exists.
What happens if a student gets a No Pass?
The student has the right to one retake, which would occur the following fall. The student could enroll in classes, and would be expected to do the remediation activities prescribed by his or her advisor and other program faculty. The student must report on any remediation efforts in his or her next annual review.
The option to drop a student from the program on the first administration of the Preliminary Examination would not be exercised often. This would only occur in the case of additional strong evidence about student academic weaknesses or other deficiencies.
Who scores the exam?
Complete exams are scored by the faculty. The scorers are blind to the identity of each examinee. A set of scoring guidelines and performance criteria has been to assist faculty in achieving consistent evaluation of student performance across scorers.
Additionally, faculty assigned to score the exams for each program meet prior to scoring the exams. These meetings provide a forum for discussion of the substantive problem examined in the particular article that students will have examined, the methodologies used, and ideas about interpretations of the research.
What is the nature of the feedback provided?
Faculty scorers provide feedback about the specific questions asked on the exam, as well as more general feedback about students' writing skills and skills in analysis and communication. Students receive both numerical scores and detailed written feedback about their exam performance. To the extent that it is possible to suggest specific avenues of remediation or further study faculty provide those in writing as well.
How are overall Prelim scores obtained?
Scorers evaluate the Prelim performance of each examinee on each of the three domains. Each scorer assigns three "domain scores" to each exam. These domain scores are then averaged across domains and scorers to produce an overall score (of Pass, Conditional Pass, or No Pass) according to the following scoring rules.
Domain scores are assigned numerical values:
Very good = 4, Adequate = 3, Marginal = 2, and Unsatisfactory = 1
These are combined to reach one of three overall scoring decisions: Pass, Conditional Pass, or No Pass. A Pass score is awarded to students whose combined averages are 3 or higher. A Conditional Pass will be assigned for mean scores between 2.0 and 3.0. Students with overall means of less than 2.0 will receive a No Pass.
In some cases discrepancies may arise in the overall scores or the domain scores assigned by the different faculty scorers. In cases where overall score decisions differ, discrepancies are resolved by discussion or through the use of an additional reader.
For additional information see your advisor.
CEPSE Preliminary Exam Questions
- Theoretical Perspective (about 3 pages)
- Critique the author's conceptual framework.
- Comment on the need for this study and its importance.
- How effectively does the author tie the study to relevant theory and prior research?
- Evaluate the clarity and appropriateness of the research questions or hypotheses.
- Research Design and Analysis (about 4 pages)
- Critique the appropriateness and adequacy of the study's design in relation to the research questions or hypotheses.
- Critique the adequacy of the study's sampling methods (e.g., choice of participants) and their implications for generalizability.
- Critique the adequacy of the study's procedures and materials (e.g., interventions, interview protocols, data collection procedures).
- Critique the appropriateness and quality (e.g., reliability, validity) of the measures used.
- Critique the adequacy of the study's data analyses. For example: Have important statistical assumptions been met? Are the analyses appropriate for the study's design? Are the analyses appropriate for the data collected?
- Interpretation and Implications of Results (about 3 pages)
- Critique the author's discussion of the methodological and/or conceptual limitations of the results.
- How consistent and comprehensive are the author's conclusions with the reported results?
- How well did the author relate the results to the study's theoretical base?
This description is intended to give you an overall view of the nature and purpose of the examination.
Preliminary Examination Procedures
- The application to take the preliminary exam should be submitted to the program director, and copies of past exams may be obtained from the Program Secretary.
- The Preliminary Exam is offered prior to the beginning of the fall semester of each year. A completed preliminary exam application must be on file by the assigned deadlines.
- See your advisor for assistance in developing specific exam preparation strategies. Once the preliminary exams have been evaluated by the faculty, students will receive a letter from the program indicating whether they received a Pass, Conditional Pass, or Fail. At that time students should contact their advisors to set up a meeting to discuss their performances and any necessary remediation.
Research Apprenticeship Policies
The apprenticeship is an integral part of the doctoral student experience and ultimately of the careers of our students. It is partly responsible for linking course work and research experiences (in particular the dissertation) by introducing students to the process of conducting research, yet still with the support of a mentor and a community of scholars. Further, the apprenticeship will help the student identify areas of research which are of particular interest to the student, and which the student can pursue through and after graduate school.
During the apprenticeship the student should be engaged in the process of conducting research and participating in a community of scholars. The process of conducting research involves activities associated with each of the components of the final product. Further, during the apprenticeship the student should cycle among the research activities as theory, research questions, data collection, analysis and interpretation inform each other.
Because of the timing and nature of the apprenticeship, members of the guidance committee will participate in overseeing the apprenticeship process, and the student may satisfy some or all of the procedural components of the apprenticeship process during guidance committee meetings.
Below are the formal requirements of the apprenticeship process.
At the time the student is ready to formally initiate the apprenticeship process the student should find a faculty member who will serve as the chair/advisor for the apprenticeship. This decision should be based on the chair’s interests and skills related to the proposed apprenticeship topic and methodology (e.g., design, data collection & analysis procedures). The student may consult with his or her current advisor in order to choose a chair for the apprenticeship.
Students will complete the research apprenticeship project after they have successfully completed the preliminary examination and before they register to take the comprehensive examination.
According to the policy of the College of Education and the RCE PhD program requirements, as part of the apprenticeship process, students register for one (1) credit of CEP 995. A grade is given in the course by the Apprenticeship Chairperson upon completion of the Research Apprenticeship project.
The Written Document
The general requirement for the written document is that it includes the components of a research paper appropriate for the particular program as determined by the student’s Apprenticeship Chairperson, in consultation with the student’s advisor and one other member of the student’s guidance committee. In recognition of the collaborative nature of many research projects, only two of the four components of a research project listed below must represent original work by the student. For example, if a student is part of a research team, the student may base one or two of the components of the final product on the work of other members of the team. The student must indicate the components, which were based on original work and which components were based on the work of others, and the components must be integrated coherently.
The components of the written document are similar to the questions used for the preliminary exam. The components are intended to be applicable across all programs and the students should be at a level to appreciate the import of each area.
- Theoretical perspective
The student must establish a conceptual framework for the study to which each part of the paper should be linked. The student should describe the basis for the conceptual framework in the existing literature as well as establish the need and importance of the study given the existing literature. The student must develop research questions linked to the conceptual framework.
- Research design
The student should describe the relevant components of the design of the study. This description might include sources of information, how participants were chosen, instrumentation, and methods of data collection. The student should provide a rationale for his or her choice of data sources and comment on the extent to which the choices are consistent with theoretical arguments.
The student should describe the way in which the data were analyzed. This includes the procedures used to obtain simplifications, reductions, and representations of the data. The student should describe the findings of the research, and the assumptions on which the findings are based.
- Interpretation and implication of results
The student should interpret the results relative to the state of current knowledge as defined in the existing literature and within the scope of the study’s limitations. In addition, the student should develop the relevant implications of the findings with recognition of the limitations of the study, and indicate directions for further research.
Purpose of the Comprehensive Examination
All doctoral students at Michigan State University are required to complete a written comprehensive examination as part of their degree program.
All RCE PhD doctoral students are required to take and successfully pass the following courses prior to sitting for the Comprehensive Examination:
CEP 930 Educational Inquiry
CEP 932 Quantitative Methods in Educational Research I
CEP 933 Quantitative Methods in Educational Research II
CEP 944A Rehabilitation Counselor Pedagogy
CEP 960 Theoretical Foundations of Counseling
CEP 963 Ethics in Counseling and School Psychology
CEP 964 Practice and Profession of Rehabilitation Counseling
CEP 965 Psychosocial Bases of Rehabilitation and Disability
CEP 968 Research Methods in Counseling & School Psychology
CEP 969 Clinical Supervision
In the Department of Counseling, Educational Psychology and Special Education, the comprehensive examination is intended to encourage an integrative understanding of the knowledge base in the student’s disciplinary area and serve as documentation of student progress. Within the Rehabilitation Counselor Education PhD degree program, the comprehensive examination is specifically designed to examine the student’s ability to integrate the body of knowledge and competencies critical to their future roles as rehabilitation counselor educators and researchers. These core knowledge and competencies are reflected in the required aspects of the doctoral curriculum in Rehabilitation Counselor Education.
Description of the Examination
The comprehensive examination process in Rehabilitation Counselor Education has adopted a mixed-format examination process. The process spans one work week.
The first portion consists of three successive days in which students are given one essay question to respond to over a three-hour period each day. This part of the examination is scheduled on Monday through Wednesday mornings from 9:00 a.m. to 12:00 p.m. and is administered under “in-class” conditions. Students are not allowed to bring any outside materials or references to the examination or to discuss the examination with anyone during the examination period.
The “in-class” portion of the examination will consist of three three-hour essay questions covering the following content areas:
Day 1 (Monday):History, legislation, professionalization, ethics, policy and practice issues related to rehabilitation counseling
Day 2 (Tuesday):Concepts of disability and its impacts, psychosocial aspects of disability and rehabilitation, theories of counseling and career development
Day 3 (Wednesday):Rehabilitation counselor education and counselor supervision
The second portion of the exam is a “take-home” component, which students receive after they have completed the third essay question on Wednesday. This part of the exam must be completed and returned to the program support staff person by Friday at 5:00 p.m. Students may use any reference materials available to them, but may not discuss this portion of the examination with anyone during the examination period.
The purpose of this portion of the examination is to assess research design and methodological skills in relation to a significant rehabilitation problem. Students will be provided with a hypothetical research problem related to the content domains specified above. Students will be asked to design a study to address the problem identified, including a brief review of the relevant literature and theoretical context explored, and the methodology planned to address the problem area (design, subjects, measures, procedures, analyses and limitations). Students will be given two and one half working days to complete the 10-12 page research proposal, which should be prepared according to APA format.
This mixed format design will allow the RCE PhD program to retain the principal focus of the examination on critical content that doctoral students are required to know in relation to their preparation as rehabilitation counselor educators and researchers, as well as to provide a more thorough and applied assessment of their scholarship, research, and conceptual and writing skills. Using the above format and identified content domains, the faculty of the Rehabilitation Counselor Education Program will construct a new set of questions for each examination period. As part of this process, faculty will review each of the questions in order to develop a set of guidelines to be used in reviewing individual responses.
Scoring of the Examination
Following the completion of all of the examination, the responses are reviewed and rated by two core faculty members. Each of the four components of the exam are rated separately and weighted equally, including the three essay questions and the take-home research proposal. The following rating scale is used for all questions, including the take-home research proposal:
5 = Outstanding
4 = Good
3 = Satisfactory
1 = Poor
A third faculty member will be used in those instances where a discrepancy of two or more points exists between the ratings assigned by the first two reviewers on any question and where the student has received a failing grade.
In order to pass the entire comprehensive examination, a candidate must receive an average total score of 12. Upon completion of the review and rating process, and upon formal acceptance of the examination results by the faculty, individual students may be notified informally of their results by their advisors. Formal notice of the examination results will be sent from the Department. After receiving formal notice of the examination results, students should schedule a meeting with their advisors to receive specific feedback about their performance.
If the student fails the first administration of the examination (i.e., obtains an average total score of less than 12 with two or more components scored less than 3), they are allowed to retake the entire examination at a future administration. If the student once again fails the examination on the second administration (i.e., obtains an average total score of less than 12 with two or more components scored less than 3), they are dismissed from the program.
If the student fails the first administration of the examination due to only one specific component (i.e., only one specific component scored less than 3), they are allowed to retake that specific component in an oral examination along with a written response with the core faculty within one month of receiving notice. If the student does not receive a passing score of 3 on that specific component at that time, they will be considered to have failed the entire examination and must retake the entire examination at a future administration.
If the student fails the second administration of the examination due to only one specific component (i.e., only one specific component scored less than 3), they are allowed to retake that specific component in an oral examination along with a written response with the core faculty within one month of receiving notice. If the student does not receive a passing score of 3 on that specific component at that time, they will be considered to have failed the entire examination for a second time, and will be dismissed from the program.
Timing of the Examination
The comprehensive examination will be offered in the fall and spring semesters at the beginning of each term. Under most circumstances the comprehensive examination will be attempted during the fall semester of the student’s third year in the RCE PhD program. Students must complete at least 80% of their coursework prior to taking the comprehensive examination, and the examination must be completed successfully before a student may schedule a dissertation proposal meeting.
Preparation for the Examination
Copies of questions used in previous administration of the comprehensive examination can be obtained from the RCE PhD Program Director.
Procedures for Comprehensive Examinations
- The comprehensive examination is offered fall and spring semesters of each year. Specific exam dates are made available to students well in advance.
- Course credit hour enrollment is required during the semester that the comprehensive examination is taken.
- See your advisor for assistance in developing specific exam preparation strategies.
The University stipulates that the comprehensive examinations must be passed within five years and all remaining requirements for the degree must be completed within eight years from the time the student first enrolled as a doctoral student. The University also states that students who extend their stay beyond eight years will be required to re-complete comprehensive exams.
Students who are not in compliance with these time limits are required to fill out the form, “Request for Extension of Time” and submit related documentation (e.g., written rationale for extension request, course syllabi, plan for completion). The request for an extension requires the approval of the advisor, RCE PhD program faculty, Associate Dean of the College of Education, and Dean of the Graduate School. As part of the review, the student must appear at a faculty meeting with an explanation for why the allowable time was not sufficient to complete the degree requirements, and what circumstances warrant the additional extension. No more than one extension of one or two semesters will be granted. Students are responsible for initiating and completing extension requests prior to the exhaustion of previous time deadlines.
This requirement is designed to enable the student to enhance and demonstrate his or her competence in research and scholarly endeavors, make an original contribution to the body of knowledge within the rehabilitation counseling profession. The dissertation marks the occasion for deeper investigation of research questions evolving from the student’s graduate study. The dissertation marks the occasion for deeper investigation of research questions evolving from the student’s graduate study.
The Guidance Committee may also serve as the student’s dissertation committee. However, membership changes may be made to reflect the student’s changing interests and needs as he or she embarks upon the dissertation process. It is important that the Committee reflects the student’s researches interests and offer competencies that can assist the student’s scholarly inquiry. Where necessary, a Guidance Committee member other than the Chair may serve as the primary director of the dissertation process, though the Guidance Committee Chair will usually serve in both capacities.
See the Advising & Mentoring section regarding composition of the Guidance Committee. You should also consult the documents titled Guidelines for Graduate Student Advising and Mentoring Relationships, and Guidelines for Integrity in Research and Creative Activities, at the following website address http://grad.msu.edu/researchintegrity/docs/ris04.pdf.
While there may be situations necessitating a change in committee membership once the dissertation process has begun, every effort should be made to maintain continuity of members throughout the process. Any changes in committee membership should always be made in consultation with one’s advisor.
- Visit the Student Affairs Office (SAO) to obtain a copy of the College’s Guidelines for Doctoral Students and their Guidance Committees and The Graduate School Guide to the Preparation of Master’s Theses and Doctoral Dissertations. The former provides detailed procedural steps, including a checklist of dissertation activities and copies of all dissertation paperwork that needs to be filed with the SAO. The latter delineates the Graduate School’s dissertation requirements, including writing format issues.
- Work closely with your advisor and other committee members throughout the dissertation process. The Dissertation Director Approval form needs to be signed and returned to the SAO.
- Once the proposal has been approved by the Dissertation Director, arrange a committee meeting to discuss, refine, and approve the dissertation topic and its design. At least three members of the committee must be present at this meeting. The proposal must be distributed to committee members at least two weeks prior to the scheduled meeting time. The Approval of Dissertation Proposal form needs to be completed once the proposal is accepted by the committee.
- If the dissertation will involve human subjects, you must also complete a separate application with the Social Science/Behavioral/Education Institutional Review Board (SIRB). This form can be obtained online from the SIRB website. Data collection cannot commence prior to the approval of this committee.
- When you are ready to defend your dissertation, consult your advisor and set a meeting for the dissertation oral defense, allowing at least two weeks for your committee members to review your finished work. You need to be enrolled for at least one (1) credit of CEP 999 during the semester that you defend your dissertation. Deadlines to be met for graduation in a given semester may be found in the University Calendar. The Notice of Doctoral Oral Examination must be filed with the SAO prior to the oral defense. The final oral defense/examination must consist of two parts. The first is a presentation that must be open to faculty members and members of the public without a vote. Only dissertation committee members may attend the second part, which is the examination portion of the defense per individual department/program/school’s guidelines (see the Final Oral Examination)
- After the dissertation has been successfully defended and any revisions completed, the Record of Dissertation and Oral Examination Requirements must be signed and filed with the SAO.
- Theses and Dissertation Submissions
Thesis/Dissertation Office, 466 West Circle Drive, 2nd floor, Chittenden Hall, East Lansing, MI 48824
Instructions for submission of a Master’s Thesis or Doctoral Dissertation to the Graduate School:
- Prepare your Master’s Thesis or Doctoral Dissertation following the specific instructions in the Graduate School Formatting Guide.
- Submit your Approval Form to the Graduate School. If human subjects were used in your research, submit the IRB Letter. If vertebrate animals were used in your research, submit the IACUC (AUF) Letter.
- Complete the Online Graduate School Exit Survey
Doctoral Students survey
Enter your MSU NetID (Login Name) and Password
Complete all the items on the survey. When finished, click Submit.
If you cannot open this survey, please contact the Graduate School by email at firstname.lastname@example.org, and include your name, student ID #, degree level (PhD, MA/MS) and semester of graduation. You will then be notified when you are able to complete the survey.
- Doctoral Students must complete the Survey of Earned Doctorates (SED) online.
The Survey of Earned Doctorates is the definitive source of information on the nation’s new research doctorates. Sponsored by the National Science Foundation and five other Federal agencies and conducted by RTI, the SED is critical to understanding in what specialty areas doctorates are produced and their post-graduation employment plans. Results are used by government as well as academic institutions to make decisions about graduate education funding, developing new programs and supporting existing ones.
The registration URL for the survey is: https://sed-ncses.org
Michigan State University REQUIRES verification of completion of the survey. When you submit your survey, a notification of completion will be automatically sent to the Michigan State University Graduate School Office. However, it is also recommended that at the end of the survey, you also have a copy of the ‘certificate of completion’ emailed to your own personal email for your records.
Michigan State University will verify to the NSF/RTI that students have been awarded their degree.
If you have any questions about the web survey, please contact RTI at email@example.com or at 1-877-256-8167.
- Create an account and submit your document via ProQuest.
Annual Review Student Progress
Each year the Rehabilitation Counselor Education PhD program faculty conducts an annual review of doctoral student progress. The annual review provides an opportunity for the student, the advisor, and the program faculty to review the student’s strengths, limitations, accomplishments, progress in their degree program, and areas in need of further development. In situations where problems are noted, remedial plans will be developed to address the issues involved.
A student’s first annual review occurs during the spring of their first year in the program and continues each year thereafter until they have completed all degree requirements. During a student’s first year, numerous opportunities for the assessment of progress and feedback are available between the student and their faculty advisor culminating in the formation of a guidance committee and the development of a formal plan of study for their degree program in the form of an MSU GradPlan.
The formal annual review will focus on the student’s progress in the following areas:
- Progress and performance in relation to key performance indicators (KPIs) in required academic coursework
- Performance in relation to professional dispositions
- Development of teaching, clinical counseling, and clinical supervision skills
- Research involvement (research projects, presentations, publications)
- Completion of program milestones (e.g., preliminary exam, guidance committee meeting, comprehensive exam, dissertation proposal)
- Other professional accomplishments or activities, which complement the formal degree program
The student initiates the annual review process each spring. A narrative self-assessment summary report is completed, which summarizes and highlights key developments in the above stated areas. In addition to the narrative self-assessment, the following materials would be examples of appropriate documents to include as evidence of achievements during the previous year:
- A record of courses completed and grades achieved, in relation to the GradPlan
- Materials developed and feedback received for teaching and or clinical supervision undertaken
- Copies of any papers developed for presentation or publication, or documentation of research and scholarly activities undertaken
- Documentation related to program milestones achieved
- Documentation of other professional activities and accomplishments (e.g., service to the program, consultation or service to external groups, professional development activities, student mentoring), which complement the formal program
- An updated curriculum vitae
This self-assessment is submitted to the student’s academic advisor. After submitting the self-assessment to the advisor, the students’ should schedule an appointment with the advisor to review the reports.
Prior to the end of the spring semester, the program faculty shall be convened by the program director to conduct the annual reviews. Each advisor will present a summary of each student’s progress. Following faculty discussion, including completion, review, and discussion of key performance indicators and professional dispositions, a separate summary with any recommendations will be prepared by the advisor. A copy of the faculty annual review summary will be sent to the student. A copy of both reports (student and faculty) shall be retained in the student’s official program file.
The Rehabilitation Counselor Education PhD degree program maintains records documenting each student’s progress through the doctoral program. These records, which are maintained in the program secretary’s files, include the program plan, guidance committee form, preliminary exam completion form, research apprenticeship completion form, comprehensive exam completion form, teaching and assistantship evaluations, dissertation paperwork, portions of the original application to the program, and other materials that are deemed necessary. Additionally, to facilitate student advising, advisors may keep files containing such items as their advisees’ grade transcripts, comprehensive exam responses, and dissertation drafts. All student records are kept in secure filing cabinets or private offices to protect students’ privacy and confidentiality; only program faculty and staff will have access to this material.
Students are strongly advised to maintain copies of forms for their personal records.
Students may request to examine their own files; this request should be directed to the student’s advisor or the Program Director. The only material that will be withheld is that which the student has clearly waived his or her right to examine, e.g., confidential reference letters. (Other than the latter, files generally only contain records of which students already possess copies.) Once students graduate, a permanent file is maintained by the program which, among other things, may assist documentation for future employment and credentialing.
For Credentialing endorsement:
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:
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
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
For employment endorsement:
As students are ready to seek a professional job as rehabilitation counseling researchers, educators, and/or administrators, our program faculty endorse graduates in search of employment, such as providing letters of recommendation and speaking with search committees.
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 Graduate Website. 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
I. JURISDICTION OF THE DEPARTMENT OF CEPSE HEARING BOARD
- 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, 22.214.171.124 and 2.4.9; GSRR 5.1.1, 5.3.2 and 126.96.36.199.)
- 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 188.8.131.52.)
II. COMPOSITION OF THE DEPARTMENT OF CEPSE HEARING BOARD
- The Department of CEPSE shall constitute a Hearing Board by fall semester of each academic year. (See AFR 184.108.40.206; GSRR 5.5.2.)
- The Hearing Board shall be composed of the unit administrator or designee, three faculty, and three students (See AFR 2.4.3 and 220.127.116.11 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.)
- 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 18.104.22.168 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).
- 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.
- 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 22.214.171.124).
- 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).
- 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.]
III. REFERRAL TO THE DEPARTMENT OF CEPSE HEARING BOARD
- 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.)
- 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.
- 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.)
- 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 126.96.36.199; and GSRR 188.8.131.52.)
- 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 184.108.40.206.)
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 220.127.116.11, and 2.4.6; GSRR 18.104.22.168.)
- 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:
(See AFR 4.4.2; GSRR 5.4.6.)
- 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.
- Decide that sufficient reasons for a hearing exist and accept the request, in full or in part, and proceed to schedule a formal hearing.
- 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.
- 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.
- 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.)
- 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.
- 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).
- 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.
IV. DEPARTMENT OF CEPSE HEARING PROCEDURES
- General Procedures
- 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.)
- 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 22.214.171.124.) The procedures may be taped.
- 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.
- 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 126.96.36.199, 4.3.5, 4.4.8d and 8.1.6; GSRR 5.4.10, 8.1.4.)
- 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.
- Hearing Procedures
- 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.)
- 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.
- 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.
- 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.
- 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.
- 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.
- 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.
- Final questions by the Hearing Board: The Hearing Board may ask questions of all parties to the grievance.
- Hearing Board’s Deliberations, Decisions, and Report
- 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.)
- 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.)
- 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, 188.8.131.52, 184.108.40.206; GSRR 5.4.12 through 220.127.116.11.) 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.)
- 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 18.104.22.168; GSRR 5.4.12, 22.214.171.124 and 126.96.36.199.)
- 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 188.8.131.52 and 8.1.16; GSRR 184.108.40.206 through 220.127.116.11 and 8.1.16.)
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.]
Responsible Conduct of Research
As of September 2011, Michigan State University requires that all graduate students and research project staff be trained in the Responsible Conduct of Research (RCR) as part of their Research I University experience.
What are the Rehabilitation Counselor Education PhD degree program training requirements?
Responsible Conduct of Research (RCR) Plan
- Year 1
All new Doctor of Philosophy (PhD) Rehabilitation Counselor Education students and 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
- Research Misconduct
- Discussion-Based Training
All Master of Arts (MA) Rehabilitation Counseling students will complete the CEP 822 Approaches to Educational Research course prior to receiving their degrees.
All Doctor of Philosophy (PhD) Rehabilitation Counselor Education students will complete the CEP 968 Research Methods in Counseling & School Psychology course prior to receiving their degrees. For Doctor of Philosophy (PhD) Rehabilitation Counselor Education students, completion of the CEP 968 Research Methods in Counseling & School Psychology course will be recorded by the CEPSE Department in GradInfo as “Initial” training.
In addition to 1 and 2 above, Doctor of Philosophy (PhD) Rehabilitation Counselor Education students will complete:
- Year 2
Within the first 2 years of enrollment in their program, Doctor of Philosophy (PhD) Rehabilitation Counselor Education students will complete the below 3 MSU online training modules. Completion of this requirement will be tracked in SABA.
In addition to 1, 2, and 3 above, Doctor of Philosophy (PhD) Rehabilitation Counselor Education students will complete:
- Annual Refresher Training
Starting in year 3, all Doctor of Philosophy (PhD) Rehabilitation Counselor Education students will complete one (1) MSU online training module per year that is different from the above required 7 modules. Completion of this requirement will be recorded by the CEPSE Department in GradInfo as “Annual” training.
Program faculty annually review each student’s performance and progress in the program. Faculty also may initiate a Review of the student’s status in the program in the event of any evidence that indicates impairment or, a violation of the University’s Regulations (for MSU General Student Regulations see Spartan Life), legal statutes, or ethical and professional standards. Examples of violations include but are not limited to criminal misconduct, academic dishonesty, unethical practices, or unprofessional behavior. Evidence of cognitive, affective, and/or behavioral impairments that interfere with the graduate training process and/or threaten client welfare may also lead to a Review. Examples of impairment include but are not limited to substance abuse, mental health problems, and interpersonal difficulties. The Review process consists of examining the nature of the impairment, violations or alleged misconduct, and the evidence with the student. The outcome of the Review may be (a) to retain the student in good standing, (b) to allow the student to continue in the program on probationary status until specified conditions are met, or (c) to immediately dismiss the student from the program. The faculty reserves the right to restrict student’s participation in coursework, clinical practica, and internships during the Review process.
Voluntary Withdrawal from the Program
Students who wish to voluntarily withdraw from the program should refer to the office of the registrar for steps and policies regarding this process.
The dismissal of a student from the Program is a significant event for both the student and the program faculty. It represents the conclusion of the faculty that the student has not demonstrated an adequate level of competency in either the academic domain or in other critical areas of professional conduct. Cognitive, affective, and/or behavioral impairments that interfere with professional functioning or, a failure to demonstrate an adequate level of competency in either academic or clinical skills, or professional conduct, are grounds for dismissal. 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, rests with the Rehabilitation Counseling faculty for academic violations. The College of Education is responsible for dismissal decisions in disciplinary cases, which impose sanctions other than, or in addition to, a failing grade.
Reasons for Dismissal from Program
At any point during the student’s matriculation through the Rehabilitation Counselor Education 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 welfare. Reasons for termination may be divided into two general categories: academic dismissals and disciplinary dismissals. Academic or non-disciplinary dismissals are handled by the Program faculty. In cases of disciplinary violations that may include academic dishonesty, violations of professional standards, and falsification of academic records, the program faculty may require actions to remediate these problems. If the problems are beyond remediation at the Program level and sanctions other than, or in addition to, a failing grade are warranted, the case is reviewed for dismissal by a College disciplinary hearing board.
- Academic Dismissals: Failure to maintain academic standards may occur as the result of unsatisfactory grades in academic coursework and/or unsatisfactory performance on Prelim or Comps.
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 doctoral 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.
- Disciplinary Dismissals: The following are offered as examples of circumstances or performances that may be the basis for dismissal action:
- academic dishonesty
- criminal misconduct
- unethical practices and/or unprofessional conduct as specified in CACREP, ACA, and/or CRCC guidelines for ethical behavior
- Cognitive, affective, and/or behavioral impairments that obstruct the training process and/or threaten the welfare of others
Due process rights of the student and faculty will be upheld by following the procedure outlined in the document, Graduate Student Rights and Responsibilities.
Retention & 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 Counselor Education 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.
- 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.
- 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 Coordinator of the outcome of this action within 30 days.
- If, however, informal methods of problem resolution are inappropriate or not satisfactory, as determined by the RCE Program 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 five days in advance of the scheduled meeting.
- 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 either (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 Counselor Education Program.
- 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 specified on page 40 of this Handbook should be followed.
Student Conduct & Conflict Resolution
The University has established a judicial structure and process for hearing and adjudicating alleged violations of recognized graduate student rights and responsibilities (GSRR, Article 5). The first venue to resolve such conflicts informally or formally rests within the academic unit. Because the faculty advisor-graduate student relationship is deemed so important, special attention should be given to the resolution of conflicts between a graduate student and his or her faculty advisor.
MSU expectations for acceptable student conduct are specified in the regulations and the rights and responsibilities sections of the Spartan Life Student Handbook and Resource Guide. Students must also abide by the bylaws and policies of the Department of Counseling, Educational Psychology, and Special Education.
Usually the best approach to resolving a problem is through informal discussion and negotiation when the problem first arises. Discussion and negotiation amongst the parties in a conflict may not only help to resolve the original conflict, but can lead to better communication and more positive working relationships in the future. In addition, there usually are more options for solving a problem at the early stages of a conflict than later when working relationships may become seriously compromised or when the problem grows in complexity.
Try to resolve problems through discussions with the people who are immediately involved in the issue. In the Rehabilitation Counselor Education PhD program, you should consider speaking with the course instructor (if the problem is specific to a course), your supervisor (if the problem is specific to a graduate assistantship position), your advisor, the RCE PhD Program Director, and/or the CEPSE Department chairperson.
If your problem cannot be resolved at the departmental level or if you prefer discussing the matter with someone from outside the department, consider seeking help from the MSU Ombudsman, the Judicial Affairs Office, the Women's Resource Center, the Associate Dean for Student Affairs in the College of Education, or the Dean of the Graduate School. The Graduate School conducts workshops on Communicating Your Message: Effective Communication Strategies That Work on Setting Expectations and Resolving Conflicts that are designed to help graduate students work effectively with their faculty mentors and to make good progress toward their degrees. Any group of students or faculty may request these programs.
If the above strategies for remedying problems have been attempted, without successful results, the student may wish to file a formal complaint with the Department. The Department chair should be contacted by the student, and the chair will decide if the issue can be resolved at the department level, or if it should be brought to the attention of others, such as the Dean of the College or the University Provost’s Office. All graduate students should familiarize themselves with the information contained in Graduate Students Rights and Responsibilities at Michigan State University (http://splife.studentlife.msu.edu/). The University Ombudsman’s office provides guidance for determining the viability of a grievance and discusses the procedure for filing a formal grievance. You can view this information at https://www.msu.edu/unit/ombud/. At any point, students may appeal to the University Ombudsman for assistance or advice.
Professional Ethics in Research and Practice
As scholars interested in improving outcomes for individuals with disabilities, we hold ourselves to high professional standards in our research, teaching, and professional counseling practices. The Rehabilitation Counselor Education Doctor of Philosophy degree program is accredited by the Council for Accreditation of Counseling and Related Educational Programs (CACREP). CACREP accreditation denotes a commitment to program excellence and indicates to the public at large that our program is fulfilling its commitment to educational quality. Students enrolled in the MSU RCE PhD program are expected to abide by CACREP standards, the ethical principles of the Commission on Rehabilitation Counselor Certification (CRCC), and the ethical principles of the American Counseling Association (ACA).
Integrity in Research and Creative Activities
Integrity in research and creative activities is based on sound disciplinary practices as well as on a commitment to basic values such as fairness, equity, honesty and respect. The Program in Rehabilitation Counselor Education expects all research and creative activities to be conducted with integrity.
RCE faculty provide education in research integrity via the following.
- Faculty conducting their research with integrity and ‘thinking aloud’ about this with students apprenticing that research.
- RCE PhD program Responsible Conduct of Research (RCR) requirements.
- Research ethics content included in the CEP 930, CEP 963, CEP 968, and CEP 995 courses.
- MSU RCR training opportunities and resources: https://grad.msu.edu/rcr
- Students are provided, via this Handbook, documents on research integrity including:
- MSU policy on Research Integrity
- MSU Research Integrity resources
- MSU policy related to the use of humans in research via the Human Research Protection Program
- The ethical guidelines of the American Counseling Association and Commission on the Certification of Rehabilitation Counselors
- The American Psychological Association's Publication Manual, which includes guidelines on plagiarism
- The Office of the Ombudsman's guidelines on plagiarism
RCE students are expected to:
- Before beginning their research apprenticeship, each student is required to complete the online tutorial at the Human Research Protection Program website.
- Obtain approval from the Human Research Protection Program Social Science, Behavioral, & Education Institutional Review Board (SIRB) prior to conducting any research involving humans.
- Abide by the All University Policy on Scholarship and Grades, including guidelines on plagiarism
The following may result in dismissal from the RCE PhD program:
- Conduct of research without approval of the MSU HRPP
- Research misconduct
- Violation of professional, ethical research standards
CEPSE Departmental-level required research-related informational resources for students:
The MSU HRPP primary mission is the protection of individuals who are the subjects of research. MSU is committed to follow the ethical standards described in the Belmont Report, and all applicable federal, state and local regulations and university policies and procedures. The HRPP at MSU sets forth the structure, policies, and procedures to implement this mission and commitment. The processes of education, review, and monitoring described in the HRPP serve to ensure the safe and ethical conduct of research that will protect human subjects in an atmosphere of mutual trust and integrity in the pursuit of knowledge and human benefit. MSU HRPP Manual Section 3-1.
The MSU HRPP includes Institutional Review Boards (IRBs) that help to carry out this mission.
What is an IRB?
An IRB is an institutional review board, established to review proposed human subject research. The IRB may approve, require modifications in (to secure approval), or disapprove research. At MSU, all human subject research (regardless of funding) must be reviewed and approved by an IRB before initiation.
Why is an IRB needed?
Federal regulations, accreditation standards, institutional policies and MSU’s Federal Wide Assurance requires that an IRB review all proposed human subject research, regardless of funding, prior to the initiation of the research. The IRB’s purpose is to protect the rights and welfare of the potential research subjects by examining areas such as risks and benefits, informed consent, selection of subjects, privacy, confidentiality and anonymity.
What is an IRB's composition?
An IRB must have at least five members, with diversity and varying backgrounds, including consideration of race, gender, and cultural backgrounds and sensitivity to such issues as community attitudes. The IRB must include a member with a nonscientific background and a member nonaffiliated with the institution.
What is the authority of the IRB?
The authority of MSU IRBs is described in Section 4-2, Authority of IRBs of the HRPP Manual.
MSU HRPP Manual Section 3-1
MSU Human Research Protection Program Plan
The Michigan State University (MSU) Human Research Protection Program’s (HRPP) primary mission is the protection of individuals who are the subjects of research. MSU is committed to follow the ethical standards described in the Belmont Report, and all applicable federal, state and local regulations and university policies and procedures. The HRPP at MSU sets forth the structure, policies, and procedures to implement this mission and commitment. The processes of education, review, and monitoring described in the HRPP serve to ensure the safe and ethical conduct of research.
While the HRPP office provides the primary oversight and coordination for the protection of human subjects in research, it is not the only MSU office that is involved in the protection of human subjects in research. This responsibility is broader and is shared and distributed with other MSU offices and units. Each of these offices or units plays an important role in the protection of human subjects. Integration between such components is essential for the protection of human subjects in the research. This policy describes the roles, responsibilities, and coordination among the MSU offices and units for the protection of human subjects in research. While this policy focuses on the communications related to human subject protection, the units also communicate closely on other areas related to research (e.g., execution of a contract or grant, other regulatory compliance areas such as biosafety).
Communications between the MSU offices and units may occur on a protocol specific basis or may be of a programmatic nature. When issues arise on a specific research study, meetings may be scheduled as needed between the units. Additional meetings may be scheduled on an as needed basis between the units to discuss issues or communication strategies that are programmatic in nature.
Communication between the MSU units related to human research protection also helps to assure that all institutional approvals will be in place before the research is initiated. However, it is the responsibility of the principal investigator (PI) to assure that all appropriate institutional approvals, including those related to human subject protection, are in place prior to initiation of the research. Some research studies may only require Institutional Review Board (IRB) review and approval; others may require other institutional approvals. The communications and additional requirements described in this policy between the HRPP and other university offices and units provide steps and communication mechanisms to facilitate and assist the PI to assure that all appropriate institutional approvals are in place before the initiation of the research.
Institutional Review Boards (IRB)
Michigan State University (MSU) has established Institutional Review Boards (IRBs) under its Federal Wide Assurance #00004556. For more information about the IRBs structure and function, see the MSU HRPP Manual sections including but not limited to Sections 4-2, Authority of IRBs; 4-5, Responsibilities of the IRBs; and 5-3, IRB Membership.
Office of the Vice President for Research and Graduate Studies (OVPRGS)
The Vice President for Research and Graduate Studies (VPRGS) has been designated as the Institutional Official for MSU; see HRPP Manual 4-4 “Institutional Official” for a full description of the role and responsibilities of the IO for the protection of human subjects. Organizationally, the HRPP office reports to the OVPRGS through the Office of Regulatory Affairs (ORA). Other units involved in the protection of human subjects also report to the OVPRGS including the Office of Sponsored Programs and MSU Technologies.
Coordination with the IO occurs as needed for the protection of human subjects. Regular meetings with the IO and staff from the HRPP and with the assistant vice president for the ORA (AVP ORA) occur as well. The OVPRGS regular staff meetings attended by senior VPRGS staff and the heads of VPRG units facilitate communication between the units in the OVPRGS.
Office of Regulatory Affairs (ORA)
The ORA is organized under OVPRGS and provides administrative oversight of the HRPP, the Animal Care Program, the Environmental Health and Safety Program, the Conflict of Interest office, and the Institutional Stem Cell Research Committee. These units report to the AVP ORA. ORA facilitates research review processes in accordance with federal regulations to protect the rights and welfare of research subjects, to protect public health and safety, and to assure the proper execution of research.
Senior staff meetings with ORA unit heads facilitate communication between the units in ORA. The AVP ORA also meets regularly with the director of the HRPP. Staff from units within ORA also communicates directly with each other regarding human subject protection as described below.
Human Research Protection Program (HRPP)
The HRPP office is organized under the ORA. The HRPP includes the offices of the IRB and Compliance. The HRPP encompasses not only the IRB requirements for the protection of human subjects, but other additional areas of human research regulatory oversight that are broader than the IRB requirements (e.g., U.S. Food and Drug Administration regulations, interactions with Pharmacy, clinical research billing compliance) that provide protections for human subjects.
The HRPP office uses an online software system for the submission and review of human research studies. The MSU IRB online system is the Click™ Research Compliance System. Click allows for the submission and review of new studies, modifications, continuing review including renewed approval and closure, and reports of new information. Click also permits the assignment of offices and individuals involved in the protection of human subjects as ancillary reviewers. Such assignment allows the individual(s) to view the study submission, clarifications, and comments associated with the study. Click includes system generated notifications (e.g. continuing review reminders, notification of approvals, clarifications requested, reviews). Access to Click requires two factor authentication through the university’s log in system.
HRPP staff notifies other offices and individuals involved in the protection of human subjects when research studies require input from various offices. Notifications are typically provided through assignment as an ancillary reviewer in the MSU IRB online system. For example, the Compliance office coordinates and works with other units (e.g., Pharmacy, Environmental Health and Safety, Health Team) to accomplish its role in the oversight of clinical research compliance (e.g. Compliance office will provide coordination when an IRB submission involves protected health information). The HRPP Director is also notified through the MSU IRB online system of requests to use external (non-MSU) IRBs. Some notifications are sent manually (e.g. notification of approvals and closure to Sponsored Programs Administration, reliance partners).
Institutional Review Board (IRB) Office
The IRB office facilitates the IRB review processes in accordance with federal, state, and local regulations, university policies, and ethical standards. Designated IRB staff may be notified when an IRB submission involves additional requirements such as federal agency specific requirements, genomic data sharing, raffle, or reliance. For more information about the IRB staff structure and function, see the MSU HRPP Manual section including but not limited to Section 5-2-C HRPP Staff: IRB Office.
The Compliance office encompasses post approval monitoring activities, education, and non-IRB regulatory oversight (e.g. FDA requirements, protected health information, clinical research billing compliance, clinicaltrials.gov). The Compliance office provides resources to the research community and others involved in patient care activities during research studies to ensure proper billing of health care services and items according to federal, state, and local regulations. Post approval monitoring conducted by the Compliance office serves to educate researchers and to assure that the research study is being conducted in accordance with federal, state, and location regulations, university policies, and ethical standards.
Compliance office staff are notified when an IRB submission involves non-IRB regulatory oversight such as FDA requirements, protected health information, clinicaltrials.gov, or clinical research billing compliance). For more information about the Compliance office staff structure and function, see the MSU HRPP Manual section including but not limited to Section 5-2-B HRPP Staff: Compliance Office.
Environmental Health and Safety (EHS)
EHS is organized under ORA and promotes and establishes programs in health and safety, protection of the environment, and regulatory compliance. Committees within EHS include Radiation Safety Committee (RSC), Institutional Biological Safety Committee (IBC), and the Chemical Hygiene Committee (CHC). The CHC reviews and monitors the effectiveness of MSU’s Chemical Hygiene Plan and key areas of compliance such as training and use of controlled or hazardous materials. The RSC reviews, approves, and continually monitors the use of radioactivity on campus. The IBC is a regulatory required committee that approves the use of recombinant DNA, and provides guidance on the use of infectious agents. The MSU Biosafety Officer oversees the transport of these materials and provides training on use of infectious agents. EHS also includes areas such as occupational health and safety, hazardous waste, environmental compliance, and controlled substances.
Individuals from EHS are notified when an IRB submission involves the use of biological materials, radiation, or controlled substances. The respective office than communicates with the investigator as needed (e.g., training needs, appropriate review).
Conflict of Interest (COI)
The COI office is organized under ORA and facilitates the COI processes. The Conflict Resolution Committee (CRC) reviews and manages disclosures of COI. The Faculty Conflict of Interest Officer (FCOIO) assists with implementation of the Faculty COI policy and is available to answer questions about conflict of interest, including questions about COI as it relates to the protection of human subjects. The FCOIO is notified when an IRB submission involves disclosure of aa conflict of interest or a financial entity.
HRPP staff communicate with the COI office and/or FCOIO regarding conflict of interest disclosures, review, and management. The IRB chair communicates with the FCOIO regarding advice, consultation, and notification of IRB determinations of conflict of interest that affect the rights and welfare of subjects. These may include but are not limited to instances of conflict of interest of IRB members, IRB consultants, investigators, students, sponsors, or administrators. The FCOIO works with the Conflict Review Committee (CRC) which is responsible for developing and enforcing a management plan and informing the IRB of their decisions. The IRB has the authority to approve the research, to require modifications that incorporate the CRC management plan and/or additional IRB determined modifications, or to not approve the research. The CRC may not approve the research if it has not been approved by the IRB. See HRPP Manual 10-1, Conflict of Interest, for more information.
Animal Care Program
The Institutional Animal Care and Use Committee (IACUC) reviews, approves and oversees all MSU programs involving the care & use of all live animal activities to ensure compliance with standards & regulatory requirements. The IACUC administrator is notified when an IRB submission involves animals.
Institutional Stem Cell Research Committee
The Institutional Stem Cell Research Committee oversees human stem cell research conducted by MSU faculty, staff, and students. The Institutional Stem Cell Research Committee administrator is notified when an IRB submission involves human embryos or human stem cells.
Sponsored Programs Administration (SPA) and Business Connect (BC)
Sponsored Programs Administration (SPA) reports to the VPRGS and the Controller and includes the Office of Sponsored Programs (OSP) and Contract and Grant Administration (CGA). OSP manages financial and contractual aspects of submitting proposals to non-industrial external sponsors and reviews, negotiates, and accepts the terms of awards. CGA manages awards after they are made to the university. Any non-industry agreement that involves financial transactions and obligations between MSU and other parties must be reviewed by OSP. CGA is responsible for the administration of awards (industrial and non-industrial) according to sponsor's and MSU regulations.
Business Connect reports to the VPRGS and manages financial and contractual aspects of submitting proposals to industrial external sponsors. Any industry agreement that involves financial transactions and obligations between MSU and other parties must be reviewed by Business Connect.
Investigators are required to disclose on the contract or grant transmittal form whether the proposal includes human subject research. Communication between the IRB and OSP or BC includes the review of funding or contract agreements to assure inclusion of the Association for the Accreditation of Human Research Protection Programs (AAHRPP) funding or contract agreement language. The contract negotiator evaluates whether the AAHRPP required language has been included in the agreement and negotiates with the sponsor to include AAHRPP required language. The contract negotiator completes a worksheet to document his or her review. The HRPP staff and the contract negotiator communicate as needed to address any questions or comments (e.g. how to translate contract language to easily readable consent language). The contract negotiator provides the completed worksheet to the HRPP staff. The HRPP staff verifies that the agreement includes the required AAHRPP language and that the consent and agreement are congruent. The HRPP staff communicates and works with the contract negotiator if there is any question of whether the agreement includes the necessary AAHRPP language or if the agreement and consent are congruent and may involve MSU legal counsel as needed The IRB reviews the final consent form for approval.
Funds awarded to MSU investigators for human subject research will not be made available by OSP until the research is approved by an MSU IRB or determined exempt, with limited exceptions. See HRPP Manual 1-3 “Use of Institutional Authorization Agreements” and 8-4 “45 CFR 46.118 Designation.” When a research study is externally funded, HRPP staff sends a notice of the IRB approval to SPA.
MSU Technologies is organized under the VPRGS and is responsible for managing MSU’s intellectual property. MSU Technologies executes Material Transfer Agreements (transfer of materials from MSU to another entity or to MSU from another entity), reviews and manages invention disclosures and the patent process, and handles confidential disclosure agreements. This office is also responsible for licensing MSU technology.
MSU Office of the General Counsel (OGC)
Generally, the OGC must review in advance all contracts and agreements that could bind MSU or involve potential legal liabilities. Legal counsel from the Office of General Counsel is assigned to ORA and the HRPP, and is contacted when legal questions arise.
The legal counsel assigned to ORA and HRPP meets regularly with the unit heads and is also contacted on an as needed basis. Legal counsel may be contacted on protocol specific questions or on broader legal issues.
The Pharmacy is organized under the MSU Health Team and offers clinical services to the MSU community. In addition to clinical services, investigational articles may be stored separately from standard inventory by the MSU Clinical Center Pharmacy. The Pharmacy is available to provide information to investigators on the requirements for proper investigational drug and devices storage and control.
When an IRB submission involves use of the MSU Pharmacy, the Pharmacy will be notified through the MSU IRB online system.
Clinical and Translational Sciences Institute (CTSI)
The CTSI is organized under the VPRGS and assists researchers with the development, implementation, management, and completion of industry and government-funded clinical research (i.e., clinical trials, investigator-initiated research, etc.) conducted through MSU and its community partners, to expedite the research administration process, and to facilitate research compliance.
The Graduate School serves as an advocate for graduate education to the university and beyond and to enhance the quality of graduate education at MSU in all its diverse dimensions. The Graduate School offers resources such as the lectures and information on the Responsible Conduct of Research.
Graduate students who conducted human subject research for their thesis/dissertation must provide a copy of their IRB approval letter to the Graduate School with their form for final submission of their thesis / dissertation.
Research Integrity Officer (RIO)
The RIO reports to the President and administers the MSU Faculty Handbook Procedures Concerning Allegations of Misconduct in Research and Creative Activities. They provide the procedures for investigation and evaluation of alleged or apparent misconduct.
Any case of research misconduct or serious or continuing noncompliance with government regulations pertaining to research and/or university policy can be reported to the RIO as an allegation of misconduct. These allegations can be presented to the RIO by the chair of the IRB, any member of the IRB, HRPP staff, human subject of the research, or any other individual. When reporting as required by HRPP Manual 4-8, “Reporting,” any incident that may also involve research misconduct is report to the RIO. Such reporting may also occur at the beginning of the incident investigation.
The Department of Radiology perform a variety of diagnostic radiology services. An individual within the Department of Radiology is notified when an IRB submission involves any equipment from MSU Radiology (e.g. MRI, CT, PET).
Institutional Reliance Partners
MSU has entered into institution-wide agreements that permit reliance on an MSU IRB. Designated individual from certain institutional reliance partners are notified when an IRB submission involves the institution. See HRPP Manual 1-3, Use of Institutional Authorization Agreements, for more information.
This policy and procedure supersedes those previously drafted.
Approved By: Vice President of Research and Graduate Studies, 4-21-05. Revision 1 approved by VP Research & Graduate Studies on 3-9-08. Revision 2 approved by VP Research & Graduate Studies on 5-6-2008. Revision 3 approved by the VP Research & Graduate Studies on 7-21-2011. Revision 4 approved by the VP Research & Graduate Studies on 12-14-2011. Revision 5 approved by the VP Research & Graduate Studies on 6-5-2015. Revision 6 approved by Assistant VP Regulatory Affairs on 12-10-2015. Revision 7 approved by Assistant VP Regulatory Affairs on 6-27-2018.
See the program faculty.