School of Counseling, Leadership, Advocacy, and Design

332 Education Building, (307) 766-2366
and
316 Education Building, (307) 766-5649
Web site: www.uwyo.edu/clad
School Director: Courtney McKim

The School of Graduate Studies in Education includes the following program areas: Counseling, Educational Leadership, Higher Education Administration, Learning, Design and Technology, Research, and Special Education.

Program Areas

Counseling

Counselor education curricula experiences concentrate on the integration of helping skills, theory and practice. The programs utilize a personalized, developmentally oriented focus and prepare professional counselors for entry into school and mental health settings.

The undergraduate counseling courses are designed to achieve the following objectives:

enhance self-awareness
facilitate effective relationship skills
increase leadership knowledge and skills
assist learners in maximizing their potential

Graduate Study

Counselor education offers a two-year (61- 65 semester hours) master’s degree program for practice in schools, colleges, universities, and community agencies, as well as private practice. The Council for Accreditation of Counseling and Related Educational Programs (CACREP), the national accrediting body recognized by the Council for Higher Education Accreditation, has conferred accreditation to the following M.S. specializations in counseling: school counseling and mental health counseling. The Ph.D. program in Counselor Education and Supervision is also CACREP accredited. Some courses are offered for undergraduates interested in school counseling, group work, leadership, and student affairs work. Undergraduates interested in preparing for entry into graduate work in counseling are invited to consult with program faculty prior to graduation. Program information is available on the Web site.

Degrees Offered

M.S. in Counseling, Option: Community Mental Health Counseling
M.S. in Counseling, Option: School Counseling
Ph.D. in Counselor Education and Supervision

Program Specific Admission Requirements

For master’s applicants:

Summary of academic background
Personal statement
Three letters of recommendation
Current professional resume
Transcripts
International, non-native English speaking applicants: TOEFL scores of at least 80 for the online exam (with at least 20 on each subset) or 6.5 on the IELTS (minimum of 6 in each subset; scores must be within at least two years

In order to be considered for admission to the master’s program, applicants must meet the following minimum requirements:

Bachelor’s degree from a regionally accredited institution with a minimum GPA of 3.000 on 4.000 scale

For doctoral applicants:

Transcripts
Three letters of recommendation
Personal self-statement
Current academic resume
International, non-native English speaking applicants: TOEFL scores of at least 80 for the online exam (with at least 20 on each subset) or 6.5 on the IELTS (minimum of 6 in each subset; scores must be within at least two years

In order to be considered for admission to the doctoral program, applicants must meet the following minimum requirements:

Master’s degree in Counseling
Bachelor’s degree from a regionally accredited institution with a minimum GPA of 3.000 on 4.000 scale.

Program Specific Degree Requirements

Professional Master’s Program

Minimum requirements:

Same for all options
61 hours of graduate credit to include 40 hours of core courses and 21 hours of graduate coursework specific to chosen option
Culminating internship activity guided by faculty advisor
Students complete the CAPP program in lieu of a program of study

Master’s Degree in Counseling

At the completion of the Master’s degree in Counseling students will demonstrate the following learner outcomes:

Professional Competence & Academic Preparation for Licensed Professional Counselor (LPC): Students will demonstrate academic preparation by developing and completing an approved program of study that meets the standards set forth by the Council for Accreditation of Counseling and Related Educational Programs (CACREP).
Democratic Perspectives: Students will demonstrate development as a culturally competent, creative, skilled & ethical counselor.
Professional Identity: Students will develop a professional identity as a professional counselor including the areas of advocacy, leadership, social justice, and promoting caring communities.
Academic & Professional Goals: Students will demonstrate a clear vision of their professional and academic goals.

Doctor of Philosophy in Counselor Education and Supervision

Doctoral students are required to have completed a minimum of a 48-hour Master’s degree from a program of study equivalent to a CACREP accredited Masters program in Counselor Education. These requirements are based upon the 2016 CACREP Standards.

Ph.D. in Counselor Education & Supervision

Doctoral students in Counselor Education & Supervision will demonstrate the following learner outcomes.

Academic & Professional Goals: Students will demonstrate a clear vision of their professional and academic goals and academic preparation by developing and completing an approved program of study that meets the standards set forth by the Council for Accreditation of Counseling and Related Educational Programs (CACREP).
Professional Licensure: Students will obtain professional licensure as a Licensed Professional Counselor (LPC) in the state of Wyoming and/or develop a plan to obtain licensure for the state in which they intend to relocate upon graduation.
Democratic Perspectives: Students will demonstrate development as a culturally competent, creative, skilled & ethical counselor, supervisor and educator including the areas of advocacy, leadership, social justice, and promoting caring communities.
Research & Scholarship: Students will develop a professional identity as an academic researcher by demonstrating a clear and active research agenda that includes a plan of action for professional presentations and manuscripts.
Professional Development: Students will develop a clear and diligent plan to becoming a skilled, ethically competent counselor educator. -

Program Specific Graduate Assistantships

Assistantships are usually available for doctoral students. Master’s students sometimes qualify for assistantships. Please contact the program at (307) 766-2366 for assistantship opportunities, and see school web site.

Educational Leadership

The curriculum in educational leadership is designed to prepare graduate students for positions as superintendents, principals, and other roles in both public and private organizations. Those in leadership perform duties of a specialized nature and this program provides sufficient breadth to give candidates for advanced degrees ample opportunity to develop essential competencies.

Degrees and Certificates Offered

Students who major in education with an option in educational leadership may choose one of the following certificate or degree programs: Principal Certificate program for eligibility of a K-12 Principal Certificate endorsement, School District Superintendent Certificate, Master of Arts in Education, Doctor of Education.

Program Specific Admission Requirements

For principal certificate applicants:

Letter of intent
Current resume
Copy of current teaching certificate
Transcripts
Principal program application form
Superintendent approval form
Three letters of recommendation, with two of the letters from someone in a related supervisory role to the candidate.
International, non-native English speaking applicants: TOEFL scores of at least 80 for the online exam (with at least 20 on each subset) or 6.5 on the IELTS (minimum of 6 in each subset; scores must be within at least two years. Until further notice, due to COVID-19 related postponements/cancellations of TOEFL/IELTS exams, we will be accepting Duolingo scores of 110 or higher as proof of English proficiency.
Bachelor’s degree from a regionally accredited institution with a minimum GPA of 3.000 on 4.000 scale.
Master’s degree in an education-related field from an accredited institution with a minimum GPA of 3.000 on 4.000 scale.
Three years of K-12 teaching experience.

For master’s applicants:

Letter of intent
Current resume
Copy of current teaching certificate
Transcripts
Principal program application form
Superintendent approval form
Three letters of recommendation, with two of the letters from someone in a related supervisory role to the candidate
International, non-native English speaking applicants: TOEFL scores of at least 80 for the online exam (with at least 20 on each subset) or 6.5 on the IELTS (minimum of 6 in each subset; scores must be within at least two years. Until further notice, due to COVID-19 related postponements/cancellations of TOEFL/IELTS exams, we will be accepting Duolingo scores of 110 or higher as proof of English proficiency.
Bachelor’s degree from a regionally accredited institution with a minimum GPA of 3.000 on 4.000 scale.
Three years of K-12 teaching experience.

For superintendent certificate applicants:

Application letter of intent that explains that candidate’s interest and potential in pursuing an advanced degree in district level leadership.
Current CV or academic resume
Three letters of recommendation with two of the letters from someone in a related supervisory role to the candidate.
Transcripts

In order to be considered for admission, applicants must meet the following minimum requirements:

Bachelor’s degree from a regionally accredited institution with a minimum GPA of 3.000 on 4.000 scale.
Master’s degree for an accredited institution (30 credits of applicable coursework) with a minimum GPA of 3.000 or a 4.000 scale.
Two years of K-12 educational leadership experience.

For EdD applicants:

Application letter of intent that explains that candidate’s interest and potential in pursuing an advanced degree in district level leadership.
Current CV or academic resume
Transcripts
Three letters of recommendation with two of the letters from someone in a related supervisory role to the candidate
GRE scores within the last five years (both official and unofficial); minimum scores are 151 Verbal, 153 Quantitative Reasoning, and 4.0 Analytical Writing preferred, although there is a possible pathway to the EdD if a candidate is initially admitted to the superintendent certificate program.
International, non-native English speaking applicants: TOEFL scores of at least 80 for the online exam (with at least 20 on each subset) or 6.5 on the IELTS (minimum of 6 in each subset; scores must be within at least two years. Until further notice, due to COVID-19 related postponements/cancellations of TOEFL/IELTS exams, we will be accepting Duolingo scores of 110 or higher as proof of English proficiency.

In order to be considered for admission, applicants must meet the following minimum requirements:

Bachelor’s degree from a regionally accredited institution with a minimum GPA of 3.000 on 4.000 scale.
Master’s degree for an accredited institution (30 credits of applicable coursework) with a minimum GPA of 3.000 or a 4.000 scale.
Two years of K-12 educational leadership experience.

Learner Outcomes

2018 NELP District Standards

NELP Standard 1: Mission, Vision, and Improvement: Collaboratively lead, design, and implement a district mission, vision, and process for continuous improvement that reflects a core set of values and priorities that include data use, technology, values, equity, diversity, digital citizenship, and community.
NELP District Standard 2: Ethics and Professional Norms: Advocate for ethical decisions and cultivate professional norms and culture
NELP District Standard 3: Equity, Inclusiveness, and Cultural Responsiveness: Develop and maintain a supportive, equitable, culturally responsive, and inclusive district culture.
NELP District Standard 4: Learning and Instruction: Evaluate, design, cultivate, and implement coherent systems of curriculum, instruction, supports, assessment, and instructional leadership.
NELP District Standard 5: Community and External Leadership: Understand and engage families, communities, and other constituents in the work of schools and the district and to advocate for district, student, and community needs.
NELP District Standard 6: Operations and Management: Develop, monitor, evaluate, and manage district systems for operations, resources, technology, and human capital management.
NELP District Standard 7: Policy Governance and Advocacy: Cultivate relationships, lead collaborative decision making and governance, and represent and advocate for district needs in broader policy conversations.
NELP District Standard 8: Internship: Successfully complete an internship under the supervision of knowledgeable, expert practitioners that engages candidates in multiple and diverse district settings and provides candidates with coherent, authentic, and sustained opportunities to synthesize and apply the knowledge and skills identified in NELP Standards 1-7 in ways that approximate the full range of responsibilities required of district-level leaders and enable them to promote the current and future success and well-being of each student and adult in their district.

2018 NELP Building Standards

NELP Building-Level Standard 1: Mission, Vision, and Improvement: Collaboratively lead, design, and implement a school mission, vision, and process for continuous improvement that reflects a core set of values and priorities that include data, technology, equity, diversity, digital citizenship, and community.
NELP Building-Level Standard 2: Ethics and Professional Norms: Understand and demonstrate the capacity to advocate for ethical decisions and cultivate and enact professional norms.
NELP Building-Level Standard 3: Equity, Inclusiveness, and Cultural Responsiveness: Develop and maintain a supportive, equitable, culturally responsive, and inclusive school culture.
NELP Building-Level Standard 4: Learning and Instruction: Evaluate, develop, and implement coherent systems of curriculum, instruction, data systems, supports, and assessment.
NELP Building-Level Standard 5: Community and External Leadership: Engage families, community, and school personnel in order to strengthen student learning, support school improvement, and advocate for the needs of their school and community.
NELP Building-Level Standard 6: Operations and Management: Improve management, communication, technology, school-level governance, and operation systems; to develop and improve data-informed and equitable school resource plans; and to apply laws, policies, and regulations.
NELP Building-Level Standard 7: Building Professional Capacity: Build the school’s professional capacity, engage staff in the development of a collaborative professional culture, and improve systems of staff supervision, evaluation, support, and professional learning.
NELP Building-Level Standard 8: Internship: Successfully complete an internship under the supervision of knowledgeable, expert practitioners that engages candidates in multiple and diverse school settings and provides candidates with coherent, authentic, and sustained opportunities to synthesize and apply the knowledge and skills identified in NELP standards 1-7 in ways that approximate the full range of responsibilities required of building-level leaders and enable them to promote the current and future success and well-being of each student and adult in their school.

Educational Research

The educational research faculty offer eleven courses on a regular basis in educational research. These courses are open to graduate students throughout the college and the university. In addition, we offer two minors in educational research, one is qualitative research methods and one in quantitative research methods. Students currently enrolled in any UW master’s or doctoral program are eligible for these minors. Both minors require students to complete 16 credit hours, and a co-teaching experience in educational research.

Learner Outcomes

The goals of the educational research courses in the College of Education include developing the necessary skills, concepts, and understanding of research methodology to evaluate, use, and conduct research in a student’s specific discipline. This goal requires the ability to do the following:

In a research study, critique the following the research problem and hypothesis; general design to ensure that correct conclusions are possible from the statistical analysis; statistical analysis procedures to establish their valid use in the study; reliability and validity of instruments used to collect data; and conclusions and interpretations to insure appropriateness of each.
Develop a problem appropriate for research. Examine a cross section of the current literature on the topic, placing the research problem within the context of the field.
Demonstrate knowledge of the reference sources available in a research library; know how and when to use available resources.
Compare and contrast research designs and methods and be able to identify examples, advantages, and disadvantages of each.
Be able to use statistics to describe a sample and make inferences.
Understand, design, and analyze results of various types of quantitative, qualitative, and mixed method research studies.
Understand the principles of measurement as they apply to specific studies.

Learning, Design, and Technology

The curriculum in Learning, Design, and Technology is designed to assist professionals in effectively developing, implementing, and evaluating systems, tools, strategies, and environments that enhance learning. Graduates from the program secure employment in PK-12 classrooms; school media and technology centers, and school district administrative offices; public, corporate, and government centers and training agencies; college and university faculty and administrative positions; design and development labs; product support teams; and consulting firms.

Degrees and Certificates Offered

Students who major in education with a concentration in Learning, Design, and Technology may choose one of the following certificate or degree programs: Online Instruction Certificate program, Master of Science in Education (M.S.), or Doctor of Education (Ed.D.). The program Web site (http://www.uwyo.edu/clad/) provides additional information.

Program Specific Admission Requirements

For certificate applicants:

Personal Statement
Transcripts
International, non-native English speaking applicants: TOEFL scores of at least 80 for the online exam (with at least 20 on each subset) or 6.5 on the IELTS (minimum of 6 in each subset; scores must be within at least two years. Until further notice, due to COVID-19 related postponements/cancellations of TOEFL/IELTS exams, we will be accepting Duolingo scores of 110 or higher as proof of English proficiency.

In order to be considered for admission, applicants must meet the following minimum requirements:

Bachelor’s degree from a regionally accredited institution with a minimum GPA of 3.000 on 4.000 scale

For Master’s applicants:

Personal Statement
Transcripts
Three letters of recommendation
Current academic Vitae or resume
International, non-native English speaking applicants: TOEFL scores of at least 80 for the online exam (with at least 20 on each subset) or 6.5 on the IELTS (minimum of 6 in each subset; scores must be within at least two years. Until further notice, due to COVID-19 related postponements/cancellations of TOEFL/IELTS exams, we will be accepting Duolingo scores of 110 or higher as proof of English proficiency.

In order to be considered for admission, applicants must meet the following minimum requirements:

Bachelor’s degree from a regionally accredited institution with a minimum GPA of 3.000 on 4.000 scale

For Doctor of Educationapplicants:

Personal statement
Transcripts
Three letters of recommendation
Current academic Vitae or resume
Demonstration of ability to do graduate work. Submit on of the following:
- GRE scores within the last five years (both official and unofficial); minimum scores are 151 Verbal, 153 Quantitative Reasoning, and 4.0 Analytical Writing
- Academic Portfolio
- Published Writing
- Other artifact (i.e. thesis, software, curriculum)
International, non-native English speaking applicants: TOEFL scores of at least 80 for the online exam (with at least 20 on each subset) or 6.5 on the IELTS (minimum of 6 in each subset; scores must be within at least two years.

In order to be considered for admission, applicants must meet the following minimum requirements:

Bachelor’s degree from a regionally accredited institution with a minimum GPA of 3.000 on 4.000 scale

Learner Outcomes

Foundational Knowledge in Learning, Design, and Technology

Describe complex concepts and relationships within the field of Learning, Design, and Technology through relevant principles, theories, and frameworks from multiple perspectives.
Analyze diverse learner and instructional needs.
Evaluate impact of pedagogies/andragogies on learning outcomes.
Create learning experience designs by integrating and applying appropriate learning theories, design strategies, and learning technologies.
Design and support rigorous, relevant, equitable and inclusive learning experiences and environments.

Leadership & Innovation

Explore emerging technologies and their potential applications in learning.
Analyze project management principles in relation to learning experience design case studies and technology integration plans.
Develop Learning, Design, and Technology leadership and project management skills.
Build professional capacity and agency needed to enable and sustain change.

Research

Read and analyze research relevant to education and technology.
Design and conduct rigorous research studies.

Creativity

Explain the nature of design practices and ‘designerly thinking’ from conceptual and applied perspectives.
Explore roles of technology in creativity research and practice.
Apply creative practices in teaching, learning, and research.
Acquire a creative mindset.
Cultivate a strong aptitude for creative problem-solving.

Technology

Integrate tools across disciplines and contexts.
Analyze digital design system processes and strategies for potential applications in multimodal learning and instruction.
Evaluate the quality, accessibility, and effectiveness of current and emergent technology.
Develop digital pedagogies/andragogies.

Higher Education Administration

The Higher Education Administration program serves the formal academic leadership development needs of persons aspiring to become leaders in higher education institutions. Adult learning, rural access to continuing education, workforce training leadership approaches, change management, and institutional operations are just some of the issues you’ll explore in UW’s online higher education administration master’s, doctoral, and certificate programs. We recognize that the pursuit of an online certificate or degree requires just as much student support as that of a traditional on-campus student. That’s why we provide the same student services for those who are on-campus and those who are pursuing their degree online. Our HIED degree programs in higher education administration at the University of Wyoming balances theory with practice to give you the knowledge and skills you need to enter the field or advance at your current institution. Most importantly, you will gain an understanding of where you can make a difference as a leader in the vast field of post-secondary education. By the time you complete your program, you will be ready to level up your career and take your place as a skilled administrator in higher education, government or the nonprofit sector.

Degree and Certificates Offered

Education, M.A., Concentration in Higher Education Administration

Education, Ed.D., Concentration in Higher Education Administration

Community College Leadership Certificate

For certificate applicants:

Application letter
Transcripts
International, non-native English speaking applicants: TOEFL scores of at least 80 for the online exam (with at least 20 on each subset) or 6.5 on the IELTS (minimum of 6 in each subset; scores must be within at least two years. Until further notice, due to COVID-19 related postponements/cancellations of TOEFL/IELTS exams, we will be accepting Duolingo scores of 110 or higher as proof of English proficiency.

In order to be considered for admission, applicants must meet the following minimum requirements:

Bachelor’s and Master’s degree from a regionally accredited institution with a minimum GPA of 3.000 on 4.000 scale

For master’s applicants:

Transcripts
Three letters of recommendation
Personal statement
Current academic resume
International, non-native English speaking applicants: TOEFL scores of at least 80 for the online exam (with at least 20 on each subset) or 6.5 on the IELTS (minimum of 6 in each subset; scores must be within at least two years. Until further notice, due to COVID-19 related postponements/cancellations of TOEFL/IELTS exams, we will be accepting Duolingo scores of 110 or higher as proof of English proficiency.

In order to be considered for full admission, applicants must meet the following minimum requirements:

Bachelor’s degree from a regionally accredited institution with a minimum GPA of 3.000 on 4.000 scale. Master’s applicants under the minimum 3.000 GPA may in limited cases be eligible for probationary admission status. Please contact HIED faculty for more information.

For EdD applicants:

Transcripts
Three letters of recommendation
Personal statement
Current academic resume
GRE scores within the last five years (both official and unofficial); minimum scores are 151 Verbal, 153 Quantitative Reasoning, and 4.0 Analytical Writing
International, non-native English speaking applicants: TOEFL scores of at least 80 for the online exam (with at least 20 on each subset) or 6.5 on the IELTS (minimum of 6 in each subset; scores must be within at least two years. Until further notice, due to COVID-19 related postponements/cancellations of TOEFL/IELTS exams, we will be accepting Duolingo scores of 110 or higher as proof of English proficiency.

In order to be considered for admission, applicants must meet the following minimum requirements:

Minimum of 3 years of full-time experience in higher education or a closely related field.
Bachelor’s and Master’s degree from a regionally accredited institution with a minimum GPA of 3.000 on 4.000 scale

Special Education

The graduate special education program is designed to prepare teachers to work with students with varied learning and behavior needs. Students in this program earn a Master of Arts in education with an emphasis in special education. Graduates are eligible for K-12 special education generalist licensure through the Wyoming Professional Teaching Standards Board.

Program Specific Admission Requirements

Current resume including:
- Educational experiences
- Work experiences
- Activities/honors
- Other relevant information
Transcripts
Three letters of recommendation
Professional Writing Sample including:
- A description of your professional goals
- An explanation of your commitment to Special Education
- An explanation of your philosophy of education
- An explanation of how this Special Education program fits your goal
Copy of current Wyoming teaching certificate, evidence of certificate application, or evidence of district sponsorship.
Signed Memo of Understanding
International, non-native English speaking applicants: TOEFL scores of at least 80 for the online exam (with at least 20 on each subset) or 6.5 on the IELTS (minimum of 6 in each subset; scores must be within at least two years. Until further notice, due to COVID-19 related postponements/cancellations of TOEFL/IELTS exams, we will be accepting Duolingo scores of 110 or higher as proof of English proficiency.

To be considered for admission, all applicants must meet the following minimum requirements:

Bachelor’s degree from a regionally accredited institution with a minimum GPA of 3.25 on 4.00 scale

Learner Outcomes

Upon completion of the Master of Arts program in Special Education, the candidates will demonstrate their knowledge and skills in:

Engaging in Professional Learning and Practice within Ethical Guidelines. Special education professionals practice within ethical and legal guidelines; engage in ongoing self-reflection to design and implement professional learning activities; and advocate for improved outcomes for individuals with exceptionalities and their families while considering their social, cultural, and linguistic diversity.
Understanding and Addressing Each Individual’s Developmental and Learning Needs. Special education professionals use their understanding of human growth and development; multiple influences on development; individual differences; diversity, including exceptionalities; and families and communities to plan and implement inclusive learning environments and experiences that provide individuals with exceptionalities high-quality learning experiences reflective of each individual’s strengths and needs.
Demonstrating Subject Matter Content and Specialized Curricular Knowledge. Special education professionals apply their understanding of the academic subject matter content of the general curriculum and specialized curricula to inform their programmatic and instructional decisions for learners with exceptionalities.
Using Assessment to Understand the Learner and the Learning Environment for Data-Based Decision Making. Special education professionals assess students’ learning, behavior, and the classroom environment to evaluate and support classroom and school-based problem-solving systems of intervention and instruction. Special education professionals evaluate students to determine their strengths and needs, contribute to students’ eligibility determination, communicate students’ progress, inform short and long-term instructional planning, and make ongoing adjustments to instruction using technology as appropriate.
Using Effective Instruction to Support Learning. Special education professionals use knowledge of individuals’ development, learning needs and assessment data to inform decisions about effective instruction. Special education professionals use explicit instructional strategies; employ strategies to promote active engagement and increased motivation to individualize instruction to support each individual. Special education professionals use whole group instruction, flexible grouping, small group instruction, and individual instruction. Special education professionals teach individuals to use meta-/cognitive strategies to support and self-regulate learning.
Supporting Social, Emotional, and Behavioral Growth. Special education professionals create and contribute to safe, respectful, and productive learning environments for individuals with exceptionalities through the use of effective routines and procedures and use a range of preventive and responsive practices to support social, emotional and educational well being. They follow ethical and legal guidelines and work collaboratively with families and other professionals to conduct behavioral assessments for intervention and program development.
Collaborating with Team Members. Special education professionals apply team processes and communication strategies to collaborate in a culturally responsive manner with families, paraprofessionals, and other professionals within the school, other educational settings, and the community to lead meetings, plan programs, and access services for individuals with exceptionalities and their families.