Clinical Rehabilitation Counseling Admissions, Selection, and Advisement
We consider applications on a rolling basis within Kent State University's recommendation that applications be completed no later than six weeks before the start of the term in which a student wishes to enroll. There are deadlines for international student admissions. Please see deadlines below.
NOTE: The Graduate Record Examination (GRE) is NOT required for admissions.
SUBMISSION OF APPLICATION MATERIAL
If you are a U.S. citizen or permanent U.S. resident, submission of all required documents are to be sent to the Division of Graduate Studies via email at firstname.lastname@example.org or mailed to
Division of Graduate Studies
Kent State University
P.O. Box 5190
Kent, OH 44242
Please include your full name on all documents. For questions, contact Graduate Admissions (domestic applicants only) at 330-672-2661 or email@example.com.
If you are not a U.S. citizen or permanent U.S. resident, submission of all required documents to the Office of Global Education should be sent to firstname.lastname@example.org mailed to:
Office of Global Education
Kent State University
106 Van Campen Hall
625 Loop Rd.
Kent, OH 44242
Deadlines for International Admissions: March 1st for Summer, June 1st for Fall, and October 1st for Spring
Please include your full name on all documents. For questions, contact International Admissions at 330-672-7980 or email@example.com.
Requirements for admission to our Master's Degree Programs within the College of Education, Health and Human Services include:
Kent State University's Graduate Application.
On the application for a master’s degree you are asked to identify your major. Select either “Clinical Mental Health Counseling” or "School Counseling".
The applicant must qualify for graduate standing in the College of Education, Health and Human Services at Kent State University with a total undergraduate grade point average (GPA) of 3.000 on a 4.000 point scale.
Conditional Admission-Applicants who do not meet the minimum University and/or program requirements may be considered for conditional admission. Admission in such cases will depend heavily on other indices of the student's ability to handle graduate-level work. These might include strong performance on standardized tests, GPA in the major and/or other experiences that are clearly indicative of strong academic ability.
Submission of academic transcripts should be mailed to the Division of Graduate Studies.
Present satisfactory recommendations from two persons regarding the applicant’s professional experience and potential strengths as a counselor. Preferably, these should be completed from counselors and/or professors who know your potential as a graduate student in Clinical Mental Health Counseling, School Counseling or Clinical Rehabilitation Counseling.
Please provide a statement indicating why you want to pursue a graduate degree in your chosen field of study, what you hope to gain in the graduate program and your career goals upon graduating. Include relevant academic and professional experience achieved in the past or expected in the future that support your goal. Narrative length should be approximately 1-2 pages, double-spaced.
QUESTIONS IN ANTICIPATION OF LICENSURE FORM
Sign and submit the Questions in Anticipation of Licensure Form.
The CES Program provides informed consent to students regarding the fact that licensing boards and professional liability insurance providers may deny licensure or coverage due to prior felony or some misdemeanor offenses. Please contact the Clinical Rehabilitation Counseling Program Coordinator, Dr. Mykal Leslie, firstname.lastname@example.org if there are questions regarding the Questions in Anticipation of Licensure form.
Review of Application Materials
In reviewing materials and interviewing applicants the faculty assess the applicants with regard to each applicant's: (a) potential success in forming effective interpersonal relationships; (b) aptitude for graduate study including technological competencies and computer literacy (see note below); (c) career goals in relationship to the program; (d) openness to self-examination; and (e) openness to personal and professional development.
NOTE: Technological competence and computer literacy include using software to develop web pages, presentations, and professional papers; using audiovisual equipment such as video recorders and playback units; using computerized testing programs; using e-mail; helping clients search for various types of counseling-related information via the internet; being able to subscribe and participate in and sign off counseling related listservs; and using the internet for continuing education opportunities in counseling (ACES Technology Interest Network, 1999).
Role and Function of The Advisor
- Each student is assigned a faculty advisor upon admission to the Clinical Mental Health Counseling or School Counseling program. The role and function of the faculty advisor is to sustain a working relationship with the student (advisee) through the duration of the student's plan of study. The goal of the relationship is the successful completion of the program by the advisee. The advising process entails the following procedures:
- The advisee is responsible for scheduling a meeting with his/her faculty advisor early in the first semester of enrollment to plan the student's course of study. Concerns related to academic and personal adjustment may be discussed at this time. THE WRITTEN PROSPECTUS IS NORMALLY FILED AFTER THIS MEETING. It is important to note that the student will be blocked from registering for courses at the end of the second term if this prospectus is not filed.
- In subsequent semesters, regular meetings with one's faculty advisor are recommended to determine needs, suggest improvements, and develop clinical experience possibilities. It is the responsibility of the advisee to maintain regular contact with his/her faculty advisor.
- There is a faculty meeting each semester in which faculty review the progress of all students in the program. Following the meeting, students who, in the view of the faculty, are having difficulty are informed of the concerns.