PROGRAM STATEMENT
Consistent with standards and beliefs promulgated by the American College Personnel Association (ACPA) and the National Association of Student Personnel Administrators (NASPA), the CSPA course of study offers opportunities to experience the dynamic reciprocity between theory and practice. Students are expected to meet the intellectual challenges of course work, assistantships and professional involvement. Students participate in learning experiences leading to an understanding of college student development, various collegiate subcultures, organizational dynamics, and the nature of higher education as an institution in the United States. Another important learning goal is to encourage appreciation of a variety of psychological perspectives while developing communication, consultation, and interpersonal relations skills. Graduates of the JMU CSPA program are expected to demonstrate core competencies through the successful completion of course work, assistantships, practicum experiences, participation on university and divisional committees, professional development opportunities, and the comprehensive examination.

PROGRAM MISSION
We are committed to preparing students to be educated and enlightened professionals who will lead productive and meaningful careers. This mission is accomplished by offering students the opportunity to develop broad skills, in-depth knowledge, and the ability to address the needs of a changing student body. Students are prepared for positions in student services and development programs in post-secondary education through graduate and in-service education and through research and consultation efforts.

PROGRAM UNIQUENESS
• The College Student Personnel Administration program is a collaborative academic program coordinated by the Department of Graduate Psychology and the Division of Student Affairs
• Small class size with a 4:1 student to adviser ratio
• Faculty consists of full-time psychology professors and full-time Student Affairs practitioners
• Full-time students are guaranteed an assistantship in a Student Affairs department
• The CSPA program committee monitors: the training of assistantship and practicum site supervisors; the learning outcomes and program expectations for each site; and, the performance evaluation of each student placed in an assistantship or practicum site
• Between assistantship and practicum experiences, an individual student can gain professional experience in up to four different Student Affairs Departments

NATIONAL STANDARDS
Meets ACPA Professional Preparation Commission Standards: YES
Meets CAS Standards:
Other/Comments:

APPLICATION AND ADMISSIONS REQUIREMENTS

Master's Application GPA Requirement: satisfactory GRE required 3 letters of recommendation Interview required Personal Statement Graduate School Application Application fee Deadline - Begin reviewing on February 1

CURRICULUM INFORMATION

Program Required Hours: Master's - 36 credit hours

 

Master's Curriculum Introduction to Measurement and Statistics Student Personnel Services American College Student Professional Issues in College Student Personnel Organization and Administration of Student Services Supervision and Consultation in Student Personnel Counseling Theories Counseling Techniques Group Counseling Is a thesis required? No.

Career Development Practicum in Student Personnel Administration American Higher Education The Community College Crisis Intervention and Brief Counseling Gender Issues in Counseling Multicultural Perspectives of Intervention Substance Abuse Counseling Teaching and Learning Processes in Higher Education Directed Studies

STUDENT DEMOGRAPHIC INFORMATION - Students in student affairs or higher education administration programs  (2003-2004):

	Total Number	# of Males	# of Females	# of Whites	# of Persons of Color
Master's	30	10	20	24	6
	% of part-time students	% of full-time students	% of students enrolled in the program who also hold some form of financial assistance (graduate assistantship, fellowship, tuition waiver, scholarship)
Master's	27	73	100

PROGRAM FACULTY - Faculty members with areas of specialization and percentage of time devoted to the program.

Kevin Apple, Ph.D. - Inter-group relations, attitudes, prejudice; 25%
David Barnes, M.A. - Human resource development, organizational development; 25%
Hugh Brown, M.A. - College student development theory, personality theory; 25%
Maggie Burkhart Evans, M.A. - Residence life education, first-year students, transition issues, housing marketing strategies, developmental programming; 25%
Zeb Davenport, M.Ed. - Diversity, multicultural student development, leadership; 25%
Bill Evans, Ph.D. - Career development; spiritual issues in counseling, death, and dying; 25%
Teresa Gonzalez, Ph.D. - Counseling (college age students), consultation, supervision, developmental issues for college students, women’s issues, mentoring, development of new and emerging professionals, sexual assault; 25%
Bill Hall, Ed.D. - Group counseling, counseling theories; 100%
Donna Harper, Ed.S. - Student development theory, organization and administration of student affairs; 50%
Jim McConnel, Ed.D. - Educational program design, implementation and evaluation, student development theory, history of higher education; 50%
Ed McKee, Ed.D. - Counseling techniques, group dynamics, creativity, learning style; 100%
Al Menard, Ed.D. - College student development, student learning, student affairs assessment, legal issues; 25%
Randy Mitchell, M.A. - Leadership, student success, organization and administration; 25%
Jack Presbury, Ph.D. - Creativity, artificial intelligence, brief therapy, cognitive psychology, history and systems; 100%

Last modified 06/03/2005
Information submitted by: Jim McConnel

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