College Counseling Master's Degree – Wayne State College Nebraska

Student Affairs and College Counseling MSE program overview

Do you desire to serve at the college level, guiding students in making decisions to take action in their lives? The Student Affairs and College Counseling program at Wayne State College provides a strong base of theory and practical skills that enable our graduates to thoughtfully and respectfully provide assistance to people in need. With a master's in Student Affairs and College Counseling, you may serve as a professional in a technical school, college, or university upon completion of this program of study. These professionals may also facilitate student transitions to professional education and career placement.

What’s more, Wayne State’s new partnership with the University of Nebraska Medical Center features access to counselor training opportunities and professional development through the Behavioral Health Education Center of Nebraska.

View program courses

Timeline for completing your graduate degree
Officially you have 10 years from the date you begin the program to complete it. Most students complete their respective 60-credit-hour program in 2.5-3 years if attending at a full-time pace. Part-time attendance is also an option if a slower completion pace is preferred.

If you need an extension of more than one semester to complete the program of study, you will need to make special arrangements with the Counseling Department chair and the Graduate Office. This circumstance should be rare.

Learn more about graduation requirements.

Prepare for your future

Opportunities and Outcomes

Student learning outcomes for the MSE Counseling program:

Demonstrate knowledge of the eight core counseling areas designated by the program’s national accreditation (CACREP).
Demonstrate knowledge of accreditation standards specific to their professional practice specialty created by the Nebraska Department of Education (NDE), the State of Nebraska, and CACREP specialty area(s) as applicable by program.
Demonstrate competent skills and professional dispositions as an entry-level professional counselor in a supervised internship specific to their professional (i.e., either a clinical mental health, student affairs, or school) setting.

Course content is delivered in person (low-residency model), synchronous online, and/or asynchronous online.

Low-residency model consists of in-person courses two weekends per fall and spring semester alongside synchronous online and asynchronous online learning methods. These in-person intensive weekends typically have a schedule of 8 a.m. to 5 p.m. Saturdays with an 8 a.m. to 12 p.m. session Sundays. Location of the residency is the WSC campus in Wayne, Neb.

Weekend residencies are interactive and involve small and large group processes, discussions, and experiential skills-building activities.

Synchronous learning is live learning delivered virtually. The class is live online (via Zoom) during a designated day and time.

Asynchronous learning is traditional online learning, meaning limited or optional live engagement with faculty or peers. It is independently driven by students to complete learning without needing to be live at a specific day or time or in person.

Learn more about the low-residency format.

Behavioral Health Education Center of Nebraska (BHECN)

Launched in 2023, BHECN Northeast provides career preparation and outreach programming for students in the behavioral health field. Programming includes conferences, workshops, and professional development activities, all geared toward students considering careers in human services and behavioral health.

Behavioral Health Education Center of Nebraska

The Help Clinic

The Help Clinic is a training center for graduate students enrolled in the Counseling Program. Counseling services are provided under the supervision of faculty members to campus and community clients. The mission of the Help Clinic is to train students to work effectively with clients in counseling settings, conduct counseling-related inquiry and gather data for quality improvement, and provide services to members of the campus and area communities, such as individual, couple, family, child, and group counseling.

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Next term starts: March 17, 2025 (8-week spring session)

Application deadline:

Oct. 1, 2024, for Spring 2025 sessions
March 1, 2025, for Summer and Fall 2025 sessions

How to apply

Upcoming start dates:

May 12, 2025 (8- and 13-week summer sessions available)
June 2, 2025 (5- and 10-week summer sessions available)
July 5, 2025 (5-week summer session)
Aug. 18, 2025 (16-week fall session)

Counseling core courses (36 credits)

Credits: 3
Description: Beginning graduate students will develop a practical knowledge and application of basic types of research, as well as basic research tools and skills that will be helpful to them throughout their program. Graduate students will create a research plan and write a review of literature (paper). Students will create appropriate survey and interview questions, develop a beginning understanding of educational statistics, and the process for developing a research proposal including Institutional Review Board requirements and application processes.
Credits: 3
Description: This course is a conceptualization of how mental health disorders relate and exacerbate addictive disorders in the counseling relationship. Topics include: drug/alcohol assessment and diagnosis, level of care placement, record-keeping, treatment planning, clinical case review, discharge planning, case management, program development, cultural impact, treatment intervention and referral strategies, ethical concerns, and overall client experiences.
Credits: 3
Description: This course explores the special issues involved in working with clients and students who are impacted by cultural influences of minority groups in the United States. Inclusive counseling techniques and adaptations of traditional counseling approaches when working with diverse cultural groups will be studied as well as assurance in advocacy processes including exploration of counselor privilege. Additional consideration is given to technological influence on clients and students in their cultural context.
This course is taken in low-residency format.
Credits: 3
Description: This course reviews the risk factors that contribute to mental health and addictive disorders. Attention to adaptive behaviors that contribute to human function are explored. Common problems of infancy, childhood, adolescence, and adulthood as well as a broad exposure to the most current diagnostic categories will be explored along with brief evaluation models to assess for concerns across the lifespan as well as common medications for specific concerns. Outcome-based research that clarifies the dynamics of these disorders will be explored.
Credits: 3
Description: This course is designed to encourage reflection on general and professional ethical principles, recognition of ethical issues raised in practice, and use of an ethical decision-making model. Case law and current legal implications of policy are explored as well as technological boundaries and influence in the transmission of protected health information with the review of HIPPA and HITECH acts. Case studies are used for discussion of ethical issues in developing competent, culturally sensitive professionals broadly and within their specific counseling program identity (e.g., clinical mental health, school counseling, addictions, or student affairs/college counseling).
This course is taken in low-residency format.
Credits: 3
Description: This course is designed to introduce the major theories of counseling with an initial exposure to the counseling relationship and corresponding theoretical techniques. Psychodynamic, humanistic, and cognitive-behavioral theories are emphasized with brief discussion of systems theories, brief therapy, and feminist therapy models. Each student begins to integrate quintessential elements from these theories with their experiences and beliefs toward a personal model that will provide a way to conceptualize client needs and choose appropriate interventions. Professional orientation and applicable professional ethical codes are introduced, particularly in reference to training standards.
Credits: 0
Description: Accepted students will complete items including, but not limited to, graduate program orientation, program tracking software, and initial background checks, and other valuable information related to the graduate program. Graded S/NC.
Credits: 3
Description: This course is designed to prepare graduate level counselor trainees to facilitate career and life planning decisions within an applied professional setting. Typical theoretical perspectives associated with career development and life-planning counseling will be highlighted. Career development program planning, organization, implementation, administration, and evaluation will be addressed. Assessment instruments and techniques associated with career planning and decision-making will be explored. Technology-based career development applications and strategies, including computer-assisted career guidance information will be utilized. This class will include such topics as foundations and resources, career-counseling programs for special populations, and techniques for career-counseling interviewing. Career development program planning, organization, implementation, administration, and evaluation will be addressed. Ethical issues associated with career counseling will be considered in detail.
Credits: 3
Description: This course is designed to prepare graduate level counselor trainees to apply relevant principles of assessment and evaluation within an applied professional setting. Typical topics for discussion will include theoretical and historical bases for assessment techniques; reliability and validity dimensions in testing; appraisal methods associated with standardized tests; psychometric statistics upon which assessment is based; strategies for selecting, administering, interpreting, and using assessment instruments; and typical human qualities involved in the assessment process. The assumptions, implications, and effects of assessment on minorities and on public policy will also be addressed including the impact of technology on appraisal processes. Diverse intervention strategies will be identified to meet the needs of a multicultural society with individual, group, and classroom participants and settings. Ethical issues associated with appraisal counseling will be considered in detail.
This course is taken in low-residency format.
Credits: 3
Description: This course explores human growth and development with emphasis on neurobiological processes relevant to counseling practice. It is designed to prepare graduate level counselor trainees to apply relevant principles of human transformation within an applied professional setting. A presentation of personality dynamics and behavioral manifestations at critical psychosocial stages of development over the lifespan will be provided based on a Neuro-Bio-Psycho-Social perspective. Cultural implications related to human development will be explored in detail as well as outlining impact of diverse systems on human development.
Credits: 3
Description: Introduction, practice, and mastery of basic skills for structuring a counseling session. Specific attention is applied to skill implementation and function while ensuring effective ethical and culturally appropriate professional demeanor in both in-person and telehealth formats. Professional foundations into the field of counseling are identified as a means to introduce students to professional identity development and self-care strategies. Professional identity is addressed through awareness of our history, professional roles, professional associations, credentialing, licensure/certification, and advocacy.
This course is taken in low-residency format.
Credits: 3
Description: This course is designed to provide theoretical and experiential understanding of group counseling with emphasis on types of groups, planning, orientation, stages of group development, group member roles and behaviors, effective leadership skills, theoretical implications for methodology and leadership style, and ethical issues related to a group environment. This course includes supervised practice and accumulation of 10 hours as a client in a group setting. Students may take CSL 664 to meet their 10-hour requirement of group participation.
Prerequisites: CSL 600 Theories of Counseling and CSL 660 Professional Foundations and Counseling Skills
This course is taken in low-residency format.
Credits: 3
Description: This course will identify the immediate and long-term impact of crises, disasters, and trauma on individuals and organizations. The principles of risk assessment and management, crisis intervention, and the role of the counselor in emergency management teams will be described. Interventions for short- and long-term trauma treatment strategies are explored in the neurobiological context of the individual. Guidelines for professional, school, and community responses to suicidal threats and completions, violence, bereavement, substance abuse crises, mandatory reporter expectations, and other trauma will be emphasized. Self-care strategies for counselors working with trauma and crises will also be explored.
Prerequisites: CSL 600 Theories of Counseling and CSL 660 Professional Foundations and Counseling Skills
This course is taken in low-residency format.
Credits: 0
Description: Students will complete final graduate program requirements including, but not limited to, graduate and professional exams, all program tracking software requirements, and graduation requirements. Graded S/NC.

Student affairs and college counseling focus area courses (24 credits)

Credits: 3
Description: An introduction to student services in higher education: history, purpose, policies, and legal and ethical issues specific to higher education. Overview of developmental theories, settings and characteristics of college students and their interaction with campus and community influences including technology integration to student services.
Prerequisites: CSL 600 Theories of Counseling and CSL 660 Professional Foundations and Counseling Skills
Credits: 3
Description: This course is designed to introduce systems theories to include an understanding of (a) family and relational development, issues and concepts, (b) interventions associated with major family and relational therapy models, (c) social constructivist models, and (d) practices specific to integrating children into the counseling process.
Prerequisites: CSL 600 Theories of Counseling and CSL 660 Professional Foundations and Counseling Skills
Credits: 3
Description: Unique needs of higher education are explored including organizational culture, budgeting/finance, and personnel practices. Models of programs to meet these needs are examined. Development of essential leadership skills and competencies of student affairs professionals are described. Identification and exploration of applicable interventions across the higher education settings are explored for effective student and program outcomes.
Prerequisites: CSL 636 Introduction to Student Services
Credits: 3
Description: This course provides development of individual and group counseling skills in professional practice with direct service to clients. This course is designed to model, demonstrate, and train for professional skills application in each student’s specific professional setting. Students are expected to successfully integrate feedback and meet professional skills and dispositions competence for internship consideration. Students must record or have direct observation of experiences during their practicum experience and meet weekly for individual/triadic supervision outside of regular class time. A minimum of 100 hours of field experience are completed with a minimum of 40 direct client contact hours. Students are expected to lead/co-lead a counseling group no less than 10 hours of their minimum 40 direct hours required during their practicum experience. Students are expected to maintain hours logs with signatures upon the completion of this course for their records. Students will be enrolled in specific section as it relates to their site (e.g. school counseling: PK-12; PK-8; 7-12; clinical mental: on campus or off-campus, college counseling/student affairs or addiction studies: on campus or off-campus).
Prerequisites: CSL 600 Theories of Counseling, CSL 660 Professional Foundations and Counseling Skills, CSL 665 Group Counseling, and a minimum of 27 credit hours completed or in-progress of completion prior to enrollment semester; acceptable annual review. Approval of field experience application and approval from advisor. If completing practicum off-campus, all site placement paperwork must be approved prior to enrollment (see handbook for due dates).
Credits: 3
Description: This course provides student affairs and college counseling students the foundation exposure and integration of skills required to aid student clients in advising, enrollment, and registration processes. Students must record or have direct observation of experiences during their practicum experience and meet weekly for individual/triadic supervision outside of regular class time. A minimum of 100 hours of field experience are completed with a minimum of 40 direct client contact hours. Students are expected to maintain hours logs with signatures upon the completion of this course for their records.
Prerequisites: CSL 600 Theories of Counseling, CSL 660 Professional Foundations and Counseling Skills, and approval of field experience application and advisor approval
Credits: 3
Description: This class is an introduction to the historical development of academic counseling services and significant societal changes impacting on the evolution of the helping profession. This class is designed to prepare graduate level school counselors and student affairs/college counselor trainees to develop, deliver, and maintain outcome/performance-based counseling service programs that facilitate the academic, personal/social and career development of the individuals and groups. An emphasis is placed on the integration of counseling services within either an educational, academic, or college setting as well as effective consultation and collaboration with critical professionals, caregivers, and client supports.
Prerequisites: CSL 600 Theories of Counseling and CSL 660 Professional Foundations and Counseling Skills
Credits: 3
Description: The internship involves required field experience in a setting appropriate to the student’s program. The student should have the required coursework to function effectively at the internship site and have demonstrated the ability to be helpful to students or clients (successful supervised practicum experience required). Emphasis will be placed on (a) direct services to students and/or clients and (b) indirect services to include the use of best practices in planning, reflection on their work, accountability, and supervision. Direct service will include individual and group counseling for all interns and additional area-specified activities in relation to certification and endorsement requirements. Proficient site completion and evaluations are required to pass this course including weekly class attendance and weekly individual/triadic supervision outside of class time. Internship hours are typically completed in enrollment of 3 credit hours (300 hours; 150 direct hours minimum) or 6 credit hours (600 hours; 300 direct hours minimum). Modeling ethical and personal behavior articulated in the counseling program handbook and professional ethical standards is required. Students will be enrolled in a specific section as it relates to their site (e.g. school counseling; PK-12; PK-8; 7-12; clinical mental: on-campus or off-campus, college counseling/student affairs, or addiction studies: on-campus or off-campus).
Prerequisites: A grade of B- or better in CSL 662 Supervised Practicum. Approval of field experience application and advisor approval. If completing internship off-campus, all site placement paperwork must be approved prior to enrollment (see handbook for due dates).
Credits: 3
Description: The internship involves required field experience in a setting appropriate to the student’s program. The student should have the required coursework to function effectively at the internship site and have demonstrated the ability to be helpful to students or clients (successful supervised practicum experience required). Emphasis will be placed on (a) direct services to students and/or clients and (b) indirect services to include the use of best practices in planning, reflection on their work, accountability, and supervision. Direct service will include individual and group counseling for all interns and additional area-specified activities in relation to certification and endorsement requirements. Proficient site completion and evaluations are required to pass this course including weekly class attendance and weekly individual/triadic supervision outside of class time. Internship hours are typically completed in enrollment of 3 credit hours (300 hours; 150 direct hours minimum) or 6 credit hours (600 hours; 300 direct hours minimum). Modeling ethical and personal behavior articulated in the counseling program handbook and professional ethical standards is required. Students will be enrolled in a specific section as it relates to their site (e.g. school counseling; PK-12; PK-8; 7-12; clinical mental: on-campus or off-campus, college counseling/student affairs, or addiction studies: on-campus or off-campus).
Prerequisites: A grade of B- or better in CSL 662 Supervised Practicum. Approval of field experience application and advisor approval. If completing internship off-campus, all site placement paperwork must be approved prior to enrollment (see handbook for due dates).

Meet the professors

Counseling Department faculty

Alison Boughn, Ph.D.

Associate Professor

Katie Hecht Weber, M.S.

Assistant Professor

Jeff Peterson, Ph.D.

Assistant Professor

Suzanne Scott, Ph.D.

Assistant Professor

Tobin Streff, M.S.

Instructor

Jeff Tucker, Ph.D.

Lecturer

Student Affairs and College Counseling Master’s Degree (MSE)

Advance your career with a master's in Student Affairs and College Counseling.

Student Affairs and College Counseling MSE program overview

Fast facts

Opportunities and Outcomes