Preface

On behalf of the faculty, staff and current students at Michigan State University, we would like to welcome you to the doctoral degree program in Counselor Education and Supervision (specialization in rehabilitation and disability). This program was formerly a 74-credit Rehabilitation Counselor Education doctoral only program since its inception in 1956. It has recently been revised to become a 66-credit Counselor Education and Supervision doctoral program, with a formal specialization in rehabilitation and disability, which is an optional track for students to pursue. The Rehabilitation Counselor Education program, which has been recognized as one of the best in the nation by U.S. News & World Report Graduate Education Program Ranking Guide, has a long and distinguished history, having graduated more than 200 leaders in a wide variety of positions. For instance, graduates occupy positions at major universities and organizations nationwide related to rehabilitation, disability, counseling, psychology and related fields becoming educators, researchers, leaders, practitioners, and trainers. For example, graduates have secured academic (and research positions at excellent universities such as 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. Furthermore, graduates also hold leadership positions in different community and government positions such as Michigan Rehabilitation Services, Bureau Services for Blind Persons, Department of Psychiatry, PAR Rehabilitation Services, Henry Ford College, Neuro Challenge Foundation, and Indiana Institute on Disability and Community.

You are entering graduate school at an exciting and propitious time. The counseling education and disability profession is currently in need of a new generation of educators, leaders, researchers and innovators to continue to expand the practice of counseling education, particularly in the application of multidisciplinary health care fields such as disability, rehabilitation, mental health, wellness and psychology to meet the ever-changing diverse society and world demographics. We are pleased that you have chosen to be part of our program. We look forward to working with you to support your learning and development, as well as enhance and diversify our program.

This Student Handbook was designed to help guide and support you throughout the graduate education experience. It contains policies and procedures pertaining to the Counselor Education and Supervision (CES; optional specialization in rehabilitation and disability) 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 CES program. For additional information on university policies, you may wish to access the following sites:

· Academic Programs Catalog
· Graduate Student Rights and Responsibilities (GSRR)
· Graduate Education Union (GEU) contract

Additional Program, College and University information may also be accessed through the following sites:

· Counselor Education and Supervision Program Homepage
· College of Education Homepage
· MSU Homepage

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 the College of Education 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.

Admission

To be admitted to the doctoral program in Counselor Education and Supervision, applicants must submit both the university application forms and the application fee. Students are admitted to the program once a year with enrollment starting in the Fall semester. The deadline for submitting applications for admission is December 1st of the previous year.

In addition to meeting the requirements of the University and of the College of Education, students must meet the admission requirements specified below.

Applicants are evaluated by program faculty based on:

• A bachelor’s degree from an accredited institution with a grade point average of 3.0 out of the 4.0 system (B) or better.
• A master’s degree from an accredited institution in relevant fields (e.g., counseling, human services) with a grade point average of 3.0 out of the 4.0 system (B) or better.
• Relevant work history in counseling (both paid and volunteers).
• 2-3 pages (single space) written statement on academic goals and career objectives that describe one’s professional goals relating to the training mission of the doctoral program in Counselor Education and Supervision.
• Three letters of recommendation from professors, employers, and/or clinical supervisors to demonstrate one’s academic aptitudes, clinical ability, personal qualifications, and/or professional work ethics.
• Professional writing samples that demonstrate scholarly and/or graduate level writing skills.
• Graduate Record Examination in Verbal, Quantitative, and Written scores if the applicant’s grade point average is below 3.0.

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 coursework.

Program Mission and Objectives

Program Mission

The mission of the Counselor Education and Supervision Doctor of Philosophy degree program is to prepare graduates to work as counselor educators, supervisors, researchers, leaders and practitioners in academic and clinical settings. The program is designed to extend the knowledge base of the 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 counseling profession. The Counselor Education and Supervision Doctor of Philosophy degree program is accredited by the Council for Accreditation of Counseling and Related Educational Program (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 Association (ACA).

Program Objectives

Our doctoral program addresses professional roles in five doctoral core areas: counseling, supervision, teaching, research and scholarship, and leadership and advocacy. These areas represent the foundational knowledge required of our program graduates.

• COUNSELING: To facilitate student acquisition of knowledge and skills related to counseling including theory, client conceptualization, evidence-based practice, effectiveness, and ethical and cultural considerations.
• SUPERVISION: 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.
• TEACHING: 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, professional 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.

Carnegie Initiative on the Doctorate

Preparing Stewards of the Discipline

“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 makes a unique contribution and meets the standards of credibility and verifiability is the culminating experience of the PhD. 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 Carnegie Initiative on the Doctorate.

Conservation. Another facet of disciplinary leadership is an understanding of the history and foundational ideas of 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 PhD 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).

Advising & Mentoring

Advisor

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) the availability of program faculty. The advisor plays an important role in helping the new student become familiar with the program and doctoral study at Michigan State University. 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 timelines, the procedures and timing for selecting a guidance committee and dissertation committee members, and other details about the doctoral experience. During the first year, 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.

The student’s advisor must be a Counselor Education and Supervision tenure track/core faculty member. This faculty member is responsible for working with the student to develop her or his program of study, up through the completion of coursework and the passing of major developmental milestones. To help maximize the student’s academic and professional growth, the advisor is at minimum responsible for the following:

• Assisting the student in selecting appropriate faculty members for the guidance committee and/or dissertation 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 to identify, pursue, and secure 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: 1) to approve the program (Guidance Committee Meeting); 2) to evaluate the dissertation proposal (Dissertation Proposal Meeting); and 3) to evaluate the dissertation (Dissertation Defense Meeting).
• 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.
• Supporting the student’s preparation of a dissertation proposal and selection of appropriate dissertation committee members and changing dissertation committee members as needed.
• Resolving any conflicts or problems that may arise between committee members.

Every student has the right to work with an advisor who is suitable to direct their development as a researcher and scholar. The 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 program, and at all points during the program as his or her research interests change and evolve.

Eligibility to Serve as Advisor

All tenure system program faculty are eligible to serve as advisors for CES students. The student must have a CES program faculty member serving as advisor. Typically, the advisor also serves as the chair of the student’s dissertation. In some cases, another faculty member from CES or from another department or college is the best choice to serve as dissertation chair. 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 chair. This person may be a tenure stream faculty member from another department within the College of Education. The student advisor must approve the selection of a dissertation chair.

Changing Advisors

As students gain experiences in their program, their interests and/or professional objectives may shift. Students should feel free to discuss alternatives with their advisor. However, should a student decide to change advisors, there are procedures that must be followed. The student should communicate with their current advisor and discuss their reasons for this decision. After speaking with their advisor, they must also discuss with the program director, outlining their reasons and providing an overview of the conversation with their current advisor.

Students should note that changes in faculty advisors and/or dissertation chair 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 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 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. Students should also consult the Graduate School’s Guidelines for Graduate Student Advising and

Mentoring Relationships

Requirements for the Ph.D. Degree in Counselor Education and Supervision (Mandatory Portion)

The student must meet the requirements specified below:

1. Educational Inquiry and Research (all of the following courses)	Credits
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
Total Credits	17

2. Ethics and Professional Practice of Counseling (all of the following courses)	Credits
CEP 963 Ethics in Counseling and School Psychology	3
EAD 965 Diversity and Equity in Postsecondary Education	3
Total Credits	6

3. Counselor Education and Supervision Core (all of the following courses)	Credits
CEP 960 Theoretical Foundations of Counseling	3
CEP 969 Clinical Supervision	3
CEP 944A Counselor Education Pedagogy	3
Total Credits	9

4. Counseling, Education, and Supervision Professional Preparation/Applied Core	Credits
CEP 944A Rehabilitation Counseling Pedagogy	3
CEP 944B Teaching Internship in Rehabilitation Counselor Education	3
CEP 944C Clinical Practice Practicum in Rehabilitation Counseling	3
CEP 944D Clinical Supervision Internship in Rehabilitation Counselor Education	3
Total Credits	10

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.

Clinical internship: Internship hours must consist of a minimum of 600 hours in Counseling (CEP 944C), Research (CEP 955 and CEP 968) and Leadership Advocacy and Grant (CEP 967). Teaching (CEP 944B) or Clinical Supervision (CEP 944D) can be optional but are highly recommended to enroll as they are the fundamental

Course #, Title, and Credits	# Clinical Hours
CEP 995 Practicum in Research Design & Data Analysis (1)	50
CEP 933 Quantitative Methods in Educational Research IICEP 968 Research Methods in Counseling & School Psychology (3)	150
CEP 944C Clinical Counseling Internship in Counselor Education & Supervision (3)	150
CEP 967 Practice in Leadership, Advocacy, & Grant in Counselor Education & Supervision (1)	50
CEP 944B Teaching Internship in Counselor Education & Supervision (3)	100-150
CEP 944D Clinical Supervision Internship in Counselor Education & Supervision (3)*	100-150
Total Clinical Hours	600-700

Students make sure to work with your advisor for courses and program milestones. Some courses need to be taken as a pre-requisite and certain courses are offered only during a certain semester and/or year. Consult the program director for a sample of a course schedule.

Rehabilitation and Disability Specialization (Minimum of 9 Credits) (Optional Portion)

Rehabilitation and Disability Advance Professional Seminars (all of the following courses)	Credits
CEP 964 Practice & Profession of Rehabilitation Counseling	3
CEP 965 Psychosocial Bases of Rehabilitation and Disability	3
Total Credits	6

Specialized/Applied Rehabilitation/Disability Courses (at least one course/3 credits)	Credits
CEP 868 Medical Aspects of Disabilities	3
CEP 873 Employment Strategies for People with Disabilities	3
CEP 864 Career Development	3
CEP 877 Assessment in Counseling	3
Others – prior approval of Ph.D. program director	3

Additional experience in enhancing doctoral students’ experience and concentration in rehabilitation and disability:

• Teaching internship (CEP 944B) chosen from rehabilitation counseling courses*
• Clinical counseling internship (CEP 944C) experience in a traditional rehabilitation and disability setting*
• Clinical supervision internship (CEP 944D) chosen from rehabilitation counseling practicum students*
• Comprehensive exam topics focus on rehabilitation and disability*
• Apprenticeship and dissertation topics focus on rehabilitation and disability*
• Attainment of certified rehabilitation counselor (CRC) credential as an option

Note: The additional lists of experience identified above with the asterisks are part of the mandatory courses or milestones that each doctoral student is expected to complete as part of the doctoral study CES with or without specialization. Students who do not have a master’s degree in rehabilitation counseling or do not have a CRC can choose to take elective courses (and the necessary clinical hours with supervision) to gain the national credential in CRC to become professional rehabilitation counselors for the purpose of practice, supervision and/or teaching in higher education.

Course Descriptions

1. Educational Inquiry and Research (17 credits)

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 (6 credits)

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 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. Counselor Education and Supervision (9 credits)

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 944A Rehabilitation Counselor Pedagogy (3 credits)

Pedagogical tools and issues associated with teaching and learning in pre-service rehabilitation counseling preparation programs.

CEP 969 Clinical Supervision in Rehabilitation Counseling and School Psychology (3 credits)

Theoretical, empirical, and practical aspects of clinical supervisory supervision in the human services profession. Supervisory alliance, supervisor factors, supervisee factors, process and outcome variables, modalities and techniques of supervision, ethical and multicultural aspects of supervision.

4. Counselor Education and Supervision Professional Preparation/Applied Core (10 credits)

CEP 944B Teaching Internship in Counselor Education and Supervision (3 credits)

Course design and teaching experience under the direct supervision of a faculty member.

CEP 944C Clinical Counseling Internship in Counseling Education and Supervision(3 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 Counselor Education and Supervision (3 credits)

Theory and practice of supervising prospective counselors. Approaches, models, and strategies.

CEP 967 Practice in Leadership, Advocacy, Grant, and Supervision in Counselor Education and Supervision (1 credit)

Supervised practice in leadership and grant writing activities.

5. Students may not earn more than 30 credits in CEP 999 Doctoral Dissertation Research, of which 24 are required.

CEP 965 Psychosocial Bases of Rehabilitation and Disability (3 credits)

Psychological and social aspects of disabilities. Practice and research implications in rehabilitation counseling.

CEP 964 Practice and Profession of Rehabilitation Counseling (1 credit)

Foundations and practice of rehabilitation. Pre-service preparation issues. Professional and policy implications.

Beyond Formal Coursework

Preliminary Examination, Guidance Committee, Research Apprenticeship, Comprehensive Examination, and Dissertation

Several major phases of the doctoral program take place apart from academic coursework. The preliminary examination, the 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 after the completion of the first year and prior to the start of the second year of coursework. 

The Guidance Committee meeting provides a checkpoint for students to present their academic progress and projections of the course of study, research plan and career plan to the Guidance Committee. Students should convene the meeting during the second year of the study. The Guidance Committee needs to be completed before taking the Comprehensive Examination.

The Research Apprenticeship involves student completion of an independent research project prior to sitting for the Comprehensive Exam. The Research Apprenticeship needs to be completed prior to taking the Comprehensive Examination.

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 exam during the summer prior to the start of the fall semester of their third year. The Research Apprenticeship project needs to have its final approval by the advisor on or before July 15 if taking the exam in the summer.

Preliminary Examination

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. It is administered annually during the week immediately preceding the beginning of the fall semester. It 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 Examination 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 the doctoral program students 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 students will have completely mastered this skill by the end of the first year of coursework. Mastery will take time and will develop throughout the doctoral program.

Skills and Competencies Assessed on the Preliminary Examination

• 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.

Timeline and Prerequisite: The student takes the mandatory Preliminary Examination either at the beginning of the second year of full-time study during the week before the Fall semester of the second year of coursework or after successfully passing the courses required to sit for the Preliminary Examination. All doctoral students are required to take and successfully pass the following courses prior to sitting for the Preliminary Examination:

• CEP 932 Quantitative Methods in Educational Research I
• CEP 968 Research Methods in Counseling & School Psychology

Confirmation and Enrollment of the Preliminary Exam: Students should confirm with advisors and program director to take the exam by the end of spring semester by e-mail to confirm that they have obtained satisfactory grade for the course requirement stated above. Program director/advisor will convene a meeting with students to discuss study plans or exam-taking strategies.

Readiness of Taking the Exam: Students enrolled in the above courses should be prepared to take the exam. However, should a student not be prepared, the examination will provide an opportunity to identify and assess areas of strength and weakness in research, and an inducement to design appropriate remediation. If a student does not take the exam at the specified time, the advisor and program faculty are notified. Students are allowed to attempt the Preliminary Examination twice. Two “No Pass” performances are an indication of academic/research deficiency.

Administration of the Preliminary Examination

• Format: The exam is an in-class, close-book and students are given the exam in the morning that takes place 9a.m. to 5p.m. The exam is given in an in-class format for several reasons. First, the exam is intended to evaluate 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 in one day, under supervised conditions. Third, the in-class setting provides for standardized conditions across doctoral programs.
• Use of Technology: Students are expected to bring their own computer device for the Preliminary Examination. They 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 books or notes into the room nor are they allowed to access any information stored or available on networked servers. Students with special needs who require accommodation should contact the program director with their request by the deadline to sign-up for the exam.
• Procedure: The standard questions of the exam are provided below, and a copy of the questions is also provided on the day of the exam. The article will be given to students on the day of the examination. Students will have the entire day to take the exam from 9a.m. to 5p.m. Students are not expected (or allowed) to interact about the article during the examination. When the exam is completed, each student has a designated ID to save the document and e-mail to the program secretary.

Departmental Preliminary Examination Questions

The following set of Preliminary Examination questions was set for all doctoral students in the department.

A.  Theoretical Perspective (about 3 pages)
1.         Critique the author’s conceptual framework.
2.         Comment on the need for this study and its importance.
3.         How effectively does the author tie the study to relevant theory and prior research?
4.         Evaluate the clarity and appropriateness of the research questions or hypotheses.

B.  Research Design and Analysis (about 4 pages)
5.         Critique the appropriateness and adequacy of the study’s design in relation to the research questions or hypotheses.
6.         Critique the adequacy of the study’s sampling methods (e.g., choice of participants) and their implications for generalizability.
7.         Critique the adequacy of the study’s procedures and materials (e.g., interventions, interview protocols, data collection procedures).
8.         Critique the appropriateness and quality (e.g., reliability, validity) of the measures used.
9.         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?

C.  Interpretation and Implications of Results (about 3 pages)
10.       Critique the author’s discussion of the methodological and/or conceptual limitations of the results.
11.       How consistent and comprehensive are the author’s conclusions with the reported results?
12.       How well did the author relate the results to the study’s theoretical base?
13.       In your view, what is the significance of the study, and what are its primary implications for theory, future research, and practice?

Scoring and Evaluation: Faculty members evaluate the exam anonymously of each examinee on each of the three domains. Each evaluator assigns three “domain scores” to each exam. These domain scores are then averaged across domains to produce an overall score (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.

Scores 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 score or the domain scores assigned by the different faculty scorers. In such case, discrepancies are resolved by discussion or through the use of an additional reader. A set of scoring guidelines and performance criteria is used by faculty in achieving consistent evaluation of student performance across scorers. The scoring guideline can be found Preliminary Exam Scoring Guidelines.

Criteria:

1. Pass: The student receives a letter from the Department indicating satisfactory performance and providing feedback as suggested by the exam scores.
2. Conditional Pass: The student, his or her advisor, and the program director 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.
3. No Pass: The student, his or her advisor, and the program director 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 will be:
4. Option 1: The student remediates with close monitoring, followed by a retake of the examination. 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. 
5. Option 2: Because serious remediation is required before a second attempt, a second poor performance indicates significant deficiencies that may not be remediable. The student may be dropped from the program. This option would only occur if strong evidence of academic weaknesses or deficiencies, or other serious negative evidence about progress in the doctoral program.

The Guidance Committee

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 students’ proposed GradPlan at the Campus Solutions: Student Information System. 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 the doctoral program. The third person will be a faculty member in the College of Education, but outside of the CES program. The fourth member, which may be a faculty member of the CES 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 CES Faculty.

The Guidance Committee meeting provides a checkpoint for students to present their academic progress and projections of the course of study, research plan and career plan to the Guidance Committee. Students should convene the meeting during the second year of course work before taking the Comprehensive Examination.

Eligibility of Being a Guidance Committee Member: The Guidance Committee should consist of at least four faculty members who are eligible to serve per University policy. See further information or the College of Education website.

Preparation for the Guidance Committee Meeting: Students will enter their academic course work at the GradPlan in the Campus Solutions Systems. The program coordinator can provide support for this process. Students should work with your advisor during the second year of coursework in terms of the selection of the committee members, as well as the preparation of the necessary documents for a 30–45-minute formal presentation to the committee members. The documents typically include a narrative about the students’ educational and career background, courses taken, and courses planned to take, and an updated curriculum vitae. The narrative should be sent to the committee members to review in advance. Students typically can prepare a PowerPoint of the abbreviated version of the narrative and present it on the day of the meeting. Students and faculty members generate a discussion of questions and suggestions for how the students can continue to prepare for their doctoral study successfully.

The Guidance Committee members will be routed to approve student GradPlan to signify the passing of this milestone.

Research Apprenticeship

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 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.

Process: 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.

Timing: Students will complete the research apprenticeship project after they have successfully completed the Preliminary Examination and before they register to take the Comprehensive Examination.

Course Credit: According to the policy of the College of Education and the Rehabilitation Counselor Education doctoral program requirements, as part of the apprenticeship process, students register for one (1) credit of CEP 995. In addition, students will complete the Apprenticeship Application form. A grade is given in the course by the advisor upon completion of the Research Apprenticeship project.

The Written Document: The general requirement for the written document includes the components of a research paper/publication.

• 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.
• Analysis: 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, discussion, 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 provide a discussion section, as well as relevant implications of the findings with recognition of the limitations of the study and indicate directions for further research.

Comprehensive Exam

Requirement: All doctoral students at Michigan State University are required to complete a written comprehensive examination as part of their degree program. All doctoral students are required to take and successfully pass the following courses prior to sitting for the Comprehensive Examination:

• CEP 932 Quantitative Methods in Educational Research I
• CEP 933 Quantitative Methods in Educational Research II
• CEP 944A Counselor Education Pedagogy
• CEP 960 Theoretical Foundations of Counseling
• CEP 968 Research Methods in Counseling & School Psychology
• CEP 969 Clinical Supervision
• CEP 995 Research Practicum*
• CEP 964 Practice and Profession of Counseling (rehabilitation and disability specialization only), or
• CEP 965 Psychosocial Bases of Rehabilitation and Disability (rehabilitation and disability specialization only)

* CEP 995 is the Research Practicum that students complete their apprenticeship project. Students must have the final approval of satisfaction performance by their advisor by e-mail notification to the program director no later than July 15. If students are not ready to take the Comprehensive Exam, they must e-mail the program director by e-mail.

Purpose: 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 doctoral 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 counselor educators, researchers and leaders in related fields. This core knowledge and competencies are reflected in the required aspects of the doctoral curriculum.

Description/Component: The Comprehensive Examination process 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” condition. 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 second portion consists of two successive days in which students will take home an essay to work on at their own time.

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 take-home portion of the exam will take place on days 4 and 5. 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 hypothetical research problems 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 doctoral 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 program faculty 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.

Use of technology: Please bring/use your own laptop for your exam. During days 1 to 3’s exams, students are not allowed to have access to the Internet for the purpose of searching for resources but only for the purpose of communication with proctors/faculty members should there be the need to access e-mails. For days 4 and 5, students can use the Internet to search for information for the content. However, note that in ALL components of the exam, the answers need to be properly cited and credited. The content also needs to be original. The use of content without giving proper credit, and the use of technology such as artificial intelligence to generate ideas and write the exam is STRICTLY PROHBITED.

Scoring and Evaluation: Following the completion of all of the examinations, the responses are reviewed and rated by two core faculty members (blinded). 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; 2= Weak; 1 = Poor. The Comprehensive Examination scoring guideline can be found here at the Comprehensive Exam Scoring Guidelines.

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.

To pass the entire Comprehensive Examination, a student 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. Students are welcome to schedule a meeting with their advisor to receive specific feedback about their performance, but especially encouraged to do so if they did not pass the exam and are required to retake a portion or the whole exam.

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 semester only. Students who are unable to take the fall semester exam must notify and discuss with their advisor to submit a formal e-mail request no later than the end of the spring semester. Under most circumstances the Comprehensive Examination will be attempted during the fall semester of the student’s third year in the doctoral 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: Copies of questions used in previous administration of the Comprehensive Examination can be obtained from the program director. The program director will convene a meeting with examinees to discuss about further preparation by the end of the Spring semester.

Procedure: Days 1, 2, and 3. The question for Day 1, 2 and 3 will be given to students on the day of the examination, and is a closed-book exam. Students will have 9a.m. to 12 noon to complete. Students are not expected (or allowed) to interact about the article during the examination. When the exam is completed, each student has as designated ID to save the document and e-mail to the program secretary.

Day 4. By the end of Day 3, the faculty will provide the question for Day 4 (open-book, take-home exam) for students. Students are expected to complete and e-mail the answer to Day 4’s exam to the program secretary by 5p.m. on Friday.

Time limit: Students also are required to complete all remaining requirements for the degree within eight years from the time the student first enrolled as a doctoral student. Students who are not in compliance with these time limits are required to fill out the form. 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, the 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.

The University stipulates that the Comprehensive Examinations must be passed within five years. As indicated above, the University also states that students must complete their study within eight years. If students extend their stay beyond eight years, they will be required to re-complete comprehensive exams. The same form as above is used for the request for the Comprehensive Exam.

The Dissertation

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 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. Thus, it is important that the Dissertation Committee reflects the student’s research interests and offers competencies that can assist the student’s scholarly inquiry. 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.

Selection of Dissertation Committee: Students should work closely with their advisor and other committee members throughout the dissertation process. For the selection of the committee members, visit the Registrar’s Office website or the College of Education website for guidelines as members who are eligible to serve per University policy.

Dissertation Proposal Meeting: Once the proposal has been approved by the dissertation advisor/chair, students will arrange the 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 dissertation proposal form needs to be completed once the proposal is accepted by the committee. Prepare the form and return it to the student advisor/dissertation chair for the next step. The dissertation proposal form can be accessed here in the PhD program Teams folder. Note that this form is an internal form for the program to keep track. The form must be submitted to the program coordinator so that this is updated at the Campus Solutions Students Information Systems for official records.

Human Subjects Approval: If the dissertation involves human subjects, you must also complete a separate application with the Social Science/Behavioral/Education Review Board (SIRB). This form can be obtained online. Data collection cannot commence prior to the approval of this committee.

Dissertation Defense Meeting: When students are ready to defend the dissertation, they will consult the dissertation advisor/chair and set a meeting for the dissertation oral defense, allowing at least two weeks for the committee members to review the finished work. Students need to be enrolled for at least one credit of CEP 999 during the semester that they defend the dissertation. Deadlines to be met for graduation in a given semester may be found in the University Calendar.

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. By the end of the dissertation defense meeting, the dissertation defense form will be signed. The first half of the form documents the outcome for the written dissertation and the oral examination. If the student has substantial revisions to be made and needs to be approved by the dissertation chair (or committee members if necessary), the dissertation chair will sign the second half of the form when the student successfully completes the revisions recommended/approved by the committee and/or dissertation chair.

Dissertation Submissions: For preparing the submission of the dissertation, refer to the Graduate School website for the detailed information. This site contains step by step instruction on dissertation formatting, approval forms, and the completion of the online Graduate School Exit Surveys. Thesis/Dissertation Office, 466 West Circle Drive, 2nd floor, Chittenden Hall, East Lansing, MI 48824; Phone: 517-355-0301; Email: msuetds.approval@grd.msu.edu.

Graduation Preparation: When students are ready to graduate, they submit their request to attend convocation.

For preparation for convocation at the University level, visit the Graduate School.

Additional information about commencement.

Students should pay attention to the e-mail notification directly from the Graduate School regarding the specific steps. Faculty or advisors do not receive this e-mail, thus, students will be responsible for following the e-mails and procedures for preparation for commencement.

Annual Review Student Progress

Intent and Content: Each year the program faculty conducts a formal 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.

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.

Deadlines and Process: 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.

Students will be prompted to complete their accomplishment using the link by the end of the Spring semester.

Students will have May 15 to complete the Qualtrics form and notify their advisor. The advisor will have July 15 to complete the review and recommendation. Both the student and advisor will sign the annual review letter and submit the mutually agreed upon annual reviewed report to: a) the ORDS Teams drive: b) program director; c) program administrative coordinator to be uploaded to the student record at the University system for formal record keeping.

Records

The CES program maintains records documenting each student’s progress through the 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 either secure filing cabinets/private offices or secured electronic space within the department or college to protect students’ privacy and

confidentiality. Only program faculty and staff will have access to these materials. 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. Once students graduate, a permanent file is maintained by the program which, among other things, may assist documentation for future employment and credentialing.

Professional Certification/Licensure Disclosure and Endorsement Policy

Professional Certification/Licensure Disclosure

Federal regulations require educational institutions to publicly disclose, for each educational program designed to meet the educational requirements for a specific professional license or certification required for employment in an occupation (or advertised as meeting those requirements), information about whether program completion would meet those requirements in a state. For the rehabilitation counseling program, please find the information below. Applicants are encouraged to inquire about individual state’s licensure website for additional state-specific coursework required.

Program meets the educational requirement for the following states: Alabama, Alaska, Arizona, Arkansas, Colorado, Connecticut, Delaware, District of Columbia, Georgia, Hawaii, Idaho, Illinois, Indiana, Iowa, Kansas, Kentucky, Louisiana, Maine, Maryland, Massachusetts, Michigan, Minnesota, Mississippi, Missouri, Montana, Nebraska, Nevada, New Hampshire, New Jersey, New Mexico, New York, North Carolina, North Dakota, Ohio, Oklahoma, Oregon, Pennsylvania, Rhode Island, South Carolina, South Dakota, Tennessee, Texas, Utah, Vermont, Virginia, Washington, West Virginia, Wisconsin, Wyoming, Northern Mariana Islands, Puerto Rico, Virgin Islands. 

Program does not meet the educational requirement for the following states: California (state-specific coursework required), Florida (state-specific coursework required).

Credentialing Endorsement

CRC Exam Application Process and Program Endorsement: The exam is offered multiple 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 websites for the specific deadlines for application, forms and procedures:

• https://www.crccertification.com/about-crc-certification
• https://www.crccertification.com/crc-exam-schedule

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 30670m Lansing, Michigan 48909
(517) 335-0918; www.michigan.gov/healthlicense

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 Michigan.gov website for the specific deadlines for application, forms and procedures: 

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.

Responsible and Ethical Conduct of Research

This website contains a wealth of information on what needs to be completed for responsibility and ethical conduct research (RECR), as well as resources (links and workshops) of courses to take to fulfill these requirements.

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. The requirement and plan include:

1) Year 1: All new doctoral students in Rehabilitation Counselor Education and master’s students in Rehabilitation Counseling will complete the below 4 CITI online modules within the first year of enrollment in their program on:

• Introduction to the Responsible Conduct of Research
• Authorship
• Plagiarism
• Research Misconduct

2) Discussion-Based Training

All doctoral students will complete CEP 968 Research Methods in Counseling & School Psychology course prior to receiving their degree, which will be recorded by the Department in GradInfo as “Initial” training.

3) Year 2: Within the first 2 years of enrollment in the program, doctoral students will complete the following online training modules.

• CITI Collaborative Research
• CITI Peer Review
• Human Research Protection/IRB Certification (in http://Train.ORA.msu.edu)

4) Annual Refresher Training. Starting in year 3, all doctoral students will complete one MSU online training module per year that is different from the above required 7 modules, which will be recorded by the department in GradInfo as “Annual” training.

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 expects all research and creative activities to be conducted with integrity.

Faculty provide education in research integrity via the following:

1. Faculty conducting their research with integrity and mentoring students in their research endeavors.
2. The doctoral program Responsible Conduct of Research (RCR) requirements.
3. Research ethics content included in the CEP 930, CEP 963, CEP 968, and CEP 995 courses.
4. MSU RCR training opportunities and resources: https://grad.msu.edu/rcr
5. 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 (HRRP)
• The ethical guidelines of the American Counseling Association
• 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

Students are expected to:

1. Complete the online tutorial at the HRRP website before beginning their research apprenticeship;
2. Obtain approval from the HRRP Social Science, Behavioral, & Education Institutional Review Board (SIRB) prior to conducting any research involving humans;
3. Abide by all University Policy on Scholarship and Grades, including guidelines on plagiarism. 

The following may result in dismissal from the doctoral program:

• Conduct of research without approval of the MSU HRPP;
• Plagiarism;
• Research misconduct;
• Violation of professional, ethical research standards.

Departmental-level required research-related informational resources for students:

• Each faculty advisor and graduate student will be provided with the document Guidelines for Integrity in Research and Creative Activities.
• The academic unit will develop as part of its academic program mechanisms for communicating and discussing standards of professional integrity appropriate for the discipline.
• The academic unit will inform students of university policy related to the use of humans and vertebrate animals for research.
• The academic unit will inform the student about the Office for Environmental Health and Safety (EHS) regulations and policies related to laboratory safety and security).
• The academic unit will provide students with information about safety when traveling for departmental/university purposes, and will inform them about the university’s Travel Clinic.
• The academic unit will provide students with information about general university safety resources.
• The academic unit will provide information about safety in the classroom including information about active shooters’ situations. 
• The academic unit will provide information about domestic violence and sexual misconduct policy and training.
• Include links to the university Guidelines on Authorship and include information on authorship norms related to the discipline.
• Include a link to the university’s Institutional Data Policy and describe any additional norms or expectations guiding the use of data in the unit and/or discipline.
• Include a link to MSU’s Procedures Concerning Allegations of Misconduct in Research and Creative Activities.
• MSU Human Research Protection Program
• The university’s Human Research Protection Program (HRPP) includes the Institutional Review Board (IRB) committees and the IRB and Compliance offices.

Mission

Michigan State University’s HRPP primary mission is the protection of individuals who are the subjects of research. MSU is committed to following the ethical standards described in the Belmont Report, and all applicable federal, state and local regulations and university policies and procedures. The HRPP 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. The MSU HRPP includes Institutional Review Boards (IRBs) that help to carry out this mission.

Michigan State University’s Human Research Protection Program (HRRP) Plan

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 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. This communication also helps to ensure 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.

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 an 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 university 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 Boards (IRB)

Michigan State University has established Institutional Review Boards (IRBs) under its Federal Wide Assurance #00004556. For more information about the IRBs structure and function, see the Michigan State University 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.

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 Michigan State University, all human subject research (regardless of funding) must be reviewed and approved by an IRB before initiation.

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 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.

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.

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 (IO) for Michigan State University; 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.

Compliance 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.

Conflict of Interest (COI) Office

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.

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.

Sponsored Programs Administration (SPA)

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 Michigan State University regulations.

Business Connect

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 Michigan State University 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 Michigan State University investigators for human subject research will not be made available by OSP until the research is approved by an Michigan State University 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.

Michigan State University Technologies

Michigan State University Technologies is organized under the VPRGS and is responsible for managing Michigan State University’s intellectual property. It 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.

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.

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.

Graduate School

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.

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.

Student Conduct & Conflict Resolution

Student Conduct: Michigan State University 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.

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 doctoral 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 CACREP standards; the ethical principles of the Commission on Rehabilitation Counselor Certification (CRCC), and the ethical principles of the American Counseling Association (ACA).

Conflict Resolution: The Michigan State University has established a judicial structure and process for hearing and adjudicating alleged violations of recognized graduate student rights and responsibilities and the grievance process. 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 doctoral program, students should consider speaking with the course instructor (if the problem is specific to a course), supervisor (if the problem is specific to a graduate assistantship position), advisor, the Program Director, and/or the Department chairperson.

If students’ problem cannot be resolved at the departmental level or if students prefer discussing the matter with someone from outside the department, consider seeking help from the College’s Academic and Student Affairs Office, the Dean of the Graduate School, the MSU Ombudsman, the Judicial Affairs Office, the Women’s Resource Center.

Workshops and training are run from various units to support students. For instance, the Office of the University Ombudsperson offers workshops to deal with conflict resolutions for students and other personnel. The Graduate School offers workshop for conflict resolution in research. The Office for Civic Rights and Title IX Education and Compliance also offers consultation and support for students and other personnel.

Grievance: See the section on Grievance in this handbook for details.

Retention, Remediation, Dismissal Policies and Procedures

Evaluation Process

All students in the program are assigned an advisor. The advisor is a full-time tenure-track faculty member in the CES program and is responsible for assisting in the orientation of the student to the program, college, and university. The advisor will primarily provide assistance in both the academic and professional advisement for each student to ensure that their doctoral training can prepare them for their career. Advisors and their students meet on a regular basis to ensure students’ course of study is in good standing. In addition, other faculty members and the program director will also provide additional support and check in at different time points to ensure students are maintaining a good standing in their study.

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 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.

Remedial Procedures

In the rare event of students demonstrating difficulty or behavior inconsistent with success in the program, remediation plan is built in. This is evaluated at multiple points of time during each student’s study: 1) By the end of each semester, each student’s grade will be discussed in regular faculty meeting. This is in the context of academic courses, clinical courses and overall student professionalism during professional activities (e.g., conference presentations, student events, community events). 2) As per CACREP guideline, each student undergoes an annual review at the end of each year. Grades and student dispositional ratings are documented and used as evidence to provide feedback to each student. 3) Should there be unexpected or attenuating circumstance, students should work with their advisors, and/or in conjunction with other faculty members and program director as early as possible. Should a student demonstrate below acceptable level of success in the program, the student and advisor should first work on resolving such matters in a one-to-one confidential process. Any student and/or advisor may consult confidentially with the program director on such matters as needed. Students shall be provided appropriate options for program that may include but not be limited to enrollment to additional courses or clinical placement, referral for related services (e.g., counseling services, career services, or other additional supports). If issues are not resolved at the program level, students can approach the department, college, and the university for additional support (See the Grievance section of the handbook for the specific details and information).

Remediation plans are documented and reviewed on a regular basis, depending on the specific goals and actions.

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.

Dismissal Policy

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 Counselor Education 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 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 Preliminary Exam or Comprehensive Exam.

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 the appeal process through the Graduate Student Judiciary.

1. 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.
2. 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.
3. If, however, informal methods of problem resolution are inappropriate or not satisfactory, as determined by the doctoral 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) 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.
4. 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.
5. 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 in this Handbook.

Grievance Procedures

At some point during your graduate program at Michigan State University, students may wish to register concerns, complaints, or grievances with the administration of the Program, Department, College, or University. Whenever possible, we 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.

The “Graduate Student Rights and Responsibilities at Michigan State University” (GSRR) document establishes 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 GSRR, the Department of Counseling, Educational Psychology, and Special Education 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 the Spartan Life website and the Graduate Student Rights and Responsibilities. 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 document can also be found at the College website.

I. Jurisdiction of the Department Hearing Board

The Department 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 GSRR. The hearing board also serves as the initial venue for students to contest allegations of academic misconduct. The Department Hearing Board may serve as the initial hearing board for cases involving ambiguous jurisdiction that are referred by the Assistant Provost for Undergraduate Education.

II. Composition of the Department Hearing Board

The Department Faculty Advisory Committee (FAC) shall select the three faculty members and three alternates by the fall semester of each academic year. 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. 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 GSRR.

III. Referral to Department Hearing Board

A student who believes his or her rights have been violated by a member of the MSU community shall first attempt to resolve the dispute in an informal discussion with the appropriate individual(s). 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. 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 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.

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.

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. For graduate students, the forwarding of the complaint to the chair and members of the Department Hearing Board and to the respondent should be done within 10 class days. 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. 

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: 1) 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; 2) Decide that sufficient reasons for a hearing exist and accept the request, in full or in part, and proceed to schedule a formal hearing; 3) 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, if additional deliberations on the findings become necessary.

At least 3 class days before a scheduled hearing involving an undergraduate student (or 6 class days 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; and 6) the right to challenge Hearing Board members because of a conflict of interest. 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. 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. 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. If the complainant fails to appear at the hearing, the Department Hearing Board may either postpone the hearing or dismiss the case. 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. 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. 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. Members of the Hearing Board must not talk about the hearing with either party before the scheduled hearing.

IV Department Hearing Procedures General Procedures

Pre-Hearing Procedures

1. 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.  
2. 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. The procedures may be taped.
3. 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.
4. 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.
5. 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

1. 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.
2. 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.
3. 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.
4. 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.
5. 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.
6. 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.
7. 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.
8. Final questions by the Hearing Board: The Hearing Board may ask questions of all parties to the grievance.

Post Hearing Procedures

1. 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.
2. Outcome: If a majority of the Hearing Board finds, based on a “preponderance of the evidence”, 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. If the Hearing Board finds that no violation of academic rights has occurred, the case is dismissed.
3. 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.
4. 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. The report also should inform the parties of the right to appeal within 10 class days following notice of a decision. 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. 

V. Appeals

1. 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. 
2. 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.

VI. Reconsideration

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.

Work Related Policies

Graduate Assistantship (GA) and Teaching Assistantship (TA)

Graduate assistantship 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 Michigan State University – Graduate Employees Union Collective Bargaining Agreement. Teaching Assistants are also subject to collective bargaining agreement with the Graduate Employees Union/American Federation of Teachers. The most current contract can be accessed at: Graduate Employees Union (GEU) Contract 2019-23.

Graduate assistants are enrolled students whose primary association with MSU is directed toward advanced 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 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. Graduate assistants are responsible for knowing the specific policies and procedures that govern their particular assistantship and academic program.

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 3 days, 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 (https://hr.msu.edu/ua/hiring/graduate-assistants/index.html) 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. The Form W-4 can be accessed and completed, and the direct deposit program can be found in EBS under the Employee Self-Service Portal. A completed appointment form is the key to receiving the stipend and benefits. It also indicates the intent of the department and the student to comply with the regulations pertaining to graduate assistantships as published in the Graduate Students Rights and Responsibilities document, and the Academic Programs catalog.

Prerequisites

Graduate assistantships are available only to graduate students who registered in each semester and in good standing and actively pursuing graduate degree programs.

Doctoral students with quarter-time or half-time assistantships must carry at least 3 credits (there may be exceptions). 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.

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.

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 grade point average of 3.0 or higher is required. 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 a 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.

Responsibilities

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 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.

Taxes

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 a 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. 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 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.

Assistantship Levels

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 Website.

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 PhD 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:

• 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.
• Eligibility for treatment at Olin Health Center.

Enrolled students may also insure their eligible spouse and/or dependent children (residing with the insured). 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: solutionscenter@hr.msu.edu. The Human Resources Office is located at 1407 S. Harrison Road, Suite 140A (Nisbet Building), East Lansing, MI 48823 and on the web; or visit BCN.

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

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. 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.

It assesses the ability to speak English, rather than the ability to write, or to understand spoken or written English. While taking the test, students will hear and respond to 12 questions. The questions are also printed in the test booklet. Students will have from 30 to 90 seconds to record an answer. The test lasts less than half an hour.

Rating Criteria is based on three areas: 1) One’s ability to respond spontaneously to the questions; 2) One’s ability to elaborate; and 3) Clarity and comprehensibility of speech.

Signing 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 can be done starting three weeks before the test date. Sign up online for the MSU Speaking Test or contact testing@elc.msu.edu.

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.

Training Online D2L Training Courses

MSU D2L Online Training 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. One can self-enroll or unenroll from the course by using the following link:
Students – Getting Started with D2L Self-enrollment Page or
Instructor – D2L Self-directed Training Self-enrollment Page

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.

University Policies

The following links will direct students to important Michigan State University documents relating to graduate students, mentoring, research, and teaching. The direct links to policies and procedures can be found by using the Michigan State University Graduate School website.

Academic Programs. Academic Programs is the listing of programs, policies and related information for all students at Michigan State University.

The Human Research Protection Program: The HRRP Human Research Protection Program | Michigan State University (msu.edu) ’s primary mission is the protection of individuals who are the subjects of research.

The Responsible Conduct of Research Plan: The RCR plan has specific requirements for research integrity training. Responsibility guidelines for students, faculty and post-doctoral from the College of Education can be found here, as well as at the Graduate School’s level. The second link has the guideline that must be fulfilled for graduation, and resources are provided for training.

Graduate Students Rights and Responsibilities (GSRR). 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.

Guidelines on Authorship: The intent of Michigan State University Guidelines on Authorship | Office of Research and Innovation (msu.edu) 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.

The Integrity of Scholarship and Grade: This is a statement of the University policy that addresses principles and procedures to be used in instances of academic dishonesty, violations of professional standards, and falsification of academic or admission records.

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 to safeguard the integrity of research and creative activities at MSU. Michigan State University (msu.edu)

Research Data: Management, Control, and Access: The Research Data | Research Integrity Office (msu.edu) describes MSU’s best practices for recording and archiving data.

Research Data Management Guidance: At another level, ajoint 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 Code of Teaching Responsibility: MSU RO: Academic Programs dictates the expected duties and responsibilities of all instructors.

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.

Graduate Employees Union Contract 2019-2023: The 2019-2023 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: The Graduate Assistants Benefits (msu.edu) website details the health insurance options available to MSU Graduate Assistants.

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’s guidance committees and the procedures for requesting non-regular faculty, academic specialists, and non-MSU individuals’ membership on graduate student committees. Graduate School Approved Faculty on Committees | The Graduate School (msu.edu)

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. MSU RO: Withdrawal from the University

The Office of Spartan Experience: The Office of Spartan Experience About | Office of Spartan Experiences | Michigan State University (msu.edu) engages students in active learning and scholarship, and to prepare them for leadership. They also promote and educate students’ understanding of their rights and responsibilities. This website contains handbook that leads to various information, services, general rights and responsibilities, rights and responsibilities of graduate students, law students, medical students, MSU safe place (relationship and violence and stalking programs).

The Policy on Relationship Violence and Sexual Misconduct: The Policy on Relationship Violence and Sexual Misconduct describes the process for reporting violations of the policy, outlines the process used to investigate and adjudicate alleged violations of policy, and identifies resources available to members of the University community who experience relationship violence, stalking, or sexual misconduct.

The Office for Civil Rights and Title IX Education and Compliance: This Office outlines the types of prohibited discrimination and harassment at MSU. University community members are prohibited from engaging in acts which discriminate against or harass any university community member on the basis of age, color, gender, gender identity, disability status, height, marital status, national origin, political persuasion, race, religion, sexual orientation, veteran status or weight.

The Office of the University Ombudsperson: This office provides support and advice to discuss both academic and nonacademic concerns including administrative issues, workplace issues, or any concern that may relate to MSU students. They help to interpret and explain university policies and procedures but operate independently of the University.

University Resources

• Spartan Life
• Office of Admissions
• Email, StuInfo, & D2L
• Library
• Writing Center
• Graduate School
• College of Education
• Office of Financial Aid
• Residence Education & Housing Services
• Student Benefits
• Olin Health Center
• Counseling & Psychiatric Services
• Career Services Network
• Student Food Bank
• Resource Center for Persons with Disabilities
• MSU Alerts

Faculty

See the program faculty.