Sep 22, 2020  
2018-19 Graduate Bulletin 
2018-19 Graduate Bulletin [ARCHIVED]

Department of Human Services

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Robbie J. Steward, chair
Human Services Building, Room 302
Phone: (936) 468-1238
Fax: (936) 468-5837

Objectives of the Department

The Department of Human Services offers programs of study leading to the Master of Education with a major in special education, the Master of Science with a major in speech-language pathology, the Master of Arts with a major in counseling, student affairs and school psychology, as well as courses that serve to enhance the professional development of teachers (certification-seeking) and people engaged in other human service occupations. The department also offers a doctorate in school psychology.

The counselor education program, resulting in a professional counseling degree, allows students to select an emphasis in school counseling (requires prior teacher certification), clinical mental health counseling or clinical rehabilitation counseling. All counseling degrees are accredited by the Council for Accreditation of Counseling and Related Educational Programs, enable graduates to be eligible for the Licensed Professional Counselor license and certification in their field of study. The program unit also provides graduate education in student affairs and higher education, which prepares individuals for work in higher education. 

The special education major is designed to 1) provide advanced training in special education 2) provide the opportunity for professional certification as an educational diagnostician and 3) lead to certification as a Teacher of Students with Visual Impairment and/or as a nationally certified Orientation and Mobility Specialist.

The speech-language pathology program prepares knowledgeable, caring professionals committed to educating the public, properly diagnosing and effectively treating people with communication and swallowing disorders across the lifespan, thereby improving their quality of life. The program embraces cultural and linguistic diversity, emphasizes the importance of evidence-based practice, critical-thinking skills, interdisciplinary collaboration, ethical principles and continued professional development throughout one’s career. The speech-language pathology program is accredited by the Council on Academic Accreditation in Audiology and Speech-Language Pathology.

The school psychology program provides options for a 1) M.A. for applicants who have completed a bachelor’s degree and are interested only in the M.A. 2) a post-baccalaureate doctoral program for applicants who have completed a bachelor’s degree and wish to pursue a doctoral degree 3) and a Ph.D. for applicants with a M.A. in school psychology. The programs are designed to prepare professional educators, researchers and/or practitioners in public schools, higher education, community mental health facilities and hospital/medical settings. Coursework consists of didactic and individual and small group supervision as well as clinic and field-based experiences. The curricula are based on a scientist-practitioner training model. Consistent with the National Association of School Psychologists standards, candidates employ empirically supported treatments for a wide range of children and families who have special needs while they learn to conduct research that has direct relevance to their unique educational objectives and future employment.

Program Directors

  • Frankie Clark, Clinical Instructor, School Psychology
  • Robbie Steward (Interim), Professor, Professional Counseling, Student Affairs and Higher Education Programs, and Rehabilitation Services
  • Paige Mask, Associate Professor, Special Education
  • J. Lindsey Kennon, Assistant Professor, Deaf and Hard of Hearing
  • Robbie Steward (Interim), Professor, Visual Impairment and Orientation and Mobility Programs
  • Lydia Richardson, Assistant Professor, Speech-Language Pathology/Communication Sciences and Disorders

Graduate Advisors

  • L. Aguerrevere
  • D. Cady
  • Y. Castillo
  • F. Clark
  • J. Conn
  • S. Darst
  • J. Dawes
  • D. Dean
  • L. Debardelaben
  • A. Durham
  • N. Ellis-Hervey
  • E. Keeling
  • W. Killam
  • S. Koltonski
  • A. Larson
  • P. Mask
  • D. McCleary
  • G. McCuller
  • H. Munro
  • M. Munro
  • J. Perry
  • R. Prezas
  • A. Pruit
  • L. Richardson
  • K. Sheriff
  • L. Solmonson
  • R. Steward
  • W. Weber

Graduate Faculty


  • Wendy K. Killam, Ph.D., University of Arkansas, Counselor Education
  • Glen McCuller, Ph.D., Utah State University, Special Education
  • Le’Ann Solmonson, Ph.D., Sam Houston State University, Counseling
  • Robbie J. Steward, Ph.D., University of Oklahoma, Counseling Psychology
  • William F. Weber, Ed.D., University of Northern Colorado, Rehabilitation Counseling

Associate Professors

  • Luis Aguerrevere, Ph.D., University of New Orleans, Neuroscience Psychology
  • Nina Ellis-Hervey, Ph.D., Oklahoma State University, School Psychology
  • Alan Larson, Ph.D., University of Nevada, Rehabilitation Counseling
  • Paige Mask, Ph.D., Texas Woman’s University, Special Education, Educational Administration
  • Raul Prezas, Ph.D., Wichita State University, Communication Sciences and Disorders
  • Kathleen Sheriff, Ed.D., Texas Tech University, Special Education

Assistant Professors

  • Yuleinys Castillo, Ph.D., University of Texas Pan America, Rehabilitation Counseling
  • Shannon Darst, Ph.D., Texas Tech University, Special Education
  • Jillian Dawes, Ph.D., Oklahoma State University, School Psychology
  • Summer Koltonski., Ph.D., Stephen F. Austin State University, School Psychology
  • Daniel McCleary, Ph.D., University of Tennessee, School Psychology
  • Michael Munro, Ph.D., Texas A&M University, Special Education
  • Lydia Richardson, SLP.D., Nova Southeastern University, Speech-Language Pathology


  • Heather Munro, M.Ed., Stephen F. Austin State University, Special Education

Clinical Instructors

  • Deborah Cady, M.A., University of Northern Colorado, Special Education
  • Frankie Clark, Ph.D., Texas Woman’s University, School Psychology
  • Jessica Conn, M.S., Stephen F. Austin State University, Speech-Language Pathology
  • DJ Dean, M.Ed., Stephen F. Austin State University, Special Education
  • Layne Debardelaben, M.A., University of Houston, Speech-Language Pathology
  • Amy Durham, M.S., Stephen F. Austin State University, Speech-Language Pathology
  • Kelly Jobe, Au.D., University of Florida-Gainesville, Audiology
  • Erin Keeling, M.S., Texas Woman’s University
  • Jennifer Perry, M.A., Western Michigan University, Orientation and Mobility
  • Deena Petersen, M.S., University of Southern Mississippi, Speech-Language Pathology
  • Amanda Pruit, M.S., University of Memphis, Rehabilitation Counseling

Admission Criteria

The clinical rehabilitation counseling and clinical mental health specializations accept students with undergraduate degrees from any discipline. Based upon a review of the transcript, leveling courses may be required. Students making application to the school counseling specialization must be certified educators with a minimum of one year of teaching experience.

The academic admission requirements include a minimum overall undergraduate GPA of 2.5 and a 2.8 in the last 60 hours. Individuals with significant professional work experience may be considered if the GPA requirement is not met.

Admission Process

All admission materials must be received by the Counselor Education Admissions Committee prior to the following deadlines:

  • Fall admission - March 15
  • Spring admission - Oct. 1
  • Summer admission - March 15

Before your admission to the counselor education program can be considered, we require the following:

To the Office of Research and Graduate Studies

Application, application fee and transcript are to be sent to Office of Research and Graduate Studies, Stephen F. Austin State University, P.O. Box 13024, SFA Station, Nacogdoches, TX 75962.

To the Counselor Education Program Admissions Committee

  • Autobiographical letter of application - Your responses to the following questions should total two to four pages, typed and double-spaced.
    • Why did you choose counseling as a possible career and what life experiences have led you to your decision to enter the helping profession?
    • What are your professional goals upon obtaining your master’s degree?
  • Three letters of recommendation along with the counselor education program’s recommendation form. One letter should be from a professional in the field of counseling, if possible. Suggested sources for letters include former or current employers and supervisors, and professional colleagues.
  • Current résumé
  • Personal data form

Please return your autobiographical letter, three letters of recommendation and SFA recommendation forms, résumé, and personal data form to:

Dr. Robbie Steward
Stephen F. Austin State University
Department of Human Services
P.O. Box 13019, SFA Station
Nacogdoches, TX 75962

Forms can be found at

Degrees in the Counselor Education Program

The professional counseling program is nationally accredited by the Council on Accreditation of Counseling and Related Educational Programs and CAEP.

The program is a 60-hour degree in professional counseling with three specialized concentrations:

  • Clinical mental health counseling (LPC credential eligible)
  • Clinical rehabilitation counseling (CRC and LPC credential eligible)
  • School counseling (CSC and LPC credential eligible)



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