Human Services Building, Room 302
Phone: (936) 468-2906
Fax: (936) 468-5837
Barbara Qualls for MEd
Stacy Hendricks for EdD
Student Affairs in Higher Education
- Council on Academic Accreditation in Audiology and Speech-Language Pathology
- Council for Accreditation of Counseling Related Programs
- National Association of School Psychologists approval with conditions in School Psychology, M.A.
- American Psychological Association accreditation in SFA Charter School psychology internship program
- National Council for Accreditation of Teacher Education
- Nina Ellis-Hervey (School Psychology Assessment Center)
- Kelly Jobe (Cole Audiology Lab)
- Luis Aguerrevere (Neuroscience Laboratory)
- Nashae Turner (Counseling Clinic)
- Deena Petersen (Stanley Center for Speech and Language Disorders)
- William Weber (Rehabilitation Services Career Planning Laboratory)
- Frankie Clark, Nina Ellis-Hervey, Daniel McCleary (SFA Charter School psychology internship)
- Wendy K. Killam, PhD, University of Arkansas, Counselor Education
- William F. Weber, EdD, University of Northern Colorado, Rehabilitation Counseling
- Luis Aguerrevere, PhD, University of New Orleans, Neuroscience Psychology
- Rochelle Cade, PhD, Texas A&M University, Counselor Education
- Ali Hachem, PhD, Miami University, Educational Administration
- Nina Ellis-Hervey, PhD, Oklahoma State University, School Psychology
- Jaime Flowers, PhD, Chapman University, School Psychology
- Stacy Hendricks, EdD, Texas A&M University-Commerce, Educational Administration
- Daniel McCleary, PhD, University of Tennessee, School Psychology
- Summer Pannell, PhD, University of Mississippi, Educational Leadership
- Raul Prezas, PhD, Wichita State University, Communication Sciences and Disorders
- Sarah Irvin, PhD, University of Holy Cross, Counselor Education and Supervision
- Leigh Kirby, PhD, Texas A&M University, Counselor Education and Supervision
- Barbara Qualls, PhD, University of North Texas, Curriculum and Instruction, Research
- Lydia Richardson, SLPD, Nova Southeastern University, Speech-Language Pathology
- Brian Uriegas, EdD, Texas A&M University at Kingsville, Educational Leadership
- Maria Betancourt-Smith, PhD, Texas A&M University, Curriculum and Instruction
- Richard Skuza, EdD, Texas A&M University, Educational Leadership
- Frankie Clark, PhD, Texas Woman’s University, School Psychology
- Jessica Conn, MS, Stephen F. Austin State University, Speech-Language Pathology
- Layne Debardelaben, MA, University of Houston, Speech-Language Pathology
- Amy Durham, MS, Stephen F. Austin State University, Speech-Language Pathology
- Kelly Jobe, AuD, University of Florida, Audiology
- Erin Keeling, MS, Texas Woman’s University, Speech-Language Pathology
- Deena Petersen, MS, University of Southern Mississippi, Speech-Language Pathology
Objectives of the Department
The Department of Human Services and Educational Leadership offers programs of study leading to the Master of Education with a major in educational leadership; 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 certification-seeking educational leaders and people engaged in other human service occupations. The department also offers a doctorate in school psychology and educational leadership.
The professional counseling program 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 and enable graduates to be eligible to become a licensed professional counselor and become certified in their field of study.
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:
- an M.A. for applicants who have completed a bachelor’s degree and are interested only in the MA.
- a post-baccalaureate doctoral program for applicants who have completed a bachelor’s degree and wish to pursue a doctoral degree
- and a doctoral degree for applicants with an MA or EdS from an NASP-approved program 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, 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.
The Educational Leadership, MEd leads to certification in educational leadership as principal. The 30-hour, fully online program is designed to prepare candidates for all roles in educational leadership: curriculum director, instructional coach, dean of students, etc., in addition to principal and assistant principal positions. Advice and guidance for preparation for all phases of the certification process is offered, including practicum and certification testing. Candidates who already hold an appropriate master’s degree are eligible for the 18-hour certification only track. The superintendent certification program is 15 hours of preparatory course work, as well as the practicum required for certification.
The Educational Leadership, Doctorate Major is an advanced study in a cohort setting with emphasis on the educational leader as a scholar-practitioner. Students interested in the doctoral program must have successfully completed a master’s degree in educational leadership, higher education or a related field of coursework, and must complete all application documents and requirements of the department and the Office of Research and Graduate Studies guidelines.
- L. Aguerrevere
- M. Betancourt-Smith
- F. Clark
- R. Cade
- J. Conn
- L. Debardelaben
- A. Durham
- N. Ellis-Hervey
- J. Flowers
- A. Hachem
- S. Hendricks
- S. Irvin
- E. Keeling
- W. Killam
- L. Kirby
- D. McCleary
- D. Petersen
- R. Prezas
- R. Schuster
- R. Skuza
- B. Qualls
- L. Richardson
- B. Uriegas
- W. Weber
To be accepted in educational leadership program as a major or for professional certificate work only, a student must meet the admission requirements of the Office of Research and Graduate Studies as outlined elsewhere in the bulletin and meet the department and program admission requirements. A major must have the approval of the graduate advisor and department chair. In each case, the undergraduate background must be appropriate to the graduate program pursued.
In the case of the principal preparation degree and/or certification program and the superintendent certification program, admission will be determined at the department level upon receipt and assessment of appropriate documents from the applicant and the Office of Research and Graduate Studies.
Admission to the Educational Leadership, Doctorate Major is determined by the program faculty within the Department of Human Services and Educational Leadership and the Office of Research and Graduate Studies. To apply, an applicant should:
- obtain application forms from the department
- obtain application forms from the ORGS
- complete all required application materials, pay fees and append them, with GRE scores, to the necessary undergraduate and graduate degree transcripts
- and return all forms and credentials respectively to the Department of Human Services and Educational Leadership and to the ORGS.
- A letter of application indicating academic and professional interests should be sent directly to the department’s doctoral program coordinator. A list of references should be included with the letter of application as outlined in the application forms.
To be considered for admission to the Educational Leadership, Doctorate Major , an applicant must:
- hold a master’s degree in a related field of study from an accredited graduate school or university
- demonstrate the capacity and capability with at least a 3.5 (4.0 scale) GPA in coursework completed for the master’s degree
- have completed a professional leadership profile as outlined in the application forms
- have successfully delivered a professional presentation to the program faculty as part of the application process
- and be officially admitted to the degree program by the program faculty.
Students applying to the professional counseling program are required to have a minimum 2.8 GPA in the last 60 hours of undergraduate work. If a student does not meet the GPA requirement but has a significant professional work history, provisional admission to the program may be considered.
All application materials for graduate school and the program must be received by the Professional Counseling Admissions Committee prior to the set deadlines:
Fall admission - March 15
Spring admission - Oct. 1
It is recommended that application materials to SFA’s graduate school and school psychology program be received by the School Psychology Admissions Committee prior to the following deadlines:
Fall admission - Jan. 31 (candidates are admitted once per year)
However, applications are accepted on a rolling basis, and interested individuals should apply at any time prior to the start date of the desired semester of entry. Incomplete applications are denied after 90 days and require a new application to reapply.
A minimum GPA of 2.5 is required to be considered for admission. Application materials include the ORGS application, official transcripts, personal essays and three letters of recommendation.
The deadline for admission to the Speech-Language Pathology, MS is Feb. 1. All requirements must be verified and received by the program director by that date. Candidates are admitted once per year (summer II).
Minimal requirements for acceptance include a combined verbal and quantitative GRE score of 288, an overall GPA of 3.0, a minimum 3.0 GPA for the last 60 hours, a factor of 865 obtained by multiplying GRE score and last 60 hours of GPA, bachelor’s degree in speech-language pathology or equivalent, and evidence of likelihood of success in graduate education and in the profession of speech-language pathology.
Student Affairs in Higher Education
Students must hold an undergraduate degree from a regionally accredited college or university. In addition, students must meet the following requirements:
- For admission to SFA’s graduate studies, the student must have an overall undergraduate GPA of 2.5 on a 4.0 scale and a 2.8 GPA on the last 60 hours of undergraduate work, exclusive of freshman-level courses.
Fall admission - March 15
Spring admission - Oct. 1
Summer admission - March 15
Applicants submitting after these deadlines may be considered based on space availability. All program materials should be submitted to the Student Affairs Admission Committee, P.O. Box 13019, Nacogdoches, TX 75962.
A limited number of graduate assistantships are awarded each year within the department. For information and applications, contact the program secretary for each program.