Mission and Goals

It is the Mission of the Rehabilitation Counseling Program to provide the training and education that prepares Rehabilitation Counselors to become fully competent, dedicated, and effective professionals, who embrace and practice the following core values.

  • People with disabilities share all of the rights, privileges, and responsibilities enjoyed by all members of society and shall be treated as full and equal participants in society without regard to type or degree of disability.
  • When people with disabilities require or request assistance in order to achieve the rights, privileges, and responsibilities afforded by society, that assistance will be provided by a qualified, conscientious, and dedicated provider who promotes informed choice, empowerment, and the integrity of the individual.

In addition to being guided by the Mission Statement listed above, the Program has adopted and advocates for practices that follow the Code of Professional Ethics for Rehabilitation Counselors adopted by the Commission on Rehabilitation Counselor Certification, effective January 1, 2017. All Rehabilitation Counseling Program faculty and staff strive to conduct themselves in a manner that is consistent with this Code, while encouraging and educating students to do the same.

Rehabilitation Counseling Program Goals

In keeping with the Rehabilitation Counseling Program's Mission, the following goals have been established for the program

  • Provide students with a relevant, up to date, CACREP accredited curriculum that prepares and qualifies graduates to move into entry, Master's level professional settings in rehabilitation counseling or closely related fields.
  • Prepare and encourage students to obtain credentials recognized at state and national levels to indicate professional competence, especially the Certified Rehabilitation Counselor (CRC) credential.
  • Facilitate student and faculty involvement in appropriate professional associations as active participants and as leaders.
  • Provide students with faculty support for unique on–campus and/or off–campus learning, outside of the classroom and basic curriculum, through graduate assistantships, service learning, applied research, professional association activities, etc. Unique learning experiences may be either student initiated and independently conducted, or projects conducted collaboratively with faculty.