Comprehensive Exam Preparation and Thesis Requirements

Comprehensive Exam Preparation

In order to graduate from the Counselor Education Program all students must (a) successfully pass the Comprehensive Exam, or (b) write and defend a scholarly project (the master's thesis), or (c) develop a professional project or portfolio, in their program of study, and formally present their work to faculty and students.

This section addresses the exam, its goals, format, and content. The Comprehensive Exam is a 3-hour exam, offered biannually (May and November) that seeks to:

  1. insure that program graduates possess the necessary knowledge to successfully practice as counselors in a variety of community settings, and
  2. prepare students for the national certification exams (e.g., NCC, CRC, CDMS) and the state licensure exam (i.e., Oregon's LPC exam). A second component, students'possession of clinical skill, is measured by successful completion of the practicum and internship experiences.

The Comprehensive Exam is comprised of two parts. These include:

  1. a cross-programs multiple choice section that samples content covered in required-only Counselor Education program courses (2 hours), and
  2. an essay section that addresses program-specific areas of knowledge and practice (1 hour).

The multiple-choice section typically presents the student with 90 questions based on 9 content areas that sample CACREP and CORE approved academic areas (i.e., required courses).

These include:

  • Helping Relationships (based on such courses as Interpersonal Relationships and Practicum)
  • Theories and Interventions (Theories and Intervention I & II)
  • Social and Cultural Foundations (Multicultural Counseling)
  • Group Counseling (Group Counseling, Group Practicum)
  • Lifestyle and Career Development (Career Counseling, Occupations Analysis/Voc. Evaluation)
  • Human Growth and Development (Developmental Foundations, Abnormal Personalities)
  • Appraisal and Diagnosis (Using Tests in Counseling, Diagnosis)
  • Research and Evaluation (Education Research: Counseling)
  • Professional Orientation (Introduction to Counseling, Ethical and Legal Issues, Practicum)

Students are advised to review material covered in these required courses prior to taking the Comprehensive Exam. Students should also contact their advisors for assistance on preparing and organizing material for the exam. The use of small study groups may also be beneficial as a means of organizing and reviewing material for the exam.

Students who are functionally limited (i.e., have physical, sensory, or mental restrictions supported by medical documentation) and who seek special arrangements and provisions when taking the exam must register with the Disability Resource Center and request approved accommodations, in writing, prior to the exam.

Students are permitted to fail the exam only once. In the event that the student fails the exam a second time, he or she will not be permitted to graduate from the Counselor Education Program.

If a student passes the multiple-choice part, but fails the essay question part, he or she will be asked to take an oral exam that focuses on the content covered by the essay exam.  If following the oral exam, the student's knowledge of that content area still does not merit a passing grade, his or her exam will be considered a no-pass.  He or she will be required to retake the essay portion of the exam during the next scheduled exam period.  Failure to retake the exam will be considered a no-pass a second time and the student will not be permitted to graduate.

If a student fails the multiple-choice part, but successfully passes the essay question portion, his or her Comprehensive Exame is considered no-pass.  In this case the multiple-choice portion must be retaken.  If the multiple choice portion is failed a second time, the student will be required to take an oral exam that covers the core areas reflected in the multiple-choice exam.  If, following the oral exam, the student's knowledge of the core areas still does not merit a passing grade, his or her exam will be considered a no-pass a second time and the student will not be permitted to graduate.

Thesis Supervision and Development Guidelines for Faculty and Students in Counselor Education

Students who plan to complete a thesis in conjunction with their MA/MS need to initiate the thesis project at least one year (one and one half years would be better) prior to the projected date of graduation. Since the planning, execution, writing, and defense of a thesis requires at least four quarters, faculty may decline to participate on a thesis committee unless a student initiates the thesis enough in advance of the projected term of graduation to allow adequate time for the development of a well-executed and written product. All students completing a thesis must incorporate no less than 6 and no more than 9 credits of COUN 503 (Thesis) into their 72-credit planned program of graduate study.

EPFA 511 or COUN 510 (Research & Program Evaluation in Counseling) must be completed prior to the initiation of a thesis.

NOTE: Students may not access the library or obtain faculty supervision for a thesis unless they are enrolled in at least one credit.

The following guidelines should be followed by students and faculty during the thesis development process:

  1. Students obtain style manual for dissertations and theses from Pat Scott in room 608 of the Graduate School of Education. Note: Timeline guidelines should also be obtained. The oral presentation of a thesis and final copy must be completed well in advance of the end of the quarter chosen by the student to complete all degree requirements.
  2. The student selects three faculty from the School of Education. One of the faculty must agree to chair the Thesis Committee.
  3.  The student, in consultation with the thesis chair, develops a thesis proposal (not to exceed 10 pages):
    • Chapter I Introduction and Problem Statement
    • Chapter II Literature Review
    • Chapter III Methodology
    • Chapter IV Presentation and Analysis of Data
    • Chapter V Summary and Recommendations
    NOTE: Not every thesis will be formatted into a five chapter paradigm. Some topics may lend credence to a four chapter or a six chapter format. Only the first three chapters are part of the thesis proposal.
  4. Student organizes a committee meeting; room scheduling via Elizabeth Billman 503-725-4689. Faculty should receive the proposal two weeks prior to the meeting. Faculty provide input and suggest changes.
  5.  After the student incorporates suggested revisions and receives approval from the thesis chair, the student must submit the proposal to the University Human Subjects Committee if human subjects are part of the data collection process. The application for approval of human subjects is available in the Office of Grants and Contracts in 105 Neuburger Hall. If revisions are requested by the Human Subjects Committee, the student must organize an additional meeting with the Thesis Committee to incorporate such changes.
    6. NOTE: Under no circumstances may a student begin writing or data collection until the first five steps have been completed.
  6. Student, with the consultation of the thesis chair, drafts all chapters. When the thesis is written as well as it can be prior to input from other committee members, the student provides copies to the other two faculty.
  7. Faculty provides written feedback to student within two weeks.
  8. Student and thesis chair incorporate faculty feedback.
  9. Thesis chair, in consultation with the student, identifies two faculty, outside the School of Education to serve as graduate representatives (OGS appoints/selects one of these). Thesis Chair sends in form (GO-16M) to OGS.
  10. Student meets with graduate representative, as appointed by OGS, and provides a copy of the thesis.
  11. Four weeksprior to the oral defense of the thesis, the student contacts faculty to organize the date and time. Student schedules location of defense via Elizabeth Billman 503- 725-4689.
  12. After the oral defense, final changes suggested by faculty are integrated. The student then circulates signature pages to faculty after the chair of the Thesis Committee approves the final revisions.