The mission of the Auburn University Rehabilitation Graduate Program is to improve Vocational
Rehabilitation Services through the provision of qualified rehabilitation practitioners. In addition to this
preservice emphasis, the program offers training resources and technical assistance to existing
rehabilitation programs as well as research thrusts into new areas. To accomplish this mission, the
program has the following objectives: to recruit the most experienced and appropriately educated
students; to recruit quality students from diverse backgrounds; for the program to offer state of the art
practice education and training in it's course work; for the program to retain and graduate over 80%
of those who enter; for the program to assist graduates in obtaining suitable employment; and, to offer
graduates continued assistance after they leave. These mission and objectives are provided in support
of the Philosophy of the Rehabilitation and Special Education Department.
We believe in the full rights, privileges, opportunities, and accommodations for all people with
disabilities - may they be assimilated into the mainstream of American life.
We believe in the importance of special education and rehabilitation professionals to assist people
with disabilities in achieving their personal, educational, social, and economic goals - may we
recruit, prepare, and graduate qualified individuals who are committed and competent in helping
them attain their goals.
We believe that a theoretical, empirical, and best-practices knowledge base is essential - may we
be current in our teachings of this knowledge and active in our contributions toward its
advancement.
We believe in the importance of interdisciplinary collaboration in our teachings and practices to
assist people with disabilities enhance their quality of life - may our attitudes and actions support
his end.
We believe that all qualified persons, regardless of race, religion, creed, gender, or disability, should join in the mission to improve the quality of life for all people with disabilities - may we embrace cultural diversity in our academic and service delivery programs.
The Auburn Rehabilitation Program was first developed in 1967 to serve practitioners in community-based rehabilitation service programs and remains one of the largest, most active, and well-known programs focusing on vocational evaluation/work adjustment. The program in Rehabilitation Counseling was begun at Auburn in the late-60s and has grown and developed to its present stage. In 1997, Rehabilitation Counseling is being moved from the Counseling and Counseling Psychology department and integrated into the Rehabilitation and Special Education department at Auburn University.
The academic programs within the College of Education at Auburn University are organized into and administered by the following six departments: (1) Counseling and Counseling Psychology, (2) Curriculum and Teaching, (3) Educational Foundations, Leadership, and Technology, (4) Health and Human Performance, (5) Rehabilitation and Special Education, and (6) Vocational and Adult Education. The College of Education provides specialized programs in education leading to the Bachelor of Education, Master of Education (M.Ed.), Master of Science (M.S.), Educational Specialist (Ed.S.), Doctor of Education (Ed.D.) or Doctor of Philosophy (Ph.D.) degrees. The Vocational Rehabilitation program is one component of the Department of Rehabilitation and Special Education that offers an area of concentration at the bachelor, master, and doctoral level. Contained within the department are regional and national in-service training programs, in addition to the degree programs. The Graduate Rehabilitation programs are approved by the Commission on Rehabilitation Education (CORE) and, depending on the internship selected, graduates are eligible for certification in Rehabilitation Counseling (CRC), Vocational Evaluation (CVE), or Insurance Rehabilitation (CIRS).
Graduates from the Auburn Rehabilitation Program in Rehabilitation and Special Education find
employment opportunities in vocational rehabilitation in a variety of settings and roles. Some portion
emphasize rehabilitation counseling and become agency counselors in state and federal vocational
rehabilitation agencies, private for-profit or nonprofit vocational rehabilitation programs, or insurance
companies. With experience, some establish their own private practice or head their own companies.
Others have gone into university settings, coordinating services for students with disabilities. With a
vocational evaluation focus, graduates have sought employment in community-based rehabilitation
programs such as those operated by Easter Seal or Goodwill Industries, and others have pursued
vocational expert work in the private sector. The variety of opportunities is impressive and expanding,
and this variety makes possible the entry into vocational rehabilitation a lifelong career track.
Admission to the Rehabilitation Graduate Degree programs is made by first being accepted by the Auburn University Graduate School and, secondly, being accepted by the program. Therefore, the first step is to complete the Graduate School application form which is available from and submitted with the application fee to:
Dean, Graduate School
Hargis Hall - First Floor
Auburn University, Alabama 36849
Admission is based on a formula score which uses the Graduate Record Examinations (GRE), General Sessions Scores (math and language), combined with the last 100 quarter hours (60 semester hours) of undergraduate work. Three letters of recommendation are also required.
All GRE scores must be less than five years old. Students meeting these requirements are admitted as normal graduate students and are classified as 06 RSR, or category 6 - Graduate Student in Rehabilitation & Special Education - Rehabilitation. GRE application forms can be obtained by writing the Graduate School at the above address and the test can be taken in numerous universities within the United States. It is offered 4 to 5 times per year. In addition, the GRE is available in private locations such as the Sylvan Learning Centers where it can be taken anytime on computer.
Students can be admitted for one quarter as an exception without GRE scores if their last 100 quarter hour grade-point average equals or exceeds 2.75 on a 4.00 system. Students admitted under this circumstance are classified as 08 RSR and their admission is only good for 1 quarter to allow them time to submit GRE scores. Students not meeting the admission requirements are requested to retake the Graduate Record Examination to try to improve their formula score.
The U.S. Department of Education's Rehabilitation Services Administration provides scholarship monies to pay in-state tuition and a $325.00/month living stipend to a select number of Master Degree students in the program. Preference in awarding these is given to students with: applicable work experience; a rehabilitation or related undergraduate degree; minority or handicapped status; and/or a higher than a 500 formula score. A personal interview is required in the stipend selection process and only United States citizens can apply. Application can be made by completing the Stipend Application form (attached) and returning it to the Rehabilitation Program. To be eligible, a student must take a full-time course load (10+ hours) each quarter. Students who qualify for this scholarship will be provided with up to six quarters (depending on available funds) of tuition and maintenance. Those students must sign a contract with the Federal Government indicating they will repay the scholarship plus interest within 10 years unless they work with a state rehabilitation agency or for a nonprofit agency which serves clients of the State Federal Rehabilitation Agency. To eliminate the scholarship payback, the scholar must work two years in an appropriate job setting for each year the scholarship is received.
The program has some scholarship loan funds available through the Walter Jarecke Scholarship
fund for Rehabilitation students. On occasions, some Graduate Research Assistantships are available
which pay a graduate student for working 1/3-, 1/2- or 2/3-time in the program. Auburn University
Division of Student Services maintains a Financial Aid Office which is in contact with other sources.
The main campus and adjoining town have the necessary curb cuts and ramps to accommodate wheelchair travel. The building containing the program and College of Education - Haley Center - is fully accessible and accessible dormitories located near the program offices and classrooms are available. A liaison Alabama Vocational Rehabilitation Counselor is available for disabled students who are sponsored by Vocational Rehabilitation. Auburn University also employs a coordinator of disabled student services. This person is responsible for assisting all potential and current students with a disability with any needs or problems they have. To request assistance, contact:
Dr. Kelly Haynes, Coordinator
Students with Disabilities Services
1234 Haley Center
Auburn University, Alabama 36849
(334) 844-2096
Students with disabilities have been an integral part of the program and are encouraged to apply.
The program also sponsors the Auburn Student Rehabilitation Association, a chartered unit of the
National Rehabilitation Association, which is dedicated to the improvement of opportunities for
disabled individuals.
The Rehabilitation Graduate Program only supports the Master of Science degree which requires a thesis, in addition to the coursework. Students in this program take a minimum of 6 hours of RSE 699R - Thesis Research and work out their plan of study with their major advisor and a committee of at least two additional graduate faculty members. Work on the thesis is begun during the winter quarter and the first three chapters are completed as part of the coursework during winter (RSE 630), spring (RSE 631), and summer (RSE 632) quarters.
During the second quarter of enrollment in the Graduate program, each student must develop and submit a proposed Plan of Study to the Graduate School. This Plan of Study is approved by the student's major advisor, committee, and by the Graduate School. The Plan of Study essentially becomes a contractual agreement between the student, his advisor, committee, and the Graduate School for the degree. Three revisions in the Plan of Study are permitted when approved by the student's advisor, committee, and the Graduate School. If more than three revisions are required, the student develops a new Plan of Study to submit for approval. Students pursuing a thesis must register for one quarter hour of RSE 699-Research and Thesis each consecutive quarter after the Plan of Study is submitted until graduation and must have undergone a graduation check from the Graduate School the quarter preceding graduation.
A student is eligible for graduation when the Proposed Plan of Study is completed, the final draft
of the approved thesis is submitted to the Graduate School, and the student successfully defends the
thesis in the oral thesis defense. A student must be enrolled during the quarter of graduation.
The Graduate School will accept the transfer of a maximum of ten quarter hours or 3 courses
which can be utilized on the Plan of Study. The program requires each master degree candidate to
spend one full-time quarter on campus to establish residence. All graduate work toward a Master
Degree must be completed within a period of five calendar years. A minimum full-time load is 10
quarter hours per quarter. The maximum load is 15 hours with two exceptions: first, if four (4) hour
courses are taken, a student can carry 16 hours; or 17 hours if three four-hour and one five-hour
course are taken.
The curriculum is somewhat individualized for each student with the assistance of the student's
advisor based upon the student's background preparation and future vocational goals. The program
length will generally be six quarters. This minimally requires the completion of 52 hours of
Rehabilitation core courses, 12 hours of Internship, and 8 hours of approved electives. The minimum
program total hours is, therefore, 72 quarter hours; however, most students take 82 quarter hours. The
program requires an additional 12 hours of prerequisites which can either be taken before beginning
graduate studies or can be taken along with the Graduate Rehabilitation program.
The following is a list and short description of the prerequisites, rehabilitation core, internship, and elective courses:
I. Prerequisites to the Graduate Program: 12 Hours
| RSE 510 | Occupational Information (3). Winter and occasionally Summer quarter. Explores the common occupational information data resources such as the Dictionary of Occupational Titles, census data, publications from the Department of Labor, computer data bases, and teaches the skills of job analysis. |
| CCP 523 | Medical Aspects of Disability (3). Fall quarter. Basic human systems are explored with emphasis on disease and disability process which are commonly seen in rehabilitation. Vocational considerations are explored. |
| CCP 524 | Community Resources in Rehabilitation. (3) Winter quarter. Explores various agencies and other commonly found resources of use to the rehabilitation professional and client. |
| CCP 525 | Adjustment Aspects of Disability (3). Summer quarter. Psychological and vocational aspects of disability are reviewed. |
II. Rehabilitation Core: 52 Hours
| RSE 610 | Rehabilitation Programs, Professions, and Services (4) Fall Quarter, A review of the history and process of vocational rehabilitation. |
| RSE 651 | Research in Rehabilitation (4). Fall Quarter. An overview of research design and methodology with emphasis on rehabilitation research/grant-writing |
| RSE 630 | Diagnostic Vocational Evaluation (4). Winter Quarter. Testing theory and concepts including a review of commonly used vocational tests. |
| CCP 628 | Counseling Theory and Practice I (4). Fall Quarter. An overview of various theories of counseling. |
| FED 672 | Statistical Methods in Education (4). Every Quarter. Beginning statistics; includes basic concepts through the use of nonparametric and some parametric statistical techniques. |
| RSE 556 | Rehabilitation Technology (4). Winter and Summer Quarter. An introduction to computer usage for rehabilitation professionals and a review of existing assistive technologies for disabled populations. |
| RSE 631 | Prognostic Vocational Evaluation (4). Spring Quarter. The vocational evaluation process with emphasis on rehabilitation practice in a private-for-profit setting and the selection and use of appropriate voational tests. A two-hour practicum - RSE 695R -is taken with this course. The purpose of this 40 clock hour practicum is to provide an assessment and career counseling to an individual with a disability. |
| RSE695R | Practicum (2). Spring Quarter. Hands-on work with a consumer with a disability. |
| RSE653R | Organization of Programs in Rehabilitation (5). Spring Quarter. Management theories and principles applied to rehabilitation. |
| CCP 695 | Practicum in Counseling (4). Fall, Winter, Spring, and Summer Quarters. Eighty clock hours of hands-on experience in counseling with taped sessions and direct feedback. CCP 694 - Prepracticum and CCP 628 - Counseling Theories must be taken as prerequisites to this course. Please check with the practicum coordinator in CCP about sign-up dates which occur several quarters ahead of time on the prepracticum. |
| CCP 635 | Placement Services in Rehabilitation (3). Summer Quarter. Reviews job placement strategies and services. |
| CCP 625 | Internship in Placement (2). Summer Quarter. Forty clock hours of practical experience in working with area employers in placing rehabilitation clients. |
| RSE699R | Thesis Research. One (1) hour taken each quarter from the submission of Plan of Study to degree completion. |
III. Other 20 hours
Electives Two Approved Electives (8). Any two four-hour courses of the student's choosing from
the 500- or 600-level courses. Good possibilities include Group Counseling, Counseling
Diverse Populations, or Individual Appraisal.
RSE 625 Internship (12). 600 hours required for rehabilitation counseling, 400 hours for
vocational evaluation/work adjustment.
| RSE 610 4
RSE 651R 4 CCP 628 4 RSE 699R 1
13 |
RSE 630 4
CCP 525 3 RSE 510 3 RSE 699 1 CCP 694 2 13 |
RSE 631 4
RSE 695R 2 RSE 653R 5 CCP 695 4 RSE 699R 1
16 | ||
| (PREQ) CCP 523 3 | (PREQ) CCP 524 3 | |||
| RSE 632 4
RSE 556 4 CCP 635 3 CCP 625 2 RSE 699R 1 14 |
Elective 4
Elective 4 RSE 699R 2 FED 672 4 14 |
RSE 625R 12
RSE 699R 1
13 | ||
| (PREQ) CCP 525 3 | ||||
Randall S. McDaniel, Ed.D.,OTR/L,CRC,CVE, is an associate professor
and director of the Vocational Evaluation/Work Adjustment and
Rehabilitation Counseling Graduate Program. He is a past president of the
Alabama, Southeast Region, and National Vocational Evaluation and Work
Adjustment Association, and was nationally elected as a board member at
Large to the National Rehabilitation Association. In 1993 he was honored for
"Outstanding Contributions to the College of Education's Graduate Program".
In 1988, he was the recipient of NRA's "Outstanding Service to Disability"
award, and in 1985 he was honored by VEWAA with the Paul Hoffman
award for outstanding service to disabled Americans. Dr. McDaniel is the
originator of the National Forum on Issues in Vocational Assessment which
has evolved into the premier professional event in vocational evaluation. He served as editor of the
Alabama VEWAA Forum and has authored/coauthored over 25 journal publications in the field of
rehabilitation (Journal of Applied Rehabilitation Counseling, Journal of Rehabilitation
Administration, and Journal of Rehabilitation and VEWAA Bulletin). In 1994, with fellow faculty
he coauthored A Consumer's Guide to Vocational Evaluation Systems and Software which the
publisher, Materials Development Center, has indicated is thier largest selling book. Further, he has
been an invited speaker in recent years at the National Forum on Issues in Vocational Assessment,
Rehabilitation Technology Association's annual meeting in 1993, 1995,a nd 1996 and has recently
presented at the 18th World Congress of Rehabilitation International in Auckland, New Zealand.
Dr. Clarence Brown. Associate Professor and Coordinator of the
Undergraduate Rehabilitation Degree Program. Dr. Brown received the
Doctor of Philosophy degree in Counseling and Human Services from the
University of Georgia. He has taught in Undergraduate Rehabilitation
Programs at the University of Memphis and the University of Georgia, in
addition to running vocational evaluation labs at those schools and at a
rehabilitation center. He was the editor of the Vocational Evaluation and
Work Adjustment Association Newsletter from 1990-1994. Dr. Brown has
written extensively about Vocational Evaluation and Transition Services and
has chaired numerous thesis committees and doctoral dissertations related to
vocational evaluation in rehabilitation.
Dr. Daniel C. Lustig is an Assistant Professor in the Department of
Rehabilitation and Special Education at Auburn University. Dr. Lustig
received his Ph.D. from the University of Wisconsin-Madison in
Rehabilitation Psychology in 1995. Prior to completing his Doctorate he
worked as a vocational evaluator for the State of Nebraska for four years and
for a non-profit agency for two years. In addition he has worked as a
Vocational Rehabilitation Specialist for the Veterans Administration. Currently
Dr. Lustig teaches undergraduate courses in rehabilitatoin counseling and
vocational assessment. Dr. Lustig is a Certified Rehabilitation Counselor and
a Certified Vocational Evaluator. He has published in the area of test
modification for individuals with disabilities and families with a member with a disability
Dr. Philip Browning. Professor and Department Head, Rehabilitation and
Special Education Department. Dr. Browning received his Doctorate from the
University of Wisconsin-Madison emphasizing Rehabilitation and Special
Education. He formerly worked at the Research and Training Center on
Developmentally Disabled at the University of Oregon for 20 years during
which time he served as both the Training and Research Director. He was also
the Director of an Interdisciplinary Doctoral Program which produced over
20 doctoral graduates as well as directing three OSERS research grants. He
has authored over 55 journal articals in rehabilitation and special education
and has published a text on exceptionality. Since coming to Auburn
University, he has started and coordinated eight annual conferences on
Transition in which he has published a proceedings from each. He is currently working on putting
four courses on Transition on the Internet and has published a book on Transition in February 1997.
Suzanne Tew-Washburn. Project Director. Rehabilitation Workshop & Facility Personnel Training
Program. Mrs. Tew-Washburn, CRC, is a current doctoral student at Auburn after completing degrees
in rehabilitation and psychology. She has worked as a vocational evaluator and program manager in
a rehabilitation facility before taking her current position in providing in-service education in Region
IV, the Southeast.
LOCATION OF CITY
Auburn, the "loveliest village on the plains", is located at the junction of the Piedmont Plateau and
the Coastal Plains. The city is 50 miles northeast of Montgomery, 120 miles southeast of Birmingham,
112 miles southwest of Atlanta, and 30 miles northwest of Columbus, Georgia. Elevation of the city
is 732' above sea level and the mean annual temperature is 64.8. The City of Auburn was incorporated
on February 2, 1839, with the center of the original 1,280-acre tract location at the corner of College
Street and Magnolia Avenue. Education and religion have played important roles in Auburn's history.
Auburn University is a dominant factor in the life of the city and, with its rapid growth, provides many
new faculty, staff and government jobs.
TRANSPORTATION
Auburn is served by the Western Railway of Alabama which offers freight but not passenger
service. The Auburn-Opelika airport, located off East Glenn Avenue, is owned and operated by
Auburn University. Interstate 85, U.S. Highway 29, Alabama Highways 147, 14, and 267 are routed
through the city.
MASS MEDIA
The Auburn area is served by one daily newspaper, and one biweekly newspaper: The Opelika-Auburn News which has a circulation of 20,500 and The Lee County Eagle, which is published weekly, has a circulation of 5,000. The Auburn Plainsman is the weekly university student newspaper; it has a circulation of 20,000. Three AM radio stations (WAUD-1230, WZMG-1520, and WJHO-1400) and three FM stations (WKKR-97.7, WMXA-96.7, and WEGL-91.1) serve Auburn and surrounding areas. WEGL is the Auburn University station. One local television station (WSWS-Channel 66) serves the Auburn area. Many channels, including the three major networks, the Alabama Public Television network, and one channel of FM music are available via cable TV.
CIVIC and SERVICE CLUBS
Auburn has many civic and service organizations. A complete listing of men's and women's clubs
and service groups is available from the Auburn Chamber of Commerce, P.O. Box 1370, 714 East
Glenn, Auburn, Alabama 36830. The United Way Fund, Red Cross, and other welfare agencies are
present in the area.
CHURCHES
Thirty-two churches are located in Auburn, representing most major denominations. Consult the
Yellow Pages of the telephone directory.
GOVERNMENT and COMMUNITY SERVICES
The City of Auburn covers an area approximately 33 square miles and is administered by a
council-manager form of government. The administrative responsibility is concentrated in a city
manager. The Police Department employs 64 police officers and 21 civilian personnel. In addition to
several unmarked vehicles, 16 patrol cars service the community.
The Auburn Fire Division has 56 firefighters. It can respond with three pumpers, a ladder truck,
and a manpower squad. The insurance Class Key Rate by the Insurance Service Offices is Class 2.
East Alabama Medical Center has progressed with the changing field of medical technology. It
began as an 80-bed general hospital; now, as a regional medical center, there are 95 medical doctors,
344 beds, and more than 1,300 trained employees. EAMC is the major trauma center for east-central
Alabama.
RECREATIONAL FACILITIES
The Auburn area offers a wide variety of year-round recreational opportunities. The city's Auburn Parks & Recreation Center has a full-time director and staff; maintains a municipal stadium with a seating capacity of approximately 7,000; 20 tennis courts; two city racquetball courts; a youth baseball complex containing three lighted fields, restrooms, and a concession/press box building with a parking lot for 70 cars. A fishing lake is jointly owned and operated by the cities of Auburn and Opelika. There are three 18-hole, privately-owned golf courses--Indian Pines, Auburn Links, and Pine Oaks. Saugahatchee Country Club, with an 18-hole golf course and olympic-size swimming pool, provides recreation for 500+ members. A recently completed 54-hole public golf complex, The Grand National, designed by Robert Trent Jones, is located in north Opelika, surrounding the 1,500-acre Saugahatchee Lake.
CONVENTION FACILITIES
Auburn University is a natural attraction for conventions and conferences. A hotel-conference
center on South College Street supplements Auburn University's convention facilities. Three motels
near the campus and ten other motels in the Auburn/Opelika area provide additional accommodations
for conventions.
INDUSTRY
Auburn is industry-conscious. The city has an industrial park with easy access to I-85, U.S. 29,
U.S. 280, AL 147, and AL 267. The presence of Auburn University offers industry a pool of technical
and research personnel, as well as a vast student labor force. Ten companies occupy the industrial
park. A new industrial park is under construction.
POPULATION
Auburn's population, according to the 1990 census, is 34,000.
EDUCATION
Auburn has three elementary schools, one middle school, one junior high school, one early education center, one senior high school, and one private school. Of the more than 200 teachers who staff these schools, over 40% hold master's degrees. Because of the high percentage of students who enter college from Auburn schools (more than double the average for Alabama), the academic program is oriented in that direction. Extracurricular activities are broad in scope with a good balance between academic and service, civic, and athletic activities.