TC College Advising Program
September 11, 2017 - December 18, 2017
Course Format: 15 Online Asynchronous Modules
The asynchronous model allows you to take courses as your schedule permits.
Registration Fee: $350 per participant - does not include any additional p-credit fee (if applicable)
Questions? Send an email to email@example.com
School counselors, college access professionals, other educators, and community stakeholders play an integral role in the college application process. Students and families who are new to the college application and financial aid process often find themselves lost among forms, deadlines and higher education language that does not resonate with them. Students and families, especially those in underserved high schools, are more likely to report feeling ill-prepared for this process. As a result, many of these students decide not to attend college or limit their possibilities to two-year or under-resourced colleges.
Dedicated counselors, educators, and other stakeholders who are specifically trained in college advisement can close the gap in knowledge around higher education. Counselors are vital to a student’s academic success because they demystify the college admissions process. TC CAP-online seeks to provide targeted curriculum on college advising, improve professional competence, and increase college opportunities for underserved high school students. This program will achieve this by:
- offering a specialized curriculum in college advising with an emphasis on serving high performing and low income students
- reducing the inequities in college attendance and graduation for underserved students by training culturally competent school counselors and advisors
- creating strategic alliances and partnerships in the community to enhance outreach and service delivery
- building a well-trained, diverse, and vigorous workforce of school counselors and paraprofessionals who will serve as agents of change and social advocates in reducing disparities in higher education
TC CAP is affiliated with the School Counseling Masters of Education (Ed.M.) program in Psychological Education at Teachers College, Columbia University. This degree-granting program prepares students to practice school counseling and provides them with the necessary coursework and training to obtain school counseling certification in New York State. For more information regarding the school counseling master's program.
The College Advising Continuing Education program was made possible, in part, by a grant from the Jack Kent Cooke Foundation.
Program of Study
Through didactic instruction, research based curriculum and readings, peer and experiential learning and practical “hands on” training, the program will cover the below information throughout a series of modules.
- Overview and Introduction to College Admissions Counseling and the Role of Counselor
- Cultural Competence- Individual and Systematic Counselor cycle
- Ethical Issues and Decision Making Models
- Developmental Theories
- College Matching
- College Entrance Exams
- Parts of the Application
- Metrics for College Access and Success
- Navigating Financial Aid
- Serving Specific Populations:
- Undocumented Students
- First Generation Students
- Homeless Youth
- Students in Foster Care
- Student Athletes
- Military Academics
- Students with Disabilities
- Students of Color
Who Should Attend
This program is opened to interested participants who are currently pursuing a school counseling degree, professional school counselors, college access professionals, and community stakeholders who would like to deepen their understanding and gain specialized training in the topic of college advisement with a special emphasis on high-achieving students with great financial need.
Riddhi Sandil, Ph.D.
I received my Ph.D. in Counseling Psychology from the University of Iowa and am currently serving as the Program Coordinator of the Ed.M. program in Psychological Counseling at Teachers College, Columbia University. I believe that there are multiple factors that impact human adaptation. Biological predisposition, social context, psychological health, availability of choices and freedom and the ability to exercise personal privilege influence an individual's life path and overall well-being. As a researcher, whose professional and personal identity is strongly influenced by multiculturalism and social advocacy, I am interested in understanding how these factors interact and predict psychological health. My scholarly interests lie in the pursuit of evaluating bio-psycho-social factors and their impact of individual differences and self-determination.
Furthermore, I am a licensed psychologist and my clinical interests include complex trauma, working with marginalized/minority populations, women's concerns, identity development, individuation and family of origin concerns. I approach my personal and professional life from a relational, feminist and multicultural framework and enjoy developing mutually empowering and empathic relationships with others. In my free time, I enjoy independent cinema, spending time with loved ones and pop culture.
The instructor for the course is Rebecca (Becky) Reed. Becky is finishing her Ph.D. in Counseling Psychology at Teachers College, Columbia University. Previously, Becky earned an Educational Masters in Psychological Counseling with a specialization in School Counseling from Columbia University. She has eight years of experience working as a school counselor in New York City. As a school counselor, she has worked with 6th to 12th graders as they develop their emotional, social, and career pathways. Throughout her work, she has paid a particular attention to working on the college process with students, parents, and teachers. Becky’s interests focus on college access, integrating research on social class and education, and supporting first generation students apply and persist through college. Her dissertation research examined the challenges poor/working-class college students experience and the resiliency factors that help them promote positive psychological outcomes. In her free time, Becky enjoys the beach, yoga, cooking, and traveling.
All participants who complete the 15 modules during the specified enrollment period will receive a Certificate of Completion and 3 Continuing Education Units, 30 CTLEs or 3 p-credits.
Any attendee who is taking this course for CTLE credit for NY State must enter their name exactly as it appears on the TEACH website in accordance with NYSED requirements.