Major Requirements: The BA in Psychology requires 31–32 hours of major courses, which include a combination of introductory and advanced topics. In addition, students choose 9 hours of career-emphasis elective courses that help prepare them for future interests, such as graduate study or their career path in psychology.

Electives: Students are free to complete 26 hours of elective courses in any area of study they choose. These courses do not have to relate to the Psychology degree.

General Education Requirements: The Psychology degree requires 57 hours of general education courses that students complete over four years in addition to their major courses and electives.

View and download the full degree plan for our Psychology major (PDF).

A few examples of the Psychology major courses students take:             

• Social Psychology – Examines how people interact with and are influenced by others, including topics such as conformity and obedience, nonverbal behavior, person perception, leadership, and attraction.
• Abnormal Psychology – Addresses the causes, consequences, and cures for maladaptive behavior, such as depression, mood disorders, antisocial personality disorder, or schizophrenia.
• Biopsychology – Delves into the function and anatomy of the nervous system and the role it plays in directing perception, emotion, thought, memory, and motor behavior.

Experiential Learning and Research

As a Psychology major, you’ll graduate with practical experience you can put on your resume. Whether you choose a research assistantship, teaching assistantship or field internship, you’ll get a head start on your career.

For example, St. Edward’s students have recently explored how cues to status affect college students’ preferences for relationship partners, and how different types of distractions affect working memory. To get the full research experience, you’ll travel to a conference like the Southwestern Psychological Association or the Society for Personality and Social Psychology and present your work. These meetings give you a chance to see research that other undergraduates, graduate students and professors have conducted, network with graduate school in mind, and decide if a career in research is right for you.

Your internship depends on what you’re curious about: child development, mental health and mental illness, counseling, criminal justice, LGBTQIA+ issues or politics, to name a few. Students have recently interned at these Austin organizations:

• Center for Child Protection
• Lone Star Victims Advocacy Program
• Austin Family Institute
• National Alliance on Mental Illness
• QWell Community Foundation
• Therapists in private practice – several of them St. Edward’s graduates

Whatever setting you choose, you’ll discover how the psychology you learned in class translates into the world of work, and you’ll build your portfolio of professional skills.

The study of psychology enhances our understanding of how people think, feel, and behave. It provides valuable insight for every area of work and life, and aligns with any field of study. Students interested in learning more about how the human mind works and why people do what they do are encouraged to pursue a minor in psychology, which requires 18 hours of coursework

Required Courses:

• General Psychology (PSYC 2301)
• Lifespan Development (PSYC 2310)
• Social Psychology (PSYC 3319)
• 1 lower-division Psychology elective (PSYC 2300+)
• 2 upper-division Psychology electives (PSYC 3300+)

Major Requirements: The Bachelor of Arts in Political Science requires 45 hours of major courses, which include a combination of different political studies classes. In addition, students choose two of the following tracks: American Politics, Applied Politics, International Politics or Pre-Law.

Electives: Students complete 6 hours of Political Studies electives and 21 hours of elective courses in any area of study they choose. 

General Education Requirements: The degree requires 54 hours of general education courses that students complete over four years in addition to their major courses and electives.

View and download the full degree plan for our Political Science major (PDF).

A few examples of courses students in this major take:             

• Politics and the Media – explore how public officials, political campaigns, and interest groups attempt to influence media coverage.
• Civil Rights and Liberties – examine the way the U.S. Constitution protects individual rights in the context of competing claims by various groups and interests.
• Strategic Intelligence and Covert Action – delves into the role the intelligence community plays in American foreign relations.

What You Will Learn

• You’ll study how people obtain and use power at the local, state, national and international level.
• Your courses will teach you the history and theory behind the political process and then immerse you in the practice.
• You will learn how to work towards positive change in your community.

Skills You Will Gain

• Political Science will give you the knowledge required for understanding and navigating political processes at the local, national, and international levels.
• You will develop the analytical skills required for developing strategic political solutions for thorny issues of relevance for your community.
• You will sharpen your ability to critically assess how to translate your values into political action.

Experiential Learning

Your courses will teach you the history and theory behind the political process and then immerse you in the practice. Legislative Process and Lobbying meets when the Texas legislature is in session. You’ll alternate between attending classroom lectures and discussions on campus, and sitting in on hearings, debates and programs at the Texas State Capitol.

Scholarships, Conferences and Summer Institutes

Political Science majors have been selected for many competitive learning opportunities domestically and abroad. They include:

• The Benjamin A. Gilman International Scholarship, sponsored by the State Department, which offers grants to undergraduates to study or intern abroad in locations including Chile, Brazil and Morocco.
• The State Department Critical Language Scholarship, an intensive overseas language and cultural immersion designed to expand the number of Americans mastering foreign languages that are critical to national security and economic prosperity.
• The Public Policy and International Affairs Junior Summer Institute at Carnegie Mellon University, a highly competitive seven-week program that trains students in the quantitative, analytical and communication skills they’ll need to study public policy in graduate school and enter a career that serves the public good.
• The highly selective Harvard Kennedy School Public Policy Leadership Conference, which introduces students to graduate programs in public policy at Harvard.
• The John Jay Fellows Program in Philadelphia, a semester-long leadership development program based on Christian principles that prepares participants for careers in public service.

Internships

Every Political Science major completes at least one internship, but you’ll be encouraged to go beyond that requirement to expand your education. Students recently have interned with these organizations:

• No Labels, a Washington, D.C.-based organization that supports nonpartisan problem solving
• Office of Austin Mayor Steve Adler
• Office of U.S. Representative Lloyd Doggett
• Office of State Rep. Oscar Longoria
• Office of former Colorado Governor John Hickenlooper
• Office of Texas Governor Greg Abbott
• Beto O’Rourke Senate Campaign
• Texas Public Policy Foundation
• Texas Senate Finance Committee
• Equal Justice Center, a nonprofit law firm
• Workers Defense Project
• Foley & Lardner LLP
• Generation Citizen, a nonprofit that teaches middle- and high-school students civic participation and engagement strategies
• Mighty Citizen, a local marketing agency focused on promoting community-impact organizations
• Annie’s List
• Caritas of Austin
• Texas Democratic Party
• Congressional Hispanic Caucus Institute in Washington, D.C.
• Public Citizen, a nonprofit consumer advocacy organization
• Make-A-Wish Central and South Texas

Student Organizations

• The St. Edward’s Criminal Justice Club is a chapter of the American Criminal Justice Association, Lambda Alpha Epsilon. The club meets twice a month to hear guest speakers, go on field trips, offer community service, and complete training together.
• Alpha Phi Sigma is the national criminal justice honor society.
• Phi Alpha Delta, the pre-law organization, meets weekly to listen to guest speakers, learn about the law school admission process, participate in mentorship programs, do service work and learn about internships. The club also has a mock trial team that competes in events hosted by the American Mock Trial Association and Phi Alpha Delta. The team has traveled to Washington, D.C., to compete.
• Student Government Association represents the ideas and needs of all St. Edward’s students.
• Students for Sustainability educates the St. Edward’s community about eco-friendly practices and works with the St. Edward’s administration to implement environmental initiatives. Members help maintain the campus garden, learn about biking and public transportation, encourage fellow students to reduce their use of plastic water bottles, and have clothing swaps and upcycled craft nights.
• Hilltop Views, the weekly student newspaper, is published both in print and online. Student journalists report news from the campus and greater Austin community. You can get involved as early as your freshman year as a writer, editor, photographer or designer.
• The S.E.R.V.E. program, coordinated by Campus Ministry, connects you with volunteer opportunities in Austin. You can participate in a Saturday-morning program where you clean up a park or paint a school building, or commit to weekly service for the whole semester at an organization helping immigrants, children or the elderly.

Students interested in pursuing a role in law or government can enhance their knowledge and skill sets with a Political Science minor. Students must complete the 18 hours of required coursework.

Required Courses:

• American National Government
• International Relations
• Comparative Politics
• Any three upper-division Political Science courses

Major Requirements: The Bachelor of Arts in History requires 37 hours of History major courses, which include introductory courses in U.S. and World history, and advanced courses in U.S., European, and World History. Through these courses students build skills that help prepare them for future interests in a broad range of career fields. 

Electives: In addition to History classes, students complete 29 hours of elective courses in any area of study they choose. These courses do not have to relate to the History major.

General Education Requirements: The History degree requires up to 54 hours of general education courses that students complete over four years in addition to their major courses and electives.

View and download the full degree plan for our History major (PDF).

A few examples of courses students in this major take:             

• Introduction to Historical Methods – This class is designed to introduce students to how historians think, argue, research and write. The course will engage in a shared research project which will vary by semester.
• Civil Rights and Social Wrongs – This course is a survey of post-WWII movements for Civil Rights in the United States. The course explores issues of power, race, gender, and class in U.S. society.
• Wars of the 20th Century – This course will investigate causes and consequences of conflict focusing on how people understood a particular conflict and how it impacted different populations.

Learn by Doing

By interning with an organization focused on the preservation and teaching of history, you’ll improve your research and organizational skills and get a firsthand look at the complex decisions that are part of historical interpretation. History students have recently interned at the following:

• Texas Historical Commission
• Washington Center Internship Program
• Texas General Land Office
• Texas Military Forces Museum
• Bob Bullock State History Museum
• Texas State Cemetery
• Texas State Library and Archives Commission
• Texas State Historical Commission, Archeology Lab

Students who wish to broaden their knowledge of history are encouraged to pursue a minor in History. Take the Introduction to Historical Methods class and 15 more hours of courses on topics of your choosing, 9 of which are upper division.

To get a History minor, students must complete 18 total hours of coursework. 

Required Coursework (18 hours):

• Introduction to Historical Methods (required)
• Five History elective courses, with at least three upper-division courses

Major Requirements: The Bachelor of Arts in International Affairs requires 43-57 hours of major courses, which include a combination of global studies, history, and political studies. In addition, students choose both a regional concentration and a thematic concentration to specialize their studies.

Electives: Students complete 18 hours of elective courses in any area of study they choose. These courses do not have to relate to the major.

General Education Requirements: The degree requires 45 hours of general education courses that students complete over four years in addition to their major courses and electives.

View and download the full degree plan for our International Affairs major (PDF).

A few examples of courses students in this major take:

• Comparative Politics - identifies and explains the political, economic, and social differences between countries of the world.
• International Security and Conflict Resolution - explores the causes of war and the nature of diplomacy
• American Foreign Relations - delves into the interactions the United States has with other countries and the policymakers who craft those relations

What You Will Learn

• A variety of current and vital issues including challenges to democracy and freedom around the world; equity and inequality in the global distribution of wealth; the roles of identity and culture in societies; conflicts arising from nationalism and globalization; the causes of war and the means to promote peace, among others.
• To apply your knowledge to real life scenarios and simulations. You will explore the challenges and opportunities for cooperation between the governments and peoples of the globe, and use your knowledge to help devise solutions for international and transnational problems.

Skills You Will Gain

• Gain the knowledge base required for effectively understanding and engaging with crucial global issues.
• Gain the analytical skills required for making sense of how political, economic, and social factors interact on a global scale to produce local and international outcomes.
• Develop the critical thinking skills required for the design and assessment of solutions for existing global challenges. 

Experiential Learning

• Students will have the opportunity to participate in a Model Organization of American States conference with peers from other universities. They will take on the role of diplomats for a country in the hemisphere, and collaborate with other delegates on the solution of a crisis scenario. 

Internships

Internships help you develop cultural competency and gain experience in a professional work environment. Students have interned with these organizations:

• Henry Davis Foundation
• Global Austin
• The Refugee and Immigrant Center for Education and Legal Services (RAICES)
• Community development internship in Ecuador
• Equal Justice Center, a nonprofit law firm
• LifeWorks, an Austin agency that supports youth and families with housing, education and counseling
• AIDS Foundation Houston

Student Organizations

• The Kozmetsky Center of Excellence at St. Edward’s brings international experts to campus, either in person or virtually, to share their knowledge with the university community. Past speakers have included American and foreign diplomats, policy makers, university scholars, and leaders of the business, non-profit and cultural communities. You’ll have the chance to listen and ask questions of these global experts in sustainable development, peace and security, global health, climate change and global finance.
• Students for Sustainability educates the St. Edward’s community about eco-friendly practices and works with the St. Edward’s administration to implement environmental initiatives. Members help maintain the campus garden, learn about biking and public transportation, encourage fellow students to reduce their use of plastic water bottles, and have clothing swaps and upcycled craft nights.
• The S.E.R.V.E. program, coordinated by Campus Ministry, connects you with volunteer opportunities in Austin. You can participate in a Saturday-morning program where you clean up a park or paint a school building, or commit to weekly service for the whole semester at an organization helping immigrants, children or the elderly.
• Service Break Experiences give you the chance to travel to another community, volunteer and learn about local life. SBEs are built on ongoing relationships between St. Edward’s and the service location and require students to prepare — educationally and spiritually — for several months beforehand. The trips incorporate structured reflections so you’ll integrate what you’ve learned and use it to fuel your charity and justice work going forward. A hallmark of SBEs is their emphasis on living simply — you’ll leave your phone and other luxuries behind. In previous years, SBEs have gone to Peru, Canada, and India.

Traveling abroad is the perfect way to learn about another culture, government, and economy and strengthen your language skills. You’ll be able to study abroad at one of St. Edward’s partner universities across more than 15 countries, or take your studies almost anywhere in the world through another international education provider. You can also choose to intern abroad, helping increase your cultural agility, add to your skill set and expand your global network.

The St. Edward’s–Asia Pacific University dual-degree program gives you the chance to earn two degrees in four years and spend two years studying abroad. You’ll spend your first and fourth years of college at St. Edward’s, earning a Bachelor of Arts in International Affairs, and your second and third years at our partner university Ritsumeikan Asia Pacific University in Beppu, Japan, earning a Bachelor of Social Science degree. APU is a multicultural campus with students from nearly 100 countries and offers most classes in Japanese and English. Your courses there will focus on Asia Pacific studies and business. The dual degrees — along with the cultural understanding, language skills and international perspective you’ll gain — will make you a stronger applicant for jobs or graduate school.

Contact Dr. William Nichols williamn@stedwards.edu for more information.

Learn more about the Dual Degree Program

The minor in International Affairs is an asset for any student who wishes to add an international perspective to their education. Students are required to take 18 hours to complete the minor.

Required Courses:

• Global Issues
• One International Affairs area survey course and one advanced History, Political Science or Economics course in that region
• Senior Seminar in International Affairs
• One course from each thematic track (International Business & Economics, International Conflict, Cooperation & Security, and Global Public Health) 

Major Requirements: The degree requires 49 hours of coursework. All students take 25 hours of a core curriculum that includes introductory courses on sustainability and environmental science, as well as upper level courses on environmental politics and policy, research in environmental science and policy, and internship. In addition, students will choose between an environmental policy track more focused on politics, communication, law and economics, and an environmental science track more focused on biology and chemistry. 

View Degree Plan

Electives: Students complete 15 hours of elective courses in any area of study they choose. These courses do not have to relate to the major.

General Education Requirements: The degree requires 48 hours of general education courses that students complete over four years in addition to their major courses and electives.

A few examples of courses students in this major take:             

• Climate Change – explores the issue of global climate change through an interdisciplinary lens, covering the science, impacts on the environment and human populations, and management and policy responses
• Chemistry in the Environment - students learn about how nutrients and toxic chemicals move through the environment and what we can do to reduce their impacts, and participate in a hands-on service-learning project testing lead in tap water of at-risk homes in Travis County
• Environmental Politics and Policy – examines the political process through which environmental decisions are made and the different regulatory and market-based policy alternatives for achieving environmental goals. 
• Research Experience in Environmental Science and Policy – students train in research methods and design and conduct a guided research project on an environmental topic of their choosing. 

What You Will Learn

As an Environmental Science and Policy major, you’ll learn about both the natural world and the world of government and politics.

Experiential Learning

• Your courses will take you all over Central Texas, as you visit parks and preserves and conduct research in the field. Your classes will also feature guest speakers from local environmental organizations, helping you learn about potential career paths and start to build your network.
• Introduction to Sustainability is the first course you’ll take in your major. You’ll apply the sustainability concepts you learn to campus projects like planting and maintaining the campus garden. You’ll also research sustainability initiatives to pitch to school officials for potential adoption on campus.
• Natural Resource Conservation and Management emphasizes the real-world challenges of natural resource conservation and management. You’ll go on numerous outings to parks preserves and private lands throughout Texas to learn about different resource management techniques and meet professionals in the field.
• In Environmental and Ecological Field Methods, you’ll learn different methods natural and social scientists use to collect data for research. Students in this course recently studied how dockless scooters were affecting traffic and safety in central Austin and whether scooters are helping people drive less. They also measured the diversity of species in Blunn Creek, a preserve next to the St. Edward’s campus, comparing patches of forest that were mostly native trees and patches that had been taken over by invasive species.

Research

ENSP majors will work closely with faculty members to gain research skills and experience both in the laboratory and at our Wild Basin Wilderness Preserve. Funding is available through the Hook Fellowship for students interested in conducting field research at Wild Basin and other properties in the Balcones Canyonlands Preserve.  Students can also apply for the BSS Research Award to obtain funding to present their research at academic conferences. This research experience has been influential in enabling graduates to acquire positions with employers and graduate schools.

Internships

ENSP majors gain valuable practical experience conducting internships within the public, private and non-private sectors. ENSP majors have interned with state and federal legislators, state agencies such as Texas Commission for Environmental Quality, environmental organizations such as the Sierra Club, Nature Conservancy and Save Our Springs Alliance and private companies such as Freedom Solar and Wildlife Management Services.

Student Organizations

Students for Sustainability educates the St. Edward’s community about eco-friendly practices and works with the St. Edward’s administration to implement environmental initiatives. Members help maintain the campus garden, organize the campus Earth Day festival and initiate numerous sustainability measures on campus, including composting and reusable plates and silverware in the dining halls, clothing swaps and water-bottle-filling stations throughout campus.

The St. Edward’s Office of Sustainability offers internships and welcomes volunteers who help coordinate Earth Week and maintain the office’s blog.

Learning about environmental issues overseas can help you develop perspective on the problems American cities and states are trying to solve. In recent semesters, ENSP faculty have led environmental-themed study abroad programs in France, Costa Rica and South Africa, although this is not an exhaustive list of places you can study abroad.

Learn more about St. Edward’s enhanced study abroad opportunities with 20 partner universities across 17 countries and 5 continents.

In the Sustainable Development in Costa Rica source, you’ll take on a community service project; the program includes a study tour of Costa Rica, where you’ll explore issues of sustainable development and ecotourism.

Whether you are interested in environmental consulting, research management, or simply adding an environmental perspective to your prospective field of interest, a minor in Environmental Science and Policy can help you prepare for a more sustainably mindful career.

Required Coursework:

• Introduction to Sustainability
• Environmental Science
• Environmental Politics and Policy
• Two other upper-division ENSP courses
• One additional ENSP elective

Major Requirements: The BA in Criminal Justice requires 33 hours of core criminal justice major courses, which include a combination of foundation courses about the criminal justice system, corrections, law enforcement, theory, research methods, and statistics. Students then select 15 hours of upper level courses that align with their interests, i.e. Victimology, Drugs and Crime, Juvenile Justice, etc. 

General Education Requirements: The degree requires 54 hours of general education courses that students complete over four years in addition to their major courses and electives.

View and download the full degree plan for the major (PDF).

A few examples of courses students in this major take:

• American Court System – The history, structure, law and mechanics of criminal prosecution and adjudication in the United States.
• Crime, Justice, & Diversity - This course examines and critically analyzes the reflexive relationship and observed disparities between social constructions of race, ethnicity, gender, crime and justice. 
• Mock Trial – Explores effective advocacy, appropriate professional conduct, and trial preparation.  Students have the opportunity to participate in direct and cross examination of witnesses, opening statements, closing arguments, and the introduction of evidentiary exhibits.

What You Will Learn

This is a field that engages both the head and the heart: You will learn the law, how to process information, make smart decisions, people skills and the empathy contribute to something greater than yourself.

Experiential Learning

In Mock Trial, you’ll learn about the jury trial system by staging a trial for a fictional case. Each student in your class will act as both a lawyer and a witness. You’ll learn how to present opening statements and closing arguments, direct and cross-examinations of witnesses, and introduction of evidentiary exhibits. The class will introduce you to legal reasoning and argument in the context of trial advocacy.

In Victimology, you’ll complete the Texas Victim Assistance Training, a statewide educational program that trains new victim advocates in the basics of service delivery. Then, you’ll have the option to complete an additional 30 hours of more specialized credits in victim service training. Or, you can volunteer 20 hours with an organization that provides service and education for crime victims. Students have worked with Mothers Against Drunk Driving, Austin Police Department Victim Services, and the SAFE Alliance. In these settings, you’ll see real-world applications of what you’ve learned in class. This training background also can make you a more attractive candidate for future jobs and internships.

Internships

Internships help you understand professional work conditions and how the material you’ve learned in class looks in the real world. Students have interned with these organizations:

• Sobering Center Austin
• Juvenile Probation
• Austin Police Department
• Travis County Sheriff’s Office
• Travis County District Attorney’s Office
• Criminal Defense Attorney 
• Women’s Storybook Project of Texas - Nonprofit working with incarcerated mothers

Student Organizations

Alpha Phi Sigma is the national criminal justice honor society.

Phi Alpha Delta, the pre-law organization, meets weekly to listen to guest speakers, learn about the law school admission process, participate in mentorship programs, do service work and learn about internships. The club also has a mock trial team that competes in events hosted by the American Mock Trial Association and Phi Alpha Delta. The team has traveled to Washington, D.C., to compete.

Students who are interested in doing work related to the criminal justice system can expand their knowledge and experience by getting a minor in Criminal Justice. A minor in Criminal Justice is particularly helpful for students who are interested in pursuing criminal investigations and enforcement.

Required Courses for a Minor in Criminal Justice, General (18 hours):

• Administration of Justice
• Criminal Law
• Criminology
• 9 hours of the following upper division criminal justice courses

Required Courses for a Minor in Criminal Justice, Pre-Law (18 hours):

• Introduction to Criminal Justice
• Criminal Law 
• American Court System
• Criminal Procedure and the Constitution
• 6 hours of upper division criminal justice courses

Required Courses for a Certificate in Pre-Law (12 hours):

• Criminal Evidence and Proof
• Crime, Justice, and Diversity
• Mock Trial
• Criminal Procesure and the Constitution

Students must satisfy all General Certificate Requirements to be eligible to complete this certificate.

Major Requirements: The BS in Behavioral Neuroscience requires 60 hours of major-specific courses, which include a combination of psychology and natural sciences coursework. 

Electives: Students complete 39 hours of elective courses in any area of study they choose. These courses do not have to relate to the major.

General Education Requirements: The degree requires 748 hours of general education courses that students complete over four years, in addition to their major courses and electives.

View and download the full degree plan for the Behavioral Neuroscience major (PDF).

A few examples of courses students in this major take:

• Biopsychology – Delves into the function and anatomy of the nervous system and the role it plays in directing thought and behavior.
• Behavioral Neuroscience – Students will examine how the central nervous system mediates perceptions, emotions, memories, and other behaviors.
• Learning and Cognition - Students study how our experiences change the brain’s structure and how the brain works. The course examines learning principles, memory processes, language, and cognitive skills.

Skills You Will Gain

Behavioral Neuroscience majors are outstanding scientists with excellent research skills. You’ll develop those skills in classes that include labs, so you can apply what you’ve learned, and in internships and research you conduct with professors.

Research

Classes like Research Methods equip you with skills learned through hands-on experience. You’ll have the opportunity to assist faculty with their research projects and pursue your own area of inquiry. Behavioral Neuroscience majors have examined the following topics:

• The impact of recreational drug and alcohol use on stress response
• The impact of the COVID-19 pandemic on coping behaviors, relationships, and social media dependency
• The influence of race and gender on pain empathy
• How sex education shapes people’s attitudes about gender, bodily autonomy and sex
• How different types of trauma exposure are associated with the stress hormone cortisol

Students present their research at professional academic conferences like the Southwestern Psychological Association, the Society for Neuroscience and the Society for Behavioral Neuroendocrinology. They win national awards and are accepted into top graduate programs in the country.

Students are encouraged to gain internship experience at any point during their college career. Behavioral Neuroscience majors have recently completed internships at the following sites:

• MD Anderson Cancer Research Center
• The Twin Project at the University of Texas
• Pricilla Pond Flawn Child and Family Lab
• BlueSprig, which specializes in Applied Behavior Analysis therapy for children with autism
• Anxiety Treatment Center of Austin
• National Alliance on Mental Illness
• Center for Autism and Related Disorders
• Trinity Child Development Center

The Master of Science in Organizational Leadership prepares graduates to become intelligent, ethical, supportive leaders in a variety of roles, organizations and industries. Program Director Tom Sechrest explains how this St. Edward’s University graduate program prepares leaders to thrive and make a positive organizational impact. Check out this helpful Q&A with Sechrest.

Learning Goals:
After completing the online Master of Science in Organizational Leadership program, you will be able to:

• Demonstrate the ability to examine leadership issues from the vantage of the whole system to clarify purpose, align resources and mobilize change toward a preferred and sustainable future.
• Apply mindful leadership to help change efforts be more adaptable, resilient, entrepreneurial, creative, ethical and sustainable.
• Identify key issues in complex change efforts and then formulate appropriate interventions to achieve desired results.
• Take appropriate and grounded leadership actions that integrate individual and collective learning about change efforts, helping to collaboratively achieve transformational results consistent with an organization’s mission and values.
• Effectively communicate strategic direction, intent and process.

The curriculum for the MS in Organizational Leadership program consists of 10 core courses for a total of 30 credit hours. Courses are delivered in an accelerated online delivery format. Each course is seven weeks long, allowing students to take two courses per semester (thus qualifying for federal loan eligibility) and to complete the degree in five semesters (16 weeks). Courses are offered in a cohort format in which entering students complete all core courses with the same group of students.

Organizational Leadership Core Courses

• Leadership Foundations and Formation
• Principles and Practices of Organizational Change 
• Data Analytics for Leaders
• Becoming a Strategic Leader
• Cultural and Critical Inquiry
• Leadership and Social Justice
• Conflict Analysis and Resolution
• Executing Strategic Change
• Contemporary Issues in Leadership and Change
• Advocacy and Inclusivity in Organizations

For detailed degree requirements and course descriptions, please see the Graduate Bulletin or request more information.

At $37,260, the Master of Science in Organizational Leadership degree is a smart investment. The knowledge and skills acquired in this program prepare you for career advancement opportunities and rewarding work within public, private and nonprofit sectors.

Tuition* includes all course fees but does not include books, comprehensive fees or other course materials. Once accepted to the program, you are required to submit a $500 non-refundable tuition deposit. Deposits are applied toward tuition and secure your place in the upcoming class.

*Tuition is subject to change at the discretion of the St. Edward’s University Board of Trustees.

Financial Aid

The St. Edward’s University Financial Aid Office provides information about financial aid opportunities available to graduate students. Please visit our Financial Aid page or call us at 512-387-3110 if you are interested in additional details.

To apply for the Master of Science in Organizational Leadership program, students are required to have a bachelor’s degree from an accredited university. Review application steps and requirements for the program as well as key dates: Application Deadlines and Checklist

Need more information? Please contact an Enrollment Counselor at 512-326-7501.

Tom Sechrest, PhD
Program Director, Master of Science in Organizational Leadership

Tom Sechrest has had a long career in leadership development as an entrepreneur, in the public sector, private sector, nonprofit sector and higher education. Sechrest started his career as an entrepreneur in educational and industrial television, creating training films, documentaries, commercials and music videos for Don Kirshner’s Rock Concerts. 

Sechrest went on to serve as a television producer for the U.S. Department of Labor and led a national leadership development project there. He worked in corporate leadership and succession planning for AMD, then served as faculty chair for Leadership Austin before joining the faculty at St. Edward’s. 

Sechrest brings a depth of experience, connections both locally and globally, and ties to many professional organizations, including the International Leadership Association, the Academy for Human Resource Development, the Association for Practical and Professional Ethics, and the Phi Kappa Phi Honor Society.

Leslie Loughmiller, EdD
Department Chair and Associate Professor of Education for the School of Behavioral and Social Sciences

Leslie Loughmiller holds a bachelor’s degree in special education from Texas Tech University, a master’s degree in Special Education Diagnostician from Texas State University, and a doctorate of Education in Higher Education Leadership from Nova Southeastern University of Florida.

Loughmiller has been an educator for over 25 years in the areas of special education, elementary education, early childhood, elementary curriculum development, higher education leadership and adult education. Her time and service in higher education has been spent teaching and mentoring pre-service teachers and graduate students as well as developing programs and courses for university programs.

In addition, Leslie provides service to her profession as one of the members of the editorial review board for a researched-based journal in special education, the Journal of the American Academy of Special Education Professionals, serves on Pre-K–12 education and educational leadership research dissertation committees and has served on the school board for many years for a private school for special needs adolescents in the Austin area.

Kris Sloan, EdD
Associate Professor of Education in the School of Human Development and Education

Kris Sloan is the director of the Master of Arts in Global Development Practice program. He teaches courses on culture, curriculum, pedagogy, leadership, ethics and educational policy at both the graduate and undergraduate levels. Sloan has published works on anti-oppressive pedagogy, educational policy, teacher education and assessment literacy. He has worked as a professional curriculum designer and has taught in the United States and abroad.

Shelbee Nguyen Voges, PhD
Associate Professor of Education

Shelbee Nguyen Voges is director of the Master of Arts in Educational Innovations program. Voges has more than 10 years of teaching experience in adult and higher education contexts. Her research explores the practice of adult learning theory targeting experiential learning, narrative, critical reflection and sociocultural influences on study abroad participation.

The Master of Arts in Counseling degree prepares students to become professional counselors with a strong ethical foundation and social justice orientation. Program Director Melissa Alvarado explains how this St. Edward’s program gives students an edge as they enter a strong and vibrant alumni community of MA in Counseling graduates. Check out this helpful Q&A with Alvarado.

Learning Goals

Upon completion of the MA in Counseling program, graduates will be able to demonstrate the following:

• Knowledge and skills associated with professional orientation and ethics in counseling. 
• Knowledge of social and cultural diversity understanding through theories of multicultural counseling and the promotion of diversity among different communities and mental health settings.
• Knowledge of systemic and environmental factors that affect human development, functioning and behavior.
• Counseling skills and dispositions necessary to establish therapeutic relationships with clients. 
• Knowledge of various theories and models of counseling and begin to formulate their own theoretical orientation. 
• Knowledge of group counseling processes and competency in preparing and facilitating group counseling
• Understanding of career development, including theories, assessments, career resources, and the interrelationship between career and other life roles.
• Gaining and applying knowledge in the use of assessment in counseling.
• Understanding and applying quantitative and qualitative research methods as well as program evaluation to inform evidence-based practice.
• Knowledge necessary to address a wide variety of circumstances within the context of clinical mental health counseling (CMHC).
• Development of treatment plans, clinical documentation and conceptualization skills (CMHC).
• Knowledge necessary to address a wide variety of circumstances within the context of marriage, couple and family counseling (MCFC).
• Development of treatment plans, clinical documentation and conceptualization skills within the context of marriage, couple and family counseling (MCFC).
• Appropriate counseling dispositions and behaviors expected of professional counselors.
• Academic requirements to apply for a provisional license from the Texas State Board of Licensed Professional Counselors, the Texas State Board of Licensed Marriage and Family Therapists, or both. 

Students who meet the above requirements will receive a Master of Arts in Counseling degree from St. Edward’s.
 

Career Outcomes

The MA in Counseling prepares students to become professional counselors or marriage and family therapists. Graduates of the program may choose to focus on working with children, adolescents, adults, families and/or couples, with the primary goal of helping clients address personal, social, educational or career challenges and improve their overall well-being.

To become a Licensed Professional Counselor (LPC), graduates must:

• Pass the National Counselor Exam (NCE) to fulfill the Texas state board requirement to become Licensed Professional Counselors and
• Complete 3,000 hours of supervised field experience with a temporary license (LPC Associate) under a board-approved supervisor (LPC-S)

Our master’s in Counseling program has a 95% passing rate for the National Counselor Exam (NCE).

To become a Licensed Marriage and Family Therapist (LMFT), graduates must:

• Pass the state AMFRTB examination to fulfill the Texas state board requirement and
• Complete 3,000 hours of postgraduate supervised field experience with a temporary license (LMFT Associate) and a board-approved LMFT supervisor (LMFT-S)

The following documents represent an assessment of student learning within the Master of Arts in Counseling (MAC) program:

• CACREP Vital Stats Summary 2023–2024
• 2023–2024 Annual Report
• Archived Reports

The professional counseling programs at St. Edward’s University educate, train and prepare highly skilled, ethical, compassionate mental health professionals grounded in humanistic values that focus on prevention, wellness, personal growth, and a commitment to respecting and promoting human dignity.

Our programs emphasize the client-counselor relationship, and creative and experiential modalities Our curriculum reflects multiple and varied theoretical perspectives with guidance to support students in developing their own framework for community and clinical practice.

Our programs create a transformative environment that allows students to enter their field with an understanding of their own social locations and the role of power, privilege, and difference within institutional, social, intimate, and therapeutic relationships. 

St. Edward’s University has a commitment to social justice which is embodied and embraced across the curriculum in content such as counseling with diverse populations, pro-social autonomy across the lifespan, and community/professional advocacy for the populations we serve. These ideals and many more are fostered within a dynamic, multi-modal learning setting in which critical thinking and the creation and integration of knowledge and experience are celebrated. 

The Master of Arts in Counseling program at St. Edward’s takes pride in creating life-long learners.

The Master of Arts in Counseling is typically completed in about two and a half to three years. Students can elect to take classes part-time or full-time. Most students complete the program in eight semesters and attend year-round (fall, spring, summer). For more information, review the suggested Course Sequencing Guide included below with each concentration.

Face-to-face classes meet once per week each week of the semester. Blended classes are typically taught at a ratio of 75% face-to-face with the remaining instruction online. 

For detailed degree requirements, please view and download the Graduate Bulletin PDF or request more information.
 

Experiential Training

During the last three semesters of the program, students complete field experience hours at the St. Edward’s Community Counseling Clinic and field sites in the Austin area. At the end of the program, students will accrue at least 700 total practice hours. Experiential courses include the Counseling Practicum and two internships.

Our highly accomplished faculty in the MA in Counseling program are working mental health professionals with extensive expertise and research in the field.

Melissa Alvarado, PhD
Associate Professor and Chair of the Department of Counseling

Melissa Alvarado earned her PhD in Counselor Education and Supervision from Texas A&M University-Corpus Christi (CACREP-Accredited). Alvarado is a Licensed Professional Counselor (LPC) and Board Approved Supervisor (LPC-S) in Texas. Most of her clinical work has been with adolescent and adult survivors of trauma. She is an active member of many professional counseling associations and regularly presents at national, regional and state conferences. Her research interests include positive youth development, supervision best practices, yoga and mental health, and counselor self-care.

In 2017, Alvarado was awarded the Humanistic Clinician Award by the Association for Humanistic Counseling. This award recognizes a clinician who holds a notable humanistic philosophy of counseling that resulted in an impact on their community or clients. 

Alvarado has taught a variety of classes in the counseling curriculum. Her favorite courses to teach are professional orientation, ethics and practicum.

Bill McHenry, PhD
Associate Professor of Counseling

Bill McHenry is a Licensed Professional Counselor (LPC) in Texas as well as a National Certified Counselor (NCC). He has worked with clients across the spectrum ranging in age from 3 to 96. He has provided professional counseling in a variety of settings including schools, mental health agencies, community counseling clinics, rehabilitation agencies and college counseling centers. 

McHenry is the co-author of six books on counseling and 18 peer-reviewed journal articles. He has presented at the international, national, regional and state levels on numerous counseling topics.

Currently, he is working on his next book in the area of human growth and development along with an article on the neurobiological implications of music therapy on clients’ brains and clinical implications.

Throughout McHenry’s career, he has taught nearly every course in a standard counseling program. Among his favorites are addiction counseling, play therapy, skills and techniques, and counseling theories. 

Kerrie Taylor, PhD
Associate Professor of Counseling 

Kerrie Taylor is a Licensed Professional Counselor (LPC). She received her MA in Marriage and Family Therapy from the University of Central Florida and her PhD in Counselor Education from Idaho State University. She has worked with clients across the lifespan while specializing in counseling adults with severe and persistent mental illness who are involved with the criminal justice system and adults with co-occurring disorders. 

Taylor also enjoys collaborating with interdisciplinary professionals for research, education and advocacy efforts. She has presented at several national, state and local conferences on topics including neuroscience, pedagogy and integrating technology with clinical supervision, and she frequently facilitates professional trainings.  

Taylor currently has articles in submission to national journals and is drafting an article regarding ethical gatekeeping practices in counselor education. She is an enthusiastic researcher and is particularly interested in qualitative methodologies and mixed-method studies. Her current research interests include critical pedagogical interventions, gatekeeping practices in counselor education, technology in the classroom and supervision, and ethical decision-making. 

Taylor has experience teaching classes across the mental health core curriculum and particularly enjoys teaching diagnosis, ethics and techniques.

Tiffany Bordonada, PhD
Associate Professor of Counseling 

Tiffany Bordonada earned her PhD in Counselor Education and Supervision from the University of South Carolina (CACREP-Accredited) and is a National Certified Counselor (NCC). Most of her clinical experience includes working with adolescent offenders in a residential treatment program, young adults in an outpatient setting, and group work with parents of a child with autism spectrum disorder (ASD). 

Bordonada is an active member of many professional counseling associations and regularly presents at national, regional and state conferences. Her research interests include caregiver identity, grief and loss, autism, adolescent mental health, and chronic sorrow. She has taught across the counseling curriculum. Her favorite classes to teach include counseling diverse populations, group counseling, grief and loss, theories, and field experience courses. 

Alexis L. Croffie, PhD
Assistant Professor of Counseling

Alexis L. Croffie earned his PhD in Counselor Education from Texas Tech University (CACREP-Accredited). He is a Licensed Professional Counselor (LPC) in the state of Texas. Most of his clinical experience includes working with survivors of crime, individuals with chronic pain, and LGBTQ+ communities. Additionally, he is a Certified Therapeutic Game Master and incorporates Table-top Role-Playing Games (TTRPGs) such as Dungeons and Dragons in his clinical work.

Croffie is an active member in many professional organizations including, but not limited to, the Texas Counseling Association; Texas Association for Counselor Educators and Supervisors; and the Texas Society for Sexual, Affectional, Intersex, and Gender Expansive Identities.

Croffie has a strong enthusiasm for the growth of research in the field of counseling. His current research interests include international populations (ex: immigrants, international students, etc.) and their children; ethics in counseling; individuals with invisible disabilities (ex: chronic and terminal illnesses, neurodivergent populations, etc.); pop-culture interventions in counseling; and LGBTQ+ populations. He specializes in qualitative research and enjoys hearing the stories of his research participants.

Croffie has taught a variety of core courses within the counseling profession. His favorite courses to teach include ethics, intro to family systems, counseling theories, and field experience courses. Through a blend of small group discussions and class lectures, he hopes to foster connections between his students to help them grow into strong professional colleagues.

Marcus Folkes, PhD
Assistant Professor of Counseling 

Marcus Folkes is a Licensed Mental Health Counselor (LMHC), Licensed Professional Counselor (LPC), Internship Coordinator and Qualified Supervisor. He received his MS in Clinical Mental Health Counseling from Bethune Cookman University and his PhD in Counselor Education and Supervision with a specialization in advanced counseling from the University of the Cumberlands. He has worked with clients across the lifespan while focusing and specializing in counseling adolescents and young adults with adjustment or traumatic stress who are involved in the child welfare system. 

Folkes enjoys advocating for diversity, equity and inclusion in collaboration with other professionals. He has presented at many state conferences and local conferences on topics such as mental health basics, resiliency in youth, trauma-informed care, self-care, intergenerational and transgenerational trauma, and mental health stigma. He has contributed to scholarly book chapters and newsletters, relating to the counseling field. 

Folkes’s current research interest includes creative interventions/modalities in psychotherapy; historical, racial, and generational trauma; and utilizing technology and gaming in andragogical and pedagogical educational practice. He is an enthusiastic practitioner, who finds joy in adding new knowledge and research to develop and enhance the field of counseling. He is particularly interested in quantitative research modalities. 

Folkes has experience teaching classes across mental health core courses and particularly enjoys courses focused on diagnosing and treatment planning, legal and ethical issues, human sexuality, and psychopharmacology.

Dynetta Clark, PhD
Clinical Assistant Professor of Counseling and Director of the St. Edward’s Community Counseling Clinic

Dynetta Clark is a Licensed Professional Counselor (LPC), Licensed Mental Health Counselor (LMHC), National Certified Counselor (NCC) and Approved Clinical Supervisor (ACS). Clark has provided individual, group, and crisis counseling services to individuals and families across the lifespan in various settings, including schools, home-based services, residential services, college counseling centers and community mental health settings. She also has nearly 15 years of providing clinical and administrative supervision. 

Clark is a member of several professional counseling associations. Her research interests include supervision, counselor preparation and trauma. She enjoys teaching experiential courses like skills, practicum and internship. 

Jessenia Garcia, PhD
Assistant Professor of Counseling

Jessenia Garcia is a first-generation college graduate and the daughter of Mexican and Salvadoran immigrants. She is a proud roadrunner as she completed her master’s and doctoral degrees from The University of Texas at San Antonio. 

Garcia is a Licensed Professional Counselor (LPC) in private practice, where she specializes in working with adult children of immigrants and high-achieving BIPOC professionals, and conducts forensic mental health evaluations for immigration cases. Garcia’s clinical experiences also include working in eating disorder treatment centers, college counseling centers, adolescent transitional living, and in the school system. 

Garcia enjoys working on research projects with students. Her research interests include bilingual counseling, Latine mental health concerns, first-generation wellness and ethnic/racial identity development. She was named a 2022–2023 American Association of Hispanics in Higher Education (AAHHE) Faculty Fellow and a graduate fellow of Texas Chicanos in Higher Education (TACHE). 

Garcia holds several leadership positions with professional counseling organizations. Her favorite classes to teach are counseling diverse populations, group counseling, assessment techniques and practicum.

Sarah Agarwal, PhD
Assistant Professor of Counseling

Sarah Agarwal earned her PhD in Counseling from the University of North Texas and is a Licensed Professional Counselor (LPC) in Texas, a National Certified Counselor (NCC) and a Registered Play Therapist. She is also a Certified Sandtray Therapist and certified Child-Parent Relationship Therapist Supervisor. Most of her clinical experience includes working with children, teens, parents and families across various settings including community agencies, residential treatment centers and private practice. She is also a member of many professional counseling associations and regularly presents at national, regional and state conferences.

Agarwal is active in research scholarship. Her research interests include working with children through play therapy, providing training to parents and teachers, integrating sandtray therapy into practice, and the effectiveness of counseling interventions. She has research experience utilizing qualitative and quantitative research methods but enjoys quantitative research paradigms to investigate the effectiveness of various counseling approaches.

Agarwal has taught courses across the counseling curriculum. Her favorite classes to teach are play therapy, ethics, counseling theories and experiential courses including practicum and internships.

Quinn Smelser, PhD
Assistant Professor of Counseling 

Quinn Smelser earned her PhD in Counseling from The George Washington University (CACREP- Accredited). She is a Licensed Professional Counselor (LPC), Licensed Clinical Professional Counselor (LCPC), Registered Play Therapist-Supervisor, National Certified Counselor (NCC), and a Board Approved Supervisor (LPC-S). 

Smelser’s clinical work is primarily focused on helping children and adolescents experiencing trauma and gender identity exploration as well as working to empower caregivers and parents to better understand themselves in order to care for their children. She has worked in urban, rural and suburban communities, under government-funded grants, and in homes, schools, and residential treatment.

Smelser is an active member of many professional counseling and play therapy associations and regularly presents at national, regional and state conferences. Her research interests include attachment in child-caregiver dyads and the counseling process; trauma-informed care in play therapy; grief and loss; and gender identity in children and adolescents. She has published many scholarly book chapters and peer-reviewed research articles on grief and loss, spirituality, play therapy, family therapy, trauma-informed best practices and LGBTQ issues such as gender identity exploration.

Smelser has taught courses across the counseling curriculum. Her favorite classes to teach are counseling children and adolescents, grief and loss, and field experience courses.

Crystal Morris, PhD
Visiting Assistant Professor of Counseling

Crystal Morris is an educator, counselor and mentor, inspiring youth and people of all ages. She has been in the education field for over 12 years, working with at-risk youth, young adults, military service members, veterans and families. She is currently a Licensed Professional Counselor Supervisor (LPC-S), National Certified Counselor (NCC), Certified School Counselor (CSC), and owner and clinical director at Butterflies Prospering Wellness Company.

Morris has worked as a professional school counselor, educator, graduate research assistant, military family life counselor and private practice therapist. In addition, she is the author of The Butterfly Effect: Living the Single Life Through God's Eyes, 21 Days of Positive Living, and the upcoming book in the series, The Butterfly Effect: Establishing Healthy Relationships. 

Morris graduated with her PhD in Counselor, Education, and Supervision from The University of Texas at San Antonio. Her research interests focus on mindfulness-based strengths practices, character strengths, and positive psychology as interventions to explore relationship satisfaction in female survivors of military sexual trauma. Her research also explores holistic wellness; mental health in the Black, African American communities; multicultural competent and social justice advocacy in counseling; ethics in counseling; relationships (couples); sexual abuse/trauma in women; and PTSD/trauma.

At $1,610 per credit hour, our 60-hour, Master of Arts in Counseling degree is a smart investment. The skills acquired in this program position you for a career as a Licensed Professional Counselor (LPC) or a Licensed Marriage and Family Therapist (LMFT) in Texas. Tuition* includes all course fees but does not include books, comprehensive fees or other course materials. Once accepted to the program, you are required to submit a $500 non-refundable tuition deposit. Deposits are applied toward tuition and secure your place in the upcoming class.

*Tuition is subject to change at the discretion of the St. Edward’s University Board of Trustees.
 

Financial Aid

The St. Edward’s University Financial Aid Office provides information about financial aid opportunities available to graduate students. Call us at 512-387-3110 if you are interested in additional details.

To apply for the Master of Arts in Counseling program, students are required to have a bachelor’s degree from an accredited university. Review a complete checklist, including application steps, requirements for the program and key dates.

Need more information? Please contact an Enrollment Counselor at 512-326-7333.

The Master of Education in Applied Behavior Analysis program prepares students to create transformational change in the lives of clients and their families. Program Director Dr. Cayenne Shpall explains how this program at St. Edward’s University leads to graduates making a significant impact. Check out this helpful Q&A with Dr. Shpall.

Learning Goals

With your MEd in Applied Behavior Analysis, you’ll be prepared to:

• Employ a deep understanding of applied concepts and principles of behavior analysis.
• Practice effective research methods including measurement principles, data analysis and experimental design.
• Understand behavior change in clients and specific procedures to help create positive change.
• Conceptualize, analyze and implement effective applied behavior analysis programs.
• Demonstrate advanced knowledge of the theoretical foundations of ethical and professional conduct.

Career Outcomes

The rising diagnosis rate for children with autism spectrum disorder has led to a demand for specially trained professionals. The career outlook for behavior analysts is strong, with nationwide growth projected at 20% by 2029. That growth level is considered significantly faster than average by the Bureau of Labor and Statistics, projecting long-term career stability. 

With your advanced degree, you’ll be highly sought after for career opportunities in K–12 schools and other professional settings that serve individuals with developmental and behavioral disorders.

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The Online Master of Education in Applied Behavior Analysis is a 30-credit hour program that you can complete in 21 months while working full-time. Courses are offered in a 7-week accelerated online format and taken one at a time. The program culminates with experience-based courses — Practicum I: Seminar Course and Practicum II: Supervised Clinical Experience. 

Semester 1

Principles of Applied Behavior Analysis I

Foundations of Behavior Analysis

Semester 2

Ethical Issues and Professional Standards in Applied Behavior Analysis

Behavioral Research Methods

Semester 3  

Functional Behavior Assessment

Development of Applied Behavioral Analysis Intervention Programs

Semester 4

Organizational Behavior Management

Child Development: A Behavioral Systems Approach

Semester 5

Practicum I: Seminar Course

Practicum II: Supervised Clinical Experience
 

The Association for Behavior Analysis International has verified the above courses toward the coursework requirements for eligibility to take the Board Certified Behavior Analyst® or Board Certified Assistant Behavior Analyst® examination. Applicants will need to meet additional requirements before they can be deemed eligible to take the examination.

For detailed degree requirements and course descriptions, please see the Graduate Bulletin or request more information.

If you want to make a difference for children and young people with autism or other disabilities and special needs, the online Certificate in Applied Behavior Analysis from St. Edward’s University could be right for you. In as few as 14 months, you can develop the skills and knowledge you need to pursue certification as a Board Certified Behavior Analyst (BCBA) in schools and other settings — all while continuing to work in full-time employment.

This non-degree graduate certificate can be completed while also pursuing an online graduate degree or as a stand-alone certificate. Learn more about the Certificate in Applied Behavior Analysis.

Cayenne Shpall, PhD, BCBA-D, LBA
Program Director, Master of Education in Applied Behavior Analysis
Cayenne Shpall is a doctoral-level Board Certified Behavior Analyst who has worked with individuals with disabilities since 2009. Her clients have ranged from 2 to 30 years of age. Throughout her career, she has worked in a variety of settings including school, clinic, community and home environments where she has consulted with caregivers, teachers, therapists and community members. In addition to her role as program director at St. Edward’s University, she is also a clinician and provides direct supervision to behavior analysts in the field. 

Dr. Shpall is also the director of Training and Research at Galliant Autism Care. Her research and clinical interests include working with children and their families to develop functional communication, decrease severe challenging behaviors, increase tolerance to delays to reinforcement, increase social and emotional development; and cultivate an assent-based practice of behavior analysis and collaboration among health service providers.

Cyndi O’Toole, Ph.D, BCBA-D, LBA 
Clinical Assistant Professor
Cyndi O'Toole is a special educator and Board Certified Behavior Analyst-Doctoral (BCBA-D) with 20 + years working in public education, adult education, and the private sector. Cyndi specializes in parent collaboration and support, understanding educator knowledge and use of evidence-based practices, and working with children who have autism.  In addition to her role as a professor at St. Edward's University, she is also a clinician who works with families and their children in the home environment. 

Molly Oshinski, PhD, BCBA-D, LBA
Adjunct Professor
Molly Oshinski is a Board Certified Behavior Analyst and has experience working with ages 2–80 which has given her a unique perspective to always consider the long-term effects that therapists can have when working with clients. She is also co-founder and CEO of Pickle System which creates animated video models to teach a large variety of daily living skills to individuals with disabilities. She is a PhD candidate at The University of Texas at Austin with research that examines the effectiveness of animated video models in teaching menstrual care to individuals with autism.

Michelle Kuhn, PhD, BCBA-D, LBA
Adjunct Professor
Michelle Kuhn is the chief clinical officer at Galliant Autism Care as well as a professor in this program. She has been in the field of special education for over 15 years and has been teaching in higher education for over five years. In that time, she has worked in schools, homes and clinics with individuals from early intervention through adulthood. Her focus has mostly been on individuals with ASD and other developmental disabilities, and her research focus has been predominantly on social communication and staff training. 

Dr. Khun is originally from the south side of Chicago and completed both her undergraduate and master’s at the University of Illinois. She later completed her PhD at The University of Texas at Austin. Her teaching philosophy promotes a real-life view of coursework and material. As a teacher, her goal is not just to help you learn textbook lessons, but to help you think about and apply those in real life, and work to communicate with the primary people in clients’ lives to get buy-in and collaboration across the board. With this, she hopes to promote an atmosphere of communication and partnership in class to assist with the use of these skills outside of class.

Brandy Windham, SLP, BCBA,  LBA-TX
Adjunct Instructor
Brandy Windham is a Speech and Language Pathologist and Licensed Behavior Analyst. She received her degrees from The University of Texas at Austin and started her career as an SLP in the schools. Windham specializes in early intervention for children with autism and is currently the executive director of Building BLOCS, a speech and ABA center in Austin. She is an instructor at The University of Texas and St. Edward's University. She teaches undergraduate- and graduate-level students in the Communication Interventions, Assessment, Functional Behavior Assessment, Child Development and Ethics in Behavior Analysis.

Jacob Watson, MEd, BCBA, LBA-TX
Adjunct Instructor
Jake Watson became a BCBA in 2020 at the start of Covid and was thrown into clinical supervision while short-staffed and overwhelmed. That sparked a passion for Organizational Behavior Management (OBM) and how to improve organizational and individual performance. His passion led to becoming an OBM specialist in 2021, and he has since started his own business with his wife (who’s also a BCBA!). His passion and mission are to educate, equip and empower others in OBM and performance using behavior analysis as a framework for creating lasting behavior change.

At $37,260, the Master of Education in Applied Behavior Analysis (MEd-ABA) degree is a smart investment. The knowledge and skills acquired in this program prepare you to take the Board Certified Behavior Analyst® exam and enter a rewarding career as a BCBA. 

Tuition* includes all course fees but does not include books, comprehensive fees or other course materials. Once accepted to the program, you are required to submit a $500 non-refundable tuition deposit. Deposits are applied toward tuition and secure your place in the upcoming class.

*Tuition is subject to change at the discretion of the St. Edward’s University Board of Trustees.

Financial Aid

The St. Edward’s University Financial Aid Office provides information about financial aid opportunities available to graduate students. Please visit our Financial Aid page or call us at 512-387-3110 for additional details.

To apply for the Master of Education in Applied Behavior Analysis (MEd-ABA) program, students are required to have a bachelor’s degree from an accredited university. Review application steps, key dates and requirements for the program.

Need more information? Please contact an Enrollment Counselor at 512-326-7501.