Assistant/Associate Professor of Counselor Education -State University Faculty

All Job Postings will close at 12:01 a.m. CT on the specified Closing Date (if designated).
Working Title:
Assistant/Associate Professor of Counselor Education -State University Faculty
Institution:
St. Cloud State University
Classification Title:
State University Faculty
Bargaining Unit / Union:
209: Inter Faculty Organization
City:
St. Cloud
FLSA:
Job Exempt
Full Time / Part Time:
Full time
Employment Condition:
Unclassified - Unlimited Academic
Salary Range:
$64,963.00 - $193,146.00
Job Description
Minnesota needs clinical mental health counselors and school counselors, and this program prepares them. We are looking for a counselor educator who wants real influence over how that happens.
The Clinical Mental Health Counseling and School Counseling programs at St. Cloud State University invite applications for a tenure-track Assistant or Associate Professor of Counselor Education, beginning August 16th, 2027.
We are a small faculty running daytime cohort programs with our own on-campus training clinic, live supervision, and a set of community partnerships that are already operating and open to a new colleague’s ideas. Because the faculty is small, your voice on curriculum, clinical training, and program direction will matter from your first semester – not your seventh year.
We are open on specialty. We are seeking an excellent counselor who can contribute broadly across the CACREP core curriculum, not a candidate in any single subfield. Your particular clinical and scholarly expertise – whatever it is – will help determine what we build next.
How teaching works here.
A 3/3 graduate load. Graduate courses are weighted at 4 credits in the 24-credit IFO academic year-some clinical courses at five -, so a full graduate load is 6 courses per year rather than 8.
Daytime only. Our programs run on a cohort model with daytime classes. Students know their full schedule from admission to graduation, and so do you. In counselor education, where evening teaching is the norm, this is unusual.
No faculty member owns a course. Faculty submit teaching preferences annually. If you want to teach a course several years running to develop it, you can. If you want to move into something new, you can. We deliberately distribute the first-year content sequence – the heaviest teaching in the program, with intensive skills feedback and the beginning of gatekeeping – across the whole faculty rather than concentrating it on newer colleagues.
You follow a cohort through its full three-year life cycle. You teach students in their first year, again in practicum, and through internship to graduation. Most programs don’t work this way, and it takes some getting
used to. We do it because when you make a gatekeeping decision or write a recommendation, you’re drawing on three years of watching someone develop rather than one semester’s impression.
A cohort’s first year typically includes Introduction to the profession, Ethics, Assessment in Counseling, Multicultural Counseling, and Counseling Procedures/Skills and either diagnosis and treatment planning or child/adolescent counseling.
Summer is optional, and it’s yours. We poll students at orientation about which electives they want, and together with our advisory board build a 3-year summer rotation from that data. Faculty teach in their own areas of interest, so this is where specialization lives – the core curriculum is taught by everyone, and the summer sequence is where your expertise becomes curriculum. Because the rotation is built from student demand and planned three years out, you’ll know your summer teaching well in advance. Additional summer sections are also regularly available in our undergraduate program. Summer teaching is compensated separately from the academic year contract under Article 13 of the IFO agreement.
Clinical training
Students complete practicum on campus in the College of Education, Health & Human Sciences training clinic, with live bug-in-the-ear supervision. You’ll supervise in real time rather than from recordings – and you’ll have a clinical setting available for your own scholarship.
Students who want to specialize working with children and adolescents also have the opportunity for a community- partner practicum placement.
Faculty and students work across a set of interdisciplinary collaborations that are already running, including integrated behavioral health initiatives, support for first-year nursing students, programming for students' parents, support for international students, support for the campus counseling center, support for campus/community serving autism clinic and for campus/clinic communication/sciences disorder clinic, and youth programming in partnership with the YMCA. You would join active partnerships rather than build from zero.
Scholarship
Our tenure process is outlined in the IFO contract.
Our training clinic, our community partnerships, and our three-year cohort structure are all available as research settings. We support applied and community-engaged scholarship alongside traditional peer-reviewed work, and we treat dissertation-derived publication as legitimate early scholarship.
Faculty receive professional development funding under the IFO contract, are eligible for sabbatical, and have access to a range of internal grant programs.
Why this position is different.
Your workload has been thought about. A 3/3 load. Daytime teaching only. Course assignment by annual preference, with no one owning a course. An optional summer sequence in your own area of interest.
Your influence is proportional to our size. On a faculty of 6, a new colleague’s ideas about curriculum and clinical training get implemented rather than queued. You will shape this program from your first year, not your seventh year.
Your specia