Master of Arts
in Counseling

Admission Criteria & Eligibility Information:

• A minimum cumulative GPA of at least 2.75 (or 2.9 in the last 60 credits) is required for admission.
• Completion of at least 9 credits in the behavioral sciences is required for admission.

60 total credit hours required for Counseling degree at Loras

MHC 501 Foundations of Mental Health Counseling ^☐⛛
MHC-527 Human Growth and Development* ^☐⛛
MHC-535 Addictions ^☐⛛
MHC-605 Research and Program Evaluation* ^☐⛛
MHC-612 Professional Orientation and Identity* ^☐⛛
MHC-615 Assessment* ^☐⛛
MHC-625 Psychopathology* ^☐⛛
MHC-626 Diagnosis and Treatment Planning* ^☐⛛
MHC-635 Social and Cultural Diversity* ^☐⛛
MHC-637 Career and Lifestyle Development* ^☐⛛
MHC-643 Group Work* ^☐⛛
MHC-647 Helping Relationships* ^☐⛛
MHC-649 Techniques of Counseling and Psychotherapy(PREQ 647)* ^☐⛛
MHC-655 Crisis and Trauma Counseling ^☐⛛
MHC-694 Practicum* ^☐⛛
MHC-696 Supervised Clinical Internship I (PREQ 694) (300 hours)* ^☐⛛
MHC-698 Supervised Clinical Internship II (PREQ 694, 696) (300 hours)* ^☐⛛
The remaining 9 elective credits to be determined in consultation with the student’s advisor.

Regularly Offered Electives:

MHC-539 Psychology of Stress & Coping
MHC-558 Child Psychopathology
MHC-595 Special Topics
MHC-623 Adulthood and Aging
MHC-633 Physiological Psychology
MHC-648 Marriage and Family Counseling ^☐⛛

(PREQ): there is a required course which must be taken prior to this course.
*State of Iowa requirement for Mental Health Counselor License.
^☐ State of Wisconsin requirement for licensure.
^⛛ State of Illinois requirement for licensure.

MHC 501 Foundations of Mental Health Counseling
This course introduces the history and development of clinical mental health counseling, theories and models related to clinical mental health counseling, principles of clinical mental health counseling, including prevention, intervention, consultation, education, and advocacy, and networks that promote mental health and wellness.

MHC 527 Human Growth and Development
This course is designed to enhance understanding of how we develop and change across the life span both as individuals and within a family context. Course materials include the study the characteristics of various aspects of development at different ages and the influences and factors that produce change and stability as well as crisis, disability and psychopathology. This course is structured by topic versus by chronology, thereby lending the learning process to a greater in depth understanding of areas of development (e.g. intelligence, language, gender identification and other topics). Course materials also consider controversies associated with our understanding of development. Examples include the nature nurture debate, the continuity (or lack of continuity) in development, the value and limitations of various theories of development. The range of developmental theories covered in this course includes learning theory, theories that emphasize biology and theories of personality development. In the consideration of situational and environmental factors that influence development course materials will contrast those factors that contribute to both abnormal and normal behavior with particular emphasis on strategies that facilitate optimum development. Ethical and legal considerations that health professionals need to consider will also be covered. 3 credits.

MHC 535 Addictions
This seminar course provides an examination of substance use and abuse and the progressive nature of addiction. Effects on the user, children, and family are explored. An overview of the models of chemical dependency, dually diagnosed clients, intervention, treatment, DSM criteria and assessment tools are examined.

MHC 539 Psychology of Stress & Coping
In this course the student will learn basic principles related to the psychobiology of stress & coping. Current psychological research regarding stress & coping will be examined.  A variety of coping strategies will be outlined.  The use of stress reduction techniques in therapy and in one’s own life will be highlighted.  3 credits.

MHC 545 Sports Psychology
Covers the basic concepts, theories & principles essential to understanding the psychological and behavioral aspects of sport. Emphasis is given to the applied aspects of the social and psychological factors of sport performance including leadership behavior, exercise motivation, personality, and self-perception. Serves to aid in the application of psychological principles to coaching in athletics. This course is cross-listed with L.CLD-545 Sports Psychology. 3 Credits.

MHC 558 Child Psychopathology
A study of behavioral, developmental, and psychological disorders of childhood and adolescence. Emphasis is placed on the assessment and treatment of child psychopathology. 3 credits.

MHC 561 The Psychology of Gender
A cross-disciplinary examination of how gender influences and shapes the lives of women and men. Topics include: the process and history of gender socialization; gender in the workplace; gender images in the media and literature; differences and similarities in cognitive styles and moral reasoning. 3 credits.

MHC 595 Special Topics in Psychology
Flexible offerings that allow students an opportunity to explore, with a professor and other students, an area of mutual interest. The students for these courses are screened by the teacher(s) to ensure their potential for course contribution, since students as well as teachers are expected to present positions in the area to be studied. 3 credits.

MHC 605 Research and Program Evaluation
This course is designed to provide an understanding of research methods, statistical analysis, needs assessment, and program evaluation. It will include an awareness of the importance of research as well as the limitations and difficulties in conducting research in the counseling field. Course materials will include information about specific methods such as single case designs, action and outcome-based research as well as both quantitative and qualitative approaches. Students will be able to demonstrate basic computer literacy and access technological tools for conducting research. Program evaluation is a major component of the course and includes awareness of needs assessment, outcome evaluation and program modification strategies. A consideration of the application of research findings to improving counseling effectiveness is also a component of the course. Relevant legal and ethical issues will be considered in all aspects of the course. 3 credits.

MHC 612 Professional Identity
This course provides an overview of counseling profession: its history and its connection to other human and health service providers. The course materials will include an understanding of ACA, its activities and services as well as its overall structure and philosophy. Students will learn about credentialing, licensure and accreditation procedures as well as public and private policy processes that constitute the professionalization of mental health work. The value of technological competence and computer literacy will be emphasized. In becoming aware of rights and privileges accorded to mental health professionals students will also learn about the importance of advocating for clients in addressing institutional and social barriers that limit or impede success. Course materials will include a thorough review of the ACA ethical code as well as code of other related professions as they contribute to and promote sound ethical and legal decisions making in professional counseling. 3 credits.

MHC 615 Assessment
In this course students be provided and understanding of individual and group approaches to assessment. Course materials include a consideration of historical perspectives on assessment, basic concepts of standardized and non-standardized testing including norm and criterion referencing, environmental and performance evaluation, individual and group testing, behavioral observation, and computer bases methods of assessment. There will be a review of statistical concepts central to the assessment process with an emphasis on concepts of reliability and validity. Person and environmental variables such as age, gender, culture and other variables related to accurate assessment processes will be considered thoroughly. Students will become familiar with strategies for selecting, administering and interpreting assessment instruments as they relate to case conceptualization, diagnosis and the overall counseling process. Ethical and legal considerations will be considered throughout all aspects of the course. 3 credits.

MHC 623 Psychology of Adulthood and Aging
A survey of modern knowledge about the processes of becoming old (aging) and old age itself. Emphasis is placed on cognitive processes, personality, and mental health. 3 credits.

MHC 625 Psychopathology
This course is designed to provide an understanding of mental disorders experienced by persons across the life span. It will include consideration of the characteristics of disorders as well as common categorizations of disorders utilized by the U.S. health care system. The course will emphasize the role of adaptation and stress mechanisms in the developments of disorders. The course materials will review genetic, physiological, cognitive, environmental and other variables as to their impact on the development, severity, course, and persistence of various types of disorders. Students will consider theoretical underpinnings/perspectives as well as various research methods and how they contribute to our understanding various aspects of disorders. A review of methods of prevention and intervention that can be used to minimize and modify the severity of disorders will also be included as a focus of this course. 3 credits.

MHC 626 Diagnosis and Treatment Planning
This course will familiarize students with the principles of the diagnostic process, including differential diagnosis and the use of tools such as the current edition of the Diagnostic and Statistical Manual. This objective includes awareness of treatment modalities and placement criteria within the continuum of care. In this course there will be consideration of the impact of co-occurring substance use disorders on medical and psychological variables and also a consideration of potential bias in assessment related to multicultural identity factors. There will be an emphasis on accurate conceptualization of multi-axial diagnosis using appropriate diagnostic tools including the DSM. We will also consider strategies for effective communication of differential diagnosis to clients and third party payers. 3 credits.

MHC 633 Physiological Psychology
Neuroanatomical and neuro-physiological basis of behavior, relationships among anatomy and physiology, and motivation, emotion, learning, memory, and sleep. This course will also include a consideration of current major psychotropic medications, their use and impact on behavior. 3 credits.

MHC 635 Social and Cultural Diversity
This course is designed to introduce students to multicultural issues involved in counseling. The course will emphasize both the cultural components and the social/political nature of groups nationally and internationally based on nationality, culture, age, mental and physical characteristics, education, family values, religious and spiritual values, socioeconomic status, race, ethnicity, gender, sexual orientation and disability. Topics of prejudice and discrimination as well as multicultural and pluralistic trends among and within these groups will be discussed. Course material will include theories of multicultural counseling, identity development and multicultural competency and also ethical and legal considerations. The course will consider the process of becoming an effective multicultural counselor in terms of becoming familiar with strategies for working with diverse populations and ethnic groups, individuals, couples, families and communities. Self-awareness of one’s perceptions, preconceptions, expectations, and behaviors towards various social groups, including one’s own groups, will be explored through experiential learning activities. 3 credits.

MHC 637 Career and Lifestyle Development
The course is designed to create an understanding of career development theories and decision-making models. Course materials will incorporate information about career information systems including technology-based career development applications and strategies, computer-assisted career guidance, relevant Web sites, labor market information resources, visual and print media and other relevant resources. The course will include information about career and educational planning, placement, and follow up evaluation. Students will become familiar with career assessment instruments, evaluation techniques and other resources which incorporate an awareness of the needs of specific populations. Students will also learn about the interrelationships among and between work, family, life roles and the influence of diversity and gender in career development. An emphasis on career program development, implementation and evaluation will also be included. Throughout the course there will be a consideration of ethical and legal issues associated with all aspects of career development. 3 credits.

MHC 643 Group Work
This course is designed to introduce students to the practice of group work. Course materials will include a review of theories of group counseling, principles of group dynamics from the perspective of leader development as well as the roles and behaviors of group members. Students will learn about the therapeutic factors, stages of group development, selection criteria, group leader orientation and training, and methods for evaluating group effectiveness. The course will also include a consideration of relevant research pertaining to group processes and development and the various applications and types of group work. Ethical and legal considerations concerning the use of group practice and the professional development of group leaders will also be explored throughout all aspects of the course. 3 credits.

MHC 645 Criminal Justice Risk Assessment
Examination of the historical context of risk assessment and the discovery of the principles of risk, need, and responsivity provide the backdrop for an understanding of the necessity of including risk assessment in the correctional system for purposes of prediction of recidivism and case management. Course work further extends the risk, need, and responsivity concepts in an examination of the three major types of risk assessments (adult male, adult female, and juvenile). In addition, the impact of age, race, and gender on the validity of risk assessment is examined. Finally, the course allows students to connect the academic material in the course to practical application as the theories, principles, and concepts learned during course discussions are applied to practical role modeling of risk assessment. Students completing the course will have competency in the field of risk assessment and the ability to assess male and female offenders and juvenile delinquents in the correctional and juvenile justice systems in the United States. 3 credits. As needed.

MHC 647 Helping Relationships
This course is designed to provide an understanding of counseling and consultation processes including an awareness of both counselor/consultant characteristics (such as age, gender, ethnicity, personal values and skills) and behaviors that influence the helping process as well as a knowledge counseling theories. The consideration of counseling theories will include an examination of the historical developments and an exploration of affective, behavioral, and cognitive theories that are consistent with current professional research and practice in the field. This course will incorporate an awareness of systems theory particularly as it applies to family systems. Students will be encouraged to develop a personal model of counseling based on an understanding of essential interviewing and counseling skills. These skills will include the ability to establish appropriate goals, effective strategies for accomplishing those goals and clarity about the components of therapeutic relationships especially the importance of maintaining professional boundaries. An awareness of technological strategies and applications and their usefulness in developing outcome assessment will also be emphasized. The course will include a consideration of the major models of consultation, their history, and an awareness of the appropriate application of those models. Legal and ethical consideration will be integrated into all aspects of the course. 3 credits.

MHC 648 Marriage and Family Counseling
A course intended for those who plan to be involved in dealing with couples whose marriages are either in trouble or who wish to actualize their marriage to a high level of fulfillment and functioning. The student will be taught how to utilize family systems theory in resolution of conflicts, communications, achieving compatibility, and in handling the spouse’s anger. The student will also acquire diagnostic and interpretive skills in uncovering underlying dynamics in marriages. 3 credits.

MHC 649 Techniques of Psychotherapy (PREQ 647)
This course is intended to develop a critical assessment of existing techniques in psychotherapy. The chief aim is to develop the student’s ability to build successful methods of intervention for psychotherapy. Being able to adequately express all of the basic techniques of psychotherapy is stressed. Prerequisite: L.PSY-647 Open to degree candidates only. 3 credits.

MHC 650 Research Project
Under the direction of a faculty advisor the student designs, conducts, and interprets a research study. Prior to conducting the study the student presents a research proposal. Upon acceptance of the proposal, the student proceeds with the study. The course is completed with a final oral presentation. The research project must be completed no later than July 1 for summer graduation, November 15 for fall graduation, or April 15 for spring graduation. Open to degree candidates only. 3 credits.

MHC 655 Crisis and Trauma Counseling
Studies that include counseling approaches that effectively address crises and trauma, the impact of trauma and crisis and potential neurobiological responses; skills and techniques for assessing and intervening in specific crisis or trauma situations including suicide assessment and intervention.

MHC 694 Practicum (CR)
A graduate-level clinical supervised counseling practicum in which students complete supervised practicum experiences that total a minimum of 100 clock hours. The practicum will include:

1. Forty hours of direct service with clients including both individual and group work.
2. Weekly interaction with an average of one hour per week of individual and triadic supervision by a program faculty member or a supervisor working under the supervision of a program faculty member.
3. An average of one and one-half hours per week of group supervision that is provided regularly over the course of the practicum by a program faculty member or a supervisor under the supervision of a program faculty member.
4. Evaluation of the student’s performance throughout the practicum including a formal evaluation after the student completes the practicum. 3 credits

MHC 695 Seminar
Special topics in Psychology. Prerequisite: Written consent of instructor. Primarily for master’s candidates in Psychology. 3 credits.

MHC 696 Clinical Internship I (CR) (PREQ MHC 694)
A graduate-level clinical supervised counseling internship of 600 clock hours. Students need to take, at a minimum, two 3-credit internships as a part of their degree program. This experience provides an opportunity to perform, under supervision, counseling activities similar to those professional counselors are expected to perform. The internship includes:

1. A minimum of 240 hours of direct service to clients.
2. A minimum of one hour per week of individual supervision or triadic supervision, usually performed by the on-site supervisor.
3. A minimum of one and one-half hours per week of group supervision, throughout the internship usually performed by a program faculty member supervisor.
4. Exposure to collateral professional activities (e.g. record keeping, information and referral and staff meetings).
5. An opportunity for students to develop program-appropriate audio and/or videotapes of client interactions.
6. An opportunity for students to gain supervised experience in the use of professional resources (e.g. assessment instruments, professional literature and research etc.)
7. Formal evaluation of the student’s performance by a program faculty member in consultation with the site supervisor. 3 credits.

MHC 698 Clinical Internship II (CR) (PREQ MHC 694, 696) 3 credits.

MHC 699 Clinical Internship III (CR) (PREQ MHC 694, 696, 698)
Students are not required to take Clinical Internship III.  If they do not they will need to choose an elective course to meet the credit requirement for the clinical-counseling program. 3 credits.

MHC 697 Independent Study
Primarily for master’s candidates in psychology. Individual investigation of a special topic under the direction of a faculty member. Permission of the Graduate Coordinator required prior to registration. Only open to degree candidates. 3 credits.

Students who have been admitted to Loras College as a degree-seeking graduate student will be reviewed for Candidacy to continue on in the Counseling program after the completion of at least 15 and not more than 21 counseling credits. Students will be assessed on attributes of sociability (the capacity to form cooperative and interdependent relationships with others), interpersonal sensitivity (the capacity to relate to others with compassion and empathy) and professionalism (the capacity to commit one’s self to the technical and ethical standards of the counseling profession). The faculty will also assess each student’s academic performance at the graduate level.

A student will receive one of the following three recommendations.

1. Acceptance to Candidacy: The student is fully accepted into the program and may proceed with further coursework and internship experiences.
2. Acceptance to Candidacy Deferred: The student may continue his/her coursework but will need to successfully address areas of concern raised by the faculty during the candidacy review. The student, upon addressing said concerns, must reapply for acceptance to candidacy within 6 months of notification of deferred status. If the student has successfully addressed the specified said concerns, he/she will be recommended for Acceptance to Candidacy.
3. Acceptance to Candidacy Denied: The student will be denied acceptance to candidacy if he/she has demonstrated an inability to meet the academic standards of the program. This would be manifested in a GPA of under 3.0 for their graduate coursework. A student may also be denied candidacy if he/she demonstrates unethical behavior or a pattern of misbehavior or inappropriate behavior in his/her dealings with classmates, professors, internship supervisors, or clients. Denial of candidacy will result in the student’s withdrawal from the program.

Application and Admission

What are the academic requirements for admission into the Master of Arts in Counseling Program?

• A minimum cumulative GPA of at least 2.75 (or 2.9 in last 60 credits)
• Completion of at least 9 credits in the behavioral sciences

How do I apply for admission?
Please see the Application Requirements and Checklist section of this webpage.

What are the application deadlines?
Spring enrollment – all materials due by December 1
Summer enrollment- all materials due by April 1
Fall enrollment – all materials due by July 1

Applications submitted after these deadlines will be considered on an individual basis.

What if I’m still finishing up my Bachelor’s degree?
Applicants who are undergraduate students in the process of completing a bachelor’s degree may be awarded a provisional acceptance to Loras’s graduate program based on receipt of their in-progress, unofficial transcript and all other application materials; with full acceptance contingent upon receipt of the final, official transcript(s) and the conferred undergraduate degree. If a program has a minimum GPA requirement, the student must meet the minimum GPA at the time the undergraduate degree is conferred for full acceptance.

Does the Master of Arts in Counseling program require an undergraduate degree in Psychology? What are preferred undergraduate majors for admission into the program?
The Master of Arts in Counseling program does not require an undergraduate degree in Psychology, nor is any specific undergraduate degree identified.  Having either a psychology, education, social work, or equivalent degree is acceptable. Applicants must have completed at least 9 credits of coursework in the behavioral sciences.

How long will it take to receive a decision regarding my application?
Immediately following receipt of all application materials, your file will be reviewed by the Program Director to determine whether to move forward with an interview.  You will then be contacted with information about your next steps. After completion of your interview (or after review of your file), you will be notified of an admission decision via email within one week .

How will I be notified of the admission decision?
You will be contacted by email once a decision has been made.

Can I take some courses as a non-degree student?
Individuals who would like to take graduate classes for professional development, continuing education credits, or personal enrichment may take up to 9 graduate credits as a non-degree special student. Special students may not enroll in practicum, clinical, internship courses or other courses without approval from the program director.

In order to enroll in the course(s), students must complete the standard online application (select “Graduate: professional education program” as the Student Type, and “Other Non-Degree Coursework” as the Academic Program), and email unofficial copies of transcripts from each institution attended to the Director of Admission for Graduate and Postbaccalaureate Programs. The transcripts will then be evaluated by the program director to ensure that any necessary pre-requisite course requirements have been met. Non-degree seeking students interested in courses in the Counseling program must meet minimum program admission requirements for the program. Please note that degree-seeking students have registration preference.

After the completion of 9 non-degree credits, a student must then apply for formal admission into the program in order to move forward and take additional courses.

Financial aid is not available to non-degree special students.

Is there an option for conditional admission?
A program director may require specific conditions be completed to meet the program requirements prior to full admission into a graduate program. A student may be awarded a conditional admission if the program director recommends the student complete additional undergraduate coursework to achieve a minimum GPA requirement of the program. If a student has not met all program requirements at the time of application, a student may be awarded a conditional admission per the discretion of the program director. Refer to the individual program policies and program directors for specific conditional admission policies. Not all graduate programs have a conditional admission policy.

How can I receive more information about the Master of Arts in Counseling program?
For more information about the application and admission process, please contact Megan Henderson: Director of Admission for Graduate and Postbaccalaureate Programs, at megan.henderson@loras.edu or 563-588-7140. For more information about the Counseling curriculum, please contact Dr. Steffanie Schilder: Program Director, at steffanie.schilder@loras.edu.

Curriculum and Class Format

How many credits are required in the Master of Arts in Counseling degree?
60 credits are needed to meet the course requirements for the Master of Arts in Counseling.

What is the format of the Master of Arts in Counseling classes?
The format of the classes is primarily face-to-face course instruction, but some classes are offered in an online format.  Practica and internships are primarily field experiences with regular meetings on campus.

Is there a preferred entry point into the Master of Arts in Counseling program?
There is no preferred entry point into the Counseling program; students may be admitted into either the Spring, Summer, or Fall terms.

Does the Master of Arts in Counseling program accept transfer credits?
Students can transfer a maximum of 12 graduate credits into the program from a previous institution. The courses must be similar in content to coursework offered at Loras and approved by the Program Director.

How long does it take to complete the program?
Students typically take three classes a semester. Most students complete the program within 3 years. Please note: students have up to 7 years to complete the program.

What is a maximum course load per semester?
Students are allowed to take up to 9 credits.

What is the time commitment outside of class?
Time commitments vary depending on the course and individual’s specific skill set. As a general rule, students will spend 4 – 6 hours per week outside of classroom instruction on class-related work for each class.

Where are classes held?
Classes are held on the beautiful Loras College campus in Hennessy Hall.

When do classes meet?
Each face-to-face class meets one evening per week, typically from 4:00pm – 6:30pm. For specific times and dates, see the course schedule prior to each academic semester.

Will there be an orientation prior to the first class?
Yes, students are required to attend the Graduate Student Orientation prior to beginning coursework so they can become familiar with the faculty, campus, services and their peers.

Does the program offer online courses?
Currently, 2 – 3 of the core courses are offered online.

Is Loras College accredited?
Yes, Loras College is accredited by the Higher Learning Commission.  Our Master of Arts in Counseling program meets the requirements for licensure in the state of Iowa.

Will I be able to work in Wisconsin, Iowa or Illinois after completion of this program?
The curriculum in this program meets tri-state requirements for licensure.

If I’m interested in playing a sport at Loras while in graduate school, how many credits do I have to take?
Graduate students must be enrolled in a degree-seeking master’s program to be eligible to participate in NCAA athletics at Loras (please note that the Graduate Certificate in Applied Analytics does not qualify as a degree-seeking master’s program).

Student athletes enrolled in one of our degree-seeking master’s programs need to have full-time status (taking at least 6 credits per term) during the semester(s) they’re practicing or competing in the sport. Students also need to be making satisfactory progress towards their degree (as determined by Loras). If a student wants to participate in athletics while being enrolled less than full-time, they will need to work with their coaches to determine if they are eligible for a waiver.

Please note that while 6 credits per term is considered full-time for graduate students at Loras, students only need to take at least 3 credits per term in order to be eligible for federal financial aid.

Financial

What are current tuition rates for the Master of Arts in Counseling?
Visit the Graduate section of our Tuition & Fees page for detailed cost information.

Tuition and Fees are subject to change at any time.

Is financial aid available?
Students wishing to obtain a Federal Direct Unsubsidized Loan must complete the current year FAFSA (Free Application for Federal Student Aid) and take at least 3 credits per term. Please contact our Financial Planning Office at (563) 588-7136 or financial.planning@loras.edu for more information.

Loras College does not offer institutional scholarships for graduate students at this time.

Master of Arts in Counseling Program Cost

• Visit the Graduate section of our Tuition & Fees page for detailed cost information.
• Upon admission into the program, students will be required to purchase and complete a routine background check. The cost of the background check will vary by student and is determined by the number of addresses that a student has, as well as their legal history. In most cases, the cost is less than $100. Enrollment in the program is contingent upon successful passing of the background check by the first day of class.

Employer Reimbursement

Students who wish to utilize tuition reimbursement from their employer must complete Loras’s Employer Tuition Reimbursement Form before the first day of the first class. Students will still be issued regular billing statements from Loras, but will be exempt from any service charges and will be exempt from having to make full payment until after their last class of the semester. Students or employers are welcome to make payments directly to Loras along the way if they would like, but it is not required. If the employer reimbursement criteria are not met and/or reimbursement is denied, the student must bring their account current immediately before any future registration will be permitted. The balance must be paid in full within 30 days of program completion and prior to Loras issuing the student a degree and/or final transcript.

Financial Aid

Degree-seeking graduate students (in a Master’s program) are eligible to receive $20,500 in Federal Direct Unsubsidized Loan funds for each academic year. Students wishing to obtain a loan must complete the current year FAFSA (Free Application for Federal Student Aid) at: www.fafsa.ed.gov (Loras’s school code is 001873), and be taking at least 3 credits per term. The loan will disburse directly to the school to cover the cost of the term. Loras’s academic year runs from Summer-Spring (ie: Summer 2021-Spring 2022).

Loras College does not offer institutional scholarships or federal grants for graduate and professional education students at this time.

Students who have outstanding loans from their undergraduate education may be able to defer payment on those loans while enrolled in a degree-seeking master’s program. Deferment options are generally available to students who are enrolled at least half-time in a graduate program (3 credits or more per semester). If deferment is a requirement for you to be able to afford to enroll in a graduate program, we advise you to connect with our Financial Planning Office or your loan service providers to make sure you know exactly how deferment applies to your previous loans.

Contact us if you have additional financial aid or billing questions:

Financial Planning Office
financial.planning@loras.edu
563.588.7136

Carrie Jones, Director of Student Accounts
carrie.jones@loras.edu
563.588.7232

Tuition and Fees are subject to change at any time.