MS, Couple and Family Therapy

Mission Statement

The mission of the CFT Master's program is to prepare competent, effective therapists for clinical practice and advancement of the marriage and family therapy discipline. The program seeks to train professionals who demonstrate superior knowledge of the profession and therapeutic skills, ethical integrity, strong professional identity, intellectual curiosity, and a sincere commitment to working with families, couples, and individuals from diverse populations.

Overview

The MS in Couple and Family Therapy (CFT) provides students with the coursework and supervised clinical training typically required in states with Marriage and Family Therapy licensure. The program has been accredited for over 40 years by the Commission on Accreditation for Marriage and Family Therapy Education (COAMFTE) of the American Association for Marriage and Family Therapy (AAMFT). The comprehensiveness of our curriculum and the extensive clinical training with diverse clients prepare our graduates for employment in a wide variety of CFT positions. In addition, the program prepares students to perform well on the National Licensing Examination. Thus, the degree is highly portable and students go on to practice throughout the country. Please refer to the AAMFT licensure requirements page for the requirements for other states. 

Graduation from the Couple and Family Therapy program requires completion of a minimum of 45 required credits for the non-thesis option and 51 credits for the thesis option (45 required credits + 6 thesis credits). Students can graduate with the 60 credits required for Licensure as a Marriage and Family Therapist in Maryland and in many other states by taking five additional elective courses (15 credits) or three additional elective courses (9 credits) for the thesis option (6 credits). All five elective courses can be taken in the Department of Family Science and four are actually offered in the Couple and Family Therapy program.

The current clinical faculty of the CFT program are Dr. Mariana Falconier (Program Director), Dr. Tiara Fennell (Center for Healthy Families Director), Dr. Mona Mittal, and Dr. Amy Morgan.

The mission of the CFT Master's program is to prepare competent, effective therapists for clinical practice and advancement of the marriage and family therapy discipline. The program seeks to train professionals who demonstrate superior knowledge of the profession and therapeutic skills, ethical integrity, strong professional identity, intellectual curiosity, and a sincere commitment to working with families, couples, and individuals from diverse populations.

The CFT program is committed to diversity and inclusion among its students, faculty, and clients. The program’s definition of diversity includes, but is not limited to, age, gender, gender identity/expression, ethnicity, race, nationality, physical/cognitive/health ability or condition, international status, immigrant status, English language proficiency, accent, sexual orientation, military status, religious/spiritual views, political views, socioeconomic status, education level, relationship status, or family composition. The CFT faculty seek to include a diverse pool of applicants to be interviewed for the incoming class each year. View a complete breakdown of the program demographics. 

Regarding diversity among full-time CFT faculty and the hiring of adjunct faculty and clinical supervisors, the Department of Family Science adheres to the School of Public Health’s statement of diversity and inclusion. The full statement can be found on the SPH Diversity and Inclusion webpage.

Application to the program is made through the University of Maryland Graduate School's Application Portal. The Department of Family Science admits students in the fall semester only. Applications typically open in July for the next school year. The deadline for submitting the Graduate School Application and the Couple and Family Therapy Application Form is typically around December 1 each year. This is the same deadline for international students and citizens living abroad. Students are strongly encouraged to apply before the deadline date as all items must be received to be reviewed.

Center for Healthy Families: MS, Couple and Family Therapy

About Us

The Center for Healthy Families is a couple and family therapy clinic housed in the Department of Family Science at the University of Maryland, College Park. The Center serves as the primary clinical training site for the department's nationally accredited Couple and Family Therapy M.S. program. Graduate student interns from the Couple and Family Therapy program provide clinical services to residents of the surrounding communities. The Center serves approximately 400 area couples and families each year. 

Philosophy

The Center for Healthy Families philosophy is to work with couples and families as a unit. Many problems and stresses are part of patterns of behavior that can best be addressed when the couple or family works together.

Services

Operating as a non-profit clinic, the Center for Healthy Families offers services including: couple, family, and individual therapy, as well as parent education. The Center also conducts research on family relationships, interpersonal communication, treatment for domestic violence, minority couples and families, psychopathology in the family context, cultural factors affecting family life, and other problems facing today's families.

If you are interested in receiving services, please contact chf@umd.edu or 301-405-2273

Facilities

The CHF has two major wings, one containing a waiting room for clients, ten therapy rooms (including a playroom for therapy with children), and observation rooms for live clinical supervision.  All therapy rooms are equipped with comfortable furniture, digital video-recording equipment, and phones for supervisor call-in. The other wing of the CHF houses the large main office in which staff meetings are held, a clinical records storage room, a kitchen, a set of computers for record-keeping and data entry, and three seminar classrooms. 

Therapists

Center for Healthy Families therapists apply and integrate the latest research, theories, and methods in family therapy. All couple and family therapy services are supervised by clinical faculty of the Department of Family Science and adjunct supervisors. Supervisors are highly qualified, experienced family therapists who bring a variety of theoretical approaches and a broad experiential base to their supervision of graduate students.

The Center for Healthy Families is a couple and family therapy clinic housed in the Department of Family Science at the University of Maryland, College Park. The Center serves as the primary clinical training site for the department's nationally accredited Couple and Family Therapy M.S. program. Graduate student interns from the Couple and Family Therapy program provide clinical services to residents of the surrounding communities. The Center serves approximately 400 area couples and families each year. Explore our video on YouTube.

Competencies: MS, Couple and Family Therapy

Mission of the CFT Program

The mission of the CFT Master's program is to prepare competent, effective therapists for clinical practice and advancement of the marriage and family therapy discipline. The program seeks to train professionals who demonstrate superior knowledge of the profession and therapeutic skills, ethical integrity, strong professional identity, intellectual curiosity, and a sincere commitment to working with families, couples, and individuals from diverse populations.

Program Goals and Student Learning Outcomes

The following are the Program Goals and associated Student Learning Outcomes for the CFT Program. These Program Goals and Student Learning Outcomes are based on professional marriage and family therapy principles, COAMFTE Core Competencies, the AAMFT code of ethics, the domains included in the AMFTRB National Exam, and state licensure regulations. Each Student Learning Outcome is linked to one of the Program Goals.

• Program Goal 1: To educate and train couple and family therapists that are socio-culturally informed and attuned to responsibly serve diverse communities
  • SLO 1A – Students will have a strong knowledge of the impact of socio-cultural location (e.g., race, culture, ethnicity, sexuality, gender identity, religion, social class, ability, etc.) and intersecting identities on individual and relational functioning
  • SLO 1B – Students will understand how their socio-cultural location and intersecting identities can impact the practice of the profession
  • SLO 1C – Students will apply knowledge of socio-cultural location and intersecting identities to practice in a responsive, culturally attuned way
• Program Goal 2: To educate and train ethical couple and family therapists who demonstrate a strong professional MFT identity and adhere to MFT ethical codes and relevant regulatory bodies 
  • SLO 2A – Students will be knowledgeable of professional codes of ethics, federal and state laws, and models of ethical decision-making, regarding the practice of couple and family therapy
  • SLO 2B – Students will demonstrate ethical decision-making and adherence to the codes of the MFT profession and pertinent regulatory bodies in professional practice
  • SLO 2C – Students will be knowledgeable of various roles and jobs, business administration, and organizations in the MFT profession
  • SLO 2D – Students will apply knowledge of the MFT as a profession to develop their own professional identity and goals
• Program Goal 3: To educate and train qualified couple and family therapists who understand and apply a systemic/relational and ecological approach in their professional practice
  • SLO 3A – Students will have a solid knowledge of couple and family therapy models and techniques based on a systemic/relational and ecological approach
  • SLO 3B – Students will apply couple and family therapy models and techniques based on a systemic/relational and ecological approach to assess and treat clinical presenting problems
  • SLO 3C – Students will be able to utilize knowledge about normative and non- normative child, adolescent, adult, and family functioning to assess and treat presenting problems
  • SLO 3D - Students will have knowledge about standardized tests and structured clinical interviews to apply formal diagnostic criteria (e.g. DSM-5TR) in assessing and treating problems in individual family members’ functioning
  • SLO 3E - Students will utilize standardized tests and structured clinical interviews to apply formal diagnostic criteria (e.g. DSM-5TR) in assessing and treating problems in individual family members’ functioning
  • SLO 3F – Students will have knowledge about crisis and case management in couple and family therapy
  • SLO 3G – Students will apply their knowledge about crisis and case management in the practice of couple and family therapy
• Program Goal 4: To train and educate couple and family therapists to understand and utilize research findings for professional practice
  • SLO 4A – Students will demonstrate an understanding of basic and applied research methods
  • SLO 4B – Students will gain knowledge to assess, critique, and integrate existing research to guide their professional practice
  • SLO 4C – Students will demonstrate knowledge of ethical principles governing human subjects’ research
  • SLO 4D – Students will utilize research to inform professional practice
  • SLO 4E – Students will be knowledgeable of the areas in need of attention for the advancement of the MFT profession

Course Offerings: MS, Couple and Family Therapy

This page is for this program only. For additional graduate courses in family science, please visit the PhD, Family Science page.

SPHL 600 Foundations of Public Health (3)

An overview of the theoretical frameworks and research findings in the field of Public Health. This course is required of all students enrolled in academic programs within the University of Maryland’s School of Public Health.

FMSC 610 Research Methods in Family Science (3) 
Prerequisite: EDMS 645 or equivalent.

Research methods in family science. The role of theory, design, use of qualitative and quantitative measurement techniques, data collection and data analysis. 

FMSC 630 Family Therapy with Children and Adolescents (3)
Prerequisite: FMSC 640.

Limited to students admitted to the family therapy program. Offered in the first winter session of the program. The course presents conceptual models and interventions for the assessment and treatment of children and adolescents in family therapy. Emphasis on play therapy, attachment-based therapy, developmental aspects, and common presenting problems in children and adolescents.

FMSC 631 Trauma & Addictions in Family Life (3)

Offered in the Fall semester of the second year in the CFT program. Introductory course in Trauma and Addictions. Addictions will be viewed through a trauma lens with attention paid to the family context. Special attention will be paid to the importance of therapist self-care when working with traumatized individuals, families, and addictions, along with the overall ethical implications involved in this work. 

FMSC 632 Testing and Assessment in Couple and Family Therapy (3)
Offered in the second winter in the CFT program.

This is a course in family, couple, and individual testing and assessment. The course will cover typical procedures and instruments for assessing qualities of individual functioning and relationship functioning, in work with families and couples. Study of the assessment process will include the use of standardized tests, clinical interviews, and behavior rating scales. The use of assessment in treatment plans and treatment outcome evaluation, ethical considerations, and the dissemination of information to clients and others are covered.

FMSC 635 Relational Therapy with Gender and Sexual Minorities (3)
Prerequisite FMSC 745 and FMSC 640.

Course explores the physiological, psychological, and sociocultural variables associated with sexual expression, identity, orientation, and behavior for the LGBTQ+ population. Focus on clinical work with individuals, couples, and other varied relationship dynamics within the LGBTQ+ Community.

FMSC 640 Family Therapy: Theory and Techniques (3)

Fundamental theoretical concepts and clinical procedures in couple and family therapy. Emphasis on those therapies which operate from a family systems perspective.

FMSC 641 Couples Therapy: Theory and Techniques (3)
Prerequisite: FMSC 640.

Exploration of the dynamics of the couple relationship and methods for facilitating growth and constructive interaction within that relationship. Theoretical models of couple therapy and their methods for assessment and treatment of distressed relationships. Applications with a variety of common problems experienced by couples. 

FMSC 642 Individual and Family Development Across the Lifespan (3)
Prerequisite: FMSC 640.

Normal development and psychopathology, within the context of the family system: implications for assessment, diagnosis, and therapeutic interventions. Emphasis on families with school-age children, adolescents, parent-child relationships, and application of the current psychiatric diagnostic system (DSM) in work with families. 

FMSC 645 Sexuality: Issues in Family Therapy and Service Delivery (3)
Prerequisite: a basic course in human sexuality and permission of instructor.

Typical, dysfunctional, and pathological sexual functioning: effects on individuals, couples, and family systems. Sensitizes students to sexual issues, explores how perceptions of such issues affect work with people, and emphasizes implications for couple and family therapy. 

FMSC 650 Ethical, Legal, and Professional Principles in Couple and Family Therapy (3)
Prerequisite: Permission of department.

Limited to students admitted to the family therapy program. An introduction to the basic principles and practices of family therapy. Emphasis on basic therapy skills applied to a family context and on professional ethics of the family practitioner. Addresses therapist's legal responsibilities and liabilities, certification, and licensure issues. 

FMSC 651 Treatment of Emotional and Mental Disorders in the Family Context (3)
Prerequisite: FMSC 650. Limited to students admitted to the family therapy program.

Initial application of family therapy skills and theoretical models to the practice of marriage and family therapy. Didactic focus on assessment and diagnosis of family processes. Emphasis on treatment plans from different therapeutic models demonstrated in case presentations and supervision of therapy. Therapist burnout prevention and intervention. 

FMSC 652 Psychopathology and Diagnosis in the Family System (3)
Prerequisite: FMSC 651. Limited to students admitted into the family therapy program.

Integration of systematic assessment and intervention procedures with couples and families, within the context of the various family therapy models. Didactic emphasis is given to procedural issues, critique and utilization of current DSM, and specific problems encountered in family therapy work. Advanced professional responsibility as demonstrated in case presentations and supervision.

FMSC 653 Advanced Application of Marriage and Family Therapy Models and Techniques (3)
Prerequisite: FMSC 652. Limited to students admitted to the family therapy program.

Concluding course in the clinical therapy, assessment, diagnosis, and treatment series. Didactic focus on personal theory building, continued professional development, and extension of systematic intervention to community consultation with other mental health professionals. Emphasis on personal values and professional ethics as applied in case presentations and supervision.  

FMSC 654 Clinical Marriage and Family Therapy Practice (3)
Prerequisite: FMSC 651.

Application of theory and technique to the clinical practice of marriage and family therapy. Emphasis on case management and clinic administration. Includes completion of 12 successive months and 500 hours of supervised, direct client contact with couples, families, and individuals from an integrative family systems perspective. 

FMSC 658 Supervised Clinical Practice of Marriage and Family Therapy (1-2 credits per semester for a total of 9* credits) 
Prerequisite: FMSC 650.

Supervised couple and family therapy client contact. Various family systems models of supervision applied via extant methods, including live and video recorded.  

FMSC 745 Diversity and Social Justice in Couple and Family Therapy (3)
Major critiques of sources of racial, cultural, and gender bias in couple and family therapy and family service delivery. Addresses these issues in program development, clinical practice, and policy. Previously named Gender and Ethnicity in Family Therapy and Service Delivery.

FMSC 799 Master's Thesis Research (1-6)

*For graduation, students need 9 credits in FMSC 658. Students will need to register for at least 1 credit per semester (excluding winter courses). Because registration for only 1 credit per semester makes a total of 6 credits, it is up to the student how they will distribute the remainder of the three credits. In any given semester they can register for between 1 and 3 credits. We highly recommend to register for just one credit in Summer Session I.

Course Requirements: MS, Couple and Family Therapy

Standard CFT Program Required Course Sequence (Including Required and Elective Courses)

Semester I (Fall)

• FMSC 640 Family Therapy: Theory and Technique (3 credits)
• FMSC 650 Ethical, Legal, and Professional Principles in Marriage and Family Therapy (3 credits)
• FMSC 745 Diversity and Social Justice in Couple and Family Therapy (3) 
• FMSC 658 Supervised Clinical Practice of Marriage and Family Therapy (At least 1 credit up to 3 credits)*

Winter Term

• FMSC 630 Family Therapy with Children and Adolescents (3 credits) (Elective)

Semester II (Spring)

• FMSC 610 Research Methods in Family Science (3 credits)
• FMSC 641 Couples Therapy: Theory and Techniques (3 credits)
• FMSC 651 Treatment of Emotional and Mental Disorders in the Family Context (3 credits)
• FMSC 658 Supervised Clinical Practice of Marriage and Family Therapy (At least 1 credit)*

Summer Session I

• FMSC 645 Sexuality: Issues in Family Therapy and Service Delivery (3 credits)
• FMSC 658 Supervised Clinical Practice of Marriage and Family Therapy (At least 1 credit up to 3 credits)*

Summer Session II

• FMSC 658 Supervised Clinical Practice of Marriage and Family Therapy (At least 1 credit up to 3 credits)*

Semester III (Fall)

• FMSC 642 Individual and Family Development Across the Lifespan (3 credits)
• FMSC 652 Psychopathology and Diagnosis in Family System (3 credits)
• FMSC 631 Trauma & Addiction in Family Life (3 credits) (Elective)
• FMSC 658 Supervised Clinical Practice of Marriage and Family Therapy (At least 1 credit up to 3 credits)**

Winter Term

• FMSC 654 Clinical Marriage and Family Therapy Practice (3 credits)
• FMSC 632 Testing and Assessment in Couple and Family Therapy (3 credits) (Elective)

Semester IV (Spring)

• SPHL 600 Foundations of Public Health (3 credits)
• FMSC 653 Advanced Application of Marriage and Family Therapy Models and Techniques (3 credits)
• FMSC 658 Supervised Clinical Practice of Marriage and Family Therapy (At least 1 credit up to 3 credits)**
• FMSC 635 Relational Therapy with Gender and Sexual Minorities (3 credits) (Elective)
• FMSC 799 Master's Thesis Research (Thesis Option: Thesis and Oral Examination of Thesis) (6 credits)**

Notes
*For graduation, students need 9 credits in FMSC 658. Students will need to register for at least 1 credit per semester (excluding winter courses). Because registration for only 1 credit per semester makes a total of 6 credits, it is up to the student how they will distribute the remainder of the three credits. In any given semester they can register for between 1 and 3 credits. We highly recommend to register for just one credit in Summer Session I.

**Because students electing the non-thesis track option do not register for FMSC 799, they need to register for two additional 3-credit elective courses in order to accrue 60 total credits for licensure in Maryland. The sequence presented shows when the 4 CFT elective courses could be taken. The fifth elective course can be one of the courses offered by the Department of Family Science or a course offered in another department (e.g., Psychology).

Current Students: MS, Couple and Family Therapy

MS, Couple and Family Therapy Students

Chloé Guenette (she/her) grew up in Blacksburg, a small town in southwest Virginia. She graduated from Virginia Tech with a B.S. in Human Development and Family Science and a minor in Disability Studies. During her time in undergrad she was a part of two research labs. The first ASPIRE Lab, conducted translational, community-engaged research on intervention and prevention strategies for youth suicide and associated mental health concerns. And the other CAATS lab focused on  how intervention and experience may shape the development of executive function processes throughout the life course. Additionally Chloé completed an internship at a Marriage and Family Therapy clinic and volunteered at a local crisis hotline. All of these experiences instilled the importance of mental health care, and ignited a passion for systemic therapy. Chloé’s research interests include supporting LGBTQ+ communities and mental health, and looking at the intersection of movement and exercise for the benefit of mental well being. In her free time Chloe loves to cook, run, read, and is also a novice bodybuilder.

Genevieve McCall (she/her) is an Oakland, California native and lifelong learner, following her second career path. She holds a Bachelor of Arts degree in Theatre Arts and Speech Communication from Dillard University of New Orleans, Louisiana and a Master of Fine Arts degree in Creative Writing (Playwriting concentration) from Boston University. Her extensive background in theatre performance and playwriting serve as a springboard for her interest and commitment to exploring human behavior, relationships and healing through the field of mental health. Her diverse work history includes the non-profit and educational sectors, highlighting her passion for community. Select work experiences include her time as Administrative Assistant to the Deputy Director of the Center for Independent Living, a disability rights and advocacy organization in Berkeley, California.  Select volunteer work includes mentoring in San Francisco's juvenile justice system through Each One Reach One, an organization that teaches playwriting and produces performances by detained youth. She is currently a volunteer with Silver Spring Village, an organization that supports independent, engaged aging. She is an enthusiastic new resident of Maryland, where she lives with her wife, daughter and son.

Hannah Sheehy (she/her) is originally from Cincinnati, OH and has made Washington, DC her home for the past 14 years. She earned her Bachelor of Arts at the University of Michigan and her Master of Public Health at the University of California, Berkeley. She worked for several years in sexual and reproductive health, most recently designing an interactive training to help parents, teachers, and other caregivers gain confidence in talking about sexual health with the adolescents in their lives. A second-career student, she is eager to bring the sum of her personal and professional experiences to clinical work with couples and families. In her free time, Hannah enjoys one-bag travel, live music, and her book club. She lives in DC with her partner and two children, who constantly instill in her the importance of patience and deep listening.

Jun Lee (he/him) was born in South Korea and raised in California. He graduated from the University of California, San Diego with a B.A. in Psychology. After graduating, he worked as a Social Worker Assistant before joining the Asian Pacific Counseling Treatment Center in Los Angeles as a Case Manager for the Adult Full Service Partnership (FSP) program. In this role, Jun worked with clients experiencing a wide range of mental health symptoms and needs, providing case management, psychosocial rehabilitation, emotional support, and community resources. He also gained second-hand experience working alongside field-based therapists, observing their approaches with clients facing diverse mental health diagnoses and challenges. Working closely with clinicians gave him valuable insight into professional boundaries, clinical systems, supervision structures, and various therapeutic approaches. His passion for relational, couples, and marriage therapy has been long-standing, driven by a desire to help partners strengthen communication and deepen emotional connection. In his free time, Jun enjoys playing and watching soccer, as well as following other sports like baseball, basketball, and his recent favorite, pickleball. He also loves exploring new coffee shops and spending time outdoors, especially relaxing at the beach or walking among trees.

Katherine Lopez is from Columbia, MD. She graduated from Brigham Young University-Idaho with a Bachelor of Science in Marriage and Family Studies and a minor in Psychology. During her time as an undergraduate, she dedicated her time to learning about family and marital dynamics, community resources available to families, and advocacy efforts to support familial issues on a larger scale. Katherine is passionate about motherlessness and fatherlessness, educating others on familial issues, and increasing mental health resources in the Hispanic community. She was also an intern at the Family Crisis Center in Rexburg, ID where she educated herself more on topics including domestic violence, stalking, dating violence, and how to grow public awareness of these topics. She spent time with advocates in the center and was able to attend court hearings, counseling sessions with survivors, and provided bilingual support to Spanish-speaking survivors. During her free time, Katherine enjoys listening to and discovering new music, cooking with her grandmother, reading, and soaking up as much family time as she can.

Kira Oh (she/her) is from Columbia, MD. She graduated from the University of Maryland, College Park, with a B.S. in Psychology. During her undergraduate studies, Kira studied the psychology of interpersonal relationships, adolescents’ close relationships, and basic helping skills, which sparked her interest in relational dynamics and communication skills. She worked as a research assistant for the Interpersonal Relationships Lab, where she observed couples and collected data on relational dynamics regarding how beliefs about the world influence perceived social support and workplace behavior. She also interned at the Howard County Circuit Court Office of Court Administration, which solidified her desire to pursue a career helping others. Kira is passionate about understanding how relationships affect mental and physical health and reducing the cultural stigma surrounding therapy in the Asian American community through culturally competent practices. Outside of school, Kira enjoys weight lifting, walking through nature, doing puzzles, and photography.

Leah Dumaine (she/her) was born and raised in Baltimore, Maryland. She graduated from Elon University in 2024 with degrees in both Psychology and Music. While at Elon, Leah was very involved in the music program, leading the orchestra and participating in chamber groups. She volunteered in the local community, teaching music lessons to children who didn’t have access to the arts in school, and loved watching their confidence grow throughout the experience. Leah has always been interested in psychology, and during her undergraduate studies, she focused on her desire to help others, which led her to pursue a career in counseling. She is especially drawn to couple and family dynamics, particularly the effects of early life stressors and trauma on communication patterns in adult relationships. Leah is passionate about wellness and enjoys spending time outdoors – going for long walks, running, or reading. While at Elon, she conducted a study on the positive effects of daily time spent outdoors on work vigor. In general, she enjoys learning about ways to improve overall mental and physical wellness. In her career, she aspires to create a calm and safe space for her clients where they can explore new ways of connecting to themselves and each other.

Moniest Cardell was born and raised in Chattanooga, Tennessee. She graduated summa cum laude from Howard University with a Bachelor’s degree in Psychology and a minor in English. During her undergraduate career, she studied abroad in Kyoto, Japan, gaining cross-cultural perspectives on mental health and human behavior. She also completed a behavioral health internship with Synergy Family Services, where she created and implemented her own psychiatric rehabilitation program while working closely with children and LSW mentors to support healthy homes, habits, and headspaces. Her passion lies in providing culturally competent and accessible care, especially for children and families from underserved communities, and she hopes to contribute to creating environments that nurture both mental and emotional wellness with her own practice. Outside of her professional and academic pursuits, she loves hiking through scenic trails, getting lost in a good book, and spending quality time with her cat.

Nevaeh Brown (she/her) is from Louisville, Kentucky. She earned her Bachelor of Arts in Psychology from Midway University in May 2024, where she was a six-time All-American in pole vault. Her athletic achievements helped support her education and fueled her academic motivation. During her undergraduate studies, Nevaeh completed a practicum at the Recovery Café, working with individuals in recovery from substance use disorders. Inspired by her capstone project, she began conducting research on sexuality and the experiences of underrepresented groups, sparking a deep interest in relationship dynamics and couples’ therapy. Following the loss of her father to a drug overdose in 2022, Nevaeh committed herself to serving her community. In 2025, she completed her Master’s in Healthcare Administration, focusing on ethics, patient advocacy, and systems of care. While pursuing her degree, she worked as an office manager at a sober living facility, where she supported individuals with addiction and co-occurring disorders. She also had the opportunity to co-facilitate group therapy sessions alongside a licensed therapist, gaining valuable clinical experience. Nevaeh is passionate about creating inclusive spaces for marginalized communities and advocating for survivors of domestic violence. Outside of academics, she enjoys reading, working out, and spending time with her family.

Sunniva Harnisch (she/her) grew up in Berlin, Germany and graduated from Hampshire College with a Bachelor of Arts in Psychology and Queer Studies and a Five College Certificate in Queer, Trans, and Sexuality Studies. Her Bachelor’s thesis explored play as a tool for emotional resilience and political resistance through encouraging vulnerability, improving relationships, and challenging social norms. After she graduated, Sunniva volunteered in a mental health care facility for individuals with severe psychiatric diagnoses and varying abilities (e.g., BPD, DID, ASD, PTSD, Schizophrenia). To strengthen client confidence and independence, she provided informal counseling, instructed workshops, and accompanied her clients during everyday tasks. She also took on administrative work, such as documenting conversations and crises, as well as conceptualizing cases. Sunniva has since nannied two young children, through which she has gained intimate insight into family dynamics and different parenting approaches. Sunniva’s studies and experiences have invariably affirmed her faith in relational healing and her path toward a career in Couple and Family Therapy. Her areas of academic interest and research include gender identity, sexuality, shame, non-normative relationship and family structures, intergenerational trauma, and multi-cultural identity and belonging. With the conviction that every human deserves to be understood, loved, and cared for in ways that align with their identities and experiences, Sunniva aims to take an intersectional and client-centered approach to create gender-affirming, sex-positive, and social justice-centered spaces that feel encouraging, kind, and safe. Beyond her work, Sunniva finds joy in journaling, reading LGBTQIA+ fiction, taking nature walks, knitting, cooking new recipes, laughing with friends, and spending time with cats.

Tatiana Brofft (she/her) spent the past fifteen years of her professional career advancing human rights through foreign and migration policy. She responded to consular protection petitions, supported people affected by immigration enforcement, visited immigration detention centers, monitored the needs of people traveling in caravans from Central America to the US and crossing the Darien Gap, and developed programs to facilitate migrant integration and empowerment. The testimonials she heard convinced her of the urgent need for state-of-the-art, evidence-based, and culturally sensitive mental health services for migrant families and those who serve them. Tatiana seeks to specialize in addressing the stressors and traumas associated with displacement and cultural transitions, as well as the vicarious trauma and burnout among advocates and humanitarian workers. She wants to create a practice grounded in unlocking resilience, healthy and meaningful relationships, and vitality. Her policy background has given her skills and knowledge to incorporate political, economic, sociocultural, and environmental factors into her practice. Tatiana holds a BA in International Relations from El Colegio de México, an MSc in Refugee and Forced Migration Studies from Oxford, and a Certificate in Global Mental Health: Trauma and Recovery from Harvard. Tatiana is an immigrant herself. She was born and raised in Mexico City and currently lives in Washington, DC, with her husband and their two pets. She is passionate about dance. She also enjoys creative writing, peeping into Little Libraries, visiting parks, spicy candy, and swimming. Tatiana’s heart is warmed by a good story, a good conversation, and having a glimpse into people’s everyday joys.

Coming Soon: The Class of 2026-2028

Current demographic information about the MS, Couple and Family Therapy Program 

Link to data

FAQs: MS, Couple and Family Therapy

Please review some of our most frequently asked questions.

If your question is not answered here, please contact Program Administrative Specialist, Sarah Walker, at scwalk@umd.edu for further information.

How does one apply to the program?

For the CFT program, you will be using the UMD Application Portal (TerpEngage). The CFT program does not use the SOPHAS application. You can find most answers to common application questions here. 

When is the application deadline?

All Department and Graduate School application materials for the master’s program in Couple and Family Therapy (CFT) program are typically due on/around December 1st for the next academic year. For the 2027-2028 application cycle, the deadline is December 4, 2026. Applications must be submitted by that date to be considered, as no late applications are accepted. If you have technical difficulties with submission, please contact sph-grad-admissions@umd.edu. 

What are the minimum requirements for entry to the program?

A student is admitted to the CFT program on the basis of the criteria outlined in policy including previous undergraduate and graduate academic work, three letters of recommendation, statement of the candidate’s academic and career objectives, academic writing sample, and scores on the TOEFL for international students (when relevant).

The CFT Program also considers previous experience in both research and human service, which are desired, but not required. Following the faculty’s initial review of the pool of applicants, the faculty select a group of applicants to invite for personal interviews. 

For letters of recommendation, academic and professional recommendation contacts are preferred. The writing sample can be any work that you have completed in an academic setting (assignments, articles, reports, etc.) that you feel reflects your academic writing competency. 

The CFT Program reviews all applications holistically and seeks to recruit a diverse student body that have both strong academic abilities and personal characteristics needed to develop into competent, resilient, and ethical therapists. 

Do I have to take the GRE?

No. GRE Scores are not required.

What prerequisites should students have before entering the program?

The clinical faculty considers applications to the program on a case-by-case basis. However, if you have not had a college level Statistics course, you will be required to take one before entering or during your first semester. You will need to send in the course syllabi for program director approval, if you are accepted to the program.

It is strongly encouraged that students have academic coursework in the areas of developmental psychology (particularly child/human development) as prior knowledge should be assumed before entering this graduate program. Classes in family studies, human development, research methods and statistics, abnormal psychology, and an introduction to therapy or counseling skills are also highly preferred. Work or volunteer experience in human services (especially therapy-related experience) is highly recommended.

Do you accept students for the spring semester?

No, the CFT program accepts students for fall admission only.

How long does it take to complete the program?

Graduation from the Couple and Family Therapy program requires completion of a minimum of 45 required credits for the non-thesis option and 51 credits for the thesis option (45 required credits + 6 thesis credits). Students can graduate with the 60 credits required for Licensure as a Marriage and Family Therapist in Maryland and in many other states by taking five additional elective courses (15 credits) or three additional elective courses (9 credits) for the thesis option (6 credits). All five elective courses can be taken in the Department of Family Science and four are actually offered in the Couple and Family Therapy program.

Can I go part-time and just take longer to graduate?

No, the CFT program accepts students for full-time status only. This is an intensive year-round two year program. You remain with your cohort from start to finish.

Can I do this program online?

No, the CFT program is an in-person program.

Can students hold outside jobs while attending the CFT program?

As students must complete 500 clinical hours, it is recommended that full-time CFT students work no more than 10 hours per week through graduate assistantships or outside employment.

What can I expect after applying?

All application requirements must be received by the deadline to be considered. Applications will be reviewed only after the application deadline. The faculty and staff will meet after the winter break to determine which candidates to invite to the next stage of the admissions process - Interview Day. Invitations to interview will be sent via email in late January.

Interview Day is held in person in February. This allows the faculty, staff, and students to get to know more about the candidates and allows the candidates to learn more about the program, training processes, and more. The day will be broken up into different sessions, which will include interviews with the faculty.

After all interviews have been completed, selected candidates will receive an emailed invitation to join the program from the program director. They will be given a decision deadline. Acceptance will allow the program to begin the formal admissions process with the Graduate School. This process can go on through late April. 

Applicants not chosen will receive emails from the Graduate School, no later than mid-May. However, candidates that do not receive an email to interview by mid-February are highly encouraged to apply again during the next application cycle. 

How much does the program cost?

Please review tuition and fee information https://billpay.umd.edu/GraduateTuition. General billing questions can be answered by the Financial Service Center by email or phone.

billtalk@umd.edu

301.314.9000

What financial aid is available?

A limited amount of funding may be available in the form of fellowships, graduate assistantships, and loans from federal, state, and private sources. Details regarding loan eligibility can be obtained from the Student Financial Aid Office. A small number of university fellowships may be available for outstanding students.

How do I apply for funding?

When you complete the Graduate School application, check the box indicating that you wish to be considered for a Graduate Assistantship. There is no additional form to complete; all students accepted into the program are considered for Graduate Fellowship and/or Assistantship support. It is important that you review the Graduate Assistantship Policies before accepting a position. 

Graduate assistantships periodically become available throughout the school year, but you will see the greatest number of openings toward the end of the academic year and during the summer months. They are invaluable because they grant you in-state tuition, partial tuition remission, and a stipend. If you are interested in securing an assistantship, begin the search as soon as possible. Sometimes, students are offered assistantships within the department. As mentioned earlier, assistantships come in the form of part-time (10 hours per week) or full-time (20 hours per week). Those provided through the department are the 10-hour type only, and the department will not provide you more than one 10-hour assistantship. It is important that you review the Graduate Assistantship Policies before agreeing to accept a graduate assistantship. 

What are the requirements for completing a Master of Science degree in Couple and Family Therapy?

Requirements for the degree are outlined on this webpage. Students must complete 51 core credit hours for the thesis option and 45 core credit hours for the non-thesis option. Students can take additional elective graduate level courses in the Department Family Science or in any other related discipline in order to satisfy the 60 credits needed for Maryland State’s licensure requirement. Students not completing a thesis can take 15 credit hours of elective courses (5 three-credit courses) and students completing a thesis may take 9 credit hours of elective course (3 three-credit courses) 

CFT students have the option to take four elective courses listed below while in the program. While these elective courses are not required for graduation from the CFT Program, they are required in order to apply for and receive Marriage and Family Therapy licensure in the state of Maryland.

• FMSC 630 Family Therapy with Children and Adolescents (3 credits) 
• FMSC 631 Trauma & Addiction in Family Life (3 credits)
• FMSC 632 Testing and Assessment in Couple and Family Therapy (3 credits)
• FMSC 635 Relational Therapy with Gender and Sexual Minorities  (3 credits)

Students not completing a thesis can choose a graduate level course within the Department of Family Science or another UMD department for the fifth elective course. Students taking a fifth elective course usually confirm with the Maryland Board of Professional Counselors and Therapists whether the fifth elective course chosen will be accepted as part the 60 required credits for licensure.   

In conjunction with the series of couple and family therapy classes, students must complete 500 hours of supervised client contact.

What is the difference between the thesis and the non-thesis option?

The thesis is an original research paper, which the student defends orally before a faculty committee. The thesis option is strongly encouraged for students interested in continuing in a Ph.D. program.

Students choosing the non-thesis option will need to take an additional elective course to reach 60 credit hours. The non-thesis option is available for those who see the master’s degree as their final degree and do not plan to conduct further research during their career.

How many students are enrolled in the program?

The CFT program admits approximately 10 students per year. There are currently 21 students enrolled in the CFT program for the 2025-2026 school year. There are about 50 total students enrolled in the Family Science M.S. and Ph.D. programs.

What school of thought/model of therapy is emphasized in the CFT program and how might this emphasis differ from other training programs?

The CFT program uses an integrative systems approach. Students are exposed to all the major models in family therapy early in their course of study. These models include, but are not limited to: structural, strategic, intergenerational, feminist, cognitive-behavioral, client-centered, narrative, emotion-focused, and experiential. Although each faculty member emphasizes a particular model in his/her practice of therapy, students are not expected to adopt any one perspective. Rather, students are encouraged to experiment with various models of therapy in order to find the approach or combination of approaches that best suits them.

What types of supervision are offered by the CFT program?

Supervision in the departmentally operated clinic, The Center for Healthy Families, is provided through a range of techniques including case discussion in supervision groups, live observation through one-way mirrors, session video-tape review, and live supervision of sessions via telephone consultation or real-time video consultation during live sessions.

Does the CFT program encourage participation in conferences and workshops?

Students are strongly encouraged to participate in national professional conferences and the many educational events in the Washington area. In recent years, CFT students have presented their research at annual meetings of the American Association for Marriage and Family Therapy (AAMFT), the Association for Behavioral and Cognitive Therapies (ABCT), and the National Council on Family Relations (NCFR). The Department makes every effort to award travel funds to graduate students presenting papers at professional conferences.

How does the CFT program comply with AAMFT accreditation requirements?

The CFT program has been accredited by the Commission on Accreditation for Marriage and Family Therapy Education (COAMFTE) of the American Association for Marriage and Family Therapy (AAMFT). As a COAMFTE accredited program, the Couple and Family Therapy Program at the University of Maryland, College Park provides students with the standard curriculum of education and clinical training that is recognized across the country. The comprehensiveness of our curriculum and the extensive clinical training with diverse clients prepare our graduates for employment in a wide variety of CFT positions. In addition, the program prepares students to perform well on the National Licensing Examination. Thus, the degree is highly portable.

The clinical supervision provided by the family therapy faculty and adjunct supervisors meets AAMFT-approved criteria. Up to 100 of the 200 supervision hours required by AAMFT for clinical membership can be obtained during one's graduate work. Also, the 500 client contact hours completed during the program count toward the 1000 hours required for AAMFT clinical membership. One may complete more than the minimum hours of client contact and supervision (1 hour of supervision for each extra five hours of client contact) and these hours will also count toward AAMFT clinical membership. 

Are CFTs eligible for licensure in the state of Maryland?

Yes. CFT graduates are eligible for licensure as a Licensed Clinical Marriage and Family Therapist (LCMFT) in the state of Maryland. The state requirements to sit for the licensing exam parallel the course curriculum of the University of Maryland CFT program. Two years of clinical experience and supervision are required after graduation. The Licensed Graduate Marriage and Family Therapist (LGMFT) designation was established for CFTs who have graduated and passed the licensing exam but are still accumulating the required post-graduate clinical hours.

What about licensure in other US states and territories?

The CFT program is accredited by the Commission on Accreditation for Marriage and Family Therapy Education for the American Association for Marriage and Family Therapy (AAMFT) and provides the supervised clinical training typically required in states with Couple and Family Therapy licensure. While a detailed determination has not yet been made as to whether the program meets the requirements for professional licensure in states other than Maryland, state-by-state licensure requirements can be found on AAFMT's state resources website.  If you plan to practice in another state, you are required to know that state's requirements. Please note that the course interpretation depends on the interpretation of each state board. 

What careers are CFT graduates qualified for and what are some typical jobs that graduates obtain?

CFT graduates are well trained to conduct couple and family therapy. In addition to working as couple and family therapists, past graduates have gone on to serve as agency administrators, substance abuse counselors, school counselors, human service project directors, and child/couple/family researchers.

Faculty, Supervisors and Staff: MS, Couple and Family Therapy

Graduate Achievement Data: MS, Couple and Family Therapy

Honor Pledge: MS, Couple and Family Therapy

The University has a nationally recognized Honor Code, administered by the Student Honor Council.

The University of Maryland Honor Pledge reads:

“I pledge on my honor that I have not given or received any unauthorized assistance on this assignment or examination.”

Unless you are specifically advised to the contrary, the Pledge statement should be handwritten and signed on the front cover of all your papers, projects, or other academic assignments submitted for evaluation in this course. Students who fail to write and sign the Pledge will be asked to confer with the instructor.

Program Policies: MS, Couple and Family Therapy

Yearly program policy updates are pending full faculty review of the 2026-2027 CFT Handbook.

For a complete explanation of each program policy, please refer to the CFT Program Handbook and use the page guide below:

Student Recruitment Policy page: 48

Student Admission Policy page: 48

Course Waivers/Substitutions Policy page: 48

Course and Degree Time Limits Policy page: 49

Policy on Grading page: 50

Academic Integrity Policy page: 50

Code of Student Conduct page: 51

Policy on Remediation and Dismissal Regarding Ethical Violations page: 51

Policy on Faculty and Supervisor Ethical Behavior page: 51

Diversity Policy page: 51

Non-Discrimination Policy page: 52

Policy on Student Concerns, Complaints, and Grievances  page: 52

Procedures for Review of Alleged Arbitrary and Capricious Grading  page: 54

Retention Policy page: 56

Policy on Procedures for Clearance to Graduate page: 56

Policy on Technical Training for Students, Faculty, and Supervisors page: 56

Maryland Licensure page: 57

Portability of Degree Policy page: 57

Policy on Technology Requirements page: 58

Graduate Assistantship Policies

More information on Graduate Assistantships.

Program Requirements: MS, Couple and Family Therapy

Please review the program requirements below.

For further information, please contact Program Administrative Specialist, Sarah Walker at scwalk@umd.edu.

Curriculum Overview

Graduation from the Couple and Family Therapy program requires completion of a minimum of 45 required credits for the non-thesis option and 51 credits for the thesis option (45 required credits + 6 thesis credits). Students can graduate with the 60 credits required for Licensure as a Marriage and Family Therapist in Maryland and in many other states by taking five additional elective courses (15 credits) or three additional elective courses (9 credits) for the thesis option (6 credits). All five elective courses can be taken in the Department of Family Science and four are actually offered in the Couple and Family Therapy program.

Didactic coursework is taken in conjunction with 15 credits of clinical practicum seminars and 9 credits of supervision of clinical work. In the clinical practicum, the theory is applied to specific case material, with faculty supervision providing support and oversight of assigned cases. The CFT program has a minimum length of two years and a maximum length of five years.

Clinical Experience

Supervised client contact begins in the student’s first semester. Clinical students are required to gain a total of 500 hours, 150 of these hours must be from relational (couples or families) cases. Of the total 500 hours, 100 of the hours can be "alternative hours." Supervision in the Department’s clinic, The Center for Healthy Families, is provided through a range of techniques including case discussion, one-way mirror observation, video review, co-therapy, and telephone or real-time video consultation during live sessions.

All students adhere to the CFT Program Hours Policy that states any student who does not complete their required 500 hours of client contact by the end of the spring semester of the second year WILL NOT be allowed to continue seeing clients at the Center for Healthy Families beyond that time. Students will need to independently seek out alternative externship sites to gain the remainder of the client contact hours required to sit for the National Licensing Examination. No exceptions will be made.

Thesis/Non-Thesis Options

Couple and Family Therapy students may pursue a thesis or a non-thesis option. For thesis option students, 6 semester hours are thesis research credits taken as FMSC 799. The thesis, involving original research supervised by a CFT or other Family Science faculty mentor, must be approved and then defended in an oral examination.

Students not completing a thesis can choose a graduate level course within the Department of Family Science or another UMD department for the fifth elective course. Students taking a fifth elective course usually confirm with the Maryland Board of Professional Counselors and Therapists whether the fifth elective course chosen will be accepted as part the 60 required credits for licensure. 

Students are required to have completed a graduate or advanced undergraduate level statistics course prior to enrolling in FMSC 610 (Research Methods) or initiating thesis research. This requirement can be fulfilled by completing a statistics course at the University of Maryland, College Park, or another academic institution. The student will submit the course syllabus and any associated course materials to the CFT Program Director for evaluation.

Developmental psychology courses are also strongly recommended. 

Course Requirements 

Required Courses

• SPHL 600 Foundations of Public Health (3 credits) An overview of the theoretical frameworks and research findings in the field of Public Health. This course is required of all students enrolled in academic programs within the University of Maryland’s School of Public Health.
• FMSC 610 Research Methods in Family Science (3 credits) Prerequisite: EDMS 645 or equivalent. Research methods in family science. The role of theory, design, use of qualitative and quantitative measurement techniques, data collection and data analysis. Development of research proposals.
• FMSC 640 Family Therapy: Theory and Techniques (3 credits) Fundamental theoretical concepts and clinical procedures in couple and family therapy. Emphasis on those therapy models that operate from a family systems perspective.
• FMSC 641 Couples Therapy: Theory, and Techniques (3 credits) Prerequisite: FMSC 640. Exploration of the dynamics of the couple relationship and methods for facilitating growth and constructive interaction within that relationship. Theoretical models of couple therapy and their methods for assessment and treatment of distressed relationships. Applications with a variety of common problems experienced by couples.
• FMSC 642 Individual and Family Development Across the Lifespan (3 credits) Prerequisite: FMSC 640. Normal development and psychopathology, within the context of the family system: implications for assessment, diagnosis, and therapeutic interventions. Emphasis on families with school-age children, adolescents, parent-child relationships, and application of the current psychiatric diagnostic system (DSM) in work with families.
• FMSC 645 Sexuality: Issues in Family Therapy and Service Delivery (3 credits) Prerequisite: A basic course in human sexuality and permission of the instructor. Typical, dysfunctional, and pathological sexual functioning: effects on individuals, couples, and family systems. Sensitizes students to sexual issues, explores how perceptions of such issues affect work with people, and emphasizes implications for couple and family therapy.
• FMSC 650 Ethical, Legal, and Professional Principles in Marriage and Family Therapy (3 credits) Prerequisite: Permission of department. Limited to students admitted to the family therapy program. An introduction to the basic principles and practices of family therapy. Emphasis on basic therapy skills applied to a family context and on professional ethics of the family practitioner. Addresses therapist's legal responsibilities and liabilities, certification, and licensure issues.
• FMSC 651 Treatment of Emotional and Mental Disorders in the Family Context (3 credits) Prerequisite: FMSC 650. Limited to students admitted to the family therapy program. Initial application of family therapy skills and theoretical models to the practice of marriage and family therapy. Didactic focus on assessment and diagnosis of family processes. Emphasis on treatment plans from different therapeutic models demonstrated in case presentations and supervision of therapy. Therapist burnout prevention and intervention.
• FMSC 652 Diagnosis and Treatment of Mental and Emotional Disorders in Family Systems (3 credits) Prerequisite: FMSC 651. Limited to students admitted into the family therapy program. Integration of systematic assessment and intervention procedures with couples and families, within the context of the various family therapy models. Didactic emphasis is given to procedural issues, critique and utilization of current DSM, and specific problems encountered in family therapy work. Advanced professional responsibility as demonstrated in case presentations and supervision.
• FMSC 653 Advanced Application of Marriage and Family Therapy Models and Techniques (3 credits) Prerequisite: FMSC 652. Limited to students admitted to the family therapy program. Concluding course in the clinical therapy, assessment, diagnosis, and treatment series. Didactic focus on personal theory building, continued professional development, and extension of systematic intervention to community consultation with other mental health professionals. Emphasis on personal values and professional ethics as applied in case presentations and supervision. 
• FMSC 654 Clinical Marriage and Family Therapy Practice (3 credits) Prerequisite: FMSC 651. Application of theory and technique to the clinical practice of marriage and family therapy. Emphasis on case management and clinic administration. Includes completion of 12 successive months and 500 hours of supervised, direct client contact with couples, families, and individuals from an integrative family systems perspective.
• FMSC 658 Supervised Clinical Practice of Marriage and Family Therapy (1-2 credits per semester for a total of 9* credits) Prerequisite: FMSC 650 Supervised couple and family therapy client contact. Various family systems models of supervision applied via extant methods, including live and video-recorded.
• FMSC 745 Diversity and Social Justice in Couple and Family Therapy (3 credits) Major critiques of sources of racial, cultural, and gender bias in couple and family therapy and family service delivery. Addresses these issues in program development, clinical practice, and policy. 
• FMSC 799 Master’s Thesis Research (1-6 credits)

VIEW ALL PROGRAM REQUIREMENTS ON THE UMD CATALOG

Electives 

CFT students have the option to take three elective courses listed below while in the program. While these elective courses are not required for graduation from the CFT Program, they are required in order to apply for and receive Marriage and Family Therapy licensure in the state of Maryland. Students who choose the ACP option will be required to take an additional elective graduate level course in the Department Family Science or in any other related discipline in order to satisfy the 60 credits Maryland State’s licensure requirement.

• FMSC 630 Family Therapy with Children and Adolescents (3 credits)
• FMSC 631 Trauma & Addiction in Family Life (3 credits)
• FMSC 632 Testing and Assessment in Couple and Family Therapy (3 credits)
• FMSC 635 Relational Therapy with Gender and Sexual Minorities (3 credits)
• FMSC 651 Treatment of Emotional and Mental Disorders in the Family Context (3 credits)
• FMSC 660 Violence in Families (3 credits)*

*Elective course FMSC 660 Violence in Families (3 credits) is offered by the Department of Family Science. 

Student Services: MS, Couple and Family Therapy

Yearly program policy updates are pending full faculty review of the 2026-2027 CFT Handbook.

For a complete description of each student support service, please refer to the CFT Program Handbook and use the page guide below:

Adele H. Stamp Student Union page: 60

Multicultural Involvement & Community Advocacy page: 60

Dining Services page: 60

Eppley Recreation Center page: 60

Clarice Smith Performing Arts Center page: 60

Religious and Spiritual Services page: 61

Office of Student Financial Aid page: 61

Counseling Center page: 61

Library Services page: 63

Terrapin Tech page: 64

Writing Centers page: 64

Graduate Student Legal Aid page: 65

Office for Diversity Initiatives page: 65

LGBTQ Equity Center page: 65

International Student and Scholar Services page: 66

Department of Family Science Academic Support Services page: 67

School of Public Health Collaboratorium page: 67

Graduate Students in Public Health page: 67

Maryland Council on Family Relations page: 67