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With our Catholic liberal arts heritage and over 100 degree programs, including nursing and marine biology, from bachelors through PhDs, we've got your options covered. Focus on arts and sciences, business, education, social work, communication, nursing, medical sciences, theology, or law. Take things further with personalized research and experiential learning opportunities, on and off-campus. Enhance your prospects with hands-on internships at some of the country's top organizations.

Colleges and Schools

Academic Support

Barry University Students

The Career and Experiential Learning Team educates students and alumni on the essential job searching and life skills to propel them to succeed in the increasingly competitive global marketplace.

Service-learning integrates relevant community service with course work and critical reflection to enrich the learning experience, foster social responsibility and civic engagement, and strengthen communities.

Service-Learning

The Honors Program at Barry is designed to challenge, enrich, and prepare especially motivated students to pursue their fullest potential. By participating in a rigorous curriculum rounded out by an array of edifying and interactive events, students explore crucial issues that we face in our daily lives. Students are given the space for discussion and debate and the opportunity to learn from experts in their fields. The Office of Financial Aid can assist with determining eligibility for the Honors Program.

The Monsignor William Barry Memorial Library is located in the center of the beautiful Miami Shores campus of Barry University. The Library is named in loving memory of Monsignor William Barry, one of the founders of Barry University and an inspirational figure in the Catholic Church within the Archdiocese of Miami. The extensive Library research collections include more than 950,000 physical items, over 40,000 print and on-line journal subscriptions, and several thousand on-line books and streaming video resources.

At Barry University, you will experience a small community atmosphere where you can always rely on our administrators and faculty for advice, encouragement and personal attention. We take great pride in giving individual attention from the very beginning. You can start building a personal relationship with one of our admissions counselors who will help answer any questions, and guide you through the entire admissions and enrollment process.

Bucky and student at Open House

Continuing Education (CE) offers a variety of courses and non-credit programs designed to respond to the diverse educational interests and lifelong learning needs of individuals of all ages. We offer certificate, credential exam preparation, and licensure programs for professional and personal enrichment.

High school students: Get a jump-start on your college education with dual enrollment courses from Barry University! You can earn high school and college credit at the same time, right at your own school.

Dual Enrollment

Barry University is committed to provide you with a dynamic and flexible approach to your degree pathway through our online courses and degree programs. We understand that balancing academics, work, and personal commitments can be challenging. That's why our online offerings are designed to fit seamlessly into your busy schedule, allowing you to pursue your educational goals without compromising on other important aspects of your life.

Distance Education

We are committed to providing programs and services that are guided by Barry University's rich educational mission and intended to enhance your Barry experience. Through partnerships with others in the university community, we aim to create experiences that will help transform you into leaders for a just and humane world.

Portrait of students at event on campus

We are an NCAA Division II school and a member of the Sunshine State Conference with 12 varsity teams, including men's baseball, basketball, golf, soccer and tennis; and women's basketball, golf, rowing, soccer, softball, tennis and volleyball. So far, we've won 24 NCAA championships, had 338 All-Americans, 413 Scholar All-Americans, and nine NCAA "Women of the Year" finalists, the most of any Division II school. Not bad at all, but we're going for more.

Campus Life

For students currently enrolled in classes at Barry, we have a wealth of resources you can tap into to bring ease and efficiency to your university experience. Get the help you need with administrative or financial questions, or check out course catalogs to help plan your schedule by semester. All the information you need to excel is at your fingertips.

Dr. Yahyahan Aras, Ph.D.

Assistant Professor of Counseling and Program Coordinator for School Counseling

Dr. Yahyahan Aras, Ph.D.
Dr. Yahyahan Aras, Ph.D. Assistant Professor of Counseling and Program Coordinator for School Counseling

Biography

Dr. Yahyahan Aras is an Assistant Professor of Counseling and the School Counseling Program Coordinator at Barry University, where he has served since Fall 2023. He holds a B.A. in Counseling Psychology and Guidance from Selçuk University (Turkey), an M.Ed. in Counseling Psychology from Rutgers University, and a Ph.D. in Counselor Education and Supervision from Texas A&M University–Corpus Christi. His professional background includes experience as a school counselor working with K–12 students in both Turkey and the U.S., as well as supporting college student-athletes and nursing students in higher education settings.

Dr. Aras teaches a wide range of graduate-level counseling and research courses, including Foundations of School Counseling, Research Methods, Diversity Issues, Counseling Theories, Human Growth and Development, Psychological Measurement, and Quantitative Research Methodologies. His pedagogy is deeply grounded in the educational philosophies of bell hooks and John Dewey, emphasizing relationship-centered teaching, intentional self-disclosure, and inclusive engagement. He fosters an intellectually challenging learning environment that promotes critical thinking, cognitive complexity, and a strong sense of social justice responsibility among students.

Dr. Aras’s research focuses on the experiences of international counseling students, culturally responsive mentoring, and multicultural and social justice competence in counselor education. His current projects explore themes such as intentionality and trust within mentoring relationships, the use of Q methodology in cross-cultural counseling research, and institutional support systems for international students.His scholarship has been published in leading counseling journals and presented at regional, national, and international conferences.

Beyond teaching and research, Dr. Aras contributes to the profession through leadership and service. He holds active roles in professional organizations such as the Florida Counseling Association (FCA) and the Association for Counselor Education and Supervision (ACES). He also serves on the editorial boards of Professional School Counseling and Teaching Practice Briefs, reviewing research that advances counselor training and practice.

Through his integrative commitment to teaching, research, mentorship, and service, Dr. Aras exemplifies a deep dedication to cultivating a socially just, culturally responsive, and globally competent counseling workforce.

Selected Publications:

Page, R., Murphey, C., Aras, Y, Chen, L., & Loftin, R. (2021). Perspectives of pregnant Hispanic women on prenatal genetic testing. Journal of Genetic Counseling, 30(3), 838848.  https://doi.org/10.1002/jgc4.1383

Lenz, A. S., Ho, C. M., Rocha, L., & Aras, Y. (2021). Reliability generalization of scores on the Post-Traumatic Growth Inventory. Measurement and Evaluation in Counseling and Development, 54(2), 106-119. https://doi.org/10.1080/07481756.2020.1747940

Lenz, A. S., Rocha, L., & Aras, Y. (2021). Measuring school climate: A systematic review of initial development and validation studies. International Journal for the Advancement of Counseling, 43(1), 48-62. https://doi.org/10.1007/s10447-020-09415-9

Rocha, L., Lenz, A. S., & Aras, Y. (2019). Measuring school climate among Spanish-Speaking students: A systematic review of primary methodological studies. Hispanic Journal of Behavioral Sciences, 41(4), 464-480. https://doi.org/10.1177/0739986319880224

Zyromski, B., Dollarhide, C.T., Aras, Y., Geiger, S., Oehrtman, J.P., & Clarke, H. (2018). Beyond complex trauma: Existential view of adverse childhood experiences. Journal of Humanistic Counseling, 57 (3), 156-172. https://doi.org/10.1002/johc.12080

Gibson, D., Moss, J., Dollarhide, C., Aras, Y., & Mitchell, T. (2018). Examining leadership with American Counseling Association Presidents: A grounded theory of leadership identity development. Journal of Counseling and Development, 96 (4), 361-371. https://doi.org/10.1002/jcad.12219

 

Selected Presentations:

Aras, Y., & Hayes, S. (October, 2022). “The Use of Virtual Reality in Mental Health: Outcomes, Challenges, Perspectives.” All Ohio Counselors Conference, Columbus, OH.

Aras, Y., Pfeiffer, S., & Uzondu, A.  (September, 2022). “An Evidence-Based Mentoring Model: Implications for Counselor Educators Working with International Doctoral Students in Counselor Education Programs.” Association for Assessment and Research in Counseling Conference, St. Louis, Missouri.

Rodriguez, A., & Aras, Y. (February, 2020). “Resiliency in K-12 Schools: A Guide for Helping a Campus Heal After a Crisis.” Texas Association for Counselor Education and Supervision MidWinter Conference.

Aras, Y., Lenz, A. S., Rocha, L., & Ho, C. M. (September, 2019). “Reliability generalization of the Relational Health Indices.” Association for Assessment and Research in Counseling Conference, San Antonio, Texas.

Aras, Y., & Rocha, L. (April, 2019). “Working with refugees: Practical and evidence-based strategies for counselors.” Gulf Coast Counseling Association Conference, Corpus Christi, TX.

Walker, T., Dollarhide, C.T., Aras, Y., & Garcia, G.L. (October, 2018).  “Social justice professional development at the national level: A content analysis of ACA conferences.” North Central Association for Counselor Education and Supervision Conference, Cleveland, Ohio.

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Barry University does not discriminate on the basis of race, creed, color, ethnicity, national origin, ancestry, religion, gender, sexual orientation, gender identity, gender expression, genetic information, familial status, marital status, pregnancy, age, disability status or veteran status. This policy applies to students, employees, applicants and trustees with respect to participation in any program, benefit, activity or student/employment opportunity offered by the University. Every member of the University community is expected to uphold this policy as a matter of mutual respect and fundamental fairness in human relations. Every student of this institution has a responsibility to conduct himself/herself in accordance with this policy as a condition of enrollment. Further, every University employee has an obligation to observe Barry University policies and implementation of federal and state law as a term of employment. No person shall be retaliated against for reporting violations or concerns about prohibited discrimination or bias through appropriate University channels.

Barry University’s EASE Grant Performance Measures on Access Rate, Affordability Rate, Graduation Rate, Retention Rate and Postgraduate Employment Rate are specifically listed on the ICUF Dashboard at this link: icuf.org/dashboard.

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