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College of Education - Columbus State University

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Academics

College of Education

The College of Education consists of the departments of Counseling and Educational Leadership; Curriculum and Instruction; and Physical Education and Leisure Management. The Dean's Office is located in 131 Jordan Hall.

Teacher Education Program Requirements - Undergraduate Program

Requirements - Graduate

Counseling and Educational Leadership Department

Curriculum and Instruction Department

Physical Education and Leisure Management Department

Mission Statement

The mission of the College of Education is congruent with and complements that of Columbus State University. The College of Education has adopted the guiding principle, Creating Opportunities for Excellence, to support its mission ...to achieve excellence by guiding individuals as they become professionals.

The opportunities envisioned are:

  • For professional education - To achieve excellence by guiding educators as they develop the proficiency, expertise, and leadership consistent with their professional responsibilities and duties.
  • For counseling - To achieve excellence by guiding professionals as they develop expertise and leadership to strengthen individuals, families, education programs, communities, and community agencies.
  • For health, fitness and leisure management - To achieve excellence through guiding leisure management professionals as they develop the knowledge, competencies, and attitudes they will need in administration, management, and other community education roles.

Teacher Education Program Requirements - Undergraduate

The preparation of elementary and secondary school teachers is accomplished through the joint efforts of the College of Education and other academic units of the university. Teacher education programs, typically, are closely structured; therefore, students should select a teaching field during the sophomore year and follow the appropriate curriculum after declaring a major. Columbus State University's teacher education programs are approved by the Georgia Professional Standards Commission (PSC) and accredited by the National Council for Accreditation of Teacher Education (NCATE). Successful completion of an approved program earns the university's recommendation for a professional teaching certificate. To receive the certificate, an individual must also perform satisfactorily on the Praxis II test. Students desiring a bachelor of arts, bachelor of science, or bachelor of music degree may also take the professional education course sequence for certification. Students should consult the College of Education for advice concerning appropriate courses for certification. Teacher education programs leading to the Bachelor of Science in Education degree are offered in the following fields:

Admission to the Teacher Education Program

During the sophomore year, students intending to complete a teacher education program make formal application to a specific degree program. Normally, this occurs after the student has completed three semesters of full-time course work. Application is made to the department offering the student's intended major.

Admission to the Teacher Education Program is based on the following:

  • completion of EDUF 2215 The American Educational Experience with a grade of C or better
  • completion of 45 earned semester hours in the core with a GPA of 2.50 or better, including transfer credit, and a minimum institutional GPA of 2.75
  • completion of nine earned semester hours at Columbus State University
  • satisfactory performance on the Regents' Test
  • satisfactory performance on all three parts of the Praxis I test, or an exemption based upon satisfactory scores on the SAT, ACT, or GRE tests
  • satisfactory completion of word-processed essay
  • good academic standing during the semester in which admission is requested
  • completion of a background check indicating no criminal record or discharge from the armed services that could prevent recommendation for teacher certification

Additional admissions criteria may be applied at the departmental level.

Admission decisions are appealable to the College of Education undergraduate appeals committee.

Retention in the Teacher Education Program

A review each semester to determine retention in the teacher education program is based on the following:

  • Maintenance of a 2.75 institutional grade point average.
  • If the grade point average falls below 2.75, the student has one semester to raise the grade point average to 2.75 or the student must re-apply to the teacher education program under the current admission policies.
  • Not less than a C grade in field and professional courses. Only 10 percent of the professional and field courses may be repeated at Columbus State University or another accredited college. Correspondence courses will not be accepted in field or professional courses.
  • Students who fail to complete a degree program after three years from date of admission to teacher education will be excluded from the program and required to re-apply under current admission policies.

Admission to Student Teaching

Students will spend one semester in full-time teaching activities under the supervision of a classroom teacher in elementary and/or secondary schools. Guidelines for admission to student teaching are as follows:

  • Application for student teaching must be made by the end of the first week of classes one year prior to the semester that placement is requested. Applications should be made to the Coordinator of Student Teaching.
  • Students should not hold outside employment during the semester of student teaching.
  • Students should complete all professional courses and a minimum of 90 percent of field courses prior to student teaching.
  • Students must earn at least a C grade in each field course; earn a least a C grade in each professional course; and maintain a total grade point average of 2.50 or better based on total hours attempted, and an institutional grade point average of 2.75 or better.
  • Students must be members in good standing in the teacher education program prior to application for admission to student teaching.
  • Students must be recommended by both the academic advisor and the Coordinator of Student Teaching.
  • Student teaching placements are the responsibility of the Coordinator of Student Teaching.
  • Students must provide evidence of personal liability insurance.

Recommendation for Certification

To be eligible for recommendation by Columbus State University for a professional teaching certificate, students must complete an approved program and meet the following criteria:

  • Graduate from Columbus State University
  • A 2.5 grade point average on all work attempted, and a 2.75 institutional grade point average
  • No less than a C grade on all professional and field courses presented for graduation
  • Successful completion of the Praxis II test

Post-Baccalaureate Teacher Certification

Students who have a baccalaureate degree, but do not have teacher certification, may be admitted to Columbus State University as undergraduate post-baccalaureate students. Students completing a prescribed post-baccalaureate program in their desired area of certification will earn an institutional recommendation for certification subsequently issued by the Georgia Professional Standards Commission (PSC). Students desiring to enroll in graduate courses for post-baccalaureate or certification courses must be admitted to the College of Education (COE) graduate program with a regular or provisional admission status. Students who would like to obtain the Master of Education degree with related teacher certification should explore the possibilities of entering the COE Non-Traditional Masters of Education Degree Program in lieu of the Post-Baccalaureate Teacher Certification Program.

Admission to and Retention in Post-Baccalaureate Teacher Education

To be admitted and retained in the Post-Baccalaureate Teacher Certification Program, the student must:

  • Possess an undergraduate degree from an accredited college or university
  • Acquire admission to Columbus State University as an undergraduate post-baccalaureate student
  • Possess and maintain an overall undergraduate GPA of 2.75 or better or a GPA of 2.75 or better during the junior-senior years (Most current 60 semester hours)
  • Achieve satisfactory performance on all three parts of the Praxis I test, or an exemption based upon satisfactory scores on the SAT, ACT, or GRE tests
  • Achieve satisfactory completion of word-processed essay
  • Possess good academic standing during semester in which admission is requested
  • Possess no criminal record or discharge from the armed services that would prevent recommendation for teacher certification
  • Acquire regular or provisional graduate admission status if the student enrolls in graduate courses
  • Secure a plan of study designed to prepare the student for desired certification
  • Secure regular graduate admission status, if accepted with provisional status, prior to completion of twelve (12) semester hours of graduate courses
  • Meet requirements and apply for acceptance to the Teacher Education Program (JH 132)
  • Meet requirements and apply for admission to Student Teaching (JH 132)
  • Complete courses designated by program director or department chair
  • Meet requirements and apply for Teacher Certification as specified by the Georgia Professional Standards Commission (PSC)
  • Complete or meet additional departmental requirements

Students should see the program director or chair of the department which offers the desired certification program for advisement and registration. Students are required to pay a $25.00 non-refundable fee to the College of Education prior to evaluation of undergraduate transcripts and design of individualized plans of study (JH 132). Admission decisions may be appealed to the appropriate College of Education appeals committee.

Program Requirements - Graduate

Master of Education

Admission

Minimum admission requirements for regular admission to master of education degree programs are as follows:

  • an undergraduate degree from an accredited college or university in a major related to the planned field of study
  • an undergraduate GPA of 2.75 calculated on all work attempted
  • a combined score of 800 (verbal and quantitative) on the Graduate Record Examination or a score of 44 on the Miller Analogies Test
  • no criminal record or discharge from the armed services that would prevent recommendation for teacher certification

Minimum admission requirements for provisional admission to master of education degree programs are as follows:

  • an undergraduate degree from an accredited college or university in a major related to the planned field of study
  • an undergraduate GPA of 2.50 calculated on all work attempted
  • a combined score of score of 700 (verbal and quantitative) on the Graduate Record Examination or a score of 35 on the Miller Analogies Test
  • no criminal record or discharge from the armed services that would prevent recommendation for teacher certification

Additional admission criteria may be applied at the department level.

Admission decisions are appealable to the College of Education graduate appeals committee.

Students admitted to a master of education program on a provisional basis must first enroll in EDUF 6115 Educational Psychology or EDUF 6215 Research Methods, and, depending upon their declared major, two teaching/leadership/counseling courses to be determined by the department chair or designee.

Graduate non-degree admission in a post-baccalaureate or post-graduate status is not available. Students wishing to enroll in graduate course work for any reason must be admitted to a graduate degree program.

Curriculum

Students admitted as candidates for the master of education degree must satisfactorily complete a planned program of study and a minimum of 36 semester credit hours. At least 18 of these hours must be in courses numbered 6000 or above.

A graduate student's program, planned cooperatively with an advisor from the College of Education, will emphasize development both in the teaching field and in professional studies. Specific questions concerning Georgia Professional Standards Commission requirements for teacher certification should be directed to the office of the dean, College of Education, or to the department that offers the student's major.

Application for Graduation

Approval of an application for the master of education degree is contingent upon the successful completion of an approved program and recommendation for the degree by the College of Education. Applications for degree conferral must be submitted to the Office of the Registrar the semester prior to completion of degree requirements. The following requirements must be met for the completion of the MEd degree:

  • Students must earn a 3.0 grade point average calculated on all graduate work attempted. (Maximum of six semester hours of C).
  • A minimum of one-half of the hours required for the degree must be earned in residence.
  • All degree requirements must be completed within seven years of first enrollment.
  • Students in some programs must pass a written comprehensive examination.

Independent Study

No more than six semester hours earned in independent study may be applied toward meeting the requirements of an MEd degree.

Course Load

The maximum course load for a graduate student in education is 12 hours per semester, including the summer session. Additionally, six semester hours is the maximum course load allowed for a special short term in the summer session.

Non-Traditional Master of Education Degree Program

Students who have a baccalaureate degree in any subject area that the Georgia Professional Standards Commission issues a teaching certificate, but do not have teacher certification, may be admitted to a non-traditional M.Ed. program offered by the various departments in the College of Education. Students completing one of these programs will receive the M.Ed. Degree with related teacher certification.

Students must:

  • Possess an undergraduate degree from an accredited college or university
  • Acquire regular or provisional graduate admission status
  • Secure a plan of study which may include post-baccalaureate courses necessary to prepare the student for graduate studies in the desired certification area
  • Secure regular graduate admission status, if accepted with provisional status, prior to completion of twelve (12) semester hours of graduate courses.
  • Possess and maintain an overall undergraduate GPA of 2.75 or better or a GPA of 2.75 or better during the junior-senior years (Most current 60 semester hours) in order to be admitted to the Teacher Education Program and Student Teaching
  • Achieve satisfactory performance on all three parts of the Praxis I test, or an exemption based upon satisfactory scores on the SAT, ACT, or GRE tests
  • Possess no criminal record or discharge from the armed services that would prevent recommendation for teacher certification
  • Meet requirements and apply for acceptance to the Teacher Education Program (JH 132)
  • Meet requirements and apply for acceptance to Student Teaching (JH 132)
  • Complete a plan of study as designated by program director or department chair with a minimum of 36 semester hours of credit and a maximum of 56 semester hours of credit to include EDUF 6215 and EDCI 6225
  • Meet requirements and apply for Teacher Certification as specified by the Georgia Professional Standards Commission (PSC)
  • Complete or meet additional departmental requirements

Students should see the graduate program director or chair of the department which offers the desired certification program for advisement and registration. Admission decisions may be appealed to the College of Education Graduate Council.

Master of Science

Admission

Minimum admission requirements for regular admission to the MS program in community counseling are as follows:

  • An undergraduate degree from an accredited college or university
  • A 2.75 undergraduate grade point average calculated on all work attempted and a score of 800 on the
  • Graduate Record Examination or a score of 44 on the Miller Analogies Test

Minimum admission requirements for provisional admission to the MS program in community counseling are as follows:

  • An undergraduate degree from an accredited college or university
  • A 2.5 undergraduate grade point average calculated on all work attempted and a score of 35 on the Miller
  • Analogies Test or a score of 700 on the Graduate Record Examination

Students admitted on a provisional basis must complete a minimum of nine semester hours with grades of B or better, to include EDUF 6215 Research Methods, COUN 6115 Introduction to Professional Counseling, and COUN 6225 Counseling Skills 1.

Admission decisions are appealable to the College of Education graduate appeals committee.

Students should meet with their advisors to determine the most appropriate sequence of courses in their program of study. The culminating 700-hour clinical experience is considered the most important aspect of this program. The application process for practicum and internship includes prerequisite course work and pre-registration. Due to the intensity of the internship experience, six credit hours is considered a full-time load when students are enrolled in internship. Students wishing to exceed this limit must first obtain permission from the department.

Application for Graduation

Approval of an application for the Master of Science degree in community counseling is contingent upon the successful completion of an approved program and recommendation for the degree by the College of Education. Applications for degree conferral must be submitted to the Office of the Registrar the semester prior to completion of degree requirements. The following requirements must be met for the completion of the MS degree:

  • Students must earn a 3.0 grade point average calculated on all graduate work attempted. (Maximum of six semester hours of C).
  • A minimum of one-half of the hours required for the degree must be earned in residence.
  • All degree requirements must be completed within seven years of first enrollment.
  • Students must pass a written comprehensive examination.

Specialist in Education Degree Programs

Admission

Minimum admission requirements for regular admission to specialist in education degree programs are as follows:

  • a graduate degree from an accredited college or university in a major related to the planned field of study
  • a satisfactory graduate GPA calculated on all work attempted
  • a satisfactory score (verbal and quantitative) on the Graduate Record Examination or a satisfactory score on the Miller Analogies Test
  • three years of acceptable teaching experience (with the exception of the EdS in School Counseling)
    no criminal record or discharge from the armed services that would prevent recommendation for teacher certification
  • for the EdS in School Counseling, eligibility for certification in school counseling in Georgia or commitment to acquire certification on the way to completing an alternative EdS program.
  • for Curriculum and Instruction programs, two letters of recommendation submitted to the department chair and a successful interview with faculty in major area of study.

Provisional admission to specialist in education programs is not available. Additional admission criteria may be applied at the department level. Admission decisions are appealable to the College of Education graduate appeals committee.

Graduate non-degree admission in a post-baccalaureate or post-graduate status is not available. Students wishing to enroll in graduate course work for any reason must be admitted to a graduate degree program.

Curriculum

Students admitted as a candidate for the specialist in education degree must satisfactorily complete a planned program of study and a minimum of 30 semester hours of credit. At least18 of these hours must be courses numbered 7000 and above.

Eight hours in education core courses are required in each program leading to the specialist in education degree. Specific program requirements are listed under degree requirements.

A graduate student's program, planned cooperatively with an advisor from the College of Education, will emphasize development both in the teaching field and in professional studies. Specific questions concerning Georgia Professional Standards Commission requirements for teacher certification should be directed to the office of the dean, College of Education, or to the department offering the student's major.

Application for Graduation

Approval of an application for the specialist in education degree is contingent upon the successful completion of an approved program and recommendation for the degree by the College of Education. Applications for degree conferral must be submitted to the Office of the Registrar the semester prior to completion of degree requirements.

The following requirements must be met for the completion of the EdS degree:

  • Graduate work taken prior to full admission to the specialist in education degree program will not be counted toward meeting the course requirements for the degree.
  • Students must earn a 3.0 grade point average calculated on all graduate work attempted.
  • No more than three semester hours of C will be allowed.
  • A minimum of 15 semester hours required for the degree must be earned in residence.
  • All transfer credit must have been earned after a student has been admitted to and enrolled in a specialists program. A maximum of six semester hours of transfer credit may be applied toward the degree.
  • All degree requirements must be completed within seven years of first enrollment.
  • No more than six semester hours earned in independent study may be applied toward meeting the requirements of the EdS degree.

Department of Counseling and Educational Leadership

The Department of Counseling and Educational Leadership offers the MEd degree program in school counseling and the MS degree program in community counseling. Both degree programs have received national accreditation from the Council for Accreditation of Counseling and Related Education Programs (CACREP). Specialty tracks within the community counseling program are offered in marriage and family counseling and student personnel counseling. Additionally, a specialty track in pastoral counseling is offered as a cooperative and joint venture with The Pastoral Institute. Post-graduate work leading to certification in school counseling is offered for individuals who already have completed a community counseling degree. The department also offers the EdS degree in School Counseling.

The department offers the MEd and the EdS in educational leadership leading to Georgia certification, and non-certification options of the MEd and EdS in educational leadership for those students not certified by the Georgia Professional Standards Commission.

MEd Educational Leadership: Administration and Supervision

In addition to the general admission requirements for all MEd degree programs, a successful interview and an approved writing sample are also required for the MEd in Educational Leadership: Administration and Supervision. Additionally, all applicants are required to have suitable skills in technology, including word processing and Internet researching skills; and all applicants must provide written communication from two educational leaders, preferably from the applicant's current school district. After full admission to the program, the student and faculty advisor will develop the student's educational leadership program of study.

Successful MEd students are eligible for certification in school leadership/administration upon completion of the following requirements:

  • the Praxis II (Educational Leadership: Administration and Supervision) examination
  • three years of public, regional/state accredited school teaching experience.

Expected Outcomes

Graduates will be able to promote the success of all students by:

  • Facilitating the development, articulation, implementation, and stewardship of a vision of learning that is shared and supported by the school community.
  • Advocating, nurturing, and sustaining a school culture and instructional program conducive to student learning and staff professional growth.
  • Ensuring management of the organization, operations, and resources for a safe, efficient, and effective learning environment.
  • Acting with integrity, fairness, and in an ethical manner, by understanding, responding to, and influencing the larger political, social, economic, legal, and cultural context.
  • Utilizing new and emerging technologies into the instructional and other programs and is innovative in the use of technology.

MEd School Counseling

The MEd Program in school counseling has received national accreditation from the Council for Accreditation of Counseling and Related Educational Programs (CACREP) through 2001.

All potential candidates for the program are required to complete a screening process, which includes an interview and writing sample, prior to admission to the program. Interviews will be conducted only after potential candidates have applied for admission to Columbus State University and meet the regular or provisional requirements. Contact the Department of Counseling and Educational Leadership for additional information.

The program leading to the MEd in school counseling is designed to prepare students for state certification in school counseling. Degree requirements may exceed the minimum number of hours for professional certification. Whether or not persons desiring certification as a school counselor hold prior teaching certification, they may satisfy state certification requirements in school counseling by completing the program of study for school counseling, which includes a 700-hour field experience in the school setting. Students holding a master's degree in community counseling who are interested in school counseling should inquire about the post-graduate certification program in school counseling. Interested students should contact the school counseling program coordinator.

Prospective students must obtain and complete a departmental application, in addition to applying to the university. In addition to the general admission requirements for all MEd degree programs, an evaluation of transcripts will be done. Students admitted to the program on a provisional basis are limited to and must complete with a grade of B or better two of the following three courses: COUN 6115, COUN 6225, or EDUF 6215. Upon satisfactory completion of these two courses, the student will be moved to regular admission status, and will be allowed to register for other classes at that time.

Evaluation of the student's performance is continuous and involves consideration of the student's course work, as well as the student's performance in laboratory, practicum, and internship classes. All of these experiences are considered aspects of the student's academic performance, related to his/her professional development as a counselor. A required student portfolio assessment is one means of achieving this continuous evaluation of students. A student may be dropped from the program upon the recommendation from program faculty to the Dean of the College of Education. This decision may be appealed to the College of Education Graduate Council.

Students should meet with their advisors to determine the most appropriate sequence of courses in their program of study. The culminating 700-hour clinical experience is considered the most important aspect of this program. The application process for practicum and internship includes prerequisite course work and pre-registration. Due to the intensity of the internship experience, six credit hours is considered a full-time load when students are enrolled in internship. Students wishing to exceed this limit must first obtain permission from the department.

Expected Outcomes

Graduates will demonstrate:

  • Knowledge of the role and function of the professional school counselor.
  • An ability to be innovative in their approach to the school counseling profession.
  • Skills in the competency areas of planning and evaluation, individual counseling, small group facilitation, appraisal, consultation, and referral.
  • Knowledge in the areas of social foundations, cultural issues, life span issues, and variables in the individual context which affect the counseling process.

MS Community Counseling

The MS program in community counseling has received national accreditation from the Council for Accreditation of Counseling and Related Educational Programs (CACREP).

All potential candidates for the program are required to complete a screening process, which includes an interview, prior to admission to the program. Interviews will be conducted only after potential candidates have applied for admission to Columbus State University and meet the regular or provisional requirements. Contact the Department of Counseling and Educational Leadership for additional information.

The program leading to the MS in community counseling is designed to prepare persons to function as counselors in a variety of community settings including, but not limited to, mental health centers, community agencies, hospitals, residential treatment centers, corrections, or other helping or human service oriented programs. A specialization in marriage and family therapy is offered in the program. Course work in marriage and family therapy is available to assist students in meeting requirements for state licensure. Two additional specialty tracks offered are Pastoral Counseling and Student Personnel. The Pastoral Counseling track represents a joint venture with the Pastoral Institute.

In addition to the general admission requirements for all MEd degree programs, an evaluation of transcripts will be done. Students admitted to the program on a provisional basis are limited to and must complete with a grade of B or better two of the following three courses: COUN 6115, COUN 6225, or EDUF 6215. Upon satisfactory completion of these two courses, the student will be moved to regular admission status, and will be allowed to register for other classes at that time.

Evaluation of a student's performance is continuous and involves consideration of the student's academic performance in course work, and laboratory, practicum, and internship classes. A required student portfolio assessment is one means of achieving this continuous evaluation of students. An exit examination is also required. A student may be dropped from the program upon the recommendation from program faculty to the Dean of the College of Education. This decision may be appealed to the College of Education Graduate Council.

Expected Outcomes

Graduates will demonstrate:

  • Knowledge of the role and function of the professional counselor.
  • Knowledge of learning theories and change strategies.
  • Skills in the competency areas of planning and evaluation, individual counseling, small group facilitation, appraisal, consultation, and referral.
  • Knowledge in the areas of social foundations, cultural issues, life span issues, and variables in the individual context which affect the counseling process.
  • Competency in interpersonal relationships, communication and problem solving.
  • Expertise in working individually with clients on educational, vocational, social, emotional, or personal problems.
  • The ability to consult with other professionals and administrators concerning the clients' developmental needs.
  • Skills in administering psychological assessment programs, including the interpretation of test results.
    The ability to conduct research.

EdS Educational Leadership: Administration and Supervision

In addition to the general admission requirements for all EdS programs, a successful interview and an approved writing sample are also required for the EdS in Educational Leadership: Administration and Supervision. The interview and writing sample will be conducted only after the applicant has met the other admission criteria. All applicants are required to have suitable skills in applied technology, including word processing and Internet researching skills. In addition to these requirements, all applicants must provide written recommendations from two educational leaders, preferably from the applicant's current school district. The interview, the writing sample, and the two recommendations may be waived if the applicant has completed the CSU MEd educational leadership degree. After full admission to the EdS program, the student and faculty advisor will develop the student's EdS program of study.

Successful EdS educational leadership students are eligible for the certification in school leadership/administration. If the student has previously passed the Praxis II in Educational Leadership: Administration and Supervision, the student need not take the examination again. The student will be certified at the L-6 level, providing that the student holds a valid L-5, T-5, or S-5 certificate; has completed three full years of teaching; and provides a supportive recommendation from the school district.

Expected Outcomes

Graduates will:

  • Raise his/her level of proficiency with regard to supervising teachers, promoting, implementing and evaluating professional development programs, and developing, implementing, evaluating and revising curriculum.
  • Be proficient in various aspects of human relations, and act as facilitator and mentor for all school staffs, students, parents, and community persons.
  • Use all available resources to support the instructional program, as well as proposing grants and other means of support.
  • Use technology to support both the instructional and other programs by being a leader and innovative in the use of technology.
  • Have practical knowledge and skill in carrying out a school-wide or district-wide special project, and can set an example and inspire others.

EdS School Counseling

In addition to the MEd and certification programs in school counseling, the Department of Counseling and Educational Leadership also offers an EdS program in school counseling. This degree program is designed to prepare students to refine their expertise in school counseling and to develop leadership within educational settings. In addition, the program is designed to offer students an elective, specialized focus of training to integrate with their knowledge base in school counseling. Furthermore, students are given the opportunity to receive didactic and supervised experience in clinical supervision, a feature that is typically unique to doctoral-level training.

Applicants must apply to CSU Admissions Office and complete a departmental application that may be obtained from the Department of Counseling & Educational Leadership. In addition to the general admission requirements for all EdS programs, successful completion of an interview with departmental faculty is required for entrance into the EdS program in school counseling. Interviews will be conducted only after potential candidates have applied for admission and are qualified. Students must also be eligible for certification in school counseling in Georgia or be committed to acquiring certification on the way to completing an alternative EdS program. A minimum of 30 semester hours must be completed. It is possible that individuals holding certification in school counseling in Georgia could be required to take more than 30 semester hours (depending on the transcript evaluation). This issue also holds true for individuals holding school counseling certification granted by another state. Transcripts will be evaluated for prior graduate work completed, and additional courses may be required. Each student's graduate transcript will be evaluated. No charge will be made for an evaluation of a Columbus State University student's transcript. A charge of $25.00 will be made for students from any other institution. Students must take their transcripts to the office of Undergraduate Services and Field Experiences in the College of Education and pay the fee before an evaluation can be made. It is also possible that after a transcript evaluation certain courses may be waived and proficiency granted.

Students who possess a master's degree in counseling but do not already hold certification in school counseling must take a minimum of 30 hours plus courses that will enable them to be eligible for certification. They may count two of the certification courses as EdS electives (practicum and internship are the exceptions). For further details, please contact the department.

Important Note: Applicants who meet the above requirements are not guaranteed admission. Admissions decisions are based on a formula that includes GPA, test scores, and other criteria. There is no provisional admission for the EdS degree program.

Expected Outcomes

Graduates will:

  • Continue to refine their knowledge of the role and function of the professional school counselor.
  • Demonstrate more in-depth knowledge of emerging positions in school counseling with special emphasis on supporting research.
  • Demonstrate an ability to provide leadership in educational settings.
  • Demonstrate a greater ability to apply human relations principles to the counseling interview.
  • Demonstrate an increased knowledge and application of consultation theory and techniques.
  • Demonstrate greater expertise in an elective, specialized counseling area.
  • Further develop their skills in the competency areas of planning and evaluation, individual counseling, small group facilitation, appraisal, consultation, referral, social foundations, cultural issues, life span issues, and variables in the individual context which affect the counseling process.
  • Develop knowledge and skills in the area of counseling supervision.

Department of Curriculum and Instruction

Undergraduate Programs

The Department of Curriculum and Instruction offers eight undergraduate programs for prospective teachers in grades P-12: early childhood; middle grades; secondary education in English; foreign language, with a French or Spanish emphasis; mathematics; general science, with a biology or chemistry emphasis; history; and mental retardation.

In each program, a sequence of campus and field-based courses culminates in the student teaching semester during the senior year. The College of Arts and Letters and the College of Science cooperate with teacher education programs by providing courses required in the respective majors.

The department provides instruction for the professional education courses which are required in BSEd degree programs. Courses include the American educational experience; human development, motivation and learning; classroom management; and a variety of instructional technology courses.

Graduates will demonstrate enlightened understandings and commitments to children; to learning and teaching that is developmentally appropriate and based on their knowledge of learning principles; and to their own continuing professional growth in a complex, pluralistic society and world. Further, graduates will demonstrate proficiency in planning, implementing, and evaluating teaching and learning.

In the first two years, a pre-professional education major completes studies which establish eligibility for admission to teacher education.

BSEd Early Childhood

Expected Outcomes

Graduates will be able to:

  • Demonstrate a commitment to the teaching profession and to the teaching field of early childhood
  • Demonstrate competence in the establishment of effective communication with students, teachers, administrators, parents, and members of the helping professions
  • Demonstrate competence implementing developmentally appropriate practice in the teaching field of early childhood
  • Demonstrate the ability to organize and implement a variety of instructional plans
  • Demonstrate skills that encourage students to perform commensurate with their abilities
  • Demonstrate competence in the selection, use, application, and implementation of technology and instructional media
  • Demonstrate competence in the evaluation of student progress and instructional effectiveness
  • Demonstrate competence in the use of evaluative data
  • Demonstrate a willingness to consider for implementation a variety of theories, methodologies, and materials
  • Demonstrate competence in classroom management
  • Demonstrate competence in the performance of non-teaching duties

BSEd Middle Grades

Expected Outcomes

Graduates will be able to:

  • Demonstrate commitment to the teaching profession and to the middle grades level of education
  • Demonstrate effective communication with students, teachers, administrators, parents, and members of the helping professions
  • Demonstrate sufficient content knowledge in core academic disciplines and in-depth knowledge of two concentrations
  • Demonstrate an ability to organize and implement a variety of instructional plans
  • Demonstrate skills that will encourage students to perform commensurate with their ability
  • Demonstrate competence in the selection and use of appropriate media for effective instruction at the middle grades level
  • Demonstrate competence in the evaluation of student progress and the effectiveness of instructional programs
  • Demonstrate competence in the use of evaluative data to assess student and curricular needs
  • Demonstrate a willingness to consider a variety of theories, methodologies, and materials to implement effective instructional programs
  • Demonstrate competence in classroom management
  • Demonstrate competence in the performance of other professional duties
  • Demonstrate acquisition and application of knowledge related to the historical and research findings and premises of middle grades education

BSEd Secondary English Language Arts

Expected Outcomes

Graduates will be able to:

  • Demonstrate knowledge of English content
  • Demonstrate proficiency in instructional planning
  • Demonstrate proficiency in the implementation of instruction
  • Demonstrate proficiencies related to helping every student succeed
  • Demonstrate proficiencies related to selecting and using materials to enhance teaching and learning
  • Demonstrate proficiencies related to evaluating learning and teaching
  • Demonstrate and apply knowledge of findings of educational research related to the teaching and learning of English
  • Display values, commitments, dispositions, and habits associated with effective and professional teaching

BSED Secondary Foreign Language - French or Spanish

Expected Outcomes

Graduates will be able to:

  • Demonstrate knowledge of French or Spanish language content
  • Demonstrate proficiency in lesson planning for French or Spanish instruction
  • Demonstrate proficiency in the implementation of French or Spanish instruction
  • Demonstrate proficiencies related to helping every student succeed
  • Demonstrate proficiencies related to selecting and using materials to enhance teaching and learning of French or Spanish
  • Demonstrate proficiencies related to evaluating learning and teaching of French or Spanish
  • Demonstrate and apply knowledge of findings of educational research related to the teaching and learning of French or Spanish
  • Display values, commitments, dispositions, and habits associated with effective and professional teaching

BSED Secondary Science Education - Biology and Chemistry

Expected Outcomes

Graduates will be able to:

  • Demonstrate literacy in science and the motivation to continue to grow and develop in the understanding and use of concepts, processes, attitudes, and motivation expected of all dedicated teachers of science
  • Demonstrate numeracy (mathematical literacy) and the capacity to use mathematics as one of the tools of problem-solving and discovery in science, (arithmetic computation, elementary statistical analysis, both plane and solid geometry, simple trigonometry and binary arithmetic essential to teaching and learning secondary school science)
  • Help their students master the essential process skills (both basic and integrated) of science in order to study, perform in the laboratory, prepare for additional education, and to see the usefulness of these processes in a wide variety of non-science settings
  • Help their students master the broad-range of skills necessary for organizing subject matter and resources for effective teaching
  • Develop and refine interpersonal skills so outstandingly important in working with young students

BSEd Secondary Mathematics Education

Expected Outcomes

Graduates will be able to:

  • Demonstrate knowledge of mathematics content
  • Demonstrate proficiency in instructional planning
  • Demonstrate proficiency in the implementation of instruction
  • Demonstrate proficiencies related to helping every student succeed
  • Demonstrate proficiencies related to selecting and using materials to enhance teaching and learning
  • Demonstrate proficiencies related to evaluating learning and teaching
  • Demonstrate and apply knowledge of findings of educational research related to the teaching and learning of mathematics
  • Display values, commitments, dispositions, and habits associated with effective and professional teaching

BSEd Secondary History Education

Expected Outcomes

Graduates will be able to:

  • Demonstrate knowledge of the history, curriculum and standards of history, geography and the social sciences
  • Demonstrate knowledge and use of the disciplines of the teacher's specialization
  • Demonstrate use of the philosophy, goals, and purposes as tools for teaching
  • Demonstrate knowledge and use of current trends and practices
  • Identify and use research and resources of the field
  • Identify and use media and technology
  • Demonstrate critical thinking and use levels of thought and communication
  • Identify and use discipline knowledge and skills
  • Identify and use assessment and evaluation techniques
  • Demonstrate knowledge of and commitment to the Social Studies Code of Ethics

BSEd Special Education-Mental Retardation

The undergraduate program in mental retardation educates future teachers and practitioners in the understanding of normal and abnormal growth and development in children, adolescents, and adults. This will enable them to design and implement procedures for the identification and instruction of students having intellectual disabilities in a non-threatening positive, supportive environment where sound principles of learning and behavior management are applied in age-appropriate, functional interventions.

The program in mental retardation emphasizes academic study and field experiences for students selecting a career of service among children experiencing developmental disabilities.

Expected Outcomes

Graduates will be able to:

  • Demonstrate knowledge of characteristics of the learner with disabilities
  • Demonstrate knowledge and skill in the use and administration of assessment instruments and strategies
  • Demonstrate competence in instructional strategies and techniques
  • Demonstrate competence in classroom management
  • Demonstrate competence in communication and consultation

Graduate Programs

The following graduate degree programs are offered by the Department of Curriculum and Instruction:

The department also offers an advanced Reading Endorsement Program at the graduate level.

Department of Physical Education and Leisure Management

Undergraduate Programs

The Department of Physical Education and Leisure Management (PELM) offers three undergraduate programs which include a BSEd in health and physical education for students preparing to teach in grades P-12; a BS in recreation and park administration for students preparing to serve as leaders/administrators in public, commercial, private or volunteer-social oriented recreation settings; and a BS in exercise science for students preparing for jobs related to exercise science, athletic training, or professional programs in physical therapy, occupational therapy and related professions.

BSEd Health and Physical Education

Expected Outcomes

Graduates will:

  • Possess a strong knowledge base in the discipline of physical education
  • Possess knowledge of literature and research which enhances creative and effective teaching
  • Be knowledgeable of the fundamental and sports skills, physical abilities, and sport forms which provide the foundation of P-12 physical education programs
  • Demonstrate competence in a variety of physical skills
  • Display an active lifestyle that reflects a high level of fitness and wellness
  • Apply acquired knowledge by planning and implementing developmentally appropriate learning experiences and sound progression in P-12 settings
  • Think critically and reflectively about their teaching
  • Possess a desire for learning and knowledge, as well as a commitment to continued professional growth
  • Be sensitive to the needs of students of varying abilities and skills

BS Recreation and Park Administration

Expected Outcomes

Graduates will:

  • Demonstrate knowledge of the conceptual foundations, trends, and related professional concerns of the recreation/park movement
  • Demonstrate ability to plan, develop, implement, and evaluate community recreation programs
  • Demonstrate ability to assess individual needs and develop personalized interventions for general and special populations
  • Demonstrate ability to work effectively with clientele from varying demographics
  • Demonstrate ability to perform and teach a variety of physical and leisure activities
  • Demonstrate understanding and application of administrative procedures and techniques utilized in leisure management settings
  • Demonstrate knowledge and utilization of resources available for implementation and enhancement of leisure services

BS Exercise Science

Expected Outcomes

Graduates will:

  • Have an extensive base of knowledge in regard to structure and function of the human body during rest and exercise, development of programs of exercise for health purposes, and other related content areas
  • Exhibit a wide range of practical skills including exercise testing and other physical evaluations, exercise leadership in a variety of activities, and ability to develop a comprehensive fitness program for an individual or industry
  • Have developed technological competence utilizing widely-used computers and software, industry specific software, industry specific apparatus, and equipment for metabolic and body composition analysis
  • Contribute to the well being of the community, region, and nation through advanced study and/or employment in a meaningful occupational setting

Graduate Programs

Graduate studies in the Department of Physical Educational and Leisure Management include a MEd in health and physical education for students desiring to further their education and secure advanced P-12 teaching certification.

Ask Cody

Ask Cody