College of Education

The College of Education consists of the Department of Counseling, Educational Leadership, and Professional Studies, and the Department of Teacher Education. The Dean's Office is located in 131 Jordan Hall.

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, physical education, and exercise science. To achieve excellence by guiding individuals as they develop knowledge, skills, and positive dispositions that will enable them to achieve and lead others to excellence in health, fitness, and physical well-being.

Teacher Education Program Requirements - Undergraduate

The preparation of elementary, middle grades, 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 (B.S.Ed.) degree are offered in the following fields:

• Early Childhood Education (Grades P-5)
• Middle Grades Education (Grades 4-8)
• Concentrations in:
• Language Arts/Social Studies
• Biology/Chemistry
• Geology
 
• Secondary Education (Grades 7-12)
• Majors in:
• Biology
• Chemistry
• Earth Science
• English/Language Arts
• History
• Mathematics
 
• All level fields (Grades P-12)
• Art Education
• Health and Physical Education
• Special Education: Mental Retardation
• Music Education (B.M. degree)
  • Choral
  • Instrumental
• Theatre Arts
• French with Teacher Certification (B.A. degree)
• Spanish with Teacher Certification (B.A. degree)

College of Education Services and Field Experiences

The Office of College of Education Services and Field Experiences provides comprehensive services for College of Education students, alumni and other individuals interested in seeking certification. Undergraduate and graduate students can receive assistance with advising, course selection, admission to a teacher education program, field placements, student teaching, internships, Praxis examinations, and certification. The Office of College of Education Services and Field Experiences is located in Jordan Hall, Room 132.

Admission to the Teacher Education Program

During the sophomore year, students intending to complete a teacher education program make formal application to the teacher education program. Normally, this occurs after the student has completed three semesters of full-time course work. Application is made to the Office of COE Services and Field Experiences.

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

• Completion of EDUF 2215: The American Educational Experience (or approved equivalent) 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
• Completion of nine earned semester hours at Columbus State University with a minimum institutional GPA of 2.75 (required of all transfer students)
• Satisfactory performance on the Regents' Test
• Satisfactory performance on 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
• Have not been removed from or denied admission to a teacher education program at another institution

Failure to disclose information and/or submission of false information will result in immediate dismissal from the College of Education Teacher Education Program.

Additional admissions criteria may be applied at the departmental level. Admission decisions are appealable to the College of Education Undergraduate Council.

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, middle, or secondary schools. Guidelines for admission to student teaching are as follows:

• Deadlines for submitting student teaching applications are September 15 for students applying to student teach spring semester and January 15 for students applying to student teach fall semester. Applications should be made to the Coordinator of Student Teaching.
• Students should not hold outside employment during the semester of student teaching without permission from the Coordinator 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.
• Students must provide evidence of a current CPR/First Aid Certificate.

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 examinations

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 regular or provisional admission status. Students who would like to obtain the Master of Education (M.Ed.) 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 PRAXIS I, or an exemption based upon satisfactory scores on the SAT, ACT, or GRE tests
• Achieve satisfactory completion of a word-processed essay
• Possess good academic standing during the semester in which admission is requested
• Possess no criminal record or discharge from the armed services that would prevent a recommendation for teacher certification
• Acquire regular or provisional graduate admission status if the student enrolls in graduate courses
• Secure a plan of study
• Secure regular graduate admission status, if accepted with provisional status, prior to completion of ten (10) semester hours of graduate courses
• Meet requirements and apply for acceptance to the Teacher Education Program
• Meet requirements and apply for admission to Student Teaching or a Teaching Internship
• Complete courses designated by the appropriate program coordinator or department chair
• Achieve a satisfactory score on PRAXIS II
• Meet requirements and apply for Teacher Certification as specified by the Georgia Professional Standards Commission (PSC)
• Complete or meet additional departmental requirements

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. Admission decisions may be appealed to the appropriate College of Education Undergraduate Council.

Intern Teaching Team Program (ITTP)

Students who have a baccalaureate degree in a teacher certification field (or closely related field with 25 or more semester hours) but do not have teacher certification may apply for admission to ITTP.

Admission to and Retention in the Intern Teaching Team Program (ITTP)

To be admitted to ITTP, the student must:

• Possess an undergraduate degree from an accredited college or university
• Acquire regular graduate admission status to a CSU graduate program in education by submitting a minimum GRE test score of 800 or a minimum MAT score of 44
• Submit an immunization record
• Have a minimum GPA of 2.75 or higher on all work attempted
• Have a passing score on PRAXIS I
• Have a satisfactory background check
• Achieve satisfactory performance on an interview
• Achieve satisfactory performance on a word-processed essay

Acceptance into ITTP is limited; applications are reviewed during the spring semester. ITTP courses begin summer term. Retention in ITTP requires the student to gain employment in a Georgia public education school system in the fall following initial enrollment and to complete a two-year induction period while employed as a beginning teacher in a school system with the "I" certificate. A recommendation for a full, clear renewable certificate from the College of Education requires a passing score on PRAXIS II and successful completion of all teacher education assessments and requirements.

Content Oriented Preparation for Educators (COPE)

Students who have a baccalaureate degree with 15 or more semester hours in mathematics, English/language arts, history, and science but do not have teacher certification may apply for admission to COPE. COPE is designed specifically to prepare career-change persons to teach middle grades in low performing schools with low achieving children.

Admission to and Retention in the Content Oriented Preparation for Educators (COPE)

To be admitted to COPE, the student must:

• Possess an undergraduate degree from an accredited college or university
• Submit MAT or GRE scores
• Submit an official transcript(s) of all work attempted
• Submit an immunization record
• Have a passing score on PRAXIS I
• Have a satisfactory background check
• Achieve satisfactory performance on an interview
• Achieve satisfactory performance on a word-processed essay

Acceptance into COPE is limited; applications are reviewed during the spring semester. COPE courses begin summer semester. Retention in COPE requires the student to gain employment as a middle grades teacher in a Georgia public education school system in the fall following initial enrollment and to complete a 2-year induction period while employed as a beginning teacher with an Intern (I) certificate. A recommendation for a clear renewable teaching certificate from the College of Education requires a passing score on PRAXIS II and successful completion of all teacher education assessments and requirements.

Program Requirements - Graduate

General Admission

Departments make admissions decisions based on the applicant's goals related to departmental resources, the availability of spaces for new students, and a comprehensive evaluation of the applicant's potential for success in the program. Considerations typically include standardized test scores, grade point averages, writing samples, interviews, letters of recommendation, and applied experiences.

To be considered for admission, the applicant must satisfy the following requirements:

• The applicant must hold a bachelor's degree from an accredited United States institution, or the equivalent from an international institution.
• The applicant must be in academic good standing at the institution last attended.
• The applicant must file an official application and related documents with the Columbus State University (CSU) Admission Office.
• The applicant must submit standardized examination scores (GRE or MAT) as specified by the department of the applicant's desired area of study. Applicants with an earned doctorate from an accredited institution whose instruction is in English may be exempted from the requirements.
• The successful applicant normally will have one or more of the following: 1) a grade point average (GPA) of at least 2.75 on all undergraduate work at an accredited United States institution in fulfillment of the requirements for a baccalaureate degree; 2) a GPA of at least 3.0 on all graduate course work at an accredited United States institution in fulfillment of the requirement for a graduate degree; and/or, 3) an acceptable GRE or MAT score as determined by the program to which the applicant applies.
• The successful applicant must not have a criminal record or discharge from the armed services that would prevent recommendation for related certifications.
• The applicant must be recommended for admission by the graduate faculty in the applicant's area of study. Departments or program areas require varying standards from those described here, and often require applicants to submit additional materials or adhere to additional screening procedures. Applicants must contact the departments to which they seek admission for information about additional requirements. Admission decisions will not be made until all documents are received and screening procedures have been completed by the department of the applicant's desired area of study.

Graduate applicants must meet all admission requirements prior to the CSU admission application deadline for the desired semester/session of initial entry to assure admission and enrollment in courses.

Additional expectations for applicants to Specialist in Education Degree programs include: 1) Three (3) years of acceptable teaching experience with the exception of the Ed.S. in School Counseling; 2) Eligibility for certification in School Counseling in Georgia or commitment to acquire certification while completing an alternate Ed.S. Program in School Counseling; and, 3) more stringent expectations as contrasted to M.Ed. or M.S. candidates.

Admission categories include Regular, Provisional, and Denied. Students admitted on the Provisional status must successfully complete departmental requirements prior to obtaining regular admission status. Provisional requirements generally specify successful completion of two (2) or three (3) designated courses with grades of 'B' or better prior to unrestricted continuation in the area of study. Provisional admission to Specialist in Education programs is not available.

The maximum course load for a graduate student in education is twelve (12) hours per semester, including the May/Summer session. Additionally, six (6) semester hours is the maximum course load allowed for a special short term.

No more than six (6) semester hours of independent study may be applied toward meeting requirements for a graduate degree. Independent study must be approved by the program coordinator and department chair in the student's area of study.

Non-Degree admission status is available in some areas of study for certification only, endorsement only, and/or other professional development objectives. Requirements for non-degree admission status are determined by the department of the student's desired area of study. Students admitted in this category are restricted to enrollment in specified courses and courses taken cannot be applied toward a graduate degree program at a later date.

Students with compelling evidence and support from the program coordinator of their desired area of study may appeal graduate policy and admission status to the College of Education Graduate Council.

Master of Education

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 COE Services and Field Experiences, or to the department that offers the student's area of study.

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 M.Ed. degree:

• Students must earn a 3.0 GPA calculated on all graduate work attempted (Maximum of six semester hours of 'C').
• A minimum of 27 hours of the hours required for the degree must be earned in residence (75%). Asynchronous (online) and distance learning courses administered through Columbus State University constitutes courses taken in residence.
• A maximum of nine (9) semester hours of credit taken as a graduate student at an accredited graduate school may apply toward a master's degree provided the credit was earned not more than seven years prior to the date of completion of the degree. The student's advisor and the coordinator of the program in which the student is enrolled must approve any courses transferred.
• All degree requirements must be completed within seven (7) years of first enrollment.
• Students in some M.Ed. programs must pass oral and/or written comprehensive examinations.
• Students must complete or meet additional department requirements as specified.

Non-Traditional Master of Education Degree Program

Students who have a baccalaureate degree in a subject area in which the Georgia Professional Standards Commission (PSC) issues a teaching certificate, or who have 25 or more semester hours in a closely related field, but do not have teacher certification, may be admitted to a Non-Traditional M.Ed. program. Students completing one of these programs will receive the M.Ed. Degree with related teacher certification following satisfactory completion of all program requirements.

Students must:

• Possess an undergraduate degree from an accredited college or university
• Acquire regular or provisional graduate admission status
• Pay a $25.00 non-refundable fee for transcript evaluation and design of a program of study
• 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 or a Teaching Internship
• Achieve satisfactory performance on the PRAXIS I exam, or an exemption based upon satisfactory scores on the SAT, ACT, or GRE exams
• Possess no criminal record or discharge from the armed services that would prevent recommendation for teacher certification
• Meet requirements and apply for acceptance to Teacher Education
• Meet requirements and apply for acceptance to Student Teaching or a Teaching Internship
• Complete a plan of study as designated by the appropriate program coordinator or department chair with a minimum of 36 semester hours of credit and a maximum of 56 semester hours of credit to include EDCI 6225 and EDCI 6226
• Achieve satisfactory performance on PRAXIS II
• 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 appropriate program coordinator or chair of the department that offers the desired certification program for advisement and registration. Admission decisions may be appealed to the College of Education Graduate Council.

Master of Science Program

Curriculum

Students admitted as candidates for the Master of Science (M.S.) 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 research and related professional studies. Current M.S. degree programs are available in Community Counseling and Instructional Technology. These programs are not related to teacher certification and certification requirements as specified by the Georgia Professional Standards Commission.

Application for Graduation

Approval of an application for the Master of Science degree is contingent upon the successful completion of an approved program and recommendation for the degree by the College of Education. Application 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 completion of the M.S. degree:

• Students must earn a 3.0 GPA calculated on all graduate work attempted (Maximum of six semester hours of 'C').
• A minimum of 27 hours of the hours required for the degree must be earned in residence (75%). Asynchronous (online) and distance learning courses administered through Columbus State University constitutes courses taken in residence.
• A maximum of nine (9) semester hours of credit taken as a graduate student at an accredited graduate school may apply toward a master's degree provided the credit was earned not more than seven years prior to the date of completion of the degree. The student's advisor and the program coordinator of the program in which the student is enrolled must approve any courses transferred.
• All degree requirements must be completed within seven (7) years of first enrollment.
• Students in some M.S. programs must pass a written comprehensive examination.
• Complete or meet additional departmental requirements as specified.

Specialist in Education Degree Programs

Curriculum

Students admitted as candidates for the Specialist in Education degree must satisfactorily complete a planned program of study and a minimum of 30 semester hours of credit. At least 18 of these hours must be courses numbered 7000 and above. Six (6) to eight (8) hours in education core courses are required in each program leading to the specialist in education degree. Specific program requirements are listed on following pages.

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 COE Services and Field Experiences, or to the department offering the student's area of study.

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 requirements must be met for the completion of the Ed.S. 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 GPA calculated on all graduate work attempted (No more than three semester hours of 'C' will be allowed).
• A minimum of 24 semester hours required for the degree must be earned in residence (75%). Asynchronous (online) and distance learning courses administered through Columbus State University constitute courses taken in residence.
• All transfer credit must have been earned after a student has been admitted to and enrolled in a specialist program at Columbus State University. A maximum of six (6) semester hours of transfer credit may be applied toward the degree. Course must be approved by the major advisor and department chair.
• All degree requirements must be completed within seven (7) years of first enrollment.
• No more than six (6) semester hours earned in independent study may be applied toward meeting the requirement of the Ed.S. degree (Program coordinator and department chair approval required).
• Complete or meet additional departmental requirements as specified.

Doctor of Education Degree Program

Columbus State University is currently participating with Valdosta State University (VSU) in a collaborative Doctor of Education (Ed.D.) degree program with a concentration in School Leadership. The program that is housed at VSU provides area students with the opportunity to secure the Ed.D. degree through a variety of traditional and non-traditional educational experiences. The number of students selected for the program is contingent upon available CSU-VSU resources and is limited to cohorts of students selected every two to three years. Admission to the program is coordinated and processed through Graduate Admissions, Valdosta State University (http://www.Valdosta.edu). Potential candidates may contact the Department of Counseling, Educational Leadership and Professional Studies at CSU for current developments and related information.

Department of Counseling, Educational Leadership, and Professional Studies

Undergraduate Programs

The Department of Counseling, Educational Leadership and Professional Studies offers a BS degree program in Exercise Science that prepares undergraduate students with skills and knowledge to competently function in a wide range of fitness employment opportunities, as well as qualify for admission to related graduate programs including physical therapy, exercise physiology, biomechanics, and occupational therapy.

In addition, 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. Additionally, a cooperative doctoral program in Educational Leadership is offered in collaboration with Valdosta State University.

The department also offers the MEd and EdS degree programs in School Counseling and the MS degree program in Community Counseling. These 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 pastoral counseling in collaboration with The Pastoral Institute, Columbus, Georgia.

BS Exercise Science

The B.S. degree program in Exercise Science is designed to accommodate a broad range of student interests and professional goals. This is accomplished by offering a thorough and rigid core of theoretical and practical Exercise Science courses balanced with flexibility through program electives. Program electives are based on the professional goals of the student.

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.

MEd Educational Leadership

Prospective students for all programs 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, a successful interview and an approved writing sample are required prior to admission decisions. Additionally, all applicants are required to have sufficient skills in technology and two (2) letters of reference from educational leaders, preferable from the applicant's current school district. After full admission to the program, the student must attend a required orientation program and meet with their faculty advisor to 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 and three (3) years of public, regional/state accredited school teaching experience.

In addition to degree programs, students may secure certification only. The purpose of the "certification only" program is to prepare students for certification in educational leadership at their highest level of current academic attainment. Students applying for certification only must meet the same entrance requirements as degree seeking students. Interested students may contact the departmental office or refer to the departmental website for additional information.

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). The program leading to the MEd in School Counseling is designed to prepare students for state certification in school counseling. Due to national accreditation, degree requirements will 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 that 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 Coordinator, School Counseling Program.

Prospective students for all programs must obtain and complete a departmental application in addition to applying to the university. In addition to general admission data, candidates for the program must complete departmental screening that includes an interview process. Departmental screening will be conducted after potential candidates have applied for admission to Columbus State University. Contact the Department of Counseling, Educational Leadership and Professional Studies for additional information.

Students admitted to the program on a provisional basis are limited to and must complete with a grade of B or better two (2) courses determined by the program coordinator. Upon satisfactory completion of these two courses, the student will be changed to regular admission status and may register for other classes.

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 is one means of achieving this continuous evaluation of students. An exit exam is also required.

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 (6) 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). The program is designed to prepare persons to function as professional counselors in a variety of community settings including mental health centers, community agencies, hospitals, residential treatment centers, correctional facilities, or other helping or human service oriented programs. Course work in the Community Counseling program prepares graduates for licensure as a professional counselor in the State of Georgia. A specialization in marriage and family therapy is also offered in the program with course work available to assist student in meeting requirements for state licensure as a Marriage and Family Therapist. An additional specialty track in pastoral counseling is offered in collaboration with the Pastoral Institute, Columbus, Georgia. All counseling programs require a practicum and internship totaling 700 hours at an appropriate placement site for developing skills as a professional counselor.

All potential candidates for the program are required to complete a departmental screening process that includes an interview prior to admission to the program. Interviews will be conducted after potential candidates have applied for admission to Columbus State University. Prospective students for all programs must obtain and complete a departmental application in addition to applying to the university. Contact the Department of Counseling, Educational Leadership and Professional Studies for additional information.

Students admitted to the program on a provisional basis are limited to and must complete with a grade of B or better two (2) courses determined by the program coordinator. Upon satisfactory completion of these two courses, the student will be changed to regular admission status and may register for other classes.

Evaluation of a student's performance is continuous and involves consideration of the student's academic performance in all course work and clinically related experiences. A required student portfolio is one means of achieving this continuous evaluation of students. An exit examination is also required.

Expected Outcomes

Graduates will demonstrate:

• Knowledge of the role and functions of the professional counselor.
• Knowledge of counseling 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 client's developmental needs.
• Skills in administering psychological assessment programs, including the interpretation of test results.
• The ability to conduct research.

EdS Educational Leadership

Prospective students for all programs must obtain and complete a departmental application in addition to applying to the university. In addition to the general admission requirements for all EdS programs, a successful interview, an approved writing sample, two (2) letters of reference, preferably from the applicant's current school district, and proof of required technology skills are required prior to admission decisions. The interview, the writing sample, and the two recommendations may be waived if the applicant has completed the Columbus State University MEd, Educational Leadership program. After full admission to the EdS program, the student must attend a required orientation meeting and meet with their faculty advisor to develop the student's EdS program of study.

In addition to the degree programs, students may secure certification only. The purpose of the "certification only" program is to prepare students for certification in educational leadership at their highest level of current academic attainment. Students applying for certification only must meet the same entrance requirements as degree seeking students. Interested students may contact the departmental office or refer to the departmental website for additional information.

Learning 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 also offers the EdS degree 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. Further more, it provides students with a specialized focus of training to enhance their knowledge base in school counseling. Students are also given the opportunity for didactic coursework 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 and Professional Studies (http://cfl.columbusstate.edu). In addition to general admission data, applicants are required to complete departmental screening that includes an interview process. Successful applicants must complete a minimum of 30 semester hours. However, it is possible that individuals holding certification in school counseling in Georgia or school counseling certification granted by another state could be required to take more than 30 semester hours (depending on the transcript evaluation). Transcripts will be evaluated for prior graduate work and additional courses may be required. Each student's graduate transcript will be evaluated. A charge of $25.00 will be made for each transcript review. Students must take their transcripts to the College of Education Services and Field Experiences (SAFE) in the College of Education (call 706-568-2191) and pay related fee prior to evaluation.

Students who possess a master's degree in counseling, but do not hold certification in school counseling, must take a minimum of 30 hours plus courses that will enable them to be eligible for certification. Contingent on the program coordinator approval, two (2) of the certification courses may be used as electives for the EdS program.

IMPORTANT NOTE: Applicants who meet the above requirements are not guaranteed admission. Admission decisions are based on multiple assessment factors, including graduate GPA, test scores, and other criteria. There is no provisional admission for the EdS degree program. Applicants must apply to CSU before applying to the Department.

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.

EdD Educational Leadership

Columbus State University is fortunate to be able to partner with Valdosta State University (VSU) to provide an Ed.D. degree program in Educational Leadership. The program that is housed at VSU provides area students with the opportunity to secure the Ed.D. degree through a variety of traditional and non-traditional educational experiences. The number of students selected for the program is contingent upon available university resources and is limited to cohorts of students selected every two (2) to three (3) years. Admission to the program is coordinated and processed through VSU Graduate Admissions.

Students interested in the doctoral program should contact the Department of Counseling, Educational Leadership and Professional Studies at CSU or the Graduate School, Valdosta State University.

Department of Teacher Education

Undergraduate Programs

The Department of Teacher Education offers undergraduate programs for prospective teachers in grades P-12: early childhood; middle grades; secondary education in English/language arts; mathematics; biology, earth/space science, chemistry; history; special education: mental retardation; French or Spanish with teacher certification; and health and physical education.

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 B.S.Ed. and B.A. teacher certification degree programs. Courses include the American Educational Experience; Human Development, Motivation and Learning; Classroom Management; Introduction to the Exceptional Learner in General Education, and instructional technology courses.

Graduates will demonstrate enlightened understandings and commitments to children; to learning and teaching that is developmentally appropriate and based on knowledge of learning principles; and to 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.

B.S.Ed. Early Childhood Education

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

B.S.Ed. Middle Grades Education

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

B.S.Ed. Secondary Education: 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

B.S.Ed. Secondary Education: Biology, Earth/Space Science, 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 mathematical literacy and the capacity to use mathematics as one of the tools of problem-solving and discovery in science, including arithmetic computation, elementary statistical analysis, both plane and solid geometry, simple trigonometry and binary arithmetic essential to teaching and learning secondary school science
• Assist students in mastering the essential process skills, 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
• Assist students in mastering the broad-range of skills necessary for organizing subject matter and resources for effective teaching
• Develop and refine interpersonal skills appropriate for interacting effectively with learners

B.S.Ed. Secondary Education: Mathematics

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

B.S.Ed. Secondary Education: History

Expected Outcomes

Graduates will be able to:

• Demonstrate knowledge of history, curriculum and standards of history education, geography and the social sciences
• Demonstrate knowledge and use of the disciplines of the teacher's specialization
• Demonstrate knowledge of current trends and practices
• Identify and use research and resources of the field
• Identify and use media and technology
• Demonstrate critical thinking
• 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

B.S.Ed. 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. The program of study in mental retardation emphasizes academic content and field experiences for students selecting a career of service among children experiencing developmental exceptionalities .

Expected Outcomes

Graduates will be able to:

• Demonstrate knowledge of characteristics of the learner with special needs
• 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

B.S.Ed. Health and Physical Education

Expected Outcomes

Graduates will:

• Possess a strong knowledge base in the discipline of physical education; possess knowledge of growth and development across the lifespan
• 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, implementing and assessing developmentally appropriate learning experiences and sound progression in P-12 settings
• Use effective teaching behaviors to create positive learning environments that enhance physical, cognitive, social and emotional development
• Think critically and reflectively about their teaching
• Demonstrate sensitivity to the needs of students of varying abilities and skills
• Possess a desire for learning, a commitment to continued professional growth, and an understanding of the value of accountability and collaboration in promoting a positive image of physical education.

B.A. French with Teacher Certification and Spanish with Teacher Certification

Expected Outcomes

Graduates will demonstrate:

• Knowledge of students to foster their competencies and interests as individual learners
• Commitment to diverse learners and commitment to set high standards for all
• Proficiency in the language they teach and knowledge of how the language works
• Knowledge of the target culture
• Understanding the process of second-language acquisition to design appropriate instruction
• Proficiency in establishing a classroom in which meaningful communication in the target language occurs
• Proficiency in using appropriate resources, including technology, to meet the instructional and linguistic needs of all students
• Proficiency in employing a variety of assessment strategies to monitor, report, and shape learning habits and dispositions in continually analyzing and evaluating the quality of teaching
• Commitment and disposition in fostering communication with colleagues, families, and members of the school community
• Commitment to advocate long-range, sequential foreign language programs

Graduate Programs

The following graduate degree programs are offered by the Department of Teacher Education:

• M.Ed. Early Childhood Education
• M.Ed. Health and Physical Education
• M.Ed. Middle Grades Education
• M.Ed. Secondary Education
  • Biology
  • English/ Language Arts
  • History
  • Mathematics
• M.Ed. Special Education
  • Behavioral Disorders
  • Learning Disabilities
  • Mental Retardation
• M.S. Instructional Technology
• Ed.S. Early Childhood Education
• Ed.S. Middle Grades Education
• Ed.S. Secondary Education
  • Biology
  • English/ Language Arts
  • History
  • Mathematics

The department also offers endorsements in Reading Education, Gifted Education, and Preschool Special Education at the graduate level.