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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 Department of Counseling, Educational Leadership, and Professional Studies, and the Department of Teacher Education. The Dean's Office is located in 333 Jordan Hall.

Mission Statement

The mission of the College of Education (COE) 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 develop the proficiency, expertise, and leadership consistent with their professional roles. By creating opportunities for excellence, the College of Education prepares highly qualified teachers, counselors, and leaders who promote high levels of learning for all P-12 students by demonstrating excellence in teaching, scholarship, and professionalism. Teachers, counselors, and leaders continually acquire, integrate, refine, and model these qualities as they develop proficiency, expertise, and leadership. Ultimately, the professional educator believes in the transforming role of education in human lives and strives to improve the learning of all students. The College of Education also prepares highly qualified professionals in exercise science and community counseling. COE faculty guide individuals in this developmental process.

The following visual model represents the key features of the Conceptual Framework for the programs in teacher education, educational leadership, and school counseling. The circle represents the continual process of acquiring, integrating, refining, and modeling excellence in teaching, scholarship, and professionalism. The arrows represent the interdependence of these qualities. The result of our efforts to achieve excellence in teaching, scholarship, and professionalism will be improved student learning at the P-12 and university levels.

Title II

Teacher preparation programs at institutions of higher learning are now required to report the pass rate of their program graduates on the exams that qualify them for teaching certification in each state. These new teacher preparation accountability measures were enacted by the U.S. Congress through amendments to the Higher Education Act in October 1998. Columbus State University teacher education program graduates (including educational leadership and school counseling) earned a summary pass rate of 86.1 percent on the Praxis II exam for the 2005-2006 academic year for graduates seeking initial certification in teaching, educational leadership, and school counseling. The Praxis II results are provided by school by the Georgia Professional Standards Commission at http://reportcard2006.gaosa.org/psc.

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 early in their academic career 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 Georgia certification 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 (BSEd) degree are offered in the following fields:

A teacher education program leading to the Bachelor of Music (BM) degree is offered in the following fields:

Teacher education programs leading to the Bachelor of Arts (BA) degree are offered in the following fields:

A teacher education program leading to the Bachelor of Science (BS) degree is offered in the following field:

College of Education Services and Field Experiences

The Office of Services and Field Experiences (SAFE) 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, Georgia certification examinations, and certification. The Office of College of Education Services and Field Experiences is located in Jordan Hall, Room 107.

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 EDUC 2130: Exploring Learning and Teaching (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 GACE Basic Skills tests, or an exemption based upon satisfactory scores on the SAT (1000 combined score), ACT (43 combined score), or GRE (1030 combined score).
  • Satisfactory completion of word-processed essay in a controlled environment
  • 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 withdrawn, removed from or denied admission to a teacher education program or student teaching at CSU or another institution.

Failure to disclose information and/or submission of false information may 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 is conducted each semester to determine retention in the teacher education program. The review 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.
  • Students must be recommended by their academic advisor and/or program coordinator before submitting their applications to the Coordinator of Student Teaching.
  • Students must be members in good standing in the Teacher Education Program prior to submitting applications for student teaching.
  • Students must have a minimum score of three on each component on both the MAP and the Dispositions evaluations.
  • Students must complete all courses related to major with a grade of C or better unless otherwise approved by the program coordinator. Students need to contact their program coordinators for specific information regarding the approval process.
  • Students must maintain an overall grade point average of 2.5 or better based on total hours attempted and an institutional grade point average of 2.75 or better.
  • Students may not hold outside employment during the semester of student teaching without permission from the Coordinator of Student Teaching.
  • In order to student teach, students must hold current CPR/First Aid Certificates and provide the College of Education Services and Field Experiences Office proof of 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 Georgia certification examinations appropriate for the field in which certification is sought

Post-Baccalaureate Teacher Certification

Students who have a baccalaureate degree from an accredited university, 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. Students desiring to enroll in graduate courses for post-baccalaureate or certification purposes 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 (MEd) degree with related teacher certification should explore the possibility of entering the COE Non-Traditional Masters of Education Degree Program in lieu of the Post-Baccalaureate Teacher Certification Program. The Non-Traditional Masters Degree Program is available only in selected fields.

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 the GACE Basic Skills tests, or an exemption based upon satisfactory scores on the SAT (1000 combined score), ACT (43 combined score), or GRE (1030 combined score).
  • Achieve satisfactory completion of a word-processed essay in a controlled environment
  • 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 recommendation for teacher certification
  • Acquire regular or provisional graduate admission status if the student plans to enroll in graduate courses
  • If accepted under provisional graduate status, the student must meet all requirements to convert to regular admission status within the first 12 hours of graduate enrollment.
  • Secure a plan of study from the appropriate program coordinator
  • 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 the Georgia certification tests
  • 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 per evaluation field to the College of Education prior to evaluation of transcripts and design of individualized plans of study. Admission decisions may be appealed to the appropriate College of Education Undergraduate Council.

Georgia Teacher Alternative Preparation Program (TAPP)

The Georgia TAPP program is a two-year, state-approved program that provides an alternative route to teacher certification in Georgia. Applicants must have a baccalaureate degree from an accredited college or university in a teacher certification field (or closely related field with 25 or more semester hours applicable to the desired program of study).

Students must be admitted at the graduate level and meet the following admission requirements:

REGULAR ADMISSION:

  • 2.75 GPA on all work attempted
  • Minimum of 800 on GRE (quantitative and verbal); Minimum of 3.5 on GRE writing sample
  • Satisfactory TAPP application
  • Satisfactory Interview
  • Satisfactory Writing Sample
  • Satisfactory Criminal Background Check
  • Passing score on the Georgia certification tests or exemption based on appropriate ACT, GRE or SAT scores

PROVISIONAL ADMISSION:

  • 2.5-2.74 GPA on all work attempted
  • 700-799 on GRE; Minimum of 3.5 on GRE writing sample
  • Satisfactory TAPP application
  • Satisfactory Interview
  • Satisfactory Writing Sample
  • Satisfactory Criminal Background Check
  • Passing score on the Georgia certification tests or exemption based on appropriate ACT, GRE or SAT scores

GPA below 2.50 or GRE scores below 700 (quantitative and verbal) or 3.5 (writing sample) will result in automatic denial of admission. Applicants may appeal the admission decision through the COE Graduate Council.

Acceptance into the Georgia TAPP program is limited. Interested applicants must apply for admission to Columbus State University and also complete the TAPP application in the College of Education by the stated deadline. Applications are reviewed during the spring semester and classes begin in summer term (May).

Retention in the program requires that the student gain employment in a Georgia public education school system in the fall following the initial summer enrollment. Employment must be in the certification field/major in which the student is enrolled. The school system must request an "Intern," or "I," certificate for the candidate in this field. Candidates must successfully complete a two-year induction period while employed under the "I" certificate. Candidates who do not successfully complete all requirements within three years will be removed from the program and will not receive a recommendation for certification from CSU.

A recommendation for a clear renewable certificate requires a passing score on the appropriate Georgia certification exams as well as successful completion of all teacher education assessments and requirements. Candidates terminated due to unsatisfactory performance in any area will be immediately withdrawn from the TAPP program and will not receive a recommendation for certification.

Program Requirements - Graduate

College of Education Graduate Studies

The College of Education (COE) at Columbus State University continues to plan and implement a comprehensive array of graduate student services to assure excellence in educator/professional preparation. The COE Office of Graduate Studies serves as the focal point for all graduate services in collaboration with program coordinators, department chairs, the COE Office of Services and Field Experiences, and related college/university entities. Basic services provided by the COE Office of Graduate Studies (Jordan Hall 103/ 706-568-2301) include:

  • Graduate Studies Focal Point - Provides graduate information and referral services for all COE graduate programs;
  • Career Exploration - Helps students clarify their education/professional objectives;
  • Degree/Non-Degree Options - Helps determine best course of action to achieve educational/professional objectives;
  • COE/CSU Policies and Procedures - Provides specific information, clarification and variances relating to policies and procedures;
  • Admission Process - Provides information regarding the admission process and works collaboratively with the CSU Office of Admission;
  • COE Graduate Student Orientation - Facilitates orientation programs and removes related registration "holds";
  • Collaborative Arrangements - Assists with special cohorts of degree and/or non-degree students, innovative graduate programs, and unique models of delivery;
  • Registration Restriction - Facilitates registration restrictions including course restrictions, level restrictions, and program restrictions;
  • Student Issues/Concerns - Assists with unique problems and concerns; provides information regarding appropriate appeal procedures; and provides referral or contact information; and,
  • Program Advisement Support - Directs students to appropriate program coordinator and/or department chair for program specific assistance.

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, applied experiences, and general "goodness of fit" for the desired program of study.

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

Master of Education or Master of Science

Admission 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.
    • Minimum grade point average (GPA) of 2.75 on all undergraduate work at an accredited United States institution in fulfillment of the requirements for a baccalaureate degree;
    • GPA of at least 3.0 on all graduate course work at an accredited United States institution in fulfillment of the requirements for a graduate degree;
    • The applicant must submit a copy of his/her clear renewable teaching license or documentation of eligibility for certification (approved program completion and applicable licensure exam scores)

OR

  • Satisfactory scores on the general portion (quantitative and verbal) of the Revised Graduate Record Exam (GRE) with "writing assessment" component.
  • The successful applicant must not have a criminal record or discharge from the armed services that would prevent recommendation for related teacher, counseling or leadership certifications.
  • The applicant must be recommended for admission by the graduate faculty in the applicant's area of study. Departments often require program specific admission criteria in addition to general university admission requirements when considering candidates for acceptance to specified programs. Applicants must contact the departments to which they seek admission for information concerning program specific requirements that may include prerequisite coursework.

Specialist in Education

Admission 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.
    • Minimum grade point average (GPA) of 2.75 on all undergraduate work at an accredited United States institution in fulfillment of the requirements for a baccalaureate degree;
    • 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;
    • The applicant must submit a copy of his/her clear renewable teaching license or documentation of eligibility for certification (approved program completion and applicable licensure exam scores).
      OR
  • Satisfactory scores on the general portion (quantitative and verbal) of the Revised Graduate Record Exam (GRE) with "writing assessment" component.
  • Three (3) years of acceptable teaching experience
  • The successful applicant must not have a criminal record or discharge from the armed services that would prevent recommendation for related teacher, counseling or leadership certifications.
  • The applicant must be recommended for admission by the graduate faculty in the applicant's area of study. Departments often require program specific admission criteria in addition to general university admission requirements when considering candidates for acceptance to specified programs. Applicants must contact the departments to which they seek admission for information concerning program specific requirements that may include prerequisite coursework.

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.

Applicants accepted for COE graduate studies must also attend a required COE Graduate Student Orientation prior to initial enrollment.

Admission categories include Regular, Provisional, Non-Degree, 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.

Non-Degree admission status is available in some areas of study for certification only, endorsement only, and/or other professional development objectives. Students admitted in this category are restricted to enrollment in specified courses and a limited number of semester hours may be transferred or applied toward a graduate degree at a later date. Applicants seeking non-degree graduate admission must hold an undergraduate and/or graduate degree from an accredited United States institution or the equivalent from an international institution; have a grade point average (GPA) of at least 2.75 on all undergraduate work in fulfillment of the requirements for a baccalaureate degree and a GPA of at least 3.0 on all graduate course work in fulfillment of the requirements for a graduate degree; and must not have a criminal record or discharge from the armed services that would prevent recommendation for related certification.

The maximum course load for a graduate student is twelve (12) hours per semester, including the May/Summer sessions combined.

Students successfully securing National Board Certification (NBPTS) may secure a maximum of six (6) semester hours of credit toward completion of a MEd or EdS degree in the related discipline area. Credit will not be awarded for completion of the process only. Credit completion requirements are specified by the program coordinator and department chair of the student's discipline area.

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. Some program areas do not provide or permit independent study.

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 MEd degree:

  • Students must earn a 3.0 GPA calculated on all graduate work attempted. "Academic Forgiveness" policy does not apply to graduate studies.
  • Students cannot graduate with a grade of "C" or below in more that two (2) graduate courses.
  • 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 constitute courses taken in residence.
  • A maximum of nine (9) semester hours of transfer credit or courses taken at CSU prior to full admission to a masters degree program may be applied toward the degree. Courses with earned grades of "C" or below cannot be transferred. 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 MEd programs must pass written comprehensive examinations, complete research projects, and/or complete related exit requirements.
  • Students must complete or meet additional program/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 MEd program. Students completing one of these programs will receive the MEd Degree in the appropriate field with related teacher certification following satisfactory completion of all program requirements. The Non-Traditional Master of Education Degree is available in selected programs only. Contact the Department of Teacher Education for additional information.

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 undergraduate courses necessary to prepare the student for graduate studies in the desired certification area
  • If accepted with provisional status, the student must secure regular admission 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 GACE Basic Skills tests, 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
  • Meet graduate requirements for the M.Ed. degree
  • Achieve satisfactory performance on the Georgia certification exam(s) appropriate for the field in which certification is sought
  • 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.

Master of Science Program

Curriculum

Students admitted as candidates for the Master of Science (MS) 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 MS 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 MS degree:

  • Students must earn a 3.0 GPA calculated on all graduate work attempted. "Academic Forgiveness" policy does not apply to graduate studies.
  • Students cannot graduate with a grade of "C" or below in more than two (2) graduate courses.
  • 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 transfer credit or courses taken at CSU prior to full admission to a masters degree program may be applied toward the degree. Courses with earned grades of "C" or below cannot be transferred. 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 MS programs must pass a written comprehensive examination, complete research projects and/or related exit requirements.
  • Complete or meet additional program/department 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. 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.

These requirements must be met for the completion of the EdS degree:

  • Students must earn a 3.0 GPA calculated on all graduate work attempted. "Academic Forgiveness" policy does not apply to graduate studies.
  • Students cannot graduate with a grade of "C" or below in more than two (2) graduate courses.
  • 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.
  • A maximum of six (6) semester hours of transfer credit or courses taken at CSU prior to full admission to a specialist degree program may be applied toward the degree. Courses with earned grades of "C" or below are not accepted. Courses 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 EdS degree (program coordinator and department chair approval required). Some program areas do not permit or provide independent study courses.
  • Complete or meet additional program/department 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 (EdD) degree program with a concentration in School Leadership. The program that is housed at VSU provides area students with the opportunity to secure the EdD 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 information.

Department of Counseling, Educational Leadership and Professional Studies

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

The department also offers the MEd degree in School Counseling and the MS degree 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 BS 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. A grade of "C" or better is required of all EXSC courses used for graduation.

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

In addition to general admission requirements, applicants for Educational Leadership programs must submit program specific requirements including: a current resume; a statement of professional goals; two(2) letters of reference; and a copy of clear renewable teaching license or documentation of eligibility for certification (approved program completion and applicable licensure exam scores) or satisfactory scores on the revised version of the Graduate Record Examination with a "writing assessment" component for initial admission screening. Selected candidates are then invited to campus for an interview process. Admission decisions are made after acquisition or completion of all admission requirements.

Successful MEd students are eligible for a five (5) year non-renewable certificate in Educational Leadership upon passing the GACE examination in Educational Leadership.

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.
  • Integrating new and emerging technologies into the instructional and other programs through innovative 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 students 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

In addition to general admission requirements, applicants for Educational Leadership programs must submit program specific requirements including: a current resume; a statement of professional goals; two(2) letters of reference; and satisfactory scores on the revised version of the Graduate Record Examination with a "writing assessment" component for initial admission screening OR a copy of a clear renewable teaching certificate. Additionally, a candidate for the EdS in Educational Leadership must be employed in a leadership position in his or her school and present documentation of passing scores on the GACE examination for Educational Leadership. Selected candidates are then invited to campus for an interview process. Admission decisions are made after acquisition or completion of all admission requirements.

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.

EdD Educational Leadership

Columbus State University is fortunate to be able to partner with Valdosta State University (VSU) to provide an EdD degree program in Educational Leadership. The program that is housed at VSU provides area students with the opportunity to secure the EdD 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 science, chemistry; history; special education-general curriculum; French or Spanish with teacher certification; and health and physical education.

In the first two years, a pre-professional education major completes studies which establish eligibility for admission to teacher 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 collaborate 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, BM, BS and BA teacher certification degree programs. Courses include Issues in Education; Exploring Perspectives on Diversity; Exploring Learning and Teaching; 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. Graduates will also demonstrate proficiency in planning, implementing, and evaluating teaching and learning.

BSEd 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

BSEd 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

BA English and Secondary Education

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

BA in Biology and Secondary Education, BA in Chemistry and Secondary Education, and BS in Geology and Secondary Education (Earth Science)

Expected Outcomes

Graduates will be able to:

  • Demonstrate knowledge of science 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 science
  • Display values, commitments, dispositions and habits associated with effective and professional teaching

BA in Mathematics and Secondary 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

BA in History and Secondary Education

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

BSEd Special Education: General Curriculum - Reading Concentration

The undergraduate program in special education 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 special education 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

BSEd 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.

BA French with Teacher Certification and BA 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
  • Proficiency in the analysis and evaluation of 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 Department of Teacher Education offers a variety of programs at the graduate level. The department also offers endorsements in Reading Education, Gifted Education, Mathematics (P-5), and Preschool Special Education at the graduate level.

The MEd and MS programs are designed to increase the candidate's expertise in the selected program of study. The EdS programs are designed to develop leadership skills applicable to the candidate's desired field. All advanced education programs are based on the principles identified by the National Board for Professional Teaching Standards (NBPTS). The learning outcomes for each program are detailed below.

Expected Outcomes

At the conclusion of each program of study, the candidate demonstrates expertise or leadership through the successful completion of carefully designed exit requirements.

These may include a written comprehensive examination, a completed research project, or other related exit requirements.

MEd in Accomplished Teaching

Graduates of this online degree program will achieve outcomes consistent with those of the Georgia Framework for Accomplished Teaching. In summary, they are:

  1. Teachers demonstrate a strong knowledge of content area(s) appropriate for their certification levels.
  2. Teachers support the intellectual, social, physical, and personal development of all students.
  3. Teachers create learning environments that encourage positive social interaction, active engagement in learning, and self-motivation.
  4. Teachers understand and use a range of formal and informal assessment strategies to evaluate and ensure the continuous development of all learners.
  5. Teachers design and create instructional experiences based on their knowledge of content and curriculum, students, learning environments, and assessment.
  6. Teachers recognize, participate in, and contribute to teaching as a profession.

MEd – Early Childhood Education

Upon completion of the program of study, students completing the MEd program in Early Childhood Education will be able to:

  1. Identify elements of developmentally appropriate practice (scholarship);
  2. Describe the rationale for the use of developmentally appropriate practice (scholarship)
  3. Plan, implement, and evaluate developmentally appropriate activities within the early childhood classroom (teaching);
  4. Identify significant developments in a human organism from conception throughout the period of early childhood (scholarship);
  5. Identify significant events in history of early childhood education and discuss their relationship to the current state of early childhood education (scholarship);
  6. Explain how influential educational psychologists (i.e. Piaget, Erickson, Skinner, Maslow) have impacted the field of early childhood education and classroom instruction (scholarship);
  7. Use current research in early childhood education to refine classroom practices (teaching);
  8. Identify current trends and issues in contemporary curriculum theory (scholarship);
  9. Use a variety of teaching strategies to enhance learning opportunities for children in the following curriculum areas: language arts, math, science, social studies, art, music, and movement education (teaching);
  10. Assess, create, and employ a variety of authentic assessment strategies within the early childhood classroom (teaching);
  11. Serve as advocates for young children and professionalism in the field of Early Childhood Education (professionalism).

MEd and Non-traditional MEd – Health and Physical Education

Upon successful completion of the program of study, graduates will be able to:

  1. Locate, evaluate, conduct, interpret and apply research for the improvement of teaching.
  2. Utilize technology to enhance teaching and supportive functions.
  3. Demonstrate effective teaching behaviors, a variety of teaching styles, and knowledge of appropriate practices in their teaching.
  4. Communicate knowledge about and appreciation for the importance of lifetime physical activity and wellness.
  5. Establish goals and design learning experiences that communicate high expectations for student learning that emphasizes the development of skillful movers.
  6. Demonstrate a variety of assessment techniques to evaluate and improve student learning, programs, and instruction.
  7. Critically analyze and reflect on teaching practices and the learning environment for the purpose of effecting change
  8. Demonstrate sensitivity to and respect for students of different abilities, genders, and racial and cultural backgrounds.
  9. Demonstrate knowledge of community resources and serve as advocates for physical education and/or health in their schools and communities.

MEd – Middle Grades Education

The successful program graduate demonstrates growing competence in:

  1. skills and knowledge associated with selected content teaching fields
  2. planning effective instruction
  3. the implementation of effective instruction
  4. skills associated with the selection of appropriate media
  5. testing and evaluation skills
  6. the use of research in teaching

MEd – Secondary English Language Arts Education

The Master of Education recipient

  1. demonstrates expertise in English content: language, literature and composition
  2. demonstrates increasing proficiency in instructional planning
  3. demonstrates increasing proficiency in the implementation of instruction
  4. demonstrates proficiencies related to helping every student succeed
  5. demonstrates proficiencies related to selecting and using materials to enhance teaching and learning
  6. demonstrates proficiencies related to evaluating learning and teaching
  7. demonstrates and applies knowledge of findings of educational research related to the teaching and learning of English
  8. displays values, commitments, dispositions, and habits associated with effective and professional teaching

MEd – Secondary Science Education (w/Biology Emphasis)

At the completion of selected coursework, the following is expected of students completing the Master of Education program in Secondary Science Education with an emphasis in Biology:

  1. Graduates are expected to demonstrate or gain satisfactory proficiency with instructional technology (including computer basics).
  2. Graduates are expected to show sensitivity to the needs of students.
  3. Graduates are expected to possess or strive to develop a thorough mastery of appropriate subject matter areas of science and science education.
  4. Graduates are expected to demonstrate or work toward competency in mathematical skills, including algebra, geometry, trigonometry and statistics. This does not mean to be a mathematics teacher but to be able to use basic numerical and mathematical skills in the teaching of science.
  5. Graduates are expected to engage in the serious study of curriculum, constructing principles and skills to meet the basic requirements of curriculum planning and implementation at the secondary level.
  6. Graduates are expected to master or to refine broad teaching skills and strategies to plan a career long effort to improve as a teacher.
  7. Graduates are expected to demonstrate or develop basic competence in reading science education research in such publications as The Science Teacher and other publications written for secondary level science teachers and to extend that competence toward the implementation of appropriate research findings in secondary science teaching.

MEd – Science Education (w/an emphasis in Chemistry)

At the completion of selected coursework, the following is expected of students completing the Master of Education program in Secondary Science with an emphasis in Chemistry:

  1. Graduates are expected to demonstrate or gain satisfactory proficiency with instructional technology (including computer basics).
  2. Graduates are expected to show sensitivity to the needs of students.
  3. Graduates are expected to possess or strive to develop a thorough mastery of appropriate subject matter areas of science and science education.
  4. Graduates are expected to demonstrate or work toward competency in mathematical skills, including algebra, geometry, trigonometry and statistics. This does not mean to be a mathematics teacher but to be able to use basic numerical and mathematical skills in the teaching of science.
  5. Graduates are expected to engage in the serious study of curriculum, constructing principles and skills to meet the basic requirements of curriculum planning and implementation at the secondary level.
  6. Graduates are expected to master or to refine broad teaching skills and strategies to plan a career long effort to improve as a teacher.
  7. Graduates are expected to demonstrate or develop basic competence in reading science education research in such publications as The Science Teacher and other publications written for secondary level science teachers and to extend that competence toward the implementation of appropriate research findings in secondary science teaching.

MEd – Science Education (w/an emphasis in Earth Science)

At the completion of selected coursework, the following is expected of students completing the Master of Education program in Secondary Science with an emphasis in Earth Science:

  1. Graduates are expected to demonstrate or gain satisfactory proficiency with instructional technology (including computer basics).
  2. Graduates are expected to show sensitivity to the needs of students.
  3. Graduates are expected to possess or strive to develop a thorough mastery of appropriate subject matter areas of science and science education.
  4. Graduates are expected to demonstrate or work toward competency in mathematical skills, including algebra, geometry, trigonometry and statistics. This does not mean to be a mathematics teacher but to be able to use basic numerical and mathematical skills in the teaching of science.
  5. Graduates are expected to engage in the serious study of curriculum, constructing principles and skills to meet the basic requirements of curriculum planning and implementation at the secondary level.
  6. Graduates are expected to master or to refine broad teaching skills and strategies to plan a career long effort to improve as a teacher.
  7. Graduates are expected to demonstrate or develop basic competence in reading science education research in such publications as The Science Teacher and other publications written for secondary level science teachers and to extend that competence toward the implementation of appropriate research findings in secondary science teaching.

MEd – Secondary Social Science Education

Upon successful completion of the program of study, graduates will be able to:

  1. Apply knowledge of the history, curriculum, and standards of history and the social sciences in designing effective instruction.
  2. Identify and use research and resources of the field.
  3. Design instruction to promote active learning and critical thinking.
  4. Identify and use appropriate media and technology in designing and delivering effective instruction.
  5. Value cultural diversity as an instructional resource and design and implement instruction effective with diverse learners.
  6. Connect planning and instruction to authentic assessment of student learning.
  7. Demonstrate a commitment to the teaching profession and to the field of social science education.

MEd – Secondary Mathematics Education

At the completion of selected coursework, students completing the Master of Education program in Secondary Mathematics Education will demonstrate expertise in:

  1. understanding and using mathematics.
  2. planning effective instruction.
  3. implementing effective instruction.
  4. evaluating instruction, both the effect on individuals and on programs.
  5. using research in making decisions about teaching and programs.
  6. becoming a professional

MEd – Special Education: General Curriculum

Upon successful completion of the program of study, graduates will be able to:

  1. Demonstrate knowledge of the philosophical, historical and legal foundations of Special Education
  2. Demonstrate an understanding of the developmental, behavioral, and learning needs of children with special needs
  3. Demonstrate effectiveness in instructional planning and assessment for children with special needs
  4. Demonstrate the understanding and implementation of effective teaching strategies and methods for children with special needs
  5. Demonstrate the establishment and management of appropriate learning environments for children with special needs
  6. Demonstrate the ability to effectively communicate and collaborate with parents, professionals, and community agencies involved in the welfare of children with special needs
  7. Demonstrate the integration of technology into instructional planning for children with special needs

MS – Instructional Technology

The successful program graduate demonstrates growing competence in:

  1. Skills and knowledge associated with information literacy and computer networks.
  2. Instructional design and integration of technology across disciplines.
  3. The implementation of effective instruction.
  4. Skills associated with the selection of appropriate media.
  5. Testing and evaluation skills
  6. Technology to access, display, organize, analyze and evaluate information.
  7. Funding sources for educational equipment and resources.

EdS – Early Childhood Education

The Education Specialist (EdS) graduate program in Early Childhood Education is carefully designed to provide candidates with advanced knowledge, skills, and dispositions of:

  1. curriculum theory, models, and design appropriate for implementation in settings for young children (scholarship);
  2. developmentally appropriate instructional strategies appropriate for diverse young learners, their learning styles, and their environments (teaching);
  3. a self-selected area of professional interest conducive to assuming leadership roles within a school setting (scholarship & professionalism);
  4. methods, techniques, and instruments appropriate for assessment of young children and their programs, facilitators, and environments (teaching);
  5. problem solving resources, skills, and techniques necessary for sound decision making in early childhood environments (scholarship & professionalism);
  6. contemporary theory and research in cognition, social-emotional development, and physical growth as applied to diverse young children in multicultural societies (scholarship);
  7. technological resources for instruction, management, media development, and problem solving (teaching).

EdS – Middle Grades Education

The successful program graduate demonstrates acquisition of:

  1. comprehensive knowledge associated with previous or new content teaching fields
  2. competence as a consumer of research findings
  3. the ability to see relationships, to theorize, and to synthesize information related to an area of emphasis
  4. skills associated with the assessment of instructional strategies, instructional outcomes, and class interactions to improve instruction
  5. leadership skills among fellow educators

EdS – Secondary English Language Arts Education

The Education Specialist recipient

  1. demonstrates expertise in English content and shares that knowledge with other professionals.
  2. demonstrates increasing proficiency in instructional planning and influences the practice of other professionals
  3. demonstrates increasing proficiency in the implementation of instruction and influences the practice of other professionals
  4. demonstrates proficiencies related to helping every student succeed and influences the practice of other professionals
  5. demonstrates proficiencies related to selecting and using materials to enhance teaching and learning and influences the practice of other professionals
  6. demonstrates proficiencies related to evaluating learning and teaching and influences the practice of other professionals
  7. demonstrates and applies knowledge of findings of educational research related to the teaching and learning of English and influences the practice of other professionals
  8. displays values, commitments, dispositions, and habits associated with effective and professional teaching and serves as a model to other professionals

EdS – Science Education (w/an emphasis in Chemistry)

At the completion of selected coursework, the following is expected of students completing the Education Specialist program in Secondary Science with an emphasis in Chemistry:

  1. Graduates are expected to demonstrate or gain satisfactory proficiency with instructional technology (including computer basics).
  2. Graduates are expected to show sensitivity to the needs of students.
  3. Graduates are expected to possess or strive to develop a thorough mastery of appropriate subject matter areas of science and science education.
  4. Graduates are expected to demonstrate or work toward competency in mathematical skills, including algebra, geometry, trigonometry and statistics. This does not mean to be a mathematics teacher but to be able to use basic numerical and mathematical skills in the teaching of science.
  5. Graduates are expected to engage in the serious study of curriculum, constructing principles and skills to meet the basic requirements of curriculum planning and implementation at the secondary level.
  6. Graduates are expected to master or to refine teaching skills and strategies to plan a career long effort to improve as a teacher.
  7. Graduates are expected to demonstrate or develop basic competence in reading science education research in such publications as The Science Teacher and other publications written for secondary level science teachers and to extend that competence toward the implementation of appropriate research findings in secondary science teaching.

EdS – Secondary Science (w/emphasis in Earth Science)

At the completion of selected coursework, the following is expected of students completing the specialist program in Secondary Science with an emphasis in Earth Science:

  1. Graduates are expected to demonstrate or gain satisfactory proficiency with instructional technology (including computer basics).
  2. Graduates are expected to show sensitivity to the needs of students.
  3. Graduates are expected to possess or strive to develop a thorough mastery of appropriate subject matter areas of science and science education.
  4. Graduates are expected to demonstrate or work toward competency in mathematical skills, including algebra, geometry, trigonometry and statistics. This does not mean to be a mathematics teacher but to be able to use basic numerical and mathematical skills in the teaching of science.
  5. Graduates are expected to engage in the serious study of curriculum constructing principles and skills to meet the basic requirements of curriculum planning and implementation at the secondary level.
  6. Graduates are expected to master or to refine teaching skills and strategies to plan a career long effort to improve as a teacher.
  7. Graduates are expected to demonstrate or develop basic competence in reading science education research in such publications as The Science Teacher and other publications written for secondary level science teachers and to extend that competence toward the implementation of appropriate research findings in secondary science teaching.

EdS – Secondary Science (w/Biology Emphasis)

At the completion of selected coursework, the following is expected of students completing the Specialist in Education program in Secondary Science Education with an emphasis in Biology.

  1. Graduates are expected to demonstrate or gain satisfactory proficiency with instructional technology (including computer basics).
  2. Graduates are expected to show sensitivity to the needs of students.
  3. Graduates are expected to possess or strive to develop a thorough mastery of appropriate subject matter areas of science and science education.
  4. Graduates are expected to demonstrate or work toward competency in mathematical skills, including algebra, geometry, trigonometry and statistics. This does not mean to be a mathematics teacher but to be able to use basic numerical and mathematical skills in the teaching of science.
  5. Graduates are expected to engage in the serious study of curriculum constructing principles and skills to meet the basic requirements of curriculum planning and implementation at the secondary level.
  6. Graduates are expected to master or to refine teaching skills and strategies to plan a career long effort to improve as a teacher.
  7. Graduates are expected to demonstrate or develop basic competence in reading science education research in such publications as The Science Teacher and other publications written for secondary level science teachers and to extend that competence toward the implementation of appropriate research findings in secondary science teaching.

EdS – Secondary History Education

Upon successful completion of the program of study, graduates will be able to:

  1. Apply knowledge of the history, curriculum, and standards of history and the social sciences in designing effective instruction and provide leadership in sharing his/her expertise with other professionals.
  2. Identify and use research and resources of the field and provide leadership in sharing his/her expertise with other professionals.
  3. Design instruction to promote active learning and critical thinking and provide leadership in sharing his/her expertise with other professionals.
  4. Identify and use appropriate media and technology in designing and delivering effective instruction and provide leadership in sharing his/her expertise with other professionals.
  5. Value cultural diversity as an instructional resource and design and implement instruction effective with diverse learners and provide leadership in sharing his/her expertise with other professionals.
  6. Connect planning and instruction to authentic assessment of student learning and provide leadership in sharing his/her expertise with other professionals.
  7. Demonstrate a commitment to the teaching profession and to the field of social science education and provide leadership in sharing his/her expertise with other professionals.

EdS – Secondary Mathematics Education

Students completing the Educational Specialist (EdS) program in Secondary Mathematics Education will demonstrate leadership in:

  1. understanding and using mathematics.
  2. planning effective instruction
  3. implementing effective instruction
  4. evaluating instruction, both the effect on individuals and on programs.
  5. using research in making decisions about teaching and programs.
  6. becoming a professional.

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