College of Education and Health Professions

The College of Education and Health Professions seeks to achieve excellence in the preparation of teachers, counselors, leaders and health professionals. It offers programs that combine a sound foundation in academics with a multitude of practical experiences. Fully accredited by NCATE, the Georgia Professional Standards Commission, the Council for Accreditation of Counseling and Related Programs, and the National League for Nursing Accrediting Commission, the College of Education and Health Professions supports 18 undergraduate and 33 graduate programs, many leading to initial and advanced educator certification. By creating opportunities for excellence, the College of Education and Health Professions prepares highly qualified candidates who promote high standards of education and professional excellence.

The College of Education and Health Professions (COEHP) consists of the Department of Counseling, Foundations, and Leadership, the Department of Health, Physical Education and Exercise Science, the Department of Teacher Education and the School of Nursing. Advising and other student services are provided through the COEHP Office of Student Advising and Field Experiences (SAFE) and the Office of Graduate Studies.

Centers housed within the College of Education and Health Professions include the Center for Quality Teaching and Learning, the Coca Cola Space Science Center, Oxbow Meadows Environmental Learning Center, and the Columbus Regional Mathematics Collaborative. The Dean's Office is located in 333 Jordan Hall.

Undergraduate Degrees offered by the College of Education and Health Professions include:

Undergraduate Degrees offered in collaboration with another college include:

Graduate Degrees offered by the college include:

Graduate Degrees offered in collaboration with another college include:

Endorsement Programs offered by the college include:

Endorsement Programs offered in collaboration with another college include:

ESOL Endorsement for Teaching English to Speakers of Other Languages

Mission Statement

The mission of the College of Education and Health Professions (COEHP) is congruent with and complements that of Columbus State University. The College of Education and Health Professions 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. The College of Education and Health Professions prepares highly qualified professionals in teaching, counseling, educational leadership, health science, nursing, school library media, and exercise science.

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 education program graduates earned a combined pass rate of 94% on the GACE content exams for the 2006-2007 academic year and 92% for the 2007-2008 academic year. This means that 92% of the graduates seeking initial certification in teaching and school counseling passed the content tests required for certification in their field.

College of Education and Health Professions Student Advising and Field Experiences

The Office of Student Advising and Field Experiences (SAFE) provides comprehensive services for College of Education and Health Professions 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 College of Education and Health Professions' Office of Student Advising and Field Experiences is located in Jordan Hall, Room 107. Students in the School of Nursing are advised in Illges Hall, Room 308, and Exercise Science students are advised in the Lumpkin Center.

Teacher Education Program Requirements - Undergraduate

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 and Health Professions for advice concerning appropriate courses for certification.

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 COEHP Student Advising 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 2.5 (required of all transfer students)
Satisfactory performance on the Regents' Test
Satisfactory performance on the GACE Basic Skills examination or an exemption based upon satisfactory scores on the SAT (1000 combined score), ACT 43 combined score), or GRE (1030 combined score)
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 and Health Professions Teacher Education Program.

Additional admissions criteria may be applied at the departmental level. Admission decisions are appealable to the College of Education and Health Professions 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 2.5 institutional grade point average.
If the grade point average falls below 2.5, the student will be removed from the teacher education program and must re-apply to the program under the current admission policies after raising the grade point average to 2.5.
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 2.5 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 and Health Professions Student Advising 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 2.5 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 and Health Professions (COEHP) graduate program with regular or provisional admission status. Students who would like to obtain a master's degree with related teacher certification should explore the possibility of entering the COEHP Master of Arts in Teaching (MAT) degree program in lieu of the Post-Baccalaureate Teacher Certification Program. The Master of Arts in Teaching 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 2.5 or better
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) or a masters degree or above from a PSC-accepted accredited institution
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

A student's first transcript evaluation is free. For more than one evaluation, students are required to pay a $25.00 non-refundable fee per evaluation field to the College of Education and Health Professions prior to evaluation of transcripts and design of individualized plans of study. Admission decisions may be appealed to the appropriate College of Education and Health Professions 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 admission requirements listed below. TAPP students who would like to obtain a master's degree with related teacher certification may complete the appropriate Master of Arts in Teaching (M.A.T.) degree program and be eligible for T-5 certification upon successful completion of the program.

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 or a masters degree or above from a PSC-accepted accredited institution
This program leads to a clear, renewable certificate at the T-4 level, with an option to obtain the MAT Degree and a clear, renewable certificate at the T-5 level.

PROVISIONAL ADMISSION:

2.5 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 or a masters degree or above from a PSC-accepted accredited institution
This program leads to a clear, renewable certificate at the T-4 level, with an option to obtain the MAT Degree and a clear, renewable certificate at the T-5 level.

GPA below 2.5 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 COEHP 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 and Health Professions 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 and Health Professions Graduate Studies

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

Graduate Studies Focal Point - Provides graduate information and referral services for all COEHP 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;
COEHP/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;
COEHP 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 Arts in Teaching, Master of Education, and Master of Science

Master of Arts in Teaching

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 Master of Arts in Teaching program. Applicants must request a transcript evaluation and meet with a program advisor to plan a program of study. The program of study will include any additional coursework that may be required for certification in the applicant's chosen field. Students completing one of these programs will receive the MAT Degree in the appropriate field with related teacher certification following satisfactory completion of all program requirements. The Master of Arts in Teaching is available in selected programs only. Contact the Department of Teacher Education or the Department of Health, Physical Education, and Exercise Science for additional information.

Master of Education

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 and Health Professions, 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 COEHP Student Advising and Field Experiences, or to the department that offers the student's area of study.

Master of Science Program

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 and Health Professions, will emphasize development both in research and related professional studies. Current MS degree programs are available in Community Counseling. These programs are not related to teacher certification and certification requirements as specified by the Georgia Professional Standards Commission.

Admission requirements for MAT, MEd, and MS programs:

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 (2.5 for provisional admission) 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) (does not apply to MS in Community Counseling)OR satisfactory scores on the general portion (quantitative and verbal) of the Revised Graduate Record Exam (GRE) with "writing assessment" component , OR passing scores on the GACE content examinations required in the intended teacher certification field.
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.

Additional Requirements for MAT Admission

Passing scores 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), or having a masters degree or above from a PSC-Accepted accredited institution.
Criminal background check.

Application for Graduation

Approval of an application for the Master of Arts in Teaching, Master of Education, or Master of Science degree is contingent upon the successful completion of an approved program and recommendation for the degree by the College of Education and Health Professions. 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 MAT, MEd, or 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 (may be appealed to the College of Education and Health Professions Graduate Council).
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 MAT, MEd, or MS 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.

To be recommended for certification upon completion of the MAT program, students must:

Successfully complete an approved program of study at CSU,
Earn a minimum 2.5 grade point average on all work attempted, including any undergraduate coursework,
Successfully complete the Georgia certification examinations appropriate for the field in which certification is sought.

Students should see the appropriate program coordinator or chair of the department that offers the desired certification program for advisement and registration.

Specialist in Education

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.

A graduate student's program, planned cooperatively with an advisor from the College of Education and Health Professions, 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 COEHP Student Advising and Field Experiences, or to the department offering the student's area of study.

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 (not required for EdS in Educational Leadership)
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.

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 and Health Professions. 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 without an appeal to the College of Education and Health Professions Graduate Council.
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.

EdD in Curriculum and Leadership

The Department of Teacher Education offers cooperatively with the Department of Counseling, Foundations, and Leadership a Doctor of Education (EdD) in Curriculum and Leadership. The program of study has two tracks. Teachers interested in advanced study in teaching and learning as well as course work in their discipline will follow the curriculum track and be advised in the Department of Teacher Education. For additional information on the program of study and learning outcomes, see degree information listed on the Department of Counseling, Foundations, and Leadership.

Additional Information on Graduate Degrees

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

Applicants accepted for COEHP graduate studies must also complete a required COEHP Online 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 and Health Professions Graduate Council.

Department of Counseling, Foundations, and Leadership

The Department of Counseling, Foundations and Leadership offers degrees in School and Community Counseling and in Educational Leadership. Additionally, the department offers graduate courses in the area of foundations to include Educational Research and Psychology. The department emphasizes instruction and rigorous application of theory through performance-based instruction that culminates in real-world experience. Instruction is augmented through technology to include computer simulations, video, and laboratory experiences on campus and in the field.

The MEd and the EdS in Educational Leadership lead to Georgia certification. An MEd in Educational Leadership is now offered online. For more information about the online program in leadership, go to CSULeader.com. Additionally, the Department of Counseling, Foundations, and Leadership offers, with the Department of Teacher Education, an Ed. D. in Curriculum and Leadership.

The department also offers the MEd and EdS 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.

MEd Educational Leadership (Online Program available)

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 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.

Student Learning 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, Foundations, and Leadership 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.

Student Learning 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

See MS program in Community Counseling Foundations, and Leadership for additional information.

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.

Student Learning 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 district 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 completion of all admission requirements.

Student 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

The EdS School Counseling program is being reactivated. Additional details about admissions and program requirements will be provided when the program becomes approved by the Board of Regents. Please see http://celps.columbusstate.edu/scheds.htm for updates as the process unfolds.

EdD in Curriculum and Leadership

With the present climate of accountability, there is a significant demand for educator among administrative ranks and in the classroom who have a high degree of expertise in school improvement, research, and professional learning. The Columbus State University College of Education and Health Professions is committed to the development of educators with this level of expertise. The development of professional educators with the research skills necessary to improve student achievement in schools is critical given the need for leadership frameworks, curriculum models, and instructional practices that are supported by research. Rigorous testing demands investigation of multiple variables affecting, and affected by, the implementation of a practice. Once the practice is tested, those conducting research may choose to modify the practice to meet the needs of a specific situation. This program develops educators with the skills to meet these demands.

Expected learning outcomes for the program are:

Candidates will exhibit research-supported practice at the school and system levels.
Candidates will be able to analyze practices in schools and school systems, rigorously tests and assess those practices, and make recommendations regarding practice based upon that assessment.
Candidates will be able to engage in the investigation of multiple variables affecting, and affected by, the implementation of practices in the schools.
Candidates will be able to modify practices to meet the needs of a specific situation.
Candidates will be able to implement research models similar to those implemented in the medical field in order to test the efficacy of specific educational practices.
Candidates will be able to engage in educational research consistent with that established as a national priority in P.L. 107-279, the Educational Research Act of 2002.
Candidates will develop a high level of proficiency and expertise in curriculum development, assessment, and in research practices associated with program improvement consistent with the emerging needs of the communities served by Columbus State University.
Candidates will be able to use data to evaluate research efforts that include student performance data on standardized testing, student performance data in projects and portfolios, data related to the achievement of goals in partner school improvement plans, and data related to assessments developed by school professionals, candidates, and university faculty.
Candidates will demonstrate the research skills necessary to improve student achievement in schools.
Candidates will demonstrate expertise in leadership practices, curriculum models, and instructional practices that are supported by research and lead to improved student achievement.
Candidates will demonstrate expertise in high level theoretical underpinnings of educational practice to include psychology, neuroscience, curriculum development, and current pedagogical practices.
Candidates will be able to use all available resources, including technology, and acquire additional resources (e.g., grant funding) to support instructional programs.
Candidates will demonstrate the dispositions and ability to relate effectively to and encourage collaboration among diverse groups of individuals (e.g., teachers, students, parents, administrators, community members).
Candidates will model appropriate leadership behaviors and dispositions.

Department of Health, Physical Education and Exercise Science

The Department of Health, Physical Education and Exercise Science offers three valuable programs of study at the undergraduate level. The BSEd in Health and Physical Education leads to P-12 teacher certification in the state of Georgia. The BS in Exercise Science prepares students to serve in jobs related to exercise science or for professional graduate programs in physical therapy, occupational therapy, physician's assistant and related areas. The B.S. in Heath Science is a fundamental health-related degree that will enable students to pursue a variety of careers related to our population's health status and is also used as a pre-professional degree. The programs provide strong academic work and an abundance of practical experience in school, exercise, and clinical settings. At the graduate level, students may obtain either the MAT or the MEd in Health and Physical Education. Health Science currently cooperates with the Master of Public Administration to create a health services graduate option. The department also houses the Wellness Program, which provides the course work to meet the three-credit wellness/physical activity requirement for students in all programs of study. Department Offices are located in room 250 of the Lumpkin Center.

Undergraduate Degrees offered in the department include:

BS Exercise Science

The BS degree program in Exercise Science is designed to accommodate a broad range of student interests and professional goals including careers in the health and fitness industry or graduate work in physical therapy, occupational therapy, or exercise science. 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 in consultation with an Exercise Science advisor.

Student Learning 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.

Admission Requirements: Students transferring into the Exercise Science program from another degree program at Columbus State University or from another institution must have a minimum overall grade point average of 2.50 based on a 4.0 scale. Individuals must obtain a change of major form from the Department Chair before entering the program.

Graduation Requirements: Satisfactory completion of all Board of Regents, university, and program requirements with a minimum grade of “C” in all EXSC courses applied to graduation.

BSEd Health and Physical Education

The B.S.Ed. in Health and Physical Education prepares students to obtain preschool through high school teacher certification in both health and physical education. The program of study provides a strong base in the sciences, study of the various content fields that comprise health education and physical education, and numerous field experiences in which academic content is applied to teaching. The program of study culminates in 15 weeks of student teaching at an approved school in the region.

Student Learning 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
Utilize technology to enhance teaching and supportive functions

BS Health Science

The Bachelor of Science in Health Science is designed as a fundamental health-related degree that will enable students to pursue a variety of careers related to our population's health status. The emphasis of the program focuses upon community health issues and human behavior dynamics. Graduates will have the basic skills and knowledge needed to become an asset to the health care and research-oriented community. Students are encouraged to become nationally recognized certified health education specialists (CHES) through the National Commission for Health Education Credentialing.

Student Learning Outcomes

Graduates will:

Understand the role of the health professional in the provision of services to clients/patients.
Be able to compile, calculate and use health-related data to identify and evaluate health needs, interests and concerns of individuals and/or groups.
Be able to function as public health professionals for the health-related problems of individuals in the school, workplace or various community environments.
Be able to identify and describe the behavioral determinants of good mental and physical health.
Possess the skills and knowledge needed in order to develop a comprehensive educational program that focuses on tobacco use prevention, cancer education, diabetes education and other health-related topics.

Graduate Degrees offered in the department include:

MAT in Health and Physical Education

The Master of Arts in Teaching in Health and Physical Education is designed to provide both a master's degree and initial teacher certification at the T-5 level for students coming from related fields of study (e.g. exercise science, athletic training). While specific course work is in place to ensure meeting teacher certification requirements set by the Professional Standards Commission, aspects of the program are individually designed based on transcript evaluation. (See the main College of Education and Health Professions section for additional information on MAT programs.)

MEd in Health and Physical Education

The M.Ed. in Health and Physical Education is designed for those who currently hold an undergraduate degree and teacher certification in Health and Physical Education. The program builds on this foundation of knowledge and provides greater breadth and depth in content and opportunities to develop a higher level of expertise in teaching.

Upon successful completion of the MAT and MEd programs of study, graduates will be able to:

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

MPA Health Services Administration Concentration

The Master of Public Administration (MPA) program with a concentration in health services administration is designed to promote achievement of students' professional objectives with regard to government agencies and health organizations. It is suitable also for not-for-profit organizations.

Health services administration, designed for students who wish to be better prepared for management in complex healthcare organizations and programs; it is especially suited to students whose health careers move from providing direct services to supervisory and programmatic responsibilities.

Information on the Master of Public Administration degree with a concentration in Heath Services option may be found in the Political Science section of this catalog.

Department of Teacher Education

The Department of Teacher Education offers the opportunity for students to prepare for exciting and rewarding careers in the field of education. At CSU, prospective and in-service teachers engage in an in-depth study of teaching and learning while enriching their own knowledge in one or more content areas such as English, foreign language, mathematics, science, social studies, or special education. Courses are delivered using traditional methods and modern technologies, including online, distance learning and web-enhanced instruction. Campus courses are taught in technology-equipped classrooms. Students in teacher education programs also have multiple opportunities to apply their knowledge and skills as they work in a variety of grades P-12 school settings.

Programs offered by the Department of Teacher Education are designed to meet the educational needs of individuals from a variety of backgrounds who wish to obtain initial or advanced teacher certification. These programs include bachelor's degrees for individuals seeking initial teacher certification, post-baccalaureate teacher certification and Master of Arts in Teaching (MAT) programs for individuals with a non-education degree who wish to obtain initial teacher certification, and graduate programs for certified teachers. All teacher education programs at CSU are approved by the Georgia Professional Standards Commission and accredited by the National Council for the Accreditation of Teacher Education. For more information about these programs, please visit the Department of Teacher Education main office located in Jordan Hall 302 or call (706) 568-2255. You may also visit our website at http://te.columbusstate.edu/.

Department of Teacher Education - Undergraduate Degrees

The preparation of elementary, middle grades, and secondary school teachers is accomplished through the joint efforts of the College of Education and Health Professions 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. In the first two years, a pre-professional education major completes studies which establish eligibility for admission to teacher education. This is followed by a sequence of campus and field-based courses culminating in the student teaching semester during the senior year. The College of the Arts and the College of Letters and Sciences collaborate with teacher education programs by providing courses required in the respective majors. 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 tests.

Undergraduate degree programs offered in the department include:

BSEd Early Childhood Education (certification in grades P-5)
BSEd Middle Grades Education (certification in grades 4-8)
BSEd Special Education: General Curriculum–Reading Concentration (certification in grades P-12)

Undergraduate programs offered in collaboration with the College of Letters and Science and College of Arts include:

BA Biology, Secondary Education Track (certification in grades 6-12)
BA Chemistry, Secondary Education Track (certification in grades 6-12)
BA English Language Arts and Secondary Education (certification in grades 6-12)
BA History and Secondary Education (certification in grades 6-12)
BS Earth Space Science, Secondary Education Track (certification in Earth Science, grades 6-12)
BS Mathematics, Secondary Education Track (certification in grades 6-12)

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

Department of Teacher Education – Teacher Certification Programs

In addition to undergraduate degree programs, the Department of Teacher Education also offers post-baccalaureate teacher certification programs in early childhood education, middle grades education, secondary education (Biology, Chemistry, Earth Space Science, English, History, and Mathematics), French, Spanish, and special education. The teacher certification programs are designed for individuals with a non-education degree who wish to obtain initial teacher certification at the T-4 level. Individuals interested in a certification only program should contact the College of Education and Health Professions Office of Student Advising and Field Experiences at (706) 568-2191 to request a transcript evaluation. For those who wish to obtain a master's degree while completing certification requirements, refer to the Department of Teacher Education - Graduate Programs section for a list of Master of Arts in Teaching (MAT) degree programs.

Students must be admitted at the graduate level. TAPP students who would like to obtain a master's degree with related teacher certification may complete the appropriate Master of Arts in Teaching (M.A.T.) degree program and be eligible for T-5 certification upon successful completion of the program.

Department of Teacher Education - Graduate Degrees

The Department of Teacher Education offers a variety of programs at the graduate level.

Master of Arts in Teaching (MAT)

MAT programs are designed for individuals holding a bachelor's degree in a closely related field who wish to obtain a teaching certificate and master's degree in education. Programs provide professional and pedagogical studies that develop proficiency in the knowledge, skills, and dispositions of beginning teachers. 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 tests.

MAT Early Childhood Education
MAT Middle Grades Education
MAT School Library Media
MAT Secondary Biology Education
MAT Secondary Chemistry Education
MAT Secondary Earth Space Science Education
MAT Secondary English Language Arts Education
MAT Secondary History Education
MAT Secondary Mathematics Education
MAT Secondary Mathematics and Science Education (Online)
MAT Special Education General Curriculum

MAT Early Childhood Education

Student Learning 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

MAT Middle Grades Education

Student Learning Outcomes

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 assessment 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

MAT School Library Media

Graduates will be able to:

Demonstrate knowledge and competencies that foster professionalism in school and community settings;
Demonstrate knowledge that exhibits communication skills necessary for collaborative planning of curriculum and lessons with teachers;
Demonstrate knowledge in policy determination, program development, and instructional supervision, and competencies demonstrated and assessed in field experiences and practicum;
Demonstrate knowledge and skills to develop and implement an effective public relations program that communicates to the school board, students, faculty, administrators, staff, parents, other colleagues, and the general public;
Demonstrate knowledge and skills to use appropriate collection management principles and procedures for need analysis, evaluating, selecting, and discarding resources;
Demonstrate knowledge and skills to implement recognized standardized procedures for classifying, cataloguing, and processing resources which will facilitate computerization;
Demonstrate knowledge and skills to apply effective management principles to the administration of the school library media program;
Demonstrate an understanding of media and technology operations and concepts;
Demonstrate knowledge and competencies that foster professionalism in school and community settings;
Demonstrate leadership skills in the management of staff, budgets, equipment, and facilities.

MAT Secondary Biology, Secondary Chemistry, or Secondary Earth Space Science Education

Student Learning Outcomes

Graduates will:

Demonstrate or gain satisfactory proficiency with instructional technology (including computer basics).
Facilitate learning for diverse students.
Possess or strive to develop a thorough mastery of standards based subject matter areas of science and science education.
Demonstrate or work toward competency in mathematical skills, including algebra, geometry, trigonometry and statistics and be able to use basic numerical and mathematical skills in the teaching of science.
Engage in a critical study of curriculum, constructing principles and skills to meet the basic requirements of curriculum planning and implementation at the secondary level.
Master or refine broad teaching skills and strategies to plan a career long effort to improve as a teacher.
Demonstrate or develop basic competence in reading, analyzing, and critiquing science and science education research in scholarly publications, and to extend that competence toward the implementation of appropriate research findings in secondary science teaching.

MAT Secondary English Language Arts Education

Student Learning 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 assessing 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

MAT Secondary History Education

Student Learning 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

MAT Secondary Mathematics Education

Student Learning 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 the teaching and learning of mathematics
Demonstrate proficiencies related to assessing 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

MAT Secondary Mathematics and Science Education (online)

The online MAT program in secondary mathematics and science is aligned with the Georgia Framework for Teaching. Certification options are available in secondary (6-12) mathematics, biology, chemistry, physics, and earth/space science. The learning outcomes for the program are the basic level indicators from the Framework. These indicators address six key domains: Content and Curriculum, Knowledge of Students, Learning Environments, Assessment, Planning and Instruction, Professionalism.

MAT Special Education: General Curriculum - Reading Concentration

Student Learning 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

Masters in Education (MEd)

Teachers holding a clear renewable teaching certificate may pursue advanced professional and pedagogical studies by enrolling in a Masters of Education (MEd) degree program. The MEd programs are designed to increase the candidate's expertise in the selected program of study. All advanced education programs are based on the principles identified by the National Board for Professional Teaching Standards (NBPTS). At the conclusion of each program of study, the candidate demonstrates expertise 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. The department also offers endorsements in Reading Education, Gifted Education, Mathematics (K-5), Science (K-5) and Preschool Special Education at the graduate level.

MEd Accomplished Teaching (Online)
MEd Early Childhood Education
MEd Middle Grades Education
MEd School Library Media
MEd Secondary English Language Arts
MEd Secondary Mathematics
MEd Secondary Science
MEd Secondary Social Science
MEd Special Education General Curriculum

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, students completing the MEd program in Accomplished Teaching will be able to:

Demonstrate a strong knowledge of content area(s) appropriate for their certification levels.
Support the intellectual, social, physical, and personal development of all students.
Create learning environments that encourage positive social interaction, active engagement in learning, and self-motivation.
Understand and use a range of formal and informal assessment strategies to evaluate and ensure the continuous development of all learners.
Design and create instructional experiences based on their knowledge of content and curriculum, students, learning environments, and assessment.
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:

Identify elements of developmentally appropriate practice (scholarship);
Describe the rationale for the use of developmentally appropriate practice (scholarship)
Plan, implement, and evaluate developmentally appropriate activities within the early childhood classroom (teaching);
Identify significant developments in a human organism from conception throughout the period of early childhood (scholarship);
Identify significant events in history of early childhood education and discuss their relationship to the current state of early childhood education (scholarship);
Explain how influential educational psychologists (i.e. Piaget, Erickson, Skinner, Maslow) have impacted the field of early childhood education and classroom instruction (scholarship);
Use current research in early childhood education to refine classroom practices (teaching);
Identify current trends and issues in contemporary curriculum theory (scholarship);
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);
Assess, create, and employ a variety of authentic assessment strategies within the early childhood classroom (teaching);
Serve as advocates for young children and professionalism in the field of Early Childhood Education (professionalism).

MEd – Middle Grades Education

The successful program graduate demonstrates growing competence in:

skills and knowledge associated with selected content teaching fields
planning effective instruction
the implementation of effective instruction
skills associated with the selection of appropriate media
testing and evaluation skills
the use of research in teaching

MEd School Library Media

Graduates will be able to:

Demonstrate knowledge and competencies that foster professionalism in school and community settings;
Demonstrate knowledge that exhibits communication skills necessary for collaborative planning of curriculum and lessons with teachers;
Demonstrate knowledge in policy determination, program development, and instructional supervision, and competencies demonstrated and assessed in field experiences and practicum;
Demonstrate knowledge and skills to develop and implement an effective public relations program that communicates to the school board, students, faculty, administrators, staff, parents, other colleagues, and the general public;
Demonstrate knowledge and skills to use appropriate collection management principles and procedures for need analysis, evaluating, selecting, and discarding resources;
Demonstrate knowledge and skills to implement recognized standardized procedures for classifying, cataloguing, and processing resources which will facilitate computerization;
Demonstrate knowledge and skills to apply effective management principles to the administration of the school library media program;
Demonstrate an understanding of media and technology operations and concepts;
Demonstrate leadership skills in the management of staff, budgets, equipment, and facilities.

MEd – Secondary English Language Arts Education

The Master of Education recipient

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

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:

understanding and using mathematics.
planning effective instruction.
implementing effective instruction.
assessing instruction, both the effect on individuals and on programs.
using research in making decisions about teaching and programs.
becoming a professional

MEd – Secondary Science Education (w/ an emphasis in Biology, Chemistry, or Earth Science)

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

Demonstrate or gain satisfactory proficiency with instructional technology (including computer basics).
Show sensitivity to the needs of students.
Possess or strive to develop a thorough mastery of appropriate subject matter areas of science and science education.
Demonstrate or work toward competency in mathematical skills, including algebra, geometry, trigonometry and statistics and be able to use basic numerical and mathematical skills in the teaching of science.
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.
Master or refine broad teaching skills and strategies to plan a career long effort to improve as a teacher.
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:

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

MEd – Special Education: General Curriculum

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

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

Specialist in Education (EdS)

Teachers with a minimum of three years teaching experience and a master's degree may pursue advanced professional and pedagogical studies by enrolling in a Specialist in Education (EdS) degree program. The EdS programs are designed to develop expertise and leadership skills applicable to the candidate's desired field. Programs are based on the principles identified by the National Board for Professional Teaching Standards (NBPTS). At the conclusion of each program of study, the candidate demonstrates expertise and leadership abilities 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.

EdS Early Childhood Education
EdS Middle Grades Education
EdS Secondary Education
- English Language Arts
- Mathematics
- Science
- Social Science/History

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:

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

EdS – Middle Grades Education

The successful program graduate demonstrates acquisition of:

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

EdS – Secondary Education, (concentration in English Language Arts)

The Education Specialist recipient

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

EdS – Secondary Education (concentration in Mathematics)

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

understanding and using mathematics
planning effective instruction
implementing effective instruction
assessing instruction, both the effect on individuals and on programs
using research for decision making related to the teaching and learning of mathematics and mathematics programs
becoming a professional

EdS – Secondary Education (concentration in Science)

Upon successful completion of the program of study, graduates will:

Demonstrate or gain satisfactory proficiency with instructional technology (including computer basics).
Show sensitivity to the needs of students.
Possess or strive to develop a thorough mastery of appropriate subject matter areas of science and science education.
Demonstrate or work toward competency in mathematical skills, including algebra, geometry, trigonometry and statistics and be able to use basic numerical and mathematical skills in the teaching of science.
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.
Master or refine teaching skills and strategies to plan a career long effort to improve as a teacher.
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 Education (concentration in Social Science/History)

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

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.
Identify and use research and resources of the field and provide leadership in sharing his/her expertise with other professionals.
Design instruction to promote active learning and critical thinking and provide leadership in sharing his/her expertise with other professionals.
Identify and use appropriate media and technology in designing and delivering effective instruction and provide leadership in sharing his/her expertise with other professionals.
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.
Connect planning and instruction to authentic assessment of student learning and provide leadership in sharing his/her expertise with other professionals.
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.

School of Nursing

Begin a rewarding career in nursing at Columbus State University.

Over 100,000 vacant nursing positions now and over 800,000 nurses will be needed by the year 2020.

Why CSU Nursing?

Excellent licensing exam first time pass rate
100% employment rate for graduates
Highly qualified nursing faculty
Low clinical teaching instructor-to-student ratio
Student Success Program
Technology & media equipped classrooms & campus lab
Integrated computer & web-supported instruction
Scholarship opportunities for upper level nursing students
Active Student Nurses Association with leadership opportunities
Earn a Baccalaureate of Science in Nursing degree, which qualifies you to apply for RN Licensure by exam and pursue specialty and advanced nursing education opportunities

Who Can Attend?

Anyone who has completed pre-nursing core requirements to include:

Qualified high school graduates
College students interested in changing majors
Those who have already earned a degree in another field
Health care workers (EMTs, Paramedics, LPNs, Nursing Assistants, etc)

What Will I Do in Nursing School?

Beginning your very FIRST semester in nursing courses, you will...

practice nursing skills on each other and on simulation manikins in the campus lab
begin caring for "real patients" in health care facilities
begin learning to "think like a nurse" and make nursing judgments & decisions
work with many other members of the health care team in health care facilities
learn about evidence-based practice and how it can improve patient care outcomes
learn to work collaboratively in groups and teams for a common goal

What Are the Teaching & Learning Facilities Like for Nursing Students?

The nursing program is housed in Illges Hall where classrooms, skills laboratories, conference rooms, simulation labs, computer labs, and faculty offices are located. The entire building was remodeled in 2006.
Acute healthcare facilities for clinical nursing experiences include Doctors Hospital, The Medical Center, St. Francis Hospital, West Central Georgia Regional Hospital, Martin Army Community Hospital, Hughston Sports Medicine Hospital, The Bradley Center, New Horizons, Jack Hughston Memorial Hospital, Columbus Specialty Hospital and others in the area.
Long-term and sub-acute care facilities include Hamilton House Nursing Center, Magnolia Manor Nursing Facility, Muscogee Manor and others in the area.
Community facilities include physician's offices, Columbus Department of Public Health, West Central Health District sites, public schools, preschools, industrial sites, and a variety of rural and community sites in Columbus and the surrounding area. Other facilities for senior preceptorship experiences are recruited as needed.

Note: In accordance with University System of Georgia standard clinical agreement contracts, students must comply with the following policies prior to enrollment in the first nursing course:

Evidence of professional liability insurance
A current negative tuberculin screening (e.g. PPD) or negative chest x-ray
Current Basic Cardiac Life Support certification (American Heart Association)
Current immunizations, physical examination and health history
Criminal background check and Drug Screening (required & evaluated by clinical facilities)

What Kind of Nursing Will I Be Qualified to Do After Graduation & Licensure?

CSU nursing students who complete all program requirements and earn a registered nurse license are prepared to practice as a NURSE GENERALIST in a variety of settings, including acute care facilities and hospitals, public & community health agencies, long term care facilities, home health agencies, and industries. They are also prepared to manage patient care, apply best evidence and research findings in clinical practice, participate in continuing education and professional nursing organizations, and pursue graduate education.

The mission of the Columbus State University Baccalaureate Nursing Program is to prepare caring, competent, professional nurses who provide holistic, culturally congruent, evidence-based services for diverse populations in community, regional, and global settings. The program facilitates student centered learning and is dedicated to excellence in teaching, nursing practice, and service through community and regional partnerships. (2006-2011)

Student Learning Outcomes

Graduates of the CSU BSN Program will:

provide safe, patient centered care in a variety of settings
communicate and collaborate with members of the interdisciplinary health care team in a professional and effective manner, through verbal, non-verbal, written and electronic means to improve patient outcomes and teamwork
apply the quality improvement process to ensure patient safety and to meet desired clinical outcomes
use sound evidence to make appropriate clinical decisions about health care
integrate information technology into nursing practice in a variety of settings
function as a leader within the nursing roles to include provider of care, manager of care, and member of the profession

How Do I Qualify & Apply for the Program

One nursing class is admitted into the upper level clinical nursing course sequence each FALL SEMESTER. SEPARATE APPLICATION FOR ADMISSION TO CLINICAL NURSING SEQUENCE must be made before the end of March (or other indicated date) of the year in which a student anticipates qualifying for admission into the program. Selection for admission is competitive based upon pre-nursing GPA, Nursing Admission Exam scores, and References. In order to be eligible for consideration for admission into the program, students must be/have:

admitted to Columbus State University (may apply online)
earned a minimum nursing grade point average (GPA) of 2.75 based on a 4.0 scale (the "nursing grade point average" is calculated in the School of Nursing and is based only on those pre-requisite courses required for the nursing degree)
passed all required science courses and labs with a grade of "C" or better with no more than one second attempt to pass one science course (two science course failures within five years of potential admission date excludes a student from eligibility to apply for the nursing program)
passed the Regents Examinations
passed the Nursing Admission Exam (minimum score 70 on each required portion AND average on all required portions 75 or greater; contact CSU Testing Center for details
submitted a completed application including all requirements outlined in the application
positive professional references
completed sufficient core and pre-requisite courses (see nursing advisor for more information)
NOT been excluded from another nursing program for any reason, including (but not limited to) academic dishonesty, disruptive behavior, or course failure (If student attended another nursing program they must submit a letter from the school's Director or Dean of Nursing indicating their eligibility to return)
met all "Essential Functions and Performance Standards" (listed below)

The BSN program mission is to prepare nurse generalists with basic competence in all areas of professional nursing practice. The following performance standards are set forth so that students will understand the essential eligibility requirements for participation and progression in the baccalaureate nursing program at Columbus State University. These standards include intellectual/cognitive, observation, interpersonal/communication, motor, and behavioral functions. The ability to assess and observe, plan, implement, and evaluate nursing care for a patient in a reasonably independent manner is an expectation of the School of Nursing.

Essential Abilities and Performance Standards Requirements

Adapted with permission from:
Medical College of Georgia. January 1993
Armstrong Atlantic State University, 2003
Updated 06/30/03
ESSENTIAL FUNCTIONS	EXAMPLES OF PERFORMANCE STANDARDS (list is not exhaustive)
INTELLECTUAL / COGNITIVE - A student must be able to think clearly and critically in order to make effective decisions and judgments.	Short and long term recall of specifics, ways and means of dealing with specifics, as well as universal and abstract concepts related to nursing. Translate, interpret, and extrapolate information. Transfer and apply knowledge from one situation to another. Analyze elements, relationships, and organizational principles, recognizing unstated assumptions and distinguishing fact from hypothesis. Synthesize information and knowledge, producing a unique communication or plan or idea not clearly present before. Evaluate by judging in terms of evidence (e.g.. logical accuracy, consistency, and other internal criteria) as well as compare to professional nursing standards and other accepted criteria. Think in a way that considers and reasons within multiple points of view. CSU Dept of Nursing, BSN Program NLNAC Self Study, Fall 2002, p. 72 Adapted from Bloom's Taxonomy of Cognitive Objectives, 1956 Adapted from Morrison et al, Critical Thinking & Test Item Analysis, p. 166
OBSERVATION - A student must be able to independently read and understand written documents and computer screens and to observe a patient accurately using the senses of hearing, smell, vision, and touch.	Hear heart and breath sounds, blood pressure, normal & faint voices, auditory alarms, and do so in both quiet and noisy environments. Visualize objects from 20 inches to 20 feet away (including depth perception & peripheral vision) such as patient records, appearance of a wound, skin color and gait Detect the presence of a foul odor Palpate an abdomen, a pulse, skin temperature, sizes and shapes.
COMMUNICATION - A student must be able to communicate effectively verbally, non-verbally and in writing and using technology with patients, families and other members of the health care team.	Establish rapport with patient, family, caregivers, & colleagues, while establishing therapeutic interpersonal boundaries. Elicit information from a patient, family and caregivers. Explain care and treatments and provide patient teaching by applying teaching & learning principles and methods Demonstrate procedures and regimens Perceive non-verbal communication of others Accurately describe patient, clinical, and other health related situations. Communicate using computers and computer technology.
MOTOR - A student must have adequate motor function to effectively work with nursing problems and issues and carry out related nursing care.	Safely, reliably and efficiently move from place to place and position to position including pushing, pulling, stooping, and bending in order to provide physical aspects of nursing care (e.g. assisting patient ambulation, moving & positioning patients in bed, opening an obstructed airway, applying pressure to stop bleeding, cardiopulmonary resuscitation, pushing wheelchairs/stretchers). Safely, reliably and efficiently provide aspects of nursing care requiring manual dexterity (e.g. administration of medications by all routes, changing dressings, providing basic hygiene care).
BEHAVIORAL - A student must possess the emotional health required for total utilization of his/her intellectual abilities	Tolerate physically and emotionally taxing workloads and function effectively during stressful situations. Display flexibility in adapting to ever-changing situations and environments, dealing calmly, maturely & effectively with the unexpected & complexity. Safely, reliably and efficiently function in an environment of uncertainty that is inherent in clinical situations involving patients. Effectively and efficiently perform multiple tasks concurrently. Interact with others in a variety of situations with appropriate and professional emotional and behavioral responses.

Note: Meeting minimum eligibility requirements does not guarantee admission into the nursing program. Selection is competitive. Admission and progression policies are implemented in the School of Nursing to assure that the size and academic qualifications of the student body are consistent with the instructional resources and objectives of the program. Therefore, it is often NOT possible to admit all students who meet the minimum requirements for admission. If there are more qualified applicants than positions available in a nursing class, selection for admission will be based primarily upon completion of prerequisites for nursing, the nursing GPA, the Nursing Admission Exam scores, and references as described above. Students not selected for admission will be placed on a waiting list by rank order. As spaces become available, students will be selected for admission from this waiting list until all the positions are filled. Students who are not selected may reapply for admission to the next class admitted to the BSN program.

What is my Reassurance About the Quality of the Program? Is the Program Accredited?

The Bachelor of Science in Nursing program has full approval from the Georgia Board of Nursing and is accredited by the National League for Nursing Accrediting Commission, 61 Broadway, New York, New York 10014 (212) 363-5555.

How Do I Get My RN License After Graduation?

Graduates of the BSN program who meet all program requirements (including passing the Nursing Exit Examination) are eligible to take the Registered Nurse Licensure Exam (NCLEX-RN). Permission to sit for the NCLEX-RN exam for a graduate who has a felony conviction or who has had a license encumbered in the past rests solely with the Georgia Board of Nursing. Further information about licensing requirements may be obtained from the Georgia Board of Nursing. Any inquiries should be made to the GBN prior to applying to the School of Nursing.

Important Tips for Pre-Nursing Students

What does "Pre-Nursing Student" mean?

Any student who meets the criteria for admission to Columbus State University may be admitted to the university for any semester and by request of the student, be classified as a pre-nursing student.

Who Advises Pre-Nursing Students?

In nursing, there are dedicated pre-nursing advisors who have previously been nursing educators and have graduate degrees. Their primary job is to meet with and advise pre-nursing students. These nursing advisors are the ONLY ones who can accurately advise pre-nursing students about the nursing program. Taking advice from anyone else could cost a student money and time! For this reason, once classified as pre-nursing, a student should immediately schedule an advising appointment with a nursing advisor in the School of Nursing. This appointment should be made before college orientation. During this initial meeting, the nursing advisor will go over the nursing curriculum sequence and help develop an individualized course sequencing plan for the pre-nursing student to insure he/she enrolls in the correct pre-nursing courses from the very first semester of study. Failure to meet with a nursing advisor as described may result in the pre-nursing student taking unnecessary courses OR taking required courses in a sequence that actually delays qualification for admission into the upper level clinical nursing courses.

Advanced standing through College Level Examination Program (CLEP) credit in pre-nursing courses may be granted in the behavioral sciences, humanities, social sciences, and mathematics according to policies stated in this catalog. No CLEP credit is allowed in the science courses by this program.

Admission to the university as a pre-nursing student only allows the student to take core curriculum and general education courses as they are available. Avoid confusion: Acceptance as a pre-nursing student does not guarantee admission to the professional nursing course sequence of the program.

Is anything different for students who already hold a baccalaureate degree in another field?

Students who have a baccalaureate degree or higher in another field receive credit for core and general education requirements in accordance with CSU policy. To be eligible for admission into the nursing program, these students must complete all Area F and science prerequisite courses for nursing with a grade of "C" or better. Science courses and labs must have been completed within the time frame specified by the School of Nursing. Contact School of Nursing for details. Both post baccalaureate and masters students must complete the Nursing Admission Exam (see CSU Testing Center for details).

Is there advanced placement for registered nurses, licensed practical nurses, or other health care workers?

The only advanced placement option is for RNs with a diploma or associate degree who are seeking to complete the baccalaureate degree in nursing. In order to be eligible for consideration for admission into the RN-BSN Program, RN students must have:

been admitted to Columbus State University
completed pre-requisite core and general education courses
Note: Students should contact the CSU Registrar's Office for questions about transfer credit of prerequisite courses. Credit for courses from other institutions may or may not be accepted for transfer, in accordance with CSU policy.
earned a grade of "C" or better in all Area F and required science courses and labs completed
earned a minimum nursing grade point average (GPA) of 2.75 based on a 4.0 scale (the "nursing grade point average" is calculated in the School of Nursing and is based only on those pre-requisite courses required for the nursing degree)
passed the Regents Examinations
submitted evidence of current RN licensure in the state of Georgia
submitted evidence of clinical practice (or testing)
submitted evidence of graduation from an NLNAC accredited nursing program
submitted a completed application including all requirements outlined in the application
not been excluded from another BSN program for any reason, including (but not limited to) academic misconduct, disruptive behavior, or course failures

Note: RN-BSN applicants are not required to take the Nursing Admission Exam.

The RN-BSN nursing course sequence is designed so that it can be completed in one year. Based on the Georgia Articulation Plan, RN students who successfully complete NURS 3278 (Bridge Course) receive credit for 33 hours of nursing credit. In addition, they take nursing courses required for the BSN degree.

What Are Policies Regarding Progression & Graduation for Nursing?

Nursing students must earn a grade of "C" or better in each nursing course. Students must successfully complete both the classroom and clinical requirements of each nursing course in order to pass the course. Students are evaluated in the clinical portion of each course on a pass/fail basis. If a student fails the clinical portion of any nursing course, the entire course must be repeated upon its next offering on a space-available basis in order to remain in the program. Students must submit a letter to the BSN Program Director requesting to repeat a failed nursing course. Students who do not repeat a failed nursing course the next time it is offered OR at the time specified by the School of Nursing Director must reapply to the nursing program. Students may not transfer credit from another institution to substitute as credit for a clinical nursing course failed at Columbus State University.

A student who has failed or withdrawn from a clinical or non-clinical nursing course will be allowed to repeat it only once. A student who fails or withdraws from the course a second time, OR who fails or withdraws from a second nursing course, will be ineligible for readmission into the BSN program.

Students who have withdrawn passing from a nursing course or the program one time due to extenuating circumstances may be considered for readmission if:

there is space available in the courses requested
a written request for readmission is submitted to the BSN School of Nursing Director one semester prior to the requested return semester
the student has a nursing GPA of 2.75 or higher

Requirements for students to progress in the clinical nursing course sequence include:

maintaining a 2.00 overall GPA
passing Regents Examinations
successful completion of prerequisites not met before entry into program
successful completion of required nursing calculation proficiency exams (e.g. calculations)
successful completion of required nursing achievement examinations
annual evidence of required immunizations, TB screening, BCLS certification, and current professional liability insurance
eligibility to enter clinical agencies for clinical experiences, which includes meeting the agency requirements related to criminal background checks and drug screening

Requirements for students to graduate from the BSN Program include:

maintaining a 2.00 or higher overall GPA
successful completion of all university requirements
successful completion of all BSN program requirements, including passing the Nursing Exit Exam
students who fail to meet graduation requirements within seven years of their first admission to the nursing program are subject to having all credits reevaluated on the basis of the prevailing graduation requirements for the BSN degree
successful completion of General University Requirements (UGA) where applicable

What Are the costs For a Nursing Student?

What expenses should I anticipate?

Because of nursing program approval and accreditation requirements and the low instructor-to-student clinical teaching ratio, nursing students must be prepared to incur expenses beyond the usual university tuition and fees, especially the fall semester of admission to the nursing program. These additional expenses include uniforms, achievement exams, specialty textbooks and online resources, medical supplies and equipment, class dues, transportation to and from clinical sites, and nursing program fees. Students should plan ahead and be prepared to meet these expenses beginning the fall semester of the first clinical nursing course. Detailed information about expenses is available from the nursing advisors.

Can I work while I'm in nursing school?

The clinical nursing course sequence requires full time study. Classes and clinical experiences are held primarily during the day Monday through Friday, but may involve other days and times of day including evenings and weekends. Significant study and preparation time is also required outside of class and clinical lab times. Because of these requirements, full time employment is discouraged. In fact, students are advised to work no more than 12 hours per week. Some students may not be able to work even 12 hours per week and remain academically successful. Students who are employed should seek positions that offer flexibility in scheduling and hours worked.

Upon successful completion of the first clinical nursing course, students may be hired as nurse technicians/nurse aides by some health care agencies. Students who are LPN's, Respiratory Therapists, or other health care workers may also be employed while in school. The nursing program at Columbus State University renounces all responsibility for the actions of nursing students who are employed in these positions. Clearly stated job descriptions for these positions are the sole responsibility of the employing agency. The employing agency also assumes legal and ethical responsibility for the actions of these employees.

Students with Health Related Licenses

Students with health related licenses must bring the license to the nursing program director's office. A copy of the license will be made for the student's record in accordance with the Georgia Board of Nursing rules.