This website uses cookies. Learn more via our web privacy policy. For questions, please email dataprivacy@columbusstate.edu.
College of Education and Health Professions - Columbus State University

{{ rssData.title }}

{{ rssData.description }}

Academics

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, Commission on Collegiate Nursing Education, 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:

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

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.

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 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 FBI background check with fingerprints 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.
  • Satisfactory performance on health-fitness tests

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 meet the expectations on each component on the Rubric for the Evaluation of Dispositions.
  • Students must have ratings of satisfactory or better and fewer than 10 emerging on the Model of Appropriate Practice Scoring Rubric.
  • 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.
  • Students must provide proof of a current background check through CSU's campus police, CPR/First Aid certificates, and liability insurance to the Office of the Student Advising and Field Experiences (SAFE) before being allowed to register for student teaching course(s).
  • Students who apply for student teaching must not have previously withdrawn from, been denied admission to, and/or been removed from student teaching at CSU or another institution unless otherwise approved by the Coordinator of Student Teaching.

Students must attend the mandatory Student Teacher Orientation held prior to student teaching. Failure to attend may result in the postponement of the student teaching experience.

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.

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 and Exercise Science. 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 the MS in Exercise Science) 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 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.

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:

Upon completion of the program, students will:

  • Increase P-12 students' social/emotional development and career preparedness.
  • Enhance P-12 students' academic success.
  • Advocate for school policies, programs and services that are equitable and responsive to cultural differences among students.
  • Advocate for rigorous academic preparation of all students to close the achievement gaps among demographic groups.
  • Coordinate a school-to-career transition plan for each student.
  • Provide leadership in the development, implementation, evaluation, and revision of a comprehensive school counseling plan that contributes to school renewal by promoting increased academic success, career preparedness, and social/emotional development for all students.
  • Use student outcome data to facilitate student academic success.
  • Provide individual and group counseling and classroom guidance that promote academic success, social/emotional development, and career preparedness for all students.
  • Collaborate with other professionals in the development of staff training, family support, and appropriate community initiatives that address student needs.
  • Assess student needs and make appropriate referrals to school and/or community resources.
  • Demonstrate mastery and application of the content knowledge in each of the following eight core areas of counseling recommended by the Council for the Accreditation of Counseling and Related Educational Programs (CACREP): (1) Professional Identity and Orientation; (2) Social and Cultural Diversity; (3) Human Growth and Development; (4) Career Development; (5) Helping Relationships; (6) Group Work; (7) Assessment and Evaluation; and (8) Research and Program Evaluation.

MEd Teacher Leadership (Online Program available)

In addition to general admission requirements, applicants for Teacher 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 Teacher Leadership upon passing the GACE examination in Teacher 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.

MS Community Counseling

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

The MS Program in Community Counseling has received national accreditation from the Council for Accreditation of Counseling and Related Educational Programs (CACREP). The program leading to the MS in Community Counseling is designed to prepare students for licenser and preparation for continuing education courses leading a doctoral degree.

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 include 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 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.

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:

Upon completion of the program, students will:

  • 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.

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.

Graduates will:

  • Develop a high degree of expertise in school improvement, research, and professional learning.
  • Develop and implement leadership frameworks, curriculum models, and instructional practices that are supported by research.
  • Develop research models similar to those implemented to test the efficacy of specific treatments in the field of medicine.
  • Identify problems in the schools, employ research strategies, analyze data, and make appropriate program revisions that positively impact student learning and achievement.
  • Identify practices, rigorously test those practices, and ascertain best practice to implement in a specific environment.

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:

Exercise Science graduates will be able to:

  • Demonstrate knowledge that is fundamental to the discipline of exercise science including structure and function of the human body at rest, acute responses and chronic adaptations to exercise, and structural kinesiology.
  • Demonstrate a range of practical skills such as conducting a comprehensive fitness assessment and providing exercise leadership for individual and group activities.
  • Analyze and interpret exercise testing data to develop evidence-based exercise prescriptions for apparently health and at-risk populations.
  • Demonstrate knowledge in the area of nutrition as it relates to health and human performance.

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 (P-12) 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.

Outcomes of the program are graduates will:

  • Possess a strong knowledge base in the disciplines of health and physical education
  • Demonstrate competence in a variety of physical skills
  • Achieve and maintain a health enhancing level of physical fitness
  • Apply and reflect on effective teaching behaviors to create positive learning environments in order to plan, implement and assess developmentally appropriate learning experiences and sound progression in P-12 settings and use technology when appropriate
  • Demonstrate the ability to meet the needs of students of varying ability levels, genders, and racial and cultural backgrounds

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.

Outcomes of the program are that graduates will:

  • Demonstrate an advanced knowledge base of the disciplines of health and physical education.
  • Locate, evaluate, conduct, interpret and apply research for the improvement of teaching
  • Examine and use effective teaching behaviors, different teaching styles, and technology when appropriate
  • Demonstrate the ability to meet the needs of students of different abilities, genders, and racial and cultural backgrounds

MS in Exercise Science

The Master of Science (M.S.) in Exercise Science is designed to accommodate a broad range of student interests and professional goals who wish to advance their knowledge and skills in the field of Exercise Science. The 36-hour program includes a required 18-hour core with the remaining 18 hours consisting of elective courses designed to meet the professional goals and needs of each individual student. Students can choose between a thesis or non-thesis option, with the thesis option for students who have the ability and desire to pursue an individualized research topic within the field of Exercise Science. Full-time students can complete the program in four semesters.

Graduates of the M.S Exercise Science program should be able to:

  • Demonstrate an advanced knowledge base in the discipline of Exercise Science
  • Demonstrate advanced skills in the areas of assessment techniques used in exercise science-related professions
  • Demonstrate advanced skills in exercise prescription and programming in a variety of populations
  • Demonstrate ability to design, interpret, analyze, and apply research in the discipline of Exercise Science
  • Demonstrate the ability to research, collect, and summarize data and information from a variety of sources and to present that information at a level consistent with the intended audience

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, Secondary Education Track (certification in grades 6-12)
BA History, Secondary Education Track (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)
BA Modern Language and Culture, Spanish with Teacher Certification Track (certification in grades P-12)

BM Music Education, Choral or Instrumental (certification in grades P-12)
BSEd Art Education (certification in grades P-12)
BSEd Theatre Education (certification in grades P-12)

BSEd Early Childhood Education

Student Learning Outcomes:

Graduates will:

  1. be committed to the teaching profession and to the teaching field of early childhood;
  2. establish effective written and oral communication with students, teachers, administrators, parents, and members of the helping professions;
  3. organize and implement developmentally appropriate practice in the teaching field of early childhood;
  4. differentiate instruction to support students' performance commensurate with their abilities;
  5. evaluate, select, and implement appropriate practices related to technology and instructional media, to include online teaching;
  6. effectively evaluate student progress and instruction;
  7. effectively analyze and use assessment data for future planning;
  8. evaluate and support implementation of a variety of theories, methodologies, and materials;
  9. effectively manage a classroom to include behavioral and organizational management; and
  10. maintain high levels of professionalism and ethical standards

 

BSEd Middle Grades Education

Student Learning Outcomes:

Graduates will be able to:

  • Demonstrate knowledge of specific area content
  • Demonstrate proficiency in planning instruction based on standards and knowledge of students
  • Demonstrate proficiency in using a wide range of instructional strategies and differentiating instruction ot help all students learn
  • Demonstrate the ability to create positive learning environments by successfully implementing classroom management plans and fostering effective communication
  • Demonstrate proficiencies related to selecting and using curricula, technology, and other materials to enhance teaching and learning
  • Demonstrate proficiency in assessing student learning and using assessment data to improve teaching and learning
  • Display values, commitments, dispositions, and habits associated with effective and professional teaching

BSEd 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

BA Biology-Secondary Education Track; BA Chemistry-Secondary Education Track

Student Learning Outcomes:

Graduates will be able to:

  • Demonstrate knowledge of science content
  • Demonstrate growing proficiency in planning instruction based on standards and knowledge of students
  • Demonstrate growing proficiency in using a wide range of instructional strategies and differentiating instruction to help all students learn
  • Demonstrate the ability to create a positive learning environment by successfully implementing classroom management plans and fostering effective communiciation
  • Demonstrate proficiencies related to selecting and using materials, including technology, to enhance teaching and learning of science
  • Demonstrate proficiencies related to assessing learning and teaching and using assessment data to adapt instruction for improved student learning
  • Demonstrate and apply knowledge of findings of educational research related to the teaching and learning of science
  • Display values, commitments, dispositions and habits associated with effective and professional teaching

BA English Language Arts and Secondary 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

BA History and Secondary Education

Student Learning Outcomes:

Graduates will be able to:

  • Demonstrate knowledge of history, curriculum and standards of history education
  • 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
  • Value cultrual diversity as an instructional resource and design and implement instruction effective with diverse learners
  • Identify and use assessment and evaluation techniques
  • Demonstrate a commitment to the teaching profession, lifelong learning and a commitment to the Georgia PSC Code of Ethics for Educators and the NCSS Social Studies Code of Ethics

BS Earth and Space Science-Secondary Education Track

Student Learning Outcomes:

Graduates will be able to:

  • Demonstrate knowledge of science content
  • Demonstrate growing proficiency in planning instruction based on the standards and knowledge of students
  • Demonstrate growing proficiency in using a wide range of instructional strategies and differentiating instruction to help all students learn
  • Demonstrate the ability to create positive learning environments by successfully implementing classroom management plans and fostering effective communication
  • Demonstrate proficiencies related to selecting and using materials, including technology, to enhance teaching and learning
  • Demonstrate proficiencies related to assessing learning and teaching and using assessment data to adapt instruction for improved student learning
  • Demonstrate and apply knowledge of findings of educational research related to the teaching and learning of science
  • Display values, commitments, dispositions and habits associated with effective and professional teaching

BS Mathematics, Secondary Education Track

Student Learning Outcomes:

Graduates will be able to:

  • Demonstrate knowledge of mathematics content
  • Demonstrate growing proficiency in planning instruction based on standards and knowlege of students
  • Demonstrate growing proficiency in using a wide range of instructional strategies and differentiating instruction to help all students learn
  • Demonstrate the ability to create positive learning environments by successfully implementing classroom management plans and fostering effective communication
  • Demonstrate proficiencies related to selecting and using materials, including technology, to enhance the teaching and learning of mathematics
  • Demonstrate proficiencies related to assessing learning and teaching and using assessment data to adapt instruction for improved student learning
  • Demonstrate and apply knowledge of findings of educational research related to the teaching and learning of mathematics
  • Display values, commitments, dispositions, and habits associated with effective and professional teaching

BA Spanish with Teacher Certification

Student Learning Outcomes:

Graduates will demonstrate:

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

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.

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. 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:

  1. be committed to the teaching profession and to the teaching field of early childhood
  2. establish effective written and oral communication with students, teachers, administrators, parents, and members of the helping professions
  3. organize and implement developmentally appropriate practice in the teaching field of early childhood
  4. differentiate instruction to support students' performance commensurate with their abilities
  5. evaluate, select, and implement appropriate practices related to technology and instructional media, to include online teaching
  6. effectively evaluate student progress and instruction
  7. effectively analyze and use assessment data for future planning
  8. evaluate and support implementation of a variety of theories, methodologies, and materials
  9. effectively manage a classroom to include behavioral and organizational management
  10. maintain high levels of professionalism and ethical standards

MAT Middle Grades Education

Student Learning Outcomes:

  • Demonstrate knowledge and understanding of content taught in middle grades
  • Demonstrate continual growth and proficiency in planning instruction based on standards and knowledge of students
  • Demonstrate proficiency in using a wide range of instructional strategies and differentiating instructions to help all students learn
  • Demonstrate the ability to create positive learning environments by successfully implementing classroom management plans and fostering effective communication
  • Demonstrate proficiencies related to selecting and using curricula, technology, and other materials to enhance teaching and learning
  • Demonstrate proficiency in assessing student learning and using assessment data to improve teaching and learning
  • Apply and add to the body of educational research related to the teaching and learning of mathematics
  • Display ongoing reflection and growth regarding values, commitments, dispositions, and habits associated with effective and professional teaching

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

Student Learning Outcomes:

Graduates will:

  • Demonstrate knowledge and understanding of science content taught in the middle and secondary science classrooms
  • Demonstrate continual growth and proficiency in planning instruction based on standards and knowledge of students
  • Demonstrate proficiency in using a wide range of instructional strategies and differentiating instruction to help all students learn
  • Demonstrate the ability to create positive learning environments by successfully implementing classroom management plans and fostering effective communication
  • Demonstrate proficiencies related to selecting and using curricula, technology, and other materials to enhance the teaching and learning of science
  • Demonstrate proficiency in assessing student learning and using assessment data to improve teaching and learning
  • Apply and add to the body of educational research related to the teaching and learning of science
  • Display ongoing reflection and growth regarding values, commitments, dispositions, and habits associated with effective and professional teaching

MAT Secondary English Language Arts Educatio

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
  • Value cultrual diversity as an instructional resource and design and implement instruction effective with diverse learners
  • Identify and use assessment and evaluation techniques
  • Demonstrate a commitment to the teaching profession, lifelong learning and a commitment to the Georgia PSC Code of Ethics for Educators and the NCSS Social Studies Code of Ethics

MAT Secondary Mathematics Education

Student Learning Outcomes:

Graduates will be able to:

  • Demonstrate knowledge and understanding of mathematics content taught in middle and secondary mathematics classrooms
  • Demonstrate continual growth and proficiency in planning instruction based on standards and knowledge of students
  • Demonstrate proficiency in using a wide range of instructional strategies and differentiating instruction to help all students learn
  • Demonstrate the ability to create positive learning environments by successfully implementing classroom management plans and fostering effective communication
  • Demonstrate proficiencies related to selecting and using curricula, technology, and other materials to enhance the teaching and learning of mathematics
  • Demonstrate proficiencies related to assessing student learning and using assessment data to improve teaching and learning
  • Apply and add to the body of educational research related to the teaching and learning of mathematics
  • Display ongoing reflection and growth regarding values, and commitments, dispositions, and habits associated with effective and professional teaching

MAT Secondary Mathematics and Science Education (online)

Graduates will be able to:

  • Demonstrate knowledge of content and curriculum, ability to adapt content and teaching to learner needs, and ability to relate content to daily lives of students
  • Demonstrate proficiency in planning instruction based on standards and incorporating a variety of instructional strategies
  • Demonstrate knowledge of students
  • Demonstrate the ability to create positive learning environments by successfully implementing classroom management plans and fostering effective communication
  • Demonstrate the ability to use formative and summative assessments and to use assessment data to improve instruction and learning
  • Demonstrate the ability to reflect on teaching and student learning
  • Demonstrate the ability to positively impact the learning of students in grades 6-12
  • Demonstrate professionalism and appropriate dispositions

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 in Curriculum & Instruction in 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 Curriculum & Instruction in Accomplished Teaching

Candidates will:

  1. Demonstrate advanced ability to design, implement, and evaluate curriculum that promotes student learning.
  2. Demonstrate advance ability to plan, implement, and evaluate instruction to facilitate student learning.
  3. Demonstrate advanced depth and breadth of knowledge and skills in the academic discipline and pedagogy.
  4. Demonstrate advanced knowledge of the student as influenced by cognitive, physical, emotional, social, cultural, environmental, and economic factors.
  5. Demonstrate the ability to use research to promote student learning and to contribute to the teaching profession.
  6. Demonstrate advanced knowledge of assessment and the ability to use multiple sources of assessment for maximizing student learning.
  7. Demonstrate high standards for professional practice.

MEd – Early Childhood Education

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

  1. identify, describe and use elements of developmentally appropriate practice (scholarship);
  2. plan, implement, and evaluate developmentally appropriate practices, including the use of technology, instructional media, and online teaching,  for diverse learners (teaching);
  3. identify significant developments in a human organism from conception throughout the period of early childhood (scholarship);
  4. identify significant events in history of early childhood education and discuss their relationship to the current state of early childhood education (scholarship);
  5. explain how influential educational psychologists (i.e. Piaget, Erickson, Skinner, Maslow) have impacted the field of early childhood education and classroom instruction (scholarship);
  6. use current research in early childhood education to refine classroom practices (teaching);
  7. identify current trends and issues in contemporary curriculum theory grounded in the historical context (scholarship);
  8. 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);
  9. assess, create, and employ a variety of authentic assessment strategies within the early childhood classroom (teaching); and
  10. maintain high ethical standards and advocate for children and professionalism in the field of Early Childhood Education (professionalism).

 

MEd – Middle Grades Education

Upon completion of the program of study, students in the MEd Middle Grades Education program will be able to:

  1. Demonstrates improving expertise in content area
  2. Demonstrate expertise in planning effective instruction based on standards and knowledge of students
  3. Demonstrate expertise in implementing effective instruction to help every student succeed
  4. Demonstrate expertise in creating a classroom environment that supports the learning of all students
  5. Demonstrate expertise in selecting and using technology, curricula, and other materials to enhance teaching and learning
  6. Demonstrate expertise in assessing instruction, both the effect on individuals and on programs, and using assessment data to improve teaching and learning
  7. Apply and add to the body of educational research related to the teaching and learning of mathematics
  8. Display values, commitments, dispositions, and habits associated with accomplished teaching

MEd – Secondary English Language Arts Education

The Master of Education recipient

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

MEd – Secondary Mathematics Education

Graduates will be able to:

  1. Demonstrate expertise in understanding and using mathematics
  2. Demonstrate expertise in planning effective instruction based on standards and knowledge of students
  3. Demonstrate expertise in implementing effective instruction to help every student succeed
  4. Demonstrate expertise in creating a classroom environment that supports the learning of all students
  5. Demonstrate expertise in selecting and using technology, curricula, and other materials to enhance student learning
  6. Demonstrate expertise in assessing instruction, both the effect on individuals and on programs, and using assessment data to improve teaching and learning
  7. Apply and add to the body of educational research related to the teaching and learning of mathematics
  8. Display values, commitments, dispositions, and habits associated with accomplished teaching

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:

  1. Demonstrate expertise in understanding science content and scientific practices at secondary level
  2. Demonstrate expertise in planning effective instruction based on standards and knowledge of students
  3. Demonstrate expertise in implementing effective instruction to help every student succeed
  4. Demonstrate expertise in creating a classroom environment that supports the learning of all students
  5. Demonstrate expertise in selecting and using technology, curricula, and other materials to enhance student learning
  6. Demonstrate expertise in assessing instruction, both the effect on individuals and on programs, and using assessment data to improve teaching and learning
  7. Apply and add to the body of educational research related to the teaching and learning of science
  8. Display values, commitments, dispositions, and habits associated with accomplished teaching

MEd – Secondary Social Science Education

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

  1. Demonstrate expertise in identifying and using research and resources of the field.
  2. Demonstrate expertise in designing instruction to promote active learning and critical thinking.
  3. Demonstrate expertise in identifying and using appropriate media and technology in designing and delivering effective instruction.
  4. Value cultural diversity as an instructional resource and demonstrate expertise in designing and implementing instruction that is effective with diverse learners.
  5. Demonstrate expertise in connecting planning and instruction to authentic assessment of student learning.
  6. Demonstrate a commitment to the teaching profession, lifelong learning and a commitment to the Georgia PSC Code of Ethics for Educators and the NCSS Social Studies Code of Ethics.

MEd – Special Education: General Curriculum

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

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

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

Upon completion of the program of study, students completing the EdS program in Early Childhood Education will have advanced knowledge, skills, and dispositions of:

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

EdS – Middle Grades Education

The successful program graduate demonstrates acquisition of:

  1. Demonstrate expertise in understanding and using content in their discipline area (i.e., English, mathematics, science, or social sciences), and share that understanding with other professionals
  2. Positively influence the practice of other professionals through collaboration on instructional planning
  3. Positively influence the practice of other professionals by modeling a variety of instructional strategies to help every student succeed
  4. Positively influence the practice of other professionals by modeling strategies for creating a classroom environment that supports the learning of all students
  5. Positively influence the practice of other professionals by modeling the use of technology, curricula, and other materials to enhance student learning
  6. Positively influence the practice of other professionals by modeling a variety of effective assessment strategies and using assessment data to improve teaching and learning
  7. Apply and add to the body of educational research related to the teaching and learning of mathematics, and share research findings with other professionals
  8. Serve as a role model for other professionals by displaying values, commitments, dispositions, and habits associated with accomplished teaching

EdS – Secondary Education, (concentration in English Language Arts, Mathematics, Science, or Social Science/History)

Graduates will be able to:

  1. Demonstrate expertise in understanding and using content in their discipline area, and share that understanding with other professionals
  2. Positively influence the practice of other professionals through collaboration on instructional planning
  3. Positively influence the practice of other professionals by modeling a variety of instructional strategies to help every student succeed
  4. Positively influence the practice of other professionals by modeling strategies for creating a classroom environment that supports the learning of all students
  5. Positively influence the practice of other professionals by modeling the use of technology, curricula, and other materials to enhance student learning
  6. Positively influence the practice of other professionals by modeling a variety of effective assessment strategies and using assessment data to improve teaching and learning
  7. Apply and add to the body of educational research related to the teaching and learning of mathematics, and share research findings with other professionals
  8. Serve as a role model for other professionals by displaying values, commitments, dispositions, and habits associated with accomplished teaching

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 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

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.

Adapted with permission from:
Medical College of Georgia, January 1993, Armstrong Atlantic State University, 2003
Updated 06/30/03; 10/20/08

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)
  • 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
  • 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.

Ask Cody

Ask Cody