Academic Programs Catalog

Admission      

To earn a Bachelor of Arts degree in special education-learning disabilities, students must declare their intent to become a special education-learning disabilities major to the Academic Advising Office in the College of Education.

Requirements for the Bachelor of Arts Degree in Special Education

1. The University requirements for bachelor’s degrees as described in the Undergraduate Education section of this catalog; 120 credits, including general elective credits, are required for the Bachelor of Arts degree in Special Education.
   
   The completion of Mathematics 201 referenced in item 2. b. (1) below may also satisfy the University mathematics requirement.
   
   The University’s Tier II writing requirement for the Special Education major is met by completing Counseling, Educational Psychology and Special Education 301. That course is referenced in item 2. d. below.
2. The following requirements for the major:

   a.	Professional Education Courses (18 credits):
   	(1)	All of the following courses (18 credits):
   		CEP	240	Introduction to Exceptional Learners					3
   		TE	101	Social Foundations of Justice and Equity in Education					3
   		TE	102	Pedagogy and Politics of Justice and Equity in Education					3
   		TE	150	Reflections on Learning					3
   		TE	341	Teaching and Learning of (Bi) Multilingual Learners					3
   		TE	371	Justice and Equity Seminar I					1
   		TE	471	Justice and Equity Seminar III					1
   		TE	472	Justice and Equity Seminar IV					1
   b.	Elementary Education Courses (9 credits):
   	(1)	The following course (3 credits):
   		TE	202	Engaging Elementary Learners with Mathematics					3
   	(2)	One of the following literacy courses (3 credits):
   		TE	301A	Children's Literacy Development PK-3 (W)					3
   		TE	301B	Children's Literacy Development 3-6 (W)					3
   	(3)	The following mathematics course (3 credits):
   		MTH	201	Elementary Mathematics for Teachers I					3
   c.	One of the following two grade band concentrations (21 or 26 credits):
   	Prekindergarten through Grade Three (26 credits)
   	All of the following courses (26 credits):
   	HDFS	320	Interaction with Children in Groups						3
   	HDFS	320L	Interaction with Children – Laboratory						1
   	HDFS	321	Curriculum for Children  (W)						3
   	HDFS	321L	Curriculum for Children – Laboratory						1
   	TE	330	Science Curriculum for Young Learners (PK-3)						3
   	TE	331	Social Studies Curriculum for Young Learners (PK-3)						3
   	TE	340	Teaching and Learning Elementary Science (PK-6)						3
   	TE	343	Teaching and Learning Elementary Social Studies (PK-6)						3
   	TE	405A	Teaching Literacy to Diverse Learners – PK-3						3
   	TE	406A	Teaching Mathematics to Diverse Learners I – PK-3						3
   	Grade Three through Grade Six (21 credits)
   	(1)	One of the following United States history courses (3 credits):
   		HST	301	Indigenous-European Encounters in North America					3
   		HST	302	Revolutionary America					3
   	(2)	One of the following arts integration courses (3 credits):
   		TE	430	Introduction to Arts in the Classroom					3
   		TE	431	Learning through Drama					3
   		TE	432	Learning through Movement					3
   	(3)	All of the following courses (18 credits):
   		TE	204	Engaging Elementary Learners in Science: Culture and Equity					3
   		TE	332	Science Curriculum for Upper Elementary Learners (3-6)					3
   		TE	340	Teaching and Learning Elementary Science (PK-6)					3
   		TE	343	Teaching and Learning Elementary Social Studies (PK-6)					3
   		TE	405	Teaching Language and Literacy to Diverse Learners I (3-6)					3
   		TE	406	Teaching Mathematics to Diverse Learners II (3-6)					3
   d.	Learning Disabilities Area of Emphasis (42 credits)
   	(1)	All of the following courses:
   		CEP	301	Literacy Instruction for Students with Disabilities (W)					3
   		CEP	302	Technology and Content Area Support for Students with Disabilities					2
   		CEP	339	Classroom Management for Special Education					3
   		CEP	345	Language and Literacy Development and Disorders					3
   		CEP	349	Behavior Management in Special Education					3
   		CEP	351	Special Education Law and Policies					3
   		CEP	400	Professional Skills in Special Education					1
   		CEP	401	Transition and Collaboration in Special Education					3
   		CEP	402	Mathematics Interventions for Students with Disabilities					3
   		CEP	403	Assessment for Students with Disabilities					3
   		CEP	404	Literacy Interventions for Students with Disabilities					3
   		CEP	405	Internship in Teaching Special Education					12

The Master of Arts degree in Applied Behavior Analysis is designed for persons who plan to be involved in the delivery of behavioral services and interventions to public consumers.  It provides the opportunity to develop in-depth knowledge and applied competence in the delivery of behavior analysis to improve the quality of life of consumers in various service settings.

The degree is relevant for persons interested in pursuing careers in behavior analysis that require the Board Certified Behavior Analyst (BCBA) credential. The program offers graduate-level course work and supervised fieldwork in behavior analysis required by the Behavior Analyst Certification Board (BACB) to sit for the national Board Certification exam, which students complete independently. The program develops knowledge and competencies in the administration of behavior analysis beyond an undergraduate or graduate certificate program. It provides students with skills a BCBA requires, such as strong communication, analytical, and scientist-practitioner skills, as well as interpersonal skills that facilitate collaboration with and leadership of professional groups.

In addition to meeting the requirements of the University and of the College of Education, students must meet the requirements specified below.

Admission

An applicant to the Master of Arts degree in Applied Behavior Analysis must:

1. submit both departmental and university application forms.
2. submit three letters of recommendation from persons knowledgeable about the applicant’s academic potential to pursue graduate study and competence or potential to deliver applied behavior analysis services.
3. submit a statement of professional goals that clearly describe the applicant’s reasons for pursuing the master’s degree and the goals that the degree will help them attain.
4. have access to high-speed internet and the appropriate technologies.

Applications are reviewed by faculty who look for indications of a high probability of success. The following factors are significant in determining admission to the Master of Arts degree in Applied Behavior Analysis:

1. A grade-point average of 3.00 or higher in the last two years of undergraduate and all graduate courses.
2. Experience working with children and youth with disabilities in a school or camp or other experience with behavior analysis that is acceptable to the faculty. 
3. Professional goals that are consistent with the objectives of the degree program.
4. A test of English language proficiency for students for whom English is not a first language.
5. Submission of Graduate Record Examination (GRE) scores.

Admission to the program is competitive and subject to space availability. Not all students who meet the above requirements will be admitted. A student who, in the judgment of the faculty, has not completed the appropriate course work in exceptional children or behavior management may be required to complete such course work in addition to the requirements below. This collateral course work will not count towards degree requirements. Students will be admitted only during fall semester. Applications must be submitted by January 15th.

Requirements for the Master of Arts Degree in Applied Behavior Analysis

The program is available under Plan A (with thesis). Students must complete a minimum of 38 credits from the following:

1.	All of the following courses (24 credits):
	CEP	845	Autism Spectrum Disorders: Assessment and Intervention						3
	CEP	848	Supervision in Applied Behavior Analysis						3
	CEP	851	Concepts and Principles in Applied Behavior Analysis						3
	CEP	852	Experimental Analysis of Behavior						3
	CEP	853	Functional Behavior Assessment and Behavior Change						3
	CEP	854	Ethics in Behavior Analysis						3
	CEP	855	Verbal Behavior in Education						3
	CEP	942	Single-case Experimental Designs for Intervention Research						3
2.	Ten credits in the following course to be completed in three enrollments during the student’s first year in the program.
	CEP	894F	Practicum in Applied Behavior Analysis						10
3.	The following course (4 credits):
	CEP	899	Master’s Thesis Research						4
4.	Complete a written report commensurate with publication requirements in Applied Behavior Analysis.
5.	Successfully defend the thesis before a faculty committee.

 

The Master of Arts degree in Applied Behavior Analysis and Autism Spectrum Disorder is designed to prepare students to effectively implement the science of Applied Behavior Analysis (ABA) and become experts in autism intervention in schools, clinics, or homes.  The program provides the opportunity to develop in-depth knowledge and skills for implementing effective autism interventions based on the principles of Applied Behavior Analysis.

The program offers the graduate-level course work required to be eligible for taking the national examination for certification by the Behavior Analyst Certification Board in accordance with governing bodies in behavior analysis.  The program does not include the supervised fieldwork component required for certification eligibility.  Students are responsible for securing an appropriate fieldwork site with credentialed supervision and completing their fieldwork independent of the program.  Students desiring a program that includes supervised fieldwork should consider the Master of Arts in Applied Behavior Analysis.

In addition to meeting the requirements of the university and the College of Education, students must meet the requirements specified below.

Admission

An applicant to the Master of Arts Degree in Applied Behavior Analysis and Autism Spectrum Disorder program must:

1. Submit both departmental and University application forms.
2. Submit three letters of recommendation from professionals knowledgeable about the applicant’s academic potential to pursue graduate study and competence or potential to implement Applied Behavior Analysis with people with autism.  It is highly recommended that at least one letter comes from a current or former professor.
3. Submit a statement of professional goals that clearly describe the applicant’s reasons for pursuing the master’s degree and the goals the degree will help them attain.

Applicants are reviewed by faculty who look for indicators of a high probability of success.  The following factors are significant in determining admission to the Master of Arts Degree in Applied Behavior Analysis and Autism Spectrum Disorder:

1. A grade-point average of 3.00 or higher in the last two years of undergraduate and graduate courses.
2. Experience working with children and youth with disabilities in a school or other educational setting.
3. Professional goals that are consistent with the objectives of the degree program.
4. A test of English proficiency for students for whom English is not a first language.

Admission to the program is competitive and subject to space and availability.  Not all students who meet the above requirements will be admitted.  Students will be admitted only during the Fall semester. Applications must be submitted by February 1st.

Requirements for the Master of Arts Degree in Applied Behavior Analysis and Autism Spectrum Disorder

The program is available under Plan B (without thesis) and online only. Students must complete a total of 30 credits from the following:

1.	All of the following courses (27 credits):
	CEP	843	Autism Spectrum Disorders: Characteristics and Educational Implications						3
	CEP	844	Applied Behavior Analysis for Teachers						3
	CEP	845	Autism Spectrum Disorders: Assessment and Intervention						3
	CEP	846	Autism Spectrum Disorders: Advanced Topics						3
	CEP	848	Supervision in Applied Behavior Analysis						3
	CEP	851	Concepts and Principles in Applied Behavior Analysis						3
	CEP	854	Ethics in Behavior Analysis						3
	CEP	855	Verbal Behavior in Education						3
	CEP	942	Single-case Experimental Designs for Intervention Research						3
2.	Complete 3 additional credits in courses approved by the student’s academic advisor.
3.	Completion of a final evaluation.

 

This program is accredited by the Higher Learning Commission, but it is not currently eligible for federal student loans.

The Master of Arts degree in Clinical Mental Health Counseling prepares future clinical mental health counselors to promote the effective delivery of mental health counseling services to families and individuals with emotional and/or substance abuse disorders. Through course work and clinical training, graduates will gain mastery in the skills, knowledge, and attitudes required for mental health services provision to clients across a variety of clinical and community settings.

In addition to meeting the requirements of the University and of the College of Education, students must meet the requirements specified below.

Admission

To be admitted into the Master of Arts Degree in Clinical Mental Health Counseling applicants must:

1. submit both the university application forms and applicable application fee. Individuals are admitted to the program once per year with enrollment starting in the Fall semester. The deadline to submit applications for admission is February 15th.

Consideration is given to the applicant's previous academic and professional experience. There should be a pattern of experience that supports the applicant’s expressed desire to pursue advanced graduate studies in clinical mental health counseling. Appropriate evidence of such experience should be reflected in the applicant's letters of recommendation. The following are factors significant in determining admission to the program: 

1. A bachelor's degree in an appropriate field from a recognized educational institution, with a grade point average of 3.0 (B) or better in the last two years of undergraduate study.
2. A written statement of academic goals and career objectives (1 to 2 pages single spaced) that describes the applicant's professional goals as they relate to the Master of Arts degree program in Clinical Mental Health Counseling.
3. Scores from the Graduate Record Examination General Test if the applicant's grade point average is less than 3.0.
4. Three letters of recommendation, with at least two from professors or employers regarding the applicant’s academic capability and/or professional and personal qualifications.

The applicant is required to submit a departmental application form, as well as the university application form. Upon request for admission to the program, the departmental application form is mailed to the applicant with the university application form. 

Requirements for the Master of Arts Degree in Clinical Mental Health Counseling

The program is available only under Plan B (without thesis). The student must complete a total of 60 credits distributed as follows:

1.	Counseling Core. All of the following courses (15 credits):
	CEP	861	Counseling Theories						3
	CEP	862	Individual Counseling and Helping Relationships						3
	CEP	864	Career Development						3
	CEP	874	Counseling Ethics						3
	CEP	878	Counseling and Group Work						3
2.	Clinical Mental Health Counseling Core.
	All of the following courses (12 credits):
	CEP	839	Foundations of Clinical Mental Health Counseling						3
	CEP	849	Diagnosis and Psychopathology						3
	CEP	859	Crisis and Trauma Counseling						3
	CEP	875	Addiction Counseling						3
3.	Research and Evaluation.
	Both of the following courses (6 credits):
	CEP	822	Approaches to Educational Research						3
	CEP	877	Assessment in Counseling						3
4.	Foundations. All of the following courses (6 credits):
	CEP	891C	Special Topics in Rehabilitation Counseling
			(Section: Development Across the Lifespan)						3
	CEP	872	Social and Cultural Diversity in Disability						3
5.	Practicum and Internship. Both of the following courses (15 credits):
	CEP	894A	Practicum in Counseling						3
	CEP	893A	Internship in Counseling						12
6.	Electives (6 credits):
	Complete 6 credits of relevant master’s level courses approved by program director and/or advisor.
7.	Completion of a final evaluation.

 

The mission of the Counselor Education and Supervision Doctor of Philosophy degree program is to prepare graduates to work as counselor educators, supervisors, researchers, and practitioners and leaders in academic and clinical settings.  The program is designed to extend the knowledge base of the counseling profession in a climate of scholarly inquiry, and to prepare students to inform professional practice by generating new knowledge for the profession. It also supports faculty and students in publishing and presenting the results of scholarly inquiry, while equipping students to assume positions of leadership in the counseling profession.

The Doctor of Philosophy Degree in Counselor Education and Supervision will begin the Council for Accreditation of Counseling and Related Educational Programs (CACREP) self-study data collection process to prepare for accreditation. CACREP accreditation denotes a commitment to program excellence and indicates to the public at large that our program is fulfilling its commitment to educational quality.  Students enrolled in the program are expected to abide by the ethical principles of the Commission on Rehabilitation Counselor Certification (CRCC) and American Counseling Association (ACA).

In addition to meeting the requirements of the university and of the College of Education, students must meet the requirements specified below.

Admission

To be admitted to the doctoral program in Rehabilitation Counselor Education, applicants must submit both the university application forms and applicable application fee.  Persons are admitted to the program once a year with enrollment starting fall semester. The deadline for submitting applications for admission is December 1st for the following fall semester.
Applicants are evaluated by program faculty based on:

1. A bachelor’s degree from an accredited institution with a grade-point average of 3.0 on the 4.0 system (B) or better.
2. A master’s degree from an accredited institution in a relevant field such as counseling, or human services with a grade-point average of 3.0 (B) or better.
3. Relevant work history in counseling.
4. A 2-3 page, single spaced written statement about academic goals and career objectives that are consistent with the training mission of the doctoral program in Counselor Education and Supervision.
5. Three letters of recommendation from professors, employers, and/or clinical supervisors to indicate one’s academic aptitude, clinical skills, personal qualifications, and/or professional work ethic.
6. Professional writing sample that demonstrates scholarly and/or graduate level writing skills.
7. Verbal, quantitative, and analytical writing scores from the Graduate Record Examination are optional.

During the doctoral program admissions process, applicant prior degree attainment and experiences are evaluated to verify completion of course work including (a) CACREP entry-level core curricular standards, (b) CACREP entry-level professional practice standards, and (c) CACREP entry-level curricular requirements of a specialty area so that any missing content can be completed before or concurrently with initial doctoral-level counselor education course work.

Requirements for the Doctor of Philosophy Degree in Counselor Education and Supervision

The student must meet the requirements specified below.

1.	Educational Inquiry and Research.  All of the following courses (17 credits):
	CEP	932	Quantitative Methods in Educational Research I				3
	CEP	933	Quantitative Methods in Educational Research II				3
	CEP	934	Multivariate Data Analysis I				4
	CEP	968	Research Methods in Counseling and School Psychology				3
	CEP	995	Practicum in Research Design and Data Analysis				1
	TE	931	Introduction to Qualitative Methods in Educational Research				3
2.	Ethics and Professional Practice of Counseling.  Both of the following courses (6 credits):
	CEP	963	Ethics in Counseling and School Psychology				3
	EAD	965	Diversity and Equity in Postsecondary Education				3
3.	Counseling Education and Supervision Core.  All of the following courses (9 credits):
	CEP	960	Theoretical Foundations of Counseling				3
	CEP	944A	Counselor Education Pedagogy				3
	CEP	969	Clinical Supervision in Counseling and School Psychology				3
4.	Counseling, Education and Supervision Professional Preparation/Applied Core.  All of the following courses (10 credits):
	CEP	944B	Teaching Internship in Rehabilitation Counselor Education				3
	CEP	944C	Clinical Practice Practicum in Counselor Education and Supervision				3
	CEP	944D	Clinical Supervision Internship in Counselor Education and Supervision				3
	CEP	967	Practice in Leadership, Advocacy and Grants in Counselor Education				1
5.	Successful completion and defense of the dissertation. Students may not earn more than 30 credits in CEP 999 Doctoral Dissertation Research, of which 24 are required.

The doctoral program in educational psychology and educational technology is designed for persons who show promise of becoming scholars and leaders in the study of human learning and development in varied educational settings and the study, creation, and use of diverse technologies supporting learning and teaching. The program places emphasis on rigorous scholarship and formulation of analytic perspectives on learning, development, and technology embedded in culture and society. Graduates of this program will be equipped to pursue careers in university research and teaching, research and development of online learning environments in diverse educational settings and to assume leadership roles in school systems and the private sector.

Doctoral students in educational psychology and educational technology focus their studies in one or both of the following emphasis areas:

Educational Psychology. Students study processes of human learning and development in naturally occurring settings such as homes, classrooms, peer groups, workplaces, and laboratories in order to understand and improve educational practice. Program participants often base their analyses in specific domains, including mathematics, literacy, and science.

Educational Technology. Students engage in research and development seeking to understand the pedagogy, policy, and design of media and technologies in support of learning, nationally and internationally, in formal environments such as traditional and online classes as well as in informal environments such as homes and after-school programs.

Students who are enrolled in the Doctor of Philosophy degree program in Educational Psychology and Educational Technology in the Department of Counseling, Educational Psychology and Special Education may elect a specialization in language and literacy. For additional information, refer to the statement on Graduate Specialization in Language and Literacy in the Department of Teacher Education section of this catalog.

In addition to meeting the requirements of the university and the College of Education, students must meet the requirements specified below.

Admission

Persons who hold degrees from a variety of disciplines may apply for admission. The review of applications focuses on previous study and experience, compatibility between academic and professional goals and this doctoral program, and demonstration of potential for successful advanced degree work.

All students admitted to the program begin their studies in fall semester. The deadline for submitting applications is December 1 prior to the year for which admission is sought in order to receive full consideration for financial support. Applications received after this date will be reviewed if space is available in the program.

Requirements for the Doctor of Philosophy Degree in Educational Psychology and Educational Technology

The student must meet the requirements specified below:

1.	Proseminar Sequence (6 credits):
	Both of the following courses:
	CEP	900	Proseminar in Educational Psychology and Educational Technology I						3
	CEP	901	Proseminar in Educational Psychology and Educational Technology II						3
2.	Educational Inquiry and Research (15 credits);
	All of the following courses:
	CEP	930	Educational Inquiry						3
	CEP	932	Quantitative Methods in Educational Research I						3
	CEP	933	Quantitative Methods in Educational Research II						3
	CEP	955	Research Design and Methods for Educational Psychology and Educational Technology						3
	CEP	995	Practicum in Research Design and Data Analysis						3
3.	Core Courses (12 credits):
	a.	One of the following courses (3 credits):
		CEP	911	Intellectual History of Educational Psychology					3
		CEP	916	Intellectual History of Educational Technology					3
	b.	Three of the following courses (9 credits):
		CEP	902	The Psychology Learning School Subjects					3
		CEP	903	Cognitive Development Across the Lifespan					3
		CEP	904	Social-Emotional Development across the Lifespan					3
		CEP	909	Cognition and Technology					3
		CEP	910	Motivation and Learning					3
		CEP	917	Design of Media for Learning					3
		CEP	953	Teachers and Technology					3
		CEP	956	Mind, Media, and Learning					3
4.	Area of Concentration. At least three additional courses in the student’s area of concentration. Students are encouraged to include some course work from outside the Department of Counseling, Educational Psychology and Special Education. Emphasis area and concentration courses must provide a coherent program of study approved, in advance, by the student’s guidance committee.
5.	Pass a departmental preliminary examination, focused on scholarly writing and the critique of research at the end of the first year of doctoral study.
6.	Satisfactory completion of a research apprenticeship.
7.	Successful completion and defense of the dissertation.
8.	Complete 24 credits of CEP 999 Doctoral Dissertation Research. Students may not earn more than 30 credits in CEP 999 Doctoral Dissertation Research.

The Graduate Certificate in Educational Psychology is designed to provide educators and non-educators with knowledge and perspectives on learning and development.  By understanding the psychological processes that underlie learning, as well as the practices that support these processes, the developmental mechanisms that lead to individual differences, and the impact of motivation, participants will gain deeper insight into the needs of developing learners. The certificate is available only online.

Admission

To be considered for admission to the Graduate Certificate in Educational Psychology an applicant must:

1. have completed a bachelor’s degree.
2. submit the university application form and fee.
3. Complete the Intent to Enroll form on the program Web site.
4. provide transcripts from all previous institutions of higher education.
5. complete a test of English language proficiency if English is not the first language.

Applications are reviewed by faculty who look for indications of a high probability of success. 

Requirements for the Graduate Certificate in Educational Psychology

Students must complete the following courses (9 credits):

CEP	800	Psychology of Learning in School and Other Settings							3
CEP	801	Psychological Development: Learner Differences and Commonalities							3
CEP	802	Developing Positive Attitudes toward Learning							3

The Graduate Certificate in Educational Technology is designed to assist current educators in becoming better teachers by utilizing new technologies to improve instructional practice. The introduction of new technology in the classroom will help participants re-think their own practice as teachers, evaluate their own beliefs about what helps students learn, and consider new ideas and perspectives that they might otherwise have overlooked or not encountered.

The scheduling of the certificate program allows flexibility to accommodate both full-time students and working professionals by offering accelerated summer study programs, as well as online and face-to-face courses.

This certificate program has been identified as the first three courses of the Educational Technology NP Endorsement concentration.

This program is not accredited by the Kentucky Education Professional Standards Board and is not recognized for initial, additional, or renewal of certification or salary enhancement (rank change) for K-12 educators in Kentucky.

Admission

To be considered for admission into the Graduate Certificate in Educational Technology, applicants must have completed a bachelor’s degree.

For additional information, refer to the Admission section in the Graduate Education section of this catalog.

Requirements for the Graduate Certificate in Educational Technology

Students must complete all of the following courses (9 credits):
CEP	810	Teaching for Understanding with Technology					3
CEP	811	Adapting Innovative Technologies to Education					3
CEP	812	Applying Educational Technology to Issues of Practice					3

The Master of Arts degree program in Educational Technology prepares students for the thoughtful use and design of technology in various educational settings. The program draws on current theories of learning and development to understand the role of technology in learning and instruction.

The program is offered in several different formats and allows flexibility to accommodate both full-time students and working professionals by offering accelerated summer study programs, online and hybrid courses.

This program is not accredited by the Kentucky Education Professional Standards Board and is not recognized for initial, additional, or renewal of certification or salary enhancement (rank change) for K-12 educators in Kentucky.

Admission

Applications for admission to the program are reviewed by faculty who look for indications of a high probability of success.  Such indications include a high level of academic performance, experience with educational technology, and consistency of professional goals with the objectives of the program.

The applicant is required to submit both departmental and university application forms and three letters of recommendation from professors or employers.

Requirements for the Master of Arts Degree in Educational Technology

The program is available only under Plan B (without thesis).  The student must complete a total of 30 credits distributed as follows:

1.	Core Courses.  All of the following courses (9 credits):
	CEP	800	Psychology of Learning in School and Other Settings				3
	CEP	807	Proseminar in Educational Technology				3
	CEP	822	Approaches to Educational Research				3
2.	Completion of a minimum of 21 credits of course work at the 800-level or above as approved by the student's academic advisor. A list of approved courses is available from the Educational Technology Program.
3.	Completion of a final evaluation.

The Graduate Certificate in K12 Computer Science Education prepares K12 teachers to teach computational thinking to learners at the elementary and secondary levels. Domains include computational thinking, algorithmic thinking, breaking down complex problems, abstracting and generalizing principles to solve problems, and development of creative thinking. Teachers learn to teach these concepts and skills through culturally relevant pedagogy, attending to how culture and context impact student learning.

Admission

To be considered for admission into the Graduate Certificate in K12 Computer Science Education, applicants must have completed a bachelor’s degree.

Requirements for the Graduate Certificate in K12 Computer Science Education

Students must complete 9 credits from the following courses:

CEP	814	Computational Thinking for K12 Educators							3
CEP	824	Programming Concepts for K12 Educators							3
CEP	833	Creativity in K12 Computing Education							3

 

The Graduate Certificate in Learning Design prepares graduates who are well-versed in online curriculum development, motivation in online learning, ethics and social implications of educational technology, online collaborative communities, accessibility, universal design, deficit model of disability, social model of disability, human-centered design methods, how to design learning experiences and technological interactions from the perspective of people with disabilities, assistive technology, destigmatizing disease, illness, and impairment, foundational theories of assessment, foundational assumptions of assessment design, assessment-driven curriculum design for learning, designing formative assessments in digital contexts, online content management systems and learning management systems, the role of feedback, its design and provision in digital contexts, and analysis of assessment data to inform pedagogy and support learning. 

This program is not accredited by the Kentucky Education Professional Standards Board and is not recognized for initial, additional, or renewal of certification or salary enhancement (rank change) for K-12 educators in Kentucky.

Admission

For admission to the graduate certificate in learning design leadership, the student must:

1. submit both departmental and university application forms.
2. submit official transcripts from all higher education institutions attended.
3. complete the Intent to Enroll form after obtaining approval from their academic advisor if currently enrolled in a graduate degree program at Michigan State University.

Applications for admission to the program are reviewed by faculty who evaluate applicants for indications of a high probability of success. Such indications include academic performance, experience or interest in the field, and consistency of professional goals with the objectives of the program. Factors also considered are:

1. have an undergraduate degree from an accredited institution.
2. have a minimum TOEFL score of 80 if you are a first-language speaker of a language other than English.
3. applying from a state where degrees from Michigan State University are recognized.

Requirements for the Graduate Certificate in Learning Design

The Graduate Certificate is available only online and the student must complete a total of 9 credits from the following:

CEP	813	Electronic Assessment for Teaching and Learning							3
CEP	820	Teaching and Learning Online							3
UX	835	Accessibility and Design							3

The Graduate Certificate in Learning Design Leadership prepares graduates who are well-versed in self-evaluation and goal setting; theories of creativity, visual design, multimodal communication, and professional development; platform-specific exploration and  development; leadership models; coaching and mentorship; project management and workflow; organizational management models; communication and conflict; ethical leadership; evaluating design frameworks/finding the best fit for your organization; initiative development, implementation, and evaluation of learning design projects; instructional design theories, principles, and methodologies; industry standards of instructional and learning design; industry needs; pedagogical strategies; promising platforms and technologies for learning design; and societal and ethical issues and implications of educational technologies.
 
This program is not accredited by the Kentucky Education Professional Standards Board and is not recognized for initial, additional, or renewal of certification or salary enhancement (rank change) for K-12 educators in Kentucky.
 
Admission

For admission to the graduate certificate in learning design leadership, the student must:

1. submit both departmental and university application forms.
2. submit official transcripts from all higher education institutions attended.
3. complete the Intent to Enroll form after obtaining approval from their academic advisor if currently enrolled in a graduate degree program at Michigan State University.

Applications for admission to the program are reviewed by faculty who evaluate applicants for indications of a high probability of success. Such indications include academic performance, experience or interest in the field, and consistency of professional goals with the objectives of the program. Factors also considered are: 

1. have an undergraduate degree from an accredited institution.
2. have a minimum TOEFL score of 80 if you are a first-language speaker of a language other than English.
3. applying from a state where degrees from Michigan State University are recognized.

Requirements for the Graduate Certificate in Learning Design Leadership

The Graduate Certificate is available only online and the student must complete a total of 9 credits from the following:

CEP	856	Learning Design Leadership							3
CEP	857	Current Topics and Trends in Learning Design							3
CEP	858	Upskilling in Learning Design							3

The Master of Arts in Learning Experience Design prepares graduates in human-centered, instructional, and learning experience design who are well-versed in designing learning experiences based on their knowledge of educational psychology, theories of teaching and learning, rich pedagogical knowledge, accessible and inclusive learning design, social and ethical implications of technologies, project management, versatility in platforms and technologies, and creative design and solutions. Graduates will be positioned to create accessible and inclusive learning experiences and environments, evaluate leading design principles and frameworks, assess learning platforms and technologies for accessibility, generate creative designs and learning solutions, develop strategies to support a team’s productivity, and engage in continuous improvement and project management.

This program is not accredited by the Kentucky Education Professional Standards Board and is not recognized for initial, additional, or renewal of certification or salary enhancement (rank change) for K-12 educators in Kentucky.

In addition to meeting the requirements of the university and of the College of Education, students must meet the requirements specified below.

Admission

For admission to the master's degree program in learning experience design on regular status, the student must:

1. submit both departmental and university application forms with responses to both personal and academic statement questions.
2. submit a CV/resume.
3. submit official transcripts from all higher education institutions attended.
4. submit letters of recommendation from professional references.

Applications for admission to the program are reviewed by the learning experience design faculty who evaluate applicants for indications of a high probability of success. Such
indications include a high level of academic performance, experience or interest in the field, and consistency of professional goals with the objectives of the program. Factors
also considered are:

1. have an undergraduate degree from an accredited institution.
2. have a minimum cumulative grade-point average of 3.00 or higher in your undergraduate degree.
3. have a minimum TOEFL score of 80 if you are a first-language speaker of a language other than English.
4. applying from a state where degrees from Michigan State University are recognized.

Students who do not meet the requirements for admission to the program on regular status may be admitted on a provisional basis to remove deficiencies. Collateral course
work will not count towards the requirements for the degree.

Requirements for the Master of Arts Degree in Learning Experience Design

The Master of Arts degree in Learning Experience Design is available only online and under Plan B (without thesis). A total of 30 credits are required for the degree.

Students must complete the following:

CEP	800	Psychology of Learning in School and Other Settings							3
CEP	807	Capstone Seminar							3
CEP	813	Electronic Assessment for Teaching and Learning							3
CEP	820	Teaching and Learning Online							3
CEP	822	Approaches to Educational Research							3
CEP	856	Learning Design Leadership							3
CEP	857	Current Topics and Trends in Learning Design							3
CEP	858	Upskilling in Learning Design							3
EAD	861	Adult Learning							3
UX	835	Accessibility and Design							3

The Graduate Certificate in Learning Sciences prepares graduates who are well-versed in learning theories, teaching for understanding, research design and analysis in educational settings, contexts for adult learning, adult identity, development, change, and learning, learning theories and process in adulthood, and the application of learning theories in educational contexts based on research and well-informed practices.

This program is not accredited by the Kentucky Education Professional Standards Board and is not recognized for initial, additional, or renewal of certification or salary enhancement (rank change) for K-12 educators in Kentucky.

Admission

For admission to the graduate certificate in learning sciences, the student must:

1. submit both departmental and university application forms.
2. submit official transcripts from all higher education institutions attended.
3. complete the Intent to Enroll form after obtaining approval from their academic advisor if currently enrolled in a graduate degree program at Michigan State University.

Applications for admission to the program are reviewed by faculty who evaluate applicants for indications of a high probability of success. Such indications include academic performance, experience or interest in the field, and consistency of professional goals with the objectives of the program. Factors also considered are:

1. have an undergraduate degree from an accredited institution.
2. have a minimum TOEFL score of 80 if you are a first-language speaker of a language other than English.
3. applying from a state where degrees from Michigan State University are recognized.

Requirements for the Graduate Certificate in Learning Sciences

The Graduate Certificate is available only online and the student must complete a total of 9 credits from the following:

CEP	800	Psychology of Learning in School and Other Settings							3
CEP	822	Approaches to Educational Research							3
EAD	861	Adult Learning							3

The doctoral program in measurement and quantitative methods is designed for persons who hope to develop and investigate methods of assessment and quantitative analysis, as well as for individuals who wish to become experts in the application and use of such methods. Graduates may teach courses in educational measurement, statistics, and program evaluation in colleges and universities and are often involved in research on problems of measurement and quantitative methods. Graduates also occupy leadership positions in educational, governmental, and other agencies concerned with educational measurement, statistics, and program evaluation. Students in the program learn to analyze research data and have opportunities to design and execute research studies and to consult on research design, data analysis, and evaluation. Students may develop and evaluate new statistical and psychometric models for use in educational research and behavioral science.

Admission

Applications for admission to the program are reviewed by faculty who look for indications of a high probability of success.  Such indications include a high level of academic performance, a high score on the Graduate Record Examination General Test, and a statement of professional goals that is consistent with the objectives of the program.  The applicant must submit three letters of recommendation, including at least one letter of recommendation from a professor or employer.

The applicant is required to submit supplemental documents and information as determined by the program, as well as the university application.

Persons are admitted to the program for fall semester only. The deadline for submitting applications is December 1 of each year for admission the following fall semester. If space is available, late applications may be considered.

In addition to meeting the requirements of the university and of the College of Education, students must meet the requirements specified below.

Requirements for the Doctor of Philosophy Degree in Measurement and Quantitative Methods

The student’s program plan of course work must fulfill the requirements described below. In addition to completing the required course work, students should participate in measurement and quantitative methods seminars and satisfy the College of Education breadth requirements which require basic knowledge in at least four of the following areas of general professional education: administration; curriculum; psychological foundations; research and evaluation methods; social, philosophical, and historical foundations; motor development and motor learning; biological foundations; ethical considerations; and issues of diversity in education.

1.	Core Courses. All of the following courses (27 to 29 credits):
	CEP	900	Proseminar in Educational Psychology and Educational Technology I				3
	CEP	921	Psychometric Theory I				3
	CEP	923	Item Response Theory				3
	CEP	930	Educational Inquiry				3
	CEP	932	Quantitative Methods in Educational Research I				3
	CEP	933	Quantitative Methods in Educational Research II				3
	CEP	934	Multivariate Data Analysis I				4
	CEP	935	Advanced Topics in Multivariate Data Analysis II				4
	CEP	995	Practicum in Research Design and Data Analysis				1 to 3
2.	Concentration Courses.
	a.	Measurement Majors:
		The following course:
		CEP	922	Psychometric Theory II			3
	b.	Quantitative Majors:
		Two of the following courses:
		EC	820A	Econometrics IA			3
		EC	820B	Econometrics IB			3
		PPL	802	Quantitative Methods in Public Policy II			3
		PPL	803	Quantitative Methods in Public Policy III			3
		STT	441	Probability and Statistics I: Probability			3
		STT	442	Probability and Statistics II: Statistics			3
		STT	861	Theory of Probability and Statistics I			3
		STT	862	Theory of Probability and Statistics II			3
3.	Cognate Courses:
	a.	Measurement Majors:
		Three of the following courses:
		CEP	938	Latent Variable and Structural Equation Modeling			3
		CEP	982	Seminar in Counseling, Educational Psychology and Special Education			3
		CEP	991B	Special Topics in Educational Statistics and Research Design			4
		STT	997	Advanced Topics in Statistics			3
	b.	Quantitative Majors:
		Three of the following courses:
		CEP	938	Latent Variable and Structural Equation Modeling			4
		CEP	982	Seminar in Counseling, Educational Psychology and Special Education			3
		CEP	991B	Special Topics in Educational Statistics and Research Design			3
		EC	821A	Cross Section and Panel Data Econometrics I			3
		EC	821B	Cross Section and Panel Data Econometrics II			3
		STT	802	Statistical Computation			3
		STT	825	Sample Surveys			3
		STT	997	Advanced Topics in Statistics			3
4.	Successful completion and defense of the dissertation. Students must complete 24 credits of CEP 999 Doctoral Dissertation Research but may not earn more than 30 credits.

The Graduate Certificate in Online Teaching and Learning prepares individuals to design and teach online courses. Students learn to apply the latest theories of learning and pedagogy while acquiring skills with new multimedia and networking tools to create exciting new online learning environments. The schedule of the certificate program allows flexibility to accommodate both full-time students and working professionals.

Requirements for the Graduate Certificate in Online Teaching and Learning

1.	Complete all of the following courses (9 credits):
	CEP	813	Electronic Portfolios for Teaching and Learning				3
	CEP	817	Learning Technology through Design				3
	CEP	820	Teaching Students Online				3

Rehabilitation counseling is a profession devoted to enhancing the quality of life of individuals who have physical, sensory, mental, or emotional, neuro-developmental, or other types of disabilities.  Rehabilitation counselors provide counseling and other coordinated services to such individuals in the public, nonprofit, and private sectors of rehabilitation practice. The master's degree program in rehabilitation counseling emphasizes the philosophy, process, and professional discipline of rehabilitation.  The program also emphasizes vocational assessment, vocational placement, and career development for persons with disabilities.

The Master of Arts degree program in rehabilitation counseling has been accredited by the Council for Accreditation of Counseling and Related Educational Programs (CACREP).

Students who are interested in taking the examination to become a Certified Rehabilitation Counselor, or in obtaining State of Michigan licensure as counselors, should consult with an academic advisor to ensure that they complete the required courses.

In addition to meeting the requirements of the university and of the College of Education, students must meet the requirements specified below.

Admission

Consideration is given to the applicant's previous academic and professional experience. There should be in each applicant's background a pattern of experience that supports his or her expressed desire to pursue advanced graduate studies in rehabilitation counseling. Appropriate evidence of such experience should be reflected in the applicant's letters of recommendation. The following are factors significant in determining admission to the program:

1. A bachelor's degree in an appropriate field from a recognized educational institution, with a grade–point average of 3.0 (B) or better in the last two years of undergraduate study;
2. A written statement of academic goals and career objectives that is 1 or 2 pages single spaced typed in length, that describes the applicant's professional goals as they relate to the Master of Arts degree program in Rehabilitation Counseling.
3. Scores from the Graduate Record Examination General Test if the applicant's grade–point average is less than 3.0;
4. Three letters of recommendation, with at least two from professors or employers.

The applicant is required to submit a departmental application form, as well as the university application form.  Upon request for admission to the program, the departmental application form is mailed to the applicant with  the university application form.

Requirements for the Master of Arts Degree in Rehabilitation Counseling

The program is available only under Plan B (without thesis).  The student must complete a total of 60 credits distributed as follows:

1.	Counseling Core.  All of the following courses (15 credits):
	CEP	861	Counseling Theories				3
	CEP	862	Individual Counseling and Helping Relationships				3
	CEP	864	Career Development				3
	CEP	874	Counseling Ethics				3
	CEP	878	Group Counseling and Group Work				3
2.	Rehabilitation Counseling Core.  All of the following courses (18 credits):
	CEP	868	Medical Aspects of Disability				3
	CEP	870	Foundations of Rehabilitation Counseling and the Counseling Profession				3
	CEP	871	Cognitive and Psychological Aspects of Disability				3
	CEP	872	Social and Cultural Diversity in Disability				3
	CEP	873	Employment Strategies for Individuals with Disabilities				3
	HDFS	810	Theories of Human Development				3
3.	Research and Evaluation.  All of the following courses (6 credits):
	CEP	822	Approaches to Educational Research				3
	CEP	877	Assessment in Rehabilitation				3
4.	Practicum and Internship.  Both of the following courses (15 credits):
	CEP	893A	Rehabilitation Counseling Internship				12
	CEP	894A	Rehabilitation Counseling Practicum				3
	Field placements must be approved by the department.
5.	Electives (6 credits):
	Complete 6 credits of electives as approved by the academic advisor.

Students interested in pursuing graduate study in school psychology must apply for admission to either the educational specialist or the doctoral program in school psychology. The initial phase of study in either of these programs is integrally related to the Master of Arts in School Psychology, which is available only to students in the Educational Specialist in School Psychology or the Doctor of Philosophy in School Psychology. The first 30 required credits of these respective degree programs fulfill the requirements of the Master of Arts in School Psychology, which students may elect to earn before continuing their course of study in either the educational specialist or the doctor of philosophy degree programs.

The Master of Arts Degree in School Psychology explores the theoretical, philosophical, and professional discipline of school psychology. This program’s requirements are met as an integral part of the educational specialist or doctoral program, with a planned sequence of courses and practica experiences. There is no terminal master’s program.

Admission

Students interested in graduate study in school psychology should apply directly to the Educational Specialist or Doctor of Philosophy program in School Psychology. Master of Arts degree program requirements are incorporated into and are met as a part of those programs. Students do not apply separately for admission to the Master of Arts program.

Requirements for the Master of Arts Degree in School Psychology

The program is available only under Plan B (without thesis). The student must complete a total of 30 credits distributed as follows:

1. A minimum of 15 credits in school psychology courses at the 800-level or above.
2. A minimum of 3 credits in child development courses at the 800-level or above.
3. A minimum of 12 credits in courses in areas such as learning and development, or research and evaluation, as approved by the student’s guidance committee.
4. Completion of a final examination or evaluation.

 

The Educational Specialist degree program in school psychology is designed for persons who plan to devote their professional careers to school psychological services and who desire to achieve a level of proficiency that will enable them to assume leadership roles.  The program consists of a planned sequence of courses, practica, and internship experiences that are complemented by graduate study in educational psychology and supporting disciplines.

In addition to meeting the requirements of the College of Education, students must meet the requirements specified below.

Admission

An individual should have a bachelor's degree in psychology or education or substantial course work in psychology or education to be considered for admission. A person with a master's degree in psychology or a related field may also apply for admission.

To be admitted to the program, a person with a bachelor's, but not a master's, degree must have a minimum grade–point average of 3.0 (B) for the last two years of undergraduate work. A person with a master's degree must have a minimum grade–point average of 3.5 (B+) for prior graduate work. An admissions interview may be required.

Applicants should provide a written statement to the effect that they will be available to serve an internship of 1200 clock hours (30 weeks). For employment in other states, an internship of nine months may be required.

Persons are admitted to the program only for fall semester.  The deadline for submitting applications for admission is January 15th for the following fall semester. 

Requirements for the Educational Specialist Degree in School Psychology

Students must meet the requirements specified below. Students who hold a Master of Arts degree in School Psychology may already meet some of these requirements.

1.			All of the following courses (36 credits):
			a.	School Psychology (15 credits):
				All of the following courses:
				CEP	880	Cognitive Assessment				3
				CEP	881	Social and Emotional Assessment and Intervention				3
				CEP	884	Roles and Functions of School Psychologists				3
				CEP	886	Psychological Assessment and Intervention I				3
				CEP	888	Theories of Child Psychotherapy				3
			b.	Special Education (18 credits):
				All of the following courses:
				CEP	809	Data-Driven Instruction within Multi-Tiered Systems of Support				3
				CEP	840	Policies, Practices, and Perspectives in Special Education				3
				CEP	841	Classroom and Behavior Management in the Inclusive Classroom				3
				CEP	844	Applied Behavior Analysis for Teachers				3
				CEP	801A	Collaboration and Consultation in Special Education				3
				CEP	804B	Advanced Diagnosis and Remediation for Students with Literacy Disabilities				3
			c.	Statistics (3 credits):
				CEP	932	Quantitative Methods in Educational Research I				3
2.			Two enrollments of the following course (6 credits):
			CEP	893K	Practicum in School Psychology					3
3.			Two enrollments of the following course (6 credits):
			CEP	894K	Internship in School Psychology					3
4.			Complete 12 credits of electives, 3 of which must address working with families, as approved in consultation with the student's advisor.

The Doctor of Philosophy degree program with a major in School Psychology is designed to equip psychologists with the knowledge, skills, and dispositions necessary to provide quality psychological services to children, youth, and families in multiple settings, as well as to conduct research in related areas. The program includes a planned sequence of course work in school psychology and supporting disciplines, complimented by practica and internship experiences. Students in the program receive the training necessary to become both a certified school psychologist in Michigan, as well as a nationally certified school psychologist. Students are also license-eligible as psychologists, pending completion of state-level licensure requirements.

The Doctor of Philosophy degree in School Psychology is accredited by the Commission on Accreditation of the American Psychological Association (APA) and approved by the National Association of School Psychologists (NASP). The doctoral program is also approved the Michigan Department of Education. Students who are enrolled in the program are expected to abide by the ethical principles of the APA and NASP.

In addition to meeting the requirements of the university and of the College of Education, students must meet the requirements specified below.

Admission

To be admitted to the doctoral program in school psychology, applicants must submit both the university application forms and applicable application fee, and must have:

1. A bachelor’s degree in education or psychology, or in a related field.  A master’s degree or a teaching certificate is not required, but evidence of experience working with children, youth, and families in school, community, agency, or research settings is desirable.
2. A grade of 3.0 or higher in the following courses or their equivalent: Inferential Statistics, Child Development, and Abnormal Psychology.
3. A grade-point average of 3.0 or higher in the last two years of the bachelor’s degree program.
4. A grade-point average of 3.5 or higher in courses taken at the master’s degree level or beyond.
5. Professional goals and interests compatible with the program objectives and philosophy as evident in an applicant's statement of Professional Goals and Experiences, as judged by the faculty.
6. Strong personal recommendations from individuals who are knowledgeable about the applicant’s academic performance and ability to work effectively with people, as judged by the faculty.
7. Satisfactory scores on the Graduate Record Examination General Test. This typically means scores in the above average range.
8. Evidence of previous research experience such as a master’s thesis or scholarly paper, work on a research project, publication in a professional journal, or presentation at a professional conference.
9. A writing sample.
10. An on-campus, web, or equivalent interview.
11. A completed Criminal Background Statement of Understanding Form.
12. A resume or curriculum vita.

Persons are admitted to the program once a year with enrollment starting fall semester. The deadline for submitting applications for admission is December 1st for the following fall semester.

Requirements for the Doctor of Philosophy Degree in School Psychology
The student must meet the requirements specified below. Students who hold an Educational Specialist or a Master of Arts degree in School Psychology may already meet some of these requirements. Student's doctoral plans must be approved by faculty and be consistent with the following requirements.

1. Research. Complete 15 credits of course work which includes CEP 995 Practicum in Research Design and Data Analysis (3 credits), one additional research design course, and three quantitative/qualitative methods courses as approved by the student’s academic advisor.
2. Ethical and Legal Standards. Complete CEP 963 Ethics in Counseling and School Psychology (3 credits).
3. Individual and Cultural Diversity. Complete 9 credits of course work which includes CEP 885 Development and Psychopathology Across the Lifespan, CEP 919 Multicultural Practice in Mental Health, and CEP 972 Neurobiological Bases of Learning and Behavior.
4. Professional Values, Attitudes and Behaviors. Complete 15 credits of field-based course work comprising five semesters of Internship during the third and final years of study (CEP 894K/994K), and CEP 884 Roles and Functions of School Psychologists.
5. Communication and Interpersonal Skills. Complete 6 credits of CEP 893K Practicum in School Psychology during the second year of study.
6. Assessment. Complete 6 credits of course work including CEP 880 Cognitive Assessment and CEP 881 Social and Emotional Assessment and Intervention.
7. Intervention. Complete 9 credits of course work including CEP 918 Theories of School-Based Psychological Interventions, CEP 886 Psychological Assessment and Intervention I, and CEP 888 Theories of Child Psychotherapy.
8. Supervision. Complete at least one semester of CEP 993K Practicum in PhD School Psychology (3 credits), which includes a supervision experience.
9. Consultation and Interprofessional/Interdisciplinary Skills. Complete 3 credits of CEP 889 Consultation in School Psychology.
10. Internship. Participate in the Association of Psychology Postdoctoral and Internship Centers (APPIC) national match and complete a 2000-hour Internship in Psychology at an APPIC-approved internship site and at least 3 credits in CEP 994K Internship in PhD School Psychology, for supervision purposes, during the time of the internship.
11. Dissertation. Successful completion and defense of the dissertation. Students may not earn more than 30 credits in CEP 999 Doctoral Dissertation Research, of which 24 credits are required.

 

Graduate study in special education leads to the Master of Arts or Doctor of Philosophy degree.

Persons who hold valid State of Michigan teaching certificates in elementary or secondary education and who wish endorsements in special education should refer to the statement on Other Educational Opportunities for Teachers in the Department of Teacher Education section of this catalog.

Master of Arts

The master’s degree program with a major in special education is designed for persons who plan to be involved in the education of students with disabilities. Students who are enrolled in the program must complete one of the following areas of emphasis: autism spectrum disorder, or learning disabilities.

In addition to meeting the requirements of the university and of the College of Education, students must meet the requirements specified below.

Admission

An applicant for admission to the master’s degree program in special education is required to submit:

1. Both departmental and university application forms.
2. Three letters of recommendation from persons knowledgeable about the applicant’s academic potential to pursue graduate study and teaching competence or potential.

Applications are reviewed by faculty who look for indications of a high probability of success.  The following factors are significant in determining admission to the program:

1. A grade-point average of 3.0 or higher in the last 60 credit hours attempted of undergraduate and all graduate courses.
2. A valid teaching certificate in elementary or secondary education or eligibility for admission to the teacher certification program.
3. Experience working with children and youth with disabilities (e.g., in a school or camp emphasis area) that is acceptable to the faculty. The experience should be related to the applicant’s planned area of emphasis.
4. Professional goals that are consistent with the objectives of the program.
5. A test of English language proficiency for students for whom English is not a first language.

1.	All of the following courses (30 credits):
	CEP	801A	Collaboration and Consultation in Special Education		3
	CEP	803A	Assessment of Students with Mild Disabilities		3
	CEP	841	Classroom and Behavior Management in the Inclusive Classroom		3
	CEP	842	Content-Area Instruction for Students with Mild Disabilities		3
	CEP	843	Autism Spectrum Disorders: Characteristics and Educational Implications		3
	CEP	844	Applied Behavior Analysis for Teachers		3
	CEP	845	Autism Spectrum Disorders: Assessment and Intervention		3
	CEP	846	Autism Spectrum Disorders: Advanced Topics		3
	CEP	850	Technology for Students with Disabilities		3
	CEP	894J	Special Education Practicum: Children and Youth with Autism Spectrum Disorders		3

Autism Spectrum Disorder – Endorsement only

Students must complete a total of 21 credits. The autism spectrum disorder endorsement only is available to students who already possess a special education endorsement in another disability area. Students who are seeking their initial endorsement in special education in the area of autism spectrum disorder must follow the requirements above under the heading Autism Spectrum Disorder – Master of Arts with an Autism Spectrum Disorder Endorsement.

The doctoral program with a major in special education is available to students who show promise of becoming outstanding leaders in the administration of special education programs or in college instruction. Students' programs of study are planned to develop mastery of a comprehensive field, to foster creative approaches to the educational problems of exceptional children, and to encourage a breadth of understanding of related disciplines.

In addition to meeting the requirements of the university and of the College of Education, students must meet the requirements specified below.

Admission

Applications for admission to the program are reviewed by faculty who look for indications of a high probability of success.  Such indications include a high level of academic performance, a high score on the Graduate Record Examination General Test, and a statement of professional goals that is consistent with the objectives of the program.  The applicant must submit three letters of recommendation including at least one from a professor or employer.

The applicant is required to submit the university application and applicable application fee. 

Persons are admitted to the program once a year with enrollment starting fall semester only.  The deadline for submitting applications is December 1 of each year for admission the following fall semester.  If space is available in the program, late applications will be considered.

Requirements for the Doctor of Philosophy Degree in Special Education

Students must meet the requirements specified below:

1.	Research Methodology (21 credits):
	a.	All of the following courses:
		CEP	930	Educational Inquiry			3
		CEP	932	Quantitative Methods in Educational Research I			3
		CEP	933	Quantitative Methods in Educational Research II			3
		CEP	942	Single-Case Experimental Designs for Intervention Research			3
		CEP	995	Practicum in Research Design and Data Analysis			3
	b.	One of the following courses:
		CEP	931	Introduction to Qualitative Methods in Educational Research			3
		TE	939A	Special Topics in Advanced Qualitative Methodology			3
		TE	939B	Advanced Qualitative Methods: Critical Ethnography			3
		TE	939C	Advanced Qualitative Methods: Discourse Analysis			3
		TE	939D	Advanced Qualitative Methods: Case Studies			3
		TE	939E	Advanced Qualitative Methods: Humanities Oriented Research			3
		TE	939F	Advanced Qualitative Methods: Phenomenology			3
		TE	939G	Advanced Qualitative Methods: Humanizing Research-Decolonizing Qualitative Inquiry			3
	c.	At least one additional course in research methods.
2.	Special Education Core.  All of the following courses (15 credits):
	CEP	900	Proseminar in Educational Psychology and Educational Technology I				3
	CEP	925	Applied Research in Special Education				3
	CEP	941	Academic Issues in Special Education for At–Risk Students				3
	CEP	943	Multicultural Issues in Special Education				3
	CEP	949	Critical Issues in Special Education				3
3.	At least 3 courses, totaling 9 credits in an approved cognate area.
4.	Successful completion and defense of the dissertation. Students may not earn more than 30 credits in CEP 999 Doctoral Dissertation Research.

The Master of Arts degree in Special Education Leadership: Multi-Tiered Systems of Support (MTSS) program is designed to prepare students to become experts in the implementation of MTSS. It provides the opportunity to improve student achievement and reduce problem behavior by accurately identifying students’ needs through comprehensive assessment and then providing evidenced-based interventions in academic and behavior supports.  MTSS also provides academic and behavioral support to students who might be at risk of school failure, including facilitating the identification of and intervention for students who may have disabilities.  The goal and purpose of MTSS is to create a positive school climate that supports the academic, behavioral, and social needs of all students through forms of disciplined inquiry and data-informed decision-making.

Graduates of this program will obtain the skills necessary to make databased decisions for students and be able to implement MTSS to facilitate evidence-based behavior and academic learning in the classroom setting.

In addition to meeting the requirements of the University and of the College of Education, students must meet the requirements specified below.

Admission

An applicant to the Master of Arts degree in Special Education Leadership: Multi-Tiered Systems of Support (MTSS) program must:

1. Submit both departmental and University application forms.
2. Submit three letters of recommendation from persons knowledgeable about the applicant’s academic potential to pursue graduate study and competence or potential to implement MTTS.
3. Submit a statement of professional goals that clearly describe the applicant’s reasons for pursuing the master’s degree and the goals that the emphasis area will help him/her attain.

Applications are reviewed by faculty who look for indicators of a high probability of success. The following factors are significant in determining admission to the Master of Arts degree in Special Education Leadership: Multi-Tiered Systems of Support (MTSS):

1. A grade-point average of 3.00 or higher in the last two years of all undergraduate and graduate courses.
2. Experience working with children and youth with disabilities in a school or other educational setting.
3. Professional goals that are consistent with the objectives of the degree program.
4. A test of English proficiency for students for whom English is not a first language.

Admission to the program is competitive and subject to space and availability. Not all students who meet the above requirements will be admitted. Students will be admitted only during summer and fall semesters. Applications must be submitted by February 1st.

Requirements for the Master of Arts Degree in Special Education Leadership: Multi-Tiered Systems of Support

The program is available only online and under Plan B (non-thesis). Students must complete a total of 30 credits distributed as follows:

1.	All of the following courses (30 credits):
	CEP	801A	Collaboration and Consultation in Special Education						3
	CEP	802A	Reflection and Inquiry in Teaching Special Education I: Mild Impairment						3
	CEP	803A	Assessment of Students with Mild Disabilities						3
	CEP	804B	Advanced Diagnosis and Remediation for Students with Literacy Disabilities						3
	CEP	809	Data-Driven Instruction within Multi-Tiered Systems of Support						3
	CEP	825	Capstone in Multi-Tiered Systems of Support						3
	CEP	840	Policies, Practices, and Perspectives in Special Education						3
	CEP	841	Classroom and Behavior Management in the Inclusive Classroom						3
	CEP	842	Content-Area Instruction for Students with Mild Disabilities						3
	CEP	844	Applied Behavior Analysis for Teachers						3
2.	Completion of a final evaluation.

 

The Graduate Certificate in Special Education Leadership: Multi-Tiered Systems of Support (MTSS) is designed to prepare students to become experts in the implementation of MTSS. It provides the opportunity to improve student achievement and reduce problem behavior by accurately identifying students’ needs through comprehensive assessment and then providing evidenced-based interventions in academic and behavior supports.  MTSS also provides academic and behavioral support to students who might be at risk of school failure, including facilitating the identification of and intervention for students who may have disabilities.  The goal and purpose of MTSS is to create a positive school climate that supports the academic, behavioral, and social needs of all students through forms of disciplined inquiry and data-informed decision-making.

Students will obtain the skills necessary to make databased decisions for students and be able to implement MTSS to facilitate evidence-based behavior and academic learning in the classroom setting.

In addition to meeting the requirements of the University and of the College of Education, students must meet the requirements specified below. The certificate is available online only.

Admission

An applicant to the Graduate Certificate in Special Education Leadership: Multi-Tiered Systems of Support (MTSS) program must:

1. Submit both departmental and University application forms.
2. Submit three letters of recommendation from persons knowledgeable about the applicant’s academic potential to pursue graduate study and competence or potential to implement MTTS.
3. Submit a statement of professional goals that clearly describe the applicant’s reasons for pursuing the certificate and the goals that the emphasis area will help him/her attain.
4. Have access to high-speed internet and appropriate technologies.

Applications are reviewed by faculty who look for indicators of a high probability of success. The following factors are significant in determining admission to the Graduate Certificate in Special Education Leadership: Multi-Tiered Systems of Support (MTSS):

1. A grade-point average of 3.00 or higher in the last two years of all undergraduate and graduate courses.
2. Experience working with children and youth with disabilities in a school or other educational setting.
3. Professional goals that are consistent with the objectives of the degree program.
4. A test of English proficiency for students for whom English is not a first language.

Admission to the program is competitive and subject to space and availability. Not all students who meet the above requirements will be admitted.

Requirements for the Graduate Certificate in Special Education Leadership: Multi-Tiered Systems of Support

The certificate program is available only online. Students must complete 15 credits from the following:

1.	All of the following courses (12 credits):
	CEP	802A	Reflection and Inquiry in Teaching Special Education I: Mild Impairment						3
	CEP	803A	Assessment of Students with Mild Disabilities						3
	CEP	804B	Advanced Diagnosis and Remediation for Students with Literacy Disabilities						3
	CEP	809	Data-Driven Instruction within Multi-Tiered Systems of Support						3
2.	One of the following courses (3 credits):
	CEP	841	Classroom and Behavior Management in the Inclusive Classroom						3
	CEP	844	Applied Behavior Analysis for Teachers						3
3.	Completion of a final evaluation.

 

The Graduate Specialization in Economics of Education, which is administered by the College of Education, is designed to provide students with advanced statistical training and understanding of the application of these methods to key educational topics, with particular emphasis on use of economic methods and theories.

The specialization is available as an elective to students who are enrolled in doctoral degree programs at Michigan State University. With the approval of the department and college that administers the student’s degree program, the courses that are used to satisfy the specialization may also be used to satisfy the requirements for the doctoral degree. The students program of study must be approved by the advisor for the specialization.

Requirements for the Graduate Specialization in Economics of Education

Students must complete the following with a 3.5 grade-point average in courses across the specialization (18 credits):
1.	Both of the following courses with a grade of 3.0 or higher in each course: (6 credits):
	EC	820A	Econometrics IA						3
	EC	820B	Econometrics IB						3
2.	One additional 3-credit graduate-level advanced statistics or econometrics course as determined by the student’s guidance committee.
3.	One of the following courses (3 credits):
	AFRE	805	Microeconomic Analysis						3
	EC	812A	Microeconomics I						3
4.	Both of the following courses (6 credits):
	EAD	948	Advanced Economics of Education						3
	EAD	949	Advanced Seminar in Education Policy						3
5.	Complete a substantial research paper on a topic in the economics of education as approved by the student's guidance committee.

The Graduate Specialization in Education Policy and Social Sciences, which is administered by the Department of Educational Administration, trains doctoral students to conduct research on improving education systems through rigorous exploratory and efficacy methodologies.

The specialization is available as an elective to students who are enrolled in doctoral degree programs at Michigan State University. With the approval of the department and college that administers the student’s degree program, the courses that are used to satisfy the specialization may also be used to satisfy the requirements for the doctoral degree. The students program of study must be approved by the advisor for the specialization.

Admission

Students must declare intention to pursue the Graduate Specialization in Education Policy and Social Sciences prior to the start of the 3rd year in a Ph.D. program.

Requirements for the Graduate Specialization in Education Policy and Social Sciences

Students must complete the following with a 3.5 grade-point average in courses across the specialization (18 credits):

1.	Both of the following courses (6 credits):
	EAD	932	Education Policy Implementation						3
	EAD	933	Evaluation of Education Policy Implementation						3
2.	One of the following courses (3 credits):
	EAD	907	Education Policy for Immigrant and English Language Learner Students						3
	EAD	925	Policy and Practice in Education						3
	EAD	926	School Finance and Operations						3
	EAD	948	Advanced Economics of Education						3
	EAD	949	Advanced Seminar in Education Policy						3
	EAD	967	Policy Development and Analysis in Postsecondary Education						3
3.	At least two of the following courses (6 credits):
	EAD	948	Advanced Economics of Education						3
	EC	835	Public Expenditures						3
	EC	880	Labor Economics I						3
	EC	881	Labor Economics II						3
	PLS	811	Proseminar in Policy Analysis						3
	PLS	820	Proseminar in American Politics						3
	PLS	821	State Government and Politics						3
	PLS	822	Urban Government and Politics						3
	A course used to fulfill item 2. may not be used to fulfill item 3.
4.	At least one of the following courses (3 credits):
	EAD	946B	Econometric Analysis for Education Policy						3
	EC	821A	Cross Section and Panel Data Econometrics I						3
	EC	823	Applied Econometrics						3
5.	Submit a policy brief summarizing research findings on education policy evaluation or implementation.
6.	Submit a dissertation that, in the judgment of the student’s dissertation committee, represents the integration of education policy and social sciences and the student’s primary field and includes research that is relevant to practical issues in United States education.

 

The innovative Doctor of Education in Educational Leadership (Ed.D.) aims to achieve high levels of quality and relevance in the preparation of executive educational leaders. In addition, the program seeks to engage faculty and students in the broader Michigan community with the intention of working collaboratively toward effective schools, vital communities, and a re-invigorated state. It is a specialized program in advanced educational leadership practice and is tailored to the needs and interests of targeted students. The program has multiple goals: promoting continuous improvement of schools systems in order to best serve all students; guiding assessment of the politics and policy contexts of schooling; providing opportunities and training for civic engagement with professional and community partners in order to deliberate issues of mutual concern democratically; and engaging in rigorous collaborative research through implementation and evaluation of a creative community action project or through a project designed in consultation with a client organization.

The program is designed for educators and other practitioners who have aspirations for improving their own leadership practice, for developing leadership capacity within their organizations and communities, and for making significant contributions to their local communities and to the future of Michigan. Most graduates with this degree will pursue system-level leadership in various education agencies, including local and regional school districts, state educational agencies, and professional educational associations. Graduates will also be prepared to teach in community colleges and regional universities, or to hold adjunct or clinical positions in research universities, or other types of educational leadership positions. Graduates of the program with appropriate prior credentials and experience will qualify for the Michigan Central Office Administrator endorsement.

The program consists of a minimum of 45 credits of graduate study beyond the master’s degree. In addition to meeting the requirements of the College of Education, students must meet the requirements specified below.

Admission

Applicants to the Doctor of Education degree in Educational Leadership should have leadership experience in a school and hold a master’s degree in education or its equivalent. 

Applicants must:

1. submit a goal statement.
2. submit three letters of recommendation from persons who are acquainted with the applicant’s academic and professional experience, performance, and potential.

Applicants may be required to participate in an interview and to submit a sample of scholarly or professional writing.

Requirements for the Doctor of Education Degree in Educational Leadership

1.	All of the following core courses (18 credits):
	EAD	920	Political Economy of Schooling						3
	EAD	921A	Educational Leadership and Transformation I						2
	EAD	921B	Educational Leadership and Transformation II						1
	EAD	922A	Analyzing Educational Systems I						2
	EAD	922B	Analyzing Educational Systems II						1
	EAD	923	Organizing for Learning						3
	EAD	926	School Finance and Operations						3
	EAD	987	Leadership for Social Justice						3
2.	All of the following inquiry and research courses (18 credits):
	EAD	924A	Data and Decisions I						3
	EAD	924B	Data and Decisions II						1
	EAD	929	Collaborative Inquiry						3
	EAD	981A	Capstone I						4
	EAD	981B	Capstone II						4
	EAD	982A	Capstone Seminar I						2
	EAD	982B	Capstone Seminar II						2
3.	All of the following practice focused courses (9 credits):
	EAD	980	Engaged Educational Leadership						2
	EAD	984	Human Resources for District Leadership						3
	EAD	995	Research Practicum in Educational Administration						3
4.	Completion of the comprehensive examination portfolio.

The Doctor of Philosophy in Education Policy is designed for persons who show promise of becoming scholars and leaders in state, national, and international policy communities. The program prepares scholars and leaders to understand, evaluate, and implement education policy analysis in universities, research organizations, government agencies, philanthropies and other institutions in the public and private sectors. Students will have opportunities to develop analytical perspectives on current issues in educational policy and to investigate how these issues shape organizations, practice and learning. Students will acquire an understanding of different contexts for educational-policy formation. They will master the skills essential for policy research and analysis.

In addition to meeting the requirements of the university and the College of Education, students must meet the requirements specified below.

Admission

Persons who hold bachelor’s or master’s degrees from a variety of disciplines may apply for admission to this doctoral program. Applicants with limited backgrounds in education or the underlying policy disciplines of political science, sociology, history, and economics, may be required to complete collateral work that will not count toward the degree requirements.

The review of applications focuses on previous study and experience, compatibility between academic and professional goals and this doctoral program, and demonstration of potential for successful advanced degree work.

Requirements for the Doctor of Philosophy Degree in Education Policy

Students must complete the requirements specified below:

1.	Education Policy Core. All of the following courses (12 credits):
	EAD	942	Economics of Education						3
	EAD	943	Politics of Education						3
	EAD	944	Social Context of Education						3
	EAD	947	Comparative International Education Policy						3
2.	Education Inquiry and Research.
	a.	All of the following courses (10 to 12 credits):
		CEP	930	Educational Inquiry					3
		EAD	946A	Regression Analysis for Education Policy					3
		EAD	946B	Econometric Analysis for Education Policy					3
		EAD	995	Research Practicum in Educational Administration					1 to 3
	b.	One 3-credit qualitative research methods course.
	c.	One 3-credit advanced research methods course.
3.	Concentration in Education Policy (12 credits):
	Four courses in disciplinary or policy studies selected to provide the student with competence in a specialized area of research, including at least 3 credits of EAD 949 Advanced Seminar in Education Policy.
4.	Dissertation
	Successful completion of 24 credits of Doctoral Dissertation Research. Students may not earn more than 30 credits in Doctoral Dissertation Research.

 

The master's degree program in higher, adult and lifelong education is designed for persons who are preparing for careers in post-secondary education, public and nonprofit agencies, or business and industry. The program focuses on the broad study of issues, institutions, and practices in the field with emphasis on instruction, program development, and program management.

In addition to meeting the requirements of the university and of the College of Education, students must meet the requirements specified below.

Admission

The applicant must submit three letters of recommendation from persons who are acquainted with the applicant's academic and employment experiences and potential.

Requirements for the Master of Arts Degree in Higher,  Adult and Lifelong Education

The program is available only online and under Plan B (without thesis).  The student must complete 30 credits distributed as follows:

1.	Both of the following courses (6 credits):
	EAD	840	Inquiry in Postsecondary Education				3
	EAD	868	Proseminar in Higher and Adult Education				3
2.	Three of the following courses (9 credits):
	EAD	801	Leadership and Organizational Development				3
	EAD	805	Administration in Higher Education				3
	EAD	860	Concept of a Learning Society				3
	EAD	861	Adult Learning				3
	EAD	866	Teaching in Postsecondary Education				3
	EAD	870	Foundations of Postsecondary Education				3
	EAD	876	Budgeting and Finance in Higher Education				3
	EAD	877	Program Planning and Evaluation in Postsecondary Contexts				3
3.	Fifteen additional credits of which 9 credits must be in Educational Administration courses within the Higher, Adult and Lifelong Education program.
4.	Pass a final certifying examination.

The doctoral program in higher, adult, and lifelong education is designed for individuals pursuing careers as administrators, researchers, professors, or policymakers in the field.  The program emphasizes the complex and multifaceted nature of post-secondary education in the United States and other nations.  By studying the diversity of contexts, structures, practices, and participants, students in the program should gain a broad, comparative perspective on the interrelated systems that influence the provision of post-secondary education in modern societies.

The program is designed to assist students to distill from these perspectives a meaningful professional agenda and to acquire the skills and knowledge needed to carry this agenda forward. The program is based on the belief that practitioners in the field of higher, adult, and lifelong education must (1) be knowledgeable about current practices, trends, and issues and (2) be able to advance the current boundaries of professional knowledge.

In addition to meeting the requirements of the university and of the College of Education, students must meet the requirements specified below.

Admission

The applicant must submit three letters of recommendation from persons who are acquainted with the applicant's academic and professional experience, performance, and potential.  Applicants may be required to participate in an interview and to submit a sample of scholarly writing.

Requirements for the Doctor of Philosophy Degree in Higher, Adult, and Lifelong Education

1.	Educational Inquiry and Research.
	a.	The following course:
		CEP	930	Educational Inquiry			3
	b.	A graduate level course in quantitative methods approved by the student's guidance committee.
	c.	A graduate level course in advanced qualitative methods approved by the student's guidance committee.
	d.	A research practicum to be taken after the student has completed the courses referenced in items 1.a., 1.b., and 1. c. above:
		EAD	995	Research Practicum in Educational Administration			3
2.	Core Courses.  All of the following courses:
	EAD	960	Proseminar in Postsecondary Education				3
	EAD	966	Students in Postsecondary Education				3
	EAD	967	Policy Development and Analysis in Postsecondary Education				3
	EAD	968	Teaching, Learning and Curriculum in Postsecondary Education				3
	EAD	970	Organization and Administration in Postsecondary Education				3
3.	Additional Educational Administration Courses.
	Eighteen additional credits in 800-level Educational Administration courses or above which deal with issues of postsecondary education.
4.	Successful completion and defense of the dissertation. Students must complete 24 credits but may not earn more than 30 credits in EAD 999 Doctoral Dissertation Research.

The graduate degree programs in K–12 educational administration are designed to prepare persons for leadership positions in elementary and secondary education in the United States and other nations.

The master's degree program in K–12 educational administration is designed to prepare individuals for administrative positions in schools and school districts. The program is open to classroom teachers and noneducators who are interested in the practice or teaching of educational administration.

In addition to meeting the requirements of the university and of the College of Education, students must meet the requirements specified below.

Requirements for the Master of Arts Degree in K–12 Educational Administration

The program is available only under Plan B (without thesis). The student must complete 30 credits and meet the requirements specified below, which must be approved by the student’s academic advisor.

1. A core of selective experiences that builds on four critical leadership capacities: (1) vision building, interpersonal and political skills; (2) organizational analysis and operation; (3) research and inquiry; and (4) engagement with families and communities. In addition, the core experience will include field-based leadership internships (24 credits)
2. A minimum of 6 credits in an area of emphasis focused on professional interest.
3. Pass a final certifying examination.

The doctoral degree program in K–12 educational administration is designed to prepare persons who will become administrators in K–12 school systems; administrators, educators, or researchers in institutions of higher education; or policy analysts or policy makers in a variety of agencies concerned with K–12 education.

Perspectives on K–12 educational administration,  study of topics of enduring concern to educational administrators, clinical experiences, and applied research are integral aspects of this doctoral program.

In addition to meeting the requirements of the university and of the College of Education, students must meet the requirements specified below.

Admission

Applications for admission to the program are reviewed by faculty who look for indications of a high probability of success within the program.  Such indications include a high level of academic performance at the bachelor's and master's levels, evidence of leadership in education, and a statement of professional goals that is consistent with the objectives and resources of the program.  Applicants must submit a writing sample.

Requirements for the Doctor of Philosophy Degree in K–12 Educational Administration

Students must meet the requirements specified below.

1.	Educational Inquiry and Research:
	a.	The following courses:
		CEP	930	Educational Inquiry					3
		A 900–level course in advanced qualitative methods approved by the student's guidance committee.
		A 900–level course in quantitative methods approved by the student's guidance committee.
	b.	A research practicum to be taken after the student has completed the courses referenced in item 1.a. above:
		EAD	995	Research Practicum in Educational Administration					1 to 3
2.	K–12 Educational Administration:
	At least 15 credits in other K–12 educational administration courses approved by the student's guidance committee.
3.	Concentration Course work. Students must complete a minimum of 9 credits of course work that builds expertise in an area related to their doctoral research. These courses should be organized around a specific theme, must be selected with an advisor's guidance, and must be approved by the student's guidance committee. These courses may be taken inside or outside the Department of Educational Administration.
4.	Successful completion and defense of the dissertation. Students may not earn more than 30 credits in EAD 999 Doctoral Dissertation Research.

This program is accredited by the Higher Learning Commission, but it is not currently eligible for federal student loans.

The Doctor of Education degree in Leadership for Equity Minded Change in Postsecondary Education provides learners with a breadth of cutting-edge field knowledge and the skills necessary to lead with an analytical and equity-focused approach. Leadership inquiry is an analytical approach to leadership that uses scholarship to advance policy and practice as well as transform educational systems to become inclusive, equitable, and sustainable communities that serve locally, nationally, and globally. With an emphasis on equity, students will learn how to design and implement effective organizational learning and improvement practices to steer equity minded change.

The program consists of 45 credits of graduate study beyond the master’s degree. In addition to meeting the requirements of the College of Education, students must meet the requirements specified below.
 
Admission
 
Applicants to the Doctor of Education degree in Leadership for Equity Minded Change in Postsecondary Education should:

1. submit official college transcripts from each degree-granting institution.
2. submit a personal statement that addresses interest in the program, including any personal and professional goals, and the qualities, characteristics, and skills that make the applicant a strong candidate.
3. submit three letters of recommendation from persons who are acquainted with the applicant’s academic and professional experience, performance, and potential.
4. submit a professional statement that demonstrates previous accomplishments and commitment to equity minded change.

Requirements for the Doctor of Education in Leadership for Equity Minded Change in Postsecondary Education

Students must complete 45 credits from the following:

1.	All of the following core courses (27 credits):
	EAD	935	Foundations for Equity-Minded Leaders in Postsecondary Education						3
	EAD	960	Proseminar in Postsecondary Education						3
	EAD	964	Comparative Higher Education						3
	EAD	965	Diversity and Equity in Higher Education						3
	EAD	966	Students in Postsecondary Education						3
	EAD	967	Policy Development and Analysis in Postsecondary Education						3
	EAD	968	Teaching, Learning, and Curriculum in Postsecondary Education						3
	EAD	970	Organization and Governance in Postsecondary Education						3
	EAD	976	Budget and Finance for Equity in Postsecondary Education						3
2.	All of the following research courses (18 credits):
	EAD	937A	Equity-Oriented Inquiry for Leaders 1						3
	EAD	937B	Equity-Oriented Inquiry for Leaders 2						3
	EAD	996A	Research Preparation 1						1
	EAD	996B	Research Preparation 2						1
	EAD	996C	Research Preparation 3						1
	EAD	996D	Research Preparation 4						1
	EAD	998A	Dissertation in Practice 1						4
	EAD	998B	Dissertation in Practice 2						4
3.	Completion of the comprehensive examination portfolio.

 

The master's degree program in student affairs administration is designed for persons who plan to be employed in this field within institutions of higher education.  The program is designed to enable students to achieve an understanding of educational administration, higher education, and student affairs administration. Course work in the major integrates theory and practice.  Courses can be chosen to reflect a student's interest in administration and leadership, teaching and learning, or adult development, and to build skills in academic advisement, training and development, communications, or counseling.

In addition to meeting the requirements of the university and of the College of Education, students must meet the requirements specified below.

Admission

Applicants must submit a written personal statement of their experiences and interests guiding their pursuit of a master's degree in student affairs administration.  The three required letters of recommendation must be from persons who are  acquainted with the applicant's (1) academic and employment performance and (2) potential for graduate work and professional employment in higher education.  

Requirements for the Master of Arts Degree in Student Affairs Administration

The program is available only under Plan B (without thesis).  The student must complete 36 credits distributed as follows:

1.	All of the following courses (24 credits):
	EAD	805	Administration in Higher Education				3
	EAD	870	Foundations of Postsecondary Education				3
	EAD	871	Collegiate Contexts for Teaching and Learning				3
	EAD	873	College Student Development				3
	EAD	874	Introduction to Student Affairs				3
	EAD	875	Issues and Strategies in Student Affairs				3
	EAD	889	Research and Assessment in Student Affairs				3
	EAD	893	Professional Development Seminar in Student Affairs				3
2.	Four additional courses totaling 12 credits that contribute to the student’s professional goals such as in academic advisement, training and development, communications, or counseling, and are approved by the student’s academic  advisor. At least two of these courses should be from EAD course offerings  taught by HALE faculty.
3.	Completion of a final evaluation.

The Graduate Certificate in Teaching and Learning in Postsecondary Education is a professional development program designed to assist current educators and practitioners from a variety of professional settings and disciplines who seek to enhance their understanding of teaching and learning issues for adult learners. The flexible schedule of the graduate certificate program accommodates both full-time students and working professionals. The certificate is available only online.

Admission

To be considered for admission students must possess a 3.0 grade-point average in the final two years of undergraduate study. Students will submit a personal statement indicating their interest in the program and how it fits within their professional goals. Applicants whose grade-point average is below 3.0 during the final two years of undergraduate study may be considered for admission to the program on a provisional basis.

Requirements for the Graduate Certificate in Teaching and Learning in Postsecondary Education

Students must complete the following (9 credits):
1.	The following course (3 credits):
	EAD	861	Adult Learning				3
2.	At least two of the following courses (6 credits):
	EAD	860	Concept of a Learning Society				3
	EAD	863	Training and Professional Development				3
	EAD	866	Teaching in Postsecondary Education				3
	EAD	871	Collegiate Contexts for Teaching and Learning				3
	EAD	877	Program Planning and Evaluation in Postsecondary Contexts				3
	EAD	878	Education in the Digital Age				3

 

The Graduate Certificate in Urban Education, which is administered by the Department of Educational Administration in the College of Education, is designed for students who aspire to understand and focus on issues involving urban education including the racial academic achievement gap; allocation of resources for urban schools; contexts of social, cultural, and economic differences; and the possibilities of transforming the ways in which urban school children learn to be active and engaged participants in their communities. 

The certificate is available as an elective to students who are enrolled in master's or doctoral degree programs with approval from the urban education faculty. Students must meet the requirements of the certificate specified below, in addition to the requirements for the student’s primary degree program.

Requirements for the Graduate Certificate in Urban Education

Students must complete the following (12 credits):
1.	The following course (3 credits):
	EAD	901	Urban Education: An Historical Overview				3
2.	Three of the following courses (9 credits):
	CEP	943	Multicultural Issues in Special Education				3
	EAD	822	Engaging Diverse Students and Families				3
	EAD	830	Issues in Urban Education: Racial Achievement Gap				3
	EAD	926	School Finance and Operations				3
	EAD	940	Organizational Analysis of Education				3
	TE	961	Urban Politics, Education, and School Reform				3
	TE	962	Teachers and Teaching in Urban Contexts				3
	TE	963	Critical Race Theory in Education				3
3.	Students must complete a research paper on a topic in urban education which may focus on issues related to policy, curriculum, leadership or counseling as they pertain to understanding problems and strengths in urban schools. The research paper topic must be pre-approved by the urban education faculty and completed while enrolled in one of the courses listed above.

The major in kinesiology places emphasis on the multi dimensional study and application of physical activity to enhance health and well-being. Kinesiology explores not only anatomical, biological, biomechanical, and neurological aspects of physical activity; but also psychological, social-humanistic, and medical perspectives.

The bachelor’s degree program in kinesiology is designed to prepare students to enter a variety of fields associated with sport, exercise, and allied health, including professional graduate schools in medicine, physician assistant, nursing, physical therapy, occupational therapy, cardiac rehabilitation, athletic training, and chiropractic medicine.  Students who graduate from this program often enter professional exercise science programs or graduate programs in the applied health sciences.

Requirements for the Bachelor of Science Degree in Kinesiology

1. The University requirements for bachelor’s degrees as described in the Undergraduate Education section of this catalog; 120 credits, including general elective credits, are required for the Bachelor of Science degree in Kinesiology.
   
   Students enrolled in the Kinesiology major leading to the Bachelor of Science degree in the Department of Kinesiology may complete an alternative track to Integrative Studies in Biological and Physical Sciences that consists of the following courses: Chemistry 141 and 161, Kinesiology 251, and Physiology 250. The completion of Chemistry 161 and Kinesiology 251 satisfies the laboratory requirement. Chemistry 141 and 161, Kinesiology 251, and Physiology 250 may be counted toward both the alternative track and the requirements for the major referenced in item 2.a. below.
   
   The University’s Tier II writing requirement for the Kinesiology major is met by completing Kinesiology 345 referenced in item 2. below.
2. The following requirements for the major:

   a.	All of the following with a minimum grade of 2.0 in each course (11 credits):
   	CEM	141	General Chemistry						4
   	MTH	103	College Algebra						3
   	PSL	250	Introductory Physiology						4
   b.	All of the following with a minimum grade of 2.0 in each course (16 credits):
   	KIN	210	Principles of Exercise Physiology						3
   	KIN	216	Principles of Human Anatomy						3
   	KIN	220	Principles of Sports Medicine						3
   	KIN	240	Principles of Biobehavioral Health						3
   	KIN	251	Principles of Human Movement						4
   c.	All of the following courses with a minimum grade-point average of 2.0 (12 credits):
   	KIN	310	Physiological Bases of Physical Activity						3
   	KIN	330	Biomechanics of Physical Activity						3
   	KIN	345	Exercise Psychology (W)						3
   	KIN	360	Physical Growth and Motor Behavior						3
   d.	Both of the following courses (2 credits):
   	CEM	161	Chemistry Laboratory I						1
   	KIN	190	Frontiers in Applied Health Sciences						1
   e.	Completion of an approved cognate in kinesiology (a minimum of 12 credits).
   f.	Completion of a minimum of 3 credits in Experiential Learning. Completion of this requirement may be fulfilled by enrollment in KIN 492, KIN 493, KIN 494, KIN 495, KIN 496, or any approved study abroad, service, research, or internship experience. Students must consult with their academic advisor for specific details of this requirement.

The Minor in Coaching is designed to provide students with knowledge, skills, and experiences that will enable them  to coach effectively and safely in school, community–youth, and adult sports programs.  The Department of Kinesiology administers the minor.

The educational objectives of the Minor in Coaching are for students to acquire:

1. Knowledge and understanding of the growth and development of athletes.
2. Knowledge and understanding of the medical, legal, psychological, social, biological, physical, theoretical, and technical aspects of coaching.
3. Practical experience in coaching.

With the approval of the department and college that administer the student's degree program, courses that are used to satisfy the requirements for the minor may also be used to satisfy the requirements for the bachelor's degree.

Requirements for the Minor in Coaching

The student must complete:

1.	All of the following courses (20 credits):
	KIN	210	Principles of Exercise Physiology				3
	KIN	220	Principles of Sports Medicine				3
	KIN	345	Exercise Psychology (W)				3
	KIN	360	Physical Growth and Motor Behavior				3
	KIN	400	Principles of Coaching I				4
	KIN	401	Principles of Coaching II				4
2.	One of the following courses (3 or 4 credits):
	ANTR	350	Human Gross Anatomy for Pre-Health Professionals				4
	KIN	216	Principles of Human Anatomy				3
3.	One of the following courses (2 credits):
	KIN	300A	Coaching Baseball				2
	KIN	300C	Coaching Soccer				2
	KIN	300D	Coaching Basketball				2
	KIN	402	Coaching for Strength, Conditioning and Fitness				2
	KIN	490	Independent Study				2
	KIN	494	Fieldwork				2
	To be counted toward the requirements for the Minor in Coaching, the content of Kinesiology 490 must focus on coaching.  An academic advisor in the Department of Kinesiology must approve in writing the content of this course before the student enrolls in the course.
4.	Cardiopulmonary Resuscitation (CPR) and First Aid Certification. Students must obtain these two certifications through a reputable source for CPR and first aid. Reputable sources include but are not limited to the American Red Cross, American Heart Association, and the National Safety Council. The certification must be current at the time of the student's date of graduation. These certifications involve additional costs to the student.

The Minor in Health Promotion is designed to assist students in understanding health issues that will serve as a basis for personal and professional growth and positive lifestyle changes.  The minor, which is multidisciplinary, is administered by the Department of Kinesiology.

With the approval of the department and college that administer the student's degree program, courses that are used to satisfy the requirements for the minor may also be used to satisfy the requirements for the bachelor's degree.

Requirements for the Minor in Health Promotion

The student must complete (21 credits):

1.	All of the following courses (12 credits):
	HNF	150	Introduction to Human Nutrition				3
	KIN	210	Principles of Exercise Physiology				3
	KIN	240	Principles of Biobehavioral Health				3
	PSY	320	Health Psychology				3
2.	At least 9 credits from the following courses:
	AFRE	260	World Food, Population and Poverty				3
	ANP	270	Women and Health:  Anthropological and International Perspectives				3
	ANP	370	Culture, Health, and Illness				3
	CEP	260	Dynamics of Personal Adjustment				3
	CEP	261	Substance Abuse				3
	EPI	390	Disease in Society: Introduction to Epidemiology and Public Health				4
	GEO	435	Geography of Health and Disease				3
	HDFS	225	Lifespan Human Development in the Family				3
	HDFS	444	Interpersonal Relationships in the Family				3
	HDFS	445	Human Sexuality				3
	HM	101	Introduction to Public Health				3
	HNF	102	Dietary Supplements: Evidence vs. Hype				3
	HNF	310	Nutrition in Medicine for Pre-Health Professionals				3
	HNF	385	Public Health Nutrition				3
	HNF	406	Global Foods and Culture				3
	HNF	415	Global Nutrition				3
	HNF	457	Sports and Cardiovascular Nutrition				3
	PHL	344	Ethical Issues in Health Care				4
	PHL	453	Ethical Issues in Global Public Health				3
	PSY	333	The Neurobiology Food Intake and Overeating				3
	SOC	475	Health and Society				3

The Master of Science degree in Athletic Training prepares students to provide healthcare to physically active patients in coordination with other allied health professionals. Athletic trainers provide preventative services, emergency care, clinical diagnosis, therapeutic intervention and rehabilitation of injuries and medical conditions in a variety of healthcare settings. Athletic trainers work under the direction of a physician as required by state licensure statutes.

The Michigan State University athletic training degree blends clinical and academic learning experiences. Athletic training students are exposed to foundational and advanced clinical reasoning, state-of-the-art health care equipment, and patient-oriented research. Students who complete this degree will be eligible to take the Board of Certification (BOC) examination. The Master of Science degree in Athletic Training is designed to prepare students for job opportunities in professional, collegiate, high school, clinical, industrial settings, military and performing arts.

Admission

To be considered for admission to the Master of Science degree in Athletic Training, applicants must have completed a bachelor’s degree from an accredited institution. Admission into the program is based on a combination of the following factors:

1. Have completed an application for graduate study.
2. Previous academic experience and performance as indicated by transcripts from previous degrees including a competitive cumulative grade-point average of 3.0 or higher on a 4.0 scale.
3. Personal goals statement of up to 500 words, covering the following items: academic background, the development of your interest in athletic training, reasons for wanting to enter this program, qualities you possess which will enhance your athletic training skills and aid in achieving your career objective(s).
4. Competitive scores on the Test of English as a Foreign Language (for international students).
5. Three letters of recommendation.
6. Minimum of 75 observation hours under supervision of a certified Athletic Trainer.
7. Interview with the Michigan State University Athletic Training Admissions Board.
8. The following prerequisite or equivalent courses with a grade-point average of 2.5 or higher: Introduction to Athletic Injury (3 credits); Exercise Physiology and Laboratory (3 credits); Biomechanics (3 credits); Anatomy with Laboratory (3 credits); Physiology (3 credits); Chemistry (3 credits); Physics (3 credits); Research Methods or Statistics (3 credits); Biology (3 credits); and Psychology (3 credits). 

Requirements for the Master of Science Degree in Athletic Training
The Master of Science degree in Athletic Training is available only under Plan B (without thesis). Students must complete 51 credits for the degree.

1.	All of the following courses (51 credits):
	KIN	800	Pathophysiology and Functional Anatomy						3
	KIN	801	Emergency Procedures for Athletic Trainers						3
	KIN	802	Athletic Training Practicum I						2
	KIN	803	Athletic Training Practicum II						2
	KIN	804	Athletic Training Practicum III						2
	KIN	805	Athletic Training Practicum IV						1
	KIN	806	Athletic Training Practicum V						2
	KIN	807	Athletic Training Practicum VI						3
	KIN	832	Lower Body Physical Assessment						3
	KIN	833	Therapeutic Interventions I						3
	KIN	834	Evidence Based Practice in Athletic Training						3
	KIN	835	Pharmacology of Athletic Trainers						3
	KIN	836	Upper Body Physical Assessment						3
	KIN	837	Therapeutic Interventions II						3
	KIN	838	General Medical Conditions for Athletic Trainers						3
	KIN	883	Health Care Administration for Athletic Trainers						3
	KIN	884	Spine Evaluations and Advanced Rehabilitation						3
	KIN	886	Psychology of Sports Injury and Rehabilitation						2
	KIN	887	Performance Enhancement in Sport						1
	KIN	888	Seminar in Athletic Training						3
2.	Completion of a final examination or evaluation.

 

Graduate study in kinesiology provides opportunities for students to specialize in areas leading to the Master of Science and Doctor of Philosophy degrees. The programs are designed to prepare individuals for professional positions as educators, researchers, and consultants in a variety of sports, health, and educational contexts. Collaborative course work, laboratory and field experiences, clinical placements, and research are available with other departments and schools both at Michigan State University and at other universities, as well as with various community agencies.

The primary objective of the master's degree program in kinesiology is to help students to acquire a breadth of knowledge grounded in theory, to gain expertise in one or more areas of specialization, and to develop competence in methods of inquiry.  The program follows the guidelines that were adopted by the National Association for Sport and Physical Education (NASPE).

A range of relevant courses and experiences can be incorporated into the student's program to satisfy individual needs and interests.

Five major areas of study within the discipline of kinesiology are available to master's  students:
    Cognitive and Motor Neuroscience
    Exercise Physiology
    Psychosocial Aspects of Sport and Physical Activity
    Strength and Conditioning
    Student Athlete Development

For each student, one of these five areas of study is designated as the concentration.

In addition to meeting the requirements of the university and of the College of Education, students must meet the requirements specified below.

Admission

To be considered for admission into the master’s program, applicants must have completed an undergraduate degree. Factors considered in admissions decisions include (a) clarity of applicant’s professional goals; (b) relationship between the program and the applicant’s goals; c) previous academic experience and performance as indicated by transcripts from previous degrees including a competitive cumulative grade-point average of 3.0 or higher on a 4.0 scale; (d) Test of English as a Foreign Language for international students; (e) three letters of recommendation.

Requirements for the Master of Science Degree in Kinesiology

Breadth requirement. Students who have not completed an undergraduate degree in kinesiology (or similarly named program such as physical education or exercise science) must complete a minimum of 6 credits of Kinesiology courses representing at least two of nine different disciplinary areas (adapted physical activity, athletic training, biomechanics, coaching, exercise physiology, growth and motor development, psychosocial aspects of sport and physical activity, sport administration, student athlete development) outside of the student’s major area/concentration, as approved by the student’s guidance committee. Credits earned in 200 or 300 level courses may be used to fulfill the breadth requirement, but will not count toward the master’s degree.

The program is available under both Plan A (with thesis) and Plan B (without thesis).  Students must complete 30 credits and meet the requirements specified below:

Requirements for Plan A and Plan B (18 credits):
1.	Required core course (3 credits):
	KIN	871	Research Methods in Kinesiology				3
2.	A minimum of 9 credits of kinesiology graduate level courses in the student’s concentration as approved by the student’s guidance committee.
Additional Requirements for Plan A (12 credits):
1.	Both of the following courses (9 credits):
	One additional research methods course at the 400–900 level approved by the student's guidance committee  (3 credits).
	KIN	899	Master's Thesis Research				6
2.	Additional credits in courses approved by the student's guidance committee (3 credits).
Additional Requirements for Plan B (12 credits):
1.	Additional credits in courses approved by the student's guidance committee (12 credits). One of the following courses is recommended:
	KIN	893	Internship in Kinesiology				4 to 6
	KIN	897	Project in Kinesiology				4
2.	Final certifying examination.
	Students who complete Kinesiology 893 or 897 are required to pass an oral certifying examination.
	Students who do not complete Kinesiology 893 or 897 are required to pass a written certifying examination.

The Master of Science degree in Sport Coaching, Leadership, and Administration provides opportunities for students to develop expertise in learning and using scientific knowledge and best practices related to coaching and developing athletes and leading sports programs at the intercollegiate, interscholastic, community sports, and university levels. It facilitates interdisciplinary knowledge in various issues related to coaching across the lifespan. Practical experiences are available at high schools, within the university athletic department, and in other sports-related organizations and agencies. The program is available only online.

Admission

To be considered for admission to the Master of Science degree in Sport Coaching, Leadership, and Administration students must:

1. have completed a bachelor’s degree in the United States or its equivalent from an accredited institution.
2. have a minimum 3.0 grade-point average.
3. submit three letters of recommendation, with at least one from a professional source (colleague, supervisor), and one from an academic source (instructor, advisor).
4. submit an academic statement of 750 words that clearly describe the applicant’s reasons for pursuing the master’s degree and the goals that the degree will help them attain.

Upon acceptance, students must submit evidence of current CPR, first-aid, and blood borne pathogen training and maintain such certification throughout their enrollment in the program.

Applications are reviewed by faculty who look for indications of high probability of success. Factors that are significant in determining admission are:

1. A grade-point average of 3.0 or higher.
2. Professional goals that are consistent with the objectives of the master’s program.
3. Evidence of a philosophical understanding of developmentally appropriate sport experiences.

Requirements for the Master of Science Degree in Sport Coaching, Leadership, and Administration

The program is available only under Plan B (without thesis) and only available online. The student must complete 30 credits distributed as follows:

1.	All of the following courses (6 credits):
	KIN	852	Ethics in Sport Coaching, Leadership, and Administration						1
	KIN	872	The Science of Sport Coaching, Leadership, and Administration						3
	KIN	896	Integrative Capstone in Sport Coaching, Leadership, and Administration						2
2.	Complete one of the following courses (3 credits):
	KIN	880	Sport and Leadership Practicum						3
	KIN	893	Internship in Kinesiology						3
3.	Complete 21 credits from one of the following concentrations:
	Coaching
	a.	Two of the following Physical Cognate courses (6 credits):
		KIN	829	Safety and Injury Control					3
		KIN	856	Physical Bases of Coaching Athletes					3
		KIN	865	Stages of Athlete Development					3
		KIN	868	Skill Development in Athletes					3
	b.	Two of the following Psychosocial Cognate courses (6 credits):
		KIN	846	Sociocultural Issues for Sport Practitioners					3
		KIN	849	Theory and Practice of Modern Sport Leadership					3
		KIN	855	Psychosocial Bases of Coaching Athletes					3
		KIN	857	Promoting Positive Youth Development Through Sport					3
	c.	One of the following Administration Cognate courses (3 credits):
		KIN	851	The Sport Enterprise					3
		KIN	853	Athletic Administration and Governance					3
		KIN	854	Legal Aspects of Sport					3
	d.	Complete one additional 3-credit Physical Cognate or Psychosocial Cognate course.
	e.	Complete one additional 3-credit Kinesiology course approved by the student's academic advisor.
	Sport Administration
	a.	One of the following Physical Cognate courses (3 credits):
		KIN	829	Safety and Injury Control					3
		KIN	856	Physical Bases of Coaching Athletes					3
		KIN	865	Stages of Athlete Development					3
		KIN	868	Skill Development in Athletes					3
	b.	The following course (3 credits):
		KIN	849	Theory and Practice of Modern Sport Leadership					3
	c.	One of the following Psychosocial Cognate courses (3 credits):
		KIN	846	Sociocultural Issues for Sport Practitioners					3
		KIN	855	Psychosocial Bases of Coaching Athletes					3
		KIN	857	Promoting Positive Youth Development Through Sport					3
	d.	All of the following Administration Cognate courses (9 credits):
		KIN	851	The Sport Enterprise					3
		KIN	853	Athletic Administration and Governance					3
		KIN	854	Legal Aspects of Sport					3
	e.	Complete one additional 3-credit Kinesiology course approved by the student's academic advisor.
4.	Completion of a final examination or evaluation.

The Graduate Certificate in Sport Coaching provides opportunities for students to develop expertise in learning and using scientific knowledge and best practices related to coaching and developing athletes and leading sports programs at the intercollegiate, interscholastic, and community sports levels. It facilitates interdisciplinary knowledge in various issues related to coaching across the lifespan. The certificate is available only online.

Admission

To be considered for admission to the Graduate Certificate in Sport Coaching students must:

1. have completed a bachelor’s degree.
2. complete the Intent to Enroll form if you are currently enrolled in a graduate degree program at Michigan State University.

Students who are not enrolled at Michigan State University must:

1. submit a university application and application fee.
2. provide transcripts from all previous institutions of higher education.
3. submit an academic statement of 750 words that clearly describe the applicant’s reasons for pursuing the certificate and the goals that the certificate will help them attain.
4. submit a current resume of no more than two pages.
5. a test of English language proficiency for students for whom English is not a first language.

Upon acceptance, students must submit evidence of current CPR, first-aid, and blood borne pathogen training and maintain such certification throughout their enrollment in the program.

Applications are reviewed by faculty who look for indications of high probability of success. Factors that are significant in determining admission are:

1. A grade-point average of 3.0 or higher in the last two years of  all undergraduate and graduate course work.
2. Professional goals that are consistent with the objectives of the graduate certificate.
3. Evidence of a philosophical understanding of developmentally appropriate sport experiences.

Requirements for the Graduate Certificate in Sport Coaching

Students must complete 10 credits from the following courses:

1.	The following course (1 credit):
	KIN	852	Ethics in Sport Coaching, Leadership, and Administration						1
2.	At least one of the following courses (3 to 6 credits):
	KIN	829	Safety and Injury Control						3
	KIN	856	Physical Bases of Coaching Athletes						3
	KIN	865	Stages of Athlete Development						3
	KIN	868	Skill Development in Athletes						3
3.	At least one of the following courses (3 to 6 credits:
	KIN	846	Sociocultural Issues for Sport Practitioners						3
	KIN	849	Theory and Practice of Modern Sport Leadership						3
	KIN	855	Psychosocial Bases of Coaching Athletes						3
	KIN	857	Promoting Positive Youth Development Through Sport						3

The Graduate Certificate in Sport Leadership and Administration provides opportunities for students to develop expertise in the operational and administrative functions required for careers in sport organizations at the intercollegiate, interscholastic, and community sports levels. It exposes students to knowledge of the legal, financial, managerial, governance and ethical aspects of sport. The certificate is available only online.

Admission

To be considered for admission to the Graduate Certificate in Sport Leadership and Administration students must:

1. have completed a bachelor’s degree.
2. complete the Intent to Enroll form if you are currently enrolled in a graduate degree program at Michigan State University.

Students who are not enrolled at Michigan State University must:

1. submit a university application and application fee.
2. provide transcripts from all previous institutions of higher education.
3. submit an academic statement of 750 words that clearly describes the applicant’s reasons for pursuing the certificate and the goals that the certificate will help them attain.
4. submit a current resume of no more than two pages.
5. take a test of English language proficiency for students for whom English is not a first language. 

Applications are reviewed by faculty who look for indications of high probability of success. Factors that are significant in determining admission are:

1. a grade-point average of 3.0 or higher in the last two years of all undergraduate and graduate course work.
2. professional goals that are consistent with the objectives of the graduate certificate.
3. evidence of an understanding of the fundamentals of the sport industry.
4. relevant career experiences, including employment, internships, or field experiences.

Requirements for the Graduate Certificate in Sport Leadership and Administration

Students must complete 13 credits from the following:

KIN	849	Theory and Practice of Modern Sport Leadership							3
KIN	851	The Sport Enterprise							3
KIN	852	Ethics in Sport Coaching, Leadership, and Administration							1
KIN	853	Athletic Administration and Governance							3
KIN	854	Legal Aspects of Sport							3

 

The primary objective of the doctoral degree program in kinesiology is to develop scholars who are competent in teaching, conducting research, and serving in leadership roles in various educational, governmental, public, or private agencies.  In addition to developing expertise in an area of specialization, students must be able to interpret and integrate information from related academic disciplines.  Individualized programs of study may be developed, taking into consideration students' academic needs and professional goals.

Each doctoral student in kinesiology chooses one of four areas of concentration:
    Athletic Injury and Rehabilitation
    Cognitive and Motor Neuroscience
    Exercise Physiology
    Psychosocial Aspects of Sport and Physical Activity

While enrolled in the doctoral degree program in kinesiology, students are expected to present at least one paper at a professional meeting.

In addition to meeting the requirements of the university and of the College of Education, students must meet the requirements specified below.

Admission

Ordinarily, to be considered for admission into the doctoral program, a master’s degree is required; however, in cases of exceptional scholarly promise, a student may enter the doctoral program following the completion of the undergraduate degree. Factors considered in admissions decisions include (a) clarity of applicant’s goals and research interests; (b) relationship between the program and the applicant’s goals and research interests; (c) previous academic experience and performance as indicated by transcripts from previous degrees (a competitive cumulative grade-point average of 3.0 or higher on a 4.0 scale); (d) TOEFL for international students; (e) evidence of research competence such as a master’s thesis, senior research project, or other research experience; and (f) three letters of recommendation. An interview with a committee of faculty members is strongly recommended.

Requirements for the Doctor of Philosophy Degree in Kinesiology

Breadth requirement. Students who have completed a previous degree in kinesiology, or similarly named program such as physical education or exercise science, must complete a minimum of 6 credits of kinesiology courses at the 800-900 level outside of the student’s area of concentration.  Students who have not completed a previous degree in kinesiology must complete a minimum of 9 credits of kinesiology courses at the 800-900 level representing at least two different disciplinary areas (adapted physical activity, athletic injury and rehabilitation, biomechanics, exercise physiology, growth and motor development, psychosocial aspects of sport and physical activity) outside of the student’s major area of concentration. Courses used to satisfy the breadth requirement must be approved by the student’s guidance committee. Courses that are used to satisfy the requirements referenced in the area below titled Educational Inquiry and Research may not be used to satisfy this requirement.

The student must complete a minimum of 60 credits and meet the requirements specified below:

1.	Educational Inquiry and Research
	a.	The following courses:
		KIN	995	Research Practicum in Kinesiology			1 to 3
	b.	Complete 9 credits of 800-900 level research methods courses approved by the student's guidance committee.
2.	Area of Concentration
	A minimum of four courses at the 800–900 level totaling at least 12 credits in one of the four concentrations approved by the student's guidance committee referenced above.  At least 6 of the 12 credits must be in Kinesiology courses. Courses that are used to satisfy the requirements referenced in item 1. above may not be used to satisfy this requirement.
3.	Related Studies
	A cognate that consists of a minimum of three courses at the 400–900 level totaling 9 credits.  All 9 of the credits must be in courses outside the Department of Kinesiology and must be related to the student's concentration.  Both the cognate and the related courses must be approved by the student's guidance committee.
4.	Successful completion of the research practicum.
5.	Successful completion and defense of the dissertation. The dissertation must be in the student's concentration. Students may not earn more than 30 credits in KIN 999 Doctoral Dissertation Research.
6.	Teaching
	Competency in teaching the subject matter of the student's concentration to undergraduate students or to an outreach audience, as judged by the student's guidance committee.  This requirement may be met as part of a graduate teaching assistantship assignment.

Requirements for the Bachelor of Arts Degree in Elementary Education

1. The University requirements for bachelor’s degrees as described in the Undergraduate Education section of this catalog; 120 credits, including general elective credits, are required for the Bachelor of Arts degree in Elementary Education.
   
   The completion of Mathematics 201 referenced in item 2. b. (3) below may also satisfy the University Mathematics requirement.
   
   The University’s Tier II writing requirement for the Elementary Education major is met by completing Teacher Education 301A or 301B and Teacher Education 404A or 404B. Those courses are referenced in item 2. below.
   
   The completion of Teacher Education 101 and Teacher Education 102 in item 2.a. below may also satisfy the University’s requirement for Integrative Studies in the Social, Behavioral, and Economic Sciences area.
    
   The completion of Teacher Education 341 and Human Development and Family Studies 321 and Human Development and Family Studies 321L in item 2. a. and 2. c. below or Teacher Education 341 and History 301 or History 302 in item 2. a.  and 2. c. below may also satisfy the University’s requirement for Integrative Studies in the Arts and Humanities area.
   1. The following requirements for the major:

      a.	Professional Education Courses (15 credits):
      	(1)	All of the following courses (15 credits):
      		CEP	240	Diverse Learners in Multicultural Perspectives					3
      		TE	101	Social Foundations of Justice and Equity in Education					3
      		TE	102	Pedagogy and Politics of Justice and Equity in Education					3
      		TE	341	Teaching and Learning of (Bi)Multilingual Learners					3
      		TE	371	Justice and Equity Seminar I					1
      		TE	471	Justice and Equity Seminar III					1
      		TE	472	Justice and Equity Seminar IV					1
      b.	Elementary Education Courses (12 credits):
      	(1)	Both of the following courses (6 credits):
      		TE	202	Engaging Elementary Learners with Mathematics					3
      		TE	348	Reading and Responding to Children's Literature					3
      	(2)	Literacy
      		One of the following courses (3 credits):
      		TE	301A	Children's Literacy Development PK-3 (W)					3
      		TE	301B	Children's Literacy Development 3-6 (W)					3
      	(3)	Mathematics (3 credits):
      		MTH	201	Elementary Mathematics for Teachers I					3
      c.	One of the following concentrations (41 or 42 credits):
      	Prekindergarten through Grade Three (41 credits):
      	All of the following courses:
      	HDFS	320	Interaction with Children in Groups						3
      	HDFS	320L	Interaction with Children-Laboratory						1
      	HDFS	321	Curriculum for Children (W)						3
      	HDFS	321L	Curriculum for Children-Laboratory						1
      	TE	330	Science Curriculum for Young Learners (PK-3)						3
      	TE	331	Social Studies for Young Learners (PK-3)						3
      	TE	403A	Teaching of Science to Diverse Learners (PK-3						3
      	TE	404A	Teaching of Social Studies to Diverse Learners (PK-3) (W)						3
      	TE	405A	Teaching Literacy to Diverse Learners (PK-3)						3
      	TE	405B	Teaching Literacy to Diverse Learners II (PK-3)						3
      	TE	406A	Teaching Mathematics to Diverse Learners I (PK-3)						3
      	TE	406B	Teaching Mathematics to Diverse Learners II (PK-3)						3
      	TE	481	PK-3 Internship I						3
      	TE	482	PK-3 Internship II						6
      	Grade Three through Grade Six (42 credits):
      	(1)	One of the following United States history courses (3 credits):
      		HST	301	Indigenous-European Encounters in North America					3
      		HST	302	Revolutionary America					3
      	(2)	One of the following arts integration courses (3 credits):							3
      		TE	430	Introduction to Arts in the Classroom					3
      		TE	431	Learning Through Drama					3
      		TE	432	Learning Through Movement					3
      	(3)	All of the following courses (36 credits):							3
      		TE	204	Engaging Elementary Learners in Science: Culture and Equity					3
      		TE	332	Science Curriculum for Upper Elementary Learners (3-6)					3
      		TE	333	Social Studies for Upper Elementary Learners (3-6)					3
      		TE	403B	Teaching of Science to Diverse Learners (3-6)					3
      		TE	404B	Teaching of Social Studies to Diverse Learners (3-6) (W)					3
      		TE	405	Teaching Literacy to Diverse Learners I (3-6)					3
      		TE	405C	Teaching Literacy to Diverse Learners II (3-6)					3
      		TE	406	Teaching Mathematics to Diverse Learners I (3-6)					3
      		TE	406C	Teaching Mathematics to Diverse Learners II (3-6)					3
      		TE	484	3-6 Internship I					3
      		TE	485	3-6 Internship II					6
      d.	English as a Second Language (25 to 29 credits):
      	Completion of this requirement satisfies the course requirements for the additional endorsement in English as a Second Language. ESL can be waived by completion of Birth-Kindergarten endorsement for Prekindergarten through Grade 3 students. Students pursuing the English as a Second Language Endorsement are advised that proof of proficiency in an additional language equivalent to two semesters of study is required for this endorsement.
      	(1)	All of the following courses (16 credits):
      		LLT	307	Methods of Second and Foreign Language Teaching					3
      		LLT	346	Pedagogical English Grammar for English Teachers					3
      		TE	101	Social Foundations of Justice and Equity in Education					3
      		TE	341	Teaching and Learning of (Bi)Multilingual Learners					3
      		TE	342	Teaching Methods for (Bi)Multilingual Learners					3
      		TE	503	Internship in Teaching Diverse Learners in Additional Endorsement Areas					1
      	(2)	One of the following courses (3 credits):
      		LLT	361	Second and Foreign Language Learning					3
      		LLT	362	Child Second Language Acquisition					3
      	(3)	One of the following courses (3 credits):
      		TE	301A	Children's Literacy Development PK-3 (W)					3
      		TE	301B	Children's Literacy Development 3-6 (W)					3
      	(4)	Complete either (a) or (b) and (c) (3 to 7 credits):
      		(a)	LLT	322	English as a Second Language Perspectives in Context				3
      		(b)	LIN	200	Introduction to Language				3
      			or
      			LIN	401	Introduction to Linguistics				4
      			and
      		(c)	ANP	420	Language and Culture				3
      e.	Optional Additional Teaching Endorsements
      	Students may elect to complete one or more optional disciplinary teaching minor(s), in addition to the required grade band concentration and English as a Second Language requirements. The following disciplinary teaching minors are available for prospective elementary school teachers.
      		Arabic
      		Chinese
      		French
      		German
      		Japanese
      		Spanish
      		Requirements for the disciplinary teaching minors can be found in the section Requirements for the Disciplinary Teaching Minors in the section on TEACHER CERTIFICATION, below. Students wishing to complete an optional disciplinary teaching minor should schedule an appointment with the College of Education Advising Office.

Information about current admission requirements and the admission application process can be found at http://education.msu.edu/academics/undergraduate/. MSU undergraduates generally apply during the first semester of the sophomore year, although they may apply later.

To be considered for admission to the Teacher Certification Program, an applicant must:

1. Have earned a minimum of 28 credits.
2. Have earned a cumulative grade point average of at least 2.5.
3. Have successfully completed any required developmental course work.
4. Have disclosed any prior convictions or civil infractions and provided required court documents as necessary.
5. Have passed all portions of the Michigan Test for Teacher Certification (MTTC) Professional Readiness Examination (PRE) or meet established criteria using approved alternative pass measures.
6. Have completed all aspects of the application process before the published deadline.

In addition to general admission requirements, applicants applying for admission to the Teacher Certification Program with a major in Special Education must also complete one or two supervised pre-admission experiences, totaling at least 42 hours, with children or youth who have special needs. Prospective Special Education students are encouraged to talk with Special Education faculty about the relative merits of various sites for securing the required experience. Applicants to the Special Education program must submit forms verifying completion of the experience along with a complete admission application (see http://education.msu.edu/academics/undergraduate/). Only students who have completed the required experience will be considered for admission to the Special Education major.

Persons who already hold baccalaureate degrees from Michigan State University or other recognized institutions of higher learning are required to follow the process for Post-Bachelors students (see http://education.msu.edu/certification/postba/post-bachelor-application.asp). Contact the College of Education Student Affairs Office for more information.

Persons are selected for admission based on a holistic evaluation of criteria that include, but are not limited to, cumulative grade point average, test results, and dispositions for teaching.

 

Teacher Certification at Michigan State University is housed in the College of Education. In order to be certified as a teacher at Michigan State University, candidates must have an acceptable subject matter teaching major and also complete all relevant teacher education course work. Candidates will also have to pass state certification tests and meet other state and program requirements. Interested candidates should schedule a meeting with the College of Education Student Affairs Office for more details.

Course Requirements for Birth to Kindergarten Certification
a.	All of the following courses (53 credits):
	CEP	240	Introduction to Exceptional Learners						3
	CEP	351	Special Education Law and Policies						3
	HDFS	211	Child Growth and Development						3
	HDFS	320	Interaction with Children in Groups						3
	HDFS	320L	Interaction with Children – Laboratory						1
	HDFS	321	Curriculum for Children (W)						3
	HDFS	321L	Curriculum for Children – Laboratory						1
	HDFS	322	Infant Development and Program Planning						3
	HDFS	322L	Interaction and Curriculum for Infants and Toddlers - Laboratory						2
	HDFS	421	Assessment of the Young Child						3
	HDFS	424	Student Teaching in an Early Childhood Program						6
	HDFS	449	Special Needs Children and Their Families						3
	HDFS	449L	Children with Special Needs and Their Families Laboratory						1
	HDFS	473	Administration of Early Childhood Programs						3
	TE	301A	Children’s Literacy Development PK-3 (W)						3
	TE	330	Science Curriculum for Young Learners (PK-3)						3
	TE	341	Teaching and Learning of (Bi)Multilingual Learners						3
	TE	405A	Teaching Literacy to Diverse Learners (PK-3)						3
	TE	406A	Teaching Mathematics to Diverse Learners I (PK-3)						3

Course Requirements for Elementary Teacher Certification
GPA Standards: All elementary teacher candidates must pass all TE courses as well as CEP 240 with a grade of 2.0 or above. All elementary candidates must have a grade point average of 2.0 or above.
a.	Professional Education Courses (15 credits):
	CEP	240	Introduction to Exceptional Learners						3
	TE	101	Social Foundations of Justice and Equity in Education						3
	TE	102	Pedagogy and Politics of Justice and Equity in Education						3
	TE	341	Teaching and Learning of (Bi)Multilingual Learners						3
	TE	371	Justice and Equity Seminar I						1
	TE	471	Justice and Equity Seminar III						1
	TE	472	Justice and Equity Seminar IV						1
b.	Elementary Education Courses (12 credits):
	(1)	All of the following courses (6 credits):
		TE	348	Reading and Responding to Children's Literature					3
		TE	202	Engaging Elementary Learners with Mathematics					3
	(2)	Literacy
		One of the following courses (3 credits):
		TE	301A	Children's Literacy Development PK-3 (W)					3
		TE	301B	Children's Literacy Development 3-6 (W)					3
	(3)	Mathematics (3 credits):
		MTH	201	Elementary Mathematics for Teachers I					3
c.	One of the following concentrations (41 or 42 credits):
	Prekindergarten through Grade Three (41 credits):
	All of the following courses:
	HDFS	320	Interaction with Children in Groups						3
	HDFS	320L	Interaction with Children-Laboratory						1
	HDFS	321	Curriculum for Children (W)						3
	HDFS	321L	Curriculum for Children-Laboratory						1
	TE	330	Science Curriculum for Young Learners (PK-3)						3
	TE	331	Social Studies for Young Learners (PK-3)						3
	TE	403A	Teaching of Science to Diverse Learners (PK-3)						3
	TE	404A	Teaching of Social Studies to Diverse Learners (PK-3) (W)						3
	TE	405A	Teaching Literacy to Diverse Learners (PK-3)						3
	TE	405B	Teaching Literacy to Diverse Learners II (PK-3)						3
	TE	406A	Teaching Mathematics to Diverse Learners I (PK-3)						3
	TE	406B	Teaching Mathematics to Diverse Learners II (PK-3)						3
	TE	481	PK-3 Internship I						3
	TE	482	PK-3 Internship II						6
	Grade Three through Grade Six (42 credits):
	(1)	One of the following United States history courses (3 credits):
		HST	301	Indigenous-European Encounters in North America					3
		HST	302	Revolutionary America					3
	(2)	One of the following arts integration courses (3 credits):
		TE	430	Introduction to Arts in the Classroom					3
		TE	431	Learning Through Drama					3
		TE	432	Learning Through Movement					3
	(3)	All of the following courses (36 credits):
		TE	204	Engaging Elementary Learners in Science: Culture and Equity					3
		TE	332	Science Curriculum for Upper Elementary Learners (3-6)					3
		TE	333	Social Studies for Upper Elementary Learners (3-6)					3
		TE	403B	Teaching of Science to Diverse Learners (3-6)					3
		TE	404B	Teaching of Social Studies to Diverse Learners (3-6) (W)					3
		TE	405	Teaching Literacy to Diverse Learners I (3-6)					3
		TE	405C	Teaching Literacy to Diverse Learners II (3-6)					3
		TE	406	Teaching Mathematics to Diverse Learners I (3-6)					3
		TE	406C	Teaching Mathematics to Diverse Learners II (3-6)					3
		TE	484	3-6 Internship I					3
		TE	485	3-6 Internship II					6
d.	English as a Second Language (25 to 29 credits):
	Completion of this requirement satisfies the course requirements for the additional endorsement in English as a Second Language. ESL can be waived by completion of Birth-Kindergarten endorsement for Prekindergarten through Grade 3 students.
	(1)	All of the following courses (16 credits):
		LLT	307	Methods of Second and Foreign Language Teaching					3
		LLT	346	Pedagogical English Grammar for English Teachers					3
		TE	101	Social Foundations of Justice and Equity in Education					3
		TE	341	Teaching and Learning of (Bi)Multilingual Learners					3
		TE	342	Teaching Methods for (Bi)multilingual Learners					3
		TE	503	Internship in Teaching Diverse Learners in Additional Endorsement Areas					1
	(2)	One of the following courses (3 credits):
		LLT	361	Second and Foreign Language Learning					3
		LLT	362	Child Second Language Learning					3
	(3)	One of the following courses (3 credits):
		TE	301A	Children's Literacy Development PK-3 (W)					3
		TE	301B	Children's Literacy Development 3-6 (W)					3
		TE	302	Literacy and Adolescent Learners in School and Community Contexts					3
	(4)	Complete either (a) or (b) and (c) (3 to 7 credits):
		(a)	LLT	322	English as a Second Language Perspectives in Context				3
		(b)	LIN	200	Introduction to Language				3
			or
			LIN	401	Introduction to Linguistics				4
			and
		(c)	ANP	420	Language and Culture				3
	(5)	Proof of proficiency in an additional language equivalent to two semesters of study.
e.	Optional Additional Teaching Endorsements
	Students may elect to complete one or more optional disciplinary teaching minor(s), in addition to the required grade band concentration and English as a Second Language requirements. The following disciplinary teaching minors are available for prospective elementary school teachers.
	Arabic
	Chinese
	French
	German
	Japanese
	Spanish

 

Course Requirements for Secondary Teacher Certification
GPA Standards: All secondary teacher candidates must pass all TE courses as well as CEP 240 with a grade of 2.0 or above. All secondary candidates must have a grade point average of 2.0 or above.
a.	Professional Education Courses (18 credits):
	CEP	240	Introduction to Exceptional Learners						3
	TE	101	Social Foundations of Justice and Equity in Education						3
	TE	102	Pedagogy and Politics of Justice and Equity in Education						3
	TE	150	Reflections on Learning						3
	TE	302	Literacy and Adolescent Learners in School and Community Contexts						3
	TE	341	Teaching and Learning of (Bi)Multilingual Learners						3
b.	Subject-Matter Teaching Methodology Courses (18 credits):
	(1)	English (18 credits)
		TE	310	Clinical Experience in English Education I					3
		TE	410	Clinical Experience in English Education II					3
		TE	411	Seminar in English Education I					3
		TE	412	Seminar in English Education II					3
		TE	413	Student Teaching Internship in English Education					6
	(2)	Mathematics (18 credits):
		TE	314	Clinical Experiences in Mathematics Education I					3
		TE	414	Clinical Experiences in Mathematics Education II					3
		TE	415	Seminar in Mathematics Education I					3
		TE	416	Seminar in Mathematics Education II					3
		TE	417	Student Teaching Internship in Mathematics Education					6
	(3)	Science (18 credits):
		TE	321	Clinical Experience in Science Education I					3
		TE	421	Clinical Experience in Science Education II					3
		TE	422	Seminar in Science Education I					3
		TE	423	Seminar in Science Education II					3
		TE	424	Student Teaching Internship in Science Education					6
	(4)	Social Studies (18 credits):
		TE	325	Clinical Experience in Social Studies Education I					3
		TE	425	Clinical Experience in Social Studies Education II					3
		TE	426	Seminar in Social Studies Education I					3
		TE	427	Seminar in Social Studies Education II					3
		TE	428	Student Teaching Internship in Social Studies Education					6
	(5)	Agriscience and Natural Resources
		Students seeking teacher licensure in Agriscience and Natural Resources complete all of their teacher education course work in the College of Agriculture and Natural Resources. Students should contact the Agriculture, Food and Natural Resources Education Advisor for more details.
c.	Optional Teaching Endorsements
	Students may elect to complete one or more optional disciplinary teaching minor(s). The following disciplinary teaching minors are available for prospective secondary teachers. Students wishing to complete one or more of the following optional disciplinary teaching minors should schedule an appointment with the College of Education Advising Office.
	Agriculture, Food and Natural Resources Education
	Arabic
	Chinese
	Economics
	English
	French
	Geography
	German
	History
	Japanese
	Mathematics
	Political Science
	Psychology
	Spanish
	English as a Second Language

 

Course Requirements for PK-12 Teacher Certification
GPA Standards: All secondary teacher candidates must pass all TE courses as well as CEP 240 with a grade of 2.0 or above. All secondary candidates must have a grade point average of 2.0 or above.
a.	Professional Education Courses (18 credits):
	CEP	240	Introduction to Exceptional Learners						3
	TE	101	Social Foundations of Justice and Equity in Education						3
	TE	102	Pedagogy and Politics of Justice and Equity in Education						3
	TE	150	Reflections on Learning						3
	TE	302	Literacy and Adolescent Learners in School and Community Contexts						3
	TE	341	Teaching and Learning of (Bi)Multilingual Learners						3
b.	Subject-Matter Teaching Methodology Courses (18 credits):
	(1)	World Languages (18 credits)
		TE	334	Clinical Experiences in World Language Education I					3
		TE	434	Clinical Experiences in World Language Education II					3
		TE	435	Seminar in World Language Education I					3
		TE	436	Seminar in World Language Education II					3
		TE	437	Student Teaching Internship in World Language Education					6
	(2)	Visual Arts
		Students seeking teacher licensure in Visual Arts Education should contact the advisor in the Department of Art, Art History, and Design for more details.
	(3)	Music Education
		Students seeking teacher licensure in Music Education complete TE 101, TE 150, and TE 302. The remainder of their teacher education course work takes place in the College of Music. Students should contact the advising office in the College of Music for more details.
c.	Optional Teaching Endorsements
	Students may elect to complete one or more optional disciplinary teaching minor(s). The following disciplinary teaching minors are available for prospective PK-12 teachers in World Languages. Students wishing to complete one or more of the following optional disciplinary teaching minors should schedule an appointment with the College of Education Advising Office.
	Agriculture, Food and Natural Resources Education
	Arabic
	Chinese
	English
	French
	German
	History
	Japanese
	Mathematics
	Psychology
	Spanish
	English as a Second Language