Academic Programs Catalog

College of Education

College of Education

Jerlando F.L. Jackson, DEAN


The College of Education at Michigan State University is a community of students, educators and researchers prepared to meet the challenges of education and kinesiology. We are committed to improving practice together through exemplary research, teaching and service. With a renowned educator preparation program, rigorous training for health-related careers and several nationally ranked graduate programs, the College of Education prepares leaders who make an extraordinary impact on health, well-being and education around the world.

Under the guidance of distinguished administrators and faculty members in four departments, students have opportunities to pursue or advance careers in teaching (elementary, secondary and special education), educational administration, higher education, research, policymaking, student affairs, rehabilitation counseling, school psychology, kinesiology, athletic training, sport coaching, leadership and administration, and health care fields (e.g., preparation for physical therapy, work as a physician assistant or attending medical school). Degree programs are offered on-campus, online and in hybrid formats, which blend face-to-face and online learning. See program sections for details on programs available.

The College of Education has established a reputation for excellence and visionary thinking in its efforts to improve teaching and learning across our nation and world, particularly within the contexts of urban and global education. The faculty remains committed to addressing the educational and physical needs of all people across the life span, and to working closely with educators, leaders and policymakers in the field.

Innovative teacher education programs, outstanding faculty, relationships with practicing professionals and strong research opportunities make the MSU College of Education a dynamic place for learning to teach and contribute to the fields of education and kinesiology. The college is proud to claim more than 59,000 alumni, each touching lives in their own way around the world.


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Undergraduate Programs

The College of Education offers three bachelor's degree programs: the Bachelor of Arts degree in Elementary Education (PK-12 education), the Bachelor of Science degree in Kinesiology, and the Bachelor of Arts degree in Special Education. The College also offers a Minor in Educational Studies.

For additional information, refer to the Department of Teacher Education for the major in elementary education, the Department of Kinesiology for the major in Kinesiology, and the Department of Counseling, Educational Psychology and Special Education for the major in special education.

The college offers prospective teachers interested in teaching in urban schools opportunities for admission to the Urban Educators Cohort Program. The college also offers prospective teachers with an interest in global education to be admitted to the Global Educators Cohort program. Students interested in these programs submit a supplemental application to the College of Education after being admitted to Michigan State University. See www.education.msu.edu/urbancohort and www.education.msu.edu/globalcohort for details.


Admission to the College of Education

Students seeking admission to any of the College of Education’s undergraduate majors must meet the specific admission criteria and process for the major. For information about admission to the Kinesiology major, refer to the Admission section in the Department of Kinesiology section of this catalog. For information about admission to the Elementary Education and Special Education majors, refer to the Admission to the Teacher Certification Program section under Teacher Certification in the Department of Teacher Education section of this catalog.

Honors Study

The College of Education encourages honor students to develop rich and distinctive programs of study. Each Honors College member is assigned a special advisor who is responsible for helping the student plan a balanced and rigorous course of study. Students are encouraged, when appropriate, to enroll in graduate seminars, to work on research projects with college faculty and to take full advantage of honors courses offered outside of the College of Education.

 

 


Minor in Education and Society

The Minor in Education and Society, which is administered by the College of Education, provides an opportunity for students interested in the intersection of learning, education, and society. The minor is a valuable addition for those pursuing careers in the social and behavioral sciences, law, social justice, or education. This minor does not offer professional training for teaching or lead to a teaching certificate or license.

The minor is available as an elective to students who are enrolled in bachelor’s degree programs at Michigan State University other than the Bachelor of Arts degrees in Education and Special Education.  With the approval of the department and college that administers the student’s degree program, the courses that are used to satisfy the minor may also be used to satisfy the requirements for the bachelor’s degree.

Students who plan to complete the requirements for the minor should consult with the academic advisor for the Education and Society minor in the College of Education.

Requirements for the Minor in Education and Society

1. Complete the following course (3 credits):
TE 201 Current Issues in Education 3
2. Complete 15 credits of approved course work from the following:
CEP 240 Diverse Learners in Multicultural Perspective 3
CEP 260 Dynamics of Personal Adjustment 3
CEP 261 Substance Abuse 3
CEP 416 Teaching and Learning with Technology 3
CEP 460 Communication Skill Training for the Helping Professional 3
CEP 470 Disability in a Diverse Society 3
EAD 315 Student Leadership Training 3
EAD 361 Educational Reform and Policy Analysis 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 250 Human Diversity, Power, and Opportunity in Social Institutions 3
TE 351 Urban Education 3
TE 352 Immigrant Language and Culture 3
TE 353 International Education 3
Additional courses may be used to fulfill this requirement with approval by the student’s academic advisor for the minor.

Teacher Certification Options

Majors in elementary education, and special education leading to bachelor's degrees in the College of Education are available for teacher certification. Students should contact the Department of Teacher Education for the major in Elementary Education, and the Department of Counseling, Educational Psychology and Special Education for the major in Special Education.

For additional information about the teacher certification options, including the many majors throughout the university that are available for those choosing to become secondary  or PK-12 education teachers, refer to the statements on the disciplinary majors and to the statement on TEACHER CERTIFICATION in the Department of Teacher Education section of the catalog.


Graduate Study

Graduate  programs  in the College of Education provide opportunities for advanced study and research in education and kinesiology, and foster development of the insight and skill needed to deal with the many challenges that confront our graduates in today's professions.

The college offers the following degrees in a variety of specialties:  Master of Arts, Master of Science, Educational Specialist, Doctor of Education, and Doctor of Philosophy. Students study the profession in general as well as particular specialties. There is considerable latitude for students to plan their studies in collaboration with their faculty advisors and to work with faculty across the College and university.

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 and the Doctor of Philosophy degree program in Curriculum, Instruction, and Teacher Education in the Department of Teacher Education may elect a graduate specialization in language and literacy. For additional information refer to the statement on the Graduate Specialization in Language and Literacy in the Teacher Education section of this catalog.

Students who are enrolled in Master of Arts, Educational Specialist and Doctor of Philosophy degree programs in the Department of Counseling, Educational Psychology and Special Education and in Master of Science and Doctor of Philosophy degree programs in the Department of Kinesiology may elect a specialization in infancy and early childhood. For additional information, refer to the statement on Interdepartmental Graduate Specializations in Infancy and Early Childhood in the College of Social Science section of this catalog.

The Master of Science and Doctor of Philosophy degrees in Mathematics Education are administered jointly by the College of Natural Science and the College of Education through the Program in Interdisciplinary Mathematics Education (“PRIME”). The College of Natural Science is the primary administrative unit. For additional information, refer to the statements on Mathematics Education in the College of Natural Science section of this catalog.


Master of Arts and Master of Science

Each candidate for the Master of Arts or Master of Science degree selects one of the major fields in one of the academic units listed below:
College of Education
        education (M.A.)
        mathematics education (M.S.)
Department of Counseling, Educational Psychology and Special Education
        applied behavior analysis (M.A.)
        applied behavior analysis and autism spectrum disorder (M.A.)
        clinical mental health counseling (M.A.)
        educational technology (M.A.)
        learning experience design (M.A.)
        rehabilitation counseling (M.A.)
        school psychology (M.A.)
        special education (M.A.)
Department of Educational Administration
        higher, adult, and lifelong education (M.A.)
        K–12 educational administration (M.A.) 
        student affairs administration (M.A.)
Department of Kinesiology
        athletic training (M.S.)
        kinesiology (M.S.)
        sport coaching, leadership, and administration (M.S.)
Department of Teacher Education
        integrated secondary science education (M.S.)
        teaching and curriculum (M.A.)

In addition to meeting the requirements of the university as described in the Graduate Education section of this catalog, students must meet the requirements specified below.

Admission

Students wishing to become candidates for the master's degree must possess a bachelor's degree from a recognized educational institution. A grade–point average of at least 3.00 during the final two years of undergraduate study is required for regular admission. Admission on a provisional basis is sometimes available; however, a provisional admission requires a grade–point average of at least 2.50 during the final two years of undergraduate study.

Teacher certification is also required for admission in some areas. A student wishing to obtain teacher certification may be admitted to a special program in order to obtain a teaching certificate. For additional information, refer to the statement on TEACHER CERTIFICATION in the Department of Teacher Education section.

Requirements for the Degree

A tentative program of study for the degree should be prepared prior to the completion of 10 semester credits. No student will be accepted as a candidate for the master's degree unless such a program has been approved by the advisor. Program changes require the approval of the advisor.

For most of the programs offered by the College of Education, the master's degree may be earned on either Plan A (with thesis) or Plan B (without thesis). For Plan A, not more than 8 credits of master's thesis research may count toward the degree.

Students in any master's program in the College of Education may apply a maximum of 12 credits earned through any combination of courses taken through lifelong education, graduate certification, or in transfer from another institution. Each program may determine if courses are appropriate for the master's program and may allow fewer than 12 credits to be applied to the specific master's program.

Academic Standards

If, upon completion of 18 or more graduate credits, the student has not attained a grade–point average of 3.00 or higher, they become ineligible to continue work toward the master's degree in the college.


Educational Specialist

The Educational Specialist program is designed for persons who wish to achieve, by a planned program of graduate studies, proficiency beyond the level of the master's degree or equivalent but who do not necessarily plan to complete the Doctor of Philosophy degree.
Each candidate for the Educational Specialist degree selects one of the major fields in one of the departments listed below:

Department of Counseling, Educational Psychology and Special Education
     school psychology

If the student is accepted for admission to doctoral study while pursuing the Educational Specialist degree or after completing this degree, credit for studies completed during the program may be applied to the doctoral degree upon recommendation of the student's doctoral guidance committee and approval of the Dean of the College of Education. However, the program leading to the Educational Specialist degree should not be thought of as a normal stage between the master's degree and the doctorate, but as a program for people who do not plan to complete work for a doctoral degree. There is no assurance that any of the work taken for the Educational Specialist degree will be counted toward the doctorate should the individual be admitted to a doctoral program.

Admission

Admission to the program normally occurs after the completion of the master's degree or equivalent. However, application may be made by those students who are pursuing bachelor's degrees from recognized educational institutions.

A student who has taken comprehensive examinations for a doctor's degree may apply for transfer to the Educational Specialist program only if these examinations have been satisfactorily passed. Other students in good standing who are in the doctoral program but have not taken the comprehensive examinations and wish to apply for transfer to the Educational Specialist program may do so by application and upon the approval of the guidance committee and advisor.

Admission to the program is subject to the general regulations of the university as set forth in the Graduate Education section of this catalog and the College of Education. Normally, the application will be processed in a manner similar to that for doctoral students.

Requirements for the Degree

The Educational Specialist program consists of two full years (equivalent of 60 semester credits) of graduate study beyond the bachelor's degree. The second fall and spring semester of graduate study normally embraces 30 semester credits of graduate study. When the master's degree or equivalent is earned in an appropriate field and at an approved institution, a minimum equivalent of 30 additional semester credits of study is required for the Educational Specialist degree. At least 10 of the last 30 semester credits that are required for the degree must be completed on the East Lansing campus.

The sequence of studies for each student pursuing the Educational Specialist degree is planned by the designated advisor with the student's guidance committee, following the procedure described for the Doctor of Philosophy degree program in the college. Students must satisfactorily complete a terminal comprehensive examination that is administered in accordance with department policies. Demonstrated competence in statistics or a reading knowledge of a foreign language will be required whenever such competence is judged appropriate to the program by the guidance committee.

Included in the 60 semester credits that are required for the Educational Specialist degree is study in the major area, in other areas of professional education, and in related areas outside of the College of Education. Field work, internship, externship, and similar laboratory–type experiences constitute at least 6 credits of the program.

Academic Standards

Candidates for the Educational Specialist degree must achieve a grade–point average of not less than 3.20 during the last half of the program (the last 30 semester credits).

Transfer Credits

Up to 8 semester credits beyond the master's degree may be transferred from a recognized educational institution upon approval of the student's guidance committee and the Dean of the College of Education.

Time Limit

All requirements must be completed within five calendar years from the time of the student's first enrollment after completing the master's degree. A student who does not take a master's degree is allowed seven years to complete the requirements.


Doctor of Education

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 take up system level leadership in various education agencies, including local and regional school districts, state educational agencies, professional educational associations, and colleges and universities. Graduates will also be prepared to teach in community colleges and regional universities, or to hold adjunct or clinical positions in research universities, as well as hold other types of educational leadership positions. Graduates of the K-12 program with appropriate prior credential and experience qualify for the Michigan Central Office Administrator endorsement.

Admission

Applicants to the Doctor of Education generally have leadership experience in a school and hold a master’s degree in education or its equivalent. Students who wish to qualify for the Michigan Central Office Administrator endorsement by completing the Doctor of Education should already hold the School Administrator credential before applying to the program.

Applicants must have a minimum grade-point average of 3.5 in previous graduate work, submit a goal statement, submit three letters of recommendation from persons who are acquainted with the applicant’s academic and professional experience, performance, and potential.

Faculty members review applications for program admission and look for indications of a high probability of success if admitted. Such indications include a high level of academic performance in prior degrees, levels of reference supporting academic and clinical proficiency, past leadership experiences and evidence of effectiveness, quality of written expression and a statement of professional goals that is consistent with the objectives of the program.

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

Requirements for the Degree

The Doctor of Education program consists of a minimum of 45 credits of graduate study beyond the master’s degree. The program is a three year, summer intensive program. The first year focuses on core knowledge required by educational leaders, policy makers, and researchers and follows a calendar that differs from the regular MSU academic calendar. The second year deepens students core knowledge of leadership and systems operations on the regular MSU semester course schedule. Year three is dedicated to completion of the capstone projects. At least 6 credits that are required for the degree must be earned on the East Lansing campus within a single semester.

Guidance Committee

Each student admitted to the Doctor of Education program will form a guidance committee with the approval and the assistance of the department. The guidance committee will consist of at least four Michigan State University regular faculty at least three of whom, including the committee chairperson, possess an earned doctoral degree.

Academic Standards

Candidates for the Doctor of Education degree must achieve a grade–point average of 3.0. Attainment of the minimum grade–point average is in itself an insufficient indicator of potential for success in other aspects of the program and in the field. The guidance committee and academic unit are jointly responsible for evaluating the student’s competency (as indicated by, e.g., grades in core and other courses, research performance, and development of professional skills) and rate of progress (as indicated by, e.g., the number of courses for which grades have been assigned or deferred). Written evaluations shall be communicated to the student at least once a year, and a copy of such evaluations shall be placed in the student’s file. A student whose performance does not meet the standards of quality will not be permitted to continue to enroll in the degree program, and appropriate action will be taken by the college or department.

Comprehensive Examinations

When the prescribed course work is substantially complete as defined by the guidance committee, the Doctor of Education student will present a portfolio of leadership performance assessments completed during required course work as the comprehensive examination, to be evaluated by members of the guidance committee. The examination portfolio will be maintained in the department for three years.  Students must be registered during the semester(s) in which they present the comprehensive examination portfolio. This requirement may be waived by the Dean of The Graduate School upon request of the chair of the academic unit, if the examination is administered during the summer session immediately following a spring semester during which the student was registered and/or prior to a fall semester in which the student will be registered.

Scheduling, composing, and evaluating the comprehensive examinations is done in accordance with college and department policy. The department or college shall make available to doctoral students upon matriculation a written explanation of comprehensive examination procedures. The comprehensive examination portfolio must be completed and approved before the student is permitted to participate in a group capstone project.

Transfer Credits

Graduate credits may be transferred from other accredited institutions or international institutions of similar quality if they are appropriate to the student’s program and provided they were completed within the time limits approved for the earning of the degree desired at Michigan State University. The department chairperson and dean must grant approval. Only graduate–level courses in which at least a 3.0 (B) grade was received will be considered for transfer.

Time Limit

All components of the comprehensive examination portfolio must be approved within four years and all remaining requirements for the degree must be completed within six years from the time when a student begins the first class at Michigan State University that appears on his or her doctoral program of study. Application for extensions of the six-year period of time toward degree must be submitted by the department for approval by the dean of the college and the Dean of The Graduate School. Upon approval of the extension, the Doctor of Education comprehensive examination portfolio must be prepared anew and submitted for evaluation.


Doctor of Philosophy

Doctoral programs in education and kinesiology at Michigan State University are available to students who show promise of becoming outstanding leaders, disciplined in theory development and research, and qualified to provide exemplary leadership in educational programs. Programs in the College of Education are planned to develop mastery of a comprehensive field, to foster creative intelligence in dealing with educational problems, and to encourage a breadth of understanding of related fields. Such doctoral study is necessarily rigorous and exacting. Each candidate for the Doctor of Philosophy degree selects one of the major fields in one of the academic units listed below:

College of Education
        mathematics education
Department of Counseling, Educational Psychology and Special Education
        educational psychology and educational technology
        measurement and quantitative methods
        counselor education and supervision
        school psychology 
        special education
Department of Educational Administration
        education policy
        higher, adult, and lifelong education
        K–12 educational administration
Department of Kinesiology
        kinesiology
Department of Teacher Education
        curriculum, instruction, and teacher education

In addition to meeting the requirements of the University as described in the Graduate Education section of this catalog, students must meet the requirements specified below.

Admission

Applicants must have a record acceptable to the college and department. A master's degree in an appropriate subject matter field may be required, but completion of a master's degree is not a guarantee of admission.

Following receipt of the application, all transcripts, required test scores, letters of recommendation, and any other information required by the program, doctoral applicants may be invited to meet with a faculty committee before a final decision on doctoral admission is reached.

Requirements for the Degree

A program encompassing approximately two full years of study beyond the master's degree is planned with and for each candidate. The concentration of study in the various programs will vary with the candidate's goals, background of study, current status of understanding, and experience.

All doctoral candidates in the college are required to have basic knowledge in at least four of the following areas of general professional education:  (1) administration; (2) curriculum; (3) psychological foundations; (4) research and evaluation methods; (5) social, philosophical, and historical foundations; (6) motor development and motor learning; (7) biological foundations; (8) ethical considerations; (9) issues of diversity in education. The specific areas selected shall be determined by the student's guidance committee in consultation with the student.

All doctoral candidates in the college are required to successfully complete a minimum of 9 or more credits focused on research methods approved by their program and a research practicum course of CEP 995 or EAD 995 or KIN 995 or TE 995 for 1 to 3 credits.

The candidate is required to choose a research problem and to report the research in the form of a dissertation. The dissertation is equivalent to 24 semester credits.

The student must pass written comprehensive examinations that are administered in accordance with department and school policies. For some programs these examinations will be under the direction of the appropriate members of the candidate's guidance committee, supplemented by such other faculty members as may be appointed for the purpose by the Dean of the College. For other programs, a common examination is administered at regularly scheduled times.

The candidate will be orally examined upon presentation of the dissertation. The examination will center on the dissertation itself, but will also include examination on relevant basic concepts.


Education - Master of Arts

The Master of Arts degree in Education is designed for educators who are interested in enhancing their professional practice through online study of advanced professional knowledge related to teaching, learning, and leadership in P-12 schools and postsecondary contexts such as community colleges, universities, community centers, and the workplace.

The primary objective of the master’s degree program in education is to help students acquire a breadth of knowledge grounded in theory while gaining expertise in one or more areas of concentration.

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

The student must select one of the concentration areas of study within the discipline of education as part of their planned program: Athletic Administration, Athletic Coaching, Literacy Education, P-12 School and Postsecondary Leadership, Science and Mathematics Education, Special Education, or Technology and Learning. The online format of the program provides optimum flexibility for students who wish to engage in inquiry and learning that will contribute to exemplary educational practice.

The College of Education has not determined whether the Master of Arts Degree in Education (MAED) online program satisfies licensure, endorsement, or certification requirements in all states.  Licensure and certification is regulated individually by states and no two are exactly alike. Some states have different levels of licensure and/or certification requirements.  For example, in Michigan, the MAED online program alone does not lead to State of Michigan endorsement or initial teacher certification.  Students who wish to use this program for renewal, endorsement, or certification in their home state should contact their bachelor’s certification institution or their home state department of education for applicable requirements, rules, and regulations of their home state.  Students are responsible for determining whether the MAED online program will meet their home states’ requirements for certification, licensure, or otherwise advancing a student’s teaching credentials.  Contact MSU’s Online MAED academic advisor with questions or, for state department of education contact information, please visit www2.ed.gov/about/contacts/state/index.html.

The requirements for the program must be completed within five years from the date of matriculation into the program. In addition to meeting the requirements of the university and of the College of Education, students must meet all requirements specified below with advisor approval.

Admission

Applications for admission to the Master of Arts in Education are reviewed by College of Education faculty who look for evidence of appropriate preparation for advanced professional study at the master's level and the likelihood of success in the distance learning format. Such evidence includes applicant's prior educational record, work experience in educational settings, and a statement of professional goals that is consistent with the intellectual focus and on-line format of the program.  In this statement, applicants must specify their interest in at least one area of concentration and address their personal and professional strengths that support their ability to engage in on-line learning.

Requirements for the Master of Arts Degree in Education

The program is available only online and only under Plan B (without thesis). The student must complete a total of 30 credits approved by the MAED academic advisor distributed as follows:

1. Both of the following courses (6 credits):
ED 800 Concepts of Educational Inquiry 3
ED 870 Capstone Seminar 3
2. Complete a 3-credit Issues course which must be outside the student's primary concentration area and approved by the MAED academic advisor.
3. Complete one concentration area as approved by the MAED advisor (9-21 credits). Concentrations are available in Athletic Administration, Athletic Coaching, Literacy Education, P-12 School and Postsecondary Leadership, Science and Mathematics Education, Special Education, or Technology and Learning.
4. Additional credits in courses approved by the MAED advisor to complete the 30 credit minimum. Students are able to pursue a second concentration area with a 9-credit minimum or utilize prior applicable course work at MSU or another institution, pending advisor approval.
5. Successful completion and exhibition of an online portfolio.


Department of Counseling, Educational Psychology and Special Education

Kui Xie, Chairperson


Undergraduate Program

The department offers a Bachelor of Arts degree program with a major in special education. This program is a preprofessional program for students who plan to be certified as both a PK-12 special education teacher and an elementary general education teacher.  Students in the program work toward certification in the learning disabilities area of special education and in general education in prekindergarten through grade three or grade three through grade six. Upon satisfactory completion of the requirements for the Bachelor of Arts degree with a major in special education, the bachelor's degree is granted as well recommended for Teacher Certification.


Special Education

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
                  

Teacher Certification Option

The special education-learning disabilities disciplinary major leading to the Bachelor of Arts degree is available for teacher certification. Students with a special education-learning disabilities disciplinary major must complete the above sequence to be recommended for certification in both elementary—either PK-3 or 3-6—and a K-12 endorsement in Learning Disabilities. 


Graduate Study

The department offers the graduate programs that are listed below:

Graduate Certificates
    educational psychology
    educational technology
    K12 computer science education
    learning design
    learning design leadership
    learning sciences
    online teaching and learning
    special education leadership: multi-tiered systems of support
Master of Arts 
    applied behavior analysis
    applied behavior analysis and autism spectrum disorder
    clinical mental health counseling
    educational technology
    learning experience design
    rehabilitation counseling
    special education
    special education leadership: multi-tiered systems of support 
Educational Specialist
    school psychology
Doctor of Philosophy
    educational psychology and educational technology
    measurement and quantitative methods
    counselor education and supervision
    school psychology
    special education

Descriptions of the graduate programs, organized by fields of study in alphabetical order, are presented below.

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.

Students who are enrolled in Master of Arts, Educational Specialist, and Doctor of Philosophy degree programs in the Department of Counseling, Educational Psychology and Special Education may elect specializations in Infancy and Early Childhood. For additional information, refer to the statement on Interdepartmental Graduate Specializations in Infancy and Early Childhood in the College of Social Science section of this catalog.


Applied Behavior Analysis - Master of Arts

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.



 

Applied Behavior Analysis and Autism Spectrum Disorder - Master of Arts

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.

 

Clinical Mental Health Counseling - Master of Arts

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.

 

Counselor Education and Supervision - Doctor of Philosophy

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. An optional concentration in Rehabilitation and Disability is available within the doctoral program for students interested in that focus.

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.

Optional Concentration in Rehabilitation and Disability
 
The optional concentration in Rehabilitation and Disability is available for doctoral students in the Doctor of Philosophy Degree program in Counselor Education and Supervision involving additional course work. The concentration prepares students with the knowledge, skills and attitudes needed to collaborate in a professional relationship with people who have disabilities. Students must be in good standing and are expected to declare their interest in pursuing the concentration by the end of the Spring semester of their first year in the Counselor Education and Supervision doctoral program. This provides sufficient time to complete the concentration requirements, within the context of the doctoral curriculum, in a timely manner and have the concentration officially listed on their transcript. Note: Students who are interested in pursuing the Certified Rehabilitation Counselor (CRC) credential should discuss additional requirements with their advisor or program director.

Students must complete the following:
1. Rehabilitation and Disability Advance Professional Seminars (6 credits):
CEP 964 Practice and Profession of Rehabilitation Counseling 3
CEP 965 Psychosocial Bases of Rehabilitation and Disability 3
2. At least one of the following specialized/applied rehabilitation disability courses (3 credits):
CEP 864 Career Development 3
CEP 868 Medical Aspects of Disabilities 3
CEP 873 Employment Strategies for People with Disabilities 3
CEP 864 Career Development 3
CEP 877 Assessment in Counseling 3
Another course with prior approval of the doctoral program director and advisor. 3
These courses must be at least at the master’s level. If students have taken a rehabilitation counseling or disability related course from another institution, transfer credit can be considered, subject to program approval.
3. All of the following clinical courses (9 credits):
CEP 944B Teaching Internship 3
CEP 944C Clinical Counseling Internship 3
CEP 944D Clinical Supervision Internship 3
Clinical courses are already required for the PhD program. However, the concentration requires that the student focus within