Academic Programs Catalog

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 person 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 March 1st.

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 37 credits from the following:

1.	All of the following courses (21 credits):
	CEP	845	Autism Spectrum Disorders: Assessment and Intervention						3
	CEP	851	Concepts and Principles of 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
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 (6 credits):
	CEP	899	Master’s Thesis Research						6
4.	Complete a written report commensurate with publication requirements in Applied Behavior Analysis.
5.	Successfully defend the thesis before a faculty committee.

 

The Graduate Certificate in Applied Behavior Analysis in Special Education prepares special educators for roles as behavior analysts in educational settings. Students will prepare to take and pass the national behavior analyst certification examination developed by the Behavior Analyst Certification Board in accordance with governing bodies in behavior analysis. The certificate is available only online.

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 Graduate Certificate in Applied Behavior Analysis in Special Education must:

1. submit both departmental and university application forms.
2. have a master’s degree or be enrolled in a master’s degree program at Michigan State University.
3. 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 or related services.
4. 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 them attain.
5. 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 emphasis area:

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 emphasis area.
4. A test of English language proficiency for students for whom English is not a first language.

The certificate requires completion of a three- or six-course sequence, depending on an applicant’s prior course work in applied behavior analysis. All courses are offered online only. Students are required to have access to high-speed internet and the appropriate technologies. Students transcripts and previous course syllabi will be reviewed by the program coordinator to determine whether a student will follow the three- or six-course sequence. Course selections must be pre-approved by the program coordinator to ensure compliance with the requirements of the Behavior Analysts Certification Board. A student who, in the judgment of the faculty, has not completed appropriate courses in exceptional children or behavior management may be required to complete such courses in addition to the requirements below.

Requirements for the Graduate Certificate in Applied Behavior Analysis in Special Education

Students must complete three to six courses from the following (9 to 19 credits):

CEP	844	Applied Behavior Analysis I					3
CEP	845	Autism Spectrum Disorder: Assessment and Intervention					3 or 4
CEP	846	Autism Spectrum Disorders: Advanced Topics					3
CEP	854	Applied Behavior Analysis II					3
CEP	855	Verbal Behavior in Education					3
CEP	942	Single-case Experimental Designs for Intervention Research					3

Students currently enrolled in the Master of Arts Degree in Special Education pursuing an Autism Spectrum Disorder Endorsement will complete CEP 844, 845, and 846 as part of these requirements.

 

 

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.

An Educational Technology (NP) endorsement can be added to either an elementary or secondary certificate by completing the requirements for MSU's Master of Arts degree program in Educational Technology. For more information on the NP endorsement, visit http://edutech.educ.msu.edu/programs/masters/.

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 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 (30 to 32 credits):
	CEP	900	Proseminar in Educational Psychology and Educational Technology I				3
	CEP	920	Basic Concepts in Educational and Social Science Measurement				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	939	Seminar in Educational Measurement			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 K-12 Students Online				3

Rehabilitation counseling is a profession devoted to enhancing the quality of life of individuals who have physical, mental, or emotional 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 on Rehabilitation Education.
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. Scores from the Graduate Record Examination General Test if the applicant's grade–point average is less than 3.0;
3. At least two letters of recommendation 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 48 credits distributed as follows:

1.	Counseling Core.  All of the following courses (9 credits):
	CEP	861	Counseling Theory, Philosophy, and Ethics				3
	CEP	862	Introduction to Individual and Group Counseling				3
	CEP	864	Career Counseling				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				3
	CEP	871	Cognitive and Psychological Aspects of Disability				3
	CEP	872	Social and Environmental Aspects of Rehabilitation				3
	CEP	873	Employment Strategies for Individuals with Disabilities				3
	CEP	876	Professional Issues in Rehabilitation Counseling				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				9
	CEP	894A	Rehabilitation Counseling Practicum				6
	Field placements must be approved by the department.

The Doctor of Philosophy degree program with a major in rehabilitation counselor education is designed to prepare individuals for careers as university-level educators and researchers and as consultants.  The program is designed to provide the specialized knowledge and skills needed to help individuals with physical, mental, or emotional disabilities to become fully integrated and productive participants of society.

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 counseling, a person must have:

1. A grade-point average of 3.3 or higher in master’s degree course work in rehabilitation counseling or in a related field.
2. Strong letters of personal and professional recommendation regarding the applicant’s academic capability and professional and personal qualifications, as judged by the faculty.
3. Relevant post-master’s work experience in rehabilitation counseling, as judged by the faculty.
4. Professional goals and interests that are compatible with the objectives and philosophy of the program, as judged by the faculty.
5. Satisfactory scores on the Graduate Record Examination General Test, as judged by the faculty.

The applicant is required to submit both departmental and university application forms.  Persons are admitted to the program only for fall semester.  The deadline for submitting applications for admission is December 1 of each year for admission the following fall semester.

Applicants to the Doctor of Philosophy degree program with a major in rehabilitation counselor education are expected to have completed a master’s degree program in rehabilitation counseling accredited by the Council on Rehabilitation Education.  Applicants with a master’s degree in counseling, psychology, or another human service field would need to complete the core master’s level courses in rehabilitation counseling in addition to the requirements for the degree. Students will be encouraged to enroll in new course content areas that were not addressed in their master’s degree programs.

Requirements for the Doctor of Philosophy Degree in Rehabilitation Counselor Education

The student must meet the requirements specified below.

1.	Educational Inquiry and Research.  All of the following courses (17 credits):
	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	968	Research Methods in Counseling and School Psychology				3
	CEP	995	Practicum in Research Design and Data Analysis				1
2.	Ethics and Professional Practice of Counseling.  Both of the following courses (6 credits):
	CEP	963	Ethics in Counseling and School Psychology				3
	CEP	969	Clinical Supervision in Counseling and School Psychology				3
3.	Rehabilitation Counseling Proseminars.  All of the following courses (9 credits):
	CEP	960	Theoretical Foundations of Counseling				3
	CEP	964	Practice and Profession of Rehabilitation Counseling				3
	CEP	965	Psychosocial Bases of Rehabilitation and Disability				3
4.	Professional Preparation Core.  All of the following course (9 credits):
	CEP	944A	Rehabilitation Counselor Pedagogy				3
	CEP	944B	Teaching Practicum in Rehabilitation Counselor Education				3
	CEP	944C	Clinical Practice Practicum in Rehabilitation Counseling				3
5.	Learning and Development/Diversity.  Two of the following courses (6 credits):
	CEP	860A	Perspectives in Multicultural Counseling				3
	CEP	903	Cognitive Development Across the Lifespan				3
	CEP	905	Cultural Perspectives on Learning and Development				3
6.	Elective Study. Two courses selected with the approval of the student's guidance committee.
	Students who wish to develop additional counseling experience, prior to enrollment in CEP 944C, may enroll in CEP 944D Clinical Supervision Practicum in Rehabilitation Counselor Education, as a 3 credit elective.
7.	Successful completion and defense of the dissertation. Students may not earn more than 30 credits in CEP 999 Doctoral Dissertation Research.

 

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 (33 credits):
			a.	School Psychology (24 credits):
				All of the following courses:
				CEP	880	Cognitive Assessment				3
				CEP	881	Social and Emotional Assessment and Intervention				3
				CEP	883	Psychology of Classroom Discipline				3
				CEP	884	Roles and Functions of School Psychologists				3
				CEP	885	Behavior Disorders in Children				3
				CEP	886	Psychoeducational Assessment and Intervention I				3
				CEP	889	Consultation in School Psychology				3
				CEP	918	Theories of School-Based Psychological Interventions				3
			b.	Educational Psychology (9 credits):
				All of the following courses:
				CEP	903	Cognitive Development Across the Lifespan				3
				CEP	904	Social-Emotional Development across the Lifespan				3
				CEP	932	Quantitative Methods in Educational Research I				3
2.			Completion of an educational intervention course addressing design, delivery, and evaluation of psychoeducational interventions for at-risk youth. Course selection must be approved by the student's advisor (3 credits)
3.			Two enrollments of the following course (6 credits):
			CEP	893K	Practicum in School Psychology					3
4.			Two enrollments of the following course (6 credits):
			CEP	894K	Internship in School Psychology					3
5.			Complete 12 credits of electives 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-point average of 3.0 or higher in the last two years of the bachelor’s degree program.
3. A grade-point average of 3.5 or higher in courses taken at the master’s degree level or beyond.
4. 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.
5. 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.
6. Satisfactory scores on the Graduate Record Examination General Test. This typically means scores in the above average range.
7. 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.
8. A writing sample.
9. An on-campus, web, or equivalent interview.
10. A completed Criminal Background Statement of Understanding Form.
11. 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. Educational Inquiry and Research. Complete 16 credits of course work which includes quantitative methods and research design as approved by the student’s guidance committee. Students must complete the following course in fulfillment of this requirement:
   CEP    995    Practicum in Research Design and Data Analysis    3
2. Psychological Foundations: Complete 15 credits of course work which includes history of psychology, development across the lifespan, social aspects of behavior, cognitive aspects of behavior, and biological bases of behavior as approved by the student’s guidance committee.
3. Theoretical Foundations. Complete 6 credits of course work which includes ethics and psychotherapy as approved by the student’s guidance committee.
4. School Psychology. Complete 45 credits of course work which includes assessment, intervention, consultation, behavior disorders, theoretical foundations of school psychology, and field based experience as approved by the student’s guidance committee.
5. Family Elective. Complete 3 credits of course work which includes parenting children with disabilities or family systems as approved by the student’s guidance committee.
6. Internship. Complete 9 credits in a field-based internship related to school psychology that must extend over a full calendar year and consist of at least 2,000 supervised clock hours of practice. 
7. 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.

Requirements for the Master of Arts Degree in Special Education

In addition to a formal evaluation, the student must complete one of the following three areas of emphasis: autism spectrum disorder, or learning disabilities.  The total number of credits required for the Master of Arts  in Special Education varies according to the area of emphasis a student selects.  The program is available only online and only under Plan B (without thesis).

Autism Spectrum Disorder 

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		3
	CEP	845	Autism Spectrum Disorders: Assessment and Intervention		3
	CEP	846	Autism Spectrum Disorders: Advanced Topics		3
	CEP	850	Technology and Literacy for Students with Mild Disabilities		3
	CEP	894J	Special Education Practicum: Children and Youth with Autism Spectrum Disorders		3

Autism Spectrum Disorder – Endorsement only

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.