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

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

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

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

Requirements for the Master of Arts Degree in Applied Behavior Analysis

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

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

 

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

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

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

Admission

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

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

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

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

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

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

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

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

 

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

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

Admission

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

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

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

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

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

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

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

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

 

The mission of the Counselor Education and Supervision Doctor of Philosophy degree program is to prepare graduates to work as counselor educators, supervisors, researchers, and practitioners and leaders in academic and clinical settings.  The program is designed to extend the knowledge base of the counseling profession in a climate of scholarly inquiry, and to prepare students to inform professional practice by generating new knowledge for the profession. It also supports faculty and students in publishing and presenting the results of scholarly inquiry, while equipping students to assume positions of leadership in the counseling profession. 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	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 each clinical course on Rehabilitation and Disability content.
4.	Relevant Milestones. Apprenticeship topic and Dissertation topic should be related to rehabilitation and disability.

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 (18 credits);
	All of the following courses:
	CEP	930	Educational Inquiry						3
	CEP	931	Qualitative Methods in Educational Research						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.	One of the following courses (3 credits):
		One course on culture, critical perspectives, or social justice as approved by the student's guidance committee.
	c.	Two 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	905	Cultural Perspectives on Learning and Development					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
		Note: CEP 905 may be used to satisfy the “culture/justice” course requirement or used as a course in the Concentration Area if the “culture/justice” requirement is satisfied by another approved course.
4.	Area of Concentration. At least three additional courses in the student’s area of concentration. Students are encouraged to include some course work from outside the Department of Counseling, Educational Psychology and Special Education. Emphasis area and concentration courses must provide a coherent program of study approved, in advance, by the student’s guidance committee.
5.	Pass a departmental preliminary examination, focused on scholarly writing and the critique of research at the end of the first year of doctoral study.
6.	Satisfactory completion of a research apprenticeship.
7.	Successful completion and defense of the dissertation.
8.	Complete 24 credits of CEP 999 Doctoral Dissertation Research. Students may not earn more than 30 credits in CEP 999 Doctoral Dissertation Research.

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

Admission

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

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

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

Requirements for the Graduate Certificate in Educational Psychology

Students must complete the following courses (9 credits):

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

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

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

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

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

Admission

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

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

Requirements for the Graduate Certificate in Educational Technology

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

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

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

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

Admission

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

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

Requirements for the Master of Arts Degree in Educational Technology

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

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

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

Admission

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

Requirements for the Graduate Certificate in K12 Computer Science Education

Students must complete 9 credits from the following courses:

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

 

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

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

Admission

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

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

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

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

Requirements for the Graduate Certificate in Learning Design

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

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

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

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

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

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

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

Requirements for the Graduate Certificate in Learning Design Leadership

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

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

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

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

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

Admission

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

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

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

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

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

Requirements for the Master of Arts Degree in Learning Experience Design

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

Students must complete the following:

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

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

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

Admission

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

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

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

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

Requirements for the Graduate Certificate in Learning Sciences

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

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

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

Admission

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

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

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

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

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

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

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

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

Requirements for the Graduate Certificate in Online Teaching and Learning

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

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

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

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

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

Admission

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

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

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

Requirements for the Master of Arts Degree in Rehabilitation Counseling

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

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

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

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

Admission

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

Requirements for the Master of Arts Degree in School Psychology

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

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

 

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

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

Admission

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

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

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

The deadline for submitting applications for admission is January 15th for the following academic year. 

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 (48 credits):
			a.	School Psychology (45 credits):
				All of the following courses:
				CEP	801A	Collaboration and Consultation in Special Education				3
				CEP	804B	Advanced Diagnosis and Remediation for Students with Disabilities				3
				CEP	809	Data-Driven Instruction within Multi-Tiered Systems of Support				3
				CEP	840	Policies, Practices, and Perspectives in Special Education				3
				CEP	841	Classroom and Behavior Management in the Inclusive Classroom				3
				CEP	844	Applied Behavior Analysis for Teachers				3
				CEP	847	Research and Program Evaluation in School Psychology				3
				CEP	880	Cognitive Assessment				3
				CEP	881	Social and Emotional Assessment and Intervention				3
				CEP	884	Roles and Functions of School Psychologists				3
				CEP	885	Development and Psychopathology Across the Lifespan				3
				CEP	886	Psychological Assessment and Intervention I				3
				CEP	888	Theories of Child Psychotherapy				3
				CEP	889	Consultation in School Psychology				3
				CEP	932	Quantitative Methods in Educational Research 1				3
			b.	Families (3 credits):
				All of the following courses:
				HDFS	895	Families in Poverty				3
2.			Two enrollments of the following course (6 credits):
			CEP	893K	Practicum in School Psychology					3
3.			Two enrollments of the following course (6 credits):
			CEP	894K	Internship in School Psychology					3

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

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

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

Admission

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

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

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

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

1.	Research. Complete a minimum of 15 credits, including dissertation work as described below:
	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						3
	Another advanced quantitative/qualitative methods course as approved by the student’s academic advisor.
2.	Ethical and Legal Standards. Complete CEP 963 Ethics in Counseling and School Psychology (3 credits).
3.	Individual and Cultural Diversity.  Complete 15 credits from the following:
	CEP	885	Development and Psychopathology Across the Lifespan						3
	CEP	903	Cognitive Development Across the Lifespan						3
	CEP	919	Multicultural Practice in Mental Health						3
	CEP	972	Neurobiological Bases of Learning and Behavior						3
	CEP	985A	Discipline-Specific Knowledge: Social Aspects of Behavior						1
	CEP	985B	Discipline-Specific Knowledge: Developmental Aspects of Behavior						1
	CEP	985C	Discipline-Specific Knowledge: Affective Aspects of Behavior						1
4.	Professional Values, Attitudes and Behaviors. Complete 15 credits from the following:
	CEP	884	Roles and Functions of School Psychologists						3
	CEP	986	History of Psychology						3
	CEP	894K	Internship in School Psychology-Fall						3
	CEP	894K	Internship in School Psychology-Spring						3
	CEP	994K	Internship in PhD School Psychology-Summer						3
	CEP	994K	Internship in PhD School Psychology-Fall						3
	CEP	994K	Internship in PhD School Psychology-Spring						3
5.	Communication and Interpersonal Skills. Complete 6 credits from the following:
	CEP	893K	Practicum in School Psychology-Fall						3
	CEP	893K	Practicum in School Psychology-Spring						3
6.	Assessment. Complete 6 credits from the following:
	CEP	880	Cognitive Assessment						3
	CEP	881	Social and Emotional Assessment and Intervention						3
7.	Intervention. Complete 9 credits from the following:
	CEP	886	Psychological Assessment and Intervention I						3
	CEP	888	Theories of Child Psychotherapy						3
	CEP	918	Theories of School-Based Psychological Interventions						3
8.	Supervision. Complete at least one semester of CEP 993K Practicum in PhD School Psychology (3 credits), which includes a supervision experience.
9.	Consultation and Interprofessional/Interdisciplinary Skills. Complete 3 credits of CEP 889 Consultation in School Psychology.
10.	Internship. Participate in the Association of Psychology Postdoctoral and Internship Centers (APPIC) national match and complete a 2000-hour Internship in Psychology at an APPIC-approved internship site. Students enroll in 3 total credits of CEP 994K Internship in PhD School Psychology, for supervision purposes, during the time of the internship, which also fulfill program requirements in Professional, Values, Attitudes and Behaviors, as described above.
11.	Dissertation. Successful completion and defense of the dissertation. Students may not earn more than 30 credits in CEP 999 Doctoral Dissertation Research, of which 24 credits are required.

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

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

Master of Arts

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

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

Admission

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

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

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

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

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

Autism Spectrum Disorder – Endorsement only

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

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

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

Admission

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

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

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

Requirements for the Doctor of Philosophy Degree in Special Education

Students must meet the requirements specified below:

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

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

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

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

Admission

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

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

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

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

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

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

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

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

 

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

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

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

Admission

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

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

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

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

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

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

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

1.	All of the following courses (12 credits):
	CEP	802A	Reflection and Inquiry in Teaching Special Education I: Mild Impairment						3
	CEP	804B	Advanced Diagnosis and Remediation for Students with Literacy Disabilities						3
	CEP	809	Data-Driven Instruction within Multi-Tiered Systems of Support						3
	CEP	825	Capstone in Multi-Tiered Systems of Support						3
2.	One of the following courses (3 credits):
	CEP	841	Classroom and Behavior Management in the Inclusive Classroom						3
	CEP	844	Applied Behavior Analysis for Teachers						3
3.	Completion of a final evaluation.