EDUCATION

Department of Curriculum & Instruction

MASTER OF EDUCATION DEGREE IN CURRICULUM AND INSTRUCTION

††††††† The Department of Curriculum and Instruction offers the Master of Education in Curriculum and Instruction. This degree program and options are designed to help educators expand their knowledge and skills and to complete certificate renewal requirements in their respective fields. Options are available in Elementary Education, Secondary Education, Special Education, Professional Reading Specialist, Professional Educational Diagnostician, Gifted and Talented, Teacher Leadership, Technology Director, and Instructional Technology. Degree options are designed to assist educators in developing new skills and in-depth knowledge that are requisites for assuming roles of increased responsibility and leadership.

BASIC PROCEDURES

††††† Graduate advisors have been designated in each of the major program areas to assist new students and those for whom graduate committees have not been appointed. The graduate committee chair, when selected, will assist the student in developing a degree plan and, along with the committee members, will assume the responsibility for preparing the student for the comprehensive examinations.

††††††† To receive full admission to a degree program offered in the Department of Curriculum and Instruction, an applicant must meet all standards established by the College of Graduate Studies and all departmental program requirements and be recommended by the graduate advisor or the program admissions committee.

††††††† Students who meet the general requirements for conditional admission and are recommended by the Department will be permitted to pursue one of the major areas in the department. Typically, the student admitted on a conditional basis will be required to complete 12 semester hours including EDU 5983 with a 3.25 GPA.

††††††† To remain in good standing, students who have full admission status are expected to maintain a 3.0 GPA. Students whose GPA does not meet the minimum may not enroll for additional work without special permission from the department head.

††††††† Consideration for accepting transfer credits will be given only after a student has full admission to graduate study. Credits transferred from an approved institution must meet the guidelines outlined in Limitations on Transfer and Correspondence Courses in General Requirements for the Master's Degree.

COMPREHENSIVE EXAMINATION

††††† The purpose of the comprehensive examination in the Master of Education program in Curriculum and Instruction is to allow the student to demonstrate proficiencies established in the program and to apply concepts and knowledge acquired throughout the course of study. Completing the comprehensive examination requires enrollment in EDU 5861 for a minimum of three consecutive semesters. A major field-based project or action research design will be developed and approved by the studentís graduate committee during the first semester of enrollment in EDU 5861. The field-based project or action research will encompass both the proficiencies developed during the program and the courses taken by the student; it may be started in a course but is over and above any specific course requirement. The student must be enrolled in the second semester of EDU 5861 during the completion of the project. Results of the field-based project or action research will be presented to the education faculty or education community orally. An accompanying written report of the project or research must be presented to the studentís graduate committee. The written and oral presentations must be completed at a satisfactory level, as determined by the studentís committee, while enrolled in the third semester of EDU 5861. Performance rubrics will be provided by the studentís committee chair. Students must apply for completion of the comprehensive examination and presentation of results of the field-based project or action research according to the following schedule:

Spring semester March 1
Summer†† June 5
Fall semester October 1

A thesis option is available for the Master of Education in Curriculum and Instruction.

CURRICULUM

††††† The Master of Education in Curriculum and Instruction is a 36-hour program designed to provide educators with advanced professional development in pedagogy, subject matter, or leadership. New options designed with the Department of Computer Information Systems support the role of Technology Director or Instructional Technology Specialist. Certification programs may have other requirements in addition to degree course work.

††††††† The Master of Education in Curriculum and Instruction includes a 15-hour core requirement:

Core Courses Required for Major
EDU 5983 (semester prior to enrollment in EDU 5861)†
3
EDU 5023, 5383, 5861 (enroll for 3 semesters)†††
9
PSY 5043
3
 
Additional Courses Required for Support Areas
For Support Area in Elementary Education
EDU 5123, 5223, 5453, RDG 5723 or 5733; 5743
15
EDTC 5493†††
3
advised elective
3
 
For Support Area in Secondary Education

EDTC 5493

3

from academic discipline†

18
 
For Support Area in Teacher Leadership

EDTC 5493, EDAD 5073, 5163, 5393, EDU 5453†

15

electives as advised††

6
 
For Support Area in Generic Special Education

EDSP 5053, 5253, 5273, RDG 5753

12

P ED 5283†

3

From PSY 5033, EDSP 4633,* 4653*†

6
* Must be taken for graduate credit
 
For Support Area, Professional Reading Specialist1

RDG 5733 or 5723

3

RDG 5743, 5753, 5763†

9

from EDSP 5053, EDU 5123, 5223, 5453, RDG 5723†

9
 
For Professional Educational Diagnostician Support Area2,3

CNSL 5233 or PSY 5813

3

EDSP 5053, 5253, 5273, 5293, 5993

15

P ED 5283, RDG 5753

6
 
For Gifted and Talented Support Area

EDU 5603, 5623, 5643, 5663, 5693

15

electives as advised†

6
 
For Technology Director Support Area

EDTC 5493, 5593, CIS 5013, 5043, 5603, 5103, 5783

21
 
For Technology Applications Support Area

EDTC 5493, 5593, CIS 5603††††

9

CIS 5613, 5623, 5633, 5653†

12

1†† Other requirements for Reading Specialist Certificate include valid Texas Teaching Certificate, 3 years classroom teaching, and EDU 3203 or ENGL 3703 or PSY 3203.
2†† Other requirements for Educational Diagnostician Certificate include PSY 3033, 5033; EDSP 4633 or 4653; valid Texas Teaching Certificate; 3 yearsí classroom teaching, and a masterís degree.
3†† Does not require EDU 5383 as part of the core.

 

Department of Educational Administration,

Counseling, & Psychology

MASTER OF EDUCATION DEGREES IN EDUCATIONAL ADMINISTRATION AND COUNSELING

††††††† The Department of Educational Administration, Counseling, and Psychology offers the Master of Education degree with two majors: Educational Administration and Counseling. These degree options are designed to help students improve their competencies in their respective fields by developing new skills and in-depth knowledge, which are requisites for assuming roles of increased responsibility and leadership.

BASIC PROCEDURES

††††††† Graduate advisors are designated in each of the two major program areas to assist new students and those for whom graduate committees have not been appointed. The graduate committee chair, when appointed, assists the student in developing a degree plan and, along with the committee members, assumes the responsibility for preparing the student for the comprehensive examinations.

††††††† To receive full admission to any degree program offered in the Department of Educational Administration, Counseling, and Psychology, an applicant must meet all standards established by the College of Graduate Studies and all departmental program requirements and be recommended by the graduate advisor, committee chair, or the program admissions committee.

††††††† Students who meet the general requirements for conditional admission and are recommended by the department for full admission will be permitted topursue one of the major areas in the department. Typically, the student admitted conditionally will be required to complete 12 semester hours including EDU 5983 with a 3.25 GPA.

††††††† To remain in good standing, students who have full admission status are expected to maintain a 3.0 GPA. Students whose GPA does not meet the minimum may not enroll for additional work without special permission from the department head.

††††††† Consideration for accepting transfer credits will be given only after a student has full admission to graduate study. Credits transferred from an approved institution must meet the guidelines outlined in Limitations on Transfer and Correspondence Courses in General Requirements for the Master's Degree.

COMPREHENSIVE EXAMINATION

††††††† The following comprehensive examination procedures apply to the majors offered in the Department of Educational Administration, Counseling, and Psychology.

Administration and Application Dates

††††††† Examinations will be administered three times per year. Examinees must have filed a degree plan and complete an application to be eligible to take the comprehensive exam according to the schedule that follows.

Test Date†† Application Deadline
Second Saturday in April† March 1
Second Saturday in July† June 5
Second Saturday in November†† October 1

††††††† No examination will be administered other than on a regularly scheduled administration date without permission from the graduate advisor, the department head, and the Graduate Dean.

††††††† Comprehensive examinations will be composed of objective and essay sections. A student must receive a satisfactory grade on each section in order to successfully complete the comprehensive examination.

Procedures for Educational Administration

††††† SECTION ONE. This section consists of multiple-choice questions that address (1) the degree major core courses, and (2) foundation courses (Human Development, Curriculum, Design and Implementation, Educational Sociology, and Educational Research). This section is designed to test a studentís knowledge and understanding of content and concepts in the field of study.

††††††† SECTION TWO. This section of the examination is designed to assess higher-order thinking skills. It consists of four essay questions. Each test is composed of one common question and one from each of the three committee members.

††††††† GRADING PROCEDURES. Section One is computer graded and a student is expected to satisfactorily answer a specific number of questions.

††††††† Each comprehensive examination essay question is evaluated based upon the following points system: 4 Ė exceptional response well above expectations; 3 Ė average response consistent with expectations; 2 Ė weak response below expectations, but still passing; 1 Ė inadequate response, a failing performance; and 0 Ė response did not address the required task, a failing performance.† A student must receive a minimum score of Ď2í on three of the four essay questions in order to pass the essay portion of the masterís comprehensive examination.

††††††† Oral examinations may be required of any candidate with a marginal performance on this section. If a test paper contains major grammar and/or composition errors, the student may be asked to repeat the examination.

Procedures for Counseling and Psychology

††††† SECTION ONE. Each committee member will grade the essay questions that he/she submitted for the exam. Two questions are submitted by the chair of the committee, and each committee member submits one question. A committee member may choose to read a studentís response to all four questions.

††††††† Each of the exam questions will be graded on a 25 point scale. All four questions must be attempted. To pass this section, a student must receive at least 70 out of the possible 100 points. Points may be subtracted from an essay because of content deficiencies, grammar, or composition errors.

††††††† SECTION TWO. This section of the comprehensive examination consists of a computer-graded, 100-question multiple choice examination over the course content of required courses. Each question is worth one point, and the student is expected to attain a score of at least 70 points.

††††††† RETAKE POLICY. If an examinee fails either section of the examination, he/she may retake the failed section(s) at the next regular administration date. No one may retake any section of the examination more than two times without authorization from the department head and Graduate Dean.

††††††† OTHER PROVISIONS. Blue books, furnished by the department, are required for all essay questions. Examinees will be required to purchase blue books at the door on the day of the test.

MASTER OF EDUCATION IN EDUCATIONAL ADMINISTRATION

DEGREE AND CERTIFICATION REQUIREMENTS

††††† The Educational Administration programs at Tarleton State University are designed to prepare effective education leaders. Requirements for the master's degree (36 semester hours), the Principalís Certificate (45 semester hours), and the Superintendent's Certificate (66 semester hours) reflect the significant changes that occur in society, schools, and the roles and responsibilities of school administrators.

††††††† Tarleton's Master of Education degree in Educational Administration and the accompanying certification programs are designed to prepare administrators for a variety of roles and responsibilities. The Principalís Certificate qualifies one to hold campus-level administrative positions in the school, including the principalship. The Superintendent's Certificate qualifies one to become a superintendent. The programs are designed to support the continuing professional development of career-oriented individuals and help them to be knowledgeable decision-makers, capable of providing leadership to the district, campus, and community.

TYPICAL CURRICULUM FOR MEd IN EDUCATIONAL ADMINISTRATION

††††† Following is the typical curriculum for the Master of Education Degree in Educational Administration. A student who wishes to complete this degree and qualify for the principalís certificate should ask his/her academic advisor for information about additional requirements for the principalís certificate.

Foundations

††††††† Foundation course work prepares the student for the rigorous study in the Educational Administration core. Foundation course work is derived from three areas:

  1. †The following courses or the equivalent as approved by the advisor:
    EDU 5023, 5383, 5983, PSY 5043
  2. EDAD 5003
  3. Six hours of electives not in the educational administration core and approved by an advisor

Educational Administration Core

††††††† EDAD 5073, , 5093, 5123 , 5163, 5393

Thesis Option

††††††† Students pursuing the MEd in educational administration may choose the thesis option. The thesis option involves an original research project under the direction of a graduate faculty member and the preparation of a thesis in addition to the prescribed course work. The 36-hour degree program includes 18 hours from the educational administration core, 6 hours of EDAD 5883, and 12 hours by advisement. The student must enroll in EDAD 5883 for two consecutive semesters and complete the thesis according to the standards and policies determined by the Department of Educational Administration, Counseling, and Psychology and the College of Graduate Studies.

ADMISSION TO ADMINISTRATION PROGRAMS

††††††† Admission procedures for the Master of Education Degree in Educational Administration include the following steps:

1.†††† Admission to the College of Graduate Studies Students must complete all requirements for admission to the College of Graduate Studies listed in the current University catalog. Students must be eligible for full admission upon completion of the first 12 semester hours of course work, which includes EDU 5983, to continue in the program.

2.†††† Admission to the Educational Administration Program

††††††† Students will submit a formal application to the graduate advisor of the Educational Administration Programs prior to completing EDAD 5003. This application serves as a basis for advising the student with regard to general graduate and certificate requirements, course work, and degree requirements. The application requires that students submit 3 letters of reference, one of which must be from a current school district administrator, and a satisfactory score on the Graduate Record Examination (GRE).

3.†††† Assessment of Knowledge and Skills

††††††† Students must complete an assessment of knowledge and skills that will lead to a professional growth plan. Typically, students will initiate this requirement as a part of EDAD 5003 (Foundations of Educational Administration) early in their program.

4.†††† Recommendation for Certification

††††††† Recommendation for certification by Tarleton State University will be forwarded to the State Board for Educator Certification only after the student has successfully completed the designated course of study, two years of creditable teaching experience as a classroom teacher (see TAC ß 241.25), and the Texas Examination of Educator Standards (TExES). Students will be allowed to register for the TExES during the last semester of the course of study and after completing the professional development requirements (see #5 below). Students who fail to register and take the TExES within 24 months after the date of completing the requirements listed in this paragraph must request permission from the department head prior to registering for the TExES. The department head may require additional study to ensure that the student is current in the knowledge and skills in the learner-centered proficiencies. The additional study may include, but is not limited to, additional course work.

††††††††††††††† Students who fail to satisfactorily complete the TExES must receive permission from the department head prior to registering for a subsequent attempt on the TExES. The department head may require additional study to ensure that the student is current in the knowledge and skills in the learner-centered proficiencies. The additional study may include, but is not limited to, additional course work.

††††††††††††††† Students should regularly visit with advisors and the Certification Office for updates and changes in the certification process.

5.†††† Professional Development Requirements

The student must complete a minimum of 70 CPE clock hours of professional development experiences related to the professional growth plan. In conjunction with an advisor, the student will develop a growth plan utilizing assessment information and needed educational experiences. The professional development units must be satisfactorily completed prior to approval by the university for the student to take the TExES.

PRINCIPALíS CERTIFICATE

SUPERINTENDENT'S CERTIFICATE

TYPICAL CURRICULUM

††††††† Following is the typical curriculum for the Principalís Certificate. A masterís degree is a prerequisite for this certificate.

Foundations

††††† EDAD 5003

Educational Administration Core

††††† EDAD 5073, 5093, 5123 , , 5163, 5393

Additional Requirement for the Principalís Certificate

†††† EDAD 5993 (Internship for the Principalship)
†††† Six hours of graduate level electives

ADMISSION TO THE PRINCIPALíS INTERNSHIP

††††† Because the internship course work cannot be applied to the Master of Education degree, students pursuing the Principalís Certificate normally complete their masterís degree requirements before doing their internships. The student must enroll each semester until the internship is satisfactorily completed. Application for admission to the principal internship must be submitted to the Graduate Advisor of the Educational Administration Programs no later than June 15 preceding the fall of enrollment for the internship and October 15 preceding the spring internship. Students must complete the educational administration core prior to enrolling in the internship. The internship course typically is a one-semester course; however, this course may be repeated so that the student can satisfactorily complete internship requirements. No more than 3 semester hours of internship course work can be used to satisfy certification plan requirements.

NEW CENTURY EDUCATIONAL LEADERSHIP PROGRAM

††††† The New Century Educational Leadership Program (NCELP) is an alternative principal certification program. Its purpose is to prepare highly qualified individuals to serve as public school administrators in Texas. NCELP is not designed to replace or detract from the traditional certification program at Tarleton or any other university. NCELP is a collaborative administrator program between Tarleton State University and public school districts in Texas.

††††††† The NCELP is designed for persons who have completed a baccalaureate degree or higher, who have a record of exemplary academic achievement and/or work experience, and who have demonstrated leadership qualities. Certification is earned through a combination of intensive summer course work and monthly seminars coupled with a paid, two-year internship in an administrative position with a public school. The internship is jointly sponsored and supervised by Tarleton State University and the participating school district. Interns develop professional administrative knowledge and skills through the combination of University classes and practical administrative experiences.

††††††† Through NCELP, interns earn a Master of Education in Educational Administration and a Principal certificate that enables the intern to accept administrative positions in Texas public schools.

NCELP Entry Requirements

††††† Grade point requirements for entering the NCELP program are more stringent than those of most other administrator education programs. NCELP applicants must present a bachelorís degree or higher from a regionally accredited institution with a grade point average of at least 3.0 on the last 60 hours. Further, applicants with bachelorís degrees must present evidence of at least three years of successful experience in a position with leadership responsibilities. Applicants with graduate degrees must present evidence of at least two years of such experience. All applicants must document at least three years of teaching experience.

††††††† In addition, applicants must successfully complete an intensive screening process that includes a formal presentation and input from public school administrators familiar with the applicant.

††††††† Concurrent with applying for admission to NCELP, applicants must also apply for admission to the College of Graduate Studies at Tarleton. An acceptable score on the general test of the Graduate Record Exam (GRE) is required by Tarleton for admission to graduate school.

††††††† The applicant must secure a position in a public school in Texas in which he/she executes administrative responsibilities during at least 60% of his/her duty hours.

††††††† Additional requirements also apply to NCELP applicants. Persons interested in applying for the program should contact the NCELP Director in the E.J. Howell Building Room 105 or by phone at (254) 968-9992 or by contacting the NCELP program specialist at (254) 968-9805.

Collaborative of Educational Organizations Program

††††† Tarleton State University, in collaboration with Education Service Center Region XI and regional school districts, provides the Collaborative of Educational Organizations (CEO) Principal Preparation Program as a two-year program for obtaining certification and a masterís degree. Relevant training is provided through the program along with the support of a mentor principal and CEO program staff.

††††† During the first year of the program, CEO students progress through a field-based program that emphasizes the application of knowledge and skills through a variety of experiences developed around the challenges of administrative practice. Participants remain in their classrooms or their current non-administrative positions and fulfill specific campus leadership responsibilities in preparation for their internship.

††††††† During the second year, participants are placed in campus-based administrative positions or internships. Certain duties and experiences are required to be consistent with CEO Principal Preparation Program objectives and to develop skills necessary for the principalship.

††††††† Minimum entry requirements include three yearsí teaching experience, a valid teaching certificate, a grade point average of at least 3.0 on the last 60 hours of coursework, a completed CEO Principal Preparation Program application, completion of a district agreement form, an e-mail account and access to the Internet, and full admission to the Tarleton College of Graduate Studies.

††††††† There are several screening processes prior to acceptance into the program, and the applicant may need to meet additional admission requirements. The school district that currently employs the applicant must be willing to recommend him/her for the CEO program. The second-year internship must be at least 50 percent administrative in nature.

††††††† In both years of the program, participants attend intensive training during June and July. In the first year, course work continues on Saturdays during the school year. In the second year, course work is held on one or two weekday afternoons or evenings each month. Participants must attend all sessions and maintain a 3.0 GPA on all coursework. Participants engage in a continuous process of performance and evaluation in a variety of formats.

††††††† Application packets may be picked up in the Administrative Development Department at ESC Region XI, 3001 North Freeway, Fort Worth, TX 76106. Application packets may also be obtained by calling (817) 740-7631 or sending e-mail to lcarson@esc11.net

††††††† There are additional fees associated with this program, besides the standard tuition and fees required by the University. For a delineation of these fees, please call the University program specialist at (254) 968-9805.

ADMISSION TO THE SUPERINTENDENTíS CERTIFICATE PROGRAM

††††† For admission to the Superintendentís Certificate Program, students must (a) have earned the principal certificate; (b) have been admitted to the College of Graduate Studies according the requirements of the current University catalog; (c) submit copies of official teacher and administration certificates and; (d) formally apply with the graduate advisor of the Education Administration Programs for admission to the Superintendentís Certificate Program.

††††††† Admission to the program does not guarantee recommendation for certification. To be recommended for certification, students must meet all program requirements and, satisfy the requirements for recommendation for certification outlined on p. 225.

Additional Requirements for the Superintendent's Certificate

Requirements/Courses Semester Hours

EDAD 5173, 5183, 5193, 5203, 5353, 5363, 5973
Additional hours above Principalís Certificate for the Superintendentís Certificate†††

21

†††††††††††††††††††††††††††††††††††††††††††††††††††

DOCTOR OF EDUCATION IN EDUCATIONAL LEADERSHIP

Designed to prepare high quality scholar-practitioners for public school leadership, the Doctor of Education (Ed.D.) in educational leadership offers a rich theoretical knowledge base as the foundation for the development of visionary leaders for the Pk-12 environment. The Ed.D. is a 72 semester hour, post-masterís degree combining an individualized program of study with specialized course work and research.

The program operates as a cohort model. Students are admitted annually and then matriculate through the doctoral course work as a class. At the beginning of the program, the course work is similar for all students in the cohort, but as students progress through the program, their program of study becomes more individualized and focuses on a specific area of study.

ADMISSION

The admission process is a three-stage process. Stage 1 is the screening process, which includes submission of all appropriate documents by the advertised deadline. The required documentation includes:

Stage 2 is the evaluation stage, which consists of a review of all information submitted in the screening process, review of a writing sample, and personal interviews. Stage 3 is the selection stage of the admission process. During stage 3, the admissions committee determines the applicants most appropriate for admission to the doctoral program. An application packet may be obtained from the doctoral program web site at www.tarleton.edu/~edd or the web site for the College of Graduate Studies, www.tarleton.edu/~graduate. Please contact the College of Graduate Studies for application deadlines.

CURRICULUM
Course Work

The doctoral program curriculum consists of 72 semester hours in educational leadership, research tools, specialization area, and electives. Thirty-six of the semester hours have a pre-requisite of doctoral standing, and must be taken with the cohort. Non-doctoral courses (i.e., specialization and electives) can be taken at the leisure of the student. However, students are advised to take the electives in the sequence as listed in the typical curriculum. Students should work closely with their advisors so that an appropriate workload is established. Course work applied to a previous degree will not be applied to the doctoral degree. Course work taken more than 10 years previous to the date of graduation will not apply toward the degree.

Educational Leadership Core

Enrollment in all courses in the educational leadership core require doctoral standing. Students will be required to take these courses with the cohort group. The year and semester of the delivery of the courses are outlined in the Typical Curriculum section. The leadership core consists of 27 semester hours.

EDAD 6103 Historical and Theoretical Foundations in Educational Leadership††††††
EDAD 6111 Critical Issues in Educational Leadership
EDAD 6143 Philosophy and Ethics in Educational Leadership
EDAD 6213 Education Law and Policy
EDAD 6223 Data Analysis and School Improvement
EDAD 6233 Theory & Practice of Organizational Leadership
EDAD 6243 Advanced Studies in Educational Leadership
EDAD 6303 Educational Governance and Politics
EDAD 6953 Advanced Seminar in Educational Leadership

Research Tools

Enrollment in the nine semester hours of research tools under the EDAD prefix require doctoral standing. Students will be required to take those courses with the cohort. Psychology 5003, Behavioral Statistics, does not require doctoral standing, but doctoral students will be required to take the course with the cohort group. The research tools consist of 12 semester hours.

PSY 5003 Behavioral Statistics
EDAD 6123 Methods of Educational Research
EDAD 6253 Methods of Inquiry I
EDAD 6313 Methods of Inquiry II

Specialization/Cognate Area

In the specialization area, the student will work with his/her doctoral committee to establish a program supportive of his/her professional goals and doctoral objectives. A minimum of 12 hours may be selected from the educational administration electives or other appropriate graduate course work.†

Once students have successfully passed their qualifying exam (see below), they are eligible to propose their dissertation study. Students make an oral defense to their doctoral committee. Once the dissertation has been completed, students will defend their dissertation to the members of their graduate committee, the Graduate Dean or the Deanís representative who is a member of the Graduate Council, and invited guests. Students must continuously enroll in a dissertation course each semester until the dissertation is completed. The student must enroll in a minimum of 12 semester hours of EDAD 7883.

QUALIFYING EXAMINATION

At the completion of the leadership core, the students must take a comprehensive written qualifying exam.† Upon successful completion of the qualifying exam and recommendation of doctoral faculty advisors, students will be admitted to candidacy.

RESIDENCY

Degree candidates will be required to complete a campus residency of at least two long semesters, and one summer session, consecutively. A minimum of six (6) hours must be taken during each of the semesters and summer session. During the residency, the student will enroll in EDAD 6111, Critical Issues in Educational Administration, and complete a residency plan requiring the student to participate in activities related to cultural diversity, research, service, and professional development.

INTERNSHIP

The completion of an internship is required prior to the awarding of the Ed.D. in Educational Leadership. Internships will be made available for students seeking principal and superintendent certification. Students who have not participated in an internship program leading to principal or superintendent certification will be required to enroll in EDAD 6863, Internship in Educational Leadership. Internship course work may not be used to satisfy other degree requirements.

TYPICAL CURRICULUM

The following is a typical curriculum for students in the Ed.D. program. The listed courses must be taken with the cohort group in the time frame listed below. Students should work closely with their advisors when deciding to complete electives and specialization courses.

Year 1    
Fall†† Spring Summer
PSY 5003† EDAD 6123 EDAD 6213
EDAD 6103 EDAD 6143† Elec/Spec (6)
     
Year 2 (Residency)    
Fall†† Spring Summer
EDAD 6111† EDAD 6111† EDAD 6111
EDAD 6253 EDAD 6223 EDAD 6233
EDAD 6303† EDAD 6313 EDAD 6243
     
Year 3    
Fall Spring Summer
EDAD 6953† Elec/Spec (6)† Elec/Spec (6)
Elec/Spec (3)† Qualifying Exam  
     
Year 4    
EDAD 7883    

TRANSFER COURSE WORK

With the approval and written request from the doctoral advisor, and at the discretion of the Dean of the College of Graduate Studies, students may transfer up to 12 semester credit hours toward the doctoral degree from another regionally-accredited university. Transfer course work may not be used to satisfy the educational leadership core requirements.

MASTER OF EDUCATION IN COUNSELING

††††††† The Professional Counselor Program offers a program of study leading to the Master of Education degree with a major in Counseling. The degree enables graduates to be eligible for the Professional Counselor License (LPC). The program also enables students to pursue certification as a school counselor. Before school counseling certification can be granted, students must have accrued at least two years of teaching experience in public schools, grades K-12.

††††††† Any student pursuing a degree, certificate, or license in counseling must be admitted to the Professional Counselor Program. Applicants must meet both graduate school admission requirements and program admission requirements. Students pursuing school counseling certification must hold a valid permanent teacherís certificate. Students who are not pursuing school counseling certification should have an undergraduate degree in a field related to counseling, such as psychology, social work, or sociology. If their undergraduate degree is in a field not closely related to counseling, these students may be required to take additional coursework.

ADMISSION GUIDELINES

Studentsí admission status will be reviewed continuously throughout their course of study regarding their ability to develop competence in counseling, therapy, and/or assessment skills. Should a change in admission status be required, appropriate program procedures will be followed. Consult the student handbook or ask a graduate advisor for details.

Admission to Candidacy Core and Comprehensive Examinations

CURRICULUM

††††† The masterís degree with a major in counseling consists of 48 semester hours of study as follows:

Required courses (42 hours)  
CNSL, 5503, 5523, , 5913, 5953, 5963††
15
CPSY 5513, 5533, 5543, 5563, 5573, 5813††
18
EDU 5983††
3
PSY 5043, 5113†
6
Electives
6
Total:
48

SCHOOL COUNSELING REQUIREMENTS

††††† Students who pursue School Counseling Certification follow the same procedures for admission to the counseling program. A student who has a masterís degree and wants to pursue School Counseling Certification may be admitted as a special non-degree-seeking student. Alternatively, the student who already has a masterís degree may choose to seek the masterís degree with a major in counseling. No more than six hours of study completed as a special non-degree-seeking student may be applied to a second masterís degree program. A student who does not have a masterís degree must seek the degree concurrent with the certification.

CERTIFICATE REQUIREMENTS

Required Counseling Courses  
CNSL, 5503, , 5953, 5963††
9
CPSY 5513, 5533, 5543, 5573, 5813††
15
CNSL 5523 or CPSY 5563 or EDSP 5053
3
elective†††††
3
 
Required EDU and PSY courses
EDU 5023 or PSY 5113
3
PSY 5043††
3

MASTER OF SCIENCE DEGREES IN PSYCHOLOGY

††††† The Department of Educational Administration, Counseling, and Psychology offers programs of study leading to the Master of Science degree in Counseling Psychology and Educational Psychology. The Master of Science in Counseling Psychology provides options in Counseling Psychology and Marriage and Family,. These options enable graduates to be eligible for the Professional Counselor License (LPC). The Master of Science degree in Educational Psychology provides options for the Licensed Psychological Associate and School Psychology.

††††††† Students wishing to pursue a masterís degree in Psychology must be admitted to the graduate Psychology program. Applicants must meet both graduate school admission requirements and program admission requirements. Students should have an undergraduate degree in Psychology or a related field such as social work, sociology, management, or human resources. A student whose undergraduate degree is in a field not closely related to Psychology may be required to take additional work.

Admission
Fall Semester† July 15
Spring Semester November 15
Summer Semester April 15

Studentsí admission status will be reviewed continuously throughout their course of study regarding their ability to develop competence in counseling, therapy, and/or assessment skills. Should a change in admission status be required, appropriate program procedures will be followed. Consult the student handbook or ask a graduate advisor for details.

Admission to Candidacy Core and Comprehensive Examinations

Core Examination

MASTER OF SCIENCE IN COUNSELING PSYCHOLOGY

†††† The Master of Science degree in Counseling Psychology includes a core curriculum of 27 semester hours of study:

Core Requirements:††† Hours
PSY 5003, 5013, 5043 5053, 5063, 5843†
18
CPSY 5533, 5583, 5813
9
 
Additional requirements for options (in addition to core requirements):
Option A: Licensed Professional Counselor (Total hours: 48)

PSY 5113

3

CPSY 5513

3

CNSL 5543††

3

from CPSY 5103, 5943, PSY 5023†

3

from CPSY 5123, 5183, 5243, 5563, PSY 5113††

6

elective†

3
   
Option B: Marriage and Family (Total hours: 48)  

CPSY 5093, 5103, 5203, 5243, 5563, PSY 5873

18

PSY 5113 or 5133

3

†Mental Health certification may be obtained by taking additional hours of course work upon completion of the degree requirements for the Master of Science in Counseling Psychology. Please consult your advisor for information about this certification.


MASTER OF SCIENCE IN EDUCATIONAL PSYCHOLOGY

†††††††††

Core Requirements:††† Hours
PSY 5003, 5013, 5053, 5063, 5143, 5803, , 5843
21
†CPSY 5813
3
 
Requirements for options (in addition to core requirements):

Option A: Licensed Psychological Associate (Total hours: 45)

CPSY 5513, 5543, 5583†

9

CPSY 5533

3

CPSY 5123 or PSY 5043

3

Electives from CNSL, CPSY, PSY††

6
   
Option B: School Psychology: [Non-thesis (63 hrs.) or Thesis (66 hrs.)]  

PSY 5023, 5033, 5043, 5113, 5153, 5823, 5833, 5953, 5963

27

CPSY 5583 or EDSP 5053

3

EDU 5383†

3

EDAD 5083†††

3

PSY 5883 (Thesis; optional)††

3

CNSL 5503†

3

††††††††††††††††††††Department of Health & Physical Education

MASTER OF EDUCATION DEGREE IN PHYSICAL EDUCATION

††††††† The Master of Education degree with a major in Physical Education is designed specifically for those students who have completed an undergraduate degree in Physical Education. A minimum of 18 graduate hours in Physical Education is required of majors. The major objective of the Master of Education in Physical Education is to promote professional growth of teachers and exercise specialists.

BASIC PROCEDURES

††††† Graduate faculty members in the Physical Education Department serve as academic advisors to graduate students. After completion of at least 12 semester hours and full admission to graduate study, the graduate student shall select a chairperson of the advisory committee. In consultation with the chairperson, the remainder of the advisory committee will be selected. A degree plan will be filed and admission to candidacy granted, provided all academic requirements have been met. The advisory committee has the responsibility for the degree program and comprehensive testing of the student prior to conferral of the degree.

DEGREE REQUIREMENTS

Curriculum

††††††† The following courses are required for a Master of Education degree in Physical Education:

††††††† Non-thesis Option

The non-thesis option in Physical Education requires the student to complete the following requirements:

††††††† P ED 5013, P ED 5363, and EDU 5983

††††††† At least 12 additional graduate hours in P Ed

††††††† 15 additional graduate hours by advisement

††††††† Thesis Option

††††††† P ED 5013, P ED 5363, and EDU 5983

P ED 5883 Thesis (a student must enroll in Thesis for at least 2 semesters for a total of 6 hours credit)

††††††† At least 6 additional graduate hours in P ED

††††††† 15 additional graduate hours by advisement

Comprehensive Examination

††††††† General Policies. Physical Education majors must pass a written and/or oral comprehensive examination during the semester in which graduation is anticipated. Failure of the written examination will result in an oral examination to be administered in a reasonable length of time following the written examination.

††††††† Specific Departmental Requirements. The written and/or oral examination date will be selected by the head of the Physical Education Department each semester.