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Master
of Science - Education Mr.
George Stonikinis, Chair 434.395.2349, gstoniki@longwood.edu Dr. Deborah C. Frazier, Education Program Coordinator 434.395.2608, dfrazier@longwood.edu Within
the Department of Education, Special Education, Social Work and Communication
Disorders, there are thirteen areas of concentration leading to the Master of
Science degree. They are community & college counseling; curriculum &
instruction specialist/elementary; curriculum & instruction
specialist/English; curriculum & instruction specialist/LD, E/BD & Mild
MR; curriculum & instruction specialist/modern languages; curriculum &
instruction specialist/physical education; educational leadership; elementary
education PreK-6 initial licensure, guidance and counseling; literacy &
culture; modern languages PreK-12 initial licensure; school library media; and
special education NK-12 initial licensure. In addition, the M.S. degree is
awarded to Longwood students enrolled in the Special Education/Liberal Studies
five-year program. The department also offers three graduate licensure only
programs in educational leadership, school library media, and special education
NK-12. GRADUATE
PROFESSIONAL SEMESTER Students
in the Elementary Education PreK-6 Initial Licensure, Special Education NK-12
Initial Licensure, and Modern Languages PreK-12 Initial programs must complete a professional semester to meet state
licensing requirements. This professional semester is designed as the capstone
course in these programs. For those
students who are already teaching under a Provisional or Special Education
Conditional License, enrollment in the professional semester is still a
requirement, but will be a mentorship of their current teaching position.
To be eligible, a student must have a 3.00 GPA, passing scores on Praxis
I and II, and all other program requirements completed. An application must be
completed and filed with the Office of Teacher Education, Hull – Room 256, by
12 noon on the last day of classes one (1) year in advance of the professional
semester. Praxis I & II score reports must be submitted with the application if you did
not list Longwood University as a score recipient when you took the tests.
Applications to the professional semester may be obtained from the Office of Graduate Studies or the Office
of Teacher Education. THESIS The
writing of an acceptable thesis is an option for the curriculum and instruction
specialist/LD, E/BD and mild MR concentration, the special education/liberal
studies 5-year concentration, and the special education NK-12 initial licensure
concentration. The thesis proposal will summarize the proposed
study and give research methodology or critical framework for the study. The
thesis proposal is formulated by the student in consultation with an advisor and
submitted to the student’s thesis committee. The student’s thesis committee
will be composed of three graduate faculty members; adjunct faculty will not
serve on this committee. The Longwood University Human and Animal Subjects
Research Review committee must approve the proposal prior to commencement of the
research.
For general requirements on the thesis, consult the "Academic
Regulations" section.
COLLABORATIVE
RESEARCH The
writing of an acceptable research article is an option for the curriculum and
instruction specialist/LD, E/BD and mild MR concentration, the special
education/liberal studies 5-year concentration, and the special education NK-12
initial licensure concentration. The collaborative research
proposal will summarize the proposed study and give research methodology or
critical framework for the study. The collaborative research proposal is
formulated by the student in consultation with a faculty member either
conducting similar research or willing to support the student’s research. It
is then submitted to the student’s collaborative research committee. The
student’s collaborative research committee will be composed of three graduate
faculty members; adjunct faculty will not serve on this committee. The Longwood
University Human and Animal Subjects Research Review committee must approve the
proposal prior to commencement of the research.
For general requirements on collaborative research, consult the
"Academic Regulations" section.
COMPREHENSIVE
EXAMINATION The
student’s comprehensive examination committee will be composed of three
graduate faculty members; adjunct faculty will not serve on this committee. The
committee will be responsible for the preparation and evaluation of the
comprehensive examination.
The comprehensive examination will be of the essay type, consisting of
several broad question areas. It is designed to evaluate the student's
competency in written expression and the ability to reason. In addition, the
student's knowledge of and ability to apply specific theory and research
relating to his/her area of concentration will be evaluated. The grading system
for the evaluation of the comprehensive examination will be pass/fail. Two of
the three members of the committee must agree for a "Pass" grade.
The comprehensive examination in Education and English will be
administered two times a year from 9 a.m. – 12 noon on the third Saturday of
October and the first Saturday of March by the Office of Graduate Studies.
Students must register for the comprehensive examination (Educ 699-select
the section of your program or Engl 699) no later than the last day to add a
course in the semester in which they wish to take the examination. The Office of
Graduate Studies will send written notification after the last day to add a
course in a semester to all students registered for the comprehensive
examination. The notification will include specifics about administration of the
exam as well as a program specific study guide.
Students who fail the examination shall be allowed one re-examination.
The Education re-examination can be administered at a time set by the
Director of Graduate Studies within the same semester with a fee of $35.00
required prior to administration of the re-examination. Alternatively, the
re-examination can be administered at the next scheduled exam date with the
student registering for the re-exam section of Educ 699 in that term and paying
the $35.00 course fee. (Please see the English listing for more specifics on a
re-examination of an English comprehensive examination.) Failure
of the examination for a second time will be final and students will be
dismissed from the graduate program.
For general requirements on the comprehensive examination, consult the
"Academic Regulations" section of this catalog. CONCENTRATIONS The
following pages give an overview of each program along with the program
requirements of each program concentration offered in the Education major.
There are fourteen concentrations leading to the Master of Science degree
and three concentrations leading to licensure only. NOTE:
Students are to use these pages as curriculum advisory sheets for their
graduate program of study. Although substitutions may be considered, please be
aware that they may negatively affect endorsement requirements and that a
maximum of two substitutions is permitted in a program. Students are urged to
use requirements of the Virginia Department of Education as endorsement
guidelines.
COMMUNITY
AND COLLEGE COUNSELING Dr.
Jennifer Apperson, Program Coordinator The
Community and College Counseling program offers an interdisciplinary degree
specifically for college graduates interested in preparing for counseling roles
in community agencies working areas such as mental health, social services,
youth development services, court services or rehabilitation, or in college
settings such as student affairs offices, counseling centers or residence halls.
A teaching license is not required for this program.
Students will receive solid grounding in research methodologies and human
development theories relevant to counseling applications. They will learn the
theoretical frameworks of counseling and how they translate into individual and
group interventions based on researched strategies tailored to individual client
needs. Graduates will assist clients in self-discovery, personal growth, and in
making healthy lifestyle choices.
Students are cautioned to work closely with their advisor in planning
their studies since some courses have prerequisites and are sequenced to begin
with the fall semester.
Students interested in pursuing licensure as a Professional Counselor in
the Commonwealth of Virginia are advised to obtain and adhere to the regulations
of the Virginia Board of Counseling. Information may be obtained at
www.cce-global.org/va/varequirements.htm. PROGRAM
REQUIREMENTS EDUC
502
Research Design (3) (Required during the first nine hours) EDUC
503
Introduction to the Counseling Profession (3) EDUC
505
Theories of Counseling and Psychotherapy
(3) EDUC
521
Human Growth and Development (3) EDUC
545
Techniques of Counseling and Psychotherapy (3) EDUC
555
Psychological Testing and Appraisal (3) EDUC
605
Group Counseling Theories and Techniques (3) EDUC
612
Counseling Strategies for Healthy Adjustment (3) PSYC
650
Counseling Practicum/Community and College (3) PSYC
651
Practice and Ethics of Community and College Counseling (3) PSYC
660
Clinical Psychopathology (3) EDUC
699
Comprehensive Examination (0) ELECTIVE
COURSES (6). Select two from the following courses offered on a rotating basis.
EDUC
601
Counseling in a Pluralistic Society (3) EDUC
610
Career Counseling and Career Development (3) EDUC
613
Guidance & Counseling of Exceptional Students (3) PSYC
523
Theories in Personality (3) PSYC
540
Applied Behavior Analysis (3) PSYC
552
Psychopharmacology (3) PSYC
620
Family Systems Theories (3) PSYC
621
Family Therapy Techniques (3) PSYC
630
Advanced Statistical Methods (3) TOTAL
HOURS REQUIRED
39 CURRICULUM
AND INSTRUCTION SPECIALIST/ENGLISH Dr.
Carolyn Craft, Program Coordinator Students
in this program are expected to have an English minor or equivalent and possess
a valid Collegiate Professional License or equivalent from another state.
Completion of the program may lead to the Postgraduate Professional License.
Only one of the starred (*) courses may count toward the required 30
hours; all other courses with an ENGL prefix may be repeated for credit when the
topic changes. English
Comprehensive Examination Policy Students
in the Master of Science in Education: Curriculum and Instruction
Specialist/English, as well as the Master of Arts in English: English Education
and Writing and 6-12 Initial
Licensure concentrations who elect not to write a thesis, register for English
699 Comprehensive Examination the last semester of their degree work.
If degree completion is scheduled for summer, the examination may be
taken the preceding spring provided the student needs no more than two summer
courses to complete her/his program. The student must have a B average (3.0 GPA)
in all courses completed for the degree before taking this examination.
The comprehensive examination will be administered two times a year from
9a.m. – 12 noon on the third Saturday of October and the first Saturday of
March. Registering for English 699 indicates that the student will take the
examination that semester; if the student needs to delay the examination, the
English Graduate Program Coordinator may grant permission to delay the exam one
semester (without re-registration for 699 and without additional fee) or may
refuse to grant such permission (appeal to the EPML Department Chair and
subsequently the Graduate Faculty Petitions Committee is possible).
The comprehensive examination consists of four essay questions: the
student will answer three of these questions. The comprehensive examination will
be designed for the individual student, based on the courses each student has
taken. The student’s knowledge of and ability to apply specific theory and
research relating to his/her area of concentration will be evaluated, together
with the student’s competency in written expression and reasoning ability.
The grading system for the evaluation of the examination will be
pass/fail, with two graduate English professors (and/or Education professors, if
C&I, or other appropriate professors for MA in English: EE&W or Initial
Licensure concentrations) grading each question. If a question receives a pass
and a fail, then a third professor will grade that question. Any reexamination
will consist of three essay questions: a student will answer the number of
questions failed on the original examination.
Any student failing the examination, or any portion thereof, may
re-register for English 699 Comprehensive Examination ($35.00 fee) and have one
reexamination at the next scheduled examination date (the English Graduate
Program Coordinator may grant permission for an examination date a semester
later if delay in repeating is necessary). Failure of the examination, or any
portion thereof, for a second time will be final, and the student will be
dropped from the graduate program. PROGRAM
REQUIREMENTS EDUC
502
Research Design (3) (Required during the first nine hours) EDUC
543
Curriculum Development in the Middle and Secondary School (3) EDUC
547
Instructional Media and Computer Technology in the Classroom (3) EDUC
571
Foundations of Instruction and Learning Theory (3) ENGL
579
Writing: Theory and Practice
in the Middle, Secondary & College Classroom (3)* OR
ENGL 580
The Teaching of English (3)* ENGL
699
Comprehensive Examination (0) ELECTIVE
COURSES. (6) Select two or more from the following: ENGL
510
Creative Writing (3)* ENGL
511
The Epic (3) ENGL
512
Poetry (3) ENGL
513
The Novel (3) ENGL
514
Short Story (3) ENGL
515
Drama (3) ENGL
522
Major Figures in Fiction (3) ENGL
523
Major Figures in Poetry (3 ENGL
525
Shakespeare (3) ENGL
531
Arthurian Literature (3) ENGL
532
Women and Literature (3) ENGL
541
Ethnic Literature (3) ENGL
542
Regional Literature (3) ENGL
544
Literature and Culture (3) ENGL
562
Literary Criticism (3) ENGL
570
Professional Writing Skills (3)* ENGL
581
Literature for Young Adults (3)* ENGL
595
Special Topics (1-3) ELECTIVE
COURSES. (9) Select three or more from the following: ENGL
611
Studies in British Medieval Literature (3) ENGL
621
Studies in the English Renaissance (3) ENGL
631
Studies in British Neoclassicism and the Eighteenth Century (3) ENGL
641
Studies in British Romantic and Victorian Literature (3) ENGL
651
Studies in Modern and Contemporary British Literature (3) ENGL
661
Studies in American Colonial Literature (3) ENGL
671
Studies in American Romanticism (3) ENGL
681
Studies in American Realism and Naturalism (3) ENGL
691
Studies in Modern and Contemporary American Literature (3) ENGL
695
Studies in Special Topics (1-3) TOTAL
HOURS REQUIRED
30 CURRICULUM
AND INSTRUCTION SPECIALIST/LD, E/BD, AND MILD MR Dr.
Peggy Tarpley, Program Coordinator The
concentration in special education provides strategies for effective teaching of
students with learning disabilities, emotional/behavioral disorders, and mild
mental retardation. Graduate students learn assessment and diagnosis of
students, effective instructional procedures, collaborative techniques, and
behavior management strategies. This degree is for special education teachers or
other licensed teachers who wish to work toward an endorsement to teach students
with learning disabilities, emotional/behavioral disorders, or mild mental
retardation.
Students entering the C & I LD, E/BD, and MMR program must possess a
valid Collegiate Professional License or equivalent from another state. Prior to
completing the program and receiving the master’s degree, students must meet
the following graduation requirements: must show evidence of at least one course
in the teaching of reading and at least one course in the teaching of
mathematics. NOTE:
Though many courses overlap, this is a different program from the 5-year
Liberal Studies/Special Education undergraduate/graduate special education
program and the special education NK-12 initial licensure program PROGRAM
REQUIREMENTS EDUC
502
Research Design (3) (Required during the first nine hours) EDUC
547
Instructional Media and Computer Technology in the Classroom (3) EDUC
620
School Law (3) SPED
515
Survey of Exceptional Students (3) SPED
516
Medical and Neurological Problems of Exceptional Students (3) SPED
520
Language Development and Language Disorders (3) SPED
530
Characteristics and Needs of Students with Learning Disabilities,
Emotional/Behavioral
Disorders, and Mental Retardation (3) SPED
540
Curriculum and Methods for Students with Learning Disabilities,
Emotional/Behavioral Disorders, and Mental Retardation
(3) SPED
545
Psychoeducational Assessment (3) SPED
565
Behavior Management (3) SPED
575
Career and Life Planning for Individuals with Disabilities (3) SPED
682
Collaboration in the School, Home and Community (3) SPED
600
Thesis Research (3) OR
SPED 601
Collaborative Special Education Research (3) OR
EDUC 699
Comprehensive Exam (0) (In lieu of thesis research or collaborative
special
education research, students selecting the comprehensive exam option must
register for the exam and take one of the following courses: ART
543; EDUC 530, 549; MATH 623; MUSC 543, 546; PSYC 523, 552, 660; SCED 562; or
SPED 689, 690. Students are encouraged to take SPED 689.) TOTAL
HOURS REQUIRED
39 CURRICULUM
AND INSTRUCTION SPECIALIST/MODERN LANGUAGES Dr.
Lily Anne Goetz, Program Coordinator The
Modern Languages Curriculum and Instruction Specialist concentration is designed
for the classroom teacher who wants to improve instructional skills as well as
expand knowledge and skills in the language of concentration.
Completion of this program may lead to the post-graduate professional
license.
Students admitted to this program are expected to present an
undergraduate major in the language of concentration and a valid Collegiate
Professional License or equivalent from another state.
Students may select French, German or Spanish as the area of
concentration. Note that courses with a FREN, GERM or SPAN prefix are usually
offered during summer institutes for teachers. Students should work closely with
their adviser to determine their course of study. Summer
Institutes for Teachers Graduate
courses in Spanish are offered during the Summer Institute for Spanish Teachers
in Mérida, Venezuela, and in Valencia, Spain, and change each year. Approximate
dates each year are from July 5th thru 30th; the application deadline is May 1.
Students may take two graduate Spanish courses and receive six credits while
living with host families and sharing three meals per day with them. The program
is very intensive; besides attending classes each day, students participate in
visits to sites of cultural or historic significance and in social activities
with the families and instructors. PROGRAM
REQUIREMENTS EDUC
502
Research Design (3) (Required during the first nine hours) EDUC
530
Teaching
Reading in the Content Area (3) EDUC
547
Instructional Media and Computer Technology in the Classroom (3) EDUC
571
Foundations of Instruction and Learning Theory (3) EDUC
699
Comprehensive Examination (0) REQUIRED
ELECTIVE COURSES BY LANGUAGE (18). Select a minimum of six courses in the
language of concentration: FREN
500
Approaches to Teaching French (3) FREN
501
Advanced Grammar Through Composition and Conversation (3) FREN
502
Advanced Conversation and Phonetics (3) FREN
520
Topics in Literature (3) FREN
521
The Teaching of Literature (3) FREN
530
Topics in Culture and Civilization (3) FREN
531
The Teaching of Culture and Civilization (3) FREN
595
Special Topics (1-3) GERM
500
Approaches to Teaching German (3) GERM
501
Advanced Grammar Through Composition and Conversation (3) GERM
502
Advanced Conversation and Phonetics (3) GERM
520
Topics in Literature (3) GERM
521
The Teaching of Literature (3) GERM
530
Topics in Culture and Civilization (3) GERM
531
The Teaching of Culture and Civilization (3) GERM
595
Special Topics (1-3) SPAN
500
Approaches to Teaching Spanish (3) SPAN
501
Advanced Grammar Through Composition and Conversation (3) SPAN
502
Advanced Conversation and Phonetics (3) SPAN
520
Topics in Literature (3) SPAN
521
The Teaching of Literature (3) SPAN
530
Topics in Culture and Civilization (3) SPAN
531
The Teaching of Culture and Civilization (3) SPAN
595
Special Topics (1-3) TOTAL
HOURS REQUIRED
30 CURRICULUM
AND INSTRUCTION SPECIALIST/PHYSICAL EDUCATION Dr.
Lisa M. Olenik, Program Coordinator The
curriculum and instruction specialist in physical education program is designed
for the practicing elementary and/or secondary physical education teacher who
wants to improve teaching skills and acquire expertise in program design.
Students admitted to this program are expected to have an undergraduate
teaching education major in physical education and a valid Collegiate
Professional License or equivalent from another state. Consideration will be
given to those presenting a physical education minor or physical education
non-teaching degree, but more undergraduate preparation may be required. PROGRAM
REQUIREMENTS EDUC
502
Research Design (3) (Required during the first nine hours) EDUC
542
Curriculum Development in the Elementary School (3) OR
EDUC 543 Curriculum
Development in the Middle and Secondary School (3) EDUC
547
Instructional Media and Computer Technology in the Classroom (3) EDUC
571
Foundations of Instruction and Learning Theory (3) HLTH
510
Health Behavior (3) OR
PHED 634
Psychological and Sociological Dimensions of Sport (3) PHED
600
Master's Project (3) PHED
630
An Analysis of Teaching (3) PHED
632
Scientific Basis of Movement (3) EDUC
699
Comprehensive Examination (0) ELECTIVE
COURSES (6). Select two from the
following: HLTH
500
Advanced Environmental Health (3) HLTH
510
Health Promotion (3) HLTH
520
Computer Applications in Health (3) HLTH
565
Comprehensive School Health Education (3) HLTH
595
Selected Topics in Health Education (1-3) PHED
588
Advanced Fitness Concepts (3) PHED
595
Selected Topics in Physical Education (1-3) PHED
634
Psychological and Sociological Dimensions of Sport (3) TOTAL
HOURS REQUIRED
30 EDUCATIONAL
LEADERSHIP
Dr.
R. Lee Banton, Program Coordinator The
educational leadership degree program is for teachers who hold at least a
Collegiate Professional License or equivalent from another state, have taught
successfully for at least two years, and wish to pursue a career in school
administration. Students are provided preparation for administrative and/or
supervisory roles in public and private schools. A three-credit internship (200
clock hours) must be taken and scheduled through Dr. Betty Jo Simmons during the
last one or two semesters of the program. Students wishing to obtain the
administrative and supervisory preK-12 endorsement must take the School Leaders
Licensure Assessment (SLLA) before applying to the Virginia Department of
Education for the endorsement. Students should take the SLLA no earlier than the
final semester in the program and have scores sent to Longwood University. PROGRAM
REQUIREMENTS EDUC
502
Research Design (3) (Required during the first nine hours) EDUC
504
Educational Leadership (3) EDUC
542
Curriculum Development in the Elementary School (3) OR
EDUC 543 Curriculum
Development in the Middle and Secondary Schools (3) EDUC
549
School-Community Relations and Substance Abuse (3) EDUC
571
Foundations of Instruction and Learning Theory (3) EDUC
572
Public School Administration (3) EDUC
620
School Law (3) EDUC
621
Technology for School Administrators (3) EDUC
625
Public School Finance (3) EDUC
628
School Personnel Administration (3) EDUC
671
Supervision and Evaluation of Instruction and Instructional Programs (3) EDUC
690
Internship in Educational Leadership K-12 (3) EDUC
699
Comprehensive Examination (0) TOTAL
HOURS REQUIRED
36 EDUCATIONAL
LEADERSHIP LICENSURE Dr.
R. Lee Banton, Program Coordinator The
educational leadership licensure program is designed for teachers who have a
master’s degree, a Postgraduate Professional teaching license, and at least
two years successful teaching experience. Students are provided preparation for
administrative or supervisory roles in public/private schools. A three-credit
internship (200 clock hours) must be taken and scheduled through Dr. Betty Jo
Simmons during the last one or two semesters of the program.
Students wishing to obtain the administrative and supervisory preK-12
endorsement must take the School Leaders Licensure Assessment (SLLA) before
applying to the Virginia Department of Education for the endorsement. Students
should take the SLLA no earlier than the final semester in the program and have
scores sent to Longwood University. Admission to the program is on the same
basis as admission to any graduate degree program at Longwood University. PROGRAM
REQUIREMENTS EDUC
504
Educational Leadership (3) EDUC
572
Public School Administration (3) EDUC
620
School Law (3) EDUC
621
Technology for School Administrators (3) EDUC
625
Public School Finance (3) EDUC
628
School Personnel Administration (3) EDUC
671
Supervision and Evaluation of Instruction and Instructional Programs (3) EDUC
681
Foundations of Evaluation of Learning (3) EDUC
690
Internship in Educational Leadership K-12 (3) EDUC
699
Comprehensive Examination (0) TOTAL
HOURS REQUIRED
27 ELEMENTARY
CURRICULUM AND INSTRUCTION SPECIALIST Dr.
Deborah Frazier, Program Coordinator The
elementary curriculum and instruction specialist concentration is designed for
individuals who already possess a valid Collegiate Professional License or
equivalent from another state, have taught for several years, and wish to update
and enhance their instructional skills. Completion of this program may lead to
the Postgraduate Professional License. PROGRAM
REQUIREMENTS EDUC
502
Research Design (3) (Required during the first nine hours) EDUC
524
Emergent and Early Literacy Instruction (3) EDUC
525
Intermediate Literacy Instruction (3) EDUC
530
Teaching Reading in the Content Area (3) EDUC
542
Curriculum Development in the Elementary School (3) EDUC
544
Social Sciences in the Elementary School (3) EDUC
547
Instructional Media and Computer Technology in the Classroom (3) EDUC
571
Foundations of Instruction and Learning Theory (3) EDUC
681
Foundations of Evaluation of Learning (3) EDUC
682
Seminar in Visions of Leadership and Learning (3) SCED
562
Teaching Science in the Elementary School (3) MATH
623
Teaching Mathematics in Grades K-8 (3) EDUC
699
Comprehensive Exam (0) TOTAL
HOURS REQUIRED
36 ELEMENTARY
PREK-6 EDUCATION INITIAL LICENSURE Dr.
Deborah Frazier, Program Coordinator The elementary PreK-6 education initial
licensure concentration is designed for individuals who hold a baccalaureate
degree in any discipline and wish to become an elementary teacher in grades
preK-6. In order to complete the
program and obtain the Virginia Postgraduate Professional Teaching License with
an endorsement to teach PreK-6, the candidate must submit passing scores on
Praxis I and II prior to enrollment in the Internship/Professional Semester. An
application must be completed and filed with the Office of Teacher Education by
12 noon on the last day of classes one (1) year in advance of the professional
semester. Please refer to
information on the “Graduate Professional Semester” outlined on page 43.
They must also submit fifty-seven (57) credits of general studies at the undergraduate or graduate
level, which can include credits earned in their baccalaureate degree. In order
to meet Virginia licensure requirements, these fifty-seven credits must consist
of 12 credits in English (grammar & composition, oral communication, and
literature); 15 credits in history and social sciences (US history, world
history, economics, geography, and psychology); 6 credits in humanities
(philosophy and art); 12 credits in mathematics (algebra/calculus, geometry, and
probability & statistics); and 12 credits in natural sciences (biology,
chemistry, physics, and earth science). PROGRAM
REQUIREMENTS EDUC
502
Research Design (3) (Required
in the first nine hours.) EDUC
506
Foundations of the Teaching Profession (3) EDUC
521
Human Growth and Development (3) EDUC
524
Emergent and Early Literacy Instruction (3) EDUC
525
Intermediate Literacy Instruction (3) EDUC
544
Social Sciences in the Elementary School (3) EDUC
547
Instructional Media and Computer Technology in the Classroom (3) EDUC
571
Foundations of Instruction and Learning Theory (3) EDUC
575
Literacy Development and Cultural Awareness (3) MATH
623
Teaching Mathematics in Grades K-8 (3) SCED
562
Teaching Science in the Elementary School (3 credits) EDUC
689
Internship in the Elementary School (6) EDUC
699
Comprehensive Examination (0) TOTAL
HOURS REQUIRED
39 GUIDANCE
AND COUNSELING Dr.
Carolyn Cooper, Program Coordinator The
Guidance and Counseling concentration is designed for the professional who has
had full-time experience in a public or private school setting and wants to
prepare themselves for a professional counseling role in an elementary, middle
or secondary school. However, a valid teaching license is not required for this
program. The curriculum emphasizes the knowledge and skills needed for the
practical application of counseling theory and research to the developmental
problems of school-age young people.
The program culminates in a supervised experience in elementary, middle,
and high school settings for 450 clock hours. NOTE:
Students are cautioned to work closely with their advisor in planning
their studies since some courses have prerequisites and are sequenced to begin
with the fall semester.
PROGRAM
REQUIREMENTS EDUC
502
Research Design (3) (Required during the first nine hours) EDUC
503
Introduction to the Counseling Profession (3) EDUC
505
Theories of Counseling and Psychotherapy (3) EDUC
521
Human Growth and Development (3) EDUC
545
Techniques of Counseling and Psychotherapy (3) EDUC
555
Psychological Testing and Appraisal (3) EDUC
601
Counseling in a Pluralistic Society (3) EDUC
605
Group Counseling Theories and Techniques (3) EDUC
610
Career Counseling and Career Development (3) EDUC
612
Counseling Strategies for Healthy Adjustment (3) EDUC
613
Guidance and Counseling of Exceptional Students (3) EDUC
637
Practice and Ethics of Guidance and Counseling in the P-12 Setting (3) EDUC
638
Practicum in Guidance and Counseling in the P-12 Setting (3) EDUC
699
Comprehensive Examination (0) TOTAL
HOURS REQUIRED
39 LITERACY
AND CULTURE Dr.
Barbara Chesler, Program Coordinator The
concentration in Literacy and Culture prepares experienced teachers to qualify
for an endorsement as a Reading Specialist teacher, NK-12.
This program follows both the Standards for Reading Professionals,
published by the International Reading Association (IRA) and endorsed by the
accreditation agency NCATE as well as the Virginia Department of Education. This
concentration provides the learner with a knowledge base on how children become
literate and pedagogical practices that foster literacy and best practice.
Students will inquire into learning theories that impact learning and literacy
development, reading and writing processes, the impact of culture on literacy
development, using literature and writing across the curriculum and linking
theory to practice. The endorsement for reading and language arts addresses the
needs of those teachers who wish to: (a) to upgrade their knowledge on effective
literacy pedagogy; (b) to be an instructional specialist; and (c) to work in
alternative support programs. Students entering this program must possess a valid Collegiate Professional License or equivalent from another state. Prior to entering, students should have one undergraduate or graduate course in reading and one course in child or adolescent literature. PROGRAM
REQUIREMENTS EDUC
502
Research Design (3) (Required during the first nine hours) EDUC
522
Inquiry Into the Literacy Process (3) EDUC
524
Emergent and Early Language Acquisition and Literacy Instruction
(3) EDUC
525
Middle School Literacy Instruction (3)
EDUC
526
Evaluation of Literacy (3)
EDUC
530
Teaching Reading in the Content Area (3) EDUC
575
Literacy Development and Cultural Awareness (3)
EDUC
627
Advanced Practicum in Analysis and Instruction (6) EDUC
645
Developing Teacher Leaders within School Communities (3) SPED
545
Psychoeducational Assessment (3) EDUC
699
Comprehensive Examination (0) ELECTIVE
COURSE (3) Select one from the following: EDUC
521
Human Growth and Development (3) EDUC
527
Working with the Struggling Student (3) EDUC
571
Foundations of Instruction and Learning Theory (3) EDUC
620
School Law (3) EDUC
681
Foundations of Evaluation of Learning (3) OR
another three-credit course approved by the advisor TOTAL H |