Graduate School of Education
The Graduate School of Education (GSE) prepares scholars and practitioners in education through programs of study that have become increasingly multidisciplinary in response to the richness and complexity of a pluralistic society. In addition to providing the framework for the integration and application of knowledge from a variety of disciplines, the curricula of the school provide the opportunity for students to develop, examine, evaluate, and practice professional knowledge and skills. Teaching in GSE goes beyond imparting knowledge to include content mastery, critical thinking, research, analysis, and problem-solving activities. GSE also encompasses degree programs under the Department of Health, Fitness, and Recreation Resources.
Jeffrey Gorrell, Dean
Martin E. Ford, Senior Associate Dean
Mark B. Goor, Associate Dean
Bonnie M. Anderson, Director of Student and Faculty Services
Paula A. Johnson, Coordinator of Field Relations
Brett Wright, Chair, Heath Fitness and Recreation Resources
Professors: Behrmann, Bemak, Bowen (dean emeritus), Collier, Ford, Galluzzo, Gorrell, Isenberg, Jacob, Levy, Martin, Mastropieri, Mellander (dean emeritus), Scruggs, Seligman, Spikell, Wallace, Williams
Associate professors: Burns, Chu, Chung, DeMulder, Duck, Dunklee, Dzama, Given, Goor, Haley, Hanrahan, Maxwell, McDonald, Norton, Pierce, Razeghi, Rigsby, Sanchez, Sprague, Sterling, Sturtevant, C. Thomas, W. Thomas, Thorp, White
Assistant professors: Bannan-Ritland, Brazer, Castle, Clark, Dabbagh, Dunlap, Dunne, Evans, Fox, Givens, Gordon, Groth, Hicks, Kaffenberger, Kayler, Kidd, LePage-Lees, Middleton, Morgan, Moyer-Packenham, Murphy, Osterling, Porter, Ruess, Varrella
Administrative faculty: Anderson, Davidheiser, Evans, Ford, Froggett, Fulcher, Gangloff, George, Gilbert, Goor, Hardy, Johnson, Jones, McCarron, Neuber, Rioux-Bailey, Shahrokhi, Spurlock, Stechuk, Walker Levy, Wiley, Yamamoto
GSE programs offer all course work designated COMC, EDAE, EDAL, EDCC, EDCD, EDCI, EDIT, EDLE, EDRD, EDRS, EDSE, EDUC, EDUT, and IETT.
Instructions about the admission process and specific program requirements are available in the Application for Graduate Study and in program handbooks available in the GSE Office of Student and Faculty Services (Robinson Hall, Room A307) or from the program information specialists in Robinson Hall, Room A339, at (703) 993-2892/4648 and firstname.lastname@example.org. Consult the website at http://gse.gmu.edu.
Information about undergraduate initial teacher licensure for the music education programs in the instrumental or vocal/choral emphasis is available in the Music Department at (703) 993-1380; and for the health/physical education program in the Department of Health, Fitness, and Recreation Resources at (703) 993-2060.
Information about graduate initial teacher licensure (with an option for an M.Ed. in Curriculum and Instruction in early childhood education, elementary education, secondary education, English as a second language, or foreign languages; or for an M.Ed. in Special Education) is available in the Application for Graduate Study and in program handbooks available in the GSE Office of Student and Faculty Services (Robinson Hall, Room A307). More specific information is available at monthly information sessions, "Think You Want to be a Teacher?" Call (703) 993-2892/4648 for dates and times. Distributed at these sessions are the Application for Graduate Study, Praxis registration brochures, program handbooks and requirements, and other essential information.
Information about master of education degree programs (M.Ed. in Counseling and Development, Curriculum and Instruction, Education Leadership, and Special Education) and graduate certificate programs can be obtained from the program information specialists in Robinson Hall, Room A339, at (703) 993-2892/4648. Information about the M.A. in New Professional Studies: Teaching can be obtained from the Initiatives in Educational Transformation office at (703) 993-8320. For information about the adult education concentration in the M.Ed. in Curriculum and Instruction, contact the Office of Adult Learning and Professional Development at (703) 993-3675.
Information about the doctoral program is available in the Ph.D. in Education Program Office at (703) 993-2011.
Generally, the application deadlines are April 1 for fall, November 1 for spring, and March 1 for summer. Some programs may have different application deadlines. Contact the GSE Admissions Office in Robinson Hall, Room A308, or at (703) 993-2144 for specifics.
1. Baccalaureate degree from an accredited institution of higher education.
2. A 3.000 GPA (on a 4.000 scale) or better in the last 60 credits of undergraduate study or compensating post baccalaureate course work. Some programs may offer provisional admission with a GPA of at least 2.750, if there is additional evidence that the applicant can succeed in a graduate program.
3. Three letters of recommendation written on the form provided in the Application for Graduate Study.
4. A goals statement. (Refer to the Application for Graduate Study.)
5. Two official copies of transcripts from each institution attended. (Transcript request forms are in the Application for Graduate Study.)
6. Completed application form including a Virginia Domicile Classification form. (Refer to the Application for Graduate Study.)
7. Nonrefundable application fee, payable by check, money order, or credit card. (Refer to the Application for Graduate Study.)
8. Standardized test scores as required by some programs.
9. Departmental forms as required by some programs.
10. Experience or licensure as required by some programs.
The Graduate School of Education is responsible for professional courses, special standards, and licensure recommendation for students desiring to complete requirements for licensure programs approved by the state and by the National Council for the Accreditation of Teacher Education (NCATE) to prepare teachers, administrators, counselors, and related instructional personnel. The Virginia Board of Education has changed licensure regulations for school personnel, which in turn has caused restructuring of elementary education, English as a second language (ESL), foreign languages, school counseling, education leadership, and secondary education.
Teacher licensure programs are available in instrumental or vocal/choral music education in the Department of Music in the College of Arts and Sciences. For information, call (703) 993-1380.
A teacher licensure program is available in the Department of Health, Fitness, and Recreation Resources. For information, refer to the department's section in this chapter or call (703) 993-2060.
For more information on these programs and for the dates and times of "Think You Want to Be a Teacher?" monthly information sessions, call (703) 993-2892/4648, or consult the website at http://gse.gmu.edu. For FAST TRAIN information, call (703) 993-3689 or consult the website.
This licensure program with an optional M.Ed. in Curriculum and Instruction prepares professionals to teach children in grades prekindergarten through six. There are full-time and part-time program options; both require a student teaching internship. Students are admitted for the spring semester.
This licensure program with an optional M.Ed. in Curriculum and Instruction prepares professionals to teach English as a second language (ESL) in grades prekindergarten through twelve. The program requires student teaching internship experiences at the elementary and middle or secondary levels. Students planning to teach ESL are required to pass an oral and written proficiency assessment in English.
FAST TRAIN is an alternative teacher licensure program that prepares people for international teaching assignments. The curriculum for licensure in either elementary education PK6 or secondary education 612 (with endorsement areas in biology, chemistry, earth science, English, history/social science, mathematics, or physics) consists of six required education courses offered over one year. Upon successful completion of course work and passing scores on the Praxis exams, participants receive a Statement of Eligibility. After completion of an internship requirement overseas, either one semester of student teaching or one year of teaching in an international school abroad, students can receive the elementary PK6 or secondary 612 Virginia license. The program can be completed on a part-time or full-time basis, though either schedule requires a year of enrollment. Fast Train courses are applicable to an M.Ed. in Curriculum and Instruction, with an emphasis in multilingual/multicultural education. For information about admission, contact the coordinator in Krug Hall, Room 213D, call (703) 993-3602, or consult http://gse.gmu.edu/programs/fasttrain.
This licensure program with an optional M.Ed. in Curriculum and Instruction prepares professionals to teach specific foreign languages (Spanish, German, French, Russian, and Japanese) and Latin to students in grades prekindergarten through twelve. The program requires student teaching internship experiences at the elementary and middle or secondary levels.
This licensure program with an optional M.Ed. in Curriculum and Instruction prepares professionals to teach adolescents in grades six through twelve. There are full-time and part-time program options; both require a student teaching internship. Specific licensure areas include biology, chemistry, earth science, English, history/social science, mathematics, and physics. Add-on endorsements are available in speech communication, English as a second language, and algebra I. Students are admitted for the spring semester.
This licensure program with an M.Ed. in Special Education prepares professionals to teach children with special needs in three concentration areas: emotional disturbance/learning disabilities (K12), severe disabilities (K12), and early childhood special education (birth to age 5). All programs require a student teaching internship. Students are admitted to the program in the spring, summer, or fall. Course requirements vary from 33 to 54 credits depending on the program and prior course work.
This triple-licensure program leads to an M.Ed. in Curriculum and Instruction and prepares professionals to work with culturally, linguistically, and ability-diverse young children and their families. Students completing this program are licensed in early childhood education, English as a second language, and early childhood special education. Participation in UTEEM requires a full-time, primarily daytime commitment for one summer and two academic years of integrated study and ongoing practice as an intern in diverse school and community settings. Students are admitted for the fall semester.
For more information about these programs, call (703) 993-2892/4648 or consult the website at http://gse.gmu.edu.
This program prepares students for careers as licensed school counselors, agency counselors, substance abuse counselors, or professionals in institutions of higher education. The program emphasizes the integration of theory and practice and culminates in an internship in an appropriate setting. Degree applicants must have an undergraduate degree and at least 1,000 hours of counseling-related experiences. Those with a master's degree in education or a related profession who are seeking licensure either as a school counselor or a professional counselor may apply to the program as a nondegree student. Applications are accepted for spring (deadline October 1) and fall (deadline March 1) semesters.
This program is offered as an option for those preparing for initial teacher licensure (see descriptions under Graduate Initial Teacher Licensure Programs), and also in four other concentrations for those who are licensed teachers or are experienced educators or trainers. Those concentrations are as follows:
This 30-credit program prepares professionals in a variety of roles to guide
and facilitate the learning of other adults in their own fields. The program includes
a 12-credit core (two 6-credit courses), which is offered in a weekend format
to a cohort of students at approximately three-week intervals over 10 months (September
to June). Students may enter the cohort in either September or February. The remaining
course requirements, including an 18-hour individualized emphasis, are taken at
the student's own pace. Current students include staff developers, adult literacy
This program is based on the propositions of the National Board for Professional Teaching Standards (NBPTS) and the Virginia Standards of Learning (SOL). The program develops teacher leaders who practice reflection through action research, problem-based learning, and self-inquiry, and develops teacher expertise in an emphasis that will identify the teacher as a potential leader in that area. The 30-credit program includes a common core of 12 credits and 18 credits in emphasis courses including restricted electives.
The program has three alternatives:
1. Educators without a master's degree may apply for the entire 30-credit degree program.
2. Educators with or without a master's degree who would like advanced preparation in a particular field may apply for an 18-credit certificate in early childhood education, alternative education, science education, or literacy (which leads to a Virginia reading specialist license). See Graduate Certificate Programs for a description of these certificates.
3. Educators with or without a master's degree who would like advanced preparation in teacher leadership or who are interested in applying for national board certification may apply for a 12-credit certificate consisting of core courses. See Graduate Certificate Programs for a description of this certificate.
This program provides professionals with the specialized knowledge and skills needed to apply a wide range of computer and telecommunications technologies in achieving educational goals within school, community, and corporate/public settings. Three emphases serve the various needs and interests of specific types of instructional technology clients: instructional design and development, integration of technology in schools, and assistive/special education technology. All programs include internships, practica, or relevant projects. Required course work varies from 36 to 40 credits. In addition, three certificate programs, in integration of technology in schools, multimedia development, and assistive technology, are available for students who are interested in shorter, focused course sequences.
This program prepares professionals to work with a diverse population of students. It is not a teacher licensure program; however, courses partially satisfy the requirements for an add-on endorsement in ESL PK12. Course work includes elective courses from English, foreign languages, or other appropriate disciplines. Applications are accepted for the fall, spring, and summer.
This program prepares educators interested in administrative and supervisory roles such as principal, assistant principal, department chairperson, team leader, supervisor, or director of instruction. This program requires 39 credits, including a culminating 6-credit internship. Graduates are eligible for licensure in administration and supervision PK12. Applications are accepted for each semester. Programs are also available in the Mathematics and Science Education Leadership concentration for those who desire to be specialists in the teaching of math (K8) or science (K12). For deadlines and information, visit the website at http://gse.gmu.edu.
A teaching track of the New Professional Studies program is offered only to teams of experienced teachers from school divisions that contract with Initiatives in Educational Transformation (IET). Participants follow a two-year, three-summer integrated program of school-based research linked to a subject specialization.
The degree is dedicated to the examination of four central questions: How do we understand ourselves as people and as teachers? How do we create knowledge of our world through the forms and genres of language? How do we seek knowledge and understanding of our world, students, classrooms, and schools? How do we build learning communities and reflective practice?
The degree program is grounded in seven seminal features: curriculum and pedagogy as primary intellectual and practical interests; work in teams; reflective practice; schoolbased inquiry; intensive scheduling; integrated technology; and continual improvement.
Students develop ways to use "information highways" for research and curriculum development and to confer with other educators about research, curriculum development, and theory nationally and internationally. Students are expected to have easy access to a computer that runs Netscape Navigator or Microsoft Internet Explorer.
Applicants to the M.A. in New Professional Studies: Teaching, must do the following:
1. Meet the university's general graduate admission requirement (GPA of 3.000 or better in last 60 credits of undergraduate study)
2. Be certified as teachers or have several years of successful experience as a teacher/trainer or educational administrator
3. Be a member of a teacher team
4. Submit a letter from the school principal endorsing the team
5. Submit a team goals statement
6. Be recommended for acceptance
Students complete 30 credits of course work. During the first year, they complete a research project in their own classrooms. In the second year, they complete a team research project that spans classrooms. Teams are expected to meet weekly and teachers are asked to journal and participate in web-based discussions tied to classroom work.
Specific information about required course work is available from the IET administrative office at the Prince William Campus, Manassas, VA 20110. Call (703) 993-8320, fax (703) 993-8321, or send e-mail to email@example.com.
This program offers a master of education leading to licensure in a concentration of special education: emotional disturbance/learning disabilities (K12), severe disabilities (K12), and early childhood special education (birth to age5). All programs require a student teaching internship. Applicants are accepted for admission in the spring, summer, and fall. Course requirements vary from 33 to 54 credits, depending on the program and prior course work.
The Ph.D. in Education provides advanced professional education for experienced educational practitioners pursuing or planning careers in educational settings. The Ph.D. requires a minimum of 85 credits beyond the baccalaureate degree or a minimum of 55 credits beyond the master's degree. A limited number of graduate credits taken previously may be applied to the program. However, an individual's total program may require more credits than those minimum requirements, depending on the person's goals, program requirements, and previous preparation. With the guidance of faculty, students develop individual programs of study in concert with their goals, program requirements, and self-assessed skills and knowledge. Each student's program must include study in a professional field such as education administration, educational technology, special education, curriculum, instruction, bilingual education, counseling and development, early childhood education, or literacy. The specific nature of courses is determined by the student in conjunction with a faculty doctoral advising committee upon completing two semesters in the Ph.D. program. Students also complete a minor area of study consisting of 15 credits.
To complete the Ph.D. program, each student must demonstrate competence in oral and written English; computer literacy; mastery of the knowledge and skills in the area of professional expertise; and the ability to apply general and specific knowledge and skills to significant educational problems. Students demonstrate these competencies by successfully completing courses and seminars, by completing a doctoral portfolio, and by preparing and orally defending a doctoral dissertation. Students have five years from the time they enroll in their first class to complete all course work and the doctoral portfolio. Five additional years, starting with the date on which students are advanced to candidacy, are allowed to complete the dissertation.
The purposes of residency are achieved in the Ph.D. program through a combination of core courses and seminars, and through continuous enrollment. These requirements include successful completion of the Leadership seminar and the Ways of Knowing seminar.
Candidates must enroll in a minimum of one three-credit internship designed to broaden their professional expertise. Internships may occur in a variety of settings. One three-credit internship must be taken in a setting that differs from the student's work setting. In all internships, the student works with university and on-site supervisors.
Candidates are admitted to study by GSE. Admission is highly selective. Applicants must fulfill the following program admission requirements:
1. A minimum of three years of successful experience as a practitioner in an educational setting
2. A baccalaureate and/or master's degree from an accredited institution
3. Demonstrated high intellectual capability
4. Demonstrated leadership potential
5. Three letters of recommendation
6. Graduate Record Examination test scores
7. A written goals statement relating study in the Ph.D. program to educational and career plans
For further information about admission and program requirements, contact the Ph.D. in Education Program Office at (703) 993-2011. Completed applications must be submitted to the GSE Graduate Admissions Office by February 1 for admission for the following summer or fall, or by September 1 for admission for the following January.
This 12-credit certificate program includes a common core of courses aligned with the standards of the National Board for Professional Teaching. This certificate offers advanced preparation for instructional leadership and is designed to prepare teachers to apply for national board certification.
This 18-credit certificate program is designed for professionals who are interested in or are currently working in alternative education settings. It offers the knowledge and skills necessary to work effectively with at-risk students, their families, and involved agencies.
This 12-credit certificate program is designed to increase the professional training of individuals responsible for designing, implementing, and monitoring behavioral treatment programs in schools and in agencies such as psychiatric hospitals and training centers for people with mental retardation.
This 15-credit certificate program provides supplemental training for practitioners, families, and caregivers who use assistive technology with people with disabilities with whom they work. The certificate is appropriate for general and special educators, related service personnel (OT, PT, SLP, etc.), adult service providers, and families and caregivers who work with those with disabilities and need to apply assistive technology solutions within their specific discipline or school, work, home, or community setting.
This 18-credit certificate is designed for early childhood professionals who work in various roles with young children and their families. It focuses on the practice and the study of early childhood education and is based on the Early Childhood Generalist Standards for the National Board for Professional Teaching Standards.
This 18-credit certificate is designed for PK12 classroom teachers who wish to gain depth in history content to become building leaders in their discipline.
This 18-credit certificate is designed for PK12 classroom teachers who wish to gain depth in instructional technology content to become building leaders in their discipline.
This 12-credit certificate program is offered to teachers who wish to gain the necessary knowledge and skills for integrating technology into the K12 curriculum and is designed to fulfill the state-mandated technology competencies for teachers.
This 24-credit certificate program is designed to lead to an endorsement in Library Media PreK through 12 as outlined in the Virginia Licensure Regulations for School Personnel.
This 18-credit certificate is designed for teachers who have a master's degree and are seeking a Virginia reading specialist license. Training is provided in the areas of literacy foundations from birth to adulthood and literacy assessments for groups and individuals. An advanced seminar focuses on literacy program supervision, staff development, and research-based inquiry.
This 18-credit certificate is designed for PK12 classroom teachers who wish to gain depth in math content to become building leaders in their discipline.
This 15-credit certificate program is offered to those who would like to learn the technology associated with multimedia development. This program provides students with an introduction to the design and development of educational and training products and with training on current and timely technology products.
This 15-credit certificate program provides comprehensive training to middle and high school counselors for leadership and administrative roles in secondary counseling programs.
This 18-credit certificate provides course work in the area of science related
to the Virginia Standards of Learning. Students are prepared to be lead teachers
on either of two levels: K6 or 612.
George Mason University: 2001-2002 University Catalog: Catalog Index: Graduate School of Education