Phone: 703-993-2892
Web: cehd.gmu.edu
The Graduate School of Education (GSE) offers doctoral and master degrees, as well as teacher licensure and certificate programs.
Professors: Anderson, Behrmann, Bemak, Brozo, Chung, Dimitrov, Earley, Ford, Galluzzo, Gorrell, Haley, Isenberg, Kelly, King-Sears, Mastropieri, Maxwell, Norton, Schrum, Scruggs, Shaklee, Sterling, Sturtevant, White, M. Williams
Associate professors: Bannan-Ritland, Bauer, Berger, Bon, Brazer, Brigham, Burns, Castle, Clark, Dabbagh, DeMulder, Duck, Dunklee, Dzama, Falconer, Fowler, Fox, Grant, Hicks, Kaffenberger, Kidd, Kitsantas, Ndura, Osterling, Pierce, Razeghi, Reybold, Samaras, Sanchez, Sprague, Talleyrand, Thomas, Thorp, Upperman, Werner, Wong
Assistant professors: Baker, Buehl, Carter, Chung, Cozart, Day, Frazier, Fletcher, Fulcher, Groth, Hall, Hardy, Henderson, Hjalmarson, Kalbfleisch, Kayler, Kinas-Jerome, Lomis, Miller, Nasser, Peters, Pfoutz, Shahrokhi, Sheridan, Shockley, Steeley, Strawn, Suh, Taboada, Wang, Weller, N. Williams, Wiley, Woody
Instructors: Daniels, Ganley, George, Graff, Hanfman, Hathaway, Ingram, Jang, Neuber, Rollins, Rioux-Bailey, Zam
Administrative faculty: Barcher, Ford, Gorrell, Isenberg, McCreadie, Parker, E. Rodgers, Tate
MED-CNDV
The 45-52-credit master’s program offers two separate concentrations. The first option is community agency and the second is school counseling. It emphasizes the integration of theory and practice, and culminates with an internship in an appropriate setting. Those with a master’s degree in education or a related profession who are seeking licensure either as a school counselor or professional counselor may apply to the post-master’s counseling licensure graduate certificate program. For more information, see the Graduate Certificate Programs section of this chapter.
MEd Core (28 credits)
| Course Work | Credits |
|---|---|
|
EDCD 525 Advanced Human Growth and Development |
3 |
|
EDCD 601 Introduction to Research in Counseling |
3 |
|
EDCD 602 Foundations of Counseling |
3 |
|
EDCD 603 Counseling Theories and Practice |
3 |
|
EDCD 604 Assessment and Appraisal in Counseling |
3 |
|
EDCD 608 Group Processes and Analyses |
4 |
|
EDCD 610 Career and Educational Counseling |
3 |
|
EDCD 628 Counseling and Social Justice |
3 |
|
EDCD 660 Multicultural Counseling |
3 |
| Course Work | Credits |
|---|---|
|
EDCD 609 Advanced Counseling Skills and Strategies |
4 |
|
EDCD 652 Introduction to Substance Abuse Counseling |
3 |
|
EDCD 654 Counseling, Ethics, and Consultation in Community Agencies |
3 |
|
EDCD 656 Diagnosis and Treatment Planning for Mental Health Professionals |
3 |
|
EDCD 658 Couples and Family Counseling |
3 |
|
Elective |
2 |
| Course Work | Credits |
|---|---|
|
EDCD 606 Counseling Children and Adolescents |
4 |
|
EDCD 611 Introduction to Ethical and Legal Issues in School Counseling |
2 |
|
EDCD 626 Principles and Practices of School Counseling |
3 |
|
Elective |
2 |
| Course Work | Credits |
|---|---|
|
EDCD 755 Practicum in Counseling |
3 |
|
EDCD 791 Internship in Counseling |
3 |
MED-CRIN
This master’s degree is offered to students preparing for initial teacher licensure, advanced teacher education, and ancillary educational programs.
The ASTL concentrations are for teachers and other educators with one or more years of teaching or education-related experience who want to continue to grow professionally. The program offers advanced study in a specific concentration area, including Virginia’s Standards of Learning content areas, cohort classes, an innovative schedule, and the use of technology. The courses, aligned with the National Board for Professional Teaching Standards, help teachers think and practice as board-certified teachers. The program develops teacher-leaders who practice reflection through action research, problem-based learning, and self-inquiry, and teacher expertise in a concentration that will identify the teacher as a potential leader in that area.
The program provides two options to experienced teachers and other educators. Educators with or without a master’s degree may apply for the full master’s degree program, which includes core and emphases, or an 18- to 21-credit graduate certificate program or advanced study in a particular area.
Core Classes Required for MEd (15 credits)
| Course Work | Credits |
|---|---|
|
EDUC 612 Inquiry into Practice |
3 |
|
EDUC 613 How Students Learn |
3 |
|
EDUC 614 Designing and Assessing Teaching and Learning |
3 |
|
EDUC 606 Education and Culture |
3 |
|
EDUC 615 Educational Change |
3 |
This 18-credit IB concentration provides advanced professional development for teachers on the philosophy, elements, and assessments of the PYP, MYP, and DP programs. The concentration focuses on the theory, pedagogy, and research undergirding the IB programs.
| Course Work | Credits |
|---|---|
|
EDUC 621 Teaching and Learning in International Baccalaureate Schools |
3 |
|
EDUC 622 Curriculum Development across International Baccalaureate Programs |
3 |
|
EDUC 623 Models and Strategies for Teaching and Learning in International Baccalaureate Schools |
3 |
|
EDUC 624 Assessment and Learning in International Baccalaureate Schools |
3 |
|
EDUC 626 Inquiry into Action: International Baccalaureate Teachers, Learners, and Schools |
3 |
|
EDUC 627 Contemporary Issues and International Baccalaureate |
3 |
The 18-credit alternative education concentration provides advanced professional development for practicing teachers who work in programs for students who are at risk of dropping out of school, have significant life challenges, or have been suspended. Completion of the concentration provides a certificate in alternative education.
| Course Work | Credits |
|---|---|
|
EDAE 600 Alternative Education for At-Risk Youth |
3 |
|
EDAE 601 Curriculum and Methods in Alternative Education |
3 |
|
EDAE 602 Preparing Students for Employment and Living Independently |
3 |
|
EDAE 603 Communication and Management Strategies for Alternative Education |
3 |
|
EDAE 604 Multidisciplinary and Interagency Collaboration Elective (with advisor approval) |
3 |
|
EDSE 551 Classroom Management: Theory and Practice |
3 |
The 18-credit art education concentration is designed for art teachers with current licensure in art PK–12. It consists of six required courses that address contemporary professional development content areas in art education.
| Course Work | Credits |
|---|---|
|
AVT 605 Issues and Research in Art Education |
3 |
|
AVT 694 Advanced Studies in Teaching Critical Response to Art, PK–12 |
3 |
|
AVT 615 Technology for Art Teachers* |
3 |
|
AVT 697 Advanced Strategies and Curricular Innovations in the Visual Arts |
2 |
|
EDEP 601 Creativity and Cognition in the Arts and Media |
3 |
|
Select one studio course from the following: |
|
|
AVT 667 Two-Dimensional Art Making: Form, Theme, and Context |
4 |
|
AVT 668 Three-Dimensional Art Making across Cultures |
4 |
|
AVT 669 Four-Dimensional Art Making: Technology and New Media |
4 |
*AVT 615 is considered a 3-credit studio course. Qualified students who test out of this course will elect two of the following 4-credit studio courses for a total of 8 studio credits.
The 18-credit early childhood concentration provides advanced professional development in preschool through third grade content and includes three required courses and three electives. The concentration focuses on practicing teachers who may or may not be licensed to teach young children.
| Course Work | Credits |
|---|---|
|
EDCI 603 Trends, Issues, and Research in Early Childhood Education |
3 |
|
EDCI 615 Advanced Human Development |
3 |
|
EDCI 784 Capstone Seminar in Early Childhood Education |
3 |
| Electives: choose three from the following: | |
|
EDCI 516 Bilingualism and Language Acquisition Research |
3 |
|
EDCI 601 Applied Study of Communicative Competence and Classroom Discourse |
3 |
|
EDCI 613 Curriculum and Assessment in Early Childhood Education |
3 |
|
EDCI 614 Curriculum and Assessment in Early Childhood Education I |
3 |
|
EDCI 616 The Creative Arts and Play in Early Childhood Education |
3 |
|
EDRD 630 Advanced Literacy Foundations and Instruction, Birth to Middle Childhood |
3 |
|
EDSE 556 Language Development and Communication for Diverse Infants and Toddlers |
3 |
|
EDSE 557 Language Development and Emergent Literacy for Diverse Learners Ages 3–5 |
3 |
|
EDSE 656 Assessment of Diverse Young Learners Ages 3–5 |
3 |
|
EDSE 667 Cognitive Development of Diverse Young Children |
3 |
The 18-credit elementary math concentration combines the study of mathematics content appropriate for kindergarten through eighth grade with the study of mathematics education research, curriculum, leadership, and assessment.
| Course Work | Credits |
|---|---|
|
MATH 600 Special Topics: Number Systems and Number Theory for K–8 Teachers |
3 |
|
MATH 600 Special Topics: Geometry and Measurement for K–8 Teachers |
3 |
|
MATH 600 Special Topics: Probability and Statistics for K–8 Teachers |
3 |
|
MATH 600 Special Topics: Algebra and Functions for K–8 Teachers |
3 |
|
MATH 600 Special Topics: Rational Numbers and Proportional Reasoning for K–8 Teachers |
3 |
|
Electives: choose one from the following: |
|
|
EDCI 597 Special Topics in Education |
3 |
|
or EDCI 666 Research in Mathematics Teaching |
3 |
The 18-credit foreign language concentration provides advanced professional development and language study for practicing foreign language teachers. The 18 credits include a combination of modern language courses and targeted electives.
| Course Work | Credits |
|---|---|
| Choose 6 credits in literature. | |
|
FREN 515 Medieval French Literature |
3 |
|
FREN 517 Studies in 17th-Century French Literature |
3 |
|
FREN 518 Studies in 18th-Century French Literature |
3 |
|
FREN 519 Studies in 19th-Century French Literature |
3 |
|
FREN 525 Studies in Modern French Literature |
3 |
|
FREN 550 Special Topics |
3 |
|
Courses may be substituted with advisor-approved literature-related electives in French. |
|
| Choose 6 credits in language and linguistics. | |
|
FREN 560 History of the French Language |
3 |
|
FREN 575 Grammatical Analysis |
3 |
|
FREN 576 Advanced Translation |
3 |
|
Courses may be substituted with advisor-approved language- and linguistics-related electives. |
|
| Choose 6 credits of electives in literature or language (select from above and below). | |
|
FREN 580 Contemporary French Society and Culture |
3 |
|
FRLN 510 Bibliography and Research in Foreign Languages and Literature |
3 |
|
FRLN 525 Literary Translation |
3 |
|
FRLN 550 Special Topics |
3 |
|
FRLN 565 Theory of Translation |
3 |
|
FRLN 572 Integrating Technology into Language Learning |
3 |
|
FRLN 573 Basic Issues in Language Pedagogy |
3 |
|
FRLN 590 Internship and Seminar in Translation |
3 |
|
FRLN 620 Literary Theory and Criticism |
3 |
|
FRLN 660 Approaches to the Study of Language |
3 |
|
FRLN 670 Foreign Language Learning and Teaching |
3 |
|
Courses may be substituted with advisor-approved language- and literature-related electives. |
The 18-credit foreign language concentration provides advanced professional development and language study for practicing foreign language teachers. The 18 credits include a combination of modern language courses and targeted electives.
| Course Work | Credits |
|---|---|
|
SPAN 502 Hispanic Sociolinguistics |
3 |
|
SPAN 505 Applied Spanish Stylistics |
3 |
|
SPAN 510 Introduction to the Graduate Study of Literature in Spanish |
3 |
|
Choose 9 credits from among the following: |
|
|
FRLN 510 Bibliography and Research in Foreign Languages and Literature |
3 |
|
FRLN 525 Literary Translation |
3 |
|
FRLN 550 Special Topics |
3 |
|
FRLN 565 Theory of Translation |
3 |
|
FRLN 572 Integrating Technology into Language Learning |
3 |
|
FRLN 573 Basic Issues in Language Pedagogy |
3 |
|
FRLN 590 Internship and Seminar in Translation |
3 |
|
FRLN 620 Literary Theory and Criticism |
3 |
|
FRLN 650 The Teaching of Culture in Foreign Language Programs |
3 |
|
FRLN 660 Approaches to the Study of Language |
3 |
|
FRLN 670 Foreign Language Learning and Teaching |
3 |
|
SPAN 501 Applied Spanish Grammar |
3 |
|
SPAN 520 Studies in Medieval Spanish Literature |
3 |
|
SPAN 525 Studies in Renaissance Literature |
3 |
|
SPAN 530 Studies in Literature of the Golden Age |
3 |
|
SPAN 540 Studies in 20th-Century Literature |
3 |
|
SPAN 545 Studies in Hispanic Literature |
3 |
|
SPAN 551 Special Topics in Spanish |
3 |
|
SPAN 560 Studies in Spanish American Poetry |
3 |
|
SPAN 565 Studies in Spanish American Drama |
3 |
|
SPAN 576 Advanced Translation |
3 |
|
SPAN 580 Contemporary Hispanic Institutions |
3 |
|
SPAN 635 Seminar in Don Quixote |
3 |
|
SPAN 650 Seminar in 20th-Century Drama |
3 |
|
SPAN 655 Seminar in 20th-Century Prose |
3 |
|
SPAN 670 Seminar in Spanish American Prose |
3 |
|
SPAN 675 Seminar in Literature and Art |
3 |
|
SPAN 680 Seminar in Literature and Society |
3 |
|
SPAN 685 Seminar in Literature and Ideas |
3 |
Courses may be substituted with advisor-approved language- and literature-related electives.
The 21-credit gifted education concentration provides advanced professional development through endorsement or master’s degree for teachers of gifted students. The concentration meets NAGC/CEC graduate standards and focuses on culturally diverse, multilingual, twice exceptional, and traditionally defined gifted students and programs.
| Course Work | Credits |
|---|---|
|
EDCI 621 Introduction to Gifted and Talented Learners |
3 |
|
EDCI 622 Curriculum Differentiation for Diverse Learners |
3 |
|
EDCI 623 Models and Strategies for Teaching Gifted Learners |
3 |
|
EDCI 624 Assessment, Identification, and Evaluation of Gifted Learners |
3 |
|
EDCI 625 Contemporary Issues and Trends in Gifted Education |
3 |
|
EDCI 626 Action Research in Gifted Education |
3 |
|
EDCI 627 Advanced Practicum in Gifted Education |
3 |
[One year of successful full-time teaching in an accredited public or nonpublic school may be accepted in lieu of the practicum (VA Licensure Regulations for School Personnel, 1998).]
The 18-credit history concentration includes one geography and five history courses that are required. The concentration is designed for elementary, middle, and high school teachers who seek a foundation in the history courses that are taught within Virginia public schools.
| Course Work | Credits |
|---|---|
|
GEOG 520 Geography for Teachers |
3 |
|
HIST 601 Themes in U.S. History I |
3 |
|
HIST 602 Themes in U.S. History II |
3 |
|
HIST 508 Themes in World History |
3 |
|
HIST 605 Themes in European History |
3 |
|
HIST 510 Approaches to Modern World History |
3 |
Courses may be substituted with advisor-approved history electives.
The 18-credit individualized concentration is developed in concert with a student’s advisor to provide course work in a student’s specialized area that is not provided in other ASTL concentrations. The student works with the program director to design a program of study that provides individualized learning experiences in an area of expertise relevant to one’s professional educational setting.
The 18-credit instructional technology certificate focuses on integrating current and emerging technologies into the K–12 classroom. The concentration includes four required courses and two electives.
| Course Work | Credits |
|---|---|
|
EDIT 611 Innovation in Distance Learning |
3 |
|
EDIT 725 Technology and Diversity |
3 |
|
EDIT 746 Educational Technology and Assessment |
3 |
|
EDIT 750 Emerging Educational Technologies |
3 |
|
Choose two of the following: |
|
|
EDIT 742 Interactive Technologies: Gaming and Robotics |
3 |
|
EDIT 743 Technology and Community Partnerships |
3 |
|
EDIT 747 Technology and Teacher Education |
3 |
This 18-credit concentration includes three required literacy courses and three approved electives in ESOL, special education, psychology, secondary and elementary education, early childhood, writing, and other areas. Theory and strategies in literacy and reading for teachers in any discipline, PK–12.
| Course Work | Credits |
|---|---|
|
EDRD 630 Advanced Literacy Foundations and Instruction, Birth to Middle Childhood |
3 |
|
EDRD 631 Advanced Literacy Foundations and Instruction, Adolescence through Adulthood |
3 |
|
EDRD 632 Literacy Assessments and Interventions for Groups |
3 |
| Electives: choose three from among the following courses, or choose a course preapproved by advisor: | |
|
EDCI 520 Assessment of Language Learners |
3 |
|
EDRD 615 Reading and Writing for Multilingual Students |
3 |
|
EDRD 633 Literacy Assessments and Interventions for Individuals |
3 |
|
EDRD 637 Supervised Literacy Practicum |
3 |
|
EDSE 662 Consultation and Collaboration |
3 |
|
EDSE 627 Psychoeducational Assessment |
3 |
This concentration is a 21-credit state-approved sequence of courses leading to Virginia reading specialist licensure. Course work includes foundational knowledge, instructional and assessment strategies for individuals and groups, and preparation as a literacy coach and staff developer. Licensure also requires a master’s degree, passing of the Virginia Reading Assessment, and three years of teaching under contract.
| Course Work | Credits |
|---|---|
|
EDRD 630 Advanced Literacy Foundations and Instruction, Birth to Middle Childhood |
3 |
|
EDRD 631 Advanced Literacy Foundations and Instruction, Adolescence through Adulthood |
3 |
|
EDRD 632 Literacy Assessments and Intervention for Groups |
3 |
|
EDRD 633 Literacy Assessments and Interventions for Individuals |
3 |
|
EDRD 637 Supervised Literacy Practicum |
3 |
|
EDRD 634 School-Based Leadership in Literacy |
3 |
|
EDRD 635 School-Based Inquiry in Literacy |
3 |
This 18-credit concentration provides advanced professional development in mathematics teaching and learning for practicing middle, or high school mathematics teachers. The 18 credits include five mathematics classes and one elective.
| Course Work | Credits |
|---|---|
|
Middle Education, Grades 6–8 |
|
|
EDCI 597 Special Topics in Education |
3 |
|
MATH 601 Analysis I for Teachers |
3 |
|
MATH 604 Geometry for Teachers |
3 |
|
MATH 605 Discrete/Finite Mathematics for Teachers |
3 |
|
MATH 607 Algebraic Structures for Teachers |
3 |
|
MATH 608 Problem Solving in Mathematics |
3 |
|
Secondary Education, Grades 9–12 |
|
|
EDCI 597 Special Topics in Education |
3 |
|
MATH 601 Analysis I for Teachers |
3 |
|
MATH 602 Analysis II for Teachers |
3 |
|
MATH 604 Geometry for Teachers |
3 |
|
MATH 605 Discrete/Finite Mathematics for Teachers |
3 |
|
MATH 607 Algebraic Structures for Teachers |
3 |
The 18-credit physical education concentration provides course work in research design, curriculum development, collaborative supervision, research in pedagogy, and advanced adapted content. It is designed for practicing teachers seeking to improve their professional knowledge and teaching performance for improving student learning.
| Course Work | Credits |
|---|---|
|
EFHP 623 Research Design and Statistical Reasoning Elective |
3 |
|
PHED 670 Analysis of Teaching in Physical Education |
3 |
|
PHED 672 Curriculum Development and Assessment in Physical Education |
3 |
|
PHED 673 Motor Development for Special Populations |
3 |
|
PHED 680 Mentoring and Supervision in Physical Education |
3 |
| Choose one course below or a course preapproved by advisor: | |
|
DANC 553 Teaching Creative Movement |
3 |
|
DANC 580 Laban Movement Analysis |
3 |
|
EDLE 610 Leading Schools and Communities |
3 |
|
EDUC 539 Human Development and Learning: PK–12 |
3 |
|
EDUC 672 Human Development and Learning: Secondary Education |
3 |
|
EFHP 606 Foundations of Exercise, Fitness, and Health Promotion |
3 |
|
EFHP 610 Advanced Exercise Physiology |
3 |
|
EFHP 611 Fitness Assessment: Theory and Practice |
3 |
|
EFHP 614 Advanced Exercise Nutrition |
3 |
|
EFHP 618 Exercise and Sport Psychology |
3 |
The 18-credit science concentration provides advanced professional development in science teaching and learning for practicing elementary, middle, or high school science teachers. The 18 credits include a combination of three science courses including an internship and three science education courses.
| Course Work | Credits |
|---|---|
|
EDCI 663 Research in Science Technology |
3 |
|
EDCI 683 Curriculum Development and Evaluation in Science Education |
3 |
|
EDCI 693 Leadership and Organizational Issues in Science Education |
3 |
|
EDLE 791 Internship in Educational Leadership |
3 |
|
Science courses relevant to school level, with advisor approval |
6 |
The 18-credit special education concentration provides advanced expertise for educators, administrators, and other professionals providing services to individuals with special needs. The following areas of focus are available: applied behavior analysis; assistive technology; emotional disturbance and learning disabilities; emotional disturbance, learning disabilities, and mental retardation; mental retardation; and severe disabilities. Select 18 credits from
| Course Work | Credits |
|---|---|
|
Applied Behavior Analysis |
|
|
EDSE 619 Applied Behavior Analysis: Principles, Procedures, and Philosophy |
3 |
|
EDSE 621 Advanced Applied Behavior Analysis Empirical Bases |
3 |
|
EDSE 623 Advanced Applied Behavior Analysis Assessments and Interventions |
3 |
|
EDSE 624 Applied Behavior Analysis Applications |
3 |
|
EDSE 625 Applied Behavior Analysis Verbal Behavior |
3 |
|
EDSE 790 Internship in Special Education |
1–4 |
|
Emotional Disturbance and Learning Disabilities (ED/LD)K–12 |
|
|
EDSE 501 Introduction to Special Education |
3 |
|
EDSE 502 Classroom Management and Applied Behavior Analysis |
3 |
|
EDSE 503 Language Development and Reading |
3 |
|
EDSE 540 Characteristics of Students with ED/LD |
3 |
|
EDSE 627 Psychoeducational Assessment |
3 |
|
EDSE 628 Elementary Reading, Curriculum, and Strategies for Mild Disabilities |
3 |
|
or EDSE 626 The Inclusive Classroom |
3 |
|
EDSE 629 Secondary Curriculum and Strategies for Mild Disabilities |
3 |
|
EDSE 662 Consultation and Collaboration |
3 |
|
EDSE 790 Internship Special Education |
1–4 |
|
EDSE 791 Midpoint Portfolio |
1 |
|
EDSE 792 Final Portfolio |
1 |
Emotional Disturbance, Learning Disabilities, and Mental Retardation (ED/LD/MR) K–12
|
EDSE 501 Introduction to Special Education |
3 |
|
EDSE 502 Classroom Management and Applied Behavior Analysis |
3 |
|
EDSE 503 Language Development and Reading |
3 |
|
EDSE 540 Characteristics of Students with ED/LD |
3 |
|
EDSE 542 Characteristics of Students with Mental Retardation |
3 |
|
or EDSE 547 Medical and Developmental Risk Factors for Children with Disabilities |
3 |
|
EDSE 627 Psychoeducational Assessment |
3 |
|
EDSE 628 Elementary Reading, Curriculum, and Strategies for Mild Disabilities |
3 |
|
or EDSE 626 The Inclusive Classroom |
3 |
|
EDSE 629 Secondary Curriculum Strategies for Mild Disabilities |
3 |
|
EDSE 661 Curriculum and Methods: Severe Disabilities |
3 |
|
EDSE 662 Consultation and Collaboration |
3 |
|
EDSE 790 Internship Special Education |
1–4 |
|
EDSE 791 Midpoint Portfolio |
1 |
|
EDSE 792 Final Portfolio |
1 |
Mental Retardation (MR) K–12
|
EDSE 501 Introduction to Special Education |
3 |
|
EDSE 502 Classroom Management and Applied Behavior Analysis |
3 |
|
EDSE 503 Language Development and Reading |
3 |
|
EDSE 542 Characteristics of Students with Mental Retardation |
3 |
|
EDSE 547 Medical and Developmental Risk Factors for Children with Disabilities |
3 |
|
EDSE 627 Psychoeducational Assessment |
3 |
|
EDSE 628 Elementary Reading, Curriculum, and Strategies for Mild Disabilities |
3 |
|
or EDSE 626 The Inclusive Classroom |
3 |
|
EDSE 629 Secondary Curriculum Strategies for Mild Disabilities |
3 |
|
EDSE 661 Curriculum and Methods in Severe Disabilities |
3 |
|
EDSE 662 Consultation and Collaboration |
3 |
|
EDSE 790 Internship Special Education |
1–4 |
|
EDSE 791 Midpoint Portfolio |
1 |
|
EDSE 792 Final Portfolio |
1 |
Severe Disabilities (SD) K–12
|
EDSE 531 Transition and Community-Based Instruction |
3 |
|
EDSE 547 Medical and Developmental Risk Factors for Children with Disabilities |
3 |
|
EDSE 557 Language Development and Emergent Literacy for Diverse Learners |
3 |
|
EDSE 532 Positive Behavior Supports |
3 |
|
or EDSE 502 Classroom Management and Applied Behavior Analysis |
3 |
|
EDSE 534 Communication and Severe Disabilities |
3 |
|
or EDSE 622 Augmentative Communication |
3 |
|
EDSE 533 Curriculum and Assessment in Severe Disabilities |
3 |
|
or EDSE 627 Psychoeducational Assessment |
3 |
|
EDSE 661 Curriculum and Methods: Severe Disabilities |
3 |
|
EDSE 662 Consultation and Collaboration |
3 |
|
EDSE 669 Interdisciplinary Approaches for Children with Sensory and Motor Disabilities |
3 |
|
EDSE 790 Internship Special Education |
1–4 |
|
EDSE 791 Midpoint Portfolio |
1 |
|
EDSE 792 Final Portfolio |
1 |
This 18-credit concentration provides advanced professional development in school leadership. The educational leadership course work focuses on teachers as leaders in their classrooms, teams, departments, programs, and schools.
| Course Work | Credits |
|---|---|
|
EDLE 610 Leading Schools and Communities |
3 |
|
EDLE 612 Educational Law |
3 |
|
EDLE 618 Supervision and Evaluation of Instruction |
3 |
|
EDLE 620 Organizational Theory and Leadership Development |
3 |
|
EDUC 597 Special Topics in Education: Trends and Issues in Instruction |
3 |
|
EDUC 598 Directed Reading, Research, and Individual Projects |
3 |
This 63-credit concentration prepares students to apply for triple teacher licensure. It provides professionals with the skills to work with culturally, linguistically, and ability-diverse young children and their families in schools and diverse community settings. Participation in the program requires a full-time, primarily daytime commitment for one summer and two academic years of integrated study and ongoing practice in four different internships. The program is designed to provide professionals with the specialized knowledge, skills, and dispositions needed to meet the developmental and educational needs of young children.
Portfolio
A professional portfolio is required. The portfolio reflects the student’s professional development throughout the program and contains examples of performance assessments associated with standards.
| Course Work | Credits |
|---|---|
|
EDRS 590 Education Research |
3 |
|
EDSE 517 Computer Applications for Special Populations |
3 |
|
EDUT 511 Universality and Diversity in Child and Family Development, Ages 3 to 5 |
3 |
|
EDUT 512 Assessment of Diverse Young Learners, Ages 3 to 5 |
3 |
|
EDUT 513 Language Development and Emergent Literacy for Diverse Learners, Ages 3 to 5 |
3 |
|
EDUT 514 Creating Environments and Adapting Curriculum for Diverse Learners, Ages 3 to 5 |
3 |
|
EDUT 521 Infant and Toddler Development in Family and Cultural Contexts |
3 |
|
EDUT 522 Family-Centered Assessment of Diverse Infants and Toddlers |
3 |
|
EDUT 523 Language Acquisition and Communication for Diverse Infants and Toddlers |
3 |
|
EDUT 524 Culturally, Linguistically, and Developmentally Appropriate Practices with Infants, Toddlers, and Their Families |
3 |
|
EDUT 612 Development and Assessment of Diverse Learners, K to 3 |
3 |
|
EDUT 613 Language and Literacy Development for Diverse Learners, K to 3 |
3 |
|
EDUT 614 Integrating and Adapting Curriculum across the Content Areas for Diverse Learners, K to 3 |
3 |
|
EDUT 615 Developing Concepts in Early Childhood Mathematics and Science for Diverse Learners, K to 3 |
3 |
|
EDUT 781 Frameworks for Unified, Transformative Early Care and Education |
3 |
|
EDUT 782 Policy Perspectives Affecting Diverse Young Learners and Their Families |
3 |
|
EDUT 790 Internship with Diverse Learners, Ages 3 to 5 |
3 |
|
EDUT 791 Internship with Diverse Infants and Toddlers and Their Families |
3 |
|
EDUT 792 Internship with Diverse Learners, K to 3 |
3 |
|
EDUT 793 Specialization Internship with Diverse Learners and Their Families |
6 |
This 32-credit concentration prepares students to apply for initial teacher licensure. It provides professionals with the skills to work with culturally, linguistically, and ability-diverse young children and their families in schools and diverse community settings. The program is designed to provide professionals with the specialized knowledge, skills, and dispositions needed to meet the developmental and educational needs of young children in preschool to grade 3. A professional portfolio is required. The portfolio reflects the student’s professional development throughout the program and contains examples of performance assessments associated with standards.
| Course Work | Credits |
|---|---|
|
EDUT 511 Universality and Diversity in Child and Family Development, Ages 3 to 5 |
3 |
|
EDUT 513 Language Development and Emergent Literacy for Diverse Learners, Ages 3 to 5 |
3 |
|
EDUT 514 Creating Environments and Adapting Curriculum for Diverse Learners, Ages 3 to 5 |
3 |
|
EDUT 612 Development and Assessment of Diverse Learners, K to 3 |
3 |
|
EDUT 613 Language and Literacy Development for Diverse Learners, K to 3 |
3 |
|
EDUT 614 Integrating and Adapting Curriculum across the Content Areas for Diverse Learners, K to 3 |
3 |
|
EDUT 615 Developing Concepts in Early Childhood Mathematics and Science for Diverse Learners, K to 3 |
3 |
|
EDUT 781 Frameworks for Unified, Transformative Early Care, and Education |
3 |
|
EDUT 782 Policy Perspectives Affecting Diverse Young Learners and Their Families |
3 |
|
EDUT 790 Internship with Diverse Learners |
3 |
|
EDSE 791 Mid-Point Portfolio |
1 |
|
EDSE 792 Final Portfolio |
1 |
These 30-36-credit concentrations are designed to offer professionals and students the opportunity to apply principles of learning, cognition, and motivation to vital problems in the area of education; develop a solid understanding of research, assessment, and evaluation methodologies; and develop an analytical and scholarly approach to critically assessing theoretical perspectives, research, and practice within and across content domains. By participating in a supportive and collegial environment with faculty from numerous educational disciplines and expertise, students are expected to develop the skills to meet the needs of diverse populations, and design and implement effective educational programs appropriate for a broad range of cultural contexts.
Optional Supervised Project or Thesis 3–6 credits
Students in the following educational psychology concentrations may choose to work on a supervised research project or a master’s thesis as part of completing the MEd in curriculum and instruction. Students who select this option will conduct research in an area of interest.
Choose from the following:
|
EDUC 598 Directed Reading, Research, and Individual Project |
3 |
|
EDUC 599 Thesis |
3 |
| Course Work | Credits |
|---|---|
|
Educational Psychology Core |
9 |
|
EDEP 550 Theories of Learning and Cognition |
3 |
|
EDEP 551 Principles of Learner Motivation (Prerequisite: EDEP 550) |
3 |
| Elective (prerequisites: EDEP 550 and 551): choose one from the following: | |
|
EDUC 539 Human Development and Learning, PK–12 |
3 |
|
EDUC 672 Human Development and Learning, Secondary Education |
3 |
|
EDUC 597 Special Topics in Education (focus on human development) |
3 |
|
PSYC 666 Cognitive and Perceptual Development |
3 |
|
Research Methodology Core |
12 |
|
EDRS 590 Education Research* |
3 |
|
EDRS 620 Quantitative Inquiry in Education (prerequisite: EDRS 590 or appropriate prior experience) |
3 |
|
EDRS 621 Qualitative Inquiry in Education (prerequisite: EDRS 590 or appropriate prior experience) |
3 |
|
*This course may be waived if student has appropriate prior experience or course work. |
|
|
Elective (prerequisites: EDRS 620 and 621): choose one from the following: |
|
|
EDRS 531 Educational and Psychological Measurement |
3 |
|
EDUC 597 Special Topics in Education (focus on Research Methodology) |
3 |
|
PSYC 541 Survey Research |
3 |
|
PSYC 654 Naturalistic Methods in Psychology |
3 |
|
Emphasis |
9 |
|
EDEP 652 Process of Learning and Development |
3 |
|
Elective (prerequisite: EDEP 652): Choose two from the following: |
|
|
EDEP 653 Culture and Intelligence |
3 |
|
EDEP 654 Learning, Motivation, and Self-Regulation |
3 |
|
EDSE 667 Cognitive Development of Diverse Young Children |
3 |
|
EDUC 597 Special Topics (focus on learning, cognition, and/or motivation) |
3 |
| Course Work | Credits |
|---|---|
|
Educational Psychology Core |
9 |
|
EDEP 550 Theories of Learning and Cognition |
3 |
|
EDEP 551 Principles of Learner Motivation (Prerequisite: EDEP 550) |
3 |
|
Elective (prerequisites: EDEP 550 and 551), choose one from the following: |
|
|
EDUC 539 Human Development and Learning, PK–12 |
3 |
|
EDUC 597 Special Topics in Education (focus on human development) |
3 |
|
EDUC 672 Human Development and Learning, Secondary Education |
3 |
|
PSYC 666 Cognitive and Perceptual Development |
3 |
|
Research Methodology Core |
12 |
|
EDRS 590 Education Research* |
3 |
|
EDRS 620 Quantitative Inquiry in Education (prerequisite: EDRS 590 or appropriate prior experience) |
3 |
|
EDRS 621 Qualitative Inquiry in Education (prerequisite: EDRS 590 or appropriate prior experience) |
3 |
|
Elective (prerequisites: EDRS 620 and 621), choose one from the following: |
|
|
EDRS 531 Educational and Psychological Measurement |
3 |
|
EDUC 597 Special Topics in Education (focus on research methodology) |
3 |
|
PSYC 541 Survey Research |
3 |
|
PSYC 654 Naturalistic Methods in Psychology |
3 |
|
*This course may be waived if student has appropriate prior experience or course work. |
|
|
Emphasis |
9 |
|
EDRS 630 Educational Assessment |
3 |
|
Electives (prerequisite: EDRS 630): choose two from the following: |
|
|
EDEP 650 High Stakes Assessment and Accountability Systems |
3 |
|
EDEP 651 Test Design and Interpretation |
3 |
|
EDRS 631 Program Evaluation |
3 |
|
EDUC 597 Special Topics in Education (focus on assessment, evaluation, and/or testing) |
3 |
|
PSYC 557 Psychometric Methods |
3 |
The teacher preparation concentration is for individuals completing the requirements to become licensed to teach in a public school classroom and requires admission to and concurrent enrollment in one of the following teacher licensure certificate programs, administered by other programs in CEHD: secondary education, special education, foreign language, and English as a second language (ESL). For the teacher preparation concentration, students apply three courses (i.e., 9 credits) from within one teacher licensure certificate program toward their MS degree in educational psychology with the expectation that they will complete the teacher certification program.
| Course Work | Credits |
|---|---|
|
Educational Psychology Core |
9 |
|
EDEP 550 Theories of Learning and Cognition |
3 |
|
EDEP 551 Principles of Learner Motivation (prerequisite: EDEP 550) |
3 |
|
Elective (prerequisites: EDEP 550 and 551): choose one from the following: |
|
|
EDUC 539 Human Development and Learning, PK–12 |
3 |
|
EDUC 597 Special Topics in Education (focus on human development) |
3 |
|
EDUC 672 Human Development and Learning, Secondary Education |
3 |
|
PSYC 666 Cognitive and Perceptual Development |
3 |
|
Research Methodology Core |
12 |
|
EDRS 590 Education Research* |
3 |
|
EDRS 620 Quantitative Inquiry in Education (prerequisite: EDRS 590 or appropriate prior experience) |
3 |
|
EDRS 621 Qualitative Inquiry in Education (prerequisite: EDRS 590 or appropriate prior experience) |
3 |
|
*This course may be waived if student has appropriate prior experience or course work. |
|
|
Elective (prerequisites: EDRS 620 and 621): choose one from the following: |
|
|
EDRS 531 Educational and Psychological Measurement |
3 |
|
EDUC 597 Special Topics in Education (focus on research methodology) |
3 |
|
PSYC 541 Survey Research |
3 |
|
PSYC 654 Naturalistic Methods in Psychology |
3 |
|
Three approved teacher licensure certificate program courses |
9 |
The 39-credit elementary education concentration and initial licensure component provides professionals with the specialized knowledge, skills, and dispositions needed to meet the educational needs of students attending today’s elementary schools. Specific content and endorsement courses are required. Two programs (one- or two-semester internships) provide flexibility for all students. The two-semester internship program (Professional Development Schools (PDS) Program begins each fall semester; the one-semester internship program Partnership Schools (PS) Program begins each summer semester.
Performance-Based Assessment
All students are required to submit and successfully complete a series of performance-based assessments. These assessments include content knowledge, pedagogical skills, and dispositions.
| Course Work | Credits |
|---|---|
|
EDCI 544 Curriculum and Methods of Teaching in Elementary Education |
3 |
|
EDCI 545 Differentiation and Assessment |
3 |
|
EDCI 546 Integrating Technology in Elementary Classrooms: Literacy |
1 |
|
EDCI 547 Integrating Technology in Elementary Classrooms: Mathematics |
1 |
|
EDCI 548 Integrating Technology in Elementary Classrooms: Social Studies/Fine Arts |
1 |
|
EDCI 552 Mathematics Methods for the Elementary Classroom |
3 |
|
EDCI 553 Science Methods for the Elementary Classroom |
3 |
|
EDCI 554 Methods of Teaching Social Studies and Integrating Fine Arts in the Elementary Classroom |
3 |
|
EDCI 555 Literacy Teaching and Learning in Diverse Elementary Classrooms I |
3 |
|
EDCI 556 Literacy Teaching and Learning in Diverse Elementary Classrooms II |
3 |
|
EDCI 559 Research and Assessment in Elementary Education |
3 |
|
EDCI 790 Internship in Education |
6 |
|
EDUC 542 Foundations of Education |
3 |
|
EDUC 543 Children, Family, Culture, and Schools, 4- to 12-Year-Olds |
3 |
This 39-credit ESL/ESOL PK–12 concentration provides initial state teacher licensure (endorsement) for candidates wanting to teach in Virginia public schools, grades PK to 12. This program provides teachers with the specialized knowledge, skills, and professional dispositions required to meet the educational needs of English language learners (ELLs). Candidates whose first language is not English may be required to pass an oral and written proficiency assessment in English to meet state licensing requirements and national professional standards. This program has a licensure component of 27 credits and requires an additional 12 credits for completion of the MEd.
Prerequisite for admission: 6 credits of a modern foreign language (graduate or undergraduate, do not count toward the MEd)
Field experience: Field experiences involving observations and analyses in public schools are required throughout the program; a maximum of 15 clock hours per course or 30 clock hours per term. Arrangements can be made with each course instructor.
Licensure Requirements (27 credits)
| Course Work | Credits |
|---|---|
|
EDCI 510 Linguistics for PK–12 ESOL Teachers |
3 |
|
EDCI 516 Bilingualism and Language Acquisition Research |
3 |
|
EDCI 519 Methods of Teaching Multilingual Students |
3 |
|
EDCI 520 Assessment of Language Learners |
3 |
|
EDCI 790 Internship in Education* |
6 |
|
EDRD 615 Reading and Writing for Multilingual Students |
3 |
|
EDUC 537 Foundations of Multicultural Education |
3 |
|
EDUC 539 Human Development and Learning, PK–12 |
3 |
* For licensed teachers only, the add-on endorsement in ESL PK–12 requires completion of all licensure course work with the exception of EDCI 790.
MEd Requirements (12 credits)
Prerequisites: all licensure course work listed above
| Course Work | Credits |
|---|---|
|
EDCI 521 Curriculum Development for Language Learners |
3 |
|
EDCI 777 Research to Practice (exit course) |
3 |
|
EDRS 590 Education Research |
3 |
|
Elective: Any graduate course with preapproval of academic advisor |
3 |
A 6-credit, 15-week daytime internship (EDCI 790) is required for completion of the state-approved licensure program. Both elementary and middle school or secondary school placements are required. Two options are available to meet the needs of most individuals:
*Provisionally licensed teachers: In lieu of an internship, provisionally licensed teachers may use their full-time teaching to satisfy the internship requirements; however, the 39-credit master’s degree requires that candidates substitute 6 credits in approved courses for the internship.
This 39-credit foreign language or Latin concentration with an initial licensure component prepares professionals with the knowledge, skills, and professional dispositions needed to teach specific foreign languages, including Spanish, German, French, Russian, Japanese, Chinese, Arabic, or Latin, to students in grades PK through 12. The program has a licensure component of 27 credits and requires an additional 12 credits for completion of the MEd.
Prerequisite for admission: A language proficiency test is required.
Field experience: Field experiences involving observations and analyses in public schools are required throughout the program; a maximum of 15 clock hours per course or 30 clock hours per term. Arrangements can be made with each course instructor.
Licensure Requirements (27 credits)
| Course Work | Credits |
|---|---|
|
EDCI 516 Bilingualism and Language Acquisition Research |
3 |
|
EDCI 520 Assessment of Language Learners |
3 |
|
EDCI 560 Methods of Teaching in Foreign and World Languages |
3 |
|
EDCI 684 Advanced Methods of Teaching Foreign and Second Languages in PK–12 |
3 |
|
EDCI 790 Internship in Education |
6 |
|
EDRD 620 Reading and Writing in Foreign and World Languages |
3 |
|
EDUC 537 Foundations of Multicultural Education |
3 |
|
EDUC 539 Human Development and Learning, PK–12 |
3 |
MEd Requirements (12 credits)
Prerequisites: all licensure course work listed above
| Course Work | Credits |
|---|---|
|
EDCI 521 Curriculum Development for Language Learners |
3 |
|
EDRS 590 Education Research |
3 |
|
EDCI 777 Research to Practice (exit course) |
3 |
|
EDUC 598 Independent Study (target language or culture; may include study-abroad program or total immersion program) |
3 |
A 6-credit, 15-week daytime internship (EDCI 790) is required for completion of the state-approved licensure program. Both elementary and middle school or secondary school placements are required. Two options are available to meet the needs of most individuals:
*Provisionally licensed teachers: In lieu of an internship, provisionally licensed teachers may use their full-time teaching to satisfy the experience requirements; however, the 39-credit master’s degree requires that candidates substitute 6 credits in approved courses for the internship.
Four concentrations with an instructional technology focus provide professionals 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 or public settings. The concentrations combine current theoretical foundations of technology development and integration with practical, hands-on experiences in using state-of-practice and state-of-the-art technologies. These concentrations serve the various needs and interests of specific types of instructional technology clients: instructional design and development, integration of technology in schools, technology innovations in education, and assistive and special education technology.
| Course Work | Credits |
|---|---|
|
Required Courses |
17 |
|
EDSE/EDIT 510 Introduction to Assistive Technology |
3 |
|
EDSE/EDIT 526 Web Accessibility and Design |
3 |
|
EDSE/EDIT 590 Special Education Research |
3 |
|
EDSE 610 Designing Adaptive Environments |
2 |
|
EDSE 649 Advanced Clinical Psychoeducational Assessment in Special Education |
3 |
|
EDSE 782 Comprehensive Topics in Special Education: Final Project |
3 |
|
Electives |
13 |
| Choose 8 credits from the following: | |
|
EDSE/EDIT 522 Assistive Technology for Individuals with Sensory Impairments |
2 |
|
EDSE/EDIT 523 Accessibility/Input Modification |
2 |
|
EDSE/EDIT 524 Assistive Technology for Individuals with Learning Disabilities |
2 |
|
EDSE/EDIT 525 Software for Individuals with Special Needs |
2 |
|
EDSE 527 Adapted Sports, Recreation, and Leisure |
1 |
|
EDSE 528 Low-Technology Assistive Technology Solutions |
1 |
|
EDSE/EDIT 529 Internet as an Assistive Technology Tool |
2 |
|
EDSE 534 Communication and Severe Disabilities |
3 |
|
EDSE 622 Augmentative Communication |
2 |
| Choose an additional 5 credits from the following: | |
|
EDSE 662 Educational Consultation and Collaboration |
3 |
|
EDSE 669 Interdisciplinary Approach for Children with Sensory and Motor Disabilities |
3 |
|
EDIT 772 Web-Based Instructional Tools: Electronic Portfolio |
2 |
|
Note: Any EDIT course may be used as an additional elective. |
|
|
Total |
30 |
(Part-time noncohort: 30 credits)
| Course Work | Credits |
|---|---|
|
Required Courses |
23 |
|
EDIT526 Web Accessibility and Design |
3 |
|
EDIT 704 Instructional Technology Foundations and Theories of Learning |
3 |
|
EDIT 705 Instructional Design |
3 |
|
EDIT 732 Advanced Instructional Design: Constructive Methods |
3 |
|
EDIT 730 Analysis and Design of Environments |
3 |
|
EDIT 752 Design and Production of Multimedia and Hypermedia Environments |
3 |
|
EDIT/EDRS 590 Education Research in Technology |
3 |
|
EDIT 601 IDD Portfolio |
1 |
|
EDIT 701 Advanced IDD Portfolio |
1 |
|
Electives |
7 |
|
Choose from any EDIT courses. |
|
|
Total |
30 |
(Full-time cohort)
| Course Work | Credits |
|---|---|
|
Prerequisites |
6 |
|
EDIT 526 Web Accessibility and Design |
3 |
|
EDIT 705 Instructional Design |
3 |
|
Required Courses |
24 |
|
EDIT/EDRS 590 Research Methods |
3 |
|
EDIT 730 Analysis and Design of Multimedia and Hypermedia Learning Environments |
3 |
|
EDIT 732 Advanced Instructional Design: Constructive Methods |
3 |
|
EDIT 752 Design and Production of Multimedia and Hypermedia Learning Environments |
3 |
|
EDIT 791 Project Development |
6 |
|
EDIT 792 Project Development |
6 |
|
Total |
30 |
| Course Work | Credits |
|---|---|
|
EDCI 710 Technology and the Culture of Schools |
3 |
|
EDCI 714 Methods of Integration |
3 |
|
EDCI 716 Principles of Integration |
3 |
|
EDIT 711 Teaching with Technology I: Telecommunications and Databases |
3 |
|
EDIT 712 Technology and Learning |
3 |
|
EDIT 713 Teaching with Technology II: Graphics, Video, and Simulations |
3 |
|
EDIT 715 Teaching with Technology III: Publishing and Computational Tools |
3 |
|
EDIT 717 Teaching with Technology IV: Hypermedia and Emerging Technologies |
3 |
|
EDIT 719 Tools 5: Web2 and Digital Video Editing |
3 |
|
EDIT 790 Practicum in Instructional Technology |
6 |
|
EDIT 797 Advanced Topics in Education |
3 |
This 30-credit concentration is specifically designed for teachers and educators who are working abroad or plan on teaching overseas, or individuals living outside the Washington, D.C., area who want a license and master’s degree in ESOL. This program has a licensure component of 21 credits and requires an additional 9 credits for completion of the MEd. Course work includes integrated fieldwork in schools and all requirements for a Virginia ESOL license PK–12. The convenient schedule enables participants to complete the program through on-campus study during two summers and online study during the academic year. On successful completion of course work and passing scores on the required exams, participants are eligible to receive a statement of eligibility from the state. After completing an internship requirement overseas (either one term of student teaching or one year of full-time teaching), candidates are eligible to apply for the ESOL PK–12 Virginia license.
Licensure Requirements (21 credits)
| Course Work | Credits |
|---|---|
|
EDCI 510 Linguistics for PK ESOL Teachers |
3 |
|
EDCI 516 Bilingualism and Second Language Acquisition Research |
3 |
|
EDCI 519 Methods of Teaching Multilingual Students (prerequisite EDCI 516) |
3 |
|
EDCI 520 Assessment of Language Learners |
3 |
|
EDRD 615 Reading and Writing for Multilingual Students (prerequisite EDCI 516) |
3 |
|
EDUC 511 Introduction to Teaching in International Schools |
3 |
|
EDUC 537 Foundations of Multicultural Education |
3 |
|
Note: Each licensure course has a 20-hour field experience requirement. |
|
| Optional | |
|
EDCI 790 Internship in Education |
6 |
|
Note: All licensure course work, tests, and general education courses must be finished prior to the internship. |
MEd Requirements (9 credits)
| Course Work | Credits |
|---|---|
|
EDCI 521 Curriculum Development for Language Learners (prerequisites: EDCI 516, 519; EDRD 615; EDCI 520) |
3 |
|
EDCI 777 Research to Practice (must be taken last) |
3 |
|
EDRS 590 Education Research |
3 |
This 33-credit concentration is an alternative teacher licensure program that prepares educators for international teaching assignments.
This program has a licensure component of 18 credits and requires an additional 15 credits for completion of the MEd. The course work may be completed in the part-time evening program or during the summer completing five weeks of intensive study course work. All course work requires 20 hours of integrated fieldwork observation and practice. On successful completion of course work and passing scores on the required exams, participants are eligible to receive a statement of eligibility from the state. After completing an internship requirement overseas (either one term of student teaching or one year of full-time teaching), candidates are eligible to apply for the elementary PK–6 Virginia license.
Licensure Requirements (18 credits)
| Course Work | Credits |
|---|---|
|
EDUC 511 Introduction to Teaching in International Schools |
3 |
|
EDUC 512 Teaching Elementary Social Studies in International Schools |
3 |
|
EDUC 513 Teaching Elementary Math in International Schools |
3 |
|
EDUC 514 Teaching Elementary Science in International Schools |
3 |
|
EDUC 516 Language across the Elementary International School Curriculum |
3 |
|
EDUC 520 Curriculum and Elementary Instruction and Assessment in International Schools |
3 |
| Optional | |
|
EDCI 790 Internship in Education |
6 |
|
Note: All licensure course work, tests, and general education courses must be finished prior to the internship. |
MEd Requirements (15 credits)
| Course Work | Credits |
|---|---|
|
EDCI 516 Bilingualism Language Acquisition Research |
3 |
|
EDCI 519 Methods of Teaching Multilingual Students (prerequisite: EDCI 516) |
3 |
|
EDCI 777 Research to Practice (must be taken last;prerequisite: EDRS 590) |
3 |
|
EDRS 590 Education Research |
3 |
|
EDUC 537 Foundations of Multicultural Education |
3 |
Note: Some course work requires field experience.
ESOL Endorsement Requirements for Licensed (In-Service) Teachers
| Course Work to Add ESOL Endorsement | Credits |
|---|---|
|
EDCI 510 Linguistics for PK ESOL Teachers |
3 |
|
EDCI 516 Bilingualism Language Acquisition Research |
3 |
|
EDCI 519 Methods of Teaching Multilingual Students |
3 |
|
EDCI 520 Assessment of Learners |
3 |
|
EDRD 615 Reading and Writing for Multilingual Students |
3 |
|
EDUC 537 Foundations of Multicultural Education |
3 |
Note: These courses are required to add the ESOL endorsement in Virginia. Students should check with the state where they currently hold a license to see whether these courses will meet their requirements. No additional internship is required for licensed teachers.
This 30-credit concentration prepares professionals to work with a diverse population of individuals. It provides courses for licensed teachers and the required courses for an add-on endorsement in English as a second language (ESL) PK–12, also known as English for speakers of other languages (ESOL). The program is appropriate for individuals who are not licensed and wish to complete a master’s degree. Six credits of a foreign language (undergraduate or graduate level) are required but do not count toward the master’s degree.
| Course Work | Credits |
|---|---|
|
EDCI 516 Bilingualism and Language Acquisition Research |
3 |
|
EDCI 519 Methods of Teaching Multilingual Students |
3 |
|
EDCI 520 Assessment of Language Learners |
3 |
|
EDCI 521 Curriculum Development for Language Learners |
3 |
|
EDCI 777 Research to Practice (exit requirement) |
3 |
|
EDRD 615 Reading and Writing for Multilingual Students |
3 |
|
EDRS 590 Education Research |
3 |
|
EDUC 537 Foundations of Multicultural Education |
3 |
|
LING 520 Descriptive Linguistics |
3 |
|
Elective |
3 |
The seven 33-credit secondary education concentrations with a licensure component are designed to meet the needs of individuals who wish to be licensed or need to satisfy the requirements of a provisional license to teach at the secondary level. Specific endorsement areas are biology, chemistry, Earth science, English, history and social science, mathematics, and physics. Add-on endorsements are available in speech communications, English as a second language, and algebra I.
The Career Switcher Program is an alternative licensure route that prepares experienced professionals for licensure as secondary school teachers with endorsements in biology, chemistry, Earth science, English, history and social science, mathematics, or physics. Successful applicants must have at least five years of work experience and passing scores on the Praxis I and II, and VCLA exams. In addition, they must have completed all required endorsement courses. The program consists of six months of course work and fieldwork, followed by a closely mentored year of full-time paid classroom teaching.
Field experiences in public schools will be required throughout the program; a maximum of 15 clock hours per course or 30 clock hours per term. Arrangements will be made at the beginning of each term.
Licensure Requirements (21 credits)
| Course Work | Credits |
|---|---|
|
EDCI 573 Curriculum and Methods of Teaching Science |
3 |
|
EDCI 673 Advanced Curriculum and Methods of Teaching Science |
3 |
|
EDCI 790 Internship in Secondary Education |
6 |
|
EDRD 619 Literacy in the Content Areas |
3 |
|
EDUC 522 Foundations of Secondary Education |
3 |
|
EDUC 672 Human Development and Learning |
3 |
MEd Requirements (12 credits)
| Course Work | Credits |
|---|---|
|
EDUC 674 Assessing Learning and Teaching |
3 |
|
Biology content elective (chosen with advisor’s approval) |
3 |
|
Education elective (chosen with advisor’s approval) |
3 |
|
EDUC 675 Research in Secondary Education |
3 |
Licensure Requirements (21 credits)
| Course Work | Credits |
|---|---|
|
EDCI 573 Curriculum and Methods of Teaching Science |
3 |
|
EDCI 673 Advanced Curriculum and Methods of Teaching Science |
3 |
|
EDCI 790 Internship in Secondary Education |
6 |
|
EDRD 619 Literacy in the Content Areas |
3 |
|
EDUC 522 Foundations of Secondary Education |
3 |
|
EDUC 672 Human Development and Learning |
3 |
MEd Requirements (12 credits)
| Course Work | Credits |
|---|---|
|
EDUC 674 Assessing Learning and Teaching |
3 |
|
Chemistry content elective (chosen with advisor’s approval) |
3 |
|
Education elective (chosen with advisor’s approval) |
3 |
|
EDUC 675 Research in Secondary Education |
3 |
Licensure Requirements (21 credits)
| Course Work | Credits |
|---|---|
|
EDCI 573 Curriculum and Methods of Teaching Science |
3 |
|
EDCI 673 Advanced Curriculum and Methods of Teaching Science |
3 |
|
EDCI 790 Internship in Secondary Education |
6 |
|
EDRD 619 Literacy in the Content Areas |
3 |
|
EDUC 522 Foundations of Secondary Education |
3 |
|
EDUC 672 Human Development and Learning |
3 |
MEd Requirements (12 credits)
| Course Work | Credits |
|---|---|
|
EDUC 674 Assessing Learning and Teaching |
3 |
|
Earth science content elective (chosen with advisor’s approval) |
3 |
|
Education elective (chosen with advisor’s approval) |
3 |
|
EDUC 675 Research in Secondary Education |
3 |
Licensure Requirements (21 credits)
| Course Work | Credits |
|---|---|
|
EDCI 569 Curriculum and Methods of Teaching English |
3 |
|
EDCI 669 Advanced Curriculum and Methods of Teaching English |
3 |
|
EDCI 790 Internship in Secondary Education |
6 |
|
EDRD 619 Literacy in the Content Areas |
3 |
|
EDUC 522 Foundations of Secondary Education |
3 |
|
EDUC 672 Human Development and Learning |
3 |
MEd Requirements (12 credits)
| Course Work | Credits |
|---|---|
|
EDCI 597 Young Adult Literature in a Multicultural Setting |
3 |
|
EDUC 674 Assessing Learning and Teaching |
3 |
|
Education elective (chosen with advisor’s approval) |
3 |
|
EDUC 675 Research in Secondary Education |
3 |
Licensure Requirements (21 credits)
| Course Work | Credits |
|---|---|
|
EDCI 567 Curriculum and Methods of Teaching History and Social Studies |
3 |
|
EDCI 667 Advanced Curriculum and Methods of Teaching History and Social Studies |
3 |
|
EDCI 790 Internship in Secondary Education |
6 |
|
EDRD 619 Literacy in the Content Areas |
3 |
|
EDUC 522 Foundations of Secondary Education |
3 |
|
EDUC 672 Human Development and Learning |
3 |
MEd Requirements (12 credits)
| Course Work | Credits |
|---|---|
|
EDUC 671 Schools and Culture |
3 |
|
EDUC 674 Assessing Learning and Teaching |
3 |
|
EDUC 675 Research in Secondary Education |
3 |
|
History and social studies content elective (chosen with advisor’s approval) |
3 |
Licensure Requirements (21 credits)
| Course Work | Credits |
|---|---|
|
EDCI 572 Curriculum and Methods of Teaching Mathematics |
3 |
|
EDCI 672 Advanced Curriculum and Methods of Teaching Mathematics |
3 |
|
EDCI 790 Internship in Secondary Education |
6 |
|
EDRD 619 Literacy in the Content Areas |
3 |
|
EDUC 522 Foundations of Secondary Education |
3 |
|
EDUC 672 Human Development and Learning |
3 |
MEd Requirements (12 credits)
| Course Work | Credits |
|---|---|
|
EDUC 674 Assessing Learning and Teaching |
3 |
|
Mathematics content elective (chosen with advisor’s approval) |
3 |
|
Education elective (chosen with advisor’s approval) |
3 |
|
EDUC 675 Research in Secondary Education |
3 |
Licensure Requirements (21 credits)
| Course Work | Credits |
|---|---|
|
EDCI 573 Curriculum and Methods of Teaching Science |
3 |
|
EDCI 673 Advanced Curriculum and Methods of Teaching Science |
3 |
|
EDCI 790 Internship in Secondary Education |
6 |
|
EDRD 619 Literacy in the Content Areas3 |
|
|
EDUC 522 Foundations of Secondary Education |
3 |
|
EDUC 672 Human Development and Learning |
3 |
MEd Requirements (12 credits)
| Course Work | Credits |
|---|---|
|
EDUC 674 Assessing Learning and Teaching |
3 |
|
Physics content elective (chosen with advisor’s approval) |
3 |
|
Education elective (chosen with advisor’s approval) |
3 |
|
EDUC 675 Research in Secondary Education |
3 |
A 6-credit 15-week daytime internship (EDCI 790) is required for completion of the state-approved licensure program. Three options are available to meet the needs of most individuals:
Professional Development School (PDS) internship: a one-term daytime internship as a PDS intern in a school identified by secondary faculty members
Student teaching internship: a one-term daytime internship in the classroom of a cooperating teacher. Intern assumes coteaching and independent teaching responsibilities.
On-the-job internship: Available only to students who are employed as full-time provisionally licensed teachers and teaching in their endorsement area in an accredited middle or secondary school and want to complete a master’s degree. In lieu of an internship, provisionally licensed teachers may choose to use their full-time teaching to satisfy the experience requirement for a full license; however, the 33-credit master’s degree requires that 6 credits of approved course work be substituted for the internship.
MED-EDLE
This master’s program with a licensure component prepares candidates for leadership and management positions in a variety of educational settings. The program emphasizes an understanding of the complexities of change in schools, communities, and organizations. Participants are expected to develop and demonstrate the knowledge, skills, and dispositions necessary to create and maintain learning environments that value diversity, continual knowledge acquisition, instructional leadership, innovative and ethical decision making, reflective practice, and successful achievement of all school-aged youth. Programs are also available in the mathematics or science education leadership concentration for those who desire to be specialists in the teaching of mathematics (K–8) or science (K–12).
| Course Work | Credits |
|---|---|
EDLE 620 Organizational Theory and Leadership Development |
3 |
EDLE 690 Using Research to Lead School Improvement |
3 |
EDLE 791 Internship in Educational Leadership* |
3 |
EDLE 612 Education Law |
3 |
EDLE 614 Managing Financial and Human Resources |
3 |
EDLE 616 Curriculum Development and Evaluation |
3 |
EDLE 618 Supervision and Evaluation of Instruction |
3 |
EDLE 610 Leading Schools and Communities |
3 |
EDLE 634 Contemporary Issues in Education Leadership |
3 |
EDLE 636 Adult Motivation and Conflict Management in Educational Settings: A Case Study Approach |
3 |
*Internship experiences are required in a variety of administrative settings with the guidance of professionals on site and at Mason. The internship that is integral to the Education Leadership Program provides an opportunity to synthesize and apply the knowledge and practice the skills identified in the Educational Leadership Constituency Consortium standards through substantial, sustained work in educational settings.
Participants who are admitted into the program who already have a master’s degree and three years of teaching may complete only the licensure course work for the administration and supervision PK–12 license. The licensure course work is the first 24 credits of the master’s degree program and must be taken in the sequence shown above.
The 33-credit concentration in mathematics education leadership prepares individuals for master teacher, lead teacher, or schoolwide leadership positions in elementary or middle school mathematics. Course work includes study or experiences in education leadership, mathematics teaching and learning, instructional technology, and curriculum development. Program participants study and use research that has significant positive effects on professional development and teaching and learning mathematics. Program experiences prepare students to select, develop, and implement school-based curricula and teaching and learning materials, as well as in-service and professional development programs for teachers. The internship is an individual experience designed and developed in consultation with a faculty advisor or mentor.
| Course Work | Credits |
|---|---|
EDCI 645 Curriculum Development in Mathematics Education |
3 |
EDCI 646 Mathematics Education Leadership for School Change |
3 |
EDCI 663 Research in Science Teaching |
3 |
EDCI 666 Research in Mathematics Teaching |
3 |
EDCI 705 Instructional Design |
3 |
EDIT 704 Instructional Technology Foundations and Theories of Learning |
3 |
EDLE 616 Curriculum Development and Evaluation |
3 |
EDLE 618 Supervision and Evaluation of Instruction |
3 |
EDLE 791 Internship in Education Leadership |
3 |
Mathematics elective |
3 |
Technology elective |
3 |
The 33-credit math specialist leader concentration includes the required course work for state licensure as a K–8 mathematics specialist. Students study mathematics content and mathematics pedagogy in the program. Students who apply for math specialist licensure must have three years of successful teaching experience and a master’s degree.
| Course Work | Credits |
|---|---|
EDCI 645 Curriculum Development in Mathematics Education |
3 |
EDCI 646 Mathematics Education Leadership for School Change |
3 |
EDCI 666 Research in Mathematics Teaching |
3 |
EDLE 616 Curriculum Development and Evaluation |
3 |
EDLE 618 Supervision and Evaluation of Instruction |
3 |
EDLE 791 Internship in Education Leadership |
3 |
MATH 600 Special Topics: Number Systems and Number Theory for K–8 Teachers |
3 |
MATH 600 Special Topics: |
|
Geometry and Measurement for K–8 Teachers |
3 |
Probability and Statistics for K–8 Teachers |
3 |
Algebra and Functions for K–8 Teachers |
3 |
Rational Numbers and Proportional Reasoning for K–8 Teachers |
3 |
This 30-credit concentration in science education leadership is a PK–12 program that focuses on education leadership and science teaching and learning. It includes the required course work for the administration and supervision PK–12 license in Virginia. Students study the changing nature of science, science teaching, assessment, curriculum, technology, safety, and meeting the diverse needs of learners. Students also develop skills in science teaching and learning, data-driven decision making, systematic and continual improvement, and leading dynamic organizations. Internship experiences include working with a practicing scientist in a research setting and interacting with school leaders at the state and local levels who directly and indirectly influence science education.
The science education leadership concentration includes the required course work for state licensure in administration and supervision PK–12. Students who apply for licensure must have three years of successful classroom teaching experience and a master’s degree.
| Course Work | Credits |
|---|---|
EDCI 663 Research in Science Teaching |
3 |
EDCI 666 Research in Mathematics Teaching Technology Elective |
3 |
EDCI 683 Curriculum Development and Evaluation in Science Education |
3 |
EDCI 693 Leadership and Organizational Issues in Science Education |
3 |
EDLE 610 Leading Schools and Communities |
3 |
EDLE 612 Education Law |
3 |
EDLE 614 Managing Financial and Human Resources |
3 |
EDLE 618 Supervision and Evaluation of Instruction |
3 |
EDLE 791 Internship in Education Leadership |
3 |
Elective |
3 |
(pending SCHEV approval)
MS-EDP
This 30-credit master’s program is designed to offer professionals and students the opportunity to apply principles of learning, cognition, and motivation to vital problems in the area of education; develop a solid understanding of research, assessment, and evaluation methodologies; and develop an analytical and scholarly approach to critically assessing theoretical perspectives, research, and practice within and across content domains. By participating in a supportive and collegial environment with faculty from numerous educational disciplines and expertise, students are expected to develop the skills to meet the needs of diverse populations and design and implement effective educational programs appropriate for a broad range of cultural contexts.
Educational Psychology Core (9 credits)
| Course Work | Credits |
|---|---|
EDEP 550 Theories of Learning and Cognition |
3 |
EDEP 551 Principles of Learner Motivation (prerequisite: EDEP 550) |
3 |
Elective choose 3 credits from the following: |
|
EDUC 539 Human Development and Learning, PK–12 |
3 |
EDUC 597 Special Topics in Education (focus on human development) |
3 |
EDUC 672 Human Development and Learning, Secondary Education |
3 |
PSYC 666 Cognitive and Perceptual Development |
3 |
Research Methodology Core (9 credits)
| Course Work | Credits |
|---|---|
EDRS 531 Educational and Psychological Measurement |
3 |
EDRS 620 Quantitative Inquiry in Education (prerequisite: EDRS 590 or appropriate prior experience or course work) |
3 |
EDRS 621 Qualitative Inquiry in Education (prerequisite: EDRS 590 or appropriate prior experience or course work) |
3 |
Areas of Concentration (12 credits)
| Course Work | Credits |
|---|---|
EDEP 652 Processes of Learning and Development |
3 |
EDEP 598 Directed Reading, Research, and Individual Projects |
3 |
or EDUC 599 Thesis |
3 |
| Electives (Choose two of the following): | |
EDEP 653 Culture and Intelligence |
3 |
EDEP 654 Learning, Motivation, and Self-Regulation |
3 |
EDSE 667 Cognitive Development of Diverse Young Children |
3 |
EDUC 597 Special Topics (focus on learning, cognition, or motivation) |
3 |
| Course Work | Credits |
|---|---|
EDRS 630 Educational Assessment |
3 |
EDEP 598 Directed Reading, Research, and Individual Projects |
3 |
or EDUC 599 Thesis |
3 |
| Electives (Choose two of the following): | |
EDEP 650 High Stakes Assessment and Accountability Systems |
3 |
EDEP 651 Test Design and Interpretation |
3 |
EDRS 631 Program Evaluation |
3 |
EDUC 597 Special Topics (focus on research methodology assessment, evaluation, and/or testing) |
3 |
PSYC 541 Survey Research |
3 |
PSYC 557 Psychometric Methods |
3 |
| Course Work | Credits |
|---|---|
Choose three courses (9 credits) from one of the following teacher licensure certificate programs: secondary education, special education, foreign language, or English as a second language (ESL).* |
9 |
EDEP 598 Directed Reading, Research, and Individual Projects |
3 |
or EDUC 599 Thesis |
3 |
*Educational psychology or appropriate teacher education faculty must approve courses in a coherent field of study.
MA-NPST
This 36-credit master’s degree is a track of the New Professional Studies curriculum for in-service teachers seeking to improve their approach to a wide range of issues connected to the craft of teaching and learning for K–12 children. Graduate course work is linked to school-based issues for teachers. Class days are designed to complement a teacher’s schedule during the summer and school year. Specific information is available from the Initiatives in Educational Transformation web site, gse.gmu.edu/iet, or by calling 703-993-8320.
| Course Work | Credits |
|---|---|
EDUC 597 Special Topics in Education |
3 |
IETT 750 Studies in Language and Culture I |
3 |
IETT 751 Studies in Language and Culture II |
3 |
IETT 752 Research in Practice: The Team Project |
6 |
IETT 753 Teaching and Learning |
3 |
MNPE 700 The New Professionalism: Theory and Practice |
3 |
MNPE 702 The New Professional as Reflective Practitioner |
3 |
MNPE 703 Technology and Learning in the New Professions |
3 |
MNPE 704 Research Methodologies in the New Professionalism |
3 |
MED-EDSE
This 30-credit program leads to a master of education degree for professionals who already hold a special education teacher license or are interested in working in a special education context outside the classroom. Students may also earn a master’s degree by completing initial licensure course work in addition to the master’s core.
The teacher licensure program offers required course work through four graduate certificate programs that vary from 15 to 36 credits, depending on the licensure endorsement area and prior course work. It prepares professionals with the knowledge, skills, and dispositions needed to teach children with special needs. The certificates may be completed in the following endorsement areas: early childhood special education, severe disabilities, students with disabilities accessing the general curriculum, and visual impairment.
Individuals who are seeking licensure and a master’s degree must apply to a graduate certificate program as well as to this program. For required course work, see the Graduate Certificate Programs section of this chapter.
Students may also enroll in one of four nonlicensure certificate programs. The nonlicensure certificates are in applied behavior analysis, assistive technology, autism, and special education leadership.
MEd without licensure (30 credits)
EDSE 501 Introduction to Special Education |
3 |
EDSE 503 Language Development and Reading |
3 |
or EDSE 557 Language Development and Emergent Literacy for Diverse Learning |
3 |
EDSE 517 Computer Applications for Special Populations |
3 |
EDSE 590 Research in Special Education |
3 |
EDSE 662 Consultation and Collaboration |
3 |
EDSE 782 Comprehensive Topics in Special Education: Trends and Issues (may be substituted for portfolio courses by nonlicensure students) |
3 |
EDSE 791 Midpoint Portfolio |
1 |
EDSE 792 Final Portfolio |
1 |
Electives from EDSE courses |
13 |
This 30-credit concentration leads to a master of special education degree for professionals who already hold an early childhood special education teacher license or are interested in working in an early childhood special education context outside the classroom.
| Course Work | Credits |
|---|---|
EDSE 501 Introduction to Special Education |
3 |
EDSE 557 Language Development and Emergent Literacy for Diverse Learning |
3 |
EDSE 517 Computer Applications for Special Populations |
3 |
EDSE 590 Research in Special Education |
3 |
EDSE 665 Collaboration with Families of Children with Special Needs |
3 |
EDSE 791 Midpoint Portfolio (must be taken concurrently with the fourth or fifth special education course) |
1 |
EDSE 792 Final Portfolio (must be taken concurrently with the last course in the program) |
1 |
Electives from EDSE or UTEEM graduate prefix courses |
13 |
CERG-AALT
This 18-credit certificate is designed for professionals who are interested in or are working in alternative education settings. It offers the knowledge and skills necessary to work effectively with at-risk students, their families, and involved agencies.
| Course Work | Credits |
|---|---|
EDAE 600 Alternative Education for At-Risk Youth |
1 |
EDAE 601 Curriculum and Methods in Alternative Education |
3 |
EDAE 602 Preparing Students for Employment and Living Independently |
2 |
EDSE 551 Classroom Management: Theory and Practice |
3 |
EDAE 603 Communication and Management Strategies for Alternative Education |
3 |
EDAE 604 Multidisciplinary and Interagency Collaboration |
3 |
Elective, with advisor approval |
3 |
CERG-AART
The 18-credit art education certificate is designed for art teachers with current licensure in art PK–12. It consists of six required courses that address contemporary professional development content areas in art education.
| Course Work | Credits |
|---|---|
AVT 605 Issues and Research in Art Education |
3 |
AVT 694 Advanced Studies in Teaching Critical Response to Art, PK–12 |
3 |
AVT 615 Technology for Art Teachers |
3 |
AVT 697 Advanced Strategies and Curricular Innovations in the Visual Arts |
2 |
EDEP 601 Creativity and Cognition in the Arts and Media |
3 |
Note: AVT 615 is considered a 3-credit studio course. Qualified students who test out of this course will elect two of the following 4-credit studio courses for a total of 8 studio credits. |
|
| Choose one studio course from the following: | |
AVT 667 Two-Dimensional Art Making: Form, Theme, and Context |
4 |
AVT 668 Three-Dimensional Art Making across Cultures |
4 |
AVT 669 Four-Dimensional Art Making: Technology and New Media |
4 |
CERG-AECE
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 study of early childhood education and is based on the early childhood generalist standards of the National Board for Professional Teaching Standards.
| Course Work | Credits |
|---|---|
EDCI 603 Trends, Issues, and Research in Early Childhood Education |
3 |
EDCI 615 Advanced Human Development |
3 |
EDCI 784 Capstone Seminar in Early Childhood Education |
3 |
| Electives (choose three from the following): | |
EDCI 516 Bilingualism and Language Acquisition Research |
3 |
EDCI 613 Curriculum and Assessment in Early Childhood Education I |
3 |
EDCI 614 Curriculum and Assessment in Early Childhood Education II |
3 |
EDCI 616 The Creative Arts and Play in Early Childhood Education and Classroom Discourse |
3 |
EDRD 630 Advanced Literacy Foundations and Instruction, Birth to Middle Childhood |
3 |
EDSE 556 Language Development and Communication for Diverse Infants and Toddlers |
3 |
EDSE 557 Language Development and Emergent Literacy for Diverse Learners, Ages 3–5 |
3 |
EDSE 656 Assessment of Diverse Young Learners, Ages 3–5 |
3 |
EDSE 667 Cognitive Development of Diverse Young Children |
3 |
CERG-AFLF
This 18-hour certificate offers course work for practicing teachers who wish to deepen their expertise in French and augment their teacher development through course work in advanced pedagogy that is aligned with the propositions of the National Board for Professional Teaching Standards.
| Course Work | Credits |
|---|---|
| Choose two literature courses from the following: | |
FREN 515 Medieval French Literature |
3 |
FREN 517 Studies in 17th-Century French Literature |
3 |
FREN 518 Studies in 18th-Century French Literature |
3 |
FREN 519 Studies in 19th-Century French Literature |
3 |
FREN 525 Studies in Modern French Literature |
3 |
FREN 550 Special Topics |
3 |
Note: Courses may be substituted with advisor-approved literature-related electives in French. |
|
| Choose two language and linguistics courses from the following: | |
FREN 560 History of the French Language |
3 |
FREN 575 Grammatical Analysis |
3 |
FREN 576 Advanced Translation |
3 |
Note: Courses may be substituted with advisor-approved language- and linguistics-related electives. |
|
| Choose two electives courses in literature or language from above or below list: | |
FREN 580 Contemporary French Society and Culture |
3 |
FRLN 510 Bibliography and Research in Foreign Languages and Literature |
3 |
FRLN 525 Literary Translation |
3 |
FRLN 550 Special Topics |
3 |
FRLN 565 Theory of Translation |
3 |
FRLN 572 Integrating Technology into Language Learning |
3 |
FRLN 573 Basic Issues in Language Pedagogy |
3 |
FRLN 590 Internship and Seminar in Translation |
3 |
FRLN 620 Literary Theory and Criticism |
3 |
FRLN 660 Approaches to the Study of Language |
3 |
FRLN 670 Foreign Language Learning and Teaching |
3 |
Note: Courses may be substituted with advisor-approved language- and literature-related electives.
CERG-AFLS
This 18-credit certificate offers course work for practicing teachers who wish to deepen their expertise in Spanish and augment their teacher development through course work in advanced pedagogy that is aligned with the propositions of the National Board for Professional Teaching Standards.
| Course Work | Credits |
|---|---|
SPAN 502 Hispanic Sociolinguistics |
3 |
SPAN 505 Applied Spanish Stylistics |
3 |
SPAN 510 Introduction to the Graduate Study of Literature in Spanish |
3 |
| Choose 9 credits from the following: | |
FRLN 510 Bibliography and Research in Foreign Languages and Literature |
3 |
FRLN 525 Literary Translation |
3 |
FRLN 550 Special Topics |
3 |
FRLN 565 Theory of Translation |
3 |
FRLN 572 Integrating Technology into Language Learning |
3 |
FRLN 573 Basic Issues in Language Pedagogy |
3 |
FRLN 590 Internship and Seminar in Translation |
3 |
FRLN 620 Literary Theory and Criticism |
3 |
FRLN 650 The Teaching of Culture in Foreign Language Programs |
3 |
FRLN 660 Approaches to the Study of Language |
3 |
FRLN 670 Foreign Language Learning and Teaching |
3 |
SPAN 501 Applied Spanish Grammar |
3 |
SPAN 520 Studies in Medieval Spanish Literature |
3 |
SPAN 525 Studies in Renaissance Literature |
3 |
SPAN 530 Studies in Literature of the Golden Age |
3 |
SPAN 540 Studies in 20th-Century Literature |
3 |
SPAN 545 Studies in Hispanic Literature |
3 |
SPAN 551 Special Topics in Spanish |
3 |
SPAN 560 Studies in Spanish American Poetry |
3 |
SPAN 565 Studies in Spanish American Drama |
3 |
SPAN 576 Advanced Translation |
3 |
SPAN 580 Contemporary Hispanic Institutions |
3 |
SPAN 635 Seminar in Don Quixote |
3 |
SPAN 650 Seminar in 20th-Century Drama |
3 |
SPAN 655 Seminar in 20th-Century Prose |
3 |
SPAN 670 Seminar in Spanish American Prose |
3 |
SPAN 675 Seminar in Literature and Art |
3 |
SPAN 680 Seminar in Literature and Society |
3 |
SPAN 685 Seminar in Literature and Ideas |
3 |
Note: Courses may be substituted with advisor-approved language- and literature-related electives.
CERG-AGCE
This 21-credit certificate program is designed for professionals who are interested in working with gifted children. It offers course work for an add-on endorsement in gifted education for currently licensed teachers.
| Course Work | 18 or 21* |
EDCI 621 Introduction to Gifted and Talented Learners |
3 |
EDCI 622 Curriculum Differentiation for Diverse Learners |
3 |
EDCI 623 Models and Strategies for Teaching Gifted Learners |
3 |
EDCI 624 Assessment, Identification, and Evaluation of Gifted Learners |
3 |
EDCI 625 Contemporary Issues and Trends in Gifted Education |
3 |
EDCI 626 Action Research in Gifted Education I |
3 |
EDCI 627 Advanced Practicum and Research in Gifted Education* |
3 |
*Only 21 credits required for those not currently teaching.
CERG-AHIS
This 18-credit certificate is designed for PK–12 classroom teachers who wish to gain depth in history content to become leaders in their discipline.
| Course Work | Credits |
|---|---|
GEOG 520 Geography for Teachers |
3 |
HIST 510 Approaches to Modern World History |
3 |
HIST 601 Themes in U.S. History I |
3 |
HIST 602 Themes in U.S. History II |
3 |
HIST 508 Themes in World History |
3 |
HIST 605 Themes in European History |
3 |
Courses may be substituted with advisor-approved history electives.
CERG-AINT
This 18-credit certificate is designed for PK–12 classroom teachers who wish to gain depth in instructional technology content to become leaders in their discipline.
| Course Work | Credits |
|---|---|
EDIT 611 Innovation in Distance Learning |
3 |
EDIT 725 Technology and Diversity |
3 |
EDIT 746 Educational Technology and Assessment |
3 |
EDIT 750 Emerging Technology |
3 |
| Choose two from the following: | |
EDIT 742 Interactive Technologies: Gaming and Robotics |
3 |
EDIT 743 Technology and Community Partnerships |
3 |
EDIT 747 Technology and Teacher Education |
3 |
CERG-ALRS
This 21-credit certificate, a state-approved sequence of courses leading to Virginia reading specialist licensure, is designed for teachers who have a master’s degree. Course work includes foundational knowledge, instructional and assessment strategies for individuals and groups, and preparation as a literacy coach and staff developer. Licensure also requires a master’s degree, passing of the Virginia Reading Assessment, and three years of teaching under contract.
| Course Work | Credits |
|---|---|
EDRD 630 Advanced Literacy Foundations and Instruction, Birth to Middle Childhood |
3 |
EDRD 631 Advanced Literacy Foundations and Instruction, Adolescence through Adulthood |
3 |
EDRD 632 Literacy Assessments and Intervention for Groups |
3 |
EDRD 633 Literacy Assessments and Intervention for Individuals |
3 |
EDRD 634 School-Based Leadership in Literacy |
3 |
EDRD 635 School-Based Inquiry in Literacy |
3 |
EDRD 637 Supervised Literacy Practicum |
3 |
CERG-AP12
This 18-credit certificate includes three required literacy courses and three approved electives in ESOL, special education, psychology, secondary and elementary education, early childhood, writing, and other areas. Theory and strategies in literacy and reading for teachers in any discipline, PK–12.
| Course Work | Credits |
|---|---|
EDRD 630 Advanced Literacy Foundations and Instruction, Birth to Middle Childhood |
3 |
EDRD 631 Advanced Literacy Foundations and Instruction, Adolescence through Adulthood |
3 |
| Electives: choose four of the following: | |
EDCI 520 Assessment of Language Learners |
3 |
EDRD 615 Reading/Writing for Multilingual Students |
3 |
EDRD 633 Literacy Assessments and Interventions for Individuals |
3 |
EDRD 637 Supervised Literacy Practicum |
3 |
EDSE 662 Consultation and Collaboration |
3 |
EDSE 627 Psychoeducational Assessment |
3 |
CERG-AMTH
This 18-credit certificate provides advanced professional development in mathematics teaching and learning for practicing middle or high school mathematics teachers. The 18 credits include five mathematics classes and one special topics in education course. Students must choose to pursue either middle or secondary education requirements.
| Course Work | Credits |
|---|---|
| Middle Education, Grades 6–8: | |
EDCI 597 Special Topics in Education |
3 |
MATH 601 Analysis I for Teachers |
3 |
MATH 604 Geometry for Teachers |
3 |
MATH 605 Discrete and Finite Mathematics for Teachers |
3 |
MATH 607 Algebraic Structures for Teachers |
3 |
MATH 608 Problem Solving in Mathematics |
3 |
| Secondary Education, Grades 9–12: | |
EDCI 597 Special Topics in Education |
3 |
MATH 601 Analysis I for Teachers |
3 |
MATH 602 Analysis II for Teachers |
3 |
MATH 604 Geometry for Teachers |
3 |
MATH 605 Discrete and Finite Mathematics for Teachers |
3 |
MATH 607 Algebraic Structures for Teachers |
3 |
CERG-APED
This 18-credit certificate program is designed for professionals who are interested in enhancing and promoting teacher knowledge, abilities, and status as educators and professional leaders in physical education.
| Course Work | Credits |
|---|---|
EFHP 623 Research Design and Statistical Reasoning |
3 |
PHED 670 Analysis of Teaching in Physical Education |
3 |
PHED 672 Curriculum Development and Assessment in Physical Education |
3 |
PHED 673 Motor Development for Special Populations |
3 |
PHED 680 Mentoring and Supervision in Physical Education |
3 |
| Elective: choose one from the following or a course preapproved by advisor | |
DANC 553 Teaching Creative Movement |
3 |
DANC 580 Laban Movement Analysis |
3 |
EDIT/EDCI 705 Instructional Design |
3 |
EDLE 610 Leading Schools and Communities |
3 |
EDUC 539 Human Development and Learning, PK–12 |
3 |
EDUC 672 Human Development and Learning, Secondary Education |
3 |
EFHP 606 Foundations of Exercise, Fitness, and Health Promotion |
3 |
EFHP 610 Advanced Exercise Physiology |
3 |
EFHP 611 Fitness Assessment: Theory and Practice |
3 |
EFHP 614 Advanced Exercise Nutrition |
3 |
EFHP 618 Exercise and Sport Psychology |
3 |
CERG-ASCI
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: K–6 or 6–12.
| Course Work | Credits |
|---|---|
EDCI 663 Research in Science Teaching |
3 |
EDCI 683 Curriculum Development and Evaluation in Science Education |
3 |
EDCI 693 Leadership and Organizational Issues in Science Education |
3 |
EDLE 791 Internship in Education Leadership |
3 |
Science courses relevant to school level with advisor’s approval |
6 |
CERG-ATL
This 18-credit certificate provides practicing teachers with course work in educational leadership that can be applied in their school settings.
| Course Work | Credits |
|---|---|
EDLE 612 Educational Law |
3 |
EDLE 618 Supervision and Evaluation of Instruction |
3 |
EDLE 610 Leading Schools and Communities |
3 |
EDLE 620 Organizational Theories and Leadership Development |
3 |
EDUC 597 Special Topics in Education: Trends and Issues in Instruction |
3 |
EDUC 598 Directed Reading, Research, and Individual Projects |
3 |
CERG-ABAC
This 15-credit nonlicensure certificate is designed to increase the professional training of individuals responsible for designing, implementing, and monitoring behavioral treatment programs in schools, agencies such as psychiatric hospitals, and training centers for people with severe disabilities.
| Course Work | Credits |
|---|---|
EDSE 619 Applied Behavior Analysis Principles, Procedures, and Philosophy |
3 |
EDSE 621 Advanced Applied Behavior Analysis Empirical Basis |
3 |
EDSE 623 Advanced Applied Behavior Analysis Assessments and Interventions |
3 |
EDSE 624 Applied Behavior Analysis Applications |
3 |
EDSE 625 Applied Behavior Analysis Verbal Behavior |
3 |
EDSE 790 Internship Special Education* |
1–6 |
* May be taken to meet BCACA supervised practicum requirements
CERG-IAST
This 15-credit certificate provides supplemental training for practitioners, families, and caregivers who use assistive technology while working with people with disabilities. The certificate is appropriate for general and special educators, related service personnel, adult service providers, and families and caregivers who need to apply assistive technology solutions within their specific discipline or school, work, home, or community setting.
| Course Work | Credits |
|---|---|
EDSE/EDIT 510 Introduction to Assistive Technology |
3 |
EDSE 610 Designing Adaptive Environments |
2 |
| Electives: Choose ten credits from the following: | |
EDIT 522 Assistive Technology for Individuals with Sensory Impairments |
2 |
EDSE/EDIT 523 Accessibility and Input Modification |
1 |
EDSE/EDIT 524 Assistive Technology for Individuals with Learning Disabilities |
2 |
EDSE/EDIT 525 Software for Individuals with Special Needs |
2 |
EDSE/EDIT 526 Web Accessibility and Design |
3 |
EDSE 527 Adapted Sports, Recreation, and Leisure |
1 |
EDSE 528 Low-Technology Assistive Technology Solutions |
1 |
EDSE/EDIT 529 Internet as an Assistive Technology Tool |
2 |
EDSE 534 Communication and Severe Disabilities |
3 |
EDSE 622 Augmentative Communication |
2 |
EDIT 797 Special Topics |
1–3 |
EDUC 600 Workshop in Education |
1–6 |
CERG-ELRN
This 15-credit graduate certificate provides professionals with the specialized knowledge and skills needed to apply today’s Internet and web-based technologies to educational and training goals within school, community, and corporate settings. Courses are delivered in online, face-to-face, and blended formats that model e-learning delivery modes.
| Course Work | Credits |
|---|---|
EDIT 526 Web Accessibility and Design |
3 |
EDIT 611 Innovations in Distance Learning |
3 |
EDIT 705 Instructional Design |
3 |
| Electives: choose six credits from the following: | |
EDIT 530 Scripting and Programming |
2 |
EDIT 571 Tools for Visual Graphic Design |
1–3 |
EDIT 572 Tools for Digital Video and Audio |
1–3 |
EDIT 573 Project Management Tools |
1–3 |
EDIT 574 Networking Tools |
1–3 |
EDIT 575 Authoring Tools |
1–3 |
EDIT 771 Introduction to Multimedia and Hypermedia |
1–3 |
EDIT 772 Web-Based Instructional Tools |
1–3 |
CERG-CISL
This 27-credit certificate offers course work leading to teacher licensure for students who are currently enrolled in other nonlicensure graduate programs at Mason.
Candidates whose first language is not English may be required to pass an oral and written proficiency assessment in English to meet state licensing requirements and national professional standards.
Prerequisite for admission: 6 credits of a modern foreign language (graduate or undergraduate, do not count toward certificate)
| Course Work | Credits |
|---|---|
EDUC 537 Foundations of Multicultural Education |
3 |
EDUC 539 Human Development and Learning, PK–12 |
3 |
EDCI 510 Linguistics for PK–12 ESOL Teachers |
3 |
EDCI 516 Bilingualism and Language Acquisition Research |
3 |
EDCI 519 Methods of Teaching Multilingual Students |
3 |
EDCI 520 Assessment of Language Learners |
3 |
EDRD 615 Reading and Writing for Multilingual Students |
3 |
EDCI 790 Internship in Education |
6 |
CERG-ELSE
This 18-credit certificate offers course work for students and professionals seeking crossover training in ESL/ESOL and special education.
| Course Work | Credits |
|---|---|
EDCI 516 Bilingualism and Language Acquisition Research |
3 |
EDCI 519 Methods of Teaching Multilingual Students |
3 |
EDCI 520 Assessment of Language Learners |
3 |
EDSE 501 Introduction to Special Education or EDSE 540 Characteristics of Students with ED/LD |
3 |
EDSE 503 Language Development and Reading |
3 |
EDSE 626 The Inclusive Classroom or EDSE 628 Elementary Reading, Curriculum, and Strategies for Mild Disabilities or EDSE 629 Secondary Curriculum and Strategies for Mild Disabilities |
3 |
CERG-ADIB
This 18-credit certificate provides advanced professional development for teachers on the philosophy, elements, and assessments of the PYP, MYP, and DP programs. The concentration focuses on the theory, pedagogy, and research undergirding the International Baccalaureate programs.
EDUC 621 Teaching and Learning in the International Baccalaureate Primary Years Program |
3 |
EDUC 622 Curriculum Development across International Baccalaureate Programs |
3 |
EDUC 623 Models and Strategies for Teaching and Learning in International Baccalaureate Schools |
3 |
EDUC 624 Assessment and Learning in International Baccalaureate Schools |
3 |
EDUC 626 Inquiry into Action: International Baccalaureate Teachers, Learners, and Schools |
3 |
EDUC 627 Contemporary Issues in International Baccalaureate |
3 |
CERG-SPFT
This15-credit certificate is designed for preservice and in-service international teacher educators who desire additional training in special education. All course work may be applied to the MEd in special education program and will count for Virginia licensure in special education PK through grade 12.
| Course Work | Credits |
|---|---|
EDSE 501 Introduction to Special Education |
3 |
EDSE 502 Classroom Management and Applied Behavior Analysis |
3 |
EDSE 540 Characteristics of Students with ED/LD |
3 |
EDSE 627 Psychoeducational Assessment |
3 |
EDSE 622 Consultation and Collaboration |
3 |
Note: Most course work has some field experience component.
CERG-IITS
This 16-credit certificate is offered to teachers who wish to gain the necessary knowledge and skills for integrating technology into the K–12 curriculum. It is designed to fulfill the state-mandated technology competencies for teachers.
| Course Work | Credits |
|---|---|
EDCI 714 Methods of Integration |
3 |
EDIT 561 Teaching with Telecommunications |
1 |
EDIT 562 Teaching with Databases |
1 |
EDIT 563 Teaching with Computer Graphics |
1 |
EDIT 564 Teaching with Blogs, Wikis, and Podcasts |
2 |
EDIT 565 Teaching with Educational Software |
1 |
EDIT 566 Teaching with Multimedia and Hypermedia |
2 |
EDIT 567 Teaching with Desktop Publishing |
2 |
EDIT 797 Advanced Topics in Education: Web-Based Learning |
3 |
CERG-OTUC
This 15-credit certificate is offered to teachers who want to gain the necessary knowledge and skills to teach students in virtual environments.
| Course Work | Credits |
|---|---|
EDCI 714 Designing Online Learning |
3 |
EDIT 641 Understanding Virtual Schools |
1 |
EDIT 642 The Online Academy |
1 |
EDIT 643 Online Mentoring 1: Building Virtual Relationships |
1 |
EDIT 644 Online Mentoring 2: Promoting Self-Regulation |
1 |
EDIT 645 Online Mentoring 3: Conceptual Learning |
1 |
EDIT 646 Online Mentoring 4: Moderating |
2 |
EDIT 790 Practicum in Instructional Technology |
2 |
EDIT 611 Innovations in Distance Learning |
3 |
CERG-PCLC
This 15-credit certificate offers courses toward school counseling and community agency counseling licensure for post-master’s degree students. These certificates are designed for individuals who possess a master’s degree in counseling or a highly related field and seek at least 15 credits of post-graduate course work to meet licensure requirements for a Virginia school counselor or licensed professional counselor.
| Course Work | Credits |
|---|---|
| Choose 9 to 16 credits from the following: | |
Post-Master’s Counseling Licensure – Virginia School Counselor |
|
EDCD 606 Counseling Children and Adolescents |
4 |
EDCD 611 Introduction to Ethical and Legal Issues in School Counseling |
2 |
EDCD 626 Principles and Practices of School Counseling |
3 |
Post-Master’s Counseling Licensure – Licensed Professional Counselor |
|
EDCD 609 Advanced Counseling Skills and Strategies |
4 |
EDCD 652 Introduction to Substance Abuse Counseling |
3 |
EDCD 654 Counseling, Ethics, and Consultation in Community Agencies |
3 |
EDCD 656 Diagnosis and Treatment Planning for Mental Health Professionals |
3 |
EDCD 658 Couples and Family Counseling |
3 |
| Choose 3 to 6 credits from the following (with permission of the instructor): | |
EDCD 597 Special Topics in Education |
1–3 |
EDCD 895 Emerging Issues in Counseling and Development |
3 |
EDCD 896 Advanced Multicultural Counseling |
3 |
EDCD 897 Advanced Group Counseling |
3 |
| Choose from the following (may be substituted for other courses): | |
EDCD 755 Practicum in Counseling |
3 |
EDCD 791 Internship in Counseling |
3 |
CERG-SELC
This 21-credit certificate offers course work for teacher licensure to students enrolled in nonlicensure graduate programs at Mason or those who already have a master’s degree.
| Course Work | Credit |
|---|---|
EDUC 522 Foundations of Secondary Education |
3 |
EDCI 500-level Curriculum and Methods Choose one content course specific to your program: EDCI 567 Social Science |
3 |
EDUC 672 Human Development and Learning |
3 |
EDCI 600-level Advanced Curriculum and Methods Choose one content course specific to your program: EDCI 667 Social Science |
3 |
EDRD 619 Literacy in the Content Areas (must be taken with the internship) |
3 |
EDCI 790 Internship in Secondary Education |
6 |
CERG-SPSD
This 36-credit certificate offers required course work for teacher licensure in severe disabilities to be completed with 15 to 36 credits based on the number of equivalent courses completed prior to enrollment.
| Course Work | Credits |
|---|---|
EDSE 501 Introduction to Special Education |
3 |
EDSE 531 Transition and Community-Based Instruction |
3 |
EDSE 532 Positive Behavior Supports or EDSE 502 Classroom Management and Applied Behavior Analysis |
3 |
EDSE 534 Communication and Severe Disabilities |
3 |
EDSE 533 Curriculum and Assessment in Severe Disabilities or EDSE 627 Psychoeducational Assessment |
3 |
EDSE 547 Medical and Developmental Risk Factors for Children with Disabilities |
3 |
EDSE 557 Language Development and Emergent Literacy for Diverse Learners, Ages 3–5 |
3 |
EDSE 661 Curriculum and Methods: Severe Disabilities |
3 |
EDSE 662 Consultation and Collaboration |
3 |
EDSE 669 Interdisciplinary Approaches for Children with Sensory and Motor Disabilities |
3 |
EDSE 790 Internship Special Education* (two experiences) |
4 |
EDSE 791 Midpoint Portfolio |
1 |
EDSE 792 Final Portfolio |
1 |
*One elementary level and one secondary level. May be taken to meet BCABA supervised practicum.
CERG-SELE
This 15-credit certificate is designed to provide training for educators who administer program implementation efforts for learners with exceptional needs. It is appropriate for those who have an interest in becoming special education directors, program coordinators, department chairs, or lead teachers; however, opportunities beyond special education also exist.
| Course Work | Credits |
|---|---|
EDSE 743 Leadership in Special Education Administration |
3 |
EDSE 744 Current Issues in Special Education |
3 |
| Choose three from the following: | |
EDSE 626 The Inclusive Classroom |
3 |
EDSE 701 Legal Issues and Special Populations |
3 |
EDSE 702 Managing Resources for Special Education Programs |
3 |
EDSE 703 Creating a Collaborative Culture |
3 |
CERG-SDGC
This 33-credit certificate offers required course work for teacher licensure in learning disabilities, emotional disturbance, and mental retardation to be completed with 15 to 36 credits based on the number of equivalent courses completed prior to enrollment.
| Course Work | Credits |
|---|---|
EDSE 501 Introduction to Special Education |
3 |
EDSE 502 Classroom Management and Applied Behavior Analysis |
3 |
EDSE 503 Language Development and Reading |
3 |
EDSE 540 Characteristics of Students with Disabilities Who Access the General Curriculum |
3 |
EDSE 544 Adaptive Instructional Methods and Transition for Secondary Learners |
3 |
EDSE 627 Psychoeducational Assessment |
3 |
EDSE 628 Elementary Reading, Curriculum, and Strategies for Students with Mild Disabilities |
3 |
EDSE 629 Secondary Curriculum and Strategies for Students with Mild Disabilities |
3 |
EDSE 662 Consultation and Collaboration |
3 |
EDSE 790 Internship in Special Education (two experiences) |
4 |
EDSE 791 Midpoint Portfolio Note: Must be taken concurrently with the fourth or fifth special education course. |
1 |
EDSE 792 Final Portfolio Note: Must be taken concurrently with last special education course. |
1 |
CERG-ETSE
This 15-credit certificate is designed to provide teacher training in topic areas required to implement instructional programs for students with autism. This certificate is appropriate for those special education teachers providing instruction to students with autism in a variety of educational settings.
| Course Work | Credits |
|---|---|
EDSE 534 Communication and Severe Disabilities |
3 |
EDSE 620 Managing Severely Challenging Behaviors and Applied Behavior Analysis |
3 |
EDSE 634 Characteristics of Students with Autism |
3 |
EDSE 635 Interventions for Students with Autism |
3 |
EDSE 665 Collaboration with Families of Children with Special Needs |
3 |
CERG-VILI
This 32-credit certificate is designed for students seeking initial teacher licensure in visual impairments, PK–12, to be completed with 15 to 32 credits based on the number of equivalent courses completed prior to enrollment.
| Course Work | Credits |
|---|---|
EDSE 511 Characteristics of Students with Visual Impairments |
1 |
EDSE 512 Braille Code |
3 |
EDSE 513 Medical and Educational Implications of Visual Impairments |
3 |
EDSE 514 Orientation and Mobility for Students with Visual Impairments |
2 |
EDSE 518 Curriculum and Assessment for Students with Visual Impairments |
3 |
EDSE 522 Assistive Technology for Individuals with Sensory Impairments |
2 |
EDSE 532 Positive Behavior Supports |
3 |
EDSE 613 Teaching Methods for Students with Visual Impairments |
3 |
EDSE 616 Braille Reading and Writing |
3 |
EDSE 662 Consultation and Collaboration |
3 |
EDSE 790 Internship in Special Education |
4 |
EDSE 791 Midpoint Portfolio |
1 |
EDSE 792 Final Portfolio |
1 |
PHD-EDUC
The PhD in education provides advanced professional education for experienced educational practitioners pursuing or planning careers in educational settings. The program requires 85–96 credits beyond the baccalaureate degree or a minimum of 55–66 credits beyond the master’s degree. A student’s individual credit requirement depends on goals, program requirements, and previous preparation. A limited number of graduate credits taken previously may be applied; however, a student’s total program typically requires 10 more credits than those minimum requirements, depending on 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 psychology, instructional technology, special education, curriculum, instruction, international education, 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 after completing two semesters. Students also complete a secondary concentration of study consisting of 12 credits.
To complete the PhD program, each student must demonstrate competence in oral and written English, computer literacy, mastery of 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, seminars, and a doctoral portfolio, and 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.
Candidates are admitted to study by GSE; admission is highly selective. Applicants must fulfill the following admission requirements:
For more information, call the PhD 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 spring.
| Course Work | Credits |
|---|---|
General Culture |
9 |
EDUC 800 Ways of Knowing |
3 |
EDUC 802 Leadership Seminar |
3 |
EDUC 805 Doctoral Seminar |
2 |
Research Methods |
12 |
EDRS 810 Problems and Methods in Education Research |
3 |
EDRS 811 Quantitative Methods in Education |
3 |
EDRS 812 Quantitative Methods in Education Research |
3 |
Elective (choose one of the following): |
|
EDRS 820 Evaluation Methods for Educational Programs and Curricula |
3 |
EDRS 821 Advanced Applications of Quantitative Methods |
3 |
EDRS 822 Advanced Applications of Qualitative Methods |
3 |
EDRS 823 Advanced Research Methods in Single Subject and Case Design |
3 |
Professional Specialization |
21 |
Secondary Emphasis |
12 |
Dissertation |
12 |
EDUC 998 Doctoral Dissertation Proposal |
3 |
EDUC 999 Doctoral Dissertation Research |
9 |
Students enroll in at least one and up to three internships designed to broaden their professional expertise. One internship must be taken in a setting that differs from the student’s work setting.