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College of Education

The College of Education seeks to achieve excellence in the preparation of teachers, counselors, and leaders as well as in exercise science, instructional technology, and school library media. It offers programs that combine a sound foundation in academics with a multitude of practical experiences. Fully accredited by NCATE and the Georgia Professional Standards Commission, the College of Education supports 16 undergraduate and 34 graduate programs, many leading to initial and advanced educator certification. By creating opportunities for excellence, the College of Education prepares highly qualified candidates who promote high standards of education and professional excellence.

The College of Education consists of the Department of Counseling, Foundations, and Leadership, the Department of Physical Education and Exercise Science, and the Department of Teacher Education. Advising and other student services are provided through the COE Office of Student Advising and Field Experiences (SAFE) and the Office of Graduate Studies. Centers housed within the College of Education include the Center for Quality Teaching and Learning, the Child Care Resource & Referral Agency of West Georgia, the Coca Cola Space Science Center, and the Columbus Regional Mathematics Collaborative. The Dean's Office is located in 333 Jordan Hall.

Undergraduate Degrees offered by the College of Education include:

Undergraduate Degrees offered in collaboration with another college include:

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Graduate Degrees offered by the college include:

Graduate Degrees offered in collaboration with another college include:

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Mission Statement

The mission of the College of Education (COE) is congruent with and complements that of Columbus State University. The College of Education has adopted the guiding principle, Creating Opportunities for Excellence, to support its mission ... to achieve excellence by guiding individuals as they develop the proficiency, expertise, and leadership consistent with their professional roles. By creating opportunities for excellence, the College of Education prepares highly qualified teachers, counselors, and leaders who promote high levels of learning for all P-12 students by demonstrating excellence in teaching, scholarship, and professionalism. Teachers, counselors, and leaders continually acquire, integrate, refine, and model these qualities as they develop proficiency, expertise, and leadership. Ultimately, the professional educator believes in the transforming role of education in human lives and strives to improve the learning of all students. The College of Education also prepares highly qualified professionals in exercise science and community counseling. COE faculty guide individuals in this developmental process.

The following visual model represents the key features of the Conceptual Framework for the programs in teacher education, educational leadership, and school counseling. The circle represents the continual process of acquiring, integrating, refining, and modeling excellence in teaching, scholarship, and professionalism. The arrows represent the interdependence of these qualities. The result of our efforts to achieve excellence in teaching, scholarship, and professionalism will be improved student learning at the P-12 and university levels.

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Title II

Teacher preparation programs at institutions of higher learning are now required to report the pass rate of their program graduates on the exams that qualify them for teaching certification in each state. These new teacher preparation accountability measures were enacted by the U.S. Congress through amendments to the Higher Education Act in October 1998. Columbus State University education program graduates earned a combined pass rate of 94% on the GACE content exams for the 2006-2007 academic year and 92% for the 2007-2008 academic year. This means that 92% of the graduates seeking initial certification in teaching and school counseling passed the content tests required for certification in their field.

College of Education Student Advising and Field Experiences

The Office of Student Advising and Field Experiences (SAFE) provides comprehensive services for College of Education students, alumni and other individuals interested in seeking certification. Undergraduate and graduate students can receive assistance with advising, course selection, admission to a teacher education program, field placements, student teaching, internships, Georgia certification examinations, and certification. The College of Education's Office of Student Advising and Field Experiences is located in Jordan Hall, Room 107.

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Teacher Education Program Requirements - Undergraduate

The preparation of elementary, middle grades, and secondary school teachers is accomplished through the joint efforts of the College of Education and other academic units of the university. Teacher education programs, typically, are closely structured; therefore, students should select a teaching field early in their academic career and follow the appropriate curriculum after declaring a major.

Columbus State University's teacher education programs are approved by the Georgia Professional Standards Commission (PSC) and accredited by the National Council for Accreditation of Teacher Education (NCATE). Successful completion of an approved program earns the university's recommendation for a professional teaching certificate. To receive the certificate, an individual must also perform satisfactorily on the Georgia certification test.

Students desiring a bachelor of arts, bachelor of science, or bachelor of music degree may also take the professional education course sequence for certification. Students should consult the College of Education for advice concerning appropriate courses for certification.

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Admission to the Teacher Education Program

During the sophomore year, students intending to complete a teacher education program make formal application to the teacher education program. Normally, this occurs after the student has completed three semesters of full-time course work. Application is made to the Office of COE Services and Field Experiences.

Admission to the Teacher Education Program is based on the following:

  • Completion of EDUC 2130: Exploring Learning and Teaching (or approved equivalent) with a grade of "C" or better
  • Completion of 45 earned semester hours in the core with a GPA of 2.50 or better, including transfer credit
  • Completion of nine earned semester hours at Columbus State University with a minimum institutional GPA of 2.5 (required of all transfer students)
  • Satisfactory performance on the Regents' Test
  • Satisfactory pry completion of word-processed essay in a controlled environment
  • Good academic standing during the semester in which admission is requested
  • Completion of a background check indicating no criminal record or discharge from the armed services that could prevent recommendation for teacher certification
  • Have not been withdrawn, removed from or denied admission to a teacher education program or student teaching at CSU or another institution.

Failure to disclose information and/or submission of false information may result in immediate dismissal from the College of Education Teacher Education Program.

Additional admissions criteria may be applied at the departmental level. Admission decisions are appealable to the College of Education Undergraduate Council.

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Retention in the Teacher Education Program

A review is conducted each semester to determine retention in the teacher education program. The review is based on the following:

  • Maintenance of a 2.5 institutional grade point average.
  • If the grade point average falls below 2.5, the student will be removed from the teacher education program and must re-apply to the program under the current admission policies after raising the grade point average to 2.5.
  • Not less than a "C" grade in field and professional courses. Only 10 percent of the professional and field courses may be repeated at Columbus State University or another accredited college. Correspondence courses will not be accepted in field or professional courses.
  • Students who fail to complete a degree program after three years from date of admission to teacher education will be excluded from the program and required to re-apply under current admission policies.

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Admission to Student Teaching

Students will spend one semester in full-time teaching activities under the supervision of a classroom teacher in elementary, middle, or secondary schools. Guidelines for admission to student teaching are as follows:

  • Deadlines for submitting student teaching applications are September 15 for students applying to student teach spring semester and January 15 for students applying to student teach fall semester.
  • Students must be recommended by their academic advisor and/or program coordinator before submitting their applications to the Coordinator of Student Teaching.
  • Students must be members in good standing in the Teacher Education Program prior to submitting applications for student teaching.
  • Students must have a minimum score of three on each component on both the MAP and the Dispositions evaluations.
  • Students must complete all courses related to major with a grade of "C" or better unless otherwise approved by the program coordinator. Students need to contact their program coordinators for specific information regarding the approval process.
  • Students must maintain an overall grade point average of 2.5 or better based on total hours attempted and an institutional grade point average of 2.5 or better.
  • Students may not hold outside employment during the semester of student teaching without permission from the Coordinator of Student Teaching.
  • In order to student teach, students must hold current CPR/First Aid Certificates and provide the College of Education Services and Field Experiences Office proof of liability insurance.

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Recommendation for Certification

To be eligible for recommendation by Columbus State University for a professional teaching certificate, students must complete an approved program and meet the following criteria:

  • Graduate from Columbus State University
  • A 2.5 grade point average on all work attempted, and a 2.5 institutional grade point average
  • No less than a "C" grade on all professional and field courses presented for graduation
  • Successful completion of the Georgia certification examinations appropriate for the field in which certification is sought

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Post-Baccalaureate Teacher Certification

Students who have a baccalaureate degree from an accredited university, but do not have teacher certification, may be admitted to Columbus State University as undergraduate post-baccalaureate students. Students completing a prescribed post-baccalaureate program in their desired area of certification will earn an institutional recommendation for certification. Students desiring to enroll in graduate courses for post-baccalaureate or certification purposes must be admitted to the College of Education (COE) graduate program with regular or provisional admission status. Students who would like to obtain a master's degree with related teacher certification should explore the possibility of entering the COE Master of Arts in Teaching (M.A.T.) degree program in lieu of the Post-Baccalaureate Teacher Certification Program. The Master of Arts in Teaching degree program is available only in selected fields.

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Admission to and Retention in Post-Baccalaureate Teacher Education

To be admitted and retained in the Post-Baccalaureate Teacher Certification Program, the student must:

  • Possess an undergraduate degree from an accredited college or university
  • Acquire admission to Columbus State University as an undergraduate post-baccalaureate student
  • Possess and maintain an overall undergraduate GPA of 2.5 or better
  • Achieve satisfactory performance on the GACE Basic Skills tests, or an exemption based upon satisfactory scores on the SAT (1000 combined score), ACT (43 combined score), or GRE (1030 combined score).
  • Achieve satisfactory completion of a word-processed essay in a controlled environment
  • Possess good academic standing during the semester in which admission is requested
  • Possess no criminal record or discharge from the armed services that would prevent recommendation for teacher certification
  • Acquire regular or provisional graduate admission status if the student plans to enroll in graduate courses
  • If accepted under provisional graduate status, the student must meet all requirements to convert to regular admission status within the first 12 hours of graduate enrollment.
  • Secure a plan of study from the appropriate program coordinator
  • Meet requirements and apply for acceptance to the Teacher Education Program
  • Meet requirements and apply for admission to Student Teaching or a Teaching Internship
  • Complete courses designated by the appropriate program coordinator or department chair
  • Achieve a satisfactory score on the Georgia certification tests
  • Meet requirements and apply for Teacher Certification as specified by the Georgia Professional Standards Commission (PSC)
  • Complete or meet additional departmental requirements

Students are required to pay a $25.00 non-refundable fee per evaluation field to the College of Education prior to evaluation of transcripts and design of individualized plans of study. Admission decisions may be appealed to the appropriate College of Education Undergraduate Council.

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Georgia Teacher Alternative Preparation Program (TAPP)

The Georgia TAPP program is a two-year, state-approved program that provides an alternative route to teacher certification in Georgia. Applicants must have a baccalaureate degree from an accredited college or university in a teacher certification field (or closely related field with 25 or more semester hours applicable to the desired program of study).

Students must be admitted at the graduate level and meet the admission requirements listed below. TAPP students who would like to obtain a master's degree with related teacher certification may complete the appropriate Master of Arts in Teaching (M.A.T.) degree program and be eligible for T-5 certification upon successful completion of the program.

REGULAR ADMISSION:

  • 2.75 GPA on all work attempted
  • Minimum of 800 on GRE (quantitative and verbal); Minimum of 3.5 on GRE writing sample
  • Satisfactory TAPP application
  • Satisfactory Interview
  • Satisfactory Writing Sample
  • Satisfactory Criminal Background Check
  • Passing score on the Georgia certification tests or exemption based on appropriate ACT, GRE or SAT scores
  • This program leads to a clear, renewable certificate at the T-4 level, with an option to obtain the MAT Degree and a clear, renewable certificate at the T-5 level.

PROVISIONAL ADMISSION:

  • 2.5 GPA on all work attempted
  • 700-799 on GRE; Minimum of 3.5 on GRE writing sample
  • Satisfactory TAPP application
  • Satisfactory Interview
  • Satisfactory Writing Sample
  • Satisfactory Criminal Background Check
  • Passing score on the Georgia certification tests or exemption based on appropriate ACT, GRE or SAT scores
  • This program leads to a clear, renewable certificate at the T-4 level, with an option to obtain the MAT Degree and a clear, renewable certificate at the T-5 level.

GPA below 2.5 or GRE scores below 700 (quantitative and verbal) or 3.5 (writing sample) will result in automatic denial of admission. Applicants may appeal the admission decision through the COE Graduate Council.

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Acceptance into the Georgia TAPP program is limited. Interested applicants must apply for admission to Columbus State University and also complete the TAPP application in the College of Education by the stated deadline. Applications are reviewed during the spring semester and classes begin in summer term (May).

Retention in the program requires that the student gain employment in a Georgia public education school system in the fall following the initial summer enrollment. Employment must be in the certification field/major in which the student is enrolled. The school system must request an "Intern," or "I," certificate for the candidate in this field. Candidates must successfully complete a two-year induction period while employed under the "I" certificate. Candidates who do not successfully complete all requirements within three years will be removed from the program and will not receive a recommendation for certification from CSU.

A recommendation for a clear renewable certificate requires a passing score on the appropriate Georgia certification exams as well as successful completion of all teacher education assessments and requirements. Candidates terminated due to unsatisfactory performance in any area will be immediately withdrawn from the TAPP program and will not receive a recommendation for certification.

Program Requirements - Graduate

College of Education Graduate Studies

The College of Education (COE) at Columbus State University continues to plan and implement a comprehensive array of graduate student services to assure excellence in educator/professional preparation. The COE Office of Graduate Studies serves as the focal point for all graduate services in collaboration with program coordinators, department chairs, the COE Office of Services and Field Experiences, and related college/university entities. Basic services provided by the COE Office of Graduate Studies (Jordan Hall 103/ 706-568-2301) include:

  • Graduate Studies Focal Point - Provides graduate information and referral services for all COE graduate programs;
  • Career Exploration - Helps students clarify their education/professional objectives;
  • Degree/Non-Degree Options - Helps determine best course of action to achieve educational/professional objectives;
  • COE/CSU Policies and Procedures - Provides specific information, clarification and variances relating to policies and procedures;
  • Admission Process - Provides information regarding the admission process and works collaboratively with the CSU Office of Admission;
  • COE Graduate Student Orientation - Facilitates orientation programs and removes related registration "holds";
  • Collaborative Arrangements - Assists with special cohorts of degree and/or non-degree students, innovative graduate programs, and unique models of delivery;
  • Registration Restriction - Facilitates registration restrictions including course restrictions, level restrictions, and program restrictions;
  • Student Issues/Concerns - Assists with unique problems and concerns; provides information regarding appropriate appeal procedures; and provides referral or contact information; and,
  • Program Advisement Support - Directs students to appropriate program coordinator and/or department chair for program specific assistance.

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General Admission

Departments make admissions decisions based on the applicant's goals related to departmental resources, the availability of spaces for new students, and a comprehensive evaluation of the applicant's potential for success in the program.

Considerations typically include standardized test scores, grade point averages, writing samples, interviews, letters of recommendation, applied experiences, and general "goodness of fit" for the desired program of study.

To be considered for admission, the applicant must satisfy the following requirements:

Master of Arts in Teaching, Master of Education, and Master of Science

Master of Arts in Teaching

Students who have a baccalaureate degree in a subject area in which the Georgia Professional Standards Commission (PSC) issues a teaching certificate, or who have 25 or more semester hours in a closely related field but do not have teacher certification, may be admitted to a Master of Arts in Teaching program. Applicants must request a transcript evaluation and meet with a program advisor to plan a program of study. The program of study will include any additional coursework that may be required for certification in the applicant's chosen field. Students completing one of these programs will receive the MAT Degree in the appropriate field with related teacher certification following satisfactory completion of all program requirements. The Master of Arts in Teaching is available in selected programs only. Contact the Department of Teacher Education or the Department of Physical Education and Exercise Science for additional information.

Master of Education

Students admitted as candidates for the Master of Education degree must satisfactorily complete a planned program of study and a minimum of 36 semester credit hours. At least 18 of these hours must be in courses numbered 6000 or above. A graduate student's program, planned cooperatively with an advisor from the College of Education, will emphasize development both in the teaching field and in professional studies. Specific questions concerning Georgia Professional Standards Commission requirements for teacher certification should be directed to the Office of COE Services and Field Experiences, or to the department that offers the student's area of study.

Master of Science Program

Students admitted as candidates for the Master of Science (MS) degree must satisfactorily complete a planned program of study and a minimum of 36 semester credit hours. At least 18 of these hours must be in courses numbered 6000 or above. A graduate student's program, planned cooperatively with an advisor from the College of Education, will emphasize development both in research and related professional studies. Current MS degree programs are available in Community Counseling and Instructional Technology. These programs are not related to teacher certification and certification requirements as specified by the Georgia Professional Standards Commission.

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Admission requirements for MAT, M.Ed., and M.S. programs:

  • The applicant must hold a bachelor's degree from an accredited United States institution, or the equivalent from an international institution.
  • The applicant must be in academic good standing at the institution last attended.
  • The applicant must file an official application and related documents with the Columbus State University (CSU) Admission Office.
  • Minimum grade point average (GPA) of 2.75 on all undergraduate work at an accredited United States institution in fulfillment of the requirements for a baccalaureate degree;
  • GPA of at least 3.0 on all graduate course work at an accredited United States institution in fulfillment of the requirements for a graduate degree;
  • The applicant must submit a copy of his/her clear renewable teaching license or documentation of eligibility for certification (approved program completion and applicable licensure exam scores) (does not apply to MS in Community Counseling)

OR

  • Satisfactory scores on the general portion (quantitative and verbal) of the Revised Graduate Record Exam (GRE) with "writing assessment" component.
  • The successful applicant must not have a criminal record or discharge from the armed services that would prevent recommendation for related teacher, counseling or leadership certifications.
  • The applicant must be recommended for admission by the graduate faculty in the applicant's area of study. Departments often require program specific admission criteria in addition to general university admission requirements when considering candidates for acceptance to specified programs. Applicants must contact the departments to which they seek admission for information concerning program specific requirements that may include prerequisite coursework.

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Application for Graduation

Approval of an application for the Master of Arts in Teaching, Master of Education, or Master of Science degree is contingent upon the successful completion of an approved program and recommendation for the degree by the College of Education. Applications for degree conferral must be submitted to the Office of the Registrar the semester prior to completion of degree requirements. The following requirements must be met for the completion of the MAT, M.Ed., or M.S. degree:

  • Students must earn a 3.0 GPA calculated on all graduate work attempted. "Academic Forgiveness" policy does not apply to graduate studies.
  • Students cannot graduate with a grade of "C" or below in more than two (2) graduate courses (may be appealed to the College of Education Graduate Council).
  • A minimum of 27 hours of the hours required for the degree must be earned in residence (75%). Asynchronous (online) and distance learning courses administered through Columbus State University constitute courses taken in residence.
  • A maximum of nine (9) semester hours of transfer credit or courses taken at CSU prior to full admission to a masters degree program may be applied toward the degree. Courses with earned grades of "C" or below cannot be transferred. The student's advisor and the coordinator of the program in which the student is enrolled must approve any courses transferred.
  • All degree requirements must be completed within seven (7) years of first enrollment.
  • Students in some MAT, M.Ed., or M.S. programs must pass written comprehensive examinations, complete research projects, and/or complete related exit requirements.
  • Students must complete or meet additional program/department requirements as specified.

To be recommended for certification upon completion of the MAT program, students must:

  • Successfully complete an approved program of study at CSU,
  • Earn a minimum 2.5 grade point average on all work attempted, including any undergraduate coursework,
  • Successfully complete the Georgia certification examinations appropriate for the field in which certification is sought.

Students should see the appropriate program coordinator or chair of the department that offers the desired certification program for advisement and registration.

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Specialist in Education

Curriculum

Students admitted as candidates for the Specialist in Education degree must satisfactorily complete a planned program of study and a minimum of 30 semester hours of credit. Six (6) to eight (8) hours in education core courses are required in each program leading to the specialist in education degree.

A graduate student's program, planned cooperatively with an advisor from the College of Education, will emphasize development both in the teaching field and in professional studies. Specific questions concerning Georgia Professional Standards Commission requirements for teacher certification should be directed to the Office of COE Services and Field Experiences, or to the department offering the student's area of study.

Admission requirements

  • The applicant must hold a bachelor's degree from an accredited United States institution, or the equivalent from an international institution.
  • The applicant must be in academic good standing at the institution last attended.
  • The applicant must file an official application and related documents with the Columbus State University (CSU) Admission Office.
  • Minimum grade point average (GPA) of 2.75 on all undergraduate work at an accredited United States institution in fulfillment of the requirements for a baccalaureate degree;
  • GPA of at least 3.0 on all graduate course work at an accredited United States institution in fulfillment of the requirement for a graduate degree;
  • The applicant must submit a copy of his/her clear renewable teaching license or documentation of eligibility for certification (approved program completion and applicable licensure exam scores).

OR

  • Satisfactory scores on the general portion (quantitative and verbal) of the Revised Graduate Record Exam (GRE) with "writing assessment" component.
  • Three (3) years of acceptable teaching experience (not required for Ed.S. in Educational Leadership)
  • The successful applicant must not have a criminal record or discharge from the armed services that would prevent recommendation for related teacher, counseling or leadership certifications.
  • The applicant must be recommended for admission by the graduate faculty in the applicant's area of study. Departments often require program specific admission criteria in addition to general university admission requirements when considering candidates for acceptance to specified programs. Applicants must contact the departments to which they seek admission for information concerning program specific requirements that may include prerequisite coursework.

Application for Graduation

Approval of an application for the Specialist in Education degree is contingent upon the successful completion of an approved program and recommendation for the degree by the College of Education. Applications for degree conferral must be submitted to the Office of the Registrar the semester prior to completion of degree requirements.

These requirements must be met for the completion of the EdS degree:

  • Students must earn a 3.0 GPA calculated on all graduate work attempted. "Academic Forgiveness" policy does not apply to graduate studies.
  • Students cannot graduate with a grade of "C" or below in more than two (2) graduate courses without an appeal to the College of Education Graduate Council.
  • A minimum of 24 semester hours required for the degree must be earned in residence (75%). Asynchronous (online) and distance learning courses administered through Columbus State University constitute courses taken in residence.
  • A maximum of six (6) semester hours of transfer credit or courses taken at CSU prior to full admission to a specialist degree program may be applied toward the degree. Courses with earned grades of "C" or below are not accepted. Courses must be approved by the major advisor and department chair.

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Additional Information on Graduate Degrees

Graduate applicants must meet all admission requirements prior to admission for the desired semester/session of initial entry to assure admission and enrollment in courses.

Applicants accepted for COE graduate studies must also attend a required COE Graduate Student Orientation prior to initial enrollment.

Admission categories include Regular, Provisional, Non-Degree, and Denied. Students admitted on the Provisional status must successfully complete departmental requirements prior to obtaining regular admission status. Provisional requirements generally specify successful completion of two (2) or three (3) designated courses with grades of "B" or better prior to unrestricted continuation in the area of study. Provisional admission to Specialist in Education programs is not available.

Non-Degree admission status is available in some areas of study for certification only, endorsement only, and/or other professional development objectives. Students admitted in this category are restricted to enrollment in specified courses and a limited number of semester hours may be transferred or applied toward a graduate degree at a later date. Applicants seeking non-degree graduate admission must hold an undergraduate and/or graduate degree from an accredited United States institution or the equivalent from an international institution; have a grade point average (GPA) of at least 2.75 on all undergraduate work in fulfillment of the requirements for a baccalaureate degree and a GPA of at least 3.0 on all graduate course work in fulfillment of the requirements for a graduate degree; and must not have a criminal record or discharge from the armed services that would prevent recommendation for related certification.

The maximum course load for a graduate student is twelve (12) hours per semester, including the May/Summer sessions combined.

Students successfully securing National Board Certification (NBPTS) may secure a maximum of six (6) semester hours of credit toward completion of a MEd or EdS degree in the related discipline area. Credit will not be awarded for completion of the process only. Credit completion requirements are specified by the program coordinator and department chair of the student's discipline area.

No more than six (6) semester hours of independent study may be applied toward meeting requirements for a graduate degree. Independent study must be approved by the program coordinator and department chair in the student's area of study. Some program areas do not provide or permit independent study.

Students with compelling evidence and support from the program coordinator of their desired area of study may appeal graduate policy and admission status to the College of Education Graduate Council.

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Doctor of Education Degree Program

Columbus State University is currently participating with Valdosta State University (VSU) in a collaborative Doctor of Education (EdD) degree program with a concentration in School Leadership. This program, housed at VSU, provides area students with the opportunity to secure the EdD degree through a variety of traditional and non-traditional educational experiences. The number of students selected for the program is contingent upon available CSU-VSU resources and is limited to cohorts of students selected every year. Admission to the program is coordinated and processed through Graduate Admissions, Valdosta State University (http://www.Valdosta.edu). Potential candidates may contact the Department of Counseling, Foundations, and Leadership at CSU for current information.

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Department of Counseling, Foundations, and Leadership

The Department of Counseling, Foundations and Leadership offers degrees in School and Community Counseling and in Educational Leadership. Additionally, the department offers graduate courses in the area of foundations to include Educational Research and Psychology. The department emphasizes instruction and rigorous application of theory through performance-based instruction that culminates in real-world experience. Instruction is augmented through technology to include computer simulations, video, and laboratory experiences on campus and in the field.

The MEd and the EdS in Educational Leadership lead to Georgia certification. Additionally, a cooperative doctoral program in Educational Leadership is offered in collaboration with Valdosta State University. An MEd in Educational Leadership is now offered online. For more information about the online program in leadership, go to CSULeader.com.

The department also offers theMEd and EdS degree in School Counseling and the MS degree in Community Counseling. These degree programs have received national accreditation from the Council for Accreditation of Counseling and Related Education Programs (CACREP). Specialty tracks within the Community Counseling program are offered in marriage and family counseling and pastoral counseling in collaboration with The Pastoral Institute, Columbus, Georgia.

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MEd Educational Leadership (Online Program available)

In addition to general admission requirements, applicants for Educational Leadership programs must submit program specific requirements including: a current resume; a statement of professional goals; two(2) letters of reference; and a copy of clear renewable teaching license or documentation of eligibility for certification (approved program completion and applicable licensure exam scores) or satisfactory scores on the revised version of the Graduate Record Examination with a "writing assessment" component for initial admission screening. Selected candidates are then invited to campus for an interview process. Admission decisions are made after completion of all admission requirements.

Successful MEd students are eligible for a five (5) year non-renewable certificate in Educational Leadership upon passing the GACE examination in Educational Leadership.

Expected Outcomes

Graduates will be able to promote the success of all students by:

  • Facilitating the development, articulation, implementation, and stewardship of a vision of learning that is shared and supported by the school community.
  • Advocating, nurturing, and sustaining a school culture and instructional program conducive to student learning and staff professional growth.
  • Ensuring management of the organization, operations, and resources for a safe, efficient, and effective learning environment.
  • Acting with integrity, fairness, and in an ethical manner, by understanding, responding to, and influencing the larger political, social, economic, legal, and cultural context.
  • Integrating new and emerging technologies into the instructional and other programs through innovative use of technology.

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MEd School Counseling

The MEd Program in School Counseling has received national accreditation from the Council for Accreditation of Counseling and Related Educational Programs (CACREP). The program leading to the MEd in School Counseling is designed to prepare students for state certification in school counseling. Due to national accreditation, degree requirements will exceed the minimum number of hours for professional certification. Whether or not persons desiring certification as a school counselor hold prior teaching certification, they may satisfy state certification requirements in school counseling by completing the program of study that includes a 700-hour field experience in the school setting. Students holding a master's degree in community counseling who are interested in school counseling should inquire about the post-graduate certification program in school counseling. Interested students should contact the Coordinator, School Counseling Program.

Prospective students for all programs must obtain and complete a departmental application in addition to applying to the university. In addition to general admission data, candidates for the program must complete departmental screening that includes an interview process. Departmental screening will be conducted after potential candidates have applied for admission to Columbus State University. Contact the Department of Counseling, Foundations, and Leadership for additional information.

Students admitted to the program on a provisional basis are limited to and must complete with a grade of "B" or better two (2) courses determined by the program coordinator. Upon satisfactory completion of these two courses, the student will be changed to regular admission status and may register for other classes.

Evaluation of the student's performance is continuous and involves consideration of the student's course work, as well as the student's performance in laboratory, practicum, and internship classes. All of these experiences are considered aspects of the student's academic performance, related to his/her professional development as a counselor. A required student portfolio is one means of achieving this continuous evaluation of students. An exit exam is also required.

Students should meet with their advisors to determine the most appropriate sequence of courses in their program of study. The culminating 700-hour clinical experience is considered the most important aspect of this program. The application process for practicum and internship includes prerequisite course work and pre-registration. Due to the intensity of the internship experience, six (6) credit hours is considered a full-time load when students are enrolled in internship. Students wishing to exceed this limit must first obtain permission from the department.

Expected Outcomes

Graduates will demonstrate:

  • Knowledge of the role and function of the professional school counselor.
  • An ability to be innovative in their approach to the school counseling profession.
  • Skills in the competency areas of planning and evaluation, individual counseling, small group facilitation, appraisal, consultation, and referral.
  • Knowledge in the areas of social foundations, cultural issues, life span issues, and variables in the individual context which affect the counseling process.

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MS Community Counseling

See MS program in Community Counseling Foundations, and Leadership for additional information.

Students admitted to the program on a provisional basis are limited to and must complete with a grade of "B" or better two (2) courses determined by the program coordinator. Upon satisfactory completion of these two courses, the student will be changed to regular admission status and may register for other classes.

Evaluation of a student's performance is continuous and involves consideration of the student's academic performance in all course work and clinically related experiences. A required student portfolio is one means of achieving this continuous evaluation of students. An exit examination is also required.

Expected Outcomes

Graduates will demonstrate:

  • Knowledge of the role and functions of the professional counselor.
  • Knowledge of counseling theories and change strategies.
  • Skills in the competency areas of planning and evaluation, individual counseling, small group facilitation, appraisal, consultation, and referral.
  • Knowledge in the areas of social foundations, cultural issues, life span issues, and variables in the individual context which affect the counseling process.
  • Competency in interpersonal relationships, communication and problem solving.
  • Expertise in working individually with clients on educational, vocational, social, emotional, or personal problems.
  • The ability to consult with other professionals and administrators concerning the client's developmental needs.
  • Skills in administering psychological assessment programs, including the interpretation of test results.
  • The ability to conduct research.

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EdS Educational Leadership

In addition to general admission requirements, applicants for Educational Leadership programs must submit program specific requirements including: a current resume; a statement of professional goals; two (2) letters of reference; and satisfactory scores on the revised version of the Graduate Record Examination with a "writing assessment" component for initial admission screening OR a copy of a clear renewable teaching certificate. Additionally, a candidate for the EdS in Educational Leadership must be employed in a leadership position in his or her school district and present documentation of passing scores on the GACE examination for Educational Leadership. Selected candidates are then invited to campus for an interview process. Admission decisions are made after completion of all admission requirements.

Learning Outcomes

Graduates will:

  • Raise his/her level of proficiency with regard to supervising teachers, promoting, implementing and evaluating professional development programs, and developing, implementing, evaluating and revising curriculum.
  • Be proficient in various aspects of human relations, and act as facilitator and mentor for all school staffs, students, parents, and community persons.
  • Use all available resources to support the instructional program, as well as proposing grants and other means of support.
  • Use technology to support both the instructional and other programs by being a leader and innovative in the use of technology.
  • Have practical knowledge and skill in carrying out a school-wide or district-wide special project, and can set an example and inspire others.

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EdS School Counseling

The Ed.S. School Counseling program is being reactivated. Additional details about admissions and program requirements will be provided when the program becomes approved by the Board of Regents. Please see http://grad.colstate.edu/coehp/cfl/schoolcounseling_eds.php for updates as the process unfolds.

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EdD Educational Leadership

Columbus State University is fortunate to be able to partner with Valdosta State University (VSU) to provide an EdD degree program in Educational Leadership. The program that is housed at VSU provides area students with the opportunity to secure the EdD degree through a variety of traditional and non-traditional educational experiences. The number of students selected for the program is contingent upon available university resources and is limited to cohorts of students selected every year. Admission to the program is coordinated and processed through VSU Graduate Admissions.

Students interested in the doctoral program should contact the Department of Counseling, Foundations, and Leadership at CSU or the Graduate School, Valdosta State University.

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Department of Physical Education and Exercise Science

The Department of Physical Education and Exercise Science offers two exciting programs of study at the undergraduate level. The BSEd in Health and Physical Education leads to P-12 teacher certification in the state of Georgia, and the BS in Exercise Science prepares students to serve in jobs related to exercise science or for professional programs in physical therapy, occupational therapy, and related areas. The programs provide strong academic work and an abundance of practical experience in school, exercise, and clinical settings. At the graduate level, students may obtain either the MAT or the MEd in Health and Physical Education. The department also houses the Wellness Program, which provides the course work to meet the three-credit wellness/physical activity requirement for students in all programs of study. Department Offices are located in room 250 of the Lumpkin Center.

Undergraduate Degrees offered in the department include:

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BS Exercise Science

The BS degree program in Exercise Science is designed to accommodate a broad range of student interests and professional goals. This is accomplished by offering a thorough and rigid core of theoretical and practical Exercise Science courses balanced with substantial flexibility through program electives. Program electives are based on the professional goals of the student and are chosen in consultation with an advisor. A grade of "C" or better is required of all EXSC courses used for graduation.

Expected Outcomes

Graduates will:

  • Have an extensive base of knowledge in regard to structure and function of the human body during rest and exercise, development of programs of exercise for health purposes, and other related content areas.
  • Exhibit a wide range of practical skills including exercise testing and other physical evaluations, exercise leadership in a variety of activities, and ability to develop a comprehensive fitness program for an individual or industry.
  • Have developed technological competence utilizing widely-used computers and software, industry specific software, industry specific apparatus, and equipment for metabolic and body composition analysis.
  • Contribute to the well being of the community, region, and nation through advanced study and/or employment in a meaningful occupational setting.

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BSEd Health and Physical Education

The B.S.Ed. in Health and Physical Education prepares students to obtain preschool through high school teacher certification in both health and physical education. The program of study provides a strong base in the sciences, study of the various content fields that comprise health education and physical education, and numerous field experiences in which academic content is applied to teaching. The program of study culminates in 15 weeks of student teaching at an approved school in the region.

Expected Outcomes

Graduates will:

  • Possess a strong knowledge base in the discipline of physical education; possess knowledge of growth and development across the lifespan
  • Possess knowledge of literature and research which enhances creative and effective teaching
  • Be knowledgeable of the fundamental and sports skills, physical abilities, and sport forms which provide the foundation of P-12 physical education programs
  • Demonstrate competence in a variety of physical skills
  • Display an active lifestyle that reflects a high level of fitness and wellness
  • Apply acquired knowledge by planning, implementing and assessing developmentally appropriate learning experiences and sound progression in P-12 settings
  • Use effective teaching behaviors to create positive learning environments that enhance physical, cognitive, social and emotional development
  • Think critically and reflectively about their teaching
  • Demonstrate sensitivity to the needs of students of varying abilities and skills
  • Possess a desire for learning, a commitment to continued professional growth, and an understanding of the value of accountability and collaboration in promoting a positive image of physical education
  • Utilize technology to enhance teaching and supportive functions

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Graduate Degrees offered in the department include:

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MAT in Health and Physical Education

The Master of Arts in Teaching in Health and Physical Education is designed to provide both a master's degree and initial teacher certification at the T-5 level for students coming from related fields of study (e.g. exercise science, athletic training). While specific course work is in place to ensure meeting teacher certification requirements set by the Professional Standards Commission, aspects of the program are individually designed based on transcript evaluation. (See the main College of Education section for additional information on MAT programs.)

MEd in Health and Physical Education

The M.Ed. in Health and Physical Education is designed for those who currently hold an undergraduate degree and teacher certification in Health and Physical Education. The program builds on this foundation of knowledge and provides greater breadth and depth in content and opportunities to develop a higher level of expertise in teaching.

Upon successful completion of the MAT and MEd programs of study, graduates will be able to:

  • Locate, evaluate, conduct, interpret and apply research for the improvement of teaching.
  • Utilize technology to enhance teaching and supportive functions.
  • Demonstrate effective teaching behaviors, a variety of teaching styles, and knowledge of appropriate practices in their teaching.
  • Communicate knowledge about and appreciation for the importance of lifetime physical activity and wellness.
  • Establish goals and design learning experiences that communicate high expectations for student learning that emphasizes the development of skillful movers.
  • Demonstrate a variety of assessment techniques to evaluate and improve student learning, programs, and instruction.
  • Critically analyze and reflect on teaching practices and the learning environment for the purpose of effecting change
  • Demonstrate sensitivity to and respect for students of different abilities, genders, and racial and cultural backgrounds.
  • Demonstrate knowledge of community resources and serve as advocates for physical education and/or health in their schools and communities.

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Department of Teacher Education

The Department of Teacher Education offers the opportunity for students to prepare for exciting and rewarding careers in the field of education. At CSU, prospective and in-service teachers engage in an in-depth study of teaching and learning while enriching their own knowledge in one or more content areas such as English, foreign language, mathematics, science, social studies, or special education. Courses are delivered using traditional methods and modern technologies, including online, distance learning and web-enhanced instruction. Campus courses are taught in technology-equipped classrooms. Students in teacher education programs also have multiple opportunities to apply their knowledge and skills as they work in a variety of grades P-12 school settings.

Programs offered by the Department of Teacher Education are designed to meet the educational needs of individuals from a variety of backgrounds who wish to obtain initial or advanced teacher certification. These programs include bachelor's degrees for individuals seeking initial teacher certification, post-baccalaureate teacher certification and Master of Arts in Teaching (M.A.T.) programs for individuals with a non-education degree who wish to obtain initial teacher certification, and graduate programs for certified teachers. All teacher education programs at CSU are approved by the Georgia Professional Standards Commission and accredited by the National Council for the Accreditation of Teacher Education. For more information about these programs, please visit the Department of Teacher Education main office located in Jordan Hall 302 or call (706) 568-2255. You may also visit our website at http://te.columbusstate.edu/.

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Department of Teacher Education - Undergraduate Degrees

The preparation of elementary, middle grades, and secondary school teachers is accomplished through the joint efforts of the College of Education and other academic units of the university. Teacher education programs, typically, are closely structured; therefore, students should select a teaching field early in their academic career and follow the appropriate curriculum after declaring a major. In the first two years, a pre-professional education major completes studies which establish eligibility for admission to teacher education. This is followed by a sequence of campus and field-based courses culminating in the student teaching semester during the senior year. The College of Arts and Letters and the College of Science collaborate with teacher education programs by providing courses required in the respective majors. Successful completion of an approved program earns the university's recommendation for a professional teaching certificate. To receive the certificate, an individual must also perform satisfactorily on the Georgia certification tests.

Undergraduate degree programs offered in the department include:

BSEd Early Childhood Education (certification in grades P-5)
BSEd Middle Grades Education (certification in grades 4-8)
BSEd Special Education: General Curriculum–Reading Concentration (certification in grades P-12)

Undergraduate programs offered in collaboration with the College of Science and College of Arts and Letters include:

BA Biology, Secondary Education Track (certification in grades 6-12)
BA Chemistry, Secondary Education Track (certification in grades 6-12)
BA English Language Arts and Secondary Education (certification in grades 6-12)
BA History and Secondary Education (certification in grades 6-12)
BS Geology and Secondary Education (certification in Earth Science, grades 6-12)
BS Mathematics, Secondary Education Track (certification in grades 6-12)

BA French with Teacher Certification (certification in grades P-12)
BA Spanish with Teacher Certification (certification in grades P-12)

BM Music Education, Choral or Instrumental (certification in grades P-12)
BSEd Art Education (certification in grades P-12)
BSEd Theatre Education (certification in grades P-12)

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BSEd Early Childhood Education

Expected Outcomes

Graduates will be able to:

  • Demonstrate a commitment to the teaching profession and to the teaching field of early childhood
  • Demonstrate competence in the establishment of effective communication with students, teachers, administrators, parents, and members of the helping professions
  • Demonstrate competence implementing developmentally appropriate practice in the teaching field of early childhood
  • Demonstrate the ability to organize and implement a variety of instructional plans
  • Demonstrate skills that encourage students to perform commensurate with their abilities
  • Demonstrate competence in the selection, use, application, and implementation of technology and instructional media
  • Demonstrate competence in the evaluation of student progress and instructional effectiveness
  • Demonstrate competence in the use of evaluative data
  • Demonstrate a willingness to consider for implementation a variety of theories, methodologies, and materials
  • Demonstrate competence in classroom management
  • Demonstrate competence in the performance of non-teaching duties

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BSEd Middle Grades Education

Expected Outcomes

Graduates will be able to:

  • Demonstrate commitment to the teaching profession and to the middle grades level of education
  • Demonstrate effective communication with students, teachers, administrators, parents, and members of the helping professions
  • Demonstrate sufficient content knowledge in core academic disciplines and in-depth knowledge of two concentrations
  • Demonstrate an ability to organize and implement a variety of instructional plans
  • Demonstrate skills that will encourage students to perform commensurate with their ability
  • Demonstrate competence in the selection and use of appropriate media for effective instruction at the middle grades level
  • Demonstrate competence in the assessment of student progress and the effectiveness of instructional programs
  • Demonstrate competence in the use of evaluative data to assess student and curricular needs
  • Demonstrate a willingness to consider a variety of theories, methodologies, and materials to implement effective instructional programs
  • Demonstrate competence in classroom management
  • Demonstrate competence in the performance of other professional duties
  • Demonstrate acquisition and application of knowledge related to the historical and research findings and premises of middle grades education

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BSEd Special Education: General Curriculum - Reading Concentration

Expected Outcomes

Graduates will be able to:

  • Demonstrate knowledge of characteristics of the learner with special needs
  • Demonstrate knowledge and skill in the use and administration of assessment instruments and strategies
  • Demonstrate competence in instructional strategies and techniques
  • Demonstrate competence in classroom management
  • Demonstrate competence in communication and consultation

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BA Biology-Secondary Education Track; BA Chemistry-Secondary Education Track

Expected Outcomes

Graduates will be able to:

  • Demonstrate knowledge of science content
  • Demonstrate proficiency in instructional planning
  • Demonstrate proficiency in the implementation of instruction
  • Demonstrate proficiencies related to helping every student succeed
  • Demonstrate proficiencies related to selecting and using materials to enhance teaching and learning
  • Demonstrate proficiencies related to evaluating learning and teaching
  • Demonstrate and apply knowledge of findings of educational research related to the teaching and learning of science
  • Display values, commitments, dispositions and habits associated with effective and professional teaching

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BA English Language Arts and Secondary Education

Expected Outcomes

Graduates will be able to:

  • Demonstrate knowledge of English content
  • Demonstrate proficiency in instructional planning
  • Demonstrate proficiency in the implementation of instruction
  • Demonstrate proficiencies related to helping every student succeed
  • Demonstrate proficiencies related to selecting and using materials to enhance teaching and learning
  • Demonstrate proficiencies related to assessing learning and teaching
  • Demonstrate and apply knowledge of findings of educational research related to the teaching and learning of English
  • Display values, commitments, dispositions, and habits associated with effective and professional teaching

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BA History and Secondary Education

Expected Outcomes

Graduates will be able to:

  • Demonstrate knowledge of history, curriculum and standards of history education
  • Demonstrate knowledge and use of the disciplines of the teacher's specialization
  • Demonstrate knowledge of current trends and practices
  • Identify and use research and resources of the field
  • Identify and use media and technology
  • Demonstrate critical thinking
  • Identify and use discipline knowledge and skills
  • Identify and use assessment and evaluation techniques
  • Demonstrate knowledge of and commitment to the Social Studies Code of Ethics

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BS Geology and Secondary Education

Expected Outcomes

Graduates will be able to:

  • Demonstrate knowledge of science content
  • Demonstrate proficiency in instructional planning
  • Demonstrate proficiency in the implementation of instruction
  • Demonstrate proficiencies related to helping every student succeed
  • Demonstrate proficiencies related to selecting and using materials to enhance teaching and learning
  • Demonstrate proficiencies related to evaluating learning and teaching
  • Demonstrate and apply knowledge of findings of educational research related to the teaching and learning of science
  • Display values, commitments, dispositions and habits associated with effective and professional teaching

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BS Mathematics, Secondary Education Track

Expected Outcomes

Graduates will be able to:

  • Demonstrate knowledge of mathematics content
  • Demonstrate proficiency in instructional planning
  • Demonstrate proficiency in the implementation of instruction
  • Demonstrate proficiencies related to helping every student succeed
  • Demonstrate proficiencies related to selecting and using materials to enhance the teaching and learning of mathematics
  • Demonstrate proficiencies related to assessing learning and teaching
  • Demonstrate and apply knowledge of findings of educational research related to the teaching and learning of mathematics
  • Display values, commitments, dispositions, and habits associated with effective and professional teaching

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BA French with Teacher Certification; BA Spanish with Teacher Certification

Expected Outcomes

Graduates will demonstrate:

  • Knowledge of students to foster their competencies and interests as individual learners
  • Commitment to diverse learners and commitment to set high standards for all
  • Proficiency in the language they teach and knowledge of how the language works
  • Knowledge of the target culture
  • Understanding the process of second-language acquisition to design appropriate instruction
  • Proficiency in establishing a classroom in which meaningful communication in the target language occurs
  • Proficiency in using appropriate resources, including technology, to meet the instructional and linguistic needs of all students
  • Proficiency in employing a variety of assessment strategies to monitor, report, and shape learning habits and dispositions in continually analyzing and evaluating the quality of teaching
  • Proficiency in the analysis and evaluation of the quality of teaching
  • Commitment and disposition in fostering communication with colleagues, families, and members of the school community
  • Commitment to advocate long-range, sequential foreign language programs

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Department of Teacher Education – Teacher Certification Programs

In addition to undergraduate degree programs, the Department of Teacher Education also offers post-baccalaureate teacher certification programs in early childhood education, middle grades education, secondary education (Biology, Chemistry, Earth Science, English, History, and Mathematics), French, Spanish, and special education. The teacher certification programs are designed for individuals with a non-education degree who wish to obtain initial teacher certification at the T-4 level. Individuals interested in a certification only program should contact the College of Education Office of Student Advising and Field Experiences at (706) 568-2191 to request a transcript evaluation. For those who wish to obtain a master's degree while completing certification requirements, refer to the Department of Teacher Education - Graduate Programs section for a list of Master of Arts in Teaching (MAT) degree programs.

The Georgia TAPP program is a two-year, state-approved program that provides an alternative route to teacher certification in Georgia. Applicants must have a baccalaureate degree from an accredited college or university in a teacher certification field (or closely related field with 25 or more semester hours applicable to the desired program of study).

Students must be admitted at the graduate level. TAPP students who would like to obtain a master's degree with related teacher certification may complete the appropriate Master of Arts in Teaching (M.A.T.) degree program and be eligible for T-5 certification upon successful completion of the program.

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Department of Teacher Education - Graduate Degrees

The Department of Teacher Education offers a variety of programs at the graduate level.

Master of Arts in Teaching (MAT)

MAT programs are designed for individuals holding a bachelor's degree in a closely related field who wish to obtain a teaching certificate and master's degree in education. Programs provide professional and pedagogical studies that develop proficiency in the knowledge, skills, and dispositions of beginning teachers. Successful completion of an approved program earns the university's recommendation for a professional teaching certificate. To receive the certificate, an individual must also perform satisfactorily on the Georgia certification tests.

  • MAT Early Childhood Education
  • MAT Middle Grades Education
  • MAT School Library Media
  • MAT Secondary Biology Education
  • MAT Secondary Chemistry Education
  • MAT Secondary Earth Science Education
  • MAT Secondary English Language Arts Education
  • MAT Secondary History Education
  • MAT Secondary Mathematics Education
  • MAT Secondary Mathematics and Science Education (Online)
  • MAT Special Education General Curriculum

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MAT Early Childhood Education

Expected Outcomes

Graduates will be able to:

  • Demonstrate a commitment to the teaching profession and to the teaching field of early childhood
  • Demonstrate competence in the establishment of effective communication with students, teachers, administrators, parents, and members of the helping professions
  • Demonstrate competence implementing developmentally appropriate practice in the teaching field of early childhood
  • Demonstrate the ability to organize and implement a variety of instructional plans
  • Demonstrate skills that encourage students to perform commensurate with their abilities
  • Demonstrate competence in the selection, use, application, and implementation of technology and instructional media
  • Demonstrate competence in the evaluation of student progress and instructional effectiveness
  • Demonstrate competence in the use of evaluative data
  • Demonstrate a willingness to consider for implementation a variety of theories, methodologies, and materials
  • Demonstrate competence in classroom management
  • Demonstrate competence in the performance of non-teaching duties

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MAT Middle Grades Education

Expected Outcomes

  • Demonstrate commitment to the teaching profession and to the middle grades level of education
  • Demonstrate effective communication with students, teachers, administrators, parents, and members of the helping professions
  • Demonstrate sufficient content knowledge in core academic disciplines and in-depth knowledge of two concentrations
  • Demonstrate an ability to organize and implement a variety of instructional plans
  • Demonstrate skills that will encourage students to perform commensurate with their ability
  • Demonstrate competence in the selection and use of appropriate media for effective instruction at the middle grades level
  • Demonstrate competence in the assessment of student progress and the effectiveness of instructional programs
  • Demonstrate competence in the use of evaluative data to assess student and curricular needs
  • Demonstrate a willingness to consider a variety of theories, methodologies, and materials to implement effective instructional programs
  • Demonstrate competence in classroom management
  • Demonstrate competence in the performance of other professional duties
  • Demonstrate acquisition and application of knowledge related to the historical and research findings and premises of middle grades education

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MAT School Library Media

Graduates will be able to:

  • Demonstrate knowledge and competencies that foster professionalism in school and community settings;
  • Demonstrate knowledge that exhibits communication skills necessary for collaborative planning of curriculum and lessons with teachers;
  • Demonstrate knowledge in policy determination, program development, and instructional supervision, and competencies demonstrated and assessed in field experiences and practicum;
  • Demonstrate knowledge and skills to develop and implement an effective public relations program that communicates to the school board, students, faculty, administrators, staff, parents, other colleagues, and the general public;
  • Demonstrate knowledge and skills to use appropriate collection management principles and procedures for need analysis, evaluating, selecting, and discarding resources;
  • Demonstrate knowledge and skills to implement recognized standardized procedures for classifying, cataloguing, and processing resources which will facilitate computerization;
  • Demonstrate knowledge and skills to apply effective management principles to the administration of the school library media program;
  • Demonstrate an understanding of media and technology operations and concepts;
  • Demonstrate knowledge and competencies that foster professionalism in school and community settings;
  • Demonstrate leadership skills in the management of staff, budgets, equipment, and facilities.

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MAT Secondary Biology, Secondary Chemistry, or Secondary Earth Science Education

Expected Outcomes

Graduates will:

  • Demonstrate or gain satisfactory proficiency with instructional technology (including computer basics).
  • Facilitate learning for diverse students.
  • Possess or strive to develop a thorough mastery of standards based subject matter areas of science and science education.
  • Demonstrate or work toward competency in mathematical skills, including algebra, geometry, trigonometry and statistics and be able to use basic numerical and mathematical skills in the teaching of science.
  • Engage in a critical study of curriculum, constructing principles and skills to meet the basic requirements of curriculum planning and implementation at the secondary level.
  • Master or refine broad teaching skills and strategies to plan a career long effort to improve as a teacher.
  • Demonstrate or develop basic competence in reading, analyzing, and critiquing science and science education research in scholarly publications, and to extend that competence toward the implementation of appropriate research findings in secondary science teaching.

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MAT Secondary English Language Arts Education

Expected Outcomes

Graduates will be able to:

  • Demonstrate knowledge of English content
  • Demonstrate proficiency in instructional planning
  • Demonstrate proficieny in the implecmentation of instruction
  • Demonstrate proficiencies related to helping every student succeed
  • Demonstrate proficiencies related to selecting and using materials to enhance teaching and learning
  • Demonstrate proficiencies related to assessing learning and teaching
  • Demonstrate and apply knowledge of findings of educational research related to the teaching and learning of English
  • Display values, commitments, dispositions, and habits associated with effective and professional teaching

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MAT Secondary History Education

Expected Outcomes

Graduates will be able to:

  • Demonstrate knowledge of history, curriculum and standards of history education, geography and the social sciences
  • Demonstrate knowledge and use of the disciplines of the teacher's specialization
  • Demonstrate knowledge of current trends and practices
  • Identify and use research and resources of the field
  • Identify and use media and technology
  • Demonstrate critical thinking
  • Identify and use discipline knowledge and skills
  • Identify and use assessment and evaluation techniques
  • Demonstrate knowledge of and commitment to the Social Studies Code of Ethics

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MAT Secondary Mathematics Education

Expected Outcomes

Graduates will be able to:

  • Demonstrate knowledge of mathematics content
  • Demonstrate proficiency in instructional planning
  • Demonstrate proficiency in the implementation of instruction
  • Demonstrate proficiencies related to helping every student succeed
  • Demonstrate proficiencies related to selecting and using materials to enhance the teaching and learning of mathematics
  • Demonstrate proficiencies related to assessing learning and teaching
  • Demonstrate and apply knowledge of findings of educational research related to the teaching and learning of mathematics
  • Display values, commitments, dispositions, and habits associated with effective and professional teaching

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MAT Secondary Mathematics and Science Education (online)

The online MAT program in secondary mathematics and science is aligned with the Georgia Framework for Teaching. Certification options are available in secondary (6-12) mathematics, biology, chemistry, physics, and earth/space science. The learning outcomes for the program are the basic level indicators from the Framework. These indicators address six key domains: Content and Curriculum, Knowledge of Students, Learning Environments, Assessment, Planning and Instruction, Professionalism.

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MAT Special Education: General Curriculum - Reading Concentration

Expected Outcomes

Graduates will be able to:

  • Demonstrate knowledge of characteristics of the learner with special needs
  • Demonstrate knowledge and skill in the use and administration of assessment instruments and strategies
  • Demonstrate competence in instructional strategies and techniques
  • Demonstrate competence in classroom management
  • Demonstrate competence in communication and consultation

Masters in Education (MEd)

Teachers holding a clear renewable teaching certificate may pursue advanced professional and pedagogical studies by enrolling in a Masters of Education (MEd) or Masters of Science (MS) degree program. The MEd and MS programs are designed to increase the candidate's expertise in the selected program of study. All advanced education programs are based on the principles identified by the National Board for Professional Teaching Standards (NBPTS). At the conclusion of each program of study, the candidate demonstrates expertise through the successful completion of carefully designed exit requirements. These may include a written comprehensive examination, a completed research project, or other related exit requirements. The department also offers endorsements in Reading Education, Gifted Education, Mathematics (P-5), and Preschool Special Education at the graduate level.

  • MEd Accomplished Teaching (Online)
  • MEd Early Childhood Education
  • MEd Middle Grades Education
  • MEd School Library Media
  • MEd Secondary English Language Arts
  • MEd Secondary Mathematics
  • MEd Secondary Science
  • MEd Secondary Social Science
  • MEd Special Education General Curriculum
  • MS Instructional Technology

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MEd in Accomplished Teaching

Graduates of this online degree program will achieve outcomes consistent with those of the Georgia Framework for Accomplished Teaching. In summary, students completing the MEd program in Accomplished Teaching will be able to:

  1. Demonstrate a strong knowledge of content area(s) appropriate for their certification levels.
  2. Support the intellectual, social, physical, and personal development of all students.
  3. Create learning environments that encourage positive social interaction, active engagement in learning, and self-motivation.
  4. Understand and use a range of formal and informal assessment strategies to evaluate and ensure the continuous development of all learners.
  5. Design and create instructional experiences based on their knowledge of content and curriculum, students, learning environments, and assessment.
  6. Recognize, participate in, and contribute to teaching as a profession.

MEd – Early Childhood Education

Upon completion of the program of study, students completing the MEd program in Early Childhood Education will be able to:

  1. Identify elements of developmentally appropriate practice (scholarship);
  2. Describe the rationale for the use of developmentally appropriate practice (scholarship)
  3. Plan, implement, and evaluate developmentally appropriate activities within the early childhood classroom (teaching);
  4. Identify significant developments in a human organism from conception throughout the period of early childhood (scholarship);
  5. Identify significant events in history of early childhood education and discuss their relationship to the current state of early childhood education (scholarship);
  6. Explain how influential educational psychologists (i.e. Piaget, Erickson, Skinner, Maslow) have impacted the field of early childhood education and classroom instruction (scholarship);
  7. Use current research in early childhood education to refine classroom practices (teaching);
  8. Identify current trends and issues in contemporary curriculum theory (scholarship);
  9. Use a variety of teaching strategies to enhance learning opportunities for children in the following curriculum areas: language arts, math, science, social studies, art, music, and movement education (teaching);
  10. Assess, create, and employ a variety of authentic assessment strategies within the early childhood classroom (teaching);
  11. Serve as advocates for young children and professionalism in the field of Early Childhood Education (professionalism).

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MEd – Middle Grades Education

The successful program graduate demonstrates growing competence in:

  1. skills and knowledge associated with selected content teaching fields
  2. planning effective instruction
  3. the implementation of effective instruction
  4. skills associated with the selection of appropriate media
  5. testing and evaluation skills
  6. the use of research in teaching

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MEd School Library Media

Graduates will be able to:

  • Demonstrate knowledge and competencies that foster professionalism in school and community settings;
  • Demonstrate knowledge that exhibits communication skills necessary for collaborative planning of curriculum and lessons with teachers;
  • Demonstrate knowledge in policy determination, program development, and instructional supervision, and competencies demonstrated and assessed in field experiences and practicum;
  • Demonstrate knowledge and skills to develop and implement an effective public relations program that communicates to the school board, students, faculty, administrators, staff, parents, other colleagues, and the general public;
  • Demonstrate knowledge and skills to use appropriate collection management principles and procedures for need analysis, evaluating, selecting, and discarding resources;
  • Demonstrate knowledge and skills to implement recognized standardized procedures for classifying, cataloguing, and processing resources which will facilitate computerization;
  • Demonstrate knowledge and skills to apply effective management principles to the administration of the school library media program;
  • Demonstrate an understanding of media and technology operations and concepts;
  • Demonstrate leadership skills in the management of staff, budgets, equipment, and facilities.

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MEd – Secondary English Language Arts Education

The Master of Education recipient

  1. demonstrates expertise in English content: language, literature and composition
  2. demonstrates increasing proficiency in instructional planning
  3. demonstrates increasing proficiency in the implementation of instruction
  4. demonstrates proficiencies related to helping every student succeed
  5. demonstrates proficiencies related to selecting and using materials to enhance teaching and learning
  6. demonstrates proficiencies related to assessing learning and teaching
  7. demonstrates and applies knowledge of findings of educational research related to the teaching and learning of English
  8. displays values, commitments, dispositions, and habits associated with effective and professional teaching

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MEd – Secondary Mathematics Education

At the completion of selected coursework, students completing the Master of Education program in Secondary Mathematics Education will demonstrate expertise in:

  1. understanding and using mathematics.
  2. planning effective instruction.
  3. implementing effective instruction.
  4. assessing instruction, both the effect on individuals and on programs.
  5. using research in making decisions about teaching and programs.
  6. becoming a professional

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MEd – Secondary Science Education (w/ an emphasis in Biology, Chemistry, or Earth Science)

At the completion of selected coursework, the following is expected of students completing the Master of Education program in Secondary Science Education:

  1. Demonstrate or gain satisfactory proficiency with instructional technology (including computer basics).
  2. Show sensitivity to the needs of students.
  3. Possess or strive to develop a thorough mastery of appropriate subject matter areas of science and science education.
  4. Demonstrate or work toward competency in mathematical skills, including algebra, geometry, trigonometry and statistics and be able to use basic numerical and mathematical skills in the teaching of science.
  5. Engage in the serious study of curriculum, constructing principles and skills to meet the basic requirements of curriculum planning and implementation at the secondary level.
  6. Master or refine broad teaching skills and strategies to plan a career long effort to improve as a teacher.
  7. Demonstrate or develop basic competence in reading science education research in such publications as The Science Teacher and other publications written for secondary level science teachers and to extend that competence toward the implementation of appropriate research findings in secondary science teaching.

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MEd – Secondary Social Science Education

Upon successful completion of the program of study, graduates will be able to:

  1. Apply knowledge of the history, curriculum, and standards of history and the social sciences in designing effective instruction.
  2. Identify and use research and resources of the field.
  3. Design instruction to promote active learning and critical thinking.
  4. Identify and use appropriate media and technology in designing and delivering effective instruction.
  5. Value cultural diversity as an instructional resource and design and implement instruction effective with diverse learners.
  6. Connect planning and instruction to authentic assessment of student learning.
  7. Demonstrate a commitment to the teaching profession and to the field of social science education.

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MEd – Special Education: General Curriculum

Upon successful completion of the program of study, graduates will be able to:

  1. Demonstrate knowledge of the philosophical, historical and legal foundations of Special Education
  2. Demonstrate an understanding of the developmental, behavioral, and learning needs of children with special needs
  3. Demonstrate effectiveness in instructional planning and assessment for children with special needs
  4. Demonstrate the understanding and implementation of effective teaching strategies and methods for children with special needs
  5. Demonstrate the establishment and management of appropriate learning environments for children with special needs
  6. Demonstrate the ability to effectively communicate and collaborate with parents, professionals, and community agencies involved in the welfare of children with special needs
  7. Demonstrate the integration of technology into instructional planning for children with special needs

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MS – Instructional Technology

The successful program graduate will be able to:

  1. provide leadership in applying new technologies,
  2. teach computer literacy,
  3. provide training and technical support for teachers using computers and related technologies in instruction,
  4. configure and maintain computer workstations and networks,
  5. apply principles of effective instructional design to evaluate and design instructional software,
  6. use technology to access and display information, to organize and analyze information, and to evaluate information,
  7. teach problem solving and higher order thinking skills through the use of computer software and multimedia materials,
  8. plan lessons and develop curricular materials integrating technology across disciplines,
  9. design and deliver distance learning courses, demonstrate knowledge of the growing opportunities presented by the different forms of distance learning and be able to determine appropriate uses for each;
  10. identify the many dimensions of the role of technology in education today, including how technology can act as a catalyst for educational change; effectively integrate technology into the curriculum;
  11. be sensitive to equity and multicultural issues as they effect use of technology in schools;
  12. be knowledgeable of funding sources for educational technology equipment and supplies.

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Specialist in Education (EdS)

Teachers with a minimum of three years teaching experience and a master's degree may pursue advanced professional and pedagogical studies by enrolling in a Specialist in Education (EdS) degree program. The EdS programs are designed to develop expertise and leadership skills applicable to the candidate's desired field. Programs are based on the principles identified by the National Board for Professional Teaching Standards (NBPTS). At the conclusion of each program of study, the candidate demonstrates expertise and leadership abilities through the successful completion of carefully designed exit requirements. These may include a written comprehensive examination, a completed research project, or other related exit requirements.

  • EdS Early Childhood Education
  • EdS Middle Grades Education
  • EdS Secondary Education
  • English Language Arts
  • Mathematics
  • Science
  • Social Science/History

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EdS – Early Childhood Education

The Education Specialist (EdS) graduate program in Early Childhood Education is carefully designed to provide candidates with advanced knowledge, skills, and dispositions of:

  1. curriculum theory, models, and design appropriate for implementation in settings for young children (scholarship);
  2. developmentally appropriate instructional strategies appropriate for diverse young learners, their learning styles, and their environments (teaching);
  3. a self-selected area of professional interest conducive to assuming leadership roles within a school setting (scholarship & professionalism);
  4. methods, techniques, and instruments appropriate for assessment of young children and their programs, facilitators, and environments (teaching);
  5. problem solving resources, skills, and techniques necessary for sound decision making in early childhood environments (scholarship & professionalism);
  6. contemporary theory and research in cognition, social-emotional development, and physical growth as applied to diverse young children in multicultural societies (scholarship);
  7. technological resources for instruction, management, media development, and problem solving (teaching).

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EdS – Middle Grades Education

The successful program graduate demonstrates acquisition of:

  1. comprehensive knowledge associated with previous or new content teaching fields
  2. competence as a consumer of research findings
  3. the ability to see relationships, to theorize, and to synthesize information related to an area of emphasis
  4. skills associated with the assessment of instructional strategies, instructional outcomes, and class interactions to improve instruction
  5. leadership skills among fellow educators

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EdS – Secondary Education, (concentration in English Language Arts)

The Education Specialist recipient

  1. demonstrates expertise in English content and shares that knowledge with other professionals.
  2. demonstrates increasing proficiency in instructional planning and influences the practice of other professionals
  3. demonstrates increasing proficiency in the implementation of instruction and influences the practice of other professionals
  4. demonstrates proficiencies related to helping every student succeed and influences the practice of other professionals
  5. demonstrates proficiencies related to selecting and using materials to enhance teaching and learning and influences the practice of other professionals
  6. demonstrates proficiencies related to evaluating learning and teaching and influences the practice of other professionals
  7. demonstrates and applies knowledge of findings of educational research related to the teaching and learning of English and influences the practice of other professionals
  8. displays values, commitments, dispositions, and habits associated with effective and professional teaching and serves as a model to other professionals

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EdS – Secondary Education (concentration in Mathematics)

Students completing the Educational Specialist (EdS) program in Secondary Mathematics Education will demonstrate leadership in:

  1. understanding and using mathematics
  2. planning effective instruction
  3. implementing effective instruction
  4. assessing instruction, both the effect on individuals and on programs
  5. using research for decision making related to the teaching and learning of mathematics and mathematics programs
  6. becoming a professional

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EdS – Secondary Education (concentration in Science)

Upon successful completion of the program of study, graduates will:

  1. Demonstrate or gain satisfactory proficiency with instructional technology (including computer basics).
  2. Show sensitivity to the needs of students.
  3. Possess or strive to develop a thorough mastery of appropriate subject matter areas of science and science education.
  4. Demonstrate or work toward competency in mathematical skills, including algebra, geometry, trigonometry and statistics and be able to use basic numerical and mathematical skills in the teaching of science.
  5. Engage in the serious study of curriculum, constructing principles and skills to meet the basic requirements of curriculum planning and implementation at the secondary level.
  6. Master or refine teaching skills and strategies to plan a career long effort to improve as a teacher.
  7. Demonstrate or develop basic competence in reading science education research in such publications as The Science Teacher and other publications written for secondary level science teachers and to extend that competence toward the implementation of appropriate research findings in secondary science teaching.

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EdS – Secondary Education (concentration in Social Science/History)

Upon successful completion of the program of study, graduates will be able to:

  1. Apply knowledge of the history, curriculum, and standards of history and the social sciences in designing effective instruction and provide leadership in sharing his/her expertise with other professionals.
  2. Identify and use research and resources of the field and provide leadership in sharing his/her expertise with other professionals.
  3. Design instruction to promote active learning and critical thinking and provide leadership in sharing his/her expertise with other professionals.
  4. Identify and use appropriate media and technology in designing and delivering effective instruction and provide leadership in sharing his/her expertise with other professionals.
  5. Value cultural diversity as an instructional resource and design and implement instruction effective with diverse learners and provide leadership in sharing his/her expertise with other professionals.
  6. Connect planning and instruction to authentic assessment of student learning and provide leadership in sharing his/her expertise with other professionals.
  7. Demonstrate a commitment to the teaching profession and to the field of social science education and provide leadership in sharing his/her expertise with other professionals.

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Last Updated: 2/1/11