Departmental advisers review credentials of all candidates for admission to a master of arts in education degree program. Such review commences only upon receipt of all required information.
For regular admission, applicants must hold a bachelor’s degree from an accredited college or university with a minimum GPA of 3.0, and a minimum GPA of 3.0 in all completed graduate work. Applicants who do not meet the conditions for regular admission may be admitted conditionally upon a review of their credentials. Conditional students will be expected to complete 12 semester credits with a minimum GPA of 3.0 in courses designated by their adviser. Refer to the description of conditional admission in the Admission Policies section of this Graduate Bulletin.
Upon admission to a graduate program, the School of Education assigns the graduate student to an academic adviser. The academic adviser will advise the student regarding courses and degree requirements for the graduate program to which he/she has applied. The adviser must approve courses prior to enrollment.
Transfer from the 18-Hour Professional Certification Sequence
Prior to completion of the 18-hour professional certification sequence, students seeking admission to a master of arts in education degree program must complete all requirements for regular admission described above, and submit a request for change of curriculum. Students who complete the 18-hour professional certification sequence and wish to apply these hours to a master of arts in education degree program must meet the following standards:
Advancement to Candidacy
To become a candidate for an advanced degree in education, students must have:
A. Regular admission status
B. A minimum cumulative GPA of 3.0 in graduate courses
C. A minimum one year of full-time teaching experience at the level for which the certificate was issued.
D. Have a graduate plan of study approved by their advisor. Upon admission to a master's program, the student has the responsibility to make an appointment with the adviser to develop a graduate plan of study and to forecast courses necessary for the completion of the degree. Courses intended to be used for “professional development credits” (ED 900s) cannot be included in the graduate plan of study.
E. Have a state-approved background check for working in P-12 schools.
A. Complete the graduate plan of study with a minimum cumulative GPA of 3.0
B. Complete a graduate research project or a thesis as part of either ED 500 or ED 599. (Guidelines for the graduate research project are available in the School of Education.)
C. Complete the graduate plan of study in accordance with the requirements for master’s degree in the Academic Standards and Policies section of this Graduate Bulletin as well as in accordance with the appropriate program description in the School of Education section of the Bulletin.
Students may be denied admission, or they may be dismissed from a graduate program or internship/practicum in education if they demonstrate a lack of professional competence and effectiveness as an educator or fail to perform course work effectively.
Students may also be denied admission or dismissed if convicted of immoral conduct contributing to the delinquency or endangering the health and well-being of a child or of felonies that include involvement with drugs or controlled substances, pornographic materials, criminal sexual conduct, wrongful entry, larceny, embezzlement, stolen property, perjury, bribery, graft, forgery, counterfeiting, smuggling or fraud.
The departmental graduate review committee reviews the qualifications of all questionable students and may require them to undergo further examination to make a final determination.
The School of Education offers exemplary programs for the education of teachers and principals. Six basic curricula lead to a master of arts in education (MAE) degree:
Students also have the option of pursuing an endorsement in learning disabilities (currently suspended) or reading, both of which can ladder into a master's degree.
These programs incorporate the philosophy and objectives of the School of Education and follow course requirements in some or all of the following general areas:
Foundations of Education
Courses in foundations of education provide information and skills to assist practitioners in developing instructional strategies based on sound theory. Since educational theory derives from both the humanities and the behavioral sciences, cognitive insights and methods from history, philosophy, sociology and psychology underlie the foundations component. Unless otherwise specified, the following foundation courses are required:
ED 506 Cultural Foundations of Education I (3 credits)
ED 507 Cultural Foundations of Education II (3 credits)
The research component of all master of arts in education degrees consists of the following courses:
ED 500 Educational Research (3 credits)
ED 574 Seminar in Educational Research (2 credits) or
ED 599A Thesis (2-8 credits)
Area of Concentration
Courses in the area of concentration provide the specialized knowledge base and experience to facilitate informed and wise practice as professional educators and educational leaders. Courses not specifically designated will be selected in consultation with the adviser.
Cognate courses expand the professional knowledge base of the area of concentration. Unless otherwise specified, cognate courses will be selected in consultation with the adviser.