Graduate School of Education
The Graduate School of Education (GSE) prepares scholars
and practitioners in education through programs of study that have become increasingly
multidisciplinary in response to the richness and complexity of a pluralistic society.
In addition to providing the framework for the integration and application of knowledge
from a variety of disciplines, the curricula of the school provide the opportunity
for students to examine, evaluate, and practice professional knowledge, skills, and
techniques. The function of the faculty goes beyond imparting knowledge to include
engaging students in critical thinking, research, analysis, and problem-solving activities.
GSE also encompasses degree programs under the Institute for Educational Transformation
and the Department of Health, Fitness, and Recreation Resources, as well as the certificate
programs of the USDA Forest Service Distance Learning program.
Administration
Gary R. Galluzzo, Dean
Martin E. Ford, Associate Dean
Mark Goor, Assistant Dean
Mary Anne Lecos, Director of Teacher Education
Faculty
Professors: Behrmann, Bowen (Dean Emeritus), Collier, Dede, Ford, Galluzzo,
Isenberg, Jacob, Jansen, Levy, Martin, Mellander, Seligman, Spikell, Wallace, Williams
Associate Professors: Bartholomew, Bonfadini, Chu, Coleman, Dobson, Duck,
Dunklee, Dzama, Given, Goor, Jones, Lecos, Lepard, Maxwell, Morgan, Norton, Murray,
Pierce, Razeghi, Sanchez, Smith, C. Thomas, W. Thomas, Thorp, White
Assistant Professors: Barman, Davison Aviles, Fader, Haley, Phipps, Porter,
Sprague, Sterling, Sturtevant
Administrative Faculty: Anderson, Gangloff
Visiting Assistant Professor: Schnorr
Course Work
GSE programs offer all course work designated COMC, EDCC, EDCD, EDCI,
EDIT, EDLE, EDRD,
EDRS, EDSE, EDSP,
and EDUC in the Course Descriptions section of this
catalog.
Professional Licensure
The Graduate School of Education is responsible for professional courses, special
standards, and licensure recommendation for students desiring to complete requirements
for licensure in state-approved and National Council for the Accreditation of Teacher
Education (NCATE)-accredited programs preparing teachers, administrators, counselors,
and related instructional personnel.
Teacher Licensure Programs
During 1991-92, the undergraduate teacher licensure programs in early childhood
education and middle education were phased out and replaced with graduate-level programs.
These changes and other restructuring of teacher education programs were in accordance
with the state-mandated elimination of undergraduate education degrees as a basis
for licensure in areas other than physical education, the arts, and vocational education.
The Virginia Board of Education is considering changes in licensure endorsements
and requirements, which could cause additional restructuring in 1998 and thereafter.
However, at the time of publication of this catalog, the following state-approved
licensure programs are available:
Undergraduate Teacher Education Programs:
Music Education (Preschool/Kindergarten [PK]-Grade 12)
Instrumental and Vocal/Choral (consult the Department of Music, 993-1380)
Physical Education/Health (Grades PK-12).
(Contact Health, Fitness, and Recreation Resources, 993-2060)
Graduate-Level Teacher Education Programs:
Early Childhood Education (Grades PK-3)
Middle Education (Grades 4-8)
Secondary Education (Grades 8-12):
English
English as a Second Language (PK-12)
Foreign Languages:
French
German
Latin
Russian
Spanish
Mathematics
Sciences:
Biology
Chemistry
Earth and Space Sciences
Physics
Social Studies
Economics*
Geography*
Government*
History*
History/Social Studies
Psychology*
Sociology*
Speech Communication*
* Add-on endorsement only
Special Education
Early Childhood Special Education (ECSE) Ages 0-5,
Emotional Disturbance/Learning Disabilities (ED/LD)
Grades PK-12, and Severe Disabilities (SD)
Grades PK-12
Teaching English as a Second Language (PK- 12) add-on endorsement for Early Childhood,
Middle Education, Special Education, or other license
Detailed instructions about the admissions process and program requirements are
available in program handbooks and at group information sessions provided by the
Office of Teacher Education, (703) 993-2080. Distributed at these monthly sessions
are graduate applications, Praxis registration forms, program handbooks, course requirements,
and other essential information.
Application deadlines are fall, April 1; spring, November 1; and summer, March
1 (except the Professional Development School Model, for which the deadline is September
1, and the Flexible Alternative Model, October 1).
Licensure for Early Childhood/Middle Education
Undergraduates who wish to become licensed teachers in Early Childhood (PK-3)
or Middle Education (4-8) must first obtain a B.A./B.S. in the arts/sciences (or
the equivalent in general studies). They may apply during the senior year to be admitted
to the Graduate School of Education for professional study as a graduate student,
but should contact Academic Support and Advising Services or the Office of Teacher
Education earlier about requirements.
Students seeking Early Childhood Education licensure may major in any of the arts/sciences.
Students seeking Middle Education licensure should major in a discipline taught in
the middle grades (English, a social science, mathematics, or a natural science)
and have a second concentration of 15 or more credits in another of these disciplines.
Consult the Office of Teacher Education for detailed information.
|
Semester Hours
|
| 1. General Education Requirements |
51
|
A. English and Communication (English composition required)
|
15
|
B. Social Sciences (U.S. History required)
|
12
|
C. Health or Physical Education
|
3
|
|
|
6-8
|
|
|
9
|
|
|
6
|
2. Prerequisite Undergraduate Professional Courses |
3
|
EDUC 300: Introduction to Teaching
|
|
3. Graduate Professional Courses |
36-49
|
Consult the Office of Teacher Education for detailed information about the full-time
Professional Development School Model or the part-time Flexible Alternative Model
for licensure. The number of required semester hours varies by model.
|
|
Licensure for Secondary Education
The Secondary Education Program has three components:
|
Semester Hours
|
1. Courses in the teaching discipline (as developed by the College of Arts and
Sciences and the Graduate School of Education)
Recommended majors for teacher licensure include biology, chemistry, English, French,
German, geology, government, history, Latin, mathematics, physics, and Spanish. However,
these majors are not necessary for secondary education licensure. Consult the Office
of Teacher Education for information about course requirements for specific disciplines. |
30-71
|
2. General Education Requirements |
|
A. Humanities (English composition required)
|
12
|
B. Social Sciences (U.S. History required)
|
12
|
C. Health or Physical Education
One or more courses in either or both
|
3
|
D. Laboratory Science and Mathematics/Analytical Reasoning
(At least one course in each)
|
13
|
E. Electives 6
From the humanities and/or social sciences
Note: Twelve semester hours in a foreign language are recommended.
|
|
3. Professional Courses Requirements
Students who wish to be licensed in a secondary school discipline must complete a
graduate-level, 27-credit licensure program in education. Undergraduates may take
up to six hours of professional courses for Reserve Graduate Credit.
Recommended courses for Reserve Graduate Credit are the following: |
|
| EDUC 522 |
Introduction to Secondary Education |
| EDUC 529 |
Pluralism and Exceptionality
in U.S. Education |
| EDUC 539 |
Psychological Foundations
of Adoloscent Learning and Development |
All students must have an approved plan of study prepared by the licensure specialist
in the Office of Teacher Education. Students should consult with the secondary education
advisor in the department discipline as well as the appropriate discipline advisor
in GSE. Students interested in licensure should also consult the Office of Teacher
Education for secondary education admission requirements, licensure requirements,
and additional courses needed to earn an M.Ed.
Licensure for Special Education
|
Semester Hours
|
1. General Education Requirements
Same as those listed above for Secondary Education. Required for initial licensure
only. |
46
|
2. Licensure and Advanced Master's Course Work
Consult the Office of Teacher Education for detailed information about the number
of semester hours required for each specific endorsement area:
- Emotional Disturbance/Learning Disabilities (ED/LD)
- Severe Disabilities (SD)
- Early Childhood Special Education (ECSE)
|
46-49
|
|
|
Unified Teacher Education Model (UTEM)
|
Semester Hours
|
| This program provides licensure in early childhood education, special education,
and English as a second language, and prepares candidates to work with multicultural
clients (ages 0-8) and their families in school and community settings. |
|
General Education Requirements
(English Composition, U.S. History, and 6 credits of foreign language are required.)
To learn about specific program requirements, attend a monthly group information
session. For information, call (703) 993-2080. |
52
|
Graduate Programs (including Licensure)
GSE offers five Master of Education degree programs: counseling
and development, curriculum and instruction, education leadership, instructional
technology, and special education. Within each of these degree programs is a variety
of concentrations reflecting a wide range of educational and community agency roles.
Programs are available to meet the needs of the following:
- Persons seeking initial teacher licensure with the option of earning a master's
degree
- Persons licensed as teachers, who wish to complete a master's degree for personal
enrichment or professional advancement, as well as for endorsement in an additional
teaching area, counseling, administration, or supervision
- Persons seeking preparation in a specialization not requiring a Virginia teaching
license or endorsement
GSE and other units at George Mason University also offer courses for educators'
continuing professional development and/or licensure renewal. However, licensure
renewal requirements are determined by the Virginia Department of Education or the
employing school division.
These programs are approved by the State Board of Education and accredited by
the Southern Association of Colleges and Schools and NCATE.
Program requirements in GSE are subject to change, especially in those programs
leading to licensure or endorsement in teaching, school counseling, school administration,
or supervision. It is the student's responsibility to know the university and program
requirements in effect at the time of admission, and to have these requirements confirmed
by the assigned academic advisor. Lists of specific course requirements for each
degree program and licensure area are available from GSE. Admitted students who do
not know the names of their academic advisors should contact the Office of Academic
Student Affairs in GSE before attempting to register for courses.
Some degree programs in curriculum and instruction and in special education require
successful completion of a comprehensive examination in the final semester of study.
Students interested in research may elect to prepare a thesis in lieu of the comprehensive
examination, but must receive program approval for this option before the final semester
of study. They must also include EDRS 590 and EDUC 599 within the requirements of
their programs.
Course Work
Prefixes for courses in the M.Ed. programs offered by GSE are as follows:
| EDLE: |
Education Leadership |
| EDCD: |
Counseling and Development |
| EDCI: |
Elementary/Middle/Secondary Curriculum and Instruction |
| EDIT: |
Instructional Technology |
| EDRD: |
Reading EDRS: Research |
| EDSE: |
Special Education |
| EDUC: |
Foundations/Support Courses |
Curriculum and Instruction, M.Ed.
The Master of Education degree with a major in Curriculum and
Instruction is offered as an option for persons preparing for initial teacher licensure,
and also in five specializations for persons who are licensed or experienced educators.
Initial Teacher Licensure with M.Ed. Degree Option
GSE offers the following state-approved programs for initial licensure or add-on
endorsement. Through reciprocity agreements, Virginia licensure is recognized fully
or partially by more than 39 other states.
Early Childhood Education (Grades PK-3). With or without endorsement for
Teaching English as a Second Language
Middle Education (Grades 4-8). With or without endorsement for Teaching
English as a Second Language
Secondary Education (Grades 6-12). Biology, chemistry, earth/space sciences,
physics, English, English as a second language, French, German, history/social sciences,
Latin, mathematics, Russian, Spanish; and for add-on endorsement onlyócommunication,
economics, geography, government, psychology, and sociology
Special Education. Early Childhood Special Education (Ages 0-5), Emotional
Disturbance/Learning Disabilities (PK-12), Severe Disabilities (PK-12)
Unified Teacher Education Model (UTEM). This program provides licensure
in Early Childhood Education, Special Education, and English as a Second Language,
and prepares candidates to work with multicultural clients (ages 0-8) and their families
in school and community settings.
In addition, the Office of Teacher Education supports the following undergraduate
initial teacher licensure programs, which are offered through other units at the
university.
Music Education (Grades PK-12). Instrumental, Vocal, and General (offered
through the Department of Music in the College of Arts and Sciences)
Physical Education (Grades PK-12). With endorsement for Health Education
(offered through Health, Fitness, and Recreation Resources)
Students also may partially meet Virginia licensure requirements through the M.A.
Track IV program offered by the Department of History in the College of Arts and
Sciences or through the Teaching English as a Second Language graduate certificate
program offered by the Department of English in the College of Arts and Sciences.
Admission Requirements for Teacher Licensure Programs
All graduate-level teacher licensure programs provide the M.Ed. option through
the completion of course work beyond what is required for licensure. Whether or not
applicants seek the degree, they must meet the following admission requirements for
graduate study:
- A baccalaureate degree from an accredited institution
- A grade point average (GPA) of 3.000 on the last 60 credits of undergraduate
study. (Students may be admitted provisionally with a GPA of at least 2.750, if there
is additional evidence that the applicant can succeed in a graduate program.)
In addition, applicants must submit the following:
- An expanded goals statement concerning professional plans and career objectives
- Three letters of recommendation from individuals qualified to assess potential
for success as a graduate student or teacher
- Scores on the Praxis tests of basic skills
- A transcript analysis (called the departmental form) showing unmet requirements
for the desired licensure area
In addition, an interview may be required as part of the admission process.
Teacher Licensure Program Requirements
All initial teacher licensure programs have general education requirements, professional
course work, and additional course work for the M.Ed. degree. Early childhood and
middle education licensure programs also have prerequisite professional course work.
Most professional course work includes school-based field experience and internships.
The requirements for each program are summarized below. Lists of specific courses
for each licensure area are available from the Office of Teacher Education, Robinson
Hall, Room A307.
Early Childhood/Middle Education
General Education Prerequisites: 51-53 credits in English/communications,
social sciences, math/statistics/ logic, natural sciences, fine arts/philosophy,
and health/ physical education. For middle education, applicants should have concentrations
of at least 12 to 15 credits in two of the disciplines taught in grades 4-8.
Prerequisite Professional Course Work: 3 semester hours (may be taken as
an undergraduate)
Professional Course Work: 36-49 semester hours of course work and internship
in the Professional Development School (PDS) or Flexible Alternative (FLEX) model
The PDS model includes full-time study and work in public schools for four academic
sessions. A stipend is paid for the intern's service as an instructional assistant
and substitute teacher.
The FLEX model includes six academic sessions of part-time study, culminating
in a 15-week, full-time internship. No stipend is paid.
Additional Course Work for M.Ed.: 6 credits
For add-on endorsement in Teaching English as a Second Language: 27 credits of
professional course work, 6 of which are in a foreign language.
Secondary Education
General Education: 46 semester hours in the humanities and social sciences,
laboratory science/math/analytical reasoning, and health/physical education. Study
of a foreign language is recommended.
Content Area: Vary from 30 to 71 according to endorsement area. Determined
by departmental faculty from the College of Arts and Sciences.
Professional Course Work: 27 semester hours, including a full-time, 15-week
internship. Six hours may be taken as an undergraduate.
Additional Course Work for M.Ed.: 15 semester hours
Special Education
General Education: Same as for secondary education
Licensure and Advanced Master's Course Work: 46-49 semester hours, depending
on the area of licensure; including 15-45 weeks of internship
Unified Teacher Education Model (UTEM)
General Education: 52 semester hours
Licensure and Advanced Master's Course Work: 63 semester hours
FAST-TRAIN Program (K-8)
FAST-TRAIN is an alternative teacher licensure program that prepares teachers
for international assignments. The curriculum consists of six required education
courses offered over a one-year period. Upon successful completion of course work
and passing scores on the Praxis series of tests, participants receive a Statement
of Eligibility, and upon employment apply for provisional Virginia teaching licensure
at the K-8 (Elementary/Middle Education) level. Once students have also completed
one year of teaching abroad, they are eligible for the Collegiate Professional License,
the regular license for Virginia teachers.
All courses have an international, multicultural emphasis reflecting the student
populations abroad. Two courses are offered each semester, and the six can be completed
in one year. All courses have a 20-hour field experience component, half of which
is spent in K-3 classrooms and the other half at the 4-8 level. Program enrollees
are not eligible for student teaching in the United States due to the alternative
nature of the curriculum.
For further information about admission and program requirements, contact the
coordinator of FAST-TRAIN, Robinson Hall, Room A451, (703) 993-3689.
M.Ed. Programs for Persons Licensed or Experienced as
Educators
The curriculum and instruction master's program includes the following concentrations:
Early Childhood Education (PK-3)
Middle Education (4-8)
Secondary Education (8-12)
Bilingual/Multicultural Education (PK-12)
Teaching English as a Second Language (PK-12)
Adult Education for Practicing Professionals
These programs prepare students who have completed beginning-level study and practice
for leadership roles such as lead teacher or trainer, resource teacher, or curriculum
coordinator, and partially meet state licensure requirements for instructional and
supervisory personnel.
Admission Requirements
Applicants for the M.Ed. degree in Curriculum and Instruction must
- meet the general admissions requirement of a GPA of 3.000 for the last 60 credits
of undergraduate study;
- be licensed as teachers or have several years successful experience as a teacher/trainer
or educational administrator;
- submit recommendations by three persons qualified to judge his or her professional
competence;
- submit an expanded goals statement; and
- be recommended for admission, possibly after an interview.
Program Requirements
All Curriculum and Instruction M.Ed. concentrations require nine credits of course
work in foundations, research, and advanced seminar. The number of specialized courses
and electives varies by concentration, with total requirements of at least 30 credits.
The specific course work required for each concentration is available from the
program information specialist in Robinson Hall, Room A326A, (703) 993-4648.
Counseling and Development, M.Ed.
The M.Ed. in Counseling and Development program prepares students for careers
as counselors and human development professionals in a variety of work settings,
including elementary, middle, and secondary schools; colleges and universities; and
community mental health agencies. The program develops students' competencies in
a broad range of counseling skills, including multicultural/diversity issues, group
and individual counseling, career counseling, and assessment. The program emphasizes
the integration of theory and practice, and prepares knowledgeable and capable helping
professionals for a wide range of employment settings. The culmination of the students'
program is an internship in an educational or mental health agency counseling setting
similar to that in which they hope to be employed. This offers students the opportunity
to test and refine their counseling skills.
Degree applicants must have an undergraduate GPA of at least 3.000, at least one
year of experience relevant to the profession of counseling, and evidence of personal
and professional qualities compatible with the role of the counselor. In addition,
the applicant must do the following:
- Possess a baccalaureate degree from an accredited institution
- Have successfully completed a minimum of 12 semester hours in the behavioral
sciences (courses taken to make up undergraduate prerequisites cannot be used to
fulfill degree requirements)
- Submit three letters of recommendation from supervisors or professors regarding
his or her potential as a counselor
- Submit a statement of interests and objectives
- Be interviewed and recommended for acceptance
Applicants preparing for school counseling positions and seeking the M.Ed. must
submit a description of counseling-related experience, providing specific information
on nature, dates, and hours of experience. Information provided should show that
the applicant has had at least 1,000 hours of counseling-related experience (e.g.,
teaching, personnel management, volunteer work in counseling).
Persons with a master's degree in education or in a helping profession may wish
to apply to the program as a nondegree student. Qualified nondegree students may
plan programs leading to Virginia endorsement as a school counselor or to licensure
as a professional counselor in Virginia. Applicants for nondegree status must submit
two letters of recommendation from supervisors or professors and a statement of interests
and objectives.
The M.Ed. in Counseling and Development program offers the following areas of
specialization:
School Counseling and Development.Prepares students for careers as elementary,
middle, and secondary school counselors. The program ensures that graduates possess
the academic and experiential prerequisites for endorsement as a school counselor
by the Virginia State Department of Education.
Higher Education Counseling and Development. Prepares counselors and student
development professionals who share with teaching faculty the responsibility for
humanizing and personalizing each student's experience in higher education. Graduates
of the program are employed in a wide variety of positions in postsecondary education.
Community Agency Counseling and Development.Prepares counselors for employment
in a wide range of settings, including community mental health centers; agencies
specializing in career counseling; family counseling centers; rehabilitation agencies;
and counseling programs in business, industry, federal, state, and local governments.
The M.Ed. in Counseling and Development program usually requires 40-49 semester
hours. The specific requirements in each area of specialization are available from
the Program Information Specialist in Robinson Hall, Room A326A, (703) 993-4648.
Education Leadership, M.Ed.
The M.Ed. in Education Leadership offers programs for persons interested in school
positions in administration and supervision (including such positions as principal,
assistant principal, department chairperson, team leader, supervisor, or director
of instruction).
Degree applicants must satisfy the following requirements:
- A GPA of at least 3.000 in the last 60 credits of undergraduate study
- Three letters of recommendation about ones leadership potential, including at
least one from a current or former supervisor
- Two years of successful teaching experience, including a portion at the level
at which Virginia endorsement is desired
The M.Ed. in Education Leadership usually requires 33 or 36 graduate credits.
These include course work in educational research, computer technology, leadership,
school administration, supervision of instruction, and a culminating three- or six-credit
hour internship.
Candidates for Virginia endorsement in school administration or supervision must
complete the program approved by the State Board of Education. Specific requirements
for the M.Ed. in Education Leadership and for Virginia endorsement are available
from the Program Information Specialist in Robinson Hall, Room A326A, (703) 993-4648.
Instructional Technology, M.Ed.
The M.Ed. in Instructional Technology program provides professionals with the
specialized knowledge and skills needed to apply a wide range of computer-based technologies
in achieving instructional goals in both school and corporate/public settings. The
program has several concentrations that prepare students for a variety of instructional
technology roles in education and training. They are instructional design and development,
integration of technology in schools, assistive/special education technology, and
computer science educator.
In addition to meeting the general requirements for admission to GSE, candidates
for the instructional technology degree must have teaching or training experience
and complete the following prerequisite courses (or demonstrate proficiency in the
content of those courses): introductory courses in educational technology (e.g.,
the equivalent of EDIT 504) and introductory courses in a programming language. Prerequisite
courses cannot be counted toward degree requirements. An interview with the information
and technology coordinator may be required for all concentrations; an interview with
a Computer Science Department faculty liaison is required for entry into the computer
science educator concentration.
Specific requirements for the M.Ed. in Instruction Technology are available from
the program information specialist in Robinson Hall, Room A326A, (703) 993-4648.
Special Education, M.Ed.
The M.Ed. in Special Education program is designed to enable qualified persons
to become specialists in emotional disturbance/learning disabilities combined (ED/LD),
early childhood special education (ECSE), severe disabilities (SD), and special education
technology (SET). Completion of program course work in ED/LD, ECSE, and SD allows
the student to meet endorsement requirements in Virginia. The concentration in SET
does not lead to teacher licensure or endorsement.
Degree applicants must have an undergraduate GPA of at least 3.000. In addition,
the applicant must do the following:
- Possess a baccalaureate degree from an accredited institution, preferably in
a human services area such as education, psychology, sociology, or allied health
services
- Submit three letters of recommendation by persons qualified to judge his or her
potential as a special educator
- Submit a written autobiographical statement
- Be interviewed upon request and recommended for acceptance
A minimum of 33 graduate credits is required for a master's degree. Most students
enroll in 46-49 graduate credits depending on previous course work. The specific
requirements for these areas are available from the program information specialist
in Robinson Hall, Room A326A, (703) 993-4648.
Education, Ph.D.
GSE offers a Ph.D. in Education, which provides advanced professional
education for experienced educational practitioners pursuing or planning careers
in nontraditional and traditional educational settings.
The Ph.D. requires a minimum of 85 credits of study beyond the baccalaureate degree
or a minimum of 55 credits beyond the master's degree. A limited number of graduate
hours taken previously may be applied to the program. However, an individual's total
program may require more credits than these minimum requirements depending on the
individual's goals, program requirements, and previous preparation.
With the guidance of the graduate faculty, students develop individual programs
of study in concert with their goals, program requirements, and self-assessed skills
and knowledge. Each student's program must include study in a professional field
such as educational administration, educational technology, special education, curriculum,
instruction, bilingual education, counseling and development, early childhood education,
or literacy. The specific nature of courses is determined by the student in conjunction
with a faculty doctoral advising committee during the first year of study. Students
also complete a minor area of study consisting of 15 credits.
Program Goals
To complete the Ph.D. program, each student must demonstrate competence in oral
and written English; computer literacy; mastery of the knowledge and skills in the
area of professional expertise and the ability to apply general and specific knowledge
and skills to significant educational problems. Students demonstrate these competencies
by successfully completing courses and seminars, by passing a special written comprehensive
qualifying examination at the conclusion of program course work, and by preparing
and orally defending a doctoral dissertation.
Students have five years from the time they enroll in their first class to complete
all course work and the comprehensive examination. Five additional years, starting
with the date on which students are advanced to candidacy, are allowed to complete
the dissertation.
Residency
The purposes of residency are achieved in the Ph.D. program through a combination
of core courses and seminars, and through continuous enrollment. These requirements
include successful completion of the Leadership seminar and the Ways of Knowing seminar.
Students must enroll in at least one approved course each semester they are in the
program.
Internship
Candidates enroll in at least one and up to three internships designed to broaden
their professional expertise. These internships may occur in a variety of settings.
One three-credit internship must be taken in a setting that differs from the student's
work setting. In all internships, the student works with university and on-site supervisors.
Admission Requirements
Candidates are admitted to study by GSE. Admission is highly selective. Applicants
must fulfill the following program admission requirements:
- A minimum of three years of successful experience as a practitioner in an educational
setting
- A baccalaureate and/or masters degree from an accredited institution
- Demonstrated high intellectual capability
- Demonstrated leadership potential
- Three letters of recommendation
- Graduate Record Examination test scores
- A written goals statement relating study in the Ph.D. program to his or her educational
and career plans
For further information about admission and program requirements, contact the
Ph.D. Office at (703) 993-2011. Completed applications must be submitted to the GSE
Office of Admissions by February 1 for admission for the following summer or fall,
or by September 1 for admission for the following January.
Community College Education, D.A.
The Doctor of Arts in Community College Education is administered
by the National Center for Community College Education. Course work leading to the
degree educates prospective community college teachers and helps current community
college faculty members become more effective teachers. The program emphasizes a
broad knowledge base in the student's teaching field as well as courses in research
and in the history and philosophy of the community college. Students select courses
from designated departments in the university to develop a program of study. Knowledge
areas include biology, chemistry, communication, computer science, economics, education
leadership, electrical and computer engineering, English, modern and classical languages,
health and physical education, history, information systems, mathematics, nursing,
operations research, applied statistics, psychology, public administration, and sociology.
Applications for other fields are considered where appropriate course work is available.
Under the guidance of faculty advisors and the center's staff, entering students
develop individualized programs of study.
Prefixes for courses in the D.A. program are COMCand EDCC.
Admission Requirements
In addition to meeting the general admissions requirements for graduate study,
applicants must do the following:
- Have experience in teaching at the community college level, or have teaching
at the community college level as a career objective
- Submit a completed application (applications are available from the National
Center for Community College Education or from the Office of Admissions)
- Submit a short statement (750 to 1,000 words) describing his or her interest
in the program and how it will help achieve career objectives
- Submit two writing samples if English is the knowledge area
- Submit GRE scores if sociology or history is the knowledge area
- Schedule an interview with the staff of the National Center for Community College
Education
- Submit three letters of recommendation
- Submit official transcripts of all college work
Additional material may be required, depending on the applicants background and
teaching field.
Degree Requirements
The program requires a minimum of 55 credits beyond the masters degree. The basic
components of the program for a faculty member holding a masters degree in the current
or proposed teaching field are as follows:
Minimum Requirements
| Knowledge Area |
24 credits |
| Core Curriculum |
12 credits |
| Internship |
3 credits |
| Doctoral Dissertation |
10 credits |
| Total |
49 credits |
The remaining six credits are completed in one or more of the above areas or in
a field related to the student's knowledge area. The designation of these six credits
is determined by the director or associate director of the National Center for Community
College Education in consultation with the student and the knowledge area advisor.
The six credits may not be used to meet the minimum requirements in the knowledge
area. For example, if a student is required to take more than 24 credits in the knowledge
area, the credits are in addition to the 55 credits normally required in the program.
The number of credits assigned to the knowledge area, core curriculum, internship,
and doctoral dissertation may vary for individual students within the above guidelines.
Departments may require additional course work in the knowledge area when the student
has completed the master's degree in a field other than the designated knowledge
area or when prior academic preparation is considered inadequate.
Knowledge Area
The knowledge area consists of courses in the student's teaching discipline and
may contain courses in related fields when appropriate and when approved by the knowledge
area advisor. Each knowledge area department, working with the National Center for
Community College Education, sets its own requirements, specifying a core set of
courses and working with the student to develop an individualized program of study
consisting of advanced course work, directed readings, and independent study. The
program of study usually includes, among other courses, (a) a course in the theory
and philosophical concepts of the discipline, (b) a course in the research methodology
by which the discipline generates knowledge, and (c) a ìnew developmentsî
course that focuses on recent significant advances in the knowledge area.
Core Curriculum
Students must complete a minimum of 12 credits in the core curriculum including
EDUC 802 Leadership Seminar. EDCC801 The Community College (three credits) is the
prerequisite course for all other EDCCand COMCcourses. Each student also chooses
at least three three-credit elective courses from the list below.
| COMC 897 |
Directed Reading in Community College Education (1-3 credits) |
| EDCC 802 |
Community College Teaching through Learning Styles (3 credits) |
| EDCC 805 |
Teaching Thinking (3 credits) |
| EDCC 806 |
Seminar in Communication Skills for Teaching (3 credits) |
| EDCC 850 |
Research: Using Research to Improve Teaching (3 credits) |
| EDCC 892 |
Special Topics in Community College Education (3 credits) |
| EDUC 840 |
Seminar in Adult Development and Learning (3 credits) |
| EDUC/ENGL 695 |
Northern Virginia Writing Project Inservice Program (3 credits) |
Internship
Students must satisfactorily complete a minimum of three credits in an internship.
A maximum of six credits may be earned through the internship. This may be in a teaching
internship in a community college or a nonteaching internship, depending on the extent
of the student's teaching experience. Nonteaching internships may be in government
or business organizations in which community college graduates are employed. Internships
for experienced community college faculty also may involve work in course development.
Comprehensive Examination/Experience
Upon satisfactory completion of all course work and the internship, a student
completes either a traditional comprehensive examination or a more nontraditional
comprehensive experience demonstrating the student's mastery of the knowledge area
and the core curriculum. Students must satisfactorily complete the examination or
experience to be advanced to candidacy for the degree. A student must complete all
degree requirements within five years following the semester of advancement to candidacy.
Doctoral Dissertation
Upon advancement to candidacy, a student completes a written doctoral dissertation.
The amount of credit assigned to the dissertation reflects the extent of the undertaking.
However, a minimum of 10 dissertation credits are required. The dissertation is synthesizing
in nature and must contribute new knowledge or a reinterpretation of existing knowledge
to the area being investigated. Doctoral dissertations must demonstrate high standards
of scholarship and the ability to engage in independent research resulting in a substantial
contribution to knowledge or practice in the field.
Advising
All students are advised by the staff of the National Center for Community College
Education. In addition, each student is assigned an advisor in the knowledge area.
Working with an advisor, each student prepares a program of study and completes all
program requirements.
Residency
Doctoral students are required to spend a minimum of two consecutive semesters,
not including the summer session, in continual registration. The doctoral program
of study must include a minimum of 36 graduate credits taken at the university after
admission to degree-seeking status.
Course Work at Other Institutions
Twelve credits beyond the master's degree may, with the permission of the student's
knowledge area advisor, be applied toward the D.A. in Community College Education,
provided that the course work is relevant and appropriate to the student's program
of study. Credit applied toward the degree must have been earned within six years
before admission to the doctoral program. Students who have not used this provision
at the time of admission to the program may, with approval, complete up to 12 credits
of approved course work at other institutions while enrolled in the doctoral program,
and apply these credits to program requirements.
Graduate Certificate in Community College Education
The graduate certificate in community college education
is designed for master's degree graduates who are planning (or exploring the possibility
of) a career in community college teaching. It combines course work on pedagogy and
the community college with a teaching internship under the guidance of an experienced
teacher.
Completion of the certificate program does not guarantee the student a community
college teaching position. Nonetheless, those who earn the certificate will enter
competition for community college faculty positions with the advantage of having
classroom teaching experience.
Certificate Requirements
The certificate requires 18 credits beyond the master's degree; the student may
complete either 9 credits of course work and 9 credits of a teaching internship or
12 credits of course work and 6 credits of an internship. Students usually select
course work from a core curriculum that focuses on applied teaching techniques. With
the permission of the requisite department, however, students may substitute six
credits of graduate courses in their teaching field for six credits of course work
on teaching-related subjects. Core curriculum offerings include the following:
| EDCC 801 |
The Community College (3 credits) |
| EDCC 802 |
Community College Teaching through Learning Styles (3 credits) |
| EDCC 805 |
Teaching Thinking (3 credits) |
| EDCC 806 |
Seminar in Communication Skills for Teaching (3 credits) |
| EDCC 850 |
Research: Using Research to Improve Teaching (3 credits) |
| EDCC 892 |
Special Topics in Community College Education (3 credits) |
A maximum of three credits may, with the permission of the National Center for Community
College Education, be transferred from another institution. At least six credits
of George Mason course work must be completed before the student may enroll in the
teaching internship. The internship is an independent study course listed as COMC
885 Internship in Community College Education (1-6 credits).
Students admitted to the certificate program must hold a master's degree from
an accredited institution in a subject area that is taught at the community college
level. (These subject areas include most arts and sciences disciplines. Please check
with the National Center for Community College Education to be sure that the master's
degree is applicable.) Graduate students may apply to the certificate program on
the condition that they fulfill all master's degree requirements before enrolling
in certificate courses.
Return to Catalog Index
|