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Excerpt from Valdosta State University Graduate
Bulletin, 1998-1999 pp.20-22, 45, 95-99
GRADUATE COURSE NUMBERING
At Valdosta State University, courses numbered 1000-4999 are for undergraduate students only. Some courses numbered 3000-3999 are open to graduate students; such courses carry dual numbers, with the graduate version of the course numbered between 5000 and 5999. Similarly, courses numbered 4000-4999 carry graduate credit when dual numbered 6000-6999. Courses numbered 7000-8999 are open to graduate stu dents only. Courses numbered 9000-9999 are open to doctoral students only.
Graduate students should be sure that they are registered for graduate courses. This information appears on the official class roll and on the student's schedule card. While a graduate student may be permitted to take an undergraduate course, such a course will not be counted as fulfilling requirements for a graduate degree. Only courses numbered 5000 or above are graduate level courses.
MAXIMUM COURSE LOADS AND OTHER RESTRICTIONS
The normal full load for a graduate student who is not on an assistantship is 9-15 hours of graduate-level work per semester. The normal full load for a student on an assistantship is 9 semester hours at the graduate level; however, in special circum stances, with the approval of the major professor and the department head, a graduate assistant may be permitted to take 12 hours. The maximum course load for a student employed full-time is 9 semester hours per semester. Course loads in excess of these limits may be allowed by permission of the major professor or the department head and the Dean of the Graduate School.
Graduate students may earn no more than 6 hours credit in Directed Study and/or Independent Study courses to meet the requirements of a degree-granting program. Undergraduate courses will not be calculated when determining a graduate student's full or part-time status. However, these hours will be included in determining a student's maximum load, as stated above.
Cross-disciplinary Courses
Certain courses, because of their scope and focus, are identified by different desig nations, that is, cross-listed, such as MFTH 5700/SOCI 5700. Students may decide which designation they wish to register for, depending on their needs, but such a dual -listed or cross-listed course can count only once and cannot be taken a second time for credit under a different designation. Cross-disciplinary courses are clearly identified in the "Courses of Instruction" section as "[Also offered as ...]."
GENERAL REQUIREMENTS FOR GRADUATE DEGREES
Specific requirements for each graduate program offered by the University are presented in the departmental listings of this Bulletin. Students should refer to these listings to determine the terms for degree completion and graduation.
Courses taken more than seven years prior to the semester of degree completion cannot be used to meet graduate degree requirements. Under extenuating circumstances, however, students, with the approval of their advisor, may appeal in writing for a one -time extension of this limitation. A committee, approved by the dean of the appropriate college, will consider the appeal and may recommend to the dean of the Graduate School that the student be granted an extension of the seven-year limitation. The maxi mum extension for completion of the program cannot exceed one additional calendar year.
At least fifty percent of the student's course work must be completed in residence at Valdosta State University. No more than 6 semester hours of graduate course work may be accepted by transfer from another institution to Valdosta State University. Credit to a degree program for transferred course work may be obtained by application to the dean of the Graduate School, with approval by the major professor.
All graduate programs require a Comprehensive Examination, or an acceptable substitute. Successful completion of this exam indicates that students have nearly com pleted their work toward the degree. The Comprehensive Examination may not be taken until all required course work has been completed, or is in the process of being completed, and the language requirements fulfilled. The Dean of the Graduate School shall be notified upon the student's successful completion of this requirement.
In programs with thesis requirements, a minimum of 30 semester hours of academic course work is required. Of these 30 semester hours, at least 9 semester hours must be in courses numbered 7000 or above with a minimum of 6 hours of thesis. In programs without thesis requirements, a minimum of 30 semester hours of academic course work is required. Of these 30 semester hours, at least 15 semester hours must be in courses numbered 7000 or above. The remainder must be completed in courses numbered 5000 or above.
When a thesis is required, the thesis must be submitted to the members of the Supervisory Committee not less than 14 days before the scheduled date of graduation. The Supervisory Committee shall certify to the Dean of the Graduate School that the student has successfully defended the thesis at an announced open meeting. Three copies of the thesis, (plus others, if required by the department), signed by the major professor, members of the Supervisory Committee, and the Dean of the Graduate School, shall be submitted to the library not less than five days before the scheduled date of graduation.
All students must register for thesis credit each semester in which they are actively working on their thesis. The total number of thesis credit hours required for the degree will be determined by the individual departments. Students must be enrolled in the thesis course in the semester in which they graduate. All thesis courses must be graded on a satisfactory/unsatisfactory basis.
General thesis regulations are furnished by the Graduate School. Signature on the thesis by the Dean of the Graduate School and the subsequent submission of a copy of the library receipt for thesis binding to the Dean indicate final acceptance of the student's thesis and mark the completion of requirements for the master's degree.
Students enrolled in a Doctor of Education (Ed.D.) program must complete a dis sertation. All students must register for dissertation credit each semester in which they are actively working on this project. A minimum of 9 semester-hours of dissertation credit is required for the degree. Students must be enrolled in the dissertation course in the semester in which they graduate. All dissertation courses must be graded on a satisfactory/unsatisfactory basis.
The approved dissertation must be submitted to the members of the Coordinating Committee no fewer than 14 days before the scheduled date of graduation. The Coor dinating Committee shall certify to the dean of the Graduate School that the student has successfully defended the dissertation at an announced open meeting. Three copies of the dissertation (plus others, if required by the department), signed by the major professor, members of the Coordinating Committee, and the dean of the Graduate School, shall be submitted to the library no fewer than five days before the scheduled date of graduation.
General dissertation requirements are furnished by the Graduate School. The sig nature of the dean of the Graduate School on the dissertation and the subsequent submission to the dean of a copy of the library receipt for dissertation binding will indicate final acceptance of the student's dissertation and mark the completion of the requirements for the doctoral degree.
SECOND MASTER'S DEGREE
Students seeking a second master's degree must meet the course requirements es tablished by the head of the department, subject to the approval of the Dean of the Graduate School.
COMMUNITY UNIVERSITY PROGRAM FOR GEORGIANS 62 AND OLDER
Georgians 62 years of age and older are eligible to enroll as graduate students on a "space available" basis without paying most of the normal fees or tuition. For complete eligibility requirements and application information, contact the Admissions Office or the Graduate School.
APPLICATION FOR GRADUATION
Students must apply for graduation. Students planning to attend graduation should make arrangements with the Registrar for rental of cap, gown, and hood, and for print ing of the diploma. The Registrar should be consulted early in the program (at least one semester before graduation) for procedures and deadlines. There is a $35 fee to be paid at the time of application.
The College of Education proudly maintains a commitment to providing an education for future professionals in South Georgia. Acting as a learning community, the College of Education strives to meet the needs and aspirations of the population it serves.
Mission
The College of Education provides quality graduate instruction in its comprehen sive degree programs at the master's, specialist's, and doctoral levels. In addition to a primary focus on expanding the skills of teachers and other professionals, faculty mem bers of the College of Education also maintain a commitment to engaging in the scholarly pursuits of research and service for the advancement and sharing of knowledge. Fac ulty members, administrators, and staff of the College of Education envision an educational system where students fully participate in, and take responsibility for, their own learning process; where interdisciplinary and inter-institutional collaboration is the norm; and where technology is fully integrated into the learning process. The col lege also seeks to create an environment that promotes the full development of human potential, supports the conviction that all individuals are capable of learning, and pre pares professionals to meet the needs of all learners.
Vision
An agreed-upon vision provides focus and direction for the members of an organi zation. The College of Education dedicates its resources and expertise to:
Preparing Professionals for Service
The faculty members of the College of Education are dedicated to creating effec tive learning environments for students by designing programs based on professional standards, research, and knowledge bases organized into a conceptual framework.
Conceptual Framework
Conceptual Frameworks guide professional education programs by defining the philosophy, rationale, and research base that support the essential instructional compo nents of degree programs. The conceptual framework provides coherence in student outcomes, course activities, assessments, and internship or practicum experiences. Ad vanced degrees designed for practicing teachers have adapted the following standards developed by the National Board for Professional Teaching Standards (NBPTS). Gradu ate programs in the College of Education designed for professionals outside of teaching have developed Conceptual Frameworks based on appropriate professional standards.
Conceptual Framework Principles for
Graduate Teacher Education Programs (Adapted from NBPTS)
1. Graduates are committed to their roles as helping professionals.
2. Graduates are capable of excellence in their professional practice.
3. Graduates think systematically about their practice, use research, and contrib ute to the knowledge base.
4. Graduates are members of learning communities.
Accreditation and Certification
The College of Education maintains accreditation with the National Council for Accreditation of Teacher Education (NCATE), and each of its individual teacher prepa ration programs is accredited by the Georgia Professional Standards Commission (GPSC). The Dean of the College of Education is the official certification officer and recommends students for all initial certification and upgrades in certification. Specific questions concerning teacher certification should be directed to the appropriate depart ment. In addition, the Sports Medicine Program is accredited by the Commission on Accreditation of Allied Health Education Programs (CAAHEP), the Speech and Lan guage Program is accredited by the American Speech and Hearing Association (ASHA), and the graduate program in School Psychology is accredited by the National Associa tion of School Psychologists (NASP).
DEPARTMENT OF SPECIAL EDUCATION AND
COMMUNICATION DISORDERS
Dr. Philip Gunter, Head
Room 175, Education Center
The Department of Special Education and Communication Disorders is a multidis ciplinary department with a program that leads to the Educational Specialist Degree witha major in Special Education with options for concentration in General Special Education and Communication Disorders and the Masters of Education (M.Ed.) de gree with a major in Special Education or Communication Disorders.
The Education Specialist (Ed.S.) program in the Special Education was developed for practicing special educators and speech/language pathologists who wish to upgrade their professional skills, primarily focusing on those who wish to pursue leadership positions. Information and skills acquired and developed at the undergraduate and masters level are specifically designed for and focused on the provision of services. The Ed.S. program focuses on information and skills required of professionals in be coming effective leaders and problem-solvers within a variety of settings.
The M.Ed. degrees with majors in Special Education and Communication Disor ders are designed to allow students to practice use of knowledge from preprofessional degrees while continuing to gain information regarding effective interventions for dis ordered behaviors. Students also concentrate on self-reflection regarding intervention effectiveness using available research to guide practice. Within the Special Education area students have three options: mild disabilities, severe disabilities, or early interven tion/special education. The degrees in these three areas and in communication disorders allow graduates to be awarded certification for public school instruction or licensure for private practice.
EDUCATION SPECIALIST DEGREE WITH A
MAJOR IN SPECIAL EDUCATION
Selected Educational Outcomes
Think systematically about practices and learn from experience through
Requirements for the EdS. Degree with a
Major in Special Education
Core Courses 11 hours
RSCH 8000 Advanced Research Methodology 3 hours
SPEC 8050 Advanced Application of Technology 3 hours
SPEC 8060 Single Subject Designs for ... Research 2 hours
SPEC 8030 Admin. of Special Education Programs 3 hours
Courses in the Concentration 16 hours
General Special Education (Option I)
SPEC 8010 Readings in Issues of Education of Children
and Youth with Disabilities 2 hours
SPEC 8020 Characteristics of Effective School Structure
for Children and Youth with Disabilities 3 hours
SPEC 8040 Development of Professional Training
Programs in Special Education 2 hours
PSYC 5500 Statistical Methods in Psychology 3 hours
SPEC 8999 Thesis 6 hours
or
Communication Disorders (Option II)
COMD 8010 Contemporary Issues in
Communication Disorders 3 hours
COMD 8020 Seminar in Theory & Applied Intervention 4 hours
(completed in 4 one-hour seminars)
COMD 8030 Professional Communication/Collaboration 3 hours
COMD 8080 Thesis 6 hours
Total Required for the Degree 27 hours
Examples of Outcome Assessments
Student outcomes for the Education Specialist degree in the area of Special Edu cation are assessed by multiple instruments and methods. Content knowledge is summatively assessed through objective and narrative written examinations and oral presentations. Application of content knowledge for both formative and summative purposes is assessed through review and critiques of projects com pleted. Students' skills in answering a research question and sharing that information professionally is assessed through analysis of the completed thesis and evaluation of their presentations.
MASTER OF EDUCATION WITH A
MAJOR IN SPECIAL EDUCATION
MASTER OF EDUCATION WITH A
MAJOR IN COMMUNICATION DISORDERS
Selected Educational Outcomes
1. Central concepts of inquiry:
2.the graduate will use the basic tenets of asking/answering questions rel evant to special education and communication disorders; and
3. the graduate will implement intervention strategies that make tools of in quiry meaningful for consumers.
4. Knowledge of learning and development:
5.the graduate will use knowledge of how both individuals and groups learn and develop; and
6.the graduate will create learning opportunities that support intellectual, com munication, academic, social, motor, vocational, alternative and/or adaptive development.
Requirements for the M. Ed. Degree with a
Major in Special Education Mild Disabilities
College of Education Core Courses 16 hours
RSCH 7100 Research Methodology in Education 3 hours
LEAD 7210 Ethics and Law 1 hour
SPEC 5010 Student Teaching 10 hours
SPEC 5020 Student Teaching Seminar 2 hours
Concentration for Mild Disabilities 6 hours
SPEC 5040 Applied Research Project 2 hours
SPEC 5120 Issues and Trends in Special Ed 2 hours
SPEC 5140 Collaborative Roles in Educ, 2 hours
Guided Electives for Mild Disabilities 14 hours
Total Required for the Degree 36 hours
Requirements for the M. Ed. Degree with a
Major in Special Education Severe Disabilities
College of Education Core Courses 16 hours:
RSCH 7100 Research Methodology in Education 3 hours
LEAD 7210 Ethics and Law 1 hour
SPEC 5010 Student Teaching 10 hours
SPEC 5020 Student Teaching Seminar 2 hours
Major Area of Concentration 13 hours:
SPEC 5030 Single Subject Research in Special Educ. 3 hours
SPEC 5050 Integrating Technology 3 hours
SPEC 5090 Community-based Instruction 2 hours
SPEC 5100 Nonaversive Behavior Mangement 3 hours
SPEC 5120 Issues and Trends in Special Education 2 hours
Guided Electives for Severe Disabilities 7 hours
Total Required for the Degree 36 hours
Requirements for the M. Ed. Degree with a
Major in Special Education Early Intervention
College of Education Core Courses 15 hours
RSCH 7100 Research Methodology in Education 3 hours
SPEC 5010 Student Teaching 10 hours
SPEC 5020 Student Teaching Seminar 2 hours
Area of Concentration 18 hours
COMD 5060 Language Disorders of School Age Children 3 hours
SPEC 5140 Collaborative Roles in Education 2 hours
SPEC 5150 Introduction to Early Intervention 3 hours
SPEC 5160 Serving the Young Child with Low
Incidence Disabilities 3 hours
SPEC 5170 Linking Assessment to Service Delivery 4 hours
PSYC 7300 Human Development: Conception to 8 Yrs 3 hours
Guided Elective for Early Intervention/Special Education 3 hours
Total Required for the Degree 36 hours
Requirements for the M. Ed. Degree with a
Major in Communication Disorders
College of Education Core 6 hours
RSCH 7100 Research Methodology in Education 3 hours
LEAD 7210 Ethics and Law 1 hour
COMD 5170 Issues/Trends in Communication Disorders 2 hours
Major Curriculum 54 hours
COMD 5010 Language Disorders in Young Children 3 hours
COMD 5020 Diagnostics 3 hours
COMD 5030 Phonological Disorders 3 hours
COMD 5040 Fluency Disorders 3 hours
COMD 5050 Beginning Practicum 1 hour
COMD 5060 Language Disorders/School Age Children 3 hours
COMD 5070 Traumatic Brain Injury, Dementia and
Progressive Neurological Disorders 3 hours
COMD 5080 Dysphagia and Dysarthria 3 hours
COMD 5090 Aural Rehabilitation 3 hours
COMD 5100 Intermediate Practicum 1 hour
COMD 5110 Science in Communication Disorders 3 hours
COMD 5120 Aphasia 3 hours
COMD 5130 Oro-Facial/Syndrome Disorders 2 hours
COMD 5140 Advanced Practicum 1 hour
COMD 5150 Advanced Audiology 3 hours
COMD 5160 Voice Disorders 3 hours
COMD 5180 Cultural and Dialectial Issues in
Communication Disorders 1 hour
COMD 5210 Externship in Communication Disorders 6 hours
COMD 5190 Applied Practicum in the Public Schools 3 hours
COMD 5200 Augmentative/Alternative Communication
or COMD 5230 Thesis 3 hours
Total Required for the Degree 60 hours
Examples of Outcome Assessments
1. The graduate will demonstrate an acceptable level of skill in asking and an swering questions by using the tools of inquiry to determine the effectiveness of their intervention procedures to measure student or client improvement.
2. Students will design and implement interventions for students and clients with various disabilities and disorders. Interventions will be directly or indirectly (videotaped) observed by qualified university personnel and public and pri vate organization professionals.
ENDORSEMENT FOR DIRECTOR OF SPECIAL EDUCATION
This endorsement prepares individuals to direct administer, or supervise special education programs. Students must possess a master's degree or higher with profes sional certification within any teaching field in special education (except gifted). This includes those students in the service fields of audiology, school psychology, and speech and language pathology.
Required Courses 14 hours
LEAD 7100 Leadership in Educational Organizations 2 hours
LEAD 7400 Legal Issues for Educational Leaders 3 hours
LEAD 8660 Business and Finance 3 hours
SPEC 8030 Administration of Special Ed. Programs 3 hours
LEAD 7640 System Level Leadership or
LEAD 8650 Personnel Issues and Consideration 3 hours
ENDORSEMENT FOR TALENTED AND GIFTED
Required Courses 12 hours
SPEC 7610 Assessment of ... Talented and Gifted 3 hours
SPEC 5610 Nature and Needs of ...Talented and Gifted 3 hours
SPEC 6600 Methods/Materials for ...Talented and Gifted 3 hours
SPEC 6620 Curriculum for ...Talented and Gifted 3 hours
ENDORSEMENT FOR PRE-SCHOOL
Required Courses 9 hours
COMD 5811 Language Disorders in Young Children 3 hours
SPEC 5170 Linking Assessment to Service Delivery 3 hours
SPEC 5150 Introduction to Early Intervention 3 hours
Back
Description of Each of the Areas of Specialization
Mild Disabilities
Students completing the initial program in special education in mild disabilities will complete the Masters of Science in Education degree. This program provides the student with foundations in special education as well as guided teaching practice in the junior and senior years. During the "fifth" year the students complete a year long student teaching experience while completing course work designed to allow them to become evaluators of educational practice and materials as well as evaluators of their own teaching. The masterŐs program follows a natural progression of information acquisition, skill development and experience. Students are qiven information and develop skills to conduct action research based on the needs discovered in application settings. Therefore, the progression from a consumer and utilizer of content and research develops to that of a beginning producer. Students completing the program will be recommended to the Professional Standard Commission, GeorgiaŐs certification body, for certification in the Interrelated area allowing them to teach children with learning disabilities, behavior disorders, and mild mental retardation.
Severe Disabilities
Students completing the initial program in special education in severe disabilities will complete the Masters of Science in Education degree. This program provides the student with foundations in special education as well as guided teaching practice in the junior and senior years. During the "fifth" year the students complete a year long student teaching experience while completing course work designed to allow them to become evaluators of educational practice and materials as well as evaluators of their own teaching. The master's program follows a natural progression of information acquisition, skill development and experience. Students are qiven information and develop skills to conduct action research based on the needs discovered in application settings. Therefore, the progression from a consumer and utilizer of content and research develops to that of a beginning producer. Students completing the program will be recommended to the Professional Standard Commission, Georgia's certification body, for certification in the Intellectual Disabilities area allowing them to teach children with mental retardation.
Early Intervention
Students completing the initial program in special education in early childhood special education will complete the Masters of Science in Education degree. This program provides the student with foundations in special education as well as guided teaching practice in the junior and senior years. During the "fifth" year the students complete a year long student teaching experience while completing course work designed to allow them to become evaluators of educational practice and materials as well as evaluators of their own teaching. The master's program follows a natural progression of information acquisition, skill development and experience. Students are qiven information and develop skills to conduct action research based on the needs discovered in application settings. Therefore, the progression from a consumer and utilizer of content and research develops to that of a beginning producer. Students completing the program will be recommended to the Professional Standard Commission, Georgia's certification body, for certification in either the Interrelated or the Intellectual Disabilities area depending on the concentration track followed. Additionally, endorsement certification is recommended in pre-school special education.
| Submitted by: | Chief Compiler: | Date: |
| Valdosta State University 1500 N. Patterson St. Valdosta, GA 31698-0102 |
Susan R. Worth sworth@valdosta.edu Phone: 912-333-5932 Fax: 912-333-7167 |
February 1, 1999 |
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