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ACADEMIC PROGRAMS

 
College of Education

This section of the Preliminary 2014-2015 FAU University Catalog includes revisions approved after the 2013-2014 catalog's publish date of March 15, 2013. Revisions appear in red.

Lower-Division Requirements

Bachelor's Program Information

Master's Program Information

Specialist's Program Information

Doctoral Program Information

Departments

Communication Sciences and Disorders

Counselor Education

Curriculum, Culture, and Educational Inquiry

Educational Leadership and Research Methodology

Exceptional Student Education

Exercise Science and Health Promotion

Teaching and Learning

Link to Course Descriptions for the College of Education

Accreditation: The College of Education at Florida Atlantic University is accredited by the National Council for Accreditation of Teacher Education (NCATE), 2010 Massachusetts Ave. N.W., Suite 500, Washington, D.C., 20036; 202-466-7496. This accreditation covers initial teacher preparation programs and advanced educator preparation programs. Graduates of Florida Atlantic University who successfully complete approved teacher education programs are qualified for teaching certificates in all states recognizing this accreditation.

National Report Card
Under Federal Title II requirements, institutions preparing individuals for initial teacher certification are required to make available information concerning the effectiveness of their teacher preparation programs. This information on Florida Atlantic University's professional education programs can be viewed on the College of Education's website at www.coe.fau.edu.

Mission Statement
The mission of the College of Education is to serve the community of Florida Atlantic University by providing effective leadership in areas of research, service and teaching at the local, state, national and international levels through the initial and advanced preparation of informed, capable, ethical and reflective decision-making professionals. The College's faculty and students seek to promote and sustain authentic change, excellence and equity in their respective fields and in the organizations and systems with which they are associated. The College's programs reflect changing societal needs and incorporate web-supported delivery systems, current methodologies and research, bringing faculty and students together to improve the quality of education for all in an increasingly diverse, technological, inclusive and global society.

Live Text Resource Requirement
The College of Education has adopted a student assessment resource (Live Text). Based on program requirements, students will purchase and utilize this resource from the beginning of their degree program through program completion. More information is provided on the College of Education website, www.coe.fau.edu/livetext.

Lower-Division General Preparation Requirements

In addition to FAU general education lower-division preparation, Elementary, Secondary and Exceptional Student Education majors must take the following education prerequisites:

Introduction to the Teaching Profession
EDF 2005
Introduction to Diversity for Educators
EDF 2085
Introduction to Technology for Educators
EME 2040

For prerequisite information for undergraduate transfer students, refer to each major's description below.

Freshman Requirements
First-time-in-college students (freshmen) who entered fall 2001 and transfer students who entered fall 2003 who are majoring in Elementary Education, Secondary Education or Exceptional Student Education must also take 45 credits in general knowledge within the current 51 credits required from the following areas:

1. Communications – minimum of 6 credits in English, including writing;

2. Mathematics – minimum of 6 credits, excluding intermediate algebra and including college algebra or higher and geometry;

3. Sciences – minimum of 6 credits, including earth science, life science and physical science, with a minimum of one associated lab;

4. Humanities – minimum of 9 credits, including philosophy and fine arts;

5. Social Sciences – minimum of 9 credits, including general psychology and American history.

Previously Enrolled and Transfer Students
First-time-in-college students (freshmen) who entered fall 1999 and transfer students who entered fall 2001 who are majoring in Elementary Education or Exceptional Student Education must take 51 credits from the following areas:

1. Communications – minimum of 6 credits, including a speech course;

2. Mathematics – minimum of 6 credits, excluding intermediate algebra and computer courses;

3. Sciences – minimum of 6 credits in the natural and/or physical sciences with a minimum of one associated lab;

4. Humanities – minimum of 6 credits;

5. Social Sciences – minimum of 6 credits, including a psychology or human growth and development course.

Note: Secondary Education transfer students who entered prior to fall 2003 need to make an appointment with an academic advisor in the College of Education to verify lower-division requirements.

Exercise Science and Health Promotion Majors
Of the 60 credits required for transfer admission, a minimum of 36 credits is required in general preparation in each of the six areas listed below. A grade of "C" or better is required in all courses, including prerequisite courses.

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1. Communications – minimum of 6 credits in English composition;

2. Mathematics – minimum of 6 credits, to include college algebra and statistics;

3. Sciences – minimum of 6 credits (a physical science course and a biological science course recommended); individual degree programs may have specific science requirements; consult an academic advisor for further information;

4. Humanities – minimum of 6 credits;

5. Social Sciences – minimum of 6 credits; individual degree programs may have specific social science requirements; consult an academic advisor for further information;

6. General Education Electives – minimum of 6 additional credits required from Areas 1-5.

All general education requirements should be completed prior to admission to a teacher preparation program.

A student who enters FAU as a freshman or transfers with fewer than 30 credits should follow the four-year core requirements, using electives to meet any requirements listed above not included in the four-year curriculum.

Bachelor's Degree Program Information

Admission Requirements
Admission to the University and/or to the College of Education does not constitute admission to a teacher preparation program. Students seeking admission to a particular program must also meet the admission requirements of the program of their choice.

In general, to be admitted to a teacher preparation program, the applicant must:

1. Have a minimum grade point average (GPA) of 2.5 on a 4.0 scale on the general education component of undergraduate studies or have completed requirements for a baccalaureate degree with a minimum GPA of 2.5 from any college or university accredited by a regional accrediting institution;

2. Meet the general University first-year student or transfer admission requirements. See the Admissions section of this catalog;

3. Meet minimum standards of physical and mental health;

4. Be interviewed and recommended for admission;

5. Be approved for admission by the department concerned and the College of Education Office for
Academic and Student Services;

6. Be programmed by an assigned advisor.

Background Check
State of Florida teacher certification requires all applicants to be fingerprinted and screened by the FBI for felony convictions. School districts also require a fingerprint check and screening for school-based clinical assignments for education students. This includes both student teaching and pre-student teaching assignments. Students with felony records will NOT be permitted to be placed in internship settings and will NOT be able to successfully complete the program of studies for their degree and/or certification. Consequently, students with a record of a felony conviction(s) will NOT be eligible for admission to a teacher preparation program at Florida Atlantic University. Admission to the teacher preparation program does not ensure that the student will be able to complete the program and receive the degree in education if ethical violations occur.

Degree Requirements
Students who complete the requirements for the bachelor's degree in Early Care and Education offered jointly by the Department of Exceptional Student Education (ESE) and the Department of Curriculum, Culture, and Educational Inquiry (CCEI) will be awarded the B.E.C.E.

Students are awarded the Bachelor of Arts in Education (B.A.E.) degree by completing the required work in one of the following disciplines: Elementary Education (K-6), Exceptional Student Education (K-12) and Secondary Education (6-12).

Students who complete the required work in the Exercise Science and Health Promotion Program will be awarded the Bachelor of Science in Education (B.S.E.) degree.

These degrees do not require a foreign language at the community or state college or university level. Instead, they require two years of the same foreign language at the high school level. However, students who meet the foreign language requirement at the community or state college or university level may apply for a B.A. or B.S. degree as in other colleges.

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To be eligible for the Bachelor of Arts in Education (B.A.E.) or Bachelor of Science in Education (B.S.E.) degree, students must fulfill the following requirements:

1. Satisfy the University and College's degree requirements;

2. Satisfactorily complete the last 30 credits as a student in the College of Education with a minimum of 30 credits after final admission to a teacher preparation program;

3. Complete one of the approved teacher preparation programs with a "C" grade or better in all education courses and an "S" in Student Teaching;

4. Elementary, Secondary and Exceptional Student Education majors must complete the education course sequence with a minimum GPA of 2.5 as well as an overall GPA of 2.5;

5. Elementary and Secondary Education majors must pass the Florida Teacher Certification Examination (FTCE) prior to student teaching and satisfactorily complete a Preservice Teacher Composite Portfolio. Exceptional Student Education majors must pass the FTCE prior to completing their student teaching and graduation;

6. Exercise Science and Health Promotion majors must complete all ESHP upper-division and prerequisite courses with a grade of "C" or better with an overall GPA of 2.0 or higher;

7. Be recommended for graduation by the faculty of the student's major field department and the faculty of the College of Education.

SINCE JULY 1, 1980, THE STATE OF FLORIDA HAS REQUIRED ALL APPLICANTS FOR INITIAL FLORIDA CERTIFICATION TO DEMONSTRATE, THROUGH A COMPREHENSIVE WRITTEN EXAMINATION, MASTERY OF THE MINIMUM FLORIDA SUBJECT AREA COMPETENCIES AND SKILLS AND OTHER CRITERIA ADOPTED BY THE STATE BOARD OF EDUCATION (Florida Teacher Certification Examination-FTCE).

Security Clearance
Students registering for courses requiring field experience MUST go through a security clearance process. This process requires students to be fingerprinted and, depending on the school district, to participate in a drug screening to be approved for security clearance. A processing fee payable to the appropriate school district is required. It is strongly recommended that students complete this process once they are admitted to the University.

For detailed information, visit the College of Education Student Services website. Information will also be provided in courses with field placement requirements.

Admission to Supervised Teaching Experience
Each candidate for student teaching and practicum and for graduate internships must file, in advance, an application in the Office for Academic and Student Services. Student teaching is offered in the fall and spring semesters (ESE in spring only). Deadlines for applications are:

Fall Semester – Applications to student teach during the fall semester must be filed by January 31.
Spring Semester – Applications to student teach during the spring semester must be filed by September 15.

Special requirements for enrollment in student teaching are:

1. Admission to a degree or certification program in the College of Education;

2. Completion of an application for student teaching;

3. Successful completion of all required coursework. Secondary subject majors must have completed all academic and professional requirements. All Education majors must have at least a "C" in each foundations course;

4. An overall GPA of 2.5 or higher;

5. Approval of student's advisor and department;

6. All Elementary Education and Secondary Education majors must have a minimum of a "C" in each Education major course and must have satisfactorily completed all screening examinations;

7. Exceptional Student Education majors must have completed all courses, earned at least a grade of "C" or better in all education courses and demonstrated competency on Florida's Educator Accomplished Practices;

8. All incompletes must be removed prior to being admitted to student teaching;

9. Any required Departmental policies/exit examinations must have been completed;

10. Elementary Education and Secondary Education majors must present passing scores on the Florida Teacher Certification Examination (both subject matter and professional) prior to being approved to enroll in student teaching.

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Master's Degree Program Information

Master's degree programs are offered by the College of Education to qualified persons who have sufficient and satisfactory undergraduate preparation. The following programs are offered:

Communication Sciences and Disorders - M.S.

Counselor Education - M.Ed. with concentrations in:
Clinical Mental Health Counseling
Rehabilitation Counseling
School Counseling

Curriculum, Culture, and Educational Inquiry - M.Ed. with majors in:

Curriculum and Instruction
Early Childhood Education
Social Foundations of Education with a concentration in Multicultural Education

Educational Leadership and Research Methodology - M.Ed. with concentrations in:
Adult and Community Educational Leaders
Higher Education Leaders
School Leaders (K-12)

Exceptional Student Education - M.Ed. in Exceptional Student Education with areas of study in:
Applied Behavior Analysis
Autism Spectrum Disorders
Early Childhood
Gifted Education (endorsement courses available)
|Instructional Practices in ESE
Professional Development
Reading

Exercise Science and Health Promotion - M.S. with concentrations in:
Exercise Physiology
Health Promotion
Strength and Conditioning

Teaching and Learning -
M.Ed. with programs of study in Curriculum and Instruction plus certification concentrations in:
Art (K-12)
Elementary Education (K-6)
English with ESOL (6-12)
Environmental Education (not linked to certification)
Foreign Language (French, German, Spanish: K-12)
Mathematics (6-12)
Music (K-12)
Science Education (Biology, Chemistry, Physics: 6-12)
Social Science (6-12)
(German and Music are no longer available effective fall 2013.)

M.Ed. in Elementary Education

M.Ed. in Elementary Education with ESOL plus Certification

M.Ed. in Environmental Education

M.Ed. in Reading Education (K-12)

M.Ed. in Social Foundations of Education with concentrations in:
Educational Psychology
Instructional Technology

Admission Requirements
1. Applicants must have a minimum grade point average of 3.0 or higher in the last 60 credits of undergraduate work attempted prior to receiving the bachelor's degree and a minimum combined score of 800 on the verbal and quantitative portions of the Graduate Record Examination, OR

A minimum combined score of 1000 on the verbal and quantitative portions of the Graduate Record Examination (GRE) and a minimum grade point average of 2.5 in the last 60 credits of undergraduate work attempted prior to receiving the bachelor's degree. Applicants for the Communication Sciences and Disorders Program must have a 3.0 GPA and a minimum 1000 on the verbal and quantitative sections of the GRE. Applicants for the Exceptional Student Education Program must earn acceptable scores on either the GRE or the Miller Analogy Test (MAT). For applicants using the MAT, an acceptable score is in the 50th percentile for intended Education majors.

2. Applicants must be approved for admission by the appropriate department as well as by the College of Education. Contact the appropriate department for specific requirements and deadlines.

Admission to Candidacy
Admission to the College of Education graduate program does not constitute admission to candidacy for a degree. Admission to candidacy for a degree has specific requirements which may include:

1. Acceptance by the department;

2. Appointment of an advisor;

3. Preparation by the advisor of a formal program of studies for the degree desired;

4. Passing an examination or other criteria that demonstrate understanding of the broad areas of education and/or field of study covered in the preparation for the master's degree (successful completion of Graduate Internship, Field Project or Master's Thesis in Exceptional Student Education);

5. Passing M.Ed. Reading (subject area portion of FTCE);

6. Having an approved thesis/dissertation topic.

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Degree Requirements
The Master of Education degree, consisting of a minimum of 36 credits, is awarded to students who have:

1. Completed at least 18 credits in courses open only to graduate students;

2. Completed an approved program of study as certified by the Department Chair;

3. Achieved a grade point average of at least 3.0 on all graduate work attempted ("B" in all courses for Exceptional Student Education);

4. Completed the research and statistics core satisfactorily;

5. Been recommended for the degree by the faculty of the College of Education.

Admission to Supervised Internship Experience
Internship is offered in the fall, spring and summer semesters (fall and spring only in Curriculum and Instruction plus Certification, Exceptional Student Education, Elementary Education, Guidance and Counseling and Secondary Education [6-12 or K-12]). Special requirements for enrollment in internship are:

1. Admission to a graduate degree program in the University;

2. Contact the Office for Academic and Student Services for deadlines to apply for admission to student teaching;

3. Overall GPA as required by the department;

4. Approval of student's advisor and department;

5. Coursework completed as required by the department;

6. Graduate candidates for internship in Counselor Education, Exceptional Student Education, Exercise Science and Health Promotion, and Teaching and Learning should contact the department for specific requirements.

Specialist's Degree Program Information

The Specialist in Education (Ed.S.) degree is designed to provide an organized sequence of advanced preparation for various types of educational positions requiring more preparation than the master's degree, but for which the doctoral degree with its major research emphasis is not required.

The College of Education offers a program of study leading to the educational specialist's degree in:

1. Counselor Education—Concentrations in Mental Health Counseling or School Counseling;

2. Curriculum and Instruction;

3. Educational Leadership—Concentrations in Adult and Community Educational Leaders or in School
Leaders (K-12).

Admission Requirements
1. Applicants must meet College and University requirements.

2. Applicants must be approved for admission by the appropriate department.

3. Other requirements are listed by department.

Counselor Education
a. Master's degree in Counselor Education or related field;

b. An average GPA of 3.0 or higher on all graduate work attempted;

c. A 300-word writing sample that identifies the applicant's career goals and how the program will enable him/her to meet those goals;

d. Three professional and/or academic letters of recommendation regarding suitability for advanced graduate study in the counseling field;

e. The faculty reserves the right to interview any or all applicants prior to admission.

Curriculum and Instruction
a. Master's degree from a fully accredited college or university;

b. A GPA of 3.0 or higher on all graduate work attempted;

c. A combined score of 1000 or higher on the verbal and quantitative portions of the Graduate Record Exam;

d. Two letters of recommendation from professional supervisors regarding suitability for graduate study;

e. A 300-word writing sample that identifies the student's career goals and how the program will enable the student to meet those goals.

Educational Leadership
a. Master's degree in Educational Leadership or related field;

b. A combined score of 1000 or higher on the verbal and quantitative portions of the Graduate Record Examination; OR

c. An average GPA of 3.5 or higher on all graduate work attempted.

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Degree Requirements
The minimum requirements for the Specialist in Education (Ed.S.) are as follows:

1a. For Counselor Education, students must complete an approved program with a minimum of 72 graduate credits. Additional coursework and other requirements may be required for certification or licensure. Likewise, additional coursework may be required to remove deficiencies.

b. For Curriculum and Instruction, students must complete a minimum of 33 credits above the master's degree in an approved program.

c. For Educational Leadership, students must complete a minimum of 36 credits above the master's degree and a total of at least 72 graduate credits.

2. Take no more than one-third of the graduate credits above the degree prior to being programmed for the specialist's degree.

3. Complete at least one semester of full-time graduate study at Florida Atlantic University.

4. Achieve a grade point average of at least 3.0 on all graduate work attempted.

5. Complete all internship and/or teaching experience required.

6. Complete area of concentration (cognate) requirement of 15-18 credits of graduate-level courses.

7. Complete 6-15 credits of elective requirements in one or more fields outside of the concentration, except Counselor Education.

8. Complete the entire program of study, as certified by the student's advisor or chair.

9. Pass any required qualifying or comprehensive examination in the area of concentration.

10. Receive recommendation for the degree by the College of Education faculty.

Doctoral Degree Program Information

The College of Education of Florida Atlantic University, with the approval of the Board of Trustees and the State of Florida, offers programs of study leading to doctoral degrees in:

1. Counseling (Ph.D.).

2. Curriculum and Instruction (Ph.D.).

3. Educational Leadership—Concentrations in Adult and Community Educational Leaders, Higher Education Leaders or School Leaders (K-12) (Ph.D.).

4. Exceptional Student Education (Ed.D.).

Requirements for the program are listed under individual departments.

Communication Sciences and Disorders
Faculty:
Wener, D. L., Chair; Danesh, A.; Fries, B.; Hess, C., Clinic Director; Keintz, C. K.; Williams, D.

Program Accreditation
The Communication Sciences and Disorders Department is accredited by the Council on Academic Accreditation (CAA) of the American Speech-Language-Hearing Association (ASHA).

The CAA requires programs to provide information about the program that is current, accurate and readily available to the public with regard to the following: program completion rates, Praxis examination (National Examination in Speech Pathology and Audiology-NESPA) pass rates and employment rates. Students are encouraged to access the Department's webpage www.coe.fau.edu/csd/ to view current information on the Department's performance in these areas.

Department Goals and Objectives
1. Upon completion of the program, the student will have demonstrated the critical knowledge and skills necessary for entry-level independent practice in the field of speech-language pathology.

2. Upon completion of the program, the student will have met all of the academic and clinical requirements for the certificate of Clinical Competence in Speech-Language Pathology as well as met the Department's standards for academic and clinical excellence.

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Objectives
Upon completion of the program:

1. The student will have demonstrated knowledge of basic human communication and swallowing processes, including their biological, neurological, acoustic, psychological, developmental and linguistic and cultural bases.

2. The student will have demonstrated knowledge of the nature of speech, language, hearing, and communication disorders and differences and swallowing disorders, including the etiologies, characteristics, anatomical/physiological, acoustic, psychological, developmental, and linguistic and cultural correlates in the K-9.

3. The student will have demonstrated knowledge of the principles and methods of prevention, assessment and intervention for people with communication and swallowing disorders, including consideration of anatomical/physiological, psychological, developmental, and linguistic and cultural correlates of the disorders in the K-9.

4. The student will have demonstrated knowledge of the processes used in research and the integration of research principles into evidence-based clinical practice.

5. The student will have demonstrated knowledge of contemporary professional issues.

6. The student will have demonstrated knowledge about certification, specialty recognition, licensure and other relevant professional credentials.

7. The student will have demonstrated sufficient skill in oral and written communication for entry into professional practice.

8. The student will have demonstrated the interaction and personal qualities requisite for entry into professional practice:

a. Effectively communicate while recognizing the needs, values, preferred mode of communication and
cultural/linguistic background of the client/patient, family, caregivers and relevant others;

b. collaborate with other professionals in case management;

c. provide counseling regarding communication and swallowing disorders to clients patients, family, caregivers and relevant others;

d. adhere to the ASHA Code of Ethics and behave professionally.

Mission Statement
The mission of the Department of Communication Sciences and Disorders is fourfold:

1. To prepare highly qualified, capable, ethical professionals who will engage in reflective decision making and promote and sustain authentic change, excellence and equity as well as exceed the Department's and ASHA's guidelines for clinical and academic preparation in speech-language pathology;

2. To engage in research of the normal and abnormal processes of speech, hearing and language toward the furthering of both clinical and academic knowledge, reflecting the diversity and needs of a global society while considering current methodologies and incorporating current technology;

3. To provide quality speech, language and hearing diagnostic and habilitation/rehabilitation services to all FAU students, staff and faculty and to any individual outside of the FAU community requiring such services;

4. To act as a resource for the University as well as for local, state, national and international communities by serving as consultants, liaisons, lecturers, facilitators, master clinicians and authorities in the various areas of communication disorders.

Master of Science with Major in Speech – Language Pathology/Audiology

Admission Requirements
1. The student must meet College and University requirements.

2. Consideration for admission to the Communication Sciences and Disorders Department requires a minimum GPA of 3.0 (on a scale of 4.0) prior to the awarding of the baccalaureate degree.

3. Minimum Graduate Record Exam scores of 153 (verbal), 141 (quantitative) and 4 (analytical writing);

4. Official transcripts from all institutions attended.

5. The student must include two letters of recommendation with the application for admission. The graduate school application must be submitted online.

6. Completion of all prerequisite courses.

7. Admission to the Department of Communication Sciences and Disorders is competitive. Students are accepted to begin the program for the fall term only. All admissions are subject to faculty approval.

The graduate program is a limited-access program. Meeting minimum admission requirements (undergraduate GPA = 3.0 or graduate GPA = 3.5; GRE = 1000) does not guarantee admission. All application materials must be received no later than February 1 prior to the fall semester for which admission is being sought.

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Policy On Graduate Students With Limited English Proficiency (LEP)
Competence in oral and written English is required for both the academic and clinical practicum aspects of the program. Applicants who were educated outside of the United States, whose primary language is not English and/or who graduated from a university where the language of instruction was not English must demonstrate facility in the English language by the successful completion of the Test of English as a Foreign Language (TOEFL).

The criteria for the Test of English as a Foreign Language (TOEFL) is as follows:

1. Applicants taking the paper-based TOEFL exam must achieve a minimum score of 600 with 5 on the Test of Written English (TWE) and 50 on the Test of Spoken English (TSE).

2. Applicants taking the computer-based TOEFL exam must achieve a minimum score of 250 with 5 on the essay rating component and 50 on the TSE.

3. Applicants taking the internet-based TOEFL exam must achieve a minimum score of 100/120 with 22/30 on the speaking section and 22/30 on the writing section.

In addition to the proficiency test, applicants may be requested to attend a meeting with faculty and staff of the Department of Communication Sciences and Disorders. During this meeting, mastery of oral English for meeting clinical requirements will be assessed and the following questions considered:

1. Does the individual have the expected level of knowledge in normal and disordered communication?

2. Does the individual have the expected level of diagnostic and clinical case management skills?

3. If modeling is necessary, is the individual able to model the target phoneme, grammatical feature or other aspect of speech and language that characterizes the client's particular problem?(1)

If indicated, a plan for improvement will be developed. The student must meet the goals of this plan before beginning clinical practicum. If the student is not able to meet satisfactorily the improvement plan criteria, the program will counsel the student regarding strengths and weaknesses in standard English and how these might affect employers' perceptions or impact the student's ability to perform in various work settings.(2) The student will be given an opportunity to continue remediation or may choose to leave the program.

(1), (2) American Speech-Language-Hearing Association. (1998). Students and Professionals Who Speak English with Accents and Non-Standard Dialects: Issues and Recommendations [Technical Report].

Degree Requirements
1. The student must meet College and University requirements.

2. The student must earn grades of "B" or higher in all courses in the program and will be required to repeat any course in which a grade of less than "B" is earned ("B-" and below). Students are required to maintain an overall graduate course average of 3.0. (A course may be repeated only once.)

3. The student must satisfactorily complete three semesters of on-campus practicum with a minimum grade of "B" or higher. Failure to earn a minimum practicum grade of "B" will require an additional semester of practicum experience. Also, the student must complete two semesters of off-campus practicum with a grade of "B+" or higher.

4. Prior to graduation, The student must complete all course critical assignments and all clinical skill requirements at the "meets" or "exceeds" level.

5. Prior to graduation, the student must provide evidence of a passing score (currently 600) on the NESPA (National Examination in Speech Pathology and Audiology).

6. Prior to graduation, each Communication Sciences and Disorders student must complete all academic and clinical practicum requirements for the certificate of Clinical Competence in Speech/Language Pathology issued by the American Speech/Language/Hearing Association.

7. The student must successfully complete either the thesis (6 credits) or non-thesis option (two, 3-credit electives and comprehensive examination).

8. The student must complete a minimum 68-credit program of study.

9. Students must apply for and receive malpractice insurance coverage and security clearance prior to initiating any clinical practicum. This process requires students to be fingerprinted and complete the necessary paperwork. Students are responsible for any associated processing fees.

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Program of Study 68 credits
College of Education Requirements
Educational Statistics STA 6113 3
Educational Research EDF 6491 3
Departmental Courses
Professional Practice and Program
Organization
SPA 6006 3
Disorders of Articulation and Phonology SPA 6204 3
Voice and Velopharyngeal Disorders SPA 6211 3
Disorders of Fluency SPA 6225 3
Motor Speech Disorders and Augmentative
Communication
SPA 6230 3
Aural Habilitation-Rehabilitation SPA 6322 3
Language Disorders: Birth to Four SPA 6401 3
Language Disorders: School Age and
Adolescent
SPA 6403 3
Adult Language Disorders SPA 6410 3
Diagnostic Principles and Procedures in
Communication Disorders
SPA 6553 3
Evaluation and Treatment of Linguistically
and Culturally Different Populations
SPA 6558 3
Augmentative and Alternative Communication SPA 6559 3
Dysphagia SPA 6565 3
Current Research in Communication
Sciences and Disorders
SPA 6825 3
Practicum
Clinical Practicum in Speech Language
Pathology
SPA 6505 1-4*
Master's Thesis SPA 6971 6
Non-Thesis Option:    
Two electives   6
Comprehensive Examination    
* A total of 14 credits of practicum is needed to complete program requirements.  Students register for 1-4 credits for 5 semesters.


Counselor Education

Faculty:
Peluso, P. R., Interim Chair; Brigman, G. A.; Frain, M.; Johnson, I. H.; Nicoll, W. G.; Sperry, L.; Villares, E.;
Webb, L.

Mission Statement
Counselor Education's mission is to educate a diverse community of students for professional counseling practice and leadership in local, national and international domains. Mindful that education extends beyond coursework, faculty and students collaborate with schools, communities, agencies and professionals to conduct research and provide services. The research and services are provided with the highest ethical and professional standards in response to the personal, educational and vocational needs of individuals and families living in diverse and multicultural environments. Faculty aspire to uncover new knowledge and relevant research, create dynamic atmospheres for learning and encourage students to actualize their potential, all with the goal of achieving just solutions to human concerns.

Degree Programs Available
At the undergraduate level, the Department of Counselor Education offers developmental courses that give students considering the field a realistic and comprehensive view of counselors and what they do.

At the graduate level, Counselor Education offers a Master of Education (M.Ed.) with major in Counselor Education and three concentrations and a Specialist in Education (Ed.S.) with major in Counselor Education with two concentrations. A Doctor of Philosophy (Ph.D.) with major in Counseling is also part of this Department's offerings.

Master of Education with Major in Counselor Education

The Master of Education (M.Ed.) with major in Counselor Education may be structured with a Clinical Mental Health Counseling, Rehabilitation Counseling or School Counseling concentration. Note that admission requirements differ for these concentrations.

Admission Requirements
1. The student must meet College and University requirements.

2. The student must have a minimum grade point average of 2.5 in the last 60 credits of undergraduate study prior to receiving the bachelor's degree and must submit official Graduate Record Examination (GRE) scores.

3. The student must provide a professional goal statement (one-to-two pages) along with a separate page describing the student's work experience related to counseling and three letters of recommendation on each reference's letterhead attesting to the student's suitability for graduate study and entry into the field of professional counseling.

4. Admissions are made twice each year on a competitive basis, except for Clinical Mental Health Counseling, which accepts applicants for the fall semester only.

5. Students should contact the Department for specific application procedures and deadlines.

6. All application materials must be received no later than March 1 for fall admission and September 15 for spring admission.

7. The student may take no more than 18 graduate credits from FAU toward the degree prior to admission to the master's degree program in Counselor Education.

8. Permission from a full-time faculty member is required for each course.

Admission to Candidacy
See Admission to Candidacy heading listed under Master's Degree Program Information.

Degree Requirements
1. The student must satisfy College and University requirements.
2. The student must complete a minimum 60-credit program of study.

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Specialist in Education with Major in Counselor Education

The Specialist in Education (Ed.S.) with major in Counselor Education is available with the following concentrations: Mental Health Counseling or School Counseling. For admission and degree requirements, refer to the heading Specialist's Degree Program Information toward the beginning of this College of Education section.

Doctor of Philosophy with Major in Counseling

The Doctor of Philosophy (Ph.D.) with major in Counseling is a research-oriented program designed specifically to prepare graduates for local and national leadership as university professors, researchers, clinical supervisors, directors and program coordinators in mental health agencies, school settings and rehabilitation programs. Given that the doctoral program accepts students who are already licensed or certified counselors, it is not primarily a clinically focused degree, although it will enhance students' clinical and supervisory skills.

Faculty members are committed to providing doctoral students with a broad base of intellectual and interpersonal experiences to understand, assess, formulate and plan interventions with children, adolescents, adults, couples and families, as well as in researching and evaluating such interventions. The doctoral program focuses on developmental and preventive processes in addition to therapeutic processes.

A unique feature of the Ph.D. program is student-faculty collaboration in research groups. The program was designed based on the standards of the Council for the Accreditation of Counseling and Related Educational Programs (CACREP). The program emphasizes scholarly and empirical research in addition to the enhancement of technical counseling skills and prepares doctoral students broadly to become dedicated, knowledgeable, skillful, socially aware and ethically responsible leaders in the counseling profession for the 21st century.

Program Objectives
The program has six interrelated objectives:

1. Prepare counselors who aspire to become leaders in the field as counselor educators, clinical supervisors or program coordinators/directors in mental health agencies and schools and rehabilitation programs;

2. Educate doctoral students in "best-of-practice" counseling methods linking research to practice in the delivery of counseling services;

3. Develop specific areas of research emphasis via faculty/student research groups within the Department's doctoral program. Studies from the research groups will build upon one another to establish Florida Atlantic University as a national leader in distinct, clearly defined areas of inquiry;

4. Provide a stimulating and supportive environment for faculty and students who will collaboratively engage in teaching and research;

5. Enhance the quality of counseling services at the local and national levels;

6. Model the sensitivity and clinical skills consistent with the highest level of ethical and professional practice expected of counseling professionals in a multicultural world and environment.

Admission Requirements
Admission applications are accepted for both the fall and spring terms each year. Students who wish to enter this degree program must have the following:

1. A master's degree in counseling from a regionally accredited CACREP program with a cumulative GPA of 3.5 (on a scale of 4.0) or higher. Students who possess master's degrees from other programs or with less than 60 semester credits will need to complete prerequisite courses;

2. Licensure as a Mental Health Counselor or have certification in School Counseling. Two years of experience as a professional counselor/therapist or school counselor is preferred;

3. A satisfactory score on the GRE (verbal and quantitative), and a high score on the analytic section of the revised GRE taken within five years of application;

4. A high level of professionalism and potential for leadership in the counseling profession, as demonstrated in the personal essay, interview and letters of reference;

5. Strong writing skills, as demonstrated in the personal essay and writing samples;

6. Clear objectives related to obtaining the Ph.D., as demonstrated in the personal essay and interview;

7. Effective and appropriate interpersonal and counseling skills as determined in personal interviews with program faculty.

Note: International students must submit official test scores on the Test of English as a Foreign Language (TOEFL) of at least 550 on the written tests or 220 on the computer-based test. Tests must have been taken within the past two years.

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Curriculum, Culture, and Educational Inquiry

Faculty:
Hyslop-Margison, E., Chair; Allgood, I.; Baxley, T.; Bhagwanji, Y.; Brown, N.; Burnaford, G. E.; Schoorman, D.; Torrey, E.; Weber, R.; Zainuddin, H.

Mission Statement
We are educators committed to preparing and supporting professionals in the service of schools and society in diverse local, national and global settings. Our teaching, scholarship and service integrate established and emerging theory, research and practice. Programs and coursework in our Department incorporate the fields of Curriculum and Instruction, Multicultural Education, TESOL and Bilingual Education, and Early Childhood Education. Faculty and student activities involve schools, universities, workplaces and community organizations and address the challenges of a diverse, rapidly changing and increasingly technological society.

We fulfill our mission by preparing informed, capable, ethical and reflective decision makers who:

1. Consistently facilitate and participate in professional development for themselves and others in the profession;

2. Are critical thinkers who value diverse national and international perspectives;

3. Possess and utilize the skills to engage in credible interdisciplinary inquiry and dialogue to bring about positive change in their own professional environment;

4. Practice collaborative problem solving in order to inform policy decisions in the workplace;

5. Contribute to the professional discourse regarding curriculum, learning and teaching;

6. Develop curriculum and facilitate learning that promotes the ideals of a democratic society and supports equitable education for all.

Security Clearance
Students registering for courses requiring field experience MUST go through a security clearance process. This process requires students to be fingerprinted and, depending on the school district, to participate in a drug screening to be approved for security clearance. A processing fee payable to the appropriate school district is required. It is strongly recommended that students complete this process once they are admitted to the University.

For detailed information visit the College of Education Student Services website. Information will also be provided in courses with field placement requirements.

Link to Master's Programs

Link to Specialist's Program

Link to Doctoral Program

Link to TESOL Endorsement

Bachelor of Early Care and Education
This program description also appears in the Exceptional Student Education Department.

The Bachelor of Early Care and Education (B.E.C.E.) is a joint program offered by the Department of Curriculum, Culture, and Educational Inquiry and the Department of Exceptional Student Education. The B.E.C.E. is designed to prepare teachers and related personnel for employment in the fields of child care and children's services for young children from birth to age five. The program is offered at the Boca Raton campus.

Admissions Requirements
Students enrolling in the B.E.C.E. may exhibit a range of prior levels of preparation. Generally, all students are required to have completed 60 credits of lower-division coursework. This could include the A.S. degree in Early Childhood Education determined by articulation agreements with community or state colleges.

All students seeking admission to the B.E.C.E. must meet the University's admission requirements. In addition each applicant must:

1. Have a minimum GPA of 2.5 on a 4.0 scale on lower-division undergraduate coursework for a total of 60 credits;

2. Be programmed for admission to the B.E.C.E. by a faculty advisor from the Department of Exceptional Student Education or the Department of Curriculum, Culture, and Educational Inquiry.

Prerequisite Coursework for Transfer Students
Students transferring to Florida Atlantic University must complete both lower-division requirements (including the requirements of the Intellectual Foundations Program) and requirements for the college and major. Lower-division requirements may be completed through the A.A. degree from any Florida public college, university or community college or through equivalent coursework at another regionally accredited institution. Before transferring and to ensure timely progress toward the baccalaureate degree, students must also complete the prerequisite courses for their major as outlined in the Transfer Student Manual.

All courses not approved by the Florida Statewide Course Numbering System that will be used to satisfy requirements will be evaluated individually on the basis of content and will require a catalog course description and a copy of the syllabus for assessment.

Course Requirements
As a joint program of two FAU departments, the B.E.C.E. is made up of coursework, field experiences and advisement from both departments. In addition, a careful review of student transcripts will guide advising decisions.

All students are required to take seven Early Childhood Core Courses (21 credits) and two Reading Courses (6 credits). All students must complete General Education requirements (36 credits) either from an Associate‘s Degree program or as Non-Restricted Elective Courses in the B.E.C.E. General Education courses include six credits in each of the following areas: Math, English Composition, Science, Social Studies, Humanities and General Education (electives). Gordon Rule/WAC courses, Math and English composition, are included in the General Education Requirements. If Foreign Language courses have not been completed previously, they must be taken as part of the Non-Restricted Electives.

Additionally, students enrolled in the B.E.C.E. will complete 18-21 or more credits of Upper-Division Elective Courses in education and related disciplines, which will be determined in consultation with an advisor. A list of Recommended Electives will be provided for all advisors and students.

Sequence of Course Requirements
Required Early Childhood Core Courses are offered in a prescribed sequence with specific prerequisites beginning in each fall semester. The sequence of courses requires a minimum of four semesters, including a minimum of one summer term, to complete. Students should be programmed as soon as possible to receive appropriate advising.

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A summary of the 120-credit program follows:

Transfer Credits – 60 credits
Determined through Articulation Agreements with community or state colleges. Early Childhood and General Education Courses can transfer as a 60-credit block for students having completed A.S. Degrees in Early Childhood from Palm Beach State College.

FAU Early Childhood Core Courses – 21 credits
Typical/Atypical Child Development, Birth – Age 8 EEX 3201 3
Assessment of All Young Children EEX 3226 3
Designing and Implementing a Blended
Curriculum: Birth to Age Eight
EEC 3214 3
Language Development and Intervention in
Young Children
EEX 4112 3
Building Family, Community and School
Partnerships
EEX 3754 2
Positive Behavior Supports in Inclusive Early
Childhood Settings
EEX 3606 3
Blended Early Childhood Methods: Birth – 5 EEC 4313 4
FAU Reading and COE Courses – 9 credits
Language Arts and Literature, Birth – Grade 8 LAE 4353 3
Reading Development I: Birth – Grade 3 RED 4308 3
Educational Measurement and Evaluation EDF 3430 3
FAU Non-Restricted Elective Courses – 12-18 credits
Foreign language course requirements if not completed previously; all General Education course requirements must be completed, including Gordon Rule/WAC Math and English courses.
FAU Upper-Division Elective Courses – 18-21 credits
Recommended electives will be selected with academic advisement.

Graduation Requirements
B.E.C.E. graduation requirements are consistent with FAU and College of Education standards. Each candidate for graduation must:

1. Earn a minimum of 120 credits in academic courses acceptable toward the degree;

2. Earn a minimum of 45 of these credits at the upper division;

3. Earn the last 30 upper-division credits in residence at FAU;

4. Earn at least 75 percent of all upper-division credits from FAU in the Departments of Curriculum, Culture, and Educational Inquiry and/or Exceptional Student Education, or other departments in the College of Education;

5. Satisfy Gordon Rule/Writing Across Curriculum requirements;

6. Fulfill all admissions, program and course requirements;

7. Earn a C or better in all Education courses, maintaining a 2.5 GPA upon graduation;

8. Fulfill the FAU foreign language requirement;

9. Submit a completed Application for Graduation form.

Accreditation Standards for the B.E.C.E.
The B.E.C.E. represents the highest professional standards promulgated by the National Association for the Education of Young Children and the Council for Exceptional Children Division of Early Childhood. All course syllabi include standards delineated by the Florida Department of Education's Educator Accomplished Practices and the FAU College of Education's corresponding Behavioral Indicators. Students must demonstrate competence on all critical assignments embedded in Early Childhood Core Courses and Reading Courses.

Master of Arts (M.A.) in Teaching English to Speakers of Other Languages and Bilingual Education

Link to Master of Education programs

The Master of Arts Degree in Teaching English to Speakers of Other Languages and Bilingual Education (MATESOL/BE) is a 36­credit program that does not currently lead to certification in any area but prepares:

1. English-speaking certified teachers for positions as elementary, middle or high school ESOL teachers;

2. Certified teachers who are bilingual for positions as elementary, middle or high school bilingual/dual language education teachers;

3. School administrators for positions as K-12 ESOL/bilingual education program directors;

4. Other individuals interested in the fields of TESOL and bilingual education for positions as adult-education ESOL instructors, higher-education ESL (English as a second language) instructors and program directors (intensive and non-intensive); EFL (English as a foreign language) instructors overseas; ESOL/bilingual education teacher trainers; and ESOL/bilingual education consultants (accent-reduction coaches, ESOL textbook reviewers and writers, workshop facilitators, proposal writers and bilingual education program evaluators). 

Admission Requirements
Admission to the MATESOL/BE program requires submission of the graduate application form. In addition, students must submit the following documentation, upon which Departmental approval will be contingent:

1. Official transcripts of all undergraduate coursework;

2. A bachelor's degree from a regionally accredited college or university or a graduate degree from a regionally accredited institution;

3. A GPA of at least 3.0 in the last 60 credits of the bachelor’s degree and a PRAXIS I: Preprofessional Skills Test in Writing (PPST) score of 173 or higher for domestic students; OR a GPA of 2.5-2.99 in the last 60 credits of the bachelor’s degree and GRE scores of at least 153 (verbal), 145 (quantitative) and 3.5 (analytical writing) for domestic and international students. GRE or Praxis scores must not be more than five years old;

4. TOEFL/IBT (Internet Based TOEFL) of 80 or TOEFL/PBT of 550 or TOEFL CBT of 213 (for international students who have completed all or part of their bachelor’s degree abroad in non-English-speaking countries or who have fewer than two years of post-secondary education in the U.S.). The following subtest scores are recommended

a. iBT:   20 or higher (Reading, Writing, Listening, Speaking)
b. PBT:  55 or higher (Reading, Listening, Structure and Written Expression) and 5 or higher on TWE (Test of Written English)
c. CBT:  21 or higher (Reading, Listening, Structure/Writing)
TOEFL scores must not be more than five years old.

International applicants must also submit a completed Financial Certification Form (FCF) and supporting documentation, as well as an International Student Visa Clearance Form (VCF). International applicants from English-speaking countries and those who have completed a minimum of two years of post-secondary education in the United States are exempt from the TOEFL requirement. Applicants who have completed all or part of their education abroad are required to have their foreign credentials evaluated by an independent evaluation service that is a member of the National Association of Credential Evaluation Services (NACES). For information, visit www.fau.edu/graduate/applyIntl.php

5. Foreign/Second Language proficiency (a program graduation requirement that can be met by either having 12 credits of second-language coursework completed at FAU or another institution at the intermediate or equivalent level and with a grade of "C" or better; or passing a standardized language proficiency test that  includes an oral proficiency interview and a written test at the intermediate or equivalent level; or holding a degree in a foreign/second language from an accredited college/university in the U.S. or abroad.

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Program of Studies 36 credits
The following courses may be taken any semester:
Educational Research EDF 6481 3
Multicultural Education EDG 5705 3
Educational Statistics STA 6113 3
Curriculum Development in TESOL and
Bilingual Education
TSL 5142 3
Methods of TESOL and Bilingual Education TSL 5345 3
Assessment Issues for ESOL and Bilingual
Populations
TSL 5440 3
Courses required in the first semester:
Pedagogical Grammar for ESOL and
Bilingual Populations
TSL 6350 3
Teaching Pronunciation in ESOL and
Bilingual Programs
TSL 6375 3
Courses required in the second semester:
Theories of TESOL and Bilingual Education TSL 6642 3
Language Policy and Planning in Education TSL 6700 3
Course required in the third semester:
Developing Literacy for ESOL and Bilingual Populations TSL 6376 3
Course required in the fourth semester:
TESOL and Bilingual Education Practicum
TSL 6944 3-9

The MATESOL/BE program also requires that candidates have two years of foreign language study or the equivalent in proficiency before graduation.

For more program information, visit its website at www.coe.fau.edu/TESOL or email tesol@fau.edu.

Master of Education (M.Ed.)

The Master of Education degree is offered with a major in the following areas: Curriculum and Instruction, Social Foundations of Education with a concentration in Multicultural Education and Early Childhood Education.

Master of Education with Major in Curriculum and Instruction

The M.Ed. in Curriculum and Instruction (for certified teachers with a professional or temporary certificate) may be obtained in areas such as the following:

Art (K-12)
Elementary Education (K-6)
English with ESOL (6-12)
Foreign Language (French, German, Spanish: K-12)
Science Education (Biology, Chemistry, Physics: 6-12)
Mathematics (6-12)
Music (K-12)
Reading (K-12)
Social Science (6-12)
TESOL (K-12)
(The programs cross out above are no longer offered at FAU, fall 2013.)

Note:
The M.Ed. for uncertified students seeking initial certification is available in Elementary Education plus Certification or Curriculum and Instruction plus Secondary K-12 Certification in the Department of Teaching and Learning.

Admission Requirements
To be admitted to the M.Ed. in Curriculum and Instruction Program, students must complete the graduate application and provide the following documentation showing that they:

1. Have a bachelor's degree from an accredited college or university;

2. Have a professional Florida certificate, have a Letter of Eligibility for temporary certification, or are certifiable in one of the degree areas of specialization in Florida;

3. Have a GPA of 3.0 or better in the last 60 credits of undergraduate work prior to the granting of the bachelor's degree and minimum scores of 143 (quantitative) and 148 (verbal) and 3.5 (analytical writing) on the GRE; OR have a GPA of 2.5 to 2.9 in the last 60 credits of undergraduate work prior to the granting of the bachelor’s degree and minimum scores of 145 (quantitative) and 153 (verbal) and 3.5 (analytical writing) on the GRE. GRE scores must not be more than five years old.

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Program of Studies 36 credits
Core Courses (9 credits)
U.S. Curricular Trends and Issues EDG 6224 3
Design Components of Curriculum EDG 6253 3
Program Evaluation in Curriculum
and Instruction
EDG 6285 3
Education Electives (choose one for 3 credits)
Foundations of Global Education EDF 6800 or  
Global Perspectives of Curricular Trends EDG 6625 3
Research/Statistics (6 credits)
Educational Research EDF 6481 3
Educational Statistics STA 6113 3
Capstone Course (3 credits)
Action Research in Schools
and Communities
EDF 6918 3

Areas of Concentration (take 15 credits in 5000-level or 6000-level courses)
Art (K-12)
Elementary Education (K-6)
English/Language Arts (6-12)
TESOL (K-12)
Mathematics (6-12)
Music (K-12)
Reading (K-12)
Science (Biology, Chemistry, Physics: 6-12)
Social Science (6-12)|
(The programs cross out above are no longer offered at FAU, fall 2013.)

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Master of Education with Major in Social Foundations of Education
Multicultural Education Concentration

Admission Requirements
To be admitted to the M.Ed. in Social Foundations Program, students must complete the graduate application and provide documentation that they:

1. Have a bachelor's degree from an accredited college or university;

2. Have a GPA of 3.0 or better in the last 60 credits of undergraduate work prior to the granting of the bachelor's degree and minimum scores of 143 (quantitative) and 148 (verbal) and 3.5 (analytical writing) on the GRE; OR have a GPA of 2.5 to 2.9 in the last 60 credits of undergraduate work prior to the granting of the bachelor’s degree and minimum scores of 145 (quantitative) and 153 (verbal) and 3.5 (analytical writing) on the GRE. GRE scores must not be more than five years old.

This program offers students a theoretical and conceptual grounding in the historical, philosophical and sociopolitical underpinnings of education for diverse populations in the U.S. The degree also examines the implications of these factors for contemporary education in a globally interconnected world. The goal of the program is to use the theory and research base established in multicultural education to promote greater equity in the way education is shaped and delivered. The program strives to create professionals with the essential background to engender more democratic education for all students, but significantly for underserved populations.

The program is structured for flexibility and rigor, with a required core of four courses and a research and statistics requirement of two courses. Additionally, there are six electives designed around the student's specialization interests. Students are advised to take EDG 5705 in their first semester.

Program of Studies 36 credits
Core Courses (12 credits)
Multicultural Education EDG 5705 3
Black Perspectives in Education EDF 6615 3
Race, Class and Gender in Education EDF 6637 3
Foundations of Multicultural Curricula EDF 6887 3
Research/Statistics (6 credits)
Educational Research EDF 6481 3
Educational Statistics STA 6113 3
(should be taken prior to/concurrently with EDF 6481)
Elective Courses (6 credits). Take one from following list, and take one graduate course from outside the area of concentration.
Leadership 1: Adult Learning and Assessment ADE 6381 3
Thinking Processes and Styles EDF 6142 3
Educational Psychology EDF 6229 3
Concepts of Self EDF 6339 3
Social Forces in Education EDF 6608 3
Foundations of Global Education EDF 6800 3
Instructional Program Development EDG 6255 3
Global Perspectives of Curricular Trends
Across Nations
EDG 6625 3
Administrative Applications of Educational
Technology
EME 6426 3
Special Topics HIS 6934 3
Special Topics LIT 6934 3
Special Topics SYA 4930 3
Seminar in Race and Ethnic Relations SYD 6705 3
Seminar in Gender Issues SYD 6809 3
Seminar in Class, Status and Power SYO 6535 3
Area of Concentration Courses (12 credits)
Option 1 - ESOL Endorsement    
Applied Linguistics and TESOL TSL 4251 3
Curriculum Development in TESOL and Bilingual
Education

TSL 5142 3
Methods of TESOL and Bilingual Education
TSL 5345 3
Assessment Issues for English for ESOL and
Bilingual Populations

TSL 5440 3
Option 2 - Foundations/Technology. Take four graduate courses in a field outside of Multicultural Education, approved by the program advisor.
Option 3 - Content Area Concentration. Take four graduate courses in a content area, both in and out of the College of Education, approved by the program advisor.

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Master of Education with Major in Early Childhood Education

The M.Ed. in Early Childhood Education is a 36-credit degree program providing content expertise for practicing professionals who hold, or intend to assume, a variety of teaching and leadership roles in their respective educational settings, school districts or the nonprofit sector. To strengthen the interdisciplinary focus, the Department of Exceptional Student Education supports the program with courses that incorporate content in inclusive education. This degree is not designed as an initial teacher preparation or certification program.  Rather, the program builds on the knowledge and experience of practicing educators. 

Admission Requirements
Admission to the M.Ed. in Early Childhood Education program requires submission of the graduate application form. Students must also submit the following documentation, upon which departmental approval will be contingent:

1. Official transcripts of all undergraduate and graduate coursework;

2. A bachelor's degree from a regionally accredited college or university or a graduate degree from a regionally accredited institution;

3. Have a GPA of 3.0 or better in the last 60 credits of undergraduate work prior to the granting of the bachelor's degree and minimum scores of 143 (quantitative) and 148 (verbal) and 3.5 (analytical writing) on the GRE; OR have a GPA of 2.5 to 2.9 in the last 60 credits of undergraduate work prior to the granting of the bachelor’s degree and minimum scores of 145 (quantitative) and 153 (verbal) and 3.5 (analytical writing) on the GRE. GRE scores must not be more than five years old.

4. For international applicants only: (a) A TOEFL score, (b) a completed Financial Certification Form (FCF) and supporting documentation and (c) an International Student Visa Clearance Form (VCF). Applicants who have completed all or part of their education abroad are required to have their foreign credentials evaluated by an independent evaluation service that is a member of the National Association of Credential Evaluation Service (NACES). For more information about this requirement, please visit www.fau.edu/graduate/applyIntl.php

Degree Requirements
The following are graduation requirements for the M.Ed. in Early Childhood Education program.

1. Complete the following 36 credits:

Research Core (6 credits)
Educational Statistics STA 6113 3
Educational Research EDF 6481 3
Early Childhood Core (27 credits)
Survey and Assessment in Early Childhood Education and Early Childhood Special Education EEX 5015 3
Atypical Development in Early Childhood Exceptional Student Education EEX 5017 3
Methods in Early Childhood
Special Education
EEX 5245 3
Family and Community Resources in Early Childhood Special Education EEX 5755 3
Principles and Models of Early Childhood Curriculum EEC 6236 3
Integrated Curriculum in Early Childhood EEC 6246 3
Strategies and Environments that Promote Positive Behavior in Young Children EEX 6704 3
The Communication Arts in Early Childhood Education Creative Arts for Young Children
(Change effective fall 2013.)
EEC 6711 3
Seminar in Early Childhood Education EEC 6932 3
Capstone Experience (3 credits)
Program Evaluation in Curriculum
and Instruction
EDG 6285 or  
Action Research in Schools
and Communities
EDF 6918 or  
Field Project/Portfolio in Early Childhood Education EEC 6947 3

2. Maintain a minimum GPA average of 3.0;

3. Complete an Application for Degree.

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Specialist in Education with Major in Curriculum and Instruction

The Education Specialist Degree (Ed.S.) in Curriculum and Instruction is designed for students who wish to continue graduate studies beyond the master's (M.Ed.) degree but do not desire the Doctor of Education degree (Ph.D.), which requires additional courses and a research dissertation. The Education Specialist Degree requires a minimum of 33 credits above the M.Ed. degree. The degree must be completed within seven years from the date a student is admitted to the Ed.S. degree program. A student can take no more than one-third of the total credits in this program as a non-degree student before being officially admitted to the program.

Admission Requirements
To be considered for admission to the Ed.S. in Curriculum and Instruction Program, students must complete the graduate application and provide documentation that they have:

1. A master's degree from a regionally accredited college or university;

2. An overall grade point average of 3.0 or better in the last 60 credits of undergraduate work prior to the granting of the bachelor's degree;

3. An overall grade point average of at least 3.25 or better on all graduate work attempted;

4. Minimum scores of 145 (quantitative) and 153 (verbal) and 3.5 (analytical writing) on the Graduate Record Examination. Scores may not be more than five years old;

5. Letters of recommendation from two professional supervisors/colleagues;

6. Additional admission requirements exist for International Students. Contact the FAU Office of International Students and Scholars and the Graduate College for these requirements.

Applications are not reviewed until all documents are received.

Program of Studies 33 credits
Core Courses (12 credits)
Required
Instructional Policies and the Teaching
Profession
EDF 7917 3
Curriculum Implementation for School Improvement EDG 7251 3
Electives (choose two)
Race, Class and Gender in Education EDF 6637 3
Program Evaluation in Curriculum and Instruction EDG 6285 3
Curriculum Leadership EDG 6223 3
Documentation and Assessment in Curriculum and Instruction EDG 6628 3
Seminar in Curriculum EDG 6935 3
Community College Curriculum EDH 6215 3
Research and Evaluation (6 credits)
Introduction to Qualitative Analysis EDA 6415 3
Action Research in Schools and Communities EDF 6918 3

Area of Study (12 credits at the 6000 level or above). Take four courses in one or two of the following areas:
Arts
Curriculum
Early Childhood
Foreign Languages
Global Studies
Mathematics
Multicultural Education
Reading
Research Methodology
Science
Social Studies
Technology
TESOL and Bilingual Education
Other, in consultation with advisor

Capstone Experience (EDG 7906, Directed Independent Study, 3 credits): The Capstone Experience, implemented at the end of the Ed.S. program, draws on a community or school-based independent study field experience designed by the Ed.S. student and advisor. The capstone culminates in a manuscript to submit for publication or a poster/paper presentation at a conference.

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Doctor of Philosophy with Major in Curriculum and Instruction

The Doctor of Philosophy (Ph.D.) in Curriculum and Instruction degree provides a theoretical and practical course of study in curriculum and instruction. The program is designed for teachers, curriculum coordinators, university academics and other professional educators. It enables students to develop a theoretical and conceptual framework for studying teaching and learning and also encourages professional educators to develop knowledge and practice in their own fields of specialization.

The Ph.D. culminates in a dissertation focused on a particular question and area of investigation that interests the doctoral candidate and benefits the profession. Doctoral candidates have opportunities to participate with faculty on research, in teaching and in professional activities, including publishing and conference presentations. A student can take no more than 17 credits in this program as a non-degree student before being officially admitted; those credits are subject to approval by a program advisor. Doctoral candidates are admitted in the spring and fall semesters only. Application deadlines are May 1 for the fall term and November 1 for spring.

Admission Requirements
To be considered for admission to the doctoral program in Curriculum and Instruction, students must complete the graduate application and provide the following documentation of their preparation for doctoral-level work:

1. Send in official transcripts of all undergraduate and graduate coursework to the Graduate College at FAU.

2. Provide official transcripts that show evidence of completing a bachelor's and master's degree from a regionally/nationally accredited college or university.

3. Present GRE scores on the quantitative, verbal and written sections that are not more than five years old.

4. Provide two letters of recommendation from supervisors and/or professors.

5. Along with the application packet, turn in a professional statement describing your career goals and reasons for wanting to enter the program;

6. Participate in an interview with faculty members after the Department has received the completed admission packet.  Applicants will complete a writing sample after the interview.

7. Additional international student requirements may apply.

Program of Studies Minimum of 66
credits*
Core Courses (12 credits) No substitutions.
Doctoral Seminar
(Take this course in the first or second semester)
EDG 7938 3
Trends in Analyzing Instructional Practices EDF 7758 3
Instructional Policies and the Teaching
Profession
EDF 7917 3
Curriculum Theory
(Take this course in the first or second semester)
EDG 7221 3
Initial Research Courses (6 credits) These courses should be taken early in the program.
Introduction to Qualitative Analysis EDA 6415 3
Advanced Statistics STA 7114 3
Area of Study (24 credits at the 6000 level or above) These courses relate to the student's dissertation and should be chosen in consultation with the program advisor.
Advanced Research Courses (6 credits) These courses should be taken in the last year of coursework.
Advanced Qualitative Analysis
EDA 7416 3
Advanced Educational Research (Take this course before or during the semester of the Qualifying Exam) EDF 7482 3
Research in Curriculum and Instruction (Take this course before the semester of the Qualifying Exam) EDF 7944 3
Qualifying Examination The date of this exam is to be arranged in consultation with the program advisor after completion of coursework.
Dissertation EDG 7980 15

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Teaching English to Speakers of Other Languages (TESOL) Endorsement Program

ESOL Certification for Foreign Language Majors
Students completing Foreign Language Certification may add ESOL Endorsement by completing the Department's state-approved, five-course Add-On ESOL Endorsement.

The Department of Curriculum, Culture, and Educational Inquiry offers a program leading to TESOL (Teaching English to Speakers of Other Languages) endorsement. Teachers must hold a valid teaching certificate in the State of Florida in order to qualify for the TESOL endorsement.

The following courses are required in the TESOL endorsement program:

For elementary, English and foreign language teachers
Multicultural Education EDG 5705 3
Applied Linguistics and TESOL TSL 4251 3
Curriculum Development in TESOL and Bilingual Education
TSL 5142 3
Methods of TESOL and Bilingual Education
TSL 5345 3
Assessment Issues for English for ESOL and Bilingual Populations
TSL 5440 3
For other secondary teachers (not English)
ESOL Strategies for Content Area Teachers TSL 4324 3


Educational Leadership and Research Methodology

Faculty:
Shockley, R. E., Chair; Bogotch, I.; Bryan, V.; Burnham, J. F.; Floyd, D.; Freeland, J.; Hardman, J.; Jurenas, A.; Lieberman, M.; Maslin-Ostrowski, P.; Morris, J. D.; Mountford, M. L.; Mulder, A.; Pisapia, J.; Reyes-Guerra, D.; Rios, S.; Russo, M.; Shepherd, D.; Vasquez, M.; Wang, C.; Watlington, E.; Wright, D.


Educational Leadership and Research Methodology offers three degree programs, the Master of Education, the Specialist in Education and the Doctor of Philosophy.

Mission
The Department of Educational Leadership and Research Methodology is a community of scholars focusing on the preparation and support of leaders and researchers in Florida, the nation and the international community.
For current information, visit www.leadership.fau.edu or email EdLeadership@fau.edu.

Values
The Department of Educational Leadership and Research Methodology's values represent what the Department stands for and reflect how students, faculty and staff aspire to execute responsibilities on a daily basis. These values provide guidance with regard to the practices that assist in moving toward individual and collective visions. They include:

1. Leadership: As educational leaders, the Department believes that leaders who possess a world view make a significant difference in their own performance and that of their organization's when that view is applied locally to shape policy, programs and practice. The Department strives to prepare and support educational leaders who create dynamic learning environments where people engage in ongoing reflective and critical self inquiry as a prelude to action; recognize that educational leadership is a transformative and political process to bring about positive change; create high-performing, results-oriented organizations; and engage their organizations and communities in the pursuit of a better world.

2. Research and Scholarship: As a community of scholars, the Department values the discovery, investigation and application of research methodologies, traditional and innovative. The Department supports student and faculty inquiry: rigorous interdisciplinary research leading to theory building and enhancement of teaching, learning and the practice of leadership. The Department strives to foster engagement with schools, colleges and universities, and governmental and community organizations both public and private.

3. Social Responsibility: As ethical and informed leaders, the Department values leadership that is socially responsible, upholds high ethical standards and embraces diversity of ideas and individuals. The Department believes in creating a collegial community where all members are expected to treat each individual with civility, empathy, respect, fairness and forthrightness. The Department's purpose is to prepare aspiring leaders to create a healthy, sustainable and regenerative society for present and future generations.

4. Learning Community: As a community of learners, the Department believes that lifelong learning for faculty and students is the basic foundation for and the essential outcome of the Educational Leadership Program. The Department strives to preserve and strengthen an equitable, stimulating and productive learning community in which faculty and students collaboratively engage in active learning and inquiry and invest in one another's growth and development. The Department seeks to prepare educational leaders who are skilled in developing vigorous learning communities in their workplaces.

Program Concentrations
Adult and Community Educational Leaders—prepares individuals for leadership positions in educational programs for adults in a wide variety of settings: business and industry, health and social service agencies and public and private schools. The program of study is organized around four domains: professional attitudes; historical, social and philosophical context; adult learning and development; and organization and administration of adult programs. Additional areas of study are offered in adult education, college teaching, community education, human resource development and technology.

Higher Education Leaders—prepares individuals in leadership positions in community colleges, state colleges, agencies, public and private organizations and all facets of post-secondary education. The program is appropriate for those aspiring to or currently holding leadership positions in public and private institutions of higher education. Areas of study are community college and state college leaders, student affairs leadership, instructional leadership and foundations of higher education. The program of study is organized around three domains: historical, philosophical and social context; institutional mission; and management.

School Leaders (K-12)—prepares public and private elementary, middle school, secondary, community school and district-level administrators to meet the challenges of today's schools. The program of study is organized around three domains: teaching and learning, management and schools in context. It encompasses all facets of educational leadership including management, law and school and instructional improvement. The requirements for Florida Level I Certification in Educational Leadership can be met through the master's degree program or the Florida Principal Certification Program.

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Admission Requirements
The following items should be submitted to the Graduate College for consideration for admission to a program in the Department of Educational Leadership and Research Methodology:

1. FAU graduate application;

2. Official GRE scores that are no more than five years old;

3. Official transcripts from all institutions.

Submit the following information to the Department of Educational Leadership and Research Methodology:

1. An essay that identifies your career goals and how the program you are planning to pursue will enable you to meet these goals;

2. A professional rιsumι;

3. Letters of professional reference: Two for the master's and specialist's programs and three for the doctoral program.

4. A letter of sponsor commitment form from a school principal who is willing to sponsor the student for three semesters of internship (only for School Leaders K-12 students pursuing certification).

Link to Certification Programs

Link to Specialist's Programs

Link to Doctoral Programs

Master of Education (M.Ed.)

Admission Requirements
1. Bachelor's degree from a regionally accredited college or university;

2. Achieve a minimum undergraduate GPA of 2.5 in upper-division courses and complete the GRE (no minimum sub-score requirement).

Adult and Community Educational Leaders Concentration
The Adult and Community Leadership concentration serves individuals preparing for leadership positions in educational programs for adults in a wide variety of settings: universities and community colleges, business and industry, health and social service agencies and public and private schools.

Degree Requirements 36-39 credits
Leadership Foundation (12 credits)
ADE 6381 3
EDS 6100 3
EDA 6103 3
EDA 6205 3
Educational Foundation (6-9 credits)
STA 6113 3
EDF 6481 3
EME 6426* 3
* Students my test out.
Professional Knowledge (15 credits)
ADE 5185 3
ADE 6184 3
ADE 6265 3
ADE 6930 3
Select one area of study (3 credits)
Adult Education
College Teaching
Community Education
Human Resource Development/Organizational
Leadership
Technology
Experiential Component (3 credits)
EDA 7943 3

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Higher Education Leaders Concentration
The Higher Education Leadership concentration is designed for individuals who want to prepare for entry-level and mid-level leadership and management positions in colleges and universities.

Degree Requirements 33-36 credits
Leadership Foundation (9 credits)
ADE 6381 3
EDS 6100 3
EDA 6103 3
Research and Technology
Foundation
(6-9 credits)
STA 6113 3
EDF 6481 3
EME 6426* 3
* Students may test out.
Professional Knowledge (15 credits)
EDH 6051 3
EDH 6065 3
EDH 6635 3
Select two courses (6 credits)
EDH 6045 3
EDH 6215 3
EDH 6305 3
EDH 7405
3
EDH 7505 3
Experiential Component (3 credits)
Select one course  
EDA 6905 3
EDA 6941 3
EDA 7905 3
EDA 7943 or EDA 7944 3

School Leaders (K-12) Concentration
The K-12 School Leaders concentration prepares aspiring teacher leaders and assistant principals to meet the challenges of today’s public and private educational institutions. In cooperation with Florida public school districts, the program of study is built on the four major domains that the EDL requires for leadership learning: leadership foundations, research foundations, professional knowledge and experiential learning. To fulfill the requirements of the master’s program, students take internship courses with curricula built to practice assistant principal-level activities in school-based clinical experiences.

Completion of this program, in combination with three years of successful teaching experience and passing the Florida Educational Leadership Exam (FELE), leads to Florida Educational Leadership Certification (Level I), which qualifies an individual to serve as a public school assistant principal, intern assistant principal, intern principal or interim principal. In addition to engaging students in world-class learning, the program incorporates the Florida leadership standards, competencies and skills that are measured through the FELE. It also complies with knowledge requirements specified by NCATE and ISLCC Standards. Students who complete this program are prepared to sit for the FELE examination and must pass the exam in order to graduate.  ESOL requirements must also be satisfied prior to graduation.

Degree Requirements 39-42 credits
Leadership Foundation (9 credits)
ADE 6381 3
EDS 6100 3
EDA 6103 3
Research and Technology
Foundation
(6-9 credits)
STA 6113 3
EDF 6481 3
EME 6426* 3
* Students may test out.
Professional Knowledge (18 credits)
EDA 6232 3
EDA 6300 3
EDA 6207 3
EDF 6786 3
EDS 6050 3
EDS 6052 3
Experiential Component (6 credits)
EDA 6945 2
EDA 6946 2
EDA 6947 2

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Florida Certification in Administration of Adult Education Program
The Department offers all of the requirements for obtaining Florida Certification in Administration of Adult Education through any of the four plans approved by the state (Administrative Rule 6A-4.008).

Degree Requirements

Plan One - 36-39 credits. Master's degree or higher in administration of adult education. See Department listing for requirements.

Plans Two and Four - 6 credits (add-on to master's or professional certificate in K-12 administration)
Organization and Administration of Adult and Community Education ADE 6265 3
Principles of adult education or adult
education curriculum, supervision or
methods and materials
  3
Plan Three - 18 credits (add-on to any master's degree)
School Administration   6
Organization and Administration of Adult and Community Education ADE 6265 3
Basic school supervision or supervision of adult education   3
Curriculum   3
Program and Curriculum Development for Adults ADE 6184 3

Florida Principal Certification Program
The K-12 School Leadership Certification Program prepares aspiring educational leaders and assistant principals to meet the challenges of today’s public and private educational institutions. The professional knowledge base for the K-12 School Leadership certification program is organized around three domains: leadership foundations, research and technology foundations, professional knowledge and the experiential component. In addition to these leadership domains, considered world class by the profession, the K-12 School Leadership Certification Program incorporates the Florida leadership standards, competencies and skills that are measured through the Florida Educational Leadership Exam (FELE). Students who complete this program are prepared to sit for the FELE examination and must pass the exam in order to become certified. It also complies with knowledge requirements specified by NCATE and ISLCC Standards. ESOL requirements must also be satisfied prior to obtaining certification. Completion of this program, in combination with three years of successful teaching experience, previous achievement of a master's degree from an accredited university or college and passing the FELE, leads to Florida Educational Leadership Certification (Level I), which qualifies individuals to serve as public school assistant principals and principals.


Degree Requirements 33-36 credits
Leadership Foundation (9 credits)
ADE 6381 3
EDS 6100 3
EDA 6103 3
Research and Technology
Foundation
(3 credits)
EME 6426* 3
* Students may test out.
Professional Knowledge (18 credits)
EDA 6232 3
EDS 6050 3
EDA 6207 3
EDF 6786 3
EDS 6052 3
EDA 6300 3
Experiential Component (6 credits)
EDA 6945 2
EDA 6946 2
EDA 6947 2

Specialist in Education (Ed.S.)

The specialist's degree is designed for individuals who want to further specialize in educational leadership beyond the master's degree. The master's level leadership core courses are prerequisites to completion of the specialist's degree.

Admission Requirements
1. Master's degree from an accredited college or university;

2. Meet the following two admission criteria:
a. Achieve a minimum GPA of 3.0 in a master's program;
b. Complete the GRE (no minimum sub-score requirement).

Note: It is a University requirement that all graduate students submit a GRE score that is no more than five years old. The GRE score will be used when reviewing applications for admission.

3. A letter of sponsor commitment form from a school principal who is willing to sponsor the student for three semesters of internship (only for School Leaders K-12 students pursuing certification).

Adult and Community Educational Leaders Concentration
The Adult/Community Educational Specialist concentration serves individuals preparing for leadership positions in education programs for adults in a wide variety of settings: universities and community/state colleges, business and industry, health and social service agencies and public and private schools. The foundational knowledge base includes the basic tenets and principles of leadership. Leaders must develop well-rounded leadership skills, a capacity to envision the future and be able to find opportunities within and outside of their organization for the benefit of those they lead. The professional knowledge base includes the technical knowledge, specialized skills and ethical standards used to function in the professional adult education workplace.

The program is designed for individuals who want to further specialize in adult and community education beyond a master’s degree. The four major domains of this program of study include: professional attitudes; historical, philosophical and social context; adult learning and development; and organization and administration of adult programs. Completion of this program meets the requirements for State of Florida certification in adult education (not K-12) administration for those meeting the other requirements: three years of teaching and a professional certificate (State of FL Administrative Rule 6A-4.008).

Degree Requirements 52-59 credits
Leadership Foundation (9 credits)
ADE 6381 3
EDS 6100 3
EDA 6103 3
Research and Technology
Foundation
(9-12 credits)
STA 6113 3
EDA 6415 3
EDF 6481 3
EME 6426* 3
* Students may test out.
Professional Knowledge (16-20 credits)
ADE 5185* 3
ADE 6265 3
ADE 6184 3
ADE 6930 1-5
EDA 7905 3
ADE 7935 3
* Prerequisite  
Electives (9 credits)
Prerequisites and/or certification courses may be used as electives with advisor approval. Nine credits must be taken in one of the following areas:
Adult Education
College Teaching
Community Education
Human Resource Development/Organizational
Leadership
Technology
Experiential Component (9 credits)
EDA 6941 6
EDA 7905 3
EDA 7943 3
EDA 7944 3

School Leaders (K-12) Concentration (with certification)
The K-12 School Leadership Specialist with Certification concentration prepares aspiring teacher leaders and assistant principals to meet the challenges of today’s public and private educational institutions. The program is designed for individuals who want to further specialize in education and school leadership beyond a master’s degree. In cooperation with Florida public school districts, the program of study is built on the four major domains that the EDL requires for leadership learning: leadership foundations, research foundations, professional knowledge and experiential learning.

The foundational knowledge base includes the basic tenets and principles of leadership. Leaders must develop well-rounded leadership skills, a capacity to envision the future and be able to find opportunities within and outside of their organization for the benefit of those they lead. The professional knowledge base includes the technical knowledge, specialized skills and ethical standards used to function in school leadership.

Completion of this degree, in combination with three years of successful teaching experience and passing the Florida Educational Leadership Exam (FELE), leads to Florida Educational Leadership Certification (Level I), which qualifies an individual to serve as a public school assistant principal, intern assistant principal, intern principal or interim principal. In addition, the K-12 School Leadership Specialist with Certification Program incorporates the Florida leadership standards, competencies and skills that are measured through the FELE.  It also complies with knowledge requirements specified by NCATE and ISLCC standards. Students who complete this program are prepared to sit for the FELE examination and must pass the exam in order to graduate.  ESOL requirements must also be satisfied prior to graduation.

Degree Requirements 45-48 credits
Leadership Foundation (9 credits)
ADE 6381 3
EDS 6100 3
EDA 6103 3
Research and Technology
Foundation
(9-12 credits)
STA 6113 3
EDA 6415 3
EDF 6481 3
EME 6426* 3
* Students may test out.
Professional Knowledge (18 credits)
EDA 6300 3
EDA 6207 3
EDF 6786 3
EDS 6050 3
EDS 6052 3
Experiential Component (9 credits)
EDA 6945 2
EDA 6946 2
EDA 6947 2
Select one course (3 credits)
EDA 6925 3
EDA 7943 3
EDA 7944 3
EDA 7905 3

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School Leaders (K-12) Advanced Concentration (no certification)

The K-12 School Leadership Advanced Specialist concentration prepares aspiring teacher leaders and assistant principals to meet the challenges of today’s public and private educational institutions. The program is designed for individuals who want to further specialize in education and school leadership beyond a master’s degree. In cooperation with Florida public school districts, the program of study is built on the four major domains that the EDL requires for leadership learning: leadership foundations, research foundations, professional knowledge and experiential learning.

The foundational knowledge base includes the basic tenets and principles of leadership. Leaders must develop well-rounded leadership skills, a capacity to envision the future and be able to find opportunities within and outside of their organization for the benefit of those they lead. The professional knowledge base includes the technical knowledge, specialized skills and ethical standards used to function in school leadership.

This program does not lead to Level I certification and positions such as assistant principal and interim principal. The specialist program is seen as a terminal degree with a unique set of required courses. The master's level leadership core courses are prerequisites to completion of the specialist degree. Students who choose to continue and pursue a doctoral degree may transfer some courses into the doctoral study plan with the approval of their advisor. Students must pass a qualifying exam for program completion
.

Degree Requirements 51-54 credits
Leadership Foundation (12 credits)
EDA 7930 3
EDA 7235 3
ADE 6265 3
EEX 6515 3
Research and Technology
Foundation
(9-12 credits)
EME 6426* 3
* Students may test out.
Select three of the following courses
EDA 6415 3
STA 7114 3
EDF 6481 3
EDF 6918 3
EDF 6432 3
Professional Knowledge (18 credits)
A minimum of 12 graduate credits are to be taken outside the Department of Educational Leadership and Research Methodology. Courses must be chosen with advisor’s approval.
Experiential Component (12 credits)
EDA 6925 3
EDA 7943 3
EDA 7944 3
EDA 7905 3

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Doctor of Philosophy (Ph.D.)

The doctoral degree is designed for individuals who seek the highest credential their discipline offers for personal and/or career growth. The degree is seen as a terminal degree with a unique set of required courses and experiences. Doctoral programs are designed to provide a broad set of experiences that allow leaders to bring many different perspectives to bear on the organizational problems and opportunities that confront them in practice. The program assumes that educational leaders will be more effective when they are able to: 1) apply information and concepts into practice; 2) see the organization as a whole and understand how various parts of the organization relate to and affect each other; 3) discern meaning in, and establish relationships between, events and fragments of information that appear to be discrete and unrelated; and 4) learn through a community of practitioners model in which participants engage real problems and opportunities in a collegial learning team approach. Doctoral students must meet the leadership core prerequisites.

Admission Requirements
Admission to the doctoral program is competitive. Enrollment is limited and the number of candidates accepted is determined annually. Applicants who meet the following minimum criteria will be placed into a candidate selection pool:

1. Master's degree from an accredited college or university;

2. Achieve a minimum GPA of 3.0 in a master's program from an accredited college or university; and

3. Complete the GRE (no minimum sub-score requirement).

Note: It is a University requirement that all graduate students submit a GRE score that is no more than five years old. The GRE score will be used when reviewing applications for admission.

Selection Process
The Department's doctoral admissions committee will review all evidence of high promise found in the applicant's admissions documents, including but not limited to: grade trends, work experience, accomplishments and promotions, GRE scores, letters of reference and attainment in rigorous courses. Following the document review, selected applicants will be interviewed by the doctoral admissions committee and provide a writing sample. The committee will then recommend candidates for acceptance and notify them of the decisions.

All required admissions documents must be submitted by September 15 for spring admittance or March 15 for summer or fall admittance. The applicant pool will be reviewed in May and November of each year. Depending on enrollment, the Department may open the doctoral program for admittance at other times during the year. Students should consult the Department for additional admission dates.

Acceptance to Candidacy
Admission to the doctoral program does not constitute admission to candidacy for the degree. In order to be admitted to candidacy for the doctoral degree by the Department, the student must:

1. Have a Doctoral Planning form completed and signed by the program advisor and Department Chair;

2. Pass the qualifying examinations;

3. Have an approved concept paper;

4. Have a chair and doctoral committee formed;

5. Complete the research requirements.

Adult and Community Educational Leaders Concentration
The Adult/Community Educational Leadership concentration serves individuals preparing for leadership positions in education programs for adults in a wide variety of settings: universities and community/state colleges, business and industry, health and social service agencies and public and private schools.

The program assumes that educational leaders will be more effective when they are able to 1) apply information and concepts to practice, 2) see the organization as a whole and understand how various parts of the organization relate to and affect each other, 3) discern meaning in, and establish relationships between, events and bits of information that appear to be discrete and unrelated, and 4) learn through a community of practitioners model where participants engage real problems and opportunities in a collegial learning team approach.

The program is designed for individuals who want to further specialize in education and school leadership beyond a master’s or specialist degree. Completion of this program of study meets the requirements for State of Florida certification in adult education (not K-12) administration for those meeting the other requirements: three years of teaching and a professional certificate (State of FL Administrative Rule 6A-4.008).

Degree Requirements 80-92 credits
Leadership Foundation (6-15 credits)
ADE 6381* 3
EDS 6100* 3
EDA 6103* 3
EDA 7106 3
EDA 7931 3
* Prerequisites  
Research and Technology
Foundation
(12-15 credits)
EDA 6415 3
EDA 7416* 3
EDA 7912 3
EDF 7482 3
EME 6426** 3
STA 7114 3
*Required for qualitative dissertation.
** Students may test out.
Professional Knowledge (21 credits)
ADE 5185* 3
ADE 6184 3
ADE 6265 3
ADE 6930 3
EDA 7905 3
EDA 7930 3
ADE 7935 3
* Prerequisite  
Electives (9 credits)
Three elective courses are required; may be taken outside the Department or College.
Experiential Component (12 credits)
EDA 6905 6
EDA 6925 6
EDA 6941 6
EDA 7905 3
EDA 7943 3-6
EDA 7944 3-6
Dissertation (20 credits)
EDA 7980 20

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Higher Education Leaders Concentration
The Higher Education Leaders concentration is designed for individuals aspiring to, or currently holding, management positions in institutions of higher education.

Degree Requirements 74-86 credits
Leadership Foundation (6-15 credits)
ADE 6381* 3
EDS 6100* 3
EDA 6103* 3
EDA 7106 3
EDA 7931 3
* Prerequisites  
Research and Technology
Foundation
(12-15 credits)
EDA 6415 3
EDA 7912 3
EDF 7482 3
EME 6426* 3
STA 7114 3
* Students may test out.  
Professional Knowledge (15 credits)
EDA 6551 3
EDH 6065 3
EDH 6635 3
EDH 7405 3
EDH 7505 3
Plus the three courses below or Leadership 1, 2 and 3 if they were not completed in a master's program (must be pre-approved by advisor)
EDH 6045 3
EDH 6215 3
EDH 6305 3
Electives (9 credits)
Three elective courses may be taken outside the Department or College.
Experiential Component (12 credits)
EDA 6905 3
EDA 6925* 6
EDA 6941 6
EDA 7905 3
EDA 7943 3
EDA 7944 3
* Required  
Dissertation (20 credits)
EDA 7980 20

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School Leaders (K-12) Concentration
The K-12 School Leadership concentration prepares aspiring school leaders to meet the challenges of today’s public and private educational institutions. The program assumes that educational leaders will be more effective when they are able to 1) apply information and concepts to practice, 2) see the organization as a whole and understand how various parts of the organization relate to and affect each other, 3) discern meaning in, and establish relationships between, events and fragments of information that appear to be discrete and unrelated, and 4) learn through a community of practitioners model where participants engage real problems and opportunities in a collegial learning team approach.

The program is designed for individuals who want to further specialize in education and school leadership beyond a master’s or specialist degree. Students successfully completing this program of study will have mastered the subject matter needed for the profession and understand the need to engage in lifelong learning to maintain effectiveness in a changing environment. In cooperation with Florida public school districts, the program of study includes leadership theory, research, professional knowledge and school-based clinical experiences. Doctoral students must meet the leadership core prerequisites and engage in courses specifically designed for the doctoral level. The doctorate is not seen as a certification program, but students can add courses to receive Level I certification.

Degree Requirements 83-92 credits
Leadership Foundation (9-15 credits)
ADE 6381* 3
EDS 6100* 3
EDA 6103* 3
EDA 7106 3
EDA 7931 3
* Prerequisites  
Research and Technology
Foundation
(15-18 credits)
EDA 6415 3
EDA 7912 3
EDF 7482 3
STA 7114 3
EDA 7416 3
EME 6426* 3
* Students may test out.
Professional Knowledge (18 credits)
Select one area of study
Management
Instruction
Research/Policy
Technology
EDA 5061* 3
EDA 6062* 3
EDA 7069* 3
* Required of all areas of study.
Electives (9 credits)
Three elective courses may be taken outside the Department or College.
Experiential Component (12 credits)
EDA 6905 6
EDA 6925* 6
EDA 6941 6
EDA 7905 3
EDA 7940 3
EDA 7943 3
EDA 7944 3
* Required  
Dissertation (20 credits)
EDA 7980 20

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Exceptional Student Education

Faculty:
Brady, M. P., Chair; Darling, S.; Duffy, M. L.; Dukes, C.; Forgan, J. W.; Goldstein, P. R.; Heiser, L.; La Rocque, M.; Ramasamy, R.; Scott, J.; Taylor, R. L.; Wilson, C. L.

Mission Statement
The mission of the Department of Exceptional Student Education is to provide leadership in our local, state, national and international communities in the areas of teaching, research and service. Faculty and Department efforts promote research-based practices that reflect changing societal needs of people with disabilities, their families and the professionals and organizations who work with them. This is accomplished by bringing faculty, students and members of our various communities together to improve the quality of education for all members of an increasingly diverse, technological, inclusive and global society.

The Department offers baccalaureate and master's degrees in this discipline, several teaching specializations and endorsements and the Doctor of Education degree. Students enrolled in the bachelor’s program in Exceptional Student Education may apply for the Honoring Outstanding Owl Teachers (HOOT) Honors Program. The Department also offers a Bachelor of Early Care and Education with the Department of Curriculum, Culture, and Educational Inquiry. Program requirements support the NCATE conceptual framework of producing professionals who are informed, ethical and capable in their roles as teachers and reflective decision-makers.

Security Clearance
Students registering for courses requiring field experience MUST go through a security clearance process. This process requires students to be fingerprinted and, depending on the school district, to participate in a drug screening to be approved for security clearance. A processing fee payable to the appropriate school district is required. It is strongly recommended that students complete this process once they are admitted to the University.

For detailed information visit the College of Education Student Services website. Information will also be provided in courses with field placement requirements.

Link to Master's Program

Link to Doctoral Program

Bachelor of Arts (B.A.) or Bachelor of Arts in Education (B.A.E.) with Major in
Exceptional Student Education (ESOL Endorsement available)

The undergraduate program in Exceptional Student Education prepares students to teach individuals with mild learning and behavioral disabilities as well as individuals with moderate to severe disabilities.

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Admission Requirements
All students seeking admission to the undergraduate program in Exceptional Student Education must first meet the University's general upper-division admission requirements. In addition, each applicant must:

1. Have a minimum GPA of 2.5 on a 4.0 scale on the general education component of undergraduate studies OR have completed requirements for a baccalaureate degree with a minimum GPA of 2.5 from any college or university accredited by a regional accrediting institution;

2. Present passing scores on all sections of the General Knowledge Test;

3. Have a recommendation for admission to the program by the Department of Exceptional Student Education.

Prerequisite Coursework for Transfer Students
Students transferring to Florida Atlantic University must complete both lower-division requirements (including the requirements of the Intellectual Foundations Program) and requirements for the college and major. Lower-division requirements may be completed through the A.A. degree from any Florida public college, university or community college or through equivalent coursework at another regionally accredited institution. Before transferring and to ensure timely progress toward the baccalaureate degree, students must also complete the prerequisite courses for their major as outlined in the Transfer Student Manual.

All courses not approved by the Florida Statewide Course Numbering System that will be used to satisfy requirements will be evaluated individually on the basis of content and will require a catalog course description and a copy of the syllabus for assessment.

Program of Studies
All ESE courses are offered in a prescribed sequence with specific prerequisites. Students should be programmed as soon as possible to receive appropriate advising. Students must be admitted and programmed prior to the spring semester of their junior year.

Course Requirements
Prerequisite
Disability in Society EEX 2091 3
Courses outside the ESE Department
Language Arts and Literature: Birth through Grade 8 LAE 4353 3
Educational Measurement and Evaluation EDF 3430 3
Education in a Multicultural Society EDF 3610 3
Applied Learning Theory EDF 3210 3
Introduction to Theories and Practices of TESOL TSL 4080 3
Principles and Methods: K-9 School Math MAE 4350 3
TESOL Issues and Practices TSL 4081 3
Reading Diagnosis and Remediation: Pre-K through Grade 8 RED 4552 3
ESE Core Courses
Overview of Programs for Students with Exceptionalities EEX 4050 3
Language and Speech Disorders EEX 4101 3
Assessment of Exceptional Individuals* EEX 4221 3
Reading Instruction in Special Education* EEX 4250 3
Instructional Practices for Students with
Moderate/Severe Disabilities
EEX 4472 3
Practicum 1: Students with Moderate/Severe Disabilities+ EEX 4842 1-3
Behavior Change Strategies EEX 4601 3
Instructional Practices for Students with Mild Disabilities EEX 4066 3
Practicum 2: Students with Mild
Disabilities++
EEX 4843 1-3
Classroom Management EEX 4604 3
Collaboration with Professionals and
Families
EEX 4751 2
Developing Individual Education Programs EEX 4932 1
Special Education Technology EEX 4763 3
Student Teaching: Exceptional Student
Education
EEX 4946 4-9

Note: EDF 2005, Introduction to the Teaching Profession; EDF 2085, Introduction to Diversity for Educators; and EME 2040, Introduction to Technology for Educators, or community or state college equivalents, are program requirements.

* Students must be officially programmed by an ESE faculty member prior to taking these courses in the ESE sequence.

+ Requirements for admission to EEX 4842:
1. Applications are distributed during the spring semester before Practicum 1.

2. Students must have an overall GPA of at least 2.5 to be placed in any field-based experience.

3. Students must be enrolled in EEX 4601 and EEX 4472.

++ Requirements for admission to EEX 4843:
1. Applications are distributed during EEX 4601, Behavior Change Strategies, the summer before practicum.

2. Students must have an overall GPA of at least 2.5 to be placed in any field-based experience.

3. Students must be enrolled in EEX 4066 and EEX 4604.

In addition to coursework, students in the undergraduate ESE program also:
1. Demonstrate competence in standards established by the Council for Exceptional Children;

2. Demonstrate competence in Florida Educator Accomplished Practices and the corresponding College of Education Behavioral Indicators;

3. Demonstrate competence in the Florida ESOL standards;

4. Pass the FTCE professional and subject-area tests prior to completing student teaching and graduation.

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Honoring Outstanding Owl Teachers (HOOT) Honors Program
The Department of Exceptional Student Education offers the HOOT Honors Program for students enrolled in the bachelor’s degree in ESE. HOOT provides undergraduate students of high ability and commitment the opportunity to explore the broad social contexts of their future profession and culminates in an honors designation on the students’ transcripts. Undergraduates who participate in the HOOT program:

1. Obtain scholarly and practical experiences that expand traditional special education teaching roles;

2. Gain enhanced opportunities to learn outside of coursework;

3. Form mentoring relationships with experienced faculty and future educators; and

4. Expand their experience providing interventions to children, adolescents and adults with disabilities.

Admissions Requirements
Admission to HOOT requires that students:

1.
Enter no later than spring of the junior year;

2. Are fully admitted and programmed in the ESE program;

3. Maintain a 3.7 cumulative GPA; and

4. Submit an application form, personal statement, academic writing sample, completed/signed ESE program sheet and a letter of recommendation from their ESE faculty advisor.

Program Requirements
Students in the program will:

1. Participate in at least one Honors Enrichment Option per semester for at least three semesters;

2. Enroll in 1-2 credits of the senior Honors Seminar in ESE; and

3. Complete an Honors Compact during their student-teaching semester.

For more information or to obtain an application, please contact program coordinator Dr. Sharon M. Darling, sdarlin4@fau.edu, or visit the website.

Bachelor of Early Care and Education

This program description also appears in the Curriculum, Culture, and Educational Inquiry Department.

The Bachelor of Early Care and Education (B.E.C.E.) is a joint program offered by the Department of Curriculum, Culture, and Educational Inquiry and the Department of Exceptional Student Education. The B.E.C.E. is designed to prepare teachers and related personnel for employment in the fields of child care and children's services for young children from birth to age five. The program is offered at the Boca Raton campus.

Admissions Requirements
Students enrolling in the B.E.C.E. may exhibit a range of prior levels of preparation. Generally, all students are required to have completed 60 credits of lower-division coursework. This could include the A.S. degree in Early Childhood Education determined by articulation agreements with community or state colleges.
All students seeking admission to the B.E.C.E. must meet the University's admission requirements. In addition, each applicant must:

1. Have a minimum GPA of 2.5 on a 4.0 scale on lower-division undergraduate coursework for a total of 60 credits;

2. Be programmed for admission to the B.E.C.E. by a faculty advisor from the Department of Exceptional Student Education or the Department of Curriculum, Culture, and Educational Inquiry.

Prerequisite Coursework for Transfer Students
Students transferring to Florida Atlantic University must complete both lower-division requirements (including the requirements of the Intellectual Foundations Program) and requirements for the college and major. Lower-division requirements may be completed through the A.A. degree from any Florida public college, university or community college or through equivalent coursework at another regionally accredited institution. Before transferring and to ensure timely progress toward the baccalaureate degree, students must also complete the prerequisite courses for their major as outlined in the Transfer Student Manual.

All courses not approved by the Florida Statewide Course Numbering System that will be used to satisfy requirements will be evaluated individually on the basis of content and will require a catalog course description and a copy of the syllabus for assessment.

Course Requirements
As a joint program of two FAU departments, the B.E.C.E. is made up of coursework, field experiences and advisement from both departments. In addition, a careful review of student transcripts will guide advising decisions.

All students are required to take seven Early Childhood Core Courses (21 credits) and two Reading Courses (6 credits). All students must complete General Education requirements (36 credits), either from an Associate‘s Degree program or as Non-Restricted Elective Courses in the B.E.C.E. General Education courses include six credits in each of the following areas: Math, English Composition, Science, Social Studies, Humanities and General Education (electives). Gordon Rule/WAC courses, Math and English composition, are included in the General Education Requirements. If Foreign Language courses have not been completed previously, they must be taken as part of the Non-Restricted Electives.

Additionally, students enrolled in the B.E.C.E. will complete 18-21 or more credits of Upper-Division Elective Courses in education and related disciplines, which will be determined in consultation with an advisor. A list of Recommended Electives will be provided for all advisors and students.

Sequence of Course Requirements
Required Early Childhood Core Courses are offered in a prescribed sequence with specific prerequisites beginning in each fall semester. The sequence of courses requires a minimum of four semesters, including a minimum of one summer term, to complete. Students should be programmed as soon as possible to receive appropriate advising.

A summary of the 120-credit program follows:

Transfer Credits – 60 credits
Determined through Articulation Agreements with community or state colleges. Early Childhood and General Education Courses can transfer as a 60-credit block for students having completed A.S. Degrees in Early Childhood from Palm Beach State College.

FAU Early Childhood Core Courses – 21 credits
Typical/Atypical Child Development, Birth – Age 8 EEX 3201 3
Assessment of All Young Children EEX 3226 3
Designing and Implementing a Blended
Curriculum: Birth to Age Eight
EEC 3214 3
Language Development and Intervention in
Young Children
EEX 4112 3
Building Family, Community and School
Partnerships
EEX 3754 2
Positive Behavior Supports in Inclusive Early
Childhood Settings
EEX 3606 3
Blended Early Childhood Methods: Birth – 5 EEC 4313 4
FAU Reading and COE Courses – 9 credits
Language Arts and Literature, Birth – Grade 8 LAE 4353 3
Reading Development I: Birth – Grade 3 RED 4308 3
Educational Measurement and Evaluation EDF 3430 3
FAU Non-Restricted Elective Courses – 12-18 credits
Foreign language course requirements if not completed previously; all General Education course requirements must be completed, including Gordon Rule/WAC Math and English courses.
FAU Upper-Division Elective Courses – 18-21 credits
Recommended electives will be selected with academic advisement.

Graduation Requirements
B.E.C.E. graduation requirements are consistent with FAU and College of Education standards. Each candidate for graduation must:

1. Earn a minimum of 120 credits in academic courses acceptable toward the degree;

2. Earn a minimum of 45 of these credits at the upper division;

3. Earn the last 30 upper-division credits in residence at FAU;

4. Earn at least 75 percent of all upper-division credits from FAU in the Departments of Curriculum, Culture, and Educational Inquiry and/or Exceptional Student Education, or other departments in the College of Education;

5. Satisfy Gordon Rule/Writing Across Curriculum requirements;

6. Fulfill all admissions, program and course requirements;

7. Earn a C or better in all Education courses, maintaining a 2.5 GPA upon graduation;

8. Fulfill the FAU foreign language requirement;

9. Submit a completed Application for Graduation form.

Accreditation Standards for the B.E.C.E.
The B.E.C.E. represents the highest professional standards promulgated by the National Association for the Education of Young Children and the Council for Exceptional Children Division of Early Childhood. All course syllabi include standards delineated by the Florida Department of Education's Educator Accomplished Practices and the FAU College of Education's corresponding Behavioral Indicators. Students must demonstrate competence on all critical assignments embedded in Early Childhood Core Courses and Reading Courses.


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Master of Education (M.Ed.) with Major in Exceptional Student Education

The master's program includes coursework and supervised experiences for new special educators and various specializations for experienced special educators. The Department also offers graduate courses leading to certification or endorsement in applied behavior analysis, prekindergarten disabilities, gifted education, autism and as an Infant/Toddler Development Specialist. Students with undergraduate degrees in fields other than exceptional student education will enroll in the Instructional Practices in Exceptional Student Education area of study.

Admission Requirements
1. The student must meet College and University requirements.

2. An undergraduate Grade Point Average (GPA) of at least 2.5.

3. Minimum Graduate Record Exam (GRE) scores of 148 (verbal), 144 (quantitative), 3 (analytical writing). For applicants using the MAT, a score in the 50th percentile may be used in lieu of the GRE.

Admission to Candidacy
See Admission to Candidacy heading listed under Master's Degree Program Information.

Degree Requirements
1. The student must meet College and University requirements.

2. The student must earn grades of "B" or higher in all ESE courses in the program and will be required to repeat any course in which a grade of less than "B" is earned. (A course can be repeated only once.)

3. Students in the Instructional Practices in Exceptional Student Education area of study must successfully complete a comprehensive internship prior to graduation. Applications must be completed the fall or spring semester prior to registering for the internship.

4. The student must complete a minimum of 36 credits in the program.

Doctor of Education (Ed.D.) with Major in Exceptional Student Education

Admission Requirements
1. The student must have a master's degree from an approved college or university.

2. The student must have a grade point average and Graduate Record Examination scores as follows:

a. An average of 3.5 or higher in all graduate work taken;

b. Minimum GRE scores of 148 (verbal), 144 (quantitative) and 3 (analytical writing).

3. The student must have completed at least three years of full-time experience working with individuals with disabilities.

4. Each applicant for admission to the Doctor of Education (Ed.D.) degree in Exceptional Student Education must be approved for admission by the Department. This recommendation will in part be based upon an interview and a writing sample.

Admission to Candidacy
Admission to the doctoral program does not constitute admission to candidacy for the degree. Admission to candidacy for the doctoral degree has the following requirements:

1. The student must be accepted by the Department.

2. The student must have selected a chair and doctoral dissertation committee.

3. The student must have had a formal program of studies prepared in cooperation with the doctoral academic committee and maintained continuous annual enrollment.

4. The student must pass the comprehensive examination in the area of Exceptional Student Education. This examination will be given at or near completion of the coursework in the student's program.

5. The student must complete Form 8-Admission to Candidacy for the Doctoral Degree with the Graduate College.

6. The student must have completed two consecutive semesters of full-time graduate study, residency requirements and internship requirements.

Degree Requirements
The minimum requirements for the degree are:

1. Department core courses (18 credits);

2. Cognate (a minimum of 15 credits);

3. Research and Statistics (a minimum of 9 credits);

4. Electives (6 credits);

5. Computer Utilization (demonstration of competence);

6. Dissertation (12 to 20 credits);

7. Internship (6 credits);

8. Leadership training seminars (6 credits);

9. The student must maintain continuous enrollment and demonstrate progress toward the degree, including documentation of leadership accomplishments in a doctoral portfolio;

10. The student must have completed two consecutive semesters of full-time graduate study and residency requirements;

11. The student must have a successful defense of the dissertation;

12. The student must be recommended by the faculty of the Department and the College for the degree;

13. The student must complete a minimum of 80 credits beyond the bachelor's degree. This includes the 72-credit minimum to satisfy Department degree requirements, plus graduate work applied from the student's master's degree.

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Exercise Science and Health Promotion

Faculty:
Wener, D. L., Interim Chair; Boerum, C.; Cribbs, L.; D'Angelo-Herold, A.; Hall, M.; Huang, C-J.; Graves, B. S.; Penhollow, T.; Pyka, I.; Torok, D. J.; Whitehurst, M.; Zoeller, R.; Zourdos, M.

Mission Statement
The Exercise Science and Health Promotion Department's mission is threefold: 1) to promote student academic excellence through cogent educational and innovative instructional models, including extensive practical training in order to obtain the highest levels of scholastic achievement; 2) to support faculty and student basic and applied research for the purpose of advancing knowledge in the exercise sciences field; and 3) to create opportunities for the exchange of health promotion science information between faculty, within the university and throughout FAU's service area, as well as the state, region and nation.

Program/Unit Purpose
The goal of the program is to prepare students for careers in exercise science and health promotion areas such as, but not limited to, corporate fitness, commercial fitness, hospital wellness centers, resort and cruise industry, athletic trainer, clinical exercise physiologist, personal trainer, strength and conditioning specialist, community health agencies, gerontological health centers and community recreation agencies. This is accomplished through teaching, lectures, scholarly writing, committee work and meaningful multidisciplinary partnerships. The Department offers a bachelor's and a master's degree in this discipline.

Link to Master's Program

Bachelor of Science (B.S.) or Bachelor of Science in Education (B.S.E.)
with Major in Exercise Science and Health Promotion

Upon completion of the Exercise Science and Health Promotion baccalaureate program, students will be prepared to take the American College of Sports Medicine certification examination for the Certified Health Fitness Specialist, National Strength and Conditioning Association certifications, Certified Strength and Conditioning Specialist, Certified Personal Trainer and Certified Health Education Specialist.

General Admission Requirements
1. Satisfy all University entrance requirements;

2. Satisfy the Intellectual Foundations Program requirements;

3. Be programmed by an assigned ESHP advisor.

Prerequisite Coursework for Transfer Students
Students transferring to Florida Atlantic University must complete both lower-division requirements (including the requirements of the Intellectual Foundations Program) and requirements for the college and major. Lower-division requirements may be completed through the A.A. degree from any Florida public college, university or community college or through equivalent coursework at another regionally accredited institution. Before transferring and to ensure timely progress toward the baccalaureate degree, students must also complete the prerequisite courses for their major as outlined in the Transfer Student Manual.

All courses not approved by the Florida Statewide Course Numbering System that will be used to satisfy requirements will be evaluated individually on the basis of content and will require a catalog course description and a copy of the syllabus for assessment.

Undergraduate Program Lower-Division Requirements
Students planning on majoring in Exercise Science and Health Promotion can satisfy some University and general education requirements while simultaneously satisfying ESHP program requirements. All prerequisite courses require a grade of "C" or better. The following prerequisites or their equivalents are required for all ESHP majors:

Prerequisite Courses Required
Health, Fitness for Life HSC 2100 2
First Aid and CPR HSC 2400 2
Mathematics
College Algebra MAC 1105 3
Information Systems Fundamentals ISM 2000 3
Introductory Statistics STA 2023 3
Social Sciences
General Psychology PSY 1012 3
Sciences (Natural) 3
Anatomy/Physiology 1 and 2 (including labs) 8
General Chemistry 1 (including lab) 4
PEM/PEN courses (2 separate) 1 to 2 credits each

Note: Both Biochemistry and General Physics are recommended for students planning on graduate study.

Upper-Division Requirements
Third Year Fall Semester (16 credits)
Introduction to Exercise Science and Health Promotion PET 3102 3
Exercise Physiology APK 4110 3
Exercise Physiology Lab APK 4110L 1
Neurophysiology of Human Movement
PET 3050 3
Nutrition in Health and Exercise PET 3361 3
Elective* 3
Spring Semester (17 credits)
Exercise Testing PET 4550 3
Fitness Assessment and Exercise
Prescription
PET 4551 3
Exercise Testing Lab PET 4550L 1
Kinesiology PET 4330C 4
Exercise Leadership 1 PEP 3192 3
Exercise Leadership 2 PEP 3136 3
Fourth Year Fall Semester (15 credits)
Practicum in Exercise Science and Health Promotion PET 4947 3
Electives (2)* 6
Advanced Methods in Strength and
Conditioning
PEP 4138 3
Health Promotion HSC 4581 3
Spring Semester (12 credits)
Internship (permission required and all required courses must be completed) PET 4946 9
Management Principles in Exercise Science and Health Promotion PET 4404 3
*Electives - Select three from the following:
Biomechanics PET 4340C 3
Exercise Testing and Prescription for Special Populations PET 4552 3
Exercise Programming for the Older Adult PET 4402 3
Perspectives in Health HSC 3102 3
Stress Management HSC 4104 3
Substance Abuse HSC 4143 3
Weight Management HSC 4139 3

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Prerequisites
Most courses within the Exercise Science and Health Promotion baccalaureate program have prerequisites. All prerequisite courses require a grade of "C" or better.

1. Anatomy/Physiology 1 and 2 plus Labs (BSC 2085, BSC 2085L, BSC 2086, BSC 2086L) are prerequisites for APK 4110, APK 4110L, PET 3050, PET 4330C, PET 4550, PET 4550L and PET 4551.

2. General Chemistry plus Lab (CHM 2045, CHM 2045L) are prerequisites for APK 4110, APK 4110L, PET 4550, PET 4550L and PET 4551.

3. Health, Fitness for Life (HSC 2100) is a prerequisite for APK 4110, APK 4110L, HSC 3102, HSC 4581, PEP 3136, PEP 3192, PET 4550 and PET 4551.

4. First Aid and CPR (HSC 2400) is a prerequisite for PET 4947.

5. Perspectives in Health (HSC 3102) is a prerequisite for HSC 4581.

5. College Algebra (MAC 1105) is a prerequisite for PET 4550.

6. Exercise Leadership 2 (PEP 3136) is a prerequisite for PEP 4138 and PET 4947.

7. Exercise Leadership 1 (PEP 3192) is a prerequisite for PET 4550, PET 4552 and PET 4947.

8. Introduction to Exercise Science and Health Promotion (PET 3102) is a prerequisite for PET 4404 and PET 4947.

9. Kinesiology (PET 4330C) is a prerequisite for PET 4340C and PET 4947.

10. Exercise Physiology (APK 4110) is a prerequisite for PEP 3136, PEP 3192, PEP 4138, PET 4402, PET 4550, PET 4550L, PET 4551, PET 4552 and PET 4947.

11. Exercise Physiology Lab (APK 4110L) is a prerequisite for PEP 3136, PEP 3192, PEP 4138, PET 4402, PET 4550, PET 4550L, PET 4551 and PET 4552.

12. Exercise Testing (PET 4550) is a prerequisite for PET 4947.

13. Fitness Assessment and Exercise Prescription (PET 4551) is a prerequisite for PEP 4138, PET 4552 and PET 4947.

14. Internship (PET 4946) requires completion of all ESHP program coursework and permission of program director.

15. General Psychology (PSY 1012) is a prerequisite for PEP 3136, PEP 3192 and PET 3050.

General Advice
1. Meet with an ESHP advisor before registering for any classes.

2. Meet with an ESHP-assigned advisor at least once each semester.

3. Sign the contract with an ESHP advisor after meeting foreign language, Writing Across Curriculum (Gordon Rule) requirements; after receiving the College of Education welcome letter; and after attaining a "C" or better in all prerequisite courses for the ESHP program.

4. Student must sign the ESHP contract prior to taking practicum.

5. Student must submit an application for Practicum and Internship before the first week of the semester prior to that placement (i.e., spring for summer placement). Specific submission dates can be found in the Exercise Science and Health Promotion Office on the Boca Raton campus. Missing these deadlines could delay the application process.

6. Student must have current student professional liability insurance during the internship. See internship coordinator for specific information.

Program Completion Criteria
Students who complete all required work in the undergraduate Exercise Science and Health Promotion Program will be awarded the Bachelor of Science in Education (B.S.E.) degree. Students who elect to fulfill the University foreign language requirement in addition to the ESHP requirements will receive a Bachelor of Science (B.S.) degree. To be eligible for graduation, the student must satisfy all University, College, Department and program requirements and complete the ESHP upper-division requirements and prerequisite courses with a grade of "C" or better in each course.

Master of Science with Major in Exercise Science and Health Promotion

The master's degree with major in Exercise Science and Health Promotion may be structured with a concentration in Exercise Physiology, Health Promotion or Strength and Conditioning.

Admission Requirements
1. The student must meet College and University requirements.

2. Any applicant seeking admission to the M.S. program with a major in Exercise Science and Health Promotion must have:

a. A minimum grade point average of 3.0 in the last 60 credits of undergraduate work attempted prior to receiving the bachelor's degree and minimum Graduate Record Examination (GRE) scores of 141 on both the verbal and quantitative portions, as well as an analytical writing score of 3.5; or, for those who took the exam before August 2011, a minimum combined score of 800 or equivalent on the verbal and quantitative portions; OR

b. A minimum grade point average of less than 3.0 in the last 60 credits of undergraduate work attempted prior to receiving the bachelor's degree and minimum GRE scores of 146 on both the verbal and quantitative portions, as well as an analytical writing score of 4; or, for those who took the exam before August 2011, a minimum combined score of 1000 or equivalent on the verbal and quantitative portions.

3. Students without Exercise Science undergraduate degrees who desire to pursue a master's degree in FAU's Exercise Science and Health Promotion Program must complete specific undergraduate prerequisites. These prerequisite courses may not be used as electives.

4. Graduate students are required to have current CPR certification (HSC 2400, Emergency First Aid/CPR, 3 credits) and CITI.

Admission to Candidacy
See College of Education requirements. Students in a non-thesis option must pass a comprehensive exit exam during their last semester of coursework. Thesis students must pass an oral defense. All students must complete an exit survey and interview.

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Degree Requirements
Required Common Core (9 credits)
Educational Research EDF 6481 3
Research and Evaluation PET 6505C 3
Educational Statistics STA 6113 3
Select one concentration from the three below.

Exercise Physiology (34-37 credits)
Advanced Sport Nutrition HUN 6247 3
Aging, Decision-Making and Mobility PET 5077 3
Exercise Science Lab Methods PET 5521 3
Advanced Exercise Physiology APK 6111 4
Human Systems Physiology in Exercise
Science
PET 6356 3
Electives 6-9
Thesis option* 6

The non-thesis option requires 9 credits of electives for a total of 34 program credits. The thesis option requires 6 elective credits and a minimum of 6 thesis credits for a total of 37 program credits.

Health Promotion (33 credits)
Personal and Community Health HSC 5203 3
Needs Assessment and Program Planning
in Health Promotion
HSC 6248 3
Epidemiological Basis of Health HSC 6505 3
Health Behavior, Health Education and
Health Promotion
HSC 6585 3
Electives 6-12
Thesis option* 6

The non-thesis option requires 12 credits of electives for a total of 33 program credits. The thesis option requires 6 elective credits and a minimum of 6 thesis credits for a total of 33 program credits.

Strength and Conditioning (34-37 credits)
Advanced Sport Nutrition HUN 6247 3
Strength and Conditioning Program Design PET 5391 3
Exercise Science Laboratory Methods PET 5521 3
Practical Applications in ESHP** PET 5947 3
Functional Biomechanics PET 6346 3
Advanced Exercise Physiology
APK 6111 4
Human Systems Physiology in Exercise
Science
PET 6356 3
Electives 0-3
Thesis option* 6

The non-thesis option requires 3 credits of electives for a total of 34 program credits. The thesis option does not encompass electives but requires a minimum of 6 thesis credits for a total of 37 program credits.

Elective Options
Stress Management HSC 4104 3
Weight Management HSC 4139 3
Substance Abuse HSC 4143 3
Health Promotion HSC 4581 3
Evaluation of Health Promotion and Health
Education Programs
HSC 6115 3
Advanced Sport Nutrition HUN 6247 3
Advanced Methods in Strength and
Conditioning
PEP 4138 3
Special Topics PET 5930 3
Directed Independent Study PET 6905 1-5
Entrepreneurship in the Health and Fitness
Industry
SPM 6116 3

* Students need to be accepted into the thesis option. A writing sample is required as part of the application process. See the graduate coordinator for more information. Students selecting the non-thesis option must complete an additional 9 credits of coursework and a comprehensive exit exam.

** PET 5947 is taken during the last semester; CSCS certification is required before taking this class.

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Teaching and Learning

Faculty:
Ridener, B. R., Chair; Amirault, R.; Ariza, E.; Bird, J.; Brewer, E. A.; Bristor, V.; Brown, S.; Brown, V.; Calhoun, L.; Carlstrom, D.; Dassa, L.; Fritzer, P.; Furner, J.; Gonzalez-DeHaas, A.; Harris, D.;
Heydet-Kirsch, P.; Kumar, D.; Lambert, J.; Lapp, S.; Leit, J.; Marinaccio-Eckel, M.; Ploger, D.; Powell, K.; Rhone, A.; Romance, N.; Towell, J.; Willems, P.

Mission Statement
The Department of Teaching and Learning provides quality programs for prospective and practicing educators, curriculum coordinators, post-secondary educators and other educational professionals. As part of the College of Education, the Department of Teaching and Learning has identified three academic components in the preparation of its educators: foundational requirements, professional content-knowledge requirements and experiential learning (knowledge, skills and dispositions). The broad range of graduate and undergraduate professional programs in the areas of elementary, secondary, reading and educational psychology offered by the Department of Teaching and Learning promotes collaboration among faculty, students and educational professionals. The Department prepares informed, capable and ethical practitioners who are reflective decision-makers. Faculty in the Department value excellence and are committed to teaching, research and service.

Security Clearance
Students registering for courses requiring field experience MUST go through a security clearance process. This process requires students to be fingerprinted and, depending on the school district, to participate in a drug screening to be approved for security clearance. A processing fee payable to the appropriate school district is required. It is strongly recommended that students complete this process once they are admitted to the University.

For detailed information, visit the College of Education Student Services website. Information will also be provided in courses with field placement requirements.

Link to Secondary Education Programs

Link to Master's Programs

Bachelor of Arts (B.A.) or Bachelor of Arts in Education (B.A.E.)
with Major in Elementary Education (K-6) with ESOL Endorsement


Admission Requirements
All students seeking admission to the undergraduate program in Elementary Education must first meet the University's general upper-division admission requirements, as well as the lower-division general preparation requirements listed previously in this College of Education section. In addition, each applicant must:

1. Have attained an overall grade point average of 2.5 or higher;

2. Present passing scores on all sections of the General Knowledge Test;

3. Be recommended for admission to the program by the Department of Teaching and Learning and approved by the Office for Academic and Student Services;

4. Be assigned to and programmed by an academic advisor.

Students must be formally admitted into the College of Education prior to enrolling in RED 4308, RED 4552, RED 4750, EDG 3323, EDG 3324 and TSL 4081. During the first week of these courses, students must show a photocopy of the official program signed by the student and faculty advisor.

Prerequisite Coursework for Transfer Students
Students transferring to Florida Atlantic University must complete both lower-division requirements (including the requirements of the Intellectual Foundations Program) and requirements for the college and major. Lower-division requirements may be completed through the A.A. degree from any Florida public college, university or community college or through equivalent coursework at another regionally accredited institution. Before transferring and to ensure timely progress toward the baccalaureate degree, students must also complete the prerequisite courses for their major as outlined in the Transfer Student Manual.

All courses not approved by the Florida Statewide Course Numbering System that will be used to satisfy requirements will be evaluated individually on the basis of content and will require a catalog course description and a copy of the syllabus for assessment.

Course Requirements
All Elementary Education majors entering the program are required to enroll in courses in a prescribed sequence with specific prerequisites. Students should be programmed as soon as possible to receive appropriate advising. Students must be admitted and programmed prior to the second semester of enrollment. Students who complete all program requirements will be eligible for an ESOL Endorsement upon graduation.

Scope and Sequence of Elementary Education Coursework - 63
(after lower-division general preparation requirements)

First Semester (prerequisite courses)
Education in a Multicultural Society EDF 3610 3
Language Arts and Literature: Birth through
Grade 8
LAE 4353 3
Introduction to Theories and Practices of
TESOL
TSL 4080 3
All Program Courses
(May be taken at any time during junior or senior years.)
Educational Measurement and Evaluation EDF 3430 3
Applied Learning Theory EDF 3210 3
Applied Educational Technology EME 4810 3
Art: Elementary School ARE 4313 2
Music: Elementary School 1 MUE 4013 2
Physical Education: Elementary School PET 4720C 2
Inclusive Education for General Educators EEX 4070* 3
Mid-Program Courses (May not be taken during the first semester of enrollment but must be completed by the final semester prior to student teaching. EDF 3610, LAE 4353 and TSL 4080 are prerequisites for the courses below.)
Effective Teaching Practices 1 EDG 3323**+ 3
K-9 School Math MAE 4350 3
Reading Development 1: Birth through
Grade 3
RED 4308 + 3
K-9 School Science SCE 4350 3
K-9 Social Studies SSE 4150 3
Semester Prior to Student Teaching
Reading Development 2: Grades 3 through 8 RED 4750 + 3
Reading Diagnosis and Remediation: Pre-K through Grade 8 RED 4552 + 3
TESOL Issues and Practices TSL 4081*+ 3
Effective Teaching Practices 2 EDG 3324**+ 3
Final Semester (All program courses must be completed prior to student teaching.)
Student Teaching EDE 4943 or 9-12
One-Year Student Teaching Option (both semesters)
Student Teaching (fall semester) EDE 4945 6
Student Teaching (spring semester) EDE 4945 6

* Denotes field experience credits.
** Denotes 90 field experience hours.
+ Students must be admitted and programmed into the College of Education prior to enrolling in these courses.

Students who complete all program requirements will be eligible for an ESOL Endorsement upon graduation.

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Notes to read CAREFULLY:
1. EDF 2005, Introduction to the Teaching Profession; EDF 2085, Introduction to Diversity for Educators; and EME 2040, Introduction to Technology for Educators; or community or state college equivalents are program requirements.

2. See the General Education lower-division requirements elsewhere in this catalog.

3. Grading policy: Students must pass ALL teacher preparation courses with a grade of "C" or better. A "C-" is not considered a passing grade, and the course must be retaken.

4. An active LiveText account is a requirement for all program coursework.

5. Out-of-state transfer students must take EDG 3323 and EDG 3324 at FAU.

6. EDG 3323 and EDG 3324 each require one additional day per week in a public school setting during the fall and spring semesters.

7. EDG 3323 (summer 1: Boca Raton campus), EDG 3324 (summer 2: Davie campus), TSL 4081 (summer 2) MAY be offered on a limited basis in the summer by permission only. Students should plan to enroll in these courses during the fall and spring semesters.

8. EDF 2005 is not offered in the summer term.

9. Students must pass RED 4308 prior to taking RED 4750 and RED 4552. RED 4308 may not be taken concurrently with LAE 4353, RED 4750 or RED 4552. No literacy courses (LAE 4353, RED 4308, RED 4750) may be taken after RED 4552.

10. RED 4750 may be taken concurrently with or prior to RED 4552.

11. Students must pass TSL 4080 prior to taking TSL 4081. TSL 4080 may not be taken concurrently in one semester with TSL 4081.

12. Students must pass EDG 3323 prior to taking EDG 3324. These two classes may not be taken concurrently or out of sequence.

13. EDG 3323 grading policy: If a student earns a "D" or an "F" in the field evaluation component or a "D" or an "F" in the coursework component, then the highest grade the student can receive for the course is a "C-". A "C-" is not considered a passing grade, and the course must be retaken. Students cannot take any effective teaching practice class more than twice.

14. Field experiences in school settings are required in some teacher preparation methods courses.

15. The following must be completed and passed prior to receiving a placement for student teaching: all program courses and other requirements, the professional and subject sections of the FTCE and all appropriate sections of the General Knowledge Test.

16. EDE 4943, Student Teaching, requires that the student is in a public school setting five full days a week during the school day in fall or spring semester.

17. Students who choose the one-year student teaching option (EDE 4945) will not enroll in EDG 3324 as its content will be integrated into the fall semester portion of this teaching option. Students will also enroll in RED 4552 and TSL 4081 during the fall semester that they are taking EDE 4945.

18. State of Florida teacher certification requires all applicants to be fingerprinted and screened by the FBI for felony convictions. School districts also require a fingerprint check and screening for school-based clinical teaching assignments. Students with felony records will NOT be permitted to be placed in internship settings and will NOT be permitted to successfully complete the program of studies for their degree and/or certification. Consequently, students with a record of felony conviction(s) will NOT be eligible for admission to a teacher preparation program at Florida Atlantic University.

19. For assistance contact the Office for Academic and Student Services:

Boca campus, 561-297-3570
Davie campus, 954-236-1028
Jupiter campus, 561-799-8135

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Secondary Education Programs

Overview
Secondary Education degree programs are offered in partnership with the Dorothy F. Schmidt College of Arts and Letters and the Charles E. Schmidt College of Science. These programs are Florida Department of Education (DOE) and National Council for Accreditation of Teacher Education (NCATE) approved. This state and NCATE approval represent the transferability of teaching credentials from state-to-state. Secondary programs currently approved include the following subject areas and grade levels:

English Education 6-12
Mathematics Education 6-12
Music Education K-12
Science Education
(Biology, Chemistry, Physics: 6-12)
Social Science Education 6-12

The following certification programs are also offered in partnership with the College of Arts and Letters. To qualify for Florida state and NCATE certification approval, all education requirements must be met.

Art K-12
French K-12
Spanish K-12

Admission Requirements
1. Formal application to the program;

2. Enrollment in an approved baccalaureate or a degree in an approved area;

3. A minimum GPA of 2.5 on a 4.0 scale on the general education component of undergraduate studies, OR completion of requirements for a baccalaureate degree with a minimum GPA of 2.5 from any college or university accredited by a regional accrediting institution;

4. Passing scores on all sections of the General Knowledge Test.

Course Sequence
All Secondary Education majors are required to meet with an academic advisor in the College of Education to review content and education course requirements as listed in the program guides. Upon admittance to the program, students are required to meet with their education and content area faculty advisors. Below is the suggested course sequence.

Professional Education
Introduction to the Teaching Profession
EDF 2005 3
Applied Learning Theory EDF 3210 3
Educational Measurement and Evaluation EDF 3430 3
Introduction to Diversity for Educators
EDF 2085 3
Introduction to Technology for Educators
EME 2040 3
Secondary School Effective Instruction+
(Security clearance required.)
ESE 3940 3
Content Reading: Middle and Secondary
Schools
RED 4335 3
Introduction to TESOL* TSL 4080 3
TESOL Issues and Practices* TSL 4081 3
ESOL Strategies for Content Area Teachers TSL 4324 3

* English majors only

+ Students must be admitted and programmed into the College of Education prior to enrolling in these courses.

Student Teaching
In order to meet the student teaching deadline, a student must be admitted into the Secondary Education Program at least one full year before the semester that student teaching is required.

The student teaching/internship component requires a separate application. Everyone must complete all courses (education and subject area), the General Knowledge Test and the FTCE (professional education and subject area) before beginning the student teaching/internship component.

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Master's Programs

General Requirements for all graduate programs include:

1. Graduate application;
2. Official transcripts;
3. Official copy of Graduate Record Exam (GRE) not older than five years.

Applicants for graduate initial certification teacher preparation programs in the Department of Teaching and Learning, including Elementary Education (K-6), K-12 and Secondary Education (6-12), must present passing scores on all sections of the General Knowledge Test.

A maximum of one-third of the total graduate credits taken at FAU as a non-degree student may be applied to the degree program, if approved by the advisor. Up to 6 credits of non-degree program transfer courses may be accepted from other universities at the discretion of the advisor and/or committee.

Master of Education (M.Ed.)

The Master of Education degree is offered with a major in the following areas: Curriculum and Instruction plus K-12, Secondary Certification (6-12), Elementary Education, Elementary Education with ESOL plus Certification, Environmental Education, Reading Education, Social Foundations of Education: Educational Psychology and Social Foundations of Education: Instructional Technology.

Notes:
1. The M.Ed. in Reading Education leads to state certification in reading.

2. The M.Ed. for uncertified students seeking initial certification is available in Elementary Education with ESOL plus Certification or Curriculum and Instruction plus Secondary 6-12 Certification.

3. Specific information concerning each M.Ed. K-12 degree program follows.

Master of Education with Major in Curriculum and Instruction plus K-12
or Secondary Certification (6-12)

The master's degree in Curriculum and Instruction plus K-12 or Secondary Certification (6-12) program provides an opportunity for those persons considering a career change to prepare for a new career in teaching and earn a master's degree simultaneously. The program includes professional education and subject area courses leading to a Master in Education as well as initial certification in a specific K-12 or secondary subject area. This program is designed for students who have already completed a bachelor's degree with credits in one of the following subject areas: art, biology, chemistry, English, French, German, mathematics, music, physics, social sciences or Spanish. Many content requirements may have been taken as part of the undergraduate degree.
(German and Music are no longer available effective fall 2013.)

Admission Requirements
To be admitted to the master's degree program in Curriculum and Instruction plus K-12 or Secondary Program (6-12), students must complete the graduate application and provide documentation showing that they:

1. Have a bachelor's degree from an accredited college or university;

2. Have minimum GRE scores of 154 (verbal) and 144 (quantitative);

3. Have a 3.0 or better GPA in the last 60 credits of undergraduate work prior to the granting of the bachelor's degree;

4. Have passing scores on all four sections of the General Knowledge sections of the FTCE. There are no exceptions or waivers to this General Knowledge requirement unless an individual has taken and passed all sections of the CLAST prior to July 1, 2002. All University and departmental admission requirements apply.

Additional admissions requirements exist for international students. Contact the FAU Office of International Students and Scholars and the Graduate College for these requirements.

Professional Education (24 credits)
Introduction to the Teaching Profession
EDF 2005 3
Applied Learning Theory EDF 3210 3

Educational Measurement and Evaluation

EDF 3430 3
Introduction to Diversity for Educators
EDF 2085 3
Introduction to Technology for Educators
EME 2040 3
Secondary School Effective Instruction ESE 3940 3
Content Reading:
Middle and Secondary School
RED 4335 3
ESOL Strategies for Content Area Teachers
(Students in the English concentration, take
TSL 4080 and TSL 4081 instead.)
TSL 4324 3

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Areas of Concentration
At least 30 semester hours of specific coursework as required by concentration (see undergraduate program description for detail). No more than half of these hours can be at the undergraduate level.

Grades K-12 Grades 6 - 12
Art

English/Language Arts

Foreign Language (French, German and Spanish) Mathematics
Music
Science (Biology, Chemistry, Physics)
(German and Music are no longer available effective fall 2013.) Social Science

6000-Level Content (9 - 12 credits)
1. All students take one to two methods courses in their concentration area.

2. All students also take two graduate courses in their area of concentration. See the program advisor for approved courses in each area.

Curriculum and Instruction Core Courses
U.S. Curricular Trends and Issues EDG 6224 3
Design Components of Curriculum EDG 6253 3

Research/Statistics (6 credits)
Educational Research EDF 6481 3
Educational Statistics STA 6113 3

Student Teaching Internship (6-10 credits)
Internship* EDG 6940 6-10

* The Internship is a full-time fall or spring semester experience and requires a separate application. Students must complete all courses (education and subject area) and all sections of the FTCE before internship.

Master of Education with Major in Elementary Education

The Department of Teaching and Learning offers a program of study leading to a master's degree in Elementary Education. This program is directed toward currently (K-6) certified and experienced teachers who are pursuing an advanced degree.

Admission Requirements
To be admitted to the M.Ed. in Elementary Education Program, students must complete the graduate application and provide the same documentation as for the first M.Ed. program described in this section.

Educational Leadership (choose one for 3 credits)
Practical School Law EDA 6232 3
Instructional Leadership EDS 6050 3

Exceptional Student Education (choose one for 3 credits)
Survey and Assessment in Early Childhood
Education and Early Childhood
Special Education
EEX 5015 3
Individuals with Disabilities EEX 5051 3

Core Courses (15 credits)
Curriculum: Elementary School EDE 6205 3
Take four of the following courses
Art Education in Elementary School ARE 6317 3
Teaching Health in Elementary School HSC 5315 3
Language Arts: Elementary School LAE 6352 3
Literature: Elementary School LAE 6415 3
Mathematics: Elementary and
Middle School
MAE 6151 3
Developmental Reading RED 6351 3
Reading Diagnosis and Practicum
for Classroom Teachers
RED 6518 3
Science: Elementary and Middle School SCE 6151 3
Social Studies: Elementary and
Middle School
SSE 6151 3
Curriculum Development in ESOL TSL 5142 3
Methods of TESOL and Bilingual Education
TSL 5345 3

Research/Statistics (6 credits)
Educational Research EDF 6481 3

Educational Statistics
(Should be taken prior to or concurrently
with EDF 6481.)

STA 6113 3

Liberal Arts /Education Courses (9 credits at the 6000 level or above)
All students must take three courses related to elementary education in the College of Education, the Dorothy F. Schmidt College of Arts and Letters or the Charles E. Schmidt College of Science. Students with temporary certification may choose to take an approved course to fulfill state requirements.

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Master of Education with Major in Elementary Education with ESOL plus Certification

The master's degree (M.Ed.) in Elementary Education with ESOL plus Certification Program provides preparation for a new career in teaching. The program is designed for students who already have a bachelor's degree and intend to become elementary school teachers in grades K-6. Upon completion of the NCATE-approved program, which includes student teaching, the student should be eligible for both Florida certification and a master's degree in Elementary Education. Students should be aware that no more than one-third of the credits in this program can be taken as non-degree-seeking before official admission.

Admission Requirements
To be admitted to the M.Ed. in Elementary Education with ESOL plus Certification Program, students must complete the graduate application and provide documentation showing that they:

1. Have a bachelor's degree from an accredited college or university;

2. Have minimum GRE scores of 154 (verbal), 144 (quantitative) and 3.5 (analytical writing);

3. Have a 3.0 or better GPA in the last 60 credits of undergraduate work prior to the granting of the bachelor's degree or have a score of 1000 or better on the general section of the GRE (verbal and quantitative combined);

4. Have passing scores on all four sections of the General Knowledge sections of the FTCE. There are no exceptions or waivers to this General Knowledge requirement unless an individual has taken and passed all sections of the CLAST prior to July 1, 2002. All University and departmental admission requirements apply.

Additional admissions requirements exist for international students. Contact the FAU Office of International Students and Scholars and the Graduate College for these requirements.

Core Courses (24 credits)
Applied Learning Theory EDF 3210 3
Educational Measurement and Evaluation EDF 3430 3
Education in a Multicultural Society EDF 3610 3

Effective Teaching Practices 1
(Should be taken last in Core Courses.)

EDG 3323* 3
Inclusive Education EEX 4070 3
Applied Educational Technology EME 4810 3
Language Arts and Children's Literature LAE 4353 3
Introduction to TESOL TSL 4080 3

Area of Study (32 credits, taken after Core Courses)
Art Education in Elementary School ARE 6317 3
Teaching Health in Elementary School HSC 5315 3
Math: Elementary and Middle School MAE 6151 3
Music: Elementary School MUE 4013 2
Special Topics RED 5931 3
Developmental Reading RED 6351 3
Science: Elementary and Middle School SCE 6151 3
Social Studies: Elementary and Middle School SSE 6151 3

The following courses should be taken at the end of the program, just before student teaching.
Effective Teaching Practices 2 EDG 3324* 3
Reading Diagnosis and Practicum for
Classroom Teachers
RED 6518 3
TESOL Issues and Practices TSL 4081* 3

Research/Statistics (6 credits)
Educational Research EDF 6481 3

Educational Statistics
(Should be taken prior to or concurrently
with EDF 6481.)

STA 6113 3

Capstone Experience (6-10 credits)**
Internship
(Student teaching is in a public school setting
five days a week during fall or spring
semester.)

EDG 6940* 6-10

* EDG 3323, EDG 3324, TSL 4081 and EDG 6940 are generally not available in the summer term.

** All program courses must be completed prior to student teaching; both professional and subject sections of FTCE must be passed prior to applying to student teaching.

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Master's Degree (M.Ed.) with Major in Environmental Education

The master's degree in Environmental Education is offered through the Department of Teaching and Learning in the College of Education and provides a comprehensive graduate program that prepares future professionals in the field of environmental education and enhances the environmental education knowledge and skills of practicing teachers. This university-wide, interdisciplinary curriculum requires 36 semester hours of credit and includes opportunities to apply academic theory to practical experiences in the classroom, as well as onsite at the Pine Jog Environmental Education Center. For information about this program, contact Dr. Carol Meltzer, Environmental Education Graduate Program Coordinator, at meltzer@fau.edu.

Environmental Education Courses (12 credits)
(Department of Teaching and Learning)
Perspectives of Environmental Education SCE 6345 3
Advanced Methods of Environmental
Education
SCE 6344 3
Trends and Issues in Environmental
Education
SCE 6644 3
Capstone Study in Environmental Education SCE 6196 3

Select one of four elective areas of study in consultation with faculty advisor (12 credits)

1. Environmental Education plus Middle Grades General Science for Certified (elementary) Teachers

2. Environmental Education for Certified Teachers and Non-School Based (center) Educators

3. Environmental Education for Sustainable Planning Educators

4. Environmental Education for Center Administrators

General Education Courses (6 credits)
(Department of Curriculum, Culture, and Educational Inquiry)

Program Evaluation in Curriculum and
Instruction

EDG 6285 3
Take one of the following courses:
Global Perspectives of Curricular Trends or EDG 6625  
Foundations of Global Education EDF 6800 3
Statistics/Research Courses (6 credits)
(Department of Educational Leadership & Research Methodology)
Take both of the following courses:
Educational Statistics (complete prior to or
concurrent with EDF 6481)
STA 6113 3
Educational Research (prerequisite or
corequisite: STA 6113)
EDF 6481 3

Admission Requirements
Admission to the master's degree in Environmental Education requires submission of the graduate application form. Information pertaining to the process is available at www.fau.edu/graduate. Students may complete the actual graduate application here. In addition, in order to be considered for the degree program, students must submit the following documentation:

1. Official transcripts of all undergraduate coursework;
2. A bachelor's degree from a regionally accredited college or university;
3. Graduate Record Examination (GRE) scores of 154 (verbal) and 144 (quantitative).

Departmental approval is based on meeting one of the following:

1. A grade point average (GPA) of 3.00 or higher in all work attempted while registered as an upper-division student working for a baccalaureate degree; or

2. A minimum combined score of 1000 (quantitative and verbal) on the Graduate Record Exam (GRE). Graduate Record Examination scores must not be more than 5 years old (unless age of score is waived by petition submitted with application); or

3. A graduate degree from a regionally accredited institution.

Master of Education with Major in Reading Education (Changes below are effective fall 2013.)

The M.Ed. in Reading Education leads to state certification as a reading teacher. This program is directed toward currently certified and/or experienced teachers who are pursuing an advanced degree and seeking reading certification.

Admission Requirements
To be admitted to the M.Ed. in Reading Program, students must complete the graduate application and provide the same documentation as for the first M.Ed. program described in this section.

Required Reading Courses (18 credits)
The following four courses must be taken in the sequence below, and due to their prerequisite nature, cannot be taken concurrently.
Developmental Reading RED 6351 3
Reading Diagnosis (prerequisite RED 6351) RED 6546 3
Remedial Reading (prerequisite RED 6546) RED 6548 3
Reading Practicum (prerequisite RED 6548) RED 6836 3
The following two courses have no prerequisite requirements and may be taken during any semester of the student's master's degree course of study.
Teaching Reading in Secondary and Middle
School
RED 6361 3
Trends and Issues in Reading Education RED 6656 3

Education Electives (choose one for 3 credits)
Design Components of Curriculum EDG 6253 or  
Measurement EDF 6432* 3

Research Core (6 credits)
Educational Research EDF 6481 3
Educational Statistics STA 6113** 3

Electives (9 credits)
Electives may be taken in the College of Education, College of Arts and Letters and/or College of Science.

Note: Linguistics and Reading, LIN 5745 (3 credits), is recommended but not required.
* Required if course in measurement has not been taken previously.
** May be taken prior to or concurrently with EDF 6481.

Degree Requirements
To be eligible for graduation, students must complete all program courses and pass the Florida Teachers Certification Exam for Reading Education (K-12).

The Master of Education (M.Ed.) Degree in Social Foundations of Education has two concentrations: Educational Psychology and Instructional Technology. Details follow.

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Master of Education with Major in Social Foundations of Education
Educational Psychology Concentration

Admission Requirements
To be admitted to the M.Ed. in Social Foundations Program, students must complete the graduate application and provide the same documentation as for the first M.Ed. program described in this section.

Core Course (choose one of the following courses)
Foundations of Multicultural Curricula EDF 6887 3
Multicultural Education EDG 5705 3
Instructional Design EME 6601 3

Research/Statistics Courses (6 credits)
Educational Research EDF 6481 3
Educational Statistics STA 6113 3

Area of Concentration Courses (15 credits)
Applied Learning Theories EDF 3210 3
Educational Measurement and Evaluation EDF 3430 3
Thinking Processes and Styles EDF 6142 3
Educational Psychology EDF 6229 3
Concepts of Self EDF 6339 3

Elective Courses (12 credits)
Elective courses must be 6000 level or above. Choose four electives approved by the program advisor.

The Educational Psychology concentration must include at least 18 credits at the 6000 level and a total of at least 36 credits, with 30 graduate credits.

Master of Education with Major in Social Foundations of Education
Instructional Technology Concentration

The master's degree in Social Foundations with a concentration in Instructional Technology provides an opportunity for students to earn a 36-credit master's degree. This program provides students with the necessary background to enable them to utilize, implement and maintain modern technology in the field of education and training. The program includes coursework in research and statistics, software programming, instructional design and distance learning.

Admission Requirements
1. The student must meet all College and University requirements;

2. Any applicant seeking admission to the M.Ed. degree program in the Department of Teaching and Learning must:

a. Have minimum GRE scores of 154 (verbal) and 144 (quantitative) and a minimum grade point average of 3.0 in the last 60 credits of undergraduate coursework attempted;

b. Submit official transcripts from all institutions.

Degree Requirements
1. The student must meet all College and University guidelines.

2. The student must complete an approved Plan of Study no later than the last day of regularly scheduled classes of the first semester following admission to the program. If this does not occur, an advising hold will be applied.

3. The student must repeat any Department course in which a "B" or higher is not earned. A course can be repeated once.

4. The student must complete a minimum of 36 credits.

5. The student must complete the following course requirements.

Educational Technology 36
Research Core (6 credits)
Educational Research EDF 6481 3
Educational Statistics STA 6113 3
Technology Core (12 credits)
Educational Programming 1 EME 4411 3
Models of Learning and Instruction EME 6051 3
Educational Programming 2 EME 6413 3
Instructional Design EME 6601 3
Electives 18
Select six courses:
Instructional Program Development EDG 6255 3
Self-Regulated Learning Systems EME 6209 3
Educational Programming 3 EME 6414 3
Courseware Design EME 6415 3
Administrative Applications of Educational
Technology
EME 6426 3
Technological and Theoretical Foundations of Learning EME 6623 3
Organization and Management Learning
Technologies
EME 6716 3
Field Experience in Education and
Technology
EME 6945 3

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Link to Course Descriptions for the College of Education