Lower-Division Requirements

Bachelor's Program Information

Master's Program Information

Combined Program Information

Specialist's Program Information

Doctoral Program Information

Departments

Communication Sciences and Disorders

Counselor Education

Curriculum and Instruction

Educational Leadership and Research Methodology

Special Education

Link to Course Descriptions for the College of Education

Accreditation: The College of Education at Florida Atlantic University is accredited by the Council for the Accreditation of Educator Preparation (CAEP), 140 19th St. N.W., Suite 400, Washington, D.C. 20036, 202-223-0077. 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.

Lower-Division General Preparation Requirements

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

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 Special 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 Special 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.

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

General Studies Degree Program
The University offers a Bachelor of General Studies (B.G.S.) degree program that allows students to design a plan of study to meet their personal interests and career goals. The 120-credit program includes 15 credits of upper-division coursework in one discipline, which students select in consultation with an advisor. For more B.G.S. details and degree requirements, please refer to the Degree Programs section of this catalog.

Undergraduate Research Certificate
To recognize undergraduate students' excellence in undergraduate research, the Office of Undergraduate Research and Inquiry (OURI) has established the Undergraduate Research Certificate. Requirements for the Research Certificate include completion of 12 credits of research exposure, skill-building and intensive courses as well as dissemination of the outcomes of students' research and inquiry through a research presentation or exhibition.

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 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).

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.

Students who complete the requirements for the bachelor's degree in Early Care and Education will be awarded the B.E.C.E. This program is offered jointly by the Department of Special Education and the Department of Curriculum and Instruction.

Students who complete the requirements for the bachelor's degree in Music Education will be awarded the B.M.E. This program is offered jointly by the Department of Curriculum and Instruction in the College of Education and by the Department of Music in the Dorothy F. Schmidt College of Arts and Letters.



Eligibility for B.A.E. or B.S.E. Degree
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. 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.



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

Clinical Rehabilitation Counseling

School Counseling

Curriculum and Instruction - M.Ed. with majors in:

Curriculum and Instruction

Educational Psychology

Elementary Education

Elementary Education with ESOL plus Certification

Environmental Education

Instructional Technology

Reading Education (K-12)

Secondary Education plus Certification

Curriculum and Instruction plus certification concentrations in: (The program is being phased out.)
Art (K-12)
Elementary Education (K-6)
English with ESOL (6-12)
Environmental Education (not linked to certification)
Foreign Language (French, Spanish: K-12)
Mathematics (6-12)
Science Education (Biology, Chemistry, Physics: 6-12)
Social Science (6-12)

Educational Leadership and Research Methodology - M.Ed. with concentrations in:
Adult and Community Educational Leaders

Higher Education Leaders

School Leaders (K-12)

Special 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

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.



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;

Combined Degree Program Information

This combined program in Counselor Education pairs the 60-credit Master of Education program with the Specialist in Education program. Students enrolled in this program apply once and are eligible to graduate with their master's degree after they have completed 60 credits of coursework. After completing an additional 12 credits for a total of 72, students would receive their specialist in education degree. See relevant section below.

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

b. 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;

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

d. Specified scores on the Graduate Record Examination (GRE); for GRE scores and additional information, click here;

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

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

Educational Leadership
a. Master's degree from an accredited college or university;

b. Achieve a minimum GPA of 3.0 in a master's program, OR

c. Complete the GRE (no minimum sub-score requirement); score may not be more than five years old;

d. A 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).

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. Neuroscience (Ph.D.).

5. Special Education (Ph.D.)

Requirements for the program are listed under individual departments.


Communication Sciences and Disorders

Faculty:
Williams, D., Interim Chair; Clark, C., Clinic Director; Danesh, A.; Imgrund, C.; Porcaro, C.; Tessel, C.; Steele, K.; Wener, D. L.

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, pass rates for the Praxis examination in Speech-Language Pathology and employment information. Students are encouraged to access the department's webpage 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.



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 submission of official transcripts from all institutions attended.

3. Graduate Record Exam scores must be submitted.

4. The student must include three letters of recommendation with the application for admission.

5. All Department of Communication Sciences and Disorders prerequisite courses must be completed prior to enrollment.

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 school application must be submitted online via CSDCAS. The graduate program is a limited-access program. All application materials must be received no later than January 15 prior to the fall semester for which admission is being sought. A full description of the application process is available on the department's webpage.



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 550 on the paper-based test (TOEFL PBT) or 80 on the internet-based version (TOEFL iBT). The CSD department also accepts IELTS test results with a minimum score of 6.5.

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" ("B-" and below) is earned. Students are required to maintain an overall graduate course average of 3.0. (A course may be repeated only once.) Students failing to earn a "B" in two courses will be dismissed from the program.

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 "exemplary" or "satisfactory" 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.

Doctor of Philosophy with Major in Neuroscience

This doctoral program in Neuroscience is a multi-college, multi-institute interdisciplinary degree program organized in partnership with the FAU Brain Institute. Graduate-level instruction is provided by faculty in multiple departments located in the Charles E. Schmidt College of Science, the Charles Schmidt College of Medicine, the College of Engineering and Computer Science, the College of Education and the Harriet L. Wilkes Honors College. Affiliated faculty from the Max Planck Florida Institute for Neuroscience and Scripps Research Florida also participate in the program. The program aims to equip students with the advanced conceptual and technical skills needed to forge productive, neuroscience-oriented careers in industry, academia and government. Specific details for this doctoral program appear in the Interdisciplinary Programs section of this catalog.

Counselor Education

Faculty:
Gill, C., Chair; Bowers, P. H.; Canfield, B. S.; Emelianchik-Key, K.; Frain, M.; Mariani, M.; Peluso, P. R.; Torres, A.; Villares, E.

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. The department also offers a certificate in Applied Mental Health Services in conjunction with the Department of Psychology in the Charles E. Schmidt College of Science. This certificate program provides a curricular experience for students who wish to pursue careers in clinical psychology, mental health counseling and allied human services that enhances the student's chosen major. Certificate details and program requirements are listed under the Interdisciplinary Programs catalog section.

At the graduate level, Counselor Education offers a Master of Education (M.Ed.) with major in Counselor Education and three concentrations, a combined Master of Education (M.Ed.) to Specialist in Education (Ed.S.) with major in Counselor Education and two 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.

Link to Combined Program

Link to Specialist's Program

Link to Doctoral Program

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, Clinical Rehabilitation Counseling or School Counseling concentration. Note that admission requirements differ for these concentrations. The concentrations in Clinical Mental Health Counseling and School Counseling require 60 credits; the concentration in Clinical Rehabilitation Counseling requires 63 credits.

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 January 15 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 may use MHS 6710 to satisfy the College research core requirement.
3. The student must complete a minimum 60-credit program of study for the master's degree.

Combined Master of Education (M.Ed.) and Specialist in Education (Ed.S.) with Major in Counselor Education

This Combined M.Ed. and Ed.S. with major in Counselor Education program may be structured with a Clinical Mental Health Counseling or School Counseling concentration. It requires at least 12 credits of coursework beyond the minimum of 60 credits needed for the M.Ed. program. Students receive their M.Ed. after completing a minimum of 60 credits of coursework; the Ed.S. is awarded after completion of a total of 72 credits (and no more than 84 credits for the combined program with departmental permission). Any courses in the Department of Counselor Education can be used to fulfill these requirements with advisor permission.

The Admission Requirements for the M.Ed./Ed.S. are the same as for the M.Ed. The Degree Requirements are also the same except for item 3:

3. The student must complete a minimum 60-credit program of study for the master's degree and complete a minimum of 72 credits for the combined M.Ed./Ed.S. program with no more than 84 credits.

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. All application materials must be received no later than January 15 for summer/fall admission and September 15 for spring admission. The Ed.S. degree requires 72 credits.

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. The Ph.D. degree requires 60 credits.

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 the fall term each year. November 1 is the deadline for priority admission (eligible for tuition support) and November 15 for all other admission consideration. 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.

Curriculum and Instruction

Faculty:
Dukes, C., Interim Chair; Acosta, M.; Ariza, E.; Baxley, T.; Bhagwanji, Y.; Bousalis, R.; Brewer, E. A.; Brown, S.; Brown, V.; Dernikos, B.; Furner, J.; Gonzalez-DeHaas, A.; Harris, D.; Klein, R.; Kumar, D.; Lapp, S.; Leit, J.; Marinaccio, M.; Musgrove, A.; Nichols, B.; Nightengale-Lee, B.; Persin, R.; Powers, J.; Ramirez, A. A.; Rhone, A.; Schoorman, D.; Sembiante, S.; Vaughan, M.; Willems, P.; Zainuddin, H.

(Department's mission statement in progress.)

Link to B.A. or B.A.E. in Elementary Education

Link to Honors in Environmental Education Program

Link to Elementary Education Honors Program

Link to Secondary Education Programs - Undergraduate

Link to Secondary Education Honors Program

Link to Master's Programs

Link to Specialist's Program

Link to Doctoral Program

Link to TESOL Endorsement

Link to Diversity and Global Studies Minor

Link to Early Childhood Environmental Education Certificate

Link to Diversity and Global Studies Certificate

Link to Multicultural Education Certificate

Link to Teacher Leadership Certificate

Bachelor of Early Care and Education
(This program description also appears in the Special Education Department.)

The Bachelor of Early Care and Education (B.E.C.E.) is a joint program offered by the Department of Curriculum and Instruction and the Department of Special 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.A. or 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 Special Education or the Department of Curriculum and Instruction.

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 Transition Guides.

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.A. or A.S. degrees in Early Childhood. Students transferring the A.S. degree may need additional coursework to satisfy the FAU lower-division General Education core.

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 and Instruction and/or Special 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 and a "C-" or better in all non-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.

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

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 and disposition screening;

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 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 Transition Guides.

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 both ESOL and Reading Endorsements upon graduation.

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

* 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 both ESOL and Reading Endorsements upon graduation.

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 3324 at FAU.

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

7. 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 and RED 4750 prior to taking 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 RED 4308. RED 4750 may not be taken before RED 4308.

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. EDG 3324 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 the EDG 3324 course more than twice.

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

14. 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.

15. 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.

16. 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.

17. 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

Honors in Environmental Education

Students in both B.A. and B.A.E. programs may be eligible for this honors program, designed for preservice teachers who are passionate about nature, animals and environmental issues. The program delineates ways in which environmental education could be integrated into elementary and middle school classrooms and includes the latest research on the benefits of getting young learners out of the classroom more often. There is a strong undergraduate research theme underlying the program that explicitly links teacher action research to the nature of science, as defined by state and national standards. Student teachers are introduced to inquiry tools that allow them to examine their own practice and contribute to an exciting new body of research in education, health and social science.

This Honors in Environmental Education program includes honors enrichment that highlights environmental science themes and environmental education pedagogies directly applicable to Grades K-8. Students will be certified in state and national environmental education curricula, including Project Wild. Coursework and experiences are centered on northern Palm Beach and Martin counties with their impressive range of high quality natural sites and community expertise. In addition to learning how to teach in their own schoolyards, students in the Honors in Environmental Education program learn how to integrate visits to and from community partners, such as local nature centers, gardens, wildlife rehabilitation clinics and parks (city, county, state and national). Whenever possible, student teaching placements will be in Palm Beach or Martin County green schools.

Eligibility Criteria
1. Students must have been admitted to the College of Education as an Elementary Education major, with a minimum GPA of 3.0;

2. Students must have completed at least 60 credits with at least a 3.0 overall GPA (this eligibility requirement is higher than the 2.5 GPA required for admission to the Elementary Education major);

3. No more than 20 percent of the Elementary Education majors are eligible to be admitted.

Selection Criteria
1. A 500+ word essay describing why the student is interested in integrating environmental education into their teaching career;

2. Must be willing to take the honors section on SCE 4350 on the Jupiter campus;

3. Must be willing and able to travel to potential school-based placements outside of the student's home radius.

Standards to Remain in the Program
1. Maintain a 3.0 GPA in the major;

2. Meet the requirements of honors compacts in SCE 4113, EDG 3324 and student teaching;

3. Take the honors-enriched version of SCE 4350 (Jupiter campus);

4. Attend occasional workshops.

Honors Enrichment
1. An honors compact in SCE 4113, Science Content and Standards for K-6 Teachers, that includes becoming familiar with the Palm Beach County school district Field Research Ranger Program;

2. An honors section of SCE 4350, Principles and Methods: K-9 School Science, typically taught by the environmental education coordinator, with an emphasis on better links to community partners, the use of outdoor classrooms within school grounds and other nature, place and outdoor-based pedagogies;

3. Placement in district green schools during EDG 3324, Effective Teaching Practices, and collaboration with cohort peers and faculty mentoring to take CITI Institutional Research Board training focusing on educational research;

4. A capstone during EDE 4943, Student Teaching-Elementary, or the Accelerated Introduction into Teaching (AIT), where students will work with their coordinating teacher and the honors faculty to develop, implement and communicate a research project related to their environmental education practice. This will include a paper and presentation based on their research.

Undergraduate Research Honors Program: Effective Integration of Educational Impact and Outcomes through Honors Elementary Education (EIEIO - ELEM Honors)

Undergraduate Elementary Education majors who meet eligibility criteria may apply for admission into the Honors-in-the-Major Program in Elementary Education. Selected students will have the opportunity to engage in undergraduate research and inquiry, explore formal discipline-based research practices and experience mentorship within coursework and in the field.

Eligibility Criteria
1. Student must have been admitted to the College of Education as an Elementary Education major;

2. Student must have completed at least 60 credits with at least a 3.0 overall GPA (this eligibility requirement is higher than the 2.5 GPA required for admission to the Elementary Education major);

3. Student must have a passing score on all sections of the General Knowledge Test;

4. No more than 20 percent of the Elementary Education majors are eligible to be admitted.

Selection Criteria
1. Application essay (statement of purpose), which is due with the application at the end of the sophomore year and must be submitted to the department’s designee;

2. Recommendation letter from one College of Education faculty member;

3. Must be willing and able to travel to potential school-based placements in urban environments outside of student’s home radius;

4. Must be able to take Honors-in-the-Major research-enhanced courses in the cohort track, which will be located on the Boca Raton campus.

Standards to Remain in the Program
1. Maintain a GPA of 3.5 in upper-division major (after admission with an undergraduate lower-division GPA of 3.0);

2. Enroll in courses with the EIEIO cohort, sequential design;

3. Adhere to the FAU Honor Code and Department of Education Ethics for Teacher Candidates in Education;

4. Participate in peer-mentoring groups and the College of Education Summer Undergraduate Research Fellowship (SURF);

In the event of withdrawal or dismissal from the program, credits earned in courses will be applied to the traditional bachelor’s degree in Elementary Education, with no penalty.

Honors Enrichment
1. College of Education SURF participation. Faculty-guided mentorship program with the departments of Curriculum and Instruction and Educational Leadership and Research Methodology. Students attend summer workshops to design the capstone experience research plan.

2. Three courses enhanced by Academic Service Learning (ASL) in a discipline-specific practicum and internship experience (three semesters). Students apply for ASL credit, track hours and earn service learning experience.

3. Collaboration with cohort peers in discipline-specific action research. Students engage in peer mentoring associated with the Office of Undergraduate Research and Inquiry (OURI) and with graduate students in the College of Education.

4. Interdisciplinary application of educational learning theory and educational research theory to a three semester action research project. Students implement a three semester research project including a small pilot study, full implementation, and analysis and presentation.

5. Mentorship with administration including principals of partnering elementary schools.

Capstone Experience
Complete an action research project, reviewed by four faculty members and a council of peers, during the revised section of the EIEIO Honors Student Teaching capstone course and at least two of the following:

1. Present in the College of Education Undergraduate Research Symposium;

2. Submit to present at the FAU OURI Undergraduate Research Symposium;

3. Apply for publication in the FAU Undergraduate Research Journal;

4. Apply for publication in an educational research journal;

5. Participate as an FAU peer mentor with the Office of Undergraduate Research and Inquiry.

In addition to FAU general education lower-division preparation and Education prerequisites (see College of Education Lower-Division General Preparation Requirements), Elementary Education majors in the EIEIO - ELEM Honors program must take the following Honors-in-the-Major research-enhanced courses:

(See B.A. or B.A.E. with major in Elementary Education (K-6) with ESOL Endorsement Curriculum Matrix for complete course assessments linked to student learning outcomes.)

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 Council for the Accreditation of Educator Preparation (CAEP) approved. This state and CAEP 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 6-12, Chemistry 6-12, Physics 6-12)
Social Science Education 6-12

The following certification programs are also offered in partnership with the College of Arts and Letters:

Art K-12*
Foreign Language Education (French K-12, Spanish K-12)**

* To qualify for Florida state and CAEP certification approval for Art K-12, all education requirements must be met.

** French K-12 and Spanish K-12 are not accredited and do not meet the standards for permanent state certification as an educator. Graduates from these programs may qualify for a temporary teaching certificate in the State of Florida. To qualify for Florida state certification approval, additional education requirements must be met. For information about these additional requirements, students should see their academic advisor.

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.

* 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.

Undergraduate Research Honors Program: Effective Integration of Educational Impact and Outcomes through Honors Secondary Education (EIEIO - Secondary Honors)

Undergraduate Secondary Education majors who meet eligibility criteria may apply for admission into the Honors-in-the-Major Program. Selected students will have the opportunity to engage in undergraduate research and inquiry, explore formal discipline-based research practices and experience mentorship within coursework and in the field.

Eligibility Criteria
1. Student must have been admitted to the College of Education as a Secondary Education major.

2. Student must have completed at least 60 credits with at least a 3.0 overall GPA on a 4.0 scale (this eligibility requirement is higher than the 2.5 GPA required for admission to other Secondary majors);

3. Student must have a passing score on all sections of the General Knowledge Test;

4. No more than 20 percent of the Secondary Education majors are eligible to be admitted.

Selection Criteria
1. Application essay (statement of purpose), which is due with the application at the end of the sophomore year and must be submitted to the department’s designee; a program coordinator and a committee of four faculty in the program will review applications and track student progression through the program;

2. Recommendation letter from one College of Education faculty member;

3. Must be willing and able to travel to potential school-based placements in urban environments outside of student’s home radius;

4. Must be able to take Honors-in-the-Major research-enhanced courses on the Boca Raton campus.

Standards to Remain in the Program
1. Maintain a GPA of 3.5 in upper-division major (after admission with an undergraduate lower-division GPA of 3.0);

2. Enroll in courses with the EIEIO cohort, sequential design;

3. Adhere to the FAU Honor Code and Department of Education Ethics for Teacher Candidates in Education;

4. Participate in peer-mentoring groups and the College of Education Summer Undergraduate Research Fellowship (SURF);

In the event of withdrawal or dismissal from the program, credits earned in courses will be applied to the traditional bachelor’s degree in Secondary Education, with no penalty.

Honors Enrichment
1. College of Education SURF participation. Faculty-guided mentorship program with the departments of Curriculum and Instruction and Educational Leadership and Research Methodology. Students attend summer workshops to design the capstone experience research plan.

2. Three courses enhanced by Academic Service Learning (ASL) in a discipline-specific practicum and internship experience (three semesters). Students apply for ASL credit, track hours and earn service learning experience.

3. Collaboration with cohort peers in discipline-specific action research. Students engage in peer mentoring associated with the Office of Undergraduate Research and Inquiry (OURI) and with graduate students in the College of Education.

4. Interdisciplinary application of educational learning theory and educational research theory to a three semester action research project. Students implement a three semester research project including a small pilot study, full implementation, and analysis and presentation.

Capstone Experience
Complete an action research project, reviewed by four faculty members and a council of peers, during the revised section of the EIEIO Honors Student Teaching capstone course, present in the College of Education Undergraduate Research Symposium and at least two of the following:

1. Submit to present at the FAU OURI Undergraduate Research Symposium;

2. Apply for publication in the FAU Undergraduate Research Journal;

3. Apply for publication in an educational research journal;

4. Participate as an FAU peer mentor with the Office of Undergraduate Research and Inquiry.

In addition to FAU general education lower-division preparation and content area courses offered by the Dorothy F. Schmidt College of Arts and Letters or the Charles E. Schmidt College of Science, Secondary Education majors in the EIEIO - Secondary Honors Program must take the following Honors-in-the-Major research-enhanced courses:

(See Secondary Program, Course Sequence, Curriculum Matrix for complete course assessments linked to student learning outcomes.)

Diversity and Global Studies Minor

This minor is offered by the Department of Curriculum and Instruction in collaboration with the Office of Diversity and Multicultural Affairs in Student Affairs. The minor in Diversity and Global Studies comprises 12 credits and is available to all undergraduate degree-seeking students. It will be conferred upon completion of coursework related to the minor and the completion of a bachelor's degree.

Curriculum
The certificate program requires 12 credits of coursework, consisting of the following required courses:

For other appropriate course electives,contact, Yash Bhagwanji, ECEE Certificate Coordinator.

Diversity and Global Studies Certificate
This innovative certificate program comprises 12 credits of coursework that support students' critical consciousness in their education about diversity within a global context. The certificate in Diversity and Global Studies is available to degree-seeking and non-degree-seeking students. It is conferred upon completion of required and elective courses. All courses must be taken at FAU.

Applicants for graduate initial certification teacher preparation programs in this department, 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, Curriculum and Instruction plus K-12 or Secondary Certification (6-12), Educational Psychology, Elementary Education, Elementary Education with ESOL plus Certification, Environmental Education, Instructional Technology, Reading Education and Secondary Education plus Certification. Certificates in Environmental Education, Instructional Design and K-12 Online Teaching are also available.

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

The M.Ed. in Curriculum and Instruction (for certified teachers with a professional or temporary certificate) may be obtained in person in the areas noted below. The program also is offered online with specialization in Multicultural Education, ESOL Education, and Teacher Leadership, and a classroom-based specialization in Early Childhood Education. Students may also earn a certificate in Multicultural Education.

Areas of Concentration
Art (K-12)

Early Childhood Education

English/Language Arts (6-12)

ESOL Education (K-12) (online)

Foreign Language (French and Spanish) (K-12)

Mathematics (6-12)

Multicultural Education (K-12) (online)

Reading (K-12) (does not lead to certification as a reading teacher)

Science Education (Biology, Chemistry and Physics) (6-12)

Social Science (6-12)

Teacher Leadership (K-12) (Enrollment is currently suspended for this concentration.)

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 Curriculum and Instruction.

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, where applicable;

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

4. Submit a personal statement specifying the selected area of concentration (if known), reason for applying to the program and professional goals;

5. Submit a professional résumé;

6. Submit two letters of recommendation that highlight the candidate's academic potential from a previous professor, employer or colleague.

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 satisfactory GRE scores on file at FAU that are not more than five years old;

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

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. 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.

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.

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.

* 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 Educational Psychology

The master’s degree in Educational Psychology is a versatile program for all educators, including teachers, administrators, and educational researchers. It allows students to specialize in the application of psychology in educational settings by examining theoretical and applied aspects of learning and cognition, human development, motivation, human personality, and other psychological principles. This program is available in person and online.

Admission Requirements
To be admitted to the M.Ed. in Educational Psychology, students must meet the following admission standards:

1. Completion of the graduate application online through the Graduate College;

2. Receipt of official transcripts including all undergraduate coursework;

3. A bachelor’s degree from a regionally accredited college or university;

4. Official copy of Graduate Record Examination (GRE) scores not more than 5 years old;

5. Admission decision is based on compliance with one of the following:

a. A grade point average (GPA) of 3.0 or higher in all upper-division courses attempted before the awarding of the bachelor’s degree;

b. GRE score for examinations taken after August 1, 2011: 154 (verbal) and 144 (quantitative);

c. GRE scores for examinations taken before August 1, 2011: a minimum combined score 1000 (verbal and quantitative).

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

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

The student must maintain an overall grade point average of 3.0 or higher.

The student must complete a minimum of 36 credits.

The student must complete the following course requirements.

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.

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 satisfactory GRE scores on file at FAU that are not more than five years old;

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

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. 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.

* 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.

Master of Education with Major in Environmental Education

The master's degree in Environmental Education 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 a minimum of 36 credits and includes opportunities to apply academic theory to practical experiences in the classroom, as well as onsite at the Pine Jog Environmental Education Center. A graduate certificate in Environmental Education is also available to complement the master's degree. For information about the master's program or the certificate program, contact Dr. Bryan Nichols, nicholsb@fau.edu.

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.

Departmental approval is based on meeting one of the following:

1. A grade point average (GPA) of 3.0 or higher in all work attempted while registered as an upper-division student working for a baccalaureate degree; or

2. Minimum Graduate Record Exam (GRE) scores of 154 (verbal) and 144 (quantitative). 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.

Environmental Education Certificate
This graduate certificate may appeal to education, science and communications professionals interested in teaching in, about, and for the environment. To accommodate working professionals, courses are held in the evening and online. Advanced Methods in Environmental Education (SCE 6344) meets on select spring Saturdays and takes students on visits to a range of sub-tropical environmental education sites in Palm Beach and Martin counties, including parks, beaches, nature centers and one or more wildlife rehabilitators. Each of the four courses, a total of 12 credits, may count toward a master's degree in Environmental Education; the rest of the master's degree requirements may be completed online or in person. For students building their networks, certificate classes provide an opportunity to meet and interact with a passionate and inspiring group of education professionals.

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.

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).

Master of Education with Major in Secondary Education plus Certification

The M.Ed. in Secondary Education plus Certification is designed for students who want to be excellent school teachers and who already have a bachelor's degree with credits in one of the following areas: art, biology, chemistry, English, mathematics, physics or social sciences. Upon completion of this program, which includes student teaching, the student is eligible for Florida professional certification in their specific area. An advisor is assigned to each student accepted into the program.

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

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

Completion of all required coursework and all required professional examinations prior to placement in final internship.

The student must maintain an overall grade point average of 3.0 or higher.

The student must complete a minimum of 36 credits (39 credits for English concentration/specialization).

This program is approved by the Florida Department of Education and the Council for the Accreditation of Teacher Education (CAEP). This state and CAEP approval represents the transferability of the student's teaching credentials from state to state.

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 Philosophy 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. The Ed.S. degree requires 33 credits.

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. a. Minimum scores of 143 (quantitative) and 148 (verbal) and 3.5 (analytical writing) on the Graduate Record Examination (GRE) for students with an undergraduate GPA above 3.5 and graduate GPA above 3.4;

b. Minimum scores of 145 (quantitative) and 153 (verbal) and 3.5 (analytical writing) on the GRE for students with an undergraduate GPA of 3.0 to 3.49 and graduate GPA above 3.25 to 3.39;

c. Scores may not be more than five years old;

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

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.

Areas of Concentration (12 credits at the 6000 level or above)
The area of concentration is developed in consultation with the advisor. Areas of concentration may be organized around students' FDOE letter of eligibility or professional certification, a specific program area (e.g., Early Childhood Education) or a certificate (e.g., Multicultural Certificate). Additionally, an individualized interest (e.g., Media Literacy: Curriculum Design), may be developed in consultation with the advisor; however, these individualized areas of interest will not be listed on the plan of study or transcript as a unique area of concentration.

Areas of Concentration
Art (K-12)

Early Childhood Education

English/Language Arts (6-12)

ESOL Education (K-12)

Foreign Language (French and Spanish) (K-12)

Mathematics (6-12)

Multicultural Education (K-12)

Reading (K-12) (does not lead to certification as a reading teacher)

Science Education (Biology, Chemistry and Physics) (6-12)

Social Science (6-12)

Capstone Experience (EDG 7918, Praxis in Curriculum and Instruction, 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.



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. degree requires 66 credits.

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 during fall semesters only. Applications are due February 15 for the fall term.

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. At least one letter should address your scholarly interests and abilities.

5. Along with the application packet, turn in a professional essay stating your scholarly interests, career objectives and rationale for applying to the doctoral 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, including a minimum score of 80 on the TOEFL iBT (Test of English as a Foreign Language, Internet-Based) and a course-by-course evaluation of international transcripts by certification firm.

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 and Instruction 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:

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.

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 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 résumé;

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

4. A 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 Master's Programs

Link to Certification Programs

Link to Teacher Leadership Certificate

Link to Specialist's Programs

Link to Doctoral Programs

Leadership Studies Minor

The minor in Leadership Studies enables students to complement any major with a focus in leadership obtained through foundational courses in the Higher Education Leadership Program and interdisciplinary courses. The minor is available to all FAU degree-seeking undergraduate students.

Offered through the Higher Education Leadership Program and the Leadership Education and Development (LEAD) Office within Student Affairs, the minor includes 16 credits. In consultation with an advisor, students map out a program of study that includes 7 credits of core coursework and 9 credits of electives. The minor is awarded upon successful completion of the coursework and completion of the bachelor's degree.

For more information about this minor, click here.

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.

Adult and Community Educational Leaders Concentration
The Adult and Community Leadership concentration focuses on sustainability and is available in person or online. The program is designed to provide learning, training and practical experience that foster personal development and action for change in the human and natural worlds. Students learn skills that leaders need to work in fields such as education, nonprofit agencies, corporations and community government.

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. This concentration is available in person or online.

School Leaders (K-12) Concentration
The K-12 School Leaders concentration prepares educators aspiring to be teacher leaders and assistant principals and meet the challenges of today’s public and private educational institutions. This concentration is available in person or online. Developed in cooperation with Florida public school districts, the program of study is built on the four major domains that the ELRM requires for leadership learning: leadership foundations, research foundations, professional knowledge and experiential learning. To fulfill the requirements of the master’s degree program, students take coursework aligned to the knowledge, skills and dispositions needed to be a school leader; program-provided seminars; and task-specific internship courses with curricula built to practice assistant principal-level activities in school-based clinical experiences.

Admission requirements for this program include three years of successful teaching experience and a sponsor commitment form from a school principal who is willing to sponsor and coach the student for three semesters of internship.

In addition to the coursework found in the table below, students are required to attend weekly non-credit learning seminars in the first and last semesters of the program, as well as complete non-credit online modules centered on school law.

Completion of this program, which includes 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 or principal in the State of Florida (depending on individual district requirements). In addition to engaging students in world-class learning, the program incorporates FELE competencies and Skills. The program is also aligned with the Professional Standards for Educational Leaders (PSELS) and National Educational Leadership Preparation (NELP) Program Standards - Building Level, which align with the Council for the Accreditation of Educator Preparation (CAEP) accreditation and program review. Students who complete this program are prepared to sit for the FELE examination and must pass the exam in order to graduate. Florida ESOL requirements must also be satisfied prior to graduation.

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

2. Meet the following admission criterion: Achieve a minimum GPA of 3.0 in a master's program.

3. A 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);

4. Résumé;

5. Statement of personal goals;

6. Two letters of recommendation.

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).

School Leaders (K-12) Concentration (with certification)
The K-12 School Leadership Specialist with Certification concentration is for educators aspiring to be teacher leaders and assistant principals and 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 and who do not have an M.Ed. in School Leadership. Developed in cooperation with Florida public school districts, the program of study is built on the four major domains that the ELRM requires for leadership learning: leadership foundations, research foundations, professional knowledge and experiential learning. To fulfill the requirements of the specialist degree program, students take coursework aligned to the knowledge, skills and dispositions needed to be a school leader; program-provided seminars; and task-specific internship courses with curricula built to practice assistant principal-level activities in school-based clinical experiences.

Admission requirements for this program include three years of successful teaching experience and a sponsor commitment form from a school principal who is willing to sponsor and coach the student for three semesters of internship.

In addition to the coursework found in the table below, students are required to attend weekly non-credit learning seminars in the first and last semesters of the program, as well as complete non-credit online modules centered on school law.

Completion of this program,which includes passing the Florida Educational Leadership Exam (FELE), leads to Florida Educational Leadership Certification (Level I). This qualifies an individual to serve as a public school assistant principal or principal in the State of Florida (depending on individual district requirements). In addition to engaging students in world-class learning, the program incorporates FELE Competencies and Skills. The program is also aligned with the Professional Standards for Educational Leaders (PSELS) and National Educational Leadership Preparation (NELP) Program Standards - Building Level, which align with the Council for the Accreditation of Educator Preparation (CAEP) accreditation and program review. Students who complete this program are prepared to sit for the FELE examination and must pass the exam in order to graduate.  Florida ESOL requirements must also be satisfied prior to graduation.

School Leaders (K-12) Advanced Concentration (no certification)
The K-12 School Leadership Specialist Advanced program prepares school leaders to meet the leadership challenges of today’s public and private educational institutions. The program is designed for those who want to further specialize in education and school leadership beyond a master’s degree. It is built on the four major domains that the ELRM requires for learning: leadership foundations, research foundations, professional knowledge and experiential learning.

The leadership foundational knowledge base includes the basic tenets and principles of leadership. Leaders must develop 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 Specialist Advanced program is centered on a school leadership professional knowledge base including technical knowledge, specialized skills and ethical standards. It includes advanced research methodology courses in both quantitative and qualitative methods so that these leaders can engage in and understand research. It also includes experiential learning courses that bring theory to practice in real settings. It is designed for those who practice and intend to continuously engage in research, scholarship and leadership.

Unlike the School Leaders Specialist program with certification, this program does not contain the set of coursework leading to Florida Educational Leadership Level I certification. The Specialist Advanced program is seen as a terminal degree with a unique set of required courses. Students must pass a Comprehensive Exam for program completion that consists of a formal testing experience. All formal writing is to be completed in APA format, latest edition.

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; and

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

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, 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 March 1 for fall admittance. The applicant pool will be reviewed in May 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).

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.

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.

Special Education

Faculty:
Ramasamy, R., Interim Chair; Darling, S.; Dukes, C.; Finnegan, L.; Forgan, J. W.; Goldstein, P. R.; Heiser, L.; Miller, K.; Nguyen, N.; Scott, J.; Wilson, C. L.

Mission Statement
The mission of the Department of Special 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 Philosophy 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 and Instruction. Program requirements support the CAEP conceptual framework of producing professionals who are informed, ethical and capable in their roles as teachers and reflective decision-makers. In addition the department offers certificate programs for students with intellectual and developmental disabilities through the Academy for Community Inclusion.

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 Academy for Community Inclusion Certificates

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.

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 Special 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 Transition Guides.

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.

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.



Honoring Outstanding Owl Teachers (HOOT) Honors Program

The Department of Special 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 and Instruction Department.)

The Bachelor of Early Care and Education (B.E.C.E.) is a joint program offered by the Department of Curriculum and Instruction and the Department of Special 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.A. or 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 Special Education or the Department of Curriculum and Instruction.

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 Transition Guides.

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.A. or A.S. degrees in Early Childhood. Students transferring the A.S. degree may need additional coursework to satisfy the FAU lower-division General Education core.

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 and Instructionand/or Special 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 and a "C-" or better in all other non-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.

Academy for Community Inclusion
The FAU Academy for Community Inclusion is a college program for high school graduates who have been diagnosed with intellectual and developmental disabilities. The program allows students to earn certificates in Supported Employment, Supported Community Access and Supported Community Living. These certificates are offered in an inclusive college environment on the FAU Jupiter campus. The program allows students to participate in college activities, clubs and organizations that are available to all FAU students.

Admission Requirements
Eligible students are high school graduates who have earned a standard diploma or a special diploma.

Certificate Requirements
Each certificate program—Supported Employment, Supported Community Access and Supported Community Living — requires 20 credits of coursework including unique Academy courses, regular University courses and approved electives. All students, regardless of their certificate, take the three prerequisite courses listed below in addition to the 20 credits. Specific certificate requirements follow the prerequisites:

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 the 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.

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 Philosophy (Ph.D.) degree in Special 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 Special 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 18 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 75 credits beyond the bachelor's degree. This includes the 72-credit minimum to satisfy department degree requirements.

Link to Course Descriptions for the College of Education