College of Education

Graduate  programs  in the College of Education provide opportunities for advanced study and research in education and foster development of the insight and skill needed to deal with the many challenges that confront the education profession today.

The College offers the following degrees in a variety of specialties:  Master of Arts, Master of Science, Educational Specialist, and Doctor of Philosophy. Students study the profession in general as well as particular specialties. Within many programs, there is considerable latitude for students to plan their studies in collaboration with their faculty advisors and to work with faculty across the college and university.

Included in the requirements for some graduate degree programs that are offered by departments in the College of Education are courses that involve observations, field experiences, and internships.  Students are responsible for their transportation and affiliated expenses to and from observations, field experiences, and internships.

Students who are enrolled in the Doctor of Philosophy degree program in Educational Psychology and Educational Technology in the Department of Counseling, Educational Psychology and Special Education and the Doctor of Philosophy degree program in Curriculum, Instruction, and Teacher Education in the Department of Teacher Education may elect an option in language and literacy. For additional information refer to the statement on Requirements for the Doctor Philosophy Degree in Educational Psychology and Educational Technology in the Department of Counseling, Educational Psychology and Special Education section of this catalog, and the statement on Requirements for the Doctor of Philosophy Degree in Curriculum, Instruction, and Teacher Education in the Department of Teacher Education section of this catalog.

Students who are enrolled in Master of Arts, Educational Specialist and Doctor of Philosophy degree programs in the Department of Counseling, Educational Psychology and Special Education and in Master of Science and Doctor of Philosophy degree programs in the Department of Kinesiology may elect specializations in Infancy and Early Childhood. For additional information, refer to the statement on Interdepartmental Graduate Specializations in Infancy and Early Childhood in the College of Social Science section of this catalog.

The Master of Science and Doctor of Philosophy degrees in Mathematics Education are administered jointly by the College of Natural Science and the College of Education. The College of Natural Science is the primary administrative unit. For additional information, refer to the statements on Mathematics Education in the College of Natural Science section of this catalog.

Each candidate for the Master of Arts or Master of Science degree selects one of the major fields in one of the academic units listed below:
College of Education
        education (M.A.) 
        literacy instruction (M.A.)
        mathematics education (M.S.)
Department of Counseling, Educational Psychology and Special Education
        counseling (M.A.)
        educational technology (M.A.)
        rehabilitation counseling (M.A.)
        school psychology (M.A.)
        special education (M.A.)
Department of Educational Administration
        higher, adult, and lifelong education (M.A.)
        K–12 educational administration (M.A.) 
        student affairs administration (M.A.)
Department of Kinesiology
        kinesiology (M.S.)
Department of Teacher Education
        teaching and curriculum (M.A.)

In addition to meeting the requirements of the university as described in the Graduate Education section of this catalog, students must meet the requirements specified below.

Admission

Students wishing to become candidates for the master's degree must possess a bachelor's degree from a recognized educational institution. A grade–point average of at least 3.00 during the final two years of undergraduate study is required for regular admission. Admission on a provisional basis is sometimes available; however, a provisional admission requires a grade–point average of at least 2.50 during the final two years of undergraduate study.

Teacher certification is also required for admission in some areas. A student wishing to obtain teacher certification may be admitted to a special program in order to obtain a teaching certificate. For additional information, refer to the statement on TEACHER CERTIFICATION in the Department of Teacher Education section.

Requirements for the Degree

A tentative program of study for the degree should be prepared prior to the completion of 10 semester credits. No student will be accepted as a candidate for the master's degree unless such a program has been approved by the advisor. Program changes require the approval of the advisor.

For most of the programs offered by the College of Education, the master's degree may be earned on either Plan A (with thesis) or Plan B (without thesis). For Plan A, not more than 8 credits of master's thesis research may count toward the degree.

Students in any master's program in the College of Education may apply a maximum of 12 credits earned through any combination of courses taken through lifelong education, graduate certification, or in transfer from another institution. Each program may determine if courses are appropriate for the master's program and may allow fewer than 12 credits to be applied to the specific master's program.

Academic Standards

If, upon completion of 18 or more graduate credits, the student has not attained a grade–point average of 3.00 or higher, he or she becomes ineligible to continue work toward the master's degree in the college.

The Educational Specialist program is designed for persons who wish to achieve, by a planned program of graduate studies, proficiency beyond the level of the master's degree or equivalent but who do not necessarily plan to complete the Doctor of Philosophy degree.
Each candidate for the Educational Specialist degree selects one of the major fields in one of the departments listed below:

Department of Counseling, Educational Psychology and Special Education
        school psychology
Department of Educational Administration
        K–12 educational administration 
Department of Teacher Education
        curriculum, teaching, and educational policy

If the student is accepted for admission to doctoral study while pursuing the Educational Specialist degree or after completing this degree, credit for studies completed during the program may be applied to the doctoral degree upon recommendation of the student's doctoral guidance committee and approval of the Dean of the College of Education. However, the program leading to the Educational Specialist degree should not be thought of as a normal stage between the master's degree and the doctorate, but as a program for people who do not plan to complete work for a doctoral degree. There is no assurance that any of the work taken for the Educational Specialist degree will be counted toward the doctorate should the individual be admitted to a doctoral program.

Admission

Admission to the program normally occurs after the completion of the master's degree or equivalent. However, application may be made by those students who are pursuing bachelor's degrees from recognized educational institutions.

A student who has taken comprehensive examinations for a doctor's degree may apply for transfer to the Educational Specialist program only if these examinations have been satisfactorily passed. Other students in good standing who are in the doctoral program but have not taken the comprehensive examinations and wish to apply for transfer to the Educational Specialist program may do so by application and upon the approval of the guidance committee and advisor.

Admission to the program is subject to the general regulations of the university as set forth in the Graduate Education section of this catalog and the College of Education. Normally, the application will be processed in a manner similar to that for doctoral students. Scores for the Graduate Record Examination (GRE) General Test are required at the time the application for admission to an educational specialist program is submitted. This examination must have been taken no longer than five years prior to the application for admission. At the discretion of the department, applicants may be admitted on a provisional basis pending the required Graduate Record Examination General Test1 scores. Students thus admitted on a provisional basis must take the Graduate Record Examination General Test within a specified time period after enrollment in order to be considered for admission to regular status.

The Miller Analogies Test may be substituted for the Graduate Record Examination General Test by students in K–12 Educational Administration.

Requirements for the Degree

The Educational Specialist program consists of two full years (equivalent of 60 semester credits) of graduate study beyond the bachelor's degree. The second academic year of graduate study normally embraces 30 semester credits of graduate study. When the master's degree or equivalent is earned in an appropriate field and at an approved institution, a minimum equivalent of 30 additional semester credits of study is required for the Educational Specialist degree. At least 10 of the last 30 semester credits that are required for the degree must be completed on the East Lansing campus.

The sequence of studies for each student pursuing the Educational Specialist degree is planned by the designated advisor with the student's guidance committee, following the procedure described for the Doctor of Philosophy degree program in the college. Students must satisfactorily complete a terminal comprehensive examination that is administered in accordance with department policies. Demonstrated competence in statistics or a reading knowledge of a foreign language will be required whenever such competence is judged appropriate to the program by the guidance committee.

Included in the 60 semester credits that are required for the Educational Specialist degree is study in the major area, in other areas of professional education, and in related areas outside of the College of Education. Field work, internship, externship, and similar laboratory–type experiences constitute at least 6 credits of the program.

Academic Standards

Candidates for the Educational Specialist degree must achieve a grade–point average of not less than 3.20 during the last half of the program (the last 30 semester credits).

Transfer Credits

Up to 8 semester credits beyond the master's degree may be transferred from a recognized educational institution upon approval of the student's guidance committee and the Dean of the College of Education.

Time Limit

All requirements must be completed within five calendar years from the time of the student's first enrollment after completing the master's degree. A student who does not take a master's degree is allowed seven years to complete the requirements.

Doctoral programs in education at Michigan State University are available to students who show promise of becoming outstanding leaders, disciplined in theory development and research, and qualified to provide exemplary leadership in educational programs. Programs in the College of Education are planned to develop mastery of a comprehensive field, to foster creative intelligence in dealing with educational problems, and to encourage a breadth of understanding of related fields. Such doctoral study is necessarily rigorous and exacting.
Each candidate for the Doctor of Philosophy degree selects one of the major fields in one of the academic units listed below:

College of Education
        educational policy
        mathematics education
Department of Counseling, Educational Psychology and Special Education
        educational psychology and educational technology
        measurement and quantitative methods
        rehabilitation counselor education
        school psychology 
        special education
Department of Educational Administration
        higher, adult, and lifelong education
        K–12 educational administration
Department of Kinesiology
        kinesiology
Department of Teacher Education
        curriculum, instruction, and teacher education

In addition to meeting the requirements of the University as described in the Graduate Education section of this catalog, students must meet the requirements specified below.

Admission

Applicants must have a record acceptable to the college and department. A master's degree in an appropriate subject matter field may be required, but completion of a master's degree is not a guarantee of admission.

Following receipt of the application, all transcripts, required test scores, letters of recommendation, and any other information required by the program, doctoral applicants may be invited to meet with a faculty committee before a final decision on doctoral admission is reached.
Scores for the Graduate Record Examination General Test are required at the time the application for admission to a doctoral program is submitted. This examination must have been taken no longer than five years prior to the application for admission. At the discretion of the department, applicants may be admitted on a provisional basis pending the required Graduate Record Examination scores. Students who are thus admitted on a provisional basis must take the Graduate Record Examination General Test within a specified time period after enrollment in order to be considered for admission to regular status.

Requirements for the Degree

A program encompassing approximately two full years of study beyond the master's degree is planned with and for each candidate. The concentration of study in the various programs will vary with the candidate's goals, background of study, current status of understanding, and experience.

All doctoral candidates in the college are required to have basic knowledge in at least four of the following areas of general professional education:  (1) administration; (2) curriculum; (3) psychological foundations; (4) research and evaluation methods; (5) social, philosophical, and historical foundations; (6) motor development and motor learning; (7) biological foundations; (8) ethical considerations; (9) issues of diversity in education. The specific areas selected shall be determined by the student's guidance committee in consultation with the student.
The candidate is required to choose a research problem and to report the research in the form of a dissertation. The dissertation is equivalent to 24 semester credits.

The student must pass written comprehensive examinations that are administered in accordance with department and school policies. For some programs these examinations will be under the direction of the appropriate members of the candidate's guidance committee, supplemented by such other faculty members as may be appointed for the purpose by the Dean of the College. For other programs, a common examination is administered at regularly scheduled times.

The candidate will be orally examined upon presentation of the dissertation. The examination will center on the dissertation itself, but will also include examination on relevant basic concepts.

The Master of Arts degree in Education is designed for experienced educators who are interested in enhancing their professional practice through on-line study of advanced professional knowledge related to teaching, learning, and leadership in K-12 schools.  Through elective sequences of learning opportunities, students will develop one or two concentrations that focus on selected areas such as special education, technology and learning, school leadership, literacy education, and science and mathematics education.  The program provides optimum flexibility for students who wish to engage in inquiry and learning that will contribute to exemplary educational practice.

The requirements for the program must be completed within five years. In addition to meeting the requirements of the university and of the College of Education, students must meet all requirements specified below with advisor approval.

Admission

Applications for admission to the Master of Arts in Education are reviewed by College of Education faculty who look for evidence of appropriate preparation for advanced professional study at the master's level and the likelihood of success in the distance learning format. Such evidence includes applicant's prior educational record, work experience in educational settings, and a statement of professional goals that is consistent with the intellectual focus and on-line format of the program.  In this statement, applicants must specify their interest in at least one area of concentration and address their personal and professional strengths that support their ability to engage in on-line learning.

Requirements for the Master of Arts Degree in Education

The program is available only on-line and only under Plan B (without thesis). The student must complete a total of 30 credits distributed as follows:

1. Completion of 9 credits of core requirements in educational autobiography and inquiry, issues in educational practice, and a capstone-synthesis course.  A list of available courses can be obtained from the student's academic advisor.
2. Completion of a minimum of 9 credits in an area of concentration selected from such fields of study as special education, technology and learning, school leadership, literacy education, and science and mathematics education.
3. Completion of a minimum of 9 additional credits in a second area of concentration or in areas approved by the student's academic advisor.
4. A minimum of 3 credits in electives approved by the student's academic advisor.
5. Successful completion and exhibition of an on-line portfolio.

The Doctor of Philosophy in Educational Policy is designed for persons who show promise of becoming scholars and leaders in state, national, and international policy communities. The program prepares scholars and leaders to understand, evaluate, and implement educational policy in higher education, government agencies, philanthropies and other institutions in the public and private sectors. Students will have opportunities to develop analytical perspectives on current issues in educational policy and to investigate how these issues shape organizations, practice and learning. Students will acquire an understanding of different contexts for educational-policy formation. They will master the skills essential for policy research and analysis and participate in field-based policy development and evaluation practica.

In addition to meeting the requirements of the university and the College of Education, students must meet the requirements specified below.

Admission

Persons who hold bachelor’s or master’s degrees from a variety of disciplines may apply for admission to this doctoral program. Applicants with limited backgrounds in education or the underlying policy disciplines of political science, sociology, history, and economics, may be required to complete collateral work that will not count toward the degree.

The review of applications focuses on previous study and experience, compatibility between academic and professional goals and this doctoral program, and demonstration of potential for successful advanced degree work.

Requirements for the Doctor of Philosophy Degree in Educational Policy

Students must complete the requirements specified below:

The master’s degree program in literacy instruction is designed for persons who aspire to be leaders in literacy education.  The program focuses on preparing practitioners and researchers who are committed to having a voice in the reform of literacy inquiry, curriculum, policy, and practice.

The literacy instruction program provides varied opportunities for students to acquire knowledge of literacy from a theoretical perspective, comprehend research reports, learn how to generate researchable questions, develop their own research agendas, and engage in exemplary literacy instructional practice.

The program is available with two emphasis areas:

The K-12 emphasis focuses primarily on literacy instruction across the K-12 grades and includes opportunities to qualify for the reading specialist (BR) or one of two reading (BT) endorsements. The content of this emphasis meets the guidelines set forth by the Professional Standards and Ethics Committee of the International Reading Association and the Professional Standards Committee of the Michigan Reading Association, and the Guidelines for University Programs for Training Reading Specialists developed by the Michigan Department of Education. Upon completion of the requirements for the program, a student who holds a State of Michigan elementary teaching certificate can be recommended by the college for the elementary reading (BT) endorsement, and the student who holds a State of Michigan secondary certificate can be recommended by the college for the secondary reading (BT) endorsement. Students who wish to be recommended for the state's K-12 reading specialist (BR) endorsement must select the Reading Specialist area of concentration under item 4. below. Students who wish to be recommended for one of the state's BT endorsements can select one of the other areas of concentration under item 4. below.

The Middle/Secondary English Language Arts emphasis focuses primarily on teaching English language arts in middle school and secondary classrooms, with opportunities for taking some course work in the Department of English. It is designed for recently certified teachers of secondary English who wish to pursue their continuing certification course work in a master’s degree focusing on issues of English disciplinary knowledge, methodology, and pedagogy. It provides middle and secondary English teachers with opportunities to directly address subject-specific pedagogical interests and needs. The content of this emphasis meets the guidelines set forth by the National Council of Teachers of English for academic and professional studies in English language arts education.

In addition to meeting the requirements of the university and of the College of Education, students must meet the requirements specified below.

Admission

For students who select the K-12 emphasis area:  applicants must have had experience with elementary or secondary school age children. Applicants submit three letters of recommendation that address both their academic and professional leadership potential.

For students who select the Middle/Secondary English Language Arts emphasis area:  applicants must have a baccalaureate degree in English or a related field and be certified in the teaching of English language arts (7-12) or have equivalent experience. Applicants must also submit a writing sample that reflects aptitude for critical and scholarly writing and three letters of recommendation that address both their academic and professional potential.

Requirements for the Master of Arts Degree in Literacy Instruction

The program is available only under Plan B (without thesis). Students must complete a minimum of 33 credits in one of the following emphasis areas, distributed as shown below. The student’s program of study must be approved by the Graduate Chairperson.

Richard S. Prawat, Chairperson

The department offers a Bachelor of Arts degree program with a major in special education.  This program is designed for students who plan to be certified as both a K-12 special education teacher and an elementary teacher.  The program combines preprofessional preparation in one of the two areas of special education and in elementary education.  Upon satisfactory completion of the requirements for the Bachelor of Arts degree with a major in special education, the bachelor's degree is granted.  However, in order for Michigan State University to recommend a person for an elementary teaching certificate with an endorsement in special education, that person must also complete the requirements for the Teacher Certification Internship Year Studies program described in the section on TEACHER CERTIFICATION in the Department of Teacher Education section of this catalog.

Application for admission to the Deaf Education area of emphasis is completed during fall of the sophomore year. The application must include a letter of application, a letter of reference, and an interview with a designated deaf education faculty member. Students completing the deaf education area of emphasis will be prepared to work with all K-12 students who are deaf or hard-of-hearing.  The emphasis offers three areas of concentration: auditory/oral, bilingual; or consulting teacher. These concentrations include course work and practica at the undergraduate and internship level and have been designed to meet the instructional needs of students who are deaf or hard-of-hearing and rely primarily upon spoken English for instruction; bilingual and rely primarily upon American Sign Language and written English for instruction; or consulting teacher who are primarily educated within a general education classroom and supported by a deaf education teacher.  Students are encouraged to visit the program Web site at www.educ.msu.edu/deafed for additional information and advising information.

Requirements for the Bachelor of Arts Degree in Special Education

1. The University requirements for bachelor’s degrees as described in the Undergraduate Education section of this catalog; 120 credits, including general elective credits, are required for the Bachelor of Arts degree in Special Education.
   
   The completion of Integrative Studies in Social, Behavioral and Economic Science 220 referenced in item 2. b. (6) below may also satisfy a portion of the University Integrative Studies requirements in the Social, Behavioral, and Economic Sciences.  The completion of Integrative Studies in Arts and Humanities 241A, IAH 241C, or IAH 241E referenced in item 2. b. (7) below may also satisfy a portion of the University Integrative Studies requirements in the Arts and Humanities.
   
   The completion of Mathematics 201 referenced in item 2. b. (1) below may also satisfy the University mathematics requirement.
   
   The University’s Tier II writing requirement for the Special Education major is met by completing one course as specified below:
       Deaf education area of emphasis: Counseling, Educational Psychology and Special Education 430 with a minimum grade of 2.0. That course is referenced in item 2. d. (1) below.
   
       Learning disabilities area of emphasis: Counseling, Educational Psychology and Special Education 301. That course is referenced in item 2. d. (2) below.
2. The following requirements for the major:

   a.	Professional Education Courses (21 credits):
   	All of the following courses:
   	CEP	240	Diverse Learners in Multicultural Perspective				3
   	TE	150	Reflections on Learning				3
   	TE	301	Learners and Learning in Context - Elementary (W)				4
   	TE	401	Teaching of Subject Matter to Diverse Learners - Elementary				5
   	TE	402	Crafting Teaching Practice - Elementary (W)				6
   b.	Planned Program for Elementary Education for Special Education Majors (15 credits):
   	For the requirements for the Language Arts Integrated Teaching major, refer to the section “MSU Subject Matter Teaching Majors for Teacher Preparation and Certification: MSU Integrated Teaching Majors for Elementary Teacher Certification” in the TEACHER CERTIFICATION section of this catalog.
   	(1)	Both of the following mathematics courses (6 credits):
   		MTH	201	Elementary Mathematics for Teachers I			3
   		MTH	202	Elementary Mathematics for Teachers II			3
   	(2)	The following course in children’s literature (3 credits):
   		TE	348	Reading and Responding to Children’s Literature			3
   		This course meets the Children’s Literature requirement for the Language Arts Integrated Teaching Major.
   	(3)	The following course on language acquisition and development (3 credits):
   		CSD	333	Oral Language Development			3
   		This course is also required in the Deaf Education and Learning Disabilities Emphasis Areas. Students in the Deaf Education and Learning Disabilities Emphasis Areas will count these credits in emphasis area requirements.
   	(4)	The following course on science in the elementary schools (3 credits):
   		SME	301	Science for Elementary Schools			3
   	(5)	The following geography course (3 credits):
   		GEO	204	World Regional Geography			3
   		This course meets the geography requirement for the Social Studies Integrated Teaching Major.
   	(6)	The following history course or approved social science alternative (4 credits):
   		ISS	220	Time, Space and Change in Human Society (D)			4
   	(7)	One of the following arts courses (4 credits):
   		IAH	241A	Creative Arts and Humanities:  Music and
   					Society in the Modern World (D)		4
   		IAH	241C	Creative Arts and Humanities:  Cultural and
   					Artistic Traditions of Europe		4
   		IAH	241E	Creative Arts and Humanities:  The
   					Creative Process		4
   c.	Language Arts Integrated Teaching Major (36 to 41 credits) The Language Arts Integrated Teaching Major is designed to meet the Subject Matter Teaching Major/Minor requirement for the two Special Education Emphasis Areas (Deaf Education, and Learning Disabilities).  One of the other Integrated Teaching Majors (Social Studies, General Science), or one of the approved disciplinary majors, or one of the approved disciplinary teaching minor combinations is also available for elementary teacher certification (with the appropriate endorsement), with the approval of the Department of Counseling, Educational Psychology, and Special Education Department.
   d.	One of the following two Areas of Emphasis (19 to 34 credits):
   	Deaf Education (28 to 34 credits):
   	(1)	Both of the following courses (6 credits):
   		CEP	430	Introduction to Deaf Education (W)			3
   		CSD	333	Oral Language Development			3
   	(2)	All of the following Instruction-Based courses (13 credits):
   		CEP	431	Lesson Design and Instruction in Deaf Education			3
   		CEP	432	Language Assessment and Intervention in Deaf Education			3
   		CEP	433	Practicum Experience in Deaf Education			1
   		CEP	436	Seminar: Methods of Content Area Instruction in Deaf Education			1
   		CSD	444	Audiologic Rehabilitation			4
   		CSD	491	Topics in Communicative Sciences and Disorders			1
   	(3)	Both of the following courses (6 credits):
   		CEP	441A	American Sign Language I			3
   		CEP	441B	American Sign Language II			3
   		Students will be required to reach a specific level of signing proficiency on an independent evaluation such as the American Sign Language Proficiency Interview (ASLPI) or the Sign Language Proficiency Interview (SLPI) as indicated upon admission to the program.
   	(4)	At least one of the following concentrations:
   		Auditory/Oral
   		The following course:
   		CEP	435	Oral Instruction in Deaf Education I			3
   		Bilingual
   		All of the following courses:
   		CEP	434	Structure of English and American Sign Language			3
   		CEP	442A	American Sign Language III			3
   		CEP	442B	American Sign Language IV			3
   		Students will be required to reach a specific level of signing proficiency on an independent evaluation such as the American Sign Language Proficiency Interview (ASLPI) or the Sign Language Proficiency Interview (SLPI) as indicated upon admission to the program.
   		Consulting Teacher
   		Both of the following courses:
   		CEP	435	Oral Instruction in Deaf Education I			3
   		CEP	442A	American Sign Language III			3
   	Learning Disabilities (19 credits):
   	All of the following courses:
   	CEP	301	Introduction to Students with Mild Impairments (W)				3
   	CEP	449	Behavior Management in Special Education				3
   	CEP	451	Models of Special Education Administration and Services				3
   	CEP	452	Students with Disabilities in the Regular Classroom				3
   	CSD	333	Oral Language Development				3
   	PSY	101	Introductory Psychology				4

The special education disciplinary major leading to the Bachelor of Arts degree is available for teacher certification. Students with a special education disciplinary major must complete the following pedagogy courses:

Students who are seeking both elementary teacher certification and K-12 endorsement in Deaf Education satisfy all of the pedagogy course requirements by completing Counseling, Educational Psychology and Special Education 240, 502C, 801A (Auditory/Oral and Consulting Teacher concentrations), 802C (Bilingual concentration), 803C (Auditory/Oral concentration), and 804C (Bilingual concentration) and Teacher Education 150, 301, 401, 402, and 501. In addition, students in the Consulting Teacher concentration select Counseling, Educational Psychology and Special Education 802C or 803C or 804C. [NOTE: Counseling, Educational Psychology and Special Education 502C, 801A, 802C, 803C, and 804C contain disciplinary content, as well as pedagogical content. Therefore, those courses are also counted toward the requirements for endorsement in the area of Deaf Education.] Students who completed Teacher Education 502, 801, 802, 803, and 804 and who are seeking endorsement in Deaf Education must complete Counseling, Educational Psychology and Special Education 502C, 801A, 802C, 803C, and 804C as specified by concentration.

Students who are seeking both elementary teacher certification and K-12 endorsement in Learning Disabilities satisfy all of the pedagogy course requirements by completing Counseling, Educational Psychology and Special Education 240, 502A, 801A, 802A, 803A, and 804A and Teacher Education 150, 301, 401, 402, and 501. [NOTE: Counseling, Educational Psychology and Special Education 502A, 801A, 802A, 803A, and 804A contain disciplinary content, as well as pedagogical content. Therefore, those courses are also counted toward the requirements for endorsement in the area of learning disabilities.] Students who completed Teacher Education 502, 801, 802, 803, and 804 and who are seeking endorsement in Learning Disabilities must complete Counseling, Educational Psychology and Special Education 502A, 801A, 802A, 803A, and 804A.

Students who elect the special education disciplinary major must contact the Department of Counseling, Educational Psychology and Special Education. For additional information, refer to the section on TEACHER CERTIFICATION in the Department of Teacher Education section of this catalog.

Graduate study in the Department of Educational Administration leads to the Master of Arts, Educational Specialist, or Doctor of Philosophy degree. Each degree represents a different level of understanding and skill. Programs and specific degrees available are:

Higher, Adult, and Lifelong Education:
    Master of Arts
    Doctor of Philosophy
K–12 Educational Administration:
    Master of Arts
    Educational Specialist
    Doctor of Philosophy
Student Affairs Administration:
    Master of Arts

Students who are interested in obtaining administrative certification, either in addition to or apart from earning a graduate degree in a program that is administered by the Department of Educational Administration, should consult with an academic advisor to ensure that they complete the required courses.

Students seeking School Administrator certification and endorsements must consult with an academic advisor to ensure that they complete an approved program of study.

The master's degree program in higher, adult and lifelong education is designed for persons who are preparing for careers in post-secondary education, public and nonprofit agencies, or business and industry. The program focuses on the broad study of issues, institutions, and practices in the field with emphasis on instruction, program development, and program management.

In addition to meeting the requirements of the university and of the College of Education, students must meet the requirements specified below.

Admission

The applicant must submit three letters of recommendation from persons who are acquainted with the applicant's academic and employment experiences and potential.

Requirements for the Master of Arts Degree in Higher,  Adult and Lifelong Education

The program is available only under Plan B (without thesis).  The student must complete 30 credits distributed as follows:

The doctoral program in higher, adult, and lifelong education is designed for individuals pursuing careers as administrators, researchers, professors, or policymakers in the field.  The program emphasizes the complex and multifaceted nature of post-secondary education in the United States and other nations.  By studying the diversity of contexts, structures, practices, and participants, students in the program should gain a broad, comparative perspective on the interrelated systems that influence the provision of post-secondary education in modern societies.  The program is designed to assist students to distill from these perspectives a meaningful professional agenda and to acquire the skills and knowledge needed to carry this agenda forward.

The program is based on the belief that practitioners in the field of higher, adult, and lifelong education must (1) be knowledgeable about current practices, trends, and issues and (2) be able to advance the current boundaries of professional knowledge.

In addition to meeting the requirements of the university and of the College of Education, students must meet the requirements specified below.

Admission

The applicant must submit three letters of recommendation from persons who are acquainted with the applicant's academic and professional experience, performance, and potential.  Applicants may be required to participate in an interview and to submit a sample of scholarly writing.

Requirements for the Doctor of Philosophy Degree in Higher, Adult, and Lifelong Education

The graduate degree programs in K–12 educational administration are designed to prepare persons for leadership positions in elementary and secondary education in the United States and other nations.

The master's degree program in K–12 educational administration is designed to prepare individuals for administrative positions in schools and school districts. The program is open to classroom teachers and noneducators who are interested in the practice or teaching of educational administration.

In addition to meeting the requirements of the university and of the College of Education, students must meet the requirements specified below.

Requirements for the Master of Arts Degree in K–12 Educational Administration

The program is available only under Plan B (without thesis). The student must complete 30 credits and meet the requirements specified below, which must be approved by the student’s academic advisor.

1. A core of selective experiences that builds on three critical leadership capacities: (1) vision building, interpersonal and political skills; (2) organizational analysis; and (3) research and inquiry. In addition, the core experience will include field-based leadership internships (18 credits)
2. A minimum of 12 credits in an area of emphasis focused on professional interest.
3. Pass a final certifying examination.

The Educational Specialist degree program in K–12 educational administration is intended for school administrators who hold master's degrees in that field and who wish to continue their professional education or for educators who hold graduate or graduate-professional degrees in other fields and who want to prepare for administrative positions in K–12 education. The program consists of a minimum of 30 semester credits of graduate study beyond a graduate degree in an appropriate field. However, an applicant may be admitted without having earned a graduate degree. For those admitted without a graduate degree, the program consists of a minimum of 60 semester credits of graduate study.

In addition to meeting the requirements of the College of Education, students must meet the requirements specified below.

Admission

Faculty members review applications for program admission and look for indications of a high probability of success if admitted to the program. Such indications include a high level of academic performance at the bachelor’s and graduate levels, letters of reference supporting academic and clinical proficiency, evidence of leadership in education, above average scores on the Graduate Record Examination or the Miller Analogies Test, quality of written expression, and a statement of professional goals that is consistent with the objectives of the program. Applicants must submit a sample of their academic or professional writing.

Requirements for the Educational Specialist Degree in K–12 Educational Administration

The academic advisor will review the student’s statement of professional goals and graduate credits earned prior to admission and develop a planned program which meets the requirements specified below.

1. A minimum of 21 credits in 800-900  level courses in the K-12 Educational Administration major excluding clinical or field-based experiences (e.g. field research, laboratory or reflective practicum, externships, internships, and supervised fieldwork).
2. A minimum of 9 credits in supervised clinical or field-based experiences. The credits must be in 800-900 level courses with clinical or field-based experiences as their central focus (e.g. field research, laboratory or reflective practicum, externships, internships, and supervised fieldwork).
3. A minimum of 12 credits in general professional education consisting of at least 3 credits in educational inquiry and the remaining credits in social, philosophical, historical, curricular, or teaching and learning areas.
4. A minimum of 9 credits in a discipline or disciplines outside the College of Education, or in a field of study in education other than K-12 educational administration.
5. Remaining credits are electives as determined by the student’s academic advisor.

Residence

At least 6 of the credits that are required for the degree must be earned on the East Lansing campus within a single semester.

The doctoral degree program in K–12 educational administration is designed to prepare persons who will become administrators in K–12 school systems; administrators, educators, or researchers in institutions of higher education; or policy analysts or policy makers in a variety of agencies concerned with K–12 education.

Perspectives on K–12 educational administration,  study of topics of enduring concern to educational administrators, clinical experiences, and applied research are integral aspects of this doctoral program.

In addition to meeting the requirements of the university and of the College of Education, students must meet the requirements specified below.

Admission

Applications for admission to the program are reviewed by faculty who look for indications of a high probability of success within the program.  Such indications include a high level of academic performance at the bachelor's and master's levels, evidence of leadership in education, and a statement of professional goals that is consistent with the objectives and resources of the program.  Applicants must submit a writing sample.

Requirements for the Doctor of Philosophy Degree in K–12 Educational Administration

Students must meet the requirements specified below.

The master's degree program in student affairs administration is designed for persons who plan to be employed in this field within institutions of higher education.  The program is designed to enable students to achieve an understanding of educational administration, higher education, and student affairs administration. Course work in the major integrates theory and practice.  Courses can be chosen to reflect a student's interest in administration and leadership, teaching and learning, or adult development, and to build skills in academic advisement, training and development, communications, or counseling.

In addition to meeting the requirements of the university and of the College of Education, students must meet the requirements specified below.

Admission

Applicants must submit a written statement of their volunteer experiences and interests that are related to the field of student affairs administration.  The three required letters of recommendation must be from persons who are  acquainted with the applicant's (1) academic and employment performance and (2) potential for graduate work and professional administration in higher education.  Applicants must be available for an interview. 

Requirements for the Master of Arts Degree in Student Affairs Administration

The program is available only under Plan B (without thesis).  The student must complete 40 credits distributed as follows:

Deborah L. Feltz, Chairperson

The department offers Bachelor of Science degree majors in Kinesiology and in Athletic Training with an emphasis on relationships between physical activity in human beings and various sciences. Students will gain an understanding of the development, interpretation, application, and dissemination of knowledge that relates physical activity to human well-being.

The major in athletic training prepares students to work with athletes, physicians, and coaches to ensure the health care and well-being of the competitive and recreational athlete.  The Michigan State University athletic training major blends clinical and academic learning experiences.  Students will gain knowledge and skills in evaluation and the treatment and rehabilitation of athletic injuries and will be prepared to organize and manage athletic training programs.  The Michigan State University student majoring in athletic training is exposed to state-of-the-art philosophies, equipment, and research.

A student in this major will complete a two-year athletic training curriculum while working in a variety of clinical settings.  These settings include on-campus rotations within the athletic department, high schools, and various clinics.  Through clinical education, the student will encounter experiences requiring immediate decision-making, physician consultation, injury evaluations, and communications with coaches, student-athletes, and approved clinical instructors.  Students who complete this major will be eligible to take the Board of Certification (BOC) examination.

The Bachelor of Science degree in Athletic Training is designed to prepare students for job opportunities in collegiate, professional, clinical, high school, and industrial settings.  Students who graduate from this program may enter professional physical therapy programs, medical programs, or graduate studies in kinesiology. The degree is accredited by the Commission on Accreditation of Athletic Training (CAATE).

Admission as a Junior

Admission to the athletic training major is competitive. A limited number of students are admitted. The deadline for application to the major is February 1. The decision regarding admission to the major is based on the following criteria:

1. Submission of the following: (a) an application to the major in athletic training; (b) an essay expressing reasons for selecting the field of athletic training; and (c) three letters of personal reference.
2. Completion of the following prerequisite courses with a grade-point average of 2.50 in these courses:
   KIN    125    First Aid and Personal Safety (3)
   KIN    126    Introduction to Athletic Training(3)
   KIN    127    Clinical Observation in Athletic Training (1)
   KIN    227    Clinical Rotations in Athletic Training (2)
   KIN    320    Pathology of Sports Injury (3)
3. A minimum grade of 2.00 in each of the following courses: Chemistry 141, Kinesiology 216, Mathematics 103, Physics and Astronomy 231, and Physiology 250.
4. University grade-point average of 2.50 or above.
5. Interview with the Michigan State University Athletic Training Admissions Board. 
6. Space availability in the formal clinical curriculum sites.

Requirements for the Bachelor of Science Degree in Athletic Training

1. The University requirements for Bachelor’s degrees as described in the Undergraduate Education section of this catalog; 120 credits, including general elective credits, are required for the Bachelor of Science degree in Athletic Training.  Students must take Mathematics 103 and 114 or Mathematics 116 to fulfill the mathematics requirement of the University.
   
   Students who are enrolled in the Athletic Training major leading to the Bachelor in Science degree in the Department of Kinesiology may complete an alternative track to Integrative Studies in Biological and Physical Sciences that consists of the following courses:  Chemistry 141 and 161, Physics 231 and 251, and Physiology 250.  The completion of Chemistry 161, Physics 251, and Physiology 250 satisfies the laboratory requirement.  Chemistry 141 and 161, Physics 231 and 251, and Physiology 250 may be counted toward both the alternative track and the requirements for the major referenced in item 2. a. below.
   
   The University’s Tier II writing requirement for the Athletic Training major is met by completing Kinesiology 445. That course is referenced in item 2. b. below.
2. The following requirements for the major:

   a.	All of the following with a minimum grade of 2.00 in each course (17 credits):
   	CEM	141	General Chemistry				4
   	KIN	216	Applied Human Anatomy				3
   	MTH	103	College Algebra				3
   	PHY	231	Introductory Physics I				3
   	PSL	250	Introductory Physiology				4
   b.	All of the following courses with a minimum grade-point average of 2.00 (36 credits):
   	KIN	121	The Healthy Lifestyle				3
   	KIN	125	First Aid and Personal Safety				3
   	KIN	126	Introduction to Athletic Training				3
   	KIN	127	Clinical Observation in Athletic Training				1
   	KIN	170	Foundations of Kinesiology				2
   	KIN	217	Applied Human Anatomy Laboratory				1
   	KIN	227	Clinical Rotations in Athletic Training				2
   	KIN	260	Physical Growth and Motor Behavior				3
   	KIN	310	Physiological Bases of Physical Activity				3
   	KIN	320	Pathology of Sports Injury				3
   	KIN	330	Structural and Mechanical Analysis of Physical Activity				3
   	KIN	340	Psychological Bases of Physical Activity				3
   	KIN	445	Sociocultural Analysis of Physical Activity (W)				3
   	KIN	465	Adapted Physical Activity				3
   c.	Both of the following courses (2 credits):
   	CEM	161	Chemistry Laboratory I				1
   	PHY	251	Introductory Physics Laboratory I				1
   d.	All of the following courses (7 credits):
   	KIN	250	Measurement in Kinesiology				3
   	KIN	370	Proseminar in Kinesiology				2
   	KIN	411	Laboratory Experiences in Exercise Physiology				2
   e.	All of the following courses with a minimum grade-point average of 2.00 (22 credits):
   	HNF	150	Introduction to Human Nutrition				3
   	KIN	421	Lower Body Injury Evaluation				3
   	KIN	422	Rehabilitation of Athletic Injuries				3
   	KIN	423	Therapeutic Modalities				3
   	KIN	425	Organization and Administration of Athletic Training				3
   	KIN	426	Upper Body Injury Evaluation				3
   	PSY	101	Introductory Psychology				4
   f.	Successful completion of the final clinical rotation, with a minimum grade of 2.00 in the following (4 credits):
   	KIN	427	Clinical Rotations in Athletic Training				4
   g.	A candidate must meet a minimum clinical evaluation score as required by the program director based on performance in clinical rotation experiences and competency.
   h.	Meet professional standards as designated by the department.

The major in kinesiology places emphasis on the attainment of disciplinary knowledge in the anatomical, biomechanical, developmental, physiological, and sociological aspects of physical activity, explores how physical activity relates to human well-being, and offers a choice of an area of emphasis in physical education or in exercise science. Students who select the physical education area of emphasis and who intend to pursue teacher certification should see TEACHER CERTIFICATION OPTIONS in the Department of Kinesiology section of this catalog.
The bachelor’s degree program in kinesiology is designed to prepare students to enter a variety of fields associated with sport, exercise science, education, and allied health services. Students who graduate from this program often enter a teacher certification program, professional exercise science programs, or graduate studies in kinesiology.

Admission as a Junior

Admission to the major requires completion of at least 56 credits acceptable to the College with a cumulative university grade-point average of 2.00 or above and a minimum grade of 2.00 in each of the following courses: Chemistry 141, Kinesiology 216, Mathematics 103, Physics and Astronomy 231, and Physiology 250.

Requirements for the Bachelor of Science Degree in Kinesiology

1. The University requirements for bachelor’s degrees as described in the Undergraduate Education section of this catalog; 120 credits, including general elective credits, are required for the Bachelor of Science degree in Kinesiology. Students must take Mathematics 103 and 114 or Mathematics 116 to fulfill the math requirement of the University.
   
   Students who are enrolled in the Kinesiology major leading to the Bachelor of Science degree in the Department of Kinesiology may complete an alternative track to Integrative Studies in Biological and Physical Sciences that consists of the following courses: Chemistry 141 and 161, Physics 231 and 251, and Physiology 250. The completion of Chemistry 161, Physics 251, and Physiology 250 satisfies the laboratory requirement. Chemistry 141 and 161, Physics 231 and 251, and Physiology 250 may be counted toward both the alternative track and the requirements for the major referenced in item 2.a. below.
   
   The University’s Tier II writing requirement for the Kinesiology major is met by completing Kinesiology 445. That course is referenced in item 2.a. below.
2. The following requirements for the major:

   a.	All of the following with a minimum grade of 2.00 in each course (17 credits):
   	CEM	141	General Chemistry				4
   	KIN	216	Applied Human Anatomy				3
   	MTH	103	College Algebra				3
   	PHY	231	Introductory Physics I				3
   	PSL	250	Introductory Physiology				4
   b.	All of the following courses with a minimum grade-point average of 2.00 (27 credits):
   	KIN	121	The Healthy Lifestyle				3
   	KIN	125	First Aid and Personal Safety				3
   	KIN	170	Foundations of Kinesiology				2
   	KIN	217	Applied Human Anatomy Laboratory				1
   	KIN	260	Physical Growth and Motor Behavior				3
   	KIN	310	Physiological Bases of Physical Activity				3
   	KIN	330	Structural and Mechanical Analysis of Physical Activity				3
   	KIN	340	Psychological Bases of Physical Activity				3
   	KIN	445	Sociocultural Analysis of Physical Activity (W)				3
   	KIN	465	Adapted Physical Activity				3
   c.	Both of the following courses (2 credits):
   	CEM	161	Chemistry Laboratory I				1
   	PHY	251	Introductory Physics Laboratory I				1
   d.	One of the following two areas of emphasis (25 to 30 credits):
   	Physical Education
   	The physical education area of emphasis is designed for those who plan to teach. Prior to enrollment, specific course selections must be approved by the student's advisor.
   	1.	Complete one course in each of the following areas of aquatics, conditioning, and team sports (3 to 7 credits):
   		Aquatics					1
   		KIN	101A	Swimming I			1
   		KIN	101T	SCUBA Diving I			1
   		KIN	101U	Sailing			1
   		KIN	111A	Swimming II			1
   		KIN	111B	Swimming III			1
   		KIN	111C	Diving			1
   		KIN	111D	Emergency Water Safety			1
   		KIN	111G	SCUBA Diving II			1
   		KIN	111K	Water Polo			1
   		KIN	111M	Windsurfing			1
   		KIN	111P	Canoeing			1
   		KIN	111R	Windsurfing II			1
   		KIN	111S	Sailing II			1
   		KIN	111U	SCUBA Open Water Certification			1
   		KIN	111V	Rowing			3
   		KIN	201	Water Safety Instruction			2
   		KIN	205	Lifeguarding
   		Conditioning
   		KIN	103A	Aerobic Exercise I			1
   		KIN	103C	Aerobic Exercise, Low Impact			1
   		KIN	103D	General Conditioning I			1
   		KIN	103G	Power Walking			1
   		KIN	103R	Weight Training I			1
   		KIN	103S	Swim Conditioning			1
   		KIN	103T	Distance Running			1
   		KIN	103U	Step Aerobics			1
   		KIN	103V	Boxing Conditioning			1
   		KIN	113A	Aerobic Exercise II			1
   		KIN	113B	General Conditioning II			1
   		KIN	113C	General Conditioning III			1
   		KIN	113E	Weight Training II			1
   		KIN	113F	Weight Training III			1
   		KIN	113K	Strength and Conditioning II			1
   		KIN	113N	General Conditioning IV			1
   		KIN	113P	Weight Training IV			1
   		KIN	202	Aerobic Exercise Instruction			3
   		Team Sports
   		KIN	108A	Basketball I			1
   		KIN	108C	Ice Hockey I			1
   		KIN	108F	Soccer I			1
   		KIN	108K	Volleyball I			1
   		KIN	108N	Rugby			1
   		KIN	108P	Softball I			1
   		KIN	108R	Soccer, Indoor			1
   		KIN	118A	Basketball II			1
   		KIN	118B	Ice Hockey II			1
   		KIN	118C	Soccer II			1
   		KIN	118D	Softball II			1
   		KIN	118E	Volleyball II			1
   	2.	Complete one course in either area of dance or gymnastics (1 credit):
   		Dance
   		KIN	104D	Social Dance			1
   		KIN	104F	Country Dance			1
   		KIN	104G	Folk Dance			1
   		KIN	114A	Social Dance II			1
   		Gymnastics
   		KIN	105B	Gymnastics I			1
   		KIN	105D	Tumbling and Floor Exercise I			1
   		KIN	115A	Gymnastics II			1
   		KIN	115B	Tumbling and Floor Exercise II			1
   	3.	Complete one course in either area of individual sports or racquet sports (1 credit):
   		Individual Sports
   		KIN	106A	Bicycle Touring			1
   		KIN	106C	Bowling I			1
   		KIN	106E	Golf I			1
   		KIN	106G	Horsemanship I			1
   		KIN	106N	Track and Field			1
   		KIN	106U	Ice Skating I			1
   		KIN	106V	Self Defense			1
   		KIN	106W	Yoga			1
   		KIN	106X	In-line Skating			1
   		Racquet Sports
   		KIN	107B	Racquetball I			1
   		KIN	107E	Tennis I			1
   	4.	Both of the following courses (4 credits):
   		KIN	350	Techniques of Teaching I			2
   		KIN	351	Techniques of Teaching II			2
   	5.	Teacher Certification (21 credits)
   		Please refer to the statement on TEACHER CERTIFICATION OPTIONS in the Department of Kinesiology section of this catalog.
   		All of the following courses:
   		CEP	240	Diverse Learners in Multicultural Perspective			3
   		TE	150	Reflections on Learning			3
   		TE	301	Learners and Learning in Context(W)			4
   		TE	401	Teaching of Subject Matter to Diverse Learners			5
   		TE	402	Crafting Teaching Practice(W)			6
   	Exercise Science
   	The exercise science area of emphasis is designed for those who plan to work in the fields of fitness leadership, cardiac rehabilitation, pre-physical therapy, pre-medical training, athletic administration, adapted physical activity or in related fields. Prior to enrollment, specific course selections must be approved by the student’s advisor.
   	1.	All of the following courses (10 credits):
   		KIN	250	Measurement in Kinesiology			3
   		KIN	370	Proseminar in Kinesiology			2
   		KIN	411	Laboratory Experiences in Exercise Physiology			2
   		KIN	450	Design and Evaluation of Physical Activity Programs			3
   	2.	Completion of an approved cognate in kinesiology (a minimum of 12 credits).
   	3.	Internship. The internship experience must be approved by the KIN Internship Coordinator (a minimum of 3 credits)
   		KIN	493	Internship			3

The Specialization in Coaching is designed to provide students with knowledge, skills, and experiences that will enable them  to coach effectively and safely in school, community–youth, and adult sports programs.  Students who complete the specialization will be eligible to take the examination for certification as a Program for Athletic Coaches' Education (PACE) Coach. The Department of Kinesiology administers the specialization.

The educational objectives of the Specialization in Coaching are for students to acquire:

1. Knowledge and understanding of the growth and development of athletes.
2. Knowledge and understanding of the medical, legal, psychological, social, biological, physical, theoretical, and technical aspects of coaching.
3. Practical experience in coaching.

With the approval of the department and college that administer the student's degree program, courses that are used to satisfy the requirements for the specialization may also be used to satisfy the requirements for the bachelor's degree.

Requirements for the Specialization in Coaching

The student must complete:

Upon completion of the requirements for the Specialization in Coaching, the student should contact the Chairperson of the Department of Kinesiology and request certification for the completion of the specialization.  After the certification is approved by the chairperson of the department and the Dean of the College of Education, the Office of the Registrar will enter on the student's academic record the name of the specialization and the date that it was completed.  This certification will appear on the student's transcript.

The Specialization in Health Promotion is designed to assist students in understanding health issues that will serve as a basis for personal and professional growth and positive lifestyle changes.  The specialization, which is multidisciplinary, is administered by the Department of Kinesiology.

With the approval of the department and college that administer the student's degree program, courses that are used to satisfy the requirements for the specialization may also be used to satisfy the requirements for the bachelor's degree.

Requirements for the Specialization in Health Promotion

The student must complete:

Upon completion of the requirements for the Specialization in Health Promotion, the student should contact the Chairperson of the Department of Kinesiology and request certification for the completion of the specialization.  After the certification is approved by the chairperson of the department and the Dean of the College of Education, the Office of the Registrar will enter on the student's academic record the name of the specialization and the date that it was completed.  This certification will appear on the student's transcript.

The disciplinary major in kinesiology leading to the Bachelor of Science degree is available for teacher certification.

Students who elect the kinesiology disciplinary major must contact the Department of Kinesiology.

For additional information, refer to the statement on TEACHER CERTIFICATION in the Department of Teacher Education section of this catalog.

The department offers programs in kinesiology leading to the Master of Science and Doctor of Philosophy degrees.

Students who are enrolled in Master of Science and Doctor of Philosophy degree programs in the Department of Kinesiology may elect specializations in Infancy and Early Childhood. For additional information, refer to the statement on Interdepartmental Graduate Specializations in Infancy and Early Childhood in the College of Social Science section of this catalog.

Graduate study in kinesiology provides opportunities for students to specialize in areas leading to the Master of Science and Doctor of Philosophy degrees. The programs are designed to prepare individuals for professional positions as educators, researchers, and consultants in a variety of sports, health, and educational contexts. Collaborative course work, laboratory and field experiences, clinical placements, and research are available with other departments and schools both at Michigan State University and at other universities, as well as with various community agencies.

The primary objective of the master's degree program in kinesiology is to help students to acquire a breadth of knowledge grounded in theory, to gain expertise in one or more areas of specialization, and to develop competence in methods of inquiry.  The program follows the guidelines that were adopted by the National Association for Sport and Physical Education (NASPE).

A range of relevant courses and experiences can be incorporated into the student's program to satisfy individual needs and interests.

Nine major areas of study within the discipline of kinesiology are available to master's  students:
    Adapted Physical Activity
    Athletic Training
    Biomechanics
    Coaching
    Exercise Physiology
    Growth and Motor Development
    Psychosocial Aspects of Sport and Physical Activity
    Sport Administration
    Student Athlete Development

For each student, one of these nine areas of study is designated as the concentration.

In addition to meeting the requirements of the university and of the College of Education, students must meet the requirements specified below.

Admission

To be considered for admission into the master’s program, applicants must have completed an undergraduate degree. Factors considered in admissions decisions include (a) clarity of applicant’s professional goals; (b) relationship between the program and the applicant’s goals; c) previous academic experience and performance as indicated by transcripts from previous degrees including a competitive cumulative grade-point average of 3.0 or higher on a 4.0 scale; (d) competitive scores on the Graduate Record Examination (and Test of English as a Foreign Language for international students); (e) three letters of recommendation.

Requirements for the Master of Science Degree in Kinesiology

Breadth requirement. Students who have not completed an undergraduate degree in kinesiology (or similarly named program such as physical education or exercise science) must complete a minimum of 6 credits of Kinesiology courses representing at least two of nine different disciplinary areas (adapted physical activity, athletic training, biomechanics, coaching, exercise physiology, growth and motor development, psychosocial aspects of sport and physical activity, sport administration, student athlete development) outside of the student’s major area/concentration, as approved by the student’s guidance committee. Credits earned in 200 or 300 level courses may be used to fulfill the breadth requirement, but will not count toward the master’s degree.

The program is available under both Plan A (with thesis) and Plan B (without thesis).  Students must complete 30 credits and meet the requirements specified below:

The primary objective of the doctoral degree program in kinesiology is to develop scholars who are competent in teaching, conducting research, and serving in leadership roles in various educational, governmental, public, or private agencies.  In addition to developing expertise in an area of specialization, students must be able to interpret and integrate information from related academic disciplines.  Individualized programs of study may be developed, taking into consideration students' academic needs and professional goals.

Six major areas of study within the discipline of kinesiology are available to doctoral students:
    Adapted Physical Activity
    Athletic Training
    Biomechanics
    Exercise Physiology
    Growth and Motor Development
    Psychosocial Aspects of Sport and Physical Activity

For each student, one of these six areas of study is designated as the concentration.

While enrolled in the doctoral degree program in kinesiology, students are expected to present at least one paper at a professional meeting.

In addition to meeting the requirements of the university and of the College of Education, students must meet the requirements specified below.

Admission

Ordinarily, to be considered for admission into the doctoral program, a master’s degree is required; however, in cases of exceptional scholarly promise, a student may enter the doctoral program following the completion of the undergraduate degree. Factors considered in admissions decisions include (a) clarity of applicant’s goals and research interests; (b) relationship between the program and the applicant’s goals and research interests; (c) previous academic experience and performance as indicated by transcripts from previous degrees (a competitive cumulative grade-point average of 3.0 or higher on a 4.0 scale); (d) competitive scores on the Graduate Record Examination (and TOEFL for international students); (e) evidence of research competence such as a master’s thesis, senior research project, or other research experience; and (f) three letters of recommendation. An interview with a committee of faculty members is strongly recommended.

Requirements for the Doctor of Philosophy Degree in Kinesiology

Breadth requirement. Students who have completed a previous degree in kinesiology, or similarly named program such as physical education or exercise science, must complete a minimum of 6 credits of kinesiology courses at the 800-900 level outside of the student’s major area/concentration.  Students who have not completed a previous degree in kinesiology must complete a minimum of 9 credits of kinesiology courses at the 800-900 level representing at least two different disciplinary areas (adapted physical activity, athletic training, biomechanics, exercise physiology, growth and motor development, psychosocial aspects of sport and physical activity) outside of the student’s major area/concentration. Courses used to satisfy the breadth requirement must be approved by the student’s guidance committee. Courses that are used to satisfy the requirements referenced in the area below titled Educational Inquiry and Research may not be used to satisfy this requirement.

The student must complete a minimum of 60 credits and meet the requirements specified below:

Suzanne M. Wilson, Chairperson

The Department of Teacher Education offers a Bachelor of Arts degree program with a major in education. This program is a preprofessional program that is designed as an option for students who plan to teach in elementary schools and who wish to complete an Integrated Teaching Major or two disciplinary teaching minors, rather than a single disciplinary major. Students in the program work toward certification as elementary teachers. Upon satisfactory completion of the requirements for the Bachelor of Arts degree with a major in Education, the bachelor's degree is granted. However, in order for Michigan State University to recommend a person for a teaching certificate, that person must also complete the requirements for the Teacher Certification Internship Year Studies Program described in the section on TEACHER CERTIFICATION below.

Students who plan to teach in elementary schools and who wish to complete a single disciplinary major, rather than an integrated teaching major or two disciplinary teaching minors, and students who plan to teach in secondary schools, should refer to the section on “MSU Subject Matter Teaching Majors for Elementary and Secondary Teacher Certification” in the section on TEACHER CERTIFICATION below.

Students who wish to obtain a special education endorsement in deaf education, or learning disabilities on an elementary teacher certificate should see the Counseling, Educational Psychology, and Special Education section of this catalog for information about majoring in Special Education. These students must be admitted to the Elementary Teacher Certification Program and complete the Planned Program for Elementary Education for Special Education majors and the Language Arts Integrated Teaching Major, or other approved alternative, in addition to other requirements.

Students who wish to obtain an early childhood endorsement on an elementary teacher certificate should see the Family and Child Ecology section of this catalog for information about majoring in Child Development. These students must be admitted to the Elementary Teacher Certification Program and complete the Planned Program for Elementary Education for Child Development majors and the Language Arts Integrated Teaching Major, or other approved alternative, in addition to other requirements.

Requirements for the Bachelor of Arts Degree in Education

1. The University requirements for bachelor’s degrees as described in the Undergraduate Education section of this catalog; 120 credits, including general elective credits, are required for the Bachelor of Arts degree in education.
   
   The completion of Integrative Studies in Arts and Humanities 241A, 241C, or 241E referenced in item 2. b. (7) below may also satisfy the University’s elective requirement in Integrative Studies in Arts and Humanities.
   
   Students who are admitted to the Elementary Teacher Certification Program and who choose to complete the requirements for the Integrated Science Teaching Major may complete an alternate track to Integrative Studies in Biological and Physical Sciences that consists of Biological Science 111 and 111L and Chemistry 141, all of which are required courses in the Integrated Science Teaching Major.
   
   The completion of Mathematics 201 referenced in item 2. b. (1) below may also satisfy the University Mathematics requirement.
   
   The University’s Tier II writing requirement for the Education major is met by completing Teacher Education 301, 401, and 402. Those courses are referenced in item 2. a. (1) below.
2. The following requirements for the major:

   a.	Professional Education Courses (21 credits):
   	(1)	All of the following courses (21 credits):
   		TE	150	Reflections on Learning			3
   		TE	250	Human Diversity, Power, and Opportunity in Social Institutions			3
   		TE	301	Learners and Learning in Context - Elementary (W)			4
   		TE	401	Teaching of Subject Matter to Diverse Learners - Elementary			5
   		TE	402	Crafting Teaching Practice - Elementary (W)			6
   b.	Planned Program for Elementary Education (18 to 25 credits):
   	(1)	Both of the following mathematics courses (6 credits):
   		MTH	201	Mathematical Investigations I			3
   		MTH	202	Mathematical Investigations II			3
   	(2)	The following course in children’s literature (3 credits):
   		TE	348	Reading and Responding to Children’s Literature			3
   		This course meets the children’s literature requirement for the Language Arts Integrated Teaching Major.
   	(3)	One of  the following language acquisition and development courses (3 credits):
   		CSD	333	Oral Language Development			3
   		ENG	302	Introduction to English Language Studies			3
   		LIN	200	Introduction to Language			3
   		Language Arts Integrated Teaching majors or English majors will count this course toward their major requirement.
   	(4)	The following science in elementary schools course (3 credits):
   		SME	301	Science for Elementary Schools			3
   		This course is waived for students who complete the requirements for the Integrated Science Teaching Major.
   	(5)	One of the following U.S. history courses (4 credits):
   		HST	202	U.S. History to 1876			4
   		HST	203	U.S. History since 1876			4
   		Both of these courses are required for the Social Studies Integrated Teaching Major.  Students who choose the history concentration will count these credits towards the concentration.
   	(6)	The following geography course (3 credits):
   		GEO	204	World Regional Geography			3
   		Students who choose the Social Studies Integrated Teaching Major, geography concentration, will count these credits towards the concentration. This course also meets one of the geography requirements for the history concentration.
   	(7)	One of the following arts courses (2 to 4 credits):
   		IAH	241A	Creative Arts and Humanities: Music and
   					Society in the Modern World (D)		4
   		IAH	241C	Creative Arts and Humanities: Cultural
   					and Artistic Traditions of Europe		4
   		IAH	241E	Creative Arts and Humanities: The Creative Process			4
   		MUS	463	Methods and Materials of Elementary  Music I			2
   c.	Subject Matter Teaching Preparation (36 to 58 credits)
   	One of the following two options:
   	A given course may not be counted toward the requirements for both a disciplinary major or integrated teaching major and a disciplinary teaching minor (including the Planned Program for Elementary Education), nor toward the requirements for two or more disciplinary teaching minors (including the Planned Program for Elementary Education).
   	(1)	One Integrated Teaching Major. Three integrated teaching majors (language arts, social studies [with concentrations in history and geography] and integrated science) are available for prospective elementary school teachers. These majors, which are housed in the College of Education, provide prospective elementary teachers with the opportunity to focus academic studies in a set of closely allied subject areas that are central to the core curriculum in elementary and middle schools. To enroll in one of these teaching majors, students must be admitted to the College of Education’s Elementary Teacher Certification Program.
   		(a)	Language Arts (36 to 46 credits)
   		(b)	Social Studies (37 or 38 credits)
   			(i)	History Concentration (38 credits)
   			(ii)	Geography Concentration (37 credits)
   		(c)	Integrated Science (55 to 58 credits)
   			For the requirements for the three integrated teaching majors, refer to the section “MSU Subject Matter Teaching Majors for Teacher Preparation and Certification”: (a) MSU Integrated Teaching Majors for Elementary Teacher Certification” in the section on TEACHER CERTIFICATION  below.
   	(2)	Two Disciplinary Teaching Minors (41 to 50 credits):
   		The following disciplinary teaching minors are available for prospective elementary school teachers. Students electing to complete the requirements for two disciplinary teaching minors should make their choices from the listing below.
   		Computer Science					22 or 23
   		English