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, Doctor of Education, and Doctor of Philosophy. Students study the profession in general as well as particular specialties. 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.

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 a graduate specialization in language and literacy. For additional information refer to the statement on the Graduate Specialization in Language and Literacy in the 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 a specialization 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.)
        health professions education (M.A.) 
        mathematics education (M.S.)
Department of Counseling, Educational Psychology and Special Education
        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

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 fall and spring semester 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.

The program is designed for educators and other practitioners who have aspirations for improving their own leadership practice, for developing leadership capacity within their organizations and communities, and for making significant contributions to their local communities and to the future of Michigan. Most graduates with this degree will take up system level leadership in various education agencies, including local and regional school districts, state educational agencies, and professional educational associations. Graduates will also be prepared to teach in community colleges and regional universities, or to hold adjunct or clinical positions in research universities, as well as hold other types of educational leadership positions. Graduates of the program with appropriate prior credential and experience qualify for the Michigan Central Office Administrator endorsement.

Admission

Applicants to the Doctor of Education generally have leadership experience in a school and hold a master’s degree in education or its equivalent. Students who wish to qualify for the Michigan Central Office Administrator endorsement by completing the Doctor of Education should already hold the School Administrator credential before applying to the program.

Applicants must have a minimum grade-point average of 3.5 in previous graduate work, submit a goal statement, submit three letters of recommendation from persons who are acquainted with the applicant’s academic and professional experience, performance, and potential, and submit scores earned on the Graduate Record Examination (GRE).

Faculty members review applications for program admission and look for indications of a high probability of success if admitted. Such indications include a high level of academic performance in prior degrees, levels of reference supporting academic and clinical proficiency, past leadership experiences and evidence of effectiveness, quality of written expression and a statement of professional goals that is consistent with the objectives of the program.

Applicants may be required to participate in an interview and to submit a sample of scholarly or professional writing.

Requirements for the Degree

The Doctor of Education program consists of a minimum of 45 credits of graduate study beyond the master’s degree. The program is a three year, summer intensive program. The first year focuses on core knowledge required by educational leaders, policy makers, and researchers and follows a calendar that differs from the regular MSU academic calendar. The second year deepens students core knowledge of leadership and systems operations on the regular MSU semester course schedule. Year three is dedicated to completion of the capstone projects. At least 6 credits that are required for the degree must be earned on the East Lansing campus within a single semester.

Guidance Committee

Each student admitted to the Doctor of Education program will form a guidance committee with the approval and the assistance of the department. The guidance committee will consist of at least four Michigan State University regular faculty at least three of whom, including the committee chairperson, possess an earned doctoral degree.

Academic Standards

Candidates for the Doctor of Education degree must achieve a grade–point average of 3.0. Attainment of the minimum grade–point average is in itself an insufficient indicator of potential for success in other aspects of the program and in the field. The guidance committee and academic unit are jointly responsible for evaluating the student’s competency (as indicated by, e.g., grades in core and other courses, research performance, and development of professional skills) and rate of progress (as indicated by, e.g., the number of courses for which grades have been assigned or deferred). Written evaluations shall be communicated to the student at least once a year, and a copy of such evaluations shall be placed in the student’s file. A student whose performance does not meet the standards of quality will not be permitted to continue to enroll in the degree program, and appropriate action will be taken by the college or department.

Comprehensive Examinations

When the prescribed course work is substantially complete as defined by the guidance committee, the Doctor of Education student will present a portfolio of leadership performance assessments completed during required course work as the comprehensive examination, to be evaluated by members of the guidance committee. The examination portfolio will be maintained in the department for three years.  Students must be registered during the semester(s) in which they present the comprehensive examination portfolio. This requirement may be waived by the Dean of The Graduate School upon request of the chair of the academic unit, if the examination is administered during the summer session immediately following a spring semester during which the student was registered and/or prior to a fall semester in which the student will be registered.

Scheduling, composing, and evaluating the comprehensive examinations is done in accordance with college and department policy. The department or college shall make available to doctoral students upon matriculation a written explanation of comprehensive examination procedures. The comprehensive examination portfolio must be completed and approved before the student is permitted to participate in a group capstone project.

Transfer Credits

Graduate credits may be transferred from other accredited institutions or international institutions of similar quality if they are appropriate to the student’s program and provided they were completed within the time limits approved for the earning of the degree desired at Michigan State University. The department chairperson and dean must grant approval. Only graduate–level courses in which at least a 3.0 (B) grade was received will be considered for transfer.

Time Limit

All components of the comprehensive examination portfolio must be approved within four years and all remaining requirements for the degree must be completed within six years from the time when a student begins the first class at Michigan State University that appears on his or her doctoral program of study. Application for extensions of the six-year period of time toward degree must be submitted by the department for approval by the dean of the college and the Dean of The Graduate School. Upon approval of the extension, the Doctor of Education comprehensive examination portfolio must be prepared anew and submitted for evaluation.

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 online 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 online 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.

Master of Arts

The Master of Arts degree in Health Professions Education is administered by the College of Education in cooperation with the College of Osteopathic Medicine.

The program is designed for experienced health practitioners who are interested in enhancing their knowledge through online study of advanced professional knowledge related to teaching, learning, leadership, and policy. In addition to meeting the requirements of the university and of the College of Education, students must meet all requirements specified below.

Admission

To be considered for admission into this program, an applicant must:

1. possess an unlimited (or unrestricted) license to practice as a healthcare professional or be an active participant in a postgraduate training program in a healthcare profession in the United States;
2. submit an official transcript related to item 1.;
3. present to the committee three letters of recommendation, forwarded directly from their authors; preferably one from a superior, one from a direct report and one from a colleague;
4. submit a current curriculum vitae;
5. prepare and submit a personal statement describing personal interest in this degree program, professional career goals, and how the two are related.

The Admissions Committee will review these five elements of the application and make a final decision regarding matriculation into the program based on the following core issues:

1. academic: achieved course grades, trend in recent course performance, comments from letters of recommendation regarding cognitive skills;
2. professional motivation: experiences, competence, insight, comments from letters of recommendation regarding healthcare and leadership skills;
3. personal motivation: plans for future contributions to healthcare training;
4. societal awareness: community engagement, sensitivity to environment, and communication skills.

Applicants may be invited to a personal interview onsite or via teleconferencing as a part of the admission decision process.

Requirements for the Master of Arts Degree in Health Professions Education

The program is available online and only under Plan B (without thesis). The student must complete a total of 30 credits from the following:

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 Graduate Specialization in Economics of Education, which is administered by the College of Education, is designed to provide students with advanced statistical training and understanding of the application of these methods to key educational topics, with particular emphasis on use of economic methods and theories.

The specialization is available as an elective to students who are enrolled in doctoral degree programs at Michigan State University. With the approval of the department and college that administers the student’s degree program, the courses that are used to satisfy the specialization may also be used to satisfy the requirements for the doctoral degree. The students program of study must be approved by the advisor for the specialization.

Requirements for the Graduate Specialization in Economics of Education

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 the learning disabilities area 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. 

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:
      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 Learning Disabilities Emphasis Area. Students in the Learning Disabilities Emphasis Area 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 Special Education Emphasis Area (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.	The following Area of Emphasis (19 credits):
   	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 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, Doctor of Education, or Doctor of Philosophy degree. Each degree represents a different level of understanding and skill. Programs and specific degrees available are:

Educational Leadership
    Doctor of Education
Higher, Adult, and Lifelong Education:
    Master of Arts
    Doctor of Philosophy
K–12 Educational Administration:
    Master of Arts
    Doctor of Philosophy
Student Affairs Administration:
    Master of Arts
Teaching and Learning in Postsecondary Education:
    Graduate Certificate
Urban Education:
    Graduate Certificate

Students who are interested in obtaining school administrator or central office administrator 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 innovative Doctor of Education in Educational Leadership (Ed.D.) aims to achieve high levels of quality and relevance in the preparation of executive educational leaders. In addition, the program seeks to engage faculty and students in the broader Michigan community with the intention of working collaboratively toward effective schools, vital communities, and a re-invigorated state. It is a specialized program in advanced educational leadership practice and is tailored to the needs and interests of targeted students. The program has multiple goals: promoting continuous improvement of schools systems in order to best serve all students; guiding assessment of the politics and policy contexts of schooling; providing opportunities and training for civic engagement with professional and community partners in order to deliberate issues of mutual concern democratically; and engaging in rigorous collaborative research through implementation and evaluation of a creative community action project or through a project designed in consultation with a client organization.

The program is designed for educators and other practitioners who have aspirations for improving their own leadership practice, for developing leadership capacity within their organizations and communities, and for making significant contributions to their local communities and to the future of Michigan. Most graduates with this degree will pursue system-level leadership in various education agencies, including local and regional school districts, state educational agencies, and professional educational associations. Graduates will also be prepared to teach in community colleges and regional universities, or to hold adjunct or clinical positions in research universities, or other types of educational leadership positions. Graduates of the program with appropriate prior credentials and experience will qualify for the Michigan Central Office Administrator endorsement.

The program consists of a minimum of 45 credits of graduate study beyond the master’s degree. In addition to meeting the requirements of the College of Education, students must meet the requirements specified below.

Admission

Applicants to the Doctor of Education degree in Educational Leadership should have leadership experience in a school and hold a master’s degree in education or its equivalent. Students who wish to qualify for the Michigan Central Office Administrator endorsement by completing the Doctor of Education degree in Educational Leadership should already hold the School Administrator credential before applying to the program.

Applicants must:

1. submit a goal statement.
2. submit three letters of recommendation from persons who are acquainted with the applicant’s academic and professional experience, performance, and potential.
3. submit scores earned on the Graduate Record Examination (GRE).

Applicants may be required to participate in an interview and to submit a sample of scholarly or professional writing.

Requirements for the Doctor of Education Degree in Educational Leadership

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 four critical leadership capacities: (1) vision building, interpersonal and political skills; (2) organizational analysis and operation; (3) research and inquiry; and (4) engagement with families and communities. In addition, the core experience will include field-based leadership internships (24 credits)
2. A minimum of 6 credits in an area of emphasis focused on professional interest.
3. Pass a final certifying examination.

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:

The Graduate Certificate in Teaching and Learning in Postsecondary Education is designed to assist current educators and practitioners from a variety of professional settings and disciplines who seek to enhance their understanding of teaching and learning issues for adult learners. The flexible schedule of the graduate certificate program accommodates both full-time students and working professionals by offering summer study programs as well as online and face-to-face instruction.

Requirements for the Graduate Certificate in Teaching and Learning in Postsecondary Education

The Graduate Certificate in Urban Education, which is administered by the Department of Educational Administration in the College of Education, is designed for students who aspire to understand and focus on issues involving urban education including the racial academic achievement gap; allocation of resources for urban schools; contexts of social, cultural, and economic differences; and the possibilities of transforming the ways in which urban school children learn to be active and engaged participants in their communities. 

The certificate is available as an elective to students who are enrolled in master's or doctoral degree programs with approval from the urban education faculty. Students must meet the requirements of the certificate specified below, in addition to the requirements for the student’s primary degree program.

Requirements for the Graduate Certificate in Urban Education

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 2.5 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 231, and Physiology 250.
4. University grade-point average of 2.5 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 enrolled in the Athletic Training 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 and Physics 251 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 345. 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 2.0 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 2.0 (39 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	173	Foundations of Kinesiology				3
   	KIN	217	Applied Human Anatomy Laboratory				1
   	KIN	227	Clinical Rotations in Athletic Training				2
   	KIN	250	Measurement in Kinesiology				3
   	KIN	310	Physiological Bases of Physical Activity				3
   	KIN	320	Pathology of Sports Injury				3
   	KIN	330	Biomechanics of Physical Activity				3
   	KIN	345	Sport and Exercise Psychology (W)				3
   	KIN	360	Physical Growth and Motor Behavior				3
   	KIN	411	Laboratory Experiences in Exercise Physiology				2
   	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 with a minimum grade-point average of 2.0 (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
   e.	Successful completion of the final clinical rotation, with a minimum grade of 2.0 in the following (4 credits):
   	KIN	427	Clinical Rotations in Athletic Training				4
   f.	A candidate must meet a minimum clinical evaluation score as required by the program director based on performance in clinical rotation experiences and competency.
   g.	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 neurological aspects of physical activity, explores how physical activity relates to human well-being, and offers an area of emphasis in exercise science.

The bachelor’s degree program in kinesiology is designed to prepare students to enter a variety of fields associated with sport, exercise science, and allied health services. Students who graduate from this program often enter 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 2.0 or above and a minimum grade of 2.00 in each of the following courses: Chemistry 141, Kinesiology 216, Mathematics 103, Physics 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 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 and Physics 251 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 345 or 445. Those courses are referenced in item 2.d. below.
2. The following requirements for the major:

   a.	All of the following with a minimum grade of 2.0 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 2.0 (15 credits):
   	KIN	121	The Healthy Lifestyle				3
   	KIN	173	Foundations of Kinesiology				3
   	KIN	250	Measurement in Kinesiology				3
   	KIN	310	Physiological Bases of Physical Activity				3
   	KIN	330	Biomechanics of 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 courses (3 credits):
   	KIN	345	Sport and Exercise Psychology (W)				3
   	KIN	445	Sociocultural Analysis of Physical Activity (W)				3
   e.	One of the following courses (3 credits):
   	KIN	360	Physical Growth and Motor Behavior				3
   	KIN	365	Sensorimotor Control				3
   f.	Completion of an approved cognate in kinesiology (a minimum of 12 credits).
   g.	An internship experience approved by the Kinesiology Internship Coordinator from one of the following courses (3 to 6 credits):
   	KIN	492	Internship: Non-Physiologically Based				3 to 6
   	KIN	493	Internship: Physiologically Based				3 to 6
   	Kinesiology 492 is designed for seniors who have completed one of the following cognates: Adapted Physical Activity, Administration, Biomechanics, Communication, Growth and Motor Development, Orthotics and Prosthetics, or Psychological Aspects. Kinesiology 493 is designed for seniors who have completed one of the following cognates: Cardiac Rehabilitation, Exercise Physiology, Fitness Leadership, Nutrition, or Pre-professional.

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:

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:

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.

Ten 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
    Strength and Conditioning
    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 for students who plan to teach in elementary schools. 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 secondary schools should refer to the section on “MSU Subject Matter Teaching Majors for Secondary Teacher Certification” in the section on TEACHER CERTIFICATION below.

Students who wish to obtain a special education endorsement in 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 and one of the required elementary teaching majors in addition to other requirements.

Students who wish to obtain an early childhood endorsement on an elementary teacher certificate should see the Human Development and Family Studies 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 and one of the required elementary teaching majors 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 208, 209, 241A, 241C, 241D, 241E, or 241F 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 161 and 171 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 and 404. 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	Literacy, Learners, and Learning in Context - Elementary (W)			3
   		TE	403	Teaching of Science to Diverse Learners - Elementary			3
   		TE	404	Teaching of Social Studies to Diverse Learners - Elementary			3
   		TE	405	Teaching of Language and Literacy to Diverse Learners - Elementary			3
   		TE	406	Teaching of Mathematics to Diverse Learners - Elementary			3
   b.	Planned Program for Elementary Education (20 to 30 credits):
   	(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
   		The completion of Mathematics 201 may also satisfy the university mathematics requirements. These courses are required for the Elementary Mathematics Teaching Major in which case 0 credits count toward the Planned Program. Mathematics 201 and 202 are a prerequisite for Teacher Education 406 and must be completed with a minimum grade of 2.0 prior to enrollment in Teacher Education 406.
   	(2)	The following course in children’s literature (3 credits):
   		TE	348	Reading and Responding to Children’s Literature			3
   		This course is required for the Language Arts Teaching Major in which case 0 credits count toward the Planned Program. Teacher Education 348 is a prerequisite for Teacher Education 405 and must be completed with a minimum grade of 2.0 prior to enrollment in Teacher Education 405.
   	(3)	One of  the following language acquisition and development courses (3 or 4 credits):
   		CSD	333	Oral Language Development			3
   		ENG	302	Introduction to English Language Studies			3
   		LIN	200	Introduction to Language			3
   		Language Arts Elementary Teaching Majors may count one of the above courses toward the major, in which case 0 credits count toward the Planned Program.
   	(4)	The following science in elementary schools course (3 credits):
   		ISE	301	Science for Elementary Schools			3
   		This course is waived for the Integrated Science Teaching Major. Integrated Science Education 301 is a prerequisite to Teacher Education 403.
   	(5)	The following U.S. history course (4 credits):
   		HST	202	U.S. History to 1876			4
   		This course is required for the Social Studies Teaching Major in which case 0 credits count toward the Planned Program.
   	(6)	The following geography course (3 credits):
   		GEO	204	World Regional Geography			3
   		This course is required for the Social Studies Teaching Major in which case 0 credits count toward the Planned Program.
   	(7)	One of the following arts courses (4 credits):
   		IAH	208	Music and Culture (I)			4
   		IAH	209	Art, the Visual, and Culture (D)			4
   		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 (I)			4
   		IAH	241D	Creative Arts and Humanities: Theater and Society in the West (I)			4
   		IAH	241E	Creative Arts and Humanities: The Creative Process (D)			4
   		IAH	241F	Creative Arts and Humanities: Traditions in World Art (I)			4
   		Students may use Integrative Arts and Humanities 208 or 209 to satisfy the IAH “A” component and Integrative Arts and Humanities 241A, 241C, 241D, 241E or 241F to satisfy the IAH “B” component of the University’s Integrative Studies requirement in Arts and Humanities. (4 credits may count toward both the Planned Program and the University’s Integrative Studies requirement in Arts and Humanities).
   	(8)	One of the following child-centered arts courses (3 credits):
   		DAN	420	Creative Dance and Learning			3
   		MUS	463	Methods and Materials of Elementary Music			3
   		THR	421	Creative Dramatics			3
   		THR	422	Children's Theatre			3
   		Language Arts Teaching Majors may apply one of these courses to the Language Arts requirements, in which case 0 credits count toward the Planned Program.
   	(9)	The following health and physical education course (3 credits):
   		KIN	355	Physical Activity and Health Education for Elementary Teachers			3
   c.	Subject Matter Teaching Preparation (36 to 58 credits)
   	Teaching Major. Four teaching majors (language arts, social studies, integrated science, and mathematics) are available for prospective elementary school teachers. Elementary teacher candidates must choose one of the four teaching majors. 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 (49 credits)
   	(c)	Integrated Science (56 to 59 credits)
   	(d)	Mathematics (32 credits)
   		For the requirements for the four teaching majors, refer to the section “MSU Subject Matter Teaching Majors for Teacher Preparation and Certification”: (a) MSU Teaching Majors for Elementary Teacher Certification” in the section on TEACHER CERTIFICATION  below.
   	Disciplinary Teaching Minors
   	Students may elect to complete one or more optional disciplinary teaching minor(s), in addition to the required teaching major. The following disciplinary teaching minors are available for prospective elementary school teachers.
   	Arabic						20
   	Chinese						24
   	Computer Science						22 or 23
   	English						21 to 23
   	French						21
   	German						23
   	History						23 to 26
   	Japanese						24
   	Mathematics-Elementary						20
   	Russian						23
   	Spanish-Elementary						24
   	Teaching English to Speakers of Other Languages						20 to 25
   	For a listing of the requirements for the disciplinary teaching minors, refer to the section “Requirements for the Disciplinary Teaching Minors Listed Above” in the section on TEACHER CERTIFICATION below.
   	One Disciplinary Major. Students wishing to complete an optional major in one of the disciplinary majors approved for elementary teacher certification, which are listed below, should refer to the respective departments for the requirements of these majors.
   	College of Arts and Letters:
   		Arabic
   		Chinese
   		French
   		German
   		Japanese
   		Spanish
   	College of Social Science:
   		History

The number of students admitted to the Teacher Certification Program at the junior level or above is established by the university. Enrollment in the program is limited. The criteria and procedures for the selection of students for admission to the Teacher Certification Program are established by the College of Education.

The procedure for applying for admission to the Teacher Certification Program and information about the admission process are available on the College of Education Web site at http://education.msu.edu/academics/undergraduate/apply-teacher-prep.asp.

Students who are enrolled in undergraduate degree programs at Michigan State University generally apply for entry into the program during the first semester of their sophomore year.

To be eligible for consideration for admission to the Teacher Certification Program, the student must have:

1. Enrolled in, or have applied for admission to, a disciplinary major that is available for teacher certification.
2. Completed at least 28 credits with a cumulative grade–point average of 2.75 or higher.
3. Completed any required remedial–developmental–preparatory courses.
4. Passed all portions of the Michigan Test for Teacher Certification (MTTC) Basic Skills Test.
5. Submitted a completed application to the Office of Student Affairs, College of Education. Applications are accepted once each year during the fall semester. Students who will have completed 56 or more credits by the end of the following summer session may apply for admission to the Teacher Certification Program.

To be eligible for consideration for admission to the Teacher Certification Program with a major in special education, the student must also have completed one or two supervised pre-admission experiences totaling at least 42 hours in the area of learning disabilities. Prospective special education students are strongly encouraged to talk with special education faculty about the potential value of sites for securing the required experience. Prospective applicants to the special education program must submit a form verifying completion of the experience with the completed application. Although applicants to the special education major will not be ranked by their performance in the experience, only students who have completed the required experience will be considered for admission.

Persons Selected for Admission

Persons are selected for admission on the basis of criteria that include consideration of cumulative grade–point average, written communication skills, and experience that is relevant to teacher certification. To be admitted to the Teacher Certification Program, a student must have completed at least 56 credits with a cumulative grade–point average of 2.75 or higher.

To be eligible for consideration for admission to the Teacher Certification Program, persons who hold bachelor’s degrees from Michigan State University and other recognized educational institutions must have submitted a completed application form to the Office of Student Affairs, College of Education. Applications from post baccalaureate candidates are accepted on a rolling admissions basis. Contact the Office of Student Affairs, College of Education, for further information. Admission to the program is competitive. The number of students admitted each year varies by certification area. 

Disciplinary Course Requirements and Pedagogy Course Requirements

For some majors, disciplinary courses in addition to, or in lieu of, the courses that are required for the bachelor’s degree in the disciplinary major are required for teacher certification. Furthermore, for some disciplines, pedagogy courses in addition to, or in lieu of, the following courses are required for teacher certification: Teacher Education 150, 301, 403, 404, 405, 406, 501, 502, 801, 802, 803, and 804; Teacher Education 250 or Counseling, Educational Psychology and Special Education 240.

For additional information concerning disciplinary course requirements and pedagogy course requirements, refer to the section on teacher certification options in the catalog sections for the colleges, departments, and schools that administer disciplinary majors that are available for teacher certification.

General–Liberal Education Requirements

The State of Michigan requires applicants for provisional certification to have completed at least 40 semester credits in a program of general or liberal education, which is designed to ensure that teachers understand the substance, concepts, and methods of the principal areas of human knowledge, and skills essential to communication and inquiry in modern society. The courses used to fulfill the university’s Integrative Studies and Tier I writing requirements will count for 30 of the 40 credits required in general-liberal education.

Observation and Field Experience Requirements

Included in the requirements for teacher certification are courses that involve observations and field experiences in schools. Students are responsible for their transportation to and from observations and field experiences as well as any associated costs (e.g. transportation).

Teacher Certification Internship Year Studies Program

Persons may gain access to the Teacher Certification Internship Year Studies Program as follows:

1. Elementary Teacher Certification:
   1. Students who complete the requirements for the bachelor’s degree with a major in child development, education, or special education along with the teaching major. Planned Program for Elementary Education and all elementary program requirements are thereby qualified to pursue the Internship Year Studies Program.
   2. Michigan State University students who were admitted to the Teacher Certification Program with a disciplinary major other than those referenced in item 1. a. above, who complete the requirements for a bachelor’s degree at Michigan State University, and who complete the requirements for teacher certification referenced in items 2. and 3. a. (1) through (3) in the section  “Prerequisites for Admission to the Internship Year Studies Program” below are thereby qualified to pursue the Internship Year Studies Program.
   3. Students who complete the requirements for a bachelor’s degree at another educational institution, or who complete the requirements for a bachelor’s degree at Michigan State University without having been admitted to the Teacher Certification Program, must meet the requirements referenced in the section “Prerequisites for Admission to the Internship Year Studies Program” below in order to be considered for admission to that program.

Students who plan to direct preschool programs must, and students who plan to teach children under five years of age should, meet the requirements for the Bachelor of Arts degree with a major in Child Development (teacher certification emphasis) and meet the requirements referenced in items 3. a. (1) through (3) in the section “Prerequisites for Admission to the Internship Year Studies Program” below in order to be considered for admission to the Internship Year Studies Program.  Students who plan to teach kindergarten or early elementary grades may gain access to the Internship Year Studies Program via any one of the three alternatives referenced in item 1. above.

    2.    Secondary Teacher Certification:

1. Michigan State University students who were admitted to the Teacher Certification Program with a disciplinary major other than those referenced in item 1. a. above and those referenced in items 3. a. and b. below, who complete the requirements for a bachelor’s degree at Michigan State University, and who complete the requirements for teacher certification referenced in items 2. and 3. b. (1) through (3) in the section on “Prerequisites for Admission to the Internship Year Studies Program” below are thereby qualified to pursue the Internship Year Studies Program.
2. Students who complete the requirements for a bachelor’s degree at another educational institution, or who complete the requirements for a bachelor’s degree at Michigan State University without having been admitted to the Teacher Certification Program, must meet the requirements referenced in the section on “Prerequisites for Admission to the Internship Year Studies Program” below in order to be considered for admission to that program.

    3.    Secondary Teacher Certification K-12 Endorsed Subject Areas:

1. Michigan State University students who were admitted to the teacher certification program with either a communicative sciences and disorders or music education disciplinary major and who complete the requirements for teacher certification referenced in items 2. and 3. b. (1) through (3) in the section on “Prerequisites for Admission to the Internship Year Studies Program” below are thereby qualified to pursue the Internship Year Studies Program.
2. Michigan State University students who were admitted to the Teacher Certification Program with an art education disciplinary major, who complete the requirements for a bachelor’s degree from Michigan State University, and who complete the requirements for teacher certification referenced in items 2. and 3. b. (1) through (3) in the section on “Prerequisites for Admission to the Internship Year Studies Program” below are thereby qualified to pursue the Internship Year Studies Program.
3. Michigan State University students who were admitted to the Teacher Certification Program with a disciplinary major other than those referenced in items 2. and b. above, who complete the requirements for a bachelor’s degree at Michigan State University, and who complete the requirements for teacher certification referenced in items 2. and 3 b. (1) through (3) under the heading “Prerequisites for Admission to the Internship Year Studies Program” below are thereby qualified to pursue the Internship Year Studies Program.
4. Students who complete the requirements for a bachelor’s degree at another educational institution, or who complete the requirements for a bachelor’s degree at Michigan State University without having been admitted to the Teacher Certification Program, must meet the requirements referenced in the section on “Prerequisites for Admission to the Internship Year Studies Program” below in order to be considered for admission to that program.

Prerequisites for Admission to the Internship Year Studies Program

All students seeking admission to the Internship Year Studies Program must have:

Undergraduate Professional Education Course Requirements for Secondary Teacher Certification

Admission to the Internship Year Studies Program

The section on admission to the Internship Year Studies Program pertains to all students who complete the requirements for a bachelor’s degree at another educational institution, or who complete the requirements for a bachelor’s degree at Michigan State University without having been admitted to the Teacher Certification Program.

The number of students admitted to the Internship Year Studies Program is established by the university. Enrollment in the program is limited. The criteria and procedures for the selection of students for admission to the Internship Year Studies Program are established by the College of Education.

Requirements for the Internship Year Studies Program

Students with a music education disciplinary major must complete approved alternative courses in lieu of Teacher Education 501, 502, 801, 802, 803, and 804.

Students who fulfill all of the requirements for a Master of Arts degree with a major in Communicative Sciences and Disorders will have completed the courses that are required in lieu of Teacher Education 502, 801, 802, 803, and 804.

Students with a special education disciplinary major who are seeking both teacher certification and endorsement in learning disabilities must complete Counseling, Educational Psychology and Special Education 502A, 801A, 802A, 803A, and 804A in lieu of Teacher Education 502, 801, 802, 803, and 804.  Those courses 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.

Internship Placements

Students seeking teacher certification are required to complete extended internships during the Internship Year Studies Program. Interns who desire to be placed in middle or secondary schools must pass the Michigan Test for Teacher Certification (MTTC) subject tests in their majors and minors. Elementary interns, including Special Education and Child Development majors, must pass, at minimum, the MTTC test in Elementary Education prior to placement in grades K-5. For the full criteria to be admitted to the internship year, see Prerequisites for Admission to the Internship Year Studies Program. 

Although students are given an opportunity to express their preferences concerning possible internship placement sites, the placement of students in internships is the sole responsibility of the College of Education.  The College will not honor student-arranged internship placements.

Each student’s subject areas, the availability of field instructors, the voluntary willingness of schools to accept interns and visitors, and the College’s commitment to providing service to public schools are considered in internship placement decisions.  Given the number of factors that influence internship placement decisions, the College cannot guarantee that placements will be available in the vicinity of East Lansing or in a location that a student prefers.

Students are responsible for their transportation to and from internships.  Students are responsible for costs associated with internships; e.g., transportation, or moving to and living in the community in which a student’s internship placement is located.

For additional information, students should contact the faculty who are responsible for internship placements.

Relationship of the Internship Year Studies Program to Master’s Degree Programs

Students may be admitted to the Internship Year Studies Program without being admitted to a master’s degree program. Students who are admitted to both the Internship Year Studies Program and a master’s degree program may pursue both programs simultaneously and may be allowed to apply 800–level courses from the Internship Year Studies Program to their master’s degree with the approval of the units that administer the master’s degree program.

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.

For additional information about the 800–level courses that are required for the Internship Year Studies Program, refer to the section on “Requirements for the Internship Year Studies Program.”

Michigan State University offers three options for subject matter teacher preparation and certification.

MSU Teaching Majors for Elementary Teacher Certification

The State of Michigan requires a minimum of 36 semester credits for a group (multiple subject) teaching major and a minimum of 30 semester credits for a single subject teaching major for elementary teacher certification. Four teaching majors are available for prospective elementary school teachers:

Group (multiple subject) teaching majors
    Language Arts
    Social Studies (with history and geography concentrations)
    Integrated Science

Single subject teaching major
    Mathematics

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 and that are aligned with Michigan Department of Education standards.  To enroll in one of these teaching majors, students must be admitted to the Elementary Teacher Certification Program in the College of Education.  The specific course requirements for each of the teaching majors are listed below.

Students in the special education major are recommended for elementary teaching certification and K-12 for their special education endorsement area.

MSU Disciplinary Majors for Elementary and Secondary Teacher Certification

The State of Michigan requires a minimum of 30 semester credits for a single–subject disciplinary teaching major, a minimum of 36 semester credits for a group disciplinary teaching major, and a minimum of 50 semester credits for  a comprehensive teaching major. If the minimum number of credits required for teacher certification is not required in the student’s disciplinary major, the student must complete additional credits as necessary for teacher certification. Comprehensive majors are not required to have a separate disciplinary minor.

All of the disciplinary majors are undergraduate majors.

Students in the art education, communicative sciences and disorders, kinesiology, and music education majors are recommended only for secondary teacher certification: K-12 endorsed subject area.

Below, the disciplinary majors that are available for teacher certification are identified, along with the colleges that administer them. Group disciplinary majors and comprehensive majors are also identified, and other information is provided.

Some of the disciplinary majors lead to the Bachelor of Arts or the Bachelor of Science degree. Either degree is appropriate for teacher certification.  The student should refer to the relevant college section for additional information about a given major.

MSU Disciplinary Teaching Minors for Elementary and Secondary Teacher Certification

The State of Michigan requires a minimum of 20 semester credits for a single–subject disciplinary teaching minor, and a minimum of 24 semester credits for a group subject disciplinary teaching minor, for elementary or secondary teacher certification. Below, the disciplinary teaching minors that are available for teacher certification are identified, and other information is provided.

Teaching Majors Available for Elementary Teacher Certification

    Language Arts
    Social Studies
    Integrated Science
    Mathematics

Disciplinary Majors Available for Elementary Teacher Certification

Students electing to complete the requirements for an optional disciplinary teaching major in addition to their required teaching major should make their choices from the list below.

Disciplinary Teaching Minors Available for Elementary Teacher Certification

Students electing to complete a disciplinary teaching minor(s) in addition to their required major should make their choices from the list below.

Undergraduate Majors Leading to Endorsements on an Elementary Teacher Certificate

Note that child development majors (with the teacher certification emphasis) and special education majors must also complete the requirements for a teaching major, the Planned Program for Elementary Education and all elementary program requirements as specified in the section above, Requirements for Teacher Certification. Child development and special education majors take Counseling, Educational Psychology and Special Education 240 in lieu of Teacher Education 250.

Language arts, social studies, and integrated science are group majors, requiring 36 or more semester credits.

A given course may not be counted toward both the credit requirements for the teaching major and the credit requirements for the Planned Program. Courses for optional teaching majors or minors may be double-counted, including credits toward the Planned Program.

Disciplinary Majors Available for Secondary Teacher Certification

Disciplinary Teaching Minors Available for Secondary Teacher Certification

Undergraduate Majors Leading to K-12 Endorsements on a Secondary Teacher Certificate

Environmental studies and agriscience is a group major requiring 36 or more semester credits.

Art education, comparative cultures and politics, interdisciplinary studies in social science: social science education, international relations, music education, physical science - interdeparmental, political theory and constitutional democracy, and social relations are comprehensive group majors requiring a minimum of 50 semester credits, and are exempt from the requirement to complete a separate teaching minor.

A given course may not be counted toward the credit requirements for both a disciplinary major and a disciplinary minor. Courses for an optional extra teaching minor or major may be double-counted.

Language Arts Teaching Major for Elementary Teacher Certification (36 to 46 credits)

At least 36 credits with a  minimum of 17 to 18 credits taken at the 300-400 level.