The College of Education at Michigan State University is a community of students, educators and researchers prepared to meet the challenges of education and kinesiology. We are committed to improving practice together through exemplary research, teaching and service. With a renowned educator preparation program, rigorous training for health-related careers and several nationally ranked graduate programs, the College of Education prepares leaders who make an extraordinary impact on health, well-being and education around the world.Under the guidance of distinguished administrators and faculty members in four departments, students have opportunities to pursue or advance careers in teaching (elementary, secondary and special education), educational administration, higher education, research, policymaking, student affairs, rehabilitation counseling, school psychology, kinesiology, athletic training, sport coaching, leadership and administration, and health care fields (e.g., preparation for physical therapy, work as a physician assistant or attending medical school). Degree programs are offered on-campus, online and in hybrid formats, which blend face-to-face and online learning. See program sections for details on programs available.
The College of Education has established a reputation for excellence and visionary thinking in its efforts to improve teaching and learning across our nation and world, particularly within the contexts of urban and global education. The faculty remains committed to addressing the educational and physical needs of all people across the life span, and to working closely with educators, leaders and policymakers in the field.Innovative teacher education programs, outstanding faculty, relationships with practicing professionals and strong research opportunities make the MSU College of Education a dynamic place for learning to teach and contribute to the fields of education and kinesiology. The college is proud to claim more than 59,000 alumni, each touching lives in their own way around the world.
The College of Education offers three bachelor's degree programs: the Bachelor of Arts degree in Elementary Education (PK-12 education), the Bachelor of Science degree in Kinesiology, and the Bachelor of Arts degree in Special Education. The College also offers a Minor in Educational Studies.
For additional information, refer to the Department of Teacher Education for the major in elementary education, the Department of Kinesiology for the major in Kinesiology, and the Department of Counseling, Educational Psychology and Special Education for the major in special education.
The college offers prospective teachers interested in teaching in urban schools opportunities for admission to the Urban Educators Cohort Program. The college also offers prospective teachers with an interest in global education to be admitted to the Global Educators Cohort program. Students interested in these programs submit a supplemental application to the College of Education after being admitted to Michigan State University. See www.education.msu.edu/urbancohort and www.education.msu.edu/globalcohort for details.
The College of Education encourages honor students to develop rich and distinctive programs of study. Each Honors College member is assigned a special advisor who is responsible for helping the student plan a balanced and rigorous course of study. Students are encouraged, when appropriate, to enroll in graduate seminars, to work on research projects with college faculty and to take full advantage of honors courses offered outside of the College of Education.
The Minor in Educational Studies, which is administered by the College of Education, provides an opportunity for students interested in the intersection of learning, education, and society. The minor is a valuable addition for those pursuing careers in the social and behavioral sciences, law, social justice, or education. This minor does not offer professional training for teaching or lead to a teaching certificate or license.
The minor is available as an elective to students who are enrolled in bachelor’s degree programs at Michigan State University other than the Bachelor of Arts degrees in Education and Special Education. With the approval of the department and college that administers the student’s degree program, the courses that are used to satisfy the minor may also be used to satisfy the requirements for the bachelor’s degree.
Students who plan to complete the requirements for the minor should consult with the academic advisor for the Educational Studies minor in the College of Education.
Requirements for the Minor in Educational Studies
Majors in elementary education, and special education leading to bachelor's degrees in the College of Education are available for teacher certification. Students should contact the Department of Teacher Education for the major in Elementary Education, and the Department of Counseling, Educational Psychology and Special Education for the major in Special Education.
For additional information about the teacher certification options, including the many majors throughout the university that are available for those choosing to become secondary or PK-12 education teachers, refer to the statements on the disciplinary majors and to the statement on TEACHER CERTIFICATION in the Department of Teacher Education section of the catalog.
Graduate programs in the College of Education provide opportunities for advanced study and research in education and kinesiology, and foster development of the insight and skill needed to deal with the many challenges that confront our graduates in today's professions.
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.
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 through the Program in Interdisciplinary Mathematics Education (“PRIME”). 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.) mathematics education (M.S.)Department of Counseling, Educational Psychology and Special Education applied behavior analysis (M.A.) applied behavior analysis and autism spectrum disorder (M.A.) educational technology (M.A.) learning experience design (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 athletic training (M.S.) kinesiology (M.S.) sport coaching, leadership, and administration (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, they become 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 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.
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.
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, professional educational associations, and colleges and universities. 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 K-12 program with appropriate prior credential and experience qualify for the Michigan Central Office Administrator endorsement.
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.
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.
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.
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.
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.
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 and kinesiology 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 mathematics educationDepartment of Counseling, Educational Psychology and Special Education educational psychology and educational technology measurement and quantitative methods counselor education and supervision school psychology special educationDepartment of Educational Administration education policy higher, adult, and lifelong education K–12 educational administrationDepartment of Kinesiology kinesiologyDepartment 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.
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.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.
All doctoral candidates in the college are required to successfully complete a minimum of 9 or more credits focused on research methods approved by their program and a research practicum course of CEP 995 or EAD 995 or KIN 995 or TE 995 for 1 to 3 credits.
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 educators who are interested in enhancing their professional practice through online study of advanced professional knowledge related to teaching, learning, and leadership in P-12 schools and postsecondary contexts such as community colleges, universities, community centers, and the workplace.The primary objective of the master’s degree program in education is to help students acquire a breadth of knowledge grounded in theory while gaining expertise in one or more areas of concentration.A range of relevant courses and experiences can be incorporated into the student’s program to satisfy individual needs and interests.The student must select one of the concentration areas of study within the discipline of education as part of their planned program: Athletic Administration, Athletic Coaching, Literacy Education, P-12 School and Postsecondary Leadership, Science and Mathematics Education, Special Education, or Technology and Learning. The online format of the program provides optimum flexibility for students who wish to engage in inquiry and learning that will contribute to exemplary educational practice.The College of Education has not determined whether the Master of Arts Degree in Education (MAED) online program satisfies licensure, endorsement, or certification requirements in all states. Licensure and certification is regulated individually by states and no two are exactly alike. Some states have different levels of licensure and/or certification requirements. For example, in Michigan, the MAED online program alone does not lead to State of Michigan endorsement or initial teacher certification. Students who wish to use this program for renewal, endorsement, or certification in their home state should contact their bachelor’s certification institution or their home state department of education for applicable requirements, rules, and regulations of their home state. Students are responsible for determining whether the MAED online program will meet their home states’ requirements for certification, licensure, or otherwise advancing a student’s teaching credentials. Contact MSU’s Online MAED academic advisor with questions or, for state department of education contact information, please visit www2.ed.gov/about/contacts/state/index.html.
The requirements for the program must be completed within five years from the date of matriculation into the program. 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 approved by the MAED academic advisor distributed as follows:
Cary J. Roseth, Chairperson
The department offers a Bachelor of Arts degree program with a major in special education. This program is a preprofessional program for students who plan to be certified as both a PK-12 special education teacher and an elementary general education teacher. Students in the program work toward certification in the learning disabilities area of special education and in general education in prekindergarten through grade three or grade three through grade six. Upon satisfactory completion of the requirements for the Bachelor of Arts degree with a major in special education, the bachelor's degree is granted as well recommended for Teacher Certification.
Admission To earn a Bachelor of Arts degree in special education-learning disabilities, students must declare their intent to become a special education-learning disabilities major to the Academic Advising Office in the College of Education.Requirements for the Bachelor of Arts Degree in Special Education
The special education-learning disabilities disciplinary major leading to the Bachelor of Arts degree is available for teacher certification. Students with a special education-learning disabilities disciplinary major must complete the above sequence to be recommended for certification in both elementary—either PK-3 or 3-6—and a K-12 endorsement in Learning Disabilities.
The department offers the graduate programs that are listed below:
Graduate Certificates applied behavior analysis in special education educational psychology educational technology K12 computer science education learning design learning design leadership learning sciences online teaching and learning special education leadership: multi-tiered systems of supportMaster of Arts applied behavior analysis applied behavior analysis and autism spectrum disorder educational technology learning experience design rehabilitation counseling special education special education leadership: multi-tiered systems of support Educational Specialist school psychologyDoctor of Philosophy educational psychology and educational technology measurement and quantitative methods counselor education and supervision school psychology special education
Descriptions of the graduate programs, organized by fields of study in alphabetical order, are presented below.
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 may elect a specialization in language and literacy. For additional information, refer to the statement on Graduate Specialization in Language and Literacy in the Department of Teacher Education section of this catalog.
Students who are enrolled in Master of Arts, Educational Specialist, and Doctor of Philosophy degree programs in the Department of Counseling, Educational Psychology and Special Education may elect specializations in Infancy and Early Childhood. For additional information, refer to the statement on Interdepartmental Graduate Specializations in Infancy and Early Childhood in the College of Social Science section of this catalog.
The Graduate Certificate in Applied Behavior Analysis in Special Education prepares students for roles as behavior analysts in educational and clinical settings. Students will take the course work necessary to be eligible to take and pass the national behavior analyst certification examination developed by the Behavior Analyst Certification Board in accordance with governing bodies in behavior analysis. The certificate is available only online.In addition to meeting the requirements of the University and of the College of Education, students must meet the requirements specified below.
An applicant for admission to the Graduate Certificate in Applied Behavior Analysis in Special Education must:
Applications are reviewed by faculty who look for indications of a high probability of success. The following factors are significant in determining admission to the emphasis area:
The certificate requires completion of seven courses. All courses are offered online only. Students are required to have access to high-speed internet and the appropriate technologies. A student who, in the judgment of the faculty, has not completed appropriate courses in exceptional children or behavior management may be required to complete such courses in addition to the requirements below.Requirements for the Graduate Certificate in Applied Behavior Analysis in Special Education
Students must complete the following (21 credits):
The mission of the Counselor Education and Supervision Doctor of Philosophy degree program is to prepare graduates to work as counselor educators, supervisors, researchers, and practitioners and leaders in academic and clinical settings. The program is designed to extend the knowledge base of the counseling profession in a climate of scholarly inquiry, and to prepare students to inform professional practice by generating new knowledge for the profession. It also supports faculty and students in publishing and presenting the results of scholarly inquiry, while equipping students to assume positions of leadership in the counseling profession.The Doctor of Philosophy Degree in Counselor Education and Supervision will begin the Council for Accreditation of Counseling and Related Educational Programs (CACREP) self-study data collection process to prepare for accreditation. CACREP accreditation denotes a commitment to program excellence and indicates to the public at large that our program is fulfilling its commitment to educational quality. Students enrolled in the program are expected to abide by the ethical principles of the Commission on Rehabilitation Counselor Certification (CRCC) and American Counseling Association (ACA).In addition to meeting the requirements of the university and of the College of Education, students must meet the requirements specified below.Admission
The student must meet the requirements specified below.
The doctoral program in educational psychology and educational technology is designed for persons who show promise of becoming scholars and leaders in the study of human learning and development in varied educational settings and the study, creation, and use of diverse technologies supporting learning and teaching. The program places emphasis on rigorous scholarship and formulation of analytic perspectives on learning, development, and technology embedded in culture and society. Graduates of this program will be equipped to pursue careers in university research and teaching, research and development of online learning environments in diverse educational settings and to assume leadership roles in school systems and the private sector.
Doctoral students in educational psychology and educational technology focus their studies in one or both of the following emphasis areas:
Educational Psychology. Students study processes of human learning and development in naturally occurring settings such as homes, classrooms, peer groups, workplaces, and laboratories in order to understand and improve educational practice. Program participants often base their analyses in specific domains, including mathematics, literacy, and science.
Educational Technology. Students engage in research and development seeking to understand the pedagogy, policy, and design of media and technologies in support of learning, nationally and internationally, in formal environments such as traditional and online classes as well as in informal environments such as homes and after-school programs.
In addition to meeting the requirements of the university and the College of Education, students must meet the requirements specified below.
Persons who hold degrees from a variety of disciplines may apply for admission. 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.
All students admitted to the program begin their studies in fall semester. The deadline for submitting applications is December 1 prior to the year for which admission is sought in order to receive full consideration for financial support. Applications received after this date will be reviewed if space is available in the program.
Requirements for the Doctor of Philosophy Degree in Educational Psychology and Educational Technology
The student must meet the requirements specified below:
The Graduate Certificate in Educational Technology is designed to assist current educators in becoming better teachers by utilizing new technologies to improve instructional practice. The introduction of new technology in the classroom will help participants re-think their own practice as teachers, evaluate their own beliefs about what helps students learn, and consider new ideas and perspectives that they might otherwise have overlooked or not encountered.
The scheduling of the certificate program allows flexibility to accommodate both full-time students and working professionals by offering accelerated summer study programs, as well as online and face-to-face courses.
This certificate program has been identified as the first three courses of the Educational Technology NP Endorsement concentration.
This program is not accredited by the Kentucky Education Professional Standards Board and is not recognized for initial, additional, or renewal of certification or salary enhancement (rank change) for K-12 educators in Kentucky.
To be considered for admission into the Graduate Certificate in Educational Technology, applicants must have completed a bachelor’s degree.
For additional information, refer to the Admission section in the Graduate Education section of this catalog.
Requirements for the Graduate Certificate in Educational Technology
The Master of Arts degree program in Educational Technology prepares students for the thoughtful use and design of technology in various educational settings. The program draws on current theories of learning and development to understand the role of technology in learning and instruction.
The program is offered in several different formats and allows flexibility to accommodate both full-time students and working professionals by offering accelerated summer study programs, online and hybrid courses.This program is not accredited by the Kentucky Education Professional Standards Board and is not recognized for initial, additional, or renewal of certification or salary enhancement (rank change) for K-12 educators in Kentucky.
Applications for admission to the program are reviewed by faculty who look for indications of a high probability of success. Such indications include a high level of academic performance, experience with educational technology, and consistency of professional goals with the objectives of the program.
The applicant is required to submit both departmental and university application forms and three letters of recommendation from professors or employers.
Requirements for the Master of Arts Degree in Educational Technology
The program is available only under Plan B (without thesis). The student must complete a total of 30 credits distributed as follows:
Completion of a minimum of 21 credits of course work at the 800-level or above as approved by the student's academic advisor. A list of approved courses is available from the Educational Technology Program.
The Graduate Certificate in Learning Design Leadership prepares graduates who are well-versed in self-evaluation and goal setting; theories of creativity, visual design, multimodal communication, and professional development; platform-specific exploration and development; leadership models; coaching and mentorship; project management and workflow; organizational management models; communication and conflict; ethical leadership; evaluating design frameworks/finding the best fit for your organization; initiative development, implementation, and evaluation of learning design projects; instructional design theories, principles, and methodologies; industry standards of instructional and learning design; industry needs; pedagogical strategies; promising platforms and technologies for learning design; and societal and ethical issues and implications of educational technologies. This program is not accredited by the Kentucky Education Professional Standards Board and is not recognized for initial, additional, or renewal of certification or salary enhancement (rank change) for K-12 educators in Kentucky. AdmissionFor admission to the graduate certificate in learning design leadership, the student must:
Applications for admission to the program are reviewed by faculty who evaluate applicants for indications of a high probability of success. Such indications include academic performance, experience or interest in the field, and consistency of professional goals with the objectives of the program. Factors also considered are:
Requirements for the Graduate Certificate in Learning Design LeadershipThe Graduate Certificate is available only online and the student must complete a total of 9 credits from the following:
The doctoral program in measurement and quantitative methods is designed for persons who hope to develop and investigate methods of assessment and quantitative analysis, as well as for individuals who wish to become experts in the application and use of such methods. Graduates may teach courses in educational measurement, statistics, and program evaluation in colleges and universities and are often involved in research on problems of measurement and quantitative methods. Graduates also occupy leadership positions in educational, governmental, and other agencies concerned with educational measurement, statistics, and program evaluation. Students in the program learn to analyze research data and have opportunities to design and execute research studies and to consult on research design, data analysis, and evaluation. Students may develop and evaluate new statistical and psychometric models for use in educational research and behavioral science.
Applications for admission to the program are reviewed by faculty who look for indications of a high probability of success. Such indications include a high level of academic performance, a high score on the Graduate Record Examination General Test, and a statement of professional goals that is consistent with the objectives of the program. The applicant must submit three letters of recommendation, including at least one letter of recommendation from a professor or employer.
The applicant is required to submit supplemental documents and information as determined by the program, as well as the university application.
Persons are admitted to the program for fall semester only. The deadline for submitting applications is December 1 of each year for admission the following fall semester. If space is available, late applications may be considered.
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 Doctor of Philosophy Degree in Measurement and Quantitative Methods
The student’s program plan of course work must fulfill the requirements described below. In addition to completing the required course work, students should participate in measurement and quantitative methods seminars and satisfy the College of Education breadth requirements which require basic knowledge in at least four of the following areas of general professional education: administration; curriculum; psychological foundations; research and evaluation methods; social, philosophical, and historical foundations; motor development and motor learning; biological foundations; ethical considerations; and issues of diversity in education.
The Graduate Certificate in Online Teaching and Learning prepares individuals to design and teach online courses. Students learn to apply the latest theories of learning and pedagogy while acquiring skills with new multimedia and networking tools to create exciting new online learning environments. The schedule of the certificate program allows flexibility to accommodate both full-time students and working professionals.
Requirements for the Graduate Certificate in Online Teaching and Learning
Rehabilitation counseling is a profession devoted to enhancing the quality of life of individuals who have physical, sensory, mental, or emotional, neuro-developmental, or other types of disabilities. Rehabilitation counselors provide counseling and other coordinated services to such individuals in the public, nonprofit, and private sectors of rehabilitation practice. The master's degree program in rehabilitation counseling emphasizes the philosophy, process, and professional discipline of rehabilitation. The program also emphasizes vocational assessment, vocational placement, and career development for persons with disabilities.The Master of Arts degree program in rehabilitation counseling has been accredited by the Council for Accreditation of Counseling and Related Educational Programs (CACREP).Students who are interested in taking the examination to become a Certified Rehabilitation Counselor, or in obtaining State of Michigan licensure as counselors, should consult with an academic advisor to ensure that they complete the required courses.In addition to meeting the requirements of the university and of the College of Education, students must meet the requirements specified below.Admission
Consideration is given to the applicant's previous academic and professional experience. There should be in each applicant's background a pattern of experience that supports his or her expressed desire to pursue advanced graduate studies in rehabilitation counseling. Appropriate evidence of such experience should be reflected in the applicant's letters of recommendation. The following are factors significant in determining admission to the program:
The applicant is required to submit a departmental application form, as well as the university application form. Upon request for admission to the program, the departmental application form is mailed to the applicant with the university application form.
Requirements for the Master of Arts Degree in Rehabilitation Counseling
The program is available only under Plan B (without thesis). The student must complete a total of 60 credits distributed as follows:
Students interested in pursuing graduate study in school psychology must apply for admission to either the educational specialist or the doctoral program in school psychology. The initial phase of study in either of these programs is integrally related to the Master of Arts in School Psychology, which is available only to students in the Educational Specialist in School Psychology or the Doctor of Philosophy in School Psychology. The first 30 required credits of these respective degree programs fulfill the requirements of the Master of Arts in School Psychology, which students may elect to earn before continuing their course of study in either the educational specialist or the doctor of philosophy degree programs.
The Master of Arts Degree in School Psychology explores the theoretical, philosophical, and professional discipline of school psychology. This program’s requirements are met as an integral part of the educational specialist or doctoral program, with a planned sequence of courses and practica experiences. There is no terminal master’s program.
Students interested in graduate study in school psychology should apply directly to the Educational Specialist or Doctor of Philosophy program in School Psychology. Master of Arts degree program requirements are incorporated into and are met as a part of those programs. Students do not apply separately for admission to the Master of Arts program.
Requirements for the Master of Arts Degree in School Psychology
The Educational Specialist degree program in school psychology is designed for persons who plan to devote their professional careers to school psychological services and who desire to achieve a level of proficiency that will enable them to assume leadership roles. The program consists of a planned sequence of courses, practica, and internship experiences that are complemented by graduate study in educational psychology and supporting disciplines.
In addition to meeting the requirements of the College of Education, students must meet the requirements specified below.
An individual should have a bachelor's degree in psychology or education or substantial course work in psychology or education to be considered for admission. A person with a master's degree in psychology or a related field may also apply for admission.To be admitted to the program, a person with a bachelor's, but not a master's, degree must have a minimum grade–point average of 3.0 (B) for the last two years of undergraduate work. A person with a master's degree must have a minimum grade–point average of 3.5 (B+) for prior graduate work. An admissions interview may be required.
Applicants should provide a written statement to the effect that they will be available to serve an internship of 1200 clock hours (30 weeks). For employment in other states, an internship of nine months may be required.
Persons are admitted to the program only for fall semester. The deadline for submitting applications for admission is January 15th for the following fall semester.
Requirements for the Educational Specialist Degree in School Psychology
Students must meet the requirements specified below. Students who hold a Master of Arts degree in School Psychology may already meet some of these requirements.
The Doctor of Philosophy degree program with a major in School Psychology is designed to equip psychologists with the knowledge, skills, and dispositions necessary to provide quality psychological services to children, youth, and families in multiple settings, as well as to conduct research in related areas. The program includes a planned sequence of course work in school psychology and supporting disciplines, complimented by practica and internship experiences. Students in the program receive the training necessary to become both a certified school psychologist in Michigan, as well as a nationally certified school psychologist. Students are also license-eligible as psychologists, pending completion of state-level licensure requirements.The Doctor of Philosophy degree in School Psychology is accredited by the Commission on Accreditation of the American Psychological Association (APA) and approved by the National Association of School Psychologists (NASP). The doctoral program is also approved the Michigan Department of Education. Students who are enrolled in the program are expected to abide by the ethical principles of the APA and NASP.In addition to meeting the requirements of the university and of the College of Education, students must meet the requirements specified below.AdmissionTo be admitted to the doctoral program in school psychology, applicants must submit both the university application forms and applicable application fee, and must have:
Persons are admitted to the program once a year with enrollment starting fall semester. The deadline for submitting applications for admission is December 1st for the following fall semester.Requirements for the Doctor of Philosophy Degree in School PsychologyThe student must meet the requirements specified below. Students who hold an Educational Specialist or a Master of Arts degree in School Psychology may already meet some of these requirements. Student's doctoral plans must be approved by faculty and be consistent with the following requirements.
Graduate study in special education leads to the Master of Arts or Doctor of Philosophy degree.
Persons who hold valid State of Michigan teaching certificates in elementary or secondary education and who wish endorsements in special education should refer to the statement on Other Educational Opportunities for Teachers in the Department of Teacher Education section of this catalog.
Master of Arts
The master’s degree program with a major in special education is designed for persons who plan to be involved in the education of students with disabilities. Students who are enrolled in the program must complete one of the following areas of emphasis: autism spectrum disorder, or learning disabilities.
An applicant for admission to the master’s degree program in special education is required to submit:
Applications are reviewed by faculty who look for indications of a high probability of success. The following factors are significant in determining admission to the program:
Autism Spectrum Disorder – Endorsement onlyStudents must complete a total of 21 credits. The autism spectrum disorder endorsement only is available to students who already possess a special education endorsement in another disability area. Students who are seeking their initial endorsement in special education in the area of autism spectrum disorder must follow the requirements above under the heading Autism Spectrum Disorder – Master of Arts with an Autism Spectrum Disorder Endorsement.
The doctoral program with a major in special education is available to students who show promise of becoming outstanding leaders in the administration of special education programs or in college instruction. Students' programs of study are planned to develop mastery of a comprehensive field, to foster creative approaches to the educational problems of exceptional children, and to encourage a breadth of understanding of related disciplines.
Applications for admission to the program are reviewed by faculty who look for indications of a high probability of success. Such indications include a high level of academic performance, a high score on the Graduate Record Examination General Test, and a statement of professional goals that is consistent with the objectives of the program. The applicant must submit three letters of recommendation including at least one from a professor or employer.
The applicant is required to submit the university application and applicable application fee.
Persons are admitted to the program once a year with enrollment starting fall semester only. The deadline for submitting applications is December 1 of each year for admission the following fall semester. If space is available in the program, late applications will be considered.
Requirements for the Doctor of Philosophy Degree in Special Education
Students must meet the requirements specified below:
Sheneka Williams, Chairperson
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:
Economics of Education: Graduate SpecializationEducation Policy and Social Sciences: Graduate SpecializationEducational Leadership: Doctor of EducationEducation Policy: Doctor of PhilosophyHigher, Adult, and Lifelong Education: Master of Arts Doctor of PhilosophyK–12 Educational Administration: Master of Arts Doctor of PhilosophyLeadership for Equity Minded Change in Postsecondary Education: Doctor of EducationStudent Affairs Administration: Master of ArtsTeaching and Learning in Postsecondary Education: Graduate CertificateUrban 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 Graduate Certificates in Teaching and Learning in Postsecondary Education or Urban Education must consult with the certificate coordinator to ensure that they complete an approved program of study.
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
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.
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.
Applicants must:
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.
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 online and 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.
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.
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.
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.
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.
Applicants must submit a written personal statement of their experiences and interests guiding their pursuit of a master's degree in 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 employment in higher education.
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 36 credits distributed as follows:
The Graduate Certificate in Teaching and Learning in Postsecondary Education is a professional development program 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. The certificate is available only online. Admission To be considered for admission students must possess a 3.0 grade-point average in the final two years of undergraduate study. Students will submit a personal statement indicating their interest in the program and how it fits within their professional goals. Applicants whose grade-point average is below 3.0 during the final two years of undergraduate study may be considered for admission to the program on a provisional basis. 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
Panteleimon Ekkekakis, Chairperson
The department offers a Bachelor of Science degree in Kinesiology 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 kinesiology places emphasis on the multi dimensional study and application of physical activity to enhance health and well-being. Kinesiology explores not only anatomical, biological, biomechanical, and neurological aspects of physical activity; but also psychological, social-humanistic, and medical perspectives.The bachelor’s degree program in kinesiology is designed to prepare students to enter a variety of fields associated with sport, exercise, and allied health, including professional graduate schools in medicine, physician assistant, nursing, physical therapy, occupational therapy, cardiac rehabilitation, athletic training, and chiropractic medicine. Students who graduate from this program often enter professional exercise science programs or graduate programs in the applied health sciences.
Requirements for the Bachelor of Science Degree in Kinesiology
The Minor 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. The Department of Kinesiology administers the minor.
The educational objectives of the Minor in Coaching are for students to acquire:
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 minor may also be used to satisfy the requirements for the bachelor's degree.
Requirements for the Minor in Coaching
The student must complete:
The Minor 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 minor, which is multidisciplinary, is administered by the Department of Kinesiology.
Requirements for the Minor in Health Promotion
The student must complete (21 credits):
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.
Five major areas of study within the discipline of kinesiology are available to master's students: Cognitive and Motor Neuroscience Exercise Physiology Psychosocial Aspects of Sport and Physical Activity Strength and Conditioning Student Athlete Development
For each student, one of these five areas of study is designated as the concentration.
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) 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.
Each doctoral student in kinesiology chooses one of four areas of concentration: Athletic Injury and Rehabilitation Cognitive and Motor Neuroscience Exercise Physiology Psychosocial Aspects of Sport and Physical Activity
While enrolled in the doctoral degree program in kinesiology, students are expected to present at least one paper at a professional meeting.
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) 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 area of 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 injury and rehabilitation, biomechanics, exercise physiology, growth and motor development, psychosocial aspects of sport and physical activity) outside of the student’s major area of 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:
Dorinda J. Carter Andrews, Chairperson
The Department of Teacher Education offers a Bachelor of Arts degree program with a major in elementary education. This professional program is designed for students who wish to obtain a Michigan elementary teaching certificate (grades PK-3 or grades 3-6). Upon satisfactory completion of the requirements for the Bachelor of Arts degree with a major in Elementary 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 all state requirements, including successful completion of the student teaching internship.
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 with elementary general education certification 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 required courses and a concentration in grades 3-6 or grades PK-3 in addition to other requirements.
Students who wish to obtain teacher certification for B-K should see the Human Development and Family Studies section of this catalog for information about majoring in Child Development and Early Childhood Education: Birth to Kindergarten and Special Education. Students who wish to obtain teacher certification in both B-K and PK-3 may select either the Child Development and Early Childhood Education: Birth to Kindergarten and Special Education or Elementary Education major.
Admission to the MajorTo earn a Bachelor of Arts Degree in Elementary Education, students must declare their intent to pursue the Teacher Certification Program administered by the Department of Teacher Education in the College of Education (refer to Admission to the Teacher Certification Program under Teacher Certification in the Department of Teacher Education section of this catalog). Information about admission requirements and the application process can be found at https://education.msu.edu/teacher-preparation/applying/applying-msu-students/.
Requirements for the Bachelor of Arts Degree in Elementary Education
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.
Disciplinary Majors Available for Secondary Teacher Certification
Disciplinary Teaching Minors Available for Secondary Teacher Certification
The economics, geography, and political science disciplinary teaching minors are available only to students pursuing a major in comparative cultures and politics, international relations, political theory and constitutional democracy, social relations and policy, interdisciplinary studies in social science: social science education, or history education.
Undergraduate Degree Majors Leading to PK-12 Endorsements on a Secondary Teaching Certificate
Agriculture, Food and Natural Resources Education
Economics
(Available only to students pursuing a major in comparative cultures and politics, international relations, political theory and constitutional democracy, social relations and policy, interdisciplinary studies in social science, interdisciplinary studies in social science: social science education, or history with a teacher certification option)
Persons who hold a valid State of Michigan teaching certificate may earn additional certificate endorsements. Certificate endorsements signify that the certificate holder is highly qualified to teach in the endorsement area at the appropriate grade levels.The holder of standard, permanent, continuing or professional education certificate may qualify for an additional endorsement by meeting the course work requirements for any Michigan State University disciplinary teaching major or minor. The planned program for meeting course work requirements must include a minimum of 20 semester hours and be approved by a College of Education advisor. In addition to completing required course work in the endorsement area, the candidate must pass the corresponding MTTC subject test, take additional teacher education course work, and complete a supervised clinical experience of at least 30 hours.A K-12 reading specialist (BR) endorsement or an elementary or secondary reading (BT) endorsement can be obtained by completing the requirements for Michigan State University's Master of Arts degree program in Teaching and Curriculum and a Graduate Specialization in Literacy and Language Instruction. A K-12 special education endorsement can be obtained in learning disabilities or autism spectrum disorders by completing the requirements for Michigan State University's Master of Arts degree program in Special Education. A K-12 special education endorsement may be placed on either an elementary or secondary teaching certificate. An English as a Second Language endorsement can be added to either an elementary or a secondary certificate by completing the requirements for Michigan State University's Master of Arts degree program in Teaching and Curriculum or by completing a prescribed 23 credit program in English as a Second Language. A vocational endorsement in agricultural education can be obtained by meeting specified requirements.To be recommended for certification, students completing course work required for endorsement areas must pass the appropriate Michigan Test for Teacher Certification Subject Test. Individuals who are interested in seeking additional endorsements must contact an academic advisor in the Office of Student Affairs, College of Education.
Graduate study in the Department of Teacher Education leads to the Master of Arts or Doctor of Philosophy degree. Graduate Specializations are also available in Language and Literacy Education for doctoral students, Literacy and Language Instruction for master's students, and in K-12 English as a Second Language for master's students. A Graduate Certificate in Children's and Young Adult Literature and a Graduate Certificate in Elementary STEM Education are available online. Graduate certificates at the doctoral level are also available in Science Education, Urban Education, English Language Learner Education, and Qualitative Research Methods.
The Master of Arts degree program in Teaching and Curriculum (MATC) is designed principally for persons who wish to acquire advanced professional knowledge related to teaching and curriculum with diverse learners in K-12 schools.The master’s program in teaching and curriculum consists of (1) designated areas of integrated, practice-centered inquiry in professional, disciplinary, and foundational studies and (2) sustained, simultaneous inquiry in both university and public–school settings. The program is designed for certified teachers and other educators who wish to continue their professional studies in teaching and curriculum.Students may choose any of the following areas to complete a 9-credit concentration in the MATC: Educational Technology, Educational Psychology, K12 Administration, Sociocultural Perspectives, Math/Science, ESL, Literacy, or Kinesiology (Sports Coaching).In lieu of completing a 9-credit concentration, students may choose to complete a Graduate Specialization in either Literacy and Language Instruction or K12 English as a Second Language (ESL). The Specializations also prepare students for additional endorsements. The Literacy Graduate Specialization can result in a BT (Reading) or BR (Reading Specialist) endorsement. The ESL Graduate Specialization provides preparation to earn a K12-level endorsement in ESL.Applicants who have completed the MSU Teacher Certification Intern Year (TCIY) may have 9 credits (TE 801, TE 802, and TE 804) transferred in to meet degree requirements. All course work, including MSU and external transfer courses, must be completed within 5 (five) years.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 master's program are reviewed by faculty who look for evidence of appropriate preparation for advanced disciplinary and professional study at the master's level and the likelihood of academic success, as indicated by an applicant's prior educational record, work experience, statement of professional goals, letters of recommendation, and an assigned professional essay.
Requirements for the Master of Arts Degree in Teaching and Curriculum
The program is available only online and under Plan B (without thesis). Students must complete 30 credits distributed as follows:
The doctoral program in Curriculum, Instruction, and Teacher Education (CITE) is designed for individuals who are interested in and show promise of becoming scholars and leaders in the domains of curriculum, instruction, and teacher education at the Pre-K–12 level, in out-of-school spaces, or in local, state, regional, national, or international institutions or agencies. The program is characterized by its interdisciplinary and interinstitutional perspectives on problems and issues of educational practice, as well as its commitment to educational justice and to addressing critical challenges faced by children, students, families, and communities. The program combines internationally renowned faculty, an interdisciplinary approach, exposure to multiple ideas, and flexibility in study through a variety of focal areas to create a one-of-a-kind learning experience tailored to students’ goals and commitments. The program is designed to facilitate doctoral students’ enactment of the Departments Core Principles in their scholarship, teaching, and service/outreach. CITE doctoral students link their areas of concentration with one or more of the following: Comparative and Global Studies, Critical Studies, Curriculum, History and Social Studies Education, Language and Literacy, Mathematics Education, Race, Culture, and Equity in Education, Science Education, Teachers and Teacher Learning, Urban Education, or Other Areas of Interest.
Students who are enrolled in the Doctor of Philosophy degree program in Curriculum, Instruction, and Teacher Education in the Department of Teacher Education may elect a specialization in language and literacy. For additional information, refer to the statement on Graduate Specialization in Language and Literacy below.
Persons who hold degrees in a wide range of disciplines may apply for admission to the doctoral program. Applicants with limited backgrounds in education, however, may be required to complete collateral work in this field. Applicants must submit a sample of scholarly writing.
Review of applicants focuses on their study and experience in education, on the compatibility between their professional goals and the doctoral program, and on their potential for successful advanced degree work.
Requirements for the Doctor of Philosophy Degree in Curriculum, Instruction, and Teacher Education
Students must complete the following courses:
The Graduate Certificate in Science Education, which is administered by the Department of Teacher Education in the College of Education, is designed for doctoral students who are interested in developing expertise in science education across and within a range of theoretical and methodological perspectives. Cognition, sociocultural, and feminist-critical perspectives along with both qualitative and quantitative methodologies are studied.
Persons who hold degrees in a wide range of disciplines may apply for admission to the certificate program. Applicants without sufficient science or science education background will be required to complete collateral course work or demonstrate proficiency through other means. Collateral course work will not count towards the certificate program. Review of applicants focuses on their study and experience in science and education, on the compatibility between their professional goals and the certificate program, and the potential for successful advanced degree work.
With approval of the College of Education, the certificate is available as an elective to any qualified student who is enrolled in a Doctor of Philosophy degree program in the College of Agriculture and Natural Resources, College of Natural Science, or the College of Education. Students must complete the Intent to Enroll form on the program Web site. Students must meet the requirements of the certificate specified below, in addition to the requirements for the student’s Doctor of Philosophy degree program.
Requirements for the Graduate Certificate in Science Education
The Graduate Specialization in Language and Literacy Education, which is administered by the Department of Teacher Education, is designed for students who aspire to be scholars, curriculum developers, and policy leaders in literacy at school, district, state, national, and international levels. The specialization focuses on literacy theory, research, and education. It is for students who wish to address issues of language and literacy development, literacy use, literacy instruction, literacy contexts of social, cultural, and linguistic differences, and the possibilities of transforming how people read and take action in their worlds.
The graduate specialization is available as an elective to students who are enrolled in the Doctor of Philosophy degree in Educational Psychology and Educational Technology, the Doctor of Philosophy degree in Curriculum, Instruction and Teacher Education or the Doctor of Philosophy degree in Special Education. Students must complete the Intent to Enroll form on the program Web site. Students must meet the requirements of the specialization specified below, in addition to the requirements for the Doctor of Philosophy degree in Educational Psychology and Educational Technology or the Doctor of Philosophy degree in Curriculum, Instruction and Teacher Education or the Doctor of Philosophy degree in Special Education. 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.For further information visit the Language and Literacy Web site at: http://education.msu.edu/academics/graduate-specializations-certificates/.
Requirements for the Graduate Specialization in Language and Literacy Education
The Graduate Specialization in Literacy and Language Instruction, which is administered by the Department of Teacher Education in the College of Education, is designed for students who aspire to develop strong expertise in literacy and language instruction. The specialization is available only online.The specialization is available as an elective to students who are enrolled in master’s degree programs in the College of Education at Michigan State University. Students must complete the Intent to Enroll form on the program Web site. 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 master’s degree.Requirements for the Graduate Specialization in Literacy and Language InstructionStudents must complete the following (21 credits):