College of Education

College Directory

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College of Education

Bachelor of Arts

The College of Education offers the following graduate degrees:1

Master of Arts

Concentrations in:
Adult Education 08071
Early Childhood Education 08231
Educational Administration 08271
Elementary Education 08021
Instructional Technologies 08992
Language and Literacy Education
Mathematics Education 08997
Secondary Education 08031
Special Interest Area (Interdepartmental)
08993

Special Education 08081

Master of Science

Doctor of Education (Special Education) 08081

Educational Therapy (Special Education Department)

Integrated Services Specialist (Special Education Department)

Middle/Junior High School Studies (Elementary Education and Secondary Education Departments)

Rehabilitation Teaching for the Blind (Special Education Department)

Serious Emotional Disturbance (Special Education Department)

Training Systems Development (Instructional Technologies Department)

Vocational Special Education (Special Education Department)

The College of Education is organized into five departments: Administration and Interdisciplinary Studies; Elementary Education; Instructional Technologies; Secondary Education; and Special Education.

The primary mission of the College of Education is to develop and maintain rigororus professional preparation in pedagogical and clinical skills required for effective services to individuals of all ages and their families, especially those residing in ethnically and racially diverse communities. All programs are based on excellence in teaching and clinical services, and a commitment to research and scholarship focused on the integration of services to schools and comunity agencies.

There are six themes reflected in the programs and activities of the College of Education. They are:

• Preparing professional educators and service providers who are sensitive to and effective in working with individuals of all ages who are diverse in culture, language, learning styles, abilities, sensory and physical challenges, ethnicity, and sexual orientation in schools and other community settings.
• Providing an integration of education and community services.
• Utilizing technology effectively to improve education and community services.
• Preparing socially committed educational leaders and advocates.
• Contributing to the knowledge base in the profession and particularly in the area of urban education.
• Supporting faculty in pursuit of individual discipline-focused activities as well as interdisciplinary programmatic planning, teaching, and research.

Joint Doctoral Program

Master's Programs

Early Childhood Education, for greater competence in teaching nursery school, kindergarten, and primary grades.

Elementary Education, for greater competence in teaching grades kindergarten through nine.

Secondary Education, for greater competence in teaching in junior or senior high school.

Special Education, for special competence in teaching the blind, partially seeing, pre-school blind, deaf, hard-of-hearing, mentally retarded, orthopedically handicapped including cerebral palsied, emotionally disturbed, and neurologically handicapped. Programs in this area also may emphasize supervision or administration of programs for handicapped.

Education: Special Interest, an interdepartmental program for developing competence in designated specialized aspects of teaching such as research; evaluation; human relations in education; adult education; the foundations of education; human development and learning; and bilingual-cross cultural education.

Programs designed to develop competence in non-teaching roles:

Adult Education, to prepare for working in leadership roles with adults in a wide variety of educational settings.

Communicative Disorders, to prepare for employment as certified or licensed Speech Language Pathologists or Audiologists in a wide variety of settings including public schools, university clinics, hospitals, community agencies, private practice, Veterans Administration, and other federal agencies.

Educational Administration, for positions as consultant, curriculum coordinator, supervisor of designated subjects, supervisor of designated services, and principal.

Instructional Technologies, for personnel in schools, instructional materials centers, and industry.

Education: Special Interest, for supervisory and leadership positions with specialized responsibility; for example, positions in social agencies, professional schools, training programs in the armed services and religious education. A program primarily for serving noncredentialed personnel.

Graduate degree programs serve students of maturity, professional commitment, and some professional experience. Advising and instruction are planned to take account of the job requirements of a chosen major and, at the same time, to deal with each student as an individual. Programs vary in degree of specialization, some being concentrated almost entirely in a single department and others drawing on several areas of study.

Course Work. Courses vary widely. The most common class is the lecture-discussion type; there also are many seminars, workshops, clinical courses with individual attention, supervised internship and field experiences, and individually planned field studies and theses. For those students in teacher education, courses emphasize the relationship between school practice and findings from educational research and the psychological and social foundations of education. For those students with human service and/or professional development goals, courses emphasize the interrelationship between the concepts and research underlying the discipline or field of endeavor and the acquisition of professional roles through directed practice experiences. Some majors include a large number of required courses. Requirements of most programs, except for internships, can be met through late afternoon, evening, and summer session study.

Advising. The student should inquire at the Education Graduate Office, BH 502, for referral to the proper adviser in the major department and for information about procedures. Students applying for admission to the Special Interest Program must consult the Chair of the Department of Administration and Interdisciplinary Studies. The student should confer with the adviser frequently to develop and maintain a working relationship based on direct acquaintance. These conferences along with formal records help to provide a basis for individual planning and assessment of student programs.