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Ellen V. Whitford, Dean
Mitchell Sakofs, Associate Dean
Anne Pautz, Assistant Dean
Phone: (860) 832-2100
Fax: (860) 832-2109
Web address:
http://www.ccsu.edu/education
The mission of the School of Education and Professional Studies is to
prepare leaders for service in our communities. It does this through Post
Baccalaureate graduate programs that lead to Connecticut teacher
certification as well as Masters degree, Sixth-Year, and Doctorate
programs that provide advanced certification and professional development
to education and counseling professionals. Programs allow students with a
strong liberal arts and content area background to acquire the
professional knowledge and skills necessary to practice in their chosen
field.
Programs in the School of Education and Professional Studies are
accredited by the American Association of Marriage and Family Therapy (AAMFT),
Commission of Collegiate Nursing Education (CCNE), Connecticut State
Department of Education, and the National Council for the Accreditation of
Teacher Education (NCATE). In addition, the School of Education and
Professional Studies is a member of the American Association of Colleges
of Teacher Education and an active participant on the Teacher Education
Council of State Colleges and Universities (TECSCU).
The education programs also hold national recognitions from the following
NCATE affiliated organizations: Association for Childhood Education
International (ACEI), Council for Exceptional Children (CEC), Educational
Leadership Constituent Consortium (ELCC), International Reading
Association (IRA), National Association for Sports and Physical Education
(NASPE), National Association for the Education of Young Children (NAEYC),
National Council for the Social Studies (NCSS), National Council of
Teachers of English (NCTE), National Council of Teachers of Mathematics (NCTM),
and National Science Teachers Association (NSTA). At the time of printing,
an application for national recognition is under review by the
International Technical Education Association/Council on Technical Teacher
Education (ITEA/CTTE).
In addition to providing rigorous graduate programs, faculty from the
School of Education and Professional Studies and affiliated public schools
have established a network of Professional Development Schools (PDS).
These PDS provide exemplary clinical sites for teacher candidates, enhance
pupil learning, and provide sites for action research. The School also
operates campus-based centers that provide services to the community.
These partnerships allow the School to provide students and community
members with outstanding educational opportunities and services.
Below is an overview of centers and graduate Post-Baccalaureate, degree,
and post-Masters programs, as well as the departments where they are
located.
Counseling and Family Therapy
• Master of Science in Counselor Education with specializations in:
School Counseling
Professional Counseling
Student Development Higher Education
• Master of Science in Marriage and Family Therapy
• Advanced Official Certificate Program in Professional Counseling
Educational Leadership
• Master of Science in Educational Leadership
• Master of Science in Technology/Educational Media
• Sixth Year Certificate: Intermediate Administrator or Supervisor
• Doctor of Education in Educational Leadership
• Advanced Official Certificate Program in Superintendent of Schools
Physical Education and Health Fitness Studies
• Master of Science in Physical Education
• Post Baccalaureate Program for Physical Education certification
Reading and Language Arts
• Master of Science in Reading
• Master of Science in Reading: Remedial Reading and Language Arts
certification
• Sixth-Year Certificate: Reading and Language Arts Consultant
• Advanced Official Certificate Program in Reading and Language Arts
Special Education
• Master of Science in Special Education
• Post-Baccalaureate program for Special Education certification
Teacher Education
• Master of Science in Early Childhood Education
• Master of Science in Elementary Education
• Master of Science in Foundations: Policy or Secondary Education Strands
• Post-Baccalaureate program for Elementary Education certification
• Post-Baccalaureate programs for secondary education certification areas
• Post Baccalaureate programs for all-level certification areas
School of Education and Professional Studies Centers
• The Literacy Center
• The Center for Multicultural Research and Education
• The Center for Innovation in Teaching and Technology
Title II Reporting
Federal Title II of the Higher Education Act of 1998 mandates that
institutions of higher education that have teacher preparation programs
must report the pass rates on certification tests for their program
completers. Any institution that has been identified as “low performing”
by the State must also report this designation to the public.
CCSU defines “program completer” as a student who has met the academic
requirements of the Professional Program for Teacher Certification. The
students who formed the 2002–2003 cohort of program completers finished a
rigorous program of study that is widely recognized for its quality and is
nationally accredited by the National Council for Accreditation of Teacher
Education (NCATE). Students completed subject/content area requirements
equivalent to non-education majors in the same fields. In addition,
students received a thorough grounding in pedagogy and extensive
school-based field experiences to prepare them to be educational leaders
in the learning communities of Connecticut. There were 294 program
completers identified in the 2002–2003 cohort. They took a total of 999
individual Praxis tests, passing 949 of those tests. This yielded a
summary institutional passing rate of 95%, comparable to the statewide
rate of 97%.
Post-Baccalaureate Programs for Teacher
Certification
Students who already hold a bachelor’s degree may pursue teacher
certification through our Post-Baccalaureate Certification programs. These
programs prepare students for teacher certification and do not result in a
master’s degree. Students can seek certification in the following fields:
• Elementary Education
• Secondary Education in the following subjects: Biology, Business,
Chemistry, Earth Sciences, English, French, General Science, German,
History/Social Studies, Italian, Mathematics, Physics, and Spanish
• Pre-Kindergarten/Kindergarten through grade 12 (PK/K–12) Education in
the following subjects: Art, Music, Physical Education, Special Education,
TESOL, and Technology Education
Admission to the Post-Baccalaureate Certification programs involves two
distinct application processes. First, students must apply to the School
of Graduate Studies through the CCSU Graduate Admissions Office. Students
are admitted to the School of Graduate Studies at the pre-certification
level and begin the program at this level. Once students have begun the
program, they then apply for admission to the Professional Program for
Teacher Certification through the Office of the Dean of Education and
Professional Studies. Students admitted to the Professional Program for
Teacher Certification are designated certification candidates.
Registration for professional-level education courses is restricted to
students admitted to the Professional Program for Teacher Certification.
The Professional Program for Teacher Certification applications are
located outside of Barnard Hall, Room 248. Applications to the
Professional Program for Teacher Certification are processed twice a year.
Submission deadlines are September 10 and February 10. The Professional
Program Application has complete instructions about requirements for each
program. Criteria for admission to the Professional Program include
admission to a post-baccalaureate graduate program, current enrollment in
classes at CCSU, an overall undergraduate Grade Point Average (GPA)
from all institutions attended of 2.70 GPA, passing scores or a waiver for
the Praxis I tests, an additional complete set of official transcripts
(transcripts submitted to Graduate Admissions cannot be used), letters of
reference addressing the students’ potential as teachers, an essay, and
other program-specific materials listed on the application. Students also
must participate in a Professional Program interview. The application
review and admission process takes from 6 to 8 weeks and is completed
before pre-registration for the following semester.
The Connecticut State Department of Education will issue a Praxis I waiver
based on specific SAT, ACT, or PAA scores. Testing and waiver requirements
are subject to change by the State of Connecticut without prior
notification. Information about the waiver application and criteria for
receiving a Praxis I waiver are available at Barnard 248 or from the
Connecticut State Department of Education at http://www.ctcert.org/.
Information on registering for the Praxis tests are also available at
Barnard 248 or from Educational Testing Service at www.ets.org. Students
should allow 10–12 weeks to receive Praxis I scores or waivers.
Program Planning. Post-baccalaureate students must meet all course
and laboratory requirements specified in particular teacher education
programs. Students in post-baccalaureate certification programs also are
required to satisfy certain general education and subject matter major
requirements, regardless of their bachelor’s degree area.
A transcript evaluation is completed for each student to identify the
specific courses that must be completed for certification. A “Planned
Program” is prepared for the student based on this evaluation. Once the
appropriate deans sign the Planned Program, it becomes the official
program for the student. Planned Programs are subject to change based on
changes in state certification regulations.
• Connecticut certification regulations are subject to change without
notice to students. These changes can impact the official Planned Program.
Students must meet the certification regulations in place at the time they
apply for certification, regardless of what their Planned Program
required. Students are responsible for insuring that their Planned Program
meets all certification requirements that will be in effect at the time
they plan to complete their certification programs. It is essential that
students regularly review their Planned Program with their advisor so that
changes in regulations can be incorporated into the Planned Program.
• All post-baccalaureate certification students, regardless of program,
must have the following general education courses:
PSY 236 or a developmental or life span psychology course
HIST 261 or HIST 262 or a survey of American history course.
Coursework in four of the following areas: sciences, mathematics, English,
fine arts, foreign language
These are requirements of the State of Connecticut and cannot be waived by
advisors or the University. A course in developmental or life span
psychology is a prerequisite for courses in the Professional Program.
• A Planned Program is developed for each student as part of the School of
Graduate Studies admissions process. The Planned Program for all teacher
education candidates, except for those in Special Education, must include
the following Professional Program courses: SPED 315 or 501, EDF 400 or
415, EDTE 315 or 316, methods courses, student teaching, a course in
educational technology, and other courses as required by the student’s
specific program. These courses are restricted to students admitted to the
Professional Program. Special Education programs have different
requirements listed under the special education department.
• Once the Planned Program has been prepared, students should meet with
their designated advisor to develop a sequence and schedule plan to
complete the program in a timely manner.
Professional Program for Teacher
Certification Policies
All policies of the Professional Program for Teacher Certification apply
to all students admitted to the professional program, regardless of the
program level of the student. A more complete description of polices can
be found in the Undergraduate Catalog
Appeal for Admission GPA Waiver. Students who are denied admission
because of a cumulative undergraduate GPA below 2.70 may appeal for a
waiver of the GPA requirement. A limited number of GPA waivers are
granted. Students denied a GPA waiver may consult with the chair of the
program department for advice on how best to raise their GPA.
Restricted Professional Course Work. Most education courses offered
in the teacher education programs require admission to the Professional
Program for Teacher Certification. Students who have not been admitted to
a teacher education program are not allowed to enroll in restricted
courses.
Retention Criteria. Once admitted to a particular teacher education
program, a post-baccalaureate student is expected to maintain:
• a 3.0 GPA overall and in the professional program
• professional behavior and respond appropriately in various contexts in
which teachers serve
• acceptable performance during field experiences or Student Teaching.
• acceptable performance on performance assessments.
• confidentiality of all information concerning colleagues and students
obtained during the educational process.
Connecticut Certification Procedures
The Connecticut State Board of Education is responsible for issuing
teaching certificates required to teach in Connecticut public schools.
Certification regulations are subject to change and the Connecticut State
Board of Education requires students to meet the certification regulations
in effect at the time they apply for certification.
The Assistant Dean of Education and Professional Studies is the CCSU
Teacher Certification Officer. Questions concerning certification that
cannot be answered by a department may be addressed to the Assistant Dean.
The instructions for down loading and completing the application for
Connecticut certification can be found outside Barnard Hall 248. The
completed forms are retuned to the same office. While the Assistant Dean
of the School of Education and Professional Studies recommends students
completing CCSU programs for Connecticut certification, it is the State of
Connecticut’s Bureau of Certification that makes the final determination
about granting a certification.
Out-of-State Certification Procedures for
CCSU Graduates
Most states have reciprocity agreements with the Connecticut State
Department of Education to accept Connecticut teacher preparation programs
in lieu of their own approved teacher preparation programs. Other
requirements will need to be met for certification outside of Connecticut.
Any state application that requires verification of completion of an
Approved Program should be referred to the Assistant Dean of the School of
Education and Professional Studies. The Assistant Dean will complete the
forms and return them.
Counseling and Family Therapy
Faculty
James Malley (Chair, Barnard 230), Ralph Cohen, H. Jane Fried, Judith
Rosenberg, Connie Tait, Daniel Wiener (Department Secretary, Sarah
Atkinson; phone: 832-2154)
Department Overview
The counseling and family therapy programs at Central Connecticut State
University prepare students for professional careers in Marriage and
Family Therapy, School Counseling, Rehabilitation Counseling, Drug and
Alcohol Recovery Counseling, Mental Health Counseling and Student
Development in Higher Education. Courses are designed to develop student
competence in the application of theory-based counseling models, to
understand the concerns of diverse client populations and to enhance
students’ personal and professional development. The practicum and
clinical internship provide students with valuable opportunities to apply
their skills in a field-based setting under close supervision. Students
must obtain departmental approval prior to beginning their practicum.
Programs are accessible to full- and part-time students, offering flexible
advising hours and classes in the late afternoons and evenings.
Programs
SCHOOL COUNSELING
48–51 credits
Graduates are prepared for positions as counselors in public and private
schools. The program is designed to meet the certification requirements of
the State of Connecticut and the Council for Accreditation of Counseling
and Related Educational Programs.
Core Courses (12 credits):
CNSL 500 The Dynamics of Group Behavior 3
CNSL 501 Theories and Techniques in Counseling 6
CNSL 503 Supervised Counseling Practicum 3
Specialized Courses (33 credits):
CNSL 504 Professional Studies in Counseling 3
CNSL 506 Counseling Children and Adolescents 3
CNSL 520 Guidance Principles, Organization and Administration 3
CNSL 521 Career Counseling and Development 3
CNSL 522 Appraisal Procedures in Counseling 3
CNSL 524 Consulting in the Schools 3
CNSL 525 Multicultural Counseling 3
CNSL 526 Principles of Comprehensive School Counseling 3
CNSL 591 Supervised School Guidance Internship (three credits for two
semesters) 6
MFT 541 Introduction to Theories of Family Systems 3
Research (3 credits)
ED 598 Research in Education 3
Capstone (0–3 credits):
Plan A: CNSL 599 Thesis 3
or
Plan B: Comprehensive Exam (consists of a major case presentation done in
conjunction with the student’s internship experience)
PROFESSIONAL COUNSELING
48–51 credits
The professional counseling programs prepare students to pursue employment
in a variety of rehabilitation and mental health agencies. Students may
decide to specialize in either Rehabilitation Counseling, Rehabilitation
Counseling with a substance abuse focus, or Mental Health Counseling. The
professional counseling programs provide the foundational coursework
necessary for individuals interested in meeting State of Connecticut
Department of Public Health requirements for becoming Licensed
Professional Counselors (LPC). The curriculum is also approved by the
Connecticut Certification Board for students pursuing credentials as a
Licensed Alcohol and Drug Counselors (LADC). There are additional
post-master’s training requirements for both LPC and LADC candidates.
Core (30 credits):
CNSL 500 The Dynamics of Group Behavior 3
CNSL 501 Theories and Techniques in Counseling 6
CNSL 503 Supervised Counseling Practicum 3
CNSL 504 Professional Studies in Counseling 3
CNSL 507 Methods in Group Facilitation 3
CNSL 521 Career Counseling and Development 3
CNSL 522 Appraisal Procedures in Counseling 3
CNSL 568 Alcohol and Drug Counseling 3
PSY 598 Research in Psychology 3
Specialization Courses (12 credits): either
Mental Health Counseling:
CNSL 560 Intro. to Rehabilitation Counseling 3
CNSL 571 Mental Health Counseling 3
MFT 541 Introduction to Theories of Family Systems 3
PSY 530 Psychopathology 3
or
MFT 556 Systemic Perspectives on Mental Disorders 3
Rehabilitation Counseling:
CNSL 560 Introduction to Rehabilitation Counseling 3
CNSL 561 Advanced Rehabilitation Counseling 3
CNSL 563 Medical Aspects of Rehabilitation Counseling 3
CNSL 571 Mental Health Counseling 3
Drug and Alcohol Recovery Counseling:
CNSL 560 Introduction to Rehabilitation Counseling 3
CNSL 561 Advanced Rehabilitation Counseling 3
CNSL 563 Medical Aspects of Rehabilitation Counseling 3
CNSL 571 Mental Health Counseling 3
Internship (6 credits):
CNSL 594 Supervised Clinical Practice — Professional Counseling (two
semesters) 3
Capstone (0–3 credits):
Plan A: CNSL 599 Thesis 3
or
Plan B: Comprehensive Exam (consists of a major case presentation done in
conjunction with the student’s internship experience)
Note: It is expected that prior to applying for candidacy into the
program, the applicant will have successfully completed PSY 512. Students
in the Drug and Alcohol Recovery Counseling program must also complete PSY
454.
STUDENT DEVELOPMENT IN HIGHER EDUCATION
42–45 credits
Graduates are prepared to function in a variety of settings in higher
education including student centers, residence halls, and academic and
career counseling offices.
Core Courses (12 credits):
CNSL 500 The Dynamics of Group Behavior 3
CNSL 501 Theories and Techniques in Counseling 6
CNSL 503 Supervised Counseling Practicum 3
Directed Electives (30 credits):
CNSL 521 Career Counseling and Development 3
CNSL 525 Multicultural Counseling 3
CNSL 530 Student Development in Higher Education 3
CNSL 531 Student Services in Higher Education 3
CNSL 532 Program Design in Student Services 3
CNSL 533 Legal, Financial, and Policy Issues in Student Affairs 3
CNSL 592 Supervised Internship in Higher Education (two semesters) 6
ED 598* Research in Education 3
Additional course as approved by advisor 3
Capstone (0–3 credits):
Plan A: CNSL 599 Thesis 3
or
Plan B: Comprehensive Exam (consists of a major case presentation done in
conjunction with the student’s internship experience)
* ED 598 may be waived by advisor based on undergraduate record of
statistics and research.
MARRIAGE AND FAMILY THERAPY
51 credits
The Marriage and Family Therapy (MFT) program leads to a Master’s of
Science in Marriage and Family Therapy (M.S.M.F.T). The MFT program is
designed to provide students with a solid theoretical background as a
foundation for intensive clinical training in systemic approaches to human
problems. The curriculum is designed to meet the academic requirements for
Connecticut Licensure for Marital and Family Therapists and AAMFT Clinical
Membership.
Clinical placements and intensive faculty supervision emphasize the
development of effective therapeutic skills to meet the challenges of the
new climate in health care service delivery. Emphasis is also placed on
the development of the “person of the therapist.” A key theme of the
program is respect for diversity of people and lifestyles in families. The
program has been awarded accreditation by AAMFT’s Commission on
Accreditation for MFT Education.
The practicum is a two-semester, 12-hour-per-week supervised clinical
placement during the Second Year. Students learn basic clinical skills and
begin working with clients. Students process their experiences in a small
group format with a faculty supervisor.
The internship is a 12-month (three semester), 25-hour-per-week intensive
clinical placement following the practicum experience which allows
students to conduct marital and family therapy under supervision of an
AAMFT Approved Supervisor. Interns conduct 500 hours of therapy with
individuals, couples and families; 250 hours must be with couples and
families. Interns receive a minimum of 100 hours of individual and group
supervision with a minimum of 50 hours of supervision using actual
clinical material (i.e., audio and videotapes) for intensive review.
On completion of 300 of the 500 clinical hours required for graduation,
each student completes a capstone project consisting of a comprehensive
written examination of a clinical case seen by the student as well as an
oral presentation of the case to MFT faculty and peers. This project is
designed to help the student integrate his/her learning experiences in the
program.
Prerequisites (12 credits):
PSY 512 Seminar in Developmental Psychology 3
CNSL 500 The Dynamics of Group Behavior 3
CNSL 501 Theories and Techniques in Counseling 6
Marriage and Family Therapy Specialization (51 credits) — thesis optional:
CNSL 504 Professional Studies in Counseling 3
MFT 541* Introduction to Theories of Family Systems 3
MFT 543 The Family Life Cycle 3
MFT 544 Families in Context: Gender and Cultural Dimensions 3
MFT 551 Structural/Strategic & Behavioral Family Therapies 3
MFT 552 Experiential, Intergenerational and Psychodynamic Family Therapies
3
MFT 554 Couples therapy 3
MFT 555 Dysfunctional Family Processes 3
MFT 556 Systemic Perspectives on Mental Disorders 3
MFT 557 Action Methods in Marital and Family Therapy 3
MFT 583 Marriage and Family Therapy Practicum I 3
MFT 584 Marriage and Family Therapy Practicum II 3
MFT 585 Marriage and Family Therapy Internship 9
PSY 598 Research in Psychology 3
Elective required 3
* included as a pre-candidacy prerequisite
Admission Requirements
Admission requirements differ for the various programs within the
Department of Counseling and Family Therapy. The following information
describes the different program requirements.
ADMISSION REQUIREMENTS FOR SCHOOL COUNSELING, PROFESSIONAL COUNSELING,
AND STUDNET DEVELOPMENT IN HIGHER EDUCATION
Admissions to the School Counseling, Professional Counseling, and Student
Development in Higher Education programs are made on a competitive basis
only one time per year. All applications must be completed and received by
May 1 for fall admission of the following academic year. Candidates for
admission will be selected on the basis of the following criteria:
1. Grade point average for all undergraduate courses. Minimum requirement
is a 2.70 grade point average (GPA) based on a 4.00 point scale where A is
4.00
2. Three recommendations from individuals able to testify to the student’s
suitability as a prospective counselor.
3. A 2–3 page typewritten (double spaced) essay describing the following:
a. Reasons for entering the counseling profession.
b. Personal and professional experiences that influenced you to pursue the
counseling profession.
c. Personal characteristics you believe will contribute to your success as
a counselor.
4. A personal interview by the program’s faculty admissions committee. The
committee will assess the student’s personal attributes and life
experiences that might contribute to the student’s potential for success
as a professional counselor.
ADDITIONAL ADMISSIONS REQUIREMENTS FOR SCHOOL COUNSELING
1. Documentation that the applicant has successfully passed all three
parts of the Praxis I PPST Test or qualifies for a waiver. More
information about the PRAXIS I PPST tests may be obtained by calling
1-800-742-9476 or by accessing the PRAXIS Web site: www.
teachingandlearning.org. Applications for the PRAXIS I PSST tests and
information about the waiver are usually available outside of the Office
of the Dean, School of Education and Professional Studies, in Henry
Barnard Hall.
2. At least one of the following prerequisite courses with a grade of B or
better.
• A graduate course in psychology of human development that covers the
whole life span (at CCSU PSY 512 meets this requirement)
• A course in education of exceptional learners including material
relating to the special educational needs of students with physical and
mental disabilities, the learning disabled, and the gifted and talented
(at CCSU SPED 315 or SPED 501 meets this requirement)
• A course in contemporary education issues (at CCSU EDF 415, 500, 510,
516, 524, 525, 538, or 583 meets this requirement)
Students who believe that they may have taken equivalent courses at the
undergraduate level may submit copies of the course descriptions from the
college catalog that was in print at the time they took the course.
Note: While only one prerequisite course is needed to qualify for
admission, all three prerequisite courses must be completed prior to being
admitted into degree candidacy.
ADMISSION REQUIREMENTS FOR THE MARRIAGE AND FAMILY THERAPY PROGRAM
The decision to admit the student into pre-candidacy status for the MFT
program is based strictly on the student’s grade point average. The
admission standard for this program requires a minimum of 2.70 grade point
average (GPA) based on a 4.00 point scale where A is 4.00. Students with a
grade point average between 2.40 and 2.69 may appeal their denial for
admission and request a conditional admission. The conditional admission
program is a non-degree arrangement that allows students to demonstrate
the ability to perform successfully in a graduate degree program. It is
afforded on a space-available basis to students who are able to
demonstrate their potential through additional coursework, relevant life
experiences, and/or recommendations from individuals qualified to testify
to the student’s suitability to be a prospective counselor. All students
who are accepted into the department are granted pre-candidacy status and
are assigned an academic advisor. The advisor will orient the student
regarding prerequisites, course scheduling, potential course transfers and
substitutions, and the planned program of study.
All students are accepted into the Department of Counseling & Family
Therapy as pre-candidates. Pre-candidacy status allows the student to
begin taking classes. During the advising process, students will be
informed of the specific steps they will need to take to apply for full
candidacy into their program.
Field Experience
The supervised practicum and internship are considered to be the most
critical experience elements in the program. Students must submit their
applications for the practicum or internship to the department secretary
before March 15 for the fall and summer semesters and before October 15
for the spring semester.* Students must maintain a grade of B or better in
every fieldwork course in order to continue in the program.
Other Programs
POST-MASTER’S STUDY
Candidates who complete the master’s degree in counseling may be able to
continue their education at Central Connecticut State University by
applying for admissions to a post-master’s plan program in a Counseling
specialty. Once accepted the student and advisor will develop a planned
program of study that must consist of a minimum of 30 credits that are
completed within a six-year time period.
ADVANCED OFFICIAL CERTIFICATE IN PROFESSIONAL COUNSELING (OCP 502)
Admission criteria: Master’s degree in counseling.
The Advanced Official Certificate program in Professional Counseling is
designed for practicing counselors who already hold a master’s degree in
counseling and are preparing for state licensure as a Professional
Counselor through the State of Connecticut Department of Public Health. A
certificate in advanced graduate work in Professional Counseling is issued
upon completion of a combination of any 12 credits of selected 500-level
courses, with a grade of B or better, designated for the certificate
program.
EDUCATIONAL LEADERSHIP
Faculty
Anthony Rigazio-DiGilio (Chair, Barnard 260), Farough Abed, Karen Beyard (Ed.D.
Director, Barnard 329), Carol J. Carter-Lowery, Judith Farynairz, Penelope
Lisi, Tami Schultz, Bethany Silver, Olusegun Sogunro, Barry Sponder,
Aldrige A. Vaillant (Dept. phone: 832-2130)
Departmental Overview
The Department of Educational Leadership seeks to prepare well-educated
and competent practitioners who are capable of improving the quality of
education for Connecticut’s children. The Department values
interdisciplinary collaboration as a means of fulfilling its goal; as
such, faculty associated with the Center for Multicultural Research and
Education, Educational Technology, and Educational Leadership work
together to design programs which will prepare professional educators with
the skills and dispositions needed to create learning environments where
all learners will be successful. The Department of Educational Leadership
offers a Master of Science in Educational Technology, a Master of Science
in Educational Leadership, a sixth-year certificate leading to
certification as an intermediate administrator or supervisor, a
superintendent certificate program, and a Doctorate in Educational
Leadership. Non-degree programs leading only to certification are not
available in this department.
Programs
MASTER OF SCIENCE IN EDUCATIONAL LEADERSHIP
With the assistance of their advisor, students will select one of two
stands: Educational Leadership or Curriculum Leadership. All students will
select either Plan A (thesis) or Plan B (comprehensive examination).
The admission standard for the Educational Leadership M.S. program
includes either a 3.00 undergraduate GPA or a 2.70 GPA with a 3.00
upper-level GPA.
Strand I — Educational Leadership
(30 credits): Graduates are prepared to assume leadership positions
within public and private schools at the level of teacher.
Strand II — Curriculum Leadership
(30 credits): Graduates are prepared to provide specific leadership
skills to public and private schools in the area of curriculum renewal.
Core Requirements (18 credits):
EDF 500 Contemporary Educational Issues (or EDF 516, 524, 525, 538, 583)
ED 511 Principles of Curriculum Development
EDL 513 Supervision
ED 517 Evaluation
ED 540 Educational Motivation and the Learning Process
ED 598 Research in Education
Strand Requirements and Electives
(12 credits)
Strand I — Educational Leadership
Required courses (6 credits):
EDL 514 Administration
EDL 555 Leadership for Culturally Diverse Schools
Elective courses (6 credits):
Students select advisor-approved elective courses to complete their
graduate program
Strand II — Curriculum Leadership
Required courses (6 credits):
EDL 551 Curriculum Leadership
EDL 555 Leadership for Culturally Diverse Schools
Elective courses (6 credits):
Students select advisor-approved elective courses to complete their
graduate program
Note: While students may take some courses as non-matriculated students,
they must be accepted into the program before taking a fourth 500-level
course. 500-level courses beyond the third course will not count toward
program completion.
SIXTH-YEAR CERTIFICATE IN EDUCATIONAL LEADERSHIP
The sixth-year certificate program meets the needs of educators who seek
to acquire (1) advanced career and professional development, and (2) the
leadership skills and credentials necessary to function effectively in
school settings under the Intermediate Administrator/Supervisor
Certificate. Graduates of the program who pass the Connecticut
Administrator Test and go on to be certified as intermediate
administrators or supervisors will be eligible for such positions as
elementary or secondary principal/assistant principal, program
coordinator, department head, and assistant superintendent, or for
positions on the staffs of central offices, regional educational agencies,
and the State Department of Education.
Admissions Requirements
Admissions to this program is limited and highly competitive. In addition
to meeting the general requirements, admission to the sixth-year
certificate program will be based on the completion of EDL 590 and
submission of an application portfolio evaluated on the following
criteria:
• Possess a master’s degree from a regionally accredited institution of
higher education
• Attained a 3.30 minimum post-baccalaureate cumulative grade-point
average (GPA) on a four-point scale or its equivalent
• Have a minimum of three years of teaching experience and possess, or be
eligible for, a Connecticut teaching certificate (Students who do not hold
an educator’s certificate issued by the Connecticut State Department of
Education must also pass Praxis I)
• Two letters of reference from school administrators
• A formal essay which focuses on (1) the reasons that led the candidate
to the area of school leadership, and (2) future career goals
• Materials required from the EDL 590 course
• Successful presentation of the application portfolio to a team of
faculty members.
EDL 590 will be offered only twice a year and students may enroll with
permission of the chair. All applicants must take this course in either
the spring or summer semester. Application portfolio presentations will be
scheduled at the end of the EDL 590 course. All application and supporting
materials for admission to the program must be received by April 1 for
students taking EDL 590 in the summer and October 15 for students taking
EDL 590 in the spring.
Program of Study
The sixth-year certificate in Educational Leadership, including
recommendation for certification for the Intermediate
Administrator/Supervisor, requires a minimum of 30 credits. Requirements
include completion of EDL 590, 22 credits of professional core and 5–8
credits of advisor-approved electives.
Pre-admission Course Requirement (3 credits):
EDL 590 Leaders as Learners: Educational Leadership and Self-Assessment
Professional Core (22 credits):
EDL 605 Leadership in Teaching and Learning I 3
EDL 606 Leadership in Teaching and Learning II 3
EDL 610 School Leadership I 3
EDL 611 School Leadership II 3
EDL 615 Understanding External Environments of School Leadership I 3
EDL 616 Understanding External Environments of School Leadership II 3
EDL 690 Internship in Educational Leadership I 2
EDL 691 Internship in Educational Leadership II 2
Electives (5–8 credits of advisor-approved electives)
Note: To receive certification, students must also pass a
performance-based examination administered by the State of Connecticut.
The State of Connecticut also requires 50 months of teaching experience
prior to licensure and completion of a designated course in special
education, which may be used as part of the elective requirements.
DOCTOR OF EDUCATION IN EDUCATIONAL LEADERSHIP
The doctorate in education (Ed.D.) has been designed for delivery to a
cohort of full-time educational professionals on weekends, evenings, and
during the summer. The program has many innovative features and serves
teachers and administrators in PreK–12 education who want to prepare for a
variety of leadership positions: principals, lead teachers, department
heads, curriculum and assessment specialists, assistant superintendents,
and superintendents. The Ed.D. is based on the premise that learning takes
place through an integration of course work and experiences that stem from
a clear conception of leadership, the knowledge base of the field, and a
structure that allows doctoral students and faculty to collaborate on
shared work improving education in the State of Connecticut.
Admissions
Admission to the program is available only once a year for a cohort of 25
students. Deadline for admission is December 1. To be considered for
admission to the Ed.D. in Educational Leadership, applicants must have
earned a master’s degree in an appropriate discipline or professional
field and have professional goals that are consistent with the goals and
beliefs of the program. Admission to the program is open to all qualified
applicants without regard to age, race, sex, religion, physical
disability, or national origin.
Admission Criteria
The follow minimum criteria have been established for admission into the
Ed.D. Program:
1. Master’s degree from an accredited institution of higher education in a
discipline or professional field that is relevant to the Ed.D. Program
2. 3.00 GPA on all graduate coursework
3. Two positive letters of reference from leaders in education familiar
with the applicant’s work
4. Detailed résumé that illustrates important work-related experiences
5. Acceptable scores on the Graduate Record Examination (within five years
of admission and including a writing assessment)
6. An acceptable personal statement covering three important topics:
• Career goals
• Reasons for pursuing a doctorate
• Ability and commitment to devote four weeks to summer study for the
first two summers of the program and some additional on-campus summer
study during the third or fourth summers
7. Personal interview with admission committee
Admission Process
The application packet for the Ed.D. can be obtained from the Graduate
Admissions Office, the Office of the School of Graduate Studies, or from
the Graduate Studies and Program Web sites. Admission decisions are
determined by the faculty and an admission committee.
Program of Study
The program is divided into four major components: (1) a required core in
educational leadership; (2) a specialty area; (3) a series of
inquiry-oriented seminars; and (4) the dissertation component. These
components and the credits required in each component are summarized
below.
Component I:
Core in Educational Leadership (18 credits)
Component II:
Specialty area in one of the following (15 credits):
• Administrative Leadership
• Curriculum and Literacy
Component III:
Inquiry Seminars (18 credits)
Component IV:
Capstone: Dissertation (12 credits)
Total: minimum 63 credits
Component I establishes the foundational core of the program with
particular emphasis in education leadership and teaching and learning.
Four core courses are required of all candidates. Courses include: EDF
700; EDL 701, 702, 705; and EDT 700. All courses in the core are open only
to Ed.D. students. Nine credits of the core courses will be taken during
the initial summer of study and another nine credits will be completed
during the second summer.
Component II includes a specialty area of the student’s choice. At
the present time two specializations are available:
• Administrative Leadership. This specialization is for students
who aspire for administrative positions in public schools. It could lead
to certification for intermediate administrator (a State of Connecticut
certificate) and the superintendency, but certification is not the
emphasis of this specialization.
• Curriculum and Literacy. This specialization is for students who
plan leadership careers in PK–12 settings such as reading and curriculum
specialists. It includes courses in literacy, curriculum, and
instructional leadership.
Component III of the program includes research courses, field-based
inquiry projects, and a series of seminars designed to help students
understand the processes of inquiry. Component III leads into and
facilitates Component IV, the completion of the dissertation and
dissemination of the results of the students’ study to appropriate
audiences. Special course work in research and ongoing inquiry projects
will culminate with the completion of the student’s dissertation. Major
performance assessment (Leadership Summative Portfolio and Assessment
Exercises) will occur during the end of the second academic year. More
information about all of these components is available on the program’s
Web site.
Candidate Assessment
The curriculum of the Ed.D. Program has been designed to align with
national and state standards for doctoral studies in the field of
educational leadership and with the program’s conceptual framework. Prior
to being granted the Ed.D. degree, each candidate will complete a
dissertation and demonstrate proficiency on each program standard.
Criteria for judging performance on other standards are described in the
document, Student Assessment Handbook.
During the second year of the program, each Ed.D. candidate will complete
a summative portfolio. This portfolio will consist of evidence (artifacts,
evaluations, projects, and reflections) gathered from the beginning of the
program. All entries will be tied to the program’s conceptual framework
and to the program’s advanced leadership standards. Reflections on how the
work could be changed or improved may also be included. Candidates will
present their portfolios to a group of faculty and colleagues.
Foundational Core (18 credits):
EDL 705 Leadership to Promote Effective Teaching and Learning 6
EDT 700 Topics in Leadership for Technology in Schools 3
EDL 701 Leading Organizational Change I 3
EDL 702 Leading Organizational Change II 3
EDF 700 The Purposes of Education in America 3
Research and Dissertation (30 credits required; up to six additional
credits optional):
EDL 710 Inquiry Seminar I: The Study of Human and Organizational Learning
2
EDL 711 Inquiry Seminar II: Quantitative and Qualitative Research I 3
EDL 712 Inquiry Seminar III: Quantitative and Qualitative Research II 3
EDL 713 Inquiry Seminar IV: Study of Organizational Change 2
EDL 714 Inquiry Seminar V: Advanced Research Design 2
EDL 715 Inquiry Seminar VI: The Dissertation Proposal 3
EDL 716 Inquiry Seminar VII: Dissertation I 2
EDL 717 Inquiry Seminar VIII: Dissertation II 5
EDL 718 Inquiry Seminar IX: Dissertation III 5
EDL 719 Inquiry Seminar X: Dissertation IV (may be repeated for up to 6
credits over three calendar years) 1
EDL 720 Inquiry Seminar XI: Disseminating Research Findings 2
Specialty Study (15 credits of electives in Administrative Leadership or
Curriculum and Literacy):
Administrative Leadership
EDL 610 School Leadership I 3
EDL 611 School Leadership II 3
EDL 615 Understanding External Environments of School Leadership I 3
EDL 616 Understanding External Environments of School Leadership II 3
EDL 617 Personnel and Program Evaluation 3
MGT 553 Human Resource Management 3
MGT 583 Organizational Leadership 3
EDL 634 Seminar in Curriculum Development 3
EDL 652 Advanced Topics in Educational Leadership 1–6
EDL 680 Educational Planning 3
EDL 681 The Superintendency I: Leading District Operations 3
EDL 682 The Superintendency II: Board and Public Relations 3
EDL 695 Internship in Educational Leadership: The Superintendency I 3
EDL 696 Internship in Educational Leadership: The Superintendency II 3
EDL 697 Readings and Conference (repeated for up to 6 credits) 1–6
EDL 690 Internship in Educational Leadership I: Theory and Practice 2
EDL 691 Internship in Educational Leadership II: Research and Practice 2
Curriculum and Literacy
RDG 667 Multicultural Literature in the Classroom 3
RDG 675 Reading and Writing as Integrated Process 3
RDG 680 Current Trends and Issues in Reading and Language Arts 3
RDG 686 Literacy Instruction for Diverse Populations II 3
RDG 698 Research Seminar 3
RDG 700 Seminar in Literacy 3
EDL 634 Seminar in Curriculum Development 3
EDL 652 Advanced Topics in Educational Leadership 1–6
EDL 697 Readings and Conference (repeated for up to 6 credits) 1–6
ADVANCED OFFICIAL CERTIFICATE PROGRAM IN SUPERINTENDENT OF SCHOOLS (OCP
504)
Total credits: 12–15
The program is designed for educational professionals seeking
certification as a School District Superintendent. The core program
consists of two courses on theory and research (EDL 681 and EDL 682) and
two courses on practice (EDL 695 and EDL 696). Candidates who have
completed their graduate work at CCSU will be required to take 12 credits.
Candidates who have completed their graduate work at another institution
will be required to complete 15 semester hours as mandated by State
Department of Education. Courses to be approved by advisor are dependent
on student’s prior coursework.
MASTER OF SCIENCE IN EDUCATIONAL TECHNOLOGY
The Master of Science in Educational Technology offers study plans to meet
the needs of professionals who wish to increase their knowledge and
experience in this field. Computer-based instruction, instructional
design, interactive multimedia, networking and distance learning are
examined within the program’s requirements. Students pursue an applied
curriculum which includes a balanced approach to theory and applied
experience. Plan A (thesis) or Plan C (special project) may be selected in
consultation with the advisor.
Core courses (24 credits):
EDT 500 Instructional Design and Evaluation I
EDT 501 Message Design and Production
EDT 511 Topics in Educational Technology
EDT 512 Computer-Based Instruction
EDT 521 Interactive Multimedia for Instruction I
EDT 522 Instructional Design and Evaluation II
EDT 531 Interactive Multimedia for Instruction II
EDT 532 Distance Learning and Networking
EDT 533 Distance Learning and Networking II
Professional Education (3 credits):
One of the following:
EDF 500 Contemporary Educational Issues
EDF 516 School and Society
EDF 524 Foundations of Contemporary Theories of Curriculum
EDF 525 History of American Education
EDF 538 The Politics of Education
EDF 583 Sociological Foundations of Education
Research and Capstone Requirements
(6 credits):
Plan A: 33 credits, including EDF 500 (or EDF 516, 524, 525, 538, 583), ED
598 and EDT 597, Final Project
Plan B: 33 credits, including EDF 500 (or EDF 516, 524, 525, 538, 583), ED
598 and EDT 597, Final Project
Computer Prerequisite:
Certification to use the Internet and the MAC Lab. Graduate students must
also have a personal computer and e-mail account.
Special Service Course (undergraduate and graduate):
EDT 490 Instructional Computing
The following courses offered at Southern Connecticut State University may
be used to fulfill requirements for school media specialists:
EDT 560 Evaluation, Acquisition and Organization of Media Materials
EDT 561 Structuring and Accessing Information
EDT 562 Developing, Operating and Leading Media Facilities
Note: Students interested in a School Library Media Specialist
cross-endorsement should contact the Connecticut State Department of
Education Certification Office.
PHYSICAL EDUCATION
AND HEALTH FITNESS STUDIES
Faculty
David Harackiewicz (Chair), Jan Bishop, Antone Capitao, Catherine Fellows,
Frank Frangione, Jeffery Hoffman, Thomas McCarthy, Peter Morano, Victoria
Morley, Elizabeth O’Neill, Katherine Pirog, Susan Smith, Kimberly Tower
(Dept. phone: 832-2155)
Department Overview
The Department of Physical Education and Health Fitness Studies offers
courses leading to a Master of Science Degree in Physical Education for
certified teachers and professionals in the allied fields of exercise
science and sports medicine. Also available is undergraduate course work
leading to Connecticut teacher certification in physical education.
Programs
The graduate program of Physical Education is designed to: (1) increase
the competency of teachers of physical education and (2) provide valuable
subject matter for professionals in exercise science and sports medicine.
An undergraduate program in physical education from an accredited
institution of higher education is preferred for admission to the master’s
degree program. This undergraduate program should be the equivalent of the
undergraduate program at CCSU.
Note: No more than 9 credits at the 400 level, as approved by the graduate
advisor, may be counted toward the graduate planned program of study.
MASTER OF SCIENCE IN PHYSICAL EDUCATION
30 credits
Admissions requirements: Admission to the School of Graduate Studies
Electives:
3–6 credits of courses other than Education or Physical Education as
approved by faculty advisor
Professional Education:
3–6 credits of Education courses other than Physical Education, as
approved by faculty advisor, from: EDF 500, 516, 524, 525, 538, or 583.
Specialization:
15–18 credits of department offerings as approved by faculty advisor.
PE 402 Organization and Administration of Physical Education
PE 405 Elementary Methods in Physical Education
PE 406 Adapted Physical Education
PE 410 Exercise Physiology
PE 411 Organization and Management of Health Promotion Programs
PE 415 Fitness Assessment and Exercise Prescription
PE 420 Perceptual and Motor Development
PE 422 Motor Learning
PE 425 Implementation and Evaluation of Health Promotion Programs
PE 445 Internship in Athletic Training
PE 450 Practicum in Exercise Science
PE 470 Internship in Exercise and Health Promotion
PE 500 Improving Student Learning in Physical Education
PE 505 Instructional Tools for Physical Education
PE 507 Human Perspective in Sport
PE 515 Sport, Physical Activity, and Exercise Psychology
PE 519 Sport Biomechanics
PE 520 Current Issues in Physical Education
PE 522 Physical Activity and Health
PE 523 Theories of High-Level Performance in Sport
PE 524 Sport, Physical Education, Athletics, and the Law
PE 525 The Regulation of Intercollegiate and Interscholastic Athletics
PE 530 Nutrition for Health, Fitness, and Sport Performance
PE 590 Independent Study/Topics in Physical Education and Sports Medicine
PE 592 Advanced Physiology of Sport and Exercise
Research (3–6 credits):
PE 598 Research in Physical Education (required for all plans)
PE 599 Thesis (required for Plan A only)
Capstone Requirement:
Plan A (Thesis) or Plan B (Comprehensive Exam)
POST-BACCALAUREATE PROGRAM FOR CERTIFICATION IN PHYSICAL EDUCATION
Students who already hold a bachelor’s degree may pursue teacher
certification in Physical Education through our post-baccalaureate
program. This program prepares students for PK–12 teacher certification
and does not result in a master’s degree. For information on admission to
this program, see page 52.
POST-MASTER’S STUDY
A 30-credit planned program of post-master’s study is available for the
professional physical educator who wishes to expand or update knowledge of
physical education and the related fields of exercise science and health
fitness.
READING AND LANGUAGE ARTS
Faculty
Helen R. Abadiano (Chair, Barnard 245), Catherine Kurkjian, Jesse Turner,
Diana Wisell (Dept. phone: 832-2175)
Department Overview
The Department of Reading and Language Arts is committed to promoting and
enhancing quality instruction in reading and language arts. Accordingly,
it offers a Master of Science degree program and a Sixth-Year Certificate
in Reading and Language Arts. The Master of Science degree offers strands
in Classroom Instruction in Reading and Language Arts, and Corrective and
Remedial Reading and Language Arts. The master’s program also offers a
strand in Reading-Mathematics; the department is considering two
additional strands. Check with the department on the status of these
strands. The Sixth-Year degree program may include courses leading to a
reading consultant certification by the State of Connecticut. An Advanced
Official Certificate Program in Reading and Language Arts is also
available for students who have completed a Master of Science degree in
Reading and Language Arts. All programs require practicum, clinical, or
field-based experiences under close supervision in order to provide
students with opportunities to apply their skills.
Admission
To apply to the Department of Reading and Language Arts Master of Science
degree or Sixth-Year Certificate program, a student must be admitted
to the graduate program. Submit an application for graduate admission,
official copies of transcripts, and application fee directly to the School
of Graduate Studies. The requirements for formal admission to the Master
of Science degree program in Reading and Language Arts are explained in
the admissions packet distributed by the School of Graduate Studies at the
time of application. Admission packets may also be requested from the
department or downloaded from the department Web site at
www.reading.ccsu.edu/Programs/APPLICAT.HTM. Admission requirements include
(1) letters of recommendation, (2) application essay, (3) department
interview, (4) CT certification and experience qualifications, and (5)
basic computer literacy.
Students seeking endorsement as a Reading and Language Arts Consultant in
the State of Connecticut must apply to the School of Graduate Studies and
the Department of Reading and Language Arts for admission to the Advanced
Official Certificate Program. In addition to the general requirements for
admission to the Reading and Language Arts program, the candidate must
have completed a Master of Science degree in Reading and Language Arts.
Program Requirements
Program Portfolio: A Program Portfolio is required of all Master of
Science degree and Sixth-Year Certificate students graduating from the
Department of Reading and Language Arts. The student and the program
advisor develop the portfolio during the course work phase of the
student’s program. The portfolio will be a reflection of student
competencies from areas recommended by the Connecticut State Department of
Education and the International Reading Association. Evidence of
membership to a state/regional, national and/or international professional
organization in Reading and Language Arts, as well as attendance or
participation in state/regional and/or national/international conferences
for each year a student is enrolled in the program must be included in the
portfolio.
CCSU “NT” Account: A CCSU “NT” account is required for all courses
in the graduate programs in Reading and Language Arts. An “NT” account may
be obtained via the CCSU Computer Center.
Mid-Program Evaluation: Students in the Master of Science degree
and Sixth-Year Certificate program in Reading and Language Arts must meet
with their program advisor following completion of fifteen (15) graduate
credits for a mid-program evaluation. For the Master of Science degree
candidates, a mid-program evaluation is required for the approval of an
application for comprehensive examination or thesis writing. For the
Sixth-Year Certificate program candidates, a mid-program evaluation is
required for the practicum course. Students are expected to bring in their
program portfolio for evaluation.
Planned Program Of Graduate Study
Following admission, students admitted to the Master of Science degree and
Sixth-Year Certificate program in Reading and Language Arts must meet with
their assigned program advisor to complete a planned program of graduate
study. Only courses approved in the planned program of study will be
counted toward graduation.
Note: M.S. and 6th-year degree students may transfer up to 6 credits of
courses, including on-line courses, from accredited institutions upon
recommendation of the program advisor and approval of the department
chair.
MASTER OF SCIENCE DEGREE PROGRAMS IN READING AND LANGUAGE ARTS
The Master of Science degree in Reading and Language Arts is designed to
increase knowledge and to improve skills of teachers in the area of
reading and language arts. Additionally, the program includes three
strands—Corrective and Remedial Reading and Language Arts, Classroom
Instruction in Reading and Language Arts, and Reading-Mathematics. The
student’s planned program of graduate study totals a minimum of 30–33
credits and must include the following: either Plan A: RDG 599 Thesis (6
credits) or RDG 599 (3 credits) and RDG 598 Seminar in Reading and
Language Arts Research (3 credits) or Plan B: RDG 598 Seminar in Reading
and Language Arts Research (3 credits) and Comprehensive exam, and include
a field of study (27 credits).
A planned program of graduate study will be developed by the student and
the program advisor. Based on the program advisor’s evaluation of
student’s needs, background, and experiences in reading and language arts,
a student may need to complete additional coursework for their planned
program of graduate study and therefore may exceed the minimum of 30–33
credits.
Strand in Classroom Instruction in Reading and Language Arts
For the Strand in Classroom Instruction in Reading and Language Arts, a
student’s planned program of graduate study totals 27 credits and includes
courses from the following:
RDG 569 Folktelling Art and Technique
RDG 578 Teaching Writing in the Elementary Schools
RDG 579 Technology in Reading and Language Arts Instruction
RDG 585 Reading in Content Area
RDG 586 Literacy Instruction for Diverse Populations I
RDG 587 Bibliotherapy
RDG 588 Teaching Children’s Literature
RDG 589 Creative Language Arts
RDG 590 Current Trends in Developmental Reading K–12
RDG 591 Developmental Reading in Primary Grades
RDG 592 Middle School Level Literacy Development
RDG 593 Developmental Reading in Secondary Schools.
Strand in Reading-Mathematics
The strand in Reading-Mathematics totals 27 credits. The student’s planned
program of graduate study includes 12–15 credits of reading and language
arts courses from the following:
RDG 578 Teaching Writing in the Elementary Schools
RDG 579 Technology in Reading and Language Arts Instruction
RDG 585 Reading in Content Area
RDG 586 Literacy Instruction for Diverse Populations I
RDG 588 Teaching Children’s Literature
RDG 589 Creative Language Arts
RDG 590 Current Trends in Developmental Reading K–12
RDG 591 Developmental Reading in Primary Grades
RDG 592 Middle School Level Literacy Development
RDG 593 Developmental Reading in Secondary Schools.
The remaining 12–15 credits are mathematics courses recommended by the
department of mathematical sciences.
Strand in Corrective and Remedial Reading and Language Arts
The Strand in Corrective and Remedial Reading and Language Arts totals 27
credits and requires the clinical sequence—RDG 594, 595, and 596, and the
following courses:
RDG 578 Teaching Writing in the Elementary Schools
RDG 585 Reading in Content Area
RDG 588 Teaching Children’s Literature
RDG 589 Creative Language Arts
RDG 591 Developmental Reading in Primary Grades
RDG 592 Middle School Level Literacy Development
SIXTH-YEAR CERTIFICATE IN READING AND LANGUAGE ARTS
The Sixth-Year Certificate in Reading and Language Arts program leads to
the award of the professional certificate. This program may include course
work required for endorsement as a Reading and Language Arts Consultant in
the State of Connecticut. The certification-track program provides
opportunities for the student to examine reading and language arts from a
perspective beyond classroom teaching. The student’s planned program of
graduate study is developed by the student and the program advisor.
Course requirements will be based on the student’s needs in terms of
fulfilling professional and personal goals. Related areas of study may be
developed in disciplines such as Elementary Education, Educational
Leadership, Educational Technology, Mathematics, and Special Education. A
minimum of 15 credits of 600-level courses is required in both the
certification track and the non-certification track programs for the
certificate.
Reading/Language Arts Consultant Certification Track
RDG 696 Practicum for Reading and Language Arts Consultants (6 credits)
RDG 698 Research Seminar (3 credits)
Related Area of Study (6 credits)
Area of Specialization (15 credits):
RDG 588 Teaching Children’s Literature
RDG 692 Specialized Diagnosis & Remedial Techniques
RDG 694 Organization, Administration, and Supervision of Reading and
Language Arts Programs
Reading and Language Arts Elective (3 credits)
Electives (0–3 credits)
Non-Certification Track
Research (3 credits):
RDG 698 Research Seminar
Related Area of Study (6 credits)
Area of Specialization (15–18 credits):
RDG 680 Current Trends and Issues in Reading and Language Arts
Electives (3–6 credits)
ADVANCED OFFICIAL CERTIFICATE PROGRAM IN READING AND LANGUAGE ARTS (OCP
503)
This is a non-degree program providing coursework to lead to endorsement
as a Reading and Language Arts Consultant in the State of Connecticut.
Students are expected to have a Master of Science degree in Reading and
Language Arts and to take courses required by the State of Connecticut for
Reading and Language Arts Consultant Certification, including prerequisite
courses when necessary. The required courses are as follows, for a total
of 15 to 27 credits of course work:
RDG 588 Teaching Children’s Literature
RDG 692 Specialized Diagnosis and Remedial Techniques
RDG 694 Organization, Administration, and Supervision of Reading and
Language Arts Programs
RDG 696 Practicum for Reading and Language Arts Consultants
Required prerequisites:
RDG 594 Diagnosis of Reading and Language Arts Difficulties
RDG 595 Remedial and Corrective Techniques in Reading and Language Arts
RDG 596 Clinical Practices in Reading and Language Arts
SPECIAL EDUCATION
Faculty
Ernest Pancsofar (Chair, Barnard 232), Mitchell Beck, John Foshay, Joan
Nicoll-Senft, Joanne Walker (Dept. phone: 832-2400)
Department Overview
The Department of Special Education offers a Master of Science degree with
two specializations. One specialization is designed for students who
already hold certification in special education. In this specialization,
students take coursework designed to broaden and/or deepen their knowledge
of the field.
The second specialization contains two strands and is designed for
students who have certification in elementary education or a 7–12
secondary subject certificate in biology, business, chemistry, earth
science, English, history/social sciences, integrated science,
mathematics, or physics. Strand A leads to a master’s degree and
does not provide coursework to lead to a cross endorsement in special
education. Strand B both leads to a master’s degree and provides
coursework that may lead to a cross endorsement for either elementary or
secondary (including middle level) special education. Students in Strand B
must have a current Connecticut certification.
Specializations
MASTER OF SCIENCE PROGRAM FOR STUDENTS ALREADY CERTIFIED IN SPECIAL
EDUCATION
30 credits
General Education Elective (3 credits)
Professional Education (6 credits)
One of the following:
EDF 500 Contemporary Educational Issues 3
EDF 516 School and Society 3
EDF 524 Foundations of Contemporary Theories of Curriculum 3
EDF 525 History of American Education 3
EDF 538 The Politics of Education 3
EDF 583 Sociological Foundations of Education 3
and
SPED 566 Pupil Personnel Services in Special Education 3
Specialization (15 credits):
Electives — Students usually take 15 credits of advanced-level course work
in special education. Up to 6 credits of related course work from other
departments may be included at the advisor’s discretion.
Research (6 credits):
SPED 519 Action Research in Special Education (Plan C) 3
ED 598 Research in Education 3
MASTER OF SCIENCE PROGRAM FOR STUDENTS WITH CERTIFICATION IN OTHER
AREAS OF EDUCATION
Strand A: Completion of Planned Program does not lead to cross
endorsement in special education (30 credits)
Professional Education (12 credits):
ED 598 Research in Education 3
SPED 566 Pupil Personnel Services in Special Education 3
SPED 519 Action Research in Special Education (Plan C) 3
and one of the following:
EDF 500 Contemporary Educational Issues 3
EDF 516 School and Society 3
EDF 524 Foundations of Contemporary Theories of Curriculum 3
EDF 525 History of American Education 3
EDF 538 The Politics of Education 3
EDF 583 Sociological Foundations of Education 3
Specialization (15 credits):
Choose 6 credits from:
SPED 511 Behavioral/Emotional Disorders 3
SPED 512 Learning Disabilities 3
SPED 513 Developmental Disabilities 3
Choose at least 9 credits from:
SPED 506 Foundations of Language for the Exceptional Child 3
SPED 510 Inclusive Education 3
SPED 536 Introduction of the Autistic Child 3
SPED 560 Crisis Intervention in the Schools 3
SPED 578 The Juvenile Offender as an Exceptional Learner 3
SPED 580 The Special Education Teacher as Consultant 3
Note: Other courses offered in the Department of Special Education may be
substituted as they become available; i.e., special topics.
Elective (3 credits):
Students choose an additional course with their advisor.
Strand B: Completion of Planned Program leads to an endorsement in
special education (36–39 credits).
Professional Education (9 credits):
ED 598 Research in Education 3
SPED 519 Action Research in Special Education (Plan C) 3
and one of the following:
EDF 500 Contemporary Educational Issues 3
EDF 516 School and Society 3
EDF 524 Foundations of Contemporary Theories of Curriculum 3
EDF 525 History of American Education 3
EDF 538 The Politics of Education 3
EDF 583 Sociological Foundations of Education 3
Specialization (27–30 credits):
SPED 511 Behavioral/Emotional Disorders 3
SPED 512 Learning Disabilities 3
SPED 513 Developmental Disabilities 3
SPED 514 Cognitive Behavior Management and Social Skills Strategies 3
SPED 515 Assessment in Special Education 3
SPED 516 Instructional Programming for Students with Exceptionalities 3
SPED 517 Instructional Methods for Students with Special Needs—Elementary
3
or
SPED 518 Instructional Methods for Students with Special Needs—Secondary 3
SPED 520 Seminar for Special Educators 3
and one of the following:
SPED 521 Student Teaching in Special Education—Elementary 3
SPED 522 Student Teaching in Special Education—Secondary 3
SPED 523 Practicum in Special Education–Elementary 3
SPED 524 Practicum in Special Education–Secondary 3
TEACHER EDUCATION
Faculty
Susan Seider (Chair, Barnard 277), Aram Ayalon (Assistant to the Chair),
Elizabeth Aaronsohn, Ronnie Casella, Gail Cueto, Lynda George, Nancy
Hoffman, Maxine Howell, Lawrence Klein, Marian Matthews, Daniel Mulcahy,
Karen Riem (Dept. phone: 832-2415)
Department Overview
The Department of Teacher Education is committed to the initial
preparation and continuing professional education of those involved in
early childhood, elementary and secondary education. Accordingly, the
department offers programs leading to a Master of Science degree in the
following areas: Early Childhood Education, Educational Foundations:
Policy or Secondary Education, and Elementary Education. The Department
offers Post-Baccalaureate Teaching Certificate programs in elementary and
secondary education that are both part-time and full-time, and a 30-credit
planned program of post-master’s study in elementary education.
Programs
MASTER OF SCIENCE IN EARLY CHILDHOOD EDUCATION
33 credits
Contact: Susan Seider (832-2429)
This program is designed for early childhood educators wishing to pursue
graduate study which extends their knowledge of the theory and practice of
early childhood education. The program consists of a number of core
requirements, directed electives, and the opportunity to develop research
skills in the field.
The student’s planned program of graduate study must include the
following:
Introductory Block 1 (9 credits):
EDTE 502 Focus on Diversity in Education
EDF 516 School and Society
ED 598 Research in Education
Curriculum and Instruction Block 2 (9 credits):
EDEC 551 Programs and Curricula in Early Childhood Education
EDEC 552 Programs and Curricula in Early Childhood Education II
EDEC 554 Observation and Assessment in Early Childhood Education
Specialization Block 3 (9 credits):
Choose from the following options:
a) Leadership/Directorship:
EDL 513 Supervision
EDEC 561 Administration in Early Childhood Education
EDEC 553 Family, School and Community Partnerships in Early Childhood
Education
b) Working with Families:
EDEC 553 Family, School and Community Partnerships in Early Childhood
Education
RDG 586 Literacy Instruction for Diverse Populations I
Related course approved in advance by advisor (SPED 510 recommended)
c) Urban Education:
Three from
EDF 510 The Social, Political, and Cultural Context of Urban Schools
EDEL 509 Education and the Development of Cultural Understanding
EDEL 531 Education in the Inner City
EDEL 485 Approaches to Discipline in Elementary School (K–8)
Capstone Block (6 credits):
EDEL 591 and EDEL 592 (all students will be Plan C). Capstone prerequisite
is completion of all Block 1 courses and no less than 12 credits in Block
2 and 3.
Program Sequence: Students are encouraged to complete the Introductory
Block 1 before taking courses in the Curriculum and Instruction and
Specialization Blocks 2 and 3. Courses in the Curriculum and Instruction
and Specialization Blocks may be taken concurrently with courses from the
Introductory Block with permission of advisor.
Note: A maximum of 6 credits in 400-level may be taken with the approval
of the graduate advisor.
MASTER OF SCIENCE IN EDUCATIONAL FOUNDATIONS/POLICY AND SECONDARY
EDUCATION STRANDS
Contact: Aram Ayalon (832-2135)
This program is designed to offer teachers and other educators the
opportunity to pursue graduate studies in the foundations of education or
a combination of foundations and secondary education. There are,
accordingly, two strands from which a choice is made. Strand 1 is
centered on the theme of policy studies in American education. Strand 2
employs an approach to the study of curriculum and instruction in
secondary education which integrates both theory and practice. Teacher
certification in a secondary or NK–12 area is required for admission to
Strand 2.
Strand 1: Educational Foundations and Policy Studies
30 credits
Core courses (18 credits, no sequence specified; take any 6 of the
following):
EDF 500 Contemporary Educational Issues
EDF 516 School and Society
EDF 524 Foundations of Contemporary Theories of Curriculum
EDF 525 History of American Education
EDF 528 Comparative and International Education
EDF 535 Special Topics in Educational Foundations
EDF 538 The Politics of Education
EDF 583 Sociological Foundations of Education
EDF 687 Seminar in Educational Policy Studies (irregular schedule only)
Required course (3 credits):
ED 598 Research in Education.
Capstone:
Plan A, Thesis (ED599) plus two electives approved by advisor.
or
Plan B, Comprehensive exam (available fall or spring only), with electives
(9 credits) approved by advisor.
Strand 2: Secondary Curriculum, Foundational and Instructional
Issues
30 credits
Introductory Block 1 (9 credits):
EDTE 502 Focus on Diversity in Education
EDF 516 School and Society
ED 598 Research in Education
Curriculum and Instruction Block 2 (9 credits):
EDSC 505 Innovations in Secondary Education
EDSC 556 Instructional Theory and Practice
EDF 524 Foundations of Contemporary Theories of Curriculum
Specialization Block 3 (9 credits):
Choose from the following options:
a) Foundations: EDF 583, EDF 528, EDF 525, EDF 538, EDF 500
b) Subject areas: Choose 3 courses in the subject area in which certified
or in literacy.
Capstone Block (3 credits):
EDSC 586 (all students are Plan C). Capstone prerequisite is completion of
all Block 1 courses and at least 12 credits in Blocks 2 and 3.
Program Sequence: Students are encouraged to complete the Introductory
Block 1 before taking courses in the Curriculum and Instruction and
Specialization Blocks 2 and 3. Courses in the Curriculum and Instruction
and Specialization Blocks may be taken concurrently with courses from the
Introductory Block with permission of advisor.
Note: No more than 9 credits at the 400 level, as approved by the graduate
advisor, may be counted toward the graduate planned program of study.
MASTER OF SCIENCE IN ELEMENTARY EDUCATION
33 credits
Contact: Susan Seider (832-2429)
This program is designed for elementary education teachers wishing to
pursue graduate study which extends their knowledge of the theory and
practice of elementary education. The program consists of a number of
professional courses, core requirements, directed electives, and the
opportunity to develop research skills in the field.
Teacher certification in either elementary education, early childhood
education, middle level education or a NK–12 special area is required for
admission to the program.
Introductory Block 1 (9 credits):
EDTE 502 Focus on Diversity in Education
EDF 516 School and Society
ED 598 Research in Education
Curriculum and Instruction Block 2 (9 credits):
EDEL 508 Current Trends in Elementary Education
EDEL 512 Assessment of Learning
EDEL 529 Analysis of Teaching
Specialization Block 3 (9 credits):
Choose from the following options:
a) Urban Education: Three from EDEL 509, EDEL 531, EDEL 485, RDG 586, LING
497
b) Working with Families: Three from SPED 501, SPED 510 or other SPED
course approved by advisor; EDEC 553; RDG 586
c) Subject Area Curriculum: Three from FA 490, SCI 555, MATH 506, 507,
508, or 509, EDEL 537, RDG course (500 level)
d) Literacy: Three from 500-level RDG courses or TESOL courses (LING 497
and RDG 586 are recommended.)
e) Summer Through Summer: MATH 531, SCI 555, FA 490. This option would
also substitute EDTE 540 and ED 545 for capstone and ED 598; EDTE 510 for
EDTE 502.
Capstone Block (6 credits):
EDEL 591 and EDEL 592 (all students will be Plan C). Capstone prerequisite
is completion of all Block 1 courses and at least 12 credits in Blocks 2
and 3.
Program Sequence: Students are encouraged to complete the Introductory
Block 1 before taking courses in the Curriculum and Instruction and
Specialization Blocks 2 and 3. Courses in the Curriculum and Instruction
and Specialization Blocks may be taken concurrently with courses from the
Introductory Block with permission of advisor.
Note: A maximum of six credits in 400-level courses may be taken with the
approval of the graduate advisor.
Post-Master’s Study
A 30-credit planned program of post-master’s study is available in
Elementary Education. Programs are planned with a faculty advisor on an
individual basis to meet the professional development aspirations of the
student.
POST-BACCALAUREATE TEACHER CERTIFICATION PROGRAMS
Students who already hold a bachelor’s degree may pursue teacher
certification through our post-baccalaureate programs. These programs
prepare students for teacher certification and do not result in a master’s
degree. Additional policies governing these certification programs are
found in the Undergraduate Catalog. Students can seek certification in the
following fields.
• elementary Education
• Secondary Education in the following subjects: Biology, Business,
Chemistry, Earth Sciences, English, French, Integrated Science, German,
History, Italian, Mathematics, Physics, Social Science and Spanish
• NK-12 Education in the following subjects: Art, Music, Physical
Education, TESOL, Technology Education
Information on admission to the post-baccalaureate programs can be found
on page 53.
Students have options of varying lengths to complete their certification
program of study. They are as follows.
Option 1: This option involves part- or full-time study extended
over a number of years in any certification field. Each student will,
together with an advisor, put together a planned program of graduate study
which would satisfy all certification requirements. Each planned program
is individualized, based on the student’s previous college course work,
CCSU program requirements, and state certification requirements.
Option 2: This is a full-time, summer through summer (4 semester)
option in elementary education. Students in this program take courses and
field experiences in a cohort group and in a specific sequence that begins
in one summer and concludes in the following summer. Some credits earned
may later be used towards a master’s degree. An additional admissions
process is required by the Department of Teacher Education. Students
seeking admission to the Option 2 program should submit their application
to the School of Graduate Studies no later than March 15. However, fall
applications are strongly encouraged to allow students to take full
advantage of financial aid and complete needed prerequisites.
SUMMER THROUGH SUMMER POST-BACCALAUREATE CERTIFICATION PROGRAM IN
ELEMENTARY EDUCATION
56 credits
Contact: Nancy Hoffman (832-2425)
21 of the 56 credits are later applicable to a Master of Science in
Elementary Education
* Indicates course that carries graduate credit toward a Master of Science
Degree in Education.
First Summer (14 credits):
EDTE 420 Field Experience Practicum
EDTE 510 Methods of Inquiry into Pedagogy and Leadership in Diverse
Communities(field experience required)*
RDG 315 Comprehensive Reading Instruction I
RDG 316 Comprehensive Reading Instruction II
EDT 490 Instructional Computing
EDTE 540 Advanced Seminar in Leadership and Learning Communities*
Fall (17 credits):
EDTE 315 Principles of Learning (field experience required)
SPED 315 Introduction to Educating Learners with Exceptionalities
RDG 412 Literacy in the Elementary School
SCI 555 Teaching of Science in the Elementary School*
EDTE 540 Advanced Seminar in Leadership and Learning Communities*
MATH 531 Basic Concepts of Elementary School Mathematics*
Spring (13 credits):
EDEL 430 Elementary Education Student Teaching
EDTE 540 Advanced Seminar in Leadership and Learning Communities*
Edel 422 Elementary Education General Methods
Second Summer (12 credits):
EDF 415 Educational Foundations
FA 490 Integrating the Fine Arts for the Young Learner*
ED 545 Integration of Methods of Research and Assessment*
OFFICE OF FIELD EXPERIENCES
Student Teaching
Holly Hollander, Director (832-2417)
All students in early childhood, elementary, all level, and secondary
education programs who are seeking initial certification by the State of
Connecticut are required to complete full-time student teaching.
Prospective student teachers must complete a student teaching application
form which is available on the Office of Field Experiences Web site. The
application and its related materials must be submitted by the given
dates. To student teach in the fall semester, applications must be
submitted no later than February 15 in the preceding spring semester.
Applications to student teach in the spring semester must be submitted no
later than September 15 of the preceding fall semester. Students must
include their letter of acceptance to the Professional Program of the
School of Education and Professional Studies with their application for
student teaching.
Student teaching courses (EDEC 430, EDEL 430, and EDSC 414, 415, 417, 419,
420, 421, 428, 429 and 435) may not be taken or repeated without
permission of the Director of Field Experiences, as well as the chairs of
the student’s major department and teacher education. Students may not
take any additional courses while student teaching except for the related
seminar.
SCHOOL OF
EDUCATION AND PROFESSIONAL STUDIES CENTERS
The Center for Multicultural Research and Education (Barnard Hall
260) provides a variety of professional development programs and
opportunities for K–12 and university faculty that support development of
education that is multicultural. Additional goals of the Center include
serving as a resource center in the dissemination of research information,
articles and curriculum materials, and supporting efforts to recruit
students representing diverse cultural backgrounds to the teacher
preparation and professional programs.
The Center for Innovation in Teaching and Technology (CITT),
located in Barnard Hall 335, provides faculty and students with
opportunities to create learning outcomes through using state-of-the-art
technology in multi-media, computer-based instruction and other
technological delivery systems.
The Literacy Center (Barnard 234) provides a setting for reading
and language arts teachers to help children develop reading and language
arts skills. Faculty of the Department of Reading and Language Arts direct
the operations of the clinic and supervise the activities of students
working in the clinic.
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