College of Education and Behavioral SciencesCollege of Education and Behavioral Sciences
Couples and Family Therapy Emphasis 107
Department of Applied Statistics and Research Methods 108
Applied Statistics and Research Methods M.S. 108
Applied Statistics and Research Methods Ph.D. 108
Department of Counseling Psychology 108
Counseling Psychology Ph.D. 108
Department of Counselor Education and Supervision 109
Counselor Education and Supervision Ph.D. 109
Department of Educational Technology 110
Educational Technology M.A. 110
Educational Technology Ph.D. 110
School Library Education M.A. 110
Department of Leadership, Policy and Development: Higher Education and P-12 Education 111
Educational Leadership and Policy Studies 111
Administrators’ Licensure (Non-Degree) 111
Principals’ Licensure (Non-Degree) 111
Educational Leadership M.A. 112
Educational Leadership Ed.S. 112
Educational Leadership and Special Education Administration Ed.S. 112
Educational Leadership Ed.D. 112
Higher Education and Student Affairs Leadership 113
Higher Education and Student Affairs Leadership M.A. 113
Higher Education and Student Affairs Leadership Ph.D. 113
School of Psychological Sciences 114
Accelerated (4 + 1) Psychology B.A. and Educational Psychology M.A. 114
Educational Psychology M.A. 114
Educational Psychology M.A. en route to the Ph.D. 114
Educational Psychology Ph.D. 115
Department of School Psychology 115
School Psychologist Licensure 116
School of Special Education 116
Deaf and Hard of Hearing Emphasis 116
Early Childhood Special Education Emphasis 116
Gifted and Talented Education Emphasis 117
Intervention Specialist Emphasis 117
Visual Impairment Emphasis 117
Educational Leadership and Special Education Administration Ed.S. 117
Teaching American Sign Language M.A. 118
School of Teacher Education 118
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The mission of the College of Education and Behavioral Sciences is to contribute to the betterment of society through research, professional service, and the preparation of individuals who are skilled lifelong learners capable of working effectively with diverse populations in an evolving global community.
The College offers programs at the graduate and undergraduate levels. Graduate programs in Psychological Sciences and Applied Statistics and Research Methods and Educational Technology prepare students for employment in a range of fields including education and the business and technology sectors. The undergraduate program in psychology provides students with a liberal arts degree and transferable skills in several areas including research design and analysis and the ability to understand human behavior.
Several programs in the College provide professional training by offering specialized undergraduate licensure and graduate degree programs in education and psychology. The undergraduate licensure programs (Teacher Education Endorsement: Professional Teacher Education Programs (PTEP) prepare elementary, middle, secondary, K-12, and special education teachers. The Center for Urban Education in Denver trains elementary teachers for work in urban schools. Elementary, middle, and secondary teacher candidates must major in a content degree program offered in one of the other colleges. The online Distance Opportunities Interpreter Training Center offers undergraduate programs in sign language interpretation.
Graduate programs are also offered to prepare school administrators, school psychologists, educational technology personnel, counselors and counseling psychologists for schools, mental health agencies and private practice. These programs also prepare college and university faculty and administrators.
The professional education faculty members of the College are committed to the serious study of education and the promotion of professional standards to ensure quality and foster innovation in professional preparation. The College Conceptual Framework holds the view that education is a transformational enterprise and that professional educators use evidence in decision making; respect diversity; collaborate with others; are standards and performance-based; and can use technology to improve teaching and learning.
Programs in the College are accredited by the National Council for the Accreditation of Teacher Education. All educator preparation programs are approved for licensure by the Colorado State Board of Education and authorized by the Colorado Department of Higher Education. The American Psychological Association and the Council for Accreditation of Counseling and Related Educational Programs accredit programs in School Psychology and Counseling and Counselor Education.
Other major units in the College are the Tointon Institute for Educational Change, Bresnahan-Halstead Center on Mental Retardation and Developmental Disabilities, and the Kephart Memorial Child Study Center. A common focus of these diverse units is to provide teachers and administrators with advanced professional development.
The Counseling faculty views potential candidates as unique, with strengths and assets to be identified, encouraged and developed during their graduate education. The knowledge and human relations skills necessary to help individuals recognize their own and other persons' unique promise and discover opportunities for its expression form the core of professional preparation for students in professional counseling. Such knowledge and skills are learned in part from research and study in the behavioral and social sciences, various skill development activities and supervised practica. Supervised training is provided through the Psychological Services Clinic to the University and the local community. Opportunities for a broad understanding of human behavior and human relationships are included in the education of the student in Counseling.
The Counseling faculty is committed to the development of broadly based competent professional counselors skilled in helping people with personal, interpersonal and career concerns in community agencies or in schools. The requirements of the program are conceptualized within the framework and standards set forth by accreditation standards, the counseling profession, Colorado state law, Graduate School and job requirements. The Professional Counseling programs are accredited by the Council for the Accreditation of Counseling and Related Educational Programs (CACREP).
Admission. The prospective student must apply for admission to and be accepted by the program area faculty. Admission to the program requires a GPA of 3.0 on the last 60 hours of course work. If the applicant's GPA is below 3.0, the Graduate Record Exam (General Test) score must be submitted. It is recommended that the applicant have a total score that meets or exceeds 1000 on the Verbal and Quantitative subtests, with no score below 400. The Analytical Writing subtest should have a minimum score of 3.5. Two years of post bachelor's degree work experience is recommended for applicants under 25 years of age. Attendance at a pre-admission workshop is required for this admission process to be completed. When attendance at the preadmission workshop is an extreme hardship for the applicant, special arrangements are made.
Acceptance is based on consideration of the following criteria:
• Clarity of career goals.
• Intellectual qualities.
• Professional judgment of appropriate personality characteristics as evidenced by a structured interview, interpersonal communication style and personal references.
The Clinical Counseling program at the master's level prepares professional counselors to work in various agency settings such as mental health centers, probation and parole departments, substance abuse centers and residential treatment centers.
Couples and Family Therapy Emphasis
The requirements of the emphasis are directed toward the development of competent professionals in the practice of marital and family counseling. The emphasis area deals primarily with relationships, interpersonal interaction and systems theory.
For degree and program requirements, see:
Clinical Counseling M.A. on page 47
Couples and Family Therapy Emphasis
The School Counseling program is designed at the master's level to develop a professional who counsels with children and adults in elementary, middle and high schools.
For degree and program requirements, see:
School Counseling M.A. on page 62
Department of Applied Statistics and Research Methods
Chair: Jay R. Schaffer, Ph.D.
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This program provides students with a broad understanding of appropriate applications of statistical and research methodology and with experience in using computers effectively for statistical analysis.
The master’s and doctoral programs in Applied Statistics and Research Methods are designed to prepare graduates in statistics and education who make important contributions to educational practice. Through the programs, great emphasis is placed on how research design and statistics can be applied to educational issues and problems. Service courses are offered by the school in support of other university programs at the graduate level.
Admission: Applications must be complete and on file in the ASRM office by March 1 for Fall admission and by October 1 for Spring admission.
Applied Statistics and Research Methods M.S.
Students planning on concentrating on applied statistics need a working knowledge of calculus and linear algebra. Students must also provide a written statement regarding the relationship of the Master’s program to the student’s professional goals.
Completion of this degree will enable the graduate to seek employment in a career field requiring the application of statistical or research methodology, for example: data analysis or experimental design; to teach in a community or junior college; to work as an evaluation/assessment specialist in a public school setting; or to enter a Ph.D. program in statistics, educational research, or a related area.
For degree and program requirements, see:
Applied Statistics and Research Methods M.S. on page 43
Applied Statistics and Research Methods Ph.D.
The student must provide the ASRM program coordinator with a written statement regarding the relationship of the doctoral program to the student’s professional goals. It is expected that the student possesses the knowledge, skills and competencies equivalent to those of a graduate from our M.S. degree program. Should it be necessary, a student may use elective credits to make up deficiencies.
This program prepares students to teach courses at the university level in applied statistics and research methodology, to provide leadership in the conduct of research studies, and to serve as consultants in research methodology and data analysis in education, industry, or government.
For degree and program requirements, see:
Applied Statistics and Research Methods Ph.D. on page 72
Applied Statistics and Research Methods Doctoral Minor on page 92
Department of Counseling Psychology
Chair: Basilia (Lia) C. Softas–Nall, Ph.D.
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The Department of Counseling Psychology (CP) offers a Ph.D. in Counseling Psychology. CP in collaboration with the Department of Counselor Education and Supervision offers masters’ degrees in Clinical Counseling, Clinical Counseling: Couples and Family Therapy and School Counseling. The Professional Counseling programs appear on page 107.
This program is designed to develop counseling psychologists who can independently apply scientific psychological principles to improve the well being of individuals across the lifespan. The program focuses on developing competencies in the application of three treatment modalities: individual, group, and couples and family therapy. In addition, attention is directed toward the development of competencies in research, assessment, clinical supervision, advocacy, and program evaluation. This program subscribes to the scientist-practitioner model, with an emphasis on training practitioners and researchers to work with diverse populations. Graduates obtain employment in faculty positions, counseling centers, private practice, community agencies, health care, and business. The program is APA accredited, which leads to eligibility for licensure as a psychologist.
The Department of Counseling Psychology, along with the Departments of School Psychology and Counselor Education and Supervision, and the Professional Counseling programs, offers services to the University and the local community through the Psychological Services Clinic, a research and training facility.
Admission: Application materials must be completed and on file in the Graduate School by December 1st. The Graduate School Application includes: a completed application form, one official copy of academic transcripts, one official copy of GRE scores (and TOEFL scores if an International applicant), three letters of recommendation from individuals familiar with an applicant’s academic and clinical skills (letter writers should also complete the Graduate School’s Letter of Recommendation form), and an application fee.
1. All entering doctoral students will hold a bachelor’s or master’s degree in psychology/counseling or a related field; should have a GPA of at least 3.0 on a 4.0 scale, have GRE Verbal and Quantitative scores of at least 400 each, and a minimum of 3.5 on the Analytical Writing subtest. International students must have a TOEFL score of at least 213 on the computer based test and 550 on the paper based tests. An official copy of GRE scores (and TOEFL if an international applicant) needs to be submitted.
2. The Counseling Psychology program has a supplemental application form that should also be sent to the Graduate School by December 1st. The supplemental materials include: completion of the Supplementary Data Sheet (included in the Counseling Psychology Application Packet or on the Counseling Psychology program’s website), applicant’s current vita, and a written statement responding to questions related to an applicant’s mental health experiences, professional background/interests and aspirations.
3. A further review process is conducted by the faculty. Finalists are invited to attend an admission screening workshop.
Admission decisions are based on the professional judgment of the Counseling Psychology faculty, considering the above data, including personal characteristics and interpersonal communication style as assessed in the pre-admission workshop. Applications are evaluated on a competitive basis; positions are limited.
For degree and program requirements, see:
Counseling Psychology Ph.D. on page 76
Professional Counseling M.A. Programs: Clinical Counseling, Clinical Counseling: Couples and Family Therapy, School Counseling.
Professional Counseling (PC) programs are comprised of faculty members from the Departments of Counseling Psychology and Counselor Education and Supervision. Professional Counseling faculty work collaboratively to advise, mentor and instruct students. The PC Coordinator, along with the PC core faculty, provide governance, oversight, and accountability for the PC program, including but not limited to policies, procedures, and curriculum.
Professional Counseling M.A. programs in Clinical Counseling see page 47, Clinical Counseling: Couples and Family Therapy see page 47, and School Counseling see page 62.
Department of Counselor Education and Supervision
Chair: Linda L. Black, Ed.D.
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The Department of Counselor Education and Supervision (CES) offers a Ph.D. in Counselor Education. CES in collaboration with the Department of Counseling Psychology (CP) offers Masters’ degrees in Clinical Counseling, Clinical Counseling: Couples and Family Therapy, and School Counseling. The Professional Counseling programs appear on page 107. Professional Counseling faculty work collaboratively to advise, mentor, and instruct students. The PC Coordinator, along with the PC core faculty, provides governance, oversight, and accountability for the PC program, including but not limited to policies, procedures, and curriculum.
Counselor Education and Supervision Ph.D.
The doctoral program in counselor education and supervision prepares individuals for employment as counselor educators and supervisors for colleges and universities offering training in school counseling, clinical counseling, couples and family counseling/therapy, counseling with children and adolescents, and gerontology. Graduates are also qualified for licensure as professional counselors, marriage and family counselors, or school counselors. Graduates may be employed in such sites as community agencies, schools, counseling centers, hospitals, industry, employee assistance programs, and private practice.
In addition, the Department of Counselor Education and Supervision, along with the Departments of School Psychology and Counseling Psychology and the Professional Counseling programs offers services to the University and the local community through the Psychological Services Clinic, a research and training facility. The master’s level Professional Counseling programs and the doctoral program in Counselor Education and Supervision are accredited by the Council for Accreditation of Counseling and Related Educational Programs (CACREP).
Admission: Application must be complete and on file in the Counselor Education and Supervision Office by January 1, with decisions announced by the first week of March.
• Total score of 1000 for the Verbal and Quantitative subtests of the GRE, and a minimum score of 3.5 on the Analytical Writing subtest is recommended.
• A master's degree in counseling or a related area is required; CACREP accredited programs preferred.
• Three letters of recommendation are required from individuals who are familiar with the student’s academic and clinical skills.
• GPA of 3.25 in the last completed degree is desired.
• Written statement must be completed regarding the relationship of the doctoral program to the future career goals of the applicant.
Attendance at a doctoral applicant interview day is required for the admission process to be completed. Admission decisions are based on the professional judgment of the Counselor Education and Supervision faculty, considering the above data, including personal characteristics and interpersonal communications style as assessed in the pre-admission workshop. Applications are evaluated on a competitive basis for a limited number of positions.
Prerequisites: Required of All Counselor Education and Supervision Ph.D. Students
Entering doctoral students should have completed graduate courses in the following areas:
• Diagnosis and Treatment Planning
• Career Counseling and Theory
• Counseling Theories
• Lifespan Development
• Family Systems
• Group Counseling/Guidance
• Legal and Ethical Issues in Counseling
• Substance Abuse
• Appraisal and Assessment
• Introduction to Graduate Research
Students who have not completed coursework in these areas must complete these courses as deficiency coursework not to be counted toward the hours required for the degree.
For degree and program requirements, see:
Counselor Education and Supervision Ph.D. on page 77
Department of Educational Technology
Chair: James E. Gall, Ph.D.
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The Department of Educational Technology oversees three degree programs and one related endorsement. The M.A. in Educational Technology is designed to develop knowledge and skills in instructional design and technologies for a variety of learning contexts (K-12, higher education, military training, business/organizational, and international settings). The M.A. in School Library Education and the School Library Endorsement are programs tailored specifically to K-12 libraries and learning resource/media centers. The Ph.D. program provides a terminal degree in instructional design and technologies that culminates in a dissertation of original research in the field. Educational Technology is also an approved doctoral minor. At the undergraduate level, the department provides courses in educational technology for the college’s various teacher preparation programs.
Graduate courses are offered in both face-to-face and online formats. Face-to-face classes are scheduled to meet once a week starting no earlier than 4:00 PM to support local and commuting students that work full-time. All programs may be pursued on a part-time basis (although there are specific University limits on total program length and continuous registration). International students are strongly represented in the program and are encouraged to apply.
Western Regional Graduate Program The Ph.D. program in Educational Technology is a member of the Western Regional Graduate Program. Under this program any Ph.D. student in educational technology, who is a resident of selected western states pays in-state tuition rather than out-of-state tuition. The selected states include: North Dakota, South Dakota, Montana, Wyoming, Colorado, New Mexico, Idaho, Utah, Nevada, Arizona, Washington, Oregon, Alaska and Hawaii.
The Master of Arts degree in Educational Technology is designed to develop knowledge and skills in instructional design and technologies for a variety of learning contexts (K-12, higher education, military training, business/organizational, and international settings).
Upon meeting the admission criteria for the Graduate School, the candidate's application is forwarded to the program area faculty for review. Reviews by the faculty are continuous and there is no application deadline. Applications require a two-page statement of career goals, three letters of reference, and transcripts from previous undergraduate work. The statement of career goals should specifically address how this degree program will assist the candidate in furthering his/her skills and knowledge and applying them in the future.
The faculty review of applications generally takes on to two weeks. Major delays usually occur due to incomplete applications or insufficient information. International students are encouraged to apply early in order to be able to handle passport, visa, etc. issues in a timely manner. Potential students with limited English abilities are encourages to examine the application options available through the University’s Center for International Education. In many cases, students may be admitted to an academic program but begin their studies in the Intensive English Program.
For degree and program requirements, see:
Educational Technology M.A. on page 52
The Doctor of Philosophy in Educational Technology provides a terminal degree in instructional design and technologies that culminates in a dissertation of original research in the field. Graduates work in a variety of learning contexts (K-12, higher education, military training, business/organizational, and international settings) as researchers, consultants, and scholars. The doctoral program uses a community of scholars’ model of interaction among the students and the faculty members. Students are viewed as developing colleagues with progressively higher levels of responsibility as they move through the program. Cooperative research and other scholarly projects are encourages among faculty members and students. The program is designed to be rigorous but practical.
The doctoral faculty in the department review applications in both fall and spring semesters. The deadline for fall applications in November 1; the deadline for spring applications is March 1. Applications require a two-page statement of career goals, three letters of reference, and transcripts from previous undergraduate and graduate work. The statement of career goals should specifically address how this degree program will assist the candidate in furthering his/her skills and knowledge and applying them in the future. The applicant must also complete a short interview scheduled with the doctoral faculty. The interview may be conducted face to face, by telephone, or by video conference.
Interviews generally take place on to two weeks after the application deadline and final decisions are made shortly after that. Major delays usually occur due to incomplete applications or insufficient information. International students are encouraged to apply early in order to be able to handle passport, visa, etc. issues in a timely manner. Potential students with limited English abilities are encourage to examine the application options available through the University’s Center for International Education. In many cases, students may be admitted to an academic program, but begin their studies in the Intensive English Program.
For degree and program requirements, see:
Educational Technology Ph.D. on page 82
Educational Technology Doctoral Minor on page 93
The Master of Arts in School Library Education is tailored specifically to K-12 professionals who would like to obtain employment in Colorado’s K-12 libraries and learning resource/media centers.
Upon meeting the admission criteria for the Graduate School, the candidate’s application is forwarded to the department faculty for review. Reviews by the faculty are continuous and there is no application deadline. Applications require a two-page statement of career goals, three letters of reference, and transcripts from previous undergraduate work. A teaching license valid for the State of Colorado is also required. The statement of career goals should specifically address how this degree program will assist the candidate in furthering his/her skills and knowledge and applying them in the future.
The faculty review of applications generally takes on to two weeks. Major delays usually occur due to incomplete applications or insufficient information.
Applicants seeking an endorsement for Teacher Librarian by the State of Colorado Department of Education must meet the following requirements:
• Hold a valid Type A teaching license (or equivalent) teaching license. (Condition of Application to Program)
• Have completed an approved graduate degree program in school library education or library science in an accepted institution of higher education including two field experiences in elementary and/or either middle or secondary school library. (Fulfilled upon Graduation from Program)
• Have completed one year of successful teaching experience (full-time) in the classroom and/or school library media experience while holding a valid Type A or professional teaching license or equivalent certificate. (Graduate’s Responsibility)
• Successfully pass the required state proficiency examination. (Graduate’s Responsibility)
For degree and program requirements, see:
School Library Education M.A. on page 63
Department of Leadership, Policy and Development: Higher Education and P-12 Education
Chair:
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The Leadership, Policy and Development Department includes the Educational Leadership and Policy Studies (ELPS) Program and the Higher Education and Student Affairs Leadership (HESAL) Program. For specific degree, licensure, and certificate programs offered, please refer to the following listing of the appropriate program of interest.
Educational Leadership and Policy Studies
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The mission of the program is to develop educators who have the vision and the ability to lead educational organizations by providing needed services to learners in educational settings, creating effective learning environments, effecting policies that govern educational organizations, and modeling continuous learning with and for the citizens of the community. To achieve this mission, ELPS faculty incorporate innovative teaching practices; engage in inquiry about leaders and leadership; and demonstrate leadership at the local, regional, national and international levels.
The underlying philosophy of the ELPS program is that educational leaders possess knowledge of self, others, organizations, learning and society necessary to perform creatively and effectively in diverse environments. They engage people in identifying and working toward the accomplishment of a shared vision for the organization. Leaders incorporate the ideas, values and experiences reflective of a pluralistic society and promote continual learning.
The ELPS programs are exemplified by the following beliefs:
• Human growth and development are lifelong pursuits.
• Leadership encompasses a learned set of knowledge, skills, attitudes and practices.
• Organizations are artifacts of a larger society.
• Learning, teaching, and collegiality are fundamental activities of organizations.
• Validated knowledge and active inquiry form the basis of practice.
• Moral and ethical imperatives drive leadership behavior.
• Effective leadership in organizations depends on individual and team efforts.
• Leaders' behaviors and actions model their beliefs and values.
• Leaders effect positive change in individuals and organizations.
• Effective leaders develop positive interpersonal relationships.
• Diversity strengthens organizations.
• Organizations and leaders are accountable.
The ELPS programs and the scholarship of its faculty and students emphasize:
• Formal and informal roles and strategies of educational leaders in P-12 schools and post-secondary settings
• Fiscal, legal and personnel aspects of schools and higher education
• Innovative practices in leadership preparation
• Understanding, facilitating and evaluating the change process
• Innovation and restructuring of schools
• Collaboration in teaching, learning and scholarship
• Adult learning and development and staff development
• Policy development, analysis and implementation
• Service to schools, higher education and policy makers
• Identification of multicultural and gender-based needs
Administrators’ Licensure (Non-Degree)
An application packet available through the program Office (McKee 418) describes materials for admission review by the faculty: current resume, goals statement, and Professional Assessment Forms. Admission decisions are made throughout the year.
For licensure requirements, see:
Administrators’ Licensure: District Level Leadership on page 100
Principals’ Licensure (Non-Degree)
Students may work concurrently on the principal's license and a Master of Arts degree (M.A.) or an Educational Specialist degree (Ed.S.) in Educational Leadership. To obtain a professional license, students must have a master's degree, complete a principal license program, and satisfactorily pass the PLACE exam. Students must also complete an induction program. Students desiring a principal's license must submit an application to the Graduate School. In addition, an application packet, available through the program office (McKee 418), describes materials for admission review by the faculty: current resume, goals statement, and Professional Assessment Forms. Admission decisions are made throughout the year.
For licensure requirements, see:
Principals' Licensure on page 101
The Master of Arts degree in Educational Leadership provides opportunities for candidates to acquire knowledge about leadership in P-12, community college, higher education, or other educational settings. The program provides opportunities for students to develop in-depth understanding about leadership roles and responsibilities, working with external environments, professional development, organizational behavior, and contemporary educational issues.
An application packet, available through the program office (McKee 418), describes materials for admission review by the faculty: current resume, goals statement, and Professional Assessment Forms. Admission decisions are made throughout the year.
One set of materials may be submitted for review for admission to the M.A. and either the Colorado Principal or Administrator Licensure program. This intent should be clearly described in the statement of goals and noted on the application form.
The master's degree requires a minimum of 30 semester hours of graduate study, of which 12 hours are core learning experiences. Depending on career goals, students may choose from four concentration areas in the master's program: P-12 education, higher education and student affairs leadership, adult and continuing education, or an individualized program. Students may obtain the master's degree while also working concurrently on a principal or administrator license.
For degree and program requirements, see:
Educational Leadership M.A. on page 50
An application packet, available through the program office (McKee 418), describes materials for admission review by the faculty: current resume, goals statement, and Professional Assessment Forms.
One set of materials may be submitted for review for admission to the Ed.S. and either the Colorado Principal or Administrator Licensure program; this intent should be clearly described in the student's statement of goals and noted on the application form. Admission decisions are made throughout the year.
For degree and program requirements, see:
Educational Leadership Ed.S. on page 70
Educational Leadership and Special Education Administration Ed.S.
The interdisciplinary Educational Specialist (Ed.S.) degree program in Educational Leadership and Special Education Administration prepares candidates to become effective leaders and managers of educational program and services at both the school building and school district levels of impact. Candidates for this degree complete coursework in applied research/evaluation, the principalship, foundations of educational leadership, contextual understanding of systems, policy/legal/procedural information, program planning and organization, budget and resources, and parent/community engagement. The program provides opportunities for students to develop in-depth understanding about leadership roles and responsibilities, working with external environments, policy development, organizational behavior and contemporary educational issues. The program prepares graduates to assume roles as building principals at the elementary, middle, or high school levels: and district level positions as special education directors and/or central office administrators.
Graduate applications for this degree are evaluated by the Graduate School, Department of Educational Leadership and Policy Studies, and the School of Special Education. Entering students must possess a master’s degree from an accredited college or university. The Ed.S. degree requires 39 semester hours of graduate study beyond the master’s degree. Satisfactory performance on a concluding activity demonstrating attainment of program outcomes and approved by faculty, in accordance with Graduate School policy, must be demonstrated.
For degree and program requirements, see:
Educational Leadership and Special Education Administration Ed.S. on page 70
The University of Northern Colorado has a long history of preparing individuals to assume leadership roles in education. Over the years, superintendents, principals, deans, program directors, professors, presidents and other persons in leadership positions in Colorado and across the nation have received academic degrees from the University. The current focus of the Ed.D. is preparing P-12 leaders for public and private schools and other educational organizations.
The purpose of the Ed.D. program is to engage educators in P-12 and other education-related settings in the advanced study of educational leadership so they can critique and improve their own practice. The program focuses on problems of practice - studying practice, engaging in constructive critique of practice, and improving one’s practice. Coursework in the program is designed to be highly relevant to the participants’ jobs and careers.
Features that make this program attractive to current and aspiring educational leaders:
• Collaborative and collegial learning community;
• Challenging, provocative, research-based knowledge;
• Cohort approach to learning for 3 semesters of enrollment;
• Instructional techniques emphasizing practices of adult learning;
• Emphasis on problems of practice;
• Professional networking with area P-12 educational leaders;
• National and internationally recognized university faculty and affiliates;
• Faculty and cohort commitment that all participants successfully complete the program.
Admission. An application packet, available through the program office (McKee 418), describes materials required for admissions by the Educational Leadership Program: a resume, a written statement of goals, an essay on a current problem of practice, and Professional Assessment Forms. Applicants complete an interview with the Educational Leadership program faculty.
For students who live out-of-state, the interview may be conducted by a conference call. Although admissions decisions are made throughout the year, students who complete the application process by February 15, including the interview, are given priority screening for Fall admissions of that year and have increased opportunities for financial assistance. The application process, including interview, is typically completed by May 1.
The doctoral program expands upon the foundation gained in study for the master's, specialist, and/or licensure programs. It provides opportunities for candidates to develop breadth in understanding leadership, policy, and research methodologies, and also depth in one or more areas of specialization. The focus of this program is the refinement of students' understandings of leadership and policy development and analysis, ultimately culminating in the dissertation. The dissertation is meant to address a problem of practice in educational leadership.
Entering doctoral students who already possess a Master’s Degree in Educational Leadership or a related field complete a minimum of 64 semester hours of graduate credit beyond the master's degree. Students with an Educational Specialist's degree enroll in a minimum of 42 semester hours beyond the specialist's degree. These semester hour requirements are minimum expectations for students' performance. Credit requirements are a function of the types of learning experiences needed by students to achieve their goals.
Residency. Students may complete the UNC residency requirement without leaving their employment.
Program of Study. The nature of doctoral studies implies a blend of required learning experiences and individualized program development to reflect the personal, professional, and academic goals of each student. Each doctoral student admitted to the program works with an advisor and a program planning committee to develop a plan of study.
For degree and program requirements, see:
Educational Leadership Ed.D. on page 78
Higher Education and Student Affairs Leadership
Program Coordinator:
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The Higher Education and Student Affairs Leadership program offers an M.A. and a Ph.D. program for individuals preparing for leadership or faculty positions in higher education and student affairs who value social justice. The graduate program also offers coursework for students in other graduate programs, including a doctoral minor. An array of undergraduate courses are offered in support of several campus student services programs.
Higher Education and Student Affairs Leadership M.A.
The HESAL M.A. program prepares effective student affairs professionals who value a social justice perspective toward their work in higher education and student affairs leadership. Students take a wide array of courses (for example, from culture and law to policy and pedagogy to finance and development) in consultation with an assigned advisor which can assist you in preparing for a vocation in higher education’s diverse environments. Opportunities are encouraged and provided for practical experiences under the mentorship of experienced higher education and student affairs leaders.
Admission. Students must hold a bachelor’s degree in any major from an accredited institution. There are two parts in the process of admission to the HESAL Master’s Program at the University of Northern Colorado, including the Graduate School application process and the HESAL Program application process.
To download the application packet from the HESAL Program, please visit our forms page, www.unco.edu/cebs/hesal/apply.htm.
To receive information from the Graduate School, contact:
Graduate School
Campus Box 135, Carter Hall Room 2007
University of Northern Colorado
Greeley, CO 80639
(970) 351-2831
These two parts must be pursued simultaneously. It takes up to 20 working days for the Graduate School to set up a student record, evaluate eligibility for admission, and prepare a screening packet for our HESAL Selection Committee. Once the Committee has reviewed your full application, they make a recommendation regarding your admission. If accepted to the program, you will be assigned an advisor and the recommendation will be forwarded on to the Graduate School. The Graduate Dean then communicates the official admission decision to you in writing, and the Graduate School staff record the decision on your student record.
Commitment to Diversity. The Higher Education and Student Affairs Leadership program recognizes the importance of addressing the needs of an increasingly diverse society. To that end, the program strives to increase the educational opportunities of diverse student populations, as well as create an atmosphere where the values and concerns of diverse populations receive attention and respect. The program strives to enroll a diverse population of students. Issues of diversity are integrated into all course offerings.
For degree and program requirements, see:
Higher Education and Student Affairs Leadership M.A. on page 55
Higher Education and Student Affairs Leadership Ph.D.
The HESAL program integrates a focus on social justice and empirical research throughout the curriculum. The inquiry-based program offers students the opportunity to focus studies on leadership, college student development, higher education culture and diversity, and organizations and policy in both student affairs and broader higher education contexts. Students may focus on studies related to community colleges, four-year colleges, universities, and higher education agencies. Opportunities are provided for practical experiences under the mentorship of experienced higher education leaders. The Ph.D. program is based upon a community of scholars model, in which students are viewed as colleagues with progressively higher levels of responsibility and expertise. Students are admitted as a cohort group, with expectations that students will engage in collaborative research and other scholarly endeavors early in the doctoral program.
Admission. Students must hold a masters degree in higher education, college student affairs, or a related field from an accredited institution and have two years of successful work experience in an institution of higher education. SRM 600 or an equivalent introduction to graduate research course, is required for admission. The program may waive that requirement for admission, in which case the student must make up the deficiency. Coursework to make up the deficiency will not count toward the Ph.D. requirements. Additional details regarding admissions criteria and the application process may be seen on the program’s web site, at www.unco.edu/cebs/hesal. Financial assistance and additional professional experiences are available through an extensive network of graduate assistant opportunities, both within the program and in a number of UNC offices.
Commitment to Diversity. The Higher Education and Student Affairs Leadership program recognizes the importance of addressing the needs of an increasingly diverse society. To that end, the program strives to increase the educational opportunities of diverse student populations, as well as create an atmosphere where the values and concerns of diverse populations receive attention and respect. The program strives to enroll a diverse population of doctoral students. Issues of diversity are integrated into core courses and are explored more fully through special topics courses.
Residency. While the Ph.D. program has a residency requirement (see Graduate School information), courses are scheduled such that students may complete the UNC residency requirement without leaving their employment. The program enrolls a combination of individuals who are employed full-time and others who are employed in part-time graduate assistantships.
For degree and program requirements, see:
Higher Education and Student Affairs Leadership Ph.D. on page 83
School of Psychological Sciences
Director: Mark B. Alcorn, Ph.D.
Location: McKee 0014
Telephone: 970.351.2957
The master's and doctoral programs are designed to prepare individuals for educational activities such as instruction, evaluation, test construction, educational research, educational consulting to business and public schools, and university teaching. All students must abide by the codes of ethics of the American Psychological Association (APA) and the American Educational Research Association (AERA).
Educational Psychology offers programs and service courses at both the graduate and undergraduate levels. The program faculty provide courses on psychological principles and theories and research methodologies as applied to the educational process. These applications range from everyday concerns in the public school classroom to basic research on learning and cognition, and the development of children, adolescents, and adults. Faculty and students have access to computers, a complete set of data analysis software packages and laboratory facilities available for both teaching and research purposes. Service courses are offered to support other university programs at both the undergraduate and graduate levels.
Accelerated (4 + 1) Psychology B.A. and Educational Psychology M.A.
Motivated and high-achieving students may seek to complete the requirements for the B.A. in Psychology and M.A. in Educational Psychology in five years. To obtain both degrees, students must complete all the requirements for the B.A. described in the Undergraduate Catalog and all of the requirements for the M.A. described in the Graduate Catalog. Completing the requirements for both degrees in the accelerated Master's program is made possible by taking 9 credits of graduate course work in the junior and senior years (paid for at the undergraduate tuition rate). These 9 credit hours will be counted towards both the B.A. and M.A. degree requirements. Students remain eligible for financial aid as an undergraduate; any Graduate School aid is not available until students are admitted as a Graduate student.
Students interested in transferring into an accelerated Master’s Program must:
• have a cumulative GPA of at least 3.0 to take graduate-level courses as a junior or senior.
• Meet with the program’s advisor in their junior year, apply (following the same procedure and meeting the same requirements as other M.A. applicants). Full admission is dependent on completing the B.A. requirements in the senior year while maintaining a minimum 3.0 GPA.
• Students and faculty identify the graduate courses the students should take. The program application will be signed and forwarded to the Graduate School with signatures of the program advisor indicating the approval of graduate course transfer.
Upon meeting the admission criteria for the Graduate School, the candidate's application is forwarded to the program area faculty for review. Applications are processed as they are received. Decisions regarding admission are communicated to the applicant before the beginning of the next semester. Although students may enroll any semester following admission, they are strongly encouraged to begin their program in either the summer or fall term in order to enter the proper sequencing of courses. Applications require a description of educationally-related work experience, statement of interest and career goals, three letters of reference, and GRE scores should be submitted if available, but are not required.
Applications are evaluated case by case according to the following preferred guidelines:
• GPA of 3.0 in the last 60 semester hours of academic work.
• Three letters of recommendation indicating a high potential for academic success.
• Congruency between the applicant's career goals and the purpose of the M.A. program as indicated by the letter of interest.
• Educationally-related work experience is desirable, but not required.
Educational Psychology M.A. en route to the Ph.D.
Students may apply for admission to the Ph.D. in Educational Psychology and complete their M.A. in Educational Psychology on the way to the doctoral degree. The application process and the admission criteria are the same as for the Ph.D. program. Once admitted, students will complete the 30 credit M.A. program described on page 51. Students must complete all program requirements (including Comprehensive Examination) for the M.A. in addition to the minimum credit hours required for the Ph.D. Students must be conferred with the M.A. degree prior to admission to doctoral candidacy.
For degree and program requirements, see:
Educational Psychology M.A. on page 51
The overall goal of the program is to produce university instructors and scholars capable of original basic and applied research in psychological and educational processes.
There is considerable emphasis on research training within the program. Research topics of the faculty pertain to processes in learning cognition, and development, measurement and assessment, social perspectives to research design and to applications of the findings from educational psychology to informal and informal educational settings.
Upon meeting the admission criteria for the Graduate School, the candidate's application is forwarded to the program area faculty for review. Reviews by the program area faculty are typically conducted within four weeks of receipt of the application. Decisions regarding admission are communicated to the applicant before the beginning of the next semester. Although students may enroll any semester following admission, they are strongly encouraged to begin their program in either the summer or fall term in order to enter the proper sequencing of courses.
Applications are evaluated case by case according to the following preferred guidelines:
• GRE combined score of 1,200 on the verbal and quantitative reasoning sections, with a minimum verbal score of 500 and an analytical writing score of at least 4.0.
• GPA of 3.5 (4.0 scale) in the last 60 semester hours of academic work.
• Three letters of recommendation indicating a high potential for success in a doctoral research program.
• A written statement of career goals and a resume.
• Congruency between the applicant's career goals and the purpose of the Ph.D. program.
The doctoral program contains a common core of courses and three areas of emphasis: Learning and Cognitive Processes, Human Development, and Research, and Measurement. All students must take the common core emphasis area and electives in consultation with the advisor. Students must take a minimum of 67 hours to graduate. A doctoral minor is also available.
For degree and program requirements, see:
Educational Psychology Ph.D. on page 80
Educational Psychology Doctoral Minor on page 92
Department of School Psychology
Chair: Robyn S. Hess, Ph.D.
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The doctoral program in School Psychology is accredited, on probation, by the American Psychological Association and approved by the National Association of School Psychologists. The educational specialist degree program in School Psychology is also approved by the National Association of School Psychologists.
The Programs in School Psychology are housed within the College of Education and Behavioral Sciences and offer graduate training at two levels:
• Specialist (Ed.S.)
• Doctoral (Ph.D.)
The aim of these programs is to develop professionals who are able to apply psychological and educational principles to improve the psychosocial environments of children (ages birth-21) and their families. Attention is directed toward the development of skills in the assessment of the intellectual, emotional, and social development of children; planning and implementing direct academic and social/emotional interventions with a focus on evidence-based and culturally sensitive practice; and providing individual and systems consultation within schools and the larger community. Students who successfully complete either the Ed.S. or Ph.D. are eligible for state licensure and national certification.
Admission Requirements. The Graduate School application must be submitted by December 15. In addition to meeting the admission requirements of the Graduate School, the student must submit the following data to the School Psychology Office by December 15. The master's degree is not required for admission. Educational Specialist - admission decisions are announced by March 30. Doctoral - admission decisions are announced by March 15.
• Supplementary Data Sheet (included in departmental application packet).
• Three letters of recommendation from individuals familiar with the applicant's academic skills and relevant experience.
• Current vita.
• A written statement regarding the relationship of the program to the personal and professional goals of the applicant. This statement should be forwarded to the School Psychology Admissions coordinator.
• An official report of scores on the Graduate Record Examination. A minimum of 1000 combined score on the Verbal and Quantitative subtests is recommended, with no score below 450, and a minimum of 3.5 on the analytical writing subtest.
• Official transcripts from all undergraduate and graduate institutions attended (minimum 3.25 GPA recommended).
Applications are evaluated competitively for a limited number of positions. The application must demonstrate clear potential for success in a School Psychology program.
The Specialist program is designed for those students who wish to become school psychologist practitioners. Training is primarily oriented toward the acquisition of those skills necessary for effective functioning in the educational environment as a school psychologist. The program is based on the student's entering with a bachelor's degree. A student with a master's degree in psychology or professional psychology should meet with his or her advisor to develop a specific plan of study. A course in abnormal psychology is prerequisite to the program and must be completed by any student who has not had one.
For degree and program requirements, see:
School Psychology Ed.S. on page 71
The principal goal of the doctoral program is the training of a scientist-practitioner who possesses a broad and general knowledge of psychology and is able to apply these skills with proficiency in the areas of advanced intervention, assessment, consultation, research and evaluation. Doctoral graduates are eligible for licensure as psychologists through the state licensure board and as school psychologists through the state Department of Education. Additionally, graduates may also be qualified to assume positions as university professors, educational evaluators, private consultants, and therapists.
The program is based on the student entering with a bachelor's degree. A student with a master's or specialist's degree in psychology or professional psychology should meet with his or her advisor to develop a specific plan of study. A course in abnormal psychology is prerequisite to the program and must be completed by any student who has not had it. In consultation with the advisor a student should select the number of hours and specific courses to meet licensure requirements, complete the program and prepare to be a professional school psychologist.
For degree and program requirements, see:
School Psychology Ph.D. on page 88
Institutional recommendation for endorsement in School Psychology is based on the completion of the Ed.S. or the Ph.D. program in School Psychology. No prior teaching experience is necessary.
Students wishing to obtain Colorado licensure in this area are required to successfully complete the National School Psychology exam through the Education Testing Service (ETS/PRAXIS).
Students desiring licensure in states other than Colorado should note that requirements for licensure are set by each state's Department of Education and should become familiar with the requirements for any other state from which they seek licensure.
Near the end of the semester that the licensure program is to be completed, the candidate should complete application forms in the Teaching/Special Services Licensing Office in McKee 216. Applications are processed as soon as official transcripts, ordered by the applicant, are received from the Registrar showing completion of requirements. School recommendations are required before institutional endorsement is granted.
Director Harvey Rude, Ed.D.
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The School of Special Education offers one of the most comprehensive training programs for special educators (undergraduate, master's, doctoral) in the nation. UNC is the only institution in a six-state region that offers degree programs in special education in all areas of exceptionality. Special programs associated with special education include the Summer Enrichment Program for the Gifted and Talented, the Bresnahan-Halstead Center on Mental Retardation and Developmental Disabilities, and the Kephart Memorial Child Study Center and an annual symposium in Vail, Colorado featuring renowned speakers.
Faculty in Special Education are nationally recognized, have published in their respective areas, presented papers at prestigious conferences and have many of their publications translated into several foreign languages. Numerous program and research grants provide support for professional development and student scholarships at the graduate levels.
Deaf and Hard of Hearing Emphasis
The MA degree in Special Education with a Deaf/Hard of Hearing emphasis prepares professionals as a special education specialist: deaf/hard of hearing to work with children and youth with hearing losses ages birth-21 and their families in order to help them develop their full potential. The Special Education Deaf/Hard of Hearing Specialist is required to pass an approved elementary education content exam prior to entry into the preparation program, and the Deaf Education PLACE exam prior to licensing. The program consists of the required courses and practicum requirements agreed upon by the student and advisor. Students entering the Master of Arts program in Special Education: Deaf/Hard of Hearing without a current teacher licensure are required to complete additional admission requirements and course requirements listed under Professional Teacher Education. Students are encouraged to contact a program advisor to determine additional requirements. Also, individuals who are not proficient in sign can enroll in the program and concurrently take sign courses. The Special Education Deaf/Hard of Hearing Specialist is required to pass a sign proficiency examination prior to student teaching.
Early Childhood Special Education Emphasis
This master’s program is designed to prepare teachers who will work with young children from birth to age 8 across the full spectrum of learning needs and abilities. Because it promotes an inclusive approach to early education, the program is appropriate for teachers who will work in Early Childhood Special Education and/or Early Childhood Education settings. Teacher candidates will demonstrate knowledge and skills in parent-professional partnerships, recommended research-based practices, typical and atypical early child development, and approaches to effective assessment and intervention. Students are required to pass the Early Childhood Special Education PLACE exam before enrolling in practicum coursework. For candidates without a current teaching license who wish to obtain licensure, additional courses are required through the Professional Teacher Education Program.
Generalist Emphasis
The MA degree in Special Education with Generalist emphasis prepares teachers who will work with students who are identified with a variety of disabilities from moderate to severe intensity. The emphasis of the program content focuses on literacy and mathematics instruction, understanding standards and assessment, behavior, elementary and secondary differentiated instruction, and technology. Teachers completing this program will demonstrate the skills needed to provide appropriate academic and behavioral supports and accommodations for students with disabilities. The Special Education Generalist candidate is required to pass the approved Elementary Education content exam prior to entry into the preparation program, and the special education Generalist PLACE exam prior to licensing. The Generalist program consists of the required courses and practicum requirements agreed upon by the student and advisor. If a student enters the Master of Arts program in Special Education Generalist without a current teacher licensure, s/he is required to complete additional admission requirements and course requirements listed under Professional Teacher Education and determined by the licensing office.
Gifted and Talented Education Emphasis
The MA degree in Special Education with Gifted and Talented emphasis prepares teachers at the elementary and secondary level to work with gifted and talented students in order to help them develop their full potential.
The Special Education Gifted and Talented Specialist is required to pass the approved PLACE exam prior to licensing. The program consists of the required courses and practicum requirements agreed upon by the student and advisor. If a student enters the Master of Arts program in Special Education: Gifted and Talented without a current teacher licensure, s/he is required to complete additional admission requirements and course requirements listed under Professional Teacher Education.
Intervention Specialist Emphasis
The Intervention Specialist is a comprehensive program that weaves research and practice while providing current educational professionals with the knowledge and skills that are needed to provide services, supervise, and coach other educators to ultimately foster student growth academically, behaviorally, and socially.
Visual Impairment Emphasis
The MA degree in Special Education with a Visual Impairment Emphasis is designed to prepare teachers who will work with students who are visually impaired. The program consists of the required courses and practicum requirements agreed upon by the student and advisor. Students entering the Master of Arts program in Special Education: Visual Impairment without a current teacher licensure are required to complete additional course requirements listed under Professional Teacher Education. Students may complete licensure and degree requirements in a minimum of 42 credits if they desire licensure of education of students with visual impairments only. Students seeking an added endorsement in Orientation and Mobility may complete this 15 credit program in consultation with their program advisor.
Admission. The student must possess a grade point average on the last 60 semester hours of at least 3.0 on a 4.0 scale, provide a minimum of two letters of recommendation from previous employers or academic professors, provide a statement of philosophy and goals of application in relation to the needs in the field and, if possible, arrange for a personal interview. Acceptance or rejection of an applicant will be made after an evaluation of all of the above requirements is made.
Please see degree and program requirements for any additional admission information.
Comprehensive Examination: In addition to admission to the program and satisfactory completion of all coursework, each student must pass a written comprehensive examination before she or he is allowed to graduate.
Evaluation. Evaluation of the student's professional potential will be an ongoing process throughout the program. Continuation/exit requirements will be based on multiple criteria such as faculty interview, professional recommendations, recommendations of the advisor or other program faculty, academic ethics, successful completion of the comprehensive examination and potential for teaching handicapped infants and adults. The multiple criteria approach does not assume that each of these factors carry equal weights; any one factor might well outweigh all others.
Licensure. Students who seek Colorado licensure in an area of Special Education or request an institutional recommendation for licensure from UNC must meet Colorado teacher licensure requirements.
Students wishing to obtain Colorado licensure are required to pass proficiency examination(s). Students should contact the School of Special Education in McKee for information.
A master's degree or a school approved licensure program is required before the University of Northern Colorado will recommend the student for endorsement.
Students entering the licensure program must meet the same entrance requirements as the Master's degree students. They must also demonstrate achievement of all program standards through a combination of UNC coursework, prior coursework, or other approved documentation and completion of a licensure examination. However, a minimum of 15 semester hours must be taken at UNC.
For degree and program requirements, see:
Special Education M.A. on page 64
Deaf and Hard of Hearing Emphasis
Early Childhood Special Education Emphasis
Gifted and Talented Education Emphasis
Intervention Specialist Emphasis
Orientation and Mobility (O&M) Endorsement on page 101
Teaching American Sign Language M.A. on page 68
Educational Leadership and Special Education Administration Ed.S.
The interdisciplinary Educational Specialist (Ed.S.) degree program in Educational Leadership and Special Education Administration prepares candidates to become effective leaders and managers of educational program and services at both the school building and school district levels of impact. Candidates for this degree complete coursework in applied research/evaluation, the principalship, foundations of educational leadership, contextual understanding of systems, policy/legal/procedural information, program planning and organization, budget and resources, and parent/community engagement. The program provides opportunities for students to develop in-depth understanding about leadership roles and responsibilities, working with external environments, policy development, organizational behavior and contemporary educational issues. The program prepares graduates to assume roles as building principals at the elementary, middle, or high school levels: and district level positions as special education directors and/or central office administrators.
Graduate applications for this degree are evaluated by the Graduate School, Department of Educational Leadership and Policy Studies, and the School of Special Education. Entering students must possess a master’s degree from an accredited college or university. The Ed.S. degree requires 39 semester hours of graduate study beyond the master’s degree. Satisfactory performance on a concluding activity demonstrating attainment of program outcomes and approved by faculty, in accordance with Graduate School policy, must be demonstrated.
For degree and program requirements, see:
Educational Leadership and Special Education Administration Ed.S. on page 70
The Ph.D. program in Special Education is designed to prepare candidates in theory, pedagogy, research methodology, evidence-based practice, public policy and advocacy, and collaboration. The philosophy of the doctoral program is based on the concept that learning is an active, self-regulated process. The doctoral program is composed of required courses in special education, research methods, electives, research tools, and requires the completion of a dissertation. Doctoral learners are guided through their program by their advisor (who usually serves as Research Chair for the dissertation) and a committee of faculty from special education and other disciplines. The doctoral dissertation is defended by the Doctoral Learner in a committee meeting open to the campus community. The program can be completed in 3-5 years, depending on enrollment status (full- or part-time) and professional goals.
In joint planning sessions, the doctoral learner and advisor, in consultation with the doctoral committee, should establish a tentative doctoral plan of study during the first and second semesters on campus. This plan should be based on past experience and training and on the student’s interests and goals. The plan of study must include an emphasis on critical thinking, breadth and depth of theoretical understanding, scholarship, methods of inquiry, direct experiences in schools with diverse populations, and collaboration with faculty and student colleagues. Doctoral learners are expected to become stewards of the discipline, demonstrating: a) the ability to conduct research and scholarship; b) an understanding of the history and foundational ideas of special and gifted education; and c) the ability to represent and communicate ideas effectively and clearly.
Each applicant must receive a positive recommendation from representatives of the School of Special Education faculty to be recommended for admission to the Graduate School.
For degree and program requirements, see:
Special Education Administration Licensure on page 101
Special Education Ph.D. on page 89
Special Education Doctoral Minor on page 94
Teaching American Sign Language M.A.
The Teaching American Sign Language Program is a distance-delivered master’s degree program, with summer onsite sessions, that prepares majors to provide competent ASL instruction. Graduates of this program will be work-and/or certification-ready to effectively teach in elementary, secondary, and postsecondary educational settings.
Check the program website for current application deadlines. All applicants will begin in the summer semester and will be part of an established cohort.
Admission requirements
• A minimum GPA of 3.0 on the last 60 semester hours of coursework.
• If an applicant does not have a 3.0 GPA, he/she will be required to take the GRE and score at least 900 on the exam and a 3.5 on the written section.
• International applicants must pass the TOEFL exam with a minimum score of 550 or 80 for the internet-based exam.
• Applicants must posses a bachelor’s degree, but hold a masters degree in another field.
Application requirements - Step 1
• Complete the online application for the Graduate School www.unco.edu/applications/graduate/index.aspx.
• Send all official transcripts to the Graduate School.
• Submit two letters of recommendation www.unco.edu./grad/forms/GS1004.pdf from supervisors who know the applicant’s work.
• Submit a 1-2 page statement of educational goals and philosophy.
• To comply with practicum agency/school requirements, students must submit evidence that a criminal background check has been completed prior to practicum/field-based experiences.
Application requirements - Step 2
Pre-requisite courses:
• ASL Literature
• Survey of American Deaf Community
• Society of American Deaf Culture
Demonstration of ASL Proficiency:
• All applicants will be required to demonstrate minimum ASL proficiency before acceptance in the program. Information on the Teaching ASL program demonstration of ASL proficiency will be made available when Step 1 requirements have been satisfied. Students who do not meet the minimum proficiency will not be accepted into the program. Equivalent ASL proficiency demonstration (e.g., American Sign Language Teachers Association Certification) will be considered.
Director: Carolyn W. Edwards, Ed.D.
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Cumbres prepares Hispanic/Latino students to teach with an English as a Second Language or bilingual education endorsement.
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The Ed.D. in Educational Studies prepares candidates to understand the relationship among research, policy, and practice in education in order to contribute to reforming educational systems. Candidates complete an educational studies core, a multidisciplinary cognate, a research core, and a dissertation. The program prepares candidates to assume roles as university faculty members, educational leaders in school districts and state and federal agencies, district level curriculum specialists, and to assume leadership roles in nonprofit and private sectors.
Graduate applicants for this degree must have evaluations by the School of Teacher Education, in addition to the Graduate School, in order to determine admissibility.
Programs of study for degree candidates will be individualized to meet candidate’s career goals. A minimum of 64 semester hours are required for the completion of this program. The extent of an individual’s program will be dependent upon previous college work and professional experience.
For degree and program requirements, see:
Educational Studies Ed.D. on page 81
The Master of Arts in Teaching degree provides experienced practitioners with the knowledge, abilities, and dispositions needed to scaffold their own professional development toward a vision of accomplished practice. Candidates in this program analyze philosophical and contemporary practices and theories relating to knowledge acquisition as a means of enhancing student learning and the curriculum development process within school systems. Three abilities are emphasized throughout the program: critical reflection, systematic inquiry, and collaboration. Teacher participants use these abilities to plan and implement a series of learning and assessment projects for the purpose of improving students' learning and achievement. The M.A.T. program provides opportunities to develop in-depth understanding of content-specific pedagogy, the curriculum development process, teacher research, and portfolio approaches to teaching and learning. Teachers are encouraged to become school leaders as they gain confidence working with increasingly diverse groups of children, parents, and colleagues. The program has several emphases: in Elementary Education including Post Baccalaureate initial licensure, Curriculum Studies, Linguistically Diverse Education, and English Education. The latter three programs require one year of successful classroom teaching experience for graduation.
For degree and program requirements, see:
The Reading/Literacy graduate programs prepare students to be inquiring practitioners who seek knowledge and experiences about reading/literacy processes and practices.
These evolving scholars are guided and encouraged to pursue knowledge, commit to inquiry, engage in problem solving related to reading/literacy processes and practices, and participate as leaders in reading/literacy related activities. The inquiring practitioners learn to use reading/literacy knowledge, practices, and processes to serve the changing technological, diversity, and reading/literacy education needs of dynamic local and global environments.
Admission. Applicants must have one year of full-time teaching experience, an overall 3.0 GPA on the last 60 semester hours; must complete the Reading program Application and have three letters of recommendation sent to the Coordinator of the Reading Program in McKee Hall. Upon receiving formal notification of admission a student must meet with his/her assigned advisor to plan a program of study.
If applicant’s GPA is below 3.0, the applicant may choose to submit a Graduate Record Exam (General Test) score to attain non-probationary admission to the Reading program.
The Reading program faculty recommend that an applicant have a total score that meets or exceeds 1350 on the Verbal, Quantitative, and Analytical subtests; and it is highly recommended that the Verbal score meets or exceeds 500.
There are several steps to the evaluation of the Reading Program as well as to the evaluation of the students enrolled in the Reading M.A. degree program. The evaluation process is ongoing. For admission into the Graduate School and admission into the Reading M.A. degree program a student must complete and submit specific documents (Graduate School application, Reading program application, three letters of reference and a resume) that Reading program faculty members review and evaluate. As a student takes courses, he/she completes a university generated course evaluation form and may be asked to complete an instructor developed evaluation form. When a student reaches the mid-point of taking the eleven reading courses (after five courses), the student and the student’s advisor meet to complete a progress interview. The purpose of the interview is for the student to reflect upon his/her performance to date, as well as to make known his/her evaluation of the strengths and needs of the Reading program. At the conclusion of all the Reading M.A. degree coursework, a student completes a synthesis notebook and oral defense or completes a thesis. Following the successful completion of the synthesis notebook and oral defense or thesis defense, the student completes an exit survey evaluating all of the elements of the Reading program that the student has participated in and completed. Two years after graduating from the Reading program with a Master of Arts degree the student will be asked to complete another survey and to reflect on his/her overall program experience.
Endorsement
By completing the Master of Arts degree in Reading students fulfill the requirements for institutional recommendation for endorsement as a K-12 Reading Teacher. Students seeking endorsement must provide evidence of two or more years of teaching experience in an accredited and/or established elementary, middle, or secondary school while holding a Type A or teaching license equivalent certificate before such recommendation is made. Students wishing to obtain Colorado licensure in reading are required to pass a State of Colorado administered proficiency examination PLACE-Reading. Students should contact the Licensure Officer in McKee for information.
For degree and program requirements, see: