Professional Studies (M.Ed.)
The Professional Studies M.Ed. program provides undergraduate students the opportunity to receive both a bachelor's degree and a master's degree in five years. The master's degree – an M.Ed. in Professional Studies – can be attached to any major or undergraduate degree.
This five-year program meets the requirements for initial licensure to teach in the chosen subject or grade. It is available in all teaching levels and subjects offered at Emory & Henry College.
Special Education – Professional Studies M.Ed.
Students coming into schools today are exhibiting greater learning challenges than ever before. This new program will prepare teachers who choose this option to better meet the needs of students with learning issues. Through this program, prospective teachers will be using the latest research-based methodologies to help them effectively create and manage productive learning environments for students with academic difficulties.
An endorsement in Special Education - General Curriculum is available as an add-on to any course of study in the Five–Year Program. Undergraduate students who complete the necessary course work for endorsement in special education-general curriculum K-12 can graduate with a bachelor of arts or a bachelor of science degree in their major and an M.Ed. in Professional Studies.
Classes meet once a week from 4:30 p.m. to 7:30 p.m., a time frame that allows practicing teachers to complete the required course work for Special Education - General Curriculum after their work day ends.
Courses cover the most up-to-date research on effective practices in the field of inclusive, special education and provide students with a variety of practical experiences working with special education students and teachers in public school classrooms.
Five-Year Program Combined Bachelor's Degree and M.Ed.
Students may select a five-year program leading to the appropriate bachelor's degree and a Professional Studies Master of Education degree. This option provides more subject area content for teacher preparation students at the undergraduate level and significant professional preparation in the fifth year. Students must complete at least 150 semester hours, 30 of which must be at the graduate level, to receive the Master's degree.
Persons who already have a bachelor's degree may also participate in the Professional Studies Master of Education degree program. Students should consult the Director of the Five-Year Program.
Enrolled Emory & Henry College undergraduate students in a teacher preparation field:
Enrolled E&H undergraduate students should apply to enroll in the Five-Year Teacher Education Program after completing 27 semester hours and before completing 57 semester hours. Students accepted into the Five-Year Program will complete Education 501 or 501B in lieu of 401, 505 in lieu of 305, 570 in lieu of 370, 545 in lieu of 445, and either 549 (E-Elementary) or 549 (S-Secondary) in lieu of the appropriate 400 level reading instruction course. In addition, all other undergraduate program requirements must be completed. The Professional Semester will consist of 520, 540, or 560; 521, 541, or 561; and 530 or 550 based on the appropriate level of instructional assignment.
Enrolled Emory & Henry College undergraduate students in a field of study other than teacher preparation:
Enrolled E&H undergraduate students who are not completing a teaching degree program at the undergraduate level may apply to the Professional Studies Master of Education degree program after they have completed at least 72 semester hours of undergraduate credit. Qualified students can complete graduate credit while completing their B.A. or B.S. degree.
Initially, students will be conditionally admitted to the Professional Studies Master of Education degree program. Persons will be fully admitted after completing a bachelor's degree and maintaining admission and program requirements. Students should consult the Director of the Five-Year Program.
Professional semester - Supervised teaching block of courses:
Supervised teaching is required of students in approved teacher preparation programs during the fall and/or spring terms of the senior year. The student is expected to devote full time to this activity, taking only the ten semester hours in supervised teaching along with the seminar in teaching and the appropriate methods course. Jobs and extracurricular activities must be avoided.
Student teaching:.
Student teaching requires a full semester of actual classroom experience under supervision - including observation, participation, responsible teaching, and conferences. All travel and personal expenses are the responsibility of the student. Prerequisites: overall GPA of at least 2.75, and, if applicable, 3.0 in major subject field at Emory & Henry, approval of Committee on Teacher Preparation, and admission to the teacher preparation program, including passing of Praxis I.
Student Teaching is the senior project for teacher preparation, but individual departments may have additional senior project requirements.
Courses
Required courses: Students accepted into the Professional Studies Master of Education degree program will complete from among the following courses: EDUC 501 or 501B; 505; 520, 540, or 560; 521, 541, or 561; 530 or 550, 545, 549 (E or S), and 570 for a total of 30 semester hours. Students pursuing the Special Education - General Curriculum track will also complete EDUC 310, EDUC 410 or 449, SPED 402 or 502, SPED 403 or 503, and SPED 422 or 522. Any undergraduate work required for Virginia Board of Education licensure also will be required. Substitutions for listed courses must be approved by the Program Director.
EDUC 501 Practicum in Education
Required of all persons seeking a licensure which includes grades 6, 7, or 8. Approximately 100 hours on-site experience. A research paper and/or action research project and presentation to the class are required for graduate credit. Prerequisite: permission of instructor and Education Department. Education practicum fee.
EDUC 505 Human Growth and Development
Growth and development from birth through adolescence, contributing to an understanding of the physical, social, intellectual, emotional, and psychological development of children and youth, and the ability to use this understanding in guiding teaching and learning experiences. Focus on implications for education, early childhood through adolescence. Includes a service learning component. A research paper and/or action research project and presentation to the class are required for graduate credit.
EDUC 520 Seminar: Teaching in Elementary and Middle Schools
Required as part of supervised-teaching block. General review, consolidation, and amplification of instructional techniques. Overview of educational administration, career education, multi-cultural and multi-ethnic concerns in education. Identification and referral of exceptional children. Assessment strategies, Virginia Standards of Learning. Priorities, frustrations, appropriate role-clarification, and other needs of the student teacher as a person. A research paper and/or action research project and presentation to the class are required for graduate credit. Two semester hours.
EDUC 521 Supervised Teaching in Primary, Elementary, or Middle School
EDUC 530 Curriculum and Instruction in Social Science for Elementary and Middle Schools
Curriculum organization and implementation of the Social Studies Program PK-8; inclusion of Virginia Standards of Learning and assessment strategies. A research paper and/or action research project and presentation to the class are required for graduate credit.
EDUC 540 Seminar: Teaching in Secondary School (9-12)
Required as part of supervised-teaching block. General review, consolidation, and amplification of instructional techniques. Overview of educational administration, career education, multi-cultural and multi-ethnic concerns in education. Identification and referral of exceptional children. Assessment strategies, Virginia Standards of Learning. Priorities, frustrations, appropriate role-clarification, and other needs of the student teacher as a person.
EDUC 541 Supervised Teaching in Secondary School
3.5 score on 4.0 scale for graduate credit. Supervised teaching fee. Ten semester hours.
EDUC 545 Foundations of Education
History and contemporary issues in general and special education. Historical, philosophical, social, political, and cultural factors affecting the nature of schooling, curriculum, and individual education attainment for students with and without dis/ Abilities. Legal aspects, regulatory requirements, and expectations associated with identification, education, and evaluation of students with and without dis/Abilities. Virginia Standards of Learning and the organization of schools. A research paper and/or action research project and presentation to the class are required for graduate credit. Prerequisite: junior or senior status or permission of instructor.
EDUC 549E Practicum in Diagnosis and Remediation of Reading Problems
Techniques in evaluation of the reading process, difficulties encountered by children in the reading-learning process, and diagnostic techniques used by the classroom teacher. Individualized instruction; pragmatic corrective measures. A research paper and/or action research project and presentation to the class are required for graduate credit. Prerequisites: 310 and senior status.
EDUC 549S Teaching Reading and Writing
Instructional techniques useful to teachers in supporting and guiding students prior to, during, and after reading, writing, and learning experiences. Techniques in evaluation and corrective measures in reading process. Must be taken in the semester prior to student teaching. A research paper and/or action research project and presentation to the class are required for graduate credit. Corequisite: 501 or 501B.
EDUC 550 Curriculum and Instruction in Secondary School
Organization and direction of classroom activities and experiences. Varied teaching methods, techniques and strategies, lesson planning, and Virginia Standards of Learning. Guest lecturers, individual or small group study directed by department representatives. Student presentations to demonstrate grasp of content. A research paper and/or action research project and presentation to the class are required for graduate credit.
EDUC 560 Seminar: Teaching in the K-12 Special and Inclusive Classroom
Required as part of supervised teaching block. General review, consolidation, and amplification of instructional techniques in special and inclusive education settings. Overview of educational administration, career education, multi-cultural and multiethnic concerns in education. Review of identification and referral of exceptional children, assessment strategies, and Virginia Standards of Learning. Transition, consultation, and collaboration issues in special and inclusive education. Priorities, frustrations, appropriate role-clarification, and other needs of the student teacher as a person. Two semester hours.
EDUC 570 Survey of Exceptional Children
Diverse and exceptional students, their learning needs, and protection under the law. Focus on creating instructional contexts and using appropriate teaching strategies to accommodate the special learning needs of students who are academically at-risk, including but not limited to students who are labeled learning dis/Abled, emotionally disturbed, developmentally delayed, autistic, other health impaired, traumatic brain injury, multiple dis/Abilities, gifted and talented, and those who come from culturally, linguistically, socioeconomically, or multiculturally diverse backgrounds. Prerequisite: 505.
Additional Courses for the Special Education - General Curriculum Endorsement Track
SPED 402 Curriculum Design and Instruction in Special Education
Understanding and application of service delivery, curriculum, and instruction of students with high incidence dis/Abilities. Theories, characteristics, etiology, and needs of students with specific learning dis/Abilities, students with emotional disturbance, multiple dis/Abilities, OHI, and students with mental retardation. Application in the classroom setting. Prerequisite: 370 or 570.
SPED 403 Assessment and Collaboration in Special and Inclusive Education
Understanding of the assessment and evaluation of students with dis/Abilities. Hands-on application of assessment and evaluation strategies with targeted students in public school settings. Collaboration among general and special educators and family members as a key component of successful inclusive education within the context of the assessment process. Overview of assessment processes and concerns, including fundamental legal and ethical considerations and pre-referral and entitlement decision-making. Basic concepts of measurement. Formulating appropriate interventions. Prerequisite: 370 or 570. Education practicum fee.
SPED 422 Managing the Learning Environment
Understanding and application of diverse educational approaches to classroom management techniques, and individual and small-group intervention strategies which address emotional well-being, behavioral conduct, self-direction, and conflict management skills. Consideration of medical approaches to behavioral and emotional problems. Experience with functional assessment of learning environments and individual behavior and the development of positive behavioral support plans with school-age students identified as presenting significantly challenging behaviors and labels of ADD/ADHD or emotional disturbance. Prerequisites: 305 or 505, and 370 or 570.
SPED 502 Curriculum Design and Instruction in Special Education
Understanding and application of service delivery, curriculum, and instruction of students with high incidence dis/Abilities. Theories, characteristics, etiology, and needs of students with specific learning dis/Abilities, students with emotional disturbance, multiple dis/Abilities, autism, OHI, and students with mental retardation. Application in the classroom setting. A research paper and/or action research project and presentation to the class are required for graduate credit. Prerequisite: 370 or 570.
SPED 503 Assessment and Collaboration in Special and Inclusive Education
Understanding of the assessment and evaluation of students with dis/Abilities. Hands-on application of assessment and evaluation strategies with targeted students in public school settings. Collaboration among general and special educators and family members as a key component of successful inclusive education within the context of the assessment process. Overview of assessment processes and concerns, including fundamental legal and ethical considerations and pre-referral and entitlement decision-making. Basic concepts of measurement. Formulating appropriate interventions. A research paper and/or action research project and presentation to the class are required for graduate credit. Prerequisite: 370 or 570.
SPED 522 Managing the Learning Environment
Understanding and application of diverse educational approaches to classroom management techniques, and individual and small-group intervention strategies which address emotional well-being, behavioral conduct, self-direction, and conflict management skills. Consideration of medical approaches to behavioral and emotional problems. Experience with functional assessment of learning environments and individual behavior and the development of positive behavioral support plans with school-age students identified as presenting significantly challenging behaviors including but not limited to students labeled ADD/ADHD or emotional disturbance. Prerequisites: 305 or 505, and 370 or 570.
Requirements for Admission (M.Ed. programs)
Admission to the Master of Education degree program requires official transcript(s) from undergraduate institution(s) with a minimum GPA of 2.75 overall and 3.0 in the major; submission of a writing sample of high quality; review by an admissions committee; and either a passing score on Praxis I or meeting the Virginia Department of Education criteria for exemption for fifth-year students or a passing score on the Virginia Communication and Literacy Assessment(VCLA) for Four + 1 and Fast Track students. For experienced teachers and other individuals of exceptional promise, the admissions committee may modify the GPA requirement. Prospective graduate students are required to provide three recommendations from individuals familiar with their work, submit a completed application for graduate admission, and provide official copies of any professional tests they have completed.
Requirements for Graduation with a M.Ed. Degree
Graduate students should select courses in their desired track in consultation with the appropriate Program Director or their advisor. Students can reasonably expect to complete the degree within a three-year period, including enrollments in fall, spring, and summer terms. Thirty (30) total semester hours are required for completion of the Master’s degree. All students are expected to complete the degree within a six-year period. Students who go beyond this time limit may have to take additional courses, as determined by the Program Director.
Although the M.Ed. is a teaching degree rather than research degree, a culminating project will be required.
Satisfactory progress requires a 3.00 GPA. Any student in the graduate degree program whose GPA falls below 3.00 after attempting nine or more semester hours of course work will not be in good standing and will be placed on academic warning. If, at the end of the first semester of academic warning, or any subsequent semester, the student again does not attain minimum satisfactory academic progress, he or she may be placed on academic warning a second time. If a student fails to raise his or her GPA to a 3.00 after two semesters on academic warning, he or she will be dismissed from the program.
Students dismissed from the graduate program may apply for readmission after one semester. Students seeking readmission after having been dismissed must provide evidence of an attempt to improve academic performance during their time away from the graduate program. A non-refundable fee equal to the initial admission fee must accompany the application for readmission. Students who are readmitted to the program two semesters or more after academic dismissal must meet the requirements of the graduate catalog in force when they are readmitted. Students who have been academically dismissed twice from the graduate program will not be readmitted to the program. Applications for readmission should be directed to the Neff Center for Teacher Education and will be reviewed by faculty and an admissions committee.
