ÎÞÂë¾ÞÈé

The College of Education offers teacher education programs that lead to certification as well as non-certification programs in graduate study. Offerings reflect a flexible program of current curricula, educational plans, and requirements, which may be altered as warranted by changes in the professions and accrediting agencies. As regulating agencies (e.g., Alabama State Department of Education, CAEP, CACREP, and CORE) modify standards and expectations, programs may be modified during a candidate’s period of study. At such time, candidates may be subject to revised program or certification requirements. The purpose of all College of Education graduate programs is to develop innovative, informed, reflective, global, and effective decision makers. 

COLLEGE OF EDUCATION DEGREE PLANS

* Please refer to http://admissions.troy.edu/ for specific program availability by location

^Traditional program offered online through Global Campus

^^ Offered as blended program. A blended program combines both online and face-to-face courses in the required program of study.

**All courses for the Certificate in Infant and Early Childhood Mental Health Counseling are online with the exception of the internship which will be completed online with two face-to-face intensive days at the ÎÞÂë¾ÞÈé Campus.

* Please refer to http://admissions.troy.edu/ for specific program availability by location

Accreditation

• Council for Accreditation of Counseling and Related Educational Programs (CACREP)
  The Master of Science in Counseling degree program in Clinical Mental Health Counseling and the Master of Science degree programs in Rehabilitation Counseling offered at the Alabama Campuses in Dothan, Montgomery, Phenix City, and ÎÞÂë¾ÞÈé are accredited by CACREP; as well as TROY supports sites in Florida: Ft. Walton Beach, Panama City, Pensacola, Tampa; and TROY Augusta support site in Georgia. The Master of Science in Education in School Counseling a offered at the Alabama Campuses in Dothan, Montgomery, Phenix City, and ÎÞÂë¾ÞÈé are CACREP accredited.
• Council for the Accreditation of Educator Preparation (CAEP)
  The Educator Preparation Provider (EPP) at the ÎÞÂë¾ÞÈé, Dothan, Montgomery, and Phenix City campuses is accredited by the Council for the Accreditation of Educator Preparation (CAEP). This accreditation covers initial teacher preparation and advanced education preparation programs. CAEP is recognized by the US Department of Education and the Council for Higher Education Accreditation to accredit programs for the preparation of teachers and other professional school personnel.

Teacher Certification

All teacher education certification programs are approved by the Alabama State Department of Education. Students seeking teacher certification should refer to the specific program for eligibility and program completion requirements. Only those students who are properly admitted to an approved teacher certification program and complete all current requirements will be recommended for certification.

The purpose of all certification programs in the College of Education is to develop practicing master teachers, instructional support personnel, and education specialists who more effectively serve students in P-12 settings. As master teachers, instructional support personnel, and education specialists, they participate as leaders in their schools and contribute to their profession.

College of Education students in ÎÞÂë¾ÞÈé Global Campus must meet all specialized accreditation requirements to be classified as graduates of specialized accredited programs (CAEP, CACREP and CORE). Up to 12 hours of coursework completed at a site/university without appropriate specialized accreditation may be considered for application toward program completion. See TRANSFER CREDIT section for additional information.

Certification in Alabama

Candidates completing an approved teacher certification program are eligible to apply for the Alabama Class A professional certificate, provided they meet the following:

• For Class A program completion, a minimum GPA of 3.25 overall is required for candidates unconditionally admitted to a program.
• For Class AA program completion, a minimum GPA of 3.5 overall is required for candidates unconditionally admitted.
• A grade of “Câ€� or better in all coursework which applies to certification.
• A grade of “Bâ€� or better in the research requirements for the program.
• Any “Dâ€� earned in a teaching field course must be successfully repeated with a grade of “Câ€� or better.
• Successful completion of the Praxis II examination in all areas of initial certification.
• Successful completion of internship in all areas of initial certification
• All teacher candidates seeking initial certification in the state of Alabama must achieve a passing score, set by the Alabama State Department of Education, on the Teacher Performance Assessment edTPA.

Any candidate who applies for a professional certificate is subject to all regulations set forth by the Alabama State Department of Education. These regulations may include a comprehensive background check, verification of appropriate experience, and prior certification specific to the certification sought. Additional requirements (e.g., standardized examinations to demonstrate content mastery) may be added as the Alabama State Board of Education and other accrediting agencies modify regulations. Candidates should consult their education adviser for details.

Only candidates properly admitted to an approved certification program and who successfully fulfill all program and certification requirements will be recommended for certification. The Certification Officer, appointed by the Dean of the College of Education, is the only ÎÞÂë¾ÞÈé official authorized to recommend candidates for certification in any state.

Certification in Other States

Other states may grant professional certification to candidates completing the ÎÞÂë¾ÞÈé University teacher education program. Some states may have additional requirements. Candidates seeking certification in other states should contact the appropriate State Department of Education.

Only candidates properly admitted to an approved certification program and who successfully fulfill all program and certification requirements will be recommended for certification. The Certification Officer, appointed by the Dean of the College of Education, is the only ÎÞÂë¾ÞÈé official authorized to recommend candidates for certification in any state.

Fingerprinting Requirement

Any candidate applying for admission to a State-approved program is required to be fingerprinted for a criminal history background check through the Alabama State Department of Education to the Alabama Bureau of Investigation (ABI) and the Federal Bureau of Investigation (FBI) pursuant to Act 2002-457. Fingerprinting must be done prior to conduction of observations in P-12 schools.

Admission Requirements for College of Education

Unconditional admission to the Graduate School does not constitute unconditional admission to specific programs in the College of Education. Students seeking advanced degrees in the College of Education should refer to the admission requirements specific to the degree program.

Transfer Credit

A maximum of four courses (12 semester hours) taken at another regionally accredited institution each with a grade of “Bâ€� or better within eight years of graduation may be considered for application toward the degree. These courses must be comparable in catalog description to ÎÞÂë¾ÞÈé courses in the specific degree program and must be approved by the appropriate department chair and dean. If the ÎÞÂë¾ÞÈé program holds specialized accreditation, all courses taken at other sites/institutions will be reviewed to ensure that they are eligible for credit under specialized accreditation requirements.

Degree Requirements

Successful completion of the courses listed under each program area with an overall grade point average of 3.0 on a 4.0 scale is necessary to fulfill requirements for the degree. If the student makes a “D� or “F� in a core course, the course must be retaken. If the student makes a “D� or “F� in an elective course, the course may be retaken or another elective may be taken in its place.

Program Completion Requirements

All graduate programs require successful completion of specific end-of-program assessments. These assessments may include, but are not limited to, written comprehensive examinations, a portfolio, a thesis, a field project, and standardized examinations.

Statement of Guarantee for New Educators

Candidates who are recommended by ÎÞÂë¾ÞÈé for Alabama State Teacher Certification or other school personnel certification shall be granted remediation at no cost if:

1. Teaching or have employment in-field and at level of the awarded certificate;
2. Not meeting minimum criteria using the State evaluation system or state approved system evaluation;
3. Remediation is requested within two years of the valid date of the Professional Educator certificate, issued based on recommendation by the unit. 

In no case shall the unit be required to provide remediation for more than the first two years of employment.

Master of Science in Education (M.S.Ed.) 

TRADITIONAL FIFTH-YEAR CERTIFICATION PROGRAMS FOR TEACHERS

Students should consult the General Regulations section of the Graduate Catalog for additional information regarding Graduate School admission requirements, transfer credit, and other critical policies and procedures.

Purpose

The purpose of the fifth-year certification program for teachers is to provide an opportunity for advanced study within their discipline for candidates who are seeking advanced certification in the same discipline/level in which they hold baccalaureate level professional educator certification.

Advanced Certification at the Master’s Level

The College of Education offers the Traditional Fifth-Year Master of Science in Education Program for candidates seeking advanced certification in the same discipline/level in which they hold baccalaureate level professional educator certification.

Initial Certification at the Master’s Level

For candidates seeking initial certification at the graduate level, or those who are seeking certification in an area or at levels other than those in which they hold baccalaureate level certification, the Alternative Fifth-Year (Alternative-A) Master of Science in Education Program is offered. See specific programs for any additional admissions and/or certification requirements.

In addition to the programs for teachers, fifth-year certification programs are offered in the following instructional support areas: Instructional Leadership & Administration and School Counseling.

Admission Requirements for Traditional Fifth-Year Certification Programs

Unconditional admission to the Graduate School does not constitute unconditional admission to any professional education program. In addition to the admission requirements for the Graduate School, candidates seeking admission to a traditional fifth year certification program for teachers must hold A valid bachelor’s-level professional educator certificate in the same teaching field(s) in which the Class A Professional Educator Certificate is sought, except for special education, including Gifted. Temporary, provisional, and other nonrenewable certifications are not acceptable. See specific program descriptions for any additional admission requirements.

Admission to the Graduate Teacher Education Program (GTEP)

The following documents will be submitted at the time the candidate applies for admission to the University. Teacher Education staff will approve the admission and remove the candidate’s hold for taking graduate courses.

1. A valid bachelor’s-level professional educator certificate in the same teaching field(s) in which the Class A Professional Educator Certificate is sought.
2. Successful completion and submission of an essay on the Candidate’s teaching philosophy.
3. Successful completion of a criminal background check/fingerprinting.

Candidates must clear university requirements for admission and the College of Education admission requirements listed above prior to enrolling in any graduate work. There is no Conditional Admission for this program.

ÎÞÂë¾ÞÈé Global Campus students must meet all specialized accreditation requirements to be classified as graduates of specialized accredited programs (CACREP).

Required Courses for the Traditional Fifth-Year Certification Program for Teachers

*Must earn a grade of “B� or better.

Note: In addition to the required core, a survey course in special education is required unless previously completed at the undergraduate and graduate level. After July 1, 2017, a special education course must be at the graduate level.

EARLY CHILDHOOD EDUCATION (ECE) 36 sh
Grades P-3

Required Core Courses: (18sh)
(EDU 6629 must be taken as one of student’s first four courses)
Teaching Field Courses: (15 sh)
Required Capstone Course: (ELE 6633, 3 sh)

Select 12 semester hours of adviser-approved ECE courses, one of which must be the advisor approved capstone course (ECE 6633). ECE 6633 must be taken as one of a student’s final four courses and a grade of “B� or better is required.

Select six additional hours of adviser-approved ECE courses or other adviser-approved courses related to the profession (e.g., EDU, ELE, SPE, RED). A candidate may not enroll in a 5000-level course if it duplicates the same course listed on an undergraduate transcript. At least nine semester hours of teaching field courses must be at the 6000 level.

ELEMENTARY EDUCATION (ELE) 36 sh
(Grades K-6)

Required Core Courses: (18 sh)
(EDU 6629 must be taken as one of student’s first four courses)
Teaching Field Courses: (15 sh)
Required Capstone Courses: (ELE 6633 3 sh)

Select 12 semester hours of adviser-approved ELE courses, one of which must be the advisor approved capstone course (ELE 6633). ELE 6633 must be taken as one of the student’s final four courses and a grade of “B� or better is required. Select six additional hours of adviser-approved ELE courses or other adviser approved courses related to the profession (e.g., EDU, ECE, SPE, RED).

A candidate may not enroll in a 5000-level course if it duplicates the same course listed on an undergraduate transcript. At least nine semester hours of teaching field courses must be at the 6000 level.

COLLABORATIVE/SPECIAL EDUCATION TEACHER 36 sh
(Grades K-6)

Additional Admission Information for Collaborative Teacher:

Candidates holding professional baccalaureate-level certification in any teaching field may be admitted to the Collaborative/Special Education Teacher Traditional Master’s Program provided all other admissions criteria are met. A candidate’s prior coursework will be evaluated by the College of Education to determine if undergraduate prerequisite coursework is required. All prerequisites must be satisfied prior to unconditional admission.

Note: In addition to the required core, a survey course in special education is required unless previously completed at the undergraduate or graduate level. After July 1, 2017, a special education course must be at the graduate level.

COLLABORATIVE/SPECIAL EDUCATION TEACHER 36 sh
(Grades 6-12)

Additional Admission Information for Collaborative Teacher:
Candidates holding professional baccalaureate-level certification in any teaching field may be admitted to the Collaborative/ Special Education Teacher Traditional Master’s Program provided all other admission criteria are met. A candidate’s prior coursework will be evaluated by the College of Education to determine if undergraduate coursework is required. All prerequisites must be satisfied prior to unconditional admission.

SECONDARY EDUCATION 36 sh
(Grades 6-12)

Dothan: English/Language Arts, Mathematics, Social Science
ÎÞÂë¾ÞÈé: Biology, History, English/Language Arts, Mathematics, Social Science, General Science
Required Core Courses: (18 sh)
(EDU 6629 must be taken as one of student’s first four courses)
Teaching Field Courses: (18 sh)

Select 18 semester hours of adviser-approved courses specific to the major. Choices for major are biology, English/language arts, general science, history, mathematics, and social science. A candidate may not enroll in a 5000-level course if it duplicates the same course listed on an undergraduate transcript. At least nine semester hours of teaching field courses must be at the 6000 level.

Comprehensive degree programs (i.e., English/language arts, general science, and social science) require course work in multiple disciplines. Candidates should consult their academic adviser regarding any specific course requirements in the teaching field.

INTERDISCIPLINARY EDUCATION 36 sh
(Grades P-12)

Required Core Courses: (18 sh)
(EDU 6629 must be taken as one of student’s first four courses)
Teaching Field Courses: (18 sh)

Choices are art, instrumental music, choral music, or physical education. For art education, students should select 12 semester hours of adviser approved courses in art, and ART 6662 (3) Seminar in Art Education. For music education, students should select 13 hours of advisor-approved courses in music, MUS 6696 Practicum (2), and MUS 6638 Literature Analysis (3) to meet the Teaching Field course requirements. All other fields should select 18 semester hours of adviser-approved courses specific to the major. A candidate may not enroll in a 5000-level course if it duplicates the same course listed on an undergraduate transcript. At least nine semester hours of teaching field courses must be at the 6000 level. Candidates should consult their academic adviser regarding any specific course requirements in the teaching field.

GIFTED EDUCATION 30 sh
(Grades P-12)

Additional Admission Information for Gifted Education

Candidates holding professional baccalaureate-level certification in any teaching field may be admitted to the traditional master’s program in Gifted Education provided all other admissions criteria are met. A candidate’s prior coursework will be evaluated by the College of Education to determine if undergraduate coursework is required. All prerequisites must be satisfied prior to unconditional admission.

Application Requirements for Gifted Education Additional Certification 

1. Application
2. Application fee made payable to ÎÞÂë¾ÞÈé
3. Satisfactory completion of a State-approved program with a minimum GPA of 3.25 on all courses in the Alabama State Board of Education approved educator preparation program.
4. An official transcript from a regionally accredited institution documenting an earned master’s degree.
5. Hold a valid Class A Professional Educator’s Certificate in any field
6.  One letter of recommendation from a current school supervisor
7. Successful completion of a criminal background check

Master of Science in Education (M.S.Ed.)

TRADITIONAL FIFTH-YEAR CERTIFICATION PROGRAM IN INSTRUCTIONAL SUPPORT AREAS

Students should consult the General Regulations section of the Graduate Catalog for additional information regarding Graduate School admission requirements, transfer credit, and other critical policies and procedures.

Purpose

The purpose of the fifth-year certification program for instructional support areas is to provide initial certification at the graduate level in the areas of Instructional Leadership & Administration and School Counseling.

In addition to the admission requirements for the Graduate School, candidates for the fifth-year programs for instructional support personnel must have baccalaureate-level professional certification in a teaching field. Temporary, provisional, and other nonrenewable certification are not acceptable. See the Specific programs for other admissions and degree completion requirements.

ÎÞÂë¾ÞÈé College of Education students must meet all specialized accreditation requirements to be classified as graduates of specialized accredited programs (CAEP, CACREP).

INSTRUCTIONAL LEADERSHIP & ADMINISTRATION 30 sh
(Grades P-12)

Additional Admission Requirements for Traditional Fifth-Year Certification Program in Instructional Leadership & Administration

Graduate Teacher Education Program (GTEP)

All candidates must be unconditionally admitted to the university. The ILA program admits three cohorts per academic year (Fall, Spring, and Summer). The admissions deadline for Fall/T1 is July 15. The admissions deadline for Spring/T3 is October 31st. The admission deadline for Summer/T5 is April 15.

Applicants Must:

1. Hold a valid Class B baccalaureate-level Alabama Professional Education Certification in a teaching field or master’s level Professional Educator’s Certificate in a teaching field or instructional support area. Verification of a Professional Educator Certification certificate must be provided upon application to the program.
2. Verify a minimum of three years paid, full-time successful teaching experience.
3. Submit prior to the interview an admission portfolio containing:
   
   • Three (3) signed letters of recommendation including one from the applicant’s principal or supervisor on letterhead stationary. (These letters should address the leadership abilities of the candidate and any previous leadership experiences.)
   • Copies of the most recent performance appraisal including professional development component, if available.
   • Evidence of leadership and management potential, including evidence of most recent accomplishments in the area of educational leadership and/or student achievement.
   • Summary of candidate’s reasons for pursuing a master’s degree in Instructional Leadership & Administration.
   • Summary of candidate’s expectations from the preparation program.
   • Supplemental Experience Form (Form 125.14)
   • Curriculum Vitae/resume.
   • All admission items must be submitted prior to the application deadlines.
4. Pass an interview conducted by the Program Admission Committee.
5. Pass a written assessment.
6. A minimum cumulative/overall graduating grade point average of 2.75 on the baccalaureate transcript or a minimum of a 3.25 GPA on a master’s or higher degree transcript.
7. Successful completion of a criminal background check/fingerprinting. There is no Conditional Admission for this program.

There is no Conditional Admission for this program.

Note: In addition to the required core, a survey course in special education is required unless previously completed at the undergraduate and graduate level.

INSTRUCTIONAL LEADERSHIP & ADMINISTRATION FOR ADDITIONAL CERTIFICATION 18 sh

Admission Requirements

1. Hold a valid Class A Alabama Professional Educator Certificate.
2. Verify a minimum of three years of successful teaching experience.
3. Submit an admissions portfolio prior to interview containing:
   
   • Three (3) signed letters of recommendation including one from the applicant’s principal or supervisor on school letterhead stationary. (Letters should address the leadership abilities of the candidate and any previous leadership experiences.)
   • Copies of the most recent performance appraisal including professional development, if available
   • Evidence of leadership and management potential, including evidence of most recent accomplishments in the area of educational leadership and/or student achievement
   • Summary of candidate’s reasons for pursuing certification in Instructional Leadership and Administration
   • Summary of candidate’s expectations from the preparation program
   • Supplemental Experience Form (Form 125.14)
   • Curriculum vitae/resume
4. Pass an interview conducted by the Program Admission Committee
5. Pass a written assessment
6. Successful completion of a criminal background check/fingerprinting.

**Students seeking an Ed.S. in ILA will need to complete the RHO route prior to program admission if not currently holding a Class A in Instructional Leadership or Educational Administration.

SCHOOL COUNSELING 60 sh

Locations: Dothan, Montgomery, Phenix City, ÎÞÂë¾ÞÈé

Additional admissions requirements, curriculum, and program completion expectations are listed in the Counseling and Psychology section. Specifically GPA and test score requirements for admission are listed in the Counseling section on page 95.

Master of Science in Education (M.S.Ed.)

ALTERNATIVE FIFTH-YEAR CERTIFICATION PROGRAM FOR TEACHERS

Students should consult the General Regulations section of the Graduate Catalog for additional information regarding Graduate School admission requirements, transfer credit, and other critical policies and procedures.

Purpose

The purpose of the Alternative Fifth-Year Program is to provide initial teacher certification programs for individuals holding a baccalaureate level degree in a field other than education or those desiring initial certification in a new teaching field. Candidates shall have acquired knowledge and skill above the level required for the completion of the baccalaureate program in the same discipline, including subject matter knowledge, student development, diversity, instructional strategies, classroom management and learning environment, communication, planning, assessment, professionalism, and collaboration.

The College of Education adopted the model standards for beginning teacher licensure developed by the Interstate New Teacher Assessment and Support Consortium (INTASC) in 2013. These standards are applied throughout the Alternative-Fifth-Year Program.

ÎÞÂë¾ÞÈé Global Campus College of Education students must meet all specialized accreditation requirements to be classified as graduates of specialized accredited programs (CAEP, CACREP, and CORE). Up to 12 hours of course work completed at a site/ university without the appropriate specialized accreditation may be considered for application toward program completion. See Transfer Credit section for additional information. Students in the Alternative A certification program may be required to complete face-to-face field experiences in a classroom related to their certification as part of their coursework prior to their internship.

Admission Requirements for Alternative Fifth-Year Program for Teachers

Prior to applying for admission to the Graduate School and the Master of Science Alternative Fifth-Year certification program, individuals must possess a baccalaureate degree from a regionally accredited institution with a posted minimum cumulative/overall graduating grade point average of 2.75 on the official baccalaureate transcript from the degree granting institution. (Note: A student who does not meet the 2.75 GPA requirement but has at least a 2.5 can be unconditionally admitted provided they pass the appropriate content knowledge praxis with an alternate score.) A 3.0 GPA is required on a master’s or higher degree transcript from the degree granting institution. (Students will not be permitted to use additional undergraduate or post degree courses to raise their grade point average). Effective July 1, 2017, and thereafter, a candidate must earn credit for an ALSDE approved diversity course at the Class A level, if they earned credit for a survey of special education course prior to Unconditional Admission (GTEP).

All education courses require clinical field experiences beyond class time. Candidates are required to attend an orientation prior to beginning clinical field experiences. Within the first week of class requiring a clinical field experience, students must provide evidence of background and fingerprint clearance application and evidence of current professional liability coverage, or the student will be dropped from the class.

Admission Status Classification

In order to establish admission status, an individual must be evaluated by the College of Education and the discipline of study to determine prerequisites. Prior to seeking admission to the Graduate School, individuals should make an appointment with the Teacher Education office on the respective campus to have all undergraduate transcript(s) reviewed by the Certification Officer/Alternative-A Evaluation Coordinator. Individuals must bring an official copy of all undergraduate transcripts to the session. The evaluation process may take up to one week to complete.

Note: An individual’s admission to the Graduate School will be determined by the transcript(s) evaluation. Individuals will be classified as a post-baccalaureate student until they have completed all prerequisites.

In addition to completing the undergraduate prerequisite coursework, students should also be working to meet admission criteria for the Graduate Teacher Education Program.

Admission Requirements to the Teacher Education Program (GTEP)

Admission to the Graduate School does not automatically qualify a student for admission to the Graduate Teacher Education Program. Written application to the Graduate Teacher Education Program is required from all students seeking acceptance. In addition to the written application, the following are also required:

1. A grade of “C� or better in the two English composition courses.
2. A grade of “C� or better in mathematics courses completed for the baccalaureate degree that is equivalent to the required general studies courses for the teacher education major. If equivalent courses were not completed at the baccalaureate level, these must be completed as prerequisites.
3. A minimum cumulative/overall graduating grade point average of 2.75 on the baccalaureate transcript. Note: A student who does not meet the 2.75 GPA requirement but has at least a 2.5 can be unconditionally admitted provided they pass the appropriate content knowledge praxis with an alternate score.
4. Evidence of current professional liability coverage of established amount.

There is no Conditional Admission for this program.

Students working to complete pre-admission requirements for the Graduate Teacher Education Program are encouraged to work closely with their discipline adviser. This individual will assist in course selection and course sequencing for completion of these requirements.

Information regarding qualification and acceptance into the Graduate Teacher Education Program can also be obtained through the Teacher Education Office on the respective campus.

Internship

All candidates completing the Alternative Fifth-Year initial certification program for teachers must complete a six-semester hour internship in the grade level(s) and academic subject(s) of the certification sought. Instructions regarding qualifications and applications for internship should be obtained from the Office of Teacher Education. Prerequisites for internship include the following:

1. Admission to the Graduate Teacher Education Program
2. A grade point average (GPA) of 3.25 overall on all graduate work attempted.
3. Internship Advisor Approval Form (A)
4. Completion of all coursework except for Internship Seminar, which is taken in conjunction with internship
5. Evidence of current First Aid and CPR certifications
6. Passing Praxis II score in each teaching field area of initial certification
7. Evidence of current professional liability coverage of $1,000,000 minimum.
8. Completion of any additional requirements mandated by the Alabama State Department of Education.
9. Passing score on Teacher Performance Assessment (edTPA)-for initial certification only.

Courses for the Alternative Fifth-Year Program

 Note: In addition to the required core, a survey course in special education is required unless previously completed at the undergraduate and graduate level. After July 1, 2017, a special education course must be at the graduate level.

Education Specialist Certification Program (Ed.S.)

SIXTH-YEAR CERTIFICATION PROGRAM FOR TEACHERS

Students should consult the General Regulations section of the Graduate Catalog for additional information regarding Graduate School admission requirements, transfer credit, and other critical policies and procedures.

Purpose

The purpose of the Education Specialist (Ed.S.) certification programs in teaching is to extend the expertise and further develop knowledge, competencies, and skills of professionals holding master’s level certification in the same teaching field in which the Class AA certification is sought. All coursework applied toward the Ed.S. degree program must be earned at the 6000 level or above, and no courses applied toward certification at the master’s level may be applied toward certification at the education specialist level. See the specific degree program for additional admission and degree completion requirements.

College of Education students must meet all specialized accreditation requirements to be classified as graduates of specialized accredited programs (CAEP). Up to 12 hours of course work at a site/university without the appropriate specialized accreditation may be considered for application toward program completion. See Transfer Credit section for additional information.

All sixth-year certification programs are approved by the Alabama State Department of Education. Elementary Education offers a thesis and non-thesis option.

Admission Requirements for Education Specialist Programs and Graduate Teacher Educational Program (GTEP)

Admission to the Graduate School does not automatically constitute admission to the Education Specialist Program. All candidates must complete all requirements for the Alabama Class AA certification. All Ed.S. candidates must successfully complete a written comprehensive examination prior to program completion.

In addition to the Admission Requirements for Graduate School, candidates seeking the education specialist degree in a teacher education program must:

1. Hold a masters degree from a regionally accredited college or university.
2. Hold valid master’s level certification in the same teaching field in which the Class AA certificate is sought.
3. Be unconditionally admitted and complete all additional admission requirements identified in the specific program.
4. Submit three (3) College of Education Reference forms. One must be from an immediate supervisor.
5. Successful completion of a criminal background check/ fingerprinting

There is no Conditional Admission for this program.

Program Completion Requirements

1. Have a GPA greater than 3.5
2. Pass comprehensive exam (Teacher Leader program only, both non-thesis and thesis options)
3. Complete thesis (thesis option)
4. No more than two grades below “B�
5. Grade of “B� or better in ECE/ELE 7790—Qualitative Research Methodology
6. No more than 12 semester hours of transfer credit
7. All credits earned within 8 years of graduation

Certification in Alabama

Candidates completing an approved Education Specialist certification program are eligible to apply for the Alabama Class AA professional certificate, provided they meet the following:

1. a grade point average of 3.5 on all education specialist coursework attempted
2. a grade of “C� or better in all coursework which applies to certification
3. a grade of “B� or better in the research requirements for the program
4. Complete a special education survey course and EDU 6611, if not previously completed

*Additional requirements for certification include the following unless previously completed: 1) a survey course in special education, 2) EDU 6611 Educational Technology in the Curriculum, and 3) Effective July 1, 2017, and thereafter, a course focused primarily on one of the following categories: methods of accommodating instruction to meet the needs of students with exceptionalities in inclusive settings, multicultural education, teaching English Language Learners, rural education, or urban education. A course used to meet this requirement for one level may not be used to meet the requirement for a higher level of certification.

Any candidate who applies for a professional certificate is subject to all regulations set forth by the Alabama State Department of Education. These regulations may include a comprehensive background check, verification of appropriate experience, and prior certification specific to the certification sought. Additional requirements (e.g., standardized examinations to demonstrate content mastery) may be added as the Alabama State Board of Education and other accrediting agencies modify regulations. Candidates should consult their education adviser for details.

Only candidates properly admitted to an approved certification program and who successfully fulfill all program and certification requirements will be recommended for certification. The Certification Officer, appointed by the Dean of the College of Education, is the only ÎÞÂë¾ÞÈé official authorized to recommend candidates for certification in any state.

Certification in Other States

Other states may grant professional certification to candidates completing the ÎÞÂë¾ÞÈé University Education Specialist program.

Some states may have additional requirements. Candidates seeking certification in other states should contact the appropriate State Department of Education.

Only candidates properly admitted to an approved certification program and who successfully fulfill all program and certification requirements will be recommended for certification. The Certification Officer, appointed by the Dean of the College of Education, is the only ÎÞÂë¾ÞÈé official authorized to recommend candidates for certification in any state.

EARLY CHILDHOOD EDUCATION 36 sh

Select three additional hours of adviser-approved course related to the profession (e.g., EDU, ELE, SPE, RED). A candidate may not enroll in a 6000-level course if it duplicates the same course listed on the master’s transcript.

Required Capstone Research Project in EDU 7757 Practicum in Area of Specialization

The student must conduct and Adviser approved Capstone Research project in EDU 7757 Practicum in Area of Specialization. This course must be taken within the last two terms of the program completion. All requirements for the Capstone Research Project are to be completed in EDU 7757. Students must receive a grade of “B’ or better in EDU 7757.

ELEMENTARY EDUCATION 36 sh

Required Capstone Research Project in EDU 7757 Practicum in Area of Specialization

The student must conduct and Adviser approved Capstone Research project in EDU 7757 Practicum in Area of Specialization. This course must be taken within the last two terms of the program completion. All requirements for the Capstone Research Project are to be completed in EDU 7757. Students must receive a grade of “B’ or better in EDU 7757.

TEACHER LEADER (ED.S.) 30 sh

Goals and Objectives:

The goal of the Ed.S. Teacher Leader program is to strengthen and extend the practicing teacher’s knowledge and skills so that the program graduate will:

1. Demonstrate the ability to facilitate the improvement of academic achievement for all students within a school setting;
2. Support the development of and improve the practice of shared leadership among instructional and administrative personnel;
3. Demonstrate the ability to facilitate collective learning with faculties and schools as a whole.

Additional admission requirements for the Ed.S. Teacher Leader Program and Graduate Teacher Education Program (GTEP):

In addition to the Admission Requirements for Graduate School, candidates seeking admission to the Ed.S. Teacher Leader program must:

1. Hold a master’s degree from a regionally accredited college or university;
2. Hold a Class A master’s Professional Educator Certificate in any teaching field or area of instructional support; *
3. Have a minimum of three full years of full-time teaching experience in a P-12 setting; demonstrated by providing a supplemental EXP form from each district of employment;
4. Provide a portfolio containing the following items:
   
   • Three professional letters of recommendation signed and on letterhead, (One must be from principal and/ or immediate supervisor.)
   • A current resume or vita
   • Evidence of ability to positively affect student achievement, and evidence of collaborative leadership, potential by addressing the following areas in narrative form.
     
     • Personal Philosophy and/or theory of teaching and learning
     • Self Evaluation of your strengths and weaknesses and a plan to address your weaknesses
     • Personal professional goals
     • Statements of purpose for pursuing the Ed.S. 
     • Evidence of leadership ability/list any honors, awards, committee or team service
5. Successful completion of a criminal background check/ fingerprinting.

*Note: Students admitted into the Ed.S. Teacher Leader program with a master’s level Professional Educator certificate in a teaching field or area of instructional support from another state, must earn an Alabama Class A Professional Educator certificate in a teaching field or area of instructional support before becoming eligible to apply for an Alabama Class AA Certification.

Certification:

In addition to the certification requirements required for all instructional support areas, candidates completing an approved Ed.S. Teacher Leader program requirements are eligible to apply for the Alabama Class AA Professional Certificate, provided they meet the following:

1. Satisfactory completion of a state approved program with a minimum GPA of 3.5* for all courses in the Alabama State Board of Education approved Teacher Leader program as verified on an official transcript.
2. Satisfactory completion of a problem-based research project.
3. A passing score on a comprehensive assessment documenting mastery of the curriculum of the Teacher Leader program which may include, but may not be limited to, an oral examination.
4. A survey of special education course, if not previously completed.
5. Meet the Praxis II requirements of the Alabama Educator Certification Testing Program (AECTP).
6. Hold an Alabama Class A Professional Educator Certificate in a teaching field or area of instructional support.

Courses applied toward certification at the master’s level may not be applied toward certification at the education specialist level.

Education Specialist (Ed.S.) Certification Program

SIXTH-YEAR CERTIFICATION PROGRAM FOR INSTRUCTIONAL SUPPORT AREAS

Students should consult the General Regulations section of the Graduate Catalog for additional information regarding Graduate School admission requirements, transfer credit, and other critical policies and procedures.

Purpose

The purpose of the Education Specialist (Ed.S.) certification programs in instructional support areas is to extend the expertise and further develop knowledge, competencies, and skills of professionals holding master’s level certification in school psychometry, school counseling, or educational administration. All coursework applied toward the Ed.S. degree program must be earned at the 6000 level or above, and no courses applied toward certification at the master’s level may be applied toward certification at the education specialist level. See the specific degree program for additional admission and degree completion requirements.

ÎÞÂë¾ÞÈé Global Campus College of Education students must meet all specialized accreditation requirements to be classified as graduates specialized accredited programs. Up to 12 hours course work at a site/university without the appropriate specialized accreditation may be considered for application toward program completion. See Transfer Credit section for additional information.

Admission Requirements for Education Specialist Programs in Instructional Support Areas

Admission to the Graduate School does not automatically constitute admission to the Education Specialist Program. All candidates must complete all requirements for the Alabama Class AA certification. All Ed.S. candidates must successfully complete a written comprehensive examination prior to program completion.

In addition to the Admission Requirements for Graduate School, candidates seeking the education specialist degree in a instructional support program must:

1. hold a masters degree from a regionally accredited college or university,
2. complete a special education course as a prerequisite if not previously completed, (Not required for Counseling.)
3. be unconditionally admitted and complete all additional admission requirements identified in the specific program, hold a valid master’s level certification in the same instructional support area or teaching field in which the Class AA certificate is sought, (not required for Counseling). Students seeking an Ed.S. in ILA will need to complete the RHO route prior to program admission if not currently holding a Class A in Instructional Leadership or Educational Administration.
4. Successful completion of a criminal background check/fingerprinting.

There is no Conditional Admission for this program.

Certification in Alabama

Only candidates properly admitted to an approved certification program and who successful fulfill all program and certification requirements will be recommended for certification. The Certification Officer, appointed by the Dean of the College of Education, is the only ÎÞÂë¾ÞÈé official authorized to recommend candidates for certification in any state.

Candidates completing an approved Education Specialist Certification program are eligible to apply for the Alabama Class AA professional certificate, provided they meet the following:

• a grade point average of 3.5* on all education specialist coursework attempted
• a grade of “Câ€� or better in all coursework which applies to certification
• a grade of “Bâ€� or better in the research requirements for the program.
• meet the PRAXIS II requirement of the Alabama Educator Certification Testing Program (AECTP).* *

**Note: This condition applies only to those applicants seeking initial certification in an instructional support area.

Any candidate who applied for a professional certificate is subject to all regulations set forth by the Alabama State Department of Education. These regulations may include a comprehensive background check, verification of appropriate experience, and prior certification specific to the certification sought.

Additional requirements (e.g., standardized examinations to demonstrate content mastery) may be added as the Alabama State Board of Education and other accrediting agencies modify regulations. Candidates should consult their education adviser for details. Testing for Class AA Certification for Instructional Leadership & Administration

Testing for Class AA Certification for Instructional Leadership & Administration

Applicants for Class AA Certification who are meeting requirements for a Certificate which covers a grade span different from the grade span covered by the Certificate used as the basis for admission to the Class AA Instructional Leadership program must meet Praxis II requirements of the Alabama Educator Certification Testing Program (AECTP). Some individuals hold an Alabama Certificate for principal 1-6 or 7-12 rather than P-12. A person holding one of those Certificates and completing the Class AA Instructional Leadership P-12 program must meet the Praxis II requirements as a precondition for Certification.

Certification in Other States

Other states may grant professional certification to candidates completing the ÎÞÂë¾ÞÈé University Education Specialist program. Some states may have additional requirements. Candidates seeking certification in other states should contact the appropriate State Department of Education.

Only candidates properly admitted to an approved certification program and who successfully fulfill all program and certification requirements will be recommended for certification. The Certification Officer, appointed by the Dean of the College of Education, is the only ÎÞÂë¾ÞÈé official authorized to recommend candidates for certification in any state.

Degree Requirements

All coursework applied toward the Ed.S. degree program must be earned at the 6000 level or above. Courses applied toward certification at the master’s level may not be applied toward certification at the education specialist level.

All Education Specialist degree students must complete at least 18 semester hours of required coursework at the campus where the internship and/or practicum is supervised.

Ed.S. Instructional Support Certification Programs

INSTRUCTIONAL LEADERSHIP & ADMINISTRATION (ED.S.) 30 sh

Goals and Objectives:

The goal of the Ed.S. Instructional Leadership & Administration program is to strengthen and extend the student’s knowledge, skills, and abilities developed at the Master’s level so that the candidate will become an informed, reflective decision maker who demonstrates the ability to:

1. Articulate a clear vision and inspire and engage stakeholders in developing and realizing the mission;
2. Manage and leverage systems and processes to achieve desired results;
3. Act with a sense of urgency to foster a cohesive culture of learning;
4. Express their commitment to student and adult learners and to their development;
5. Facilitate and monitor the teaching and learning process;
6. Model professional, ethical behavior and expect it from others.

Additional admission requirements for the EdS in Instructional Leadership & Administration:

In addition to the Admission Requirements for Graduate School, candidates seeking admission to a cohort to complete the requirements for the Education Specialist degree in Instructional Leadership & Administration must hold the master’s Professional Educator Certificate in Educational Administration or Instructional Leadership.

In addition the candidate must meet one of the following criteria:

1. Hold a Class A Alabama Instructional Leadership & Administration certificate earned after completing a redesigned program at an Alabama university;
   
   1. If the student does not hold a Class A certificate in Instructional Leadership and Administration, the student may be required to take prerequisites prior to beginning the Ed.S. program.
2. Be currently serving as a superintendent, assistant superintendent or associate superintendent, assistant to the superintendent, principal, assistant principal, supervisor (any subject and/or grade level), administrator of career and technical education, coordinator, or evaluator; or
3. Document three years of employment in an instructional leadership position for which one of the certificates in Rule 290-3-3-.53.01(2)(b) is proper certification according to the current edition of the Subject and Personnel Codes of the Alabama State Department of Education.
4. Successful completion of a criminal background check/ fingerprinting.

There is no Conditional Admission for this program

In an effort to maintain the rigorous nature of the Instructional Leadership & Administration program, to stay in step with changes in the field of administration and to ensure that our candidates maximize the benefit from the program, ÎÞÂë¾ÞÈé strongly recommends that each candidate have completed at least one year of administrative experience in a public K-12 school prior to admission to the Ed. S. program.

Candidates must be admitted to GTEP prior to taking any coursework.

Applicants who completed a Class A program other than one approved by the Alabama State Board of Education on or after September 8, 2005, must submit a portfolio which includes:

1. Three (3) signed letters of recommendation including one from the applicant’s principal or supervisor on letterhead stationary; (These letters should address the leadership abilities of the candidate and any previous leadership experiences.)
2. Copies of most recent performance appraisal including professional development component, if available
3. Evidence of ability to lead student achievement
4. Evidence of leadership and management potential.
5. Summary of candidate’s reasons for pursuing the Class AA certificate in Instructional Leadership & Administration.
6. Supplemental Experience Forms (Form 125.4)
7. Curriculum Vitae
8. Successful completion of a criminal background check/fingerprinting

Courses applied toward certification at the master’s level may not be applied toward certification at the education specialist level.

SCHOOL COUNSELING (ED.S.) 30 sh

Goals and Objectives:

The goal of the Ed.S. School Counseling program is to strengthen and extend the students’ knowledge and skills developed at the Master’s level so that the students will:

1. Become informed, reflective decision makers;
2. Understand the developmental, proactive, and preventive focus of counseling in the schools;
3. Facilitate academic, career, and personal-social development of K-12 students;
4. Provide interventions for learning and behavioral problems; and
5. Work collaboratively with parents, school personnel, and with other agencies and organizations to facilitate student learning, and manage a comprehensive developmental counseling program.

Admission to the Graduate Education Program (GTEP) School Counseling

1. Submission of proof of master’s level professional education certification in school counseling.
2. Two full years of full-time acceptable experience verified on a Supplemental Experience Form
3. Successful completion of a criminal background check/ fingerprinting.

There is no Conditional Admission for this program.

Master of Science (M.S.) Adult Education

Students holding this degree will not be recommended for any teacher/counselor/administrator certificate or license.

Students should consult the General Regulations section of the Graduate Catalog for additional information regarding Graduate School admission requirements, transfer credit, and other critical policies and procedures.

Purpose

The purpose of the Master of Science in Adult Education (MSADE) program is to offer students an opportunity to acquire proficiency, knowledge, and skills in the social context of adult education, program development and management, and the facilitation of adult learning.

This program prepares students for careers in such areas as industry, continuing professional education, training and program development, instructional technology, corporate consulting, health care, post-secondary education, government agencies, non-profit organizations, professional organizations, and professional military education.

Program Objectives

Upon successful completion of the M.S. in Adult Education, graduates will be able to:

1. Develop curricula that incorporate an understanding of how the social context influences the field, including culture, policy, economics, and technology.
2. Discuss the different ways in which adults learn and how to assess their needs, interests, motivations, and capabilities.
3. Apply specialized knowledge related to their concentration area to practical situations.
4. Evaluate relevant research and apply it to their concentration area.
5. Articulate a personal adult education teaching philosophy

Admission Requirements

To apply for admission to the Master of Science in Adult Education program, applicants must submit:

1. A completed Application for Admission to the Graduate School.
2. An official transcript(s) from all universities attended.
3. A letter of recommendation that addresses the applicant’s potential for success in professional graduate studies.

Unconditional Admission

Students should meet the unconditional admission requirements for the Graduate School.

Conditional Admission

Upon recommendation by Graduate Admissions, conditional admission may be granted under certain circumstances to applicants who cannot satisfy all unconditional admission requirements. See also conditional admission requirements in the General Regulations section of this Catalog.

After the student completes the first three graduate courses with a “B� or better average, the student will be granted unconditional admission. Students not satisfying conditional admission requirements will be dropped from the university for one calendar year, after which time the student must petition for readmission.

Transfer Credits

A maximum of 12 credit hours taken at another regionally accredited university with a grade of “B� or better can be applied to the MSADE degree. These courses must be comparable in catalog description to courses in the MSADE program and must be approved by the Dean of the College of Education.

Academic Advisement

Faculty advisement for the program is required.

Degree Requirements

Students must select either Option I or Option II, successfully complete the required core courses (either 15 sh or 18 sh), successfully complete an approved concentration, and successfully complete either a capstone or thesis. Students interested in additional areas of graduate study must go through the College of Education for pre-approval. Faculty advisement for the program is required.

Program of Study

Students must successfully complete ONE of the following options:

Option I is a 33 semester-hour program consisting of a 15-semester- hour core of required courses which includes the successful completion of a 3-semester-hour capstone course. Additionally, an 18-semester-hour concentration is required.

33 Semester Hours

Select an approved concentration: (18 sh)

Students choosing this option must register for ADE 6699 (3 sh) and successfully complete this course. This course is a culminating experience that helps students integrate and apply the knowledge they have gained in their program. Emphasis is placed on challenging students to view the adult educational process from many perspectives. Working independently students will create an educational portfolio to demonstrate mastery of program objectives and proof of readiness to receive a master’s degree, which will be submitted in portions throughout the term/semester for feedback from the instructor and classmates. An oral presentation will be required. Prerequisite: Completion of all core courses (ADE 6600. ADE 6660, ADE 6670, ADE 6691) and at least four of the six required concentration classes. Students must obtain a 3.0 GPA before entering ADE 6699. Grading system is Pass/Fail.

Option II* is a 36-semester-hour program consisting of an 18-semester-hour core of required courses which includes the successful completion of a 6-semester-hour thesis. Additionally, an 18-semester-hour concentration is required. Note: Option II may only be offered at an approved location with a full time Adult Education faculty member on site.

*Thesis option is not available to ÎÞÂë¾ÞÈé Online students.

36 Semester Hours

Select an approved concentration: (18 sh)
Students choosing this option must register for ADE 6695 (total of 6 credit hours) as their last two courses in the program. The thesis must be related to both the student’s concentration area and adult education. The student must successfully research, write, and defend a thesis. This process involves directed research in selected areas of study based on the student’s proposal, related to the student’s needs, with the advice and approval of a thesis adviser and a faculty reader, and culminating in a substantive research paper of appropriate depth and scholarship. Students completing this option are not required to take the capstone course. Prerequisite: Completed all core courses; completed at least four of the six required concentration classes. Students must obtain a 3.0 GPA before entering ADE 6695. Grading system is Pass/Fail.

Concentrations

Curriculum Design and Instructional Technology
18 Semester Hours

Concentration Purpose:

The M.S. in Adult Education with a concentration in Curriculum Design and Instructional Technology prepares graduates with the ability to design, develop, implement, and evaluate curricula and instructional technologies for education and training in diverse situations. Both the theoretical and practical aspects of adult learning, the instructional design process, teaching strategies, and educational evaluation are explored to provide a comprehensive program useful in designing instruction at multiple levels including community, post-secondary, workplace, or government applications.

Objectives:

Upon successful completion of the M.S. in Adult Education with a concentration in Curriculum Design and Instructional Technology, graduates will be able to:

• Discuss the nature of the adult learner and the appropriate methods for teaching and evaluating adult learners.
• Apply the instructional design process to a variety of adult learning situations.
• Integrate instructional design and technology to support the development and delivery of instruction.

Leadership in Workforce Development
18 Semester Hours

Concentration Purpose:

The M.S. in Adult Education with a concentration in Leadership Studies emphasizes the development of 21st century leadership. It focuses on developing leaders who are globally-minded, proficient in technology, and who can apply and generate knowledge from real-world situations. The Leadership Studies concentration is designed for professionals who desire to develop leadership competencies and dispositions that can be applied in a variety of settings and situations, including private, non-profit, public, military, and healthcare industries.

Objectives:

Upon successful completion of the M.S. in Adult Education with a concentration in Leadership Studies, graduates will be able to:

• Interpret the psychological, legal, social, political, economic, and cultural environments of organizations.
• Utilize technology and empirical data to plan, develop initiatives, make decisions, and evaluate effectiveness.
• Model the dispositional and interpersonal skills necessary to provide effective organizational leadership.

For students pursuing the MSADE degree with a dual concentration, a single course can be applied only one time to satisfy degree requirements.

Graduate Certificates in Adult Education

Students should consult the General Regulations section of the Graduate Catalog for additional information regarding Graduate School admission requirements, transfer credit, and other critical policies and procedures.

Students holding a graduate certificate in Adult Education (ADE) will not be recommended for any teacher/counselor/administrator certificate or license.

Four (4) graduate certificates in Adult Education are available:

Certificate in Curriculum and Instructional Design (CID)
Certificate in Instructional Technology (IT)
Certificate in Leadership Studies (LS)
Certificate in Workforce Development (WD)

Admissions Requirements

Applicants pursuing the Graduate Certificate in 1) Curriculum and Instructional Design, 2) Instructional Technology, 3) Leadership Studies, and 4) Workforce Development must be admitted to the Graduate School and MSADE program. See Graduate Admissions and MSADE Admission requirements.

Option 1: Special Admission Non-Degree Matriculates
See Special Admission: Non-Degree matriculates requirements in the graduate catalog.

Option 2: Admission for Current Students
Student must be admitted to the Graduate School and the Master of Science in Adult Education program at ÎÞÂë¾ÞÈé. See Graduate Admission and the Master of Science in Adult Education program requirements.

Option 3: Admission for Post-Master’s Students
Students who have graduated from a master’s degree program at ÎÞÂë¾ÞÈé or another university may be admitted to the certificate program. See Post Master’s Admission and Certificate Admission requirements in the graduate catalog. Admission is unconditional.

Course Requirements (12sh)

Admitted ADE students may qualify for a certificate by completing the four required courses and maintaining an overall 3.0 GPA or better in order to meet the certification requirement.

**For students pursuing a MSADE concentration along with a certificate, a single course can be applied only one time to satisfy the concentration or certificate requirements. Due to overlapping courses, students may not earn a certificate that is comparable to their concentration. Faculty approval is required.

Advisement

Faculty advisement for the certificate program is required.

Certificate Assessment –Exit Survey

All students will complete an exit survey.

Financial Aid

Follow Graduate School guidelines.

Guidelines/Procedures for Obtaining Certificate

Students who wish to be issued a certificate must submit the following to the Chair of the Department of Leadership Development and Professional Studies or designee:

1. Complete Certificate Intent
2. Copy of transcript

Internal processing for certificate:

1. Department of Leadership Development and Professional Studies Chair/designee collects certification intent form and student transcripts
2. Department of Leadership Development and Professional Studies Chair/designee sends documents to registrar for processing of certificate

Locations

ÎÞÂë¾ÞÈé Online

Certificate in Curriculum and Instructional Design

Performance Objectives:

Upon completion of the ADE/CID certificate, students should be able to demonstrate the following competencies:

1. Describe unique aspects of adult learning and how these traits impact curriculum and instructional design for adult learners.
2. Explain prominent activities in the development of curricula and instructional materials associated with instructional systems design, instructional strategies, and learner characteristics.
3. Identify methods for evaluating adult education programs.

Certificate in Instructional Technology

Performance Objectives:

Upon completion of the ADE/IT certificate, students should be able to demonstrate the following competencies:

1. Describe some of the unique aspects of adult education in terms of development, learning theory, and/or historical foundations.
2. Develop curricula in systematic and practical ways to create effective, efficient, and appealing instruction in any content area and with any medium, including live instruction.
3. Incorporate state-of-the art technologies and innovative strategies in adult education curricula.

Certificate in Leadership Studies

Performance Objectives:

Upon completion of the ADE/LS certificate, students should be able to demonstrate the following competencies:

1. Develop and implement an organizational vision.
2. Demonstrate the skills necessary for the development and implementation of short, long, emergency, and strategic plans.
3. Understand how organizations function and demonstrate an ability to utilize this knowledge with a wide variety of organizational stakeholders.
4. Understand personal development and personnel processes in order to build support for organizational change and progress.

Certificate in Workforce Development

Performance Objectives:

Upon completion of the ADE/WD certificate, students should be able to demonstrate the following competencies:

1. Develop an understanding of workforce development policies and systems in the United States.
2. Develop skills in the collection, analysis, and interpretation of labor market data and trends.
3. Understand the needs, characteristics, and learning styles of the labor force.
4. Develop skills in the development, management, and evaluation of programs.
5. Develop an understanding of business models and concepts.

Master of Science (M.S.) Second Language Instruction

Additional education courses are required to teach in the United States K-12 setting. See Master’s of Science in Education section of the Graduate Catalog. 

Students should consult the General Regulations section of the Graduate Catalog for additional information regarding Graduate School admission requirements, transfer credit, and other critical policies and procedures.

Purpose

The purpose of the Master of Science in Second Language Instruction (SLI) is to offer students an opportunity to acquire proficiency, knowledge and skills in the pedagogical process of teaching language to non-native speakers.

Program Objectives

Upon successful completion of the Master of Science in Second Language instruction, our students will demonstrate:

1. The professional skills and academic competencies required for second language instruction;
2. Knowledge of recent theories of how languages are structured and acquired;
3. Knowledge of and understanding of principles necessary to create and deliver appropriate lesson plans;
4. Knowledge of and ability to create appropriate assessments;
5. Knowledge of a wide range of research methodologies and how they rate to increased achievement for language learning students.

Admission Requirements

To apply for admission to the Master of Science in Second Language Instruction program, applicants must submit:

1. A completed Application for Admission to the Graduate School.
2. Must hold a baccalaureate degree in English or another language, sociology, education, psychology, journalism, linguistics or any language related discipline.
3. Official transcript(s) from all universities attended.
4. Two (2) letters of recommendation submitted in English from former or current professors. The letters are expected to provide insights into the applicant’s ability and aptitude for graduate study. If working, letters from colleagues will be accepted. See web request form at:
   /academics/colleges-schools/graduate-school/forms.html.

Unconditional Admission

Students should meet the unconditional admission requirements for the Graduate School with the following exceptions:

1. Applicants must have achieved at least a 3.0 GPA on all undergraduate work.
2. Students must demonstrate a strong evidence of excellence in language skills by providing an essay on a topic in literature, writing, language, linguistics, education or any related field.

Conditional Admission

Students entering the English as a Second Language Track must successfully satisfy one of the following in addition to the Conditional Admission requirements of the Graduate School:

1. Make a satisfactory score on the Test of English as a Foreign Language (TOEFL): TOEFL: IBT (internet-based test) 70/193/ CBT (computer-based test) 193/ PBT (paper-based test) 523.
2. Make a satisfactory score on the International English Language Testing System (IELTS): score of 6.0.
3. Make a satisfactory score on the ACT COMPASS ESL exam. To pass the ACT Compass ELS, a student must attain a total of 270 on the Listening, Reading and Grammar sections, with no individual score below 85, and a minimum score of 8 out of 12 on the writing test. Note: The ACT Compass ESL may be taken only once.

Transfer Credits

A maximum of 12 credit hours taken at another regionally accredited university with a grade of “B� or better can be applied to the MSSLI degree. These courses must be comparable in catalog description to courses in the MSSLI program and must be approved by the Dean of the College of Education.

Academic Advisement

Faculty advisement for the program is required.

Degree Requirements

1. Credit hours required in major courses: 27 semester hours
2. Credit hours required in support courses: 4 to 6 semester hours(Capstone Option)
3. Credit hours in required or free electives: None
4. Credit hours for thesis: 4 to 6 semester hours (Thesis Option). Additional requirements such as preliminary qualifying examination, comprehensive examination, thesis, practicum or internship, some of which may carry credit hours included in the list above.

Curriculum

Capstone Option
9 Core Courses 27 SH
SL 6696 1-3 Practicum AND
SL 6699 3 Capstone
TOTAL 31 – 33 SH

Thesis Option
9 Core Courses
SL 6696 1-3 Practicum
SL 6695 3 Thesis
TOTAL 31 – 33 SH

Master of Science in Counseling (M.S.C.P.)

Students should consult the General Regulations section of the Graduate Catalog for additional information regarding Graduate School admission requirements, transfer credit, and other critical policies and procedures.

Accreditations

Council for Accreditation of Counseling and Related Educational Programs (CACREP)

The Master of Science in Counseling degree program in Clinical Mental Health Counseling and the Master of Science degree programs in Rehabilitation Counseling offered at Augusta, Dothan, Ft. Walton Beach, Montgomery, Panama City, Pensacola, Phenix City, Tampa, and ÎÞÂë¾ÞÈé are accredited by CACREP. The Master of Science in Education degree program in School Counseling offered at Dothan, Montgomery, Phenix City, and ÎÞÂë¾ÞÈé are accredited by CACREP.

Counseling Mission Statement

The mission of the Division of Counseling, Rehabilitation, and Interpreter Training is to educate, develop and train counseling and psychology professionals by utilizing the highest external standards set by state and national licensing/certifying boards. Counselor education faculty design and deliver counseling programs through a variety of instructional modalities. The counseling degree programs provide graduate education at regional and state locations. The program seeks students from diverse populations.

Goals and Objectives

Students graduating from ÎÞÂë¾ÞÈé’s counseling programs should:

1. Obtain knowledge and understanding of the identity, roles, history, philosophy, credentials, licensure, legal/ethical, current trends, practices, supervision models, collaboration- crisis-trauma concepts, and self-care strategies related to the counseling profession.
2. Gain knowledge and understanding of program evaluation and research methodology to include application, evaluation and analysis of quality research and effective counseling programs.
3. Develop personal and professional dispositions to effectively analyze and evaluate ethical, legal, diverse, and best practice issues related to the counseling profession.
4. Develop counseling abilities to analyze, evaluate. Apply and create treatment methodologies, therapeutic interventions, assessment techniques, effective cultural strategies, and other abilities that apply to the practice of counseling in school, agency clinical and community settings.
5. Demonstrate analysis, evaluation and application of core counseling concepts as applied to the knowledge of professional identity and practice.

Counseling Programs Admission Policy

Entry-level admission decision recommendations are made by the academic unit’s selection committee and include consideration of each applicant’s relevant career goals, aptitude for graduate-level study, potential success in forming effective counseling relationships, and respect for cultural differences.

In addition to meeting graduate school admissions requirements, the student is required to have the following:

1. Prior to admission to any of the Counselor Education programs (Master’s or Certificates), all academic prerequisites must be met in full, and all application documents must be submitted; or the applicant must have the written approval of the Department Chair to waive entry requirements. CRIT Certificate Admission Policies Certificate programs with specific admission requirements, including academic coursework, must provide a transcript showing completion of those academic requirements prior to admission to the Certificate program. Additional coursework to meet Certificate entry requirements cannot include coursework that is a part of the Certificate that the student is applying. Transfer credit from outside educational institutions may not be applied to Division Certificates program requirements.
2. All applicants must have a minimum cumulative/overall graduating grade point average of 2.5 or a minimum grade point average of 3.0 in the final 30 semester hours of previous degree.
3. Letters of Reference: Three specified reference forms/ letters to include one from the applicant’s undergraduate adviser, department chair or dean, most recent employer, and a person chosen by the applicant. If the applicant is unable to obtain references regarding educational or employment history, selected individuals may be approved by the Graduate Counseling Admissions Committee. These references must attest to the applicant’s potential in forming effective interpersonal relationships, aptitude for graduate study, appropriate vocational goals relevant to the program, and personal and professional self-development as well as other relevant information to be determined by the program faculty.
4. Resume: A resumé that includes personal information and professional portfolio regarding topics such as, but not limited to, educational and work history, personal and professional goals, professional affiliations, awards, articles, and references.
5. Letter of Intent: In addition to the previously listed documentation, each student will submit a 1-2 page Letter of Intent explaining why they wish to be a counselor. This Letter of Intent should include some mention of personal strengths and weaknesses, an overview of short and longterm goals, and assets that they bring to the counseling profession.
6. Program Admission Interview: Individual and/or group interviews conducted by members of the program faculty to assess the following topics: appropriateness of academic history, work history, relationships in individual and group contexts, vocational goals and objectives and their relevance to the program, each applicant’s openness to self-examination, personal and professional self-development, and other factors deemed relevant by the program faculty regarding successful performance as a graduate student and as a counselor.
7. Impromptu Writing Sample: At the time of the interview, the student will complete an impromptu writing sample on a topic selected by the faculty.
8. Essential Academic Skills: Evidence of academic skills deemed essential by the program faculty to include, but not limited to, written and oral communication, comprehension and critical analysis of professional literature, basic use of the library, Internet, and other information systems, and competence in statistics and relevant mathematics.
9. Admissions Index Form: After the interview, the Graduate Counseling Admissions Committee will complete the Index Score – Admission form.
10. Admission Committee Approval: Approval of the Graduate Counseling Admissions Committee for the department within the parameters established by the College of Education and the Graduate Council.
11. Student Notification: The student will be notified of the Admission Committee’s decision in writing.
12. There is no Conditional Admission for School Counseling.

Counseling Program Guidelines

1. Required Hours. Students enrolled in programs in Counseling must complete 60% of their program’s required total courses and the required pre-requisite courses, before they can register for practicum. (Required hours to be completed 60 hour program— 12 courses.) Students should see their academic adviser for specific requirements.
2. Internships/Practicum. Students are required to complete supervised internship and practicum courses according to the requirements outlined in the CRIT CE Programs Practicum and Internship Handbook. Students may take Practicum and Internships at any of the CRIT program campuses with the approval of their CRIT program advisor and the instructor at the campus site of the Practicum/Internship.
3. Comprehensive Examination. Students should consult the comprehensive examination section below for program information and requirements.
4. Student Handbooks. Students enrolled in Counseling programs are required to follow all policies, procedures, guidelines and regulations stated in the Counseling Programs Student Handbook and the Practicum/Internship Handbook. These two handbooks are common for all campuses. A third common handbook, Supervisor’s Manual, is provided to professionals supervising practicum and internships.
5. Research Requirement. Students enrolled in the Counseling programs are required to take CP 6691 Research Methods at ÎÞÂë¾ÞÈé. This course cannot be substituted with another ÎÞÂë¾ÞÈé research course. However, a graduate-level Research Methods course taken at another CACREP-accredited program can be transferred upon approval.

Comprehensive Exam

Clinical Mental Health Counseling, Student Affairs Counseling, and Substance Abuse Counseling Master’s Degree students must take and pass the Comprehensive Preparation Comprehensive Exam (CPCE) as the comprehensive examination to complete the counseling program. The following steps are a guideline to follow in the event the student is unsuccessful at passing the written comprehensive examination:

• Should students fail the first attempt of the comprehensive exam, they must meet with their assigned faculty advisor and create a Comprehensive Exam Remediation Plan. The student will have two additional opportunities to retake the exam within one year of the date originally taken.
• If, after three total attempts, the student has not passed the comprehensive exam, then the student must petition their assigned faculty advisor to have their competency assessed through the Graduation Index.
• If the student does not meet the passing criteria using the Graduation Index, then the student must petition their assigned faculty advisor and the department chair to take the Alternate Essay Exam as an attempt to satisfy the graduation requirement. The student will be given two attempts to pass the Alternate Essay Exam. The Graduation Index and Alternate Essay Exam must be completed within 12 months of the student’s first attempt at the comprehensive exam.
• If the student is unable to demonstrate their competency after the aforementioned six attempts, then the student will be dismissed from the program.

Program-specific information related to the comprehensive exam options for Rehabilitation Counseling and School Counseling are listed below:

School Counseling Students: Students enrolled in the School Counseling Program are required to pass the Praxis II Professional School Counselor Exam prior to program completion. This exam is administered by the Educational Testing Service (ETS), and students are required to adhere to the Alabama State Department of Education and ETS guidelines regarding failed exam attempts.

Rehabilitation Counseling Students: Students enrolled in the Rehabilitation Counseling Program can choose to take either the Certified Rehabilitation Counselor Exam (CRC) or the CPCE. The CRC exam is administered by the Commission on Rehabilitation Counselor Education (CRCC) and students are required to follow the CRCC guidelines regarding failed exam attempts. However, students in this program who choose to take the CPCE will follow the aforementioned guidelines for any failed attempts.

Counseling Programs

CLINICAL MENTAL HEALTH COUNSELING 60 sh

Locations: Augusta, Dothan, Ft. Walton Beach, Montgomery, Panama City, Pensacola, Phenix City,ÎÞÂë¾ÞÈé, and Tampa

Mission Statement:

The Clinical Mental Health Program is designed to train mental health counselors. This 60-semester hour program has been tailored to meet educational standards for state licensure and national counseling credentials.

The program is designed to provide students with knowledge of theory, application of counseling skills to various agency populations, knowledge of both normal and pathological development and behavior, and expertise in treatment planning.

Objectives for Clinical Mental Health Counseling:

The Clinical Mental Health Counseling Program seeks to prepare graduates who have achieved the following:

1. An in-depth knowledge of professional ethics, including an understanding of ethical issues and applications
2. An active professional identity as evidenced by participating in professional associations, such as the American Counseling Association
3. A strong knowledge base regarding counseling facilitation skills, theories, and techniques
4. An understanding of human development, both normal and abnormal
5. Culturally sensitive skills to ensure the ability to work with diverse populations
6. An understanding of career development and related life factors
7. An understanding of theoretical and experiential concepts of group work
8. An understanding of individual and group approaches to assessment and evaluations
9. An understanding of research methods, statistical analysis, needs assessment, and program evaluation 

REHABILITATION COUNSELING 60 sh 

Locations: Augusta, Dothan, Ft. Walton Beach, Montgomery, Panama City, Pensacola, Phenix City,ÎÞÂë¾ÞÈé, and Tampa

Mission Statement:

The mission of the ÎÞÂë¾ÞÈé Rehabilitation Counseling program is to prepare rehabilitation counselors to provide rehabilitation services designed to assist individuals with disabilities to achieve their maximum potential. In addition, services will be provided to rehabilitation agencies and programs, and research related to rehabilitation are pursued. The ÎÞÂë¾ÞÈé program leads to a Master of Science degree with a specialty in Rehabilitation Counseling. Students choose an academic concentration in one of the following areas 1. Clinical Rehabilitation; 2, Public and Community Rehabilitation; 3. Rehabilitation and Deaf and Hard of Hearing Services; 4. Counseling Military Populations; and 5. Addictions Counseling. Upon graduation, graduates will have the foundational knowledge, skill and experiences necessary to enter the profession of rehabilitation counseling and practice as rehabilitation counselors.

Objectives for Rehabilitation Counseling:

To prepare master’s-level rehabilitation counselors who

1. understand and follow the Code of Professional Ethics for Rehabilitation Counselors;
2. know the laws that affect individuals with disabilities and are able to advocate for the rights of those individuals;
3. understand the concept of choice, self-advocacy and self-determination, and promote these concepts throughout the rehabilitation process;
4. value the worth and dignity of all individuals and view individuals with disabilities as equal partners in the rehabilitation process;
5. demonstrate the ability to practice counseling techniques, job placement skills, and career strategies that will assist individuals with disabilities to develop the skills and competencies they need to function effectively in society; and
6. know the technology and accommodations that are available to provide individuals with disabilities access to work, leisure, and school activities.

To continuously update the Rehabilitation Counseling Specialty by

1. encouraging communication, feedback, and evaluation between faculty, students, and community resources to promote quality programmatic improvement;
2. providing a balanced curriculum of knowledge and skill development that is consistent with the requirements of the Council for Accreditation of Counseling and Related Educational Programs (CACREP).
3. promoting research by students and faculty in the area of rehabilitation counseling; and
4. promoting participation in local, state and national professional rehabilitation and counseling associations.

SCHOOL COUNSELING 60 sh

Locations: Dothan, Montgomery, Phenix City, ÎÞÂë¾ÞÈé

Mission Statement:

The School Counseling Program is designed to train graduate level students as school counselors. The program meets Alabama State Department of Education guidelines for school counselor certification and follows guidelines of Council for Accreditation of Counseling and Related Programs. The curriculum is designed to train school counselors in the knowledge of theory, application of counseling skills in working with K-12 grade level students, knowledge of program development, foundations, and implementation of comprehensive guidance programs, development of professional and personal dispositions, advocacy of children and adolescents, and development of graduate students to become professional school counselors.

Objectives for School Counseling:

1. To develop knowledge of the foundations of school counseling to include history, philosophy, current trends/issues, models, role, functions, professional identity, leadership/advocacy strategies and legal and ethical issues.
2. To develop skills in technology as applied to school counseling.
3. To develop sensitivity to provide counseling to diverse school populations and skills to identify barriers that may impede academic, career, and personal/social development of students.
4. To develop skills in comprehensive guidance program development (e.g. ASCA National Model) to include needs assessments, program development and program evaluation.
5. To develop skills related to academic and behavioral assessment of students and interpretation of assessment results to administrators, parents and students.
6. To develop knowledge of understanding the influence of multiple factors (family dynamics, violence, abuse, disorders, substance abuse, anxiety, depression) that impact school age students.
7. To develop knowledge and skills in counseling to include individual, group, crisis management and classroom guidance
8. To develop knowledge and skills in collaboration and consultation to effectively work with community agencies, parents, teachers and other school personnel.
9. To develop knowledge and skills in conducting programs designed to enhance students’ academic, personal/social, career and other developmental needs of students.
10. To understand the effects of health/wellness, atypical growth and development and resiliency on school age children.
11. To develop school emergency management plans and understand the role of the school counselor during crises, disaster and other trauma-causing events.
12. To develop knowledge in counseling, prevention and intervention including theories of effective counseling, techniques of counseling, treatment planning, and strategies for identifying student strengths and weaknesses to deal with problems.
13. To develop an understanding of research and evaluation including research relevant to the practice of school counseling, program evaluation, accountability, outcome data and best practices.
14. To develop knowledge of the relationship of the school counseling program to the academic mission of the school and skills for teaching counseling and guidance-related curricula.
15. To develop knowledge of the qualities, principles and skills of effective leadership in schools and to understand the role of the school counselor as system change agent.
16. To understand and have knowledge of student services such as the Individual Education Plans (IEP), the 504, and the Student Support Team (SST).

Additional School Counseling Requirements:

1. Hold a valid Teaching Certificate in any field. Temporary, provisional, and other nonrenewable certifications are not acceptable. (See below for admission option for students without a current Teaching Certificate).
2. To complete certification requirements, students also must have two years of professional experience. Traditional School Counseling- Effective July 1, 2017, and thereafter, two full years of full-time, acceptable professional educational work experience for admission to the program.
3. A minimum cumulative/overall graduating grade point average of 2.5 (Effective July 1, 2017, a GPA of 2.75 is required) on the baccalaureate transcript.
4. Successful completion of a criminal background check/fingerprinting

Admission to CACREP Accredited School Counseling Program without Teaching Certificate

(Option offered by Alabama State Department of Education):

1. Students who have an earned bachelor’s degree from a regionally accredited college or university but who did not complete a bachelor’s or master’s degree from a professional educator preparation program may apply for admission to a ÎÞÂë¾ÞÈé CACREP accredited school counseling program.
2. Students applying to the program must meet all University and Counseling program admission requirements as outlined in this catalog.
3. Successful completion of a criminal background check/ fingerprinting.

There is no Conditional Admission for the School Counseling program.

Note: Candidates are restricted to six hours of graduate coursework prior to admission to the Graduate Teacher Education Program (GTEP) School Counseling.

*Students who have not taken the survey of special education course are required to take that course. After July 1, 2017, a special education course must be at the graduate level

STUDENT AFFAIRS COUNSELING 48 sh

Location: ÎÞÂë¾ÞÈé

Mission Statement:

The mission of the ÎÞÂë¾ÞÈé Student Affairs Counseling program is to prepare student affairs counselors to provide competent professional service in all areas of student services counseling at the post-secondary level. Upon graduation, students will have foundational knowledge of the theories of student development and of the characteristics, needs, and programs required to assist students in higher education. Students will also have the basic skills and experience in assessment, services, and administration of student affairs departments to enter the profession of Student Affairs Counseling.

Objectives for Student Affairs Counseling:

1. Develop knowledge of the foundations of the student affairs profession to include history, philosophy, current trends/issues, functions, and legal and ethical considerations.
2. Develop knowledge and sensitivity to provide counseling services to students from diverse populations.
3. Develop knowledge and skills in conducting student affairs programs to provide the academic, social and career environments that promote student success.
4. Develop skills related to assessment of students and the college environment and interpretation of assessment results to administrators, students and faculty.
5. Develop skills in consultation to include working with faculty, professional staff, and student families in areas related to student development and welfare.
6. Develop skills in technology as applied to student affairs services.
7. Develop knowledge and skills of theories, models, and practices of leadership, organizational management, and program development.

SUBSTANCE ABUSE COUNSELING 48 sh

Location: Montgomery

Mission Statement:

The Substance Abuse Counseling Program is designed to train substance abuse counselors. This 48-semester-hour program has been tailored to meet educational standards for state licensure and national counseling credentials.

The program is designed to provide students with adequate knowledge of theory, application of counseling skills particularly as it relates to substance abuse counseling, knowledge of both normal and pathological development and behavior, and expertise in treatment planning.

Objectives for Substance Abuse Counseling:

1. To develop knowledge of the foundations of the counseling profession to include history, current trends/issues, roles, functions, and professional identity. The program is designed to provide students with adequate knowledge of theory, application of counseling skills particularly as it relates to substance abuse, knowledge of both normal and pathological development and behavior, and expertise in treatment planning.
2. To develop knowledge of commonly abused drugs, the physiological and psychological implications related to substance abuse, drug abuse prevention and intervention.
3. To develop knowledge and skills in technology as it is applied to psycho- educational presentations and general counseling, as well as understanding the limitation of technology as it applies to counseling.
4. To develop sensitivity and skill in providing counseling services to diverse cultural populations.
5. To develop knowledge and skill in research to include the capacity for being a consumer of research data, and the ability to contribute to program evaluation.
6. To develop sound clinical and ethical judgment and skills.
7. To develop knowledge and skill in consultation and cooperation with other counseling agencies and professionals.
8. To promote counselor accountability and professional credibility.
9. To demonstrate psychological health and the ability to use high levels of self awareness.

Master of Science in Applied Behavior Analysis 

Students should consult the General Regulations section of the Graduate Catalog for additional information regarding Graduate School admission requirements, transfer credit, and other critical policies and procedures.

The Master of Science in Applied Behavior Analysis follows a scientist-practitioner model. The program provides students with a complete educational and clinical experience grounded in the philosophy, science, and application of behavior analysis. Our curriculum includes coursework in basic and applied research and considers learning principles that influence the behavior of organisms (humans and non-humans) in laboratory and applied settings. In addition to coursework, students complete a minimum of 1500 concentrated supervised fieldwork hours in which their research and clinical technique are regularly supervised by faculty and community Board Certified Behavior Analysts (BCBAs) through one-on-one and small group supervision.

Graduates will meet all requirements to sit for the BCBA examination, and once credentialed as BCBAs, they will meet the requirements for behavior analysis licensure in Alabama and many other states. Typical graduates of the program may be employed as BCBAs at agencies, hospitals, clinics, and classrooms that serve people diagnosed with autism spectrum disorder, other developmental disabilities, and problem behavior (e.g., oppositional-defiant disorder and conduct disorder). Graduates who complete the thesis track will also be well prepared to pursue doctoral education in behavior analysis and related disciplines if they choose to do so.

Location

Montgomery Campus

Program Objectives

1. Graduates will understand the concepts and principles of behavior analysis.
2. Graduates will understand clinical service delivery as it applies to applied behavior analysis.
3. Graduates will understand the philosophy of behaviorism.
4. Graduates will understand how diversity (e.g., differences in age, gender, race, culture, ethnicity, national origin, religion, sexual orientation, disability, language, or socioeconomic status) may impact behavior analysts’ work.
5. Graduates will understand professionalism as it applies to applied behavior analysis.

Program Prerequisites

1. Applicants must have at least 15 credits of psychology courses including courses in Research Methods (or Experimental Psychology) and Statistics or their equivalents to be considered for acceptance into the program.
2. Applicants must have at least one undergraduate course broadly related to behavior analysis (e.g., Learning, Behavior Analysis, Applied Behavior Analysis, or Behavior Modification) to be considered for acceptance into the program. Professional or research experience in behavior analysis may be used as a substitute for this coursework requirement.

Admission Requirements

Application Deadline: January 15th. Students are only admitted in the fall.

Admission to the program is determined on a competitive basis by a committee comprised of program faculty and is based on the applicant’s materials. In addition to judging aptitude for graduate work, the committee is looking for coursework and experiences that suggest (a) the student will be successful in the program and (b) the program will prepare the applicant for a career in his or her area of interest. The number of students admitted in each cohort will be determined by the committee.

In addition to meeting ÎÞÂë¾ÞÈé’s graduate school admissions requirements, applicants must also submit the following:

1. Personal statement: In two pages (maximum), please discuss your past education and experience, academic and professional plans, and reasons for wishing to undertake graduate work in behavior analysis in ÎÞÂë¾ÞÈé’s Master of Science in Applied Behavior Analysis program.
2. Three recommendation letters (minimum): These letters must attest to the candidate’s aptitude for graduate study. Recommendations from professors are best and preferred. One of the letters may be from an employer or other workplace supervisor (e.g., a BCBA) if the work was behavior analytic in nature. The others must be from professors.
3. Diversity Statement (Optional): ÎÞÂë¾ÞÈé’s Master of Science in Applied Behavior Analysis program seeks a cohort of students that embodies diversity in its many forms. To this end, please consider submitting a brief statement (maximum of 250 words) describing how your personal and/or professional characteristics, experiences, and interests will advance our program’s deep commitment to diversity, social justice, and serving underserved populations. You are invited to address whichever aspect of diversity is most meaningful to you.

Interview

A select group of applicants will be invited to the annual interview day in Montgomery, AL, by March. Decisions (acceptance, waitlist, or denied) will be made by April. Participation in interview day is strongly encouraged, but not required for admittance to the program.

Temporary Admission

Temporary admission may be granted to undergraduate students who are projected to graduate before the upcoming fall semester. These applicants (who have not yet earned a baccalaureate degree) must submit all other admission materials (e.g., all college transcripts, personal statement, and three recommendation letters) to be considered for Temporary Admission.

Conditional Admission

Conditional admission may be granted to applicants who do not satisfy all unconditional admission requirements. See the Graduate Program Admission Classifications subsection under the General Regulations section of the Graduate Course Catalog for more information.

Degree Requirements

Degree requirements include the successful completion of 48 semester hours with an overall grade point average of 3.0. If the student earns a “D� or “F� in a course, the course must be retaken. The one exception to this is that Non-Thesis Track courses may be taken to replace a Thesis-Track course in which an “F� was earned.

Master of Science in Psychology

Students should consult the General Regulations section of the Graduate Catalog for additional information regarding Graduate School admission requirements, transfer credit, and other critical policies and procedures.

Psychology is a scientific discipline that interfaces biological and social sciences to prepare students for working with people in a vast array of settings and fields. The Master of Science in Psychology will prepare graduate students with a comprehensive psychological foundation in research and theory. Therefore, students will be uniquely equipped to gain employment opportunities not just within the field of psychology, but also other fields of study to include social sciences and human services.

Students will gain advanced skills in critical thinking, interpersonal communication, research design and reporting, ethics, cultural diversity, APA writing skills and advanced knowledge in psychological theories. Thesis track graduates will also be well-equipped to pursue doctoral studies in psychology and related fields.

*This is a non-licensure/non-certification degree. This degree is intended for students who want to pursue a doctoral degree or postsecondary teaching opportunities, as well as those who may benefit from a general master’s degree in psychology.

Location

ÎÞÂë¾ÞÈé Online

Program Objectives

Upon completion of this degree students will be able to:

1. Identify, describe, and apply the concepts and principles of psychology.
2. Describe psychological research including experimental design, measurement, analysis, and application.
3. Demonstrate cultural competence in a global environment.
4. Use the American Psychological Association’s (APA) Ethical Principles of Psychologists and Code of Conduct as guides for making ethical decisions.
5. Apply psychological theory and research skills to professional work and/or more advanced study in the area of psychology.

Admission Requirements

Program admission is determined by a committee of psychology faculty and is based on the Graduate School application materials. After all application materials are received from the Graduate School, the committee will review all the eligible applicants for acceptance into the program twice a year. Following the committee’s review, applicants will be notified of their admission status.

Unconditional Admission

1. Hold a master’s or higher degree from a regionally accredited or equivalent foreign university. No test score or letter of recommendation is required for those who hold a master’s or higher degree from an accredited university for any master’s level program. All official transcripts must be provided.
   
   OR
   
   
2. Hold a baccalaureate degree from a regionally accredited or equivalent foreign university with a minimum overall undergraduate grade point average of 2.5 (4.0 scale) or a 3.0 grade point average on the last 30 semester hours. All hours attempted in the term in which the 30 semester hours were reached will be used to calculate the grade point average.
   
   OR
   
   
3. Students may also be accepted conditionally if they are still in progress of completing their Bachelor’s or Master’s program when applying.
   
   AND
   
   
4. Provide an official ÎÞÂë¾ÞÈé Letters of Recommendation that addresses the individual’s potential for success in the selected graduate program as well as individual written and oral communication skills. See Admission for details regarding submission of letter.

Conditional Admission

Conditional admission may be granted to applicants who do not satisfy all unconditional admission requirements. See the Graduate Program Admission Classifications subsection under the General Regulations section of the Graduate Course Catalog for more information.

Degree Requirements

The successful completion of 36 semester hours, including 6 hours of thesis research for the thesis option and 33 semester hours, including 3 hours of a capstone course and successful completion of a written comprehensive exam for the non-thesis option, with an overall grade point average of 3.0.

Doctor of Philosophy (Ph.D.) In Global Leadership 

Students should consult the General Regulations section of the Graduate Catalog for additional information regarding Graduate School admission requirements, transfer credit, and other critical policies and procedures.

Purpose

The purpose of this program is to provide opportunities for working professionals to acquire a doctoral degree in Global Leadership and Innovation. As an internationally positioned institution, ÎÞÂë¾ÞÈé’s (TROY) mission and goals are focused on promoting the economic and social growth of Alabama, the southeastern United States and world-wide. ÎÞÂë¾ÞÈé identified a need to develop and deliver an applied doctoral program for a new generation of global leaders in an ever-changing environment driven by technology and innovation. ÎÞÂë¾ÞÈé proposes to establish a Ph.D. in Global Leadership and Innovation program for professionals in leadership positions in today’s complex work environments: private and public, domestic and international.

The program aims to develop leadership skills and competencies: students will acquire a mastery of theory and practice as well as a background of knowledge in research, policy analysis, human capital development, and their application including developing systems to create and effectively lead organizational change, facilitation of global teams, effective communication, and improving organizational effectiveness. Students will complete core coursework and choose a specialization in one area: Public Administration, Organizational Leadership, Strategic Communication, Educational Leadership and Administration, or Higher Education. An international internship is a required element of the Global Leadership Ph.D. program, requires travel to a country outside of the United States and must be completed before being eligible for graduation. ** Does not lead to Class A or Class AA Educational Leadership certification in Alabama.

** Does not lead to Class A or Class AA Educational Leadership certification in Alabama.

Expected Program Outcomes

Students completing TROY’s doctoral program in Global Leadership and Innovation will:

1. Examine global leadership from various contexts and settings.
2. Develop a global perspective; understand, respond to, and influence the larger political, social, economic, legal, and cultural context of global leadership.
3. Explore changing environments in complex, global and domestic organizations and how globalization impacts these environments and are impacted by them.
4. Develop critical thinking and analytical skills; acquire knowledge of and skills in the anticipation, analysis, and solving of leadership challenges.
5. Synthesize and apply program knowledge and skills through substantial, sustained, standards-based work in real settings.
6. Advocate, nurture, and sustain a culture and academic programs conducive to learning and professional growth.
7. Defend and publish a dissertation.

Expected Student Outcomes

1. Students will be able to analyze perspectives found in the literature, compare viewpoints, and example case studies.
2. Students will demonstrate knowledge from a global perspective and articulate and respond to the cultural context of global leadership.
3. Students will demonstrate knowledge and understanding of a broad range of texts, concepts, and issues in the field of global leadership.
4. Students will organize, conduct, and present briefing papers related to concepts used in global leadership.
5. Students will acquire leadership experience in a professional setting by participating in an internship and by planning and producing an internship project paper.
6. Students will develop and define their own disciplinary field of inquiry within the field of global leadership.
7. Students will demonstrate the ability to conduct research, defend, and publish a dissertation.
8. Students will demonstrate expertise in interdisciplinary practices by integrating knowledge and theories in research projects.
9. Students will use statistical tools and interpret data from research studies and their own research.

Admissions

The applicant must submit an application to the ÎÞÂë¾ÞÈé Graduate School. To be considered for admission to the Global Leadership Ph.D. Program, the applicant must

1. Have attained a Master’s Degree from a regionally credited institution of higher education.
2. Have earned a minimum cumulative GPA of 3.0 (4.0 scale) on all graduate coursework.
3. Submit official transcripts for all post-secondary academic study, one official transcript per institution.
4. Three (3) Letters of Reference
   The letters of reference must address the applicant’s readiness to enroll in a doctoral program. It is recommended that such individuals be previous undergraduate or graduate professors, advisors or others who can substantiate the applicant’s academic preparation for admittance to a doctoral program.
5. Statement of Intent (Maximum of 1000 words.) The statement of intent should:
   
   1. Include details of your rationale for pursuing a Ph.D. in Global Leadership.
   2. Include details regarding your past career and research interests.
   3. Include details about your projected dissertation focus area (Global Leadership Specializations: Organizational Leadership, Strategic Communication, Public Administration, Instructional Leadership and Administration, Higher Education) and how participation in the Global Leadership Program will align with your projected dissertation focus area and future career interests.
   4. Include details about an area of interest (Global Leadership Specializations: Organizational Leadership, Strategic Communication, Public Administration, Instructional Leadership and Administration, Higher Education) for your international internship.
   5. Include an area of the world where you would like to go in order to conduct your international internship in conjunction with your projected area of research interest. If possible, specify the country where you would like to conduct your international internship as it relates to your area of research interest. Note: An international internship is a required element of the Global Leadership Ph.D. program, requires travel to a country outside of the United States and must be completed before being eligible for graduation. Students are responsible for all travel expenses. Scholarships may be available.
6. Writing Sample maximum of 1000 words)
   The goal of the writing sample is to measure the applicant’s ability to write clearly and succinctly in an academic fashion. The writing sample will assist the Doctoral Admission Committee in evaluating the applicant’s research, writing, analytical and problem-solving skills. The writing sample may include a thesis completed by the student or significant research paper, preferably written at the graduate level, and solely by the applicant
   
   The writing sample topic is Leadership in the 21st Century. The writing sample should be double-spaced, 12 point, Times New Roman font with one (1) inch margins on all sides. The paper must be double-spaced, 12 point, Times New Roman font with I inch margins on all sides. It is recommended that the writing sample follow the American Psychological Association (APA) style. However, other writing styles, including but not limited to Chico, Modern Language Association (MLA), AMA Manual or other accepted research writing styles will be considered. The Doctoral Admissions Committee will evaluate the writing sample based on the following criteria: 1) Writing Development and Critical Thinking – ability to articulate the primary concept and inform the reader of its focus; 2) Organization and Structure – development of the topic to include fluid transitions; 3) Paragraph Development – use of transitions and language within each paragraph; 4) Mechanics – appropriate spelling, grammar, and punctuation; and 5) Use of Writing Style – Although all classes and dissertation will employ the APA format, the Committee will review the sample for appropriate use of other acceptable academic research writing style such as cited in the previous paragraph.
   
   NOTE: A publication authored solely by the applicant published in an academic publication with a digital object identifier or a url (web address) will be accepted as a writing sample The applicant must submit a pdf of the paper or link to URL link as proof of publication.
7. Resume’ or Curriculum Vitae
8. An interview may be requested.

Application Deadlines

Fall Admission (August): February 15th application deadline. Acceptance notification received by April 15th.

Spring Admission (January): September 15th application deadline. Acceptance notification received by November 15th.

Admission Examination Requirements

TOEFL scores are required for all international students; this requirement is waived if the student has earned a bachelor’s or master’s degree from a regionally accredited U. S. institution. Students scoring 70 or higher on the Internet-based TOEFL Test, 193 or higher on the Computer-based Test, and a 523 or higher on the Paper-based TOEFL Test will be given full consideration for admission into the doctoral program.

Doctoral Admission Committee

The Doctoral Admissions Committee will be composed of Global Leadership faculty members with doctoral directive status. Once all of the application information has been received from the Graduate School, the Global Leadership Doctoral Admission Committee will review all the eligible applicants. After the committee considers all aspects of the admission process, it will make a recommendation regarding an applicant’s admission into the Ph.D. in Global Leadership Program. After a decision has been made, applicants will be notified of their status.

Transfer of Credit

The Ph.D. in Global Leadership at ÎÞÂë¾ÞÈé requires 63 credit hours. No more than 18 credits of post-master’s coursework or degrees or educational specialist coursework or degree or juris doctorate (J.D.) degree from a regionally accredited institution of higher education will be eligible for recognition.

Transfer Credit From Regionally Accredited Universities*

No credit may be transferred to a ÎÞÂë¾ÞÈé graduate program until a student is unconditionally admitted and has successfully completed a minimum of nine semester hours with the university. The maximum number of graduate credit hours transferred into a graduate program will not exceed 12 semester hours. Please consult specific degree programs to determine allowable transfer credit hours.

1. A grade of “B’’ or higher must have been earned in each course. Transfer credit will not be used to determine the ÎÞÂë¾ÞÈé grade point average. A copy of the course syllabus may be required.
2. Sixth-year degree program students must refer to the specific discipline section of the Graduate Catalog for further requirements.
3. To be acceptable as transfer credit, all hours must have been earned within eight years of the date of degree completion of the graduate program at ÎÞÂë¾ÞÈé. Credit accepted as transfer credit, which becomes over eight years old (graduate nursing courses may not exceed five years) before the graduate degree requirements are completed, will become invalid and will not be counted toward graduate degree requirements.
4. Where ÎÞÂë¾ÞÈé is replacing another university under Department of Defense contracts, students will be permitted to transfer up to 18 semester hours of ÎÞÂë¾ÞÈé University equivalent coursework. This rule applies for one calendar year from the start of the ÎÞÂë¾ÞÈé program and is only for students who have been in attendance at that site.

Documents Required for Evaluation of Transfer Credit:

1. A completed Petition for Transfer of Graduate Credit form.
2. A copy of the official transcript showing the course(s) taken.
3. A course description taken from the college catalog where the course was taken.
4. Evidence that the course was taken for graduate credit or would have been accepted as graduate credit if not indicated on the transcript.
5. Course substitutions may be considered, as applicable.
6. A copy of the course syllabus may be required. Officially accepted transferred graduate coursework will be posted on the official ÎÞÂë¾ÞÈé transcript.

*See the ÎÞÂë¾ÞÈé Graduate Catalog General Regulations for further information.

Entrance into the Program

All students accepted into the Ph.D. program in Global Leadership are required to participate in the Global Leadership Annual Seminar. The seminar will take place prior to beginning the program and may take the form of visiting the ÎÞÂë¾ÞÈé campus or via virtual orientation. Students will meet with program faculty and advisor(s).

Time to Complete Degree

Consistent with other terminal degree programs at TROY, the Global Leadership doctoral students will have a maximum time for degree completion of eight years, inclusive of completing dissertation requirements. However, it is important to note that a full-time student (i.e., taking 6 credits per term) may be able to complete coursework in two (2) years. Note: An international internship is a required element of the Global Leadership Ph.D. program, requires travel to a country outside of the United States and must be completed before being eligible for graduation. Students are responsible for all travel expenses. Scholarships may be available. Students participating in internship must seek and obtain Institutional Review Board (IRB) approval. IRB approval is required before candidates start dissertation research. The IRB must approve or determine the project to be exempt prior to the start of any research activities. Additionally, dissertation may require 1-2 years to fully complete. As a result, students can finish the program in as little as three (3) years.

Internship

An international internship is a requirement of the Global Leadership Ph.D. program, requires travel to a country outside the United States, and must be completed before being eligible for graduation. Travel must be outside the country where you currently reside and outside of your nation of origin or where you hold citizenship. Students are responsible for all travel expenses. Scholarships may be available. Students participating in internship must seek and obtain Institutional Review Board (IRB) approval. IRB approval is required before candidates start dissertation research. The IRB must approve or determine the project to be exempt prior to start of any research activities.

Doctoral Student Evaluation

At least once per academic year all faculty with doctoral directive status and graduate faculty teaching in the doctoral program will meet to discuss and evaluation the progress of all doctoral students in the program. This evaluation is designed to assist the doctoral student in successfully completing the program on a timely basis. The results of the evaluations will be distributed to the students by the coordinator of the doctoral program in a timely manner.

Doctoral Dissertation Committee

The members of the Dissertation Committee should be appointed no later than the end of 5 terms or 18 credit hours into the program. The Dissertation Committee shall consist of no fewer than three members selected from individuals with full-time Graduate Faculty status at ÎÞÂë¾ÞÈé. At least two persons (including the chairperson) should be from the College of Arts and Sciences and/ or the College of Communication and Fine Arts and/or the College of Education. If a student requests a faculty member from another institution, the faculty member must hold full-time Graduate Faculty status at the home institution, must be approved by the other members of the Dissertation Committee and be acknowledged by the Dean of the Graduate School at ÎÞÂë¾ÞÈé.

Admission to Doctoral Candidacy

A doctoral candidate is someone who has fulfilled all the requirements for the degree except the dissertation. Students seeking to enter Doctoral Candidacy must have:

• Completed all coursework with a GPA of 3.0 or higher.

Dissertation Defenses

There are three defenses: Dissertation Prospectus (Chapters 1: The Introduction and Chapter 2: The Literature Review); Dissertation Proposal (Chapter 3: Methodology); and Final Defense (all components of the dissertation must be complete and accepted by the dissertation committee for final defense).

Dissertation Prospectus

The dissertation prospectus (Chapters 1: The Introduction and Chapter 2: The Literature Review) indicates the student’s commitment to the dissertation committee to complete the proposed dissertation in a reasonable time frame, generally a year or more. The most recent edition of the American Psychological Association (APA) will be the only writing style accepted in writing the dissertation. Additionally, a 12 point front Times New Roman font should be used consistently throughout the document. The student is encouraged to review the ÎÞÂë¾ÞÈé Dissertation Guidelines on the ÎÞÂë¾ÞÈé Graduate school website for further information.

Drafts of the prospectus will only be reviewed by members of the dissertation committee. Feedback and suggestions from dissertation committee members will incorporated until the draft is considered acceptable by all members of the dissertation committee. The students should anticipate review by the dissertation committee and the incorporation of feedback to consume approximately two to three weeks.

Continuous Enrollment

Students must be continuously enrolled for a minimum of one credit hour in Dissertation (GLOL 8899) per term during and including the term in which they successfully defend their dissertation. Dissertation credit hours may exceed but may not be less than the minimum of 12 semester hours. For example, if students have 12 dissertation credit hours but do not successfully defend their dissertation, they will be required to enroll in at least one credit hour of Dissertation (GLOL 8899) until they successfully defend their dissertation.

Dissertation Proposal

The dissertation proposal (Chapters 1, 2, and 3 – Methodology) indicates the student’s commitment to the dissertation committee to complete the proposed dissertation in a reasonable time frame, generally a year or more. The proposal is a document that formally presents the student’s written description of the formal doctoral dissertation; the dissertation committee is responsible for reviewing the proposal to determine the feasibility of the proposal methodology.

The committee’s approval endorses the research plan and indicates the committee supports initiating or continuing the dissertation process. The most recent edition of the American Psychological Association (APA) will be the only writing style accepted in writing the dissertation. Additionally, a 12 point front Times New Roman font should be used consistently throughout the document. The student is encouraged to review the ÎÞÂë¾ÞÈé Dissertation Guidelines on the ÎÞÂë¾ÞÈé Graduate school website for further information.

Drafts of the proposal will only be reviewed by members of the dissertation committee. Feedback and suggestions from dissertation committee members will incorporated until the draft is considered acceptable by all members of the dissertation committee. The students should anticipate review by the dissertation committee and the incorporation of feedback to consume approximately two to three weeks.

Final Defense

Upon completion of the dissertation, the student must successfully complete an oral defense pertaining to the dissertation research. The final defense provides the candidate with an opportunity to address all components of the dissertation such as the introduction, importance of the study, methodology, results, discussion/ conclusion and references. The work must be of publishable quality using the Graduate School’s Dissertation Guidelines format requirement. To complete their degree, each doctoral candidate is required to prepare, present, and orally defend a dissertation that shows independent investigation. Upon completion of the dissertation, the student must successfully complete an oral defense pertaining to the dissertation research.

When the dissertation has been approved by all members of the Dissertation committee, the student with the approval of the Dissertation chair will determine the date, time, and site of the oral Dissertation defense. All members of the Dissertation committee must receive a copy of the candidate’s dissertation at least two weeks prior to the scheduled defense. If the student does not pass the oral dissertation defense, a subsequent oral defense may be scheduled at the discretion of the Dissertation chair. Only after the students has successfully defended the dissertation will the members of the dissertation committee sign the Dissertation Acceptance Page(s). The dissertation chair will notify the Dean of the Graduate School at least one week in advance of the scheduled oral Dissertation defense. The oral Dissertation defense must occur at least four weeks before the intended date of graduation/commencement. Due to distance constraints, if the student cannot physically be on the ÎÞÂë¾ÞÈé campus for the dissertation defense, the student is responsible to arrange technology for a virtual defense such as Skype, WebEx, Zoom or Jigsaw, per the dissertation committee approval, for the dissertation defense.

After the Dissertation Defense

Dissertations must be written in English and must be acceptable in form a content to present to the Dissertation Committee and to the Graduate School.

The work must be of publishable quality using the Graduate School’s Dissertation Guidelines format requirement. The Dissertation must be reviewed by the Graduate School for adherence to the Dissertation formatting requirements (Appendix C in the Dissertation Guidelines). The student must submit a flawless copy printed on regular paper to the Graduate School (Adams Administration Building, Room 011, ÎÞÂë¾ÞÈé Campus) for format review. The appropriate number of “Dissertation Acceptance Pagesâ€� and “ Human and Animal Review Formsâ€� printed on bonded paper with appropriate original signatures should be submitted along with Dissertation. The Dissertation and other required pages are to be submitted in a “10 X 13â€� heavy manila envelope with a copy of the title page adhered to the front of the manila envelope. The last date a fully approved Dissertation may be submitted to the Dean of the Graduate School is three (3) full weeks prior to the date of graduation. THIS DEADLINE IS NOT NEGOTIABLE.

The student is responsible for check the University academic calendar for relevant deadlines for commencement for the semester in which he or she plans to graduate (/academics/academic-resources/records-office/graduation-center/index.html

Plagiarism

The awarding of a university degree attests that an individual has demonstrated mastery of a significant body of knowledge and skills of a substantive value to society. Any type of dishonesty in securing those credentials therefore invites serious sanctions, up to and including suspension and expulsion (See Standard of Conduct in each TROY Catalog). Examples of dishonesty include actual or attempted cheating, plagiarism***, or knowingly furnishing false information to any university employee.

***Plagiarism is defined as submitting anything for credit in one course that has already been submitted for credit in another course, copying any part of someone else’s intellectual work – their ideas and/or words – published or unpublished, including that of other students, and portraying it as one’s own. Proper quoting, using strict APA formatting, is required.

Plagiarism is a very serious offense that ÎÞÂë¾ÞÈé does not tolerate. Evidence of plagiarism may prevent granting of degree.

Academic Suspension

Graduate students may earn no more than six credit hours of grades below “B�. Graduate students may earn no more than six term hours of grades below “B�. Students who earn more than six hours of “C� grades or below are automatically academically suspended from the University for a period of one calendar year at which time the student may petition the Dean of the Graduate School for readmission. There are no conditional admissions.

Further information may be found in the General Regulations section of the catalog of the ÎÞÂë¾ÞÈé catalog.

Readmission

For any student seeking readmission into the program, he or she must meet all degree requirements current at the time of readmission. Further information regarding admission procedures may be found in the ÎÞÂë¾ÞÈé catalog.

Doctoral Program Completion Requirements

All students will be required to take and achieve a minimum grade of “B� in each of the following doctoral core classes.

 
Total Hours: 63 Semester Hours

Graduate Certificate in Addictions Counseling

Students should consult the General Regulations section of the Graduate Catalog for additional information regarding Graduate School admission requirements, transfer credit, and other critical policies and procedures.

Locations: Augusta, Dothan Campus, ÎÞÂë¾ÞÈé Online, Ft. Walton Beach, Tampa, Pensacola, Panama City, Montgomery Campus, and Phenix City Campus

Mission Statement:

The graduate certificate program is designed to provide Counseling and Psychology students with adequate knowledge of theory, application of counseling skills particularly as it relates to addictions counseling, knowledge of both normal and pathological development and behavior, and expertise in diagnosis and treatment planning.

Admission Requirements

Option 1: Admission for Current Students

Students must be admitted to the Graduate School and the Master of Science in Counseling and Psychology program at ÎÞÂë¾ÞÈé. See Graduate Admissions and the Master of Science in Counseling and Psychology program requirements.

Option 2: Admission for Post-Master’s Students — Completed Master’s in Counseling (48 sh minimum)

Students who have graduated from a master’s degree counseling program (minimum 48 semester hours) at ÎÞÂë¾ÞÈé or another university may be admitted to the certificate program. See Post Master’s Admission and Certificate Program Admission Requirements in the graduate catalog. Admission is unconditional.

Additional requirements for Option 2:

• completion of a master’s in counseling degree program that required 48 semester hours or equivalent.
• degree is from a regionally accredited university
• degree in counseling must have included a counseling clinical practicum and internship
• two letters of professional reference

Course Requirements

Students admitted to the Addictions Counseling Certificate Program may qualify for the Certificate by completing five (5) specified courses or 15 semester hours with an overall 3.0 grade point average or better.

Other Requirements

Students who wish to be issued a certificate must submit the following to their home campuses:

1. Certification Intent
2. Copy of student transcript

Post-Master's Certificate in Clinical Mental Health Counseling

Students should consult the General Regulations section of the Graduate Catalog for additional information regarding Graduate School admission requirements, transfer credit, and other critical policies and procedures.

Locations: Augusta, Dothan, Ft. Walton Beach, Montgomery, Panama City, Pensacola, Phenix City, Tampa, and ÎÞÂë¾ÞÈé Campuses

Mission Statement

The Post-Master’s Certificate in Clinical Mental Health Counseling is designed to provide post-master’s counseling students with advanced concentration of theory and application skills specifically related to clinical mental health counseling with a conceptual framework of both normal and pathological development and behavior, as well as, expertise in diagnosis and treatment planning for mental health disorders.

Rationale

The Post-Masters Certificate in Clinical Mental Health Counseling provides an opportunity for current Masters level counselor to enhance their clinical skill set and expand their professional expertise. 

NOTE: This is not a CACREP accredited certificate program.

Admission Requirements

Option 1: Admission for Post-Masters Students with a Master’s Degree in Counseling (minimum of 48 sh) from ÎÞÂë¾ÞÈé.

Students who have graduated with a 48 semester hours Masters Degree in Counseling and Psychology from ÎÞÂë¾ÞÈé may be admitted for the Post-Masters certificate. The 48 hours Masters Degree in Counseling must have included a minimum of at least one Clinical Practicum or Internship. Admission is unconditional. Additional requirements for Option I:

• Two letters of professional reference
• Letter of intent
• Resume
• Admission Interview

Option 2: Admission for Current Students

Students must be admitted to the Graduate School and a counseling program in the Division of Counseling, Rehabilitation, and Interpreter Training. See Graduate Admission and the program requirements.

Coursework

Other Requirements

Students who wish to be issued a certificate must submit the following to their home campus:

1. Certification Intent
2. Certificate Plan and Progress Report
3. Copy of transcript
4. Recent passing score on the CPCE or NCE

Post-Master's Certificate in Counseling Military Populations

Students should consult the General Regulations section of the Graduate Catalog for additional information regarding Graduate School admission requirements, transfer credit, and other critical policies and procedures.

Locations: Augusta, Dothan, Ft. Walton Beach, Montgomery, Panama City, Pensacola, Phenix City, Tampa, and ÎÞÂë¾ÞÈé Campuses

Mission Statement

The Post-Masters Certificate in Counseling Military Populations is designed to provide post-masters counseling professionals with advanced concentration of theory and application skills specifically related to working with military members and their respective families with a conceptual framework of both normal and pathological development and behavior as well as expertise in diagnosis and treatment planning for mental health disorders.

Rationale

The Post-Masters Counseling the Military Certificate provides an opportunity for current Masters level counselors to enhance their clinical skill set and expand their professional expertise in working with military personnel and their families.

NOTE: This is not a CACREP accredited certificate program.

This certificate program may not qualify for financial aid. Check with your financial aid provider to determine eligibility.

Objectives for Post-Master’s Certificate in Counseling Military Populations

1. An in-depth knowledge of professional ethics, including an understanding of ethical issues and applications with a focus on military populations and their families.
2. Culturally sensitive skills to ensure the ability to work with diverse military populations and their families.
3. An understanding of human development including bio-psychological, normal and pathological development and behavior in specialized cultural and environmental perspectives.
4. Expertise in mental health assessment, evaluation and diagnosis of issues that are significant to military personnel and their families.
5. Expertise in comprehensive treatment planning and implementation that encompasses the military personnel, their family and community.

Admission Requirements

All certificate students must be admitted to the Graduate School and to the Division of Counseling, Rehabilitation and Interpreter Training (CRIT) in order to qualify for the certificate. See Graduate Admissions and the Division of CRIT admission requirements for further information.

Option 1 – Admission for Current Students:
Students must be admitted to the Graduate School and the MS in Counseling program at ÎÞÂë¾ÞÈé. See Graduate Admissions and the MS in Counseling program requirements.

Option 2 – Admission for Post-Masters Students with a Master’s Degree in Counseling (minimum 48 sh) from ÎÞÂë¾ÞÈé
Students who have graduated with a Master’s Degree in Counseling (minimum 48 semester hours) from another regionally accredited university may be admitted to the Post-Masters Certificate in Counseling Military Populations. Their Master’s Degree in Counseling must have included at least one Clinical-level Practicum and/or Internship (consisting of at least 300 on-site hours with supervision) and a Graduate level Counseling or Psychology Course in Behavior Pathology or Psychopathology. Additional requirements for Option 2:

• Two letters of professional reference
• Letter of intent
• Resume/CV
• Admission interview

Option 3 – Admissions for Post-Masters Students with a Master’s Degree in Counseling (minimum 48 sh) from another regionally accredited university
Students who have graduated with less than a 48 semester-hour Master’s Degree in Counseling from ÎÞÂë¾ÞÈé or another regionally accredited university may be admitted to the Post-Masters Certificate in Counseling Military Populations upon the completion of prerequisites that result in the equivalent of a 48 hour program. This may also require that the student complete a Clinical-level Internship (consisting of at least 300 on-site hours with supervision) and a Graduate level Counseling or Psychology Course in Behavior Pathology or Psychopathology. Additional requirements for Option 3:

• Two letters of professional reference
• Letter of intent
• Resume/CV
• Admission interview

Option 4: Admission for Post-Masters Students with less than a 48 sh Master’s Degree in Counseling from ÎÞÂë¾ÞÈé or another regionally accredited university
Students who have graduated with less than a 48 hours Master’s Degree in Counseling and Psychology from ÎÞÂë¾ÞÈé or another regionally accredited university may be admitted to the Post-Masters certificate. Their master’s degree in Counseling must have included at least one clinical-level Practicum and/or Internship (consisting of at least 300 on-site hours with supervision) and a graduate-level Counseling or Psychology course in Behavior Pathology of Psychopathology. Students may be admitted to the Certificate Program upon completion of prerequisites that are equivalent to a 48 hour program. Admission is unconditional. Additional requirements for Option 4:

1. Students MUST meet with a faculty advisor prior to pursuing this certificate program.
2. Prerequisite courses, as approved by faculty advisor, MUST be completed as a Post Master’s student prior to being admitted to the Certificate Program and must be documented on a transcript showing completion of those academic courses.
3. Additional coursework to meet Certificate entry requirements (the equivalent of a 48 sh program) cannot include coursework that is part of the Certificate that the student is applying for.
4. Transfer credit outside educational institutions may not be applied to Division Certificates program requirements.
5. The following are required for admissions into the certificate program:
   • Two letters of professional reference
   • Letter of intent
   • Resume
   • Admission Interview

Coursework

Candidates admitted to the Post-Masters Counseling the Military Certificate may qualify for the Certificate by completing five (5) specified courses or 15 semester hours with a minimum grade point average (GPA) of 3.0.

**Must complete 60 percent of certificate academic courses prior to enrolling in CP 6661

* Must have successfully completed a Graduate-level Counseling or Psychology Course in Behavior Pathology or Psychopathology or it must be taken in the Certificate

Other Requirements

Students who wish to be issued a certificate must submit the following to their home campus:

1. Certification Intent
2. Certificate Plan and Progress Report
3. Copy of student transcript

Certificate in Rehabilitation and Deaf/Hard-of-Hearing Studies

Mission Statement

The Certificate in Rehabilitation and Deaf/Hard-of-Hearing Studies is designed to provide rehabilitation counseling students with knowledge about the principles of deaf culture and the skills needed to apply medical and psychosocial techniques to counseling with individuals who are deaf or hard-of-hearing

Admission Requirements

Option 1: Admission for Current Students
Students must be admitted to the Graduate School and the Master of Science in Counseling Program (Division of Counseling, Rehabilitation, and Interpreter Training) at ÎÞÂë¾ÞÈé University. (See Graduate Admissions and program requirements.)

• Option 1 (a): Rehabilitation counseling students in good standing who have successfully completed CP 6652 and have a Sign Language Proficiency Index (SLPI) of Intermediate or a reasoned plan to achieve that level prior to completion of coursework
• Option 1 (b): Clinical mental health or school counseling students in good standing with a recommendation from their current program advisor and successful completion of CP 6652, and who have a Sign Language Proficiency Index (SLPI) of Intermediate or a reasoned plan to achieve that level prior to completion of coursework
• Option 1 (c): Rehabilitation counseling students in good standing at other CORE//CACREP accredited universities with permission from their university and the successful completion of CP 6652 or an approved comparable course, and who have a Sign Language Proficiency Index (SLPI) of Intermediate or a reasoned plan to achieve that level prior to completion of coursework

Option 2: Admission for Post-Master’s Students — Completed Master’s in Counseling (48 sh minimum)
Students who have graduated from a master’s degree counseling program (minimum 48 semester hours) at ÎÞÂë¾ÞÈé or another university may be admitted to the certificate program. (See Post Master’s Admission and Certificate Program Admission Requirements in the graduate catalog. Admission is unconditional.)

• Option 2 (a): Rehabilitation counseling graduates of a CORE/ CACREP program with a Sign Language Proficiency Index (SLPI) of Intermediate or a reasoned plan to achieve that level prior to completion of coursework
• Option 2 (b): Rehabilitation counseling graduates of non-accredited programs or other counseling graduates with the successful completion of CP 6652 or an approved comparable course, and who have a Sign Language Proficiency Index (SLPI) of Intermediate or a reasoned plan to achieve that level prior to completion of coursework

Additional Requirements for Option 2:

• completion of a master’s degree in counseling
• degree program that required 48 semester hours or equivalent
• degree from a regionally accredited university
• degree in counseling must have included a counseling clinical practicum and internship
• two letters of professional reference

Course Requirements

Students admitted to the Certificate in Rehabilitation and Deaf/ Hard-of-Hearing Studies Program may qualify for the certificate by completing five (5) specified courses or 15 semester hours with an overall 3.0 grade point average or better, and with a minimum Sign Language Proficiency Index (SLPI) of Intermediate.

Other Requirements

Students who wish to be issued a certificate must submit the following to their home campuses:

• Certification Intent
• Copy of student transcript

Certificate in Infant and Early Childhood Mental Health Counseling

Students should consult the General Regulations section of the Graduate Catalog for additional information regarding Graduate School admission requirements, transfer credit, and other critical policies and procedures.

Locations: ÎÞÂë¾ÞÈé online and two eight-hour intensive days are required during internship at the ÎÞÂë¾ÞÈé Campus

Mission Statement

The Infant and Early Childhood Mental Health Counseling Certificate Program (IECMHCPC) is designed to provide graduate level course work, which is intended to be aligned with Alabama Association for Infant & Early Childhood Mental Health Competency Guidelines. Professionals completing the certificate program (absent some years of clinical experience) should have the requisite course work needed for endorsement.

Rationale

The Infant and Early Childhood Mental Health Counseling Certificate Program provides an opportunity for current and returning students to enhance their clinical skill set and expand their professional expertise in working with infant and early age children and their families.

NOTE: This is not a CACREP accredited certificate program.

However, recognition of this program being aligned with the Alabama Association for Infant & Early Childhood Mental Health Competency Guidelines is actively being sought. This certificate program may not qualify for financial aid. Check with your financial aid provider to determine eligibility.

Objectives for Infant and Early Childhood Mental Health Counseling Certificate Program

1. Gain an in-depth knowledge of attachment, neurobiology, ethics, biopsychosocial factors, clinical mental health and reflective perspective to understand conceptualization, assessment and treatment of infants, early age children and their families.
2. Develop multicultural, social justice and reflective perspectives related to skills to ensure the ability to work with diverse infants and early age children and their families.
3. An understanding of human development including biopsychological, pathological/non-pathological development, neuroscience, cognition, emotions and behavior related to infants, early age children and their families.
4. Expertise in mental health assessment, assessment, evaluation and diagnosis of issues that are significant to infants, early age children and their families.
5. Expertise in comprehensive treatment planning, implementation and reflective consultation/supervision that encompasses working with infants, early age children and their families.

Admission Requirements

All certificate students must be admitted to the Graduate School and the Department of Counseling, Rehabilitation and Interpreter Training (CRIT) in order to qualify for the certificate. See Graduate Admissions and the Department of CRIT admissions requirements for further information.

Option 1: Admission for Current Students
Students must be admitted to the Graduate School and admitted to one of the following Master’s programs: Counseling, Psychology, Social Work, Early Childhood Education, Social Science at ÎÞÂë¾ÞÈé. See Graduate Admissions and the specific Master’s program requirements. Additional requirements for Option 1:

• Two letters of professional reference
• Letter of intent
• Resume/CV

Option 2: Admission for Post-Master’s Students — Completed Master’s in Counseling (48 sh minimum)
Students who have graduated with a Master’s Degree in Counseling, Psychology, Social Work, Early Childhood Education, Social Science from ÎÞÂë¾ÞÈé university or another regionally accredited university may be admitted to the Infant and Early Childhood Mental Health Counseling Certificate Program. Additional requirements for Option 2:

• Two letters of professional reference
• Letter of intent
• Resume/CV

Course Requirements

Candidates admitted to the Infant and Early Childhood Mental Health Counseling Certificate may qualify for the Certificate by completing five (5) specified courses or 15 semester hours with a minimum grade point average (GPA) of 3.0..

*Perspective students must note: As student will be working with infants, early age children and their families, background checks may be required.

**The courses may only be taken in sequential order (i.e. First PSY 6607 followed by PSY 6609 and so on) as this is a one-year long cohort model with the certificate culminating with the completion of the internship

Education Specialist (Ed.S.) Non-Certification Program

Community Counseling (Ed.S.) Non-Certification Program

Students should consult the General Regulations section of the Graduate Catalog for additional information regarding Graduate School admission requirements, transfer credit, and other critical policies and procedures.

30 Semester Hours

Location: Dothan, Montgomery, Phenix City, and Support Sites

The Ed.S. in Counseling is restricted to students who hold a minimum 30-semester hour master’s degree in counseling. It is not a program which is approved by the Alabama State Department of Education as a certification program.

Goals:

The Counseling program provides broader experiences in counseling. The knowledge base expands the student’s exposure to theories of counseling, group leadership, and specialized areas of study.

Objectives for Community Counseling Ed.S.:

1. To expand knowledge of the functions, roles, professional identity, current trends/issues, professional organizations, and professional identity.
2. To expand sensitivity and skill in providing counseling services to diverse cultural populations.
3. To expand knowledge and skill in research.
4. To expand knowledge of principles, theories, and practices of community interventions.
5. To expand knowledge related to the general principles and practices of etiology, diagnosis, treatment, referral, and prevention of mental and emotional disorders and dysfunctional behavior.
6. To expand the ability to apply sound clinical and ethical judgment and skills.
7. To demonstrate psychological health and the ability to use high levels of self-awareness.

If Thesis option is selected, then must take PSY 6693*

OR

*ADVISOR APPROVED ELECTIVES: (9 Semester Hours) All coursework applied toward Ed.S. degree program must be earned at the 6000 level or above.

*Students who wish to complete the program entirely online should consult advisor for online only electives options.