Graduate Program Handbook
Master of Arts in Teaching
and Master
of Education in Gifted Studies,
Differentiated Instruction, and
Reading/Literacy
Master of Education in Gifted Studies
Master of Education in Differentiated Instruction
Master of Education in Reading/Literacy
Granting of Master of Education Degree
Graduate Portfolio Requirements
Revised Regulations for Expulsion
Graduate Guidelines: Academic Dishonesty
American Psychological Association Publication Manual Web Site: www.apa.org
Table of Contents
_____ 1. Graduate student makes formal application for admission and provides transcripts of all undergraduate work, GRE scores, 3 letters of recommendation, proof of immunization, and $25 application fee. [MAT applicants must have passing scores on Praxis I and Praxis II (content area).]
_____ 2. Graduate student in consultation with advisor works out proposed program of study.
_____ 3. After completion of 9 semester hours with a minimum QPA of 3.0, student who has been admitted conditionally for low QPA or low GRE must meet with advisor to determine if admission status needs to be upgraded.
_____ 4. Graduate student must meet with advisor prior to registration to secure approval for courses to be taken in a given semester.
_____ 5. Graduate student must submit an official transcript of courses taken for transfer credit before the last semester of course work. No more than 6 hours with minimum grade of B may be transferred.
_____ 6. Withdrawal from a graduate class should be done through the advisor and approved by the Division Head.
_____ 7. Pre-registered graduate student must complete registration process at date and time designated by the university. Failure to complete registration process will result in student being dropped from the class.
_____ 8. When a graduate student has completed a minimum of 9 semester hours toward requirements for a degree and has a QPA of 3.0 (which includes no more than 6 hours with a grade of C), the review for Candidacy Form should be completed and submitted for approval.
_____ 9. All requests for modifications to the Candidacy Form must be made by the student in writing and addressed to the Program Coordinator for approval. Once the modification(s) has been approved, the student may proceed with courses as planned.
_____ 10. A minimum of 15 semester hours must be completed after admission to candidacy.
_____ 11. Before graduation all graduate students will submit a professional portfolio to the Coordinator of Graduate Programs in Education. For August graduates, portfolios are due the first day of the second summer session and will be returned by the last day of the second summer session. For May and December graduates, portfolios are due one month prior to graduation. Students are advised to keep a copy of all contents for their own records.
_____ 12. At the beginning of last term or semester, student must submit a written request to the Coordinator of Graduate Programs in Education to take the Comprehensive Examination.
_____ 13. The Comprehensive Examination will be given in Room 211, Education/HS Building, 8:00 a.m. - 12:00 p.m. Testing is usually scheduled as follows:
_____ 14. Graduate student needs to meet with advisor to confirm completion of requirements for graduation, i.e., all admission requirements have been satisfied, transcripts of transfer credit, comps taken, program of study completed, 3.0 QPA, and no grades of "I" remaining.
_____ 15. Student must apply for graduation with the Registrar's Office.
_____ 16.If a student fails to meet requirements for graduation, the student must reapply for graduation with the Registrar's Office.
The Master of Arts in Teaching degree provides college students with:
Twelve hours of MUW coursework are required for a class A certificate. Thirty-six (36) hours are required for a Master of Arts in Teaching degree. MAT students must have been employed by a school district within a forty mile radius of MUW for one year prior to completion of the twelve hour program.
Students requesting admission to the Graduate Program in Master of Arts in Teaching must fulfill the following:
CURRICULUM REQUIREMENTS - COURSE ROTATION
Pre-Teaching Required Courses (taught the summer before the Internship):
Upon completion of the above courses (6 hours), candidates will be eligible for a special Mississippi alternate route license which is good for three years.
INTERNSHIP PHASE
To complete the Internship Phase, candidates must hold a teaching position. If a teaching position is not obtained, candidates may continue only with core courses in the graduate program.
Upon completion of the above courses (12 hours), candidates will be eligible for a class A standard alternate route Mississippi license.
CORE COURSES FOR AA LICENSURE
Upon completion of all the above courses (36 hours), candidates will be eligible for a class AA standard alternate route Mississippi license.
The following are areas in which MAT Certification can be obtained:
| Art Education | German | Physical Education |
| Biology | Home Economics | Physics |
| Business Ed | Industrial Arts Ed | Social Studies |
| Chemistry | Marketing | Spanish |
| English | Mathematics | Speech Com. |
| French | Music Ed. |
EDUCATION - Master of Arts in
Teaching
COURSE DESCRIPTIONS
ED 500 EDUCATIONAL RESEARCH. (3) This course offers instruction in the basic skills of analyzing educational research, understanding various research designs, and conducting an action research study.
ED 503 INSTRUCTIONAL TECHNOLOGY. (3) This course focuses on fundamental concepts and skills for applying instructional technologies to educational settings and for making decisions regarding the most appropriate use. The instructional technologies include authoring/development software, multimedia computers, electronic presentations/projection systems, Internet access, and TV/VCR applications.
ED 514 THE PROFESSIONAL ROLE OF THE TEACHER. (3) This course focuses on the unique role of the teacher and the need to enhance his/her professional role as advocate, leader, researcher, and scholar.
ED 520 FOUNDATIONS OF EDUCATION. (3) This course examines the historical and philosophical foundations of education as well as the social forces impacting schools in modern times. Using both a chronological and a topical frame-of-reference, the students will analyze American educational leaders, trends, laws, and movements in their general, political, social, intellectual, and economic contexts.
ED 538 UNDERSTANDING INDIVIDUAL LEARNING DIFFERENCES. (3) This course focuses on the use of learning theories to understand the needs of diverse learners in order to create responsive learning environments. Course content is based on the need for teachers to recognize individual differences and respond to these differences in practice. It utilizes the knowledge base of theories of cognition, intelligence, and learning to deal more effectively with the ever-increasing diversity in levels of learner preparedness, the variety of cultural and ethinic backgrounds among learners, and the inclusion of learners with disabilities in general education classrooms.
ED 548 METHODS AND MATERIALS FOR TEACHING DIVERSE LEARNERS. (3) This course is designed to provide the student with educational strategies and resources that can be used effectively with diverse learners. Students will practice incorporating these strategies and resources into teaching units that will encourage the intellectual and social-emotional growth of all students. The advantages and disadvantages of student-centered and teacher-centered approaches will be examined as well as the use of flexible grouping strategies, and creative and critical thinking.
ED 549 INSTRUCTIONAL ASSESSMENT PRACTICES AND PROCEDURES. (3) This course provides students with skills in the application of multiple assessment practices necessary for decision-making in planning and designing curriculum and in evaluating student progress. Students will learn how to develop instruments that are developmentally appropriate, reliable, and valid.
ED 551 MANAGING THE INSTRUCTIONAL ENVIRONMENT. (3) This course focuses on the structure of the classroom environment and its relevance to the learner's motivation, development, and behavior.
ED 552 CURRICULUM DEVELOPMENT. (3) Prerequisite: ED 548. This course is a study of the theoretical bases and practical applications for curriculum applications for curriculum work. Special attention will be given to specific procedures to follow and concepts to consider in creating curriculum experiences.
ED 566 INTERNSHIP. (3) This course is the clinical supervision of the MAT program. Intern teachers will meet regularly with their university supervisor to reflect upon instructional planning, classroom experiences, problems, and decisions they have made as classroom teachers. Students will maintain a reflective journal on the teaching experience.
GRADUATE STUDIES
MISSISSIPPI UNIVERSITY FOR WOMEN
APPLICATION FOR ADMISSION TO CANDIDACY FOR DEGREE:
Master of Arts in Teaching
MASTER OF EDUCATION IN GIFTED STUDIES
The philosophy for the graduate program in Gifted Studies is based upon the belief that educators who work specifically with gifted/talented students should hold a Master's degree in the field and should develop a variety of special competencies for teaching this population. The professional standards jointly agreed upon by the two national governing bodies of gifted education, The National Association for Gifted Children (NAGC) and The Association for the Gifted (TAG), state that degree programs with a mojor emphasis in gifted education should be offered only at the graduate level.
Students requesting admission to the graduate program in Gifted Studies must fulfill the following:
ADMISSION DATES
Admission to the graduate program in Gifted Studies is competitive. Students who wish to enter the program must have completed the application process at least six weeks prior to the date of enrollment.
REQUIREMENTS
The graduate program in Gifted Studies builds on the knowledge and skills that were acquired at the baccalaureate level. Gifted Studies coursework and practical experiences are designed to prepare the graduate student to recognize and meet the unique cognitive and affective needs of gifted students. Graduate students in Gifted Studies must take a minimum of 36 semester hours of graduate coursework in the following areas: Core Courses, Studies of the Gifted, and Electives.
The Core Courses include (1) Educational Research in which students learn how to conduct research and use research findings; (2) The Professional Role of the Teacher in which students focus on leadership development as they learn skills in collaboration, advocacy, public relations, grant-writing, and writing for publication; (3) Foundations of Education in which students examine the historical and philosophical foundations of education as well as the forces impacting schools today; and (4) Curriculum Deveolopment in which students analyze the theoretical bases and practical applications of curriculum.
Studies of the Gifted focus on advanced knowledge and skills necessary for the specialized role of teacher/coordinator of gifted programs. Graduate students have the option of completing a teaching internship, which involves university-supervised instruction of gifted students, or a thesis, which involves independent research of an issue related to education and a paper appropriate for professional presentation. Electives include courses that extend knowledge and skills in subject areas and/or instructional technology.
The master’s degree in Gifted Studies provides special advanced training and leadership experiences for professionals who are committed to more purposeful and comprehensive programming for gifted students. The faculty of the graduate program also believe that information concerning gifted students is beneficial to all teachers, administrators, parents, counselors, and other interested persons.
In addition to the general degree requirements and
curriculum requirements noted below, the student must successfully
complete the following:
1. A minimum of 36 semester hours of approved graduate credits.
2. Thesis or the Teaching Internship (with curricular materials).
3. A comprehensive examination with a written component.
Core Courses 12 Hours including:
ED 500: EDUCATIONAL RESEARCH
ED 514: THE PROFESSIONAL ROLE OF THE TEACHER
ED 520: FOUNDATIONS OF EDUCATION
*ED 552: CURRICULUM DEVELOPMENT
Studies of the Gifted 21 Hours including:
ED 515: LITERATURE FOR THE ADOLESCENT
ED 516: UNDERSTANDING GIFTED POPULATIONS
ED 517: METHODS, MATERIALS AND RESOURCES FOR TEACHING THE GIFTED
ED 530: COUNSELING THE GIFTED STUDENT
ED 594: ATYPICAL POPULATIONS OF THE GIFTED
*ED 595: PROGRAM DEVELOPMENT AND EVALUATION
ED 596: TRENDS AND ISSUES IN GIFTED STUDIES
ED 598: INTERNSHIP IN EDUCATION
*Courses required for the add-on certification in Gifted Education (K-12).
Electives 3 Hours: Selected enhanced courses, numbered 500 or higher, in special subject areas or instructional technology. Electives must be approved by the studnet's advisor. Independent Study in the content area is limited to 3 semester hours.
ED 500 EDUCATIONAL RESEARCH. (3) This course offers instruction in the basic skills of analyzing educational research and concentration on the various research designs.
ED 503 INSTRUCTIONAL TECHNOLOGY. (3) This course is cross-listed with ED 498, but contains the additional graduate-level requirements to qualify for graduate credit.
ED 514 THE PROFESSIONAL ROLE OF THE TEACHER.(3) This course focuses on the unique role of the teacher and the need to enhance his/her professional role as advocate, leader, researcher, and scholar.
ED 515 LITERATURE FOR THE ADOLESCENT. (3) This course examines the needs of the reader in upper elementary grades through high school. The history of young adult literature is surveyed, and the rationale for the use of this genre with adolescent students is provided. Curriculum strategies for using young adult literature in the classroom for middle school students are identified.
ED 516 UNDERSTANDING GIFTED POPULATIONS. (3) This course includes study, research and analysis of psychological characteristics, identification procedures, assessment procedures, and learning modes of gifted populations. (Required for certification to teach gifted children in grades K-12; required course in graduate program in gifted studies).
ED 517 METHODS, MATERIALS AND RESOURCES FOR TEACHING THE GIFTED. (3) Prerequisite: ED516 This course is a study of program materials, curricula models and methodologies applicable to the teaching of the gifted. (Required for certification to teach gifted children in grades K-12; required course in graduate program in gifted studies).
ED 520 FOUNDATIONS OF EDUCATION. (3) This course examines the historical and philosophical foundations of education as well as the social forces impacting schools in modern times. Using both a chronological and a topical frame-of-reference, the students will analyze American educational leaders, trends, and movements in their general political, social, intellectual, and economic contexts.
ED 530 COUNSELING THE GIFTED STUDENT. (3) Prerequisite: ED 516. This course examines the nature of giftedness, the counseling process, and strategies specifically developed for counseling the gifted student.
ED 552 CURRICULUM DEVELOPMENT. (3) Prerequisite: ED 517/ED548 This course is a study of the theoretical bases and practical applications for curriculum work. Special attention will be given to specific procedures to follow and concepts to consider in creating curriculum experiences.
ED 560 INDEPENDENT STUDY IN EDUCATION. (Variable Credit) Course taught at irregular intervals or upon demand of at least 6 students; course developed to meet special needs, times or current relevant topics in the education area. On demand.
ED 594 ATYPICAL POPULATIONS OF THE GIFTED. (3) Prerequisite: ED 516. This course is an in-depth study of the unique needs and special motivational problems of a variety of atypical populations of gifted students. Attention will be directed to the culturally diverse gifted, economically disadvantaged gifted, underachieving gifted, gifted handicapped, gifted females, the highly gifted, and gifted preschoolers.
ED 595 PROGRAM DEVELOPMENT AND EVALUATION. (3) Prerequisite: ED 516. This course is a study of various alternative settings, program options and models for gifted students. Procedures for systematic and comprehensive program development and evaluation will be examined. Other key issues faced by administrators or teachers of gifted programs will be addressed, such as program articulation, building support systems, and funding sources.
ED 596 TRENDS AND ISSUES IN GIFTED STUDIES. (3) Prerequisite: Minimum of 12 hours of graduate courses in gifted studies including ED 516 and ED 517. This course is a study of the expanding dimensions of gifted education to include new directions for identification and programming and the implications of new paradigms for research and practice.
ED 598 INTERNSHIP IN EDUCATION. (3) This course is the provision of practical training in various education centers which meet the needs/specifications of the individual graduate student under the supervision of a faculty member.
GRADUATE STUDIES
MISSISSIPPI UNIVERSITY FOR WOMEN
APPLICATION FOR ADMISSION TO CANDIDACY FOR DEGREE
Master of Education in Gifted Studies
MASTER OF EDUCATION IN DIFFERENTIATED INSTRUCTION
PROGRAM PHILOSOPHY
The Master of Education degree in Differentiated Instruction provides K-8 or 7-12 teachers and others interested in a graduate program curriculum that focuses on innovative approaches to meeting the instructional needs of diverse learners. Graduate students in Differentiated Instruction must take a minimum of 36 semester hours of graduate course work in the following areas: Core Courses, Studies in Differentiated Instruction, and Electives.
The Core Courses include (1) Educational Research in which students learn how to conduct research and use research findings; (2) The Professional Role of the Teacher in which students focus on leadership development as they learn skills in collaboration, advocacy, public relations, grant writing, and writing for publication; (3) Foundations of Education in which students examine the historical and philosophical foundations of education as well as the forces impacting schools today; and (4) Curriculum Development in which students analyze the theoretical bases and practical applications of curriculum.
Studies in Differentiated Instruction focus on individual differences, cultural and systemic factors influencing schools and classrooms, effective management of learning environments, innovative approaches to assessment, and collaboration and partnerships with parents, educators, and community members. Graduate students have the option of completing a teaching internship, which involves university-supervised instruction of students in a non-traditional setting, or a thesis which involves the independent research of an issue related to education and a written presentation of the findings. Electives include courses that enhance knowledge and skills in subject areas and/or instructional technology.
Students requesting admission to the Graduate Program in Differentiated Instruction must fulfill the following:
Core Courses 12 hours including:
Studies in Differentiated Instruction 21 hours including:
Electives 3 hours: Selected enhanced courses, numbered 500 or higher, in special subjuect areas or instructional technology. Electives must be approved by the student's advisor.
EDUCATION - Differentiated
Instruction
COURSE DESCRIPTIONS
ED 500 EDUCATIONAL RESEARCH. (3) This course offers instruction in the basic skills of analyzing educational research and concentration on the various research designs.
ED 514 THE PROFESSIONAL ROLE OF THE TEACHER. (3) This course focuses on the unique role of the teacher and the need to enhance his/her professional role as advocate, leader, researcher, and scholar.
ED 520 FOUNDATIONS OF EDUCATION. (3) This course examines the historical and philosophical foundations of education as well as the social forces impacting schools in modern times. Using both a chronological and a topical frame-of-reference, the students will analyze American educational leaders, trends, and movements in their general political, social, intellectual, and economic contexts.
ED 538 UNDERSTANDING INDIVIDUAL LEARNING DIFFERENCES. (3) This course focuses on the use of learning theories to understand the needs of diverse learners and to create responsive learning environments.
ED 548 METHODS AND MATERIALS FOR TEACHING DIVERSE LEARNERS. (3) Prerequisite: ED 538. This course is designed to provide the student with educational strategies and resources that can be used effectively with diverse learners.
ED 549 INSTRUCTIONAL ASSESSMENT PRACTICES AND PROCEDURES. (3) Prerequisites: ED 538/548. This course provides professionals with skills in the application of assessment practices and procedures necessary for decision-making in planning and designing instructional management.
ED 551 MANAGING IN INSTRUCTIONAL ENVIRONMENT. (3) Prerequisites:ED 538/548. This course focuses on the structure of the instructional environment and its relevance to the learner’s motivation development and behavior.
ED 552 CURRICULUM DEVELOPMENT. (3) Prerequisite: ED 548. This courseis a study of the theoretical bases and practical applications for curriculum work. Special attention will be given to specific procedures to follow and concepts to consider in creating curriculum experiences.
ED 554 COLLABORATION. (3) Prerequisites: ED 538/548. This course is designed to prepare professionals for the role of co-teacher, collaborator, and consultant.
ED 592 CAPSTONE IN DIFFERENTIATED INSTRUCTION. (3) This special topics course focuses on trends and issues characteristic of subject areas in the elementary school curriculum; emphasis is on educational reform designed to enhance student learning.
ED 598 INTERNSHIP IN EDUCATION. (3) This course is the provision of practical training in various education centers which meet the needs/specifications of the individual graduate student under the supervision of a faculty member.
GRADUATE STUDIES
MISSISSIPPI UNIVERSITY FOR WOMEN
APPLICATION FOR ADMISSION TO CANDIDACY FOR DEGREE:
Master of Education in Differentiated Instruction
MASTER OF EDUCATION IN READING/LITERACY
This program focuses on the integrated connections among all the literacies (reading, writing, speaking, listening, and more recently, viewing and technology) as a foundation for understanding the various content areas. The program is designed for licensed teachers who wish to enhance their professional preparation in the field of reading/literacy and/or prepare for other responsibilities in education, such as school reading coordinator. The conceptual framework for this graduate program is based on the five core propositions of the National Board for Professional Teaching Standards. Candidates who complete this program will earn AA licensure in Reading, grades K-8 or 7-12.
PROGRAM GOALS
Core Courses 12 Hours including:
ED 500: EDUCATIONAL RESEARCH
ED 514: THE PROFESSIONAL ROLE OF THE TEACHER
ED 520: FOUNDATIONS OF EDUCATION
ED 552: CURRICULUM DEVELOPMENT
Studies in Reading/Literacy (Required): 24 Hours
ED 523: EARLY LITERACY DEVELOPMENT (PRE-K-3)
ED 524: EXPANDING LITERACY DEVELOPMENT (4-12)
ED 527: CONTENT AREA LITERACY
ED 531: CAPSTONE: EFFECTIVE READING PROGRAMS
ED 532: LITERATURE FOR THE CHILD AND ADULT
ED 564: EFFECTIVE LITERACY ASSESSMENT AND INTERVENTION
ED 599: INTERNSHIP IN READING LITERACY (2-6 HOURS)
Total Number of Hours: 36
ED 500 EDUCATIONAL RESEARCH. (3) This course offers instruction in the basic skills of analyzing educational research and concentration on the various research designs.
ED 514 PROFESSIONAL ROLE OF THE TEACHER. (3) This course focuses on the unique role of the teacher and the need to enhance his/her professional role as advocate, leader, researcher, and scholar.
ED 520 FOUNDATIONS OF EDUCATION. (3) This course examines the historical and philosophical foundations of education as well as the social forces impacting schools in modern times. Using both a chronological and a topical frame-of-reference, the students will analyze American educational leaders, trends, and movements in their general political, social, intellectual, and economic contexts.
ED 523 EARLY LITERACY DEVELOPMENT (PRE-K-3). (3) This course is designed to address essential skills and concepts for beginning literacy development. Language development, phomenic awareness, phonics, comprehension, fluency, and motivation will be incorporated from a comprehensive reading perspective.
ED 524 EXPANDING LITERACY DEVELOPMENT (4-12). (3) Prerequisite: ED 523. This course is designed to encompass reading/literacy instruction from fourth through twelfth grades. Decoding, comprehension, fluency, attitudes, motivation, and engagement will be addressed. Issues and trends in expanding reading will be researched and classroom programs will be investigated.
ED 527 CONTENT AREA LITERACY. (3) This course is designed to address content area in all grade levels through an integrated approach to literacy.
ED 531 CAPSTONE: EFFECTIVE READING LITERACY PROGRAMS. (3) Prerequisite: All coursework except internship must be completed prior to this course. This course may be taken concurrently with a three hour internship. Effective Reading Programs is the capstone course for the Master of Education in Reading/Literacy program. The course has two primary goals: 1) to develop a clear understanding of what constitutes balanced reading/literacy instruction across the developmental continuum and 2) to consider what can be done to improve reading/literacy achievement in our schools. The first goal will focus on what is known about the development of effective reading/literacy programs from the literature. The second goal will include the study of effective reading/literacy programs through an examination of the school and the classroom. Case studies on school change will be studied and participants will consider how schools/districts can improve their reading instruction.
ED 532 CHILDREN'S LITERATURE FOR THE CHILD AND ADOLESCENT (PRE-K-6). (3) This course is designed to offer a survey of current and classic children's literature with an emphasis on multicultural literature in grades Pre-K-6. Issues and trends in children's literature will be researched and evaluations of quality literature across genres will be conducted.
ED 552 CURRICULUM DEVELOPMENT. (3) This course is a study of the theoretical bases and practical applications for curriculum work. Special attention will be given to specific procedures to follow and concepts to consider in creating curriculum experiences.
ED 564 EFFECTIVE LITERACY ASSESSMENT AND INTERVENTION. (3) The focus of this course is the role of the teacher as a diagnostician in the classroom. Students will learn how to administer measures of literacy assessments that can be used for individuals or whole groups. Students will analyze data and plan appropriate interventions. Students wil examine clilnical and classroom diagnostic methods, explore the theoretical foundation for these practices, and discuss practical applications.
ED 599 INTERNSHIP. (6) This course provides the student with two 40-hour experiences in supervised settings with elementary and with secondary students. Interns administer diagnostic assessements and implement instruction based on the results. In addition, interns work with whole class and small group instructional strategies for providing K-12 students with effective literacy instruction.
GRADUATE STUDIES
MISSISSIPPI UNIVERSITY FOR WOMEN
APPLICATION FOR ADMISSION TO CANDIDACY FOR DEGREE:
Master of Education in Reading/Literacy
GENERAL DEGREE REQUIREMENTS
COURSE WORK
1. Hour Requirements - All semester hours in a student's program of studies for the master's degree must be completed in courses numbered 500 or above, which are exclusively for graduate students.
2. Residence Requirements - A minimum of 30 semester hours of graduate coursework must be completed for the master's degree.
4. Correspondence Study - No credit toward a master's degree may be earned by correspondence study.
5. Workshop Credit - Credit for coursework may or may not be accepted.
6. Course Load - The minimum load for a full-time graduate student is nine semester hours; normal full-time load is twelve hours. Students must have written permission from appropriate program coordinator/director to exceed thirteen semester hours in the regular sessions or to exceed six semester hours per term during a summer session.
7. Time Limitation - A graduate student must complete the program of study within six years from the date of first enrollment in the graduate program.
8. "Walking" in Graduation - A student finishing in August may take up to 13 semester hours following the May graduation.
9. MUW Seniors - A senior enrolled at Mississippi University for Women who is within 9 semester hours of completing the requirement for an undergraduate degree and who has at least a 3.0 QPA may, with the approval of the Program Coordinator and Division Head, enroll in one or more graduate courses while completing the remainder of course work for undergraduate degree. A letter will be sent to the Graduate Studies office stating the student's name, ID number, and the course number to be taken.
10. Professional Portfolio - All graduate students will submit a professional portfolio to the Coordinator of Graduate Programs in Education. For August graduates portfolios are due the first day of the second summer session and will be returned by the last day of the second summer session. For May and December graduates portfolios are due one month prior to graduation. Keep a copy of all contents for yourself.
11. Comprehensive Examination - - Each graduate student is required to take a comprehensive examination to demonstrate mastery of all areas covered in course work. A student who fails this examination may retake it at the next regular administration and may repeat the examination only once. Before taking comprehensive exams, students must have completed all course work (except ED 596 Trends and Issues and ED 598 Internship) or be currently enrolled in final courses.
GRANTING OF MASTER OF EDUCATION DEGREE
1. Successful completion of a minimum of the approved 36 semester hours of graduate credit with overall QPA of 3.0, i.e., not more than two grades of "C" and no grades of "I".
2. Successful completion of the Research Practicum (with thesis) or the Internship (with curricular materials).
3. Successful submission of portfolio.
4. Successful completion of a comprehensive examination.
The purpose of the comprehensive examination is for the student to demonstrate mastery of all areas covered in course work. The evaluation process will progress as follows:
I. On a pre-determined date toward the end of the last semester of course work, the student is issued 2 written comprehensive questions prepared by graduate faculty members.
II. The student has 4 hours to respond to both questions.
III. Each response is evaluated by appropriate faculty reviewers. Within 10 week days, evaluations will be completed and the student will be notified of the results. The Rubric for Comprehensive Exams will be used for assessing students' responses to the comprehensive exams.
IV. A student who fails the comprehensive examination may not retake the examination until its regular administration and may repeat the examination only once.
GRADUATE PORTFOLIO REQUIREMENTS
Purpose: The graduate portfolio is a compilation of graduate work and reflections on your growth as a result of your work in the graduate program.
1. Graduate students are required to select a minimum of 8 pieces of work completed in graduate classes. This should include at least 3 pieces of work or artifacts submitted from core classes (ED 500, 514, 520, and 552) and at least 5 pieces of work from your primary area (Gifted Studies, Differentiated Instruction, Reading/Literacy, or for MAT students-all NON-core courses). No more than one artifact per course should be submitted.
2. Core propositions from the National Board for Professional Teaching Standards that are addressed through the completion of the artifact must be given.
3. A reflection should also accompany each artifact selected, and the attached Reflective Questions should be used as a guide for developing those reflections. All entries for the portfolio should fit in a 3-ring notebook. If you have artifacts that will not fit in this type notebook (e.g. Kids' Kit), submit a detailed description of the project, rather than the project itself. Students may choose to submit an electronic portfolio.
4. Students graduating in August must bring the portfolio to Room 311 in the Education/HS Building on the first day of the second summer session. The portfolio will be returned to the student on the last day of the second summer session. Students graduating in May or December must bring the portfolio to Room 311 in the Education/HS Building one month prior to graduation. The portfolio will be returned to the student the last day of that semester. Students should keep a copy of all portfolio artifacts.
Portfolio Format:
I. Cover Sheet
II. Table of Contents
III. Vita
IV. Educational Platform
V. Professional Goals
VI. Artifacts, NBPTS core propositions, and reflections from the core courses
VII. Artifacts, NBPTS core propositions, and reflections from non-core courses
VIII. Your overall assessment of your growth in the graduate program
IX. Other Comments (Optional)
Reflective Questions
If it was a group project:
REVISED REGULATIONS FOR EXPULSION
from Graduate Education Programs
1. A student must maintain a B average.
2. Only two Cs are allowed in the program. A student who earns more than two Cs must retake one of the courses before the internship and earn a B or A if he/she wishes to remain in the program.
3. A student who earns a D must retake the course and earn a B or A if he/she wishes to remain in the program. The student may not continue in the program until he/she has retaken that specific course. This option is available only once.
4. A student who earns an F will automatically be removed from the program.
GRADUATE GUIDELINES: ACADEMIC DISHONESTY
Mississippi University for Women is committed to maintaining an atmosphere of intellectual integrity and academic honesty. Students enrolled in Graduate Programs at MUW agree to uphold the highest standards of honesty. Violation of the Honor Code (Student Handbook, 2001-2002, p. 65) is serious and subject to disciplinary action.
1. Purpose
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Last modified: July 15, 2005