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2009–2011 Graduate Catalog

DEPARTMENT OF INTERDISCIPLINARY LEARNING AND TEACHING

The Department of Interdisciplinary Learning and Teaching offers the following degrees: the Master of Arts Degree in Education, the Master of Arts Degree in Adult Learning and Teaching, and the Doctor of Philosophy Degree in Interdisciplinary Learning and Teaching.

Master of Arts Degree in Education

The Master of Arts (M.A.) degree in Education offers the opportunity for advanced study and professional development programs in five fields of concentration:

Curriculum and Instruction Concentration
Early Childhood and Elementary Education Concentration
Instructional Technology Concentration
Literacy Education Concentration
Special Education Concentration

Education concentrations provide specialized degree plans in one or more areas of program emphasis so that students may choose a plan suitable to their needs and objectives. Degree plans are designed to offer the opportunity to gain advanced levels of knowledge and professional competency for students engaged in or concerned about educational activity in schools, colleges, and other public or private institutions and agencies. Credit toward graduate-level certificates and certificate endorsements may be earned in conjunction with work toward the Master’s degree in most programs. Programs with a thesis option emphasize the development of research competencies critical to continued graduate-level study.

Program Admission Requirements. Applicants without adequate preparation in education may be required to complete preparatory courses as a condition of admission. Individuals who do not meet the University-wide graduate admission grade point average standard may be required to submit Graduate Record Examination (GRE) scores for consideration in admission decisions. Some concentrations may also require GRE scores because of licensing regulations. Contact the Graduate Advisor of Record for the M.A. in Education for more information.

Degree Requirements. Education degrees have four required components: a core of common courses, a program emphasis, support work, and a comprehensive examination.

1. Core courses common to all concentrations:
   
   

   C&I 5003	Theory of Curriculum and Instruction
   EDP 5003	Psychological Learning Theories
   EDU 5003	Research Methods
   EDU 5103	Advanced Foundations of Education

   
   
2. Program emphasis. The program emphasis must consist of at least 12 semester credit hours in one of the fields of concentration. Some concentrations offer more than one program emphasis. A program emphasis may require up to 24 semester credit hours. Courses outside the specific concentration may be used to meet this requirement with advance approval of the student’s program advisor and the Graduate Advisor of Record. See individual concentration listings or contact the Graduate Advisor of Record for the M.A. in Education for more information.
   
   
3. Support work. Each student is required to select additional courses, with the approval of the program advisor and the Graduate Advisor of Record, to complete the degree requirements of 33 semester credit hours (with thesis) or 36 hours (without thesis). Nine semester credit hours must support the concentration. Three additional hours must be taken with the approval of the Graduate Advisor of Record. In some degree programs, support work may consist of additional courses in the area of concentration.
   
   Students in some programs may take support courses in their teaching fields. Students in teacher certification programs may take their support work courses in areas that meet certification requirements. It is recommended that thesis students take an appropriate statistics course or an additional research course as part of the support work.
   
   
4. Comprehensive examination. The comprehensive examination committee for each concentration is responsible for preparing and administering the examination. The examination may be repeated, but a student who has failed the examination two times must have the permission of the Graduate Program Committee in order to take the examination additional times. Normally, failure to pass the examination should be followed by additional coursework or other work to remedy deficiencies or areas of weakness before the examination is retaken.

Summary of Degree Options

Option I. Thesis option (33 semester credit hours):

1. Core. 12 semester credit hours required:
   
   

   C&I 5003	Theory of Curriculum and Instruction
   EDP 5003	Psychological Learning Theories
   EDU 5003	Research Methods
   EDU 5103	Advanced Foundations of Education

   
   
2. Concentration. 12 semester credit hours of coursework to form a program emphasis in a single concentration.
   
   
3. Support work. 3 semester credit hours in an approved statistics course or an additional research course.
   
   
4. Thesis. 6 semester credit hours:
   
   

   EDU 6983

   Master’s Thesis (taken twice for a total of 6 hours)

Option II. Nonthesis option (36 semester credit hours):

1. Core. 12 semester credit hours required:
   
   

   C&I 5003	Theory of Curriculum and Instruction
   EDP 5003	Psychological Learning Theories
   EDU 5003	Research Methods
   EDU 5103	Advanced Foundations of Education

   
   
2. Concentration. At least 12 semester credit hours of coursework to form a program emphasis in a single concentration.
   
   
3. Support work. No more than 12 semester credit hours as follows:
   
   9 hours of support courses
   3 hours of approved electives

Master of Arts Degree in Education – Curriculum and Instruction Concentration

This concentration creates a context that nurtures interdisciplinary learners who have an understanding of engagement in curriculum and instruction theory, research, practice, policy, and critical issues. The concepts of curricular innovation and teaching excellence are stressed in conjunction with expanded knowledge of content fields and applied research. These courses include:

Curriculum and Instruction concentration emphases include:

Curriculum and Instruction Specialist
Teacher Leadership
Mathematics Education
Science Education
Environmental Education
Social Studies Education
Middle School Education

Master of Arts Degree in Education – Early Childhood and Elementary Education Concentration

This concentration is designed to allow professionals the opportunity to acquire knowledge and skills for effective instruction and care, leadership, and advocacy in early childhood and elementary education in a diverse society. Emphasis is on integrating reflective practices with current research perspectives for practical applications. The focus is also on advancing the research and knowledge base in fields of early childhood and elementary education. The program is flexible within areas of emphasis that include child development, early childhood leadership and advocacy, early literacies, family studies, inclusive education and teaching. Teaching emphasis is for individuals seeking teacher certification. Please see graduate advisor regarding teaching option.

In addition to the core curriculum classes required for all students seeking a Master’s degree, courses required for this concentration area are:

Master of Arts Degree in Education – Instructional Technology Concentration

The Instructional Technology concentration focuses on the uses and applications of technology in EC-20 instructional environments. Emphasis is placed on the development, function and utilization of a variety of technologies within educational settings. This concentration is designed for students seeking to expand their knowledge of instructional technology as well as those seeking leadership roles in this area. Courses required for this concentration are:

Master of Arts Degree in Education – Literacy Education Concentration

This concentration is designed to provide theory, research, knowledge, and field experiences for students who plan to teach literacy. Reading and writing are presented as linguistic, cognitive, and sociocultural processes in relation to other language arts. Students select from three specialized areas of study: teaching focus, research focus, and Reading Specialist Certification. The teaching area is designed for teachers and offers flexibility to pursue an area of one’s own interest. The research area is designed for students who want to pursue research in literacy; students in this area typically pursue the thesis option. The reading specialist certification area leads to completion of requirements of the State Board for Educator Certification as a reading specialist. This area includes the five courses for Master Reading Teacher (MRT) endorsement.

Master of Arts Degree in Education – Special Education Concentration

The concentration in Special Education program is designed for those students seeking an opportunity for initial, additional, or advanced preparation for educating individuals with disabilities in a variety of settings. It is intended to offer students the opportunity for the acquisition of knowledge, competencies and understanding, through both classroom and clinical experience, to develop and apply skills for effective instructional practices in working with children and youth with disabilities. Students who wish to obtain initial certification in generic special education may complete the certification option. For noncertification-seeking students, the special education and related courses must be approved by the student’s program advisor prior to enrolling in courses. Graduates of the program often go on to or continue their careers serving children, youth, and adults with intellectual, academic, social and behavioral disabilities as teachers, supervisors, administrators and researchers in public and private education and service agencies.

Noncertification Option

In addition to the core curriculum classes required for all students seeking a Master’s degree, courses required for this concentration area (12 semester credit hours):

Approved support courses for noncertification-seeking students studying high incidence disabilities (12 semester credit hours):

Approved support courses for noncertification-seeking students studying low incidence disabilities (12 semester credit hours):

Certification Option

The certification track requires additional hours and has additional requirements for certification.

In addition to the core curriculum classes required for all students seeking a Master’s degree, courses required for initial certification in Special Education (27 semester credit hours):

There are no additional support courses required for students seeking initial certification.

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Master of Arts Degree in Adult Learning and Teaching

The Master of Arts degree in Adult Learning and Teaching (ALT) emphasizes a broad approach to learning about and teaching adult populations of a variety of age groups, life experiences, cultural backgrounds, and educational experiences. The two emphases in Adult Learning and Teaching are (1) College Teaching and (2) Adult Education and Human Resource Development. The degree focuses on post-secondary, workforce and human resource development, and adult continuing and basic educational contexts. College Teaching is targeted for those individuals interested in securing a community college or university instructor position at the local, national, or international level. Adult Education and Human Resource Development is targeted for those individuals interested in working with local, national, and international adult populations in a variety of contexts, including but not limited to, continuing education settings; training and development units in corporations, businesses, industries, and military installations; medical and social services, community agencies (e.g., care giving, adult learning centers); nonprofits; informal science centers; and school districts. The goal of ALT is to recruit, prepare, and retain well-qualified educators for college teaching, adult education, and human resource development contexts.

Program Admission Requirements. Individuals who do not meet the University-wide graduate admission grade point average standard may be required to submit Graduate Record Examination (GRE) scores for consideration in admission decisions. Contact the Graduate Advisor of Record for the M.A. in Adult Learning and Teaching for more information.

Degree Requirements. The ALT degree has four required components: a core of common courses, a set of prescribed courses, elective courses, and a comprehensive examination.

The course of study for the Master of Arts degree in Adult Learning and Teaching consists of:

1. Core courses required of all Master of Arts in Adult Learning and Teaching degree seeking students (12 semester credit hours):
   
   

   ALT 6203	The Student, Community, and Instructor in Adult Learning and Teaching
   ALT 6343	Curriculum and Instruction in Adult Education and Human Resource Development
   ALT 6603	Foundations and Contexts of Adult Education and Human Resource Development
   EDU 5003	Research Methods

   
   
2. Prescribed courses required of all Master of Arts in Adult Learning and Teaching degree seeking students (9 semester credit hours):
   
   

   ALT 6623	Assessment and Evaluation of Adult Education and Human Resource Development
   ALT 6633	Multicultural Issues, Diversity, and Social Action in Adult Education and Human Resource Development
   ALT 6943	Internship in Adult Learning and Teaching

   
   
3. Elective courses (12 semester hours with thesis or 15 semester credit hours without thesis) Note: According to SACS/COC Comprehensive Standard 3.7.1 of the Principles of Accreditation, a master’s degree and a minimum of 18 graduate semester hours in the teaching discipline is required to teach at the undergraduate level.

Each student is required to select additional courses, with the approval of the program advisor and the Graduate Advisor of Record, to complete the degree requirements of 33 semester credit hours (with thesis) or 36 hours (without thesis). Applicants for the Master of Arts Degree in Adult Learning and Teaching may choose a thesis or nonthesis option. Some students may be required to take additional support work as determined by the Graduate Advisor of Record for the M.A in Adult Learning and Teaching.

Comprehensive Examination. The ALT comprehensive examination committee is responsible for preparing and administering the examination. The examination may be repeated, but a student who has failed the examination two times must have the permission of the Graduate Program Committee in order to take the examination additional times. Normally, failure to pass the examination should be followed by additional coursework or other work to remedy deficiencies or areas of weakness before the examination is retaken.

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Doctor of Philosophy Degree in Interdisciplinary Learning and Teaching

The Doctor of Philosophy in Interdisciplinary Learning and Teaching (ILT) is a degree program that examines learning and teaching from an interdisciplinary perspective; focusing on varied approaches to teaching and learning from within and across various disciplines. The foundations of the program are: how teaching and learning are addressed within disciplines, how they may intersect with one another, and how each discipline maintains its uniqueness while sharing commonalities with other disciplines.

The Doctoral program objectives include:

1. Preparation of researchers who examine the theories, philosophies and multiple paradigms that inform learning and teaching from an interdisciplinary perspective with respect to the varied ways of knowing, situated cognition, and sociocultural contexts, as well as curricular and instructional development;
   
   
2. Development of graduate leaders who seek ways to address educational and societal issues through multiple perspectives and will work to make major contributions to the improvement of education for ethnically and economically diverse populations across the human lifespan; and,
   
   
3. Preparation of educators to assume the roles of university and community college faculty members, public school teachers/leaders, and adult education and human resource development educators who address, analyze, evaluate and reform learning and teaching through interdisciplinary approaches in varied sociocultural contexts.

Program Admission Requirements. Admission to the Ph.D. program is limited, and therefore, competitive. Meeting recommended criteria does not ensure admission. Admission to the doctoral degree program occurs once per year in the Fall semester. The following factors for admission into the doctoral program will be considered by the ILT Doctoral Program Committee:

1. A 36-hour master’s degree in Curriculum and Instruction, in a related educational field, or in an academic discipline, such as history, mathematics, the sciences, humanities, or fine arts. Students with fewer than 36 hours credit may be considered for the program with probationary status pending the completion of deficient hours;
   
   
2. A master’s degree transcript documenting a grade point average (GPA) of 3.5 or higher;
   
   
3. For applicants whose native language is not English, a score of at least 550 on the Test of English as a Foreign Language (TOEFL);
   
   
4. Three letters of recommendation from faculty, supervisors or professional affiliations attesting to the student’s academic and professional attributes for success in the program and potential for contributing substantially to a field of study related to the degree;
   
   
5. A written personal statement/essay describing research interests and purpose for pursuing the Ph.D. in Interdisciplinary Learning and Teaching;
   
   
6. Graduate Record Examination (GRE) test scores not older than five years;
   
   
7. A professional vitae demonstrating experience in a work environment where education was the primary professional emphasis; and,
   
   
8. Agreement to participate in an interview, if so invited.

Degree Requirements. Program degree requirements include a minimum of 60 semester credit hours in Research Methods, Core Courses, Cognate Courses, and Seminar and Dissertation Courses. Students pursuing the Ph.D. in Interdisciplinary Learning and Teaching will be required to pass a qualifying examination prior to admission to candidacy. All candidates will be required to submit a scholarly contribution in the form of a dissertation as partial fulfillment of requirements for this degree. For more information, refer to Doctoral Degree Regulations in Chapter 5 of this catalog.

1. Research Methods Courses (12 semester credit hours required). Survey of qualitative and quantitative methods, and mixed-methods research designs.
   
   

   ILR 7643	Advanced Research on Instruction
   ILT 7013	Overview of Research Design for Instructional Inquiry
   AND
   6 semester credit hours of approved research methods courses selected from within the College of Education and Human Development

   
   
2. Core Courses (18 semester credit hours required):
   
   

   ILT 7003	Exploration of Interdisciplinary Learning and Teaching
   ILT 7133	Perspectives and Approaches to Interdisciplinary Learning & Teaching
   ILT 7143	Internship (Research and Teaching)
   ILT 7153	Interdisciplinary Learning and Teaching in Sociocultural Contexts
   ILT 7633	Multiple Perspectives on Learning and Teaching
   ILT 7733	Evaluation of Research

   
   
3. Cognate Courses (18 semester credit hours required):
   
   Students select a cognate area in academic disciplines/fields related to research interests. Courses are selected from graduate offerings throughout the University and students must meet prerequisites for enrollment.
   
   
4. Doctoral Research Seminar and Doctoral Dissertation (12 semester credit hours required):
   
   

   ILT 7893	Doctoral Research Seminar in Interdisciplinary Learning and Teaching
   ILT 7983	Doctoral Dissertation (repeated for a minimum of 9 semester credit hours)

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