Florida State University Graduate Bulletin 2007-2009

Department of Middle and Secondary Education

College of Education

Chair: Pamela Carroll

The Department of Middle and Secondary Education consists of six programs: English education, health education, mathematics education, multilingual/multicultural education, science education and social science education.

Program requirements for state-approved educator preparation programs are subject to revision based on changes in Section 1004.04, Florida Statutes, Public Accountability and State Approval for Teacher Preparation Programs and State Board of Education Rule 6A-5.066, Approval of Preservice Teacher Preparation Programs.

The following are offered by the Department of Middle and Secondary Education:

English education

Health education

Mathematics education

Multilingual/multicultural education

Science education

Social science education

Certificate in teaching English to speakers of other languages

The following course is applicable to each of the major programs in curriculum and instruction, listed below.

EDM 5046. The Middle School Child (3). Provides a theoretical and conceptual framework for understanding the middle school child and demonstrates the relevance of this understanding to middle school practice.

ENGLISH EDUCATION

Professor: Carroll; Associate Professor: Wood; Visiting Assistant Professor: Steadman; Professor Emeritus: Simmons

The graduate program in English education has been in existence since 1952 and has produced numerous national leaders in research, teacher training, and service. All programs emphasize a strong disciplinary foundation in literature, language, and composition, as well as specialized course work in the teaching of English. The master's degree also allows for an emphasis in a) teacher certification; b) National Board Certification (for experienced teachers); c) teaching English as a Second Language; d) reading; or e) community college instruction.

The graduate faculty works in close and long-standing cooperation with colleagues in the English department as well as other programs in the College of Education and throughout the University toward the development of the graduate program. Master's, specialist, and doctoral advisory committees typically include professors from the Department of Middle and Secondary Education and the English Department.

English education faculty members are researchers as well as teacher educators and have made significant contributions to the theory and practice of English teaching, with particular attention to the teaching of literature, reading, written composition, whole language theory and practice, technology for English classrooms, and young adult literature.

Graduates of the English education program are candidates for positions as college professors and instructors, junior college instructors, secondary teachers, researchers, curriculum planners, supervisors, writers and editors, and consultants. For more information, see http://www.fsu.edu/~mse/Programs/English/index.html.

Master's Degree

The traditional master's degree in secondary English education requires thirty-three (33) semester hours of course work. Twelve to fifteen (12–15) hours in English education, including LAE 5044, 5338, 5637, and RED 5337 or an approved secondary reading course alternate; from fifteen to twenty-one (15–21) hours will be in English (literature, rhetoric, or writing); and up to six (6) semester hours in a collateral field. In the four alternative tracks, courses in areas such as TESOL or reading will replace some of the English requirements, with English education faculty approval. Decisions regarding the appropriate choice of courses will be determined in part by the graduate student's undergraduate course work and work experiences, as well as his or her goals. Experienced teachers may choose the track that emphasizes work toward National Board Certification. A student who is an experienced teacher may elect to write a thesis in lieu of three to six (3–6) hours of course work. All candidates take a comprehensive examination and/or complete an electronic portfolio at the completion of the course work. Each candidate's work is supervised by a three-person committee, including one member from the English department or from the area of emphasis. Students must identify the members of their committee and complete a program of studies form no later than the second semester of course work.

Basic requirements for entrance to the master's degree program are 1) a grade point average (GPA) of 3.0 or better during the last two years of undergraduate work, 2) a score of 1000 on the combined aptitude portions of the Graduate Record Examinations (GRE); 3) submission of an acceptable sample of academic writing, and 4) completion of a minimum of twenty-one (21) semester hours of undergraduate course work in English, not including freshman composition. State regulations require every graduate degree candidate to submit a GRE score, even if one's GPA qualifies one for admission to the program. A GRE score is also required for most financial aid. Up to six (6) semester hours of credit may be transferred from another institution. Applicants must submit a sample of academic writing, (3 letters of recommendation, a letter of intent, an FSU application, and copies of all official transcripts) to Dr. P. S. Carroll, English Education, 209 MCH, FSU, Tallahassee, FL 32306-4490.

Teacher Certification at the Graduate Level. Liberal arts graduates with a major in English may obtain teacher certification in secondary English (grades 6–12) while pursuing the master's degree. Students who enter the graduate program without teacher certification will be placed in the master's degree/teacher certification track. These students will be required to take the Florida Teacher Certification Exam (3 sections) while completing the program and will be required to complete a student teaching internship at a local middle or high school in their final semester of course work.

Specialist Program

The specialist in education degree is available to experienced teachers already holding a master's degree. Thirty (30) semester hours beyond the master's degree are required, including work in professional education, English, educational research, and correlated fields. Program details will be decided upon by candidates in consultation with their supervisory committee. All candidates must pass a comprehensive examination at the completion of course work.

Doctoral Degree

The doctoral degree is designed to prepare candidates for positions in teacher education, supervision, and research. Applicants usually will hold a master's degree in English, English education, or in a closely related discipline such as theatre, classics, or humanities. Applicants will be certified teachers with a minimum of three (3) years of successful secondary school teaching experience. A GRE score must be submitted. A GPA of at least 3.0 and a GRE score of at least 1000 will be required, as will an acceptable sample of academic writing.

Each doctoral candidate's work will be supervised by a committee of at least four members representing English education and other appropriate faculties. Additional members from other faculties may participate as the nature of the student's research demands. Students must identify the members of their advisory committee and complete a program of studies form no later than the second semester of course work.

Students must pass a written qualifying examination during the second semester of course work. A written and oral comprehensive examination (also referred to as the "preliminary examination") must be passed after completing course work and before presenting a prospectus of a dissertation. A dissertation must be written and defended in an oral examination.

Sixty-four (64) semester hours of course work following admission to the program are required (including hours presented for the master's degree), depending upon faculty evaluation of graduate work already completed. Students must also complete a minimum of twenty-four (24) dissertation hours after passing the comprehensive examination.

Core Courses

Each student's graduate program (master's and PhD) will include the following courses or the equivalent:

LAE 5064 Reader Response to Literature: Research and Practice (3)

LAE 5637r Problems and Trends in Secondary English Curriculum (3–6)

LAE 5736 Written Composition in the Secondary School: Theory and Research (3)

RED 5337 Supervision and Instruction in Secondary School Reading (3)*

*Or an approved secondary reading course alternative.

Note: Doctoral students whose master's program has included courses equivalent to one or more of those above may be directed into other courses as indicated by their needs and interests.

Research Tool

At least twelve (12) semester hours of course work in methods of research and inquiry will be included in the doctoral student's program. All students will take EDF 5400, Basic Descriptive and Inferential Statistics (4). Students may then pursue a quantitative option, which would include EDF 5481, Methods of Educational Research (3), and at least one additional statistics course; or a qualitative option, which would be one course approved by their major professor. The qualitative option is recommended as more appropriate to research on teaching and learning language. EDF 5410, Nonparametric Analysis Applications (2), is also generally useful to language researchers. Students who wish to use questionnaire or survey instruments in their dissertation research must complete a course specifically designed with those goals as a focus. This course must be approved by their major professor.

A minimum of thirty (30) semester hours of English courses should be completed at the graduate level, including courses taken in a master's program. It is recommended that the student's selection of English courses should include work in the following areas: literary criticism or critical theory, bibliography and research, and modern rhetoric or composition theory.

With the approval of an adviser, a student may elect to enroll for directed individual study, supervised research, supervised teaching, or for any special topics courses that may be offered.

Definition of Prefix

LAE—Language Arts and English Education

Graduate Courses

LAE 5064. Reader Response to Literature: Research and Practice (3). Concepts of nature of literature, relevant developments in literary studies, theory and criticism, strategies of promoting student response to literary works.

LAE 5637r. Problems and Trends in Secondary English Curriculum (3–6). History of English as a school subject; current developments, issues, and research in the teaching of English. May be repeated to a maximum of six (6) semester hours.

LAE 5736. Written Composition in the Secondary School: Theory and Research (3). Rhetorical and psychological approaches to the writing process; prewriting, invention, and revision; problems of the basic writer; evaluation of writing and writing skills; current research.

LAE 5908r. Directed Individual Study (1–3). (S/U grade only.) May be repeated to a maximum of twelve (12) semester hours.

LAE 5915r. Supervised Research (1–4). (S/U grade only.) May be repeated to a maximum of five (5) semester hours. A maximum of three (3) hours may apply to the master's degree.

LAE 5932r. Special Topics in English Education (1–3). Investigations of topics of current concern to English teachers, supervisors, and teacher trainers. May be repeated to a maximum of twelve (12) semester hours.

LAE 5940r. Field Laboratory Internship (1–8). (S/U grade only.) May be repeated to a maximum of eight (8) semester hours.

LAE 5945r. Supervised Teaching (1–4). (S/U grade only.) May be repeated to a maximum of five (5) semester hours. A maximum of three (3) hours may apply to the master's degree.

LAE 5971r. Thesis (1–6). (S/U grade only.) Minimum six (6) semester hours required.

LAE 5973r. Specialist in Education Thesis (1–6). (S/U grade only.) Minimum six (6) semester hours required.

LAE 6980r. Dissertation (1–12). (S/U grade only.)

LAE 8964r. Preliminary Doctoral Examination (0). (P/F grade only.)

LAE 8966r. Master's Comprehensive Examination (0). (P/F grade only.)

LAE 8968r. Specialist in Education Comprehensive Examination (0). (P/F grade only.)

LAE 8976r. Master's Thesis Defense (0). (P/F grade only.)

LAE 8978r. Specialist in Education Thesis Defense (0). (P/F grade only.)

LAE 8985r. Dissertation Defense (0). (P/F grade only.)

HEALTH EDUCATION

Professors: Foulk, Sutherland

Health education is any combination of learning opportunities designed to facilitate voluntary adaptations of behavior in individuals, groups, or communities conducive to health. Generally, these learning opportunities are based upon scientific principles in which individuals acting independently or in groups make informed decisions affecting their health. Included within the concept of health education are efforts directed toward assisting people to achieve an optimal level of health, to prevent disease and debilitating conditions from occurring, and to minimize the impact of such diseases and conditions upon individuals who have been affected. The health education specialist strives to select and implement techniques that are designed to reduce individual and/or community health problems which can best be corrected or compensated cost effectively through educational strategies. For more information, see http://www.fsu.edu/~mse/Programs/Health/index.html.

General Degree Requirements

The master's degree requires a minimum of thirty-two (32) semester hours. An internship of three to six (3–6) semester hours may be required if the student has had no previous health education experience. Once the student decides upon an area of specialization, nine to twelve (9–12) semester hours of elective courses will be selected in cooperation with the adviser to provide the appropriate skills needed in that area. The following four areas of concentration are possible for the student pursuing a master's degree in health education.

Governmental/Voluntary Agencies: state and federal health agencies, American Cancer Society, American Lung Association, Red Cross.

Corporate Health Promotion: employee wellness programs.

The Medical Care System: patient education, hospital-based wellness programs.

The School System: school health coordinator/educator (teacher certification is possible; check with department for specific requirements).

Admission Requirements

 1. A minimum score of 1000 on the combined verbal and quantitative portions of the GRE or a 3.0 grade point average or above on upper-division course work. A GRE score must be posted in the applicant's file.

 2. Three positive graduate school letters of recommendation

 3. A transcript of all completed college courses

and

 4. A letter indicating program attendance after admittance to the University program.

Note: In addition to admission to the University, students must also be admitted to the Department of Middle and Secondary Education.

Curriculum

The student's program of studies is planned the first semester in consultation with an adviser. (bachelor of science health education program graduates will substitute URP 5526, The US Health Care System, and SYD 5137, Fundamentals of Epidemiology for HBC 5006 and HSC 5247.)

 1. Courses

HSC 5006 Foundations of Health Promotion (3)

HSC 5247 Seminar in Community Health Education Program Planning and Evaluation (3)

MHS 5710 Research in Human Services (3)

 2. Specialized Areas

HSC 5908 Directed Individual Study (1–3)

HSC 5915 Supervised Research (1–4)

Note: HSC 5908 and 5915 are the basis for a potential manuscript for publication. Specialized areas courses are selected in consultation with an adviser considering the student's long term goals. Examples of specialized areas might include: adult education, gerontology, public health, allied health teaching and learning, wellness, technology, school health, health education in business and industry, and patient education in the medical setting. Remaining courses are planned with an adviser considering career goals.

Opportunities

The student will have an opportunity to engage in a supervised research project which will allow for the development of research skills as well as active involvement in the field of health promotion. Internships, where necessary, are available from a wide range of settings including corporate health promotion, hospital wellness programs, voluntary agencies, governmental agencies, and public schools.

Financial Aid

The health education program has limited fiscal assistance available for qualified students. Students are also encouraged to apply for college and University aid programs. Contact the department for further information.

Definition of Prefix

HSC—Health Sciences

Graduate Courses

HSC 5006. Foundations of Health Promotion (3). This course surveys the theory and practice of health education. At the completion of this course students should be able to apply one of a number of health education theories to a community or school setting and outline the steps needed to develop, implement, and evaluate a program specific to those identified needs. Types of theories include underlying theories of health education, theories of individual behavior, and theories of integrative models of behavior change. Students will also be able to discuss the relationship between historical foundations in health education and the evolving health reform in our nation.

HSC 5142. Health/Drug Education/Promotion Strategies in Schools (3). Positive principles and strategies related to health and drug education are studied. Reviewed are physical, mental, social, and emotional aspects of drug use and abuse.

HSC 5247. Seminar in Community Health Education Program Planning and Evaluation (3). Discussion of techniques and strategies utilized in the development, implementation, and evaluation of community health programs.

HSC 5506. Epidemiological Practices for Health Educators (3). Study of epidemiological principles of community health, and causes, effects, and possible solutions of human health problems.

HSC 5817r. Supervised Community Health Education Field Experience (1–12). (S/U grade only.) Prerequisite: HSC 5245. Application of health education theory to practice in a community health agency. May be repeated to a maximum of twelve (12) semester hours. A maximum of three (3) hours may apply to the master's degree.

HSC 5875r. Supervised Teaching (1–4). (S/U grade only.) May be repeated to a maximum of four (4) semester hours. A maximum of three (3) hours may apply to the master's degree.

HSC 5908r. Directed Individual Study (1–3). May be repeated to a maximum of twelve (12) semester hours.

HSC 5915r. Supervised Research (1–4). (S/U grade only.) May be repeated to a maximum of four (4) semester hours. A maximum of three (3) hours may apply to the master's degree.

HSC 5935r. Selected Special Topics in Health Education (3). An analysis of selected topics in health education. May be repeated to a maximum of six (6) semester hours.

HSC 8966r. Master's Comprehensive Examination (0). (P/F grade only.)

MATHEMATICS EDUCATION

Associate Professors: Aspinwall, Jakubowski, Shaw; Assistant Professor: Fernandez; Clark; Professors Emeriti: Denmark, Kalin, Nichols, Wheatley; Distinguished Professor Emeritus: Nichols

Curricula in mathematics education are offered which lead to the master of science (MS), the specialist in education (EdS), and the doctor of philosophy (PhD). Graduate curricula have been designed to meet the needs and professional goals of those preparing for leadership roles in mathematics education. Opportunities exist for graduate students to participate in major research projects that are setting new directions and further research for K–20 school mathematics. Research among the faculty in mathematics education has focused on teacher education, mathematics curriculum, teacher beliefs, teacher change, technology, and K–20 student learning. The faculty is also heavily involved in curriculum development and teacher enhancement projects. For more information, see http://www.fsu.edu/~mse/Programs/Math/index.html.

College Requirements

Please review all college-wide degree requirements summarized in the "College of Education" chapter of this Graduate Bulletin.

Master's Degree

Admission

Applicants must have a baccalaureate degree, must receive approval by the department chair, and must be approved by the program. Completion of the GRE with a minimum combined score of 1000 on the verbal and quantitative sections, or to have taken the GRE and have a grade point average of more than 3.0 in the final two years of the undergraduate degree is required. A GRE score must be posted in the applicant's file. When the student has been approved by the program, a temporary adviser will be assigned.

Curricula

Programs of study are designed based on student goals. To complete a master's degree, students may take either the thesis or nonthesis option. In the thesis option, students must take a minimum of twenty-four (24) semester hours of course work and six (6) semester hours of thesis. Students will defend their thesis in an oral examination conducted by their supervisory committee. Students taking the nonthesis option must take a minimum of thirty-two (32) semester hours of course work. These students have options for demonstrating successful completion of the program. These options are available from program faculty. During the first year in their program, students will select a supervisory committee consisting of a major professor and at least two additional members. The program of studies is planned with the student's supervisory committee to meet the specific needs and goals of the student. Required courses in the program include MAE 5146, 5658, 5690, 5691, 5795, 5865 or approved substitutes. Students with a professional goal to teach at the post-secondary level must satisfy mathematics requirements in addition to the mathematics education requirements. Students seeking initial teacher certification may have additional requirements necessary for certification.

Specialist in Education Degree

Admission

Applicants must have a master's degree, must receive approval by the department chair, and must be approved by the program. Completion of the GRE with a minimum combined score of 1000 on the verbal and quantitative portions of the GRE or to have taken the GRE and have a grade point average of more than 3.0 in graduate work is required. A GRE score must be posted in the applicant's file. When the student has been approved by the program, a temporary adviser will be assigned.

Curricula

Programs of study are designed based on student goals. To complete a specialist's degree, students may take either the thesis or nonthesis option. In the thesis option, students must take a minimum of twenty-four (24) semester hours of course work and six (6) semester hours of thesis. Students will defend their thesis in an oral examination conducted by their supervisory committee. Students taking the nonthesis option must take thirty-two (32) semester hours of course work. These students have options for demonstrating successful completion of the program. These options are available from program faculty. During the first year in their program, students will select a supervisory committee consisting of a major professor and at least two additional members. The program of studies is planned with the student's supervisory committee to meet the specific needs and goals of the student.

Doctoral Degree

The doctoral degree curriculum is intended for persons preparing for positions of leadership in 1) research in mathematics education; 2) supervision of school mathematics; and 3) teaching mathematics and/or mathematics education in a community college, college, or university. Additional information is provided in a PhD handbook available from program faculty.

Admission

Applicants must have a master's degree in mathematics, mathematics education, or in some other approved field, and must be approved by the program faculty and the department chair. Teaching experience is recommended. A minimum score of 1000 on the combined verbal and quantitative portions of the GRE and more than a 3.0 grade point average on graduate work are required. Upon admission to the program, a temporary adviser is assigned.

Curriculum

In general, four years will be required to complete the PhD in mathematics education. Depending on program faculty evaluation of graduate work already completed, a program of study is reviewed and approved by the student's supervisory committee. Students typically take courses in the following domains: mathematics education, psychological and social sciences in education, normative studies, and inquiry skills. If a master's degree in mathematics, or at least eighteen (18) semester hours in mathematics at the graduate level, has not been obtained, then graduate mathematics courses are taken to augment those previously completed. Course work in analysis, algebra, geometry, applications, topology, number theory and statistics are especially relevant. All doctoral students in mathematics education are expected to take four doctoral seminars: MAE 6148, 6938 (learning), 6797 and 6939. Students are required to enroll for a minimum of twenty-four (24) semester hours of dissertation credit (MAE 6980r). A student may enroll in dissertation hours after passing the preliminary examination. A prospectus is prepared and formally defended prior to conducting the doctoral research study.

Diagnostic Examination

After completing one semester in the program, a diagnostic examination will be scheduled. The purpose of this examination is to determine that satisfactory progress is being made and that the student is well suited for doctoral study in mathematics education at Florida State University. As part of this process, an advisory committee is established, a major professor is determined, and a program of study is planned.

Preliminary Examination

Upon completion of formal course work, a preliminary examination is taken. To be eligible to take the preliminary examinations the student must: 1) register for MAE 8964r; 2) have an overall GPA of 3.0 for all graduate work completed; 3) have an approved program of study; 4) have passed successfully the diagnostic exam; 5) completed the research tool requirement; and, 6) provide evidence of scholarship. A current reading list is to be given to the committee. The preliminary exam consists of two parts, as described below:

  1. Written. The major professor will determine the areas in which the student is to be examined and request questions be prepared by the examining committee
  2. Oral. An oral examination by the examining committee will be scheduled approximately 2 weeks after completing the written preliminary examination questions. At the oral examination, students will be asked to elaborate and/or clarify their responses to the written questions. Following the oral exam the committee will deliberate and determine whether the student is to be admitted to candidacy.

Prospectus

While a student may have a prospectus prepared by the time of preliminary examinations, it is submitted to committee members after a candidate has been accepted as a doctoral candidate. Formal College of Education and University guidelines for the preparation of the prospectus are available. The dissertation prospectus is prepared in consultation with the major professor and advisory committee. A formal defense will be scheduled at which the candidate will orally present the research plan. Once a signed copy of the prospectus has been filed with the College of Education, the dissertation research may begin. The minimum time between having an approved prospectus and dissertation defense is four (4) months.

Dissertation

A student becomes a candidate for the doctor of philosophy in mathematics education by passing the preliminary examination and may register for dissertation credit. A minimum of twenty-four (24) semester hours of dissertation credit is required. When the committee determines the student is ready to defend the dissertation, a defense is scheduled. The candidate must provide a complete copy of the dissertation to committee members one month prior to the examination. In the semester in which the candidates expect to graduate, they must register for MAE 8985r, Dissertation Defense (0).

Definition of Prefix

MAE—Mathematics Education

Graduate Courses

MAE 5146. School Mathematics Curriculum (3). Prerequisite: Instructor's consent. After establishing a theoretical perspective, major curriculum projects will be examined and critiqued. Reform movements will be considered in light of historical events and the current social climate.

MAE 5175. Teaching Community College Mathematics (3). Prerequisites: graduate standing; MAC 2313; or permission of instructor. This course provides a foundation in the teaching and learning of community college mathematics courses including introductory mathematics, introductory algebra, college algebra, trigonometry, calculus, and statistics. Topics include investigations into the conceptual nature of mathematics and applications in the community college mathematics curriculum.

MAE 5337. Seminar on the Teaching of Algebra (2).

MAE 5338. Seminar on the Teaching of Geometry (2).

MAE 5641r. Special Topics in Mathematics Education (2–3). Innovative topics or specific assistance related to classroom topics in the teaching of mathematics will be offered. May be repeated to a maximum of eight (8) semester hours.

MAE 5658. Using Technology in the Teaching of Mathematics (3). Prerequisite: One course in computers/technology or the instructors consent. Explores the uses of various technologies in mathematics classes, demonstrated through hands-on activities and experiences.

MAE 5690. Ethnomathematics (3). Addresses the theoretical, practical and research components that demonstrate the cultural bases of mathematics education. Mathematical activities from diverse cultures are shared; linguistic difficulties in math are discussed.

MAE 5691. Mathematics Learning and Teaching (3). Prerequisite: Instructor's consent. Students are introduced to those theories of learning that have been historically influential, or which have the potential to be currently influential, in the learning and teaching of mathematics.

MAE 5795. Seminar on Research in Mathematics Education (2).

MAE 5865. Using History in the Teaching of Mathematics (3). The course examines the historical origins and evolution of key mathematics concepts. Topics are chosen from number systems, numeration, computation, number theory, algebra, geometry, analytic geometry, and calculus.

MAE 5908r. Directed Individual Study (1–3). (S/U grade only.) May be repeated to a maximum of twelve (12) semester hours.

MAE 5915r. Supervised Research (1–4). (S/U grade only.) May be repeated to a maximum of five (5) semester hours. A maximum of three (3) hours may apply to the master's degree.

MAE 5942r. Field Laboratory Internship (1–8). (S/U grade only.) May be repeated to a maximum of twelve (12) semester hours.

MAE 5946r. Supervised Teaching (1–4). (S/U grade only.) May be repeated to a maximum of five (5) semester hours. A maximum of three (3) hours may apply to the master's degree.

MAE 5971r. Thesis (1–6). (S/U grade only.) Minimum of six (6) semester hours required.

MAE 5973r. Specialist in Education Thesis (1–6). (S/U grade only.) Minimum of six (6) semester hours required.

MAE 6148. Curriculum in Mathematics Education (3). Prerequisite: Instructor's consent. Designed to provide students the opportunity to develop an initial theoretical framework in which to analyze mathematics curricula from a philosophical and psychological basis.

MAE 6797. Advanced Seminar on Research in Mathematics Education (4). Prerequisite: MAE 5795 or consent of instructor. In-depth study of research in mathematics education. Development of research models for the investigation of specific types of research problems in mathematics education.

MAE 6938r. Doctoral Seminar in Mathematics Education (1–3). Prerequisite: Instructor's consent. In-depth study of a topic in this field. Course topics currently include learning teacher education and curriculum. May be repeated to a maximum of twelve (12) semester hours.

MAE 6939. Seminar in Mathematics Teacher Education (3). Prerequisite: Consent of instuctor. Issues in mathematics teacher education at both the preservice and inservice levels will be examined from theoretical and practical perspectives.

MAE 6980r. Dissertation (1–12). (S/U grade only.)

MAE 8964r. Preliminary Doctoral Examination (0). (P/F grade only.)

MAE 8966r. Master's Comprehensive Examination (0). (P/F grade only.)

MAE 8968r. Specialist in Education Comprehensive Examination (0). (P/F grade only.)

MAE 8976r. Master's Thesis Defense (0). (P/F grade only.)

MAE 8978r. Specialist in Education Thesis Defense (0). (P/F grade only.)

MAE 8985r. Dissertation Defense (0). (P/F grade only.)

MULTILINGUAL/MULTICULTURAL EDUCATION

Professor: Jenks; Assistant Professor: Hasson; Courtesy Professors: Kennell, Lupo-Anderson

Multilingual/Multicultural Education (MMEd) is one of six programs in the Department of Middle and Secondary Education at Florida State University. The MMEd program offers instructional programs leading to the Bachelor's, Master's and Doctor of Philosophy degrees, to the Specialist's Certificate (post-Master's), to course work leading to certification in Foreign Languages (K–12), and to the 'add-on' endorsement in teaching English to Speakers of Other Languages (ESOL). For more information, see http://www.fsu.edu/~mse/Programs/Multi/index.html.

Admissions Requirements:

Master's degree programs:

Doctoral degree programs:

Notes:

  1. The sequence of courses begins in the Fall semester of each academic year, and the core course recommended during that semester is TSL 5005, Teaching of English as a Second/Foreign Language (4). Students who begin course work at any other time risk taking courses out of sequence.
  2. International applicants are urged to complete the application process at least (6) months prior to their intended date of initial enrollment.

Teaching Certification at the Graduate Level

Certification and endorsement requirements may be completed at the graduate level in some areas.

  1. Foreign/Second Language Education: At least thirty (30) semester hours in upper-division courses in the foreign language and professional education requirements (six [6] semester hours in the sociological and psychological foundations of education, six [6] hours in general methods, curriculum, school administration, or school supervision), a score in the advanced range of the ACTFL Oral Proficiency Interview, and a field laboratory internship.
  2. ESOL Endorsement: Endorsement is an 'add-on' to an existing teaching certificate in early childhood education, English, elementary education, and special education. Course work includes a total of sixteen (16) semester hours in TSL course work, as determined by the MMED faculty.

Master's Degree Programs

Foreign language education emphasis. Students in this program are required to complete the following for a minimum of thirty-two (32) semester hours: FLE 4945, 5195, 5365, 5595, 5795 and TSL 5005; additional courses from the MMEd program; and nine (9) semester hours of graduate-level course work in the appropriate program in the Department of Modern Languages and Linguistics, College of Arts and Sciences. One additional linguistics course also must be taken (choose from LIN 5706, a linguistics-oriented FLE 5796r, or a course offered in another department).

All students take a written comprehensive exam (usually four to six [4–6] hours) at or near the completion of course work.

English as a second/foreign language emphasis. Students in this program are required to complete a minimum of thirty-three (33) semester hours in TSL course work. One additional linguistics course must also be taken (choose from LIN 5706, a linguistics-oriented FLE 5796r, or a course offered in another department). Remaining semester hours may be electives in the MMEd program or other programs inside or outside the College of Education as relevant to the student's goals. All students take a written comprehensive examination (usually four to six [4–6] hours) at or near the completion of course work.

Educational Specialist's Degree

The program for the specialist in education degree requires thirty (30) semester hours of work beyond the master's degree. Students applying for entrance into this program must have teaching experience. In addition to the required course work, students will take a comprehensive examination (usually seven to nine [7–9] hours) similar to that described in the following section.

Doctoral Degree Program

Language proficiency

Doctoral applicants in the foreign language education specialization must be prepared to demonstrate oral and reading proficiency in two foreign languages.

Supervision

Each student's doctoral program and course work are supervised by a committee representing the MMEd faculty, the College of Education, and the University, with one MMEd faculty member serving as the adviser. Faculty on the committee provide required expertise according to the nature of the thesis topic, methodology, and theoretical framework.

Course Requirements

A total of thirty-six to forty-eight (36–48) semester hours of course work is required following admission to the program, including a minimum of thirty (30) semester hours in the major field at the graduate level. Additional course work is dependent on evaluation of previous graduate work.

TESOL Specialization

Core requirements include TSL 5005, 5142, 5250, 5527, 5471, 5595, 5640, 5775, 5795, 5930r, 6640, and LIN 5706.

Foreign Language Specialization

A student's program of studies should include work in professional education, literature, civilization and linguistics. Core MMEd requirements are the same as those listed above for the TESOL specialization.

Both Specializations

Note: Comparable graduate courses taken at other institutions may be substituted as meeting the core requirements on the student's program of studies.

Exams and Dissertation

Definition of Prefixes

EAP—English as a Second Language for Academic Purposes

FLE—Foreign Language Education

LIN—Linguistics

TSL—Teaching English as a Second Language

Advanced Undergraduate Courses

TSL 4945r. Associate Teaching in English as a Second Language (2–10). (S/U grade only.) May be repeated to a maximum of ten (10) semester hours.

Graduate Courses

EAP 5860r. Advanced English Practice for International Educators (3). (S/U grade only.) An orally based individualized course in English as a second language, designed to provide practice in diagnosed problem areas.

FLE 5908r. Directed Individual Study (1–3). (S/U grade only.) May be repeated to a maximum of twelve (12) semester hours.

FLE 5915r. Supervised Research (1–4). (S/U grade only.) May be repeated to a maximum of five (5) semester hours. A maximum of three (3) hours may apply to the master's degree.

FLE 5945r. Supervised Teaching (1–4). (S/U grade only.) May be repeated to a maximum of five (5) semester hours.

FLE 5971r. Thesis (1–6). (S/U grade only.) Minimum of six (6) semester hours required.

FLE 5973r. Specialist in Education Thesis (1–6). (S/U grade only.)

FLE 6980r. Dissertation (1–12). (S/U grade only.)

FLE 8964r. Preliminary Doctoral Examination (0). (P/F grade only.)

FLE 8966r. Master's Comprehensive Examination (0). (P/F grade only.)

FLE 8968r. Specialist in Education Comprehensive Examination (0). (P/F grade only.)

FLE 8976r. Master's Thesis Defense (0). (P/F grade only.)

FLE 8978r. Specialist in Education Thesis Defense (0). (P/F grade only.)

FLE 8985r. Dissertation Defense (0). (P/F grade only.)

LIN 5706. Psycholinguistic Perspectives on Language Acquisition and Development (3). This course more deeply explores research issues and theories in language processing and acquisition with special emphasis on second language phenomena. Special topics are provided for students to investigate individually and in small groups.

TSL 5005. Teaching of English as a Second/Foreign Language (4). This course is an introduction to teaching English to non-English speakers. Students study second language teaching strategies and techniques and review teaching methodologies. This course also includes a practicum experience in which students are partnered with non-native English speakers.

TSL 5142. Development of Curriculum and Materials in Foreign Languages (3). Prerequisite: TSL 5005. Students begin with a review of L2 learning stages and of contemporary curricular designs that pertain to teaching second/foreign languages. They learn to analyze and existing curricula, materials and technology, and participate in the process of developing original units and materials.

TSL 5250. Applied Linguistics in Foreign Language Teaching (3). Students in this course address the major areas of linguistics including phonology, morphology, syntax, semantics, acquisition, language socialization and variation. Students are expected to relate these to cross-linguistic issues in classrooms and provide ways to assist L2 learners in reading and language arts.

TSL 5325 English to Speakers of Other Languages (ESOL) Instruction in the Content Areas (3). The course is designed to prepare non-ESOL teachers to instruct English language learners in public school content areas (i.e., science, math, social studies) and noncontent areas (i.e., physical education, art). Emphasis is on language-sensitive instructional planning and delivery, adaptation of instructional materials for enhanced comprehension, testing and placement of students, and cross-cultural awareness. It satisfies the teacher certification requirements for content area teachers. It is not part of the ESOL Endorsement required of primary language providers.

TSL 5377. Reading in Foreign Language Instruction (3). Against a backdrop of current theories, issues, and research in first and second language reading, students select from a range of reading approaches to develop reading units and activities for specific kinds of learners, including those with low literacy and L2 proficiency.

TSL5471. Testing and Evaluation in Foreign Languages (3). Prerequisite: TSL 5005.This course focuses on language assessment with objectives related to classroom assessment, proficiency testing and standardized testing. Students also develop expertise in basic statistical processes and program assessment.

TSL 5527. Teaching of Culture: Multicultural/Multilingual Perspectives (3). This course examines culture and its scope, identification of goals and development of course objectives. Students locate and analyze sources, materials and activities. They learn how to teach and measure cultural achievement.

TSL 5640. Seminar: Research in Second Language Learning and Teaching (3). This course is a comprehensive overview of second language learning and learners. Additionally, students examine the major theories and concepts associated with second language acquisition in naturalistic, classroom, and laboratory settings.

TSL 5908r. Directed Individualized Study (1–3). (S/U grade only.) May be repeated to a maximum of twelve (12) semester hours.

TSL 5915r. Supervised Research (1–4). (S/U grade only.) May be repeated to a maximum of five (5) semester hours. A maximum of three (3) hours may apply to the master's degree.

TSL 5930r. Seminar: Current Issues in Teaching TSL (1–3). Prerequisite: TSL 5005. This seminar is designed to be taken at the end of a student's program of study. It focuses on contemporary issues in teaching ESL/EFL important to one's professional understanding and participation in the field. The course is repeatable when different topics are listed for consideration. May be repeated to a maximum of nine (9) semester hours.

TSL 5931r. Seminar: Special Topics in Applied Linguistics (2–3). This course addresses any topic relevant to the broader field of multilingual/multicultural education and may be repeated to a maximum of twelve (12) semester hours.

TSL 5940r. Field Laboratory Internship (1–8). (S/U grade only.) May be repeated to a maximum of of eight (8) semester hours.

TSL 6641. Research Issues and Designs in Second Language Education (3). This course provides doctoral students with opportunities to become familiar with major issues in research in the field, to develop skills in the critical reading of research in several areas (L2 learning, teaching, policy, assessment, curriculum) and to begin extensive reading in their own areas of interest.

SCIENCE EDUCATION

Associate Professors: Davis, Gallard, Southerland; Professor Emeritus: Dawson

http://www.fsu.edu/~mse/Programs/Science/index.html

Curricula in science education are offered which lead to master of science (MS), specialist in education (EdS), and doctor of philosophy (PhD) degrees.

Graduate curricula are designed to meet the needs and professional goals of those preparing for leadership roles in science education. Graduate students have many opportunities to participate in ongoing research and development, in conjunction with program faculty members, in addition to their thesis or dissertation research. Recent research activities have examined the role of teacher's beliefs in changing teaching practice and alternative means of assessing student's learning. Graduate students may obtain teaching experience through involvement with science education at Florida State University's laboratory school.

Florida State University is a major role site for curriculum development in science education. Advanced technology incorporating microcomputers and videodisks is used to prepare problem-solving materials for middle school learners. The focus of the programs, research, and development is on enhancing the quality of learning and teaching science.

Master's Degree

Admission

The applicant must receive the approval of the department chair as well as the program admissions committee and be accepted by an adviser. Applicants must have a baccalaureate degree in some field of science, education, or psychology. A minimum score of 1000 on the combined verbal and quantitative portions of the GRE or a GPA of 3.0 in the last two years of the baccalaureate degree is required. International students must have a minimum TOEFL score of 550 on the paper-based test or 213 on the computer-based test.

Curricula

To complete the master's degree, students must write a thesis or complete a specified portfolio and complete a minimum of thirty-three (33) semester hours of course work with a GPA of 3.0. The program of studies is planned with the student's major professor and supervisory committee to meet the specific needs and goals of the student. Information regarding sample programs may be obtained from the science education office or through the science education homepage. Students defend their thesis or portfolio in an oral examination conducted by the supervisory committee that they have formed.

Students who wish to obtain teacher certification will be required to take additional hours.

Specialist in Education

Admissions

Applicants must receive the approval of the department chair as well as the departmental admissions committee and be accepted by an adviser. A minimum score of 1000 on the combined verbal and quantitative portions of the GRE also is required. In addition, applicants for the specialist degree must already have a master's degree in science, science education, or a related field, plus teaching experience or equivalent relevant experience in science education.

Curricula

A minimum of thirty (30) semester hours of course work with a GPA of 3.0 and successful completion of a thesis or portfolio is required. The program of studies is planned with the student's major professor and supervisory committee to meet the specific needs and goals of the student. Information regarding sample programs may be obtained from the science education office or through the science education homepage. Students defend their thesis or portfolio in an oral examination conducted by the supervisory committee that they have formed.

Doctoral Degree

Admissions

Applicants must receive the approval of the department chair as well as the departmental admissions committee and be accepted by an adviser. A minimum score of 1100 on the combined verbal and quantitative portions of the GRE and a 3.0 GPA in previous graduate degrees is required. International students must have a minimum TOEFL score of 550 on the paper-based or 213 on the computer-based test. In addition, applicants for the doctoral degree must already have a master's degree in science, science education, or a related field, plus successful teaching experience or equivalent relevant experience in science education.

Curricula

Each candidate plans a program of studies tailored individually with a major professor and supervisory committee, but all programs include the following components: science education, eighteen (18) semester hours minimum; dissertation in science education, twenty-four (24) semester hours minimum; research method, twelve (12) semester hours minimum; educational foundations, twelve (12) semester hours minimum; science content, variable; electives nine (9) semester hours minimum.

Postbaccalaureate study, including relevant courses completed in the master's degree, may be used to meet the curricular requirements. However, all candidates must complete at least forty-five (45) semester hours of graduate study in residence at Florida State University; thirty-six (36) of these semester hours must be in science and science education.

Candidates are required to pass a qualifying examination at the end of their first year in residence. When the candidate has six (6) or fewer hours of course work to complete, the preliminary examination which covers the program of studies may be taken.

Students will complete a dissertation that is directly related to substantive questions in science education. Students must enroll for a minimum of twenty-four (24) semester hours of dissertation credit. Prior to collecting data for the dissertation, candidates must successfully defend their written prospectus to their supervisory committee. When the dissertation is completed, the candidate defends it in an oral examination conducted by the supervisory committee. Students actively writing their dissertation must enroll for a minimum of three (3) semester hours of dissertation credit each semester they are writing.

The course work in science education is divided into core and elective requirements. In exceptional circumstances the core requirements listed here can be varied by satisfactorily completing other courses in science education that are deemed more appropriate for the student's career goals. Such variations must be approved by the major professor and supervisory committee. Sample programs of study and additional information regarding the core courses may be obtained from the science education office, or by checking the science education homepage.

Florida Teacher Certification

Students pursuing any of the above graduate degrees may simultaneously complete the requirements for teacher certification in Florida, if they choose to do so. The teacher certification program is distinct from the degree program. The courses in science education include courses in teaching and learning, curriculum and research, and must be completed, along with course mandated by the legislature, and an appropriate supervised teaching internship and teaching practicum. The specific courses should be selected on the basis of the recommendations of science education faculty. The courses which count for certification can be graduate and/or undergraduate courses from Florida State University or elsewhere. As the rules for certification are determined by the legislature and the Florida Department of Education they are subject to change. Curricula must meet current rulings.

Definition of Prefix

SCE—Science Education

Graduate Courses

SCE 5140. Curriculum in Science Education (3). Provides opportunities for students to develop both a practical and theoretical basis to analyze science curricula. The course focuses on the utilization of philosophical and psychological foundations to analyze current curriculum materials available for science classes.

SCE 5225. Conceptual Learning in Middle School Science (3). Provides opportunities to acquire knowledge and skills related to teaching and learning science in middle school grades. Investigates the emotional and psychological needs of adolescent pupils in relationship to the middle school science curriculum.

SCE 5340. Teaching and Learning Science (3). Master's level. Provides opportunities for students to examine predominant psychological models of human cognition, the evolving nature of science knowledge, and the role of the teacher in assisting students to learn science with understanding.

SCE 5545. Teaching Science in Diverse Classrooms (3). This course examines the implications of "science for all," with a particular emphasis on the interactions of students' culture and culture of science. This examination is followed by a description of instructional congruence and its role in helping all students move toward scientific literacy. This course culminates with the identification of practices that allow for cultural congruence and the application of these practices in the design and enactment of an instructionally congruent unit of science teaching.

SCE 5740. Research Methods in Science Education (3). A comprehensive survey of research methodology used in studying science education is conducted in this course. Students develop skills in interpreting both qualitative and quantitative studies, with particular emphasis placed on qualitative methodologies.

SCE 5836C. Teaching Earth and Space Science (3). Includes traditional discipline categories of geology, meterology, astronomy, and oceanography. Utilizes National Science Education standards to organize subject matter, which is the focus of this pedagogical course.

SCE 5895. Nature of Science and Science Teaching (3). This course allows students to examine the nature of scientific knowledge and how the particular actions involved in scientific inquiry influence the characteristics of knowledge it produces. The course also examines the role of the nature of science knowledge in a broader scientific literacy with an explanation of how to support students in constructing that knowledge.

SCE 5905r. Directed Individual Study (1–3). (S/U grade only.) May be repeated to a maximum of twelve (12) semester hours.

SCE 5910r. Supervised Research (1–4). (S/U grade only.) May be repeated to a maximum of five (5) semester hours. A maximum of three (3) hours may apply to the master's degree.

SCE 5921r. Colloquium (1). (S/U grade only.) Current trends in science teaching. Enrollment limited to master's or doctoral students in science or science education. May be repeated to a maximum of eight (8) semester hours.

SCE 5935r. Special Problems in the Teaching of Secondary School Science (1–3). May be repeated to a maximum of nine (9) semester hours.

SCE 5942. Internship for Graduate Students (1–10). (S/U grade only.)

SCE 5943r. Field Laboratory Internship (1–8). (S/U grade only.) May be repeated to a maximum of sixteen (16) semester hours.

SCE 5946r. Supervised Teaching (1–4). (S/U grade only.) May be repeated to a maximum of five (5) semester hours. A maximum of three (3) hours may apply to the master's degree.

SCE 5971r. Thesis (1–6). (S/U grade only.) A minimum of six (6) semester hours is required.

SCE 5973r. Specialist in Education Thesis (1–6). (S/U grade only.) A minimum of six (6) semester hours is required.

SCE 6345r. Teaching and Learning Science (3). To enable graduate students to develop an understanding of psychological models and how they apply to teaching and learning of school science.

SCE 6351. Curriculum Design in Science (3). Provides opportunities to learn and apply the principles of curriculum design, implementation, and evaluation in science. The course emphasizes analysis of implemented science curricula in terms of philosophical and psychological models, the roles of teachers and students and external forces.

SCE 6395. Science Teacher Education (3). Investigates sources of teacher knowledge and explores strategies for improving science teacher performance. Common approaches to staff development are studied and analyzed and innovative approaches are developed and evaluated in terms of theory and research on teaching.

SCE 6761r. Research, Recent Developments, and Current Issues in Science Education (3–5). May be repeated to a maximum of ten (10) semester hours.

SCE 6922r. Colloquium in Science Education (1). (S/U grade only.) Consists of analyses of theory, policy, and research which have implications for science and science education at the local, state, national, and international levels. May be repeated to a maximum of eight (8) semester hours.

SCE 6938r. Advanced Seminar in Science Education (2). Consists of a sequence of four (4) courses for doctoral students in science education. The courses are: researchable questions in science education; professional writing; current policy issues in science education; and a review of literature in science education. May be repeated to a maximum of eight (8) semester hours.

SCE 6980r. Doctoral Dissertation (1–12). (S/U grade only.)

SCE 8964r. Preliminary Doctoral Examination (0). (P/F grade only.)

SCE 8966r. Master's Comprehensive Examination (0). (P/F grade only.)

SCE 8968r. Specialist in Education Comprehensive Examination (0). (P/F grade only.)

SCE 8976r. Master's Thesis Defense (0). (P/F grade only.)

SCE 8978r. Specialist in Education Thesis Defense (0). (P/F grade only.)

SCE 8985r. Dissertation Defense (0). (P/F grade only.)

SOCIAL SCIENCE EDUCATION

Assistant Professors: Brown, Martin; Professor Emeritus: Lunstrum

The graduate faculty in social science education is active in research, development, and teacher education. Research and development projects have been conducted with museums, school systems, ministries of education, federal and state agencies, private foundations, international organizations, and consortia of private and public groups, domestic and multinational. In teacher education, the faculty designs and conducts programs with school systems enhancing the development not only of beginning teachers but of new teacher educators to serve our profession.

Program graduates are playing leadership roles in school systems throughout the United States and abroad, in community colleges and universities, and in state and national ministries of education. The achievements of program graduates reflect the increasing opportunities for well-trained social science education professionals in the public and private sectors of education at all levels.

The curricula in social science education lead to the master of science (MS), specialist in education (EdS), doctor of philosophy (PhD), and doctor of education (EdD) degrees.

The master's degree program is designed for classroom teachers (K through community college) who want to improve their competencies in social science instruction, for persons who want to gain special competency in social science education, and for persons who plan to proceed to educational specialist or doctoral studies. Candidates may pursue a thirty (30) semester hour thesis-type program or a nonthesis thirty-two (32) hour program. The intent is to provide the student with an increased depth of insight into the social-behavioral sciences and the humanities as they relate to social education. The curricula provide the opportunity to study and reflect on problems of learning and instruction and important social issues. To make social science education relevant to the concerns of youth and the major problems of today's society is a common goal of faculty and students. Considerable emphasis is given to social issues instruction and to direct experience in decision making. All curricula are flexible to meet the special interests and backgrounds of students.

The specialist degree program is designed for school and college practitioners who want to improve their knowledge and skills in social science education and for persons who want to gain special competency in the field beyond the master's degree. A candidate may choose to write a thesis as part of the thirty (30) semester hour requirement.

Candidates for the master's or specialist degree are encouraged to concentrate in one general substantive area of knowledge or skill development and successfully pursue studies in that area. The various areas include: United States history, government, geography (traditional content areas); ethnic and bilingual studies, Latin American affairs, humanities, American studies, population education, law education (interdisciplinary programs); or very specialized programs occasionally desired by a candidate (i.e., logic and inquiry, curriculum design, testing and evaluation, cross-cultural studies of values and attitudes). Interdisciplinary and very specialized programs must be organized around, and justified with reference to, a specific theme. The majority of candidates may elect the more traditional areas, but options are left open for other candidates who have their own goals and specialized interests. Specific courses in any program will be selected by the candidate with the advice of the major professor.

The doctoral program which leads to the PhD or EdD is designed to prepare community college teachers, university instructors, researchers, and curriculum leaders who draw upon the social and behavioral sciences to understand and investigate problems in education. The program competencies will be developed in formal courses and in research seminars and projects especially designed for the student by the faculty. The course work and research experiences of the candidate are designed to satisfy the requirements for the doctoral degree at Florida State University. This program of graduate studies extends normally over a period of three years beyond the bachelor's degree. It combines courses in three major areas: 1) curriculum and instruction in social science education; 2) sociological and psychological foundations of education; and 3) cognate work in the behavioral sciences, social sciences, and humanities. The student is expected to participate in new or ongoing research or instructional projects soon after admission into the graduate program. The program should enable a student to occupy a teaching and/or a research position in higher education or a school system. A student in this program can prepare to: 1) teach courses in social science education and in the social or philosophical foundations of education; 2) accept joint responsibilities for teaching and/or for research in education and social science departments (e.g., education and political science, education and economics); and 3) become a director of research or curriculum development in an educational system desiring special competencies in learning and instruction.

The program of study leads to the doctor of philosophy or doctor of education degree and prepares graduate students to attain the following competencies:

  1. A thorough knowledge and understanding of the concepts and tools of investigation in at least one social science, behavioral science, or humanistic discipline chosen from the fields of anthropology, economics, geography, history, political science, social psychology, international affairs, or sociology, and some familiarity with a second field chosen from the disciplines listed above or an interdisciplinary combination of social science. If humanities is chosen as a primary field, the second field will be chosen from social or behavioral science
  2. A knowledge and understanding of the concepts and tools of investigation of the social and psychological foundations of education, particularly knowledge that emphasizes the role of education in society, demographic and social factors impinging upon the educative process, the psychological and social stages of development of the individual, and theories of learning
  3. A knowledge and understanding of the general curriculum field, including practical considerations of supervision, curriculum development and instruction, plus theoretical dimensions in the construction of educational programs
  4. Ability to synthesize the experiences from the foregoing three competencies and to apply them to educational problems and research topics in the field of social studies education. These applications will include experiences in supervising student teachers, teaching undergraduate classes, and consultation with school systems
  5. Ability to organize substantive and research experiences around meaningful topics such as inquiry instruction, bilingual/bicultural education, political socialization, population and environmental education, ethnic science, controversial issues, and reading and writing in social studies
  6. Knowledge of, and experience with, the design, preparation, and execution of research in social science education. Research is here defined in terms of historical, experimental, qualitative, and survey research, including curriculum and materials development
  7. In addition to cognitive background in the substantive fields and research skills, the development of a predisposition to inquire continuously into significant problems of education and to seek personal and career satisfaction by conducting research, curriculum development, and/or teacher education.

Master's Degree—Post Certification

For admission to the master's degree program, students must have a bachelor's degree in an appropriate field from an accredited institution, a minimum 3.0 GPA on a 4.0 scale for their last two academic years or a minimum score of 1000 on the GRE, and the approval of the graduate faculty.

This master's degree program is designed for those students who currently have a teaching certificate. Students have a choice of a thirty-two (32) semester hour program or a thirty (30) hour thesis program. The thirty-two (32) semester hour program requires that the student take comprehensive examinations during the last semester course work. This track of study requires fourteen (14) semester hours of social science education (SSE) credits and eighteen (18) semester hours of concentration in one of the social science teaching field specializations (Example: American History/Economics/Government/World History.)

The second track of study is a thirty (30) semester hour thesis-type program. This track requires fourteen (14) semester hours of social science education (SSE) credits and sixteen (16) semester hours of social science credits. The specified program for either track will be developed by the student with the assistance of a major professor.

For successful completion of the degree, students must have a minimum 3.0 GPA and perform satisfactorily on the thesis defense or the comprehensive examination. Only six (6) semester hours of 4000 level course work may be counted toward the degree. Only six (6) semester hours may be transferred for the degree. Twenty-one (21) semester hours must be taken with a letter grade. Only nine (9) hours of special students credit may be used toward the degree.

Specialist Degree

For admission to the specialist in education program, students must have a master's degree with a 3.0 GPA in an appropriate discipline from an accredited institution, a minimum 1000 GRE score, and the approval of the graduate faculty.

The specialist degree program is flexible to meet the special interests and varied backgrounds of students. Students have the choice of a thesis or a nonthesis program. Both require thirty (30) semester hours. The specific program of study will be developed by the student and a major professor, but the program must include fourteen (14) hours of social science education credit. The other credits will be taken in a field of concentration, such as an academic discipline. For successful completion of the specialist degree, students must earn a minimum 3.0 GPA and perform satisfactorily on the comprehensive examination and thesis defense. Only six (6) hours of 4000 level work may be counted toward the degree. Only six (6) semester hours may be transferred for the degree. Twenty-one (21) semester hours must be taken with a letter grade. Only nine (9) semester hours of special student work may be used toward the degree.

Graduate-Level Teacher Certification

Students who have completed a bachelor's degree in an appropriate field may also seek certification only in conjunction with course work toward a graduate degree. In meeting requirements for certification, these students should enroll in graduate-level professional courses.

Master's and specialist in education students may seek teacher certification in social science education, grades 6–12, as a part of their graduate study. These students must complete SSE 5366, 5367, and 5665 with a minimum grade of "B" during the fall semester and complete three (3) semester hours in educational psychology and three (3) semester hours in the social-philosophical foundations of education and TSL 5325, prior to entrance into the 15-week, 10-hour graduate internship (SSE 5947) during the spring semester. In addition, by the end of their program, certification students must have a minimum of fifty-one (51) college-university semester hours credit in history and social science, including three (3) semester hours each in sociology and anthropology, and six (6) semester hours each in American government, American history, geography, and economics. Some of these hours may be taken at the graduate level as part of the master's or specialist degree program. For successful completion, students must maintain a minimum 3.0 GPA and achieve better than satisfactory evaluation during the student teaching internship, which includes passing scores on both parts of the Florida Teachers Certification Examination (FTCE).

Doctoral Degrees

For admission to the doctor of philosophy and doctor of education degree programs, applicants must have a master's degree from an accredited institution, a successful academic background in an appropriate social science or humanities discipline, a minimum 1000 GRE score, successful academic and/or work experience in an appropriate educational activity, and the approval of the graduate faculty. During the first semester, students will take a diagnostic examination. Every year, their progress will be evaluated by the major professor and supervisory committee.

For completion of the program, students must fulfill twenty-four (24) semester hours in the 12-month residency requirement. Students must successfully complete EDF 5400, 5481, and a graduate research/methodology course in a social science or humanities discipline. Students must also successfully complete two social science doctoral seminars (SSE): 1) history of social studies/social science education and 2) research in social studies/social science education. In addition, students must pass a comprehensive examination covering their program of studies and successfully defend their dissertation before a graduate supervisory committee.

Admissions

Students from the United States are required to take the verbal and quantitative aptitude tests of the GRE. Foreign students are required to take the Test of English as a Foreign Language (TOEFL) and present an acceptable score unless they have studied extensively in an English-speaking university or country. Both American and foreign students must submit three letters of recommendation, a statement of academic and professional goals, and records reporting previous academic achievement transcripts and GPA. Applicants are also encouraged to submit a résumé and copies of any articles, reports, or materials they may have authored which are relevant to their application. In assessing eligibility for admission, the admissions committee takes into account these factors, as well as previous experiences.

Definition of Prefixes

EDF—Education: Foundations and Policy Studies

EDG—Education: General

SSE—Social Studies Education

Graduate Courses

EDF 5885. Education in the Arab World (3). Examines the development of Arab education focusing on curriculum and problems of learning and instruction. Patterns of language teaching and multiculturalism are carefully described and analyzed.

EDF 5892r. The Design of National Curricula in Developing Countries (3). Utilization of concepts and methods of the social and behavioral sciences in preparing a scheme for systematically revising a country's curriculum with attention to current problems. May be repeated to a maximum of nine (9) semester hours.

EDF 5920r. Colloquium, Bilingual/Bicultural Education (1). Current topics and developments in multilingual/multicultural education. May be repeated to a maximum of nine (9) semester hours.

EDF 5921r. Special Language and Culture Colloquium (2). Development of theories of curriculum, instruction, and evaluation for multilingual/multicultural education. May be repeated to a maximum of twelve (12) semester hours.

EDG 6221. Curricular Theory (3). Theoretical concepts underlying significant curricular developments past and present; model development in curricular theory.

SSE 5144. Models of Teaching Social Studies (3). A graduate teaching methods course for middle school, junior high, and high school social science education.

SSE 5347r. Seminar: Contemporary Public Affairs and Trends for Teachers (3). Selected current social problems, their analysis, and implications for handling in teaching social science. May be repeated to a maximum of six (6) semester hours.

SSE 5365r. Problems of Teaching Social Studies in Secondary School and Junior College (1–3). The identification of problems, their investigation, and application of findings to instruction. May be repeated to a maximum of six (6) semester hours.

SSE 5366. Skill Development in Social Studies (3). Corequisites: SSE 5367, 5665.

SSE 5367. Fundamentals in Teaching Social Studies (3). Corequisites: SSE 5366, 5665. Rationale for social science instruction and an examination of traditional social science instructional methods.

SSE 5386. Goals and Methods for the Teaching of History (3). A survey of the major approaches to the study of history linked to the goals of history instruction in general education, with attention to various methods for teaching history.

SSE 5665. Inquiry in Teaching Social Studies (3). Corequisites: SSE 5366, 5367. Provides theory and practice in discovery, problem solving, and inquiry teaching of social science.

SSE 5675. Seminar in Civic Education (3). This seminar focuses on both historical and contemporary research pertaining to civic education. Students conduct research on civic education as it pertains to the teaching of history and the social sciences.

SSE 5907r. Directed Individual Study (1–3). (S/U grade only.) May be repeated to a maximum of twelve (12) semester hours.

SSE 5915r. Supervised Research (1–4). (S/U grade only.) May be repeated to a maximum of five (5) semester hours. A maximum of three (3) hours may apply to the master's degree.

SSE 5937r. Special Topics in Social Science Education (3). An analysis of selected topics in social science education. May be repeated to a maximum of nine (9) semester hours.

SSE 5943. Field Laboratory Internship (1–8). (S/U grade only.)

SSE 5946r. Supervised Teaching (1–4). (S/U grade only.) May be repeated to a maximum of five (5) semester hours. A maximum of three (3) hours may apply to the master's degree.

SSE 5947. Internship for Graduate Students (1–10). (S/U grade only.)

SSE 5971r. Thesis (1–6). (S/U grade only.) A minimum of six (6) semester hours of credit is required.

SSE 5973r. Specialist in Education Thesis (1–6). (S/U grade only.) A minimum of six (6) semester hours credit is required.

SSE 6931. Doctoral Seminar in Social Science Education (3). Critical review of research in social science education in preparation for the dissertation prospectus. Issues of epistemology and research methodology will be carefully analyzed and discussed.

SSE 6933. History of Social Studies/Social Science Education (3). The historical examination of the search for a curriculum rationale, adequate content, appropriate scope and sequence, and effective instructional practice in social studies/social science education, grades K–12.

SSE 6980r. Dissertation (1–12). (S/U grade only.)

SSE 8964r. Preliminary Doctoral Examination (0). (P/F grade only.) SSE 8966r. Master's Comprehensive Examination (0). (P/F grade only.)

SSE 8968r. Specialist in Education Comprehensive Examination (0). (P/F grade only.)

SSE 8976r. Master's Thesis Defense (0). (P/F grade only.)

SSE 8978r. Specialist in Education Thesis Defense (0). (P/F grade only.)

SSE 8985r. Dissertation Defense (0). (P/F grade only.)