College of Education, Health, and Human Sciences

Graduate

Dean: Damon Andrew; ; Interim Associate Dean for Academic Affairs: Marcy Driscoll; Associate Dean for Faculty Development: Robert Eklund; Associate Dean for Research: Joshua Newman; Associate Dean for Strategic Partnerships and Community Engagement: Gregory Harris

The primary mission of the College of Education, Health, and Human Sciences is to prepare administrators, teachers, educational researchers, educational policymakers, human services specialists, and other professional personnel for a wide range of educational careers in both public and private settings. Additionally, the mission of the college is to address global challenges and opportunities related to the physical, behavioral, and psycho-social factors influencing the health and development of individuals, families, and communities. In support of this purpose, the faculty of the college is committed to conducting research that contributes to the sci-ence of education; to the ongoing assessment and improvement of educational practice; the development of theory, policy, and exe-cution of educational practice, both domestic and foreign; and innovative solutions to the challenges of human health and quality of life in contemporary society.

To accomplish this purpose, the college offers master’s, educational specialist, and doctoral degrees. Florida State University’s College of Education, Health, and Human Sciences’ conceptual framework is based on a model that en-gages faculty, professional partners, and candidates in a continuing process of preparing educational leaders for a global and diverse society. The college promotes an understanding of the theories, principles, and concepts in each area of study, and that research is an essential part of that endeavor. Both faculty and students are provided opportunities to test theories and advance knowledge through research and critical analysis of ideas.

The University prepares educational, health, and human sciences leaders to uphold high professional and academic standards and employs scientific inquiry and assessment as a basis for the continual improvement of student learning. These qualities are devel-oped as candidates study and work within a community of professional partners. The needs and abilities of diverse students are ad-dressed using appropriate instructional strategies and technologies.

The roots of FSU’s College of Education, Health, and Human Sciences date back to the university’s establishment, and it is the oldest college of its kind in Florida. Recently expanded in 2023, the College is home to six academic departments united through a common goal to maximize human potential. In total, the College includes the Department of Educational Leadership and Policy Stud-ies, Department of Educational Psychology and Learning Systems, Department of Human Development and Family Science, Depart-ment of Health, Nutrition, and Food Sciences, Department of Sport Management, School of Teacher Education, numerous research centers, and three laboratory schools (Florida State University School, FSU Pembroke Pines Charter School, and The Collegiate School at FSU Panama City). The College of Education, Health, and Human Sciences serves over 4,500 students via 165 full-time faculty and 73 full-time staff.

Departments and Graduate Programs of the College of Education, Health, and Human Sciences

The College of Education, Health, and Human Sciences offers graduate degree programs in numerous fields of study. Each field of study allows the student to develop an individualized program of study around a core curriculum in a chosen degree program.

Most master’s level and specialist degree programs require students to take a required core of courses, complete coursework in an area of specialization, and complete a comprehensive examination and/or thesis. Most full-time students require one or two years to complete a master’s or educational specialist degree program. The doctoral degree programs are designed to provide educational experiences that enable students to acquire a thorough understanding of theoretical and methodological foundations of the discipline and related areas of specialization. Upon the completion of core requirements, students take preliminary examinations to certify their mastery of the knowledge base undergirding the practice of the discipline. Students seeking the doctoral degree must demonstrate their capacity to do original, independent, and integrative scholarly research by completing a dissertation.

Department of Educational Leadership and Policy Studies

  • Educational Leadership and Policy
    • Educational Leadership/Administration
    • Education Policy and Evaluation
  • Foundations of Education
    • History and Philosophy of Education
    • International and Multicultural Education
  • Higher Education
    • Certificate in Institutional Research
    • Certificate in Program Evaluation

Department of Educational Psychology and Learning Systems

  • Counseling and Human Systems
    • Career Counseling
    • Clinical Mental Health Counseling
    • School Counseling
    • School Psychology
  • Psychology and Human Systems
    • Combined Program in Counseling Psychology and School Psychology
  • Educational Psychology
    • Learning and Cognition
    • Sport Psychology
  • Instructional Systems and Learning Technologies
    • Instructional Systems and Learning Technologies
    • Learning Design and Performance Technology
  • Measurement and Statistics
  • Certificate in College Teaching
  • Certificate in Human Performance Technology
  • Certificate in Instructional Design and Technology
  • Certificate in Measurement and Statistics
  • Certificate in Online Teaching and Learning

Department of Heatlh, Nutrition, and Food Sciences

  • Exercise Physiology
    • Exercise Physiology
    • Sports Nutrition
    • Sports Sciences
  • Food and Nutrition
    • Nutrition and Food Sciences
  • Human Sciences
    • Nutrition and Food Sciences

Department of Human Development and Family Science

  • Marriage and Family Therapy
  • Human Sciences
    • Human Development and Family Science
  • Human Development and Family Science

School of Teacher Education

  • Curriculum and Instruction
    • Autism Spectrum Disorder
    • Early Childhood Special Education
    • Elementary Education
    • Elementary Education, Combined BS/MS Pathway
    • English Education
    • English Teaching, Combined BS/MS Pathway
    • Foreign and Second Language Education
    • Mathematics Education
    • Reading Education/Language Arts
    • Science Education
    • Social Science Education
    • Social Science Teaching, Combined BS/MS Pathway
    • Special Education
    • Special Education Teaching, Combined BS/MS Pathway
    • Teaching English to Speakers of Other Languages (TESOL)
    • Visual Disabilities
    • Visual Disabilities, Combined BS/MS Pathway
    • Visual Disabilities Studies
    • Certificate in Autism Spectrum Disorder
    • Certificate in Early Childhood Special Education
    • Certificate in Teaching English as a Second Language (TESOL)

Department of Sport Management

  • Sport Management

Interdisciplinary Center for Athletic Coaching (FSU COACH)

  • Athletic Coaching
  • Certificate in Athletic Coaching

Facilities and Opportunities

The College of Education, Health, and Human Sciences houses eleven departmental research and service centers that provide facilities and support for research undertaken by faculty members and students. Departmental research and service centers include: the Center for Advancing Exercise and Nutrition Research on Aging; the Center for Couple and Family Therapy; the Center for Educational Research in Mathematics, Engineering and Science (CERMES); the Center for Postsecondary Success (CPS); the Center for Sport, Health and Equitable Development; the Center for the Study of Technology in Counseling and Career Development; Center on Better Health and Life for Underserved Populations; Florida State University Family Institute; the Hardee Center for Leadership and Values; the Interdisciplinary Center for Athletic Coaching (FSU COACH); and the Institute of Sports Sciences and Medicine (joint with the College of Medicine).

A University-wide center, the Learning Systems Institute, represents an interdisciplinary group of researchers in educational and experimental psychology, communications, policy studies, and management and is the nation’s leading producer of instructional systems design technology for use in a variety of educational settings throughout the world. All of these research arms frequently hire graduate students from the College of Education, Health, and Human Sciences to assist with state, federal, and international grants and to provide invaluable resources and opportunities for applied educational research.

Admission Standards

Applicants considered for admission to the college must present a 3.0 upper-division grade point average (GPA) as an undergraduate and minimum test scores from a nationally standardized graduate admission test that are acceptable for the academic program to which the applicant is applying. Applicants to the college must submit an official test score to the University as part of the admission process. Individual departments or programs may have additional requirements for admission or have approved test scores waivers approved by the University. Students should consult the appropriate department or program chapter of this Graduate Bulletin or program-specific website for details. University graduate admissions requirements are found at https://gradschool.fsu.edu/admissions.

Graduate Programs and Degree Requirements

The College of Education, Health, and Human Sciences (CEHHS) offers the Master of Science, Specialist in Education, Doctor of Education, and Doctor of Philosophy degrees.

Graduate program curricula in the College of Education, Health, and Human Sciences are governed by University-wide graduate studies regulations. These serve as minimum requirements, but College of Education, Health, and Human Sciences and/or department or program requirements may exceed them. The major professor and/or supervisory committee is responsible for evaluating the recency and validity of all prior coursework. Graduate students in Education, Health, and Human Sciences should become familiar with University, college, and department/program requirements soon after admission.

The progress of students through degree programs is the personal responsibility of the individual student with appropriate guidance from the major professor and, if applicable, the supervisory committee. The Office of Academic Services and Intern Support (OASIS), 2301 Stone Building, monitors students’ degree progress and checks each student’s record for graduation clearance. It is the responsibility of the student to become fully aware of the regulations set forth in this Graduate Bulletin in addition to the policies and procedures of the College of Education, Health, and Human Sciences as administered by the Office of Academic Services and Intern Support (OASIS).

Master's Degree Program

Admission in a degree program as a regular, degree-seeking graduate student is required.

The master’s of science (MS) degree has two types of programs: thesis and non-thesis. The college offers the non-thesis course-work-only option. See the “Academic Departments and Programs” section of this Graduate Bulletin for details about the requirements for each of these programs and to determine which options are available in the department/program. Program policies have been developed in compliance with University policies for the master’s degree programs. Policies are pro-vided to students in their department/program specific Graduate Handbook in the first semester they enroll to guide them throughout their studies.

The major professor must be selected and approved during the first semester of enrollment. The thesis-track master’s degree supervisory committee must consist of a minimum of three members. All members must hold Graduate Faculty Status. Two members, including the major professor, must be from the major in which the student will receive a degree. Course-type master’s degree students must be assigned a major professor who holds Graduate Faculty Status or co-directive Status.

The program of study must be submitted to the Office of Academic Services and Intern Support (OASIS) by the end of the second semester after admission. The program of study must include all courses required for the degree, i.e., master’s comprehensive exams and/or thesis defense and thesis hours, if applicable, and a valid supervisory committee for thesis-track master’s students.

A minimum of thirty semester hours of graduate credit must be successfully completed with a 3.0 graduate GPA in course-type master’s programs. Twenty-one semester hours of graduate credit in the course-type program must be taken on a letter-grade basis (A, B, C). The academic department or degree program may require students in course-type programs to complete more than thirty graduate semester hours.

A minimum of thirty semester hours of graduate credit must be successfully completed with a 3.0 graduate GPA in thesis-type programs. Eighteen semester hours of graduate credit in the thesis-type program must be taken on a letter-grade basis (A, B, C). Coursework taken more than seven years prior to graduation may not be used toward the degree requirements.

Only six hours of graduate transfer credit is applicable toward the degree. No student may be awarded more than twelve hours of combined non-degree seeking student and/or prior-institution graduate transfer credit. This rule means that a student wishing to post six hours of graduate transfer credit, which has not been posted under a previous degree at that institution, can be awarded no more than six hours of non-degree seeking student transfer credit, to reach the aggregate maximum of twelve credit hours. Students in thesis-type master’s programs must successfully complete a minimum of six thesis hours and be registered for a minimum of two hours of thesis credit in the semester that their degree will be awarded. A Prospectus Clearance Form signed by the thesis supervisory committee, department chair, and academic dean and an Institutional Review Board (IRB) Human Subjects/Animal Subjects Committee Approval Verification Form and supporting letter must be submitted to OASIS for all thesis-track MS students. Thesis-type degree students must successfully complete an oral thesis defense and meet all manuscript clearance requirements and submission deadlines set by The Graduate School in the semester of graduation.

Successful completion of a written comprehensive examination for course-type programs, a capstone portfolio defense, or capstone course may be a graduation requirement for some course-type MS programs in the CEHHS. Note that specific exit requirements for any individual program are set by the student’s department or degree program. Please consult the program-specific Graduate Handbook. It is each student’s responsibility to become familiar with program requirements. Clearance to schedule these examinations must be obtained from the student’s major professor and committee, who in turn notify the Office of Academic Services and Intern Support (2301 Stone Building) of the examination results, in writing, no later than the last week of the semester.

Students must have a 3.0 GPA in all graduate coursework to be eligible to apply to graduate through the University Registrar and the department.

Students must also have an approved accurate program of study and a supervisory committee/advisor form on file in the Office of Academic Services and Intern Support before graduation clearance will be given.

Students lacking these materials and requirements will not be cleared for final term degree posting.

Specialist Degree Program

The specialist in education (EDS) degree is essentially an advanced master’s degree. It is reserved for students with a prior graduate degree in a specific field of education. Requirements vary widely by department or program specialization.

Admission in a degree program as a regular, degree-seeking graduate student is required. The education specialist degree has two types of programs: thesis and non-thesis. The college offers the non-thesis coursework-only option. See the “Academic Departments and Programs” section of this Graduate Bulletin for details about the requirements for each of these programs and to determine which options are available in the department/program. Program policies have been developed in compliance with University policies for the Education specialist degree programs. Poli-cies are provided to students in their department/program specific Graduate Handbook in the first semester they enroll to guide them throughout their studies

The major professor must be selected and approved during the first semester of enrollment. The thesis-track dual-enrollment MS/EdS degree and thesis-track Specialist’s degree supervisory committee must consist of a minimum of three members. All members must hold Graduate Faculty status. Two members, including the major professor, must be from the major in which the student will receive a degree. Course-type combined MS/EdS degree and Specialist’s degree program students must be assigned a major professor who holds Graduate Faculty Status.

The program of study must be submitted to the Office of Academic Services and Intern Support (OASIS) by the end of the second semester after admission. The program of study must include all courses required for the degree, i.e., specialist comprehensive exam, capstone course or a capstone portfolio defense, or, if applicable, specialist thesis hours and specialist thesis defense and a valid supervisory committee for thesis-track specialist students.

A minimum of thirty semester hours of graduate credit must be successfully completed with a 3.0 graduate GPA in a course-type specialist’s program. Twenty-one semester hours of graduate credit in the course-type program must be taken on a letter-grade basis (A, B, C). The academic department may require students in course-type programs to complete more than thirty graduate semester hours.

A minimum of thirty semester hours of graduate credit must be completed with a 3.0 GPA in a thesis-type specialist’s program. Eighteen semester hours of graduate credit in the thesis-type program must be taken on a letter-grade basis (A, B, C). The academic department may require students to complete more than thirty graduate semester hours. Requirements related to extension of transfer credit, residency, recency of work, supervised research and supervised teaching, thesis requirements, and satisfactory/unsatisfactory (S/U) course option are applied to the Specialist in Education degree in the same manner as they are to the master’s degree.

Students in thesis-type MS/EdS dual-enrollment degree and Specialist’s degree programs must successfully complete a minimum of six thesis hours and be registered for a minimum of two hours of thesis credit in the semester that their degree will be awarded. A Prospectus Clearance Form signed by the thesis supervisory committee, department chair, and academic dean and an Institutional Review Board (IRB) Human Subjects/Animal Subjects Committee Approval Verification Form and supporting letter must be submitted to OASIS for all thesis-track EDS students. Thesis-type degree students must successfully complete an oral thesis defense and meet all manuscript clearance requirements and submission deadlines set by The Graduate School in the semester of graduation.

Successful completion of a written comprehensive examination for course-type programs, a capstone course, or capstone portfolio defense may be a graduation requirement for some course-type MS programs in the CEHHS. Note that specific exit requirements for any individual program are set by the student’s department/program. Please consult the program-specific Graduate Handbook. It is each student’s responsibility to become familiar with program requirements. Clearance to schedule these examinations must be obtained from the student’s major professor and committee, who in turn notify the Office of Academic Services and Intern Support (2301 Stone Building) of the examination results, in writing, no later than the last week of the semester.

Students must have a 3.0 GPA in all graduate coursework to be eligible to apply to graduate through the University Registrar and the department.

Students also must have an approved accurate program of study and a supervisory committee/advisor form on file in the Office of Academic Services and Intern Support before graduation clearance will be given.

Students lacking these materials and requirements will not be cleared for final-term degree posting.

Doctoral Degree Programs

Admission in a degree program as a regular degree-seeking graduate student is required.

The graduate faculty members in the College of Education, Health, and Human Sciences have developed policies for the doctoral degree programs in compliance with the University’s policies. Refer to the “Graduate Degree Requirements” chapter of this Graduate Bulletin for information about scholarly engagement, program of study, preliminary examination, prospectus, admission to candidacy, dissertation, and defense, etc.. Policies for doctoral degree programs are given to students in their department/program specific Graduate Handbook in the first semester they enroll. They give specific information and procedures to guide students through-out their studies.

There is no college-wide minimum course requirement; individual programs are planned to assist students in gaining sufficient mastery of their field to successfully complete the preliminary examination. There is no college-wide foreign language, statistics, or other research tool requirement for the Doctor of Philosophy degree. Each department/program prescribes its own requirements.

The major professor should be selected and approved during the first semester of enrollment. The supervisory committee must consist of a minimum of four members. All four members must hold graduate-faculty status. Two members, including the major professor, must be from the program major in which the student will receive a degree. The University representative must be from outside the student’s department and must be a tenured member of the faculty.

Students admitted to a doctoral program (Doctor of Education or Doctor of Philosophy degree) may be required, before the end of the second semester, to take a departmentally administered diagnostic/qualifying examination. Please consult the program-specific Graduate Handbook. The diagnostic/qualifying exam is designed to assess the student’s suitability for pursuit of the Doctor of Education or Doctor of Philosophy degree and to facilitate counseling in the development of the student’s program of study.

The program of study must be submitted to the Office of Academic Services and Intern Support (OASIS) by the end of the first academic year (three semesters) after admission. The program of study must include all courses required for the degree, i.e., doctoral preliminary exams, dissertation hours, dissertation defense, and terms of enrollment. The program must include courses designed to meet the research tool requirements, which include basic inferential statistics and research design skills for pursuing independent inquiry. Students seeking the Doctor of Education or Doctor of Philosophy degree must disclose fulfillment of the University scholarly engagement policy. Students should refer to the academic program-specific doctoral handbook for departmental scholarly engagement requirements.

A written preliminary examination with oral defense of results is required. Clearance to schedule these examinations must be obtained from the student’s major professor and committee, who in turn notify the Office of Academic Services and Intern Support (2301 Stone Building) of the examination results, in writing, no later than the last week of the semester. Students must have a 3.0 GPA in all graduate coursework to be eligible to register for the preliminary exam through the University Registrar and the department. To be considered ‘complete’ for final degree clearance, a doctoral student must have the following documents on file with the Office of Academic Services and Intern Support and meet the following requirements:

  • An accurate program of study form, complete with signatures of all committee members and the department chair.
  • Departmental qualifying/diagnostic examination results may be required in some CEHHS degree programs. Consult the program-specific Graduate Handbook for this requirement.
  • A supervisory committee form on file in the Office of Academic Services and Intern Support before graduation clearance will be given.
  • Doctoral preliminary examination results and a copy of the admission-to-candidacy form. Note that successful completion of the doctoral preliminary exam is a requirement for admission to doctoral candidacy. The results of the preliminary examination and an approved admission to candidacy form must be submitted to the Office of Academic Services and Intern Support upon successful completion of the preliminary exam, no later than the final week of the semester. Students wishing to have DIS credits converted to dissertation hours retroactively upon passing the preliminary exam must have taken and passed the test prior to the end of the seventh week of the semester (prorated in the summer term) or DIS credits cannot be converted. Under no circumstance will a retroactive conversion of more than nine credits be approved. Dissertation credits may not be taken until the student is formally admitted to candidacy by the University Registrar.
  • A prospectus clearance form signed by the supervisory committee, department chair, and academic dean.
  • A University-representative prospectus evaluation.
  • A dissertation prospectus must be submitted to the department chair for approval after passing the preliminary examination. The prospectus clearance form must be approved by the academic dean at least four months prior to the dissertation defense.
  • An Institutional Review Board (IRB) Human Subjects/Animal Subjects Committee Approval Verification Form and supporting letter.
  • The manuscript signature form approved by the major professor and all committee members, using the online manuscript clearance portal. All committee members and the student must attend the entire defense in real time, either by being present or participating via distance technology. If exceptional emergency circumstances, e.g., medical, or other emergency situations, prevent the participation of a committee member, then it may be necessary to arrange for an additional appropriately qualified colleague to attend the defense. A minimum of four members with graduate faculty status must participate. To receive a passing grade, the written dissertation must be in final form or require only minor revisions at the time of the defense. A passing grade for the defense of dissertation requires at least a majority approval of the committee. Individual departments may impose stricter requirements for what constitutes a passing grade.
  • Final dissertation content approval by The Graduate School’s manuscript clearance advisor, using the online manuscript clearance portal. Students must meet all official manuscript clearance requirements and submission deadlines set by The Graduate School in the semester of graduation.
  • Successful completion of a minimum of twenty-four hours of dissertation credit must be included in the degree program.

A doctoral student who has completed the required coursework, passed the preliminary examination, and submitted an admission-to-candidacy form to the Office of the Registrar, and who continues to use campus facilities and/or receives faculty supervision, but has not been cleared by the manuscript Clearance office, shall include in the required full-time load a minimum of two credit hours of dissertation per semester, including Summer terms, until completion of the degree. For more information on the full-time load for graduate students, see the “Student Course Load” section of this Graduate Bulletin. International students may have different requirements.

Students must register for a minimum of two semester hours of dissertation credit in the semester their degree will be awarded.

Students must register for dissertation defense in the term in which the requirement is completed.

A student must be admitted to candidacy at least six months prior to the granting of the degree. The purpose of this requirement is to ensure a minimal lapse of time for effective work on the dissertation after acquisition of the basic competence and after delineation of the problem and method of attack.

Students lacking these materials and requirements will not be cleared for final term degree posting.

Office of Academic Services and Intern Support (OASIS)

Website: https://education.fsu.edu/OASIS

Assistant Directors: George Green, Undergraduate Academic and Student Services: Lauren Higbee, Undergraduate Academic and Student Services; Lisa Beverly, Graduate Academic and Student Services; Director of Student Teaching and Internship Experiences: Phyllis Underwood

The Office of Academic Services and Intern Support (OASIS) in the College of Education, Health, and Human Sciences (CEHHS) provides a wide array of professional and administrative services to students and faculty in the college and throughout the Universi-ty. Under the direction of the Associate Dean for Academic Affairs, OASIS is responsible for:

  • Providing centralized academic advisement for basic division students interested in majoring in education,
  • Collecting and processing applications for admission and readmission to the College of Education, Health, and Human Sciences undergraduate programs,
  • Maintaining the dean’s academic records for all students formally admitted to CEHHS programs,
  • Monitoring students’ progress toward the degree,
  • Collecting and processing applications for admission to educator preparation,
  • Conducting graduation checks and clearing students for teacher certification requirements upon degree posting, and
  • Providing other consultative and administrative services for the students and faculty in the College.

The Office of Academic Services and Intern Support (OASIS) is responsible for the assignment of students to student teaching experiences in the Educator Preparation programs. The office works with Educator Preparation programs in the University and the public schools of Florida in the organization of student teaching centers and the selection of professional educators for intern supervision. Faculty members work with these supervising teachers and student teachers in planning and carrying out the final-term internship. The Office of Academic Services and Intern Support, 2301 Stone Building, is responsible for the final identification and screening of all students who make application for student teaching.

Students are assigned for the student teaching experience as space, contract obligations, and the availability of a suitable super-vising teacher dictate. Academic programs may, at their discretion, establish a minimum group size of two or greater and restrict placement to counties among those identified. Student teaching assignments are subject to availability and district and school or agency acceptance of the student teacher. Therefore, student teacher assignments are not guaranteed. Also, note that final term placement is conditional on successful completion of all relevant program requirements, including passage of all required sections of the Florida Teacher Certification Exam (FTCE) by July 1 (if student teaching in the Fall), or November 1 (if student teaching in the Spring), and acceptance by an approved school district or agency.

Applications for Student Teaching must be submitted to the Office of Academic Services and Intern Support (2301 Stone Bldg.) on the following timetable:

  • For Spring semester placement, submit application no later than the deadline set by the OASIS Director of Student Teaching and Internship Experiences, Suite 2301 Stone Bldg.
  • For Fall semester placement, submit application no later than the deadline set by the OASIS Director of Student Teaching and Internship Experiences, Suite 2301 Stone Bldg.

Applicants are specifically not guaranteed assignment to their home county nor to the immediate and general vicinity of the campus. Submission of an application by a candidate constitutes an agreement to accept assignment in the school and county where it is determined that the candidate’s academic program objectives for student teaching can best be achieved.

A candidate is expected to meet professional standards as expressed in the pertinent school laws of the State of Florida. Candidates are also informed that, consistent with applicable law, information pertaining to all matters of public record, such as arrest and/or convictions in a court of law, may be routinely furnished to public schools as well as prospective employers.

For more information, visit https://cehhs.fsu.edu/oasis/student-teaching.

Clinical Experience for Heath and Human Sciences Programs

A series of clinical experiences throughout the Human Development and Family Science Program, Marriage and Family Therapy Program, Exercise Physiology Programs, as well as the Food and Nutrition Program; and A Level II Security Check is required for all FSU students who will have direct contact with PreK-12 students. Students should be aware that if you have been arrested for certain crimes you may not be considered for a teaching position. Fingerprinting and Level II-background clearance are required for any placement in a PreK-12 setting.

Note: Students should consult with a program advisor for specific course requirements.

Planning Guide to Educator Preparation Programs

Inventory of State-Approved Programs

The following College of Education graduate programs have been approved by the Florida Department of Education (DOE) as Initial Certification Educator Preparation Programs:

  • Educational Leadership/Administration (Certification Area: Educational Leadership)
  • Elementary Education (Certification Area: Elementary Education grades K-6 with endorsements in ESOL and Reading)
  • English Teaching (Certification Area: English grades 6–12 with endorsements in ESOL and Reading)
  • School Counseling (Certification Area: School Counseling grades P–12)
  • School Psychology (Certification Area: School Psychology grades P–12)
  • Social Science Teaching (Certification Area: Social Science grades 6–12)
  • Special Education Teaching (Certification Area: Exceptional Student Education grades K-12 with endorsements in ESOL, Autism and Reading)
  • Visual Disabilities (Certification Area: Visual Impairment grades K–12)

The following undergraduate and/or graduate programs have been approved by the DOE as Initial Certification Educator Preparation Programs; they are listed with the name of the Florida State University College in which they are located:

  • Art Education (grades K–12), College of Fine Arts
  • Applied Geosciences/FSU Teach (grades 6–12), College of Arts and Sciences
  • Biology/FSU Teach (grades 6–12), College of Arts and Sciences
  • Chemical Science/FSU Teach (grades 6–12), College of Arts and Sciences
  • Environmental Science/FSU Teach (grades 6–12), College of Arts and Sciences
  • Mathematics/FSU Teach (grades 6–12), College of Arts and Sciences
  • Physical Science/FSU Teach (grades 6–12), College of Arts and Sciences

Continuation and Graduation Requirements of an Educator Preparation Program

Students must meet the following requirements to continue and then graduate from an Educator Preparation program:

  • Maintain an overall graduate GPA of 3.0 or above in all coursework (some programs may require a higher GPA).
  • Complete standards and specific coursework requirements set by the program.
  • Meet all University graduation requirements, including requirements mentioned in this Graduate Bulletin under the ‘Planning Guide to Educator Preparation Programs’ section.
  • Achieve a passing score on all required Florida Teacher Certification Examinations (FTCEs), including the Professional Education Examination, and the appropriate Subject Area Examination by July 1 (if student teaching in the Fall) or November 1 (if student teaching in the Spring).
  • Successfully complete the student-teaching experience.
  • Receive verification from the appropriate academic program of successful demonstration of the Uniform Core Curriculum as mandated by Section 1004.04, Florida Statutes.
  • Obtain final approval of the appropriate academic program from the Office of Academic Services and Intern Support.

These requirements are distinct from degree program completion/graduation requirements.

Professional Behaviors and Dispositions

While enrolled in educator preparation programs, the student is expected to demonstrate positive behaviors and dispositions that conform to the “Code of Ethics” (State Board of Education Rule 6B-1.00 FAC) and the “Principles of Professional Conduct in Flori-da” (State Board of Education Rule 6B-1.006 FAC). The programs reserve the right to refuse or discontinue enrollment of any student who violates these expectations or in the judgment of a majority of the program faculty does not meet the program standards. Information on professional behaviors and dispositions can be found on the Educator Preparation website: https://cehhs.fsu.edu/educator-preparation.

Clinical Experience

A series of clinical experiences in diverse settings throughout Educator Preparation programs that culminate with a full-time student teaching experience of at least ten weeks duration in an approved setting;

A Level II Security Check is required for all FSU students who will have direct contact with PreK-12 students. Students should be aware that if you have been arrested for certain crimes you may not be considered for a teaching position. Fingerprinting and Level II-background clearance are required for any placement in a PreK-12 setting.

Note: Students should consult with their academic program advisor for specific course requirements.

Criteria for Admission to Student Teaching

The following criteria must be fulfilled prior to placement for student teaching:

  • Admission to Teacher Education outlined under the ‘Requirements for Admission to an Educator Preparation Program’ in this Graduate Bulletin.
  • Completion of at least one semester in residence at Florida State University.
  • Successful completion of all program requirements prior to the student teaching semester.
  • Successful completion of a subject-area specialization and professional education coursework as outlined under ‘Clinical Experience’ in this Graduate Bulletin.
  • Completion of departmental requirements in computer literacy.
  • An overall GPA of 3.0 in all graduate program coursework (a higher GPA may be required by some academic programs or for particular core courses).
  • Successful completion of pre-internship clinical experience requirements as set by the program or the University.
  • Achieve a passing score on the Professional Education Skills Test, and the Subject Area Test on the Florida Teacher Certification Exam (FTCE) by July 1 (if student teaching in the Fall) or November 1 (if student teaching in the Spring).