Nov 15, 2019  
Graduate School Course Catalog 2015-2016 
    
Graduate School Course Catalog 2015-2016 [ARCHIVED CATALOG]

School of Education Graduate Division


Wynetta Lee, Dean
Telephone: (919) 530-6466
Fax: (919) 530-7681
Email: wynetta.lee@nccu.edu   
 
Diane M. Scott, Associate Dean for Graduate Studies and Student Affairs
Telephone: (919) 530-7297
Fax: (919) 530-7681
E-mail: discott@nccu.edu
 
Theodore Pikes, Associate Dean for Assessment and Program Quality
Telephone: (191) 530-6231
Fax: (919) 530-7681
E-mail: tpikes@nccu.edu

Purpose of Graduate Study

Graduate study in the School of Education is designed to provide qualified holders of the bachelor’s degree with a broader, deeper, and more thorough acquaintance with scholarship and research in educational technology, school administration, special education, communication disorders (speech-language pathology), and counselor education.  Its aim is to develop independent study, originality, and competence in research, and in the application of critical thinking to professional problems.

Due to national and state accreditation standards, program curricula and requirements are subject to change.

Degrees Conferred

The M.A.T., M.A., M.Ed., and M.S.A. degrees are offered through the School of Education Graduate Division.  Those majoring or concentrating in educational technology, mental health counseling, career counseling, and school counseling receive the M.A. degree.  Students who major in communication disorders receive the M.Ed., while students who major in special education (with concentrations in behavioral/emotional disabilities, learning disabilities, and visual impairment) receive the M.A.T. or the M.Ed. Students majoring in school administration (educational leadership) receive the M.S.A. degree.

Graduate Teacher Licensure

In conjunction with graduate degree programs, North Carolina Central University offers graduate licensure for secondary school teachers, special education, and related services school personnel.  Secondary and/or K-12 licensure programs are offered in, family/consumer sciences and physical education. Refer to the section on the School of Library and Information Sciences for information concerning licensure as a school media coordinator.

These programs are designed to meet North Carolina Department of Public Instruction licensure standards.  Students seeking licensure in any other state should obtain information themselves concerning the requirements of that state.

THE SOE GRADUATE COUNCIL

The Graduate Council formulates general policy for the operation and development of the graduate programs within the School of Education (SOE).  Such policies must be consistent with overall institutional policies and accreditation standards of regional and national associations in which the institution or school holds membership. These policies should not be in conflict with the general policies and procedures of the University as established by the University Graduate Council. Policies formulated by the SOE Council are subject to approval by the Dean of the School of Education, the Provost and Vice Chancellor for Academic Affairs, and the Chancellor.

 

The SOE Graduate Council is composed of the Associate Dean for Graduate Programs and Student Affairs (who chairs the Council), department chairs, the program coordinator of each of the areas represented in the School of Education and two ex-officio members (the Dean and Associate Dean for Assessment and Program Quality). The Council reports to the Dean who is responsible for the administration of the regulations and requirements for advanced degrees in the School of Education.

 

The role of the SOE Graduate Council is to serve in an advisory capacity to the Dean of the School of Education to ensure that graduate education maintains standards of excellence.  The SOE Council

  1. Monitors program accreditation standards and program implementation;
  2. Encourages professional growth and scholarly productivity of the faculty;
  3. Takes an active role in recruiting well-qualified students from diverse cultural backgrounds;
  4. Recommends policies governing criteria for admission to graduate programs and approves applications for admission;
  5. Reviews applications for admission to candidacy, giving attention to both the design and content of the proposed research;
  6. Makes recommendations regarding requests from students to:
    a) Transfer in courses.
    b) Receive an extension of time to complete a program;
    c) Be reinstated; and
    d) Consider other special concerns;
  7. Annually reviews student progress;
  8. Monitors and upgrades library holdings in the subject areas;
  9. Promotes active student involvement in the Graduate Division of the School of Education; and
  10. Conducts or oversees the follow-up of graduates for the purpose of program improvement.

Program Regulations

Regulations governing graduate work at North Carolina Central University are classified as General and Special.  General regulations apply to all students in a degree program.  The student must assume full responsibility for being knowledgeable about regulations governing graduate work.  Special regulations apply to students taking courses in anticipation of being admitted to a degree program.  Please refer to the section on “Special Graduate Students.”

Admissions Procedures

Programs have different deadlines. Communication Disorders and Counseling admit only in the fall with a deadline of February 1. All other graduate programs have deadlines of October 1 for possible Spring admission and March 1 for possible Fall admission.  A student who applies late or whose application has not been evaluated may enroll as a special student through the Office of Graduate Studies.  Degree credit for graduate course work taken as a special student may not be granted, unless the student meets requirements for admission. The application is submitted online at http://www.nccu.edu/futurestudents/applynow.cfm with the exception of official transcripts. Official transcripts are sent to the SOE Graduate Office.

Types of Admission

Unconditional Admission

A student holding a bachelor’s degree from an accredited institution is eligible for unconditional admission under the following provisions:

  1. The applicant’s overall undergraduate average must be at least 2.75 on a 4.0 scale and an average 3.0 or better in an undergraduate major of at least 30 semester hours in the area of the proposed graduate major or related area.
  2. The program units which offer graduate work may have other requirements in addition to those listed above.  Students are advised to review the sections in the catalog titled Course Descriptions and consult the Program Coordinator of the intended major or the Associate Dean for Graduate Programs and Student Affairs.

Undergraduate Preparation

All regularly admitted students must have had an undergraduate major consisting of 30 semester hours of work in the field of study chosen for the specialization in the Graduate Division except in some instances for those students applying for the MAT.

Grading System

The University recognizes the grades that follow in the evaluation of the performance of graduate students:

A = Work of superior quality
B = Satisfactory passing work
C = Low passing work
I = Work that has not been fully completed and granted only in exceptional cases.  (This grade does not apply to theses.  An agreement must be signed by the student and faculty member detailing what work needs to be completed and when it needs to be completed.  If the grade is not changed within on year, it will automatically become an F.)
W = Represents withdrawal from all courses for the semester
WC = Represents withdrawal from the course
F = Failure
NF = Represents a course in which the student stopped attending classes without officially dropping the class; counts as a failing grade
P = is given for thesis enrollment
AU = Represents audited course

Quality Points

Quality points are assigned for the purpose of determining the cumulative grade point average as follows:

A = 4 credits
B = 3
C = 2
F = 0
I, W, WC, NP, PR, and AU   grades do not figure into the grade point average.

Grade Point Average Requirement

A cumulative grade point average of at least 3.0 is required for graduation.

Satisfactory Progress and Academic Dismissal

When a student’s cumulative grade point average falls below 3.0, the student is automatically put on academic probation for up to one calendar year.  During that year, the student must maintain contact with the advisor, program coordinator, and/or department chair for advice and assistance.  Failure to raise the cumulative grade point average to 3.0 within one calendar year will be cause for dismissal.

If a student receives a grade of “C” in a course, the student should meet with their advisor to develop an academic support plan before the next semester. A student who receives a grade of “F” or two “C’s” may not continue in graduate school unless his/her program coordinator and department chair submit in writing an acceptable recommendation to the Dean of the School of Education.  If a student fails a second time or earns a third “C,” the student is dismissed from the degree program.

Licensure Only (Graduate Students)

The Licensure-Only Program is an individualized program which is based on a student’s previous course work and experiences.  Completion of the program requires the fulfillment of the same licensure program requirements as those for a traditional degree-seeking student.

Generally, the “licensure only” program is designed for students who have an undergraduate degree or who already hold a license in one area and want to “add on” another licensure area. The licensure-only student may be considered an undergraduate or graduate student for tuition purposes (depending on transcript review) and must apply through the Graduate Office in the School of Education. There is a $40.00 non-refundable application fee.

A Lateral Entry Teacher may pursue a licensure-only program. A Lateral Entry Teacher is one who holds a current provisional license; is currently employed by a North Carolina School district; does not possess a teaching license and has not previously completed a teacher education program prior to application for initial licensure in North Carolina.

Contact the Special Education Licensure Coordinator or the Alternative Licensure Office for assistance in identifying specific program requirements and obtaining transcript reviews.

The Teacher Education Program (TEP) admissions process for students who possess an undergraduate degree is as follows:

  1. The student submits the application and transcripts to the School of Education Graduate Office.
  2. The program coordinator evaluates the transcripts and develops a program of study for the candidate.
  3. If not already done, the program coordinator interviews the student and shares the completed transcript evaluation.
  4. If the student decides to enter the program and has at least a 2.5 GPA on a 4.0 scale, and with the recommendation of the coordinator, the student completes and submits a Teacher Education Program application to the program coordinator.
  5. The program coordinator forwards the application, transcript evaluation, and other appropriate materials to the licensure officer who presents the candidate for Teacher Education Program admission to the Teacher Education Council.
  6. Upon completion of the academic program, licensure-only students must pass the specialty area test(s) or subject assessment(s) of Praxis II if required by NC Department of Public Instruction.
  7. When the scores are received, the student completes the necessary licensure forms and submits the appropriate fee to the Licensure Office. The Licensure Officer submits the documents to the NC Department of Public Instruction, the agency responsible for issuing teaching licenses.

Advising Policy

Upon admission to a program the Department Chair or Program Coordinator assigns all students an academic advisor.  The letter of admission from the Dean of the School of Education and a follow-up letter from the program are sent to the student informing him/her of the name and phone number of the advisor and requesting that the student contact the advisor immediately to plan a program of study.

In most cases, the advisor assigned upon admission is expected to be the student’s thesis advisor or portfolio advisor since areas of interest were reviewed prior to the assignment.  In some programs, the student may wish to select another professor to direct the thesis because of the nature of the research.  In this instance, the student and advisor agree upon this arrangement in consultation with the thesis advisor.

The University expects all students to assume major responsibility for their academic progress.  This includes becoming familiar with the specific requirements for the major, meeting with the academic advisor at least once each semester to discuss their program, giving their academic work the highest priority, and carefully planning their course sequences and selections. All students are required to review the School of Education Graduate Student Handbook [located on the Web].

The program’s faculty is responsible for orientation of students.  It may be as formal as requiring a general session of all admitted students during a particular semester or it may be handled on an individual basis by the advisor.  In either case, an orientation is held for all students admitted to the School of Education.  The orientation is designed to acquaint the student with the services of the University (such as library, counseling, and financial aid services) and to provide the new students with information regarding graduate school policies and registration procedures.

Advisors are expected to be thoroughly familiar with University and School of Education policies especially as they relate to graduate study.

The advisor is expected to be an academic advisor, following the student from admission to graduation.  Advisors ensure that the student meets all program requirements, is advised regarding the student’s readiness to take the comprehensive examination, appropriate time to apply for candidacy, the availability of courses in the program, and other guidelines described in the SOE Graduate Student Handbook.

Graduate advisors are expected to maintain a minimum of 10 office hours per week and meet with students when necessary by appointment.  Some office hours should be held at times most convenient for the working student (i.e., after 3 pm).

On occasion, students may need to request a change in advisor.  Requests that provide justification for the change are made in writing to the Program Coordinator and Chair with a copy that goes to the Associate Dean for Graduate Programs and Student Affairs.  The Chair or Coordinator consults with the program’s faculty and the student is informed of the decision.  The student may appeal the decision through the Associate Dean for Graduate Studies and Student Affairs.

The program is responsible for evaluating the orientation and the advisement processes.  The Associate Dean for Graduate Programs and Student Affairs monitors these processes.  Data collected are used to improve services.

Majors and Minors

The student must elect an academic major.  A minor is not always required.  This decision will depend upon the student’s preparation, but the final course selection for each major will be consistent with the requirements of the Graduate Division, and according to what seems to be in the best interests and needs of the student.  The minor must be drawn from a different education program area.  Persons expecting to qualify for the North Carolina Master’s (M) teaching license in an additional specialty area must earn at least 18 semester hours in the subject area, and they should check on the requirements with the director of that area.

Changing Majors

Students who have pursued graduate work at North Carolina Central University under a different degree program may apply for transfer and such a change will be contingent upon the approval of the program coordinator and upon the recommendation of the Graduate Council.

Students must complete a new application online in ApplyYourself. Upon receipt of the information, the program coordinator of the intended major will make a recommendation to the Dean.

A student wishing to change majors within the School of Education must request in writing that his/her application and supportive information be reviewed for a different major. Students need to include a statement indicating the reasons for the change and identify their new academic objectives. The program coordinator of the intended major will make a recommendation to the Dean.

Transfer of Graduate Credit

A student admitted graduate programs within the School of Education who has completed coursework at another accredited institution offering graduate work may request a transfer of 3-12 hours with the approval of the program coordinator if

  1. the course is graduate level from an accredited university;
  2. the student earned at least a “B” or its equivalent in each course to be transferred;
  3. the advisor, program coordinator, chair, and Dean approve the course as part of the student’s graduate program; and
  4. the course credit was earned within the past three years.

Transfer credit does not reduce the student’s residence requirement.  Extension credits offered through other universities are not acceptable.

Extensions and/or Reinstatement

Students are given six years from the time they are admitted to complete a master’s degree.  If circumstances arise beyond the student’s control that deter degree completion, an extension of up to one year may be granted.    Students receiving an extension of time to complete the degree requirements are subject to all program requirements in effect at the time the extension is granted, and may be required to take additional courses or major courses again.

All students who have not taken courses in the last six years must apply for admission under the current standards.

Registration of Graduate Students in 4000-Level Courses

Graduate students may take 4000-level courses as prerequisite courses ONLY.  These courses will not be counted toward the academic program requirements and will not be counted in the student’s cumulative graduate grade point average.

Educational Research and Educational Statistics

In accordance with the general regulations of the Graduate Division of the School of Education at North Carolina Central University, students pursuing the master’s degree must complete a course in research and a course in statistics.  Statistics must be taken prior to admission to candidacy.

Thesis

Candidates for the master’s degree in some programs must submit an acceptable thesis.  Credit equal to that of one full course (3 semester hours) will be granted when a thesis is accepted and successfully defended.  Students must be enrolled in EDGR 5900 Thesis when seeking consultations with their advisor and using the resources in the library.  In addition to the above approvals, thesis proposals must be approved by the Graduate Council and the completed thesis defended orally before a thesis committee of three professors.

The preparation of the thesis should show the capacity of the student under guidance to accomplish independent investigation, and it must demonstrate mastery of the methodology of research.  It is not expected or required that the thesis or research project in every case be an original contribution to knowledge.  The student, in the preparation of the thesis, is concerned with knowledge and the evidential bases on which the knowledge rests.  Various types of theses are required by different program areas.

A copy of the regulations regarding form, style, and physical requirements for a thesis or research project may be obtained from the Office of Graduate Studies.

All requirements–including the written examination, thesis and the oral examination–must be completed by the dates listed in the academic calendar in order for a student to receive his/her degree during the desired semester.

Portfolio

Candidates for the Master’s degree in some programs must submit an acceptable portfolio.  There is no course credit granted for the portfolio requirement.  The purpose of the portfolio is to demonstrate competency in knowledge and skills in the proposed area of study.  Competency is typically demonstrated by a class project carried out by a student in a school or classrooms.  These projects or papers are developed during courses.  Various types of portfolios are required by different program areas.  Consult with a given program coordinator or advisor about specific program portfolio requirements.

Students should keep a written log of the projects and papers that they plan to submit as part of their portfolio.  Student projects should be reviewed each semester with the student’s advisor.  Some class projects or papers may be acceptable for a class grade, but will not be accepted as evidence of competency for a portfolio.  In those cases, students will be asked to redo or revise projects or papers to meet portfolio criteria.

Portfolios are due at the latest on the same day as university comprehensive exams.  Portfolios may be reviewed by two faculty members and an outside evaluator from the educational community.  Students and their faculty advisor will select the outside reviewer.  A student’s portfolio must be rated as acceptable by all reviewers for the student to graduate. Students may be asked to revise one or more competency areas.

All requirements including the written examination and the portfolio must be completed by the dates on the academic calendar in order for a student to receive his/her degree during the desired semester.

Foliotek

All students in the School of Education or in a teacher education program housed outside of the School of Education are required to pay for a Foliotek account. Foliotek is a software system used in the assessment of student knowledge, skills, and disposition.  Current fees are $30.00 for one year, $59.00 for two years, $87.00 for three years, $112.00 for four years, and $125.00 for five years.

This is a REQUIREMENT for continued enrollment as a degree-seeking or licensure-only student in the School of Education at North Carolina Central University. Students MUST maintain a Foliotek account while enrolled in school because they will be required to upload a majority of your assignments to the system. The university will use the information to track data and verify that students have met competencies of their program of study - but more importantly - this system will serve as a professional e-portfolio and file storage. NCCU’s Foliotek structure is still a work in progress for each respective department.

Admission to Candidacy

A graduate student is eligible for candidacy after (1) satisfactory completion all conditional work recommended by his/her advisor, (2) satisfactory completion of at least nine semester hours of graduate work in residence, (3) satisfactory completion of a course in statistics, (4) approval of the major, and thesis topic approved by his/her advisor, and (5) approval of the developmental stages of the portfolio.

After a graduate student has been duly admitted to the Graduate Division to pursue work leading toward the master’s degree, the student must then qualify for admission to candidacy for the degree.  The student’s advisor submits a recommendation to the Graduate Council that the student be admitted to candidacy.  This recommendation must be supported by evidence, gathered by the advisor, that the student has developed or is developing the competencies required by the program.  The evidence may include the results of objective tests, of observations of the student in a work situation, portfolio submissions and of the application of other evaluation techniques approved by the School of Education.    Application for candidacy must be made no later than the semester before the commencement at which the degree is expected.  The procedures established for approval of all applications for admission to candidacy for all master’s degrees in the School of Education will be used.

The Student’s Thesis Special Committee

After a student is admitted to candidacy, a special committee, composed of three members of the Graduate Faculty, is appointed.  The appointment is made by the SOE Graduate Council.  The committee is the student’s advisory guide in the matter of research.  The coordinator of the student’s thesis serves as chairperson of the committee.

Comprehensive Final Examinations

In addition to individual course examinations, candidates for the master’s degree in Education are required to pass a comprehensive written final examination covering the courses within the major.  This examination date is established by the academic department.  Students completing a thesis are required to take an oral examination covering the thesis and its application in the major and minor subjects.  A committee of examiners representing the major administers this examination.  Contact your program area coordinator for specific information about the comprehensive written final examination.

A student who fails to pass either the comprehensive written final examination or the oral examination may, after a period of one semester, apply for and secure reexamination.  Should a second failure occur, a third examination is possible upon the recommendation of the department chair after consultation with the program coordinator and on a favorable vote from the SOE Graduate Council.  If the request for a third retake of the comprehensive written final examination is denied, or in the event of a third failure, the student will be dismissed from the program.

Summary of M.A. Requirements

The candidate must

  1. have a bachelor’s degree from an approved institution;
  2. hold or be qualified to hold an initial teaching license if seeking public school teacher licensure;
  3. meet specific requirements of the teaching license for which he/she wishes the institution to recommend him/her if seeking public school teacher licensure;
  4. earn a minimum of two residence credits;
  5. apply for admission to candidacy for the master’s degree at least four months before the commencement at which the degree is expected;
  6. apply for graduation in the Office of the Registrar the semester during which the degree requirements will be completed; this application must be on file no later than the deadline date listed in the academic calendar;
  7. successfully complete at least 33 semester hours of course work;
  8. successfully complete a course in statistics and a course in research;
  9. successfully complete a comprehensive written examination in the fields of the major;
  10. successfully complete a thesis (if it is a program requirement); and
  11. successfully complete an oral examination covering the thesis.

Summary of M.Ed. Requirements

The candidate must

  1. have a bachelor’s degree from a recognized institution;
  2. hold a North Carolina initial license or the equivalent (if necessary);
  3. earn a minimum of two residence credits;
  4. successfully complete a course in statistics and a course in research;
  5. successfully complete at least 36 semester hours of course work;
  6. apply for admission to candidacy filed at least four months prior to the commencement at which the degree is expected;
  7. apply for graduation in the Office of the Registrar the semester during which degree requirements will be completed; this application must be on file no later than the deadline date listed in the academic calendar;
  8. successfully complete a comprehensive written examination in the fields of the major;
  9. successfully complete a thesis (if it is a program requirement);
  10. successfully complete an oral examination of the thesis; and
  11. successfully complete a portfolio (if it is a program requirement).

Summary of M.A.T. Requirements

The candidate must

  1. have a bachelor’s degree from a recognized institution;
  2. be qualified to hold an initial teaching license (effective 8/1/2013);
  3. meet specific requirements of the teaching license for which he/she wishes the institution to recommend him/her;
  4. earn a minimum of two residence credits;
  5. successfully complete a course in statistics and a course in research;
  6. successfully complete at least 36 semester hours of course work;
  7. apply for admission to candidacy filed at least four months prior to the commencement at which the degree is expected;
  8. apply for graduation in the Office of the Registrar the semester during which degree requirements will be completed; this application must be on file no later than the deadline date listed in the academic calendar; and
  9. successfully complete a portfolio in the field of major.

Summary of M.S.A. Requirements

The candidate must

  1. have a bachelor’s degree from a recognized institution;
  2. hold an initial North Carolina teaching license;
  3. meet specific requirements of the school administration license for which he/she wishes the institution to recommend him/her;
  4. earn a minimum of two residence credits;
  5. successfully complete a in statistics and a course in research;
  6. successfully complete 42 hours;
  7. apply for admission to candidacy upon the successful completion of 15 hours of coursework;
  8. apply for graduation in the Office of the Registrar; this application must be on file no later than the deadline date listed in the academic calendar;
  9. successfully complete a comprehensive written examination in the field of major;
  10. successfully complete a portfolio in the field of major and
  11. successfully complete an oral presentation of the portfolio.

Overview of Program Concentrations in the School of Education

  • Education Technology: MA, Portfolio or Thesis, 39 credit hours, Research & Statistics, Written & Oral Exam,
  • Master of School Administration: MSA, Portfolio, 45 credit hours, Research & Statistics, Written
  • Special Education:

Behavioral Emotional Disabilities:   MAT, Portfolio, 39 credit hours, Research & Statistics, Written

Learning Disabilities:  MAT, Portfolio, 39 credit hours, Research & Statistics, Written

Visual Impairment:  MEd,/MAT, Portfolio, 39/62 credit hours, Research & Statistics, Written

  • Communication Disorders:  MEd, Portfolio or Thesis,  62 credit hours, Research & Statistics, Written
  • School Counseling:  MA, 51 credit hours, Research & Statistics, Written
  • Mental Health Counseling:  MA, 60 credit hours, Research & Statistics, Written
  • Career Counseling:  MA, 48 credit hours, Research & Statistics, Written

School of Education Administration and Faculty

Wynetta Lee, Dean

Diane Scott, Associate Dean for Graduate Studies and Student Affairs

Theodore Pikes, Associate Dean for Assessment and Program Quality

Edward Moody, Department Chair - Allied Professions

Theodore Pikes, Department Chair -Curriculum & Instruction

Laurell Malone, Department Chair - Educational Leadership

Sheila Bridges-Bond, Program Coordinator, Communication Disorders

Peggy Whiting, Program Coordinator, Counselor Education

Hycy Prince Bull, Program Coordinator Educational Technology

Beth Harris, Director of Visual Impairment Training Program

Paquita Yarborough, Director of University- School Partnerships

SCHOOL OF EDUCATION FACULTY

Sheila Bridges-Bond (Associate Professor)
Communication Disorders- Speech-Language Pathology
B.S., University of Massachusetts
M.A., Bowling Green State University
Ph.D., Michigan State University
 
Prince Hycy Bull (Associate Professor)
Educational Technology
B.A., University of Sierra Leone
M.A., M.Ed., North Carolina Central University
Ph.D., North Carolina State University
 
Dogoni Cisse (Associate Professor)
Research
B.Ed., University of Mali
M.S., M.S.Ed., Western Illinois University
Ph.D., University of Alberta
 
Cheresa Clemons (Assistant Professor)
Curriculum & Instruction
B.S., Florida A&M University
M.Ed., North Carolina Central University
Ph.D., North Carolina Agricultural & Technical State University
 
Wanda Coneal (Associate Professor)
Curriculum & Instruction
B.A., University of North Carolina at Greensboro
M.S., Central Michigan University
Ph.D., Vanderbilt University
 
Kisha Daniels (Associate Professor)
Educational Leadership - School Administration
B.A., Skidmore College
M.S., M.S.A., Ph.D., University of North Carolina at Chapel Hill
 
Clarence E. Davis (Assistant Professor)
Curriculum & Instruction B.S., Longwood College
M.S., Eastern Kentucky University
Ph.D., North Carolina State University
 
Agnes DeWitt (Assistant Professor)
Educational LeadershipB.S., Hampton University
M.S., University of Maryland
Ed.D., Nova Southeastern University
 
Yolanda Dunston (Associate  Professor)
Curriculum & Instruction
B.A., M.Ed., Ph.D., University of North Carolina at Chapel Hill
 
Robin Gillespie (Clinical Faculty)
Communication Disorders- Speech-Language Pathology
B.A., University of North Carolina at Chapel Hill
M.Ed., North Carolina Central University
Ph.D., University of North Carolina at Greensboro
 
Jianping Grace Hao (Professor)
Communication Disorders- Speech-Language Pathology
M.D. in Preventive Medicine, Southeastern University School of Medicine Nanjing, P.R. China
Master’s of Medicine, Chinese Academy of Medical Sciences & Peking Union Medical School
Ph.D., Ohio University
 
Beth Harris (Assistant Professor)
Special Education - Visual Impairment
B.S., Illinois State University
M.S., Vanderbilt University
Ph.D., University of Arizona
 
Harvey Hinton III (Assistant Professor)
Curriculum & Instruction
B.S., North Carolina Agricultural & Technical State University
M.S., Ph.D., Purdue University
 
Sandra Jackson (Associate Professor)
Communication Disorders- Speech-Language Pathology
B.A., North Carolina Agricultural and Technical State University
M.A., University of Florida
Ph.D., University of North Carolina at Chapel Hill
 
Yolanda Keller-Bell (Assistant Professor)
Communication Disorders - Speech-Language Pathology
B.A. Hampton University
M.A., Ph.D., The Ohio State University
 
Kyla Kurian (Assistant Professor)
Counselor Education
B.A., Rhodes College
M.Ed., Ohio University
Ph.D., North Carolina State University
 
Wynetta Lee (Professor)
Educational Leadership
B.A., Indiana University
M.P.A., Indiana University School of Public and Environmental Affairs
Ed.D., George Peabody College at Vanderbilt University
 
H. Donell Lewis (Associate Professor)
Communication Disorders - Audiology
B.S., Shaw University
M.A., Central Michigan University
Ph.D., University of Illinois, Urbana
 
Laurell Malone (Associate Professor)
Educational Leadership -School Administration
B.A., Earlham College
M.Ed., University of Virginia
Ed.D., Virginia Polytechnic Institute and State University
 
Nancy Mamlin (Associate Professor)
Special Education- Learning Disabilities
B.S., Indiana University
M.A., Ph.D., University of Maryland
 
Katrina Miller (Clinical Faculty)
Communication Disorders- Speech-Language Pathology
B.S., M.A., Hampton University
 
Edward Moody, Jr. (Professor)
Counselor Education
B.A., Free Will Baptist Bible College
M.A., Middle Tennessee State University
Ph.D., North Carolina State University
 
P. Masila Mutisya (Professor)
Curriculum & Instruction
B.A., M.Ed., Ed.D., University of Massachusetts at Amherst
 
Gwendolyn Newsome (Assistant Professor)
Counselor Education- Mental Health Counseling
B.S., North Carolina Agricultural and Technical State University
M.Ed., University of North Carolina at Greensboro
Ph.D., North Carolina State University
 
James Edward Osler II (Associate Professor)
Educational Technology
B.A., M.A., North Carolina Central University
Ed.D., North Carolina State University
 
Deniz Palak (Assistant Professor)
Research
B.Ed., McGill University
M.A., Ed.D., West Virginia University
 
Gerrelyn Patterson (Associate Professor)
Curriculum & Instruction
B.A., North Carolina Central University
M.Ed., University of Virginia
Ph.D., University of North Carolina at Chapel Hill
 
Theodore Pikes (Professor)
Special Education
B.S., B.S., M.Ed., Ph.D., Southern University and A & M College
 
Zaneta Ponton (Clinical Faculty)
Communication Disorders- Speech-Language Pathology
B.S., University of North Carolina at Greensboro
M.Ed., North Carolina Central University
 
Heloisa Portela (Assistant Professor)
Counselor Education
B.A., M.A., Federal University of Rio de Janeiro
M.A., North Carolina Central University
Ph.D., North Carolina State University
 
Nancy Reese-Durham (Associate Professor)
Curriculum & Instruction
B.S., University of Mary Hardin-Baylor
M.Ed., Stephen F. Austin State University
Ph.D., Texas A & M University
 
Chadwick Royal (Associate Professor)
Counselor Education- Career Counseling
B.A., North Carolina State University
M.S., University of North Carolina at Greensboro
Ph.D. North Carolina State University
 
Tom Scheft (Professor)
Curriculum & Instruction
B.A., M.A.T., Ph.D., University of North Carolina at Chapel Hill
 
Diane Scott (Professor)
Communication Disorders - Audiology
B.S., M.Ed., University of Virginia
Ph.D., Vanderbilt University
 
Timothy Seigler (Associate Professor)
Educational Leadership - School Administration
B.A., Montclair State College
M.Ed., Langston University
Ph.D., University of Oklahoma
 
Maureen Short (Assistant Professor)
Special Education
B.Ed., Kenyatta University
M.A.T., M.Ed., Texas Women’s University
Ph.D., University of North Texas
 
Alisa Taliaferro (Assistant Professor)
Educational Leadership - School Administration
B.S., M.S., North Carolina Agricultural and Technical State University
Ed.S., Ed.D., Clark Atlanta University
 
Doris Tyler (Associate Professor)
Special Education
B.A., Johnson C. Smith University
M.Ed., University of North Carolina at Chapel Hill
Ed.D., North Carolina State University
 
Peggy Whiting (Professor)
Counselor Education
B.A., M.Ed., West Georgia College
Ed.D., Vanderbilt University
 
Diane Wormsley (Professor and SOE Endowed Chair)
Special Education- Visual Impairments
B.A., Elmira College
M.Ed., Ph.D., University of Pittsburgh
 
Jianliang (Albert) Zhang (Assistant Professor)
Communications Disorders
B.A., Renmin University of China
M.B.A., Shanghai Jiaotong University
Ph.D., East Carolina University

 

Programs

Curriculum, Instruction, and Professional Studies

Programs

Counselor Education

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Special Education

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Educational Leadership, Research, and Technology

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School Administration

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Communication Disorders

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