School of Education Graduate Division

Cecelia Steppe-Jones, Dean
Telephone: (919) 530-6466
Fax: (919) 530-7681
Email: csteppj@nccu.edu

Diane M. Scott, Associate Dean
Telephone: (919) 530-7297
Fax: (919) 530-7681
E-mail: discott@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, elementary education, middle grades education, secondary English education, secondary mathematics education, 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 curriculum and instruction (with concentrations in elementary education, middle grades education, secondary English education, and secondary mathematics education) and 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 elementary school teachers, middle school teachers, secondary school teachers, special education, and special service school personnel. Secondary and/or K-12 licensure programs are offered in English, family/consumer sciences, mathematics, and physical education. Refer to the section on the School of Library and Information Sciences for information concerning licensure as a media coordinator.

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

THE GRADUATE COUNCIL

The Graduate Council formulates general policy for the operation and development of the graduate programs within the School of Education. 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 the University Graduate Council. Policies formulated by the Council are subject to approval by the Dean of the School of Education, the Vice Chancellor for Academic Affairs, and the Chancellor.

The Graduate Council is composed of the Associate Dean for Graduate Programs (who chairs the Council), the program coordinator of each of the six areas represented in the School, and other graduate faculty members. 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 Graduate Council is to serve in an advisory capacity to the Dean of the School to ensure that graduate education maintains standards of excellence. The 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:
   
   1. Transfer in courses.
   2. Receive an extension of time to complete a program.
   3. Be reinstated.
   4. 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.
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

1. Each application submitted to the Graduate Division must be accompanied by a non-refundable application fee of $40. The fee is accepted in all forms except cash.
2. The student’s application for admission, one copy of official college transcripts, recommendation forms, statement of interest, and GRE scores must be submitted to the Office of Graduate Studies using the online graduate student application. Applications are reviewed during the academic year only and must be received by October 1 for spring admissions and February 1 for consideration for certain forms of financial assistance or the final deadline of March 31 for fall admissions. A student whose application has not been evaluated may enroll as a special student through the Associate Dean for Graduate Programs with permission from the Program Coordinator of the intended major. Degree credit for graduate course work may not be granted, unless the student meets requirement for admission to the Graduate Division.
3. After evaluation of the student’s credentials, the Dean will notify the student of the admission decision by letter noting conditions, if applicable.

Graduate School Requirements

Grade Point Average (GPA)

A minimum of 2.5 overall at the undergraduate level and 3.0 in the undergraduate major are required.

Statement of Academic and Career Objectives

The form is included in the application packet.

Pre-Admission Interview

Arranged by the appropriate Program Coordinator.

Graduate School Orientation Session

All newly-admitted graduate students are expected to attend an orientation session in which graduate school requirements and expectations are discussed.

Additional Program Requirements

Outlined in the application packet forms.

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 2.5 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. Applicants who intend to qualify for graduate elementary, middle grades, secondary English and secondary mathematics licenses must hold the initial license or its equivalent. Students interested in graduate secondary teaching programs must consult the School of Graduate Studies for the Colleges of Science and Technology and Behavioral and Social Sciences.
3. For some programs, applicants must show evidence of at least two years of successful teaching experience.
4. The six divisions 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.

Conditional Admission

With the approval of the Program Coordinator of his/her proposed graduate major and the Dean, a student whose scholastic record does not fully meet requirements for unconditional graduate status may be granted conditional admission. Such students may be required to complete prescribed prerequisite work without graduate credit. This student may be admitted for a trial period after which he/she may be given full graduate status, if the work is of graduate quality.

Admission may be refused due to low grades on the student’s scholastic record or low performance during the trial period.

Special Graduate Students

The Graduate Division recognizes the admission classification of special graduate students. This designation is a temporary classification for persons who wish to take courses for licensure renewal, for transfer to another institution, or for personal satisfaction. This classification terminates on the date of the student’s completion of a successful application or admission to a program in the Graduate Division. Students admitted as special graduate students are not candidates for a degree. They may take courses for graduate credit, but may not later request that more than nine semester hours apply to any program leading to a master’s degree. Credits earned while a student is designated as a special graduate may later be applied toward the fulfillment of the requirements of graduate degree program under the following provisions:

1. The action is recommended by the Program Chair of the student’s intended major and approved by the Dean.
2. The work is not more than two years old.
3. The amount of credit does not exceed nine semester hours.
4. The work is “B” level or better.
5. The work has not been taken to remove deficiencies. Deficiencies are defined as qualifications needed in order to meet Graduate Division admission standards.

Admission of International Applicants

All applicants who are non-citizens of the United States and graduates of institutions of higher learning located outside the United States are defined as international applicants. In addition to providing academic credential and letters (or forms) of recommendation, international applicants must fulfill the following requirements:

1. Demonstrate proficiency in the English language by taking the Test of English as a Foreign Language (TOEFL). Exceptions will be made for those whose native language is English or whose medium of instruction has been English. An interview may be required. The TOEFL score (minimum of 500 required for admission) must be submitted directly to the Graduate Division of the School of Education, North Carolina Central University, Durham, NC 27707 from TOEFL, Box 880, Princeton, New Jersey 08541-008, U.S.A. Proficiency may also be demonstrated by passing a full academic year of college level freshman English (i.e. ENG 1100, ENG 1200) with a grade “C” or better at an accredited institution of higher education in the United States or by successfully completing the English Language Program at one of the many ESL Language Centers in the United States.
2. Submit academic documents directly from institutions to the Graduate Division of the School of Education. Where original documents are impossible to obtain, properly notarized documents will be considered. The notarization should be done by a proper government official or proper representative of the American Embassy in the country. Applicants must pay for any costs involved with having foreign transcripts translated and/or evaluated before they are admitted.
3. Submit documentation certifying their capacity to meet the financial requirements necessary to complete the master’s program before a Form I-20 will be issued for a visa application.
4. For clarification of the above requirements, please contact the international student advisor at (919) 530-7912.

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.

Financial Assistance

The University offers financial assistance in the form of a limited number of graduate assistantships. Graduate assistantships involve supervised teaching, research, or service to the University, and they are available only during the regular sessions. Students are recommended by the Dean of the School of Education. Interested students should confer with the Associate Dean in the School of Education.

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 (This grade does not apply to theses. The work must be completed within one year of the grade or the course will have to be repeated for credit.)
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. Grades of H, P and L (given before 1983) will be viewed as equivalent of grades A, B and C, respectively.

Satisfactory Progress and Academic Dismissal

When a student’s cumulative grade point average falls below 3.0, he/she is automatically put on academic probation for up to one calendar year. During that year, the student is to maintain contact with the advisor, program coordinator, and/or Associate Dean for graduate programs 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, s/he should meet with their advisor to develop a 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 submits in writing an acceptable recommendation to the Dean of the School of Education. If a student fails (earns a “C” or “F”) a second time, he/she is dismissed from the degree program. The student may appeal the dismissal to the Graduate Council through the Dean of the School of Education.

Academic Integrity

As a center of learning, teaching, and research, North Carolina Central University charges its members including students to maintain patterns of behavior which enable these essential functions.

Academic Dishonesty Defined

Academic dishonesty is defined as any conduct which is intended by the student to obtain for him/her or for others an unfair or false evaluation in connection with any examination or other work for academic credit. Cheating, fabrication, plagiarism, and complicity are examples of conduct which is academically dishonest.

Cheating is the unauthorized use of materials in connection with an examination or other work for academic credit, including, but not limited to:

• The use of books, notes, outlines, etc. during an examination where the instructor has not authorized use of such materials or information;
• Seeking unauthorized materials or information from others in connection with an examination;
• Giving or attempting to give unauthorized assistance to another person in connection with an examination;
• Obtaining or attempting to obtain unauthorized copies of examinations;
• Copying or attempting to copy from the work of another student during an examination;
• Bringing to an examination, or attempting to use during an examination, unauthorized answers which have been prepared prior to the examination; and
• Submitting for evaluation in a course, part or the whole of a work for which credit has been given previously.
• Fabrication is the invention, counterfeiting and/or alteration of quoted passages, data, procedures, experiments, sources or other information in connection with any academic exercise.
• Plagiarism is the use of the ideas, words, or works of another without attribution when the information provided is not common knowledge either in content or form and includes, but is not limited to:
  
  • Quoting from the published or unpublished work of another without appropriate attribution;
  • Paraphrasing or summarizing in one’s own work any portion of the published or unpublished materials of another without attribution; and
  • Borrowing from another’s work, data, and facts which are not in the domain of common knowledge.
• Complicity is the giving of assistance or the attempt to give assistance to another for the purpose of perpetrating academic dishonesty.

Sanctions

The penalties for conviction of the first offense of academic dishonesty may include the following and the penalties will be determined by the severity of the offense:

• Formal warning;
• Grade of “F” or “0” for the assignment;
  
  • Grade of “F” for the course

Due Process Procedures for Students

In adherence to policies governing due process rights of students, a procedure has been adopted for the School of Education. The reviewed policy can be found in the Office of Graduate Studies.

Graduate students who wish to appeal a grade decision and/or an alleged improper decision regarding their academic status are afforded due process procedures through the Dean of the School of Education. Initially, the student must meet with the Department Chair and/or Coordinator of the Program to discuss the appeal. If this meeting does not result in a satisfactory resolution, the student may elect to petition the Associate Dean for Graduate Studies. If the matter is not resolved at this level, the Associate Dean for Graduate Studies will forward the student’s written request with supporting documentation to the Chairperson of the School of Education Academic Appeals Committee. Within 10 working days after receipt of the student’s appeal, the Chairperson will convene hearing. After the committee’s deliberation, the chair will submit a written recommendation of the AAC. The Dean will review all documents and the committee’s recommendation(s) before rendering the final decision.

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 advanced 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 nonrefundable application fee.

A Lateral Entry Teacher may pursue a second-degree or 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 Coordinator for assistance in identifying specific program requirements and obtaining transcript reviews.

The TEP admissions process for students who possess an undergraduate degree is as follows:

1. The student submits transcripts to the Alternative Licensure Coordinator.
2. The Alternative Licensure Coordinator works with the program coordinator to evaluate transcripts and develop a program of study for the candidate.
3. If not already done, the program coordinator interviews the students 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 NCDPI.
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 Program Coordinator assigns all students an academic advisor. The letter of admission from the Graduate Office 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.

The advisor assigned upon admission is expected to 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 Handbook [located on the Web].

Upon admission the Program Coordinator assigns advisees to eligible faculty in the Program. These assignments are based on program interest of the students as well as number of faculty advisors. Every effort is made to insure that equity is achieved in the assignment of advisors. The Program Coordinator monitors the number of enrollees to ensure that assignments are equitable from semester to semester.

The program 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 and ensuring that he/she meets all program requirements and is advised regarding such things as 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 feel the need to request a change in advisor. Requests that provide justification for the change are made in writing to the Program Coordinator, with a copy that goes to the Chair of the Department and the Associate Dean for Graduate Programs. The Chair or Coordinator consults the program faculty and the student is informed of the decision. If the student wishes to appeal the decision of the program, he/he may do so through the Associate Dean for Graduate Studies.

The program is responsible for evaluating the orientation as was well as the advisement processes. The Associate Dean for Graduate Programs 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 selection of courses comprising each will be made insofar as it is 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 request in writing that the school or college holding their official application packet forward that information to the School of Education Graduate Division. 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 graduate student 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, 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 and he/she is not able to complete the degree, an extension 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 grade point average effective July 1, 2009.

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 educational research and a course in educational 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.

The original and three copies of the thesis must be inspected in the Graduate Office for compliance with the Graduate School’s requirements of form and style. The documents then must be deposited in the Office of Graduate Studies not later than the date specified in the academic calendar. The binding fee must be paid at that time. 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 your 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 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 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.

Graduation

As specified in the North Carolina Central University Catalog, students must apply for graduation at the beginning of the semester of the intended graduation date. Applications, which are available through the Registrar’s Office, must be submitted by the deadline announced in the University Calendar. In addition to this requirement, students must complete a Request for Degree Checkout in the Office of Graduate Studies, Room 2056 School of Education during the same semester. If requirements are not met for graduation during the semester of graduation, students must apply again in the Registrar’s Office. Students need not complete the Request for Degree Checkout again.

Information concerning graduation is disseminated through the Registrar’s Office. Students order academic attire (caps, gowns, hoods) for commencement exercises through the university bookstore. Students can participate in commencement exercises only if all degree requirements have been met.

Eligibility for graduation with honors by graduate students requires the following cumulative grade point averages:

• Summa Cum Laude: 3.920-4.0;
• Magna Cum Laude: 3.850-3.919;
• Cum Laude: 3.770-3.849.

Residence Requirement

The term residence designates study and research on the campus of North Carolina Central University. Each student must earn at least two residence credits. Residence credit is calculated in the following manner:

Semester Hours Residence Credits

	9-12 1 6-8 less than 6

The required residence credit may be earned through the continuous enrollment or through part-time study.

The residence requirement must be fulfilled within a period of six years from the date of the student’s registration in his/her first course of degree credit. After the lapse of this period of six years, credits will be lost as they fall outside the six-year time limit.

Admission to Candidacy

A graduate student is eligible for candidacy when he/she has (1) satisfactorily completed all conditional work recommended by his/her advisor, (2) satisfactorily completed at least nine semester hours of graduate work in residence, (3) satisfactorily completed a course in statistics, (4) had the major, and thesis topic approved by his/her advisor, and (5) have their portfolios in the developmental stages.

After a graduate student has been duly admitted to the Graduate Division to pursue work leading toward the master’s degree, he/she 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 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. The advisor’s report and recommendation are made on forms provided by the Office of Graduate Studies. Application for candidacy must be made at least four months before the commencement at which the degree is expected. The procedures established for approval of all applications for admission to candidacy for all other master’s degrees in the School of Education will be used.

The Student Thesis Special Committee

The program coordinator of the student’s major area appoints an advisor or serves as advisor until the student is admitted to candidacy. After a student is admitted to candidacy, a special committee, composed of at least two members of the Graduate Faculty, is appointed. The appointment is made by the 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 Examinations

In addition to individual course examinations, candidates for the master’s degree are required to pass a comprehensive written examination covering the courses within the major. This examination date is established in the academic calendar. 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 exam.

A student who fails to pass either the written 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 program coordinator and on a favorable vote from the Graduate Council. If the student’s request to take the comprehensive 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 educational 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. Requirement

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 educational 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;
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 educational 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 course in educational inquiry and program evaluation;
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 and
10. successfully complete a portfolio in the field of major and
11. successfully complete an oral presentation of the portfolio.

The Second Master’s Degree

The program of graduate study of a student who wishes to earn a second master’s degree must meet the following conditions:

1. Each candidate must satisfy all requirements for admission to the Graduate Division as detailed in the SOE Graduate Student Handbook.
2. Each candidate must complete a minimum of 18 semester hours in addition to those completed for the first master’s degree. After having completed 9 semester hours, each student’s performance will be evaluated by the appropriate program coordinator awarding the second master’s degree. A student should not begin taking courses for the second master’s degree until he/she has satisfactorily completed all requirements for the first master’s degree.
3. In addition to the minimum 18 semester hour requirement, each candidate must complete a thesis or portfolio and a comprehensive examination. A waiver of the thesis or portfolio requirement is granted for students who are matriculated for a second master’s degree in instances where they satisfactorily completed thesis/portfolio requirements for the first master’s degree.
4. The program coordinator and Department Chair have the responsibility for recommending a program of study for each prospective candidate to the Dean of the School of Education.
5. The Dean of the School of Education has the responsibility for reviewing and approving each proposed program for a second master’s degree.

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, 42 credit hours, Research & Statistics, Written
• Elementary Education: MEd, Portfolio, 36 credit hours, Research & Statistics, Written
• Middle Grades: MEd, Portfolio, 39 credit hours, Research & Statistics, Written
• Special Education:
  
  • Behavioral Emotional Disabilities: MEd./MAT, Portfolio, 39 credit hours, Research & Statistics, Written
  • Learning Disabilities: Med,/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

Diane Scott, Associate Dean of Graduate Studies
Sharon Spencer, Assistant Dean/Director of Teacher Education
Theodore Pikes, Department Chair –Special Education
Dorothy Singleton, Department Chair – Curriculum & Instruction and Professional Studies
Hycy Prince Bull, Department Chair – Educational Leadership, Research, and Technology
Sheila Bridges-Bond, Interim Department Chair – Communication Disorders
Edward Moody, Department Chair – Counselor Education
Hycy Prince Bull, Coordinator of Educational Technology Program
Keisha Daniels, Coordinator of School Administration Program
Beth Harris, Director of Visual Impairment Training Program
Donald Barringer, Director of Teaching Fellows
Sharon Spencer, Licensure Officer
Ramona Cox, Director of University School Partnerships
Tracey Wilson, Alternative Licensure Coordinator

School of Education Faculty

Ellen Bacon (Professor)
Special Education –Behavioral/Emotional Disabilities
B.A., Eckerd College
M.A., Teacher College-Columbia University
Ph.D., University of North Carolina at Chapel Hill

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 and Professional Studies
B.S., Florida A&M University
M.Ed., North Carolina Central University
Ph.D., North Carolina Agricultural & Technical State University

Wanda Coneal (Assistant Professor)
Curriculum & Instruction and Professional Studies
B.A., University of North Carolina at Greensboro
M.S., Central Michigan University
Ph.D., Vanderbilt University

Jonise Cromartie-Brown (Clinical Faculty)
Communication Disorders – Speech-Language Pathology
B.A., Winston-Salem State University
M.Ed., North Carolina Central University

Kisha Daniels (Assistant Professor)
Curriculum & Instruction and Professional Studies
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 and Professional Studies
B.S., Longwood College
M.S., Eastern Kentucky University
Ph.D., North Carolina State University

Agnes DeWitt (Assistant Professor)
Curriculum & Instruction and Professional Studies
B.S., Hampton University
M.S., University of Maryland
Ed.D., Nova Southeastern University

Yolanda Dunston (Assistant Professor)
Curriculum & Instruction and Professional Studies
B.A., M.Ed., Ph.D., University of North Carolina at Chapel Hill

Deborah Eaton (SOE Educational Technology Coordinator)
Educational Technology
B.A., M.A., North Carolina Central University

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 and Professional Studies
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

Kyla Kurian (Assistant Professor)
Counselor Education
B.A., Rhodes College
M.Ed., Ohio University
Ph.D., North Carolina State 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)
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 and Professional Studies
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 (Assistant Professor)
Curriculum & Instruction and Professional Studies
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

Nancy Reese-Durham (Associate Professor)
Curriculum & Instruction and Professional Studies
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 and Professional Studies
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)
School Administration
B.A., Montclair State College
M.Ed., Langston University
Ph.D., University of Oklahoma

Dorothy Singleton (Professor)
Curriculum & Instruction and Professional Studies
B.A., Shaw University
M.Ed., North Carolina Central University
Ph.D., University of South Florida

Sharon Spencer (Professor)
Curriculum & Instruction and Professional Studies
B.A., Guilford College
M.Ed., University of North Carolina at Greensboro
Ph.D., University of North Carolina at Chapel Hill

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)
School Administration
B.S., M.S., North Carolina Agricultural and
Technical State University
Ed.S., Ed.D., Clark Atlanta University

Doris Tyler (Assistant Professor)
Special Education
B.A., Johnson C. Smith University
M.Ed., University of North Carolina at Chapel Hill
Ed.D. North Carolina State University

Brad Walker (Associate Professor)
Special Education- Visual Impairments, Orientation
& Mobility
B.S., Florida State University
M.S., Pennsylvania College of Optometry
Ph.D., University of Texas at Austin

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

• •  Advanced Master’s Program in Curriculum and Instruction, Elementary Education Concentration
• •  Advanced Master’s Program in Curriculum and Instruction, Middle Grades Concentration
• •  Advanced Master’s Program in Curriculum and Instruction, Secondary English and Mathematics Concentration

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