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Education and Human Services—Workforce Education Endorsements

Introduction

The endorsement programs reflect the philosophy of continuous quality education in a changing world in its response to current and emerging strategies in education reform as applied in workforce education. The program adopts the mission statement prepared by the Ohio Department of Education, Division of Career-Technical Vocational and Adult Education, and is crafted to provide quality programs and services to meet the lifelong career and training needs of a diverse range of citizens and the ever-changing needs of the present and future workplace.

The endorsement of a teacher license, valid for teaching the subject or learners named, shall be issued to an individual who holds a baccalaureate degree; who is deemed to be of good moral character; who has successfully completed an examination prescribed by the State Board of Education; and who has been recommended by the dean or head of teacher education at an approved institution. The endorsement shall be limited to the age and grade levels listed on the license.

Admission

In addition to meeting requirements for admission established by the School of Graduate Studies, candidates for these degrees who do not meet the minimum cumulative GPA requirement to waive the GRE or MAT, must submit satisfactory Graduate Record Examination (GRE) or Miller Analogies Test (MAT) scores, unless otherwise noted (see Admission Standards). The Adolescence Young Adult, Multi-Age, and Middle Childhood initial teacher licensure programs require passing scores on the state of Ohio’s mandated Praxis II Specialty (Content) Area Exam(s). Contact the college’s Office of Student Services or visit their Web site at www.ed.wright.edu/ss/ to learn more about the Praxis II exams.

All students considering graduate-level courses in education and human services should do so with the understanding that graduate study differs in quality from undergraduate study. Graduate study requires that students be increasingly self-directed. Students are not guaranteed a master’s degree by attending and completing courses. Exit requirements must be met in all programs.

Admission to the College of Education and Human Services is based on the candidate’s written statement of purpose, consideration of undergraduate and/or graduate cumulative grade point average, submission of satisfactory scores on either the MAT, GRE, or other required examination, and in some cases, letters of reference and a personal interview (see Admission Standards).

Technology Policy
For admission to the college, all College of Education and Human Services students, graduate and undergraduate, part-time and full-time, will be expected to certify that they own or have access to a computer and the Internet.

In order to meet the mission of the college “…to prepare professionals to meet the educational and human services needs of a diverse, democratic society,” it is necessary for our students to play an active role in the technological environment the college and Wright State University are creating to assist in the completion of this mission. An increasing number of classes and options will become available to students using a variety of distributed learning formats; library resources are available in a growing number of full-text formats, and global connections via telecommunications will be part of daily operations. Students preparing to become professionals in education and human service areas must demonstrate appropriate and effective skills and knowledge in technological aspects of their work.

Minimum equipment standards will be either a Power Macintosh or Pentium-based Personal Computer (PC). The college supports Macintosh computers in faculty and staff offices and maintains computer labs. Wright State University has purchased a site license for most Microsoft software (see the Web page for Wright State’s Computing and Telecommunications Services, http://www.wright.edu/cats/ for details). The college’s standard software packages are currently Office 2001 (Word, Excel, PowerPoint), FileMaker Pro, and Netscape; the specific packages, however, are subject to change.

Initial Teaching Credential
Students seeking to enroll in a Teacher Education program designed to deliver an initial teaching credential (license) are required to pass the Praxis II specialty/content area exam(s) as defined by current state of Ohio standards. Candidates to these programs must contact the college’s Office of Student Services for assistance in identifying the appropriate exam(s) for his/her desired teaching field. Students unable to achieve a passing score as defined by state of Ohio standards will not be admitted to a Teacher Education program. Students seeking to enroll in a Teacher Education program designed to deliver an initial teaching credential will not be required to take the GRE or MAT exams. An exception to this rule is the Intervention Specialist programs. Applicants to these programs must take the GRE or MAT exams, unless eligible to waive testing requirement based on cumulative GPA (see Admission Standards).

Admission Standards
Candidates with a grade point average of less than 2.3 on a 4.0 grading system are not ordinarily admitted to graduate school. A petition process is available to formally request admissions not having met an admission standard. Candidates for admission to the Department of Human Services must meet additional requirements, which include three letters of reference, a personal interview, and a writing sample. Candidates for admission to certain programs in the Departments of Educational Leadership and Teacher Education must meet additional requirements, which include letters of reference, a personal interview, a writing sample, a self-assessment instrument, and Praxis II specialty area exams.

Waiver of GRE/MAT
Candidates to Educational Leadership master’s degree programs, Health, Physical Education, and Recreation (HPR) programs, and select Teacher Education programs may not be required to submit passing GRE or MAT scores if their cumulative undergraduate GPA is a 3.0 or higher (graduate level GPA must be 3.0 or higher.) Candidates to Teacher Education programs requiring a passing score on a PRAXIS II specialty area exam(s) must submit passing Praxis scores regardless of undergraduate GPA.

Candidates to Human Services programs may not be required to submit passing GRE or MAT scores if their cumulative undergraduate GPA is a 3.3 or higher.

Conditional
Students who have an undergraduate grade point average of 2.5 or better, or who have an average between 2.3 and 2.5 with 2.7 or better in the last half of undergraduate work, may be granted conditional admission.

Regular admission to the College of Education and Human Services is granted after successful completion of 12 hours of course work with a grade of B or better in each course.

Licensure Candidate
Students who wish to complete licensure requirements at the graduate level but do not wish to pursue a graduate degree may be admitted as licensure candidates with the permission of the department in which the programs are housed. See Praxis II testing requirement above.

Nondegree Status
Persons who have a bachelor’s degree may enroll in nondegree status for graduate courses without being admitted to a graduate program. If you wish to enroll in a degree program, only 50 percent of such credits may be applied to a degree program if they are appropriate, with the exception of the Department of Human Services, which only allows 12 hours of nondegree credit to be applied to one of its degree programs.

Faculty

Professors
Gregory R. Bernhardt (dean), education, counselor education
Donna Cole, teacher education
Diane E. Frey, counselor education
G. William Gayle, health and physical education
T. Stevenson Hansell, reading, language arts
Jan La Forge, rehabilitation counseling
Bonnie K. Mathies, educational technology
Charles W. Ryan, educational leadership, counselor education

Associate Professors
Beth Basista, science education/physics
Thomas Diamantes, educational leadership
Colleen Finegan, early childhood education, special education
Stephen Fortson, counselor education
Stephen D. Frederick, health and physical education
Charlotte Harris, teacher education
Ron Helms, teacher education
Phyllis A. Henderson, counselor education
Mary Ann Jones, counselor education
Burga Jung, teacher education
Susann Mathews, mathematics education
Richelle O’Connor, teacher education
June A. Ovington, educational leadership
D. Drew Pringle, health and physical education
Linda Ramey, teacher education
Patricia Renick, special education
James Tomlin, science education/biology
Carol Wagner Williams, rehabilitation counseling
Richard Wantz, counselor education

Assistant Professors
Kathy Adams, educational leadership
Mary Ellen Bargerhuff, special education
Angela Beumer-Johnson, English education
Jacqueline Collier, literacy education
Roger Carlsen, educational leadership
James Dunne, special education
Nancy Gallenstein, early childhood education
Rochelle Garner, educational leadership/organizational leadership
Scott Graham, educational leadership/organizational leadership
Grant Hambright, educational leadership
Deborah Hess, early childhood education
Doris Johnson, teacher education
Joseph Keferl, rehabilitation counseling
Jill Lindsey, educational leadership
Will Mosier, early childhood education
Timothy Rafferty, educational leadership
Joanne Risacher, educational leader/student affairs in higher education
Doug Roby, educational leadership
Tracy Rusch, mathematics education
Ken Schatmeyer, literacy education
Eileen F. Self, counselor education
William Slattery, science education/geology
Donna Tromski-Klingshirn, counselor education

Lecturers
Lori Carter, workforce education
Glenn Graham, educational leadership
Marguerite Veres, educational leadership
Tony Ortiz, athletic training

Course of Study

Workforce Education Endorsement: Adult Education—Full-Time The adult education—full-time endorsement program will offer instruction on workforce education programs for adults, including curriculum, special methods, and the development of curriculum materials suitable to such programs. Additional focus will be placed on information about adult learners in terms of development, learning capabilities, learning needs, and planning and implementing a marketing effort for adult programs. Various methods of determining individual training needs and planning instruction for adults will be discussed, along with instructional techniques effective with adults to help the student manage the adult instructional process while evaluating the adult learners’ progress in meeting specified objectives.
Required Course Work:

VOE 726 Adult Workforce Education 4
VOE 727 Preparing to Work with Adult Learners and Marketing Adult Education Programs 4
VOE 728 Determining Individual Training Needs and Planning Instruction for Adults 4
VOE 729 Managing the Instructional Process and Evaluating the Performance of Adults 4
 
Total 16

Workforce Education Endorsement: OWE/OWA The OWE/OWA endorsement program will offer instruction on workforce education for at-risk students, including curriculum, special methods, and the development of curriculum materials suitable to such programs. Additional focus will be placed on information about at-risk learners in terms of development, learning capabilities, learning needs, and planning and implementing a marketing effort for at-risk programs. Various methods of determining individual training needs and planning instruction for at-risk students will be discussed, along with instructional techniques effective with at-risk students to help the instructor manage the instructional process while evaluating the at-risk students’ progress in meeting specified coordinating cooperative education.
Required Course Work:

VOE 613 Organization and Operation of a Cooperative Education Program for At-Risk Students 3
VOE 614 Teaching in a Cooperative Education Program I 3
VOE 615 Teaching in a Cooperative Education Program II 3
VOE 616 Teaching in a Cooperative Education Program III 3
VOE 642 Science Content in the OWA/OWE Classroom 3
VOE 643 English/Language Arts Content in the OWA/OWE Classroom 3
VOE 644 Mathematics Content in the OWA/OWE Classroom 3
VOE 645 Social Studies Content in the OWA/OWE Classroom 3
VOE 646 English/Literature Arts Methods in the OWA/OWE Classroom 3
VOE 647 Mathematics Methods in the OWA/OWE Classroom 3
VOE 648 Social Studies Methods in the OWA/OWE Classroom 3
VOE 649 Science Methods in the OWA/OWE Classroom 3
VOE 664 Methods and Strategies for At-Risk Students 3
 
Total 39

Transition to Work Endorsement Transition to Work Endorsement may be earned or added to either an intervention specialist or vocational license. The endorsement training has adopted the transition standards from the Council of Exceptional Children (CEC) as the model curriculum for transition specialists in Ohio. The training is interdisciplinary, with involvement of the departments of educational leadership and human services. Contact (937) 775-3270, College of Education and Human Services, to obtain an application to have your transcripts evaluated for participation in the endorsement training. Specific questions about the endorsement process can also be answered by calling this number.
Required Course Work:

EDS 645 Career and Occupational Training for Students Needing Educational Intervention 3
EDS 651 Nature and Needs of Students with Moderate to Intensive Educational Needs 3
EDS 655 Nature and Needs of Students with Mild to Moderate Educational Needs 2-4
EDS 659 Communication and Consultation Skills for Educators 3
RHB 670 (91) Vocational Evaluation and Job Placement Techniques 4
VOE 706 Survey of Workforce Education 3
RHB 670 (91) Internship* 8
*2 hours per quarter for a total of 8
Total: 26-28


Graduate School
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E-mail: wsugrad@wright.edu
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