Graduate Programs

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Education and Human Services - An Overview

Introduction

The College of Education and Human Services offers programs leading to graduate degrees in the following areas: leadership development, educational leadership, with programs in curriculum and supervision (M.A. and M.Ed.)and school administration (M.A. and M.Ed.); teacher leader (M.Ed.); student affairs in higher education, educational technology, library media (M.A., M.Ed.), human services with programs in counseling (M.A., M.S.), rehabilitation counseling (M.R.C.), and student personnel services (M.A., M.Ed.); and teacher education, with a classroom teacher program that includes a variety of concentrations and specialized areas in K–12 such as art, and special education/intervention specialist (M.A., M.Ed.). In order to accommodate increased academic requirements by the state of Ohio, Wright State offers graduate initial licensure programs for Middle Childhood Education, Adolescent to Young Adult Education, and Multi-Age Education which lead to Master’s of Education (M.Ed.) degree.
Concentrations in these programs are listed in the Graduate Degrees, Programs, and Credit section and are described in detail in the following pages.

Admission

In addition to meeting requirements for admission established by the School of Graduate Studies (these requirements can be reviewed at this Web site http://www.wright.edu/academics/catalog/grad/admissions/), 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 Adolescent to Young Adult Education, Multi-Age Education (Art), and Middle Childhood Education 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.cehs.wright.edu/ss/ to learn more about the Praxis II exams. Multi-Age Education (Spanish, French) licensure programs require passing scores on the Oral Proficiency Interview (OPI) and the Writing Proficiency Test (WPT) at the advanced/low level.

All students considering graduate-level courses in education and human services should do so with the understanding that graduate study differs in quality expectations from undergraduate study. Graduate study requires that students be increasingly self-directed and possess strong analytical skills. Students are not guaranteed a master’s degree or a recommendation for a teaching credential 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, leadership, 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 requirements are recommended by Wright State University’s Computing and Telecommunications Services (CaTS). Please check the following Web Site http://www.wright.edu/cats/purchase/pcguidelines.html for current
information about minimum equipment requirements.

The college supports Macintosh computers in faculty and staff offices and maintains a computer lab. 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).

Tk20

In order for an Ohio college or university to prepare educators for licensure by the Ohio Department of Education, we must demonstrate that we meet the standards of the National Council for Accreditation for Teacher Education (NCATE). Programs that meet NCATE standards are approved to prepare educators to hold licenses in Ohio. NCATE standards require that all programs that lead to an educator license (including administrators, teachers, school counselors, etc.) must document how our programs prepare our candidates successfully to meet the challenges of today’s schools. This documentation must be uniform and systematic across all programs and licensure areas that the college offers. In addition, the college must show how faculty, staff and school partners utilize this information systematically to continuously improve our programs over time.

Since 2006 the college has utilized a data management system called Tk20 to collect key assessments to document the achievements of our candidates and programs. In order to do this, it is necessary for our faculty to ask students to submit certain assignments electronically. There is a one-time student fee of $100 to register for the Tk20 system. This system will be available to you and your professors for a period of seven years.

Accreditations
The College of Education and Human Services meets the standards of, and has been approved by, the Ohio State Board of Education and is a member of the American Association of Colleges for Teacher Education. The college's teacher education programs are accredited by the National Council for Accreditation of Teacher Education (NCATE). The college's community counseling, mental health counseling, and school counseling programs are accredited by the Council for Accreditation of Counseling and Related Educational Programs (CACREP), and the Rehabilitation Counseling programs carry the Council on Rehabilitation Education (CORE)
accreditation.

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. Multi-Age Education (Spanish, French) licensure programs require passing scores on the Oral Proficiency Interview (OPI) and the Writing Proficiency Test (WPT) at the advanced/low level.
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 are 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 Waiver of GRE/MAT).

Admission Standards
Admission into regular status requires an overall undergraduate grade point average of 2.7 (based on a 4.0 grading system) or an overall undergraduate grade point average of 2.5, but with a 3.0 or better for the last 90 quarter hours (60 semester hours) earned toward the undergraduate degree. Admission into this status also requires approval of the department in which the programs are housed.

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 (including special education/intervention specialist) may not be required to submit passing GRE or MAT scores if their cumulative undergraduate GPA is a 3.0 or higher. Candidates to Teacher Education programs requiring a passing score on a PRAXIS II specialty area exam(s) or OPI/WPT exam must submit passing 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.

Provisional
Under certain conditions, a student may be admitted provisionally (for one quarter only), pending receipt of credentials. If admission requirements are not met during the quarter in which a student was admitted provisionally, registration for future quarters will be denied and the student will lose graduate credit for any graduate courses completed during the quarter.

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.

Teaching Licensure/Endorsement 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. Persons pursuing a teacher licensure program are required to complete the Ohio Department of Education prescribed exams for their intended area(s) of licensure. Most licensure programs require seperate application to the college. Visit this web site for information - www.cehs.wright.edu/ss.

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 are accepted into degree status at a later date, a maximum of one half (50 percent) of the graduate hours required for completion of degree requirements may consist of applicable graduate courses completed in nondegree status. The exception is that the Department of Human Services, allows only 12 hours of nondegree credit to be applied to one of its degree programs. Students in nondegree status are not considered candidates in a program.

Degree Requirements

Master of Arts
The Master of Arts (M.A.) degree in education may be obtained in almost all of the programs offered by the College of Education and Human Services. The M.A. degree requires a minimum of 45 credit hours including a thesis. A maximum of nine hours of thesis credit will be counted toward the M.A. degree. An oral defense is required for students writing a thesis. The examining committee will consist of three members of the graduate faculty selected by the student and advisor.

Each graduate student will be assigned an advisor upon admission as a degree student. The student is required to consult with the advisor to plan the program of study during the first quarter of graduate study.

Master of Education
The Master of Education (M.Ed.) degree may be obtained by completing one of two patterns: (a) a minimum of 45 credit hours of course work, (b) a minimum of 40 credit hours of course work, plus five credit hours of a research project.

Each graduate degree student will be assigned an advisor upon admission to the college. The student is required to consult with the advisor to plan the program of study during the first quarter of graduate study.

A program of concurrent degree and licensure work typically will require more course work than the standard master’s degree program, and may require the individual to take undergraduate courses. These undergraduate courses apply to licensure requirements, but do not apply as graduate credit toward a master’s degree.

An exit requirement must be successfully completed at the end of the program of study in all CEHS departments.

Master of Science
The Master of Science (M.S.) degree in counseling offers concentrations in five specialties: *mental health counseling, *community counseling, business and organizational management counseling, marriage and family counseling, and ocunseling exceptional children. The M.Ed. in *school counseling is also offered.

*Note: These three programs are accredited by the Council for Accreditation of Counseling and Related Education Program (CACREP). These programs require the completion of a practicum and/or internship.

The Master of Science in Leadership (MSLD) addresses the principles of individual-based leader development within the discipline of leadership, focusing on processes that build the capacity of groups.

Admission requirements include a completed graduate application submitted to the School of Graduate Studies. In addition to the application, candidates must also submit a writing sample and three letters of recommendation, and participate in a group interview. The Master of Science degree may be obtained by completing all requirements outlined in the student’s program of study. The program of study is the student’s contract with the School of Graduate Studies (SOGS), which outlines required courses and electives, department and SOGS academic standards, and any modifications agreed on by the student’s academic faculty advisor.

Each graduate degree student will be assigned an advisor upon admission to the college. The student is required to consult with the advisor to plan the program of study during the first quarter of graduate study.

Successful completion of a written departmental comprehensive examination or equivalent is required at the end of each program of study.

Master of Rehabilitation Counseling
The Master of Rehabilitation Counseling (M.R.C.) program offers training and course work designed to develop skills in the holistic counseling process. The program prepares students for work within a wide variety of settings, and students may choose to specialize in either the rehabilitation of persons with severe disabilities or the rehabilitation of individuals who are chemically dependent. M.R.C. students must successfully complete a 600-hour internship. These programs are accredited by the Council on Rehabilitation Education (CORE).

Each graduate degree student will be assigned an advisor upon admission as a degree student. The student is required to consult with the advisor to plan the program of study during the first quarter of graduate study.

Successful completion of a written departmental comprehensive examination or equivalent is required at the end of the degree program.

Final Evaluation for Programs
For students in the M.A. programs, the oral defense of the thesis constitutes the major emphasis of the final evaluation. The examining committee will consist of three members of the graduate faculty selected with the student’s advisor.

Students in the M.Ed., M.S., M.R.C., and M.A. programs must successfully complete a departmental comprehensive exit requirement. Should the student fail to pass the final comprehensive requirement, the student and advisor will plan a remedial program of study in preparation for reevaluation. Such a program could include independent study, further course work, or both. As a result, the quarter hour requirements for the degree may also be increased. Students may retake the comprehensive exit requirement a maximum of three times. Students are required to participate in mandatory advising with their faculty following each unsuccessful attempt.

Thesis Procedures: For M.A. and M.S. Leadership Development Candidates

Students planning to write a thesis in partial fulfillment of the
requirements for a master of arts degree should do the following:

1. Upon completion of EDL 751, EDL 852 and EDL 988 (consult with your advisor), register for one of the following to receive thesis credit:
ED 899 1–9 hours or
EDT 899 1-9 hours or
EDL 999 1–9 hours.
2. Prepare a preliminary thesis or project proposal following the college or departmental outline for proposals. This proposal is to be developed with the assistance of the faculty advisor.
3. Establish a thesis committee. It is customary, although not required, for a student’s advisor to be a member of the committee. The remainder of the committee may include persons in the College of Education and Human Services or other disciplines and should be chosen as resource persons relative to the research. The
function of the committee is to facilitate the student’s progress toward completing the proposal, conducting the study, and preparing the final thesis. Further, the committee serves as the primary source of evaluation of the student’s oral defense.
4. Upon completion of the oral defense, submit an electronic copy of the approved thesis to the School of Graduate Studies. The outline for thesis proposals may be obtained from their thesis advisor. The Graduate Thesis/Dissertation Handbook may be obtained from the School of Graduate Studies. Consult the School of Graduate Studies regarding instructions for loading your thesis on Ohio Link.

Also, selected Teacher Education Department (TED) programs require an Inquiry Project in lieu of a thesis-consult your faculty advisor.

Students planning on writing a thesis as partial fulfillment of the Master of Science in Leadership Development degree should do the follwing:

1. Upon completion of LDR 730, LDR 740 and LDR 750 (with deparment permission) register for LDR 999, 1 to 8 hours (consult with your advisor)
2. Establish a thesis committee with the assistance of your advisor
3. Prepare thesis in accordance with the School of Graduate Studies, Graduate Thesis Handbook

Faculty

Professors
Colleen Finegan, early childhood education, intervention specialist
Ron Helms, teacher education
Doug Roby, educational leadership
Charles W. Ryan, higher education
James Tomlin, science education/biology
Richard A. Wantz, counselor education

Associate Professors
Mary Ellen Bargerhuff, intervention specialist
Beth Basista, science education/physics
Angela Beumer-Johnson, English education
Timothy Boester, math education
Roger Carlsen, educational leadership/educational technology
Stephanie Davis, educational leadership/career and technical education
Thomas Diamantes, educational leadership
James Dunne, intervention specialist
Stephen B. Fortson, counselor education
Suzanne Franco, educational leadership
Scott Graham, educational leadership/organizational leadership
Grant Hambright, educational leadership
Charlotte Harris, teacher education
Phyllis A. Henderson, counselor education
Doris Johnson,teacher education
Mary Ann Jones, counselor education
Joseph Keferl, rehabilitation counseling
Marietta Langlois, health education
Jill Lindsey, educational leadership
Susann Mathews, mathematics education
Will Mosier, early childhood education
Richelle O’Connor, teacher education
D. Drew Pringle, health and physical education
Timothy Rafferty, educational leadership (emeritus)
Linda Ramey, teacher education
Patricia R. Renick, intervention specialist, transition to work (TTW)
Ken Schatmeyer, literacy education
William Slattery, science education/geology
Donna Tromski-Klingshirn, counselor education

Assistant Professors
Christa Agiro, English education
Anna Apova, math education
Susan Berg, educational leadership/school library media
John Haught, tesol education
Deborah Hess, early childhood education
Lisa Kenyon, science education/biology
Kathy Koenig, science education/physics
Sally Lamping, english education
Catherine Keener, intervention specialist
Kevin Lorson, physical education
Anna Lyon, early childhood education
Noeleen McIlvenna, social studies education
Benjamin Montague, art education
Nimisha Patel, teacher education
Michelle Reed, mathematics education
Eileen F. Self, counselor education
Rebecca Teed, science education/geology
Karen Wonders, health education

Senior Lecturer
Marguerite Veres, educational leadership/educational technology

Lecturers
Rebekah Bower, athletic training
Barbara Dunaway, sign language interpreting
Siobhan Fagan, athletic training
Judy Jagger-Mescher, health education
Greta Knigga, interpretor
Tracey Kramer, teacher education
Tony Ortiz, athletic training
Joanne Risacher, educational leader/student affairs in higher education
Gail Scott, intervention specialist