Dr. Eugene Williams, Dean

 Please see a detailed list at the end of this section of majors and courses offered by the College of Education. 

Please click on the link below for more detailed information.

• College of Education Undergraduate Information
• Physical Education
• Initial Teacher Certification Education Information
• Advanced Education Programs Information

Undergraduate Education

Dr. Brandi Worsham, Chair

Transfer Student Policies  Students transferring to Brenau from other institutions will receive an evaluation of course work upon application to the university. Approval of the chair of the appropriate department discipline is necessary for each course accepted by Brenau.

Students with bachelor’s degrees may apply to the second baccalaureate degree program. If the student meets the admission requirements, they will be placed in the Master of Arts in Teaching (M.A.T.) program.

Graduation Requirements  Students are urged to review the required institutional graduation requirements described under the Academic Information and Program section of this Catalog as well as requirements within each department and major. Further, all majors are reminded that it is a graduation requirement to complete such standardized tests as may be administered by the department or the institution for purposes of program evaluation. Appropriate notice of dates and locations of testing will be given.

Purpose  The mission of the College of Education is to

1. prepare graduates to demonstrate knowledge, skills, and dispositions in their professional practice
2. promote collaborative partnerships through leadership and service relevant to current educational and social needs
3. connect theory and practice by engaging in reflective inquiry.

As part of their liberal education curriculum, all students are required to take three semester hours in heath and leisure studies. Evening and online students will take HS 105, Healthy Lifestyle Habits for this requirement. For Women’s College students, a one hour class will be from the women’s health issues courses and another from the lifetime fitness or leisure sports (activity) categories. The third course may be taken from either area.

Lifetime Fitness Requirements  

Note: Dance majors may use their major courses to meet two hours of activity courses. Student Athletes who complete a full season will receive one hour of academic credit each season of team sports to a maximum of four hours. They will be automatically registered for the team class after the drop/add period and credit is awarded on a pass/fail basis. Team Sports (LF 199) can count toward activity or classroom liberal education requirements, therefore three hours of LF 199 will satisfy the liberal education physical education requirement for graduation.

The teacher education faculty continuously reviews relevant contemporary research on teaching and effective practice in the preparation of educators. After careful consideration of educational principles, the faculty has identified a conceptual model of teacher education at Brenau University that reflects the dynamic process of decision making necessary for quality instruction and optimal learning. This model permeates all courses and activities of teacher education at the university and is articulated in the vision statement, unit goals and unit outcomes.

Vision Statement  The mission of the Initial Preparation Program is to

1. prepare competent, caring, and ethical educators who understand diverse learners, curriculum, and pedagogy as required for professional licensure in their area of study
2. encourage active collaboration and partnerships among students, teachers, parents, and schools
3. challenge graduates to continuously refine their professional practice through reflective decision-making that connects theory and practice.

Teacher Education Unit Outcomes for Initial Licensure:

• Content and Curriculum - Teachers demonstrate a strong knowledge of content area(s) appropriate for their certification levels. (INTASC 4,5)
• Knowledge of Students and Their Learning - Teachers create learning environments that encourage positive social interaction, active engagement in learning and self motivation. (INTASC 2,3)
• Learning Environments - Teachers create learning environments that encourage positive social interaction, active engagement in learning and self-motivation (INTASC 3)
• Assessment - Teachers understand and use a range of formal and informal assessment strategies to evaluate and ensure the continuous development of all learners. (INTASC 6)
• Planning & Instruction - Teachers design and create instructional experiences based on their knowledge of content and curriculum, students, learning environments and assessment ( INTASC 5,7,8)
• Professionalism - Teachers recognize, participate in and contribute to teaching as a profession. (INTASC 9,10)

Career Exploration in Education
Freshmen and sophomores interested in exploring teacher education as a possible major are encouraged to take introductory courses in education.

Courses which may be taken prior to admission to teacher education:

• ED 100 - Clinical Experience Seminar
    
• ED 200 - Introduction to Teacher Education
    
• ED 202 - Introduction to Middle Level Education
    
• ED 206 - Developmental Psychology
    
• ED 208 - School and Society *
    
• ED 213 - History and Politics of Georgia
    
• ED 250 - Introduction to Multicultural Education *
    
• SE 300 - Teaching Learners with Special Needs
    
• ED 301 - Instructional Technology
    
• ED 311 - Effective Planning: Curr/Instr/Tech - EE
    
• ED 318 - Integrating Fine Arts Activities
    
• ED 321 - Effective Planning: Curr/Instr/Tech - MG
    
• ED 328 - Legal and Ethical Issues in Education
    
• ED 339 - Foundations and Cultural Issues for Teaching ESOL
    

Enrolling in courses (not listed above) at the level of 300 and above requires that the student either pass or exempt GACE (Georgia Assessments for the Certification of Educators) Program Admissions Assessment in reading, mathematics and writing and be admitted to Teacher Education.

Students wishing to discuss careers in teaching are encouraged to talk with faculty and students majoring in education.

Certification Areas / Majors
Brenau’s teacher education programs are approved by the Georgia Professional Standards Commission in the areas listed below. The unit is accredited by the National Council for Accreditation of Teacher Education.

* These programs are available only on the Historic Gainesville Campus.

A student wishing to become certified to teach in Georgia must meet several requirements before the Certification Official can recommend certification to the Professional Standards Commission (PSC), the state’s certifying authority. The student must be formally admitted into the teacher education program through an application process, compliant with all PSC requirements for certification, and must meet the approved program requirements for the major. It is the student’s responsibility to have GACE scores sent to the university.

A student wishing to meet the certification of another state will need to contact that state’s department of education for its requirements.

Each approved program specifies a common core of professional education courses, which are taught within the College of Education. Each major also has designated concentration courses, some of which are taught by the College and some by the specialized academic area. A grade lower than C in professional education courses or concentration courses is not acceptable for certification purposes.

Students must have attained passing or exempting scores on the GACE Program Admission Assessment in order to enroll in education courses that require admission to teacher education. It is the responsibility of the student to attend to this requirement before attempting to register for any education coursework required for admission to Teacher Education.

Once students have passed the GACE Program Admission Assessment and enrolled in their initial coursework, they must be formally accepted into the teacher education program in order to continue education coursework. Admission into the program is a requirement for pursuing a degree in education or a recommendation from the university for certification. Students should be aware that admission to the university does not constitute admission to the teacher education program.

Criteria for Admission to Teacher Education 

Criteria for Admission to Teacher Education  In order to apply for admission to the teacher education program, students must meet the following criteria:

1. Completion of 6 hours in major including ED 100, ED 200 or ED 202, and ED 208
2. A 2.75 cumulative grade point average.
3. Achieve and maintain a 2.75 major grade point average in professional education coursework, and earn a grade of “C” or higher.
4. Passing score on the Georgia Educator Ethics Exam (Ethics 360).
5. Advisor approval for admission to Teacher Education.

Students must submit the following documentation with the application for admission to teacher education in the COE TEDS Canvas course:

1. Professional Goals Essay from ED 200 or ED 202.
2. Scored rubric from Philosophy of Education from ED 208.
3. Rubric documenting passing score on Brenau University Speaking Skills Assessment  from ED 208.
4. Rubric documenting passing score on Brenau University Writing Skills Assessment  from ED 208.

Students are responsible for obtaining these documents from the appropriate course instructor. These documents are scored in LiveText.

** SAT taken after 7/1/19 - a combined score of 1080 in evidenced based reading/writing + math. SAT taken 3/1/2016-6/30/2019 - a combined score of 1000 in evidenced based reading/writing + math. SAT taken prior to 3/1/16 - a combined score of 1000 in reading + math.

Students must submit the following documentation with the application:

1. Observation Commentary from the observation experience in ED 200.
2. Scored rubric from Philosophy of Education.
3. Rubric documenting passing score on Brenau University Speaking Skills Assessment.
4. Rubric documenting passing score on Brenau University Writing Skills Assessment. Students are responsible for obtaining these documents from the appropriate course instructor.

Please note that formal acceptance to teacher education is a requirement for students enrolling in most upper-division education classes. Thus, students should plan to meet the above criteria and apply for admission during their first full-time semester. Students should consult their advisor for additional information.

It is the student’s responsibility to work with the advisor in ensuring that the application process for admission to the teacher education program is completed on time. Once all the requirements are met, the student will submit their application for admission to teacher education in the COE TEDS Canvas site. The student is informed of his/her admission status through written notification via university email. Upon admission to the teacher education program, students must meet the approved program requirements as outlined in the Brenau Catalog including maintaining the required cumulative and major course grade point averages.

Field and Clinical Experience

Field and clinical experiences are a part of the student’s approved program and are required by the Georgia Professional Standards Commission (PSC) for teaching certification. They exist as components of particular courses, and as the culminating demonstration of student performance in the student teaching experience. Students should be aware that this participation in elementary, middle or secondary school settings appropriate to the area of specialization is an essential part of teacher education.

Students must submit a completed Field Experience or Student Teaching Placement Request through LiveText by the posted deadline for each semester. The deadline for Field Experience and Student teaching Placement Requests is firm and late applications are not accepted. Placement is determined by the Office of Clinical Experiences

There are three types of placements for education majors:

• Field Experience: a 48-hour placement in which teacher candidate works in a grade band specified by the PSC according to the candidate’s major. Field Experiences are components of placement and embedded courses. Teacher candidates work with individual students, as well as small and large groups of students under a classroom teacher’s supervision. Candidates are observed teaching at least one lesson and complete assignments from their placement embedded course instructors. The number of field experiences required is determined by the PSC according to the teacher candidate’s major.

• Residency: a year-long placement in one school. The first semester is the teaching candidate’s final field experience and the second semester is student teaching. Student teaching is for a full semester and is considered full-time; it is a pre-professional experience that requires responsibilities above and beyond the normal college course load. It is recommended that candidates not work or participate in on-campus or off-campus activities that might interfere with student teaching responsibilities. GACE Content Area Assessments must be passed prior to student teaching placement.

CLEP Policy  Only six semester hours of credit by CLEP exam may be used in the major. This would be included in the total of 27 hours of alternative credit allowed by the university.

Electronic Portfolio Policy  The Teacher Education Program requires each candidate to create an electronic Professional Growth Portfolio (PGP) which exemplifies the student’s awareness and demonstrates progress toward program outcomes. The Professional Growth Portfolio (PGP) will be developed in LiveText and will include key assignments and rubrics from designated courses. This PGP will be submitted prior to Student Teaching or Internship and will be used by the College of Education to demonstrate unit and program outcomes aligned with the INTASC standards.

Transfer Student Policies  Permission for all other education courses to transfer should be obtained from the dean or department chair. A student transferring to Brenau from other institutions will receive an evaluation of course work upon admission to the university. Admission to Brenau University does not constitute admission to the teacher education program.

Transfer students should submit passing GACE Program Admission Assessment scores, exempting SAT/GRE/or ACT scores or PRAXIS I scores (if PRAXIS I is passed prior to Sept. 1, 2006) with their application for admission to the university, as they may not enroll in education courses that require admission to teacher education without passing scores. Scores from the SAT, GRE or ACT may exempt the student from taking the GACE Program Admission Assessment. See an education advisor or the department for details.

Graduate Teacher Education/Initial Certification (M.A.T.)

Criteria for Admission to Teacher Education  In order to apply for admission to the teacher education program, students must meet the following criteria:

1. Completion of 6 hours in major including ED 500, ED 501, and ED 605.
2. A 3.00 cumulative grade point average for all coursework completed.
3. Achieve and maintain a 3.0 cumulative grade point average in professional education coursework, and earn a grade of “C” or higher.
4. Passing score on the Georgia Educator Ethics Exam (Ethics 360).
5. Advisor approval for admission to Teacher Education.

Students must submit the following documentation with the application for admission to teacher education in the COE TEDS Canvas course:

1. Final Reflection from ED 500.
2. Scored rubric from Philosophy of Education from ED 605.
3. Rubric documenting passing score on Brenau University Speaking Skills Assessment from ED 605.
4. Rubric documenting passing score on Brenau University Writing Skills Assessment from ED 605.

Students are responsible for obtaining these documents from the appropriate course instructor. These documents are scored in LiveText.

** SAT taken after 7/1/19 - a combined score of 1080 in evidenced based reading/writing + math. SAT taken 3/1/2016-6/30/2019 - a combined score of 1000 in evidenced based reading/writing + math. SAT taken prior to 3/1/16 - a combined score of 1000 in reading + math.

Students must submit the following documentation with the application-submitted through LiveText:

1. Observation Commentary from ED 500 Intro to Teacher Education.
2. Acceptable teacher evaluation from first developmental field experience, including Brenau Assessment of Dispositions (BAD).
3. Scored rubric from Philosophy of Education.
4. Rubric documenting passing score on Brenau University Speaking Skills Assessment.
5. Rubric documenting passing score on Brenau University Writing Skills Assessment.

*Please note that formal acceptance to teacher education is a requirement for students enrolling in education classes. Thus, students should plan to meet the above criteria and apply for admission to teacher education during their first full-time semester. Students should consult their advisor for additional information.

Field experiences are a part of the student’s approved program and exist as components of particular courses, and as the culminating demonstration of student performance in the student teaching experience. Students should be aware that participation in elementary, middle or secondary school programs appropriate to the area of specialization is an essential part of teacher education, with time allocated to this endeavor.

Master of Arts in Teaching (M.A.T.) Information

The Master of Arts in Teaching (M.A.T.) is an initial certification program designed for candidates who have completed the baccalaureate degree in specific majors.

Generally, applicants for the M.A.T. program are expected to meet the stated admissions requirements. However, Brenau may consider an applicant who does not meet [all] stated requirements, but who, in the opinion of the appropriate department, may be a good candidate for admission to the University.

Coursework taken at another regionally accredited institution of higher education will be considered for transfer. This credit will have to match the courses in Brenau’s M.A.T. curriculum. A maximum of six hours of work with a grade of B or above will be considered.

Admission Criteria  In addition to any general admission criteria outlined in the graduate admissions section of this catalog, the M.A.T. applicant must have and/or submit:

1. Baccalaureate degree from a regionally accredited institution.
2. Preferred cumulative grade point average of 2.75 on a 4.0 scale and submission of official transcripts from all previously attended institutions beyond high school (transcripts must come directly from the institutions attended).
3. Electronic writing sample that will be evaluated by a faculty member. The writing sample must be passed for admission.
4. Two letters of reference from current scores. If the applicant is working in a school, one reference must be an administrator in the school where the applicant is employed.
5. Must pass the GACE Program Admission Assessment or be exempt.
6. MAT secondary students must pass the GACE exam in their area, prior to admission.

Dr. Lisa McCoy, Chair

Master of Education:

Purpose  The Master of Education (M.Ed.) program is designed to develop and enhance proficiency and professionalism among practicing teachers. All advanced education programs are offered by the Department of Advanced Education in the College of Education.

Teacher Education  The teacher education faculty continuously reviews relevant contemporary research on teaching and effective practice in the preparation of educators. After careful consideration of educational principles, the faculty has identified a conceptual model of teacher education at Brenau University that reflects the dynamic process of decision making necessary for quality instruction and optimal learning. This model permeates all courses and activities of teacher education at the university and is articulated in the vision statement and unit outcomes.

Mission Statement  The mission of the Advanced Preparation Program is to

1. deepen student’s professional knowledge and decision making through a curriculum of advanced instructional content and pedagogy aligned to institutional standards for various educational contexts
2. instill the importance of service to stakeholders and community at large
3. challenge graduates to study and enhance their professional practice by producing research which advances knowledge and applies connections between theory and practice.

Teacher Education Unit Outcomes for Advanced Programs:

1. Content and Curriculum - Teachers demonstrate a strong knowledge of content areas(s) appropriate for their certification levels. (INTASC 4,5; NBPTS 2; C)
2. Knowledge of Students & Their Learning - Teachers support the intellectual, social, physical and personal development of all students (INTASC 1,2; NBPTS 1; L)
3. Learning Environments - Teachers create learning environments that encourage positive social interaction, active engagement in learning and self-motivation. (INTASC 3; NBPTS 3; P, L, R)
4. Assessment - Teachers understand and use a range of formal and informal assessment strategies to evaluate and ensure the continuous development of all learners. (INTASC 6; NBPTS 3; P, L, R)
5. Planning and Instruction - Teachers design and create instructional experiences based on their knowledge of content and curriculum, students, learning environments and assessment. (INTASC 5,7,8; NBPTS 2,3,5; P, L)
6. Professionalism - Teachers recognize, participate in and contribute to teaching as a profession. (INTASC 9,10; NBPTS 4,5; C, L, R)

Admission Criteria

Note: Coursework taken at another regionally accredited institution of higher education will be considered for transfer. This credit will have to match the courses in Brenau’s M.Ed. curriculum. A maximum of six hours of work with a grade of B or above will be considered.

In addition to any general admission criteria outlined in the graduate admissions section of this catalog, the M.Ed. Elementary Education applicant must have and/or submit:

1. Must have an earned bachelor’s degree from a college or university with regional accreditation, as documented via official transcripts
2. Must hold or be eligible for a current clear and renewable certificate in elementary education or elementary education
3. Must have a cumulative grade point average of 3.0 on a 4.0 scale for prior college level coursework

• Applicants who do not meet the requirement of a 3.0 GPA may be considered for application based upon review by the College of Education

4. Applicants may be considered for admission as further defined in the Admissions Policies and Transfer of Credit Agreement

In addition to any general admission criteria outlined in the graduate admissions section of this catalog, the M.Ed. Middle Grades Education applicant must have and/or submit:

1. Must have an earned bachelor’s degree from a college or university with regional accreditation, as documented via official transcripts
2. Must hold or be eligible for a current clear and renewable certificate in middle grades education for at least one of the concentrations that they will pursue as part of the M.Ed. degree
3. Must have a cumulative grade point average of 3.0 on a 4.0 scale for prior college level coursework

• Applicants who do not meet the requirement of a 3.0 GPA may be considered for application based upon review by the College of Education

4. Applicants may be considered for admission as further defined in the Admissions Policies and Transfer of Credit Agreement

 In addition to any general admission criteria outlined in the graduate admissions section of this catalog, the M.Ed. Special Education applicant must have and/or submit:

1. Must have an earned bachelor’s degree from a college or university with regional accreditation, as documented via official transcripts
2. Must hold or be eligible for a current clear and renewable certificate in special education
3. Must have a cumulative grade point average of 3.0 on a 4.0 scale for prior college level coursework

• Applicants who do not meet the requirement of a 3.0 GPA may be considered for application based upon review by the College of Education

4. Applicants may be considered for admission as further defined in the Admissions Policies and Transfer of Credit Agreement

Special Status Students

Students may enroll in the College of Education in a non-degree seeking status for several reasons:

Teachers who are or have been certified by the Georgia Professional Standards Commission and need three or six hours of graduate credit for certification renewal. This recency of study requirement must be met based on an individual assessment. If the student is employed, this is done by a representative from the local system. However, if the student is not currently teaching, the assessment is completed by the advisor.

A person who has a valid or expired teaching certificate from the Georgia Professional Standards Commission and wishes to change certification fields must have a letter of evaluation from the Georgia Professional Standards Commission. This situation often involves an internship or practicum. In such cases all required courses must be taken with Brenau and all forms and requirements must be met. Students will need to contact the chair of advanced education programs, through their advisor, for specifics relative to requirements.

Certificate Endorsements

Brenau’s College of Education is approved to offer courses for the addition of endorsement areas to existing professional and associate professional certificates issued by the Georgia Professional Standards Commission. A detailed list of certificate endorsements available are listed at the end of this section.

Capstone Activity 

The Capstone Activity is designed to provide students with opportunities to demonstrate the skills of synthesis, integration, and application of the knowledge and skills acquired during the course of the graduate program. This demonstration is accomplished through the comprehensive examination. Comprehensive exams will be taken as the last class in which the student is enrolled.

Note: College of Education permission required to take this course; students cannot register themselves. The department will register students for the comprehensive exam once they have been cleared to take the exam by their advisor.

Grades for the comprehensive exams are as follows:

• P (pass)  Student exhibits a knowledge base reflective of a graduate student and is able to present the desired materials with requisite skill.
• I (incomplete)  The student failed to satisfy the minimum requirements reflected in the examination. In such situations, the student will not be permitted to complete the program until the conditions of remediation are fulfilled to the satisfaction of the chair of advanced programs.
• F (fail)  The student does not exhibit the knowledge base necessary to evidence a minimal level of mastery of the subject matter and/or competency in the skills and abilities necessary to execute the comprehensive examination. The student will not graduate and be removed from the program.

Comprehensive Exam Policy

Students must complete their comprehensive exam on the scheduled date online and uphold the Brenau Honor Code.

Students will be notified of the results of their exam via campus email. Feedback will be given on any failed questions via campus email. Students who fail one or more exam questions must rewrite the failed questions. A rewrite date will be scheduled before the end of the current semester.

Students who fail the rewrite must wait until the comprehensive exam date during the following semester for a second rewrite. Students will receive an incomplete for ED 780 and must complete the remediation process prior to their second rewrite. If remediation is completed, students will have a final opportunity to rewrite the question(s) failed during the scheduled comprehensive exam for the semester.

Students who fail the rewrite attempt after completion of remediation will be assigned an F for ED 780 and will be removed from the program.

Educational Specialist (Ed.S.) Information

The Educational Specialist online program is designed to meet the needs of experienced teachers who wish to enhance their abilities and use innovative teaching tactics within the classroom setting. Our program is designed to increase the skill base of professional educators who are instructional leaders, curriculum developers, and exemplary teachers.

The U.S. News & World Report gave honor roll status to Brenau’s online education programs, finishing in the top 20 in the nation and in the top 10 for faculty credentials and training.

Ed.S. students are required to take 31 credit hours in order to complete the program.

• Professional Core - 16 credit hours (4 classes and 4 hours of applied research)
• Concentration Sequence - 15 credit hours (5 classes)

Purpose  The educational specialist (Ed.S.) program is designed to develop professional educators who are instructional leaders, curriculum developers and exemplary teachers. All programs are offered by the College of Education.

Teacher Education  The teacher education faculty continuously reviews relevant contemporary research on teaching and effective practice in the preparation of educators. After careful consideration of educational principles, the faculty has identified a conceptual model of teacher education at Brenau University that reflects the dynamic process of decision making necessary for quality instruction and optimal learning. This model permeates all courses and activities of teacher education at the university and is articulated in the vision statement and unit outcomes.

MissionStatement  The mission of the Advanced Preparation Program is to

1. deepen student’s professional knowledge and decision making through a curriculum of advanced instructional content and pedagogy aligned to institutional standards for various educational contexts
2. instill the importance of service to stakeholders and community at large
3. challenge graduates to study and enhance their professional practice by producing research which advances knowledge and applies connections between theory and practice.

Teacher Education Unit Outcomes for Advanced Programs:
Brenau University seeks to prepare reflective professionals who (NBPTS 4; CCO 3; R)

1. Content and Curriculum - Teachers demonstrate a strong knowledge of content areas(s) appropriate for their certification levels. (INTASC 4,5; NBPTS 2; C)
2. Knowledge of Students & Their Learning - Teachers support the intellectual, social, physical and personal development of all students (INTASC 1,2,3; NBPTS 1; L)
3. Learning Environments - Teachers create learning environments that encourage positive social interaction, active engagement in learning and self-motivation. (INTASC 3; NBPTS 3; P, L, R)
4. Assessment - Teachers understand and use a range of formal and informal assessment strategies to evaluate and ensure the continuous development of all learners. (INTASC 6; NBPTS 3; P, L, R)
5. Planning and Instruction - Teachers design and create instructional experiences based on their knowledge of content and curriculum, students, learning environments and assessment. (INTASC 5,7,8; NBPTS 2,3,5; P, L)
6. Professionalism - Teachers recognize, participate in and contribute to teaching as a profession. (INTASC 9,10; NBPTS 4,5; C, L, R)

Admission Criteria

In addition to any general admission criteria outlined in the graduate admissions section of this catalog, the Ed.S. applicant must have and/or submit:

Elementary Education major:

1. Must have an earned master’s degree from a college or university with regional accreditation, as documented via official transcripts
2. Must hold, or be eligible for, a current clear and renewable certificate in elementary education or elementary education
3. Must have a cumulative grade point average of 3.0 on a 4.0 scale for prior college level coursework

• Applicants who do not meet the requirement of a 3.0 GPA may be considered for application based upon review by the College of Education

4. Applicants may be considered for admission as further defined in the Admissions Policies and Transfer of Credit Agreement

Middle Grades Education major:

1. Must have an earned master’s degree from a college or university with regional accreditation, as documented via official transcripts
2. Must hold a or be eligible for current clear and renewable certificate in middle grades education for at least one of the concentrations of either math/science or LA/SS
3. Must have a cumulative grade point average of 3.0 on a 4.0 scale for prior college level coursework

• Applicants who do not meet the requirement of a 3.0 GPA may be considered for application based upon review by the College of Education

4. Applicants may be considered for admission as further defined in the Admissions Policies and Transfer of Credit Agreement.

The College of Education reserves the right to add additional requirements regarding courses taken in a master’s degree. Educational Research or an equivalent course is a prerequisite to entry to the Ed.S. program.

In addition, candidates may be invited for a personal interview.

Program Format  The program is offered in an online format and is a lock-step program. All students in a cohort will enter at the same time and proceed through the coursework together.

Limitation on Number of Hours of Transfer Credit  Coursework taken at another regionally accredited institution of higher education will be considered for transfer. This credit will have to match the courses in Brenau’s Ed.S. curriculum. A maximum of six hours of work with a grade of B or above will be considered. Taking transfer work after the student has been enrolled in the Ed.S. is not permitted.

Doctor of Education (Ed.D.)

The Doctorate of Education prepares candidates to be leaders in their classrooms and/or for leadership roles in a variety of educational and business settings. These roles include grade-level chair in K-12 educational institutions, university positions, curriculum administration, school district instructional and leadership positions as well as the adaptation of these skills to a business environment. This doctoral program emphasizes diverse curriculum issues, curriculum design, research skill dimensions, diversity awareness for comprehensive curriculum practitioners, and elements of issues related to leadership from kindergarten to higher education. The degree program focuses on the theoretical and practical areas of curriculum and instruction. The program promotes an interdisciplinary approach to the design of curriculum as well as the consideration of important concepts that relate to education from other academic disciplines.

Transfer credit  Ed.D. students are subject to the six hour graduate level transfer credit limit. Students who have graduated from Brenau’s Ed.S. program may transfer up to 18 hours of equvialent coursework from their Ed.S. program into the Ed.D. with departmental approval.

Program Expected Learning Outcomes

Brenau’s Ed.D programs offers candidates the benefit of teaching and learning which demands examination of course content relevant to the candidate’s program area of emphasis. At the completion of the required coursework as well as all other assignments and exams, it is expected that the student will have acquired the knowledge and skills reflective of a scholar who has contributed original knowledge to a discipline of the profession. The doctorate with emphasis in Early Childhood Education, Middle Grades Education and Leadership In Higher Education is designed for graduates of this program to demonstrate content expertise resulting in students being able to:

• Analyze and apply effective social, historical, and policy theory and practice within the education profession.
• Demonstrate real-world scholarly knowledge of current trends that addresses and improves student achievement through program development, evaluation and a culture of continuous organizational improvement.
• Demonstrate awareness of, and model ethical, inclusive and compassionate behavior that inspires a culture of high performance in an inclusive organization that works successfully with diverse learners, families, professionals and community stakeholders.
• Evaluate and improve instructional and/or organizational success through the use of research-based decision-making models.
• Implement collaborative tools required to empower a leadership prescence which advances the facilitation, management and development of improved educational organizations which is inclusive of all stakeholders.
• Understand the context of issues facing educational institutions and use research/assessment data to influence organizational decisions and evaluation.

Admission Criteria

• The candidate must hold either a master’s degree or educational specialist degree in EE or MG teaching field, or a master’s degree in the student’s preferred area of concentration from a regionally accredited institution, or an appropriately certified foreign university.
• A clear and renewable Georgia Teaching Certificate or departmentally-approved equivalent (EE or MG majors only).
• A minimum cumulative Graduate G.P.A. of 3.25. Official graduate-degree transcript must be sent to Brenau University.
• The candidate must have 3 letters of reference. The letters should be on a letterhead, and from sources that can address your success in your professional career, ability for success in graduate school, and your commitment to your profession (principal, administrator, former professor, etc.).
• Resume/Vitae showing a minimum of three years of relevant professional experience.
• Test Scores - Official scores from the Graduate Records Exam (GRE) on Verbal Reasoning, Quantitative Reasoning and Analytical Writing. A competitive GRE score and Graduate GPA will be utilized with other admission criteria to determine program eligibility (waived for Brenau University EDS graduates). Although no minimum scores are required, candidates are encouraged to prepare and score well since admission to the program is competitive.
• Non-U.S. applicants must receive a minimum score of 79 on the TOEFL or 6.5 IELTS (Requirement is waived if you complete a degree from a US academic institution).
• An interview is required. You will be contacted by a representative of the program to schedule an appointment.
• Writing sample: The candidate must make a successful score on a writing sample that has a minimum of 750-1000 words of his/her writing based on a scholarly article provided by the Brenau University’s College of Education.
• All candidates must have a criminal background check or provide evidence of a recent/current background check.

Programs

• Elementary Education (A.A.)

• Elementary Education (B.S.)
• Middle Grades Education (B.S.)
• Special Education (B.S.)

• Elementary Education (Ed.S.)
• Middle Grades Education (Ed.S.)
• Special Education (Ed.S.)

• Elementary Education (M.A.T.)
• Middle Grades Education (M.A.T.)
• Secondary Education (M.A.T.)
• Special Education (M.A.T.)

• Elementary Education (M.Ed.)
• Middle Grades Education (M.Ed.)
• Special Education (M.Ed.)

• Elementary Education (Ed.D.)
• Higher Education Teaching and Learning (Ed.D.)
• Leadership in Higher Education (Ed.D.)
• Middle Grades Education (Ed.D.)
• Special Education (Ed.D.)

• Autism Endorsement
• Education Minor
• ESOL Endorsement-Graduate
• ESOL Endorsement-Undergraduate
• Math K-5 Endorsement
• Reading Endorsement
• Science K-5 Endorsement

Courses

• ED 679 - Elementary Education Mathematics for Teachers I
• ED 681 - Elementary Education Mathematics for Teachers II
• ED 682 - Elementary Education Mathematics for Teachers III
• ED 683 - Coaching: Knowledge and Foundations
• ED 684 - Coaching Methods, Techniques, Strategies & Assessment
• ED 685 - Coaching Application and Implementation
• ED 686 - Methods for Teaching Science
• ED 687 - Methods for Teaching Math
• ED 688 - School Law & Ethics in Education
• ED 689 - Practicum in Elementary Education
• ED 697 - Student Teaching Elementary Education
• ED 698 - Student Teaching MG
• ED 699 - Practicum in Middle Grades Education
• ED 700 - Clinical Practice Seminar
• ED 701 - Contemporary Issues in Education
• ED 702 - Applied Educational Psychology
• ED 714 - Fine Arts Integration for Teachers
• ED 741 - Issues in Reading
• ED 743 - Correlates of the Reading Process
• ED 744 - Analysis and Correction of Reading Difficulties
• ED 745 - Analysis and Correction of Math Disabilities
• ED 746 - Corrective Reading Practicum
• ED 770 - Advanced Curriculum Development & Analysis of Teaching
• ED 771 - Methods of Educational Research
• ED 772 - Applied Research Project
• ED 780 - Capstone Experience
• ED 789A - Internship in Elementary Education
• ED 789B - Internship in Elementary Education
• ED 790A - Internship in Secondary Education
• ED 790B - Internship in Secondary Education
• ED 795 - Special Topics in Education
• ED 799A - Internship in Middle Grades Education
• ED 799B - Internship in Middle Grades Education
• ED 800 - Integrated Math-Science for Teachers
• ED 801 - Study of English Language
• ED 802 - Contemporary Issues In The Emerging World
• ED 820 - Innovations in Language Arts - Elementary Education
• ED 822 - Health/Social Issues - Elementary Education
• ED 823 - Innovations in Mathematics - Elementary Education
• ED 824 - Innovations in Science - Elementary Education
• ED 825 - Innovations in Social Studies - Elementary Education
• ED 828 - Legal Issues & Ethics
• ED 833 - Innovations in Mathematics - MG
• ED 834 - Innovations in Science - MG
• ED 835 - Innovations in Social Studies-MG
• ED 840 - Innovations in Language Arts - MG
• ED 842 - Serving Contemporary College Students in an Inclusive Higher Education Environment
• ED 844 - Enrollment Management in Higher Education
• ED 845 - Curriculum Design, Theory & Evaluation
• ED 846 - Organizational Governance in Higher Education
• ED 848 - Finance and Fiscal Policy in Higher Education
• ED 851 - Film as Literature
• ED 855 - Advanced Educational Psychology for Non-Ed Majors
• ED 856 - Theory of Teaching and Learning in Higher Education
• ED 857 - Assessment of Learning
• ED 858 - Art and Science Instructional Design
• ED 860 - Leadership in Education
• ED 865 - Academic Program Assessment and Evaluation
• ED 870 - Education Issues and Policy
• ED 875 - Cultural Perspectives & Diversity in Education
• ED 886 - Introduction to Problem Based Learning I
• ED 887 - Introduction to Problem Based Learning II
• ED 890A - Applied Research I
• ED 890B - Applied Research II
• ED 890C - Applied Research III
• ED 894 - Transforming Teaching and Learning Using Technology
• ED 895 - Special Topics in Education
• ED 900 - Doctoral Seminar
• ED 930 - Advanced Statistical Analysis & Methods: Quantitative & Qualitative
• ED 932 - Future Trends in Education
• ED 935 - Intermediate Quantitative Research Methods
• ED 940 - Qualitative Research Methods
• ED 960 - Dissertation Advisement 1: Literature Review
• ED 965 - Dissertation Advisement 2: Proposal
• ED 970 - Dissertation Advisement 3: Data Collection
• ED 975 - Dissertation Advisement 4: Conclusion of Research
• SE 701 - Assessment & Strategies for Students with Autism Spectrum Disorder
• SE 702 - Nature & Needs of Students with Autism Spectrum Disorder
• SE 703 - Positive Behavioral Intervention and Supports for Students with Autism Spectrum Disorder
• SE 704 - Seminar in Special Education: Supervision and Trends
• SE 795 - Special Topics in Special Education

• HL 101 - Drug Abuse/Alcoholism *
• HL 103 - First Aid: Responding to Emergencies *
• HL 104 - Human Sexuality *
• HL 105 - Self Defense *
• HL 105W - Self Defense *
• HL 106 - Healthy Habits *

• LS 103 - Bowling/Billiards
• LS 104 - Golf *
• LS 106 - Tennis *

• LF 101 - Aerobics *
• LF 105 - Fitness Swimming/Fitness Walking *
• LF 109 - Personal Fitness/Weight Training *
• LF 112 - Karate *
• LF 199W - Varsity Sports *

• SE 300 - Teaching Learners with Special Needs
• SE 407 - Test & Measurements for Exceptional Children
• SE 408 - Applied Behavioral Analysis
• SE 409 - Language Development & Disabilities
• SE 410 - Learners with Mild Disabilities
• SE 411 - Methods and Materials of Mild Disabilities