DEPARTMENT OF EDUCATION
GENERAL INFORMATION PACKET
FOR
MASTER OF SCIENCE
IN CURRICULUM AND INSTRUCTION
WITH A CONCENTRATION IN EARLY
CHILDHOOD EDUCATION
SHAW UNIVERSITY DEPARTMENT OF EDUCATION
Master of Science in Curriculum and Instruction with a concentration
in Early Childhood Education
Introduction
The Master of Science in Curriculum
and Instruction with a concentration in Early Childhood Education (hereafter
referred to as the Program) responds to the critical need to prepare
individuals beyond the entry level for professional roles in birth through
kindergarten settings to serve as master teachers, lead teachers, direct
service providers, consultants, program coordinators, supervisors, and staff
development trainers, researchers and evaluators, and community leaders in
early childhood education and intervention.
The increased demand for graduate professionals prepared to assume
leadership in early childhood programs stems from changes in public policy at
the national and state levels. Public
schools in
The curriculum for the Program was developed cooperatively with the Department faculty and concentrates on the standards and indicators set by the North Carolina Department of Public Instruction (hereafter referred to as NCDPI), the National Council for Accreditation of Teacher Education (hereafter referred to as NCATE), and the National Association for the Education of Young Children (hereafter referred to as NAEYC).
Program Mission
Statement
The demand for graduate-level career teachers
far exceeds the available supply. The
establishment of a program of graduate studies in education provides more
graduate-level career teachers and, thus, assists in meeting the demand. This is in keeping with one of the goals of
the University to expand its academic programs to address societal demands.
Program of Study
The Program requires the equivalent
of five semesters of full-time study. Students must complete either a minimum
of 42 semester hours of course work, including three hours of thesis or 45
semester hours of course work without a thesis. This graduate-level program is
open only to graduate candidates. The
primary target audience is public school teachers in central and eastern
The instructional delivery methods consist of the traditional Socratic lecture method, as well as the cooperative group-oriented case analysis method. Candidates are engaged in field-based action research projects and activities that support community service and other scholarly pursuits. Additionally, candidates complete a quantitative research project in select courses. Instructional activities are research-based and infused with technology.
Accreditation
The Department of Education is accredited by the National Council for Accreditation of Teacher Education (NCATE), the North Carolina Department of Public Instruction (NCDPI) and the Southern Association of Colleges and Schools (SACS).
The Administrative Location of the Program
The Program is located administratively in the Shaw University Department of Education. The Department is housed in the Talbert O. Shaw Living-Learning Center (hereafter referred to as TOSLLC). The Chair of the Department, the Program Coordinator/Academic Advisor, and program faculty are located in TOSLLC.
Faculty
Faculty members who are designated as graduate faculty meet the SACS criterion (www.sacs.org) for graduate faculty. Each faculty member who teaches courses in the Program has an earned doctorate degree in the discipline or a related discipline. Four full-time Department of Education faculty members teach in the graduate program. Two faculty members (the Chair and the Coordinator of Education Field Experiences) provide program support.
Conceptual
Framework Theme
The theme or purpose of the conceptual
framework undergirding the Program is: To produce graduates who are critical-
thinking problem solvers with the knowledge, pedagogical and technological
skills, and professional dispositions needed to function as effective teachers
in a diverse world.
The Program
Program Goals
The Program goals are to:
1. provide candidates with advanced academic and
professional experiences in Early Childhood Education that will enable them to
become creative contributors to the advancement of knowledge in the education
of young children and effective teachers of young children;
2. prepare candidates to synthesize the
knowledge drawn from several interrelated courses in the broad area of
Curriculum and Instruction and courses in Early Childhood Education;
3. expand candidates’ knowledge of concepts and
techniques, including the use of technology, for scholarly research and
evaluation;
4. develop in candidates skills that will ensure
that they can successfully function as competent and effective professionals
who are critical thinkers and problem-solvers;
5. provide candidates with information about
societal issues and values and their impact on teaching and learning;
6. increase the enrollment and graduation of qualified
and diverse candidates; and
7. attract and maintain a qualified and
competent faculty.
Program Learning
Outcomes
The Program learning outcomes are to:
1.
ensure
that candidates enroll in advanced courses that afford them advanced content
knowledge of Early Childhood Education and field-based and classroom
experiences that develop in them the skills and competencies required for the
teaching profession;
2.
provide
candidates with the coursework and activities that enable them to create
scholarly or professional work related to Curriculum and Instruction with a
concentration in Early Childhood Education;
3.
engage
candidates in research and assessment activities that provide them skills and
competencies in scholarly research and evaluation and the use of technology in
carrying out such activities;
4.
engage
candidates in all courses in activities that provide them with the opportunity
to think through consequences and assess the validity of assumptions;
5.
provide
candidates with coursework and experiences that enhance their perspectives and
values regarding societal issues, including those related to diversity and the
professional dispositions necessary to help all candidates learn;
6.
increase
the enrollment and graduation of qualified and diverse candidates by at least
five percent annually; and
7.
attract
and maintain a qualified and competent faculty in accordance with Southern
Association of Colleges and Schools (SACS) criteria and National Council for
Accreditation of Teacher Education (NCATE) standards.
Degree Requirements
The Program requires a minimum of 42 credit hours, including a thesis, or a minimum of 45 credit hours of study without a thesis as outlined below. Candidates must complete the following requirements to earn the Master of Science in Curriculum and Instruction with a concentration in Early Childhood Education:
- 18 credit hours of core courses
(thesis track)
or 15 credit hours of core courses
(non-thesis track)
ECI 640: Historical, Philosophical, and Social Foundations of American Education
(3 credit hours), or
ECI 643: Social and Political Problems in Education (3 credit hours)
ECI
610: Psychological Foundations of
Education (3 credit hours) or
ECI 611: Advanced Studies in Human Development and Learning (3 credit hours)
ECI 691: Advanced Statistical Methods in Education (3 credit hours)
ECI 692: The Design of Educational Research and Evaluation (3 credit hours)
ECI 599: Instructional Leadership Practicum (3 credit hours)
ECI 698: Thesis Conference (0 credit hour)
ECI 700: Thesis (3 credit hours)
ECI
701: Continuous Thesis (3 credit hours)
- 18 credit hours in the specialty
area concentration
ECI 612: Working with Young Children and Their Families (3 credit hours)
ECI 634: Multicultural Education: Planning and Implementing Instruction for
Diverse Learners (3 credit
hours)
ECI 625: Advanced Study of Literacy and Numeracy for Young Children (3 credit
hours)
ECI 630: Assessment: Measuring and Evaluating Learning in the Early Childhood
Curriculum (3 credit hours)
ECI 690: Interagency Collaboration: Providing Services to Young Children and their
Families (3 credit hours)
ECI 677: Instructional Leadership in Early Childhood Education (3 credit hours)
- 6-12 credit hours of supportive
electives (selected from the following courses)
ECI 601: Creating Learning Environments for Young Children (3 credit hours)
ECI 670: Administration of Child Development Centers (3 credit hours)
ECI 615: Advanced Studies in the Fine Arts (3 credit hours)
ECI 693: Advanced Theory and Design of Tests and Measurements (3 credit hours)
ECI 605: Play and Young Children’s Learning (3 credit hours)
Thesis Track and Non-Thesis Track
Each candidate declares whether he or she will pursue the thesis track or the non-thesis track at the end of his/her first year of enrollment in the Program. For the thesis track, each candidate for the Master’s degree 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. It is expected that candidates will register for ECI 698: Thesis Conference while working on the thesis and register for ECI 700: Thesis only during the semester in which the thesis is expected to be defended. However, a candidate may enroll in ECI 701: Continuous Thesis for an additional three credit hours, if necessary, to complete the thesis. The Graduate Program Committee must approve thesis proposals. The completed thesis is defended orally before the Thesis Committee.
Admission to the
Program
The application for admission to the Program should be used in applying to the Program. Admission to graduate study can be authorized only by the Graduate Program Committee. Applicants must hold the degree of Bachelor of Arts or Bachelor of Science from an accredited college or university in this country or its equivalent—based on a four-year curriculum—in an institution outside of the United States. Applicants must have a minimum grade point average of 3.0 in their undergraduate study. Successful applicants must also have at least two years of teaching experiences in an early childhood education setting. Licensure by NCDPI is desirable. Admission is competitive and applicants are selected on the basis of their preparation, experience, and intellectual and leadership abilities. Requests for applications or information about application procedures for the Program should be addressed to:
Chair, Department of Education
Telephone Number: (919) 546-8530
Fax Number: (919) 546-8531
Program Admission
Requirements
Acceptable Teaching Experience
The Program is designed for early childhood educators who work directly with young children in a variety of early childhood settings, who must accommodate children with a range of abilities and special needs, and who must work collaboratively with families and other professionals.
Applicants who are non-education majors and who have a minimum of two years of teaching experience in early childhood education settings or documented relevant educational or professional experiences may be considered for admission, based on a satisfactory interview with the Graduate Program Committee. Non-education majors who are accepted into the Program will be required to take two graduate support courses, first, and additional courses, if necessary.
EDU 319: Graduate Support: Problems in Early Childhood Education (3 credit hours). This course addresses issues and trends in early childhood education, including diversity, developmentally appropriate practice, the use of instructional technology, working with families, and teaching in inclusive settings.
EDU 318:
Graduate Support: Educational
Research and Evaluation (3 credit hours). The broad goal of this course is
to help the graduate candidate in education learn the essentials needed to
carry out the research process. Candidates
will be expected to learn to use the Publication Manual of the American
Psychological Association (APA style) in writing a research paper.
Acceptable Licensure Areas
Applicants applying for admission into the Program should be licensed in one of the following areas: birth through kindergarten education, elementary education, or special education. Social work, psychology, or sociology majors may also be accepted. Other applicants who show demonstrated experience/accomplishment in the field of early childhood education and who meet the requirements for admission may be considered for admission and will be handled on a case-by-case basis.
Unconditional
Admission
In order to obtain unconditional admission, the applicant must meet or exceed the following criteria:
1.
A minimum undergraduate grade point average of
3.0 (B) from an accredited institution or
A
minimum undergraduate grade point average of 2.75 from an accredited
institution and a
graduate degree from an accredited institution.
2. A minimum of two years of teaching in an early childhood education setting
or
Documented relevant educational or professional experiences of working with young
children.
3. A
teaching license issued by the North Carolina Department of Public Instruction
(NCDPI).
4. Graduate Record Examination (GRE) scores on the aptitude section that are acceptable to the Graduate Program Committee.
*GRE
scores must not be more than five years old.
5. TOEFL scores of at least 500, if the applicant is an international candidate.
*TOEFL scores must not be more than five years old.
Conditional
Admission
Conditional admission may be granted for those applicants who do not satisfy all of the requirements for unconditional admission. Final disposition of cases involving candidates who have been admitted on condition rests with the Graduate Program Committee and the Chair of the Department.
- No applicant will be admitted with an undergraduate GPA below 2.75. Applicants with a GPA between 2.75 and 2.99 will be required to take two graduate support courses first, and additional courses, if necessary. See “Acceptable Teaching Experience” below.
- An applicant who does not have a teaching license issued by NCDPI may be admitted based on acceptable work experience and a satisfactory interview with the Graduate Program Committee.
- Candidates are required to submit official GRE test scores from ETS by the end of the first semester of enrollment. If no scores are submitted by the end of the first semester, candidates will not be allowed to take additional courses. The advisor will contact candidates regarding GRE scores.
· GRE scores of current candidates will be used to establish a baseline. When a cut-off score has been determined, the Program will offer a GRE preparation seminar, as needed.
Application
Deadlines
The Department will begin processing applications and making admission decisions as applications are returned. Applicants are urged to apply early due to the limited number of openings each year.
Applicants
Living in the U. S. & U. S. Citizens
For fall semester admission June 1
For spring semester admission October 31
For summer session admission April 1
International
Applicants
For fall semester admission March 1
For spring semester admission August 1
For summer session admission December 1
Instructions
for Completing the Application
Please complete all of the forms in the application packet carefully, using a typewriter or printing clearly in black or blue ink. Please check to make sure that all areas are complete. If you make a mistake while completing the application form, make corrections as legibly as possible.
Application Fee
A non-refundable $50.00 application
fee must accompany all applications.
Check or money order should be made payable to
Letters of Recommendation
Two letters of recommendations must be submitted from persons who know your academic and professional qualifications well. One professional reference must be from your present or most recent supervisor.
Transcripts
One official transcript of all
post-secondary work (bearing the signature of the Registrar and the seal of the
institution) should be sent to the Department Chair. International applicants must supply official
transcripts or comparable academic records from all colleges and universities
attended. A notarized English translation must be provided.
Goals Statement
Applicants must submit a one-page statement in which they present their reasons for pursuing the Master of Science in Curriculum and Instruction with a concentration in Early Childhood Education and any other information concerning their background and plans that may be helpful in considering their application.
Graduate Record Examination (GRE) Scores
Scores on the GRE are required as part of the application to the Program. Dates for administration of the GRE during the academic year are usually in October, December, April, and June. Four to six weeks are usually required for test scores to be sent to us from ETS. GRE scores more than five years old are not accepted.
Applicants who did not specify at
the time of taking the GRE that
Special Requirements for International Applicants: Test of English as a Foreign Language (TOEFL)
Applicants whose native language is not English and who have not received their education at an English-speaking university must submit scores on the TOEFL. TOEFL scores more than five years old are not accepted. The required minimum total score on the TOEFL test is 500.
Since four to six weeks are
required for scores to reach the Department from ETS, applicants should take
the test no later than the middle of January (fall admission), June (spring
admission), or October (summer admission) in order for scores to be received by
the Department by the deadline.
Program
Design (“Practicing Teachers” vs. “Full-Time Candidates”)
The Program requires the equivalent of five semesters of full-time study. However, it is expected that candidates will be practicing teachers and will attend part-time. Candidates must complete a minimum of 42 semester hours of course work including three semester hours of thesis or a minimum of 45 credit hours of study without a thesis.
Transfer
Credits
Course work accepted for credit toward the
Program must represent graduate course work relevant to the degree, with course
content and level of instruction resulting in candidate competencies at least
equivalent to those of candidates enrolled in the Program. Graduate credit is not awarded for
portfolio-based experiential learning which occurred prior to matriculation
into the Program and which was not supervised by a
Transfer students from other institutions
must be evaluated and approved by the Program advisor and the Graduate Program Committee.
Transfer credits must be earned from a regionally accredited institution. Courses that are more than three years old or
that have grades less than “B” will not be accepted. Up to six credit hours may be transferred.
Re-Admission
A candidate who discontinues matriculation in the Program for one or more semesters must apply for re-admission. The evaluation of applications for re-admission is based on University and specific Program requirements in existence at the time of the re-admission application.
Financial Information
Tuition and Fees for
Tuition must be paid in full at the time of registration. Candidates may log onto the Shaw web site at www.shawu.edu and click on the University Tuition and Fees link to obtain the tuition cost for the current year. The following fees are also due and may be updated each year:
Administrative Fee $490.00
Technology Fee $265.00
Application Fee $ 50.00
Graduation Fee $200.00
In order to complete registration, candidates must be prepared to satisfy all tuition and fees through direct payment or financial aid. Cash, certified or cashier’s check, money order or credit card (MasterCard or Visa) is required for direct payment.
Certified/cashier’s checks or money
orders should be made payable to
Payment for books and supplies should be made separately from tuition and fees. Each candidate should be prepared to purchase textbooks and necessary supplies at the beginning of each semester.
Full-Time Candidates. Tuition charges are based on the assumption that full-time candidates will take an average of nine semester credits per semester and will be degree-seeking candidates. All tuition and fees must be paid in full at the time of registration.
Part-Time Candidates. Candidates registered for part-time study are those who enroll in less than a nine-semester-hour course load.
Tuition and Fees for Summer School
Full-Time Candidates. Candidates registered for full-time study in summer school are those who enroll in at least a six-credit-hour course load. Tuition and fees must be paid in full at the time of registration.
Part-Time Candidates. Candidates registered for part-time study in
summer school are those who enroll in less than a six-credit-hour course
load. Tuition must be paid in full at
the time of registration.
Billing
The University sends monthly statements to candidates who have an outstanding balance or who have had activity on their accounts during the statement period. The statement shows the balance brought forward and the activity of the previous month. The statements are sent to the candidate at his/her permanent address.
Candidates are responsible for advising the University of a change in address. This may be done at the Registrar’s Office or by clicking on the candidate profile tab of the Web registration module. Questions pertaining to bills should be directed to Student Accounts, Tyler Hall, and (919) 546-8228.
Delinquent Accounts
The University will not issue a degree, transcript, or grade report to any candidate who has a delinquent account. A candidate with a delinquent account will not be readmitted to the University until all unpaid balances are paid.
Past-due accounts are referred to a collection agency and may negatively impact the candidate’s credit record. Each past-due account is charged an additional amount that shall approximate the administrative cost incurred in collecting the past due amount, in addition to any attorney fees and reasonable collection costs incurred because of the past-due account.
Financial
Aid
Financial aid at
A candidate enrolled full-time or part-time, must be in good academic standing to be eligible for financial assistance. However, certain programs require a candidate to maintain full-time status.
Financial aid is awarded for one
year only. Upon re-application and continued eligibility, financial aid may be
extended. The priority deadline for applying for
Standards of Academic Progress
Academic Progress
Candidates must maintain a minimum grade
point average of 3.0 to be in satisfactory academic standing. Candidates must have completed all course work
for the graduate degree, except ECI 599: Instructional Leadership Practicum,
and ECI 700: Thesis before applying for candidacy.
The Grading System
Grades are based on a four-point scale as follows: A = 4; B = 3; C = 2; D = 1.
A = 90-100 (Target)
B = 80-89 (Acceptable)
C = 70-79 (Acceptable)
D = 60-69 (Unacceptable)
F = Below 60 (Unacceptable—failing)
I = Incomplete
Common rubrics to assess candidates’ performance on assignments and examinations are used. Performance at target, acceptable, and unacceptable levels is assessed for such projects as abstracts, research reports, essay exams, teaching videos, unit plans, reflective papers, oral reports, portfolios, lesson plans, internships, case studies, and technology infusion. These rubrics are included as part of course syllabi, but may be issued under separate cover.
Academic Advisement
Currently, the advisor for candidates in the Program is the Program
Coordinator. As the Program grows, candidates
will be assigned to graduate faculty advisors in a manner that assures a
relatively even advisee load and quality of academic advisement. The Program Coordinator monitors candidates’
academic progress through a program checklist, advisement at registration
periods, and review of candidates’ transcripts each semester. All graduate faculty members are appointed by
the Department Chair, in collaboration with faculty and candidates, to serve on
candidates’ committees.
Academic
Probation
Candidates on academic probation are those who fail to maintain the required minimum 3.0 grade point average. They may remain on academic probation for one semester. At the end of the semester that a candidate is on academic probation, the candidate’s enrollment status will be evaluated by the Graduate Program Committee.
Class Attendance Policy/Excuses from Class
Class attendance is required for all Shaw University
Candidate Responsibility
Candidates are responsible for attending class on time and for adhering to the University’s Class Attendance Policy. Candidates are expected to attend all classes and not be absent without adequate cause. It is the responsibility of candidates to make up, in a timely fashion, scheduled class work missed because of a class absence(s). Absences from unannounced quizzes, tests, and other assignments may be made up at the discretion of the faculty member. Candidates who exceed the maximum number of unexcused absences may receive a failing grade for the course.
Repetition of Courses
At the discretion of the Graduate Program Committee, a candidate may repeat no more than two courses in which a grade of “B” or “C” was earned for the purpose of improving his/her GPA. The courses may be repeated only once for a higher grade. Although all grades earned will remain a part of the permanent record, the higher grade will be used in computing the GPA; this does not result in multiple credits for a repeated course.
Withdrawal from Courses
All changes in course schedules after the close of registration require the signatures of the instructors involved, the candidate’s advisor, and the Department Chair. The form may be obtained from the Department of Education and it must be delivered to the Office of Records and Registration. A candidate who stops attending a course without properly notifying the instructor, the Department Chair, and the Registrar may receive a grade of “F” in the course. If a candidate drops a course before the last day of classes for the semester, but remains registered for other academic work, the courses dropped will be awarded a grade of “W.”
Withdrawal from the University
Candidates in the Program must request withdrawal from the University
through the Chair of the Department of Education. Fees are adjusted for any withdrawal, based
on the University’s regular policy governing refunds.
Grade Changes and Corrections
The grade of “I” is assigned when the candidate, as a result of illness, an unusual or mitigating situation, or some other acceptable circumstance beyond the candidate’s control, has not completed the work of the course, provided the candidate is otherwise passing. The grade of “I” is not used to help a candidate pass a course.
All “Incompletes” should be removed by the end of the next semester in which the candidate is enrolled, except by approved extension of time. If the “I” is not removed within one calendar year, the “I” converts to a grade of “F.”
Grade Appeal Policy and Procedures
The assignment of grades is the full responsibility of the faculty member teaching a given course. It is expected that faculty assigning a grade for any work done by candidates will employ fairness, integrity, and good judgment, and will take into consideration any relevant University policies.
A candidate enrolled in the Program who believes that he or she has received an improper grade in a course is accorded due process in this matter. The Department of Education has procedures that the candidate must follow in order to appeal a grade. If a candidate disputes a grade received, he or she must first direct all questions or complaints to the faculty member who assigned the grade. If the dispute is not settled, the issue may be brought to the attention of the Department Chair for resolution. If the charges and evidence are compelling enough, the Department Chair may take the case to the Dean, who will take the case to the Vice President for Academic Affairs, if necessary.
Any action taken by the candidate must be done within 30 days after the end of the semester in which the grade was received.
Student Life
Library and Media Resources
Resource materials and equipment
are available in the Curriculum and Materials Center, a library that is
dedicated to support academic programs and projects in the Department, and the
James E. Cheek Learning Resources Center, the main library. Currently, there are 6,845 volumes in the
A professional librarian, who is a
graduate of an
Under the Cooperating Raleigh Colleges (CRC) consortium agreement, Shaw has borrowing and use privileges of each participating institution’s library. Candidates/faculty can access necessary electronic resources on campus or remotely through the NC LIVE database, as well as the Internet and World Wide Web.
Bookstore
Required textbooks and parallel readings, as well as
other books, are available through the campus bookstore. Candidates purchase Live
Text, a required computer software for all education majors, through the
University bookstore.
Housing
Housing is available on campus for
graduate candidates at a nominal fee set by the University for candidates who
have Friday night and Saturday morning classes.
Questions pertaining to housing should be directed to Student Affairs,
Severe Weather Policy
It is not to be assumed that classes will be cancelled due to severe weather. Unless a public announcement is made stating the cancellation of classes, it is to be assumed that classes will meet. Sources of such announcements include the University voicemail system, local TV stations, and WSHA radio (88.9 FM).
Statement
of Equal Educational Opportunity
Policy
on Nondiscrimination
It is the policy of
Title II Reporting Information
All
teacher education programs at