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MASTERS OF ARTS IN
EDUCATION SECONDARY
5TH YEAR/ RANK I
(GRADES 8-12)
PROGRAM SUBMISSION
SEPTEMBER 2007
Murray State University Graduate Bulletin 2006-2008
http://www.murraystate.edu/provost/catalogs/0608Gradbull.html
16 KAR 5:050
16 KAR 8:020
16 KAR 8:010
III. Program Experiences
The Department of Adolescent, Career and Special Education offers multiple graduate programs
in secondary education including the master of arts in education degree and non-degree programs
for Rank II classification (Fifth Year) and Rank I classification (30-Hour Program Beyond
Master’s/Rank II).
The Master of Arts in Education program is designed to fulfill course requirements for a Rank II
classification. Advanced candidates have the option to pursue a thesis track or non-thesis track.
In the thesis track option, approval of a thesis topic by an advisor and defense of the thesis are
required. For the non-thesis track option, a passing score on a written comprehensive
examination is required. The 33 credit hour program is pre-planned with a graduate advisor.
Candidates in both tracks also complete 12 hours in an area of specialization in a teaching field:
either continuation of advanced courses in the certification area (art, biology, chemistry, earth
science, English, French, German, health, physical education, integrated music, math, physics,
social studies, Spanish) or courses in an advisor-approved candidate-created theme. They may
select state-approved endorsements by taking 12 hours of selected courses in environmental
education, gifted education, instructional computer technology, or school safety as their area of
specialization instead. Depending upon their program of study, candidates must either complete
and defend their thesis or successfully pass a comprehensive examination, administered by a
graduate faculty committee. The exam covers topics developed by the program faculty related to
each of the required core courses – motivation and learning theory, curriculum development,
history of education, and educational research.
Certified teachers may choose to complete a Fifth Year program as an alternative to the Masters
Degree. This non-degree program is designed to fulfill course requirements for Rank II
classification. The 33 credit hour program is preplanned with a graduate advisor and consists of a
12-hour block of core education courses, 12 hours selected for a specialization in a teaching
field, and 9 hours of electives (three hours must be from a professional education course).
The program experiences of graduate-level programs are aligned with the Experienced Teacher
Standards, EPSB themes, and KERA themes to ensure that the standards and themes are
carefully addressed in a variety of courses and through a variety of assignments and course
experiences (see tables within this document). These programs support the College of
Education’s theme by nurturing individuals to become reflective decision-makers. Reflection is
the focus of course activities and is the primary means by which graduate candidates integrate
their own teaching experiences with course experiences, Kentucky performance standards, and
the College of Education Dispositions. This reflection leads to a richer, more in-depth
understanding of students, curriculum, instruction, assessment, and the schooling process. The
Kentucky Code of Ethics is revisited at the graduate level and related to teachers’ increased level
of responsibility and involvement with students, the school, district, community and profession.
Graduate faculty recognize that as teachers gain experience during their careers they are able to
elaborate on their understanding of how to make the most thoughtful educational decisions for
their students. Experienced teachers realize that a wide variety of considerations come to play in
making instructional decisions, including, foremost, the instructional needs of the learner, state
and national standards, content considerations, community values, and the teacher’s own
professional strengths, values and beliefs.
Graduate faculty use a variety of instructional technology (e.g. Blackboard, Internet,
Elluminate), and keep current about today’s educational issues (as evidenced through faculty
2
vitae—presentations, publications, service). Some faculty have designed web-based courses,
taught totally online using Blackboard, Elluminate, and the Internet. Graduate faculty actively
involve candidates in authentic learning activities. For example, in EDU 633 (online version),
candidate teams interview public school and community constituents, complete weekly team
tasks, and reflect upon other teams’ submissions.
A wide range of theoretical systems, educational philosophies and bodies of educational research
are addressed in the graduate program. Constructivist learning theories are emphasized but a
variety of counter-theories are presented so that graduate students understand the history of
educational theory development as well as the range of diverse educational perspectives to which
educators in the United States ascribe. Collaboration between the graduate candidates’
classrooms and course content is emphasized to assure that advanced candidates will make
connections between the experiences of the classroom and theories of learning and child
development that were introduced during undergraduate programs. Courses like EDU 633,
Curriculum Development, extend teacher’s pedagogical knowledge by requiring curriculum
evaluation and revision to better align instructional objectives with student and societal needs
and the Kentucky Initiatives.
In summary, the secondary graduate program provides opportunities for teachers who began
their undergraduate work with learner-centered, experiential, reflective education theories to
continue their growth and development as reflective decision-makers to become teacher leaders.
The graduate program allows teachers to evaluate their current classroom practices and provides
them opportunities to continuously improve their professional practices as reflective decisionmakers. As part of the state-wide masters reorganization initiative, graduate faculty are
reviewing/revising the graduate program offerings based upon candidates’, professional
colleagues’, regional educators/administrators’, and advisory councils’ recommendations.
The secondary school graduate programs are aligned with teacher standards established by the
Kentucky Education Professional Standards Board, KERA initiatives, and EPSB themes to shape
the design, organization, and delivery of the curriculum concepts and learning experiences of the
graduate candidate. This alignment is reflected in common course syllabi as well as the tables
that follow.
3
Kentucky Experienced Teacher Performance Standards
ETS 1 ETS 2 ETS 3 ETS 4 ETS 5 ETS 6
Course
Core Courses for Masters and Fifth Year
ADM 630
E
A
E
Research
EDU 621
Methods
K
EDU 631
Theory
EDU 633
Curriculum
A
EDU 645
EDU 649
E
A
A
E
A
K
E
E
A
Philosophy
SEC 641
E
A
E
E
A
E
EDU 622
Spe Study
ETS 10
K
Core Courses for Rank I and Specialist Degree
EDP 675
A
A
A
A
Ed Psy
EDU 798
ETS 9
A
K
A
ETS 8
E
Research
Thesis
E
E
History
EDU 698
E
ETS 7
A
A
A
A
E
E
E
E
A
E
A
E
E
E
E
Curriculum
K – Knowledge, A – Application, E – Evaluation
E
E
E
B. KERA Initiatives
KERA Initiatives are utilized by graduate instructors to build on and expand previous course knowledge
and graduate candidates’ classroom experiences in order to strengthen the connection between the
classroom and the state initiatives that guide PK-12 student performance-based achievement.
KERA Initiatives for Graduate Secondary Education Programs
Course
Core Content 4.1
Version
Program of
Studies
Core Courses for Masters and Fifth Year
ADM 630
n/a
n/a
Research
EDU 621
Methods
EDU 631
Theory
EDU 633
Curriculum
EDU 645
History
EDU 649
Research
EDU 698
Thesis
E
E
n/a
n/a
n/a
E
E
E
n/a
n/a
n/a
n/a
n/a
n/a
n/a
n/a
n/a
Ed Psy
Philosophy
EDU 798
Spe Study
SEC 641
n/a
E
Core Courses for Rank I and Specialist Degree
EDP 675
n/a
n/a
EDU 622
Learner Goals &
Academic
Expectations
n/a
n/a
n/a
n/a
n/a
n/a
n/a
E
E
E
Curriculum
K – Knowledge, A – Application, E – Evaluation
Course Descriptions for Secondary Graduate Programs
ADM 630 Methods of Research (3). A study of procedures used to locate sources of information, organize and
interpret collected data, and apply results of published research. Various research methods are studied and used.
EDU 621 Advanced Methods of Teaching (3). An advanced course that applies theories and practices of models
of teaching based upon applied research and practitioners experiences. Prerequisites: EDU 303 or an equivalent
course and at least have had student teaching experiences.
EDU 631 Application of Learning and Motivation Principles to the Classroom (3). A course designed to examine
theories of human motivation, learning styles, and human growth, teaching behaviors and learning environments
necessary to achieve congruency with these theories.
5
EDU 633 Curriculum Development (3). A comprehensive analysis of the process of curriculum development. It
includes examination of the theoretical dimensions of curriculum development. The process includes
consideration of the bases of curriculum, aims and objectives of schools, planning instruction and curriculum
evaluation.
EDU 645 History of Education in the United States (3). A course designed to study of the growth and
development of education in the United States from early colonial times to present, including recent trends and
movements.
EDU 649 Research in Education (3). This course is a follow-up of ADM 630. The course includes an exploration
of elementary statistics as they apply to the completion of an action research project which was proposed and
begun in ADM 630. The action research project is to be concluded during this course and presented during a
class/departmental colloquium.
EDP 675 Advanced Educational Psychology (3). A psychological perspective and research-based examination of
the learner, the teacher, and the classroom interaction processes involved in effective educational processes.
EDU 622 Philosophy of Education (3). A course designed to explore the various philosophies of education; the
meaning of education to the individual and society; the nature of thinking; educational aims and values; character
education; and the interpretation and evaluation of present day issues and problems in education.
EDU 798 Specialty Study (3). Selection of problem, collection of data, and interpretation of data in preparation
for writing a research paper. Second three hours culminating in a research paper to be approved by the student’s
committee. Repeatable to six hours.
SEC 641 Building the Curriculum of the Secondary School (3). A study of the modern secondary school
curriculum including the usual fields, the core curriculum and activities included in the total program. An
introduction to the processes of curriculum-building.
PSY 681 Advanced Adolescent Psychology (3). Analysis and appraisal of scientific studies dealing with the
problems characteristic of the adolescent period. Observations and library research projects supplement class
assignments.
MID 640 Middle School Curriculum (3). A study of the educational program designed for the middle school.
Emphasis will be placed on the basic assumptions underlying modern trends.
EDP 675 Advanced Educational Psychology (3). A psychological perspective and research-based examination of the learner,
the teacher, and the classroom interaction processes involved in effective educational processes.
EDU 622 Philosophy of Education (3). A course designed to explore the various philosophies of education; the meaning of
education to the individual and society; the nature of thinking; educational aims and values; character education; and the
interpretation and evaluation of present day issues and problems in education.
6
C. EPSB Themes
The following matrices demonstrate the integration of the Education Professional Standards Board
Themes and the unit’s theme of “Educator as a Reflective Decision-Maker” throughout the graduate
Secondary Education programs. Coded according to categories in Bloom’s Taxonomy, the Themes may
be discussed at the knowledge level (K), they may be applied (A) as part of the design of course
assignments, or they may be evaluated (E) as a critical design element in the development of course
assignments.
EPSB Themes Graduate Secondary Education Programs Graduate Secondary Education
Programsfor
EPSB Themes
Course
Diversity Assessment Literacy
Gap
Ethics
Core Courses for Masters and Fifth Year
K
A
K
K
research
ADM 630
Research
EDU 621
Methods
Research
project
Research
project
K
K
K
Curriculum
project
Curriculum
project
Curriculum
project
EDU 631
E
E
Theory
Case study
Case study
EDU 633
Curriculum
EDU 645
History
EDU 649
Research
Research
project
professional
ethics and
leadership
K
E
K
K
Curriculum
project
Curriculum
project
Curriculum
project
K
K
K
K
Discussion
Paper
Discussion
Paper
Discussion
Paper
Discussion
Paper
K
K
K
K
Research
project
Research
project
Research
project
Research
project
Ed Psy
Literature
review
EDU 622
E
Philosophy
Paper
Literature
review
Literature
review
E
Readings/
Literature
review
research
ethics
professional
ethics
discussion
and
readings
research
ethics
EDU 798
Spe Study
Curriculum
ethics
Curriculum
project
Core Courses for Rank I and Specialist Degree
E
E
A
EDP 675
Readings/
Readings/
Readings/
SEC 641
Research
project
E
E
Curriculum
project
Curriculum
project
K – Knowledge, A – Application, E – Evaluation
For ADM 630 candidates design an action research project to address a classroom, school or district
problem that requires the use or the collection of student data related to achievement or school climate.
For EDU 631 candidates develop a case study of a student who presents a motivational problem related
to achievement. Student data is used as part of the evaluation process along with interviews and other
sources of information.
7
For EDU 633 candidates investigate and present trends in curriculum related to the improvement of
schools.
For EDU 645 candidates write a literature review based on the EPSB themes.
For EDU 649 candidates complete an action research project to address a classroom, school or district
problem that requires the use of survey data.
Program: Secondary Teacher Education
Check Point One: Admission to Program or Continued Certification
Grade Point Average (GPA) 3.0 or higher
Required Undergraduate Degree and Teacher Certification
Filing of Candidate’s Program of Studies
Check Point Two: Continuation in Degree Program or Continued Certification
Candidates develop and refine disposition of Leadership for continuous growth and development
as a professional; Candidates work to master Kentucky Experienced Teacher Standards as
demonstrated by course competency assignments.
Advancement to Candidacy (after nine credit hours) 3.0 or higher
Course Competency Assignments in ADM 630 (ETS4,5), EDU 631 (ETS 2,3,4,7,8), EDU 633 (ETS
1,3,4,5 6,7,9), EDU 645 (ETS 2,7), ELE 647 (ETS 2,3,4,8,10) EDU 620 (ETS 1,2,4,5) EDP 675 (ETS
1,2,3,4,5,7)
Check Point Three: Recommendation for Degree and/or Continuing Certification
Candidates present refined disposition of Leadership and mastery Kentucky Experienced
Teacher Standards
Comprehensive Exam or Thesis (ETS 2)
Completion of coursework with a GPA of 3.0 or higher
Verification of Program of Study
Check Point Four: Beyond Graduation
Survey of Graduates and Employers
8
D. Program Faculty
NAME
HIGHEST
DEGREE,
FIELD, &
UNIVERSITY
ASSIGNMENT
FACULTY
RANK
SCHOLARSHIP,
LEADERSHIP IN
PROFESSIONAL
ASSOCIATIONS, AND SERVICE
Ed.D.
Curriculum &
Instruction
University of
Missouri-St.
Louis
Ed.D.,
Educational
Policies Studies,
Curriculum and
Instruction,
University of
Kentucky
Assistant Dean
(Part-time),
NCATE
Coordinator,
Teaches graduate
courses
Education
Coordinator at
Madisonville
site, Teaches
graduate courses
Professor
 Book: (2004) Case study
analysis in the classroom
 Presentation: (2006) AERA
 BOE Team member: (2005present)
Assistant
Professor
Hansen,
Jacqueline
Ed.D.:
Educational
Administration,
Curriculum and
Instruction;
University of
NebraskaLincoln
Elementary
Program
Coordinator,
Extended
Campus
Coordinator,
Teaches graduate
courses
Assistant
Professor
Herr,
Stephen
Ed.D
Teachers
College,
Columbia
University
Teaches graduate
& undergraduate
foundations
courses
Assistant
Professor
Islam,
Chhanda
Ed.S and Ed.D
Curriculum and
Instruction,
Jackson State
University
Reading Program
Coordinator,
Teaches graduate
courses
Associate
Professor
 Published article in Kentucky
Teacher
 Conducts annual Praxis Prep
workshops yearly for MSU
students; serves on Hopkins
County P-16 Council; trains
reading tutors in Hopkins
County for the Renaissance in
Reading program
 School improvement state
evaluation team (2005)
 Education writer for stamp
services division of the USPS –
helped to create 12 education
kits celebrating Black Heritage
Month and National Stamp
Collecting Month.
 Kentucky Association of
Teacher Educators (President),
BOE team member and state
chair; SAGE Publications
Review Board; MSU Academic
Council, Undergraduate Studies
(Vice-Chair), and University
Studies Committees
 Presented at Phi Delta Kappa
International Educational
Summit and International
Reading Association
Conference
 Presentation: (2006) Kentucky
Association of Teacher
Educators, A history of faith
and knowledge
 COE representative at Faculty
Senate
 Multiple publications including:
Teaching with interactive
multimedia: Evolving into
promising alternatives to
traditional delivery method;
Using folklore to understand
social studies concepts; Making
Campoy,
Renee
Edington,
Susan
9
STATUS
Full-time to
Institution,
Full-time to
Unit,
Part-time to
Program
Full-time to
Institution,
Full-time to
Unit,
Part-time to
Program
Full-time to
Institution,
Full-time to
Unit,
Part-time to
Program
Full-time to
Institution,
Full-time to
Unit,
Part-time to
Program
Full-time to
Institution,
Full-time to
Unit,
Part-time to
Program


Jacobs,
Martin
Ed.D.,
Curriculum &
Instruction,
Florida
International
University
Teaches graduate
& undergraduate
curriculum
courses
Professor





Koenecke,
William
Ph.D.
Ed. Adm. &
Foundations
Southern IL
University at
Carbondale
Middle School
Coordinator,
Teaches
undergraduate
and graduate
courses
Assistant
Professor




Kem,
Lee
Ph.D.
Educational
Psychology
Southern IL
University at
Carbondale
Head of COE
advising center,
teaches graduate
courses
Associate
Professor



10
aloud work: Graduate students
as reading instructors
Presented at the 50th Annual
Conference of the College
Reading Association
Program Co-Chair, Professors
of Reading Teacher Educators,
a special interest group of the
International Reading
Association; Editorial Board
(2004-2005): Peer Review for
the College Reading
Association Yearbook.
Presentations at Kentucky
Association of Teacher
Education (2005, 2006)
Presentation at Kentucky
Association of Colleges
ofTeacher Education (2005)
Presentations at Southeastern
Regional Association of
Teacher Educators (2004)
College Head, SpringerFranklin (2005-2007)
Department Chair, Adolescent,
Career and Special Education
(2004-2005)
Article in The Journal of Arts
and Sciences (2006)
Presentation (2006), NSTA
Conference
Presentation (2006), KSTE
Conference,
President (2005-2007) MSU
PDK Chapter
National Academic Advising
Association, Elected: Chair of
National Advising Education
Majors Commission
Article with Navan in
Ideaccion, The Spanish Journal
of Giftedness (2005)
Article in NACADA
Clearinghouse of Academic
Advising Resources (2005)
Full-time to
Institution,
Full-time to
Unit,
Part-time to
Program
Full-time to
Institution,
Full-time to
Unit,
Part-time to
Program
Full-time to
Institution,
Full-time to
Unit,
Part-time to
Program
E. Curriculum Contract/Guidesheets
Revised 5/04
Name of Student_______________________________ SSN_____________________
Secondary - Masters Degree
Murray State University
Secondary Grades (P-12, 5-12, 7-12, 8-12, 9-12)
Master of Arts in Education
(Non-Thesis Track)
Program Guide Sheet
This MA degree program is designed to fulfill course requirements for Rank II classification and
renewal of the Provisional Certificate. The program must be PREPLANNED* with an advisor
and consists of 33 semester hours of graduate level course work with a minimum of 18 hours in
professional education and a minimum of 17 hours of courses at the 600 level. Applicants must
hold a Secondary Grades (P-12, 5-12, 7-12, 8-12, or 9-12) Provisional Certificate or its
equivalent. A written comprehensive examination is required. Graduate courses for the
specialization component must be selected from the same content area as the student’s
undergraduate teaching major/minor/area or an Educational Endorsement Specialization. A course
pertaining to exceptionality of children is required if the student has not taken such as course or
its equivalent in an undergraduate program. At least 21 semester hours must be earned at MSU,
and the requirements for the program must be completed within eight years of the time a student
initially enrolls in any course applicable to the program. The student’s progress will be
continuously assessed throughout the program using established checkpoints. A minimum grade
point average of 3.0 is required for graduation. Exit assessment: A comprehensive examination is
required.
Professional Education - Core Courses (18 hours)
EDU 631 Application of Learning and Motivation Principles to the Classroom
EDU 633 Curriculum Development
EDU 645 History of Education in the United States
ADM 630 Methods of Educational Research**
EDU 649 Research in Education**
EDU 621 Advanced Methods of Teaching
3 ____
3 ____
3 ____
3 ____
3 ____
3 ____
Specialization - Teaching Field/Educational Endorsement (12 hours)
_____ ___________________________
3 ____
_____ ___________________________
3 ____
_____ ___________________________
3 ____
_____ ___________________________
3 ____
Elective (3 hours)
_____ ___________________________
3 ____
The student and advisor have discussed this program and agree to the foregoing plan. *An official MSU Graduate Program form must also be
completed and submitted prior to completion of the first course taken. The Program form is approved by a graduate advisor and the Collegiate
Graduate Coordinator.
________________________
Student’s Signature
________________________
Advisor’s Signature
____________
Date
**ADM 630 and EDU 649 must be taken in sequence, with EDU 649 taken the semester following ADM
630.
University Studies (US) BA Degree Requirements, Revised April 7, 2005
Revised 5/04
Name of Student___________________________________
SSN__________________
Secondary - Masters Degree
Murray State University
Secondary Grades (P-12, 5-12, 7-12, 8-12, 9-12)
Master of Arts in Education
(Thesis Track)
Program Guide Sheet
This MA degree program is designed to fulfill course requirements for Rank II classification.
The program must be PREPLANNED* with an advisor and consists of 33 semester hours of
graduate level course work with a minimum of 18 hours in professional education and a
minimum of 17 hours of courses at the 600 level. Applicants must hold a Secondary Grades (P12, 5-12, 7-12, 8-12, or 9-12) Provisional Certificate or its equivalent. Defense of Thesis is
required. Graduate courses for the specialization component must be selected from the same
content area as the student’s undergraduate teaching major/minor/area or an Educational
Endorsement Specialization. A course pertaining to exceptionality of children is required if the
student has not taken such as course or its equivalent in an undergraduate program. At least 21
semester hours must be earned at MSU, and the requirements for the program must be completed
within eight years of the time a student initially enrolls in any course applicable to the program.
The student’s progress will be continuously assessed throughout the program using established
checkpoints. A minimum grade point average of 3.0 is required for graduation. Exit assessment:
The successful defense of a thesis is required.
Professional Education - Core Courses (21 hours)
EDU 631 Application of Learning and Motivation Principles to the Classroom
EDU 633 Curriculum Development
EDU 645 History of Education in the United States
ADM 630 Methods of Educational Research
EDU 698 Thesis
EDU 621 Advanced Methods of Teaching
3 ____
3 ____
3 ____
3 ____
6 ____
3 ____
Specialization - Teaching Field/Educational Endorsement (12 hours)
_____
_____
_____
_____
___________________________
___________________________
___________________________
___________________________
3 ____
3 ____
3 ____
3 ____
The student and advisor have discussed this program and agree to the foregoing plan. *An official MSU Graduate Program form must also be
completed and submitted prior to completion of the first course taken. The Program form is approved by a graduate advisor and the Collegiate
Graduate Coordinator.
_______________________
Student’s Signature
________________________
Advisor’s Signature
______________
Date
Revised 1/08
University Studies (US) BA Degree Requirements, Revised April 7, 2005
Name of Student___________________________________ SSN_________________
Secondary - 5th YEAR
Murray State University
Rank II – Secondary School
Secondary Grades (P-12, 5-12, 7-12, 8-12, 9-12)
5th Year Program
Program Guide Sheet
The Fifth Year is a non-degree program designed to fulfill course requirements for Rank II
classification and renewal of the Provisional Certificate. The program must be
PREPLANNED* with an advisor and shall consist of a minimum of 33 semester hours of
graduate level course work with a minimum of 15 hours in professional education. Applicants
must hold a Secondary Grades (P-12, 5-12, 7-12, 8-12, or 9-12) Provisional Certificate or its
equivalent. Graduate courses for the teaching specialization must be selected from the teaching
fields completed previously for the Provisional Certificate or an Educational Endorsement
Specialization. A course pertaining to exceptionality of children is required if the student has not
taken such as course or its equivalent in an undergraduate program. The student’s progress will
be continuously assessed throughout the program using established checkpoints. A minimum
grade point average of 3.0 is required for graduation. Exit assessment: Final review of the student’s
GPA and program course of study to determine that all program requirements have been fulfilled.
Professional Education - Core Courses (12 hours)
EDU 631 Application of Learning and Motivation Principles to the Classroom
EDU 633 Curriculum Development
EDU 645 History of Education in the United States
EDU 621 Advanced Methods of Teaching
3 ____
3 ____
3 ____
3 ____
Specialization - Teaching Field/Educational Endorsement (12 hours)
_____ ___________________________
_____ ___________________________
_____ ___________________________
_____ ___________________________
3 ____
3 ____
3 ____
3 ____
Elective (9 hours)
EDU ____
________
________
___________________________
___________________________
___________________________
3 ____
3 ____
3 ____
The student and advisor have discussed this program and agree to the foregoing plan. *An
official MSU Graduate Program form must also be completed and submitted prior to completion
of the first course taken. The Program form is approved by a graduate advisor and the Collegiate
Graduate Coordinator.
_______________________
Student’s Signature
_______________________
Advisor’s Signature
_____________
Date
Revised 5/04
University Studies (US) BA Degree Requirements, Revised April 7, 2005
Name of Student___________________________________ SSN__________________
Secondary - + 30
Murray State University
Secondary Grades (P-12, 5-12, 7-12, 8-12, 9-12)
Thirty Hour Program for Rank I
Program Guide Sheet
This non-degree program is designed to fulfill course requirements for Rank I classification.
Admission to the program requires completion of the requirements for a Rank II classification
(Masters Degree or Fifth Year Programs). The 30 hour program is PREPLANNED* with a
graduate advisor and consists of graduate level courses with a minimum of 15 credit hours in
professional education. A minimum of 15 credit hours must be taken at the 600 level, and at
least 15 credit hours must be taken at Murray State. Applicants must hold a Secondary (P-12, 512, 7-12, 8-12, or 9-12) certificate or its equivalent. Courses for the 12 credit hour specialization
may be selected to enhance current certification or work toward new certification or to address
professional needs and interests. The student’s progress will be continuously assessed
throughout the program using established checkpoints. A minimum grade point average of 3.0 is
required for completion of this program. Exit assessment: Final review of the student’s GPA and
program course of study to determine that all program requirements have been fulfilled.
Professional Education - Core Courses (9 Hours)
EDU 622 Philosophy of Education
SEC 641 Building the Curriculum in the Secondary School
EDP 675 Advanced Educational Psychology
3 _____
3 _____
3 _____
Specialization - (12 Hours)
_____
_____
_____
_____
_________________________
_________________________
_________________________
_________________________
3 _____
3 _____
3 _____
3 _____
Elective (9 Hours)
EDU _________________________
EDU _________________________
_____ _________________________
3 _____
3 _____
3 _____
The student and advisor have discussed this program and agree to the foregoing plan. *An offical MSU Graduate Program form must also be
completed and submitted prior to completion of the first course taken. The Program form is approved by a graduate advisor and the Collegiate
Graduate Coordinator.
_______________________
Student’s Signature
_______________________
Advisor’s Signature
____________
Date
F. Syllabi
University Studies (US) BA Degree Requirements, Revised April 7, 2005
Course syllabi are posted as a link on the College of Education home page: http://coekate.
murraystate.edu/ncate/manager/syllabi/. Go to that site, then click on relevant course links to
view the most current versions of these course syllabi:
Core Courses for Masters and Fifth Year
ADM 630
EDU 621
EDU 631
EDU 633
EDU 645
EDU 649
EDU 698
Core Courses for Rank I and Specialist Degree
EDP 675
EDU 622
EDU 798
SEC 641
University Studies (US) BA Degree Requirements, Revised April 7, 2005