KENNESAW STATE UNIVERSITY
GRADUATE PROGRAM/CONCENTRATION PROPOSAL
FORM 02/25/04
PROGRAM OR CONCENTRATION NAME: Master of Arts in Teaching Art Education
DEPARTMENT: Visual Arts_______ _____________________________________
PROPOSED EFFECTIVE DATE: Summer 2009
Check One or More of the Following and Complete the Appropriate Sections
___X_New Program Proposal**
_____Change in Program/Concentration/Degree Requirements
____ _New Concentration Proposal
Sections to be Completed
All
III – VII, XII
I – VII, XII
**A new course proposal is required for each new course that is part of the new program
Submitted by:
______________________________________________________
Faculty Member
Date
___ Approved ___ Not Approved
______________________________________________________
Department Curriculum Committee
Date
___ Approved ___ Not Approved
______________________________________________________
Department Chair
Date
___ Approved ___ Not Approved
______________________________________________________
College Curriculum Committee
Date
___ Approved ___ Not Approved
______________________________________________________
College Dean
Date
___ Approved ___ Not Approved
______________________________________________________
GPCC Chair
Date
___ Approved ___ Not Approved
______________________________________________________
Dean, Graduate College
Date
___ Approved ___ Not Approved
______________________________________________________
Vice President for Academic Affairs
Date
___ Approved ___ Not Approved
______________________________________________________
President
Date
UNIVERSITY SYSTEM OF GEORGIA
NEW GRADUATE PROGRAM PROPOSAL
MASTER OF ARTS IN TEACHING
ART
Kennesaw State University
AUGUST 2007
DEPARTMENT OF VISUAL ARTS, ART EDUCATION
COLLEGE OF THE ARTS
Proposed Start Date: Summer 2009
CIP:______
Master of Arts in Teaching, Art Education
Program Proposal
March, 2007
Page 2 of 21
I.
Program Description
Unique Aspects of Program
The Master of Arts in Teaching (MAT) Art Education program is specifically designed to meet the
increasing demand for alternative initial certification routes for individuals who already hold a Bachelor
of Fine Arts, the professional undergraduate education degree in art, or a Bachelor of Arts or Bachelor of
Science degree with a major in visual art. Expertise within the field of art will be demonstrated through a
portfolio review process. The proposed MAT Art is a 48-credit hour program aligned with MAT
programs previously established in the Bagwell College of Education (See Appendix A for a complete
example). Unique aspects include the following:
 The program is based on the Comprehensive Arts Education model, focusing on the areas of
production, art history, art criticism, and aesthetics.
 This program is aligned with the five standards defined by the National Schools of Art and
Design as recognized in Rule 505-3-.11 Art Education Program in the State of Georgia. The
program is also aligned to the six skills areas defined by the National Art Education Association
(NAEA) Standards. The National Association of Schools of Art and Design (NASAD) Standards
are recognized by and aligned with NAEA guidelines (A complete description of the guidelines is
available
online
at:
http://nasad.arts-accredit.org/site/docs/Handbook/NASAD
_%20HANDBOOK2007-2008.pdf and http://www.naea-reston.org/pubs_policy.html).
 These standards serve as the foundation for the primary objectives of the program. Additionally,
the program is aligned with the National Council for Accreditation of Teacher
Education/Professional Standards Commission (NCATE/PSC) Standards, and the core
propositions identified by the National Board for Professional Teaching (NBPT) Standards, the
Council for Exceptional Children (CEC) standards are included to address the needs of children
with exceptionalities, and with the Georgia Quality Core Curriculum.
The five standards defined by the National Association of Schools of Art and Design
include:
o The program shall prepare candidates who are familiar with the basic expressive,
technical, procedural and organizational skills, and conceptual insights which can be
developed through studio art and design experiences. Instruction should include
traditional processes as well as newer technological developments in environmental and
functional design fields. Prospective art teachers must be able to make students
emphatically aware of the all-important process of artistic creation from conceptualized
image to finished art work.
o The program shall prepare candidates who have an understanding of (1) the major styles
and periods of art history, analytical methods, and theories of criticism; (2) the
development of past and contemporary art forms; (3) contending philosophies of art; and
(4) the fundamental and integral relationships of all these to the making of art.
o The program shall prepare candidates who have had an opportunity for advanced work in
at least one or more studio and/or art application areas.
o The program shall prepare candidates who have functional knowledge in such areas as
the physics of light, chemistry of pigments, the chemical and thermal aspects of shaping
materials, and the basic technologies involved in printmaking, photography, filmmaking,
and video.
o The program shall prepare candidates who are able to connect an understanding of
educational processes and structures with an understanding of relationships among the
arts, sciences, and humanities, in order to apply art competencies in teaching situations
and to integrate art instruction into the total process of education.
The six skill areas defined by the NAEA Standards include:
Master of Arts in Teaching, Art Education
Program Proposal
March, 2007
Page 3 of 21
o
o
o
o
o
o






Content in art
Knowledge of students
Curriculum development
Instruction
Assessment in art education and
Professional responsibility (NAEA, 2001).
This research-oriented program will emphasize theoretical studies and research projects in art
education, with at least 15 semester hours required in art education and associated research areas
to meet the standards of the National Association of Schools of Art and Design (NASAD).
The structure of the program will emphasize the gathering and processing of cutting edge
information within the field of art education as well as a focus on diversity, global awareness and
creativity to meet the standards.
The design of the program employs a series of practica in diverse settings, complemented by
courses in which candidates will participate in reflection and dialogue, informed by their field
experience and relevant research and guided by peers, mentor teachers, and faculty. Each
semester of the four-semester program is designed around a theme.
1. Semester I – The Learner: Development, Psychology, and Diversity
2. Semester II – The Learner in the School: Curriculum, Assessment, and Management
3. Semester III – Teaching in Schools: Contemporary Issues in Art Education
4. Semester IV – The Teacher as a Professional: Reflective Inquiry, Research and
Presentation of Artist Portfolio
5. Semester V – Teacher as Leader: Presentation of Research and Professional
Educational Portfolio
Faculty will team-teach the professional courses, assuming primary responsibility for course
content relative to their field(s) of expertise. For example, for the professional course entitled,
“Development, Psychology, and Diversity,” a faculty member specializing in educational
psychology may address the development and psychology aspects of the course while other
faculty members, specializing in multicultural art education and/or art for students with
exceptionalities may address other objectives. Faculty with discipline-specific expertise in art
education will teach the content area methods courses.
The program will take advantage of the relationships that Kennesaw State University has with
partnership schools within KSU’s service area. These schools will serve as collaborative training
sites for the field-based portion of the program. The field experiences will be supervised by
mentor-teachers at the training sites and by KSU faculty. In addition, some professional courses
and content area methods courses may be taught on-site at the partnership schools with practicing
professionals team teaching with KSU faculty.
Delivery features of the program include the following:
o The program is designed for completion in five semesters. Course work for each
semester consists of a professional course, a co-requisite field experience focused on the
topics and objectives of the professional course and content area courses.
o Course work will be delivered in a variety of formats including face-to-face meetings and
online, and in a variety of locations including the visual arts computer lab, in university
classrooms, and in partner schools.
o Case studies, simulations, scenarios, role-playing, guest speakers, instructional
technology, videos and experiential exercises will augment classroom learning.
o Participants will be required to develop and present a professional portfolio that includes
a research project during their last semester.
o Participants must submit a portfolio to be admitted to the program. Upon admission,
participants will complete all professional course work as a cohort, allowing them to
Master of Arts in Teaching, Art Education
Program Proposal
March, 2007
Page 4 of 21

network and bond with one another in a social environment that supports teacher
development.
o Members of a cohort may take additional elective courses of interest, perhaps for add-on
endorsements, although these courses will not count toward the completion of the degree
or certification.
Expectations for MAT Art candidates will be the same as those for the MEd candidates at KSU
with regard to portfolio development, research, and content area expertise.
Institutional Importance of the Program
The program furthers the mission of the institution in that it would advance Kennesaw State
University’s commitment to be a responsive resource to the needs of the state, particularly within the
Northwest Crescent. Georgia, not unlike the nation, is currently experiencing a teacher shortage.
Kennesaw State University can respond to this need by implementing the proposed program to produce a
larger number of highly qualified art education teachers. As the second largest producer of teachers in the
state of Georgia, KSU is a primary institution of choice. The proposed Master of Arts in Teaching Art
Education degree will be grounded in the mission of the institution and in the already established
excellent reputation and practices of the Professional Teacher Education Unit and the Bagwell College of
Education.
Specifically, the MAT will help meet the priorities and goals of our strategic plan in the following ways:
1. The Master of Arts in Teaching will accommodate candidates seeking initial certification in
art education who hold bachelor degrees in art or fine arts or masters in fine art.
2. The program will help address a well-documented shortage of qualified classroom teachers in
the state of Georgia. Built upon the excellent teacher preparation programs currently in place
and given adequate resources, the proposed program will serve to reduce the qualified teacher
shortage by adding to the number of qualified teachers through a program that meets the
needs and demands of post-baccalaureate candidates seeking initial licensure.
3. The program will help school districts respond to the Georgia Teacher Quality Plan and the
No Child Left Behind Act of 2001 by making more qualified teachers available to the public
schools.
4. In keeping with KSU’s mission of offering programs that prepare students well for
professional pursuits, the MAT will provide a career path for artists who wish to teach. By
targeting this potential pool of teaching professionals (recent graduates from the arts as well
as the mid-career art professionals), KSU could greatly expand the number of highly
qualified teachers.
5. The program’s emphasis on strong content knowledge, best practices and high teacher quality
standards, aligns with national reform efforts to produce high quality teachers for our nation’s
schools. The proposed MAT is recognized by and aligned with the national standards of the
National Arts Education Association, the National Association of Schools of Art and Design
as well as NCATE Unit Standards, the National Board for Professional Teaching Standards,
the Board of Regents for the University System of Georgia Quality Teacher Preparation
Standards, and the Georgia Quality Teacher Standards.
6. The proposed MAT program is designed to fit well into the Professional Teacher Education
Unit (PTEU) conceptual framework, “Collaborative Development of Expertise in Teaching
and Learning.” This developmental model provides a philosophical framework for all teacher
education programs at KSU.
Master of Arts in Teaching, Art Education
Program Proposal
March, 2007
Page 5 of 21
KSU's Strategic Plan
The proposed program is a natural extension of KSU’s academic priorities as articulated in KSU’s
2007-2012 Strategic Plan, Goal 1, Action Step 8 (A complete description is available online at:
http://www.kennesaw.edu/president/strategic_plan07.pdf). Further, it provides an opportunity for KSU to
build on an established foundation of its other successful masters degree programs, a talented and highly
motivated art education faculty, and successful university and community initiatives.
The proposed Master of Arts in Teaching Art Education program represents a natural progression of
KSU’s strategic plan. Over the past several years, KSU has mounted several highly successful
professional graduate programs. The proposed program is consistent with the university’s goal of
continuing to develop professionally oriented graduate programs that are applied in nature. This program
includes a focus on student success that is supported by innovative and interdisciplinary emphases across
the curriculum, responsive to the individual and societal needs. Because the implementation of the
program involves faculty in the Bagwell College of Education as well as the College of the Arts,
Department of Visual Arts, and because it includes extensive field experiences based in local schools, it is
consistent with the University’s commitment to collaboration within the university and with others
outside the university. The proposed Master of Arts in Teaching program will allow us to build on our
success and our experience in this arena while meeting important needs of our region.
System and State of Georgia Goals
The program is aligned with the following University System of Georgia/Board of Regents goals as
presented on May 19, 2004 as the 2002-2007 Strategic Plan Reformulation
(http://www.usg.edu/regents/strategic/strategic_plan.pdf):
Goal 1
Educate graduates who are intellectually and ethically informed individuals with welldefined skills and knowledge who are capable leaders, creative thinkers, and contributing
citizens;
Goal 2
Expand participation by increasing access, enhancing diversity, improving service to
nontraditional students, expanding use of distance education, advancing public library
usage, and marketing the advantages of postsecondary education;
Goal 5
Help accelerate Georgia’s economic development by providing needed graduates,
offering appropriate academic programs, and marketing of the System and its institutions.
Staffing, Facilities and Enrollment
Staffing – While the three existing faculty lines will be redirected, it is anticipated that for the program to
be fully operational in summer 2009, 1 full-time tenure track position, 1 lecturer position, and a part-time
support staff position will be required to fully staff the program.
Facilities – At this time, classroom facilities at KSU have reached capacity in accommodating the rapidly
growing student population. This program will take advantage of opportunities for online instruction,
various groupings of students, and on-site instruction at partnership schools as much as possible and as is
appropriate. The majority of the required courses in the MAT program will be scheduled during the
summer and at night when more art classrooms are available. The KSU Campus Master Plan indicates
that the Visual Arts department will be doubled in size by the 2015-2016. Currently, the Visual Arts
department contains rooms equipped with presentation technology for student and faculty use during
Master of Arts in Teaching, Art Education
Program Proposal
March, 2007
Page 6 of 21
classes. In addition to classroom technology, program participants will have access to the art
department’s Mac Lab computers and those in Kennesaw Hall.
The MAT Art program will integrate technology skills throughout the curriculum so that candidates
may acquire and refine these skills in context. Participants who need remediation or who desire advanced
technology skills may take workshops that are regularly offered by the Educational Technology Center
located in Kennesaw Hall. This center offers technology training to KSU faculty, staff, and students, as
well as to public school personnel. The Presentation Technology Department (PTD) also regularly offers
workshops for individuals with varying levels of technology proficiency.
There are ample resources to develop and implement an assessment plan for the program, and
sufficient technology to support faculty and program participants. Both faculty and students have access
to current library and curricular resources and to electronic information. Sturgis Library resources are at
least equivalent to resources at other graduate degree-granting institutions in the state. Additionally, the
Department of Visual Arts Resource Center contains vital art specific resources.
Enrollment
It is estimated that approximately 12 students will enter the program upon its implementation in
summer 2009 and that 12 will enter the program the following year, with 20 candidates anticipated in the
third year. Thereafter, the maximum cohort will be 20 candidates per year. The historical success of the
other graduate programs in teacher education in terms of producing significant numbers of graduates
serves as a positive indicator that the new program will result in a sufficient number of graduates to
justify commitment of additional resources. Initially, it is possible that over 40% of the students will be
drawn from existing KSU initial art teaching preparation program, the BS in Art Education.
Approximately 40-50% of the applicants to the undergraduate teacher education programs in art
education have bachelor’s degree. With a bachelor’s degree in a field other than education, it usually
takes at least two years to complete the program requirements for initial teacher certification, and the
student remains at the baccalaureate degree level. The 5-semester MAT program would provide a more
expeditious route to certification and would result in a graduate degree.
II. Objectives of the Program
The objectives of the proposed Master of Arts in Teaching Art (MAT Art) are to prepare candidates with
the knowledge, competency, and dispositions necessary to:
 Teach art in P-12 settings, thus responding to Georgia’s need for quality art education teachers;
 Become a highly qualified Level-5 certified art teacher in the State of Georgia by developing indepth knowledge of comprehensive art education beyond with undergraduate level in the skill
areas of production, art history, art criticism, and aesthetics; and
 Develop professional leadership to advocate for the use of the visual arts in classroom, school, or
community settings.
Specific objectives for the professional courses and associated field experiences may be found in the
syllabus templates.
III. Justification and Need for the Program
The proposed Master of Arts in Teaching Art program will prepare high quality art educators with
advanced content knowledge and expertise in teaching, learning, and leadership to help meet the critical
teacher shortage in the state of Georgia. It will also help school districts respond to the No Child Left
Master of Arts in Teaching, Art Education
Program Proposal
March, 2007
Page 7 of 21
Behind Act of 2001. The MAT Art program also responds to the demand for a career path for artists who
desire to teach.
The societal need for this program can be exemplified by the scores of individuals (that meet the
target student description of BA or BFA graduates) who call/email the KSU art education advisors almost
daily. These potential and/or provisional employees of public schools are in search of the most
immediate way to satisfy the requirements for initial certification in the state of Georgia. The Georgia
Professional Standards Commission no longer evaluates transcripts for the certification process. Thus, it
is now left for universities to certify art educators for the educational system.
Currently, we can offer them two options (a) complete the undergraduate requirements for a
major in art education, thus completing a second bachelor’s degree, or (b) secure employment as a
provisionally certified teacher. At this time, KSU has limited routes for program completion for
individuals teaching under a provisional certificate. Neither of these options is in the best interest of these
career-changing teaching candidates. Clearly, there is a need for a focused and efficient program that
builds on the substantive art knowledge base that post-baccalaureates have, while still delivering the
pedagogical essentials that promote best practices in teaching.
Kennesaw State University is second only to Georgia State in the number of art teachers that it
prepares for the state of Georgia, and the applications to its programs in teacher education at both the
graduate and undergraduate levels are steadily increasing. Approximately 40-50% of the applicants to the
undergraduate teacher education programs in art education have bachelor’s degree. With a bachelor’s
degree in a field other than education, it usually takes at least two years to complete the program
requirements for initial teacher certification, and the student remains at the baccalaureate degree level.
The 5-semester MAT program would provide a more expeditious route to certification and would result in
a graduate degree.
The following quotes are based on responses from student questionnaires and sampling students who
currently are seeking a second undergraduate degree:
 "This way (choosing the BS route) was more expedient for me (student with a MFA in studio) and
the salary outcome is the same. I would have liked the more in-depth dialogue a graduate level
program would have afforded."
 "I've already had enough undergraduate hours to equal the time I would have spent on a Master's
degree and more. I would really like to feel as though I'm moving upward instead of sideways."
 "Well the MAT would be a shorter program at a higher education level, and when you get a job it
pays more."
 "It seems more logical [the MAT} for continuing my education – it is the sequence, typically one
acquires a higher degree."
 "A master's degree from KSU will allow prospective teachers to enter the public school system
with stronger credentials and thus a higher salary."
 “If you get a master's degree in anything and you want to teach, why not get a masters in teaching.
It seems like it would save you time and effort in the long run. It may also help you stand out
when looking for a job.”
 Appropriate specialization
Master of Arts in Teaching Art - As a result of completing the MAT Art program, graduates will possess
the necessary degree and initial certification requirements to meet the needs (of the candidates and of the
state) for which the program was designed.

Quantity of graduates
Master of Arts in Teaching, Art Education
Program Proposal
March, 2007
Page 8 of 21
It is estimated that approximately 12 students will enter the program upon its implementation and that 12
will enter the program the following year, with 20 candidates anticipated in the third year. Thereafter, the
maximum cohort will be 20 candidates per year. The historical success of the other graduate programs in
teacher education in terms of producing significant numbers of graduates serves as a positive indicator
that the new program will result in a sufficient number of graduates to justify commitment of additional
resources. Initially, it is possible that over 40% of the students will be drawn from existing initial art
teaching preparation programs.

Productivity
Credit hours generated for the first three fiscal years is represented in the table that follows.
Anticipated graduate student tuition per credit hour = $125. Candidates will pay $200 in fees for
supervision costs.
CREDIT HOURS GENERATED, MAT PROGRAM, FY 1-3
FY
1
Semester
Summer#1
(Cohort 1)
Course
EDUC 6100
EDUC 6100L
ARED 7705
ARED 6200
Summer Total
Sections
1
1
1
1
4
144.00
1.49
ARED 6200 L
ARED 6250
ARED 6251
ARED 7702
4
1
1
1
1
144.00
36.00
36.00
36.00
36,00
1.49
.50
.33
.33
.33
Semester Total
4
144.00
1.49
ARED 7701
1
3
12.00
12.00
36.00
.33
Spring (Cohort 1) ARED 7706
ARED 7704
1
1
3
3
12.00
12.00
12.00
12.00
36.00
36,00
.33
.33
108.00
.99
36.00
36.00
36.00
.33
.33
.50
36.00
36.00
36,00
.33
.33
.33
FY Totals
Fall (Cohort 1)
2
3
3
3
3
12.00
12.00
12.00
12.00
12.00
12.00
12.00
12.00
Semester Total
3
Summer#2
(Cohort 1)
ARED 7720
ARED 7703
EDUC 6100
1
1
1
3
3
3
12.00
12.00
12.00
Summer#1
(Cohort 2)
EDUC 6100L
ARED 7705
ARED 6200
1
1
1
3
3
3
12.00
12.00
12.00
Summer Total
6
216.00
2.15
17
468.00
4.46
FY Totals
3
Cr. Ss per Total Ss in Cr. Hrs.
Hrs.
Sect
Course
Gen.
Faculty
3 12.00
12.00
36.00
.50
3 12.00
12.00
36.00
.33
3 12.00
12.00
36.00
.33
3 12.00
12.00
36,00
.33
12.00
12.00
12.00
12.00
12.00
12.00
Fall II (Cohort 1)
ARED 6300L
ARED 7730
1
1
3
3
12.00
12.00
12.00
12.00
36.00
36.00
1.32
.33
Fall (Cohort 2)
ARED 6200 L
ARED 6250
ARED 6251
1
1
1
3
3
3
12.00
12.00
12.00
12.00
12.00
12.00
36.00
36.00
36.00
.50
.33
.33
Master of Arts in Teaching, Art Education
Program Proposal
March, 2007
Page 9 of 21
Spring (Cohort 2)
Summer#2
(Cohort 2)
Summer#1
(Cohort3)
ARED 7702
1
Semester Total
6
ARED 7701
1
3
12.00
ARED 7706
1
3
ARED 7704
1
3
Semester Total
ARED 7720
ARED 7703
EDUC 6100
EDUC 6100L
ARED 7705
ARED 6200
Summer Total
3
1
1
1
1
1
1
6
FY Totals

3
3
3
3
3
3
3
12.00
36,00
.33
216.00
3.14
12.00
36.00
.33
12.00
12.00
36.00
.33
12.00
12.00
36,00
.33
12.00
12.00
12.00
12.00
12.00
12.00
108.00
36.00
36.00
36.00
36.00
36.00
36,00
216.00
.99
.33
.33
.50
.33
.33
.33
2.15
540.00
6.28
12.00
12.00
12.00
12.00
12.00
12.00
12.00
Partnering
The program will be housed in the Bagwell College of Education in collaboration with the College of the Arts,
Department of Visual Arts. Relationships between the Bagwell College of Education and other colleges on campus
have already been established through the work of the PTEU. Initial conversations with administrative and
supervisory personnel in the Cobb County School System are planned to discuss partnership
arrangements that would facilitate placement and supervision of MAT candidates in the schools.

Placement
The program will be housed in the Bagwell College of Education in collaboration with the Department of
Visual Arts, Art Education. The program coordinator and support personnel will reside in this
department. Candidate advisement files and advisors will be located in the Department of Visual Arts.
IV. Procedures Used to Develop the Program
The initial letter of intent for the proposed MAT programs at Kennesaw State University was
developed in response to critical teacher shortages in the state of Georgia and to increasing inquiries from
individuals with a bachelor’s degree about an efficient and effective route to initial certification. The
MAT Art degree is aligned with the guidelines established for other KSU MAT degrees currently being
offered (See Appendix A for a complete example).
Information regarding the teacher shortage and the needs of the state of Georgia along with data from
a survey was used to contribute data regarding justification and need for the MAT program. Credit hours,
the curriculum, and the program delivery were designed after examination of comparable art educations
programs at other institutions. A primary conviction that influenced program development was that
graduates of the MAT program should demonstrate the same high quality levels of knowledge, skills, and
dispositions exhibited by the graduates of other KSU teacher education programs. Attention was also
given to unique delivery options and flexible admission requirements.
V. Curriculum: Degree Program Requirements
The Master of Arts in Teaching Art Education program leads to a Master’s degree and initial secondary
certification for post-baccalaureate candidates in art. It is a content focused, standards based program
emphasizing scholarly rigor through research and engagement in a variety of field-based activities and
Master of Arts in Teaching, Art Education
Program Proposal
March, 2007
Page 10 of 21
research projects.
Technology, multicultural considerations and the needs of students with
exceptionalities are infused throughout the program. Candidates move through the program in cohorts,
with new cohorts beginning each summer term. The program requires full time attendance until
completion at the end of the second fall term (18 months).
Program Admission Requirements
 General Requirements for Admission to Master of Arts in Teaching Art
o Complete the On-line Graduate Application
o Obtain and submit official transcripts from EACH college attended. Official transcripts
are those in a university sealed envelope. Your transcripts should reflect at least a
Bachelor’s degree from an accredited institution with at least a 2.75 GPA (on a 4.0 scale);
o OR a Bachelor’s degree (with a 2.75 GPA) with undergraduate prerequisites in art as
specified by the MAT Art Portfolio Review Committee with a C or better. Note: If you
would like to take the prerequisite courses at KSU, you may do so as a “Non-Degree/
MAT – Interest” student by submitting the following information on Non-Degree
Admission Requirements.
o Obtain and submit passing scores on the GACE (Basic Skills Assessment) (Reading,
Writing, and Mathematics) required in Georgia. Test scores should be sent directly to
KSU (School Code 420). Additionally, please send a copy of your score report in your
packet.
o Exams: Students may exempt GACE Basic Skills Testing if they meet the following
minimum scores:
 SAT scores of at least 1000 (Verbal and Math),
 ACT scores of at least 43 (English and Math), or GRE scores of at least 1030
(Verbal and Quantitative).
o Obtain and submit a paper copy of your Graduate Record Examination (GRE) (General
Test) or Miller Analogies Test (MAT) score. Make sure your official results are sent to
KSU upon completion (School Code: 5359). Although there is not a minimum score,
your GRE or MAT scores will be considered in the competitive review process.
o Obtain and submit TWO Letters of Recommendation from TWO sources capable of
assessing interpersonal skills applicable to teaching and/or potential for graduate work.
These recommendations should be on school or business letterhead.
o Obtain and submit a 1-2 page professional statement of the application explaining what
has led to your decision to become an educator.
o Art Education Specific Requirement – Submission of a portfolio.
o The admission process will be competitive, limiting each content area cohort to 12
candidates. Applications will be evaluated based upon the extent to which they meet or
exceed the admissions criteria. An MAT Admissions Committee will make the final
decisions for acceptance.
o Degree Requirements: The requirements for completion of the Masters of Arts in
Teaching Art include:
 Completion of a minimum of 48 hours of approved graduate courses with no
grade below “C” (See Academic Policies of Graduate Catalog for more
information about grades of “C” and below);
 Completion of a minimum of 36 semester hours of the minimum 48 hours in full
standing at Kennesaw State University;
 An earned cumulative GPA of 3.0 in all graduate coursework at Kennesaw State
University;
 Successful completion of all field experiences; and
 Successful completion of a professional portfolio and research project.
Master of Arts in Teaching, Art Education
Program Proposal
March, 2007
Page 11 of 21

Expectations for MAT Art candidates will be the same as those for the MEd candidates at KSU
with regard to portfolio development, research, and content area expertise.
Course Offering Schedule and Plan-of-Study
Growth and Flexibility
It is anticipated that the program will begin with a cohort of 12 candidates. The second cohort will be
limited to 12 candidates, then the number of candidates will be increased to 20 candidates per cohort for
the duration of the program.
Five-Semester Schedule of Coursework
Summer I
Fall
Spring
Summer II
Fall II
EDUC 6100
Development,
Psychology, and
Diversity of the Learner
(5 hrs.)
ARED 6200L
Practicum II
(3 hrs)
ARED 7701
Special Topics in
Art Education
(3 hrs)
ARED 7720
Research in Art
Education
(3 hrs)
ARED 6300L
Art Education
Practicum III
(6 hours)
EDUC 6100L
Practicum I
(1 hr.)
ARED 6250
Material, Methods, &
Management for Art
Classrooms P-5
(3 hrs)
ARED 7706
Theory &
Criticism in Art
Education
(3 hrs)
ARED 7703
Technology &
Computer
Applications
(3 hrs)
ARED 7730
Art Education
Portfolio
(3 hrs)
ARED 7705
Contemporary Issues in
Visual Arts
(3 hrs)
ARED 6251
Material, Methods, &
Management for Art
Classrooms 6-12
(3 hrs)
ARED 7704
Intercultural Art
Education
(3 hrs)
ARED 6200
Curriculum,
Assessment, &
Classroom
Management
(3 hrs)
ARED 7702
Inclusion in Art
Education
(3 hrs)
12 hours
12 hours
9 hours
Total Credits = 48 hours
Course Descriptions
Summer I
Master of Arts in Teaching, Art Education
Program Proposal
March, 2007
Page 12 of 21
6 hours
9 hours
EDUC 6100: Development, Psychology, and Diversity of the Learner (3-0-3). Pre-requisite: Admission to
MAT Art Education program. Course provides an examination of the unique aspects of and relationships
between the development, psychology, and diversity of learners. A study of life span development
addresses social, moral, emotional, physical, cognitive, psychological, and graphic development for
students P-12. Theories, models, and principles of learning and motivation are examined and related to
development and diversity as it is influenced culture, language, cognitive ability, gender, and special
needs. The use of technology in this course will include word processing, presentation applications,
Internet research, online courseware, electronic portfolio development, and the review of software.
EDUC 6100L: Practicum I (3-0-3). Pre-requisite: Admission to MAT Art Education program. An
experiential, service learning project in which candidates work (mentoring, tutoring, interviewing, etc.)
with students, one-on-one, focusing on development, needs, exceptionalities, diversity, and learning
styles. Requires proof of liability insurance. Candidates must have a satisfactory practicum to continue
in the MAT Art Education program without remediation. Verification of Liability Insurance is required.
(New) ARED 7705: Contemporary Issues in Visual Arts (3-0-3). Pre-requisite: Admission to MAT
program. Historical and contemporary developments in the field of art education are presented, as a
means to compose a teaching philosophy relevant to today’s art classrooms. In-depth exploration results
in the integration of concepts and issues to create a comprehensive view of the field. Social,
psychological, affective and psychomotor components of learning relevant to art education are a primary
focus. Multicultural and inclusive content is included. Technological applications include the use of
word processing, electronic portfolio development, presentation applications, and Internet research.
(New) ARED 6200: Curriculum, Assessment, & Classroom Management (3-0-3). Pre-requisite:
Admission to MAT program. Candidates will explore techniques of the Discipline Based Art Education
model including art production, art history, art criticism and aesthetics. This on-line and classroom course
is designed to prepare art teachers to plan and organize effective art programs and curricula, to explore
innovative and exemplary art programs, and to develop a rationale and strategy for articulating and
promoting a quality art program. Candidates will explore how effective use of a variety of assessment
techniques to evaluate teaching and learning promotes visual literacy.
Fall I
(New) ARED 6200L: Art Education Practicum II (0-9-3). Pre-requisites: EDUC 6100L & ARED 6200.
This field experience is designed to provide the candidate with the opportunity to apply and reflect on
concepts addressed in the pre-requisite course ARED 6200, Teaching Comprehensive Art Education.
Candidates will be placed in appropriate school settings where they will carry out directed activities.
Candidates will spend approximately nine hours per week in the field. Candidates must have a
satisfactory practicum to continue in the MAT Art Education program without remediation. Verification
of Liability Insurance is required.
(New) ARED 6250: Materials, Methods, & Management for Art Classrooms P-5 (3-0-3). Pre-requisite:
ARED 6100L & ARED 7705. Specific strategies focus on differentiating developmental, behavioral, and
managerial aspects relevant to best practices in the field of art education. Focus will be on advanced
concepts and applications of method and materials for P-5 art classrooms. On-line and in class work
involves development and analysis of art lessons including the development of related art projects for P-5
classrooms. Candidates are expected to display advanced skills in planning, organizing, and sequencing
art lessons that are developmentally appropriate.
(New) ARED 6251: Materials, Methods, & Management for Art Classrooms P-5 (3-0-3). Pre-requisite:
EDUC 6100L & ARED 7705. Specific strategies focus on differentiating developmental, behavioral, and
Master of Arts in Teaching, Art Education
Program Proposal
March, 2007
Page 13 of 21
managerial aspects relevant to best practices in the field of art education. Focus will be on advanced
concepts and applications of method and materials for 6-12 art classrooms. On-line and in class work
involves development and analysis of art lessons including the development of related art projects for 612 classrooms. Candidates are expected to display advanced skills in planning, organizing, and
sequencing art lessons that are developmentally appropriate.
(New) ARED 7702: Inclusion in Art Education (2-2-3). Pre-requisite: EDUC 6100L & ARED 6200.
Course includes in-depth coverage of diagnostic categories, historical aspects, legal issues and art
applications for students with exceptionalities. In addition to on-line course work, candidates develop and
implement differentiated lessons for an inclusive art classroom. Primary expectations focus on the
candidate’s ability to utilize Individualized Education Plans as a means to promote the inclusion and
success of all students through relevant adaptations of content, materials, and workspace. Candidates
should plan to spend three hours per week in the field. Verification of Liability Insurance is required.
Spring
(New) ARED 7701: Special Topics in Art Education (3-0-3). Pre-requisite: ARED 6200L & ARED 7702.
Emerging issues in the field of art education will be explored on a semester-by-semester basis. Through
the examination of historical and contemporary art forms, candidates understand how aesthetic theories
allow greater understanding of the quality, nature and value of diverse works of art, cultural art forms and
visual culture. Candidates comprehend how all works of art have meaning including those from
literature, theatre, dance, music and other subject areas thus revealing lessons about life, its paradoxes,
contradictions, harmonies, unattractiveness, and beauty.
(New) ARED 7706: Theory & Criticism in Art Education. (3-0-3). Pre-requisite: ARED 6200L & ARED
7702. Candidates will understand theory and criticism in art education by researching, critically reading
and interpreting works of art within a historical/cultural context. Theories and models of contemporary
art education practice are explored, which strengthen the respect proper to all classroom diversities. In
addition to on-line course work, classroom work is required to carry out directed activities.
(New) ARED 7704: Intercultural Art Education (3-0-3). Pre-requisite: ARED 6200L & ARED 7702.
This course involves an exposure to art education literature that focuses on diversity issues in historical
and contemporary contexts (including ethnicity, race, socioeconomic status, gender, exceptionalities,
language, religion, sexual orientation and geography). Theories and models of contemporary art education
practice are explored that strengthens the respect proper to all classroom diversities. Candidates will
develop a concrete understanding of the importance of embracing an intercultural approach to art
education then design culturally-based lessons on a chosen culture that will be adapted for a variety of
diverse student populations.
Summer II
(New) ARED 7720: Research in Art Education (3-0-3). Pre-requisites: ARED 6200L & ARED 7702.
Candidates examine research methodologies in art education focusing on qualitative and quantitative
research methods and designs, and interpretations and applications relative to classroom practices. This
advanced course is designed to prepare art teachers to effective plan and evaluate art programs and
curricula, to explore innovative and exemplary art programs, to assess art learning, and to develop a
rationale and strategy for articulating and promoting a quality art program. Candidates will understand
how effective use of a variety of assessment techniques to evaluate teaching and learning promotes visual
literacy. Topics include interactive discussion about literature critiques, professional organizations, and
legal issues.
Master of Arts in Teaching, Art Education
Program Proposal
March, 2007
Page 14 of 21
(New) ARED 7703: Technology & Computer Applications in Art Education (3-0-3). Pre-requisites:
ARED 6200L & ARED 7704. Candidates will focus on the identification and exploration of the use of
current technologies including presentation applications, Internet research, online courseware, electronic
portfolio, computer applications relating to the production of art including Adobe Photoshop, Illustrator,
and other programs. This course will offer art education majors the discipline-specific knowledge and
skills necessary to identify, develop, and deliver effective instructional and management techniques in an
art classroom.
Fall II
ARED 6300L Art Education Practicum III & Educational Portfolio (0-18-6). Pre-requisites: Permission
of the MAT committee. This course is the capstone experience for the Master of Arts of Teaching Art.
Candidates will analyze how visual art teachers become creative choice-makers, reflective practitioners,
and researchers forming curricular and instructional methods and strategies based on effective and
efficient use of contemporary, intellectual and pedagogical resources. A teaching portfolio will be
initiated on-line, focusing on strategies appropriate to educational connoisseurship. Emphasis will be
placed on an extended internship in the art classroom. An exit portfolio will highlight the candidate's
success as an educator of all art disciplines, thus illustrating the important career choice actualized by the
intern. This course serves as a capstone experience toward initial certification in art education. Candidates
should plan to spend 18 hours per week in the classroom. Verification of Liability of Insurance is
required.
ARED 7730: Art Education Portfolio (3-0-3). Pre-requisites: ARED 6200L & ARED 7720. This course is
the capstone experience for the MAT. Candidates work independently under the supervision of the course
instructor and the portfolio committee. The purpose of constructing the portfolio is to implement a
systematic, reflection-in action approach to the candidate’s development as an art expert, facilitator of
learning, and a collaborative professional. The portfolio documents this process as well as the candidate’s
development as a teacher-researcher through the presentation and analysis of the research project.
Technology utilized in this course may include imaging, online course environments, presentation
applications, and electric portfolio development.
VI. INVENTORY OF FACULTY DIRECTLY INVOLVED
COURSE/INSTRUCTOR SUPPORT DEPTH
Implementation of the proposed program will require 1 new full-time art educator faculty line and an
art education lecturer position, and a part-time administrative associate. The three existing faculty lines
will be redirected to support the graduate program, and hiring new faculty will be necessary to cover the
existing Bachelor of Science Art Education program including supervision of field experiences. Faculty
brought into the program must have qualifications that would allow the flexibility of their teaching
professional education and/or content area courses. The full-time art educator must be eligible for
graduate faculty status, while the lecturer position may have a Master degree and experience supervising
student teachers.
FACULTY DEVELOPMENT
The three existing faculty members who have worked in post-baccalaureate initial certification will be
involved with the proposed MAT Art program. Working and teaching in the graduate program will not
be significantly different than teaching in a traditional program of initial teacher education with the
exception of opportunities for team teaching, online courses, and on-site experiences. Faculty will not
need significant training in order to function effectively and successfully in the program.
Master of Arts in Teaching, Art Education
Program Proposal
March, 2007
Page 15 of 21
FACULTY RESEARCH AND SCHOLARSHIP
Faculty in the MAT Art Education program will meet the same expectations for research and creative
activity held for all KSU faculty members with graduate status.
VII. Outstanding programs of this nature at other institutions
There are several art education programs for undergraduate and graduate training. One such program
was developed by Dr. Patrick Taylor and administered through the School of Education at Piedmont
College. Georgia State University offers a Master’s of Education degree designed to meet initial teacher
certification requirements for those holding bachelor’s degrees in art. While this program is comparable
to the KSU program in number of credit hours and content, the KSU MAT provides opportunity for
candidates to develop knowledge, skills and dispositions appropriate for teaching art without conflicting
with provisionally certified teachers day schedule. Also, KSU seeks to serve the population of the
Northwest Crescent of Georgia, thus offering a quality program in art education in this region.
A program representative of our goal, designed to meet some of the needs of the provisionally
certified teachers, is operating at Piedmont College. The contact for the Master of Arts in Teaching - Art
Education: Initial Certification is Dr. Patrick Taylor (706) 778-3000. The program, however, is distinct
from our plans in that it is administered through the School of Education (P.O. Box 10, 165 Central
Avenue, Demorest, GA 30535). At Piedmont, the MAT in Art Education program "offers teacher
preparation for initial certification and a masters degree for those who wish to teach Art Education
(grades P-12)”. Piedmont also provides a MA in Art Education program that "offers advanced
certification for teachers who already have a level 4 certificate in art education." Piedmont College also
offers a Master of Arts in Teaching in Elementary Education (P-5) and one in Secondary Education (7-12)
in the fields of English, broad field Social Sciences, Mathematics, and Science.
Middle Grades
Certification may be added to any secondary education program, resulting in certification for grades 4-12.
MAT programs at Piedmont lead to recommendation for Georgia T-5 certificates. The Elementary
Education MAT consists of a minimum of 58 semester hours for candidates seeking initial certification,
and the MAT for Secondary Education consists of a minimum of 45 semester hours. Each program
requires a minimum of six semesters to complete if the students are enrolled fulltime or longer if they are
enrolled part-time. The program does not require candidates to gain mastery in the content area of art
production. Therefore, it is not NASAD compliant.
An example of a MAT in Art Education program that is NASAD compliant while meeting some of the
needs of the provisionally certified teachers is the program at George Mason University. While the
intention is to prepare BA and BFA graduates to enter the public art school classroom as art teachers,
(responding to the needs of the Northern Virginia Public Education System which suffers from a lack of
certified art teachers), the program also reinforces a strong philosophical drive to meet the expectations of
a "Quality" art education program. The NAEA standards for art education define a "Quality" art program
as one that develops the four disciplines of art - including production, art history, criticism and aesthetics.
This program is quite expedient but still is not sensitive to the provisionally certified teachers' working
schedules. The program requires a year and one half full-time commitment. The contact for the program
is Dr. Renee Sandell (703-993-4375 or 703-993-8898, email: rsandell@gmu.edu ). It is housed within
the College of Visual and Performing Arts and facilitated through the Art and Visual Technology
Department (Office College Hall, Room C211C, College of Visual and Performing Arts, George Mason
University, 4400 University Drive, MS 1C3, Fairfax, Virginia 22030).
Another MAT in Art Education program that coordinates with a quality experience of the arts
(suggesting NASAD compliance) is at The School of the Art Institute of Chicago (37 South Wabash,
Chicago Illinois 60603). Dr. Kevin Tavin is the Director and can be reached at 312-899-5100. Candidates
Master of Arts in Teaching, Art Education
Program Proposal
March, 2007
Page 16 of 21
usually have completed a bachelor's degree in studio art or its equivalent before initiating the program.
Students usually complete the program in four semesters. This is another full-time program, requiring 48
credit hours in the preparation of "students to become critical teachers of visual culture while fulfilling the
requirements for the Illinois State Teachers Certificate, Art K-12. The program promotes social change
by emphasizing activism, advocacy, empowerment, egalitarianism, professionalism, and social
responsibility in design and visual culture." Like the program proposed for KSU, this MAT is
philosophically driven by curricular trends in arts education, Visual Culture Arts Education (VCAE).
Kennesaw State University’s proposed MAT program in Art Education is aimed at students in the
Northwest Crescent of Georgia; therefore, it will not be competing with the MAT programs referenced
below. In addition, the KSU program has certain advantages that the other programs do not have. It may
be completed in a shorter time frame than the one at Piedmont College because the program will be
intensive in the summers, working around the provisionally certified teachers' schedules, and will utilize
the candidates' own working environments and practical experience.
Georgia Institution
Armstrong Atlantic State University
Berry College
Brenau University
Clark Atlanta University
Georgia Southwestern
State University
Georgia State University
Kennesaw State University
Mercer University
North Georgia College & State
University
Piedmont College
State University of West Georgia
University of Georgia
Valdosta State University
ARED degrees offered
BS Ed Art Education
BS Art Education
BFA Art Education
BA Education - art education
specialty
BS Ed and MEd Art Education
BFA and MEd Art Education
BS Art Education
BA Education - art education
specialty
BS Art Education
MEd Art Education
BA and MAT Art Education
BFA Art Education
MEd Art Education
BFA, MA, EdS, PhD Art Education
BFA Art Education
MA in Art Education
VIII. Inventory of Pertinent Library Resources
Sturgis Library resources are at least equivalent to resources at other graduate degree-granting
institutions in the state. The library has Galileo, the state library database plus 240 other full-text
databases across the curriculum, including ProQuest, ERIC, and Lexis/Nexis. The GALILEO service also
provides access to World Wide Web resources such as the Library of Congress, full-text journal titles, and
newspapers. In addition to these resources, the library has fourteen thousand full-text electronic books all
cataloged and available online. Total holdings include: over 600,000 books and periodicals, 1,500,000
government documents, more than 3,300 serial publications, and over 1,000,000 pieces of microforms.
The library makes use of both the University System and the ARCHE (Atlanta Regional Consortium for
Higher Education) interlibrary use systems. These include interlibrary loans and individual borrowing
from more than 8 million unique titles.
Master of Arts in Teaching, Art Education
Program Proposal
March, 2007
Page 17 of 21
The collections have been expanded over the last five years to support KSU graduate programs and the
library continues to build resources and programs for further graduate degree offerings. With the
interlibrary use resources, which are provided to the users at no charge, the library can comfortably
support further graduate program expansion.
The Sturgis Library hours are comparable to those of other graduate degree granting Georgia
institutions. Library staff will provide instruction to program participants on resources, materials, and
service as needed. The College of the Arts has a representative on the university Library Committee.
Should additional resources be identified for the MAT program, the representatives will work with the
Library Committee to obtain them.
An extension of the Sturgis Library is the Teacher Resource and Activity Center (TRAC) located
within Kennesaw Hall. TRAC has a large collection of books, journals, and other appropriate resources.
Shelves are stocked with textbooks, professional books, kits and videotapes available for checkout, and
state-of-the-art equipment for creating a variety of documents and instructional materials. TRAC also
frequently offers workshops on topics of interest and expressed needs. The Department of Visual Arts
also houses the Visual Arts Resource Center that includes books, videos, posters, art curriculum, slides,
and other teaching materials appropriate for art education students. These materials are available for
loans when candidates are working in field placements.
IX. Facilities
At this time, classroom facilities in the Visual Arts department at KSU are sufficient, however, we
have reached our capacity in accommodating the rapidly growing student population. The MAT Art
program will take advantage of opportunities for on-line delivery of course material, summer classes,
weekend classes and seminars, various groupings of students, and on-site instruction as much as possible.
The Visual Arts Building in which the MAT Art program will be delivered is a recently constructed
building, with "state of the art" classrooms, studio areas, resource center and conference room. Two
classrooms are specifically dedicated to the art education program, complete with presentation equipment
(LCD projector, computer, video player, etc.) and computer terminals for student led inquiries.
All faculty members are knowledgeable in the use of technology to enhance instruction. Every faculty
member at KSU has an up-to-date computer in his or her office. They utilize their technological expertise
in the art facility equipped with every modern teaching/learning tool. In addition to classroom
technology, program participants will have access to computers at several convenient open laboratories
across campus including the Visual Arts department computer labs and labs in Kennesaw Hall. The MAT
program will integrate technology skills throughout the curriculum so that candidates may acquire and
refine these skills in context. Participants who need remediation or who desire advanced technology
skills may take workshops that are regularly offered by the Educational Technology Center located in
Kennesaw Hall as well as by the Presentation Technology Department (PTD). This center offers
technology training to KSU faculty, staff, and students, as well as to public school personnel. Both
Windows and MacIntosh equipment are available for participants’ use.
X. Administration
Dr. Diana Gregory will be the Graduate Program Coordinator for the MAT Art program. The
coordinator will be provided with one course reassigned each semester and during the summer session to
fulfill the responsibilities associated with the position. The program will be a part of the KSU
Professional Teacher Education Unit (PTEU), characterized by collaboration between the Bagwell
College of Education and the colleges providing content area courses to candidates. The program will
Master of Arts in Teaching, Art Education
Program Proposal
March, 2007
Page 18 of 21
function under the administration of the Dean of the College of the Arts. The graduate program
coordinator, faculty and support personnel will reside in the Visual Arts department. Candidate
advisement files and advisors will be located in the Visual Arts department.
XI. Assessment
The KSU Professional Teacher Education Unit (PTEU) has in place a unit-level assessment system of
which the MAT will become a part. The assessment system is aligned with the Conceptual Framework of
the PTEU and with state and national standards. MAT Art candidates will complete assignments and
activities common to all teacher education programs in the PTEU, generating evidence for reflection,
evaluation, and accreditation. Examples of assessment instruments and procedures include:



The Impact on Student Learning Analysis
The Candidate Performance Instrument (to evaluate field experiences)
The Portfolio Narrative Rubric
In addition, candidates, graduates, cooperating teachers, and employers who hire MAT graduates will
complete surveys that assess satisfaction with the program and its graduates as well as seek input for
program revision.
XII. Accreditation
The Georgia Professional Standards Commission (PSC) and the National Council for the
Accreditation of Teacher Education will review the program for accreditation. This program is aligned
with the five standards defined by the National Schools of Art and Design as recognized in Rule 505-3.11 Art Education Program in the State of Georgia. The PSC recognizes the evaluative standards of
NASAD, for which this prospective program is in compliance. These two program evaluation
organizations will continue to evaluate the KSU art program in general - evaluating the undergraduate and
the proposed graduate program in art education specifically.
XIII. Affirmative Action Impact
The program will adhere to Kennesaw State University’s policy of implementing affirmative equal
opportunity to all students, employees, and applicants for employment or admission without regard to
race, color, religion, sex, sexual orientation, national origin, age, creed, veteran status or physical or
mental disabilities.
XIV. Degree Inscription
Master of Arts in Teaching Art
XV. Fiscal and Enrollment Impact, and Estimated Budget
I. ENROLLMENT PROJECTIONS
A. Student Majors
1. Shifted from other programs
2. New to institution
3. From Previous Cohorts
TOTAL MAJORS
Master of Arts in Teaching, Art Education
Program Proposal
March, 2007
FY 2008
First Year
FY 2009
Second Year
FY 2010
Third Year
6
6
0
12
12
12
24
20
24
44
Page 19 of 21
B. Course sections
1. Previously existing
2. New to institution
TOTAL COURSE SECTIONS
C. Credit Hours Generated
1. Existing enrollments
2. New enrollments
TOTAL CREDIT HOURS
D. Degrees Awarded
II. COSTS
A. Personnel - existing
1. Faculty
2. PT Faculty
3. Grad. Asst.
4. Administrators
5. Support staff
6. Fringe benefits
7. Other personnel costs
TOTAL EXISTING PERSONNEL COSTS
B. Personnel - new positions
1. Faculty (Lecturer, YR 2)
2. PT Faculty
3. Grad. Asst.
4. Administrators
5. Support staff
6. Fringe benefits
7. Other personnel costs
TOTAL NEW PERSONNEL COSTS
2
2
4
2
9
11
15
0
15
12
288
12
12
540
12
12
540
0
0
12
EFT
Dollars
EFT
Dollars
EFT
Dollars
3
147,656
3
150,609
3
153,621
3
147,656
3
150,609
3
153,621
1
42,000
1
42,840
.50
16,000
.50
16,320
1.50
58,000
1.50
59,160
First Year
C. Start-up Costs (one-time expenses)
1. Library/learning resources
2. Equipment
3. Other
D. Physical Facilities: constr. or renov.
TOTAL ONE-TIME COSTS
E. Operating Costs (recurring)
1. Supplies/Expenses
2. Travel
Master of Arts in Teaching, Art Education
Program Proposal
March, 2007
8,000
8,000
16,000
2,500
Page 20 of 21
Second Year
43,697
.50
16,640
60,337
Third Year
3. Equipment
4. Library/learning resources
5. Other
TOTAL RECURRING COSTS
GRAND TOTAL COSTS
Master of Arts in Teaching, Art Education
Program Proposal
March, 2007
2,500
224,156
Page 21 of 21