KENNESAW STATE UNIVERSITY
GRADUATE PROGRAM/CONCENTRATION PROPOSAL
FORM 02/25/04
PROGRAM OR CONCENTRATION NAME:___Master of Arts in Teaching: Secondary Sciences
DEPARTMENT:_______Secondary and Middle Grades Education, in collaboration with the
Departments of Biology & Physics and Chemistry & Biochemistry
PROPOSED EFFECTIVE DATE: ______Summer 2008
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
______________________________________________________
School Curriculum Committee
Date
___ Approved ___ Not Approved
______________________________________________________
School Dean
Date
___ Approved ___ Not Approved
______________________________________________________
GPCC Chair
Date
___ Approved ___ Not Approved
______________________________________________________
Dean, Graduate Studies
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
Kennesaw State University
SEPTEMBER, 2007
SECONDARY AND MIDDLE GRADES EDUCATION
BAGWELL COLLEGE OF EDUCATION
Proposed Start Date:
CIP:______
I.
Program Description
Unique Aspects of Program
The MAT program is designed to meet the increasing demand for alternative certification routes
for individuals who already hold a bachelor’s degree in the content areas of math or English, or
in a related field. Unique aspects include the following:
 The program is based on a practice-to-theory model of situated learning which has its
roots in constructivism.
 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: Reflective Inquiry and Action Research
4. Semester IV – The Teacher as a Professional: Preparation and Presentation of Action
Research and Professional 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 education and
exceptionalities may address the objectives for diversity. Faculty with discipline-specific
expertise 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 four semesters for those well
qualified students who want an accelerated path into teaching. Students also
have the option of spreading the program over two or three years, which is the
advised path for those teaching on nonrenewable certificates. Course work for
each semester consists of a professional education course, a content methods
course, a co-requisite field experience focused on the topics and objectives of
the professional course (with the exception of the fourth semester), 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 in computer and
science labs, 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
and a capstone project during their last two semesters.
o Upon admission, participants will complete all professional course work as a
cohort, allowing them to network and bond with one another in a learning
community that supports teacher development. Members of the cohort will
divide into content area groups to take content and methods courses.
 Admission: (Details regarding specific admission requirements may be found in the
“Program Admission Requirements.”)
o Upon the review of a complete application by an MAT Admissions
Committee, admission may be at one of two levels, MAT-Interest or
Admission to Candidacy.
 MAT-Interest – for individuals who possess a bachelor’s degree in the
content area or related field from an accredited institution, but who
require additional content area coursework to meet pre-requisites
and/or the standards of accrediting agencies and professional
organizations and/or to achieve an adjusted GPA of 2.75 in courses
related to the major. Once coursework is completed and the GACE
Basic Skills Assessment and Content Assessments tests have been
passed, students may apply for Admission to Candidacy.
 Admission to Candidacy – for individuals who possess a bachelor’s
degree in the content area or related field from an accredited institution,
who have completed pre-requisite coursework, who possess an adjusted
GPA of 2.75 in courses related to the major, and who have passed or
exempted the GACE Basic Skills Assessment tests.
o The admission process will be competitive, limiting each MAT cohort to a
maximum of 16 applicants (although given appropriate resources more than
one cohort can be admitted at once). Applications will be evaluated based upon
the extent to which they meet or exceed the admissions criteria. An MAT
Admissions Committee that includes faculty from the BCOE and the
department of the teaching field (e.g., Biology, Chemistry) will make the final
decisions for acceptance.
 Exit Requirements
o Cumulative graduate GPA of 3.0.
o No combination of three grades less than “B” in graduate course work.
o Satisfactory field experiences and professional conduct evaluations.
o Satisfactory presentation of professional portfolio and action research project.
 Expectations for MAT candidates will be as high or higher than those for the M.Ed.
candidates at KSU with regard to portfolio development, the capstone project, and the
deepening of content area expertise. The PTEU faculty members are committed to
ensuring the MAT is a high-quality, accelerated path into teaching for well qualified
candidates.
Institutional Importance of the Program
The program furthers the mission of the institution in that it advances Kennesaw State
University’s commitment to be a responsive resource to the needs of the state. Georgia and our
nation are currently experiencing teacher shortages in several identified critical content areas.
Kennesaw State University can respond to this need by through the MAT program and increase a
larger number of highly qualified teachers in these critical needs areas. As the second largest
producer of teachers in the state of Georgia, KSU is a primary institution of choice. The Master’s
of Arts in Teaching (MAT) degree is 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.
The proposed program naturally supports KSU’s academic priorities as articulated in
KSU’s 2007-2012 Strategic Plan. Specifically, this program connects directly to Action Step 8 of
Goal 1 to “add degree programs that are strategically important to the local community, to
Georgia, and to the nation at both the undergraduate and graduate levels”. 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 faculty, and successful university and community
initiatives.
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 provide for the expansion of programs in the
critical need areas of teacher preparation, namely, biology, physics, and chemistry.
Programs in Art and Foreign Language are currently in development as well.
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 subject matter
specialists who wish to teach. By targeting this potential pool of teaching
professionals (recent graduates from the arts and sciences as well as the mid-career
professionals), KSU could greatly expand the number of highly qualified teachers it
graduates annually.
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 aligned with the national standards of
the discipline-related learned societies 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, the National
Science Teachers Association Standards for Teacher Preparation 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, Learning, and Leadership.” This developmental model
provides a philosophical framework for all teacher education programs at KSU.
KSU's Strategic Plan
The proposed Master of Arts in Teaching 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. Since the
implementation of the program involves faculty in the Bagwell College of Education as well as
the College of Science and Mathematics, and because it includes extensive field experiences
based in local schools, it is consistent with the KSU’s commitment to collaboration within the
university and with others outside the university. The proposed Master of Arts in Teaching in
Secondary Science 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 proposed program is particularly closely aligned with the following University System of
Georgia/Board of Regents’ strategic goals:
Goal 1
Developing graduates who are intellectually and ethically informed individuals
with defined skills and knowledge, capable of leadership, creative endeavors, and
contributing citizenship in an interconnected world;
Goal 2
Expanding the participation by increasing access while maintaining quality,
enhancing diversity, focusing on the needs of nontraditional students, increasing
distance education opportunities, advancing public library usage, and marketing
the advantages of a post-secondary education to all Georgians;
Goal 6
Accelerating economic development by providing, when feasible, needed
graduates, appropriate academic programs, and expanding marketing of the
System and its institutions as an economic asset of the state.
Staffing, Facilities and Enrollment
Staffing and enrollment – While some existing faculty lines will be redirected, it is anticipated
that the program can start up in the summer of 2008 with a cohort of 16 candidates and 2
additional faculty members, one each in the BCOE and the CSM. Additional full and/or adjunct
faculty members will be needed to assist in supervision for the first cohort. Additional faculty
will be needed in the future if more than one cohort is admitted per year.
The number of new faculty lines requested is based on student cohort-size projections and what
constitutes a full-time teaching load for supervision. While each teaching field will require new
faculty lines to teach content and methods courses, new faculty lines (multidisciplinary/generalists) will be needed also to teach the multiple sections of the educational
foundations and pedagogical knowledge courses. All new full-time faculty will be needed to
supervise candidates in their field experiences. Please refer to the section on Productivity for a
detailed projection of faculty needs as the program develops and expands.
Facilities – At this time, classroom facilities at KSU have reached their 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 much as is appropriate. Candidates in the MAT
program may take some existing content courses as appropriate, currently offered for the M.Ed.
in Adolescent Education program. Also, the majority of the required courses in the MAT
program will be scheduled at night, when more classrooms on campus are available. With KSU’s
significant growth, additional classroom facilities for the campus will be needed in the future.
Kennesaw Hall contains rooms equipped with presentation technology for student and
faculty use during classes. In addition to classroom technology, program participants will have
access to computers at several convenient open laboratories across campus including in
Kennesaw Hall and in the Burruss Building.
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. 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.
An assessment plan for new strands of the MAT (such as the sciences) will be developed
given that sufficient resources exist for the development and implementation 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.
II Objectives of the Program
The objectives of this program include:
1. To provide an accelerated and effective alternative route for initial certification for
individuals who already possess a bachelor’s degree.
2. To respond to Georgia’s need for quality teachers in content areas of critical shortage.
3. To align with the PTEU vision of “Collaborative Development of Expertise in Teaching
and Learning.”
4. To produce high quality teachers who demonstrate proficiency as subject matter experts,
facilitators of teaching and learning, and collaborative professionals as described by state
and national standards.
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 degree program will prepare high quality
teachers with advanced content knowledge and expertise in teaching and learning, to help meet
the critical teacher shortage in the state of Georgia, particularly in the areas of the sciences. It
will also help school districts respond to the No Child Left Behind Act of 2001. The MAT
program also responds to the demand for a career path for subject matter specialists who desire
to teach. Details and statistics documenting this need may be found in the MAT Letter of Intent.
Science, mathematics, and English have been identified by the state as critical need
teaching fields. Faculty members in these departments at KSU receive inquiries every day from
area personnel directors seeking our teacher education graduates. These same departments
receive daily inquiries from individuals with baccalaureate degrees in the critical need content
areas or related fields asking about options for initial certification. Currently, we can offer them
two options (a) complete the undergraduate requirements for a major in secondary 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, we need to develop a focused and accelerated program that builds on the
substantive content area knowledge base that post-baccalaureates have, while still delivering the
pedagogical essentials that promote best practices in teaching.
Kennesaw State University is one of the top producers of teachers in the state of Georgia,
and applications to its programs in teacher education at both the graduate and undergraduate
levels are steadily increasing. Approximately 20-30% of the applicants to the undergraduate
teacher education programs have bachelor’s degrees in other fields. 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 four-semester MAT program would provide an accelerated route to certification for
well qualified candidates and would provide graduate study within their teaching field, along
with certification.
When the initial MAT programs were launched, a survey was sent to over 500 potential
candidates, including

Post-baccalaureate students applying to Kennesaw State University to major in a
teacher education program,


Mid-career staff personnel on the campus of KSU, particularly those from underrepresented populations, and
A random sample of recent KSU graduates from programs in the arts and sciences.
Results showed strong interest in pursuing such an option. In addition, school district
superintendents expressed strong approval of and support for the program.

Appropriate specialization
As a result of completing this program, graduates will possess the necessary degree and
certification to meet the needs (of the candidates and of the state) for which the program was
designed.

Quantity of graduates
It is estimated that approximately 16 students will enter the program upon its
implementation and that 20-40 will enter the program each year thereafter. 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.

Productivity
Credit hours generated for the first three fiscal years is represented in the table that
follows. Anticipated graduate student tuition per credit hour = $153. Candidates will pay $300 in
fees for supervision costs.
CREDIT HOURS GENERATED, MAT PROGRAM, FY 1-2
FY
1
Semester
Course
EDUC 6100
EDUC 6100L
Science Content 1
Summer I Science Content 2
Program
Coordinator
Summer Total
FY Totals
5
1
3
3
1
5
5
12
EDUC 6200
SCED 6415
SCED 6415L
Program
Coordinator
Semester Total
1
1
1
3
6
3
1
4
12
EDUC 6300
SCED 6475L
Science Content 3
Program
Coordinator
Semester Total
1
1
1
3
6
3
1
4
24
EDUC 6400
Science Content 4
Science Content 5
Summer II Science Content 6
Program
Coordinator
Semester Total
FY Totals
1
1
1
1
3
3
3
3
Fall
Spring
2

Sections
1
1
1
1
Cr.
Hrs.
1
5
13
12
Ss
per
Sect
16
16
16
16
16
16
16
16
16
16
16
16
16
16
Total
Ss in
Course
16
16
16
16
16
16
16
16
16
16
16
16
16
16
Cr.
Hrs.
Gen.
80
16
48
48
Faculty
1/3
1/3
1/3
1/3
192
192
1/3
1 1/3
1 1/3
48
96
48
1/3
1/3
1 1/3
192
1/3
2 1/3
48
96
48
1/3
1 1/3
1/3
192
1/3
2 1/3
48
48
48
48
1
1
1
1
192
576
1/3
4 1/3
9
Partnering
The program will be housed in the Bagwell College of Education, which will collaborate
with the College of Science and Mathematics. Relationships between the Bagwell College of
Education and other colleges on campus are well established through the work of the PTEU.
There have been discussions with the program coordinator for the M.Ed. in Adolescent
Education about collaborative relationships between M.Ed. candidates and MAT candidates in
field experiences. Exploratory discussions with administrative and supervisory personnel in the
Cobb County School System have established the priority for 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, specifically in the
Department of Secondary and Middle Grades Education. A program coordinator who works with
all secondary MAT programs and support personnel will reside in this department. A program
coordinator will also be needed in the CSM to support the goals and objectives of the secondary
sciences MAT. Candidate advisement files and advisors will be located in the CSM.
IV Procedures Used to Develop the Program
The following procedures were used to develop the proposed program:
1. The initial letter of intent for the proposed MAT program 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.
2. 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.
3. Credit hours, the curriculum, and the program delivery were designed after
examination of comparable 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.
4. Initial drafts of the letter of intent were reviewed by the involved PTEU program
coordinators, chairs, and deans.
5. In summer 2006, initial cohorts were launched in secondary English and
Mathematics. In January 2007, a MAT cohort in TESOL began. Art and Foreign
Language MAT programs are also in development.
V Curriculum: Degree Program Requirements
The Master of Arts in Teaching program leads to a Master’s degree and initial secondary
certification for post-baccalaureate candidates in one of three science subdisciplines (Biology,
Chemistry, or Physics). It is a content focused, standards based program, which emphasizes
scholarly rigor through research and engagement in a variety of field-based activities and
action research projects. Technology and multicultural considerations are infused throughout
the program. Candidates move through the program in cohorts, with new cohorts beginning
each summer term. The accelerated, four-semester program requires full time attendance until
completion at the end of the second summer term (15 months). Other students may complete
the program in two or three years.
Program Admission Requirements:


MAT-Interest (for individuals who may require additional undergraduate content courses to
get 15 hours of upper level content area study and/or other pre-requisites and/or who may
need to re-take relevant undergraduate courses to raise the GPA)
To obtain a this level of admission to the MAT Program, individuals must have:
o A bachelor’s degree in the chosen content area or related field from an accredited
institution.
o Official transcripts from all accredited colleges/universities the applicant has
attended showing evidence of a bachelor’s degree.
o Completed graduate application with application fee.
Admission to Candidacy
To be admitted as a degree candidate in the MAT Program, individuals must have:
o A bachelor’s degree in the chosen content area or related field from an accredited
institution.
o Completed all undergraduate content area course requirements and pre-requisites.
o An adjusted undergraduate GPA of 2.75 in all courses related to the major.
o Passing scores on the GACE Basic Skills Assessment exams.
o Two letters of recommendation (one from an academic or professional source,
one addressing personal qualities of the applicant that are suitable to the teaching
profession, and one from a current work supervisor if applicable)
o Official GRE scores or Miller Analogy Test scores.
o A 1-2 page personal statement describing one’s beliefs about education at the
secondary level and one’s professional goals related to the Master of Arts in
Teaching degree.
o Official transcripts from all accredited colleges/universities the applicant has
attended showing evidence of a bachelor’s degree.
o Completed graduate application with application fee.
o Provided an immunization form.
o Complete an admissions interview.
Course Offering Schedule and Plan-of-Study
SUMMER I
The Learner
EDUC 6100
Development,
Psychology, and
Diversity of the
Learner (5 hrs.)*
EDUC 6100L
Four-Semester Schedule of Coursework
FALL
SPRING
The Learner in Schools
Teaching in Schools
SCED 6416 Teaching of
Science (6 hrs.)
SCED 6417 Teaching of
EDUC 6300 Reflective
Inquiry and Action
Research (3 hrs.)*
SUMMER II
The Teacher as a
Professional
EDUC 6400 Capstone
Seminar (3 hrs.)*
Practicum I (1 hrs.)
EDUC 6200
Curriculum,
Assessment, and
Management (3 hrs.)*
SCI 77XX (3 hrs.)
[LIFE SCIENCE]
12 hours
Science Practicum (3
hrs.)
Content I (3 hrs.)
SCI 77XX (3 hrs.)
[SPACE SCIENCE]
15 hours
SCED 6475 Science
Teaching Practicum II
(6 hrs.)
SCI 77XX (3 hrs.)
[EARTH SCIENCE] or
[PHYS SCIENCE]
Content II (3 hrs.)
Content III (3 hrs.)
12 hours
9 hours
TOTAL = 48
* Portions of these courses may be offered online or in alternative meeting formats (small groups or individual interviews) as is
appropriate by faculty with expertise in the field. For example, faculty with expertise in educational psychology may assume
primary responsibility for the developmental and psychology portions of The Learner: Development, Psychology, and
Diversity, while other faculty may assume responsibility for teaching special needs and/or multicultural education issues.
Growth and Flexibility
It is anticipated that the program will begin with a cohort of 16 candidates. When resources are
available, more than one cohort can be admitted per year.
Course Descriptions
EDUC 6100 Development, Psychology, and Diversity of the Learner: 3-0-3. Pre-requisite:
Admission to MAT program. An examination of the unique aspects of and relationships between
the development, psychology, and diversity of learners. A study of life span development (with
an emphasis on adolescents and young adults) addresses social, moral, emotional, physical,
cognitive and psychological development. 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. 0-9-3. Pre-requisite: Admission to MAT program. Co-requisite:
EDUC 6100. An experiential, service learning project in which candidates work (mentoring,
tutoring, interviewing, etc.) with adolescents or young adults, 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 program
without remediation. Verification of Liability Insurance is required.
EDUC 6200 Curriculum, Assessment, and Classroom Management: 3-0-3. Pre-requisite:
EDUC 6100 and EDUC 6100L. An examination of the learning environment including theories
and principles of curriculum, assessment, and classroom management. Focus is placed on the
development of learning outcomes and the development and selection of culturally responsive
lessons. Attention is also given to teacher-constructed and standardized assessment tools and the
use of these tools for instructional decision-making. Models of classroom management will be
examined including consideration of time, materials, environment, and behavior management.
Technological applications include the use of word processing, spreadsheets, databases,
presentation applications, Internet research, online courseware, electronic portfolio development,
and the review of software.
SCED 6416 Teaching of Science 6-0-6. Pre-requisites: EDUC 6100 and EDUC 6100L.
Recommended Co-Requisite: SCED 6415L. An examination and application of curriculum
issues, learning theories, teaching strategies, instructional materials and assessment procedures
for teaching middle or secondary school science in diverse classrooms. Includes a middle or
secondary school field experience in science teaching. Candidates should plan to spend mornings
in their school placements.
SCED 6417 Teaching of Science Practicum: 0-9-3. Pre-requisite: EDUC 6100. Co-requisite:
SCED 6415. This field experience is designed to provide the candidate with the opportunity to
apply and reflect on concepts addressed in the co-requisite methods course. Candidates will be
placed in appropriate school settings where they will carry out directed activities. Candidates
must have a satisfactory practicum to continue in the MAT program without remediation. A
Criminal Background Check and Verification of Liability Insurance is required.
EDUC 6300 Reflective Inquiry and Action Research: 3-0-3. Pre-requisite: EDUC 6200.
Deals with the development of field-based action research projects and understanding qualitative
and quantitative research methods and designs, focusing on interpretation and application related
to classroom practices. Attention is given to the development of the reflective practitioner.
Topics include qualitative and quantitative research techniques, professional organizations, and
legal issues
SCED 6475 Teaching Science Practicum II: 0-18-6. Pre-requisite: EDUC 6200. SCED 6415,
SCED 6415L. . This field experience is designed to provide the candidate with the opportunity to
apply and reflect on concepts addressed in the co-requisite course. Candidates will be placed in
appropriate school settings where they will carry out directed activities. Candidates must have a
satisfactory practicum to continue in the MAT program without remediation. A Criminal
Background Check and Verification of Liability Insurance is required.
EDUC 6400 Capstone Seminar: 3-0-3. Prerequisites: EDUC 6300. This course serves as the
capstone experience for the Master of Arts in Teaching. program. Candidates will reflect on and
document their expertise as a teacher-leader. Candidates will further develop their own expertise
in a focused area of their teaching field through the completion of a research-based project under
the supervision of program faculty. Candidates will share their independent work through a
public forum.
Content Area Courses: (18 semester credit hours)

Chemistry (9 credit hours)
o
o
o
o
CHEM 5010
CHEM 5400
CHEM 5700/L
CHEM 5800
Medicinal Chemistry
Teaching and Learning Chemistry
Environmental Chemistry
Forensic Analytical Chemistry
o
o
o
o

PHYS 5100
PHYS 5305
PHYS 5340
PHYS 5400
Classical Mechanics and Applications
Physics of the Micro World and the Cosmos
Electronics
Electricity and Magnetism
Biology (9 credit hours)
o
o
o
o

Advanced Topics in Analytical Chemistry
Identification of Organic Compounds
Polymer Chemistry
Advanced Topics in Chemistry
Physics (9 credit hours)
o
o
o
o

CHEM 6310
CHEM 6420
CHEM 6440
CHEM 64XX
BIOL 5327 Medical Genetics
BIOL 5380 Evolutionary Biology
BIOL 6465 Immunology
BIOL 6486 Bioethics
Science for Teachers (9 credit hours)
o
o
o
o
o
SCI 7725
SCI 7726
SCI 7727
SCI 7728
SCI 7729
Chemistry
Life Science
Physical Science
Earth Science
Space Science
VI INVENTORY OF FACULTY DIRECTLY INVOLVED
COURSE/INSTRUCTOR SUPPORT DEPTH
Implementation of the proposed program with a single cohort consisting of 16 candidates
will require 2 additional faculty lines. Existing faculty may teach in the program, but hiring new
faculty will be necessary to cover the current teaching load of existing faculty.
Faculty brought into the program must have qualifications to teach the professional
education and/or content area courses. They must be eligible for graduate faculty status. To
accommodate the needs of the candidates, content area educators for each content area will be
needed. Part-time faculty, such as retired science teachers, may be hired to supervise field
experiences.
FACULTY DEVELOPMENT
Existing faculty members have worked in post-baccalaureate initial certifications and are
interested in the proposed MAT in the sciences. Working and teaching in the program will not be
significantly different than teaching in a traditional program of 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.
FACULTY RESEARCH AND SCHOLARSHIP
Faculty in the MAT program will meet the same expectations for scholarship and creative
activity that are held for all KSU faculty with graduate status.
VII Outstanding programs of this nature at other institutions
Georgia State University offers a Master’s of Education degree designed to meet initial
teacher certification requirements for those holding bachelor’s degrees in science, mathematics,
English, and social studies. Course work consists of 12 semester hours of professional studies, 24
semester hours of courses in the teaching field, 15 semester hours of content area courses, and 9
semester hours of field experience. While this program is comparable to KSU’s, the KSU’s MAT
provides opportunity for candidates to develop stronger content knowledge base. Also, KSU
seeks to serve the population of the northwest crescent of Georgia, offering a quality program for
those who would otherwise drive past the KSU campus for Georgia State University.
Piedmont College 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. At Piedmont, the MAT programs 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 and longer if they are
enrolled part-time.
Georgia College and State University offers a MAT program in secondary education for
candidates who hold a bachelor’s degree from a regionally accredited institution with a major in
a given content field, or in a related area that includes coursework that is the equivalent of a
major in such an area. The program consists of 27 semester hours in professional education and 9
semester hours of content courses. The program is designed to be completed in one academic
year, full-time, beginning in August of the preceding year.
Emory University offers the MAT degree in middle grades education (grades 4-8) and in
secondary education (grades 7-12). Students must have an undergraduate major appropriate for
the anticipated teaching field. Each MAT program consists of 46-50 semester credit hours of
work spread across three semesters. According to its director, the program at Emory University
is currently being restructured due to low enrollment.
Kennesaw State University’s proposed MAT program will target the students in
Northwest Georgia; therefore, it will not be competing with the MAT programs referenced
above. In addition, KSU’s 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 and is stronger
content than the MAT program at Georgia College and State University.
VIII Inventory of pertinent library resources
Sturgis Library resources are at least equivalent to resources at other graduate degreegranting 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 are
more that 600,000 books and periodicals. There are more that 1,500,000 government documents,
more than 3,300 serial publications and well 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.
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 Bagwell College of Education has a representative on the
university Library Committee. Should additional resources needed for the MAT program be
identified, these 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.
IX Facilities
At this time, classroom facilities at KSU have reached their 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 much as is appropriate. Administration will investigate opportunities for
partnering with area schools to help meet the requirements for meeting space.
Candidates in the MAT program may be included in some existing content courses
developed and offered for the M.Ed. in Adolescent Education program. Securing off-site
facilities for the professional courses does not seem advantageous, as content courses must be
taken on campus. With KSU’s significant growth, additional classroom facilities for the campus
will be needed in the future.
At KSU, the Bagwell College of Education is located in a 60,000 square foot area of
Kennesaw Hall, which was completed in the summer of 1999. The facility, including the
technology areas, support services, and the model classrooms are available to all educator
preparation programs. Kennesaw Hall includes technology areas, support services, and the model
classrooms. All of those facilities will be available to program participants. The building also
houses workrooms, seminar rooms, storage, and two completely up-to-date demonstration
classrooms.
Faculty 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 a state-of-the art facility equipped with every modern teaching/learning tool.
Kennesaw Hall’s classrooms are equipped with presentation technology for student and faculty
use during classes. In addition to classroom technology, program participants will have access to
computers at several convenient open laboratories across campus including in Kennesaw Hall
and in the nearby Burruss Building. 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 Apple equipment is available for participants’ use.
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.
As the program becomes established, gains momentum, and expands, it may become necessary
to explore options for additional space. Possibilities include meeting classes on-site at the partner
schools and utilizing online opportunities whenever possible.
X Administration
A faculty member residing in the Department of Secondary and Middle Grades Education
will coordinate the secondary MAT programs. The program coordinator will be provided with
one course reassigned each semester and during the summer session to fulfill the responsibilities
associated with the position. A faculty member in CSM will be designated as a program
coordinator for the MAT strand in science and will receive course releases for each semester
(fall, spring, summer).
The program will be a part of KSU’s Professional Teacher Education Unit (PTEU),
characterized by collaboration between the Bagwell College of Education and the colleges
providing content area courses to candidates (the College of Science and Mathematics and the
College of Humanities and Social Sciences). The program will function under the administration
of the dean of the Bagwell College of Education as the head of the PTEU.
XI Assessment
The 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 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, 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.
XIII Affirmative Action Impact
The survey distributed to assess interest in such a program showed that several minority
staff at KSU who hold degrees, including minority males, have an indicated an interest in this
program.
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-Secondary Sciences
XV Fiscal and Enrollment Impact, and Estimated Budget
1. ENROLLMENT PROJECTIONS
We project an initial cohort of 16 students. The next page will summarize our enrollment
projections across the College of Science and Mathematics and the Bagwell College of
Education.
Credit Hours Generated, MAT in Sciences, FY 1-2
Summer II
II
Spring
Fall
I
Semester
Summer 1
FY
Students
Per Section
Total
Students in
Course
Credit
Hours
Generated
Course
Sections
Credit
Hours
BCOE
Faculty
EDUC 6100
EDUC 6100L
Science Content 1
Science Content 2
Program Coordinator
Semester Total
FY Totals
1
1
1
1
5
1
3
3
16
16
16
16
16
16
16
16
80
16
48
48
4
4
12
12
64
64
64
64
192
192
2/3
2/3
EDUC 6200
SCED 6415
SCED 6415L
Science Content 3
Program Coordinator
Semester Total
1
1
1
1
3
3
3
3
16
16
16
16
16
16
16
16
48
48
48
48
1/3
4
12
64
64
192
1/3
EDUC 6300
SCED 6475
SCED 6475L
Science Content 4
Program Coordinator
Semester Total
1
1
1
1
3
3
6
3
16
16
16
16
16
16
16
16
48
48
96
48
1/3
4
15
64
64
240
1/3
EDUC 6400
Science Content 5
Science Content 6
Program Coordinator
Semester Total
FY Totals
Program Totals
1
1
1
3
3
3
16
16
16
16
16
16
48
48
48
1/3
3
11
15
9
36
48
48
176
240
48
176
240
144
576
768
1/3
1
1 2/3
CSSM
Faculty
2/3
Total
Faculty
2/3
1/3
1/3
1/3
1
1
1/3
1/3
1/3
1 2/3
1 2/3
1/3
1/3
2/3
1/3
1/3
1 2/3
1/3
2/3
1/3
1/3
2
1/3
1 1/3
1/3
1/3
2 1/3
1/3
1/3
1 1/3
1/3
1/3
2 2/3
1/3
2/3
1/3
1 1/3
5 1/3
6 1/3
1/3
1/3
2/3
1/3
1 2/3
6 1/3
8
2. COSTS
A. Personnel -- reassigned or existing positions
Current KSU faculty are qualified to teach in these programs and will assume some of the
teaching load (e.g., Rushton, Lewis, Loomis, Mzoughi, Salyer, Stallings). Their current
teaching responsibilities will have to be assumed by new faculty or by reassignment of
other faculty.
B. Personnel -- new positions
To start up one cohort (12-20 students) of an MAT in the Sciences, we project that one
additional faculty line will be needed in the Department of Chemistry and Biochemistry.
Additional adjunct faculty will be hired to supervise the practica.
The Department of Secondary and Middle Grades Education will require an additional
1/3 of a faculty line. These faculty lines will each require proportionate fringe benefits.
The addition of this cohort will also add to the administrative workload of each of the
departments involved (Chemistry & Biochemistry, Biology & Physical Sciences,
Secondary and Middle Grades Education, Inclusive Education).
The admissions of this cohort will increase the work load of advisors and other staff in
the Teacher Education Advisement Center.
C. One-Time Startup costs
Beyond that, start up costs will be minimal. Marketing will be done in collaboration with
existing MAT programs.
D. Operating Costs
The library will need to subscribe to several additional journals (e.g. The Science
Teacher, The Physics Teacher, Science Scope, Journal of Science Teacher Education)
for the students and faculty of this program at a projected cost of $500/year.
The science methods and student teaching courses (SCED 6415/L, SCED 6475l) will
require laboratory supplies and equipment (e.g. digital video recorders, science
probeware, laboratory consumables) totaling approximately $5000 for FY 2009 and
$2500 annually thereafter.
BCOE
FY 2009
FY 2010
First Year Second Year
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
B. Personnel - new positions
1. Faculty
2. PT Faculty
3. Grad. Asst.
4. Administrators
5. Support staff
6. Fringe benefits
7. Other personnel costs
TOTAL NEW PERSONNEL
CSM
FY 2009
FY 2010
First Year Second Year
EFT
EFT
EFT
EFT
*
*
*
*
1/3
*
1/3
*
0
0
1/3
1/3
1
1
1
1
1/3
1/3
2
2
First Year
Second Year
First Year
Second Year
$0
$0
$0
$0
$5,000
$1,000
$2500
$1,000
$500
$500
$6,500
$6,500
1/3
1/3
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 (new faculty)
$333
$333
3. Equipment
4. Library/learning resources
5. Other
TOTAL RECURRING COSTS
$333
$333
*Additional workload will be added to existing KSU staff and administrators.
Master of Arts in Teaching
Program Proposal
August 2007
Page 23 of 24
3. REVENUE SOURCES
Revenue will include tuition and student fees (including field experience fees of $60 for
EDUC 6100L and $120 for SCED 6414L and 6475L). Because the teaching of the sciences
has been identified as critical need areas for Georgia and the nation, the strong possibility
exists that funding may be found through various grant programs. CSM Assistant Dean
Adrian Epps, chemistry faculty member Greg Rushton, and other KSU faculty have a history
of obtaining similar funding. CSM has identified pursuit of such funding as a college priority.
KSU
III. REVENUE SOURCES
A. Source of Funds
1. Reallocation of existing funds
2. New students workload
3. New tuition
4. Federal funds
5. Other grants
6. Student fees (for practica)
7. Other
Subtotal
Master of Arts in Teaching
Program Proposal
August 2007
$24,352
$4,800
$53,504
Page 24 of 24