GRADUATE PROGRAM IN EDUCATION
STUDENT & ADVISING
HANDBOOK
2016-2017
(Updated 07/21/16)
TABLE OF CONTENTS
INTRODUCTION TO THE PROGRAM..................................................................................................... 3
Mission of Messiah College............................................................................................................. 3
Mission of the Graduate Program in Education ............................................................................... 3
Design of the Graduate Program in Education ............................................................................... 3
What We Offer: Master of Education degree in the following tracks ............................................. 3
Special Education, PDE PreK-8 Grade Teaching Certification .......................................... 3
Special Education, PDE Grades 7-12 Teaching Certification ............................................ 3
Special Education ............................................................................................................... 3
TESOL with ESL Program Specialist Certification ........................................................... 3
TESOL ................................................................................................................................ 3
Curriculum and Instruction ................................................................................................. 3
Non-degree Program Options .......................................................................................................... 3
ESL Program Specialist (PDE, K-12) ................................................................................. 3
Autism Spectrum Disorders (ASD) Endorsement (PDE, K-12) ......................................... 3
Special Education Certification Only (PDE, PreK-8) ......................................................... 3
Special Education Certification Only (PDE, Grades 7-12)................................................. 4
Messiah College Certificates .......................................................................................................... 4
Messiah College Certificate in Autism Spectrum Disorders (ASD) ................................... 4
Messiah College Certificate in TESOL .............................................................................. 4
Messiah College Certificate in Bilingual Education and TESOL....................................... 4
SAS and Inclusive Classroom Courses. .......................................................................................... 4
PA Act 48 Credits ............................................................................................................................ 4
Post-Baccalaureate Teacher Certification Options ......................................................................... 4
Program Learning Objectives .......................................................................................................... 5
Evaluation of Critical Competencies ............................................................................................... 5
1
ACADEMICS ............................................................................................................................................... 6
Admission ........................................................................................................................................ 6
Transfer Credits ............................................................................................................................... 8
Academic Advisors .......................................................................................................................... 8
Registration ...................................................................................................................................... 8
Curriculum ..................................................................................................................................... 10
Course Descriptions ....................................................................................................................... 13
Course Schedule ............................................................................................................................ 20
Advising Guides ............................................................................................................................ 21
E-Portfolio ..................................................................................................................................... 34
Field Experiences ........................................................................................................................... 34
Comprehensive Exam .................................................................................................................... 34
Completion of the Program ............................................................................................................ 35
Graduation Requirements .............................................................................................................. 35
Pennsylvania Educator Certification Test (PECT) ........................................................................ 35
Certification and Good Moral Character ....................................................................................... 36
ONLINE EDUCATION AT MESSIAH COLLEGE ................................................................................. 37
GENERAL POLICIES ............................................................................................................................... 37
Academic Appeals ......................................................................................................................... 37
Academic Integrity......................................................................................................................... 37
Professional Ethics and Standards ................................................................................................. 38
Student Membership ...................................................................................................................... 38
GOVERNANCE ......................................................................................................................................... 38
Graduate Program in Education Committee .................................................................................. 38
ADDITIONAL COSTS AND FEES .......................................................................................................... 39
CONTACT INFORMATION ..................................................................................................................... 40
2
INTRODUCTION TO THE GRADUATE EDUCATION PROGRAM
INTRODUCTION
This handbook serves as a guide for students in the Graduate Program in Education at Messiah College.
In addition to this document, students should also be familiar with the policies and requirements for
graduate students contained in the practicum and internship handbooks as well as the Graduate Programs
Student Handbook for Messiah College.
MISSION OF MESSIAH COLLEGE
Messiah College is a Christian college of the liberal and applied arts and sciences. The College is
committed to an embracing evangelical spirit rooted in the Anabaptist, Pietist, and Wesleyan traditions of
the Christian Church. Our mission is to educate men and women toward maturity of intellect, character,
and Christian faith in preparation for lives of service, leadership, and reconciliation in church and society.
MISSION OF THE EDUCATION PROGRAM
The Graduate Program in Education at Messiah College is designed to advance the fields of Teaching
English to Speakers of Other Languages (TESOL), Special Education, and Curriculum and Instruction by
developing leaders, practitioners, and collaborators whose growing commitment to reconciliation, justice,
and the dignity of all people compels them to pursue excellence in their professional understanding and
practice.
DESIGN OF THE EDUCATION PROGRAM
The graduate program in Education is designed for 1) those who have graduated from an accredited
undergraduate institution; 2) those who wish to become competent educators who are capable of working
with a variety of learners in multiple settings; 3) those who wish to serve others in the learning process,
develop their leadership abilities in the field of education, and seek to reconcile relationships within the
education setting; 4) those who are interested in exploring how the Christian faith is related to the
teaching profession; and 5) those who wish to be educated and prepared by experienced, Christian faculty
members.
WHAT WE OFFER
Degree: Master of Education
Six Tracks (choose one):
i. Special Education with a PreK-8 Grade Teaching Certification (39 credits)
ii. Special Education with a 7-12 Grade Teaching Certification (39 credits)
iii. Special Education (already certified or not seeking teacher certification) (30 credits)
 Autism Spectrum Disorders
 Emotional and Behavioral Disorders
 Specific Learning Disabilities
iv. TESOL with ESL Program Specialist Certification (37 credits)
v. TESOL (33 credits)
vi. Curriculum and Instruction (30 credits)
In addition to specialized coursework, students in these tracks will complete a thesis/research project in
their area of concentration and successfully complete a comprehensive exam prior to graduation.
Non-Degree
i.
English as a Second Language (ESL) Program Specialist (PDE, K-12)** (16 credits)
ii.
Autism Spectrum Disorders (ASD) Endorsement (PDE, K-12) (12 credits)
iii.
Special Education Certification Only (PDE, PreK-8) (24 credits)
3
iv.
Special Education Certification Only (PDE, Grades 7-12) (24 credits)
Messiah College Certificates
i.
Messiah College Certificate in Teaching English to Speakers of Other Languages (TESOL) (12
credits)
ii.
Messiah College Certificate in Autism Spectrum Disorders (ASD) (12 credits)
iii.
Messiah College Certificate in Bilingual Education and TESOL (15 credits)
Messiah College offers multiple courses that meet the PDE Standards and Aligned System (SAS) and
Inclusive Classrooms requirements. For more information, please see the Messiah College website.
All courses are eligible for Act 48 Credits in Pennsylvania
**Requires current Pennsylvania teacher certification in any content area or grade level
Post-Baccalaureate Teacher Certification Options
The Graduate Program in Education (GPE) at Messiah College currently offers four Pennsylvania
Department of Education (PDE) approved post-baccalaureate teacher certification programs. Our postbaccalaureate programs allow teachers who have already earned a bachelor’s degree and an initial teacher
certification to add certified areas of expertise to their existing credentials.
The post-baccalaureate certification options include PreK-8 Grade Special Education, Grades 7 to 12
Special Education, K-12 English as a Second Language (ESL) Program Specialist Certification, and
Autism Spectrum Disorder Endorsement.
Students may choose to complete all of the coursework for the add-on certification in the Graduate
Program of Education at Messiah College or they may elect to transfer credits into the post-baccalaureate
program. Students may transfer credits from undergraduate and/or graduate coursework as long as the
completed courses meet the following criteria:





Address PDE competencies required for the certification being sought.
Are taken at an accredited Pennsylvania institution of higher education that is approved by PDE
to offer the desired add-on certification.
The course is taken within five years of the completion of the post-baccalaureate certificate
program.
The student earns a grade of B or higher in the course.
All transfer courses must be approved by the GPE Program Director.
To take advantage of the transfer credit option students must submit the course title, description, and
objectives for review and audit by the GPE program director to ensure that PDE certification
competencies have been met. In some instances, the course syllabus may also be required. Once the
program director receives the course information an audit will be completed. Next the student will receive
an individualized post-baccalaureate list of courses that must be completed in order to fulfill the
requirements of their selected track of study and earned certification. Students that complete half or more
of their courses in the Graduate Program in Education at Messiah College will be eligible for a Messiah
College Certificate. This makes the student eligible for financial aid.
4
The post-baccalaureate program is a non-degree program, although many of the graduate credits will
transfer into one or more of the graduate degree programs.
PROGRAM LEARNING OBJECTIVES
Graduates of the program in Education will demonstrate the following capabilities:
Leadership
i. Analyze, evaluate, and respond to current trends and issues in education.
ii. Confront structural barriers that impede student learning.
iii. Apply ethical principles to complex problem-solving and decision-making.
iv. Conduct quality research to address issues in student learning.
v. Recognize the broad vision of schools and their role in shaping school culture and
practice.
vi. Promote collective responsibility for the well-being and development of all learners.
Practice
i. Locate, evaluate, and apply appropriate educational research.
ii. Reflect on current practice and adapt as needed.
iii. Apply relevant research-based learning theories to educational contexts.
iv. Differentiate instruction to promote learning for all students.
v. Use quality assessment data to inform instructional practices.
vi. Analyze, critique, and develop effective curriculum.
vii. Assess, modify, and develop curriculum.
viii. Develop and apply varied assessment and instructional strategies that are firmly grounded
in theory, research, and practice.
Collaboration
i. Foster collaborative relationships among students, families, and educators to foster the
well-being of all learners.
ii. Demonstrate intercultural competence.
iii. Communicate effectively with a broad range of audiences.
iv. Recognize the sociopolitical realities of schools and work to empower all students and
families.
v. Prevent, manage, and resolve conflict within and between groups.
vi. Build and maintain hospitable professional environments.
These objectives are intentionally assessed throughout the program of study and through the
Comprehensive Exam.
Evaluation of Critical Competencies
The Messiah College Graduate Program in Education is committed to ensuring that graduates are wellsuited for the professional demands, roles, and responsibilities of the teaching profession. In order to help
assess students’ preparation for this profession, we have two critical competencies that all students must
achieve throughout the program. These critical competencies provide the foundation for acquiring the
program learning objectives.
The two critical competencies are:
1. Interpersonal and professional competence including:
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a. the student’s ability to relate to peers, faculty, professionals, the public, and individuals
from diverse backgrounds or histories in an appropriate manner
b. the student’s ability to resolve problems or issues that interfere with professional
development or functioning in an appropriate manner
c. the student’s willingness to respond constructively to feedback from supervisors or
program faculty.
2. Self-awareness, self-reflection, and self-evaluation including:
a. the student’s knowledge of the content and potential impact of one's own beliefs and
values on peers, faculty, professionals, the public, and individuals from diverse
backgrounds or histories
b. the student’s ability and willingness to explore issues that either interfere with the
appropriate provision of care or impede professional development or functioning in
educational contexts.
Students will assess their status in regard to these competencies multiple times--from their application for
admission to their application for graduation, and throughout the program. Course instructors will also
assess each student on these competencies. Advisors will complete competency forms that will
accompany the students’ applications for advancement and graduation. Finally, the Graduate Education
Program Committee will review the assessments of these competencies along with the student’s
application for graduation.
ACADEMICS
ADMISSION
Admission Process
Applications are accepted and reviewed throughout the year on a rolling basis, therefore students may
apply for entry into the program at any point.
Application materials can be found on the graduate programs website. As indicated on the application,
materials should be emailed to [email protected]. If necessary, documents may be mailed to
Graduate Programs, One College Avenue, Suite 3060, Mechanicsburg, PA 17055.
Admission decisions will be made by the Graduate Program in Education Committee upon review of the
application materials, interviews (when applicable), and other relevant information provided by the
student. The decision to admit a student is based upon both quantitative and qualitative criteria that in
combination lead the committee to believe that the applicant possesses 1) the academic background and
drive to successfully complete the program; 2) the potential to contribute positively to the field of special
education or TESOL; and 3) the desire to grow personally and professionally without impeding the
progress of other students.
Admission Requirements
1. Bachelor’s or master’s degree from an accredited institution
2. Completed application and $30 application fee (No application fee is required if applicant is a Messiah
College alumnus.)
3. Official transcripts from all colleges or universities attended. (The Graduate Program will secure
Messiah College transcripts for all Messiah College graduates who sign the release included in this
application. Applicants are responsible for securing all other transcripts.)
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4. Cumulative GPA of 3.00 or above*
5. General admission essay
6. Two recommendations (professional and/or academic)*
7. Resumé or Curriculum Vita*
8. Education-specific essays*
9. Certification:
 Copy of valid PA El. Ed. or Early Childhood Ed. certificate for Spec. Ed. with certification
 Copy of valid PA certificate in any area for TESOL with certification
 Master’s only tracks do not require certification
 Interested candidates with invalid (lapsed) certification, please inquire for details
 Interested candidates with out-of-state certification, please inquire for details
 Program includes courses that meet PDE requirements for conversion from Level I to Level
II certification
10. Completion of at least one face-to-face interview (e.g. in person or via webcam, etc.) will be
required.*
* This information is not required for applicants pursuing Act 48 credit, audit, or personal enrichment. If
students complete courses for Act 48 credit or personal enrichment and later choose to pursue a degree,
all of the above requirements are necessary for admission to the degree program.
General Essay
Required for all applicants.
Thoughtfully consider the following question and
forward your response to [email protected]
(Not to exceed 400 words).
How have you prepared for and how do you expect
to work toward fulfilling the mission of your chosen
program as a graduate-level student at Messiah
College?
Mission Statement for Master of
Education Program
The Master of Education is designed to
advance the fields of TESOL and Special
Education by developing leaders,
practitioners and collaborators whose
growing commitment to reconciliation,
justice and the dignity of all people compels
them to pursue excellence in their
professional understanding
and practice.
Education Program Essay Questions
Not required for applicants pursuing Act 48 credit, audit, or personal enrichment.
Thoughtfully consider the following questions and forward your responses to
[email protected].
1.
Given our mission statement, explain your reasons for selecting the Graduate Program in Education
at Messiah College and what you hope to achieve by completing our program (maximum of 200
words).
2. Below are two critical competencies by which students will evaluate themselves and be evaluated
throughout their enrollment within the Graduate Program in Education at Messiah College. For each
competency, briefly describe whether it is an area of strength or challenge for you. Then address
how you intend to strengthen the areas that are a challenge for you while in the Graduate Program
in Education at Messiah (maximum of 150 words on each competency).
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a. Interpersonal and professional competence (e.g., the ways in which the student relates to
peers, faculty, professionals, the public, and individuals from diverse backgrounds or
histories), as well as the way in which the student resolves problems or issues that interfere
with professional development or functioning in a satisfactory manner (e.g. by responding
constructively to feedback from supervisors or program faculty)
b. Self-awareness, self-reflection, and self-evaluation (e.g., knowledge of the content and
potential impact of one's own beliefs and values on peers, faculty, professionals, the public,
and individuals from diverse backgrounds or histories), as well as an openness to feedback
(e.g., the ability and willingness to solicit, consider, and act on constructive criticism from
faculty, mentors, and supervisors)
As a result of the application process, applicants will be granted full or conditional admittance, or be
denied entry into the program. Students will be notified of their admission status in writing. Generally,
students are expected to maintain continuous enrollment in the program throughout the fall and spring
semesters.
Transfer Credits
Up to 20 percent of the total number of credits required for the degree may be accepted as transfer credits
provided:
1.
2.
3.
4.
the credits were taken at a regionally accredited college or university
the credits were completed at the graduate level
a minimum grade of a B was earned for each course
the credits were taken within the past seven years.
The following courses are distinctive to the program and must be taken at Messiah College:
 EDME 503 Advanced Instructional Design and Assessment
 EDME 530 Special Education Internship and Seminar
 EDME 531 Special Education Thesis/Project and Seminar
 EDME 532 TESOL Internship and Seminar
 EDME 533 TESOL Thesis/Project and Seminar
 EDME 534 Curriculum and Instruction Thesis/Project and Seminar
Academic Advisors
Students who are granted admission to the Graduate Program in Education will be assigned an academic
advisor. This faculty member will assist students with their academic and professional goals and growth
(e.g. course selection and preparation for advancement through the program).
Academic advisors are charged with the responsibility of communicating with each of their advisees at
least once during each term in which the student is enrolled. However, it is ultimately the student’s
responsibility to keep their advisor informed of any changes in their student record information or
circumstances that may prohibit the student from staying on track with the required course work.
Registration
Students admitted to the College formally register for classes through the academic advisement process.
Prior to registration, students must ensure their accounts are up-to-date with the Business Office and their
health records file is current with the Engle Center for Counseling and Health Services. Any student not
in compliance with these requirements will be blocked from registration.
8
Students should make arrangements to communicate with their academic advisor prior to registration to
discuss course selections. Typically, registration materials are made available around April 1 for the late
summer and fall semesters, and around November 1 for the spring and early summer terms.
9
DEGREE PROGRAM, M.Ed.
CURRICULUM
Required Core Courses for all tracks (21 credits)
1.
2.
3.
4.
5.
6.
7.
EDME 502 Advanced Socio-Cultural Perspectives on Education# (3)
EDME 503 Advanced Instructional Design and Assessment† (3)
EDME 504 Family and Community Partnerships#*** (3)
EDME 505 Educational Leadership# (3)
EDME 525 Curriculum and Learning† (3)
EDME /HIED 580 Educational Research Methods* (3)
EDME/COUN 551 Effective Practices for Every Learner**†(3)
*Cross-list with M.A. in Higher Education
**Cross-list with M.A. in Counseling Program
***EDME 504 is not a required course for the M.Ed. TESOL with TESOL Certificate track.
Special Education with a PreK-8 Grade Teaching Certification (18 credits; 39 total)
1.
2.
3.
4.
5.
6.
EDME 526 Low Incidence Populations with field experience (3)
EDME 527 Positive Behavioral Support with field experience (3)
EDME 528 Infants, Toddlers, and Families with field experience (3)
EDME 529 High Incidence Populations with field experience†# (3)
EDME 530 Special Education Internship and Seminar# (3)
EDME 531 Special Education Thesis/Project and Seminar (3)
Special Education with a 7-12 Grade Teaching Certification (18 credits; 39 total)
1. EDME 526 Low Incidence Populations with field experience (3)
2. EDME 527 Positive Behavioral Support with field experience (3)
3. EDME 537 Transition and Secondary Special Education (3)
4. EDME 529 High Incidence Populations with field experience†# (3)
5. EDME 530 Special Education Internship and Seminar# (3)
6. EDME 531 Special Education Thesis/Project and Seminar (3)
Special Education without Certification (already certified or not seeking teacher certification) (9
credits; 30 total)
1. CONCENTRATIONS:
Select one
o EDME 522 Autism Spectrum Disorders** (3)
o EDME 527 Positive Behavioral Support with field experience** (3)
o EDME 529 High Incidence Populations with field experience†# ** (3)
2. EDME 530 Special Education Internship and Seminar (with focus in area of concentration)# (3)
3. EDME 531 Special Education Thesis/Project and Seminar (with focus in area of concentration) (3)
**Courses offered as needed
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TESOL with PA ESL Program Specialist Certification (PDE) (16 credits; 37 total)
1.
2.
3.
4.
5.
6.
EDME 518 Second Language Acquisition: Theories and Context (3)
EDME 520 Applied Linguistics: Grammar and Phonology in TESOL (3)
EDME 521 TESOL Methods and Assessment with field experience†# (3)
EDME 532 TESOL Internship and Seminar# (3)
EDME 533 TESOL Thesis/Project and Seminar (3)
EDME 542 Equipping School Personnel to Meet the Needs of ELLs (1)
TESOL with TESOL Certificate (15 credits; 33 total)
1.
2.
3.
4.
5.
EDME 518 Second Language Acquisition: Theories and Context (3)
EDME 520 Applied Linguistics: Grammar and Phonology in TESOL (3)
EDME 521 TESOL Methods and Assessment with field experience†# (3)
EDME 532 TESOL Internship and Seminar# (3)
EDME 533 TESOL Thesis/Project and Seminar (3)
Curriculum and Instruction (9 credits; 30 total)
Electives: Select 6 (two courses) from the following list:
1. EDME 518 Second Language Acquisition: Theories and Context (3)
2. EDME 520 Applied Linguistics: Grammar and Phonology in TESOL (3)
3. EDME 521 TESOL Methods and Assessment with field experience (3)
4. EDME 522 Autism Spectrum Disorders (3)
5. EDME 526 Low Incidence Populations with field experience (3)
6. EDME 527 Positive Behavioral Support with field experience (3)
7. EDME 528 Infants, Toddlers, and Families with field experience (3)
8. EDME 529 High Incidence Populations with field experience†# (3)
9. EDME 536 Instructional Design and Assessment for Learners with Autism Spectrum Disorders (3)
Required Capstone Course: 3 credits:
EDME 534 Curriculum and Instruction Thesis/Project and Seminar (3)
†Satisfies 3 cr. of PDE requirement for SAS or Inclusive Classrooms
#Student evaluations
NON-DEGREE PROGAM OPTIONS
Pennsylvania Department of Education-Certification Only
ESL Program Specialist (PDE, K-12) (16 credits)**
1. EDME 502 Advanced Socio-Cultural Perspectives on Education (3)
2. EDME 518 Second Language Acquisition: Theories and Context (3)
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3.
4.
5.
6.
EDME 520 TESOL Applied Linguistics: Grammar and Phonology in TESOL (3)
EDME 521 TESOL Methods and Assessment with field experience (3)
EDME 532 TESOL Internship/Seminar (3)
EDME 542 Equipping School Personnel to Meet the Needs of ELLs (1)
Special Education Certification Only (PDE, PreK-8) (24 credits)
Special Education certification is available to any teacher with an Instructional I or II certification in any
area. Teachers should select the same grade band in special education as their initial certification.
1.
2.
3.
4.
5.
6.
7.
8.
EDME 503 Advanced Instructional Design and Assessment (3)
EDME 504 Family and Community Partnerships (3)
EDME 526 Low Incidence Populations with field experience (3)
EDME 527 Positive Behavioral Support with field experience (3)
EDME 528 Infants, Toddlers, and Families with field experience (3)
EDME 529 High Incidence Populations with field experience†# (3)
EDME 530 Special Education Internship and Seminar (3)
EDME/COUN 551 Effective Practices for Every Learner (3)
Special Education Certification Only (PDE, 7-12) (24 credits)
Special Education certification is available to any teacher with an Instructional I or II certification in any
area. Teachers should select the same grade band in special education as their initial certification.
1.
2.
3.
4.
5.
6.
7.
8.
EDME 503 Advanced Instructional Design and Assessment (3)
EDME 504 Family and Community Partnerships (3)
EDME 526 Low Incidence Populations with field experience (3)
EDME 527 Positive Behavioral Support with field experience (3)
EDME 529 High Incidence Populations with field experience (3)
EDME 530 Special Education Internship and Seminar (3)
EDME 537 Transition and Secondary Special Education (3)
EDME/COUN 551 Effective Practices for Every Learner (3)
Autism Spectrum Disorders (ASD) Endorsement (PDE, K-12) (12 credits)**
For those who are already certified to teach in PA public schools
Requires 80 hours of field experience, 20 hours are embedded in each course
1.
2.
3.
4.
EDME 504 Family and Community Partnerships (3)
EDME 522 Autism Spectrum Disorders (3)
EDME 527 Positive Behavior Support with field experience (3)
EDME 536 Instructional Design and Assessment for Learners with ASD (3)
**Students who earn these PDE Certifications will also receive the corresponding Messiah College
Certificate (TESOL or Autism Spectrum Disorders)
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Messiah College Certificates
TESOL Certificate (12 credits)
1.
2.
3.
4.
EDME 518 Second Language Acquisition: Theories and Context (3)
EDME 520 TESOL Applied Linguistics: Grammar and Phonology in TESOL (3)
EDME 521 TESOL Methods and Assessment with field experience (3)
EDME 532 TESOL Internship and Seminar (3)
ASD Certificate (12 credits)
1.
2.
3.
4.
EDME 504 Family and Community Partnerships (3)
EDME 522 Autism Spectrum Disorders (3)
EDME 527 Positive Behavior Support with field experience (3)
EDME 536 Instructional Design and Assessment for Learners with ASD (3)
Bilingual Education and TESOL (15 credits)
1.
2.
3.
4.
5.
EDME 518 Second Language Acquisition: Theories and Context (3)
EDME 520 TESOL Applied Linguistics: Grammar and Phonology in TESOL (3)
EDME 521 TESOL Methods and Assessment with field experience (3)
EDME 532 TESOL Internship and Seminar (3)
EDME 546 Bilingual Education (3)
COURSE DESCRIPTIONS
EDME 502 Advanced Socio-Cultural Perspectives on Education (3)
This course provides an overview of the theoretical bases and practical implications of socio-cultural
variables on education. It employs multiple social theories as analytical frameworks to provide new
insights for students to be critical of the educational policies and practice and to promote pluralism of
students, their communities, and teachers. It focuses on knowledge, reflection, and action (praxis) as the
basis for social change. This course includes the study of socio-cultural variability and diversity,
including English language learners in educational settings.
EDME 503 Advanced Instructional Design and Assessment (3)
Students extend their instructional planning and assessment skills by applying a systems model of
instructional design that is founded on research-based learning theories and includes alignment of
learning goals with academic standards and assessments. Emphasis is on the thinking and decisionmaking processes necessary for developing instruction and evaluating the achievement of learning goals
within a range of learning environments and with a broad range of learners.
EDME 504 Family and Community Partnerships (3)
This course will help students develop personal and professional characteristics for more effective
communicators and collaborators in a variety of school-related contexts. Students will view families and
communities as resources to support the development of children and learn ways to tap into those
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resources for the benefit of all learners. A focus on empowerment of and collaboration with traditionally
marginalized groups including English language learners and students with disabilities.
EDME 505 Educational Leadership (3)
Using a functional, rather than positional, approach to leadership, this course invites students to consider
how teachers can and do take on leadership functions. Through case studies and descriptions of trends in
school leadership, students will explore how teachers influence policy and practice in their schools.
Students will develop ethical frameworks to guide their decision-making in the classroom and in the
larger school and district contexts.
The course examines the characteristics of ethical leaders and the influence of core values on teaching.
Drawing from TESOL and Special Education the course will survey the ethical, legal and policy issues
and trends in TESOL and Special Education which merit students’ awareness and understanding, as well
as a springboard from which they can explore specific topics in greater depth. Attention is given to the
issues involved in being an effective teacher/leader and colleague in a work environment that is often
challenging and unpredictable. Students are invited to reflect on these issues in light of Christian faith and
beliefs.
EDME 518 Second Language Acquisition: Theories and Context (3)
This course examines the major theoretical schools of thought on second language acquisition (SLA) and
the bodies of research and practice that have developed around them. Many diverse factors relevant to
SLA will be addressed, such as: learner age and purpose, educational settings, ESL and EFL contexts, and
shifting views in teacher and learner roles in SLA. This course will look at both vast diversity and
commonalities in perceptions and perspectives on second/foreign language learning and teaching around
the globe, with an emphasis on developing a broad rather than narrow understanding of TESOL. The
overall objective of the course is to give students a firm theoretical grounding in both SLA and TESOL,
upon which future course work regarding language and methodology can be built.
EDME 520 Applied Linguistics: Grammar and Phonology in TESOL (3)
This course introduces students to the study of linguistics and investigates why it is relevant to the
teaching of English as a second language. Students will be introduced to the fundamentals of the sound
system in English (phonetics and phonology), the way that meaningful units in the language combine to
form words (morphology), the sentence system (syntax), the elements of grammar that are relevant in the
ESL classroom (pedagogical grammar), the role of language in society (sociolinguistics), and the use of
language in communicative situations (discourse analysis). Throughout the course, an emphasis will be
placed on authentic issues and concerns in teaching English learners in diverse contexts. Students will
develop grammar teaching skills and strategies integrated into communicative language teaching
methodologies, and will gain practice planning and teaching lessons which focus on elements of structure
and phonology.
EDME 521 TESOL Methods and Assessment with field experience (3)
This course is an introduction to the modern theories and current practices of TESOL methodology.
Topics include instructional approaches, lesson planning, evaluation of resources, and classroom
management. The course also includes a discussion of classroom diagnostic and achievement assessment
and program-level assessment. The main topics include approaches to evaluating language sub skills
14
(vocabulary, grammar, pronunciation) and communication skills (speaking, listening, reading, and
writing); models of language assessment; examination of standardized tests and their appropriate
application; and research-based framework linking assessment to instruction. Supervised field experience
required. Prerequisite: EDME 518 Second Language Acquisition: Theories and Context
EDME 522 Autism Spectrum Disorders (3)
The course will focus on effective educational practices designed to meet the needs of children and early
adolescents with autism spectrum disorders in the continuum of alternative educational settings. Specific
emphasis will be placed on understanding the characteristics and impact of these disorders on learning,
assessment for the purpose of designing instruction and monitoring progress, curriculum selection and
development and implementation of evidence-based practices and strategies found to be effective in
supporting students with autism spectrum disorders.
EDME 525 Curriculum and Learning (3)
This course focuses on the responsibility of teachers to design effective instruction based on an
understanding of a standards-driven curriculum and learning theory. Students will be able to articulate the
facets of a curriculum, learning theory, instructional practice, and explain how they relate to each other
and define the work of teachers. They will identify ways in which curriculum and instructional practices
can support or impede the learning of all students in the K-12 context and develop strategies for working
collaboratively with parents and other stake holders to meet the learning needs of all students including
those with disabilities, English language learners, and those who are gifted.
EDME 526 Low Incidence Populations with field experience (3)
In this course students will learn to use formal and informal assessment to guide instructional planning
and decision making for the purpose of providing appropriate educational programs for learners with
severe and profound disabilities, including learners from culturally and/or linguistically diverse
backgrounds. Special attention will be given to instructional adaptations, accommodations and
modifications within the general and functional curriculums, evidence-based instructional strategies,
Universal Design for Learning, differentiated instruction, creating a positive learning environment,
behavioral management techniques, and team collaboration.
EDME 527 Positive Behavioral Support with field experience (3)
This course is designed to engage learners in thoughtful exploration and discussion of models of human
behavior, researched-based principles of behavior management and practical application of behavioral
and educational strategies used to create a classroom climate that promotes positive behavior for all
learners, including learners from culturally and/or linguistically diverse backgrounds. A strong emphasis
will be placed on those learners with behavioral, emotional, and social disabilities. Included will be
foundations in understanding, assessing and managing behavior, strategies to prevent and remediate
challenging behavior, and strategies for teaching pro-social replacement behaviors. In addition, the design
of functional assessment and positive behavior supports will be addressed.
EDME 528 Infants, Toddlers, and Families with field experience (3)
This course will examine typical and atypical social, emotional, physical, cognitive, and linguistic
development of infants and toddlers (birth through three-years). This course will also examine the role of
the family and other caregivers, such as childcare providers, preschool teachers, and foster care parents, in
15
the development of infants and toddlers (birth through three-years). Topics will include the development
and maintenance of attachments to caregivers, the role of culture and gender in development, the role of
socioeconomic status, infant and toddler mental health issues, and infants and toddlers with special needs.
Early intervention and assessment techniques will be explored along with developmentally appropriate
practices. For example, students will become familiar with the Individualized Family Service Plan (IFSP),
the Denver Developmental Assessment, and other services that may be provided to infants and toddlers.
EDME 529 High Incidence Populations with field experience (3)
In this course students will learn to use formal and informal assessment to guide instructional planning
and decision making for the purpose of providing appropriate educational programs for learners with mild
and moderate disabilities, including learners from culturally and/or linguistically diverse backgrounds.
Special attention will be given to instructional adaptations, accommodations and modifications within the
general curriculum, evidence-based instructional strategies, Universal Design for Learning, differentiated
instruction, creating a positive learning environment, behavioral management techniques, and team
collaboration.
EDME 530 Special Education Internship and Seminar (3)
Students in this course will spend a minimum of 120 hours in a special education classroom
setting. In this placement, students will design and deliver instruction and assessment. Students
will also use data to inform instructional decisions. Concurrent seminar will provide time for
reflection on practice, integration of faith commitment with practice, and reinforcement of
program objectives.
Students already holding Pennsylvania Special Education teacher certification will complete the
internship in one of the three domain specific areas including autism spectrum disorders, specific
learning disabilities, or emotional and behavior disorders. Prerequisite: at least 24 EDME credits
EDME 531 Special Education Thesis/Project and Seminar (3)
In addition to satisfactory completion of course work, a thesis or project will be a capstone
experience for the master’s degree in Special Education. Students enrolled in the thesis/project
will be enrolled in a concurrent seminar. The faculty member for this seminar will broadly guide
the students’ research efforts and facilitate peer review, collaborative problem solving, and
integration of program objectives into the students’ research questions, methods, and discussions.
Prerequisite: EDME 580 Educational Research Methods and 24 EDME credits
THESIS OPTION: The thesis is an individual research paper which should meet the general
requirements of a scientific publication. It allows for the treatment of empirical as well as purely
theoretical or normative issues. The student will be fully responsible for deciding the topic/problem for
discussion and method of investigation and for undertaking the research. The topic should lie within the
area of concentration for those pursuing the master’s only. Research can involve empirical data that may
take some time to gather, analyze, and document. The thesis is supervised by a thesis advisor that is
selected by the student from the core faculty in consultation with the academic advisor. The thesis advisor
and the student choose one or two additional readers from the Messiah College Ranked Faculty. For
research involving human subjects, the student must get approval from the Institutional Review Board
(IRB) prior to data gathering. Information about and forms for the IRB can be found at the following
16
location: www.messiah.edu/academics/irb. Students who have not completed the thesis by the end of the
term will continue until completion by taking EDME 531 for 1 credit in subsequent terms.
PROJECT OPTION: The project should address a practical problem in the field of Special Education
and present a solution to the problem. In contrast to an academic thesis, the project may, for example, take
the form of a curriculum plan for a specific course or a short article about teaching techniques for a
teaching publication. The project is supervised by a project advisor selected by the student from the core
faculty in consultation with the academic advisor. The project advisor and the student choose one or two
additional readers from the Messiah College Ranked Faculty. For research involving human subjects, the
student must get approval from the Institutional Review Board (IRB) prior to data gathering. Information
about and forms for the IRB can be found at the following location: www.messiah.edu/academics/irb.
Students who have not completed the project by the end of the term will continue until completion by
taking EDME 531 for 1 credit in subsequent terms.
EDME 532 TESOL Internship and Seminar (3)
This course is a mentored field experience of 60 hours in one or more TESOL contexts. A minimum of
20 of the field experience hours should be actual teaching hours. The contexts selected should be
appropriate for the student's TESOL career goals, and may be with any age of English learner at any level
of English. Students are encouraged to seek more than one context for their field experience hours, in
order to experience a diversity of ages and language levels. The balance of the course, an additional 22
instructional hours, is comprised of online course work. Students will develop expert level knowledge in
TESOL, specializing through research and practice in selected concepts within the strands of practice,
collaboration and leadership, while reflecting on how their faith and values influence their teaching and
professional lives. Prerequisites: EDME 518, 520, and 521
EDME 533 TESOL Thesis/Project and Seminar (3)
In addition to satisfactory completion of coursework, a thesis or project will be a capstone
experience for the master’s degree in TESOL. Students enrolled in the thesis/project will be
enrolled in a concurrent seminar. The faculty member for this seminar will broadly guide the
students’ research efforts and facilitate peer review, collaborative problem solving, and
integration of program objectives into the students’ research questions, methods, and discussions.
Prerequisite: EDME 580 Educational Research Methods and 24 EDME credits
THESIS OPTION: The thesis is an individual research paper which should meet the general
requirements of a scientific publication. It allows for the treatment of empirical as well as purely
theoretical or normative issues. The student will be fully responsible for deciding the topic/problem for
discussion and method of investigation and for undertaking the research. The topic should lie within the
area of concentration for those pursuing the master’s only. Research can involve empirical data that may
take some time to gather, analyze and document. The thesis is supervised by a thesis advisor selected by
the student from the core faculty in consultation with the academic advisor. The thesis advisor and the
student choose one or two additional readers from the Messiah College Ranked Faculty. For research
involving human subjects, the student must get approval from the Institutional Review Board (IRB) prior
to data gathering. Information about and forms for the IRB can be found at the following location:
www.messiah.edu/academics/irb. Students who have not completed the thesis by the end of the term
continue until completion by taking EDME 533 for 1 credit in subsequent terms.
17
PROJECT OPTION: The project should address a practical problem in the field of TESOL and present
a solution to the problem. In contrast to an academic thesis, the project may, for example, take the form of
a curriculum plan for a specific course or a short article about teaching techniques for a teaching
publication. The project is supervised by a project advisor selected by the student from the core faculty in
consultation with the academic advisor. The project advisor and the student choose one or two additional
readers from the Messiah College Ranked Faculty. For research involving human subjects, the student
must get approval from the Institutional Review Board (IRB) prior to data gathering. Information about
and forms for the IRB can be found at the following location: www.messiah.edu/academics/irb. Students
who have not completed the project by the end of the term continue until completion by taking EDME
533 for 1 credit in subsequent terms.
EDME 534 Curriculum and Instruction Thesis/Project and Seminar (3)
In addition to satisfactory completion of coursework, a thesis or project will be a capstone
experience for the master’s degree in Curriculum and Instruction. Students enrolled in the
thesis/project will be enrolled in a concurrent seminar. The faculty member for this seminar will
broadly guide the students’ research efforts and facilitate peer review, collaborative problem
solving, and integration of program objectives into the students’ research questions, methods,
and discussions. Prerequisite: EDME 580 Educational Research Methods and 24 EDME credits
EDME 536 Instructional Design and Assessment for Learners with ASD (3)
This course is designed to prepare educators to conduct assessment and design instruction for students
with Autism Spectrum Disorders. A strong emphasis is placed upon the use of assessment to guide
instructional planning utilizing evidence-based practices and decision making for the purpose of
providing appropriate programs in the least restrictive environment. This course includes a 20-hour field
placement within an instructional setting that provides support and instruction to children and adolescents
with autism spectrum disorders.
EDME 537 Transition and Secondary Special Education (3)
This course responds to the needs expressed by school personnel, research concerning youth with
disabilities, and legislative requirements to provide transition services for all youth with disabilities. The
IDEA amendments of 2004 (P.L. 108-446) mandate transition services which include ongoing
assessment, curriculum planning, and collaboration with a variety of stakeholders to include community
agency personnel, school administration and faculty, and parents. The course provides knowledge, skills,
and competencies required of secondary special school personnel to assist youth and young adults as they
transition to post-secondary opportunities.
EDME 542 Equipping School Personnel to Meet the Needs of English Language Learners (ELLs) (1)
This course equips the emerging TESOL professional to address various situations and needs on school
sites about meeting the needs of English learners. Students will apply their previous learning to the
creation of ESL program models, the preparation of professional development seminars for general
education teachers, and the creation of systems and policies for including and involving ELL families in
the school community. Prerequisites: EDME 502, 518, 520, and 521; Concurrent course EDME 532
EDME 546 Bilingual Education (3)
Intended for practicing teachers within a bilingual or multilingual school environment, this course
18
provides an understanding and application of the models, contexts, theories and practices of bilingual and
multilingual education. Students will read case studies of bilingual and/or multilingual schools, and
research by experts, theorists and practitioners in the field of bilingual/multilingual education. The student
will develop a comprehensive knowledge of bilingual/multilingual education models, practices and
theories. Then, the student will apply this learning through reflective on teaching, and the development of
an individualized project related to the teaching context.
EDME/COUN 551 Effective Practices for Every Learner (3)
This course will enable students to investigate the legislation and landmark litigation that govern special
education eligibility and service delivery. Students will also learn about the major areas of exceptionality
including the characteristics, incidence, etiology and diagnostic criteria connected with those areas of
exceptionality. Educational and therapeutic services available to school-age children and youth with
exceptionalities will also be explored. With this foundation, students will be able to analyze and apply
best practices and sound professional strategies to assist school-age students with disabilities.
EDME 580 Educational Research Methods (3)
This course describes the fundamental principles and methodologies for conducting research. A
broad research overview is provided, including the formulation of research questions/hypotheses
as well as quantitative, qualitative, and mixed method designs. A basic introduction to statistical
analysis as well as consideration of ethical implications of research is also addressed. The course
provides students with the skills needed to critically evaluate published research and to design a
framework for implementing a research proposal in an area of interest.
EDME 591: Independent Study (1-3)
This course allows students to intensively examine a particular topic in the field of education. The focus
of the independent study must reflect high academic quality, including but not limited to quality readings
and intentional projects that align with clear learning objectives. Specific content and methods of
evaluation will be determined in conjunction with the instructor. The course is only available to transfer
students, non-degree students, and students enrolled in certificate or certifications only programs. A
proposal approved by the Director of the Graduate Program in Education is a necessary prerequisite to
registration.
19
Course Schedule
All program courses are available online. We expect most students will take two, eight-week courses each
semester, one course in early May, and one-week residential course on Messiah’s campus.
The graduate program in Education operates on a modified version of the undergraduate calendar. Early
and late fall and spring semesters are eight weeks in length.
The early summer sessions are eight weeks in length and conclude before the one-week intensive course.
The one-week residential requirement in the summer includes 42 hours of instruction. Students may be
required to read an assignment prior to the first class of the one-week intensive course.
20
ADVISING GUIDES:
Special Education with a PreK-8 Grade Teaching Certification, M.Ed.
Undergraduates pursuing Special Education teacher preparation take different courses.
Core Courses
EDME 502 Advanced Socio-Cultural Perspectives on Education
EDME 503 Advanced Instructional Design and Assessment
EDME 504 Family and Community Partnerships
EDME 505 Educational Leadership
EDME 525 Curriculum and Learning
EDME/HIED 580 Educational Research Methods*
EDME/ COUN 551 Effective Practices for Every Learner**
*Cross-listed with M.A. in Higher Education
* *Cross-listed with M.A. in Counseling Program
Track Courses
SECURITY CLEARANCES REQUIRED
EDME 526 Low Incidence Populations with field experience
EDME 527 Positive Behavioral Support with field experience
EDME 528 Infants, Toddlers, and Families with field experience
EDME 529 High Incidence Populations with field experience
EDME 530 Special Education Internship and Seminar
Prerequisite: 24 EDME credits completed
EDME 531 Special Education Thesis/Project and Seminar
Prerequisite: EDME 580 Educational Research Methods
and 24 EDME credits completed
Non-Curricular Requirements
Pennsylvania Educator Certification Tests (PECT)
Comprehensive Exam
Credits
3
3
3
3
3
3
Semester Completed
3
3
3
3
3
3
3
0
0
SUMMARY OF DEGREE REQUIREMENTS:
Total
39
21
Special Education with a 7-12 Grade Teaching Certification, M.Ed.
Undergraduates pursuing Special Education teacher preparation take different courses.
Core Courses
EDME 502 Advanced Socio-Cultural Perspectives on Education
EDME 503 Advanced Instructional Design and Assessment
EDME 504 Family and Community Partnerships
EDME 505 Educational Leadership
EDME 525 Curriculum and Learning
EDME/HIED 580 Educational Research Methods*
EDME/ COUN 551 Effective Practices for Every Learner**
*Cross-listed with M.A. in Higher Education
* *Cross-listed with M.A. in Counseling Program
Track Courses
SECURITY CLEARANCES REQUIRED
EDME 526 Low Incidence Populations with field experience
EDME 527 Positive Behavioral Support with field experience
EDME 529 High Incidence Populations with field experience
EDME 530 Special Education Internship and Seminar
Prerequisite: 24 EDME credits completed
EDME 531 Special Education Thesis/Project and Seminar
Prerequisite: EDME 580 Educational Research Methods
and 24 EDME credits completed
EDME 537 Transition and Secondary Special Education
Non-Curricular Requirements
Pennsylvania Educator Certification Tests (PECT)
Comprehensive Exam
Credits
3
3
3
3
3
3
Semester Completed
3
3
3
3
3
3
3
0
0
SUMMARY OF DEGREE REQUIREMENTS:
Total
39
22
Special Education, M.Ed.
Undergraduates pursuing Special Education teacher preparation take different courses.
Core Courses
EDME 502 Advanced Socio-Cultural Perspectives on Education
EDME 503 Advanced Instructional Design and Assessment
EDME 504 Family and Community Partnerships
EDME 505 Educational Leadership
EDME 525 Curriculum and Learning
EDME/HIED 580 Educational Research Methods*
EDME/ COUN 551 Effective Practices for Every Learner**
*Cross-listed with M.A. in Higher Education
* *Cross-listed with M.A. in Counseling Program
Track Courses SECURITY CLEARANCES REQUIRED
EDME 522/527/529 Autism/Positive Behavioral/High Incidence
EDME 530 Special Education Internship and Seminar
Prerequisite: 24 EDME credits completed
EDME 531 Special Education Thesis/Project and Seminar
Prerequisite: EDME 580 Educational Research Methods
and 24 EDME credits completed
Non-Curricular Requirements
Comprehensive Exam
Credits
3
3
3
3
3
3
3
Semester Completed
3
3
3
0
SUMMARY OF DEGREE REQUIREMENTS:
Total
30
23
TESOL with PA ESL Program Specialist Certification (PDE) M.Ed.
This track is only available to students with an active PA instructional certificate.
Undergraduates pursuing TESOL teacher preparation take different courses.
Core Courses
EDME 502 Advanced Socio-Cultural Perspectives on Education
EDME 503 Advanced Instructional Design and Assessment
EDME 504 Family and Community Partnerships
EDME 505 Educational Leadership
EDME 525 Curriculum and Learning
EDME/HIED 580 Educational Research Methods*
EDME/ COUN 551 Effective Practices for Every Learner**
*Cross-listed with M.A. in Higher Education
** Cross-listed with M.A. in Counseling Program
Concentration Courses SECURITY CLEARANCES REQUIRED
EDME 518 Second Language Acquisition: Theories and Context
UTEDME 520 Applied Linguistics: Grammar and Phonology in TESOL
EDME 521 TESOL Methods and Assessment with field experience
EDME 532 TESOL Internship and Seminar
Prerequisite: 24 EDME hours completed and instructor approval
EDME 533 TESOL Thesis/Project and Seminar
Prerequisite: EDME 580 Educational Research Methods, 24 EDME
hours completed, and instructor approval
EDME 542 Equipping School Personnel to Meet the Needs of ELLs
Prerequisite: 24 EDME hours completed and instructor approval
Non-Curricular Requirements
Comprehensive Exam
Credits
3
3
3
3
3
3
3
Semester Completed
3
3
3
3
3
1
0
SUMMARY OF DEGREE REQUIREMENTS:
Total
37
24
TESOL, M.Ed.
with Messiah College TESOL Certificate
Undergraduates pursuing TESOL teacher preparation take different courses.
Core Courses
EDME 502 Advanced Socio-Cultural Perspectives on Education
EDME 503 Advanced Instructional Design and Assessment
EDME 505 Educational Leadership
EDME 525 Curriculum and Learning
EDME/HIED 580 Educational Research Methods*
EDME/ COUN 551 Effective Practices for Every Learner**
*Cross-listed with M.A. in Higher Education
* *Cross-listed with M.A. in Counseling Program
Concentration Courses SECURITY CLEARANCES REQUIRED
EDME 518 Second Language Acquisition: Theories and Context
EDME 520 Applied Linguistics: Grammar and Phonology in TESOL
EDME 521 TESOL Methods and Assessment with field experience
Prerequisite: EDME 518 Second Language Acquisition: Theories
and Context
EDME 532 TESOL Internship and Seminar
Prerequisite: EDME 518, 520, and 521
EDME 533 TESOL Thesis/Project and Seminar
Prerequisite: EDME 580 Educational Research Methods, 24 EDME
hours completed, and instructor approval
Non-Curricular Requirements
Comprehensive Exam
Credits
3
3
3
3
3
3
Semester Completed
3
3
3
3
3
0
SUMMARY OF DEGREE REQUIREMENTS:
Total
33
25
Curriculum and Instruction, M.Ed.
Messiah’s graduate Curriculum and Instruction courses are distinctive to the graduate program.
Core Courses
EDME 502 Advanced Socio-Cultural Perspectives on Education
EDME 503 Advanced Instructional Design and Assessment
EDME 504 Family and Community Partnerships
EDME 505 Educational Leadership
EDME 525 Curriculum and Learning
EDME/HIED 580 Educational Research Methods*
EDME/ COUN 551 Effective Practices for Every Learner**
*Cross-listed with M.A. in Higher Education
** Cross-listed with M.A. in Counseling Program
Elective Courses, select two
EDME 518 Second Language Acquisition: Theories and Context
EDME 520 Applied Linguistics: Grammar and Phonology in TESOL
EDME 521 TESOL Methods and Assessment with field experience
Prerequisite: EDME 518 Second Language Acquisition: Theories
and Context and SECURITY CLEARANCES
EDME 522 Autism Spectrum Disorders
EDME 526 Low Incidence Populations with field experience #
EDME 527 Positive Behavioral Support with field experience #
EDME 528 Infants, Toddlers, and Families with field experience #
EDME 529 High Incidence Populations with field experience #
EDME 536 Instructional Design and Assessment for Learners with ASD
Prerequisite: EDME 522 Autism Spectrum Disorders
UT
Capstone Course
EDME 534 Curriculum and Instruction Thesis/Project Seminar
Non-Curricular Requirements
Comprehensive Exam
Credits
3
3
3
3
3
3
3
Semester Completed
3
3
3
3
3
3
3
3
3
3
0
#SECURITY CLEARANCES REQUIRED
SUMMARY OF DEGREE REQUIREMENTS:
Total
30
26
ESL Program Specialist (PDE. K-12)
Certification only
with Messiah College TESOL Certificate
Undergraduates pursuing TESOL or ESL teacher preparation take different courses.
Required Courses
EDME 502 Advanced Socio-Cultural Perspectives on Education
EDME 518 Second Language Acquisition: Theories and Context
EDME 520 Applied Linguistics: Grammar and Phonology in TESOL
EDME 521 TESOL Methods and Assessment with field experience
Prerequisite: EDME 518 Second Language Acquisition: Theories
and Context and SECURITY CLEARANCES
EDME 532 TESOL Internship and Seminar
Prerequisite: 12 EDME hours completed and instructor approval
and SECURITY CLEARANCES
EDME 542 Equipping School Personnel to Meet the Needs of ELLs
Prerequisite: 12 EDME hours completed and instructor approval
and SECURITY CLEARANCES
Credits
3
3
3
Semester Completed
3
3
1
SUMMARY OF DEGREE REQUIREMENTS:
Total
16
27
Special Education Certification Only (PDE, PreK-8)
Special Education certification is available to any teacher with an Instructional I or II certification in any
area. Teachers should select the same grade band in special education as their initial certification.
Undergraduates pursuing Special Education teacher preparation take different courses.
Core Courses
EDME 503 Advanced Instructional Design and Assessment
EDME 504 Family and Community Partnerships
EDME 526 Low Incidence Populations with field experience #
EDME 527 Positive Behavioral Support with field experience #
EDME 528 Infants, Toddlers, and Families with field experience #
EDME 529 High Incidence Populations with field experience #
EDME 530 Special Education Internship and Seminar
Prerequisite: 24 EDME credits completed or capstone course, to be
taken last
EDME/ COUN 551 Effective Practices for Every Learner
Credits
3
3
3
3
3
3
Semester Completed
3
3
#SECURITY CLEARANCES REQUIRED
SUMMARY OF DEGREE REQUIREMENTS:
Total
24
28
Special Education Certification Only (PDE, 7-12)
Special Education certification is available to any teacher with an Instructional I or II certification in any
area. Teachers should select the same grade band in special education as their initial certification.
Undergraduates pursuing Special Education teacher preparation take different courses.
Core Courses
EDME 503 Advanced Instructional Design and Assessment
EDME 504 Family and Community Partnerships
EDME 526 Low Incidence Populations with field experience #
EDME 527 Positive Behavioral Support with field experience #
EDME 529 High Incidence Populations with field experience #
EDME 530 Special Education Internship and Seminar
Prerequisite: 24 EDME credits completed or capstone course, to be
taken last
EDME 537 Transition and Secondary Special Education
EDME/ COUN 551 Effective Practices for Every Learner
Credits
3
3
3
3
3
Semester Completed
3
3
3
#SECURITY CLEARANCES REQUIRED
SUMMARY OF DEGREE REQUIREMENTS:
Total
24
29
ASD Endorsement (PDE, K-12)
with Messiah College ASD Certificate
Undergraduates pursuing Special Education teacher preparation take different courses.
Core Courses
EDME 504 Family and Community Partnerships
EDME 522 Autism Spectrum Disorders
EDME 527 Positive Behavior Support with field experience
Prerequisite: SECURITY CLEARANCES REQUIRED
EDME 536 Instructional Design and Assessment for Learners with ASD
Non-Curricular Requirements
Requires 80 hours of field experience, 20 hours are embedded in each
course.
Credits
3
3
Semester Completed
3
3
0
SUMMARY OF CERTIFICATE REQUIREMENTS:
Total
12
30
Messiah College Certificate in TESOL
Undergraduates pursuing TESOL teacher preparation take different courses.
Core Courses
EDME 518 Second Language Acquisition: Theories and Context
EDME 520 Applied Linguistics: Grammar and Phonology in TESOL
EDME 521 TESOL Methods and Assessment with field experience
Prerequisite: EDME 518 Second Language Acquisition:
Theories and Context and SECURITY CLEARANCES
EDME 532 TESOL Internship and Seminar
Prerequisites: EDME 518, 520, and 521 and SECURITY
CLEARANCES
Credits
3
3
Semester Completed
3
3
SUMMARY OF CERTIFICATE REQUIREMENTS:
Total
12
31
Messiah College Certificate in ASD
Undergraduates pursuing Special Education teacher preparation take different courses.
Core Courses
EDME 504 Family and Community Partnerships
EDME 522 Autism Spectrum Disorders
EDME 527 Positive Behavior Support with field experience
Prerequisite: SECURITY CLEARANCES REQUIRED
EDME 536 Instructional Design and Assessment for Learners with ASD
Credits
3
3
Semester Completed
3
3
SUMMARY OF CERTIFICATE REQUIREMENTS:
Total
12
32
Messiah College Certificate in Bilingual Education and TESOL
Undergraduates pursuing TESOL teacher preparation take different courses.
Core Courses
EDME 518 Second Language Acquisition: Theories and Context
EDME 520 Applied Linguistics: Grammar and Phonology in TESOL
EDME 521 TESOL Methods and Assessment with field experience
Prerequisite: EDME 518 Second Language Acquisition:
Theories and Context and SECURITY CLEARANCES
EDME 532 TESOL Internship and Seminar
Prerequisites: EDME 518, 520, and 521 and SECURITY
CLEARANCES
EDME 546 Bilingual Education
Credits
3
3
Semester Completed
3
3
3
SUMMARY OF CERTIFICATE REQUIREMENTS:
Total
15
33
E-Portfolio
The graduate program in Education at Messiah College requires that degree students develop an
electronic portfolio as they move through the program. An e-portfolio is a type of learning record that
provides tangible, actual evidence of achievement. By collecting and organizing critical documents and
assignments, students have a means to document and display the knowledge, skills, and dispositions they
have attained over time.
The e-portfolio will also serve as an invaluable tool for the academic advisor and Graduate Program in
Education Committee as they review the student’s progress and academic accomplishments. The portfolio
will also be a useful tool for students seeking employment in their chosen field. Having carefully selected
artifacts for inclusion in the portfolio, the student/graduate will be more readily able to articulate his/her
strengths and the experiences he/she has had in shaping the development of important professional skills
and characteristics. Consequently, regular and careful updating is recommended.
Completion of an e-portfolio is a graduation requirement for degree students of the graduate program in
education from Messiah College. E-portfolios are optional for non-degree students.
REQUIRED:
1. The student’s resume or CV (updated yearly), with electronic links
2. Course descriptions of program classes completed, with electronic links
3. Two representative items (papers, projects, field experience, etc.) for each of the three hallmarks
of the program:
a. Leadership
b. Practice
c. Collaboration
Directions and a template for creating an e-portfolio are available on the Messiah College GPE website at
http://www.messiah.edu/info/21264/academic_resources/1984/e-portfolio_directions.
Field Experiences
Course-based field experiences and Internships are planned community or school experiences in which
the student learns to develop instructional, leadership, and collaboration skills and integrate professional
knowledge under the supervision of an experienced educator in the chosen field.
Both the course-based field experiences and the /internship have a prescribed set of prerequisites, hour
requirements, course requirements, and student responsibilities. For more information on either of these
experiences, refer to the course syllabi and/or the/internship handbook for graduate students.
Graduate Program in Education Comprehensive Exam Guidelines
Purpose
The Graduate Program in Education will include a comprehensive exam for all candidates pursuing a
master’s degree. This exam will be taken at the end of the candidate’s program of study either
immediately before or after the internship experience. The purpose of this exam is to ensure scholarly
excellence among our candidates by requiring them to know and be able to use research literature to
support their positions and their instructional and assessment strategies. Candidates will also have to
articulate connections between content from courses and field experiences across the program.
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Structure
The exam will include constructed response questions for each of the three major categories of program
objectives: leadership, practice, and collaboration. The competencies listed in the program objectives
serve as the blueprint for the exam. The items will be broad enough that candidates will be able to
respond to the questions using research literature from their area of emphasis. Students will be given
seven days to complete the exam and will have access to the rubric.
Grading
Faculty with expertise and teaching experience in each of the three areas will score the respective test
items using common rubrics. The Director of the Graduate Program in Education will assess and develop
inter-rater reliability by having alternate faculty members score and then discuss the scoring of the items
to achieve consensus on the earned score.
Candidates will receive one of four classifications on each question on the exam: Exemplary, Satisfactory
Requires Revision, Fail. Candidates in each category will be provided with feedback as to the reason for
their classification. Candidates earning Exemplary or Satisfactory on all of the questions will have passed
the exam. Those earning a Requires Revision will be required to retake that portion of the exam. The
retake will be due within 30 days of receipt of the faculty feedback and classification. Resubmissions will
be scored by two faculty members independently. Candidates who fail the exam will be allowed one
retake. The faculty advisor will be available to provide support and guidance to assist the candidate in
preparing for the retake of the exam.
Completion of the Program
Each student must complete the degree within six years from the time he/she began the program.
Students are expected to be continuously enrolled from the time they begin their program.
Graduation Requirements
Completion of this program requires 1) an overall minimum GPA of 3.0; 2) successful completion of all
of the coursework for the chosen track of study or certification; 3) successful completion of the field and
internship(s) experiences for the chosen certification; 4) recommendation of the students’ academic
advisor; 5) must be known and regarded by the college as a person of good moral character and in
possession of those personal qualities and professional knowledge and skill that warrant issuance of the
requested certificate; and 6)completion of the applicable PECT Exam (as appropriate).
Pennsylvania Educator Certification Tests (PECT)
All candidates for Pennsylvania Special Education PK-8 or Special Education 7 to 12 certification must
take the PECT administered by Pearson Evaluation Systems.
Students are responsible for any costs associated with the preparation for and taking of this examination.
For information on PECT preparation, please see the following link:
http://www.pa.nesinc.com/PageView.aspx?f=HTML_FRAG/GENRB_PreparationMaterials.html
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Certification and Good Moral Character
The Pennsylvania Department of Education (PDE) is requiring all applications for credentials be
completed and submitted through the Teacher Information Management System (TIMS). PDE is no
longer accepting paper applications. TIMS can be accessed on the PDE website. Please check the
Messiah College website for detailed instructions about certification in Pennsylvania and other states at
http://www.messiah.edu/info/21105/teacher_education_and_certification.
PDE is required by law to only issue Pennsylvania certificates to applicants who possess good
moral character. (24 P.S. § 1209, 22 Pa. Code § 49.12.) The good moral character requirement
applies to all applicants for any certification or permit type, including applicants for Level II
certification. For more information regarding good moral character requirements, please check the
PDE website and the Messiah College website at
http://www.messiah.edu/info/21105/teacher_education_and_certification/1813/statement_of_good_
moral_character.
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ONLINE EDUCATION AT MESSIAH COLLEGE
The emergence of web-based technology and electronic media has brought exciting opportunities for
student learning. It has also provided the flexibility that graduate students desire as they seek to balance
home, work, family, and education.
Please see the Messiah College Graduate Student Handbook for details regarding this.
Graduate Program in Education Listserve
We invite you to join our listserv-- it is a trusted tool that is dedicated to you, as a means to receive
professional information about the program at Messiah, conferences, job openings, as well as an avenue
for you to post any questions you may have for your peers and faculty. They, in turn, will respond to your
questions via the listserv.
The listserv is also available as an avenue to sell your books and network with others.
To assure ease and trust, we are asking everyone to comply with some simple rules. Use good Netiquette.
Also be respectful and considerate of one other. We can all benefit by having a secure, trustworthy site to
share ideas, ask questions, and make announcements related to the graduate program in education and our
professions.
We encourage you to join, and get in on the conversation. Once you have received your Orientation letter,
you will added to the GRADEDME list.
When you receive a confirmation email, click on the link in that conformation email to join the
listserve. And then you will be all set!
GENERAL POLICIES
Academic Appeals
A student wishing to appeal an academic decision must first initiate contact with the immediate person
involved (course instructor, faculty member completing evaluation), to discuss concerns about the issue in
question. If the issue is not satisfactorily resolved the student must provide a written request to the
Director of Graduate Program in Education asking for a discussion (in person or via webcam). The
written request must outline the dispute and suggest a resolution. If the issue is still not resolved, the
appeal will follow the process and procedures currently governing academic appeals at Messiah College.
Academic Integrity
Penalties for Violations of the Academic Integrity Policy - A faculty member may exercise broad
discretion when responding to violations of the Academic Integrity Policy. The range of responses may
include failure of the course to a grade reduction of the given assignment, or in the event of a particularly
egregious offense, suspension or dismissal from the Program.
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The academic integrity policy in its entirety can be found in the Graduate Program Student Handbook and
should be reviewed by every student, as the primary responsibility for knowledge of and compliance with
this policy rests with the student.
Professional Ethics and Standards
Students in the graduate program in Education are expected to know and abide by the ethical standards
that govern the practice of Education in general.
Student Memberships
Students are required to become student members of one of the following professional organizations:
CEC (Council for Exceptional Children), ASCD (Association for Supervision and Curriculum
Development), AERA (American Educational Research Association), TESOL, Inc. (Teaching English to
Speakers of Other Languages), or NAGC (National Association for Gifted Children).
Memberships must be in effect prior to taking part in a practicum experience, but students are encouraged
to apply for membership upon entry into the Graduate Program in Education.
Student membership in local chapters of national associations is also suggested, as student membership is
relatively inexpensive but provides many of the same opportunities as professional membership would.
Websites and 2015-2016 Membership Fees
Council for Exceptional Children (CEC): students enjoy a reduced rate off of any membership rate
http://www.cec.sped.org/
ASCD (formerly the Association for Supervision and Curriculum Development): $29
http://www.ascd.org/Default.aspx
American Educational Research Association (AERA): $55
http://www.aera.net/
Teachers of English to Speakers of Other Languages (TESOL, Inc.): $35 ($60 for 2 years)
http://www.tesol.org/
National Association for Gifted Children (NAGC): $59
http://nagc.org/
GOVERNANCE
Graduate Program in Education Committee
The Graduate Program in Education Committee consists of the Program Director, a special education
faculty member, a TESOL faculty member, and a faculty member from outside the education department.
The Committee assists the Program Director in determining criteria for student admission and
continuation in the program, making faculty hires and performance reviews, developing future
directions/tracks for the program, and making governance decisions.
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ADDITIONAL COSTS AND FEES
Sonny Bloggie® or approved digital camera with good sound and picture fidelity .......... $15- $299
Logitech® ClearChat™ Comfort USB Headset (Required) ........................................................ $30
Laptop embedded camera or Logitech® Webcam C500 (USB) (Required) .............................. $40
PA Child Abuse Clearance (per year) (Required for Field Exp) ................................................. $10
PA Criminal Background Check (per year) (Required for Field Exp) .......................................... $8
FBI Fingerprinting (per year) (Required for Field Exp) ......................................................... $25.75
PECT ............................................................................................................................... $50/module
PA Certificate Application (for certification tracks only).......................................................... $125
TB Testing (Required for Field Exp) ............................................................ consult your physician
Membership in a professional organization (see pg 40) ....................................................... $25-$69
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CONTACT INFORMATION
GRADUATE PROGRAM IN EDUCATION
Dr. Nancy J. Patrick, Director of the Graduate Program in Education
[email protected]
(717) 796-1800, ext. 6715
Cell: (717) 497-9846
Amanda Sigel, Field Placement and Certification Coordinator
[email protected]
(717) 796-1800, ext. 6031
Allyson Patton, Assistant to the Director of the Graduate Program in Education
[email protected]
(717) 796-1800, ext. 2388
FACULTY
Name
Anderson, Marnie
Brosius, Joel
Burchard, Jon
Burwell, Ron
Dormer, Jan, cell phone: (765) 546-9767
Edwards, Laura
Mfum-Mensah, Obed
Patrick, Nancy, Director, cell phone: (717) 497-9846
Sentman, Emily
Simmons, Christina
Yacapsin, Maude, cell phone: (717) 991-9774
Phone
2388
2388
2388
6730
7053
2388
7380
7239
2388
2388
2036
Office
B422
B422
B422
B101D
B411
B422
B405
B406
B422
B422
B403
Box
3019
3019
3019
3057
3019
3019
3019
3019
3019
3019
3019
MESSIAH COLLEGE GRADUATE PROGRAMS
Dr. Rob Pepper, Assistant Provost/Dean of the School of Graduate Studies
[email protected]
(717) 796-1800 ext. 7278
Dr. Randall G. Basinger, Provost
[email protected]
(717) 796-5375
Dr. Julie Gumboc-Turyan, Assistant Director for Graduate and Non-traditional Studies
[email protected]
(717) 796-1800 ext. 2980
Rebekah Ostby, Graduate Programs Coordinator
[email protected]
(717) 796-1800 ext. 2755
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GENERAL INQUIRIES AND ADDITIONAL CONTACT INFORMATION
Leah Smock, Graduate Enrollment Counselor
[email protected]
(717) 796-1800 ex. 5061
Carol Good, Coordinator of Graduate Student Benefits
[email protected]
(717) 796-1800 ext. 7007
Jay McClymont, Director of Alumni and Parent Relations
[email protected]
(717) 796-1800 ext. 7036
The Graduate Program in Education Student and Advising Handbook serves as a reference guide
regarding the Program’s policies, procedures, and services. This handbook is not intended to, nor does it
contain the complete and exact text of all rules, regulations, policies and procedures that relate to
graduate students. The Messiah College Graduate Student Handbook also contains policies, procedures
and information about services for graduate students and should be used in conjunction with this
program-specific handbook. It is not uncommon for individual programs to establish policy and
expectations that exceed the minimum standards delineated in the general graduate student handbook.
When this occurs, the text of this program-specific handbook supersedes that which addresses the same
topic in the general graduate student handbook.
The provisions and requirements stated in the Graduate Program in Education Student and Advising
Handbook are not considered to be an irrevocable contract between the student and Messiah College.
The College reserves the right to amend, revise or modify content at any time and to revoke any rule,
regulation and schedule, both academic and financial, within this publication. Changes will be
communicated to all students with the effective date that has been established by the College. The
College will endeavor to inform graduate students of any changes. However, it is the students’
responsibility to keep themselves appraised of current policy and procedures by referencing the
website. Publishing on the graduate programs website shall be deemed to be reasonable notice of any
such change.
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