Graduate Programs Handbook

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1 Graduate Programs Handbook Center for Teacher Education 1100 North Avenue Grand Junction, CO coloradomesa.edu/teachered/masters.html

2 TABLE OF CONTENTS SECTION 1: RATIONALE AND MISSION OF THE PROGRAM... 2 Conceptual Framework Why Colorado Mesa for Graduate Work? Degree Programs Graduate Certificate Tracks SECTION 2: OVERVIEW OF GRADUATE PROGRAMS OF STUDY.. 4 English for Speakers of Other Languages (ESOL) Educational Leadership and/or Principal Licensure (EDLD) Exceptional Learner/Special Education (EDSE) Teacher Leader (EDTL) Initial Teacher Licensure (ITL) SECTION 3: ADMISSION REQUIREMENTS AND ADVISING Admission Requirements ITL Procedure for Application Procedure for Application (EDLD, ESOL, EDTL & EDSE) Course Transfers Professional Licensure Plan of Study SECTION 4: PROGRAM CONTINUATION AND SEQUENCE Grades and Program Standing Distance Learning Coursework Educational Access Services Appeals Process SECTION 5: GRADUATION Graduation Requirements Diploma and Graduation SECTION 6: CTE GRADUATE PROGRAM FACULTY R:\TeacherEd\Handbooks\Master's Handbook\CMU CTE Master's Degree Handbook- August 2013

3 SECTION ONE RATIONALE AND MISSION OF THE PROGRAM CONCEPTUAL FRAMEWORK The objectives of the Colorado Mesa University graduate programs are to enhance the professional careers of educators and ensure high student achievement in their classrooms and schools. The programs apply innovative approaches to curriculum design and differentiation to better meet the needs of our candidates working in diverse settings. Finally, theory-based learning from current research and literature is translated into application-oriented and discussion-based instruction in every program course. At Colorado Mesa University, we pride ourselves on the personal touch. Most of our graduate professors have doctorates in a field of education and all are experienced, knowledgeable, accessible, and dedicated to the improvement of public education. Most of our faculty have also been classroom teachers themselves and understand from the inside the professional needs and pressures of teaching. Advising faculty offer oneon-one guidance in programs of study, course selection, and future educational goals. As reflective practitioners, professors are always striving for ways to improve the quality of learning in our programs and in the schools in which we work. WHY COLORADO MESA FOR GRADUATE WORK? The Center for Teacher Education offers a unique setting for graduate coursework. We are positioned in the center of Western Colorado with opportunities to outreach as a regional education provider to fourteen neighboring counties. Colorado Mesa University offers a Master of Arts, Education degree and Graduate Certificates in ESOL (English Speakers of Other Languages), EDLD (Educational Leadership) leading to principal licensure, EDTL (Teacher Leader), Exceptional Learner/Special Education (EDSE), and Initial Teacher Licensure (ITL). DEGREE PROGRAM Candidates seeking a Master s degree will complete 11 hours of core education classes (see below) in addition to the required content classes of their given specialty. Master s candidates must also successfully complete a culminating project as defined by their given program (See Section 2 for details of individual programs). Updated August 2013 Page 2

4 CORE CLASSES FOR ALL MAED PROGRAMS INCLUDE: EDUC 500: CULTURE AND PEDAGOGY - (3 CREDITS, OFFERED IN THE SUMMER) Pedagogy that explores the relationships between culture and learning as well as teacher ideology and belief systems. Examines critical pedagogy, pedagogies of resistance, and teaching for social justice. EDUC 501: EDUCATIONAL TECHNOLOGY - (2 CREDITS, OFFERED ONLINE IN THE FALL) Introduction to instructional design; production and evaluation of computer-based instructional materials and software selection. Evaluation and use of instructional media. EDUC 502: THEORY, DESIGN, AND ASSESSMENT OF CURRICULUM - (3 CREDITS, OFFERED IN THE SUMMER) Historical and conceptual analyses of ways to design, organize, and integrate curricula across subject areas. Review of various instructional design models and fundamental design principles that guide the development of instructional materials. Students will create multimedia materials for incorporation into a final product. Critique of curriculum discourse, process, and product. Teachers roles in site-based curriculum and staff development. EDUC 503: INTRODUCTION TO EDUCATIONAL RESEARCH & DESIGN - (3 CREDITS, OFFERED IN THE SUMMER) An analysis of differing orientations to evaluation and research. Emphasis on assumptions, attitudes, and expectations of what constitutes scientific knowledge and explanation. Relationship of research orientation, methods of inquiry, theory, and practice in both qualitative and quantitative research strategies. GRADUATE CERTIFICATE TRACKS For candidates who already hold a master s degree, who are seeking an endorsement for their existing teaching license, seeking an initial teaching license (ITL program only), or seeking professional development, CMU s Center for Teacher Education offers a Graduate Certificate track. The Graduate Certificate track is defined primarily by the content specialty courses within each program (See Section 2 for details of individual programs). Page 3

5 SECTION TWO OVERVIEW OF GRADUATE PROGRAMS OF STUDY AREAS OF STUDY Educators can choose to pursue their MAED in ESOL (English for Speakers of Other Languages), EDLD (Educational Leadership and Principal Licensure), EDSE (Exceptional Learner/Special Education), EDTL (Teacher Leader), or ITL (Initial Teacher Licensure). ENGLISH FOR SPEAKERS OF OTHER LANGUAGES (ESOL) English for Speakers of Other Languages (ESOL) is a comprehensive graduate program that is designed to prepare certified teachers with specialized knowledge and training in applied linguistics, curriculum, teaching, testing, methodology, and cross-cultural awareness. The Graduate Certificate track requires candidates to successfully complete 24 credit hours, with a grade of B or better, in ESOL content classes. CONTENT CLASSES Elementary English as a Second Language Methods (3 credit hours) Secondary English as a Second Language Methods (3 credit hours) Elementary Internship (3 credit hours) Theories of Second Language Acquisition (3 credit hours) Secondary Internship (3 credit hours) Language Systems & Linguistic Diversity (3 credit hours) Multicultural Narratives (3 credit hours) Assessment in English as a Second Language (3 credit hours) The Master s Degree, Education ESOL track requires candidates to successfully complete the above content classes, the 11 credit hours of core classes (see Section 1, p. 3), and a capstone presentation: ESOL CAPSTONE PRESENTATION The capstone offers candidates the opportunity to design a professional presentation to demonstrate their learning and growth through the program. Topics must be a synthesis of research and application as an emerging leader. An abstract and bibliography are required. Presentations are reviewed by a panel of faculty members with an audience of invited participants. The indicators of proficiency include content, creativity, and use of technology. A final score aligns with three categories: recommend, recommend with modifications, or do not recommend. Capstone projects may be archived in the Tomlinson Library or the Center for Teacher Education. Page 4

6 ESOL PROGRAM REQUIREMENTS The Center for Teacher Education graduate program in ESOL is characterized by the following requirements for successful completion: MA Degree with an ESOL concentration: A minimum 35 credits (11 credits in core classes; 24 credits in ESOL content classes) and Completion of a Capstone presentation. Graduate Certificate with an ESOL concentration: A minimum of 24 credit hours in the ESOL content classes. NOTE: All courses must be passed with a grade of B or better to be counted towards the MA degree or the Graduate Certificate. NOTE: A maximum of 9 semester credits of graduate level coursework in the content classes may be transferred if approved by the graduate advisor. Core classes may NOT be transferred into the master s degree program. Credits earned from a previous degree will not be accepted. NOTE: All coursework toward the degree must be completed within three years of the beginning date of the program. EDUCATIONAL LEADERSHIP/PRINCIPAL LICENSURE (EDLD) Educational Leadership and/or Principal Licensure (EDLD) is designed as a dynamic, current program to meet the needs of education professionals as they gain expertise in leadership and to prepare them for principal licensure. Candidates must have three years of teaching experience and a current Colorado teaching license to apply to the program. The Graduate Certificate track requires candidates to already hold a current master s degree, successfully complete 25 credit hours, with a grade of B or better, in EDLD content classes, and score a proficient or better on a comprehensive exam. CONTENT CLASSES Dynamic School Leadership in a Democratic Society (3 credit hours) Principalship I (2 credit hours) School Finance and Budgeting (1 credit hour) Internship I & II (3 credit hours) School Improvement & Accountability (2 credit hours) Instructional Leadership Strategies in School Improvement (2 credit hours) Legal Aspects of School Administration: Educational Policy and the Law (2 credit hours) Human Resource Management (3 credit hours) Leadership & Organization: Reform and Organizational Change in Education (2 credit hours) Principalship II (2 credit hours) Best Practices in Curriculum, Assessment and Instruction (3 credit hours) Page 5

7 The Master s Degree, Education EDLD track requires candidates to successfully complete the above content classes, the 11 credit hours of core classes (see Section 1, p. 3), score a proficient or better on a comprehensive exam, and a complete a capstone presentation in the internship: CAPSTONE PRESENTATION & COMPREHENSIVE EXAM The capstone offers candidates the opportunity to design a professional presentation to demonstrate their learning and growth through the program. Topics must be a synthesis of research and application as an emerging leader. An abstract and bibliography are required. For the EDLD Program, capstones are presented in the context of their school community. The indicators of proficiency include content, creativity, and use of technology. A final score aligns with three categories: recommend, recommend with modifications, or do not recommend. Capstone projects may be archived in the Tomlinson Library or the Center for Teacher Education. Comprehensive Exams are administered at the end of the program and must be passed with proficiency or high proficiency in the EDLD program. EDLD PROGRAM REQUIREMENTS The Center for Teacher Education graduate program in EDLD is characterized by the following requirements for successful completion: MA Degree with an EDLD concentration: A minimum 36 credits (11 credits in core classes; 25 credits in EDLD content classes), a score of proficient or better on a comprehensive exam, and completion of a capstone presentation. Graduate Certificate with an EDLD concentration: A minimum of 25 credit hours in the EDLD content classes and a score of proficient or better on a comprehensive exam. NOTE: All courses must be passed with a grade of B or better to be counted towards the MA degree or the Graduate Certificate. NOTE: A maximum of 9 semester credits of graduate level coursework in the content classes may be recommended for transfer if approved by the graduate advisor. Core classes may NOT be transferred into the master s degree program. Credits earned from a previous degree will not be accepted. NOTE: All coursework toward the degree must be completed within three years of the beginning date of the program. COHORT MODEL The EDLD Program uses a cohort model, meaning an entire core sequence of courses is offered to a group of participants that traditionally begins and remains together until the completion of the program, ensuring availability of course offerings. Cohorts offer candidates a consistent peer learning community. The cohort program was designed to prepare teachers to be agents of continuing, research-based change in their profession. Cohorts also provide a safe environment for teachers to network, share ideas, and challenge one another as they get to know each of their colleague s learning styles. Cohorts function as professional learning communities to work together to explore new kinds of knowledge. Page 6

8 EXCEPTIONAL LEARNER/SPECIAL EDUCATION (EDSE) Exceptional Learner/Special Education (EDSE) provides graduate students with a thorough grounding in the theory and practice of teaching students with special needs in the K-12 school environment. The program provides certified teachers with courses in foundations, instructional strategies, behavioral interventions, teaching methods, high and low incidence disabilities, gifted and talented, and a school-based practicum which allows application of acquired knowledge. The Graduate Certificate EDSE track requires candidates to already hold a current master s degree, successfully complete 24 credit hours, with a grade of B or better, in EDSE content classes and score a proficient or better on a comprehensive exam. CONTENT CLASSES Foundations of Special Education including Legal Implications (3 credit hours) The Twice Exceptional Learner, including Gifted and Talented (3 credit hours) Instructional Strategies in Special Education (3 credit hours) Behavioral Interventions for the Special Needs Learner (3 credit hours) Educating Students with Low Incidence Disabilities in Inclusive Environments (3 credit hours) Methods of Teaching Students with Mild Disabilities: Reading and Math (3 credit hours) K-12 Internship I (3 credit hours) K-12 Internship II (3 credit hours) The Master s Degree, Education EDSE track requires candidates to complete the above content classes, the 11 credit hours of core classes (see Section 1, p. 3), and score a proficient or better on a comprehensive exam: COMPREHENSIVE EXAM Comprehensive Exams are to be passed with proficiency or high proficiency in the EDSE Program. EDSE PROGRAM REQUIREMENTS The Center for Teacher Education graduate program in EDSE is characterized by the following requirements for successful completion: MA Degree with an EDSE concentration: A minimum 35 credits (11 credits in core classes; 24 credits in EDSE content classes) and a score of proficient or better on a comprehensive exam. Graduate Certificate with an EDSE concentration: A minimum of 24 credit hours in the EDSE content classes and a score of proficient or better on a comprehensive exam. NOTE: All courses must be passed with a grade of B or better to be counted towards the MA degree or the Graduate Certificate. NOTE: A maximum of 9 semester credits of graduate level coursework in the content classes may be recommended for transfer if approved by the graduate advisor. Core classes may NOT be transferred into the master s degree program. Credits earned from a previous degree will not be accepted. Page 7

9 NOTE: All coursework toward the degree must be completed within three years of the beginning date of the program. COHORT MODEL The EDSE Program uses a cohort model, meaning an entire core sequence of courses is offered to a group of participants that traditionally begins and remains together until the completion of the program, ensuring availability of course offerings. Cohorts offer candidates a consistent peer learning community. The cohort program was designed to prepare teachers to be agents of continuing, research-based change in their profession. Cohorts also provide a safe environment for teachers to network, share ideas, and challenge one another as they get to know each of their colleague s learning styles. Cohorts function as professional learning communities to work together to explore new kinds of knowledge. TEACHER LEADER (EDTL) Teacher Leader (EDTL) is designed as a dynamic, current program to meet the needs of education professionals as they gain expertise in leadership to prepare them for school and district leadership. Candidates must have at least two years of teaching experience and hold a current Colorado teaching license. The program provides certified teachers a focus on content and practice critical to success as a school or district leader. The Graduate Certificate EDTL track requires candidates to successfully complete, with a grade of B or better, 7 credit hours in EDTL content classes. CONTENT CLASSES FOR EDTL GRADUATE CERTIFICATE (7 CREDITS TOTAL) Teacher Leadership I (2 credit hours) Information Based Educational Practice (2 credit hours) Human Resource Management (3 credit hours) The Master s Degree, Education EDTL track requires candidates to complete the following (see below) content classes (19 credits), the 11 credit hours of core classes (see Section 1, p. 3), and a comprehensive exam: CONTENT CLASSES FOR MAED-EDTL (19 CREDITS TOTAL) Teacher Leadership I (2 credit hours) Dynamic School Leadership in a Democratic Society (3 credit hours) School Improvement & Accountability in School Improvement (2 credit hours) Instructional Leadership Strategies (2 credit hours) Information Based Educational Practice (2 credit hours) Human Resource Management (3 credit hours) Best Practices in Curriculum, Assessment & Instruction (3 credit hours) Diversity & Differentiated Instruction (2 credit hours) COMPREHENSIVE EXAM Comprehensive Exams are to be passed with proficiency or high proficiency in the EDTL Program. Page 8

10 EDTL PROGRAM REQUIREMENTS The Center for Teacher Education graduate program in EDTL is characterized by the following requirements for successful completion: MA Degree with an EDTL concentration: A minimum 30 credits (11 credits in core classes; 19 credits in EDTL/EDLD content classes) and a score of proficient or better on a comprehensive exam. Graduate Certificate with an EDTL concentration: A minimum of 7 credit hours in the specified EDTL content classes. NOTE: All courses must be passed with a grade of B or better to be counted towards the MA degree or the Graduate Certificate. NOTE: A maximum of 9 semester credits of graduate level coursework in the content classes may be recommended for transfer if approved by the graduate advisor. Core classes may NOT be transferred into the master s degree program. Credits earned from a previous degree will not be accepted. NOTE: All coursework toward the degree must be completed within three years of the beginning date of the program. INITIAL TEACHER LICENSURE (ITL) The Initial Teacher Licensure (ITL) is a dynamic, current program to meet the needs of postbaccalaureate candidates seeking an initial teacher licensure from the Colorado Department of Education. The ITL has two options of study: Elementary or Secondary (English, Social Studies, Math, Science or Spanish). The Graduate Certificate ITL track requires candidates to successfully complete, with a grade of B or better, 37 credit hours in pre-service education content courses, a score of proficient or better on the program portfolio, and completion of a final internship presentation. CONTENT CLASSES FOR ITL ELEMENTARY Foundations of Curriculum Instruction & Assessment (9 credit hours) Accommodating Diverse & Exceptional Needs K-6 (3 credit hours) Directed Teaching: Elementary Education (4 credit hours) Modes of Inquiry (3 credit hours) Literacy Education K-6 (3 credit hours) Math Education K-6 (3 credit hours) Directed Teaching: Elementary Education (12 credit hours) Page 9

11 CONTENT CLASSES FOR ITL SECONDARY Foundations of Curriculum Instruction & Assessment (9 credit hours) Accommodating Diverse & Exceptional Needs 7-12 (3 credit hours) Directed Teaching: Secondary Education (4 credit hours) Methods Secondary (2 credit hours) Integrated Literacy (4 credit hours) Content Methodology Practicum (3 credit hours) Directed Teaching: Secondary Teaching (12 credit hours) The Master s Degree, Education ITL track requires candidates to complete the above content classes, the 11 credit hours of core classes (see Section 1, p. 3), a score of proficient or better on the program portfolio, and completion of a final internship presentation. ITL PROGRAM REQUIREMENTS The Center for Teacher Education graduate program in ITL is characterized by the following requirements for successful completion: MA Degree with an ITL concentration: A minimum 48 credits (11 credits in core classes; 37 credits in pre-service education content classes), a score of proficient or better on the program portfolio, and completion of a final internship presentation in the internship. Graduate Certificate with an ITL concentration: A minimum of 37 credit hours in the pre-service education content classes, a score of proficient or better on the program portfolio, and completion of a final internship presentation in the internship. NOTE: All courses must be passed with a grade of B or better to be counted towards the MA degree or the Graduate Certificate. NOTE: All coursework toward the degree must be completed within three years of the beginning date of the program. COHORT MODEL The ITL Program uses a cohort model, meaning an entire core sequence of courses is offered to a group of participants that traditionally begins and remains together until the completion of the program, ensuring availability of course offerings. Cohorts offer candidates a consistent peer learning community. The cohort program was designed to prepare teachers to be agents of continuing, research-based change in their profession. Cohorts also provide a safe environment for teachers to network, share ideas, and challenge one another as they get to know each of their colleague s learning styles. Cohorts function as professional learning communities to work together to explore new kinds of knowledge. Page 10

12 SECTION THREE ADMISSION REQUIREMENTS AND ADVISING ADMISSION REQUIREMENTS The Center for Teacher Education encourages applications from all individuals meeting the following criteria, upon which competitive selection will be made by the graduate committee: A bachelor s degree from an accredited college or university Evidence of a strong academic background and ability to pursue advanced study Evidence of dedication and promise to the field of education as a professional leader Evidence of excellent English reading, writing, and critical thinking skills A minimum overall grade point average of 3.0 Evidence of active involvement with youth in an educational context The ESOL, EDLD, EDTL, and EDSE programs all require the applicant to hold a current, Colorado teaching license. The only exception is the Initial Teacher Licensure (ITL) program, because it leads to an initial license from the Colorado Department of Education. The EDLD program requires the applicant to have at least three years of teaching experience The EDTL program requires the applicant to have at least two years of teaching experience ADMISSION REQUIREMENTS AS RELATED TO INTERNSHIP REQUIREMENTS BY PROGRAM: Education Leadership (EDLD): Prior to being admitted, the applicant must establish a contract with a building supervisor to oversee a 300 hour internship. In addition, applicants must be employed in a school, district, or educational setting. Teacher Leader (EDTL): Applicants must be employed in a school, district, or educational setting. Exceptional Learner/Special Education (EDSE): Applicants must be employed in a school, district, or educational setting and/or have regular access to students. English for Speakers of Other Languages (ESOL): Applicants must have regular access to K- 12 students in order to complete the 2-semester internship. Ideally, applicants are classroom teachers with students who are English language learners. Initial Teacher Licensure (ITL): Applicants are NOT responsible for establishing their internship placement. The CMU Center for Teacher Education will place candidates in appropriate school placements for the pre-internship and internship semesters. ITL PROCEDURE FOR APPLICATION Prior to applying, Initial Teacher Licensure (ITL) applicants (only) must have their official transcripts reviewed in order to determine if all pre-requisite courses have been completed. Complete ITL application procedures can be found on the website at: Page 11

13 PROCEDURE FOR APPLICATION (EDLD, ESOL, EDTL &EDSE) The first step in the application process is to complete an application packet, found online at: Please provide copies of all required documents and submit a completed application and fee to: TINA SNOVER, CTE Graduate Coordinator Colorado Mesa University Center for Teacher Education 1100 North Avenue Grand Junction, CO, Fax: (970) March 15 th is the preferred application deadline for a summer start. June 1 st is the preferred application deadline for a fall start. Nov. 1 st is the preferred application deadline for a spring start. Following theses priority application deadlines, all applications will be reviewed by the Graduate Admissions Committee. Applicants will be notified in writing as to their status. As stated on our website, completed applications must include: Completed CMU graduate application (Form A, 2 pages) Non-refundable application fee of $50 made payable to Colorado Mesa University (Waived for CMU alumnae) 3 letters of recommendation (Form B s) - one of the letters of recommendation must be from your supervisor, two from colleagues Documentation of Teaching/Leadership Experience (Form C) Statement of Purpose for Graduate Study (Form D) Internship Supervisor/Mentor Commitment (Form E for EDLD applicants only) Copy of Colorado Teaching License All official transcripts (sealed and sent directly to the CMU Graduate Coordinator) from the college or university from which you received your Bachelor s and/or Master s Degree or other classes completed If you are taking any classes on campus, you must present your immunization history if you are under the age of 56. If you ve already sent one in, you do not have to submit another. COURSE TRANSFERS A maximum of 9 semester credits of graduate level coursework from accredited institutions may be transferred in for content (NOT core) classes if approved by the graduate advisor. The credits cannot come from a previously earned degree. Copies of syllabi including course descriptions and sequence and an additional transcript must be included in order to be considered for transfer credit. All requests must be in writing with written documented evidence. Any courses submitted for transfer credit will only be considered upon application to the program. The Center for Teacher Education is under no obligation to accept any specific course transfer. Please note that workshop or in-service credits do not fulfill graduate degree requirements. *The course transfer option does NOT apply to the ITL degrees. Courses may not be transferred into the ITL master s or graduate certificate. Page 12

14 PROFESSIONAL LICENSURE The Initial Teacher Licensure program is the only graduate program that leads to an initial teacher license. The other graduate programs do NOT lead to an initial teacher license. However, successful completion of the EDLD master s program or, if already holding a master s, graduate certificate program will result in recommendation for a Colorado Principal License; successful completion of the EDSE master s program or, if already holding a master s, graduate certificate program will result in recommendation for the Special Education, Generalist K-12 Endorsement; successful completion of the ESOL graduate certificate or master s program will result in recommendation for the Culturally and Linguistically Diverse, K-12 endorsement. PLAN OF STUDY Upon acceptance into the program, graduate candidates will be assigned a graduate advisor. This advisor provides candidates with program information, assistance in following the degree plan, helps design an individualized degree plan specifying an approved area of study, and evaluates course approval for that degree plan. The Director of Teacher Education will sign all degree plans. It is the responsibility of the candidate to meet regularly with the advisor. It is the responsibility of the student to track their own progress and to communicate with their advisor if they foresee any changes in the plan. A semester before graduation, the final degree plan should be submitted to the advisor. SECTION FOUR PROGRAM CONTINUATION AND SEQUENCE GRADES AND PROGRAM STANDING Candidates must maintain an overall grade point average of 3.0 and receive a letter grade of B or higher in all graduate classes. Candidates receiving a D or F in any course will have their program standing reviewed by the Center for Teacher Education Graduate Committee and Director of Teacher Education for possible dismissal and stipulated conditions for readmission. Concerns regarding any course grade should first be discussed with the course instructor. If a resolution cannot be reached, formal written appeal may be made to the Coordinator of the MA program. The grade will then be reviewed in a meeting by the coordinator, instructor, and candidate. A candidate may be dismissed from the program for non-academic reasons, such as unethical conduct, unprofessional behavior, an inability to successfully meet the demands of the program of study, or other reasons that may be documented by graduate program faculty and staff. When a concern about a candidate s performance arises, the candidate will be asked to meet with the candidate s graduate advisor and the Coordinator of the MA program to review documentation and determine a plan for growth. This growth plan will be issued in writing to the candidate and a copy will be placed in the candidate s file. In the event that remediation is not reached within the time frame dictated by that plan, the parties will reconvene for discussion related to dismissal from the graduate program with stipulations regarding readmission to the program. Page 13

15 DISTANCE LEARNING COURSEWORK Colorado Mesa University is committed to alternative delivery methods which include hybrid, broadcast, and online formats. As of 2013, our Graduate Certificate with an ESOL concentration is fully online. One of our four Master s core classes (EDUC 501) is also now fully online. The Graduate Certificate with an EDSE concentration has two of its classes fully online. Most of the other graduate classes are classified as hybrid classes that meet online and face-to-face. The Center for Teacher Education has tried to find the perfect balance between alternative delivery methods while not losing personal contact as our students have requested. EDUCATIONAL ACCESS SERVICES In coordination with Educational Access Services, reasonable accommodations will be provided for qualified students with disabilities. Please meet with the instructor the first week of class to make arrangements. Nancy Conklin, the Coordinator of Educational Access Services, can be contacted at , or in person in Houston Hall, Room 106. APPEALS PROCESS If removal from the Master s Program is recommended, the graduate student may appeal this decision with the Assistant Vice President of Academic Affairs within one calendar week of notification of the decision to remove. SECTION FIVE GRADUATION GRADUATION REQUIREMENTS Upon successful completion of the Plan of Study and Capstone presentation (where required), as well as the comprehensive exam for EDLD, EDTL, & EDSE, the candidate will be recommended by the Center for Teacher Education Graduate Program for the Master of Arts Degree in Education or for the Graduate Certificate in Education in English Speakers of Other Languages (ESOL), Exceptional Learner/Special Education (EDSE), Teacher Leader (EDTL), Educational Leadership (EDLD), or Initial Teacher Licensure (ITL). Minimum requirements for graduation include: Completion of Plan of Study Successful completion of capstone presentation (For EDLD & ESOL Programs) and score of proficient or exemplary on comprehensive exams (EDLD, EDSE & EDTL Programs) Minimum overall 3.0 GPA Minimum of a B or higher in all graduate courses Completion within three years of entering program DIPLOMA AND COMMENCEMENT Masters level candidates who are participating in the commencement ceremonies should check the Colorado Mesa University website for information on ordering a cap and gown and additional information at: A diploma will be mailed approximately 6-8 weeks after completion of the degree. Page 14

16 SECTION SIX CTE GRADUATE PROGRAM FACULTY DIRECTOR OF THE CENTER FOR TEACHER EDUCATION VALERIE J. DOBBS Academic Classroom Building Room 109K (970) COORDINATOR OF ENGLISH FOR SPEAKERS OF OTHER LANGUAGES (ESOL) / FACULTY DR. BLAKE BICKHAM Academic Classroom Building Room 109F (970) COORDINATOR OF EDUCATIONAL LEADERSHIP (EDLD) / FACULTY DR. JEAN GAULEY Academic Classroom Building Room 109J (970) COORDINATOR OF TEACHER LEADER (EDTL) / FACULTY MARK SCHMALZ, MA Academic Classroom Building Room 101M (970) COORDINATOR OF EXCEPTIONAL LEARNER/SPECIAL EDUCATION (EDSE) / FACULTY DENISE HOCTOR, MA Academic Classroom Building Room 109D (970) COORDINATOR OF INITIAL TEACHER LICENSURE (ITL) / FACULTY DR. CYNTHIA CHOVICH Academic Classroom Building Room 101G (970) CTE GRADUATE COORDINATOR TINA SNOVER Academic Classroom Building Room 109H (970) Fax: (970) Page 15

17 CTE GRADUATE FACULTY Dr. Tyler Anderson Dr. Blake Bickham Dr. Cynthia Chovich Dr. Jennifer Daniels Dr. Jean Gauley Denise Hoctor, MA Dr. Brian Horn Mark Schmalz, MA CTE PART-TIME GRADUATE INSTRUCTORS EDLD Paul Freeman, MA Dr. Ken Haptonstall Dr. Janet Henwood Dr. Jodi Mimmack Dr. Brad Ray EDTL Anne Breckenridge, MA Alice Dunick, MA Al Kreinberg, MA Jacqueline Stapher, MA EDSE Heather Baskin, MA Chris Braaten, MA Dawn Cruickshank, MA Melissa Miller, MA Bonnie Spehar, MA COLORADO MESA UNIVERSITY CENTER FOR TEACHER EDUCATION 1100 North Avenue Grand Junction, CO (800) 982-MESA (970) FAX (970) Page 16

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