Preparing highly qualified professional educators has been the cornerstone of the College of Education. Based on standards from state, regional, and national accrediting agencies, best practices, and relevant research, the teacher preparation programs emphasize what beginning professional educators should know and be able to do at the end of their undergraduate studies. Every program requires extensive field experiences for teacher candidates to demonstrate their ability to plan, implement, and evaluate learning opportunities for students in diverse settings. These field experiences are conducted under the close supervision of a certified teacher in the public schools and a college supervisor. In order to graduate and be recommended for certification, all teacher candidates must demonstrate in a P-12 classroom the competencies for success of beginning teachers in their chosen field of study.
The College of Education is committed to excellence in the preparation of teachers, kinesiology professionals, counselors, and administrators for service with diverse populations in a wide variety of settings. The professional educators involved in the various programs prepare students for today’s opportunities through a collaboratively developed series of courses and appropriate field experiences, while demonstrating outstanding teaching techniques and procedures from relevant research and best practice.
The College of Education is committed to relevant research and other scholarly activities leading to the advancement of knowledge and good practice in the total learning and schooling process. Research is conducted in collaboration with students, public school practitioners, and colleagues from other colleges to determine those things that work, do not work, and/or need to be revised in order to maximize the learning opportunities.
The College of Education is committed to a service mission which provides leadership in the development and dissemination of relevant knowledge to address the wide range of challenges faced by students, parents, teachers, kinesiology professionals, counselors, and administrators in the learning and schooling process.
Undergraduate and graduate degree programs leading to certification are offered by the College of Education in collaboration with the Pamplin College of Arts, Humanities, and Social Sciences, and the College of Science and Mathematics.
Professor: Harris, P.; Jackson, C.; Kelehear, Z.
Associate Professor: Deaner, R. G.; Lord, E.W.; Wilson, J.; Kemp, D.; Quinn, M.; Christodoulou, N.; Bryan, M.
Assistant Professor: Buning, M.; Linville, D.; Brown, M.; Henderson, K.; Lenares-Solomon, D.; Harper, R.; Rausch, M.; Rychly, L.
Professor: Dohoney, P.J.
Associate Professor: Connolly, G.J.; Darracott, C.R.; Darracott, S.H.; Page, S.
Assistant Professor: Hardy, L.A.; Wish, K.W.; Holland, M.; Bennett, H.; Stone, B.
Lecturer: Cooper, C.
Professor: Eisenman, G.
Associate Professor: Pendergraft, E.C.; Agunloye, O.; Berg, M.
Assistant Professor: Pettit, S.; Walker, J.; Yamaguchi, M.; Kuo, N.; Simpson, J.; Gess, A.
The educator preparation programs offered by the College of Education at Augusta University are accredited by the Professional Standards Commission (PSC) of the state of Georgia and the National Council for Accreditation of Teacher Education (NCATE). This accreditation includes the basic and advanced levels of the professional education programs offered at Augusta University through the College of Education and the collaborative programs with the Pamplin College of Arts, Humanities, and Social Sciences and the College of Science and Mathematics.
Individuals who hold an undergraduate or graduate degree from a regionally accredited institution and wish to become certified in one of the teacher preparation fields offered in the College of Education may apply to the Master of Arts in Teaching program. The phone number for the Graduate Admissions office in the College of Education is 706-729-2980. http://www.augusta.edu/education/graduate_admissions.php
Please see the Academic Admissions website for program specific admissions information:
Completed applications and ALL supporting materials must be received on or before the following deadlines. Admission is for a specific semester and a specific program. If a student wishes to make changes in either the program of study or the semester of admission, a written request must be made to the Office of Academic Admissions. All admissions criteria for the new program must be met. A fee of $50.00 will apply to all changes requested.
Financial Aid: Information concerning scholarships, grants, loans, etc. may be found at the Financial Aid Office at http://www.augusta.edu/finaid/. It is strongly recommended that applicants take note of financial aid application deadlines, since these are usually earlier than application deadlines.
The College of Education is approved by the Georgia Professional Standards Commission to offer certification and endorsement in a variety of areas. These include initial teaching fields (at the undergraduate and graduate levels) and advanced degrees in areas such as leadership, curriculum and instruction, and school counseling. For certification information contact Ms. Fran Sunderland in the College of Education Dean’s Office (706-737-1873).
A student who is denied admission to, retention in, and/or exit from a graduate program has the right to appeal. Appeals are to be filed in writing with the Dean of the College of Education.
A student also has the rights afforded by the Student Academic Appeals procedures and by the Student Academic Grievances procedures as specified in the University Catalog.
A maximum of 9 semester hours of graduate work from an accredited institution may be transferred into a graduate program at Augusta University. At the time of admission, the student must discuss the transfer hours with the advisor(s) and file a formal request with the chair of the department of the discipline of the course(s) being considered for transfer hours to be included in the program of study.
All requirements for the Master of Arts in Teaching degree, the Master of Education, Master of Science, Education Specialist, and Doctor of Education must be completed within seven years of the first semester of enrollment.
If a student is not enrolled in an MAT program for three consecutive semesters, that student is required to complete any curricular changes made to the program before eligibility to student teach.
Department of Advanced Studies and Innovation
Counselor Education
The Counselor Education Master of Education (M.Ed.) degree graduate program at Augusta University prepares students for professional careers as either school counselors or counselors in community mental health or private practice settings. Early in the program, students are assisted as needed in determining which specialty area will most closely align with their career goals. Most courses require outside field experiences, coordinated by the faculty, to help students gain a sense of professional responsibilities and expectations in the field. Although the student body is quite varied, we are committed to increasing the numbers of diverse students enrolled in our program in order to be more representative of the surrounding community.
Both the School Counseling and Clinical Mental Health Counseling concentration areas are accredited by the Council for the Accreditation of Counseling and Related Educational Programs (CACREP).
The Counselor Education Program is designed to meet the needs of both traditional and non-traditional students. Courses are generally offered during evening hours or on Saturdays to accommodate those who may already be working as school teachers or in other professional career areas. It is not required, however, that applicants have a teaching certificate or work experience for acceptance into the program. Those individuals with at least some work experience will be considered more highly. Both the School Counseling and the Clinical Mental Health Counseling concentration areas also require intensive practicum and internship experiences near the end of the course of study. For future school counselors, the practicum and internship placements are completed in school settings at the elementary or secondary levels. For those specializing in Clinical Mental Health Counseling, internships are held at local hospitals, mental health centers, and other community agencies.
All full-time Counselor Education Program faculty hold doctoral degrees and have professional experience in their particular subject areas. Several hold professional licensure (LPC) and certifications from the national or state certification organizations. They are also actively involved in the counseling profession, holding membership and/or offices in the American Counseling Association (ACA), the Association for Counselor Education and Supervision (ACES), Georgia School Counselor Association (GSCA), South Carolina School Counselor Association (SCSCA), Licensed Professional Counselors of Georgia (LPCG), South Carolina Counseling Association (SCCA) and other organizations. Faculty members frequently present at regional and national conferences, quite often in collaboration with counseling students, reporting on descriptive or experimental research which has been conducted during the program courses.
Admissions Procedures and Requirements
The Counselor Education Program faculty seeks to admit only those individuals who are personally and academically prepared to successfully complete the Master’s degree in clinical mental health or school counseling. Faculty members recognize the need for counselors to be sensitive and competent in working with diverse populations. In order to meet this need, they support multicultural perspectives throughout educational programs and actively seek a diverse student and faculty population. Additionally, faculty are committed to admitting students who demonstrate an awareness of self and others regardless of race, religion, ethnicity, age, physical ability, sexual orientation, gender, or other forms of diversity. Only those students who have completed the admissions process and have been accepted into the program may take counseling courses. Exceptions to those with previous graduate experience may be given on a case by case basis.
Admission to the program is competitive and based on several criteria. For all counseling programs, the student should exhibit those personal qualities or characteristics which, in the judgment of the faculty, are necessary for effective functioning in the role of a counselor. Applicants may obtain an application packet and more detailed admissions criteria from the Dean’s office in the College of Education.
Please note that application deadlines for the Counselor Education Program are:
Fall semester admission: May 15
Spring semester admission: October 15
These requirements include:
- Complete application and accompanying materials to the College of Education (COE) Graduate Program. Requirements include at least a 2.5 undergraduate GPA, passing score on the Georgia Assessments for the Certification of Educators (GACE) Basic Skills test (school counseling track applicants only), and a criminal background check (see Graduate Program section of catalog for complete requirements).
- GRE or MAT Minimum Scores (must have been taken within the last five years).
Graduate Record Exam (GRE)
Regular admission: minimum of 300 on the test overall, or a score of at least 146 on the Verbal subtest
Miller’s Analogy Test (MAT)
Regular admission: minimum of 388
- Three Letters of Recommendation
Applicants will include at least three professional recommendations using specified forms.
- Personal Autobiographical Essay
Applicants will write an autobiographical essay in which they discuss their reasons for wanting to become a counselor, what attributes they may possess which would contribute to their effectiveness as a counselor, what personal characteristics they possess that might hinder their relationships with clients, and how they are planning to address those issues. The essay must be double-spaced and three pages in length.
- Personal Interview
The personal interview with the faculty is the final requirement for full admission into the program. Shortly after the admissions deadline, faculty will select applicants to be invited to the interview based on the quality of the previous criteria. The interview is designed to assess applicants’ potential for forming effective interpersonal relationships in individual and group contexts; openness to self-examination and personal and professional growth; potential to develop knowledge, skills and dispositions in the field; potential to work effectively with diverse populations; emotional stability; receptiveness to supervision; degree to which the Program’s objectives and mission are consistent with the vocational and professional goals of applicants; and the degree to which applicants display the potential for success in the counseling program and profession. After the interview applicants are evaluated by the faculty with a rubric which considers all of these factors, including both academic and non-academic issues.
Applicants who gain admission are those who best match the characteristics described in the above paragraphs based on all of the information provided, the results of the interview, and the number of available openings for the upcoming semester.
The Admissions Committee makes its recommendations to the Dean of The Graduate School. The Office of Admissions sends each applicant a formal letter regarding the admission decision.
Program Eligibility and Systematic Assessment of Students
Students are expected to maintain an overall grade point average (GPA) of at least 3.0 across all courses attempted in the M.Ed. program. Any course in which a student earns a grade of D or F must be retaken. Student progress throughout the program is regularly monitored and assessed by program faculty. Students showing deficiencies in either academic or nonacademic areas may be placed on probation and/or remediation status, and may be either reinstated or dismissed based on subsequent academic or non-academic performance. Students must successfully complete all coursework and clinical experiences in order to graduate from the program.
Applicants and students should consult the Counselor Education Program Student Handbook (http://www.augusta.edu/education/elcse/counseling.php) for more specific and updated information. The College of Education Graduate Programs portion of this catalog also contains important information on transfer hours, retention and exit from programs, time limits for completion of degree, graduate appeals and financial aid.
The Doctor of Education in Educational Innovation prepares scholarly practitioners to respond to evolving educational systems, to advocate for solutions to problems of practice, and to foster innovation.
The Master of Education degree and the Education Specialist degree are designed to extend and enrich previous course work in professional education as well as previous clinical and field experience. These programs prepare individuals to become master teachers, counselors, and administrators.
Retention and Exit from Doctor of Education Degree Program:
Students in the Doctor of Education Degree Program must meet all academic standards of the College of Education and The Graduate School, to include a requirement to maintain a minimum GPA of 3.0 each semester and overall. A minimum grade of B (or satisfactory in courses graded S and U) must be earned for each course applying toward the Ed.D.
Students whose semester or cumulative GPA falls below a 3.0 will be placed on academic probation. While on academic probation students must maintain at least a 3.0 GPA each semester. The student will have two consecutive enrolled semesters to re-establish a cumulative 3.0 GPA. Any student making less than a 3.0 GPA for more than one semester, consecutive or otherwise, will automatically be dismissed.
Student’s earning a “U” or “C” in any course will be required to repeat the course and/or participate in faculty-designed remediation. Remediation plan may include enrolling in and satisfactorily completing an Independent Study. Failure to remediate the academic probation can result in dismissal from the program.
Any student who earns a “C” and/or “U” in more than one course during their enrollment will be considered for dismissal. Students who earn a “D” or “F” in any course of the Ed.D. are automatically dismissed from the College. When circumstances are warranted, a student being considered for dismissal under this policy may be permitted to continue as a student on probation upon the recommendation of the academic program director and approval of the Dean.
Any student dismissed from the College of Education/ The Graduate School may appeal the action in accordance with the Augusta University policy.
Retention and Exit From Education Specialist Programs:
Academic Standing:
Good Standing: A student must maintain a grade point average of at least 3.0 throughout his/her graduate program. Only a grade of C or better will be counted as successful completion of a course for the graduate program. A grade of D or less will be counted in the cumulative GPA. A student must have a cumulative 3.0 GPA in order to graduate.
Probation: A student who fails to maintain the required average will be placed on “academic probation.” In order to remain in the graduate program, the student must reestablish the cumulative grade point average of 3.0 during the next semester of enrollment.
Suspension: A student who is unable to remediate the grade point average after one semester will be placed on “academic suspension” for a period of one semester.
Reinstatement: To apply for reinstatement, the student must meet with the advisor(s), prepare a formal plan to address the academic problems, and submit a letter of appeal for readmission to the department chair of the appropriate program after one semester of academic suspension.
Dismissal from the Graduate Program: If a student is suspended for the second time, the student will be dismissed from the graduate program. A student who has been dismissed may petition for readmission to the graduate program after one calendar year from the date of dismissal. A new application for the graduate program must be accompanied by a letter of appeal for admission.
Retention and Exit from Masters Degree Programs:
Academic Standing:
Good Standing: A student must maintain a grade point average of at least 3.0 throughout his/her graduate program. Only a grade of C or better will be counted as successful completion of a course for the graduate program. A grade of D or less will be counted in the cumulative GPA. A student must have a cumulative 3.0 GPA in order to graduate.
Probation: A student who fails to maintain the required average will be placed on “academic probation.” In order to remain in the graduate program, the student must reestablish the cumulative grade point average of 3.0 during the next semester of enrollment.
Suspension: A student who is unable to remediate the grade point average after one semester will be placed on “academic suspension” for a period of one semester.
Reinstatement: To apply for reinstatement, the student must meet with the advisor(s), prepare a formal plan to address the academic problems, and submit a letter of appeal for readmission to the department chair of the appropriate program after one semester of academic suspension.
Dismissal from the Graduate Program: If a student is suspended for the second time, the student will be dismissed from the graduate program. A student who has been dismissed may petition for readmission to the graduate program after one calendar year from the date of dismissal. A new application for the graduate program must be accompanied by a letter of appeal for admission.
Doctor of Education
Master of Education
Specialist in Education
Department of Kinesiology
The Master of Science degree in Kinesiology is designed to advance students’ knowledge and experience in health and physical activity.
Retention and Exit from Masters Degree Programs:
Academic Standing:
Good Standing: A student must maintain a grade point average of at least 3.0 throughout his/her graduate program. Only a grade of C or better will be counted as successful completion of a course for the graduate program. A grade of D or less will be counted in the cumulative GPA. A student must have a cumulative 3.0 GPA in order to graduate.
Probation: A student who fails to maintain the required average will be placed on “academic probation.” In order to remain in the graduate program, the student must reestablish the cumulative grade point average of 3.0 during the next semester of enrollment.
Suspension: A student who is unable to remediate the grade point average after one semester will be placed on “academic suspension” for a period of one semester.
Reinstatement: To apply for reinstatement, the student must meet with the advisor(s), prepare a formal plan to address the academic problems, and submit a letter of appeal for readmission to the department chair of the appropriate program after one semester of academic suspension.
Dismissal from the Graduate Program: If a student is suspended for the second time, the student will be dismissed from the graduate program. A student who has been dismissed may petition for readmission to the graduate program after one calendar year from the date of dismissal. A new application for the graduate program must be accompanied by a letter of appeal for admission.
Master of Science
Post-Baccalaureate Certificate
Department of Teaching and Leading
Admission to Teacher Education
Students may become “an education major” at the time of application to the university or at any point thereafter by selecting one of the teacher preparation programs offered in the college. Admission to teacher education, however, is a separate function and requires that the student meet all college, department, and program criteria. The following minimum admission criteria apply to all students seeking admission to Teacher Education. In some fields of study, additional requirements may apply. Students should check with the appropriate department to determine these special requirements. Foreign Language students may apply and be admitted after taking 60 semester hours.
- Students must earn a minimum Regents’ GPA of 2.75 (4.0 scale) on all attempted hours in the system core curriculum in areas A-F, as required for teacher preparation. Transfer students must have an overall GPA of 2.75, which includes any undergraduate transfer work and the Regents’ GPA for undergraduate work.
- A grade of C or better in all courses used in Area F of the Core.
- For students in the early childhood, middle grades, secondary and P-12 programs (Foreign Language, Music, and SPED) a grade of C or better is required on all Core courses utilized in the certification program. For secondary and P-12 students, a cumulative grade point of at least 2.75 (4.0 scale) is required on all upper division courses taken as part of the major in which the student is seeking certification.
- Successful performance on the GACE Program Admissions Assessment.
Students may exempt GACE Program Admission with:
SAT – composite of 1000 using verbal and math scores
ACT – composite of 43 using verbal and quantitative scores
GRE – combined score of 297 using verbal and quantitative (re-centered from 1030)
5. A record free of criminal, disciplinary, and psychological problems.
6. Verification of physical health appropriate to the requirements of a classroom teacher.
Admission to Teacher Education is a prerequisite for all upper division level professional education courses. Students must be admitted to Teacher Education in order to enroll in these courses.
The Master of Education degree and the Education Specialist degree are designed to extend and enrich previous course work in professional education as well as previous clinical and field experience. These programs prepare individuals to become master teachers, counselors, and administrators.
The Master of Arts in Teaching (MAT) degree is designed for those seeking initial teacher certification at the Master’s degree level. It has a dual function: to provide initial teacher certification as well as the Master’s degree. Students completing an undergraduate degree in teacher education are not eligible for the MAT degree. A student must pass all Georgia certification requirements before becoming certified. Individuals who possess at least a baccalaureate degree and who do not hold a teaching certificate are eligible for this program. The baccalaureate degree must be in a field of specialization closely related to the certification area being sought.
Conceptual Framework
The preparation of teachers and other school personnel is critical to all other professions, and to communities, the state, and the nation. The professional educator plays an essential role in student learning. The Conceptual Framework of the professional education unit at Augusta University consists of a mission and vision with an overarching theme to produce prepared, able, and responsive professionals to teach and support diverse learners.
This mission and vision requires a partnership between the professional education unit including the College of Education, the College of Arts, Humanities, and Sciences, the College of Science and Mathematics, the local community educational system, community agencies, and the Partner School Network.
Conceptual Framework Mission:
Our mission is to educate prospective school professionals to be knowledgeable, effective, and ethical practitioners.
Conceptual Framework Vision:
Our vision is to prepare school professionals who transform P-12 learners into thinking, productive citizens.
Standard: Prepared
Disposition: To think critically about the process of teaching, learning, and assessment.
Competencies: Candidates who are prepared will:
P1 - demonstrate strong content and pedagogical preparation in their respective subject area or professional field.
P2 - use self assessment and analysis as a basis for collaboration with colleagues, continuing professional development and lifelong learning.
P3- possess an understanding of the central concepts, tools of inquiry, and structures of the discipline(s) or professional field of study and create learning experiences that enable all students to learn.
P4- demonstrate an understanding about how students learn and develop (intellectually, socially, and individually) and provide developmentally appropriate curricula, learning opportunities and support.
P5- demonstrate knowledge about how to use information and technology effectively to foster active inquiry, collaboration, and supportive interaction in educational settings.
Standard: Able
Disposition: To be creative, challenging, and flexible in teaching/professional practices.
Competencies: Candidates who are able will:
A1 - understand, use and support a variety of instructional strategies to encourage critical and creative thinking, problem solving, and achievement.
A2- create a learning environment that encourages positive social interaction, active engagement in learning, and self-motivation for all learners.
A3- plan, guide, and support instruction using knowledge of subject matter, the learners, the community, and curriculum goals.
A4- understand and use authentic assessment to evaluate and ensure the continuous development of the learner.
A5- organize, allocate, and manage resources to support learning.
Standard: Responsive
Disposition: To act in a manner that is empathetic, responsive, enthusiastic, inclusive, and reflective in relations with students, parents, peers, and others.
Competencies: Candidates who are responsive will:
R1- respect the dignity of all persons believing that all children can learn and have the right to an opportunity to do so.
R2- translate knowledge into creating and supporting meaningful experiences for diverse learners.
R3-accept responsibility for teaching and working in authentic settings with diverse populations of learners.
R4- demonstrate a commitment to meet the educational needs of learners in a fair, caring, nondiscriminatory, and equitable manner.
R5 reflect on practice and continually evaluate the effects of choices and actions on others (students, parents, and other professionals in the learning community).
R6- foster professional relationships with school colleagues, parents, and agencies in the larger community to support the learning and well-being of all students.
Recommendation for Certification
Professional teacher certification is granted by the Georgia Professional Standards Commission upon the recommendation of the College of Education. In order to be eligible for a recommendation for certification in the field of study, a student must:
- Complete all of the required course work in field of study.
- Successfully complete the Student Teaching Experience.
- Score successfully on the edTPA assignment.
- Earn a passing score on the Georgia Certification Exam in the appropriate certification field.
- Complete the application process for certification.
Retention and Exit from Masters Degree Programs:
Academic Standing:
Good Standing: A student must maintain a grade point average of at least 3.0 throughout his/her graduate program. Only a grade of C or better will be counted as successful completion of a course for the graduate program. A grade of D or less will be counted in the cumulative GPA. A student must have a cumulative 3.0 GPA in order to graduate.
Probation: A student who fails to maintain the required average will be placed on “academic probation.” In order to remain in the graduate program, the student must reestablish the cumulative grade point average of 3.0 during the next semester of enrollment.
Suspension: A student who is unable to remediate the grade point average after one semester will be placed on “academic suspension” for a period of one semester.
Reinstatement: To apply for reinstatement, the student must meet with the advisor(s), prepare a formal plan to address the academic problems, and submit a letter of appeal for readmission to the department chair of the appropriate program after one semester of academic suspension.
Dismissal from the Graduate Program: If a student is suspended for the second time, the student will be dismissed from the graduate program. A student who has been dismissed may petition for readmission to the graduate program after one calendar year from the date of dismissal. A new application for the graduate program must be accompanied by a letter of appeal for admission.
Retention and Exit From Education Specialist Programs:
Academic Standing:
Good Standing: A student must maintain a grade point average of at least 3.0 throughout his/her graduate program. Only a grade of C or better will be counted as successful completion of a course for the graduate program. A grade of D or less will be counted in the cumulative GPA. A student must have a cumulative 3.0 GPA in order to graduate.
Probation: A student who fails to maintain the required average will be placed on “academic probation.” In order to remain in the graduate program, the student must reestablish the cumulative grade point average of 3.0 during the next semester of enrollment.
Suspension: A student who is unable to remediate the grade point average after one semester will be placed on “academic suspension” for a period of one semester.
Reinstatement: To apply for reinstatement, the student must meet with the advisor(s), prepare a formal plan to address the academic problems, and submit a letter of appeal for readmission to the department chair of the appropriate program after one semester of academic suspension.
Dismissal from the Graduate Program: If a student is suspended for the second time, the student will be dismissed from the graduate program. A student who has been dismissed may petition for readmission to the graduate program after one calendar year from the date of dismissal. A new application for the graduate program must be accompanied by a letter of appeal for admission.
Master of Arts in Teaching
Master of Education
Post-Master’s Certificate
Specialist in Education
