Educational Specialties Program Handbooks

MAEd Curriculum and Instruction: Instructional Technology

This section and the Graduate Program Policies together make up the Instructional Technology handbook.

Program Description

This program is for people wishing to provide leadership in instructional technology, for teachers who want to advance their teaching skills through the use of technology, or for those interested in preparing for work in a training environment. Completion of this degree does not require teacher licensure. The program addresses the selection, application, and evaluation of technology with classroom work and hands-on, in-the-field projects. Graduates from the program work as building-level technology leaders, trainers and IT specialists as well as teachers with improved technology skills.

Admission and Advising

Criteria for admission: Undergraduate GPA of 2.75.

After declaring a Curriculum and Instruction - Instructional Technology major, you will meet with the Graduate Coordinator to create a program of study, and you will be assigned an advisor who is knowledgeable about the program. You will meet with your advisor prior to the beginning of each semester to determine your progress and courses to take to complete the program. Near the end of each semester, you will be entitled to priority advising and can enroll in classes on the first day of registration. Your advisor will be available to assist you throughout your program.

Performance Standards (AECT 2012)

[Accordion (ou-accordion), one level only, closed. Panel label: AECT Standards and Indicators]

AECT Standard 1 (Content Knowledge): Candidates demonstrate the knowledge necessary to create, use, assess, and manage theoretical and practical applications of educational technologies and processes.

1.1 Creating: Candidates demonstrate the ability to create instructional materials and learning environments using a variety of systems approaches.
1.2 Using: Candidates demonstrate the ability to select and use technological resources and processes to support student learning and to enhance their pedagogy.
1.3 Assessing/Evaluating: Candidates demonstrate the ability to assess and evaluate the effective integration of appropriate technologies and instructional materials.
1.4 Managing: Candidates demonstrate the ability to effectively manage people, processes, physical infrastructures, and financial resources to achieve predetermined goals.
1.5 Ethics: Candidates demonstrate the contemporary professional ethics of the field as defined and developed by the Association for Educational Communications and Technology.

AECT Standard 2 (Content Pedagogy): Candidates develop as reflective practitioners able to demonstrate effective implementation of educational technologies and processes based on contemporary content and pedagogy.

2.1 Creating: Candidates apply content pedagogy to create appropriate applications of processes and technologies to improve learning and performance outcomes.
2.2 Using: Candidates implement appropriate educational technologies and processes based on appropriate content pedagogy.
2.3 Assessing/Evaluating: Candidates demonstrate an inquiry process that assesses the adequacy of learning and evaluates the instruction and implementation of educational technologies and processes grounded in reflective practice.
2.4 Managing: Candidates manage appropriate technological processes and resources to provide supportive learning communities, create flexible and diverse learning environments, and develop and demonstrate appropriate content pedagogy.
2.5 Ethics: Candidates design and select media, technology, and processes that emphasize the diversity of our society as a multicultural community.

AECT Standard 3 (Learning Environments): Candidates facilitate learning by creating, using, evaluating, and managing effective learning environments.

3.1 Creating: Candidates create instructional design products based on learning principles and research-based best practices.
3.2 Using: Candidates make professionally sound decisions in selecting appropriate processes and resources to provide optimal conditions for learning based on principles, theories, and effective practices.
3.3 Assessing/Evaluating: Candidates use multiple assessment strategies to collect data for informing decisions to improve instructional practice, learner outcomes, and the learning environment.
3.4 Managing: Candidates establish mechanisms for maintaining the technology infrastructure to improve learning and performance.
3.5 Ethics: Candidates foster a learning environment in which ethics guide practice that promotes health, safety, best practice, and respect for copyright, Fair Use, and appropriate open access to resources.
3.6 Diversity of Learners: Candidates foster a learning community that empowers learners with diverse backgrounds, characteristics, and abilities.

AECT Standard 4 (Professional Knowledge and Skills): Candidates design, develop, implement, and evaluate technology-rich learning environments within a supportive community of practice.

4.1 Collaborative Practice: Candidates collaborate with their peers and subject matter experts to analyze learners, develop and design instruction, and evaluate its impact on learners.
4.2 Leadership: Candidates lead their peers in designing and implementing technology-supported learning.
4.3 Reflection on Practice: Candidates analyze and interpret data and artifacts and reflect on the effectiveness of the design, development and implementation of technology-supported instruction and learning to enhance their professional growth.
4.4 Assessing/Evaluating: Candidates design and implement assessment and evaluation plans that align with learning goals and instructional activities.
4.5 Ethics: Candidates demonstrate ethical behavior within the applicable cultural context during all aspects of their work and with respect for the diversity of learners in each setting.

AECT Standard 5 (Research): Candidates explore, evaluate, synthesize, and apply methods of inquiry to enhance learning and improve performance.

5.1 Theoretical Foundations: Candidates demonstrate foundational knowledge of the contribution of research to the past and current theory of educational communications and technology.
5.2 Method: Candidates apply research methodologies to solve problems and enhance practice.
5.3 Assessing/Evaluating: Candidates apply formal inquiry strategies in assessing and evaluating processes and resources for learning and performance.
5.4 Ethics: Candidates conduct research and practice using accepted professional and institutional guidelines and procedures.

[End of accordion]

Curriculum Map and Outcomes

AECT Standard	Introduced	Reinforced	Assessed
1: Content Knowledge	EDUC 5611, 5613, 5618	EDUC 5616, 5617, 5625, 6000*	EDUC 6005
2: Content Pedagogy	EDUC 5613, 5618	EDUC 5614, 5616, 5617, 5621, 5625	EDUC 6005
3: Learning Environments	EDUC 5611, 5613	EDUC 5617, 5621, 5625	EDUC 6005
4: Professional Knowledge and Skills	EDUC 5611, 5613, 5618	EDUC 5617, 5621, 5625, 6000*	EDUC 6005
5: Research	EDUC 5618	EDUC 5000, 5625	EDUC 6005

*EDUC 6000 is the field experience course for this program. In it, students are required to spend 30 hours shadowing a professional technology mentor and writing a detailed reflection of their experience.

Student Learning Outcomes

Student Learning Outcome	Assessed	Assessed
1.1 Candidates demonstrate the ability to create instructional materials and learning environments using a variety of systems approaches.	EDUC 5613	EDUC 6005
1.3 Candidates demonstrate the ability to assess and evaluate the effective integration of appropriate technologies and instructional materials.	EDUC 5616	EDUC 6005
2.2 Candidates implement appropriate educational technologies and processes based on appropriate content pedagogy.	EDUC 5614	EDUC 6005
2.5 Candidates design and select media, technology, and processes that emphasize the diversity of our society as a multicultural community.	EDUC 5625	EDUC 6005
3.1 Candidates create instructional design products based on learning principles and research-based best practices.	EDUC 5614	EDUC 6005
3.3 Candidates use multiple assessment strategies to collect data for informing decisions to improve instructional practice, learner outcomes, and the learning environment.	EDUC 5613	EDUC 6005
4.3 Candidates analyze and interpret data and artifacts and reflect on the effectiveness of the design, development and implementation of technology-supported instruction and learning to enhance their professional growth.	EDUC 6000	EDUC 6005
4.4 Candidates design and implement assessment and evaluation plans that align with learning goals and instructional activities.	EDUC 5617	EDUC 6005
5.1 Candidates demonstrate foundational knowledge of the contribution of research to the past and current theory of educational communications and technology.	EDUC 5618	EDUC 6005
5.2 Candidates apply research methodologies to solve problems and enhance practice.	EDUC 5000	EDUC 6005

DEPARTMENT REVIEW: The handbook's row for outcome 5.1 also has the note “5625, 6005.” Confirm whether EDUC 5625 assesses 5.1 too.

Milestone Assessment

Students must complete three milestones while completing this program. Milestone I will be completed while in the first term of enrollment. Milestone II must be completed before enrolling in the capstone course. Milestone III occurs at graduation.

Capstone course: EDUC 6005 Instructional Technology Project is the capstone course for this program and must be taken the last term of enrollment. It is offered each semester on an independent basis. Milestone II is a prerequisite.

Research Plan I:

Research Foundations/Methods course from a graduate course, with a minimum of one advisor/teacher to oversee
Written capstone project reviewed by graduate committee
Oral presentation of capstone project reviewed by graduate committee

Milestone II Checklist

Required before admission to EDUC 5700, 6005, 5150, 6990; SPED 6570; RDG 5860; MATH 5940.

Current GPA: must be 3.0 or better
Completed Program of Study
Completed Substitution Form, if needed
Completion of research course: EDUC 5000 for the following graduate programs; EDUC 5720 for the MAE Educational Leadership; EDUC 6050 for all EdS programs
Location of field experience
Length of field experience in hours

Signed by the Chair of the Graduate Committee, the student and the Graduate Coordinator. This form is to be completed by the Committee Chairperson and returned to the Graduate Coordinator. The original will be filed in the student's file and a copy given to the APSU Licensure Official for recording in Banner. This must be done before the student will be allowed to register for the capstone course for each program.

DEPARTMENT REVIEW: The Milestone II Checklist in the handbook is an image of a form revised March 26, 2012. Confirm it's current, and send a fillable version (or its web address) to link here.

Course Descriptions

[Accordion (ou-accordion), one level only, closed. Panel label: Instructional Technology Course Descriptions]

EDUC 5000 Research in Education: Study and practice in the techniques of educational research; isolation of research problems; development of skill in reading, interpreting and applying research with extensive reading related to the student's interest.
EDUC 5611 Educational Computer Application: Students will demonstrate competency in computer applications in the instructional process, including the development of learning materials, the location of resources, and the use of software for assessment and management of the learning environment.
EDUC 5613 Instructional Design: Students will demonstrate competency of the fundamental principles of instructional design and technology. The course provides a foundation of theory in practice of instructional design using a systems approach to the development of instruction.
EDUC 5614 Electronic Publishing: The basis of electronic publishing for paper and electronic products.
EDUC 5616 Multimedia Creation: Technical skills in the areas of graphics, audio, and hypermedia creation to create a hypermedia-based project.
EDUC 5617 Instructional Internet Use: Provides teachers with the technical skills and ideas to use the Internet in their classroom.
EDUC 5618 Visual Literacy and Design: The study of the principles of visual design applied to the development of instructional materials.
EDUC 5621 Instruction on Video Design: Basics of video design and application of video in an educational setting.
EDUC 5625 Digital Civics: This course examines the need for digital civics education and explores how the nine key elements of digital citizenship (access, etiquette, law, communication, literacy, commerce, rights and responsibilities, safety and security, and health and wellness) can be addressed in school and business settings.
EDUC 6000 Practicum in Instructional Technology: This course provides practical, guided experience in instructional technology. Students work under the direct supervision of a practicing technologist while reflecting on their experience.
EDUC 6005 Instructional Tech Project: Capstone experience in which the student creates a project based on current research and principles of instructional design using current technologies. The project is created, implemented and tested. All students will publicly present their project and findings.

[End of accordion]

Course Calendar

Course (credit hours)	Offered	Offered	Offered	Offered
EDUC 5611 (3)	Summer I, 2025	Summer I, 2026	Summer I, 2027	Summer I, 2028
EDUC 5613 (3)	Summer I, 2025	Summer I, 2026	Summer I, 2027	Summer I, 2028
EDUC 5614 (3)	Summer II, 2025	Summer II, 2026	Summer II, 2027	Summer II, 2028
EDUC 5616 (3)	Fall I, 2025	Fall I, 2026	Fall I, 2027	Fall I, 2028
EDUC 5617 (3)	Spring I, 2026	Spring I, 2027	Spring I, 2028	Spring I, 2029
EDUC 5618 (3)	Fall I, 2025	Fall I, 2026	Fall I, 2027	Fall I, 2028
EDUC 5621 (3)	Fall II, 2025	Fall II, 2026	Fall II, 2027	Fall II, 2028
EDUC 5625 (3)	Spring II, 2026	Spring II, 2027	Spring II, 2028	Spring II, 2029
EDUC 5000 (3)	Summer, 2025	Fall, 2025	Spring, 2026	Summer, 2026
EDUC 6000 (1)	Summer, 2025	Fall, 2025	Spring, 2026	Summer, 2026
EDUC 6005 (2)	Summer, 2025	Fall, 2025	Spring, 2026	Summer, 2026

New Cohort Beginning Fall 2026

All courses are online.

Term	Courses
Fall I 2026	EDUC 5616, EDUC 5618
Fall II 2026	EDUC 5621
Spring I 2027	EDUC 5000, EDUC 5617
Spring II 2027	EDUC 5625
Summer I 2027	EDUC 5611, EDUC 5613
Summer II 2027	EDUC 5614
Fall 2027	EDUC 6000, EDUC 6005

Program Contacts

Dr. Joanna Zimmerle, Instructional Technology MAEd Program Leader, Associate Professor, Department of Educational Specialties Claxton 323, 931-221-7553, zimmerlej@apsu.edu

Dr. Benita Bruster, MAEd Coordinator, Professor, Department of Educational Specialties Claxton 302-C, 931-221-6491, brusterb@apsu.edu

DEPARTMENT REVIEW: This handbook lists Ms. Boxx's email as dyceboxxd@apsu.edu; the other handbooks use dezellemt@apsu.edu. Confirm which is correct for the Graduate Program Policies contacts.

Handbook Acknowledgement

I acknowledge that I have received, reviewed, and understand the information contained in this program handbook. I understand that this handbook outlines important policies, procedures, expectations, and program requirements. I recognize that it is my responsibility to remain informed of program and university updates and to review all course syllabi for specific course requirements, assignments, and expectations. After reviewing this handbook, please complete the Student Handbook Acknowledgement form using the link below. My submission confirms my understanding and agreement to adhere to the policies and expectations outlined herein.

Complete the Instructional Technology Handbook Acknowledgement

MAEd Curriculum and Instruction: Science Education Research and Practice

This section and the Graduate Program Policies together make up the Science Education Research and Practice handbook.

Program Description

The Science Education Research and Practice Concentration is designed as a non-licensure program for practicing teachers and others interested in science literacy, providing the knowledge and skills required for effective classroom science teaching, science curriculum leadership, and/or research. Students will complete a 6-credit-hour foundational core in educational research courses, a 15-credit-hour sequence in science education methods, one 3-credit-hour integrated education course, and a capstone project consisting of a 6-credit-hour thesis. This concentration is offered for cohorts as a two-year plan.

DEPARTMENT REVIEW: The handbook's Program Overview (Appendix C) says a 9-credit-hour foundational core in education courses; this description says 6 credit hours in educational research courses. Confirm which is correct.

Admission and Advising

Criteria for admission: Undergraduate GPA of 2.75.

After declaring a Curriculum and Instruction - Science Education Research and Practice major, you will meet with the Graduate Coordinator to create a program of study, and you will be assigned an advisor who is knowledgeable about the program. You will meet with your advisor prior to the beginning of each semester to determine your progress and courses to take to complete the program. Near the end of each semester, you will be entitled to priority advising and can enroll in classes on the first day of registration. Your advisor will be available to assist you throughout your program.

DEPARTMENT REVIEW: The Science handbook's Advising paragraph says “After declaring a Curriculum and Instruction - Instructional Technology major.” It's been changed to Science above; confirm.

Standards

The program follows the 2020 NSTA/ASTE Standards for Science Education and the InTASC Model Core Teaching Standards.

[Accordion (ou-accordion), one level only, closed. Panel 1 label: NSTA/ASTE Standards and Indicators]

NSTA/ASTE Standard 1: Content Knowledge. Effective teachers of science understand and articulate the knowledge and practices of contemporary science and engineering. They connect important disciplinary core ideas, crosscutting concepts, and science and engineering practices for their fields of licensure.

1a) Use and apply the major concepts, principles, theories, laws, and interrelationships of their fields of licensure and supporting fields. Explain the nature of science and the cultural norms and values inherent to the current and historical development of scientific knowledge.
1b) Demonstrate knowledge of crosscutting concepts, disciplinary core ideas, practices of science and engineering, the supporting role of science-specific technologies, and contributions of diverse populations to science.
1c) Demonstrate knowledge of how to implement science standards, learning progressions, and sequencing of science content for teaching their licensure level PK-12 students.

NSTA/ASTE Standard 2: Content Pedagogy. Effective teachers of science plan learning units of study and equitable, culturally responsive opportunities for all students based upon their understandings of how students learn and develop science knowledge, skills, and habits of mind. Effective teachers also include appropriate connections to science and engineering practices and crosscutting concepts in their instructional planning.

2a) Using science standards and a variety of appropriate, student-centered, and culturally relevant science disciplinary-based instructional approaches that follow safety procedures and incorporate science and engineering practices, disciplinary core ideas, and crosscutting concepts.
2b) Incorporating appropriate differentiation strategies, wherein all students develop conceptual knowledge and an understanding of the nature of science. Lessons should engage students in applying science practices, clarifying relationships, and identifying natural patterns from empirical experiences.
2c) Using engineering practices in support of science learning wherein all students design, construct, test and optimize possible solutions to a problem.
2d) Aligning instruction and assessment strategies to support instructional decision making that identifies and addresses student misunderstandings, prior knowledge, and naïve conceptions.
2e) Integrating science-specific technologies to support all students' conceptual understanding of science and engineering.

NSTA/ASTE Standard 3: Learning Environments. Effective teachers of science are able to plan for engaging all students in science learning by identifying appropriate learning goals that are consistent with knowledge of how students learn science and are aligned with standards. Plans reflect the selection of phenomena appropriate to the social context of the classroom and community, and safety considerations, to engage students in the nature of science and science and engineering practices. Effective teachers create an anti-bias, multicultural, and social justice learning environment to achieve these goals.

3a) Plan a variety of lesson plans based on science standards that employ strategies that demonstrate their knowledge and understanding of how to select appropriate teaching and motivating learning activities that foster an inclusive, equitable, and anti-bias environment.
3b) Plan learning experiences for all students in a variety of environments (e.g., the laboratory, field, and community) within their fields of licensure.
3c) Plan lessons in which all students have a variety of opportunities to investigate, collaborate, communicate, evaluate, learn from mistakes, and defend their own explanations of scientific phenomena, observations, and data.

NSTA/ASTE Standard 4: Safety. Effective teachers of science demonstrate biological, chemical, and physical safety protocols in their classrooms and workspace. They also implement ethical treatment of living organisms and maintain equipment and chemicals as relevant to their fields of licensure.

4a) Implement activities appropriate for the abilities of all students that demonstrate safe techniques for the procurement, preparation, use, storage, dispensing, supervision, and disposal of all chemicals/materials/equipment used within their fields of licensure.
4b) Demonstrate an ability to recognize hazardous situations, including overcrowding; implement emergency procedures; maintain safety equipment; provide adequate student instruction and supervision; and follow policies and procedures that comply with established state and national guidelines, appropriate legal state and national safety standards (e.g., OSHA, NFPA, EPA), and best professional practices (e.g., NSTA, NSELA).
4c) Demonstrate ethical decision-making with respect to safe and humane treatment of all living organisms in and out of the classroom, and comply with the legal restrictions and best professional practices on the collection, care, and use of living organisms as relevant to their fields of licensure.

NSTA/ASTE Standard 5: Impact on Student Learning. Effective teachers of science provide evidence that students have learned and can apply disciplinary core ideas, crosscutting concepts, and science and engineering practices as a result of instruction. Effective teachers analyze learning gains for individual students, the class as a whole, and subgroups of students disaggregated by demographic categories, and use these to inform planning and teaching.

5a) Implement assessments that show all students have learned and can apply disciplinary knowledge, nature of science, science and engineering practices, and crosscutting concepts in practical, authentic, and real-world situations.
5b) Collect, organize, analyze, and reflect on formative and summative evidence and use those data to inform future planning and teaching.
5c) Analyze science-specific assessment data based upon student demographics, categorizing the levels of learner knowledge, and reflect on results for subsequent lesson plans.

NSTA/ASTE Standard 6: Professional Knowledge and Skills. Effective teachers of science strive to continuously improve their knowledge of both science content and pedagogy, including approaches for addressing inequities and inclusion for all students in science. They identify with and conduct themselves as part of the science education community.

6a) Engage in critical reflection on their own science teaching to continually improve their instructional effectiveness.
6b) Participate in professional development opportunities to deepen their science content knowledge and practices.
6c) Participate in professional development opportunities to expand their science-specific pedagogical knowledge.

[Panel 2 label: InTASC Standards and Performance Indicators]

The ten InTASC standards are listed on the Teacher Preparation Policies page. Their performance indicators, as listed in this handbook:

Standard #1: Learner Development

1(a) The teacher regularly assesses individual and group performance in order to design and modify instruction to meet learners' needs in each area of development (cognitive, linguistic, social, emotional, and physical) and scaffolds the next level of development.
1(b) The teacher creates developmentally appropriate instruction that takes into account individual learners' strengths, interests, and needs and that enables each learner to advance and accelerate his/her learning.
1(c) The teacher collaborates with families, communities, colleagues, and other professionals to promote learner growth and development.

Standard #2: Learning Differences

2(a) The teacher designs, adapts, and delivers instruction to address each student's diverse learning strengths and needs and creates opportunities for students to demonstrate their learning in different ways.
2(b) The teacher makes appropriate and timely provisions (e.g., pacing for individual rates of growth, task demands, communication, assessment, and response modes) for individual students with particular learning differences or needs.
2(c) The teacher designs instruction to build on learners' prior knowledge and experiences, allowing learners to accelerate as they demonstrate their understandings.
2(d) The teacher brings multiple perspectives to the discussion of content, including attention to learners' personal, family, and community experiences and cultural norms.
2(e) The teacher incorporates tools of language development into planning and instruction, including strategies for making content accessible to English language learners and for evaluating and supporting their development of English proficiency.
2(f) The teacher accesses resources, supports, and specialized assistance and services to meet particular learning differences or needs.

Standard #3: Learning Environments

3(a) The teacher collaborates with learners, families, and colleagues to build a safe, positive learning climate of openness, mutual respect, support, and inquiry.
3(b) The teacher develops learning experiences that engage learners in collaborative and self-directed learning and that extend learner interaction with ideas and people locally and globally.
3(c) The teacher collaborates with learners and colleagues to develop shared values and expectations for respectful interactions, rigorous academic discussions, and individual and group responsibility for quality work.
3(d) The teacher manages the learning environment to actively and equitably engage learners by organizing, allocating, and coordinating the resources of time, space, and learners' attention.
3(e) The teacher uses a variety of methods to engage learners in evaluating the learning environment and collaborates with learners to make appropriate adjustments.
3(f) The teacher communicates verbally and nonverbally in ways that demonstrate respect for and responsiveness to the cultural backgrounds and differing perspectives learners bring to the learning environment.
3(g) The teacher promotes responsible learner use of interactive technologies to extend the possibilities for learning locally and globally.
3(h) The teacher intentionally builds learner capacity to collaborate in face-to-face and virtual environments through applying effective interpersonal communication skills.

Standard #4: Content Knowledge

4(a) The teacher effectively uses multiple representations and explanations that capture key ideas in the discipline, guide learners through learning progressions, and promote each learner's achievement of content standards.
4(b) The teacher engages students in learning experiences in the discipline(s) that encourage learners to understand, question, and analyze ideas from diverse perspectives so that they master the content.
4(c) The teacher engages learners in applying methods of inquiry and standards of evidence used in the discipline.
4(d) The teacher stimulates learner reflection on prior content knowledge, links new concepts to familiar concepts, and makes connections to learners' experiences.
4(e) The teacher recognizes learner misconceptions in a discipline that interfere with learning, and creates experiences to build accurate conceptual understanding.
4(f) The teacher evaluates and modifies instructional resources and curriculum materials for their comprehensiveness, accuracy for representing particular concepts in the discipline, and appropriateness for his/her learners.
4(g) The teacher uses supplementary resources and technologies effectively to ensure accessibility and relevance for all learners.
4(h) The teacher creates opportunities for students to learn, practice, and master academic language in their content.
4(i) The teacher accesses school and/or district-based resources to evaluate the learner's content knowledge in their primary language.

Standard #5: Application of Content

5(a) The teacher develops and implements projects that guide learners in analyzing the complexities of an issue or question using perspectives from varied disciplines and cross-disciplinary skills (e.g., a water quality study that draws upon biology and chemistry to look at factual information and social studies to examine policy implications).
5(b) The teacher engages learners in applying content knowledge to real world problems through the lens of interdisciplinary themes (e.g., financial literacy, environmental literacy).
5(c) The teacher facilitates learners' use of current tools and resources to maximize content learning in varied contexts.
5(d) The teacher engages learners in questioning and challenging assumptions and approaches in order to foster innovation and problem-solving in local and global contexts.
5(e) The teacher develops learners' communication skills in disciplinary and interdisciplinary contexts by creating meaningful opportunities to employ a variety of forms of communication that address varied audiences and purposes.
5(f) The teacher engages learners in generating and evaluating new ideas and novel approaches, seeking inventive solutions to problems, and developing original work.
5(g) The teacher facilitates learners' ability to develop diverse social and cultural perspectives that expand their understanding of local and global issues and create novel approaches to solving problems.
5(h) The teacher develops and implements supports for learner literacy development across content areas.

Standard #6: Assessment

6(a) The teacher balances the use of formative and summative assessment as appropriate to support, verify, and document learning.
6(b) The teacher designs assessments that match learning objectives with assessment methods and minimizes sources of bias that can distort assessment results.
6(c) The teacher works independently and collaboratively to examine test and other performance data to understand each learner's progress and to guide planning.
6(d) The teacher engages learners in understanding and identifying quality work and provides them with effective descriptive feedback to guide their progress toward that work.
6(e) The teacher engages learners in multiple ways of demonstrating knowledge and skill as part of the assessment process.
6(f) The teacher models and structures processes that guide learners in examining their own thinking and learning as well as the performance of others.
6(g) The teacher effectively uses multiple and appropriate types of assessment data to identify each student's learning needs and to develop differentiated learning experiences.
6(h) The teacher prepares all learners for the demands of particular assessment formats and makes appropriate accommodations in assessments or testing conditions, especially for learners with disabilities and language learning needs.
6(i) The teacher continually seeks appropriate ways to employ technology to support assessment practice both to engage learners more fully and to assess and address learner needs.

Standard #7: Planning for Instruction

7(a) The teacher individually and collaboratively selects and creates learning experiences that are appropriate for curriculum goals and content standards, and are relevant to learners.
7(b) The teacher plans how to achieve each student's learning goals, choosing appropriate strategies and accommodations, resources, and materials to differentiate instruction for individuals and groups of learners.
7(c) The teacher develops appropriate sequencing of learning experiences and provides multiple ways to demonstrate knowledge and skill.
7(d) The teacher plans for instruction based on formative and summative assessment data, prior learner knowledge, and learner interest.
7(e) The teacher plans collaboratively with professionals who have specialized expertise (e.g., special educators, related service providers, language learning specialists, librarians, media specialists) to design and jointly deliver as appropriate learning experiences to meet unique learning needs.
7(f) The teacher evaluates plans in relation to short- and long-range goals and systematically adjusts plans to meet each student's learning needs and enhance learning.

Standard #8: Instructional Strategies

8(a) The teacher uses appropriate strategies and resources to adapt instruction to the needs of individuals and groups of learners.
8(b) The teacher continuously monitors student learning, engages learners in assessing their progress, and adjusts instruction in response to student learning needs.
8(c) The teacher collaborates with learners to design and implement relevant learning experiences, identify their strengths, and access family and community resources to develop their areas of interest.
8(d) The teacher varies his/her role in the instructional process (e.g., instructor, facilitator, coach, audience) in relation to the content and purposes of instruction and the needs of learners.
8(e) The teacher provides multiple models and representations of concepts and skills with opportunities for learners to demonstrate their knowledge through a variety of products and performances.
8(f) The teacher engages all learners in developing higher-order questioning skills and metacognitive processes.
8(g) The teacher engages learners in using a range of learning skills and technology tools to access, interpret, evaluate, and apply information.
8(h) The teacher uses a variety of instructional strategies to support and expand learners' communication through speaking, listening, reading, writing, and other modes.
8(i) The teacher asks questions to stimulate discussion that serves different purposes (e.g., probing for learner understanding, helping learners articulate their ideas and thinking processes, stimulating curiosity, and helping learners to question).

Standard #9: Professional Learning and Ethical Practice

9(a) The teacher engages in ongoing learning opportunities to develop knowledge and skills in order to provide all learners with engaging curriculum and learning experiences based on local and state standards.
9(b) The teacher engages in meaningful and appropriate professional learning experiences aligned with his/her own needs and the needs of the learners, school, and system.
9(c) Independently and in collaboration with colleagues, the teacher uses a variety of data (e.g., systematic observation, information about learners, research) to evaluate the outcomes of teaching and learning and to adapt planning and practice.
9(d) The teacher actively seeks professional, community, and technological resources, within and outside the school, as supports for analysis, reflection, and problem-solving.
9(e) The teacher reflects on his/her personal biases and accesses resources to deepen his/her own understanding of cultural, ethnic, gender, and learning differences to build stronger relationships and create more relevant learning experiences.
9(f) The teacher advocates, models, and teaches safe, legal, and ethical use of information and technology including appropriate documentation of sources and respect for others in the use of social media.

Standard #10: Leadership and Collaboration

10(a) The teacher takes an active role on the instructional team, giving and receiving feedback on practice, examining learner work, analyzing data from multiple sources, and sharing responsibility for decision making and accountability for each student's learning.
10(b) The teacher works with other school professionals to plan and jointly facilitate learning on how to meet diverse needs of learners.
10(c) The teacher engages collaboratively in the school-wide effort to build a shared vision and supportive culture, identify common goals, and monitor and evaluate progress toward those goals.
10(d) The teacher works collaboratively with learners and their families to establish mutual expectations and ongoing communication to support learner development and achievement.
10(e) Working with school colleagues, the teacher builds ongoing connections with community resources to enhance student learning and well-being.
10(f) The teacher engages in professional learning, contributes to the knowledge and skill of others, and works collaboratively to advance professional practice.
10(g) The teacher uses technological tools and a variety of communication strategies to build local and global learning communities that engage learners, families, and colleagues.
10(h) The teacher uses and generates meaningful research on education issues and policies.
10(i) The teacher seeks appropriate opportunities to model effective practice for colleagues, to lead professional learning activities, and to serve in other leadership roles.
10(j) The teacher advocates to meet the needs of learners, to strengthen the learning environment, and to enact system change.
10(k) The teacher takes on leadership roles at the school, district, state, and/or national level and advocates for learners, the school, the community, and the profession.

[End of accordion]

Standards Alignment

Program-level mapping for accreditation documentation, showing for each course which InTASC and NSTA standards are substantively addressed. ✔ = explicit, sustained focus and assessed; (✔) = present but secondary/emerging emphasis.

[Accordion (ou-accordion), one level only, closed. Panel label: Standards Alignment by Course]

Matrix 1: InTASC Standards by Course

InTASC Standard	SCI 5050	SCI 5070	SCI 5090	EDUC 5360
1. Learner Development	✔	✔	(✔)	(✔)
2. Learning Differences	✔	✔	✔	✔
3. Learning Environments	✔	✔	(✔)	✔
4. Content Knowledge	✔	(✔)	✔	✔
5. Application of Content	✔	✔	✔	✔
6. Assessment	✔	✔	✔	✔
7. Planning for Instruction	✔	✔	✔	✔
8. Instructional Strategies	✔	✔	✔	✔
9. Professional Learning and Ethical Practice	✔	✔	✔	✔
10. Leadership and Collaboration	(✔)	✔	(✔)	✔

SCI 5050: Strong on planning, content application, environments, differentiation, tech, equity.
SCI 5070: Strong on instructional strategies, learning environments, discourse, equity, collaboration.
SCI 5090: Strong on assessment, data use, planning from evidence, equity in assessment.
EDUC 5360: Strong on application/content integration, environments, collaboration, equity, community.

Matrix 2: NSTA 2020 Standards by Course

NSTA Standard	SCI 5050	SCI 5070	SCI 5090	EDUC 5360
1. Content Knowledge	✔	(✔)	✔	✔
1a. Major concepts, NOS, cultural norms/values	(✔)	(✔)	(✔)	✔
1b. CCCs, DCIs, SEPs, technologies, diverse contributions	✔	✔	✔	✔
1c. Standards, learning progressions, sequencing	✔	(✔)	✔	✔
2. Content Pedagogy (overall)	✔	✔	✔*	✔
2a. Student-centered, culturally relevant instruction	✔	✔	(✔)	✔
2b. Differentiation, NOS, empirical experiences	✔	✔	(✔)	✔
2c. Engineering practices for science learning	✔	✔	(✔)	✔
2d. Aligning instruction and assessment to guide decisions	✔	✔	✔	✔
2e. Science-specific technologies	✔	✔	✔	(✔)
3. Learning Environments (overall)	✔	✔	(✔)	✔
3a. Inclusive, equitable, anti-bias environments	✔	✔	(✔)	✔
3b. Variety of environments (lab, field, community)	✔	✔	(✔)	✔
3c. Investigate, collaborate, communicate, defend	✔	✔	✔	✔
4. Safety	(✔)	✔	(✔)	(✔)
4a–c. Safety protocols, hazards, ethical treatment	(✔)	✔	(✔)	(✔)
5. Impact on Student Learning (overall)	✔	✔	✔	✔
5a. Implement assessments showing 3D learning	✔	✔	✔	✔
5b. Collect/analyze evidence to inform teaching	✔	✔	✔	(✔)
5c. Analyze data by demographics, reflect	(✔)	(✔)	✔	(✔)
6. Professional Knowledge and Skills (overall)	✔	✔	✔	✔
6a. Critical reflection on own science teaching	✔	✔	✔	✔
6b. PD for content knowledge/practices	(✔)	(✔)	(✔)	(✔)
6c. PD for science-specific pedagogy	✔	✔	✔	✔

*SCI 5090 addresses Standard 2 specifically through assessment design, alignment, and use of technologies, rather than general methods.

Alignment with InTASC Domains

Domain 1, The Learner and Learning (Standards 1–3): Evidence for Domain 1 is strongest in SCI 5050, SCI 5070, and EDUC 5360. SCI 5050 foregrounds learner development and differences (Standards 1–2) through design of differentiated, culturally responsive units and explicit planning for diverse learners across grade bands. SCI 5070 extends this into practice by having candidates plan and rehearse ambitious discourse moves and management strategies that support varied needs and identities within equitable learning environments (Standard 3). EDUC 5360 further emphasizes learner differences and environments as candidates design integrated, place-based projects that intentionally center community contexts, cultural assets, and student identities across disciplines.
Domain 2, Content Knowledge (Standards 4–5): Domain 2 is most clearly evidenced in SCI 5050, SCI 5090, and EDUC 5360. SCI 5050 requires candidates to unpack and sequence science content and practices into coherent, 3D-aligned course blueprints and units (Standard 4), and to design tasks that require application of content in meaningful, problem- or project-based contexts (Standard 5). SCI 5090 focuses on how content knowledge and its applications are assessed, asking candidates to design assessments that authentically elicit students' use of content and practices and to interpret data in ways that speak to conceptual understanding and application. EDUC 5360 showcases application of content across disciplines as candidates integrate science with mathematics, engineering, technology, humanities, and arts in projects that address real local issues.
Domain 3, Instructional Practice (Standards 6–8): Instructional practice is a major throughline, with SCI 5070 and SCI 5090 providing the strongest evidence, supported by SCI 5050 and EDUC 5360. SCI 5070 centers on planning and executing ambitious, inquiry-based, 5E-aligned instruction (Standard 7) and developing a repertoire of instructional strategies, especially discourse practices and equitable participation structures (Standard 8), with assessment integrated into teaching cycles (Standard 6). SCI 5090 emphasizes Standard 6 by developing candidates' abilities to design, select, interpret, and act on a range of assessments, including performance tasks and data analyses that inform planning. SCI 5050 and EDUC 5360 contribute by having candidates plan complex units and integrated tasks that require careful alignment of strategies and assessments to learners, content, and context.
Domain 4, Professional Responsibility (Standards 9–10): Domain 4 is threaded across all four courses, with especially strong evidence in SCI 5070 and EDUC 5360. Each course requires systematic reflection on design and practice, connecting decisions to research and standards, thus addressing ongoing professional learning and ethical practice (Standard 9). SCI 5070 emphasizes ethical responsibilities around equity in participation, feedback, and safety, and positions candidates to seek and respond to feedback from peers and mentors. EDUC 5360 explicitly engages candidates in cross-disciplinary collaboration planning (Standard 10), requiring them to envision and document how they will work with colleagues and partners to implement integrated, community-based STEM units. SCI 5050 and SCI 5090 complement this by cultivating reflective habits around curriculum design and assessment, and by framing candidates as contributors to school-wide and program-level improvement in science/STEM education.

Alignment with NSTA/ASTE Standards

NSTA Standard 1, Content Knowledge: Across the program, NSTA 1 is most visibly evidenced in SCI 5050, SCI 5090, and EDUC 5360. In SCI 5050, candidates unpack DCIs, SEPs, and CCCs to write three-dimensional goals and design coherent course blueprints and units, directly demonstrating 1b–1c. SCI 5090 extends 1c by asking candidates to design and analyze assessments explicitly aligned to 3D standards and learning progressions. EDUC 5360 addresses 1a–1c by requiring candidates to map standards across science, mathematics, engineering/technology, and other disciplines, and to use local, place-based phenomena to show how core ideas and practices connect across fields in integrated STEM units.
NSTA Standard 2, Content Pedagogy: NSTA 2 is a central emphasis in SCI 5050, SCI 5070, and EDUC 5360. SCI 5050 provides the strongest evidence for 2a–2e as candidates design 5E, project-based, culturally responsive science units that incorporate engineering practices and science-specific technologies, and embed formative assessments to guide instructional decisions. SCI 5070 moves these designs into enactment, with candidates planning and rehearsing ambitious, student-centered lessons that integrate discourse, differentiation, and technology, providing performance evidence for 2a–d. EDUC 5360 demonstrates 2a–c through the design of integrated STEM tasks and projects, ensuring that science practices, engineering design, and authentic problem solving are central rather than add-ons.
NSTA Standard 3, Learning Environments: SCI 5070 and SCI 5050 provide the clearest evidence for NSTA 3, supported by EDUC 5360. In SCI 5070, candidates design and rehearse inquiry and project-based lessons that foreground inclusive, dialogic learning environments (3a), plan for investigations and collaboration in lab and community contexts (3b), and practice facilitating student investigation, communication, and defense of explanations (3c). SCI 5050 contributes by having candidates design units that intentionally incorporate community-based phenomena and varied learning environments (classroom, technology-rich experiences, local field contexts), with explicit attention to equity and anti-bias aims in unit revisions. EDUC 5360 strengthens 3a–3c as candidates design integrated STEM units grounded in local issues and assets, emphasizing collaborative, community-engaged learning spaces.
NSTA Standard 4, Safety: NSTA 4 is most visible in SCI 5070, with supporting attention in SCI 5050 and EDUC 5360. In SCI 5070, safety is addressed explicitly within inquiry and PBL classroom management: candidates plan investigations with attention to safe material use, supervision, and emergency procedures, and these plans are enacted and discussed during microteaching and field/practicum tasks (4a–4b). SCI 5050 incorporates safety as part of unit design expectations, particularly for hands-on, technology- and lab-rich modules. EDUC 5360 reinforces safety considerations when candidates integrate engineering, maker technologies, and community-based field experiences, requiring them to anticipate and plan for safe practices in non-traditional learning spaces.
NSTA Standard 5, Impact on Student Learning: SCI 5090 provides the strongest direct evidence for NSTA 5, supported by SCI 5050 and SCI 5070. In SCI 5090, candidates design 3D performance assessments, rubrics, and item sets, collect or work with sample data, conduct item and data analyses, and use those findings to plan differentiation, directly addressing 5a–5c. SCI 5050 contributes to 5a–5b as candidates embed formative assessments throughout their 5E units and describe how they would use resulting evidence to adjust instruction. SCI 5070 adds performance evidence as candidates implement lessons in microteaching and field/practicum settings, collect student work or observation data, and reflect on how evidence of student learning informs revisions to instructional plans.
NSTA Standard 6, Professional Knowledge and Skills: Professional reflection and growth (NSTA 6) are threaded throughout the program but are most concentrated in SCI 5050, SCI 5070, SCI 5090, and EDUC 5360. Each course requires structured reflections linking practice and design decisions to current research and standards (6a), such as synthesis reflections in 5050 and 5360 and teaching/assessment portfolios in 5070 and 5090. Participation in repeated design–enactment–analysis cycles, guided by NSTA/ASTE standards, NGSS, and texts like Krajcik & Reiser and Windschitl et al., functions as ongoing professional learning in science content and pedagogy (6b–6c), and positions candidates as reflective, standards-literate members of the science education community.

[End of accordion]

DEPARTMENT REVIEW: The NSTA Standard 1 narrative began “Across the MAT program”; it now says “Across the program,” since this is an MAEd. Confirm.

Student Learning Outcomes

Upon completion of their program, candidates in the Science Education Research and Practice Concentration will be able to:

Articulate how students learn and develop knowledge of science and scientific process skills.
Express, in written and oral formats, the knowledge of best practices of modern science instruction.
Develop inquiry- and problem-based lesson plans in appropriate settings, consistent with safety guidelines, that are aligned with state standards and national frameworks for science. Plans will be designed to engage diverse students in activities that address the nature of science, inquiry, and interactions between science and society.
Construct performance-based assessment strategies to equitably measure progress toward achievement of learning targets in the science classroom and use data-driven approaches to modify instruction based on evaluations and student feedback.
Demonstrate proficiency in utilizing action research strategies to identify systemic or classroom-specific issues and develop practical solutions relevant to achieving effectiveness in science education.

Program Learning Outcomes: PLOs 1–4 match outcomes 1–4 above. PLO 5: Students will be able to demonstrate proficiency in conducting original research on relevant problems in science education and present a cogent defense to faculty and peers.

DEPARTMENT REVIEW: The handbook introduces these outcomes as belonging to “the Master of Arts in Teaching Middle School Science Licensure,” but this is a non-licensure MAEd. Outcome 5 (action research) and PLO 5 (original research and defense) also differ. Confirm the program name and which outcome 5 is current.

Course Descriptions

[Accordion (ou-accordion), one level only, closed. Panel label: Science Education Course Descriptions]

EDUC 5000 Research in Education: Study and practice in the techniques of educational research; isolation of research problems; development of skill in reading, interpreting and applying research with extensive reading related to the student's interest.
EDUC 5360 Disciplinary Blends in Science and STEM Education: This course explores intra-, multi-, cross-, inter-, and trans-disciplinary integration in STEM, examining how science, technology, engineering, and math connect with other subjects across P-16. Practitioners will analyze design strategies, review diverse examples, and develop skills to create cohesive, inquiry-driven, and inclusive STEM learning experiences that span disciplinary boundaries. Dual listed: SCI 4031.
EDUC 5990 Thesis: Designed to meet the research requirements for the thesis track in the M.A.Ed. Science Education Research and Practice degree. Requirements include developing a problem, conducting a literature review, collecting data, data analysis, and interpreting the results. Communication of findings must be presented in a written thesis and oral defense.
EDUC 6030 Educational Statistics: This course prepares students to conduct research and engage in scholarly activities by providing a clear understanding of descriptive and univariate inferential statistics. The course will prepare students to gain a level of independence that will equip them with the quantitative analysis skills required for the MAEd research degrees.
SCI 5050 Integrated Science and STEM Education I: Teaching and Learning Strategies: Theories and classroom applications of inquiry-based, problem- or project-based, and Process-Oriented Guided Inquiry Learning (POGIL) in science disciplines. Topics include scaffolding, questioning authentic student investigations, interdisciplinary approaches, partnerships, dynamic classroom management for long-term projects, and performance-based assessments. Integration of digital tools and emerging technologies is emphasized.
SCI 5070 Integrated Science and STEM Education II: Course Curriculum and Module Design: This course prepares educators and curriculum developers to design, implement, and evaluate P–16 integrated Science and STEM curricula grounded in research-based learning theories and current professional standards and frameworks. Students will create course blueprints and modular unit plans that map content to clear objectives, assessments, and learning experiences.
SCI 5090 Integrated Science and STEM Education III: Active Science Assessments: Design of performance assessments for integrative science and STEM classrooms. Formative assessment of processes is emphasized. Emerging technologies are being introduced to enhance rubric creation, verify validity and reliability, conduct item analysis, and utilize student data to differentiate instruction, thereby improving transdisciplinary STEM courses through authentic inquiries.

Complete 2 of the following 3 courses:

SCI 5110 Outdoor Strategies for Inquiry Science: Students will be given an opportunity to explore strategies for utilizing outdoor spaces for student-centered, inquiry-based science instruction. This course will require sessions at various outdoor sites on or near the APSU campus. Students will evaluate curricular materials and prepare individualized instructional materials that include the use of field/equipment, safety precautions, and performance assessments.
SCI 6330 Problems in Science Education: Historical and modern trends in science education will be researched. Students will be expected to identify and describe specific problems in the implementation of research-based science instruction, equity and culturally responsive science, policy issues, and/or other problems relevant to the goals of creating a scientifically literate society.
SCI 6550 Socioscientific Issues in Education: An introductory examination of historical developments influencing the trajectory of science education compared with modern challenges and opportunities in the implementation of research-based science instruction, equitable and culturally responsive science, policy issues, and/or other problems relevant to the goals of creating a scientifically literate society. Master's students will develop novel, experimental approaches for researching specific problems. (Designed for master's students of Science Education Research and Practice; dual-listed with SCI 7550.)
SCI 6770 Leading Integration of STEM: This course explores strategies for the design, implementation, and support of contemporary integrated STEM learning environments. Students will examine integrated and multidisciplinary practice-based pedagogies, the building of interdisciplinary bridges, and the melding of sociocultural and cognitive factors influencing P-20 STEM education.

[End of accordion]

DEPARTMENT REVIEW: “Complete 2 of the following 3 courses” is followed by four courses (SCI 5110, 6330, 6550, 6770). The two-year plan lists SCI 6330, 6550 and 6770 as the three choices.

Course Calendar and Two-Year Plan

Term	Courses (credit hours)
Year 1, fall	SCI 5050 Integrated Science and STEM Education I: Teaching and Learning Strategies (3); SCI 5070 Integrated Science and STEM Education II: Course Curriculum and Module Design (3)
Year 1, spring	EDUC 6030 Educational Statistics (3); SCI 5090 Integrated Science and STEM Education III: Active Science Assessments (3)
Year 1, summer	Complete 2 of the following 3 courses: SCI 6330 Problems in Science Education (3); SCI 6550 Socioscientific Issues in Education (3); SCI 6770 Leading Integration of STEM (3)
Year 2, fall	EDUC 5000 Research in Education (3); EDUC 5360 Disciplinary Blends in Science and STEM Education (3)
Year 2, spring	EDUC 5990 Thesis (6)
Year 2, summer	Completion of thesis, if necessary (0)
	Total credit hours: 30

EDUC 5000 is also offered spring and summer, and EDUC 5990 in summer, if needed.

DEPARTMENT REVIEW: The handbook also pastes a graduate catalog degree map with the note “Correction Needed” (https://graduate.catalog.apsu.edu/programs/MAED_CI/degree-maps-checksheets-psfpH). That map differs from the two-year plan above: it puts EDUC 5150 The Reflective Practitioner and EDUC 5110 in Year 1 summer, and EDUC 5000 with SCI 6330 in Year 2 fall. Confirm which plan is correct; once the catalog is fixed, link it here.

Milestone Checklist

Transition Point	Criteria
1	Minimum 2.75 GPA; minimum grade of B in SCI 5050 and SCI 5070; admission to the College of Graduate Studies; evidence of professional dispositions; clearance by Student Affairs for no incidents on campus
2	Minimum 3.00 GPA; completion of EDUC 6030 with a C or better; evidence of professional dispositions; clearance by Student Affairs for no incidents on campus
3	Minimum 3.00 GPA; completion of EDUC 5000 with a C or better; acceptance of thesis proposal by committee chair and committee; evidence of professional dispositions; clearance by Student Affairs for no incidents on campus
4	Minimum 3.00 GPA; completion and successful defense of thesis; evidence of professional dispositions; clearance by Student Affairs for no incidents on campus

Program Contacts

Dr. Philip Short, Science Education Research and Practice MAEd Program Leader, Associate Professor, Department of Educational Specialties Claxton 112, 931-221-7513, shortp@apsu.edu

Dr. Benita Bruster, MAEd Coordinator, Professor, Department of Educational Specialties Claxton 302-C, 931-221-6491, brusterb@apsu.edu

Handbook Acknowledgement

I acknowledge that I have received, reviewed, and understood the information contained in this program handbook. I understand that this handbook outlines important policies, procedures, expectations, and program requirements. I recognize that it is my responsibility to remain informed of program and university updates and to review all course syllabi for specific course requirements, assignments, and expectations. After reviewing this handbook, please complete the Student Handbook Acknowledgement form using the link below. My submission confirms my understanding of and agreement with the policies and expectations outlined herein.

Complete the Science Education Research and Practice Handbook Acknowledgement

MAEd Reading

This section and the Graduate Program Policies together make up the Reading handbook.

Program Description

The Reading MAEd program is designed for candidates interested in improving their knowledge of literacy, best literacy practices, and/or pursuing a position as a reading specialist, curriculum coach, or reading teacher. Upon successful completion of the coursework, candidates will be awarded a master's degree. After three years of successful teaching experience and passing the Reading Specialist Praxis exam, a Reading Specialist License may be awarded.

Program mission: The mission of the Reading master's program is to develop literacy professionals who are prepared to work with students and teachers to provide literacy support and services.

Program highlights:

100% online, 30 credit hours
Can begin any semester
Complete in one year/three semesters (for example: summer, fall, spring)
The Reading Master's Degree Program qualifies for the TEACH Grant. Learn about the TEACH Grant

Admission and Advising

Criteria for admission to the program:

Undergraduate GPA of 3.0
Evidence of a valid teaching license

Graduate admissions:

Complete an online Graduate Application and pay the non-refundable $45.00 application fee. Once you start the application process, you will need to create a personal PIN. Write this number down so you can use it later in case you are in the middle of the process and need to save the application to complete later. Be sure to list the correct degree program: Education - Master of Arts - Reading.
Official transcripts from all undergraduate universities are also required. These must be sent directly from the university to the Office of Graduate Admissions to be valid. They may be sent digitally, as long as they are coming directly from the university. Send transcripts to: Graduate Admissions, Austin Peay State University, P.O. Box 4458, Clarksville, TN 37044.
Provide proof of immunizations. Read the immunization requirements. If you are unable to provide proof of immunizations, email Dr. Hill at hillt@apsu.edu.
Once a decision has been made concerning your admittance into the program, you will be notified. If you have any questions, email Dr. Hill at hillt@apsu.edu.

Advising: After declaring a Reading major, you will be assigned an advisor who is knowledgeable about the program. You will meet virtually with your advisor prior to the beginning of each semester to determine your progress and the courses to take to complete the program. Your advisor will be available to assist you throughout your program.

CMS ACTION: The handbook's immunization link has a space and a missing hyphen in it (boyd- healthservices). Confirm the corrected address above works.

Program Requirements

Non-coursework requirements: A basic Watermark subscription is required and provided by the College of Education. Watermark is an e-portfolio that the Eriksson College of Education uses to monitor and track our students' progress.

Licensure: This program can lead to licensure as a Reading Specialist. In addition to completion of the program, three years of teaching and a passing score on the Reading Specialist Praxis (exam 5302) are required for licensure in Tennessee. Upon meeting all licensure requirements, candidates must apply for the Reading Specialist license. Direct all licensure questions to Mr. Kevin Fee, Coordinator of Certification and Licensure, at 931-221-6182 or feek@apsu.edu.

Changes to program: Changes to programs are sometimes necessary. Minor changes such as curricular updates will be made on an as-needed basis. If a substantive change to the program is needed, the program lead must file the necessary paperwork using the university's Curriculog software, and various levels must sign off on the substantive change.

Change of major/concentration: It is not uncommon for students to consider changing their major at some point during their academic careers. Course Choice Counts allows for change of major; however, timing is critical to avoid a negative impact on your financial aid. Learn about changing your major

Performance Standards (ILA 2017)

Standard 1: Foundational Knowledge. Candidates demonstrate knowledge of the theoretical, historical, and evidence-based foundations of reading, writing, language, speaking, listening, viewing and the integral role of the reading/literacy specialist in schools.
Standard 2: Curriculum and Instruction. Candidates use foundational knowledge to design literacy curricula to meet needs of learners, especially those who experience difficulty with literacy; design and implement small-group and individual evidence-based literacy instruction for learners with specific literacy needs; collaborate with and coach school-based educators in developing, implementing, and evaluating instructional practices and curriculum.
Standard 3: Assessment and Evaluation. Candidates understand, select, and use valid, reliable, fair, and appropriate assessment tools to screen, diagnose, and measure student literacy achievement; inform instruction and evaluate interventions; participate in professional learning experiences; explain assessment results and advocate for appropriate literacy practices to relevant stakeholders.
Standard 4: Diversity and Equity. Candidates demonstrate knowledge of research, relevant theories, pedagogies, essential concepts of diversity and equity; demonstrate and provide opportunities for understanding all forms of diversity as central to students' identities; create classrooms and schools that are inclusive and affirming; advocate for equity at school, district, and community levels.
Standard 5: Learners and the Literacy Environment. Candidates meet the developmental needs of all learners and collaborate with school personnel to use a variety of digital and print materials to engage and motivate all learners; integrate digital technologies in appropriate, safe, and effective ways; foster a positive climate that supports a literacy-rich learning environment.
Standard 6: Professional Learning and Leadership. Candidates are self-aware, lifelong learners who collaboratively design, align, and assess instructional practices and interventions that support students and professional colleagues; develop, refine, and demonstrate leadership skills; engage in collaborative decision making with and advocate on behalf of teachers, students, families, and communities.
Standard 7: Practicum/Clinical Experiences. Candidates complete a supervised, integrated, extended practicum/clinical experience: one focused on intervention with students and the other on novice coaching; practicum experiences are ongoing with at least one in a school-based setting; and supervision includes observation and ongoing feedback by qualified supervisors.

[Accordion (ou-accordion), one level only, closed. Panel label: Indicators for Each Standard]

Standard 1 indicators

Candidates demonstrate knowledge of the major theoretical, conceptual, historical, and evidence-based components of reading (e.g., concepts of print, phonological awareness, phonics, word recognition, fluency, vocabulary, comprehension) development throughout the grades and its relationship with other aspects of literacy.
Candidates demonstrate knowledge of the major theoretical, conceptual, historical, and evidence-based aspects of writing development, writing processes (e.g., revising, audience), and foundational skills (e.g., spelling, sentence construction, word processing) and their relationships with other aspects of literacy.
Candidates demonstrate knowledge of theoretical, conceptual, historical, and evidence-based components of language (e.g., language acquisition, structure of language, conventions of standard English, vocabulary acquisition and use, speaking, listening, viewing, visually representing) and its relationship with other aspects of literacy.
Candidates demonstrate knowledge of the historical and evidence-based foundations related to the role of the reading/literacy specialist.

Standard 2 indicators

Candidates use foundational knowledge to design, select, critique, adapt, and evaluate evidence-based literacy curricula that meet the needs of all learners.
Candidates design, select, adapt, teach, and evaluate evidence-based instructional approaches, using both informational and narrative texts, to meet the literacy needs of whole class and groups of students in the academic disciplines and other subject areas, and when learning to read, write, listen, speak, view, or visually represent.
Candidates select, adapt, teach, and evaluate evidence-based, supplemental, and intervention approaches and programs; such instruction is explicit, intense, and provides adequate scaffolding to meet the literacy needs of individual and small groups of students, especially those who experience difficulty with reading and writing.
Candidates collaborate with and coach school-based educators in developing, implementing, and evaluating literacy instructional practices and curriculum.

Standard 3 indicators

Candidates understand the purposes, attributes, formats, strengths/limitations (including validity, reliability, inherent language, dialect, cultural bias), and influences of various types of tools in a comprehensive literacy and language assessment system and apply that knowledge to using assessment tools.
Candidates collaborate with colleagues to administer, interpret, and use data for decision making about student assessment, instruction, intervention, and evaluation for individual and groups of students.
Candidates participate in and lead professional learning experiences to assist teachers in selecting, administering, analyzing, interpreting assessments, and using results for instructional decision making in classrooms and schools.
Candidates, using both written and oral communication, explain assessment results and advocate for appropriate literacy and language practices to a variety of stakeholders, including students, administrators, teachers, other educators, and parents/guardians.

Standard 4 indicators

Candidates demonstrate knowledge of foundational theories about diverse learners, equity, and culturally responsive instruction.
Candidates demonstrate understanding of themselves and others as cultural beings through their pedagogy and interactions with individuals both within and outside of the school community.
Candidates create and advocate for inclusive and affirming classroom and school environments by designing instruction that is culturally responsive and acknowledges and values the diversity in their school and in society.
Candidates advocate for equity at school, district, and community levels.

Standard 5 indicators

Candidates, in consultation with families and colleagues, meet the developmental needs of all learners (e.g., English learners, those with difficulties learning to read, the gifted), taking into consideration physical, social, emotional, cultural, and intellectual factors.
Candidates collaborate with school personnel and provide opportunities for student choice and engagement with a variety of print and digital materials to engage and motivate all learners.
Candidates integrate digital technologies into their literacy instruction in appropriate, safe, and effective ways and assist colleagues in these efforts.
Candidates facilitate efforts to foster a positive climate that supports the physical and social literacy-rich learning environment, including knowledge of routines, grouping structures, and social interactions.

Standard 6 indicators

Candidates demonstrate the ability to reflect on their professional practices, belong to professional organizations, and are critical consumers of research, policy, and practice.
Candidates use their knowledge of adult learning to engage in collaborative decision making with colleagues to design, align, and assess instructional practices and interventions within and across classrooms.
Candidates develop, refine, and demonstrate leadership and facilitation skills when working with individuals and groups.
Candidates consult with and advocate on behalf of teachers, students, families, and communities for effective literacy practices and policies.

Standard 7 indicators

Candidates work with individual and small groups of students at various grade levels to assess students' literacy strengths and needs, develop literacy intervention plans, implement instructional plans, create supportive literacy learning environments, and assess impact on student learning. Settings may include a candidate's own classroom, literacy clinic, other school, or community settings.
Candidates collaborate with and coach peers and experienced colleagues to develop, reflect on, and study their own and others' teaching practices.
Candidates have ongoing opportunities for authentic, school-based practicum experiences.
Candidates receive supervision, including observation (in-person, computer assisted, or video analysis) and ongoing feedback during their practicum/clinical experiences by supervisors who understand literacy processes, have literacy content knowledge, understand literacy assessment and evidence-based instructional strategies and, preferably, have experience as reading/literacy specialists.

[End of accordion]

Curriculum Map

Program-Level SLO	Introduced	Reinforced	Assessed
SLO 1: Demonstrate knowledge of the major theoretical, conceptual, and evidence-based foundations of literacy and language and the ways in which they interrelate.	RDG 5820	EDUC 6630, RDG 6051, RDG 5840	RDG 5860
SLO 2: Identify, administer, and interpret appropriate literacy measures to assess students' literacy strengths and needs.	RDG 5820	RDG 6051, RDG 5840	RDG 5830, RDG 5860
SLO 3: Plan and implement instructional design based on assessment data and best literacy practices.	RDG 5820	RDG 6051, EDUC 6630, RDG 5850, RDG 5890	RDG 5840, RDG 5860
SLO 4: Demonstrate proficiencies in the research process, including conducting and presenting original research on relevant issues in literacy education.	RDG 5830	RDG 5840, RDG 5850	EDUC 5000, RDG 5860

DEPARTMENT REVIEW: The Introduced/Reinforced/Assessed columns in the handbook's curriculum map don't line up cleanly. The placement above is a best reading; confirm it.

Course Standards Map: which ILA indicators each course addresses.

Course	Indicators Addressed
RDG 5820 Foundations of Reading and Literacy Development	1.1, 1.4, 4.1
RDG 5830 Assessing Literacy Needs	3.1, 3.2, 3.3, 3.4, 6.2, 6.3, 6.4, 7.1, 7.2, 7.4
RDG 5840 Assisting Students with Literacy Needs	2.1, 2.3, 3.1, 3.2, 5.2, 5.3, 7.1, 7.2
RDG 5850 Seminar on Reading	2.1, 2.4, 4.4, 6.1, 6.2, 6.4, 7.2
RDG 5860 Practicum in Literacy Development	1.1, 1.4, 2.1, 2.2, 2.3, 2.4, 3.1, 3.2, 3.4, 4.3, 5.1, 5.2, 5.4, 6.1, 6.3, 7.1, 7.2, 7.3, 7.4
RDG 5890 Teaching Reading in the Secondary School	2.1, 2.4, 6.2, 6.3, 6.4
RDG 5040 Expanding Literacy Across the Content Areas	None listed
RDG 6051 The Art of Teaching Writing	1.2, 2.1, 2.2, 3.1, 3.2, 4.2, 5.1, 5.4, 7.1
EDUC 5000 Research in Education	None listed
EDUC 6630 Reading and Writing Methods for ELL	1.3, 2.1, 2.2, 4.1, 4.2, 4.3, 4.4

Course Descriptions

[Accordion (ou-accordion), one level only, closed. Panel label: Reading Course Descriptions]

RDG 5040 Expanding Literacy Across the Content Area (3 hours): This course is designed to prepare teachers to address literacy in the content areas from the intermediate grades through the secondary level. The course focuses on prompting a wide variety of reading materials that students can and want to read, and instruction that builds study skills to read complex materials with comprehension and be successful in content areas across the curriculum.
RDG 5820 Foundations of Reading and Literacy Development (3 hours): This course focuses on the foundations of the reading and writing processes, including instructional methods, varied materials, scientifically-based research and current trends in literacy instruction. The comprehensive, balanced approach to reading instruction merges theory and practice for the diversity of learners in today's classrooms, including English-Language Learners.
RDG 5830 Assessing Literacy Progress (3 hours): Content focuses on determining the literacy strengths and needs of struggling readers by using a range of formal and informal assessments. These are evaluated in relation to major components of reading: phonemic awareness, word identification, phonics, vocabulary, fluency, comprehension, motivation and interest. Other topics include the environment away from school. Supervised practice with students.
RDG 5840 Assisting Students with Literacy Needs (3 hours): Candidates develop and implement plans for instruction for the struggling reader, based on the assessment information obtained during the prerequisite course RDG 5830. Lessons focus on the needs related to the major components of reading while incorporating a variety of materials, such as quality literature, technology-enhanced materials, and non-print materials.
RDG 5850 Seminar on Reading and Literacy (3 hours): Candidates engage in a critical study of the literature and research related to reading/literacy issues. Topics include theory, practices, teaching materials, programs, testing, including how the results impact instruction, the place of literature in the curriculum, and reaching the adolescent reader. They also select a topic for in-depth research.
RDG 5860 Practicum in Literacy Development (3 hours): This course serves as the capstone course for the Reading Specialist candidate. The focus is on the implementation of the knowledge gained from the other literacy courses to a school-related setting, which may consist of classroom application, developmental or clinical reading, supervisory or consultant work, or a combination of the previously mentioned situations. Pass/Fail.
RDG 5890 Teaching Reading in the Secondary Schools (3 hours): This course is planned for instruction at the secondary level (grades 7-12) with an emphasis on the interrelatedness of reading and writing. The course is designed to train teachers to use a variety of methods, materials, tools of evaluation, and curriculum that also includes instruction in developmental, corrective, and intervention/remedial reading.
RDG 6051 The Art of Teaching Writing (3 hours): This course is designed for graduate students who seek to integrate writing across the curriculum in their classrooms. Methods, materials, and environmental situations by which students in K-12 classrooms can develop and improve their writing skills and abilities will be emphasized. Process writing and varied writing instruction techniques will be emphasized.
EDUC 5000 Research in Education (3 hours): Study and practice in the techniques of educational research; isolation of research problems; development of skill in reading, interpreting and applying research with extensive reading related to the student's interest. Should be taken at the beginning of your program.
EDUC 6630 Reading, Writing, and Learning Methods for ELL (3 hours): Topics build basic knowledge in oral, reading, and writing development in English ELL students. The course covers language acquisition theories and literacy development in the first and second language. The course assists practicing classroom teachers in meeting the needs of English language learners with varying levels of English language proficiency and educational experiences.

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Course Calendar and Sample Schedule

This schedule of course offerings is subject to change. Consult with your advisor when planning your program schedule.

Course	Fall	Spring	Summer
RDG 5820			X
RDG 5830	X	X
RDG 5840	X	X
RDG 5850	X	X
RDG 5860	X	X
RDG 5890			X
RDG 6051	X	X
RDG 5040	X	X	X
EDUC 5000	X	X	X
EDUC 6630	X	X	X

Sample schedule, fall cohort (online, 30 credit hours):

Term	Courses
Fall	RDG 5830 Assessing Literacy Progress; RDG 6051 The Art of Teaching Writing; EDUC 5000 Research
Spring	RDG 5850 Seminar on Reading and Literacy; RDG 5840 Assisting Students with Literacy Needs; RDG 5860 Practicum in Literacy Development
Summer I	RDG 5820 Foundations of Reading and Literacy Development; RDG 5040 Expanding Literacy Across the Content Areas
Summer II	EDUC 6630 Reading and Writing Methods for ELL; RDG 5890 Teaching Reading in the Secondary Schools

Program Contacts

Dr. Tara Hill, Reading Program Lead, Assistant Professor, Department of Educational Specialties Claxton 313, 931-221-7593, hillt@apsu.edu

Dr. Benita Bruster, MAEd Coordinator, Professor, Department of Educational Specialties Claxton 302-C, 931-221-6491, brusterb@apsu.edu

Handbook Acknowledgement

I acknowledge that I have received, reviewed, and understand the information contained in this program handbook. I understand that this handbook outlines important policies, procedures, expectations, and program requirements. I recognize that it is my responsibility to remain informed of program and university updates and to review all course syllabi for specific course requirements, assignments, and expectations. After reviewing this handbook, please complete the Student Handbook Acknowledgement form using the link below. My submission confirms my understanding and agreement to adhere to the policies and expectations outlined herein.

Complete the MAEd Reading Handbook Acknowledgement

MAEd Educational Leadership Studies (AAPN)

This section and the Graduate Program Policies together make up the Educational Leadership Studies, Aspiring Administrator Preparation Network (AAPN) handbook.

Program Philosophy

The MAEd ELS Aspiring Administrator Preparation Network (AAPN) aims to develop exceptional leaders to guide schools across the state of Tennessee. We aim to understand the needs of our schools and districts and the latest in leadership research, and, through our courses and coaching, cultivate leaders who can build schools that foster joyful learning and success for all students.

We ground our teaching and program in a set of principles that we believe all outstanding leaders must uphold in their practice:

The school community should be student-centered, focused, and collaborative, with a commitment to high expectations for all members of the community.
Leaders should empower and motivate faculty and staff to be passionate, persevere, be inclusive, and engage respectfully with all members of the school.
Decisions about the use of resources, data, and assets should be based on a clear vision and plan and made with discernment and knowledge so that the leader can take judicious risks as they steer towards excellence.
All interactions with school stakeholders should be grounded in respect and understanding and clear communication in all forms (listening, speaking, and writing).
Strong leaders should know their own leadership strengths, be a persistent learner, display honesty and integrity, exhibit self-discipline, demonstrate understanding and humility, and model fairness.

Program Structure and Schedule

This program follows the 8-week course schedule in the fall and spring semesters. These dates are subject to change by APSU during the year. See the official 2026–2027 Academic Calendar.

Term	Dates	Courses
Fall A 2026	August 24 – October 16	2 courses
Fall B 2026	October 19 – December 11	2 courses
Spring A 2027	January 19 – March 12	2 courses
Spring B 2027	March 15 – May 7	2 courses
Summer I 2027	June 1 – July 2	2 courses
August 2027	TBA	Graduation

Your courses will meet for 7.5 weeks. You will take two courses at a time. Each course falls into one of three domains of administration in schools: Leadership, Instruction and Supervision, or Operations.

Term	Course (domain)	Course (domain)
Fall A	EDUC 5710 Organizational Theory and Leadership Identity (Leadership)	EDUC 5780 School Law, Policy, and Ethics (Operations)
Fall B	EDUC 5740 Instructional Leadership in Teaching and Learning (Instruction and Supervision)	EDUC 5720 Data and Decision-Making for School Improvement (Instruction and Supervision)
Spring A	EDUC 5770 School Program Administration and Leadership (Instruction and Supervision)	EDUC 5760 Human Resources Leadership and Administration (Instruction and Supervision)
Spring B	EDUC 5730 Leading Schools and Communities (Leadership)	EDUC 5750 Educational Resource Management (Operations)
Summer I	EDUC 5700 Research-Based Leadership for School Improvement (Leadership)	EDUC 5714 Schoolwide Interventions and Inclusive Practices (Operations)

DEPARTMENT REVIEW: In the handbook's course schedule table, the Fall B and Spring A courses all sit under Instruction and Supervision, with nothing under Operations. Confirm each course's domain.

The first 8 courses are 7.5 weeks long and will be delivered online through D2L. The final two are in summer 2027 and are 4.5 weeks long.
At the end of each course, credits will be earned toward your graduation from the program.
Reading and studying the material in this program will be done on your own.
Assignments will vary, but most will require you to learn about aspects of leadership in schools, report on your new learning, and then investigate how those function within your own school with reflections. Your administrator will be expected to facilitate these.
You will also be assigned to a coach and a small group. Your coach/small group will meet once a month for 1.5–2 hours. It is mandatory that you participate in these, as there are grades associated with this.
You will need to actively plan to meet with your mentor principal a minimum of once a month.
The framework of these courses is tied directly to the Tennessee Instructional Leadership Standards (TILS) and the TN Literacy Standards for Instructional Leader Programs. You will be introduced to these documents within your courses.
There will be synchronous virtual calls as part of each course. These will be communicated with each class, and attendance is expected. There is an expectation of professionalism in an online learning environment, which is to be present, attentive, and actively engaged, with cameras on. If students are unable to attend, they will be given an alternative assignment.

Required Courses

Each course is 3 hours.

EDUC 5700 Research-Based Leadership for School Improvement
EDUC 5710 Organizational Theory and Leadership Identity
EDUC 5720 Data and Decision-Making for School Improvement
EDUC 5730 Leading Schools and Communities
EDUC 5740 Instructional Leadership in Teaching and Learning
EDUC 5750 Educational Resource Management
EDUC 5760 Human Resources Leadership and Administration
EDUC 5770 School Program Administration and Leadership
EDUC 5780 School Law, Policy, and Ethics
EDUC 5714 Schoolwide Interventions and Inclusivity Practices

Instructional Leader License

This program is approved by the Tennessee Department of Education for instructional leader preparation, one of the requirements to receive the initial Tennessee Instructional Leader License (ILL). After you are registered for classes, you will apply for the ILL-A (for aspiring administrators), which allows you to work as an assistant principal while enrolled in the program.

Praxis Preparation

Another requirement for the ILL in Tennessee is to receive a qualifying score on the Praxis SLLA 6990: School Leaders Licensure Assessment. To prepare for this test near the end of your program, become familiar with the test format by reviewing the School Leadership Series Information Bulletin (PDF) and SLS Test Prep Materials. You will register and take this test on your own in the spring or summer semester of the program (test fee: $425).

Read the Tennessee qualifying scores for professional assessments (State Board of Education Policy 5.105 attachment) (PDF)

Program Roles

Mentor Principal

The relationship between the mentor principal and the participant is critical to the participant's development as a leader. The mentor principal supports the participant's understanding of how leadership principles and strategies play out in their school building every day.

Participant expectations:

Schedule and plan a monthly meeting with your mentor principal. Your agenda should include:
- Update your mentor on what you are learning in your classes and ask for reflections on how these ideas play out in their day-to-day life.
- Ask your mentor for feedback on your leadership development.
- Your courses will have specific questions and work for you to do with your mentor. Communicate those in advance and meet with your mentor to record his/her responses and insights. You should not expect your mentor principal to write out responses for your course assignments.
- As a developing leader, ask for opportunities to observe or practice school leadership.
Work with your mentor principal to schedule and complete other assignments that require their support throughout the program. You are responsible for letting your mentor principal know what you need.
If you are struggling to get your mentor principal's support, alert the program coordinator immediately.

Mentor expectations:

Meet monthly with your school leader candidate (they should initiate the scheduling). There is no expectation that you will respond to interview questions in writing for the candidate's coursework. Encourage your candidate to take notes or record interviews (with your permission) for course assignments.
Support your participant in finding opportunities to complete other class assignments. These may include observing teachers, looking at grade books, sitting in on lead team meetings, etc.
Reflect openly with your participant about your leadership and share your unique learnings and wisdom.
Join one call at the end of the first semester (December–January scheduling window) with the participant and coach to discuss your participant's progress as a whole. Students receive a grade for this collaborative call.
All mentor principals will sign a Mentor Principal Expectations acknowledgement prior to the start of the program.
Raise any significant concerns with the program director immediately.

Leadership Coach

Unique to this program, participants will be assigned a leadership coach to facilitate their journey. Each coach will work with participants in groups of 4–5, and this coaching “small” group will allow for a deeper dive into the content of the program. Coaches are highly successful and experienced principals, sitting or retired. These coaching sessions occur each month and are for a grade. This experience is not to work on your weekly assignments, but rather to participate in case studies, problems of practice, and other readings that are bridges to practice.

Participant expectations:

Join a monthly 1.5–2-hour virtual conference call with your coaching small group. These are mandatory meetings.
- Bring your assignment from the coaching email to the call and be prepared to discuss the problem, case study, or role-play assigned.
- Coaches will ask you in advance to share a problem of practice from your own school, and they will select 1–2 to discuss each month. Coaches will lead a protocol to help the group understand and address those challenges.
- If you are unable to attend your assigned time, coaches may offer an alternate session.
At the end of the first semester, you will facilitate a scheduled phone call between your coach and mentor principal to discuss your progress as a whole. The program will provide you with questions to be discussed. This is also for a grade.
Attendance is mandatory and will be a significant part of your grades. If you miss a session, the impact can be pivotal in your final grade. Communicate with your coach. Failure to do so may result in a zero for this monthly assignment.

Coach expectations:

Plan a monthly 1.5–2-hour meeting with each coaching small group (4–5 participants). These meetings will include prepared assignments and a chance for participants to discuss challenges in their own schools.
After the meetings, provide written feedback and a grade to each student based upon participation and any concerns you see. A form is provided.
Be available for email questions or phone calls from participants about challenges they are facing.
Participate in one call at the end of the first semester for each participant. This call will include the participant's mentor principal and will be a chance to have a more holistic conversation about the participant's progress.
Attend monthly leadership meetings with the AAPN team to provide updates and insights on learning materials and student progress. You will also receive College of Education and program updates at this meeting.
All coaching materials will be provided online, and it is your responsibility to access these monthly. You may reach out to the Lead Coach or the Coordinator for support.
You will have a coaching window for each month and a deadline to submit grades.
Use the Master Calendar provided to schedule your coaching sessions around the synchronous instructor teaching times that have been reserved.

Professors

You will have both APSU full-time professors and adjunct professors in the program. The curriculum and activities have been written by a course anchor, and all students will receive the same assignments and expectations in their D2L shells. We are intentional about rotating the instructional staff to give you insights and experience with a variety of high-impact leaders.

You will be invited to an online “Welcome Call” at the start of each term with the professor assigned to your specific class. This person will be your first contact for any questions or concerns. Their responsibilities are to:

Grade each assignment using a rubric and provide written feedback. Grading should be done in a timely manner so that participants receive feedback within a week of submitting assignments.
Moderate discussion boards between participants to ensure there is ongoing communication and appropriate discussion. Ask challenging questions to push the conversation forward.
Hold a weekly virtual office hour, published and available to students who want to ask questions or communicate. Provide alternative office hours as requested by students.
Hold synchronous virtual class meetings as scheduled in D2L and take attendance.
If participants have concerns about access to activities, emergencies, etc., they will directly communicate with the class professor.
Decisions made by professors are based upon their professional judgment. This may vary from one instructor to the next.
Instructors will respond to all specific participant needs and keep the program director informed of any bigger issues that arise.

Assessment and Grading

Grades in your courses will be determined by the instructor for your course. This grading will include all work that you are asked to do: coaching conversations, written assignments, online meetings, and any other designated work product set forth.

A weekly assignment rubric is used for scoring. This is available in D2L. Take notice of the categories and expectations. There may be expectations each week in addition to any specific instructions within the D2L assignment. As you are responding to the assignment or questions, you will want to incorporate the required items in the weekly rubric.

Your work will include written reflection assignments, job-embedded tasks, theoretical writing assignments, discussion board posts and peer responses, coaching conversations, participation in online activities, and use of APA and graduate-level writing.

Grade	Descriptor	Percent Scale
A	Excellent	95–100%
B	Satisfactory	88–94%
C	Unsatisfactory	80–87%
D	Unsatisfactory/Failing	70–79%
F	Unsatisfactory/Failing	0–69%

AI Statement of Expectations

The nature of the AAPN (MAEd ELS) Program is to prepare educators to think critically in complex situations and utilize the research, laws, and best practices in leading schools. While generative AI tools are complementary in many aspects of education, within the framework of this master's in educational leadership, it is expected that all process work, drafts, and final submissions be exclusively the student's work. Developing strong competencies in the skills associated with this licensure program is paramount to success in the career of educational leadership. All assignments should be fully prepared by the student. Therefore, the use of generative AI tools to create or revise any submitted responses will be considered a violation and considered plagiarism.

In contrast to the generative AI policy for creating content, students may use online tools to correct their grammar, spelling, punctuation, and mechanics to meet the expectations of academic writing and APA 7th edition. Direct any questions to the Graduate Coordinator. Your instructors reserve the right to engage in conversations with students regarding any questions they may have about your work.

APSU Grade Policy

Review the APSU Graduate Bulletin for 2026–27 to read detailed university grade policies. Some highlights:

A student who earns a grade of “D” or “F” in a graduate course in his or her program of study will not receive credit for that course. To complete the program, the student will be required to register for and retake the failed courses at their own expense the following year to graduate.
Good standing: Students are in good standing if their overall cumulative grade point average is 3.0 or higher. Good standing indicates only that the student is meeting the minimum retention standard.
Academic probation: When a graduate student's cumulative GPA falls below 3.0, he or she will be placed on academic probation. Every semester thereafter, the student must earn a minimum term/semester grade of 3.5, and the student will remain on academic probation until the cumulative GPA reaches 3.0 or better. When the student's cumulative GPA returns to 3.0 or higher, the student's academic status will return to “Good Standing.” If the student fails to earn a minimum term/semester grade of 3.5 while on probation, he or she will be placed on academic suspension. No grades of “D” or “F” are allowed in a student's program of study. A minimum GPA of 3.0 is required to earn a graduate degree at APSU.

Late Work Policy

All assignments must be turned in by the due date in D2L. All events must be participated in as scheduled. In the event of an emergency, the student must communicate to request and receive written permission from the professor to turn in an assignment late, on an agreed-upon due date. For assignments that are submitted late without prior communication with the professor, points will be deducted as follows:

Days Late	Deduction
One day	10 points from scored work
Two days	20 points from scored work
Three days	30 points from scored work
Four days	40 points from scored work
Five or more days	Zero for the assignment

Professional Dispositions Assessment

Professional dispositions are the values, commitments, and habits of mind that shape how advanced program students (Department of Educational Specialties) in the College of Education engage with their learning, their peers, and the broader field. Beyond content knowledge and technical skill, candidates are expected to demonstrate active engagement, cultural competence, ethical agency, reflective practice, scholarly communication, scholarly initiative, and scholarly responsibility throughout their program of study. These dispositions are assessed using a common rubric and are aligned with CAEP Standard RA 1 (Content and Pedagogical Knowledge). Faculty use this rubric to provide ongoing, constructive feedback, and candidates are expected to demonstrate growth toward the Target level across each disposition as they progress through the program. The rubric is under Student Dispositions on the Graduate Program Policies page.

Questions and Concerns

If you have questions about assignments, curriculum, access to links, or anything related to instruction, contact the professor for your course. If you have questions about the program, contact Dr. Christi Maldonado.

Dr. Christi Maldonado, Graduate Coordinator, MAEd in Educational Leadership maldonadoc@apsu.edu

Dr. Andrea Lee, Chair, Department of Educational Specialties

Dr. John McConnell, Dean, Eriksson College of Education

Handbook Acknowledgement

Follow the link below to acknowledge receipt of this handbook.

Complete the AAPN Program Handbook Acknowledgement Form

DEPARTMENT REVIEW: The AAPN handbook uses its own acknowledgement form and doesn't include the standard acknowledgement statement the other programs use. Confirm whether to add that statement here.

MAT Teaching English to Speakers of Other Languages (TESOL)

This section and the Graduate Program Policies together make up the TESOL handbook.

Program Description

The Teaching English to Speakers of Other Languages (TESOL) Program offers two graduate options, a Master of Arts in TESOL and a Graduate TESOL Certificate, to equip educators with the advanced knowledge, skills, and practical experience necessary to teach English to non-native speakers in a variety of educational settings. This program is ideal for individuals who are seeking to specialize in language education, second language acquisition, and multicultural teaching, whether they plan to teach domestically in diverse communities or internationally.

Through a combination of theoretical coursework, practical teaching experience, and research engagement, graduates will be equipped to work effectively with diverse groups of English learners. The program's comprehensive approach ensures that candidates not only become skilled language instructors but also leaders in the field of TESOL, capable of adapting to the evolving demands of global language education.

Program mission: The mission of the TESOL master's program is to prepare educators to effectively teach English to speakers of other languages by integrating linguistic theory, pedagogy and practical experience. It emphasizes cultural competence, language acquisition research, and strategies to support learners in diverse settings, and aims to empower educators to meet the needs of multilingual learners.

DEPARTMENT REVIEW: The handbook calls the degree both “Master of Arts in Teaching: TESOL” (cover and advising) and “Master of Arts in TESOL” (description). Confirm the official degree name for the H2 above.

Admission and Academic Standing

Students seeking admission to the Master of Arts in Teaching English to Speakers of Other Languages (TESOL) or the Graduate TESOL Certificate must first be admitted to the Austin Peay State University College of Graduate Studies. Applicants must meet the following minimum requirements:

Bachelor's degree from an accredited institution
Minimum cumulative undergraduate GPA of 2.75
International applicants must demonstrate English proficiency with a minimum TOEFL iBT score of 71 or IELTS (Academic) score of 6.0

Academic standing: Students must maintain a minimum cumulative 3.0 graduate GPA to remain in good academic standing and to graduate from the program.

Graduate admission process:

Complete an online Graduate Application and pay the non-refundable $45.00 application fee. Once you start the application process, you will need to create a personal PIN. Write this number down so you can use it later in case you are in the middle of the process and need to save the application to complete later. Be sure to list the correct degree program: for the master's degree, Major: Master of Arts; Concentration: TESOL. For the graduate certificate, Major: TESOL.
Official transcripts from all undergraduate universities are also required. These have to be sent directly from the university to the Office of Graduate Admissions to be valid. Use the Transcript Request form. Send transcripts to this address only: Graduate Admissions, Austin Peay State University, P.O. Box 4458, Clarksville, Tennessee 37044.
Provide proof of immunizations. Read the immunization requirements. If you are unable to provide proof of immunizations, email Dr. Wang at wangl@apsu.edu.
Once a decision has been made concerning your admittance into the program, you will be notified. If you have any questions, email Dr. Wang at wangl@apsu.edu.

Advising: After declaring TESOL as your major for your certificate or as a concentration for your MAT major, you will be assigned an advisor who is knowledgeable about the program. You will meet virtually with your advisor prior to the beginning of each semester to determine your progress and the courses to take to complete the program. Near the end of each semester, you will be entitled to priority advising and can enroll in classes on the first day of registration. Your advisor will be available to assist you throughout your program.

Program Opportunities

Graduate students:

Eligible to apply for selected Graduate Teaching Assistant (GTA) positions in the English Language Institute (ELI)
Selected GTA appointments may include full or partial tuition support, subject to availability
Gain valuable supervised teaching experience while completing the degree

Austin Peay undergraduate students:

Students with at least 70 earned credit hours and a 3.0 GPA may begin taking TESOL graduate courses through the Accelerated Master's Pathway.
Students with 96 or more earned credit hours and a 3.25 GPA may qualify for the Accelerated Master's Pathway Scholarship, which covers tuition for two graduate courses, subject to university policies.
Graduate credits earned through the pathway may be applied toward the TESOL master's degree.

Program Requirements

Non-coursework requirements: A basic subscription to Watermark is required. Watermark is an e-portfolio that the Eriksson College of Education uses to monitor and track our students' progress. Purchase your Watermark subscription. When you sign up, enter your A number (including the letter A) so your APSU courses will sync with your Watermark account.

DEPARTMENT REVIEW: TESOL students are told to purchase Watermark; the Reading handbook says the College of Education provides it. Confirm which applies.

Changes to program: Changes to programs are sometimes necessary. Minor changes such as curricular updates will be made on an as-needed basis. If a substantive change to the program is needed, the program lead must file necessary paperwork using the university's Curriculog software, and various levels must sign off on the substantive change.

Change of major/concentration: It is not uncommon for students to consider changing their major at some point during their academic careers. Course Choice Counts allows for change of major; however, timing is critical to avoid a negative impact on your financial aid. Learn about changing your major

Milestone Assessment

Students do not have milestone assessments in this program.

TESOL Standards (2018)

Standard 1: Knowledge About Language. Candidates demonstrate knowledge of English language structures, English language use, second language acquisition and development, and language processes to help English Language Learners (ELLs) acquire academic language and literacies specific to various content areas.
Standard 2: ELLs in the Sociocultural Context. Candidates demonstrate and apply knowledge of the impact of dynamic academic, personal, familial, cultural, social, and sociopolitical contexts on the education and language acquisition of ELLs as supported by research and theories. Candidates investigate the academic and personal characteristics of each ELL, as well as family circumstances and literacy practices, to develop individualized, effective instructional and assessment practices for their ELLs. Candidates recognize how educator identity, role, culture, and biases impact the interpretation of ELLs' strengths and needs.
Standard 3: Planning and Implementing Instruction. Candidates plan supportive environments for ELLs, design and implement standards-based instruction using evidence-based, ELL-centered, interactive approaches. Candidates make instructional decisions by reflecting on individual ELL outcomes and adjusting instruction. Candidates demonstrate understanding of the role of collaboration with colleagues and communication with families to support their ELLs' acquisition of English language and literacies in the content areas. Candidates use and adapt relevant resources, including appropriate technology, to effectively plan, develop, implement, and communicate about instruction for ELLs.
Standard 4: Assessment and Evaluation. Candidates apply assessment principles to analyze and interpret multiple and varied assessments for ELLs, including classroom-based, standardized, and language proficiency assessments. Candidates understand how to analyze and interpret data to make informed decisions that promote English language and content learning. Candidates understand the importance of communicating results to other educators, ELLs, and ELLs' families.
Standard 5: Professionalism and Leadership. Candidates demonstrate professionalism and leadership by collaborating with other educators, knowing policies and legislation and the rights of ELLs, advocating for ELLs and their families, engaging in self-assessment and reflection, pursuing continuous professional development, and honing their teaching practice through supervised teaching.

Course Descriptions

The TESOL MAT is 10 courses. The Graduate TESOL Certificate is 4 of those courses: EDUC 6650, RDG 5363, EDUC 6660 and EDUC 5150.

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EDUC 6620 Teaching Grammar to English Language Learners: Modern English Grammar will familiarize students with the basic structure of English, particularly those areas that cause most difficulty for non-native speakers. The course has several goals: to become familiar with grammatical terminology; practice identifying and labeling sentence structures; develop an understanding of how English syntax works to convey meaning; and become familiar with various techniques of teaching grammar to those whose first language is not English. A ten-hour field experience is required.
EDUC 5000 Research in Education: This course will explore the study and practice of the techniques used in educational research; isolation of research problems, development of skill in reading, and interpreting and applying research with extensive reading related to the student's interests will be involved. This course should be taken at the beginning of the student's program.
EDUC 5540 Instructional and Technology Strategies: Competency in computer applications in the instructional process, including the use of instructional software, media integration, and use of computers in classroom management.
EDUC 6630 Reading and Writing Methods for ELL: This course is designed to build background knowledge regarding oral, reading, and writing development in English for K-12 English language learners. The course covers language acquisition theories; literacy development in the first and second language; classroom organization; teaching strategies; instructional methods in reading and content areas; and assessment procedures for effective English language instruction. The course is specifically designed to assist practicing classroom teachers in meeting the needs of English language learners and newly arriving immigrant students with varying levels of English language proficiency and varying levels of educational experiences.
EDUC 6450 Culture, Communication, and Community in the ELL Classroom: This course addresses the cultural issues that English Language Learners (ELL) and their teachers are likely to encounter in classrooms which affect foreign language acquisition and curricular learning. The course focuses on acquiring pedagogical knowledge, instructional techniques, cultural awareness, teaching materials development, and facilitating English language acquisition. Course participants will research and critically reflect upon aspects of culture that impact learning processes and related pedagogical theories.
EDUC 6650 Assessment of ELL Students: This online graduate course provides an introduction to standardized assessments and classroom-based assessments for ELL students based on TESOL standards for Teacher Education Programs. Topics include purposes of assessment, authentic assessments, classroom-based assessment, assessment adaptations, language proficiency assessments, and assessment in content areas. (Also part of the Graduate TESOL Certificate.)
LING 506H Theory in Second Language Acquisition: This course is an introduction to the field of Second Language Acquisition (SLA). Students will examine SLA theories, compare first and second language acquisition, and study theories used by applied linguists to promote acquisition.
RDG 5363 Teaching English Language Arts and Literature: This course presents an overview of Language Arts and Literature in the classroom and provides research, best practices, balanced literacy instruction, and materials for ELL-focused classrooms. (Also part of the Graduate TESOL Certificate.)
EDUC 6660 Teaching English as a Second/Foreign Language: This course provides an in-depth exploration of the theory and practice of teaching English to non-native speakers. Students examine second language acquisition, curriculum design, lesson planning, instructional strategies, listening, speaking, reading, writing, and grammar development, and cultural considerations in ESL/EFL classrooms. (Also part of the Graduate TESOL Certificate.)
EDUC 5150 Reflective Practitioner: This capstone seminar course provides students interested in teaching English as a second/foreign language the opportunity to articulate and explore reflective teaching practices. Students apply reflective, analytical, and critical thinking to their teaching experiences. (Also part of the Graduate TESOL Certificate.)

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Program Contacts

Dr. Ling Wang, TESOL Program Coordinator, Department of Educational Specialties Claxton 315, 931-221-1249, wangl@apsu.edu

Dr. Benita Bruster, MAEd Coordinator, Professor, Department of Educational Specialties Claxton 302-C, 931-221-6491, brusterb@apsu.edu

Handbook Acknowledgement

I acknowledge that I have received, reviewed, and understand the information contained in this program handbook. I understand that this handbook outlines important policies, procedures, expectations, and program requirements. I recognize that it is my responsibility to remain informed of program and university updates and to review all course syllabi for specific course requirements, assignments, and expectations. After reviewing this handbook, please complete the Student Handbook Acknowledgement form using the link below. My submission confirms my understanding and agreement to adhere to the policies and expectations outlined herein.

Complete the TESOL Handbook Acknowledgement

Doctor of Education

This section and the Graduate Program Policies together make up the Doctor of Education (EdD) handbook.

Program Objectives

The doctoral program in Educational Leadership aims to enhance the knowledge and competencies of leaders so they may provide optimal conditions for the education of youth and adult learners. The program is designed to enhance intellectual understanding of leadership theory and policy, deepen leadership capacity, and position students for elevated organizational responsibility. There are four core competencies that we seek to instill in prospective educational leaders, and each competency has specific and measurable student learning outcomes (SLOs).

Leadership Theory and Practice

Student is able to apply relevant theoretical knowledge and frameworks to articulate an educational mission, vision, and set of core values for an institution or organization.
Student is able to use methods of continuous improvement designed to contribute to and assess the achievement of the mission, vision, and core values of an institution or organization.

Organizational Analysis

Student is able to identify sources of and develop proposals for the appropriate fiscal, physical, and other resources to support institutional or organizational mission and vision.

Data-Driven Decision Making Through Research, Inquiry, and Evaluation

Student is able to use assessment data appropriately and within technical limitations to monitor institutional or organizational progress and improvement.
Student is able to develop and conduct technically appropriate methods of data collection, management, analysis, and use for the purposes of research, inquiry, and evaluation.

Analysis of Educational Policy

Student is able to analyze and identify educational policies designed to ensure that all members of an institution or organization are treated fairly, respectfully, and with an appreciation for their individual cultures and contexts, while meeting the changing expectations and opportunities for an institution or organization.

Description of the Program

The APSU EdD program is a 3-year cohort model that requires 60 credit hours, a comprehensive examination, and a dissertation. There are 39 hours of core courses, 9 hours of concentration-specific courses, and 12 hours of dissertation credits.

APSU has been a member of the Carnegie Project on the Education Doctorate (CPED) since the program's inception in 2018. The members of CPED believe that an EdD “prepares educators for the application of appropriate and specific practices, the generation of new knowledge, and for the stewardship of the profession” and:

is framed around questions of equity, ethics, and social justice to bring about solutions to complex problems of practice;
prepares leaders who can construct and apply knowledge to make a positive difference in the lives of individuals, families, organizations, and communities;
provides opportunities for candidates to develop and demonstrate collaboration and communication skills to work with diverse communities and to build partnerships;
provides field-based opportunities to analyze problems of practice and use multiple frames to develop meaningful solutions;
is grounded in and develops a professional knowledge base that integrates both practical and research knowledge, that links theory with systemic and systematic inquiry; and
emphasizes the generation, transformation, and use of professional knowledge and practice.

Visit the CPED website

Academic Status and Advising

Academic honesty and integrity: Doctoral students are expected to maintain the highest of ethical and scholarly standards. Academic misconduct (i.e., plagiarism, cheating, fabrication, and facilitation or collusion) could result in failure of an assignment or an entire course, probation, suspension, or expulsion. All courses have anti-plagiarism software that helps faculty determine whether academic misconduct has occurred in assignment submissions. Read the APSU Academic Misconduct policy

Academic status: Students whose doctoral grade point average falls below 3.25 will be on Academic Probation. Students not making adequate progress in the program will be placed on a Doctoral Student Improvement Plan, a copy of which can be found in the D2L EdD Cohort Course. Read the full COGS Academic Status and Graduate Appeal Processes policy

Matriculation: New students should review the COGS Online Orientation presentation. In addition, students are encouraged to regularly visit the following EdD resources: the Doctoral Students page, the EdD Progression page (program transition points and dissertation milestones), the EdD Program webpage, and the APSU Library's EdD guide.

CMS ACTION: Three of these links in the PDF end in “?utm_source=chatgpt.com.” That tracking code has been removed above; keep it out when building the page. The COGS policy link also points to an older catalog (catoid=44).

Advising: The doctoral coordinator is your advisor upon acceptance into the program, but you will be matched with an EdD faculty member during your first semester. Schedule an appointment with your advisor each fall and spring to be cleared for registration and discuss your progress. The doctoral coordinator will send an email prior to each registration period to let each cohort know which classes to take. Once you select your doctoral chair in spring of Year 2, that individual will become your advisor. If you are on an extended (i.e., longer than 3 years) program plan, contact the doctoral coordinator to create a revised course sequence specific to your needs and review it with your advisor at each pre-registration meeting. If you are seeking K–12 administrator licensure, contact the doctoral coordinator to create a program plan that includes those additional courses.

D2L Cohort Course: The doctoral coordinator maintains a cross-cohort “EdD Cohort Course” in D2L. This is where you can find all program and university documents, APA resources and writing supports, and information on comprehensive exams, dissertation guidelines and resources, graduation, and post-graduation. All cohort-wide synchronous session recordings will be housed here. This is also a place where EdD faculty can post announcements about upcoming presentation or funding opportunities. The discussion section of the course has a “Student Lounge” where you can communicate with peers in the other cohorts.

Courses and Concentrations

Students typically take two courses each spring and fall and three courses each summer for a total of 60 hours. Each concentration has the same core course requirements, with 9 hours of concentration-specific courses. Per APSU Policy 2:064, students should spend at least 3 hours per credit hour per week on coursework (i.e., at least 9 hours a week for each class); you may find that doctoral-level courses require even more time.

Your program of study is located in Degree Works, which can be found on your OneStop homepage. This is the list of courses and benchmarks (i.e., passing the comprehensive exam, proposal defense, and dissertation defense) you need to complete prior to graduation. Students may transfer up to 9 hours of post-master's degree coursework, as well as graduate-level statistics, if the course covers the same content and objectives as a required course and was completed within the past 6 years with an earned “A.” Contact the coordinator during your first semester to request substitution or transfer credits.

Submit all assignments using the guidelines in the APA (7th ed.) manual.

Core courses

Leadership Theory and Practice (12 hours): EDUC 7000 Theories of Leadership; EDUC 7016 Comparative and International Education; EDUC 7017 Multiple Perspectives on Learning and Teaching; EDUC 8003 Team Building and Group Dynamics
Organizational Analysis (9 hours): EDUC 7004 Organizational Development; EDUC 8005 Strategic Planning; EDUC 8006 Program Planning and Evaluation
Analysis of Educational Policies (6 hours): EDUC 7015 Contemporary Approaches to Educational Problems; EDUC 7012 Social, Political, and Legal Issues
Data-Driven Decision Making (12 hours): EDUC 7030 Applied Statistics for Social Sciences I; EDUC 7050 Qualitative Research; EDUC 7031 Applied Statistics for Social Sciences II or EDUC 7051 Advanced Qualitative Research; EDUC 8050 Research Design

Concentration-specific courses

K–12 Leadership (Non-Licensure): EDUC 7002 Technology Applications for Educational Leaders; EDUC 7011 Educational Policy; EDUC 7018 Turnaround Leadership in Educational Organizations; EDUC 7020 Designing Effective Professional Learning
K–12 Leadership (Licensure), all six courses required: EDUC 5720 Action Research and Decision Making; EDUC 5760 Human Resources Administration; EDUC 5714 Inclusivity and Interventions; EDUC 5740 Supervision of Curriculum and Instruction; EDUC 5770 Administration of Special Services Programs; EDUC 5700 Seminar on Educational Leadership
Higher Education Administration: EDUC 7040 Higher Education Administration; EDUC 7041 Higher Education Finance; EDUC 7042 Higher Education Law
Nurse Educator: NURS 6615 The Nurse Educator; NURS 6650 Advanced Clinical Decision Making and Concepts for Doctoral Students; NURS 6719 Nursing Education Practicum
Socioscientific Studies: SCI 7330 Advanced Research on Problems in Science Education; SCI 7550 Socioscientific Issues in Education; SCI 7770 Leading Integration of STEM Instruction
Literacy Studies: EDUC 7060 Theory and Practice of Literacy Education; EDUC 7061 Trends and Issues in Literacy; EDUC 7062 Critical Literacy Practices in Schools and Communities

DEPARTMENT REVIEW: The K–12 Leadership (Non-Licensure) concentration lists four courses (12 hours), but each concentration is 9 hours, and EDUC 7020 also appears in the Year 3 sequence. The Educational Leadership MAEd names some of the same course numbers differently (for example, EDUC 5720 is “Data and Decision-Making for School Improvement” there and “Action Research and Decision Making” here). Confirm the course lists and titles.

Sample Course Sequence

Year	Fall	Spring	Summer
1	EDUC 7000 Theories of Leadership; EDUC 7015 Contemporary Approaches to Educational Problems (6 credits)	EDUC 7030 Applied Statistics 1; EDUC 7050 Qualitative Research (6 credits)	EDUC 7004 Organizational Development; EDUC 7017 Multiple Perspectives on Learning and Teaching; concentration-specific course (9 credits)
2	EDUC 7016 Comparative and International Education; EDUC 7031 Applied Statistics 2 or EDUC 7051 Advanced Qualitative Research (6 credits)	EDUC 8006 Program Planning and Evaluation; EDUC 8050 Research Design (6 credits); Comprehensive Exam	EDUC 7012 Social, Political, and Legal Issues; EDUC 8003 Team-Building and Group Dynamics; concentration-specific course (9 credits)
3	EDUC 8011 Research Design (Dissertation I); EDUC 8005 Strategic Planning and Decision Making (6 credits); Proposal Defense and IRB application (when ready)	EDUC 7020 Designing Effective Professional Learning; EDUC 8015 Dissertation II (6 credits)	EDUC 8016 Dissertation III; concentration-specific course (6 credits); Dissertation Defense (when ready)

Dissertation Credits

You must be enrolled in dissertation credits during every semester that you are working with your chair on your dissertation.

EDUC 8011 Research and Design (Dissertation I) (3 hours), offered in fall: Students will prepare and defend their dissertation proposal (i.e., Chapters 1–3) and submit an IRB application under the guidance of their doctoral chair and committee. This course, taken in fall of Year 3, is graded “IP” (In Progress) until the proposal defense is passed.
EDUC 7020 Designing Effective Professional Learning (3 hours), offered in spring: Students will prepare to disseminate their dissertation research through scholarly presentations, publications, and other professional communication. Students will develop conference proposals, prepare manuscripts for publication, and create professional learning experiences that translate research into practice for diverse educational audiences.
EDUC 8015 Dissertation II (3 hours), offered in spring: Students will conduct their dissertation study (i.e., collect and analyze data) under the guidance of their doctoral chair and committee. This course, taken in spring of Year 3, is graded “IP” (In Progress) until the dissertation defense is passed.
EDUC 8016 Dissertation III (3 hours), offered in spring and summer: Students will write their findings, discussion, and conclusions as well as defend their dissertation under the guidance of their doctoral chair and committee. This course, taken in summer of Year 3, is graded “IP” (In Progress) until the dissertation defense is passed.
EDUC 8017 Dissertation IV (1 hour), offered each semester: Students will continue to progress on their dissertation until it has been successfully defended. This course is graded “IP” (In Progress) until the dissertation defense is passed.

Students should strive to maintain continuous enrollment (i.e., fall, spring, and summer) until the dissertation is successfully defended and accepted by COGS. If you do not complete your dissertation during EDUC 8016, you must enroll in EDUC 8017 Dissertation IV for each subsequent semester that you are working with your doctoral chair to complete program requirements. It can be repeated a maximum of 5 times.

Non-Coursework Requirements

Doctoral committee: In January of Year 2, you will select a doctoral chair and, under the guidance of your chair, select your three other doctoral committee members by May of Year 2. Guidance on this process can be found in the D2L EdD Cohort course in a document titled “Selecting Your Doctoral Committee.”

Comprehensive examination: A comprehensive examination assesses a student's (a) knowledge and application of the program's four core competencies and their associated SLOs and (b) readiness to begin their dissertation proposal. Comprehensive exams are completed in May of the second year. You must have at least a 3.25 doctoral grade point average and have completed all required coursework prior to taking the comprehensive exam. The doctoral coordinator will share the specifics of the exam protocol during your Year 2 Orientation. Students are responsible for the content of all core courses for the comprehensive exams, even if substitutions or transfers have been approved.

Research prospectus: After you have formed your doctoral committee, work with your chair to complete the Research Prospectus form (located in D2L), which needs to be approved by all committee members before you begin working on your dissertation proposal. Once you and your chair have determined the data you will need for your dissertation study, communicate with study site personnel to determine that these data will be available to you; do not propose a study for which you cannot access data.

Dissertation proposal: After your committee approves your research prospectus, you will develop your dissertation proposal (i.e., Chapters 1–3). Following your chair's guidance, have ongoing conversations with your committee members to seek their support and guidance in areas related to their expertise to improve your chapters prior to the proposal defense. The EdD Cohort Course contains guidelines for completing your chapters as well as resources to help with methodology. Work with your chair, using the interactive proposal defense timeline in the EdD Cohort Course, to determine a reasonable defense date. Refer to the Protocol for Defenses document in the EdD Cohort course for what to expect at your proposal defense.

Dissertation: The dissertation is an original research project and the culmination of your EdD degree. The findings of your dissertation study should be a unique and novel contribution to the literature in your field. Your dissertation, prepared according to the APSU “Thesis and Dissertation Manual: Instructions for the Preparation of Theses and Dissertations,” must be accepted by COGS prior to commencement for your degree to be conferred.

Before conducting your dissertation study, you must complete the Collaborative Institutional Training Initiative (CITI) and receive institutional review board (IRB) approval. Do not submit your IRB application until you have passed your proposal defense. Your chair must submit the IRB application on your behalf; your CITI certificate must be submitted along with the application. You also need written approval to conduct research at your study site, if applicable. Do not begin data collection or analysis until you have received approval from IRB and the study site (if applicable).

Work closely with your chair during data collection and analysis. Following your chair's guidance, have ongoing conversations with your committee members to seek their support and guidance in areas related to their expertise to improve your chapters prior to the dissertation defense. The EdD Cohort Course contains chapter guidelines as well as resources for data analysis and writing up findings. Work with your chair, using the interactive dissertation defense timeline in the EdD Cohort Course, to determine a reasonable defense date. Refer to the Protocol for Defenses document in the EdD Cohort course for what to expect at your dissertation defense.

Program Completion

To be eligible for graduation, you must maintain a cumulative program GPA and overall APSU GPA of 3.25 or higher. Prior to commencement, your dissertation must be successfully defended and accepted by COGS, and all required graduation forms must be submitted and accepted by the appropriate offices.

Use the graduation checklist in the EdD Cohort Course to monitor your progress. If you notice discrepancies in Degree Works, contact the doctoral coordinator. Students seeking administrator licensure should contact the MAEd Graduate Coordinator after completing licensure coursework and passing the Praxis examination.

Graduation checklist

Verify that all program requirements have been completed in Degree Works.
Apply for graduation before the published deadline and review the graduation FAQs.
Order your doctoral regalia if you plan to participate in commencement.
Upload your dissertation draft to the EdD Cohort Course plagiarism assignment and share the report with your doctoral chair.

Commencement requirements. To participate in the commencement ceremony:

Your dissertation must be approved (not conditionally approved).
Your Record of Dissertation Defense must be uploaded to the Cohort Course.
All required coursework must be successfully completed.

If these requirements are not met by the deadline, your graduation application must be moved to the following semester, and you will participate in that commencement ceremony. To allow sufficient time for revisions, schedule your dissertation defense at least six weeks before commencement. After your dissertation has been approved, request that your EDUC 8015 and EDUC 8016 grades be changed to P.

Per COGS, submit your dissertation to the library at least 4 weeks prior to commencement. It must be formatted according to the APSU Thesis and Dissertation Manual (PDF) and APA (7th ed.) guidelines. COGS will notify you and the doctoral coordinator when it has been accepted.

Dissertation document that was accepted by the library.
Verification of EdD Degree form (signed via DocuSign, after your dissertation has been accepted by the library).

To have your degree conferred, (1) your dissertation must be accepted by the library and (2) the Verification of EdD Degree form must be (a) uploaded and (b) submitted to COGS prior to commencement. If you miss this deadline, your degree will be conferred the semester in which you complete these steps.

You may participate in the commencement ceremony only after your dissertation has been “approved” (not “conditionally approved”) and the Record of Dissertation Defense is complete and uploaded. Your degree will be conferred the semester in which your completed Verification of EdD Degree form is accepted by COGS and the graduation office.

DEPARTMENT REVIEW: The handbook links two different formatting documents here (ThesisDissertationManual_8.10.22.pdf and UpdatedThesisDissertationGuidelines-V9.pdf). Confirm which is current. The two numbered items above have no lead-in sentence in the handbook; add one saying what students do with them.

Changing Concentrations

The EdD only has one major: Educational Leadership. If you are interested in changing your concentration, make an appointment to speak to your advisor and/or the doctoral coordinator.

Program Contacts

Dr. Daniel Bailey, EdD Program Coordinator, Department of Educational Specialties Claxton 321, 931-221-7534, baileyd@apsu.edu

Dr. Andrea Lee, Chair, Department of Educational Specialties Claxton 304A, 931-221-7098, leea@apsu.edu

DEPARTMENT REVIEW: The EdD handbook lists the Dean's office as Claxton 210; the others list Claxton 304-A.

Handbook Acknowledgement

I acknowledge that I have received, reviewed, and understand the information contained in this program handbook. I understand that this handbook outlines important policies, procedures, expectations, and program requirements. I recognize that it is my responsibility to remain informed of program and university updates and to review all course syllabi for specific course requirements, assignments, and expectations. After reviewing this handbook, please complete the Student Handbook Acknowledgement form using the link below. My submission confirms my understanding and agreement to adhere to the policies and expectations outlined herein.

Complete the Doctor of Education Handbook Acknowledgement