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Volume XIII
Number 1

LaGrange College
Graduate Bulletin

LaGrange, Georgia

Catalogue Issue
2007-2008

^

VOLUME XIII JUNE 2007 NUMBER 1

LAGRANGE COLLEGE

GRADUATE BULLETIN

LAGRANGE, GEORGIA

CATALOGXIE ISSUE 2007-2008

College Communications Directory

LaGrange College

601 Broad Street

LaGrange, Georgia 30240-2999

(706) 880-8000 Fax: (706) 880-8358 www.lagrange.edu

A complete directory of faculty and staff telephone numbers, fax numbers,
and e-mail addresses is available on the College web site.

The Area Code of 706 is required when dialing.

LaGrange College 880-8000

General Information

Office of the President 880-8230

President, F. Stuart Gulley, Ph.D.

Academic Affairs 880-8236

Vice President for Academic Affairs and Dean, Jay Simmons, Ph.D.

Admission Office 880-8253

Director, Wells Shepard

Bookstore 880-8068

Director, Anita Laney

Business Office/Student Accounts 880-8278

Accounts Receivable Specialist, Becky Carter

Office of the Chaplain 880-8297

Elizabeth Walker Lanier Campus Minister, Rev. Quincy Brown

Education Division 880-8017

Chair, Don Livingston, Ed.D.

Financial Aid Office 880-8229

Director, Sylvia Smith

Registrar's Office 880-8997

Director, Jimmy Herring

LaGrange College admits qualified students of any race, color, national and ethnic
origin to all rights, privileges, programs and activities generally accorded or made
available to students at the school. It does not discriminate on the basis of sex, race,
color, national or ethnic origin in administration of its educational policies, admissions
policies, scholarship and loan programs, and athletic and other school-administered
programs.

LaGrange College Graduate Bulletin, Volume XIII, Number 1

President: Dr. F. Stuart Gulley Editor: Dr. Sharon Livingston

LaGrange College Graduate Bulletin, the official publication of LaGrange College for
current and future students, is published annually. Correspondence should be directed to
the Office of the Academic Dean, LaGrange College, 601 Broad Street, LaGrange, GA
30240-2999. E-mail correspondence to slivingston@lagrange.edu or fax to
(706) 880-8358.

TABLE OF CONTENTS

Academic Calendcir, Graduate Education 5

About LaGranse College 10

General Information 10

Mission 10

Accreditation 11

Financial Information 12

Payment of Charges 12

Expenses 12

Refund Policy 13

Credit Balances 14

Eederal Tax Credits 15

Miscellaneous 15

Financial Aid 16

Philosophy 16

General Information 16

Financial Aid Application Procedures 17

Verification 17

Financial Aid Eligibility Requirements 18

Candidate Financial Aid Rights and Responsibilities 18

Financial Aid Sources 19

LaGrange College Financial Assistance Programs 20

Disbursement of Financial Aid 21

Disbursement of Excess Financial Aid 21

Candidate Financial Aid and Federal Tax Implications 21

Suspected Fraud 22

Academic Policies 22

Orientation and Advisement 22

Class Attendance Regulations 22

Academic Calendars 23

Probation 23

Dismissal 23

Honor Code 23

Academic Appeals 26

Grade Appeals 26

Other Academic Appeals 27

Grades and Credits 27

Graduate Education Programs 29

Introduction to Programs 29

Guidance and Counseling 29

Transfer Credit 29

Extension and Correspondence 29

Grades 30

Probationary Status 30

Grade Appeals 30

Time Limitations 30

Applying for Graduation 30

Mater of Arts in Teaching Program 31

Admission Requirements 31

Conditional Admission 32

Subscription Fee 32

Certification 32

Graduation Requirements 33

Post Graduation 33

Program Course Plan, MAT Secondary 34

Program Course Plan, MAT Middle Grades 35

Program Course Plan, MAT Concentration in Reading for
Middle Grades 36

Master of Education in Curriculum and Instruction 37

Admission Requirements 37

Conditional Admission 37

Graduation Requirements 38

Program Course Plan 38

Course Descriptions 39

Graduate Faculty 44

Education Division 44

Adjunct Faculty 44

Content Faculty Advisors 45

2007 - 2008

Graduate Education
ACADEMIC CALENDAR

Summer I Term 2007
June 2007

4 Summer I Classes Begin

6 & 7 Content Diagnostic Examinations (1-4 pm, Bailey

Room)

7 End drop/add at 5:00 p.m. No refund for individual

classes dropped after this date. Last day for late
registration.

29 Summer I Classes End

Summer H Term 2007

Summer II Classes Begin

Holiday - College Closed

End drop/add at 5:00 p.m. No refund for individual
classes dropped after this date. Last day for late
registration.

9 & 10 Certification of Teacher Candidates
20 Summer II Classes End

September 2007
3
4

^ IFall Seine^^ (63 Class Days)

5
11

11

24-27

Labor Day - College Closed

Registration for new and returning Day students not
prepaid. Advisors are available.

All Classes Begin

End drop/add at 5:00 p.m. No refund for individual
classes dropped after this date. Last day for late
registration.

"Incomplete" grades must be changed to permanent
grades.
Interim Term 2008 Pre-Registration

October 2007
1

15-16

17

26-28
29-Nov 2

Last day to withdrawal with an automatic "W"
Fall Break No Classes

Midterm. Faculty should submit deficiency reports
electronically to the Dean's office by 5:00 p.m. so that
advisors may have copies before pre-registration
advising.
Homecoming

Advising period and pre-registration for Day students.
Students completing degree requirements by end of
Fall, Jan, or Spring terms should file petitions for
graduation. Advisors available.

November 2007

7

20

22-23

26

26- Dec. 2 *

Last day to drop a class

Last Day of Classes before Thanksgiving Break
Administrative Offices Closed

Classes resume after Thanksgiving Break

Celebrate the Servant

December 2007
7

8

10-14
14
20
20

24-26
27-28

January 2008

1

2
3
4

18
18

21
28

Last Day of Fall Term Classes for Day College

Reading Day

Final Exams

Begin term break

Grades due

Last day to confirm pre-registration for Interim Term
2008; otherwise, pre-registered students must go
through registration, January 2, 2008.

Holidays for administration and staff - College Closed
Administrative offices open

Interim Term (17 Class Days)

New Year's Holiday - College Closed

Registration for new and returning Day students.

First Day of Class

End drop/add at 5:00 p.m. No refund for individual
classes dropped after this date. Last day for late
registration.

Last day to withdrawal with an automatic "W"

Last day to drop a class

Last day to confirm pre-registration for Spring Term
2008; otherwise, pre-registered students must go
through registration, February 1, 2008.
Martin Luther King, Jr. Day - College Closed.

Last day of class

Spring Semester (63 Class Days)

February 2008
1

1

4

8

8

23
29

March 2008

17

21
31 -Apr 4

April 2008

7-11

11

21-24

May 2008

1

2

2-4

3

7

8

9-14

Day program registration for new and returning students
not prepaid. Advisors for first year, transfer and
readmitted students are available.

Interim Term Grades due

Classes begin

End drop/add at 5:00 p.m. No refund for individual

classes dropped after this date. Last day for late

registration.

"Incomplete" grades must be changed to permanent

grades.

Make-up for snow, if necessary, for Day and Evening

classes

Last day to withdrawal with an automatic "W"

Midterm. Faculty should submit deficiency reports
electronically to the Dean's office by 5:00 p.m. so that
advisors may have copies before pre-registration
advising.

Good Friday-Half Day -College Closed at Noon
Spring Break - No Classes

Advising period and pre-registration. Students
completing degree requirements in summer or fall should
file petitions for graduation. Advisors available.

Last Day to Drop a Class

Interim Term 2009 Travel Pre-Registration

National Day of Prayer

Honors Day begins at 2:30 pm

Family Weekend

May Day

Last Day of Classes for Day Program

Reading Day

Final Exams

8

GRADES DUE FOR GRADUATES BY 12:00 P.M. ON MAY 15

16

16

16
16

16

17
26

Graduation rehearsal, faculty marshals and student

marshals attend

Senior brunch, faculty and staff are invited.

Baccalaureate Reception with the President.

Baccalaureate at First United Methodist Church. All

faculty should plan to attend.

Grades for those not graduating due at 5:00 p.m.

Graduation on Residential Quadrangle.
Memorial Day Holiday - College Closed

June 2008
2
5

TBA
27

June 2008
30

July 3

TBA

July 4
July 18

Summer I Term 2008

Summer I Classes Begin

End drop/add at 5:00 p.m. No refund for individual
classes dropped after this date. Last day for late
registration.

Content Diagnostic Examinations
Summer I Classes End
Summer II Term 2008

Summer II Classes Begin

End drop/add at 5:00 p.m. No refund for individual

classes dropped after this date. Last day for late

registration.

Certification of Teacher Candidates

Holiday - College Closed

Summer 11 Classes End

ABOUT LAGRANGE COLLEGE

General Inforination

The LaGrange College Graduate Bulletin is subordinate to the LaGrange
College Bulletin. All policies not specifically addressed in this Graduate
Bulletin are detailed in the LaGrange College Bulletin. This Graduate
Bulletin details policies, procedures, degrees, and courses that are unique to
the graduate program. Inquiries regarding policies not covered should be
addressed to the Vice President for Academic Affairs and Dean.

The College reserves the right to make modifications in the degree
requirements, courses, schedules, calendar, regulations, fees, and other
changes deemed necessary or conducive to the efficient operation of the
College. Such changes become effective as announced by the proper
College authorities.

Mission

LaGrange College is called through The United Methodist Church to
challenge the minds and inspire the souls of students by improving their
creative, critical, and communicative abilities in a caring and ethical
community.

LaGrange College, estabUshed in 1831, is owned by the North Georgia
Conference of The United Methodist Church. LaGrange College is proud
of this relationship and believes that its mission is an extension of the work
of The United Methodist Church. LaGrange College is committed to the
free, uninhibited pursuit of truth. Academic freedom and free expression of
faculty and students are integral to the LaGrange College ethos. LaGrange
College is committed to challenging the minds and inspiring the souls of
students by improving their creative, critical and communicative abilities.
Faculty recognize the part they play in a student's development by serving
as mentors and role models. The total LaGrange College program -
curricular and co-curricular ~ is designed to challenge and support students
as they deal with fundamental issues of self, world, and God.

10

The principal curricular methods by which the College assists students in
the improving of their creative, critical, and communicative abilities is an
interdisciplinary, technologically sophisticated liberal arts program (A. A.,
B.A., B.S., B.M,), professional programs in business (B.S., B.A.), nursing
(B.S.N.) and education (B.A., M.Ed., M.A.T.). The principal co-curricular
means is through a comprehensive program of student life and athletics.
LaGrange College strives to be a caring and ethical community. The
hallmark of the LaGrange College community is the quest for civility,
diversity, service, and excellence. Adopted by Faculty, Administration, and
Board of Trustees, 1997; reaffirmed by the Board of Trustees on October
20, 2000.

Accreditation

LaGrange College is accredited by the Commission on Colleges of the
Southern Association of Colleges and Schools to award associates,
bachelors, and masters' desrees.

LaGrange College is also approved by the United Methodist University
Senate. It has membership in the National Association of Independent
Colleges and Universities and the Georgia Foundation for Independent Colleges.

The Georgia Professional Standards Commission, which confers
professional certificates upon college graduates meeting requirements in
early childhood, middle grades, or secondary education, has awarded
approval to LaGrange College's program of teacher education.

11

FINANCIAL INFORMATION

Payment of Charges

All charges for the semester are due and payable at the beginning of the
term, and each candidate is expected to make satisfactory arrangements at
that time.

Candidates who pre-register and pay in advance of the deadline each
semester are not required to attend final registration. Candidates
completing registration after the posted deadline will be assessed a Late
Registration fee as enumerated below.

The College also offers a deferred payment option that allows candidates to
make monthly payments to cover educational costs. Interest will be
assessed to candidates utilizing this option.

Expenses

1 . Admission

Application for admission (non-refundable) 30.00

2. Tuition

Graduate (M.Ed, and M.A.T.) education courses

per credit hour 754.00

3. Fees Miscellaneous

Late registration 50.00

Personal checks failing to clear 25.00

Student Identification Card replacement fee 15.00

Parking Permit 15.00

12

Refund Policy

No refund of any nature will be made to any candidate who is suspended or
dismissed for disciplinary reasons.

No refund will be made for individual courses dropped after the end of the
drop/add period as established by the school calendar.

Refunds will be processed within thirty (30) days of notification of a
Complete Withdrawal. A candidate withdrawing from the College must
submit a Complete Withdrawal Form, which may be obtained through
the Registrar's Office. A Complete Withdrawal date is defined by:

the earlier of date candidate began school's withdrawal process or date
candidate otherwise provided "official" notice; or

if candidate did not notify school, the midpoint in the term; or the date
of candidate's last attendance at documented academically-related
activity; or

if candidate did not notify due to circumstances beyond
candidate's control, date related to that circumstance.

The candidate should also consult the Financial Aid Office and the
Business Office to determine the financial consequences of a Complete
Withdrawal.

The Department of Education requires all unearned Title IV funds to be
returned to the program from which such aid was awarded. The College
will credit the candidate's account for all unearned institutional charges.
The Department of Education defines institutional charges as "all charges
for tuition, fees, and room and board, and expenses for required course
materials, if the candidate does not have a real and reasonable opportunity
to purchase the required course materials from any place but the school."

In the event of a Complete Withdrawal, refunds of institutional charges
will be calculated using the number of days attended. The College will
calculate the dollar amount of federal grant and loan funds the candidate
has earned during the term by dividing the number of days a candidate
actually completed by the total number of days within the term (excluding
breaks of five days or more). The resulting percentage is then multiplied
by the amount of federal funds that were applied to the candidate's
account. This is the amount of Title IV funding the candidate actually
earned. The remainder is returned to the originating program. If the
resulting percentage exceeds 60 percent, the candidate v/ould be entitled to
100 percent of the federal funds. Refunds of tuition will be applied to the
candidate's account in the same manner as the return of federal funds.
After the candidate has completed 60 percent of the term, there will be no
refund of institutional charges.

13

In certain cases, these refund requirements may leave an indebtedness on
the candidate's account. This may also require the candidate to reimburse
the Department of Education for some or all of the applicable Federal Pell
and SEOG funds. It is therefore imperative that the candidates fully
discuss the ramifications of a Complete Withdrawal with the Financial Aid
Office prior to making a final decision.

A candidate will not receive a refund until all financial aid programs have
been reimbursed. Refunds will be returned in the order indicated below:

Unsubsidized Federal Stafford Loan Program

Subsidized Federal Stafford Loan Program

Federal Perkins Loan Program

Federal PLUS Program

Federal Pell Grant Program

Federal SEOG Program

Other Title IV Programs

Other state, private, or institutional assistance programs

To the candidate

Credit Balances

Candidates who have a credit balance on their account may obtain a credit
balance refund within fourteen (14) calendar days whichever is the latest
of:

the date the balance occurs;

the first day of classes of a payment period or enrollment period, as
applicable; or

the date the candidate rescinds authorization given the school to
hold the funds.

Candidates must certify they are enrolled and regularly attending class at
the time they receive the refund.

14

Federal Tax Credits

The Tax Reform Act of 1997 provided two tax credits for higher education.
The "Hope Scholarship Credit" provides up to a $1,500 tax credit for the
first two years of postsecondary education in a program that leads to a
degree, certificate, or other recognized educational credential. The
candidate must be enrolled at least halftime. Qualified expenses are for
tuition and fees and do not include room, board, books, insurance, and
other similar expenses.

The "Lifetime Learning Credit" provides up to a $2,000 per year tax credit
per family after the first two years of higher education. These tax credits are
phased out as the modified adjusted gross income exceeds certain limits.
Please check with your tax advisor regarding these Umits. For additional
information about these credits, please consult the Business Office or your
tax preparer.

Miscellaneous

Depending upon individual requirements, a candidate may expect to
spend $1,000 per year on books. Bookstore charges for the fall term
are normally higher than the spring term.

All candidates must present the College with proof of health insurance
at the time of Registration and complete a Waiver Form including
provider name and policy number. If the candidate does not have
insurance, the College will assess the candidate for limited coverage
group sickness and accident insurance coverage.

Official transcripts and diplomas are withheld for any candidate who
has a financial obligation owed to the College.

15

FINANCIAL AID

Philosophy

LaGrange College believes that the candidate should contribute to the
educational expenses of attending a college or university to the extent of
their ability. The Financial Aid Office is available to assist candidates in
meeting the difference between the cost of education at LaGrange College
and what the candidate can contribute. The Financial Aid Office at
LaGrange College attempts to defray the cost of education from all
available Federal, State, and institutional sources. The candidate should be
prepared to assume a measure of responsibility in meeting educational
expenses through self-help financial aid sources such as candidate loans.

General Information

Candidates seeking financial assistance must complete a federal need
analysis form, the Free Application for Federal Student Aid (FAFSA). The
FAFSA collects student and spousal, if applicable, income and asset
information needed to determine eligibility for financial aid. This
information is used in a federal need analysis formula to determine the
Expected Family Contribution (EFC).

The Financial Aid Office establishes a Cost of Attendance Budget each
year. A Cost of Attendance Budget includes tuition, fees, room, board,
books and supplies, and living expenses. Other components of the Cost
of Attendance, which is applied on an individual basis, are childcare
expenses, study abroad, and the purchase of a computer. These items
may require documentation from the candidate. Below is the Cost of
Attendance Budgets for the 2007-2008 academic year.

Master of Education $ 1 9,073

Master of Arts in Teaching $28, 1 2 1

The Expected Family Contribution (EFC) is deducted from the Cost of
Attendance at LaGrange College to determine whether a need for financial
assistance exists. If the candidate's EFC is less than the Cost of
Attendance, a financial need is established. The Financial Aid Office
attempts to meet the demonstrated financial need of applicants from federal,
state, and institutional sources.

16

Financial Aid Application Procedures

Applicants for financial aid must:

Apply and be accepted as a regular degree-seeking candidate in an
eligible program at LaGrange College. Candidates conditionally
accepted into a master's program are not eligible for financial
assistance until all admission requirements are met for entry into
their chosen program. This includes submission ofGRE or
GACE test scores.

Complete and submit a Free Application for Federal Student Aid
(FAFSA) or a Renewal FAFSA annually.

Submit all required documents for verification, if selected.

Verification

Verification is the process of evaluating the accuracy of financial
information provided on the Free Application for Federal Student Aid. The
U.S. Department of Education randomly selects approximately 30% of all
financial aid applications for verification. The Financial Aid Office may
select additional applications for verification if conflicting or incomplete
information exists. A financial aid award cannot be provided until the
verification process is completed.

Candidates selected for verification will be asked to verify, at a minimum,
the following: adjusted gross income, federal income tax paid, earned
income credit, family size, number of family members in college, and
untaxed income. Most candidates will be asked to complete a verification
worksheet and provide copies of applicable federal tax returns. If
discrepancies are found during verification, the Financial Aid Office will
transmit the corrected information to the Central Processor. The results are
usually received within seven days. Once the corrected financial aid
information is received and provided all other eligibility requirements are met,
an official financial aid award letter will be mailed.

17

Financial Aid Eligibility Requirements

In general to be eligible for financial assistance, the applicant must:

Be a U.S. Citizen or permanent resident alien of the United States;

Be admitted or currently enrolled in an approved degree-seeking or
teacher certification program;

Be making Satisfactory Academic Progress towards the completion of
their degree program;

Not be in default on any federal educational loan or have made
satisfactory arrangements to repay the loan;

Not owe a refund on a federal or state grant;

Not have borrowed in excess of federal loan limits;

Be registered with Selective Service, if required.

Candidate Financial Aid Rights and
Responsibilities

Candidates have the right to know:

The procedures for applying for financial assistance and eligibility
requirements;

Financial aid resources available and eligibility requirements;

Refunds and Repayment Policy in the event of complete withdrawal
from school;

Cost of Attendance at LaGrange College;

Deadlines for applying for financial aid;

When and how your financial aid award will be disbursed;

Your loan indebtedness and estimated monthly payments;

Academic Programs available at LaGrange College;

Name of associations and agencies accrediting the institution and its
programs;

Campus Security Statistics;

Athletic Program Participation Rates and Financial Support Data;

Completion and Graduation Rates.

18

Candidates have the responsibility to:

Submit complete and accurate financial aid applications;

Observe all deadlines for submission of financial aid documents;

Maintain regular class attendance in all courses for which financial
assistance was awarded;

Maintain satisfactory academic progress towards the completion of
their chosen degree or certification;

Notify the Financial Aid Office and lenders of any change in address or
name;

Complete required Entrance and Exit Interviews for Federal Stafford
and for Federal Perkins Loan;

Respond to all communications regarding candidate loans and financial
aid awards;

Comply with all eligibility requirements for financial aid award funds;

Repay student loan(s) received for education pursuits regardless of
whether he/she graduates;

Notify the Financial Aid Office of any financial assistance to be
received from an external source (VA Educational Assistance,
Vocational Rehabilitation, Employer Reimbursement etc.)-

Financial Aid Sources

Financial assistance for graduate study is primarily limited to student loans
and a few state and institutional grants or scholarships. Available financial
aid sources are outlined below.

Federal Stafford Loan is a low interest, repayable loan available to
undergraduate and graduate degree seeking students regardless of financial
need. The interest rate is a fixed rate of 6.809^ for loans disbursed after
July 1, 2006. Federal Stafford Loans are available from banks, credit
union, savings and loans, and other lending institutions. The Federal
Stafford Loan Program consists of a subsidized (need-based) and
unsubsidized (non-need-based) loan programs. Subsidized loans will have
interest subsidies paid by the federal government to the lender while the
student is enrolled in school. Unsubsidized loans are available to students
regardless of financial need. Interest accrues while the borrower is in
school. The borrower has the option of paying the accruing interest or to
allow the interest to accrue and capitalize.

19

The maximum Federal Stafford Loan a graduate student may borrow each
academic year is $20,500-$8,500 from the Federal Subsidized Loan and
$12,000 from the Federal Unsubsidized Stafford Loan. The Federal
Stafford Loan Program has a maximum aggregate (lifetime) Umit on the
amount of funds a student may borrow. The aggregate loan limit for
graduate students is $138,500, which includes loans received as an
undergraduate student.

Repayment of a Federal Stafford Loan begins six months after the
borrower graduates, withdraws, or ceases enrollment as at least a half-time
students. The standard repayment period for a Stafford Loan is 10 years.

Graduate PLUS Loan is a new Federal loan program available to
graduate students beginning July 1, 2006. The Graduate PLUS Loan
allows eligible graduate students to borrow up to their cost of attendance
minus other financial assistance. Unlike the Federal Stafford Loan,
borrowers of a Graduate PLUS Loan are subject to a credit check to qualify
for this loan program. The interest rate is fixed at 8.5% and repayment
begins on the date of the last disbursement of the loan. Students must
complete a FAFSA and apply for their maximum annual loan limit under
the Federal Subsidized and Unsubsidized Stafford Loan Program before
applying for a Graduate PLUS Loan.

Federal Perkins Loan is a low interest, repayable loan awarded to
undergraduate and graduate students with exceptional financial need. The
interest rate is 5% and no interest accrues on the loan while the borrower is
enrolled half-time and during the grace period. Repayment begins nine
months after graduating or withdrawal from school. This loan program has
cancellation provisions for critical fields of study. Contact the Financial
Aid Office for more information.

Georgia Student Assistance Programs

HOPE Teacher Scholarship provides forgivable loans to graduate students
who are residents of Georgia and are pursuing an advanced educational
degree in a critical field. Contact the Financial Aid Office for more information.

LaGrange College Financial Assistance Programs

LaGrange College Teacher Discount is available to teachers holding a clear
and renewable or provisional teaching certificate at the T4 level who teach
in school systems in Troup, Meriwether, Coweta, Harris, Heard, Randolph
or Chambers counties pursuing a Master of Education or Master of Arts in
Teaching degree. The discount is 25% of assessed tuition only. This
discount cannot be received in conjunction with any other discount offered
by LaGrange College. To receive the discount, submit a copy of your
teaching contract to the Financial Aid Office.

20

Disbursement of Financial Aid

All financial aid funds are credited directly to the candidate's account. The
funds are applied towards current tuition, fees, room, board, and other
charges as authorized by the candidate. Financial aid funds are for
educational expenses and those candidates who fail to enroll or attend
classes are not eligible for their financial aid award. Disbursements will
only be made to candidates who have submitted all required documents for
disbursement, are registered and have begun attendance in all classes, are
meeting Satisfactory Academic Progress standards, and are enrolled for the
appropriate number of credit hours to establish eligibility for individual
financial aid programs. Financial aid disbursements are based on the
recipient's enrollment status at the conclusion of late registration.

Disbursement of Excess Financial Aid

Candidates with residual financial aid funds after tuition, fees, room, board,
and other authorized charges are paid will receive a refund of the
remaining credit balance within 14 days of the first day of classes or 14
days from the date the credit occurs (if after final registration). All refunds
must be retrieved from the Business Office and requires a picture ID
before disbursement.

If the candidate wishes to leave the credit balance on their account for
subsequent terms, he/she must sign an authorization form with the
Business Office.

Candidate Financial Aid and Federal Tax
Implications

Candidates receiving scholarships and grants that exceed their tuition, fees,
book and supplies should be aware that these funds are taxable under
federal and state tax law. It is important that candidates maintain records of
their grants and scholarships and documentation of educational expenses for
reporting purposes.

Federal tax law allows for only qualified scholarships and grants to be
excluded from income. QuaUfied scholarships are any amount of grant and
scholarship received that is used for tuition, fees, books, supplies and
equipment required for course instruction. Scholarships and grants that
are specifically designated for educational expenses other than those
described under qualified scholarships (room, board, transportation, or
living expenses) are taxable.

For information, please read IRS Publication 970, Tax Benefits for
Education, for more details on reporting requirements or consult a tax
professional.

21

Suspected Fraud

Institutions are required to report cases of suspected fraud to the Office of
the Inspector General of the Department of Education, or, if more
appropriate, to the state or local law enforcement agency having
jurisdiction to investigate these allegations. Fraud may exist if the
institution believes the applicant misreported or altered information in order
to increase their financial aid eligibility or fraudulently obtain federal funds.

ACADEMIC POLICIES

Orientation and Advisement

Prospective and newly admitted graduate candidates in the M.Ed., and
M. A.T. programs are initially oriented and advised by the Chair of the
Education Department. At this time, the Chair orients the candidate to the
program and to the College. Additional orientation is handled for the
M.A.T. program during summer classes when candidates enter as a cohort
group.

The Chair will assign graduate candidates to members of the program
faculty, taking into account the total number of advisees being counseled
by each faculty member in the graduate and undergraduate programs. Prior
to the beginning of each academic term, graduate candidates meet with
their graduate advisor to review their progress toward graduation and to
schedule classes for the coming term. The faculty in the Education program
utilizes exit interviews with their graduates to assess the effectiveness of
their advising and orientation programs and to revise these efforts as
needed.

Class Attendance Regulations

A candidate is expected to attend all classes, including labs, for all courses
for which he or she is registered. The candidate is solely responsible for
accounting to the instructor for any absence. An instructor may recommend
that the Vice President for Academic Affairs and Dean drop a candidate
from class, with a grade of "W" or "WF", when absences interfere with
satisfactory performance in the course.

22

Academic Calendars

The Graduate programs in Education follow the academic calendar of the
Day program. The calendar is printed at the front of this Bulletin.

Probation

Graduate candidates whose cumulative GPA falls below 3.0 at the end of a
term or who fail to make sufficient academic progress will be placed on
academic probation. Candidates will receive a letter from the Vice
President for Academic Affairs and Dean informing them of their status.
Candidates may remain on academic probation for two terms. The
Summer Term is considered a regular term in the College's graduate
programs. These candidates are no longer on probation when their
cumulative GPA becomes 3.0 or above. In the event that their GPA does
not rise to 3.0 or above within two consecutive terms from the date of
academic probation, the candidates are subject to dismissal from the
College. Only graduate courses taken at LaGrange College will be used to
compute GPA.

Dismissal

Graduate candidates may not be dismissed from graduate studies for
academic reasons unless they were first placed on academic probation.
Graduate candidates who have been dismissed from graduate studies
normally will not be readmitted unless it is mathematically possible that
they can achieve a GPA of 3.0 or above prior to completing standard
degree requirements. Candidates who are dismissed for academic reasons
may appeal their dismissal to the Vice President for Academic Affairs and
Dean within ten (10) working days following receipt of their notice.

Honor Code

Students at LaGrange College sign the Honor Code, which states,

As a member of the student body of LaGrange College, I
confirm my commitment to the ideals of civility, diversity,
service, and excellence. Recognizing the significance of
personal integrity in establishing these ideals within our
community, I pledge that I will not lie, cheat, steal, nor
tolerate these unethical behaviors in others.

23

The Honor Council is selected each spring by the outgoing President of the
Honor Council, the outgoing President of the SGA, the Vice President for
Academic Affairs and Dean, the President of the Faculty Assembly, and
the Advisor to the Honor Council. A member of the faculty serves as
advisor to the council. Both members of the faculty and the student body
are expected to report any suspected violation of the Honor Code to the
Honor Council, either to the Vice President for Academic Affairs and Dean
or to the President of the Honor Council. Students who suspect a violation
may, in a course-related case, first report the suspected violation to the
course instructor. (For a complete description of the Honor Code and
poHcies, please see the Student Handbook.)

The following are examples of violations of the Honor Code:

Lying in any academic matter;

Cheating by either giving aid to or receiving aid from a student or
other source without the consent of the instructor;

Plagiarizing (using another's words or ideas without proper citation);

Failure to report a violation of the Honor Code;

Failure to appear before the Honor Council as requested by written
notice;

Failure to maintain confidentiality regarding an Honor Council case.

Sanctions include the following:

Assigning a grade of zero to the related academic work (assignments,
exams, reports, projects, case studies, etc.);

Lowering the final grade in the course by one letter, in a grade-related
offense;

Assigning a grade of F in the course, in a grade-related offense;

Suspension for the next semester, either fall or spring; or suspension
for the next semester and an F in the course, in a grade-related offense;
or

Dismissal from the College; or dismissal from the College and an F in
the course, in a grade-related offense.

24

When a student accused of a violation does not appear for a preliminary
interview when notified to do so, a hold will be placed on the student's
transcript. A hold will also be placed on the transcript when the President
of the Honor Council and the Vice President for Academic Affairs and
Dean determine that the case will proceed to a hearing. This hold will be
removed when the case has been resolved.

If a case cannot be heard before the end of a grading period, the instructor
will submit the grade of "I" until the Honor Council acts on the case.

The Honor Council reserves the right to conduct a hearing in absentia when
a party to the case fails to appear as directed.

An investigation and hearing shall be confidential and those within the
bounds of confidentiality shall not divulge anything that is said or done
with regard to these proceedings to anyone outside the bounds of
confidentiality. Should anyone outside the bounds of confidentiality
receive information which is considered to be confidential, he or she will
automatically be bound by confidentiality. Those within the bounds of
confidentiality include Council members, the faculty advisor to the
Council, the Vice President for Academic Affairs and Dean, the President,
accusers, the accused, witnesses, persons interviewed during the
investigation, and the College's attorney. In addition, the accused may
include within the bounds of confidentiality his or her parents, faculty,
staff, minister, personal or legal counsel.

All tests at the College are conducted under the Honor Code. Accordingly,
instructors may leave the room during the examination and students are on
their honor to do their own work. The Honor Code should be abbreviated
on the outside of the test and signed by the student before handing in the
examination. Students should leave all books and materials not pertaining
to the test either in the hall outside the classroom, or next to the wall in
front of the classroom. Students should take the test in the designated
classroom, except under extenuating circumstances or by prior
arrangement.

Work prepared out of class should be that of the individual. Any assistance
from fellow students, books, periodicals, or other materials should be
carefully acknowledged. Instructors should give specific guidance
regarding what constitutes a violation of the Honor Code. If any doubts
about plagiarism arise, a question should be raised by the instructor.

25

As early as possible in the term, the instructor should make clear to his or
her classes how the specifications of the Honor Code apply to class
requirements. For example, what constitutes a legitimate use of source
material, especially material on the Internet, should be made clear.

Academic Appeals

Graduate candidates at LaGrange College have the right to appeal
academic decisions including grades. Appeals by candidates must be in
writing and the response to the candidate must be written. Appeals must
first be submitted to the level which originated the decision.

Grade Appeals

The initial determination of a candidate's grade is entirely the prerogative
of the instructor. However, a candidate who wishes to contest a course
grade or other academic decision may initiate an appeal by the procedures
outlined below. Grade appeals must be initiated no later than mid-term of
the academic term following that in which the grade was assigned. The
date of the academic term is defined in the College calendar in the front of
this Bulletin.

The following procedures govern all candidate requests for grade changes:

The candidate should first attempt to resolve the matter by discussing
the question with the course instructor.

If the candidate and the instructor are unable to reach a resolution, the
candidate must then submit a written appeal to the Vice President for
Academic Affairs and Dean. The appeal must state the manner in
which the course syllabus was violated.

The Dean shall then seek an informal conference between the
candidate and the instructor to settle the grievance to the satisfaction of
the two parties involved. If no resolution can be found, the Dean will
deliver the candidate's appeal, together with any other pertinent
documents provided by the candidate and/or the instructor, to the
Review Panel of the Academic Policies Committee for its
determination.

The Review Panel shall then convene to conduct a preliminary review
of the appeal after which the Chair of the Review Panel will set times
convenient to the candidate and the instructor for hearing both sides of
the dispute.

26

Upon completion of its hearings, the Review Panel will report its
findings to the Vice President for Academic Affairs and Dean. The
Dean will, in turn, inform the principal parties involved of whether the
candidate's request for a change of grade or other decision was denied
or approved.

It is the responsibility of the Review Panel to make every reasonable
effort to complete its deliberations prior to the end of the term in which
an appeal was initiated.

Other Academic Appeals

Appeals other than grades should be filed in the following order if not
resolved at a lower level: Professor, Department Chair, Division Chair, the
Academic Policies Committee, Vice President for Academic Affairs and
Dean, and ultimately, the President. As an example, an appeal of a policy
or decision must be submitted to the department. An appeal of a College
requirement must be submitted to the Vice President for Academic Affairs
and Dean.

Grades and Credits

The definitions of grades given at LaGrange College are as follows:

A+

4.0

A

superior

4.0

A-

3.75

B+

3.25

6

above average

3.0

B-

2.75

C+

2.25

C

average

2.0

C-

1.75

D+

1.25

D

below average

1.0

F

failing

0.0

I incomplete. This grade is assigned in case a

candidate is doing satisfactory work but for some reason
beyond the candidate's control has been unable to
complete the work during that term.

P pass

NC no credit or non-credit

27

W withdrawn. During the first three weeks a candidate may

withdraw from a class with an "automatic" "W." After this
trial period the candidate may withdraw, but the grade
assigned, "W" or "WF," will be at the discretion of the
professor.

WF withdrawn failing. The grade of "WF" is included in
computing the grade-point average.

AW audit withdrawn

AU audit complete

NR grade not reported by instructor at the time the report
issued.

A candidate may register for a course on a non-credit basis, for which he or
she pays full tuition. To have a grade of "NC" recorded, he or she must
fulfill all course requirements.

A candidate may audit a course by paying the audit fee. All requests for
audit courses must be approved in writing by the instructor and Vice
President for Academic Affairs and Dean. Only lecture courses may be
audited.

An "I" is a temporary grade, assigned by an instructor within the last three
weeks of the term to candidates who are doing satisfactory work and who
cannot complete the course due to circumstances beyond their control.
Should conditions prohibiting completion of a course arise within the first
eight weeks, candidates should withdraw.

An "I" is to be removed by the date indicated in the academic calendar.
Failure to remove an "I" by the date set initiates the following action: The
Registrar will write a letter to the candidate using the address on file. The
letter indicates that the candidate has two weeks to respond. Otherwise the
"I" grade will be converted to an "F".

Grades are assigned and recorded for each course at the end of each term.
Grades are available to candidates on the web. Transcripts are withheld for
any candidate who is under financial obligation to the College.

28

GRADUATE EDUCATION
PROGRAMS

Introduction to Programs

The Education Department of LaGrange College offers two masters degree
programs. The Master of Arts in Teaching (M.A.T.) induction program is
an alternative route to certification designed for those with a four-year
degree who wish to become secondary teachers in high schools or middle
schools. The Master of Education in Curriculum and Instruction (M.Ed.) is
an advanced degree for practicing educators.

Guidance and Counseling

Upon acceptance, the candidate is assigned an advisor.

With the help of the advisor, each candidate plans a program of study
to satisfy the requirements of the selected masters program.

In order to establish definite goals as well as intermediate objectives, a
periodic checklist and definite timetable will be mutually agreed upon
by the candidate and advisor.

Candidates are responsible for seeking advisement and meeting
graduation requirements.

Transfer Credit

With the approval of the Department Chair, up to 6 semester hours of
credit in appropriate courses from an accredited degree program may be
applied toward a degree. Petitions for approval of transfer credit should be
made to the Department Chair. The final 12 hours of study must be completed
at LaGrange College.

Extension and Correspondence

Graduate credit is not allowed for work done in extension or by
correspondence.

29

Grades

All graduate programs require the candidate to maintain a grade point of
3.0. No credit toward the degree will be awarded for any grade below 2.0
(C).

Probationary Status

No grades below a 2.0 (C) will be accepted. In the event a candidate's GPA
falls below 3.0 the candidate will be placed on probationary status. The
candidate has two semesters in which to remove the probationary status.
Failure to do so will result in being dropped from the program. All requests
for exceptions must be addressed to the Department Chair.

Grade Appeals

Candidates may appeal grades by first seeking to resolve the issue with the
faculty member concerned. If this does not result in a resolution of the
problem the candidate may then appeal to the Academic Policies
Committee.

Time Limitations

Candidates must complete all requirements for their degree within five
years starting from the date of admission to the program. All courses or
requirements that do not meet this requirement must be repeated.

Applying for Graduation

One semester prior to the anticipated date of graduation, the graduate
candidate must file, through the advisor, an application for graduation with
the Vice President for Academic Affairs and Dean. Any changes must be
approved by the advisor and the Vice President for Academic Affairs and
Dean. The appUcations for graduation are available from the Education
Department office.

30

Master of Arts in Teaching Program

Admission Requirements

Candidates apply for admission to LaGrange College graduate programs
through the Graduate Admission Office. At the time of admission, all
candidates are assigned an academic advisor. Candidates for the M.A.T.
induction program begin courses in June of one year and conclude the
program in July of the following year. The Education Office will maintain
records of admission and supporting documents, a checklist of entry
requirements, and candidacy status. Transcripts and coursework will be
examined to determine appropriateness for the M.A.T. induction program.
Candidates are required to maintain a 3.0 grade point average.

For unconditional acceptance to the Master of Arts in Teaching program,
an applicant must:

Submit satisfactory official transcripts from each graduate and
undergraduate institution attended;

Supply three letters of recommendation;

Complete an interview with the Chair of the Department of Education;

Provide criminal background check and verify that no criminal record
or dishonorable discharge from the armed services will prevent teacher
certification;

Earn a minimum score on the TOEFL exam of at least 550 if English is
not the applicant's primary language;

Provide passing scores for the GACE Basic Skills requirement and the
candidate should have a cumulative undergraduate GPA of 2.5 on a 4.0
scale or higher;

Present a completed application.

31

Conditional Admission

If one or more of the admission requirements is not completed, candidates
may be admitted on a conditional basis. The candidate must remove the
conditional status within 6 semester hours of coursework. Failure to do so
will result in being dropped from the program.

Subscription Fee

A $100 subscription fee is assessed in the first course EDUC 6040
Foundations in Curriculum and Instruction to cover the cost of the TK20
software use for assessment, portfolio development, and data collection.

Certification

LaGrange College is approved to offer initial certification at level 5, T-5,
Master of Education level for Middle Grades, biology, broad field science,
mathematics, history, and English.

Because certification requires that specific standards be satisfied, an
applicant for the Master of Arts in Teaching must take a Content
Diagnostic Examination prior to matriculating into the program if s/he does
not possess a degree from an accredited institution of higher learning in the
field of certification.

The candidate will be assessed for content knowledge with a Content
Assessment Analysis and a Content Diagnostic Examination. The Content
Assessment Analysis is a transcript evaluation by the Chair of the
Education Department to determine if the candidate has sufficient
academic credit for the certification area. Additional content coursework
deemed necessary by the Chair of the Education department must be
completed before the candidate will be recommended for certification. The
Content Diagnostic Examination is an internal instrument that assesses that
knowledge of the content standards prescribed by the related Specialty
Professional Association. Remediation in the form of additional
coursework or other experiences may be required if an applicant fails to
master 80% of any section of the Content Diagnostic Examination. The
determination of what coursework and/or experiences will be made by
appropriate college content faculty.

Admission decisions may be appealed to the Academic Dean.

After admission to the program, a review occurs each semester for each
candidate to determine retention in the teacher education program.

To ensure that content knowledge and pedagogical content knowledge

32

meets state and professional standards, extensive internships are required
and comprehensive exit examinations will be administered at certain
transition points in the program.

Teacher candidates must have successfully completed program courses and
have a passing score of 809^ or higher in each respective section of all four
Comprehensive Exit Exams. If a score of less than 80% is earned, the
candidate must retake the particular course associated with the failed
section. Candidates must successfully complete fieldwork assignments and
receive satisfactory ratings on all Teacher Performance Observation
Instruments (TPOI) and Dispositions Evaluations or show evidence of
successfully completing a Professional Development Plan.

Graduation Requirements

To be eligible for graduation from LaGrange College, candidates must
complete an approved program and satisfy other criteria as indicated in this
Bulletin. Artifacts collected at this time include transcripts, GPA,
Comprehensive Exit Exam Scores, Lesson Plan Rubrics, Documentation of
Student Learning: Internship II, Teacher Work Sample, Professional Logs,
Teacher Performance Observations, Disposition Evaluations, PDPs (if
needed), and Content Portfolios. In addition, candidates must take and
pass appropriate GACE tests to be recommended for teacher certification
in Georgia. GACE scores are collected from all candidates seeking initial
certification.

Post Graduation

After completing an initial program, graduates are contacted by letter and
asked to respond to a survey based on the Georgia PSC and GSTEP
Standards. The survey is designed to elicit responses regarding candidates'
perceptions of their preparation at LaGrange College. Employers of
LaGrange College graduates are also contacted and asked to complete a
brief survey for each LC graduate whom they supervise. The survey asks
employers to rate candidates on job performance.

33

Program Course Plan Master of Arts in Teaching
Secondary

Course

EDUC 6010
EDUC 6020

Title

Assessment and Accountability
Educational Technology

Credit Hours

3
3

Methods of Teaching and Learning (choose one)

EDUC 5020
EDUC 5021
EDUC 5022
EDUC 5023

Teaching Mathematics in the Middle

and Secondary Grades

Teaching Social Studies and History

in the Middle and Secondary Grades

Teaching Science in the Middle

and Secondary Grades

Teaching English Language Arts in

the Middle and Secondary Grades

EDUC 5040

EDUC 5050

EDUC 5060
EDUC 5700
EDUC 5700
EDUC 6030
EDUC 6040
*Elective

Affirming Diversity in the Classroom 3

OR

Affirming Diversity in the Classroom: Teaching

Reading for Success in Changing Times

Students with Special Needs

Internship I

Internship n

Problems in Reading

Foundations of Curriculum and Instruction

Total

3
4
8
3
3
3
36

*As an elective, secondary candidates may take either another Methods
course (EDUC 5020, 21, 22, or 23) or choose to take EDUC 5080
Essentials of Adolescent Literature or EDUC 5090 Foundations of
Reading Theories.

34

Program Course Plan Master of Arts in Teaching
Middle Grades

Course

EDUC6()1()
EDUC 6020

Title

Assessment and Accountability
Educational Technology

Credit Hours

3
3

Methods of Teaching and Learning (choose two)

EDUC 5020
EDUC 5021
EDUC 5022
EDUC 5023

Teaching Mathematics in the Middle

and Secondary Grades

Teaching Social Studies and History

in the Middle and Secondary Grades

Teaching Science in the Middle

and Secondary Grades

Teaching English Language Arts in

the Middle and Secondary Grades

EDUC 5040
OR

EDUC 5050

Affirming Diversity in the Classroom 3

Affirming Diversity in the Classroom: Teaching
Reading for Success in Changing Times

EDUC 5060
EDUC 5700
EDUC 5700
EDUC 6030
EDUC 6040

Students with Special Needs 3

Internship I 4

Internship II 8

Problems in Reading 3

Foundations of Curriculum and Instruction 3

Total 36

35

Program Course Plan - Master of Arts in Teaching
with a Concentration in Reading for Middle Grades

A Master of Arts in Teaching with a Concentration in Reading is offered
for candidates who desire an additional concentration area in reading. The
Master of Arts in Teaching with a Concentration in Reading may also be
required if the Chair of the Education Department determines that an
additional concentration area in reading is necessary for candidates seeking
middle grades certification standards.

The reading concentration for middle grades consists of five courses for a
total of fifteen semester hours. The courses are based on the standards for
classroom teachers of reading published by the International Reading
Association, GAPSC standards, and GACE standards and reflect current
scientific based research from the National Reading Panel. The coursework
focuses on reading theories, assessment, adolescent literature, materials,
problems in reading, multicultural literature, curriculum, and strategies for
addressing the needs of diverse learners. Upon completion of the reading
concentration, candidates should be able to:

Demonstrate knowledge of a wide range of instructional strategies to
accommodate the needs of all students;

Select instructional materials on the basis of students' reading levels,
interests, and cultural backgrounds;

Administer and analyze data from informal literacy assessments to
identify students' strengths and problem areas; link assessment and
instruction;

Understand and apply theories of reading and the reading and writing
process;

Implement literacy strategies across the curriculum;

Influence students to become lifelong readers;

Reflect critically on teaching experiences and adapt literacy instruction
for all learners.

The five courses for the reading concentration are as follows:

EDUC 5050 Affirming Diversity: Teaching Reading

for Success in Changing Times 3

EDUC 5070 Assessing and Improving Literacy 3

EDUC 5080 Essentials of Adolescent Literature 3

EDUC 5090 Foundations of Reading Theories 3

EDUC 6030 Problems in Reading 3

36

Master of Education in Curriculum and

Instruction

Admission Requirements

Candidates apply for admission to the M.Ed, program through the
Education Department. At the time of admission, all candidates are
assigned an academic advisor. As a general policy, candidates begin
courses in June of one year and complete courses in July of the following
year. The Education Department will maintain records of admission and
supporting documents, a checklist of entry requirements, and candidacy
status.

Before an applicant can be admitted as a regular candidate qualifying for
financial aid, the college must have received copies of official
undergraduate transcripts, GRE or MAT scores, three letters of
recommendation from supervisors, fellow teachers, parents of former
students or others who can attest to the candidate's potential in the
program, and other information required of the applicant by the Education
department. The candidate should have a cumulative undergraduate GPA
of 2.5 on a 4.0 scale or higher or a GPA of 3.0 in the last 60 semester hours
and a suggested score of 1000 on the GRE or the equivalent of 407r correct
on the MAT. Test scores must not be more than five years old.

Program specific requirements:

Candidates are required to maintain a 3.0 grade point average;

Have a successful interview with the department chair;

Hold a current or renewable teaching certificate;

Must hold an undergraduate degree from an accredited college or
university;

Earn a minimum score on the TOEFl. exam of at least 550 if English
is not the applicant's primary language;

Verify that no criminal record or discharge from the armed services
will prevent continuing teacher certification;

Present a completed application.
Conditional Admission

If one or more of the admission requirements is not completed, candidates
may be admitted on a conditional basis. The candidate must remove the
conditional status within 12 semester hours of coursework. Failure to do so
will result in being dropped from the program.

37

Graduation Requirements

All candidates shall successfully complete 30 hours of coursework with a
3.0 (B) average or better and complete and present either their Graduate
Field Project or defend their Graduate Thesis.

Program Course Plan Master of Education in
Curriculum and Instruction

The Master of Education program offers candidates a diverse educational
background and prepares them for a future as creative educational leaders.
This program consists of 30 semester hours comprised of ten courses that
requires five academic semesters to complete. In this program, candidates
have three classes devoted to research: EDUC 6090 Research and Project
Preparation during the first summer session, EDUC 6200 Directed
Research Seminar during the January Interim, and EDUC 6300 Thesis or
Graduate Field Project Seminar taken in the second summer session. In
addition to the research classes, candidates take the following classes in the
prescribed sequence:

Semester

Summer I '07

Summer n '07

Fall '07

Interim '08
Spring '08

Summer '08

Course

Title

EDUC 6090 Research and Project Preparation
EDUC 6030 Problems in Reading

EDUC 6010
EDUC 6100

EDUC 6045
EDUC 6060

Assessment and Accountability
Theories of Constructivist Learning

Curriculum Studies

Literature Across the Curriculum

EDUC 6200 Directed Research Seminar

EDUC 6070 School Law and Contemporary Issues
in Curriculum and Instruction

EDUC 6080 Differentiated Instruction and Student
Diversity

EDUC 6300 Thesis or Graduate Field Project
Seminar

38

COURSE DESCRIPTIONS

EDUC 5020 Teaching Mathematics in the Middle and Secondary
Grades. (3) Fall and Spring

This course explores what mathematics content is necessary to know, what
methods are avaihible to teach mathematics , how to create healthy
classroom environments conducive to high levels of academic achievement
and how to design and create instructional experiences based on
mathematics content and curriculum, students learning environments and
assessment.

EDUC 5021 Teaching Social Studies and History in the Middle and
Secondary Grades. (3) Fall and Spring

This course explores what social studies and history content is necessary to
know, what methods are available to teach social studies and history, how
to create healthy classroom environments conducive to high levels of
academic achievement and how to design and create instructional
experiences based on social studies and history content and curriculum,
students learning environments and assessment.

EDUC 5022 Teaching Science in the Middle and Secondary
Grades. (3) Fall and Spring

This course explores what science content is necessary to know, what
methods are available to teach science, how to create healthy classroom
environments conducive to high levels of academic achievement and how
to design and create instructional experiences based on science content and
curriculum, students learning environments and assessment.

EDUC 5023 Teaching English Language Arts in the Middle and
Secondary Grades. (3) Fall and Spring

This course explores what English language arts content is necessary to
know, what methods are available to teach English language arts, how to
create healthy classroom environments conducive to high levels of
academic achievement and how to design and create instructional
experiences based on English language arts content and curriculum,
students learning environments and assessment.

39

EDUC 5040 Affirming Diversity in the Classroom (3)

Students will read and discuss articles and critiques by scholars who are
concerned with issues of equity, social justice, community and
responsibility in a democratic, multicultural society. Because teachers are
advocates for curriculum, instruction, learning environments and
opportunities that support the diverse needs of and high expectations for all
students, an emphasis will be given to the implementation of multicultural
teaching in the classroom. This course will encourage teachers to think
theoretically about their practice and learn from experience through
contemplation of how the research in multicultural education relates to the
classroom today.

EDUC 5050 Affirming Diversity in the Classroom: Teaching
Reading for Success in Changing Times (3).

This course is designed to enhance candidates' knowledge of the culture of
American ethnic minorities and changing global societies. Emphasis will
be on rethinking curriculum from multiple perspectives with special focus
on reading instruction.

EDUC 5060 Students with Special Needs (3)

A study of identification and diagnostic techniques for secondary teachers
as related to areas of exceptionality among students, alternative styles of
teaching to meet special needs, and related legal issues.

EDUC 5070 Assessing and Improving Literacy (3)

Assessing and improving Uteracy in the Middle Grades will focus on the
identification and correction of reading problems in middles grades
students. Special attention will be given to formal and informal assessment
as well as teaching materials and strategies for intervention. A variety of
assessment techniques and technology sources will be incorporated
throughout the course.

EDUC 5080 Essentials of Adolescent Literature (3)

Essentials of Adolescent Literature is designed to increase students'
understanding of various genres of literature, elements of fiction, literary
devices, and organizational structures of informational texts. Students will
learn to select books for instruction, pleasure, and enrichment of the
curriculum. This course explores a variety of effective methods for sharing
and responding to literature and includes a study of multicultural and
international literature and ways to connect adolescents of all cultures to
literature.

40

EDUC 5090 Foundations of Reading Theories (3)

Reading Foundations for the Middle Grades explores the psychological,
sociological, and linguistic foundations of reading and writing as a
communication system and as a learned behavior. This course includes a
study of recent reading research and the histories of reading. Students will
understand the theories behind the reading process and how reading
research intluences teaching.

EDUC 5700 Internship I (4) and II (8)

Student Teaching is a full semester (13 week) internship in specific middle
and high schools with pre-service teachers gradually assuming total
responsibility for the class. They are evaluated through a rigorous
performance-based assessment process based on national standards. They
will participate in classroom teaching and observation, planning and
evaluation conferences, and other school-related experiences with guidance
provided by the cooperating teachers and college supervisor. Several
seminars will be held in conjunction with these experiences and will
address a variety of topics. Portfolio elements required.

EDUC 6010 Assessment and Accountability (3)

This course is designed to acquaint students with the basic principles of
assessing learning using different techniques and strategies. Among the
areas addressed will be theory, methods, standardized tests, and
fundamental statistical concepts. In addition the students will study testing,
grading, ethical considerations, and current issues in educational
assessment

EDUC 6020 Educational Technology (3)

Educational Technology is offered to graduate middle and secondary
MAT/MED majors during the summer semesters. This course will meet
the expected performances found in the Georgia Technology Standards for
Educators. It is designed to teach Global Communication Skills,
Application Skills and Integrative Strategies. All students will be
responsible for designing a professional web site and electronic portfolio
that will contain evidence of their expertise in classroom technology. The
evidence will be aligned with the Georgia Technology Standards.

41

EDUC 6030 Problems in Reading (3)

A study of reading problems encountered in public education. This course
addresses reading skill development in special populations including those
with limited EngHsh abilities, problems in content reading assignments,
and non-readers in elementary, middle, and secondary school settings.
Special attention is given to developing strategies for teaching reading and
writing to readers at various skill levels. Candidates will develop resources
for effective teaching based on the Georgia Performance Standards and
standards from IRA and NCTE.

EDUC 6040 Foundations of Curriculum and Instruction (3)

This course provides candidates with an overview of the theories and
models that have shaped the way curricula have developed and the way
processes, tools, and applications affect instructional practices. The course
examines current educational issues that continue to shape curriculum and
instruction in our schools.

EDUC 6045 Curriculum Studies (3)

This course provides candidates with an overview of the theories and
models that have shaped the way curricula have developed and the way
processes, tools, and applications affect instructional practices. The course
examines current educational issues that continue to shape curriculum and
instruction in our schools through a historical lens to explain why
educational practices are as they are today. The course includes primary
research with historical material.

EDUC 6060 Literature Across the Curriculum (3)

This course is designed to examine literature genres and current trends in
children's and adolescents' literature with special focus on integrating the
curriculum through books. Some emphasis will be placed on ways to
select books wisely for instruction, pleasure, and enrichment. Other
components include designing lessons and instructional resources using
Georgia QCC objectives, award winning books, and standards from IRA
and NCTE.

EDUC 6070 School Law and Contemporary Issues in Curriculum
and Instruction (3)

This course focuses primarily on how the courts affect curriculum and
explores issues in curriculum and instruction from an educational literature
perspective. Students will investigate curriculum theory, development,
implementation, and evaluation as well as local and national standards.
Students will utilize texts and professional journals to become
knowledgeable practitioners with regard to curriculum and instruction.

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EDUC 6080 Differentiated Instruction and Student Diversity (3)

This course examines how schools implement organi/ational and teaching
practices that support the democratic values of liberty, individual freedom,
justice, fairness and the issues of equality and equal opportunity in
American schools. Teachers will be introduced to new methods of
differentiating instmction and will examine current research in the areas of
teaching and learning. They will maintain a retlective log recording their
implementation of differentiated instructional strategies.

EDUC 6090 Research and Project Preparation (3)

This course focuses upon theory, methods, and basics of educational
research. Students explore the inquiry process, fundamental statistics, and
consider issues of reliability and validity. Use of Galileo, references and
resources, statement of a problem, expression of hypotheses, research
design, organizing the review of literature, gathering data, basic statistical
analysis of data, reporting and discussing findings, and drawing
conclusions are components of the course. Candidates will consider
research opportunities for their Graduate Project or thesis.

EDUC 6100 Theories of Constructivist Learning (3)

This course is based on developmental, social and cultural theories for
cognitive, emotional and moral growth. From a multicultural perspective,
the course will focus on the ways in which individual development is
shaped both by biological and environmental forces within specific social
contexts.

EDUC 6200 Directed Research Seminar (3)

Designed to meet individual needs of graduate students who are preparing
their thesis or graduate field project. This course is generally taken during
the Interim term.

EDUC 6300 Thesis or Graduate Field Project Seminar (3)

Working under the guidance of the candidate's advisor, this course is taken
during the semester in which the candidate plans to defend her or his thesis
or graduate project.

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GRADUATE FACULTY

Education Division

David Crowe (2007)

Assistant Professor of Education;
B.S.E., M.Ed., Ph.D., Auburn University

Joyce Hillyer (1995)

Professor of Education;

B.S., M.Ed., Ed.D., Auburn University

Don Livingston (2001)

Associate Professor of Education; Chair, Department of Education
B.S., Drexel University; M.Ed., West Chester University;
Ed.D., Georgia Southern University

Joycelyn Wilson (2007)

Assistant Professor of Education;

B.S., University of Georgia; M.A., Pepperdine University;

Ph.D., University of Georgia

Margie Yates (2005)

Assistant Professor of Education;

B.S., University of Georgia; M.Ed., Columbus State University;

Ph.D., Auburn University

Adjunct Faculty

Linda Buchanan (1996)

Vice President and Dean for Student Life and Retention
B.A., Georgia William College; M.A., Eastern Kentucky;
Ph.D., Georgia State University

Sharon Livingston (2006)

Assistant Dean for Academic Affairs

B.S., Drexel University; M.S. A., West Chester University;

Ph.D., Georgia State University

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Content Faculty Advisors

Joseph J. Cafaro (1984)

Professor of History:

A. A., Manatee Junior College; B.A., Florida Atlantic University;

M.A., Ph.D., Florida State University

Greg A. McClanahan (1988)

Professor of Mathematics; Chair, Division of Science and

Mathematics, Chair of Mathematics Department

B.S., M.S., Auburn University; Ph.D., Clemson University

Laine Allison Scott (1998)

Associate Professor of English; Chair, English Department

B.A., The College of William & Mary; M.A., Middlebury College;

M.A., Salisbury State University; Ph.D., University of Alabama

Kevin L.Shirley (1998)

Associate Professor of History; Chair, Division of Humanities and

Social Sciences;

B.A., M.A. (history), M.A. (religion), Ph.D., Florida State

University

Brenda W. Thomas (1989)

Professor of English;

A.B., Samford University; M.A., Auburn University;

Ph.D., Georgia State University

Carol M. Yin (1991-1994, 1996)

Associate Professor of Mathematics;
B.S., M.A.M., Ph.D., Auburn University

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Challenging the mind. Inspiring the soul.

LAGRANGE

COLLEGE