5). 



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'".. "*. '."5.7 V 



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