In contrast to the undergraduate program, most of Georgetown’s graduate students are education professionals who work full-time in the schools and accomplish their educational objectives around their work schedules. Consistent with Georgetown’s high quality undergraduate teacher certification program, the primary aim of the Graduate Program is to develop scholars who are competent and caring educators, committed to a spirit of service and learning.

To realize this goal, learning experiences center around three knowledge domains: Professional Skills and Competencies, Professional Values and Dispositions, and Reflective Practice. Our courses are taught by full-time faculty of the College and by quality adjunct faculty with specialized experience. A variety of classroom approaches, fieldwork, and independent projects are integral components.

The Master of Arts in Education Degree was substantially revised for students beginning in fall of 2006. The MA degree includes 30 semester hours of study and consists of the following core courses: EDU 584, 586, 591, 593, 596, and 597 ( 18 semester hours). Additional courses in a specialty area are also required.

Georgetown College is approved to offer a Master’s degree that leads to teacher certification for candidates who hold college majors which qualify for Kentucky teacher certification. This program is offered in two tracks as follows:

Master of Arts Degree with Certification in Special Education
The Master of Arts Degree with Certification in Special Education is an online certification program for Bachelor’s degree graduates who wish to teach Special Education (LBD). The program consists of 37 –38 course hours and generally takes between 18 months and two years to complete. Most students are emergency or provisionally certified while in the program.

This alternative certification program is designed for college graduates with little or no teacher preparation coursework or certified teachers who want to add special education certification. It utilizes a blended approach with on-line learning, directed study, distance learning seminars, and mentorship support.

Final course sequence is determined individually in conjunction with an academic advisor. Courses in the program include ECE 500, 501, 502, 503, 504, 575, and 576. Students not previously certified take EDU 501, 506, 509, 542, and 565 for a total of 38 hours. Students entering with teacher certification take EDU 506, 542, 596, and 597 for a total of 37 hours.

Fifth Year Program (Rank II)
Georgetown College offers a non-degree program for improving the competency of elementary, middle school, and secondary teachers which provides Rank II for salary purposes as well as a renewal of the provisional teaching certif­icate. This program appeals to those who are unable or unwilling to meet the usual requirements of admission, resi­dence, and testing.

The Fifth Year Program consists of thirty-three semester hours of coursework carefully planned with each student to enhance teaching competencies. Of the 33 semester hours, 21 must be completed in courses open only to graduate students and 12 semester hours must be taken in an academic area or areas. Selection of the courses and planning of the total program will be completed by the candidate in consultation with the Director of Graduate Education.

Six semester hours of the Fifth Year Program may be transferred from another institution (including an accredited four-year institution). All credits must be completed within eight years of enrollment in the program. The candidate who wishes to transfer later to a degree program may use no more than twelve semester hours of appropriate credit from the Fifth Year Program.
 

Rank I Program
Georgetown College has a long and successful history of producing effective classroom teachers at the undergraduate and graduate levels. This service is extended through a Rank I Program of thirty planned hours beyond the Master’s or Rank II.

Georgetown’s Rank I program is designed specifically for teaching professionals who wish to continue a career in the classroom rather than seeking administrative or supervisory positions.

Teachers may plan a 60 semester-hour program, including the Master’s Degree, the Standard Certificate, and the completion of Rank I. Those who do not wish to complete a Master’s Degree may complete a 62 semester hour program which renews the Provisional Certificate as well as provides Rank I. All credit toward the Rank I Program above the Master’s degree MUST be completed within a ten-year period. (Any transfer credit must be approved in advance of taking the course and must be accomplished within the first fifteen of the 30 semester-hour program.)

Required core courses for the last thirty semester hours of the Rank I Program include the following: EDU 518, 538, 546, 591, and a technology course, with sixteen additional semester hours planned in conjunction with the Director of Graduate Education.

No comprehensive examination is required for entrance into or completion of the Rank I Program.

Additional teaching endorsements can be obtained while you work on a rank upgrade or, with the exception of the Reading/Writing Endorsement, as a stand alone professional development activity. You can add or change to an endorsement program at any point in your graduate study, but careful planning with your advisor can help avoid overlapping or conflicting course enrollments that may not fit with a late change of plans. Georgetown College provides endorsements in Reading/Writing, Gifted Education, Instructional Computer Technology, and English as a Second Language.

Endorsement in Reading/Writing, Grades P-12: The Reading/Writing Endorsement is taken as part of a Master’s degree, and requires 21 hours of sequenced course work in literacy. Thus, students who intend to enroll in the Masters of Arts in Education with Reading/Writing Endorsement should plan to do so early in the program. The program meets the guidelines of the International Reading Association for the preparation of literacy coaches in schools. Required courses are as follows: EDU 516, 517, 562, 563, 584, 586, 591, 596, 597, 598, and ENG 514 or 526.

Endorsement as Teacher for Gifted Education, Grades P-12: The endorsement program in Gifted Education requires a twelve-hour sequence including EDU 520, 521, 522 and 523. This endorsement is usually offered through online courses.

Endorsement in Instructional Computer Technology, Grades P-12: This endorsement requires 15 additional hours of technology, which includes EDU 556, EDU 557, EDU 560, EDU 556, and 6 hours of technology electives. Students must have completed EDU 586 or a similar course prior to enrolling in the endorsement program. They must also complete a research design in EDU 596 or a comparable class prior to registering for EDU 556.

Endorsement in English as a Second Language, Grades P-12: This endorsement requires 15 hours of course work, to include: EDU 580, 581, 583, 585, and 587 or 589. Students must also achieve a passing score on the specialty PRAXIS exam.

Applications for admission to the Graduate Program are considered on a rolling basis as they are completed. While students may continue to be admitted up to the week before classes begin for a term, most course registrations take place several weeks prior to the term and spaces in specific courses (especially the degree core courses) cannot be guaranteed. For most applicants, an admission decision can be made with an application, an official college transcript, a copy of a current teaching certificate and two completed Program Entry Recommendation forms. M.A. applicants with a college GPA of less than 2.7, must also submit scores on the Graduate Record Examination (GRE). A total score of 760 on the Verbal and Quantitative sections, and a 3.5 or above on the Analytical Writing section are required as a minimum for such candidates to be considered further.

2. Request that official transcripts of all undergraduate and graduate coursework (if any) be sent to the Director of Graduate Education, Georgetown College, 400 E. College Street, Georgetown, KY 40324.

3. Submit one photocopy of your Kentucky Teaching Certificate orStatement of Eligibility.

4. For those who hold a valid Kentucky teaching certificate, submit a photocopy of your PRAXIS scores in your specialty area(s). For those from states where PRAXIS is not required, submit some form of evidence that you have acquired Knowledge of Content in your specialty area(s), e.g., other standardized test scores or scores from

senior exit examinations.

5. Submit a recommendation from your school principal (form is available online at www.georgetowncollege.edu/departments/education/forms.htm#forms.)

6. Read, sign and return the Kentucky School Personnel Code of Ethics sent with the M.A. application packet.

7. Mail all correspondence to the Director of Graduate Education, Georgetown College, 400 E. College St., Georgetown, KY 40324.

8. All documents for admission must be in the Graduate Office at least one week (7 days) prior to the first day of classes of the semester or term the student wishes to enroll. Final admission to the graduate program is subject to review by the Graduate Council, and may take place after a semester or term has begun.

Master of Arts with Alternative Certification

The following requirements apply to those wishing to seek initial certification through the Master of Arts–Alternative Certification Program. The application for admission can be accessed at: www.georgetowncollege.edu/departments/education/forms.htm#forms.

1. Complete an application for admission.

2.Request that two official transcripts of all undergraduate and graduate coursework (if any) be sent to the Director of Graduate Education, Georgetown College, 400 E. College Street, Georgetown, KY 40324.

3. Show evidence of professional dispositions by submitting two signed recommendations from (1) a principal or former supervisor, and (2) an individual who is familiar with your rapport with children/youth.

4. Provide a type-written, personal essay of 300-500 words that demonstrates your knowledge of and experience with issues facing schools today. You may use the Kentucky Teacher Standards as a template.

5. Read, sign and return the Kentucky School Personnel Code of Ethics sent with the MAAC application packet.

6. Once these materials have been received, candidates will be asked to schedule an interview with the Director of Alternative Certification to complete the application and evaluation process.

7. All application materials should be mailed to the following address: Director of Graduate Education, Georgetown College, 400 E. College Street, Georgetown, KY 40324-1696.

1. Complete an application for admission.

2. Request that two official transcripts of all undergraduate and graduate coursework (if any) be sent to the Director of Graduate Education, Georgetown College, 400 E. College Street, Georgetown, KY 40324.

3. Show evidence of professional dispositions by submitting two signed recommendations from (1) a principal or former supervisor, and (2) an individual who is familiar with your rapport with children/youth.

4. Read, sign and return the Kentucky School Personnel Code of Ethics sent with the MA-LBD application packet.

5. All application materials should be mailed to the following address: Director of Graduate Education, Georgetown College, 400 E. College Street, Georgetown, KY 40324-1696.

Master of Arts Degree Program (Conditional Admission)
An applicant with less than the required 2.70 grade point average at the time of application may be conditionally admitted for one semester or one summer, during the application period for the Graduate Record Examination. A combined score of at least 760 on the Verbal and Quantitative portions and at least a 3.5 on the Analytical Writing section of the Graduate Record Examination, will allow entrance into the M.A. Degree Program. Otherwise the applicant may enter the Fifth Year Program if he or she wishes to continue study at Georgetown.

Fifth Year (non-degree) Program for Teachers
An applicant who holds a Kentucky Provisional Teaching Certificate or Statement of Eligibility for the Kentucky Teaching Certificate may be accepted as a Fifth Year (non-degree) Program student. Completion of this program will renew the teaching certificate and place the teacher at Rank II in Kentucky.

Rank One Program for Teachers
Applicants who have completed the Master’s Degree in Education or the Fifth Year Program and who hold a Kentucky Teaching Certificate may be admitted to the Rank I Program for Teachers.

Visiting and Special Students
An applicant who is enrolled in a graduate program at another institution may enroll for courses as a visiting student. A student who desires to continue his/her education but does not intend to become a candidate for the Master’s Degree at Georgetown College may enroll as a special student. The student must hold a Kentucky Teaching Certifi­cate or Statement of Eligibility and be a graduate of an accredited college or university. In both cases, prospective stu­dents should submit an application and either a Permission Form prior to registering for coursework (Visiting Students) OR a photocopy of the Kentucky Teaching Certificate or Statement of Eligibility (Special Students). Visiting and special students are required to sign the Kentucky Code of Ethics.

Undergraduate Students
Applicants who are in their last semester before graduation may be permitted to enroll for graduate and undergraduate courses provided the academic schedule does not exceed 12 semester hours. Only students who demonstrate outstanding scholastic ability and who satisfy the requirements for regular admission will be considered. Professional requirements, including student teaching, must have been completed. Consult the Director of Graduate Education for details.

International Students
International students who meet specific program requirements and for whom Georgetown College has appropriate programs at the graduate level are invited to make application. Such applications must be supported by satisfactory evidence of their qualifications to pursue a full course of study at this institution. Applications for admission of inter­national students are not considered complete without official transcripts showing grades and degree(s) awarded, offi­cial Test of English as a Foreign Language (TOEFL) scores, scores on the verbal, quantitative, and analytical portions of the Graduate Record Examination (GRE), and Declaration and Certification of Finances. Specific information on center locations, test dates, fees, and application materials should be requested from Educational Testing Service, Box 955, Princeton, NJ 08540, U.S.A.

International students are required to complete their admission procedures at least 30 days prior to the term in which they expect to enter. Appropriate I-20 or DSP-66 forms will be issued after all official credentials have been received and the complete application has been reviewed and approved by the Director of Graduate Education. The U.S. Immigration and Naturalization Service requires certifi­cation that all standards for admission have been met before the I-20 form is issued.

It is the responsibility of the graduate student to become thoroughly informed about the general regulations as stated in this catalog and in the Graduate Student Handbook. The Graduate Student Handbook is available on-line at www.georgetowncollege.edu/departments/education. This Handbook outlines all college policies and regulations as well as grievance procedures for graduate students while enrolled at Georgetown College.

The graduate student is responsible for completing all program requirements within the permitted time limit. Academic policies of the Graduate Program are made and enforced by the Graduate Council. Requests for clarification or exceptions to these policies must be made through the Director of Graduate Education to this body.

Graduate study is generally more research oriented and more specialized and in-depth than undergraduate education. Graduate students are expected to show maturity and resourcefulness and to accept the responsibility of meeting the demands of challenging course work. They are also expected to have organized and disciplined work habits that maximize success in demanding courses.

Admission to graduate study does not imply admission to degree candidacy. Successful scores on all program assessments and compliance with the qualitative standards for coursework are also requirements for the degree.

Graduate Council
The Graduate Council admits or rejects candidates to the Graduate Program and degree candidacy, recommends policies to the Director of Graduate Education, and evaluates the Graduate Program. The Council also serves as a review board in student academic matters and approves new courses, programs and policy changes.  The Graduate Council is composed of the Director of Graduate Education, the Provost, two K-12 classroom teachers, two graduate students recommended by the Graduate Faculty, and three faculty members who teach in the Graduate Education Program elected by the full-time (12-month) Graduate Faculty.

Degree Application and Graduation Information

Granting the M.A. degree and/or certification requires successful completion of all coursework and all required core program assessments. Exit requirements vary depending upon the specific program. For initial certification programs, teacher certification is recommended upon successful completion of all program requirements.
Students who plan to complete degree requirements by August of a given calendar year should make arrangements for degree completion and graduation by attending an Exit Interview early in the spring semester. Those completing requirements in the fall should contact their advisor early in that semester to accomplish this.

The procedure to make arrangements for graduation is as follows:
1. Meet with your advisor to check graduation requirements (Exit Interview).
2. Complete the reflective essay as instructed before the June due date.
3. Order cap and gown in the Graduate Education Office.
Graduation exercises are held in August and all candidates for graduate degrees are required to participate. If because of unusual circumstances it is believed necessary to graduate in absentia, a written request to the Director of Graduate Education is necessary for waiver of this requirement.

Certification Procedure
Teacher certification is a function of the Commonwealth of Kentucky and satisfactory completion of a graduate program does not automatically result in certification or a change in certification. The following procedure should be observed in applying for any certificate:
1. Secure an application for certification (TC-1 Form) from the Graduate Education Office or certifying state agency. Complete the appropriate sections and return to the Graduate Education Office.
2. In Kentucky, there is a $50 charge for the certificate. A cashier’s check payable to the Kentucky Treasurer, should accompany the application.
3. The Education Office mails the completed application, check, and official transcript directly to the appropriate state office.

Post Graduate Courses
Courses taken after the completion of the Bachelor’s Degree, but prior to admission to a graduate program may not be counted on the Master’s Degree without the written permission of the Director of Graduate Education.

Advising
Each graduate student will be assigned to a selected graduate faculty advisor. Students are required to attend a scheduled advising session and sign a curriculum contract prior to enrolling in their first semester of study. Students may not be permitted to register for a second semester or term if the program sheet-contract has not been filed in the Graduate Office.

Student Load
Most of Georgetown’s graduate students attend part-time except in our flexible summer program when students may choose up to twelve hours in short term modules. Students enrolled for at least eight semester hours are considered full-time. Students may not enroll for more than twelve hours in a given semester. Students who are employed full-time may not enroll for more than two courses per term during the term of their employment (normally fall and spring semesters). For each credit hour earned, the student must spend a minimum of 12.5 clock hours in planned instructional activities and/or class meetings as designed by the instructor. Each instructor is responsible for maintaining academic excellence and integrity.

Dropping a Course or Withdrawal
When students find it necessary to drop a course during a term, the drop/add must be completed through the Graduate Office. Drop or failure to attend once a class has started will incur a portion of the tuition charge as well as the drop fee. The signature date of the Director of Graduate Education on the drop/add card is the date for calculation of refund. Failure to complete the withdrawal process will result in a grade of "F" in all courses and no refund.

Independent Study
Students must obtain the approval of the Director of Graduate Education and a supervising professor prior to registering for independent study.

Grades and Scholarship Standards
All students are expected to maintain a grade-point average of 3.0 which is the minimum required for graduation. A grade lower than "C" will not count for graduate credit in any program. A cumulative point standing of 3.0 must be attained for the M.A. in Education Degree. A grade of "I" (Incomplete) must be converted within one year from the end of the term in which the "I" was acquired, or the "I" automatically becomes an "F." Two consecutive semesters (or summer terms) of failure to maintain a 3.0 standing will result in the student’s suspension from graduate study for a period of one year. Any student readmitted after suspension must maintain at least a 3.0 average until his/her overall standing reaches a 3.0. A second suspension will be final.

Continuous Progress
As students progress through a specific program, they are required to complete successfully several specified major assessments. These assessments are completed in specific courses, and measure the candidate’s competence in meeting state, program (Conceptual Framework), and specialty standards. All major assessments are scored using a scoring rubric, and are used both to track the progress of individual candidates, and to inform the unit of any program weaknesses that need to be addressed. Students who fail to meet minimal requirements for passing a particular assessment are required to meet with the course instructor and devise an action plan. All major assessments must be satisfactorily completed before the candidate can graduate from the program. Many programs also require satisfactory completion of particular major assessments before progressing to the next module or sequence of courses.

In addition, all candidates enrolled in the Graduate Education Program must demonstrate the professional dispositions expected of teacher candidates as outlined in the program’s Conceptual Framework. Students’ dispositions are assessed upon program entrance and also throughout the program. When a student’s dispositions are inconsistent with the Conceptual Framework, faculty submit a "Dispositions Evaluation-Record of Concerns" specifying the specific concern(s) for which the student is being referred. Students who fail to meet program standards are required to meet with their academic advisor to develop an action plan and address all areas of weakness. Depending upon the severity of the infraction(s), advisors may recommend delay in enrolling in further coursework. Multiple infractions can result in denying admission to or removal from the Teacher Education Program, and will be determined on a case-by-case basis.

Students should first seek to resolve the problem with the specific faculty member involved. If a student wishes to lodge a complaint against a faculty member in an academic matter that cannot be resolved directly with the faculty member, the student should normally first consult with his/her academic advisor.  The advisor will guide the student through the options available to the student (informal or formal complaint).  When there is an informal expression of an academic concern, the student’s faculty advisor should convey the essence of that concern to the Director of Graduate Education, who will investigate the issue.  The Director will take any necessary action to help resolve the issue. If the faculty member in question is the Director of Graduate Education, the advisor will convey the nature of the concern to the Chair of Education, who will investigate the issue and take any necessary action to help resolve the issue.  If the faculty member in question is the student’s advisor, the student should contact the Director of Graduate Education for resolution of the problem. 

Formal complaints should be reserved for situations in which a student believes he or she has been adversely affected in a way that cannot be or has not been resolved through informal intervention. When the student wishes to lodge a formal complaint, the student should generally seek advice from his/her academic advisor about the best way to proceed (unless the advisor is the focus of the complaint).  To make a formal complaint, the student must submit a written statement of the difficulty to the Director of Graduate Education and request that the issue be resolved through the Graduate Council.  This statement should be no longer than two pages and should concentrate on the facts of the issue in question.

The Director of Graduate Education then reviews the facts, communicates with the person(s) involved, and attempts to resolve the difficulty to the student’s satisfaction.  If that attempt is unsuccessful, the matter will be forwarded to the Graduate Council for review.  The Council will review the facts of the grievance and make a recommendation to the Provost for resolving the problem.  The final disposition of the issue is in the hands of the Provost and is final and binding.

Comprehensive Examination
In addition to the continuous assessment requirements noted above, candidates are required to submit a reflective essay at the conclusion of their program. Details of this requirement are provided during the Exit Interview. Initial certification programs and some endorsement programs also require that students pass certain PRAXIS exams prior to being exited from the program.

Residence
A student obtains residence credit only for courses completed at Georgetown College. Nine semester hours of summer courses or one semester as a full-time student with a minimum of nine semester hours satisfies the residence requirement.

Transfer of Credits
With approval of the Director of Graduate Education, a student may transfer as many as six semester hours toward a degree or program, provided the credits were earned while enrolled in an accredited graduate school. No graduate credit is accepted for courses taken by correspondence.

Students enrolled in the MA with LBD Certification Program, under some circumstances, may transfer up to nine semester hours of credit. These cases are recommended by the Director of the LBD program.

Time Limitation
All credits, including transfer credits, must be completed within a period of seven years. Credits earned seven years prior to the date that the student expects to receive the M.A. degree shall not count for credit or for residence toward the degree. Certain programs involving Temporary Provisional Certification may carry a shorter time limitation. Consult your advisor if in doubt.

Courses numbered 400 to 499 are intended primarily for undergraduates, but may be taken by graduate students upon the approval of the chairpersons of the departments in which the course is offered and the Director of Graduate Studies. A 400 level course taken for graduate credit requires additional work beyond a regular undergraduate course. Courses numbered 500 and above are open only to those admitted for graduate study. The College reserves the right to cancel any course when the registration is not sufficient to warrant its continuance.

524. Digital Imaging (3 hours) Students will learn creative digital imaging and compositing using a variety of software programs and equipment.  Emphasis will be on artistic theme and concept development as well as personal expression. Prior knowledge of Mac computers is encouraged.

550. Seminar in Art. (2-3 hours) A study of current topics and literature in art through presentations and discussions.

570. Topics in Art. (2-3 hours) An in-depth study of a selected topic in art such as studio art or art history. The course will carry a sub-title to denote the emphasis or topic.

500. Environmental Education. (2-3 hours) A scientific, aesthetic and educational examination of humankind and the environment through a study of people, their place in nature and the consequences of interaction with the various components of the environment. This course is designed to give the classroom teacher an ecological basis to make knowledgeable decisions and function more effectively as an enlightened teacher.

540. Independent Study in Biology. (1-3 hours)

550. Seminar in Biology. (2-3 hours)

570. Topics in Biology. (2-3 hours)

510. Classroom Demonstration of Chemistry and Physics Principles (3 hours) This course is designed for elementary, middle, and secondary teachers who want to learn new practical methods for doing science in the classroom. Topics will include the scientific method, states of matter, chemical and physical changes, combustion reactions, solubility, acids and bases, polymers, household chemicals, density, pressure, waves, light and lasers, and refraction. Students will observe demonstrations and discuss the chemical and physical principles behind them, perform demonstrations, and design new demonstrations.

540. Independent Study in Chemistry (1-3 hours)

570. Topics in Chemistry (2-3 hours)

COMMUNICATION AND MEDIA STUDIES (COMM)

510. Communication in the Classroom. (3 hours) A survey of the theory and practice of teacher-student communication in a variety of classroom settings.

515. Children’s Theater and Creative Drama. (3 hours) The theory and application of creative dramatics and children’s theater in education.

520. Using and Producing Video in the Classroom. (3 hours) An introduction to approaches and strategies for using and producing video in the classroom through reading, discussion, interactive demonstrations, and presentation of a final video product.

525. Leadership for Change. (2-3 hours) An overview of leadership theories, focusing on the examination of leadership as a communication process involved in developing and sharing a vision, making and implementing decisions, and managing conflict.

570. Topics in Communication and Media Studies. (2-3 hours)

COMPUTER SCIENCE (CSC)

510. Digital Audio Techniques. (3 hours) An introduction to digital audio file creation, manipulation and storage with respect to applications in web environments, multimedia presentations, and for other professional purposes.  Topics will include converting analog media to digital formats, noise reduction, multi-track recording, crossfading, editing, and other related subjects.

514. MIDI Computer Music. (3 hours) Study of the essential components of MIDI (Musical Instrument Digital Interface) technology: synthesizer and sequencer capabilities; sequence recording and editing. Prerequisites: ability to read music; basic instrumental keyboard competency.

516. Digital Video Techniques (3 hours). An introduction to digital video file creation, editing and storage with respect to applications in web environments, multimedia presentations, and for other professional purposes.  Topics will include incorporating video transitions and effects, importing photos or artwork, importing and editing sound, adding titles and credits, converting visual analog formats to digital, and other related subjects.  The course will use Windows Movie Maker software. 

518. Publication, Presentation and the WWW (1-3 hours). This course offers a hands-on opportunity to develop important concepts and skills using publishing and presentation software, and pages on the World  Wide Web. EDU 542 is a recommended prerequisite for this course. Students must have basic computer word-processing and file management skills.

522. Robotics in the Classroom (3 hours). This course will cover robotics concepts through readings, demonstrations, and hands-on activities. On-line activities will introduce robotics concepts and define how robotics fit into Ky Core Content.  In class, students will learn how to create and program robots using the Lego Mindstorms Robotics system and will apply the robotics skills learned, by working with a group of middle-school children participating in a Lego Mindstorms summer camp.

524. Digital Imaging (3 hours) Students will learn creative digital imaging and compositing using a variety of software programs and equipment.  Students will learn to embrace technology and feel confident creating art works within the digital age.  Prior knowledge of Mac computers is encouraged.

566. Instructional Multimedia Design (3 hours) This course focuses on how to best implement technology in educational settings, including best practices, excellent examples, and great designs. It begins with ideals based on theory and works toward function. Prerequisite-- EDU 542

570. Topics in Computer Science. (2-3 hours)

EDUCATION (EDU)

501. Teaching Reading-Early Elementary Grades. (2 hours) A course designed to help teachers of preschool, kindergarten, and primary grades to plan and design developmentally appropriate programs aimed at facilitating the acquisition of prereading and reading skills.

502. Problems Teaching Reading-Middle Grades. (2 hours) A graduate course designed to acquaint the student with various approaches to teaching reading at the middle school level. Current research in reading is presented and students translate that information into effective instruc­tional strategies.

503. Guidance and Personnel Work in Schools. (2 hours) Introductory course for teachers, prospective counselors, and principals. The course investigates the function of guidance, organization of services and the roles of personnel.

504. Philosophy of Education. (2 hours) Examines philosophies of education and their application to current educational practices and problems.

505. Teaching in Early Elementary Grades. (2 hours) A study of trends, research, and methods in the early elementary grades.

506. History and Philosophy of Education. (3 hours) Like EDU 504, this course relates philosophies of education and their application to current educational practices and problems. In addition, EDU 506 relates historical milestones in education, both worldwide and American, to education practice and institutions of the present. This course is required for initial certification programs at the graduate level, but is an acceptable substitute for EDU 504 in the regular M.A. degree program

507. Testing, Measurement, Statistics. (2 hours) A study of standardized and teacher-made tests. Application of statistical methods will be addressed in relationship to the development and interpretation of these tests.

508. Teaching in the Middle School. (2 hours) A study of the trends, research and methods in the middle school, with special emphasis on the nature of the young adolescent.

509. Teaching Math in the Elementary Grades. (3 hours) A course designed to help the elementary school teacher improve the techniques to facilitate the learning of elementary school mathematics.

512. Teaching in the Secondary School. (2 hours) A graduate course designed to provide secondary teachers with direction and insight to examine the issues and trends that are shaping American secondary education during the final decade of the twentieth century. Successful instructional strategies and materials will be shared.

514. Literacy in a Pluralistic Society. (3 hours) Explores the issues and challenges of teaching literacy in a diverse society, and offers ways for helping to assure the educational process of marginalized student populations.

516. Research-Based Practices in Literacy Instruction K-12. (3 hours) This is a basic course in advanced literacy methods taken prior to the clinical practicum experience. This course examines research in literacy instruction K-12 and will provide needed foundational knowledge.

517. Educational Policy and Theoretical Foundations of Literacy. (3 hours) In this course, graduate students will examine of the relationship between political policy and trends in educational policy and practice. The course will include readings and assignments designed to assist in the development of a concrete understanding of how educational policy affects the classroom. Graduate students will then investigate the implications of current educational policy on a school.

518. Public School Reform. (2-3 hours) An overview of the major components of public school reform initiatives with an emphasis on the Kentucky Education Reform Act components.

520. Foundations of Gifted Education. (3 hours) An introductory course designed to provide teachers with a broad understanding of gifted and talented students. Coursework includes the need for gifted education, identification and evaluation of gifted students, and counseling techniques for gifted children.

521. Curriculum Development in Gifted Education. (3 hours) A study of various curriculum models and curriculum guides for gifted education and of instructional techniques which fit the curriculum structure and needs of the gifted student. Students design curriculum for different types of programs at various grade levels for gifted and talented students and learn to include collaboration with other teachers. Prerequisite: EDU 520

522. Differentiating for Gifted and High-Achieving Learners in the Regular Classroom. (3 hours) Deals with how to differentiate curriculum and instruction for identified gifted students, non-identified but high-achieving students, students with varied interests, and students with special learning problems. Emphasis is on reaching these students in the regular classroom rather than in special classrooms. The course also addresses general techniques for the regular classroom teacher to use in consultation with the special educator who teaches children with learning disabilities.

523. Practicum in Gifted Education. (3 hours) A supervised setting which allows graduate students to work directly with gifted students. The graduate students will develop units

and lesson plans, teach gifted students, and complete other tasks as required by the teaching situation. Prerequisites: EDU 520 and 521

525. Teaching Science in the Elementary Grades. (2 hours) An exploration of various aspects of teaching science to elementary students: the philosophical bases of science, integration with other subjects, methodologies, classroom organization and management, analysis of science curriculum, and application of the principles covered.

528. Methods of Research. (2 hours) Provides a thorough overview of education research, including how it is conducted, its purpose, and how it can be evaluated. Some application of methods and techniques of research is required. Fall and Spring Only

530. Curriculum. (2 hours) Acquaints the student with curriculum development within the total school program. The scope and nature of curriculum planning and its implementation are reviewed.

532. Effective Classroom Instruction for Middle and Secondary Students. (3 hours) A practical course with some differentiation for various subject areas.

534. Supervision of Teaching. (2-3 hours) Course for in-service teachers who plan to supervise student teachers.

535. Mentored Teaching for MA Certification I. (7 hours) Mentored teaching experience for students in MA with Alternative Certification program for middle and/or secondary teachers. Requires advisor approval.

536. Mentored Teaching for MA Certification II. (6 hours) Second half of the mentored teaching experience for students in MA with Alternative Certification program for middle and/or secondary teachers. This may be taken in the same semester as EDU 535. Requires advisor approval

538. Program Evaluation. (2-3 hours) This course is designed to provide the tools for documenting school needs, identifying strengths and weaknesses in school programs and leading to improvement strategies in school life. Spring

540. Independent Study in Education. (1-3 hours) Study of selected issues and topics in education.

542. Classroom Applications of Technology. (2 hours) Introduction to computers as an educational tool through study of application software packages for word processing, spreadsheets, databases, presentations, and the use of the Internet and e-mail in the classroom.

544. Classroom Management and Discipline. (2 hours) Discusses developmental aspects of student behavior, motivation, and related factors in developing positive classroom behavior for students of various cultural backgrounds and exceptional education needs.

546. Review of Educational Research. (2-3 hours) Designed to expose teachers to research specifically related to teacher effectiveness and factors affecting instruction. Attention will be given to the research methodology utilized and the possible application of the findings to the classroom sit­uation. (This course builds upon the competencies acquired in this area at the Master’s Degree level.)

548. Exceptionalities and Schooling. (2-3 hours) Education provides an overview of the major categories of exceptionalities—including the history, practices, advances, problems, and challenges.  The course is designed for Rank I students who have not had an introductory course in special education at the graduate level and for students in the middle/secondary alternative certification program who must implement appropriate services for students with special needs in regular classrooms.

550. Seminar in Education. (2-3 hours) Subjects for study will vary with the needs and interests of students (substitutions may be approved by the Director of Graduate Education).

552. Field Studies for MAAC. (2 hours) Teachers will enroll for three hours of field experience using the classroom as a laboratory. When the needs have been identified for each student, various strategies will be utilized to pinpoint specific areas in which classroom effectiveness can be improved.

554. Instructional Technology. (2 hours) Focuses on how to best implement technology in educational settings, including best practices, excellent examples, and great designs. Begins with ideals based on theory and works toward function. Prerequisite: EDU 542.

Fall

556. Integrating Technology and Teacher Standard 10. (2 hours) A capstone experience dealing with the issues, concepts, and philosophical considerations behind uses of technology in education, with particular emphasis on teacher training resources. Prerequisite: EDU 542 or permission of instructor. Summer

557. Planning and Management of Technology in Schools. (3 hours) Course addresses issues related to administering a technology environment at a school level. Addresses ISTE TF Standards TF-VIII, TF-V.D.4, TF-1.A.1-2, and TF-VI Prerequisite: Admission to IT Program or permission of instructor, basic technology skill-level score on placement test.

558. Advanced Web Design and Development. (2 hours) Concentrates on using the World Wide Web in the K-12 classroom, creating web sites, looking at research and design considerations, and developing resources based on best practices. Prerequisite: EDU 542 Spring

559. Network Administration for Instructional Environments. (2 hours) Designed to help students meet ISTE’s Basic Standards for Educational Technology Literacy and to understand issues and concepts related to the power and possibilities of networks in educational settings. Prerequisite: EDU 542 and 555 or permission of instructor. Summer

560. Methods of teaching Technology Concepts with Practicum. (3 hours) An internship intended to provide an opportunity for students to work individually with a faculty member in lab or other teaching settings involving technology. The emphasis is on providing an experience in a group teaching setting outside the student’s regular work responsibilities. Prerequisites: EDU 542 and 554.

562. Research and Practice: Assessing and Facilitating Students’ Literacy Development I. (3 hours) The first of two practicum courses that require teachers to assess continuously the literacy development of individual students over two semesters and implement specific intervention strategies that address student’s needs. Prerequisite: EDU 501 or 502, or 516. Fall

563. Research and Practice: Assessing and Facilitating Students’ Literacy Development II. (3 hours) The second of two practicum courses that require teachers to assess continuously the literacy development of individual students over two semesters and implement specific intervention strategies that address student’s needs. Prerequisite: EDU 562. Spring

565. Human Development, Behavior and Learning. (2 hours) Study of normal growth and development, research in physical, social and emo­tional development, causes of behavior and learning theories.

570. Topics in Education (2-3 hours)

580. ESL Teaching Methods and Techniques. (3 hours) Knowledge derived from the linguistic sciences about the nature of language and how it is learned will serve as the basis for the exploration and evaluation of various methods, techniques, and approaches to the teaching of English as a second language.

581. ESL Assessment and Culture. (3 hours) Practical Application of ESL methods: a Continuation of ESL Methods. This course will deepen some of the theoretical concepts of last semester’s methods course and will focus on the assessment process of ESL student achievement.

582. Teaching Second Language Learners: Practice. (3 hours) This course will deepen some of the theoretical concepts from EDU 580. In addition, it will provide students with the opportunity to apply ESL theory and methods in practical settings. Students will plan and teach lessons that will be thoroughly analyzed according to all applicable standards. Prerequisite: EDU 580.

583. ESL Linguistic Theory and Analysis. (3 hours) This course familiarizes students with key concepts of Linguistic research and human language. In addition, English grammar is reviewed and practiced.

584. Effective Learning Environments: Developing Educators with a Spirit of Service. (3 hours) This initial course in the Master of Arts in Education Program engages participants in an examination of important issues in designing effective learning environments and their impact on student learning. Students also reflect on who they are as teachers, colleagues, and models of the teaching profession to their communities. Participants will explore interactions with the environment as a core concept of learning and as an essential aspect of encouraging a spirit of service.

585. ESL Leadership. (3 hours) This course will provide training to teachers to transition from being ESL teachers to becoming ESL managers and leaders in their schools or districts. This course will train the participants to guide their school communities to a successful integration of students and families with heritage languages and cultures other than American and to help classroom teachers to overcome achievements gaps in their classrooms. Participants in this course will discuss issues within a framework of sociocultural and leadership concepts.

586. Competent Teaching through Technology and Inquiry. (3 hours) This course will introduce students to the use of inquiry-based unit planning to build a constructive community of learners. The process of inquiry-based planning is interfaced throughout with a variety of technology applications that enhance the process itself, allow for more reflective collaboration, a more effective identification of resources, and ultimately the delivery of the unit itself. Prerequisite: Admission to Mod I, basic technology skill-level score on placement test

587. Communicating with Immigrants. (3 hours) This course will assist teachers to understand how the home language and culture may impact school achievement in ESL populations by the example of some language minority groups. The course will further deepen the knowledge of how culture and language interface and how they create reality for learners.

589. ESL Special Topics/Academies. (3 hours) This course will provide training in issues of law, State and Federal mandates, No Child Left Behind, and National Board certification for ESL teachers. The focus of this course may vary depending on new initiatives or pressing issues facing teachers. If applicable, the particular focus of this course will be publicized in the course announcement in the respective course catalogue.

591. Closing the Achievement Gap: Implementing Culturally Responsive Literacy and Content Instruction. (3 hours) Caring and committed educators serve children through knowledge of culturally relevant best practices and instructional differentiation. This course is designed to enhance candidates’ commitment to diversity and to students and families by developing quality instructional opportunities for all students. In this course, candidates will be assessed on their ability to design and implement an instructional plan that is research-based and culturally relevant. This course is to be taken in module 2, after candidates have had the opportunity to reflect on the conceptual framework and on their own teaching practices. Prerequisite: EDU 584

593. Using Classroom Assessment Data to Inform Instruction. (3 hours) Students will study the use of assessment to determine pupil needs and to evaluate the effects of instruction. Beginning with a general theory of assessment, students will explore a variety of forms of assessment tasks, including those which may indicate learning problems, special abilities, and pupil achievement; identify criteria for determining appropriate and effective assessment; examine assessment from a student-centered perspective; gain competence in applying and interpreting assessments; and explore legal and ethical aspects of assessment. The clinical experience will have students use their own, teacher-designed assessments to inform their own instruction and subsequent assessment procedures. Thus the students will be able to see the effects of their application on the P-12 student population. Prerequisite: EDU 584

596. Research Methods: Commitment to Educated Decision-Making through Research. (3 hours) This course presents a survey of commonly used quantitative and qualitative research methods in education with emphasis on the rigor of a sound action research design. Students will identify a problem that warrants scientific attention and they will create a research proposal with IRB approval.

597. Developing Servant Leaders for Schools through Inquiry. (3 hours) This class represents the capstone course for the Master of Arts in Education program and is to be taken immediately after EDU 596: Research Methods. In EDU 596, candidates select a research topic based upon assessed needs within their classroom or school, and complete a comprehensive review of the literature on their topic. EDU 597 is a continuation of the research process. In this course, candidates apply their knowledge of content and pedagogy through implementing an action research project in a classroom or school.

598. Practicum: Literacy Leadership in Schools. (3 hours) This is the final practicum experience in the Reading/Writing Program and is designed to prepare candidates for work as a literacy coach or specialist. Candidates use assessment data to plan literacy programs in their schools, collaborating with teachers and administrators to implement an instructional plan that is consistent with the school’s needs. Candidates also confer with classroom teachers about their literacy instructional practices and assist them in improving those practices.

500. Educational Evaluation. (3 hours). A course covering principles of tests and measurement, interpretation of assessment techniques as applied to LBD and application of assessment data to interdisciplinary teams.

501. Behavior Management for LBD Students. (3 hours) This course is designed to provide students with knowledge and understanding of behavioral assessment and intervention strategies based on operant conditioning and applied behavior management techniques, including how to design learning environments that help prevent problem behaviors.

502. Introduction to LBD. (3 hours) This course will provide information and knowledge on legislation and litigation in special education. A historical overview of the field of special education will be presented. Characteristics of children and youth with disabilities will also be covered.

503. Educational Programming for LBD Students. (3 hours) A course designed to prepare teacher candidates to instruct P-12 students with mild mental retardation, learning disabilities, behavior disorders, or mild orthopedic handicaps. Theories related to specific teaching methodologies, behavioral, perceptual, conceptual, sensory, motor, social and language correlates of learning and behavioral disabilities are emphasized. Individualized Educational Programs for learning and behavior are also covered.

504. Collaboration and Advocacy. (2 hours) This course addresses inclusion, collaboration, and advocacy approaches to working with children and youth with disabilities. Approaches for differentiation instruction in an inclusive classroom are presented. Procedures for working with parents and educators in collaborative settings and related and transitional services are discussed.

575. Field Studies in LBD Component I. (6 hours) Using KTIP as a model and with the assistance of a mentor teacher and a college supervisor, students will assess strengths and needs and develop strategies to pinpoint specific areas in which classroom effectiveness can be improved. Mentored teaching provides information and experiences that address the need for consistent sensitivity to individual, academic, physical, social and cultural differences through demonstration of competencies required by the Kentucky New Teacher Standards will be required. Prerequisites: ECE 501 and 502.

576. Field Studies in LBD Component II. (6 hours) Students are required to be teaching in a classroom and have academic advisor approval to take ECE 576. Utilizing school classrooms as the laboratory, this course continues the objectives of ECE 575 and the portfolio begun there will be continued. Prerequisites: ECE 503 and 575.

514. Teachers Writing Their Own Portfolio Pieces. (3 hours). Teachers will experiment with writing the kinds of writing portfolio pieces required for success in CATS testing.  Includes models of how to improve the teaching of open response questions, a personal narrative, a problem-solving piece related to readings, letter writing, letter to Reviewer, etc.. 

516. Applied Linguistics. (3 hours) This course familiarizes students with key concepts of lingustic research and human language. In addition, English grammar is reviewed and practiced.

526. Teaching Composition Across the Curriculum. (3 hours) A study of important principles and methods used in teaching writing as a learn­ing tool. Using guidelines from the state and National Writing Project, as well as benchmark essays, the class will study (1) how to improve their writing assignments in various disciplines at different levels; (2) how to improve peer review and group work to minimize teacher work and to allow student ownership of writing/learning; (3) how to improve evaluation and grading of student writing in order to improve school district assessment scores.

535. Topics in Shakespeare. (3 hours) Appreciation of Shakespeare’s art in light of Renaissance culture and theatrical conditions. Required is the close reading of about six plays or the skills equivalent in non-dramatic works, with emphasis upon critical history and the bibliographic requisite for keeping up-to-date with developments in Shakespeare studies.

540. Independent Study in English. (1-3 hours)

550. Seminar in English. (2-3 hours)

570. Topics in English. (2-3 hours)

500. History of the Antebellum South. (2-3 hours) Provides an understanding of the economic, social, and the cultural life of the South before the Civil War, and shows how the South’s distinctive regional qualities have entered the mainstream of American life.

512. Music and Culture in the Baroque Era. (3 hours)

514. Kentucky History Across the Curriculum. (3 hours) Kentucky’s State Historian presents content from Kentucky’s history with strategies for classroom implementation as shared by an experienced classroom teacher.

526. History of Pioneer Kentucky. (2-3 hours) The story of state-making in Kentucky, the first frontier state, which is an important contribution to the political, social, and cultural life of the United States.

540. Independent Study in History. (1-3 hours)

550. Seminar in History. (2-3 hours)

570. Topics in U.S. History. (1-3 hours) Topics studied will vary with the interests of the students and instructors.

571. Topics in European History. (3 hours) Topics studied will vary with the interests of the students and instructors.

500. Analysis of Sports Skills. (3 hours) Starting from a fundamental overview of human anatomy and physiology, physics and biomechanics, this course equips students to observe and accurately analyze skill performances to determine if they are correctly and efficiently executed. Recognizing physical differences and a variety of paths to success is the result.

502. Interpretation of Data in KHS. (2-3 hours) Comprehensive study of basic statistics and their application to measurement and evaluation in Kinesiology and Health Studies. Various physical fitness, general motor ability, health, skill, and knowledge tests are analyzed.

504. Games for Elementary and Middle School. (3 hours) This course is designed to provide the classroom teacher with a repertoire of educational activities and first hand experiences designed to make learning fun through the use of a variety of games and other physical activities. Activities will incorporate skills of running, jumping, throwing, kicking, catching, dancing, striking, thinking, and listening.

506. Issues and Trends in Physical Education. (3 hours) This course is designed to review the history, various philosophical views and influences on Health, Physical Education, Recreation, Dance and Athletics in the United States. This will include exploration of contemporary issues in these disciplines as they relate to education. Students will research the issues and defend their views concerning whether these trends are beneficial or counterproductive to the goals of education in Kentucky.

510. Influence of Sport on African-American Society. (3 hours) This course is designed to investigate the historical and sociological significance of sport in America, and in specific, its influence in the African-American society.

521. Anatomy and Kinesiology. (2-3 hours) Advanced study of the structure and movements of the human body.

540. Independent Study in Kinesiology and Health Studies. (1-3 hours)

550. Seminar in Kinesiology. (2-3 hours)

570. Topics in Kinesiology and Health Studies. (2-3 hours) Allows each student the opportunity to examine various issues and/or problems in Kinesiology or Health Studies.

510. Analysis of Precalculus for Teachers. (2-3 hours) A refresher course on intuitive concepts of limits involving infinity, asymptotes, and abso­lute values followed by a detailed theoretical development of limits, beginning with definitions and proving theorems that relate to the problems first looked at intuitively. (For math majors and minors only.)

540. Independent Study in Math. (1-3 hours)

550. Seminar in Math. (2-3 hours)

570. Topics in Math. (2-3 hours)

505. Music in the 20th Century. (3 hours) A study of new trends in serious music of the twentieth century from both the music literature and the theo­retical points of view. Some ear-training including harmonic, melodic and contrapuntal materials is included. Special emphasis is placed on twelve tone analytical techniques and some composition.

507. History of Rock Music. (3 hours) A study of the origins, characteristics and stylistic development of rock and roll music from the early 1950s through the 1990s.

510. Digital Audio Techniques. (3 hours) An introduction to digital audio file creation, manipulation and storage with respect to applications in web environments, multimedia presentations, and for other professional purposes.  Topics will include converting analog media to digital formats, noise reduction, multi-track recording, crossfading, editing, and other related subjects. 

512. Music and Culture in the Baroque Era. (3 hours)

514. MIDI Computer Music. (3 hours) Study of the essential components of MIDI (Musical Instrument Digital Interface) technology: synthesizer and sequencer capabilities; sequence recording and editing. Prerequisites: ability to read music; basic instrumental keyboard competency.

516. Digital Video Techniques. (3 hours) An introduction to digital video file creation, editing and storage with respect to applications in web environments, multimedia presentations, and for other professional purposes.  Topics will include incorporating video transitions and effects, importing photos or artwork, importing and editing sound, adding titles and credits, converting visual analog formats to digital, and other related subjects.  The course will use Windows Movie Maker software.  

540. Independent Study in Music. (1-3 hours)

550. Seminar in Music. (2-3 hours) Study of current music education research. The subject for study will be decided by the needs and interests of students.

570. Topics in Music. (2-3 hours)

510. Classroom Demonstration of Chemistry and Physics Principles. (3 hours) This course is designed for elementary, middle, and secondary teachers who want to learn new practical methods for doing science in the classroom. Topics will include the scientific method, states of matter, chemical and physical changes, combustion reactions, solubility, acids and bases, polymers, household chemicals, density, pressure, waves, light and lasers, and refraction. Students will observe demonstrations and discuss the chemical and physical principles behind them, perform demonstrations, and design new demonstrations.

540. Independent Study in Physics. (1-3 hours)

570. Topics in Physics. (2-3 hours)

524. School Law. (2-3 hours) A study of the major principles of constitutional law, case law, and Kentucky Revised Statutes related to education and teachers. Emphasis is on due process, tort liability, teacher contracts, pupil personnel, and desegregation.

526. Special Education Law. (3 hours) This course is designed to provide teachers with a basic understanding of the law and regulations governing the education of special needs students in the public schools of Kentucky. Students will use Federal and State Statutes and Regulations, local policies and procedures and court decisions to gain an understanding of their requirements in the classroom.

540. Independent Study in Political Science. (1-3 hours)

550. Seminar in Political Science. (2-3 hours)

570. Topics in Political Science. (2-3 hours)

500. Individual Appraisal. (2-3 hours) Techniques and instruments in identifying individual differences, individual development, and individual need

.502. Multiple Intelligences. (3 hours)

510. Theories and Techniques of Counseling. (2-3 hours) A study of the major contemporary theories and techniques of counseling.

512. Instruments and Procedures in Group Guidance. (2-3 hours) Study of group procedures, and conditions for group guidance and counseling, use of resources, study of group dynamics, organization for group guidance.

533. Developmental Psychopathology. (3 hours)

535. Psychology of Exceptional Children. (2-3 hours) A study of the sociological, psychological and educational implications of exceptionality for the child, the parent/family, and the school. This course deals with handicapping conditions as well as giftedness.

537. Handling Challenging Behaviors. (3 hours)

540. Independent Study in Psychology. (1-3 hours)

542. Psychology Adjustment. (2-3 hours) A study of personality and personal adjustment through a study of the healthy personality.

544. Psychology of Personal Growth. (2-3 hours) (Coping with Stress) Emphasis is placed upon self-understanding and improvement of the self- concept. Deals with coping with stress and related teacher concerns which diminish teacher effectiveness.

550. Seminar in Behavioral Problems. (2-3 hours) A course designed for practitioners undertaking graduate research about behavioral problems encountered in school work.

565. Human Development, Behavior and Learning. (2 hours) Study of normal growth and development, research in physical, social and emo­tional development, causes of behavior and learning theories.

570. Topics in Psychology. (2-3 hours)

510. Community Analysis. (2-3 hours) The social structure of the community, major social organizations and inter-relationships.

520. The American Social System. (2-3 hours) The social structure of the American society, its development and changing functional aspects.

530. Sociology of Religion. (2-3 hours) Advanced sociological analysis of religious belief systems utilizing the cross-cultural approach, the role of religion in social order and social change.

532. Sociology of Education. (2-3 hours) Analysis of educational institutions in terms of the interaction of individuals and groups, educational pro­cesses, school and community relations and the function of the educator as an agent of socialization.

540. Independent Study in Sociology. (1-3 hours)

542. Human Relations in Schools. (2-3 hours) Identifies the basic need for positive relationships, current theories and practices and how they can strengthen the climate for effective discipline and human relations skills.

544. Sociology of Play, Recreation, and Leisure Time. (2-3 hours) Deals with the phenomenon of leisure time through an examination of recre­ational needs in a changing society.

546. Multicultural Education. (2-3 hours) A study of the cultural differences among the sub-cultures of the schools with emphasis upon improv­ing understanding and relationships within the educational community.

550. Seminar in Sociology. (2-3 hours)

570. Topics in Sociology. (2-3 hours)

515. Children’s Theatre and Creative Drama. (3 hours) The theory and application of creative dramatics and children’s theater in education.

570. Using Performance and Kentucky Literature to Teach Kentucky Core Content. (3 hours) Through the use of group performance techniques, students will learn how to analyze, adapt, and stage literature by Kentucky authors. Students will understand how using performance to study literature in the classroom addresses Core Content for Arts and Humanities as well as other areas.

570. Topics in Theatre. (2-3 hours)

Graduate Student Financial Aid Information
As a graduate student at Georgetown, you can receive low-interest or no-interest Federal Stafford loans. The college does not presently offer scholarships or grants at the graduate level.

The U.S. Department of Education requires that all federal financial aid recipients (including loan recipients) must meet Satisfactory Academic Progress as determined by the college.  Georgetown College’s graduate students must meet those standards by the following:

1. Must take coursework that leads to a degree or certificate (or re-

certification).

2. Must earn at least half or more of the course hours that a student

attempts.

3. Must maintain at least a 3.0 cumulative grade point average.

These standards are assessed each spring at the end of the academic year.  Failure to meet any of the above standards will result in ineligibility for federal financial aid.  Students not meeting the SAP standards will be notified and may appeal.  Appeals will be considered based on whether the student is able to regain compliance with SAP standards during the subsequent academic year and whether the reasons for the appeal reflect circumstances beyond the student’s control (i.e., family tragedy, prolonged illness, etc.).

The most common loan graduate students receive is the Federal Stafford Loan. Follow the steps below to apply:

You must be enrolled at least half-time (four credit hours) for the semester during which you receive your loan. The loan amount you can receive is based on number of hours you are taking. The loan will generally cover the cost of tuition and fees and it is possible to borrow additional loan funds to cover the average cost of items such as books, personal expenses, and transportation.

The "Best in Class" program is available through the Student Loan People. The Student Loan People is a lending agency affiliated with the state and, unless otherwise requested, is the lender through which Georgetown processes all Stafford Loans. Best in Class allows borrowers to have their Stafford Loan interest forgiven if they teach in Kentucky. In addition, if you become certified and teach in Kentucky in Special Education, English as a Second Language, Math, or Science, the loan principal can be forgiven over the course of five years. You can read more details at http://www.studentloanpeople.com/ or call 888-678-4625. You do not apply for this program; you only need to get a Stafford Loan through the Student Loan People and follow the agency’s guidelines later. The College is not involved in coordinating the repayment benefits. Any forgiveness benefit questions should be directed to the Student Loan People.

In addition, we encourage you to borrow conservatively in case you change professions or if the program’s repayment benefits are revised or terminated. Georgetown College is not responsible for changes in the Best in Class program which may affect the interest or principal forgiveness benefits. Note that forgiven loan amounts are taxable (See IRS Publication 970).

There is one scholarship available through the state for graduate education students. It is the Kentucky Teacher Scholarship, the application for which can be downloaded at http://www.kheaa.com/ . Be aware that funds for this program are limited and it requires very early application. Scholarship funds must also be repaid at a 6% interest rate if you do not teach according to the scholarship’s guidelines.

Office of Student Financial Planning

Georgetown College

400 East College Street

Georgetown, KY 40324

(502) 863-8027

Georgetown College is a private, church-related college. Students attending Georgetown College pay only a part of the total cost of their education through their tuition and fees. The balance of the cost, amounting to over thirty percent, is carried by receipts from the Cooperative Program of the Kentucky Baptist Convention, endowment income, and other gifts and grants.

Taking Care of Business. It is your responsibility to go to the PAWS website http://paws.georgetowncollege.edu to access your bill. The Business Office does send an initial bill, but if you make changes to your registration and the billed amount changes, you may not receive a corrected bill prior to the due date. If you register late, you may not receive a bill prior to the due date. If the payment deadline arrives and you have not received a bill, it is your responsibility to contact the Business Office to arrange payment.

Current student accounts.  Registration is complete upon receipt of either payment in full to the Business Office or partial payment and completion of the Deferred Payment Agreement.  Confirmation should be complete before class begins.  To complete registration for classes you must confirm your registration by paying your charges in full or by making arrangements to pay your bill in installments. Both methods require you to contact the business office. If you do not confirm your registration by Friday of the second week of class, your registration will be cancelled and you will be subject to the refund schedule for tuition and fees. All student accounts should be paid in full by the end of each semester.  Those students with delinquent student account balances will not be permitted to register for any future semesters.  No transcript or diploma will be released to a student with a delinquent account.

Deferred Payment.  There is a Deferred Payment Agreement plan available by semester for graduate school tuition.  Initial billing will be mailed to students approximately three weeks before the start of class.  Bills will be sent monthly.  Registration can be viewed on PAWS.  Each student who registers will also receive a deferred payment form.  Payments of at least 1/4 of the total charges for the semester will be made over four consecutive months.  Signed Deferred Payment Agreement is due by the first day of class. 

Past Due Student Accounts.  Any student with a past due account will not be permitted to register, nor will that student be able to receive a transcript or a diploma until the account is paid in full.  At the end of each semester, the student with an open account assumes collection and legal fees, if any.

Services Fees.  A service charge of 1% will be charged each month on student accounts.

Drops For Nonpayment/Reinstatement. Students who have not received financial clearance by the deadline will be dropped from all classes.  In addition to the $20 drop fees, students will be billed according to the refund schedule.  Please refer to the refund schedule on the Business Office website:  http://spider.georgetowncollege.edu/boff/grads.htm. Click on the link for the semester in which you are enrolled.  If a student is dropped for nonpayment and wishes to make the payment to be reinstated in the class, the reinstatement fee will be $50.

Refunds.  Reductions of charges billed will be made in the following circumstances: withdrawal by the student due to illness or other reason subject to administrative review and approval (calculated from the date of submission to the Graduate Office, suspension or expulsion of the student (calculated from the date of official action), reduction of course load from full-time to part-time (calculated from the date of official receipt by the Graduate Office). Students who withdraw during the first six weeks of classes may be eligible for a partial reduction in billed charges for tuition and fees as determined by the schedule below. The withdrawal process is completed when the student submits the withdrawal card to the Graduate Office and signs a request for any applicable refund. During the Spring or Fall Semester, students withdrawing due to reasons subject to administrative review and approval will be billed on a pro-rata basis for tuition and fees as follows:

Week 1 - 0%; Week 2 - 20%; Weeks 3 & 4 - 40%; Weeks 5 & 6 - 60%;After week 6 - 100%.

During summer mini terms, students withdrawing due to reasons subject to administrative review and approval will have tuition charges refunded on a pro-rata basis through 40% of the term. The class days and dates for this refund schedule are determined by the Business Office.