Department of Counseling, Higher Education, and Speech-Language Pathology
Professional Counseling (Clinical Mental Health Counseling, School Counseling)
Education Annex 239 • 678 839 6567
https://www.westga.edu/academics/education/cspc
Professor:
J. Whisenhunt (Assistant Chair)
Assistant Professors:
M. Jenkins, K. Tarziers
Learning Outcomes:
The Area of Professional Counseling currently offers three graduate degrees in counseling, M.Ed. in Professional
Counseling (Clinical Mental Health Counseling, School Counseling), Ed.S. in Professional Counseling, and Ed.D. in
Professional Counseling and Supervision. The M.Ed. programs in Clinical Mental Health Counseling and School Counseling are accredited by the Council for Accreditation of Counseling and Related Educational Programs (CACREP)
Academic Good Standing Policy for the M.Ed. and Ed.S. in Professional Counseling
Grades are letter grades of A, B, C, and F for graduate students. The Practicum and Internships are graded with S/U (satisfactory and unsatisfactory). All students enrolled in CEP programs must maintain a cumulative graduate-level GPA of 3.0 or higher to remain in good academic standing. Any student earning a C in a core course (all courses required for graduation) must retake the course, regardless of the cumulative GPA, and earn a grade of B or higher. A grade of C in a non-core course will not be included in the student’s approved plan of studies. The student may retake the same course or substitute another graduate-level course (approved by the advisor) one time. The student must earn a B or higher in order for the grade to be included in the approved plan of study. The repeated course will not replace the grade for the original course; all grades will be calculated to comprise the cumulative GPA. Earning an Unsatisfactory, two C’s, or an F will result in dismissal from the program.
Academic Good Standing Policy for the Ed.D. in Professional Counseling and Supervision
Students must maintain a semester average of at least 3.0 on a 4.0-point scale. Additionally, the expectation is held that doctoral students demonstrate superior academic performance. Consequently, students who earn two Cs or two U’s (or a combination of one C and one U) or one F during the course of study will be dismissed from the program. Students who earn one C or U and still maintain a 3.0 GPA will be placed on academic probation and must work with their advisor to design a Student Development Plan to remediate deficiencies. Students earning a C or U in a core course must retake the course, regardless of the cumulative GPA, and earn a grade of B or higher. A C or U in a non-core course will not be included in students’ approved plan of studies. Students may retake the same course or substitute another graduate-level course (approved by the advisor) one time. Students must earn a B or higher for the grade to be included in the approved plan of study. The repeated course will not replace the grade for the original course; all grades will be calculated to comprise the cumulative GPA.
Higher Education Administration and College Student Affairs
Professors:
R. Akins (Vice Provost), M. Varga (Dean, Graduate School)
Associate Professor:
R. Bronkema (Interim Chair)
Assistant Professors:
A. Cooper, T. Jackson (Assistant Chair), S. Smith, M. Stewart
Learning Outcomes:
The M.Ed. in College Student Affairs meets the criteria for master’s programs in the 10th edition of the Council for the Advancement of Standards in Higher Education (CAS).
Speech-Language Pathology
Education Annex 239 • 678-839-6567
https://www.westga.edu/academics/education/cspc
Professor:
L. Farran
Associate Professors:
J. Matthews, T. Perryman
Assistant Professors:
A. Brock (Assistant Chair), L. Ofoe
Instructors:
J. Gordon, B. Janowski
Learning Outcomes:
The learning outcomes for students completing the Master of Education in Speech-Language Pathology are taken from the National Board of Professional Teaching Standards (NBPTS) Five Core Standards (www.nbpts.org). The Master of Education in Speech-Language Pathology at University of West Georgia is accredited by the Council on Academic Accreditation (CAA) in Audiology and Speech-Language Pathology of the American Speech-Language-Hearing Association (ASHA) and leads to the Certificate of Clinical Competence through ASHA. Students are expected to meet learning outcomes that are aligned with ASHA standards.
Master of Education
Doctorate in Education
Specialist in Education
Post-Baccalaureate Certificate
Department of Early Childhood through Secondary Education
Elementary Education
Education Annex 109 • 678-839-6559
https://www.westga.edu/academics/education/ecse/
Professor:
R. Morris
Associate Professors:
S. Britton, C. Chestnutt, A. Crenshaw, J. Edelman (Director of Data, Assessment and Institutional Research), N. Ramsay-Jordan (Assistant Chair), J. Strickland
Assistant Professor:
C. Morris
Instructor:
A. Poole, R. Strain
Learning Outcomes:
The Area of Elementary Education utilizes the five core propositions of the National Board of Professional Teaching Standards (NBPTS) for its M.Ed. program. The Elementary Education Ed.S. program utilizes the Interstate Teacher Assessment and Support Consortium (InTASC) Model Core Teaching Standards and Learning Progressions -
See more at: http://www.ccsso.org/Documents/2013/2013_INTASC_Learning_Progressions_for_Teachers.pdf
Secondary Education
Education Annex 109 • 678-839-6559
https://www.westga.edu/academics/education/ecse/
Associate Professors:
R. Gault, B. Gilles (Assistant Chair)
Assistant Professors:
E. Keohane-Burbridge
Learning Outcomes
The Area of Secondary Education utilizes the five core propositions of the National Board of Professional Teaching Standards (NBPTS) for our graduate programs. See www.nbpts.org.
Reading Education
Education Annex 246• 678-839-6179
https://westga.edu/education/ecse/reading/
Associate Professors:
J. Allen, R. Griffin (Assistant Chair), J. Ponder (Chair), B. Scullin
Learning Outcomes
The Reading Education Program utilizes the standards for reading professionals as developed by the International Literacy Association, the International Dyslexia Association, and the TESOL International Association.
Master of Arts in Teaching
- •
Teacher Education, M.A.T., Concentration in Elementary Education
- •
Teacher Education, M.A.T., Concentrations in Secondary Education: Biology, Broad Field Science, Chemistry, Economics, English, History, Mathematics, Physics, and Political Science
Master of Education
Endorsement
Specialist in Education
- •
Elementary Education, Ed.S.
- •
Secondary Education, Ed.S., Concentrations in Biology, Broad Field Science, Chemistry, English, History, Economics, Mathematics, Physics, and Political Science
Non-Degree Educator Certification
Department of Educational Technology and Foundations
Education Annex 139/146 • 678-839-5259/678-839-6558
https://www.westga.edu/academics/education/etf/
Professors:
D. Baylen, L. Cao, M. Johnston, Y Yang
Associate Professors:
T. Arrington (Chair), Y. Chen, A. D’Alba, J. Huett, K. Huett (Assistant Chair), S. Lee (Assistant Chair), T. Peterson, M. Slone
Assistant Professor:
J. Hampton, A. Wilcox (Assistant Chair), L. Ziegler
Lecturers:
L. Sheneman, J. Thompson
Learning Outcomes:
For the learning outcomes for all programs refer to the website https://www.westga.edu/education/etf.
Master of Education
Endorsement
Specialist in Education
Non-Degree Educator Certification
Post-Baccalaureate Certificate
Department of Leadership, Research, and School Improvement
Educational Leadership
Education Annex 216•678-839-2463
https://www.westga.edu/academics/education/lrsi/
Associate Professors:
L. Kimbrel, A. Nixon
Assistant Professors:
C. Davis, S. Fuhrey, J. Raschen, J. Ruffin (Assistant Chair)
Learning Outcomes:
Education leaders build a collective vision of student success and well-being.
Education leaders build consensus among all stakeholders of what students should know and do as a consequence of their participation in schools, as well as what it means for students to become well adjusted, contributing members of society. Building such a vision can require reconciling possibly competing perspectives among diverse members of the school community. Based on this vision, leaders plan, implement, monitor and evaluate impact to promote continuous and sustainable improvement.
Education leaders champion and support instruction and assessment that maximizes student learning and achievement.
Education leaders promote the use of rigorous curricula, which set high expectations for students and are aligned to academic standards. They seek to maximize student learning through authentic and differentiated pedagogy, systems of support and effective assessment strategies that inform instruction. They develop and coordinate these systems in ways that create opportunities to personalize the academic program to meet individual student needs. The effectiveness of implementation and the impact of these systems on student learning are evaluated.
Education leaders manage and develop staff members’ professional skills and practices in order to drive student learning and achievement.
Education leaders support the professional learning of effective, caring teachers and leaders who are able to work with students productively in the classroom and who can collaboratively lead a school or district. Building an effective staff takes careful personnel recruitment, selection, assignment of responsibilities, support, evaluation and retention. Developing the professional skills of educators involves such activities as coaching, creating supportive conditions and fostering a learning community.
Education leaders cultivate a caring and inclusive school community dedicated to student learning, academic success and personal well-being of every student.
Education leaders create healthy, safe, and supportive school environments in which students are known, accepted, valued and empowered to reach their fullest potential. Leaders do so by fostering a culture defined by high expectations, trust and a collective sense of responsibility for the academic, social and emotional needs of all students.
Education leaders effectively coordinate resources, time, structures and roles to build the instructional capacity of teachers and other staff.
Education leaders strive to ensure that staff have the requisite organizational resources, time, structures and roles to increase student learning and achievement. They think creatively about class schedules, student and teacher assignments, the use of technology in the classroom, and the allocation of time and space for staff to exchange ideas and collaborate.
Education leaders engage families and the outside community to promote and support student success.
Education leaders build and sustain productive relationships with families and other community partners in the government, non-profit and private sectors. They promote understanding, appreciation and use of the community’s diverse cultural, social, and intellectual resources. They communicate regularly and openly with families and community partners, and seek their input and support for continuous improvement efforts.
Education leaders administer and manage operations efficiently and effectively.
Education leaders are responsible for the effective, efficient, equitable and ethical management of schools and districts. Their responsibilities include garnering and allocating resources, monitoring and addressing internal and external regulatory requirements, developing organizational policies and practices, and other administrative duties that maintain the continued viability of the school or district.
School Improvement
Education Annex 216 • 678-839-5162
https://www.westga.edu/eddsi/
Please check our website for the most up-to-date information.
Doctorate in Education
Specialist in Education
Non-Degree Educator Certification
Post-Baccalaureate Certificate
Post Master’s Certificate
Department of Special Education
Special Education
Education Annex 246 • 678-839-6179
https://www.westga.edu/academics/education/special-education/index.php
Professors:
K. Green (Interim Chair), M. Trotman Scott
Associate Professor:
M. Council (Assistant Chair), T. Franklin (Assistant Chair)
Assistant Professor:
T. Campese, B. Locchetta, S. Mrstik, M. Sawyer, J. Schwab
Lecturer:
T. Wood (Assistant Chair)
Learning Outcomes
The learning outcomes for the graduate programs in Special Education are taken from the Advanced Preparation Standards of the Council for Exceptional Children (CEC).
https://catalog.westga.edu/content.php?filter[27]=SPED&filter[29]=6767&filter[keyword]=&filter[32]=1&filter[cpage]=1&cur_cat_oid=22&expand=&navoid=1416&search_database=Filter#acalog_template_course_filter
Probation and Dismissal Policy for Graduate Students
Graduate students must maintain a 3.0 GPA.
Master of Arts in Teaching
Master of Education
Endorsement
Specialist in Education
Department of Sport Management, Wellness, and Physical Education
Coliseum - 678-839-6530
Please check our website for the most up-to-date information:
https://www.westga.edu/academics/education/smwpe/
Professors:
B. Heidorn (Associate Dean and Interim Chair), B. Mosier (Associate Vice President of Innovation and Research)
Associate Professor:
Y. Suh
Assistant Professors:
C. Brooks (Assistant Chair), S. Jara-Pazmino, T. Ross, H. Song
Master of Education
Master of Science