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Dean: Dr. Wayne Lesko

The School of Education and Human Services offers graduate programs for the development of professionals in the fields of Education, Counseling, and Psychology. The School’s graduate degree offerings are as follows:

Master of Education in Elementary Education
Secondary Education
English as a Second Language
Learning Disabilities
Catholic School Leadership

Master of Arts in Counseling
Forensic Psychology
School Counseling

EDUCATION (M.Ed.)

Department of Education

The mission of the Department of Education is to provide effective and affective educational leaders for global learning communities.

Our candidates, both undergraduate and graduate, are prepared to be:

• critical thinkers with knowledge of their field who recognize and accommodate the uniqueness of each child in a diverse student population;
• effective practitioners who can manage learning that includes specific content knowledge; and
• caring professionals who have consideration for the whole child and the whole school environment. They are prepared to act as resources for the children, the families, and other professionals in their school and communities.

All Marymount University teacher education programs are approved by the National Council for Accreditation of Teacher Education (NCATE) and the Virginia State Department of Education. Program requirements are subject to revision based on changes in the Commonwealth of Virginia licensure requirements. More than 30 other states share reciprocity with Virginia.

Teacher Licensure Pass Rates

In October 1998, the U.S. Congress enacted amendments to the Higher Education Act (HEA). As amended, Title II of the HEA addressed the issue of the quality of teacher preparation by including new accountability measures including reporting requirements for institutions and states on teacher preparation and licensing. As required by the Act, the results of those who completed the Marymount University Education program during the 2000-2001 academic year (graduated in December 2000, spring 2001, and summer 2001) are listed on page 172.

Graduate Programs Leading to Initial Licensure

Elementary Education (PK-6)

Secondary Education (6-12)

*English as a Second Language (K-12)

Learning Disabilities (K-12)

School Counseling (elementary, middle, or secondary)

*Note: The ESL program is offered in cooperation with the School of Arts and Sciences.

Admission Requirements

Formal application for admission to the teacher education programs is required.

In addition to the Universitywide graduate admission requirements, applicants to the M.Ed. program must submit the following items to be considered for acceptance:

•  a bachelor’s degree and minimum 2.5 GPA;

•  acceptable Miller Analogies Test (MAT) or Graduate Record Exam (GRE) scores. The MAT is offered by the Marymount Center for Counseling and Career Services, which provides information on the test and dates. See Graduate Admission criteria (page 17) for additional information; and

• Virginia passing scores for the Praxis I exam.

Praxis I Passing Score*

Mathematics178

Reading178

Writing176

*or a composite score of 532

Note: All scores should reflect testing within the last five years or be subject to review by the Admissions Committee. Applicants who have previously completed admissions requirements and a master’s degree from an accredited institution need not take the required MAT or GRE admissions exams.

M.Ed. applicants are required to interview with a faculty advisor in Education to determine adequacy of undergraduate general education for licensure requirements.

Program Completion Requirements

The Education programs require completion of all methods coursework, presentation of a professional portfolio, a successful student-teaching experience, and passing scores on the Praxis I and appropriate Praxis II specialty area tests.

The University does not accept credit on standardized tests such as the CLEP toward coursework required for any graduate Education program.

Upon completion of all licensure requirements, students submit an Application for Initial Virginia Licensure to the School of Education and Human Services and are recommended by the faculty to the Commonwealth of Virginia for endorsement.

Note: Once admitted to a master’s program, a maximum of five years is allowed for completion.

Academic Progression Requirements

Education students must achieve satisfactory progress each semester. Failure to meet requirements for progression to any course or portion of the program will result in review by the Admissions and Academic Standards Committee and may result in dismissal from the program.

The Student-Teaching Experience

Student teaching is the culmination of the Marymount teacher-education program and reflects the degree to which a student will be effective as a classroom teacher. Students register for student teaching through Marymount University irrespective of the geographic location of the placement site.

Student teachers are supervised by a faculty member in the School of Education and Human Services and by an on-site cooperating teacher. The experience requires a minimum of 300 direct classroom contact hours during the weeks allocated to the student-teaching experience. Students should consult the Marymount University Student-Teaching Handbook for full information on student teaching.

Placement is available in public schools in Arlington, Fairfax, Fauquier, Loudoun, and Prince Williams counties; Alexandria, Falls Church, and the District of Columbia; the Diocese of Arlington; the Archdiocese of Washington; and in other accredited private schools. Placement is made in conjunction with the local school districts and no particular placement can be guaranteed. Transportation to and from the cooperating school is the responsibility of the student. If student teaching out of the local area is necessary, the student must meet the written requirements available from the coordinator of Clinical Experiences.

Placement for student teaching is dependent upon the School’s and faculty’s judgement regarding the student’s performance in both coursework and field placement.

Graduate Requirements for Student Teaching

Admission into the graduate program;

Submission of a student-teaching application packet—applications must be received by the Office of Clinical Experiences by September 1 for spring student teaching and by January 15 for fall student teaching. Information and instructions are available in the School of Education and Human Services’ Office and can be found on the Department of Education Web page;

• Completion of all stipulated methods coursework;
• Submission of passing scores on Praxis I exam;
• Submission of passing scores on Praxis II exam Specialty Area Test for secondary endorsement area and Elementary Education: Content Knowledge for PK-6;
• Approval of the Graduate Teacher Education Committee;
• $35 processing fee; and
• Enrollment in ED 570A, ED 570B, ED 570D, or ED 530.

Legal Limitations of Practice

The practice of teaching is regulated by state laws. Questions concerning licensure in a specific state should be directed to that state’s Board of Education. Students may be required to submit a national criminal background check before being placed as a student-teacher. The cost of the investigation (approximately $50) may be borne by the student.

ELEMENTARY EDUCATION, PK-6 (M.Ed.)

Elementary Education Program

This program is designed for those who:

• have liberal arts undergraduate or graduate degrees;
• earned education degrees more than five years ago and/or seek additional endorsements; or
• seek a career change.

Required courses for licensure

Thirty-nine (39) credits are required for program completion. ED 502 and ED 503 are required as the first and second courses in this program.

ED 502 Foundations of Education (3), field experience (10 hours)

ED 503 Curriculum: Theory and Practice (3), field experience (10 hours)

ED 504 Child Development and Exceptionalities (3), field experience (20 hours)

ED 555 Reading/Language Arts (PK-3) (3), field experience (20 hours)

ED 556 Reading/Language Arts (4-6) (3), field experience (20 hours)

ED 557 Social Studies/Literature (3), field experience (20 hours)

ED 548 Math/Science/Technology (PK-3) (3)

ED 549 Math/Science/Technology (4-6) (3), field experience (20 hours)

ED 535 Assessing and Guiding Students in Elementary Settings (3)

ED 554 Computers and Technology in the Classroom (3)

ED 550 Research Methods (3), field experience (10 hours)

ED 570A Student Teaching (6), (14 weeks)

Students receive a master’s degree in Education and PK-6 licensure at the conclusion of this program.

PK-6 as an add-on endorsement

LD and ESL students who seek the add-on endorsement in PK-6 must complete all PK-6 general studies requirements for licensure. Students must also take additional professional studies courses: for LD – ED 555 or ED 556, and ED 557; for ESL – ED 548, ED 549, and ED 557.

SECONDARY EDUCATION, 6-12 (M.Ed.)

Secondary Education Program

This program is designed for persons who already have a B.A. or B.S. in any of the following content areas:

Biology

Chemistry

Computer Science

Earth and Space Science

English

General Science

Mathematics

Physics

Social Studies

ED 502 and ED 503 are required as the first courses in this program since they provide the foundation for all other courses.

Required courses for licensure (27 credits)

ED 502 Foundations of Education (3), field experience (10 hours)

ED 503 Curriculum: Theory and Practice (3), field experience (10 hours)

ED 537 Reading Across the Curriculum: Secondary (3), field experience (10 hours)

ED 538 Secondary Teaching Methods (3), field experience (20 hours)

ED 554 Computers and Technology in the Classroom (3)

ED 570B Student Teaching: Secondary (6), (14 weeks)

PS 505 Advanced Study of Individuals with Disabilities (3), field experience (10 hours)

PS 516 Adolescent Psychology (3)

Additional requirements for M.Ed.
(12 credits)

ED 526 Cross-cultural/International Curricula (3), field experience (10 hours), or ED 565 Cross-cultural Education and the Language Arts (3), field experience (10 hours)

ED 550 Research Methods (3), field experience (10 hours)

Electives (6)

A total of 39 credits is required for program completion. Students must complete at least three credit hours of specialty-area coursework within five years prior to student teaching.

ENGLISH AS A SECOND LANGUAGE, K-12 (M.Ed.)

English as a Second Language Program

The ESL program is designed for those wishing to teach students in grades K-12 who are learning English as a second language. Coursework includes required applied linguistics and grammar courses taught by faculty in the School of Education and Human Services as well as the School of Arts and Sciences. Six credits of a modern foreign language are required for licensure in addition to the graduate program requirements. ED 502 and ED 503 are required as the first courses in this program since they provide the foundation for all other courses. The Marymount University program is designed to meet initial licensure requirements in Virginia for teaching ESL in grades K-12.

Required courses for licensure
(33 credits)

ED 502 Foundations of Education (3), field experience (10 hours)

ED 503 Curriculum: Theory and Practice (3), field experience (10 hours)

ED 522 Reading, Language Development, and Remedial Strategies (3), field experience (10 hours)

ED 543 Fundamentals of Language Arts (3),
or EN 550 General Linguistics

ED 553 Teaching English as a Second Language (3), field experience (10 hours)

ED 563 ESL/ESP: Curricula, Materials,
and Tests (3), field experience (10 hours)

ED 565 Cross-cultural Education and the Language Arts (3), field experience (10 hours)

ED 570D Internship: ESL (6), (14 weeks)

PS 505 Advanced Study of Individuals with Disabilities (3), field experience (10 hours)

ED 554 Computers and Technology in the Classroom (3)

Additional requirements for M.Ed.
(6 credits)

Three of these six credits must be in applied linguistics

ED 561 Teaching Language Pragmatics (3)

EN 552 Applied Phonology (3)

EN 554 Applied Grammar: Syntactic
Structures (3)

EN 558 History of the English Language (3)

Education elective (3)

Six credits of a modern foreign language are required for licensure in addition to the 39 graduate credits needed for degree completion.

LEARNING DISABILITIES, K-12 (M.Ed.)

Learning Disabilities Program

This program is designed for those who wish to teach children with learning disabilities in grades K-12. Legislation and litigation at federal and state levels continue to bring the rights of the disabled into national focus. By law, disabled children and youth must be provided with an appropriate educational program designed to realize their developmental potential. The need for public services to support the growth of the learning disabled student begins in early childhood and continues through high school.

The Marymount University program is designed to meet initial licensure requirements in Virginia for teaching those with learning disabilities in grades K-12. Field experience and 14 weeks of student teaching are required.

Required courses for licensure
(39 credits)

ED 502 Foundations of Education (3), field experience (10 hours)

ED 503 Curriculum: Theory and Practice (3), field experience (10 hours)

ED 505 Characteristics of Students with Learning Disabilities (3), field experience (10 hours)

ED 512 Strategies for Teaching Students with Learning Disabilities (3), field experience (20 hours)

ED 519 Current Research, Trends, and Legal Issues in Special Education (3)

ED 522 Reading, Language Development, and Remedial Strategies (3), field experience (10 hours)

ED 530 Student Teaching of the LD (14 weeks)

ED 545 Transition and Family Issues for Individuals with Disabilities (3)

ED 554 Computers and Technology in the Classroom (3)

PS 511 Psychoeducational Assessment and Instructional Programming (3)

One of the following:

ED 538 Secondary Teaching Methods (3), field experience (20 hours)

ED 548 Math/Science/Technology (PK-3) (3)

ED 549 Math/Science/Technology (4-6) (3), field experience (20 hours)

and one of the following:

ED 537 Reading Across the Curriculum (3), field experience (10 hours)

ED 555 Reading/Language Arts (PK-3) (3), field experience (20 hours)

ED 556 Reading/Language Arts (4-6) (3), field experience (20 hours)

Program Options

Professional Development Academy (PDA)

The PDA is a collaborative PK-6 licensure program offered in conjunction with Fairfax County Public Schools. It is available to selected M.Ed. candidates. Interns spend a full school year at either Sunrise Valley Elementary School or Aldrin Elementary School. All field and clinical experiences, as well as student teaching, are supervised and take place at the schools. Required University classes meet on site after regular school hours.

Professional Development School (PDS)

The PDS is a collaborative program offered in conjunction with Arlington Public Schools (APS). It is available to selected teacher candidates on both the elementary and secondary levels. Students in the elementary PDS program spend a full APS school year at Jamestown and Ashlawn Elementary Schools. Secondary teacher candidates spend a full semester in a cohort at Washington-Lee High School. All field and clinical experiences, as well as student teaching, are supervised and take place at the schools. Required University classes meet on-site after regular school hours.

International Student Teaching

Marymount University teacher candidates may apply to our International Student Teaching program. Candidates have the opportunity to student teach in a variety of English-speaking schools, including Marymount International Schools in Paris, London, and Rome. Qualified on-site and University supervisors observe and evaluate the candidates. Seven weeks of student teaching in Washington area schools is required prior to student teaching in an international setting. Tuition for the international experience remains the same. Candidates are responsible for transportation and housing expenses.

Add-on endorsements

Additional endorsement in PK-6 is available to students in the ESL and LD programs (see page 165).

Undergraduate PK-3 students may earn an additional endorsement in 4-6 by completing ED 549 and ED 556.

Additional endorsement in Emotional Disturbance is available to students in the LD program. Students who seek this add-on endorsement must complete ED 512A and PS 515.

CATHOLIC SCHOOL LEADERSHIP PROGRAM (M.Ed.)

Catholic School Leadership Program

This graduate program is designed to provide aspiring Catholic school administrators with the Catholic values and perspectives essential to fostering Catholic unity and identity within a school community. In addition to developing competencies in educational leadership, the program focuses on the Church’s history, teaching, and moral perspectives while encouraging participants’ own faith and spiritual growth. A unique feature of the program is that most of the courses are offered online. Completion of the 36-credit program leads to a Master of Education degree. A graduate certificate option is available for candidates with previous graduate coursework. For further information, contact the Graduate Admissions Office at (703) 284-5901.

Required courses for M.Ed. (36 credits)

ED 582 Building a Faith Community (3)

ED 581 History and Mission of American Catholic Schools (3)

ED 583 Administration of Catholic Schools (3)

ED 584 Advanced Curriculum and Instruction for Educational Leadership (3)

ED 586 Issues in Catholic Education (3)

ED 587 School Law (3)

ED 588 Catholic Educational Leadership and Supervision (3)

ED 589 Fostering Moral and Ethical Development (3)

ED 591 Catholic School Finance and Development (3)

ED 592 Administrative Issues in Special Education (3)

ED 593 Project, Thesis, or Internship (6)

School Counseling Program (M.A.)

Offered by the Psychology Department, this program prepares students for licensure as school counselors at elementary, middle, and secondary levels. A Master of Arts degree is attained upon completion of the required 48 graduate credits. See Psychology section for more information.

E2E, The Educator-to-Educator Center

The Educator-to-Educator Center (E2E) was established in 2001 to reflect current and innovative practices in educational technology. E2E provides higher education and K-12 educators with technology-integrated models for curriculum transformation. The Center offers various opportunities for faculty, students, and the Center’s partners at 15 local K-12 schools to develop effective, integrated models for using technology in the classroom.

The goal of the Center is to train educators, at all levels, to use evolving technologies effectively for instruction. E2E offers collaborative opportunities to develop prototype curricular software and addresses the digital divide by providing outreach and support to educators who seek technology-integrated curriculum models. The Center also sponsors progressive research in the application of educational technology, and has established a network of educators with common interests in education technology and its ethical practices in the process of education. Additionally, E2E offers webcasts for international perspectives on technology and education, as well as workshops, a speaker series, a software library, and summer programs.

PSYCHOLOGY (M.A.)

Psycology Department

The Psychology Department offers the Master of Arts in three areas: Counseling, School Counseling, and Forensic Psychology. The Counseling and School Counseling degrees are accredited by the Council for Accreditation of Counseling and Related Educational Programs (CACREP).

• The Counseling Program provides training and skills in counseling theory, practice, and research to prepare graduates for work in applied settings where training at the master’s level is appropriate. The program also provides a sound foundation for working on licensure as well as for doctoral-level study. A focus on training in techniques applicable to specific populations provides experiences that are transferable to the contemporary workplace.
  Counseling Psychology Program
  
  
• The Forensic Psychology Program provides graduates with the skills and knowledge they need to provide effective, high quality services in a variety of forensic settings. These include probation and parole, victim assistance, law enforcement, evaluation, and testimony in civil and criminal matters. To accomplish this goal, the program balances traditional psychological knowledge and skills with a specialized understanding of the criminal justice and legal systems.
  Forensic Psychology Program
  
  
• The School Counseling Program provides the education and training necessary to work as a school counselor in elementary-, middle-, and secondary-school settings.
  School Counseling Program

Admission Requirements

Minimum requirements for admission include the following:

• a bachelor’s degree and acceptable GPA;
• official transcripts of all postsecondary education;
• acceptable scores on the GRE writing test;
• two letters of recommendation which speak directly to the applicant’s academic and interpersonal skills; and
• a personal statement describing the applicant’s background and motivation for entering the field of study for which they are applying.

See Counseling and School Counseling handbooks for detailed information.

For Counseling and School Counseling:

After the initial review of an applicant’s preliminary materials, he or she may be invited to participate in a two-hour interview process designed to assess interpersonal and writing skills. The process includes group and individual interviews and the production of a writing sample. Interviews for the 2002-2003 academic year will be held on April 6, July 28, and November 3, 2002.

Following the interview process, the Psychology Graduate Admissions Committee will review the entire application and render a final decision based on an assessment of both academic and interpersonal appropriateness for the program and the counseling profession. Applicants will be notified of their status by the Office of Admissions and are asked not to contact the Psychology Department directly.

An undergraduate major in Psychology is preferred, however candidates from other fields will be considered. Applicants who do not have an undergraduate background in Psychology are required to complete PS 500P Introduction to Psychological Services during the first semester of matriculation. This course is in addition to the credits required for graduation for such students. Students admitted to other Marymount graduate programs must meet the admissions requirements for Counseling and School Counseling before they transfer into the program. Nondegree students may not register for the following courses: PS 522, 523, 560, 561, 597, 599.

Legal Limitations of Practice

The practice of counseling is regulated by state laws. Questions concerning licensure in a specific state should be directed to that state’s Board of Professional Counselors. Before being placed in a practicum or internship site, agencies may require a national criminal background check of the student. The cost of the investigation (approximately $50) may be borne by the student.

Student Progress

The Psychology faculty will review the academic progress and professional development of students in the Counseling and School Counseling programs. Students must demonstrate appropriate academic and interpersonal skills in order to progress to practicum and internship placement. Details of the review process and procedures are found in the Counseling and School Counseling handbooks.

Counseling Curriculum

A total of 48 graduate credits is required for graduation.

Core requirements

PS 500 Research and Evaluation

PS 501 Bases of Psychopathology

PS 502 Foundations of Community Counseling

PS 503 Advanced Developmental Psychology

PS 510 Survey of Testing and Assessment

PS 517 Neuropsychological Issues, Treatments, and Assessments

PS 520 Theories of Counseling

PS 522 Counseling for Individuals

PS 523 Group Counseling Techniques

PS 530 Career Development Counseling

PS 536 Advanced Counseling: Theories and Techniques

PS 551 Psychology of Cultural Differences

PS 597 Practicum

PS 599 Internship (6 credits)

Note: PS 501, 502, 520, and 522 are all prerequisites to PS 597, and PS 523 is a corequisite. In order to be admitted to an internship, students must have completed the internship application process which includes a review of student progress, completion of appropriate paperwork, submission of the $50 required application fee, documentation of student professional liability insurance, and permission of the faculty. PS 597 and 24 hours of the program must be completed prior to internship placement.

All students will be required to log a minimum of 10 hours of research assistance under the guidance of one or more members of the Psychology faculty. See the student handbook for details.

Students also choose one elective from either the clinical skills or general electives, depending on student goals and interests:

Clinical skills electives

PS 508 Crisis Intervention

PS 509 Substance Abuse Assessment and Intervention

PS 513 Assessment of Personality and Social Functioning

PS 514 Psychological Assessment Lab

PS 515 Techniques for Behavioral Diagnosis and Intervention

PS 524 Family Dynamics and Counseling Techniques

PS 527 Counseling and Working with Families and Community Resources

PS 534 Counseling Children and Adolescents

PS 573 Advanced Group Techniques: Counseling/Interpersonal Problem Solving Groups

General electives

MGT 504 Management of Organizational Behavior

PS 505 Advanced Study of Individuals with Disabilities

PS 525 Employee Assistance Programs

PS 529 Psychopathology of Childhood and Adolescence

PS 531 Art Therapy

PS 550 Assessment of Older Populations

PS 598 Project

M.A. or permission of instructor required:

PS 610 Ethics for Psychological Services

PS 602 Grant Writing and Program Development

PS 620 Cognitive Therapy Techniques

School Counseling Curriculum

All students in the School Counseling program must take the following courses to complete the 48-hour graduate program and receive endorsement in Virginia as a school counselor:

Core requirements

PS 500 Research and Evaluation (3)

PS 503 Advanced Developmental Psychology (3)

PS 510 Survey of Testing and Assessment (3)

PS 520 Theories of Counseling (3)

PS 522 Counseling for Individuals (School Counseling section) (3)

PS 523 Group Counseling Techniques (School Counseling section) (3)

PS 524 Family Dynamics and Counseling (3)

PS 529 Psychopathology of Childhood and Adolescence (3)

PS 530 Career Development Counseling (3)

PS 534 Counseling Children and Adolescents (3)

PS 551 Psychology of Cultural Differences (3)

PS 560 Principles and Philosophies of School Counseling (3), field experience (20 hours)

PS 561 Practices of School Counseling (3)

PS 597 School Counseling Practicum (3), field experience (100 hours)

PS 599S Internship (6 credits), (600 hours)

Note: In addition to the minimum credits needed, PS 500P is required for individuals who do not have an undergraduate background in Education or Psychology. PS 503 is highly recommended, but not required, as a prerequisite for PS 529. PS 560 is a prerequisite for PS 561 and PS 597 and is offered in the fall semester only. PS 561 is offered in the spring semester only and should be taken following PS 560. PS 561 must be taken concurrently with PS 597. PS 522 is a prerequisite for PS 561. PS 529 is a prerequisite for PS 534. PS 522, 523, 560, 561, and 597 are prerequisites for PS 599S Internship in School Counseling. School Counseling courses may be offered in the morning, afternoon, or evening. Field experience, practicum, and internship hours must be completed when school is in regular session (September – June, Monday – Friday, 7 a.m. – 3:30 p.m.).

All students will be required to log a minimum of 10 hours of research assistance under the guidance of one or more members of the Psychology faculty. See the student handbook for details.

Forensic Psychology Curriculum

Thirty-nine (39) graduate credits are required for graduation.

Core requirements

PS 500 Research and Evaluation

PS 501 Bases of Psychopathology

PS 507 Applied Social Psychology

PS 517 Neuropsychological Issues, Treatments, and Assessments

PS 519 Personality Theories

PS 581 Psychology and the Law

PS 582 Psychological Evaluation, Consultation, and Testimony in the Legal System

PS 584 Psychology of Criminal Behavior or
SOC 507 Sociology of Juvenile Justice

PS 585 Forensic Assessment

PS 599F Internship (3 credits)

SOC 510 Theories of Social Deviance

The remaining 6 credits are electives chosen from the following:

PS 508 Crisis Intervention

PS 509 Substance Abuse Assessment and Intervention

PS 515 Techniques for Behavorial Diagnosis and Intervention

PS 518 Applied Learning and Cognition

PS 529 Psychopathology of Childhood and Adolescence

PS 551 Psychology of Cultural Differences

PS 583 Psychology and Treatment of the Juvenile Offender

CJ 501 Victims of Interpersonal Violence

Undergraduate Psychology majors may waive up to 6 hours of Psychology requirements and substitute additional elective hours. Students will plan their program of study with their advisor and based on their career goals.

Graduate Nondegree Admission

Students seeking general nondegree admission must obtain academic advice from the dean of the School of Education and Human Services or designee before registration. Applicants must submit the following items in order to be considered for acceptance:

• a completed nondegree admission application and nonrefundable $35 application fee; and
• transcripts reflecting all postsecondary work.
• Degree seeking students may bring no more than 12 credits earned while in nondegree status.