Admission Requirements

Applicants seeking admission to the (M.Ed.) graduate program are required to submit the following to the Graduate School:

1. An application for graduate admission
2. Official copies of transcripts of all college work (undergraduate and graduate)
3. Official scores on the Miller Analogies Test or the Graduate Record Exam
4. Three recommendations by individuals in relevant professional fields (employers, professors, supervisors)
5. A 2-3 page typed letter of application which includes a description of the applicant‘s professional goals, educational interests in pursuing graduate study, and philosophy of teaching.

The criteria for graduate admissions decisions include:

1. A grade average of “B” in the undergraduate major
2. Satisfactory scores on the Miller Analogies Test or the Graduate Record Exam
3. Satisfactory letters of recommendation from appropriate references
4. Satisfactory writing skills indicated by the letter of application

Admissions decisions are based upon several factors and where other indicators of success warrant, individuals who fall below the established criteria in one of the areas may be considered for admission.

In addition to the general requirements, applicants to the program in elementary education are required to hold, or be qualified to hold, North Carolina Class “A” teacher licensure in early childhood education, intermediate education, or elementary education. Applicants to the program in middle grades education are required to hold, or be qualified to hold, North Carolina Class “A” teacher licensure in middle grades education. Applicants to the language and literacy program are required to hold, or be qualified to hold, North Carolina Class “A” elementary, middle grades, special education or secondary teacher licensure. Applicants to the curriculum /instruction supervision program must hold, or be qualified to hold North Carolina class “A” teacher licensure in the area of curricular emphasis. Applicants to the secondary education program are required to hold, or be qualified to hold, North Carolina Class “A” teacher licensure in English, history, mathematics, Spanish, or science at the secondary level.

Under exceptional circumstances, individuals who do not hold the specified teaching credential may be admitted. Such exceptions may be made in cases of otherwise qualified applicants who are engaged in relevant professional roles not requiring teacher certification and who may profit professionally from the type of advanced study offered at this institution. Examples of applicants for whom exceptions are appropriate include community college administrators and teachers. In such instances, the programs may be modified appropriately. However, upon completion of the graduate program individuals admitted under such exceptions are not qualified for the institution‘s recommendation for North Carolina Board of Education instructional or administrative licensure.

Students who seek professional improvement or licensure renewal but do not intend to pursue a degree may register for graduate courses through procedures established for non–degree students. Those procedures are described in an earlier section of this catalogue. (NOTE: Licensure requirements change, and requirements must be adjusted to accommodate new mandated competencies and guidelines. Students should check with their advisors or the dean‘s office to keep informed of changes.)

Degree Requirements

The program leading to the Master of Education degree (M.Ed.) in middle grades education provides advanced professional training for individuals holding, or qualified to hold, North Carolina Class “A” teacher licensure in one or more areas of middle school education. The 37 semester hour program is divided into five areas: 9 semester hours of core courses, 3 semester hours of leadership skills, 9 semester hours of content specialty, 10 semester hours of program emphasis courses, and 6 hours of electives.

Based upon the view of the professional as a decision-maker and reflective practitioner, the program addresses the needs for conceptual and procedural bases for decision-making and specific alternatives within the student‘s anticipated area of professional practice.