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    Loyola Marymount University
   
 
  Oct 17, 2017
 
 
    
Loyola Marymount University Bulletin 2014-2015 [ARCHIVED CATALOG]

School of Education


Administration

Dean: Shane P. Martin
Associate Dean, Business Services: Kathleen Ash
Associate Dean, Faculty: Mary McCullough
Assistant Dean, Strategic Partnerships: Manny Aceves
Assistant Dean, Academic Services: Annette Pijuan Hernandez
Assistant Dean, Enrollment and Business Services: Eric Young

Contact Information

Office Location: University Hall 2100
Telephone: 310.258.8768
Fax: 310.258.5599
Website: http://soe.lmu.edu

Introduction

The School of Education offers graduate programs in the following areas of study: Administration, Bilingual Education, Catholic Inclusive Education, Catholic School Administration, Reading Instruction, Educational Studies, School Psychology, Elementary and Secondary Education, Counseling, and Special Education. The School of Education also offers a doctorate in Leadership for Social Justice.

The high quality of the education program is confirmed through its accreditation by the California Commission on Teacher Credentialing, the National Association of School Psychologists, the National Council for Accreditation of Teacher Education, and Western Association of Schools and Colleges.

Mission of the School of Education

In accordance with the Mission of Loyola Marymount University, the faculty, staff, and students of the School of Education understand and declare our purpose to be the encouragement of life-long learning and academic excellence, the education of the whole person, and the promotion of service and justice for all. We commit ourselves to serving public and private education by fostering excellence inspired by the Jesuit and Marymount traditions of Catholic education.

Goals of the School of Education

The faculty, staff, and students of the School of Education strive to work collaboratively in a student-centered environment to be professionals who act to:

  • Value and respect all individuals

We believe in the worth of each individual. We affirm the inherent dignity and value of each person as a child of God. Therefore, we believe that all individuals have the potential to be successful learners with unique characteristics and experiences that bring positive value and meaning to the learning experience.

  • Promote social justice

We recognize the existence of social inequity, marginalization, and the different faces of oppression, and we commit ourselves to work actively for the establishment of a just and equitable society. While it is important to understand critically the structures, practices, and discourses that cause and perpetuate injustice, we also aim to nurture transformative structures, practices, and discourses that actively promote greater equity. This commitment challenges us to think with a global perspective, to embrace the notion of a preferential option for the poor, and to act with a conviction of equity.

  • Promote cultural responsiveness

We recognize diversity as a strength, and we commit ourselves personally and professionally to serve culturally and linguistically diverse populations. These populations include those who represent cultural diversity broadly defined, including race, ethnicity, socio-economic status, gender, religion, sexual orientation, ability, and age. Among other valuable theories and approaches, we utilize sociocultural and constructivist perspectives in teaching and learning. We value these and other perspectives that promote active participation in learning as well as meaningful and authentic instruction and assessment and emphasize students’ cultural and linguistic background experiences.

  • Integrate theory and practice

We strive to unite theory and practice in a reciprocal relationship that mutually informs each other. We are a community of reflective practitioners, guided by critical inquiry and social responsibility. We actively engage in educational research, including faculty/ student collaboration. We affirm the use of technology in education as authentic, meaningful, and accessible to all learners.

  • Develop moral, intellectual, responsible, and caring leaders

We are committed to the preparation of educators who will be leaders in the field and who reflect high standards of ethics and values. We seek to be, and to encourage others to be, women and men who have the intellectual skills to critically evaluate educational issues, have the moral conviction to respond as agents of change, and exhibit an ethic of care in the service of others.

  • Collaborate and share leadership across communities

We believe in the value of working collaboratively with the districts, schools, parents, and students of the communities we serve to successfully educate all learners. We recognize, support, and promote the gifts and talents of community members and encourage their participation in decision-making processes.

Candidate Outcomes and Proficiencies

In accordance with the Mission of Loyola Marymount University, the faculty, staff, and students of the School of Education understand and declare our purpose to be the encouragement of life-long learning and academic excellence, the education of the whole person, and the promotion of service and justice for all. We commit ourselves to serving public and private education by fostering excellence inspired by the Jesuit and Marymount traditions of Catholic education.

The following four broad learning goals are intended to express the expectations for how all candidates will achieve the mission of the School of Education. Under each goal are corresponding candidate learning outcomes that express specific ways in which candidates should be able to demonstrate fulfillment of each goal.

Unit Goal 1: Candidates will respect and value all individuals and communities.
Candidate Learning Outcomes

Diversity: Candidates will know, value, and integrate the diversity of students and their communities

Culture of high expectations: Candidates will promote a culture of high expectations for all

Inclusion: Candidates will be able to use inclusive strategies and practices

Community: Candidates will be able to gather and use multiple resources to better understand and serve their community

Unit Goal 2: Candidates will integrate theory and practice.
Candidate Learning Outcomes

Knowledge: Candidates will be able to demonstrate knowledge of historical, philosophical, socio-political, economic, and legal influences on education

Critical Lens: Candidates will be able to use a critical lens to analyze and share content knowledge

Reflection: Candidates will be able to reflect on personal experience of self and others to inform practice

Disposition: Candidates will understand and model exemplary professional practices

Research: Candidates will be able to use multiple research methodologies

Pedagogical Technology: Candidates will be able to integrate content and pedagogical knowledge, academic skills, and technology in professional practice

Unit Goal 3: Candidates will advocate for access to a socially just education.
Candidate Learning Outcomes

Communication and Collaboration: Candidates will be able to effectively communicate and collaborate

Academic Excellence: Candidates will promote academic excellence in the field

Equity: Candidates will be able to use pedagogical skills to implement principles of equity and empowerment

Social Justice: Candidates will be able to understand and respond to issues related to the preferential option for the poor and marginalized groups

Technology: Candidates will be able to advocate for and critically use technology

Lifelong Learning: Candidates will demonstrate a commitment to ongoing professional development and involvement in professional organizations

Unit Goal 4: Candidates will lead in order to facilitate transformation.
Candidate Learning Outcomes

Ethics: Candidates will be able to practice effective, ethical, and moral leadership

Shared Vision: Candidates will be able to share and collaboratively construct an inclusive vision within professional learning communities

Performance Evaluation: Candidates will be able to seek, reflect upon, and respond to constructive feedback

Systemic Change: Candidates will understand and use the elements, processes, and technological advances that lead to systemic change

Assessment: Candidates will understand and promote equitable and effective assessment and evaluation systems

School of Education Academic Regulations

Graduate Admissions Policies

Applicants for graduate programs are encouraged to contact SOE Admissions for advice and assistance in meeting the admission requirements.

Categories of Admission

Categories of admission for the Credential, Master of Arts degrees, Education Specialist degree, and Doctoral degree programs are as follows:

Formal Admission: Formally admitted students are those who have completed the entire application process and have been accepted by a particular program with no conditions or provisions.

Provisional Admission: Provisionally admitted students are those who are missing one or more items for formal admission.

Controlled Admission: Students admitted on Controlled Admission are accepted through an exceptions process and are admitted under academic probation. Students admitted on Controlled Admissions are required to receive a minimum 3.0 GPA (B) in their first 6 semester hours of classes, and remain in good standing in their academic program. Students on Controlled Admission may take a maximum of 2 courses per semester, and are required to advance to Formal or Provisional status by the end of their first semester, or by the completion of their first 6 semester hours in the program.

Non-Degree Status: Students admitted as non-degree students are not guaranteed admission to the School of Education.

Exception Policy

Applicants who have been denied admissions based on GPA of TOEFL/IELTS test scores may appeal through the exceptions process upon recommendation of the program director. A student with a GPA below 3.0 and above 2.7 may submit a written petition for admission. Candidates accepted through exceptions process will be admitted on controlled admission status as described above.

Graduate Transfer Credit

School of Education graduate students must submit transfer credit requests at the time of admission in order to receive credit toward a degree for graduate-level work taken at other regionally accredited colleges and universities. The request must be in writing and accompanied with a course syllabus and Bulletin description for each course they wish to transfer. All transferred course credit requested must have received a grade of at least 3.0 (B). Courses used to satisfy a degree requirement at another college or university cannot be used for transfer credit with the exception of core or prerequisite requirements. Students may request a transfer for up to 6 semester (9 quarter) hours of graduate units. Transfer coursework may not be more than five years old. Transfer credit requests received after admission will not be considered. The Office of the Registrar grants final approval of transfer credit.

Adding a Second LMU Master of Arts Degree

A student who has earned a Master of Arts degree from the School of Education may apply up to three applicable core courses from that degree toward a second Master of Arts degree with the approval of the program director. The student must successfully complete all other requirements for the second degree.

Advising

Orientation

New students are strongly encouraged to attend Student Orientation.

Academic Advising

Upon admission to the School of Education, students are assigned an academic advisor. The advisor will assist students with course sequencing, enrollment, and monitor their progress toward program completion. Students are advised to schedule a meeting with their academic advisor as soon as possible after admission and consult with their academic advisor regularly on program requirements and registration.

Professional Advising

Faculty are available to meet with students to discuss professional, career, academic, and educational issues. Students are encouraged to see their program director for professional advisement.

Technology

The School of Education emphasizes and supports the use of technology throughout its programs. To aid in the integration of technology, the School of Education maintains a computer lab as well as two computer eClassrooms in University Hall. The lab is available for use by School of Education students and faculty only. Hours are posted at the lab and at the School of Education website (http://soe.lmu.edu). The eClassrooms are intended for whole class instruction and are available for reservation by faculty. There are several general use student computer labs in various locations on campus.

Basic Technology Skills

All SOE applicants must verify that they are capable of basic technology skills necessary for success in the School of Education.

E-mail Accounts

The School of Education will utilize students’ LMU e-mail accounts to contact students. Students must check this account regularly or forward it to a preferred account. Students should contact the Student Help Desk for information on e-mail and network access accounts.

LiveText

LiveText is web-based software used by students to complete fieldwork and course assignments. All undergraduate, Masters, Education Specialist, credential, and certificate students enrolled in the School of Education are required to purchase and utilize LiveText. An ePortfolio fee is assessed to each student at the beginning of their first semester of enrollment. The fee covers a three-year subscription for LiveText. Students taking more than three years to complete their programs will be reassessed the ePortfolio fee.

Grading

Credit/No Credit (CR/NC)

A number of courses in the School of Education are offered on a Credit/No Credit basis. Credit indicates a graduate student has earned at least a “B” or an undergraduate student has earned at least a “C” in the course. Certain State mandated credential courses must be taken for a grade. Instructors should be consulted for clarification.

Incomplete (I)

A grade of Incomplete “I” may be requested by the student to the instructor in extraordinary circumstances and when a candidate has completed a minimum of 80% of the course work. The instructor may not approve the request. Graduate students with more than two Incompletes will be blocked from registration.

In Progress (IP)

In Progress grades are given in fieldwork classes when the academic calendars of the PK-12 school and the University do not align. The In Progress grade indicates that the fieldwork is in progress at the time grades were submitted. An IP grade will be replaced by a grade of CR or NC.

Support for Candidates’ Development of Academic and Professional Standards

The School of Education is committed to the development of the qualified educators to work in public, private, and Catholic schools. This commitment is made to the candidates, to the students with whom they will work, and to the general public we serve. The faculty strives to enhance each candidate’s ability to work effectively with students and families, and to be highly sought by schools and school districts. During the candidate’s course of study in the School of Education, the faculty will provide feedback and support to candidates in both their academic and professional development.

Academic Development

When a candidate is not able to meet the minimum academic expectations in a course, the instructor will conduct one-on-one meeting(s) with the candidate to develop a remediation plan. This plan may include, but is not limited to: referral to the program director; tutorials provided by the faculty; support from peers; or a referral to the University’s Learning Resource Center. If the candidate is not able to attain the minimum course grade needed for graduation, he/she may retake the course to attain a higher grade with approval from the program director.

All candidates are required to maintain a minimum semester and cumulative GPA of 3.0 during their course of study. Candidates will be placed on academic probation if they fail to meet the minimum GPA. The candidate will be required to meet with the program director who will monitor the candidate’s progress. Students on academic probation must receive a “B” or better the following semester or be subject to disqualification from the University.

Professional (Non-Academic) Development

The School of Education, the California Commission on Teacher Credentialing and National Council for the Accreditation of Teacher Education have determined that non-academic qualities are necessary for educators to be successful. Non-academic factors include behaviors, dispositions, and attitudes that educators must positively develop and demonstrate. If a candidate fails to meet appropriate professional expectations in class or in field placements, the School of Education will assist with the student’s professional development.

Assistance with professional development will take the following steps:

  • The instructor will consult with the student and complete a Concerns Form.
  • The instructor and program director will work with the student to develop a remediation plan. Assistance may include: specific tutorials provided by any member of the faculty; a referral to LMU Student Psychological Services; or other referrals.
  • The instructor, program director, and student will meet with the assistant dean if necessary.
  • The program director will monitor the student’s progress in accordance with the developed remediation plan.

Students who cannot uphold academic or non-academic standards may be disqualified from their program. Students who are disqualified from one program in the School of Education are not eligible for any other program in the School.

Comprehensive Assessment

All students completing a Master of Arts degree must successfully pass a Comprehensive Examination, a Culminating Experience, or successfully complete a thesis in their subject area.

Statement of Professional Disposition

The National Council for Accreditation of Teacher Education (NCATE) requires the LMU School of Education to assess the professional dispositions of education credential and degree candidates. According to NCATE, professional dispositions are “The values, commitments, and professional ethics that influence behavior toward students, families, colleagues, and communities and affect student learning, motivation, and development as the educator’s own professional growth. Dispositions are guided by beliefs and attitudes related to values such as caring, fairness, honesty, responsibility, and social justice.” Throughout a candidate’s program, the faculty will assess the School of Education Unit and Program Professional Dispositions, and failure to meet professional expectations may result in a remediation process for the candidate. In extreme cases, failure to meet professional expectations could warrant dismissal from an education program. The School of Education holds four Unit Dispositions that shape the professional expectations for all candidates: “We strive to be, and to educate professionals to be, educators who: Respect and value all individuals and communities; Educate by integrating theory and practice; Advocate for access to a socially just education; and Lead in order to facilitate transformation.”

Comprehensive Examination

Students are required to enroll in and receive credit for 6995, Comprehensive Examination, to complete the Master of Arts degree. There is a fee charged for this zero semester hour course.

The comprehensive examination is not just a quantitative or cumulative extension of the examination content of all required courses. Rather, it examines a candidate’s ability to apply acquired knowledge and experiences to a set of practical problems within the candidate’s field of specialization. The comprehensive examination can be written and/or oral. The various Master of Arts degrees have specific requirements as to what type of comprehensive examination is required. Students should consult their program director as to the type of comprehensive examination required.

Thesis

Select programs within the School of Education offer a thesis option in place of the comprehensive examination. The course requirement section of each program will indicate whether this option available. Students in those programs who are interested in this option must meet the thesis guidelines as specified by their program director. In addition to meeting the thesis criteria and guidelines, students in the thesis option must complete EDLA 6950 Advanced Research Methods; EDLA 6951 Advanced Research Design; and EDCE 6955 Master’s Thesis I . Continuing course enrollment in EDCE 6956 Master’s Thesis II  and EDCE 6957 Master’s Thesis III  may also be required.

Graduation

A commencement ceremony is held at the end of the Spring term for those candidates who wish to participate. Please consult the Registrar’s website for more detailed information.

Application for Degree

Degrees are awarded at the end of the Spring, Fall, and Summer terms. Candidates must submit a formal application for degree to the Office of the Registrar. The deadlines to apply for degree are listed in the University calendar. The degree will not be posted to the candidate’s transcript if an application for degree is not submitted. See the Registrar’s website for more detailed information.

Requirements for Graduation

  1. All requirements for the degree must be met prior to the degree date.
  2. The date of the degree posted on the student’s transcript and diploma is the one by which all graduation requirements, including the application for degree, have been completed.
  3. A 3.0 cumulative GPA must be met prior to the degree date.
  4. All incomplete work required for the degree must be completed prior to the degree date.

Failure to comply with these regulations will preclude the granting of a degree. Those who have applied for a degree and do not complete the requirements before the projected date of completion for which they applied are required to reapply in a later semester.

School of Education Academic Awards

The School of Education will name an Outstanding Student for each graduate and undergraduate program, with the exception of the Doctoral program. The recipient must be a student graduating in the current academic year. The candidates for these awards are nominated and voted upon by faculty in recognition of the graduate’s academic, personal, and professional qualities that best exemplify the mission and goals of the School of Education.

Credential Application Process

The California Commission on Teacher Credentialing issues credentials upon the recommendation of the School of Education.

A credential application must be submitted to the School of Education Credential Office at the completion of the candidate’s credential program requirements. Final transcripts that reflect completion of program requirements must be requested from the Office of the Registrar and submitted to the Credential Office. See the School of Education credential section of the website at http://soe.lmu.edu for detailed information on the credential application process.

Student Records and Materials

All materials submitted to the School of Education are property of the School of Education and will not be returned to the student. Students are advised to make copies of all materials submitted for their records.

Statement of Professional Dispositions

The National Council for Accreditation of Teacher Education (NCATE) requires the LMU School of Education to assess the professional dispositions of education credential and degree candidates. According to NCATE, professional dispositions are “The values, commitments, and professional ethics that influence behavior toward students, families, colleagues, and communities and affect student learning, motivation, and development as the educator’s own professional growth. Dispositions are guided by beliefs and attitudes related to values such as caring, fairness, honesty, responsibility, and social justice.” Throughout a candidate’s program, the faculty will assess the School of Education Unit and Program Professional Dispositions, and failure to meet professional expectations may result in a remediation process for the candidate. In extreme cases, failure to meet professional expectations could warrant dismissal from an education program. The School of Education holds four Unit Dispositions that shape the professional expectations for all candidates: “We strive to be, and to educate professionals to be, educators who: Respect and value all individuals and communities; Educate by integrating theory and practice; Advocate for access to a socially just education; and Lead in order to facilitate transformation.”

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