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Program Requirements

Students are responsible for knowing this bulletin and fulfilling requirements for graduation. The University cannot assume responsibility for failure of students to fulfill catalog and curriculum requirements. If questions arise about requirements, students should consult with the appropriate department chair, college dean, or the Registrar several semesters prior to graduation. Participation in the commencement exercise is required. 

Performance Standards 

Universally, a normal course load for most graduate programs is 9 credit hours for full time graduate student status. However, for this cohort program approach, students will take six semester hours each semester and go year-round. All students must complete coursework with a cumulative GPA of 3.0 on a 4 point scale. Students who accumulate more than two (2) grades of “C” will be dismissed from the program. Students must also complete all requirements within a period of seven years following the date of admission to the program. The Dean of the College of Professional Studies may extend these limits upon recommendation of the Education Department Chair and approval of the Education Department Graduate Committee.

Admission Requirements

1. An undergraduate degree from an accredited college or university in an education or related field.

2. A minimum of three years of public school teaching experience.

3. GRE General Test Scores and/or Miller's Analogies test score of 370 or higher for admission to an education graduate degree program.

4. Acceptable TOEFL Scores for students whose native language is not English.

5. Three letters of recommendation which address the applicant's academic competencies, teaching ability, work performance and fitness to pursue this graduate degree.

6. A current, valid professional teaching license from a state teacher licensing agency.

7. A minimum overall GPA of 2,7 on a 4 point scale.

8. Submission of an electronic portfolio that documents the previous criteria and includes an admissions essay, a resume, recommendations, and student work samples.

Degree Requirements 

Required courses (all courses are three semester hours credit for a total of 36 semester hours) offered in the following sequence:
Semester One

  • EDUC 600 The History of the Education of Marginalized Groups in America
  • EDUC 610 Instructional Leadership Strategies – Communications Skills

Semester Two

  • EDUC 620 An Introduction to Action Research Methodology
  • EDUC 625 Technology Integration in Instructional Planning – Content Knowledge and Global Education

Semester Three

  • EDUC 615 Language Acquisition Issues in Multicultural Education
  • EDUC 635 Technology Integration in Instructional Planning – Assessment

Semester Four 

  • EDUC 605 Poverty and Multicultural Issues in Education
  • EDUC 645 Instructional Leadership Strategies – Networking Skills

 Semester Five

  • EDUC 690 A Practicum in Action Research in a Multicultural Education Setting
  • EDUC 650 Instructional Leadership Strategies – Empowering Skills

Semester Six 

  • EDUC 630 Technology Integration in Instructional Planning – Critical Thinking and Problem Solving
  • EDUC 655 Technology Integration in Instructional Planning – Content Area Literacy

Included in the Required Courses 

Capstone Portfolio Review - Candidates will complete a Capstone Portfolio which will include sections of their graduate work as well as their Action Research Project. Students will defend their Portfolio at a meeting with the Education Department Graduate Committee.
This portfolio will be completed instead of a traditional thesis. This committee will either (1) “accept the portfolio as prepared” (2) determine the portfolio is “unacceptable” but could be made acceptable with additions, deletions, or editing, or (3) determine the portfolio is “unacceptable”, and the student must submit another portfolio the next semester. Students will be permitted to submit a portfolio only one other time after the initial “unacceptable” determination.

Course Descriptions

This course surveys the historical development of educational opportunities for marginalized groups in the wider American society, and examines the manner in which these evolving opportunities facilitated the multicultural movement now occurring in the United States.
A sociological approach to understanding poverty and its impact on multicultural education.
Provides the communication skills that instructional leaders will need to support multicultural education. The course will include instruction in writing for publications, professional presentations, grant writing and routine correspondence to communicate with diverse audiences in multicultural settings.
An examination of native language issues and its impact on student learning in the acquisition of target languages.
This course is an introduction to the field of action research as a systematic inquiry process for improving teaching and learning at the classroom, team, and school levels. Furthermore, the course will examine the fundamentals of applied research design and strategies with an emphasis on developing students’ research skills to facilitate the application of these methodologies in real-world situations. This course must be completed within the first twelve semester hours of enrollment in the program.
This course prepares teachers in developing rigorous, appropriate curriculum and instruction using technology integration skills to deliver content knowledge and global education skills. An emphasis is placed on understanding global education and how the World Wide Web can be used as an educational equalizer.
The use of technology integration skills to promote critical thinking and problem solving strategies in content area curriculum. Students will engage in leadership interactions to develop problem-based learning skills.
The use of technology to assess student learning and determine appropriate technology integration interventions to meet the needs and increase achievement of diverse learners and special needs students.
An action research application course taken in the last twelve hours of the program in which the candidate will produce an action research project in a multicultural education setting. Prerequisite: Educ 620: An Introduction to Action Research Methodology and at least 21 additional course hours in the Multicultural Instructional Leadership program.
Acquaints instructional leaders with local, regional, state, national, and international social service and community outreach programs and gives them networking skills to connect schools with these services in order to increase student achievement in diverse educational settings.
Develops the empowering and human relations skills of instructional leaders to recruit, induct, mentor, evaluate, and retain educators in diverse public school settings.
The use of technology integration skills to deliver reading, writing, speaking, listening, visual representation, and viewing skills in content area curriculum.
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