College of Liberal Arts and Education

 

Graduate Programs Office:

Office: Briggs Building, Room 122
McNichols Campus
Interim Dean: John M. Staudenmaier, S.J.
Telephone: (313) 993-1287
Fax: (313) 993-1266
E-mail: liberalarts@udmercy.edu

Programs Offered
ó Addictions Counseling (MA)
ó Addiction Studies Certificate (Certificate)
ó Community Counseling (MA)
ó Criminal Justice (MA)
ó Curriculum and Instruction (Teacher Certification, MA)
ó Early Childhood Education(Endorsement, MA)
ó Educational Administration (MA)
ó Liberal Studies (MALS)
ó Psychology Ė Clinical (MA, Ph.D.)
ó Psychology - Industrial/Organizational (MA)
ó Psychology - School (Spec.)
ó Religious Studies (MA)
ó School Counseling (MA)
ó School Counselor Endorsement (Certificate)
ó Security Administration (MS)
ó Special Education (Teacher Certification, MA)
ó Teaching and Learning (MA)

Please Note:
The
College of Liberal Arts and the College of Education & Human Services began consolidating in 2002 to form the College of Liberal Arts and Education. During the process of joining these two colleges, room and phone numbers are subject to change. Please call the number above if you need assistance getting in contact with a specific department or individual.

 

The College of Liberal Arts and Education is committed to cultivating an intellectual excellence and versatility that is based on a strong moral foundation with the intent that our students and graduates consistently act with understanding, integrity, and compassion in their personal and professional lives.

The College seeks to excel in the pursuit of knowledge and critical examination of scholarship. It is our goal to prepare value-centered graduates in the humanities and social sciences and sophisticated educators, graduates who are sensitive to the ethical and transcendent dimensions of human experience.

Finally, the College is committed to fostering a working environmentófor its students, faculty, and staffóthat is warm and welcoming and at the same time professional, timely, and competent.

 

Counseling and Addiction Studies

Chairperson: Richard S. Sinacola
Office: Manning Hall 446
Outer Drive Campus
Telephone: (313) 993-6327
Fax: (313) 993-6303
E-mail:sinacors@udmercy.edu

Master of Arts Counseling

The counseling program at the University of Detroit Mercy combines practical, theoretical, traditional, and experiential learning in the education of professional counselors. This program offers students the opportunity to grow personally as well as professionally. The atmosphere at UDM fosters positive communication between faculty and students allowing each person the opportunity to develop as an active learner in a quest to develop a personal learning and counseling style.

The department offers programs to students looking to gain the necessary education and skills to function as a professional counselor in various settings. Three tracks are offered in this department: School Counseling, Community Counseling, and Addictions Counseling. Each program meets State of Michigan license requirements for the licensed professional counselor. In addition, an intensive weekend only program is available in Community Counseling.

Admission Requirements

The requirements for admission to the programs include: an undergraduate GPA of 3.0, a minimum of 15 hours in the behavioral sciences including undergraduate statistics, an autobiographical statement explaining your interests in a counseling profession, scores from the Miller Analogies Test, a departmental writing exam, an interview with the counseling faculty, and three letters of recommendation from persons able to speak to your potential for this field.

School Counseling

Director: Richard Sinacola
Office: Manning Hall 444
Outer Drive Campus
Telephone: (313) 993-6327
Fax: (313) 993-6303
E-mail: sinacors@udmercy.edu

This program offers training for certified teachers planning to work in a school setting as school counselors, guidance directors, pupil personnel directors, or teachers interested in school counseling principles. This 48 credit hour program will qualify students for the School Counselor Endorsement from the State of Michigan, Department of Education.

Degree Requirements

EDU 500 Methods of Educational Research

3 cr.

PYC 502 Lifespan Development

3 cr.

*CNS 512 Counseling Theories & Process

3 cr.

CNS 532 Counseling Special Populations

3 cr.

*CNS 535 Guidance Principles & Practices

3 cr.

CNS 536 Counseling Services: Organization & Administration

3 cr.

*CNS 538 Vocational Development & Career Assessment

3 cr.

*CNS 539 Counseling Skills

3 cr.

*CNS 540 Testing & Evaluation

3 cr.

*CNS 541 School Counseling: Principles & Practices

3 cr.

*CNS 543 Group Dynamics & Procedures in Counseling

3 cr.

*CNS 545 School Counseling: Strategies & Interventions

3 cr.

CNS 585 Counseling Practicum

3 cr.

CNS 590 Consultation & Staff Development

3 cr.

CNS 591 Research Seminar in, Counseling (masterís research paper) .

3 cr.

*CNS 604 Internship in Counseling

3 cr.

 

________

 

Total: 48 credits

 

 

If a person has completed a master's program in another field, he/she may qualify for the School Counseling endorsement as long as appropriate course work, according to the State Department of Education Code, is included. Students have the option of taking either CNS 539 or CNS 585.

*School Counselor Endorsement - 27 cr.

A Track II MA is available for those who do not hold a teaching certificate.

Community Counseling

Director: Richard S. Sinacola
Office: Manning Hall 446
Outer Drive Campus
Telephone: (313) 993-6327
Fax: (313) 993-6303
E-mail: sinacors@udmercy.edu

This program offers training for those who are interested in working in the mental health field or in human services. These settings include mental health agencies, community mental health, career/employment agencies, hospitals, the ministry, and private practice. The content and sequence of these courses aim at providing the student with an in-depth knowledge of and experience in working with human problems in the counseling environment. In addition, an intensive, weekend only program is available in Community Counseling.

Degree Requirements

EDU 500 Methods of Educational Research

3 cr.

PYC 502 Lifespan Development

3 cr.

CNS 512 Counseling Theories & Process

3 cr.

CNS 532 Counseling Special Populations .

3 cr.

CNS 535 Guidance Principles & Practices

3 cr.

CNS 536 Counseling Services: Organization & Administration

3 cr.

CNS 538 Vocational Development & Career Assessment

3 cr.

CNS 539 Counseling Skills

3 cr.

CNS 540 Testing & Evaluation

3 cr.

CNS 543 Group Dynamics & Procedures in Counseling

3 cr.

CNS 560 Case Problems in Counseling

3 cr.

CNS 585 Counseling Practicum

3 cr.

.CNS 590 Consultation & Staff Development

3 cr.

CNS 591 Research Seminar in Counseling (masterís research paper)

3 cr.

CNS 604 Internship in Counseling

3 cr.

Elective In Consultation with Advisor

3 cr.

 

________

 

Total: 48 credits

Also available in an intensive weekend format.

Addictions Counseling

Director: John T. Franklin
Office: Manning Hall 445
Outer Drive Campus
Telephone: (313) 993-6318
Fax: (313) 993-6303
E-mail: frankljt@udmercy.edu

This program offers specialized training in the areas of chemical dependency and addiction studies. With the Community Counseling program as a base, additional courses are taken to fulfill requirements for competence in chemical dependency and requirements for state certifications.

Degree Requirements

EDU 500 Methods of Educational Research

3 cr.

PYC 502 Lifespan Development

3 cr.

*CNS 512 Counseling Theories & Process

3 cr.

CNS 532 Counseling Special Populations

3 cr.

CNS 535 Guidance Principles & Practices

3 cr.

CNS 536 Counseling Services: Organization & Administration

3 cr.

CNS 538 Vocational Development & Career Assessment 

3 cr.

CNS 539 Counseling Skills

3 cr.

CNS 540 Testing & Evaluation

3 cr.

*ADS 543 Group Methods

3 cr.

CNS 585 Counseling Practicum

3 cr.

CNS 590 Consultation & Staff Development

3 cr.

CNS 591 Research Seminar in Counseling (masterís research paper)

 

or

 

ADS 570 Qualitative Research

3 cr.

*ADS 509 Drugs & Behavior

3 cr.

*ADS 511 Theories of Addiction

3 cr.

*ADS 512 Recovery Processes

3 cr.

*ADS 513 Diagnosis & Addictive Disorders

3 cr.

*ADS 588 Internship in Addiction Studies (600 Hrs. Field Placement)

3 cr.

 

 

    ††††††††††††† ________

 

  ††††††††† Total: 54 credits

*Required for the Certificate in Addiction Studies.

Students completing the program are eligible for the Graduate Certificate in Addiction Studies.

Graduate Certificate Addiction Studies

Director: John Franklin
Office: Manning Hall 445
Outer Drive Campus
Telephone: (313) 993-6318
Fax: (313) 993-6303
E-mail: frankljt@udmercy.edu

The Graduate Certificate in Addiction Studies is intended for students who already have a graduate professional degree, or are pursuing one at the University of Detroit Mercy.

The certificate provides students with course work and experience that, along with their professional degree, enables them to work effectively in the prevention of, intervention into, or treatment of chemical dependence.

The certificate will be awarded to those who have completed a professional degree in a field related to prevention and treatment of drug abuse problems. Some of these fields are social work, psychology, medicine, nursing, education, counseling, law, the judiciary, law enforcement, probation, pastoral ministry, human resources, employee assistance, business and health care administration. Because of the education and professional training a student brings to the program, it is possible to provide a curriculum of course work and field experience in addiction studies totaling 18 or more credit hours. This experience will prepare the student to work effectively on behalf of those threatened by or suffering from chemical dependence.

State Certification

The State of Michigan sponsors the Certified Addictions Counselor (CAC) credential. The CAC is compulsory for most professionals who counsel chemically dependent clients in Michigan and many other states. UDMís Addiction Studies Certificate program provides all the educational and practicum hours required for the CAC should the student choose to pursue this credential. The additional requirements (state examinations and clinical hours) are the responsibility of the graduate.

Admission Requirements

1. Admission to graduate studies at University of Detroit Mercy.
2. Admission to certificate program: Applicants submit to the Graduate Programs, College of Liberal Arts and Education, the following documents:
a. A program application accompanied by a statement of personal career goals.
b. Three letters of recommendation attesting to the applicantís qualifications.
3. A personal interview with the department chair or a designated faculty member.
4.Applicants who are recovering from chemical dependence must demonstrate total abstinence for two years from all mood rewarding drugs via association with a recognized recovery program.

Program Features

To accommodate students who are employed during the day, all courses are taught after 5:00 p.m. weekdays and on Saturday. Personal academic advising is provided to each student. Classes are small and are taught by instructors well acquainted with both the theory and application of the subject matter. The course of study can be completed in one calendar year.

Curriculum

The curriculum has three components:
1. A core of four required courses totaling 12 hours: ADS 509 - Drugs & Behavior, ADS 511 - Theories of Addiction, ADS 512 - Recovery Processes, ADS 513 - Diagnosis & Addictive Disorders.
2. An elective component of one course totaling three hours carefully chosen to meet the studentís professional needs from among the following courses: ADS 510 - Psychopharmacology, ADS 517 - Chemical Dependency & Youth, ADS 536 - Family Theory & Therapy, ADS 518-519-520 Compulsive Gambling, ADS 547 - Employee Assistance Programming, ADS 550 - Prevention & Intervention in Substance Abuse, ADS 560 - Spirituality & Recovery, ADS 570- Qualitative Research Seminar, ADS 595 - Addictive Populations.
3. An applied component, totaling three hours, to be fulfilled as a field placement of 300 hours in the studentís profession (ADS 588) or a culminating seminar in which the student is directed in field research in his/her chosen area of concentration (ADS 571).

Total Semester hours required: 18

 

Criminal Justice Studies

Chairperson: Robert Homant
Office: Briggs Building 135
McNichols Campus
Telephone: (313) 993-1051
Fax: (313) 993-6303
E-mail: homantr@udmercy.edu

Two graduate degree programs are offered: the Master of Arts (M.A.) in Criminal Justice and the Master of Science (M.S.) in Security Administration. These programs are designed for professional workers (law enforcement, corrections officers, security personnel) and others who desire to further their knowledge of the criminal justice system, security operations, and related disciplines. They provide an opportunity for the professional worker to broaden and deepen his/her perspective in the criminal justice profession and/or the administration of security programs. Problem solving, leadership, critical thinking, and the prudent application of theory to practice are skills that these programs are designed to foster.

These graduate programs are developed to meet the need for specialized training for criminal justice and security personnel suited to their unique functions. These studies can be pursued on a full- or part-time basis. Furthermore, a three-semester sequence has been arranged within the academic year to provide occasion for expediting the completion of program requirements. Close faculty-student contact is maintained to assist each student in formulating realistic individual objectives and in selecting course work to attain them. Program arrangements are flexible so that individual needs can be served.

At least 50 percent of students enrolling in the two graduate programs are employed full-time, often in the field they are pursuing. Course scheduling and specific, individualized programs are designed to take advantage of studentsí backgrounds and to permit students to pursue the masterís degree at the pace most reasonable to themselves. All programs may be taken in the late afternoon and/or evening, full- or part-time.

Admission Requirements

Applicants must have a bachelorís degree from an accredited college and must have demonstrated intellectual competence for graduate study. Selection is based on such factors as previous academic record (at least a 2.7 GPA) and/or relevant experience. Acceptance on a probationary status is allowed in some cases where academic standards are not fully met but competence has been indicated by the level of the applicantís professional advancement. Also, as prerequisites, applicants must have had at least 15 hours of basic course work in the behavioral/social sciences and should solicit three letters of recommendation. Arrangements can be made to make up deficiencies.

Degree Requirements

The masterís degree programs require completion of a minimum of 36 credit hours of approved graduate work with a final grade point average of at least 3.0 (B). Prescribed core courses are listed under each program. In addition to course work, all candidates for the masterís degree must complete a research component. This is done in one of three ways: (a) a masterís thesis, which also conveys six credit hours; (b) two major review papers, or "Plan B" papers, which do not convey course credit; or (c) a masterís research paper, which conveys three credit hours. These research components must receive a grade of B or better. In addition, a final comprehensive paper is written during the last semester before the degree is awarded. The masterís paper is content-oriented across the 36 hours of the course sequence.

Master of Arts Criminal Justice

Students interested in a generalistís approach to criminal justice will find this course of study appropriate. Law enforcement and corrections personnel acquire a broad background in administrative theory and current concerns of the criminal justice system.

Core Requirements

Twenty-one of the 36 hours are to include the following core courses:

 

CJS 500 Research Methodology .

3 cr.

CJS 540 Criminal Justice Process & Criminal Law

3 cr.

CJS 555 Deviance & Social Control

3 cr.

CJS 570 Socialization & Social Control

3 cr.

CJS 580 Theory of Law Enforcement

3 cr.

CJS 585 Seminar in Criminology

3 cr.

COR 599 Terminal Seminar

3 cr.

Based on the studentís undergraduate work and career experience, substitutions for the above courses may be made with the approval of the department chair. The remaining 15 hours may be selected from other graduate courses according to areas of need, specialization, and formal preparation including courses in addiction studies, business administration, counseling, education, psychology, and others.

 

Security Administration

Director: Michael J. Witkowski
Office: Briggs 135
McNichols Campus
Telephone: (313) 993-1051
Fax: (313) 993-6303
E-mail: witkowmj@udmercy.edu

Master of Science Security Administration

This degree is designed for those interested in a management career in the security profession. Course work in business, criminal justice, and security provides an opportunity to develop the substantive and procedural knowledge required of the modern security manager in either public service or private enterprise.

Core Requirements

Twenty-one of the 36 credit hours are to include the following core courses:

 

SEC 401 Security Systems & Crime Prevention

3 cr.

CJS 500 Computer & Information Security

3 cr.

SEC 501 Legal Issues I Security

3 cr.

COR 599 Terminal Seminar

3 cr.

MBA 528 Organizational Behavior: Management Development

3 cr.

CJS 540 Criminal Justice Process & Criminal Law

3 cr.

Based on the studentís undergraduate work and career experience, substitutions for the above courses may be made with the approval of the department chair. In addition to the above 21 credits, students elect two additional courses in security administration and one course in criminal justice studies to complete the core requirements. Six additional hours of the studentís choice may be elected from appropriate graduate departments at the University of Detroit Mercy (e.g., addiction studies, business, education, security, etc.) to complete the 36-hour program.

 

Masterís Programs in Education

Telephone: (313) 993-6301
Fax: (313) 993-6303
E-mail: education@udmercy.edu

The College of Liberal Arts and Education offers several graduate programs leading to the master of arts degree. The thesis option (six credits) is available in every program except special education; otherwise, a masterís research paper is required in conjunction with the terminal seminar. Permission to substitute for any of the required courses must be obtained in writing from the studentís advisor and be approved by the dean.

The requirements for admission to graduate study in education are a 3.0 average and fulfillment of requirements for a state teaching certificate, or a background of education and experience satisfactory to the department. Applicants for all programs will be required to give satisfactory evidence of their ability to pursue a professional career in the area chosen for study with three letters of recommendation.

All graduate programs in education may be pursued full- or part-time; courses are offered only in the late afternoon and evening. Some summer day courses are available.

Teacher Certification

Students seeking teacher certification in conjunction with the programs in Curriculum and Instruction or Special Education should consult the program advisor for special admission requirements to the certification program.

Specific program information follows.

 

Curriculum and Instruction

Director: Joslen Letscher
Office: Manning Hall 419
Outer Drive Campus
Telephone: (313) 993-6304
Fax: (313) 993-6303
E-mail: letschjl@udmercy.edu

Master of Arts Curriculum and Instruction

The Master of Arts in Curriculum and Instruction is designed for students who seek to use prior education and experience as a base for developing reflective practitioner skills as a teaching professional. Two graduate degree programs are offered, one for certified teachers who wish to be master teachers and one for persons who seek teacher certification.

Students acquire an operational framework of core competencies which utilize a comprehensive knowledge and skill base to plan, monitor, and adjust teaching strategies within the complex and rapidly changing contextual situations of educational settings.

Using sound principles of curriculum development and instructional design, implementation and evaluation, students learn to create a meaningful and significant teaching-learning environment.

Students work closely with their program advisor to select a program focus and to plan a course of study which includes prior knowledge, experience, and special interests.

Curriculum and Instruction for Teachers

Designed for the experienced teacher, the course of study for the Master of Arts in Curriculum and Instruction for Teachers provides the conceptual, technical, and decision-making skills needed to be a master teacher and leader in school renewal.

Students build their knowledge and experience base by engaging in active learning situations which bridge the gap between theory and research findings with practical action toward the achievement of clear educational goals.

Emphasis is given to classroom and school-wide strategies which enable the student to collaborate with professional colleagues, parents, and community resources within rapidly changing educational situations.

Students who pursue this degree program can use course work to prepare for application to the National Board of Professional Teaching Standards (NBPTS) for national teaching certification. See your program advisor for current requirements.

Special interests which can be pursued within the program may include but are not limited to the following:
ó Urban Education
ó Teacher Mentor
ó Early Childhood Development
ó Collaboration for Inclusionary Education
ó Department Leadership
ó Interdisciplinary and Integrated Curriculum
ó Multicultural and Diversity Curriculum
ó Application of Cognitive Learning Principles
ó Instructional Design

Admission Requirements

Applicants must qualify for graduate study, have a 3.0 GPA, a state teaching certificate, or a background in education and experience satisfactory to the department. Program applicants must give evidence of their ability to pursue this program of study as well as to apply learning principles in their chosen speciality area and submit three letters of recommendation as verification.

Degree Requirements

Eighteen of the 30 credit hours develop core competencies for ethical and skilled decision making toward effective teaching and learning. The core courses are:

EDU 500 Methods of Educational Research

3 cr.

EDU 516/7 Curriculum Construction

3 cr.

EDU 525 Educational Policy Studies

3 cr.

EDU 596 Program Planning & Evaluation

3 cr.

EDU 609 Advanced Seminar in Curriculum Planning & Administration

3 cr.

EDU 620 Supervision of Instruction

3 cr.

Special interest electives are chosen in consultation with an advisor.

9 cr.

Master degree level research, in consultation with your advisor, is conducted and written as a culminating project in either EDU 551 - Seminar in Curriculum and Instruction, 3 cr. or EDU 599 - Master Thesis, 6 cr.

Core competency courses are continuously adjusted to meet the changing demands of effective education. Students in the Curriculum and Instruction program need to work closely with their program advisor to determine current requirements and possibilities for course offerings that fulfill this degree.

Curriculum and Instruction with Teacher Certification

Designed to meet the needs of students who elect to change careers and enter the teaching profession, the Master of Arts in Curriculum and Instruction with Teacher Certification develops basic teaching competencies for the application of previous education and experience in an educational setting.

It is designed for persons seeking to change career plans, to answer the call to teaching, and to be prepared for the wide range of issues and challenges of the teaching profession.

The Master of Arts in Curriculum and Instruction with Teacher Certification combines the required courses for Michigan teacher certification with the knowledge and skill base necessary for understanding the broader context of the teaching-learning process. Course projects, activities, and action research are designed to successfully apply prior knowledge and experience within the educational setting.

Admission Requirements

Applicants must qualify for graduate study and must show evidence of both a teaching major of at least 30 hours and a teaching minor of at least 20 hours. A 3.0 GPA in the applicantís overall undergraduate record and at least a 2.7 GPA in a teaching major and minor is required for admission to the program. In addition, teacher certification candidates must pass the Michigan Basic Skills Test, submit three letters of recommendation indicating ability to pursue a career path in teaching, and be accepted by the Teacher Education Council.

Secondary Teacher Certification Requirements

EDU 402 Introduction to Secondary Teaching (with lab) .

2 cr.

EDU 513 Principles of Learning, Development & Adjustment

3 cr.

EDU 514 Society & Education

3 cr.

EDU 525 Educational Policy Studies

3 cr.

EDU 600 Computer Uses in Education

3 cr.

SED 560 Exceptional Persons

3 cr.

EDU 469 Curriculum & Methods of Teaching in the Secondary Schools

3 cr.

EDU 470s Curriculum & Methods of Teaching in Major

3 cr.

EDU 578 Reading in the Content Areas

3 cr.

 

EDU 490 Student Teaching

8 cr.

 

______

 

Total: 34 credits

Elementary Teacher Certification Requirements

EDU 401 Introduction to Elementary Teaching (with lab)

2 cr.

EDU 513 Principles of Learning, Development & Adjustment

3 cr.

EDU 514 Society & Education.

3 cr.

EDU 525 Educational Policy Studies

3 cr.

EDU 600 Computer Uses in Education

3 cr.

SED 560 Exceptional Persons

3 cr.

EDU 441 Methods & Materials of Instruction in Science in the Elementary/Middle Schools

2 cr.

EDU 442 Methods & Materials of Instruction in Social Science in the Elementary/Middle Schools

2 cr.

EDU 443 Teaching Reading in the Elementary/Middle Schools

3 cr.

EDU 448 Methods & Materials of Instruction in Reading & Language Arts in the Elementary/Middle Schools

3 cr.

 

EDU 449 Methods & Materials of Instruction in Mathematics in the Elementary/Middle Schools

2 cr.

EDU 489 Student Teaching

8 cr.

 

______

 

Total: 37 credits

Teacher certification subject area tests for major and minor must be passed.

Note: The above requirements are subject to change if state requirements for certification change. Students must be sure to consult with their advisor to remain current regarding State Department of Education requirements.

Core Courses of Masterís degree

EDU 500 Methods of Educational Research

3 cr.

EDEDU 596 Program Planning & Evaluation

3 cr.

U 516/7 Curriculum Construction

3 cr.

EDU 551 Seminar in Curriculum & Instruction

3 cr.

 

______

 

Total: 46-49 credits

 

 

Completion of the masterís research paper is required during EDU 551 which is the culminating course of this program. Students need to consult with a program advisor to ensure that master-level course work projects contribute to successful application of previous education and experience as a teaching professional.

Core competency courses are continuously adjusted to meet the rapidly changing demands of effective education. Students in the Curriculum and Instruction Program with Teacher Certification need to work closely with their program advisor to determine current requirements and possible course offerings which fulfill this degree program.

EDU 599, a master level thesis for six credit hours, may be elected in place of EDU 551 in consultation with a program advisor.

 

Early Childhood Education

Telephone: (313) 993-6301
Fax: (313) 993-6303
E-mail: education@udmercy.edu

Master of Arts Early Childhood Education

The Master of Arts in Early Childhood Education prepares professionals to work with children from birth to age eight. The degree is designed for those who hold elementary teacher certification and are seeking careers as early childhood teachers, infancy through age eight, or other positions related to the care and education of young children.

The program emphasizes the National Association for the Education of Young Children (NAEYC), developmentally appropriate practices in educating young children as well as the need for multicultural educational programs that promote respect and understanding of family, ethnic, cultural, racial, and socioeconomic diversity of the young child.

The program requires a minimum of 36 hours of graduate credit. Each studentís program is worked out in consultation with the director according to the background and needs of the individual student.

Requirements for the Masterís degree in Early Childhood Education fulfill all requirements for the Early Childhood (ZA) endorsement. Requirements are subject to change by the Michigan Department of Education.

Admission Requirements

The requirements for admission to graduate study in early childhood education are a 3.0 GPA and fulfillment of requirements for a state teaching certificate, or a background of education and experience satisfactory to the department, and three letters of recommendation written by persons capable of evaluating potential for this field.

Degree Requirements

*EDU 423 Curriculum & Methods of Teaching Children Infancy Through Age Eight

3 cr.

*EDU 476 Developmentally Appropriate Early Childhood Assessment

3 cr.

*EDU 486 Young Children in Peril: Educational Implications.

3 cr.

EDU 500 Methods of Educational Research

3 cr.

*EDU 502 Internship in Early Childhood Education

3 cr.

EDU 516 Curriculum Construction for Elementary/Middle Teachers

3 cr.

EDU 550 Seminar in Early Childhood Education

3 cr.

*EDU 558 Cognitive Development in the Young Child

3 cr.

*EDU 559 Perceptual & Language Development in the Young Child

3 cr.

*EDU 562 Developing Creative Environments for Children

3 cr.

*EDU 563 Philosophies & Models of Early Childhood Education .

3 cr.

Elective In Consultation with Program Director

3 cr.

Suggested Electives:

EDU 481 Early Childhood Administration

3 cr.

EDU 526 Collaboration & Consultation in Education

3 cr.

SED 585 Educating Diverse & Special Populations in the Inclusionary Setting

3 cr.

PYC 541 Principles & Issues in Infant & Toddler Development

3 cr.

The masterís research paper is required to be completed in conjunction with EDU 550.

*Early Childhood Certificate Endorsement (ZA)

An early childhood education endorsement may be obtained by completing the following 24 semester hours of course work: EDU 423, EDU 476, EDU 486, EDU 502, EDU 558, EDU 559, EDU 562, EDU 563.

 

Educational Administration

Telephone: (313) 993-6301
Fax: (313) 993-6303
E-mail: education@udmercy.edu

Master of Arts Educational Administration

The Master of Arts degree in Educational Administration is designed for those individuals who are interested in pursuing a professional career in educational administration whether it be as assistant superintendent, principal, assistant principal, or some other administrative position.

Admission Requirements

The requirements for admission to graduate study in education are a 3.0 average, fulfillment of requirements for a state teaching certificate or a background of education and experience satisfactory to the department, and three letters of recommendation submitted by persons capable of evaluating your potential for this field. Applicants for programs in administration will be required to give evidence of their fitness to pursue a professional career in the area chosen for study.

Degree Requirements

Thirty-six credit hours which include the following 27 credits of core courses:

EDU 500 Methods of Educational Research

3 cr.

EDU 516 Curriculum Construction for Elementary/Middle Teachers

 

or

 

EDU 517 Curriculum Construction for Secondary Teachers

3 cr.

EDU 573 Administration of Elementary/Middle Schools

 

or

 

EDU 574 Administration of Secondary Schools

3 cr.

EDU 575 School Finance

3 cr.

EDU 582 School/Community Relations

3 cr.

EDU 586 Legal Foundations of American Education

3 cr.

EDU 594 Seminar in Educational Leadership

3 cr.

EDU 596 Program Planning & Evaluation

3 cr.

EDU 620 Supervision of Instruction

3 cr.

The masterís research paper is required to be completed in conjunction with EDU 594.

 

Nine credit hours of electives may be selected from:

 

EDU 525 Educational Policy Studies

3 cr.

CNS 540 Testing & Evaluation

3 cr.

EDU 592 Field Experience in Elementary School Administration & Supervision

 

or

 

 

EDU 593 Field Experience in Secondary School Administration & Supervision

3 cr.

EDU 604 Internship in Central Office Administration

3 cr.

EDU 609 Advanced Seminar in Curriculum Planning & Administration

3 cr.

PYC 503 Statistics

3 cr.

MBA 514 Organizational Behavior: Management & Motivation

3 cr.

MBA 528 Organizational Behavior: Management Development

3 cr.

MBA 572 Human Resource Management: Personnel Processes

3 cr.

MBA 574 Human Resource Management: Labor Management Relations

3 cr.

Special Education

Faculty Contact: Josephine Gambini
Office: Manning Hall 414
Outer Drive Campus
Telephone: (313) 993-6100
Fax: (313) 993-6303
E-mail: gambinjm@udmercy.edu

Master of Arts Special Education

Admission Requirements

The requirements for admission to graduate study in special education are a 3.0 average and fulfillment of requirements for a state teaching certificate, or a background of education and experience satisfactory to the department. Applicants for programs in special education will be required to give evidence of their ability to pursue a professional career in the area chosen for study by submitting three letters of recommendation.

Emotionally Impaired/Behaviorally Disordered

The Special Education-Emotionally Impaired/Behaviorally Disordered program is designed to meet the needs of teachers who wish to prepare themselves for working with individuals experiencing mild to severe emotional and behavioral problems at the elementary, middle, and secondary levels. Additionally, it prepares teachers to meet the needs of exceptional students in the inclusionary setting. It also presents a means for supervisors and administrators to develop leadership skills in the areas of special education-emotionally impaired/behaviorally disordered.

Degree Requirements-Endorsement: Emotionally Impaired/Behaviorally Disordered

The following 46 semester hours of course work comprise the program:

EDU 500 Methods of Educational Research

3 cr.

EDU 513 Principles of Learning, Development & Adjustment

3 cr.

EDU 526 Collaboration & Consultation in Education

3 cr.

EDU 581 Multicultural Issues in Education

3 cr.

EDU 600 Computer Uses in Education

3 cr.

EDU 631 School & Classroom Management

3 cr.

SED 512 Special Education in the Secondary Schools

3 cr.

SED 560 Exceptional Persons

3 cr.

SED 563 Identification & Assessment in Special Education

3 cr.

SED 581 The Emotionally Impaired/Behaviorally Disordered

3 cr.

SED 582 Educating Severely Emotionally Impaired/Behaviorally Disordered & Autistic Students

3 cr.

SED 583 Educating the Emotionally Impaired/Behaviorally Disordered

3 cr.

SED 585 Educating Diverse & Special Populations in the Inclusionary Setting

3 cr.

SED 587 Seminar in Special Education

3 cr.

SED 588 Practicum in Special Education: Emotionally Impaired/Behaviorally Disordered

4 cr.

 

______

 

Total: 46 credits

A masterís research paper is completed in SED 587.

Learning Disabilities

The Special Education-Learning Disabilities Program is designed to meet the needs of teachers who wish to prepare themselves for working with individuals experiencing specific and general learning problems at the elementary, middle, and secondary levels. Additionally, it prepares teachers to meet the needs of exceptional students in the inclusionary setting. It also presents a means for supervisors and administrators to develop leadership skills in the areas of special education-learning disabilities.

Degree Requirements-Endorsement: Learning Disabilities

The following 46 semester hours of course work comprise the program:

EDU 500 Methods of Educational Research

3 cr.

EDU 513 Principles of Learning, Development & Adjustment

3 cr.

EDU 526 Collaboration & Consultation in Education

3 cr.

EDU 581 Multicultural Issues in Education

3 cr.

EDU 600 Computer Uses in Education

3 cr.

EDU 631 School & Classroom Management

3 cr.

SED 512 Special Education in the Secondary Schools

3 cr.

SED 560 Exceptional Persons

3 cr.

SED 563 Identification & Assessment in Special Education

3 cr.

SED 567 Strategies for Teaching Mathematics & Language Arts to the Learning Disabled

3 cr.

SED 571 Learning Disabilities

3 cr.

SED 576 Educating the Learning Disabled

3 cr.

SED 585 Educating Diverse & Special Populations in the Inclusionary Setting

3 cr.

SED 587 Seminar in Special Education

3 cr.

SED 504 Practicum in Special Education: Learning Disabilities .

4 cr.

 

______

 

Total: 46 credits

A masterís research paper is completed in SED 587.

Inclusionary Education

The Master of Arts in Inclusionary Education Program prepares general education and special education teachers to educate students with special and diverse needs within the inclusionary setting. It is designed to provide teachers with the added skills to successfully educate and manage students in the inclusionary classroom.

Degree Requirements

The following 43 semester hours of course work comprise the program:

EDU 500 Methods of Educational Research

3 cr.

EDU 513 Principles of Learning, Development & Adjustment

3 cr.

EDU 526 Collaboration & Consultation in Education

3 cr.

EDU 581 Multicultural Issues in Education

3 cr.

EDU 600 Computer Uses in Education

3 cr.

EDU 631 School & Classroom Management

3 cr.

SED 560 Exceptional Persons

3 cr.

SED 563 Identification & Assessment in Special Education

3 cr.

SED 567 Strategies for Teaching Mathematics & Language Arts to the Learning Disabled

3 cr.

SED 571 Learning Disabilities

3 cr.

SED 581 The Emotionally Impaired/Behaviorally Disordered

3 cr.

SED 585 Educating Diverse & Special Populations in the Inclusionary Setting

3 cr.

SED 587 Seminar in Special Education

3 cr.

SED 539 Practicum in Inclusionary Education

4 cr.

 

______

 

Total: 43 credits

A masterís research paper is completed in SED 587.

Elementary Teacher Certification & Master of Arts in Special Education-Learning Disabilities

This program is for those persons not having an elementary teaching certificate who wish to obtain an elementary teaching certificate, a Special Education endorsement in Learning Disabilities, and a masterís in Special Education-Learning Disabilities. The program combines the required courses for elementary teacher certification, the Special Education endorsement, and masterís in Learning Disabilities. Additionally, it prepares teachers to meet the needs of exceptional students in the inclusionary setting.

Degree Requirements

The following 77 semester hours of course work comprise the program and lead to elementary teacher certification, a Master of Arts in Special Education-Learning Disabilities, and an endorsement in Learning Disabilities. A content area teaching minor of 20-24 credits is required.

Elementary Teacher Certification

EDU 401 Introduction to Elementary Teaching

2 cr.

EDU 513 Principles of Learning, Development & Adjustment

3 cr.

EDU 514 Society & Education

3 cr.

EDU 525 Educational Policy Studies

3 cr.

EDU 600 Computer Uses in Education

3 cr.

SED 560 Exceptional Persons

3 cr.

EDU 441 Methods & Materials of Instruction in Science in the Elementary/Middle Schools

2 cr.

EDU 442 Methods & Materials of Instruction in Social Studies in the Elementary/Middle Schools

2 cr.

EDU 443 Teaching Reading in the Elementary/Middle Schools

3 cr.

EDU 448 Methods & Materials of Instruction in Reading & Language Arts in the Elementary/Middle Schools

3 cr.

EDU 449 Methods & Materials of Instruction in Mathematics in the Elementary/Middle Schools

2 cr.

EDU 482 Student Teaching in the Elementary/Middle Schools

6 cr.

SED 474 Student Teaching in Special Education: Learning Disabilities

6 cr.

Learning Disabilities

EDU 500 Methods of Educational Research

3 cr.

EDU 526 Collaboration & Consultation in Education

3 cr.

EDU 581 Multicultural Issues in Education

3 cr.

EDU 631 School & Classroom Management

3 cr.

SED 557 Special Education Field Experience

3 cr.

SED 512 Special Education in the Secondary Schools.

3 cr.

SED 567 Strategies for Teaching Mathematics & Language Arts to the Learning Disabled

3 cr.

SED 563 Identification & Assessment in Special Education

3 cr.

SED 571 Learning Disabilities

3 cr.

SED 576 Educating the Learning Disabled

3 cr.

 

SED 585 Educating Diverse & Special Populations in the Inclusionary Setting

3 cr.

SED 587 Seminar in Special Education

3 cr.

 

______

 

Total: 77 Credits

A masterís research paper is completed in SED 587.

Secondary Teacher Certification & Master of Arts in Special Education-Learning Disabilities

This program is for those persons not having a secondary teaching certificate who wish to obtain a secondary teaching certificate, a Special Education endorsement in Learning Disabilities, and a masterís in Special Education-Learning Disabilities. The program combines the required courses for secondary teacher certification, the Special Education endorsement, and masterís in Learning Disabilities. Additionally, it prepares teachers to meet the needs of exceptional students in the inclusionary setting.

Degree Requirements

The following 74 semester hours of course work comprise the program and lead to secondary teacher certification, a Master of Arts in Special Education-Learning Disabilities, and an endorsement in Learning Disabilities. A content area teaching minor of 20-24 credits is required.

Secondary Teacher Certification

EDU 402 Introduction to Secondary Teaching

2 cr.

EDU 513 Principles of Learning, Development & Adjustment

3 cr.

EDU 514 Society & Education

3 cr.

EDU 525 Educational Policy Studies

3 cr.

EDU 600 Computer Uses in Education

3 cr.

SED 560 Exceptional Persons

3 cr.

EDU 469 Curriculum & Methods of Teaching in the Secondary Schools I

3 cr.

EDU 470s Curriculum & Methods of Teaching in the Secondary Schools II, Subject Matter Areas .

3 cr.

EDU 578 Reading in the Content Areas .

3 cr.

EDU 483 Student Teaching in the Secondary Schools

6 cr.

SED 474 Student Teaching in Special Education: Learning Disabilities

6 cr.

Learning Disabilities

EDU 500 Methods of Educational Research

3 cr.

EDU 526 Collaboration & Consultation in Education

3 cr.

EDU 581 Multicultural Issues in Education

3 cr.

EDU 631 School & Classroom Management

3 cr.

SED 557 Special Education Field Experience

3 cr.

SED 512 Special Education in the Secondary Schools

3 cr.

SED 567 Strategies for Teaching Mathematics & Language Arts to the Learning Disabled

3 cr.

SED 563 Identification & Assessment in Special Education

3 cr.

SED 571 Learning Disabilities

3 cr.

SED 576 Educating the Learning Disabled

3 cr.

 

SED 585 Educating Diverse & Special Populations in the Inclusionary Setting

3 cr.

SED 587 Seminar in Special Education

3 cr.

 

_____

 

Total: 74 credits

A masterís research paper is completed in SED 587.

Elementary Teacher Certification & Master of Arts in Special Education Emotionally Impaired/ Behaviorally Disordered

This program is for those persons not having an elementary teaching certificate who wish to obtain an elementary teaching certificate, a Special Education endorsement in the Emotionally Impaired/Behaviorally Disordered, and a masterís in Special Education-Emotionally Impaired/ Behaviorally Disordered. The program combines the required courses for elementary teacher certification, the Special Education endorsement, and masterís in the Emotionally Impaired/Behaviorally Disordered. Additionally, it prepares teachers to meet the needs of exceptional students in the inclusionary setting.

Degree Requirements

The following 77 semester hours of course work comprise the program and lead to elementary teacher certification, a Master of Arts in Special Education-Emotionally Impaired/Behaviorally Disordered, and an endorsement in the Emotionally Impaired/ Behaviorally Disordered. A content area teaching minor of 20-24 credits is required.

Elementary Teacher Certification

EDU 401 Introduction to Elementary Teaching

2 cr.

EDU 513 Principles of Learning, Development & Adjustment

3 cr.

EDU 514 Society & Education

3 cr.

EDU 525 Educational Policy Studies

3 cr.

EDU 600 Computer Uses in Education

3 cr.

SED 560 Exceptional Persons

3 cr.

EDU 441 Methods & Materials of Instruction in Science in the Elementary/Middle Schools

2 cr.

EDU 442 Methods & Materials of Instruction in Social Studies in the Elementary/Middle Schools

2 cr.

EDU 443 Teaching Reading in the Elementary/Middle Schools

3 cr.

EDU 448 Methods & Materials of Instruction in Reading & Language Arts in the Elementary/Middle Schools

3 cr.

EDU 449 Methods & Materials of Instruction in Mathematics in the Elementary/Middle Schools

2 cr.

EDU 482 Student Teaching in the Elementary/Middle Schools

6 cr.

SED 484 Student Teaching in Special Education: Emotionally Impaired/Behaviorally Disordered

6 cr.

Emotionally Impaired/Behaviorally Disordered

EDU 500 Methods of Educational Research

3 cr.

EDU 526 Collaboration & Consultation in Education

3 cr.

EDU 581 Multicultural Issues in Education

3 cr.

EDU 631 School & Classroom Management

3 cr.

SED 557 Special Education Field Experience

3 cr.

SED 512 Special Education in the Secondary Schools

3 cr.

SED 563 Identification & Assessment in Special Education

3 cr.

SED 581 The Emotionally Impaired/Behaviorally Disordered

3 cr.

SED 582 Educating Severely Emotionally Impaired/Behaviorally Disordered & Autistic Students

3 cr.

SED 583 Educating the Emotionally Impaired/Behaviorally Disordered

3 cr.

SED 585 Educating Diverse & Special Populations in the Inclusionary Setting .

3 cr

SED 587 Seminar in Special Education

3 cr.

 

______

 

 

Total: 77 credits

A masterís research paper is completed in SED 587.

Secondary Teacher Certification & Master of Arts in Special Education Emotionally Impaired/ Behaviorally Disordered

This program is for those persons not having a secondary teaching certificate who wish to obtain a secondary teaching certificate, a Special Education endorsement in the Emotionally Impaired/Behaviorally Disordered, and a masterís in Special Education-Emotionally Impaired/ Behaviorally Disordered. The program combines the required courses for secondary teacher certification, the Special Education endorsement, and masterís in the Emotionally Impaired/Behaviorally Disordered. Additionally, it prepares teachers to meet the needs of exceptional students in the inclusionary setting.

Degree Requirements

The following 74 semester hours of course work comprise the program and lead to secondary teacher certification, a Master of Arts in Special Education-Emotionally Impaired/Behaviorally Disordered, and an endorsement in the Emotionally Impaired/ Behaviorally Disordered. A content area teaching minor of 20-24 credits is required.

Secondary Teacher Certification

EDU 402 Introduction to Secondary Teaching

2 cr.

EDU 513 Principles of Learning, Development & Adjustment

3 cr.

EDU 514 Society & Education

3 cr.

EDU 525 Educational Policy Studies

3 cr.

EDU 600 Computer Uses in Education

3 cr.

SED 560 Exceptional Persons

3 cr.

EDU 469 Curriculum & Methods of Teaching in the Secondary Schools I

3 cr.

EDU 470s Curriculum & Methods of Teaching in the Secondary Schools II, Subject Matter Areas

3 cr.

EDU 578 Reading in the Content Areas

3 cr.

EDU 483 Student Teaching in the Secondary Schools

6 cr.

SED 484 Student Teaching in Special Education: Emotionally Impaired/Behaviorally Disordered

6 cr.

Emotionally Impaired/Behaviorally Disordered

EDU 500 Methods of Educational Research

3 cr.

EDU 526 Collaboration & Consultation in Education

3 cr.

EDU 581 Multicultural Issues in Education

3 cr.

EDU 631 School & Classroom Management

3 cr.

SED 557 Special Education Field Experience

3 cr.

SED 512 Special Education in the Secondary Schools

3 cr.

SED 563 Identification & Assessment in Special Education

3 cr.

SED 581 The Emotionally Impaired/Behaviorally Disordered

3 cr.

SED 582 Educating Severely Emotionally Impaired/Behaviorally Disordered & Autistic Students

3 cr.

SED 583 Educating the Emotionally Impaired/Behaviorally Disordered

3 cr.

SED 585 Educating Diverse & Special Populations in the Inclusionary Setting

3 cr.

SED 587 Seminar in Special Education

3 cr.

 

______

 

Total: 74 credits

A masterís research paper is completed in SED 587.

Endorsement

An endorsement in Learning Disabilities and/or the Emotionally Impaired/ Behaviorally Disordered may be obtained if a teacher possesses a teaching certificate, bachelorís or masterís in Special Education, and an endorsement in a special education area. Completion of the following approved program for the respective area of endorsement desired is required. Transferable university course credit may be accepted where applicable. The following 37 credit hours of either respective program must be completed to receive each specific endorsement.

Endorsement: Learning Disabilities

EDU 513 Principles of Learning, Development & Adjustment

3 cr.

EDU 526 Collaboration & Consultation in Education

3 cr.

EDU 600 Computer Uses in Education .

3 cr.

EDU 631 School & Classroom Management.

3 cr.

SED 512 Special Education in the Secondary Schools

3 cr.

SED 560 Exceptional Persons

3 cr.

SED 563 Identification & Assessment in Special Education

3 cr.

SED 567 Strategies for Teaching Mathematics & Language Arts to the Learning Disabled

3 cr.

SED 571 Learning Disabilities

3 cr.

SED 576 Educating the Learning Disabled

3 cr.

SED 585 Educating Diverse & Special Populations in the Inclusionary Setting

3 cr.

SED 504 Practicum in Special Education: Learning Disabilities.

4 cr.

 

 

______

 

Total: 37 credits

Endorsement: Emotionally Impaired/Behaviorally Disordered

EDU 513 Principles of Learning. Development & Adjustment

3 cr.

EDU 526 Collaboration & Consultation in Education

3 cr.

EDU 600 Computer Uses in Education

3 cr.

EDU 631 School & Classroom Management

3 cr.

SED 512 Special Education in the Secondary Schools

3 cr.

SED 560 Exceptional Persons

3 cr.

SED 563 Identification & Assessment in Special Education

3 cr.

SED 581 The Emotionally Impaired/Behaviorally Disordered

3 cr.

SED 582 Educating Severely Emotionally Impaired/Behaviorally Disordered & Autistic Students

3 cr.

SED 583 Educating the Emotionally Impaired/Behaviorally Disordered

3 cr.

SED 585 Educating Diverse & Special Populations in the Inclusionary Setting

3 cr.

SED 588 Practicum in Special Education: Emotionally Impaired/Behaviorally Disordered

4 cr.

 

 

______

 

Total: 37 credits

 

Teaching and Learning: Specialty in Waldorf Education

Telephone: (313) 993-6301
Fax: (313) 993-6303
E-mail: education@udmercy.edu

Waldorf Education is based on the conviction that education must engage and nourish the whole child in body, mind and spirit. Students wishing to become Waldorf teachers pursue a course of study that includes artistic practice, a thorough view of child and adult development, and the study of the encompassing history of the fruits of human thought, feeling and endeavor (the evolution of consciousness). Through constant self-examination and critique, the prospective teacher begins to develop the capacities to understand the dimensions of human experience that lie within the classroom. With this orientation, the Waldorf teacher education student is mentored through the areas of methodology, research, curriculum and administration.

This masterís degree program is designed for those wishing to become Waldorf or Walforf-inspired teachers and who have a strong undergraduate degree centered in the liberal arts or sciences. This program is also intended for professionals wishing to deepen their study of education philosophy, curriculum and practice through a Waldorf lens.

This is a field-based program with most courses taken at one of the local Waldorf schools. This program is offered in conjunction with the Waldorf Teacher Development Association, a sponsored member of the Association of Waldorf Schools of North America.

Admission Requirements

The requirements for admission to graduate study in education are a 3.0 average, fulfillment of requirements for a state teaching certificate or a background of education and experience satisfactory to the department, and three letters of recommendation submitted by persons capable of evaluating potential for this field.

Degree Requirements

EDU 513 Principles of Learning, Development & Adjustment(Section WT)

3 cr.

EDU 501 Special Topics

3 cr.

EDU 525 Education Policy Studies

3 cr.

EDU 516 Curriculum Construction For Elementary Teachers(Section WT)

3 cr.

EDU 610 Integration of the Arts(Section WT)

3 cr.

EDU 500 Education Research

3 cr.

EDU 559 Perceptual and Language Development in the Young Child (Section WT) .

3 cr.

EDU 609 Advanced Seminar in Curriculum Planning & Administration (Section WT)

3 cr.

EDU 639 Action Research Project

3 cr.

Suggested Electives:

EDU 596 Program Planning & Evaluation

3 cr.

EDU 600 Computer Uses in Education

3 cr.

EDU 514 Society & Education

3 cr.

SED 560 Mainstreaming Exceptional Persons

3 cr.

EDU 443 Teaching Reading in the Elementary/Middle Schools

3 cr.

 

Liberal Studies (Interdisciplinary)

Director: Nicholas Rombes
Office: Briggs 231
McNichols Campus
Telephone: (313) 993-1085
Fax: (313) 993-1166
E-mail: rombesnd@udmercy.edu

Master of Arts in Liberal Studies

The Master of Arts in Liberal Studies (MALS) is designed for students who desire an interdisciplinary program which is broader and more flexible than is normally available in departmental programs. The Master of Arts in Liberal Studies is a highly personalized course of study. It is aimed at men and women who believe that learning is a lifelong endeavor, who wish to explore and understand the social, cultural and humanistic dimensions and context of todayís world and their own individual lives. They also recognize that education is the means of dealing with lifeís changes. Most of all, the MALS is for people who value their freedom and independence to think, to choose, and to understand. Departments contributing courses to the Master of Arts in Liberal Studies program are:

ó Communication Studies
ó Economics
ó English
ó History
ó Philosophy
ó Political Science
ó Psychology
ó Religious Studies
ó Sociology
ó Theatre

Admission Requirements

Admission to the program is approved by the dean of the College of Liberal Arts and Education upon recommendation of the program director. To be admitted, the applicant must:
1. Submit evidence of a B.A. from an accredited institution, with at least a 2.75 grade point average.
2. Submit a written statement setting forth a proposed plan of study.
3. Complete a personal interview with the program director.

Degree Requirements

The program requires 30 credits of planned study in either of two tracks; both tracks are interdisciplinary. One permits maximum flexibility and personal customization within a student-created curricular design, subject to the program director's endorsement. The other track provides a course of study with pre-defined limits, while still allowing adaptability to individual student interest. Both are based on a core of seminars crafted expressly for the program:

MLS 500  Introduction to Liberal Studies

3 cr.

MLS 501  Seminar in the History of Ideas

3 cr.

MLS 502  Seminar in Society and Change

3 cr.

MLS 503  Seminar in Society and Culture

3 cr.

MLS 505  Directed Studies

3-6 cr.

MLS 506  Final Project

3-6 cr.

Other work toward the degree consists of graduate courses from various departments, directed readings and tutorials. Candidates may combine courses from several departments in the College of Liberal Arts and Education, as well as selected courses in the School of Architecture, College of Business Administration and the College of Engineering and Science. Written approval is required from each college specifying course(s) students will be granted permission to take.

TRACK A

(INDIVIDUALIZED)

The student who wishes to design an individualized course of study completes a 30-hour program based on a nine hour, three course core: MLS 500, MLS 506 and one selected from MLS 501, 502, 503. The remaining 21 hours are distributed across disciplinary lines in accordance with a program of study designed by the student and his or her mentor and may consist of formal courses or a combination of formal courses and individual readings or tutorials.

TRACK B (INTEGRATIVE)

The student who prefers a moderately structured plan of study with a special emphasis on human values and experiences (past and present), may complete a 30 hour program consisting of a 15 hour, five-course core (MLS 500, 501, 502, 503, and 506); one additional course from each of the three areasóhistory of ideas, society and change; society and culture; and two remaining courses from among the various disciplines within the College.

 

Womenís Studies

Director: Libby Blume
Office: Briggs 342
McNichols Campus
Telephone: (313) 993-3389
Fax: (313) 993-1166
E-mail: blumelb@udmercy.edu

An MALS student may design a Womenís Studies program, following either of the two tracks. Special mentoring is available for those who select this program.

 

Psychology

Chairperson: Christine Panyard
Office: Faculty House 202
Telephone: (313) 993-6123
Fax: (313) 993-6397
E-mail: panyarcm@udmercy.edu

Office - Outer Drive Campus:
Faculty House 104
Telephone: (313) 993-6124
Fax: (313) 993-6397


Program Directors:
Clinical PsychologyĖPh.D.: Judy A. McCown: (mccownja@udmercy.edu)
School Psychology Specialist:Mary H. Hannah (hannahme@udmercy.edu)
Clinical PsychologyĖMA:Steven Abell (abellsc@udmercy.edu)
Industrial/Organizational PsychologyĖMA:Kathleen Zimmerman-Oster (zimmerka@udmercy.edu)

Doctor of Philosophy Clinical Psychology

The doctoral program in Clinical Psychology is accredited by the American Psychological Association and trains psychologists who are proficient in the areas of clinical theory, practice and research. Our graduates are scientist-practitioners who are professionally grounded in the theoretical underpinnings of assessment and intervention strategies, able to critically evaluate and assimilate new findings and hypotheses, and able to contribute to the body of knowledge within the field.

The curriculum is designed to help students develop a variety of assessment and treatment skills with an emphasis on understanding the theoretical rationales upon which these skills are based. While students study a variety of theoretical orientations, the major theoretical base of the program is psychoanalytic.

The courses in the curriculum are designed by content and sequence to fulfill several goals. One goal is to acquire a firm foundation in psychology. A second goal is to acquire breadth and depth of knowledge in clinical skills. Clinical experiences are designed not only to afford opportunities to learn skills in clinical settings but also to integrate skills and the theories shaping and guiding those skills. Scholarship is demonstrated throughout course work in the form of examinations and student papers. In addition, students, within the context of a comprehensive examination, will be asked to demonstrate their ability to understand, integrate, and communicate their knowledge of psychology in general and clinical psychology in particular. The dissertation, which may be experimental or clinically empirical, is a capstone experience through which students develop independent, original research projects that result in significant contributions to the knowledge base in psychology.

Admission Requirements

The doctoral program accepts applications from students with either a bachelorís or a masterís as a terminal degree. Students with a bachelorís degree applying for admission to the doctoral program are expected to have, at a minimum, undergraduate classes in statistics, abnormal psychology, personality theory, developmental psychology, and two laboratory courses (e.g. learning, experimental, physiological psychology, cognition and perception). Students applying with a prior graduate degree must have a masterís in Clinical Psychology or a related field.

Applicants should have at least a 3.0 grade point average. Verbal and quantitative Graduate Record Examination scores are also part of the application requirements. Applications are accepted for the fall term only. The deadline for completed applications is January 1. Further details concerning the application procedures and requirements should be obtained from the Graduate Programs Office of the College of Liberal Arts.

Students who have not been formally accepted to the doctoral program in Clinical Psychology are not eligible to take doctoral courses or practica. Exceptions to this rule are allowed only with the permission of the department chairperson.

Degree Requirements

The program entails approximately 90 graduate credit hours, which include coursework, practica, a comprehensive examination, an internship and a dissertation. The average time needed to complete the program is six years; the maximum time allowed for completion is seven years.

Specialist Degree School Psychology

The University of Detroit Mercy offers a program designed to provide academic and professional training to those who wish to pursue careers as school psychologists. The program helps students develop a greater understanding of human diversity from an individual as well as ethnic and cultural perspectives. An appreciation for the dignity and intrinsic worth of all individuals and the importance of social justice is also emphasized.

Students in the program are expected to achieve a high level of competence in the application of psychological principles and techniques with children who have school-related problems in learning and adjustment. Work with families and school personnel is also an integral part of the training. We train school psychologists who are able to: (1) show a sound understanding of basic psychological and educational principles and processes; (2) practice in a manner driven by ethical principles and state and federal laws; (3) intervene in direct and indirect ways through such means as counseling, consultation, academic and behavioral planning, in-service training, and social skills training; (4) assess children and youth using a variety of assessment techniques such as interviews, observations, and standardized tests. (5) function in collaborative ways as members of multidisciplinary teams.

Admission Requirements

Each prospective student must have an overall grade point average of 2.50 (3.0 in psychology) for undergraduate and 3.0 for graduate work. In addition, the student must have completed 15 hours in undergraduate psychology courses, including introductory psychology, developmental or child psychology, and statistics. Because of the professional nature of the program, eligible candidates will be assessed by interview, recommendations and other means for necessary interpersonal qualifications before entering the program.

Degree Requirements

The total specialist program involves 63 semester hours distributed as follows: 51 hours course work, six hours supervised field experience and a three credit hour specialist project. Because of the professional nature of the program, eligible candidates will be assessed by interview, recommendations and other means for necessary interpersonal qualifications before recommendation for their certification by the State Department of Education.

Master of Arts Industrial/Organizational Psychology

The Masters of Arts program in Industrial/Organizational (I/O) Psychology prepares students to perform quality professional human resources services in a variety of work settings. The program provides career advancement opportunities for human resource professionals in private and public sector organizations. In addition, it offers course work for those in entry-level positions or those embarking upon human resource careers. As a "terminal masterís" degree program, this highly specialized and competitive educational experience in Industrial/Organizational Psychology is distinct from business education and from doctoral training in I/O Psychology. Graduates are employed as external or internal consultants; a small number of graduates continue their education in I/O doctoral programs.

The Psychology Department faculty is dedicated to implementing a program that focuses intensively on psychological theories, principles, research, and their application to human behavior in the workplace. Areas of concentration include leadership and organizational development; multicultural, race, nationality, and gender issues in the workplace; human resource assessment and personnel selection; training and development; job design; performance evaluation; and workplace ethics.

The total 42 credit hours required for the degree can be earned either part time, i.e. two courses per term, or full time, i.e. four courses per term. Full-time students can complete the program in two years, including a summer term. Part-time students can complete the program in two and one-half years, including summer terms.

The program includes a comprehensive examination and a 250-hour practicum experience. The practicum consists of supervised practice of Industrial/ Organizational Psychology in a private or public-sector organization. Paralleling the practicum experience is a year-long capstone course. This course allows for the integration of courses taken throughout the program, as well as integration of theory and practice.

Students may decide between two options to complete the program: (1) a comprehensive examination-plus-additional coursework option, or (2) an examination-plus-thesis option. The additional coursework option requires two additional elective courses instead of a masterís thesis. The thesis option requires the thesis (which comprises original research under faculty supervision) in lieu of the two additional elective courses. Either option requires 42 credit hours to complete the degree. Students oriented toward immediate professional practice upon graduation may choose the examination option, whereas those who anticipate pursuing doctoral education before they enter professional practice will likely choose the thesis option.

Admission Requirements

1.
A baccalaureate degree from an accredited college or university, with a 3.0 grade point average in the last two years.
2. Completion of an undergraduate major in psychology or related field and required undergraduate prerequisite courses.
3. Scores from the Graduate Record Examination, General Aptitude Test (the subject tests are not acceptable).

Academic Standards

Students must maintain an overall GPA of 3.0. A student who earns two grades of C+ or lower will not be eligible to continue in the program unless the student can demonstrate unusual or extraordinary circumstances as responsible for the deficient performance.

Master of Arts Clinical Psychology

The University of Detroit Mercyís Master of Arts program in Clinical Psychology prepares students to function as masterís-level psychologists. Graduates are eligible for Michigan limited licensure as MA psychologists upon completion of post-degree supervised-practice requirements.

Students not only receive advanced training in the foundations of psychology, but elect an area of specialization when they enter the program. The areas of specialization include addiction or clinical child psychology.

The program is broadly eclectic in its philosophical orientation. In assessment and diagnostic procedures, traditional and contemporary psychometric methods are utilized. In therapeutic practices, the major emphasis includes broadly defined behavioral approaches supplemented by cognitive interventions and by certain portions of psychoanalytic, neoanalytic and humanistic viewpoints.

The programís 45 credit hours can be completed in two years (full-time) or three years (part-time), including summer terms. Full-time participation means three courses per term; part-time means one or two courses per term. Courses are taught in the evenings to accommodate weekday, daytime work schedules.

The program consists of eight components: (1) a fundamental curriculum in psychology; (2) a speciality curriculum in addiction studies or clinical child psychology; (3) assessment methods; (4) therapeutic interventions courses; (5) an ethical issues course in mental health care; (6) a comprehensive examination; (7) a supervised practicum experience; and (8) a nonrequired component consisting of thesis, special project experience or alternative courses. Training in research methods enables students to become discriminating consumers of the professional literature which, in turn, enables them to keep abreast of developments in their field after graduation.

The program can serve as a step toward doctoral training in psychology. Although the programís principal focus is to prepare students for clinical practice, students wishing to pursue doctoral training may complete an elective thesis. Completing a thesis will supplement studentsí clinical training with sufficient research experience to qualify for serious consideration for admission to a doctoral psychology program. Students choosing thesis research must complete the thesis in order to receive the degree.

Students wishing to continue doctoral work at the University of Detroit Mercy must apply directly to the clinical psychology doctoral program for admission.

UDM has an active chapter of Psi Chi, the national honor society for psychology students. Qualified students are eligible for membership.

Admission Requirements

1. A baccalaureate degree from an accredited college or university, with a 3.0 grade point average in the last two years.
2. Scores from the Graduate Record Examination, General Aptitude Test (subject tests are not acceptable).

Students without undergraduate psychology degrees are welcome to the program, but are expected to have taken the following prerequisite courses: (1) Introductory Psychology, (2) Statistics, (3) Abnormal Psychology. Applicants with graduate degrees are also expected to take the above prerequisites.

Personal Criteria

In addition to the above requirements, admission will be based on results of committee screening interviews with each applicant. Assuming that graduates of this program are likely to work at supervisory and therapeutic levels that require more than ordinary personal and emotional reserves, qualifications in addition to academic ones will be evaluated at the time of the interview.

Candidates are expected to demonstrate the highest levels of personal adjustment. It may be necessary, for instance, for applicants with a history of chemical dependence to demonstrate abstinence from mood altering drugs for a period of two years prior to admission and/or indication of stable personal adjustment.

The University of Detroit Mercyís participation in the Michigan Intercollegiate Graduate Studies Program permits students to take courses which offer training for church ministries, such as Marygrove Collegeís M.A. Program in Pastoral Ministry and the internship in Ignatian spirituality at Manresa. Students have further access to faculty and courses in other graduate programs, such as those at the Ecumenical Theological Seminary.

 

Religious Studies

Chairperson: James B. Tubbs, Jr.
Office: Faculty House 216
Outer Drive Campus
Telephone: (313) 993-6156
Fax: (313) 993-6397
E-mail: tubbsjb@udmercy.edu

The Master of Arts program in Religious Studies at the University of Detroit Mercy has been designed to meet needs for advanced study of religion in the Detroit/ Southeast Michigan area. The program welcomes students from various traditions and backgrounds and with differing career goals. It offers graduate education that requires and develops personal insight, scholarly research and critical analysis in areas of religious and theological inquiry. The program offers four major areas of concentration:

Ė Biblical Studies
Ė Theology and Spirituality
Ė Comparative Religions
Ė Religion and Culture/Ethics

Each student is assigned a faculty advisor to help design a program which best meets his/her professional and intellectual interests and needs. The program must include an area of concentration as well as representative courses from each of the other three areas. In consultation with an advisor, the student may take graduate courses in other disciplines (e.g., psychology, liberal studies) which will meet particular academic needs and interests.

Admission Requirements

Applicants to the Master of Arts in Religious Studies (MARS) program usually must have completed 30 hours of undergraduate work in religious studies, philosophy or related humanities with a grade of B or above, and meet the requirement of an overall 3.0 undergraduate grade point average. Also, each applicant must submit an admissions essay in which s/he discusses her/his individual background preparation for this program and goals in choosing to pursue the MARS degree. Applicants lacking in any of the background requirements may be (1) asked to take the GRE or MAT, (2) required to complete further specified undergraduate courses in religious studies, and/or (3) granted probationary standing in the department after evaluation by members of the faculty and consultation with the departmental representative. Those admitted to probationary status will be admitted to degree candidacy after their satisfactory completion of 12 hours of coursework.

Degree Requirements

The MARS degree requires successful completion of 30 credit hours of coursework with at least 24 credit hours in 500-level. Each student is required to take RS 500 ("The Academic Study of Religion") within the first nine hours of MARS coursework. Further, one course must be taken from each of the programís four areas of concentration (Biblical Studies, Theology and Spirituality, Comparative Religions, and Religion and Culture/Ethics); and the student must choose one of those four areas of concentration as the focus of his/her remaining coursework.

Students may choose between two options for degree candidacy: Plan A and Plan B. Plan A requires 24 credit hours of regular course work, six credit hours of thesis research (RS 599), and the successful completion and defense of a masterís thesis. This plan is recommended for students entering with a strong background in religious studies, excellent research and writing skills, well-defined research interests, and/ or who may plan to go on to a Ph.D. program.

Plan B requires 30 credit hours of regular coursework, plus the successful completion of comprehensive exams based upon the four areas of program concentration and the studentís individualized focus of concentration.

The MARS degree program does not include a formal foreign language requirement. All degree requirements are to be completed within five years after the student begins coursework in the program. The dean of the College of Liberal Arts and Education may, for a sufficient reason, allow an exception to this rule.

Related Programs

The Religious Studies Department also participates in the interdisciplinary Master of Arts in Liberal Studies (MALS) program. In addition, the University of Detroit Mercyís participation in the Michigan Intercollegiate Graduate Studies Program permits students to take courses in area programs which offer training for church ministries, such as Marygrove Collegeís M.A. program in Pastoral Ministry and the Manresa Centerís internship in Ignatian Spirituality. Students have further access to faculty and courses in other local graduate programs, such as those offered by the Ecumenical Theological Seminary.