PURPOSE
For students, choosing a professional college is an important step because it establishes the foundation on which a career will be built. The College of Education provides a stimulating, challenging forum wherein scholars and practitioners interact in the discovery and mastery of the science and art of educational endeavors. This balanced approach, in which research and practice are viewed as essential and complementary, enables the college to produce superior educators.
The purposes of the faculty of the College of Education are as follows:
In accord with these purposes, the College of Education is committed to producing quality scholarship and research and to excellence in teaching.
Information about the college can be found on the Web at tikkun.ed.asu.edu/coe.
ORGANIZATION
The College of Education is organized into three divisions. These divisions and their academic program areas are listed below:
Division of Curriculum and Instruction
Division of Educational Leadership and Policy Studies
Division of Psychology in Education
Services to students and the community are provided through the centers and offices described below.
Center for Bilingual Education and Research. The Center for Bilingual Education and Research conducts interdisciplinary research on classroom interaction, language development, and cognitive development. The focus of these research efforts is bilingual and bicultural students in Arizona.
Center for Indian Education. The Center for Indian Education serves as a service agency to Native American communities, school districts, and students attending ASU. The center also conducts research on Indian education in Arizona and other states with American Indian populations.
Office of Student Affairs. The Office of Student Affairs assists individuals interested in teacher preparation programs through advising, admission, and retention activities and certification assistance. Other services include program of study validation, petition review, student communications, and high school and community college articulation/relations.
Office of Professional Field Experiences. The Office of Professional Field Experiences places all teacher preparation students in public schools and similar institutions for internships and student teaching, monitors students’ progress in their field experiences, sponsors courses for mentor teachers, and conducts research on student performance in the field.
Office of Diversity, Recruitment, and Support Programs. The Office of Diversity, Recruitment, and Support Programs counsels students regarding College of Education scholarships and provides recruitment and support services for students wishing to enter the Professional Teacher Preparation Program (PTPP).
Center for Academic Precocity. The Center for Academic Precocity provides academic services to intellectually advanced students in grades pre-K through 11. These services include individual assessment, talent identification, and a variety of courses.
Counselor Training Center. The Counselor Training Center provides counseling for ASU students, staff, and the community at large in personal and career development, stress management, and marriage and family issues. Counseling is conducted by graduate students in counseling and counseling psychology under the supervision of certified psychologists.
Other Units. Other units within the college offering specialized research and educational services include the College of Education Preschool, Arizona Educational Information System, and Technology Based Learning and Research.
Teacher Education
Programs that prepare students for teacher certification by the state are available to both the undergraduate pursuing a first degree and the individual with a college degree in a noneducation field.
Undergraduate students interested in teacher certification in art, music, dance, or theatre enroll through programs offered by the College of Fine Arts. These students must also meet the same eligibility requirements for admission to the Professional Teacher Preparation Program (PTPP).
Undergraduate programs leading to the Bachelor of Arts in Education degree are described in the text that follows. Descriptions of graduate degree programs can be found in the Graduate Catalog.
ADMISSION
Preprofessional Admission
Students admitted to ASU during their freshman and sophomore years may also be admitted to the College of Education with preprofessional status. Preprofessional students should seek advising within the College of Education through its Office of Student Affairs, EDB 7.
Admission to ASU with preprofessional status in the College of Education does not guarantee admission to the PTPP. Admission to the PTPP is a separate process.
Professional Program Admission
Students are eligible for consideration for admission to the PTPP if they meet the following criteria:
Admission is competitive and not guaranteed to all who satisfy the minimum admission criteria. Emphasis is placed on prior volunteer or paid experience working with the age or group of the certification area sought.
Some academic units have additional requirements. Students seeking admission to K–12 or secondary education programs should consult the Office of Student Affairs in the College of Education (602/965–3877) to determine if there are additional admission requirements for their teaching fields.
PTPP application deadlines are February 15 for fall admission and September 15 for spring admission. Applicants should contact the Office of Student Affairs for an application.
Because PPST or ACT scores must be included for an application to be complete, applicants should plan to take the test well in advance of application deadlines.
Transfer Students
To be considered for admission to the PTPP, transfer students must first be formally admitted to ASU (see “Transfer Applicants”). Transfer students must also meet all PTPP admission requirements and should contact the Office of Student Affairs within the College of Education for admission procedures and advising. ASU Undergraduate Admissions should receive the application for admission to ASU, transcripts, applicable test scores, and other required information at least three months before the PTPP application deadline date for the desired PTPP admission semester.
Students completing their first two years of course work at a community college or at a four-year institution in Arizona other than ASU should consult an advisor in Cross-college Advising Services for advice in planning a sequence of courses that will meet the ASU General Studies requirements.
Program of Study
A program of study must be filed during the first semester of enrollment in the PTPP. Preprofessional students completing 87 hours (the university limit for registering without a program of study) who have not been admitted to the PTPP are provided a registration waiver by the College of Education. See “University Graduation Requirements.”
ADVISING
All students pursuing teaching certificates should seek early advising from the Office of Student Affairs in the College of Education, 602/965–3877. Careful planning and early advising in developing an approved program of study are essential if teacher candidates are to complete certification and graduation requirements within the typical 120-semester-hour undergraduate degree program.
Mandatory Advising. Transfer students are required to meet with an academic advisor before registering for their first semester classes. Freshmen must meet with an advisor before registering for each of their first two semesters.
DEGREES
Bachelor of Arts in Education
The faculty in the College of Education offer the Bachelor of Arts in Education (B.A.E.) degree. Candidates for the Bachelor of Arts in Education degree must complete the PTPP offered by the College of Education. Graduates of this program are able to demonstrate proficiency in specified knowledge areas or skills, including the following:
Each student in the PTPP selects one of five major areas that provide specialized instruction and preparation. The program areas are
Students in Secondary Education may be certified for grades 7–12 in a specific academic specialization. Students in art, foreign languages, music, or physical education complete a K–12 endorsement in their field. Special Education majors may be certified for grades K–12 in mental retardation (MR), emotionally disabled (ED), or learning disabilities (LD).
PTPP Areas and Options or Endorsements
PTPP students in areas other than Special Education complete a common core of courses as well as courses specific to the area or option selected. Early Childhood Education and Elementary Education prepare students for certification by the state in grades K–8. Students who select these majors develop the knowledge and skills needed to teach children from a variety of language, cultural, and developmental backgrounds. The Early Childhood Education concentration prepares students to work in infant programs, preschools, and grades K–3. The Elementary Education bilingual education/English as a second language (ESL) concentration prepares students to work in bilingual/ESL settings in grades K–8. The Special Education major prepares students to teach mildly handicapped students in diverse settings and for certification in grades K–12 in MR, ED, or LD. Students completing the Elementary Education major must also complete the human development requirements and an academic specialization.
Secondary Education offers programs that prepare students for certification by the state in specific academic subjects in grades 7–12. Students with teaching majors in the College of Fine Arts earn the appropriate bachelor’s degree from that college.
Courses for the academic specialization are determined by the faculty in the academic discipline. Therefore, students with majors in Secondary Education in the College of Fine Arts have two academic advisors: one in the college and department of the academic specialization and one in the Office of Student Affairs in the College of Education. For more information, refer to the following section titled, “Academic Specialization.”
| Major | Degree | Administered by |
| Baccalaureate Degrees | ||
| Early Childhood Education | B.A.E. | Division of Curriculum and Instruction |
| Elementary Education Concentration: bilingual education/English as a second language | B.A.E. | Division of Curriculum and Instruction |
| Secondary Education Academic specializations: biological sciences;business education; chemistry; Chinese; communication; economics; English; family resources and human development (home economics); French; geography; German; history; Japanese; journalism; mathematics; mathematics/chemistry; mathematics/physics; physical education; physics; physics/chemistry; political science; Russian; social studies; Spanish | B.A.E. | Division of Curriculum and Instruction |
| Selected Studies in Education1 | B.A.E. | College of Education |
| Special Education | B.A.E. | Division of Curriculum and Instruction |
| Graduate Degrees | ||
| Counseling | M.C. | Division of Psychology in Education |
| Counseling Psychology | Ph.D. | Division of Psychology in Education |
| Counselor Education Concentration: counseling and student personnel | M.Ed. | Division of Psychology in Education |
| Curriculum and Instruction Concentrations: bilingual education, communication arts, early childhood education, elementary education, English as a second language, Indian education, mathematics education, multicultural education,1 reading education, science education, secondary education, social studies education | M.A., M.Ed. | Division of Curriculum and Instruction |
| Curriculum and Instruction Concentrations: bilingual education, communication arts, curriculum studies, early childhood education, elementary education, English as a second language, Indian education, mathematics education, multicultural education,1 reading education, science education, secondary education, social studies education | Ed.D. | Division of Curriculum and Instruction |
| Curriculum and Instruction Concentrations: curriculum studies, early childhood education, educational media and computers, elementary education, English education, exercise and wellness education, music education, physical education, reading education, science education, special education | Ph.D.2 | Interdisciplinary Committee on Curriculum and Instruction |
| Educational Administration and Supervision | M.Ed., Ed.D. | Division of Educational Leadership and Policy Studies |
| Educational Leadership and Policy Studies | Ph.D. | Division of Educational Leadership and Policy Studies |
| Educational Media and Computers3 Concentration: business education | M.Ed. | Division of Curriculum and Instruction |
| Educational Psychology | M.A., M.Ed. | Division of Psychology in Education |
| Educational Psychology Concentrations: lifespan developmental psychology; measurement, statistics, and methodological studies; school psychology | Ph.D. | Division of Psychology in Education |
| Higher and Postsecondary Education Concentration: higher education | M.Ed., Ed.D. | Division of Educational Leadership and Policy Studies |
| Learning and Instructional Technology | M.A., M.Ed. | Division of Psychology in Education |
| Learning and Instructional Technology Concentrations: instructional technology, leaning | Ph.D. | Division of Psychology in Education |
| Social and Philosophical Foundations of Education | M.A. | Division of Educational Leadership and Policy Studies |
| Special Education | M.A. | Division of Curriculum and Instruction |
| Special Education Concentrations: gifted, mildly handicapped, multicultural exceptional, severely/multiply handicapped | M.Ed. | Division of Curriculum and Instruction |
| 1 | Applications are not being accepted at this time. |
| 2 | This program is administered jointly by the College of Education and the Graduate College. See “Graduate College.” |
UNIVERSITY GRADUATION REQUIREMENTS
In addition to fulfilling college and major requirements, students must meet all university graduation requirements. For more information, see “University Graduation Requirements.”
General Studies Requirement
All students enrolled in a baccalaureate degree program must satisfy a university requirement of a minimum of 35 hours of approved course work in General Studies, as described in “General Studies.” Note that all three General Studies awareness areas are required. Consult your advisor for an approved list of courses. General Studies courses are listed in the General Catalog following the section on “General Studies,” in the course descriptions, in the Schedule of Classes, and in the Summer Sessions Bulletin. See “ASU Main and ASU East General Studies courses.”
Preprofessional students should complete as many of the General Studies courses as possible before admission to the PTPP. Students are encouraged to consult with an academic advisor to ensure they comply with all necessary requirements.
COLLEGE DEGREE REQUIREMENTS
A minimum of 120 semester hours are required for the B.A.E. degree in these categories:
The College of Education expects its degree candidates to meet individual course assessment standards, field-experience observation criteria, courses required for teacher certification, and other proficiency standards and performance criteria required to demonstrate knowledge and skill in the areas listed under the Bachelor of Arts in Education description.
Program Requirements
Progress toward the B.A.E. degree involves meeting university, college, and division requirements. The degree program also includes courses and academic content required for teacher certification by the State of Arizona. Students seeking certification in one of the fine arts must complete degree requirements in the College of Fine Arts and specified courses through the PTPP.
MAJOR REQUIREMENTS
Academic Specialization
Courses in the academic specialization give students a greater depth of knowledge in one academic area. Elementary Education majors complete 18 hours in a single academic subject. A Secondary Education major completes 36 to 60 hours, depending upon the area, in the subject in which the student wishes to be certified; fine arts may require more. Teacher candidates should confer with the Office of Student Affairs regarding acceptable academic specializations. Refer to the descriptions of the academic specializations in the following table:
| 1 | Art education, dance education, and theatre education concentrations are under corresponding B.F.A. majors. |
| 2 | Students focus on either the choral-general music or instrumental music concentration under the B.M. degree. |
Human Development
The programs that prepare students for teacher certification by the state in elementary and early childhood education require students to complete 15 credits selected from specific human development courses pertinent to the teaching area. Teacher candidates should confer with an academic advisor in the Office of Student Affairs regarding course selection.
Professional Teacher Preparation Program (PTPP)
The PTPP is a four-semester sequential program consisting of 35 to 44 semester hours. Ranging from 10 to 14 hours per semester, the courses for one semester must be completed before enrolling in the next semester. In other words, courses for one semester may not be taken at the same time as those scheduled for another semester. In addition to the PTPP courses, students continue completing the General Studies requirement and human development and academic specialization requirements through the third semester of the program.
Semester I
| DCI 396 | Field Experience I (0) |
| EED 433 | Language Arts Methods, Management, and Assessment in the Elementary School (3) |
| EED 455 | Social Studies Methods, Management, and Assessment in the Elementary School (3) |
| EMC 300 | Computers in Education (1) |
| SPF 301 | Culture and Schooling L2 (3) |
| Total: 10 |
Semester II
| DCI 397 | Field Experience II (0) |
| EED 420 | Science Methods, Management, and Assessment in the Elementary School (3) |
| EED 480 | Mathematical Methods, Management, and Assessment in the Elementary School (3) |
| SPE 394 | ST: Quality Practices in the Collaborative Classroom (3) |
| Total: 9 |
Semester III
| EED 444 | Organizing the Classroom Culture (1) |
| EED 496 | Field Experience (0) |
| RDG 481 | Practicum: Elementary Reading (3) |
| RDG 494 | ST: Reading/Decoding (3) |
| Total: 7 |
Semester IV
| EED 478 | Student Teaching in the Elementary School (10–12) |
| SPF 401 | Theory and Practice in Education (1) |
| Total: 11–13 |
Semester I
| DCI 396 | Field Experience I (0) |
| EDP 301 | Learning and Motivation in Education (2) |
| EDP 303 | Human Development L2 (3) |
| SPF 301 | Culture and Schooling L2 (3) |
| Total: 8 |
Semester II
| BLE 400 | Principles of Instruction in Language Minority Education (3) |
| DCI 397 | Field Experience II (0) |
| ECD 315 | Classroom Organization and Guidance in the Early Years (2) |
| EDP 302 | Assessment and Evaluation in Education (1) |
| EMC 300 | Computers in Education (1) |
| Total: 7 |
Semester III
| BLE 401 | Teaching Science and Social Studies to Children (4) |
| BLE 402 | Teaching Strategies in Mathematics (2) |
| BLE 405 | Teaching Reading in BLE/ESL (3) |
| BLE 406 | Reading Practicum (3) |
| BLE 407 | Language Arts (2) |
| BLE 496 | Field Experience (0) |
| Total: 14 |
Semester IV
| BLE 478 | Student Teaching in the Elementary School (12) |
| SPF 401 | Theory and Practice in Education (2) |
| Total: 14 |
Semester I
| ECD 300 | Principles of Interprofessional Collaboration (3) |
| ECD 400 | Inquiry into Teaching and Learning (3) |
| ECD 403 | Educational Environments: Preschool/Kindergarten/Primary Grades (3) |
| ECD 496 | Field Experience (0) |
| EMC 300 | Computers in Education (1) |
| SHS 320 | Facilitating Speech and Language Development in Early Childhood (3) |
| Total: 13 |
Semester II
| ECD 401 | Integrated Curriculum and Assessment: Social Studies and Creative Arts (3) |
| ECD 404 | Language Arts (2) |
| ECD 496 | Field Experience (0) |
| ECD 498 | PS: Guidance in the Early Years (2) |
| MCE 498 | PS: Diverse Families/Community (3) |
| or SOC 415 The Family (3) | |
| Total: 10 |
Semester III
| ECD 402 | Integrated Curriculum and Assessment: Math and Science (3) |
| ECD 496 | Field Experience (0) |
| ECD 498 | PS: Interprofessional Practicum (1) |
| RDG 401 | The Teaching of Reading (3) |
| RDG 402 | Reading Practicum (3) |
| SPF 394 | ST: Quality Practice in College Classrooms (3) |
| Total: 13 |
Semester IV
| EED 478 | Student Teaching (10–12) |
| SPF 401 | Theory and Practice in Education (1) |
| Total: 11–13 |
Semester I
| DCI 396 | Field Experience I (0) |
| EDP 301 | Learning and Motivation in Education (2) |
| EDP 303 | Human Development L2 (3) |
| SPF 301 | Culture and Schooling (3) |
| Total: 8 |
Semester II
| DCI 397 | Field Experience II (0) |
| EDP 302 | Assessment and Evaluation in Education (1) |
| EMC 300 | Computers in Education (1) |
| RDG 301 | Literacy and Instruction in the Content Areas (3) |
| SED 400 | Principles of Effective Instruction in Secondary Education (3) |
| Total: 8 |
Semester III
| SED 403 | Principles, Curricula, and Methods (3) |
| SED 496 | Field Experience (0) |
| Methods course in academic specialization (3) | |
| Total: 6 | |
Semester IV
| SED 478 | Student Teaching in the Secondary Schools (12) |
| SPF 401 | Theory and Practice in Education (2) |
| Total: 14 |
Semester I
| SPE 311 | Orientation to Education of Exceptional Children SB (3) |
| SPE 314 | Introduction to Bilingual/Multicultural Special Education (3) |
| SPE 361 | Introduction to Learning Disabilities (3) |
| SPE 394 | ST: Basic Special Education Curriculum (3) |
| SPE 498 | PS: Field Experience (1) |
| SPF 301 | Culture and Schooling L2 (3) |
| Total: 16 |
Semester II
| SPE 312 | Mental Retardation (3) |
| SPE 336 | Behavioral and Emotional Problems in Children (3) |
| SPE 412 | Evaluating Exceptional Children (3) |
| SPE 413 | Methods in Language, Reading, and Arithmetic for Exceptional Children (3) |
| SPE 498 | PS: Field Experience (3) |
| Total: 15 |
Semester III
| SPE 411 | Parent Involvement and Regulatory Issues (3) |
| SPE 414 | Methods and Strategies in Behavior Management (3) |
| SPE 415 | Social Behavior Problems of Exceptional Children (3) |
| SPE 494 | ST: Instruction in Content Areas: Science/Social Studies (3) |
| SPE 498 | PS: Field Experience (3) |
| Total: 15 |
Semester IV
| SPE 478 | Student Teaching in Special Education (12) |
| (one certification area) | |
| Total: 12 |
SPE 311, 312, 314, 336, and 361 may be taken before formal PTPP admission. Satisfactory completion of these courses does not guarantee admission to the PTPP.
Field Experience Requirements
In addition to course work, students admitted to the PTPP are required to participate in directed field experiences during each of the four semesters of the program. The field experiences progress from short-term observation and participation to long-term supervised practice teaching.
Students should expect these field experiences to be above and beyond the class times listed in the Schedule of Classes for each semester. Such field experiences typically take place in public schools throughout the greater Phoenix area. Regular attendance is required during all field experiences. Students should plan extra travel time and expect to confer with placement teachers and field facilitators before or after scheduled field experiences. To meet field experience requirements, students must plan to have their own transportation and be available during regular school hours.
Teaching is a highly demanding and extraordinarily complex profession. Students desiring to become teachers must maintain academic standards and demonstrate requisite qualifications for successful teaching, including effective interpersonal skills, basic communication skills, appropriate professional conduct, and satisfactory performance during field experience assignments.
Observation and participation assignments in the schools during first, second, and third semester field experience placements are designed to prepare students for the highly demanding performance-based student teaching during semester four.
Student Teaching. The culminating field experience, called student teaching, occurs in the fourth semester of the PTPP and is a full-day, full-semester obligation. Student teaching is possible only during fall and spring semesters.
Admission to Student Teaching (Semester IV). To be admitted to student teaching, a student must have attained a high level of professional standards in previous field experience assignments and meet the following requirements:
There are additional requirements for certain programs:
Students must complete the application procedure and approval to student teach from the Office of Professional Field Experiences at least 10 weeks before the beginning of the student teaching term. Student teachers must adhere to the calendar, regulations, and philosophy of the schools in which they are placed. Beginning and ending dates for student teaching are determined by the Office of Professional Field Experiences in cooperation with the placement schools. Because student teaching is on a full-day schedule, 8:00 a.m. to 4:00 p.m. Monday through Friday for 15 consecutive weeks, student teachers are strongly encouraged to avoid extra activities and course work that would interfere with the heavy demands placed upon them while student teaching.
ACADEMIC STANDARDS
Preprofessional Status
Students admitted to the College of Education on preprofessional status are subject to the general standards of academic good standing of the university. However, students who maintain standards of academic good standing during their freshman and sophomore years do not necessarily qualify for admission to any teacher preparation program offered by the College of Education.
Professional Program Status
Students admitted to the PTPP within the College of Education must maintain academic standards and demonstrate requisite qualifications for successful teaching, including sound physical and mental health, interpersonal skills, basic communication skills, a positive attitude, appropriate professional conduct, and satisfactory performance in field experiences. Because PTPP standards are higher than those for the university, a student who is suspended from the PTPP may still be eligible to enroll in other non-PTPP courses.
A copy of the Retention and Disqualification Policy for the PTPP may be secured in the Office of Student Affairs, EDB 7.
Students demonstrating behaviors or characteristics that make it questionable whether they can succeed in the teaching profession are reviewed by the director of the Office of Professional Field Experiences and the director of the Division of Curriculum and Instruction. If necessary, a review panel composed of faculty members who have had direct involvement with the student is convened. Following this review, the student may be referred to the Division of Curriculum and Instruction Standards and Appeals Committee. The committee’s review may result in a decision to disqualify the student or the specification of conditions under which continued participation is permitted, i.e., probation.
Students who wish to appeal decisions of the Division of Curriculum and Instruction Standards and Appeals Committee may do so in writing to the dean of the college or the Main Campus Standards Committee. Any exceptions to the retention and disqualification policies and procedures must be approved by the Division of Curriculum and Instruction Standards and Appeals Committee and the dean of the College of Education.
Postbaccalaureate Programs for Initial Teacher Certification
Postbaccalaureate programs that prepare students for initial teacher certification by the state are designed for those who hold a bachelor’s degree in an area other than education. The college offers postbaccalaureate programs in early childhood education, elementary education, secondary education, and special education. Special education students must qualify for and be concurrently admitted to a master’s degree program in special education. Information on postbaccalaureate programs is available through the Office of Student Affairs, EDB 7. The office provides academic advising and information regarding requirements, procedures, and deadline dates.
A student who wishes to be considered for entry must meet the College of Education admission requirements for postbaccalaureate programs:
Admission to postbaccalaureate programs is selective. Not all students who meet the minimum requirements are admitted to the program.
A student who also wishes to pursue a master’s degree in conjunction with teacher certification by the state should contact the program area office in the intended area of study. The master’s degree student must meet the admission requirements of both the College of Education and the Graduate College. No more than nine semester hours of graduate credit earned before formal admission to the Graduate College and a master’s degree program can be included in a candidate’s master’s degree program of study.
Student Teaching
Students in a postbaccalaureate program for initial teacher certification must file student teaching applications early in the semester before the student teaching term. Application deadlines are October 15 for spring semester and February 15 for fall semester. To be accepted for student teaching, students must
Certification for Teaching
The curricula for both the undergraduate and postbaccalaureate teacher education programs meet the requirements for teacher certification in the State of Arizona.
In addition to the course requirements specified in this catalog, there are other requirements for teacher certification mandated by the State of Arizona including the U.S. Constitution and Arizona Constitution requirement. Some teaching areas have specific math, science, and fine arts requirements.
Because these requirements vary over program areas and may be changed at any time, students are encouraged to maintain close contact with the Office of Student Affairs regarding the most current state certification requirements.
The College of Education is approved by the Arizona Department of Education for the preparation of elementary, secondary, and special education teachers. Students who complete an approved program of study and meet all graduation requirements of the university and the college are recommended for certification to the Arizona Department of Education. The Office of Student Affairs maintains information about current certification requirements in Arizona and other states.
The College of Education also offers courses for certified teachers leading to special endorsements by the Arizona Department of Education. Of special interest are endorsements in the areas of bilingual education, English as a second language (ESL), middle school education, reading, and school library science. The bilingual education endorsement is required of all teachers specifically responsible for providing bilingual instruction. The ESL endorsement is required of all teachers specifically responsible for providing ESL instruction. Students should contact the Office of Student Affairs for information and advising regarding teaching concentrations or special teaching endorsements.
Independent Learning Course Work for Credit
It is the general policy of the College of Education not to accept course credit for courses in education taken through independent learning. Exceptions to this policy may be approved if the independent learning course work has been approved in advance of enrollment in the course by the student’s advisor, respective program coordinator, and division director. In all such cases, an appropriate rationale must be submitted with the request to enroll.
Omnibus Courses: See omnibus courses that may be offered.
1998–99 General Catalog Table of Contents
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