Online Instruction Early Degree :: Accredited Universities

The Master of Mass Communication (M.M.C.) consists of advanced studies in professional or vocational fields. While it has theoretical underpinnings, the primary purpose is to enhance knowledge and skills for application in professional practice. Fifty percent or more of the courses must be skills-based. This degree targets mid-career professionals in journalism, advertising and public relations and builds on students’ current levels of experience and skills making them more marketable in their fields. The Masters of Mass Communication prepares students for the increasingly competitive workforce and changing disciplines in mass communications.

Student Learning Outcomes
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- Understand and apply the principles and laws of freedom of speech and press for the country in which the institution that invites ACEJMC is located, as well as receive instruction in and understand the range of systems of freedom of expression around the world, including the right to dissent, to monitor and criticize power, and to assemble and petition for redress of grievances;

- Demonstrate an understanding of the history and role of professionals and institutions in shaping communications;

- Demonstrate an understanding of gender, race, ethnicity, sexual orientation and, as appropriate, other forms of diversity in domestic society in relation to mass communications;

- Demonstrate an understanding of the diversity of peoples and cultures and of the significance and impact of mass communications in a global society;

- Understand concepts and apply theories in the use and presentation of images and information;

- Demonstrate an understanding of professional ethical principles and work ethically in pursuit of truth, accuracy, fairness and diversity;

- Think critically, creatively and independently;

- Conduct research and evaluate information by methods appropriate to the communications professions in which they work;

- Write correctly and clearly, in forms and styles appropriate for the communications professions, audiences and purposes they serve;

- Critically evaluate their own work and that of others for accuracy and fairness, clarity, appropriate style and grammatical correctness;

- Apply basic numerical and statistical concepts;

- Apply tools and technologies appropriate for the communications professions in which they work.

Entry Requirements

Applicants must hold a bachelor's degree or should anticipate completion of a bachelor's degree before enrollment in the graduate program.

International applicants
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For those whose English is not a primary language , they should have

TOEFL: required score of 550 paper-based, 213 computer-based, 79-80 Internet-based

IELTS: 6.0

Other Fees

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Georgia Southern University’s School Psychology Program is nationally recognized and NASP-approved. Students attending our program receive a well-rounded education of face-to-face and online courses as well as field-based training via projects in schools beginning early in the program. This program will provide you with training to serve children and adolescents with learning, behavioral, or emotional problems in educational settings. After successful completion of 78 credits for the Ed.S. degree, you are prepared to be a licensed/certified school psychologist in any state. Professional entry-level in the field of School Psychology in Georgia requires Professional Level Six (S-6) Certification which you are eligible for after successful completion of the prescribed Ed.S. Program of Study and a passing the GACE examination in School Psychology. Graduates who choose to practice in other states must review the state’s specific requirements and required exam scores for licensure/certification.

Throughout this program, you will receive practical instruction that will culminate in a yearlong, full-time internship as a school psychologist. The program will provide you the preparation and field experience required to deliver the highest quality comprehensive school psychological services.

Entry Requirements

1. Complete requirements for a bachelor’s degree in the social sciences or in education from a regionally accredited institution.

2. Present a cumulative 3.00 (4.0 scale) or higher GPA on all undergraduate and graduate work (if any) combined.

3. Present current official report from the Miller Analogies Test (MAT) or the verbal, quantitative and analytical writing sections of the Graduate Record Examination (GRE) showing competitive scores.

4. Submit a personal statement of purpose that includes reasons for selecting school psychology as a career, self evaluation of personal qualities that would be brought into the program, and the impacts the applicant believes school psychologists should have on the lives of children.

5. Submit three letters of recommendation from persons well acquainted with the applicant's academic and/or professional performance.

6. Participate in an interview on-campus or by phone if notified.

7. Submit a completed “Disclosure and Affirmation Form” that addresses misconduct disclosure, criminal background check, the Code of Ethics for Educators, and tort liability insurance. Students who are accepted into the program must agree to abide by the ethical principles established by the National Association of School Psychologists. Documentation of professional liability insurance must be submitted to the assigned advisor at the beginning of the first semester.

Applicants may be approved for provisional admission based on the quality of the admission material presented. Provisional students must earn grades of ‘B’ or higher in their first nine (9) hours of course work after admission and meet any other stipulations outlined by the department to be converted to regular status.

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This specialty is designed to prepare students in cross-categorical and early childhood special education. It provides teaching professionals with the opportunity to identify and assess children with exceptional needs and design intervention strategies by adapting and/or accommodating instruction. Developed to meet all Wisconsin state and Council for Exceptional Children (CEC) standards, the program provides rigorous, comprehensive courses including opportunities for field experiences. Graduate students entering the program with an initial teaching license may choose to earn only their Wisconsin Special Education licensure, their Master of Science in Education with a focus in Special Education by including a research component or earn both their Masters of Science in Education and their Wisconsin Special Education License. Students seeking licensure in a state other than Wisconsin should check with their state regarding licensure requirements.

Program Features and Benefits
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Program designed and developed to meet all Wisconsin state standards and the standards of the Council for Exceptional Children (CEC).

Program endorses interdisciplinary instruction and strategies across academic schools at Concordia.

Because Special Education is designated as an area of teacher shortage, upon graduation, teachers often qualify for loan reduction or loan cancellation.

Classes are designed for the working professional, offered in a flexible online format.

Program utilizes a portfolio-based assessment process.

Classes are small and students receive personal attention from faculty.

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The Master of Science in Special Education Studies is designed for practicing teachers who wish to expand and/or update their knowledge of special education and/or to increase their ability to teach learners who experience disabilities. This degree program is appropriate for individuals with degrees or teacher certification in special education, early childhood education, elementary education, or middle or high school education. This program is not designed to meet teacher certification requirements of any state. The program provides specializations in: severe disabilities (The severe disability courses are designed to meet the requirements for Florida's Endorsement in Autism and Endorsement in Severe or Profound Disabilites), early childhood special education, (Early childhood special education courses are designed to meet the state of Florida's requirements for the Pre-K Disability Endorsement and the Infant/Toddler Developmental Specialist certification), or high incidence disabilities. High incidence disability courses emphasize instruction in academic areas and access to the general education curriculum for learners with disabilities. A minimum of one required course is offered each fall and spring semesters; and two required courses are offered each summer. In addition, specialization courses are offered each semester. Practicing teachers may register for up to six semester hours fall and spring semesters. Students entering the program with graduate hours in special education can transfer up to six hours subject to the approval of the supervisory committee.prov

Entry Requirements

An upper-division cumulative grade point average of at least 3.0 (on a 4.0 scale), A combined GRE score of 1000 with minimum scores of 400 on each of the verbal and quantitative sections, and Official TOEFL results are required of all international applicants whose native language is not English and who have not studied in an English-speaking country for at least one academic year. A minimum score of 80 on the internet-based test and 550 on the paper-based test is required.

Other Fees

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