The University of Missouri-St. Louis, through the College of Education,
is accredited by the National Council for Accreditation of Teacher Education†for
the preparation of early childhood, elementary and secondary school teachers
and school service personnel.
Course Designations in the College of Education
The following abbreviations are used to indicate instructional areas in
the course listings and descriptions in the College of Education.
Adult Education Courses (Adu Ed)
Counselor Education Courses (Cns Ed)
Early Childhood Education Courses (Ech Ed)
Educational Administration Courses (Ed Adm)
Educational Foundations Courses (Ed Fnd)
Educational Psychology Courses (Ed Psy)
Educational Research and Evaluation Methods Courses (Ed Rem)
Educational Technology Courses (Ed Tec)
Elementary Education Courses (Ele Ed)
Higher Education (Hir Ed)
Physical Education Courses (Phy Ed)
School-Wide Education Courses (Educ)
Secondary Education Courses (Sec Ed)
Special Education Courses (Spc Ed)
Teacher Education Courses (Tch Ed)
Degrees and Areas of Concentration
The College of Education offers certification programs leading to the
B.S. in education with specialization in any of the following: early childhood
education, elementary education, special education, physical education,
and secondary education. Courses are also available for those seeking
certification for middle school music and art.† In cooperation with other
schools and colleges of the university, the College of Education provides
a program for students pursuing other degrees and also planning for a
teaching career in secondary education.
General Education Requirements
Students in the College of Education must meet university and departmental
general education requirements specified for their degrees.
Students must be in residence for 30 of the last 30 semester hours of
credit. Courses graded on a satisfactory/ unsatisfactory basis are not
accepted within these last 30 semester credit hours. This residency requirement
applies to students seeking a degree or teacher certification.
Professional education courses must be completed with a grade point average
of 2.5 and no grade lower than a C (2.0). A C- grade is not acceptable.
Admission to the College of Education
Any students who designate education degree programs as their intended
degree paths will have Education as their assigned academic unit.† Students
admitted to the College of Education must also be admitted to the Teacher
Application and Admission to the Teacher Education Program All
students (pre- and post-degree) who wish to become teachers must be admitted
to the Teacher Education Program regardless of the college in which they
are enrolled. The admission program requires student action at the following
Applications to the Teacher Education Program are processed through the
undergraduate Teacher Education Office. Eligibility is based upon fulfillment
of the following requirements:
- Submission of qualifying scores on C-BASE in areas of English, writing,
mathematics, science and social studies, as mandated by the Missouri
Excellence in Education Act of 1985.† Consult the undergraduate education
office, College of Education, for test descriptions, cost, required
scores, dates of administration, retest policies, etc. Acceptable C-BASE
scores are required in addition to acceptable ACT or SAT scores. (C-BASE
not applicable to students with a bachelorís degree. Graduates of the
general studies program in the UM-St. Louis Evening College, however,
must take the C-BASE).
- Scores of either 20 on the ACT Composite (18, when taken prior to
11-1-89) or 800 on the SAT (verbal plus math)*.
- Completion of 60 hours of college or university courses (at UM-St.
Louis or another accredited school).
- A grade point average of 2.5 or better.
- Completion of level one courses, or the equivalent, with a grade of
C or better.
- Agreement to subscribe to a standard of preprofessional behavior.†
(This standard is available in the undergraduate education office.)
- Submission of† a criminal record check and child abuse/neglect screening.
* Policy for Students Scoring Below ACT and SAT Qualifying
Students who do not achieve satisfactory scores of 20 on the ACT or 800
on the SAT may retake the test(s) until the requirement is met.† Students
with a documented disabling condition, preventing valid test administration
of the ACT or SAT, may be evaluated for basic educational competencies
through appropriate testing instruments and/or procedures designated and
approved by the Dean of the College of Education.
Students who do not meet the initial ACT or SAT qualifying scores may
seek assistance in upgrading basic competencies through contact with one
or more of the following University of Missouri-St. Louis services:
Center for Academic Development; Women's Center; Counseling Service;
Veteran Affairs Office; Video Instructional Program; Horizons (Peer Counseling
In addition, assistance may be available through correspondence courses,
University of Missouri-Columbia. Copies of this policy are available in
the office of teacher education.
Application to the Student Teaching Program
The application for student teaching is a two-part process which
begins two semesters before the semester in which the student plans to
do student teaching.
||† Pre-application† (60 Hour Form)††
|| Formal Application
1st week in†September of†previous year *††
|lst week in September of previous year†
|| lst week in December of previous year *
|| lst week in December of†††previous year
*Check student teaching bulletin board in Marillac Hall for exact date.
Step I Preapplication: Students must submit both of the following
items to the office of teacher education, Room 155, Marillac Hall:
- Proof of formal acceptance to the teacher education program (approved
60 hour form), required of both pre- and post degree students. Students
will then sign an application list and receive a ticket to attend the
formal application meetings which will be held at the beginning of the
Step II Formal Application: Students:
- Must attend one of three formal application meetings offered at the
beginning of each semester to receive application materials. Dates and
times will be posted on the student teaching bulletin board in Marillac
- Will be admitted to the meetings by ticket only.
- Will complete and return applications within two weeks after the
meetings to the office of teacher education, 155 Marillac Hall. Applications
will not be accepted after the deadline.
Upon receipt, formal applications for both pre- and post degree students
are checked to ensure they have met the following requirements:
- Full admission to the teacher education program for both pre- and
post degree students.
- Completion of 90 hours of approved course work at the time of application.
- A cumulative grade point average of 2.5 or above by the semester before
the one in which students plan to do their student teaching.† The 2.5
cumulative grade point average must be maintained in order to graduate
with a B.S. in education degree and/or be certified to teach in the
state of Missouri.
- Grade point average of 2.5 in the teaching field (secondary education
- Completion of English 3100(210), Advanced Expository Writing, or equivalent,
with a grade of C- or better.
- Completion of Comm 1040(40), or equivalent, Introduction to Public
Speaking, with a grade of C- or better.
- Completion of general education requirements and near completion of
course requirements in the teaching major.
- A grade of C or better in all professional education courses so designated.
Lists of these courses available in the office of undergraduate education
and from advisers. A grade of C- is not acceptable.
- Satisfactory recommendations by student teaching area representatives
in the teacher education program.
- Completion at UM-St. Louis of no fewer than 12 hours of approved
- Completion of prerequisite courses in professional education and psychology.
- Completion of TB screening, police, and child abuse checks.
The student teaching experience in the early childhood, music, physical
education, and special education certification programs has been strengthened
by providing assignments in two different school settings.† Students will
be expected to do student teaching on a full-day basis for an entire semester.
The student teaching experience in elementary, middle school and secondary
content areas completed at one site for a full semester and students are
expected to be on-site for full days throughout the semester. The student
teaching, experience must be completed in residence. Secondary student
teaching in science education, mathematics education, and foreign language
education is offered only during the winter semester. Secondary education
majors student teach for an entire semester, full days.
While enrolled in student teaching, students may not carry more than
15 credit hours. When students are admitted to student teaching, the Undergraduate
Education Office arranges assignments with appropriate school district
officials. Students should not contact school officials or teachers about
possible student teaching assignments. Failure to observe this request
is a basis for removal from student teaching.
Students who withdraw from student teaching at any time after being admitted
for a given semester must formally reapply during the designated application
period for the subsequent semester in which they plan to do their student
teaching. This must be done in person in the Undergraduate Education Office.
Students who withdraw in this way three times must wait a minimum of one
calendar year after the third such withdrawal before they may reapply
for student teaching. At the time of reapplication they must present evidence
that the circumstances which prevented them from continuing in student
teaching during their last admission no longer pertain. In all instances
of reapplication, students must meet the requirements in effect for the
semester during which they plan to do their student teaching.
Student teachers who fail the course or are allowed to withdraw because
they are failing to meet minimum requirements must wait at least one full
semester and fulfill the remedial requirements established at the time
of the failure or withdrawal before they may reapply for admission to
student teaching. The remedial requirements will be determined by the
Undergraduate Teacher Education Office after consultation with the cooperating
teachers, university supervisors, and student teachers involved. The students
must provide appropriate evidence that the remedial requirements have
been met at the time they reapply for admission to student teaching. It
is understood that meeting the remedial requirements does not guarantee
success in the subsequent student teaching experience.
Student teaching during the summer semester is available through special
arrangement with the undergraduate education office and will generally
satisfy one-half of the students teaching requirement. Under certain circumstances,
student teaching while employed a full-time teacher is allowed. Guidelines
and requirements may be explored in the Undergraduate Teacher Education
For further information regarding certification, contact the undergraduate
education office, 155 Marillac Hall.
Application for Degree and/or Certificate
Bachelor of Science in Education (B.S.)
Candidates for the B.S.Ed. degree must complete degree and certificate
application forms in the Undergraduate Teacher Education Office when they
apply for admission to student teaching or during the semester before
the one in which they expect to finish degree requirements.† See note
below on the on PRAXIS examination.
Bachelor of Educational Studies (B.E.S.)
Candidate should consult the Undergraduate Teacher Education Office, 155
Marillac Hall for more information.
This degree offers three areas of study: Early Childhood, Exercise Science
and Professional Studies.
Bachelor of Science in Community Education
Candidate should consult the Undergraduate Teacher† Education Office,
155 Marillac Hall for more information.
Evening College students should complete degree application forms in
the Evening College office and certification application forms in the
Undergraduate Teacher Education Office.
Bachelor of Arts
Students seeking the B.A. degree with teacher certification must complete
a state certification form with the office of teacher education. See note
below on the on PRAXIS examination.
In cooperation with the Missouri State Department of Elementary and Secondary
Education, the College of Education is responsible for recommending teaching
certificates for students completing B.S. in education degree requirements,
recommending for certification students completing degrees in other UM-St.
Louis colleges and schools, as well as all certification requirements,
and for advising and recommending for certification those post degree
students who meet requirements.
All individuals must pass the appropriate Praxis/National Teacher's Examination
to meet graduation and/or certification requirements. This exam should
be taken during the semester immediately prior to that of student teaching.
Students may earn certification in the fields of elementary education,
early childhood education, middle school, music education, physical education
special education (cross categorical), art education, as well as the secondary†
education areas of biology, chemistry, English, foreign languages (French,
German, Spanish), mathematics, physics, social studies, and speech/theater.
Graduate programs leading to certification in counseling; reading;
school administration (elementary and secondary principal, school superintendent);
and special education.
Graduate Studies in Education
Degrees and Areas of Emphasis
M.Ed. programs are offered in counseling, educational administration,
elementary education, secondary education, and special education. Within
the counseling program are the emphasis areas of elementary, secondary,
and community counseling. Within the educational administration program
are the emphasis areas of community education, elementary administration,
and secondary administration. Within the elementary education program
is the emphasis area of reading. Within the secondary education program
are the emphasis areas of adult education, curriculum and instruction,
and reading. Within the special education program are the emphasis areas
of behavioral disorders, learning disabilities, mental retardation, and
early childhood/special education. Courses are available for areas of
specialization in early childhood education, physical education, educational
technology, severe handicaps and higher education.
Advanced certification studies (60-hour concentrations) are offered in
elementary and secondary educational administration.
Programs leading to the Ed.D. degree are offered in two broad interdisciplinary
emphasis areas: learning-instructional processes and behavioral- developmental
processes.† Programs leading to the Ph.D. degree are offered in the areas
of counseling, educational psychology, teaching-learning processes, and
metropolitan leadership and policy studies.
Master of Education Degree
Admission and General Requirements
The College of Education follows Graduate School policies relating to
admissions, academic standards, residency, transfer credit, time limitations,
and thesis options (see Graduate Study in this Bulletin). In addition
to meeting the general requirements of the Graduate School, applicants
for school or community counseling must complete a separate application
(see graduate studies in the Counseling division in this Bulletin).
The minimum number of hours required for the M.Ed. degree is 32 except
that the elementary, secondary, and community counseling emphases require
48 hours. The school has adopted a flexible policy on exit requirements,
which are determined divisionally.
Advisement and Program Planning
Upon acceptance, each student can contact the Office of Graduate Education
for an appointment with the graduate advisor for a first semester course
of study (314)516-5483 or NAshford@umsl.edu). After acceptance, each student
completes an adviser form, sent by the College of Education's Office of
Graduate Studies, 123 SCCB. A faculty adviser is then appointed who counsels
the student in registration and program planning. A program for master's
degree form must be submitted for approval during the first half of the
student's program. This form includes all course work in the program and
the exit requirement. Once approved, the degree program may be changed
only by petition.
Students working toward teacher and/or school service personnel certification
as graduate students should complete state certification forms in the
Office of Undergraduate Education, 155 Marillac Hall, one year before
those requirements will be completed.
Doctor of Education Degree
The Ed.D. degree is designed primarily for the field practitioner, and
is, therefore, a comparatively broadbased interdisciplinary degree. The
two emphasis areas, learning instructional processes and behavioral-developmental
processes, embrace two general categories of professional activities.
Learning-instructional processes place primary emphasis on the
teaching-learning relationship, as well as on general planning and development
of organizational programs to carry on this relationship successfully.
Traditional programs that tend to fall under this heading are school administration,
elementary and secondary teaching, supervision/curriculum, and reading
Behavioral-developmental processes place primary emphasis on the
nature of individuals. Doctoral studies focus on such elements as learners
behavioral and developmental characteristics, typical and atypical development
within varied environments, motivation, strategies of behavioral change,
and counseling processes. Traditional programs that tend to fall under
this heading are counseling, special education, educational psychology,
and measurement. Students seeking the Ed.D. degree are expected to meet
the doctoral degree requirements and procedures adopted by the Graduate
School. (See Doctoral Degree Requirements for details.)
Admission and General Requirements
In addition to meeting the application and admissions requirements of
the Graduate School, students must submit three letters of recommendation
(two letters must be from individuals with an earned doctorate, preferably
prior instructors ), along with a professional resume. Because enrollment
is competitive, admission standards are comparatively high. Successful
candidates must exhibit significantly above-average academic records and
GRE scores. In exceptional cases, other criteria may outweigh these customary
indicators of probable academic success.
At least two years of teaching or other school service experiences are
required for admission. Exceptions may be made by substituting a supervised
internship during the first year of the program.
In order to ensure time for review and decision, complete applications
and accompanying materials must reach the office of admissions in a timely
manner.† In addition, applicants are urged to request transcripts and
letters of† recommendation two weeks before submitting their papers. Consideration
of applications cannot be undertaken until all materials are available.
1. Foundations, 12 hours from:
philosophical, historical, psychological, sociological, anthropological,
and comparative foundations of education, as well as curriculum, instruction,
2.† Research Methods, 12 hours:
6 hours from:
Quantitative research methodology, Ed Rem 6710(431) and above.
6 hours from:
Qualitative research methodology
3.† Common doctoral seminars, 6 hours
4.† Role Specialization, 48 hours:
Emphasis area doctoral seminars (6-12)
Emphasis area electives (15-27)
Related area (12-18)
5.† Dissertation, 12 hours
Total:† minimum 90 hours, postbaccalaureate
Doctor of Philosophy Degree
The Ph.D. degree in education, offered in cooperation with the School
of Education at the University of Missouri-Kansas City and the College
of Education at the University of Missouri-Columbia, is designed for educators
who desire directed research experience promoting scholarly inquiry in
education.† Four emphases are available:
- Teaching-learning processes
- Educational leadership and policy studies
- Educational psychology
Admission and General Requirements
In addition to meeting the application and admissions requirements of
the Graduate School, students must submit:
- Three letters of recommendation (at least two from individuals with
earned doctorates, preferably prior instructors).
- An original essay.
- A professional resume.
- Evidence of above-average academic records.
- GRE scores
A favorable vote of an admission interview committee, composed of faculty
in the emphasis area, is required.† Admission is competitive.
To ensure time for review and decision, complete applications and accompanying
materials must reach the office of admission in a timely manner.† In addition,
applicants are urged to request transcripts and letters of recommendation
at least two weeks before submitting their papers.† Consideration of applications
cannot be undertaken until all materials are available.† Applicants to
the Counseling emphasis are asked to apply by January 15th.
1.† Foundations, 9-12 hours:
Philosophical, historical, psychological, sociological, anthropological,
and comparative foundations of education, as well as curriculum, instruction,
2.† Research Methods 15-18 hours:
Educational Research and Evaluation Methods (Ed Rem) 6710(431): Educational
Research Methods I, and at least 12 hours from Ed Rem courses numbered
above 6710(431): 6 hours in quantitative methods and 6 hours in qualitative
3.† Foreign Language Proficiency or Other Research Tools, equivalent
to 6 hours
4.† Emphasis Area (Primary Discipline) courses, 21-27 hours, with
at least 16 in residence , in one of the following areas:
A. Teaching-Learning Processes
Minimum 15 hours in cognate area
Minimum 3 hours in curriculum or instruction
Minimum 3 hours in educational psychology
B. Educational Leadership and Policy Studies
Minimum 21 hours in educational leadership, either in K-12, higher education,
work, adult, or community education settings, selected in consultation
with the faculty advisor and advisory committee.
C. Educational Psychology
Minimum of 21 hour in educational psychology. Program may include courses
in research and evaluation methods, school psychology, developmental psychology,
cognition and learning, character education, and socio-cultural theory.
Courses in the primary discipline will be selected in consultation with
the faculty adviser and advisory committee.
Cns Ed 6050(414), Individual Inventory
Cns Ed 6040(420), Group Procedures in Counseling
Cns Ed 6400(442), Career Information and Development
Cns Ed 6030(495), Foundations for Multicultural Counseling
Cns Ed 6370(485), Community Counseling Practicum or
(Cns Ed Cns Ed 6270(482),
School Counseling Practicum
Cns Ed 6380(486), Community
Counseling Field Experience† I
Cns Ed 6280(483),
School Counseling Field Experience I
Cns Ed 6378(494),
Counseling Practicum II)
Cns Ed 6385(487), Community Counseling Field Experience II
(Cns Ed 6285(484), School
Counseling Field Experience II
Cns Ed 6376(490),
Cns Ed 7000(426), Advanced Theories of Counseling and Family Therapy
Cns Ed 6410(443), Advanced Career Development
Cns Ed 7030(455), Counselor Education and Supervision
Cns Ed 7770(475), Doctoral Practicum (3 hours)
Cns Ed 7020(496), †Seminar in Counseling Research
Cns Ed 7010(498), Advanced Multicultural Counseling
3 semester hours of electives in Cns Ed approved by advisory committee.
Additionally, all students should complete Cns Ed 7780(476),
Doctoral Internship I and Cns Ed 7785(477), Doctoral Internship
II, as the research internship; and a secondary discipline in Ed Psy consisting
of at least Ed Psy 6310(412), Psychology of Learning Processes,
Ed Psy 6113(413), Personality Development and Adjustment, and Ed
Rem 6716(422), Individual Assessment of Cognitive Abilities.
5. Related (Secondary Discipline) Courses, 12-15 hours, in education
or another department.
6. Required Exit course, 3 hours
Education 7414(414) Common Doctoral Seminar: Research: Implementing
Change in Educational Systems
7. Research Internship, 6-9 hours
8. Dissertation, 12 hours
Total: Minimum 90 hours, postbaccalaureate
The College of Education maintains a number of offices and centers to
directly assist students, faculty, and people in the metropolitan area
and to support its instructional, research, and service activities.
Office of Undergraduate Education -155 MH
This office supplies advisement services for undergraduate teacher
education and certification students. It coordinates the clinical experiences
of the College of Education and directs the student teaching program.
Office of Graduate Education - 123 SCCB
Information about admission to, and requirements of, graduate programs
in education may be obtained in this office. The office also assists students
with advisement, registration, and related topics, and maintains student
Teacher Education Resource Center -G01
The center is designed as an instructional media laboratory. The Instructional
Technology Center located in Lucas Hall also has an office in the center.
Human Services Unit -B23A ED LIB
The human services unit is a training facility for graduate students
supervised by faculty in the Division of Counseling. Career counseling
and assistance with vocational, adult, or adolescent developmental concerns
are avail able to individuals in the community.
Reading Clinic -B9 ED LIB
The reading clinic provides a laboratory setting for graduate level
elementary and secondary teachers who are seeking certification as reading
specialists. The clinic has been providing services to the surrounding
community in diagnosing and treating severe reading problems in children
and adults since 1966. The clinic also serves as a demonstration and materials
center for preservice and inservice teacher education, as well as a clinical
research facility for the faculty.
University Child Development Center -130
The center provides university students with observation, participation,
research, and similar educational and clinical opportunities; it also
offers quality child care programs for children of student, faculty, staff,
and community families.
Technology and Learning Center - 100 Marillac
The center provides education students and faculty a model environment
for managing new methods of teaching through the newest technologies;
a place to research and develop technology-enhanced teaching methods to
engage K-12 students; and programs that connect school classrooms to the