Mary Lou Fulton Institute and Graduate School of Education - Organization and Programs

Organization and Programs

In 2008, the three divisions of the Mary Lou Fulton College of Education (Curriculum and Instruction, Psychology in Education, and Education Leadership and Policy Studies) were reorganized into two new divisions: Advanced Studies in Education Policy, Leadership, and Curriculum; and Advanced Studies in Learning, Technology and Psychology in Education.

FIGSE offered a number of doctoral and masters programs.


Doctoral

  • Applied Linguistics PhD
  • Counseling Psychology PhD
  • Curriculum and Instruction PhD, with concentrations in
    • Art Education
    • Curriculum Studies
    • Early Childhood Education
    • Engineering Education
    • English Education
    • Language and Literacy
    • Mathematics Education
    • Physical Education Pedagogy
    • Science Education
    • Special Education
  • Educational Administration and Supervision EdD
  • Educational Leadership and Policy Studies PhD
  • Educational Psychology PhD, with concentrations in
    • Learning
    • Measurement, Statistics, and Methodological Studies
    • Life-Span Developmental Psychology
    • School Psychology
  • Educational Technology PhD
  • Higher and Postsecondary Education EdD

Masters

FIGSE offered several masters programs, including Curriculum and Instruction, Counseling Psychology, and others.

Read more about this topic:  Mary Lou Fulton Institute And Graduate School Of Education

Famous quotes containing the words organization and/or programs:

    “I will never accept that I got a free ride. It wasn’t free at all. My ancestors were brought here against their will. They were made to work and help build the country. I worked in the cotton fields from the age of seven. I worked in the laundry for twenty- three years. I worked for the national organization for nine years. I just retired from city government after twelve-and-a- half years.”
    —Johnnie Tillmon (b. 1926)

    “There is a delicate balance of putting yourself last and not being a doormat and thinking of yourself first and not coming off as selfish, arrogant, or bossy. We spend the majority of our lives attempting to perfect this balance. When we are successful, we have many close, healthy relationships. When we are unsuccessful, we suffer the natural consequences of damaged and sometimes broken relationships. Children are just beginning their journey on this important life lesson.”
    —Cindy L. Teachey. “Building Lifelong Relationships—School Age Programs at Work,” Child Care Exchange (January 1994)