Academic Catalog
| Oct 09, 2025 |
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UpdateThe following update applies to Section Six, Financial Policies and Assistance. “Course Add/Drop Refund Policy” should be replaced with the following:
UpdateThe following update applies to Section Six, Financial Policies and Assistance. “Grades” should be replaced with the following:
UpdateThe following update applies to Section Six, Financial Policies and Assistance. The first sentence of the fourth paragraph under “Return of Title IV Policy” should be read as follows: If the student received more than the amount of Federal student financial assistance earned, the difference will be returned to the Federal student financial assistance programs from which funds were received in the following order: Unsubsidized Stafford Loan, Unsubsidized Direct Loan, Subsidized Stafford Loan, Subsidized Direct Loan, Perkins Loan, PLUS Loan, Pell Grant, SEOG. AdditionThe following item applies to Section Seven, Academic Policies and Procedures. “Academic Year” should be inserted as the first topic described under Section Seven, Academic Policies and Procedures.
UpdateThe following update applies to Section Seven, Academic Policies and Procedures. “Continuous Enrollment Requirements” should be replaced with the following: Continuous Enrollment PoliciesArgosy University Campus-Based ProgramsMatriculated students must be continuously enrolled in the program from the time of matriculation through graduation. Enrollment in any part of an academic semester satisfies this requirement (e.g., enrollment in a single 7.5-week session). In accordance with U.S. federal regulations, international students in valid nonimmigrant status must maintain full-time enrollment as stipulated in this catalog (see below). It is the student’s responsibility to stay abreast of all requirements for maintaining appropriate student status. Nonimmigrant students are urged to periodically review all federal requirements for maintaining proper status, including those for full-time study, with the campus International Student Advisor. Students who do not register for the current semester will be considered withdrawn from the program. Argosy University Online ProgramsStudents enrolled in Argosy University Online Programs who take a break of 29 consecutive calendar days or less remain continuously enrolled and are classified as a full-time student. Students who need to take a break of longer than 29 days should contact their Academic Advisor and request a Leave of Absence. Students who have not attended class for over 29 consecutive calendar days are considered withdrawn from the University unless they have an approved Leave of Absence on file. If a student does not return from an approved Leave of Absence, the official withdrawal date and beginning of the loan grace period (if applicable) is the last date of class attendance. UpdateThe following update applies to Section Seven, Academic Policies and Procedures. “Levels of Enrollment” should be replaced with “Level of Enrollment Criteria” as conveyed below:
UpdateThe following update applies to Section Seven, Academic Policies and Procedures. “Leave of Absence” should be inserted on the above referenced page following “Enrollment in Multiple Programs”:
Clarification (in red)The following applies to Section Seven, Academic Policies and Procedures. “Registration” should read as follows: RegistrationStudents intending to enroll for a given session must do so during the registration period and complete plans for payment of tuition and fees according to the tuition payment policy. UpdateThe following update applies to Section Seven, Academic Policies and Procedures. “Add/Drop Registration” should be replaced with the following: Add/Drop RegistrationCampus-based ProgramsRegistered students may add a class during the registration period by submitting a signed and dated Add/Drop Request Form to the Student Services Department or by doing so online. Students will not be able to add a given class to their schedules if the course is closed. Argosy University strongly urges all students to register for their entire course schedule during the official registration period. However, if students elect to add a course after the official registration period, they may do so by completing the Add/Drop Request Form. Adds after the official start date of a course must have registrar approval. No adds will be allowed after the end of the add/drop period. For intersessions, students are not allowed to enter the course after its official start date. Unless otherwise authorized, students are not allowed to enter an online course after the second day of a 7.5-week course and after the fifth day of a 15-week course. Students who want to drop a class may do so by submitting a signed and dated Add/Drop Request Form to the Student Services Department or by doing so online. In courses with unique fees attached, that fee may be charged to students submitting a request to drop a course(s) after the official start date of the course(s) or during the add/drop period. Argosy University Online ProgramsStudents enrolled in Argosy University Online Programs may not add courses after the course start date. Students in Argosy University Online Programs, who choose to withdraw after the start of the course, will follow the withdrawal policy. UpdateThe following update applies to Section Seven, Academic Policies and Procedures. “Late Registration” should be replaced with the following: Late RegistrationCampus-Based ProgramsLate registration during the add/drop period will be allowed, provided the courses have not been closed to additional enrollment. A late fee is assessed to any student who registers after the registration deadline. Argosy University Online ProgramsLate registration is not an option for students enrolled in Argosy University Online Programs. AdditionThe following update applies to Section Seven, Academic Policies and Procedures. “Second Graduate Degree” should be inserted following “Graduate Transfer Credit Criteria”: Second Graduate DegreeOnce students have matriculated into a degree program, graduate credits earned via coursework taken at other approved institutions, but not resulting in a completed graduate level degree program, can be applied to their Argosy University degree programs up to specified transfer maximums outlined in Section Seven, Academic Policies and Procedures (see “Course/Credit Transfer”). UpdateThe following update applies to Section Seven, Academic Policies and Procedures. “Attendance” should be replaced with the following: AttendanceCampus-Based ProgramsStudents are expected to be punctual to all classes and practicum. Absences should occur only for such urgent reasons as ill health or critical emergency. Whenever possible, students should notify the faculty of these absences in advance. Excessive late arrivals or absences, regardless of the reason, may jeopardize a student’s academic standing. Attendance requirements are met by (a) attending a face-to-face course session at the campus or other class location, or (b) substantive online activity, including commentary in the discussion section of the online classroom and posting of required evaluative assignments in a timely manner. Online courses start on the first day of the semester or session. A student who does not participate in the course prior to the Add/Drop date for the session, and has not submitted an official Add/Drop Form, will be dropped from the course automatically and receive a refund based on the applicable Argosy University refund policy. Also, students who fail to attend both on-ground and online course activities for 14 consecutive days will be administratively withdrawn from the course. In blended courses (those consisting of in-residence and online components), students missing equal to or greater than 30% of face to face instruction time or two or more weeks of no online participation will receive an automatic “F” grade in the course. Argosy University Online ProgramsStudents enrolled in Argosy University Online programs must complete an academic related activity in their course at least two days each week. Academic activity is defined by (a) posting a substantive response in a discussion section of the online classroom, (b) engaging in online tutorials, (c) submitting an assignment via the online classroom, or (d) taking an exam. For online classes beginning on Friday, the attendance week is defined as beginning on Friday at 12:00 am MT to 11:59 pm MT the following Thursday. The last week of a 7.5 week class begins on Friday at 12:00 am MT and ends on the following Sunday at 11:59 pm MT. AdditionThe following addition applies to Section Seven, Academic Policies and Procedures. “Voluntary Intent to Continue” should be inserted on the above referenced page after “Attendance” as follows: Voluntary Intent to ContinueCampus-Based ProgramsStudents who are in the first session of the semester and are administratively dropped from all of their courses in that session must have a Voluntary Intent to Continue on file in order to not be considered withdrawn from the University. Students will have 4 business days from their date of determination to file the Voluntary Intent to Continue. Students who do not have a Voluntary Intent to Continue on file after the 4th business day and are dropped from all their courses will be administratively withdrawn from the University. Argosy University Online ProgramsStudents who have been out of attendance for 14 consecutive days must have a Voluntary Intent to Continue on file. Students who fail to submit a Voluntary Intent to Continue by the 30th day out of attendance will be administratively withdrawn from the University. UpdateThe following update applies to Section Seven, Academic Policies and Procedures. “Withdrawal Policy” inclusive of “Withdrawal Date” should be replaced with the following:
UpdateThe following updates apply to Section Seven, Academic Policies and Procedures. The second sentence of the second paragraph under “Grade Appeal Procedures” should be replaced with the following: Students may appeal a grade or evaluative comment only during the session following the issuance of the grade or evaluative comment. The first sentence of the third paragraph under “Grade Appeal Procedures” should be replaced with the following: If, after receiving a written response to the grade appeal from the program chair, the student wishes to pursue the issue, he/she must, within 14 calendar days, request in writing further investigation from the campus chief academic officer.
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Standards for Academic ProgressTo maintain academic progress, each student must meet the required standards of the following three criteria:
Cumulative Grade Point AverageTo continue enrollment in an academic program, students must maintain a cumulative grade point average (CGPA) of 3.00 or above. CGPA is reviewed at the end of each evaluation point. Students who fall below the aforementioned CGPA cutoffs are deemed to be on Academic Probation. Students who fail to raise their CGPA above the cutoffs at the next evaluation point (See “Academic Probation” described below) are deemed as not making Satisfactory Academic Progress and are academically dismissed. Incremental Completion RateTo continue enrollment in an academic program, students must successfully complete at least 66.67 percent of the cumulative course credit hours attempted at Argosy University. The incremental completion rate (ICR) is reviewed at each evaluation point. Maximum Allowable Time FrameStudents must successfully complete all program requirements within 150 percent of the program length based in credit hours. The maximum allowable time frame is calculated as a period of time during which a student attempts 1.5 times the number of credit hours required to complete the program. Examples
All grades are included in the maximum allowable credit hours and incremental completion rate calculations. Transfer credits that reduce total program credit hour requirements will reduce the maximum allowable credits attempted at Argosy University. Students may also be required to meet calendar maximum timeframe requirements in certain programs and should review the graduation requirements listed in the program description. Students may not attempt more than 150% of the credits required to complete their degree program. Students who attempt credits beyond 150% of the credits required to complete their degree program will be dismissed from Argosy University. |
Update
The following update applies to Section Seven, Academic Policies and Procedures.
“Academic Probation” has been moved to appear after “Factors Affecting Academic Progress.” The current policy should be replaced with the following:
Academic ProbationThe conditions under which students are placed on academic probation are not limited to failure to meet the standards for academic progress requirements. Students should review t Section Four, Student Rights and Responsibilities. Campus-Based ProgramsThe evaluation point for students enrolled in Campus-Based programs will occur at the end of the semester. All students, regardless of the program in which they are enrolled, will be placed on academic probation under either of the following conditions:
A student on academic probation remains eligible for financial aid for up to one semester. Argosy University Online ProgramsThe evaluation point for students enrolled in Argosy University Online Programs will occur after each 9 attempted credits. All students, regardless of the program in which they are enrolled, will be placed on academic probation under either of the following conditions:
A student on academic probation remains eligible for financial aid for up to four sessions. Removal from Academic ProbationCampus-Based ProgramsCriteria for Removal from Academic Probation Students will be removed from academic probation when they have met the standards for academic progress. Schedule for Removal from Academic Probation After being placed on academic probation, students will have a maximum of one semester to meet the standards for academic progress. Argosy University Online ProgramsCriteria for Removal from Academic Probation Students will be removed from academic probation when they have met the standards for academic progress. Schedule for Removal from Academic Probation After being placed on academic probation, students will have a maximum of four sessions to meet the standards for academic progress.
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Update
The following update applies to Section Seven, Academic Policies and Procedures.
“General Probation” has been moved to follow “Academic Dismissal.” See entry below.
Updates
The following updates apply to Section Seven, Academic Policies and Procedures.
“Dismissal” is now divided into two separate sections: Academic Dismissal and “Other Reasons for Dismissal.”
“Academic Dismissal” should be replaced with the following:
Academic Dismissal
After the final session of probation, students who have not met the standards for academic progress will be dismissed. If the student is readmitted after successfully appealing his/her dismissal, the student will re-enter on probation and be required to meet the standards for academic progress within one semester for students enrolled in campus-based programs or three sessions for students enrolled in Argosy University Online Programs. Please note that students may be dismissed for academic reasons without previous academic action, including failure to complete all program requirements within the maximum allowable time frame.
Students who have been dismissed are prohibited from taking or continuing in coursework at any Argosy University campus or online, regardless of circumstance or pending appeal. Students must successfully appeal a dismissal in order to re-enter any Argosy University campus or program.
“Other Reasons for Dismissal” should be inserted after “General Probation.”
Update
The following applies to Section Seven, Academic Policies and Procedures.
“General Probation” should be inserted following “Academic Dismissal.” There are no further changes to this policy.
Update
The following update applies to Section Seven, Academic Policies and Procedures.
“Other Reasons for Dismissal” should be inserted following “General Probation” There are no further changes to this policy.
Update
The following update applies to Section Seven, Academic Policies and Procedures.
“Commencement and Petition to Graduate” should be replaced with the following:
Commencement and Petition to Graduate
Students are eligible for degree conferral when they have completed all degree program requirements. The graduation and degree conferral dates are based upon the last day of the course in which all academic requirements were completed. All students who wish to graduate, independent of participation in commencement ceremonies, must submit the Petition to graduate form and appropriate fees to the Student Services Department by the campus deadline date. All forms are available from the Student Services Department or the student portal.
Students may not receive their diploma or transcript until all financial obligations to the University have been satisfied.
Update
The following update applies to the Master of Business Administration Degree Program (MBA) degree program.
The third bullet point under “Admission Requirements” should be replaced with the following:
- A minimum score on an Argosy University pre-approved English language proficiency test is required for all applicants whose native language is not English or who have not graduated from an institution at which English is the language of instruction as specified in Section Five, Admission Policies, “English Language Proficiency Policy.”
Update
The following update applies to the Master of Public Administration (MPA) degree program.
The third bullet point under “Admission Requirements” should be replaced with the following:
- A minimum score on an Argosy University pre-approved English language proficiency test is required for all applicants whose native language is not English or who have not graduated from an institution at which English is the language of instruction as specified in Section Five, Admission Policies, “English Language Proficiency Policy.”
Update
The following update applies to the Master of Science Business degree programs.
The third bullet point under “Admission Requirements” should be replaced with the following:
- A minimum score on an Argosy University pre-approved English language proficiency test is required for all applicants whose native language is not English or who have not graduated from an institution at which English is the language of instruction as specified in Section Five, Admission Policies, “English Language Proficiency Policy.”
Update
The following update applies to the Master of Science in Management (MSM) degree program.
The third bullet point under “Admission Requirements” should be replaced with the following:
- A minimum score on an Argosy University pre-approved English language proficiency test is required for all applicants whose native language is not English or who have not graduated from an institution at which English is the language of instruction as specified in Section Five, Admission Policies, “English Language Proficiency Policy.”
Update
The following update applies to the Doctor of Business Administration (DBA) degree program.
The sixth bullet point under “Admission Requirements” should be replaced with the following:
- A minimum score on an Argosy University pre-approved English language proficiency test is required for all applicants whose native language is not English or who have not graduated from an institution at which English is the language of instruction as specified in Section Five, Admission Policies, “English Language Proficiency Policy.”
Update
The following update applies to the Doctor of Education (EdD) in Organizational Leadership degree program.
The third bullet point under “Admission Requirements” should be replaced with the following:
- A minimum score on an Argosy University pre-approved English language proficiency test is required for all applicants whose native language is not English or who have not graduated from an institution at which English is the language of instruction as specified in Section Five, Admission Policies, “English Language Proficiency Policy.”
Update
The following update applies to the Professional Graduate Business Certificate program.
The third bullet point under “Admission Requirements” should be replaced with the following:
- A minimum score on an Argosy University pre-approved English language proficiency test is required for all applicants whose native language is not English or who have not graduated from an institution at which English is the language of instruction as specified in Section Five, Admission Policies, “English Language Proficiency Policy.”
Correction and Update
The following correction and update applies to the Advanced Professional Graduate Certificate program.
Correction (in red)
The second sentence of the first paragraph under “Program Overview” should be read as follows:
The Advanced Professional Graduate Business Certificate is offered in the six subject areas of the DBA graduate program (availability varies by campus).
Update
The fifth bullet point under “Admission Requirements” should be replaced with the following:
- A minimum score on an Argosy University pre-approved English language proficiency test is required for all applicants whose native language is not English or who have not graduated from an institution at which English is the language of instruction as specified in Section Five, Admission Policies, “English Language Proficiency Policy.”
Update
The following update applies to the Master of Arts in Education (MAEd) in Adult Education and Training degree program.
The third bullet point under “Admission Requirements” should be replaced with the following:
- A minimum score on an Argosy University pre-approved English language proficiency test is required for all applicants whose native language is not English or who have not graduated from an institution at which English is the language of instruction as specified in Section Five, Admission Policies, “English Language Proficiency Policy.”
Update
The following update applies to the Master of Arts in Education (MAEd) in Educational Leadership degree program (30 credit hour version).
The third bullet point under “Admission Requirements” should be replaced with the following:
- A minimum score on an Argosy University pre-approved English language proficiency test is required for all applicants whose native language is not English or who have not graduated from an institution at which English is the language of instruction as specified in Section Five, Admission Policies, “English Language Proficiency Policy.”
Update
The following update applies to the Master of Arts in Education (MAEd) in Educational Leadership degree program (36 credit hour version).
The third bullet point under “Admission Requirements” should be replaced with the following:
- A minimum score on an Argosy University pre-approved English language proficiency test is required for all applicants whose native language is not English or who have not graduated from an institution at which English is the language of instruction as specified in Section Five, Admission Policies, “English Language Proficiency Policy y.”
Update
The following update applies to the Master of Arts in Education (MAEd) in Higher and Postsecondary Education degree program.
The third bullet point under “Admission Requirements” should be replaced with the following:
- A minimum score on an Argosy University pre-approved English language proficiency test is required for all applicants whose native language is not English or who have not graduated from an institution at which English is the language of instruction as specified in Section Five, Admission Policies, “English Language Proficiency Policy.”
Update
The following update applies to the Master of Arts in Education (MAEd) in Instructional Leadership degree program (30 credit hour version).
The third bullet point under “Admission Requirements” should be replaced with the following:
- A minimum score on an Argosy University pre-approved English language proficiency test is required for all applicants whose native language is not English or who have not graduated from an institution at which English is the language of instruction as specified in Section Five, Admission Policies, “English Language Proficiency Policy.”
Update
The following update applies to the Master of Arts in Education (MAEd) in Instructional Leadership degree program
The third bullet point under “Admission Requirements” should be replaced with the following:
- A minimum score on an Argosy University pre-approved English language proficiency test is required for all applicants whose native language is not English or who have not graduated from an institution at which English is the language of instruction as specified in Section Five, Admission Policies, “English Language Proficiency Policy.”
Update
The following update applies to the Master of Arts in Education (MAEd) in Instructional Leadership with a concentration in Montessori Education degree program.
The third bullet point under “Admission Requirements” should be replaced with the following:
- A minimum score on an Argosy University pre-approved English language proficiency test is required for all applicants whose native language is not English or who have not graduated from an institution at which English is the language of instruction as specified in Section Five, Admission Policies, “English Language Proficiency Policy.”
Update
The following update applies to the Master of Arts in Education (MAEd) in Teaching and Learning degree program (30 credit hour version).
The third bullet point under “Admission Requirements” should be replaced with the following:
- A minimum score on an Argosy University pre-approved English language proficiency test is required for all applicants whose native language is not English or who have not graduated from an institution at which English is the language of instruction as specified in Section Five, Admission Policies, “English Language Proficiency Policy.”
Update
The following update applies to the Master of Arts in Education (MAEd) in Teaching and Learning degree program (36 credit hour version).
The third bullet point under “Admission Requirements” should be replaced with the following:
- A minimum score on an Argosy University pre-approved English language proficiency test is required for all applicants whose native language is not English or who have not graduated from an institution at which English is the language of instruction as specified in Section Five, Admission Policies, “English Language Proficiency Policy.”
Update
The following update applies to the Education Specialist (EdS) in Educational Leadership degree program.
The second bullet point under “Admission Requirements” should be replaced with the following:
- A minimum score on an Argosy University pre-approved English language proficiency test is required for all applicants whose native language is not English or who have not graduated from an institution at which English is the language of instruction as specified in Section Five, Admission Policies, “English Language Proficiency Policy.”
Update
The following update applies to the Education Specialist (EdS) in Instructional Leadership degree program.
The second bullet point under “Admission Requirements” should be replaced with the following:
- A minimum score on an Argosy University pre-approved English language proficiency test is required for all applicants whose native language is not English or who have not graduated from an institution at which English is the language of instruction as specified in Section Five, Admission Policies, “English Language Proficiency Policy.”
Update
The following update applies to the Education Specialist (EdS) in Teaching and Learning degree program.
The second bullet point under “Admission Requirements” should be replaced with the following:
- A minimum score on an Argosy University pre-approved English language proficiency test is required for all applicants whose native language is not English or who have not graduated from an institution at which English is the language of instruction as specified in Section Five, Admission Policies, “English Language Proficiency Policy.”
Update
The following update applies to the Doctor of Education (EdD) in Community College Executive Leadership degree program.
The third bullet point under “Admission Requirements” should be replaced with the following:
- A minimum score on an Argosy University pre-approved English language proficiency test is required for all applicants whose native language is not English or who have not graduated from an institution at which English is the language of instruction as specified in Section Five, Admission Policies, “English Language Proficiency Policy.”
Update
The following update applies to the Doctor of Education (EdD) in Educational Leadership degree program.
The third bullet point under “Admission Requirements” should be replaced with the following:
- A minimum score on an Argosy University pre-approved English language proficiency test is required for all applicants whose native language is not English or who have not graduated from an institution at which English is the language of instruction as specified in Section Five, Admission Policies, “English Language Proficiency Policy.”
Update
The following update applies to the Doctor of Education (EdD) in Instructional Leadership degree program.
The third bullet point under “Admission Requirements” should be replaced with the following:
- A minimum score on an Argosy University pre-approved English language proficiency test is required for all applicants whose native language is not English or who have not graduated from an institution at which English is the language of instruction as specified in Section Five, Admission Policies, “English Language Proficiency Policy.”
Update
The following update applies to the Doctor of Education (EdD) in Teaching and Learning degree program.
The third bullet point under “Admission Requirements” should be replaced with the following:
- A minimum score on an Argosy University pre-approved English language proficiency test is required for all applicants whose native language is not English or who have not graduated from an institution at which English is the language of instruction as specified in Section Five, Admission Policies, “English Language Proficiency Policy.”
Update
The following update applies to the Master of Arts in Education (MAEd) in Educational Administration degree program offered by Argosy University, Chicago and Argosy University, Schaumburg.
The third bullet point under “Admission Requirements” should be replaced with the following:
- A minimum score on an Argosy University pre-approved English language proficiency test is required for all applicants whose native language is not English or who have not graduated from an institution at which English is the language of instruction as specified in Section Five, Admission Policies, “English Language Proficiency Policy.”
Update
The following update applies to the Master of Arts in Education (MAEd) in Educational Administration degree program offered by Argosy University, Dallas.
The third bullet point under “Admission Requirements” should be replaced with the following:
- A minimum score on an Argosy University pre-approved English language proficiency test is required for all applicants whose native language is not English or who have not graduated from an institution at which English is the language of instruction as specified in Section Five, Admission Policies, “English Language Proficiency Policy.”
Update
The following update applies to the Master of Arts in Education (MAEd) in Educational Administrationdegree program offered by Argosy University, Phoenix.
The third bullet point under “Admission Requirements” should be replaced with the following:
- A minimum score on an Argosy University pre-approved English language proficiency test is required for all applicants whose native language is not English or who have not graduated from an institution at which English is the language of instruction as specified in Section Five, Admission Policies, “English Language Proficiency Policy.”
Update
The following update applies to the Master of Arts in Education (MAEd) in Educational Administration degree program offered by Argosy University, Salt Lake City.
The third bullet point under “Admission Requirements” should be replaced with the following:
- A minimum score on an Argosy University pre-approved English language proficiency test is required for all applicants whose native language is not English or who have not graduated from an institution at which English is the language of instruction as specified in Section Five, Admission Policies, “English Language Proficiency Policy.”
Update
The following applies to the Master of Arts in Education (MAEd) in Instructional Leadership/Multiple Subject Teacher Preparation degree program and the Master of Arts in Education (MAEd) in Instructional Leadership/Single Subject Teacher Preparation degree program.
The third bullet point under “Admission Requirements” should be replaced with the following:
- A minimum score on an Argosy University pre-approved English language proficiency test is required for all applicants whose native language is not English or who have not graduated from an institution at which English is the language of instruction as specified in Section Five, Admission Policies, “English Language Proficiency Policy.”
Update
The following update applies to the Education Specialist (EdS) in Initial Educational Administration degree program offered by Argosy University, Chicago and Argosy University, Schaumburg.
The third bullet point under “Admission Requirements” should be replaced with the following:
- A minimum score on an Argosy University pre-approved English language proficiency test is required for all applicants whose native language is not English or who have not graduated from an institution at which English is the language of instruction as specified in Section Five, Admission Policies, “English Language Proficiency Policy.”
Update
The following update applies to the Education Specialist (EdS) in Initial Educational Administration degree program offered by Argosy University, Phoenix.
The third bullet point under “Admission Requirements” should be replaced with the following:
- A minimum score on an Argosy University pre-approved English language proficiency test is required for all applicants whose native language is not English or who have not graduated from an institution at which English is the language of instruction as specified in Section Five, Admission Policies, “English Language Proficiency Policy.”
Update
The following update applies to the Educational Specialist (EdS) in Initial Educational Administration degree program offered by Argosy University, Salt Lake City.
The third bullet point under “Admission Requirements” should be replaced with the following:
- A minimum score on an Argosy University pre-approved English language proficiency test is required for all applicants whose native language is not English or who have not graduated from an institution at which English is the language of instruction as specified in Section Five, Admission Policies, “English Language Proficiency Policy.”
Update
The following update applies to the Education Specialist (EdS) in Initial Educational Administration degree program offered by Argosy University, Twin Cities.
The third bullet point under “Admission Requirements” should be replaced with the following:
- A minimum score on an Argosy University pre-approved English language proficiency test is required for all applicants whose native language is not English or who have not graduated from an institution at which English is the language of instruction as specified in Section Five, Admission Policies, “English Language Proficiency Policy.”
Update
The following update applies to the Education Specialist (EdS) in Advanced Educational Administration degree program offered by Argosy University, Chicago and Argosy University, Schaumburg.
The third bullet point under “Admission Requirements” should be replaced with the following:
- A minimum score on an Argosy University pre-approved English language proficiency test is required for all applicants whose native language is not English or who have not graduated from an institution at which English is the language of instruction as specified in Section Five, Admission Policies, “English Language Proficiency Policy.”
Update
The following update applies to the Education Specialist (EdS) in Advanced Educational Administration degree program offered by Argosy University, Phoenix.
The third bullet point under “Admission Requirements” should be replaced with the following:
- A minimum score on an Argosy University pre-approved English language proficiency test is required for all applicants whose native language is not English or who have not graduated from an institution at which English is the language of instruction as specified in Section Five, Admission Policies, “English Language Proficiency Policy.”
Update
The following update applies to the Education Specialist (EdS) in Advanced Educational Administration degree program offered by Argosy University, Twin Cities.
The third bullet point under “Admission Requirements” should be replaced with the following:
- A minimum score on an Argosy University pre-approved English language proficiency test is required for all applicants whose native language is not English or who have not graduated from an institution at which English is the language of instruction as specified in Section Five, Admission Policies, “English Language Proficiency Policy.”
Update
The following update applies to the Doctor of Education (EdD) in Initial Educational Administration degree program offered by Argosy University, Chicago and Argosy University, Schaumburg.
The third bullet point under “Admission Requirements” should be replaced with the following:
- A minimum score on an Argosy University pre-approved English language proficiency test is required for all applicants whose native language is not English or who have not graduated from an institution at which English is the language of instruction as specified in Section Five, Admission Policies, “English Language Proficiency Policy.”
Update
The following update applies to the Doctor of Education (EdD) in Initial Educational Administration degree program offered by Argosy University, Phoenix.
The third bullet point under “Admission Requirements” should be replaced with the following:
- A minimum score on an Argosy University pre-approved English language proficiency test is required for all applicants whose native language is not English or who have not graduated from an institution at which English is the language of instruction as specified in Section Five, Admission Policies, “English Language Proficiency Policy.”
Update
The following update applies to the Doctor of Education (EdD) in Initial Educational Administration degree program offered by Argosy University, Salt Lake City.
The third bullet point under “Admission Requirements” should be replaced with the following:
- A minimum score on an Argosy University pre-approved English language proficiency test is required for all applicants whose native language is not English or who have not graduated from an institution at which English is the language of instruction as specified in Section Five, Admission Policies, “English Language Proficiency Policy.”
Update
The following update applies to the Doctor of Education (EdD) in Initial Educational Administration degree program offered by Argosy University, Twin Cities.
The third bullet point under “Admission Requirements” should be replaced with the following:
A minimum score on an Argosy University pre-approved English language proficiency test is required for all applicants whose native language is not English or who have not graduated from an institution at which English is the language of instruction as specified in Section Five, Admission Policies, “English Language Proficiency Policy.”
Update
The following update applies to the Doctor of Education (EdD) in Advanced Educational Administration degree program offered by Argosy University, Chicago and Argosy University, Schaumburg.
The third bullet point under “Admission Requirements” should be replaced with the following:
- A minimum score on an Argosy University pre-approved English language proficiency test is required for all applicants whose native language is not English or who have not graduated from an institution at which English is the language of instruction as specified in Section Five, Admission Policies, “English Language Proficiency Policy.”
Update
The following update applies to the Doctor of Education (EdD) in Advanced Educational Administration degree program offered by Argosy University, Phoenix.
The third bullet point under “Admission Requirements” should be replaced with the following:
- A minimum score on an Argosy University pre-approved English language proficiency test is required for all applicants whose native language is not English or who have not graduated from an institution at which English is the language of instruction as specified in Section Five, Admission Policies, “English Language Proficiency Policy.”
Update
The following update applies to the Doctor of Education (EdD) in Advanced Educational Administration degree program offered by Argosy University,Twin Cities.
The third bullet point under “Admission Requirements” should be replaced with the following:
- A minimum score on an Argosy University pre-approved English language proficiency test is required for all applicants whose native language is not English or who have not graduated from an institution at which English is the language of instruction as specified in Section Five, Admission Policies, “English Language Proficiency Policy.”
Update
The following update applies to the Master of Arts (MA) in School Counseling degree program.
The third bullet point under “Admission Requirements” should be replaced with the following:
- A minimum score on an Argosy University pre-approved English language proficiency test is required for all applicants whose native language is not English or who have not graduated from an institution at which English is the language of instruction as specified in Section Five, Admission Policies, “English Language Proficiency Policy.”
Update
The following update applies to the Education Specialist (EdS) in School Counseling degree program.
The third bullet point under “Admission Requirements” should be replaced with the following:
- A minimum score on an Argosy University pre-approved English language proficiency test is required for all applicants whose native language is not English or who have not graduated from an institution at which English is the language of instruction as specified in Section Five, Admission Policies, “English Language Proficiency Policy.”
Update
The following update applies to the Master of Arts (MA) in School Psychology degree program.
The third bullet point under “Admission Requirements” should be replaced with the following:
- A minimum score on an Argosy University pre-approved English language proficiency test is required for all applicants whose native language is not English or who have not graduated from an institution at which English is the language of instruction as specified in Section Five, Admission Policies, “English Language Proficiency Policy.”
Update
The following update applies to the Doctor of Psychology (PsyD) in School Psychology degree program.
The third bullet point under “Admission Requirements” should be replaced with the following:
- A minimum score on an Argosy University pre-approved English language proficiency test is required for all applicants whose native language is not English or who have not graduated from an institution at which English is the language of instruction as specified in Section Five, Admission Policies, “English Language Proficiency Policy.”
Update
The following update applies to the Master of Public Health (MPH) degree program.
Argosy University, Chicago and Argosy University, Schaumburg should be added to the list of campuses that offer the MPH degree program.
See below for updated list of offering campuses:
Master of Public Health Degree Program |
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Offering CampusesArgosy University, Atlanta; Argosy University, Chicago; Argosy University, Dallas; Argosy University, Denver; Argosy University,Hawai’i; Argosy University, Inland Empire; Argosy University, Los Angeles; Argosy University, Nashville; Argosy University, Orange County; Argosy University, Phoenix; Argosy University, Salt Lake City; Argosy University, San Diego; Argosy University, San Francisco Bay Area; Argosy University, Sarasota; Argosy University, Schaumburg; Argosy University, Seattle; Argosy University, Tampa; Argosy University, Twin Cities; Argosy University, Washington DC
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Update
The following update applies to the Master of Public Health (MPH) degree program.
The third bullet point under “Admission Requirements” should be replaced with the following:
- A minimum score on an Argosy University pre-approved English language proficiency test is required for all applicants whose native language is not English or who have not graduated from an institution at which English is the language of instruction as specified in Section Five, Admission Policies, “English Language Proficiency Policy.”
Update
The following update applies to the Master of Science (MS) in Health Services Management degree program.
The third bullet point under “Admission Requirements” should be replaced with the following:
- A minimum score on an Argosy University pre-approved English language proficiency test is required for all applicants whose native language is not English or who have not graduated from an institution at which English is the language of instruction as specified in Section Five, Admission Policies, “English Language Proficiency Policy.”
Updates
The following updates apply to the Master of Arts (MA) in Clinical Psychology degree program.
The first bullet point under “Admission Requirements” should be replaced with the following:
- A bachelor’s degree from a regionally accredited institution or an appropriately certified foreign institution
The third bullet point under “Admission Requirements” should be replaced with the following:
- A minimum score on an Argosy University pre-approved English language proficiency test is required for all applicants whose native language is not English or who have not graduated from an institution at which English is the language of instruction as specified in Section Five, Admission Policies, “English Language Proficiency Policy.”
Updates
The following updates apply to the Master of Arts (MA) in Clinical Psychology/Marriage & Family Therapy degree program.
The first bullet point under “Admission Requirements” should be replaced with the following:
- A bachelor’s degree from a regionally accredited institution or an appropriately certified foreign institution
The third bullet point under “Admission Requirements” should be replaced with the following:
- A minimum score on an Argosy University pre-approved English language proficiency test is required for all applicants whose native language is not English or who have not graduated from an institution at which English is the language of instruction as specified in Section Five, Admission Policies, “English Language Proficiency Policy.”
Updates
The following updates apply to the Master of Arts (MA) in Counseling Psychology degree program.
The first bullet point under “Admission Requirements should be replaced with the following:
- A bachelor’s degree from a regionally accredited institution or an appropriately certified foreign institution
The third bullet point under “Admission Requirements” should be replaced with the following:
- A minimum score on an Argosy University pre-approved English language proficiency test is required for all applicants whose native language is not English or who have not graduated from an institution at which English is the language of instruction as specified in Section Five, Admission Policies, “English Language Proficiency Policy.”
“Exceptions to the Minimum Grade Point Average” should be replaced with the following:
Exceptions the Minimum Grade Point Average |
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Students who have an undergraduate GPA between 2.75 and 2.99 may be admitted to the MA in Counseling Psychology degree program, but must complete foundation courses within the first year. The following foundation courses are required of all students who enter with a GPA between 2.75 and 2.99:
Students must earn a letter grade of B- or higher in each of the foundation courses and/or an overall GPA of 3.0 in both foundation and program courses to continue in the program. Students must take one graduate level course each semester, along with their foundation course(s), to qualify for financial aid. Note*May be waived, if a student has taken this course and earned a letter grade of B- or higher. |
Updates
The following updates apply to the Master of Arts (MA) in Counseling Psychology/Marriage & Family Therapy degree program.
The first bullet point under “Admission Requirements” should be replaced with the following:
- A bachelor’s degree from a regionally accredited institution or an appropriately certified foreign institution
The third bullet point under “Admission Requirements” should be replaced with the following:
- A minimum score on an Argosy University pre-approved English language proficiency test is required for all applicants whose native language is not English or who have not graduated from an institution at which English is the language of instruction as specified in Section Five, Admission Policies, “English Language Proficiency Policy.”
“Exceptions to the Minimum Grade Point Average” should be replaced with the following:
Exceptions the Minimum Grade Point Average |
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|
Students who have an undergraduate GPA between 2.75 and 2.99 may be admitted to the MA in Counseling Psychology/MFT degree program, but must complete foundation courses within the first year. The following foundation courses are required of all students who enter with a GPA between 2.75 and 2.99:
Students must earn a letter grade of B- or higher in each of the foundation courses and/or an overall GPA of 3.0 in both foundation and program courses to continue in the program. Students must take one graduate level course each semester, along with their foundation course(s), to qualify for financial aid. Note*May be waived, if a student has taken this course and earned a letter grade of B- or higher. |
Correction
The following correction applies to the Master of Arts (MA) in Counseling Psychology/Marriage & Family Therapy degree program offered at Argosy University, Inland Empire; Argosy University, Los Angeles; Argosy University, Orange County; Argosy University, San Diego.
The correct course number for “Domestic Violence and Spousal Abuse” listed under “Year One Course Requirements” is PC 6320.
Updates
The following updates apply to the Master of Arts (MA) in Forensic Psychology degree program.
Argosy University, Chicago shouild be added to the list of campuses that offer the MA in Forensic Psychology degree program. See below for the updated list of offering campuses.
Master of Arts in Forensic Psychology Degree Program |
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Offering CampusesArgosy University, Atlanta; Argosy University, Chicago; Argosy University, Dallas; Argosy University, Denver; Argosy University,Hawai’i; Argosy University, Inland Empire; Argosy University, Los Angeles; Argosy University, Nashville; Argosy University, Orange County; Argosy University, Phoenix; Argosy University, Salt Lake City; Argosy University, San Diego; Argosy University, San Francisco Bay Area; Argosy University, Sarasota; Argosy University, Schaumburg; Argosy University, Seattle; Argosy University, Tampa; Argosy University, Twin Cities; Argosy University, Washington DC
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The third bullet point under “Admission Requirements” should be replaced with the following:
- A minimum score on an Argosy University pre-approved English language proficiency test is required for all applicants whose native language is not English or who have not graduated from an institution at which English is the language of instruction as specified in Section Five, Admission Policies, “English Language Proficiency Policy.”
Update
The following update applies to the Master of Arts (MA) in Industrial Organizational Psychology degree program.
The third bullet point under “Admission Requirements” should be replaced with the following:
- A minimum score on an Argosy University pre-approved English language proficiency test is required for all applicants whose native language is not English or who have not graduated from an institution at which English is the language of instruction as specified in Section Five, Admission Policies, “English Language Proficiency Policy.”
Update
The following update applies to the Master of Arts (MA) in Sport-Exercise Psychology degree program.
The third bullet point under “Admission Requirements” should be replaced with the following:
- A minimum score on an Argosy University pre-approved English language proficiency test is required for all applicants whose native language is not English or who have not graduated from an institution at which English is the language of instruction as specified in Section Five, Admission Policies, “English Language Proficiency Policy.”
Update
The following update applies to the Doctor of Education (EdD) in Counseling Psychology degree program.
The third bullet point under “Admission Requirements” should be replaced with the following:
- A minimum score on an Argosy University pre-approved English language proficiency test is required for all applicants whose native language is not English or who have not graduated from an institution at which English is the language of instruction as specified in Section Five, Admission Policies, “English Language Proficiency Policy.”
Updates
The following updates apply to the Doctor of Psychology (PsyD) in Clinical Psychology degree program.
The first bullet point under “Admission Requirements” should be replaced with the following:
- A bachelor’s degree from a regionally accredited institution or an appropriately certified foreign institution
The third bullet point under “Admission Requirements” should be replaced with the following:
- A minimum score on an Argosy University pre-approved English language proficiency test is required for all applicants whose native language is not English or who have not graduated from an institution at which English is the language of instruction as specified in Section Five, Admission Policies, “English Language Proficiency Policy.”
Updates
The following updates apply to the Master of Arts (MA) in Clinical Mental Health Counseling degree program.
The first bullet point under “Admission Requirements” should be replaced with the following:
- A bachelor’s degree from a regionally accredited institution or an appropriately certified foreign institution
The third bullet point under “Admission Requirements” should be replaced with the following:
- A minimum score on an Argosy University pre-approved English language proficiency test is required for all applicants whose native language is not English or who have not graduated from an institution at which English is the language of instruction as specified in Section Five, Admission Policies, “English Language Proficiency Policy.”
Updates
The following updates apply to the Master of Arts (MA) in Community Counseling degree program.
The first bullet point under “Admission Requirements” should be replaced with the following:
- A bachelor’s degree from a regionally accredited institution or an appropriately certified foreign institution
The third bullet point under “Admission Requirements” should be replaced with the following:
- A minimum score on an Argosy University pre-approved English language proficiency test is required for all applicants whose native language is not English or who have not graduated from an institution at which English is the language of instruction as specified in Section Five, Admission Policies, “English Language Proficiency Policy.”
Correction
The following correction applies to the Master of Arts (MA) in Community Counseling degree program offered by Argosy University, Dallas.
The first sentence of the third paragraph under “Additional Requirements for Academic Progress should read as follows (correction denoted in red):
Students are required to complete 48 credit hours (42 credit hours of required courses and 6 credit hours of practicum and practicum seminar).
Updates
The following updates apply to the Master of Arts (MA) in Mental Health Counseling degree program.
The first bullet point under “Admission Requirements” should be replaced with the following:
- A bachelor’s degree from a regionally accredited institution or an appropriately certified foreign institution
The third bullet point under “Admission Requirements” should be replaced with the following:
- A minimum score on an Argosy University pre-approved English language proficiency test is required for all applicants whose native language is not English or who have not graduated from an institution at which English is the language of instruction as specified in Section Five, Admission Policies, “English Language Proficiency Policy.”
Update
The following update applies to the Doctor of Education (EdD) in Counselor Education & Supervision degree program.
The third bullet point under “Admission Requirements” should be replaced with the following:
- A minimum score on an Argosy University pre-approved English language proficiency test is required for all applicants whose native language is not English or who have not graduated from an institution at which English is the language of instruction as specified in Section Five, Admission Policies, “English Language Proficiency Policy.”
Update
The following update applies to the Doctor of Education (EdD) in Pastoral Community Counseling degree program.
The third bullet point under “Admission Requirements” should be replaced with the following:
- A minimum score on an Argosy University pre-approved English language proficiency test is required for all applicants whose native language is not English or who have not graduated from an institution at which English is the language of instruction as specified in Section Five, Admission Policies, “English Language Proficiency Policy.”
Updates
The following updates apply to the Master of Arts (MA) in Marriage & Family Therapy degree program.
Argosy University, Chicago should be added to the list of campuses that offer the MA in Marriage & Family Therapy degree program. See below for the updated list of offering campuses:
Master of Arts in Marriage & Therapy Degree Program |
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Offering CampusesArgosy University, Chicago; Argosy University, Denver; Argosy University Hawai’i; Argosy University, Salt Lake City; Argosy University, Sarasota; Argosy University, Tampa; Argosy University, Twin Cities |
Students should refer to program description published in this catalog for degree requirements.
The third bullet point under “Admission Requirements” should be replaced with the following:
- A minimum score on an Argosy University pre-approved English language proficiency test is required for all applicants whose native language is not English or who have not graduated from an institution at which English is the language of instruction as specified in Section Five, Admission Policies, “English Language Proficiency Policy.”
Update
The following update applies to the Doctor of Marriage & Family Therapy (DMFT) degree program.
The third bullet point under “Admission Requirements” should be replaced with the following:
- A minimum score on an Argosy University pre-approved English language proficiency test is required for all applicants whose native language is not English or who have not graduated from an institution at which English is the language of instruction as specified in Section Five, Admission Policies, “English Language Proficiency Policy.”
Additions to “Section Thirteen, Course Listing” of the Argosy University Academic Catalog—Graduate Programs
New Courses
Where no prerequisites are noted, none are required for that course.
Addition
E7300 Teacher Leadership
3 credit hour(s)
Teacher Leader candidates will examine their own leadership styles and beliefs, while learning more about leadership in general, and in the context of P-12 education. The rationale for this course develops from the concept that teachers must join the building principal to ensure the sustainability of school reform.
Addition
E7301 Foundations of American Education
3 credit hour(s)
This course explores major philosophical systems and how these systems and ideologies contribute to educational theory and practice. Ethics is viewed in the context of education, schooling, curriculum, and instruction.
Addition
E7302 Education Technology for Teaching and Learning: Practical Design, Application, and Implementation
3 credit hour(s)
The primary goal of this class is to explore and utilize the effective use of a variety of advanced technology applications and how these applications can help attain curricular objectives. Students will have hands-on experiences and develop meaningful projects, which exemplify and promote the integration of technology to support teaching and learning.
Addition
E7303 Teacher Mentoring
3 credit hour(s)
This course focuses on developing the knowledge, skills, and dispositions necessary for Teacher Leaders to provide high levels of effective coaching and mentoring to improve teacher effectiveness and student learning.
Addition
E7920 Research Project I
3 credit hour(s)
This course is the first in a series of three courses that constitute the Research Project for the Teacher Leadership Program. During this course, the candidate discover ways to develop a community of practice that engages participants in the deepening of one’s content knowledge, research-based instructional practices specific to the content area, and appropriate assessment techniques.
Prerequisite(s): W7000, E7301, E7300, and E7245
Addition
E7920-E Research Project I Extension
0 credit hour(s)
This course is an extension of E7920 and is taken in the event that a student requires additional time in order to satisfy the specific course deliverables.
Prerequisite(s): E7920
Addition
E7921 Research Project II
3 credit hour(s)
This course is the second in a series of three courses that constitute the Research Project for the Teacher Leadership Program. During this course, the candidate will establish and execute the action research project developed in E7920 Research Project I. Prerequisite(s): W7000, E7301, E7300, E7245, E7920, and the IRB for this project must also be submitted and approved.
Addition
E7921-E Research Project II Extension
0 credit hour(s)
This course is an extension of E7921 and is taken in the event that a student requires additional time in order to satisfy the specific course deliverables.
Prerequisite(s): E7921
Addition
E7922 Research Project III
3 credit hour(s)
This course is the third in a series of three courses that constitute the Research Project for the Teacher Leadership Program. During this course, the candidate will complete the project and develop a summary report based on the analysis of data obtained during E7920 and E7921and produce the identified final products as identified in E7920 Research Project I.
Prerequisite(s): W7000, E7301, E7300, E7245, E7920, and E7921
Addition
E7922-E Research Project III Extension
0 credit hour(s)
This course is an extension of E7922 and is taken in the event that a student requires additional time in order to satisfy the specific course deliverables.
Prerequisite(s): E7922
Addition
E8386 Advanced Educational Leadership Studies Practicum
3 credit hour(s)
This course is a practicum that requires the student to complete a minimum of 45 clock hours in a semester at a university-approved school. Under the supervision and support of a university-approved onsite mentor and a university supervisor, the student will complete a district improvement project and a variety of administrative tasks, projects, and assignments designed to strengthen performance and performance skills.
Prerequisite(s): E7004
Addition
E8386-EX Advanced Educational Leadership Studies Practicum Extension
0 credit hour(s)
This course is an extension of E8386 and is taken in the event that a student requires additional time in order to satisfy the specific course deliverables.
Prerequisite(s): E8386
Addition
PS6010 History and Foundations of School Psychology
3 credit hour(s)
This course introduces students to the major theories, concepts, and principles in the field of school psychology. The course examines the past, present, and future trends of school psychology, including the evolving roles and functions of school psychologists. Major goals include acquainting students with the kinds of problems with which school psychologists typically work, as well as the variety of methods they use in coping with these issues.
Addition
PS6012 Child and Adolescent Development
3 credit hour(s)
This course focuses on different stages of development from the prenatal stage through young adulthood, including aspects of physical, cognitive, emotional, and social development. Cross-cultural, gender, familial, and historical perspectives are emphasized. Applications to the practice of school psychology will be considered throughout the course.
Addition
PS6014 Physiological Bases of Behavior
3 credit hour(s)
This course emphasizes aspects of human neuroscience as they relate to how the brain’s normal and abnormal functioning affect human experience and behavior. Particular emphasis is placed on those aspects of anatomy, neurochemistry, and physiology, which directly influence an organism’s human experience, motivation, language, thought, and learning.
Addition
PS6016 Measurement and Data Based Assessment
3 credit hour(s)
This course examines the construction of psychological and educational instruments and their use in research and evaluation. Students gain the requisite knowledge to select, use, and evaluate available psychometric instruments. Specifically, students study common theories related to the constructs assessed (e.g., intelligence, achievement, personality) in addition to learning how to interpret assessment results.
Addition
PS6018 Social Bases of Behavior
3 credit hour(s)
This course presents concepts and theories from experimental social psychology for the understanding of social influence on personality, human interaction, and behavior. Applications of social psychology to clinical and school-based settings are emphasized as well as issues of gender, class, culture and ethnicity. Students learn to expand their approach to counseling and assessment through the inclusion of various social psychology concepts, with an emphasis on those that emphasize the social and cultural context within which an individual exists.
Addition
PS6019 Cognition and Affect
3 credit hour(s)
This course introduces students to current research and theory on the cognitive and affective basis of behavior. Elements of cognition, including memory, attention, perception, problem solving, language, emotion, and motivation are reviewed. Applications of this information relevant to children and school psychology practice are emphasized throughout the course. The influence of cultural factors on cognitions and behaviors will be addressed where pertinent.
Addition
PS6022 Methods of Educational Research
3 credit hour(s)
This course addresses research methodologies used to investigate learning, education, and school psychology. Students gain a broad overview of various research methods, basic concepts in descriptive and inferential statistics, and types of research studies, including qualitative, descriptive, correlational, causal-comparative, and quantitative research. In addition, students will acquire knowledge and skills in program evaluation methodology.
Addition
PS6024 Cognitive Assessment of Children and Adolescents
3 credit hour(s)
This course introduces students to the major approaches and techniques for intellectual assessment in children and adolescents. The course covers principles of test construction and psychometrics, the history of intellectual assessment, theories of intelligence, and methods of intellectual assessment. Students are trained to administer and interpret the Wechsler intelligence and other major measures of intellectual assessments. Alternative methods of intellectual assessment are also considered. The class includes a laboratory in which students develop skills in administration and interpretation.
Addition
PS6026 Assessment and Treatment of Diverse Population in Multiple Settings
3 credit hour(s)
This course examines cultural differences and the interplay among concepts of pathology, treatment, and cultural stereotyping. Students learn to identify and implement culturally relevant assessments and treatments. The course provides information about the unique mental health needs and cultural worldviews of African American, Asians, Hispanics, Native Americans, and gay, lesbian, bisexual, and transgender populations. Relevant cultural concepts such as cultural identity and acculturation are reviewed.
Addition
PS6028 Assessment and Diagnosis of Academic and Learning Problems
3 credit hour(s)
This course introduces students to the assessment of academic & learning problems experienced by children and adolescents. Students address the use of assessment instruments and the issues involved in making a differential diagnosis for children and adolescents with learning difficulties. The course includes a review of a wide range of assessment tools, as well as an introduction to the assessment and diagnosis of ethnic minorities with linguistic differences.
Addition
PS6910 Assessment Competencies for Educational Psychology
1-3 credit hour(s)
This course seeks to ensure that students are able to effectively apply the theoretical foundations of various models and methods of systematic data collection and to utilize various assessment devices of cognitive, learning, achievement, and social-emotional functioning commonly used in the school psychology field. By the end of the course, participants will appropriately administer, score, and interpret major cognitive tests, academic tests, and personality tests or instruments. Through the use of these devices (e.g., tests) and the integration of other data, students will be able to identify children and adolescents’ strengths, limitations, and needs in each of the four major areas of school functioning (cognitive, academic, learning, and personality) and integrate data from various sources to make empirically based decisions, and determine, plan, and implement services.
Note: This course has been designed to assess competencies in the course prerequisites that the student may have acquired in previous graduate training at non-Argosy University institutions or online courses.
Prerequisite(s): PS6024 and/orPS6028 and/or PS7014.
Addition
PS7012 Ethics and Law in School Psychology
3 credit hour(s)
This course explores ethical and legal issues related to professional conduct as a school psychologist. Students also learn about government laws, regulations, and guidelines dealing with the education and evaluation of students with disabilities, including examination of multiple sources of special education law. Students explore ethical reasoning, APA ethical principles, state regulations with respect to licensure/credentialing, complain resolution and confidentiality procedures.
Addition
PS7014 Social and Emotional Assessment: Children and Adolescents
3 credit hour(s)
This course enables students to apply various models and methods of social-emotional assessment to identify children and adolescents’ strengths and needs in social emotional functioning. Students use theoretical foundations to the application of models and methods of systematic data collection commonly used in the school psychology field. Students integrate data from various sources in making empirically based decisions, determining, planning, and in evaluating services. Students’ ability to assist school personnel with computer based test scoring, and the interpretation and applicability of the data collected are reinforced.
Addition
PS7016 School Consultation, Collaboration, and Supervision
3 credit hour(s)
This course provides students with consultation training in educational, clinical, and agency settings. Students learn various models of consultation with a major emphasis on behavioral consultation and team decision-making. Students directly apply their knowledge in a consultation experience.
Addition
PS7018 Practicum I
3 credit hour(s)
This practicum provides students with field experience working under the supervision of school psychologists to help prepare for future professional practice. Students work on-site applying skills in areas such as: assessment, clinical case conceptualization, intervention, and consultation. Students gain experience in professional conduct, role and ethics. The practicum meets state and national certifications requirements for field experience and is the first in a two-semester sequence that requires the student to work at the assigned training site for a total of 500 hours (cumulative over two semesters). During practicum seminar, students prepare for case studies, program exams, and/or portfolios to demonstrate their increasing skills and competencies.
Addition
PS7019 Practicum II
3 credit hour(s)
This practicum is a continuation of PS7018 Practicum I. Students continues development of personal and professional skills and practice in higher-level responsibilities related to the field of school psychology.
Prerequisite(s): PS7018, PS7014, PS702, PS7016, PS7021
Addition
PS7020 Practicum Extension
0 credit hour(s)
This course is an extension of PS7019 Practicum II and is taken in the event that a student requires additional time in order to satisfy the specific course deliverables.
Addition
PS7021 Curriculum Based Assessment and Interventions
3 credit hour(s)
This course is designed to teach students to identify common learning problems, design evidence-based intervention skills, implement the intervention(s), and progress monitor intervention effectiveness using curriculum based assessment (CBA) and measurement (CBM). Students become familiar with a school-based intervention team model and their role on the team, the Problem Solving/Response to Intervention (RtI) model, and how to design reports based on their data collection.
Addition
PS7023 Behavioral Assessment and Interventions
3 credit hour(s)
This course is designed to present major models of behavioral theories, including variables relevant to the acquisition and retention of behavioral skills. Students examine ethnic and cultural variables in addition to the philosophical, theoretical, and empirical aspects of behavior. The course presents empirically validated intervention and prevention techniques for behavior problems in the classroom.
Addition
PS7025 Prevention and Crisis Intervention
3 credit hour(s)
This course is designed to give students the knowledge to develop and implement effective research based prevention and intervention programs in their schools. This course focuses on the study of the origins and course of development of violent and aggressive behavior in children and adolescents. Students develop the knowledge and skills necessary to assist in the aftermath of a crisis situation. Students learn the theories behind recommended programming designed for crisis intervention with children.
Addition
PS7027 Counseling and Child Psychotherapy
3 credit hour(s)
This course focuses on models of psychotherapy with children and adolescents. Students learn to develop, implement, and apply counseling strategies and interventions with children and adolescents to facilitate development and optimize their learning capacity, social emotional functioning, and instructional environment. Students learn to identify behaviors that are precursors to academic, behavioral, and personal difficulties and use crisis prevention and intervention skills to assist children, school personnel, and parents will also be reinforced. Additionally, students’ ability to collaborate with community health care professionals to promote mental health and learning will be strengthened. The course reinforces student’s skills in working with diverse populations.
Addition
PS7029 Child and Adolescent Psychopathology
3 credit hour(s)
This course involves an examination of the major psychopathologies of childhood. Various theories for the etiologies of child psychopathology are considered, and the implications for diagnosis, consultation, and treatment are also addressed.
Addition
PS7030 Internship I
3 credit hour(s)
The internship experience is designed to provide students with an opportunity to gain additional skills on a variety of professional issues in preparation for a professional career in psychology. This internship experience provides supervised school psychology field experience at sites that help prepare the student for future professional careers. At the internship site, the students working with their qualified site supervisor, gain additional skills in areas such as: assessment, case conceptualization, interviewing skills, diagnosis appropriate to the setting, treatment and interventions, consultations, and collaboration, prevention and crisis intervention practices. The student additionally learn about professional practices and ethics. The internship experience provides the student with field experiences to meet state and national certification requirements (e.g., at least 1200 hours for EdS students with at least 600 hours in a school).
Addition
PS7031 Internship II
3 credit hour(s)
Continuation of PS7030 internship I
Prerequisite(s): PS7030
Addition
PS8012 Advanced Statistics and Research
3 credit hour(s)
This course provides an intensive study of the design and analysis of experimental and
correlational research. The course reviews and builds on the basic concepts and statistical techniques introduced in the Methods of Educational Research course and emphasize the appropriate selection, use, and interpretation of these techniques with respect to research data. This course provides a survey of advanced techniques to support doctoral research using hands-on applications with SPSS. Students identify a substantive area of interest, conduct a review of the relevant theoretical and empirical literature, formulate a specific research question, and develop a detailed research plan, culminating in a written research proposal.
Addition
PS8014 Psychopharmacology for Children and Adolescents
3 credit hour(s)
This is an introduction to psychotropic drugs commonly used with children and adolescents, their neurochemical basis, mode of action, toxicities, and clinical application. Principles of use and current status of psychopharmacology are discussed. In addition, this course presents an overview of major drugs of abuse, and specific social, psychological, and political issues surrounding these drugs. Diagnostic and treatment approaches are included.
Addition
PS8016 History and Systems
3 credit hour(s)
This course provides an overview of major theories of personality and therapy in psychology, and their relationship to current professional practice. Various theoretical perspectives on psychotherapy will be critically compared. The impact of historical and cultural context on both the theory and practice of school and professional psychology will be considered throughout the course. The course provides an examination of the principles of organizational and systems theory as it relates to professional psychology.
Addition
PS8017 Advanced Therapeutic Interventions for Children and Adolescents
3 credit hour(s)
This course provides an overview of theory and techniques in child and adolescent counseling psychotherapy. While the overall orientation views child and adolescent problems within a context of the family system, the course focuses on a range of interventions and approaches, including play therapy, problem-focused cognitive and behavioral techniques, brief solution focused techniques, and the interface of group work, individual treatment, and family therapy. Attention is given to the relationship of developmental tasks and treatment strategies as well as the cultural frameworks that impact interventions.
Addition
PS8018 Cognitive Behavioral and Advanced Therapy
3 credit hour(s)
Major cognitive-behavioral therapies, as well as their theoretical foundations, are reviewed in this course. There is an emphasis on developing skills in cognitive behavioral analysis and treatment, with special attention to the treatment of selected disorders and personality styles. An integrated, multimodal approach to psychopathology, assessment, and intervention utilizing both cognitive and behavioral methods is presented. Skill development in cognitive and behavior therapy is stressed via demonstrations, role-playing, and videotapes.
Addition
PS8022 Group Counseling
3 credit hour(s)
This course provides an introduction to the basic principles of group psychotherapy operations. Emphasis is on gaining both firsthand experiences and a conceptual grasp of membership issues in group therapy; therefore, this course consists of both an experiential and didactic component. The course is designed to facilitate learning via thoughtful study of process and is structured to aid students in integrating their thoughts and feelings with their experience. Additionally, theories of group development and relevant research are addressed.
Addition
PS8024 Mental Health Counseling in Schools
3 credit hour(s)
This course addresses the implementation of various interventions in the schools to promote mental health and prevention efforts. Emphasis is on individual counseling, group counseling, family counseling, parent training, teacher support and consultation, and connecting students and families to resources in their community. Specific experiential and didactic information will be presented to promote the development of specific counseling skills, use of the DSM: IV in the schools, and collaboration with different disciplines to promote mental health.
Addition
PS8026 Advanced Assessment of Low Incidence Disorders
3 credit hour(s)
This course introduces the student to the major approaches and assessment techniques related to the assessment of children and adolescents with special needs. The student will learn about the administration, scoring, and interpretation of tests, assessment methods, and alternative assessment methods used in professional practice. Particular attention will be given to assessment for children with low incident characteristics such as mental retardation, autism, asperger’s disorder. Students learn about assessment practices for special populations and translating knowledge from the assessment process into interventions. Special purposes assessments are emphasized in this course with opportunities for on hands-on training and practice with the presented tools.
Addition
PS8028 Multidisciplinary Team-Based Assessment
3 credit hour(s)
This advanced assessment course introduces the concept of a school psychologist working as a part of a multidisciplinary team. The use of play, observation in a naturalistic environment, and using formal and/or informal evaluation strategies as a part of a team will be introduced. Specifically, students will learn to create a plan to allow team members to complete an arena style evaluation where they can observe behaviors, record performance, and interact with the child.
Addition
PS8029 Multicultural and Multiethnic Educational Interventions
3 credit hour(s)
This course examines the impact of cultural and language differences, multicultural proficiency, school climate, learning styles, and discrimination practices in learning outcomes and teaching effectiveness. This course is also designed to explore and analyze culturally responsive teaching, cultural determinants in decision making, and multicultural based curricula. Bilingualism and multicultural tracking issues are also addressed.
Addition
PS8032 Psychoeducational Assessment of Diverse Populations
3 credit hour(s)
This course examines in depth the impact of traditional assessment methods in diverse populations. It also analyzes the educational, personal, social, cultural, and learning implications of lack of adequate assessment practices. This course is also designed to review and implement the standards of culturally competent assessment. An analysis of theories of best-fit is conducted. Alternate assessment methods, procedures and strategies are appraised and studied.
Addition
PS8034 Counseling and Multicultural Issues
3 credit hour(s)
This course examines the use of various therapeutic intervention and counseling modalities with diverse populations. Theories and factors impacting bicultural and multicultural personality development are reviewed and analyzed. The relationship between the cultural worldview and intervention effectiveness is explored, studied, and assessed.
Addition
PS8052 Family Therapy
3 credit hour(s)
This course introduces the student to systemic concepts as applied to families. Both theory and basic intervention skills are emphasized. Ethics in family treatment and tailoring treatment to the needs of the family, particularly as it applies to culturally-based values and issues, is also addressed. Treatment models covered include structural-strategic, intergenerational, narrative, solution-focused, emotionally focused, cognitive-behavioral, and constructivist approaches.
Addition
PS8508 Practicum III
3 credit hour(s)
This practicum experience provides supervised clinical field experience at sites that help prepare the student for future professional careers. At the practicum site, the students working with their site supervisor, gain additional skills in areas such as: assessment, case conceptualization, interviewing skills, diagnosis, treatment and interventions, consultations, and collaboration The student additionally learn about professional practices and ethics. The practicum experience provides the student with field experiences to meet state and national certification requirements (e.g., at least 500 hours). In addition to required hours working at the assigned training site, students enrolled in practicum meet weekly in a practicum seminar. The goal of the practicum and practicum seminar is to aid the student in gaining additional skills, building on earlier coursework and continuing coursework. During practicum seminar, students will prepare for case studies, program exams, and/or portfolios to demonstrate their increasing skills and competencies.
Prerequisite(s): PS7012, PS7014, PS7016, PS7018, PS7018, PS7021, PS7023, PS7025, PS7019, PS7027
Addition
PS8509 Practicum IV
3 credit hour(s)
This practicum is a continuation of PS8508 Practicum III. Students continue development of personal and professional skills and practice in higher-level responsibilities related to the field of school psychology.
Prerequisite(s): PS7012, PS7014, PS7016, PS7018, PS7018, PS7021, PS7023, PS7025, PS7019, PS7027, PS7330
Addition
PS8510 Practicum Extension
0 credit hour(s)
This course is an extension of PS8509 Practicum IV and is taken in the event that a student requires additional time in order to satisfy the specific course deliverables.
Addition
PS8512 PsyD Internship I
3 credit hour(s)
The internship experience is designed to provide students with an opportunity to gain additional skills on a variety of professional issues in preparation for a professional career in psychology. This internship experience provides supervised school psychology field experience at sites that help prepare the student for future professional careers. At the internship site, the students working with their qualified site supervisor, gain additional skills in areas such as: assessment, case conceptualization, interviewing skills, diagnosis appropriate to the setting, treatment and interventions, consultations, and collaboration, prevention and crisis intervention practices. The student additionally learn about professional practices and ethics. The internship experience provides the student with field experiences to meet state and national certification requirements (e.g., at least 1500 hours for EdS students with at least 600 hours in a school).
Addition
PS8513 PsyD Internship II
3 credit hour(s)
Continuation of PS8512 PsyD internship I
Prerequisite(s): PS8512
Addition
PS8514 PsyD Internship Extension
0 credit hour(s)
This course is an extension of PS8513 PsyD Internship II and is taken in the event that a student requires additional time in order to satisfy the specific deliverables of the internship.
Prerequisite(s): PS8513
Addition
PS8515 School Psychology Dissertation I
2 credit hour(s)
The School Psychology Dissertation is the final step in the completion of requirements for the doctoral degree in School Psychology. It is an extended written treatment of a topic, chosen by the student in consultation with the doctoral faculty, which is relevant to school psychology and which espouses and defends a proposition developed by the student in the course of his/her research. As an important step in the student’s continuing educational process, the School Psychology Dissertation embodies the spirit of thoughtful, systematic inquiry that is the essence of scholarly activity in school psychology at the doctoral level. As such, it should reflect (a) mastery of the theoretical, clinical, and empirical literature in an area relevant to professional school psychology; (b) the ability to frame and appropriately address a problem in a scholarly/scientific fashion; and (c) the ability to communicate with the professional community clearly and directly in the writing style adopted by the profession.
Addition
PS8516 School Psychology Dissertation II
2 credit hour(s)
See description for PS 8515 School Psychology Dissertation I.
Prerequisite(s): PS8515
Addition
PS8517 School Psychology Dissertation III
1 credit hour(s)
See description for PS8515 School Psychology Dissertation I.
Prerequisite(s): PS8516
Addition
PS8518 School Psychology Dissertation Extension
0 credit hour(s)
This course is an extension of PS8517 and is taken in the event that a student requires additional time in order to satisfy the specific course deliverables.
Prerequisite(s): PS8517
The courses described below apply to “Other Courses (Foundation Courses).” Where no prerequisites are noted, none are required for that course.
Addition
PSY210 -Psychological Statistics
3 credit hour(s)
This course provides students with an introduction to the basic methods of collecting, organizing, and analyzing psychological data. The course introduces statistical reasoning with a focus on fundamental concepts and statistical methods used in psychological research.
Addition
PSY381- Abnormal Psychology
3 credit hour(s)
This course focuses on biopsychosocial models of psychological disorders and maladaptive patterns of behavior. Human behaviors are examined within the framework of the DSM-IV TR classification system. Students explore multicultural views of human behavior and potential ethical dilemmas associated with classifying or describing behavior as pathological or maladaptive.
Addition
PSY362 - Personality Theories
3 credit hour(s)
This course examines theoretical models of personality structure and development. Relevant research and psychometric methods are discussed. Students will explore the impact of culture on both theory and measurement.
College of Education Curriculum Updates—Non-Certification Education Degree Programs
The degree programs described below should be added to Non-Certification Education Degree Programs. The curriculum is effective June 30, 2011.
Master of Arts in Education
Education Specialist
Doctor of Education
College of Education Curriculum Updates—Non-Certification School Psychology Degree Programs
The degree programs listed below should be added to Non-Certification School Psychology Degree Programs. The curriculum is effective June 30, 2011.
Master of Arts
Doctor of Psychology
College of Education Curriculum Updates—State Certification School Psychology Degree Programs
The degree programs listed below should be added to State Certification School Psychology Degree programs. The curriculum is effective June 30, 2011.
Master of Arts
Doctor of Psychology
Appendices
Note: The updates below reflect changes that are in effect upon publication of this catalog addendum.
Update
The following update applies to Appendix I: Board of Directors, Board of Trustees, and Administration.
“Academic Officers” should be updated as indicated below in red:
Academic Officers
| Kathryn Tooredman, PhD Vice Chancellor for Academic Affairs and Chief Academic Officer Leanne Wruck, PhD Assistant Vice President Academic Affairs Kathryn Miller, EdD Assistant Vice President Academic Resources Kate Noone, MM Vice President Online and Distance Learning Cynthia Larson-Daugherty, EdD Dean College of Business Cynthia Kuck, PhD Dean College of Education Carol Tolson, PhD Associate Dean College of Education Anita Varrati, EdD National Chair, Educational Administration Program College of Education |
Kristin Benson, PsyD
|
Jan Tucker, PhD
|
Update
The following update applies to Appendix I: Board of Directors, Board of Trustees, and Administration
“Administrative Officers” should be updated as indicated below in red:
Administrative Officers
| Eric Evenson, PsyD Vice Chancellor for Operations Kenneth C. Stevens, CPA, CMA Vice President Financial Operations Carl DeAngelo Regional Vice President Financial Operations East Group Jared Crandall, MBA Regional Vice President Financial Operations West Group William Brown, PsyD Group Vice President East Group |
Michael J. Falotico, PsyD Group Vice President West Group Jeff Cross, MBA Vice President Admissions Greg Berniard, MBA Vice President Human Resources Daron V. Rodriguez Vice President Marketing |
Joyce Mullen Vice President Regulatory Affairs Operations, Education Management LLC Stephanie Thurston, MBA Associate Vice President Reporting and Strategic Development Julie Johnson, MBA Vice President Student Services Anne K. Dean Senior Director Communications |
Update
The following update applies to Appendix I: Board of Directors, Board of Trustees, and Administration.
“Campus Administration” should be replaced with the following:
Campus Administration
|
Ronald Swanson, DEd |
|
Vacant |
|
Tom Dyer, EdD |
|
C. Ronald Kimberling, PhD |
|
Vacant |
|
Deborah Markos, MS |
|
Ronald Hyson, PhD |
|
David Tietjen, MBA |
|
Patricia Meredith, MA |
|
Marcia Bankirer, PhD |
|
Craig Raleigh, MSM |
|
Scott Tjaden, PhD |
|
Warren Evans, PhD |
|
Richard Boorom, PhD |
|
David Erekson, PhD |
|
Vacant |
|
Sandra L. Wise, PhD |
|
|
|
Valerie Curry, MBA |
|
James Chitwood, DM |
|
|
Updates
The updates below apply to Appendix IV: Schedule of Tuition and Fees.
The following should be added to the list of Graduate Programs (Master’s Level) under “Digital Resource Fees, All Campuses Except Online”:
Graduate Programs (Master’s Level) |
||||
|
Program |
Total Credit Hours | Total Courses | Digital Resource Fee | Total Digital Resource Fees |
| Master of Arts in Educational Psychology Degree Program | 30 | 10 | $95.00 | $950.00 |
| Master of Arts in Education in Curriculum and Instruction Degree Program | 30 | 10 | $95.00 | $950.00 |
| Master of Arts in Education in Curriculum and Instruction: ELL/ESL Degree Program | 30 | 10 | $95.00 | $950.00 |
| Master of Arts in Education in Curriculum and Instruction: Reading Degree Program | 30 | 10 | $95.00 | $950.00 |
| Master of Arts in Education in Curriculum and Instruction: Special Education Degree Program | 30 | 10 | $95.00 | $950.00 |
The following should be added to the list of Graduate Programs (Doctoral Level) under “Digital Resource Fees, All Campuses Except Online”:
Graduate Programs (Doctoral Level) |
||||
|
Program |
Total Credit Hours | Total Courses | Digital Resource Fee | Total Digital Resource Fees |
| Doctor of Education in Advanced Educational Leadership Studies Degree Program | 60 | 20 | $95.00 | $1,900.00 |
| Doctor of Education in Curriculum and Instruction Degree Program | 60 | 20 | $95.00 | $1,900.00 |
| Doctor of Education in Teacher Leadership Degree Program | 60 | 20 | $95.00 | $1,900.00 |
| Doctor of Psychology in School Psychology Degree Program (32 Credit Hours) | 32 | 11 | $95.00 | $1,045.00 |
| Doctor of Psychology in School Psychology Degree Program (38 Credit Hours) | 38 | 13 | $95.00 | $1,235.00 |
| Doctor of Psychology in School Psychology Degree Program (68 Credit Hours) | 68 | 23 | $95.00 | $2,185.00 |
| Education Specialist in Advanced Educational Leadership Studies Degree Program | 30 | 10 | $95.00 | $950.00 |
| Education Specialist in Curriculum and Instruction Degree Program | 30 | 10 | $95.00 | $950.00 |
| Education Specialist in Teacher Leadership Degree Program | 33 | 11 | $95.00 | $1,045.00 |
Update
The following update applies to Appendix V: Argosy University Campus Locations.
The address for Argosy University, Hawai‘i is now 1001 Bishop Street, Suite 400, Honolulu, HI. The phone numbers and fax number remain the same.
Catalog Addendum Updates: 2010-2011 Argosy University Academic Catalog—Graduate Programs | Volume 1, Issue 2
The entries below describe updates that apply to degree program descriptions published in the 2010-2011 Argosy University Academic Catalog—Graduate Programs | Volume 1, Issue 2.
Update
The following update applies to the Education Specialist in Advanced Educational Administration Degree Program (non-certification) degree program.
The third bullet point under “Admission Requirements” should be replaced with the following:
- A minimum score on an Argosy University pre-approved English language proficiency test is required for all applicants whose native language is not English or who have not graduated from an institution at which English is the language of instruction as specified in Section Five, Admission Policies, “English Language Proficiency Policy.”
Update
The following update applies to the Doctor of Education in Advanced Educational Administration Degree Program (non-certification) degree program.
The third bullet point under “Admission Requirements” should be replaced with the following:
- A minimum score on an Argosy University pre-approved English language proficiency test is required for all applicants whose native language is not English or who have not graduated from an institution at which English is the language of instruction as specified in Section Five, Admission Policies, “English Language Proficiency Policy.”
Catalog Addendum Updates: 2010-2011 Argosy University Academic Catalog—Graduate Programs | Volume 1, Issue 3
The entries below describe updates that apply to degree program descriptions published in the 2010-2011 Argosy University Academic Catalog—Graduate Programs | Volume 1, Issue 3.
Corrections (in red)
The following corrections apply to the Master of Arts (MA) in Forensic Psychology degree program.
FP 6904 Operational Psychology should be added to the list of courses under “Homeland Security Concentration.” See below for corrected course list:
|
Homeland Security Concentration Requirements—Students Choose Three of the Following
Homeland Security Concentration—9 Credit Hours
|
FP 6035 Evaluation and Treatment of Offenders and FP 6525 Psychology of the Victim should be added to the list of course options under “Treatment Concentration.” See below for corrected course list:
|
Treatment Concentration—Students Choose Three of the Following
Treatment Concentration Requirements—9 Credit Hours |
Updates
The following updates apply to the Master of Arts in Education (MAEd) in Teaching and Learning: ELL/ESL degree program.
Argosy University, Hawai‘i and Argosy University, Salt Lake City should be added to the list of campuses that offer the MAEd in Teaching and Learning: ELL/ESL degree program. See below for updated list of offering campuses:
Master of Arts in Education in Teaching and Learning: ELL/ESL Degree Program |
|
Offering CampusesArgosy University, Chicago; Argosy University, Denver; Argosy University, Hawai‘i; Argosy University, Inland Empire; Argosy University, Los Angeles; Argosy University, Orange County; Argosy University, Phoenix; Argosy University, Salt Lake City; Argosy University, San Diego; Argosy University, San Francisco Bay Area; Argosy University, Schaumburg; Argosy University, Seattle; Argosy University, Twin Cities |
The third bullet point under “Admission Requirements” should be replaced with the following:
- A minimum score on an Argosy University pre-approved English language proficiency test is required for all applicants whose native language is not English or who have not graduated from an institution at which English is the language of instruction as specified in Section Five, Admission Policies, “English Language Proficiency Policy.”
Update
The following update applies to the Master of Arts in Education (MAEd) in Teaching and Learning: Integrated Concentration degree program.
The third bullet point under “Admission Requirements” should be replaced with the following:
- A minimum score on an Argosy University pre-approved English language proficiency test is required for all applicants whose native language is not English or who have not graduated from an institution at which English is the language of instruction as specified in Section Five, Admission Policies, “English Language Proficiency Policy.”
Updates
The following updates apply to the Master of Arts in Education (MAEd) in Teaching and Learning: Reading degree program.
Argosy University, Hawai‘i and Argosy University, Salt Lake City should be added to the list of campuses that offer the MAEd in Teaching and Learning: Reading degree program. See below for updated list of offering campuses:
Master of Arts in Education in Teaching and Learning: Reading Degree Program |
|
Offering CampusesArgosy University, Chicago; Argosy University, Denver; Argosy University, Hawai‘i; Argosy University, Inland Empire; Argosy University, Los Angeles; Argosy University, Orange County; Argosy University, Phoenix; Argosy University, Salt Lake City; Argosy University, San Diego; Argosy University, San Francisco Bay Area; Argosy University, Schaumburg; Argosy University, Seattle; Argosy University, Twin Cities |
The third bullet point under “Admission Requirements” should be replaced with the following:
- A minimum score on an Argosy University pre-approved English language proficiency test is required for all applicants whose native language is not English or who have not graduated from an institution at which English is the language of instruction as specified in Section Five, Admission Policies, “English Language Proficiency Policy.”
Updates
The following update apply to the Master of Arts in Education (MAEd) in Teaching and Learning: Special Education degree program.
Argosy University, Hawai‘i and Argosy University, Salt Lake City should be added to the list of campuses that offer the MAEd in Teaching and Learning: Special Education degree program. See below for updated list of offering campuses:
Master of Arts in Education in Teaching and Learning: Special Education Degree Program |
|
Offering CampusesArgosy University, Chicago; Argosy University, Denver; Argosy University, Hawai‘i; Argosy University, Inland Empire; Argosy University, Los Angeles; Argosy University, Orange County; Argosy University, Phoenix; Argosy University, Salt Lake City; Argosy University, San Diego; Argosy University, San Francisco Bay Area; Argosy University, Schaumburg; Argosy University, Seattle; Argosy University, Twin Cities |
The third bullet point under “Admission Requirements” should be replaced with the following:
- A minimum score on an Argosy University pre-approved English language proficiency test is required for all applicants whose native language is not English or who have not graduated from an institution at which English is the language of instruction as specified in Section Five, Admission Policies, “English Language Proficiency Policy.”
Updates
The following updates apply to the Education Specialist (EdS) in Higher and Postsecondary Education degree program.
Argosy University, Phoenix and Argosy University, Seattle should be added to the list of campuses that offer the EdS in Higher and Postsecondary Education degree program. See below for updated list of offering campuses:
Education Specialist in Higher and Postsecondary Education Degree Program |
|
Offering CampusesArgosy University, Atlanta; Argosy University, Denver; Argosy University, Inland Empire; Argosy University, Los Angeles; Argosy University, Orange County; Argosy University, Phoenix; Argosy University, Salt Lake City; Argosy University, San Diego; Argosy University, San Francisco Bay Area; Argosy University, Seattle; Argosy University, Twin Cities
|
The third bullet point under “Admission Requirements” should be replaced with the following:
- A minimum score on an Argosy University pre-approved English language proficiency test is required for all applicants whose native language is not English or who have not graduated from an institution at which English is the language of instruction as specified in Section Five, Admission Policies, “English Language Proficiency Policy.”
Updates
The following updates apply to the Education Specialist (EdS) in Teaching and Learning degree program.
Argosy University, Salt Lake City should be added to the list of campuses that offer the EdS in Teaching and Learning degree program. See below for updated list of offering campuses:
Education Specialist in Teaching and Learning Degree Program |
|
Offering CampusesArgosy University, Chicago; Argosy University, Dallas; Argosy University, Denver; Argosy University, Phoenix; Argosy University, Salt Lake City; Argosy University, Schaumburg; Argosy University, Seattle; Argosy University, Twin Cities |
The third bullet point under “Admission Requirements” should be replaced with the following:
- A minimum score on an Argosy University pre-approved English language proficiency test is required for all applicants whose native language is not English or who have not graduated from an institution at which English is the language of instruction as specified in Section Five, Admission Policies, “English Language Proficiency Policy.”
Updates
The following updates apply to the Doctor of Education (EdD) in Higher and Postsecondary Education degree program.
Argosy University, Hawai‘i; Argosy University, Phoenix; and Argosy University, Seattle should be added to the list of campuses that offer the EdD in Higher and Postsecondary Education degree program. See below for updated list of offering campuses:
Doctor of Education in Higher and Postsecondary Education Degree Program |
|
Offering CampusesArgosy University, Atlanta; Argosy University, Denver; Argosy University, Hawai‘i; Argosy University, Inland Empire; Argosy University, Los Angeles; Argosy University, Orange County; Argosy University, Phoenix; Argosy University, Salt Lake City; Argosy University, San Diego; Argosy University, San Francisco Bay Area; Argosy University, Seattle; Argosy University, Twin Cities
|
The third bullet point under “Admission Requirements” should be replaced with the following:
- A minimum score on an Argosy University pre-approved English language proficiency test is required for all applicants whose native language is not English or who have not graduated from an institution at which English is the language of instruction as specified in Section Five, Admission Policies, “English Language Proficiency Policy.”
Correction (in red)
The following correction applies to the Doctor of Education (EdD) in Higher and Postsecondary Education degree program.
“Program Requirements” should read as follows:
Program Requirements
Students in the EdD in Higher and Postsecondary Education degree program are required to complete 60 credit hours distributed as follows: core course requirements, 24 credit hours; research requirements, 12 credit hours; concentration requirements, 12 credit hours; dissertation requirements, 12 credit hours.
Updates
The following updates apply to the Doctor of Education (Ed) in Teaching and Learning degree program.
Argosy University, Hawai‘i and Argosy University, Salt Lake City should be added to the list of campuses that offer the EdD in Teaching and Learning degree program. See below for updated list of offering campuses:
Doctor of Education in Teaching and Learning Degree Program |
|
Offering CampusesArgosy University, Chicago; Argosy University, Denver; Argosy University, Hawai‘i; Argosy University, Inland Empire; Argosy University, Los Angeles; Argosy University, Orange County; Argosy University, Phoenix; Argosy University, Salt Lake City; Argosy University, San Diego; Argosy University, San Francisco Bay Area; Argosy University, Schaumburg; Argosy University, Seattle; Argosy University, Twin Cities |
The third bullet point under “Admission Requirements” should be replaced with the following:
- A minimum score on an Argosy University pre-approved English language proficiency test is required for all applicants whose native language is not English or who have not graduated from an institution at which English is the language of instruction as specified in Section Five, Admission Policies, “English Language Proficiency Policy.”
Update
The following update applies to the Master of Arts in Education (MAEd) in Educational Administration degree program offered by Argosy University, Inland Empire; Argosy University, Los Angeles; Argosy University, Orange County; Argosy University, San Diego; and Argosy University, San Francisco Bay Area.
The third bullet point under “Admission Requirements” should be replaced with the following:
- A minimum score on an Argosy University pre-approved English language proficiency test is required for all applicants whose native language is not English or who have not graduated from an institution at which English is the language of instruction as specified in Section Five, Admission Policies, “English Language Proficiency Policy.”
Update
The following update applies to the Education Specialist (EdS) in Initial Educational Administration degree program offered by Argosy University, Inland Empire; Argosy University, Los Angeles; Argosy University, Orange County; Argosy University, San Diego; and Argosy University, San Francisco Bay Area.
The third bullet point under “Admission Requirements” should be replaced with the following:
- A minimum score on an Argosy University pre-approved English language proficiency test is required for all applicants whose native language is not English or who have not graduated from an institution at which English is the language of instruction as specified in Section Five, Admission Policies, “English Language Proficiency Policy.”
Update
The following update applies to the Doctor of Education (EdD) in Initial Educational Administration degree program offered by Argosy University, Inland Empire; Argosy University, Los Angeles; Argosy University, Orange County; Argosy University, San Diego; and Argosy University, San Francisco Bay Area.
The third bullet point under “Admission Requirements” should be replaced with the following:
- A minimum score on an Argosy University pre-approved English language proficiency test is required for all applicants whose native language is not English or who have not graduated from an institution at which English is the language of instruction as specified in Section Five, Admission Policies, “English Language Proficiency Policy.”