School of Education (GRAD)

The School of Education, in keeping with the general goals of the University of North Carolina at Chapel Hill, embraces a threefold mission of teaching, research, and service. With these purposes in mind, the school's graduate programs are designed to meet the needs of professional educators who seek to further their knowledge, understanding, and skills relating to educational processes. These professionals vary in their career orientations. Some are employed in (or wish to become employed in) educational institutions, and others, in agencies and organizations performing noninstructional educational functions.

The research mission involves continuing inquiry into the development of knowledge of the teaching-learning process; human development; the organization of schools and educational agencies; the historical, social, and philosophical bases for educational institutions; and the processes of program development and implementation.

The service mission provides public and private institutions and agencies with the benefits of research and consultation, thereby enhancing these institutions and agencies' ability to satisfy their educational objectives.

The teaching mission involves the faculty and graduate students in applying the knowledge base in field settings and translating it into coursework.

The School of Education has attempted to present correct information as of the publication this catalog. However, this information does not establish a contractual relationship, and the school reserves the right to alter any statement when review is complete. Therefore, applicants should contact the School of Education to obtain updated information on programs prior to final application procedures.

Licensure

The School of Education serves as the Licensure Officer and recommends eligible graduates of its approved education programs to the North Carolina State Department of Public Instruction for licensure as teachers, school administrators, school counselors, school psychologists, and curriculum and instruction specialists. In addition, the school recommends licensure candidates from the following University degree programs: the School of Information and Library Science (for school media coordinators), the School of Social Work (for school social workers), and graduates of the speech-language pathology program in the Division of Speech and Hearing Sciences.

The School of Education, and other educator preparation programs at UNC, prepare candidates to work in B-12 learning environments and earn professional licensure in North Carolina upon graduation. Licensure information provided here is accurate at the publication of the catalog. Applicants should consult with individual programs for updated information. Professional licensure is recommended for Master of Arts in Teaching graduates at the master's level for the initial Professional Educator's License. Graduates from the Master of Education in School Counseling are recommended at the advanced specialist level. The master's program for experienced teachers provides the opportunity for practicing teachers who hold a current teaching license to achieve the advanced competencies of master's-level licensure. School administrators are eligible for licensure at the master's (for school principals) level through the Master of School Administration Program, and specialist and/or doctoral levels (for school superintendents) through the Doctor of Education in Educational Leadership Program. School psychologists are eligible for licensure at the specialist and/or doctoral level.

To apply for an NC Professional Educator's Licenses the graduate must submit an application through the N.C. Department of Public Instruction’s online licensure system. Paper forms are no longer submitted by the UNC School of Education Licensure Office. The UNC School of Education Licensure Office reviews and either approves or denies all licensure applications routed to UNC through the N.C. Department of Public Instruction online licensure system. More information about applying for N.C. licensure is available on the School of Education website.

The programs described in this catalog are approved by the North Carolina Department of Public Instruction, the State Board of Education, and the Council for the Accreditation of Educator Preparation, with specialty accreditation from the Council for the Accreditation of Counseling and Related Educational Programs (CACREP) and the American Psychological Association (APA).

Courses

Numbered 400-999:

Note: Additional information may be found on the School of Education's website.

The School of Education offers three doctoral degrees, the doctor of philosophy, the doctor of education, and the doctor of school psychology:

The doctor of philosophy (Ph.D.) in education with four research areas (applied developmental sciences and special education; culture, curriculum, and teacher education; learning sciences and psychological studies; policy, leadership, and school improvement.)
The doctor of education (Ed.D.) with two research areas (K-12 educational leadership and organizational learning and leadership.)
The doctor of philosophy (Ph.D.) in school psychology is a separate Ph.D. program that is APA- and NASP-approved and that prepares school psychologists to work in school, clinical, and hospital settings.

The master's programs include the following degrees:

The master of arts in teaching (M.A.T.) with a concentration in middle grades or secondary education for English, social studies, mathematics and science; elementary education; K–12 special education (General Curriculum.)
The master of education (M.Ed.) in school counseling.
The master of education for experienced teachers in Early Childhood Intervention and Family Support (ECIFS).
The master of school administration (M.S.A.)

The Graduate School administers all but the master of school administration program and the master's for experienced teachers in Early Childhood Intervention and Family Support (ECIFS), which the School of Education administers.

Two off-campus, part-time programs are offered: the master of education (M.Ed.) for experienced teachers (ECIFS) and the flexible master of school administration (M.S.A. Flex). The current content specialty areas for the M.Ed. program is early childhood intervention and family support (birth through kindergarten). The ECIFS content areas offers admission every spring for students to begin their program of study in May. It is a two-year program for part time students who are practicing professionals in the early childhood field.

The part-time, off-campus M.S.A. Flex program is designed for working professionals and stretches the normal two-year program offered over an extended period of two and a half academic years, beginning each January with a new cohort. While the program emphasizes preparation for the school principalship, individuals with other educational career aspirations (such as district-level leadership positions) will find it appropriate.

Education Degree Requirements

M.A. Degree Requirements

A bachelor's degree from an accredited four-year university
Completion of a minimum of 30 hours of graduate coursework and two consecutive semesters in residence
Completion of all required and elective courses within five years of admission
A grade of Pass on a written comprehensive exam or approved equivalent
Filing the degree application no later than the date specified in the academic calendar
A grade of P or better is required in all EDUC courses. One grade of F in an EDUC course makes a student academically ineligible to continue in the program

M.Ed. Degree Requirements

A bachelor's degree from an accredited four-year college or university
Completion of the minimum required number of semester hours of graduate coursework. (Check with individual programs to ascertain the minimum requirements.)
Completion of all required and elective courses within five years of admission
A grade of Pass on a written comprehensive examination or approved equivalent
Filing the degree application no later than the date specified in the academic calendar
A grade of P or better is required in all EDUC courses. One grade of F in an EDUC course or 9 hours of L (Low Pass) makes a student academically ineligible to continue in the program
Completion of at least 1 credit hour (50+ in-person hours) in an inclusive early childhood setting in the summer as part of the ECIFS program.

M.A.T. Degree Requirements

A bachelor's degree from an accredited four-year college or university
The equivalent of an undergraduate major in the chosen subject area
Completion of a minimum of 40 semester hours of advanced coursework
Completion of at least two consecutive semesters in residence
Completion of all required and elective courses within five years of first registration
Passing scores on the Teaching Performance Assessment (edTPA), which synthesizes coursework and experiences as related to state and national standards and is required for North Carolina teaching license recommendation
Passing the PRAXIS II pedagogy exams; passing the Foundation of Reading (for elementary and K–12 Special Education candidates)
Passing the PRAXIS II exams related to optional add-on licensure area of K–12 ESL or Special Education as specified by the N.C. Department of Public Instruction
Successful completion of the full-time student teaching internship
Filing the degree application no later than the date specified in the academic calendar
A grade of P or better is required in all EDUC courses. One grade of F in an EDUC course makes a student academically ineligible to continue in the program

M.S.A. Degree Requirements

A bachelor's degree from an accredited four-year college or university
Completion of the minimum required number of semester hours of graduate coursework. (Check with individual programs to ascertain the minimum requirements.)
Completion of an administrative internship for 10 months or 500 hours
Completion of the NC Principal Portfolio Assessment
A grade of P or better is required in all EDUC courses. One grade of F in an EDUC course makes a student academically ineligible to continue in the program. Nine credits of grades of L make a student academically ineligible to continue in the program.

Ed.D. (Doctor of Education) Degree Requirements

The School of Education offers two concentrations within the Ed.D. (Doctor of Education) Degree: a concentration in K-12 Educational Leadership and a concentration in Organizational Learning and Leadership.

Ed.D. (Doctor of Education) Concentration in K-12 Educational Leadership

The Ed.D. first concentration in K-12 Educational Leadership is designed primarily for leadership roles in the K-12 public school districts throughout the nation. Degree requirements include:

A bachelor's degree from an accredited four-year college or university and a master's degree in the field of educational leadership, administration, or an approved field.
Students without such a master's degree can still be admitted into the program as judged by faculty review but may not be able to earn a superintendent licensure. Please check with the program coordinator for details.
Ed.D. students have eight years to complete both the coursework and the dissertation.
A grade of P or better is required in all EDUC courses. One grade of F - or two grades of L - in an EDUC course makes a student academically ineligible to continue in the program.
Completion of 10 to 12 semester hours of research courses or research experiences as specified in the individualized program of study.
Completion of a supervised field experience in the student's area of specialization is required for the educational leadership program, with additional requirements for the curriculum and instruction supervision licensure.
A grade of Pass on a written and oral comprehensive examination.
A grade of Pass on an written and oral preliminary examination, which is the proposal defense of the capstone.
Successful completion of a final written and oral examination, which is the final defense of the capstone.
Filing a degree application no later than the date specified in the academic calendar.
In order to apply and be recommended for an NC superintendent license, students must possess a valid NC principal license.

Ed.D. (Doctor of Education) Organizational Learning and Leadership

The second Ed.D. concentration in Organizational Learning and Leadership is designed primarily to equip students with the tools they need to empower the people around them to deliver on their organization’s goals and mission. Degree requirements include:

A bachelor's degree from an accredited four-year college or university.
Ed.D. students have eight years to complete both the coursework and the dissertation.
A grade of P or better is required in all EDUC courses. One grade of F in an EDUC course makes a student academically ineligible to continue in the program.
Completion of 12 semester hours of research courses or research experiences as specified in the program of study.
Satisfactory Completion of a Dissertation in Practice (DiP)/Capstone project.
A grade of Pass on an oral examination.
Successful completion of a final oral examination, which is the defense of the capstone.
Filing a degree application no later than the date specified in the academic calendar.

Ph.D. (Doctor of Philosophy) Degree Requirements

In addition to the requirements of The Graduate School for the Ph.D., the School of Education also requires:

Full-time enrollment until all formal coursework is completed.
Completion of all required coursework on an approved individual program of study consisting of required and elective courses
A grade of P or better is required in all EDUC courses. One grade of F in an EDUC course makes a student academically ineligible to continue in the program.

Programs of Study

Master of Arts (M.A.) in Education

Master of Arts in Educational Innovation, Technology, and Entrepreneurship

The M.A. in Educational Innovation, Technology, and Entrepreneurship (MEITE) is a professional degree program that prepares its graduates for careers in the educational technology field, both in the public and private sectors. Students from all backgrounds join the program, and MEITE enrolls students into either full-time or part-time cohorts that begin in August and January.

The MEITE program is 36.0 credit hours, and it consists of a “core” group of courses (12.0 credit hours), one specialized course track (12.0 credit hours), a yearlong internship experience (6.0 credit hours), and a summer thesis project (6.0 credit hours). There are four specialized tracks, and students are to complete one of the following track options:

The Edupreneur utilizes the core concepts for design thinking to develop and prepare for the launching of unique, innovative ventures in the field of educational technology. This track is ideal for students who wish to begin their own startup or join an early-stage startup.

The Innovative Specialist gains a deep understanding of the trends, research, and budgetary issues related to leadership, business, and innovation in educational organizations. This track prepares students to work in the innovation departments of educational organizations, including companies, schools, districts, and non-profits.

The Learning Engineer uses the learning sciences and design thinking principles along with data and analytics to improve designers' choices, instructors' practices, and learners' experiences and outcomes. This track builds the knowledge and skills needed to work in school districts, universities, textbook companies, eLearning providers, training departments, and non-profit organizations. Students who complete this track are eligible to apply and be recommended for NC professional licensure, Instructional Technology Specialist.

Adaptive Learning Analyst trains students in techniques for evaluating assessment data reported by a range of instructional technologies and uses that data to improve teaching and student learning outcomes

Throughout the program, students will collaborate with the MEITE program director, advisor, and faculty, who work to ensure the students have a positive experience in the classroom, at their internship, and after the program.

Master of Education (M.Ed.) for Experienced Teachers

The M.Ed. for experienced teachers is a part-time, field-based program for teachers currently employed in local schools and community-based programs, public and private. The program is designed to assist licensed or unlicensed teachers/educators having at least two years of experience in reflecting upon their experiences and developing further skill and art as professional educators. It is a 30-to-34-hour program (depending on the content area) that begins in the summer and extends through the subsequent two years. Courses during the traditional calendar school year are offered generally from 5:15 p.m. to 8:00 p.m. Courses will be offered in a Hyflex format (with synchronous sessions students may join in-person OR remotely and asynchronous sessions) For specifics about content areas, please visit the School of Education's website or call (919) 966-1346.

Master of Education (M.Ed.) in School Counseling

The Master of Education (M.Ed.) in School Counseling at the UNC School of Education is an intensive, accelerated 14-month program that prepares culturally responsive professionals to serve as K-12 school counselors. The 60-credit program integrates rigorous academic coursework with a year-long, school-based practicum and internship experience.

The curriculum emphasizes a strengths-based, human-centered approach and prepares students to design, implement, and evaluate comprehensive school counseling programs aligned with the American School Counselor Association (ASCA) National Model. Graduates develop the knowledge and skills to support student's academic, career, and social-emotional development; remove barriers to learning; and advocate for equitable educational environments across diverse school settings.

Through immersive fieldwork, close faculty mentorship, and a collaborative cohort model, students apply theory to practice from the beginning of the program. Graduates are prepared to serve in elementary, middle, and high schools and to contribute meaningfully to school communities.

Completion of the program leads to specialist-level licensure as a K-12 school counselor in North Carolina. The program is approved by the North Carolina Department of Public Instruction and has been continuously accredited by the Council for Accreditation of Counseling and Related Educational Programs (CACREP) since 1984.

Requirements

The M.Ed. in School Counseling requires four consecutive semesters of full-time study (14 months), totaling 60 semester hours. Students begin coursework in late May and complete the program in August of the following year.

Due to the accelerated structure, enrollment is limited to full-time students. Admission occurs once per year, and students may enter only in the summer term.

30 credit hours of core content coursework
24 credit hours of clinical and field-based coursework
6 credit hours of graduate-level electives approved by the student's advisor

Field Experience Requirements

Students complete a year-long, school-based practicum and internship during the K-12 academic year. Field experiences total a minimum of 700 clock hours and include:

Practicum: Minimum of 100 hours (40 direct service hours)
Internship: Minimum of 600 hours (240 direct service hours)

Field placements are arranged by the program in partnership with local school districts and may occur in public, charter, or approved private school settings. Students generally complete approximately three full days per week at their assigned site, in coordination with their on-site supervisor and university faculty.

Master of Arts in Teaching (M.A.T.)

The Master of Arts in Teaching (M.A.T.) program is designed for individuals wishing to teach elementary school (grades K–6); middle school (grades 6–8) or high school (grades 9–12) in the subject areas in math, science, English, or social studies; and Special Education General Curriculum (grades K-12). This field-based, student-centered, cohort model program relies on partnerships between public schools and the University and provides the context of real classrooms as the motivation for students to connect theory and practice. The M.A.T. is a professional preparation program that is designed to prepare candidates for initial teaching licensure in North Carolina by providing opportunities for students to accomplish three general objectives:

Expand their understanding of methodology in a content specialization.
Gain an understanding of curriculum and instruction, and
Provide knowledge of the social and psychological foundations of education

The M.A.T. is a 12-month, full-time program that requires 40+ hours of coursework. There are optional add-on programs (12 hours each) in special education, which if taken, extend the program length and cost by approximately two months. Seminars, methods, contexts, learner, and learning courses are ongoing throughout the M.A.T and are both interdisciplinary and subject area oriented.

The program of study and more detailed program and application information can be found on the School of Education's website.

Some clinical placements could include multiple settings and levels of instruction.

Seminars, methods, contexts, learner, and learning courses are ongoing over the entire 12-month period and are both interdisciplinary and subject area oriented.

Master of School Administration (M.S.A.)

The M.S.A. FLEX programs prepare individuals to lead schools and other educational organizations for the schools of North Carolina and the nation. These programs include three dimensions:

Awareness (i.e., acquiring concepts, information, definitions, and procedures)
Understanding (i.e., interpreting knowledge to school environments, integrating concepts with practice, and using knowledge and skills in context)
Knowledge (i.e., applying knowledge and skills to specific problems of practice)

While most of those who complete this program move into administrative positions at the school-site level, some assume roles within state, regional, or national organizations that focus on educational professional development, research, or policy making. The completion of this program leads to eligibility for licensure from the North Carolina State Department of Public Instruction. For additional information, please visit the school's website.

Doctor of Education (Ed.D.) Concentration in K-12 Educational Leadership

The K-12 Educational Leadership doctoral concentration develops students primarily for leadership roles in K–12 public school districts throughout the nation. The program prepares students to excel in ever-changing national, state, and local educational environments. Courses are offered in the evenings during the fall and spring terms, in the summer and on weekends. Most students are enrolled part time and typically take two courses per semester.

Students may transfer up to nine credit hours, subject to program faculty approval. Credits must have been taken at the graduate level, for a grade, within the past five years.

The program of study for the Ed.D. in educational leadership can be found on the School of Education's website.

The School of Education is approved by the North Carolina Department of Public Instruction to recommend the superintendent license in the areas of educational leadership at the Specialist/S level and Doctoral/D level. More information on the required programs of study and specific licensing requirements can be found on the School of Education's website.

An Ed.D. student who does not have a master's degree in educational leadership or school administration, may not be able to obtain a superintendent's license through the program but may still earn the doctoral degree.

Doctor of Education (Ed.D.) in Organizational Learning and Leadership

The online Ed.D. concentration in Organizational Learning and Leadership immerses students in leadership theories and organizational research methods in order to lead organizational learning and improvement efforts. Courses are offered online with a blend of asynchronous modules and one virtual synchronous meeting for each course weekly in the evenings. Students enrolled typically take two courses per semester including fall, spring, and summer, to complete the degree in a 3-year timeframe.

Transfer credit hours are not considered for this program.

The program of study for the Ed.D. in educational leadership can be found on the School of Education's website.

The program offers an optional immersion experience once each year which provides a dynamic learning opportunity that fosters community building, connects students with faculty, and offers a platform for exploration, exposure to real-world leadership practices, and networking with peers from other programs within the UNC School of Education. Key aspects of the immersion experience include community building, familiarity with program faculty, exploration of opportunities, and mentoring connections with leaders in practice.

Doctor of Philosophy (Ph.D.) in Education

The schools in North Carolina and in the nation face myriad complex issues and challenges. These challenges range from meeting the educational and social-emotional needs of diverse student populations to designing, implementing, and evaluating educational programs within cultural contexts. The Ph.D. in education prepares leaders in educational research who understand these issues and who can improve educational practice using state-of-the-art knowledge and research skills. The design of the program fosters collaboration among faculty members and students from diverse disciplines. Such cooperation across levels and areas of interest provides the opportunity to develop relevant research agendas. Graduates of this program are prepared for leadership positions in research and teaching at major universities and institutes in the state and nation.

The Ph.D. in education is a single program with four research emphases: applied developmental sciences and special education; culture, curriculum, and teacher education; learning sciences and psychological studies; policy, leadership, and school improvement. These five fields blend areas of inquiry that were formerly discrete.

The following courses are required for all School of Education Ph.D. students:

Course List
Code	Title	Hours
EDUC 710	Introductory Statistical Methods	3
EDUC 824	Fundamentals of Educational Research	3
EDUC 825	Development and Learning	3
EDUC 830	Qualitative Research Methods I: Philosophical Foundations of Qualitative Research	3
One advanced research methods course (varies)
EDUC 867	Issues in Educational Policy and Research	3
EDUC 876	Histories of School and Schooling	3

The mission of the applied developmental science and special education (ADSSE) program area is to train doctoral students in the interdisciplinary, theoretical foundations of applied developmental science and special education. These foundations will provide young scholars with the tools to advance knowledge about human development from birth through adolescence, with a particular focus on studying children/students at risk for learning and behavioral challenges. This mission is accomplished by offering research perspectives in

the developmental trajectories of families and children/students from diverse sociocultural backgrounds in the multiple contexts in which they live, including school, home, neighborhoods, and communities, as well as a grounding in
evidence-based models of prevention that seek to provide equitable opportunities for learning and successful adjustment for all children by emphasizing education and instruction directed towards individual differences among learners.

The ADSSE program is dedicated to developing a new generation of interdisciplinary scholars who have acquired a rigorous research knowledge base with expertise in a quantitative, mixed method, and single case methodology. Students work closely with their advisor and committee members to develop the skills and experiences necessary to work as leaders in a variety of research settings, including institutions of higher education, governmental entities at the state or federal level, and private research firms. Students may choose one of three specializations within the ADSSE strand: 1) Applied Developmental Science; 2) Special Education; and 3) Sociocultural Diversity. Throughout the doctoral experience, students will engage in research activities, grant writing, and the dissemination of their research and prevention efforts, such as presenting their research at local, state, and national conferences, and teaching college-level classes.

The Culture, Curriculum and Teacher Education strand is designed for future scholars and researchers who will study the linguistic, social, and cultural contexts of education and how culture, language, and education are produced locally, nationally, and globally. This strand prepares future scholars, researchers, and faculty members who work in the areas of teacher education including general and discipline specific fields (e.g., mathematics, science, and social studies); multiple and critical literacies; social and cultural foundations of education; the intersectionality of race, gender, language, sexual orientation, and class; qualitative research methods broadly conceived; and how all to these contribute to creating social and educational inequities. Our focus is both critical and constructive. Our efforts first describe, interpret, and critique current practice and belief and then move to strategizing about how to create a more equitable society and world. We prepare scholars to be first rate educators, theorists, and qualitative research methodologists—and advocates for change.

The Learning Sciences and Psychological Studies (LSPS) Ph.D. program focuses on how people learn, drawing on interdisciplinary theory and research from biological, cognitive, social, and cultural perspectives. LSPS students use this knowledge to improve education in formal settings like schools and colleges, as well as informal settings that range from museums and community centers to video games and virtual reality. Our students also gain the foundational skills necessary to conduct rigorous scientific research, including extensive training in state-of-the-art quantitative and qualitative research methodology. Students interested in LSPS can elect to concentrate in a number of areas, including mathematics education, science education, educational technology, cognition, and quantitative methods and evaluation. In particular, many of our research faculty specialize in the design and evaluation of digital learning technologies, and the implications of these technologies for diverse, equitable, and inclusive education in today’s society. As one of only 21 Ph.D. programs worldwide recognized by the International Society of the Learning Sciences, our graduates are uniquely positioned to be leaders among the next generation of educational researchers, prepared for careers in industry, government, and academia.

The Ph.D. program in policy, leadership, and school improvement (PLS) prepares students to conduct rigorous research into the social, political, and economic conditions affecting schools and to recommend policy solutions that are effective, socially just, and sound. Students in the program are exposed to tools from both quantitative and qualitative methods that equip them with the analytic skills to discern ideological from empirical questions, and to investigate pressing educational problems. In addition to the core courses of the PhD, PLS students pursue coursework about policymaking, policy implementation, and program evaluation that borrow conceptual and analytic approaches from economics, political science, and sociology. Working collaboratively with faculty who lead their fields in issues related to PK-20 administration, policy, and improvement, PLS students develop research questions and hypotheses, study them in district, state and national settings, and link findings to meaningful practice and improvement.

Engaging the tensions of individual freedom and collective responsibility and addressing both local and national issues and their histories, as well as international perspectives, scholarship in teacher education and curriculum includes school-based inquiry as well as theoretical studies of pedagogy, knowledge, and the construction of democratic communities. This inquiry flourishes when it employs a variety of research methods, qualitative and quantitative research as well as historical, literary, and philosophical studies. Students will select research courses that will complement their own intellectual skills and prepare them to address the problems they wish to study. Students in the Ph.D. program are required to maintain full-time enrollment through the completion of coursework, with the expectation that they will graduate in three to four years. Programs of study are available on the School of Education's website.

Doctor of Philosophy (Ph.D.) in School Psychology

The goal of the UNC–Chapel Hill doctoral School Psychology program is to prepare school psychologists as scientist-practitioners to assume leadership positions in academic, research, and applied settings (e.g., schools, clinics and hospitals). To this end students study both broad and general knowledge in psychology, obtain knowledge, skills, and competencies specific to a professional psychologist, and participate in a wide variety of supervised clinical and research activities designed to prepare them for these positions. The UNC doctoral program is accredited by the American Psychological Association and through this accreditation has approval by the National Association of School Psychologists. All applicants are required to have either an undergraduate degree in psychology, 18 credit hours of psychology courses, or a master's degree in a related field.

The program emphasizes a prevention/intervention approach to enhancing the academic and social/emotional competencies of children and youth. It also emphasizes an ecological, systems perspective, recognizing that children and youth reside within increasingly complex situations, including their families, neighborhoods, communities, and school. Furthermore, the interdisciplinary nature of the school system is emphasized, and students develop the skills and understanding necessary to communicate with other school professionals as well as parents and community agencies as part of a multidisciplinary team. Finally, intervention research and implementation science are the used as the framework from which psychologists can help manage the research to practice gap and learn to successfully promote evidence-based practices. Students are expected to develop expertise in assessment, intervention, prevention, consultation, evaluation, and research, gaining increasingly advanced knowledge and skills as they progress through the program. Within the educational setting, school psychologists serve numerous clients including pupils, teachers, supporting educational personnel, and parents. In community and clinical settings students gain experience providing services to high needs populations of children, youth and families. Students complete internships in school, clinic and hospital settings in North Carolina and around the nation and most participate in the APPIC process. Completion of the program leads to eligibility for licensure from the State Department of Public Instruction, NASP' National Certification for School Psychology and the North Carolina State Psychology Board.

Professors

Brian Boyd
Lora Cohen-Vogel
Thurston (Thad) Domina
Nianbo Dong
Dorothy Espelage
Jeff Greene
Jill Hamm
Annemarie Hindman
Sherick Hughes
Roger Mills-Koonce
Troy Sadler
Keith Sawyer
Joseph Williams

Associate Professors

Janice Anderson
Matthew Bernacki
Cheryl Mason Bolick
Dionne Cross Francis
Christian Ehret
Jocelyn Glazier
Dana Griffin
Peter Halpin
Eric Houck
Kara Hume
Ethan Hutt
Daniel Klasik
Steve Knotek
Kathryn Leech
Marisa Marraccini
Lauren Sartain
Stephanie Shelton

Assistant Professors

Casey Calhoun
Megan Duff
Courtney Hattan
Todd Jensen
Constance Lindsay
Thi Cam Ha Nguyen

Clinical Professor

Jennifer Diliberto-Fender
Sandra Evarrs
Helyne Frederick

Clinical Associate Professors

Todd Cherner
Nicole Damico
Martinette Horner
Kristin Papoi
Dana Riger
Yuliana Rodriguez
Christopher Scott

Clinical Assistant Professors

Jemilia Davis
William Dustin Evatt
Emily Halpin
Lewis Hatcher
Bradley Smith
Megan Tajlili
Carrol Warren
Tiffany Wiggins
Zarifa Zakaria