Graduate Bulletin 2020 -2021 
    Oct 16, 2021  
Graduate Bulletin 2020 -2021 [ARCHIVED BULLETIN]

Divergent Learning, M.Ed.

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Program Chair: Jim Lane, Ph.D

Over the past decade, the term “at-risk” has become more prevalent in the education realm, and more attention has been concentrated on this group of underachieving students who are not succeeding in the public school system. Recent studies indicate that students who have been identified as at-risk and do not qualify for special services are generally considered to be those who are disadvantaged and are from single parent families, low socioeconomic backgrounds, or various minority groups. However, significant numbers of at-risk students who are highly intelligent and capable of becoming productive, influential young adults are not reaping the benefits of special resources. These underachieving students are divergent learners and are at-risk in the present educational system because of specific personality traits and learning styles, which are not being adequately addressed in the classroom.

The Master of Education in Divergent Learning is designed to develop a more in-depth comprehension of divergent learners and to present alternative methods and strategies to meet the needs of this population. This program will present a new focus for educators, new methods for delivery of instruction in the classroom, use of technology and Internet research, program designs by students, peer support groups, and applied learning experiences. This graduate degree program is offered in a limited residency, weekend-based format that combines classroom instruction with distance learning via the Internet.

Divergent Learning graduate students who are not currently teaching in a school might have the opportunity to support their graduate learning by teaching within the state through a cooperative agreement between the College and outside organizations.

The Divergent Learning program offers a certificate for students who are seeking specialized knowledge in non-traditional teaching and learning.

Policy on Writing Standards

Columbia College takes seriously its commitments to academic integrity and to academic excellence. The Graduate School is especially mindful of the need for its students to demonstrate high standards of scholarship and to possess accurate, articulate communication skills. To this end, the Divergent Learning faculty closely monitor each student’s writing skills during the first semester while the student is enrolled and continues to monitor those skills throughout the program. Any deficiencies that arise are addressed with individual students.

Program Exit Criteria:

Graduate students must successfully complete the following assessment requirements to earn the M.Ed. in Divergent Learning degree:

  • Maintain a 3.0 GPA.
  • Complete 33 semester hours of graduate work.
  • Successfully complete an applied learning experience manuscript.

Total Credit Hours: 33


EDU 723 , EDU 725 , and EDU 755 : courses approved by the South Carolina Department of Education (SCDE) to satisfy coursework required for state-approved PACE certification participants through the State Department’s Program of Alternative Certification (PACE).

Students accepted into the APEC program will be exempt from EDU 733  but will be required to take EDU 736  and EDU 737 .

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