School of Education

FACULTY

ESTHER C. SWINK, Dean, School of Education; Director, Graduate Education Program; Director, Graduate Library and Information Science Program; Director of EdD Program; Professor of Education and Library and Information Science, 1999-
BS, Trevecca Nazarene University, 1969; MLS, George Peabody College of Vanderbilt University, 1976; EdD, George Peabody College of Vanderbilt University, 1987.

JUDY T. BIVENS, Associate Professor of Library and Information Science, 2000-
BS, University of Tennessee Martin, 1969; MAT, Middle Tennessee State University, 1975; MIS, University of Tennessee Martin, 2000, EdD, Tennessee State University, 2008.

LINDA G. COLLINS, Associate Professor of Education, 2006-
BS Middle Tennessee State University, 1970; MA University of Northern Colorado, 1977; EdD, Peabody College of Vanderbilt University, 1990.

AMY T. CONDITT, Associate Professor of Education, 2003-
BS, University of Tennessee, 1992; MS, University of Tennessee, 1993; EdD, Tennessee State University, 2004.

RUTH Y. COX, Director, Undergraduate Teacher Education; Professor of Education, 2000-
BA, Asbury College, 1970; MA, Eastern Kentucky University, 1973; EdD, NOVA University, 1985.

MARY FRANCES HAND, Coordinator, Post Baccalaureate Program, Associate Professor of Education, 2005-
BS, Middle Tennessee State University, 1982; MEd, Middle Tennessee State University, 1992; EdD, Trevecca Nazarene University, 2003.

ANNETTE HARBER, Assistant Librarian, 2003-
BA, Trevecca Nazarene University, 1998; MLIS, Trevecca Nazarene University, 2003.

SUZANN B. HARRIS, Associate Professor of Education, 2006-
BA, Free Will Baptist Bible College, 1975; MEd, Trevecca Nazarene University, 1991; EdD, Trevecca Nazarene University, 2003.

GEORGE F. KERSEY, Jr., Associate Professor of Education, 2004-
BS, George Peabody College of Vanderbilt University, 1968; MA, George Peabody College of Vanderbilt University, 1970; EdD, Vanderbilt University, 1986.

W. PORTER KING, Professor of Education, 1987-
BS, Murray State University, 1957, MAEd, Murray State University, 1960; MA, George Peabody College of Vanderbilt University, 1968; EdS, George Peabody College of Vanderbilt University, 1970; PhD, George Peabody College of Vanderbilt University, 1972.

RUTH T. KINNERSLEY, Director, Library Services; Associate Professor of Library and Information Science, 2001-
BA, Greenville College, 1982; MS, University of Illinois, 1983; MS, Olivet Nazarene University, 1989, EdD, Tennessee State University, 2009.

J. DUSTEEN KNOTTS, Associate Professor of Education, 2006-
BS, University of Evansville, 1979; MS, Murray State University, 1994; PhD, Southern Illinois University, 1997.

KAREN A. LEA, Professor of Education, 2006-
BA, Northwest Nazarene University, 1984; MA, U.S. International University 1990; PhD, Walden University, 1999.

CAROL A. MAXSON, Professor of Education, 2007-
BA, Olivet Nazarene University, 1988; MAE, Olivet Nazarene University, 1990; EdD, NOVA Southeastern University, 2000.

D. RICHARD MOORE, Professor of Education, 1991-
BS, Austin Peay State University, 1972; MA, University of North Alabama, 1984; EdD, Tennessee State University, 1987; JD, Kensington University, 2003.

RICHARD L. PARROTT, Associate Professor of Education, 2008-
BA, Eastern Nazarene College, 1974; MA, University of Missouri, 1975; MDiv, Nazarene Theological Seminary, 1980; PhD, Oregon State University, 1983.

ALICE E. PATTERSON, Coordinator, Dissertations and Off-site Graduate Education Locations; Associate Professor of Education, 1998-
BS, George Peabody College of Vanderbilt University, 1977; MEd, Vanderbilt University, 1985; EdD, Vanderbilt University, 1992.

ELIZABETH J. PURTEE, Assistant Professor of Library and Information Science, 1992-
BS, Olivet Nazarene University, 1990; MLS, Florida State University, 1991.

STELLA H. SIMPSON, Director, Graduate Teacher Education Program; Associate Professor of Education, 2002-
BA, Tennessee State University, 1965; MA, Tennessee State University, 1968; EdD, Tennessee State University, 1997.

PRISCILLA M. SPEER, Assistant Professor of Library and Information Science, 1978-
BA, Trevecca Nazarene University, 1978; MLS, George Peabody College of Vanderbilt University, 1979.

E. RAY THRASHER, Assistant Professor of Library and Information Science, 1965-
BA, Trevecca Nazarene University, 1964; MLS, George Peabody College of Vanderbilt University, 1968.

MICHAEL W. VAIL, Director of the Center for Teaching and Learning, Professor of Education,2008—
BA, Northwest Nazarene University, 1972; MEd, University of Idaho – Moscow, 1976; PhD, University of Wisconsin - Madison, 1979.

MARCIA WALKER, Assistant Professor of Education, 2007-
BS, Alcorn State University, 1994; BS, Delta State University, 1999; MEd, Delta State University, 2000; EdD, Tennessee State University, 2006.

DONNA G. YOUREE, Associate Professor of Education, 2004-
BS, University of Missouri, 1968; MEd, Middle Tennessee State University, 1985; EdD, Tennessee State University, 1998.

The School of Education General Information

The School of Education includes Associate degrees in Child Care and Paraprofessional Training, undergraduate Teacher Education Programs, Post Baccalaureate, Graduate Library and Information Science Program, Graduate Studies in Education, and Doctorate of Education. Programs which lead to licensure include the grade levels Pre K - 3, K-6, K-12 and 7-12, as well as the Post Baccalaureate and Master's degrees in Education, Library and Information Science, and School Administration. Graduate programs are described in the Graduate Education Catalog. The purpose of the programs is to produce educational practitioners who have foundational skills, knowledge, abilities, and professional dispositions based on established and current research and sound professional practice.

Trevecca Nazarene University is a candidate for NCATE accreditation.

Mission Statement

The School of Education embraces its mission to model competence, compassion, and character so that our students emulate these qualities in service and leadership.

Conceptual Framework

Being, Knowing, and Doing-Educators: Shaping the Future. The underlying structure of the conceptual framework for the School of Education informs and frames the entire unit.

Knowing

Understands Content

Understands Intellectual, Social, and Personal Development

Understands Diversity

Doing

Designs Instructional Strategies

Manages and Motivates

Communicates and Collaborates

Plans and Integrates

Evaluates

Being

Reflects on Practice

Participates in the Professional Community

Pursues Spiritual Development

Inherent in Trevecca's heritage, mission, and program is the assumption that because of who we are (Being), we seek to learn (Knowing), and to teach (Doing).

Department of Teacher Education

The BA or BS in Education is designed for the preparation of teachers. Students who major in Early Childhood Education will be eligible to apply for licensure to teach grades Pre K-3. Students who specialize in Elementary Education will be eligible to apply for licensure to teach grades K-6. Students who major in Biology, Business, Chemistry, English, History, Mathematics, Physics, or Speech Communication, will have that specialization noted on their transcript and will be eligible to apply for licensure to teach grades 7-12. Students who major in Music Vocal/ General or Instrumental/General, Physical Education, Special Education, or Theatre will have that specialization noted on their transcript and will be eligible to apply for licensure to teach grades K-12.

Teacher Education may also administer a BA or BS non-teaching degree in Education. An Associate of Science degree in Child Care, Paraprofessional Training, and minors in Elementary Grades Education (non-licensure), and Secondary Education (non-licensure) are offered.

Teacher Education collaborates with other departments on campus to offer an integrated program and provides the professional education component for prospective teachers.

Goals

The goal of Teacher Education is to assist the student in the preparation for becoming an effective classroom teacher by:

Knowing

• proffering a rigorous academic program of studies for each area of specialization.
• constructing opportunities for holistic development: cognitive, psychomotor, social, affective, and spiritual.
• maximizing educational experiences in preparation to better serve in a technological and global society.
• immersing classroom experiences in state-of-the-art technology and practical applications.

Being

• designing opportunities to continue to develop Christian character and ideals.
• promoting opportunities for service to the community through being positive role models.
• establishing close interaction with faculty through small class sizes and low faculty/student ratios
  (approximately 1:16).
• advocating ongoing professional growth through a student chapter of ASCD.

Doing

• encouraging the setting of high academic, pedagogic and moral standards.
• affording opportunities for field experiences in multiple, diverse settings early in and throughout the four-year program.

Trevecca Nazarene University reported a pass rate of 100% on the 2006-2007 cohort for Title II Institutional Reporting.

Child Care and Supervision AS

This program is designed to prepare candidates for a career working with young children in child care facilities as instructional aides, teachers in child care centers, and child care administrators. Emphasis is placed on the (a) physical, emotional, social, and intellectual developmental needs of young children, (b) developmentally appropriate materials for specific age groups in child care, (c) meeting the needs of exceptional infants, toddlers, and young children, and (d) working with teachers in educational programs for young children. Child care lesson planning, implementation and evaluation, classroom management, and administration are included in the curriculum, which includes 150 hours of practicum experience.

*EDU 1500 and EDU 1010 must be taken concurrently.

**Requires screening

***Requires permission

Paraprofessional Training AS

This curriculum is designed to prepare a student for a career as a paraprofessional in the K-6 classroom. Field experiences include observation and participation in a K-6 public school setting. Lesson planning and classroom management are included in the field experiences. A semester-long field experience is the culminating requirement of the Paraprofessional Program. A screening committee composed of Trevecca faculty interviews candidates before admission to the field experience. Candidates must meet all other University requirements for graduation with an AS degree. Knowledge of child development and behavior as well as the refinement of skills in working with children are basic to the program.

*EDU 1500 and EDU 1010 must be taken concurrently.

**Has classroom field experience component

***Requires screening and permission

Education BA or BS (non-licensure)

This degree is for persons who are not seeking licensure but wish to complete a non-teaching degree in elementary or secondary education.

Education (non-licensure) Minors

The following minors may be used with any major or for a person seeking a non-licensure degree in education.

Teacher Education Program (licensure)

The goal of Trevecca's Teacher Education Program is the preparation of quality classroom teachers. The program is based on the conceptual framework of Knowing, Doing, Being.

A collaborative partnership with the schools and community provides students with real-life applications of the academic, pedagogic and developmental experiences.

Learning Outcomes

Graduates of the Teacher Education Program will:

1. (Knowing) Evidence basic writing, grammar, reading, computational, and technological skills.
2. (Knowing) Demonstrate mastery of coursework in their major, minor, and general core.
3. (Doing) Demonstrate the skills of an effective teacher.
4. (Being) Develop professional awareness as evidenced through personal initiative and commitment to lifelong learning.

The Teacher Education Program employs the ten Interstate New Teacher Assessment Support Consortium's (INTASC) principles and one university specific principle to evaluate the four learning outcomes listed above.

Knowing

Principle #1: The teacher understands the central concepts, tools of inquiry, and structures of the disciplines(s) he or she teaches and can create learning experiences that make these aspects of subject matter meaningful for students.

Principle #2: The teacher understands how children learn and develop, and can provide learning opportunities that support their intellectual, social, and personal development.

Principle #3: The teacher understands how students differ in their approaches to learning and creates instructional opportunities that are adapted to diverse learners.

Doing

Principle #4: The teacher understands and uses a variety of instructional strategies to encourage students' development of critical thinking, problem solving, and performance skills.

Principle #5: The teacher uses an understanding of individual and group motivation and behavior to create a learning environment that encourages positive social interaction, active engagement in learning, and self-motivation.

Principle #6: The teacher uses knowledge of effective verbal, nonverbal, and media communication techniques to foster active inquiry, collaboration, and supportive interaction in the classroom.

Principle #7: The teacher plans instruction based upon knowledge of subject matter, students, the community, and curriculum goals.

Principle #8: The teacher understands and uses formal and informal assessment strategies to evaluate and ensure the continuous intellectual, social, and physical development of the learner.

Being

Principle #9: The teacher is a reflective practitioner who continually evaluates the effects of his/her choices and actions on others (students, parents, and other professionals in the learning community) and who actively seeks out opportunities to grow professionally.

Principle #10: The teacher fosters relationships with school colleagues, parents, and agencies in the larger community to support student's learning and well-being.

Principle #11: (Trevecca Specific) The professional Christian educator embraces ethical and moral values and is able to integrate Christian faith and learning in practice.

Program Design

Students can earn licensure recommendation from the University at the undergraduate level through two different programs.

1. A bachelor's degree program which includes enhanced student teaching.
2. A post baccalaureate program for undergraduate credit offering initial licensure, add-on endorsement, or license renewal. Individuals seeking or holding a teaching permit, or an alternative teaching license, may complete course requirements through the post baccalaureate program.

Licensure Areas

The Teacher Education Program at Trevecca offers licensure in the following areas of study:

UNDERGRADUATE AND POST BACCALAUREATE

• Biology Education (7-12)-BIED
• Business Education (7-12)-BUED
• Chemistry Education (7-12)-CHED
• Early Childhood Education (PreK-3)-EED3
• Elementary Education (K-6)-EED
• English Education (7-12)-ENED
• History Education (7-12)
  -Economics-HIED
  -Government-HGED
• Mathematics Education (7-12)-MAED
• Music Education-MUED
  -Instrumental/General (K-12)
  -Vocal/General (K-12)
• PE Education (K-12)-PEED
  -Health Education (K-12)
• Physics Education (7-12)-PHED
• Special Education (K-12)-SED
• Speech Communication Education (7-12)--SCED
• Theatre Education (K-12)--THED

The Graduate Education Programs* at Trevecca offer licensure in the following areas of study:

GRADUATE*

• Master of Arts in Teaching K-6
• Master of Arts in Teaching 7-12
• Master of Education in Educational Leadership
• Master of Education in English Language Learners
• Master of Education in Reading
• Master of Library and Information Science

Non-licensure graduate programs include Master of Education in Instructional Effectiveness (Curriculum and Instruction), and Master of Education in Instructional Technology.

*See Graduate Education Catalog supplement for specific information.

The guidelines listed under all Education Programs do not constitute a contract between a Trevecca student and the University. The sole purpose is to provide regulations, course listings and degree programs which are in effect at the time of publication. Because of recent or pending changes in state and/or national requirements, Trevecca reserves the right to add, modify, or withdraw courses at any time.

Admission to the Teacher Education Program

Admission to the University does not constitute admission to the Teacher Education Program. Application for admission to the program should be submitted within three semesters of declaring an education major or in the first semester of study for transfer and post baccalaureate students. The application process is facilitated through Foundations of Education (EDU 1500). All students must complete a background check through Metropolitan Nashville Public Schools in their EDU 1500 course or upon starting any education courses. The cost of the background check will be determined by Metropolitan Nashville Public Schools. Transfer and post-baccalaureate students seeking licensure must take at least twelve (12) semester hours in the Education Major and/or the Professional Core at Trevecca. All transfer and post-baccalaureate students must submit verification of acceptable ACT/SAT scores to the School of Education Office during the first semester at Trevecca. If no scores are available, the student must complete the PPST with passing scores. All students who are seeking licensure as teachers must be admitted to the Teacher Education Program before taking courses in the professional core.

Requirements for Admission to Teacher Education

1. Submit a completed Application for Admission to Teacher Education.
2. Demonstrate competence (grade of C or better) in:
   1. English (ENG 1020, ENG 1080)
   2. Speech (COM 1010)
   3. Foundations of Education (EDU 1500)
   4. Foundations Practicum in Education (EDU 1010)
3. Writing on Demand Activity (completed in EDU 1500)
4. "7 Habits" Seminar
5. Have a cumulative GPA of 2.5 or better.
6. The Pre-Professional Skills Test (PPST), mandated by the State of Tennessee, is taken in freshman or sophomore year. An ACT Composite score of 22 or SAT combined verbal and mathematics score of 1020 is acceptable as a substitute for passing PPST scores.
7. Submit 3 recommendations from Trevecca faculty.
8. Pass screening interview.

Specific requirements and procedures are described in the Teacher Education Handbook.

Due Process

Students who have questions concerning action taken by the Teacher Education Committee have the right to appeal through the established due process procedure. An appeal must be in writing and follow the protocol listed below. If a decision is not acceptable to the student at any point, the appeal may be made at the next level. All appeals originate with the Director of Teacher Education.

• Director of Teacher Education
• Dean of the School of Education
• Dean of Academic Affairs
• An Appeals Committee of three persons including the Director of Teacher Education (or designee) who are appointed by the Dean of Academic Affairs.

The decision of the Appeals Committee is final.

Admission to the Enhanced Student Teaching Program

All students in the initial licensure Teacher Education Program at Trevecca must complete a semester (75 days) of enhanced student teaching which includes placements in two different school settings. This culminating experience is conducted in the public schools under the guidance of a classroom teacher and a Trevecca faculty supervisor. Enhanced Student Teaching provides an extended time for the pre-service teacher to identify strengths and weaknesses and develop an effective personal teaching style. Application and interviews for student teaching are conducted in the Spring term prior to the school year in which the student plans to student teach.

To be admitted to student teaching, the student must make application to the Teacher Education Office by January 15 of the year prior to the expected student teaching. Once the student's application is on file, an interview is scheduled with the Screening Committee. Following the interview, the student will be notified in writing of status (approval, conditional, hold, or deferred). The interview will focus on the eleven major categories of skills and competencies for effective teachers. (This list is provided in the Teacher Education Handbook.) If there is evidence of weakness in any category which gives question to the candidate's ability to successfully complete the student teaching experience, then the candidate will be rescreened after a period of additional study.

The Teacher Education Committee approves the candidate based on the screening committee's recommendation. Candidates will be notified in writing of their approval for admission to Enhanced Student Teaching based on the following requirements:

1. Previous admission to the Teacher Education Program.
2. A cumulative GPA of 2.5 or better.
3. Senior status, or the equivalent for post baccalaureate students, and completion of a minimum of half the total hours of the Professional Education Core including the basic methods courses in the areas of specialization in which student teaching is to be done.
4. A minimum GPA of 2.8 in both the Professional Core and the Major area. Students may have one C- in Major and have C or better in the rest of the courses in the Major and the Professional Core (minor).
5. Completion and submission of an application form including a photograph.
6. Submission of acceptable scores on all the Praxis tests: Principles of Learning and Teaching and required specialty area tests as mandated by the Tennessee Board of Education.
7. Interview with screening committee.
8. Music Education majors must pass the Keyboard Proficiency Exam or complete Class Piano I-IV with an average of B- or higher.
9. PE Education majors must meet the conditioning criteria of the Department of Human Performance.

Once approval of the student's application has been granted, the Coordinator of Field Placement or designee, in conjunction with school-based personnel, will arrange placements.

If difficulty arises during the student teaching experience which causes sufficient doubt as to satisfactory completion of student teaching, an assessment interview will be called. Such an interview could lead to: 1) removal from student teaching; or 2) an additional student teaching experience; or 3) a decision not to recommend the student for teaching licensure.

Teacher Licensure Procedures

Submit the following to the School of Education Office:

1. Application for licensure should be completed at the exit interview (usually held at the close of student teaching). Failure to apply and or meet all licensure requirements within the one-year limit may affect the program completer's ability to obtain licensure without further study and/or testing.
2. Institutional score reports of all required tests sent directly from Educational Testing Service.
3. Official transcripts received from all institutions attended.

Non-licensure Degree

A student who for any reason has not met all admission and testing requirements, competencies, and skills for teacher licensure but has met all other University graduation requirements may receive a BA or BS non-licensure degree in education. Any student who desires to graduate non-licensure must apply with the director of teacher education and change his/her major in the Academic Records Office at least one semester prior to graduation.

Teacher Education Licensure Programs

All programs of study are in conformity with the regulations for licensure of teachers in the State of Tennessee.

Biology: (Grades 7-12) Consists of a general education core, a major in the subject area, and a minor in the professional core. The program includes practica and an enhanced student teaching experience at two different schools. One student teaching placement will be at the middle school level, grades 7-8, with the other at the senior high level, grades 9-12.

Business: (Grades 7-12 ) Consists of a general education core, a major in the subject area, and a minor in the professional core. The program includes field experiences which consist of practica and an enhanced student teaching experience at two different schools. One student teaching placement will be at the middle school level, grades 7-8, with the other at the senior high level, grades 9-12.

Chemistry: (Grades 7-12) Consists of a general education core, a major in the subject area, and a minor in the professional core. The program includes field experiences which consist of practica and an enhanced student teaching experience at two different schools. One student teaching placement will be at the middle school level, grades 7-8, with the other at the senior high level, grades 9-12.

Early Childhood Education: (Grades PreK-3) Consists of a general interdisciplinary education core, a major and minor (professional core). The program includes practica, field experiences, and an enhanced student teaching experience at two different schools. One student teaching placement will be in grade Pre K-K and the other in grades 1-3.

Elementary Education: (Grades K-6) Consists of a general interdisciplinary education core, a major and minor (professional core). The program includes practica, field experiences, and an enhanced student teaching experience at two different schools. One student teaching placement will be in grades K-3 and the other in grades 4-6.

English: (Grades 7-12) Consists of a general education core, a major in the subject area and a minor in the professional core. The program includes practica and an enhanced student teaching experience at two different schools. One student teaching placement will be at the middle school level, grades 7-8, with the other at the senior high level, grades 9-12. Additional emphasis is on teaching approaches in reading and writing and on foreign language preparation. First year students are placed in an introductory foreign language course and must complete three semesters of language (SPA/FRE/GER 1000, 1500, 2000). Students may take the CLEP exam in the foreign language of choice.

History: (Grades 7-12) Consists of a general education core, a major in the subject area with an additional emphasis in either economics or government, and a minor in the professional core. The program includes field experiences which consist of practica and an enhanced student teaching experience. One student teaching placement will be at the middle school level, grades 7-8, with the other at the senior high level, grades 9-12.

Mathematics: (Grades 7-12) Consists of a general education core, a major in the subject area, and a minor in the professional core. The program includes field experiences which consist of practica and an enhanced student teaching experience. One student teaching placement will be at the middle school level, grades 7-8, with the other at the senior high level, grades 9-12.

Music: (Grades K-12 Instrumental/General or Vocal/General) Consists of a general education core, a music major core, a music performance minor and a professional education core. The program includes practica and an enhanced student teaching experience at two different level schools.

Physical Education: (Grades K-12) Consists of a general education core, a major in the subject area, and a minor in the professional core. The program includes practica and an enhanced student teaching experience at two different schools, at two different grade levels: K-4, 5-8, or 9-12.

Separate concentration in health may be added to the PE major for additional teaching licensure. This will include student teaching classroom experience in Health.

Physics: (Grades 7-12) Consists of a general education core, a major in the subject area, and a minor in the professional core. The program includes field experiences which consist of practica and an enhanced student teaching experience at two different schools. One student teaching placement will be at the middle school level, grades 7-8, with the other at the senior high level, grades 9-12.

Special Education: (Grades K-12) Consists of a general education core, a major in the subject area and a minor in the professional core. The program includes practica and an enhanced student teaching experience at two different level schools.

Speech Communication: (Grades 7-12) Consists of a general education core, a major in the subject area and a minor in the professional core. The program includes practica and an enhanced student teaching experience at two different schools. One student teaching placement will be at the middle school level, grades 7-8, with the other at the senior high level, grades 9-12.

Theatre: (Grades K-12) Consists of a general education core, a major in the subject area and a minor in the professional core. The program includes practica and an enhanced student teaching experience at two different level schools.

Early Childhood Education BS (Pre K-3 Licensure)

*EDU 1500 must be taken with EDU 1010

**EDU 4600 must be taken with EDU 4680

***EDU 4630 must be taken in the August immediately prior to student teaching

Early Childhood Education Pre K-3 Four-Year Plan

Freshman Year

Sophomore Year

Junior Year

Senior Year

Elementary Education BS (K-6 Licensure)

*EDU 1500 must be taken with EDU 1010

**EDU 4600 must be taken with EDU 4640

***EDU 4630 must be taken in the August immediately prior to student teaching

Elementary Education K-6 Four-Year Plan

Freshman Year

Sophomore Year

Junior Year

Senior Year

Special Education BS (Modified K-12 Licensure)

Special Education Major

The Bachelor of Science in special education provides prospective teachers of students with mild to moderate disabilities a concentrated focus appropriate to content areas associated with K-12 grades. The focus of the major is on supporting students with disabilities who participate in the regular curriculum with appropriate adaptations, modifications and support.

Mission Statement

The mission of the special education major is to prepare candidates to be competent in directing eligibility procedures and program implementation of students with disabilities, responsible for effective programs of instruction and compassionate educators.

Learning Outcomes

Candidates majoring in Special Education will:

1. Demonstrate knowledge of various disabilities.
2. Demonstrate knowledge of referral, assessment, data analysis, and eligibility procedures required for eligibility and effective implementation of individual educational programs.
3. Demonstrate knowledge of curriculum standards, curriculum modifications, curriculum accommodations, instructional strategies and collaboration skills.
4. Demonstrate knowledge of resources, related services, transitional planning and technology used to enhance functioning in academic and vocational settings.
5. Demonstrate behavioral analysis and management strategies appropriate for students with mild to moderate disabilities.

Special Education BS (Modified K-12 Licensure)

*EDU 1500 must be taken with EDU 1010.

**EDU 4600 must be taken with SED 4650.

***EDU 4630 must be taken in the August immediately prior to student teaching.

Special Education Modified K-12 Four-Year Plan

Freshman Year

Sophomore Year

Junior Year

Senior Year

Department of English (Education)

English Education Major

English Education majors are required the same major curriculum (English Education majors take an additional writing course and Adolescent Literature) as English majors; therefore, they are taught by the same learning outcomes.

Mission Statement

The English major seeks to prepare graduates who possess strong reading, writing, and thinking skills, along with a creative understanding of human relationships, that will enable them to succeed in professional and personal lives of service to the community.

Learning Outcomes

Graduates with an English Education major will be able to:

1. Read a variety of written texts with comprehension.
2. Write clear scholarly reports which analyze and synthesize information from multiple sources.
3. Interpret and evaluate literary works using various critical approaches.
4. Critique and edit written reports.
5. Communicate a coherent understanding of their own values and beliefs according to a Christian aesthetic of faith and literature.
6. Perform effectively as an English teacher in middle/high school (grades 7-12).

English Education BA (7-12 Licensure)

*EDU 1500 must be taken with EDU 1010

**EDU 4600 must be taken with EDU 4670

***EDU 4630 must be taken in the August immediately prior to student teaching.

English Education Four-Year Plan

Freshman Year

Sophomore Year

Junior Year

Senior Year

Department of Communication Studies

BA in Speech Education (7-12 licensure)

BA in Theatre Education (K-12 licensure)

Speech Communication Education Major

Mission Statement

The Speech Communication Education major seeks to provide graduates with a general, yet comprehensive, academic foundation in the study of human communication.

Learning Outcomes

Graduates with a Speech Communication Education major will be able to:

1. Possess knowledge suitable for employment in a career requiring communication skills.
2. Identify a major theorist in the discipline of communication.
3. Demonstrate effective oral and written communication skills.
4. Perform effectively as a teacher in middle/high school grades 7-12.

Theatre Education Major

Mission Statement

The Theatre Education major seeks to prepare graduates with a broad understanding of theatre to succeed professionally in educational, community, and/or professional theatre venues and/or to succeed in graduate theatre programs.

Learning Outcomes

Graduates with a Theatre Education major will be able to:

1. Perform effectively as a teacher in grades K-12.
2. Critically assess a theatre production's relative merits and weaknesses within the global contexts of artistic expression and spiritual significance.
3. Satisfy proficiently at least ONE of the basic collaborative roles for the production of a play that is at least one-act in length, or longer. The roles graduates may choose from are: director of the play, performer in a major character role of the play, author of the script, lighting designer of the play, scenic designer of the play, or costume designer of the play.

Speech Communication Education BA (7-12 Licensure)

*EDU 1500 must be taken with EDU 1010.

**EDU 4600 must be taken with EDU 4670.

*** EDU 4630 must be taken in the August immediately prior to student teaching

Speech Education Four-Year Plan

Freshman Year

Sophomore Year

Junior Year

Senior Year

Theatre Education BA (K-12 Licensure)