School of Education

FACULTY

ESTHER C. SWINK, Dean, School of Education; Director, Graduate Education Programs; 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.

PENNEY H. CARDEN, Assistant Professor of Education, 2009-
BS, Whitworth College, 1975; MEd, Valdosta State University, 1999; EdD Nova Southeastern University, 2004.

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

AMY T. CONDITT, Associate Professor of Education, 2003-
BS, University of Tennessee, 1992; MS, University of Tennessee, 1993; EdS Tennessee State University, 2002; EdD, Tennessee State University, 2004.

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

ANDREA J. GALES, Assistant Professor of Library and Information Science, 2010-
BA, Trevecca Nazarene University, 1999; MA, Middle Tennessee State University, 2006; MSIS, University of Tennessee, 2009.

MARY FRANCES HAND, Associate Professor of Education, 2005-
B.S., Middle Tennessee State University, 1982; M.Ed., 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, George Peabody College of 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; MAE, Olivet Nazarene University, 1989, EdD, Tennessee State University, 2009.

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

PAULA MATE, Assistant Librarian, 2006-
BBA, Trevecca Nazarene University, 2003; MIS, Middle Tennessee State University, 2006.

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

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, Associate Professor of Education, 1998-
BS, George Peabody College of Vanderbilt University, 1977; MEd, George Peabody College of Vanderbilt University, 1985; EdD, George Peabody College of Vanderbilt University, 1992.

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

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

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

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

KARLA WARDLAW, Assistant Librarian, 2010-
BS, Trevecca Nazarene University, 2000; MA, Trevecca Nazarene University, 2003; MLIS, Trevecca Nazarene University, 2009.

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 offers the following programs and degrees:

Associate Degrees

• Child Care and Supervision
• Paraprofessional Training

Baccalaureate Degrees

• Early Childhood Education
• Elementary Education
• Secondary Education
• Special Education

Post-Baccalaureate Program

• Early Childhood Education
• Elementary Education
• Secondary Education
• Special Education

Graduate Degrees

• Master of Arts in Teaching K-6, 7-12
• Curriculum, Assessment, and Instruction
• Educational Leadership
• English Language Learners
• Master of Arts in Teaching K-6/ English Language Learners
• Instructional Technology
• Library and Information Science
• Leading Instructional Improvement for Teachers
• Reading
• Doctorate in Education - EdD in Leadership and Professional Practice

Professional Development

• Center for Leadership Effectiveness and Renewal (CLEAR)
• Courses for Teachers (VESi)

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 has been awarded NCATE accreditation.

Mission and Conceptual Framework

Mission Statement

It is the mission of the School of Education to model competence, character, and compassion so that our students emulate and embrace 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).

The framework for the conceptual framework is based on INTASC and other national standards.

Teacher Education

Teacher education collaborates with other departments on campus to offer an integrated program and provide the professional education component for teacher candidates. Students in teacher education have the option of completing degrees leading to licensure or degrees not leading to licensure.

Associate of Science Degree (non-licensure):

• Child Care Supervision
• Paraprofessional Training

Baccalaureate Degrees (licensure) consist of a general education core, a major in the subject area, and a minor in the professional core. Practica and enhanced student teaching are required to complete the program.

• Biology Education (7-12) BIED
• Business Education (7-12) BUED

  Marketing Education

• Chemistry Education (7-12) CHED
• Early Childhood Education (PreK-3) ECED
• Elementary Education (K-6) EED
• English Education (7-12) ENED
• History Education (7-12) HIED

  Economics Education

  Geography Education

  Government Education

• Mathematics Education (7-12) MAED
• Music Education (K-12) MUED

  Instrumental/General Education

  Vocal/General Education

• Physical Education Education (K-12) PEED

  Health Education

• Physics Education (7-12) PHED
• Special Education (K-12) SED
• Speech Communication Education (7-12) SCED
• Theatre Education (K-12) THED

Non-licensure: A student has an option of completing any of the baccalaureate degrees non-licensure with permission of the Director of Teacher Education.

Goals

The goals of Teacher Education are to assist the candidate 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;

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;

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; and
• advocating ongoing professional growth through a student chapter of STEA.

Student Learning Outcomes

These student learning outcomes are the overarching outcomes for all teacher education programs.

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; and
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.

Knowing

Principle #1: The teacher candidate 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 candidate understands how children learn and develop, and can provide learning opportunities that support their intellectual, social, and personal development.

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

Doing

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

Principle #5: The teacher candidate 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 candidate 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 candidate plans instruction based upon knowledge of subject matter, students, the community, and curriculum goals.

Principle #8: The teacher candidate 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 candidate 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 candidate 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.

Teacher Education Programs (non-licensure)

In addition to the non-licensure Child Care and Paraprofessional Training programs, 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 Office of Academic Records at least one semester prior to graduation.

Child Care and Supervision AS

This program focuses on (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 more than 100 hours of practicum experience.

Mission

To prepare students who will demonstrate competence, character, and compassion in service and leadership working with young children in child care facilities as instructional aides, teachers in child care centers, and child care administrators.

Student Learning Outcomes

1. Demonstrate basic writing, grammar, reading, computational, and technological skills;
2. Demonstrate mastery of content knowledge in the development and needs of young children;
3. Demonstrate the skills of an effective child care provider and/or teacher; and
4. Demonstrate the professional dispositions of a teacher of young children.

* includes a required practicum

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.

Mission

To prepare students who will demonstrate competence, character, and compassion in service and leadership as a paraprofessional in the K-6 classroom.

Student Learning Outcomes

1. Demonstrate basic writing, grammar, reading, computational, and technological skills;
2. Demonstrate mastery of content knowledge in the development and needs of children;
3. Demonstrate the skills of an effective paraprofessional in the elementary classroom; and
4. Demonstrate the professional dispositions of a paraprofessional.

* Includes a required practicum.

Studies in Education BS (non-teaching)(with minor in Early Childhood, Elementary, or Exceptional Student Curriculum)

This major is for persons who are not seeking licensure but wish to complete a non-teaching degree in elementary, early childhood, or exceptional student education. This is not a state-approved teacher preparation program for licensure.

*Includes required practicum

Education Minors

The following minors may be used with any major or for a person seeking a non-licensure degree in education. These are not a state-approved teacher preparation programs for licensure. Classes marked with an "*" include a required practicum.

Teacher Education Program (licensure)

The goal of Trevecca Nazarene University'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 teacher candidates with real-life applications of the academic, pedagogic, and developmental experiences.

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; or
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 a transition 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:

• Biology Education (7-12) BIED
• Business Education (7-12) BUED

  Marketing Education

• Chemistry Education (7-12) CHED
• Early Childhood Education (PreK-3) ECED
• Elementary Education (K-6) EED
• English Education (7-12) ENED
• History Education (7-12) HIED

  Economics Education

  Geography Education

  Government Education

• Mathematics Education (7-12) MAED
• Music Education (K-12) MUED

  Instrumental/General Education

  Vocal/General Education

• Physical Education Education (K-12) PEED

  Health Education

• Physics Education (7-12) PHED
• Special Education (K-12) SED
• Speech Communication Education (7-12) SCED
• Theatre Education (K-12) THED

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 pass a background check during EDU 1500 course or upon starting any education courses. 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 students must submit verification of acceptable ACT/SAT scores to the Office of the School of Education during the first semester at Trevecca. All post-baccalaureate students must submit verification of acceptable ACT/SAT scores, or MAT or GRE if taken prior to admittance. If no scores are available, the student must complete the PPST with passing scores.

Requirements for Admission to Teacher Education

1. Submit a completed Application for Admission to Teacher Education
2. Demonstrate competence (minimum grade of C or S) in:
   1. English (ENG 1020, ENG 1080),
   2. Speech (COM 1010),
   3. Foundations of Education (EDU 1500), and
   4. Foundations Practicum in Education (EDU 1010).
3. Complete Writing on Demand activity with a score of 10 or better (completed in EDU 1500)
4. Attend the Foundation's Retreat
5. Have a cumulative GPA of 2.5 or better
6. Present passing scores on the Pre-Professional Skills Test (PPST), mandated by the State of Tennessee. 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 TNU professors
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 must be made in writing within 15 days to the next level. All appeals originate with the Director of Teacher Education.

• Director of Teacher Education
• Dean of the School of Education

The decision of the Dean of the School of Education is final.

Admission to Student Teaching

All teacher candidates 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 and at two different grades/grade levels. 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 teacher candidate 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 teacher candidate plans to student teach.

To be admitted to student teaching, the teacher candidate must make application to the Office of Teacher Education by December 15 of the year prior to the expected student teaching. Once the teacher candidate's application is on file, an interview is scheduled with the Screening Committee. The Teacher Education Committee approves the candidate based on the screening committee's recommendation. Candidates will be notified in writing of their status (approval, conditional, hold, or deferred) for admission to Enhanced Student Teaching based on the following requirements. If there is evidence of weakness in any area 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.

Requirements for Admission to Student Teaching

1. Previous admission to the Teacher Education Program
2. A cumulative GPA of 2.75 or better
3. Complete Writing on Demand activity with a score of 10 or better
4. Senior status, or the equivalent for post baccalaureate teacher candidates, 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
5. A minimum GPA of 2.8 in both the Professional Core and the Major area(s). Teacher candidates may have no more than one C- in either area
6. Completion and submission of an application form including a photograph
7. Submission of acceptable scores on all the Praxis tests: Principles of Learning and Teaching and required specialty area tests as mandated by the state of Tennessee
8. Interview with screening committee
9. Music Education majors must pass the Keyboard Proficiency Exam or complete Class Piano I-IV with an average of B- or higher
10. PE Education majors must meet the conditioning criteria of the Department of Exercise and Sport Science

Once approval of the teacher candidate'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 teacher candidate for licensure.

Program Completer Requirements

Candidates are considered program completers when the following criteria are met.

• Completion of all coursework with a minimum cumulative grade point average of 2.5 overall, 2.8 major and professional core;
• Completion of student teaching or alternative licensure requirements including seminar and required time as a teacher of record;
• Completion of all required state assessments and scores sent to Trevecca; and
• Completion of the final e-portfolio assessment and other exit requirements (program assessment, interview, etc.).

Licensure Requirements

In order to be recommended for licensure, candidates must complete all requirements to become a program completer and submit the required licensure paperwork.

Department of Teacher Education

Early Childhood Education BS (Pre K-3 Licensure)

This program is designed to prepare a teacher candidate for a career as a teacher in grades PreK through third grade. Field experiences include observation and participation in early childhood centers and grades K-3 in public school settings. Lesson planning and classroom management are included in courses and field experiences. A semester-long student teaching experience is the culimating requirement of the early childhood major.

Mission

To prepare teacher candidates who will demonstrate competence, character, and compassion in service and leadership as an early childhood teacher.

Student Learning Outcomes

1. Demonstrate basic writing, grammar, reading, computational, and technological skills;
2. Demonstrate mastery of content knowledge in the development and needs of children;
3. Demonstrate the skills of an effective teacher in the early childhood classroom and settings; and
4. Demonstrate the professional dispositions of an effective teacher.

* Include a required practicum

Early Childhood Education Pre K-3 Four-Year Plan

Freshman Year

Sophomore Year

Junior Year

Senior Year

Elementary Education BS (K-6 Licensure)

This program is designed to prepare a teacher candidate for a career as a teacher in kindergarten through sixth grade. Field experiences include observation and participation in grades K-6 in public school settings. Lesson planning and classroom management are included in courses and field experiences. A semester-long student teaching experience is the culminating requirement of the elementary education major.

Mission

To prepare teacher candidates who will demonstrate competence, character, and compassion in service and leadership as an elementary teacher.

Student Learning Outcomes

1. Demonstrate basic writing, grammar, reading, computational, and technological skills;
2. Demonstrate mastery of content knowledge in the development and needs of children;
3. Demonstrate the skills of an effective teacher in the elementary classroom and settings; and
4. Demonstrate the professional dispositions of an effective teacher.

* Includes a required practicum

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 teacher candidates of students with mild to moderate disabilities a concentration appropriate to content areas associated with K-12 grades. The focus of the major is to support 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.

Student 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; and
5. Demonstrate behavioral analysis and management strategies appropriate for students with mild to moderate disabilities.

*Includes a required practicum

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 teacher candidates 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.

Student Learning Outcomes

Teacher candidates 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; and
6. Perform effectively as an English teacher in middle/high school (grades 7-12).

English Education BA (7-12 Licensure)

* Includes required practicum

English Education Four-Year Plan

Freshman Year

Sophomore Year

Junior Year

Senior Year

Department of Communication Studies (Education)

BA in Speech Education (7-12 licensure)

BA in Theatre Education (K-12 licensure)

Speech Communication Education BA (7-12 Licensure)

Speech Communication Education Major

This program is designed to prepare a teacher candidate for a career as a Speech teacher in grades 7 - 12. Field experiences include observation and participation in grades 7 - 12 in public school settings. Lesson planning and classroom management are included in courses and field experiences. A semester-long student teaching experience is the culminating requirement of the speech 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.

Student Learning Outcomes

Teacher candidates 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; and
4. Perform effectively as a teacher in middle/high school grades 7-12.

*Includes required practicum

Speech Communication Education Four-Year Plan

Freshman Year

Sophomore Year

Junior Year