COLLEGE OF EDUCATION

Darrell H. Garber, Dean
John Wheeler, Associate Dean
Beth Mannle, Interim Assistant Dean

ORGANIZATION

The College of Education includes the Departments of Counseling and Psychology, Curriculum and Instruction, Health and Physical Education and Music and Art  with curricula leading to the Bachelor of Science and Bachelor of Music Degrees. The academic programs of the Joe L. Evins Appalachian Center for Crafts are coordinated by the Department of Music and Art and lead to the Bachelor of Fine Arts degree. A program leading to the Bachelor of Music with a major in Music Therapy is also offered in the Department of Music and Art. Curricula leading to the Bachelor of Science in Psychology (in conjunction with the College of Arts and Sciences) is offered in the Department of Counseling and Psychology. All of the Teacher Education Programs at the undergraduate and graduate levels are accredited by the National Council for Accreditation of Teacher Education. The Department of Music and Art is accredited by the National Association of Schools of Music, the American Music Therapy Association, and the National Association of Schools of Art and Design.

PURPOSES

ADMISSION

There are three levels of admission to the Teacher Education Program:

I.	The student receives provisional admission upon meeting the admission policies of the institution.
II.	The student receives full admission upon meeting the following criteria:
	A.	Completion of a minimum of 30 semester hours of credit, exclusive of ADP courses, and including ENGL 1010, 1020 and FOED 1010 or the equivalent.
	B.	Attainment of a minimum quality point average of 2.50 (exclusive of ADP credit).
	C.	Attainment of minimum scores on the Educational Testing Service - Pre-Professional Skills Test (173, Mathematics; 174, Reading; 173, Writing). Persons having achieved an Enhanced ACT composite score of 22, or a combined score of 1020 on the recentered SAT are exempt from this requirement.
	D.	Evidence of desirable physical, emotional, and social characteristics conducive to success in teaching.
	E.	Formal application for admission to the Teacher Education Program. (The application must be filed with the Certification Analyst at the beginning of the first semester of attendance after the completion of 30 semester hours of credit.)
	F.	Acceptance by the Teacher Education Committee. The student must meet the standards for full admission and receive acceptance by the Teacher Education Committee before becoming eligible to register for upper division professional courses in Education.
III.	Admission to Student Teaching Student teaching is the culminating professional experience in the pre-service education of teachers. Admission to student teaching, in addition to full admission to the Teacher Education Program, requires the following:
	A.	An overall quality point average of 2.50 including a 2.00 average in the major teaching field.
	B.	Satisfactory completion of the Junior English Qualifying Examination, if the student is not exempt based on grades received in required freshman and sophomore English classes.
	C.	Completion of course prerequisites.
	D.	Minimum grade of "B" in all courses which are field experiences or include a major field experience.
	E.	Attainment of minimum scores on all required Praxis II tests (Principles of Learning and Teaching and the various specialty area tests required for the teaching field).
	F.	Formal application for student teaching at least two semesters in advance, excluding the summer semester.
	G.	Recommendation by the Laboratory Experiences Committee.

The College of Education includes the following departments, which offer curricula as follows:

Individual curricula
Course descriptions

Some 90% of Tennessee Tech University education graduates passed the state's Praxis exam for teacher preparation in 2000.  

EDUCATION SUPPORT SERVICES

Gene Talbert, Director of Teacher Education
Sandy Smith, Coordinator
Sharon Heard, Certification Analyst

PROFESSIONAL LABORATORY EXPERIENCES

The program of professional laboratory experiences of the College of Education includes activities such as observation, participation, studies of individual pupils, and a limited amount of research, as well as student teaching or internship. These experiences are provided throughout both the graduate and undergraduate programs.

Pre-Student Teaching Laboratory Experiences. Most professional laboratory experiences in which teacher education candidates engage prior to student teaching are an important part of specific college courses. Programs in connection with area public schools give candidates opportunity to work with both teachers and pupils from early childhood through high school. Laboratory experiences in non-school settings are also available. Activities include taped classroom exercises, observation, paraprofessional work, tutorial assistance, practice, child studies, research, an extensive program of microteaching, and limited teaching.

Student Teaching Experience. Student teaching is an integral part of the sequence of work in professional education. Approval for student teaching indicates that the candidate has successfully met the academic, professional, and personal standards established by the Teacher Education Committee. During student teaching, the candidate spends 15 weeks in a public school, participating in the wide variety of instructional and non-instructional experiences which comprise the total teaching task. During this time, supervision is provided by professional mentoring teachers, administrators, and university supervisors.

Cooperative Education Program. Opportunities are available for students in teacher education to participate in the cooperative Education program. This program places students in educational positions as aides, providing experience in school-related tasks as well as providing financial rewards.

Graduate Laboratory Experiences. Opportunities are provided in many graduate courses for involvement with students in school and non-school activities. Each program includes in-depth laboratory experience identified as a practicum, internship, or supervised field experience.

LEARNING RESOURCES CENTER LIBRARY

Carl Owens, Director of Instructional Technology

The Learning Resources Center in the College of Education is a service center designed primarily to help the faculty, students, and teachers improve instruction through effective utilization of appropriate materials. It provides a large collection of educational media (hardware and software) for elementary, secondary, and professional education instruction. Faculty and student personnel are available to assist in producing, selecting, and using these learning resources.

REQUIREMENTS FOR DEGREE

The undergraduate curricula in the College of Education lead to the degree of Bachelor of Science, Bachelor of Science in Education, Bachelor of Music, or Bachelor of Fine Arts; and the graduate curricula lead either to the degree of Master of Arts or Specialist in Education. The student must complete the curriculum for the major subject or teaching field chosen and must comply with the university requirements for a degree. All students, regardless of the college in which enrolled, who will have completed licensure requirements as a part of the total hours required for graduation must pass the PRAXIS II Examinations which consist of the Principles of Learning and Teaching and the appropriate specialty examination(s).

The student may be required to meet revisions in the various curricula necessitated by changing standards of the National Council for Accreditation of Teacher Education or by requirements of the State Board of Education for teacher licensure.

The department chairperson, or a faculty member designated by the chairperson, serves as the student's academic advisor.

REQUIREMENTS FOR TEACHER LICENSURE

A bulletin explaining the types of Tennessee licenses and listing the courses required for licensure in various fields is available in the Office of Teacher Education.

Recommendation by the institution is one of the requirements of the Tennessee regulations for licensure. For recommendation for licensure by Tennessee Technological University, the applicant must meet all requirements for admission to the Teacher Education Program, all requirements for the education curriculum for the grade level in which licensure is sought, the requirement of at least a 2.50 overall quality point average including a 2.00 average in the major teaching field, and successful completion of the Praxis II (NTE) Examinations. A student must complete the appropriate Principles of Learning and Teaching test and all applicable specialty area tests with minimum scores as established by the Tennessee State Board of Education.

Forms for making application for a Tennessee license are available in the university's Office of Records. The student must complete the application.

ACADEMIC DEVELOPMENT PROGRAM

Beth Mannle, Interim Assistant Dean, Student Support Services, College of Education; 
Janet F. Whiteaker, Program Leader; 
Assistant Professors Bryant, Harden, Whiteaker, Zolg; 
Instructors Boucher, Coble, Duvier, Hawkins, Lewald, Pigg

The Academic Development Program provides students with instruction in basic skills (reading, mathematics, writing) at the remedial and developmental levels and study skills at the developmental level. Enrollment in these classes may be required by the University before a student is allowed to enroll in college-level classes.

Based upon ACT/SAT scores and test scores from the COMPASS/ASSET, students may be required to enroll in one or more classes at the pre-college (basic/developmental) level. Students needing Academic Development Program (ADP) courses must enroll in and satisfactorily complete those courses during the initial term(s) of enrollment. Students needing ADP reading courses may not enroll in courses that have an excessive amount of reading, such as: history, psychology, sociology, etc. Students needing ADP writing courses may not enroll in college-level English until the ADP writing requirement has been satisfactorily completed.  Students needing ADP math courses may not enroll in college-level math, chemistry, or physics class until the ADP math requirement has been satisfactorily completed.  Students may concurrently enroll in college-level courses which do not require pre-requisite ADP skills. Class attendance is mandatory. Students placed and enrolled in an ADP class are not permitted to withdraw except for serious circumstances and with the permission of the program leader. A grade of "C" or higher is required for progression to the next level.

The DSPS 0800 Learning Strategies course is required for students in two basic level or three developmental and/or basic level courses. 

All students taking two or more developmental courses are required to take UNIV 1050 University Academic Success. All new freshmen with a high school core grade point average below 3.0 are required to take UNIV 1050.

DEPARTMENT OF COUNSELING
AND PSYCHOLOGY

Professor M. Rohr, Chairperson; Professor Stein; Associate Professors Cupp, Giesbrecht-Bettoli, Griffith, Thomas, Zagumny; Assistant Professors Dolzycki, Holbrook, Malone, J. Rohr, Terneus, Wilcox

The Department of Counseling and Psychology offers the program leading to the degree of Bachelor of Science in Psychology, psychological foundations courses for teacher education, and graduate programs leading to the Master of Arts and Specialist in Education degree in Educational Psychology and Counselor Education.

The psychology program is a joint undertaking of the College of Arts and Sciences and the College of Education. It satisfies the graduation requirements of the College of Arts and Sciences and leads to the Bachelor of Science degree from that College. Consult the College of Arts and Sciences general requirements for a baccalaureate degree. Academic advisement of students is assumed by the Department of Counseling and Psychology faculty. Students planning to pursue graduate studies in psychology are strongly urged to take PSY 4160 and 4800 in addition to the basic requirements outlined in the Psychology curriculum.

DEPARTMENT OF CURRICULUM
AND INSTRUCTION

Professor Peach, Interim Chairperson; Professors Akenson, Alfred, Ayers, Garber (Dean), Folio, Larimore, G. McGee, L. McGee (Associate Vice President for Academic Affairs), Owens, Phelps, Reddick, D. Richey, Roe, Ross, H. Smith, Talbert, Wheeler (Associate Dean), Willis; Associate Professors Jackson, Martin; Assistant Professors Nivens, Pickett, S. Smith, Xu

The Department of Curriculum and Instruction is responsible for preparing teachers for endorsement in one or more teaching fields or grade levels in Pre K-12 and for offering graduate work in instruction and curriculum through the M.A. and Ed.S. degrees. Licenses for teaching are available in the areas of:

Early Childhood Education, Pre K-4 and Early Childhood Special Education, PreK-1

Elementary Education, K-8

English as a Second Language, PreK-12

Middle School, 5-8

Secondary Education (Biology, Chemistry, Earth Sciences, Economics, English, French, German, Geography, History, Mathematics, Physics, Political Science, Psychology, Sociology, Spanish, Speech Communication, 7-12; and Theatre, K-12) and Trade and Industrial specialization

Special Education (Modified K-12, Comprehensive K-12)

The Department of Curriculum and Instruction offers graduate programs in each of the above areas as well as in the field of Curriculum Education, Instructional Leadership and Reading Education.

The Multi-disciplinary Studies Non-Licensure program is offered for students desirous of a broad-based degree and background in education but who do not desire to pursue a teaching license.

OCCUPATIONAL EDUCATION

No degree is available; however, course work is offered for the occupational teacher who must complete specific knowledges and skills to be recommended for the Occupational Education License. The program consists of the following 18 semester hours: IED 3230, IED 4030, IED 4080, IED 4090, IED 4850, and SEED 4121.

The initial license issued is the Probationary Occupational License. To advance from Probationary Level to Apprentice Level: the individual must teach one year in a public school, attend a summer occupational education academy, earn six semester hours of an approved program, receive periodic visits by state staff, complete two one-day seminars during the year, have a mentor teacher, complete four days of release time to visit programs, and receive a positive local evaluation.

To advance from Apprentice Level to the Professional Level: the individual must teach a total of four years, earn 18 semester hours from an institution with an approved program, receive a recommendation from the college or university, and receive a positive local evaluation.

DEPARTMENT OF HEALTH
AND PHYSICAL EDUCATION

Professor Sanders, Chairperson; Professors Bell, Brown; Associate Professor Jordan; Assistant Professor Litherland; Instructor Smith

The primary goal of the Department of Health and Physical Education is to offer professional training for future teachers of health and wellness, physical education, coaches, and school personnel in Health and Physical Education for the schools of Tennessee and in particular, the area served by Tennessee Technological University.

A secondary concern of the Department of Health and Physical Education is to provide a strong service program (the Physical Education requirement established by the Tennessee Board of Regents) for the students at Tennessee Tech and elective activity courses of interest for students, adults and children in the service area.

With a degree in Health and Physical Education, one can:

Teach lifetime wellness in public schools
Teach physical education K-12
Coach
Be employed in fitness and wellness programs

DEPARTMENT OF MUSIC AND ART

Professor LaBar (Horn), Interim Chairperson; Professors Danner (Theory/Composition), Decker (Trumpet), Doubet (Arts Foundation), Ferreira (Voice), Hermann (Band/Music Education), Kennedy (Voice/Opera), Koczwara (Painting), Lotz (Bassoon/Music History and Literature), Martin (Flute), Morris (Tuba/Euphonium), Pegram (Music Education), Rasmussen (Percussion), Woodworth (Oboe/Music Theory); Associate Professors Brock (Glass), Campbell (Wood), Coogan (Metals), Godes (Piano), McCormick (Jazz Studies), Pitelka (Ceramics), Ventura (Art History); Assistant Professors Brady (Fibers), Clark (Music Therapy), Coleman (Art Education), Elliott (Violin/Viola), Hauser (Trombone/Music Theory), J. Jones (Music Therapy), Lane (Music Education), Mullins (Painting), Smith (Chorus/Music Education), Spinazzola (Band/Saxophone), Thurmond (Clarinet), Townsend (Orchestra/Cello).

The aims and purposes of the Department of Music and Art are to prepare students for careers in teaching, music therapy, and performing or visual arts; to enable students to share in and to help build an enriched life by participating in musical or visual art activities; to broaden the cultural perspective of the community, state, and region; and to instill in all students on this campus a keen appreciation of music and visual arts.

The primary function of the Joe L. Evins Appalachian Center for Crafts is to serve the Bachelor of Fine Arts program and to offer a high quality studio art curriculum, concentrating in the craft media of clay, fibers, glass, metals, and wood. The Craft Center also enhances a flourishing crafts culture in the region and supports the preservation of traditional craft techniques through its workshop and exhibition program.

Academic programs in the Department of Music and Art entail the following specific goals:

MUSIC EDUCATION

Students majoring in music education will follow either the Instrumental or Vocal/General curriculum. In addition, students must select a studio concentration for private study. Instrumental majors must elect a band or orchestra instrument as their major performing medium for private instruction. Vocal/General majors may elect voice, piano, or organ.

Additional requirements are:

PERFORMANCE

Admission to the performance medium is by recommendation of the studio professor. Students majoring in music performance select either the instrumental (band/orchestra instrument), vocal, piano, jazz studies, or composition option.

Additional requirements are:

MUSIC THERAPY

The student majoring in music therapy will follow the curriculum for the music therapy program. The student will select and pursue an identified area of performance emphasis and will complete seven semesters of private instruction in that area including three semesters in the 3000 level. During each semester of full-time enrollment, the student will participate in an ensemble related to the performance emphasis, as well as the appropriate repertoire class. Keyboard majors may select either a vocal or an instrumental ensemble.

The student enters the music therapy program on the Probationary Level. After demonstrating required competencies in music and music therapy and completing required course work, the student is admitted to the Professional Level of the program.

The requirements for admission to the Professional Level are:

(a)	completion of MUST 1220 and MUST 2110 with grades of "C" or better;
(b)	satisfactory completion of Clinical Skill Level 2;
(c)	passing of piano proficiency exam (except keyboard emphasis);
(d)	passing of guitar proficiency exam;
(e)	completion of MUS 1021, Class Voice (except vocal emphasis);
(f)	passing of theory and ear-training barrier exams.

The student is required to take MUST 4510 for a minimum of five semesters. The student is required to attain Clinical Skill Level 4, and may repeat MUST 4510 until Level 4 is attained. A description of Music Therapy Clinical Skill Level Competencies is available from the Director of Music Therapy.

The clinical internship in music therapy is a requirement for the degree as well as for professional certification. Music therapy majors enroll in MUST 4610 after completion of all other program course work and requirements. A.M.T.A. program requirements specify that the internship must be completed within 24 months of completion of on-campus course work.

ART EDUCATION

The degree Bachelor of Fine Arts, concentration in art education, prepares individuals to become art teachers in Grades K-12. The program for licensure in Art Education is designed to provide students with a broad liberal arts component, a program of professional studies, and a major in the teaching field. The purpose of the program, in keeping with the overall purpose of teacher education at Tennessee Technological University, is to foster the intellectual and creative growth of the preservice teacher; to provide the knowledge and skills necessary to become competent in communication and instruction, to develop the knowledge and skills in the content area necessary to the teacher to adapt the content to the needs of students, and to provide the teacher the means to acquire and implement strategies for developing creativity in students, regardless of the socioeconomic or physical/mental limitations of these students.

With an Art Education degree, you can:

CRAFTS

Professor B. Ward Doubet, Director

The Joe L. Evins Appalachian Center for Crafts offers over 50,000 square feet of studio space in clay, fibers, glass, metal and wood, as well as 4,000 square feet of galleries, on-site housing facilities, supply store, food service and many other facilities. Located on 550 acres of woodland overlooking Center Hill Lake in Middle Tennessee, the Craft Center is 24 miles from the Tennessee Tech University campus.

The Craft Center offers curricula toward a Bachelor of Fine Arts degree with concentrations utilizing the nationally recognized faculty professionals in clay, fibers, glass, metals, and wood. Fully committed to their work both as teachers and as artists, they provide excellent studio instruction in an extraordinary studio environment. Six artists-in-residence also enhance the studio and gallery offerings. The campus art faculty and all the general educational resources of Tennessee Technological University round out this unique, top-quality educational experience administered by the TTU Department of Music and Art.

The Certificate of Accomplishment and Advanced Certificate programs offer flexible non-degree programs of study for aspiring craft artists with various levels of experience. Students with significant promise in a studio discipline who might be best served by non-degree programs of study with limited academic objectives should look into the certificate programs.

The advanced certificate program is intended for experienced artists and students who wish to further develop a body of work.  The faculty and student formulate an individual program of study based upon the student's level of prior study and experience, and professional objectives.  Students can create a concentrated portfolio while gaining additional working background and knowledge of the marketplace.

PAINTING

The Bachelor of Fine Arts, Concentration in Painting, is designed to prepare the student to become a fine artist. The integration of studio and lecture courses in the curriculum as well as activities and enrichment opportunities encourages the skills and concepts essential to the student's growth as an artist. The curriculum and program experiences provide the student with a broad knowledge of the visual arts, the stylistic characteristics of historical periods, and multicultural artistic traditions. Studies in both lecture and studio courses provide the student with the knowledge of the elements and principles of art and the experience to apply those elements in the processes of analysis and personal artistic expression. Coursework prepares the student to formulate evaluative judgments about existing works of art and make realistic qualitative decisions concerning personal creative expressions. Throughout the program, the development of the student as a professional will be emphasized, and this will culminate in the presentation of an exhibition and portfolio. Opportunities through both formal studies and informal events (student art exhibitions, participation in juried competitions, visits to professional artists' studios, visiting artist programs) prepare the student for a career in art.

Of primary importance in the BFA painting concentration is the development of skills, concepts, and sensitivities essential to the professional artist or designer. In pursuing this program, the student becomes familiar with the roles of creator, scholar, and teacher and attains the necessary technical competence, knowledge of art and art history, understanding of style and its implications, ability in critical thinking, insight into the role of art and design in the life of humankind, and the ability to identify and solve problems.