COLLEGE OF EDUCATION

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

ORGANIZATION

The College of Education consists of five departments—three heavily involved in the preparation of school personnel, one heavily involved in the Fine Arts and one that provides academic support to under prepared students. It is the largest graduate college.

The College also operates three college-wide divisions. A Director heads each division. These are Rural Education, Teacher Education, and Technology. The Associate Dean of the College of Education heads the Ph.D. program in Exceptional Learning.

Programs within the College are accredited by:

• National Council for the Accreditation of Teacher Education (NCATE)
• National Association for Schools of Art and Design (NASAD)
• National Association of Schools of Music (NASM)
• National Association of School Psychologists (NASP)

PURPOSES

ADMISSION

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

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

Individual curricula
Course descriptions

In the latest year available (2004-05), 97% of the Tennessee Tech candidates for teacher licensure passed the PRAXIS exams required in Tennessee.

OFFICE OF TEACHER EDUCATION

Dr. Sandy Smith, Director of Teacher Education
Ms. Elizabeth Boucher, Instructor/Coordinator of Assessment
Ms. Sharon Heard, Certification Analyst
Ms. Precious Edmonds, Certification Analyst

PROFESSIONAL FIELD EXPERIENCES

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

Pre-Student Teaching Field Experiences. Most professional field 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 opportunities to work with both teachers and pupils from early childhood through high school. Field experiences in non-school settings are also available. Activities include taped classroom exercises, observation, paraprofessional work, tutorial assistance, practice, child studies, research, and limited teaching.

Enhanced 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 a full semester in appropriate settings for the license sought, 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.

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

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. Each candidate must complete the curriculum for the major subject or teaching field chosen and must comply with the university requirements for a degree. All candidates, 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 candidate's academic advisor.

REQUIREMENTS FOR TEACHER LICENSURE

Recommendation by the institution is one of the requirements of the Tennessee regulations for licensure. Program completers seeking recommendation for licensure must meet the following criteria:

1. Candidates must meet all requirements for admission to the Teacher Education Program.
2. Candidates must complete the approved program of study and all requirements for the education curriculum for the grade level (s) in which licensure is sought.
3. Candidates must maintain a 2.50 overall quality point average including a 2.0 average in the major teaching field.
4. Candidates must successfully complete the culminating clinical field experience or student teaching semester.
5. Candidates must demonstrate the knowledge, skills, and dispositions in the subjects and grade level determined by the appropriate licensure standards and measured by the performance-based instruments in field and clinical experiences and the professional judgment of university supervisors and mentoring teachers.
6. Candidates must receive a grade of “B” in all courses that are field or clinical experience, technology related, or include a major field experience.
7. Candidates must complete and meet minimum scores in all state licensing examinations (PRAXIS II) required for the license sought. All candidates must submit minimum scores in the appropriate Principles of Learning and Teaching test and all applicable specialty area tests as established by the Tennessee State Board of Education.

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.

ACADEMIC DEVELOPMENT PROGRAM

Janet F. Whiteaker, Program Leader; Associate Professor Bryant; Assistant Professors Harden, Whiteaker; 
Instructors Coble, Duvier, Lewald

The Academic Development Program provides students with instruction in basic skills (reading, mathematics, writing) at the 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.

All students taking two or more developmental courses are required to take UNIV 1030 "Learning Strategies."

DEPARTMENT OF COUNSELING AND PSYCHOLOGY

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

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.

DEPARTMENT OF CURRICULUM AND INSTRUCTION

Professor Peach, Chairperson; Professors Akenson, Alfred, Folio, Garber (Dean), Jackson, Larimore, L. McGee (Associate Vice President for Academic Affairs), Owens, Phelps, Reddick, Richey, Talbert, Wheeler (Associate Dean), Willis; Associate Professors J. Martin, O. Martin; Assistant Professors Anthony, Brashears, Bruckman, Clauss, Collins, Comer, Dainty, Gore, Keller, Kolodziej, Lashley, Mayton, Nivens, Pennycuff, Richards, Setliff, M. Smith, S. H. Smith, S. J. Smith, Suters, Watlington, Zagumny; Instructors Stepp, Wendt

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 Apprentice Occupational License. To advance from the Apprentice Level to the Professional Level, the individual must attend a three-day or 18 contact hour pre-service training for occupational teachers during the first year, earn 18 semester hours from an institution with an approved program (with six of those hours required during the first year), complete four days of observation of other teachers, have a mentor teacher, attend two days of professional development during the school year, and must teach a total of three years with positive evaluations by the local education agency.

DEPARTMENT OF EXERCISE SCIENCE, PHYSICAL EDUCATION AND WELLNESS

Associate Professor Jordan, Interim Chairperson; Professor Bell; Assistant Professor Barfield; Instructor Smith

The primary goal of the Department of Exercise Science, Physical Education and Wellness 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. In addition students may choose the Pre-Physical Therapy or Pre-Occupational Therapy or the Fitness and Wellness concentration for their degree in Exercise Science.

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
• Continue their education towards licensure as a physical therapist or an occupational therapist

Students intending to major in Exercise Science are expected to exhibit a healthy level of physical fitness. All majors must take and satisfy the requirements of a Departmental Physical Fitness Component Exam during the entering semester and when within two semesters of graduation. Failure to pass this exam will result in an administrative change of major.

DEPARTMENT OF MUSIC AND ART

Professor LaBar, Chairperson; Professors Brock (Glass), Campbell (Wood), Coogan (Metals), Danner (Theory/Composition), Decker (Trumpet), Doubet (Foundations), Hermann (Band/Music Education), Kennedy (Voice/Opera), Koczwara (Painting), Lotz (Bassoon/Music History), Martin (Flute), McCormick (Jazz Studies), Morris (Tuba/Euphonium), Pitelka (Ceramics), Ventura (Art History), Woodworth (Oboe/Theory); Associate Professors Brady (Fibers), Chang (Violin), Coleman (Art Education), Godes (Piano), Hauser (Trombone/Theory), Thurmond (Clarinet); Assistant Professors Allcott (Orchestras/Violoncello), Barham (Saxophone), Clark (Music Therapy), Foster (Band/Music Education), Hooper (Choral), Putle (Voice), Willie (Percussion)

The Department of Music and Art provides an intellectual and creative environment for the study and production of the visual and performing arts. The faculty emphasizes quality instruction, in both the classroom and the studio, embraces innovation, and acknowledges the role of technology in meeting the academic and artistic needs of the students. The Department prepares students for careers in music and the visual arts, enables students to enrich their lives by participating in music and art activities, instills in all University students an appreciation of music and the visual arts, and broadens the cultural perspective of the community, state, and region.

The primary function of the Joe L. Evins Appalachian Center for Craft 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.

MUSIC EDUCATION

Students majoring in music education will follow either the Instrumental or Vocal/General curriculum. Students must select a major performing medium for private study; Instrumental Majors select a band or orchestral concentration, and Vocal/General majors select voice, piano, or organ.

Moreover, music education students must:

MUSIC PERFORMANCE

Admission to the performance option is by recommendation of the studio instructor. Students in this option select an emphasis in composition, instrumental, piano or vocal performance, or jazz.

Students majoring in any performance option must:

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:

CRAFT

Ward Doubet, Interim Director

The Joe L. Evins Appalachian Center for Craft 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 Craft Certificate Program is designed for those seeking a professional-level training in craft media without the objective of a college degree. This provides an especially good opportunity for those who already have a degree and wish to focus on specialized training. Students finishing the Craft Certificate Program receive a Certificate of Completion from the Craft Center. This represents a significant level of accomplishment, but it is not a college degree.

Certificate Program admission standards are the same as for the BFA degree program. Course requirements are similar to the BFA curriculum, but exclude general education courses and the BFA thesis project and exhibition. Independent study credits may, at the discretion of the faculty advisor, be applied to a studio project representing the level of accomplishment at culmination of studies. Students in the Certificate Program must maintain at least six credits of coursework per semester, and must complete the foundation requirements within the first eighteen credits in the program.

Craft Certificate Requirements
Foundations – 11 credits if the student takes ART 2070 or 12 credits if the student takes ART 2320 or ART 2330.

Primary Emphasis – 24 credits

See below for primary emphasis course requirements listed by medium.

Art History – 6 credits selected from:

Total – 47 credits if the student takes ART 2070, or 48 credits if the student takes ART 2320 or ART 2330.

Craft Certificate – Primary Emphasis Course Requirements by Medium

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.