DEPARTMENT OF ELEMENTARY EDUCATION/ SPECIAL EDUCATION
Lester Clark
Chairman/Professor
lclark@lunet.edu |
205 W Sanford Hall
Phone: 405.466.3269
Fax: 405.466.3209 |
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ELEMENTARY EDUCATION
The Department of Elementary Education seeks to guide prospective
and in-service teachers in the selection of non-specialized courses in
major fields of knowledge and to provide experiences leading to the development
of competencies necessary for successful participation in community living
and in understanding, teaching, and guiding children.
- I. Degree: Bachelor of Science in Education
- II. Major: Elementary Education
- A. General Education: 66 hours
- B. Required Courses: 41 hours
- ED 2303 Foundations and Reading in the Elementary Schools
- ED 3023 Integrated Language Arts Social Studies II
- ED 3043 Trends in Reading
- LS 3153 Children's Literature
- ED 3403 Integrated Language Arts and Social Studies
I
- ED 3413 Integrated Mathematics and Science for Elementary
School Teachers I
- ED 3423 Integrated Mathematics and Science for Elementary
School Teachers II
- MS 3913 Elementary School Music
- PE 4123 Physical Education for Elementary Schools
Teachers
- ED 4243 Diagnostic and Remedial Reading
- AT 4913 Public School Art
- *Area of Concentration: 2 hours
- C. Additional Requirements: 35 hours of Professional Education
(see Teacher Education program.) Minimum of 18 hours in one of the following
areas of concentration:
- Special Education
- Early Childhood Education
- Language Arts (English)
- Social Studies (including minimum of 6 hours in history
and 2 - 3 hours in Geography)
- Mathematics
- Science (both Physical and
- Biological Science)
- Fine Arts (Music)
- Health, Physical Education and Recreation
- Family and Consumer Science
- Technology Education
- Note: A maximum of 12 hours taken in the General
Education areas listed above and in Specialized Education may be counted
in meeting the 18-hour requirement when it is in the area of concentration
chosen.
- D. Electives to complete requirements for graduation,
must include 45 hours of 3000 and 4000-level courses.
- Note: Electives are recommended in the following
areas: Computer Science, Mathematics, Special Education, Spanish, French,
and Early Childhood Education.
- III. Subject Matter Courses and Foreign Language Competency
Requirements
Foreign Language Requirement
Authority
The foreign language competency is both a degree requirement approved
by the Oklahoma State Regents for Higher Education (OSRHE) and a certification
requirement approved by the Oklahoma Commission for Teacher Preparation
(OCTP).
Definitions
The foreign language competency is defined as "Novice - high level"
- the ability to communicate minimally with learned material.
The foreign language competency is a requirement
beginning with freshman students entering universities in the Fall of
1997. It does not apply to students previously enrolled in programs.
Language
The foreign language competency encompasses a broad spectrum of
languages including French, German, Spanish, Russian, Latin, Native American
languages, and American Sign Languages. Students from a variety of cultural
backgrounds may meet this competency without any coursework. Others may
achieve a novice-high level before entering college through previous exposure
to a language or culture.*
Langston University offers the following options
to teacher candidates to meet the Foreign Language Competency Requirements:
1. Two years (4-semesters) high school Foreign Language with a
grade of "C" or above in each course.
Candidates meeting this option must pass a competency test in Spanish
and/or French to certify competency at the novice-high level.
The tests must be taken no later than the Spring semester of the
candidate's first year of enrollment at Langston University.
2. Two semesters of Foreign Language college credit (10 Credit
Hours). Langston University will accept two (3) credit hour transfer
courses from another university for students and candidates transferring
to Langston University.
3. CLEP Examination: FL 1115 Elementary French I (5- CR)
CLEP Examination: FL 1125 Elementary French II (5- CR)
4. CLEP Examination: SN 1115 Elementary Spanish I (5- CR)
CLEP Examination: SN 1125 Elementary Spanish II (5- CR)
5. CLEP Examination for Other Languages
Langston University will accept passing scores for the other languages
approved by the Oklahoma State Regents for Higher Education:
a. American Sign Language
b. German
c. Latin
d. Native American Languages
e. Russian
These requirements are consistent with the spirit
and intent of H.B. 1549 which requires subject matter concentrations
for early childhood, elementary, and special education teachers and the
Oklahoma Commission for Teacher Preparation's standard of a foreign language
competency.
Content Preparation Requirement
(4 x 12)
Teacher candidates in early childhood education, elementary education,
and special education must have subject area concentrations that qualify
them as generalists. Oklahoma State Regents for Higher Education (OSRHE)
requires 12 hours in mathematics, science, language arts, and social studies.
To meet these requirements the teacher candidates at Langston University
are required to take and earn a minimum grade of "C" in the following
courses:
|
Course
Number
|
Name
|
Credit Hours
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English
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EG 1113
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English
Composition I
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3
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EG 1213
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English
Composition II
|
3
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EG 2033
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Advanced
Composition
|
3
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EG 3153
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Advanced
Grammar
|
3
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Mathematics
|
|
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MT 1323
|
College
Algebra
|
3
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MT 1513
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Trigonometry
|
3
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Options
to Trigonometry
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MT 2603
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Finite
Mathematics
|
3
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MT 2413
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Elementary
Statistics
|
3
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MT 3313
|
Mathematics
Concepts
|
3
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MT 2413
|
Modern
Mathematics
|
3
|
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MT 2513
|
Modern
Mathematics II
|
3
|
Science
|
|
|
|
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NB 1113
|
Natural
Science (Biological with Lab)
|
3
|
|
BI 3113
|
Concepts
of Biology
|
3
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BI 3114
|
Environmental
Biology
|
4
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NP 1113
|
Natural
Science Physical
|
3
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Social
Science
|
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HT 1483
|
U.S.
History 1492 to 1865
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3
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HT 2323
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Oklahoma History
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3
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GE 2413
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Human Geography
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3
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PS 1113
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Introduction to American Government
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3
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SPECIAL EDUCATION
The Department of Special Education offers teacher education programs
in the area of Mild/Moderate Disabilities. Students with disabilities
are presently being taught and held accountable for comparable content
in the same classes as their neighbors and peers. The Special Education
Department seeks to prepare prospective teachers to meet the ever-changing
needs of these students to become productive citizens in this global society.
- I. Degree: Bachelor of Science in Education
- II. Major: Special Education - Mild/Moderate Disabilities
- A. General Education: 50 hours
- B. Required Core Courses: 18 hours
- ED 2303 Foundations and Reading in the Elementary Schools
- SPED 3312 Introduction to Speech Disorders
- ED 4213 Diagnostic and Remedial Reading
- SPED 4312 Education Assessment of the Exceptional
Child
- SPED 4343 Behavioral Management
- SPED 3143 Survey of Exceptional Children
- SPED 4352 Guidance for Exceptional Children
- C. Required Curriculum Content Courses: 12 Hours
- ED 3403 Integrated Language Arts and Social Studies
I
- ED 3413 Integrated Mathematics and Science for Elementary
School Teachers I
- ED 3423 Integrated Mathematics and Science for Elementary
School Teachers II
- D. Required Specialization Courses: Mild/Moderate
Disabilities
- SPED 3313 Nature and Characteristics of the Mild and
Moderate Learner I
- SPED 4313 Methods of Teaching Learners with Mild/Moderate
Disabilities
- SPED 2102 Practicum I
- SPED 3002 Practicum II
- SPED 3102 Practicum III
- SPED 4323 Cognitive Programming for Exceptional Children
- SPED 4333 Curriculum for the Learner with Mild/Moderate
Disabilities
- SPED 3333 Nature and Characteristics of the Mild and
Moderate Learner II
- SPED 3343 Remediation of Content for Mild/Moderate
Learner I
- SPED 3353 Remediation of Content for Mild/Moderate
Learner II
Additional Requirements: 35 hours of
professional Education (See Teacher Education Program)
- III. Subject Matter Course and Foreign Language Competency
Requirements
Foreign Language Requirement
Authority
The foreign language competency is both a degree requirement
approved by the Oklahoma State Regents for Higher Education (OSRHE) and
a certification requirement approved by the Oklahoma Commission for Teacher
Preparation (OCTP).
Definitions
The foreign language competency is defined as a "Novice - high level"
- the ability to communicate minimally with learned material.
The foreign language competency is a requirement
beginning with freshman students entering universities in the Fall of
1997. It does not apply to students previously enrolled in programs.
Language
The foreign language competency encompasses a broad spectrum of
languages including French, German, Spanish, Russian, Latin, Native American
languages, and American Sign Languages. Students from a variety of cultural
backgrounds may meet this competency without any coursework. Others may
achieve a novice-high level before entering college through previous exposure
to a language or culture.
Langston University offers the following options to teacher candidates
to meet the Foreign Language Competency Requirements:
1. Two years (4-semesters) high school Foreign Language with a
grade of "C" or above in each course.
Candidates meeting this option must pass a competency test in Spanish
and/or French to certify competency at the novice-high level.
The tests must be taken no later than the Spring semester of the
candidate's first year of enrollment at Langston University.
2. Two semesters of Foreign Language college credit (10 Credit
Hours) (Langston University will accept two (3) credit hour transfer
courses from another university for students and candidates transferring
to Langston University.)
3. CLEP Examination: FL 1115 Elementary French I (5- CR)
CLEP Examination: FL 1125 Elementary French II (5- CR)
4. CLEP Examination: SN 1115 Elementary Spanish I (5- CR)
CLEP Examination: SN 1125 Elementary Spanish II (5- CR)
5. CLEP Examination for Other Languages
Langston University will accept passing scores for the other languages
approved by the Oklahoma State Regents for Higher Education:
a. American Sign Language
b. German
c. Latin
d. Native American Languages
e. Russian
These requirements are consistent with the spirit and intent of
H.B. 1549 which requires subject matter concentrations for early childhood,
elementary, and special education teachers and the Oklahoma Commission
for Teacher Preparation's standard of a foreign language competency.
Content Preparation Requirement
(4 x 12)
Teacher candidates in early childhood education, elementary education,
and special education must have subject area concentrations that qualify
them as generalists. Oklahoma State Regents for Higher Education (OSRHE)
requires 12 hours in mathematics, science, language arts, and social studies.
To meet these requirements the teacher candidates at Langston University
are required to take and earn a minimum grade of "C" in the following
courses:
|
Course
Number
|
Name
|
Credit Hours
|
English
|
|
|
|
|
EG 1113
|
English Composition I
|
3
|
|
EG 1213
|
English Composition II
|
3
|
|
EG 2033
|
Advanced Composition
|
3
|
|
EG 3153
|
Advanced Grammar
|
3
|
Mathematics
|
|
|
|
|
MT 1323
|
College Algebra
|
3
|
|
MT 1513
|
Trigonometry
|
3
|
Options to Trigonometry
|
|
|
|
|
MT 2603
|
Finite Mathematics
|
3
|
|
MT 2413
|
Elementary Statistics
|
3
|
|
MT 3313
|
Mathematics Concepts
|
3
|
|
MT 2413
|
Modern Mathematics
|
3
|
|
MT 2513
|
Modern Mathematics II
|
3
|
Science
|
|
|
|
|
NB 1113
|
Natural Science (Biological
with Lab)
|
3
|
|
BI 3113
|
Concepts of Biology
|
3
|
|
BI 3114
|
Environmental Biology
|
4
|
|
NP 1113
|
Natural Science Physical
|
3
|
Social Science
|
|
|
|
|
HT 1483
|
U.S. History 1492 to 1865
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3
|
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HT 2323
|
Oklahoma History
|
3
|
|
GE 2413
|
Human Geography
|
3
|
|
PS 1113
|
Introduction to American Government
|
3
|
These requirements are consistent with the spirit and intent of H.B. 1549
which requires subject matter concentrations for early childhood, elementary,
and special education teachers and the Oklahoma Commission for Teacher
Preparation's Standard of a Foreign Language.
LANGSTON UNIVERSITY
TEACHER EDUCATION PROGRAM
Villetta Partridge Director/Assistant Professor
vmpartridge@lunet.edu |
206 W Sanford Hall
Phone: 405.466.3553
Fax: 405.466.3209 |
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Philosophy Statement
The ideals of the Langston University Teacher
Education Program embrace several philosophical designs ranging from pragmatic
thought to critical theory. The basic philosophies of the program include
the ideals of mentoring, cultural diversity and multicultural education,
human relations, critical thinking, global perspective, community, freedom
to learn, a microcosmic society, acquisition of knowledge, and empowerment
of the candidate. These concepts are taken from the foundations for such
educational philosophies as pragmatism, progressivism, reconstructionism,
existentialism, critical theory, and humanism.
The teacher education majors participate in a
variety of experiences that help to foster these ideals. The primary
purpose of the teacher education program is to provide high quality curricular
offerings for prospective teachers to insure that graduates of the program
will enter the teaching field keenly aware of the integral relationships
that exist among education and other aspects of the community and the world.
The following goals are designed to achieve the
primary purpose.
1. To enable students to develop an awareness of the functions
and relationships of education in a democracy.
2. To enable students to become aware of themselves, their strengths,
limitations, sensitivities, talents, abilities, and self-worth.
3. To offer guided experiences and a core of courses that constitute
essential knowledge for an educator.
4. To enable students to develop an understanding of basic principles
underlying growth and development of school children and to provide the
opportunity for them to demonstrate this understanding through working with
students in academic and non-academic settings.
5. To establish a framework in which students may work in organizing
learning experiences for their pupils that will encourage actual involvement
in the process of education.
6. To create an environment in which candidates may be able to
relate the principles and theories of psychology and philosophy to education.
7. To guide candidates through pedagogical methods to acquire knowledge
related to general education, professional education, and specialized
education.
8. To impress upon candidates the importance of professional responsibility,
school policy, and law.
9. To require candidates to engage in research which transfers
to effective classroom teaching, i.e., pedagogical strategies, classroom
management, discipline strategies, assessment techniques, interpersonal
communication skills.
10. To enable candidates to develop knowledge, skills and dispositions
necessary to become effective classroom teachers who can help all children
learn.
11. To enable candidates to appreciate cultural diversity within
a pluralistic society.
12. To facilitate the development of an appreciation of a global
society.
The conceptual framework for teacher education is found within
the three categories of education: general education, professional education,
and specialized education. The rationale for the general education curriculum
is that higher education is, at best, an introduction and incentive to
lifelong learning and to intelligent participation in society. Langston
University accepts the premise that an educated person should have a critical
appreciation of the ways in which we gain and apply knowledge and understanding
of the universe, of society, and of ourselves.
The University, therefore, seeks to provide candidates
with the opportunity to participate early in their college life in the
following processes: (1) obtaining information the raw materials for thought
analysis, reflection, decision-making, and discourse; (2) developing methods
of inquiry training the intellect in various methodologies developed in
the several disciplines; (3) acquiring basic skills analyzing and interpreting
ideas and data, relating them to
other materials, logical and critical thinking,
reaching valid conclusions, and presenting results with clarity and style
in a variety of technological/communicative media; and (4) developing
qualities of mind a respect for data, appreciation for the arts, tolerance,
commitment, citizenship, desire to learn, curiosity, sensitivity to ethical
considerations, and respect for the multicultural, multi-ethnic, and global
society in which we live.
A more sophisticated schema enables pre-service
teachers to make decisions like those made by more experienced teachers.
The conceptual framework "Teacher as Decision Maker" is aimed at developing
reflective teachers who make wise decisions in the classroom. It is based
on a model of teacher decision-making that is drawn largely from cognitive
psychology. Teachers who make well-informed, appropriate decisions in
the classroom are more likely to foster their students' learning, growth,
and development than are teachers who do not. The theme provides a conceptual
framework that underlies the program goals, rationale, university course
work, and field experience.
The seven important areas of knowledge and skill
that influence classroom decision-making are (1) the nature (knowledge)
of the learner; (2) the nature (knowledge) of the subject matter; (3) general
pedagogy; (4) subject-specific pedagogy; (5) school (educational) context;
(6) self as a teacher (educational goals); and (7) curriculum.
The model has three decision-making phases: curriculum
planning, instruction, and post-lesson reflections and possible revision.
Each phase emphasizes effective choices that (a) prepare students for
learning, (b) provide effective instruction through use of clear examples
and checking for understanding and (c) provide guided and independent practice.
The teacher education program at Langston University
is designed to produce individuals with a strong academic background in
their subject who are able to incorporate this into teaching decisions.
The ultimate goal is to enable candidates to translate this knowledge and
understanding into curriculum plans and instructional decisions that will
foster a similar awareness of cultural diversity in their future students.
The conceptual framework for specialized education
is derived from the standards and objectives of professional learned societies
for each specialty area.
TEACHER EDUCATION ADMISSION POLICIES
There are three levels of admission relating to the Teacher Education
Program. The first level is not admission to the program; rather,
it is admission to the introductory course. The second level is admission
to the Teacher Education Program. The third level is admission to Student
Teaching. Admission policies for each level are delineated below:
Admission to ED 2212
Students who are interested in the Teacher Education Program should
enroll in ED 2212, Historical and Philosophical Foundations of American
Education. Prerequisites for enrollment in ED 2212 are
1. Completion of thirty (30) hours in general education.
2. A minimum grade of "C" in six (6) hours of general education
English.
3. A minimum grade of "C" in six (6) hours of general education
mathematics.
4. A minimum overall grade point average of 2.00 ("C").
A transfer student of advanced standing should make application
as soon as possible following his/her admission to the institution. Applications
are submitted to the Director of Teacher Education while students are enrolled
in ED 2212.
Admission to Teacher Education Program
It is mandatory that a student meet specific requirements before
he/she can be admitted to the program. The requirements for admission
are
1. Have completed at least forty-five (45) semester hours of general
education.
2. Have a minimum grade point average of 2.50.
3. Show evidence of adequate reading, writing, and verbal communication
skills in course work.
4. Express interest in teaching as demonstrated by prior experiences
and activities.
5. Have an academic record that clearly indicates the student's
commitment to the academic aspects of teaching.
6. Have a minimum grade of "C" in ED 2212, Historical and Philosophical
Foundations of American Education.
7. *Have a minimum grade of "C" in English 1113, 1213, 2033, and
3153 or the equivalent.
8. *Have a minimum grade of "C" in Mathematics 1323, 1613, 2413,
and 2513 or the equivalent.
9. Make formal application during the time the student is enrolled
in ED 2212, Historical and Philosophical Foundations of American Education.
10. Show evidence of personal traits that suggest potential for
working with youth, with parents and other constituencies of the teaching
profession.
11. Be approved by the Teacher Education Committee.
12. *Pass the Pre-Professional Skills Test (PPST),Oklahoma General
Education Test (OGET) or have a cumulative grade point average of 3.0
or above in all liberal arts course work. Students desiring admission must
continuously enroll in ED 4001, Education Seminar: Test Taking and Study
Skills, until they have passed the mock PPST examination (unless they meet
the option requirement).
13. Must complete a successful interview with a selective panel
of interviewers.
14. Successful portfolio assessment.
Each admission must be based on a professional
assessment of the candidate on all the above criteria. Each applicant
is either admitted to Teacher Education or denied admission. There is
no conditional admission.
Students who do not meet requirements for admission
to Teacher Education but who express the intention to pursue a Teacher
Education Program are encouraged to take the following courses after completing
the introductory course:
Human Growth and Development
Education of Exceptional Children
Educational Sociology
Requirements for Admission to Clinical Teaching
A candidate must be granted admission to the Teacher Education
Program before he/she applies for admission to student teaching. Normally,
he/she makes application during the spring semester of the junior year
or in the senior year the semester prior to the student teaching semester.
Prerequisites to admission to do student teaching are as follows:
1. Make formal application.
2. Show continued scholastic progress.
3. Have an overall minimum grade point of 2.50 or above in all
college work.
4. Have a minimum grade of "C" in all courses in professional education
and in area of specialization.
5. *Completion of English 2033 (Advanced Composition) and EG 3153
(Advanced Grammar) or equivalent with minimum grade of "C" (Elementary,
Special Education, and Early Childhood Education majors).
6. Completion of at least ninety percent (90%) of specialization
courses if applying during the spring semester of the junior year.
7. *Completion of at least sixty (60) hours of field experience.
8. *Must be recommended by the advisor and approved by the Teacher
Education Committee, Director of Teacher Education, and the Dean.
9. Completion of at least 30 semester hours at Langston University.
*Not required for applicants holding the baccalaureate degree.
10. Must provide evidence that all program requirements will be
completed during the Student Teaching semester or the semester immediately
following Student Teaching. NOTE: Only one regular course (does not include
Student Teaching Seminar) may be taken during Student Teaching semester.
Courses with senior status must be completed prior to student teaching.
11. Must have a formal interview with three (3) members of the
Teacher Education Committee, one of which must be the Director of Teacher
Education.
12. Must be evaluated by three (3) teachers under whom courses
have been taken.
13. Must be a member of the Student Oklahoma Education Association
(SOEA). NOTE: The liability insurance provided by this professional organization
protects the student teacher while in the classroom.
14. Have successful interview with panel.
15. Have successful portfolio assessment.
For details regarding the requirements for admission to teacher
education, retention in the program and admission to student teaching,
the candidate should consult the Director of Teacher Education.
For information regarding requirements for teaching
in grades 7-12, see specific major areas, i.e., English Education in
Department of Communication and English, or the Director of Teacher Education.)
All Teacher Education programs require the same
professional education sequence.
Portfolio Policy
All teacher education majors at Langston University are required
to enroll in ED 4001, Education Seminar: Portfolio Assessment. The
one hour course should be taken before or in conjunction with ED 2212,
Historical and Philosophical Foundations of American Education. All
teacher education majors must present their portfolio several times prior
to completing the program: (A) admission to teacher education, (B) admission
to clinical practice (formerly student teaching), (C) graduation reguirement.
A self-assessment, peer assessment, and faculty assessment are required.
Portfolio reflection forms should be completed for each artifact. Each
artifact must be aligned with the conceptual framework of the School of
Education and Behavioral Sciences, The Oklahoma General Competencies, The
School of Education and Behavioral Sciences Competencies, and the subject
specific competencies for the State of Oklahoma. As a graduation requirement,
all candidates must present their portfolio to faculty and peers in a formal
presentation setting. Portfolios should be available for additional review
by faculty during the course work. Transfer students are required to meet
the portfolio requirements stated above and identify in the portfolio the
university where artifacts were developed.
Courses
Professional
Education
Course No
|
Title.
|
Hours
|
|
ED 2212
|
Hist./Phil. Foundations of Amer. Ed
|
3
|
PY 3313
|
Human Growth and Development
|
3
|
SPED 3143
|
Survey of Exceptional Children
|
3
|
ED 3153
|
Educational Sociology
|
3
|
The courses listed above may be taken prior to formal admission for Education majors. The following courses require admission to
Teacher Education for education majors.
Course No.
|
Title
|
Hours
|
ED 3232
|
Measurement, Assessment and Evaluation
|
2
|
ED 4212
|
Educational Technology
|
2
|
ED 4222
|
Educational Psychology
|
2
|
ED 4232
|
Instructional Strategies
|
2
|
|
Or
|
|
ED 4252
|
Instructional Strategies in Middle and Junior High Schools
|
2
|
ED 4242
|
Classroom Management
|
2
|
ED 4262
|
School Law and Legal Issues
|
2
|
ED 4002
|
Education Seminar
|
2
|
ED 4270/80
|
Student Teaching Elementary/Secondary
|
2
|
|
Total
|
35
|
TEACHER EDUCATION PHOTO GALLERY
DEPARTMENT
OF EDUCATIONAL FOUNDATIONS AND SPECIAL PROGRAMS
The Department of Educational Foundations and Special Programs provide
professional education courses for students preparing for certification
and teaching in secondary schools. Although there are no majors in the
department, teacher education majors with concentration areas in the field
of Biology, Chemistry, English, Human Ecology, Mathematics, Music, and
Physical Education are served.
The program of professional preparation for secondary school teaching
is designed to enable each student to (1) acquire and demonstrate knowledge
of the processes of human growth, development, and learning as they relate
to teaching; (2) demonstrate knowledge of methods, materials, and media
and technology appropriate to secondary school teaching in his/her concentration
area; (3) exhibit an understanding of the historical, philosophical, and
sociological foundation of American education; (4) develop a functional
understanding of the administrative and organizational structure of the
school and other educational institutions and agencies; (5) demonstrate skills
in student teaching which are predictive of successful professional teaching.
The sequence of courses and pre-professional experiences for students
in teacher preparation for the secondary school level is planned jointly
by the department of the student's major concentration area and the Department
of Educational Foundations and Special programs.
A dual advisement system designed to assist students in selecting
pre-professional experiences and courses which will strengthen their employment
chances in education provides greater depth of understanding of the educational
scene and helps them develop their potential fully as functioning adults
in a contemporary society.
GENERAL STUDIES (BALE---Bachelor of Arts in Liberal Education)
Randy Hunt
Chair/Assistant Professor
rfhunt@lunet.edu |
211 W Sanford Hall
Phone: 405.466.3384
Fax: 405.466.3209 |
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|
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Option 1 The
Bachelor of Arts in Liberal Education (BALE) program is designed to serve
urban adults who have completed two years of work at a junior college
in a specialized occupational field or students who have completed General
Education requirements at a four-year college or university. These students
will be provided opportunities to study upper-level Social Studies, Humanities,
and Natural Sciences, culminating in personal growth and enrichment, and
in the Bachelor of Arts degree.
Emphasis is placed upon information and experiences relevant to
the contemporary society, urban problems, race relations, ecology and
environmental studies, cultural history, energy systems, philosophy, religion,
government, consumer economics, etc. The enhancement of critical thinking,
responsible citizenship, communication skills, moral and ethical values,
and greater cultural appreciation are major objectives of the BALE program.
The BALE approach is liberal in thrust in that it allows for study
in a broad spectrum of academic areas. Students are required to do independent
study, special projects, and to participate in structured BALE colloquia.
- I. Degree: Bachelor of Arts II. Major: General Education (BALE-Bachelor
of Arts in Liberal Education)
- A. General Education: 50 hours
- B. Required Courses: 36 hours 6 upper division hours in
6 academic areas (minimum of 6 hours must be in Arts and Sciences) 3
hours of independent study in field approved by advisor 6 hours of BALE
Colloquium
- C. Additional Requirements: A minimum of 18 hours in Liberal
Education courses must carry 4000-level number. (Courses included in Liberal
Education requirement for the major cannot be used to fulfill 50-hour
General Education requirement.)
D. Electives to complete 124-hour requirement for graduation, including
a minimum of 45 upper division hours.
CULTURAL STUDIES Weekend College
(BALE Bachelor of Arts in Liberal Education)
Program in Cultural Education
Option 2
The program in Cultural Studies (PICS) provides a degree-completion
program for adult learners in the Weekend College. In the OKC Metro,
adults may select their degree-completion program of choice from a number
of options, each particularly suited to a specific group of individuals.
These specific groups are comprised of adults with a near-term
incentive to complete a formal program of undergraduate education which
is suited for this segment of the market, primarily because those persons
are highly motivated to qualify for the baccalaureate as quickly as possible.
Adults in this market segment believe new job opportunities will develop
after the undergraduate degree has been awarded. The intent of PICS is
to capitalize on the adult-learning market in a way that promotes value
added via critical analysis of American culture and critical thinking
about the broad structure of America's roots.
PICS joins courses found within the specialties of Communication,
Geography, Humanities, Literature, Sociology, and Urban Studies in creating
an integrated approach to the study of contemporary cultural authority
and cultural power. The curriculum focuses on the relationship between
cultural practices and substantive analysis of the world in which we live.
This concept of culture is not committed to just a single perspective
on or prescription for social, economic, and political complexities observed
in contemporary American life.
Four clusters have been designed to set a tone of balance to provide
students with a constructive exposure to cultural studies with an emphasis
on rigorous assessment of the American experience. The culture of teaching
culture is expected to become an eminently enjoyable task, one able to
promote a broad, humanistic understanding of the American cultural scene.
To receive the Bachelor of Arts in Liberal Education, Program in
Culture Studies, students must meet the graduation requirements stated
below in full, or their equivalent through the combination of transfer
credits and PICS coursework. Continuous advising will place adult students
in a position to maximize benefits from this curriculum and their association
with other learners in cohort groups.
Cluster I Culture of Media and Information
Culture, Media, and Identities
Modes of Cultural
Analysis Issues in Networked Information
Readings in Mass
Culture
Cluster 2 Culture of Urban Environment
Cities: Impressions and Perspectives
Digital
Cities and the Internet Urbanization And Community
Culture,
Conflict, and the City
Cluster 3 Culture of Professions in Society
Language, Literacy, and Culture
New Professionals:
Agents for Change
Socialization across Professions
Literature, Values, and Social Responsibility
Cluster 4 Culture of Discovery and Innovation
The Information City
Global Cyber-Cultures
Episodes in Innovative Behavior
Geography
of the Information Economy
Project A Capstone Analysis of Theory in Cultural Studies
Project B Capstone Analysis of Cultural Practices and Institutions
- I. Degree: Bachelor of Arts
- II. Major: Cultural Studies (BALE - Program in Cultural Studies)
- A. General Education: 50 hours
- B. Required Courses: 60 hours
- 48 upper division hours in prescribed interdisciplinary
courses and 12 upper division hours in two (2) integrative, faculty-supervisory
cultural studies.
- Electives to complete 124 hour requirement for graduation,
including a minimum of 45 upper division hours.
PSYCHOLOGY
Albert Appiah
Chair/Associate Professor
aappiah@lunet.edu |
108 Moore Hall
Phone: 405.466.3383
Fax: 405.466.3209 |
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The Psychology major offers one area of concentration: Behavioral
Management/Alteration. A student with the Behavioral Management/Alteration
major is introduced to theories and methods of intervention, both preventive
and ameliorative, at the individual, group, marital-family, and urban
community levels. Psychology offers a wide range of courses
which may help to fulfill requirements for other majors and General Education
needs and cooperates with other departments in developing interdisciplinary
approaches to such disciplines as Biology, Corrections, and the health
care professions. The program has an urban thrust which will prepare the
student to deal with the pressures of the urban lifestyle personally as
well as to assist others to cope and adjust to urban pressures. Students
interested in Psychology should clearly understand that almost all vocational
opportunities require post-graduate degrees.
Objectives
1. To provide student with a level of understanding and competencies
which will prepare him/her to interact with other people and provide an
occupational base for corrections, personnel administration, civil service,
armed forces, law, industrial management, city planning, advertising, sales,
and marketing. 2. To assist the student in acquiring a measure
of knowledge based upon psychological principles and statistical methods
which will prepare him/her for a career in research, statistics, biological
or social science options, and testing. 3. To stimulate
the student with training in teaching which offers a vocational opportunity
for graduate study or teaching on the secondary level. 4.
To equip the student with clinical skills that are often prerequisites
for medical, community, mental health programs, counseling, and graduate
school requirements in various fields of psychology.
- I. Degree: Bachelor of Arts
- II. Major: Psychology (Behavioral Management/Alteration)
- A. General Education: 50 hours
- B. Required Courses: 36 hours (above PY 1113)
- PY 3313 Human Growth and Development
- PY 3233 Statistical Methods in Psychology
- PY 3103 Experimental Psychology
- PY 3013 Abnormal Psychology
- PY 3023 Cognitive Psychology
- PY 3113 Psychology of the Elderly
- PY 3203 Theories of Personality
- PY 3213 Physiological Psychology
- PY 4103 Theories of Learning
or ED 4222 Educational Psychology
- PY 4003 Seminar in Psychology
- PY 4113 History of Psychology
- PY 4223-8 Senior Practicum
- C. Additional Requirements: Students also need to complete
nine (9) credit hours of electives in upper division courses. Suggested
courses include PY 3033: Adolescent Behavior and Development and PY 3223:
Psychological Testing. Graduation requires a successful completion of
124 credit hours (minimum) of which a minimum of 45 credit hours (including
major courses) should be at the upper division level.
DEPARTMENT OF HEALTH, PHYSICAL EDUCATION, AND
RECREATION
Joe Hornbeak
Chair/ Associate Professor
jnhornbeak@lunet.edu |
CF Gayles 143
Phone: 405-466-3349
Fax: 405-466-3644 |
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The curriculum of the Department of Health, Physical Education, and
Recreation is designed to meet the general requirements of the University
and to prepare students who are professionally interested in the field.
Through this specific type of preparation, students are qualified to work
in the following areas: teaching Health and Physical Education K-12, coaching,
and working as support personnel for professional sports and recreation
leaders and in human health services area.
Objectives
1. To prepare persons who, as teachers of health and physical education,
will have a sound background in principles and practices of the field.
2. To emphasize to the prospective teacher the importance
of realizing that teaching is a profession and thereby warrants professional
preparation. 3. To make available such courses and experiences
as will enable the student to work in the fields of physical education
and health instruction, athletic instruction, and recreational activities.
4. To be of general service to the University in its attempt
to provide wholesome experiences through which students will have cultural
patterns and desirable attitudes; to show, through the service courses,
ways to better health and varied recreational outlets.
5. To provide the kinds of experiences whereby each student will place
a high value on human relationships in our democratic way of life.
6. To serve as a mechanism which enhances the development of organic
power and vigor, or more broadly stated, the development of physical fitness
and wellness. 7. To promote the acquisition of specific
motor skills which enhance successful participation in lifelong physical
and recreational pursuits. There are two options in Health,
Physical Education, and Recreation: the Bachelor of Science degree in
Education with teacher certification requirements and the Bachelor of Science
degree in Health, Physical Education and Recreation with an emphasis in
a Recreation venue.
- I. Degree: Bachelor of Science
- II. Major: Health, Physical Education, and Recreation (with
emphasis in Recreation)
- A. General Education: 50 hours
- B. Required Courses: 39 hours
- HD 2603 Personal Health
- HD 2602 First Aid and Safety
- PE 2112 Introduction to Physical Education and Recreation
- PE 3012 Senior Life Saving
or
PE 3022 Water Safety
- PE 3133 Organization and Administration of Physical
Education
- PE 3153 Leisure/Lifetime Recreation
- PE 3152 Sports Fundamentals I
- PE 3162 Sports Fundamentals II
- PE 3172 Folk Dancing
- PE 4033 Urban Recreation
- PE 4133 Applied Anatomy
- PE 4122 Introduction to Recreation Management
- PE 4152 Sports Officiating
- PE 4163 Tests and Measurements in Physical Education
- PE 4223 Recreation and Special Populations
- PE 4182 Camp Leadership
- C. Additional Requirements: Electives to complete 124
hours required for graduation, including a minimum of 45 hours of upper
division courses. Electives supplement recreation venues selected by
the students.
- I. Degree: Bachelor of Science in Education
- II. Major: Health, Physical Education, and Recreation (Teacher
Education)
- A. General Education: 50 hours
- B. Required Courses: 44 hours
- PE 2122 Introduction to Physical Education
- PE 3123 Physical Education for the Secondary Schools
- PE 4123 Physical Education for Elementary Schools
- PE 3152 Sports Fundamental I
- PE 3162 Sports Fundamental II
- PE 4163 Tests and Measurements in Physical Education
- PE 4143 Physiology of Exercise
- PE 4013 Kinesiology
- PE 4133 Applied Anatomy
- PE 3113 Care of Athletic Injuries
- PE 4173 Adapted Physical Education
- PE 3133 Organization and Administration of Physical
Education
- PE 3171 Supervision in Physical Education
- PE 4152 Sports Officiating
- HD 2603 Personal Health
- HD 2602 First Aid and Safety
- HD 2233 Community and School Health
- C. Additional Requirements: Professional Education, 35
hours
- D. Electives to complete 124 hours required for graduation,
including minimum of 45 hours of upper division courses.
- E. A foreign language competency at the novice-high level
is a requirement for all Teacher Education Programs.
NOTE: PE 3012 (Senior Life Saving), PE 3022 (Water Safety), PE
3172 (Folk Dancing), and PE 4182 (Camp Leadership) are strongly recommended.