SCHOOL OF EDUCATION AND BEHAVIORAL SCIENCES

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.

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
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	3
	HT 2323	Oklahoma History	3
	GE 2413	Human Geography	3
	PS 1113	Introduction to American Government	3

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.

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.

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

d. Native American Languages

	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	3
	HT 2323	Oklahoma History	3
	GE 2413	Human Geography	3
	PS 1113	Introduction to American Government	3

LANGSTON UNIVERSITY TEACHER EDUCATION PROGRAM

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.

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.

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.

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

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.

DEPARTMENT OF HEALTH, PHYSICAL EDUCATION, AND RECREATION

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.

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

Lester Clark Chairman/Professor lclark@lunet.edu	205 W Sanford Hall Phone: 405.466.3269 Fax: 405.466.3209

Villetta Partridge Director/Assistant Professor vmpartridge@lunet.edu	206 W Sanford Hall Phone: 405.466.3553 Fax: 405.466.3209

Villetta Partridge Advisor/Assistant Professor vmpartridge@lunet.edu	206 W Sanford Hall Phone: 405.466.3553 Fax: 405.466.3209

Early Childhood Education English Education Mathmatics Education Music-Vocal Teacher Education Music-Instrumental Teacher Education Physical Education Family and Consumer Sciences Biology Education Technology Education

Randy Hunt Chair/Assistant Professor rfhunt@lunet.edu	211 W Sanford Hall Phone: 405.466.3384 Fax: 405.466.3209

Albert Appiah Chair/Associate Professor aappiah@lunet.edu	108 Moore Hall Phone: 405.466.3383 Fax: 405.466.3209

Joe Hornbeak Chair/ Associate Professor jnhornbeak@lunet.edu	CF Gayles 143 Phone: 405-466-3349 Fax: 405-466-3644