FACULTY AND STAFF

Dean:

Gary S. Rush BE 117D ext. 5381

Director of Field Experiences:
    David Gustavson BE 384C ext. 5032

Department of Education
Chair:
    David Gustavson  BE 384C ext. 5032

Education Faculty:
    Jerry Antee BE 362 ext. 4146
    Candi Bagley BE 361 ext. 5174
    Patricia Doerr ADM 242 ext. 5167
    D. Cay Evans BE 367 ext. 5037
    Yong Hwang BE 364 ext. 5099
    Martha Mangin BE 366 ext. 5038
    Larry Marshman BE 369 ext. 5035
    James Sabin BE 368 ext. 5036
    Jack Slaybaugh BE 365 ext. 4134
    Charles Wilson BH 123 ext. 5306

Department of Kinesiology and Health Science
Chair:
    Timothy Winter HPE 207 ext. 5344
 
Kinesiology and Health Science Faculty:
    Ronald Byrd HPE 209 ext. 4170
    J. Jesse DeMello HPE 211 ext. 5101
Maxie Foster HPE 214 ext. 5114
Larry Rambin HPE 104 ext. 4106

Department of Military Science
Chair:
    LTC. James D. Bulger BH 124 ext. 5264

Department of Psychology
Chair:
    Jimmie Smith BE 348A ext. 5044

Psychology Faculty:
    Yong Dai BE 357 ext. 5277
    Jean Hollenshead BE 356 ext. 5042
    Edwin Holt BE 350 ext. 5199
    Merikay Ringer BE 360 ext. 5046
    Rebecca Nolan BE 351 ext. 5047
    Joshua Oyekan BE 353 ext. 5049
    Patricia Stanley BE 358 ext. 5143
    Georgia Wills BH 355 ext. 5043

Philosophy
The College of Education views both teaching and psychology as "helping professions" and stresses that teachers, whether elementary, secondary, or university, facilitate learning rather than dispense knowledge. Thus, each program in the college emphasizes independent thinking along with pedagogical techniques.

LSUS takes a university-wide approach to teacher education. Every curriculum for the preparation of teachers represents the cooperative efforts of all academic departments involved. The College of Education not only provides leadership in all areas of teacher instruction; it also offers service courses for the University and the community in health and physical education and in psychology.

The Department of Psychology emphasizes the relationship between individual thought and behavior patterns as they relate to the culture at large. Graduate work in school psychology addresses this and other contemporary issues in human development. As part of the College of Education, the Department of Psychology recognizes that teachers must understand the psychology of the urban and rural disadvantaged and other diverse groups in our schools and communities.

Goals
In keeping with the traditional functions of universities, the LSUS College of Education is committed to the following goals:

1. Instruction for future teachers, administrators, school service personnel, psychologists, and exercise specialists;
2. Cooperation with local schools and agencies to provide appropriate services; and
3. Conduct research to advance theory and practice in psychology and education.

Objectives

Teaching:

1. Provide instruction needed in credit courses to train effective teachers for the public and private elementary and secondary schools of the region.
2. Provide instruction in health and physical education needed by the University community.
3. Provide instruction needed to prepare psychologists for the region.

1. Serve as consultants to local schools and school systems.
2. Represent the University in professional organizations as members and officers.
3. Serve on Departmental, College, and University faculty and administrative committees.
4. Serve as consultants to other divisions of the University on problems requiring special expertise found in the College of Education.

1. Conduct both action and theoretical research in areas of education, health and physical education, and psychology.
2. Provide other divisions of the University with technical assistance in research design and data analysis.
3. Train students in both education and psychology to do research as well as to be effective consumers of research.
4. Assist students, especially graduate students, in getting research published.

The College of Education has defined its conceptual framework through the Theorist-Practitioner Model (TP Model). Intertwined throughout the TP Model are seven guiding principles which support the framework.

The College of Education:

1. Believes that all students should be provided with a broad knowledge base in the liberal arts and sciences.
2. Believes that research based theory serves as a basis for practice and should be integrated throughout the curricula.
3. Recognizes that versatility or flexibility is required within the conceptual framework to accommodate individuality and to meet the changing needs of society.
4. Is sensitive and responsive to the diverse needs of the community-at-large.
5. Believes the quality of its programs should be monitored by continuous internal assessment.
6. Recognizes the value of diversity as an integral aspect of all programs.
7. Recognizes the importance of technology as a tool in the enhancement of learning.

To ensure the quality of programs under the TP Model, the College of Education relies on joint participation, or sharing, and continuous assessment. These aspects of the Model require that the College of Education collaborate with faculty, students, adjunct faculty and others in professional education in the development and implementation of programs and the assessment of these programs.
 

Selective Teacher-Education Admission and Retention
The most important responsibility of any profession is service to its clients. Since the clients of the teacher-education program are ultimately the children and youth taught by graduates of this program, the College of Education recommends for teacher certification only those students demonstrating the academic preparation, intelligence, emotional stability, and physical stamina required of good teachers.

The student may be recommended for a Louisiana teacher's certificate when the following requirements are met:

1. Registration in the College of Education.
2. Admission to the Teacher Education Program.
3. Completion of the prescribed courses in a teacher-education curriculum, including student teaching.
4. Recommendation for a degree by majority vote of the College of Education faculty.
5. Attainment of appropriate scores on the PRAXIS examinations.

1. Credit for 45 semester hours with a grade point average of 2.50 or better on all college work attempted.
2. Completion of English 105 and 115 and Communications 135 (or equivalent courses) with grades of C or better. The student who has not taken these courses at the University may be allowed to demonstrate written and oral language proficiency by examination.
3. Completion of the PreProfessional Skills Tests (PPSTs) portions of the PRAXIS examinations in Reading, Writing, and Mathematics with scores of 172, 171, and 170, respectively, for the pencil-and-paper tests. Passing scores on the computer-based tests are 319 for Reading, 316 for Writing, and 315 for Mathematics.

Students not yet admitted to the Teacher Education Program may not enroll in required 300- or 400-level courses in education or health and physical education. This procedure applies to students in the Alternate Certification Program, as well as to undergraduates majoring in teacher education.

Retention
The TEPAR Committee is charged with ensuring only properly trained and qualified professionals are granted teaching certificates. Once a student is admitted into the Teacher Education Program, retention in the Program is not automatic. The Committee will, therefore, monitor each candidate's progress in the following areas: academics, professional behavior and overall commitment, ethical standards, personal qualities necessary for effective classroom interaction, and interpersonal skills needed to work with parents, administrators, and other professionals. Any student candidate who does not appear to be progressing satisfactorily will be notified in writing, and when appropriate, given the opportunity to correct deficiencies identified by the Committee. Should the student be unable or unwilling to do so to the satisfaction of the Committee, they will be removed from the Teacher Education Program.
 

The capstone of all good teacher-education programs is the laboratory experience. Only by dealing with children and youth in a classroom can an education major learn to apply successfully those concepts and skills taught in university courses.

Observation:
Some informal observation is incorporated into all professional education and psychology courses. In most cases, this observation is related to concepts of the course. Often, however, its objective is to let students experience the classroom to help them in committing to the teaching profession.

Directed Observation and Participation:
In the semester immediately preceding student teaching, all students in elementary and secondary education will observe and participate in classes at the level or in the field for which they are preparing to teach. An attempt is made to assign students to schools of differing socio-economic and ethnic makeups.
Only students formally admitted to the Teacher Education Program may enroll in either Education 411 or 421. Two semester hours of credit are given; grades are P (pass) and NC (no credit).

Student Teaching:
The Teacher Education Program culminates in a semester of student teaching at the level and/or in the fields in which the student is preparing. Student teaching is done in the public schools of Caddo and Bossier parishes under the supervision of qualified University and public school personnel.

The student teacher is required to spend a minimum of 30 clock hours per week in the elementary or secondary school classroom and spend time in planning conferences and student-teacher meetings.

Twelve semester hours of credit are given: grades are P (pass) and NC (no credit). Because of the heavy demands of student teaching, the student teacher may not take more than one additional course during the student teaching semester.

Application for a student teaching assignment is made in Education 411 or 421. The following are the requirements for admission to a student teaching assignment:
 

1. Senior standing in a teacher education curriculum.
2. Completion of all courses in a curriculum titled "Methods and Materials in. . ."
3. Completion of Education 411 or 421.
4. A grade-point average of 2.50 or better on all college work attempted.
5. Grades (last grades in the case of repeats) of C or higher in each required education and psychology course, including those in the health and physical education curriculum.
6. Grades (last grades in the case of repeats) of C or higher in the subject field or, in the case of the secondary-education teacher, fields of certification.

Recommendation for Degree and Teacher's Certificate
Transfer credits apply to the degree only if they represent courses in the curricula of the College of Education.

After completing all requirements for a degree in teacher education and for a Louisiana teacher's certificate, a student will be recommended for the degree if a majority of the Education faculty vote for said recommendation.

The Louisiana Legislature requires that all applicants for initial teaching certificates take the PRAXIS Examinations and qualify at or above the scores required by the Superintendent of Education.

It is the responsibility of the student to apply for and take the PRAXIS so that the scores can be attached to the application for a teaching certificate.

Requirements for Graduation
Baccalaureate degrees in Teacher Education programs are conferred when the student has fulfilled the following requirements:

1. Completion of all general degree requirements.
2. Grades (last grades in the case of repeats) of C or higher in each required education course.
3. Completion of a curriculum administered by the College of Education with a grade point average of 2.50 or better on all college work attempted.
4. Affirmative majority vote of the College of Education faculty recommending a baccalaureate degree.

1. Completion of English 105 and 115 and Communications 135 (or equivalent courses) with grades of C or better.
2. Grades (last grades in the case of repeats) of C or higher in each required education and psychology course.
3. Completion of all general degree requirements.
4. Completion of the psychology curriculum with a grade point average of 2.0 or better.
5. Affirmative majority vote of the College of Education faculty recommending a baccalaureate degree.