FACULTY AND STAFF

PHILOSOPHY, GOALS, AND OBJECTIVES

PHILOSOPHY
The College of Education and Human Development is a professional learning community producing graduates committed to lifelong learning and continuous improvement. To that end, the college is composed of four departments that grant an array of degrees and other opportunities for growth, all of which support the broad concept of lifelong human development.

The Department of Education houses undergraduate and graduate programs in teacher preparation and educational leadership as well as opportunities for post baccalaureate initial certification and additional licensure endorsements at both the undergraduate and graduate levels.

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 and in counseling psychology addresses this and other contemporary issues in human development. The baccalaureate degree in psychology provides a foundation for a broad range of career and/or graduate study opportunities related to the field. In support of the teacher preparation function of the college, the Department of Psychology recognizes that teachers must understand the psychology of diverse groups in our schools and communities and provides courses accordingly. Also, the department provides strong service support to the university through its offerings to incoming freshman students.

The Department of Kinesiology and Health Science supports the college’s commitment through programs in community health and wellness as well as in the preparation of teachers in health and physical education. The department supports a wide offering of service courses for the university and for the community, including a sports science institute and other activities.

In addition, the college is the administrative home to the Department of Military Science offering the opportunity for students to serve their country as commissioned officers in the U.S. Army, Army Reserve or the Army National Guard.

GOALS
In keeping with the traditional functions of universities, the LSUS College of Education and Human Development is committed to the following goals:

1. Provide instruction for future teachers, administrators, school service personnel, psychologists, counselors, and health and exercise specialists.
2. Cooperate with local schools and other human development agencies to provide appropriate services.
3. Conduct research to advance theory and practice in psychology and education.

OBJECTIVES

Teaching:

1. Provide instruction needed in credit courses to train effective educators for the public and private elementary and secondary schools of the region.
2. Provide instruction in health, physical education, and wellness for the university community and the metropolitan area.
3. Provide instruction needed to prepare psychologists and counselors for the region.

Service:

1. Serve as consultants to local schools, school systems, and other human service agencies.
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 and Human Development.

Research:

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

CONCEPTUAL FRAMEWORK FOR TEACHER EDUCATION

The College of Education and Human Development, as a professional school, promotes excellence in teaching, research and service in an inclusive professional learning community. Graduates are broadly-educated persons who are committed to lifelong learning and continuous improvement as professionals prepared to practice in an ever-changing world. The college is committed to establishing and maintaining productive collaborative partnerships with the professional communities it serves. As a professional learning community, the College of Education and Human Development seeks to achieve excellence in all its programs through continuous assessment and reflection.

Professional Educator Model
Programs within the college seek to prepare students for the highest levels of professional service. The college is committed to the proposition that professional educators should be leaders in their classrooms, their schools, and their communities. Programs develop professionals as leaders who are committed to the highest ethical and professional standards and who are fulfilled as professionals through providing leadership at all levels for valuing and enhancing lifelong learning and growth. Learning to lead enables educational professionals to engage in leading to learn.

The College of Education and Human Development faculty and candidates (both initial and advanced) value and foster:

1. A strong general knowledge base in the liberal arts and sciences and in respective disciplines;
2. Effective facilitation of learning through knowledge of the learner and a strong pedagogical foundation;
3. Self-directed professionalism and a commitment to lifelong learning;
4. An understanding of and respect for diversity and the ability to structure learning environments that enable all students to learn;
5. Continuous improvement through systematic assessment;
6. Commitment to collaboration and teamwork in a community of learners;
7. Commitment to ethical practice and professional standards for the advancement of teaching; and,
8. Integration of technology in teaching and learning.

The College of Education and Human Development is committed to establishing and maintaining a collaborative community of learners dedicated to excellence in teaching, research and service and to continuous improvement through assessment and lifelong learning for professional growth. This commitment is expressed and clarified through dedication to the principles which are set forth below:

1. Teachers’ knowledge of subject matter and general knowledge comprise a key element in overall teacher effectiveness.
2. A major task of the university training program is to ensure experiences that will enable candidates to facilitate learning in all children and youth. Education professionals who graduate from an accredited College of Education and Human Development should be able, among other things, to:
   
   
   • Help all prekindergarten through twelfth grade (P-12) students learn;
   • Teach to standards for P-12 as set by specialized professional associations and the states;
   • Explain instructional choices based on research-derived knowledge and best practice;
   • Apply effective methods of teaching students who are at different development stages, have different learning styles, and come from diverse backgrounds.
     
     
3. A professional educator not only knows subject matter and student development, but also understands basic principles of good pedagogy and the strategies used to teach all learners.
4. The LSUS College of Education and Human Development recognizes the World of Practice, also known as Field Experiences and Clinical Practice, as an integral and continuous component in preparation of teachers, administrators and professional support personnel.

TEACHER EDUCATION PROGRAM ADMISSION AND RETENTION

NOTE: Students pursuing degrees in psychology and in non-teacher certification programs in Kinesiology and Health Science are subject to the Admission and Degree requirements and procedures as described in “UNDERGRADUATE ADMISSIONS:” and “DEGREE REQUIREMENTS” elsewhere in this catalog.

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 and Human Development 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 and Human Development;
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 and Human Development faculty; and,
5. Attainment of appropriate scores on the PRAXIS examination.

Admission to the Teacher Education Program (TEPAR)
The College of Education and Human Development student who has completed 45 term hours may apply for formal admission to the Teacher Education Program and may be admitted after meeting the following standards:

1. Credit for 45 term 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.) and,
4. Demonstration of the following dispositions and traits that are expected of educators:
   
   

   respect for diversity organizational skills interpersonal skills cooperative attitude academic ability emotional stability

   speaking skills writing skills dependability initiative integrity

The screening program is administered by the Teacher Education Program Admissions and Retention (TEPAR) Committee. The Education 201 student who is registered in the College of Education and Human Development is given application forms and information for applying.

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 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, s/he will be removed from the Teacher Education Program.

PROFESSIONAL LABORATORY EXPERIENCES

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 most 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 term 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 backgrounds.

Only students formally admitted to the Teacher Education Program may enroll in either Education 411 or 421. Two term hours of credit are given; grades are P (pass) and NC (no credit).

Student Teaching: The Teacher Education Program culminates in a term 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 term 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 take no more than one additional course during the student teaching term.

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; and,
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.

Exceptions to the above requirements will not be made.

DEGREE COMPLETION

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 and Human Development.

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 and Human Development 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 State 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 and Human Development with a grade point average of 2.50 or better on all college work attempted;
4. Completion of all requirements for certification as specified by the state of Louisiana; and,
5. Affirmative majority vote of the college of education and human development faculty recommending a baccalaureate degree.

Baccalaureate degrees in psychology are conferred when the student has fulfilled the following requirements:

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. Completion of the Major Field Achievement Test in psychology during the final regular term before graduation; and,
6. Affirmative majority vote of the College of Education and Human Development faculty recommending a baccalaureate degree.

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ADMISSION TO RE-DESIGNED ALTERNATE CERTIFICATION PROGRAMS
Presently, LSUS offers re-designed alternate certification programs leading to designation as a “highly-qualified” teacher in the following certification areas: Elementary Education, Special Education, and Secondary Education.

Criteria for admission to these programs include:

1. Completion of an official application to LSUS through the Office of Admissions and submission of official transcripts from all institutions previously attended.
2. A baccalaureate degree from a regionally-accredited college or university, including an overall grade point average of 2.500 at the time that the bachelor’s degree was awarded. No grades for either undergraduate or graduate courses taken following the awarding of the bachelor’s degree shall be included in determining grade point average eligibility for the program. (Students whose overall GPA is below 2.500 are not eligible for alternate certification. Certification for such students may only be obtained by completing a second degree, including student teaching.)
3. Submission of acceptable scores for PRAXIS I (Reading, Writing, and Mathematics) and for the appropriate PRAXIS II Specialty Area(s). (A student who possesses a master’s degree from a regionally-accredited college or university is not required to submit PRAXIS I scores.)

Procedures to be followed include:

1. A meeting with Dr. Betty McNeese, alternate certification advisor, to complete a program of study and to discuss program requirements and procedures. (An appointment with Dr. McNeese may be arranged by contacting the Department of Education secretary at 797-5032.
2. Formal application for admission to the Teacher Education Program through the Teacher Education Program Admission and Retention (TEPAR) Committee. Students are “blocked” from registering for any 300- or 400-level course in Education until formal admission has been granted by the TEPAR Committee. This process is separate from admission to the University and the completion of a program of study form. (TEPAR application forms may be obtained in the Curriculum Resources Center–BE 213. Be sure to obtain the application form which is specifically for Alternate Certification students. Completed applications should be returned to the same location.)

Program Structures and Restrictions:

1. The Re-Designed Alternate Certification programs each include twenty-four required credits, including six credits in Student Teaching or Internship. A maximum of nine additional credits may be “prescribed” at any time during the program for a candidate, based on needs as perceived by Department faculty. A grade of C or better must be attained in each required course within the program.
2. A maximum of six credits may be transferred into the program from another institution. Any course(s) from another institution in which a student plans to enroll following admission into the LSUS program must have the approval of the Department of Education chair prior to enrollment in the course(s). No courses which are numbered at the 300- or 400-levels in our programs may be transferred from two-year institutions. Transfer credits will be accepted only if they have been taken from regionally-accredited institutions.
3. A student who is enrolled in the program and is also employed as a full-time teacher or a paraprofessional by a public or private school may enroll in no more than six credits during each of the Fall and Spring terms. Candidates who are full-time students (not employed as teachers) may enroll in no more than twelve credits per term.
4. Student Teaching (ED 422–6 credits) should be taken in the last Fall or Spring term during which the student is enrolled in the program. All materials and methods courses must be completed prior to enrollment in student teaching. No more than three credits in addition to student teaching may be taken during the student teaching term. Candidates who are employed as full-time teachers in public or private school settings are eligible for Internship (ED 424, taken for two consecutive terms for three credits per term), provided that at least one-half of his/her teaching assignment is in the area in which certification is being sought. Waivers for three or more years of teaching experience in place of student teaching or internship are not granted for candidates in re-designed programs. Students who plan to student teach and those who intend to enroll in internships should contact Ms. Candi Bagley, Director of Field Experiences (BE 117), by no later than the final drop date of the term preceding student teaching or internship enrollment.
5. Completion of certification requirements include the submission of acceptable scores for either PRAXIS-Principles of Learning and Teaching: K-6 (elementary education) or PRAXIS–Principles of Learning and Teaching 7-12 (secondary education) as appropriate to the student’s area of certification. Students certifying in Special Education may take either of the aforementioned tests. Completion of the application for a teaching certificate should be done near the conclusion of the student’s final term. Ms. Tocha Nolen in BE 117 will provide assistance in the application process.

GRADUATE PROGRAMS

The Master of Education, a professional graduate degree, is designed to enhance and enrich students' academic and professional backgrounds. The degree program consists of 36 term hours and is tailored to meet the individual needs of the student. The program also allows students to seek additional certifications while pursuing the Master of Education degree. Additional certifications include Administration, Supervision, Reading Specialist, Gifted, Library Science, Health and Physical Education and Guidance and Counseling. Teacher certification is not required to enter the M.Ed. program but may be required for some certifications.

The Master of Science in Counseling Psychology is a 48-hour professional graduate degree designed to prepare professional counselors to fulfill a variety of counseling roles. Most directly, the program will provide the academic coursework needed for the Licensed Professional Counselor credential that authorizes counseling practice at the independent practice level in Louisiana. Graduates will have received training in the delivery of mental health and/or school counseling services in a variety of settings, including such places as governmental and private social service agencies, prisons, schools, hospitals, and free-standing treatment centers, and group multi-disciplinary practices. The Master of Science in Counseling Psychology degree program is designed to include an appropriate balance of theory and practice. The successful practitioner must be trained from within the theorist-practitioner model, emphasizing solid grounding in theory as the basis for all activities involved in helping clients obtain mental health goals. The program culminates in a two-term internship of 300 clock hours each in an approved setting.

The Specialist in School Psychology, a 75-term-hour graduate program, has as its objective the training of professional school psychologists. It emphasizes field learning experiences including a year-long supervision in the school setting. Graduates of the program will qualify for certification as school psychologists and will develop proficiencies in placement, evaluation, diagnostics, remediation, and consultation skills to supplement the efforts of professional educators in meeting the needs of children in the public and private schools of the state and region.

For all policies and regulations pertaining to these graduate programs, see GRADUATE PROGRAMS, this catalog.

Purpose
The senior ROTC program at LSUS is voluntary. Successful completion of ROTC will qualify students who desire to serve their country to be commissioned as officers in the Army (on active duty), the U.S. Army Reserve or the Army National Guard upon graduation. Students may minor in but not major in Military Science.

*All Military Science classes will be taught in the Military Science Building at Northwestern State University.

Four-Year Program
The four-year program is divided into two parts: (1) Basic Course, first two years and (2) Advanced Course, including summer camp, last two years.

The Basic Course consists of classroom instruction for a minimum of one hour and a two-hour laboratory per week. With permission of the Professor of Military Science students may substitute Physical Education activity courses in lieu of the military laboratory. No commitment is incurred by students who enroll in the Basic Course.

The Advanced Course consists of classroom instruction for a minimum of two hours per week, a two-hour laboratory for two academic years, and attendance at a four-week summer camp, normally between the junior and senior academic year. Advanced Course students are required to do physical training three hours per week as part of the laboratory. Also, Advanced Course students must take at least one course from each of the following academic areas: Written Communications skills, Military History, Computer Literacy, Mathematics, and Human Behavior (Social Science or Psychology). Specific requirements are available from the Military Science Department.

Two-Year Program
The two-year program allows qualified sophomores and juniors to enter the Advanced Course program in one of three ways:

1. Completion of the Basic ROTC Summer Camp (MILS 207) in the summer before their junior year.
2. Honorably discharged prior service students, who were eligible to reenlist and who will be under the age of 30 on the date of commissioning and/or graduation.
3. Current members of the Army Reserve or Army National Guard who enroll in the Simultaneous Membership Program (SMP).

Enrollment
To be eligible for enrollment in the Basic Course, a student must:

1. Be accepted by the University as a full-time enrolled student.
2. Be at least 17 years of age at time of enrollment.

To be eligible for enrollment in the Advanced Course, a student must, in addition to the above:

1. Be a citizen of the U.S.
2. Be physically qualified under standards prescribed by the Department of the Army.
3. Be enrolled as a full-time student.
4. Apply for admission into the Advanced Course.
5. Be accepted by the Professor of Military Science.
6. Be at least 17 and not more than 27 years of age at the time of enrollment and graduate before the age of 30. (Age waivers to age 34 are possible for exceptional students.)
7. Have a cumulative grade point average of at least 2.0.
8. Have completed the ROTC Basic Course or equivalent as listed under the two-year program.
9. Be classified as an academic junior by the University.

Scholarship Program
Two-, three-, and four-year Army ROTC scholarships as well as civic scholarships provide financial assistance for qualified and selected students who exhibit strong motivation toward careers as officers in the United States Army. An Army ROTC scholarship will pay all tuition expenses, $225 per term for books, mandatory laboratory expenses (except Aviation fees), and provides a stipend of $150 per month during enrollment.

To apply for an ROTC Scholarship, the student must:

1. Display a strong desire for a career as an officer in the Regular Army.
2. Be a citizen of the U.S.
3. Have a minimum cumulative GPA of 2.5 and an ACT score of 19 or higher.
4. Be at least 17 years of age by October of the year in which the application is made.
5. Pass the U.S. Army Officer physical entrance examination.
6. Agree to accept a commission if offered.
7. Agree to serve at least three years on active duty.

Commissions
Upon completion of the Advanced Course and graduation from the University, a student may be commissioned as a Second Lieutenant to serve on active duty or be offered a commission in the U.S. Army Reserve or National Guard. Commissions in the Army Reserve or National Guard can be guaranteed to individuals who express this preference. A delay to enter into active duty may be granted to students who desire to pursue full-time courses of instruction leading toward advanced degrees. Commissionees incur an eight year service commitment. Non-scholarship students can serve on active duty or serve in the National Guard or Reserves in an active or inactive status, or any combination thereof totaling eight years. Scholarship students are expected to serve on active duty for four years with a three- or four-year scholarship or three years with a two-year scholarship.

Uniforms, Texts, and Equipment
The government lends all uniforms, texts and equipment required at each level of the program. (These items must be returned upon leaving the ROTC program at LSUS or upon commissioning.)

Allowances
Advanced Course students and ROTC Scholarship recipients receive non-taxable subsistence pay of $150 per month during the school year and one-half of a second lieutenant's pay (approx. $800.00) during ROTC summer camp. All travel expenses are reimbursed and room and board is provided during camp.

Basic Camp (Camp Challenge)
Camp Challenge is the Army's 2 year ROTC Program entry point. Through Camp Challenge, students without ROTC Basic Course experience can examine the Army without incurring an obligation, ad qualify for Advanced Course entry. The Army observes these students and determines their officer potential in a leadership oriented, challenging, and motivating 5-week training program.

Advanced Camp
Advanced Camp provides the best possible, professional training and evaluation for all cadets. Set this same example for cadets in all aspects of camp life, administration and logistical support. Although the camp mission includes continued training and leadership development, the primary focus at camp is to evaluate each cadet's officer potential. This camp represents the only opportunity for this command to gather all cadets on one Alevel playing field@ for the purpose of making this assessment as accurately and as professionally as possible.

Special Summer Training
Special 3-4 week summer training opportunities are available to selected Basic Course and/or Advanced Course students who volunteer and are qualified. This training includes Airborne School, Air Assault School, Northern Warfare School, Mountain Warfare, Survival Evasion Resistance Escape; United Kingdom UTOC, and Cadet Troop Leader Training Program. Travel expenses, room and board are provided for these U.S. Army Schools.

Distinguished Achievement
Distinguished Military Student is selected by the Chancellor of the University and the Professor of Military Science. To be selected the student must:

1. Be in the second year of the Advanced Course in Military Science.
2. Possess outstanding qualities of leadership.
3. Possess high moral character.
4. Exhibit a definite aptitude for military service.
5. Demonstrate leadership ability through various academic and non-academic accomplishments.
6. Be in the upper third of their military science class.
7. Be in the upper half of the university academically.

Those Distinguished Military Students who have completed the Advanced ROTC Course may be designated, upon graduation, as Distinguished Military Graduates by the Professor of Military Science, with the approval of the Chancellor of the University. Distinguished Military Graduates may be tendered commissions in the Regular Army of the United States. The Department of the Army encourages newly commissioned officers to pursue advanced degrees and permits qualified officers to enroll in accredited graduate schools before going on active duty. Under some conditions, the Army finances graduate study and provides full pay and allowances while the officer pursues an advanced degree.

In order to achieve a Minor in Military Science the following courses are required: