Dean:
    Gary S. Rush BE 117D ext. 5381

Directors:
Director of Field Experiences:
    David Gustavson BE 117B ext. 5031

Department of Education Chair:
    Patricia Doerr BE 384C ext. 5032

Education/Library Science Faculty:
    Jerry Antee BE 362 ext. 4146
    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
    Laurene E. Zaporozhetz LIB 125 ext. 5203

Department of Health and Physical Education Acting Chair:
    David Gustavson HPE 207 ext. 5344

Health and Physical Education 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:
    Captain Keith Hunt BH 124 ext. 5264

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

Psychology Faculty:
    Robert Benefield BE 352 ext. 5048
    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.

LSU in Shreveport 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 LSU in Shreveport 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 of research to advance theory and practice in psychology and education.

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.

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

To ensure the quality of programs under the TP Model, the Unit relies on joint participation, or sharing, and continuous assessment. These aspects of the Model require that the Unit 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 National Teacher Examinations.

The College of Education student who has completed 45 semester hours may apply for formal admission to the Teacher Education Program and may be admitted after meeting the following standards:

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 General Knowledge and Communications Skills portions of the Core Battery of the National Teachers Examinations with scores of 644 and 645, respectively.

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.

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 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 who vote so recommend.

Act 16 of the 1977 Extraordinary Session of the Louisiana Legislature requires that all applicants for initial teaching certificates take the National Teachers Examinations (Core Battery and Specialty Area Test) 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 NTE 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 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.