Faculty and Staff

Dean:

Gary S. Rush BE 117D ext. 5381

Director of Field Experiences:

David Gustavson BE 117B ext. 5031

Department of Education

Chair:    David Gustavson BE 384C ext. 5032

Education/Library Science Faculty:

Jerry Antee BE 362 ext. 4146

Patricia Doerr ADM 242 ext. 5167

D. Cay Evans BE 367 ext. 5037

James Horn BE 363 ext. 4247

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 Kinesiology and Health Science

Chair:   Timothy Winter 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 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.

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.

The TP Model’s philosophy acknowledges the integration of theory and practice with the purpose of developing competent professionals in education. The Model consists, first, of a base representing general education, the required academic study in the liberal arts and sciences. Secondly, a tripod stands on the base with each leg representing the foundations of education. Thirdly, connecting the tripod’s legs are supports representing the basic studies in methodology, technology and field experiences, in the initial programs, and research, practica and internships in the advanced programs. Fourthly, at the top of the tripod is the surface where there is the expansion of emphasis on theory and educational practice - all of which leads to the integration of theory and practice.

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.

Admission and Retention

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.

Admission to the Teacher Education Program (TEPAR)

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.

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.

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.

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.

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.

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 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.

Affirmative majority vote of the College of Education faculty recommending a baccalaureate degree.

Psychology
Elementary Education
Elementary and Secondary Education
Secondary Education
Graduate Programs
Department of Military Science