College of Education
*For calls from off-campus, dial the prefix 338, then the four-digit extension number.College Administrative Offices Office Extension*
Dean of the College Jacob Perea BH 501 2687 Associate Dean, Administrative Affairs Leonard Meshover BH 506 2053 Associate Dean, Academic Affairs Vera W. Lane BH 505 1031College Directory
Department Chair Office Extension*
Administration and Interdisciplinary Studies A. Reynaldo Contreras HSS 120 1653 Elementary Education Carol Langbort HSS 326 1562 Instructional Technologies Eugene Michaels HSS 112 2507 Secondary Education Mark Phillips HSS 216 1201 Special Education Jean van Keulen HSS 336 1161
The College of Education offers an undergraduate degree 1 in the following:
The primary mission of the College of Education is to develop and maintain rigororus professional preparation in pedagogical and clinical skills required for effective services to individuals of all ages and their families, especially those residing in ethnically and racially diverse communities. All programs are based on excellence in teaching and clinical services, and a commitment to research and scholarship focused on the integration of services to schools and comunity agencies.
There are six themes reflected in the programs and activities of the College of Education. They are:
Early Childhood Education, for greater competence in teaching nursery school, kindergarten, and primary grades.
Elementary Education, for greater competence in teaching grades kindergarten through nine.
Secondary Education, for greater competence in teaching in junior or senior high school.
Special Education, for special competence in teaching the blind, partially seeing, pre-school blind, deaf, hard-of-hearing, mentally retarded, orthopedically handicapped including cerebral palsied, emotionally disturbed, and neurologically handicapped. Programs in this area also may emphasize supervision or administration of programs for handicapped.
Education: Special Interest, an interdepartmental program for developing competence in designated specialized aspects of teaching such as research; evaluation; human relations in education; adult education; the foundations of education; human development and learning; and bilingual-cross cultural education.
Programs designed to develop competence in non-teaching roles:
Adult Education, to prepare for working in leadership roles with adults in a wide variety of educational settings.
Communicative Disorders, to prepare for employment as certified or licensed Speech Pathologists or Audiologists in a wide variety of language settings including public schools, university clinics, hospitals, community agencies, private practice, Veterans Administration, and other federal agencies.
Educational Administration, for positions as consultant, curriculum coordinator, supervisor of designated subjects, supervisor of designated services, and principal.
Educational Technology, for personnel in schools, instructional materials centers, and industry.
Education: Special Interest, for supervisory and leadership positions with specialized responsibility; for example, positions in social agencies, professional schools, training programs in the armed services and religious education. A program primarily for serving noncredentialed personnel.
Graduate degree programs serve students of maturity, professional commitment, and some professional experience. Advising and instruction are planned to take account of the job requirements of a chosen major and, at the same time, to deal with each student as
an individual. Programs vary in degree of specialization, some being concentrated almost entirely in a single department and others drawing on several areas of study.
Course Work. Courses vary widely. The most common class is the lecture-discussion type; there also are many seminars, workshops, clinical courses with individual attention, supervised internship and field experiences, and individually planned field studies and theses. For those students in teacher education, courses emphasize the relationship between school practice and findings from educational research and the psychological and social foundations of education. For those students with human service and/or professional development goals, courses emphasize the interrelationship between the concepts and research underlying the discipline or field of endeavor and the acquisition of professional roles through directed practice experiences. Some majors include a large number of required courses. Requirements of most programs, except for internships, can be met through late afternoon, evening, and summer session study.
Advising. The student should inquire at the Education Graduate Office, BH 502, for referral to the proper adviser in the major department and for information about procedures. Students applying for admission to the Special Interest Program must consult the Chair of the Department of Administration and Interdisciplinary Studies. The student should confer with the adviser frequently to develop and maintain a working relationship based on direct acquaintance. These conferences along with formal records help to provide a basis for individual planning and assessment of student programs.