Donald N. Schillinger
Associate Dean for Academic Affairs
Department of Curriculum, Instruction, & Leadership
Bryan L. McCoy, Chairman
Department of Kinesiology
David Szymanski, (Interim) Chairman
Department of Psychology & Behavioral Sciences
Donna Thomas, Chairman
Professional Development & Research Institute on Blindness
Eddie Bell, Director
A.E. Phillips Laboratory School
Joanne Hood, Director
Science & Technology Education Center
Lindsey Keith-Vincent, Director
More information about the College of Education can be obtained by writing
Louisiana Tech University College of Education
P.O. Box 3163
Ruston, LA 71272
or visiting www.latech.edu/education.
Our vision is of an inclusive learning community renowned for fostering competent, ethical, and caring professionals who contribute significantly to a diverse and dynamic world.
The mission of the College of Education is three-fold:
- To provide high quality educational experiences for current and prospective professionals from baccalaureate through doctoral levels;
- To enhance and extend the knowledge bases undergirding professional programs through research and other scholarly activities; and
- To deliver professional services to the various business, civic, and educational communities through collaborative endeavors.
- To recruit, admit, and graduate quality candidates and students who exemplify the capacity and commitment to become effective public educators, school counselors, psychologists, and health promotion specialists in diverse settings throughout Louisiana and elsewhere;
- To provide education and human sciences students with quality programs of study and diverse practical experiences that prepare them to be wholly proficient in the knowledge, skills, and dispositions of their chosen areas of concentration and which are linked to competencies identified by recognized professional organizations;
- To support continuous personal and professional development opportunities for all candidates, students, and instructors;
- To recruit and retain a diverse student body;
- To recruit and retain diverse faculty who demonstrate high levels of competencies in the College's programs of study and who are committed to the College's vision, mission, philosophical approaches, and professional model;
- To continue to collaborate closely with personnel in the other colleges at Louisiana Tech University as well as at other university campuses, state agencies, professional organizations, school and health systems, and the community-at-large who are involved in the preparation of teacher candidates and other program students;
- To continually refine curricula and instructional procedures ensuring that research, theory, and professional practice optimally inform all programs;
- To enable faculty and program graduates to serve as positive change agents through the implementation of innovative ideas, strategies, research, and technology;
- To generate original, quality research by faculty, candidates, and students consistent with the College programs and goals;
- To maintain a physical and psychological environment that is conducive to optimal student and faculty growth and development;
- To maintain positive interaction with alumni, corporate sector, public institutions, and other valued members of the College's external community.
The University is accredited by the Southern Association of Colleges and Schools (SACS) and the Teaching Programs are approved by Louisiana State Board of Elementary and Secondary Education (BESE). The College of Education is also accredited by the National Council for the Accreditation of Teacher Education (NCATE) for the preparation of teachers at the undergraduate and advanced degree levels.
History and Organization
Since the founding of Louisiana Tech in 1894, the education of teachers has been a primary aim of the institution. Highlights in the history of the College of Education include: A.E. Phillips Laboratory School was created by the Legislature in 1916; the State Board of Education approved teacher education curricula in 1925; the State Board recognized the reorganization of the curricula in 1926; the Department of Education granted the organization of a separate school in 1933; physical education was transferred from the School of Arts and Sciences to the School of Education as a department in 1948; the Department of Psychology and Guidance was organized in 1965; the School was elevated to the level of College of Education in 1970 with the Division of Research and Publications being established; the State Board approved a reorganization of the College which created a Division of Research and Service and a Division of Curriculum and Instruction (Teacher Education) in 1972; Counseling and Psychology changed to Behavioral Sciences in 1975; and in 1994 the Department of Curriculum, Instruction, and Leadership replaced the Teacher Education area.
The State Board of Education (1957-1974) authorized granting the MA in Art Education, Elementary Education, English Education, Industrial/Organizational Psychology, Music Education, Social Studies Education, Special Education, and Vocational Guidance, and the MS in Biology Education, Business Education, Chemistry Education, Mathematics Education, Physics Education, and Health and Physical Education. The State Board of Education granted approval to offer the Specialist Degree in 1967 and extension courses in 1968. In 1994, the PhD in Counseling Psychology and the EdD in Curriculum and Instruction and Educational Leadership were authorized. (See Graduate Education section of the Catalog for graduate programs.)
Undergraduate Degrees Offered
Bachelor of Science
- Early Childhood Education - Grades PK-3
- Elementary Education - Grades 1-5
- Elementary Education and Special Education Mild/Moderate - Grades 1-5
- Health and Physical Education - Grades K-12
- Exercise and Health Promotion
- Kinesiology and Health Sciences
- Secondary Education and Teaching - Grades 6-12
Bachelor of Arts
The following minors* are offered in the College of Education:
- Exercise Science
- Library Science
A student must earn a grade of "C" or better in each course applied toward meeting the requirements of a minor or second content area.
Requirements for Admission, Retention, Transfer Credit, and Graduation
Admission and Retention in the College of Education
Students in the College of Education are subject to the scholastic standards of the University regarding probation, suspension, and readmission. Admission and retention for the College of Education is established and administered by the College of Education Admission and Retention Committee. Students desiring to enter the College of Education must file an application obtained from the College of Education Office of Certification and Professional Experience. Students applying must have at least a 2.0 grade point average on all college work earned.
Upon admission to the College of Education, each student will be assigned an advisor who will assist in planning a program of study. This advisor will be available for conferences during the academic year and must be consulted prior to each registration.
All students entering the College of Education in the non-teaching programs must follow the curriculum in effect at the time they are admitted to the College of Education. Teaching majors must follow the curriculum in place after admission to the specific program. Students enrolled in the College of Education who change their major must follow the curriculum in effect at the time of the change. Any student may choose to follow a newer curriculum as long as all requirements of the newer curriculum are fulfilled.
Students with a grade point average of less than 2.0 for 3 consecutive quarters will be dropped from the College of Education. Any student reentering the College of Education after being suspended for academic, attendance, or disciplinary reasons must meet all entrance requirements and reapply in writing to the Admission and Retention Committee. Appeal letters must be received in the office of the Certification and Professional Experience two weeks before the quarter begins.
NOTE: Admission to the College of Education does not ensure admission to a teaching program.
Admission to Teacher Education Programs
Students pursuing degrees in teacher preparation curricula must apply and meet all admission requirements prior to enrolling in specific teacher education classes.
After a student has earned or will have earned by the end of the current quarter a minimum of 46 semester hours of university credit toward a teacher education program, the student may apply for program admission. Application forms are available in the Office of Certification and Professional Experience. An application must be submitted one week prior to the end of the quarter in which the student is seeking admission. The student must provide evidence that the following requirements have been met:
- Applicant must have earned at least 46 semester hours of college or university credits which include the following courses or their equivalents: EDCI 125 and EDCI 210 ; English (9 semester hours), science (9 semester hours); mathematics (6 semester hours); and social studies (9 semester hours);. Applicant must have a minimum "C" average in each area.
- Applicant must have a grade point average of 2.2 on all hours attempted and an earned grade point average of 2.5, with a grade of at least "C" in EDCI 125 , EDCI 210 , and ENGL 101 , ENGL 102 .
- Applicant must possess those physical, emotional, and mental characteristics necessary for effective classroom performance.
- Applicant must present satisfactory scores required in Louisiana on PRAXIS "I" (Reading, Writing, and Mathematics). Records indicating successful completion of these examinations must be presented at the time of admission (Act 836, 1984 Louisiana Legislature). An ACT composite score of 22 or greater or an SAT score of 1030 or greater for the verbal and math components combined is acceptable as a substitute for satisfactory PRAXIS I completion.
- Any student on academic or disciplinary probation or suspension is not eligible for admission to a Teacher Education Program.
- Any student seeking admission to a Teacher Education Program who has been convicted of a felony may be denied admission.
- All students admitted to the College of Education Teacher Education Programs must complete an electronic Professional Portfolio and teachers work sample on TaskStream that documents the acquisition of Program Outcomes (Knowledge, Skills, and Dispositions), Standards of the National Board for Professional Teaching Standards, and Interstate New Teacher Assessment and Support Consortium (INTASC) Model Standards by the designated time of the quarter in which they complete clinical practice.
- Newly admitted students are required to attend an orientation meeting (TBA at the beginning of each quarter) for the purpose of reviewing programmatic matriculation.
- Applicants may be asked to appear before the Admission and Retention Committee of the College of Education to explain or defend their applications, to present additional information, or to demonstrate ability in certain areas.
- Falsification of information reported to the College of Education may result in the student being dropped from the College of Education.
- Policy changes due to state mandates or decisions in the College of Education implemented during this academic year will be posted on the College of Education website and may become effective during the academic year.
Guidelines for Admission to Field Experiences and Practica
- Registration for field and clinical experiences is completed online within TaskStream immediately following registration for the course.
- Most professional courses require field and clinical experiences that will prepare the candidate for his or her own classroom in the future.
- All candidates are placed in public schools and organizations in Louisiana. These placements are approved by the Field and Clinical Experiences Committee and are assigned by the Director of Certification and Professional Experiences.
- Candidates are required to review the orientation process posted on the Office of Certification and Professional Experiences (OCPE) website at www.taskstream.com/main/?/ofce/home prior to beginning field or clinical experiences.
- While the majority of field and clinical activities are course-based, others are completed over an approximate two-year period. Examples include attendance at professional seminars, visits to schools during the opening and closing of an academic year, viewing/reflecting teaching videos and membership in professional organizations. Documentation of these activities occurs through specific assignments submitted in TaskStream. The Director of Certification and Professional Experiences will oversee these activities.
Guidelines for Admission to Student Teaching
All candidates for student teaching:
- Must be fully admitted to the Teacher Education Program of the College of Education.
- Must have achieved a 2.2 GPA on cumulative hours pursued and a 2.5 GPA on hours earned.
- Must be recommended for student teaching/internship by faculty advisor, practica clinical school and university faculty, and approved by the Field and Clinical Experiences Committee and the Director of Certification and Professional Experiences.
- Must have earned at least a "C" in all professional education or specialized academic education courses in both major and second content areas.
- Must have completed all required professional education courses.
- Must not schedule more than 3 semester hours in addition to student teaching. The course must not conflict with student teaching.
- Must have completed all required psychology courses.
- Must have completed all course work in major.
- Must first be approved for student teaching by the Field and Clinical Experiences Committee if he or she has a felony conviction record.
- Must have initiated required components of the electronic Professional Portfolio on TaskStream.
- Must have passed all required parts of PRAXIS prior to placement. Original scores must be submitted to the Office of Certification and Professional Experiences for verification of passing scores that meet Louisiana requirements for teacher certification.
- Must meet the College of Education Expected Outcomes (Knowledge, Skills, and Dispositions).
- Must accumulate a minimum of 180 approved and documented field experience hours in approved schools and organizations prior to placement.
- May be asked to appear before the Field and Clinical Experiences Committee to explain or defend their applications, to present additional information, or to demonstrate ability in certain areas.
- Are required to remain in the school of placement all-day (e.g. 7:30 a.m. - 3:00 p.m. minimum) for an entire quarter and participate in all activities that are required of the clinical school faculty member.
- Must be placed in one of 10 public school systems in north Louisiana. These include: Bienville, Bossier, Caddo, Claiborne, Jackson, Lincoln, Monroe City, Ouachita, Union, and Webster.
- Must apply online for student teaching during the early registration period of the quarter immediately preceding the student teaching. Failure to apply in a timely manner may result in a delay of placement and a delay of graduation.
- See other requirements - Office of Certification and Professional Experiences.
- Must drop student teaching if all requirements are not met.
Guidelines for Application for Teaching Certificate:
- Complete all requirements of the teacher education curriculum within the College of Education and receive the bachelor's degree.
- Candidates complete paperwork and submit state required fee for teaching certificate from the State Department of Education in the Office of Certification and Professional Experiences.
Guidelines for Calculating the Earned GPA for Certification:
- No credit earned in developmental (remedial) courses shall be included in calculating the earned GPA.
- The GPA shall be calculated based on all credits earned at this University and any other university attended, including courses taken more than once.
- No grade of less than "C" may transfer to any teaching program.
With some exceptions, the College of Education accepts for degree credit work, such as that taken by examination and at other institutions, in accordance with published policies of Louisiana Tech University as stated in the general information section of the University's Catalog. The final determination of degree credit in any College curriculum is, however, made by the Dean of the College. Transfer evaluations will reflect all grades earned at another institution, but only grades of "C" or above will be accepted for credit.
All requirements listed in the General Information section of the Catalog apply. In addition, students completing a degree program leading to Louisiana Teacher Certification must:
- Make a grade no lower than "C" in all specialized academic courses and in all professional courses.
- Earn a cumulative grade point average of at least 2.2 and an earned grade point average of 2.5 (on a scale of 4.0).
- Successfully complete three semester hours of Fine Arts selected from the following: ART 290 , KINE 280 , MUGN 290 , or THTR 290 . Elementary majors are required to take LBAR 336 .
- Complete all required paperwork and pay the fee for certification to be submitted to the state. Original scores on all required parts of Praxis must be on file in the Office of Certification and Professional Experience.
- Students completing a non-teacher certification degree program must:
- Make a grade no lower than "C" in all specialized academic courses.
- Earn a cumulative grade point average of 2.0 (on a 4.0 scale).
- Courses numbered less than 100 will not apply toward degree requirements in any curriculum.
State certification requirements do not permit the substitution of credit for ROTC and band for health and physical education activity requirements. Health and physical education activity credit accepted by the University for Military Service can be applied to satisfy this requirement, except in cases where a specific activity is required in a curriculum.
Special Programs & Requirements
Induction Year Program (Quality Assurance)
The College of Education offers assistance to first-year teachers through an Induction Year Program. Each first year teacher from Louisiana Tech University who is employed in the region is offered assistance in conjunction with the local school system. Information is available in the Dean's office.
The following scholarships are available in the College of Education. For information concerning these scholarships, contact the Office of the Associate Dean of Undergraduate Studies.
- Wilbur Bergeron Memorial Scholarship
- Enid Gladden Butler Scholarship (Graduate)
- Causey-Tanner Scholarship
- John Cawthon Scholarship (Teacher Preparation)
- College of Education General Scholarships
- Betty Edward-Owens Scholarship
- Lanette Southall Fisher Memorial Scholarship (Sophomore in Education)
- Lucille Pierce Folk Endowed Scholarship
- Morrelle and Trissielee Emmons Endowed Scholarship
- Gertie M. H. & Eldrice H. Green Scholarship
- Estelle Harris Memorial Scholarship (Elementary Education)
- Mary Ross Higginbotham Scholarship (Library Science, English, or Social Studies)
- Miriam Davis Hogan Endowment
- Alex Laney Endowment
- James and Janis Pierce Endowed Scholarship
- Pipes Memorial Scholarship (Mathematics or Science Education)
- Bessie Talbert Price Purdy Scholarship
- Evelyn Swihart Endowed Scholarship
- Mary Ann Smalling Scholarship and Kalil Scholarship (Library Science)
- Mary Wilson Scholarship (Elementary Education)
- Ann Marilyn Melton Memorial Endowed Scholarship (grades 4-8 or 6-12)
- Anna Claire Sisemore (Psychology, Female)
- Elizabeth Morris Odom Endowed Scholarship (Freshman in Elementary of Secondary Education)
- Louise Ewing Memorial Scholarship (Sophomore in Education)
- Lu Iman Allen and Ann McCraw Stokes Scholarship in Education (Bossier Parish Residents)
- Thomas Gaston and Hessie Gaston Watson Endowed Scholarship (Math or Science in Education Grades 4-12)
- Don and Ann Metz (Freshman)
The college sponsors several student organizations that provide numerous opportunities for service, professional and leadership development, and social functions among student members and faculty. These organizations include the following:
- A+PEL-Associate Professional Educators of Louisiana
- ACEI-Association for Childhood Education International
- Kappa Delta Pi -National Honor Society in Education
- LAE-SP-Louisiana Association of Educators- Student Program
- National Council of Teacher of Mathematics (NCTM) - SP Student Program
- ESPE-Exercise Science and Physical Education
- Pi Lambda Theta-National Honor Society in Education
- Psi Chi-National Honor Society in Psychology
- Psychology Society
- Phi Epsilon