College of Education

kim e. boyd, ed.d., dean and director of teacher EDUCATION

MISSION STATEMENT:

The mission of the College of Education is (1) to prepare professional Christian educators “to go into every person’s world” and (2) to provide the opportunity for individuals who hold Christian principles to participate in initial and advanced study in preparation for professional public and private responsibilities in the field of education throughout the world.

Faculty - Undergraduate

Kim E. Boyd

Associate Professor and Dean of the College of Education

B.A., Oral Roberts University, 1979; M.Ed., Northeastern State University, 1985; Ed.D. Oklahoma State University, 1996

Linda G. Dunham

Associate Professor and Chair of the Undergraduate Department

B.A., Oral Roberts University, 1970; M.L.S., University of Michigan, 1971; Ed.D., Oklahoma State University, 1987

Gerald Landers

Assistant Professor

B.A., Oral Roberts University, 1974; M.A., Michigan State University, 1978

Evalynne Lindberg

Associate Professor

B.A., Oral Roberts University, 1979; M.A., University of Tulsa, 1983; Ed.D., Oral Roberts University, 2012

Marsha Livingston

Associate Professor

B.A., University of the West Indies, 1989; M.B.A., Nova Southeastern University, 1995; Ed.D., Oral Roberts University, 2009

Charlene Martin

Associate Professor

B..S., University of Nebraska, 1980; M.A., Oral Roberts University, 2004; Ph.D., University of Oklahoma, 2012

Amanda Wilson

Assistant Professor

B.S., Oral Roberts University, 2003; M.A.Ed., Northeastern State University, 2010; Ed.D., Oral Roberts University, 2016

         

 

faculty - Graduate

Chancey T. Bosch

Assistant Professor

B.S., University of Oklahoma, 2000; M.A., University of Phoenix, 2005; M.A., 2008; Ph.D., 2014

Dwight Davidson

Assistant Professor

B.S., Oklahoma State University, 1972; M.S., 1975; Ed.D., 1980

Hallett Hullinger

Associate Professor

B.S., College of William and Mary, 1975; M.Ed., 1982; Ed.D., Oklahoma State University, 1996

Mary Lou Miller

Associate Professor

B.S., Oklahoma State University, 1982; M.S., University of Tulsa, 1993; Ed.D., Oklahoma State University, 1999

Jim V. Myers
 

Professor

B.A., Oklahoma State University, 1965; M. N.S., University of Oklahoma, 1976; Ph.D., 1989

Timothy Norton

Professor

B.A., Oral Roberts University, 1980; M.A., Regent University, 1984; Ed.S., College of William and Mary, 1986; Ed.D., 1995

J. Patrick Otto

Associate Professor and Chair of the Graduate School of Education

B.S., Drake University, 1983; M.A., Oral Roberts University, 1992; Ed.D., Nova Southeastern University, 1996

Sherri Tapp

Associate Professor

B.S., Tuskegee University, 1979; M.A., Oklahoma State University, 1982; Ed.D., 2002

           

 

Emeriti Faculty

Dr. Jean C. Mosley
 

1992-2015

Dr. Clarence G. Oliver, Jr.

1992-1998

Dr. Mauldin Ray
 

1965-1992

       

 

Overview

Education is the shaping of the whole person: spirit, mind, and body. At the center of the education program at ORU is the understanding that true wisdom and knowledge come from God. The Bible is God’s inspired Word and is upheld as the standard and central point of reference.

The College of Education provides an opportunity for individuals who hold Christian principles to participate in advanced study in preparation for professional public and private responsibilities in the field of education throughout the world. The College of Education prepares administrators; curriculum specialists; and teachers for public, private, and Christian schools.

The ORU College of Education is accredited by the National Council for Accreditation of Teacher Education (NCATE) and offers degrees at the bachelor, master, and doctoral levels. The college’s graduates have won recognition as award-winning teachers--several having been honored as Teacher of the Year at the state level. ORU education students also rank the highest in the state on the various standardized licensing examinations.

 

college of education Standards

The following are the College of Education standards, adopted by the College of Education Faculty Assembly in support of the College of Education Mission Statement:

Standard #1: Learner Development

The teacher understands how learner learn and develop, recognizing that patterns of learning and development vary individually and across the cognitive, linguistic, social, emotional, and physical areas, as designs and implements developmentally appropriate and challenging learning experiences.

Standard #2: Learning Differences

The teacher uses understanding of individual differences and diverse cultures and communities to ensure inclusive learning environments thaat that enable each learner to meet high standards.

Standard #3: Learning Environments

The teacher works with learners to create environments that support individual and collaborative learning, encouraging positive social interaction, active engagement in learning, and self-motivation.

Standard #4: Content Knowledge

The teacher understands the central concepts, tools of inquiry, and structures of the discipline(s) he or she teaches and creates learning experiences that make these aspects of the discipline accessible and meaningful to learners to assure mastery of the content.

Standard #5: Innovative Application of Content

The teacher understands how to connect concepts and use differing perspectives to engage learners in critical thinking, creativity, and collaborative problem solving related to authentic local and global issues.

Standard #6: Assessment

The teacher understands and uses mutiple methods of assessment to engage learners in their own growth, to monitor learner programs, and to guide the teacher's and learner's decision making.

Standard #7: Planning for Instruction

The teacher plans instruction that supports every student in meeting rigorous learning goals by drawing upon knowledge of content areas, curriculum, cross-discipinary skills, and pedagogy, as well as knowledge of learners and the community context.

Standard #8: Instructional Strategies

The teacher understands and uses a variety of instructional strategies to encourage learners to develop deep understanding of content areas and their connections, and to build skills to apply knowledge in meaningful ways.

Standard #9: Reflection and Continuous Growth 

The teacher engages in ongoing professional learning and uses evidence to continually evaluate his/her practice, particularly the effects of his/her choices and actions on others(learners, families, other professionals, and the community), and adapts practice to meet the needs of each learner.

Standard #10: Collaboration

The teacher seeks appropriate leadership roles and opportunities to take responsibility for student learning, to collaborate with learners, families, colleagues, other school professionals, and community members to ensure learner growth, and to advance the profession.

 

ORU specific standards

Standard #1: The candidate is a reflective, transformed educator who continually evaluates his/her practice, particularly the effects of his/her choices, dispositions, and actions on others (students, families, and other professionals in the learning community) from a Christian worldview.

Standard #2: The candidate makes educational decisions (i.e., plans instruction and/or administrative duties) based on the principles of the whole person lifestyle, including the spiritual, physical, intellectual, social and emotional aspects.

Standard #3:  The candidate demonstrates an understanding of the legal aspects of education.

Standard #4: The candidate demonstrates the disposition of a transformed educator who seeks outreach opportunities to diverse populations, both locally and worldwide.

 

Conceptual Framework

Transformed Educators—Romans 12:2

The conceptual framework for the College of Education forms the basis for course content, stated student outcomes, instruction, and assessment. The College of Education offers a diverse teacher preparation program designed to equip teachers for assignments in elementary and secondary schools. The three segments (general education, specialized education, and professional education) are integrated to produce graduates with comprehensive teacher preparation. Advanced degrees are offered that prepare graduates for professional responsibilities in private and public schools, as well as for positions in business and industry.

In keeping with the university’s mission statement, the College of Education conceptual model is rooted in the philosophical position that education is the shaping of the whole person: spirit, mind and body.

 

Undergraduate Education Department - Linda Dunham, Ed.D., Chair

The Undergraduate Department of the College of Education administers programs that are accredited by the Oklahoma Office of Educational Quality and Accountability and lead to standard licensure based on the review and recommendation of this commission. The Career Services Center also maintains an up-to-date file on certification standards in all states, but the responsibility is assumed by the student wishing to certify in a state other than Oklahoma.

 

Degree Programs

Elementary Education (B.S.) with Dual certification
Special Education Mild-Moderate Disabilities (B.S.) with Dual certification
Early Childhood Education (B.S.) with Dual certification

Students choosing the elementary education major earn certification in not only elementary education but also in a second area: English language learner, early childhood education, language immersion, or special education. This degree can be completed in three years by following the degree-in-three plan sheet. More information is available from the ORU Undergraduate Education Department.

Students choosing the special education major earn certification in not only special education but also in elementary education.

The State Department of Education issues licenses and certificates for teacher education. The College of Education is a member of both the American Association of Colleges of Teacher Education (AACTE) and the Association of American Colleges and Universities (AAC&U).

Students choosing the early childhood education major earn certification in not only early childhood education but also in a second area, either English language learner, elementary education or special education.

english language teacher in the global classroom (b.a.) with secondary school english (7-9) teaching certification
   

 

Other Program Areas Leading to Teaching certification

The ORU College of Education administers programs that meet State of Oklahoma certification and licensure requirements in a variety of special content subject areas. The specialized studies are offered in cooperation with the College of Arts and Cultural Studies and the College of Science and Engineering and with the professional and pedagogical studies provided by College of Education faculty. All candidates for secondary education specialties and the combined elementary and secondary education specialties are required to complete study in a major field of concentration as part of the degree program.

Each certification area combines courses from general, specialized, and professional education in such a way as to develop a student who is mentally alert, spiritually alive, physically disciplined, and socially adept to achieve the high goals of a competent, dedicated teacher.

General Education

The competent teacher is an informed and cultured person who (1) understands today’s society, (2) is able to think critically, (3) has a firm grasp of research techniques, and (4) is aware of expanding knowledge in the behavioral, biological, and physical sciences. This person also has an aesthetic appreciation of the fine arts, as well as recreational skills. In keeping with the liberal arts emphasis of the university, the prospective teacher devotes time to appropriate courses in the liberal arts and sciences.

Specialized Education

Competent teachers have a thorough understanding of their subject matter (e.g., mathematics, science, art). Each pre-service teacher must complete a major as presented by the respective content area department.

Professional Education

Competent teachers not only have a breadth of general education and depth of specialized preparation in specific subject areas, but they also have thorough preparation in the mastery of teaching skills.

Programs leading to standard teaching licensure are available in the following areas:
Art Education Major (B.A.)

With elementary and secondary school (K-12) teaching licensure. (Offered through the Communication, Arts, and Media Department.)

Communication Arts Education Major (B.A.)

With middle and high school (secondary) teaching licensure. (Offered through the Communication, Arts, and Media Department.)

Early Childhood Major (B.S.)

With early childhood (Pre-school-3rd grade) teaching licensure. (Offered through the College of Education.)

Elementary Education Major (B.S.)

With elementary school (1st-8th grade) teaching licensure. (Offered through the College of Education.)

English Education Major (B.A.)

With middle and high school (secondary) teaching licensure. (Offered through the English and Modern Languages Department.)

Health and Physical Education Major (B.S.)

With elementary and secondary school (K-12) teaching licensure. (Offered through the Health, Physical Education, and Recreation Department.)

Mathematics Education Major (B.S.)

With middle and high school (secondary) teaching licensure. (Offered through the Engineering, Computer Science, Physics, and Mathematics Department.)

Modern Foreign Language Education Major (B.A.)

(Choice of Spanish or French) With elementary and secondary school (K-12) teaching licensure. (Offered through the English and Modern Languages Department.)

Music Education Major (B.M.E.)

(Choice of vocal and/or instrumental).

With elementary and secondary school (K-12) teaching licensure. (Offered through the Music Department.)

Science Education Major (B.S.)

With an emphasis in biology and middle and high school (secondary) teaching licensure. (Offered through the Biology and Chemistry Department.)

Social Studies Education Major (B.A.)

With middle and high school (secondary) teaching licensure. (Offered through the History, Humanities, and Government Department.)

Special Education Mild-Moderate Disabilities Major (B.S.)

With elementary and secondary school (K-12) teaching licensure. (Offered through the College of Education.)

   

 

Alternative Certification

The ORU College of Education is intentional about preparing students interested in a teaching career to become competent educators that understand their primary responsibility is to focus on student learning. Students completing the ORU teacher education program and passing the appropriate licensure exams meet all requirements for obtaining an initial license in Oklahoma. Additionally, transferring a teaching license to another state is less complicated when students meet the Oklahoma licensure requirement prior to transitioning to other states.

Alternative certification is intended for individuals who have been in other careers since graduating from college and who are seeking a second career in teaching. The typical profile of an individual seeking alternative certification is usually someone who has had several years of work experience in related fields to their bachelor’s degree. Requirements for alternative certification vary widely from state to state, and as of November 1, 2009, new regulations for alternative certification in Oklahoma now require three years of work experience related to the baccalaureate degree beyond graduation, which prevents new college graduates from obtaining alternative certification. Other requirements for individuals interested in alternative licensure in Oklahoma are as follows:

  • Hold at least a baccalaureate degree from an accredited institution
  • Have a cumulative GPA of at least 2.5
  • Have a major in a field that corresponds to an area of specialization
  • Have at least 18 semester hours or 270 clock hours of professional education hours at the baccalaureate level and 12 semester hours or 180 clock hours at the post-baccalaureate level
  • Have passed the Oklahoma General Education Test (OGET) and the Oklahoma Subject Area Test (OSAT)
  • Have never been denied entrance into a teacher education program
  • Can document three years of work experience (related to the subject area of specialization) after completion of the baccalaureate degree
  • Have a plan on file with a higher education institution for meeting standard certification requirements within three years

Students interested in alternative certification should consult the State Department of Education in the state(s) in which they are interested in teaching and with an advisor in the ORU College of Education. The College of Education recommends that students who are not enrolled in a major leading to licensure but are interested in alternative certification complete the master’s degree in Teaching with Public School Licensure or the master’s degree in Teaching with Alternative Licensure. The Fast Track program allows students to begin graduate work while they are still undergraduates. The section titled Special Opportunities has more information.

 

Certificate Programs

An undergraduate certificate is available for those seeking techniques in teaching English language learners. A graduate level certifcation is available for those desiring to learn techniques for teaching individuals with special needs Information on these programs can be found in the distance learning section of this catalog.

 

Professional Education Program

Every student who wishes to major in education or obtain a standard teaching certificate must be admitted to the Professional Education Program (PEP), which is a prerequisite for approval to student teach. Education majors must be admitted before they have completed 75 hours toward their education degrees. Only education majors may enroll in 300- and 400-level PED courses as undergraduates.

Course offerings, degree plans, and requirements are subject to change each year due to continuous modifications taking place at both the national and state levels regarding teacher certification, alternative teacher certification, and accreditation standards for teacher preparation programs. Therefore, individuals are advised to check with a College of Education advisor as to the precise degree plan under which they will be admitted. Catalog offerings, degree plans, and requirements may have changed since printing.

  

Standard Requirements

Teacher candidates must meet all of the following requirements before they are admitted to the Professional Education Program:

  • Complete 45 hours of college coursework.
  • Earn a GPA of 2.5 or above.
  • Pass the Oklahoma General Education Test (OGET).
  • Complete the entry level of the ePortfolio and submit for assessment by content area advisor.
  • Pass the following courses and earn a “C” or above in each course:
      • Oral Communications (COM 101)
      • Reading and Writing in Liberal Arts (COMP 102)
      • Foundations/Methods of Education (PED 203)
      • Field-Base Experience (PED 111 or 121)
  • Complete the application form and submit it to the Professional Education Program Admission and Retention chairperson.
  • Meet for an interview with an admissions committee composed of a minimum of three faculty members. Recommendations without reservations must be received from the committee.
  • Express interest in teaching as demonstrated by prior experiences and activities with children.
  • Demonstrate personal traits that suggest potential for working with youth, parents, and other constituencies in education. This is determined by the evaluation from the Field-Based Experience supervisor and the admissions committee.

The Oklahoma Regents for Higher Education require all students seeking a teaching certificate in any subject area to have “listening and speaking skills at the Novice High level in a language other than English.” Therefore, students must also complete one of the following Language Proficiency requirements:

  • Pass the Language Proficiency Skills Test given periodically by the English and Modern Languages Department. Currently, tests are available in Spanish, French, and German. The English and Modern Languages Department schedules the tests, and the teacher candidate must participate on the assigned day. Individual test dates for a candidate are not available. Once the teacher candidate passes this test, the Proficiency (PRFL 001) will appear on the candidate’s official transcript.
  • Complete the equivalent of ORU’s elementary 102 course in a foreign language with a grade of a ‘C’ or better.
  • Transfer foreign language to ORU.
  • Complete foreign language through the Advanced Placement program prior to matriculation.
  • Pass the foreign language CLEP test prior to matriculation.
Teacher candidates who have not met the Professional Education Program admission requirements by the time they have completed 75 hours toward their degree are required to change majors and are not be permitted to enroll in additional courses leading to a degree in education.

 

Transfer Students

Transfer students are subject to the same requirements for admission to the Professional Education Program as nontransfer students. Transcripts and course descriptions from the previous school are used by the teacher candidate’s advisor and the Dean of the College of Education to determine the applicability of previous coursework to the ORU Professional Education Program.

A Petition to Transfer form must be completed with required signatures and course description(s) for each course to be transferred to ORU. A copy of the course description from the catalog of the previous college or university and a copy of the transcript must accompany the Petition to Transfer before submitting it for signatures.

Transfer of courses to undergraduate or graduate degree programs that prepare teacher candidates for professional certification or licensure may not apply to degree requirements if such transfer of courses is prohibited or restricted by state law, regulations of the Oklahoma State Regents for Higher Education, or specific requirements for professional certification or licensure.

 

Notification of Admission Decision

The teacher candidate will receive written notification of acceptance or rejection of the application for admission to the Professional Education Program. Applicants denied admission may submit an appeal to the College of Education Faculty Assembly. If rejected by the Faculty Assembly, an appeal can be submitted to the Dean of the College of Education, whose decision is final.

Admittance to the Professional Education Program does not of itself assure the teacher candidate of becoming a teacher. In addition to the specified number of hours with the designated GPA, candidates for teaching are viewed in light of their total educational, social, and professional qualifications.

 

Retention Requirements

Retention in the Professional Education Program (PEP) is required in order to graduate from one of the education programs in the College of Education, College of Arts and Cultural Studies, or College of Science and Engineering.

 

Grade Point Average

Teacher candidates admitted to the Professional Education Program must maintain a GPA of at least 2.50 in order to remain in the program. Any student whose GPA falls below 2.50 is placed on probation. If after one semester on probation his or her GPA is still below 2.50, the candidate is dropped from the program and will no longer be eligible to enroll in education courses until the GPA is 2.50 or above.

Oral Roberts University retention policy states that no grade below “C” may apply toward the major, concentration, or professional education courses. A course in which a “D” is earned may apply only toward general education, minor, cognate, and general elective degree requirements.

 

State Examinations

The Oklahoma Commission for Teacher Preparation requires passing grades on the Oklahoma General Education Test (OGET), the Oklahoma Subject Area Test (OSAT), and the Oklahoma Professional Teaching Examination (OPTE).

The OGET passing score of 240 is required for admission to the College of Education’s Professional Education Program, the OSAT is required prior to submitting the student teaching application, and the OPTE is required prior to the end of student teaching.

 

Background Check and Felony Disclosure

The Oklahoma State Department of Education requires fingerprinting and background checks for all students working in education.

In response to legislation, Title 70 O.S., Supp. 1985, and 3-104.1, every applicant is required to answer the following questions:

  • During the preceding ten-year period, have you ever been convicted of a felony?
  • During the preceding ten-year period, have you ever been convicted of a crime involving moral turpitude?

If the answer to either of the preceding questions is “Yes,” applicants are required to state the nature of the charge and the court in which they were convicted. 

 

Portfolio

Teacher education in Oklahoma is competency-based with three integrated knowledge bases: general knowledge, subject matter, and pedagogy (teaching methods). Programs include extensive field experiences and the ongoing development of an electronic professional portfolio in which teacher candidates record, integrate, and reflect on their preservice experiences in the programs.

In accordance with the requirements of the Oklahoma Commission for Teacher Preparation (OCTP), the College of Education at Oral Roberts University requires all education majors to prepare an electronic portfolio. The OCTP defines a portfolio as follows: “A documented profile of an individual’s accomplishments, learning, and strengths related to the competencies, standards, and outcomes established by the Commission, State Regents, State Department of Education, and institution [ORU].” These collections of authentic, learner-specific documents are also acknowledgment that the development of a professional educator is an individualized process. These artifacts reflect the teacher candidate’s progress over a period of time and provide useful information in assessing the success of the program in meeting its goals and maintaining the required competencies.

The portfolio process for the teacher preparation program at Oral Roberts University is divided into four levels. The entry level must be completed before the teacher candidate may complete the Professional Education Program Interview, which determines the candidate’s admission to the teacher preparation program. The intermediate level is completed before making application for the Internship/Student Teaching experience. The capstone level is completed during the student teaching/internship. The professional level is completed after the student teaching/internship. The portfolio process is continually reviewed by the College of Education Faculty Assembly; therefore, portfolio requirements may be revised in the future.

The portfolio is an assessment instrument to determine if the teacher candidate is meeting requirements and competencies as set by Oral Roberts University, the College of Education, and the Oklahoma Commission for Teacher Preparation. Advisors, College of Education faculty, and/or committees are responsible for reviewing and indicating by rubrics, written comments, the evaluations of each portfolio. The teacher candidate may be asked to further develop his or her portfolio at any of the evaluation points before progressing through the program.

Portfolio items are recommended or required in each course in the program. The teacher candidate needs to collect a “tool box” or “working portfolio” throughout his or her program. The Professional Portfolio required to complete the teacher preparation program is developed through the phases/levels listed above. After completing the program/degree, the candidate may draw from the professional portfolio in order to develop the interview portfolio he or she wishes to present to a future employer. It is recommended that candidates keep all artifacts collected over the years because future employers may ask for a variety of items to evaluate skills, talent, or experience.

The portfolio is a dynamic collection of artifacts that reflect the teacher candidate’s development and mastery of competencies required by the College of Education and the Oklahoma Commission of Teacher Preparation. Benefits of the portfolio include the development of an individual’s personal career action plan; clarification of career objectives and goals; self-reflection, assessment, and improvement; and facilitation in preparing application for employment or promotion.

 

Student Teaching

Student teaching is the culminating experience of the Professional Education Program. It is during student teaching that the teacher in training puts into practice what has been learned both in the subject area and in professional education classes. Student teaching should be undertaken only upon reaching status as a senior-year teacher candidate. The candidate and advisor should discuss the point at which student teaching should be initiated.

The teacher in training must be formally admitted to the Professional Education Program before applying for student teaching, and the portfolio (phase II) must be completed prior to application. Applications for student teaching in the spring must be made by October 1 of the previous semester, and application for the fall must be made by February 15 of the previous semester. Applications are available in the College of Education office. The completed application, along with a current transcript indicating a cumulative GPA of at least 2.50, is given to the teacher candidate’s advisor. The Coordinator of Student Teaching will notify the student of his or her acceptance and the candidate’s specific placement into student teaching.

During the internship semester, all student teachers are required to attend the Professional Education Seminar/Portfolio meetings, which are held in the evenings. The Student Teacher Handbook has more information.

 

Clubs and Organizations

College of Education Teacher Candidate Leadership Association (TCLA): All teacher candidates automatically become a member of TCLA upon enrollment into Education Seminar. The Education Seminar course, which includes a fee, pays the membership fee for the student professional education organization of the student’s choice and which includes insurance that covers teacher candidates when they go out to teach.

Kappa Delta Pi: Education Honor Society.

 

Special Opportunities

Fast Track Program (Concurrent Undergraduate and Graduate Study)

 An undergraduate student with a senior classification who needs less than a full course load for graduation may be permitted to enroll concurrently in courses applicable to the graduate program on the following basis:

  • Must have completed a minimum of 90 semester hours of coursework with a minimum of 3.0 GPA
  • Students are required to maintain a 3.0 in undergraduate and graduate studies in order to remain in the program.
  • Students may need to complete additional admission requirements.

Fast Track allows six hours a semester for the student’s undergraduate senior year. A total of 12 hours only is allowed in this program. No additional tuition is charged when total hours (undergraduate plus graduate) enrolled are between 12 and 18 hours each semester. A master of arts degree may be completed within one year after the undergraduate degree is granted.

Teaching Abroad Mission Opportunities

The College of Education allows students many opportunities to do teaching abroad during the summer or certain semesters. Students interested in teaching abroad should speak with their advisor.

Awards

The Undergraduate Department of the College of Education offers several awards for students in one of the education majors or other areas of licensure:

  • Outstanding Teacher Candidate (in elementary, special education, and early childhood)
  • Most Outstanding Undergraduate Teacher Candidate
  • Outstanding Senior Portfolio
  • Overcomer Award
Scholarships

The Undergraduate Department of the College of Education has several scholarships for students pursuing a degree in education.Students from all education certification areas are eligible to apply, and admission to the College of Education is required for all scholarships. Students need to contact the College of Education for applications, which are due in January of the preceding school year. Additional information is available in the College of Education.

The Temple Scholarship is awarded to an undergraduate student and requires the student to commit to teaching in a Tulsa area school upon graduation. The award amount: is $5000 per year.

The Mary Martha Black, Nina Curtis Jacke, Ruth Lucardie, and Frank and Juliane Yeneca scholarships are all awarded to College of Education students based on scholarship and need. The award amount varies.

The Helen Tyson Wares and Drs. Jonny and Radine Frisbie special education scholarships are awarded to special education majors based on scholarship and need. The award amount varies.

 

Elementary Education Major (ELED) with Dual certification

Students choosing the elementary education major earn licensure in not only elementary education but also in a second area: English as a second language, early childhood education, or special education.
General Education 

Introduction to Whole Person Education (GEN 150) - 1

English (COMP 102, 303) - 6

Oral Communication (COM 101) - 3

Biblical Literature (BLIT 110, 120) - 6

Theology (THE 103) - 3

Sociology (SOC 323) - 3

Biology (BIO 101 and BIO 101L) - 4

Physical Science (PSC 101 and PSC 101L) - 4

Environmental Science (EVR 250 and EVR 250L) - 4

Mathematics (MAT 105, 221, 222, 232) - 12

American History (HIS 101) - 3

American Government (GOV 101) - 3

Humanities 12

(HUM 103, 222, 233, plus one of the  following: HUM 244, 333, 250, 255, 260, 270, COMP 101, MAT 315)

Health and Physical Education 4.5

(one course per full-time semester at ORU, including HPE 001 and 002, Basic First Aid/CPR, swimming course or proficiency, and activity courses)

Choice of one of the following

PRFL 001 Foreign Language Proficiency - 0

LANG* Modern Foreign Language 102 - 4 

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General Education Total - 68.5

^Or approved science elective.

*The modern foreign language course may be Spanish, French, German, Chinese, or Hebrew if taken at ORU.

Major 

ELE 314 Reading and Language Arts - 3

ELE 323 Children’s Literature and the Library - 3

ELE 344 Elementary Reading Methods with practicum- 4

ELE 403 Literacy Assessment with - 3 Clinical Experience

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Major Total 13

English Language Learner Concentration (ELLC)

ELL 304 Structure of Modern English - 3

ELL 315 Descriptive Linguistics - 3

ELL 343 ELL Methods and Materials - 3

ELL 353 ELL Curriculum Design - 3

ELL 393 ELL Assessment - 3

ELL 413 Cross-Cultural Communication - 3

____

ELLC Concentration Total 18

Early Childhood Education Concentration (ECHC)

ECE 212 Foundations of Early Childhood Education and Physical Development- 3

ECE 250 Infant and Toddler Development - 3

ECE 303 Symbol Development and Creativity of the Young Child - 3

ECE 313 Psychosocial Development and Guidance of the Young Child - 3

ECE 323 Cognitive Development of the Young Child - 3 

ELL 343 ELL Methods and Materials - 3

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ECHC Concentration Total 18

 **Students majoring in elementary education choose a concentration in English language learner, early childhood education, language immersion or special education.

 

Language Immersion Concentration (LIC) (Study Abroad Option)

ELL 343 ELL Methods and Materials - 3

LANG 203 Intermediate Language I 3

LANG 204 Intermediate Lanaguage II 3

PRFL 300 Study Abroad Language Credits 12

 

(Non-study Abroad Option)

ELL 343 ELL Methods and Materials - 3

LANG 203 Intermediate Language I 3

LANG 204 Intermediate Lanaguage II 3

LANG 301 Phonetics and Conversation 3

LANG 302 Composition 3

LANG 300/400 Upper division courses 3

---

LIC Concentration Total 21

Special Education Concentration (SPEC)

ELL 343 ELL Methods and Materials - 3

SED 313 Assessment and Program Planning - 3

SED 323 Parents and Families of Students with Special Needs - 3

SED 352 Behavior Management Strategies - 2

SED 363 Effective Instruction for Students - 3 with Mild-Moderate Disabilities

SED 403 Methods, Strategies, and Techniques for Teaching Students with Mild Disabilities - 3

SED 423 Issues, Trends, and Curriculum Modification in Special Education - 3

---

SPEC Concentration Total 20

Professional Education

PED 100 Education Seminar (every semester) - 0

PED 111 Field Based Experience/Practicum - 1 (Elementary)

PED 203 Foundations and Methods of - 3 Education

PED 222 School Health Care - 1

PED 313 Human Growth and Development - 3

PED 361 Professional Education Seminar/ - 0 Portfolio (2 semesters)

PED 363 Educational Technology - 3

PED 372 Classroom Management and Educational Law - 3 

PED 382 Educational Assessment - 3

PED 401 Instructional Methods and Strategies (Educational)- 3

PED 407 Elementary Writing Methods - 1

PED 465 Student Teaching:Early Childhood** 4 PED 475 Student Teaching: Elementary** - 4

SED 353 Introduction to Special Education: - 3 Mild-Moderate Disabilities 

 ---

Professional Education Total 32

Degree Total 131.5 -134.5

 

**Students pursuing an ELL concentration may substitute PED 485 Student Teaching: 7-9 for either PED 465 or 475. Students pursuing the SPEC concentration may substitute PED 485 Student Teaching: 7-9 or PED 495 Students Teaching: 10-12 for PED 465.  

Special Education Mild-Moderate Disabilities Major (SPED) with Dual certification

General Education 

Introduction to Whole Person Education (GEN 150) - 1

English (COMP 102, 303) - 6

Oral Communication (COM 101) - 3

Sociology (SOC 323) - 3

Biblical Literature (BLIT 110, 120) - 6

Theology (THE 103) - 3

Biology (lecture and lab) - 4

Physical Science (lecture and lab) - 4

Geography^ (PSC 350 lecture and lab) - 4

Mathematics (MAT 105, 221, 222, 232) - 12

American History (HIS 101) - 3

American Government (GOV 101) - 3

Humanities 12

(HUM 103, 222, 233, plus one of the following: 244, 333, 250, 255, 260, 270, COMP 101, MAT 315)

Health and Physical Education 4.5

(one course per full-time semester at ORU, including HPE 001 and 002, Basic First Aid/CPR, swimming course or proficiency, and activity courses)

Choice of one of the following: 0

PRFL 001 Foreign Language Proficiency

LANG* Modern Foreign Language 102 (4 hrs.)

---

General Education Total 68.5

^Or approved science elective.

*The modern foreign language course may be Spanish, French, German, Chinese, or Hebrew if taken at ORU.

Major

SED 313 Assessment and Program Planning - 3

SED 323 Parents and Families of Students with Special Needs - 3

SED 352 Behavior Management Strategies - 2

SED 363 Effective Instruction for Students with Mild-Moderate Disabilities - 3

SED 403 Methods, Strategies, and Techniques for Teaching Students with Mild Disabilities - 3

SED 423 Issues, Trends, and Curriculum Modification in Special Education- 3

---

Major Total 17

Elementary Education Concentration (ELEC)

ELE 314 Reading and Language Arts - 3

ELE 323 Children’s Literature and the Library - 3

ELE 343 ELL Methods and Materials - 3

ELE 344 Elementary Reading Methods with practicum - 4

ELE 403 Literacy Assessment with Clinical Experience - 3

---

ELEC Concentration Total 16

Professional Education

PED 100 Education Seminar (every semester) - 0

Choice of one of the field-based courses: 1

PED 111 Field-Based Experience (Elementary)

PED 121 Field-Based Experience (Secondary)

PED 203 Foundations and Methods of Education - 3

PED 222 School Health Care - 1

PED 313 Human Growth and Development - 3

PED 361 Professional Education Seminar/Portfolio (two semesters) - 0

PED 363 Educational Technology - 3

PED 372 Classroom Management and Educational Law - 3

PED 382 Educational Assessment - 3

PED 401 Instructional Methods and Strategies: Elementary 3

PED 407 Elementary Writing Methods - 1

PED 475 Student Teaching: Elementary - 4

SED 353 Introduction to Special Education: Mild-Moderate Disabilities 3

Choice of one of the following intern courses: 4

PED 465 Student Teaching: Early Childhood

PED 485 Student Teaching: 7-9

PED 495 Student Teaching: 10-12

---

Professional Education Total 32

Degree Total 133.5

  

Early Childhood Education Major (ECH) with Dual certification

Students choosing the early childhood education major earn licensure in not only early childhood education but also in a second area, either English as a second language, elementary education or special education.
General Education

Introduction to Whole Person Education (GEN 150) - 1

English (COMP 102, 303) - 6

Sociology (SOC 323) - 3

Oral Communication (COM 101) - 3

Biblical Literature (BLIT 110, 120) - 6

Theology (THE 103) - 3

Biology (lecture and lab) - 4

Physical Science^ (lecture and lab) - 4

Science Elective (lecture and lab) - 4

Mathematics (MAT 105, 221, 222, 232) - 12

American History (HIS 101) - 3

American Government (GOV 101) - 3

Humanities 12

(HUM 103, 222, 233, plus one of the following: HUM 244, 333, 250, 255, 260, 270, COMP 101, MAT 315)

Health and Physical Education 4.5

(one course per full-time semester at ORU, including HPE 001 and 002, Basic First Aid/CPR, swimming course or proficiency, and activity courses)

Choice of one of the following: 0

PRFL 001 Foreign Language Proficiency

LANG* Modern Foreign Language 102 (4 hrs.)

---

General Education Total 68.5

 

^Or approved science elective.

*The modern foreign language course may be Spanish, French, German, Chinese, or Hebrew if taken at ORU.

Major

ECE 212 Foundations of Early Childhood Education and Physical Education- 3

ECE 303 Symbol Development and Creativity - 3

ECE 313 Psychosocial Development and Guidance of the Young Child- 3

ECE 323 Cognitive Development of the Young Child with Practicum - 3

ELE 314 Reading and Language Arts - 3

ELE 344 Elementary Reading Methods with Practicum - 4

____

Major Total 19

**Students majoring in early childhood education choose a concentration in either English language learner, elementary education or special education.

English Language Learner Concentration (ELC)

ELL 304 Structure of Modern English 3

ELL 393 TELL Assessment 3

ELL 413 Cross-Cultural Communication 3

_____

ELLC Concentration Total 9

 

ELEMENTARY EDUCATION CONCENTRATION (ELEC)

ELE 314 Reading and Language Arts 3

ELE 323 Children's Literature and Library 3

ELE 344 Elementary Reading Methods with Practocum 4

ELE 403 Literacy Assessment 3

_____

ELEC Concentration Total 13

Special Education Concentration (SEDC)

ELE 403 Literacy Assessment with Clinical Experience 3

SED 313 Assessment and Program Planning 3

SED 323 Parents and Families of Students with Special Needs 3

SED 352 Behavior Management Strategies 2

SED 403 Methods, Strategies, and Techniques for Teaching Students with Mild-Moderate Disabilities 3

SED 423 Issues, Trends, and Curriculum Modification in Special Education 3

---

SEDC Concentration Total 17

 

 

 

Professional Education

ELL 343 ELL Methods and Materials 3 

PED 100 Education Seminar (every semester) - 0

PED 111 Field-Based Experience/Practicum** - 1

PED 203 Foundations and Methods of Education - 3

PED 222 School Health Care - 1

PED 313 Human Growth and Development - 3

PED 361 Professional Education Seminar/Portfolio (two semesteres) -  0

PED 363 Educational Technology - 3

PED 372 Classroom Management and  Educational Law- 3

PED 382 Educational Assessment - 3

PED 401 Instructional Methods and Strategies - Elementary 3

PED 407 Elementary Writing Methods - 1

PED 465 Student Teaching: Early Childhood - 4

PED 475 Student Teaching: Elementary*** - 4

SED 353 Introduction to Special Education Mild-Moderate Disabilities -

---

Professional Education Total 35

Degree with ELL Concentration Total 131.5

Degree with ELE Concentration Total 135.5

Degree with SED Concentration Total 139.5

**Students with a concentration in English language learner may substitute PED 121 for PED 111.

***Students with a concentration in English as a second language may substitute PED 485 for PED 475.

   

   

english language teaching in the global classroom Major (ELTG) with Middle school certification

General Education 

Introduction to Whole Person Education (GEN 150) - 1

English (COMP 102, 303) - 6

Foreign Language (two semesters including 203) - 6

Sociology (SOC 323) - 3

Oral Communication (COM 101) - 3

Biblical Literature (BLIT 110, 120) - 6

Theology (THE 103) - 3

Biology (lecture and lab) - 4

Physical Science (lecture and lab) - 4

Mathematics (MAT 105, 151) - 3

American History (HIS 101) - 3

American Government (GOV 101) - 3

Humanities 12

(HUM 103, ENG 201, plus two of the  following: HUM 222*, 233*, 244*, 333*, 250, 255, 260, 270, COMP 101)

Health, Physical Education, and Recreation 4.5

(one course per full-time semester at ORU, including HPE 00I and 002, Basic First Aid/CPR,swimming course or proficiency, and activity courses)

---

General Education Total 61.5

*At least one course must be chosen from list courses with asterisks.

Major

ELL 304 Structure of Modern English - 3

ELL 315 Descriptive Linguistics - 3

ELL 343 TESL Methods and Materials - 3

ELL 353 TESL Curriculum Design - 3

ELL 393 TESL Assessment - 3

ELL 413 Cross-Cultural Communication - 3

ELE 314 Reading and Language Arts - 3

ELE 344 Elementary Reading Methods - 4

ELE 403 Literacy Assessment - 3

ENG 310 World Literature - 3

ENG 323 American Literature I - 3

ENG 324 American Literature II - 3

ENG 317 Multicultural Literature - 3

ENG 470 Teaching English - 3

WRT 201 Introduction to Writing - 3

WRT 300 Peer Tutor Workshop - 3

Choice of one of the following courses: 3

ENG 309 Young Adult Literature

ELE 323 Children’s Literature and Library

---

Major Total 49

Professional Education

PED 100 Education Seminar (every semester) 0

PED 121 Field-Based Experience/Practicum (Secondary)- 1

PED 203 Foundations and Methods of Education - 3

PED 305 Pedagogy I - 4

PED 306 Pedagogy II - 4

PED 361 Professional Education Seminar/Portfolio (2 semesters)- 0

PED 475 Student Teaching: Elementary - 5

PED 485 Student Teaching: 7-9 5

---

Professional Education Total 22

Degree Total 132.5

For students planning to teach English in middle school in the U.S, add PED 222 School Health Care.

 

  

Education Minor (EDUM)

The education minor is not accompanied by teaching licensure nor does it prepare the student for any licensure exam. The requirements of the minor are the completion of 18 hours of approved coursework having the ELE, SED, and ECE prefixes or PED 203, 111, and 121 courses.

Prerequisite: Written approval by the college dean.

English Language Learner Minor (ELLM)

ELL 304 Structure of Modern English - 3

ELL 315 Descriptive Linguistics - 3

ELL 343 TESL Methods and Materials - 3

ELL 353 TESL Curriculum Design - 3

ELL 393 TESL Assessment - 3

ELL 413 Cross-Cultural Communication - 3

---

Minor Total 18

 

Departmental Courses

Descriptions of the undergraduate courses listed below are at the end of this catalog. Course descriptions are alphabetical by the prefix.

Early Childhood Education

ECE 212 Foundations of Early Childhood Education and Physical Development

ECE 250 Infant and Toddler Development

ECE 303 Symbol Development and Creativity of the Young Child

ECE 313 Psychosocial Development and Guidance of the Young Child

ECE 323 Cognitive Development of the Young Child

ECE 999 Elective

 

Elementary Education

ELE 314 Reading and Language Arts

ELE 323 Children’s Literature and the Library

ELE 344 Elementary Reading Methods

ELE 403 Literacy Assessment with Clinical Experience

ELE 490 Research in Elementary Education

ELE 999 Elective

English Language Learner

ELL 304 Structure of Modern English

ELL 315 Descriptive Linguistics

ELL 316 Sociolinguistics

ELL 343 TESL Methods and Materials

ELL 353 TESL Curriculum Design

ELL 393 TESL Assessment

ELL 413 Cross-Cultural Communication

ELL 999 Elective

 

Professional Education

PED 100 Education Seminar

PED 111 Field-Based Experience (Elementary)

PED 121 Field-Based Experience (Secondary)

PED 203 Foundations and Methods of Education

PED 222 School Health Care

PED 305 Pedagogy I

PED 306 Pedagogy II

PED 313 Human Growth and Development

PED 361 Professional Education Seminar/Portfolio

PED 363 Educational Technology

PED 372 Classroom Management and Educational Law

PED 382 Educational Assessment

PED 401 Instructional Methods and Strategies: Elementary, Early Childhood, and Special Education

PED 407 Elementary Writing Methods

PED 409 Instructional Methods and Strategies: Secondary and K-12

PED 450 Student Teaching: Away

PED 465 Student Teaching: Early Childhood

PED 475 Student Teaching: Elementary

PED 485 Student Teaching: 7-9

PED 490 Directed Study

PED 495 Student Teaching: 10-12

PED 999 Elective

Special Education

SED 104 American Sign Language for Educators

SED 313 Assessment and Program Planning

SED 323 Parents and Families of Students with

Special Needs

SED 352 Behavior Management Strategies

SED 353 Introduction to Special Education:

Mild-Moderate Disabilities

SED 363 Effective Instruction for Students with

Mild-Moderate Disabilities

SED 403 Methods, Strategies, and Techniques for Teaching Students with Mild-Moderate Disabilities

SED 423 Issues, Trends, and Curriculum Modification in Special Education

SED 999 Elective

 

  

Graduate School of Education - J. Patrick Otto, Ed.D., Chair

Master Programs

Master Programs

The master programs offer a master of arts in teaching (M.A.T.) and a master of education (M.Ed.) degrees and gives students a choice of one of five areas: (1) initial teaching with public school licensure, (2) initial teaching with public school alternative licensure, (3) school administration, (4) curriculum and instruction and (5) interdisciplinary studies. The coursework is specifically designed to meet the needs of the students in the given area. All of the graduate education programs are accredited by the National Council for Accreditation of Teacher Education (NCATE) through the Council of Accreditation for Educator Preparation (CAEP). The teacher/administrator programs designated for licensure or certification are accredited by the Oklahoma Office of Educational Quality and Accountability.

All master’s degrees from the Graduate School of Education must be completed within five years.

  

Admission to the Program

To qualify for one of the master of education (M.Ed.) or master of teaching (M.A.T.) programs, the applicant should have a baccalaureate degree with a minimum grade point average of 3.0 (on a 4.0 scale) from a regionally accredited undergraduate institution. To apply for admission, the applicant must submit the materials listed below to the Graduate School of Education for evaluation.
Degree-Seeking Students

All students seeking admission to the master of arts or master of teaching program in the Graduate School of Education must meet the following criteria:

  • Application for admission including a signed Honor Code pledge and personal sketch
  • $35 application fee
  • Two academic/professional recommendations
  • One clergy recommendation
  • Baccalaureate degree from a regionally accredited institution (official transcript from each college/university attended)
  • Graduate Record Exam (GRE) score of at least 800 or Miller Analogies Test (MAT) score of at least 400
  • Test of English as a Foreign Language (TOEFL) score of 550 for non-native English speakers or a 7.0 or better on the IELTS
  • International applicants are required to provide an affidavit of support and bank statements verifying their ability to pay the tuition, fees, and other expenses.
  • Personal essay of 300 words defining the applicant’s educational and personal goals, experiences, etc.
  • Grade point average of 3.0 on a 4.0 scale
  • Students may transfer nine semester hours of graduate courses toward a masters degree, providing the courses are approved by the ORU Graduate School of Education.
  • At the discretion of the Graduate School of Education, students possessing a baccalaureate degree may be granted conditional or probationary admission with prescribed deficiencies when any of the above criteria are not met. Students on a conditional or probationary status will not be allowed to proceed beyond 12 credit hours of work toward a degree program in the Graduate School of Education.
Non-Degree-Seeking Students

For various reasons students may choose to take courses without seeking a degree. Non-degree-seeking students may complete 12 hours of coursework before declaring a degree; otherwise coursework beyond 12 credit hours is not applicable to a degree.

Non-degree-seeking students must maintain a 3.0 GPA while in graduate school. Students desiring to change from a non-degree status to a degree program, need to reapply and meet all admissions criteria as stated above. Admission for non-degree status requires the following:

  • Baccalaureate degree from a regionally accredited institution (Official transcripts must be provided.)
  • Non-degree application form
  • $35 application fee
Fast-Track Program (Concurrent Undergraduate and Graduate Study)

An undergraduate student with a junior or senior classification who needs less than a full course load for graduation may be permitted to enroll concurrently in courses applicable to the graduate program on the following basis:

  • Must have completed a minimum of 60 semester hours of coursework with a minimum of 3.0 GPA
  • Students are required to maintain a 3.0 in undergraduate and graduate studies in order to remain in the program.
  • Students may need to complete additional admission requirements.

A total of 12 hours only is allowed in this program. No additional tuition is charged when total hours (undergraduate plus graduate) enrolled are between 12 and 18 hours each semester. A master’s degree may be completed within one year after the undergraduate degree is granted.

 

Readmission

If students fail to take at least one course per year, they must file for readmission. Full-time students who are readmitted and are enrolled continuously until graduation must fulfill the degree requirements of the year in which they re-enrolled. An exception may occur with changes in State of Oklahoma certification requirements.

 

Enrollment and Retention

Upon admission to a graduate program in the College of Education, students meet with their advisors to complete a degree plan sheet. The degree plan and all accompanying documents should be completed during the first enrollment. The Graduate Education Student Handbook has additional information.

  • A student must enroll in at least nine hours per semester to be considered a full-time student. (A course load of 4.5 to 8.5 qualifies the student as half time.)
  •  Students whose programs are designed for licensure/certification need to have all transcripts evaluated by an advisor.
  •  A graduate student in the College of Education who receives a graduate assistantship must register on a full-time basis and cannot be on probation of any type.
  •  Comprehensive written examinations are required of students pursuing a master of arts degree. An oral examination covering the thesis research is required of students pursuing the thesis option of the masters degree.
  •  Graduate students are required to maintain a 3.0 cumulative G.P.A. to remain in good standing. Students who fall below this level are placed on probation. Students whose cumulative grade point average remains below 3.0 for two consecutive semesters are subject to suspension from the program.
  •  All students enrolled in any of the graduate programs in the College of Education are required to develop an electronic, web-based portfolio (ePortfolio) that documents the student’s progress through the degree. Specific requirements are detailed in the program handbook and the portfolio handbook.
  •  Require to maintain a grade point average of 3.0 on a 4.0 scale or better

Cheating in any form, including plagiarism, is a serious academic offense and is not tolerated. Consequences include a zero on the assignment and may include an F for the course, academic probation, suspension, or expulsion from the program. Plagiarism is defined in each course syllabus.

 

Awards

 

The College of Education presents the following Outstanding Graduate Education awards:

  • Master of Education
  • Master of Arts in Teaching
  • Education Specialist
  • Doctor of Education

  

Teaching (MATL) with Public School Licensure Master of Arts in Teaching

This program is designed for the college graduate desiring to earn master of arts while obtaining a teaching license in a subject area at the secondary or K-12 level. Students wishing to pursue licensure at the elementary level must work with their advisors to design individual programs. Graduate students completing this degree should meet with their advisors in the Graduate School of Education, prior to meeting with content area advisors, so programs can be explained more thoroughly and so students can understand the available options.
At the beginning of the semester prior to student teaching, students must make application to the Student Teacher Program. Students should contact the Student Teacher Director for details. Application must be filed by February 15 to student teach in the fall semester of the following year and by October 15 to student teach during the spring semester. Participants in this program may be required to take leveling courses in addition to courses required for the degree. Leveling courses are courses at the undergraduate level that help prepare students for the courses in this degree.
ORU Distinctive Courses

GCSE 582 The Holy Spirit in Education  - 2

GHPE 503 Graduate Health Fitness** - 1

Choice of one of the following: .5

GHPE 515 Graduate Aerobics

GHPE 525 Graduate Walk for Fitness

HPE Activity Course

---

ORU Distinctives Total 3.5

**Students who completed Health Fitness I and II as undergraduates need to substitute an activities course for GHPE 503.

Professional Education

GPED 503 History and Philosophy of Education - 3

GPED 505 Pedagogy I - 4

GPED 506 Pedagogy II - 4

GPED 641 Instructional Methods and Strategies: Secondary and K-12 - 3

GPED 683 Educational Research Design - 3

GCSE 643 Issues in Education* 3

GCSE Curriculum elective 3

Choice of ten hours from the following: 10

GPED 685 Student Teaching: 7-9 (5 hrs.)

GPED 695 Student Teaching: 10-12 (5 hrs.)

GPED 650 Student Teaching Away** (10 hrs.)

---

Professional Education Total 33

Degree Total 36.5

*Offerred online only

**Student Teaching Away distance is defined as at least a 50-mile radius from ORU. This course has a $1500 course fee.

 

  

Teaching (MATA) with Public School Alternative Licensure Master of Arts in Teaching

This program is designed for the college graduate desiring to earn a master of arts degree while preparing for an alternative teaching license. As each state has specific requirements for the alternative teaching license, graduate students completing this degree should meet with their advisors in the Graduate School of Education for a more thorough explanation of the available options and requirements. Participants in this program may be required to take leveling courses in addition to courses required for the degree. Leveling courses are courses at the undergraduate level that help prepare students for courses in this degree.
ORU Distinctive Courses

GCSE 582 The Holy Spirit in Education - 2

GHPE 503 Graduate Health Fitness** - 1

Choice of one of the following:  .5

GHPE 515 Graduate Aerobics

GHPE 525 Graduate Walk for Fitness

HPE Activity course

---

ORU Distinctives Total 3.5

**Students who completed Health Fitness I and II as undergraduates need to substitute an activities course for GHPE 503.

Professional Education

GPED 503 History and Philosophy of Education - 3

GPED 505 Pedagogy I - 4

GPED 506 Pedagogy II - 4

GPED 584 Internship in K-12/Secondary Education - 3

GPED 641 Instructional Methods and Strategies: Secondary and K-12 - 3

GPED 683 Educational Research Design - 3

GCSE 643 Issues in Education* - 3

GCSE/GPED Electives - 10

____

Professional Education Total: 33 

*Offerred online only

 

Curriculum and Instruction (Curi) Master of Education

This program is designed for the college graduate interested in acquiring professional skills in curriculum development. Students receive training in critical assessment of curricula, as well as skill in the development of new curricula to meet particular educational needs.
ORU Distinctive Courses

GCSE 582 The Holy Spirit in Education  - 2

 GHPE 503 Graduate Health Fitness** - 1

Choice of one of the following: .5

GHPE 515 Graduate Aerobics

GHPE 525 Graduate Walk for Fitness

HPE Activity course

--- 

ORU Distinctives Total 3.5

 **Students who completed Health Fitness I and II as undergraduates need to substitute an activities course for GHPE 503.

Professional Education

GPED 503 History and Philosophy of Education - 3

GPED 593 Evaluation & Assessment in Education - 3

GPED 683 Educational Research Design - 3

GPED 835 Advanced Theories of Learning and Brain Research - 3

GPED 823 Group Relations/Multicultural Educ - 3

---

Professional Education Total 15

*With advisor approval.

Curriculum Specialization

GCSE 643 Issues in Education - 3

GCSE 674 Internship (Curriculum) - 3

GPED 753 Curriculum Design and Instruction - 3

GPED 855 Instructional Theory and Practice 3

GCSE 690 Directed Study 3

____

Curriculum Specialization Total 15

Elective Total 3

_____

Degree Total 36.5

 

interdisciplinary studies (IDMD) master of education

This program will prrovide students with the core courses taught in the Graduate School of Education along with the ORU disctive courses. The student will then have the opportunity, under the direction of the advisor, to complete 18 credit hours in an area of specialization of their choosing.
ORU DISTINCTIVE COURSES 

GCSE 582 The Holy Spirit in Education - 2

GHPE 503 Graduate Health Fitness** - 1

Choice of one of the following: .5

GHPE 515 Graduate Aerobics

GHPE 525 Graduate Walk for Fitness

HPE Activity course

_____

ORU Distinctives Total 3.5

**Students who completed Health Fitness I and II as undergraduates need to substitute an activities course for GHPE 503.

 
PROFESSIONAL EDUCATION

GPED 503 History and Philosophy of Education - 3

GPED 593 Evaluation & Assessment in Education - 3

GPED 683 Educational Research Design - 3

GPED 823 Group Relations/Multicultural Educ - 3

GPED 835 Adv Theories of Learning & Brain - 3 Research

_____

Professional Education Total 15

area of specialization

GCSE/GPED Electives* - 18

*Selected upon consultation with and approval of advisor.

_____

Degree Total 36.5

School Administration (ADMS) Master of Education

This program is designed for college graduates interested in serving as a principal or school administrator in an elementary, middle school, or secondary setting. Students in this program choose a concentration in Christian/private education or in public education. The concentration in public schools prepares the student for Oklahoma State certification as elementary, middle school, or secondary school principal; certification is an option for the Christian/private school concentration. For Oklahoma certification, students must also pass the state examinations and meet internship and portfolio requirements.

Preparation for leadership in private Christian schools provides an in-depth study of the philosophy affecting organization and administration of schools, and extensive practical training is provided through clinical experiences.

Students choosing the concentration in public school administration become a certified elementary, middle school, or secondary principal while obtaining a master of education degree. Courses are selected based on competencies covered on examinations for Oklahoma State certification.

ORU Distinctive Courses

GCSE 582 The Holy Spirit in Education - 2

GHPE 503 Graduate Health Fitness** - 1

Choice of one of the following: .5

GHPE 515 Graduate Aerobics

GHPE 525 Graduate Walk for Fitness

HPE Activity course

---

ORU Distinctives Total 3.5

**Students who completed Health Fitness I and II as undergraduates need to substitute an activities course for GHPE 503.

Professional Education

GPED 503 History and Philosophy of Education - 3

GPED 593 Evaluation & Assessment in Education - 3

 GPED 683 Educational Research Design - 3

GCSE/GPED 713 Educational Leadership, Supervision and Evaluation - 3

GPED 723 School Finance - 3

GPED 733 School Law/Legal Issues in Education - 3

GPED 753 Curriculum/Instructional Design and School Services - 3

---

Professional Education Total 21

Note: Students in this program need to choose one of the following concentrations.

  

Christian School Administration Concentration (CSAC)

GCSE 613 Organization and Administration of Christian Schools 3

GCSE 683 Internship (Administration) 3

GCSE 684 Internship 3

---

Christian School Concentration Total 9

Electives Total  3

_____

Degree Total 36.5

Public School Administration Concentration (PSAC)

GPED 743 Organization and Administration of Public Schools - 3

GPED 783 Internship/Practicum in Elementary School Administration - 3

GPED 793 Internship/Practicum in Secondary School Administration - 3

---

Public School Concentration Total 9

Electives Total  3

_____

Degree Total 36.5

 

Education Specialist (Edl) Program 

The Educational Specialist Degree (Ed.S.) in Educational Leadership is designed to provide professionals in education an opportunity to refine their skills and knowledge base. Advanced graduate studies will greatly benefit candidates who possess substantial experience in teaching and administration. The Ed.S. degree is comprised of 36 post-masters credit hours concluding with a capstone project. Ed.S. candidates choose from the following three concentrations; College and Higher Education Administration, Christian School Administration, and Public School Administration.

Within the public school administration concentration are courses and competencies that meet requirements for Oklahoma state certification for a superintendent of public schools. That program is designed in accordance with guidelines established by the Office of Educational Quality and Accountability. Approved graduate students may pursue the state certification for the superintendency without completing the degree program or may pursue an individualized degree program without the superintendency certification. All Ed.S. degrees must be completed within seven years of the applicant’s acceptance into the program.

Admission to the Program

Candidates for admission to the Ed.S. degree program are asked to submit a portfolio of items to a faculty admissions committee from the Graduate School of Education. The following items are required to be in the candidate’s portfolio:

  • Application for admission. Education Specialist (Ed.S.) plus the application fee of $35.
  • Official transcripts. Official transcripts of all college and university academic work.
  • Four recommendations. Three recommendation forms completed by education professionals with masters degrees or above. The recommendations reflect the probability of success in the program. A fourth recommendation needs to be completed by a member of the clergy. (The clergy recommendation is waived for ORU alumni.)
  • Two samples of written work. Term papers, articles, or class papers can be submitted. One of the samples must be a personal essay defining the student’s goals and objectives and discussing why the student wants to pursue an advanced degree.
  • Test of English as a Foreign Language (TOEFL) score of 550 for non-native English speakers or a 7.0 or better on the IELTS
  • International applicants are required to provide an affidavit of support and bank statements verifying their ability to pay the tuition, fees, and other expenses.

In considering a candidate for admission, the faculty committee considers such items as a match of the Ed.S. program to career goals, space in the program, value-added diversity (age, gender, ethnicity, interests, talents, and geographic origin), and strength of recommendations. The committee may recommend unconditional admission, admission with specified conditions, admission on probation, or may deny admission. The admissions committee may also decide that leveling courses may be required of some applicants. (Leveling courses are courses at the undergraduate level that help prepare students for courses in the graduate degrees.)

Transfer Credit

Candidates for the Ed.S. degree may request transfer of up to 12 credit hours of post-masters degree study from other institutions (1) if the courses are appropriate to the ORU program, (2) if grades earned were 3.0 or higher, and (3) if the coursework was completed within 7 years of the date of application for admission. Transfer courses may not have been used for any other degree program.

Enrollment and Retention

Upon admission to the Ed.S. program, students meet with their advisors to prepare for the course of study. Students need to complete several requirements--in addition to the coursework--in order to continue in the Ed.S. program.

Course Load

The full-time load for Ed.S. students in the Graduate School of Education is six hours per semester.

Grade Point Average

Ed.S. students are required to maintain a 3.0 cumulative GPA to remain in good standing. Students who fall below this level are placed on probation. Students whose cumulative grade point average remains below 3.0 for two consecutive semesters are subject to suspension from the program. Ed.S. students must retake any core course in which they earn any grade below a B. The Graduate School of Education handbook has additional guidelines.

Capstone Project

The Ed.S. degree concludes with a capstone project. The capstone project will occur as a two or three credit hour course that will be specific to the student’s area of emphasis.

Cheating in any form, including plagiarism, is a serious academic offense and is not tolerated. Consequences include a zero on the assignment and may include an F for the course, academic probation, suspention or expulsion from the program. Plagerism is defined in each course syllabus. 

Educational Leadership (EDL) Education Specialist

Education Specialist students are expected to attend an orientation seminar at the beginning of their first year in the program.

ORU Distinctive Courses 

GADM 882 Holy Spirit in Education - 2

GHPE 503 Graduate Health Fitness* - 1

Choice of one of the following:  5

GHPE 515 Graduate Aerobics

GHPE 525 Graduate Walk for Fitness

HPE Activity course

---

ORU Distinctives Total 3.5

*Students who completed Health Fitness I and II as undergraduates need to substitute an activities course for GHPE 503, which may decrease the degree total by .5 credit hour.

Research Courses

GPED 583 Statistical Research Methods - 3

GPED 683 Educational Research Design - 3

---

Research Total 6

 
Ed.S. Core Credit Hours

GADM 700 Leadership Studies - 3

GADM 701 Contemporary Curriculum Issues - 3

GADM 800 Organizational Theory in Administration - 3

GADM 810 Strategies for Educational Change - 3

GPED 503 History and Philosophy of Education - 3

---

Core Total 15

Note: Students in the Ed.S. program must choose one of the following concentrations.

Higher Education Administration Concentration (HEAC)

This concentration is specifically designed for an experienced school educator interested in advanced study to prepare for an executive or leadership assignment in postsecondary schools, colleges, and universities.

Choice of the following courses:

GADM 920 Critical Issues in Higher Education - 3

GCSE 723 Administration of College and Higher Education - 3

GCSE 724 Governance and History of College and Higher Education- 3

GCSE 733 Characteristics of the Adult Learner - 3

GCSE 743 Curriculum Survey and Design in Higher Education - 3

---

HEAC Concentration Total 9

Area of Emphasis Capstone Course 3

_____

Degree Total 36.5

Christian School Administration (K-12) Concentration (CADC)

This concentration is specifically designed for an experienced Christian school educator interested in advanced study to prepare for an executive or leadership assignment in a Christian elementary and/or secondary school.

Choice of the following courses:

GCSE 613 Organization and Administration of Christian Schools - 3

GCSE 643 Issues in Education - 3

GADM 703 Comparative Education - 3

GADM 835 Resource Development - 3

GADM 840 School Facility Planning - 3

---

CADC Concentration Total 9

Area of Emphasis Capstone Course 3

_____

Degree Total 36.5

Public School Administration Concentration (PADC)

This concentration is specifically designed for an experienced educator interested in advanced study to prepare for administrative assignments in public or private sector educational leadership assignments or executive assignments in public, Christian, or private schools that require state certification as a superintendent of schools.

According to the Oklahoma Commission for Teacher and Administrator Preparation and the Oklahoma State Department of Education, the requirements for certification as a superintendent of schools in the State of Oklahoma are as follows:

  • Hold a valid Oklahoma state teaching certificate
  • Have two years of successful teaching experience in a public school
  • Have two years of administrative or supervisory experience in a public school
  • Hold a masters degree from a regionally accredited university
  • Pass the Oklahoma Subject Area Test for Superintendents

Choice of the following courses:

GADM 805 The Superintendency - 3

GADM 820 Superintendent’s Role in Personnel Management and Evaluation - 3

GADM 830 Business Management Practices in Education - 3

GADM 840 School Facility Planning - 3

GADM 850 Legal, Political, and Ethical Issues in Educational Administration - 3

GADM 855 Instructional Theory and Practice - 3

---

PADC Concentration Total 9

Area of Emphasis Capstone Course 3

_____

Degree Total 36.5

 

Doctorate Program

The Doctor of Education (Ed.D.) in Educational Leadership is designed to provide professionals in education an opportunity to refine their skills and knowledge base. The advanced graduate studies will be most beneficial to those who already possess substantial experience in teaching and administration.

The Ed.D. degree program is based on 60 credit hours of post-masters degree study, including a dissertation. The program focuses on public school administration, Christian school administration, and college and higher education administration. Within the public school administration concentration are courses and competencies that meet requirements for Oklahoma state certification for a superintendent of public schools. That program is designed in accordance with guidelines established by the Oklahoma Commission for Teacher and Administrator Preparation. Approved graduate students may pursue the state certification for the superintendency without completing the degree program or may pursue an individualized degree program without the superintendency certification. All Ed.D. degrees must be completed within seven years of the applicant’s acceptance into the program.

Admission to the Program

Candidates for admission to the Ed.D. degree program are asked to submit a portfolio of items to a faculty admissions committee from the Graduate School of Education and/or other colleges and departments within the university. The following items are required to be in the candidate’s portfolio:

  • Application for admission. Doctorate in Education (Ed.D.) plus the application fee of $35.
  • Official transcripts. Official transcripts of all college and university academic work.
  • Four recommendations. Three recommendation forms completed by education professionals with masters degrees or above. The recommendations reflect the probability of success in the program. A fourth recommendation needs to be completed by a member of the clergy. (The clergy recommendation is waived for ORU alumni.)
  • Three samples of written work. Term papers, articles, or class papers to provide evidence of ability to write a dissertation. One of the samples must be a personal essay defining the student’s goals and objectives and discussing why the student wants to pursue an advanced degree.
  • Test of English as a Foreign Language (TOEFL) score of 550 for non-native English speakers or a 7.0 or better on the IELTS
  • International applicants are required to provide an affidavit of support and bank statements verifying their ability to pay the tuition, fees, and other expenses.

In considering a candidate for admission, the faculty committee considers such items as a match of the Ed.D. program to career goals, space in the program, value-added diversity (age, gender, ethnicity, interests, talents, and geographic origin), and strength of recommendations. The committee may recommend unconditional admission, admission with specified conditions, admission on probation, or may deny admission. The admissions committee may also decide that leveling courses may be required of some applicants. (Leveling courses are courses at the undergraduate level that help prepare students for courses in the graduate degrees.)

Transfer Credit

Candidates for the Ed.D. degree may request transfer of up to 12 credit hours of post-masters degree study from other institutions (1) if the courses are appropriate to the ORU program, (2) if grades earned were 3.0 or higher, and (3) if the coursework was completed within 7 years of the date of application for admission. Transfer courses may not have been used for any other degree program.

Candidates for admission who are actively enrolled in an approved doctoral program in another regionally accredited university, who have an approved doctoral degree plan (Ed.D. or Ph.D.) on file at that university, or who are presently enrolled in or who have completed an Education Specialist (Ed.S.) degree from an approved college or university, and who desire to transfer the degree program/plan to ORU, may be considered for admission to the doctoral program. Such candidates may qualify to transfer up to 30 credit hours of coursework, provided the courses are congruent with those offered as part of the ORU Ed.D. degree program and with a provision that the final 30 credit hours, including dissertation and the doctoral core courses, are completed at Oral Roberts University.

Enrollment and Retention

Upon admission to the Ed.D. program, students meet with their advisors to prepare for the course of study. Students need to complete several requirements--in addition to the coursework--in order to continue in the doctoral program.

Course Load

The full-time load for doctoral students in the Graduate School of Education is six hours per semester while enrolled in the course-work phase of the program. Two hours per semester constitutes a full-time load when enrolled in dissertation. Students in the dissertation phase are required to enroll in a minimum of two credits for the fall and spring semesters (continuous enrollment) until their dissertation is successfully defended or the student is withdrawn from the program The student must complete a minimum of eight dissertation credit hours.

Grade Point Average

Doctoral students are required to maintain a 3.0 cumulative GPA to remain in good standing. Students who fall below this level are placed on probation. Students whose cumulative grade point average remains below 3.0 for two consecutive semesters are subject to suspension from the program. Doctoral students must retake any doctoral core course in which they earn any grade below a B. The Graduate School of Education handbook has additional guidelines.

Comprehensive Examinations

Comprehensive oral and written examinations are required of students pursuing the Ed.D. degree. The written examinations take place over several days. Both the oral and written examinations are scheduled by the Graduate School of Education and must be taken on campus. More information is available in the College of Education handbook.

Cheating in any form, including plagiarism, is a serious academic offense and is not tolerated. Consequences include a zero on the assignment and may include an F for the course, academic probation, suspension, or expulsion from the program. Plagiarism is defined in each course syllabus.

Educational Leadership (EDL) Doctor of Education

The doctor of education degree is in educational leadership. It requires 15 credit hours of doctoral core courses, 11.5 hours of dissertation block courses, and 30 hours in one of the three areas of concentration: (1) college and higher education administration, (2) Christian school administration (K-12); and (3) public school administration with superintendent certification. The Ed.D. requires a minimum of 60 credit hours of post-masters degree study, including a dissertation. Doctor of education students are expected to attend an orientation seminar at the beginning of their first year in the program.

ORU Distinctive Courses 

GADM 882 Holy Spirit in Education 2

GHPE 503 Graduate Health Fitness* 1

Choice of two of the following: 1

GHPE 515 Graduate Aerobics

GHPE 525 Graduate Walk for Fitness

HPE Activity course

____

ORU Distinctives Total 4

*Students who completed Health Fitness I and II as undergraduates need to substitute an activities course for GHPE 503, which may decrease the degree total by .5 credit hour.

 

Doctoral Core

GADM 700 Leadership Studies 3

GADM 701 Contemporary Curriculum Issues 3

GADM 800 Organizational Theory in Administration 3

GADM 810 Strategies for Educational Change 3

GADM 885 Internship in Educational Leadership 3

GPED 503 History and Philosophy of Education 3

____

Doctoral Core Total 18

 

Dissertation Block 

GADM 900 Doctoral Dissertation 6

GADM 901 Dissertation Prospectus Seminar .5

GADM 902 Dissertation Preparation II .5

GADM 903 Dissertation Preparation III .5

GADM 904 Dissertation Preparation IV .5

Choice of one of the two following courses: 3

GADM 870 Quantitative Research

GADM 875 Qualitative Research

___

Dissertation Block Total 11

Note: Students in the Ed.D. program must choose one of the following concentrations.

Higher Education Administration Concentration (HEAC)

 This concentration is specifically designed for an experienced school educator interested in advanced study to prepare for an executive or leadership assignment in postsecondary schools, colleges, and universities.

GADM 710 Issues in Higher Education - 3

GCSE 723 Administration of College and Higher Education - 3

GCSE 724 Governance and History of College and Higher Education - 3

GCSE 733 Characteristics of the Adult Learner - 3

GCSE 743 Curriculum Survey and Design in Higher Education - 3

____

HEAC Concentration Total 15

Elective Credits Total** 12

_____

Degree Total 60

*With advisor approval. Students may be required to take GPED 583 and 683 if they have not taken these at the masters level.

Christian School Administration (K-12) Concentration (CADC)

This concentration is specifically designed for an experienced Christian school educator interested in advanced study to prepare for an executive or leadership assignment in a Christian elementary and/or secondary school.

GCSE 613 Organization and Administration of Christian Schools - 3

GCSE 643 Issues in Education - 3

GADM 703 Comparative Education - 3

GADM 835 Resource Development - 3

GADM 840 School Facility Planning - 3

 ----

CADC Concentration Total 15

Elective Credits Total** 12

_____

Degree Total 60

*With advisor approval. Students may be required to take GPED 583 and 683 if they have not taken these at the masters level.

Public School Administration Concentration (PADC)

This concentration is specifically designed for an experienced educator interested in advanced study to prepare for administrative assignments in public or private sector educational leadership assignments or executive assignments in public, Christian, or private schools that require state certification as a superintendent of schools.

According to the Oklahoma Commission for Teacher and Administrator Preparation and the Oklahoma State Department of Education, the requirements for certification as a superintendent of schools in the State of Oklahoma are as follows:

Hold a valid Oklahoma state teaching certificate
Have two years of successful teaching experience in a public school
Have two years of administrative or supervisory experience in a public school
Hold a masters degree from a regionally accredited university
Pass the Oklahoma Subject Area Test for Superintendents

GADM 805 The Superintendency - 3

GADM 820 Superintendent’s Role in Personnel Management and Evaluation - 3

GADM 830 Business Management Practices in Education - 3

GADM 840 School Facility Planning - 3

GADM 850 Legal, Political, and Ethical Issues in Educational Administration - 3

GADM 855 Instructional Theory and Practice - 3

___

PADC Concentration Total 15

Elective Credits Total** 12

_____

Degree Total 60

*With advisor approval. Students may be required to take GPED 583 and 683 if they have not taken these at the master’s level.

  

Departmental Courses

Course descriptions for the graduate courses listed below are at the end of this catalog. Course descriptions are alphabetical by the prefix.

Administration

GADM 600 Dissertation Level Writing

GADM 700 Leadership Studies

GADM 701 Contemporary Curriculum Issues

GADM 703 Comparative Education

GADM 710 Issues in Higher Education

GADM 800 Organizational Theory in Administration

GADM 805 The Superintendency

GADM 810 Strategies for Educational Change

GADM 820 Superintendent’s Role in Personnel Management and Evaluation

GADM 830 Business Management Practices in Education

GADM 835 Resource Development

GADM 840 School Facility Planning

GADM 850 Legal, Political, and Ethical Issues in Educational Administration

GADM 855 Instructional Theory and Practice

GADM 860 Instructional Technologies in Education

GADM 865 Education in the Adult Lifespan

GADM 870 Quantitative Research

GADM 875 Qualitative Research

GADM 880 Practicum in International Education

GADM 882 Holy Spirit in Education

GADM 885 Internship in Educational Leadership

GADM 900 Doctoral Dissertation

GADM 901 Dissertation Preparation I

GADM 902 Dissertation Preparation II

GADM 903 Dissertation Preparation III

GADM 904 Dissertation Preparation IV

GADM 920 Directed Study

GADM 999 Elective

Christian School Education

GCSE 582 Holy Spirit in Education

GCSE 603 Guidance and Counseling in the Christian School Setting

GCSE 613 Organization and Administration of Christian Schools

GCSE 643 Issues in Education

GCSE 673 Internship (Curriculum)

GCSE 683 Internship (Administration)

GCSE 684 Internship

GCSE 690 Directed Study

GCSE 713 Educational Leadership and Supervision

GCSE 723 Administration of College and Higher Education

GCSE 724 Governance and History of College and Higher Education

GCSE 725 Bible School Foundations

GCSE 733 Characteristics of the Adult Learner

GCSE 743 Curriculum Survey and Design for College and Higher Education

GSCE 999 Elective

Early Childhood Education

GECE 503 Foundations of Early Childhood Education

GECE 513 Early Childhood Program Development

GECE 523 Cognitive Development in the Young Child

GECE 533 Motor Skills, Health, and Nutrition

GECE 543 Guidance for the Young Child/Child and Family in the Social Context

GECE 552 Creative Arts and the Young Child

GECE 563 Language and Literacy Development

GECE 583 Directed Study

GECE 999 Elective

Graduate Professional Education

GPED 503 History and Philosophy of Education

GPED 505 Pedagogy I

GPED 506 Pedagogy II

GPED 513 Human Growth and Development

GPED 563 Educational Technology

GPED 571 Professional Education Seminar/ Portfolio

GPED 572 Classroom Management and Educational Law

GPED 582 Educational Assessment

GPED 583 Statistical Research Methods

GPED 584 Internship in K-12/Secondary Education

GPED 593 Evaluation and Assessment in Education

GPED 650 Student Teaching: Away

GPED 665 Student Teaching: Early Childhood

GPED 675 Student Teaching: Elementary

GPED 683 Educational Research Design

GPED 685 Student Teaching: 7-9

GPED 690 Directed Study

GPED 695 Student Teaching: 10-12

GPED 713 Educational Leadership, Supervision, and Evaluation

GPED 723 School Finance

GPED 733 School Law/Legal Issues in Education

GPED 743 Organization and Administration of Public Schools

GPED 753 Curriculum/Instructional Design and School Services

GPED 760 Workforce Traininng and Development

GPED 763 Human Resources in Education

GPED 773 School Public Relations

GPED 783 Internship/Practicum in Elementary School Administration

GPED 793 Internship/Practicum in Secondary Administration

GPED 823 Group Relations/Multicultural Education

GPED 834 Organization and Supervision of Programs for Exceptional Individuals

GPED 835 Advanced Theories of Learning and Brain Research

GPED 855 Instructional Theory and Practice

GPED 999 Elective

Graduate Special Education

GSED 523 Parent and Families of Students with Special Needs

GSED 553 Introduction to Special Education: Mild- Moderate Disabilities

GSED 563 Effective Instruction for Students with Mild-Moderate Disabilities

GSED 613 Assessment and Program Planning

GSED 623 Issues, Trends, and Curriculum Modification in Special Education

GSED 652 Behavior Management Strategies

GSED 999 Elective