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College of Education and Psychology

Dr. A. Jerry Benson, Dean
Dr. Martha K. Ross, Associate Dean

See page 5 for information regarding curricular changes.


Departments

Early and Middle Education         Dr. Ann Marie Leonard, Acting Head
  Reading Center
  Young Children's Program
Human Resource Development           Dr. Mary J. Noblitt, Acting Head
Kinesiology                           Dr. Michael S. Goldberger, Head
Military Science                     Lt. Col. Allan Stuhlmiller, Head
Psychology
Secondary Education, Library Science           Dr. Alvin Pettus, Head
  and Educational Leadership
Special Education                                 Dr. Reid Linn, Head
Bachelor of General Studies Program    Dr. Charles W. Curry, Director
Educational Media Laboratory           Dr. Raymond Ramquist, Director
Human Development Center                   Dr. Anne Stewart, Director
Teacher Education Services              Dr. John W. Dickens, Director

The mission of the College of Education and Psychology is the development of the personal and professional potential of students and the advancement of the professions of education, psychology and kinesiology. The college also offers an alternative adult education program leading to the Bachelor of General Studies degree. College faculty are devoted to excellence in teaching and scholarly activity focused on the enhancement of instruction and the dissemination of new knowledge.

Programs and related activities provided by the college emphasize learning as a lifelong experience which is grounded in intellectual, affective, social and cultural pursuits. The development of leadership, social and professional skills is emphasized and promoted through interaction with faculty, other professionals, and students as they engage in scholarly and practical activities.

The college is committed to providing:

The undergraduate and graduate education programs are accredited by the National Council for Accreditation of Teacher Education (NCATE) and the Virginia State Board of Education. The counseling program is accredited by the Council for Accreditation of Counseling and Related Educational Programs (CACREP).

The basic philosophy of the college is reflected in the following goals:

The college has undergraduate and graduate programs which are designed to lead to majors and minors in education, kinesiology and psychology. Many course offerings are also designed to provide liberal studies education and appropriate learning for students of other colleges of the university. Programs are designed to accommodate students interested in pre-service, in-service, and career change opportunities in education, kinesiology, psychology and related professions.

Majors and Minors

Majors

The College of Education and Psychology offers baccalaureate degrees in the following areas: Students should check specific catalog sections for requirements leading to these degrees.

Minors

The College of Education and Psychology also offers undergraduate minors in the following areas: A non-licensure minor in special education is also offered. Students should check appropriate catalog sections for specific requirements.

Teacher Education Unit

Teacher Education
Coordinating Council

The Teacher Education Coordinating Council (TECC) is the official governing body within the university responsible for the preparation of teachers and other professional educational personnel. The dean of the College of Education and Psychology serves as chairperson of the TECC and thus is designated as head of the professional education unit. The unit is defined as all programs designed to lead to licensure or advanced study in education.

Programs

Professional education programs emphasize the common objectives of the university, yet each program is based on a unique theoretical and research foundation.

Students interested in early childhood, middle, secondary or special education must major in an approved arts and sciences discipline and complete a minor in education leading to initial licensure as teachers. An adviser in each minor area must be consulted on a continual basis to guarantee that all requirements for entrance into teacher education, program completion, student teaching and teacher licensure are met.

Students are encouraged to carefully study the appropriate minor program as described in this catalog and to identify prerequisites for individual courses and student teaching.

Multiple Teaching Endorsements

Many persons seeking teaching positions find that employment possibilities are increased if they are able to teach more than one grade level or subject area. Students in teacher education programs at JMU may become licensed in more than one subject area or grade level.

Students should realize that it may not be possible to complete multiple endorsements within the regular program, yet in some areas this is possible. Consultation with appropriate College of Education and Psychology department heads will help students explore dual endorsement possibilities.

Admission to Teacher
Education Programs

Students who wish to pursue a course of study leading to the initial Virginia teaching license must meet the requirements for admission to the teacher education program and any admissions requirements of the specialty program. Admission to baccalaureate study at JMU is a prerequisite but not sufficient criteria for admission to an undergraduate teacher preparation program.

Students must initiate their application to the teacher education programs by contacting the Office of Teacher Education Services of the College of Education and Psychology. Appropriate procedures are in effect to review all applications and notify candidates of their status.

Criteria for Admission

Procedures for Admission

Retention in Teacher
Education Programs

Criteria for Retention

Candidates who have been admitted into the teacher education program are expected to maintain a 2.5 grade point average and to continue to demonstrate characteristics stated in the criteria of admission throughout the course of study. Failure to maintain these criteria will result in suspension from the program.

Students must also meet any additional admission and retention standards established by their academic departments or schools.

Procedures for Review

Procedures for Readmission

Any student who is not retained in the teacher education program and who wants to be readmitted must process the appropriate forms listed under "Procedures for Admission" above. They must also be recommended for readmission by their adviser and the department head or school director.

Procedures for Appeal:
Admissions and Retention

College-Level Admissions
and Retention Criteria

A Committee on Admissions and Retention, comprised of a representative from each department in the college; the associate dean; one representative each from the College of Integrated Science and Technology, the College of Letters and Sciences, and the College of Communication and The Arts; and a chairperson appointed by the head of the teacher education unit will be impaneled to hear appeals regarding decisions on admissions and retention.

This committee will be a regular standing committee with a rotation system of appointment, i.e., one-third of the membership will be replaced each year.

A student who wishes to appeal a decision to the committee regarding teacher education admission or retention must follow the following procedure:

Department/School-Level
Admissions and Retention Criteria

Department-specific criteria for admission and retention are included in this catalog under the individual school or departmental listings. These criteria go beyond the college-level criteria as noted above. Programs within individual departments and schools shall monitor student admission and progress.

Denials for admission and notification of dismissal may be appealed to the department head or school director of the department or school within which the program and student in question exist. Decisions of the department head or school director may be appealed to the head of the teacher education unit.

Student Teaching

Student teaching is required of all students enrolled in a program leading to a teaching license. The length of the student teaching experience is determined by each individual licensure program.

The purpose of student teaching is to enable pre-service teachers to apply in public school classrooms or comprehensive child development programs those skills, understandings and attitudes acquired in all components of teacher education. Under the guidance of cooperating teachers and university supervisors, students are provided opportunities designed to familiarize them with all aspects of the classroom teacher's role.

Throughout student teaching, students are closely supervised by master teachers who observe their work and instruct them in the methods to be used. The director of teacher education services assigns teaching sites to all student teachers and helps to plan and supervise their work. The university supervisors have a primary responsibility for supervising the work of the student teachers.

This experience should be the culmination of the professional sequence for the preparation of teachers. The prerequisites for this experience are outlined in specific programs. Screening of the student occurs at all levels of the sequence, and the final student teaching experience should unfold as one for which the student is totally prepared and suited.

The student teaching experience must be in the area(s) for which the student is seeking licensure or endorsement. If the student is seeking endorsement in more than one general area, the student teaching experience must be completed in each of the general areas for which licensure is desired.

Locating a proper and appropriate student teaching placement is the top priority in assigning student teachers.

Student teaching is a full-time experience. Only in exceptional cases will additional course work be approved during the student teaching period. Moreover, student teachers cannot expect to work or participate in excessive extracurricular activities during the student teaching period, as any interference with student teaching might lower the quality of the performance. Students with problems and/or special needs must contact the director of teacher education services for approval.

All student teaching grades are assigned on a credit/no-credit basis.

Approval for Student Teaching

Criteria for Approval

Procedures

Teacher Education
Application Deadlines

Application forms are available from the Office of Teacher Education Services.

National Teacher's Examination

The National Teacher's Examinations (NTE) are required for the issuance of the Virginia teacher's license. Applicants for a license must take the Core Battery examinations and a Teacher Area Examination in their field if it is offered. In those fields in which a Teacher Area Examination is not available through the Education Testing Service, only the Core Battery is required. The NTE requirements are in addition to all other requirements for licensure.

The General Knowledge and Communication Skills portions of the NTE should be taken during the second semester of the sophomore year or no later than during the semester when application is made to teacher education at JMU. The Professional Knowledge portion and any specialty area tests should normally be taken after professional courses are completed but before the expected graduation date.

Scores from the NTE must be reported by the student to the Office of Teacher Education Services. These scores must be on file with this office before a recommendation for licensure can be sent to the Virginia Department of Education, Office of Professional Licensure. Further information may be obtained from the faculty adviser or the Office of Teacher Education Services.

Teacher Licensure Exit Process

Students exiting a program leading to endorsement must apply for the state license. Forms can be obtained from the Office of Teacher Education Services.

The applicant must have completed all of the requirements for licensure which include:

Bachelor of General Studies Program

Dr. Charles W. Curry, Director

The Bachelor of General Studies degree is designed specifically to provide returning adult students an opportunity to pursue a college education according to individualized needs, goals and time schedules. This program is distinguished from other degree programs presently offered at JMU by students being able to tailor degree requirements to their personal needs and experiences. The scholarly integrity of each person's program will be maintained through individualized advising with faculty members.

For information concerning the program or to make an appointment to discuss the program, contact the BGS office, (703) 568-6824.

Admission

Applicants should have a lapse of at least three full years in their formal education, a minimum of 30 credit hours, and a completed BGS program proposal to be eligible for this program.

Program Requirements

Mechanisms for Earning Credit

There is no limit placed on the number of credits which might be accepted or earned through the following methods. It is reasonable to expect that the unique educational needs, background and personal circumstances of each student will determine to a great extent the manner in which credit has been and will be earned. College level life/work learning, acquired through other than traditional classroom experience, must be validated by the student. Procedures for doing so have been established by the BGS Committee. Requests for experiential learning credit are to be presented no later than midterm of the semester prior to that in which the BGS student plans to graduate. Experiential learning credit is not transferable to a traditional degree program. BGS majors requesting experiential learning credit must complete BGS 200C, Portfolio Development.

Credit/No-Credit

Retention

The university's retention policy is applicable to BGS candidates. Credit hours will include regular course work, transfer credit, credit by examination, credit for independent reading and research, and credit for experiential learning.

College Level Examination
Program (CLEP)

The BGS program at JMU participates in the College Level Examination Program (CLEP). CLEP is a national program of credit by examination that offers students an opportunity to obtain recognition for achievement in specific college courses. The following policies determine the awarding of credit based on this program. The Counseling and Student Development Center at JMU administers the CLEP examinations on a monthly basis. Interested individuals may write to the Counseling and Student Development Center for a schedule of dates when the CLEP tests will be given. A request for a Bulletin of Information for Candidates should be directed to:
	College Level Examination Program
	Box 592
	Princeton, NJ 08540

Service Members
Opportunity College

JMU has been designated as an institutional member of Service-members Opportunity College (SOC). As an SOC member, the university recognizes the unique nature of the military lifestyle and has committed itself to easing the transfer of relevant course credits, providing flexible academic residency requirements, and crediting learning from appropriate military training and experiences.

Bachelor of General
Studies Fees

Each learning component evaluation                      $75

Educational Media Laboratory

Dr. Raymond Ramquist, Director

The primary goal of the Educational Media Laboratory (EML) is the facilitation of learning, and particularly of learning through the application of technology. This goal is achieved in a variety of ways and in one or more of the eight individual EML laboratories.

The materials laboratory houses over 8,000 items of representative textbooks, video tapes, tests, microcomputer software, sound slide/filmstrip programs and instructional kits. Students from departments within the College of Education and Psychology and the School of Health and Human Services broaden their experiences by using a variety of electronic carrels to learn outside the classroom.

Computers are found throughout the facility allowing students to work with computer assisted instruction, word processing, scanned images, page layout, data analysis and the creation of multi-media computer presentations. These presentations can then be taken into a new multimedia presentation room having computer and video disc projection side-by-side. New adaptations of technology such as interactive video disc, compact disc interactive, and interactive audio disc are allowing users in the EML to experience an electronic encyclopedia, a user directed video history of the United States and an audio exploration of Beethoven.

For those desiring to be licensed in Virginia's schools, the opportunity is available to learn to utilize many forms of instructional technology. This activity takes place in the self-instructional equipment lab. The production, audio and video editing labs are utilized by faculty and students to produce various types of instructional materials. Both faculty and students may use the video micro recording lab to tape teaching or counseling techniques for later analysis and feedback.

The EML provides outreach services such as film and video use from the state's teaching materials collection. Users of the EML may also check out 35mm cameras, audio recorders and portable video recording equipment.

Human Development Center

Dr. Anne Stewart, Director

The Human Development Center serves as an interdisciplinary training facility within the College of Education and Psychology. The center provides a setting for students enrolled in practicum, internship or field-based assignments to translate course work in theory and principles into practice in applied situations. University faculty from participating academic programs and center professional staff provide supervision of all clinical activities.

Concurrently, the center provides clinical services to the community. Clientele include children, adolescents and adults with developmental delays, learning problems, behavioral or emotional problems, or the gifted and talented and their families. Services include interdisciplinary evaluations (which may include medical, sociological, psychological and educational evaluations, and audiological, speech/language screenings), individual and group counseling and psychotherapy, family therapy, educational intervention, consultation, and other special programs (e.g., parenting skills training).

The James Madison University/Shenandoah Valley Child Development Clinic is a subprogram within the center. The CDC is cooperatively sponsored by the university and the Virginia Department of Health. The CDC is an interdisciplinary pediatric specialty clinic staffed with medical, clinical social work and psychological professionals.

The Human Development Center works cooperatively with the Speech and Hearing Center and the Reading Center, forming the University Clinical Services Centers, for meeting the dual challenge of providing innovative, interdisciplinary training for the university's students and quality clinical services to the community.

Teacher Education Services

Dr. John W. Dickens, Director

The Office of Teacher Education Services has four major responsibilities: Field experiences and teacher licensure are components within teacher education services.

Students and others interested in becoming licensed to teach in the public elementary and secondary schools of Virginia may contact the Office of Teacher Education Services or the department head or school director of the respective department or school for further information.

Field Experiences

Field experiences comprises two major functions: the administration and supervision of student teaching and the administration of cooperative programs involving the placement of undergraduate and graduate students in the public schools and institutions served by the university.

Student teaching is an integral part of the sequence of professional experiences in all teacher education programs. It is required for those students seeking the initial Virginia teaching license.

During the period of student teaching, students are supervised in the classroom by experienced teachers who observe their performance and assist them in the methods used. The director of teacher education services coordinates the programs in cooperation with the participating schools, assigns all students to their schools, and assists in the planning and supervision of their work. The university faculty supervisors have the major responsibility for supervision and evaluation of students enrolled in student teaching. Students, while engaged in student teaching, are encouraged to live in the community where the school to which they are assigned is located.

Students should apply for admission to student teaching by completing applications available in the Office of Teacher Education Services during January of their junior year. Students must be admitted to the teacher education program before they can enroll in student teaching. Prior to undertaking student teaching assignments students must have completed all professional education requirements as specified in each program.

Students in teacher education are required to complete practicum experiences within public schools or an appropriate agency. All practicum sites involving observation or participation experiences are arranged through the Office of Teacher Education Services. This allows university faculty requests which involve cooperative efforts with the public schools and institutions to be channeled through one office.

Overseas Student Teaching

The College of Education and Psychology of James Madison University has joined a consortium of colleges/universities to provide students with an opportunity to participate in a student teaching experience outside of the United States. As a member of the Consortium for Overseas Student Teaching (COST), JMU will have the opportunity to provide students teaching experiences overseas that are both professionally and personally rewarding to the student teachers. Students accepted into the program will be placed overseas in one of two types of schools: American-related or national. The student teachers will be supervised by the directors of the overseas schools and their cooperating teachers, with assistance from the COST member supervisors.

Students participating in the COST program will receive college credits from JMU and will be responsible for all additional costs. To apply, students must submit a COST application form to the JMU Office of Teacher Education Services. The office will forward completed applications to the COST program director at the University of Kentucky.

A second overseas teaching program is available that will provide students with an opportunity to participate in an intercultural teaching program in the United Kingdom. The program is operated during May session and is hosted by Cardiff Institute of Higher Education in Cardiff, Wales. It will provide students with an opportunity to gain first-hand knowledge of the educational system in the United Kingdom. Students participating in this program will receive college credits from JMU and will be responsible for all additional costs.

Anyone interested in participating in this overseas student teaching program should contact their academic adviser, department head or school director and/or the director of teacher education services for further information. Applications are available in the Office of Teacher Education Services.

Teacher Licensure

Teacher licensure performs two major functions: the monitoring of admission and retention to the teacher education program and the preparation of applications for teacher licensure. Students may apply for admission at any time, regardless of whether they meet all the specific criteria for admission. Admission status is changed once a student fulfills all requirements for admission. Specifics of the application and retention process are found on pages 111-113. The process for teacher licensure is detailed on page 115.


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Last reviewed: Sept. 10, 1994
Information Publisher: Academic Services