Education

SCHOOL OF EDUCATION

SCHOOL OF EDUCATION

Interim Dean: Dorminey

Faculty: Barksdale, Davis, Dorminey, Evans, Foster, Hawver, Hay, Haywood, Hunter, Johnson, Kolo, Mayo, McWhorter, Medders, Neale, Nichols, Rhodes, Spaniol, Spann, Stokes, Watford.

Mission Statement

The mission of the School of Education is the preparation and continuous development of candidates from diverse populations to high levels of achievement. The School of Education is committed to:

  • developing candidates who accurately assess, reflect, and make appropriate decisions about instruction resulting in achievement for all learners.
  • motivating life-long learning and offering high quality programs based upon exemplary instruction and relevant research.
  • collaborating with schools, businesses, communities, civic organizations, and others to improve the preparation of candidates and the effectiveness of practicing teachers.
  • developing leaders in education who are skilled, reflective decision makers and view pupil learning as the focus of their work.

Principles Guiding Curriculum Development

The School of Education faculty has identified five guiding principles for curriculum development:

1. Candidate Knowledge, Skills, and Dispositions. The SOE faculty believes candidates should demonstrate content knowledge, effective pedagogical skills, and methodologies for teaching based on national, state, and local standards. Attitudes, beliefs, and dispositions about teaching must align with these standards. Faculty will model and teach candidates to use current technology to enhance and improve content and improve methodologies of teaching, thus, fostering pupil achievement.

2. Assessment and Reflective Evaluation. Faculty, administrators, and candidates will continually assess courses, clinical experiences, candidates' impact on pupil learning, and overall programs through reflection and evaluation to make skilled decisions and improve the education of all candidates and the achievement of all pupils.

3. Clinical Experiences/Field Experiences. The SOE faculty believes collaboration with faculty in the School of Arts and Sciences, faculty and support personnel in local education agencies throughout our service area, businesses, civic organizations, and other community resources are essential for exemplary programs.

4. Diversity. As change agents, faculty and candidates must adapt to the evolving needs of the global society and its diverse populations to provide exemplary learning and achievement opportunities for all pupils. Curriculum will reflect the current and ever-changing issues of diverse human needs.

5. Faculty Performance/Development. The SOE faculty models exemplary professional practices in teaching, service, and scholarship. Faculty members incorporate the standards of national and state agencies, the Board of Regents, INTASC, NBPTS, and professional organizations to achieve high levels of exemplary teaching, professionalism, and life-long learning.

Education as a Career

A career in education is multi-faceted. Teaching in public or private schools, teaching for industry, teaching abroad, human services positions in a variety of agencies, tutoring, and operating an educational clinic are some options available.

Teaching, wherever it occurs, offers challenge, personal satisfaction, interaction with individuals in diverse situations, congenial colleagues, good working conditions, opportunities for advancement, increased financial rewards, choices of location, and the professional and personal growth which accrues from advanced study in the college and university environment. The School of Education at Georgia Southwestern State University is comprised of professional educators with extensive experiences in the public schools, the community, and professional organizations.

The School of Education is nationally recognized for the quality of its preparation programs. Georgia Southwestern Teacher Education programs are fully accredited by the National Council for Accreditation of Teacher Education (2010 Massachusetts Ave NW, Suite 500, Washington, D.C. 20036; 202-466-7496), state and regional accrediting agencies, as well as by specialty accrediting groups such as the National Council for the Teaching of Mathematics, the Middle School Association, and the Council for Exceptional Children.

The mission of the School of Education is the preparation of teachers for Georgia schools. Through cooperative efforts with other schools and departments of the University, the School of Education offers Teacher Education programs for Early Childhood, Middle Grades, Secondary Education, P-12 Education, Special Education, and Reading; provides leadership in developing in-service and extension programs for teachers within the area served by the University; and collaborates with the Georgia Professional Standards Commission, school systems, professional organizations, and other groups in evaluating and improving education programs and services.

Programs in Education at Georgia Southwestern

Teacher education programs represent the cooperative planning of the School of Education and the other major academic units of the University. All programs are under the overall coordination of the School of Education and are designed to produce teachers who demonstrate:

  • 1. the skills and central concepts of their disciplines and the ability to incorporate those concepts into an integrated curriculum to facilitate holistic learning.
  • 2. a knowledge of the growth and development of characteristics of children and adolescents and a knowledge of content and critical historical, philosophical, and theoretical themes in education.
  • 3. an ability to effectively instruct students from diverse populations who vary in rate, ability, compatibility, cultural background, and style of learning.
  • 4. critical and reflective thinking skills and the ability to use a variety of instructional strategies to promote critical thinking, problem solving, and performance in pupils.
  • 5. classroom management skills using various techniques including the ability to manage the physical classroom environment.
  • 6. effective communication strategies to insure active participation of diverse learners.
  • 7. the ability to make skilled, reflective decisions in planning, creating, and evaluating materials appropriate for effective instruction using a variety of teaching strategies and technologies.
  • 8. effective assessment techniques for the purpose of diagnosing and prescribing teaching strategies resulting in high levels of pupil achievement.
  • 9. professionalism and the knowledge and ability to use reflection, research, and inquiry to refine their own development and to support professional practice.
  • 10. appropriate and effective collaboration, communication, and interpersonal skills with pupils, teachers, parents, administrators, and others in the community.
  • 11. dispositions, including beliefs, values, and behaviors, that guide ethical practice.
  • 12. integration of instructional technology to foster learning and high levels of pupil achievement.

The prospective student has many options. Programs leading to degrees and/or eligibility for initial certification are offered in Art, Biological Science, Chemistry, Early Childhood Education, English, Foreign Language, Health and Physical Education, History, Mathematics, Music, and Special Education. In addition, students may earn the Bachelor of Science in Education degree in Recreation and Exercise Science/Wellness, non-teaching degrees.

Employment Opportunities

Quality teachers are in demand in schools, business, industry, and education-related positions. Georgia and other states in the southern region offer attractive employment opportunities to teachers and graduates of education programs. Virtually every major field is open to education graduates seeking positions. Social and governmental agencies recruit education graduates. Corporations and banks seek those skilled in communications and human relations. The individual with a degree in education can select from a wide range of positions and opportunities.

The School of Education maintains a Teacher Placement Service for its graduates. Undergraduates are required to establish a placement file by the beginning of the student teaching semester. Placement forms are available from the School office.

The Teacher Career Fair, sponsored annually by the School, brings representatives from Georgia school systems to the campus to interview prospective graduates. Individual conferences are arranged to provide wide exposure for students to potential employment opportunities. Undergraduates participate in at least one Career Fair prior to graduation.

Basic Requirements for All Undergraduate Teacher Education Programs

Teacher Education programs at Georgia Southwestern State University are approved by the Georgia Professional Standards Commission. Successful completion of an approved Teacher Education program leads to recommendation for a professional teaching certificate. Since these professional programs lead to licensure, students must meet requirements and responsibilities not common to other degree programs.

Academic Achievement

All Teacher Education students must have a minimum GPA of 2.5 on a 4.0 scale for Admission to Teacher Education, for Admission to Student Teaching, and for graduation. In addition, students must earn grades of C or better in the professional sequence and teaching field courses for their chosen field of study. (See individual program descriptions for professional sequences and teaching field courses). Professional course credit may not be earned by correspondence.

Field Experiences

The School of Education strongly believes that field experiences are essential elements in all preservice teacher education programs. The mission of field experience programs is to provide developmental, systematic, and authentic contact between Teacher Education students and the tasks involved in teaching P-12 pupils. Many courses have field experience requirements as an integral part of the course and/or as out-of-class requirements. Collaboration with area schools as professional partners enables students to observe and participate in classrooms beginning with the Introduction to Education or Foundations in Early Childhood Education course and continuing through the capstone field experience-Student Teaching. Students are expected to complete the equivalent of one-half year of field experience hours prior to student teaching.

Admission to Teacher Education Programs

All students following a Teacher Education program must be formally admitted to Teacher Education. The Admission to Teacher Education process is an advisement and tracking procedure designed to assist students in completion of degree requirements. Admission to Teacher Education is a prerequisite for admission into professional education courses. Failure to make application at the appropriate time can jeopardize timely program completion. Deadlines for submitting applications for Admission to Teacher Education are posted each semester.

Application for Admission to Teacher Education should be made upon completion of 36 semester hours of core curriculum credit. Transfer students with at least 36 semester hours of credit must make application for Admission to Teacher Education immediately upon entering the University. Application forms may be obtained from department secretaries in the School of Education.

All applicants must submit the application and a two-page autobiography to the appropriate departmental office. A student admitted to the Teacher Education program will be notified by letter from the Chair of the department housing the appropriate program. Admission to Teacher Education must occur at least two semesters prior to the Student Teaching semester.

Formal Admission to the Teacher Education program will be granted to students meeting the following requirements:

  • 1. Completion of EDUC 2010 or EDEC 2400 (for Early Childhood majors) with a grade of C or higher.
  • 2. Completion of a minimum of 36 semester hours of General Core Curriculum (Areas A-F) credit with a minimum grade point average of 2.50 on all work taken whether at other colleges/universities or at Georgia Southwestern State University. Achievement and maintenance of a core GPA of at least 2.50 is required to be admitted and to remain in the program.
  • 3. A cumulative/institution grade point average of 2.50 or higher in all program course work taken whether at other colleges/universities or at Georgia Southwestern State University is required to be admitted and to remain in the program.
  • 4. Successful completion of the Regents Examination.
  • 5. Successful completion of the PRAXIS I academic skills tests in Reading, Mathematics, and Writing.*
  • 6. Proficiency in communication skills, which is subject to review by the School of Education at any time during the program. Communication skills are measured by completion of the Humanities component of the core with a GPA of 2.25 or higher and successful demonstration of proficiency in communication skills or completion of COMM 1110 or THEA 1110 with a grade of C or higher. COMM 1110 or THEA 1110 may be taken in Area B to satisfy this requirement.
  • 7. Recommendation by the student's academic advisor and one other professor who has recently taught the student (other than the instructor of EDUC 2010 or EDEC 2400).
  • 8. Recommendation by the appropriate program faculty, and approval by the Dean of the School of Education.

* NOTE: Candidates are exempt from this requirement if they have earned qualifying scores on any of these tests:

  • SAT minimum score: 480V and 520M;
  • GRE minimum score: 490V and 540Q; or
  • ACT minimum score: 21E and 22M.

Additional School Experience

During the senior year, students majoring in Middle Grades, Secondary, and P-12 (excluding Special Education) are required to spend the equivalent of two weeks (80 hours) in a school approved by the School of Education. Students are encouraged to fulfill this experience by scheduling it for the beginning of the public school year (August) so they may gain knowledge of activities and problems related to starting school, at the level and in the area of their majors. Arrangements for the experience are made cooperatively by the School of Education, the student, and the school involved. Application forms and directions for completing the Opening School Experience may be obtained from the Director of Clinical Experiences. Students must apply for Admission to Teacher Education before gaining permission for Opening School Experience. Field experience hours earned during Opening School Experience may be used to satisfy the Board of Regents' requirements for field experience hours. Students are expected to complete the equivalent of one-half year of field experience hours prior to student teaching.

Admission to Student Teaching

Completion of Student Teaching under the guidance of a cooperating teacher and a university supervisor is required of each Teacher Education student. Student Teaching occurs during the senior year and is considered a "full time" experience. Students may not enroll for additional courses other than the seminar course while Student Teaching without special permission, nor should they engage in outside activities that detract from Student Teaching.

Student Teaching is conducted in elementary, middle, and secondary schools within the area served by the University. Each assignment is made by the School of Education after a careful study of the student's academic record and general college/university experience. The School of Education reserves the right to assign a student to any school in its service area according to the best interests of the student and the University. Georgia Southwestern State University's service area includes school systems in the following counties: Ben Hill, Bleckley, Chattahoochee, Crisp, Dodge, Dooly, Dougherty, Houston, Lee, Macon, Marion, Peach, Pulaski, Randolph, Schley, Sumter, Taylor, Terrell, Tift, Turner, Upson, Webster, Wilcox, and Worth.

Application for Student Teaching must be filed with the Director of Clinical Experiences. Deadlines for applications for Student Teaching are as follows: Fall Semester-February 1, Spring Semester - September 1.

Prerequisites for Student Teaching are as follows:

  • 1. Admission by letter to a Teacher Education program at Georgia Southwestern State University at least two semesters prior to the Student Teaching semester;
  • 2. Completion of fifteen semester hours of credit in residence at Georgia Southwestern, including the materials and methods course specific to the major;
  • 3. Completion of the General Core Curriculum with a minimum grade point average of 2.5 on all core work whether taken at other colleges/universities or at Georgia Southwestern;
  • 4. Completion of EDUC 3040, Introduction to Reading, with a grade of C or higher, for all applicable curriculum areas.
  • 5. Completion of all course work required except Student Teaching with a grade of C or higher whether taken at other colleges/universities or at Georgia Southwestern;
  • 6. An overall grade point average of 2.5 or higher in all course work whether taken at other colleges/universities or at Georgia Southwestern;
  • 7. Recommendation by major advisor and endorsement by the appropriate area curriculum committee.

Exit Examination

All students admitted to Teacher Education must successfully complete the PRAXIS II (professional assessment for beginning teachers) in the appropriate certificate area prior to graduation. This test serves as the undergraduate degree program exit examination and must be successfully completed in order to satisfy student teaching requirements.

Certification

Teacher certification is granted by the Georgia Professional Standards Commission. Students successfully completing all requirements in a baccalaureate Teacher Education program and meeting the Praxis I and Praxis II requirements may apply to the Georgia Professional Standards Commission for a clear-renewable professional certificate. Application forms for certification may be obtained from the School of Education Office. Students should complete application forms and submit them prior to the end of the semester in which they anticipate completing certification requirements.

DEPARTMENT OF EARLY CHILDHOOD EDUCATION

Interim Chair: Foster

Faculty: Dorminey, Foster, Mayo, Medders

The student who specializes in Early Childhood Education has career options in a variety of settings: public and private preschools, agencies, community programs, child care, public schools, and private enterprise. With advanced training, supervisory and administrative positions are available. Students who plan to teach in pre-kindergarten through 5th grade (P-5) must enroll in this program to obtain certification.

BACHELOR OF SCIENCE IN EDUCATION WITH A MAJOR IN EARLY CHILDHOOD EDUCATION

Core Curriculum Requirements. Core curriculum requirements should be completed during the first two years. Students must meet the General Core Curriculum requirements as established by the University and the School of Education.

Admission to Teacher Education.

Admission to Teacher Education is required for a student to enroll in all 3000-4000 level courses. A grade of C or higher is required in each professional and teaching field course, and a cumulative/institution grade point average of 2.5 is required for both student teaching and graduation.

Early Childhood Education Professional Sequence. The Early Childhood Education professional sequence enables students to develop understanding and abilities that are essential for teaching young children.

Additional Education Professional Courses. Additional education professional courses complement the Early Childhood Education professional sequence. These courses are: EDSP 2010 and EDUC 3200. Completion of these courses enable students to develop understanding and abilities essential for teaching children with special needs and integrating technology into curriculum and instruction for young children.

University System of Georgia Board of Regents Academic Minor in Reading Requirements. The USG Board of Regents requires that programs in Early Childhood Education include an academic minor (at least 12 credit hours) in reading. Courses that are taken to complete this requirement include: EDUC 3040, EDRG 3050, EDUC 4100, and EDRG 4050.

University System of Georgia Board of Regents Academic Minor in Mathematics Requirements. The USG Board of Regents requires that programs in Early Childhood Education include an academic minor (at least 12 credit hours) in mathematics. Courses that are taken to complete this requirement include: MATH 2204, MATH 3001, MATH 3002, and MATH 4490.

University System of Georgia Board of Regents Field Experience Requirements. The USG Board of Regents requires that programs in Early Childhood Education include field experience requirements that are equivalent to at least one year of internship prior to completion of the program. Early Childhood Education majors meet this requirement by completing three practicum courses (EDEC 3901, EDEC 3902, and EDEC 4900) and student teaching (EDEC 4970, EDEC 4980, and EDEC 4990). [In each of the three practicum courses, students document more than 150 hours of internship. During Student Teaching, students complete more than 450 internship hours in an assigned classroom.]

Early Childhood Block Experiences

Junior 1 Block. Students in the Early Childhood Junior 1 Block (EDEC 3400, EDEC 3450, and EDEC 3901) have the unique opportunity to integrate their college course work with young children in a pre-kindergarten, kindergarten, first, or second grade classroom setting. In this experience students observe teaching of young children throughout the school day; plan, create, teach and evaluate using materials and developmentally appropriate instruction with a variety of strategies and technology; and observe and assist with classroom management. Students engage with culturally and exceptionally diverse learners, parents, and school personnel. Students meet for seminar in order to reflect on and discuss how the knowledge and skills they are acquiring in their professional courses are implemented in practical ways in classroom settings. Upon successful completion of the Junior 1 Block, students will be recommended to advance in the program to the Junior 2 Block sequence.

Junior 1 Block Prerequisites: Admission to Teacher Education, successful completion of EDEC 2400 and EDEC 2500.

Junior 2 Block. Students in the Early Childhood Education Junior 2 block (EDEC 3600, EDEC 3650, and EDEC 3902) have the opportunity to integrate their college course work with the teaching of children in a third, fourth, or fifth grade classroom setting. In this experience students observe teaching of upper elementary school-aged children throughout the school day; plan, create, teach and evaluate using materials and appropriate instruction with a variety of strategies and technology; and observe and assist with classroom management. Students engage with culturally and exceptionally diverse learners, parents, and school personnel. Students meet for seminar in order to reflect on and discuss how the knowledge and skills they are acquiring are implemented in practical ways in classroom settings. Upon successful completion of the Junior 2 Block, students will be recommended to advance in the program to the Senior 1 Block sequence.

Junior 2 Block Prerequisites: Junior 1 Block.

Senior 1 Block. Students in the Early Childhood Senior 1 Block (EDEC 4200, EDEC 4250, and EDEC 4900) continue to develop more extensive knowledge and skills for integrating their college course work with the teaching of children. During the Senior 1 Block, students select the grade level of the practicum experience (P-2 or 3-5). They assume increased responsibility for observing the teaching of children; planning, teaching, and evaluating appropriate materials and instruction for children; and assisting with classroom management. Students meet for seminar in order to reflect on and discuss how increasing knowledge and skills they are acquiring in their professional courses are implemented in practical ways in classroom settings. Upon successful completion of the Senior 1 Block, students will be recommended to advance to Student Teaching.

Senior 1 Block Prerequisites: Junior 2 Block.

Senior 2 Block. Students in the Early Childhood Education Senior 2 Block (EDEC 4920, EDEC 4970, EDEC 4980, and EDEC 4990) enroll in the Senior Seminar and Student Teaching classes. During this final semester of the Early Childhood Education BSEd Program, students are assigned to an elementary school classroom for Student Teaching. Student Teaching involves full-time planning and implementation of instruction with the assigned group of children for the complete semester. In addition to time spent with children in a classroom, students also participate in the Senior Seminar during which they receive relevant information about current and future teaching and reflect upon the experiences that they are having in their assigned classrooms.

Senior 2 Block Prerequisites: Senior 1 Block.

Click HERE for Curriculum Sheet and Requirements.

DEPARTMENT OF MIDDLE GRADES AND SECONDARY EDUCATION

Chair: Watford

Faculty: Kolo, Neale, Rhodes, Watford

Middle Schools serve a student population undergoing physical, intellectual, and psychological changes. Teachers prepared to meet the developmental needs of young adolescents are at the heart of the Middle School. The School of Education's Middle Grades program prepares a teacher who understands the nature of the learner, creates meaningful learning environments, empowers students, collaborates with other teachers, and knows the value of caring. The Middle Grades program prepares students to become responsive, knowledgeable, and capable teachers of adolescents.

BACHELOR OF SCIENCE IN EDUCATION WITH A MAJOR IN MIDDLE GRADES

Core Curriculum Requirements: Core curriculum requirements should be completed during the first two years. Students must meet the General Core Curriculum requirements as established by the University and the School of Education.

Admission to Teacher Education. Admission to Teacher Education is required for a student to enroll in all 3000-4000 level courses. A grade of C or higher is required in each professional and teaching field course, and a cumulative/institution grade point average of 2.50 is required for both Student Teaching and graduation.

Middle Grades Block Experiences. Children (10-15 years of age) experience many changes in their lives, and it takes a uniquely prepared individual to teach, advise, and guide them. The faculty at Georgia Southwestern State University is committed to preparing outstanding Middle Grades teachers. In this spirit, students admitted to the Middle Grades program must participate in a junior year Spring Collaborative and a senior year Fall Block schedule Junior Collaborative. The Junior Collaborative occurs during the Spring term of the student's junior year. The Senior Block schedule will take place during the Fall term of the student's senior year. There are five courses that must be taken during the Senior Block term.

Junior Collaborative:   Senior Block:
EDMG 2300-Middle Grades Learner   EDMG 3030-Language Arts
EDMG 3100-Mathematics   EDMG 3140-Music
EDMG 3060-Science   EDMG 3700-Creative Arts
Concentration Course   EDMG 4050-Social Studies
Concentration Course or Elective   EDMG 4400-Materials and Methods
   EDUC 3200-Audio Visual

In both the Junior Collaborative and the Senior Block semesters, students will be required to participate in extensive field experiences that will be closely supervised by both the faculty members teaching the respective courses and classroom teachers in the field. Through the planned activities associated with the blocks and the extensive field experiences, students will emerge well-prepared for the demanding, yet rewarding role of a Middle Grades teacher.

Primary and Secondary Concentration Areas: Students in Middle Grades must complete a primary concentration area and a secondary concentration area. The primary concentration requires a total of 15 semester hours of course work, while the secondary concentration requires a total of 12 semester hours of course work. The primary and secondary concentrations must be selected from the areas of Language Arts, Social Studies, Science, or Mathematics.

The following courses marked with an asterisk (*) are required when a student chooses that specific concentration for a primary or secondary concentration. A grade of C or higher is required in each teaching field course. Major teaching field courses should be taken during the junior and senior years.

Language Arts: EDMG 3030*, ENGL 3210, ENGL 3220, ENGL 4010, 3 hrs English or Reading elective.

Social Science: EDMG 4050*, and at least one course from each of the following areas: Regional Perspectives (HIST 3510, 3770, 3780 3810), World Perspectives (HIST 4110, 4770, 4800, POLS 3210), US Government Perspective (POLS 3110, 4460, 4470, 4570), 3 hrs. of Social Studies elective.

Science: EDMG 3060*, BIOL 3300, GEOL 3131, GEOL 3311 or 3411, 3 hrs Science elective.

Mathematics: EDMG 3100*, MATH 3001, 3002, 4490, 3 hrs Mathematics elective.

NOTE: Other courses in concentration may be approved where appropriate at the discretion of the advisor and the Department Chair.

Click HERE for Curriculum Sheet and Requirements.

BACHELOR OF SCIENCE IN EDUCATION WITH A MAJOR IN SECONDARY EDUCATION

Georgia Southwestern State University offers programs leading to certification in secondary education in English, History, Mathematics, Science (with concentrations in Biology and Chemistry), and Social Science. These programs complement a strong academic background in the teaching field as well as providing the knowledge, skills, and experiences prerequisite to effective instruction. Students who plan to teach grades 7-12 must enroll in the appropriate program. Requirements for each program are established jointly by the School of Education and the School of Arts and Sciences and respective departments. Students are assigned academic advisors from within the respective academic school or department. The School of Education plans and schedules courses in the professional sequence and coordinates the overall programs of students. All programs are designed to lead to eligibility for the initial teaching certificate in Georgia.

Students entering in Fall 2002 should major in the discipline for their teaching field with the exception of Spanish and French education. Students will follow the degree requirements for the B.A. or B.S. in the teaching field discipline and complete requirements for teacher certification. Students should discuss the requirements for teacher certification with their advisors.

Students should be familiar with the BASIC REQUIREMENTS FOR ALL UNDERGRADUATE TEACHER EDUCATION PROGRAMS listed previously, denoting requirements specifically for Teacher Education students. Changes in major program requirements must be approved in writing by the Dean of the School of Arts and Sciences and the Dean of the School of Education.

Core Curriculum Requirements. Students must meet the General Core Curriculum requirements as established by the University for each Teacher Education program. A GPA of 2.5 or higher is required for courses used to meet General Core Curriculum requirements. This applies to course work taken at other institutions as well as at Georgia Southwestern State University. Transfer students must meet the same core GPA requirements. Because of the several options in Teacher Education programs, the specific courses required in Area F of the core will vary from program to program. Students should take such courses only with the approval of the appropriate academic area advisor. COMM 1110, THEA 1110 or demonstrated competence in Speech is a requirement in all Teacher Education programs. COMM 1110 or THEA 1110 may be taken in Area B to satisfy this requirement.

Professional Sequence. The professional sequence consists of twenty-eight semester hours in Education and Psychology. Admission to Teacher Education is required for a student to enroll in the materials and methods courses and EDSC 4970, 4980, and 4990.

Required Teaching Field Courses. Teaching field requirements are established by the academic departments and the School of Education. A grade of C or higher is required in each course applied to a teaching field. At least fifteen semester hours of teaching field courses in addition to required General Core Curriculum courses and the professional sequence courses must be completed prior to Student Teaching. Specific requirements for each area follow.

BACHELOR OF SCIENCE IN EDUCATION WITH A MAJOR IN ENGLISH

Students who plan to teach English in grades 7-12 and who entered GSW prior to Fall 2002 and have already declared this major must enroll in this program. Program requirements in addition to General Degree requirements for teaching English are as follows:

Click HERE for Curriculum Sheet and Requirements.

Students who plan to teach English in grades 7-12 and who entered GSW Fall 2002 or later or who change to this major after Summer 2002 should complete the curriculum for the B.A.  in English and complete teacher certification requirements.

BACHELOR OF SCIENCE IN EDUCATION WITH A MAJOR IN BIOLOGY

Students who plan to teach Science in grades 7 - 12 and who entered GSW prior to Fall 2002 and have already declared this major must enroll in this program. Requirements for this program are as follows:

Click HERE for Curriculum Sheet and Requirements.

Students who plan to teach Biology  in grades 7-12 and who entered GSW Fall 2002 or who change to this major after Summer 2002 should complete the curriculum for the B.S. in Biology, and complete teacher certification requirements.

BACHELOR OF SCIENCE IN EDUCATION WITH A MAJOR IN MATHEMATICS

Students who plan to teach mathematics in grades 7-12 and who entered GSW prior to Fall 2002 and have already declared  this major must enroll in this program and meet graduation and certification requirements. Requirements for this program are as follows:

Click HERE for Curriculum Sheet and Requirements.

Students who plan to teach Mathematics in grades 7-12 and who entered GSW Fall 2002 or who change to this major after Summer 2002 should complete the curriculum for the B.S. in Mathematics and complete teacher certification requirements.

BACHELOR OF SCIENCE IN HISTORY WITH TEACHING CERTIFICATION

This degree program offers secondary level certification in history. It requires a solid major which meets Professional Standards Commission requirements for teacher certification. Required professional courses and supportive social sciences provide a good preparation for a successful teaching career. Requirements in addition to General Degree Requirements are as follows:

Click HERE for Curriculum Sheet and Requirements.

DEPARTMENT OF SPECIAL EDUCATION, READING, AND P-12

Chair: Spann

Faculty: Hunter, McWhorter, Nichols, Spann

Special Education

Students planning to teach individuals with disabilities should enroll in this program. Students may select a concentration in Intellectual Disabilities or Learning Disabilities leading to Georgia T-4 certification.

A degree in Special Education qualifies an individual for professional opportunities in public schools and other settings concerned with meeting the needs of individuals with disabilities. Special Education graduates are currently in great demand in Georgia and throughout the nation.

Special Education Block. All students seeking initial certification in Special Education are required to complete the Special Education Block prior to Student Teaching. The Special Education Block is a full-time experience of 17 semester hours. Students spend approximately 20 hours per week as interns serving special education pupils in public schools under the supervision of cooperating teachers. Additionally, they are enrolled in university course work on campus.

BACHELOR OF SCIENCE IN EDUCATION WITH A MAJOR IN INTELLECTUAL DISABILITIES

Core Curriculum Requirements. Core Curriculum requirements should be completed during the first two years. Students must meet the General Core Curriculum requirements as established by the University and the School of Education.

Professional Sequence. The professional sequence consists of 39 semester hours of education courses designed to develop understanding and competencies essential for teaching.

Required Teaching Field Courses. All Special Education majors working in the certification area of Intellectual Disabilities must take the following upper level courses: EDSP 4110, 3050, 4120, 4150, 4050, 4130, 4510, 4060, EDUC 3030, 3040, 3500, and six hours of electives. Major teaching field courses should be taken during the junior and senior years. Teaching field courses, including the Special Education Block, should be completed prior to Student Teaching. Students must be admitted to Teacher Education prior to enrollment in any 3000-4000 level courses.

Click HERE for Curriculum Sheet and Requirements.

BACHELOR OF SCIENCE IN EDUCATION WITH A MAJOR IN LEARNING DISABILITIES

Core Curriculum Requirements. Core curriculum requirements should be completed during the first two years. Students must meet the General Core Curriculum requirements as established by the University and the School of Education.

Professional Sequence. The professional sequence consists of 39 semester hours of education courses designed to develop understanding and competencies essential for teaching.

Required Teaching Field Courses. All Special Education majors working in the certification area of Learning Disabilities must take the following upper level courses:, EDEC or EDMG 3100, EDSP 4310, 4320, 4350, 4050, 4060, 4510, EDUC 3030, 3040, 3500, 4100, and six hours of electives. Major teaching field courses should be taken during the junior and senior years. Teaching field courses, including the Special Education Block, should be completed prior to Student Teaching. Students must be admitted to Teacher Education prior to enrollment in any 3000-4000 level courses.

Click HERE for Curriculum Sheet and Requirements.

P-12 EDUCATION

P-12 education programs are designed for students who plan to teach Music, Art, Health and Physical Education, French, and Spanish. Students who plan to teach grades P-12 must enroll in the appropriate program. Requirements for each program are established jointly by the School of Education and the respective academic department. Students entering Fall 2002 who plan to teach Music or Art should complete the curriculum for the B.A. in Music or the B.A. in Art and complete teacher certification requirements.

Students are assigned academic advisors from within the respective academic school or department. The School of Education plans and schedules courses in the professional sequence and coordinates the overall programs of students. All programs are designed to lead to eligibility for the initial teaching certificate in Georgia.

Students should be familiar with the BASIC REQUIREMENTS FOR ALL UNDERGRADUATE TEACHER EDUCATION PROGRAMS listed previously, denoting requirements specifically for teacher education students. Changes in major program requirements must be approved in writing by the Dean of the respective academic school and the Dean of the School of Education. All courses taken during the junior and senior years must be approved by the student's academic advisor.

Core Curriculum Requirements. Students must meet the General Core Curriculum requirements as established by the University for each Teacher Education program. A GPA of 2.5 or higher is required for courses used to meet General Core Curriculum requirements. This applies to coursework taken at other institutions as well as at Georgia Southwestern State University. Transfer students must meet the same core GPA requirements. Because of the several options in Teacher Education programs, the specific courses required in Area F of the core will vary from program to program. Students should take such courses only with the approval of the appropriate academic area advisor.

Professional Sequence. The professional sequence consists of 28 semester hours in Education and Psychology. In addition, EDSP 2010 is required in all programs. EDUC 2010 should be taken during the sophomore year. A grade of C or higher is required in each professional sequence course.

Required Teaching Field Courses. Teaching field requirements are established by the academic school and the School of Education. A grade of C or higher is required in each course applied to a teaching field. At least fifteen semester hours of teaching field courses in addition to required General Core Curriculum courses and the professional sequence courses must be completed prior to Student Teaching. Specific requirements for each area follow:

BACHELOR OF SCIENCE IN EDUCATION WITH A MAJOR IN MUSIC

Students planning to teach Music in grades P-12 and who enrolled prior to Fall 2002 must enroll in this program. Programrequirements are as follows:

Click HERE for Curriculum Sheet and Requirements (Instrumental).
Click HERE for Curriculum Sheet and Requirements (Vocal).

Students who plan to teach Music in grades 7-12 and who entered GSW Fall 2002 should complete the curriculum for the B.A. in Music and complete teacher certification requirements.

BACHELOR OF SCIENCE IN EDUCATION WITH A MAJOR IN ART

Students planning to teach Art in grades P-12 and who enrolled prior to Fall 2002 must enroll in this program. The program provides students an opportunity for development in a variety of art media and specialization in their choice. Their specialization may include Advertising/Computer Design, Ceramics, Drawing and Painting, Glassblowing, Sculpture, Photography, or Printmaking.

Click HERE for Curriculum Sheet and Requirements.

Students who plan to teach Art in grades 7-12 and who entered GSW Fall 2002 should complete the curriculum for the B.A. in Art and complete teacher certification requirements.

BACHELOR OF SCIENCE IN EDUCATION WITH A MAJOR IN FRENCH

Students planning to teach French in grades P-12 must enroll in this program. Program requirements are as follows:

DEGREE NO LONGER AVAILABLE

BACHELOR OF EDUCATION WITH A MAJOR IN SPANISH

Students planning to teach Spanish in grades P-12 must enroll in this program. Program requirements are as follows:

DEGREE NO LONGER AVAILABLE

DEPARTMENT OF HEALTH AND HUMAN PERFORMANCE

Chair: Hawver

Faculty: Barksdale, Davis, Evans, Hay, Haywood, Spaniol, Stokes

The Department of Health and Human Performance offers a Bachelor of Science in Education degree with a teaching major in Health and Physical Education, a Bachelor of Science in Education with a concentration in Exercise Science/Wellness, and a Bachelor of Science in Education with a major in Recreation. The growth of sports in the American culture, the increased public interest in health and physical fitness, and the emphasis on equal opportunity have resulted in expanded sports programs throughout the nation.

The purpose of the Health and Physical Education curriculum is to prepare majors for careers in teaching students at the preschool level through the secondary level and for coaching positions at the middle and secondary level. Completion of degree requirements and successful completion of the PRAXIS Exam lead to certification by the Georgia Professional Standards Commission.

The Bachelor of Science in Education degree with a concentration in Exercise Science/Wellness is designed to prepare graduates who prefer careers in corporate fitness and wellness. Completion of the program will provide the undergraduate student with the entry level skills and the knowledge base to function competently in a wide range of fitness/wellness employment opportunities.

The Bachelor of Science in Education degree with a major in Recreation is designed to prepare graduates to enter different areas of recreational service. In our society, recreation is considered to be an important counter to the stress and pressure of modern living. The purpose of the recreation field is to provide a wide variety of physical, mental, social, and cultural opportunities for all people. The leisure service field is recognized as a multi-million dollar industry with such varied branches as follows:

School Recreation: Intramurals, student activities director, student union director, in public and private elementary and secondary schools and colleges.

Public Recreation: Community recreation programs, park administration, community education, cultural programs and services.

Commercial Recreation: Direction of amusement centers, bowling lanes, golf courses, private gyms, movies, and sporting events.

Armed Forces Recreation: Special Services, USO, and Red Cross.

Group Work Recreation: YMCA, YWCA, Boys' Clubs, Girls' Clubs, Scouts, and other related youth groups.

Therapeutic Medical Recreation: Hospitals and mental institutions.

Resort Recreation: Hotels and auxiliary recreation services.

Private Recreation: Condominiums, private communities, special interest clubs, country clubs, and athletic clubs.

The emphasis at Georgia Southwestern is to provide the future recreation professionals with the administrative and technical knowledge needed for proper execution of such positions. For more information concerning these programs, students should consult the Chair of the Department of Health and Human Performance.

Students working toward a baccalaureate degree must complete the service courses in Health and Human Performance as part of the general university requirements. (See Academic Regulations for exemptions). A minimum grade point average of C (2.00) is required in the 1000 level courses.

Students enrolled in other programs offered by the University must complete physical education courses required in the specific programs.

BACHELOR OF SCIENCE IN EDUCATION WITH A MAJOR IN HEALTH AND PHYSICAL EDUCATION

Students planning to teach Health and Physical Education in grades P-12 must enroll in this program.

Click HERE for Curriculum Sheet and Requirements.

BACHELOR OF SCIENCE IN EDUCATION WITH A MAJOR IN EXERCISE SCIENCE/WELLNESS

This program is designed to prepare graduates who prefer careers in corporate fitness and wellness. The program does not lead to certification to teach.

Click HERE for Curriculum Sheet and Requirements.

BACHELOR OF SCIENCE IN EDUCATION WITH A MAJOR IN RECREATION

This program is designed to prepare students for positions with agencies providing for the recreative use of leisure time in our society. The program does not lead to teacher certification.

Click HERE for Curriculum Sheet and Requirements.