School of Education, Psychology and Counseling Kuali PDF Assoc Prog

Personnel

Dean: Tammy Overstreet

Undergraduate Faculty: Michelle Adams, Krystal Bishop, Gary Bradley, Jr., Melanie DiBiase, Jasmine Johnson, Kathryn McGrath, Michael Murdoch, Tammy Overstreet, Sarah Penagos, Cristy Pratt, Matthew W. Tolbert, Tron Wilder

Program Directors/Coordinators:

• Teacher Education: Krystal Bishop
• Psychology: Tron Wilder

About

Philosophy and Objectives

The School of Education and Psychology subscribes to the belief that human beings were created in the image of God, and as a result of disobedience sin has marred their God-given attributes and divine likeness. We believe that the object of education is also the object of redemption-to restore in people the image of their Maker. To this end, we philosophically endorse this statement from the book Education: "True education means more than the perusal of a certain course of study. It means more than a preparation for the life that now is. It has to do with the whole being, and the whole period of existence possible to man. It is the harmonious development of the physical, mental, and spiritual powers. It prepares the student for the joy of service in this world and the higher joy of wider service in the world to come."

Our objectives are to represent Christ in all that we do, to prepare our students for global service, and to present courses and programs of study that encourage students to integrate into their lives Bible-based beliefs and values as understood by the Seventh-day Adventist Church.

Mission Statement

The mission of the School of Education and Psychology at Southern Adventist University is to prepare effective Christian professionals who demonstrate a commitment to the pursuit of truth, wholeness, and a life of service in a diverse society.

Additional Information

Policies

Students required to perform field or practicum experiences will accept personal responsibility for their learning and professional behavior. Each student contracts to abide by policies of the School of Education and Psychology.

Students will be expected to provide their own transportation for individual field and practicum experiences unless a lab fee has been assessed for cohort-based field experiences.

The State of Tennessee and local school districts have laws and policies governing the safety of K-12 students in reference to accessibility to these students. To be in compliance with state and local laws, all teacher candidates must submit to fingerprinting conducted by the Tennessee Bureau of Investigation. Should a fingerprint report yield record of a criminal offense, established departmental protocol will be followed. Per this policy, undergraduate teacher candidates who have been convicted of a criminal offense, or who are currently under investigation for a criminal offense, will be considered for admission on a case-by-case basis to be decided by a committee that will include the Dean of the School of Education and Psychology as well as the Program Director.

Candidates in the education program who fulfill all requirements have the option of obtaining two certifications, state of Tennessee and North American Division (NAD). Specific requirements must be completed for both licensure programs. Candidates who wish to pursue NAD certification must complete some field experience placements in Seventh-day Adventist (SDA) schools. Our SDA partner schools expect that all teacher education candidates completing field experience in their school will consistently represent SDA values, both in person and on social media. Teacher candidates who do not align with SDA values in beliefs or behaviors, both in their private and public activities, may only pursue state certification since they will not be able to complete required SDA field experiences.

Students admitted to Student Teaching must become familiar with policies outlined in the Student Teaching Handbook.

The School of Education and Psychology reserves the right to revise, add, and withdraw policies and/or courses as necessary to ensure a quality program.

Graduate Degrees

The School of Education and Psychology offers three Master of Science degrees:

1. Master of Science in Education (three emphases)
   • Instructional Leadership (online)
   • Literacy Education (online)
   • Outdoor Education (hybrid)
2. Master of Science in Counseling (two emphases)
   • Clinical Mental Health Counseling
   • School Counseling
3. Masters of Arts in Teaching

Degree requirements are described in a separate Graduate Catalog, available by contacting the School of Education and Psychology.

Undergraduate Degrees in Teacher Education

The School of Education and Psychology is approved by the Tennessee State Board of Education for the preparation of secondary and elementary teachers and is accredited by the Council for the Accreditation of Educator Preparation (CAEP).

The Goal

The goal of the professional education unit is to facilitate the comprehensive development of school professionals as servant leaders in their communities.

Conceptual Framework

This goal is reflected in the conceptual framework, a goal in which we seek to provide opportunities for each candidate to become effective as (a) a caring person, (b) an informed facilitator of learning, (c) a reflective decision maker, (d) a committed professional. These core objectives are reflected through specific proficiencies that lay the foundation of professional excellence.

Proficiencies

The conceptual framework incorporates the following core objectives and proficiencies:

1. As a caring person, the candidate/school professional will demonstrate knowledge, skills, and dispositions by:
   • Designing experiences that honor best practices related to multicultural and academic diversity
   • Nurturing relationships by showing warmth, care, respect, and fairness to all individuals
   • Reaching out to families and community agencies
   • Emulating the Christ-centered principles of discipleship and service
2. As an informed facilitator of learning, the candidate/school professional will demonstrate knowledge, skills, and dispositions by:
   • Providing nurturing environments and services based on developmentally and culturally appropriate practices
   • Knowing the content and conveying the importance of subject matter
   • Developing a repertoire of discipline strategies and procedures that encourage positive learning environments
   • Planning for differentiation and scaffolding to ensure that all students experience success
   • Utilizing technology to enhance student learning and communication
3. As a Christian reflective decision maker, the candidate/school professional will demonstrate knowledge, skills, and dispositions through:
   • Demonstrating intellectual curiosity, critical thinking, and strategic decision making
   • Planning lessons that incorporate evidence-based practices and appropriate materials
   • Using informal and formal assessment data for instructional planning and evaluation
   • Reflecting on observation, instruction, and assessment through a Christ-centered world view
4. As a committed professional, the candidate/school professional will demonstrate knowledge, skills, and dispositions by:
   • Collaborating, consulting, and engaging in opportunities to achieve professional excellence
   • Demonstrating professional demeanor, ethical behavior, and carrying out responsibilities conscientiously and punctually
   • Recognizing the value of health and a commitment to a lifestyle of wellness
   • Demonstrating appropriate written and verbal communication skills
   • Studying God's Word and seeking His will

Admission Procedures

Admission to Southern Adventist University does not automatically admit the student into teacher education. Because this is a licensure program, there are four transitions a student must complete. In each transition the student demonstrates growth toward becoming an educator who will make a positive impact on students and learning. The four transitions include, 1) Transition One: Pre-Admission to Teacher Education, 2) Transition Two: Admission to Teacher Education, 3) Transition Three: Admission to Student Teaching, and 4) Transition Four: Culmination of Teacher Education Program. These are explained in detail in Teacher Licensure Requirements and BA Liberal Arts Education.

Students assume responsibility for making necessary applications, meeting the requirements, and other relevant deadlines.

Transfer Students

• Students transferring from another institution and desiring immediate admission to Teacher Education must provide two recommendations from professors at the institution from which they are transferring and meet all admission requirements.
• Transfer students who are seeking licensure and have completed the majority of their field experiences at another institution will be required to complete EDUC 201; EDUC 339 (elementary) or EDUC 348 (secondary). On an individual basis, a student may be advised to audit additional courses.
• Prior to any field experience, transfer students must complete a Tennessee Bureau of Investigation background check. Should a fingerprint report yield record of a criminal offense, established departmental protocol will be followed.

Advisement

The primary goal of the advisement process is to orient the teacher candidate with the total teacher education program, with major emphasis on its three components, namely, general education, professional education, and major studies. This is accomplished by the academic adviser as he/she interacts with his/her advisees during advisement sessions. Advisers assist in planning a student's academic program each year and guide advisees through each transition of Teacher Education. Advisers and advisees should work closely to follow the professional sequence of courses.

Secondary majors have an adviser in their major as well as an assigned education adviser. They are expected to seek on-going advisement related to the Teacher Education Program from the education advisor and/or the Certification Officer in the School of Education and Psychology.

Teacher Licensure

Licensure and certification are synonymous terms for the process of granting legal authorization to teach in the public or private elementary or secondary schools of a state or of the Seventh-day Adventist Church based on meeting predetermined qualifications. Licensure has been established to give professional status to qualified educators and to assure school boards and parents that the teacher is well prepared.

Teacher Licensure Programs

Southern Adventist University has approved teacher licensure programs at the following*:

*School Counseling licensure is available in a School Counseling Master's program.

Who can obtain licensure?

Every candidate who successfully completes the requirements for teaching in the elementary or secondary school and graduates from Southern Adventist University will receive recommendation for licensure based upon the following criteria:

1. Successful completion of student teaching assignments
2. Satisfactory completion of all credential requirements
3. Passing scores on the following examinations:
   • All required Praxis II
   • Applicable edTPA

Licensure is not automatic. The eligible candidate must make the necessary application to the Southern Union Conference, and to any other appropriate union conference for denominational certification; and to the State of Tennessee and to any other specific state department of education where the candidate expects to teach. Information regarding licensure is available from the Southern Adventist University certification officer. Since teacher licensure regulations are always in the process of change, graduating teacher education candidates are urged to make their applications for licensure as soon as possible.

What licenses may be obtained?

1. Initial Teaching License (Tennessee)
   A license is issued on the basis of a minimum of a Bachelor's Degree with a major in at least one subject teaching field and the completion of an approved teacher education program. Passing scores on all required PRAXIS II Examinations and edTPA (as required) must be obtained.
2. Basic Certificate (SDA denominational)

Requirements for Licensure

Candidates for licensure must complete the appropriate teacher preparation curriculum. This consists of three components: general education, professional education, and major studies as specified in the Southern Adventist University Catalog. Specific requirements are outlined in Teacher Licensure Requirements and BA Liberal Arts Education. Candidates who complete EDUC 478 are not eligible to apply for State of Tennessee licensure.

Additional Endorsements:
For licensure, a major is not always required for additional endorsements. A minor may be acceptable in some disciplines as a second endorsement area. Candidates should contact the Certification Officer in the School of Education and Psychology for information on specific requirements in the area(s) of endorsement sought.

Individuals meeting requirements for secondary licensure who wish to be licensed for elementary or individuals meeting the requirements for elementary education licensure who wish to be licensed/endorsed in one or more secondary areas must meet with the Certification Officer to work out an individualized course of study that meets State of Tennessee and/or Seventh-day Adventist guidelines for teaching licensure.

Miscellaneous Information Relative to Teacher Training:

• • With the exception of EDUC 464 and PEAC 425 according to the State of TN, "no other courses may be taken by candidates during the student teaching clinical practice. In exceptional cases, candidates may seek the approval of [the Teacher Education Council] to take no more than one additional course provided: (1) the course does not interfere with the participant's full participation in all activities associated with student teaching, and (2) no other opportunity exists for the candidate to take the course before completion of the educator preparation program" (TN Educator Preparation Policy 5.504). Requests for exceptions must be submitted to the Teacher Education Council at the time of applying for student teaching. The Teacher Education Council will determine if the exception will be granted.
  • Off-campus or online credit will be accepted to the extent of twenty-five percent of the credit required for the certificate provided that no more than three semester hours in education are applied on the professional education requirement. If personal circumstances demand an off-campus or online course, a petition must be filed with the School of Education and Psychology and its approval obtained before registering for the course. The course must be completed and the grade filed in the Records and Advisement Office prior to the beginning of student teaching.

Catalog Applicability

At the time of an individual's admission to Teacher Education, the current and subsequent catalogs will determine the requirements for completion of the program and graduation. Candidates, however, must meet any and all such additional requirements mandated by the NAD, CAEP, or the State of Tennessee Department of Education, even though such changes may not be listed in the Teacher Education programs in the particular catalog under which the candidate entered. Candidates should stay in contact with the School of Education and Psychology to be aware of any changes that may affect them.

Undergraduate Psychology Degrees

Undergraduate programs in psychology are pre-professional in that they are designed to introduce students to a wide knowledge base in the field and to prepare them for further training.

The Goal

The goal of the undergraduate psychology programs is to provide students with the knowledge, skills, and dispositions that prepare them for further training and education in specialized fields of psychology. The learning outcomes emanating from this major goal are grouped into two major categories:

• Knowledge, skills, and dispositions consistent with the science and application of psychology, and
• Knowledge, skills, and dispositions consistent with both a Christian and a liberal arts education.

Conceptual Framework

These outcomes are realized by providing opportunities for psychology students to become effective in the following roles:

1. A caring person
2. An informed and passionate learner
3. A scientific thinker, and
4. A committed pre-professional.

These then lay the foundation for pre-professional excellence and constitute the core objectives of the undergraduate psychology programs.

Proficiencies

The conceptual framework incorporates the following proficiencies:

1. As a caring person, the psychology pre-professional will evidence knowledge, skills and dispositions by:
   • Demonstrating the ideals of compassion and justice, along with the belief that all individuals are created in the image of God and thus have unique, inherent value
   • Recognizing and respecting diversity, and demonstrating personal integrity
   • Considering in decision-making the influence and importance of environmental contexts; familial, social, academic, religious, and cultural
   • Advocating and emulating the example of Christ-like service
2. As an informed and passionate learner, the psychology pre-professional will evidence knowledge, skills, and dispositions by:
   • Demonstrating an awareness of nurturing environments and psychological services and programs
   • Demonstrating understanding of central concepts in the major subfields of psychology
   • Demonstrating understanding of how individuals develop within and across the lifespan
   • Demonstrating understanding of the foundations of psychopathology and mental health and wholeness
   • Using technology appropriately to enhance communication and individual learning
3. As a scientific thinker, the psychology pre-professional will evidence knowledge, skills, and dispositions by:
   • Demonstrating intellectual curiosity, critical thinking, and strategic decision-making
   • Using theory, based on scientific research, to enhance practice
   • Using the scientific method to pose and answer real-world psychological questions
   • Becoming an informed and critical consumer of scientific research
4. As a committed pre-professional, the psychology pre-professional will evidence knowledge, skills, and dispositions by:
   • Collaborating with peers and consulting with faculty and other professionals
   • Demonstrating understanding of the legal and ethical responsibilities in the field of psychology
   • Participating in opportunities to achieve excellence and broaden psychological horizons
   • Recognizing the value of health and a commitment to a lifestyle of wellness
   • Demonstrating appropriate communication skills

Admission to Psychology Programs

1. Admission Requirements: In order to be admitted to an undergraduate program in psychology, a student must meet the following requirements:
   • Regular Admission to Southern Adventist University: The student must be admitted to the University under Regular Acceptance.
   • Application and Statement of Intent: The student must complete an application, including a Statement of Intent essay, explaining why he/she chose psychology as a major and serving as a self-assessment of how the student feels he/she meets the core objectives and expected proficiencies of the program's conceptual framework: caring person, informed and passionate learner, scientific thinker, and committed pre-professional.
   • Adviser Recommendation: Submit an SEP-based (Psychology) academic adviser recommendation. The recommendation is to include signed evidence by the adviser and advisee that they have discussed the applicant's academic program.
   • Minimum GPA: The student must meet the program-specific GPA requirement, as follows:
     • For admission to the B.A. program, the minimum GPA required is 2.75. In order to be considered for this program, students must have completed General Psychology with a grade of B- or better.
     • For admission to the B.S. in Industrial/Organizational Psychology, the minimum GPA required is 2.75. In order to be considered for this program, students must have completed PSYC 122 and PSYC 253 with grades of B or better.
     • For admission to the B.S. in Psychobiology, the minimum GPA required is 2.90. In order to be considered for this program, students must have completed General Psychology with a grade of B or better, and General Biology I and II OR Anatomy & Physiology I and II.
     • For admission to the B.S. in Psychology Clinical Concentration, the minimum GPA required is 2.75. In order to be considered for this program, students must have completed General Psychology with a grade of B or better.
     • For admission to the B.S. in Psychology Family Systems Concentration, the minimum GPA required is 2.75. In order to be considered for this program, students must have completed General Psychology with a grade of B or better.
2. Admission Timeframe: Admission to the Psychology program must be completed as part of the coursework required in PSYC 380.

Program Completion

During their last academic year in the undergraduate program, students are required to write a major position paper and take the Psychology Major Field Test.

• The senior thesis is a self-assessment of how the student has met the core objectives and expected proficiencies of the program's Conceptual Framework: caring person, informed and passionate learner, scientific thinker, and committed pre-professional. This paper is part of the capstone course, Senior Seminar in Psychology, and will be read by at least two faculty members.
• The Major Field Test (MFT) in psychology is administered as part of the required experiences of the capstone course, Senior Seminar in Psychology. The results from the six areas assessed in the Major Field Test will be utilized as benchmarks in the Psychology Unit Plan and Assessment Review.

Associated Programs