School of Education

SCHOOL OF EDUCATION MISSION AND GOALS
The mission of the School of Education of Campbellsville University is to prepare teachers for their respective fields by providing an academic infrastructure based on scholarship, service, and Christian leadership. The primary goal of the program is to advance scholars who are competent, caring and qualified, who can positively impact student learning, and who are committed to life-long learning in a global society.

The goals for achieving the mission of the School of Education are:

• Provide a comprehensive program in curriculum and instruction for graduate students.
• Emphasize the development of the cadre of master teachers in the contiguous area of the Commonwealth;
• Follow the expectations and specifications outlined by KERA and best practices;
• Provide the opportunity for teachers leading toward advanced certification, specifically Rank II certification.
• Reflect the character-based, moral and ethical based, faith-based component of one’s personal life and professional integrity.



FINANCIAL AID
Students who wish to complete financial aid information are advised to consult the current University Bulletin/Catalog and the University’s Office of Financial Aid. Information related to student aid available specifically for candidates for the MAE and MASE degrees in the School of Education is also available. The following source of scholarship opportunities are:

• William K. Pennebaker Graduate Scholarship. Limited funds are available to School of Education students who demonstrate financial need. Partial scholarship assistance on a semester-by-semester basis is available. Further information is available through the Dean’s office.

• TRAC Tuition Assistance. Limited funds are available to eligible students admitted to the Master of Arts in Special Education program. Further information is available through the Office of Financial Aid.



TITLE II REPORTING REQUIREMENTS
In compliance with the requirements under federal law, Campbellsville University provides annual disclosure of the reporting requirements under Title II. These requirements report the PRAXIS II pass rate percentage of cohort students completing the undergraduate Teacher Education Program. The 2005-06 Title II pass rate was 91%.



GRADUATE PROGRAMS

The Commonwealth of Kentucky is continuing an exciting era in its educational history, building on the implementation of the Kentucky Education Reform Act of 1990 (KERA). Since the enactment of KERA, the teacher education community of the Commonwealth has been encouraged to develop relevant standards-driven programs for the continued preparation of teachers. The challenge this poses for Campbellsville University is to accommodate and provide continuing services and programs that address the needs of the schools of the 21st century. To meet that challenge, the University offers two post-baccalaureate programs:

• Master of Arts in Education (M.A.E.) program leading to areas of specialization in curriculum and instruction
• Master of Arts in Special Education (M.A.S.E.) program leading to P-12 Learning Behavior Disorder (LBD) certification.

The graduate education program implements a Continuous Assessment Plan (CAP) that monitors student progress throughout the program. The Plan consists of three checkpoints along the continuum of the program:

(a) CAP 5: admission into the program
(b) CAP 6: mid-point check
(c) CAP 7: program completion/exit

Students must successfully meet the criteria at each checkpoint. A student will not be permitted to progress in the program if the criteria are not met. The CAP system will be explained in detail in the appropriate education courses.

No more than 12 semester hours of graduate credit may be transferred from other accredited graduate institutions if those credits match the course requirements of the graduate program. Approval of transfer credits will result from an examination of the transfer request (accompanied by appropriate documentation) by the Dean or his/her designee. Transfer classes must be full term or equivalent classes. Workshops will not be accepted for graduate classes. While these may be valuable to the graduate student, a collection of one and two hour workshops is not acceptable in the education graduate program. When entering the graduate education program, a commitment is made to the completion of the design of the program. A student may appeal a request to the Dean and Graduate Council in cases where the student believes just grounds exist.


FACULTY AND STAFF

Dean of the School

Brenda A. Priddy, Ed.D.
B.A., University of Kentucky, M.S., Morehead State University, Ed.D., University of Louisville/Western Kentucky University


Faculty

Carol Garrison, Ed.D.
B.A., Berea College, M.A., Eastern Kentucky University, Ed.D., University of Kentucky

Donna Irwin, Ph.D.
B.A., M.A., Campbellsville University, Ph.D., University of Kentucky

Teresa Spurling, Ph.D.
B.A., Campbellsville University, M.A., Western Kentucky University, Ph.D., Capella University

Billy Stout, Ed.D.
B.S., Cumberland College; M.A., Indiana University Southeast; Ed.D., Indiana University

Robert VanEst, Ph.D.
B.S., M.S., Ph.D., Indiana State University

John Vokurka , Ed.D.
B.S., Indian University, M.A. and Ed.D., Indiana University

S. Pamela Zhu, Ed.D.
B.A., Shanghai Teachers’ University; M.A., Ed.D., Indiana University of Pennsylvania 


Adjunct Faculty

Charlotte Alverson, Ph.D.
B.S., Murray State University; M.Ed., Murray State University; Ed.S., Idaho State University; Ph.D., University of Oregon

Carol Bartlett, Ph.D.
B.S., Western Kentucky University; M.A., University of Louisville; Ph.D., University of Louisville

John Casper, Ed.D.
B.S., Eastern Kentucky University; M.Ed., University of Louisville; Ed.D., Spalding University

Richard Downey, Ph.D.
B.S., Southern Illinois University; M.S., Southern Illinois University; Ph.D., Southern Illinois University

Lisa Fulks, Ph.D.
B.A., University of Louisville; M.Ed. University of Louisville; Ph.D., University of Louisville

Robert Gordon, Ph.D.
B.A., West Georgia College; M.Ed. West Georgia College; Ed.S., Georgia State University; Ph.D. University of Alabama
Renae Harrison, Ph.D.
B.S., Southwest Texas State University; M.A., Western Kentucky University; Ph.D., University of Louisville/Western Kentucky University

Linda Jessie-Jones, Ph.D.
B.A., Illinois State University; M.A., Tennessee Technological University; Ph.D., University of Tennessee

Carol M. McGregor, Ed.D.
B.S., Southern Illinois University; M.S., Southern Illinois University; Ed.D., University of Georgia

Tim Miller, Ed.D.
B.S., Indiana University; M.S., Indiana University; Ed.D., Ball State University

Deborah Richard, Ph.D.
B.S., Murray State University; M.A., Murray State University; Ph.D., Southern Illinois University

Pam Stephens, Ed.D.
B.S., Campbellsville College; M.A., Western Kentucky University; Ed.D., Vanderbilt University

Molly Wilson, Ph.D.
B.S., Western Kentucky University; M.A.E., University of Kentucky; Ph.D., University of Georgia

Full-Time Cognate Faculty

Peter Adcock, Ph.D.
B.S., James Cook University; Ph.D., University of Western Sydney, Sydney, Australia;
Post Doctoral Studies, Murdoch University and UC-Los Alamos National Laboratory

Roscoe Bowen, Ph.D.
B.S., Norwich University; M.Sc., Ph.D., Drexel University

John Mark Carter, Re.D.
B.S., Western Kentucky University; M.P.S., Western Kentucky University; M.R.E., The Southern Baptist Theological Seminary; Re.D., Indiana University

Franklin Cheatham, Ph.D.
Vice President for Academic Affairs
B.S., Campbellsville College; M.S., Tennessee Technological University; M.S. in C.S.E., University of Evansville;
Ph.D. University of Kentucky; further study, Memphis State University

Damon Eubank, Ph.D.
B.S., Campbellsville College; M.A.C.T., Auburn University; Ph.D., Mississippi State University

Susan Howell, Ed.D.
B.A., Campbellsville College; M.Ed., Ed.D., University of Louisville

Xinmin Lui, Ph. D.
B.A., Lanzhou University; M.A., Lanzhou University; Ph.D., Lanzhou University

Glenn McQuaide, Ph.D.
B.S., Campbellsville College; M.S., University of Wisconsin; Ph.D., University of Louisville

William Neal, Ph.D.
B.A., Arkansas College; M.A., University of Arkansas; Ph.D., University of Mississippi; Graduate Study, University of Louisville

Jeanette Parker, Ph.D.
B.S., Campbellsville University; M.A.E., Western KY University; Ph.D., Capella University

Craig Rogers, Ph.D.
B.S., M.A., East Tennessee State University; Ph.D., University of Tennessee

Gordon Weddle, Ph.D.
B.S., Oakland City College; M.S., Fort Hays State University; Ph.D., Southern Illinois University;
Graduate Studies, Tennessee Technological University

Mary H. Wilgus, Ph.D.
Dean, College of Arts and Sciences
B.A., M.A., Middle Tennessee State University; Ph.D., Vanderbilt University

Support Staff

Ms. Bettye MacFarlan, Secretary for the School of Education 
Ms. Gwen Sampson, Data Entry Specialist

 

ADMISSION TO THE EDUCATION GRADUATE PROGRAM (CAP 5)

The following are specific requirements for admission to the Education Graduate Program (M.A.E. or M.A.S.E.):

• Completion of the Graduate School application form;
• Possession of a valid teacher’s certification or letter of eligibility; bachelor’s degree only for initial certification
• Submission of scores on the PRAXIS exams or equivalent. Results from the GRE may be considered in lieu of the PRAXIS;
• Receipt of three (3) letters of recommendation including one from a school administrator (employer, if seeking initial certification), one from a colleague, and one from a person endorsing the character of the applicant;
• Receipt of official transcripts of all University work from accredited institutions (both undergraduate and graduate) confirming a minimum overall grade point average of 2.75 on a 4.0 scale, a minimum GPA of 2.75 in professional education courses, and of 2.75 in the applicant’s undergraduate major or academic (2.5 GPA for M.A.S.E.)
• Completion of an essay describing the rationale for pursuing a graduate degree
• Submission of a copy of professional development plan
• Valid copy of TB skin test and state criminal background check (MASE, initial certification only)
• Disposition self-assessment
• Interview

After meeting all requirements, the major criterion used in granting admission will be the extent to which the applicant has demonstrated possibility for the successful completion of graduate study. The recommendation for admission will be forwarded to the Graduate Council for final approval. The candidates will be notified by a letter from the Dean’s office if they have been approved for CAP 5 admission to the graduate program.


ADMISSION REQUIREMENTS TO SCHOOL OF EDUCATION INTERNATIONAL STUDENTS (CAP 5)

• Completion of the Graduate School application form
• Copy of valid teacher’s certificate or letter of eligibility
• Official transcripts from all colleges/universities attended
• Transcript evaluation submitted by World Education Services
• Official TOFEL score report
• GRE or NTE scores
• Three letters of recommendation
• One-page personal essay on purposes/goals for graduate study
• Disposition self-assessment
• Interview

Admission for international students is considered on an individual basis. Students must meet all admission requirements. Students missing some requirements may be admitted with conditions. Contact the Dean’s Office for further information.

PROGRAM COMPLETION REQUIREMENTS (CAP 7)
Requirements for completion of the Master of Arts in Education and Master of Arts in Special Education Degrees are as follows:

Master of Arts in Education
• Successful completion of 18 semester hours of core education courses and 12 semester hours in the appropriate discipline related to the candidate’s teacher certification.
• No more than 6 hours of C grades will count toward degree completion; the candidate must also have overall 3.0 grade point average for graduation.
• The candidate for graduation will be required to complete an action-research project paper that focuses on one’s classroom experiences
• The candidate will make an oral presentation of the final action research project to faculty and peers.
• Disposition assessment


Master of Arts in Special Education
• Successful completion of 36 hours of online special education courses; for licensure, appropriate Praxis II exams.
• No more than 6 hours of C grades will count toward degree completion; the candidate must also have overall 3.0 grade point average for graduation.
• 65 Field Hours
• Disposition assessment (2)
• Revised Professional Growth Plan
• Research Paper


Master of Arts in Special Education, Initial Certification
• Successful completion: (a) 36 hours of online, special education courses; (b) 12 hours of a campus-based course, SED 502 Design for Teaching
• Successful preparation of a professional portfolio based on New Teacher Standards
• For licensure, appropriate Praxis exams and successful completion of student teaching or KTIP
• No more than 6 hours of C grades will count toward degree completion; the candidate must also have overall 3.0 grade point average for graduation.
• 65 Field Experience Hours
• Disposition Assessment (2)
• Professional Growth Plan and PGP
• Self-assessment