Navigation Menu

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 is:

• 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.

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 Senate Bill 1 (2009). Since the enactment of Senate Bill 1, the teacher education community of the Commonwealth has been encouraged to strengthen standards-driven programs by aligning them more closely with the needs of P-12 schools. 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 four post-baccalaureate programs: 

  • Teacher Leader, Master of Arts in Education (M.A.E.), a 30-hour program leading to areas of specialization selected by the student.                                                                                                                                                
  • Teacher Leader, Master of Arts in Special Education (M.A.S.E.), a 30-hour program leading to P-12 Learning Behavior Disorder (LBD) certification. 
  • Master of Arts in Special Education (M.A.S.E.), a 48-hour program leading to initial teacher certification. 
  • Rank 1/Master of Arts in School Improvement, a 30-hiur program leading to areas of specialization selected by the student (important note: students must already have a master's degree to be eligible for this program)

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

Lisa Allen, Ed.D.
 B.S., Asbury College; M.A., Western Kentucky University; Ed.D., University of Kentucky

Priscilla, Ph.D.
B.S., M.Ed., College of Charleston; Ph.D., The Ohio State University

Beverly Ennis, Ph.D.
B.S., Campbellsville University, M.A., Western Kentucky University, Ph.D., Western Kentucky University 

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

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

Deborah Schumacher, Ed.D.
B.S., Vanderbilt University, M.A., and Ph.D., University of Kentucky 

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., Inidiana State University

Collen Walker,
B.A., Hunter College; M.S., Brooklyn College; Ph.D., The Ohio State University

Norma Wheat, M.A.
B.S., M.A., Eastern Kentucky University

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

Joni Davis, M.A.
B.S., Campbellsville College; M.A./Rank 1, Western Kentucky University

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

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

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

Sylvia Klein, Ed.D.
Boston University; M.S., Carlos Albizu University; Ed.D., Nova Southeastern Unversity

Dana LaMantia, Ph.D.
B.A., Richard Stockton College; M.A., New Jersey City University; Ph.D., Capella University 

Deborah Linscott, Ed.D.
B.A., University of Arizona; M.S., University of Tennessee; Ed.D., University of Georgia  

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

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

Marcus Pedigo, M.A.
B.A., M.A., Western Kentucky University

Kent Settle, M.A.
B.A., M.A., Western Kentucky University

Sharyon Shartzer, M.A.
B.A., M.A., Western Kentucky University

Tina Chitwood Smith, M.A.
B.A., University of Louisville; M.A., University of Louisville; Ph.D., University of Louisville

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

Todd Tucker, M.A.
B.A., Eastern Kentucky University; M.A., Western Kentucky 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

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

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; furhter study, Memphis State University

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

DeWayne P. Frazier, Ph.D.
B.S., Campbellsville University ; M.A., University of Kentucky; Ph.D. University of Louisville

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

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 Kentucky 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, Assistant to the Dean of the School of Education
Paul Harmon, Office Assistant
Gwen Sampson, Data Entry Specialist
Alice Steele, Secretary, Special Education Program

ADMISSION TO THE EDUCATION GRADUATE PROGRAM (CAP 5)

The following are specific requirements for admission to the Education Graduate Programs:

  • Completion of the Graduate School application form;
  • Possession of a valid teacher’s certification or letter of eligibility(teacher leader programs)
  • Bachelor's degree (initial certification program only)
  • Master's Degree (Rank 1/Masters of Arts in School Improvement only)
  • Submission of scores on the PRAXIS exams or equivalent; GRE or PRAXIS I for MASE, initial certification program 
  • Receipt of three disposition assessments 
  • Receipt of offical transcripts of all University work from accredited institutions (both undergraduate and graduate)
  • Completion of an essay describing the rationale for pursuing a graduate (or post-graduate) degree
  • Valid copy of TB Wellness Screening and state criminal background check (MASE, initial certification only)
  • Signed Code of Ethics
  • Signed Character and Fitness (section 3 of the TC-1 form)
  • Diversity Survey 
  • Interview and presentation (MASE, initial teacher cerification only)

 

Check the School of Education website for hte most recent CAP 5 admission forms as changes in state regulations occur. 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.

 

PROGRAM COMPLETION REQUIREMENTS (CAP 7)

Requirements for completion of the Teacher Leader Master of Arts in Education and Teacher Leader Master of Arts in Special Education Degrees are as follows:

Teacher Leader Master of Arts in Eduaction 

  • Successful completion of 18 semester hours of core education courses and 12 semester hours in the appropriate professional specialty option selected by the candidate. 
  • The candidate for graduation will be required to complete an action-research project and make an oral presentation of the fianl action research project to faculty and peers. 
  • Two other required program assessments are: (1) leadership professional growth plan and (2) assessment design project.
  • 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.
  • Disposition assessment (2).

Teacher Leader Master of Arts in Special Eduaction  

  • Successful completion of 30 hours of online courses, 15 special education and 15 in education.
  • For licensure, candidatemsut pass appropriate Praxis II exams.
  • The candidate for graduation will be required to complete an action-research project and make an oral presentation of the final action research project to faculty and peers.
  • Two other required program assessments are: (1) leadership professional growth plan and (2) behavior management plan.
  • 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.
  • Disposition assessment (2).
     
     
    Master of Arts in Special Education, Initial Teacher 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 Kentucky Teachers Standards.
  • For licensure, appropriate Praxis exams and successful completion of student teaching or KTIP. 
  • 200 Field Experience Hours. 
  • Disposition Assessment (2).
  • Professional Growth Plan.
  • 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. 
  • Self-assessment

Rank 1/Master of the Arts in School Improvement

  • 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.
  • Successful completion of the Rank 1 culminationg assessment.
  • Disposition Assessment.
  • No more than 6 hours of C grades wil count toward degree completion; the candidate must also have 3.0 overall GPA for graduation.