2016-2017 Undergraduate Bulletin [ARCHIVED BULLETIN]
School of Urban Education
|
|
|
Director
Sharon Baker
Applied Professor
Sharon Baker
Associate Professor
David S. Brown
|
Assistant Professors
Peggy Lisenbee
Paulo Tan
Applied Assistant Professor
Jolly A. Meadows
Affiliated Faculty
Janet Cairns
|
For more information about degree offerings by the faculty of the School of Urban Education, visit the School of Urban Education webpage.
The School of Urban Education offers premier programs for students seeking careers in our nation’s schools. The issues of urban education - race, gender, socio-economic class, equity, linguistic pluralism, and social justice - are not limited to urban settings. They exist in every classroom whether in urban, suburban, rural, public or private schools. These issues form the philosophical foundation and the platform upon which students’ course of study will be constructed.
The mission of the School of Urban Education is to develop transformative professional educators who are:
- Subject matter experts;
- Practicing scholars of educational research;
- Ethical, dedicated representatives of the profession; and
- Equipped to advance every child’s learning amid the social, economic and cultural diversity found in the classroom and surrounding community.
To achieve the goal of developing transformative professional educators, there will be early and extensive clinical opportunities for the student intern to be active in a partnership with a specific school. Research indicates that, just as with the medical profession, the more hours spent in the clinical experience to apply content knowledge and practices, the better prepared the intern will be for transition to career responsibilities.
Learning to integrate technology into classrooms is a fundamental component of the teacher preparation program. In addition to standard uses of technology tools, there will be the opportunity to understand and assist the progress of students in a classroom through software analysis, applications of various social media and interpretation and uses of data to advance learning.
All education courses taken by student teaching interns will stress the relevance of the course content to classroom applications as demonstrated by on-site projects with partner schools whenever possible.
Urban education students benefit from the School’s collaboration and partnerships with other components of TU’s academic and service community:
- The University School for the Gifted,
- STEM (Science, Technology, Engineering and Mathematics) Summer Programs for Students and Teachers,
- Continuing Education/Lifelong Learning,
- True Blue Neighbors,
- Kendall-Whittier Elementary Community School,
- Communication Disorders (Language Pathology),
- TU’s Center for Community Development and Research (CCRD),
- Gilcrease Museum,
- Henry Zarrow Center for Arts and Education,
- Global Alliance Center, and
- English Programs for International Studies.
The programs for the preparation of teachers in deaf education, elementary education, exercise and sports science, instrumental and vocal music education, art, foreign language, science, English, social studies, mathematics, and theatre (speech/drama/debate) are recognized by the Oklahoma Commission for Educational Quality and Accountability (OCEQA) and nationally accredited by the Teacher Education Accreditation Council (TEAC).
Teacher Preparation Options
Students who seek to become teachers have the following options for majors at The University of Tulsa:
- biology, chemistry, geosciences, or physics (with a second major in education);
- mathematics (with a second major in education);
- English (with a second major in education);
- French, German, Russian, or Spanish (with a second major in education);
- anthropology, sociology, history or political science (with a second major in education);
- art or theatre (with a second major in education);
- music education (instrumental or vocal);
- exercise and sports science (with certification option);
- elementary education;
- deaf education.
Students must confer with an education advisor to determine what type of teaching certificate is appropriate for their chosen major. For more information on requirements for each teacher preparation area contact the School of Urban Education.
Program Phases
There are six phases to the Teacher Education Program:
1. Declaration of a major in education;
2. Consultation with education advisor to plan the student’s course of study;
3. Application and admission to the Teacher Education Program;
4. Completion of required coursework;
5. Application and admission to student teaching; and
6. Completion of student teaching.
In the first phase, the student formally declares education as a major through the Office of Advising in the Henry Kendall College of Arts and Sciences. The student also takes EDUC 1101 Introduction to Education . In the second phase, the student meets with an appointed education advisor to plan the student’s course of study and discuss certification goals.
In the third phase, the student takes EDUC 2103 Foundations of Education and applies to the Teacher Education Program. Students normally apply for admission to the Teacher Education Program no later than the second semester of their sophomore year. Sophomore, junior, or senior transfer students should apply during their first semester on campus. Requirements for admission are listed below:
Admission to the Teacher Education Program
- Completion of 30 credit hours
- Overall GPA of 2.75 (including 3.0 in Professional Education courses and 2.75 in major courses)
- C or better in EDUC 1101
- C or better in EDUC 2103
- Passing score on Oklahoma General EducationTest (OGET)
- Score of 80% or better on Legal Aspects of Education test
- C or better in ENGL 1033
- Satisfactory completion of interview with education advisor
- In compliance with pertinent local, state, and federal laws
- In compliance with pertinent codes of conduct/ethics
- Satisfactory review of portfolio
- Recommendation of education advisor
Students should consult with an education advisor to complete the application.
In the fourth phase, following admission to the Teacher Education Program, the student completes all required coursework in the chosen teacher preparation area. Balance sheets with course requirements for each teacher preparation area are available from the administrative assistant in the School of Urban Education.
In the fifth phase, the student submits an application for student teaching. For fall semester placement in student teaching, students should make formal application by March 1 of their junior year. For spring semester placement, application should be made by October 1 of the senior year. Specific admission criteria are:
Admission to Student Teaching Program
- Previous admission to the Teacher Education Program
- C or better in second writing course (besides ENGL 1033 )
- Completion of all courses in major
- Completion of all Tulsa Curriculum courses
- Completion of all Professional Education courses except student teaching and EDUC 3171
- Overall GPA of 2.5 (2.75 in area of concentration and professional education courses)
- Senior or graduate status achieved
- In compliance with pertinent local, state, and federal laws
- In compliance with pertinent codes of conduct/ethics
- Satisfactory completion of all field experiences
- Satisfactory review of portfolio
- Recommendation of education advisor
- Recommendation of advisor in area of specialization (major)
- Recommendation of director of School of Urban Education
Students are strongly encouraged to take the Oklahoma Subject Area Test (OSAT) for their particular content area prior to student teaching.
In the sixth phase the student completes the student teaching assignment. Students must reserve one semester for student teaching and the student teaching seminar.
Professional Education Course Requirements for All Education Majors
EDUC 1101 Introduction to Education
EDUC 2103 Foundations of Education
EDUC 3713 Child and Adolescent Development and Learning
EDUC 3713 Child and Adolescent Development and Learning
EDUC 3733 Measurement and Evaluation
EDUC 4013 Education of the Exceptional Child
12 hours of appropriate grade level student teaching
EDUC 4971 Seminar in Student Teaching
Second Language Proficiency
Students completing the Teacher Education Program must demonstrate proficiency in a second language offered by The University of Tulsa (American Sign Language, Chinese, French, German, Greek, Hebrew, Latin, Portuguese, Russian or Spanish). Language requirements vary from college to college. Students should consult with their academic advisors for specific requirements.
Professional Examinations
Prospective teachers in Oklahoma must pass the Oklahoma General Education Test (OGET), the appropriate Oklahoma Subject Area Test (OSAT), and the Oklahoma Professional Teaching Examination (OPTE) to be eligible for certification. Complete information and registration bulletins are available from the Certification Examinations for Oklahoma Educators website, www.ceoe.nesinc.com, as well as the administrative assistant in the School of Urban Education, 918-631-2236.
Additional Course Requirements for Elementary Education Majors
The Oklahoma State Department of Education requires elementary education majors to complete an accredited program to become certified. Elementary Education majors must complete 48 semester hours with 12 hours in each of the following four areas: 1) language arts, 2) social studies, 3) mathematics; and 4) science. The courses may not be methods courses. According to the regulations, courses satisfying this requirement may be included in the general education program, the major, a minor, or any combination.
For the specific components and course requirements of the elementary education major, contact the School of Urban Education.
ProgramsMajorMinorCertificatesCoursesEducation
|
