Jun 12, 2024  
2015-2016 Undergraduate Bulletin 
2015-2016 Undergraduate Bulletin [ARCHIVED BULLETIN]

School of Urban Education

Sharon Baker

Applied Professor
Sharon Baker

Associate Professor
David S. Brown

Assistant Professors
Peggy Lisenbee
Jessica Scott
Paulo Tan

Applied Assistant Professor
Jolly A. Meadows

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 (Deaf Education and 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 Eduction Test (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.

Deaf Education

The faculty of the Department of Urban Education offer curricula leading to the Bachelor of Arts in Deaf Education (B.A.D.E.) . The deaf education program prepares teachers of students who are deaf or hard-of-hearing (HH), leading to N-12 certification from the Office of Educational Quality and Accountability (OEQA) in the area of Deaf/HH. The program is accredited by the Council on Education of the Deaf (CED) as a comprehensive program. Therefore, students take courses in American Sign Language as well as courses focusing on auditory-oral approaches. In addition to the deaf education course sequence, students apply for admission to the Teacher Education Program and take methods courses provided by the School of Urban Education.  The degree program in deaf education leads to state teacher certification by the State of Oklahoma and national certification by the Council on Education of the Deaf (CED) and Teacher Education Accreditation Council (TEAC).

Deaf Education Learning Objectives

To prepare classroom teachers of deaf and hard of hearing students N-12, students will:

  1. Demonstrate competency in communicating using American Sign Language (ASL);

  2. Demonstrate understanding of the historical and cultural aspects of deaf education;

  3. Demonstrate knowledge of visual language acquisition and the ways in which deaf and hard of hearing students develop literacy through visual strategies;

  4. Demonstrate knowledge of hearing screening/assessment and interpretation of audiograms for Individual Education Plan (IEP) meetings;

  5. Demonstrate knowledge of hearing aids and cochlear implants and the application of listening and spoken techniques for developing spoken language in deaf and hard of hearing students;

  6. Demonstrate knowledge and skills related to assessment and remediation of language delays and educational achievement in children who are deaf or hard of hearing;

  7. Demonstrate knowledge of curriculum planning, unit and lesson plan development, and classroom management;

  8. Demonstrate the ability to plan and teach lessons using ASL and English bilingual strategies;

  9. Demonstrate the ability to differentiate instruction across the diverse population of children who are deaf or hard of hearing;

  10. Demonstrate knowledge of federal laws affecting the education of children with disabilities, preparation of IEPs and transition plans;

  11. Demonstrate the ability to serve in a consultative capacity in schools serving deaf and hard of hearing children in regular education environments; and

  12. Demonstrate the ability to collaborate with parents and other professionals involved in the education of children who are deaf or hard of hearing.




      Deaf EducationEducation