Mission, Programs, and Accreditation
The mission of the College of Education is to prepare competent, committed, caring professionals, provide service to the various communities of which we are a part, and expand the body of knowledge through research and dissemination activities.
The programs of the College are designed (1) to provide professional curricula for the preparation of teachers, administrators, various school services, psychologists, counselors, and recreationists; (2) to offer undergraduate work leading to the baccalaureate degree with majors in elementary education K-6, elementary education unified K-6, early childhood unified, exercise science, physical education, psychology, and recreation; (3) to offer graduate work for elementary and secondary teachers; school and college service personnel; administrators; psychologists; counselors; and recreational therapists. The College of Education is also organized to provide professional services to schools and to other educational and social agencies. An important role is to encourage and to conduct educational research.
Pittsburg State University is a member of the American Association of Colleges for Teacher Education, and both undergraduate and graduate preparation programs for teaching and school service positions are accredited by the Council for the Accreditation of Educator Preparation. The Clinical Psychology program is accredited by the Masters of Psychology Accreditation Council.
Curricula are offered leading to the Bachelor of Arts, the Bachelor of Science, and the Bachelor of Science in Education degrees. The following baccalaureate degrees are offered through the College and the respective departments:
Bachelor of Arts Degree
Bachelor of Science Degree
Bachelor of Science in Education Degree
Elementary Education (K-6)
Elementary Education Unified (K-6)
Early Childhood Unified (ECU) Birth Through Third Grade Licensure
The Departments within the College offer the following graduate degrees, majors and emphases:
Master of Arts Degree
Teaching (Secondary or Special Education Emphases)
Master of Science Degree
Counseling (Clinical Mental Health or School Emphases)
Education (School Health Emphasis)
Educational Technology (Technology Integration Specialist or Library Media Licensure Emphases)
Health, Human Performance and Recreation
Psychology (General or Clinical)
Reading (Reading Specialist-Licensure or Classroom Reading Teacher Emphases)
Special Education Teaching (High Incidence/Low Incidence Special Education K-6, 6-12 Emphasis)
Teaching (Elementary, English for Speakers of Other Languages or Secondary Emphases)
Teaching (Environmental Education Emphasis)
Specialist in Education Degree
Advanced Studies in Leadership (General School Administration or Special Education Emphases)
RECOMMENDATION FOR A KANSAS LICENSE TO TEACH
All licenses to teach in Kansas are issued by the Kansas State Department of Education.
Each application for an initial license, or added endorsement, must be supported by (1) an official transcript of all college work completed, and (2) the recommendation of the Licensing Officer. It is the policy of Pittsburg State University that every applicant recommended to the Kansas State Board of Education, or to the State Department of Education of other states, for initial licensure, has complied with the policies and regulations of this university for admission to and retention in teacher education, has completed a teaching program, and has met the general and professional educational requirements for teacher licensure. The recommendation will reflect the confidence of university authorities (i.e., Dean of the College of Education and Director of Teacher Education) in the professional promise of the applicant. It is not based solely on the fact that the applicant has completed a specified program or sequence of courses. The Registrar shall certify to the Licensing Officer that the applicant has complied with requirements for the teaching major.
Further information relative to requirements for licensure and renewal may be obtained from the Licensing Officer, 110 Hughes Hall.
Title II Disclosure Concerning Teacher Education Graduates
The United States Department of Education requires that teacher education programs report on the success of the teacher education graduates as measured by pass rates on licensure tests. The pass rates for Pittsburg State University graduates on standardized licensure tests for years 2013-2017 are listed below. To receive additional information regarding the Title II report, contact the Director of Teacher Education, 110 Hughes Hall.
The following lists the number of program completers per year, the pass rate for the Principles of Learning and Teaching (PLT) and the pass rate for the Praxis Subject Assessments:
||% Pass PLT
||% Pass Content Test
SPECIAL UNITS AND SERVICE FACILITIES
Interactive Distance Learning Classroom
The College of Education houses a fully functioning interactive distance learning (IDL) classroom. The classroom, Room 315, Hughes Hall, contains the latest in distance learning technologies.
The system provides for full motion two-way audio and video connections for up to four locations. A computer system has been integrated into the system, providing an avenue for delivering computer mediated instruction to the distance sites. An important benefit of the computer is access for IDL instructors to full internet resources and the ability to display these resources to all connected sites. In addition, the configuration of the IDL classroom allows it to be used locally as a mediated classroom. This enables undergraduate and graduate students majoring in education to be exposed to the very latest in instructional delivery systems.
Pittsburg State University Internship
The Pittsburg State University Internship is required for the Elementary Education (K-6), Elementary Education Unified (K-6), Math and English programs and is an optional program for all other education majors. The program enables senior level students to participate in a semester long internship prior to the professional semester. Partnerships have been established with local schools to provide placements and support for interns. In order to participate, the teacher candidate must be admitted to Teacher Education and complete an application requesting permission to serve as an intern.
Mentor teachers must be recommended for participation in the partnership by their building level principal. During the internship semester, participants work in a classroom with their mentor teacher in addition to completing required coursework on campus. Additionally, faculty from Pittsburg State University supervise the interns and work with the mentor teachers. The interns then have the opportunity to conclude their teacher education program with a sixteen-week student teaching experience in the same classroom during the fall or spring semester.
The mission of the partnership between Pittsburg State University and the PK-12 schools is to:
- Continue to improve the quality of education for area PK-12 students by utilizing research-based techniques and teaching strategies;
- Provide pre-service teachers with an authentic experience which effectively utilizes unique elements of a diverse student population and experienced professional staff in area schools;
- Stimulate and encourage the participating PK-12 schools and Pittsburg State University faculties to develop professionally through continuous collaboration and interaction so that the community of life-long learners is better prepared to live and work in an ever-changing society.
Instructional Resource Center (IRC)
The Instructional Resource Center (IRC) located in B25 Hughes Hall serves as a major instructional resource in all areas of teacher and school service personnel preparation. While its primary use has been by prospective teachers, it is designed to serve experienced teachers and administrators in school systems in the service area of Pittsburg State University.
The IRC occupies approximately 2200 square feet of floor space with facilities to accommodate substantial numbers of students in the main library area with conference, audio-visual, and individual work spaces provided. Services available for student's use include a photocopier, laminating machine, computers, and printers. A wide variety of instructional resource materials is available.
The primary purpose of the IRC is to provide experience with unit planning, selection, organization and effective use of multiple instructional resources, and to encourage curriculum development and improvement. The IRC has been added as a branch library to the university's on-line library catalog.
Laboratories for Psychology and Counseling
Specialized laboratory areas in Whitesitt Hall are provided in support of the programs in psychology and counseling. Facilities include a diagnostic psychological assessment clinic, classroom-laboratory areas and counseling/therapy observation suites, complete with dual cameras and split screen video equipment for observation and recording.
Field experiences for prospective and practicing teachers and other school service personnel are provided through cooperative arrangements with public schools and other educational or education-related agencies in the area.
Pre-student teaching experiences, student teaching, practicum experience, and internships are included.
MASTER OF ARTS DEGREE
The Master of Arts in Teaching is a program for individuals holding a non-teaching Baccalaureate degree in a content area and who are seeking licensure to teach in a 6-12 or PK-12 school setting. The purpose of the program is to train teachers for positions in high need content areas in both urban and rural schools. For specific admission and degree requirements, please see Graduate Degrees and Options.
MASTER OF SCIENCE DEGREE
The minimum admission requirements for master's degree curricula offered in the College of Education may be obtained from the respective departments, the College, or from the Dean of Graduate and Continuing Studies. (See, also, general requirements for Admission to Study for the master's degree listed elsewhere in this catalog.)
Option I of the Master of Science degree requires satisfactory completion of a minimum of 30 semester hours, including thesis credit of three to six semester hours. Of the 30 hours, no fewer than 15 should be in courses numbered 800 to 899, including 890 and 891, and 24 must be in courses numbered 700 to 899. Students with strong academic records who plan to do advanced work beyond the master's degree are particularly encouraged to follow this option.
Option II of the Master of Science degree may be elected by the student upon the recommendation of the major advisor. This option requires satisfactory completion of a minimum of 32 semester hours of approved course work. Of these, no fewer than 16 semester hours should be in courses numbered 800 to 899, including Methods of Research 891, and no fewer than 26 should be in courses numbered 700 to 899.
Option III of the Master of Science degree may be elected in special cases by the student upon recommendation of the advisor and approval of the department chairperson. This option requires completion of at least six semester hours in graduate research seminars with an average grade of "B" and satisfactory completion of a minimum of 32 semester hours of approved course work. Of these no fewer than 15 semester hours should be in courses numbered 800 to 899, and no fewer than 26 should be in courses numbered 700 to 899.
Comprehensive Examinations/Special Project
Candidates for a graduate degree in fall or spring semester must satisfactorily pass a comprehensive examination or a special project in the field of their major graduate work not later than four weeks prior to the date on which the degree is to be conferred. For summer term candidates, the examination or special project must be passed not later than two weeks prior to the degree conference date. The examination may be either oral or written or both. The format is at the discretion of the department which prepares, administers, and evaluates the examination/special project. Registration for the comprehensive examination must be completed in the department office of your major at least two weeks prior to the examination.
Each graduate student is assigned to an advisor at the time of admission to graduate study. It is essential that the student plan tentatively the entire program in consultation with the advisor and that the advisor be consulted prior to each enrollment. Specific curriculum designs, incorporating the common requirements as well as required and recommended courses for a particular curriculum, are available from the chairperson of the department or the advisor.
The applicant for admission to study for the Master of Science degree with a major in teaching must present evidence of successful completion of a minimum of 18 semester hours of undergraduate credit in education and psychology, distributed so as to furnish an adequate background for the work proposed in the graduate level. For admission to a major at the master's degree level in elementary teaching, secondary teaching, special education, library media, or elementary and secondary school administration and supervision, an applicant must hold or be eligible for a standard teaching license. Special exception to the requirement for licensure may be made for candidates preparing for employment in higher education or other agencies.
Candidates for the degree must complete a minimum of 15 semester hours in education and psychology. The course in Methods of Research 891 should be taken early in the graduate program, preferably in the first enrollment. This course is required both under Option I and Option II. It may be required under Option III.
Special requirements. Candidates preparing for work in special professional fields should select their courses under the guidance of the advisor with a view to meeting licensure requirements.
Health, Human Performance, and Recreation
The application for admission to study for the Master of Science degree with a major in health, human performance and recreation must present evidence of successful completion of a minimum of 20 semester hours of acceptable undergraduate foundation credit and a grade point average of 2.70 from an appropriate field. These credit hours should be so distributed to furnish an adequate background for the work required in the graduate major.
Candidates for the degree must complete a minimum of 32 hours, which includes core and emphasis hours, for either Option I: Research and Thesis or Option II: Coursework. A minimum of 27 semester hours must be completed within the Department of Health, Human Performance, and Recreation (see departmental section for listing of specific courses required.)
Psychology and Counseling
The applicant for admission to study for the Master of Science degree with a major in psychology or counseling must present evidence of successful completion of a minimum of 20 semester hours of undergraduate credit in psychology and closely related subjects distributed so as to furnish an adequate background for the work proposed on the graduate level.
Candidates for the degree must complete a minimum of 32 semester hours in psychology at the graduate level.
The General Aptitude Test of the Graduate Record Examination is required for admission to the programs (see department section for specific admission requirements).
SPECIALIST IN EDUCATION DEGREE
The program leading to the Specialist in Education (Ed.S.) degree is a professional program in education requiring two years of intensive work in specialized graduate study beyond the master's degree. Although the degree is normally earned in the area of the individual's master's degree, the experience, background and professional aims of the candidate for admission may indicate modifications of this general plan.
The student's program is formulated on the basis of requirements common to all Specialist in Education degree curricula in the college and course work selected through advisement appropriate to the student's background and to the particular specialization.
Option I of the Specialist in Education degree requires satisfactory completion of a minimum of 30 semester hours including an Ed.S. Thesis (Special Research Project 990).
Option II of the Specialist in Education degree requires completion of a minimum of 32 semester hours, including TCHL 930 Seminar in Research Skills (or other approved 900 level research course).
The applicant for admission to study for the Specialist in Education degree must present evidence of successful completion of a master's degree in the area in which specialization is proposed or in a closely related area. The applicant who lacks required specific background in the proposed area of specialization must complete satisfactorily not less than 10 graduate hours in such study before beginning the specialist degree program. A significant practicum experience shall be completed prior to completion of the degree. (See, also, Requirements for Admission to Study and Requirements for the Degree under the Specialist in Education Degree in the general requirements section of this catalog.)
Comprehensive Examination/Special Project
Candidates must satisfactorily pass a comprehensive examination or special project in the field of their graduate major not later than four weeks before the date on which the degree is to be conferred. The examination may be either oral or written or both. The major department shall prepare and give the examination over the formal and informal study required for the degree. The department will then certify on the Petition for the Degree to the Office of Graduate and Continuing Studies that the student has satisfactorily passed the examination or special project. Registration for the comprehensive examination must be completed in the department office of your major at least two weeks prior to the examination.
Each applicant, admitted to graduate study for the Specialist in Education degree, is assigned to a major advisor. It is expected that those admitted to this program will be mature graduate students who are knowledgeable and responsible with respect to program and research requirements. The student should take the initiative, in consultation with the advisor, in planning the degree program and in meeting fully all requirements. Specific curriculum designs incorporating the common requirements, as well as required and recommended courses for a particular area, are available from the chairperson of the department or the advisor.