Dean: John McCoy
Faculty: Krystal Bishop, Robert Coombs, Ardelle Dickinson, Bonnie Eder, Steven French, Alfredo Fuentes, Ileanna Freeman, Faith Laughlin, Cathy Olson, Cristy Pratt, Stanley Stevenson, Carleton Swafford, Douglas Tilstra, Tron Wilder, Ruth WilliamsMorris
Program Directors and Coordinators:
- Liberal Arts K-6 Teacher Education, Krystal Bishop
- Secondary Teacher Education, Faith Laughlin and Cathy Olson
- Clinical Psychology, Ileanna Freeman
- Industrial/Organizational Psychology, Cristy Pratt
- Psychology/Psychobiology, Ruth WilliamsMorris
- Family Studies, Stanley Stevenson
- Outdoor Education, Doug Tilstra (graduate program)
- Counseling, Ileanna Freeman (graduate program)
- Master’s in Education, Bonnie Eder (graduate program)
Philosophy and Objectives
The School of Education and Psychology subscribes to the belief that human beings were created in the image of God, and as a result of disobedience sin has marred their God-given attributes and divine likeness. We believe that the object of education is also the object of redemption-to restore in people the image of their Maker. To this end, we philosophically endorse this statement from the book Education: “True education means more than the perusal of a certain course of study. It means more than a preparation for the life that now is. It has to do with the whole being, and the whole period of existence possible to man. It is the harmonious development of the physical, mental, and spiritual powers. It prepares the student for the joy of service in this world and the higher joy of wider service in the world to come.”
Our objectives are to represent Christ in all that we do, to prepare our students for global service, and to present courses and programs of study that encourage students to integrate into their lives Bible-based beliefs and values as understood by the Seventh-day Adventist Church.
Statement of Mission
The mission of the School of Education and Psychology at Southern Adventist University is to prepare effective Christian professionals who demonstrate a commitment to the pursuit of truth, wholeness, and a life of service in a diverse society.
Students required to perform field or practicum experiences will accept personal responsibility for their learning and professional behavior. Each student contracts to abide by policies of the School of Education and Psychology.
Students will be expected to provide their own transportation for individual field and practicum experiences unless a lab fee has been assessed for cohort-based field experiences.
Education students will be required to provide evidence of having passed a Tennessee Board of Investigation background check prior to entering classrooms. Students admitted to Student Teaching must become familiar with policies outlined in the Student Teaching Handbook.
The School of Education and Psychology reserves the right to revise, add, and withdraw policies and/or courses as necessary to ensure a quality program.
The School of Education and Psychology offers two Master of Science degrees:
- Master of Science in Education (three emphases)
- Instructional Leadership
- Literacy Education
- Outdoor Education (hybrid)
- Master of Science in Counseling (two emphases)
- Clinical Mental Health Counseling
- School Counseling
Degree requirements are described in a separate Graduate Catalog, available by contacting the School of Education and Psychology.
Undergraduate Psychology Degrees
Undergraduate programs in psychology are pre-professional in that they are designed to introduce students to a wide knowledge base in the field and to prepare them for further training.
The goal of the undergraduate psychology programs is to prepare students with the knowledge, skills, and dispositions to prepare them for further training and education in specialized fields of psychology. The learning outcomes emanating from this major goal are grouped into two major categories:
- Knowledge, skills, and dispositions consistent with the science and application of psychology, and
- Knowledge, skills, and dispositions consistent with both a Christian and a liberal arts education.
These outcomes are realized by providing opportunities for psychology students to become effective in the following roles:
- A caring person
- An informed and passionate learner
- A scientific thinker, and
- A committed pre-professional.
These then lay the foundation for pre-professional excellence and constitute the core objectives of the undergraduate psychology programs.
The conceptual framework incorporates the following proficiencies:
- As a caring person, the psychology pre-professional will evidence knowledge, skills and dispositions by:
- Demonstrating the ideals of compassion and justice, along with the belief that all individuals are created in the image of God and thus have unique, inherent value
- Recognizing and respecting diversity, and demonstrating personal integrity
- Considering in decision-making the influence and importance of environment contexts; familial, social, academic, religious, and cultural
- Advocating and emulating the example of Christ-like service
- As an informed and passionate learner, the psychology pre-professional will evidence knowledge, skills, and dispositions by:
- Demonstrating an awareness of nurturing environments and psychological services and programs
- Demonstrating understanding of central concepts in the major subfields of psychology
- Demonstrating understanding of how individuals develop within and across the lifespan
- Demonstrating understanding of the foundations of psychopathology and mental health and wholeness
- Using technology appropriately to enhance communication and individual learning
- As a scientific thinker, the psychology pre-professional will evidence knowledge, skills, and dispositions by:
- Demonstrating intellectual curiosity, critical thinking, and strategic decision-making
- Using theory, based on scientific research, to enhance practice
- Using the scientific method to pose and answer real-world psychological questions
- Becoming an informed and critical consumer of scientific research
- As a committed pre-professional, the psychology pre-professional will evidence knowledge, skills, and dispositions by:
- Collaborating with peers and consulting with faculty and other professionals
- Demonstrating understanding of the legal and ethical responsibilities in the field of psychology
- Participating in opportunities to achieve excellence and broaden psychological horizons
- Recognizing the value of health and a commitment to a lifestyle of wellness
- Demonstrating appropriate communication skills
Admission to Psychology Programs
- Admission Requirements: In order to be admitted to an undergraduate program in psychology, a student must meet the following requirements:
- Regular Admission to Southern Adventist University: The student must be admitted to the University under Regular Acceptance.
- Application and Statement of Intent: The student must complete an application, including a Statement of Intent essay, explaining why he/she chose psychology as a major and serving as a self-assessment of how the student feels he/she meets the core objectives and expected proficiencies of the program’s conceptual framework: caring person, informed and passionate learner, scientific thinker, and committed pre-professional.
- Adviser Recommendation: Submit an SEP-based (Psychology) academic adviser recommendation. The recommendation is to include signed evidence by the adviser and advisee that they have discussed the applicant’s academic program.
- Minimum GPA: The student must meet the program-specific GPA requirement, as follows:
- For admission to the B.A. program, the minimum GPA required is 2.25. In order to be considered for this program, students must have completed General Psychology with a grade of B- or better.
- For admission to the B.S. in Industrial/Organizational Psychology, the minimum GPA required is 2.75. In order to be considered for this program, students must have completed PSYC 122 and PSYC 253 with grades of B or better.
- For admission to the B.S. in Psychobiology, the minimum GPA required is 2.90. In order to be considered for this program, students must have completed General Psychology with a grade of B or better, and General Biology I and II OR Anatomy & Physiology I and II.
- For admission to the B.S. in Psychology Clinical Concentration, the minimum GPA required is 2.75. In order to be considered for this program, students must have completed General Psychology with a grade of B or better.
- Admission Timeframe: Admission to the Psychology program must be accomplished following completion of twenty-four (24) academic credit hours and prior to taking upper division (300- or 400-level) psychology courses.
During their last academic year in the undergraduate program, students are required to write a major position paper and take the Psychology Major Field Test.
- The position paper is a self-assessment of how the student has met the core objectives and expected proficiencies of the program’s Conceptual Framework: caring person, informed and passionate learner, scientific thinker, and committed pre-professional. This paper is part of the capstone course, History and Systems of Psychology, and will be read by at least two faculty members.
- The Major Field Test (MFT) in psychology is administered as part of the required experiences of the capstone course, History and Systems of Psychology. The results from the six areas assessed in the Major Field Test will be utilized as benchmarks in the Psychology Unit Plan and Assessment Review.
Undergraduate Degrees in Teacher Education
The School of Education and Psychology is approved by the Tennessee State Board of Education for the preparation of secondary and elementary teachers. It is accredited by the Accrediting Association of Seventh-day Adventists Schools, Colleges and Universities. Additionally, the School is accredited by the National Council for Accreditation of Teacher Education (NCATE), www.ncate.org. This accreditation by NCATE covers both initial teacher education and the emphases of School Counseling and Literacy Education.
The goal of the professional education unit is to facilitate the comprehensive development of school professionals as servant leaders in their communities.
This goal is reflected in the conceptual framework, a goal in which we seek to provide opportunities for each candidate to become effective as (a) a caring person, (b) an informed facilitator of learning, (c) a reflective decision maker, (d) a committed professional. These core objectives are reflected through specific proficiencies that lay the foundation of professional excellence.
The conceptual framework incorporates the following core objectives and proficiencies:
- As a caring person, the candidate/school professional will demonstrate knowledge, skills, and dispositions by:
- Designing experiences that honor best practices related to multicultural and academic diversity
- Nurturing relationships by showing warmth, care, respect, and fairness to all individuals
- Reaching out to families and community agencies
- Emulating the Christ-centered principles of discipleship and service
- As an informed facilitator of learning, the candidate/school professional will demonstrate knowledge, skills, and dispositions by:
- Providing nurturing environments and services based on developmentally and culturally appropriate practices
- Knowing the content and conveying the importance of subject matter
- Developing a repertoire of discipline strategies and procedures that encourage positive learning environments
- Planning for differentiation and scaffolding to ensure that all students experience success
- Utilizing technology to enhance student learning and communication
- As a Christian reflective decision maker, the candidate/school professional will demonstrate knowledge, skills, and dispositions through:
- Demonstrating intellectual curiosity, critical thinking, and strategic decision making
- Planned lessons that incorporate evidence-based practices and appropriate materials
- Using informal and formal assessment data for instructional planning and evaluation
- Reflecting on observation, instruction, and assessment through a Christ-centered world view
- As a committed professional, the candidate/school professional will demonstrate knowledge, skills, and dispositions by:
- Collaborating, consulting, and engaging in opportunities to achieve professional excellence
- Demonstrating professional demeanor, ethical behavior, and carrying out responsibilities conscientiously and punctually
- Recognizing the value of health and a commitment to a lifestyle of wellness
- Demonstrating appropriate written and verbal communication skills
- Studying God’s Word and seeking His will
Teacher Licensure Programs
Southern Adventist University has approved teacher licensure programs at five levels*:
||SDA Elementary Education
||B.A. in Liberal Arts Education Leading to Licensure (K-6 TN)
||B.A. in French
||B.A. in Spanish
||English as a Second Language Teaching Endorsement
||B.F.A. in Art Education
||B.Mus. in Music Education
||B.S. in Physical Education/Health
||B.A. in Biology
||B.A. in Chemistry
||B.A. in English
||B.A. in History/Government
||B.A. or B.S. in Mathematics
||B.A. in Physics
||B.A. in Religious Education
||Minor in Psychology (Leading to Teaching Licensure 9-12, in combination with a history major)
*School Counseling licensure is available in a School Counseling Master’s program.
Admission to Southern Adventist University does not automatically admit the student into teacher education. There are three stages that students must go through to successfully complete the Teacher Education Program prior to student teaching.
1. Initial Admission to the Teacher Education Program
Each student accepted at Southern Adventist University who indicated that teaching is his/her professional objective is assigned an educational program adviser by the Records and Advisement Office. The advisers assist in planning a student’s academic program each year and guide their advisees through the stages of the Teacher Education Program. Advisers and advisees should work closely to follow the professional sequence of courses.
Students assume responsibility for making necessary applications, meeting the requirements, and other relevant deadlines.
At the time of a student’s Initial Admission to the Teacher Education Program (TEP), the current and subsequent catalogs will determine the requirements for completion of the program and graduation. Deviations to this policy will be valid only if mandated by the North American Division and/or the State of Tennessee Department of Education. Note: Courses with grades lower than “C-” in the major studies and those required for S.D.A. teaching licensure, or “C” (2.00) in the professional education must be repeated. At admission to student teaching, candidates must have a minimum 3.00 grade point average in the major studies and a minimum 3.00 grade point average in professional education.
The student must apply for Initial Admission to the Teacher Education Program (usually by the end of the third semester) after completing all requirements as outlined below. Initial admission is required before the student can enroll in most upper division education courses. The following criteria are required for each applicant.
- Be in residence at the University.
- Show evidence of professional dispositions at a developing level or higher.
- In compliance with the Americans with Disabilities Act, students must be, with or without reasonable accommodation (physically and mentally), capable of performing the essential functions of the program).
- Possess an overall grade point average of 3.00 or above.
- Successfully complete EDUC 129 - Introduction to and Foundations of Elementary Education or EDUC 138 - Introduction to and Foundations of Secondary Education and ENGL 101 and ENGL 102 with a grade of C (2.00) or higher.
- Possess an enhanced ACT/SAT composite or average score of 23 OR have passed all three sections (Reading, Writing, Mathematics) of the Core Academic Skills for Educators test which is the entrance competency test required by the State of Tennessee. The ACT composite or average score of 23 or above will EXEMPT the Core Academic Skills for Educators test. In addition, there is an appeal process for students unable to pass the Core Academic Skills for Educators tests.
- Submit a formal application.
- Obtain recommendations from the Vice President of Student Services and the student’s academic adviser.
- Submit an initial admission professional portfolio in electronic format (LiveText). Minimum score is “developing” or higher.
- Complete successfully an initial interview with Teacher Education Faculty.
- Provide evidence of having passed a Tennessee Board of Investigation background check. Disclosure of an offense must be made in writing to the School of Education and Psychology Dean within forty-eight (48) hours after an arrest.
- Complete sex offender declaration specifying candidate is not a registered sex offender.
- Provide evidence of active membership in a club relevant to their major.
Applications meeting the above criteria are approved by the Teacher Education Council. The candidate will be informed in writing as to the status of the application for admission following the action of the Teacher Education Council.
- Students transferring from another institution and desiring immediate admission to the TEP must provide two recommendations from professors at the institution from which they are transferring.
- Transfer students must present a Professional Development Portfolio that adheres to the TEP guidelines. Transfer students unable to meet the initial admission criteria for portfolios may be accepted to the TEP. As an admission requirement, students will develop the portfolio to meet or requirements and have an additional semester to bring the portfolio to Initial Admission requirements. The portfolio must be resubmitted to the corresponding program coordinator.
The primary goal of the advisement process is to orient the teacher candidate with the total teacher education program, with major emphasis on its three components, namely, general education, professional education, and major studies. This is accomplished by the academic adviser as he/she interacts with his/her advisees during advisement sessions.
Secondary majors have an adviser in their major; furthermore, they are expected to seek on-going advisement related to the Teacher Education Program from the Secondary Coordinator and/or the Certification Officer in the School of Education and Psychology.
Criteria and standards for admission to teach education are explicit, but allow for second chance attempts. Courses may be repeated to raise GPA or candidates may follow the Grievance Procedures found under Academic Policies in the Southern Adventist University Catalog. Students seeking admission to the Teacher Education Program who have failed to obtain satisfactory ACT scores (minimum composite or average of 23) on a test administration in college and who have failed one (1) attempt to pass the Core Academic Skills for Educators test may submit an appeal to the Teacher Education Council. It is recommended that students begin the appeal process in the third (3rd) semester. Failure to submit an appeal by the end of the fourth (4th) semester will delay program completion by at least one semester. Submission of an appeal does not guarantee admission to the TEP. Applicants must demonstrate a commitment to teaching and show evidence of strength in other initial admission criteria (e.g. GPA, leadership, service, interpersonal skills, commitment to teaching profession). To submit an appeal due to an ACT score lower than 23 the student must:
- Have an ACT of 21 or higher.
- Submit documentation of working with Learning Support Services to learn test-taking skills.
- Take the Core Academic Skills for Educators tests as mandated by TN Department of Education.
- Demonstrate proficient dispositions as evaluated by at least three faculty members, one of which must be a professional education faculty member.
- Submit a letter of commitment to teaching.
- Submit two letters of recommendation from previous or current professors.
- Submit one letter of recommendation from a professional who has observed interactions with children and youth.
- Meet all other requirements for initial admission.
A letter of response will be provided to each applicant stating the decision of the Teacher Education Council.
If the minimum GPA is not met, an appeal should not be submitted. Candidates admitted by appeal are strongly encouraged to prepare for the Praxis II tests by attending the Praxis review sessions offered each semester.
2. Candidacy and Retention in Teacher Education
Retention in the Teacher Education Program is contingent on successful completion of courses attempted and maintenance of the knowledge, skills, and dispositions required for initial admission to the program. If the GPA falls below 3.00 or if a candidate does not demonstrate the dispositions expected of a committed professional an Action Plan for Remediation must be carried out. The steps for this plan include (a) plan developed in collaboration between the candidate and the Professor and/or Teacher Education adviser, (b) approval of the plan granted by the Teacher Education Council, (c) successful implementation of the plan. The results of the plan will be reported to the Teacher Education Council and shared with the student via email. Teacher candidates are expected to maintain consistent personal representation of the standards and objectives of Southern Adventist University and the Teacher Education Program.
3. Admission to Student Teaching
The teacher candidate must file a formal application with the faculty of the School of Education and Psychology for admission to student teaching. Application forms may be obtained from the School of Education and Psychology office in Herin Hall. A late application may delay the student teaching experience. Student teaching is regarded as the culminating experience of the Teacher Education Program.
NOTE: Prior to the professional semester, the candidate must take and pass the PRAXIS II licensure exams-both the appropriate section of the Principles of Learning and Teaching, and the particular specialty test(s) for the licensure area(s). Each candidate must arrange for a Designated Institution Report to be sent by the testing service to Southern Adventist University as evidence of passing scores. All students planning to student teach in the fall semester must successfully pass all required Praxis II exams by the preceding July test date. All students planning to student teach in the winter semester must successfully pass all Praxis II exams by the preceding November test date.
The following criteria are required for each applicant:
- Completion of all professional education courses
- Cumulative minimum GPA of 3.00
- Major Studies minimum GPA of 3.00
- Professional Education minimum GPA of 3.00
- EDUC courses with grades lower than “C” (2.00) must be repeated
- Courses in the major with grades lower than “C-” must be repeated
- Courses in the cognate with grades lower than “C-” must be repeated
- Minimum grade of C- required for religion and health courses specifically required for S.D.A. teaching licensure
- Evidence of acceptable professional dispositions
- In compliance with the Americans with Disabilities Act, students must be, with or without reasonable accommodation, (physically and mentally capable of performing the essential functions of the program.)
- Adherence to standards and objectives of Southern Adventist University and the Teacher Education Program
- Submission of the following documents at least one semester in advance:
- Recommendation forms (adviser and recent education professor)
- Passing of all applicable PRAXIS II examinations
- Completion of a successful student teaching interview
- Submission of completed Professional Development Portfolio in electronic format (LiveText). Must be at the proficient level or higher
- Evidence of having passed a fingerprinted Tennessee Board of investigation background check. Disclosure of an offense must be made in writing to the School of Education and Psychology Dean with forty-eight (48) hours after an arrest
- Evidence of CPR Certification
- Evidence of First Aid Certification
- Evidence of membership in a professional organization.
Applicants meeting the above criteria are approved by the Teacher Education Council upon recommendation from the Teacher Education Advisory. The candidate will be informed in writing as to the status of the application for admission following the action of the Teacher Education Council.
In the event that the Teacher Education Council recommends a conditional acceptance, student teachers will be notified of the condition(s). The adviser and student teacher will collaborate in the development of an action plan. Student teachers accepted conditionally will receive additional coaching from the supervisor. Failure to complete the action plan satisfactorily will result in termination of the student teaching placement. The Teacher Education Council will then determine eligibility for continuing student teaching.
Candidates who do not meet all the criteria required to do Student Teaching may appeal to the Teacher Education Council. Submission of an appeal does not guarantee admission to Student Teaching.
Licensure and certification are synonymous terms for the process of granting legal authorization to teach in the public or private elementary or secondary schools of a state or of the Seventh-day Adventist Church based on meeting predetermined qualifications. Licensure has been established to give professional status to qualified teachers and to assure school boards and parents that the teacher is well prepared.
Who can obtain licensure?
Every candidate who successfully completes the requirements for teaching in the elementary or secondary school and graduates from Southern Adventist University will receive recommendation for licensure based upon the following criteria:
- Successful completion of student teaching assignments
- Satisfactory completion of all credential requirements
- Passing scores on the following PRAXIS II Examinations:
- Principles of Learning and Teaching
- Appropriate specialty area(s)
Licensure is not automatic. The eligible candidate must make the necessary application to the Southern Union Conference, and to any other appropriate union conference for denominational certification; and to the State of Tennessee and to any other specific state department of education where the candidate expects to teach. Information regarding licensure is available from the Southern Adventist University certification officer. Since teacher licensure regulations are always in the process of change, graduating teacher education candidates are urged to make their applications for licensure as soon as possible.
What certificates may be obtained?
- Initial Certificate (Tennessee)
A license is issued on the basis of a minimum of a Bachelor’s Degree with a major in at least one subject teaching field and the completion of an approved teacher education program. Passing scores on the following PRAXIS II Examinations: (1) Principles of Learning and Teaching, and (2) appropriate specialty area(s) must be obtained.
- Basic Certificate (SDA denominational)
This denominational certificate is issued on the basis of completing the following courses in addition to the required professional education and other EDUC courses. A minimum grade of “C-” is required in these:
Requirements for Licensure
Candidates for state licensure must complete the appropriate teacher preparation curriculum. This consists of three components: general education, professional education, and major studies as specified in the Southern Adventist University Catalog.
- General Education:
This component represents that portion of the total teacher education program designed to foster the development of those competencies that are basic to all life’s responsibilities and provide intellectual foundation in the liberal arts. Students pursuing a teacher education curriculum must work closely with their advisers for guidance in the selection of general education courses that are appropriate to their individual needs. Relevant courses are listed in this Catalog under the five main areas of the General Education requirements.
- Professional Education:
Elementary: The elementary program with the degree requirements is listed here .
Secondary: The following courses are required for secondary teaching licensure. Students must include one literature class and one mathematics course in their program each at the 100 level or above. The mathematics requirement may be waived by students with an ACT score in math of 22 or above. In order to be eligible for licensure, candidates must have a minimum grade point average of 2.75 in the major, professional education, and cumulative areas.
- Major Studies:
Major studies requirements: Preparation for teaching in the elementary school requires a B.A. in Liberal Arts Education leading to licensure K-8 SDA (K-6 TN) or its equivalent.
The following departments/schools offer majors that can be combined with professional education courses resulting in licensure to teach:
||Modern Languages (French and Spanish)
||Students are to complete the degree requirements as specified by their chosen majors plus the professional education courses as listed above.
- Additional Endorsements:
For licensure, a major is not always required for additional endorsements. A minor may be acceptable in some disciplines as a second field endorsement area. Candidates should contact the Certification Officer in the School of Education and Psychology for information on specific requirements in the area(s) of endorsement sought.
Individuals meeting requirements for secondary licensure who wish to be licensed for elementary or individuals meeting the requirements for elementary education licensure who wish to be licensed/endorsed in one or more secondary areas must meet with the Certification Officer to work out an individualized course of study that meets State of Tennessee and/or Seventh-day Adventist guidelines for teaching licensure.
- Miscellaneous Information Relative to Teacher Training:
- Because of time commitments during the student teaching experience, it is expected that any candidate entering student teaching will not be enrolled in additional classes without approval of the Teacher Education Council.
- Correspondence credit will be accepted to the extent of twenty-five percent of the credit required for the certificate provided that no more than four semester hours in education are applied on the professional education requirement. If personal circumstances demand a correspondence course, a petition must be filed with the School of Education and Psychology and its approval obtained before registering for the course. The course must be completed and the grade filed in the Records and Advisement Office before student teaching is begun.
At the time of an individual’s Initial Admission to the Teacher Education Program, the current and subsequent catalogs will determine the requirements for completion of the program and graduation. Candidates, however, must meet any and all such additional requirements mandated by the NAD, NCATE, or the State of Tennessee Department of Education, even though such changes may not be listed in the Teacher Education programs in the particular catalog under which the candidate entered. Candidates should stay in contact with the School of Education and Psychology to be aware of any changes that may affect them.