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Undergraduate Catalog 2012-2013

School of Education

Karen Parker, B.A., M.S., Ed.D.
Dean, School of Education
Professor of Education

Beth Ackerman, B.S., M.Ed., Ed.D.
Associate Dean, School of Education
Professor of Education

Michelle Goodwin, B.S., M.Ed., Ed.D.
Associate Dean for Licensure Programs for the School of Education
Associate Professor of Education

Scott Watson, B.A., M.A., Ph.D.
Associate Dean for Advanced Programs for the School of Education
Professor of Education


PURPOSE
The School of Education is committed to providing the highest quality Christian education based on the principles of God’s Word. Our school, by virtue of its commitment to strengthening the mind, body and soul, educates the whole person as God created us. The school offers programs to prepare undergraduate and graduate students for careers in teaching and school administration as well as programs in the area of Sport Management.


Department of Teacher Education

Esther Alcindor, B.S., M.Ed.
Director, Elementary Education
Assistant Professor of Education

Andrea Beam, B.S., M.Ed., Ed.D.
Director, Secondary Education
Assistant Professor of Education

Randall S. Dunn, B.A., M.Ed., Ed.D.
Director, Educational Technology
Assistant Professor of Education

Deanna Keith, B.A., M.Ed., Ed.S., Ed.D.
Director, Special Education
Assistant Professor of Education

RESIDENTIAL FACULTY
Professor
Ackerman, Black, Morgan, Pantana, Parker, K., Smith, S.J., Watson

Associate Professor
Beam, Boothe, Goodwin, McDonald, C., Parker, L., Swezey, Yocum

Assistant Professor
Alcindor, Bradshaw, DeWitt, Dunn, Holder, Keith, Rockinson-Szapkiw, Spaulding

DISTANCE EDUCATION FACULTY
Assistant Professor
Garzon, M., Puga, Soden, Tobias

Instructor
Angle, M., Bengds, Beveridge, Fritz, Fyock, Maddox, Marshall, Pickard, K., Taber


PURPOSE
The mission of the Teacher Licensure Program at Liberty University is to develop competent professionals with a Christian worldview for Christian, public, and private schools.

Excellent teachers are an invaluable asset to the home, church, community, and nation. The Teacher Licensure Program at Liberty is designed to provide a program of study and preservice experiences that will foster teaching excellence and stimulate improvements in teaching practices in Christian, public, and private schools. The program is designed for teacher candidates who are preparing to teach kindergarten, elementary, and middle school, as well as high school students. Those wishing to pursue careers in middle school, or high school teaching may do so in the following areas: biology, business, computer science, English, family and consumer sciences, history/social sciences, mathematics. Comprehensive licensure may be completed in the following areas: music (vocal or instrumental), health/physical education, Spanish, special education, teaching English as a second language, theatre arts, and visual communication arts.

PROGRAM LEARNING OUTCOMES
The teacher candidate:

INT-A. KNOWS Christian values, moral dimensions, and ethical implications synthesized with academic knowledge

  • INT-A1. Demonstrates a broad base of professional and general knowledge.
  • INT-A2. Demonstrates knowledge of content in the endorsement area.

INT-B. IMPLEMENTS skills as a gift from God, because teaching is a calling from God

  • INT-B3. Integrates skills in speaking, writing, reading, and listening for effective classroom communication, peer leadership, and professional involvement.
  • INT-B4. Designs and selects a variety of instructional strategies based on the developmental levels and individual needs of the learner.
  • INT-B5. Applies knowledge of content areas and curriculum goals to design and supervise appropriate instruction.
  • INT-B6. Enhances the success of all diverse learners, providing for special needs and diverse backgrounds.
  • INT-B7. Manages classroom climate and procedures to motivate students and maximize learning.
  • INT-B8. Integrates a variety of assessment strategies to improve student learning.
  • INT-B9. Integrates appropriate technology and resources to support instruction and to facilitate professional development opportunities.
  • INT-B10. Provides evidence of student learning at the grade level and content appropriate for the endorsement.

INT-C. BELIEVES and practices personal integrity, social responsibility, sensitivity to the needs of others, and the betterment of humanity consistent with our mission to prepare competent professionals with a biblical worldview for Christian, public, and private schools

  • INT-C11. Models personal integrity and sensitivity to human needs.
  • INT-C12. Demonstrates behaviors of a reflective practitioner and seeks opportunities for collaboration and professional development.

DEFINITIONS FOR DISPOSITIONS – S C R I P:

  • Displays a sense of Social responsibility
  • Demonstrates Commitment/ work ethic
  • Demonstrates Reflective practice
  • Displays personal Integrity
  • Displays Professionalism

TEACHER ENDORSEMENT AREAS
Teacher preparation and endorsement are available through the Teacher Education Department in cooperation with departments offering majors in the following teacher endorsement areas:

Elementary
Elementary education (preK – 6) [Integrated Studies major]
Middle education (grades 6 – 8) [only with preK – 6]
Secondary (6-12)
Biology
Business
Computer Science
English
Family and Consumer Sciences
History/Social Sciences
Mathematics
Studio Arts
Comprehensive (preK-12)
English as a Second Language
Health/Physical Education
Music: Choral or Instrumental
Spanish
Special Education (K-12) [Integrated Studies major] learning diabilities, emotionally disturbed, and mentally retarded
Theatre Arts (preK-12)
Add-on Endorsements
Algebra I
Chemistry (only with Biology)
Computer Science
Journalism
Speech
Theatre Arts (preK-12)
Minor (non-licensure)
Special Education


KAPPA DELTA PI
KAPPA DELTA PI, an International Honor Society in Education, was founded on March 8, 1911, at the University of Illinois. Organized to recognize excellence in education, Kappa Delta Pi elects to membership those who exhibit the ideals of scholarship, high personal standards, and promise in teaching and allied profess-ions. It encourages improvement, distinction in achievement, and contributions to education.

Today there are over 60,000 members in more than 425 university, college, and alumni chapters.  The PI SIGMA Chapter at Liberty University was founded on February 9, 1984. Visit the website at: www.liberty.edu/kdp.

Election to membership is made without regard to religion, race, or gender, and may include undergraduate and graduate students and practicing professionals in the field of education.

COUNCIL FOR EXCEPTIONAL CHILDREN
Special Education majors at Liberty University organized a Student Chapter of the Council for Exceptional Children (CEC) in Spring 2005. CEC is the largest international, non-profit organization that provides support and information for children with disabilities, their families, and those who work with these children.

Membership is open to all majors. To become an official member of the CEC, one must join the national chapter of the CEC.  

LICENSURE AND NCATE APPROVAL
The Teacher Licensure Program is designed to meet licensure requirements of the Commonwealth of Virginia in the student’s approved concentration. The University has approval from the State Council of Higher Education for Virginia and is accredited by the Southern Association of Colleges and Schools. The Teacher Licensure Program has been officially approved by the Virginia Department of Education and by the National Council for Accreditation of Teacher Education (NCATE). Graduates of Liberty’s approved teacher licensure programs are eligible for licensure within the Commonwealth of Virginia. Completing Virginia licensure requirements will generally be necessary if the teacher candidate intends to seek licensure in another state.

Several states have additional licensure requirements beyond what is specified for graduation from an approved program at Liberty. However, teacher candidates are able to gain licensure and to begin teaching in another state while completing the additional requirements. Assistance in securing licensure from other states, information about licensure requirements in states other than Virginia, and help in obtaining necessary applications for out-of-state teaching credentials may be obtained from the Teacher Licensure Office. In addition to state licensure, students who complete the Teacher Licensure Program at Liberty are eligible for the Association of Christian Schools International certificate.

DEGREE COMPLETION PLANS
Degree Completion Plans for programs offered by the School of Education can be accessed online at: http://www.liberty.edu/dcps.

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Licensure Programs

ADMISSION TO THE TEACHER LICENSURE PROGRAM
A student planning to follow a teaching program at Liberty must meet the admission requirements of the Teacher Licensure Program. The standards of admission to teacher licensure are inclusive of those for admission to the University and include other criteria outlined by the School of Education as indicated below. Policies governing admission to the program originate in, or are channeled through the Teacher Education Department. The Department formulates policies, coordinates the Teacher Licensure Program, and works for selective recruitment, admission, and retention of students for and in teacher licensure. It must be clearly understood that admission to the University is not synonymous with admission to the Teacher Licensure Program. Failure to follow the procedures will generally result in the delay of the student’s graduation and program completion for a minimum of one semester. Program requirements are available in the Teacher Education Handbook at http://www.liberty.edu/uguide.

Application to Liberty’s Teacher Licensure Program usually takes place at the end of the candidate’s freshman year as part of the course requirements for EDUC 125, Introduction to Education. Transfer students who fail to comply with this provision can result in program completion being delayed for at least one semester for those students. Though in no way a guarantee of the candidate’s future success in a classroom, meeting the standards listed below demonstrates a seriousness of purpose and a degree of academic achievement that speaks well of the aspiring teacher’s potential. Students must meet the following initial entrance requirements:

  1. A minimum cumulative GPA of 2.50;
  2. The successful completion of 30 semester hours of undergraduate study including the Foundational Studies. (Transfer students must complete a minimum of 15 of the 30 hours at Liberty in order to meet this standard. Transfer credits in education are not likely to meet licensure requirements. Any exceptions must be approved by the Chair of Initial Teaching Programs.) Because of the specific requirements for teacher licensure, all nonresidential courses must be approved by the program coordinator;
  3. Certification by the Office of Student Affairs that the student has exhibited satisfactory citizenship and behavior while enrolled at Liberty. Teacher candidates who have been expelled or suspended are not eligible for initial entry until fully reinstated to good standing by the Office of Student Affairs;
  4. Completion of EDUC 125, Introduction to Education, with a minimum grade of “C”, (Transfer credit must be approved by the program coordinator);
  5. Demonstration of minimum competency in oral and written communication skills and in computation skills, as shown by an acceptable score for licensure tests including the Praxis I (Mathematics portion) and VCLA.  More information about these tests can be found at www.liberty.edu/uguide.
  6. Completion of 30-hour practicum (EDUC 125) and computer competencies.

Equally important to the admission requirements of the Teacher Licensure Program are those criteria which govern the maintenance of the candidate’s status once admitted to the program:

  1. A minimum cumulative GPA of 2.50 must be maintained. Teacher candidates who fall below this minimum will be dropped from the program.
  2. Satisfactory citizenship and behavior must be maintained. Students suspended or dismissed from the University will be dropped from the program.
  3. Any teacher candidate who has not been admitted or who has been dropped from the program will be ineligible to take upper level education courses.
  4. Any teacher candidate who has been dropped from the program is eligible to reapply in writing through the Teacher Licensure Office no sooner than during the semester following dismissal from the program.  A student may, however, be reinstated only once.
  5. The teacher candidate is subject to dismissal from the program at any time following his initial acceptance should any disqualifying difficulties arise.

STUDENT TEACHING
The student teaching experience is required of all students seeking teacher licensure and takes place during the student’s final semester of study. It will involve the commitment of the entire semester for student teaching and related coursework.

Professional Semester
EDUC 475 Seminar in Classroom Management 2
EDUC 476 Student Teaching I 5
EDUC 477 Student Teaching II 5


Student teaching experiences are arranged to take place within Christian and public school settings that are designated as local placements in Central Virginia.  A listing of local school divisions may be found at www.liberty.edu/uguide.  A limited number of external placements in accredited schools are available for students who meet the criteria for external placement. The University seeks to locate student teachers in positive classroom settings with well-qualified cooperating teachers.

It is the policy of the Liberty University School of Education that student teaching experiences are performed in the above settings which are supervised directly by faculty members from the University. For this reason, it is not possible to complete student teaching at another institution and then transfer credit to Liberty for the purpose of meeting student teaching requirements. Teacher candidates also will not be issued credit for student teaching because of having a period of non-certified classroom employment. Further information about the student teaching experience may be secured from the Teacher Licensure Office.

The student teaching experience should be approached with a great deal of respect for the responsibilities involved and should be regarded as a very important experience for the aspiring teacher. During the student teaching semester, the student will assume an important role in terms of responsibilities and obligations to the school and the students where the student teaching is to take place. It is also imperative that student teachers plan to arrange personal time schedules so that proper attention is given to student teaching and those activities associated with outside preparation and school responsibilities.

For these reasons, the School of Education very strongly suggests that teacher candidates should not plan to have significant amounts of outside diversions during the student teaching semester. Examples of activities which have previously caused problems for student teachers include jobs, excessive social commitments, and extracurricular activities. In such circumstances, the quality of the teaching inevitably suffers. For these reasons, planning and prior arrangement to avoid such problems is expected.

ADMISSION TO STUDENT TEACHING
A student may enroll in student teaching when the following requirements have been met:

  1. Admission to the Teacher Licensure Program for at least one full semester before student teaching;
  2. Filed application at the beginning of the semester prior to the student teaching. The Teacher Education Department will approve or disapprove all such applications based upon the following criteria:
    • Current TB test
    • Evidence that the teacher candidate is not on academic or social probation. (Behavior that relates to the moral, social, ethical, and personal standards of professional competency of the student will be subject to periodic review and appraisal);
    • A minimum cumulative GPA of 2.50 (3.00 GPA for external placement);
    • Completion of all professional education coursework, as well as all courses in the student’s major area of study. Grades below a “C” are not acceptable in any EDUC course, or in any concentration course (Elementary and Special Education Licensure), or in any upper level course in the major (Secondary/ Comprehensive Licensure);
    • Completion of all licensure tests including VCLA, Praxis II, and VRA (for Elementary and Special Education candidates). Licensure tests must be passed before the student teaching application can be accepted and a request for placement can be made; and
    • Graduation checklist submitted indicating all coursework except student teaching is completed.

It is the candidate’s responsibility to secure the forms and materials necessary to apply for student teaching. Such materials may be obtained from the Teacher Licensure Office and must be returned prior to established deadlines. The application deadlines for placement in student teaching are September 15 for placement in the spring semester and February 15 for placement in the fall semester.

TEACHER LICENSURE TESTS
An important requirement for meeting Teacher Licensure standards in the Commonwealth of Virginia is the successful completion of the required tests for licensure.  Tests include the Praxis I Math section, the VCLA (Virginia Communication and Literacy Assessment), the Praxis II, and the RVE (Reading for Virginia Educators) for Elementary and Special Education candidates.

These tests must be passed before applying for student teaching. The tests may be repeated, if necessary.  More information about the required licensure tests may be found at www.liberty.edu/uguide.

ELEMENTARY AND SPECIAL EDUCATION LICENSURE
A teacher candidate who plans to teach in elementary or special education must complete a major in Elementary Education Integrated Studies or Special Education Integrated Studies. The candidate will choose from a specified list of concentrations that have been approved by the respective department chairs. The middle school option provides additional endorsement in the concentration selected. Professional education requirements for teacher candidates preparing to be elementary and special education teachers are outlined below. Course requirements are available online at www.liberty.edu/education.

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Professional Education Requirements for Elementary Licensure (20 + 20 hrs)*
EDUC 125 Introduction to Education 1
EDUC 220 Differentiated Teaching and Learning (Elementary) 2
EDUC 225 Instructional Design: Elementary 1
EDUC 226 Instructional Design Practicum: Elementary 2
EDUC 240 Introduction to Applied Educational Technology Practicum 2
EDUC 317 Elementary Reading and Language Arts Practicum 2
EDUC 318 Teaching Elementary Reading 2
EDUC 319 Teaching Elementary Language Arts 2
EDUC 322 Teaching Elementary Social Sciences 2*
EDUC 323 Teaching Elementary Mathematics 2
EDUC 324 Teaching Elementary Science 2*
EDUC 360 Foundations of Education 2
EDUC 410 Elementary School Curriculum 2
EDUC 411 Elementary School Curriculum Practicum 1
EDUC 415 Diagnostic Measurement and Evaluation 2
EDUC 416 Diagnostic Measurement and Evaluation Practicum 1
EDUC 475 Seminar in Classroom Management 2
EDUC 476 Student Teaching I 5
EDUC 477 Student Teaching II 5
Middle School (22 + 19 hrs)^
EDUC 412 Middle School Curriculum and Instruction 2
Special Education (24 + 23 hrs)^
EDSP 323 Current Trends in Special Education 2
EDSP 324 Current Trends in Special Education Practicum 1
EDSP 363 Collaboration in Special Education 2
EDSP 364 Collaboration in Special Education Practicum 1
EDSP 413 Inclusive Classrooms 2
EDSP 414 Inclusive Classrooms Practicum 1
EDSP 473 Transition Planning 2
EDSP 474 Transition Planning Practicum 1
*EDUC 322, 324 not required for special education unless seeking dual licensure in elementary.
^Second column represents field experience credit hours.

SECONDARY LICENSURE
A candidate who plans to teach in secondary school must complete a major in the subject area(s) in which he wishes to teach. The secondary areas of licensure available at Liberty are biology, business, computer science, English, history/social sciences, mathematics, and work and family studies. Add-on licensure is available in Algebra I, biology, chemistry, computer science, journalism, speech, and theatre arts.

The typical professional education requirements for students preparing to be secondary school teachers are outlined below. Requirements for the various subject matter areas are available on the status sheets of the respective major.


 

Professional Education Requirements for Secondary Licensure (13 +18 hrs)*
EDUC 125 Introduction to Education 1
EDUC 221 Content Area Reading and Differentiated Teaching and Learning (Secondary) 2
EDUC 235 Instructional Design: Secondary 1
EDUC 236 Instructional Design Practicum: Secondary 2
EDUC 240 Introduction to Applied Educational Technology Practicum 2
EDUC 360 Foundations of Education 2
EDUC 419 Secondary Teaching Methods 2
EDUC 420 Secondary Teaching Methods Practicum 1
OR Methods course from area of concentration: (ENGL, HIST, MATH, MLAN 419/420; FACS 480/481; HLTH 440/441)
EDUC 425 Secondary Measurement and Evaluation 2*
EDUC 435 Secondary Curriculum Fundamentals 2*
EDUC 436 Secondary Curriculum Fundamentals Practicum 1*
EDUC 475 Seminar in Classroom Management 2
EDUC 476 Student Teaching I 5*
EDUC 477 Student Teaching II 5*
*FACS 380 replaces EDUC 425 and 435/436 for FACS majors.

COMPREHENSIVE LICENSURE
Comprehensive licensure includes certification in both elementary and secondary school levels for the teacher candidate who plans to teach in areas such as music (choral and instrumental), health/physical education, Spanish, special education, teaching English as a second language, and theatre arts. Requirements vary slightly among majors as printed below. Requirement for the various subject matter areas are available on the status sheets of the respective majors.


 

Professional Education Requirements for Comprehensive Licensure Education Core (6 + 16 hrs)* (Health/Physical Education, Music, and Teaching English as a Second Language)
EDUC 125 Introduction to Education 1
EDUC 221 Content Area Reading and Differentiated Teaching and Learning (Secondary) 2
EDUC 235 Instructional Design: Secondary 1
EDUC 236 Instructional Design Practicum: Secondary 2
EDUC 240 Introduction to Applied Educational Technology Practicum 2*
EDUC 360 Foundations of Education 2
EDUC 475 Seminar in Classroom Management 2^
EDUC 476 Student Teaching I 5
EDUC 477 Student Teaching II 5
Physical Education (15+18 hrs)*
HLTH 440 Methods and Resources in Teaching Applied Sciences in Schools 2^
HLTH 441 Methods and Resources in Teaching Applied Sciences in School Practicum 1^
KINE 245 PE Observations in Schools 1
KINE 333 Adapted Physical Activity 2
KINE 334 Adapted Physical Activity Lab 1
KINE 435 Seminar for Student Teachers 2^
KINE 450 Elementary Physical Education Methods 3
KINE 322 PE Student Aide: Elementary 1
KINE 451 Secondary Physical Education Methods 3
KINE 326 PE Student Aide: Secondary 1
Music Vocal or Instrumental (12+17 hrs)*
MUSC 380 Instrumental Overview 2
OR
MUSC 390 Foundations of Vocal Technique
MUSC 437 Elementary Music Methods and Materials 3
MUSC 438 Elementary Music Methods and Materials Practicum 1
MUSC 490 Secondary Music Methods and Materials 1
MUSC 491 Secondary Music Methods and Materials Practicum 1
*Field experience credit hours.
^HLTH/KINE replacement for Health/PE majors.

LICENSURE IN OTHER STATES
Graduates who have successfully completed Liberty’s Teacher Licensure Program and who have met all standards for Teacher Licensure in Virginia can be recommended for licensure in other states. The Commonwealth of Virginia operates within the Interstate Licensure Compact, which means that other states in the compact recognize and freely accept incoming licensure applications from Virginia-based programs.

The remaining states utilize different processes to evaluate out-of-state applicants for licensure. In most cases, other states will require proof that the student has successfully completed a state-approved teacher licensure program. Assistance in securing this license is provided to all of those who are completing student teaching. Licensure applications will be processed after all undergraduate work has been successfully completed.

Teacher Licensure personnel can provide addresses of the various State Departments of Education for those wishing to pursue licensure in other states. The Teacher Licensure personnel will assist candidates in the preparation and submission of the required documents.

TIME FRAME FOR PROFESSIONAL LICENSURE AND PRACTICUMS
Teacher candidates must have completed all requirements necessary for professional licensure within five years after completion of the undergraduate degree.

Teacher candidates who have received a degree and wish to return to Liberty University for practicum work (elementary/ secondary student teaching) for licensure will be subject to the same five-year timeframe.

Each case will be evaluated on an individual basis according to time elapsed from completion of coursework, transcripts, program changes, and recent experiences in the field of education.

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Elementary Education Integrated Studies (B.S.)
Special Education Integrated Studies (B.S.)

PURPOSE
The Bachelor of Science in Elementary Education Integrated Studies and Special Education Integrated Studies majors are designed for those students who desire a liberal arts degree that meets the competencies for teacher candidates.  The emphases of these majors are on the content of the core areas, as defined by the federal guidelines of the No Child Left Behind Act and the state guidelines of the Virginia Department of Education.  The guidelines for these majors are subject to changes in federal or state regulations for the licensure of elementary or special education teachers.

Requirements for this degree are:

  1. Fulfill institutional General Education Requirements using courses recommended to meet teacher licensure competencies;
  2. Complete a 45-hour major which must be drawn from two or three academic disciplines with no more than 30 hours and no less than 15 from any one discipline.
    • The Elementary Education Integrated Studies major includes the Core Concentration cluster, one Specialization Area cluster, choice of cognate areas must be one of the following: math, English, social studies, or science; and the Education cluster will be the third concentration.
    • The Special Education Integrated Studies major includes the Core Concentration cluster, the Special Education cluster, and the Education cluster.
  3. Complete 15 hours of electives in any disciplines, including areas that are covered in the major, that are selected to meet teacher licensure competencies;
  4. Admission to the Teacher Licensure Program prior to registering for upper level courses;
  5. Complete at least 30 hours at the 300-400 level;
  6. Complete 50 percent of each specialization at Liberty;
  7. Students who break enrollment must renegotiate the proposal.

Admission to the Teacher Licensure Program (TLP) is required prior to registering for any upper-level courses in education. Candidates who fail to meet the requirements for TLP admission must change to another major.  As part of the TLP admissions process, each candidate must submit an approved Degree Completion Plan (DCP) which becomes the student’s contract for graduation and may be modified only upon written request to the program coordinator or the School of Education Dean.  The professional semester (student teaching) is required for teacher licensure, and is therefore required to complete the Elementary Education Integrated Studies and Special Education Integrated Studies Major.


Programs of Study

Elementary Education Integrated Studies (B.S.) ENGLISH COGNATE
General Education: Core Competency Requirements (60-64 hrs)
Courses in the Major (70-72 hrs)
ECON 110 Survey of Economics 3
GEOG 200 Introduction to Geography 3
HIUS 310 American Colonial History 3
OR
HIUS 312 Era of the American Revolution
OR
HIUS 390 History of Virginia 1
PSYC 345 Exceptional Child 3
Choose 300-400 level elective from: MATH, HIEU, HIWD, HIUS, BIOL, CHEM, NASC, PHYS, OR PHSC  2 3
Cognate: English (15 hrs)
ENGL 201, 202, 215, 216, 221, or 222 3
ENGL 310 Children’s Literature 3
ENGL 333 Modern Grammar 3
ENGL 350 Advanced Expository Writing 3
ENGL ___ Upper Level (not 419/420) 3
Concentration: Elementary Education (20 hrs)
EDUC 125 Introduction to Education 1
EDUC 220 Differentiated Teaching and Learning (Elementary) 2
EDUC 225 Instructional Design: Elementary 1
EDUC 318 Teaching Elementary Reading 2
EDUC 319 Teaching Elementary Language Arts 2
EDUC 322 Teaching Elementary Social Sciences 2
EDUC 323 Teaching Elementary Mathematics 2
EDUC 324 Teaching Elementary Science 2
EDUC 360 Foundations of Education 2
EDUC 410 Elementary School Curriculum 2
EDUC 415 Diagnostic Measurement and Evaluation 2
OPTIONAL: For Middle School Endorsement (2 hrs)
EDUC 412 Middle School Curriculum and Instruction
PROFESSIONAL STUDIES (8 hrs)
EDUC 226 Instructional Design Practicum: Elementary 2
EDUC 240 Introduction to Applied Educational Technology Practicum 2
EDUC 317 Elementary Reading and Language Arts Practicum 2
EDUC 411 Elementary School Curriculum Practicum 1
EDUC 416 Diagnostic Measurement and Evaluation Practicum 1
PROFESSIONAL SEMESTER (12 HRS)
EDUC 475 Seminar in Classroom Management 2
EDUC 476 Student Teaching I 5
EDUC 477 Student Teaching II 5
TOTAL HOURS: 130 hours minimum; at least 53 hours must be 300-400 level.

HIUS 390 is the preferred course for students planning to teach in Virginia.

PHSC 310 OR NASC 315 is recommended

Elementary Education Integrated Studies (B.S.) MATHEMATICS COGNATE
General Education: Core Competency Requirements (62-66 hrs)
Courses in the Major (70-72)
ECON 110 Survey of Economics 3
GEOG 200 Introduction to Geography 3
HIUS 310 American Colonial History 3
OR
HIUS 312 Era of the American Revolution
OR
HIUS 390 History of Virginia 1
ENGL 310 Children’s Literature 3
PSYC 345 Exceptional Child 3
Cognate: Mathematics (15 hrs)
MATH 133 Calculus with Mathematica Lab 1
MATH 200 Introduction to Mathematical Reasoning 2
MATH 211 Introduction to Statistical Analysis 3
MATH 305 Modern Geometry 3
MATH 321 Linear Algebra 3
MATH ___ Upper level (not 419/420)
CONCENTRATION: Elementary Education (20 hrs)
EDUC 125 Introduction to Education 1
EDUC 220 Differentiated Teaching and Learning (Elementary) 2
EDUC 225 Instructional Design: Elementary 1
EDUC 318 Teaching Elementary Reading 2
EDUC 319 Teaching Elementary Language Arts 2
EDUC 322 Teaching Elementary Social Sciences 2
EDUC 323 Teaching Elementary Mathematics 2
EDUC 324 Teaching Elementary Science 2
EDUC 360 Foundations of Education 2
EDUC 410 Elementary School Curriculum 2
EDUC 415 Diagnostic Measurement and Evaluation 2
OPTIONAL: For Middle School Endorsement (2 hrs)
EDUC 412 Middle School Curriculum and Instruction
PROFESSIONAL STUDIES (8 hrs)
EDUC 226 Instructional Design Practicum: Elementary 2
EDUC 240 Introduction to Applied Educational Technology Practicum 2
EDUC 317 Elementary Reading and Language Arts Practicum 2
EDUC 411 Elementary School Curriculum Practicum 1
EDUC 416 Diagnostic Measurement and Evaluation Practicum 1
PROFESSIONAL SEMESTER (12 hrs)
EDUC 475 Seminar in Classroom Management 2
EDUC 476 Student Teaching I 5
EDUC 477 Student Teaching II 5
TOTAL HOURS: 132 hours minimum; at least 50 hours must be 300-400 level.

HIUS 390 is the preferred course for students planning to teach in Virginia.

Elementary Education Integrated Studies (B.S.) SCIENCE COGNATE
General Education: Core Competency Requirements (60-64 hrs)
Courses in the Major (71-73 hrs)
ECON 110 Survey of Economics 3
GEOG 200 Introduction to Geography 3
HIUS 310 American Colonial History 3
OR
HIUS 312 Era of the American Revolution
OR
HIUS 390 History of Virginia 1
ENGL 310 Children’s Literature 3
PSYC 345 Exceptional Child 3
Cognate: Science (16 hrs)
CHEM 105 Elements of General Chemistry 4
OR
CHEM 107 Essentials of General and Organic Chemistry
PHSC 210 Elements of Earth Science 3
PHSC 211 Elements of Earth Science Lab 1
PHSC 310 Astronomy: An Integrated Approach 4
NASC 315 Environmental Science 4
CONCENTRATION: Elementary Education (20 hrs)
EDUC 125 Introduction to Education 1
EDUC 220 Differentiated Teaching and Learning (Elementary) 2
EDUC 225 Instructional Design: Elementary 1
EDUC 318 Teaching Elementary Reading 2
EDUC 319 Teaching Elementary Language Arts 2
EDUC 322 Teaching Elementary Social Sciences 2
EDUC 323 Teaching Elementary Mathematics 2
EDUC 324 Teaching Elementary Science 2
EDUC 360 Foundations of Education 2
EDUC 410 Elementary School Curriculum 2
EDUC 415 Diagnostic Measurement and Evaluation 2
OPTIONAL: For Middle School Endorsement (2 hrs)
EDUC 412 Middle School Curriculum and Instruction
PROFESSIONAL STUDIES (8 hrs)
EDUC 226 Instructional Design Practicum: Elementary 2
EDUC 240 Introduction to Applied Educational Technology Practicum 2
EDUC 317 Elementary Reading and Language Arts Practicum 2
EDUC 411 Elementary School Curriculum Practicum 1
EDUC 416 Diagnostic Measurement and Evaluation Practicum 1
PROFESSIONAL SEMESTER (12 hrs)
EDUC 475 Seminar in Classroom Management 2
EDUC 476 Student Teaching I 5
EDUC 477 Student Teaching II 5
TOTAL HOURS: 131 hours minimum; at least 49 hours must be 300-400 level.

HIUS 390 is the preferred course for students planning to teach in Virginia.

Elementary Education Integrated Studies (B.S.) SOCIAL SCIENCE COGNATE
General Education: Core Competency Requirements (60-64 hrs)
Courses in the Major (70-72 hrs)
ECON 110 Survey of Economics 3
GEOG 200 Introduction to Geography 3
ENGL 310 Children’s Literature 3
PSYC 345 Exceptional Child 3
___ Choose 300-400 level elective from: MATH, HIEU, HIWD, HIUS, BIOL, CHAM, NASC, PHYS, OR PHSC 1 3
Cognate: Social Science (15 hrs)
HIEU 202 History of Western Civilization II 3
HIUS 222 Survey of American History II 3
HIWD 320, 450, 370, or 460 3
HIUS 310 American Colonial History 3
OR
HIUS 312 Era of the American Revolution
OR
HIUS 390 History of Virginia 2
GOVT 421 American Constitutional History 3
CONCENTRATION: Elementary Education (20 hrs)
EDUC 125 Introduction to Education 1
EDUC 220 Differentiated Teaching and Learning (Elementary) 2
EDUC 225 Instructional Design: Elementary 1
EDUC 318 Teaching Elementary Reading 2
EDUC 319 Teaching Elementary Language Arts 2
EDUC 322 Teaching Elementary Social Sciences 2
EDUC 323 Teaching Elementary Mathematics 2
EDUC 324 Teaching Elementary Science 2
EDUC 360 Foundations of Education 2
EDUC 410 Elementary School Curriculum 2
EDUC 415 Diagnostic Measurement and Evaluation 2
OPTIONAL: For Middle School Endorsement (2 hrs)
EDUC 412 Middle School Curriculum and Instruction
PROFESSIONAL STUDIES (8 hrs)
EDUC 226 Instructional Design Practicum: Elementary 2
EDUC 240 Introduction to Applied Educational Technology Practicum 2
EDUC 317 Elementary Reading and Language Arts Practicum 2
EDUC 411 Elementary School Curriculum Practicum 1
EDUC 416 Diagnostic Measurement and Evaluation Practicum 1
PROFESSIONAL SEMESTER (12 hrs)
EDUC 475 Seminar in Classroom Management 2
EDUC 476 Student Teaching I 5
EDUC 477 Student Teaching II 5
TOTAL HOURS: 130 hours minimum; at least 50 hours must be 300- 400 level.

PHSC 310 OR NASC 315 is recommended

HIUS 390 is the preferred course for students planning to teach in Virginia.

Elementary Education Integrated Studies (B.S.) SPANISH COGNATE
General Education: Core Competency Requirements (60-64 hrs)
Courses in the Major (70 hrs)
ECON 110 Survey of Economics 3
GEOG 200 Introduction to Geography 3
HIUS 310 American Colonial History 3
OR
HIUS 312 Era of the American Revolution
OR
HIUS 390 History of Virginia 1
ENGL 310 Children’s Literature 3
PSYC 345 Exceptional Child 3
Cognate: Spanish (15 hrs)
SPAN 202 Intermediate Spanish II 3
SPAN 301 Advanced Spanish Grammar and Composition 3
SPAN 304 Civilization and Culture of Latin America 3
SPAN 321 Modern Spanish Literature 3
SPAN ___ Upper level elective 3
CONCENTRATION: Elementary Education (20 hrs)
EDUC 125 Introduction to Education 1
EDUC 220 Differentiated Teaching and Learning (Elementary) 2
EDUC 225 Instructional Design: Elementary 1
EDUC 318 Teaching Elementary Reading 2
EDUC 319 Teaching Elementary Language Arts 2
EDUC 322 Teaching Elementary Social Sciences 2
EDUC 323 Teaching Elementary Mathematics 2
EDUC 324 Teaching Elementary Science 2
EDUC 360 Foundations of Education 2
EDUC 410 Elementary School Curriculum 2
EDUC 415 Diagnostic Measurement and Evaluation 2
PROFESSIONAL STUDIES (8 hrs)
EDUC 226 Instructional Design Practicum: Elementary 2
EDUC 240 Introduction to Applied Educational Technology Practicum 2
EDUC 317 Elementary Reading and Language Arts Practicum 2
EDUC 411 Elementary School Curriculum Practicum 1
EDUC 416 Diagnostic Measurement and Evaluation Practicum 1
PROFESSIONAL SEMESTER (12 hrs)
EDUC 475 Seminar in Classroom Management 2
EDUC 476 Student Teaching I 5
EDUC 477 Student Teaching II 5
TOTAL HOURS: 130 hours minimum; at least 53 hours must be 300-400 level.

HIUS 390 is the preferred course for students planning to teach in Virginia.

Special Education Integrated Studies (B.S.)
General Education: Core Competency Requirements (60-64 hrs)
Courses in the Major (63-67 hrs)
ECON 110 Survey of Economics 3
GEOG 200 Introduction to Geography 3
HIUS 310 American Colonial History 3
OR
HIUS 312 Era of the American Revolution
OR
HIUS 390 History of Virginia 1
ENGL 310 Children’s Literature 3
PSYC 345 Exceptional Child 3
CONCENTRATION: Special Education (24 hrs)
EDUC 125 Introduction to Education 1
EDUC 220 Differentiated Teaching and Learning (Elementary) 2
EDUC 225 Instructional Design: Elementary 1
EDUC 318 Teaching Elementary Reading 2
EDUC 319 Teaching Elementary Language Arts 2
EDUC 322 Teaching Elementary Social Sciences 2
EDUC 360 Foundations of Education 2
EDUC 410 Elementary School Curriculum 2
EDUC 415 Diagnostic Measurement and Evaluation 2
EDSP 323 Current Trends in Special Education 2
EDSP 363 Collaboration in Special Education 2
EDSP 413 Inclusive Classrooms 2
EDSP 473 Transition Planning 2
PROFESSIONAL STUDIES (12 hrs)
EDUC 226 Instructional Design Practicum: Elementary 2
EDUC 240 Introduction to Applied Educational Technology Practicum 2
EDUC 317 Elementary Reading and Language Arts Practicum 2
EDUC 411 Elementary School Curriculum Practicum 1
EDUC 416 Diagnostic Measurement and Evaluation Practicum 1
EDSP 324 Current Trends in Special Education Practicum 2
EDSP 364 Collaboration in Special Education Practicum 2
EDSP 414 Inclusive Classrooms Practicum 2
EDSP 474 Transition Planning Practicum 2
OPTIONAL: Dual endorsement in Special Education AND Elementary Education (4 hrs)
EDUC 322 Teaching Elementary Social Sciences 2
EDUC 324 Teaching Elementary Science 2
PROFESSIONAL SEMESTER (12 hrs)
EDUC 475 Seminar in Classroom Management 2
EDUC 476 Student Teaching I 5
EDUC 477 Student Teaching II 5
TOTAL HOURS: 123 hours minimum; at least 49 hours must be 300-400 level.

HIUS 390 is the preferred course for students planning to teach in Virginia


Special Education Minor

(Non-licensure)

Special Education Minor (Non-licensure) (15 hrs)
EDSP 323 Current Trends in Special Education 2
EDSP 325 Current Trends: Community Practicum 1
EDSP 363 Collaboration in Special Education 2
EDSP 365 Collaboration in Special Education Community Practicum 1
EDSP 413 Inclusive Classrooms 2
EDSP 415 Inclusive Classrooms Community Practicum 1
EDSP 473 Transition Planning 2
EDSP 475 Transition Planning Community Practicum 1
PSYC 345 Exceptional Child 3

Department of Sport Management

Vicky-Lynn Martin, B.S., M.S., D.S.M.
Chair, Department of Sport Management
Associate Professor of Sport Management

RESIDENTIAL FACULTY
Associate Professor
Blosser, Heisey, Martin, V.

Assistant Professor
Coleman, Zealand


PURPOSE
The mission of the Sport Management degree program at Liberty University is to help students develop skills to organize, administer, and facilitate sport programs at the corporate, agency, professional, and amateur levels. Opportunities are provided to develop knowledge and skills relevant to the performance of these functions.

PROGRAM ACCREDITATION
In June 2011, Liberty University’s Bachelor of Science in Sport Management was awarded accreditation by the Board of Commissioners of the Commission on Sport Management Accreditation (COSMA), the new national governing body for sport management.

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Sport Management Major (B.S.)

PROGRAM LEARNING OUTCOMES
The student will be able to:

  1. Articulate a Christian worldview that incorporates moral leadership and ethical decision-making in the sport management workplace.
  2. Demonstrate oral, written, and technological communication effectively and persuasively within professional sport management settings.
  3. Evaluate research in sport management from the perspective of current business trends and historical sport management contexts.
  4. Synthesize academic principles through knowledge transfer and exchange to the sport management environment.
  5. Demonstrate leadership skills in the sport management industry.

Program of Study

Sport Management Major (B.S.)
General Education: Core Competency Requirements (59-63 hrs)
Courses in the Major (36 hrs)
SMGT 200 Introduction to Sport Management 3
SMGT 201 History of Sport 3
SMGT 205 Practicum 3
SMGT 302 Sport Facilities and Events 3
SMGT 305 Sport Law 3
SMGT 310 Communication in Sport 3
SMGT 312 Sport Ministry 3
SMGT 404 Administration and Organization in Sport and Recreation 3
SMGT 405 Sports Finance 3
SMGT 406 Issues and Trends in Sport 3
SMGT 410 Sport Marketing 3
SMGT 499 Internship 1 3
Directed Courses (required) (7-13 hrs)*
BUSI 201 Intermediate Business Computer Applications 3*
ECON 110 Survey of Economics 3*
SMGT ___ Choose two from: SMGT 300, 304, 306, 307, 308, 399, 400, or 497 6
KINE ___ Choose one from: KINE 210-232 1
Free Electives (14-18 hrs)
*Approved General Education courses; may be counted in the Core Competency Requirements
NOTE: "C" average must be maintained for all SMGT courses
TOTAL HOURS: 120 hours minimum; at least 33 hours must be 300-400 level.

To be taken only when all other requirements are completed; overall GPA of 2.25 or better


INTERCOLLEGIATE ATHLETIC CREDIT
Students who are members of Liberty Intercollegiate Athletic teams may earn one hour of academic credit for a completed season. Such credit may not be used more than once.


Coaching Minor

PROGRAM LEARNING OUTCOME

  • The student will be able to Design and evaluate coaching plans and schedules in a variety of sport contexts.
     
Coaching Minor (17 hrs)
SMGT 300 Introduction to Coaching 3
SMGT 304 Coaching Football 3
OR
SMGT 306 Coaching Basketball
SMGT 307 Coaching Fall Sports 3
SMGT 308 Coaching Spring Sports 3
SMGT 314 Officiating in Athletics 2
SMGT 400 Sport and Exercise Psychology 3

Sport Management Minor

Sport Management Minor (15 hrs)
SMGT 200 Introduction to Sport Management 3
SMGT 302 Sport Facilities and Events 3
SMGT 305 Sport Law 3
SMGT 404 Administration and Organization in Sport and Recreation 3
SMGT ___ Elective (400 level) 3


Highlighted text indicates a change from the official version of the catalog.