STOUT SCHOOL OF
EDUCATION NORTH CAROLINA
MESSAGE FROM THE DEAN DR. AMY HOLCOMBE is Dean of the Stout School of Education at High Point University. Prior to her role at HPU, she served in K-12 public education for 25 years as a teacher, principal and in multiple central office leadership roles. Dr. Holcombe has been a featured keynote, speaker and panelist for National Public Radio, Capitol Hill Senate briefings, the Carnegie Foundation, the National Press Club, the Large District Superintendents’ Consortium, the Governor Jim Holshouser Legislators Retreat, the Legislative Task Force on Teacher and School Administrator Effectiveness and Compensation, and The Education Trust. In 2006, she hosted President Bush and Secretary Spellings at her school to launch the renewal of No Child Left Behind. Holcombe has published and presented nationally on the topics of teacher effectiveness, performance-based compensation, human capital management, alternative certification and education leadership. Dr. Holcombe holds a Ph.D. in Curriculum and Teaching from UNCG, a Master’s in School Administration from NC A&T, an M.Ed. in English from UNCG and a B.A. in English from Sonoma State University.
National Council of Teacher Quality (NCTQ) Ranks High Point University’s Stout School of Education in the Top 10 Percent Nationally. Thank you for your interest in High Point University’s Stout School of Education. In keeping with North Carolina’s mission to produce globally competitive 21st century students, our Stout School of Education is pleased to offer programs of study that reflect the latest research on best practices in teaching. To meet this goal, our undergraduate and graduate courses focus on integrated curriculum, inquiry-based methodologies and creativity in the classroom. Students enrolling in educator preparation at HPU may choose from among many opportunities including our new EDU-Fellows program, service learning, study abroad, and B.A. to M.Ed. advanced programs of study in STEM, literacy, intellectual disabilities and educational leadership. The Stout School of Education now also offers a new non-licensure track in education that includes a liberal arts education studies major focusing on educational policy, advocacy in education and educational reform from perspectives outside the K-12 setting. All of the educator preparation programs at High Point University are approved by the North Carolina Department of Public Instruction (DPI) and the national Council for the Accreditation of Educator Preparation (CAEP). Our faculty includes former school superintendents, classroom teachers, school psychologists, principals and curriculum specialists, all of whom are currently engaged in scholarship and public school K–12 initiatives. We are extremely pleased to be housed in a facility that includes an expansive Teacher Resource Center, a simulated elementary classroom, a STEM methods lab and state-of the-art technology. Thank you for considering High Point University and the Stout School of Education.
Amy Holcombe Dean, Stout School of Education email@example.com
ACADEMIC PROSPECTUS | EDUCATION
STOUT SCHOOL OF EDUCATION
RESOURCES & FACILITIES, LEGO EDUCATION
EDUCATION STUDIES , SPECIAL EDUCATION (K–12), ACADEMICALLY GIFTED ADD-ON LICENSURE (K–12)
FACULTY & STAFF
MIDDLE GRADES EDUCATION
SECONDARY EDUCATION (9–12) & SPECIAL SUBJECTS (K–12)
B.A. TO M.ED.
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RESOURCES AND FACILITIES RESOURCES: The educator preparation programs at High Point University seek to prepare teacher candidates who possess knowledge of the learner. This leads to the facilitation of the skills needed by K–12 students to critically think, problem solve, utilize technology, communicate and collaborate. The educator preparation programs at HPU have been approved by the Council for the Accreditation of Educator Preparation (CAEP) and the North Carolina State Department of Public Instruction. Based on data released from the most recent report of the North Carolina Educator Evaluation System, graduates of the HPU’s Stout School of Education perform above the state average as beginning teachers for effectiveness in leadership, working with diverse learners, knowing their content, facilitating learning in the classroom and contributing to the academic success of their students. FACILITIES: The 31,000-square-foot facility houses the Stout School of Education and the Department of Psychology in technologically advanced classrooms, computer labs and offices. It features high-tech educational equipment, such as SMART Boards, a children’s resource library, a methods lab which simulates an elementary classroom and a Specialized Curriculum Learning Lab. The LEED-certified building is also setting an example for modern-day energy conservation with floor-to-ceiling windows for natural lighting and light sensors in the rooms. LEED certification is a rating system for “green buildings” developed by the U.S. Green Building Council (USGBC) and provides environmental standards for construction.
High Point University’s Stout School of Education has a strong partnership with LEGO Education. This partnership provides many opportunities for education majors to practice what they are learning during methods courses. When students from local schools come to HPU for “Come Build with Us” field days, our students get to lead activities, develop classroom management skills and practice being at the forefront of learning across various grade levels K–8. As a Service Provider, the Stout School of Education’s partnership with LEGO Education provides support for teaching problem solving and critical thinking skills in mathematics and science. The partnership with LEGO Education provides education majors with opportunities to shape leadership skills, to work with parents, train K-8 educators and engage in research. Each summer, education majors have the opportunity to earn course credit when they assist with the Stout School of Education’s STEM Science Camp for area elementary students.
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The Stout School of Education at High Point University is dedicated to equipping students with a competitive skill set in the educational job market. Early in the freshman year, students work directly with school-aged children and their teachers to assist with classroom instruction and tutoring. This guarantees that each student will be on track to graduate with extensive experience and resources.
FACULTY AND STAFF
DR. SHIRLEY DISSELER, associate professor of education is a member of the LEGO Education Global Advisory Panel. Disseler’s research interests include transitioning issues for middle school students, poverty and learning, brain research and learning styles, creativity in the classroom, teacher effectiveness and implementing the new Common Core and State Essential Standards using LEGO Education and other science inquiry strategies in the classroom. DR. SARAH VESS, Associate Dean of the Stout School of Education, is a Nationally Certified School Psychologist and a Licensed Psychologist in the state of North Carolina. She worked extensively as a school psychologist in Guilford County, serving as a Responsiveness to Instruction (RTI) Coach, a Positive Behavior Interventions and Support Coach, an Intervention Support Team Trainer and a member of the autism team. She presented research on the use of the Autism Diagnostic Observation Schedule (ADOS) by school psychologists at the National Association of School Psychologists. Vess is committed to involving undergraduate students in research and serves on HPU’s Undergraduate Research and Creative Works committee.
DR. TAWANNAH ALLEN, associate professor in Educational Leadership, specializes in early literacy skills for vulnerable children and turn-around strategies for failing schools. Allen designs and facilitates professional development on the educational trajectory and challenges faced by AfricanAmerican and Latino male students, while being educated within the public education school system. Allen worked in K-12 education, holding administrative experiences with Wake County Public Schools as a human resources administrator; as the executive director of teacher recruitment and professional development with Bertie County Schools; and, as the director of elementary education and professional development with Chapel Hill-Carrboro City Schools. Prior to these administrative roles, she was a kindergarten teacher with Durham Public Schools and a speech-language pathologist in both the public and private sectors.
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ELEMENTARY EDUCATION Program overview The Bachelor of Arts (B.A.) in elementary education combines the most current body of knowledge with best teaching practices in K– 6 classrooms. Undergraduate courses focus on the North Carolina Standard Course of Study. Beginning freshman year, students enrolling in the elementary education program of study are afforded many opportunities to practice their skills in the surrounding school districts with which the Stout School of Education currently partners. Advanced study through the Elementary B.A. to M.Ed. program with concentrations in literacy or STEM is available for academically qualified students beginning their senior year. EXPERIENTIAL LEARNING The relationship that the Stout School of Education has with local schools is critical to the experiential learning process of student teachers. Fieldwork in public schools for all educator preparation majors begins during the freshman year and concludes with a semester-long student teaching internship. All students majoring in educator preparation are highly involved in various initiatives and projects in public schools. Some of these include the Montlieu Elementary iPad project, the afterschool STEM Science Club, Literacy and Book Buddies, Communities in Schools and Service-Learning.
STUDENT LEARNING OUTCOMES Upon completing HPU’s elementary education program, students will: n
Have the knowledge and skills to use appropriate data to develop classroom and instructional plans Understand how to maintain a safe and orderly classroom that facilitates student learning and empowers students to make healthy lifestyle choices Have an awareness of the elements of a school improvement plan and how to use data to identify areas of need within that plan Demonstrate high ethical standards by upholding the Stout School of Education’s Code of Professional and Ethical Behaviors, the Code of Ethics for North Carolina Educators and the Standards for Professional Conduct Know how to use materials or lessons that counteract stereotypes and incorporate different points of view in instruction to produce global citizens in a democratic society Possess the skills to integrate literacy instruction throughout the curriculum and across content areas Possess the skills to integrate art throughout the elementary K–6 curriculum Know how to integrate 21st century skills, technologies and content into instruction Know how to provide instruction that reinforces the process strategies for critical-thinking and problemsolving Know how to incorporate instructional strategies designed to facilitate student cooperation, collaboration and learning Possess the skills needed to use both formative and summative assessment data to monitor, evaluate and inform instruction
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The Education Studies major is a non-licensure liberal arts degree program that offers students the opportunity to pursue interests and careers related to education, but not necessarily K-12 teaching. Students have the option to take interdisciplinary coursework related to one of several specialty areas (policy studies, community engagement, family and society, or psychology) or interdisciplinary courses of their choosing related to their particular interests and aspirations. The 40-credit major requires coursework in the history, ethics and sociological trends in education, undergraduate educational research, interdisciplinary coursework and an internship experience customized to the student's areas of interest. The major in education studies also allows students with the option of entering the B.A. to M.Ed. program in educational leadership at the conclusion of the program.
SPECIAL EDUCATION (K–12) SPECIAL EDUCATION The Bachelor of Arts (B.A.) degree in special education offers two licensure options to teach in the area of General Curriculum or Adapted Curriculum K–12. Undergraduate courses focus on the teaching methodologies and practices needed to be effective in working with individuals with mild or moderate-severe disabilities in K–12 classrooms. Undergraduate courses focus on the policies and procedures governing the identification, placement and educational programming of special needs students, functional behavioral assessment and behavioral intervention and strategies for collaborating with general educators in inclusion classrooms. A minor in special education is also available.
ACADEMICALLY GIFTED ADD-ON LICENSURE (K–12)
ACADEMICALLY GIFTED ADD-ON LICENSURE Licensure to teach academically gifted students (K–12) is an add-on program requiring four courses (12 credit hours) which addresses the specific needs and characteristics of the gifted, trends and issues in gifted education and strategies for differentiating instruction for accelerated learners. This licensure program is offered to teachers currently holding a North Carolina teaching license, as well as current undergraduate students pursuing an initial license through the Stout School of Education.
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MIDDLE GRADES EDUCATION Program overview The Bachelor of Arts (B.A.) degree in middle grades education leads to licensure to teach social studies, language arts, science or mathematics to students in grades 6–9. Students opting to major in middle grades education will be required to choose one of the four discipline specializations and will take a minimum of 24 content hours of instruction in courses delivered through the David R. Hayworth College of Arts and Sciences in the departments of history, political science, English, biology, chemistry, physics and mathematics. The major in middle grades education requires 45 hours of coursework in educator preparation. Undergraduate courses focus on the Common Core State and N.C. Essential Standards, technology and interdisciplinary curriculum in the middle grades.
DISCIPLINE SPECIALIZATION Discipline Specialization Licensure for grades 6–9 can be obtained in the following areas of study: n Language Arts n Mathematics n Science n Social Studies
STUDENT LEARNING OUTCOMES
In addition to the learning outcomes listed above, students who have completed the middle grades education program at High Point University will: n Have the knowledge needed to apply theories, concepts and research related to young adolescent development that support student learning n Possess an understanding of the philosophical foundations of a developmentally-responsive middle school program and school to support adolescent development n Be able to develop and apply lessons based on the North Carolina Standard Course of Study in the content areas of mathematics, language arts, science and social studies n Be able to develop an awareness of the interconnectedness of content areas and disciplines
The relationship that the Stout School of Education has with area public schools is critical to the experiential learning process of student teachers. Fieldwork in the public schools for all educator preparation majors begins in the freshman year and concludes with an integrated one-year internship and student teaching experience. All students majoring in educator preparation are highly involved in various initiatives and projects in the public schools. When Former First Lady Laura Bush visited High Point University to serve as commencement speaker, she took the time to meet with several HPU seniors who were receiving degrees in education. Bush discussed the future of the education system and offered advice to the graduates as they prepared to begin their teaching careers at public schools across the country.
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SECONDARY EDUCATION (9–12) AND SPECIAL SUBJECTS (K–12) Program overview Discipline majors in secondary education (9–12) are available in biology, comprehensive science, English, social studies and mathematics. Students opting to pursue secondary education licensure will major in the academic department within the David R. Hayworth College of Arts and Sciences and follow the requirements for that major. Approximately 43 additional hours of coursework in educator preparation will be required, which includes the student teaching internship. Students will be counseled primarily by the advisor within the major academic department and will be assigned a second advisor in the Stout School of Education.
Special Subjects Program Overview SPANISH
Students pursuing a Spanish education licensure (K–12) will major in Spanish through the Department of Modern Foreign Languages within the David R. Hayworth College of Arts and Sciences and follow the requirements for that major. Approximately 43 additional hours of coursework in educator preparation will be required, which includes the student teaching internship. Students will be advised primarily by the advisor within the Modern Foreign Language Department and will be assigned a second advisor in the Stout School of Education.
HEALTH AND PHYSICAL EDUCATION
The Bachelor of Arts (B.A.) degree in health/ physical education leads to licensure to teach health and physical education in grades K–12. Undergraduate courses focus on nutrition, health issues, motor development, individual and team sports skill development and analyses. Emphasis is placed on the application of methodologies to the elementary and middle/secondary settings. The major in health/physical education requires 41 hours of coursework in educator preparation. Minors in health education and athletic coaching are also available.
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EDUCATION FELLOWS The Education Fellows program provides an integrated academic and experiential opportunity for students who demonstrate exemplary potential and a desire to impact the education profession. The four-year experience focuses on the themes of connection, engagement, challenge and leadership. It supports fellows as they work together in common courses to co-design innovative solutions to educational challenges that are manifested in schools and communities. Opportunities for undergraduate research, professional development and mentorship from faculty and experts within the field are key components of the EDU-Fellows program. For fellows who choose to continue into the B.A. to M.Ed. program, a residency option for completion of the student teaching experience is available through partnerships with local school districts. Education Fellows receive a $3,000 scholarship renewable annually based on academic performance and continued participation in the program. This is in addition to any Presidential or High Point Scholarship. www.highpoint.edu/admissions/education-fellows
STUDENT TEACHING The Stout School of Education has developed a oneyear, 10-12 credit student teaching experience that extends across the final two semesters of study. Using this model, students are afforded the opportunity to work in one classroom for an entire year, which allows them to assume more significant roles in the classroom earlier in student teaching. The student gradually takes on more responsibility in the classroom and eventually is responsible for teaching the class for the whole school day. The selection of internship sites is a collaborative responsibility of the university and local school districts. Every effort is made to assure that the placement is one that will provide the most benefit for all participants and often will be determined by reviewing prior placements, grade levels and school districts in order to provide students with a diverse and balanced set of experiences. During the student-teaching internship, students attend various weekly seminars that focus on classroom management and discipline strategies, working with colleagues and parents and other items of interest. This helps to instill confidence in the student teacher and prepare her/him for teaching interviews.
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B.A. TO M.ED. Program overview Current students majoring or minoring in education are eligible to apply in the junior year of undergraduate study for admission to the B.A. to M.Ed. program in either elementary education, special education: intellectual disabilities or educational leadership. These uninterrupted enrollment plans lead to a bachelor’s degree in elementary or special education and a master’s degree in any of the three areas within a total of five years. Academically qualified students follow a prescribed plan of study, which includes enrollment in up to four specialized courses in their senior year that are applied to the graduate degree program upon completion of the undergraduate degree. The B.A. to M.Ed. in educational leadership is specifically designed for students who are majoring in other areas and considering a career path that might include an educational policy, leadership or training/staff development component.
CONCENTRATION B.A. to M.Ed. students in elementary education may select from among concentrations of specialized study in: content (18 hours of instruction courses in the content area of science, mathematics, social studies and language arts), literacy (18 hours of coursework in reading and literacy instruction) or STEM (18 hours of coursework in science, technology, engineering and mathematics). The B.A. to M.Ed. program in intellectual disabilities is designed for education majors earning their B.A. degree in special education: adapted curriculum or general curriculum. The newest program, the B.A. to M.Ed. in educational leadership is designed to offer specialized coursework leading to leadership positions in K-12 schools as well as for students who are non-education majors and contemplating career paths outside of the K-12 setting.
Each May, students in any of the Stout School of Education’s B.A. to M.Ed. programs have the opportunity to earn course credit while developing their leadership skills in Washington, D.C. In partnership with The Washington Center, students spend two weeks reflecting on their own philosophy of educational leadership through participation in leadership development and advocacy workshops, networking with the nation’s leaders and legislators in educational policy, visiting area schools and national professional development organizations, and learning how to utilize the instructional resources of institutions such as National Geographic, the Smithsonian and the National Archives.
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