Degrees for Education

The department of education offers an elementary education major, a secondary education major and minor, and education courses for endorsements in academic disciplines. Students successfully completing the professional preparation program for teacher education are eligible to apply for teacher licensure. The Teacher Preparation Program complies with and is accredited by the State of Iowa Department of Education.

Teacher Preparation Program
The professional preparation program for teaching in private and public schools begins with the Educational Foundations course. This course includes 10 hours of field experience mandated by the Iowa Department of Education and serves as the gateway to the education program. It is a prerequisite for all other education courses. Students who complete the requirements for this course are eligible to apply for admission to the education department. The application, available from the chair of the education department, is to be submitted by March 15 of the year in which the foundations course is taken.

Acceptance into the Teacher Preparation Program
The formal application for acceptance into the Teacher Preparation Program is screened by the Teacher Education Committee. The screening criteria include:

1. a grade of “C” in WRTG 109 or passing the writing competency in the education department;
2. a cumulative and major grade point average of 2.5;
3. a grade of “C” in accepted speech course or passing the speech competency in the education department;
4. a letter of nomination from a Briar Cliff University faculty member outside the education department;
5. successful completion of the pre-professional skills test (PPST) (reading 173, writing 172, mathematics 172);
6. other appropriate items—e.g., mathematics, speaking, writing, listening assessments and/or a personal interview;
7. an understanding of and personal characteristics necessary to teaching; and,
8. Teacher Education Advisory Committee recommendation of acceptance.

When accepted, the student is notified. If a student does not meet the above criteria, the reasons for non-acceptance will be given to the student.

Once accepted into the Teacher Preparation Program, students are required to maintain the standards under which they were accepted. Personal qualities required of a teacher are also required of students in the education department. These qualities include but are not limited to: the ability to complete work on time, punctuality and attendance, the ability to accept guidance in teaching, and the ability to relate to other people.

To enroll in 300 and 400 level courses in the professional core, students must be admitted to the Teacher Preparation Program. this includes EDUC01IR and EDUC02IR 97

Internship (Student Teaching)
Iowa School Law requires each student in the teacher preparation program to complete a minimum of 12 weeks of internship. The student will make formal application for internship on or before March 15 of the year preceding the one in which the internship will be undertaken. Forms for application and faculty recommendation are available from the chair of the education department. After the required forms are submitted to the chair of the education department, an interview with the chair of the department is scheduled. During the interview, the chair and the student evaluate the student’s progress in the education program and readiness for the internship. The internship is a full-time responsibility. The intern is required to follow the schedule and activities of the cooperating teacher, including after-school meetings and activities. This educational experience should be scheduled during a term in which the student is free of
other college classes, sports, and work.

Licensure
When the internship is completed, the student meets with the chair of the education department to initiate the process for licensure.

Transfer Students
Transfer students and students who make late decisions are subject to the same screening procedures and are required to meet the standards as described above.

Title II Program Information
One hundred forty-nine students were enrolled in teacher preparation programs at Briar Cliff University during the 2003-04 school year. Thirty-three students were in programs of supervised student teaching. There were five supervising faculty for student teaching programs during the 2003-04 school year. Three supervising faculty were appointed full-time faculty in professional education. The student/faculty ratio was 6.6.

Briar Cliff University student teachers averaged 40 hours per week in supervised student teaching. Supervised student teaching was for a total of 12 weeks.

The Teacher Preparation Program at Briar Cliff University is currently accredited by the State of Iowa. The Teacher Preparation Program is not under a designation as “low-performing” by the State.

Teaching in the Catholic School System
Briar Cliff University prepares students for teaching in Catholic schools by offering courses which provide the students with the background needed for consideration in the Catholic school system. The four dioceses of Iowa have agreed to give preferential hiring to students who have Iowa licensure and have taken the following courses:
One course in each of the areas of scripture, sacraments, and morality, and:
EDUC 300 – Foundations and History of Catholic Schools
EDUC 400 – Ministry of Catholic School Teaching

The professional preparation program for teaching in private and public schools begins with the Educational Foundations course. This course includes 10 hours of field experience mandated by the Iowa Department of Education and serves as the gateway to the education program. It is a prerequisite for all other education courses. Students who complete the requirements for this course are eligible to apply for admission to the education department. The application, available from the chair of the education department, is to be submitted by March 15 of the year in which the foundations course is taken.

Acceptance into the Teacher Preparation Program
The formal application for acceptance into the Teacher Preparation Program is screened by the Teacher Education Committee. The screening criteria include:

1. a grade of “C” in WRTG 109 or passing the writing competency in the education department;
2. a cumulative and major grade point average of 2.5;
3. a grade of “C” in accepted speech course or passing the speech competency in the education department;
4. a letter of nomination from a Briar Cliff University faculty member outside the education department;
5. successful completion of the pre-professional skills test (PPST) (reading 173, writing 172, mathematics 172);
6. other appropriate items—e.g., mathematics, speaking, writing, listening assessments and/or a personal interview;
7. an understanding of and personal characteristics necessary to teaching; and,
8. Teacher Education Advisory Committee recommendation of acceptance.

When accepted, the student is notified. If a student does not meet the above criteria, the reasons for non-acceptance will be given to the student.

Once accepted into the Teacher Preparation Program, students are required to maintain the standards under which they were accepted. Personal qualities required of a teacher are also required of students in the education department. These qualities include but are not limited to: the ability to complete work on time, punctuality and attendance, the ability to accept guidance in teaching, and the ability to relate to other people.

To enroll in 300 and 400 level courses in the professional core, students must be admitted to the Teacher Preparation Program. this includes EDUC01IR and EDUC02IR 97

The Department of Education works with other Arts and Sciences Departments in the College to provide breadth and depth of content and pedagogical knowledge in our teacher education programs. The mission of our teacher education programs is to produce intentional teachers who:
are able to research, analyze and synthesize new information/points of view and
practice and acquire new skills and
are able to use that knowledge and those skills to teach and
to reflect on and improve their own practice for the benefit of K-12 students.

The core teaching beliefs of the Department of Education faculty – for ourselves, our students and their K-12 students are that:
High expectations drive achievement.
Each individual possesses unique talents that must be developed.
Teaching is a profession that demands specific knowledge, skills and dispositions.
Learning is an active, life-long process.
Instruction must be student-centered, challenging, and tied to assessment.
Assessment must be used to improve instruction and foster individual growth.
Teachers must advance equity and justice.

With these beliefs as a foundation the Department of Education faculty, in collaboration with our arts and sciences colleagues have build teacher education programs at William Jewell College that seek to assist the student in the development of personal characteristics for responsible citizenship, a Christian life style, and effective professional teaching competence.

Degree programs offered:
Bachelor of Arts:
- Elementary Education
- Secondary Education (dependant upon second, content major)

Bachelor of Science:
- Elementary Education
- Secondary Education (dependant upon second, content major)

Distinctives:

The Education Department at Jewell is designed to give students “hands-on” experiences early in their college careers. Students begin clinical field experiences in classrooms early, in either their first or second year. With downtown Kansas City only twenty minutes away, field experiences are in diverse urban, rural, and suburban settings, giving future teachers a broad spectrum of experiences.

Future educators will not only be well prepared to teach, they will be prepared to address the needs of a field that is ever-changing. Other educational distinctives are:
The opportunity for teacher education students to study and teach abroad through the British Teacher Education program.
William Jewell College has been certifying teachers for the State of Missouri since 1914 and has held membership in the American Association of Colleges of Teacher Education since 1959.
Use of the Teacher Work Sample by WJC student teachers to demonstrate that they have produced learning gains in their students.
Teachers prepared at WJC quickly assume leadership roles in schools. Many go on to become school administrators or master teachers. Several have achieved the prestigious National Board for Professional Teaching Certification or have become Missouri STARR teachers.
William Jewell teacher education programs have been approved by the Missouri State Board of Education in the following fields:

• Elementary education 1-6
• Biology 9-12
• Art K-12
• Chemistry 9-12
• French K-12
• Physics 9-12
• Spanish K-12
• English **5-9, 9-12
• Instrumental Music K-12
• Mathematics **5-9, 9-12
• Vocal Music K-12
• Science **5-9, 9-12
• Social Studies **5-9, 9-12
• Physical Education 9-12
• Speech and Theatre 9-12

Successful completion of any of these programs of study leads to Missouri teacher certification in that field/grade level. Middle school certification (grades 5-9**) is available only as a second field of certification which must be added to a full teacher education program; also, required middle school courses are offered during even summers only.

Are you ready to put your lesson plans into action? Drop us an email, schedule a visit, or call us toll free (1-888-2-JEWELL).

COU 600 (GAC) Problems in Counseling 1-3, F,S

Prerequisite: permission of instructor. Individual investigation into a problem or problems of concern to the student and deemed of significance by the instructor. Written report required. May be repeated to 9 credit hours. Supplemental course fee.

COU 601 (GAC) Tests and Measurements for Counselors 3(3-0), D

A comprehensive study of instruments for measuring psychological traits, including group devices suitable for use in elementary and secondary schools, as well as individual instruments for use in both school and community agency settings. Basic statistical concepts and common terminology related to measurement are taught as a functional part of the course.

COU 602 (GAC) School Counseling Foundations and Ethics 3(3-0), D

Philosophy, organization, and practices of a counseling program in the elementary and secondary school. The school counselor’s role as counselor, consultant, and coordinator, professional identity, and legal issues are included. Includes a significant focus on ethical standards and issues.

COU 603 (GAC) Community Agency Counseling Foundations and Ethics 3(3-0), D

An introduction and overview of the history, philosophy, and function of the counselor in mental health and other community agency settings. Includes an examination of service population characteristics and treatment needs, intervention modalities and approaches, professional identity, and related topics. Includes a significant focus on ethical standards and issues.

COU 605 (GAC) Orientation to Personal and Professional Development 3(3-0), D

This course is an experience in personal and group encountering and sensitivity. Its purpose is to assist students in discovering a more complete awareness, understanding, and acceptance of themselves and others as human beings. Primary emphasis will be upon students exploring self, values, needs, and personal characteristics. Graded Pass/Not Pass only.

COU 607 (GAC) Human Development and Personality 3(3-0), D

Study of child, adolescent and adult psychological development theories, normal adjustment processes, personality structure, and abnormal behavior.

COU 608 (GAC) Child Counseling Theories and Techniques 3(3-0), D

Prerequisite: admission to the Counseling elementary program option and either COU 602 or COU 603, and COU 605, COU 610 and COU 611, or permission. A consideration of major theories of counseling as they are related to counseling with elementary school-aged children. Emphasis is placed upon the counseling process as it affects the educational, personal, and social adjustment of children.

COU 610 (GAC) The Helping Relationship 2(2-0), D

Prerequisite: admission to Counseling program and concurrent enrollment in COU 611. Two training components are integrated to provide an intensive pre-practicum experience. The didactic component introduces basic skills of effective interpersonal communication and counseling. Participation in co-requisite laboratory (COU 611) provides supervised practice in the practical application of those skills in simulated counseling interviews.

COU 611 (GAC) The Helping Relationship Lab 1(0-3), D

Prerequisite: admission to Counseling program. First enrollment must be concurrent with COU 610. Designed to accompany COU 610, this lab provides an opportunity for graduate students in counseling to practice basic counseling skills in role-played sessions with live observation, video-taped review and supervisory feedback. Repeatable to 3 credit hours. Graded Pass/Not Pass only.

COU 614 (GAC) Diversity and Multicultural Issues in Counseling 3(3-0), D

Prerequisite: admission to Counseling program or permission of instructor. An introduction to counseling theories, interventions and issues in working with clients from diverse, minority and ethnic cultures. Values, beliefs and norms of various cultures, including the student’s, will be examined as they pertain to the counseling process.

COU 624 (GAC) Appraisal and Clinical Interviewing 3(3-0), D

Prerequisite: admission to Counseling program and COU 610 and COU 611; or permission of instructor. Study of and practice in conducting clinical interviews, appraising and assessing level of functioning and mental status, and developing diagnoses of psychoemotional disorders. Includes assessment of learning and functioning of children.

COU 633 (GAC) Couple and Family Counseling 3(2-2), D

Prerequisite: admission to Counseling program and COU 610 and COU 611, or permission of instructor. An introduction to the major theories of couple and family counseling and their associated interventions. An integrated combination of lecture, discussion, demonstration and role-lay lab sessions will be used.

COU 651 (GAC) Theories and Techniques of Counseling 3(3-0), D

Prerequisite: admission to Counseling program and COU 605 and; either COU 602 or COU 603; or permission of instructor. Examination of various theoretical approaches to counseling; significance of theories in counseling practice. Overview of interventions and techniques associated with each theory. Students make an intensive investigation of a problem to be selected in counseling theory and methods. Report of the investigation required.

COU 652 (GAC) Career Development 3(3-0), F,S

Prerequisite: admission to Counseling program and COU 610 and COU 611, or permission of instructor. A consideration of the various theories of career development and their implications in counseling for vocational career development and their implications in counseling for vocational adjustment. A study of the work ethic, the labor force, and the concept of career education. Designed to give students competence in collecting and using occupational and educational information in counseling related to career development and in developing career education programs.

COU 653 (GAC) Analysis of Childhood Learning and Adjustment 3(3-0), D

Prerequisite: admission to Counseling program and COU 601, or permission of instructor. Acquaints student with various assessment and diagnostic procedures in evaluation of learning and adjustment problems.

COU 656 (GAC) Group Counseling 3(3-0), D

Prerequisite: admission to Counseling program or permission of instructor. Acquaints counselors with group counseling theories and techniques. Includes an experiential group component.

COU 665 Research Seminar in Counseling 3(3-0), D

Prerequisite: admission to Counseling program and SFR 690, or permission of instructor. The study, analysis, and discussion of special topics culminating in a substantial written report. Preparation of a Professional Portfolio. Graded Pass/Not Pass only.

COU 680 (GAC) Secondary School Counseling Practicum 3(0-6), F,S

Prerequisite: admission to Counseling program and COU 610 and COU 651 each with grade of B or better; and COU 611 and department approval for practicum. Supervised counseling with secondary school aged students and their families; observation, discussion, and evaluation of the counseling process. Graded Pass/Not Pass only.

COU 681 (GAC) Field Experience-Secondary 3(1-10), F,S

Prerequisite: admission to Counseling program and; either COU 680 or COU 684; and department permission. Supervised experience in secondary school counseling at an approved school site. Minimum of 150 hours on-site. Students will receive individual supervision on-site, and small-group supervision from the department. Graded Pass/Not Pass only. Supplemental course fee.

COU 682 (GAC) Elementary School Counseling Practicum 3(0-6), S

Prerequisite: admission to Counseling program and COU 610 and COU 608 each with grade of B or better; and COU 611 and department approval for practicum. Supervised counseling with elementary school-aged children and their parents; observation, discussion, and evaluation of counseling sessions. Graded Pass/Not Pass only.

COU 683 (GAC) Field Experience-Elementary 3(1-10), F,S

Prerequisite: admission to Counseling program and COU 682; and department permission. Supervised experience in elementary school counseling at an approved school site. Minimum of 150 hours on-site. Students will receive individual supervision on-site, and small-group supervision from the department. Graded Pass/Not Pass only. Supplemental course fee.

COU 684 (GAC) Community Agency Counseling Practicum 3(0-6), D

Prerequisite: admission to Counseling program and COU 610 and COU 651 each with grade of B or better; and COU 611 and department approval for practicum. Supervised counseling experience of clients from the community; observation, discussion, and evaluation of counseling sessions. Graded Pass/Not Pass only.

COU 685 (GAC) Community Agency Counseling Internship 3(3-0), D

Prerequisite: admission to Counseling program and; either COU 680 or COU 684; and department permission. Supervised experiences (individual, family, group) in counseling at an approved community agency site. Minimum of 300 hours on-site. Students will receive individual supervision on-site, and small group supervision from the department. May be repeated to 9 credit hours. Graded Pass/Not Pass only.

COU 686 (GAC) School Psychological Examiner Practicum 3(3-0), D

Prerequisite: COU 601 and COU 653 and PSY 620. Supervised practicum in the administration and interpretation of individual intelligence tests, formal and informal diagnostic procedures and diagnostic interviewing techniques in an educational or clinical settings. Graded Pass/Not Pass only. Supplemental course fee.

COU 690 (GAC) Counseling Workshop 1-3, F,S

Improves skills and knowledge of counselors in specific areas. Each workshop considers a single topic in depth. 30 hours of participation equal one semester hour.

COU 695 (GAC) Topics in Counseling 1-3, D

Individual or group class designated to address specialized topics of interest to graduate students in counseling. May be repeated to 9 credit hours.

COU 699 (GAC) Thesis 1-6, F,S

Independent research and study connected with preparation of thesis.

Each academic year, GRIPS admits 250 students for Master’s programs and 24 students for doctoral programs. For those who enter GRIPS in October, the academic year for Master’s programs operates from October through next September.

For Master’s programs, deadlines to apply are set by each program in order to accommodate the selection process of scholarship sponsors. Roughly speaking, the deadline to apply for a scholarship is in early December. The final results of screening will be announced by the end of July at the latest.

For the Ph.D. and Doctoral programs, the application deadline varies depending on whether you seek financial aid, and whether you are a current or past GRIPS student. See Ph.D. and Doctoral Programs Summary table and Student’s Status and Applicable Ph.D. and Doctoral Programs Summary table for more information.

For Master’s programs, an applicant must hold a bachelor’s degree or its equivalent from a recognized/accredited university of the highest standard, must satisfy the English language requirements, and must be in good health.

For Ph.D. and Doctoral programs, eligibility requirements are program specific. See Ph.D. and Doctoral Programs Summary table and Student’s Status and Applicable Ph.D. and Doctoral Programs Summary table for a brief overview. Consult with the Admissions Office for more details.

Previous work experiences in policy-making or policy implementation are welcome but not necessary. Although prior study in economics or policy studies is not a requirement for admission, students are recommended to have completed introductory courses in calculus and statistics prior to entrance.

Applicants are evaluated for admission based on their academic record and intellectual distinction, personal characteristics, motivation, evidence of leadership, promise for management and career growth, and work experience. Entrance exams and/or interviews may be conducted to determine admissions.