Cannon-Clary College of Education

Mission

The mission of the College of Education is to equip and sustain reflective, lifelong learners who are competent, confident, compassionate and courageous professionals, who, in turn, will inspire and enable those they serve.

The Cannon-Clary College of Education strives to develop principled professionals who possess the knowledge, skills, and disposition to:

1. Integrate their faith, learning and living to serve their communities as models and mentors for moral and ethical leadership.
2. Respect and recognize variance in those they serve and have knowledge and skills to accommodate those variances.
3. Develop critical thinking skills within those they serve so they can make responsible choices about their learning and behavior.
4. Challenge themselves to grow professionally through rigorous study, reading, reflection, and research.
5. Possess superior knowledge of the discipline(s) they teach or practice as well as a general knowledge of all disciplines.
6. Seek to establish collegial relationships for meaningful collaboration.
7. Effectively use and apply emerging technologies in changing environments.
8. Possess skills to enable them to effectively serve in a variety of settings.

Accreditation

The Cannon-Clary College of Education is accredited by the Council for the Accreditation of Educator Preparation (CAEP). In addition, programs leading to licensure are approved by the Arkansas Department of Education.

Undergraduate Programs

Governance

The dean of the College of Education is the chief administrator and certification officer of the College of Education. The Administrative Council for Teacher Education (ACTE), composed of both faculty and students, formulates policies and coordinates aspects of the Teacher Preparation Program and is chaired by the dean of the College of Education. The Committee on Admission and Retention to Teacher Education (CARTE) recommends criteria in this area, applies the policies adopted by ACTE, and is directed by the chair of Teacher Preparation.

Program Overview

The Cannon-Clary College of Education offers programs leading to the Bachelor of Arts in special education, birth-kindergarten, elementary, middle-level and secondary education. Content areas include licensure in art , biology , drama/speech , English , family and consumer sciences , French , kinesiology and health , mathematics , music education-instrumental , music education-vocal , chemistry , social science , Spanish , and theatre . Students may add endorsements to each level by meeting Arkansas licensure requirements in Teaching English as a Second Language (TESL), special education, or coaching.

Arkansas Teacher Licensure

Students completing the Teacher Preparation Program (which includes, but is not limited to successfully meeting competencies for novice teachers, field experiences, internship, Arkansas cut-scores on appropriate Praxis assessments, and degree conferred) will be recommended for standard Arkansas Licensure for five years.

Admission to the Teacher Preparation Program

All students seeking licensure must apply for and be admitted to the Teacher Preparation Program. Criteria for admission to and retention in the Teacher Preparation Program include emotional stability; ability to communicate effectively through speaking and writing; personal, social, moral, and ethical fitness; general intellectual ability; and field experiences.

For admission to the Teacher Preparation Program, a student must:

1. Be enrolled at Harding University.
2. File a formal application for admission into the program in the Teacher Preparation office. Transfer students who plan to teach should make application for admission to the Teacher Preparation Program if they have completed 45 semester hours of required work. 

The following deadlines apply to applications for the Teacher Preparation Program:

• Fall semester: August 1*
• Spring semester: November 1
• Summer semester: April 1

*Students should apply for admission to the Teacher Preparation Program by the end of the freshman year or upon declaration of education as a major. Transfer students should immediately apply for admission to the program.

3. Submit a curriculum plan showing a program of study approved by the academic advisor to the chair of Teacher Preparation in Thornton Education Center 130.
4. Have a 2.7 or higher GPA at the time of admission.
5. Demonstrate appropriate dispositions of an educator through the completion of a disposition instrument(s).
6. Demonstrate proficiency in English by completing ENG 1100  or ENG 1110  and ENG 2110  with a grade of C or higher.
7. Demonstrate proficiency in oral communication by completing COMM 1010  with a grade of C or higher.
8. Demonstrate proficiency in mathematics by completing MATH 1200  or higher with a grade of C or higher.
9. Complete EDFD 2020  and EDFD 2030  with a grade of C or higher.
10. Be free of mental or physical conditions inimical to effective teaching.
11. Meet acceptable standards of adjustment in the areas of personal, social, moral and ethical behavior. Personal interviews may be required to make evaluations in these areas.
12. Submit four completed faculty recommendation forms, at least two of which should be from faculty in the student’s major academic area.

ACTE may impose further standards not specified in this catalog or change present standards as the need arises in order to conform to the standards of CAEP and the regulations of the Arkansas Department of Education for teacher licensure. Such changes become a part of the Teacher Preparation Program requirements at the time specified by the council or Arkansas Department of Education (ADE).

To be Retained in the Teacher Preparation Program

Continuation in the Teacher Preparation Program is based on maintaining the requirements for initial admission to the program. Failure to maintain these requirements will result in probation or suspension from the Teacher Preparation Program.

If a student’s end-of-the-semester GPA falls below the required 2.7, the student will be dropped from the program and must reapply for admission.

If there is an indication of inappropriate behavior, questionable personal characteristic or concern, the CARTE committee will determine what action, if any, should be taken. Choice of actions may include one of the following:

1. Monitor specific behaviors or accomplishments.
2. Arrange an interview with a committee composed of representatives from CARTE, one student, one faculty member from the student’s academic major, and one faculty member from the College of Education.
3. Place student on probation with specific expected behavior, course of study, minimum GPA required, or other action to be completed in order to continue in the Teacher Preparation Program.
4. Drop student from the Teacher Preparation Program. This would also result in the student being unable to complete the internship semester.

Teacher Preparation Appeals Process

1. The Admission and Retention Committee will notify in writing the decision regarding a student’s admission, terms of probation for admission, or suspension from the Teacher Preparation Program or the internship semester.
2. Notice of probation or suspension may be appealed in writing within 24 hours to the chair of the Administrative Council for Teacher Education, or the student forfeits that right. Also, a student who fails to appear within 15 minutes of the arranged time and place of the appeals meeting will forfeit the right of appeal.
3. The chair of the Administrative Council for Teacher Education shall schedule a time and place for the appeals meeting with the student and members of the committee. The appeals meeting should take place as soon as possible, but not sooner than 24 hours after the appeal is made. A quorum shall consist of one-half plus one of the members of the committee. In every way, the appeal shall be conducted in a fair, orderly and reasonable manner.
4. The chair of the Administrative Council for Teacher Education shall conduct the meeting and shall vote only in case of ties.
5. A student who appeals shall be required to affirm the truth of his or her testimony.
6. A student is permitted a maximum of two witnesses. Witnesses shall be required to affirm the truth of their testimony. The committee may also call two witnesses.
7. The appeal shall be recorded. Students and witnesses will affirm that they understand that the session will be recorded.
8. Both parties shall have reasonable opportunity for questioning of witnesses.
9. Presentation of the appeal shall be as follows:
   1. The nature of the probation or suspension will be presented by the chair of the Admission and Retention Committee.
   2. The student states his or her reasons for making the appeal.
   3. Both student and chair may be questioned by the committee.
   4. After all questions have been asked, both student and chair will give brief closing remarks.
10. The meeting will be open to the appealing party, witnesses with relevant information to present, and members of the Administrative Council for Teacher Education. Neither legal counsel, guardian, nor parents of the student making the appeal shall be permitted to appear before this committee.
11. Following the appeal, the Administrative Council for Teacher Education will meet in closed session. The committee will inform the student of its decision in writing. This decision shall be final.

Admission to the Internship II Semester

Admission to the Teacher Preparation Program does not guarantee retention.

One semester before the supervised teaching semester, request for admission to supervised teaching must be made by filing the required application forms with the director of professional field experiences. The following deadlines apply: For supervised teaching during a fall semester, applications must be submitted by March 1. For supervised teaching during a spring semester, applications must be submitted by October 1. If the student does not student teach the semester of application, the student must reapply for Internship II.

To be admitted to and to complete the supervised teaching semester, students must:

1. Be admitted to the Teacher Preparation Program.
2. File a formal application for admission in the Teacher Preparation Office, Thornton Education Center 130, before the listed deadlines.
3. Have approval of the advisor in their major.
4. File a curriculum plan in the office of the chair of undergraduate Teacher Preparation showing a program of study which has the approval of their advisor.
5. Complete “Conditions of Supervision for the Internship I / Internship II Statement of Understanding” form.
6. Complete all cataloged prerequisites to the supervised teaching semester.
7. Complete Arkansas licensure and College of Education requirements in their academic major. Family and consumer sciences majors must have 32 hours of the family and consumer sciences requirements completed.
8. Have a 2.7 or higher GPA.
9. Have a 2.7 or higher GPA in the major and additional licensure area. For the elementary (K-6), middle level (4-8) and secondary education (P-12 or 7-12) majors, have a 2.7 or higher GPA in the professional, content and specialization courses required for the major.
10. Have a grade of C or higher in each required professional education course, including all field experiences.
11. File a request for degree with the registrar.
12. It is highly recommended that licensure exams be taken before student teaching.

Supervised Teaching Semester

During the supervised teaching semester, elementary education majors must enroll in SPED 4190  and ELED 4410 . Middle level education majors must enroll in MLED 4420  and SPED 4190 . Secondary education majors must enroll in SEED 4170 , SEED 4510  or SEED 4610 , and SEED 4800 . Special Methods for Secondary Teachers, FLAN 4100  and FLAN 4200 , SEED 4200 , SEED 4230 , SEED 4240 , SEED 4250 , SEED 4260 , SEED 4270 , SEED 4280 , SEED 4290 , SEED 4300 , must be taken prior to or concurrent with the supervised teaching semester. Most of these courses are offered once during a calendar year. Courses required in the supervised teaching semester must be taken in residence at Harding unless otherwise approved by the dean of the College of Education. Candidate must earn a grade of C or higher in the above professional education courses and field experiences courses.

Program Examinations

All candidates in the Teacher Preparation Programs of Spanish, French, and Special Education must take and pass the appropriate pedagogy exam prior to graduation.

By action of the Arkansas General Assembly, all appropriate licensure test scores, including appropriate specialty area tests, must be submitted to the Arkansas Department of Education in each area for which licensure is sought. Individual student’s score reports must be on file in the Office of Institutional Testing. Elementary and Special Education K-12 must take the Pearson Foundations of Reading test. French and Spanish licensure candidates must take the ACTFL Oral Proficiency Interview (OPI).

Degree Completion Program

The Degree Completion in Education program provides an option to complete a Bachelor of Arts in Early Childhood/Special Education Integrated, K-6 Elementary, or 4-8 Middle Level from anywhere in the state of Arkansas through our online program. In order to cater to all lifestyles and career placements, classes are set up in 8-week cycles with a mix of asynchronous and synchronous classes offered in the evenings. Upon admission to Harding University and through our seamless transfer process, individualized degree plans are created for each student. Financial aid is also available. Students who have completed an associate degree and have completed all required coursework can enroll in the 2+2 program. Students who have not completed an associate degree must complete all required coursework and a minimum of 60 hours of college credit to enroll. For more information, email DCeducation@harding.edu.

Graduate Programs

Governance

Administration of the Graduate Programs in the College of Education is the responsibility of the Chair of Graduate Studies in Education and the Chair of Mental Health and Wellness. These programs receive recommendations from the graduate program directors.

Program Overview

Graduate programs in education at Harding University can lead to a variety of different degrees. Each individual program is designed to meet the needs of the student with a view toward:

• Enriching and deepening the student’s professional knowledge.
• Enhancing the student’s field or fields of concentration.
• Creating a fuller understanding of the role of the educators in American school systems and their function in society.
• Increasing the student’s understanding of the aims, purposes, operation, and administration of American schools.
• Improving instructional skills and abilities through advanced work in professional courses.
• Acquiring an understanding of and skills in research methods, the evaluation of data, and the adaptation of data to professional needs.
• Expanding the student’s area of certification.
• Providing a solid academic background for those students who plan to attain other advanced degrees.
• Providing an atmosphere in which Christians standards are held in high esteem.

Classes are offered on the main Searcy campus and in several satellite locations, as well as professional centers in Rogers, Arkansas and Memphis, Tennessee.

Enrollment, advising, and degree information are available at our professional centers, in addition to the Searcy campus. For further information concerning endorsements, licensure, and degrees, contact the chair of Graduate Studies in Education, Box 12261, Searcy, AR 72149-5615; or email graded@harding.edu.

Admission Status

Students may be admitted in one of these categories:

• Degree-seeking student: Degree seeking students in the graduate studies in education program are admitted either unconditionally or provisionally. Submission of application, fee, and listed materials is required.
• Non degree-seeking student: Students seeking additional teacher licensure or those who have already taken six hours of graduate work at Harding but are not in a degree seeking program are classified as NSD students. These students must apply for admission to the Graduate Program as NSD students and submission of application, fee, and listed materials is required.
• Special student: Students seeking graduate work for professional advancement or personal enrichment are classified as Special. These students will be allowed to take 6 hours of graduate course work for credit. These students are not required to pay the application fee but are required to submit a special student application.

  Entrance by Letter: Any student currently enrolled in a graduate program in another institution accredited by an agency nationally recognized by the US Department of Education or the Council for Higher Education Accreditation who wishes to take not more than six graduate hours at Harding University, and who wishes to transfer such credit to the other institution, may register and receive such credit at Harding University by submitting a letter from his or her parent institution. This letter should state the standing of the student and that the work will be accepted in exchange. In this case, no transcripts need to be submitted to Harding University’s graduate program. The chair of graduate studies is authorized to enroll such a student.

• Undergraduate student: Undergraduate students in the University may register for graduate courses during their final semester’s work, provided they lack not more than 9 semester hours of credit for graduation, make formal application for admission to graduate study, and meet the other regular requirements.

Graduate Students Seeking a Second Master’s Degree

Graduate students seeking a second master’s degree from the College of Education will use EDFD 6490  to fulfill their Bible requirement.

ACADEMIC REGULATIONS

Ability to Communicate

Because the ability to communicate is such an integral part of teaching, each candidate for the master’s degree must demonstrate above average competency in written and spoken English.

Advising and Registration

All students must contact the chair of graduate studies or the director of their specific program before their initial registration to plan an individual graduate program upon which subsequent registrations will be based. In addition to the general requirements for admission, all students should:

1. Submit all requested changes in their program of study for approval by the chair of graduate studies or the director of their specific program of study;
2. Consult frequently with the chair of graduate studies or the director of their specific program of study concerning the work progress, as it is the student’s responsibility to see all requirements are met; and
3. Know that registration in the graduate program automatically carries with it an obligation on the part of the student to meet all the requirements of the degree as defined by the regulations of the University.

Attendance

Admission to the University implies the student will observe the regulations of the school in regard to attendance. Regular attendance and participation in class activities are necessary for the attainment of a student’s educational objective. The University reserves the right to dismiss a student whenever, in its judgment, the general welfare of the institution seems to require such action.

Comprehensive Examinations

Comprehensive examination requirements are listed in the requirements for each specific program. Any person showing deficiency may be required to be reexamined or do additional work.

Course Credit

Courses that are not part of a degree program at Harding University will be given graduate credit, but will not count toward a master’s degree, unless given prior approval by the chair of graduate studies in education. Students may register in approved 5000-level courses for graduate credit. They must reflect, however, a quality of work appropriate to graduate standing, and are assigned additional readings, projects or term papers beyond that which is normally expected of undergraduates. All master’s degrees require a minimum of 18 hours to be taken at the 6000-level. Students who register for an independent study course must show evidence through previously completed work that they are academically able to do the required work as independent study. Only two independent study courses may be part of a master’s degree. Degrees in art are the only exceptions to this policy.

Doctoral Course Load Policy

After the successful completion of the doctoral coursework, a candidate will take only dissertation hours through the semester of his/her anticipated graduation. A doctor of education student is eligible for financial aid during the dissertation phase if he/she is enrolled for two or more hours of credit in the fall/spring or one or more hours of credit in the summer. Although candidates may sign up for more than the minimum amounts, candidates must take a minimum of 10 dissertation hours to complete the program. After candidates begin registering for dissertation hours (EDFD 8900 ), they must continue to register each semester until the study is completed. Extenuating circumstances for candidate maintenance status or time extension will be handled on a case-by-case basis.

Dropping Classes

To drop a class, a student must submit a properly signed, official drop form to the Office of Graduate Studies in Education. Failure to attend or submit assignments does not constitute dropping the course. Please contact the Graduate Office in the College of Education for more information.

No completed class may be dropped.

Email

Communication of important information will be disseminated via Harding email accounts. It is the student’s responsibility to check his or her Harding email account regularly or forward emails sent to that account to another email address.

Examinations

A sufficient number of examinations, including a final, are given during a semester to provide a satisfactory basis for grades. Students are expected to take all regularly scheduled examinations. Students who miss an examination because of extraneous circumstances will need to contact the instructor to receive permission and rescheduling of the examination. A final examination may be taken out of regular schedule only in emergency situations approved by the instructor and the chair of graduate studies.

Grades

In order to determine the student’s scholarship level, the following points are assigned for each hour of the indicated grade: A, 4; B, 3; C, 2; D, 1; and F, 0.

Grades and Reports

Reports of mid-term and semester grades are available to the student online.

Scholarship or achievement of the student in each course is expressed as follows:

A - Excellent
B - Satisfactory
C - Passing
D - Failure
W - Withdrawn
I - Incomplete

“Incomplete” grades for final grades may be assigned only under all of the following conditions:

1. Completion of the course is not possible due to circumstances beyond the student’s control (catastrophic or emergency situations).
2. A majority of the course work has been completed.
3. Contact the chair of Graduate Studies in Education for required instructions.

Academic Standing Requirement

An average scholarship level of 3.00 is required in all course work. No grade below a C is acceptable for graduate credit (but will be used to calculate GPA), and only 6 semester hours of C credit may be counted. These must be balanced by 6 semester hours of A credit. Courses in which a grade of C or lower has been received may be repeated. If a student receives a grade of F, D, or a third C, the student is placed on academic probation.

Semester Hour Definition

A semester hour of credit requires 15 hours of lecture, recitation, discussion or equivalent, exclusive of time devoted to final examinations.

Student ID

Every student is required to have a student ID. In order to use the library and other facilities on campus, an ID is required.

Faculty

Dean: Raymond “Donny” Lee, Ed.D.
Associate Dean: Todd Patten, Ed.D., NCC, LPC-S

Professors:

Jenene Alexander, Ed.D., NCSP, LPC
     Director of Professional Counseling: Clinical and School
David Bangs, Ed.D.
     Chair of Graduate Education Programs
Clay Beason, Ed.D.
     Director of Master of Arts: Excellence in Teaching Program
Michael Brooks, Ed.D.
     Director of Educational Leadership Doctoral Program
Carol Douglass, Ed.D.
     Director of Special Education
Raymond “Donny” Lee, Ed.D.
Justin Moore, Ph.D.
     Director of Marriage and Family Counseling/Therapy Program
Lewis L. Moore, Ph.D.
Todd Patten, Ed.D., NCC, LPC-S
     Chair of Mental Health and Wellness
Steve Warren, Ed.D.
     Director of Secondary Education
Karl Wendt, Ph.D., PPC, AACC, AAMFT
     Academic Director of Professional Counseling at Harding University Northwest Arkansas Campus

Associate Professors:

Amy Adair, Ed.D.
     Coordinator of Gifted and Talented Program
Usenime Akpanudo, Ed.D.
     Director of Research Initiatives
Lisa Bryant, Ed.D.
Wendy Ellis, Ed.D.
     Director of Reading
Marc Fager, Ph.D., LPC-S, LMFT-S
     Director of Field Placement, Professional Counseling
Kimberly Flowers, Ed.D.
     Director of Educational Leadership Program
Susan Grogan, Ph.D.
Leeann Howard, Ed.D.
Kevin Shelby, Ph.D.
Cheri Smith, Ed.D.
     Chair of Teacher Preparation Program and Director of Elementary, Middle Level
Robert “Kieth” Williams, Ed.D.
Ervin E. “Gene” Wright, II, Ph.D., NCC, LPC-S
     Director of Clinical Experiences, Professional Counseling

Assistant Professors:

Adam Baker, M.Ed.
Klay Bartee, Ph.D.
Allen Henderson, Ed.D.
     Director of the Lewis “Tony” Finley STEM Center
Darren Mathews, Ed.D.
     Director of the Non-Traditional Teacher Preparation Program
Meredith Young, Ed.D.
     Director of Harding University, Northwest Arkansas Campus and Degree Completion Programs

Instructors:

Allison Parker, M.Ed.
     Director of Watson Center
Matthew Perring, M.S.

To receive licensure for K-12 or 7-12, the student must complete one of the appropriate academic majors which are listed within their home college.

For more information about the secondary education offerings, see the Secondary Education (Licensure) page. 

Programs

• Early Childhood/Special Education Integrated (B-K) (SEBK), BA
• Education Studies (Non-licensure) (EDNL), BA
• Elementary Education, K-6 (ELEM), BA
• Middle Level Education English/Language Arts/Math Major 4-8 (MLEM), BA
• Middle Level Education English/Language Arts/Science Major 4-8 (MLEL), BA
• Middle Level Education English/Language Arts/Social Sciences Major 4-8 (MLES), BA
• Middle Level Education Math/Science Major 4-8 (MLMS), BA
• Middle Level Education Science/Social Sciences Major 4-8 (MLSS), BA
• Middle Level Education Social Sciences/Math Major 4-8 (MLSM), BA
• Special Education, K-12 (SPED), BA

• Educational Leadership (EDLD), EdD

• Counseling (COUN), EdS
• Educational Leadership (Superintendent) (ELSU), EdS

• Counseling Licensure Endorsement (GR)
• Curriculum and Instruction Administration Endorsement (GR)
• Dyslexia Endorsement - Reading (GR)
• Dyslexia Endorsement - Special Education (GR)
• Early Childhood/Special Education Integrated B-K Endorsement (GR)
• Gifted and Talented Endorsement (GR)
• Principal Endorsement (GR)
• Reading Endorsement (GR)
• Special Education Administration Endorsement (GR)
• Special Education Endorsement, K-12 (GR)
• Special Education Endorsement, K-12 (UG)
• Special Education Resource K-6 and 7-12 Endorsement (GR)
• Superintendent Endorsement (GR)
• Teaching English as a Second Language Endorsement (GR)

• Master of Arts: Excellence in Teaching (EXIT), MA
• Organizational Leadership (OLO), MA

• Master of Arts in Teaching (MAT)

• Christian Education Leadership (MCEL), MEd
• Curriculum and Instruction Administration (CIC2), MEd
• Educational Leadership (Principal) (ELPR), MEd
• Reading with Dyslexia Endorsement (MERD), MEd
• Special Education Administration (CIS2), MEd
• Special Education K-12 (MESP), MEd

• Clinical Mental Health Counseling (MCMH), MS
• Marriage and Family Counseling/Therapy (MFCT), MS
• Professional School Counseling (SCOU), MS
• Student Affairs (SAF), MS

• Kinesiology (MSE-KINS)
• MSE Various Specialty Areas (MSE)

• Certificate in Counseling Skills
• Executive and Workplace Coaching (Graduate)
• Human Resource Management (Graduate)
• Learning and Development (Graduate)

• Education Studies Minor