2001-2002 Academic Catalog

Faculty W. Philip Bassett, Chairman: Associate Professor of Education. Education: B.S., Plymouth State College, 1977; M.A., Grace Theological Seminaty, 1986; Ph.D., Andrews University, 1991. At Cedarville since 1991. Merlin Ager, Dean, School of Social Sciences and Professional Studies: Professor ofEducation. Education: B.A., Cedarville University, 1960; M.S., University of Wisconsin, 1962; Ph.D., The Ohio State University, 1967. At Cedarville 1964-75, 1978-present. Sue Baker, Professor of Education. Education: B.S., Kent State University, 1968; M.Ed., Kent State University, 1972; Ed.D., University of Cincinnati, 1987. At Cedarville since 1978. Eddie Baumann, Associate Professor of Education. Education: B.S., University of Wisconsin, 1983; M.S., University of Wisconsin, 1987; Ph.D., University ofWisconsin, 1995. At Cedarville since 1993. Omer Bonenberger, Associate Professor of Education. Education: B.A., Bob Jones University, 1960; M.A., Arizona State University, 1968; D.Ed., University of Maine, 1981. At Cedarville since 1981. Sally Castle, Associate Professor of Education. Education: B.S., Syracuse University, 1964; M.S., The University of Dayton, 1983; Ed.S., Wright State University, 1992. Ed.D, Nova Southeastern University, 1996. At Cedarville since 1994. Barbara Chilton, Assistant Professor of Education. Education: B.S., Tem1essee State University, 1968; M.S., The University of Dayton, 1988; Ph.D., The University of Dayton, 200 I. At Cedarville since 2000. Shelley Dugle, Assistant Professor of Education. Ed11catio11: B.A., Cedarville University, 1995; M.Sp.Ed., Ball State University, 1998. At Cedarville since 2000. Carol Estes, Assistant Professor of Education. Education: B.A., Cedarville University, 1975; M.A., The Ohio State University, 1985; Ph.D. candidate, The Ohio State University. At Cedarville since 1996. Dwayne Frank, Professor of Education. Education: B.A., Cedarville University, 1960; B.S., Central State University, 1960; M.A.T. Albertson College, 1965; Ed.D., University of Idaho, 1973. At Cedarville since 1968. Stephen Gruber, Assistant Professor of Education. Education: B.A., Cedarville University, 1974; M.Ed., Wright State University, 1977; Ed.S., Wright State University, 1984; Ed.D., Miami University, 1990. At Cedarville since 2000. Timothy Heaton, Associate Professor of Education. Education: B.A., Wittenberg University, 1973; M.A., Grace Theological Seminaiy, 1986; Ph.D., University of Dayton, 1999. At Cedarville since 1987. John Hess, Director of Student Teaching, Certification, and Accreditation: Education: B.S., Cedarville University, 1967; M.Ed.Ad., University of Dayton, 1980; Post-graduate work, Wright State University and University of Dayton, 1990. At Cedarville since 2000. Cheryl Irish, Assistant Professor of Education. Education: B.S., Western Baptist College, 1986; Certificate in Elementaty Education, University of Wisconsin, 1986; M.S.E., University of Wisconsin, 1990. Ed.D., University of Cincinnati, 2001. At Cedarville since 1998. fl Brenda MacKay, Assistant Professor of Education. Education: B.A., Oglethrope University, 1965; M.A., University of Georgia, 1972; Ed.D., Bob Jones Univeristy, 1992. At Cedarville since 2000. Donald Meissner, Assistant Professor of Education. Education: B.A., Greenville College, 1968; M.S., University of Illinois, 1976; Ph.D., University of Southern Mississippi, 1988. At Cedarville since 2001. Kevin Winslow, Assistant Professor of Education. Education: B.A., Biola University, 1987; M.Ed., George Mason University, 1994; Ph.D. candidate, George Mason University. At Cedarville since 1999. Beverly Monroe, Associate Professor Emerita of Education. Education: B.A., Shelton College, 1957; M.A., Wright State Univer– sity, 1971; Ph.D., Miami University, 1985. At Cedarville since 1977. and Professional Studies Teacher Education Program Admission Requirements Students admitted to Cedarville University must make application for formal admission to the Teacher Education Program (TEP). To be admitted, students must meet the following requirements at least one quarter before enrolling in the first methods of teaching course for their particular program. These requirements apply to all students seeking a degree and/or licensure in either early childhood education, middle childhood education, special education, multi-age, or adolescent/young adult education (i.e. secondary education). Students seeking a degree/licensure in a program offered by another department should review the requirements of that department as well. 1. Minimum cumulative GPA of 2.7 in all courses including all TEP core ClllTiculum courses. All TEP core courses must be completed with a grade of"C-" or above. 2. Overall GPA of2.7 and a grade of"C" or above in all general education communications courses: COM-110 Fundamentals of Speech, ENG-110EnglishCompositionI, ENG-140English Composition II. 3. Minimum GPA of2.5 in the teaching field content area(s). 4. Grade of"C-" or above in teaching field or concentration area courses. 5. Minimum passing scores on the Praxis I (Pre-Professional Skills Test): Reading, 175; Writing, 174; Mathematics, 175. Waivers may be granted to all or part of the Praxis I, based on ACT/SAT scores, and performance in selected course work at Cedarville University. 6. Satisfactory completion ofall introductory field experiences: EDU-101 Contemporary Christian Schools, EDU-204Multicultural FieldExperience, andEDSP-206 Special EducationField Experience. 7. Recommendation ofthe Education Department's admission interview committee based on application, resume, interview, and letters ofrecommendation. Report on the Quality of Teacher Education (as required by Federal Title II Laws) Special Features of the Ceda1·ville University Education Program • Accreditation: Cedarville University is accredited by the North Central Association of Colleges and Schools, 30 Notih LaSalle Street, Suite 2400, Chicago, IL 60602-2502, phone 312-263-0456. The University's teacher preparation programs are approved by the Ohio Department of Education. • Each year approximately 10% of the senior education students pursue intercultural student teaching experiences. Teaching under the supervision of experienced, certified teachers, they teach in approved, accredited overseas institutions that use an American curriculum. • The University's award-winning technology resources enable upper-level students to develop lessons or cmriculum resource materials for K-12 partner technology schools. Because of training in the use of educational technology, graduates are sought by schools to help integrate technology into their curricula. • Intensive clinical experiences accompany methods classes. As a result, many schools comment that Cedarville graduates possess experience and confidence uncommon in most first-year teachers. • Cedarville's reputation for producing exceptional teachers generates significant demand from school systems. Each year more than 120 Christian and public schools visit the campus to recrnit teacher education graduates.