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:
- Integrate their faith, learning and living to serve their communities as models and mentors for moral and ethical leadership.
- Respect and recognize variance in those they serve and have knowledge and skills to accommodate those variances.
- Develop critical thinking skills within those they serve so they can make responsible choices about their learning and behavior.
- Challenge themselves to grow professionally through rigorous study, reading, reflection, and research.
- Possess superior knowledge of the discipline(s) they teach or practice as well as a general knowledge of all disciplines.
- Seek to establish collegial relationships for meaningful collaboration.
- Effectively use and apply emerging technologies in changing environments.
- Possess skills to enable them to effectively serve in a variety of settings.
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.
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), comprising 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.
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 , and Spanish . 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:
- Be enrolled at Harding University.
- 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.
- 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.
- Have at least a 2.7 GPA at the time of admission and pass required examinations in reading, writing, and mathematics.
- Demonstrate proficiency in English by completing ENG 1130 and ENG 2110 with a minimum grade of “C.”
- Demonstrate proficiency in oral communication by completing COMM 1010 with a minimum grade of “C.”
- Demonstrate proficiency in mathematics by completing MATH 1200 or higher with a minimum grade of “C.”
- Complete EDFD 2020 and EDFD 2030 with a minimum grade of “C.”
- Be free of mental or physical conditions inimical to effective teaching.
- Meet acceptable standards of adjustment in the areas of personal, social, moral and ethical behavior. Letters of recommendation from University personnel are used, and special interviews may be required to make evaluations in these areas. In addition, information obtained from the instructors of EDFD 2020 , the dean of students, and the University faculty will be used.
- Have a recommendation form completed by four faculty members, at least two of which are from the student’s appropriate major academic area and two faculty members from whom courses have been or are being taken.
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.
At the end of each semester, the names of students applying for admission into the Teacher Preparation Program and the names of those already admitted will be sent to the dean of students requesting the office note those, if any, whose behaviors required administrative action. In addition, the chair of Teacher Preparation will monitor students’ overall GPA and GPA in their majors to ensure continued compliance with a minimum GPA of 2.7 in each.
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:
- Monitor specific behaviors or accomplishments.
- 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.
- 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.
- 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
- 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.
- 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.
- 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.
- The chair of the Administrative Council for Teacher Education shall conduct the meeting and shall vote only in case of ties.
- A student who appeals shall be required to affirm the truth of his or her testimony.
- 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.
- The appeal shall be recorded. Students and witnesses will affirm that they understand that the session will be recorded.
- Both parties shall have reasonable opportunity for questioning of witnesses.
- Presentation of the appeal shall be as follows:
- The nature of the probation or suspension will be presented by the chair of the Admission and Retention Committee.
- The student states his or her reasons for making the appeal.
- Both student and chair may be questioned by the committee.
- After all questions have been asked, both student and chair will give brief closing remarks.
- 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.
- 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:
- Be admitted to the Teacher Preparation Program.
- File a formal application for admission in the Teacher Preparation Office, Thornton Education Center 130, before the listed deadlines.
- Have approval of the advisor in their major.
- 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.
- Complete “Conditions of Supervision for the Internship I / Internship II Statement of Understanding” form.
- Complete all cataloged prerequisites to the supervised teaching semester.
- 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.
- Have at least a 2.7 GPA.
- Have at least a 2.7 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 at least a 2.7 GPA in the professional, content and specialization courses required for the major.
- Have a minimum grade of “C” in each required professional education course, including all field experiences.
- File a request for degree with the registrar.
- It is highly recommended licensure exams be taken before student teaching.
*PLT after completing EDFD 3110 ; specialty area exams of content coursework should be completed prior to student teaching in that area.
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 make a “C” or better in the above professional education courses and field experiences courses.
All candidates (with the exception of Spanish, French, and Special Education K-12) in the Teacher Preparation Program must take and pass the appropriate ETS Principles of Learning and Teaching examination prior to graduation. Spanish, French, and Special Education K-12 require a special pedagogy exam.
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).
Administration of the Graduate Program in Education is the responsibility of the Chair of Graduate Studies in Education, who is also the chair of the Graduate Education Council. The Graduate Education Council is a policy making body for the College of Education, and its members are appointed by the president of the university upon recommendation from the dean and the graduate chair. The council is composed of the following standing members: dean of the College of Education and the registrar. There are also six rotating members, three from the College of Education and three from outside the College of Education, and two student members.
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 email@example.com.
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 regionally accredited institution 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.
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:
- 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;
- 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
- 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 Graduate Council and regulations of the University.
A student may appeal any decision of the Graduate Council or the chair of graduate studies. The student should follow this process:
- Write a letter to the chair stating his/her request.
- Appear before the Graduate Council to make an appeal.
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 will be given on dates listed on the University calendar. An application for such examinations should be submitted by the student prior to the deadline date. Any person showing deficiency may be required to be reexamined or do additional work. Comprehensive examination requirements are listed in the requirements for each specific program.
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.
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.
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.
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.
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:
- Completion of the course is not possible due to circumstances beyond the student’s control (catastrophic or emergency situations).
- A majority of the course work has been completed.
- 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 “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. No course may be repeated more than once. 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.
Every student is required to have a student ID. In order to use the library and other facilities on campus, an ID is required.
Dean: Raymond “Donny” Lee, Ed.D.
Associate Dean: Clara Carroll, Ed.D., NBCT
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
Clara Carroll, Ed.D., NBCT
Carol Douglass, Ed.D.
Director of Special Education
Edward R. Gray, Ed.D., LMFT, LPC-MHSP, NCC
Raymond “Donny” Lee, Ed.D.
Lewis L. Moore, Ph.D.
Todd Patten, Ed.D., NCC, LPC-S
Chair of Mental Health and Wellness
Amy Adair, Ed.D.
Coordinator of Gifted and Talented Program
Usenime Akpanudo, Ed.D.
Director of Research Initiatives
Rene´ Crow, 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.
Justin Moore, Ph.D.
Director of Marriage and Family Counseling/Therapy Program
Cheri Smith, Ed.D.
Chair of Teacher Preparation Program and Director of Elementary, Middle Level, and Degree Completion Programs
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
Robert “Kieth” Williams, Ed.D.
Ervin E. “Gene” Wright, II, Ph.D., NCC, LPC-S
Director of Clinical Experiences, Professional Counseling
Adam Baker, M.Ed.
Klay Bartee, Ph.D.
Lisa Bryant, M.S.E.
Allen Henderson, Ed.D.
Director of the Lewis “Tony” Finley STEM Center
Leeann Howard, Ed.D.
Director of Professional Field Experiences
Darren Mathews, Ed.D.
Director of the Non-Traditional Teacher Preparation Program
Kevin Shelby, Ph.D.
Meredith Young, Ed.D.
Director of Harding University, Northwest Arkansas Campus
Allison Parker, M.Ed.
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 here .
Bachelor of Arts
- 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
Master of Arts
Master of Arts in Teaching
Master of Education
Master of Science
Master of Science in Education
Master of Science in Marriage and Family Therapy