About Us

Welcome to the College of Education and Professional Studies at UCO, a large and diverse unit offering 27 undergraduate and 14 graduate degree programs. Whether you are a first-time student preparing for your first career, a returning student seeking to upgrade your skills, or an advanced student interested in new challenges and graduate-level work, CEPS is ready to assist you in meeting your educational goals.

Our college mission is "developing individuals and delivering programs and services to meet the needs of the professional communities served by the college." Our programs are recognized at the state and national levels with accreditations by the American College of Sports Medicine (ACSM), the American Dietetic Association (ADA), the American Speech-Language Hearing Association (ASHA), the Commission on the Accreditation of Athletic Training Education (CAATE), the National Council for the Accreditation of Teacher Education (NCATE), the National Council on Family Relations (NCFR), and the Oklahoma Commission for Teacher Preparation (OCTP).

Faculty and staff in the college serve approximately 4,000 declared majors (approximately 3,000 undergraduate and 1,000 graduate students - Fall 2009). The college includes 96 full-time faculty members (75% of whom hold doctoral degrees). Seventy percent of undergraduate courses and 83% of graduate courses are taught by full-time faculty members. The college name (Education and Professional Studies) reflects both the education programs designed to assist individuals as they pursue careers in teaching and other school related professions and outstanding programs in professional areas related to psychology, kinesiology, and speech/ language pathology along with many others.

The College of Education and Professional Studies has a long and proud history. UCO was founded as the Territorial Normal School in 1890 with a mission of preparing teachers. As the oldest and one of the largest teacher preparation institutions in the state, our college has the distinction of being one of very few institutions to have been accredited by the National Council for Accreditation of Teacher Education for over 50 years. Our motto is "Emphasizing the 3 R's since 1890." The traditional 3 R's of reading, writing and arithmetic have been replaced by reflective, responsive and resourceful, the three areas of competency that are the core of our conceptual framework (Preparing outstanding professionals who are reflective, responsive and resourceful throughout their professional careers) and belief systems.

A hallmark of our college is the personal attention and care faculty and staff members provide to students. I trust that you will experience these attributes in us and let us know what we can do to help you be successful. Enjoy navigating the various areas on our college website and contact us to let us know how we can help you. Thank you for visiting our site. 

Sincerely,

James R. Machell, Ph.D., Dean
College of Education and Professional Studies

College Leadership

• Click here for the organizational chart of CEPS leaders and their support staff

Mission

Our mission is developing individuals and delivering programs and services to meet the needs of the professional communities served by the college.

Vision

A learning community, composed of caring professionals committed to empowering individuals so they may be knowledgeable, creative and ethical as they contribute to the dynamic global society.

Goals

• Engage students in transformative learning experiences.
• Continue the development of partnerships and collaborations with various educational institutions, agencies and entities, including international collaborations.
• Enhance selected undergraduate and graduate programs to meet community needs.
• Continue to provide access to programs through alternative delivery methods.
• Enhance college resources through external sources.
• Thoroughly evaluate the utility, vibrancy, relevancy, and need for all academic programs and services.

Conceptual Framework

Facilitating the learning and development of students is a complex process. To be an exemplary practitioner of this complex process requires knowledgeable professionals who are reflective, responsive, and resourceful.

REFLECTIVE
Reflection is a process of analyzing, evaluating, contemplating, and integrating knowledge, dispositions, and practice. It provides the potential for professional growth and change. Reflective professionals gain insight, deepen their understandings and grow professionally as a result of the reflective process. Reflection enables professionals to reframe situations and interactions and engage in a complex restructuring of their professional ideas, beliefs, practices, and behaviors.

Competencies:

• Assesses self as a professional
• Possesses a sound knowledge base in content and pedagogy
• Evaluates the effects of their choices and actions on others and changes when needed
• Demonstrates legal and ethical knowledge and demeanor

RESPONSIVE
Responsiveness is an understanding of, a sensitivity toward, and a respect for the uniqueness of a human being. Professionals must be responsive to the needs of the whole student. They must be responsive to the developmental characteristics of the individual, to cultural and linguistic diversity, and to special needs in order to promote the best learning possible. The responsive professional is mindful of the role of families in the learning process and engages families in healthy, reciprocal relationships for the benefit of all. Responsive professionals have good human relations and communication skills.

Competencies:

• Demonstrates knowledge of theories of learning and development including the uniqueness of and the variations among individuals so that they plan and implement appropriate methods
• Accepts the need to learn, grow, and change and actively seeks opportunities that will positively affect their understandings, skills, and dispositions
• Addresses holistic needs of students
• Respects and plans for cultural diversity
• Effectively communicates
• Engages family and community support
• Serves the community and profession

RESOURCEFUL
Resourcefulness is the ability and willingness to investigate, research, create, and solve problems. Exemplary professionals are resourceful. They identify, select, and incorporate a variety of scientifically sound strategies, methods, and technology in their work. They create meaningful activities and environments and modify those as needed. They use school and community resources.

Competencies:

• Demonstrates knowledge of subject matter, human development, learning and motivation
• Implements a variety of instructional/professional strategies that encourage development of:
  • Critical thinking, problem solving, performance skills and effective use of technology
  • Positive social interaction, self-motivation, and active engagement in learning
  • Active inquiry, collaboration, and supportive interaction in the classroom
  • Lifelong learner mind set
  • Career awareness
• Demonstrates knowledge of and ability to incorporate the Priority Academic Student Skills and the Oklahoma Criteria for Effective Teaching Performance
• Develops and effectively uses classroom assessment procedures and adapts instruction based upon assessment and reflection
• Utilizes technology for instructional methodologies and personal productivity
• Utilizes tools of research

How CEPS Contributes to UCO's Metropolitan Mission

UCO Mission - The University of Central Oklahoma (UCO) exists to help students learn by providing transformative education experiences to students so that they may become productive, creative, ethical and engaged citizens and leaders serving our global community. UCO contributes to the intellectual, cultural, economic and social advancement of the communities and individuals it serves.

UCO Vision - UCO will become one of the Top 10 metropolitan universities of our kind in the United States by providing a transformative education as well as development experiences that help learners achieve their highest level of leadership potential.

Declaration of Metropolitan Universities (taken from Coalition of Urban and Metropolitan Universities) We, the leaders of metropolitan universities and colleges. . . 

• reaffirm that the creation, interpretation, dissemination, and application of knowledge are the fundamental functions of our institutions; 
• accept a broad responsibility to bring these functions to bear on our metropolitan regions; 
• commit our institutions to be responsive to the needs of our communities by seeking new ways of using resources to provide leadership in addressing metropolitan problems through teaching, research, and service. 

Examples of Contributions

• Recent Initiatives
  • Urban Teacher Preparation Academy - partnership with Oklahoma City Public Schools to begin in 2009-10
  • Quality Benchmark Project being implemented to meet Self-Study for Continuous Improvement Process by the Psychology Department – Began in Fall 2008
  • Principal Preparation Partnership Program – Collaboration with Oklahoma City Public Schools, Mid-Del Schools, Edmond Schools - Began in Fall 2007
  • Behavior Analyst (Autism) Program – Response to state legislation and need related to assisting students with autism – Began in Fall 2008 – Recent development of Model Autism Day School at St. Mary’s Episcopal Church
  • Implementation of graduate degree program in Athletic Training – Fall 2008
  • Bilingual / Teaching English as a Second Language Program - In existence for many years - Expanded through U.S.D.E. grant in 2008 – Program offered at off-campus sites and courses delivered using various technologies
  • Superintendent Certification Sequence - Will begin in Spring 2010. Response to request from Oklahoma Commission for Teacher Preparation and Oklahoma State Regents to meet critical shortage area
  • Targeted support for alternatively-certified teachers or those pursuing this certification (M.Ed. “guided electives” courses/pathway)
• Numerous Community Collaborations
  • Close partnerships with all metropolitan area public school districts, many private schools, multiple state agencies, and various clinics, child care facilities and business that include field experiences and culminate in placing well prepared graduates into schools, agencies and private business as teachers, principals, school counselors, school psychologists, library media specialists, speech/language pathologists, child care specialists, fitness and wellness specialists, industrial safety specialists, and other positions connected to college disciplines
  • Elementary education faculty partner with the Edmond YMCA for tutoring and teaching
  • Early childhood and family life education faculty collaborations with Smart Start Oklahoma
  • Numerous service learning, civic engagement, and field-based activities that connect students and faculty with the broader metropolitan community
  • Articulation / transfer agreements with numerous metropolitan community colleges
  • Participation in the Oklahoma Reach Higher Program
  • Memorandum of Agreement with SWOSU to transition 33 credit hour Masters in School Psychology program into our Advance Graduate Studies in School Psychology track to achieve the 66 credit hour nationally accredited school psychology program at UCO
  • Involvement by faculty and students in Oklahoma Research Day, CEPS Symposium (which brings many outside experts to campus) and other professional meetings and conferences in the metropolitan area and beyond
  • Emerging relationship between Athletic Training Program and OKC Thunder 
  • Counseling psychology master’s program that supplies graduates that fill positions in metropolitan community mental health centers.
  • Psychology clinic to meet the mental health needs of uninsured community members
  • Provide well trained master’s level therapists to community agencies
  • Provide communication and problem solving psycho-education to community at OSU-OKC Family Health and Safety DayProvide terminal, license ready program for master’s level counseling students
  • Consultation course that places school psychologists in training into metropolitan schools or agencies working with adjudicated youth as interventionists.
  • Annual conferences hosted by the college such as the Multicultural Institute (in 27th year) and Inez Miller Conference that connect our campus and college with many community members
  • Child study center, deaf and hearing impaired preschool, and numerous clinics (speech/language pathology, reading, guidance and counseling, and psychology) serve the needs of metropolitan community members
  • Distinguished Educator Lecture Series (in collaboration with Leadership Central) has brought many noted educational writers/scholars/thinkers to campus which provided students, staff, faculty and community members with opportunities to learn and interact
  • Annual Oklahoma Central Region’s Safety Conference for School Administrators, Library Media Specialists, and Counselors
  • Oklahoma A+ Schools and Great Expectations
  • Faculty serve in leadership roles of many professional organizations

How CEPS Contributes to Transformative Learning

Academic Long-term Goal #1: Engage students in transformative learning: a) Leadership; b) Research, Scholarly and Creative Activities; c) Service Learning and Civic Engagement Activities; d) Global and Cultural Competencies and e) Health and Wellness.

Leadership

• Many programs include heavy leadership emphasis
• Many active student organizations with opportunities for students to learn, develop and practice leadership and service
• Leader-in-Residence Program has involved First Lady Kim Henry, former Commissioner of Health Dr. Mike Crutcher, and retired Major General Rita Aragon – has provided numerous opportunities for these leaders to interact with students, faculty and staff and learn from them
• Several staff members involved in leadership development programs offered through Leadership Central
• Contribution to Leadership Minor by teaching courses

Research, Scholarly and Creative Activities

• Dramatic increase in faculty and student activity related to presentations, publications, and on-campus and external grants
• Many courses include research components
• Student and faculty involvement in Oklahoma Research Day
• Faculty mentorship of students in McNair Program
• Student and faculty involvement in presentation of papers and posters at CEPS Symposium and various state, regional, national and international professional meetings
• College hosted Oklahoma Psychology Society State Conference in 2008 and 2009, Rocky Mountain Educational Research Association Conference in 2008
• College hosted events including Inez Miller Conference, Education Law Special Education Conference, and Multicultural Institute
• Through the availability of student course fees, many more students have been involved in participation at professional conference that connect them to leading authorities in their respective disciplines

Service Learning and Civic Engagement

• Many courses include requirements related to service learning and civic engagement
• Close working relationship with Volunteer and Service Learning Center
• Several faculty members deeply involved in American Democracy Project including Deliberative Polling Project
• Numerous student organizations provide opportunities for students to engage in service learning and civic engagement
• Special Olympics- KHS faculty and students provide the major staffing for this event
• Hershey’s Track Meet (Student lead event in collaboration with the City of Edmond Parks and Recreation Department and Edmond North High School)
• Physical Education Millennium program
• Senior Exercise Program at Bradford Village 
• Senior Fitness Testing and Exercise Prescription at Epworth Villa
• Francis Tuttle Interview Project
• Edmond Leisure Services’ Children’s Festival (Student planned and executed activities during the festival for children of all ages)

Global and Cultural Competencies

• Teacher education program’s recent reaccreditation validated the diversity of curriculum, student body and faculty
• Two faculty members completed CASTLE program and conducted study tours in Summer 2009
• Greater involvement in Passport UCO program in 2009 with numerous Passport to Turkey events planned
• Community Health program provides service learning opportunities to assist with community health needs in central Mexico
• Bilingual/Teaching English as a Second Language program reaches across college as well as broader community - Skills and strategies encouraging responsiveness to literacy, academic, and motivational needs of English Language Learners (e.g., through SEEDS professional development) 
• One department is engaged in intensive study of Spanish language
• Opportunities for collaborations in research and teaching have been explored with the international Academy for Creative Teaching in Bangalore, India
• Psychology student body has historically included one the most diverse populations in the state, with students from Europe, Asia, Africa, the Pacific Rim, and Australia/New Zealand
• Emphasis on diversifying faculty and staff reflected in college goals and hiring practices

Health and Wellness

• HLTH 1112 Healthy Life Skills – part of the core curriculum provides holistic approach to wellness
• Close working relationship with Student Counseling Center
• Many faculty members in Kinesiology and Health Studies involved in Healthy Campus initiative, Paralympic research sponsored by the United State Olympic Committee, and other emerging initiatives in this area
• Central focus of all degree programs in the Department of Kinesiology & Health Studies
• Faculty involvement and leadership in Fit Kids Day (collaborative with Edmond Public Schools and Heart Walk sponsored by the American Heart Association- for two consecutive years, Community Health majors have given away 3000 pounds of donated apples and bananas at the event

Other

Numerous course delivery strategies have been developed to reach a diverse student population including--

• Delivery of evening courses supporting undergraduate programs
• Delivery to off campus sites – face-to-face and via ITV
• Delivery via on-line and hybrid course formats
• Delivery using variable scheduling including weekend classes

Further development of creating technology rich learning environments including--

• Exploration of the use of personal computing devices to create, deliver and retrieve content via iPod, iTouch and iTunes University
• Installation in 17 classrooms in the education building of Smart Boards and professional development sessions for faculty
• Use of internet, document cameras, camcorders and other relevant technologies

Day of Dreaming, 2006

The College of Education and Professional Studies held a day-long planning retreat, the Day of Dreaming - Vision 2010, at Oak Tree Country Club on August 18, 2006. A total of 105 participants including all full-time faculty members along with selected students, staff members, and stakeholders from various professional communities associated with the college participated in this event. The day included activities designed to address specific objectives in four areas: (1) team building activities designed strengthen relationships and build community; (2) activities geared toward developing a clear sense of direction and vision for the college; (3) exercises focused on revisiting the college mission, goals and strategic plan; and (4) an analysis of strengths, weaknesses, opportunities and threats as they pertain to the college. Preliminary data collection was facilitated throughout the summer months leading up to the Day of Dreaming. Many faculty members and other leaders within the college played major roles in planning and facilitating the various activities. Those within the college will continue this planning process with a goal of having a clear vision for the future of the college in place by November 2006.

• The Presentation
• Advance Mission and Goal Plan (July 20, 2006)
• Mission and Goals 1 (August 14, 2006)
• Mission and Goals 2 (August 30, 2006)
• Visioning Activity (August 7, 2006)
• Vision Input (August 15, 2006)
• Vision Data (August 23, 2006)
• Advance SWOT Activity
• SWOT Input (August 16, 2006)

Our History

Since 1890, the College of Education and Professional Studies at the University of Central Oklahoma has been preparing exceptional leaders for careers in communities across the United States. What began as a mission to prepare only educators evolved into a commitment over 113 years to provide excellent programs which dynamically meet the needs of a changing society and prepare individuals to become outstanding professionals in the various teaching and non-teaching disciplines. Since the founding of UCO, the College of Education and Professional Studies has produced over 50,000 graduates who continue to excel in their work and contribute daily to the well-being of thousands. Today, the College of Education and Professional Studies' Alumni Roster contains over 8,500 alumni (1950-2003). In the state of Oklahoma, College of Education and Professional Studies graduates serve in all areas of education, commercial industry, the nonprofit sector, and private business. They sit on numerous local, state and national boards for public and private involvements. Numerous alumni have stepped forward to lead in a host of work-related and community-oriented roles, always interested in the progress and in the success of children, youth, adults and families.

Alumni Commitment to the College of Education and Professional Studies

Alumni are highly involved with activities, programs and services in the College of Education and Professional Studies. From volunteering on a special event to officially assisting in advisory council membership on various committees, the CEPS Alumni go the extra mile to keep the standards of learning beyond excellent for the UCO students seeking a degree.

We appreciate the Alumni Broncho spirit. If you are not a member of the UCO Alumni Association, join today!

College of Education and Professional Studies... The First Years

The first alumni came from the first class that started the University of Central Oklahoma, which at that time was called the Territorial Normal School. Twenty-five students (six men and nineteen girls) had responded to Richard Thatcher's call "to qualify and train persons in the art of school-teaching." They found a temporary home in the unfinished First Methodist Church located at 19 North Broadway in Edmond. Thatcher, who had been a teacher and principal in Kansas schools before coming to Edmond in 1890, was the total faculty. He taught all of the subjects during the first year. The students met on November 9, 1891 for the very first time.

Students continued to enroll throughout the year. Eight dropped and did not return after the Christmas holiday, twenty-nine continued after January 2, 1892, and twenty-seven more were added after the first of the year. Thus, during the first year more than half-a-hundred students attended the Normal School. At the end of the Spring, 1892, 56 students between the ages of 13 and 21 were on the roll. Among these students was Minnie Morton Kibby who became the first teacher sent out by the Central State Normal School, a name that remained until the institution became a four year college in 1919.