School of Education & Division of Behavioral Sciences

School of Education Faculty Members

Beverly S. Faircloth, Assistant Professor of Education, Dean

Barbara A. Reid, Professor of Education

Justin E. Russell, Assistant Professor of Education and Psychology

Rena Beasley, Assistant Professor of Education and Lead Faculty Master of Education Program, Assistant Humanities Division Chair

Kyle Findley, Assistant Professor of Sport Management

Lisa H. Kelley, Assistant Professor of Education (Part-Time)

Deokhyo Kim, Instructor of Education

Behavioral Sciences Faculty Members

C. Vance Rhoades, Emeritus Professor of Psychology

Roger C. Byrd, Associate Professor of Social Sciences and Prison Program Director

Carl Anthony Wardlaw, Jr. Assistant Professor of Psychology

Humanities Faculty Members

Jerusha Chauhan, Associate Professor of English

Adam N. Coker, Associate Professor of History and Christian Studies

Megan Shae Carter, Assistant Professor of English

Christopher D. Kirk, Assistant Professor of English

G. Hunter Kennedy, Assistant Professor of History

Thomas Ronal Melton, Distinguished Professor of History (ret.)

Timothy E. Miller, Assistant Professor of History

Cynthia Reese, Assistant Professor of English 

John E. Shaffett, Assistant Professor of English and History

William Franklin Sharpe, Assistant Professor of English

Programs of study in the School of Education, and Division of Behavioral Sciences, & Humanities

Associate of Arts (A.A.) in Criminal Justice ∙ Education ∙ General Studies ∙Psychology
Bachelor of Arts (B.A.) in Criminal Justice ∙ English ∙ General Studies ∙ History ∙ Psychology
Bachelor of Science (B.S.) in Early Childhood Education (P-5) Middle Grades Education (4-8), with concentrations in:
Social Studies ∙ Language Arts ∙ Mathematics ∙ Science
Secondary Education-English (6-12) ∙ Secondary Education-Science/Chemistry (6-12) Music Education (P-12) ∙ Special Education General Curriculum (P-12)
Psychology ∙ Sport Management

The Division of Education, Behavioral Sciences, and Humanities offers an undergraduate education embedded within the university’s mission and core values. Through blending liberal arts with the Christian faith, faculty members provide high-quality instruction coupled with a wide range of experiences to guide students in attaining and applying academic knowledge, skills, dispositions, theoretical perspectives, historical trends, and current research in their chosen fields. Studies in language, history, the creative arts, and human culture will prepare students for a more abundant life through vocational fulfillment and Christian service.

The goals and student learning outcomes for candidates in the Educator Preparation Program at Brewton-Parker Christian University are designed to guide students toward mastery of the standards set forth by the Georgia Professional Standards Commission and are aligned with the Teacher Assessment on Performance Standards (TAPS) of the Georgia Teacher Keys Effectiveness System. In addition, the Education programs seek to expose students to a biblical worldview of education and challenge them to integrate Christian faith in their educational practice.

To major in music (BA in Music, BM in Worship Arts, or BS in Music Education), students must be accepted by the university and successfully pass an audition for the music department.

Program learning outcomes for candidates pursuing a Bachelor of Science in Early Childhood, Middle Grades, or Secondary Education are as follows:

GOAL 1: Candidates use their understanding of child development - including learner’s unique characteristics and needs, and the multiple interacting influences on development and learning - to create environments that are healthy, respectful, supportive, safe, challenging, and conducive to learning for each child. (TAPS 1, 7, 8)

GOAL 2: Candidates apply their knowledge of developmental domains and academic (or content) disciplines to design, implement, and evaluate meaningful, challenging curriculum that promotes comprehensive developmental and learning outcomes for each child. (TAPS 2, 3, 4, 5, 6, 8)

GOAL 3: Candidates implement a wide array of developmentally appropriate approaches, instructional strategies, and tools to connect children and families and positively influence each child’s development and learning, which will vary depending on children’s ages, characteristics, and the educational setting. (TAPS 3, 4, 10)

GOAL 4: Candidates are collaborative leaners who continuously demonstrate knowledgeable, reflective and clinical perspectives of their work, make informed decisions that integrate knowledge from a variety of sources, including ethical guidelines, and advocate for sound educational practices and policies. (TAPS 9, 10)

Program learning outcomes for candidates pursuing a Bachelor of Science in Special Education require further specialization for working with students with disabilities.

GOAL 1: Candidates use their understanding of child development - including learner’s unique characteristics and needs, and the multiple interacting influences on development and learning - to create environments that are healthy, respectful, supportive, safe, challenging, and conducive to learning for each child. (TAPS 1, 7, 8)

GOAL 2: Candidates apply their knowledge of developmental domains and academic (or content) disciplines to design, implement, and evaluate meaningful, challenging curriculum that promotes comprehensive developmental and learning outcomes for each child with a disability. (TAPS 2, 3, 4, 5, 6, 8)

GOAL 3: Candidates implement a wide array of developmentally appropriate approaches, instructional strategies, and tools to connect children with disabilities and their families and positively influence each child’s development and learning, which will vary depending on children’s ages, characteristics, and the educational setting. (TAPS 3, 4, 10)

GOAL 4: Candidates are collaborative leaners who continuously demonstrate knowledgeable, reflective and clinical perspectives of their work, make informed decisions that integrate knowledge from a variety of sources, including ethical guidelines, and advocate for sound educational practices and policies. (TAPS 9, 10)

Program learning outcomes for candidates pursuing a Bachelor of Science in Music Education combine learning outcomes from both the music program and the TAPS standards.

GOAL 1: Candidates use their understanding of child development - including learner’s unique characteristics and needs, and the multiple interacting influences on development and learning - to create environments that are healthy, respectful, supportive, safe, challenging, and conducive to learning for each child. (TAPS 1, 7, 8)

GOAL 2: Candidates apply their knowledge of developmental domains and academic (or content) disciplines to design, implement, and evaluate meaningful, challenging curriculum that promotes comprehensive developmental and learning outcomes for each child. (TAPS 2, 3, 4, 5, 6, 8)

GOAL 3: Candidates implement a wide array of developmentally appropriate approaches, instructional strategies, and tools to connect children and families and positively influence each child’s development and learning, which will vary depending on children’s ages, characteristics, and the educational setting. (TAPS 3, 4, 10)

GOAL 4: Candidates are collaborative leaners who continuously demonstrate knowledgeable, reflective and clinical perspectives of their work, make informed decisions that integrate knowledge from a variety of sources, including ethical guidelines, and advocate for sound educational practices and policies. (TAPS 9, 10)

GOAL 5: Successful candidates will develop performing skills with multiple instruments.

GOAL 6: Successful candidates will develop skills that will give them the ability to perform at sight in a variety of musical styles.

GOAL 7: Successful candidates will develop skills and knowledge in the area of music theory.

GOAL 8: Successful candidates will be able to think critically about music, music education, and worship related topics.

GOAL 9: Successful candidates will develop teaching skills in their performance medium.

Program Goals for the Bachelor of Arts in Criminal Justice

GOAL 1: Successful graduates will possess disciplinary content knowledge at a level that prepares them for graduate-level research.

GOAL 2: Successful graduates will be able to competently conduct research and communicate their findings in a scholarly and professional manner.

GOAL 3: Successful graduates will demonstrate ethical and social sensitivity.

GOAL 4: Successful graduates will be able to connect classroom learning with careers in the field of criminal justice and areas for professional development.

GOAL 5: Successful graduates will be able to understand the intersection of criminal justice and the Christian faith and be prepared to use this understanding to help others in a variety of settings.

Program Goals for the Bachelor of Arts in Psychology

GOAL 1: Successful graduates will possess disciplinary content knowledge.

GOAL 2: Successful graduates will be able to competently conduct research and communicate their findings.

GOAL 3: Successful graduates will demonstrate ethical and social sensitivity.

GOAL 4: Successful graduates will be able to connect classroom learning with careers in the field of psychology and areas for professional development.

GOAL 5: Successful graduates will be able to understand the intersection of psychology and the Christian faith and be prepared to use this understanding to help others in a variety of settings.

Program Goals for the Bachelor of Science in Psychology

GOAL 1: Successful graduates will possess disciplinary content knowledge at a level that prepares them for graduate-level research.

GOAL 2: Successful graduates will be able to competently conduct research and communicate their findings in a scholarly and professional manner.

GOAL 3: Successful graduates will demonstrate ethical and social sensitivity.

GOAL 4: Successful graduates will be able to connect classroom learning with careers in the field of psychology and areas for professional development.

GOAL 5: Successful graduates will be able to understand the intersection of psychology and the Christian faith and be prepared to use this understanding to help others in a variety of settings.

Humanities has designed academic programs to serve a variety of students and their vocational pursuits. Each academic program has learning outcomes specific to the academic major, which are housed in the university’s assessment planning documents. Overarching learning goals for each program are described below.

Goal 1 of the English program is that successful graduates will have a deep knowledge of language and literature.

Goal 2 of the English program is that successful graduates will master the steps of the writing process.

Goal 3 of the English program is that successful graduates will develop critical thinking skills for use in literature review and research.

Goal 1 of the History program is that successful graduates will possess an understanding of the chronology of history.

Goal 2 of the History program is that successful graduates will be able to explain the causes and historical significances of historical events.

Goal 3 of the History program is that successful graduates will obtain and refine historical research skills through analysis of primary sources relevant to the period.

Goal 4 of the History program is that successful graduates will integrate the historical skills and content knowledge by coherently discussing key events and figures in written and/or oral form.

Programs

Degree - Undergraduate

• •  Criminal Justice, A.A.
• •  Criminal Justice, B.A.
• •  Early Childhood Education, B.S.
• •  Education, A.A.
• •  English, B.A.
• •  General Studies, A.A.
• •  General Studies, B.A.
• •  History, B.A.
• •  Middle Grades Education, B.S.
• •  Music Education, B.S.
• •  Psychology, A.A.
• •  Psychology, B.A.
• •  Psychology, B.S.
• •  Secondary Chemistry Education, B.S.
• •  Secondary English Education, B.S.
• •  Special Education, B.S.
• •  Sport Management, B.S.
• •  Worship Arts, B.M.

Minor

• •  American Studies, Minor
• •  Creative Arts, Minor
• •  Creative Writing, Minor
• •  Criminal Justice, Minor
• •  Education, Minor
• •  English, Minor
• •  General Science, Minor
• •  History, Minor
• •  Psychology, Minor
• •  Special Education, Minor

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