Undergraduate Courses

Courses In Early Childhood (ECH)

2305 Socio-Cultural Influences on Child Development (3-0). This course explores the influences of society, culture, political issues, family, and experiences on personal identity and learning success with special emphasis on the development of social competence and self-discipline, as well as the culture of schools and classrooms. Students participate in 20 clock-hours of field experience in a variety of settings with diverse student populations.

3320 Learning Environments and Curriculum in EC-6 Classrooms (3-0). This course assists students in planning, designing, and evaluating developmentally appropriate environments for children with links to cognitive, physical, social, and affective developmental domains. Organization, management, procedures, and physical facilities are explored along with a survey of materials and equipment. Focus is on connecting theory to practice and real world experience. Prerequisite: Early Childhood 2305

3335 Play Dynamics Research (3-0). A study of classical and contemporary theories of play. Focus of the study includes empirical basis of play as a component of cognitive, social, perceptual-motor, and developmental processes. Trends and issues of changes in play related to socio-dynamic influences and their effects on play quality, imaginative play, passive-aggressive play, and play therapy are considered. A field experience component is required. Prerequisites: Early Childhood 2305

3350 Developmentally Appropriate Environments (3-0). This course links cognitive, physical, social and affective developmental domains to children’s experience and environment. The focus is on connecting developmental sequence and theory to real world experience and practice. The role of adult influence on children’s development is emphasized. Prerequisite: Early Childhood 2305

4305 Cognitive Development (3-0). Examines assessment tools, strategies for informing instruction, and communicating children’s developmental learning progress. Considers qualitative and quantitative changes in young children’s thinking and problem solving. Provides assessment resources to support differentiating learning styles and cognitive processes. Prerequisite: Early Childhood 2305

4410 Instructional Strategies in EC-6 Classrooms (4-0). This course focuses on understanding and applying pedagogy, research, and content area knowledge to the development of an integrated approach to curriculum including lessons, resources, and units for use with children from preschool through elementary years in diverse and multicultural settings. The role of assessment in curriculum planning is addressed. A 30 clock-hour field experience in public elementary classrooms is required. Prerequisites: Early Childhood 3320, Educational Psychology 3303, and Special Education 2361.

4450 Applied Child Development (4-0). This course focuses on understanding and analyzing relationships between developmental sequences and children’s styles and processes of thinking, problem solving, cooperative interaction, and self-direction. The role of adults in mediating children’s accomplishments is emphasized, including supervised experiences with young children. Prerequisites: Early Childhood 3320 or Early Childhood 3350, and Educational Psychology 3303,
and Special Education 2361.

Courses In Educational Psychology (EPSY)

3301 Child Development (3-0). A study of the human development processes in children from birth to adolescence including the developmental characteristics of learners in the cognitive, social, emotional and physical domain. Special issues relevant to a diverse multicultural society and their sociocultural influences which affect children’s classroom behavior will be examined.

3303 Child and Adolescent Development (3-0). A study of human development processes from childhood to adolescence including physical, cognitive, social, emotional, and personality development. Aspects of learning, motivation, classroom management, behavior management, diverse learners, and socio-cultural elements are examined. A case study report is required.

Courses In Reading (RDG)

2306 Teaching Reading Using Children’s Literature (3-0). A study of children’s literature, selection of materials, and literature-based methods for use in the elementary classrooms.

2307 Language Development and Literacy (3-0). The relationship of language development in listening, speaking, and writing to reading. Topics will include language development of students speaking English dialects, regional variants of languages, and English as a second language.

3331 Principles and Practices for Learning to Read (3-0). How reading begins in emergent literacy, continues to develop through application of research-based principles and practices, with various reading materials including technology. Prerequisites: Reading 2306 and 2307.

3332 Reading in the Content Areas (3-0). An examination of reading and writing processes across the content areas with an emphasis on planning instruction, implementing strategies.

3333 Reading: The Reading and Writing Process (3-0). The integration of recent research and theories about the writing process, reading and writing connections, and writing across the curriculum in the elementary and middle school. Prerequisites: Reading 2306 and 2307.

3335 Reading Development in the Elementary School (3-0). An understanding of reading development from emergent to fluency, methods of reading instruction, and sequence of instruction for the elementary classroom.

3336 Teaching Reading in the Language Arts Classroom (3-0). A study of the integrated language arts process in the elementary classroom. Focus on effective teaching of the language arts modes of listening, speaking, reading, writing, viewing, and representing.

3339 Reading in the Middle School Classroom (3-0). Examines reading and writing processes, the development of reading and writing abilities and skills, theories and models of reading, assessment, remedial strategies, planning, and materials for the 4-8 literacy learning environment.

4301 Assessment and Evaluation of Reading and Writing (3-0). An examination of appropriate assessment and evaluation strategies for the classroom teacher to utilize. Both formal and informal assessment measures are introduced for evaluation of student performance and planning instruction. Prerequisites: Reading 3332, 3335 and/or 3339, 3336

4602 Reading and Language Arts in the Elementary and Middle School. Students will apply integrated language arts knowledge and skills in a variety of settings in the elementary and middle school. This course is the capstone field-based experience in reading/language arts prior to the student teaching experience. Prerequisites: Reading 3332, 3335 and/or 3339, 3336, 4301; admission to the Educator Preparation Program.

Courses In Special Education (SPED)

2361 A Survey of Exceptionalities (3-0). A study of students with disabilities and the impact on school performance. Legal definitions and requirements under state and federal regulations and the impact on school programs will be presented.

3360 Management Issues with Individuals with Disabilities (3-0). Study of management theories and practices, assessment methodology and strategies for working with learning and behavioral differences. Special emphasis will be given to theories of consultation and practices of working with diverse groups. Prerequisites: Special Education 2361

3364 Problems in the Education of Students with Mild Disabilities (3-0). A study of special problems related to the education of students with learning differences. Designed to provide a working knowledge of instructional approaches and behavioral strategies. Prerequisites: Special Education 2361

3365 Principles of Assessment (3-0). Designed to provide assessment strategies, formal and informal, to assess, plan, monitor, and evaluate the development of students with learning differences. Prerequisites: Special Education 2361

4362 Behavior and Discipline Management Theory (3-0). A practical approach to the implementation of behavioral assessment and discipline management of students with learning and behavioral differences. A field component is required. *Prerequisites: Special Education 2361, 3360, 3364, 3365

4363 Learning Disorders (3-0). A study of practices of working with learning differences. A field component is required. **Prerequisites: Special Education 2361, 3360, 3364, 3365

* Must be taken concurrently with Special Education 4363

** Must be taken concurrently with Special Education 4362

Courses In Professional Education (ED)

2202 Teacher Education and Practice (2-0). Designed to provide an overview of the practice of teaching in today’s society and the skills and tools required by the classroom teacher.

2323 Introduction to Computer Technology (3-0). A survey of computer technology systems supporting the instructional process with emphasis on technology foundations, acquisition of information, communications, problem solving, productivity, and evaluation tools. The course will introduce the student to technology concepts and terminology and to a wide range of microcomputer applications including presentation software, desktop publishing, authoring systems, telecommunications, multimedia, graphics, and integrated packages.

Students must have applied and been accepted into the Educator Preparation Program prior to enrolling in any of the upper division education courses listed below.

3313 Bilingual Education (3-0). A study of bilingual education in the United States and Texas with emphasis on state and federal legislation, assessment, curriculum, and teaching in a bilingual setting will be emphasized.

3314 Linguistically Diverse Learners (3-0). Designed to enhance awareness, respect, understanding, and appreciation of the strengths of linguistically and culturally diverse learners through an examination of the research, the study of theory, curriculum, assessment methodology, and classroom environments that foster a climate of respect, learning, equity, and excellence.

4309 Mathematics: Instructional Strategies for the Elementary and Middle School Teacher. (2-2). This field-based course emphasizes the integration of research and theories about the process of learning mathematics. The development of logical reasoning in students, stages of intellectual development, appropriate questioning and problem solving strategies and techniques will be used with students in a public school setting. The TEKS addressing basic mathematics information, methods, and materials will be included. (Must be taken concurrently with Education 4311, Education 4314.) Prerequisites: Mathematics 1302, Mathematics 1341, Mathematics 1342.

4311 Social Studies: Instructional Strategies for the Elementary and Middle School Teacher (2-2). This field-based course emphasizes the integration of research and theories about the processes of learning social studies in the elementary and middle school. Problem solving, critical thinking, and citizenship will be stressed. Appropriate strategies will be identified using concepts from the social studies. Field practicum is required. (Must be taken concurrently with Education 4309 and Education 4314.)

4314 Science: Instructional Strategies for the Elementary and Middle School Teacher (2-2). This field-based course emphasizes the integration of research and theories about the processes of learning science. The major science processes such as observing, experimenting, measuring, classifying, analyzing, interpreting, sequencing, recognizing properties and patterns, and inferring will be used with students in a public school setting. The TEKS addressing basic scientific information, methods, and materials will be included. (Must be taken concurrently with Education 4309, Education 4311.)

4315 The Elementary School: Organization and Management (3-0). Focus is on the organization and management of classroom environments, curriculum, time management, planning, and student behavior. Legal and ethical issues related to schools and public education are addressed. Teacher candidates acquire knowledge, skills, and ability by observing and working with experienced public school teachers in elementary classrooms. To be taken concurrently with student teaching placement. A seminar format conducted by teams of university and/or public school teachers is utilized. Prerequisites: Education 4311 and/or 4314, and/or 4309 and admission to the Student Teacher Program.

4381 Special Topics (3-0). Selected topics in education. May be repeated once for credit when topic varies.

4391 Research. A specialized course that may be directed reading or research for superior students in education.

Courses In Student Teaching (ED)

4971 Teaching Practicum in Early Childhood to Grade 4. Participation in supervised teaching early childhood to Grade 4 in an elementary school. Grading will be either pass or fail.

4972 Teaching Practicum in Grade 4 to Grade 8. Participation in supervised teaching Grade 4 to Grade 8. Grading will be either pass or fail.

4974 Supervised Teaching All Levels (9-0). Observation of and participation in supervised teaching in appropriate public school settings for students seeking all level teacher certification.

4975 Teaching Practicum in Early Childhood to Grade 6 (9-0). Participation in supervised teaching in early childhood to Grade 6 in an elementary and/or middle school. Grading will be either pass or fail. Must be admitted to the Student Teaching Program.