Undergraduate Courses
COURSES IN EARLY CHILDHOOD (ECH)
ECH 2305 Socio-Cultural Relations in Early Childhood (3-0). Explores the multi-social, multi-lingual, multicultural contexts, and their effects on young children. Topics include cultural and social diversity, family issues, linguistic and bilingual foundations, community influence on development, day care, and special issues relevant to multi-cultural society. Emphasis is placed on the child to adolescence.
(Revised - Effective Fall 2008) 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.
(Pending Approval - New- Effective Fall 2008) ECH 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: ECH 2305.
ECH 3335 Play Dynamics Research (2-2). 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: ECH 2305.
ECH 3337 Creative Development in Early Childhood (3-0). A study of cognitive, affective, and psychomotor skills addressed through music, visual arts, creative movement, literature, and sensory perception. Emphasis on diagnosis and evaluation of early childhood development, nutrition, and health. Emphasis is placed on the young child to adolescence. Prerequisites: ECH 2305.
ECH 4305 Cognitive Development (3-0). A study of qualitative and quantitative changes in thinking, organizing, perceiving, and problem solving. Emphasizes the sensory motor, intuitive, concrete, and formal development periods. Prerequisites: ECH 2305.
(Pending Approval - New - Effective Fall 2008) ECH 4410 Instructional Strategies in EC-6 Classrooms (4-0). This course focuses on understanding and applying pedagogy, research, and content areas 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. Prerequisite: ECH 3320, EPSY 3303, and SPED 2361.
COURSES IN EDUCATIONAL PSYCHOLOGY (EPSY)
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.
EPSY 3311 Adolescent Development (3-0). The study of cognitive, social, personality, and emotional development of adolescents with emphasis on special developmental problems, testing, behavior and current social problems related to adolescent development.
(Pending Approval - New - Effective Fall 2008) EPSY 3303 Child and Adolescent Development (3-0) (Replaces EPSY 3301 and EPSY 3311). A study of human developmental 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)
RDG 2306 The Role of Affect and Literature in Reading (3-0). A study of the affective aspects of attitudes, motivation, interest, beliefs, feelings, and values of children's and adolescent's literature in helping students become lifelong readers. A variety of genre will be explored relating to social, emotional, intellectual and literacy development.
(Revised – Effective Fall 2008) 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 classroom.
RDG 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.
RDG 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.
RDG 3332 Components of the Reading Process (3-0). The interaction of cueing systems in reading - graphophonic, syntactic, semantic, and schematic - decoding and comprehending nonfiction and content area text at literal, inferential, and evaluative levels. Prerequisites: Reading 2306 and 2307.
(Revised – Effective Fall 2008) RDG 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, and selecting materials for the elementary classroom.
RDG 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.
(Pending Approval - New – Effective Fall 2008) RDG 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. Prerequisite: RDG 2306.
(Pending Approval - New – Effective Fall 2008) RDG 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. Prerequisite: RDG 2306.
(Pending Approval - New – Effective Fall 2008) RDG 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.
RDG 4301 Reading Diagnosis and Remediation (3-0). Provides experience in the use of informal and formal diagnostic techniques for identifying reading problems such as dyslexia and other reading disabilities. Recommendations for remediation are correlated with assessment, technology, and other strategies to meet individual needs of students. Prerequisites: Reading 3331 and 3332.
(Revised – Effective Fall 2008) RDG 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: RDG 3332, RDG 3335, RDG 3336.
RDG 4320 Reading in the Secondary School Content Areas (3-0). A study of reading skills, learning and study and higher level thinking skills development in the content areas. Includes determining the readability of curriculum materials, adapting learning experiences, planning curriculum to accommodate student diversity in reading ability, and assessing student learning. A field experience component is required. Prerequisites: Admission to the Teacher Education Program.
RDG 4602 Reading Practicum.(6-0). Students will apply reading knowledge and skills in a variety of settings: primary, intermediate, or middle school. This course is the capstone field-based experience in reading prior to the student teaching experience. Prerequisites: Reading 3331, 3332, 3333, and 4301.
(Revised – Effective Fall 2008) RDG 4602 Language Arts: Instructional Strategies for the Elementary and Middle-School Teacher (6-0). 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: RDG 3332, RDG 3335, RDG 3336, RDG 4301.
COURSES IN SPECIAL EDUCATION (SPED)
SPED 2361 A Survey of Exceptionalities (3-0). A survey 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.
SPED 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. Prerequisite: SPED 2361
SPED 3364 Problems in the Education of Students with Mild Disabilities (3-0). (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. Prerequisite: SPED 2361
SPED 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. Prerequisite: SPED 2361
SPED 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. Must be taken concurrently with SPED 4363. * Prerequisites: SPED 2361, 3360, 3364, 3365.
SPED 4363 Learning Disorders (3-0). A study of practices of working with learning differences. A field component is required. Must be taken concurrently with SPED 4362. **Prerequisites SPED 2361, 3360, 3364, 3365.
COURSES IN PROFESSIONAL EDUCATION (ED)
(Pending Approval - New – Effective Fall 2008) 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.
ED 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 Teacher Education Program prior to enrolling in any of the upper division education courses listed below.
ED 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.
(Pending Approval - New – Effective Fall 2008) ED 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.
ED 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 ED 4311, ED 4314.)
ED 4311 The Elementary School: Instructional Strategies in Language Arts and Social Studies (2-2). The development of the elementary school learner, including special student populations, with emphasis on social, emotional, and intellectual development will be stressed. Problem solving, critical thinking, and other appropriate strategies will be studied using concepts from the social studies and language arts essential elements. A field practicum is required. (Must be taken concurrently with ED 4309, ED 4314.)
(Revised – Effective Fall 2008) ED 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 ED 4309 and ED 4314).
ED 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 ED 4309, ED 4311.)
ED 4315 The Elementary School: Organization and Management (2-2). The organization and management of the elementary school, district classroom management policies, policies on the assessment of teachers, and legal and ethical aspects of teaching will be studied. A minimum of twenty-five clock hours of field experience in an accredited elementary classroom is required. Concurrent registration in ED 4317 and student teaching is required. Prerequisites: Education 4309, 4311, 4314, and admission to the Student Teaching Program.
(Description change only) ED 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, skill, and ability by observing and working with experienced public school teachers in elementary classrooms. To be taken concurrently with the student teaching placement. A seminar format conducted by teams of university and/or public school teachers is utilized. Prerequisites: ED 4309, 4311, 4314, and admission to the Student Teaching Program.
ED 4321 Secondary School Organization and Curriculum (3-0). A study of the structure, organization, and management of the secondary school system emphasizing state and local structures in Texas. Includes an examination of special student populations, the legal and ethical aspects of teaching, and career development. A field experience component is required. (Must be admitted to the Teacher Education Program.)
ED 4322 Teaching Techniques in the Secondary School (3-0). A study of the teaching process in the secondary school, including measurement and evaluation of student achievement, instructional media and technology, and planning. A field experience in a secondary school is required.
ED 4323 Teaching Techniques in the Secondary School (3-0). A study of the teaching process in the secondary school, including planning, classroom management, and questioning strategies. This course must be taken concurrently with student teaching. Prerequisites: Reading 4320, Education 4321, and admission into the Teacher Education Program.
ED 4381 Special Topics (3-0). Selected topics in education. May be repeated once for credit when topic varies.
ED 4391 Research. A specialized course which may be directed reading or research for superior students in education.
COURSES IN STUDENT TEACHING (ED)
ED 4971 Teaching Internship in Early Childhood to Grade 4 (9-0). Participation in supervised teaching early childhood to Grade 4 in an elementary school. Grading will be either pass or fail.
ED 4972 Teaching Internship in Grade 4 to Grade 8 (9-0). Participation in supervised teaching Grade 4 to Grade 8. Grading will be either pass or fail.
ED 4973 Supervised Teaching in the High School (9-0). Observation of and participation in supervised teaching in appropriate public school settings for students seeking Grades 8-12 teacher certification.
ED 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.
(Pending Approval - New – Effective Fall 2008) ED 4975 Teaching Internship in Early Childhood to Grade 6. Participation in supervised teaching early childhood to Grade 6 in elementary/middle schools. Grading will be either pass or fail.