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Educational certification programs are being revised. It is important to check with an advisor in the major field each semester for updated information.

ED B100 BASE Reading Review (0-0).  This course is a six-hour review of ED 0200 BASE Reading Skills.

ED 0200 BASE Reading Skills (2-0). This course is designed for students whose score on an approved assessment instrument does not meet the minimum developmental education requirement. In the course, students will develop basic reading skills. Topics included in this course are building vocabulary, defining context clues; identifying main and supporting ideas; identifying author’s purpose and tone. Credit in this course cannot be used to satisfy requirements for any degree.

ED 0300 Reading Skills (3-0).  This course is designed for students whose score on an approved assessment instrument does not meet minimum requirements on the reading portion of the assessment. In this course, students will develop reading and study skills. Topics included in this course are defining vocabulary in context; identifying stated, implied main ideas and central point; identifying details that support and differentiate between fact or fiction; identifying author’s purpose and tone; determining points and support of a critical argument.

This course will emphasize correction of reading problems identified through diagnosis. Credit in this course cannot be used to satisfy requirements for any degree. Students must earn a grade of C or better to progress to any intensive reading course.

ED 2303 Trends in Education (3-0).  This course explores the transformative power of education in a democratic society. The goal is to develop a clear understanding of current trends and issues in education for all citizens and those interested in a teaching career.

ED 3300 Principles of Education (3-0).  A course for teachers that includes the legal and ethical aspects of teaching, and the recognition of and response to signs of abuse and neglect in children; structure, organization, and management of the American school system, with emphasis on the state and local structure in Texas.  Prerequisite: Completion of Blocks I and II.

ED 3301 Curriculum and Instruction for Classroom Teachers (1-2).  A course designed for the classroom teacher with emphasis on appropriate curriculum and instruction for the classroom. This course will provide companion theory and practice to ED 3303 with field work.  Includes 10 hours of field experience.  Prerequisite:  Completion of Block I.

ED 3302 Developmental and Learning Theories (3-0).  An integrated study of correct developmental and learning theories pertaining to human physical, cognitive, emotional and cultural development.  Includes 10 hours of field experience. Prerequisite:  Admitted to Block I.

ED 3303 Methods and Materials for the Classroom Teacher (1-2).  A course designed for the classroom teacher with an emphasis on practical, hands-on techniques, classroom management and field experience.  Prerequisite:  Completion of Block I

ED 3304 Human Growth & Development (3-0).

ED 3307 Technology in the Instructional Setting (3-0).  Education Specialization.  This course prepares teachers to plan, organize, deliver, and evaluate instruction that incorporates the effective use of current technology.  Includes 20 hours of field experience.

ED 3308 Language Acquisition and Emergent Literacy (3-0).  Education Specialization.  A course in language acquisition in children. Developmentally appropriate activities, diversity, and individual learning styles found in the educational setting are discussed as they facilitate language in young children. All theories and activities are presented as they ultimately contribute to an integrated curriculum. This course supports competencies within the Evaluative measure as identified by the State of Texas for Teaching Certification. In addition, this course utilizes the competencies presented for Early Childhood-6th Grade as identified by the State of Texas.

ED 3309 Early Childhood: The Young Child (3-0).  A study of the growth and development of infancy and early childhood with detailed case studies of a kindergarten age child.

ED 3312 Fine Arts in the Classroom (3-0).  Course is designed to introduce students to the principles of art, music, and theatre that can be related to the expressive and developmental needs of children in the Early Childhood-Sixth grade classroom.  Students will learn basic techniques, activities, and strategies for integrating art, music, and theatre into the EC-6 curriculum.

ED 3314 Language Arts/Social Studies Methods (3-0).  QEP MAPPED COURSE A study of the methods and strategies in teaching language arts and social studies in the elementary grades, including vocabulary, comprehension and comprehension development, composition grammar, and handwriting. Classroom management, instructional materials, curricula, and measurement analysis and response best practices are presented. Activities focus on development of lesson plans, instructional materials, visual aids, and assessment of student progress. This course supports competencies within the Evaluative measure as identified by the State of Texas for Teaching Certification. In addition, this course utilizes the competencies prescribed for Early Childhood-6th grade as identified by the State of Texas. Prerequisite: ED/EDUC 4308 and ED/EDUC 3308

ED 4306 Survey of Exceptional Children (3-0).  Education Specialization.  A survey of exceptional children involving categorical identification, learning characteristics, instructional intervention, and adjustment needs.

ED 4307 English/Language Arts in the Classroom (3-0). This is a course in methods and strategies in teaching English/Language Arts curriculum in the public schools. Topics include but are not limited to the essential elements of listening, speaking, reading, writing (composition, handwriting conventions, and spelling), language (English grammar and usage) curricula, instructional materials, assessment and evaluation.

ED 4308 The Teaching of Reading (3-0).  Intensive study of the foundations of reading readiness, beginning reading, remedial reading, reading assessment, reading devices, and the use of audio-visual aids in reading instruction. Topics presented in this course will provide an understanding of reading pedagogy, best practices for reading assessment, and foundational skills for reading development. This course serves as a foundation to the reading component and is encouraged to be taken as the first course of the reading component.

ED 4310 Social Studies in the Classroom (3-0). This is a course in methods and strategies in teaching social studies curriculum in the public schools. Topics include, but are not limited to, citizenship, historical knowledge, political systems, socioeconomic systems, historical inquiry, curricula, instructional materials, and assessment and evaluation.

ED 4313 Reading Comprehension and Enrichment (3-0). Education Specialization. An intense course for the development and teaching of phonics, vocabulary, structural analysis, context clues to enhance comprehension for all readers. This course will prepare Candidates to provide multisensory instruction and culturally responsive intervention in the following reading areas: vocabulary development, critical-analytical reading, research based strategies, and metacognition approaches to assist with understanding literacy texts an informational texts. This course supports competencies within the Evaluative measure as identified by the State of Texas for Teaching Certification. In addition, this course utilizes the competencies prescribed for Early Childhood-6th grade as identified by the State of Texas. Prerequisite: ED/EDUC 4308 and ED/EDUC 3308

ED 4314 Reading Skills for Content Subjects (3-0).   QEP MAPPED COURSE  Methods and materials for teaching skills needed for locating, interpreting, and organizing reading materials used in science, social studies, math and the other content subjects.   Includes interpretation of graphic aids, skimming and scanning.  Includes 10 hours of field experience. Prerequisite: Admission to Teacher Education

ED 4315 Reading Diagnosis and Remediation (3-0).  Assessment, diagnostic, and remediation techniques to use in the classroom to determine how to best assist candidates with reading assessment and identify reading problems. This course supports competencies within the Evaluative measure as identified by the State of Texas for Teaching Certification. In addition, this course utilizes the competencies prescribed for Early Childhood-6th grade as identified by the State of Texas.

ED 4317 Diverse Populations in the Regular Classroom (3-0).  Instructional strategies addressing diversity in the regular classroom, with emphasis upon students with cultural differences, limited English proficiency, educational disabilities, and/or gifts and talents. Prerequisites: Approval of the Director of Teacher Education; Completion of Blocks I and II.

ED 4322 Classroom Management (3-0).   This course presents practical methods for creating a positive learning environment working with behavior problems and dealing with a range of challenges in the K-12 classroom.  An online format that provides discussion opportunities during student teaching.  Prerequisite: Approval of Coordinator of Field Experiences; completion of Blocks I and II.

ED 4327 Readings and Research (3-0). Education Specialization.  A course taught on an individual basis wherein special topics are studied. Course content varies according to needs of the student.

ED 4399 Special Topics (3-0).  Education Specialization.  A course covering various topics in the field of education. May be repeated for credit when topic varies.  Prerequisite: Approval of advisor.

ED 4601 Student Teaching in the Elementary School (0-6).   The course serves as a capstone experience for teacher candidates enrolled in the teacher education program. Students are required to work within their placement campuses and fulfill the responsibilities and obligations outlined in the student teaching handbook. Students are expected to serve in a teaching and leadership role in public school classroom(s) under the supervision of an experienced cooperating teacher and university supervisor. Prerequisite: Approval of the Director of Teacher Education. Student Teaching fee: $125

ED 4602 Student Teaching in the Middle School (0-6).  The course serves as a capstone experience for teacher candidates enrolled in the teacher education program. Students are required to work within their placement campuses and fulfill the responsibilities and obligations outlined in the student teaching handbook. Students are expected to serve in a teaching and leadership role in the public school classroom(s) under the supervision of an experienced cooperating teacher and university supervisor.  Prerequisite: Approval of the Director of Teacher Education. Student Teaching fee: $125

ED 4603 Student Teaching: All-level Certification (0-6).  The course serves as a capstone experience for teacher candidates enrolled in the teacher education program. Students are required to work within their placement campuses and fulfill the responsibilities and obligations outlined in the student teaching handbook. Students are expected to serve in a teaching and leadership role in a public school classroom(s) under the supervision of an experienced cooperating teacher and university supervisor.  Prerequisite: Approval of the Director of Teacher Education. Student Teaching fee: $125

ED 4605 Student Teaching in the Secondary School (0-6).  The course serves as a capstone experience for teacher candidates enrolled in the teacher education program. Students are required to work within their placement campuses and fulfill the responsibilities and obligations outlined in the student teaching handbook. Students are expected to serve in a teaching and leadership role in a public school classroom(s) under the supervision of an experienced cooperating teacher and university supervisor. Prerequisite: Approval of the Director of Teacher Education. Student Teaching fee: $125

ED 5100 Pedagogy of Mathematics for the English Language Learner (1-0).  This course is for teachers of mathematics and introduces basic concepts associated with the effective teaching of mathematics to English language learners (ELL) on the Math STAAR objectives. Three areas covered are: best practices for ELL (Spanish), mathematics vocabulary, and dual language problem solving.

ED 5300 Internship in Teaching I (0-3).  Required for post-baccalaureate certification candidates seeking to satisfy the teaching requirement by teaching full-time as a teacher of record in an accredited school, jointly supervised by University faculty and school district personnel. This is the first semester of the Internship.  Prerequisite: Must be accepted in the Post-Baccalaureate Initial Certification Program. Internship/Practicum fee: $300

ED 5301 Internship in Teaching II (0-3).  Required for post-baccalaureate certification candidates seeking to satisfy the teaching requirement by teaching full-time as a teacher of record in an accredited school, jointly supervised by University faculty and school district personnel. This is the second semester of the Internship.  Prerequisite: ED 5300. ED 5301 must be taken the next consecutive long semester after successful completion of ED 5300; must be accepted in the Post-Baccalaureate Initial Certification Program. Internship/Practicum fee: $300

ED 5302 The Principalship (3-0).  A course designed especially for elementary and secondary school principals in which the role, scope and function of the principalship is thoroughly studied.

ED 5305 Technology in the Educational Setting (3-0).  This course will focus on technology for content-area instruction, instructional software, multimedia presentations, telecommunications, data organization, and student projects. Issues regarding equity, copyright law and fair use will be included.

ED 5306 Assessment of Individual Intelligence (3-0).  Required for educational diagnostician certification. Students will administer, score, and interpret major assessment instruments used to determine eligibility and services provided through special education. Legal requirements and ethical practices will be stressed.  Prerequisite:  ED 5323.

ED 5307 Graduate Research (3-0).  A course designed to broaden the perspectives of graduate students and to introduce them to the techniques of research and the various fields of graduate work offered on this campus. Must be completed in first 12 sch.

ED 5308 Foundations of Literacy (3-0).  This course is designed to follow the development of the reader from early childhood to the adult reader perspective. This course investigates best practices as they relate to reading theories and research so that candidates can explain, compare, contrast, apply and critique literacy education practices through professional collaboration. This course also examines instructional techniques regarding oral language, phonological and phonemic awareness, print awareness, word identification, fluency, comprehension, vocabulary, written language, assessment, instruction addressing individual needs and topics associated with exceptional students. This class is designed to provide students with a foundation of knowledge about teaching literacy, reading and writing, as an interactive process focusing on extracting meaning from print.

ED 5309 Introduction to School Administration (3-0). An overview of school administration that includes roles functions and duties of those who administer and supervise in the schools. Policy development planning goal setting program evaluation and accreditation standards are also included.

ED 5310 Organization and Structure of the Public School Curriculum (3-0).  A course designed for post-baccalaureate students pursuing teacher certification. Emphasis will be upon developmental appropriate curriculum design, qualitative and quantitative evaluation, and classroom organization.

ED 5311 Improvement of Instruction in the Public School (3-0).  A course designed for post-baccalaureate students pursuing teacher certification. Emphasis will be upon learner-centered practices in specific academic areas, and effective teaching behaviors for diverse learners.

ED 5312 Advanced Survey, Exceptional Children (3-0).  A survey of exceptional children involving categorical identification, terminology, advocacy litigation, legislation at the national and state levels, and state guidelines, involving special populations.

ED 5313 Career Development and Life Planning (3-0).  A study of career development theory; systems of career awareness, exploration, preparation, and growth, and their application to career counseling, career guidance, career decision making, life planning, and career education.  Prerequisite: ED 7302.

ED 5314 Personality and Counseling Theory (3-0).  A study of human personality dynamics as related to counseling theory and practice, emphasis on modern humanistic and phenomenological theories as they apply to counseling and developmental guidance. Must be taken within the first 12 hours.

ED 5315 Assessment in Counseling (3-0).  An introduction to testing and assessment for use in counseling individuals and groups, including: basic psychometric theories and approaches to appraisal; psychometric statistics; factors influencing appraisals, data and information gathering; and use of appraisal results in the helping process.  Also addresses test selection, test administration, and the dynamics of test interpretation. Prerequisite: ED 5314

ED 5316 Multicultural Perspectives in Education (3-0).  This course is designed to examine theoretical and practical issues of diversity. Multicultural perspectives such as culture, race, gender, ethnicity, language, exceptionality, class, age, differentiated lifestyles, religion and socio-economic levels will be critically examined to develop awareness and sensitivity to the rich diversity of all students in American public schools. 

ED 5317 History, Philosophy, and Trends in Education (3-0).  This course is a survey of the historical, philosophical and contemporary landscape of schools in the United States. Emphasis is placed on enduring debates about the purposes of education in a democratic society.

ED 5318 Management and Development of Human Resources (3-0).  A comprehensive study of the human resource function in public schools. Included are job analyses, staffing needs, recruitment, selection, placement, induction, evaluation, appraisal, and development of school personnel at all levels.

ED 5319 School Law (3-0).  A study of general laws applying to all states concerning education, and in-depth study of cases and decisions affecting current education.

ED 5320 Assessment in Multi-Tiered Systems of Support (3-0).  Explain assessment and student support within a continuum of services and settings in schools and communities. Procedures for student screening, pre-referral, including Response to Intervention (RtI): Referral: and eligibility will be of focus.

ED 5321 Foundations of Special Education Law (3-0).  A course designed to provide an understanding of the laws governing the area of special education, focusing on current law as such as IDEA, Section 504, and ADA, as well as the legal aspects of the development and implementation of IEPs and IFSPs. Previous cases impacting special education will be examined.

ED 5322 Behavior Management (3-0).   An in-depth look at classical and operant conditioning principles from the standpoint of human application, from the classroom to the home, from private practice to institutional placements. Actual behavior modification project included. Prerequisite: Approval of instructor.

ED 5323 Appraisal of Educational Disabilities (3-0).  Required for educational diagnostician certification. Students will administer, score, and interpret major academic achievement tests used to identify educational disabilities, and design appropriate instruction and services. Students will examine current trends in programs designed for early identification and intervention of possible educational disabilities. Factors involved in multicultural assessment will be addressed. Prerequisite:  Instructor’s approval.

ED 5324 Advanced Educational Psychology (3-0).  An advanced study in the sets of circumstances that are present when human learning occurs, including the conditions that govern learning beyond the traditionally studied prototypes of response conditioning and association.

ED 5325 Evidence Based Interventions for Exceptional Learning (3-0).  Develop research-based interventions in academics and behavior for the students with high incidence disabilities. Functional behavior assessment and a behavior plan will be developed in addition to academic interventions. ED 5327 Readings and Research (3-0).  A course taught on an individual basis wherein special topics are studied. Course content varies according to needs of the student. Prerequisite: Approval of advisor and instructor.

ED 5327 Readings & Research (3-0).  A course taught on an individual basis wherein special topics are studied. Course content varies according to needs of the student. Prerequisite: Approval of advisor and instructor.

ED 5332 Educational Research I (8-0). A course designed to broaden the perspectives of education graduate students and to introduce them to the techniques of educational research that promote data-driven decision-making on their campuses. Must be completed in first 6 sch.

ED 5333 Educational Research II (8-0). An advanced course designed for education graduate students to apply the techniques of educational research that promote data-driven decision-making on their campuses by completing a statistically-sound data-driven educational research project on an identified need of their school campus related to student achievement.

ED 5350 Nature of Gifted and Talented Students (3-0).   Introduction to the intellectual, social, and emotional characteristics of gifted and talented individuals with emphasis on educational needs. Includes varied concepts of giftedness and research findings on creativity.

ED 5351 Curriculum for Gifted and Talented Students (3-0).   Methods and materials to meet the needs of gifted, talented, and creative students. Individual assessment, curriculum modification, instructional materials, and classroom organization will be covered. Includes theories and models of creativity and high-level thinking.

ED 5352 Social/Emotional Development of the Gifted and Talented (3-0).  Affective growth and potential adjustment problems of gifted students.  Emphasis on self-concept, career concerns, peer relationships, and family interactions.

ED 5353 Program Planning for Gifted and Talented Students (3-0).   Instruments and procedures for identification of gifted, talented and creative students. Program models and evaluation and implementation of programs are also covered.

ED 5360 Professional Roles and Responsibilities (3-0).  A course that provides an understanding of the roles and responsibilities of teaching that includes knowledge of legal and ethical issues and requirements for teachers; professional knowledge and skills needed for communicating and collaborating with professional colleagues, the community, and families; and the importance of family involvement in children’s education. A course designed to meet the needs of those seeking initial teacher certification through the PBICP alternative certification route.

ED 5361 Teaching Diverse Learners (3-0). A course that provides the understanding of the diverse nature of learners encountered in EC-12 classrooms; includes an in-depth look at how the teacher creates a classroom environment of respect and rapport that fosters a positive climate for learning, equity, and excellence for all learners. Topics include: Special education students, at-risk students, gifted and talented students, emotional and physical impairments, and cultural diversity. A course designed to meet the needs of those seeking initial teacher certification through the PBICP alternative certification route. 

ED 5627 Clinical Teaching in the Post Baccalaureate Program (0-6).  The course serves as a capstone experience for teacher candidates enrolled in teacher education program. Students are required to work within their placement campuses and fulfill the responsibilities and obligations outlined in the student teaching handbook. Students are expected to serve in a teaching and leadership role in a public school classroom(s) under the supervision of an experienced cooperating teacher and university supervisor. Internship/Practicum fee: $300

ED 6304 Organization and Theory in Administration (3-0).  Current trends, issues and problems in the elementary and secondary schools involving the planning, organizing, administering and evaluating the total school system.

ED 6305 Curriculum Instruction and Assessment (3-0). A course which introduces education graduate students to public school curriculum and its adoption process in Texas; Instruction and how to improve it to positively impact student achievement; and assessment and how to measure student success. Students will be introduced to the topics among others of the change process horizontal and vertical alignment scope and sequence and rigor. 

ED 6308 Advanced Human Growth and Development (3-0).   A study of the life span human development from conception to death, encompassing physical, social and emotional theories of development. Including an emphasis on childhood and adolescence, and the implications for effective academic and interpersonal experiences.

ED 6311 Emergent Literacy and Language Development (3-0).  This advanced course is a requirement for the Master of Education Language and Literacy program. It is designed to provide students with and understanding of the components of reading and the strength and needs of individual students. This course will demonstrate how young children become literate, how language is acquired, and how competence in oral language supports the development of reading and writing. Attention will also be given to the critical role adults play in fostering the literacy development young children.

ED 6313 Teaching Reading in the Content Areas (3-0).  This course investigates best practices as they relate to reading theories and research so that professionals can explain, compare, contrast, develop and critique literacy education practices. The purpose of the course is to learn the most effective ways of helping students with reading comprehension, writing, speaking, listening, viewing and researching across disciplines in K-12. This class is designed to provide students with a foundation of knowledge about the language of each discipline through the interactive process focusing on extracting meaning from print and all mediums.

ED 6314 Diagnosis and Correction of Reading Disabilities (3-0).  This course is designed to identify and address the symptoms and causes of reading difficulties and disabilities. Methods of assessment and diagnosis will be addressed through course readings and discussions and will be applied in field opportunities. Intervention and remediation techniques will also be addressed throughout the course. Assessment techniques which can be applied in the classroom with individual students or groups of students will be examined.

ED 6316 Seminar in Counseling (3-0).  Issues and topics in counseling; may be repeated twice if course content varies.

ED 6317 Organization and Supervision of Reading Programs (3-0).  The intention of this course is to prepare reading specialists, reading teachers, leaders and school administrators to develop a research-based philosophy of reading, design and implement a school-wide reading program, evaluate existing reading programs, and lead in faculty development. Students enrolled in this course must possess a strong understanding of the reading/writing process or administration background. The course is intended for graduate students seeking certification in administration or in becoming a reading specialist.

ED 6318 Literacy Through Literature (3-0).  This course is a requirement for the Master of Education Language and Literacy degree and the Reading Specialist Certification program. It focuses on using literature in the elementary, middle school, and secondary classroom to teach the skills necessary for independent reading. Children’s and young adult literature is explored and understood through different genres and cultures integrating universal design through current technology applications and informative evaluation criteria.

ED 6324 School Support Services (3-0). A study of the management of school services for which a chief administrator of an educational unit is responsible.  Course content includes attendance accounting physical plant and facilities construction and maintenance human resources nutrition and transportation. Students will create a Professional Development Plan that addresses a need identified on their campus by data. If the student is seeking Certification this course must be taken with ED 7101.

ED 6341 Psychopathology (3-0).  This course examines existing concepts of mental illness and offers a healthier, client-freeing approach. Presentations on medications, stress and the immune system, mental status exam, and cases exemplifying diverse responses to human suffering are included. Prerequisite: Advisor Approval

ED 6342 Addictive Disorder (3-0). This course introduces counseling students to the field of addictions, including history, basic pharmacology, conceptualizations of addictions, assessment, models of treatment, prevention, and family and societal issues. Addictions counseling will overview but is not limited to process addictions, such as gambling, sexual, and eating, as well as chemical addictions, such as alcohol or drug. Prerequisite: Advisor Approval 

ED 6343 Mental Health Assessment (3-0).  Presentation of and exposure to major psychological tests used in a psychological report. Referral questions, psychological report writing, ethical issues, and examinations of actual clinical data round out the course. Prerequisites: Permission of instructor

ED 6344 Counseling in a Multicultural Society (3-0).  Designed to help students develop knowledge, skills, and attitudes needed to provide effective counseling in a multicultural and pluralistic society. Issues addressed include awareness of one’s own worldview and that of others; racism, stereotyping, and discrimination; demographic community, and family characteristics of various minority groups; and the application of theory, technique, and ethics to multicultural counseling.  

ED 6345 Family Counseling (3-0).  A survey of the field of family counseling, examining history, theories, and practice. Includes discussion of ethical, legal, and other professional issues related to family counseling. Prerequisite: ED 5314 and ED 7303

ED 6346 Ethical and Legal Issues in Counseling (3-0).  A course to familiarize students with ethical and legal practice in the field of counseling; included are standards of ethical practice and their application to the various areas of counseling, ethical decision- making, major ethical and legal issues, and ethical responses to unethical behavior. Prerequisite: ED 5314.

ED 6347 Introduction to Play Therapy (3-0). This course will explore the history and essential principles and elements of play therapy, as well as theories, techniques, modalities and application of play therapy. Skills are developed though experiential activities, case studies, and video presentations. Prerequisite: Advisor Approval

ED 6355 Instructional Leadership: Planning Implementation and Monitoring of the Instructional Program (3-0). A course which examines the improvement process of curriculum instruction and assessment to positively impact student achievement. Students will create a campus improvement plan to address an identified problem on their campus. If a student is seeking Certification this course must be taken with ED 7102. 

ED 6371 History & Principles of Career & Applied Technology Education (3-0).  A course in the history, development, and operation of career technology education programs, including the impact and implications of state and federal legislation and regulation.

ED 6373 Career and Technology Student Identification, Placement, and Follow-up (3-0).  A course designed to develop counselor competencies in the identification, placement, and follow-up of students who may participate in career and technology education programs.  Emphasis is placed on involvement at the appropriate grade levels as an alternative or in addition to college preparation for career entry and advancement.

ED 6375 Foundations of Educational Technology (3-0).  This course provides the students with an overview of the historical, theoretical, and philosophical foundations of educational technology. Current trends and research, emerging technology, and critical issues will be examined and the student will have the opportunity to apply newly acquired technological knowledge and skills to a variety of educational environments. Prerequisites: must be completed in first 6 sch of coursework

ED 6376 Inquiry-Based Research Methods (3-0).  This course will examine methods and approaches to graduate level research, including qualitative, quantitative, and mixed-method inquiry. Special attention will be given to inquiry-based approaches and social constructivist learning theories, as well as the ethical research of human subjects. Prerequisites: must be completed within first 12 sch

ED 6377 Instructional Design (3-0).  This course will provide students with insight into the theories and process that guide effective instructional design. A systems-approach to designing instruction will be examined, along with methods to evaluate instructional methods.

ED 6378 Integration of Technology into the Curriculum (3-0).   This course will examine the advantages and challenges of effectively integrating technology into the curriculum in an effort to promote student motivation, engagement, and learning. Technologies assisting school personnel in assessment, evaluation, record-keeping, and data collection will be examined as well.

ED 6379 Implementation of ED Tech Programs in the Educational Setting (3-0).  Students in this course will examine best-practices for the implementation of educational technology programs in the educational environment through the development of specific goals and a strategic plan. Although educational settings will be emphasized, strategies can be applied to a variety of settings and occupations.

ED 6380 Special Topics in Educational Technology (3-0).  This special topics course provides the student with an opportunity to examine the role of educational technology in a variety of settings, through a case-study type approach. Emphasis will be placed on project/problem-based learning and critical analysis. Prerequisite: Advisor Approval

ED 6381 Critical Issues in Educational Technology (3-0).  Students will examine their role as the agent of change and how that role affects and influences the diffusion of technology and the delivery of its services. Probable sociological, financial, and educational implications of the application of change will be examined, as well as approaches to reduce the occurrence of undesirable consequences.

ED 6382 Basic Applications of Media and Technology (3-0).  This course will identify available technologies used to enhance instructional design and delivery. Concentration will be placed on the utilization of multimedia, print materials, audiovisual, computer and web-based technologies, and media conversion for educational and instructional purposes.

ED 6383 Educational Technology Capstone with Portfolio Development (3-0).  This course is reserved for students enrolled in the final semester of the Educational Technology graduate program. Students will utilize an electronic portfolio to present an approved topic of research and/or review of program for peer and faculty committee presentation. Prerequisite: Advisor Approval

ED 6389 Special Populations and Programs (3-0). A study of the needs of multicultural and special student populations and the state and federal programs that currently serve them in public schools.

ED 7100 Practicum I for Certification (0-3).  A course required for certification which provides a minimum of 50 clock hours of field experience in the principalship in a T.E.A. accredited public, private, or parochial school. Students will create and implement a collaborative team to study a problem relating to student achievement on their campus. Students will serve in a leadership role as part of this committee. Students will prepare a report that details the change process and a video of themselves conducting one of this committee’s meetings. This course must be taken with ED 7304. Prerequisites: ED 5330 and ED 5332. Internship/Practicum fee: $300

ED 7101 Practicum II for Certification (0-3).  A Course required for certification which provides a minimum of 50 clock hours of field experience in the principalship in a T.E.A. accredited public, private, or parochial school. Students will create and implement a professional development plan to address a problem relating to student achievement on their campus. Students will serve in a leadership role in conducting the professional development and in the change process. Students will create a plan that highlights the professional development, its implementation and monitoring and report on its success. This course must be taken with ED 6320. Prerequisites: ED 5330, ED 5332, ED 5333, ED 7304, ED 6312. Internship/Practicum fee: $300

ED 7102 Practicum III for Certification (0-3).  A course required for certification which provides a minimum of 60 clock hours of field experience in the principalship in a T.E.A. accredited public, private, or parochial school. Students will create and implement a campus improvement plan and work with the CIP Committee to address a problem relating to student achievement on their campus. Students will serve in a leadership role in the entire change process including creating the plan, and implementing and monitoring it. This course must be taken with ED 6315. Prerequisites: ED 5330, ED 5332, ED 5333, ED 7304, ED 6312. Internship/Practicum fee: $300

ED 7211 Practicum in Superintendency I (2-0).   This course provides a conduit for students enrolled in the fall semester of the superintendent certification program to gain the required clock hours of superintendent practicum for the fall courses in the superintendent certification program.  This course will serve the purpose of a single depository for students who are working on their assistant/deputy school superintendent in a public school in Texas.  Prerequisite:  Full admission to the Superintendent Certification Program. Internship/Practicum fee: $300

ED 7212 Practicum in Superintendency II (2-0).  This course provides a conduit for students enrolled in the spring semester of the superintendent certification program to gain the required clock hours of superintendent practicum for the spring courses in the superintendent certification program.  This course will serve the purpose of a single depository for students who are working on their assistant/deputy school superintendent in a public school in Texas.  Prerequisite:  Full admission to the Superintendent Certification Program. Internship/Practicum fee: $300

ED 7300 Advanced Applications of Media Technology (3-0).  This course explores the uses of multimedia in the classroom and extends the teachers skill base in the development of advanced multimedia examples to support and enhance the curricula. Throughout the course, students will gain experience in still and motion digital editing, audio and animation production. Prerequisite: ED 5320 & ED 6307

ED 7301 Clinical Practice in Counseling (3-0).  This course provides a conceptualization of the counseling process and clinical interviewing; emphasizes development of the counseling skills necessary to function appropriately as an entry-level counselor in a variety of settings, including crisis counseling, school counseling, agency counseling, and private counseling.  Training is done through role-play, coaching, and experiential activities. It includes presentation of case studies applicable to current issues, multicultural concerns, legal decisions, critical incident response and ethics in the field. Prerequisites: Must be taken last semester of coursework. Completion of a minimum of 42 semester hours of counseling coursework.

ED 7302 Management of Guidance, Counseling, and Human Services Programs (3-0).  A professional orientation course covering program development, organization, management and accountability; professional organizations; codes of ethics; legal aspects of practice; standards of preparation; and position functions. Prerequisite: ED 5314 and ED 5307

ED 7303 Techniques of Counseling (3-0).  The initial course in the sequence of counseling practice courses which applies knowledge of ethical practice, counseling theory, and human development to the process of therapeutic change and growth; emphasis is on basic counseling skills and various techniques in individual practice and crisis intervention.  Prerequisite: ED 5314.

ED 7304 Educational Leadership for Principals (8-0).  A critical examination of the theory and practice of leadership. The behaviors skills attributes beliefs and attitudes for leadership will be researched and investigated. Special attention will be placed on the change process to improve campuses and the development of professional learning communities. Students will develop a plan to create a PLC or Leadership Committee to study a problem on their campus identified by data. Must be taken with ED 5333. If student is seeking certification this course must be taken with ED 7100.

ED 7305 Workshop in Education (3-0).   A special topics course in which the course content varies according to the instructor’s course design. May be repeated when the course content varies.

ED 7306 Superintendent Leadership (3-0).   This course will provide a comprehensive overview of the leadership aspects of the school superintendency. This would include dealing with the board, the public, the school community and all stakeholders within the district and how to view the big picture of being the CEO of a school district, including keeping all entities fully informed on a continuing basis, long range planning on all levels, leading and managing campus-based planning committees and district- planning committees, curriculum development and management, and all else pertaining to school district leadership. Prerequisite: Full admission to the Superintendent Certification Program

ED 7307 Advanced Seminar in Administration (3-0).  A course designed especially for preparing administrators for the superintendency; emphasis on decision-making modes and leadership change strategies.

ED 7308 The Superintendency (3-0).  This course is an introduction to school superintendency which would provide a broad overview of what a practicing superintendent is required to do so as well as the legal implications of the position. Addition ally, the expectations of the Sul Ross State University Superintendency Certification program of study would be clearly delineated. Additionally, 75 clock hours of internship with a practicing superintendent in which the students will be exposed to the daily routine of the superintendent will be required. Prerequisite: Full admission to the Superintendent Certification Program

ED 7311:1 and 7311:11 Superintendent Internship (0-3) and (0-3).  A course which provides the student with a minimum of 300 clock hours of reality experiences in the superintendency in a T.E.A. accredited public, private, or parochial school; students work with a superintendent, assistant superintendent, or business manager in the conduction of everyday central office administrative duties.  Prerequisite:  Approval of advisor and have completed the mid-management/principal certification program. Clock hours must be accumulated during two consecutive semesters. 7311:1 is required for enrollment in 7311 ll. Internship/Practicum fee: $300

ED 7312 Practicum in Reading (0-3).  This course is the capstone course for the Master of Education Reading Specialist Program. It consists of a 160-hour, 15-week field experience designed to allow the reading specialist candidate opportunities to put into practice the knowledge gained throughout the program. All of the Reading Standards and Competencies will be demonstrated by the reading specialist candidate through working with students and colleagues. The candidate will be supervised by university faculty and an onsite reading specialist while administering and interpreting diagnostic assessments, planning and conducting intervention programs, and documenting the reading development of students.

ED 7313 Practicum in School Administration – Non-Certification (0-3).  A course which provides reality experiences in the principalship in a T.E.A. accredited public, private, or parochial school; students spend a minimum of 160 clock hours working with a principal and/or assistant principal in the conduction of everyday administrative duties.  Prerequisite: Approval of advisor and completion of a minimum of 24-27 semester hours of principal preparation coursework. Must be taken in last semester. Advisor Approval Required. Internship/Practicum fee: $300

ED 7315 Group Processes in Guidance and Counseling (3-0).  A course which explores numerous theoretical models, exposes students to various techniques and principles, and includes class presentations, role play and opportunity for “hands on,” experiential involvement in a group. Prerequisite: ED 5314 and 7303.

ED 7316 Practicum in Counseling (0-3).  A course that provides reality field experiences in guidance and counseling in an appropriate school or agency setting; students spend between 100-160 clock hours under supervision in the conduction of counseling and guidance activities with 40-100 of these hours being direct client hours. Prerequisite: Approval of advisor and completion of a minimum of 42 semester hours of counseling coursework. Practicum fee: $300

ED 7317 Internship in Counseling (0-3). This advanced fieldwork experience will provide students with university and clinical-site supervised practice in counseling in university affiliated services and community settings. Students must accumulate 600 total clock hours of counseling experience, with at least 240 hours of direct client contact. Internship will take a minimum of 2 long semesters to complete. Prerequisite: Completion of ED 7316, completion of a minimum of 51 semester hours of counseling course work and approval of advisor. Practicum fee: $300

ED 7318 Practicum in Special Education (0-3).  A course which provides field experience in special education in a T.E.A. accredited public, private, or parochial school or identified agency. Students spend a minimum of 160 clock hours under supervision of designated mentor and university faculty.  Prerequisite:  Instructor’s approval. Internship/Practicum fee: $300

ED 7320 Professional Issues and Ethics in Counseling (3-0). This course familiarizes students with professional, legal, and ethical issues facing clinical mental health counselors. The focus will be an overview of business, family law and professional practice, the study of current board rules, and records management. Students will demonstrate knowledge of and ability to apply the Texas State Board of Examiners of Professional Counselors Statutes/Law and Rules/Regulations. Prerequisite: Advisor Approval

ED 7321 Superintendent/School Board Relations (3-0).  This course would provide a comprehensive view of the legal ramifications a practicing superintendent faces both on a daily basis and long range and would specifically focus on how this affects the working relationship with the Board of Trustees. This would include dealing with the Board of Trustees on/with the following: policy matters, working with human resources, learning to keep abreast of impending and new enacted legislation and working with the board and school community to develop long range predictions as to how possible future legislation and proposed legislation will affect the school community.  Prerequisite: Full admission to the Superintendent Certification Program

ED 7322 Superintendent Finance Issues (3-0).  This course would provide a comprehensive view of all things financial with which the practicing school superintendent must deal on both a daily basis and as an aspect of long range planning, including budgeting, fiscal growth, facilities planning and the politics of each aspect of finance.  Prerequisite:  Full admission to the Superintendent Certification Program

ED 7323 Emotional Intelligence (3-0). This course explores numerous theoretical models of emotional intelligence, examines the skill sets necessary to strengthen interpersonal and intrapersonal relationships, exposes the counseling student to transpersonal theories and techniques that are intended to improve the counselor outlook to prevent compassion burnout. Students will also complete individual assessments to gain baseline information on Personal Values, Individual Emotional Intelligence, and the student’s Quality of Motivation.

EDUC 3300 Foundations of American Public Schools (3-0).  This course provides an overview of the historical, philosophical, cultural, sociological, and political underpinnings of the American education system. The evolution of education, the role of cultural diversity in education, curriculum and assessment, legal case studies, education standards (TEKS), Educator’s Code of Ethics and issues and trends in education are explored. Participants will review local, state, and national policy, Legislation, and regulations pertaining to PreK-12 education. Participants will reflect upon how these concepts drive instructional practices in today’s challenging classroom environment. Must be taken during the first semester or first six hours.

EDUC 3301 Math/Science Methods for the Elementary Teacher (3-0).  A study and implementation of pedagogical models and curriculum design for teaching science and math utilizing technology for elementary children. The role of standards based from the Texas Essential Knowledge and Skills (TEKS) will be applied incorporating various forms of inquiry and direct instruction. This content specific course will develop the art and science of responsive teaching to the needs and interests of all learners. Must be admitted to the Teacher Education Program.

EDUC 3302 Educational Psychology (3-0).  A researched based study of teaching-learning procedures includes the role and methods of assessment and evaluation of student achievement with theories of human growth and development. The course includes the role of educational ethics and the role of the educator. In addition, knowledge of the legal information requirements for the education of the needs of special populations, including multicultural, gifted, and talented students. Must be admitted to the Teacher Education Program.

EDUC 3303 EC-8 Methods and Classroom Management Education (3-0).  Various educational settings and programs are described with an emphasis on implementation including research on Developmentally Appropriate Practice. Classroom and behavioral management will be presented from the perspective of its implementation in the education setting based on current research. In addition, the planning aspect of classroom management will provide the use of TEKS, Texas Pre-Kindergarten Guidelines and Competencies provided by Texas Educational Agency. Instruction contains adaptations and laws and procedures for the inclusion of exceptional, multicultural, and special needs students. Must be admitted to the Teacher Education Program.

EDUC 3304 Educational Child Growth and Development (3-0).  A course in the theories of normal child growth and development and biological factors in the development of children as it pertains in the educational setting. Theories will include language development, cognitive, emotional and personality development. Further, content addresses the influence of diverse socio/cultural factors and learning styles. This course supports competencies within evaluative measures as identified by the State of Texas for Teacher Certification. Must be admitted to the Teacher Education Program.

EDUC 3305 Teaching Strategies and Curriculum Management in Secondary School (3-0).  An examination of instructional strategies, for subjects taught in the secondary school, utilizing the Texas essential Knowledge and Skills (TEKS). Instruction focuses on content organization and lesson planning to assess and improve student learning. Must be admitted to the Teacher Education Program.

EDUC 3308 EC-6 Educational Language Acquisition and  Emergent  Literacy (3-0).  This course addresses language acquisition in children and the critical analysis of curricular components in Early Childhood Education through 8th grade. Developmentally appropriate activities, diversity, and individual learning styles found in the educational setting are discussed as they facilitate language and lead to literacy development in children. All theories and activities are presented as they ultimately contribute to an integrated curriculum representing multiple content areas. This course also incorporates opportunities for data-driven and performance assessment practice based on TEKS instruction and the Texas Pre-kindergarten Guidelines. This course supports competencies within the evaluative measure as identified by the State of Texas for Teaching Certification. In addition, this course utilizes the competencies prescribed for Early Childhood-8th grade as identified by the State of Texas. This course, along with ED/EDUC 4308, serve as a foundation for the reading requirement. It is strongly encouraged that students take both simultaneously. These courses serve as a pre-requisite for subsequent reading courses. Must be admitted to the Teacher Education Program.

EDUC 3309 EC-6 Early Childhood Methods and Classroom Management Education (3-0).  The course addresses early childhood from infancy through fourth grade. Various early childhood settings and  programs  are  described from their inception to present educational application. Developmentally appropriate practice is presented as it affects both the student and the teacher in the educational setting. Students will be presented with the role of the early childhood teacher and the importance of lifelong learning as it  pertains  to  early childhood methods and classroom management in schools. In addition, this course serves as a prerequisite to taking the Teacher Certification Instrument as defined by the State of Texas.

EDUC 3310 EC-6 Early Childhood Curriculum (3-0).  This course is designed to provide pre-service teachers with a critical analysis of the curricular components in the early childhood through sixth grade setting, (EC-6). Curricular contents will be evaluated and discussed in order to enable the future educator to exhibit mastery of the competencies of the evaluative measure as identified by the State of Texas. Further, the students will evaluate and develop strategies to implement instructional strategies as prescribed by the State of Texas components for the education of young children in the K-6th grade setting.

EDUC 3312 Fine Arts in the Classroom (3-0).  Course is designed to introduce students to the principles of art, music, and theatre that can be related to the expressive and developmental needs of children in the Early Childhood-Sixth grade classroom. Students will learn basic techniques, activities, and strategies for integrating art, music, and theatre into the EC-6 curriculum.

EDUC 3328 Foundations of Bilingual Education (3-0).  A survey of the research, philosophy and the legal requirements of bilingual education. The process of second language development. Also, a review and analysis of the differences of various bilingual programs. Must be admitted to the Teacher Education Program.

EDUC 3329 Methodology of Second Language Teaching (3-0).  Application of the principles of applied linguistics to the teaching of a second language. Review of the different methods and techniques used to teach the bilingual child. This course also investigates the impact of psychology and linguistics on language learning/acquisition.

EDUC 4300 Internship in Teaching (3-0).  A course designed for post-baccalaureate certification candidates to satisfy student teaching requirements by being employed as the teacher of record in an accredited school, jointly supervised by the University and school personnel. Must meet requirements for eligibility to student teach. Offered during the fall term only.

EDUC 4301 Internship in Teaching II (3-0).  A course designed for post- baccalaureate certification candidates to satisfy student teaching requirements by being employed by a school district as the teacher of record in an accredited school. The Intern will be jointly supervised by the University and school personnel. Offered during spring term only.

EDUC 4307 Teaching Language Arts in the Elementary School (3-0). QEP MAPPED COURSE A study of the methods and strategies in teaching language arts in the elementary grades. A focus on vocabulary, comprehension, and comprehension development, composition, grammar, and handwriting as it relates to grade level TEKS and guidelines will be covered. Classroom management, instructional materials, curricula and best practice of analysis and response are presented. Activities focus on development of lesson plans, instructional materials, visual aids and assessment of student progress. Opportunities for data-driven and performance-based practices are presented. Prerequisites: ED/EDUC 4308 and ED/EDUC 3308

EDUC 4308 The Teaching of Reading (3-0).  This course focuses on reading pedagogy from a theoretical perspective. It includes a study of the foundations of reading readiness, beginning reading, remedial reading, reading assessment, reading devices and the use of audiovisual aids in reading instruction. Topics presented in this course will provide an understanding of reading pedagogy, best practices for reading assessment and foundational skills for reading development. Opportunities for data-driven and performance-based practices are presented. This course, along with ED/EDUC 3308, serve as a foundation for the reading requirement. It is strongly encouraged that students take both simultaneously. These courses serve as a prerequisite for subsequent reading courses.

EDUC 4312 Methods and Classroom Management in Secondary Schools (3-0).  An overview of classroom management strategies for subjects taught in the secondary school with emphasis on an inclusive environment. Instruction focuses on the design of learning settings that foster collaboration, supportive interjections, and physical accessibility for all students. Must be admitted to the Teacher Education Program.

EDUC 4313 Comprehension, Phonics and Enrichment (3-0).  An intensive examination of the development and teaching of phonics, word identification, vocabulary, and structural analysis related to the development of reading comprehension for all readers. His course will prepare candidates to provide multisensory instruction and culturally responsive intervention in the following areas: vocabulary development, critical-analytical reading, research-based strategies, and metacognitive approaches to assist with understanding varied texts. This course supports competencies within the evaluative measure as identified by the State of Texas for Teaching Certification. In addition, this course utilizes the competencies prescribed for Early Childhood-6th grade as identified by the State of Texas. Prerequisites: ED/EDUC 4308 and ED/EDUC 3308

EDUC 4314 Reading Skills for Content Subjects (3-0).  This course will address methods and materials for teaching skills needed for locating, interpreting, and organizing information used in science, social studies, math, and other content subjects from elementary through secondary classrooms. Course topics include text selection, use of tradebooks, comprehension strategies, and inquiry-based approaches. This course also provides for the State of Texas Required training in identifying characteristics of and strategies for teaching students with dyslexia. Additionally, this course will present the nature and impact of new literacies on content teaching and provide candidates with practice in digital literacy skills. Must be admitted to the Teacher Education Program.

EDUC 4315 Assessment and Remediation Techniques of Reading Problems (3-0). This course will focus on assessment diagnostic and remediation techniques. Data-driven and performance-based learning practices will provide candidates with application of reading assessment measures and opportunities for identification of reading problems to include Dyslexia and English Language Proficiency standard instruction. This course supports competencies within the evaluative measure as identified by the State of Texas for Teaching Certification. In addition this course utilizes the competencies prescribed for Early Childhood-6th grade as identified by the State of Texas. Prerequisites: ED/EDUC 4308 and ED/EDUC 3308

EDUC 4320 Diverse Populations (3-0).  The course explores the complexities of equity in the classroom related to children with exceptional needs, ranging from Special Education to Gifted and Talented. Best practices related to teaching children with special needs are identified. Meanwhile, dilemmas related to sociocultural and economic factors that impact learning in a diverse society are stressed. Data-driven practices for programming educational inclusion are emphasized. Must be admitted to the Teacher Education Program.

EDUC 4327 Readings and Research (3-0).  A course taught on an individual basis wherein special topics are studied. Course content varies according to needs of the student.

EDUC 4328 Teaching Spanish Language Arts in the Bilingual Classroom (3-0).  A study of methods and techniques for teaching Spanish reading and language arts to the bilingual child. Special attention will be given to the diagnosis of reading competence to insure successful transition into English reading. Fifty percent of the class may be taught in Spanish.

EDUC 4329 Teaching Content Areas in the Bilingual Classroom (3-0).  An overview of methods and techniques for teaching social studies, science and mathematics in Spanish to the bilingual child. Attention will be given to principles of time and treatment, instructional planning, and classroom management strategies. Fifty percent of the class may be taught in Spanish.

EDUC 4601 Student Teaching  in the Elementary  School 4-8 (6-0).  Includes  a minimum of twelve weeks of teaching practice in an accredited elementary school in grades 4-8 under supervision of a public school classroom teacher. Must meet departmental approval to student teach. Course fee: $125

EDUC 4605 Student Teaching in the Secondary School (6-0).  Includes a minimum of twelve weeks of teaching practice in an accredited secondary school under supervision. Where the student has two teaching fields, a minimum of six weeks teaching in each field will be included. Must meet departmental approval to student teach. Course fee: $125

EDUC 4607 Student Teaching in Early Childhood through Sixth Grade, EC-6 (6-0). Includes a minimum of six weeks of teaching practice in an accredited elementary and six weeks of teaching practice in an accredited early childhood program under supervision of a public school classroom teacher. Must meet departmental approval to student teach. Course fee: $125

EDUC 5301 Research Methodology (3-0).  An introduction to social science research. The student will demonstrate competency in reading and interpreting research and will use the APA style and format. Demonstrated competency in research design will be shown through written products and presentations. Must be taken within first 12 hours of graduate coursework. No substitutions for this course without written permission from the Education Department Chair.

EDUC 5302 The Principalship (3-0).  A course designed especially for elementary and secondary school principals in which the role, scope and function of the principalship is thoroughly studied. Must be admitted to the Instructional Leadership Program.

EDUC 5307 Graduate Research (3-0). A course designed to broaden the perspectives of graduate students and to introduce them to the techniques of research. Course taken during the first 12 hours of graduate coursework.

EDUC 5308 Foundations of Literacy (3-0).  This course is designed to follow the development of the reader from early childhood to the adult reader perspective. This course investigates best practices as they relate to reading theories and research so that candidates can explain, compare, contrast, apply and critique literacy education practices through professional collaboration. This course also examines instructional techniques regarding oral language, phonological and phonemic awareness, print awareness, word identification, fluency, comprehension, vocabulary, written language, assessment, instruction, addressing individual needs, and topics associated with exceptional students. This class is designed to provide students with a foundation of knowledge about teaching literacy, reading and writing, as an interactive process focusing on extracting meaning from print.

EDUC 5309 Introduction to School Administration (3-0).   An overview of school administration that includes roles functions and duties of those who administer and supervise in the schools. Policy development planning goal setting program evaluation and accreditation standards are also included.

EDUC 5313 Career Counseling (3-0).  This course will study human career development across the life span, historical concepts and foundations, career decision-making processes, career counseling techniques for diverse and multicultural populations, systems of career information, and the application of these to career counseling in school and community settings.

EDUC 5314 Personality and Counseling Theories (3-0).  A study of traditional and contemporary theories of personality as they relate to the process and practice of counseling in a pluralistic society.

EDUC 5315 Standardized Assessment Principles (3-0).  A course which studies the basic principles of standardizing testing, the planning, implementation and coordination of testing programs.

EDUC 5316 The Multicultural Perspectives in Education (3-0).  This course is designed to examine theoretical and practical issues of diversity. Multiculturalism perspectives such as culture, race, gender, ethnicity, language, exceptionality, class, age, differentiated lifestyles, religion and socio-economic levels will be critically examined to develop awareness and sensitivity to the rich diversity of all students in American public schools.

EDUC 5318 Personnel Problems (3-0).  A comprehensive study of the human resource function in public schools. Included are job analyses, staffing needs, recruitment, selection, placement, induction, evaluation, appraisal, and development of school personnel at all levels. Must be admitted to the Instructional Leadership program.

EDUC 5319 School Law (3-0).  A study of general laws applying to all states concerning education; an in-depth study of cases and decisions affecting current education.

EDUC 5327 Readings and Research (3-0).  A course taught on an individual basis wherein special topics are studied. Course content varies according to needs of the student.

EDUC 5328 Bilingual Education: Principles and Curriculum (3-0).  A survey of the psychology and philosophy of bilingual education. Methods and materials used in teaching the bilingual child. The course will also include the historical and legal aspects of bilingual education.

EDUC 5329 Methodology of Second Language Teaching (3-0).  Methods of second language teaching. Emphasis on language acquisition and development.

EDUC 5330 Literacy Through Literature (3-0).  A course that focuses on using literature in the elementary, junior high, and secondary classroom to teach and support the skills necessary for increasing engagement, attitudes toward literacy, and independent reading. Children’s and young adult literature is explored and understood through different genres and cultures, integrating universal design through current technology applications and informative evaluation criteria. Prerequisites: EDUC 5308  

EDUC 5332 Educational Research I (3-0).  A course designed to broaden the perspectives of education graduate students and to introduce them to the techniques of educational research that promote data-driven decision-making on their campuses. Must be completed in first 6 sch.

EDUC 5333 Educational Research II (3-0). An advanced course designed for education graduate students to apply the techniques of educational research that promote data-driven decision-making on their campuses by completing a statistically-sound data-driven educational research project on an identified need of their school campus related to student achievement.

EDUC 5336 Advancing Educational Leadership (3-0).  An investigation of the processes and procedures used to evaluate instructional personnel in the public schools. Special attention is given to knowledge of curriculum and instruction, data gathering and analysis, setting goals, conducting effective conferences, team-building skills and conflict resolution skills, and developing mentoring and coaching skills. One of two courses required to do teacher appraisals in Texas public schools.

EDUC 5338 Texas Teacher Evaluation & Support System (3-0).  An investigation of the T-TESS Training required for appraisers and developed for the Texas Education Agency. Included in the content are statutory requirements, historical development, domains, critical indicators, and distinguished quality. One of two courses required to do teacher appraisals in Texas public schools. Prerequisite: EDUC 5336

EDUC 6304 Organization and Theory in School Administration (3-0).  Current trends, issues and problems in the elementary and secondary schools involving the planning, organizing, administering and evaluating the total school system. Must be admitted to the Instructional Leadership Program.

EDUC 6305 Curriculum Instruction and Assessment (3-0).  A course which introduces education graduate students to public school curriculum and its adoption process in Texas; Instruction and how to improve it to positively impact student achievement; and assessment and how to measure student success. Students will be introduced to the topics among others of the change process horizontal and vertical alignment scope and sequence and rigor.

EDUC 6307 School Public Relations (3-0).  A course designed to acquaint the school administrator and the teacher with the techniques of dealing with all stakeholders in such a way as to allow an intelligent understanding of the aims, the scope, the achievements and the problems of an educational program. A course that provides an understanding of the roles and responsibilities of administration that includes knowledge of legal and ethical issues and requirements for principals and school staff; professional knowledge and skills needed for communicating and collaborating with professional colleagues, the community, the families; and the importance of family involvement in children’s education. Must be admitted to the Instructional Leadership Program

EDUC 6308 Advanced Human Growth and Development (3-0).  A study of the life span human development from conception to death, encompassing physical, social and emotional theories of development. Including an emphasis on childhood and adolescence, and the implications for effective academic and interpersonal experiences.

EDUC 6309 Human Growth & Development w/Emphasis on Adult Learning Pedagogy (3-0).  A study of human development from adolescence through adult with learning theory application for different modes of pedagogical delivery.

EDUC 6310 Advanced Early Childhood Curriculum (3-0).  An advanced study of curriculum development as it pertains to early childhood classrooms.

EDUC 6311 Emergent Literacy & Language Development in Early Childhood (3-0).  This advanced course is a requirement for the Master of Education Reading Specialist program. It is designed to provide students with an understanding of the components of reading and the strength and needs of individual students. This course will demonstrate how young children become literate, how language is acquired, and how competence in oral language supports the development of reading and writing. Attention will also be given to the critical role adults play in fostering the literacy development of young children.

EDUC 6312 Advanced Studies in Early Childhood Methods and Classroom Management (3-0).  An advanced study of the growth and development of infancy and early childhood with emphasis on developmentally appropriate methods and materials for early literacy development and programs.

EDUC 6313 Teaching Reading in the Content Area (3-0).  This course investigates best practices as they relate to reading theories and research so that professionals can explain, compare, contrast, develop and critique literacy education practices. The purpose of the course is to learn the most effective ways of helping students with reading comprehension, writing, speaking, listening, viewing and researching across disciplines in K-12. This class is designed to provide students with a foundation of knowledge about the language of each discipline through the interactive process focusing on extracting meaning from print and all mediums.

EDUC 6314 Diagnosis and Remediation of Reading Disabilities (3-0).  This course is designed to identify and address the symptoms and causes of reading difficulties and disabilities. Methods of assessment and diagnosis will be addressed through course readings and discussions, and will be applied in field opportunities. Intervention and remediation techniques will also be addressed throughout the course. Assessment techniques which can be applied in the classroom with individual students or groups of students will be examined.

EDUC 6315 Curriculum Theory and Development (3-0).  A course which introduces education graduate students to public school curriculum and its adoption process in Texas; Instruction and how to improve it to positively impact student achievement; and assessment and how to measure student success. Students will be introduced to the topics, among others, of the change process, horizontal and vertical alignment, scope and sequence, and rigor. Instructor Approval Required.

EDUC 6316 Seminar in Counseling (3-0).  This course will address a  variety  of special issues and topics in counseling Students may enroll in more than one seminar if the topics are different. Prerequisite: Permission of instructor.

EDUC 6317 Organization and Supervision of Reading Programs (3-0).  The intention of this course is to prepare reading specialists, reading teachers, and school administrators to develop a research-based philosophy of reading, design and implement a school-wide reading program, evaluate existing reading programs, and lead in faculty development. Candidates enrolled in this course must possess a strong understanding of the reading/writing process or administration background. The course is intended for graduate candidates seeking certification in administration or in becoming a reading specialist.

EDUC 6318 Multiculturalism and Diversity in Counseling (3-0).  This course is based on the premise that all counseling is cross-cultural, occurring in a context influenced by institutional and societal biases and norms, and is a culture-bound profession. Course content will focus on examining one’s own assumptions, values, biases and worldview perspectives; constructing an understanding of the worldview perspectives of culturally different students, clients; and developing culturally appropriate intervention strategies and techniques.

EDUC 6319 Psychopathology (3-0).  This course will investigate abnormal behavior as defined by the Diagnostic and Statistical Manual of Mental Disorders. Prerequisites: Student must have earned a grade of B or higher in EDUC 5314, EDUC 6322 and have permission of the instructor.

EDUC 6321 Techniques of Counseling I (3-0).  An experiential course in professional counseling practice designed to develop communication and conceptualization skills essential to an effective and culturally relevant counseling relationship. Prerequisite: Student must have earned a grade of B or higher in EDUC 5314 and have Instructor Approval. This course is taken concurrently with Group Counseling (EDUC 7315).

EDUC 6322 Techniques of Counseling II (3-0).  An advanced experiential course in which students are required to demonstrate proficiency in counseling concepts, skills, and techniques that are sensitive to human diversity, with a major emphasis on students developing insight into their own theoretical orientations. Prerequisite: Student must have earned a grade of B or higher in EDUC 6321 and Instructor Approval.

EDUC 6323 Marriage and Family Counseling (3-0).  The general purpose of this course is to familiarize students with the stages of family development, family dynamics, and techniques of marriage and family counseling, family consultation, and parent education.

EDUC 6324 School Support Services (3-0).  A study of the management of school services for which a chief administrator of an educational unit is responsible.  Course content includes attendance accounting physical plant and facilities construction and maintenance human resources nutrition and transportation. Students will create a Professional Development Plan that addresses a need identified on their campus by data. If the student is seeking Certification this course must be taken with EDUC 7101.

EDUC 6326 Advanced Strategies in Couples and Family Counseling (3-0).  The course is designed to assist advanced counseling students in the full integration of theories and skills in relationship counseling and family therapy. Students will develop professional competence in assessment, treatment planning, and therapeutic interventions for effectively counseling couples and families of multicultural and diverse backgrounds. Prerequisites: EDUC 6323 and/or instructor approval

EDUC 6327 Marriage, Divorce, and Family Mediation (3-0).  This course provides advanced counseling students with cutting-edge knowledge of the models and methods of mediation. Emphasis is placed on the strategies and skills necessary for counselors to competently provide professional mediation assistance to families and couples, as well as the evaluative, transformative, and therapeutic practices employed before, during and after relationship dissolution and divorce. Prerequisite: Instructor Approval.

EDUC 6328 Methodology in Reading/Language Arts in Bilingual Education (3-0).  A study of methods and materials for teaching Spanish language skills for bilingual students. Special emphasis on the integration of reading and writing skills and diagnostic principles and procedures in the classroom instructional programs. Fifty percent of the class may be taught in Spanish.

EDUC 6329 Methodology in Content Area Instruction in Bilingual Education (3-0).  Methods and techniques of presenting science, social studies, and mathematics including organization for Spanish instruction as well as a survey of media and materials for use in bilingual classroom will be included. Fifty percent of the class may be taught in Spanish.

EDUC 6330 Play Therapy (3-0). This course will  develop  knowledge and skills to enhance the counseling relationship with diverse clients of all ages by utilizing play media to facilitate expression, self-understanding, catharsis, and personal growth and development. The basic theories and applications of play- related and action-based approaches will be explored, with special emphasis on the counselor’s own unique contribution to the therapeutic relationship and the emotional needs of the client.

EDUC 6331 Advanced Strategies in Play Therapy (3-0).  This course is designed to provide counselors with advanced knowledge and skills in a wide range of nonverbal approaches for working effectively with diverse and multicultural clients of all ages. Emphasis is on the history, theories, techniques, and applications of play therapy, action-oriented counseling, and the therapeutic use of the expressive arts.

EDUC 6332 Consultation for Professional School Counselors (3-0).  This course examines theory and methods of consultation as a student-centered process for counselors to collaborate with colleagues, administrators, teachers, parents, and community agencies. Content includes the state model, certification exam, ethical/legal issues and effective skills for consulting in schools that serve multicultural and diverse populations.

EDUC 6333 Ethical, Legal, and Professional Issues in  Counseling (3-0).  This course will examine legal, ethical, and professional standards and issues affecting the practice of professional counseling in schools, community agencies, and private practices in the multicultural and diverse society of the 21st century. Ethical standards will be discussed from an historical and practice perspective, as well as legal issues that affect and/ or conflict with the professional practice of counseling. Ethical decision-making models will be examined, and professional issues distinctive to the specific practice settings of counseling will be presented.

EDUC 6340 Bilingual & Bicultural Counseling Strategies (3-0).  This course offers a comprehensive and in-depth examination of current theories, research, and strategies in bilingual and bicultural counseling with clients of all ages. Bilingual and bicultural individuals can effectively employ two different languages and successfully navigate in two different cultures. Subsequently, language choice and cultural relevance are therapeutic strategies effectively employed by bilingual and monolingual counselors.

EDUC 6342 Counseling for Crisis, Trauma & Disaster (3-0).  This course offers a comprehensive and in-depth examination of current theories, research, and strategies in bilingual and bicultural counseling with clients of all ages. Bilingual and bicultural individuals can effectively employ two different languages and successfully navigate in two different cultures. Subsequently, language choice and cultural relevance are therapeutic strategies effectively employed by bilingual and monolingual counselors.

EDUC 6344 Mindfulness-Based Approaches to Counseling (3-0).  This course explores mental health, wellness, counseling, and cutting-edge neuroscience through the lens of mindfulness- based counseling paradigms. Emphasis is placed on students developing knowledge and skills in the applications of mindfulness- based theories and strategies in the counseling process.

EDUC 6346 Counseling At-Risk Youth (3-0).  This course explores theory and practice related to counseling at-risk youth including the social, multicultural, ethical, and legal issues associated with school failure and drop-out, teen pregnancy and sexuality, substance abuse, violence, and criminal behavior. Emphases are on skill development, prevention strategies and social justice factors.

EDUC 6350 Counseling and the Neuroscience (3-0).  This course provides students with an understanding of the relationships between neurological processes and counseling. With emphases on counseling diverse populations, course topics include neurological processes associated with perceptions, cognitions, emotions, behaviors, neuroplasticity, neurogenesis, and psychoactive pharmacological agents used in mental health treatment.

EDUC 6352 Community Treatment Planning & Mental Health Advocacy (3-0).  This course provides an in-depth overview of the multidimensional community mental health systems, with perspective on the administrative, organizational, socio-cultural, advocacy and clinical aspects of policy formation, managed care, case-management, legal paradigms and trends in mental health services delivery.

EDUC 6355 Instructional Leadership: Planning Implementation and Monitoring of the Instructional Program (3-0).   A course which examines the improvement process of curriculum instruction and assessment to positively impact student achievement. Students will create a campus improvement plan to address an identified problem on their campus. If a student is seeking Certification this course must be taken with EDUC 7102.

EDUC 6360 Assessment and Counseling of the Older Adult (3-0).  This course offers counselors a comprehensive perspective of the aging process. Common life experiences and transitions in later life create specific individual, marriage and family needs which require unique treatment approaches. Special emphasis is placed on assessment, differential diagnosis, treatment planning and implementation, and gerontological counseling strategies.

EDUC 6362 Death, Dying, & Bereavement Counseling (3-0).  This course explores the theories and conceptual frameworks for working with death, dying, and bereavement. Students will increase their own affective development and sensitivity in working with clients who are struggling with issues of death, loss and grief, and they will identify, clarify, and understand their own personal assumptions, biases, attitudes, and reactions.

EDUC 6364 Counseling and Human Sexuality (3-0).  This course provides counselors with the knowledge and skills for effectively working with clients of diverse backgrounds on issues related to human sexuality. Physical, psychological and cultural aspects of sexuality will be explored with emphasis on enhancing mindful counselor self-awareness.

EDUC 6366 Counseling and Spirituality (3-0).  This course will provide counselors with an exploration of theories and techniques appropriate for integrating spirituality into the counseling process. Spirituality and the search for meaning are central elements of the human experience, and they are considered important components of mental health and wellness. Students will learn to assess a client’s spiritual domain and develop treatment plans and counseling interventions based on various models of spiritual development.

EDUC 6389 Special Populations and Programs (3-0).  A study of the needs of multicultural and special student populations and the state and federal programs that currently serve them in public schools.

EDUC 7100 Practicum I for Certification (0-3).  A course required for certification which provides a minimum of 50 clock hours of field experience in the principalship in a T.E.A. accredited public private or parochial school. Students will create and implement a collaborative team to study a problem relating to student achievement on their campus. Students will serve in a leadership role as part of this committee. Students will prepare a report that details the change process and a video of themselves conducting one of this committee’s meetings. This course must be taken with EDUC 7304.Internship/Practicum fee: $300

EDUC 7101 Practicum II for Certification (0-3).  A Course required for certification which provides a minimum of 50 clock hours of field experience in the principalship in a T.E.A. accredited public private or parochial school. Students will create and implement a professional development plan to address a problem relating to student achievement on their campus. Students will serve in a leadership role in conducting the professional development and in the change process. Students will create a plan that highlights the professional development its implementation and monitoring and report on its success. This course must be taken with EDUC 6320. Internship/Practicum fee: $300

EDUC 7102 Practicum III for Certification (0-3).  A course required for certification which provides a minimum of 60 clock hours of field experience in the principalship in a T.E.A. accredited public private or parochial school. Students will create and implement a campus improvement plan and work with the CIP Committee to address a problem relating to student achievement on their campus. Students will serve in a leadership role in the entire change process including creating the plan and implementing and monitoring it. This course must be taken with EDUC 6315. Internship/Practicum fee: $300

EDUC 7302 Management of Counseling Programs (3-0). An examination of the mission, philosophy, and function of counseling programs in school systems with emphasis on program organization, administration, needs assessment, evaluation, legal and ethical issues, creating community coalitions and outreach, training support staff, and adopting and adapting culturally relevant prevention and intervention programs. Prerequisite: The grade of B or higher in EDUC 5314 and have instructors permission.

EDUC 7304 Educational Leadership for Principals (3-0).   A critical examination of the theory and practice of leadership. The behaviors skills attributes beliefs and attitudes for leadership will be researched and investigated. Special attention will be placed on the change process to improve campuses and the development of professional learning communities. Students will develop a plan to create a PLC or Leadership Committee to study a problem on their campus identified by data. Must be taken with EDUC 5333. If student is seeking certification this course must be taken with EDUC 7100.

EDUC 7305 Workshop in Education (3-0).  A special topics course in which  the course content varies according to the instructor’s course design. May be repeated two times when the course content varies.

EDUC 7306 School Finance (3-0).  Consideration of problems  relating  to public school finance; guiding principles of finance; operational finance; trends; and needs in state and federal participation and support in school finance.

EDUC 7307 Advanced Seminar in Administration (3-0).  A course designed especially for elementary and secondary principals and superintendents preparing for public school administration; emphasis on decision-making modes and leadership change strategies.

EDUC 7309 State and Federal Programs in the Public Schools (3-0).  A study of federal and state programs currently being used in public schools.

EDUC 7310 Public School Buildings (3-0).  A study of past and present building architecture with a special emphasis on building types.

EDUC 7311 Superintendent Internship (3-0).  A course which provides the student with a minimum of 100 clock hours of reality experiences in the superintendency in a T.E.A. accredited public, private, or parochial school; students work with a superintendent, assistant superintendent or business manager in the conduct of everyday central office administrative duties. Prerequisite: must have completed the Principal Certification program. Instructor approval only.

EDUC 7312 Practicum in Reading (3-0).  This course is the capstone course for the Master of Education Reading Specialist Program. It consists of a 160-hour, 15-week field experience designed to allow the reading specialist candidate opportunities to put into practice the knowledge gained throughout the program. All of the Reading Standards and Competencies will be demonstrated by the reading specialist candidate through working with students and colleagues. The candidate will be supervised by university faculty and an onsite reading specialist while administering and interpreting diagnostic assessments, planning and conducting intervention programs, and documenting the reading development of students.

EDUC 7313 Administration Internship (3-0).  A course which proves reality experiences in the principalship in a T.E.A. accredited public, private, or parochial school; students spend a minimum of 100 clock hours working with a principal and/or assistant principal in the conduct of everyday administrative duties. Prerequisite: Completion of a minimum of 24 s.c.h. of administration coursework. Instructor approval only.

EDUC 7315 Group Counseling (3-0).  This course will provide students with an experiential and interactive opportunity to develop awareness and competence in counseling diverse groups of individuals through exploration of group dynamics, processes, and therapeutic interventions. Prerequisite: Student must have earned a grade of B or higher in EDUC 5314 and Instructor Approval. This course is taken concurrently with Techniques of Counseling I (EDUC 6321).

EDUC 7316 Practicum in Counseling (3-0).  This fieldwork experience will provide students with university and clinical-site supervised practice in counseling in university-affiliated services and community settings. Students must accumulate 100 total clock hours of counseling experience, with at least 40-hours of direct face-to-face counseling contact. Prerequisite: Student must have earned a grade of B or higher in EDUC 6321 and 7315 and have permission of the instructor

EDUC 7317 Internship in Counseling (3-0).  This advanced fieldwork experience will provide students with university and clinical-site supervised practice in counseling in university-affiliated services and community settings. Students must accumulate 600 total clock hours of counseling experience, with at least 240 hours of direct face-to -face counseling contact. Prerequisite: student must have earned a grade of B or higher in EDUC 7316 and have permission of the instructor.