Department of Curriculum and Instruction

Purpose and Goals

The purpose of the Department of Curriculum and Instruction is to provide regional, national, and international leadership in the study and improvement of teaching and learning in diverse educational settings. The Whitlowe R. Green College of Education’s conceptual framework model, Educators as Facilitators of Learning for Diverse Populations (E-FOLD-P), supports the major goals of the teacher education unit. E-FOLD-P guides the design and implementation of teacher education programs located in the College of Education. This conceptual framework constitutes a commitment by the College to develop and prepare candidates:

  • As problem solvers, critical thinkers, and decision makers;
  • As reflective and continual learners who utilize effective teaching practices;
  • As facilitators of student growth and development, by precept and example; and
  • As educators with an understanding and appreciation of human diversity and global awareness.

E-FOLD-P also represents the College’s dedication to the preparation of candidates who are technologically literate themselves and who can integrate technology into the learning environments of their students.

Curriculum and Instruction Programs and Degree Plans

The Department of Curriculum and Instruction addresses its purpose through three interrelated efforts: research, the preparation of teaching/practitioner professionals, and service. In carrying out these efforts, the faculty shares the goals to:

  1. Generate, disseminate, and apply new knowledge about teaching, learning and performance in various educational settings;
  2. Identify the factors and features that contribute to the design and implementation of effective professional preparation programs in education;
  3. Provide exemplary initial preparation and continuing education programs for teachers/specialists in the traditional major academic content areas and in selected related areas central to the operation of effective schools;
  4. Provide the opportunities for advanced-level students in selected specialized areas to become highly competent scholar-researchers and scholar-practitioners;
  5. Contribute to the educational development of school-aged, university, and adult students in the region through a variety of direct instructional programs; and
  6. Enhance that development further by contributing to the design and implementation of exemplary school-based programs through the College of Education-School-Community partnerships. 

Degrees Offered

The Department of Curriculum and Instruction offers the Bachelor of Science (B.S.) degree in Interdisciplinary Studies. The student selects an academic major/specialization and completes coursework toward eligibility for certification.

All students pursing teaching certification in the State of Texas must pass a criminal history background check.

The following certification options are available in the B.S. degree:

  • Generalist EC-6
  • Generalist 4-8
  • English Language Arts and Reading 4-8
  • Mathematics 4-8
  • Science 4-8
  • Social Studies 4-8
  • Special Education EC-12

8-12 certification programs are available in the following subject areas:

Note:  For these certification programs, a degree in the respective major is required.

  • English Language Arts and Reading 7-12
  • History 7-12
  • Life Sciences 7-12
  • Mathematics 7-12
  • Physical Sciences 7-12
  • Science 7-12
  • Social Studies 7-12

All Level Certification

  • Health EC-12
  • Human Performance EC-12
  • Music EC-12
  • Special Education EC-12

Field Observation Requirements and Clincial Experience Expectations

All teacher candidates are required to complete the planned sequence of field experiences in elementary school and secondary school classrooms. All major and professional education courses must be completed prior to student teaching. Clinical experiences (student teaching) encompasses teaching during the regular classroom instructional school day for a full semester. For students seeking additional certification in a specialization, the student will complete half the semester in the area of specialization and half in the primary content area.

Whitlowe R. Green College of Education Interdisciplinary Studies Degree Program/Certification Requirements

Certification Requirements

  • Complete all course work on your degree plan with an overall GPA of     2.50.
  • Complete all major or concentration area courses with a grade of C or higher.
  • Successfully complete Clinical Experiences (Student Teaching).
  • Pass the required state content area exam/exams (currently Texas Examination of Educator Standards [TExES] for Texas Certification).
  • Pass the required Pedagogy and Professional Responsibility (PPR) exam (currently Texas Examination of Educator Standards [TExES] for Texas Certification PPR).
  • Complete the application in the Office of Teacher Certification.
  • Complete fingerprinting.
  • Pay the required fees.

Bachelor of Science in Interdisciplinary Studies Program Requirements

University Core42
Interdisciplinary Studies Major Requirements
MATH 3003Mathematics in Elementary Schools3
SPED 3003Introduction to Exceptional Children3
HUPF 1151Low Organized Games1
Professional Education Requirements
CUIN 3003Educational Foundations3
CUIN 3013Educational Psychology3
CUIN 4103Instructional Planning and Assessment3
CUIN 4113Instructional Methodology and Classroom Management3
Concentration (Select the appropriate certification area from below)59
Total Hours120

EC-6 Generalist Certification

Generalist EC-6 Major Requirements
ECED 3003Introduction to Early Childhood3
ECED 3013Health/Motor/Physical Development3
ECED 4013Young Child/Cognitive Development3
ECED 4023Program Organization3
ECED 4113Instructional Strategies3
ECED 4123Clinical Experiences3
Other Requirements
PHSC 1121Sci Lab1
PHSC 2123Physical Science II3
PHSC 3083Science of Everyday3
MATH 2163Structure of Number System3
ENGL 3043Professional Writing for Electronic Media3
GEOG 3723World Regional Geography3
HLTH 3003Health Education for the Elementary School3
BIOL 1111College Biology Laboratory1
Reading Options (Select five from below)15
Evaluation of Reading Performance
Linguistics in Reading Instruction
Methods of Teaching Elementary Reading
Children's Lit
Foundations of Reading Instruction
Clinical and Laboratory Experiences in Reading
Other Professional Education Requirements
CUIN 4403Student Teaching/Elementary I3
CUIN 4433Student Teaching/Early Childhood Education3
Total Hours59

4-8 English, Language Arts and Reading Certification 

English, Language Arts and Reading Major Requirements
ENGL 2383Survey of World Literature3
ENGL 3023Cr Wr Processes3
ENGL 3043Professional Writing for Electronic Media3
ENGL 3223Advanced Grammar3
ENGL 3243Studies in American Literature3
COMM 1713Introduction to Mass Communication3
or COMM 2633 Voice and Diction
RDNG 4633Developmental Reading3
DRAM 1103Introduction to Theatre3
HLTH 2003Personal Health and Wellness3
Other Requirements
RDNG 3603Evaluation of Reading Performance3
RDNG 3623Linguistics in Reading Instruction3
RDNG 3643Methods of Teaching Elementary Reading3
RDNG 4643Children's Lit3
RDNG 4653Foundations of Reading Instruction3
RDNG 4673Clinical and Laboratory Experiences in Reading3
MATH 2163Structure of Number System3
GEOG 3723World Regional Geography3
BIOL 1111College Biology Laboratory1
PHSC 1121Sci Lab1
Other Professional Education Requirement
CUIN 4416Student Teaching/Elementary II6
Total Hours59

4-8 Generalist Certification

4-8 Generalist Major Requirements
HIST 1323U.S. 1876 to Present3
PHSC 1121Sci Lab1
PHSC 3083Science of Everyday3
PHSC 4013Earth Science3
PHSC 4011Earth Science Lab1
MATH 2003Elementary Statistics3
MATH 3163Mathematics Understanding3
MATH 4003Mathematics Modeling and Applications3
GEOG 3723World Regional Geography3
BIOL 1034Botany4
BIOL 1111College Biology Laboratory1
DRAM 1103Introduction to Theatre3
RDNG 3603Evaluation of Reading Performance3
RDNG 3623Linguistics in Reading Instruction3
RDNG 4633Developmental Reading3
RDNG 4653Foundations of Reading Instruction3
ENGL 2143Advanced Composition3
HLTH 2003Personal Health and Wellness3
KINE Elective1
Any 4000 level BIOL3
Other Professional Education requirements
CUIN 4416Student Teaching/Elementary II6
Total Hours59

4-8 Mathematics Certification

4-8 Mathematics Major Requirements
MATH 1123Trigonometry3
MATH 1153Finite Mathematics3
MATH 2003Elementary Statistics3
MATH 2153Calculus-Business, Life and Social Sciences3
MATH 2183Informal Geometry3
or MATH 3933 Geometry
MATH 3103History of Mathematics3
MATH 3163Mathematics Understanding3
MATH 4003Mathematics Modeling and Applications3
MATH 4053Mathematics Teaching Capstone Course3
Other requirements
MATH 2163Structure of Number System3
PHSC 1121Sci Lab1
PHSC 3083Science of Everyday3
BIOL 1034Botany4
BIOL 1111College Biology Laboratory1
HLTH 2003Personal Health and Wellness3
GEOG 3723World Regional Geography3
RDNG 3603Evaluation of Reading Performance3
RDNG 4633Developmental Reading3
KINE Electives2
Other Professional Education Requirements
CUIN 4416Student Teaching/Elementary II6
Total Hours59

4-8 Science Certification

4-8 Science Major requirements
BIOL 1015General Biology5
BIOL 1025General Biology5
BIOL 1034Botany4
BIOL 2054Genetics4
PHSC 3183MOD PHYS SCI Teacher3
PHSC 3223Introduction to Atmospheric Science3
PHSC 4013Earth Science3
PHSC 4011Earth Science Lab1
CHEM 1013General Inorganic Chemistry I3
CHEM 1011Inorganic Chemistry Laboratory I1
CHEM 1023General Inorganic Chemistry II3
CHEM 1021Inorganic Chemistry Laboratory II1
Other requirements
BIOL 1111College Biology Laboratory1
MATH 2003Elementary Statistics3
MATH 2163Structure of Number System3
PHSC 1121Sci Lab1
PHSC 3083Science of Everyday3
RDNG 3603Evaluation of Reading Performance3
RDNG 4633Developmental Reading3
Other Professional Education Requirements
CUIN 4416Student Teaching/Elementary II6
Total Hours59

4-8 Social Studies Certification

4-8 Social Studies Major requirements
HIST 1313U.S. to 1876 (other HIST not taken in core or approved ROTC course)3
HIST 3913American Historiography3
ECON 2113Principles of Microeconomics3
POSC 2113Political Parties and Elections3
POSC 3513Comparative Politics3
POSC 4123The Constitution and Private Rights3
RDNG 4633Developmental Reading3
MATH 2003Elementary Statistics3
PHSC 3083Science of Everyday3
Other Requirements
MATH 2163Structure of Number System3
ENGL 3043Professional Writing for Electronic Media3
GEOG 3723World Regional Geography3
RDNG 3603Evaluation of Reading Performance3
RDNG 3623Linguistics in Reading Instruction3
RDNG 3643Methods of Teaching Elementary Reading3
RDNG 4653Foundations of Reading Instruction3
RDNG 4673Clinical and Laboratory Experiences in Reading3
BIOL 1111College Biology Laboratory1
PHSC 1121Sci Lab1
Other Professional Education Requirements
CUIN 4403Student Teaching/Elementary I3
CUIN 4433Student Teaching/Early Childhood Education3
Total Hours59

EC-12 Special Education All-Level Certification

EC-12 Special Education Major requirements
SPED 3013Psychology of Retardation3
SPED 4003Psychology of Behavior Disorders3
SPED 4013Language and Communication Problems3
SPED 4023Psychometrics for Exceptional Children and Youth3
SPED 4033Consultation3
SPED 4113Methods for Teaching Exceptional Children3
SPED 4123Practicum3
Other Requirements
PHSC 2123Physical Science II3
PHSC 3083Science of Everyday3
MATH 2163Structure of Number System3
ENGL 3043Professional Writing for Electronic Media3
GEOG 3723World Regional Geography3
RDNG 3603Evaluation of Reading Performance3
RDNG 3623Linguistics in Reading Instruction3
RDNG 3643Methods of Teaching Elementary Reading3
BIOL 1111College Biology Laboratory1
Select 6 hours from any RDNG 4000 level6
PHSC 1121Sci Lab1
Other Professional Education Requirements
CUIN 4403Student Teaching/Elementary I3
CUIN 4443Student Teaching/Special Education3
Total Hours59

Purpose and Goals

The graduate program is designed to develop those advanced competencies in leadership and instruction that will enable individuals to demonstrate analytical processes in the teaching/learning environment and procedures of educational research and its application.

Admission to Program

The Department of Curriculum and Instruction offers programs leading to the Master of Science in Education and the Master of Education in the following areas:
 
Curriculum and Instruction………………………..M.S.Ed., M.Ed.
Special Education………………………………… M.Ed., M.S.Ed.
Curriculum and Instruction-Reading Education…M.Ed., M.S.Ed.
 
Also, the graduate level certification programs are designed to provide coursework leading to K-12 certification through the Alternative Teacher Certification Program (ATCP) and the Educational Diagnostician certification program.
 

In determining an applicant’s eligibility for admission to the Department of Curriculum and Instruction, the following are required:

  1. A baccalaureate degree from an institution accredited by a regional accrediting agency equivalent to the Southern Association of Colleges and Schools;
  2. An overall undergraduate grade point average of 2.75 on a 4.0 scale, or the equivalent;
  3. Scores on the Graduate Record Examination (GRE); and
  4. Three letters of recommendation.

Students who fail to meet the criteria for regular admission may be placed in a non-degree/special or provisional status. Such students are not entitled to pursue a degree in the Department of Curriculum and Instruction until they receive unconditional admission.

Students who fail to satisfy the admission GPA minimum may not enroll in more than six (6) semester hours of graduate work in any one semester or full summer term while attempting to attain unconditional status. A student may not enroll in more than 12 semester hours while in this category.

Students admitted conditionally (non-degree/special or provisional status) when the GPA is less than 2.75 but no less than 2.45 on a 4.0 scale, may attain unconditional status by achieving a 3.0 GPA for the first 12 hours of graduate work.

Students may apply for conditional admission to graduate study (non-degree/special status) when the GPA is less than 2.45 but a minimum of 2.25.

Students may not enroll in more than six (6) semester hours of graduate work per term and may not enroll in more than 12 semester hours while in this category.

Completion of Entrance Requirements

Students enrolled in non-degree/special or provisional status may take no more than 12 semester hours prior to attainment of unconditional admission, and must attain unconditional status within four school terms from the time of their first enrollment (three regular and one summer semester). If unconditional status has not been attained within that time frame; the student will be dismissed from the program. Provisionally admitted students may withdraw from no more than three courses during their initial probationary status. Unconditional admission will require completion of all university requirements.

Transfer Credit

Either transfer or continuing students may transfer credit from other universities to Prairie View A&M University; however, the grade of “C” will not be accepted for transfer credit. Additional guidelines are indicated below:

  1. Transfer students newly admitted may apply up to six hours of graduate credit earned at another accredited institution to their Prairie View A&M University program. Transfer requests should be made during the first semester of registration at Prairie View A&M University and included in the degree plan along with official transcripts. Work taken at other institutions expires at the end of six years from completion, just as work completed at Prairie View A&M University expires.
  2. Continuing students may request transfer of up to six hours of credit from other universities to the programs in the Department of Curriculum and Instruction for substitution for Prairie View courses provided:
    1. The official catalog description of the course(s) and official transcripts are provided to the Department of Curriculum and Instruction for review at least two weeks prior to the final registration day of the semester in which the course is to be taken.
    2. The respective Prairie View A&M University advisor and department head, within the Department of Curriculum and Instruction, must approve the courses for transfer credit prior to enrollment.
    3. Subsequent to completion of the course, the student must have the university where the course was taken furnish the Office of Graduate Programs and the department with either an official course grade report or a transcript that reflects the official grade. (Instructor submissions to the Office of Graduate Programs or the Registrar will not suffice.)
    4. The continuing student must remain in good standing in the Department--unconditionally admitted and with a minimum GPA of 3.0.

Removal of Incompletes

A graduate student can receive a grade of “I,” incomplete, in a course with the privilege of finishing the work before the end of one calendar year from the close of the term in which the grade was earned. The “I” should be removed and replaced with a grade acceptable in the student’s degree program if the student is seeking a degree and the “I” is in a course to be counted toward degree completion requirements. If a student does not complete the course requirements within one calendar year; the “I” will change to a grade of “F.”

Academic Performance Standards

Students whose semester GPA for courses leading to the Master’s degree in the Department of Curriculum and Instruction falls below 3.0 for one semester, and whose overall GPA falls below 3.0, will be placed on academic probation for one semester.

Academic Suspension

Academic suspension is an administrative action taken by the Department Head and/or Dean of the College of Education. It bars a student from enrollment in graduate courses for at least one term. Students may request to return to the program in a probationary status through written petition to the Department Head and/or Dean, who will refer the request to a committee of graduate faculty for review and recommendation. Students are limited to one suspension.

Probationary Status

A condition in which a student must maintain at least a 3.0 GPA each semester until his/her cumulative GPA reaches 3.0.

The Two-C Rule

Students who earn more than two grades of “C” or below can be dismissed from the program. This applies to courses repeated and to those taken for the first time.

Advancement to Candidacy

Admission of an applicant for the Master’s degree programs does not constitute advancement to candidacy. Such advancement will be granted upon the completion of at least 12 semester hours of graduate credit with at least a “B” average. The student must submit a formal application for Advancement/Admission to Candidacy to the advisor which must be approved by the Head, Department of Curriculum and Instruction, Dean, College of Education, and Dean, Office of Graduate Studies. Failure to complete the Advancement/Admission to Candidacy form may prevent the student from enrolling in program courses in subsequent semesters.

Admission to Candidacy cannot be granted unless the conditions for admittance have been satisfied and all appropriate test scores have been placed on file in the Department of Curriculum and Instruction. Admission to Candidacy is recommended by the academic advisor, Department Head and Deans of the College and the Graduate School. The Office of Graduate Programs must approve admission to candidacy. The application for admission to candidacy and the application for graduation may not be filed during the same semester. In general, a minimum of 12 hours must be completed before one can be admitted to candidacy.

Degree Plans

All graduate students, after consultation with their assigned advisor, are required to file an official degree plan obtaining the required signatures for submission to the Office of Graduate Studies prior to completion of 12 semester hours of graduate coursework.

Certification

Students seeking certification must meet all requirements listed in the catalog section, “Graduate Certification.” Specific requirements may be obtained from the Office of Teacher Certification in the College of Education.

Requirements for Educational Diagnostician Certification:
·A Master’s Degree
·A valid Texas Teaching Certificate
·Two years of elementary and secondary teaching experience
·Completion of all required courses on the Deficiency Plan
·Completion of all departmental program requirements
·Passage of the required TExES examiniation
 

 Master of Science in Education in Curriculum and Instruction

Common Core
CURR 5003Theory and Dynamics of Curriculum and Instruction3
EDFN 5103Foundations of Educational Research3
EDFN 5113Psychology of Learning and Development3
EDFN 5123Socio-Cultural Issues in Education3
Concentration (select one area from below): 112
English Education
Mathematics Education
Music Education EC-12
Science Education
Resource and Research Requirements
EDFN 5903Thesis Research3
Electives (Any 5000 level elective; selected in consultation with advisor)9
Total Hours36
1

 Courses for the respective concentration will be selected in consultation with your advisor.

 

Master of Education in Curriculum and Instruction

Common Core
CURR 5003Theory and Dynamics of Curriculum and Instruction3
EDFN 5103Foundations of Educational Research3
EDFN 5113Psychology of Learning and Development3
EDFN 5123Socio-Cultural Issues in Education3
Concentration (select one area from below): 112
English Education
Mathematics Education
Music Education EC-12
Science Education
Resource and Research Requirements
EDFN 5923Master's Seminar3
CURR 5133Principles of Instructional Design3
CURR 5143Managing Classroom Interaction3
CURR 5503Curriculum Evaluation3
Total Hours36
1

  Courses for the respective concentration will be selected in consultation with your advisor.

Master of Education in Curriculum and Instruction-Reading Education Program Requirements

Major Core Requirements
CURR 5003Theory and Dynamics of Curriculum and Instruction3
EDFN 5103Foundations of Educational Research3
EDFN 5113Psychology of Learning and Development3
EDFN 5123Socio-Cultural Issues in Education3
Reading Requirements
RDNG 5613Teaching Reading in the Elementary Grades3
RDNG 5623Psychology of Reading and Reading Difficulties3
RDNG 5633Teaching Reading in Secondary Schools3
RDNG 5643Diagnosis and Correction of Reading Difficulties3
RDNG 5663Clinical Experiences in Reading3
RDNG 5673Issues, Problems and Trends in Reading3
Research and Resource
Advised Electives3
EDFN 5923Master's Seminar3
Total Hours36

Master of Science in Education in Curriculum and Instruction - Reading Education Program Requirements

Major Core Requirements
CURR 5003Theory and Dynamics of Curriculum and Instruction3
EDFN 5103Foundations of Educational Research3
EDFN 5113Psychology of Learning and Development3
EDFN 5123Socio-Cultural Issues in Education3
Reading Requirements
RDNG 5613Teaching Reading in the Elementary Grades3
RDNG 5623Psychology of Reading and Reading Difficulties3
RDNG 5633Teaching Reading in Secondary Schools3
RDNG 5643Diagnosis and Correction of Reading Difficulties3
RDNG 5663Clinical Experiences in Reading3
RDNG 5673Issues, Problems and Trends in Reading3
Research and Resource
Advised Electives3
EDFN 5903Thesis Research3
Total Hours36

Master of Education in Special Education

Major Requirements
CURR 5003Theory and Dynamics of Curriculum and Instruction3
EDFN 5113Psychology of Learning and Development3
EDFN 5123Socio-Cultural Issues in Education3
EDFN 5143Advanced Educational Statistics3
Special Education Requirements
SPED 5213Survey of the Exceptional Learner3
Program Concentration - (Select 9 hours from the following):9
Special Education Seminar
Diverse Learners in Inclusive Settings
Language and Communication Problems
Methods for the Exceptional Learner with Multisensory Needs
Individual Testing of Exceptional Children
Learning Theory
Curriculum Adjustment and the Exceptional Child
Diagnostic and Prescriptive Techniques for Exceptional Learners
Research and Resource
Advised Electives 9
EDFN 5923Master's Seminar3
Total Hours36

Master of Science in Education in Special Education

Major Requirements
CURR 5003Theory and Dynamics of Curriculum and Instruction3
EDFN 5113Psychology of Learning and Development3
EDFN 5123Socio-Cultural Issues in Education3
EDFN 5143Advanced Educational Statistics3
Special Education Requirements
SPED 5213Survey of the Exceptional Learner3
Program Concentration (Select 9 hours from the following):9
Special Education Seminar
Diverse Learners in Inclusive Settings
Language and Communication Problems
Methods for the Exceptional Learner with Multisensory Needs
Individual Testing of Exceptional Children
Learning Theory
Curriculum Adjustment and the Exceptional Child
Diagnostic and Prescriptive Techniques for Exceptional Learners
Research and Resource
Advised Electives (May be taken from Special Education concentration options)9
EDFN 5903Thesis Research3
Total Hours36

Honor Societies and Professional Organizations

The Department of Curriculum and Instruction has the following professional organizations and honor societies.

Chi Epsilon Alpha (XEA) is a campus recognized organization designed especially for students who desire to become teachers.  XEA focuses on community outreach through teaching and professional development in the educational arena.

Kappa Delta Pi (KDP) is an international honor society in education. Membership is by invitation to juniors with a 3.00 grade point average.

C&I Instruction Technology Courses

CIIT 5823 Authoring Tools: 3 semester hours.

Creation of interactive, multimedia instructional materials. Basic skills in using authoring tools and collaboration in project development are emphasized. Prerequisites: CIIT 5713 Using Technology in the Classroom, CIIT 5723 Instructional Uses of the Internet, and CIIT 5763 Design and Development of Instructional Graphics or permission of the instructor.

C&I Instructional Design Courses

CIID 5713 Use of Emerging Technologies in Instructional Design: 3 semester hours.

An exploration of innovative ways to use emerging technologies in creating powerful and effective learning environments that will facilitate teaching and learning. Emphasis is on such topics as digital literacy and creation of instructional materials that include the use of blogs, podcasts, wikis, online social networks, virtual worlds, and digital game-based learning.

CIID 5723 instruction in the Digital Age: 3 semester hours.

Instructional uses of electronic resources in elementary and secondary classrooms. Emphasis is on assisting digital literacy development in elementary and secondary students, use of existing software and online instructional resources in content instruction, digital ethics, security issues, and the creation of online instructional materials.

CIID 5733 Designing Instruction for Individual Learners: 3 semester hours.

Use of electronic resources in meeting academic needs of individual learners. Emphasis is on evaluation of learner strengths and weaknesses in content areas, development of instructional materials to address established learner needs, data collection and analysis on individual learner's academic progress, and production of reports other documentation of results.

CIID 5743 Theories of Instructional Design: 3 semester hours.

Theories of Instructional Design. Traditional and emerging theories of instructional design are explored and evaluated. Emphasis is on the process of designing learner-centered instructions using both linear and non-linear models.

CIID 5753 Evaluation in Instructional Design: 3 semester hours.

Use of formative and summative evaluations in the development of effective instructional materials as well as program evaluation in the area of instructional technology. Emphasis is on planning and designing evaluations, developing appropriate instruments, collecting and analyzing data, and communicating results and recommendations.

CIID 5763 Multimedia in Instructional Design: 3 semester hours.

Exploration of multimedia learning and design principles for the creation of effective Web-based interactive instruction. Focus is on design and production of instructional video, typography, and graphic design.

CIID 5773 Research in Instructional Design: 3 semester hours.

An overview of research methodologies, including quantitative, qualitative, and mixed method approaches, in the area of instructional design. Emphasis is on creation of introduction, literature review, methodology, results and discussions for those interested in doing thesis research, research articles, or special projects.

CIID 5783 Designing Distance Learning Instruction: 3 semester hours.

Overview of distance education instruction and applications. Emphasis is on planning, developing, and adapting instruction and instructional materials for various distance learning environments.

Curriculum & Instruction Courses

CUIN 3003 Educational Foundations: 3 semester hours.

An examination and study of the structure, culture and organization of the American public school and its curriculum. The course requires field-based experiences.

CUIN 3013 Educational Psychology: 3 semester hours.

An examination and study of human growth and development and principles of assessing/evaluating students' educational progress. The course requires field-based experiences.

CUIN 4003 Instructional Planning and Assessment: 3 semester hours.

Instruction and practice in planning instructional lessons. Developing and applying teacher-made tests to assess secondary student progress. The course requires field-based experiences.

CUIN 4013 Instructional Methods and Classroom Management: 3 semester hours.

Instruction and practice using various teaching strategies and management techniques for the secondary classroom. The course requires field-based experiences.

CUIN 4103 Instructional Planning and Assessment: 3 semester hours.

Instruction and practice in planning instructional lessons, developing and applying teacher-made tests to assess elementary students' progress. The course requires field-based experiences.
Prerequisites: CUIN 3003 and CUIN 3013.

CUIN 4113 Instructional Methodology and Classroom Management: 3 semester hours.

Instruction and practice using various teaching strategies and management techniques for the elementary classroom. The course requires field-based experiences.
Prerequisites: CUIN 3003 and CUIN 3013.

CUIN 4403 Student Teaching/Elementary I: 3 semester hours.

Supervised practicum experiences in a field setting devoted to elementary instruction. Required of students seeking additional teacher certification in an area of specialization and/or All-Level certification.

CUIN 4416 Student Teaching/Elementary II: 6 semester hours.

Supervised practicum experiences in a field setting devoted to elementary education classroom instruction. Required of students seeking only teacher certification in elementary education.

CUIN 4433 Student Teaching/Early Childhood Education: 3 semester hours.

Supervised practicum experiences in a field setting devoted to early childhood classroom instruction.

CUIN 4443 Student Teaching/Special Education: 3 semester hours.

Supervised practicum experiences in a field setting devoted to special education classroom instruction.

CUIN 4813 Student Teaching Secondary - All Level: 3 semester hours.

Supervised practicum experiences in a field setting devoted to secondary education. Required of students seeking All-Level certification.

CUIN 4826 Student Teaching Secondary II: 6 semester hours.

Supervised practicum experiences in a field setting devoted to secondary education classroom instruction. Required of students seeking only one teacher certification in secondary education.

CUIN 5003 Foundations of Secondary Schools of the State and Nation: 3 semester hours.

A university based course designed with a field component for graduate students seeking initial certification in secondary education. The course focuses on the internal and external factors which contribute to school culture. The student studies how teacher-teacher relationships, teacher- pupil relationships, and school-home relationships impact student learning. The student also investigates the requirements, expectations, and constraints associated with teaching in Texas and understands his or her role in operating effectively as a teacher in Texas.

CUIN 5013 Developmental Characteristics of Secondary School Youth: 3 semester hours.

A university based course designed with a field component for graduate students seeking initial certification in secondary education. The course focuses on the developmental characteristics of secondary school youth which can have an impact on the accomplishment of learner outcomes. Contemporary models of human growth and development are investigated with emphasis being placed on individual differences in physical, emotional, social and intellectual growth. An analysis of the needs of students with differences in culture, learning styles, self-concept, values, and family/peer/school relationships is accomplished.

CUIN 5023 Strategies for Planning and Assessing Instruction: 3 semester hours.

A proficiency-driven course designed with a field component for graduate students seeking initial certification in secondary education. The course focuses on strategies documented as effective in planning learner centered instruction for students representing various learning levels/styles. Informal and formal assessment strategies which are designed to determine the degree to which learners are accomplishing in predetermined objectives are also analyzed. During the field experiences the student demonstrates that he/she can utilize the strategies in constructing learner centered lesson plans and assessment tools.
Prerequisites: CUIN 5003 and CUIN 5013.

CUIN 5033 Research-Based Methods for Classroom Instruction and Management: 3 semester hours.

A proficiency-driven course designed with a field component for graduate students seeking initial certification in secondary education. The course focuses on effective teaching practices which have been documented as effective in creating a positive learner centered environment, managing individuals and groups through the learning process, and utilizing instructional strategies which maximize student participation in the learning process. During field experiences, the student demonstrates having the ability to utilize pre -planned strategies with students representing varying learning levels/styles.

CUIN 5043 Post-Baccalaureate Internship: Phase I: 3 semester hours.

A one semester internship for graduate students who are seeking initial certification in secondary education. The Phase I internship must be completed during the fall semester when the student works as a "teacher of record" under the guidance of an assigned mentor. Performances of the intern are evaluated by the assigned mentor, the building principal and an assigned university supervisor. A grade of "Incomplete" will be awarded at the end of the Phase I Internship with a final grade being awarded at the end of Phase II Internship.

CUIN 5053 Post-Baccalaureate Internship: Phase II: 3 semester hours.

A one semester internship for graduate students who are seeking initial certification in secondary education. The Phase II Internship must follow the completion of the Phase I Internship and must be completed during the spring semester when the student is employed as a "teacher of record" under the guidance of an assigned mentor. The performance of the student during the Phase II Internship is evaluated by the mentor, building principal, and university supervisor. Grades for the two semesters of internship (Phase I and Phase II) will be awarded at the end of Phase II.

Curriculum Courses

CURR 1003 Prior Learning Assessment Theory and Practice: 3 semester hours.

This course is designed to assist students in identifying area of learning that may be evaluated for college-level credit equivalency. The course guides students through the preperation and compilation of all components required for the evaluation of a portfolio of prior learning. Students will use critical reflection skills to conceptualize the value of prior learning and its implications for future learning. Adult learning theory, models, and concepts are discussed and applied to case studies. Admission to course requires permission from Department Head and Learning Counts Coordinator.
Prerequisites: ENGL 1123 and ENGL 1133.

CURR 1011 Effective Learning: 1 semester hour.

The course content is divided into a four-part model (the Effective Learning Model) consisting of self assessment, cognitive theories, self-regulation and strategies for self-change. Each part overlaps the other to form a strong framework to foster the student's understanding of the learning process and to help students maximize their learning potential.
Prerequisites: CURR 1013.

CURR 1013 Principles of Effective Learning: 3 semester hours.

A study of the research and the theory in the psychology of learning, cognition, motivation, as well as the factor that influence learning, and the application of learning strategies. Theoretical model of strategic learning, cognition, and motivation serves as the conceptual basis for instruction. The course content is divided into four-part model (the Effective Learning Model) consisting of self-assessment, cognitive theories, self-regulation, and strategies for self-change.

CURR 4993 Independent Study: 3 semester hours.

Readings, research and/or field work on selected topics.

CURR 5003 Theory and Dynamics of Curriculum and Instruction: 3 semester hours.

A curriculum of theoretical and logical structures that exceeds the essential elements and promotes higher thinking skills, explores consideration of implications for bilingual, migrant and exceptional education. Expands integration of technology in influencing implementation, planning and evaluation of curriculum at all levels of teaching.

CURR 5133 Principles of Instructional Design: 3 semester hours.

Development of competencies related to translating general and theoretical knowledge about learning and instruction into specifications for materials, devices, or settings.

CURR 5143 Managing Classroom Interaction: 3 semester hours.

Identification of a practice with the skills and dynamics of instructional behavior. Examination of the predictability of student response behavior when strategies are selected according to pre-determined criteria.

CURR 5503 Curriculum Evaluation: 3 semester hours.

An examination of the several procedures used to evaluate curricular materials and development activities. Formative and summative evaluation methodologies are compared and contrasted and the consequences of model evaluative systems demonstrated.

CURR 5993 Independent Study: 3 semester hours.

Readings, research, and/or field work on selected topics.

Early Childhood Ed Courses

ECED 3003 Introduction to Early Childhood: 3 semester hours.

Historical, philosophical, and social foundations of early childhood years to include: understanding the principles of underlying social and emotional developments of the young child and the nature of the learner. Observation is included.

ECED 3013 Health/Motor/Physical Development: 3 semester hours.

Fundamentals of health/motor/physical stages and characteristics of development in early childhood with emphasis on health problems common during early childhood; health and safety practices for young children; includes special needs related to young children.

ECED 4003 Communication and Language Development: 3 semester hours.

An overview of theories related to language development and communication usage to demonstrate diverse patterns of verbal and nonverbal communication in the development of the young child.

ECED 4013 Young Child/Cognitive Development: 3 semester hours.

An examination of theories and models in the development of cognition to include stages of development and their characteristics; special needs related to cognition and implications for young children.

ECED 4023 Program Organization: 3 semester hours.

A survey of programs for young children to include criteria for the selection and evaluation of the physical environmental needs of children; emphasis will be placed on legislation and public policy as it affects the school, children and their families.
Prerequisites: ECED 3003 and ECED 3013 and ECED 4003 and ECED 4013.

ECED 4113 Instructional Strategies: 3 semester hours.

A study of instructional strategies for teaching content to include methodology, setting goals/objectives, evaluating, and creating a conducive learning environment. Emphasis will be placed on alternative instructional strategies and procedures. (15 clock hours of simulated and practical experiences included).

ECED 4123 Clinical Experiences: 3 semester hours.

Field-based experiences involving young children in a classroom setting to include 45 clock hours of classroom observation, recording behavior, planning activities, providing for individual needs, working with other professionals, understanding conference techniques, and professional ethics.

ECED 5303 Development of the Young Child: 3 semester hours.

A study of the sequential stages of growth and maturation of the young child to include physical, social, emotional and cognitive development.

ECED 5313 Foundations of Early Childhood Education: 3 semester hours.

An overview of the historical, philosophical, and theoretical development of early childhood and its relationship to child development.

ECED 5323 Methods and Materials for Teaching Young Children: 3 semester hours.

A study of the teaching strategies, techniques and materials designed to enhance learning experiences for young children.

ECED 5333 Assessment Techniques in Early Childhood Education: 3 semester hours.

A study of evaluative instruments appropriate for the assessment of young children's intellectual, social and motor development. Practical experiences are provided in test administration, scoring, interpretation and utilization of results.

ECED 5343 Organization and Administration of Programs for Young Children: 3 semester hours.

An examination of the organization and administration of early childhood programs with emphasis on early childhood. A study of the impact of legislation and professional organizations on program operations.

ECED 5353 Seminar in Early Childhood Education: 3 semester hours.

An analysis of current research literature trends and issues in Early Childhood Education.

ECED 5363 Early Childhood Practicum: 3 semester hours.

Planned observation and interaction experiences with young children in a classroom setting. Organized feedback sessions are provided in structured seminars.

Education Foundations Courses

EDFN 5103 Foundations of Educational Research: 3 semester hours.

Basic concepts of research design, strategies of experimental, historical and descriptive research, and basic statistical procedures are introduced.

EDFN 5113 Psychology of Learning and Development: 3 semester hours.

An analysis of mental processes involved in learning the developmental relationship of these processes. In-depth study of major theories which relate learning, development, and physiology.

EDFN 5123 Socio-Cultural Issues in Education: 3 semester hours.

An analysis of historical, philosophical, and multi-cultural issues in American education and their implications for the setting of standards that govern educational policy and practice.

EDFN 5143 Advanced Educational Statistics: 3 semester hours.

Computer applications and Statistical used in educational measurement and research design, analysis of variance, and introduction to non-parametric statistics.

EDFN 5903 Thesis Research: 3 semester hours.

Selection, preparation, and presentation of a research proposal for purposes of completing thesis requirement.

EDFN 5923 Master's Seminar: 3 semester hours.

Investigation and analysis of research in the field of curriculum and instruction. Major paper a requirement for this course.
Prerequisites: EDFN 5103.

Elementary Education Courses

ELED 5113 Teaching/Learning Styles in Elementary Classrooms: 3 semester hours.

Study of effective instructional performances and effective student learning in elementary classrooms. Analysis of research findings and experiments related to teaching/learning situations.

ELED 5123 Studies in Elementary Education: 3 semester hours.

Investigation of instructional problems, trends, and research related to the development of educational programs for elementary school children.

ELED 5133 Seminar in Elementary Education: 3 semester hours.

Analysis of contemporary issues in elementary education; problems and challenges associated with teaching /learning and the education profession.

ELED 5143 Individualizing Instruction in Elementary Classrooms: 3 semester hours.

Evaluation and creative ideas for educational software programs in computer instruction; self-paced evaluation techniques, logical reasoning activities and materials for diagnostic and prescriptive teaching in elementary classrooms.

ELED 5153 Classroom Communication: 3 semester hours.

Study of the role of communication in the teaching/learning process in elementary classrooms. Analysis of the relationship between verbal and nonverbal messages, classroom management skills, instructional communication and student performances.

Reading Courses

RDNG 3603 Evaluation of Reading Performance: 3 semester hours.

Application of basic measurement and evaluation techniques to reading performance.

RDNG 3613 Language Arts: 3 semester hours.

Highlights conditions necessary for children's best development in the language arts; materials and procedures for improving the quality of instruction. This course will emphasize oral and handwritten expression, listening, spelling, and handwriting.

RDNG 3623 Linguistics in Reading Instruction: 3 semester hours.

A study of the relationships between language dialect, linguistics phonics, and reading. Applications of linguistics to reading.

RDNG 3633 Rdng Social Studies: 3 semester hours.

Readings in social living which emphasize democratic values and processes, organization of subject matter, and development of materials. The purpose of the course is to develop a continuous process in appraising the child's learning in terms of social experiences.

RDNG 3643 Methods of Teaching Elementary Reading: 3 semester hours.

Analysis of various approaches and methods used in teaching reading in the elementary grades.

RDNG 3653 Rdng Science: 3 semester hours.

Readings of basic science concepts, the scientific method, methods of teaching science, selecting and organizing science subject matter, providing a variety of science experiences appropriate for children that use materials, community resources, and visual materials.

RDNG 4633 Developmental Reading: 3 semester hours.

Strategies for sequential skills development in basic reading instruction to emphasize identification of reading levels, and auditory and visual diagnosis.

RDNG 4643 Children's Lit: 3 semester hours.

The reading and evaluation of children's literature to include information about children's books, to develop children's interests in reading, authors, illustrators, and to solve problems in guidance of reading.

RDNG 4653 Foundations of Reading Instruction: 3 semester hours.

Stages in the development of reading ability. Emphasis of readiness, experiential backgrounds, individual needs and interests and enrichment.

RDNG 4673 Clinical and Laboratory Experiences in Reading: 3 semester hours.

Preparation, review, and analysis of case studies, research reports, trends, and issues in the teaching of reading.

RDNG 5613 Teaching Reading in the Elementary Grades: 3 semester hours.

Detailed consideration of problems involved in selection of content, grade placement, methods, and materials, and the evaluation of achievement.

RDNG 5623 Psychology of Reading and Reading Difficulties: 3 semester hours.

An examination of social and psychological factors related to success and failure in learning to read.

RDNG 5633 Teaching Reading in Secondary Schools: 3 semester hours.

Instructional approaches to reading in the secondary school. Planning, organizing, implementing, and evaluating instructional procedures and outcomes.

RDNG 5643 Diagnosis and Correction of Reading Difficulties: 3 semester hours.

Diagnostic devices and techniques for identifying strengths and weaknesses in reading. Prescriptive techniques for overcoming difficulties in reading.

RDNG 5663 Clinical Experiences in Reading: 3 semester hours.

Case study analysis, seminars, and field experiences in school classrooms.

RDNG 5673 Issues, Problems and Trends in Reading: 3 semester hours.

Study of historical, current and future issues, problems and trends in reading at the elementary and secondary school levels.

Secondary Education Courses

SCED 5503 Principles of Secondary Education: 3 semester hours.

Origins, development and organization of the secondary school. Contemporary problems and trends in secondary education are identified and studies.

SCED 5513 Secondary School Curriculum: 3 semester hours.

Characteristics and organization of curriculum and teaching in secondary schools. Relationships to socio-cultural influences in society and within the schools.

Special Education Courses

SPED 3003 Introduction to Exceptional Children: 3 semester hours.

Basic theories and concepts related to identification and classification of exceptional children and youth.

SPED 3013 Psychology of Retardation: 3 semester hours.

An introduction to the psychology of mental retardation in children and youth.
Prerequisites: SPED 3003 (may be taken concurrently).

SPED 4003 Psychology of Behavior Disorders: 3 semester hours.

Various theoretical aspects of the behavior of children with server disturbance to mild emotional problems.
Prerequisites: SPED 3003 and SPED 3013.

SPED 4013 Language and Communication Problems: 3 semester hours.

An overview of particular communication problems as they relate to the oral language skills of the exceptional learner.
Prerequisites: SPED 3003 and SPED 3013.

SPED 4023 Psychometrics for Exceptional Children and Youth: 3 semester hours.

Legal implications of the assessment of children exhibiting the characteristics of behavior disorders, learning disabilities, and/or mental retardation.
Prerequisites: SPED 3003 and SPED 3013 and SPED 4003 and SPED 4013.

SPED 4033 Consultation: 3 semester hours.

Models of consultation; interpersonal communication skills; problem-solving approaches; effective interaction with colleagues, paraprofessionals, and parents; transitional mandates; and planning/conducting in-service training for professionals.
Prerequisites: SPED 3003 and SPED 3013 and SPED 4003 and SPED 4013 and SPED 4023.

SPED 4113 Methods for Teaching Exceptional Children: 3 semester hours.

Study of instructional problems teaching retarded, behavioral, and/or learning-disabled children and youth; organization of special classes; and curriculum adaptations. Includes 15 clock hours of field-based experiences with exceptional learners.

SPED 4123 Practicum: 3 semester hours.

Field-based experiences involving exceptional learners in classroom activities. Activities include 15 clock hours of classroom observation, concepts and skills associated with referrals of classroom problems, tests and evaluation procedures.
Prerequisites: SPED 3003 and SPED 3013 and SPED 4003 and SPED 4013 and SPED 4023 and SPED 4033.
Co-requisite: SPED 4113.

SPED 5203 Special Education Seminar: 3 semester hours.

A seminar designed to investigate contemporary issues in the area of special education as well as to increase the students' familiarity with current literature and knowledge in the field.

SPED 5213 Survey of the Exceptional Learner: 3 semester hours.

An in-depth study of the various types of exceptional learners and their educational needs.

SPED 5223 Diverse Learners in Inclusive Settings: 3 semester hours.

Designed to provide the learner with an overview of various tests, learning characteristics and etiology of the student with multi-sensory learning needs.

SPED 5233 Language and Communication Problems: 3 semester hours.

An overview of particular communication problems as they relate to the oral language skills of the exceptional learner.

SPED 5243 Methods for the Exceptional Learner with Multisensory Needs: 3 semester hours.

Deals with problems of instruction, methods of teaching students with multi-sensory learning needs and curriculum development for the exceptional learner.

SPED 5263 Individual Testing of Exceptional Children: 3 semester hours.

Designed to provide the opportunity for students to experience and develop a descriptive orientation through assessments for the exceptional learner.
Prerequisites: SPED 5213.

SPED 5273 Learning Theory: 3 semester hours.

An in-depth study of the various learning theories and an analysis of systematic approaches to learning.

SPED 5283 Curriculum Adjustment and the Exceptional Child: 3 semester hours.

The experience of altering traditional curricula to mesh with the individual multisensory learning needs of the exceptional learner.

SPED 5343 Practicum: 3 semester hours.

Direct experience with children referred to the special education laboratory for testing and evaluation. These referrals are related directly to public school problems.

SPED 5353 Diagnostic and Prescriptive Techniques for Exceptional Learners: 3 semester hours.

Designed to familiarize the learner with the administration, scoring and instructional implications of individualized testing designed for the exceptional learner.
Prerequisites: (SPED 5213 and SPED 5263 and SPED 5283).