College of Education

Mission

The mission of the College of Education (CoEd) is to be a global leader of excellence in the education sciences.

History and Overview

In 1979, The Center for Professional Teacher Education, now the College of Education, began offering coursework at the graduate level. In the late 1980s, a Master of Education and Teaching degree (M.Ed.T.) was approved. This degree served teachers who wanted the opportunity to extend their knowledge base in education and related fields with graduate coursework. The degree enabled students to combine graduate coursework in education with study in an academic discipline related to their teaching field or specialization. Its success led to the expansion of education offerings to include additional certifications in Reading and Educational Administration as well as supplemental certification in Bilingual Education (BIL), English as a Second Language (ESL), and Gifted and Talented (G/T).

As one of only a few Texas universities authorized to offer post baccalaureate teacher certification at the graduate level, the College of Education began offering graduate level teacher certification with an M.Ed.T. in the summer of 1998. With expansion of program offerings, the M.Ed.T. no longer met the needs of all degree-seeking students. In 1999, the College of Education added two new master’s degree programs, a Master of Education (M.Ed.) in Educational Leadership and Policy Studies and a Master of Education (M.Ed.) in Curriculum and Instruction.

The M.Ed.T. is now offered exclusively to students seeking teacher certification (early childhood - grade 6, middle level, secondary and all level) at the graduate level. The M.Ed. in Educational Leadership and Policy Studies is available to students pursuing principal certification, principal certification emphasizing dual language, as well as higher education administration. The M.Ed. in Curriculum and Instruction (C&I) is for educators wanting to extend their knowledge in education and related fields, including science and mathematics. The M.Ed. in C&I also serves students wanting to earn a master’s degree along with Reading Specialist Certificate and the Master Reading Teacher Certificate. The Department also offers the M.Ed. in C&I with science, mathematics, or social studies education as specialization areas. Supplemental certification in Bilingual Education and English as a Second Language may also be added to the M.Ed. in C&I. Superintendent certification is also available.

The Doctor of Philosophy (Ph.D.) in K-16 Educational Leadership was first offered in the summer of 2007. With advancements in technology, many graduate courses are available via the Internet with additional courses being added each semester. The College of Education has an enrollment of more than 1,000 students with approximately 600 students pursuing graduate level degrees certificates.

Conceptual Framework

The conceptual framework of the UT Arlington College of Education was developed collaboratively and has evolved over time. Following the identification of a set of core values held by all involved in the preparation of candidates enrolled in the College, members of the University, PK-12 districts, and area business and foundation communities worked together to develop a shared vision for education.

All activities in the College are guided by the premise that we are Partners for the Future, committed to fostering critical, creative thinkers prepared to engage meaningfully in a dynamic society. This premise is characterized and distinguished by three core values: Professionalism, Knowledge, and Leadership. Research, Diversity, and Technology are themes woven throughout each core value. The College mission, core values, and themes serve as the coherent thread running through all professional programs, guiding the systematic design and delivery of clinical/field experiences, course curricula, assessments, and evaluation. The Conceptual Framework consists of six interrelated and interacting components, which are viewed as essential contexts for shaping informed, skilled, and responsible partners:

2015-16 CoED Concept

  • The first core value, Professionalism, represents the contention that candidates develop an expertise and specialized knowledge of their field. A high quality of work, standard of professional ethics and behaviors, as well as work morale and motivation are all necessary factors of a developed interest and desire to excel in job performance.
  • The second core value, Knowledge, represents candidate theoretical or practical understanding of a subject. In today's world, candidate knowledge includes not only academic content mastery, but also skills such as critical thinking, communication, technology literacy, and collaboration, each of which is required for success in college, life, and career.
  • The third core value, Leadership, represents candidate ability to organize, assist, and support others in the achievement of a common task. Candidates develop and refine their leadership skills within the context of their interactions with PK-20 students, curricula, faculty, and other professionals.  The additional three components of the model, Research, Diversity, and Technology, represent themes woven into the core values:
  • Research encompasses the investigation of ideas and theories with the purpose of discovering, interpreting, and developing new systems, methods, and support for knowledge, behaviors, and attitudes.
  • Diversity is an indispensable component of academic excellence. A commitment to diversity means a dedication to the inclusion, welcome, and support of individuals from all groups, encompassing the various characteristics of persons in our community such as race, ethnicity, national origin, gender, age, socioeconomic background, religion, sexual orientation, and disability.
  • Technology is emphasized throughout all programs and is used to support and improve content delivery and student learning.

Scholarly Activity and Research Interests of the Faculty

College of Education faculty members strive to model the characteristics of the most proficient professional educators for all students aspiring to membership in the education professions. Faculty members in the College of Education have consistently achieved recognition for their excellence in teaching in the University and beyond. They have received numerous honors, including the University of Texas System Board of Regents Outstanding Teaching Award, UT System Chancellor’s Council Teaching Award, election to UT Arlington’s Academy of Distinguished Teachers, and the Piper Professor award at the state level. They have also served as guest lecturers at universities across the country. In addition, numerous faculty members have received recognition for their scholarly publications and professional contributions.

The College of Education also values faculty scholarship for its potential impact on the increased effectiveness of teaching and learning in professional education preparation programs and in public and private school settings. Scholarly and research activities cover a variety of areas represented by the expertise of each individual faculty member.

Evidence of service to the College of Education, the University, the community and the practicing profession is also expected of the faculty. This includes service to local constituencies such as school districts, education service centers, parent-teacher groups, professional associations, and/or other agencies and organizations dedicated to the improvement of teaching and learning. It also encompasses outreach programs, community events, civic leadership, and the promotion of alumni support and involvement. The extensive service activities of faculty members in the various departments have garnered additional awards from the University, the community, the state, and a variety of professional organizations.

Department of Curriculum and Instruction

Curriculum & Instruction faculty scholarship focuses on a wide range of topics associated with teaching and learning. These include improving the effectiveness of instruction in various content areas; studying family support for learning; addressing issues associated with social sciences; using technology to enhance distance education instruction and student mentoring; online supplemental student teacher supervision; the effectiveness of service learning; the connections among brain physiology, cognition, and education; and effective practices in school counselor preparation. Funded projects include providing UT Arlington students as mentors to high school students for college success, math and science cohorts and camps, improving retention in post-secondary education, including college success strategies in educator preparation coursework. For more information about programs in Curriculum and Instruction in the College of Education, go to http://www.uta.edu/coed/curricandinstruct/index.php.

Department of Educational Leadership and Policy Studies

In the area of educational administration, research activities and publications have focused on school leadership trends, developing collaborations among the University, public, private and charter schools, fostering creativity in learning organizations, and studying school legal, policy, governance, and finance issues. Current focus is on transition research relative to students, faculty, and leadership across PK-16 school settings, between high school and beyond, and transitions between leadership levels. Other research examines how the media portrays educators and the education profession. See http://www.uta.edu/coehp/educleadership/index.php for additional information about programs in Educational Leadership and Policy Studies in the College of Education.

Resources

Certification and Advising Services

Patty Motlagh, Assistant Dean for Student Affairs/Certification Officer, 501 Carlisle Hall

Certification and Advising Services helps students succeed by providing the information and support services needed to achieve their academic and career goals. The Academic Advisors are available to assist students in various stages of preparing for or furthering their careers as educators and school administrators.

Certification and Advising Services also provides information and advising regarding admission requirements and degree plan options, as well as the academic content areas.

To schedule an advising appointment: 817.272.2956

For certification and advising questions: coedadvising@uta.edu

Information concerning state examinations and application procedures needed to obtain teacher, principal, superintendent, and special program certification in Texas may also be provided by Certification and Advising Services.

To be eligible for certification under all programs, a candidate must meet specific criteria set by the College of Education, the University, and the State Board for Educator Certification. To be recommended to the State Board for Educator Certification/Texas Education Agency for initial teacher certification, a teacher candidate must have successfully completed the following:

  • All course work required for certification, including a baccalaureate degree.

  • All College of Education certification courses with a grade of C or better and with a minimum GPA of 3.0.

  • For purposes of determining eligibility for certification, all applicable grades, including those earned at other institutions, will be used in the calculation of grade point averages.

  • Pass all required Texas Examinations for Educator Standards (TExES).

Educational Field Experience

The Office of Educational Field Experience supports partnerships between the College of Education and PK-16 schools and their communities. Partner public school districts and the College of Education collaborate to provide high-quality learning environments for future teachers. Prospective teacher candidates apply their knowledge of content and pedagogy during both a Field-Based Experience semester and a Student Teaching semester arranged through the Office of Educational Field Experience. The Field-Based Experience semester gives teacher education candidates the opportunity to observe and interact with diverse student populations in variety of formal and informal educational settings at partnership schools. During the Student Teaching semester, these pre-service teachers refine their teaching skills by working directly with students in classrooms, at designated public schools in the candidate's area of certification, guided by a cooperating mentor teacher and supervising university faculty. Contact: Dr. Denise Collins, Director of the Office of Educational Field Experience. 817.272.7448, dacollins@uta.edu.

Education Career Services

www.uta.edu/coed/career, 817.272.2831, or careerservices@uta.edu.

The Education Career Services office assists education students who are seeking positions as teachers and administrators. Positive collaborative relationships with partners in the various school districts are important to the College, the districts and students. The annual College of Education Career Day is held in March and typically hosts over 50 school districts. Employers can list position vacancies as well as district job fairs with Education Career Services. In addition, Education Career Services offers career planning seminars, which include guidance on resume writing and developing strong interviewing and networking skills. The ultimate goal is to prepare UT Arlington students for the next step in their career development as professional educators and administrators.

UTeach Arlington

UTeach Arlington is the undergraduate science and mathematics secondary teacher preparation program jointly offered by the College of Science and the College of Education. The program features early field experiences in K-12 schools, courses taught by faculty in both Colleges, guidance from Master Teachers, and scholarship and internship opportunities. Secondary teacher certification that may be earned through UTeach Arlington includes (grades 7-12) Life Science, Physical Science, Chemistry, Physics, Science (Composite), Physics/Mathematics, and Mathematics. UTeach provides teaching kits for science and mathematics teacher education students, as well as certification exam preparation materials, books, journals, and a resource room/student lounge. The UTeach Arlington main office is located in 224 Science Hall. For information, contact: Erin Gonzales, UTeach Arlington Academic Advisor, 817.272.0784, egonzales@uta.edu; or contact Dr. Ann Cavallo, Co-director, College of Education, cavallo@uta.edu; Dr. Greg Hale, Co-director, College of Science, greg@hale.uta.edu; or Dr. Ramon Lopez, Co-director, College of Science, relopez@uta.edu. Visit the UTeach Arlington website at: http://www.uta.edu/cos/uteach/index.html.

Centers in the College of Education

Southwest Center for Mind, Brain, Education

The mission of the Southwest Center for Mind, Brain, Education is to facilitate collaborative relationships among educators, policymakers, and researchers in the cognitive and developmental sciences. The Center seeks to identify and support promising research agendas at the intersection of mind, brain and education. Researchers, educators, and policymakers will find a forum where ideas are welcomed and at the same time critically and rigorously examined. The Center invites individuals interested in how advances in neuroscience, genetics, and cognitive science can inform educational practice and leadership. The Center also seeks to advance educational research by recognizing, and profiting from, the role that practical experience plays in defining promising research directions. Contact: Dr. Marc Schwartz, Director, 817.272.5641, schwarma@uta.edu.

Science Education and Career Center

The College of Education and the College of Science work collaboratively through the Science Education and Career Center (SECC) to offer our science and mathematics teacher certification students a quiet place to study, and also access to study guides, models, and electronic resources in Biology, Chemistry & Biochemistry, Mathematics, Physics, and Psychology. The SECC is located in room 106 Life Science Building. SECC contact information: 817.272.2129, http://www.uta.edu/cos/SECC/login.php.

Center for Bilingual Education

Created in response to the growing number of English language learners, the Center for Bilingual Education strives to increase the number of qualified bilingual and ESL teachers in Texas. The Center prepares pre-service and in-service teachers to work with linguistically and culturally diverse student populations. The Center also provides technical support to school districts in their implementation of dual language, bilingual, and ESL education programs. Additionally, the Center offers preparation for the certification examinations in the areas of the EC-6 Bilingual Generalist and the Bilingual Target Language Proficiency Test--Spanish. For information, contact Dr. Luis Rosado, Director, 817.272.7567, rosado@uta.edu.

Center for Social Studies Education

The goals of the Center for Social Studies Education are to advance social studies education research, improve social studies teacher preparation, and provide outreach to social studies learners and their teachers. The Center includes faculty from the College of Education,  the College of Liberal Arts, and the College of Business. The Center faculty coordinate social studies teacher certification at UT Arlington, establish targeted partnerships to advance educational opportunities and excellence in social studies for under-represented and under-served populations, and facilitate collaborative relationships across colleges and universities for the advancement of PK-16 teaching and learning in disciplines such as history, geography, economics, and political science. Contact: Dr. Mary Curtis, Director, mary.curtis@uta.edu.

Center for PK-16 Education Policy and Research

The mission of the Center for PK-16 Education Policy and Research, founded in the Department of Educational Leadership & Policy Studies at UT Arlington, is to produce and disseminate cutting-edge research on PK-16 education to inform education policy and practice. We are guided by the belief that educational leadership and opportunity are strengthened by research that takes systemic, integrated approaches to understanding persistent problems across the educational continuum.

Courses

EDUC 2101. EXPLORING TEACHING. 1 Hour.

An opportunity to experience a mentorship with public school students while exploring the impact Gardner's Multiple Intelligences and personality profiles play in the learning environment. Ten hours of mentorship required. Academic credit awarded. Service Learning course.

EDUC 2330. STUDENT LEADER EFFECTIVENESS TRAINING. 3 Hours.

Identifies the philosophy and theories of leadership, leadership styles, and contemporary leadership issues for any student who desires to pursue their leadership education. Practical application of leadership skills are developed through interactive class discussions, analyzing case studies, and group problem-solving and role-playing experiences. Elective only and does not count as part of the professional education certification requirements.

EDUC 4316. FOUNDATIONS OF EDUCATION. 3 Hours.

The course introduces students to the teaching profession. Historical foundations, professionalism, school law (including special education law), diversity in education, effective communication, family involvement, and current trends and issues in education will be examined. Students will also examine personal reasons for wanting to teach and will create a personal philosophy of education. Field observation required. (2-1).

EDUC 4325. WOMEN IN SCIENCE. 3 Hours.

Explores the role of women in science. Emphasis on gender and science, the history of women in science, gender equity in the classroom, strategies for the retention of women scientists, the current culture/climate for women in science, and contemporary women in science. Offered as EDUC 4325, SCIE 4325, and WOMS 4325. Credit will be granted only once.

EDUC 4331. KNOWING AND LEARNING IN MATH AND SCIENCE. 3 Hours.

Restricted to students in the UTeach Arlington program. Psychological foundations of learning; problem solving in mathematics and science education utilizing technology; principles of expertise and novice understanding of subject matter; implications of high-stakes testing; and foundations of formative and summative assessment. Three lecture hours a week for one semester; additional hours may be required. Prerequisite: SCIE 1101 or SCIE 1234 or concurrent enrollment in either.

EDUC 4332. CLASSROOM INTERACTIONS. 3 Hours.

Restricted to students in the UTeach Arlington program. Principles of delivering effective instruction in various formats (lecture, lab activity, collaborative settings); examination of gender, class, race, and culture in mathematics and science education; overview of policy related to mathematics and science education. Three lecture hours a week for one semester with additional fieldwork hours to be arranged. Prerequisite: C or better in SCIE 1102 or C or better in SCIE 1234; C or better in EDUC 4331 or concurrent enrollment.

EDUC 4333. MULTIPLE TEACHING PRACTICES IN MATH AND SCIENCE. 3 Hours.

Restricted to students in the UTeach Arlington program who have earned a passing score on the preliminary portfolio. Multiple research-based teaching practices including foundations of project-based, case-based, and problem-based learning environments; principles of project-based curriculum development in mathematics and science education; classroom management and organization of inquiry-based, problem-based/project-based learning classrooms. Three lecture hours a week for one semester with additional fieldwork hours to be arranged. Prerequisite: C or better in EDUC 4332; formal admission to program.

EDUC 4340. HUMAN GROWTH AND DEVELOPMENT. 3 Hours.

Prerequisite to subsequent courses in teacher education. Physical, social, emotional, and cognitive growth patterns from conception to early adulthood, emphasizing familial, cultural, societal, and genetic determinants of behavior. Topics include developmental characteristics of children and adolescents including exceptional learners and students with special needs.

EDUC 4341. ORGANIZATION AND MANAGEMENT OF INSTRUCTION IN SECONDARY SCHOOLS. 3 Hours.

Emphasizes the importance of organizing, developing, and adapting management systems to enhance learning in classroom environments. Managing the teaching-learning process, applying a variety of assessment techniques, motivation, and adapting management styles to meet student needs. This course involves a two-hour lecture and two-hour application of lecture/theory. The two-hour application of lecture/theory will require students to spend time in a K-12 classroom during normal school hours, 8 a.m.-4 p.m., Monday-Friday.

EDUC 4342. APPLICATIONS OF INSTRUCTION IN SECONDARY CLASSROOMS. 3 Hours.

Field-based applications of curriculum planning and instructional theory and methods. Includes writing and implementing unit and instructional goals and objectives, using instructional lesson models to meet teacher appraisal criteria including utilization of classroom technology and audiovisual aids, planning for individual needs, and evaluating student progress. This course involves a lecture and application of lecture/theory. The application of lecture/theory will require students to spend time in a grades 7-12 classroom during normal school hours, Monday-Friday, for typically one day a week throughout the semester.

EDUC 4343. TEACHING SOCIAL STUDIES IN THE SECONDARY SCHOOL. 3 Hours.

Methods and materials for social studies teaching and learning at the secondary school level. Emphasis on establishing a productive classroom environment, curriculum planning, implementation of effective instructional strategies, integration of educational technologies, and assessing student learning. Includes field-experience in a social studies classroom in a local middle or high school. The application of lecture/theory will require students to spend time in a grades 7-12 social studies classroom during normal school hours, Monday-Friday, for typically one day a week throughout the semester.

EDUC 4346. SECONDARY SCHOOL CULTURE AND THE TEACHING PROFESSION. 3 Hours.

School cultures, effective schools and teaching practices, stages of professional development, foundations of American schools, legal and ethical aspects, and societal demands on the school.

EDUC 4347. SECONDARY SCHOOL INTERNSHIP WITH TECHNOLOGY APPLICATIONS. 3 Hours.

Supervised and directed professional practice in a local secondary school. The student will be assigned to a public school site for five hours per week. Weekly seminars are required. Internship must be taken the semester prior to residency. Theory from technology will be applied during internship assignment.

EDUC 4352. TEACHING DIVERSE POPULATIONS. 3 Hours.

Effective instruction, assessment, and management strategies for working in diverse educational settings. Designed to provide increased self-awareness and insight into issues of diversity such as culture, ethnicity, exceptionality, gender, language, religion, and socioeconomic status. This course involves a two-hour lecture and two-hour application of lecture/theory. The two-hour application of lecture/theory will require students to spend time in a K-12 classroom during normal school hours, 8 a.m.-4 p.m., Monday-Friday.

EDUC 4390. SELECTED TOPICS IN EDUCATION. 3 Hours.

An examination of different topics related to education. This seminar may be repeated for credit as the topic changes.

EDUC 4391. CONFERENCE COURSE. 3 Hours.

Independent study in the preparation of a project or a paper on a research topic; consultation with instructor on a regular basis. May be repeated for credit. Prerequisite: permission of instructor.

EDUC 4647. SECONDARY STUDENT TEACHING. 6 Hours.

Supervised and directed student teaching in student¿s targeted area of certification. The student will be assigned full time for the Independent School District calendar. Required seminars provide students with theory to integrate and apply during student teaching.

EDUC 5190. SELECTED TOPICS IN EDUCATION. 1 Hour.

An examination of different topics related to education. This seminar may be repeated for credit as the topic changes.

EDUC 5191. INDEPENDENT RESEARCH. 1 Hour.

Research for thesis substitute or equivalent over a topic agreed upon between the student and instructor. May be repeated for credit with permission.

EDUC 5263. READING AND DEVELOPMENT. 2 Hours.

This course will focus on the acquisition of reading skills in the typically developing child. Sub-skills and precursors of reading such as visual and phonological processing will be examined from a neurological point of view. This foundational knowledge will then be applied to researching reading difficulties as well as the teaching and learning in the classroom for typically developing students and those with reading difficulties.

EDUC 5290. SELECTED TOPICS IN EDUCATION. 2 Hours.

An examination of different topics related to education. This seminar may be repeated for credit as the topic changes.

EDUC 5291. INDEPENDENT RESEARCH. 2 Hours.

Research for thesis substitute or equivalent over a topic agreed upon between the student and instructor. May be repeated for credit with permission.

EDUC 5305. CURRICULUM DESIGN, IMPLEMENTATION, AND EVALUATION. 3 Hours.

An examination of theory and research in curriculum development, implementation, and evaluation. Emphasis on current trends in the content areas.

EDUC 5309. ADVANCED INSTRUCTIONAL STRATEGIES. 3 Hours.

This course engages students in a study of advanced models of teaching and learning such as concept attainment, inductive thinking, inquiry, problem-based learning, role play, simulation games and other models, with an analysis of research on the effectiveness of these models. Emphasis is on current trends in the content areas.

EDUC 5310. DIVERSE POPULATIONS IN TODAY'S SCHOOLS. 3 Hours.

An overview of the diverse populations in today's schools. Urban, suburban, and rural school communities and populations will be addressed with special attention to issues of human growth and development, culture, ethnicity, exceptionality, gender, language, religion and socioeconomic status.

EDUC 5314. EFFECTIVE CLASSROOM INSTRUCTION. 3 Hours.

Designed to provide teachers with skills and competencies based on research findings on effective teaching and instruction related to promoting student academic achievement. Includes identifying, developing, and practicing instructional variables that affect teacher performance and student learning tasks.

EDUC 5315. PRACTICUM. 3 Hours.

Practicum in student's teaching area. This longitudinal experience will help students apply theory and research to practice.

EDUC 5321. EDUCATIONAL RESEARCH. 3 Hours.

Examination of basic concepts and procedures necessary for empirical research investigations within classroom contexts, experimental design, data collection and interpretation, and statistical analysis.

EDUC 5322. EDUCATIONAL RESEARCH AND EVALUATION. 3 Hours.

An overview of basic concepts and procedures necessary for analyzing, designing, and conducting quantitative and qualitative educational studies. A focus on educational research, including empirical research, investigations data collection and interpretation, and statistical analysis. Also, a focus on educational evaluation including accreditation, personnel appraisal, and educational programs and materials.

EDUC 5329. CLASSROOM MANAGEMENT AND DISCIPLINE. 3 Hours.

Analysis of the variables that affect teacher and student behavior in the classroom. Survey of effective strategies of classroom management and discipline based on contemporary research. Particular attention to individual student differences in settings such as gifted and talented, handicapped, and learning disabled.

EDUC 5330. LEADERSHIP IN THE INSTRUCTIONAL SETTING. 3 Hours.

Examination of current research on effective instructional organizations and classroom instruction in today's schools, on characteristics of school leadership, and on the role and function of the teacher as instructional leader. Topics include the essential components of instruction, developing instructional-management systems, evaluating student and teacher performance, assisting colleagues to monitor and improve instructional skills, school climate and leadership styles as they impact on school improvement.

EDUC 5358. THEMATIC SCIENCE FOR ELEMENTARY AND SECONDARY TEACHERS. 3 Hours.

Professional development program for elementary and secondary science teachers who will examine a variety of instructional strategies. The course will provide a broad spectrum of content from all areas of science and provide opportunities to participate in investigations, field trips and seminars. The course will facilitate the implementation of a thematic science curriculum in elementary and secondary schools through research-based practices.

EDUC 5359. ENVIRONMENTAL SCIENCE FOR ELEMENTARY AND SECONDARY TEACHERS. 3 Hours.

Designed for elementary, middle and high school teachers who will examine a variety of environmental education issues and instructional strategies for classroom and outdoor settings. The course will provide a broad spectrum of content from all areas of science and will provide opportunities to participate in field trips, science investigations and seminar sessions. It will facilitate the implementation of an environmentally based curriculum in schools using best practices.

EDUC 5360. INTRODUCTION TO MIND, BRAIN, AND EDUCATION. 3 Hours.

Students will explore and integrate five themes central to the emerging field of Mind, Brain and Education (MBE): development as seen by cognitive scientists and neuroscientists; the conceptual and technical tools used in MBE; and specific educational issues (e.g., dyscalculia, dyslexia, attention deficits, role of emotions etc.). The five themes function as layers students peel back to reveal the complexity of integrating three major disciplines into one field of study.

EDUC 5361. INTRODUCTION TO EDUCATIONAL NEUROSCIENCE. 3 Hours.

This course is designed to provide an introduction to foundational areas of neuroscience such as brain anatomy and brain mapping techniques and its applications to education. Students will study different viewpoints of links between education and neuroscience and develop their own notions of what educational questions might be answered with brain-based techniques.

EDUC 5362. THE NEUROSCIENCE OF TYPICAL AND ATYPICAL LANGUAGE DEVELOPMENT. 3 Hours.

This course will examine the many levels of language including phonetics, phonology, semantics, syntax and pragmatics from both functional and neuroscientific perspectives.

EDUC 5363. THE NEUROSCIENCE OF TYPICAL AND ATYPICAL DEVELOPMENT OF MATHEMATICAL AND REASONING ABILITY. 3 Hours.

The course focuses on the development of problem-solving, logical, numeracy, and mathematical skills from a cognitive neurocognitive perspective. Woven throughout the course is attention to cognitive biases in scientific thinking.

EDUC 5364. EPISTEMOLOGY AND NEUROSCIENCE. 3 Hours.

Epistemology and Neuroscience offers students the opportunity to explore the underlying algorithms the brain uses in supporting the mind's effort in generating understandings about the world, making decisions and arriving at conclusions. Students compare and contrast the deductive and inductive methods that individuals consciously or unconsciously use in decision-making processes. The course also highlights the role of the frontal cortex and limbic system in how learners address and resolve questions, problems and challenges in varying contexts. The general goal of the course is to offer students the mental structures and strategies necessary to construct their program project as well as analyze the outcomes it generates.

EDUC 5365. THEORETICAL AND CONCEPTUAL MODELS IN MIND, BRAIN, AND EDUCATION. 3 Hours.

This course is designed for students who wish to connect cognitive science to instructional practice. Students examine the roles that cognitive models in psychology play in learning and in curriculum design. The cognitive models in this course are used to provide a framework for recognizing possible strategies for improving or redesigning curricula, or to begin building lessons.

EDUC 5366. DYNAMIC SYSTEMS - UNDERSTANDING COMPLEXITY IN EDUCATIONAL SYSTEMS. 3 Hours.

This course focuses on making sense of the impact of interactions between educational variables in complex systems like classrooms and schools.

EDUC 5367. RESEARCH METHODS IN MIND, BRAIN, AND EDUCATION. 3 Hours.

This course presents an overview of the process of scientific inquiry, while fostering an understanding of research paradigms used by researchers in MBE. The primary course goals are to support students in developing a framework for their program project in MBE, and help them identify the research tools and methods necessary to carry out the program project. To support this work students analyze research from MBE as well as the wider literature to identify relevant tools, techniques and methodologies. As students develop expertise with the tools and techniques that are relevant to their program project they are expected to share that knowledge with their peers.

EDUC 5368. CONDUCTING RESEARCH IN MIND, BRAIN, AND EDUCATION. 3 Hours.

This one to two semester course allows students to build a research project under faculty supervision. The goal of the course is to help students understand the nature and techniques involved in creating useable knowledge in mind, brain and education.

EDUC 5370. INTRODUCTION TO GIFTED AND TALENTED CHILDREN. 3 Hours.

Psychological characteristics of gifted and talented children. Introduction to identification techniques, educational programs, instructional approaches, and special problems.

EDUC 5371. MEASUREMENT AND ASSESSMENT OF GIFTED AND TALENTED CHILDREN. 3 Hours.

Tests, formal and informal measures, and systems for identification and selection of the gifted and talented student. Basic test construction theory, test interpretation, and test uses.

EDUC 5372. METHODS, MATERIALS, AND CURRICULUM FOR THE GIFTED AND TALENTED. 3 Hours.

Curriculum theory and curriculum design for the gifted student. Methodology for implementing practical and theoretical objectives for gifted instruction.

EDUC 5373. CREATIVITY: THEORIES, MODELS, AND APPLICATION. 3 Hours.

The concept of and current research on creativity, the nature and assessment of creative thinking, as well as methods of fostering creativity.

EDUC 5374. PRACTICUM. 3 Hours.

Participation in a gifted and talented setting supervised by a university and/or school district representative. A wide range of practical experiences will be emphasized. Graded P/F/R.

EDUC 5380. DIVERSITY IN EDUCATIONAL SETTINGS. 3 Hours.

Effective leadership, instruction, and management strategies for work in diverse educational settings. Designed to provide increased self-awareness and insight into issues of diversity such as culture, ethnicity, exceptionality, gender, language, religion, and socioeconomic status. Demographic issues along with urban and suburban educational settings will also be addressed.

EDUC 5390. SELECTED TOPICS IN EDUCATION. 3 Hours.

An examination of different topics related to education. This seminar may be repeated for credit as the topic changes.

EDUC 5391. INDEPENDENT RESEARCH. 3 Hours.

Research for thesis substitute or equivalent over a topic agreed upon between the student and instructor. May be repeated for credit with permission.

EDUC 5394. UNDERSTANDING CLASSROOM RESEARCH. 3 Hours.

In this course, students gain an understanding of educational research and critically analyze resources of research, such as professional journals, Internet sites, technical reports, ERIC (Education Resources Information Center)documents, and reports of professional organizations. The students will examine historical trends and themes in education and how they have changed and progressed to newer, cutting-edge educational research that informs classroom instruction. Students will analyze research data and reports of research with the purposes of, gaining understanding of sound educational research techniques; evaluating research designs including issues of validity and reliability; gaining knowledge of both quantitative and qualitative data collection procedures; interpreting the results and implications of research; and learning the form of technical, scholarly writing. Through course experiences, students will be prepared to write meaningful research questions and design methodologies for conducting their own classroom research projects. Students will also learn to be effective consumers of research, equipped with skills needed to make sense of classroom, district, state, national, and international educational research studies. This course is to be taken after at least 9 hours of graduate course work and preceding EDUC 5395 and EDUC 5397.

EDUC 5395. DESIGNING CLASSROOM RESEARCH. 3 Hours.

In this course, students will develop their own classroom educational research project. Their designed study will be based in the literature in their educational field and focus on classroom research questions and problems that will inform teaching practices. In this course, students will develop an individual research problem statement, argue the significance of the problem, complete a written literature review and logical chain of reasoning related to the stated problem, write specific research questions to investigate the problem in educational settings, and design a research study (methodology) that will effectively investigate their research questions. Students design a research study that shows promise for improving education, written as the first three chapters of a scholarly classroom action research project. Prerequisite: EDUC 5394. For M.Ed.T. students, this course is to be taken in the final semester of the masters' degree program. For M.Ed. students, this course is to be taken in the semester just prior to the final semester of the masters' degree program, and in the semester immediately preceding EDUC 5397.

EDUC 5396. EEG Laboratory and Experimental Design. 3 Hours.

This course is an introduction to EEG technique, covering experimental design, recording, analysis, and interpretation of brainwaves.

EDUC 5397. IMPLEMENTING AND DISSEMINATING CLASSROOM RESEARCH. 3 Hours.

In this course, students will implement the classroom research designed and written in EDUC 5395, collect data from this research, and interpret results. Students will prepare a final, written research report that presents the investigation and its results in a 5-chapter professional format, such as would be prepared as a paper for presentation at a professional conference and/or publication in an educational journal. At the conclusion of this course, students will submit a copy of their research project report to the course instructor and present the completed project as their final Capstone Experience for the masters degree in education. Prerequisites: EDUC 5394 and EDUC 5395. This course is to be taken in the final semester of the M.Ed. and in the semester immediately following EDUC 5395.

EDUC 5600. COUNSELING STUDENTS IN SCHOOLS. 6 Hours.

The focus of this capstone course will be individual and group counseling theories and techniques for pre k-12 students in an educational setting. Special techniques are included for substance abuse, and for using group play therapy. Knowledge of Diagnostic and Statistical Manual of Mental Disorders, 4th. Edition (DSM IV) will be covered for purposes of diagnosis and for outside referral when necessary. Three hours in a supervised counseling practicum in area schools or with school children will be required.