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 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:
- 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/coehp/curricandinstruct .
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 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: coehpadvising@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:
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All course work required for certification, including a baccalaureate degree.
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All College of Education certification courses with a grade of C or better and with a minimum GPA of 3.0.
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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.
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Pass all required Texas Examinations for Educator Standards (TExES).
Professional Development
The Office of Professional Development 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 Professional Development. 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 Professional Development, 817.272.7448, dacollins@uta.edu .
Education Career Services
www.uta.edu/coehp/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 and Health Professions 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 .
Office of Development and Leadership Gifts
The Office of Development and Leadership Gifts plans, manages and directs the College of Education’s comprehensive development program. This entails working with alumni, corporations, foundations, and friends to raise private gifts that will support and enhance the College’s strategic priorities for academic programs, student services, research efforts and outreach activities. The office works with the College of Education faculty and administration in the identification, cultivation, solicitation and stewardship of donors and prospects. Contact: Anne Robillard, Director of Development, 817.272.7451 or 817.272.2842, anne.robillard@uta.edu .
Assessment and National Accreditation
The Office of the Associate Dean for Assessment provides leadership, direction, and oversight for the assessment and continuous improvement processes and analytics for national accreditation in the College of Education, including unit effectiveness and academic affairs as they relate to assessment and accreditation requirements. Contact: Dr. Carrie Y. Barron Ausbrooks, Associate Dean for Assessment, 871.272.5310, causbrooks@uta.edu .
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 and Health Professions, 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. Contact: Dr. Daniel Saunders, Director, saunders@uta.edu .
Courses
BEEP 3381. LANGUAGE MINORITY STUDENTS: DEVELOPMENT AND ASSESSMENT. 3 Hours.
This course addresses issues of child development with emphasis on the psychological, cultural and social background of language minority children. Assessment of language minority children will also be addressed including factors such as cultural bias in assessment, procedures for assessing eligibility for special language programs, and general literacy assessment with language minority students.
BEEP 3382. INTRODUCTION TO SPECIAL LANGUAGE PROGRAMS. 3 Hours.
Legal foundations and historical development of bilingual education, dual language, and special language programs will be introduced. Various models of bilingual education and English as a Second Language will be examined. An overview of special education, gifted and talented, and compensatory education legislation and its impact on the implementation of special language programs will be examined.
BEEP 4302. IMPLEMENTATION OF EC-6 DUAL LANGUAGE CURRICULUM MODELS. 3 Hours.
This course addresses programmatic, cultural, academic and linguistic considerations for the creation, implementation and maintenance of dual language curriculum models in EC-6 settings. In the course students will explore and implement various research-based teaching methods and strategies used in effective programs. It will also cover key components of dual language teaching and learning, including curriculum alignment (e.g., horizontal, vertical, spiral), language separation, and parent collaboration.
BEEP 4305. BILITERACY DEVELOPMENT IN DUAL LANGUAGE PROGRAMS. 3 Hours.
Analysis of the structure of English and Spanish including phonology, morphology, syntax, semantics, lexicon, and pragmatics. Topics also include language interference and cross-linguistic transfer to promote biliteracy.
BEEP 4306. FAMILY LITERACY AND SECOND LANGUAGE ACQUISITION. 3 Hours.
Examines the relationships among family literacy, second-language acquisition, and literacy development in children. The course provides opportunities for students to explore a variety of home-school literacy programs designed to facilitate the development of literacy skills in parents and support reading and writing at home. Specific focus on theories regarding the relationship between first and second language acquisition and early education. Prerequisite: ECED 4317, ECED 4318.
BEEP 4311. MATH IN DUAL LANGUAGE SETTINGS. 3 Hours.
Integration of mathematic concepts in relation to the cognitive and linguistic development of English language learners. Analysis of the State curriculum for mathematics in K-6. Design and implementation of instruction in dual language settings. Field experience required. Prerequisite: BEEP 3381.
BEEP 4312. SCIENCE AND HEALTH EDUCATION IN DUAL LANGUAGE SETTINGS. 3 Hours.
Integration of science and health concepts in relation to the cognitive and linguistic development of English language learners. Analysis of the State curriculum for health and science in K-6. Design and implementation of instruction in dual language settings. Field experience required.
BEEP 4314. CREATIVE ARTS AND SOCIAL STUDIES IN DUAL LANGUAGE SETTINGS. 3 Hours.
Integration of visual arts, music, and social studies with a focus on instructional processes and skills for increasing children's understanding and appreciation of aesthetics. Implementation of the Texas Curriculum in Social Studies and Art Education in EC-6 dual-language classrooms.
BEEP 4319. ASSESSMENT OF CULTURALLY AND LINGUISTICALLY DIVERSE STUDENTS IN EC-6 SETTINGS. 3 Hours.
Study of formal and informal assessment instruments and techniques for assessing the language development and literacy of English Language Learners (ELL) in EC-6 classrooms. Also, focus on diagnosing literacy learning strengths and needs.
BEEP 4366. SPANISH FOR TEACHERS IN DUAL LANGUAGE PROGRAMS: AN IMMERSION APPROACH. 3 Hours.
Development of Spanish proficiency for bilingual education teacher candidates through an immersion approach. Emphasis on concepts, functions and the scenarios used in the Spanish proficiency examination required for bilingual education teacher candidates.
BEEP 4382. LITERACY INSTRUCTION IN SPANISH FOR THE BILINGUAL CLASSROOM. 3 Hours.
Focuses on the development of literacy for bilingual children. Specific emphasis will be placed on the rationale, methods, and materials for literacy instruction in Spanish. The successful transition from first-language literacy instruction to literacy instruction in English will also be addressed. The course will be delivered in Spanish and students will be exposed to content and techniques to master the oral and written components of the Spanish language proficiency test required to become certified in bilingual education. Prerequisite: BEEP 3381, ECED 4317, ECED 4318.
BEEP 4384. LITERACY METHODS FOR ESL/BILINGUAL CLASSROOMS. 3 Hours.
The rationale and implementation of various instructional methods for English language learners will be discussed. Examination of language instruction for students at different stages of development. Sheltered English instruction for the teaching of content areas will also be presented. Students will be assigned to a special language program to examine methods of instruction and modifications for language minority children.
BEEP 4385. SHELTERED ENGLISH INSTRUCTION. 3 Hours.
Analysis of the linguistic, cognitive, academic and cultural considerations required to provide meaningful and developmentally appropriate content area instruction to English language learners (ELLs) in PK-6. Prerequisite: BEEP 3381.
BEEP 4687. STUDENT TEACHING IN EC-6 BILINGUAL/ESL CLASSROOMS. 6 Hours.
Full-time supervised and directed student teaching in EC-6 bilingual or ESL classrooms. Student teaching must immediately follow the field experience semester. Student teaching assumes that candidates will follow the school district's calendar and report to the classroom all day and each day of the semester. Prerequisites: BEEP 4311, BEEP 4312, and BEEP 4314.
BEEP 5315. PRACTICUM. 3 Hours.
Practicum in student's teaching area(s). This semester-long experience will help students apply theory and research to practice.
BEEP 5318. FOUNDATIONS IN BILINGUAL EDUCATION. 3 Hours.
Analyzes the development of bilingual education in the United States. Introduces bilingual education program models and discusses research findings on their effectiveness.
BEEP 5321. ESL METHODS FOR EC-6 LEARNERS. 3 Hours.
Compares first and second-language acquisition processes. Identifies effective teaching practices to meet the needs of English language learners. Analyzes elements from Spanish that can affect the acquisition of literacy in English.
BEEP 5361. LANGUAGE LEARNING: EDUCATIONAL PERSPECTIVES. 3 Hours.
Deals with the relationship between first and second language acquisition and literacy, dialect, linguistics, culture; nature and definition of language; overview of linguistic science and language with pedagogical applications.
BEEP 5362. LITERACY INSTRUCTION IN ESL/BILINGUAL SETTINGS. 3 Hours.
Translation of theory into practice stressing various methods and techniques for teaching ESL/bilingual students with emphasis on techniques for oral language development, reading and writing. A comparison/contrast of the various methods, their specifics, and when and how to use them for various instructional objectives as well as the relationship of language development, culture, and conceptual processes to language teaching.
BEEP 5363. LITERACY DEVELOPMENT IN ENGLISH AND SPANISH. 3 Hours.
Focuses on the development of literacy in bilingual students with specific emphasis on the rationale, methods, and materials for literacy instruction in the student's home language. Attention to evaluating and supplementing first-language literacy materials and supporting the successful transition from first-language literacy instruction to literacy instruction in English.
BEEP 5364. LITERACY INSTRUCTION IN SPANISH IN THE CONTENT AREAS. 3 Hours.
Focuses on methods and materials for teaching content-area subjects in the student's home language. Additional focus on supporting the transition from home-language instruction to English-language instruction.
BEEP 5365. ORGANIZATION & ADMINISTRATION OF DUAL LANGUAGE PROGRAMS. 3 Hours.
Analysis of the research background and implementation of various models of dual language instruction. Insight of the process, data collection, and reporting requirements of the state and federal special populations legislation. This course requires an internship with the office of Federal Programs and/or the office of Bilingual/ESL Education in local school districts. Prerequisite: BEEP 5318.
BEEP 5366. SPANISH FOR SCHOOL ADMINISTRATORS & TEACHERS. 3 Hours.
Development of Spanish proficiency for teachers and administrators through an immersion approach. Emphasis on concepts and terminology related to education, program administration, community involvement, and communication with Spanish-speaking parents. This course can be repeated.
BEEP 5391. INDEPENDENT RESEARCH. 3 Hours.
Research for course substitution or a topic agreed upon between the student and instructor. May be repeated for credit with permission.
Courses
EDADIR 5391. INDEPENDENT RESEARCH. 3 Hours.
Research for thesis substitute or equivalent over topic agreed upon between student and instructor. Can be repeated for credit with permission.
EDADIR 6391. Independent Research. 3 Hours.
Research for independent study over topic agreed upon between student and instructor. Can be repeated for credit with permission. For doctoral students only.
Courses
EDAD 1130. FOUNDATIONS OF LEADERSHIP. 1 Hour.
Student leadership trainers, under the supervision of the staff in the Department of Student Activities, facilitate class discussion and assist students in identifying the necessary skills for effective leadership in university organizations and in both personal and professional settings. Topics include: leadership vs. management communication, leadership styles and personality traits, emotionally intelligent leadership, ethical leadership, leadership and change, and diversity and cultural awareness. Opportunities are provided for group problem solving, and team interaction and collaboration. Elective only and does not count as part of the professional certification requirements. Pass-Fail grades will be awarded.
EDAD 2330. THEORIES IN LEADERSHIP. 3 Hours.
Identifies the philosophy and theories of leadership, leadership styles, and contemporary leadership issues. Practical application of leadership skills are developed through interactive class discussions, analyzing case studies, and group problem-solving and role-playing experiences.
EDAD 4330. CAPSTONE IN LEADERSHIP STUDIES. 3 Hours.
This capstone course focuses on the synthesis of learning and experiences across the prior 15 hours of coursework. Students will design and present their new understandings of leadership and speculate about futures on the horizon. Prerequisite: EDAD 2330.
EDAD 4390. SELECTED TOPICS IN LEADERSHIP. 3 Hours.
An examination of different topics related to leadership. This seminar may be repeated for credit as the topic changes.
EDAD 4391. INDEPENDENT RESEARCH. 3 Hours.
An examination of selected topics related to leadership. Can be repeated for credit with permission.
EDAD 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.
EDAD 5191. INDEPENDENT RESEARCH. 1 Hour.
Research for thesis substitute or equivalent over topic agreed upon between student and instructor. Can be repeated for credit with permission.
EDAD 5199. PROBATIONARY CERTIFICATION INTERNSHIP. 1 Hour.
This course provides mentoring and supervision to UTA Educational Leadership and Policy Studies students employed as assistant principals or principals while on a Probationary Certificate and not enrolled in either EDAD 5389 or EDAD 5399. Individuals must reenroll in EDAD 5199 while on probation, which is initially issued for one calendar year.
EDAD 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.
EDAD 5291. INDEPENDENT RESEARCH. 2 Hours.
Research for thesis substitute or equivalent over topic agreed upon between student and instructor. Can be repeated for credit with permission.
EDAD 5302. EDUCATIONAL TECHNOLOGY PLANNING. 3 Hours.
This course is designed to help prepare future educational administrators in assessing, revising, or developing a technology plan for their school, district, or campus. Students will explore the overall concepts of technology, new applications of technology, and how they apply to educational standards, such as the National Educational Technology Standards for Teachers (NETS-T) and the Technology Standards for School Administrators (TSSA).
EDAD 5303. TEACHER LEADERSHIP FOR SCHOOL IMPROVEMENT. 3 Hours.
Examine formal/informal leadership in schools emphasizing the roles and contributions of teachers as leaders of instructional improvement at the classroom and school levels. Study organizational dynamics and school culture from theoretical and practical perspectives for improving teaching and learning. Develop leadership strategies for shaping professional learning communities.
EDAD 5304. DATA-DRIVEN ASSESSMENT. 3 Hours.
Examine the impact of national and state-level education standards on curriculum and instruction. Examine the structure and uses of both standardized and informal assessments. Examine methods for using assessment data to design differentiated instruction that meets varying student needs.
EDAD 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.
EDAD 5306. COACHING AND CONSULTATION SKILLS. 3 Hours.
Examine various methods of coaching at the individual teacher, grade-level or subject-area team, and whole-school levels. Includes in-class instructional demonstrations, teacher observations and providing feedback, coaching through team meetings, and providing whole-school professional development. Also effective ways of including school administrators in instructional improvement.
EDAD 5307. TEACHER LEADERSHIP POLICY TRENDS AND ISSUES. 3 Hours.
Examines current national and state-level trends and policies in teacher leadership. Reviews research on the effects of various models of teacher leadership on instructional improvement.
EDAD 5309. ADVANCED INSTRUCTIONAL STRATEGIES. 3 Hours.
A study of advanced models of teaching, including concept attainment, inductive thinking, inquiry, cognitive growth, non-directive group investigation, laboratory training, simulation and the training model. Research in teacher effectiveness and demonstration of various models will be required.
EDAD 5315. RESEARCH PRACTICUM. 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.
EDAD 5321. EDUCATIONAL RES. 3 Hours.
EDAD 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. Topics include familiarization with educational journals, associations, funding agencies, accreditation procedures, program evaluation, sampling procedures, data collection, and statistical analyses.
EDAD 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.
EDAD 5350. AMERICAN COLLEGE STUDENT. 3 Hours.
The purpose of the course is to explore and understand the nature, culture, and development of the American College Student. The course focuses on examining a range of development theories that offer insight into the processes of student learning, growth, and development during the college years.
EDAD 5351. HIGHER EDUCATION ADMINISTRATION AND STUDENT AFFAIRS. 3 Hours.
The course is designed to introduce students to the organization, management, and philosophy of higher education administration and student affairs at post-secondary institutions. It explores the range of services and organizations associated with the wide-range of positions that exist in student and academic affairs and helps students gain a better understanding of the potential career opportunities that await them after graduation.
EDAD 5352. HIGHER EDUCATION LAW. 3 Hours.
The purpose of this course is to provide students with the fundamental cases of higher education law for administrators. Topics of this course may include the legal structure of higher education, separation of church and state, religion, academic freedom, employment and tenure, due process, computer-related legal issues, copyright, students' rights of speech and expression, search and seizure, desegregation, tort liability, contracts and collective bargaining.
EDAD 5353. HIGHER EDUCATION FINANCE. 3 Hours.
This course will provide knowledge of the theoretical basis for use of tax funds for education, student fees and tuition, state methods for financing, planning, cost benefit, budgeting, federal role, capital outlay, and the relationships between educational objectives and resource allocations.
EDAD 5354. THE AMERICAN COMMUNITY COLLEGE. 3 Hours.
This course will provide students with the philosophical and historical foundations of the American community college system. Students will explore current issues including, but not limited to, the evolution of the community college baccalaureate, principles of accreditation, institutional effectiveness, workforce development, and federal oversight of community colleges.
EDAD 5355. HIGHER EDUCATION CURRICULUM. 3 Hours.
An examination of theory and research in curriculum development, implementation, and evaluation in higher education settings. Emphasis will be on current trends in the content areas.
EDAD 5356. HISTORY, PRINCIPLES, AND PHILOSOPHY OF HIGHER EDUCATION ADMINISTRATION. 3 Hours.
This course is for current and prospective faculty, administrators, and staff seeking to learn about the American higher education system. The topics addressed include the history, recent developments, and strategies for future management and administration, finance, organization, governance, and the mission and role of higher education in American society.
EDAD 5357. HIGHER EDUCATION TRENDS AND ISSUES. 3 Hours.
The course is designed to introduce students to key issues affecting higher education today. Through diverse and critical readings, the students explore issues such as access and equity, affirmative action, faculty, academic freedom, college costs, and strategic change.
EDAD 5360. LEADERSHIP THEORY. 3 Hours.
Leadership theories and the practice of leadership serve to focus this course designed to prompt self awareness as a school leader.
EDAD 5363. ADVANCED EDUCATIONAL RESEARCH. 3 Hours.
An in-depth coverage of selected topics in the design of research and the collection and analysis of data. Topics include multivariate analyses, experimental and quasi-experimental designs, development and selection of data collection instruments, focus group interviewing, observational research, the delphi method, and interpretive analysis.
EDAD 5365. LEADING LEARNING ORGANIZATIONS. 3 Hours.
The change process in educational settings serves to focus this course. Moving along the continuum of change theories, the planning, adoption, implementation and institutionalization of change are explored across public school and post-secondary learning organizations.
EDAD 5376. EDUCATIONAL GOVERNANCE. 3 Hours.
Focus on the appointed and elected entities and bureaucracies that determine and implement policy in public education.
EDAD 5377. CONTEMPORARY ISSUES IN EDUCATION. 3 Hours.
An exploration of selected controversial issues in contemporary education. Symposium/seminar/lecture format.
EDAD 5379. SUPERINTENDENCY INTERNSHIP. 3 Hours.
Provides experiences in the various roles and responsibilities of a superintendent of schools under the direction of a school district mentor and a university supervisor. An internship project will be developed in consultation with public school and university personnel.
EDAD 5380. DIVERSITY AND EQUITY IN EDUCATION. 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 and equity such as culture, ethnicity, exceptionality, gender, language, and socioeconomic status. Demographic issues along with urban and suburban educational settings will also be addressed.
EDAD 5381. GOVERNANCE, POLITICAL AND LEGAL ASPECTS OF EDUCATION. 3 Hours.
Focus on the legal foundation of public education, political theory, and application of political skills in working with school personnel, students, parents, and community organizations. The role of the law, court rulings, and the politics of school governance at the federal, state, and local levels will be addressed.
EDAD 5382. FOUNDATIONS OF EDUCATIONAL ADMINISTRATION. 3 Hours.
Will address the various aspects of instructional leadership roles and responsibilities of central office as well as building level administrators and supervisors. Topics included will be history of educational administration, educational philosophy, the global understanding of administrative roles in urban and rural settings, and professional organizations, as well as an overview of educational reforms, site-based management, governance, instructional management, evaluation, exchanging ideas, making changes, coaching beginning teachers, mentoring of teachers and peers, and a diverse community.
EDAD 5383. THE PRINCIPALSHIP. 3 Hours.
The Principalship will address the role of the campus leader in the leadership, organization and administration of schools. The importance of campus culture, climate, vision and ethics will be stressed throughout standards-based instruction, case studies, developmental activities, readings, reflections and field experiences. The importance of appropriate principal induction will be stressed along with the concepts of the principal as scholar-practitioner and proactive leader. An emphasis will be placed on continuous school improvement and a commitment to professional development.
EDAD 5384. RESOURCE MANAGEMENT IN EDUCATION. 3 Hours.
School finance, as well as auxiliary areas of resource management, will be addressed. The emphasis will be on the use of technology, alternative models of financing and budgeting, and sources of revenue from the federal, state, and local levels as well as from private sources. The course is designed to assist administrators in developing an understanding of the functions, operation, and evaluation of auxiliary services which support the educational program.
EDAD 5388. EDUCATIONAL POLICY ISSUES IN THE PUBLIC SCHOOLS. 3 Hours.
Examination of positions on policy issues of importance in education.
EDAD 5389. ADMINISTRATIVE PRACTICUM. 3 Hours.
Designed to provide prospective educational administrators job-related experiences under supervision in an appropriate educational setting. An approved professional study is designed in relationship to the intern's interest and past experiences. Can be repeated for credit with approval of advisor.
EDAD 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.
EDAD 5391. INDEPENDENT RESEARCH. 3 Hours.
Research for thesis substitute or equivalent over topic agreed upon between student and instructor. Can be repeated for credit with permission.
EDAD 5395. FUTURISTIC LEADERSHIP ROLES IN SCHOOL ADMINISTRATION. 3 Hours.
Concepts and skills to prepare educational leaders for learner-centered schools and to anticipate and foster the professional development of all staff and parents in the learning community.
EDAD 5399. CAPSTONE PRACTICUM IN EDUCATIONAL LEADERSHIP AND POLICY STUDIES. 3 Hours.
The course focus will be on collaborative inquiry and action research in the individual classroom, team, school, and/or professional learning community. Each student will identify, research, design and initiate addressing a real problem at their work site. Students will leave this course and graduate from the program with a research presentation as part of their informal professional portfolio. Successful completion of the Capstone Internship will fulfill the comprehensive examination requirements for the graduate degree and/or certification. Requirements of EDAD 5399 will include, but not be limited to, those collaboratively established by University faculty and school administrative personnel.
EDAD 6179. SUPERINTENDENCY PRACTICUM. 1 Hour.
Provides experiences in the various roles and responsibilities of a superintendent of schools under the direction of a school district mentor and a university supervisor. An internship project will be developed in consultation with public school and university personnel.
EDAD 6279. SUPERINTENDENCY PRACTICUM. 2 Hours.
Provides experiences in the various roles and responsibilities of a superintendent of schools under the direction of a school district mentor and a university supervisor. An internship project will be developed in consultation with public school and university personnel. Prerequisite: permission of advisor.
EDAD 6301. INTRODUCTION TO K-16 DOCTORAL STUDIES. 3 Hours.
This course will examine K-16 literature, the dissertation process, and practices of successful doctoral students. Students will explore the purpose and function of scholarly writing, practice fundamental writing and editing skills, and utilize APA style requirements. Prerequisite: ELPS doctoral program admittance required.
EDAD 6304. K-16 QUANTITATIVE RESEARCH DESIGN & METHODOLOGY. 3 Hours.
Advanced course that covers the logic of research methods and design with an emphasis on empirical and other quantitative methods, including designing, conducting, and analyzing research from multiple paradigms. Emphasis will be placed on the steps involved in the administration of a research project including literature review, methodology, data collection and analysis, and presentation and publication in multiple media. State-of-the-art technology will be utilized.
EDAD 6308. QUALITATIVE RESEARCH DESIGN & METHODOLOGY. 3 Hours.
Research processes including developing interview questions, interviewing, coding/analyzing, interpreting data, theorizing, and reporting results, with participant observation as needed. Special focus on methods available to triangulate/verify data in order to confirm or achieve convergent validity. Establishing appropriate safeguards to ensure that findings are drawn from the data.
EDAD 6310. STATISTICAL METHODS. 3 Hours.
Statistical applications that emphasize sampling theory, normal, t, and F distributions, hypothesis tests, types of errors, power, analysis of variance for designs with one or more levels of classification, random effects and mixed models, comparisons among means, randomized block designs, designs with repeated measures including split-plot designs, zero-order correlation, and simple linear regression. More advance principles of parametric and non-parametric statistics will also be emphasized. State-of-the-art technology will be utilized.
EDAD 6315. ADVANCED STATISTICAL METHODS. 3 Hours.
Review of correlation topics including zero-order, part and partial correlation, two variable linear regression theory, standard error of estimate, coefficient of determination, test for linearity of regression, relation of correlation ratio to analysis of variance, multiple correlation, point-biserial correlation, phi coefficient, tetrachoric correlation, canonical correlation, rank correlation, Fisher's Z and significance test for r, and effect size. Fundamentals of multiple regression including relationship to analysis of variance, and analysis of covariance. General introduction to factor analysis models, multiple analysis of variance, multiple analysis of covariance, and meta-analysis. Applicability to K-16 studies.
EDAD 6318. ADVANCED QUALITATIVE METHODS. 3 Hours.
EDAD 6320. K-16 PHILOSOPHY & HISTORY POLICY RESEARCH. 3 Hours.
Analysis of the roles of history, philosophy, culture, and values in shaping educational policy. Topics include the Greek Academies, the Medieval Universities, Progressivism, Neo-Conservatism, and Postmodern perspectives, as necessary antecedents to the K-16 movement. Detailed analysis of the roles, history, philosophy, culture, and values for public school and policy making within institutions of higher education.
EDAD 6325. K-16 POLICY ANALYSIS RESEARCH. 3 Hours.
A study of principles and practices involved in policy analysis research in educational settings.
EDAD 6327. K-16 POLICY & LAW ANALYSIS RESEARCH. 3 Hours.
A study of principles and practices involved in policy analysis research in educational settings and critical analysis of the legal underpinnings of public K-16 education with particular emphasis on the United States Constitution.
EDAD 6330. K-16 LEGAL POLICY RESEARCH. 3 Hours.
Critical analysis of the legal underpinnings of public K-16 education with particular emphasis on the United States Constitution. Attention will also be paid to varieties of statutory construction, the role of case law, and the significance of administrative decisions in the K-16 context. Legal implications of synergistic relationships spanning the K-16 context.
EDAD 6331. LEADERSHIP IN THE K-12 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. For doctoral students only.
EDAD 6335. K-16 ACCOUNTABILITY POLICY RESEARCH. 3 Hours.
A comprehensive course covering the research about and role of outcomes assessment in institutional accountability and accreditation. Addresses the relationship between outcomes assessment and strategic planning. Exploration of outcomes assessment in public schools and institutions of higher education.
EDAD 6340. K-16 ORGANIZATIONAL THEORY RESEARCH. 3 Hours.
In depth study of theories of organizing , the ways in which they are evidenced in educational organizations and the ways in which they influence leaders and learning.
EDAD 6342. K-16 ORGANIZATIONAL & LEADERSHIP THEORY RESEARCH. 3 Hours.
In depth study of theories of organizing , the ways in which they are evidenced in educational organizations and the ways in which they influence leaders and learning. Analysis of both classical and contemporary theories, and their application in K-16 settings.
EDAD 6343. SOCIAL & CULTURAL CONTEXTS OF EDUCATION. 3 Hours.
This course examines the manner in which K-16 education is influenced by the broader social and cultural contexts within which it is situated. Course materials draw from the foundations, history, sociology, politics, and economics of education. More specifically, the course will consider the ways that race, class, and gender relate to the inequitable distribution of educational opportunity. Additional concepts/topics such as language status, nationality, physical & mental ability, sexual orientation, etc., will be explored to develop a deeper understanding of the ways that student marginalization manifests in K-16 schooling. Prerequisite: ELPS doctoral program admittance required.
EDAD 6345. K-16 HUMAN RESOURCES LEADERSHIP RESEARCH. 3 Hours.
Human resource needs in educational settings, including faculty and staff recruitment, selection, evaluation, retention, promotion, tenure, grievances, and leadership and personnel development.
EDAD 6350. K-16 CURRICULUM LEADERSHIP RESEARCH. 3 Hours.
Foundations, principles, and issues of curriculum, including vertical alignment and the middle college concept. Exploration of curriculum development in both public schools and institutions of higher education. Analysis of the role of articulation agreements.
EDAD 6351. HIGHER EDUCATION AND STUDENT AFFAIRS ADMINISTRATION. 3 Hours.
The course is designed to introduce students to the organization, management, and philosophy of higher education administration and student affairs at post-secondary institutions. It explores the range of services and organizations associated with the wide-range of positions that exist in student and academic affairs and helps students gain a better understanding of the potential career opportunities that await them after graduation. For doctoral students only.
EDAD 6352. HIGHER EDUCATION LAW. 3 Hours.
The purpose of this course is to provide students with the fundamental cases of higher education law for administrators. Topics of this course may include the legal structure of higher education, separation of church and state, religion, academic freedom, employment and tenure, due process, computer-related legal issues, copyright, students' rights of speech and expression, search and seizure, desegregation, tort liability, contracts and collective bargaining. For doctoral students only.
EDAD 6353. HIGHER EDUCATION FINANCE. 3 Hours.
This course will provide knowledge of the theoretical basis for use of tax funds for education, student fees and tuition, state methods for financing, planning, cost benefit, budgeting, federal role, capital outlay, and the relationships between educational objectives and resource allocations. For doctoral students only.
EDAD 6354. American Community College. 3 Hours.
This course will provide students with the philosophical and historical foundations of the American community college system. Students will explore current issues including, but not limited to, the evolution of the community college baccalaureate, principles of accreditation, institutional effectiveness, workforce development, and federal oversight of community colleges. For doctoral students only.
EDAD 6355. K-16 STUDENT SERVICES LEADERSHIP RESEARCH. 3 Hours.
Analysis of the student services, co-curricular, extracurricular, and auxiliary enterprise functions of both public schools and institutions of higher education. Particular emphasis on the relationship with the institutions' stated curricula, purposes, and institutional missions.
EDAD 6356. HISTORY, PRINCIPLES, AND PHILOSOPHY OF HIGHER EDUCATION ADMINISTRATION. 3 Hours.
This course is for current and prospective faculty, administrators, and staff seeking to learn about the American higher education system. The topics addressed include the history, recent developments, and strategies for future management and administration, finance, organization, governance, and the mission and role of higher education in American society. For doctoral students only.
EDAD 6357. HIGHER EDUCATION TRENDS AND ISSUES. 3 Hours.
The course is designed to introduce students to key issues affecting higher education today. Through diverse and critical readings, the students explore issues such as access and equity, affirmative action, faculty, academic freedom, college costs, and strategic change. For doctoral students only.
EDAD 6358. AMERICAN COLLEGE STUDENT. 3 Hours.
The purpose of the course is to explore and understand the nature, culture, and development of the American College Student. The course focuses on examining a range of development theories that offer insight into the processes of student learning, growth, and development during the college years. For doctoral students only.
EDAD 6359. HIGHER EDUCATION CURRICULUM. 3 Hours.
An examination of theory and research in curriculum development, implementation, and evaluation in higher education settings. Emphasis will be on current trends in the content areas. For doctoral students only.
EDAD 6360. K-16 LEADERSHIP THEORY RESEARCH. 3 Hours.
Organizational leader behavior in K-16 settings with reference to interpersonal relationships, hierarchy, management style, and communication. Analysis of both classical and contemporary organizational theories, and their application in K-16 settings.
EDAD 6365. K-16 LEADING LEARNING ORGANIZATIONS RESEARCH. 3 Hours.
Buildling on organizational and leadership theories and their use in educational organizations, this course focuses on the study of change theory and its uses in leading learning organizations in times of change.
EDAD 6371. PERSONNEL & SCHOOL LAW. 3 Hours.
Focuses on understanding the relationship between motivation and the management of human resources; articulate the basics of team management and group facilitation; identify proper procedures for recruiting, assignment, and inducting personnel; and recognize the legal requirement for suspension, transfer, reduction in force and dismissal of professional personnel. Prerequisite: permission of advisor.
EDAD 6373. THE SUPERINTENDENCY. 3 Hours.
This course introduces candidates to the many facets of the superintendency with a focus on the challenges facing the superintendent today. Topics include: exercising collaborative leadership, developing a strong organizational culture, dealing with the politics of education, building strong superintendent-board relations, managing the problems of school reform, and planning. Instruction is problem-oriented and included field-based experiences.
EDAD 6374. ADVANCED SCHOOL BUSINESS ADMINISTRATION. 3 Hours.
Survey principles of public school finance at the local, state, and federal levels. Examines the school budgeting process, methods of school funds accounting and techniques of school business management. Prerequisite: permission of advisor.
EDAD 6376. Educational Governance. 3 Hours.
Focus on the appointed and elected entities and bureaucracies that determine and implement policy in public education. For doctoral students only.
EDAD 6378. ADVANCED CURRICULUM AND PROGRAM ASSESSMENT. 3 Hours.
Focuses on the processes of implementing district-wide curriculum, programs, and other innovations in school systems. Topics include: recent research on the implementation of change in curriculum and instruction, trends in education, strategic and contextual planning, program and student assessment and accountability, and national curriculum projects. Prerequisite: permission of advisor.
EDAD 6380. K-16 RESEARCH PRACTICUM I. 3 Hours.
An In depth research experience that provides an opportunity for participants to work with an experienced faculty researcher on cutting edge K-16-related research. The practicum experience will be personalized to best meet the individual student's needs, aptitudes, and aspirations in the context of the K-16 research arena.
EDAD 6381. POLITICAL AND LEGAL ASPECTS OF K-12 EDUCATION. 3 Hours.
Focus on the legal foundation of public education, political theory, and application of political skills in working with school personnel, students, parents, and community organizations. The role of the law, Ct rulings, and the politics of school governance at the federal, state, and local levels will be addressed. For doctoral students only.
EDAD 6383. The Principalship. 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. For doctoral students only.
EDAD 6384. RESOURCE MANAGEMENT IN K-12 EDUCATION. 3 Hours.
School finance, as well as auxiliary areas of resource management, will be addressed. The emphasis will be on the use of technology, alternative models of financing and budgeting, and sources of revenue from the federal, state, and local levels as well as from private sources. The course is designed to assist administrators in developing an understanding of the functions, operation, and evaluation of auxiliary services which support the educational program. For doctoral students only.
EDAD 6385. K-16 RESEARCH PRACTICUM II. 3 Hours.
A research experience in K-16 research that provides an opportunity for participants to experience the process research with an experienced university professional. The experience will be individualized to best meet the student's needs, aptitudes, and aspirations in the context of K-16 research.
EDAD 6390. SELECTED TOPICS K-16 EDUCATIONAL LEADERSHIP RESEARCH. 3 Hours.
Topics will vary by semester, and may afford students the opportunity for choice within the cohort design. Selected topics courses will provide opportunities for faculty to teach courses in their area of expertise that meet students' needs, aptitudes, and aspirations. Examples of selected topics that may be offered in leadership research include: k-16 student judicial processes, K-16 academic program administration, and K-16 student information management systems. May be repeated for credit with permission of instructor.
EDAD 6391. Independent Research. 3 Hours.
Research for independent study over topic agreed upon between student and instructor. Can be repeated for credit with permission. For doctoral students only.
EDAD 6392. SELECTED TOPICS K-16 EDUCATION POLICY RESEARCH. 3 Hours.
Topics will vary by semester, and may afford students the opportunity for choice within the cohort design. Selected topics courses will provide opportunities for faculty to teach courses in their area of expertise that meet students' needs, aptitudes, and aspirations. Examples of selected topics that may be offered in leadership research include: K-16 governance, IDEA & ADA, and K-16 articulation. May be repeated for credit with permission of instructor.
EDAD 6399. DISSERTATION. 3 Hours.
Prerequisite: admission to candidacy for the Doctor of Philosophy degree, and permission of major professor. Graded P/F.
EDAD 6699. DISSERTATION. 6 Hours.
Prerequisite: admission to candidacy for the Doctor of Philosophy degree, and permission of major professor. Graded R/F/P/W.
EDAD 6999. DISSERTATION. 9 Hours.
Prerequisite: admission to candidacy for the Doctor of Philosophy degree, and permission of major professor. Graded P/R/F.
EDAD 7399. DOCTORAL DEGREE COMPLETION. 3 Hours.
This course may be taken during the semester in which a student expects to complete all requirements for the doctoral degree and graduate. Enrolling in this course meets minimum enrollment requirements for graduation, for holding fellowships awarded by The Office of Graduate Studies and for full-time GTA or GRA positions. Students should verify that enrollment in this course meets other applicable enrollment requirements. To remain eligible in their final semester of study for grants, loans or other forms of financial aid administered by the Financial Aid Office must enroll in a minimum of 5 hours as required by the Office of Financial Aid. Other funding sources may also require more than 3-hours of enrollment. Additional hours may also be required to meet to requirements set by immigration law or by the policies of the student's degree program. Students should contact the Financial Aid Office, other sources of funding, Office of International Education and/or their graduate advisor to verify enrollment requirements before registering for this course. This course may only be taken once and may not be repeated. Students who do not complete all graduation requirements while enrolled in this course must enroll in a minimum of 6 dissertation hours (6699 or 6999) in their graduation term. Graded P/F/R.
Courses
EDCO 5241. A STUDY OF THE ETHICAL, LEGAL, AND PROFESSIONAL ISSUES IN SCHOOL COUNSELING. 2 Hours.
A study of the ethical, legal, and professional issues involved in the provision of guidance and counseling services in an educational setting. Content includes issues of confidentiality and privileged communication, record keeping, malpractice, client rights, counselor responsibilities, codes of ethics, and relevant laws.
EDCO 5242. TESTING AND ASSESSMENT IN SCHOOL COUNSELING. 2 Hours.
A study of the nature, characteristics, and ethical uses of psychological tests and assessment instruments in an educational setting. Included are measurements of intelligence, aptitude, achievement, interest, and personality.
EDCO 5243. THE SCHOOL GUIDANCE PROGRAM. 2 Hours.
Guidance counselors provide a variety of services in addition to counseling. Career and mental health informational services, mediation and crisis intervention services are included as well as working with parents, community resources, and the instructional staff.
EDCO 5300. Counseling Students in Schools, Part 1. 3 Hours.
During this capstone course and practicum, candidates will attend a three-hour evening course, and must complete a minimum of 80 of their 160 practicum hours in an approved public school. This will include individual counseling, small group counseling, consulting activities, guidance activities delivered to classrooms, planning, testing and test interpretation, and other activities as directed by the site-based mentor counselor and by a UTA supervisor. Additionally, there will be required every-other-Friday two-hour-after-school seminars at UTA.
EDCO 5301. Counseling Students in Schools, part 2. 3 Hours.
This course is a follow up to EDCO 5300 and will also include required every-other-Friday afternoon two-hour-after-school seminars. Candidates will complete their practicum activities this semester by finishing their total of 160 (minimum) supervised hours in their approved public school along with all other course requirements. A university supervisor and a site-based mentor counselor will provide practicum supervision.
EDCO 5340. ADVANCED HUMAN GROWTH AND DIVERSITY. 3 Hours.
This advanced course includes the theories of psychosocial, cognitive, and biological development as well as the characteristics and needs of special populations including gifted and talented and special education. Also included is research on gender, culture, ethnicity, socioeconomic status, intellect, lifestyle, and other issues of relevance for educators and students in today's schools.
Courses
EDML 4300. PRE-ADOLESCENT/ADOLESCENT GROWTH AND DEVELOPMENT. 3 Hours.
Prerequisite to subsequent courses in teacher education. Physical, social, emotional, and cognitive growth patterns from emphasizing familial, cultural, societal, and genetic determinants of behavior. Topics include the following: developmental characteristics of pre-adolescents/adolescents including exceptional learners and students with special needs, a variety of disabilities (Learning Disabled, Emotionally Disabled, Behavior Disorders, Attention Deficit Hyperactivity Disorder, etc.), the creation and purpose of Individual Education Plans, concepts, and forms, as well as the IDEA law, its application and ethical considerations. The course also includes a field component of fifteen hours. Prerequisite: Admitted to the Middle Level Program. Advisor permission required.
EDML 4350. NATURE & CURRICULUM NEEDS OF THE YOUNG ADOLESCENT LEARNER. 3 Hours.
Examines the curriculum, instruction, and organization of middle grades schools. Provides a substantial knowledge base in the nature and needs of early adolescents, as well as in middle school curriculum, instruction, and behavior management. A variety of instructional approaches will be discussed including the purpose and need for appropriate language, behavior, and disability modifications, inclusion, resource, consult, content mastery, and others. Special emphasis will be the Texas Assessment of Knowledge and Skills (TAKS) and other state assessments. Theory and practice in the teaching of students with special needs will be addressed. The course also includes a field component of twenty-five hours. Prerequisite: Admitted to the Middle Level Program. Advisor permission required.
EDML 4360. TEACHING STUDENTS WITH SPECIAL NEEDS - A SURVEY. 3 Hours.
Theory and practice in the teaching of students with special needs, including a survey of the variety of disabilities (LD, ED, physical handicapped, conduct, ADD, ADHD, etc.), the creation and purpose of Individual Education Plans, concepts and forms. The IDEA law and its application, and ethical considerations. A variety of instructional approaches will be discussed including the purpose and need for appropriate modifications, inclusion, resource, consult, content mastery and others. Special emphasis will be the TAKS and State Developed Alternative Assessment.
EDML 4370. SOCIAL STUDIES & DIVERSITY IN THE MIDDLE LEVEL GRADES. 3 Hours.
Examination of materials, methods, content, and assessment learning experiences associated with middle level social studies. Content areas include history, geography, economics, government, citizenship, culture, science, technology, and society. Opportunities to demonstrate application of current researched-based theory in a service learning experience. Prerequisites: EDML 4300 & EDML 4350; BEEP 4384; LIST 4343. Advisor permission required.
EDML 4371. SCIENCE IN THE MIDDLE LEVEL GRADES. 3 Hours.
Instructional approaches, management, materials, and effective teaching practices pertinent to teaching science in the middle level grades; the organization of science content and the selection and implementation of lesson designs which utilize a hands-on approach promoting discovery and inquiry. This Inquiry 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 4-8 classroom during normal school hours. Prerequisites: EDML 4300, EDTC 4301, and EDML 4350.
EDML 4372. MATHEMATICS IN THE MIDDLE LEVEL GRADES. 3 Hours.
Curriculum standards, methods, and effective teaching practices as proposed by the National Council of Teachers of Mathematics for the middle level; the organization of mathematics content with an emphasis on using manipulatives and technology to teach math. This inquiry 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 4-8 classroom during normal school hours. Prerequisite: EDML 4350.
EDML 4676. MIDDLE LEVEL FIELD-BASED EXPERIENCE. 6 Hours.
Supervised and directed field-based experience, Monday through Thursdays. Candidates will be placed in two settings: an early grade (4,5,6) and late grade (6,7,8) experience as well as in two content areas. Prerequisite: EDML 4300, EDML 4350, LIST 4343, and BEEP 4384. This course must be taken just prior to student teaching (EDML 4677). Advisor permission required.
EDML 4677. MIDDLE LEVEL STUDENT TEACHING. 6 Hours.
Supervised and directed student teaching experience in an approved field setting, Monday through Friday. The student will be assigned for the Independent School District (ISD) calendar. Candidates will be placed in two settings: an early grade (4,5,6) and late grade (6,7,8) experience as well as in two content areas. Required seminars will provide students with theory to integrate and apply during student teaching. Prerequisites: EDML 4370, EDML 4371, EDML 4372 and LIST 4378.
EDML 5302. SCIENCE IN THE MIDDLE GRADES. 3 Hours.
The examination of instructional strategies, materials, current research, and technology pertinent to teaching science in the middle grades; the scope and sequence of science content and implementation of instructional approaches to accommodate diverse student populations.
EDML 5303. MATHEMATICS IN THE MIDDLE GRADES. 3 Hours.
The examination of instructional strategies, materials, current research, and technology pertinent to teaching mathematics in the middle grades; the scope and sequence of math content and the selection and implementation of instructional approaches to accommodate diverse student populations.
EDML 5304. SOCIAL STUDIES IN THE MIDDLE GRADES. 3 Hours.
An examination of content, methods, current research, and learning theory appropriate for social studies education in the middle grades. Special attention to methods that promote analytical and evaluative abilities necessary for participatory democracy in a culturally diverse society.
EDML 5308. MIDDLE GRADES ORGANIZATION, INSTRUCTION, AND MANAGEMENT. 3 Hours.
The examination of principles, theories, and research related to developmentally responsive middle level programs, effective instruction and effective strategies of classroom management. Attention is given to the employment of a variety of approaches for developing an appropriate climate to meet the varying needs of the middle level student.
EDML 5315. PRACTICUM. 3 Hours.
Practicum in student's teaching area(s). This longitudinal experience will help students apply theory and research to practice.
EDML 5328. PREADOLESCENT/ADOLESCENT GROWTH, DEVELOPMENT, AND LEARNING THEORY. 3 Hours.
Physical,social, emotional, and cognitive growth patterns of 10- to 15-year-old children, emphasizing familial, cultural, societal, and genetic determinants of behavior. Attention is given to current research regarding the developmental characteristics of adolescents, including exceptional learners and students with special needs.
EDML 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.
Courses
EDTC 4201. TECHNOLOGY APPLICATIONS. 2 Hours.
This course is for K-12 educators who are interested in integrating technology into teaching and learning. Its focus is on the Technology Applications Texas Essential Knowledge and Skills (TA-TEKS). Participants should gain a greater understanding of the Technology Applications TEKS and how to introduce them into curriculum. Study and application of technology use in educational environments. Topics include: instructional learning and computer software.
EDTC 4301. TECHNOLOGY APPLICATIONS. 3 Hours.
This course is for K-12 educators who are interested in integrating technology into teaching and learning. Focus is on the Technology Applications Texas Essential Knowledge and Skills (TA-TEKS). Participants should gain a greater understanding of the Technology Applications TEKS and how to introduce them into curriculum. Study and application of technology use in educational environments. Topics include: instructional learning and computer software.
EDTC 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.
EDTC 5191. INDEPENDENT RESEARCH. 1 Hour.
Research for thesis substitute or equivalent over topic agreed upon between student and instructor. May be repeated for credit with permission.
EDTC 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.
EDTC 5291. INDEPENDENT RESEARCH. 2 Hours.
Research for thesis substitute or equivalent over topic agreed upon between student and instructor. Can be repeated for credit with permission.
EDTC 5300. INTRODUCTION TO FOUNDATION OF EDUCATION INSTRUCTIONAL DESIGN AND TECHNOLOGY. 3 Hours.
Analysis of integrating TEKS, computers and related technologies in education. Topics include issues and concerns prior to integration, use of software in teaching and learning, identifying resources and strategies for use of the World Wide Web, and creating instructional activities into and across curriculum.
EDTC 5301. CURRENT APPLICATIONS OF TECHNOLOGY IN EDUCATION. 3 Hours.
Study of technology use in educational environments. Topics include: instructional, learning, assessment, and management applications; a review of current research on selection, evaluation, and integration of appropriate media; and computer hardware and software, multimedia, laser disk, CD-ROM, and telecommunications systems.
EDTC 5302. INTERNET IN EDUCATION. 3 Hours.
Course is designed to aid educators and training professionals in developing robust techniques for locating, utilizing, and creating Internet resources for professional productivity and research.
EDTC 5310. COMPUTER APPLICATIONS IN CURRICULUM AND INSTRUCTION. 3 Hours.
Designed for both elementary and secondary teachers; skills and methods necessary to implement computer applications within the curriculum. Methods for managing the computer in the classroom, courseware telecommunications within the curriculum.
EDTC 5320. WEB AUTHORING. 3 Hours.
Study of Web site planning, development and HTML tagging. Topics include: storyboards, content creation, Web site tagging with browser independent tags, use of color and fonts to communicate concepts, interactivity by design, ethical use of and respect for intellectual property, understand copyright, fair use, patent, and trademarks, the Master Technology Teacher Standards (EC-12) and the Standards for Basic Endorsement in Educational Computing and Technology Literacy.
EDTC 5330. DESKTOP PUBLISHING. 3 Hours.
Study of desktop publishing planning, development, and production. Topics include: desktop publishing terminology, basic design theory, principles of form and design, guidelines for desktop publishing, ethical use of and respect for intellectual property, understand copyright, fair use, patent, and trademarks, the Master Technology Teacher Standards (EC-12) and the Standards for Basic Endorsement in Educational Computing and Technology Literacy.
EDTC 5340. MULTIMEDIA. 3 Hours.
Study of multimedia planning, development, and implementation that maximize the use of technology, student learning, and teacher effectiveness. Topics include: methodologies for tutorials, hypermedia, drills, simulations, educational games, open-ended learning environments, testing, Web-based learning, interactivity by design, ethical use of and respect for intellectual property, understand copyright, fair use, patent, and trademarks, the Master Technology Teacher Standards (EC-12) and the Standards for Basic Endorsement in Educational Computing and Technology Literacy.
EDTC 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.
EDTC 5391. INDEPENDENT RESEARCH. 3 Hours.
Research for thesis substitute or equivalent over topic agreed upon between student and instructor. May be repeated for credit with permission.
Courses
EDUCIR 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.
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 with a grade of C or better or concurrent enrollment.
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; additional hours may be required. Prerequisite: A University grade point average of at least 2.50, EDUC 4331 with grade of C or better; and SCIE 1102 with grade of C or better 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: A University grade point average of at least 2.50, and EDUC 4332 with a grade of C or better.
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 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 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 two-hour application of lecture/theory will require students to spend time in a grades 8-12 social studies classroom during normal school hours, 8 a.m.-4 p.m., Monday-Friday.
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.
This course looks at how the brain supports the basic approaches of the mind uses to produce knowledge. In particular we compare the deductive and inductive methods and the neurological correlates that support both forms of knowledge production. Also examined is the role of the frontal cortex in decision making that results in the learner's choices in how to make sense of data.
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 in general, while fostering an understanding of research paradigms used by educational practitioners. To meet the course objectives students will examine studies from the cognitive neurosciences and medicine. While these modern methods of inquiry are complex, the findings are nevertheless, often, fairly simple to understand, and easily support the primary goal of the course.
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.
Courses
ELED 4305. LANGUAGE AND LITERACY DEVELOPMENT IN EC-6 CLASSROOMS. 3 Hours.
Focus on children's developing verbal and non-verbal communication skills. Examine relationships among listening, speaking, reading, and writing. Consider theories of early literacy development. Special attention to the relationships among literacy, social, and cognitive development; technological advances; and diversity in children and families. Prerequisite: EDUC 4316; ELED 4317. Weekly field experience in EC-6 classrooms required.
ELED 4311. TEACHING MATHEMATICS IN EARLY AND ELEMENTARY EDUCATION. 3 Hours.
Principles of integration of mathematics concepts in relation to cognitive development. Emphasis on developing dispositions promoting scientific investigation and appropriate objects, materials, activities and programs to assist in assimilation of mathematics concepts. Course will also address the instructional needs and appropriate assessment of all students in inclusive, multicultural and multilingual classrooms for this content area. Field-based experiences required - One full day per week on elementary campus.) Prerequisite: EDUC 4316, ELED 4313, ELED 4317, ELED 4321, EDTC 4301 and BEEP 4306. Taken concurrently with ELED 4312, ELED 4314 and BEEP 4384.
ELED 4312. TEACHING SCIENCE AND HEALTH IN EARLY AND ELEMENTARY EDUCATION. 3 Hours.
Principles of integration of science and health concepts in relation to cognitive, socio-emotional, and psychomotor development. Emphasis on developing dispositions promoting scientific investigation and appropriate objects, materials, activities and programs to assist in assimilation of science and health concepts. Course will also address the instructional needs and appropriate assessment of all students in inclusive, multicultural and multilingual classrooms for this content area. Field-based experiences required - One full day per week on elementary campus. Prerequisite: EDUC 4316; ELED 4313, ELED 4317, ELED 4321; EDTC 4301, and BEEP 4306. Taken concurrently with ELED 4312, ELED 4314 and BEEP 4384.
ELED 4313. ARTS IN ELEMENTARY EDUCATION. 3 Hours.
Provides EC-6 candidates with an understanding of how experiences in visual art, music, drama and movement are integrated throughout elementary curriculum to support children's learning and development. Candidates will learn the importance of the arts for children's cognitive, socio-emotional and psychomotor development. Course will also address the instructional needs and appropriate assessment of all students in inclusive, multicultural, and multilingual classrooms for this content area. Field-based experiences required - One full day per week on elementary campus. Prerequisite: EDUC 4316 and ELED 4317. Taken concurrently with ELED 4321 and BEEP 4306.
ELED 4314. TEACHING SOCIAL STUDIES IN EARLY ELEMENTARY EDUCATION. 3 Hours.
Examination of materials, methods, content, and assessment learning experiences associated with elementary social studies. Content areas include history, geography, economics, government, citizenship, culture, science, technology and society. Opportunities to demonstrate applications in field settings. Course will also address the instructional needs and appropriate assessment of all students in inclusive, multicultural, and multilingual classrooms for this content area. Prerequisites: EDUC 4316; ELED 4317, ELED 4313, ELED 4321; EDTC 4301, BEEP 4306. Field experiences required.
ELED 4317. GROWTH, DEVELOPMENT, AND LEARNING THEORY. 3 Hours.
Examination of the relationship between major theories and principles of cognitive, socio-emotional, and psychomotor development and EC-6 student learning, home-school connections, and behavior in the classroom. Emphasis on environmental and cultural influences on children's development and learning, prenatal through age 12. This course is a prerequisite course and must be taken with EDUC 4316.
ELED 4321. CLASSROOM MANAGEMENT, PEDAGOGY, AND PRACTICES IN EC-6 EDUCATION. 3 Hours.
A study of developmentally appropriate curriculum and methods for elementary classrooms, including diversity, assessment, behavior guidance and management, planning instruction, and creating a positive learning environment. Course will also address instructional needs and appropriate assessment of all students in inclusive, multicultural, and multilingual classrooms. Field observations required. Prerequisites: EDUC 4316, ELED 4317. Students in the EC-6 Generalist program take this course concurrently with ELED 4313.
ELED 4687. STUDENT TEACHING IN EARLY AND ELEMENTARY EDUCATION. 6 Hours.
Full-day, Monday - Friday, supervised and directed practice in university-approved classrooms for students in EC-6 classrooms. Candidates will have two placements: one in PK-2 and one in grade 3-6. Student teaching must immediately follow the field-based experiences semester. Student teaching assumes that candidates will follow the school district's calendar, and report to the classroom all day and each day of the semester. Prerequisites: EDUC 4316; ELED 4311, ELED 4312, ELED 4313, ELED 4314, ELED 4317, ELED 4321; BEEP 4306, BEEP 4384; EDTC 4301; LIST 4373, LIST 4374, LIST 4376.
ELED 5309. TRENDS AND ISSUES IN EARLY CHILDHOOD EDUCATION. 3 Hours.
In-depth analysis of current research on issues in Early Childhood Education. Emphasis on the evaluation and impact of historical, political, and social policy; overview of legislation and advocacy on behalf of young children.
ELED 5312. EC6: INSTRUCTIONAL STRATEGIES IN SCIENCE. 3 Hours.
Study of principles of integration of content in EC-6 classrooms with focus on science concepts and cognitive development. Emphasis on developing dispositions toward scientific inquiry and the use of appropriate objects, materials, activities, and programs to assist in the learning of science concepts.
ELED 5315. PRACTICUM. 3 Hours.
Practicum in student's teaching area(s). This semester-long experience will help students apply theory and research to practice.
ELED 5317. THEORIES OF CHILD DEVELOPMENT AND LEARNING. 3 Hours.
Human growth and development, including developmental anomalies, from birth through middle childhood with emphasis on cognitive, social, emotional, and physical growth. Attention is given to current research regarding establishment of learning environments that foster development of the child's self-concept, cognitive competencies, oral language and literacy development, and positive social behaviors including appreciation of diversity among individuals and groups.
ELED 5318. FOUNDATIONS IN EC6 EDUCATION. 3 Hours.
An overview of historical and philosophical influences and current research in early and elementary education on promoting educational environments that support development of the whole child. Attention is given to the development and implementation of appropriate EC-6 curricula and programs that extend and integrate learning experiences of children, including the home-school relationship.
ELED 5319. EC6 EDUCATION: INSTRUCTIONAL STRATEGIES IN MATHEMATICS. 3 Hours.
Study of principles of integration of content in EC-6 classrooms with focus on mathematics concepts and cognitive development. Emphasis on developing dispositions toward the use of appropriate objects, materials, activities, and programs to assist in learning of mathematics concepts.
ELED 5320. EC6 EDUCATION: INSTRUCTIONAL STRATEGIES IN SOCIAL STUDIES AND THE CREATIVE ARTS. 3 Hours.
Study of principles of integration of content in EC-6 classrooms with focus on social studies, the creative arts, and cognitive and socio-emotional development. Emphasis on developing dispositions promoting awareness of self and others, and the study of group dynamics involved in the socialization process in a diverse community. Strategies for enhancing creativity and risk-taking characteristics in EC-6 classrooms.
ELED 5321. EC-6: CLASSROOM MANAGEMENT & INSTRUCTIONAL STRATEGIES:. 3 Hours.
This course explores a variety of effective classroom management and instructional strategies which include developmentally appropriate, research-based, and anti-biased curricular and materials to teach the core content subjects of English language arts, mathematics, science, and social studies in ESL elementary classrooms. This course also examines challenges to inquiry-based instruction, including those related to assessment, behavior guidance and management, planning instruction, and diversity. 15 hours of field observations are required.
ELED 5390. SELECTED TOPICS IN ELEMENTARY EDUCATION. 3 Hours.
An examination of different topics related to elementary education. This course may be repeated for credit with permission.
ELED 5391. INDEPENDENT RESEARCH. 3 Hours.
Research over a topic agreed upon between the student and instructor. May be repeated for credit with permission.
Courses
KINE 1230. FIRST AID / CPR / AED TRAINING. 2 Hours.
This course is designed to cover the components of Standard First Aid, Cardio-Pulmonary Resuscitation (CPR) for the Professional Rescuer, and Automated External Defibrillator (AED) training. Certification is possible upon successful course completion. Offered as HEED 1230 and KINE 1230. Students seeking credit in HEED should enroll in HEED 1230 and students seeking credit in KINE should enroll in KINE 1230. Credit will not be granted for both courses.
KINE 1315. INTRODUCTION TO TEACHING PHYSICAL EDUCATION. 3 Hours.
This course is an introduction to, and observation of, practices in pedagogical kinesiology. The course is intended for students who will seek certification in the field of physical education. There are no prerequisites for this course.
KINE 1400. INTRODUCTION TO EXERCISE SCIENCE. 4 Hours.
Introduction to key concepts concerning the anatomical, biomechanical, and physiological basis of exercise science. Through lecture and laboratory experiences, the student is introduced to cardiovascular responses to training, analysis of human movement, and basic principles of exercise prescription. Credit cannot be given for both KINE 1400 and the combination of courses it replaces: KINE 1124 and KINE 1314.
KINE 2130. ATHLETIC TRAINING CLINICAL PRACTICUM I. 1 Hour.
Laboratory and clinical experiences designed to provide students with formal instruction and evaluation in the Entry Level Athletic Training Clinical Proficiencies with an instructional emphasis on preventive and protective taping and wrapping procedures. This course requires the completion of 120 clinical hours under the supervision of an Approved Clinical Instructor (ACI) or Clinical Instructor (CI).
KINE 2230. INTRODUCTION TO MUSCULOSKELETAL INJURIES. 2 Hours.
This course is designed to introduce students to the mechanisms of musculoskeletal injury and their associated signs, symptoms, and tissue responses. Students will also be introduced to the basic principles of musculoskeletal assessment. This course is a prerequisite for admission to the Athletic Training Education Program. Prerequisite: KINE 2120, KINE 2320; must be concurrently enrolled in KINE 2130.
KINE 2301. TEACHING GAMES FOR UNDERSTANDING. 3 Hours.
The course will provide students with theoretical concepts with which they can design and analyze various short- and long-term plans related to the Teaching Games for Understanding theoretical model. Students will learn various tactical strategies and modification principles for applying learned concepts in instructional settings. The instructor will use expertise from given sports to help students transfer the common themes across the spectrum of the model's category of games. KINE 1315 is a co-requisite for this course. Prerequisite: Co-requisite KINE 1315.
KINE 2302. DANCE AND MOVEMENT ACTIVITIES. 3 Hours.
This course is designed to enhance the students performance knowledge of skills and strategies in dance and movement activities to acquaint them with effective teaching behaviors appropriate for these activities. Co-requisite KINE 1315. Prerequisite: Co-requisite KINE 1315.
KINE 2307. SPORTS AND SOCIETY. 3 Hours.
This course will examine the bidirectional impact of sport and societal institutions. The class will explore the co-dependent nature of sport and society and attempt to separate fact from fiction to aid in the understanding of the true role of sport as it fits into society. Topics to be addressed include the potentially controversial areas of race, gender, disability, institutional rule violations, and ethics in the contemporary sports arena. This is a lower level elective. Credit cannot be received for this course and KINE 3307.
KINE 2330. CARE AND PREVENTION OF ATHLETIC INJURIES. 3 Hours.
An introduction to the profession of Athletic Training. Common sports-related injuries and illnesses will be discussed with an emphasis on the proper methods for prevention, recognition, and immediate care. Offered as HEED 2330 and KINE 2330. Kinesiology majors must take KINE 2330.
KINE 2420. INTRODUCTION TO ATHLETIC TRAINING. 4 Hours.
Classroom and laboratory experiences that provide an introduction to the profession of Athletic Training with an emphasis on prevention and immediate care of sports related injuries. Specific topics will include injury prevention techniques; emergency first aid and acute care; superficial application of therapeutic modalities; proper use and fitting of protective equipment; and environmental considerations. Credit cannot be given for KINE 2420 and the combination of courses it replaces: KINE 2320 and KINE 2120.
KINE 3130. ATHLETIC TRAINING CLINICAL PRACTICUM II. 1 Hour.
Laboratory and clinical experiences designed to provide students with formal instruction and evaluation in the Entry Level Athletic Training Competencies and Clinical Proficiencies. This course requires the completion of 250 hours of clinical experience performed under the supervision of an Approved Clinical Instructor (ACI) or Clinical Instructor (CI). Prerequisites: BIOL 2457, Athletic Training Majors only or permission of instructor. Corequisite: KINE 3320.
KINE 3131. ATHLETIC TRAINING CLINICAL PRACTICUM III. 1 Hour.
Laboratory and clinical experiences that provide students with formal instruction and evaluation in the Entry Level Athletic Training Competencies and Clinical Proficiencies. This course requires the completion of 250 hours of clinical education experience performed under the supervision of an Approved Clinical Instructor (ACI) or Clinical Instructor (CI). Prerequisite: BIOL 2457, Athletic Training Majors only or permission of instructor. Corequisite: KINE 3324.
KINE 3300. FUNCTIONAL ANATOMY. 3 Hours.
A study of the musculoskeletal anatomy to include bony landmarks, muscle origin, insertion and action, as well as nerve innervation. Knowledge of the functional anatomy is crucial to the understanding of sports performance, the design of strength training programs, and injury prevention. Prerequisite: BIOL 2457 and KINE 1400.
KINE 3301. BIOMECHANICS OF HUMAN MOVEMENT. 3 Hours.
Quantitative and qualitative analyses of human movement. Emphasis is on the application of the principles of human movement, with consideration of functional anatomy, kinesiology and mechanical concepts to exercise, sport, and activities of daily living. Prerequisite: KINE 1400, BIOL 2457 and MATH 1302, or permission of instructor.
KINE 3302. SPORT AND EXERCISE PSYCHOLOGY. 3 Hours.
Analysis of exercise and sport activities in terms of psychological skills and strategies. Topics include motivation, arousal regulation, focus, concentration, group cohesion & imagery.
KINE 3303. ORGANIZATIONAL PRINCIPLES OF EXERCISE AND SPORT ACTIVITIES. 3 Hours.
An organizational analysis of exercise and sport in terms of participation rules, regulations, and responsibilities. Emphasis on knowledge and understanding of the principles governing the organization and conduct of exercise and sport activities.
KINE 3304. ADAPTED PHYSICAL EXERCISE & SPORT. 3 Hours.
Analysis of conditions that impact individuals with special needs. Emphasis on adapted physical education strategies that facilitate the learning of this population. Prior to registration, the student must complete and submit an AISD criminal background check form to the Department of Kinesiology. The form is available in the Department of Kinesiology or can be downloaded from the departmental web site. KINE 3388 is a co-requisite for this course. Prerequisite: KINE 1315 and KINE 1400. Co-requisite KINE 3388.
KINE 3306. MOTOR INTEGRATION. 3 Hours.
Principles of motor skill acquisition, performance, and control. Topics include practice strategies, memory, neuromotor functioning, attention, and learning (assessment, transfer & stages). Prerequisite: KINE 1315, and KINE 1400, or permission of instructor.
KINE 3307. SPORT AND SOCIETY: ISSUES AND DEBATES. 3 Hours.
This course will examine the bidirectional impact of sport and societal institutions. The class will explore the co-dependent nature of sport and society and attempt to separate fact from fiction to aid in the understanding of the true role of sport as it fits into society. Topics to be addressed include the potentially controversial areas of race, gender, disability, institutional rule violations, and ethics in the contemporary sports arena. This is an upper level elective. Credit cannot be received for this course and KINE 2307.
KINE 3309. FOUNDATIONS OF RECREATION. 3 Hours.
Leisure time in our social structure and the agencies which have developed to provide leisure time activities. Program development and leadership skills in the recreation profession.
KINE 3311. RECREATION AND LEISURE SERVICE. 3 Hours.
Application of management and organizational principles, objectives, and procedures involved in implementing recreational and leisure service programs.
KINE 3312. COACHING INVASION GAME PRINCIPLES. 3 Hours.
The course will provide students with theoretical concepts with which they can design and analyze various short and long-term plans related to invasion games. Students will learn various tactical strategies and modification principles for applying learned concepts in instructional settings. The instructor will use expertise from given sports to help students transfer the common themes across the spectrum of invasion games.
KINE 3313. COACHING OF NET/WALL GAME PRINCIPLES. 3 Hours.
The course will provide students with theoretical concepts with which they can design and analyze various short and long-term plans related to net/wall games. Students will learn various tactical strategies and modification principles for applying learned concepts in instructional settings. The instructor will use expertise from given sports to help students transfer the common themes across the spectrum of net/wall games.
KINE 3315. PHYSIOLOGY OF EXERCISE. 3 Hours.
Provides the physiology background necessary for an understanding of the acute and chronic effects of exercise on the body. Physiological concepts and their relationship to exercise, sport, and health programs are examined. Laboratory experiences are designed for evaluating physiological responses to exercise. Prerequisite: KINE 1400, BIOL 2457, BIOL 2458, MATH 1302.
KINE 3320. LOWER EXTREMITY EVALUATION. 3 Hours.
A study of the common orthopedic and musculoskeletal injuries involving the lower extremities and lumbar spine, with a special emphasis on recognition, evaluation, diagnosis, and initial management. Prerequisite: BIOL 2457, Athletic Training Majors only or permission of instructor. Corequisite: KINE 3130.
KINE 3324. UPPER EXTREMITY EVALUATION. 3 Hours.
A study of the common orthopedic and musculoskeletal injuries involving the upper extremities, spine, head, face, abdomen, and thorax, with a special emphasis on recognition, evaluation, diagnosis, and initial management. Prerequisite: BIOL 2457, Athletic Training Majors only or permission of instructor. Corequisite: KINE 3131.
KINE 3325. UNDERGRADUATE RESEARCH METHODS. 3 Hours.
Current practices in the conduct of quantitative research, measurement, and evaluation processes applied to programs related to exercise science, pedagogical kinesiology, athletic training and related fields will be examined. Enrolled students will develop and conduct a research project based on their declared discipline. Prerequisite: KINE 1400, MATH 1302, MATH 1308.
KINE 3330. PATHOLOGY AND PHARMACOLOGY. 3 Hours.
Study of acute and chronic illness and their response to, and impact on, physical activity. Discussion of pharmacological agents used in the care of general illnesses and musculoskeletal disorders in the physically active. Prerequisite: BIOL 2458, acceptance into the Athletic Training Education Program or permission of instructor.
KINE 3333. THERAPEUTIC INTERVENTION II. 3 Hours.
This course is designed to provide the student with an understanding of upper extremity and low back rehabilitation protocols and the use of electric therapeutic modalities like ultrasound, diathermy, laser, and electric stimulation. Emphasis will be placed on understanding the disablement model and learning how to plan, implement, document, and evaluate programs for the rehabilitation and reconditioning of injuries and illnesses of athletes and others involved with physical activity. Operation of electrical therapeutic modalities and how they can be incorporated into a rehabilitation program will be investigated. The underlying principles and application techniques for each modality, therapeutic exercise progressions, patient clinical goals, legal and safe practice guidelines, and evidence based therapeutic modality science will allow for critical thinking and problem solving in relation to common upper extremity and low back injuries. Both surgical and non-surgical rehabilitation models for the upper extremity and low back will be discussed with a special emphasis on the use of functional progressions. Prerequisites: BIOL 2457 and BIOL 2458. Concurrent enrollment in KINE 4131 is required for all Athletic Training Education Program students.
KINE 3342. SOCIOLOGY OF THE HUMAN BODY. 3 Hours.
Drawing from the social sciences, cultural and gender studies, and exercise physiology, this course in body sociology addresses several comtemporary issues relating to diet, nutrition and exercise. Specific topics include eating disorders, factory farming, and "body industries" involving weight-loss diets, gyms, fashion, and cosmetic and bariatric surgery. The medical model of bodies is also examined. Also listed as SOCI 3342; credit will not be granted for both KINE 3342 and SOCI 3342.
KINE 3388. THEORY AND APPLICATION IN MOTOR DEVELOPMENT. 3 Hours.
A study of motor skill development from infancy to adolescence with emphasis upon motor development theory and aspects that effect motor competence, underlie movement control, and influence change in the acquisition of motor skills. Prior to registration, the student must complete and submit an AISD criminal background check to the Department of Kinesiology. The form is available in the Department of Kinesiology or can be downloaded from the departmental Web site. Prerequisite: KINE 1315 and KINE 1400.
KINE 4130. ATHLETIC TRAINING CLINICAL PRACTICUM IV. 1 Hour.
Laboratory and clinical experiences designed to provide students with formal instruction and evaluation in the Entry Level Athletic Training Competencies and Clinical Proficiencies. The instructional emphasis is the development of functional rehabilitation programs for musculoskeletal injuries and common orthopedic surgeries. This course requires the completion of 250 hours of clinical experience performed under the supervision of an Approved Clinical Instructor (ACI) or Clinical Instructor (CI). Prerequisite: BIOL 2457 and BIOL 2458; Athletic Training Majors only or permission of instructor. Corequisite: KINE 4336.
KINE 4131. ATHLETIC TRAINING CLINICAL PRACTICUM V. 1 Hour.
Laboratory and clinical experiences designed to provide students with formal instruction and evaluation in the Entry Level Athletic Training Competencies and Clinical Proficiencies. Instructional emphasis is on the selection and clinical application of therapeutic modalities. This course requires the completion of 250 hours of clinical experience performed under the supervision of an Approved Clinical Instructor (ACI) or Clinical Instructor (CI). Prerequisite: BIOL 2457 and BIOL 2458; Athletic Training Majors only or permission of instructor. Corequisite: KINE 3333.
KINE 4132. ATHLETIC TRAINING CLINICAL PRACTICUM VI. 1 Hour.
Laboratory and clinical experiences designed to provide students with formal instruction and evaluation in the Entry Level Athletic Training Competencies and Clinical Proficiencies. This course requires the completion of 200 hours of clinical experience performed under the supervision of an Approved Clinical Instructor. Prerequisite: KINE 3130, KINE 3131, KINE 3320, KINE 3324, KINE 3330, KINE 3333, KINE 4130, KINE 4131, KINE 4336, and acceptance into the Athletic Training Education Program or approval of instructor. Must be concurrently enrolled in KINE 4233.
KINE 4188. CLINICAL HEALTH PROFESSIONS INTERNSHIP. 1 Hour.
Individualized academic training in an external clinical health professions setting (e.g. hospital, physical therapy clinic, or physician's office) under the direct supervision of a health care professional (MD, PT, OT, PA) Prerequisites: KINE 4315, current CPR certification, proof of sufficient professional liability insurance, and permission of department.
KINE 4191. CONFERENCE COURSE. 1 Hour.
Topics assigned on an individual basis covering personal research or study in the designated area. Prerequisite: permission of department chairperson.
KINE 4193. PHYSICAL EDUCATION TEACHER CERTIFICATION PRACTICUM. 1 Hour.
In this course students will be prepared for the TExES PE-EC-12 and PPR- EC-12 exams and prepared for the professional dispositions associated with being a Physical Educator with an emphasis on ethics, interviewing, and role modeling. The students will take and review the PE Content and Pedagogy and Professional Responsibilities practice teaching licensure exams. Through this process teacher candidates will be cleared for official TExES registration. KINE 4320 is a co-requisite for this course. Prerequisite: KINE 3304 and KINE 3315. Co-requisite: KINE 4320.
KINE 4201. ADVANCED TECHNIQUES AND TACTICS OF BASEBALL. 2 Hours.
Development and analysis of skills, offensive and defensive strategies used in the sport of baseball.
KINE 4202. ADVANCED TECHNIQUES AND TACTICS OF BASKETBALL. 2 Hours.
Development and analysis of skills, offensive/defensive strategies used in the sport of basketball.
KINE 4203. ADVANCED TECHNIQUES AND TACTICS OF FOOTBALL. 2 Hours.
Development and analysis of skills, offensive and defensive strategies used in the sport of football.
KINE 4204. ADVANCED TECHNIQUES AND TACTICS OF TRACK AND FIELD. 2 Hours.
Development and analysis of track and field event techniques and strategies.
KINE 4205. ADVANCED TECHNIQUES AND TACTICS OF VOLLEYBALL. 2 Hours.
Development and analysis of skills, offensive and defensive strategies used in the sport of volleyball.
KINE 4233. ATHLETIC TRAINING ORGANIZATION & ADMINISTRATION. 2 Hours.
A study of the administrative issues and management theories that may be encountered in athletic training. Special emphasis is placed on the practical application of concepts related to legal liability, facility design and maintenance, documentation, financial management, health insurance, and general day-to-day operations. Prerequisite: KINE 3130, KINE 3131, KINE 3320, KINE 3324, KINE 3330, KINE 3333, KINE 4130, KINE 4131, KINE 4336, and acceptance into the Athletic Training Education Program or approval of instructor.
KINE 4291. CONFERENCE COURSE. 2 Hours.
Topics assigned on an individual basis covering personal research or study in the designated area. Prerequisite: permission of department chairperson.
KINE 4293. SEMINAR IN ATHLETIC TRAINING. 2 Hours.
Synthesis of theories and concepts in athletic training. Review of the competencies and proficiencies in athletic training with special emphasis on professional development and the refinement of clinical decision-making. Prerequisite: KINE 3320, KINE 3324, KINE 3330, KINE 3333, KINE 4233, KINE 4336; Athletic Training Majors only.
KINE 4296. SPECIAL TOPICS IN EXERCISE AND SPORT. 2 Hours.
Designed to meet the current needs of students. May be repeated for credit when the topic changes.
KINE 4315. FITNESS ASSESSMENT/PROGRAMMING. 3 Hours.
Classroom and laboratory experiences provide the student with an opportunity to become familiar with the assessment of physical fitness including graded exercise testing, basic ECG interpretation, body composition, muscular strength and endurance and flexibility. The student will also learn risk factor identification, exercise leadership and prescription. Prerequisite: KINE 3315, KINE 3325, and MATH 1302.
KINE 4316. FITNESS PROGRAMMING. 3 Hours.
This course will provide students with practical and theoretical applications of fitness programming. The successful student will acquire a level of proficiency in the development of fitness programs and plans based upon client specific fitness assessment characteristics. Fitness programs shall include, but not be limited to: musculoskeletal symmetry, strength, and flexibility; body composition; cardiovascular endurance, and nutritional recommendations. Additionally, successful students will become proficient in the application of client related historical, nutritional, medical, psychological, and psychosocial factors that impact the development of a properly designed exercise program. Prerequisite: Current CPR certification, MATH 1302, KINE 3300, KINE 3315, and KINE 4315, or permission of instructor.
KINE 4317. EXERCISE PRESCRIPTION FOR SPECIAL POPULATIONS. 3 Hours.
This course will discuss the pathophysiology of prevalent cardiovascular, metabolic and pulmonary diseases. Methods of exercise prescription and issues of concern will also be presented for these populations, as well as, low back pain, pregnancy, osteoporosis, cancer, anorexia and bulimia, children, adolescents, teens, older adults, fibromyalgia, multiple sclerosis, and chronic fatigue syndrome. Practical application of leadership skills and hands-on instruction will be addressed in the laboratory portion of this course. Prerequisite: Current CPR certification, MATH 1302, KINE 3300, KINE 3315, KINE 4316, or permission of instructor.
KINE 4319. FITNESS AND OUTDOOR ADVENTURE ACTIVITIES EDUCATION. 3 Hours.
The course will provide students with theoretical health-related concepts with which they can design and apply fitness learning into various physical education settings. In addition, this course is designed to introduce students to outdoor and adventure education activities and adventure-based learning. Time will be spent on low element group initiatives and high element adventure activities. Prerequisite: KINE 2302.
KINE 4320. TEACHING SECONDARY PHYSICAL EDUCATION. 3 Hours.
Designed to enhance teacher candidates' understanding of curriculum development as it applies to theory of motor learning and the sciences of kinesiology. These progressions are synthesized into a collaborative service-learning project with secondary public school partner(s). Candidates take responsibility for creating, coordinating, and facilitating learning experiences that are developmentally appropriate, motivating, and based on research. Prerequisite: KINE 4321.
KINE 4321. TEACHING ELEM PHYSICAL EDUCATION. 3 Hours.
This course is designed to synthesize the sciences of anatomy and physiology, biomechanics, motor integration and motor control with sound pedagogical knowledge into an applied elementary physical education setting. Criminal background check required. Prerequisite: KINE 3304, KINE 3325, KINE 3388 and KINE 4319.
KINE 4323. MOTOR CONTROL AND LEARNING. 3 Hours.
Motor Control and Learning principles are essential for future health/rehabilitation professionals, as they will be working with patients that will be LEARNING to use the damaged motor system in a new way to accomplish an environmental goal. Prerequisite: KINE 3325.
KINE 4329. STRENGTH & CONDITIONING IN SPORT AND PERFORMANCE. 3 Hours.
This course covers the physiology and biomechanics of strength training and conditioning. Additional topics include: testing and evaluation of athletes, resistance training techniques, training program design, and organization administration of a strength training facility. This course is designed to prepare students to take the CSCS, Certified Strength and Conditioning Specialist, certification examination. Prerequisite: KINE 3300, KINE 3315, KINE 3325.
KINE 4330. PROGRAM DESIGN & ADMINISTRATION. 3 Hours.
The development and operation of health/wellness programs and facilities will be presented, including: program design and administration, facility design, organizational development, management theory, marketing, financial management, legal issues, strategic planning, and evaluation models. The student will participate in all phases of program and facility development, such as budget development, recruiting and retaining employees and clients, market niche, and conflict resolution. Prerequisite: KINE 3315 and KINE 3325.
KINE 4331. OBESITY & WEIGHT MANAGEMENT. 3 Hours.
This course is a review of the scientific literature on the causes and consequences of obesity. Topics include techniques for assessing body composition, factors promoting fat metabolism and deposition, traditional and non-traditional weight-loss programs, and adherence to weight-loss programs. Credit may not be given for both KINE 4317 AND KINE 4331. Prerequisites: KINE 3315 and KINE 3325.
KINE 4335. GRADED EXERCISE TESTING & PRESCRIPTION. 3 Hours.
The knowledge and skills necessary for assessment of health history and appraisal, blood pressure, electrocardiogram, cardiovascular fitness and function will be acquired in lecture and laboratory sessions. Various test modalities and protocols will be discussed for health and diseased populations. Prerequisite: BIOL 2457, BIOL 2458, and KINE 3315, KINE 4315, or permission of instructor.
KINE 4336. THERAPEUTIC INTERVENTION I. 3 Hours.
This course is designed to provide the student with an understanding of the scientific theory and the basic principles of musculoskeletal rehabilitation and therapeutic modalities. Emphasis will be placed on understanding the disablement model and learning how to plan, implement, document, and evaluate programs for the rehabilitation and reconditioning of injuries and illnesses of athletes and others involved with physical activity. Operation of superficial heating and cooling therapeutic modalities and how manual treatments (e.g., traction, muscle energy and massage) can be incorporated into a rehabilitation program will be investigated. The underlying principles and application techniques for each modality, therapeutic exercise progressions, patient clinical goals, legal and safe practice guidelines, and evidence based therapeutic modality science will allow for critical thinking and problem solving in relation to common lower extremity injuries. Both surgical and non-surgical rehabilitation models for the lower extremity will be discussed with a special emphasis on the use of functional progressions. Prerequisites: BIOL 2457 and BIOL 2458. Concurrent enrollment in KINE 4130 is required for all Athletic Training Education Program students.
KINE 4337. STRENGTH AND CONDITIONING IN GENERAL POPULATIONS: HEALTH AND DISEASE. 3 Hours.
This course covers the physiology and biomechanics of strength training and conditioning as it applies to the general populations across the spectrum of health and disease. This includes: testing, evaluation, resistance training techniques and training program design for individuals with orthopedic injuries and rehabilitation concerns, metabolic conditions (e.g., diabetes), youth, elderly, and pregnant or post-prenatal women. This course is designed to prepare students to take the NSCA-CPT, and apply the skills needed to be a leader within the personal training and physical therapy career paths. Prerequisite: KINE 3300, KINE 3315, and KINE 3325.
KINE 4350. SPORTS PSYCHOLOGY. 3 Hours.
The course will provide an overview of the growing field of Sports Psychology, which involves applying psychological science to sports. Topics such as maximizing sports performance, elite performance and personality, motivation techniques in sports, leadership skills in sports, etc., will be covered.
KINE 4387. EXERCISE SCIENCE PRACTICUM. 3 Hours.
Academic training within the internal setting of U.T. Arlington's exercise science laboratories. Each student will receive 135 hours of professional practicum experience in a variety of exercise science settings including wellness, physical fitness activity classes, physical fitness theory classes, the physical fitness center, and/or other exercise science settings. Prerequisite: Current CPR certification, KINE 4315, KINE 4316, and permission of instructor.
KINE 4388. EXERCISE SCIENCE INTERNSHIP. 3 Hours.
Individualized academic training in an external professional exercise science setting (e.g., hospital, physical therapy, university laboratory) under the direct supervision of an exercise science professional. Prerequisite: KINE 4315, current CPR certification, and proof of sufficient professional liability insurance.
KINE 4389. FITNESS MANAGEMENT INTERNSHIP. 3 Hours.
Designed on an individual basis to allow the student to apply academic training in a professional fitness center under the direct supervision of a fitness specialist. Prerequisite: Current CPR certification, KINE 4315 and proof of sufficient professional liability insurance.
KINE 4390. PRACTICUM IN SPORT PERFORMANCE. 3 Hours.
Designed on an individual basis as a field experience in the observation of sport performance, and the application of performance principles to sport participation. Students must make application for enrollment prior to October 1 for Spring Semester and prior to April 1 for Fall Semester.
KINE 4391. CONFERENCE COURSE. 3 Hours.
Topics assigned on an individual basis covering personal research or study in the designated area. Prerequisite: permission of department chairperson.
KINE 4394. HONORS THESIS/SENIOR PROJECT. 3 Hours.
Required of all students in the University Honors College. During the senior year, the student must complete a thesis or a project under the direction of a faculty member in the major department.
KINE 4395. INDIVIDUAL STUDY IN EXERCISE AND SPORT. 3 Hours.
The completion of an existing course on an individual basis as contracted with an approved faculty member. This procedure is limited to emergency situations, and must be identified through the departmental advising process.
KINE 4396. SPECIAL TOPICS IN EXERCISE AND SPORT. 3 Hours.
Designed to meet the current needs of students. May be repeated for credit when the topic changes.
KINE 4400. APPLIED EXERCISE PHYSIOLOGY. 4 Hours.
Application of physiological principles of training of physical fitness and sport; examination of factors influencing anaerobic and aerobic training methods and their effect on fitness. Physiological responses studied include cardiovascular, neuromuscular, bioenergetics, and extreme environments. Site visits, laboratory experiences and a research project enhance the student's understanding of physiological changes and career paths in exercise science. Prerequisite: Current CPR certification, KINE 3315, KINE 3325, KINE 4315, MATH 1302 and MATH 1308.
KINE 4589. FITNESS MANAGEMENT INTERNSHIP. 5 Hours.
Designed on an individual basis to allow the student to apply academic training in a professional fitness center under the direct supervision of a fitness specialist.
KINE 4647. ALL-LEVEL TEACHER PREPARATION STUDENT TEACHING FOR PHYSICAL EDUCATION. 6 Hours.
This supervised course is designed as a culminating field experience of pre-service professional preparation giving an opportunity to practically apply theoretical and pedagogical knowledge in real school settings. Applied experience will be attained in both Elementary and Secondary settings. Criminal background check required. Prerequisite: KINE 1315, KINE 2301, KINE 3304, KINE 3306, KINE 3325, KINE 3388, KINE 4319, KINE 4320, KINE 4321. EDUC 4352, READ 4343, and EDML 4300.
KINE 4689. FITNESS MANAGEMENT INTERNSHIP. 6 Hours.
Designed on an individual basis to allow the student to apply academic training in a professional fitness center under the direct supervision of a fitness specialist. Prerequisite: Current CPR certification, KINE 4315, KINE 4316, KINE 4387 (or concurrent enrollment), proof of sufficient professionally liability insurance, and permission of instructor.
KINE 4988. EXERCISE SCIENCE INTERNSHIP. 9 Hours.
Individualized academic training in an external professional exercise science setting (e.g., hospital, physical therapy, university laboratory) under the direct supervision of an exercise science professional. Prerequisite: KINE 4315, KINE 4316, KINE 4387 (or concurrent enrollment), current CPR certification, proof of sufficient professional liability insurance, and permission of instructor.
KINE 4989. FITNESS MANAGEMENT INTERNSHIP. 9 Hours.
Designed on an individual basis to allow the student to apply academic training in a professional fitness center under the direct supervision of a fitness specialist. Prerequisite: Current CPR certification, KINE 4315, KINE 4316, KINE 4387 (or concurrent enrollment), proof of sufficient professionally liability insurance, and permission of instructor.
KINE 5120. ATHLETIC TRAINING CLINICAL I. 1 Hour.
Clinical experiences performed in an athletic training setting or other health care facility under the supervision of a program approved health care provider.
KINE 5125. IMMUNOLOGY. 1 Hour.
This course will include a brief review of the immune system and factors that affect immune function with emphasis on the effect of exercise and stress on muscle and overall immune function. The effect of nutrition and over-training on the immune system and associated syndromes/diseases will also be presented.
KINE 5130. Clinical Athletic Training II. 1 Hour.
Clinical experiences in selected health care settings that provide students the opportunity to integrate their knowledge and skills into actual patient care. Emphasis will be placed on the development of clinical decision-making skills. This course requires the completion of 250 hours of clinical experience under the supervision of a program approved clinical preceptor. Prerequisites: KINE 5420, KINE 5220, KINE 5120.
KINE 5140. Clinical Athletic Training III. 1 Hour.
Clinical experiences in selected health care settings that provide students the opportunity to integrate their knowledge and skills into actual patient care. Emphasis will be placed on the development of clinical decision-making skills. This course requires the completion of 250 hours of clinical experience under the supervision of a program approved clinical preceptor. Prerequisite: KINE 5130.
KINE 5150. Clinical Athletic Training IV. 1 Hour.
Clinical experiences in selected health care settings that provide students the opportunity to integrate their knowledge and skills into actual patient care. Emphasis will be placed on the development of clinical decision-making skills. This course requires the completion of 250 hours of clinical experience under the supervision of a program approved clinical preceptor. Prerequisite: KINE 5140.
KINE 5160. Clinical Athletic Training V. 1 Hour.
Clinical experiences in selected health care settings that provide students the opportunity to integrate their knowledge and skills into actual patient care. Emphasis will be placed on the development of clinical decision-making skills. This course requires the completion of 250 hours of clinical experience under the supervision of a program approved clinical preceptor. Prerequisite: KINE 5150.
KINE 5190. SPECIAL TOPICS IN KINESIOLOGY. 1 Hour.
In-depth study of selected topics in physical education and exercise science. May be repeated when topics vary. Prerequisite: consent of instructor.
KINE 5191. INTERNSHIP IN CARDIOPULMONARY REHABILITATION. 1 Hour.
The student will complete 400 internship hours in an approved Cardiopulmonary rehabilitation setting. The student may take two semesters of KINE 5191 at 200 hours each. The student will be involved in patient/client assessment, training, rehabilitation, risk factor identification and lifestyle management services provided for individuals with or at risk for cardiovascular, pulmonary, and metabolic diseases. In addition the student will observe common cardiac surgeries and diagnostic procedures to better understand the pathophysiology and treatment of cardiovascular, pulmonary and metabolic disease.
KINE 5192. INTERNSHIP IN GRADED EXERCISE TESTING FOR HIGH RISK POPULATIONS. 1 Hour.
The student will complete 200 hours of graded exercise testing in an approved hospital or outpatient clinical setting which conducts exercise tests for high risk populations, including clients with suspected cardiopulmonary and metabolic diseases. The student will be exposed to noninvasive (echocardiography and graded exercise testing) and invasive methods used to diagnose cardiopulmonary and metabolic disease, including procedures conducted in cath and nuclear testing laboratories.
KINE 5193. PHYSIOLOGY OF EXERCISE INTERNSHIP. 1 Hour.
Individualized academic training in an external professional exercise physiology setting (e.g., physical medicine, athletic training, external laboratory, health/fitness facility, professional teams or sports management) under the direct supervision of an exercise science professional.
KINE 5194. RESEARCH IN KINESIOLOGY. 1 Hour.
Individually approved research projects selected from the various areas of Kinesiology.
KINE 5195. INTERNSHIP IN GRADED EXERCISE TESTING FOR HIGH RISK POPULATIONS. 1 Hour.
The student will complete 200 hours of graded exercise testing in an approved hospital or outpatient clinical setting which conducts exercise tests for high risk populations, including clients with suspected cardiopulmonary and metabolic diseases. The student will be exposed to noninvasive (echocardiography and graded exercise testing) and invasive methods used to diagnose cardiopulmonary and metabolic disease, including procedures conducted in cath and nuclear testing laboratories.
KINE 5196. LABORATORY TECHNIQUES IN EXERCISE SCIENCE. 1 Hour.
A primary objective of this course is to further your understanding of exercise physiology. A second but equally important objective is to enhance your ability for critical thinking on exercise physiology through the scientific process. This includes formation of a research question, hypothesis, designing an experiment, and inferring conclusions from data. Secondary objectives include improving technology skills to assist collecting and analyzing data, and writing and oral communication skills for demonstrating understanding of the physiological principles.
KINE 5198. THESIS. 1 Hour.
KINE 5220. PREVENTATIVE AND ACUTE CARE TECHNIQUES IN ATHLETIC TRAINING. 2 Hours.
Classroom and laboratory experiences designed to provide students with formal instruction and evaluation in the prevention and acute care of activity related injuries and illnesses.
KINE 5290. SPECIAL TOPICS IN KINESIOLOGY. 2 Hours.
In-depth study of selected topics in physical education and exercise science. May be repeated when topics vary. Prerequisite: consent of instructor.
KINE 5291. INTERNSHIP IN CARDIOPULMONARY REHABILITATION. 2 Hours.
The student will complete 400 internship hours in an approved Cardiopulmonary rehabilitation setting. The student may take two semesters of KINE 5191 at 200 hours each. The student will be involved in patient/client assessment, training, rehabilitation, risk factor identification and lifestyle management services provided for individuals with or at risk for cardiovascular, pulmonary, and metabolic diseases. In addition the student will observe common cardiac surgeries and diagnostic procedures to better understand the pathophysiology and treatment of cardiovascular, pulmonary and metabolic disease.
KINE 5292. SPECIAL TOPICS IN KINESIOLOGY. 2 Hours.
KINE 5293. PHYSIOLOGY OF EXERCISE INTERNSHIP. 2 Hours.
Individualized academic training in an external professional exercise physiology setting (e.g., physical medicine, athletic training, external laboratory, health/fitness facility, professional teams or sports management) under the direct supervision of an exercise science professional.
KINE 5294. RESEARCH IN KINESIOLOGY. 2 Hours.
Individually approved research projects selected from the various areas of Kinesiology.
KINE 5298. THESIS. 2 Hours.
KINE 5300. RESEARCH METHODS IN KINESIOLOGY. 3 Hours.
This course is an overview of concepts and procedures necessary for designing, conducting, and analyzing research in Kinesiology from multiple research paradigms. The course will focus on the steps involved in the administration of a research project, including literature review, design, data collection and analysis.
KINE 5305. APPLIED STATISTICAL PRINCIPLES IN KINESIOLOGY. 3 Hours.
The course covers descriptive statistics, elementary probability, one- and two-population mean and variance comparisons, ANOVA, simple linear regression, and correlations. In addition, more advanced principles in parametric and non-parametric statistics will be emphasized.
KINE 5320. ADVANCED PHYSIOLOGY OF EXERCISE. 3 Hours.
Lecture and laboratory sessions are designed to investigate concepts of energy metabolism, lactate production and accumulation, energy expenditure, excess post exercise oxygen consumption, cardiovascular and temperature regulation, neuromuscular control, aerobic and anaerobic adaptations and ergonomics.
KINE 5322. METABOLISM & EXERCISE BIOCHEMISTRY. 3 Hours.
This course will address the regulation of exercise metabolism as well as the distinct biochemical pathways through which energy transduction occurs. This will allow the student to appreciate not only the end result of metabolism, ultimately the production and maintenance of cellular ATP levels, but also the pathways that biological machines use to achieve ATP homeostasis. Calorimetry, respiratory exchange ratio, and substrate utilization during exercise will be assessed as part of the laboratory section of this course.
KINE 5323. MOTOR CONTROL AND LEARNING. 3 Hours.
This course advances on fundamental concepts of motor behavior and performance combining theoretical principles to a variety of realistic contexts to provide the basis of skilled behavior. Contemporary research in human motor behavior models is used to identify effective solutions to practical problems and to spark ideas for optimizing development, learning, and control of motor skills.
KINE 5326. CARDIOCIRCULATORY PHYSIOLOGY OF EXERCISE. 3 Hours.
The structure and function of the cardiovascular and circulatory system will be studied, as well as, cardiac control, the cardiac cycle, cardiac output, hemodynamics, vascular resistance, arterial-venous oxygen difference and oxygen delivery and consumption. Heat production and thermal control during exercise will also be addressed in lecture and laboratory sessions.
KINE 5327. PULMONARY PHYSIOLOGY OF EXERCISE. 3 Hours.
Examines the structure and function of the pulmonary system including mechanics of breathing, lung capacity tests, pulmonary circulation, lung diseases, gas exchang, ventilation, diffusing capacity, acid/base balance, neural and chemical regulation of breathing, and blood flow with respect to rest and exercise values in healthy and diseased populations. Prerequisite: KINE 5320.
KINE 5328. NEUROMUSCULAR PHYSIOLOGY OF EXERCISE. 3 Hours.
The structure and function of muscle, including the motor unit, control and integration, central and peripheral modifiers of neuromuscular control and biochemical characteristics of fibers will be studied. These concepts will also be applied to concepts in strength and power development.
KINE 5329. STRENGTH & CONDITIONING IN SPORT AND PERFORMANCE. 3 Hours.
The course covers the physiology and biomechanics of strength training and conditioning. Additional topics include: testing and evaluation of athletes, resistance training techniques, training program design, and organization administration of a strength training facility. This course is designed to prepare students to take the CSCS certification examination. Prerequisite: current CPR certification, KINE 3300, KINE 3301, KINE 3315, or permission of the instructor.
KINE 5331. OBESITY & WEIGHT MANAGEMENT. 3 Hours.
This course is a review of the scientific literature on the causes and consequences of obesity. Topics include techniques for assessing body composition, factors promoting fat metabolism and deposition, traditional and non-traditional weight-loss programs, and adherence to weight-loss programs. Offered as KINE 4331 and KINE 5331. Credit will be granted only once. Prerequisite: KINE 5320 or permission of department.
KINE 5333. Health Care Administration. 3 Hours.
A study of the administrative issues and management theories that may be encountered in overseeing an athletic training/sports medicine program. Special emphasis is placed on the practical application of concepts related to legal liability, facility design and maintenance, financial and budget management, common health insurance models, insurance contract negotiation, strategic planning as a means to assess and promote organizational improvement, the impact of organizational structure on the daily operations of a healthcare facility, components of developing and implementing a basic business plan, medical record and documentation systems, federal and state infection control regulations and guidelines, risk management plan development, emergency action planning, and general day to day operations. Prerequisites: KINE 5431, KINE 5434, KINE 5432.
KINE 5334. Seminar in Athletic Training. 3 Hours.
Synthesis of theories and concepts in athletic training. Review of the competencies and proficiencies in athletic training with special emphasis on professional development and the refinement of clinical decision-making.
KINE 5335. GRADED EXERCISE TESTING AND PRESCRIPTION. 3 Hours.
The knowledge and skills necessary for assessment of health history and appraisal, blood pressure, electrocardiogram, cardiovascular fitness and function will be acquired in lecture and laboratory sessions. Various test modalities and protocols will be discussed for health and diseased populations.
KINE 5336. ECG INTERPRETATION. 3 Hours.
Principles of electrocardiography will be explored, with emphasis on interpretation of resting and stress ECGs. Interpretation of dynamic rhythm strips will prepare students to work in cardiac rehabilitation and other allied health professions.
KINE 5337. STRENGTH AND CONDITIONING IN GENERAL POPULATIONS: HEALTH AND DISEASE. 3 Hours.
This course covers the physiology and biomechanics of strength training and conditioning as it applies to the general populations across the spectrum of health and disease. This includes: testing, evaluation, resistance training techniques and training program design for individuals with orthopedic injuries and rehabilitation concerns, metabolic conditions (e.g., diabetes), youth, elderly, and pregnant or post-prenatal women. This course is designed to prepare students to take the NSCA-CPT, and apply the skills needed to be a leader within the personal training and physical therapy career paths. Prerequisite: KINE 3300, KINE 3315, and KINE 3325.
KINE 5338. EXERCISE PRESCRIPTION FOR SPECIAL POPULATIONS. 3 Hours.
This course will discuss the pathophysiology of cardiovascular, metabolic and pulmonary diseases. Methods of exercise prescription and issues of concern will also be presented for these populations, as well as, low back pain, pregnancy, osteoporosis, cancer, anorexia and bulimia, children, adolescents, teens, older adults, fibromyalgia, multiple sclerosis, and chronic fatigue syndrome. Practical application of leadership skills and hands-on instruction will be addressed in the laboratory portion of this course.
KINE 5340. ENVIRONMENTAL PHYSIOLOGY. 3 Hours.
This course will address the impact of environmental stress (e.g., thermal, gravitational, microgravity, etc.) on the cardiovascular system. Related focus will be given to cardiac function, blood pressure regulation and thermoregulation. Topics will be addressed in lecture and laboratory sessions.
KINE 5341. IMMEDIATE AND EMERGENCY CARE 1. 3 Hours.
This course is designed to provide knowledge of emergency medicine along with medical/legal and ethical issues. Students will also be required to complete a scholarship project concerning general emergency care and acute management of injuries and illnesses. Clinical hours will be required in an emergency medicine environment.
KINE 5342. IMMEDIATE AND EMERGENCY CARE 2. 3 Hours.
This course is designed to build off of Immediate and Emergency Care 1 and include didactic and clinical experiences surrounding best practices in general emergency care and acute management of injuries and illness. Students will also be required to complete a scholarship project concerning general emergency care and acute management of injuries and illnesses. Clinical hours will be required in an emergency medicine environment.
KINE 5343. LITERATURE AND RESEARCH FOR THE ATHLETIC TRAINER. 3 Hours.
This course is an overview of concepts and procedures necessary for designing, conducting, and critically appraising research in Athletic Training from multiple research paradigms. The course will focus on the steps involved in the administration of a research project, including literature review, design, data collection and analysis. Prerequisite: KINE 5432.
KINE 5344. SCHOLARSHIP IN ATHLETIC TRAINING PRACTICE. 3 Hours.
This course is designed to build off of the foundations of Literature and Research for the Athletic Trainerwith further study of data collection and analysis as well as evidence-based practice principles. Students will be expected to complete a scholarship project related to athletic training practice. Prerequisite: KINE 5343.
KINE 5345. SPORT NUTRITION. 3 Hours.
Overview of nutrients necessary for healthful living and nutritional impact on reducing risk factors of lifestyle diseases. Application of nutrient recommendations for sports and exercise activities, including fluid replacement, sports supplements, and ergogenic aids. In addition, students will construct plans for dietary intake of athletes during training and competition for both endurance and resistance training. Offered as KINE 5345 and KINE 3301. Credit will be granted only once.
KINE 5350. APPLIED BIOMECHANICS. 3 Hours.
Application of Newtonian mechanics to human movement analysis. Biomechanical models using three-dimensional video and force plate data will be used to analyze human movement.
KINE 5389. RESEARCH MANUSCRIPT SUBMISSION. 3 Hours.
The student will collect scientific data in the Physiology of Exercise laboratories or in a work-related environment under the supervision of a faculty member. The student will analyze the data, write a manuscript, and submit a manuscript for publication in a peer-reviewed journal. This course must be taken in the final semester of graduate work and requires approval of the Graduate Advisor.
KINE 5390. SPECIAL TOPICS IN KINESIOLOGY. 3 Hours.
In-depth study of selected topics in physical education and exercise science. May be repeated when topics vary. Prerequisite: consent of instructor.
KINE 5392. SPECIAL TOPICS IN KINESIOLOGY. 3 Hours.
KINE 5393. PHYSIOLOGY OF EXERCISE INTERNSHIP. 3 Hours.
Individualized academic training in an external professional exercise physiology setting(e.g., physical medicine, athletic training, external laboratory, health/fitness facility, professional teams or sports management) under the direct supervision of an exercise science professional.
KINE 5394. RESEARCH IN KINESIOLOGY. 3 Hours.
Individually approved research projects selected from the various areas of Kinesiology.
KINE 5396. RESEARCH IN ATHLECTIC TRAINING. 3 Hours.
Independent research under the supervision of an individual faculty member; may be repeated for credit with consent of Graduate Advisor. Prerequisite: consent of the instructor.
KINE 5397. INTERNSHIP ATHLETIC TRAINING. 3 Hours.
Individualized clinical experience in an external athletic training or other medical setting (e.g., physician's office, rehabilitation clinic, professional sports teams) under the direct supervision of a health care professional.
KINE 5398. THESIS. 3 Hours.
KINE 5420. CONCEPTS IN ATHLETIC TRAINING. 4 Hours.
Classroom and laboratory experiences that provide an introduction to the profession of Athletic Training with an emphasis on prevention and acute care of activity related injuries and illnesses. Specific topics will include injury prevention strategies; emergency first aid and acute care; superficial application of therapeutic modalities; nutritional considerations; and environmental considerations.
KINE 5430. ORTHOPEDIC ASSESSMENT I. 4 Hours.
A study of the common orthopedic injuries involving the lower extremities, with a special emphasis on recognition, evaluation, diagnosis, and initial management. Prerequisites: KINE 5120, KINE 5220, and KINE 5420.
KINE 5431. Orthopedic Assessment II. 4 Hours.
A study of the common orthopedic injuries involving the upper extremities, spine, head, and face with a special emphasis on recognition, evaluation, diagnosis, and initial management. Prerequisite: KINE 5430.
KINE 5432. PATHOPHYSIOLOGY AND PHARMACOLOGY. 4 Hours.
A study of acute and chronic illnesses and their response to, and impact on, physical activity. Discussion of pharmacological agents used in the care of general illnesses and musculoskeletal disorders in the physically active. Prerequisite: KINE 5430, KINE 5433, KINE 5130.
KINE 5433. THERAPEUTIC INTERVENTIONS I. 4 Hours.
A study of the scientific theory and basic principles of musculoskeletal rehabilitation and therapeutic modalities. Emphasis will be placed on understanding the disablement model and learning how to plan, implement, document, and evaluate programs for the rehabilitation and reconditioning of injuries and illnesses of athletes and others involved with physical activity. Operation of superficial heating and cooling therapeutic modalities and how manual treatments (e.g., traction, muscle energy and massage) can be incorporated into a rehabilitation program will be investigated. The underlying principles and application techniques for each modality, therapeutic exercise progressions, patient clinical goals, legal and safe practice guidelines, and evidence based therapeutic modality science will allow for critical thinking and problem solving in relation to common lower extremity injuries. Both surgical and non-surgical rehabilitation models for the lower extremity will be discussed with a special emphasis on the use of functional progressions. Prerequisites: KINE 5420, KINE 5220, KINE 5120.
KINE 5434. THERAPEUTIC INTERVENTIONS II. 4 Hours.
A study of the upper extremity and low back rehabilitation protocols and the use of electric therapeutic modalities (e.g., ultrasound, diathermy, laser, and electric stimulation). Emphasis will be placed on understanding the disablement model and learning how to plan, implement, document, and evaluate programs for the rehabilitation and reconditioning of injuries and illnesses of athletes and others involved with physical activity. Operation of electrical therapeutic modalities and how they can be incorporated into a rehabilitation program will be investigated. The underlying principles and application techniques for each modality, therapeutic exercise progressions, patient clinical goals, legal and safe practice guidelines, and evidence based therapeutic modality science will allow for critical thinking and problem solving in relation to common upper extremity and low back injuries. Both surgical and non-surgical rehabilitation models for the upper extremity and low back will be discussed with a special emphasis on the use of functional progressions. Prerequisite: KINE 5433.
KINE 5498. THESIS. 4 Hours.
KINE 5598. THESIS. 5 Hours.
KINE 5694. RESEARCH IN KINESIOLOGY. 6 Hours.
Individually approved research projects selected from the various areas of Kinesiology.
KINE 5698. THESIS. 6 Hours.
KINE 5994. RESEARCH IN KINESIOLOGY. 9 Hours.
Individually approved research projects selected from the various areas of Kinesiology.
Courses
LISTIR 5391. INDEPENDENT RESEARCH IN READING. 3 Hours.
Individual or small group research project on a literacy-related topic agreed upon between student(s) and instructor. May be repeated for credit with permission.
Courses
LIST 4191. CONFERENCE COURSE. 1 Hour.
Independent study in the preparation of a project in a paper on a research topic; consultation with instructor on a regular basis. May be repeated for credit. Prerequisite: Consent of instructor.
LIST 4291. CONFERENCE COURSE. 2 Hours.
Independent study in the preparation of a project in a paper on a research topic; consultation with instructor on a regular basis. May be repeated for credit. Prerequisite: Consent of instructor.
LIST 4326. SECONDARY READING. 3 Hours.
This course focuses on the scope of reading instruction in the secondary schools and the processes and skills for reading. Students explore programs, trends, and issues related to secondary reading instruction along with comprehension and word study instruction, the integration of reading with writing and oral communication, selection of print materials competency, and an examination of visual literacy and the media.
LIST 4343. CONTENT AREA READING AND WRITING. 3 Hours.
Explores methods of teaching reading, writing, and study skills across the curriculum in grades 4-12. Emphasis on text structure and the differences between narrative and expository text, graphic organizers for text structure, the reading/writing process as applied to informational text. Classroom adaptations for culturally and linguistically diverse populations in the content areas will also be addressed.
LIST 4373. LITERACY LEARNING FOR EC-6 STUDENTS: READING AND WRITING. 3 Hours.
Balanced literacy approach to teaching with an emphasis on reading and writing. Theoretical models, principles of teaching reading and writing using a variety of instructional strategies, the role of phonemic awareness, effective program organization, assessment, and classroom management.
LIST 4374. LITERACY LEARNING FOR EC-6 STUDENTS: LITERATURE AND LANGUAGE. 3 Hours.
Comprehensive approach to literacy instruction. Emphasis on using genres of children's literature to promote language and literacy development. Instructional models and techniques for using children's literature across the curriculum. Use of appropriate media and non-print materials, selection and evaluation of literature, and strategies for stimulating and expanding children's response to literature.
LIST 4376. ASSESSMENT IN LITERACY LEARNING. 3 Hours.
Examines a variety of formal and informal literacy assessment tools and techniques. Also focuses on diagnostic procedures for identifying literacy learning strengths and needs. Students will apply reading and writing assessment and instructional strategies with children.
LIST 4378. TEACHING , READING, WRITING, AND LITERATURE IN THE MIDDLE LEVEL GRADES. 3 Hours.
Theory and practice in the teaching of the English language arts for the middle level, including various instructional approaches to reading, writing, listening, and speaking; motivating student readers and writers, the teaching of work level skills, vocabulary and comprehension, strategies for various writing modes, purposes, and audiences; strategies for developing rereading, revision and editing skills, basic components of assessment. Integration of literature suitable for the middle level; selection and evaluation of appropriate fiction, nonfiction, and poetry for instruction, as well as literature-based instructional methods. This course involves a two-hour lecture and two-hour application of lecture and two-hour application of lecture/theory. The two-hour application of lecture/theory will require students to spend time in a 4-8 classroom during normal school hours.
LIST 4390. SELECTED TOPICS IN LITERACY. 3 Hours.
An examination of different topics related to literacy. This seminar may be repeated for credit as the topic changes.
LIST 4391. CONFERENCE COURSE. 3 Hours.
Independent study in the preparation of a project in a paper on a research topic; consultation with instructor on a regular basis. May be repeated for credit. Prerequisite: Consent of instructor.
LIST 5191. INDEPENDENT RESEARCH IN READING. 1 Hour.
Individual or small group research project on a literacy-related topic agreed upon between student(s) and instructor. May be repeated for credit with permission.
LIST 5291. INDEPENDENT RESEARCH IN READING. 2 Hours.
Individual or small group research project on a literacy-related topic agreed upon between student(s) and instructor. May be repeated for credit with permission.
LIST 5316. LITERACY PRACTICUM I. 3 Hours.
This practicum is intended for entering in the M.Ed. with Literacy Emphasis who plan to teach reading and writing and become literacy coaches/certified Reading Specialists in K-12 schools. The course introduces the national Reading Specialist Standards and offers an overview of the program. The course combines an introduction to the theory, research, and knowledge in the field of literacy with application through field experiences in schools and classrooms. Students begin their program portfolio focused on the national Reading Specialist Standards. Graded F,P,W. Prerequisite: This course should be taken in the first or second semester of a student's program.
LIST 5317. LITERACY PRACTICUM II. 3 Hours.
This practicum is intended as the capstone experience for students in the M.Ed. with Literacy Emphasis who plan to teach reading and writing and become literacy coaches/certified Reading Specialists in K-12 schools. The course provides an opportunity to synthesize the theory and research related to literacy that has been presented in the program, to explore literacy program development and the implementation of technology in literacy programs, and to participate in professional leadership options. Students apply theory/research through field experiences in a professional setting. Students must complete their program portfolio focused on the national Reading Specialist Standards. Graded A,B,C,D,F,P,W. Prerequisite: LIST 5316 and at least 8 additional courses in the M.Ed. with Literacy Emphasis.
LIST 5325. UNDERSTANDING LITERACY RESEARCH. 3 Hours.
Designed as an introduction and exploration of literacy research. Provides the opportunity to read broadly in the area of literacy research to become aware of current trends in literacy research. Emphasizes the tools for critically consuming literacy research and utilizing existing research in personal examinations of literacy topics and questions. Course must be taken prior to LIST 5385.
LIST 5326. PRE-ADOLECENT & ADOLESCENT LITERACY. 3 Hours.
Focuses on literacy theory, research, and practice as it relates to pre-adolescents and adolescents. Addresses sociocultural, cognitive, linguistic, psychological, and developmental influences on literacy. Explores the development of curricular designs for teaching reading/language arts in middle and secondary schools including reading, writing, oral communication, literature, and digital literacy.
LIST 5345. CONTENT AREA READING AND WRITING. 3 Hours.
Explores methods of teaching reading, writing, and study skills in content area subjects. Emphasis on text structure and the difference between narrative and expository text, graphic organizers for text structure, the reading/writing process as applied to informational text. Classroom adaptations for culturally and linguistically diverse populations in the content areas also will be addressed.
LIST 5346. TEACHING THE WRITING PROCESS. 3 Hours.
Current research and theory on the writing process, how children develop as writers, the teacher's role, the learning environment, and motivation, assessment, and evaluation in writing.
LIST 5350. LITERACY ASSESSMENT. 3 Hours.
Formal and informal assessment of student literacy learning, and diagnosis of student literacy learning strengths and needs.
LIST 5353. LITERATURE FOR CHILDREN AND YOUNG ADULTS. 3 Hours.
Selection, evaluation, and use of current literature published for children and young adults.
LIST 5354. MULTICULTURAL LITERATURE FOR CHILDREN. 3 Hours.
Study of literature for children and young adults which reflects the culture and experiences of African-Americans, Asian-Americans, Mexican-Americans, and Native Americans, among others. Consideration of selection guidelines, evaluation of literary quality as well as cultural authenticity and teaching applications, including adaptations for culturally and linguistically diverse populations.
LIST 5361. LANGUAGE LEARNING: EDUCATIONAL PERSPECTIVES. 3 Hours.
Deals with the relationship between first and second language acquisition and literacy, dialect, linguistics, culture; nature and definition of language; overview of linguistic science and language with pedagogical applications.
LIST 5362. LITERACY INSTRUCTION IN ESL/BILINGUAL SETTINGS. 3 Hours.
Translation of theory into practice stressing various methods and techniques for teaching ESL/bilingual students with emphasis on techniques for oral language development, reading and writing. A comparison/contrast of the various methods, their specifics, and when and how to use them for various instructional objectives as well as the relationship of language development, culture, and conceptual processes to language teaching.
LIST 5373. FOUNDATIONS OF LITERACY LEARNING IN EC-6 CLASSROOMS. 3 Hours.
Balanced literacy approach to literacy instruction in EC-6 classrooms with an emphasis on reading and writing including the critical areas of: phonics, phonemic awareness, word study, fluency, and comprehension. In addition, the course examines various theoretical models of reading along with the principles of teaching reading and writing using a variety of instructional strategies, effective program organization, assessment, and classroom management.
LIST 5381. NATIONAL WRITING PROJECT PART I. 3 Hours.
An intensive institute in which teachers learn ways to improve student writing abilities by improving their own teaching and learning of writing. Students participate in an intensive literature review related to the area of writing instruction. Graded A,B,C,D,F,W. Prerequisite: Students must apply and be invited to participate in this course. Concurrent enrollment in LIST 5382.
LIST 5382. NATIONAL WRITING PROJECT PART II. 3 Hours.
An intensive institute in which teachers learn ways to improve student writing abilities by improving their own teaching and learning of writing. For this part of the workshop, students build on their literature review by writing a research proposal and developing research-based writing instruction. In addition, professional development training for classroom teachers is provided. Graded A,B,C,D,F,P,W. Prerequisite: Students must apply and be invited to participate in this course. Concurrent enrollment in LIST 5381.
LIST 5383. WRITING FOR PROFESSIONAL PUBLICATION. 3 Hours.
This course focuses instructor and peer interaction as students conduct literacy-related research, analyze data, write up the results, and disseminate their completed study to a professional journal. A comprehensive study of professional journals and their requirements for submission is included in this course. Graded A,C,D,F,P,W. Prerequisite: LIST 5385 or program advisor approval.
LIST 5384. ADVANCED PEDAGOGY OF WRITING. 3 Hours.
This course focuses on strategies for teaching prewriting, drafting, revising, editing, and publishing through writing workshop, literature focus units, and thematic units as well as through the content areas. Both writing assessment with rubrics and evaluation with portfolios are studied. Students compose both expository and expressive pieces as well as design and micro teach mini lessons and a web-based integrated writing unit. Graded A,B,C,D,F,P,W. Prerequisite: LIST 5346 or LIST 5381 and LIST 5382.
LIST 5385. DESIGNING LITERACY RESEARCH. 3 Hours.
This course is designed to build on the LIST 5325, Understanding Literacy Research, by providing an exploration of the process for quantitative, mixed methods or qualitative research design. Includes an examination of various research designs related to language and literacy development including models such as case studies, ethnography, observations and interviews. Students are lead through the research process including forming a theoretical epistemology, formulating research questions, reviewing literature, selecting methods of data collection, interpretation and analysis of data and writing a research proposal. Students will be expected to complete this research focus in the program capstone experience, LIST 5317. This course should immediately precede LIST 5317. Prerequisite: LIST 5325.
LIST 5390. SELECTED TOPICS IN READING. 3 Hours.
An examination of different topics each semester, with a focus on subjects related to reading, writing, oral language, and literacy.
LIST 5391. INDEPENDENT RESEARCH IN READING. 3 Hours.
Individual or small group research project on a literacy-related topic agreed upon between student(s) and instructor. May be repeated for credit with permission.
Courses
MAED 5351. WHOLE NUMBERS, RATIONAL NUMBERS, & OPERATIONS. 3 Hours.
In this course students engage in activities and problem solving on concepts related to whole numbers, rational numbers and operations. Students in the course will learn to utilize research-based, problem-based teaching methods to promote K-12 student understanding. Students will experience how K-12 students learn these concepts as they themselves engage in computation and problem solving activities transferrable to classroom practice. In this course, students will engage in experiences to learn and teach their K-12 students on using numbers, number systems and their structure, operations and algorithms, quantitative reasoning, and technology.
MAED 5352. PATTERNS & ALGEBRA. 3 Hours.
This course engages students in problem-based teaching and curriculum development to help children learn problem solving and critical thinking with an emphasis on patterns, relations, functions, algebraic reasoning, analysis, and technology. The course incorporates research shown effective in helping children develop necessary skills for algebraic reasoning as a foundation for higher level mathematics learning.
MAED 5353. PROBABILITY & STATISTICS. 3 Hours.
In this course students will engage in learning experiences and readily usable curricula for teaching K-12 students concepts of probability and statistics, their applications, and technology. Students will examine K-12 student learning and research-based practices that best help them understand these mathematical concepts and that will promote their development of probabilistic reasoning abilities.
MAED 5354. PROBLEM SOLVING. 3 Hours.
In this course, students experience and practice innovative curricula for teaching and learning problem solving. Students engage in hands-on activities and apply various problem solving techniques, using mathematical processes to reason mathematically, to solve mathematical problems, to make mathematical connections within and outside of mathematics, and to communicate mathematically. Students learn to identify relevant and irrelevant variables in problems and work through problems to arrive at meaningful solutions. Students examine research on ways to help K-12 students become effective problem solvers as transferrable to other mathematics topics and subjects across the curriculum.
MAED 5355. CONCEPTUAL GEOMETRY. 3 Hours.
In this course students will experience and incorporate active learning curricula that utilize a variety of manipulative materials, diagrams, models, and pictures to study geometry and spatial reasoning. The students will learn effective, research-based practices for teaching geometry and examine ways to best help K-12 students build geometric and spatial understandings as a foundation for later, more complex abstract visualizations.
MAED 5356. MEASUREMENT. 3 Hours.
This course focuses on inquiry-based, problem-based curricula that help K-12 students learn concepts of measurement including units of measure, standardization, and error. Students will learn to use teaching techniques that will promote K-12 students' understanding as well as the application of measurement concepts to other subjects and to everyday life experiences.
Courses
SCED 5351. PHYSICAL SCIENCE - PROPERTIES AND CHANGES IN MATTER. 3 Hours.
This course provides an in depth study of the properties and changes in matter and how to teach these concepts to students in grades K-12 science. Students study matter by engaging in inquiry and field/laboratory investigations using scientific processes, critical thinking, and problem solving. The course will help students learn to teach these physical science concepts to K-12 students using inquiry models.
SCED 5352. PHYSICAL SCIENCE - FORCE & ENERGY. 3 Hours.
In this course, students gain scientific knowledge about characteristics and interactions among matter, force, and energy with interdisciplinary and everyday life connections. Topics experienced through laboratory/field based investigations include: gravity, work, friction, acceleration, volume, length, distance, light, forms of energy, electricity, heat, and simple machines. The course will help students learn to teach these physical science concepts to K-12 students using inquiry models.
SCED 5353. EARTH SCIENCE - STRUCTURES, MOVEMENT, & CHANGES IN EARTH & SPACE. 3 Hours.
Through laboratory investigations, students gain knowledge of the various constructive and destructive forces that shape and alter the Earth's surfaces such as plate tectonics, volcanoes, earthquakes, erosion, weathering and deposition, as well as conservation of resources. The course will include studies of rock identification, and the rock cycle, as well as geologic time and the fossil record. The course includes study of earth, moon and planetary characteristics and motions. The course will enable students to teach these earth science concepts to K-12 students using inquiry models.
SCED 5354. EARTH SCIENCE - WATER PROPERTIES, DISTRIBUTION, THE WATER CYCLE, & WEATHER. 3 Hours.
Students gain understanding of the importance of water including the topics of cohesion, adhesion, surface tension, and capillary action. Water distribution on Earth is analyzed using maps and charts, with connections to geographic and climatic characteristics of the various regions. Water, as a major factor in weather, along with other meteorological variables such as air pressure, humidity, dew point, and cloud formation will be studied and weather patterns will be tracked over time using technology and maps. The course will provide students with the knowledge and skills required to teach these earth science concepts to K-12 students using inquiry models.
SCED 5355. LIFE SCIENCE - UNITY & DIVERSITY OF LIFE & LIFE PROCESSES. 3 Hours.
This course will explore living organisms and classification of organisms. The course will focus on the unity of life including the cell and cell components and the life functions, as well as the diversity of life including a look at pathogenic agents including bacteria and viruses. The course will analyze the structure and function of DNA and genetics. The course will include comparative anatomy and physiology studies of organisms. Students will learn how to teach these life science concepts to K-12 students using inquiry models.
SCED 5356. LIFE SCIENCE - CYCLES IN NATURE, ADAPTATIONS, AND ENVIRONMENTAL SCIENCE. 3 Hours.
This course analyzes life, biochemical, and geochemical cycles within the natural world and how they impact ecological systems and environment. Students conduct laboratory and field investigations to examine and recognize various plant and animal adaptations. Science topics include camouflage, mimicry, body coverings, mouthparts, habitats. Math-science integrations include estimations, relationships, graphing, and number sense. Inquiry models will be used to help students learn to teach these life science concepts to K-12 students.