An examination of the role of technology to empower K-12 students to learn how to learn. This course focuses on information literacy in the the use of computer-based technology to support student-centered teaching, learning, classroom organization and meeting technology standards. Methods of integrating computer-based technology into elementary and secondary classroom instruction are investigated. Google tools and other education-related applications will be incorporated into lesson plans and used to design basic classroom Web pages, E-portfolios, and complete Google Educator Training. Students are required to make observations in local schools. Permission of the instructor required for non-certifying/non-Education majors. (ScS) (FALL)

An examination of the educational history of the United States. This project-based course examines the political and philosophical foundations and curricular structure and practices of institutional education in the United States. To accomplish this, we will explore the many images with which American education has been portrayed and characterized, through the lenses of diverse communities within this nation. We will examine the historical, philosophical, and popular roots of teaching and learning, and the current perspectives, issues, and challenges facing local, state and national educational policy and practice. Contributes to Race and Ethnicity Studies/Allied Course. (ScS) (WA) (SPRING)

An introductory survey course focused on exploring the ranges of human experience of individuals with exceptionalities (including those who are gifted and/or have learning, mental, physical, emotional or sensory disabilities) and their families. Students explore the cross-cultural perspectives of exceptionalities and the impact of various attitudes toward persons with exceptionalities. Historical, legal, philosophical and contemporary issues, particularly in education, are discussed with a major emphasis on how social responses have made an impact on the quality of life experienced by people with exceptionalities. The course design incorporates self-directed learning experiences and application-based activities such as, dyslexia simulations and Gifted and Talented student identification. Fifteen hours of field experience is required. Contributes to Design Thinking. (ScS) (SPRING)

An examination of the pragmatic aspects of selected innovative schools while building an understanding of theoretical and philosophical assumptions that create a school's mission and ethos. The class investigates how innovations are maintained. A focus of the course is developing a deep understanding of ways that successful schools support children with special needs, value diversity and implement social justice. These goals will be studied in the context of progressive pedagogy. The course contributes to Design Thinking. Program fees may be required. (ScS) (FALL, ODD)

An examination of diversity in schools and society. Emphasis is on such dimensions of diversity as culture, ethnicity, exceptionality, gender, language, sexual orientation, ability, and social class. Diversity and implications for educational policy, curriculum and methodology will be highlighted. The course provides students with an opportunity to think critically about values across cultures within the United States. Contributes to Race and Ethnicity Studies/Group-Themed Course. (ScS) (SJ) (FALL and SPRING)

This course provides a study of the development of language and literacy in linguistically and culturally diverse learners. The focus is on second language acquisition and teaching strategies that support bilingual school-age children. Attention is given to the impact of sociocultural linguistic, psycholinguistic, and cultural factors on language development as well as teaching models for effective second language instruction and related issues. Students will analyze formal and informal assessment procedures and instruments used in ESL programs and use assessment results to plan and adapt instruction. Directed observation and participation in classrooms are an integral part of the course. Prerequisite: Sophomore standing required. Contributes to Latin American and Border Studies, and Race and Ethnicity Studies/Allied Course. (ScS) (SPRING)

This course provides an exploration of books of great merit for children and adolescents. Students will examine their own identity and cultural values while having the opportunity to find and read books that raise the understanding and appreciation of diverse cultures. Students will engage with books that describe and illustrate issues that are relevant to marginalized communities (e.g., special needs, LGBT, immigration, mental illness) and explore how culture, ethnicity, socioeconomic status, and language diversity shape literacy learning. Author/ illustrator studies, participation in book clubs, and strategies for the use of multicultural literature in the classroom as well as other settings are primary elements of this course. Contributes to Latin American and Border Studies, and Race and Ethnicity Studies/Group-Themed Course. (ScS) (FALL)

A study of British fantasy written for young readers from 1937 to the present. This era, which begins with Tolkien's The Hobbit and includes the contemporary works of Pullman (The Golden Compass) and J. K. Rowling, represents children's fantasy at its best. The works of C.S. Lewis, Roald Dahl and other children's classics will be examined for their literary elements and themes as well as their reflections of religious beliefs, issues of class and gender, political commentary and roots in English and Celtic myth. (ScS)

This course is designed as an introduction to early childhood pedagogy, curriculum and settings. Students examine typical and atypical domains and play development during and a variety of intervention, culturally responsive, and play-based strategies. Curriculum choices made by early childhood educators, particularly in the areas of math, science, art, music, theatre, physical education, and health will be the primary focus. Students will have opportunities to plan, present and evaluate lessons. Careful attention is given to developmentally appropriate practices and the Texas Essential Knowledge and Skills (TEKS). Directed observation and participation in early childhood classrooms (up to 2 hours per week) are an integral part of the course. (SPRING, ODD ONLY)

An examination of the pragmatic aspects of selected innovative schools while building an understanding of theoretical and philosophical assumptions that create a school's mission and ethos. A focus of the course is developing a deep understanding of ways that successful schools support children with special needs, value diversity and implement social justice. Some of these goals will be studies in the context of progressive pedagogy. The class is taught as a one-credit seminar or a four-credit course. Program fees may be required. (ScS) (FALL, ODD)

This course examines current issues and practices through the theoretical lens of comparative educational studies. Students read, reflect, participate and inquire into questions, problems and issues that emerge from their exploration of international educational settings. Considerations may include: the growing tensions between global and local politics; the legacies of colonial domination; the pedagogical challenges to educational access and equity posed by restrictive approaches to language, gender and racial differences; the contexts of international development politics and political elections; and reform on schools. Some sections of this course may include visiting the country (e.g. Jamaica) or countries being studied and/or direct service experiences in educational and public service organizations. (ScS) (IP)

In this course students explore the appropriate knowledge, skills and resources needed to promote awareness, concern and engagement with environmental issues in non-profit, for-profit, and/or formal educational settings. Students investigate a range of current and future environmental problems, learning how to work with public audiences concerned about the environment and in developing informed decisions regarding their roles as stewards of the Earth. There are field trips to sites where the public engages with the environment. As part of the course, students will be certified to lead workshops in Project WILD and become familiar with a range of other environmental programs. Also Environmental Studies 49-294. (ScS)

This course examines instructional strategies effective for students who have moderate to severe learning needs. Topics include instruction and progress monitoring of pre-academic, communication, social, academic, and transitional skills including vocation, independent living and leisure. Co-teaching models in both various settings is explored. Required: Field placement in a setting serving students with significant special needs. Contributes to Design Thinking. Prerequisites: Completion of, or concurrent enrollment in, Education 40-144. (ScS) (FALL, ODD ONLY)

This course focuses on inclusive practices and accountability for student learning through standards-based individualized program plans. Students examine ways that teachers differentiate content, process, products, or the learning environment, and the importance of ongoing assessment and flexible grouping. Topics include differentiated instructional strategies, Response to Intervention (RtI), and co-teaching models. Contributes to Design Thinking. Required: Field-placement in an inclusive setting serving students with special education needs. Prerequisites: Completion of, or concurrent enrollment in, Education 40-144. (ScS) (SPRING)

Instruction will emphasize constructivist approaches and explore both the unique content and instructional methods appropriate for teaching social studies, with special emphasis on integrated thematic lessons and units for in-depth study of topics; multicultural curricula; interactive and cooperative classrooms; and inquiry and problem based approaches to investigating significant human issues. NOTE: This course is required for secondary students seeking certification in social studies fields (e.g. History). Prerequisites: Admission to Teacher Certification, 60 credits including 12 credits in teaching content area(s). Elementary and middle school certifying students take this course concurrently with Education 40-514. (ScS) (FALL)

A study of instructional methods in the life, physical, and earth sciences. Emphasis will be placed on educational theory and pedagogy to promote learning science content and process skills. This course includes field experiences in classrooms. Contributes to Environmental Studies. Prerequisite(s) for certifying students: Completion and/or concurrent enrollment in courses satisfying the natural science requirement, Education 40-114, 60 credits including 12 credits in teaching content area(s), and admission to the Teacher Certification Program. Elementary and middle school certifying students take this course concurrently with Education 40-504. Permission of the instructor required for non-certifying students. (ScS) (FALL)

A study of concepts, problem solving, and computation strategies necessary to orchestrate a problem-based environment for effective teaching, learning, assessment and evaluation of early childhood through 8th-grade mathematics. Emphasis is on both learning theory and practical application of instructional methods. This course includes field experiences in classrooms. Prerequisites: Education 40-114, admission to Teacher Certification Program and three credits of mathematics. Elementary and middle school certifying students take this course concurrently with Education 40-534. (ScS) (SPRING)

A study of the reading process, varied approaches to reading instruction including language experience, shared and guided reading, integrated and thematic teaching, comprehension and word analysis strategies including phonics content and instruction, and theories and methods associated with emergent and bilingual literacy. Students will develop an understanding of the characteristics of dyslexia, identification of dyslexia, and effective, multisensory strategies for teaching students with dyslexia. Observation and teaching in schools is required. Course fees apply. Elementary and middle school certifying students take this course concurrently with Education 40-524. Prerequisite: Admission to Teacher Certification Program, Education 40-504, and Education 40-514. (ScS) (SPRING)

An examination of children's development of language and literacy with particular emphasis on writing instruction. Students will engage in authentic writing, exploring reading/writing connections, as well as planning and teaching using a process approach to writing. The course design incorporates a writing workshop, portfolio assessment, and participation in a shared writing blog. Prerequisite: Admission to Teacher Certification Program. (ScS) (WA) (FALL)

An examination of the role of technology to empower K-12 students to learn how to learn. This course focuses on research and professional development for teachers using computer-based technology to support student-centered teaching, learning, classroom organization, and meeting standards. Students will research a topic of interest in educational technology, present research and pedagogy to preservice or in-service teachers, and have a field placement in educational technology professional development. Prerequisite: Education 40-114 and permission of the Instructor. (ScS) (FALL and SPRING)

An examination of the role of technology to empower K-12 students to learn how to learn. This course focuses on research and professional development for teachers using computer-based technology to support student-centered teaching, learning, classroom organization, and meeting standards. Students will research a topic of interest in educational technology, present research and pedagogy to preservice or in-service teachers, and have a field placement in educational technology professional development. Prerequisite: Education 40-114 and permission of the Instructor. (ScS) (FALL and SPRING)

An examination of the role of technology to empower K-12 students to learn how to learn. This course focuses on research and professional development for teachers using computer-based technology to support student-centered teaching, learning, classroom organization, and meeting standards. Students will research a topic of interest in educational technology, present research and pedagogy to preservice or in-service teachers, and have a field placement in educational technology professional development. Prerequisite: Education 40-114 and permission of the Instructor. (ScS) (FALL and SPRING)

An examination of the role of technology to empower K-12 students to learn how to learn. This course focuses on research and professional development for teachers using computer-based technology to support student-centered teaching, learning, classroom organization, and meeting standards. Students will research a topic of interest in educational technology, present research and pedagogy to preservice or in-service teachers, and have a field placement in educational technology professional development. Prerequisite: Education 40-114 and permission of the Instructor. (ScS) (FALL and SPRING)

Offers secondary and all-level pre-service teachers an understanding of language and literacy processes as they apply to teaching in secondary schools. The course emphasizes reading and writing in content areas, as well as instructional strategies to support students' literacy development. It focuses on ways that reading, writing, speaking, and listening are developed and used in learning discipline-specific curriculum. We will also examine how literacy has become politicized and transformed both nationally and globally. The course will include a field-based component. Course fees apply. Prerequisites: Admission to the Teacher Certification Program or permission of instructor. (ScS) (FALL)

Students in this course will continue to develop an inquiry stance in their practice through the systematic analysis of teaching and learning, observing and supporting in secondary classrooms. Grounded in a theory of teacher education for social justice that encourages practitioners to challenge educational inequities by inquiring into practice, this course advances teacher candidates' skills in planning, delivering, assessing and analyzing instruction that promotes pupil learning and enhances effective teaching strategies. Praxis is both reflection and action for positive change. Observations and teaching in local schools are required. Prerequisites: Admission to Teacher Certification Program. (ScS) (SPRING)

Students in this course will continue exploring an academic area of interest from a previously completed course (PCC). Students will work with a faculty member teaching the PCC and/or leading related inservice professional development. The student will engage in further research about pedagogy, theory, and professional development in the area of interest. In addition to a deep investigation into the literature about the area of interest, this innovative course requires students to present in the PCC, plan with the faculty member, present in other classes at SU, provide professional development for local teacher, present to SU faculty, and/or present at the SU Creative Works Symposium. (ScS) (FALL and SPRING)

Students in this course will continue exploring an academic area of interest from a previously completed course (PCC). Students will work with a faculty member teaching the PCC and/or leading related inservice professional development. The student will engage in further research about pedagogy, theory, and professional development in the area of interest. In addition to a deep investigation into the literature about the area of interest, this innovative course requires students to present in the PCC, plan with the faculty member, present in other classes at SU, provide professional development for local teacher, present to SU faculty, and/or present at the SU Creative Works Symposium. (ScS) (FALL and SPRING)

Students in this course will continue exploring an academic area of interest from a previously completed course (PCC). Students will work with a faculty member teaching the PCC and/or leading related inservice professional development. The student will engage in further research about pedagogy, theory, and professional development in the area of interest. In addition to a deep investigation into the literature about the area of interest, this innovative course requires students to present in the PCC, plan with the faculty member, present in other classes at SU, provide professional development for local teacher, present to SU faculty, and/or present at the SU Creative Works Symposium. (ScS) (FALL and SPRING)

Students in this course will continue exploring an academic area of interest from a previously completed course (PCC). Students will work with a faculty member teaching the PCC and/or leading related inservice professional development. The student will engage in further research about pedagogy, theory, and professional development in the area of interest. In addition to a deep investigation into the literature about the area of interest, this innovative course requires students to present in the PCC, plan with the faculty member, present in other classes at SU, provide professional development for local teacher, present to SU faculty, and/or present at the SU Creative Works Symposium. (ScS) (FALL and SPRING)

This lab course is required to be taken during the field-based semester. Must be taken Pass/D/F.

The focus of this course is on preparing pre-service teachers to teach in elementary and middle schools and requires candidates to incorporate experiences from their practicum sites, including lesson plan preparation and implementation, cooperative groupings, assessment, and other best practices. This course is designed to provide teacher education candidates with an opportunity to study, reflect, question, become knowledgeable about and develop skills in instructional methods while applying and practicing these methods in a collaborative, formative, and constructive setting. This course is a component of the teacher preparation program which emphasizes the themes of diversity, reflection, collaboration and technology and is designed as a methods class to be taken in the field-based block concurrently with Education 40-734, Education 40-744, and Education 40-700 Teaching for Social Justice Lab. Please note: the starting date for this field-based course, offered only in the fall, is aligned with the beginning of the public school starting date in the Georgetown ISD, and precedes the starting date for classes at Southwestern. Prerequisites: Admission to the Teacher Certification Program. (ScS) (FALL)

A field-based study of varied instructional methods and formal and informal assessments in reading. This course is taught in elementary and middle school settings and involves extensive observation and participation. Focus is on lesson planning and implementation, and application of assessment procedures. Must be taken with Education 40-524, 40-744, and Education 40-700 Teaching for Social Justice Lab. Continued development of student's professional portfolio is integral to all three courses. Please note: the starting date for field-based courses, offered only in the fall, is aligned with the beginning of public school in the Georgetown ISD, and precedes the starting date for classes at Southwestern. Prerequisites: Admission to the Teacher Certification Program.(ScS) (FALL)

This course explores effective school-wide and classroom-based arrangements and procedures for working with students who have moderate to severe behavior disorders. Topics include the recognition and handling of selected psychological challenges, design and implementation of positive behavior supports, applied behavioral analysis, social-emotional learning strategies, trauma-sensitive approaches, restorative discipline, and collaborative problem solving. Required: Field placement in a setting serving students with special needs. Must be taken with Education 40-700, and one of the following: Education 40-764, or Education 40-714 & 40-734. Please note: the starting date for field-based courses, offered only in the fall, is aligned with the beginning of public school in the Georgetown ISD, and precedes the starting date for classes at Southwestern. Prerequisites: Education 40-144, and admission to the Teacher Certification Program. (ScS) (WA) (FALL)

A field-based study of the objectives and processes of secondary school teaching. This course will be taught in a secondary school setting and will involve extensive observation and participation. Emphasis in this course will be on the art and the act of teaching. Please note: the starting date for this field-based course, offered only in the fall, is aligned with the beginning of public school in the Georgetown ISD, and precedes the starting date for classes at Southwestern. Must be taken with Education 40-744 and Education 40-700 Teaching for Social Justice Lab. Prerequisites: Education 40-664, and admittance to Teacher Certification Program. (ScS) (FALL)

Supervised teaching in the public elementary schools. Prerequisites: Senior standing, completion of all other course work, admittance to student teaching. Must be taken Pass/D/F. The student will take Education 40-814 concurrently with student teaching. Also Music Education 77-804, 808. (ScS)

Supervised teaching in the public elementary schools. Prerequisites: Senior standing, completion of all other course work, admittance to student teaching. Must be taken Pass/D/F. The student will take Education 40-814 concurrently with student teaching. Also Music Education 77-804, 808. (ScS)

A seminar style course exploring approaches to successfully organizing and managing a classroom. Positive approaches to time management, materials organization, curriculum selection and management, scheduling and classroom discipline will be investigated. Texas Education Agency ethics training, legal issues, and parent conferences are integrated into the course. The content is designed for relevance to the student teaching experience. A Student Teacher Support Meeting for student support will be scheduled separately with the respective Student Teaching University Supervisors, along with students enrolled in the course. Course fees apply. Concurrent enrollment in student teaching is required (ScS) (FALL and SPRING)

Observation and supervised teaching in the public secondary schools. Prerequisites: Senior standing, completion of all other course work and admittance to student teaching. Must be taken Pass/D/F. The student will take Education 40-814 concurrently with student teaching. Also Music Education 77-804, -808. (ScS)

Observation and supervised teaching in the public secondary schools. Prerequisites: Senior standing, completion of all other course work and admittance to student teaching. Must be taken Pass/D/F. The student will take Education 40-814 concurrently with student teaching. Also Music Education 77-804, -808. (ScS)

Supervised teaching in the public elementary or secondary schools. Prerequisites: Senior standing, completion of all other course work, admittance to student teaching. Must be taken Pass/D/F. The student will take Education 40-814 concurrently with student teaching. (ScS)

This course fulfills the capstone requirement for Education majors for the Bachelor of Arts degree.

This seminar is designed to foster a sense of community among student researchers, students seeking a research experience, and the faculty of the Natural Sciences Division. Course readings, discussions, and assignments will focus on providing students with a better understanding of the scientific process and the importance of collaboration in furthering scientific discovery. May be repeated for credit.