West Texas A&M University: 2001-2002 Academic Year

Division of Education

Dr.E.W.Henderson (Division Head)
Old Main, Room 424, WTAMU box 60208 (806) 651-2626

Faculty: Bingham, Brammer, Burleson, Ford, Gibbons, Guffy, Gunter, Hargrave, Henderson, Izat, Loe, Lee, Mann, Mize, Monroe, Norris, Parker, Purkiss, Roberson, Spaulding, Stevens, Taylor, Thomas, Wilbur, Williams.

    West Texas A&M University is accredited by the State Board for Educator Certification to prepare elementary teachers, secondary teachers and school service personnel at the undergraduate and graduate level. The University is also a member of the American Association for Colleges of Teacher Education.
    The Division of Education faculty is dedicated to providing a comprehensive post-secondary educational program designed to produce graduates who are well prepared for future roles as educational leaders of the young people of our society. We believe that, as teachers, we exert a significant influence on society and, therefore, must be prepared to serve as models as well as instructors. Recognizing that teaching is an ever-changing science, we use successful educational principles of the past and research data from the present to prepare students to teach in an ever evolving future society. This requires that graduates not only demonstrate knowledge of material pertinent to their designated area of interest but also that they be encouraged to be creative thinkers and creative" doers" who employ interpersonal, organizational and motivational skills.
    The purpose of teacher education at WTAMU is to prepare professional educators who are academically and technically proficient, reflective in practice, committed to intellectual empowerment of others and guided by the larger democratic purposes of American education.
    Upon completion of the program, students shall:

Possess attributes of an effective educational leader.
Be able to create a model of teaching related to their individual knowledge base, personality and perspective rather than accepting existing models of teaching.
Be grounded in a broad array of current research and theoretical principles combined in unique ways to meet needs of individual students.
Have an understanding of professional and ethical practices governing education.
Have an understanding of societal factors that affect students' academic and social performance.
Have an understanding of available resources in the community that will augment the educational process.

The teacher education program is University-wide in scope, each individual department making its contribution to the program. The director of teacher education is the administrative officer of the University who is immediately responsible for the teacher education program. The director is chairman of the Teacher Education Unit, composed of faculty members chosen from the four colleges of the University. The Unit has the responsibility for approval of the teacher education curricula of the University and approval of admissions criteria to the teacher education program.

Basic Program Requirements

Admission Requirements
Retention in the Teacher Education Program
Certificate
Requirements
Requirements for ExCET Bar Code Label
Description of the Program

Admission Requirements

The state of Texas establishes standards for teacher education programs. All certification programs at West Texas A&ampM University are in compliance with these requirements. Students must meet state, University, college and department/program requirements for acceptance into the Teacher Education Program. Students are responsible for contacting the College of Education and Social Sciences Office (Old Main, Room 410) to obtain information about specific requirements in major and program areas. Requirements for admission to teacher education include:

requirements for enrollment in eDPD 340 or ePSY 341

1.Passing scores or exemption based on one of the following:

TASP scores for R320,W220,M230.
PPST scores of R172,W173,M171.
Stanford Achieveiment Test (only for deaf students ) scores of R29, M66, Language 37 and Study Skills 19.
American College Test (ACT)- composite scores with English and Math 19*.
Scholastic Achievement Test (SAT) combined score of 1070 with verbal and math 500*.
Texas Assesment of Academic Skills (TAAS) exit level - reading TLI of X89 or higher , Math TLI X86 , Writting 1770*.
*scores of ACT or SAT must have been achieved no more than five years prior to , and TAAS scores no more than three years prior to, the individuals application for admission into teacher education program.
"B" rule- courses must have been earned within the five years period prior to admission into the program.

2. Overall grade point average of 2.50 on all course work attempted (transcripts from all entities attended).
3. Criminals records check.

requirements for admission into and retention in the teacher education program

1.An approved degree/certification plan and Application for Admission to Teacher Education.

2.Minimum overall grade point average (GPA) of 2.5 with a grade of "C" or better in each course in each teaching field and in professional education.

Minimum GPA of 2.5 is required in each teaching field/concentration and in professional education courses.
Completion of minimum of 12 semester hours of course work at WTAMU (six semester hours minimum for post-baccalaureate students).
Overall GPA of 2.5 at WTAMU.
Overall GPA of 2.5 on all work attempted at all universities attented.
Completion of ENG 101 and 102 with a grade of "C" or better in each course (or CLEP credit).
Completion of SCOM 101 and 201 with a grade of "C" or better.
Successful completion of MATH 110, 115 or math course for which MATH 110 or 115 is a prerequisite or CLEP credit.
Completion of EDPD 340 with a grade of "B" or better. Students completing course with grade of "C" will not be admitted until completion of EPSY 341 with grade of "B" or better. (Students must obtain 2.5 GPA in the first six hours of foundation courses.)

3.Succesful completion of:

Personal interview - conducted during EDPD 340.
Critical thinking appraisal during EDPD 340.

4.Approval of the Teacher Certification Office based on recommendations from faculty of the student's teaching field(s) or areas of specialization.

NOTE: Students are allowed to enroll in ESPY 341 prior to admission. Admission must be attained prior to registration in method courses..

Retention in the Teacher Education Program

1. Retain grade point average as required for admission.
2. No "D"'s accepted in professional education courses or teaching fields.
3. A performance Assessment Team will monitor continuous performance assessments by faculty. Retention in Teacher Education Program will be contingent on satisfactory appraisals.
4. If, a student fails to maintain admission requirements, the student will be placed on probationary status in the program. If the deficiency is not corrected by the end of the probationary semester, the student will be removed from the program. Students on probationary status may not enroll in further professional education course work. If removed from the program, the student must apply for admission when eligible.

NOTE: under some circumstances , a student may be withdrawn from the Teacher Education Program. The withdrawal may be initiated by the Division of Education or by the student. Due process will be observed.( see the West Texas A&M University Student Handbook).

Requirements for enrollment in professional development methods.

1. Retention in Teacher Education Program.
2. TASP reading score of 260 or successful completion of Learning Plus program.
3. Students must be eligible for student teaching ( or internship) the fall or spring semester ( or have written approval of Advisement Center).
Effective Sept. 1, 1999, a standard certificate with required renewal will be issued by the State Board for Higher Educator Certification when all certification requirements have been completed. The certificate gives a teacher legal authority to perform duties in public schools of Texas in specialized area(s) designated on the face of the certificate. Current elementary designation authorizes the holder to teach grades one through six (and middle school assignments only in areas in which the teacher has completed a minimum of 18 semester hours). All-level designation authorizes the holder to teach grades kindergarten through 12 (K-12) in one subject only. Current secondary certification is for grades six through 12 (6-12) in specific certification fields. New certification levels are being discussed and will be in effect at a later date.

Requirements for Enrollment in Student Teaching (or Internship)

A student must apply for student teaching (in Old Main, Room 414) during the spring preceding their student teaching semester (i.e., a student who will student teach in either a fall or spring semester must apply during the previous spring semester).
A minimum of 45 clock hours of field experience must be completed prior to student teaching. Students will also complete an "August Experience" by attending teacher preparation days and the first three days of school in August if student teaching during the fall or spring semester of an academic year.
Grade point averages required prior to assignment and certification recommendation to State Board for Educator Certification:
- 2.5 GPA-Overall; each teaching field or concentration; and professional education courses. NOTE: No grade lower than "C" is accepted in a teaching field, subject concentration or professional education course.
- 2.00 GPA-12 hours of required English. NOTE: Admission to TEP requires a grade of "C" or better in ENG 101 and 102.
- 2.50 GPA-Overall at WTAMU.
Students must have completed the following course work:
    Secondary:
            All professional education course work.
            Must lack no more than one course in each teaching field.
            Must lack no more than 15 semester hours on completion of degree /deficiency plan program ( excluding student teacher courses).
    All-Level:
            All professional education course work.
            Must lack no more than one course in each teaching field.
            Must lack no more than 15 semester hours on completion of degree /deficiency plan program ( excluding student teacher courses)
    Elementary:
            All professional education course work.
            Must lack no more than one course in each teaching field.
            Must lack no more than 15 semester hours on completion of degree /deficiency plan program ( excluding student teacher courses)
    Endorsement:
            All professional education course work.
            Must have completed at least six hours toward a nine- hour endorsement, nine hours toward a 12-hour endorsement or 12 hours
            toward an 18-hour endorsement.

Requirements for Receipt of ExCET Bar Code Label

1. Successful completion of teacher preparation program.
2. "successful completion of teacher preparation program " requires that the student pass the appropriate practice ExCET(s).

Pass practice test for elementary or secondary professional development.
pass practice test for elementary comprehensive or obtain permission from secondary/ all level teaching department(s).

certificate information

effective sept. 1 , 1999, A standard certificate with required renewal will be issued by the state board for educator certification when all certification requirements have been completed. the certificate gives a teacher legal authority to perform authority to perform duties in public schools of Texas in specialized area(s) on the face of the certificate.

Since teacher education standards are subject to change by the Legislature and State Board for Educator Certification, students are not guaranteed to be able to finish under the requirements listed in the catalog at the time they began. A students who has not attended the University for two long semester or who has not completed their program within the five years of initiated of degree will need to have a new degree plan prepared. consult advisors often for an update on state requirements.
A student working to meet requirements for the standard certificate must meet requirements for the appropriate bachelor's degree as set forth in this catalog. Student teaching must be completed in residence at an approved/accredited school site.
WTAMU may admit to a special program and recommend for initial teacher certification persons who at least a bachelor's degree from a regionally accredited institution and who meet specific qualifications. Degreed individuals wishing to gain initial Texas teacher certification through the post- baccalaureate program should contact the Assistant Director of Teacher Certification in Old Main, Room 416, (806)651-2909.
The Panhandle Alternative Certification for Educators (pace) program is an alternative teacher certification program designed for the persons who have completed a baccalaureate degree and who have a record of work and life experience that would be appropriate to enhancement of the teaching and learning processes in the public school classroom. See the graduate section of this catalog for additional information on the program.
An individual applying for certification must have six semester hours of course work in each teaching field or subject concentration and six semester hours in professional education (other than student teaching) within a six-year period of application.
No student will be recommended for certification until the student has been admitted to the WTAMU Teacher Education Program. Any student who does not complete a degree and certification plan within six years or who changes to another degree plan or graduates through another college will be dropped automatically from teacher education. The student must reapply for admission into teacher education and must complete all current entry requirements.
Any student who drops or fails student teaching is dropped automatically from the program and must reapply for entrance into teacher education. The student will be required to appear before an appeals committee which must approve the application before the student may be readmitted.
Any student currently employed as a teacher aide while pursuing initial certification should ask for aide information, Old Main , Room 416.
Admission to West Texas A&M University is not admission to teacher education. Admission to teacher education is based on standards approved by the Teacher Education Unit at the time the student is seeking admission to teacher education. Before being recommended for a teaching certificate, the student must pass the appropriate ExCET tests (Examinations of Current Educators in Texas).
Upon completion of undergraduate program, students must apply for graduation. See graduation requirements on page 35.

    NOTE: Admission to West Texas A&M University is not admission to teacher education. Admission to teacher education is based on standards approved by the Teacher Education Unit at the time the student is seeking admission to teacher education. Before being recommended for a teaching certificate, the student must pass the appropriate ExCET tests (Examinations of Current Educators in Texas), during the last semester of course work. If course work is being completed in the spring semester or summer sessions, ExCETs may be taken in the spring.
    Since teacher education standards are subject to change by the Legislature and State Board for Educator Certification, students are not guaranteed to be able to finish under the requirements listed in the catalog at the time they began. A student who has not attended the University for two long semesters will need to have a new degree plan prepared. Consult advisers often for an update on state requirements.
    The Texas State Board of Education Rule 19 TAC Par. 141.5 requires the Texas Education Agency to conduct a records search of all certification applicants for criminal felony and/or misdemeanor convictions through the Texas Department of Public Safety. The Texas Education Agency may deny certification to individuals for a crime which directly relates to the duties and responsibilities of the teaching profession. If there is any doubt about eligibility for certification, the individual may wish to contact the Certification Office, Old Main, Room 416, for future information. National criminal history checks will be initated at an undetermined date.

Description of the Program

Core Curriculum
Teaching Specializations and Teaching Fields
General Degree Plan for Teacher Certification
Certification Requirements
Course Descriptions

Core Curriculum, 52-53 semester hours (choose elementary or secondary/all-level)

ELEMENTARY

Course	Hours Credit
ENG 101, 102, three hours from 201 or 202,	9
FA 101	3
HIST (choose two courses) 201, 202, 203	6
POSC 101 and 102	6
CIS 105	3
NSCI 101, 102, and 201	9
MATH 101 or 115	3
SCOM 101 or 201	3
GEOG 202	3
PSY 201	3
SES Activity, Band, Dance	2

SECONDARY OR ALL-LEVEL

Course	Hours Credit
ENG 101, 102, three hours from 201 or 202, and 203	12
FA 101, ART 151, ART 152, MUS 101, or THRE 105	3
HIST (choose two courses) 201, 202, 203	6
POSC 101 and 102	6
CIS 105	3
Natural Science (two courses with lab experiences)	8
MATH 110 or 115	3
SCOM 101 or 201	3
ANTH 201, ECO 201, GEOG 202 or SOCI 201, PSY 201	3
SES 101; SES Activity, Band, Dance	2

Teaching Specializations and Teaching Fields, 48 to 52 semester hours
    EC-4 and grades 4-8 interdisciplinary requirements: 36-42 hours plus a concentration selected from EC-4 Generalist, EC-4 Bilingual Generalist, 4-8 Science,4-8 English Language Arts/Social Studies Composite,4-8 Mathematics/Science Composite.
    Secondary ( grades 8-12) teaching fields approved by the state board for educator certification: English language arts, science, social studies, history,   life sciences, mathematics, technology applications, computer sciences, physical science/mathematics, speech and journalism.
    All-level teaching fields: physical education , art and music. Additional teaching fields may be approved by the State Board for Educators Certification. Information may be obtained from the WTAMU Office of Teacher Certification.

Professional Education*
Elementary

Course	Hours Credit
EDPD 340-Educational Foundations	2
EDPD 201-Educational Seminar	1
EDEL 470-Language Arts	3
EDEL 471-Mathematics	3
EDEL 485-Integrated Methods	3
EDEL 440-Student Teaching	3
EDEL 442-Student Teaching Early Childhood	3
EDPD 440-Student Teaching	3
	Total Hours - 21

EC-4 Bilingual Generalist

Course	Hours Credit
EDPD 340-Educational Foundations	2
EDPD 201-Educational Seminar	1
EDEL 470-Language Arts	3
EDEL 471-Mathematics	3
EDPD 478-Billingual Approach to Language Development	3
EDPD 463-Billingual Approach to Teaching Subject Matter	3
EDEL 440-Student Teaching	3
EDEL 442-Student Teaching Early Childhood	3
EDPD 440-Student Teaching	3
	Total Hours - 24

Grades 4-8 (Math, Science, Math/Science Composite, ELA/Social Studies Composite)

Course	Hours Credit
EDPD 340-Educational Foundations	2
EDPD 201-Educational Seminar	1
EDEL 485-Integrated Methods	3
EDEL 440-Student Teaching	3
EDEL 441-Student Teaching	3
EDPD 440-Student Teaching	3
	Total Hours - 15
Math and Science Specialist
EDEL 471- Mathematics	3
EDEL 487- Science	3
or
English Language Arts/Social Studies
EDEL 470- Language Arts	3
EDEL 474- Social Studies	3
Total	21

Secondary

Course	Hours Credit
EDPD 201-Educational Seminar	1
EDPD 340-Educational Foundations	2
EPSY 341-Educational Psychology	3
EDSE 420-Teaching in Secondary Schools	3
EPSY 450-Exceptional Learners in Regular Classrooms	3
EDRD 486-Secondary Reading in the Content Area	3
EDSE 440-Student Teaching	3
EDSE 441-Student Teaching	3
EDPD 440-Student Teaching	3
	Total Hours - 24

All-level

Course	Hours Credit
EDPD 201-Educational Seminar	1
EDPD 340-Educational Foundations	3
EPSY 341-Educational Psychology	3
EDRD 404-Reading Skills in the Content Area	3
EDSE 420-Teaching in Secondary Schools or EDSE 428-Teaching of School Music (Music All-level)	3
EPSY 450-Exceptional Learners in Regular Classroom or approved music substitution (Music All-level)	3
EDPD 440-Student Teaching or approved music substitution (Music All-level)	3
EDEL 441-Student Teaching	3
EDSE 440-Student Teaching	3
	Total Hours - 24

*Various courses require field experiences.
Minimum total for degree: 130 semester hours

    Students should decide on the bachelor's degree they are pursuing and take appropriate courses to meet requirements as listed in the University catalog. Degree totals will vary according to choices made by the student regarding teaching specializations or teaching fields. Students in elementary certification will be working toward a bachelor of science degree with a major in interdisciplinary studies. All other students will be working toward a bachelor of arts, a bachelor of science, bachelor of music or bachelor of business administration degree with a major in the department.
    Additional endorsements to provisional teaching certificates which may be obtained at WTAMU are bilingual education, English as a second language, early childhood, early childhood generic special education, severely emotionally disturbed and information processing technologies.
    NOTE: Bilingual education, English as a second language and information processing technologies may be added as endorsements to all provisional teaching certificates. Early childhood endorsement may be added as endorsement to the following certificates: elementary, vocational homemaking, deaf/severely hard of hearing, and speech and hearing therapy. Vocational office education is a certificate available provided an individual meets requirements. Information is available in the Teacher Certification Office.

General Degree Plan for Teacher Certification
    Students admitted under this program will select a major in a teaching field and receive a degree in that major. If elementary certification is chosen, the student will receive a bachelor of science degree with a major in interdisciplinary studies. An official degree plan should be requested in the College of Education and Social Sciences, located in Old Main, Room 410, after completion of 54 semester hours.
    The following is a suggested plan of study which will vary according to teaching areas, summer school attendance and personal preference. A minimum of 130 semester hours is required; but this total may be increased according to selection of teaching fields.
    NOTE: Rotation of courses may be amended. Students should contact their advisers prior to each semester of enrollment to determine correct course sequences. Summer session or intersession courses should be scheduled.
Freshman

Fall Semester

Course	Credit Hours
ENG 101	3
HIST 201	3
NSCI 101 (elementary) OR natural science (secondary/all-level)	3-4
MATH 101 (elementary) OR MATH 110 or 115 (secondary/all-level)	3
SES 101 Sports and exercise sciences, dance or band	1
Interdisciplinary course (elementary) OR major course (secondary/all-level)	3

Spring Semester

Course	Credit Hours
ENG 102	3
HIST 202	3
NSCI 102 (elementary) OR natural science (secondary/all-level)	3-4
MATH 220(elementary) OR teaching field course.	3
Sports and exercise sciences, dance or band	1
SCOM 101	3

Sophomore

Fall Semester

Course Credit Hours

ENG 201 or 202 3

POSC 101 3

CIS 105 3

GEOG 202 3

NSCI 201 (elementary) OR major course (secondary/all-level) 3

Math 221 3

Spring Semester

Course Credit Hours

EDPD 201
1

ENG 203 3

FA 101 3

POSC 102 3

NSCI 202 (elementary) OR major course
(secondary/all-level) 3

Interdisciplinary course (elementary) OR major course (secondary/all-level) 3

Junior

Fall Semester

Course Credit Hours

EDPD 340
2

Interdisciplinary (elementary) OR teaching fields (secondary/all-level) 15

Spring Semester

Course Credit Hours

EPSY 341 3

Interdisciplinary (elementary) OR teaching
(secondary/all-level) 15

Senior

Fall Semester

Course Credit Hours

EDEL 470, 471, 474, 481, EPSY 450 (elementary) OR EDSE 420, EDRD 486, EPSY 450 and six hours teaching fields (secondary) OR EDSE 420, EDRD 404, EPSY 450 and six hours teaching fields (all-level) 15

Interdisciplinary (elementary) OR teaching
fields (secondary/all-level) 3-6

Spring Semester

Course Credit Hours

CIS 443 3

EDPD 440 3

EDEL/EDSE 440 3

EDEL/EDSE 441 3

Certification Requirements

Elementary Specializations
EC-4 and 4-8 Certification-Interdisciplinary Studies

Elementary Specializations
Science Core Curriculum Requirement Applicable to Interdisciplinary Majors (elementary education major)

Any transfer students who select an interdisciplinary major must take all four of the science courses (NSCI 101, 102, 201, 202), regardless of their transfer credits in science. Any exceptions must be approved by the Division of Education.
Any interdisciplinary major who changes to another major after successfully completing one of these courses must complete two other science courses (from the list of approved University core curriculum science courses listed) in order to satisfy core curriculum requirements in laboratory science.
Any interdisciplinary major who successfully completes two of these courses will have satisfied the core curriculum sequence in laboratory science.

EC-4 and 4-8 Certification-Interdisciplinary Studies

grades EC-4

EC-4 Bilingual Generalist: ART370; EDRD301, 302,401.402; MATH 305,350; NSCI202; SES325(TECA 1318); EDEC 483(TECA 1311),484,485(TECA 1303); SPAN 340,341; ENG 203 core ; Required electives: EPSY341, 450; MATH 220, 221; SPAN 440; MUS321; PSY204 (TECA 1354)
EC-4 Bilingual Generalist: ART370; EDRD301, 302,401.402; MATH 305,350; NSCI202; SES325(TECA 1318); EDEC 483(TECA 1311),484,485(TECA 1303); (HIST 210 core). Plus required electives: EPSY 341, 450; MATH 220,221: PSY 204 (TECA 1354); six hours from ENG 203, 333, THRE 411, SCOM 430.

grades 4-8

MATH 220,221; NSCI 202; EDRD 301, 302, 401, 402: (ENG 203 or HIST 210 core); EPSY 341, 450; PSY 204 (TECA1354),EDPD 205 (33 hours). Plus , select one concentration area:

Mathematics (29 hours): MATH 305 or 306, 350 or 351, 140 or 111, 240(4), 241(4), 305 or 306, 350 or 351; BIOL 301; PHYS 321; nine hours from PHYS 390, GESC 303, 308, 310, 313 BIOL 121 or 122 or CHEM 121 or 122.
English Language Arts/Social Studies (30 hours): ENG 201 or 202 (whichever course was not taken as core), 370,442, 450; THRE 411; HIST 412; ECO 201 or 202 ; GEOG 431; POSC 347 or 360 and three hours upper-level elective.

Secondary Certification Majors ( See academic department advisor for current course requirements)

Course Descriptions

Early Childhood (EDEC)
Educational Psychology (EPSY)
Elementary Education (EDEL)
Generic Special Education (EDSP)
Instructional Technology (EDT)
Professional Development (EDPD)
Reading (EDRD)
Secondary Education (EDSE)

Early Childhood (EDEC)
(Numbers in parentheses indicate semester, lecture and lab hours.)

442. Student Teaching-Early Childhood. Prerequisites: professional education courses required prior to student teaching semester; admission and retention in teacher education, required grade point averages, minimum of six hours early childhood courses and enrollment in EDEL 440. Students completing elementary certification with early childhood endorsement are required to enroll in EDEL 440 and EDEC 442 for a minimum required credit of six semester hours. Students will successfully complete five weeks of student teaching at the early childhood level. Successful completion will be noted on the student's transcript by a grade of "S" indicating three semester hours credit with no grade points. (3 0 0)

483. Early Childhood Education. Physical, psychological, sociological and emotional behavior domains of human growth and development with emphasis on the young child. (3 3 0)

484. Curriculum and the Young Child. Prerequisite or concurrent enrollment: 483. Curriculum and methodology related to early childhood programs considered in-depth. Practical experience required. (3 3 0)

485. Program Development for Early Childhood Education. Prerequisite or concurrent enrollment: 483. Administration of early childhood education programs including teacher preparation, school environment, staff utilization, community and parent involvement, and evaluation techniques. (3 3 0)

486. Practicum in Early Childhood Education. Prerequisite: 483, 484. Experience in observation, discussion and team teaching in an actual early childhood education classroom setting. (3 3 0)

491. problems in early childhood education. Actual problems relating to early childhood education. To be taken only after prearrangement with a faculty member and approval of division head. may be repeated once one topics vary. (1-3 0 0)

Educational Psychology (EPSY)
(Numbers in parentheses indicate semester, lecture and lab hours.)

341. Educational Psychology. Prerequisite: Admission into WTAMU Teacher Education Program or consent of department head. Theories of stage development, age-level characteristics, understanding cultural diversity, human variability, behavioral and social learning theories, cognitive field learning theories, motivation, reinforcement theory, stages of moral development, learning styles and problem solving. (3 3 0)

450. Children with Special Needs. Prerequisite: 341, EDPD 340, TASP and admission into Teacher Education Program. Overview of characteristics of children with special needs including disabled, gifted/talented and/or from culturally diverse backgrounds. Modifications and adaptations of programs to meet individual needs. (3 3 0)

491. problems in education Psychology. Actual problems relating to education psycology. To be taken only after prearrangement with a faculty member and approval of division head. may be repeated once one topics vary. (1-3 0 0)

Elementary Education (EDEL)
(Numbers in parentheses indicate semester, lecture and lab hours.)

440. Student Teaching-Elementary. Prerequisites: professional education courses required prior to student teaching semester; admission and retention in teacher education, required grade point averages, minimum of 90 semester hours credit with at least two-thirds of subject concentration and interdisciplinary courses or all-level teaching field completed. Students are required to enroll in a minimum of two student-teaching courses for a minimum required credit of six semester hours. Students will successfully complete six weeks of student teaching at the elementary level. Successful completion will be noted on the student's transcript by a grade of "S" indicating three semester hours credit with no grade points. (3 0 0)

441. Student Teaching-Elementary. Prerequisites: professional education courses required prior to student teaching semester; admission and retention in teacher education, required grade point averages, minimum of 90 semester hours credit with at least two-thirds of subject concentration and interdisciplinary courses or all-level teaching field completed. Students are required to enroll in a minimum of two student teaching courses for a minimum required credit of six semester hours. Students will successfully complete six weeks of student teaching at the elementary level. Successful completion will be noted on the student's transcript by a grade of "S" indicating three semester hours credit with no grade points. (3 0 0)

444. Student Teaching-English as a Second Language. Prerequisites: professional education courses required prior to student teaching semester; admission and retention in teacher education, required grade point averages, minimum of nine semester hours of English as a Second Language courses, enrollment in EDEL 440. Students completing secondary certification with English as a Second Language subject concentration are required to enroll in EDEL 440 and 444 for a minimum required credit of six semester hours. Students will successfully complete six weeks of student teaching in English as a Second Language at the secondary level. Successful completion will be noted on the student's transcript by a grade of "S" indicating three semester hours credit with no grade points. (3 0 0)

445. Internship-Elementary. Prerequisites: qualify for post-baccalaureate/alternative/STEP; admission to teacher education if required, completion of all other required courses, employment in school district as required. Students are required to enroll in a minimum of two internships for a minimum required credit of six semester hours. Student will successfully complete one-half of required teaching assignment in a designated accredited school at the elementary level. Successful completion will be noted on the student's transcript by a grade of "S" indicating three semester hours credit with no grade points. (3 0 0)

446. Internship-Elementary. Prerequisites: qualify for post-baccalaureate/alternative/STEP, admission to teacher education if required, completion of all other required courses, employment in school district as required. Students are required to enroll in a minimum of two internships for a minimum required credit of six semester hours. Student will successfully complete one-half of required teaching assignment in a designated accredited school at the elementary level. Successful completion will be noted on the student's transcript by a grade of "S" indicating three semester hours credit with no grade points. (3 0 0)

470. Language Arts. Prerequisite: EDPD 340, EPSY 341 and admission into Teacher Education Program. Investigation of language arts curriculum in the elementary school with emphasis on content and methodology in areas of listening, speaking and writing, including spelling and penmanship. (3 3 0)

471. Mathematics. Prerequisite: EDPD, 340, EPSY 341 and admission into Teacher Education Program. Investigation of mathematics topics, reasoning strategies and related teaching techniques pertaining to elementary school mathematics curriculum. (3 3 0)

474. Social Sciences. Prerequisite: EDPD 340, EPSY 341 and admission into Teacher Education Program. Investigation of the social studies component of elementary curriculum. Major areas of study include content and development of curricula and methods and resources used in planning and presentation of classroom experiences. (3 3 0)

485. integrated methods. prerequisites: EDPD 340, EPSY 341 and admission to teacher education program. Field-based course designed fro the students to master new technologies for problem-based investigation in the content area with a classroom . Emphasis on universal instructional strategies that can be applied to all areas of learning.(3 3 0)

481. Science. Prerequisite: EDPD 340, EPSY 341 and admission into Teacher Education Program. Investigation of science curriculum in the elementary school with emphasis on content and methodology on selected topics in metric measurement, earth science, physical science and life science. (3 3 0)

491. Problems in Elementary Education. Actual problems relating to elementary education. To be taken only after prearrangements with a faculty member and approval of division head. May be repeated once when topics vary. (1-3 0 0)

Generic Special Education (EDSP)
(Numbers in parentheses indicate semester, lecture and lab hours.)

443. Student Teaching-Generic Special Education. Prerequisites: professional education courses required prior to student teaching semester; admission and retention in teacher education, required grade point averages, minimum of 90 semester hours credit with at least two-thirds of generic special education and interdisciplinary courses completed. Students completing secondary certification enroll in EDSE 440 and EDSP 443. Students completing elementary certification with generic special education subject concentration are required to enroll in EDEL 440 and EDSP 443 for a minimum required credit of six semester hours. Students will successfully complete six weeks of student teaching at the elementary generic special-education level. Successful completion will be noted on the student-s transcript by a grade of "S" indicating three semester hours credit with no grade points. (3 0 0)

451. Exceptionality in Children. Psychological effects of disabilities on children and youth: emotional disturbances, learning disabilities, intellectual disabilities, visual impairments, hearing or other health impairments, speech and language impairments, and giftedness. Field-based course. (3 3 0)

452. Teaching Individuals with Intellectual Disabilities. Educational delivery options, classroom organization, behavior management, curriculum and instructional aids and materials useful in education of the learner with intellectual disabilities. Field-based course. (3 3 0)

454. Learning and Behavior Disorders. Introduction to learning disabilities and emotional disturbances. Field-based course. (3 3 0)

455. Individual Assessment Techniques. Prerequisite: EDSP 451 and 454. Techniques and procedures for testing exceptional learners, interpretation of test results, criterion-referenced tests, informal assessment procedures and the application for writing individual educational programs. Field-based course. (3 3 0)

456. Curriculum Adaptation and Prescriptions. Techniques for adapting curriculum and instructional materials, task analysis, remedial strategies, educational prescriptions, and individual educational programs for the student with learning and behavioral disorders. Field-based course. (3 3 0)

457. Educational Procedures for Adolescents. Designed to develop understanding and competence in educational procedures and programs for students with learning impairments in the secondary school. Emphasis on remedial and compensatory strategies, career education and adaptation of instructional materials. Field-based course. (3 3 0)

458. Theories of Multiple Disabilities. Adaption of instruction and physical environment for those whose language, motor, sensory or medical impairments necessitate specialized intervention to meet educational, physical and psychological needs. Field-based course. (3 3 0)

459. Behavior Management of Exceptional Children. Prerequisite: EDSP 451, 452 and 454. Applied behavior analysis, behavior therapy and management techniques with emphasis on environmental manipulation and management of surface behaviors. Field-based course. (3 3 0)

491. problems in Special education. Actual problems relating to special education. To be taken only after prearrangement with a faculty member and approval of division head. may be repeated once one topics vary. (1-3 0 0)

Instructional development (EDT)

443. Educational Technology. prerequisite: cis 105 and minimum of 70 semester hours . appropriate usage , selection components and operations of media. students utilize traditional as well as computer - interactive formats in designing workplace guides and training tutorials.( 3 3 0)

Professional Development (EDPD)
(Numbers in parentheses indicate semester, lecture and lab hours.)

201. education seminar prerequisite sophomore standing. Introduction to prospective students to the undergraduate teacher education program as well as to complexities of the modern day classroom.(1 1 0)

205. schools and society. Field base course designed to introduce students to the teaching profession by examining examples of high quality, inquiry based teaching through participation in various public school classroom settings. offered as one-, two-or three-hour credit; may be repeated for up to three hours total credit(1-3, 1-3, 0)

340. Educational Foundations. Prerequisite: 54 hours; pass TASP. Includes social, historical, philosophical foundations of education; legal and ethical issues and concerns; school governance, historical and contemporary pedagogy and community resources at local, state and federal levels. (3 3 0)

440. Student Teaching. Prerequisites: Admission and retention in Teacher Education Program, completion of all professional education courses required prior to student teaching semester or consent. Students are required to enroll in a minimum of three student teaching courses for a minimum required credit of nine semester hours. Attendance and participation in certain departmental activities related to entrance into the profession will be required. Successful completion of EDPD 440 will be noted on the student's transcript by a grade of "S" indicating three semester hours credit with no grade points. (3 0 0)

463. bilingual approach to teaching subject matter. Methodology for teaching content areas for learners who have limited English proficiency.( 3 3 0)

478. Bilingual Approach to Language Development. Prerequisite: 60 semester hours. First- and second-language acquisition and development of the second language. Emphasis on implications for teaching. (3 3 0)

488. Methods and Materials of Teaching English as a Second Language. Intensive study of specific methodology in teaching English as a second language to Spanish speakers and to pupils whose first language is another language. (3 3 0)

491. problems in Professional Development. Actual problems relating to professional education. To be taken only after prearrangement with a faculty member and approval of division head. may be repeated once one topics vary. (1-3 0 0)

Reading (EDRD)
(Numbers in parentheses indicate semester, lecture and lab hours.)

099. Developmental Reading. Improvement of reading and study skills including vocabulary, comprehension and speed of reading for University students at all levels. May not be counted toward a degree or grade points. Grade of "P" indicating three hours credit with no grade points. (1-3 1-3 0)

301. Teaching Reading through Children's Literature. Techniques and methods of teaching reading through use of children's literature. Emphasis on genres, author and illustrator studies, multicultural and international publications, and historical and contemporary publishing trends. Criteria for building and equitable and balanced collection for home, classroom and library. (3 3 0)

302. Reading Skills in the Elementary School. Surveys of current theories of reading and developmental reading instruction including readiness, word identification, comprehension and study skills, and scope and sequence of skill development. Laboratory experience. (3 3 0)

401. Emergent Literacy in Diverse Cultures. Prerequisites: 301, 302, 303; admission to teacher education. Emergent literacy in the contest of family, language(s) and culture. Emphasis on theory bases of constructivism, psycholinguistics and sociolinguistics; diverse language and literacy development; reading-writing connection; and bilingual/multicultural literature experiences. (3 3 0)

402. Evaluation of Reading Performance. Prerequisite: 202, 303 or 482. Basic principles of evaluation applied to reading performance with survey of day-to-day procedures and materials which classroom teachers can use in determining and meeting reading needs of children. (3 3 0)

403. Field Experience in Teaching Reading. Prerequisite: 202, 303 and 402. Work with school-age children in a tutorial role with directed experiences in correcting an individual child's reading problems. (3 3 0)

404. Reading Skills in the Content Field. To help the content teacher gain a more complete understanding of reading instruction. Relation of reading ability to academic achievement, procedures for teaching reading skills needed in content area reading and reading difficulties encountered by elementary student. (3 3 0)

486. Secondary Reading in the Content Area. Prerequisite: admission to teacher education, pass TASP. Development of reading skills and abilities in the middle school and secondary content area classroom. Emphasis on cognitive processes, questioning strategies, study skills and comprehension of expository text. Demonstrate knowledge of the Texas Essential Elements and relate recent research to instruction implications in the classroom. (3 3 0)

491. problems in Reading education. Actual problems relating to reading education. To be taken only after prearrangement with a faculty member and approval of division head. may be repeated once one topics vary. (1-3 0 0)

Secondary Education (EDSE)
(Numbers in parentheses indicate semester, lecture and lab hours.)

420. Teaching in Secondary School. Prerequisite: EDPD 340, EPSY 341, admission to teacher education. Intensive study of general methods of teaching which focuses on study of secondary curriculum, instructional planning and instructional skills. To be taken the semester of student teaching. Field experiences required. (3 3 0)

428. Teaching of School Music. Prerequisite: EDPD 340, EPSY 341, admission to teacher education. Intensive study of teaching vocal and instrumental music in secondary school. To be taken semester of student teaching. Usually offered only during fall semesters. Field experiences required.(3 3 0)

440. Student Teaching-Secondary. Prerequisites: professional education courses required prior to student teaching semester; admission and retention in teacher education, required grade point averages, minimum of 90 semester hours credit with at least two-thirds of course work completed in teaching field. Students are required to enroll in a minimum of two student teaching courses for a minimum required credit of six semester hours. Students will successfully complete six weeks of student teaching in their teaching field at the secondary level. Successful completion will be noted on the student's transcript by a grade of "S" indicating three semester hours credit with no grade points. (3 0 0)

441. Student Teaching-Secondary. Prerequisites: professional education courses required prior to student teaching semester; admission and retention in teacher education, required grade point averages, minimum of 90 semester hours credit with at least two-thirds of course work completed in teaching field. Students are required to enroll in a minimum of two student teaching courses for a minimum required credit of six semester hours. Students will successfully complete six weeks of student teaching in their teaching field at the secondary level. Successful completion will be noted on the student's transcript by a grade of "S" indicating three semester hours credit with no grade points. (3 0 0)

444. Student Teaching-English as a Second Language. Prerequisites: professional education courses required prior to student teaching semester; admission and retention in teacher education, required grade point averages, minimum of nine semester hours of English as a Second Language courses, enrollment in EDSE 440. Students completing secondary certification with English as a Second Language subject concentration are required to enroll in 440 and 444 for a minimum required credit of six semester hours. Students will successfully complete six weeks of student teaching in English as a Second Language at the secondary level. Successful completion will be noted on the student's transcript by a grade of "S" indicating three semester hours credit with no grade points. (3 0 0)

445. Internship-Secondary. Prerequisites: qualify for post-baccalaureate/alternative/STEP; admission to teacher education if required, completion of all other required courses, employment in school district as required. Students are required to enroll in a minimum of two internships for a minimum required credit of six semester hours. Student will successfully complete one-half of required teaching assignment in a designated accredited school at the secondary level. Successful completion will be noted on the student's transcript by a grade of "S" indicating three semester hours credit with no grade points. (3 0 0)

446. Internship-Secondary. Prerequisites: qualify for post-baccalaureate/alternative/STEP, admission to teacher education if required, completion of all other required courses, employment in school district as required. Students are required to enroll in a minimum of two internships for a minimum required credit of six semester hours. Student will successfully complete one-half of required teaching assignment in a designated accredited school at the secondary level. Successful completion will be noted on the student's transcript by a grade of "S" indicating three semester hours credit with no grade points. (3 0 0)

492. Problems in Secondary Education. Study and/or research on an identified topic in secondary education. Requires approval of division head. May be repeated once when topics vary. (1-3 0 0)

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