Southwestern University
2000-2001 Catalog

Assistant Professor Sherry E. Adrian, PhD, Chair

The Education Department at Southwestern recognizes that education is the vehicle upon which the world’s future rides and that the preparation of teachers for tomorrow’s classrooms is vitally important. We believe that a strong foundation in the liberal arts is critical to the preparation of excellent teachers. A depth of knowledge in one or more teaching fields is also imperative. Course work in general education and in the content fields is provided outside the Education Department.

Courses within the Education Department are designed to provide a philosophical and theoretical basis for teaching. In addition, courses are provided which develop a knowledge of teaching methodology which is based on current research. These courses emphasize developmental characteristics of the learner, learning theories, and assessment. Analytic, creative, and evaluative thinking skills are taught and modeled in courses in order to produce the inquiring learner, skilled in problem solving so necessary in the world of today and tomorrow. A strong, early field experience is an integral component of the program design, in addition to the closely supervised student teaching. After graduation, during the first critical year of teaching, the Education Department provides assistance through the S.O.S. (Semester of Support) program.

Degrees are awarded by Southwestern University, while certification is awarded by the State of Texas. Therefore, a student may seek certification upon completion of any degree, the completion of a state-approved teacher certification program, and the receipt of a satisfactory score on the ExCET examination. Students seeking elementary certification major in Child Study and Language Development, whereas students seeking secondary or all-level certification major in a subject field such as history, English, mathematics, etc. Specific information on courses required for elementary, secondary, and all-level certification programs is listed in the following pages.

Teacher certification standards are established by the Texas Education Agency. Any change in these standards must be reflected in Southwestern’s certification requirements; therefore, any modification in the state law affecting our certification requirements takes precedence over statements in this Catalog.

In completing the requirements for their respective degree programs, students must include the general education requirements necessary for Texas teacher certification as well as those required by Southwestern. Exemption from a University graduation requirement may not satisfy state certification requirements.

Completion of a degree with teacher certification may require an extra semester of work. In fall of the senior year, placement in a field-based program will require students to return to Georgetown for the beginning of public school, which usually is early August.

The capstone experience for those majoring in Child Study and Language Development consists of successful completion of the student teaching requirements.

Existing certification programs include elementary (grades 1-8), secondary (grades 6-12), and all-level (music and physical education). The early childhood endorsement may be earned in conjunction with the elementary certificate. Generic special education certification is available at both secondary and elementary levels. Students who wish to earn secondary certification normally complete a 30-hour major and a 24-hour minor or an approved composite program, as well as 18 semester hours of professional education.

ADMISSION TO TEACHER CERTIFICATION PROGRAMS

Admission to the University and admission to the Teacher Certification Program are two separate entities. The requirements for admission to teacher education at Southwestern University are as follows:

1. A grade point average of 2.5 or above on a minimum of 60 semester hours of work completed.

2. A grade of at least "C-" in an English composition course.

3. Satisfactory scores on the Texas Academic Skills Program tests.

If an applicant is denied admission to the Teacher Certification Program, he or she may appeal. This appeal process is initiated by contacting the Chair of the Department of Education.

Courses which may be taken while seeking admission in the sophomore year are 43-403, 44-643, 44-653, 45-733*, and 45-763*. No other professional courses may be taken until after admission to the Teacher Certification Program. *Prerequisites for 45-733, and 45-763 are completion of at least 45 semester hours with a 2.5 grade point average.

STATE COMPETENCY TESTING REQUIREMENTS

In order to be admitted to the Teacher Certification Program, students must pass all parts of the Texas Academic Skills Program (TASP). The TASP is offered six times each year. In order to be recommended for teacher certification, additional teaching fields or areas of specialization, or endorsements, all persons shall be required to achieve a satisfactory level of performance on one or more examinations contained in the Examination for the Certification of Educators in Texas (ExCET). The ExCET is offered three times each year. Both the TASP and the ExCET are prescribed by the State Board of Education.

STUDENT TEACHING

Student teaching normally will be taken during the last semester. Student teaching requires full days in public schools for 12 consecutive weeks in accordance with the calendar of the school district. When the calendar of the school district does not coincide with Southwestern’s calendar and dormitories are closed, student teachers will be required to find housing accommodations off campus and will be assisted in doing so, if necessary. Completed applications for student teaching are required by April 15 for the fall semester and by November 15 for the spring semester. Final admission to student teaching requires an overall grade point average of 2.5 and approval by the Teacher Education Council. Students denied admission to student teaching may appeal by contacting the Chair of the Department of Education.

GRADE STANDARDS

Required education and advanced courses in a teaching field must record a grade of "C-" or better.

SECONDARY PROVISIONAL CERTIFICATION PROGRAM

Academic foundations 60+ hrs

Total Professional Development Requirements 18 hrs

Education 40-493 Foundations & Curriculum of American Schools

Education 45-763 Reading in the Content Area

Education 41-753 The Secondary Teacher

Education 40-813 Classroom Organization and Management

Education 41-806 Student Teaching in the Secondary School

Each student seeking secondary provisional certification is required to have two 24-hour teaching fields or a 48-hour composite field. The following teaching fields are available:

Art 70-203, 323, 403 or 413, 463, 503, 613; 71-213 or 373 and three hours from 70-403, 413, 473, 513. Additional hours required for a major.

Biology 50-102, 112, 122, 132; 50-224, 554, 234 or 333; plus 4 or 5 additional advanced semester hours.

Chemistry 51-151, 153, 161, 163 (or 51-171, 173, 211, 213), 551, 553, 561, 563, and eight semester hours from 51-641, 643, 571 and 573, 583, 593, 613, 623, 711, and 713.

Communication 75-113, 133, 173, 453, 463, 573, 683, 823.

Computer Information Systems CSC 54-043, 183, 283, 393, 473, 453, plus six additional semester hours.

English 10-013, 183, 703; one of the following three: 10-663, 673, 683; and one of the following: 10-153, 163, 173, 603, 613, 623, or 723 plus 9 additional advanced semester hours.

French 11-013, 023, 113, 123, 313 or 333, and 353, plus six advanced hours.

Generic Special Education 43-403, 413, 423, 433, 443, 453, 463, 793.

History 16-233, 753, 853; two of the following: 16-483, 713, 763, 773 or 783 plus any six additional semester hours numbered 16-2xx or above. Additional hours required for major.

Kinesiology 48-192, 403, 513, 704, 714, 723; and four Fitness and Recreational Activity classes (in addition to the two FRA hours required for all degrees), plus one additional semester hour.

Latin 14-013, 023, 113, 123, 303, 403, 423, 503.

Mathematics 52-154, 253, 213, 403, 673, 683; and two courses from 52-353, 373, 573, 693, or 843.

Physical Science 51-151, 153, 161, 163, 551, 553, 561, and 563; 53-104, 154, 164; and 51-641, 643 or 53-314.

Physics 53-154, 164, 304, 314; 324 and 334.

Political Science 32-113, 143, 213, 503, 653; two courses from the following: 32-253, 513, 533, 613; one from the following: 32-423, 433, 453, 463.

Psychology 33-103, 204, Mathematics 52-213; two courses from 33-403, 423, 463; two courses from 33-603, 643, 683; and two courses from 33-263, 443, 623.

Spanish 15-013, 023, 113, 123, 333, 343, plus six advanced hours.

Theatre 73-111 (twice), 163, 173, 293, 301, 893; 74-233 or 243, 583 or 593 plus three advanced hours.

Biology 50-102, 112, 122, 132, 143; Chemistry 51-151, 153, and 51-161, 163; Physics 53-053, 53-154, and 53-164; plus an additional 18 hours advanced work as listed in the secondary teaching fields for Biology, Chemistry, or Physics.

History 16-013, 023, 753, 853; two of the following: 16-103, 113, 483, 713, 763, 773, or 783; six additional advanced hours in history; Political Science 32-113, 503; Economics 31-013, 103; Anthropology 35-113, Sociology 34-283; and six additional advanced hours from these four fields.

ELEMENTARY PROVISIONALCERTIFICATION PROGRAM

At the time of publication of this catalog, the State Board for Educator Certification (SBEC) is in the process of restructuring the certification levels for all teachers entering the profession after September 2001. Currently SBEC is projecting three levels of certification (grades pre-kindergarten-4, 4-8, and 9-12), in addition to all-level certification in some fields.

All students who are interested in pursuing Texas teacher certification may obtain detailed descriptions of the new programs from the Education Department after August 1, 2000.

Interested students are strongly encouraged to contact a member of the Education Department, even if they are assigned to another advisor. Doing so will allow them to receive current information on the new certification programs and guidance in selecting POKs and other courses which are aligned with state certification requirements.

ALL-LEVEL PROVISIONAL CERTIFICATION PROGRAMS

Academic Foundations 60+ hrs

Total Professional Development Requirements (Education) 18 hrs

Education 40-623 Developmental Psychology

Psychology 33-763 Educational Psychology

Education 40-493 Foundations & Curriculum of American Schools

Education 45-763 Reading in Content Area

OR 45-773 Reading in Elementary School I

Education 40-813 Classroom Organization and Management

Education 41-803 Student Teaching in the Secondary School

Education 42-803 Student Teaching in the Elementary School

Total Professional Development Requirements (Education) 18 hrs

Education 40-623 Developmental Psychology

Psychology 33-763 Educational Psychology

Education 40-493 Foundations & Curriculum of American Schools

Education 45-733 Children’s Literature in the Reading Program

OR 45-773 Reading in Elementary School I

Education 41-753 The Secondary Teacher

Education 40-813 Classroom Organization and Management

Education 41-803 Student Teaching in the Secondary School

Education 42-803 Student Teaching in the Elementary School

Music Specialization: 76-101, 111, 113, 121, 123, 131, 223, 233; 80-113, 123, 223, 233; 77-423 or 463, 77-443 or 473, 77-603 or 613; 13 hours applied music/ensembles; (for vocal performers only 76-701, 711, and 77-612).

Kinesiology Specialization: 48-192, 403, 513, 523, 743; four Fitness and Recreational Activity classes (in addition to the two FRA hours required for all degrees); three of the following: 48-704, 714, 723, 733; two of the following 48-242, 252, 262, 272, 282; plus five additional hours to total 36 semester hours.

EARLY CHILDHOOD EDUCATION ENDORSEMENT

Southwestern offers courses leading to the early childhood endorsement on the elementary certificate. The following courses are required: 44-623, 44-643, 44-653, and 44-803. These courses will become part of the new Pre-K-4 certificate.

GENERIC SPECIAL EDUCATION ENDORSEMENT

This endorsement is available only for certified teachers. The following courses are required: 43-413, 423, 433, 443, 453, 463.

Education courses are divided into several areas. Students who have questions about a particular course are encouraged to get their information from the appropriate faculty member: Professional Development (40 series)—Dr. Sikes; Secondary (41 series)—Dr. Sikes; Elementary (42 series)—Dr. Johnson; Special Education (43 series)—Dr. Adrian; Early Childhood (44 series)—Dr. Johnson; Reading Education (45 series)—Dr. Johnson.

40-493 FOUNDATIONS AND CURRICULUM OF AMERICAN SCHOOLS. An examination of the educational history of the United States and the changes in curriculum which have developed through the years. The course will focus on the different philosophies of curriculum organization, as well as the scope and sequences of subjects in elementary and secondary schools. Included in the course of study are considerations of multicultural education, legal and ethical issues concerning the teaching profession, and the responsibilities of the teacher in today’s society. The course includes an examination of the ethical implications of technology use in American schools and requires the use of word processing in the development of course projects. Prerequisite: Admission to Teacher Certification Program.

40-623 DEVELOPMENTAL PSYCHOLOGY. This course number should be used by psychology majors only. (For teacher certification, see Psychology 33-623.) Prerequisite: Psychology 33-103. Also 44-623 for early childhood endorsement.

40-763 EDUCATIONAL PSYCHOLOGY. An examination of the many areas in which psychology contributes to educational practice. Topics include theories of learning and cognitive development, the application of cognitive principles to instruction, intellectual and academic assessment principles and instruments, principles of problem formation and resolution, and the recognition and handling of student psychological difficulties. Prerequisites: Psychology 33-623 and admission to Teacher Certification Program or permission of instructor. Also Psychology 33-763. (Spring)

40-813 CLASSROOM ORGANIZATION AND MANAGEMENT. A step-by-step approach to successfully organizing and managing a classroom. Positive approaches to time management, materials organization, curriculum selection and management, scheduling, and classroom discipline will be described. Course content is designed for special relevance to the student teaching experience. Prerequisites: Same as for student teaching; to be taken with student teaching.

40-301, 302, 303 SELECTED TOPICS IN PROFESSIONAL DEVELOPMENT. May be repeated with change in topic. (May be taken with any Education prefix.)

40-903 TUTORIAL. (May be taken with any Education prefix.)

40-943 INTERNSHIP. (May be taken with any Education prefix.)

40-953 INDEPENDENT STUDY. May be repeated with change in content. (May be taken with any Education prefix.)

40-973 RESEARCH. (May be taken with any Education prefix.)

40-983 HONORS. (May be taken with any Education prefix.)

41-753 THE SECONDARY TEACHER. 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. Prerequisites: Education 40-493 and admittance to Teacher Certification Program.

41-803, 806 STUDENT TEACHING IN THE SECONDARY SCHOOLS. Observation and supervised teaching in the public secondary schools. The student will take Education 40-483 concurrently with student teaching. Required: Senior standing, completion of all other course work, and admittance to student teaching. Must be taken Pass/D/F.

42-653 INSTRUCTIONAL METHODOLOGY FOR ELEMENTARY SCHOOL. A study of teaching techniques which are appropriate for use in the elementary school. The course will include examination of planning procedures, evaluation, essential elements, instructional media and technology, questioning, organization, and teaching methodology. Approximately 8 hours per week are spent in the public school setting in conjunction with this course and 45-783, Reading Methods in the Elementary School II, which must be taken simultaneously. Prerequisite: Admission to Teacher Certification Program and completion of 42-753, Teaching Mathematics in Elementary School.

42-753 TEACHING MATHEMATICS IN THE ELEMENTARY SCHOOL. A study of concepts and computational skills necessary in teaching elementary mathematics. Emphasis is on the practical application of teaching methods through the use of manipulative teaching aids and other resource materials. This course includes experiences in the use of technology as a production tool in the elementary mathematics class room. Prerequisites: Admission to Teacher Certification Program and 6 semester hours mathematics.

42-803, 806 STUDENT TEACHING IN ELEMENTARY SCHOOL. 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.

†43-403 SURVEY OF EXCEPTIONALITIES. This course explores the ranges of human experience of individuals with exceptionalities (including those who are gifted or have learning, mental, physical, emotional or sensory disabilities) and their families. Students explore the impact of various attitudes toward persons with exceptionalities. Historical and contemporary issues are discussed. Emphasis is placed on society’s response within various arenas to meet the diverse needs of our family members, co-workers, and friends who are identified as exceptional. Major emphasis will be on how these efforts (or lack of) have made an impact on the quality of life experienced by these people. Students are expected to combine their interest in another field with this course of study through a semester project. Students participate in an evening conference on exceptionalities. Strongly recommended: 20 hours of field service. (POK-Social Analysis)

43-413 PROGRAMS AND SERVICES FOR INDIVIDUALS WITH SPECIAL NEEDS. This course acquaints students with programming and placement options available to individuals with special needs, including but not limited to: medical, educational, social, psychological, and vocational. Emphasis is placed on identifying the eligibility criteria and referral processes of public and private agencies, and the programs and services available. Community integration through interagency collaboration and family involvement serves as the focus. Directed observations within and beyond the immediate geographic area are an integral part of the course. Required: Completion of or concurrent enrollment in Education 43-403.

43-423 ASSESSMENT FOR INSTRUCTION OF STUDENTS WITH SPECIAL NEEDS. This course examines assessment strategies related to the special education referral and placement process, and on-going evaluation of pre-academic, social, academic, vocational, recreational, and independent living skills. Emphasis is placed on assessment strategies that provide the most relevant information for instructional purposes. Contemporary issues related to assessment and student evaluations are explored. Required: completion of or concurrent enrollment in Education 43-793.

43-433 COOPERATIVE TEACHING AND COLLABORATIVE CONSULTATION. This course emphasizes skills necessary for meeting the educational needs of learners through inclusive education. Students explore the impact of attitudes on cooperative teaching and inclusive programs. The various roles available to special education teachers are discussed. Strategies that promote collaboration among teachers, support professionals, and parents are stressed, including administrative support and management systems. Required: Field placement in a classroom setting serving students with special needs.

43-443 INSTRUCTIONAL STRATEGIES FOR TEACHING STUDENTS WITH SPECIAL NEEDS. This course provides practice in the planning and organization of instruction to facilitate learner success. Individualized educational plans are developed. Selection and modification of teaching strategies and instructional materials for students in segregated and inclusive settings are demonstrated. This course includes experience in the use of technology as a production tool in elementary and secondary classrooms. Required: Admission to the Teacher Certification Program and concurrent enrollment in Education 45-783 and 41-753.

43-453 BEHAVIORAL CHANGE STRATEGIES FOR STUDENTS WITH SPECIAL NEEDS. This course explores effective classroom arrangements and procedures, including strategies for working with students who have moderate to severe behavior disorders and learning problems. Design and implementation of data collection methodologies are practiced. Techniques that enhance students’ return to general education classrooms are described. Emphasis is placed on strategies that encourage desired behavior and prevent undesired behavior. Required: Field placement in a setting serving students with special needs.

43-463 PRACTICUM: GENERIC SPECIAL EDUCATION. Supervised practicum in the public elementary or secondary schools. Required: Concurrent enrollment in Education 43-453.

43-793 DIAGNOSIS AND REMEDIATION OF READING DIFFICULTIES. An examination of common reading difficulties encountered in today’s schools. The course provides first-hand experience with diagnostic reading instruments and their interpretation. Techniques for remediating reading difficulties are examined. Recommended: Completion of or concurrent enrollment in Education 43-423. (See also Education 45-793.)

44-623 DEVELOPMENTAL PSYCHOLOGY. Also Psychology 33-623.

44-643 THE CHILD AND THE CURRICULUM IN EARLY CHILDHOOD EDUCATION. Study of the history of early childhood education and the application of learning theories to young children. Course focuses on the physical, social, affective and cognitive development of young children and the developmental implications for the physical education, health, math and science curriculum. Special attention is given to the TEKS in these subjects, inclusion and meeting the needs of exceptional children, appropriate assessment techniques for young children, teaching math concepts through manipulatives, and parent involvement. Directed observation and participation in early childhood classrooms are an integral part of the course.

44-653 LANGUAGE AND LITERACY IN YOUNG CHILDREN. Study of the development of oral language, the concept of emergent literacy, and appropriate informal approaches for developing literacy. Attention is given to the integration of all subjects, including fine arts and social studies, with the language arts. Directed observation and participation in early childhood classrooms are an integral part of the course. (Also Reading 45-653.)

44-803 STUDENT TEACHING IN EARLY CHILDHOOD EDUCATION. Supervised student teaching in a student teaching center. Prerequisites: Senior standing, completion of all other course work, admission to student teaching. Must be taken Pass/D/F.

45-653 LANGUAGE AND LITERACY IN YOUNG CHILDREN. (See Education 44-653.)

45-723 INTEGRATING LANGUAGE ARTS IN THE READING PROGRAM. An examination of children’s development of language and literacy with particular emphasis on reading/writing connections and the process approach to writing. The course design incorporates a writing workshop, portfolio assessment, book clubs, and self-directed learning experiences. Prerequisite: Admission to Teacher Certification Program.

45-733 CHILDREN’S LITERATURE IN THE READING PROGRAM. A comprehensive examination of children’s literature with particular emphasis on evaluating works for quality and presenting them to children in ways that invite interaction and enjoyment. A study of traditional genres and an examination of contemporary issues are central to the course. In addition to extensive reading, students are given opportunities to write for children and to present books using a variety of techniques, including storytelling, creative dramatics, role-playing, character analysis, puppetry, discussion, and others. Opportunities to read to children and to work in the libraries of public schools are made available. Prerequisites: 45 semester hours and 2.5 grade point average. (See also English 10-733.)

45-763 READING IN THE CONTENT AREA. An examination of techniques designed to improve reading comprehension of content area textbooks. The course also will focus on the selection of appropriate reading materials and the impact of multicultural differences on content reading instruction. The course includes experiences in the use of technology as a production tool in secondary content area classrooms. Prerequisites: 45 semester hours and a 2.5 grade point average.

45-773 READING METHODS IN THE ELEMENTARY SCHOOL I. A study of the reading process, approaches to beginning reading including language experience and shared-book, word analysis strategies including phonics content and instruction, alternative approaches to the teaching of reading, and the theory and methods associated with bilingual and non-English speaking children. Observation in school settings will be included. Prerequisite: Admission to Teacher Certification Program.

45-783 READING METHODS IN THE ELEMENTARY SCHOOL II. A field-based study of reading methods used in the public schools. This course will be taught in an elementary school setting and will involve extensive observation and participation. Approximately 8 hours per week are spent in the school setting in conjunction with this course and 42-653, Instructional Methodology for the Elementary School, which must be taken simultaneously. Areas of study include formal and informal assessment techniques and corrective teaching strategies. Focus will be on lesson planning and implementation, application of assessment techniques, evaluation of student progress, and the use of basal reading series. Prerequisites: Admission to Teacher Certification Program and completion of 45-773, Reading Methods in the Elementary School I.

45-793 DIAGNOSIS AND REMEDIATION OF READING DIFFICULTIES. An examination of common reading difficulties encountered in today’s schools. The course provides firsthand experience with diagnostic reading instruments and their interpretation. Techniques for remediating reading difficulties are examined. Prerequisites: 45 semester hours and 2.5 grade point average. (See also Education 43-793.)