Southwestern University
2002-2003 Catalog

Academic Calendar

Southwestern University: A Statement
The Academic Program
Degree Requirements
Academic Regulations

Course Descriptions

Brown College of Arts & Sciences
 Biology
 Chemistry
 Classics
 Communication
 Economics & Business
 Education
 English
 History
 Kinesiology
 Math & Computer Science
 Modern Languages & Literatures
 Physics
 Political Science
 Psychology
 Religion & Philosophy
 Sociology & Anthropology

Sarofim School of Fine Arts
 Art
 Music
 Theatre

Interdisciplinary Programs
Special Academic Programs

Admission & Financial Aid
Student Life
Cultural Activities
History & Governance
Endowments & Scholarships

University Directory
Board & Officers
Faculty
Administration
 

 

EDUCATION DEPARTMENT

Division of Social Sciences
Associate Professor Sherry E. Adrian, PhD, Chair
Professor James W. Hunt, EdD
Professor Jacqueline E. Muir-Broaddus, PhD
Associate Professor Sharon C. Johnson, EdD
Associate Professor Michael Kamen, PhD
Assistant Professor Alicia Moore, PhD
Assistant Professor La Vonne I. Neal, PhD

The Education Department at Southwestern recognizes that education is the vehicle upon which the world’s future rides and that the preparation of culturally responsive 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. Course work in Southwestern’s General Education Program, and in the content fields for secondary certification, 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, diverse learners and assessment. Analytic, creative, and evaluative thinking skills are taught and modeled in courses in order to produce lifelong learners who are skilled in the problem solving so necessary in the world of today and tomorrow. Strong, early field experiences and a closely supervised student teaching placement are integral components of the program. After graduation, during the first critical year of teaching, the Education Department provides assistance through the S.O.S. (Semester of Support) program.
Southwestern University has received the rating of “Accredited” under the
Accountability System for Educator Preparation. This rating is issued by the State Board of Educator Certification under the authority of Section 21.045, Texas Education Code. Accreditation ratings are based on the performance standards established by the State Board and are issued annually to each educator preparation program in Texas. The standards represent successful performance by the program’s candidates on the examinations required for certification as an educator. Southwestern’s first-time test takers had a 86% pass rate in 2001–2002, while the cumulative pass rate for 2000–2001 was 92%.
Southwestern University and the local Georgetown Independent School District have a collaborative relationship through our state recognized Center for Professional Development and Technology (CPDT). Three local schools house university classrooms so that students seeking teacher certification benefit from learning in context of the public schools.
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 TExES examinations. Students seeking elementary certification major in Child Study and Language Development and choose Primary (Pre-K-4) or Intermediate (4-8) level teacher certification. 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 State Board for Educator Certification. 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 meet the 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 precedes the start of Southwestern University classes.
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/primary (pre-K-grade 4), elementary/intermediate (grades 4-8), secondary (grades 8-12), and all-level (music and physical education). Generic special education certification is available at all 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 21 semester hours of professional education, as well as 9 hours of the General Education courses are specified.

Admission to Teacher Certification Program

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 or approved exemption.
4. Completion of a diverse cultural experience, including no fewer than 20 hours. Students must submit a proposal for Department approval prior to entering into the experience.
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, 43-473, 44-643, 44-653, 02-353*, 45-733*, 45-763*, and SSC 39-483*. No other professional courses may be taken until after admission to the Teacher Certification Program. *Prerequisites for 45-733, 45-763 and SSC 39-483 are completion of at least 45 semester hours with a 2.5 grade point average. *Prerequisite for 02-353 is completion and/or concurrent enrollment in POK science courses.

State Competency Testing Requirements

In order to be admitted to the Teacher Certification Program, students must pass or be exempted from all parts of the Texas Academic Skills Program (TASP). The TASP is offered six times each year. In order to be recommended for the TExES teacher certification or additional teaching fields, all persons shall be required to achieve a satisfactory level of performance on one or more examinations contained in the Texas Examinations of Educator Standards (TExES). The TExES is offered three times each year. Both the TASP and the TExES 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 a minimum of 12 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. Preliminary application for student teaching will be completed in the spring semester of the junior year. Final applications for student teaching are required by October 15 for the fall semester and by March 15 for the spring semester. Final admission to student teaching requires an overall grade point average of 2.5 and approval by the CPDT Committee. 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. A grade of C- or below will be reviewed by the department and may require repeating the course and performing at the level of C+ or better or an approved alternative.

Certification Programs

Secondary Certification Program

General Education Requirements (must include Survey of Exceptionalities; Educational Technology; and Schools, Society and Diversity)
Total Professional Development Requirements 21 hrs
Education 40-493 Foundations & Curriculum of American Schools
Education 45-763 Reading in the Content Area
Education 41-753 The Secondary Teacher
Education 43-443 Instructional Strategies for Teaching Students with
Special Needs
Education 40-813 Classroom Organization and Management
Education 41-806 Student Teaching in the Secondary School
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 POK’s and other courses which are aligned with state certification requirements.
Students interested in obtaining secondary certification through a supervised internship must apply to the Department one semester prior to the internship. Supervision will be offered in approved school districts only.

ACADEMIC SPECIALIZATION

Each student seeking secondary provisional certification is encouraged to have two 24-hour teaching fields. The following teaching fields are available:
Art 70-203, 323, 403 or 413, 463, 503, 613; 71-113 or 373 and three hours from 70-403, 413, 473, 513. Additional hours required for a major.
Biology 50-102, 112, 122, 132; 50-204, 324, 434 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, 614, 623, 711, and 713.
Communication 75-113, 133, 173, 573, 613, 623, 653, 683.
Computer Information Systems CSC 54-143, 183, 283, 393, 453, 473, 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 11-014, 024, 113, 123, 313 or 333, and 353, plus six advanced hours.
Generic Special Education 43-403, 413, 423, 433, 443, 453, 463, 473.
History 16-233, 753, 853; one of the following: 16-453,483, 713, 763, 773 or 783;16-013, 033, or 043; 16-023, 053, 063, or 073; plus any six additional semester hours numbered 16-2xx or above. Additional hours required for major.
Kinesiology 48-192, 403, 423, 513, 704, 714; and four Fitness and Recreational Activity classes (in addition to the two FRA hours required for all degrees), plus 48-941.
Latin 14-014, 024, 113, 123, 403, 423, 503 plus three advanced hours.
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 53-104, 53-154, 164, 314; two from 304, 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 15-014, 024, 113, 123, 333, 343, plus six advanced hours.
Theatre 73-111 (twice), 163, 173, 293, 301, 893; 74-233 or 243, plus three advanced hours.
Composite Science:
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.
Composite Social Studies:
History 16-753, 853; two of the following: 16-233, 453, 483, 713, 763, 773, or 783; 16-013, 033, or 043; 16-023, 053, 063, or 073; 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 Certification Program

The State Board for Education (SBEC) has restructured the certification levels for all teachers entering the profession after September, 2001. There are now two levels of elementary certification available (primary for grades PreKindergarten through fourth and intermediate for grades fourth through eighth), in addition to all-level certification in some fields. The PreK through 4th grade certification and the 4th through 8th grade certification are incorporated in a Child Study and Language Development (CSLD) major. The CSLD major is composed of a core of psychology and reading courses. All students interested in pursuing Texas teacher certification may obtain detailed descriptions of each certification program from the Education Department.
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 POK’s and other courses which are aligned with state certification requirements.

All-Level Certification Program

General Education Requirements (must include Survey of Exceptionalities; Educational Technology; and Schools, Society, and Diversity)
Music
Total Professional Development Requirements (Education) 21 hrs
Education 40-623 Developmental Psychology
Psychology 33-763 Educational Psychology
Education 40-493 Foundations & Curriculum of American Schools
Education 45-773 Reading Methods in the Elementary School I
OR 45-763 Reading in the Content Area
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
Kinesiology
Total Professional Development Requirements (Education) 27 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 45-763 Reading in the Content Area
OR 45-773 Reading Methods in the Elementary School I
Education 41-753 The Secondary Teacher
Education 43-443 Instructional Strategies for Teaching Students
with Special Needs
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 80-701, 711, and 77-612).
Kinesiology Specialization: 48-192, 403, 443, 513, 523; four Fitness and Recreational Activity classes (in addition to the two FRA hours required for all degrees); three of the following: 48-313, 423, 704, 714; two of the following 48-242, 252, 262, 282, 502; plus five additional hours to total 36 semester hours.

Generic Special Education Endorsement

This endorsement is available only for certified teachers. The following courses are required: 43-403, 413, 423, 433, 443, 453, 463 and 473.

Generic Special Education Minor

Students from all disciplines, particularly the social sciences, may obtain a minor in Generic Special Education. A minor is 18 semester hours from the following courses: 43-403, 43-413, 43-423, 43-433, 43-453 with concurrent enrollment in 43-463, or 43-473. Selection of the six courses required for a minor is strongly determined by which of the available courses are offered in a given year. Completion of the 18 semester hour minor does not meet state teacher certification requirements.

Education Courses (EDU)

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. Adrian; Secondary (41 series): Dr. Neal; Elementary (42 series): Dr. Johnson; Special Education (43 series): Dr. Adrian; Early Childhood (44 series): Dr. Johnson; Reading Education (45 series): Dr. Johnson.

Professional Development

40-493FOUNDATIONS 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. Prerequisite: Admission to Teacher Certification Program.
†40-553SCHOOLS, SOCIETY AND DIVERSITY. An examination of diversity in schools and society. Emphasis is on such dimensions of diversity as culture, ethnicity, exceptionality, gender, language, sexual orientation, and social class. Diversity and implications for educational policy, curriculum, and methodology will be highlighted. The course provides students an opportunity to think critically about values across cultures within the United States. (POK-Values Analysis)
40-623DEVELOPMENTAL PSYCHOLOGY. This course number should be used by psychology majors only. (For teacher certification, see Psychology 33-623.) Prerequisite: Psychology 33-103.
40-763EDUCATIONAL 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 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 also be taken with EDU 41, 42, 43, 44, and 45 prefixes.)

40-903TUTORIAL. (May also be taken with EDU 41, 42, 43, 44, and 45 prefixes.)
40-943 INTERNSHIP. (May also be taken with EDU 41, 42, 43, 44, and 45 prefixes.)
40-953INDEPENDENT STUDY. May be repeated with change in con-tent. (May also be taken with EDU 41, 42, 43, 44, and 45 prefixes.)
40-973RESEARCH. (May also be taken with EDU 41, 42, 43, 44, and 45 prefixes.)
40-983 HONORS. By invitation only. (May also be taken with EDU 41, 42, 43, 44, and 45 prefixes.)

Secondary Education

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, 45-763, and admittance to Teacher Certification Program. Concurrent enrollment in 43-443 is
required. The starting date for this course in aligned with the beginning of Georgetown ISD schools and usually precedes the start of Southwestern University classes. (Fall)
41-803, 806STUDENT TEACHING IN THE SECONDARY SCHOOLS. Observation and supervised teaching in the public secondary schools. The student will take Education 40-813 concurrently with student teaching. Required: Senior standing, completion of all other course work, and admittance to student teaching. Must be taken Pass/D/F.

NOTE: See Professional Development (EDU 40) section for course numbers for Selected Topics, Tutorial, Internship, Independent Study, Research, and Honors courses.

Elementary Education

42-553SOCIAL STUDIES METHODS IN THE ELEMENTARY SCHOOL. A study of social studies teaching techniques which are appropriate for use in the elementary school. The focus will be on developing units for in-depth study of topics in social studies, multicultural and integrated curriculum, interactive and cooperative classrooms, and an inquiry and problem solving approach to significant human issues. Projects and course work will be adapted to the student’s level of certification. Particular attention will be given to the TExES and to national standards. This course which is field-based is taken in conjunction with 45-783, Reading Methods in the Elementary School II, and 43-443, Instructional Strategies for Teaching Students with Special Needs. Please note: the starting date for these field-based courses, which are offered in Fall only, is aligned with the beginning of public school in the Georgetown ISD which usually precedes the starting date for classes at Southwestern. Prerequisites: Admission to the Teacher Certification Program, completion of 45-773, Reading Methods in the Elementary School I, and 42-763, Teaching Mathematics in the Elementary School II.
42-753TEACHING MATHEMATICS IN THE ELEMENTARY SCHOOL I. A study of concepts, problem solving, and computation strategies necessary to orchestrate a problem solving environment for effective teaching, learning, assessment, and evaluation of pre-K through 8th grade mathematics. Emphasis is on the practical application of teaching methods through the use of problem solving and on engendering confidence in all students for doing mathematics using manipulative teaching aids and other resource materials. Strategies for integrating math with other content areas, establishing cooperative learning groups, and helping elementary students make connections to real life applications of math are included. Mathematical concepts and procedures are those of number sense, mathematical operations, problem solving, fraction, decimal, percent, ratio, and proportion. This course includes experience in the use of technology as a production tool in the elementary mathematics classroom. Prerequisites: Admission to Teacher Certification Program and 3 semester hours of mathematics.
42-763TEACHING MATHEMATICS IN THE ELEMENTARY SCHOOL II. A study of concepts, problem solving, and computation strategies necessary to orchestrate a problem solving environment for effective teaching, learning, assessment, and evaluation of pre-K through 8th grade mathematics. Emphasis is on the practical application of teaching methods through the use of problem solving and on engendering confidence in all students for doing mathematics using manipulative teaching aids and other resource materials. Strategies for integrating math with other content areas, establishing cooperative learning groups, and helping elementary students make connections to real life applications of math are included. Mathematical concepts and procedures are those of measurement, geometric thinking, probability, data analysis, algebraic reasoning, functions, and real numbers. This course includes experiences in the use of technology as a production tool in the elementary mathematics classroom, as well as field experiences in an urban school setting. Taken concurrently with 45-773, Reading Methods in the Elementary School I. Prerequisites: Admission to Teacher Certification Program and completion of 42-753, Teaching Mathematics in the Elementary School I.
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.

NOTE: See Professional Development (EDU 40) section for course numbers for Selected Topics, Tutorial, Internship, Independent Study, Research, and Honors courses.

Special Education

†43-403SURVEY OF EXCEPTIONALITIES. This course explores 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 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. The course design incorporates self-directed learning experiences and portfolio assessment. 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. 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 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 43-403.
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 and completion of or concurrent enrollment in 43-403.
43-443 INSTRUCTIONAL STRATEGIES FOR DIVERSE LEARNERS. 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, completion of 43-403, and concurrent enrollment in Education 45-783 or 41-753. The starting date for this course is aligned with the beginning of Georgetown ISD schools and usually precedes the start of Southwestern University classes.
43-453 BEHAVIORAL CHANGE STRATEGIES. This course explores effective classroom arrangements and procedures 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. Prerequisite: completion of or concurrent enrollment in 43-403. Concurrent enrollment in 43-463 required.
43-463PRACTICUM: GENERIC SPECIAL EDUCATION. Supervised practicum in the public elementary or secondary schools. Required: Completion of or concurrent enrollment in 43-403 and concurrent enrollment in Education 43-453.
43-473EARLY CHILDHOOD INTERVENTION. The course is designed to prepare students who will assume roles as teachers and related services personnel serving infants and young children with developmental delays and their families in public schools and outreach programs. Emphasis is on working in partnership with families as part of a transdisciplinary team, assessment, service delivery models, and teaching strategies used to meet the needs of these children. Prerequisite: Completion of or concurrent enrollment in 43-403.

43-803, 806 STUDENT TEACHING IN GENERIC SPECIAL EDUCATION. 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.
NOTE: See Professional Development (EDU 40) section for course numbers for Selected Topics, Tutorial, Internship, Independent Study, Research, and Honors courses.

Early Childhood Education

44-643 THE CHILD AND THE CURRICULUM IN EARLY CHILDHOOD EDUCATION. Study of the curriculum choices made by early childhood educators, particularly in the areas of math, science, and play. Careful attention is given to developmentally appropriate practices and the TEKS, as well as the influence of the Project Approach and Reggio Emilia schools on early childhood curriculum. Students have opportunities to plan, present and evaluate lessons in math and science. 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 literacy and developmentally appropriate instructional approaches for supporting literacy in young children, including shared reading and guided reading. Attention is given to multicultural curriculum and the integration of all subjects, including the 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)
44-803STUDENT 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.

NOTE: See Professional Development (EDU 40) section for course numbers for Selected Topics, Tutorial, Internship, Independent Study, Research, and Honors courses.

Reading Education

45-653 LANGUAGE AND LITERACY IN YOUNG CHILDREN. See Education 44-653.
45-723 INTEGRATING LANGUAGE ARTS THROUGHOUT THE CURRICULUM. 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 Certifica-
tion 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 included. Prerequisites: 45 semester hours and 2.5 grade point average. 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. Observation and teaching in the local school district is required. 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, varied approaches to reading instruction including language experience, shared and guided reading, and integrated and thematic teaching, comprehension and word analysis strategies including phonics content and instruction, and theories and methods associated with emergent and bilingual literacy. Observation and teaching in urban and suburban settings will be included.
45-783READING METHODS IN THE ELEMENTARY SCHOOL II. A field-based study of varied instructional methods and formal and informal assessments in reading. This course is taught in elementary school settings and involves extensive observation and participation. Focus is on lesson planning and implementation, and application of assessment procedures. This course is taken in conjunction with 43-443, Instructional Strategies for Teaching Students with Special Needs, and 42-553, Social Studies Methods in the Elementary School. Continued development of student’s professional portfolio is integral to all three courses. Please note: the starting date for these field-based courses, which are offered in Fall only, is aligned with the beginning of public school in the Georgetown ISD which usually precedes the starting date for classes at Southwestern. Prerequisites: Admission to the Teacher Certification Program, completion of 45-773, Reading Methods in the Elementary School I, and 42-763, Teaching Mathematics in the Elementary School II.

NOTE: See Professional Development (EDU 40) section for course numbers for Selected Topics, Tutorial, Internship, Independent Study, Research, and Honors courses.