Southwestern University
2006-2007 Catalog
Southwestern University: A Statement
The Academic Program
Degree Requirements
Academic Regulations
Course Descriptions
Brown College of Arts & Sciences
Biology
Chemistry and Biochemistry
Classics
Communication Studies
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 and Art History
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 Michael Kamen, PhD, Chair
Professor James W. Hunt, EdD
Professor Jacqueline E. Muir-Broaddus, PhD
Associate Professor Sherry E. Adrian, PhD
Associate Professor Sharon C. Johnson, EdD
Associate Professor Stephen Marble, PhD
Assistant Professor Alicia Moore, 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 100 percent pass rate in 2003-2004, while the cumulative pass rate for 2001–2004 was 100 percent.
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 the context of 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/middle school certification major in Child Study and Language Development and choose either Primary (Pre-K-4) or Intermediate (4-8) level teacher certification. Students who major in Child Study and Language Development and who are seeking the 4-8 certification must choose a content area from the following: language arts, math, science, math/science combination or social studies. 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, intermediate, 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 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 the requirements of 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. The capstone for those seeking secondary certification will be in their major area of study. In addition, they will complete 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, physical education and generic special education). Students who wish to earn secondary certification normally complete a 30-hour major and a 24-hour minor or an approved composite program, in addition to 30/33 semester hours of professional education, as well as 9 hours of the General Education courses as 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 Higher Education Assessment (THEA) tests or approved exemption.
4. Completion of an interactive, sustained intercultural experience, including no fewer than 20 hours (in some cases two experiences may be used to accumulate the required hours). The experience must be over an extended time period (typically one semester). Some students may need to choose a summer experience, due to scheduling constraints. If a summer experience is chosen, it must be at least 3 weeks in duration. Most students will participate in this intercultural experience prior to their junior year. Regardless of whether the experience is completed locally, out of state or in another country, the experience should represent a significant “stretch” for the applicant. Students must submit a proposal prior to engaging in the experience. Proposals must be submitted and approved by the Education Department by the following dates: For a Summer experience – noon on the last day to drop spring classes without record; for a fall experience – noon on the Friday on which spring break begins; for a spring experience – noon on the last day to drop fall classes. Typical course requirements such as field placements and observations do not fulfill this requirement. Special programs that include educational components such as the Jamaica and Innovative Schools programs may fulfill this requirement, if the student’s proposal meets the requirements. Students are required to keep a journal that documents and reflects on the selected experience. Post-experience reflection papers must be submitted to and approved by the department faculty in order to finalize this admission requirement. Final reflection papers are due by December 1 for fall experiences, May 1 for spring experiences and August 1 for summer experiences. Specific guidelines may be obtained in the Education Department, Mood-Bridwell Hall, room 235.
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 Education Department.
Courses which may be taken while seeking admission to the Teacher Certification Program are EDU 40-553, 43-403, 43-473, 44-643, 44-653, 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 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 or be exempted from all parts of the Texas Higher Education Assessment (THEA). The THEA is offered six times each year. Registration booklets are available in the Education Department or online.
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). Students may register for the TExES during their student teaching semester by obtaining a bar code from the Teacher Certification Officer in the Education Department. Bar codes will be distributed to students attending Southwestern University who have (1) taken a TExES practice exam in their field-based semester, (2) completed all degree requirements other than student teaching, and (3) are performing satisfactorily in their student teaching placement. Southwestern University’s Certification Officer may deny any student a bar code if it is determined that the student is performing unsatisfactorily in his or her student teaching placement.
No student will be allowed to take more than two teacher certification exams on one test date.
Students seeking teacher certification in grades PreK-4 must take two state exams: Pedagogy and Professional Responsibilities (EC-4) and Generalist (EC-Grade 4).
Students seeking teacher certification in grades 4-8 must take two state exams: Pedagogy and Professional Responsibilities (4-8) and the chosen content area (language arts, social studies, math, science or math/science).
Students seeking teacher certification in grades 8-12 must take two state exams: Pedagogy and Professional Responsibilities (8-12) and the major content area (see Academic Specialization below for secondary certification).
Students seeking teacher certification in special education must take one state exam: Generic Special Education (PreK-12). This certification is not a stand alone certification and must be completed in addition to either elementary or secondary certification. All students seeking Generic Special Education certification must have at least one content area of 24 hours to be considered a “qualified teacher” by federal mandates. The following areas meet this requirement: EC-4 Generalist, 4-8 Language Arts, 4-8 Math, 4-8 Math/Science, 4-8 Science, 4-8 Social Studies, and 8-12 certification in English, math, life science, physical science, history or social studies.
The TExES is offered four times each year. Both the THEA 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 Education Department.
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
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 other courses which are aligned with state certification requirements.
Elementary (PreK-4) and Middle School (4-8) Certification Programs
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 fourth-grade certification and the fourth- through eighth-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. Students who major in Child Study and Language Development and who are seeking elementary certification in grades four through eight must choose a content area from the following: language arts, math, science, math/science combination or social studies.
Child Study and Language Development (CSLD)
Major requirements common to all majors in Child Study and Language Development: 48 semester hours, including Education 40-493, 813; Education 42-553, 753, 763; Education 43-443; Education 45-723, 733, 773, 783; General Science 02-353; History 16-753; Kinesiology 48-523; Political Science 32-113; Psychology 33-223, 333; Social Sciences 39-483; Sociology 34-243.
Required supporting courses common to all majors in Child Study and Language Development: 18 semester hours, including Education 40-553; Education 43-403; Mathematics 52-103 (meets the University mathematics requirement); Physics 53-053; Psychology 33-103; any advanced level English course.
Additional requirements for PreK-4 certification: 21 semester hours, including Education 42-803; Education 43-473; Education 44-643, 653, 803; one course from Mathematics 52-113, 123, 154, Biology, Chemistry, or Physics. The Capstone experience is fulfilled by the student teaching requirement (Education 42/44-803).
Additional requirements for all 4-8 certifications: Nine semester hours, including Education 42-806; Education 45-763. The Capstone experience is fulfilled by the student teaching requirement (Education 42-806).
Additional requirements for 4-8 certification with Mathematics content area: 19 semester hours, including Mathematics 52-113, 123, 154; two from Computer Science 54-143, Mathematics 52-173, 253, 403.
Additional requirements for 4-8 certification with Science content area: 26-28 semester hours, including Biology 50-113, 143; one additional Biology course; Chemistry 51-053; one course from Mathematics 52-113, 123, 154; Physics 53-114, 124.
Additional requirements for 4-8 certification with Math/Science combination content area: 19-20 semester hours, including Biology 50-113, 143; Mathematics 52-113; Mathematics 52-123 or 154; Physics 53-114.
Additional requirements for 4-8 certification with Language Arts content area: 12-13 semester hours, including English 10-173; one English course above the introductory level with a significant writing component; one from Mathematics 52-113, 123, 154, Biology, Chemistry or Physics.
Additional requirements for 4-8 certification with Social Studies content area: 21-22 semester hours, including Anthropology 35-103; History 16-013, 023, 223; one from History 16-093, 233, 413, 463, 503, 633; one from Mathematics 52-113, 123, 154, Biology, Chemistry or Physics.
Secondary Certification Program
Professional Development requirements common to all secondary certifications: 30 semester hours, including Education 40-493, 813; Education 41-753, 806; Education 43-443; Education 45-763; Psychology 33-223, 333; Social Sciences 39-483.
Additional requirements common to all secondary certifications: Nine semester hours, including Education 40-553; Education 43-403; Psychology 33-103.
Academic Specialization
Students seeking secondary certification must major in one of the following approved content areas. Typically, majors and the additional requirements are sufficient for meeting the minimum semester hours required for teacher certification. Some teaching fields may be more employable than others, depending on the local and state needs; therefore, some students are strongly recommended to select a second teaching field to increase their employability. In order to be considered “Highly Qualified” by the No Child Left Behind Act, a second teaching field must include a minimum of 24 semester hours which is typically more than most minors in a content area. Students seeking secondary certification must meet the selected major requirements and teacher certification requirements. Students are strongly advised to consult the Catalog for their major and the Education Department section to determine the professional development certification courses required.
Art (See Major in Studio Art and Additional Requirements for the Studio Art Major)
Communication Studies (See Major in Communication Studies)
Computer Science (See Major in Computer Science BA or BS and required supporting courses in the Computer Science major)
English (See Major in English) and Education 45-723
French (See Major in French)
Generic Special Education (PreK-12) 43-403, 413, 423, 433, 443, 453, 463, 473 (Note: In order to be considered “Highly Qualified” under the No Child Left Behind Act, students seeking secondary certification in Generic Special Education must major in another approved content area. Content areas that are most relevant are: English, Mathematics, Life Science, Physical Science, History, Composite Social Studies or Composite Science. Students wishing to teach Adaptive Physical Education should major in Kinesiology and seek certification in General Special Education.)
History (See Major in History and Additional requirements for the History major) and Education 42-553
Latin (See Major in Latin)
Life Science (See the Major in Biology BA or BS and required supporting courses in the choice of degree) and General Science 02-353
Mathematics (See the Major in Mathematics) and Education 42-753
Physical Education (See the Major in Kinesiology)
Physical Science (See the Major in Chemistry BA or BS) and General Science 02-353
Spanish (See the Major in Spanish)
Theatre (See Major in Theatre BFA or BA)
Composite Science:
Biology 50-102, 112, 122, 162, 143; Chemistry 51-153/151, 51-163/161; Physics 53-053, 154, 164; 18 additional hours of above introductory level work as listed in the secondary teaching fields for Life Science or Physical Science.
Composite Social Studies:
Economics 31-013, 103; Education 42-553; History 16-753, 853; two from History 16-223, 233, 413, 453, 463, 503; one from History 16-013, 043, 093; one from History 16-023, 063, 073; six additional hours of History above the introductory level; Political Science 32-113; Sociology 34-352; three additional hours of Economics above the introductory level; three additional hours in Political Science above the introductory level; four additional hours in Economics, Political Science, or Sociology above the introductory level.
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 courses which are aligned with state certification requirements.
Alternate Certification
Graduates of Southwestern University may seek teacher certification through our Alternate Certification program. The Education Department limits the available internships based on the availability of supervising faculty. The Alternate Certification program is available to students seeking secondary certification in approved teaching fields only.
Students interested in obtaining secondary certification through a supervised internship must apply to the department one semester prior to the internship. Students are responsible for establishing their internship placement and notifying the Southwestern University Teacher Certification Officer no later than May 1, prior to the internship year. An internship represents a year-long commitment and must be done in the school year immediately following graduation from Southwestern. Concurrent enrollment in Education 40-813 during the fall semester and engagement in specified professional development activities throughout the year are required. Supervision will be offered in approved school districts only.
All-Level Certification Programs
All Level Certification in Music: (See the Core Courses for the Major in Music (BA and BM).
Additional course requirements for the Bachelor of Music, Area of Emphasis: Music Education: 36 semester hours, including Education 40-493, 553, 813; Education 41-803; Education 42-803; Education 43-403; Education 45-763; Music Theory 76-213, 343; Psychology 33-103, 223, 333. The Capstone experience is fulfilled by a junior or senior recital. Music Education majors must also choose from among three concentrations, the requirements for which are listed below. Computer Literacy and Public Speaking (or passage of competency exams) are required for certification, but not required for the degree.
All Level Certification in Physical Education: (See the major in Kinesiology). Professional Development requirements, 27 semester hours, including Education 40-493, 813; Education 41-753, 803; Education 42-803; Education 43-443; Education 45-763; Psychology 33-223, 333. The Capstone requirement is fulfilled by student teaching (Education 41-803 and 42-803).
Additional requirements for All-Level Certification in Physical Education: Nine semester hours, including Education 40-553; Education 43-403; Psychology 33-103.
Certification in Generic Special Education: 24 semester hours, including Education 43-403, 413, 423, 433, 443, 453, 463, 473. This certification is available only for students seeking additional elementary (EC-4; 4-8) or secondary (8-12) certification; or who hold a current teacher certification.
Minor in Generic Special Education: 18 semester hours, including Education 43-403, 413, 423, 433, 453; 463 or 473. Available to students from all disciplines. 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 seek information from the appropriate faculty member: Professional Development (40 series): Dr. Adrian; Secondary (41 series): Dr. Adrian; Elementary (42 series): Dr. Johnson, Dr. Moore, or Dr. Kamen; Special Education (43 series): Dr. Adrian; Early Childhood (44 series): Dr. Moore; Reading Education (45 series): Dr. Johnson.
Professional Development
| 40-333 | EDUCATIONAL PSYCHOLOGY. See Psychology 33-333. (ScS) |
| 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. (ScS) |
| 40-553 | SCHOOLS, 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. (ScS) |
| 40-593 | ACTION RESEARCH IN EDUCATION. Students focus on a study of educational research as a means of interpreting, improving and substantiating educational practices. Through first-hand experiences of methods of inquiry in a local educational context, students gain understanding of multiple research approaches and learn how various methodologies can be incorporated to enhance the following: action research design implementation, data collection and analysis, interpretation and presentation. The emphasis of this experience is on classroom-based action research in the areas of curriculum development, curriculum implementation and classroom management. Required: Field placement in local classroom setting. Prerequisite: Mathematics 52-113 and admission to Teacher Certification Program. (ScS) |
| 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 relevance to the student teaching experience. Prerequisites: Same as for student teaching; to be taken with student teaching. (ScS) |
| 40-001, 002, 003, 004 | SELECTED TOPICS. May be repeated with change in topic. |
| (May also be taken with EDU 41, 42, 43, 44, and 45 prefixes.) | |
| 40-301, 302, 303, 304 | 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.) | |
| 40-901, 902, 903, 904 | TUTORIAL. (May also be taken with EDU 41, 42, 43,
44, and
45 prefixes.) |
| 40-941, 942, 943, 944 | INTERNSHIP. (May also be taken with EDU 41, 42, 43, 44, and 45 |
| prefixes.) | |
| 40-951, 952, 953, 954 | INDEPENDENT STUDY. May be repeated with change in content. (May also be taken with EDU 41, 42, 43, 44, and 45 prefixes.) |
| 40-973 | RESEARCH. (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 middle 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, Education 45-763, and admittance to Teacher Certification Program. Concurrent enrollment in Education 43-443 is required. The starting date for this course is aligned with the beginning of Georgetown ISD schools and usually precedes the start of Southwestern University classes. (Fall) (ScS) |
| 41-803,806 | STUDENT TEACHING IN THE SECONDARY SCHOOL. 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. Also Music Education 77-803, 806. |
NOTE: See Professional Development (EDU 40) section for course numbers for Selected Topics, Tutorial, Internship, Independent Study, Research and Honors courses.
Elementary Education
| 42-553 | SOCIAL STUDIES METHODS IN THE ELEMENTARY AND MIDDLE 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 Education 45-783, Reading Methods in the Elementary and Middle School II, and Education 43-443, Instructional Strategies for Diverse Learners. 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 Education 42-763 and Education 45-773. (ScS) |
| 42-753 | TEACHING MATHEMATICS IN THE ELEMENTARY AND MIDDLE 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 eighth-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 field experiences in classrooms using Cognitively Guided Instruction. Taken concurrently with General Science 02-353. Prerequisites: Social Sciences 39-483 admission to Teacher Certification Program and three semester hours of mathematics. (ScS) |
| 42-763 | TEACHING MATHEMATICS AND SCIENCE IN THE ELEMENTARY AND MIDDLE SCHOOL II. A study of concepts, problem solving, inquiry, professional standards and strategies necessary to orchestrate an environment for effective problem-solving mathematics and inquiry-based science teaching, learning, and assessment, for pre-K through 8th grade. Emphasis is on the practical application of teaching methods through the use of problem solving and hands-on, minds-on inquiry, integration, action research and on engendering confidence in all students for doing active hands-on mathematics and science. This course includes field experiences in an urban school setting. Taken concurrently with Education 45-773. Prerequisites: Admission to Teacher Certification Program, Education 42-753, General Science 02-353, and an additional math or science elective beyond the General Education requirements and the two natural science division requirements. (ScS) |
| 42-803, 806 | STUDENT TEACHING IN THE ELEMENTARY AND MIDDLE 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. Also Music Education 77-803, 806. |
NOTE: See Professional Development (EDU 40) section for course numbers for Selected Topics, Tutorial, Internship, Independent Study, Research, and Honors courses.
Special Education
| 43-403 | SURVEY 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. (ScS) |
| 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 integral parts of the course. Required: Completion of or concurrent enrollment in Education 43-403. (ScS) |
| 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. (ScS) |
| 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. (ScS) |
| 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, Education 43-403, and concurrent enrollment in Education 41-753 or Education 45-783. The starting date for this course is aligned with the beginning of Georgetown ISD schools and usually precedes the start of Southwestern University classes. (ScS) |
| 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. (ScS) |
| 43-463 | PRACTICUM: GENERIC SPECIAL EDUCATION. Supervised practicum in the public elementary or secondary schools. Required: Completion of or concurrent enrollment in Education 43-403 and concurrent enrollment in Education 43-453. (ScS) |
| 43-473 | EARLY 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 Education 43-403. (ScS) |
| 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 Education 45-653. |
| 44-803 | STUDENT TEACHING IN EARLY CHILDHOOD EDUCATION. Supervised student teaching in early childhood classrooms, including PreK and kindergarten. 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 Certification Program. (ScS) |
| 45-733 | CHILDREN’S LITERATURE. 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 10-213. (ScS) |
| 45-763 | READING IN THE CONTENT AREA. An examination of techniques designed to improve reading comprehension of content area texts. 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, a 2.5 grade point average, and Social Sciences 39-483. |
| 45-773 | READING METHODS IN THE ELEMENTARY AND MIDDLE 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 outside of the local community will be included. Prerequisite: Admission to Teacher Certification Program. (ScS) |
| 45-783 | READING METHODS IN THE ELEMENTARY AND MIDDLE 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 Diverse Learners, and 42-553, Social Studies Methods in the Elementary and Middle 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, Education 42-763 and Education 45-773. (ScS) |
NOTE: See Professional Development (EDU 40) section for course numbers for Selected Topics, Tutorial, Internship, Independent Study, Research and Honors courses.
