Catalog 2008-2009

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
Associate Professor Alicia Moore, PhD
Visiting Instructor Patti Baran, MEd

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 and all level certification in art, music, health, physical education, and Spanish, 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 that 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. Graduates in their first year of teaching return to campus to exchange ideas, receive technical assistance from the department faculty, and engage in program evaluation of the Teacher Certification Program. S.O.S. also provides on-site technical support to graduates during their first year of teaching.

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 2006-2007, while the cumulative pass rate for 1999–2007 was above 98 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). Local schools provide classrooms for university class meetings 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 an approved degree, the completion of a state-approved teacher certification program, and the receipt of a satisfactory score on the TExES examinations. Students seeking certification major in Education or Music Education. Education majors certify for Elementary, Middle School, Secondary, or All Level. Music Education majors certify for All Level.

Students seeking elementary/middle school certification major in Education and choose either Elementary (early childhood (EC) –grade 6) or Middle School (grade 4-grade 8) level teacher certification. Students who major in Education 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 typically major in Education and in addition must complete at least 24 credit hours of study in a subject field (such as History, English, Mathematics, etc.). The exception to this is that Music Education students must major in Music Education rather than Education. Many Secondary and All Level students choose to complete enough additional subject credit hours (beyond the 24 hours) to receive a second major in their content area/teaching field. Specific information on courses required for elementary, intermediate, secondary and all-level certification programs is listed below.

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 for the Southwestern degree. 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 prior to the beginning of public school, which precedes the start of Southwestern University classes.

The capstone experience for those majoring in Education consists of successful completion of the student teaching requirements.

Existing certification programs include elementary/primary (EC-grade 6), elementary/ intermediate (grades 4-8), secondary (grades 8-12) and all-level (art, health, music, physical education, Spanish, and generic special education).

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:

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

A grade of at least “C-” in an English composition course.

Satisfactory scores on the Texas Higher Education Assessment (THEA) tests or approved exemption.

Proof of professional insurance for student teachers through membership in a statewide teacher organization.

Completion of an interactive, sustained intercultural experience, including no fewer than 20 contact hours in a self-selected and approved setting (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—April 15; for a fall experience—September 1; for a spring experience – January 20. 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 September 1 for summer experiences. Specific guidelines may be obtained in the Education Department, Mood-Bridwell Hall, room 235.

Successful completion of an interview with the Education Department faculty.

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 40-311, 40-313, 40-483, 40-553, 40-593, 43-403, 43-473, 44-643, 44-653, 45-733. No other professional Education courses may be taken until after admission to the Teacher Certification Program. *Prerequisites for 45-733 are completion of at least 45 semester hours with a 2.5 grade point average. The prerequisite for 40-593 is a minimum of six hours in Education.

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 initial TExES teacher certification, 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 approval from the Teacher Certification Officer in the Education Department. Approval will be given to students attending Southwestern University who have (1) taken a TExES practice exam in their field-based semester, (2) demonstrated satisfactory performance on each component of the Disposition Toward Teaching evaluation, which may include satisfactory completion of a professional growth plan, (3) completed all degree requirements other than student teaching and its co-requisites, and (4) who are performing satisfactorily in their student teaching placement. Southwestern University’s Certification Officer may deny any student permission to test 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 EC-6 must take two state exams: Pedagogy and Professional Responsibilities (EC-6) and Generalist (EC-Grade 6).

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 a list of secondary certification areas).

Students seeking teacher certification in for all levels (EC-12), including art, health, music, kinesiology, Spanish, and special education must take two state exams: Pedagogy and Professional Responsibilities (EC-12) and the content area. The special education 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-6 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.

Students seeking certification in languages other than English must take three exams: Pedagogy and Professional Responsibilities (EC-12 or 8-12), Spanish (EC-12) or French (8-12), and Languages other than English (LOTE). Both the THEA and the TExES are prescribed by the Texas Education Agency.

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; however, students seeking more than one certification may be required to extend student teaching to 15 weeks. 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 applications for student teaching will be completed in the spring semester of the junior year. Final applications for student teaching are required by October 15. Final admission to student teaching requires an overall grade point average of 2.5 and (1) completion of the appropriate TExES practice exams, (2) demonstrated satisfactory performance on each component of the Disposition Toward Teaching evaluation, which may include satisfactory completion of a professional growth plan, (3) completion of all degree requirements other than student teaching and its co-requisites prior to the student teaching semester. Students denied admission to student teaching may appeal by contacting the Chair of the Education Department.

Grade Standards

Required education courses, advanced courses in a teaching field, and professional development courses for certification 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 adviser. 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. All students considering certification to teach should join the SU-TEACHER listserv. Additional information about the Education Major and Certification requirements can be found on the Education Department web site and the Education Department and Certification Segue site.

Education (EDU)

Major requirements common to all majors in Education: 27 semester hours, including Education 40-493, 553, 593, 813; Education 43-403, 443; Psychology 33-103, 223, 333.

Additional requirements for EC-6: 54-58 hours including Education 42-553, 743, 753, 763, 773, 803; Education 43-473; Education44-643, 653,803; Education 45-723, 733, 773, 783; Mathematics 52-103 (meets the University mathematics requirement); Physics 53-033, 043 or 053; one Biology course; one course from Mathematics 52-113, 123, 154, Biology, Chemistry, or Physics. In addition, History 16-753 is required for students who did not attend high school in Texas. The Capstone experience is fulfilled by the student teaching requirement (Education 42/44-803).

Additional requirements for 4-8 certification: 45-48 hours including Education 41-703; Education 42-553, 743, 753, 763, 773, 806; Education 45-723, 733, 763, 773, 783; Mathematics 52-103 (meets the University mathematics requirement); Physics 53-033, 043 or 053; In addition, History 16-753 is required for students who did not attend high school in Texas. The Capstone experience is fulfilled by the student teaching requirement (Education 42-806).

Additional requirements for 4-8 certification with Mathematics content area: 18-20 semester hours, including Mathematics 52-113, 123, 154, 254, and 403 or 573; one Biology course.

Additional requirements for 4-8 certification with Science content area: 26- 27 semester hours, including Biology 50-113, 143; Chemistry 51-053; Physics 53-033, 053, 114, 124; one course from Mathematics 52-113, 123, 154.

Additional requirements for 4-8 certification with Math/Science combination content area: 22-23 semester hours, including Biology 50-113, 143; Mathematics 52-113; Mathematics 52-123 or 154; Physics 53-033, 053, 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 Biology course; 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; one Biology course; one from Mathematics 52-113, 123, 154, Biology, Chemistry or Physics.

Additional requirements for all Secondary and All-Level certification areas: Professional Development requirements common to all secondary certifications: 15 semester hours, including Education 41-703, 753, 806; Education 45-763. Some certification areas require an additional Education Course (see below).

Academic Specialization

Students seeking secondary or all-level certification must complete 24 hours approved by the Education Department in one of the content areas listed below. Some certification areas include specific courses that must be included in the 24 hours (see below). The 24 hours may also be applied toward a major in that area. (Students completing a major in their content area typically meet the 24 content hours required for teacher certification.) Students are strongly advised to consult the catalog for their major and the Education Department section to determine the professional development certification courses required.

Secondary Certification Areas

Communication Studies
Computer Science
English additional requirement: Education 45-723
French
History additional requirement: Education 42-553
Latin
Life Science additional requirement: Education 42-743.
Mathematics additional requirement: Education 42-753
Physical Education Kinesiology 48-523 (counts as 3 of the 24 required hours in kinesiology for certification). Students wishing to obtain certification in Adaptive Physical Education should also major in Kinesiology and seek certification in General Special Education.
Physical Science additional requirement: Education 42-743
Theatre

Composite Science Major: Biology 50-102, 112, 122, 162, 143; Chemistry 51-153/151, 51-163/161; Education 42-743; Physics 53-033, 053, 154, 164; 12 additional hours of approved courses above introductory level in Biology, Chemistry, and/or Physics.

Composite Social Studies Major: Economics 31-013, 103; Education 42-553; History 16-753, 854; two from History 16-223, 233, 413, 453, 463, 503; one from History 16-013, 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 adviser. 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.

All-Level Certification Areas

Art: additional requirement: Education 44-643

Generic Special Education (EC-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.)

Health: Allied Health Education 46-443 and Kinesiology 48-523 must be included. One from Psychology 33-383, 543, Sociology 34-243 (Psychology 33-383 and 543 are strongly recommended). The Capstone requirement is fulfilled by student teaching (Education 41-803 and 42-803).

Music: (See the Courses for the Major in Music (BA and BM).

Physical Education: (3 of the 24 hours is Kinesiology 48-523).

All-Level Certification in Spanish: additional requirement: Education 44-653

Minor in Education: 18 semester hours, including Education 40-333, 493, 553, 593; Education 43-403; one from Education 40-313, 483, Education 42-553, 743, 753, Education 43-413, 473, Education 44-643, 653, Education 45-723, 763, 773.

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.

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.

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. Kamen; Secondary (41 series): Dr. Marble; 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

40-311 or 313INNOVATIVE SCHOOLS. An examination of the pragmatic aspects of selected innovative schools while building an understanding of theoretical and philosophical assumptions that create a school’s mission and ethos. A focus of the course is developing a deep understanding of ways that successful schools support children with special needs, value diversity, and implement social justice. Some of these goals will be studies in the context of progressive pedagogy. This program includes a trip to New York City where a number of innovative schools are studied. The class is taught as a one hour seminar or a three hour course. Program fees are required. (ScS)
40-333EDUCATIONAL PSYCHOLOGY. See Psychology 33-333.
40-483EDUCATIONAL TECHNOLOGY. An examination of the role of technology to empower K-12 students to learn how to learn. This course focuses on information literacy in the context of the use of computer-based technology to support student-centered teaching, learning, classroom organization, and meeting content technology standards. Methods of integrating computer-based technology into elementary and secondary classroom instruction will be investigated. Several software packages will be introduced and incorporated into lesson plans and used to design basic classroom web pages. Students are required to make observations in local schools. Permission of the instructor required for non-certifying students.
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. (ScS)
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. (ScS)
40-593ACTION RESEARCH IN EDUCATION. Students focus on a study of educational research as a means of interpreting, improving and substantiating educational practices. Through firsthand 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: Six semester hours in Education.
40-813CLASSROOM 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.
40-001, 002, 003, 004SELECTED 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, 304SELECTED 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, 904TUTORIAL. (May also be taken with EDU 41, 42, 43, 44, and 45 prefixes.)
40-941, 942, 943, 944INTERNSHIP. Must be taken Pass/D/F. (May also be taken with EDU 41, 42, 43, 44, and 45 prefixes.)
40-951, 952, 953, 954INDEPENDENT STUDY. May be repeated with change in content. (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.)
40-983HONORS. By invitation only. (May also be taken with EDU 41, 42, 43, 44, and 45 prefixes.)

Secondary Education

41-703TEACHING SECONDARY STUDENTS (3-2). This course provides secondary teachers with critical early experiences planning, delivering, and reflecting on instructional practices in secondary classrooms. Through class reading, school visitations, student observations, and reflective journals, course participants will explore the culture of secondary schools and classrooms, and in particular investigate the relationships that arise between teachers and students. Working collaboratively in teams across content areas, participants will develop, teach, and assess the effect of an integrated learning experience on secondary students. Observations and teaching in local schools are required. Prerequisites: Education 45-763 and admission to Teacher Certification Program.
41-753THE SECONDARY TEACHER (3-3). 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. The starting date for this course is aligned with the beginning of Georgetown ISD schools and usually precedes the start of Southwestern University classes. Prerequisites: Education 40-493, Education 41-703, Education 45-763, and admittance to Teacher Certification Program. Concurrent enrollment in Education 43-443 is required. (Fall)
41-803, 806STUDENT 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

42-553SOCIAL STUDIES METHODS IN THE ELEMENTARY AND MIDDLE SCHOOL. This course prepares educators to teach social studies in public school classrooms. Instruction will emphasize constructivist approaches, and classroom sessions will be interactive with reflective assignments. The course explores both the unique content and instructional methods appropriate for teaching social studies, with special emphases on: developing integrated thematic lessons and units for in-depth study of topics; multicultural and integrated curricula; interactive and cooperative classrooms; and inquiry and problem based approaches to investigating significant human issues. Particular attention will be given to Texas State and NCSS social studies standards. This course requires students spend a significant amount of time in classrooms in addition to class meetings. NOTE: This course is required for secondary students seeking certification in social studies fields (example: History, Composite Social Studies), Projects and course work will be adapted to the student’s level of certification. Prerequisites: Admission to Teacher Certification Elementary and middle school certifying students take this course in conjunction with Education 42-763 and Education 45-773.
42-743TEACHING SCIENCE IN THE ELEMENTARY AND MIDDLE SCHOOL (3-2). A study of the phenomena and instructional methods in the life, physical, and earth sciences. Emphasis will be placed on the science processes, attitudes and facts relevant to elementary school curriculum. Learning through inquiry, exploration and immersion into real-world situations serves as the pedagogical foundation for this course. To be taken concurrently with Education 42-753. Prerequisite: Completion and/or current enrollment in courses satisfying the natural science division requirement, and admission to the Teacher Certification Program. Permission of the instructor required for non-certifying students.
42-753TEACHING MATHEMATICS IN THE ELEMENTARY AND MIDDLE SCHOOL I (3-2). A study of concepts, problem solving and computation strategies necessary to orchestrate a problem solving environment for effective teaching, learning, assessment and evaluation of early childhood 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 Education 42-743. Prerequisites: Education 40-483, admission to Teacher Certification Program and three semester hours of mathematics.
42-763TEACHING MATHEMATICS AND SCIENCE IN THE ELEMENTARY AND MIDDLE SCHOOL II (3-2). 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 early childhood 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 42-743, 753, and an additional math or science elective beyond the General Education requirements and the two natural science division requirements.
42-773INSTRUCTIONAL STRATEGIES. The focus of the course is on preparing pre-service teachers to teach in elementary and middle schools and requires candidates to incorporate experiences from their practicum sites. The course is designed to provide teacher education candidates with an opportunity to study, reflect, question, become knowledgeable about, and develop skills in instructional methods while applying and practicing these methods in a collaborative, formative, and constructive setting. This course is a component of the teacher preparation program which emphasizes the themes of diversity, reflection, collaboration and technology and is designed as a methods class to be taken in the Field-based Block concurrently with Education 45-783 and Education 43-443. 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.
42-803, 806STUDENT 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

43-403SURVEY 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. (ScS) (IP)
43-413PROGRAMS AND SERVICES FOR INDIVIDUALS WITH SPECIAL NEEDS (3-2). 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 and require time outside of scheduled class time. Required: Completion of or concurrent enrollment in Education 43-403.
43-423ASSESSMENT 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.
43-433COOPERATIVE 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.
43-443DIFFERENTIATED INSTRUCTION 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. Prerequisites: 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.
43-453BEHAVIORAL 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 Education 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 Education 43-403.
43-803, 806STUDENT 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

44-643THE 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, art, 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.
44-653LANGUAGE 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.
44-803STUDENT TEACHING IN EARLY CHILDHOOD EDUCATION. Supervised student teaching in early childhood classrooms, including pre-k 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

45-653LANGUAGE AND LITERACY IN YOUNG CHILDREN. See Education 44-653.
45-723INTEGRATING 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.
45-733CHILDREN’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.
45-763READING 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: Admission to the Teacher Certification Program or permission of instructor.
45-773READING METHODS IN THE ELEMENTARY AND MIDDLE SCHOOL I (3-2). A study of the reading process, varied approaches to reading instruction including language experience, shared and guided reading, integrated and thematic teaching, comprehension and word analysis strategies including phonics content and instruction, and theories and methods associated with emergent and bilingual literacy. Observation and teaching in urban settings outside of the local community will be included. Prerequisite: Admission to Teacher Certification Program.
45-783READING 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 and middle 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 and 42-773. 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.
45-793MODERN BRITISH FANTASY FOR CHILDREN. A study of British fantasy written for young readers from 1937 to the present. This era, which begins with Tolkien’s The Hobbit and includes the contemporary works of Pullman (The Golden Compass) and J. K. Rowling, represents children’s fantasy at its best. The works of C.S. Lewis, Roald Dahl and other children’s classics will be examined for their literary elements and themes as well as their reflections of religious beliefs, issues of class and gender, political commentary, and roots in English and Celtic myth. Also English 10-223. (ScS)

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