Southwestern

Engaging Minds, Transforming Lives

Education

Curriculum

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
Below you will find a list of our current or recent offerings. See the course catalog for descriptions and updated information.
  • 40-311 INNOVATIVE 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. The class is taught as a one credit seminar or a four-credit course. Program fees may be required. (ScS)
  • 40-314 INNOVATIVE 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. The class is taught as a one credit seminar or a four-credit course. Program fees may be required. (ScS)
  • 40-324 CASE STUDIES IN COMPARATIVE EDUCATION
    This course examines current issues and practices through both the theoretical lens of comparative educational studies and direct personal experiences in schools outside the United States. Students read, reflect, participate and inquire into questions, problems and issues that emerge from their experiences in international educational settings. Considerations may include: the growing tensions between global and local politics; the legacies of colonial domination; the pedagogical challenges to educational access and equity posed by restrictive approaches to language, gender and racial differences; the contexts of international development politics and political elections; and reform on schools. The class includes visiting the country (e.g. Jamaica) being studied and includes direct service experiences in educational and public service organizations. (ScS) (IP)
  • 40-333 EDUCATIONAL PSYCHOLOGY
    See Psychology 33-333.
  • 40-482 EDUCATIONAL TECHNOLOGY (2-1)
    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. (FALL)
  • 40-494 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) (WA) (SPRING)
  • 40-554 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 with an opportunity to think critically about values across cultures within the United States. (ScS) (SJ) (FALL and SPRING)
  • 40-593 ACTION RESEARCH IN EDUCATION (3-1)
    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 credits in Education. (WA) (FALL)
  • 40-814 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. (WA)
  • 40-964 SENIOR SEMINAR
    This course fulfills the capstone requirement for Education majors for the Bachelor of Arts degree.
  • 40-001 SELECTED TOPICS
    May be repeated with change in topic. (May also be taken with EDU 41, 42, 43, 44, and 45 prefixes.)
  • 40-002 SELECTED TOPICS
    May be repeated with change in topic. (May also be taken with EDU 41, 42, 43, 44, and 45 prefixes.)
  • 40-003 SELECTED TOPICS
    May be repeated with change in topic. (May also be taken with EDU 41, 42, 43, 44, and 45 prefixes.)
  • 40-004 SELECTED TOPICS
    May be repeated with change in topic. (May also be taken with EDU 41, 42, 43, 44, and 45 prefixes.)
  • 40-301 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.)
  • 40-302 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.)
  • 40-303 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.)
  • 40-304 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 TUTORIAL
    (May also be taken with EDU 41, 42, 43, 44, and 45 prefixes.)
  • 40-902 TUTORIAL
    (May also be taken with EDU 41, 42, 43, 44, and 45 prefixes.)
  • 40-903 TUTORIAL
    (May also be taken with EDU 41, 42, 43, 44, and 45 prefixes.)
  • 40-904 TUTORIAL
    (May also be taken with EDU 41, 42, 43, 44, and 45 prefixes.)
  • 40-941 ACADEMIC INTERNSHIP
    Must be taken Pass/D/F. (May also be taken with EDU 41, 42, 43, 44, and 45 prefixes.)
  • 40-942 ACADEMIC INTERNSHIP
    Must be taken Pass/D/F. (May also be taken with EDU 41, 42, 43, 44, and 45 prefixes.)
  • 40-943 ACADEMIC INTERNSHIP
    Must be taken Pass/D/F. (May also be taken with EDU 41, 42, 43, 44, and 45 prefixes.)
  • 40-944 ACADEMIC INTERNSHIP
    Must be taken Pass/D/F. (May also be taken with EDU 41, 42, 43, 44, and 45 prefixes.)
  • 40-951 INDEPENDENT STUDY
    May be repeated with change in content. (May also be taken with EDU 41, 42, 43, 44, and 45 prefixes.) .
  • 40-952 INDEPENDENT STUDY
    May be repeated with change in content. (May also be taken with EDU 41, 42, 43, 44, and 45 prefixes.) .
  • 40-953 INDEPENDENT STUDY
    May be repeated with change in content. (May also be taken with EDU 41, 42, 43, 44, and 45 prefixes.) .
  • 40-954 INDEPENDENT STUDY
    May be repeated with change in content. (May also be taken with EDU 41, 42, 43, 44, and 45 prefixes.) .
  • 40-974 RESEARCH
    (May also be taken with EDU 41, 42, 43, 44, and 45 prefixes.)
  • 40-984 HONORS
    By invitation only. (May also be taken with EDU 41, 42, 43, 44, and 45 prefixes.)
  • 41-703 TEACHING SECONDARY STUDENTS (3-1)
    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. (WA) (SPRING)
  • 41-753 THE SECONDARY TEACHER (3-1)
    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 precedes the start of Southwestern University classes. Prerequisites: Education 40-494, Education 41-703, Education 45-763, and admittance to Teacher Certification Program. Concurrent enrollment in Education 43-453 is required. (FALL)
  • 41-804 STUDENT TEACHING IN THE SECONDARY SCHOOL
    Observation and supervised teaching in the public secondary schools. The student will take Education 40-814 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 77-804, 808.
  • 41-808 STUDENT TEACHING IN THE SECONDARY SCHOOL
    Observation and supervised teaching in the public secondary schools. The student will take Education 40-814 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 77-804, 808.
  • 42-553 SOCIAL STUDIES METHODS IN THE ELEMENTARY AND MIDDLE SCHOOL (3-1)
    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 to 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 (e.g. History). 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 42-743. (FALL)
  • 42-743 TEACHING SCIENCE IN THE ELEMENTARY AND MIDDLE SCHOOL (3-1)
    A study of the phenomena and instructional methods in the life, physical, and earth sciences. Emphasis will be placed on educational theory and pedagogy to promote learning science content and developing science process skills and positive attitudes in elementary and middle school students. Learning through inquiry, developmental theory, and exploration and immersion into real-world situations serves as the pedagogical foundation for this course. This course includes field experiences in classrooms. Prereq(s): Completion and/or concurrent enrollment in courses satisfying the natural science requirement, EDU40-482, and admission to the Teacher Certification Program.   Elementary and middle school certifying students take this course in conjunction with EDU 42-553. Permission of the instructor required for non-certifying students. (FALL)
  • 42-754 TEACHING MATHEMATICS IN THE ELEMENTARY AND MIDDLE SCHOOL (3-1)
    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 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 field experiences in classrooms using Cognitively Guided Instruction. Prerequisites: Education 40-482, admission to Teacher Certification Program and three credits of mathematics. Elementary and middle school certifying students take this course in conjunction with EDU 45-773. (SPRING)
  • 42-773 INSTRUCTIONAL STRATEGIES (3-1)
    The focus of this course is on preparing pre-service teachers to teach in elementary and middle schools and requires candidates to incorporate experiences from their practicum sites. This 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 43-453. Please note: the starting date for these field-based courses, which are offered only in the fall, is aligned with the beginning of public school in the Georgetown ISD, which precedes the starting date for classes at Southwestern. Prerequisites: Admission to the Teacher Certification Program, Education 42-743 and Education 45-773. (FALL)
  • 42-804 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 77-804, 808.
  • 42-808 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 77-804, 808.
  • 43-404 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 cross cultural perspectives of exceptionalities and the impact of various attitudes toward persons with exceptionalities. Historical and contemporary issues, particularly in education, are discussed with a major emphasis on how social responses have made an impact on the quality of life experienced by people with exceptionalities. The course design incorporates self-directed learning experiences and portfolio assessment. Twenty hours of field experience is required. (ScS) (IP)
  • 43-413 PROGRAMS AND SERVICES FOR INDIVIDUALS WITH SPECIAL NEEDS (3-1)
    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 43-404. (FALL, EVEN ONLY)
  • 43-423 ASSESSMENT AND INSTRUCTION OF STUDENTS WITH MODERATE – SEVERE SPECIAL NEEDS (3-1)
    This course examines assessment and instructional 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 strategies that provide the most accountability for student learning while meeting individualized needs, including alternate assessments. Co-teaching models in both general and special education settings is explored. Required: Field placement in a setting serving students with special needs. Required: Completion of or concurrent enrollment in Education 43-404. (SPRING, EVEN ONLY)
  • 43-443 DIFFERENTIATED INSTRUCTION FOR DIVERSE LEARNERS (3-1)
    This course provides practice in the planning and organization of instruction to facilitate learner success. Differentiated assessment and instruction, Response to Intervention, and co-teaching models are emphasized. Additionally, this course focuses on inclusive practices and accountability for student learning through standards-based individualized education program plans. Required: Completion of or concurrent enrollment in Education 43-404. (SPRING)
  • 43-453 POSITIVE BEHAVIOR SUPPORT STRATEGIES (3-1)
    This course explores effective classroom arrangements and procedures for working with students who have moderate to severe behavior disorders. Design and implementation of positive behavior supports and applied behavioral analysis are emphasized. Techniques that enhance students’ success in the general education classrooms are emphasized. Required: Field placement in a setting serving students with special needs. Prerequisites: Admission to the Teacher Certification Program, Education 43-404, and concurrent enrollment in Education 41-753 or Education 42-773 and 45-783. The starting date for this course is aligned with the beginning of Georgetown ISD schools, which precedes the start of Southwestern University classes. (WA) (FALL)
  • 43-473 EARLY CHILDHOOD INTERVENTION (3-1)
    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. Required: Field-placement in a setting serving students with special needs. Prerequisite: Completion of or concurrent enrollment in Education 43-404. (SPRING, EVEN ONLY)
  • 43-804 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.
  • 44-644 THE CHILD AND THE CURRICULUM IN EARLY CHILDHOOD EDUCATION
    Study of the curriculum choices made by early childhood educators, particularly in the areas of art, music, theatre, physical education, and health. Students have opportunities to plan, present and evaluate lessons that make connections between these areas and core content areas of math and science. Careful attention is given to developmentally appropriate practices and the Texas Essential Knowledge and Skills (TEKS), as well as the influence of the Project Approach and Reggio Emilia schools on early childhood curriculum. Directed observation and participation in early childhood classrooms are an integral part of the course. (FALL, EVEN ONLY)
  • 44-654 TEACHING ENGLISH LANGUAGE LEARNERS
    Study of the development of language and literacy in linguistically and culturally diverse learners. The focus is on second language acquisition in school-age children. Attention is given to the impact of sociolinguistic, psycholinguistic, and cultural factors on language development as well as teaching models for effective ESL instruction and related legal issues. Directed observation and participation in classrooms are an integral part of the course. (FALL, ODD ONLY)
  • 45-723 INTEGRATING LANGUAGE ARTS THROUGHOUT THE CURRICULUM (3-1) 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. (WA) (FALL)
  • 45-734 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. Also English 10-214. Prerequisites: 45 credits and a 2.75 grade point average. Students seeking 4-8 or 7-12 certification in English, Language Arts, and Reading should register for this course as ENG10-214. (SPRING)
  • 45-763 LITERACY IN THE CONTENT AREA (3-1)
    An examination of techniques designed to improve reading comprehension of content area texts. The course will also 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. (FALL)
  • 45-773 READING METHODS IN THE ELEMENTARY AND MIDDLE SCHOOL I (3-1)
    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. Elementary and middle school certifying students take this course in conjunction with EDU 42-743. Prerequisite: Admission to Teacher Certification Program, EDU 42-553, and EDU42-754. (SPRING)
  • 45-783 READING METHODS IN THE ELEMENTARY AND MIDDLE SCHOOL II (3-1)
    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 42-773 and 43-453. 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 only in the fall, is aligned with the beginning of public school in the Georgetown ISD, which precedes the starting date for classes at Southwestern. Prerequisites: Admission to the Teacher Certification Program, Education 42-553, Education 42-743, Education 42-754 and Education 45-773. (FALL)
  • 45-794 MODERN 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 10-224. (H) Students seeking 4-8 or 7-12 certification in English, Language Arts, & Reading should register for this course as ENG10-224.
  • 02-201 FOSTERING COLLABORATIVE OPPORTUNITIES IN THE NATURAL SCIENCES
    This seminar is designed to foster a sense of community among student researchers, students seeking a research experience, and the faculty of the Natural Sciences Division. Course readings, discussions, and assignments will focus on providing students with a better understanding of the scientific process and the importance of collaboration in furthering scientific discovery. May be repeated for credit.