Education

Courses

Education courses are currently being renumbered and will look different in the 2018-19 Catalog.  

Below you will find a list of our current or recent offerings. See the course catalog for descriptions and updated information.

  • 40-113 Educational 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. (ScS) (FALL)
  • 40-124 Foundations & Curriculum of American Sch
    An examination of the educational history of the United States and the changes in curriculum that 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)
  • 40-144 Survey of Exceptionalitiies
    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) (SPRING)
  • 40-201 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) (FALL, ODD)
  • 40-204 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) (FALL, ODD)
  • 40-234 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. Contributes to Race and Ethnicity Studies. (ScS) (SJ) (FALL and SPRING)
  • 40-254 Action Research in Education
    Students engage in an exploration of action research with a focus on teacher self-study. Students design a self-study research project to explore their professional identity as an educator and the impact of philosophies and practices on student learning The emphasis of this experience is on classroom-based action research Including all phases of the self-study research process from question formation to presentation of the study. Course Fees required . Required: Field placement in local classroom setting. Prerequisite: Six credits in Education. (ScS) (WA) (SPRING)
  • 40-264 Second Language Acquisition
    Study of the development of language and literacy in linguistically and culturally diverse learners. The focus is on second language acquisition and simultaneous bilingual school-age children. Attention is given to the impact of sociocultural linguistic, psycholinguistic, and cultural factors on language development as well as teaching models for effective second language instruction and related issues. Directed observation and participation in classrooms are an integral part of the course. Prerequisite: Sophomore standing required. (ScS) (FALL, ODD ONLY)
  • 40-274 Multicultural Children's Literature
    Explores Spanish, English, or bilingual texts written specifically for children and adolescents. Books in other languages (such as Arabic, French, Mandarin) may also be considered. In addition we will discuss books that describe/illustrate issues especially relevant to marginalized communities (e.g., LGBTQ, undocumented immigration, racism). Strategies for how to explore these texts in primary and secondary classrooms will be examined. 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, discussion and others. Opportunities to read to children and to work in the libraries of public schools are included. (ScS)
  • 40-284 Modern British Fantasty 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. (ScS)
  • 40-294 Child & Curriculum Early Childhood Educ
    This course is designed as an introduction to early childhood pedagogy, curriculum and settings. Students examine typical and atypical domains and play development during and a variety of intervention strategies. Curriculum choices made by early childhood educators, particularly in the areas of math, science, art, music, theatre, physical education, and health will be the primary focus. Students will have opportunities to plan, present and evaluate lessons. Careful attention is given to developmentally appropriate practices and the Texas Essential Knowledge and Skills (TEKS). Directed observation and participation in early childhood classrooms (2 hours per week) are an integral part of the course. Prerequisite: Education 40-144. (ScS) (SPRING)
  • 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) (FALL, ODD)
  • 40-324 Case Studies in Comparative Education
    This course examines current issues and practices through the theoretical lens of comparative educational studies. Students read, reflect, participate and inquire into questions, problems and issues that emerge from their exploration of 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. Some sections of this course may include visiting the country (e.g. Jamaica) or countries being studied and/or direct service experiences in educational and public service organizations. (ScS) (IP)
  • 40-334 Promoting Environmental Literacy
    In this course students explore the appropriate knowledge, skills and resources needed to promote awareness, concern and engagement with environmental issues in non-profit, for-profit, and/or formal educational settings. Students investigate a range of current and future environmental problems, learning how to work with public audiences concerned about the environment and in developing informed decisions regarding their roles as stewards of the Earth. There are field trips to sites where the public engages with the environment. As part of the course, students will be certified to lead workshops in Project WILD and become familiar with a range of other environmental programs. Also Environmental Studies 49-294. (ScS)
  • 40-344 Strategy for Life Skills and Transition
    This course examines instructional strategies effective for students who have moderate to severe learning needs. Topics include instruction and progress monitoring of pre-academic, communication, social, academic, and transitional skills including vocation, independent living and leisure. Co-teaching models in both various settings is explored. Required: Field placement in a setting serving students with significant special needs. Prerequisites: Completion of, or concurrent enrollment in, Education 40-144. (ScS) (FALL, ODD ONLY)
  • 40-443 Differentiated Instruction Strategies
    This course focuses on inclusive practices and accountability for student learning through standards-based individualized program plans. Topics include differentiated assessment and instructional strategies, Response to Intervention, and co-teaching models. Required: Field-placement in an inclusive setting serving students with special education needs. Prerequisites: Completion of, or concurrent enrollment in, Education 40-144. (ScS) (SPRING)
  • 40-503 Teaching Soc Stud Elem & Middle Schools
    Instruction will emphasize constructivist approaches and explores both the unique content and instructional methods appropriate for teaching social studies, with special emphases on: integrated thematic lessons and units for in-depth study of topics; multicultural curricula; interactive and cooperative classrooms; and inquiry and problem based approaches to investigating significant human issues. NOTE: This course is required for secondary students seeking certification in social studies fields (e.g. History). Prerequisites: Admission to Teacher Certification, completion of or concurrent enrollment in Education 40-514. (ScS) (FALL)
  • 40-514 Teaching Science in Elem & Middle School
    A study of instructional methods in the life, physical, and earth sciences. Emphasis will be placed on educational theory and pedagogy to promote learning science content and process skills. This course includes field experiences in classrooms. Contributes to Environmental Studies. Prerequisite(s): Completion and/or concurrent enrollment in courses satisfying the natural science requirement, Education 40-113, and admission to the Teacher Certification Program. Elementary and middle school certifying students take this course concurrently with Education 40-503. Permission of the instructor required for non-certifying students. (ScS) (FALL)
  • 40-524 Teaching Math in Elem & Middle School
    A study of concepts, problem solving, and computation strategies necessary to orchestrate a problem-based environment for effective teaching, learning, assessment and evaluation of early childhood through 8th-grade mathematics. Emphasis is on both learning theory and practical application of instructional methods. This course includes field experiences in classrooms. Prerequisites: Education 40-113, admission to Teacher Certification Program and three credits of mathematics. Elementary and middle school certifying students take this course concurrently with Education 40-533. (ScS) (SPRING)
  • 40-533 Reading Methods in Elem & Mid Schools I
    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 concurrently with Education 40-524. Prerequisite: Admission to Teacher Certification Program, Education 40-503, and Education 40-514. (ScS) (SPRING)
  • 40-563 Integrating Lang Arts Throughout Curric
    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) (WA) (FALL)
  • 40-581 Advanced Pedagogy & Prof Devel Educ Tech
    An examination of the role of technology to empower K-12 students to learn how to learn. This course focuses on research and professional development for teachers using computer-based technology to support student-centered teaching, learning, classroom organization, and meeting standards. Students will research a topic of interest in educational technology, present research and pedagogy to preservice or in-service teachers, and have a field placement in educational technology professional development. Prerequisite: Education 40-113 and permission of the Instructor. (ScS) (FALL and SPRING)
  • 40-582 Adv Pedagogy & Prof Devel in Educ Techno
    An examination of the role of technology to empower K-12 students to learn how to learn. This course focuses on research and professional development for teachers using computer-based technology to support student-centered teaching, learning, classroom organization, and meeting standards. Students will research a topic of interest in educational technology, present research and pedagogy to preservice or in-service teachers, and have a field placement in educational technology professional development. Prerequisite: Education 40-113 and permission of the Instructor. (ScS) (FALL and SPRING)
  • 40-583 Adv Pedagogy & Prof Devel in Educ Techno
    An examination of the role of technology to empower K-12 students to learn how to learn. This course focuses on research and professional development for teachers using computer-based technology to support student-centered teaching, learning, classroom organization, and meeting standards. Students will research a topic of interest in educational technology, present research and pedagogy to preservice or in-service teachers, and have a field placement in educational technology professional development. Prerequisite: Education 40-113 and permission of the Instructor. (ScS) (FALL and SPRING)
  • 40-584 Adv Pedagogy & Prof Devel in Edu Techno
    An examination of the role of technology to empower K-12 students to learn how to learn. This course focuses on research and professional development for teachers using computer-based technology to support student-centered teaching, learning, classroom organization, and meeting standards. Students will research a topic of interest in educational technology, present research and pedagogy to preservice or in-service teachers, and have a field placement in educational technology professional development. Prerequisite: Education 40-113 and permission of the Instructor. (ScS) (FALL and SPRING)
  • 40-664 Literacy in the Content Area
    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. (ScS) (FALL)
  • 40-681 Adv Study & Practicum in Pedagogy and Th
    Students in this course will continue exploring an academic area of interest from a previously completed course (PCC). Students will work with a faculty member teaching the PCC and/or leading related inservice professional development. The student will engage in further research about pedagogy, theory, and professional development in the area of interest. In addition to a deep investigation into the literature about the area of interest, this innovative course requires students to present in the PCC, plan with the faculty member, present in other classes at SU, provide professional development for local teacher, present to SU faculty, and/or present at the SU Creative Works Symposium. (ScS) (FALL and SPRING)
  • 40-682 Adv Study Practicum in Pedagogy & Theory
    Students in this course will continue exploring an academic area of interest from a previously completed course (PCC). Students will work with a faculty member teaching the PCC and/or leading related inservice professional development. The student will engage in further research about pedagogy, theory, and professional development in the area of interest. In addition to a deep investigation into the literature about the area of interest, this innovative course requires students to present in the PCC, plan with the faculty member, present in other classes at SU, provide professional development for local teacher, present to SU faculty, and/or present at the SU Creative Works Symposium. (ScS) (FALL and SPRING)
  • 40-683 Adv Study Practicium Pedagogy & Theory
    Students in this course will continue exploring an academic area of interest from a previously completed course (PCC). Students will work with a faculty member teaching the PCC and/or leading related inservice professional development. The student will engage in further research about pedagogy, theory, and professional development in the area of interest. In addition to a deep investigation into the literature about the area of interest, this innovative course requires students to present in the PCC, plan with the faculty member, present in other classes at SU, provide professional development for local teacher, present to SU faculty, and/or present at the SU Creative Works Symposium. (ScS) (FALL and SPRING)
  • 40-684 Adv Study Practicum Pedagogy & Theory
    Students in this course will continue exploring an academic area of interest from a previously completed course (PCC). Students will work with a faculty member teaching the PCC and/or leading related inservice professional development. The student will engage in further research about pedagogy, theory, and professional development in the area of interest. In addition to a deep investigation into the literature about the area of interest, this innovative course requires students to present in the PCC, plan with the faculty member, present in other classes at SU, provide professional development for local teacher, present to SU faculty, and/or present at the SU Creative Works Symposium. (ScS) (FALL and SPRING)
  • 40-714 Instructional Strategies
    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 40-734 and Education 40-743. Please note: the starting date for this field-based course, offered only in the fall, is aligned with the beginning of public school in the Georgetown ISD, and precedes the starting date for classes at Southwestern. Prerequisites: Admission to the Teacher Certification Program (ScS) (FALL)
  • 40-734 Reading Methods in Elem & Mid 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 Education 40-524 and 40-743. Continued development of student's professional portfolio is integral to all three courses. Please note: the starting date for field-based courses, offered only in the fall, is aligned with the beginning of public school in the Georgetown ISD, and precedes the starting date for classes at Southwestern. Prerequisites: Admission to the Teacher Certification Program (ScS) (FALL)
  • 40-744 Positive Behavior Support
    This course explores effective school-wide and classroom-based arrangements and procedures for working with students who have moderate to severe behavior disorders. Topics include the recognition and handling of selected psychological challenges, design and implementation of positive behavior supports, applied behavioral analysis, social-emotional learning strategies, trauma-sensitive approaches, restorative discipline, and collaborative problem solving. Required: Field placement in a setting serving students with special needs. Prerequisites: Admission to the Teacher Certification Program, Education 40-144, and concurrent enrollment in Education 40-764 or Education 40-714 and 40-734. The starting date for this course is aligned with the beginning of Georgetown ISD schools and precedes the start of Southwestern University classes. (ScS) (WA) (FALL)
  • 40-764 The Secondary Teacher
    A field-based study of the objectives and processes of secondary school teaching. This course will be taught in a secondary school setting and will involve extensive observation and participation. Emphasis in this course will be on the art and the act of teaching. 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 40-664, and admittance to Teacher Certification Program. Concurrent enrollment in Education 40-743 is required. (ScS) (FALL)
  • 40-804 Student Teaching in Elem & 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. The student will take Education 40-814 concurrently with student teaching. Also Music Education 77-804, 808. (ScS)
  • 40-808 Student Teaching in Elem & 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. (ScS)
  • 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. Course Fees apply. Prerequisites: Concurrent enrollment in student teaching. (ScS) (WA) (FALL and SPRING)
  • 40-824 Student Teaching in the Secondary School
    Observation and supervised teaching in the public secondary schools. Prerequisites: Senior standing, completion of all other course work and admittance to student teaching. Must be taken Pass/D/F. The student will take Education 40-814 concurrently with student teaching. Also Music Education 77-804, -808. (ScS)
  • 40-828 Student Teaching in the Secondary School
    Observation and supervised teaching in the public secondary schools. Prerequisites: Senior standing, completion of all other course work and admittance to student teaching. Must be taken Pass/D/F. The student will take Education 40-814 concurrently with student teaching. Also Music Education 77-804, -808. (ScS)
  • 40-844 Student Teaching Generic Special Educati
    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. The student will take Education 40-814 concurrently with student teaching. (ScS)
  • 40-964 Senior Seminar
    This course fulfills the capstone requirement for Education majors for the Bachelor of Arts degree.
  • 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 41-764 and admission to Teacher Certification Program. (ScS) (WA)
  • 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 40-483, admission to Teacher Certification Program and three credits of mathematics. Elementary and middle school certifying students take this course in conjunction with Education 45-773. (ScS) (SPRING)
  • 43-414 Prog/Svcs Indiv 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 and require time outside of scheduled class time. (ScS)
  • 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.