Education (ED) (EDUC)

ED 300. Navigating the Teacher Preparation Program. 1 Hour.

This course serves as the formal orientation and gateway for sophomore-level education majors seeking admission into the Teacher Preparation Program for EC-6, 4-8, and 7-12 certification tracks. Candidates will analyze the structural requirements of educator preparation, including state-mandated certification standards, State Board for Educator Certification (SBEC) rules, and the Texas Educator Code of Ethics. The course guides students through the formal application process, ensuring all institutional benchmarks are completed for advancement into upper-division clinical coursework. The course also introduces candidates to the program's instructional framework to develop a foundational understanding of effective classroom practices. Restricted to Education majors.

ED 310. Problem Solving for Elementary Students. 3 Hours.

This course provides an in-depth study of problem solving and key mathematical concepts drawn from algebra, number theory, geometry, probability, statistics, measurement, and logic as they relate to the elementary mathematics curriculum. The course is designed for future elementary teachers and emphasizes both mathematical understanding and the instructional practices necessary to support elementary students’ conceptual development, reasoning, and problem-solving proficiency. Teacher candidates will explore how children learn mathematics and how problem solving supports the development of mathematical thinking. The course emphasizes the use of High-Quality Instructional Materials (HQIM) and Research-Based Instructional Strategies (RBIS) to implement and analyze instruction that promotes conceptual understanding, procedural fluency, and real-world application. Candidates will engage in analyzing student work, facilitating mathematical discourse, selecting and adapting instructional tasks, and using assessment data to inform instructional decisions. By the end of the course, students will develop a strong foundation in mathematical problem solving and pedagogy necessary for effective elementary mathematics instruction. Prerequisites for this course are MATH 1314, MATH 1350, and MATH 1351 with a C or better and admission to the TPP.

ED 311. Growth and Development for EC-12 Grade. 3 Hours.

This introductory education course explores the various theorist relating to children's growth and development and their relationship to teaching. Students will study how human development impacts a child's learning abilities along with the relationship to teaching pedagogy. Students must be considered in their junior year and will be required to participate in 5 hours of classroom observations. Students seeking teacher certification will complete the application to the TPP in this course.

ED 315. The Emergent Bilingual and Language Foundations. 3 Hours.

This field-based course prioritizes the linguistic and cognitive identity of the emergent bilingual (EB) in K-12 settings. Candidates engage in analyses of the learner’s internal language systems to understand how these structures manifest in social and academic discourse. Through the study of first and second language acquisition theories, candidates learn to interpret the interconnectedness of a student’s primary language and English development. While centered on the individual learner, the course also situates the student within the historical and legal frameworks of Texas ESL education. Candidates examine how various program models and sociocultural factors impact the learner's linguistic and academic growth. Prerequisite: Admission to the TPP.

ED 321. Secondary School Methods. 3 Hours.

This course provides students seeking certification in grades 4-8 and 7-12 skills for reading, critiquing, and adapting curriculum, planning effective instruction, creating assessments that provide a feedback loop, implementing differentiated methods for diverse populations, and delivering content effectively. Students will apply skills and knowledge in lesson plans, unit plans, and teaching simulations. This course integrates the principles of Experiential Learning and meets the criteria for fieldwork.

ED 325. Data and Assessment. 3 Hours.

This upper division course will explicitly address TAC 235.21(c) which requires teacher candidates to design formative and summative assessments as well as utilize assessment data to make instructional decisions. Prerequisite: Admission to TPP.

ED 331. Classroom and Behavior Management. 3 Hours.

This course presents best practices based on current research for classroom and behavior management, including classroom procedures and expectations, organization of materials, and classroom space for optimum learner benefit. Emphasis is placed on developing meaningful relationships and applying neurological influences to management strategies for student learning and behavior. The course includes assessment and support of students with behavioral, social, and emotional needs through conducting and interpreting Functional Behavioral Assessments (FBAs), developing and implementing Behavior Intervention Plans (BIPs), applying Positive Behavioral Interventions and Supports (PBIS), and utilizing de-escalation and restorative practices. The course emphasizes data-driven decision making, ethical and legal considerations, and collaboration with multidisciplinary teams to promote positive behavior which promotes safe learning environments. Prerequisite: Admitted to the Teacher Preparation Program.

ED 398. Field-Based Experience I. 1 Hour.

This course facilitates the first semester of the field-based experience sequence for education majors. Candidates are placed with a mentor teacher for 4 contact hours per week to engage in reflective observation and instructional assistance. This course supports the fulfillment of Field-Based Experience requirements as mandated by 19 TAC §228. Candidates will manage their professional profile in the Educator Portal, document state-required hours, and complete prescribed instructional tasks as assigned by concurrent education faculty. While not required, it is highly advisable that SPED 410 , RDG 350, and ED 310 be taken concurrently with this course.

ED 399. Field-Based Experiences II. 1 Hour.

This course facilitates the second semester of the field-based experience sequence for education majors. Candidates are placed with a mentor teacher for 4 contact hours per week to engage in reflective observation and instructional assistance. This course supports the fulfillment of Field-Based Experience requirements as mandated by 19 TAC §228. Candidates will manage their professional profile in the Educator Portal, document state-required hours, and complete prescribed instructional tasks as assigned by concurrent education faculty. While not required, it is highly advisable that ED 487, RDG 353, and ED 325 be taken concurrently with this course.

ED 402. Physical Education, Health, and Music Methods for Elementary Educators. 3 Hours.

This course enables students seeking an EC-6 certification to engage in a broad overview of Fine Arts, Physical Education, and Health as experienced in an elementary school setting. This course will support teacher candidates as they guide students to develop their creativity, discover new interests, build academic and social-emotional skills through fine arts, PE, and health education. Teacher candidates will build broad content knowledge and content-specific pedagogical knowledge in preparation for designing and delivering instruction in fine arts, visual arts, music, theater, health, and physical education. Prerequisite: Must be admitted to TPP or ACP.

ED 403. Curriculum for Teaching Young Children. 3 Hours.

This course is an advanced level of teaching in early childhood classroom. Based upon completion of ECE 401 and 402, this course focuses contemporary theories from the field of early childhood education. Teacher candidates are expected to conceptualize theories and ideas for enhancing their teaching practices. Using early childhood educational approaches, lesson planning and teaching will be rehearsed. Topics include strategies for understanding young children; core principles and practices in early childhood education; pedagogical strategies for facilitating children to be active learners; creating a sense of community in the classroom; and family-school-community partnerships.

ED 404. Texas School Law for Educators. 3 Hours.

This course is designed to examine the legal framework and study the impact of any relationship between constitutional law, statutory law, administrative law, and judicial law that influence educators. School teachers must be able to manage a multitude of legal issues. Therefore, this course will have a focus on the Family Educational Rights and Privacy Act (FERPA), privacy rights, student attendance, discipline, personnel law, special programs, and sexual discrimination [Title IX] from the perspective of a classroom teacher. The goal of this course is to assist teachers in preventing litigation against themselves as well as their school districts while providing a high-quality education to all students under their care.

ED 410. Clinical Practicum for Initial Certification. 6 Hours.

This course provides clincial experience in the public school setting as part of the alternative teacher certification programs. Clincial candidates participate in 72 complete instructional days in an assigned classroom with a Cooperating Teacher. A university field supervisor in conjunction with the Cooperating Teacher supervises the Clincial Teacher. Clinical Teachers and Cooperating Teachers participate in co-teaching throughout 15 weeks of placement. course is graded on a Satisfactory (S) or Unsatisfactory (U) basis for 6 SCH. Prerequisites: Admission to alternatve teacher certification program and completion of program requirements.

ED 415. ESL Methods for Educators. 3 Hours.

This is the second course in a two course series that addresses ESL classroom teacher standards and prepares students to take the ESL supplemental exam. Teacher candidates will be prepared to provide sheltered-instruction in Texas classrooms. Prerequisite: ED 315, Admission to the TPP.

ED 434. Classroom Management and Teaching Strategies. 3 Hours.

This course examines teaching strategies such as exposition, demonstration, and inquiry. Also, students will study, observe, and demonstrate an understanding of various classroom management theories. A field experience component is required. Prerequisite: Admission to the Teacher Preparation Program.

ED 435. Secondary Content Pedagogy. 3 Hours.

This course provides students seeking certification in grades 4-8 and 7-12 with pedagogical best-practices. Students will learn lesson planning, assessment, and available resources for their specific content area. Methods for accessing and processing information through traditional as well as new technologies will be addressed. Prerequisite: Admission to the Teacher Preparation Program.

ED 485. ACP Supervised Internship. 1 Hour.

This course provides Teacher Candidates who have accepted a position as a teacher of record in a local public school supervised experiences working under an Intern or Probationary Certificate. A university field supervisor in conjunction with a mentor teacher supervises the intern. Course is graded on a Satisfactory (S) or Unsatisfactory (U) basis for 1 SCH. Prerequisite: Admission to alternative teacher certification program and completion of program requirements.

ED 486. Social Studies Methods for Elementary Teachers. 3 Hours.

This course prepares elementary teacher candidates to design, implement, and internalize social studies lessons and curriculum that is aligned to the Texas Essential Knowledge and Skills (TEKS). The emphasis of this course is placed on the social studies content focused on the areas in history, geography, economics, government, citizenship, culture, and science, technology, and society. Students will also see how the use of High-Quality Instructional Materials (HQIM) is used to support these areas in the classroom. Additionally, teacher candidates will learn how to plan and deliver inquiry-based social studies lessons that promote students' critical thinking and content understanding. The course will emphasize lesson internalization, primary and secondary source analysis, discussion strategies, and HQIM materials to support rigor for all student learners, including linguistically diverse learners. Prerequisite: Admission to the TPP.

ED 487. Math Methods for Elementary Teachers. 3 Hours.

This course is designed for aspiring elementary educators seeking to develop strong content knowledge and content-specific pedagogical skills in mathematics. The course emphasizes practical application aligned to the Texas Essential Knowledge and Skills (TEKS) to prepare teacher candidates to design engaging, standards-based mathematics instruction that promotes conceptual understanding, problem solving, and mathematical reasoning through the use of High-Quality Instructional Materials (HQIM) and Research-Based Instructional Strategies (RBIS) to support all students including linguistically diverse learners. Additionally, students will learn about lesson internalization in support of HQIM in order to plan for student misconceptions and lesson differentiation. Throughout the course, students will explore effective research-based strategies for teaching elementary mathematics, including facilitating mathematical discourse, representing mathematical ideas in multiple ways, and differentiating instruction to meet diverse learner needs. Teacher candidates will learn to plan and implement lessons using HQIM to support conceptual development, procedural fluency, and real-world application, while employing RBIS and formative and summative assessments to monitor student progress and inform instructional decisions. By the end of the course, students will develop a strong foundation in mathematics pedagogy necessary to support student achievement in elementary classrooms. Prerequisite: ED 310 and admission to the TPP.

ED 488. Science Methods for Elementary Teachers. 3 Hours.

This course focuses on the technical enactment of high-quality science and engineering instruction for the EC-6 classroom. Candidates integrate theories of scientific sense-making and student development into a cycle of design, rehearsal, and simulated teaching to master specialized pedagogical practices. The course centers on the inquiry process. Through simulated experiences and data-driven reflection, candidates refine their ability to design inclusive units that lead diverse learners toward deep conceptual understanding and engineering problem-solving skills. By the end of the course, candidates will have transitioned into practiced teachers capable of adapting complex disciplinary ideas into high-quality, classroom-ready instruction. Prerequisite: Admittance to the TPP.

ED 489. Individual Study. 3 Hours.

This course provides individual instruction. Students may repeat the course when topics vary. Prerequisite: Requires a student contract approved by the instructor and dean.

ED 490. Field Based Enactment. 3 Hours.

This field-based course provides teacher candidates with opportunities to apply evidence-based instructional strategies learned in concurrent methods coursework within authentic K-12 classroom settings. Candidates will gain practical experience designing, implementing, and reflecting on lessons and activities in diverse learning environments, focusing on math, science, social studies, ELA, and fine arts. Through a minimum of 50 hours of field-based experiences, candidates will develop proficiency in various instructional approaches, classroom management techniques, and assessment strategies, while also working towards fulfilling the Texas Administrative Code (TAC) §228 requirements for field-based experiences. This course emphasizes collaboration with cooperating teachers, reflective practice, and developing a deeper understanding of student learning and development.

ED 495. Clinical Experience I. 3 Hours.

This course provides interactive clinical work in the public-school setting as part of clinical teaching requirements for the undergraduate Teacher Preparation Program (TPP). University students are identified as Teacher Candidate (TC). The number of days in the TCs assignment will depend upon the chosen pathway (see handbook) in an assigned classroom under the supervision of a university field supervisor, cooperating teacher, and campus administrator. ED 495 is the first semester of the co-teaching assignment (2 semesters) in which Teacher Candidate and Cooperating Teacher are considered co-teachers for the class. Teacher Candidates are required to complete performance assessments and adequately meet proficiency requirements through performance gates. Prerequisite: Approved field-based assignment by TPP.

ED 496. Clinical Experience II. 3,6 Hours.

This course provides clinical work in the public-school setting as part of field experience requirements for the undergraduate Teacher Preparation Program (TPP). The number of days in the TCs assignment will depend upon the chosen pathway (see handbook) in an assigned classroom under the supervision of an Instructional Leadership Team (ILT) to include University Field Supervisor, Cooperating Teacher, and campus administrator. ED 495 Clinical Experience I(prerequisite) is the first semester of the Co-Teaching assignment (2 semesters) in which Teacher Candidate and their Cooperating Teacher are considered Co-Teachers for the class in a public-school setting in the grade level and content of the certification they are seeking. Students will complete observations, seminar requirements, adequately meet proficiency requirements through performance gates, and additional requirements as assigned by the field supervisor. This semester is the culmination of the entire curriculum of study for education students and it is instrumental in preparing them to teach. Prerequisites: Successful completion of ED 495;pass the official TExES Pedagogy and Professional Responsibilities EC-12 (160) exam; pass the representative content test for the sought certification area and make at least one attempt on the official TExES content exam. If not passed, a follow up meeting will be required with the Field Supervisor to create a study plan; additional requirements may be necessary before being released for the second attempt; continued good standing with district/campus placement.

ED 497. Special Topics. 3 Hours.

Instructors will provide an organized class designed to cover areas of specific interest. Students may repeat the course when topics vary. Prerequisite: None.

ED 500. Induction for Novice Teachers. 3 Hours.

Prerequisite: Employment in a local public school. This is systematic training and ongoing support for new teachers before the first day of public school and continuing throughout the first semester. Students in the Alternative Certification Program, those in POINTE: Partnering Opportunities Inspiring Novice Teacher Excellence (a Regents Initiative II program), and newly certified teachers are invited to participate to enhance their public school students achievement and for their own career satisfaction. The course will begin with two days in the summer of training for setting up their classrooms and gearing up for the first week of their teaching career. A Needs Assessment will be conducted during these sessions that will determine the topics of the speakers for the monthly seminars.

ED 503. Curriculum for Teaching Young Children. 3 Hours.

In this course, students will study research-based program models and curricula appropriate for both early childhood and developmentally delayed children.

ED 505. Digital Literacy for Educators. 3 Hours.

Exploration of new and emerging technologies as powerful tools for enhancing K12 students' development and learning. This course provides the educator with an understanding of how to plan, deliver and assess virtual instruction as well as provide learners with an understanding of digital citizenship.

ED 506. Classroom Management and Basic Law for Teachers. 3 Hours.

This course presents all aspects of classroom management from organizing classroom space to strategies for dealing with student behavior. Basic Texas education laws will be presented ranging from contracts to the First Amendment in schools. This course will prepare the student to feel confident not only on the first day of school but for the entire year. Prerequisite: Must be admitted into the Alternative Certification Program.

ED 508. Introduction to Teaching. 3 Hours.

This course examines learning theories along with their impact on strategies for effective teaching. Educational measurement and evaluation (STAAR) used by schools will be studied. Prerequisite: Must be admitted into the Alternative Certification Program.

ED 510. Clinical Practicum for Initial Teacher Certification. 6 Hours.

This course provides practical work in the public school setting which includes clinical teaching for the Graduate/Alternative Certification Program (ACP). Clinical teachers participate for 15 weeks in a public school setting. Teaching by the clinical teacher is directed and supervised by an Instructional Leadership Team (ILT). A required orientation and seminars will be offered which address various legal and ethical issues of education as well as current educational topics. This course is graded on a Satisfactory (S) or Unsatisfactory (U) basis for 6 SCH. Prerequisite: Candidate must meet eligibility requirements for admission to the Alternative Certification Program and complete "Intent to do Clinical Practicum" by October 1.

ED 520. Research Design. 3 Hours.

This course addresses the process and tools to locate, read, understand, and critique education research. The fundamental techniques of planning, conducting, and reporting qualitative and quantitative research will also be considered.

ED 530. Human Growth and Development for Educators. 3 Hours.

This course examines cognitive, physical, psychological, and social development of humans from conception through adolescence (0-20 years). Theoretical frameworks, critical issues, and current research pertaining to each life-stage are included. Educational implications of domain specific developmental factors are highlighted. Study of the overlay of creativity, resiliency, and focus of control are added psychological variables integrated for further understanding of developmental influences on student success and/or failure in learning and school. Prerequisite: Must be admitted into the Alternative Certification Program.

ED 547. Evaluating Learning. 3 Hours.

This course will address the components of a comprehensive assessment program to improve student achievement, the process and procedures to manage these systems, the differences and similarities between formative and summative assessment. The course considers the situational application of assessing student needs, developing instructional goals, designing instructional assessments to achieve goals, and evaluating students’ work for improvement and achievement. Students will learn the importance of the alignment of the written, taught, and tested. Prerequisite: ED 520 and must be admitted to Master of Instructional Development or Alternative Certification Program.

ED 551. Effective Strategies for Student Success. 3 Hours.

This course focuses on effective best-practice teaching and learning strategies aligned to the written and assessed curriculum. Emphasis is placed on the use of research-based instructional strategies in the classroom. Prerequisite: ED 520 and must be admitted to Master of Instructional Development or Alternative Certification Program.

ED 552. Classroom Assessment: Design, Implementation, and Analysis. 3 Hours.

This comprehensive course equips educators with essential knowledge and skills in classroom assessment literacy. Students will explore the fundamental principles of assessment development, focusing on both the creation and interpretation of classroom assessments that drive instructional decisions. The course emphasizes practical approaches to designing, selecting, and implementing assessments that yield accurate information about student achievement. Special attention is given to understanding assessment related concepts, creating reliable selected response and constructed response items, and using assessment results to enhance teaching effectiveness and student learning.

ED 554. Curriculum Evaluation. 3 Hours.

This course focuses on the evaluation of curriculum for facilitating continuous improvement in the instructional programs. Sound research-based practices related to planning, supervision, curriculum development and delivery, program evaluation, and change management for diverse learners in a multicultural setting.

ED 555. Learning Theories. 3 Hours.

This course will provide the learner with an overview of major contemporary approaches to the study of human learning. The focus of the course will be the linkage between theory and educational practice. This course will include factors which influence the process of learning, and application of these theories and processes to general and special populations.

ED 557. Innovative Learner-Centered Strategies for Student Success. 3 Hours.

This course contains the professional body of knowledge necessary for the effective teaching of diverse learners for student success. Course emphasis is centered on understanding theories and strategies that address the needs of a diverse population in the public school systems. Prerequisite: Must be admitted into the Alternative Certification Program.

ED 570. Strategies in Composition. 3 Hours.

This course engages students in research and evaluation of teaching composition, remedial, and creative writing. In addition, each student researches an area of special interest within the field of composition studies, writes a review of this research, and presents a summary of findings in an oral presentation to the class. This course is cross listed with ENG 570. Prerequisite: Instructor permission. Corequisite: ED 571.

ED 571. Improving Students' Writing in the School. 3 Hours.

Students analyze current research in composition and writing across the curriculum, with special emphasis upon the theoretical approach developed by the National Writing Project. Further, after researching an area of special interest, each student applies theoretical principles by developing a unit of instruction and presenting a demonstration. This course is cross listed with ENG 571. Prerequisite: Instructor permission. Corequisite: ED 570.

ED 573. Leadership and Mentoring in Education. 3 Hours.

ED573 is a core requirement for graduate students seeking a degree in Curriculum & Instruction or a prescribed elective for graduate students seeking master teacher certification. The course focuses on building leadership capacity with a focus on diversity, equity, and inclusion through the role of the master teacher. Techniques for effective consultation, mentoring, and coaching will be addressed along with specific strategies for professional collaboration. The content of this course will be included in comprehensive exams for degree seeking students. Prerequisite: ED 520 and must be admitted to Master of Instructional Development or Alternative Certification Program.

ED 578. Global Studies in Education. 3 Hours.

This course addresses the concepts and theoretical approaches of comparative education and investigates relevant global issues through international field experience and cultural immersion. Prerequisite: Course requires travel outside of the United States.

ED 580. Professional Certificates Practicum. 0 Hours.

This course is a zero schedule hour course required in the final semester of professional certificate and/or degree programs with certificate. During the practicum students are engaged in 160 clock hours of activity to demonstrate proficiency in each of the educator standards for the certificate class being sought. Prerequisite: Candidates must have the approval of the program coordinator and the university certification coordinator before enrolling in the course.

ED 585. Alternative Certification Program Supervised Internship. 3 Hours.

This course provides supervised experiences for interns on Probationary Certificates. A total of six hours, over two semesters, must be earned to be recommended for a Standard Certificate. This course is graded on a Satisfactory (S) or Unsatisfactory (U) basis. Prerequisite: Meets admission requirements to the Alternative Certification Program and obtains Probationary Teaching Certification.

ED 589. Individual Study. 3 Hours.

This course provides individual instruction. Students may repeat the course when topics vary. Prerequisite: Requires a student contract approved by the instructor and dean.

ED 590. Curriculum Design and Development. 3 Hours.

This course addresses theories and related practices of applied curriculum leadership including topological and deep alignment of the written, taught, and tested curriculum. Students will study research-based curriculum-related elements of high performing schools. Prerequisite: ED 520 and must be admitted to Master of Instructional Development or Alternative Certification Program.

ED 591. Interdisciplinary Curriculum Design. 3 Hours.

This course addresses theories and related practices of applied curriculum leadership including topological and deep alignment of the written, taught, and tested curriculum. Students will study research-based curriculum-related elements of high performing schools across disciplines within a specific context. Prerequisite: Participation in a TISD co-hort.

ED 592. Interdisciplinary Curriculum Delivery. 3 Hours.

This course focuses on effective best-practice teaching and learning strategies aligned to the written and assessed curriculum. Emphasis is placed on the use of research-based instructional strategies in the classroom within a specific context. Prerequisite: Participation in a TISD co-hort.

ED 593. Teaching in a Multicultural Setting. 3 Hours.

This course surveys the historical, psychological, social, and economic factors influencing pupil behavior in the public school setting. Students investigate in-depth cross-cultural studies and teaching strategies relating to subject matter and social-education experiences of major U.S. minority groups.

ED 597. Special Topics. 3 Hours.

This is an organized class designed to probe new curricula designs, instructional strategies, or evaluative techniques. May be repeated when topics vary.

EDUC 1301. Introduction to the Teaching Profession. 3 Hours.

An enriched, integrated pre-service course and content experience that provides active recruitment and institutional support of students interested in a teaching career, especially in high needs fields. The course provides students with opportunities to participate in early field observations at all levels in P-12 schools with varied and diverse student populations and provides students with support from college and university faculty, preferably in small cohort groups, for the purpose of introduction to and analysis of the culture of schooling classrooms. Course content should be aligned as applicable with the State Board for Educator Certification Pedagogy and Professional Responsibilities standards. Course must include a minimum of 16 contact hours of field experience in P-12 classrooms.

EDUC 2301. Introduction to Special Populations. 3 Hours.

An enriched, integrated pre-service course and content experience that provides an overview of schooling and classrooms from the perspectives of language, gender, socioeconomic status, ethnic and academic diversity, and equity with an emphasis on factors that facilitate learning. The course provides students with opportunities to participate in early field observations of P-12 special populations and should be aligned as applicable with State Board for Educator Certification Pedagogy and Professional Responsibilities standards. Must include a minimum of 16 contact hours of field experience in P-12 classrooms with special populations.