Elementary Education, BS
Program Description
A minimum of 120 semester hours is required for the BS degree. Degree requirements include University Core Curriculum, the interdisciplinary major, and the professional development sequence. Certification in EC- 6 Core Subjects, EC- 6 Core Subjects-Bilingual, 4-8 Mathematics, EC-6 Core Subjects Early Childhood and STEM Focus or Reading, and EC-12 Special Education is available with the Bachelor of Science Degree.
Student Learning Outcomes
EC-6 Core Subjects-Bilingual
Students will:
- demonstrate a depth of knowledge of bilingual education;
- demonstrate a depth of speaking ability in Spanish;
- effectively apply the competencies of a bilingual education teacher in their clinical teaching experience.
EC-6 Core Subjects with Early Childhood Delivery with STEM Focus
Students will:
- provide well-designed instruction and assessment for students from a variety of backgrounds;
- develop classroom climates conducive to learning;
- apply in-depth knowledge of processes and practices associated with students’ reading and literacy development;
- fulfill professional roles and responsibilities.
EC-6 Core Subjects with Reading Delivery
Students will:
- provide well-designed instruction and assessment for students from a variety of backgrounds;
- develop classroom climates conducive to learning;
- apply in-depth knowledge of processes and practices associated with students’ reading and literacy development;
- fulfill professional roles and responsibilities.
4-8 Mathematics
Students will:
- establish a respectful educational environment for diverse middle level learners;
- demonstrate content knowledge by applying mathematics constructs;
- apply knowledge of curriculum standards for mathematics and their relationship to middle level learners within and across mathematical domains;
- engage middle level learners in developmentally appropriate mathematical activities and investigations;
- apply mathematical content and pedagogical knowledge to design lessons and units that facilitate student learning by incorporating a variety of strategies, including mathematics-specific instructional technologies;
- use formative and summative assessments to inform mathematics instruction.
EC-12 Special Education
The Special Education service delivery system in the BS program, prepares preservice special education teachers to meet the needs of students with disabilities and their families, with an emphasis on the provision of services in inclusive environments.
Students will:
- demonstrate a depth of knowledge of understanding individuals with disabilities and evaluating their needs;
- demonstrate a depth of knowledge of fostering learning and development for individuals with disabilities;
- demonstrate a depth of knowledge of foundations of special education and professional roles and responsibilities of the special education teacher;
- effectively apply the competencies of a special education teacher in their clinical teaching experience.
General Requirements
Requirements | Credit Hours |
---|---|
Core Curriculum Program | 42 |
First-Year Seminars (when applicable)1 | 0-2 |
Major Requirements & Supporting Fields | 57-53 |
Professional Development Requirement | 21-25 |
Total Credit Hours | 120-122 |
- 1
First-Year Seminars or Electives
Full-time, first time in college students are required to take the first-year seminars.
Program Requirements
Interdisciplinary Major Requirements (53-57 semester hours)
The Interdisciplinary major consists of an academic or delivery system specialization and a combination of supporting fields.
- Interdisciplinary major concentrations may be selected from one of the following areas:
- EC-6 Core Subjects-Bilingual
- EC-6 Early Childhood Delivery with STEM Focus
- EC-6 Core Subjects with Reading Delivery
- 4-8 Mathematics
- EC-12 Special Education
- The combination of supporting fields consists of a combination of three of the following five fields: English, Mathematics, Reading, Science, and Social Studies. A different combination of supporting fields is designated for each concentration. A minimum of 24 of the 53-57 semester hours must be in upper-division courses.
Code | Title | Hours |
---|---|---|
Full-time, First-year Students | ||
First year seminars | 0-2 | |
University Seminar I | ||
University Seminar II | ||
Core Curriculum Program | ||
University Core Curriculum | 42 | |
Students seeking the 4-8 Math Interdisciplinary Degree must take: | ||
Biology I 1 | ||
General Chemistry I | ||
Interdisplinary Major Concentration Requirements | ||
Select one of the following Concentrations: | 57-53 | |
Professional Development Requirements | ||
Select one of the following Concentrations: | 21-25 | |
Total Hours | 120-122 |
- 1
Only 3 hours of BIOL 1406 Biology I (4 sch) will apply to the Core Curriculum Program. The one hour laboratory component will be counted in the major requirements.
EC-6 Core Subjects-Bilingual
All courses in BIEM and READ must be completed with a grade of “C” or better.
Code | Title | Hours |
---|---|---|
Concentration Requirements | ||
BIEM 4344 | The Bilingual Child, Culture, & the Social Studies Curriculum | 3 |
BIEM 4345 | Language Acquisition and Development | 3 |
BIEM 4349 | Linguistics for Bilingual Teachers | 3 |
BIEM 4355 | Language Arts Studies in the Bilingual Curriculum | 3 |
BIEM 4356 | Content Area Studies in the Bilingual Curriculum | 3 |
BIEM 4360 | Foundations in Bilingualism | 3 |
READ 3310 | Principles and Practices of Early Reading Instruction | 3 |
READ 3320 | Principles and Practices of Reading Instruction | 3 |
READ 3351 | Reading Assessment and Intervention | 3 |
SMTE 1350 | Fundamentals of Mathematics I | 3 |
SMTE 1351 | Fundamentals of Mathematics II | 3 |
SMTE 3315 | Foundational Approaches to the Physical Sciences | 3 |
SMTE 3316 | Foundational Approaches to the Life Sciences | 3 |
SMTE 3352 | Fundamentals of Mathematics III | 3 |
EDUC 3311 | School and Society | 3 |
Additional Requirements for Certification | ||
ECED 3324 | Child Development | 3 |
SPAN 2312 | Continuing Spanish | 3 |
SPED 4310 | Students with Exceptionalities | 3 |
Professional Development Requirements | ||
BIEM 4357 | Methods of Teaching English as a Second Language | 3 |
Clinical Observation Sequence | ||
EDUC 4311 | Classroom Management | 3 |
EDUC 4605 | Planning, Teaching, Assessment and Technology | 6 |
IDET 3100 | Educational Technology for Preservice Teachers in Schools | 1 |
Clinical Teaching Sequence | ||
EDUC 4321 | Instructional Design for Special Populations | 3 |
EDUC 4995 | Clinical Teaching | 9 |
Total Hours | 79 |
EC-6 Core Subjects Early Childhood Delivery with STEM Focus
All courses in ECED and READ must be completed with a grade of “C” or better.
Code | Title | Hours |
---|---|---|
Concentration Requirements | ||
ECED 3324 | Child Development | 3 |
ECED 3380 | Developmentally Appropriate Practice in Early Childhood Education | 3 |
ECED 4330 | Health, Nutrition, and Locomotor Concepts for the Young Child | 3 |
ECED 4340 | Communication and Aesthetics | 3 |
ECED 4345 | EC-6 Assessment and Evaluation | 3 |
ECED 4350 | EC-6 Social Studies Curriculum | 3 |
EDCI 4301 | STEM Mathematics | 3 |
EDCI 4302 | STEM Science EC-6 | 3 |
IDET 4300 | STEM Technology | 3 |
READ 3310 | Principles and Practices of Early Reading Instruction | 3 |
READ 3320 | Principles and Practices of Reading Instruction | 3 |
READ 3351 | Reading Assessment and Intervention | 3 |
SMTE 1350 | Fundamentals of Mathematics I | 3 |
SMTE 1351 | Fundamentals of Mathematics II | 3 |
SMTE 3315 | Foundational Approaches to the Physical Sciences | 3 |
SMTE 3316 | Foundational Approaches to the Life Sciences | 3 |
EDUC 3311 | School and Society | 3 |
Coordinator approved elective | 3 | |
Professional Development Requirements | ||
BIEM 4357 | Methods of Teaching English as a Second Language | 3 |
Clinical Observation Sequence | ||
EDUC 4311 | Classroom Management | 3 |
EDUC 4605 | Planning, Teaching, Assessment and Technology | 6 |
IDET 3100 | Educational Technology for Preservice Teachers in Schools | 1 |
Clinical Teaching Sequence | ||
SPED 4310 | Students with Exceptionalities | 3 |
EDUC 4995 | Clinical Teaching | 9 |
Total Hours | 79 |
EC-6 Core Subjects with Reading Delivery
All courses in ECED and READ must be completed with a grade of “C” or better.
Code | Title | Hours |
---|---|---|
Concentration Requirements | ||
READ 3310 | Principles and Practices of Early Reading Instruction | 3 |
READ 3320 | Principles and Practices of Reading Instruction | 3 |
READ 3351 | Reading Assessment and Intervention | 3 |
READ 3352 | Content Area Reading for Elementary Students | 3 |
READ 3380 | Children's and Adolescents' Literature | 3 |
READ 4394 | Field Experiences in Reading | 3 |
SMTE 1350 | Fundamentals of Mathematics I | 3 |
SMTE 1351 | Fundamentals of Mathematics II | 3 |
SMTE 3315 | Foundational Approaches to the Physical Sciences | 3 |
SMTE 3316 | Foundational Approaches to the Life Sciences | 3 |
SMTE 3352 | Fundamentals of Mathematics III | 3 |
ENGL 3340 | Grammar | 3 |
ENGL 3360 | Current Approaches to Composition and Literature | 3 |
EDUC 3311 | School and Society | 3 |
Additional Requirements for Certification | ||
ECED 3324 | Child Development | 3 |
ECED 4345 | EC-6 Assessment and Evaluation | 3 |
ECED 4350 | EC-6 Social Studies Curriculum | 3 |
Select one of the following: | 3 | |
Behavioral Supports and Interventions for Students with Disabilities | ||
Students with Exceptionalities | ||
Professional Development Requirements | ||
BIEM 4357 | Methods of Teaching English as a Second Language | 3 |
Clinical Observation Sequence | ||
EDUC 4311 | Classroom Management | 3 |
EDUC 4605 | Planning, Teaching, Assessment and Technology | 6 |
IDET 3100 | Educational Technology for Preservice Teachers in Schools | 1 |
Clinical Teaching Sequence | ||
EDUC 4321 | Instructional Design for Special Populations | 3 |
EDUC 4995 | Clinical Teaching | 9 |
Total Hours | 79 |
4-8 Mathematics
All major requirements must be completed with a grade of “C” or better.
Code | Title | Hours |
---|---|---|
Concentration Requirements | ||
MATH 1316 | Trigonometry | 3 |
or MATH 2312 | Precalculus | |
MATH 2305 | Discrete Mathematics I | 3 |
MATH 2413 | Calculus I | 4 |
MATH 3312 | College Geometry | 3 |
MATH 1442 | Statistics for Life | 4 |
SMTE 1350 | Fundamentals of Mathematics I | 3 |
SMTE 1351 | Fundamentals of Mathematics II | 3 |
SMTE 3352 | Fundamentals of Mathematics III | 3 |
or EDCI 4301 | STEM Mathematics | |
SMTE 4382 | Basic Mathematics From An Advanced Viewpoint | 3 |
READ 3320 | Principles and Practices of Reading Instruction | 3 |
READ 3352 | Content Area Reading for Elementary Students | 3 |
SMTE 3315 | Foundational Approaches to the Physical Sciences | 3 |
SMTE 3316 | Foundational Approaches to the Life Sciences | 3 |
SPED 4310 | Students with Exceptionalities | 3 |
EDCI 3350 | Investigating Student Learning in Middle Level Mathematics (3) | 3 |
EDCI 4350 | Assessment in Middle Level Mathematics | 3 |
EDUC 3311 | School and Society | 3 |
Professional Development Requirements | ||
BIEM 4357 | Methods of Teaching English as a Second Language | 3 |
Clinical Observation Sequence | ||
EDUC 4311 | Classroom Management | 3 |
EDUC 4605 | Planning, Teaching, Assessment and Technology | 6 |
IDET 3100 | Educational Technology for Preservice Teachers in Schools | 1 |
Clinical Teaching Sequence | ||
EDUC 4321 | Instructional Design for Special Populations | 3 |
EDUC 4995 | Clinical Teaching | 9 |
Total Hours | 78 |
EC-12 Special Education
All courses in SPED and READ must be completed with a grade of “C” or better.
Code | Title | Hours |
---|---|---|
Concentration Requirements | ||
SPED 4310 | Students with Exceptionalities | 3 |
SPED 3325 | Strategic Instruction for Students with High-Incidence Disabilities | 3 |
SPED 3330 | Individualized Education Programs for Students with Disabilities | 3 |
SPED 3335 | Applied Learning Theory | 3 |
SPED 3340 | Individuals with Severe Disabilities | 3 |
SPED 4345 | Behavioral Supports and Interventions for Students with Disabilities | 3 |
SPED 2397 | Special Education Field Experience | 3 |
READ 3320 | Principles and Practices of Reading Instruction | 3 |
READ 3351 | Reading Assessment and Intervention | 3 |
READ 3352 | Content Area Reading for Elementary Students | 3 |
or READ 3353 | Content Area Reading for Secondary Students | |
SMTE 1350 | Fundamentals of Mathematics I | 3 |
SMTE 1351 | Fundamentals of Mathematics II | 3 |
SMTE 3315 | Foundational Approaches to the Physical Sciences | 3 |
SMTE 3316 | Foundational Approaches to the Life Sciences | 3 |
SMTE 3352 | Fundamentals of Mathematics III | 3 |
EDUC 3311 | School and Society | 3 |
Additional Requirements for Certification | ||
IDET 3310 | Technology Applications for Teachers | 3 |
READ 3310 | Principles and Practices of Early Reading Instruction | 3 |
READ 3380 | Children's and Adolescents' Literature | 3 |
Professional Development Requirements | ||
Clinical Observation Sequence | ||
EDUC 4311 | Classroom Management | 3 |
EDUC 4605 | Planning, Teaching, Assessment and Technology | 6 |
Clinical Teaching Sequence | ||
BIEM 4357 | Methods of Teaching English as a Second Language | 3 |
EDUC 4995 | Clinical Teaching | 9 |
Total Hours | 78 |
Non-Certification Track to the BS Degree
The degree will be a BS Degree without certification. Students will follow the same degree plan as one of the five emphasis above (EC-6 Reading, EC-6 Bilingual, EC-6 Early childhood with STEM, EC-12 Special Education or 4-8 Mathematics) except for the last semester, during which they will choose 9 SCH of faculty advisor approved elective courses that will replace the clinical teaching component of the degree.
Course Sequencing
EC-6 Core Subjects-Bilingual
First Year | ||
---|---|---|
Fall | Hours | |
UNIV 1101 | University Seminar I | 1 |
ENGL 1301 or ENGL 1302 | Writing and Rhetoric I or Writing and Rhetoric II | 3 |
HIST 1301 or HIST 1302 | U.S. History to 1865 or U.S. History Since 1865 | 3 |
ARTS 1301 | Art and Society | 3 |
PSYC 2301 | General Psychology | 3 |
MATH 1314 | College Algebra | 3 |
Hours | 16 | |
Spring | ||
UNIV 1102 | University Seminar II | 1 |
COMM 1311 | Foundation of Communication | 3 |
POLS 2305 | U.S. Government and Politics | 3 |
BIOL 1308 | Science for Life I (Non-Majors Biology) | 3 |
ENGL 2332 | Literature of the Western World: From the Classics to the Renaissance or Literature of the Western World: From the Enlightenment to the Present or Literature and Culture | 3 |
SMTE 1350 | Fundamentals of Mathematics I | 3 |
Hours | 16 | |
Second Year | ||
Fall | ||
ESCI 1401 | Environmental Science I: Intro to Environmental Science | 4 |
HIST 2301 | Texas History or U.S. History to 1865 or U.S. History Since 1865 | 3 |
SMTE 1351 | Fundamentals of Mathematics II | 3 |
University Core Curriculum | 3 | |
SPAN 2312 | Continuing Spanish | 3 |
Hours | 16 | |
Spring | ||
POLS 2306 | State and Local Government | 3 |
University Core Curriculum | 3 | |
SMTE 3316 | Foundational Approaches to the Life Sciences | 3 |
ECED 3324 | Child Development | 3 |
SMTE 3352 | Fundamentals of Mathematics III | 3 |
Hours | 15 | |
Third Year | ||
Fall | ||
BIEM 4360 | Foundations in Bilingualism | 3 |
BIEM 4355 | Language Arts Studies in the Bilingual Curriculum | 3 |
BIEM 4344 | The Bilingual Child, Culture, & the Social Studies Curriculum | 3 |
EDUC 3311 | School and Society | 3 |
READ 3310 | Principles and Practices of Early Reading Instruction | 3 |
Hours | 15 | |
Spring | ||
BIEM 4345 | Language Acquisition and Development | 3 |
BIEM 4349 | Linguistics for Bilingual Teachers | 3 |
BIEM 4356 | Content Area Studies in the Bilingual Curriculum | 3 |
READ 3320 | Principles and Practices of Reading Instruction | 3 |
BIEM 4357 | Methods of Teaching English as a Second Language | 3 |
Hours | 15 | |
Summer | ||
SPED 4310 | Students with Exceptionalities | 3 |
READ 3351 | Reading Assessment and Intervention | 3 |
Hours | 6 | |
Fourth Year | ||
Fall | ||
EDUC 4311 | Classroom Management | 3 |
EDUC 4605 | Planning, Teaching, Assessment and Technology | 6 |
IDET 3100 | Educational Technology for Preservice Teachers in Schools | 1 |
SMTE 3315 | Foundational Approaches to the Physical Sciences | 3 |
Hours | 13 | |
Spring | ||
EDUC 4321 | Instructional Design for Special Populations | 3 |
EDUC 4995 | Clinical Teaching 1 | 9 |
Hours | 12 | |
Total Hours | 124 |
EC-6 Early Childhood Delivery with STEM Focus
First Year | ||
---|---|---|
Fall | Hours | |
UNIV 1101 | University Seminar I | 1 |
ENGL 1301 | Writing and Rhetoric I | 3 |
BIOL 1308 | Science for Life I (Non-Majors Biology) | 3 |
ARTS 1301 | Art and Society | 3 |
PSYC 2301 | General Psychology | 3 |
MATH 1314 | College Algebra | 3 |
Hours | 16 | |
Spring | ||
UNIV 1102 | University Seminar II | 1 |
COMM 1311 or ENGL 1302 | Foundation of Communication or Writing and Rhetoric II | 3 |
POLS 2305 | U.S. Government and Politics | 3 |
HIST 1301 or HIST 1302 | U.S. History to 1865 or U.S. History Since 1865 | 3 |
MUSI 1306 or MUSI 1307 | Understanding and Enjoying Music or Elements of Musical Style | 3 |
ENGL 2316 | Literature and Culture or Literature of the Western World: From the Classics to the Renaissance or Literature of the Western World: From the Enlightenment to the Present | 3 |
Hours | 16 | |
Second Year | ||
Fall | ||
ESCI 1401 | Environmental Science I: Intro to Environmental Science | 4 |
POLS 2306 | State and Local Government | 3 |
HIST 1301 or HIST 1302 | U.S. History to 1865 or U.S. History Since 1865 | 3 |
ECED 3324 | Child Development | 3 |
SMTE 1350 | Fundamentals of Mathematics I | 3 |
Hours | 16 | |
Spring | ||
READ 3310 | Principles and Practices of Early Reading Instruction | 3 |
HIST 2301 | Texas History | 3 |
ECED 3380 | Developmentally Appropriate Practice in Early Childhood Education | 3 |
SMTE 1351 | Fundamentals of Mathematics II | 3 |
SMTE 3315 | Foundational Approaches to the Physical Sciences | 3 |
BIEM 4357 | Methods of Teaching English as a Second Language | 3 |
Hours | 18 | |
Summer | ||
ECED 4330 | Health, Nutrition, and Locomotor Concepts for the Young Child | 3 |
ECED 4340 | Communication and Aesthetics | 3 |
Hours | 6 | |
Third Year | ||
Fall | ||
EDCI 4302 | STEM Science EC-6 | 3 |
READ 3320 | Principles and Practices of Reading Instruction | 3 |
ECED 4345 | EC-6 Assessment and Evaluation | 3 |
SMTE 3316 | Foundational Approaches to the Life Sciences | 3 |
IDET 4300 | STEM Technology | 3 |
Hours | 15 | |
Spring | ||
EDCI 4301 | STEM Mathematics | 3 |
Coordinator approved elective | 3 | |
ECED 4350 | EC-6 Social Studies Curriculum | 3 |
EDUC 3311 | School and Society | 3 |
Hours | 12 | |
Fourth Year | ||
Fall | ||
EDUC 4311 | Classroom Management | 3 |
EDUC 4605 | Planning, Teaching, Assessment and Technology | 6 |
IDET 3100 | Educational Technology for Preservice Teachers in Schools | 1 |
READ 3351 | Reading Assessment and Intervention | 3 |
Hours | 13 | |
Spring | ||
SPED 4310 | Students with Exceptionalities | 3 |
EDUC 4995 | Clinical Teaching 1 | 9 |
Hours | 12 | |
Total Hours | 124 |
EC-6 Core Subjects with Reading Delivery
First Year | ||
---|---|---|
Fall | Hours | |
UNIV 1101 | University Seminar I | 1 |
ENGL 1301 or ENGL 1302 | Writing and Rhetoric I or Writing and Rhetoric II | 3 |
HIST 1301 or HIST 1302 | U.S. History to 1865 or U.S. History Since 1865 | 3 |
ARTS 1301 | Art and Society | 3 |
PSYC 2301 | General Psychology | 3 |
MATH 1314 | College Algebra | 3 |
Hours | 16 | |
Spring | ||
UNIV 1102 | University Seminar II | 1 |
COMM 1311 | Foundation of Communication | 3 |
POLS 2305 | U.S. Government and Politics | 3 |
BIOL 1308 | Science for Life I (Non-Majors Biology) | 3 |
University Core Curriculum | 3 | |
SMTE 1350 | Fundamentals of Mathematics I | 3 |
Hours | 16 | |
Second Year | ||
Fall | ||
University Core Curriculum | 3 | |
HIST 1302 or HIST 1301 | U.S. History Since 1865 or U.S. History to 1865 | 3 |
POLS 2306 | State and Local Government | 3 |
ENGL 3340 | Grammar | 3 |
SMTE 3315 | Foundational Approaches to the Physical Sciences | 3 |
Hours | 15 | |
Spring | ||
SMTE 1351 | Fundamentals of Mathematics II | 3 |
ENGL 3360 | Current Approaches to Composition and Literature | 3 |
ENGL 2332 | Literature of the Western World: From the Classics to the Renaissance or Literature and Culture or Literature of the Western World: From the Enlightenment to the Present | 3 |
SMTE 3316 | Foundational Approaches to the Life Sciences | 3 |
ESCI 1401 | Environmental Science I: Intro to Environmental Science | 4 |
Hours | 16 | |
Third Year | ||
Fall | ||
EDUC 3311 | School and Society | 3 |
READ 3310 | Principles and Practices of Early Reading Instruction | 3 |
READ 3320 | Principles and Practices of Reading Instruction | 3 |
SPED 4345 or SPED 4310 | Behavioral Supports and Interventions for Students with Disabilities or Students with Exceptionalities | 3 |
ECED 3324 | Child Development | 3 |
Hours | 15 | |
Spring | ||
READ 3351 | Reading Assessment and Intervention | 3 |
READ 3352 | Content Area Reading for Elementary Students | 3 |
ECED 4350 | EC-6 Social Studies Curriculum | 3 |
ECED 4345 | EC-6 Assessment and Evaluation | 3 |
BIEM 4357 | Methods of Teaching English as a Second Language | 3 |
Hours | 15 | |
Summer | ||
SMTE 3352 | Fundamentals of Mathematics III | 3 |
READ 3380 | Children's and Adolescents' Literature | 3 |
Hours | 6 | |
Fourth Year | ||
Fall | ||
EDUC 4311 | Classroom Management | 3 |
EDUC 4605 | Planning, Teaching, Assessment and Technology | 6 |
IDET 3100 | Educational Technology for Preservice Teachers in Schools | 1 |
READ 4394 | Field Experiences in Reading | 3 |
Hours | 13 | |
Spring | ||
EDUC 4321 | Instructional Design for Special Populations | 3 |
EDUC 4995 | Clinical Teaching 1 | 9 |
Hours | 12 | |
Total Hours | 124 |
4-8 Mathematics
First Year | ||
---|---|---|
Fall | Hours | |
UNIV 1101 | University Seminar I | 1 |
ENGL 1301 or ENGL 1302 | Writing and Rhetoric I or Writing and Rhetoric II | 3 |
BIOL 1406 | Biology I | 4 |
ARTS 1301 | Art and Society | 3 |
PSYC 2301 | General Psychology | 3 |
SMTE 1350 | Fundamentals of Mathematics I | 3 |
Hours | 17 | |
Spring | ||
UNIV 1102 | University Seminar II | 1 |
COMM 1311 | Foundation of Communication | 3 |
MATH 1316 or MATH 2312 | Trigonometry or Precalculus | 3 |
HIST 1301 or HIST 1302 | U.S. History to 1865 or U.S. History Since 1865 | 3 |
CHEM 1411 | General Chemistry I | 4 |
SMTE 1351 | Fundamentals of Mathematics II | 3 |
Hours | 17 | |
Second Year | ||
Fall | ||
University Core Curriculum | 3 | |
HIST 2301 | Texas History or U.S. History to 1865 or U.S. History Since 1865 | 3 |
ENGL 2316 | Literature and Culture or Literature of the Western World: From the Classics to the Renaissance or Literature of the Western World: From the Enlightenment to the Present | 3 |
POLS 2305 | U.S. Government and Politics | 3 |
MATH 1442 | Statistics for Life | 4 |
Hours | 16 | |
Spring | ||
University Core Curriculum | 3 | |
POLS 2306 | State and Local Government | 3 |
READ 3320 | Principles and Practices of Reading Instruction | 3 |
MATH 2305 | Discrete Mathematics I | 3 |
MATH 2413 | Calculus I | 4 |
Hours | 16 | |
Third Year | ||
Fall | ||
MATH 3312 | College Geometry | 3 |
BIEM 4357 | Methods of Teaching English as a Second Language | 3 |
EDUC 3311 | School and Society | 3 |
SPED 4310 | Students with Exceptionalities | 3 |
SMTE 3315 | Foundational Approaches to the Physical Sciences | 3 |
Hours | 15 | |
Spring | ||
SMTE 4382 | Basic Mathematics From An Advanced Viewpoint | 3 |
EDCI 3350 | Investigating Student Learning in Middle Level Mathematics (3) | 3 |
READ 3352 | Content Area Reading for Elementary Students | 3 |
SMTE 3316 | Foundational Approaches to the Life Sciences | 3 |
EDCI 4301 or SMTE 3352 | STEM Mathematics or Fundamentals of Mathematics III | 3 |
Hours | 15 | |
Fourth Year | ||
Fall | ||
EDUC 4311 | Classroom Management | 3 |
EDUC 4605 | Planning, Teaching, Assessment and Technology | 6 |
EDCI 4350 | Assessment in Middle Level Mathematics | 3 |
IDET 3100 | Educational Technology for Preservice Teachers in Schools | 1 |
Hours | 13 | |
Spring | ||
EDUC 4321 | Instructional Design for Special Populations | 3 |
EDUC 4995 | Clinical Teaching 1 | 9 |
Hours | 12 | |
Total Hours | 121 |
EC-12 Special Education
First Year | ||
---|---|---|
Fall | Hours | |
UNIV 1101 | University Seminar I | 1 |
ENGL 1301 or ENGL 1302 | Writing and Rhetoric I or Writing and Rhetoric II | 3 |
HIST 1301 or HIST 1302 | U.S. History to 1865 or U.S. History Since 1865 | 3 |
ARTS 1301 | Art and Society | 3 |
PSYC 2301 | General Psychology | 3 |
MATH 1314 | College Algebra | 3 |
Hours | 16 | |
Spring | ||
UNIV 1102 | University Seminar II | 1 |
COMM 1311 | Foundation of Communication | 3 |
POLS 2305 | U.S. Government and Politics | 3 |
BIOL 1308 | Science for Life I (Non-Majors Biology) | 3 |
University Core Curriculum | 3 | |
ENGL 2316 | Literature and Culture or Literature of the Western World: From the Classics to the Renaissance or Literature of the Western World: From the Enlightenment to the Present | 3 |
Hours | 16 | |
Second Year | ||
Fall | ||
ESCI 1401 | Environmental Science I: Intro to Environmental Science | 4 |
HIST 2301 | Texas History or U.S. History to 1865 or U.S. History Since 1865 | 3 |
READ 3310 | Principles and Practices of Early Reading Instruction | 3 |
ENGL 2332 | Literature of the Western World: From the Classics to the Renaissance or Literature of the Western World: From the Enlightenment to the Present or Literature and Culture | 3 |
or any University Core Curriculum | ||
READ 3320 | Principles and Practices of Reading Instruction | 3 |
Hours | 16 | |
Spring | ||
POLS 2306 | State and Local Government | 3 |
SMTE 1350 | Fundamentals of Mathematics I | 3 |
SPED 4310 | Students with Exceptionalities | 3 |
SPED 2397 | Special Education Field Experience | 3 |
READ 3351 | Reading Assessment and Intervention | 3 |
Hours | 15 | |
Third Year | ||
Fall | ||
SMTE 1351 | Fundamentals of Mathematics II | 3 |
SPED 4345 | Behavioral Supports and Interventions for Students with Disabilities | 3 |
SPED 3325 | Strategic Instruction for Students with High-Incidence Disabilities | 3 |
SPED 3335 | Applied Learning Theory | 3 |
READ 3380 | Children's and Adolescents' Literature | 3 |
Hours | 15 | |
Spring | ||
SMTE 3315 | Foundational Approaches to the Physical Sciences | 3 |
READ 3352 or READ 3353 | Content Area Reading for Elementary Students or Content Area Reading for Secondary Students | 3 |
EDUC 3311 | School and Society | 3 |
SMTE 3352 | Fundamentals of Mathematics III | 3 |
IDET 3310 | Technology Applications for Teachers | 3 |
Hours | 15 | |
Summer | ||
SPED 3330 | Individualized Education Programs for Students with Disabilities | 3 |
SPED 3340 | Individuals with Severe Disabilities | 3 |
Hours | 6 | |
Fourth Year | ||
Fall | ||
EDUC 4311 | Classroom Management | 3 |
EDUC 4605 | Planning, Teaching, Assessment and Technology | 6 |
SMTE 3316 | Foundational Approaches to the Life Sciences | 3 |
Hours | 12 | |
Spring | ||
BIEM 4357 | Methods of Teaching English as a Second Language | 3 |
EDUC 4995 | Clinical Teaching 1 | 9 |
Hours | 12 | |
Total Hours | 123 |
- 1
NOTE: Non-Certification Track to the BS Degree
The degree will be a BS Degree without certification. Students will follow the same degree plan as one of the five emphasis above (EC-6 Reading, EC-6 Bilingual, EC-6 Early childhood with STEM, EC-12 Special Education or 4-8 Mathematics) except for the last semester, during which they will choose 9 SCH of faculty advisor approved elective courses that will replace the clinical teaching component of the degree.
Courses
Bilingual/ESL/Multicultural Education Courses
Studies of the bilingual children, the effect of culture on psychological development, and the challenges of the social studies curriculum.
A study of language acquisition and development with special reference to implications for monolingual and bilingual learners.
A study of the phonological, morphological, syntactical, lexical, and semantic characteristics of contemporary Spanish and English. The course focuses on Spanish-English bilingualism.
Introduces students to themes and issues associated with the education of the minority child; modes of learning in various curriculum subjects; relation of materials and methods to affective and cognitive aspects of learning; information concerning the learning strengths and needs of children from various minority groups. (May be used to satisfy COE multicultural requirement.)
Basic methodological strategies and assessment skills required to teach language arts in the elementary bilingual classroom are provided. Emphasis is on teaching in Spanish.
The concepts and skills required to teach mathematics and science in the elementary bilingual classroom are provided.
Studies in methodology and techniques available for teaching those whose native language is not English. Testing and assessment of English language learners will be integrated into the course.
The philosophical and legal foundations of bilingual schooling in the United States through a sociohistorical approach. The rationale for bilingual education is examined, as are the basic program models. An overview of bilingual education in Texas is also provided.
Field experiences designed to develop skills regarding the orientation of the adult population to bilingual/ESL purposes and philosophy, improving parental involvement, and English literacy skills.
Programs will be designed for individual cases through special permission of the Department Chair and Dean. May be repeated for credit when the topic varies.
Early Childhood Education Courses
Provides the student with an overview of the physical, social, emotional, and psychological development of children from infancy through early childhood.
An intensive study of developmentally appropriate practice in early childhood education. Students will learn the components of lesson plans and create several lesson plans. Emphasis will be placed on selecting, defining, developing strategies and techniques, and assessing practices which support developmentally appropriate practices.
Prerequisite: ECED 3324.
An intensive study of the social development, the agents of socialization, and the socialization process in early childhood.
Prerequisite: ECED 2310 or 3324.
A study of current family structures, their relationship to the young child, society, and the community. Emphasis will be placed on an inclusive model which addresses the needs of the global community as it relates to the young child.
Prerequisite: ECED 2310 or 3324.
The relationship between health, nutrition, and locomotor development in the young child is investigated.
A study of language development; early literacy, language arts, and aesthetics. Students will develop an integrated thematic unit plan. Strategies and curriculum materials that are developmentally appropriate for young children will be emphasized to support the Texas Essential Knowledge and Skills (TEKS).
Prerequisite: ECED 3324.
A study of assessment for children EC-6 utilizing both formal and informal instruments will be addressed. A knowledge of choosing, administering, and reporting developmental assessment will be explored with an emphasis on assessment tools that can be used by teachers of young children. Principles of designing and using assessment and evaluation techniques that are culturally fair, intellectually sound, reliable, and content-valid for young children. Differentiation among criterion-referenced, norm-referenced, individual, informal, authentic, and group assessments will be emphasized. Students will review strategies for using assessment data to design instruction, and match assessment techniques to individual children and learning situations
This course will expose students to skills and concepts taught in the Social Studies curriculum in the elementary school. Developmentally appropriate strategies, concepts, and curricular materials used in teaching the Social Studies will be emphasized.
Prerequisite: ECED 3324.
Mathematics Courses
Preparation workshop to help students achieve College Readiness in mathematics under the Texas Success Initiative. Topics include five general areas: fundamental mathematics, algebra, geometry, statistics, and problem solving.
This course is co-requisite course supporting for MATH 1314. Support will focus on essential skills required for success in College Algebra (Math 1314). Supporting topics include review of intermediate algebra, polynomial equations, graphing techniques, and applications. Course provides the necessary academic support for TSI liable students concurrently enrolled in MATH 1314 as the co-requisite with MATH 0214. Students who register for MATH 0214 must co-register in MATH 1314. Math 0214 is not counted toward graduation. Fall, Spring, Summer.
This course is the co-requisite course supporting for MATH 1324. Support will focus on essential skills required for success in Business Math (Math 1324). Supporting topics include the use of calculators and technology. Topics focus on basic review of mathematical skills, elementary algebra, mathematical and logical reasoning, probability, and financial management, while providing the necessary academic support for TSI liable students concurrently enrolled in MATH 1324 as the co-requisite with MATH 0224. Students who register for MATH 0224 must co-register in MATH 1324. Math 0224 is not counted toward graduation. Fall, Spring, Summer.
This course is co-requisite course supporting for MATH 1332. Support will focus on essential skills required for success in Contemporary Mathematics (Math 1332). Supporting topics include a basic review of mathematical skills, elementary algebra, mathematical and logical reasoning, probability, and descriptive statistics, while providing the necessary academic support for TSI liable students concurrently enrolled in MATH 1332 as the co-requisite with MATH 0232. Students who register for MATH 0232 must co-register in MATH 1332. Math 0232 is not counted toward graduation. Fall, Spring, Summer.
This course is co-requisite course supporting for MATH 1442. Support will focus on essential skills required for success in Statistics for Life (Math 1442). Supporting topics include the use of calculators and technology. Topics focus on descriptive and inferential statistics, probabilities including notation, while providing the necessary academic support for TSI liable students concurrently enrolled in MATH 1442 as the co-requisite with MATH 0242 . Students who register for MATH 0242 must co-register in MATH 1442. Math 0242 is not counted toward graduation. Fall, Spring, Summer.
Topics include number concepts, computation, elementary algebra, geometry, and mathematical reasoning. Also, linear equations and inequalities, rational expressions, exponents and radicals, quadratics and word problems. May be repeated for credit as needed to complete mastery of all topics. (Not counted toward graduation.) Fall, Spring, Summer.
3 sem. hrs. (2:2) Topics include number concepts, computation, elementary algebra, and geometry. Also, linear equations and inequalities, rational expressions, exponents and radicals, quadratics and word problems. May be repeated for credit as needed to complete mastery of all topics. (Not counted toward graduation.) Fall, Spring, Summer.
Number concepts, computation, elementary algebra, geometry, and mathematical reasoning.
Topics include linear equations and inequalities, rational expressions, exponents and radicals, quadratics and word problems.
Prerequisite: MATH 0398.
Quadratic equations, inequalities, graphs, logarithms and exponentials, theory of polynomial equations, systems of equations.
Prerequisite: MATH 0300, minimum score of 530 in 'SAT MATH SECTION', minimum score of 19 in 'ACT1 Math', MATH 0320, minimum score of 350 in 'TSI Math', minimum score of 910 in 'TSIA2 Math' or minimum score of 6 in 'TSIA2 Math Diagnostic'.
Trigonometric functions, identities, equations involving trigonometric functions, solutions of right and oblique triangles.
Prerequisite: (MATH 1314, minimum score of 550 in 'SAT MATH SECTION' or minimum score of 21 in 'ACT1 Math') or minimum score of 21 in 'ACT Math'.
Students will learn how the properties and language of mathematics can be used in business and real-world problem solving and understand the techniques and applications of finance problems, basic matrix operation, basic counting principles, and probability analysis in modeling real-world scenarios. This course coud be taught in 14-weeks 7-weeks semesters and in F2F or fully online formats
Prerequisite: minimum score of 550 in 'SAT MATH SECTION', minimum score of 21 in 'ACT Math' or minimum score of 21 in 'ACT1 Math'.
Students will develop and combine the concepts in and relationships between Mathematics and Business from the fundamentals of calculus and optimization in all Business fields. Students are expected to learn the materials algebraically with technology. Students will combine the concepts of limits, continuation, differentiation and integration techniques to solve problems in business, economics, and social sciences. This course coud be taught in 14-weeks and 7-weeks semesters in F2F and fully online formats
This course serves as a terminal course and supplies a brief overview of several topics in mathematics. Topics may include introductory treatments of sets, logic, number systems, number theory, relations, functions, probability and statistics. Appropriate applications are included. This course emphasizes using critical thinking to make decisions based on information.
A course to introduce students to mathematical topics in a formal setting. The course may support problem solving, or systematic investigations of topics outside the current mathematical catalog. May not be substituted for regularly scheduled offerings.
An introduction to statistical concepts and methods used in all disciplines to enhance decision making based on data analysis, including: basic experimental design models, measurement and data collection through sampling; display and summary of information, and assessment of relationship through descriptive techniques; probability concepts leading to estimation and hypothesis testing of means, variance and proportions, regression analysis, one-factor ANOVA and chi-square test of independence; and applications through case studies. The laboratory component of the course offers applications of the theory presented during the classroom sessions.
Prerequisite: MATH 0300, minimum score of 530 in 'SAT MATH SECTION', minimum score of 19 in 'ACT1 Math', MATH 0310, 0320, minimum score of 350 in 'TSI Math' or minimum score of 19 in 'ACT Math'.
An introduction to topics in Discrete Mathematics with an emphasis on applications in Mathematics and Computer Science. Topics include formal logic, graphs, trees and related algorithms, and combinatorics and discrete probability.
Prerequisite: MATH 2413, minimum score of 620 in 'SAT Math', minimum score of 620 in 'SAT1 Mathematics', minimum score of 640 in 'SAT MATH SECTION', minimum score of 27 in 'ACT Math' or minimum score of 27 in 'ACT1 Math'.
A more rapid treatment of the material in MATH 1314 and MATH 1316, this course is designed for students who wish a review of the above material, or who are very well prepared. Functions, graphs, trigonometry, and analytic geometry.
Prerequisite: MATH 1314, minimum score of 550 in 'SAT MATH SECTION', minimum score of 21 in 'ACT Math' or minimum score of 21 in 'ACT1 Math'.
Limits, continuity, derivatives, applications of the derivative, and an introduction to integrals. Contains a laboratory component.
Prerequisite: MATH 1316, 2312, minimum score of 640 in 'SAT MATH SECTION' or minimum score of 27 in 'ACT1 Math'.
Techniques of integration, applications of integrals, sequences, series, Taylor polynomials and series. Parametric equations. Contains a laboratory component.
Prerequisite: MATH 2413.
Vectors and space curves, partial derivatives, multiple integrals, special coordinate systems, line and surface integrals, Green's, Stokes', and the Divergence Theorems. Contains a laboratory component. Vectors and space curves, partial derivatives, multiple integrals, special coordinate systems, line and surface integrals, Green's, Stokes', and the Divergence Theorems. Contains a laboratory component.
Prerequisite: MATH 2414.
Characteristics of geographic/spatial information; overview of relevant sections of numbers, algebra and geometry, plane and spherical trigonometry, matrices, determinants and vectors, curves and surfaces, integral and differential calculus, partial derivatives, with an emphasis on geospatial applications. Concepts of geospatial coordinate systems and geospatial coordinate transformations; overview of spatial statistics and best-fit solutions with geospatial applications. Students may not receive credit for both MATH 3300 and GISC 3300.
This course introduces functions of a complex variable and their applications. Contents include differentiation and integration; zeros, poles and residues; conformal mappings.
Applications of fundamentals of linear algebra, vector analysis, numerical methods, computer programming and probability and statistics into mechanical engineering. May not count towards the MATH major. Students may not receive credit for both MATH 3310 and MEEN 3310.
Prerequisite: MATH 3315.
Fundamentals of linear algebra and matrix theory. Topics include vectors, matrix operations, linear transformations, fundamental properties of vector spaces, systems of linear equations, eigenvalues and eigenvectors. Applications.
Prerequisite: MATH 2413.
A careful study of the foundations of Euclidean geometry by synthetic methods with an introduction to non-Euclidean geometries. An introduction to transformational geometry.
Prerequisite: MATH 2413.
This course assists a student's transition to advanced mathematics. Fundamentals of logic and proof are reviewed and applied to topics from elementary number theory.
Prerequisite: MATH 2414.
This course assists a student's transition to advanced mathematics. Fundamentals of logic and proof are reviewed and applied to development of the real number line.
Prerequisite: MATH 2414.
An introduction to both theoretical and applied aspects of ordinary differential equations. Topics include: first order equations, linear second order equations, elementary numerical methods, and the Laplace transform.
Prerequisite: MATH 2414.
A calculus based introduction to probability and statistics. Emphasis will be on development of statistical thinking and working with data. Topics include probability theory, descriptive statistics, common distributions, and statistical inference.
Prerequisite: MATH 2413.
An introduction to probability/statistical modeling and data analysis techniques to investigate data. Topics include: exploratory data analysis, probability models and simulation, sampling distributions, statistical inference. Applications to real world problems. Students will be expected to present and justify results orally and in writing. Note: MATH 3342 and MATH 3345 cannot both be counted for credit.
This is an introduction to probability. In the course, key fundamental concepts of probability, random variables and their distributions, expectations, and conditional probabilities will be covered. Topics include counting rules, combinatorial analysis, sample spaces, axioms of probability, conditional probability and independence, discrete and continuous random variables, jointly distributed random variables, characteristics of random variables, law of large numbers and central limit theorem, random processes, Markov chains, Markov chain-Monte Carlo, Poisson Process and Entropy.
Prerequisite: MATH 2415.
This course introduces the linear programming and optimization problems arising in many applications. Contents include linear programming models with solutions, the simplex method, duality theory and its use for management decision making, dual simplex method and sensitivity analysis.
A problem solving course for students who want to participate in math problem solving competitions, train for the actuarial or other professional examinations, work on research aimed at conference presentations, or perform research projects at the junior level that are not at the level of directed independent study material.
Prerequisite: MATH 2414.
This course introduces a weekly mathematics seminar. Students will generate a viable project for the capstone course.
Development of projects as proposed in MATH 4185, as well as mathematics communication skills. Students will present their projects, and take a national level assessment.
Prerequisite: MATH 4185.
An advanced treatment of the foundations of calculus stressing rigorous proofs of theorems. Topics include: elements of propositional and predicate logic, topology of the real numbers, sequences, limits, the derivative, and the Riemann integral.
Fundamentals of set operations, maps and relations, groups, rings and field theory. Topics include permutation groups, cosets, homomorphisms and isomorphisms, direct product of groups and rings, integral domains field of quotients, fundamental properties of integers, the ring of integers modulo n, and rings of polynomials. Applications.
Differential forms on R1, R2, R3, and Rn; Integration and differentiation of differential forms; Stokes' Theorem; manifolds; Gaussian curvature and the Gauss-Bonnet Theorem.
Prerequisite: MATH 2415.
An introduction to partial differential equations emphasizing the wave, diffusion and potential (Laplace) equations. A focus on understanding the physical meaning and mathematical properties of solutions of partial differential equations. Methods include fundamental solutions and transform methods for problems on the line, and separation of variables using orthogonal series for problems in regions with boundary. Additional topics include higher dimensional problems and special topics like Harmonic functions, the maximum principle, Green's functions etc.
Introduction to the formulation of linear models and the estimation of the parameters of such models, with primary emphasis on least squares. Application of multiple regression and curve fitting and the design of experiments for fitting regression models.
Prerequisite: MATH 1342, 2342 or 1470.
A continued study of topics from Discrete Mathematics I with additional topics from discrete mathematics that have strong application to the field of computer science. Additional topics include: recurrence relations, formal languages, and finite-state machines.
This is a first course in mathematical statistics, topics include: moment-generating functions, functions of random variables, sampling distributions, methods of estimation including Bayesian estimation, characteristics of estimators, interval estimation, hypothesis testing, Neyman-Pearson Lemma, likelihood ratio test, tests involving means and variances, regression and correlation, multiple linear regression, introduction to ANOVA, non-parametric tests.
Prerequisite: MATH 2415.
Capstone course for mathematics majors. The construction of mathematical models from areas such as economics, refining, biology and mariculture, etc. Where possible, local phenomena will be modeled with the assistance of outside consultants.
Offered on sufficient demand.
See college description.
Reading Courses
This is a reading course for students who need assistance in developing college level reading skills. Emphasis will be on improving reading comprehension, critical reasoning skills, recognition of the organization of ideas in written material, study skills and vocabulary development. The Higher Education Assessment (THEA) reading skills will be covered.
This course explores theories of early language and literacy development of children. Course content addresses language development and literacy concepts essential for pre-reading areas, such as phonemic awareness, oral language development, listening comprehension development, and alphabetic knowledge. The course explores ways educators can enhance language and literacy concepts utilizing art, music, and drama. READ 3310 emphasizes development of emergent literacy skills that lead to literacy skills taught in READ 3320.
The purpose of this course is to provide the preservice teacher with a solid foundation for effective literacy instruction. This course will review research-based teaching strategies, instructional materials for phonics, vocabulary, fluency, and comprehension will as methods and assessments for efficacious literacy instruction. The primary focus of course content will be on core (tier 1) classroom instruction with discussions of differentiated instruction and frameworks for responsive intervention also addressed. The targeted grade levels for this course are third through sixth grade.
This course will emphasize materials, methods, and beliefs for teaching reading in grades 4-8. Components of the course will include but not be limited to the five pillars of reading instruction identified by the National Reading Panel (2000): phonemic awareness, phonics, fluency, vocabulary, and comprehension.
This course is an introduction to utilizing formal and informal reading assessments and intervention strategies in a classroom setting. Students will administer assessments in the areas of phonemic awareness, phonics, fluency, vocabulary, and comprehension. Students will then select and adapt appropriate scientifically proven instructional strategies, based upon assessment results, for working with readers of varying abilities and implement these through actual lessons.
This course focuses on recent issues, materials, methods, and strategies considerred essential for effective reading instruction in the elementary school content areas. Components of the course will include comprehension strategies, vocabulary development, reading-writing connections, and word study. The course will also include but not be limited to the five pillars of reading instruction identified by the National Reading Panel (2000): phonemic awareness, phonics, fluency, vocabulary, and comprehension.
The skills required of secondary students to deal with subject matter in the various content areas are presented. In addition, developmental and corrective processes that incorporate the identification and remediation of dyslexia and other reading disorders are presented.
This course focuses on planning, developing, selecting, and organizing reading materials for secondary reading instruction.
Prerequisite: READ 3353.
Various software packages that have been developed for providing initial and tutorial instruction in the language arts are presented. In addition, instructional techniques for using these packages are covered.
Provides students with an understanding of children's and adolescent literature. Included in the class is the reading and study of literature and how to promote reading of literature in the schools. Extensive reading is required.
The emphasis is on instructional approaches supported by current theory and research and supervised implementation in a school setting. Attention is given to word study, comprehension, critical reading and reasoning, and reading-writing connections. Components of the course will include but not be limited to the five pillars of reading instruction identified by the National Reading Panel (2000): phonemic awareness, phonics, fluency, vocabulary, and comprehension.
The culminating experience for those students working toward a specialization in reading. Students are provided supervised experience in field-based activities, in addition to on‑campus activities.
Programs will be designed for individual cases through special permission of the Department Chair and Dean. May be repeated for credit when the topic varies.
Science/Math and Tech Education Courses
This non-credit course is designed as an on-line offering that must be passed by students each semester and at a grade of 100%. Students will be responsible for taking safety courses with different course numbers of SMTE, as each lab must meet different safety requirements as specified by the A&M System, depending on the types of hazardous materials used in each lab. Students will not be charged a fee for taking these courses.
This non-credit course is designed as an on-line offering that must be passed by students each semester and at a grade of 100%. Students will be responsible for taking safety courses with different course numbers of SMTE, as each lab must meet different safety requirements as specified by the A&M System, depending on the types of hazardous materials used in each lab. Students will not be charged a fee for taking these courses.
This non-credit course is designed as an on-line offering that must be passed by students each semester and at a grade of 100%. Students will be responsible for taking safety courses with different course numbers of SMTE, as each lab must meet different safety requirements as specified by the A&M System, depending on the types of hazardous materials used in each lab. Students will not be charged a fee for taking these courses.
This non-credit course is designed as an on-line offering that must be passed by students each semester and at a grade of 100%. Students will be responsible for taking safety courses with different course numbers of SMTE, as each lab must meet different safety requirements as specified by the A&M System, depending on the types of hazardous materials used in each lab. Students will not be charged a fee for taking these courses.
This non-credit course is designed as an on-line offering that must be passed by students each semester and at a grade of 100%. Students will be responsible for taking safety courses with different course numbers of SMTE, as each lab must meet different safety requirements as specified by the A&M System, depending on the types of hazardous materials used in each lab. Students will not be charged a fee for taking these courses.
This non-credit course is designed as an on-line offering that must be passed by students each semester and at a grade of 100%. Students will be responsible for taking safety courses with different course numbers of SMTE, as each lab must meet different safety requirements as specified by the A&M System, depending on the types of hazardous materials used in each lab. Students will not be charged a fee for taking these courses.
This non-credit course is designed as an on-line offering that must be passed by students each semester and at a grade of 100%. Students will be responsible for taking safety courses with different course numbers of SMTE, as each lab must meet different safety requirements as specified by the A&M System, depending on the types of hazardous materials used in each lab. Students will not be charged a fee for taking these courses.
This non-credit course is designed as an on-line offering that must be passed by students each semester and at a grade of 100%. Students will be responsible for taking safety courses with different course numbers of SMTE, as each lab must meet different safety requirements as specified by the A&M System, depending on the types of hazardous materials used in each lab. Students will not be charged a fee for taking these courses.
The conceptual framework for understanding and applying properties, models, and operations related to various number systems in problem solving settings.
Prerequisite: MATH 1314.
The conceptual framework for understanding and applying properties, models, and operations related to various data systems in problem solving settings.
Prerequisite: SMTE 1350.
Physical science topics such as simple machines, atoms, molecules, electricity and magnetism, sound, and light. Laboratory involvement will emphasize techniques of problem solving, data gathering, and data application. The course is taught following an inquiry based format and is recommended for future K-8 level science educators.
Emphasis on biological concepts including cells, plants, invertebrate and vertebrate structural systems. Laboratory investigations focus on techniques of problem solving, data gathering, and data applications. The course is taught following an inquiry based format and is recommended for future K-8 level science educators.
The conceptual framework for understanding and applying properties, models, and operations related to various geometric systems in problem solving settings.
Prerequisite: SMTE 1351.
Study of secondary science teaching and learning from the standpoints of theory and practice, curriculum objectives, materials and evaluation. The course will emphasize contemporary issues by focusing on biological content ranging across the sub-disciplines of molecular biology, physiology, evolution and environmental science while teaching in a relevant and engaging context that includes web searches, laboratory activities, and student-centered inquiry activities
Presentation of the conceptual framework for understanding and applying science content in life sciences including biology, ecology and evolution using the national standards for science education and Texas Essential Knowledge and Skills (TEKS). The course is taught using scientifically researched literature and content knowledge in an inquiry based format and is recommended for future 4-8 and 7-12 level science educators.
Study of human endeavors leading to the present body of scientific knowledge placed in a historical and philosophical context. Portions of the materials will be presented in a format conducive to adaptation for middle school and high school.
This course is designed to assist the 4-8 and 7-12 future science teacher in developing content knowledge, skills and mastery of designated laboratory and research techniques through scientific experimentation in areas such as chemistry, biology and physics. State and national laboratory safety mandates will also be addressed.
Presentations of contemporary issues in mathematics education. Topics include history of mathematics education, state and national standards for mathematics education, cognitive development, the importance of culture, language and gender in learning mathematics, authentic assessment, and interdisciplinary curriculum.
Capstone course for students pursuing grades 4-8 certification in mathematics. Presents basic mathematical concepts in the context of advanced mathematics courses. The course includes historical development of significant ideas in mathematics and science, interpretations of mathematical topics at multiple levels, and the use of technology to generate and convey understanding of mathematical ideas.
Subject materials variable. May be repeated for credit when topics are significantly different.
Requires a formal proposal of study to be completed in advance of registration and to be approved by the supervising faculty, the Chairperson, and the Dean of the College.
Special Education Courses
This course requires students to participate in schools and programs that serve individuals with disabilities on and off campus. Students will be actively involved in the learning situation.
This course provides an introduction and demonstration of specific skills necessary for teaching students with high-incidence disabilities.
Prerequisite: SPED 4310.
This course emphasizes the design and implementation of individualized educational programs (IEP) for students with disabilities.
Prerequisite: SPED 4310.
This course is designed to develop and extend the student's knowledge of the principles of applied learning theory as it relates to students with extensive and pervasive support needs.
Prerequisite: SPED 4310.
This course is an introductory study of the adaptations, approaches, and supports necessary to meet the educational needs of students who have communication, intellectual, motor, sensory, medical impairments, and/or other extensive and pervasive support needs.
Prerequisite: SPED 4310.
This course is designed to familiarize the student with the various conditions of individuals with disabilities.
A comparative overview of the physical development and motor-activity needs of students with disabilities.
Strategies and procedures for teaching community-based instruction to individuals with disabilities, including independent living and socialization skills, are discussed.
This introductory course will focus on positive behavioral supports and behavior intervention techniques. Course content includes information on: definitions, characteristics, prevalence, causes, assessment, prevention of behavioral difficulties, functional behavior assessment, appied behavior analysis, education service delivery, advocacy, and other current issues in the field.
Programs will be designed for individual cases through special permission of the Department Chair and Dean. May be repeated for credit when the topic varies.