The Core is an opportunity to inquire into the fundamental aspects of being and our relationship with God, nature and our fellow human beings.
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Concurrent enrollment with Education 3325 Mathematics in the Elementary School required. Beginning students in teacher education assist practitioners in a school setting approximately four and a half hours per week for about four weeks. During classroom observations, practicum students acquire enhanced knowledge of pedagogical strategies, instructional resources and technology, classroom management, child development, differentiating instruction, special populations and assessment. Practicum students also assist students, take field notes and write reflections. Orientation precedes the field experience. Autumn.
Concurrent enrollment with Education 3323 Developmental Reading is required. Students assigned to language arts teachers observe and work with practitioners in a school setting. Teaching will focus on the basic components of good reading instruction: phonemic awareness, phonics, fluency, vocabulary and reading comprehension. Orientation precedes assignment. Autumn.
Concurrent enrollment with Education 3326 Science in the Elementary School is required. Beginning students in teacher education assist practitioners in a school setting approximately four and a half hours per week for about four weeks. During classroom observations, practicum students acquire enhanced knowledge of pedagogical strategies, instructional resources and technology, classroom management, child development, differentiating instruction, special populations and assessment. Practicum students also assist students, take field notes and write reflections. Orientation precedes the assignment. Spring.
Concurrent enrollment with Education 4346 is recommended. Students are assigned to certified/qualified middle school teachers in the students’ respective teaching fields six hours a week for approximately five weeks. During classroom observations, practicum students acquire enhanced knowledge of pedagogical strategies, instructional resources and technology, classroom management, adolescent development, differentiating instruction, special populations and assessment. Practicum students also engage in dialogue with mentor teachers regarding professional issues, assist students when appropriate, take field notes and write reflections. Orientation precedes the observation assignments. Autumn and Spring.
Concurrent enrollment with Education 4346 is recommended. Students are assigned to certified/qualified high school teachers in the students’ respective teaching fields six hours a week for approximately five weeks. During classroom observations, practicum students acquire enhanced knowledge of pedagogical strategies, instructional resources and technology, classroom management, adolescent development, differentiating instruction, special populations and assessment. Practicum students also engage in dialogue with mentor teachers regarding professional issues, assist students when appropriate, take field notes and write reflections. Orientation precedes the observation assignments. Autumn and Spring.
Designed especially for students enrolled in or who have taken Education 3322. Students spend two hours a week at one of the Irving elementary school libraries learning and participating in storytelling for children. May be taken twice for credit. Offered as needed.
Reflective teachers think critically about pedagogy, subject matter, and the needs and backgrounds of all students. These seminars guide the student in a critical examination of what it means to teach and in the construction of a teaching portfolio. Autumn and Spring.
Explores the use of the computer as a tool for learning, as a guide to communication and research, an organizer in the presentation of knowledge, and as a mediator in the construction of knowledge. Students explore the Internet, evaluate web sites, create PowerPoint presentations, construct web pages and author interactive programs/lessons. This course meets the educational technology foundations for teachers as defined by NCATE, TEA and ISTE. Autumn and Spring. (Does not satisfy University Math requirement.)
Examines the scope of literature for children and young adults and the principles necessary for a successful and fruitful literature program. The course intends to create a love for fine writing and a sensitivity to and appreciation for the relationships among art, music, drama and literature in a multicultural setting. Emphasis is given to personal authorship as a means of expression. Autumn and Spring.
Concurrent enrollment with EDU 3102 required. Examines the process of reading through skill development and mastery of content. Phonic analysis, structural analysis, and other decoding skills are integral facts of teaching listening, written composition, spelling, and handwriting in the process of reading. Analysis of state adopted textbooks and library materials. Autumn.
Basic principles of reading instruction. Topics include the diagnosis of reading problems (language problems) and the correction of such problems through formative and summative assessment procedures. Students will learn to assess children’s progress in phonemic and phonological awareness, phonics, fluency, vocabulary, reading comprehension, and Dyslexia using research-based assessments such as the Texas Primary Reading Inventory, the Qualitative Reading Inventory (QRI-5) and progress monitoring of oral reading fluency. Students will learn to select corrective strategies and generate opportunities in these areas based upon assessment results. Spring.
Concurrent enrollment in EDU 3101 required. Several questions provide the focus for this course: What is mathematics? What mathematics is taught? How do children best learn mathematics? How does one plan and evaluate mathematics instruction? Content addressed includes problem solving; numeration; concepts and operations on whole numbers, rational numbers (fractions and decimals); algebraic reasoning; number theory; data analysis; measurement (English and metric); and geometric concepts. Autumn.
Concurrent enrollment in EDU 3103 required. The course develops concepts that are appropriate for elementary school science. A laboratory approach is used. Attention is directed to those aspects of the growth and development of children that particularly invite the teaching of science. Prerequisite: Six credits of laboratory science. Spring.
Exploration of the physical, mental, social, and moral growth of children from infancy through early adolescence. Students examine significant theories of development with emphasis on the work of Piaget, Erikson, Kohlberg, and Vygotsky. Children are the primary texts, and interacting with them is an essential component of the course. A research project requires students to examine the activity of children in light of developmental theories. Autumn and Spring.
Extension of concepts studied in EDU 3325. Emphasis on problem solving and critical thinking skills applied to a broad range of elementary mathematics topics. Offered as needed.
The study of selected topics in history, geography, economics, and politics. Examination of content, methods, and materials appropriate for grade school children. Spring.
Consideration of themes such as the nature of the student and of the teacher, goals of Education, curriculum and methodology, the nature and division of knowledge, Education and the common good. Inquiry is cast in the light of fundamental considerations of the nature of the human person, of mind, of being and of the good chiefly through study of classic texts of the Western philosophical tradition (e.g., Plato’s Republic and Rousseau’s Emile). Attention given to contemporary issues in Education. Autumn.
Practical experience in a teaching-related assignment. Students with an Education Concentration should enroll in 3357 for 3 credit hours. Approval of Chair required.
Weekly one-hour seminars concurrent with clinical teaching offer in-depth discussion and reflection on the experience of teaching and topics that include, but are not limited to, the TExES, Code of Ethics, legal issues, personnel hiring practices, administrator expectations, special education and bilingual and ESL programs. Students receive instruction/guidance from departmental faculty/staff and educators from area school districts and complete a Teacher Placement File and a Interview Portfolio. Autumn.
Weekly one-hour seminars concurrent with clinical teaching offer in-depth discussion and reflection on the experience of teaching and topics that include, but are not limited to, the TExES, Code of Ethics, legal issues, personnel hiring practices, administrator expectations, special education and bilingual and ESL programs. Students receive instruction/guidance from departmental faculty/staff and educators from area school districts and complete a Teacher Placement File and a Interview Portfolio. Spring.
Students are engaged in active class participation, readings and presentations about pedagogical theory, research and best practice. Topics that include, but are not limited to, qualities of effective teachers; the TExES; TEKS, ELPs and lesson planning; classroom management; differentiated instruction; special populations; state and classroom assessments; professional communication; and instructional strategies, activities, resources and technology. Autumn and Spring.
Concurrent enrollment in EDU 3111 and/or 3112 required. Students connect learning from their practical observations in secondary school classrooms with classroom instruction that involves active class participation, readings and presentations about pedagogical theory, research and best practice. Topics that include, but are not limited to, qualities of effective teachers; the TExES; TEKS, ELPs and lesson planning; classroom management; differentiated instruction; special populations; state and classroom assessments; professional communication; and instructional strategies, activities, resources and technology. Autumn and Spring.
The capstone course in teacher education (grades EC-6 or 4-8). Students actively participate in the complex, multifaceted world of teaching and learning while teaching all day for 14 weeks in an accredited elementary or middle school. The clinical teacher is supervised by a cooperating classroom teacher and a university supervisor. Autumn and Spring.
The capstone course in teacher education (grades 7-12). Students actively participate in the complex, multifaceted world of teaching and learning while teaching all day for 14 weeks in an accredited middle or high school. The clinical teacher is supervised by a cooperating classroom teacher and a University supervisor. Autumn and Spring.
The student must be concurrently enrolled in EDU 4149. The capstone course in teacher education (grades EC-12). Students actively participate in the complex, multifaceted world of teaching and learning while teaching all day for 14 weeks in an accredited elementary or secondary school. The clinical teacher is supervised by cooperating classroom teachers and a University supervisor. Autumn and Spring.
The capstone course in teaching Religion or Theology (grades 1-12). Application and participation in an approved, accredited Parochial School.The clinical teacher is supervised by a cooperating classroom teacher and a university supervisor. Clinical teaching can be half day (4350) or full day (4850). Autumn and Spring.
An opportunity for advanced students to conduct a special program of inquiry under the guidance of a faculty member. Credit varies form 1-3 hours. Approval of the department chair and the supervising professor is required.
This course extends the students’ knowledge and skill in order to provide literacy instruction that improves learning in secondary school content areas. Within a collaborative environment, students explore relevant research and theory and engage in teaching and applying proven principles and strategies related to literacy instruction. Topics include, but are not limited to, TEKS, ELPs, reading and writing as processes, linguistics, text structure, fluency, comprehension, Dyslexia, vocabulary development and assessments. Spring.
The course delineates why children's books must and do exist, to what standards their readers are entitled, and how and by whom good children's books are written, including an overview of the history of writing for children. Prerequisite: Education 3322 or equivalent. Offered as needed.
Identification and selection of problems in earth sciences, physical and/or biological sciences; research studies and innovations in teaching; review of current literature; guided independent work in problems of teaching science. Prerequisite: Elementary teaching experience. Offered as needed.
Development of the imaginative techniques of creative dramatics, theater games, creative experience for groups, and improvisational learning. Offered as needed.
Gifted and Talented: Nature and Needs is an introductory course in the education of gifted, talented, and creative students. This course provides an overview of the current and historical issues in the field. The intellectual, social, emotional, developmental, and educational characteristics of gifted students are introduced. Appropriate educational opportunities and programming are discussed. Issues in identification of the gifted, special gifted populations, and current research are reviewed. Spring.
The purpose of this course is to increase the student' awareness, knowledge, and understanding of the many complex factors that shape education in Catholic schools. While reading and reflecting upon relevant primary and secondary sources and engaging in thoughtful, collegial discussion, the student will explore the history, mission, identity, and value of Catholic schools. Students will review relevant Church documents, scholarly texts, and research to evaluate the health of Catholic schools, the effects of catholic education, and the values (both premises and perils) of Catholic education in the 21st century America.Special attention will be given to examining trends related ot teaching and learning in Catholic environments, infusing Catholic identify into education practice, and constructing a thoughtful, personal philosophy of education. At the end of the course, students will be expected to submit a Catholic Education Portfolio. Autumn.
An overview of elementary education, addressing classroom management, teaching methodology, curriculum planning, and educational evaluation as they have evolved and relate to both the classroom teacher and the student. Special populations and appropriate differentiation strategies are explored. An examination of assessment through reflective practice offers insight into the selection, construction, and implementation of assessments. This course explores what I means to assess in the content of teaching. Five hours of field based experience (observation) required. This course is offered through our Alternative Certification Program.
This course addresses the major components of literacy programs form early childhood through 8th grade. The theoretical foundations of literacy are discussed as well as the interrelated components of literacy across all developmental stages of oral and written language. Current, research-based literacy development knowledge and strategies are explored, along with appropriate literacy assessment methods, commensurate with state requirements for students and teachers. Candidates will investigate essential literacy components of oral language, phonological awareness, phonics, the alphabetic principle, word analysis, fluency, vocabulary, comprehension and written language. Ten hours of field based experience (observation) required. This course is offered through our Alternative Certification Program.
Students acquire knowledge and keener insight into the present and future promises and perils of America's schools while exploring the historical events and the multifarious factors that have shaped this quintessential, evolving American enterprise from the 18th to the 21st centuries. While reading primary and secondary sources, engaging in classroom discussion, viewing videos, and making presentations, students learn the historical, philosophical, social, political, and economic forces that have influenced education in America. Autumn and Spring.
An examination of assessment through reflective practice offers insight into the selection, construction, and implementation of assessments. This course offers pre-service and in-service teachers a responsive/ interactive environment in which to explore what it means to assess in the context of teaching. Autumn and Spring.
Language is central to everything and it, more than any other characteristic, distinguishes mankind from other living creatures. The nature of language, phonology, morphology and syntax, structural and transformational grammar, social variations and dialects of English, and kinesics and proxemics are topics studied. Autumn of even years.
Designed for students pursuing teacher certification with an emphasis on supporting English language learners (ELLs) from early childhood through grade six, this capstone class offers a more in-depth examination of topics introduced in EDU 3322, 3323, 3102, and the required reading elective. Students develop deeper, more critical insight into the seven areas of effective ESL instruction and transform that insight into effective, research-based units of instruction. Spring.
Study of research methods, including historical, descriptive, and experimental types, emphasizing research proposal and report writing. Major topics in statistics. hypothesis-testing, statistical inference, correlation, analysis, and validity. Types of designs studied are CRD, factorial, nested, repeated measures, Latin square, and incomplete block. Offered as needed. Spring, even years.
Spring, odd years.
Exploration of the physical, mental, social, and moral growth across the lifespan. Students examine significant theories of development with emphasis on the work of Piaget, Erikson, Kohlberg, and Vygotsky. Students discuss and questions significant topics of development that reflect on the issue of “nature v. nurture.” A research project requires students to examine areas of human growth and development in light of developmental theories. Fall, even years.
A full-time teaching experience in an area elementary, middle, or high school under the supervision of a University of Dallas Professor from the Department of Education. The Internship in Education is accomplished as an Alternative Certification in the Braniff Graduate School Teacher Certification Program. Two semesters are required. Graded course. Autumn.
A full-time teaching experience in an area elementary, middle, or high school under the supervision of a University of Dallas Professor from the Department of Education. The Internship in Education is accomplished as an Alternative Certification in the Braniff Graduate School Teacher Certification Program. Two semesters are required. Graded course. Spring.
Advanced treatment of selected topics through individual research. Approval of chairman required. Credits vary 1-6. May be repeated. Fall, Spring, and Summer as needed.
Weekly one-hour seminars concurrent with clinical teaching offer in-depth discussion and reflection on the experience of teaching and topics that include, but are not limited to, the TExES, Code of Ethics, legal issues, personnel hiring practices, administrator expectations, special education and bilingual and ESL programs. Students received instruction/guidance from departmental faculty/staff and educators from area school districts and complete a Teacher Placement File and an Interview Portfolio. Fall and Spring.
Fall
Spring
Fall, odd years
This course addresses the unique mission of the Catholic school and the special demands placed upon the Catholic School administrator. The specific roles and responsibilities of an administrator in a Catholic school will be examined. The student will be introduced ot the expectations of the position and the skills and knowledge required to meet the challenges they present. This study will include an analysis of the principal's responsibilities int eh areas of leadership. Special attention will be paid to the role of spiritual leader. Fall of even years.
This course examines the major issues, problems, and trends in curriculum and instruction. This study will include an analysis of the leadership skills required of an administrator in the areas of instructional supervision, curriculum development, instructional evaluation, and staff development in a private or parochial school. Spring of even years.
This course examines administrative behavior and organizational structures as they relate to non-public schools. This examination will include conceptual models of strategic planning and decision-making. Summer of even years.
This course examines all aspects of the financial management of a private or parochial school. This examination will include the fiscal planning process, as well as, the development and implementation of a fiscal plan. The role of development and public relations will be addressed. Discussion will also include all aspects of budgets, marketing, fund raising, development strategy and management. Spring of odd years.
This course is a study of the legal issues concerned with the administration of a Catholic School. Included in this study will be a overview of Constitutional Law: Civil Law: Personnel Law; Canon Law; State and Federal Regulations; Accreditation Issues; and Government programs. Participants will be presented with precedent setting court decisions and case studies will be reviewed and discussed. Summer of odd years.
This course is a supervised placement specific to Catholic school leadership, ordinarily undertaken in the last year of study, which provides a structured opportunity to enhance skills and integrate theoretical knowledge. Interns demonstrate leadership in a Catholic school environment under the supervision of an appropriate field based mentor. Students will also meet regularly with a faculty supervisor during the internship experience to ensure learning outcomes are met. Registration for this course requires prior approval. Fall and Spring.
The capstone course in the M.A.T. teacher preparation program (grades K-3). Students actively participate in the complex, multifaceted world of teaching and learning while teaching all day for 14 weeks in an accredited elementary school. The clinical teacher is supervised by a certified cooperating classroom teacher and a university supervisor. Students working toward a M.A.T in elementary education must complete two semesters of clinical teaching, one at the primary school level, and one at the intermediate school level. Fall and Spring.
The capstone course in the M.A.T teacher preparation program (grades 4-6). Students actively participate in the complex, multifaceted world of teaching and learning while teaching all day for 14 weeks in an accredited elementary school. The clinical teacher is supervised by a certified cooperating classroom teacher and a university supervisor. Students working toward a M.A.T. in elementary education must complete two semesters of clinical teaching, one at primary school level, and one at the intermediate school level. Fall and Spring.
The capstone course in the M.A.T. teacher preparation program (grades 4-8). Students actively participate in the complex, multifaceted world of teaching and learning while teaching all day for 14 weeks in a accredited elementary school. The clinical teacher is supervised by a certified cooperating classroom teacher and a university supervisor. Students working toward a M.A.T. in elementary education must complete two semesters of clinical teaching, one at the primary school level and one at the intermediate school level. Fall and Spring.
The capstone course in the M.A.T. teacher preparation program (grades 7-12). Students actively participate in the complex, multifaceted world of teaching and learning while teaching all day for 14 weeks in a accredited elementary school. The clinical teacher is supervised by a certified cooperating classroom teacher and a university supervisor. Students working toward a M.A.T. in elementary education must complete two semesters of clinical teaching, one at the primary school level and one at the intermediate school level. Fall and Spring.