EDU 3101
Education Field Based Experience (Elementary-Math)
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.
EDU 3102
Education Field Based Experience (Elementary-Reading)
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.
EDU 3103
Education Field Based Experience (Elementary-Science)
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.
EDU 3111
Education Field Based Experience (Middle School)
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.
EDU 3112
Education Field Based Experience (High School)
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.
EDU 3113
Storytelling
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.
EDU 3147/3148
Reflective Teaching
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.
EDU 3305
Computer Problem-Solving
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.)
EDU 3322
Child and Young Adult Literature
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.
EDU 3323
Developmental Reading
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.
EDU 3324
Diagnostic and Corrective Reading
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.
EDU 3325
Mathematical Concepts for Elementary Teachers
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.
EDU 3326
Science Concepts for Elementary Teachers
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.
EDU 3327
Child Growth and Development
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.
EDU 3329
Mathematics Problem Solving
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.
EDU 3330
Integrated Curriculum
The study of selected topics in history, geography, economics, and politics. Examination
of content, methods, and materials appropriate for grade school children.
Spring.
PHI 3335 or 5326
Philosophy of Education
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.
EDU 3357
Instructional Practice
Practical experience in a teaching-related assignment. Students with an Education
Concentration should enroll in 3357 for 3 credit hours.
Approval of Chair required.
EDU 4149
Seminar in Clinical Teaching
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.
EDU 4150
Seminar in Clinical Teaching
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.
EDU 4343
Principles of Elementary Education
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.
EDU 4346
Principles of Secondary Education
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.
EDU 4847
Elementary/Middle School Clinical Teaching
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.
EDU 4848
Secondary School Clinical Teaching
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.
EDU 4849
All-Level Clinical Teaching
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.
EDU 4350/4850
Instructional Practice in Religion and Theology
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.
EDU 4V61
Directed Readings
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.
EDU 5323
Reading in the Secondary Schools
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.
EDU 5324
Writing Children's Books
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.
EDU 5325
Issues in the Teaching of Science: Elementary
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.
EDU 5332
Improvisation for Teachers
Development of the imaginative techniques of creative dramatics, theater games, creative
experience for groups, and improvisational learning.
Offered as needed.
EDU 5337
Gifted and Talented: Nature and Needs
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.
EDU 5342
Foundations of Catholic Education
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.
EDU 5343
Elementary Principles of Teaching, Learning, Assessment
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.
EDU 5344
Literacy, Instruction, Assessment, and Practice
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.
EDU 5351
History of American Education
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.
EDU 5352
Educational Evaluation
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.
EDU 5354
Language Acquisition/Linguistics
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.
EDU 5355
Foundations of ESL Instruction
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.
EDU 5356
Educational Research Design
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.
EDU 5357
Sociology of Education
Spring, odd years.
EDU 5377
Human Growth & Development
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.
EDU 5378
Internship in Catholic Education
EDU 5379
Internship in Education
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.
EDU 5380
Internship in Education
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.
EDU 5V50
Research in Elementary or Secondary Education
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.
EDU 6147/6148
Graduate Clinical Seminar
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.
EDU 6321
Technology in Teaching
Spring, odd years.
EDU 6324
Teaching Elementary Mathematics
Fall
EDU 6325
Teaching Elementary Science
Spring
EDU 6333
Foundations of Literacy Learning
Fall, odd years
EDU 6344
Curriculum and Instruction in Secondary Schools
EDU 6361
The Catholic School Principal
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.
EDU 6362
Instructional Leadership
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.
EDU 6363
Organizational Leadership and Planning
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.
EDU 6364
Non-Public School Finance and Development
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.
EDU 6365
Non-Public School Law
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.
EDU 6366
Catholic School Leadership Internship
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.
EDU 6802
Early Childhood Clinical Teaching
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.
EDU 6806
Intermediate School Clinical Teaching
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.
EDU 6808
Middle School Clinical Teaching Internship
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.
EDU 6812
High School Clinical Teaching Internship
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.