Teacher Education Courses
Courses
ACP Practicum A course for Alternative Certification Program (ACP) students who are attempting student teaching/internship, general field experience, and/or observations which are part of the requirements for certification to teach.
Department: Teacher Education
0 Credit Hours
0 Total Contact Hours
0 Lab Hours
0 Lecture Hours
0 Other Hours
Graduate Workshop in Education (1-0) Studies in designated areas. May be repeated for credit when topic varies.
Department: Teacher Education
1 Credit Hour
41 Total Contact Hours
0 Lab Hours
1 Lecture Hour
40 Other Hours
Action Research for the Classroom Teacher (3-0) Research methodology to address the problems and needs of classroom teachers. Emphasis on interpreting professional literature and practitioner research in educational settings. Prerequisite: TED 5304 with a grade of "B" or better. .
Department: Teacher Education
3 Credit Hours
3 Total Contact Hours
0 Lab Hours
3 Lecture Hours
0 Other Hours
Prerequisite(s): (TED 5304 w/B or better)
Learning Contexts and Curriculum (3-0) Examination of the theoretical frameworks and broad definitions of curricula, processes of curriculum alignment, pedagogy and assessment, State standards, curricular resources, curriculum integration, learning theory and lesson planning.
Department: Teacher Education
3 Credit Hours
3 Total Contact Hours
0 Lab Hours
3 Lecture Hours
0 Other Hours
Managing the Student-centered Classroom (3-0) Theory and practice on how to manage instruction and relationships in a student-centered classroom. Emphasis on classroom as communities of learning and on communication skills.
Department: Teacher Education
3 Credit Hours
3 Total Contact Hours
0 Lab Hours
3 Lecture Hours
0 Other Hours
Authentic and Performance Assessment in the Classroom (3-0) Authentic and performance assessment practices in the constructivist classroom; use of instruments, such as rubrics, portfolios and individual and group projects as sources of assessment. .
Department: Teacher Education
3 Credit Hours
3 Total Contact Hours
0 Lab Hours
3 Lecture Hours
0 Other Hours
Scholarly Writing for Education (3-0) Writing scholarly papers using archival research, documented sources, and electronic databases. Working closely with the instructor and a professor in their area of study, students produce publication quality papers. The courses covers issues of conceptualization, argumentation and evidence, and citation and referencing. It also deals with style, audience, organization, and mechanics, and relies heavily on peer editing and review. . .
Department: Teacher Education
3 Credit Hours
3 Total Contact Hours
0 Lab Hours
3 Lecture Hours
0 Other Hours
Instructional Design/Methods: This course will provide the foundations of curriculum planning and delivery within the context of PK-12 schooling. The course will include concepts and practices that are critical to effective classroom teaching, including but not limited to: unit planning, lesson planning, standard-based instruction focused on student earning, and assessment. The course is meant to provide research-based approaches and hands-on practice for aspiring teachers seeking certification.
Department: Teacher Education
3 Credit Hours
3 Total Contact Hours
0 Lab Hours
3 Lecture Hours
0 Other Hours
Diversity in Educational Settings (3-0) Exploration of the social context of education and teaching in a pluralistic society. Examination of schools and society in relation to historical and contemporary issues of diversity. .
Department: Teacher Education
3 Credit Hours
3 Total Contact Hours
0 Lab Hours
3 Lecture Hours
0 Other Hours
Graduate Workshop In Education (3-0) Studies in a designated area. May be repeated for credit when topic varies.
Department: Teacher Education
3 Credit Hours
3 Total Contact Hours
0 Lab Hours
3 Lecture Hours
0 Other Hours
Teaching Residency I: This course represents the first of two-part clinical teaching sequence. A part of this course, students will engage in hands-on learning and practice in a PK-12 classroom alongside a mentor teacher. Students will be coached and assessed based on elements of effective planning, instruction, and assessment. This course is required for teacher certification.
Teaching Residency II: This course is the second of a two-part clinical teaching sequence required for teacher certification. As part of this course, students will engage in hands-on learning and practice in a PK-12 classroom with intensive, on-site mentoring and coaching from faculty. The course includes elements of effective planning, instruction, and assessment, with a focus on student learning and achievement.
Department: Teacher Education
3 Credit Hours
3 Total Contact Hours
0 Lab Hours
3 Lecture Hours
0 Other Hours
Prerequisite(s): (TED 5320 w/C or better)
Dual Credit Teaching and Research This course examines local, state, and national issues related to dual credit/dual enrollment. There is a focus on the development of knowledge, skills, and attributes involved in teaching rigorous college-level courses in high school settings.
Department: Teacher Education
3 Credit Hours
3 Total Contact Hours
0 Lab Hours
3 Lecture Hours
0 Other Hours
Major Restrictions:
Restricted to majors of CURI
Classification Restrictions:
Restricted to class of GR
This course focuses on Critical Discourse Analysis (CDA). It provides an overview of CDA as an approach for critically describing, interpreting, and explaining the ways in which discourses construct, maintain, and legitimize social inequalities. Students will gain knowledge of how linguistic and visual features of text constitute and are constituted by social, cultural and local relations, as well as examine the processes and contexts in which these texts are embedded. This course provide the preparation needed to utilize CDA to complete the Masters Capstone Project in TED 5389/TED 5390.
Department: Teacher Education
3 Credit Hours
3 Total Contact Hours
0 Lab Hours
3 Lecture Hours
0 Other Hours
This course is a culminating experience in the MA in ED - Diversity, Equity, and Social Justice in Education program. It provides students the opportunity to synthesize and apply content knowledge gained through their course of study. Students complete a guided capstone project rooted in their interests/professional experiences, reflecting the wide range of educational topics that the field of Diversity, Equity, and Social Justice in Education encompasses. For students who choose to take TED 5388/TED 5389, earning a grade of "pass" in this capstone course is a requirement for graduation.
Department: Teacher Education
3 Credit Hours
3 Total Contact Hours
0 Lab Hours
3 Lecture Hours
0 Other Hours
This course is a culminating experience in the MA in ED- Linguistic Diversity & Educational Equity Program. It provides students the opportunity to synthesize and apply core content knowledge gained throughout their course of study. Students complete a guided capstone project rooted in their interests/professional experiences, reflecting the wide range of educational topics that the field of Linguistic Diversity & Educational Equity encompasses. For students who choose to take TED 5388/TED 5390, earning a grade of "pass" in this capstone course is a requirement for graduation.
Department: Teacher Education
3 Credit Hours
3 Total Contact Hours
0 Lab Hours
3 Lecture Hours
0 Other Hours
Independent Graduate Studies (0-0-3) Studies in an area of the student's choice that has been approved by the sponsoring professor. May be repeated for credit when topic varies. .
Department: Teacher Education
3 Credit Hours
3 Total Contact Hours
0 Lab Hours
0 Lecture Hours
3 Other Hours
Thesis (0-0-3) Prerequisite: Department approval.
Department: Teacher Education
3 Credit Hours
3 Total Contact Hours
0 Lab Hours
0 Lecture Hours
3 Other Hours
Thesis (0-0-3) Prerequisites: TED 5398 and department approval.
Department: Teacher Education
3 Credit Hours
3 Total Contact Hours
0 Lab Hours
0 Lecture Hours
3 Other Hours
Prerequisite(s): (TED 5398 w/P or better)
Critical Perspectives in Curriculum and Instruction: This course critically examines how institutionalized power and ideologies shape curriculum and instruction. It focuses on critical theories and research that link the purpose of schooling to a transformative vision of the world. We draw on current philosophical as well as historical perspectives to inform pedagogies by asking whose knowledge is legitimate.
Department: Teacher Education
3 Credit Hours
3 Total Contact Hours
0 Lab Hours
3 Lecture Hours
0 Other Hours
Multilingualism & Academic Development: This course focuses on the role of language acquisition in the academic development of the bi/multilingual and multicultural student. It examines language beyond the practice of signification and looks at the subjectivities of language, with implications of the role of language as a mediator of learning and as a powerful force in the construction of meaning across curricular areas. The course emphasizes theories and research for studying multilingualism across social, historical, and political contexts.
Department: Teacher Education
3 Credit Hours
3 Total Contact Hours
0 Lab Hours
3 Lecture Hours
0 Other Hours
Sociocultural Contexts of Education: This course addresses how social, cultural, and economic relations of power are present in education systems and institutions. Key emphases of this course include how these issues are challenged and reconstructed in formal and informal education. Debates about the goals of public education in a democratic society are explored through anthropological, sociological, and cultural studies approaches to education, focusing on the social structures within which schooling is embedded.
Department: Teacher Education
3 Credit Hours
3 Total Contact Hours
0 Lab Hours
3 Lecture Hours
0 Other Hours
Practicum in supervised professional activities that support the candidate's dissertation research.
Department: Teacher Education
3 Credit Hours
3 Total Contact Hours
0 Lab Hours
3 Lecture Hours
0 Other Hours
Learning Sciences: Learning sciences represents an interdisciplinary field that examines how people learn to understand, reason, and solve problems in diverse and complex settings. This course will examine how learning sciences has and continues to evolve as a research field that informs practice through the design of effective learning environments across socioculturally mediated contexts. It will engage with foundational field perspectives to interrogate such ideas as the goals of education, learning design features, and social and cultural influences.
Department: Teacher Education
3 Credit Hours
3 Total Contact Hours
0 Lab Hours
3 Lecture Hours
0 Other Hours
Studies in designated area. May be repeated for credit when topic varies. Prerequisite: Departmental approval.
Department: Teacher Education
3 Credit Hours
3 Total Contact Hours
0 Lab Hours
3 Lecture Hours
0 Other Hours
Major Restrictions:
Restricted to majors of TLC
Quantitative Research I (3-0). Introduction to empirical inquiry, including descriptive statistics, methods of inference, and hypothesis testing. Purposes of this course include gaining a basic graduate level understanding of experimental designs and statistical procedures used in education and other social sciences, obtaining the knowledge and skill necessary to be an informed and competent consumer and user of educational research, and ability to competently design a preliminary quantitative research study. Prerequisite: Department Approval.
Department: Teacher Education
3 Credit Hours
3 Total Contact Hours
0 Lab Hours
3 Lecture Hours
0 Other Hours
Major Restrictions:
Restricted to majors of TLC
Prerequisite(s): (TED 6396 w/C or better)
Quantitative Research II (3-0). An in-depth examination of quantitative research design, data collection, analysis, and interpretation of statistical software (i.e., SPSS) on simulated and real data sets. The course include a brief review of scientific theory building, univariate and multivariate procedures and their applications across relevant experimental designs and educational disciplines along with an emphasis on individual student needs by critically evaluating published research. Student will be required to complete a research proposal and a submission of a research conference paper. Prerequisite: Department Approval.
Department: Teacher Education
3 Credit Hours
3 Total Contact Hours
0 Lab Hours
3 Lecture Hours
0 Other Hours
Major Restrictions:
Restricted to majors of TLC
Prerequisite(s): (TED 6320 w/C or better)
Qualitative Research I (3-0). This course provides an introduction to qualitative research methodologies, with an emphasis on philosophical, conceptual, and theoretical underpinnings. Students will be required to create a research proposal which will be implemented in TED 6323. Prerequisite: Department Appproval.
Department: Teacher Education
3 Credit Hours
3 Total Contact Hours
0 Lab Hours
3 Lecture Hours
0 Other Hours
Major Restrictions:
Restricted to majors of TLC
Prerequisite(s): (TED 6396 w/C or better)
Qualitative Research II (3-0). Examination of different qualitative traditions, frameworks, and philosophical assumptions about ways of knowing. Discussion of appropriate fit between research questions, methods selected, and role of the researcher. Students will engage in several phases of the qualitative research process. Prequisite: Department Approval.
Department: Teacher Education
3 Credit Hours
3 Total Contact Hours
0 Lab Hours
3 Lecture Hours
0 Other Hours
Major Restrictions:
Restricted to majors of TLC
Prerequisite(s): (TED 6322 w/C or better)
The course develops competencies necessary to understand and effectively design education research using mixed methodology. It includes topics on the nature and foundations of mixed methods research, core mixed methods designs, collecting, analyzing, and interpreting data in mixed methods studies, writing and evaluating mixed methods research.
Department: Teacher Education
3 Credit Hours
3 Total Contact Hours
0 Lab Hours
3 Lecture Hours
0 Other Hours
Major Restrictions:
Restricted to majors of TLC
Scholarly Portfolio Development This course si for finalizing the components of the scholarly portfolio, as per program guidelines and policies. To satisfactorily complete this course, the student will successfully defend the portfolio to their dissertation committee. A minimum of 33 credit hours earned in the program prior to enrollment.
Department: Teacher Education
3 Credit Hours
3 Total Contact Hours
0 Lab Hours
3 Lecture Hours
0 Other Hours
Studies in an area of the student’s choice that has been approved by the sponsoring professor. May be repeated for credit when topic varies. Prerequisite: Departmental approval.
Department: Teacher Education
3 Credit Hours
3 Total Contact Hours
0 Lab Hours
3 Lecture Hours
0 Other Hours
Major Restrictions:
Restricted to majors of TLC
Doctoral Seminar in Education Research Departmental seminar to discuss critical issues in current research concerning curriculum and instruction.
Department: Teacher Education
3 Credit Hours
3 Total Contact Hours
0 Lab Hours
3 Lecture Hours
0 Other Hours
Major Restrictions:
Restricted to majors of TLC
Preparation of dissertation proposal. Student must successfully complete the course prior to scheduling the proposal hearing. Students may repeat this course if they cannot complete it the first time. If students are unsuccessful the second time, then the Probation/Dismissal Procedure will be initiated.
Department: Teacher Education
3 Credit Hours
3 Total Contact Hours
0 Lab Hours
3 Lecture Hours
0 Other Hours
Major Restrictions:
Restricted to majors of TLC
Prerequisite(s): (TED 6394 w/S or better)
Under the direction of the committee chair, a dissertation will be written. Continuous enrollment in TED 6399 is required until the dissertation is accepted by the dissertation committee. May be repeated more than once. Prerequisite TED 6397
Department: Teacher Education
3 Credit Hours
3 Total Contact Hours
0 Lab Hours
0 Lecture Hours
3 Other Hours