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GRADUATE CATALOG CONTENTS

College of Education

Dr. Miguel A Escotet, Dean
EDBC 2.306
882-7220
miguel.escotet@utb.edu

The graduate programs in the College of Education have as their purpose to promote continuing professional development of students who have made a commitment to teaching, counseling or administration. Graduate offerings also include courses that help students meet state requirements for certification as school principals, counselors, bilingual/bicultural education teachers, educational diagnosticians, special education and ESL teachers, and reading specialists, and master reading teachers. The College of Education also has a program for the Superintendent Certificate and Licensed Texas Professional Counselor.

While the programs in education are intended primarily for personnel in public schools, the knowledge and skills inherent in the courses are applicable to other agencies (social, community, nursing, city, state, federal, etc.) . Students not seeking certification do not have to follow the curriculum requirements of those seeking educational certification but will plan a program with their advisor, within the parameters of the approved degree programs, which will be beneficial to them in their specific fields of interest. Students who plan to use their degree coursework towards meeting certification requirements may complete the M.Ed. degree at UTB/TSC without meeting all the specific state certification requirements in the degree area.

Graduate Programs

Ed.D. in Curriculum and Instruction
M.Ed in Curriculum & Instruction
M.Ed in Bilingual Education
M. Ed in Early Childhood
M.Ed in Educational Technology
M.Ed in Counseling & Guidance
M.Ed in Special Education
M.ED in Educational Leadership
E-Learning Certificate
Master Teacher Technology Certificate

Degree Requirements

In addition to general graduate program degree requirements and policies, the following requirements apply to education degrees:

1. Satisfactory completion of an oral interview conducted by the advisor and one additional faculty member required in the Counseling and Guidance and Educational Administration programs.
2. A minimum of 36 semester hours of graduate work.
3. Satisfactory completion of a written comprehensive examination and/or successful defense of the thesis for those students choosing the thesis option.

Students must keep in mind that master’s degree requirements may not always lead to Texas certification, endorsement, or licensure in a major area. Certification, endorsement, or licensure in an area may require additional coursework, professionally approved experience, passing score on ExCET/TEXES or state licensing exams, or other requirements. Students seeking a certificate or endorsement should see the Assistant Dean in the School of Education.

Comprehensive Examination
During the final semester of coursework, and upon the recommendation of the faculty advisor, the student may request his/her final comprehensive examination. The purpose of the comprehensive examination is to evaluate: (1) the knowledge of the salient theories and literature that are a part of the major program of study; (2) ability to synthesize knowledge and to apply it in analyzing and solving related problems; and (3) the ability to communicate effectively in writing at a professional level. The form of the examination will have been specified in the Program of Study and may include one or both of the following:

1. An examination prepared by the graduate faculty under the guidance of the Faculty Advisor and scheduled by the Graduate Office. The examination will be evaluated by the Faculty Advisor and two graduate faculty members.

2. Thesis defense and appraisal of research competence by the student’s graduate research committee, chaired by the Faculty Advisor. See thesis/Non-Thesis section.

Application for the comprehensive exam is submitted at the same time as the application for graduation.

Program of Study
Students must complete their program of study (POS) prior to completing 12 semester hours of graduate work. Registration may be denied to students without an approved POS after completing 12 hours. It is the student’s responsibility to meet with their advisor and secure their approval and signatures.

Requirements for Certification
Professional Certificate

A. Requirements for the Professional Certificate

1. Completion of a master’s degree in the certification or specialization area
2. A valid provisional certificate, if applicable
3. Years of public school teaching experience required by the state for the certificate desired
   a. School counselor - 2 years
   b. Educational Diagnostician - 3 years
   c. Reading Specialist - 3 years
   d. Principal Administrator - 2 years
4. Acceptable scores on all required ExCET/TExES examinations
   B. How to Obtain a Professional Certificate

Submit the following to the Certification Officer:

1. Completed online application form prescribed by the State Board for Educator Certification (www.sbec.state.tx.us/sbec online).
2. A service record showing the candidate’s years of teaching experience. This has to be completed by the School District Personnel Officer.
3. Required fee payable to the State Board for Educator Certification (SBEC).
4. Transcript which indicates the degree has been granted and all work required for the certificate has been completed.
5. Acceptable scores on ExCET/TExES exams required for certificate.

Students must apply for certification upon completion of certification requirements.

Department of Teaching, Learning and Innovation

Dr. Reynaldo Ramirez, Chair
EDBC 1.308B
882-8979
reynaldo.ramirez@utb.edu

Graduate Faculty

Janice Butler, Assistant Professor
Rene Corbeil, Associate Professor
Bobbette M. Morgan, Professor
Cheng-Chang Pan, Associate Professor
Eli E. Peña, Associate Professor
Reynaldo Ramirez, Professor
Audra Skukauskaite, Associate Professor
Michael Sullivan, Associate Professor
James Telese, Associate Professor

Master of Education in Curriculum & Instruction

36-Hour Thesis/Non-Thesis Program
The Master of Education in Curriculum and Instruction is designed to prepare master teachers and graduates with instructional leadership skills. It has three major objectives:
‑    to provide knowledge, skills, attitudes, and applicable research skills in curriculum and pedagogy;
‑    to develop master teachers to serve as teacher educators, mentors, clinical teaching faculty, and peer coaches;
‑    to provide experience in educational research related to effective educational practice in field-settings.

The Master of Education in Curriculum and Instruction is designed to serve the many educators who desire a program with an emphasis on instructional leadership and effective teaching. This major is responsive to the needs of the South Texas educational community and to state and national priorities for restructuring and delivering teacher education programs. A comprehensive examination is required. Students choosing the thesis option will take EDCI 7300 and 7301 in lieu of six hours of electives.

Admission Requirements
Evidence of academic achievement and potential for advanced study and research is required for graduate admission. Specific criteria for Unconditional Admission for Master’s degree seeking students in Curriculum and Instruction are:

• Undergraduate GPA of 3.0
• GRE Verbal score of 450
• GRE Quantitative score of 450
• GRE Analytical score of 4.0

Applicants with an undergraduate GPA of at least 2.5 and/or GRE scores lower than those specified are also encouraged to apply.

Notification of decisions on graduate admission is made by the Office of Graduate Studies based on the admission criteria and recommendation of the academic department. Information related to application procedures and deadlines is available at the Office of Graduate Studies.

Degree Requirements
Required Courses: 9 hours

EDCI     6300     Foundations of Research in Education
EDCI     6304    Learning & Cognition
EDCI     6334     Curriculum Development

Curriculum Electives: 18 Hours
Candidate may select courses from the Curriculum and Instruction inventory with their instructor’s approval

Specialization: 9 hours
Courses to be selected from another area in education or an academic discipline with approval of the Graduate Advisor. With careful selection of specialization courses, students can meet course requirements for a temporary certificate in administration or a permit in supervision.

Course Descriptions
EDCI 6300 Foundations of Research in Education
The course is an introduction to research methodology in education. It focuses on the relationship between research problem, questions and design and introduces students to techniques for collecting and analyzing research data. The course emphasis is on writing an analysis and synthesis of research methodology and findings in empirical articles. Lec 3, Cr 3

EDCI 6304 Learning and Cognition
This critical course focuses on topics, theories, and models of cognitive research and their implications for instructional practice and curriculum restructuring and design. This is a field-based course. Lec 3, Cr 3

EDCI 6334 Curriculum Development - Problems and Processes
This course examines approaches in developing, implementing, and evaluating elementary and secondary school curricula. Principles and practices in the use and production of curriculum frameworks, guides, textbooks and other curriculum materials will be included. Lec 3, Cr 3

EDCI Curriculum Electives
See online graduate catalog for EDCI course descriptions.

Master of Education in Curriculum and Instruction-Emphasis in Art Education

36-Hour Thesis Program
The Master of Education in curriculum and Instruction with Emphasis in Art Education is designed to prepare master artists/teachers for leadership roles in art education. It has three major objectives:
-      provide knowledge, skills, attitudes, and applicable research skills in curriculum, pedagogy; art education, art history/criticism, and studio art.
-      develop master artist/teachers to serve as teacher educators, mentors, clinical teaching faculty, peer coaches, and other teaching positions;
-      provide experience in educational research related to effective educational, art educational, art history/criticism, and studio art practices in field-settings.

The Art Education Program is designed to serve the many artists/educators who desire a program with an emphasis on instructional leadership and effective teaching. This major is responsive to the need of the educational community and to state and national priorities for restructuring and delivering teacher education programs. A comprehensive examination and thesis are required. For course descriptions and other information related to graduate studies visit our website at www.utb.edu/graduatestudies.

• Undergraduate GPA of 3.0
• GRE Verbal score of 450
• GRE Quantitative score of 450
• GRE Analytical score of 4.0

Additional requirements for the Emphasis in Art Education are as follows:

•Background in art education, art history/criticism, and studio art
•At least 51-54 hours of undergraduate work in art: 12 hours of art education, 9-12 hours of art history/criticism. and 36 hours of studio art, 9 of which must be upper level courses
• Texas Teaching Certificate: Art, All Levels EC-12
•Demonstrated teaching experience

Applicants with an undergraduate GPA of at least 2.5 and/or GRE scores lower than those specified are also encouraged to apply.

Notification of decisions on graduate admission is made by the Office of Graduate Studies based on the admission criteria and recommendation of the Art Education Program. Information related to application procedures and deadlines is available at the Office of Graduate Studies.

Degree Requirements
Required Courses
Curriculum and Instruction ( 18 hours )
EDCI Core Curriculum ( 9 hrs )
EDCI     6300     Foundations of Research in Education
EDCI     6304     Learning and Cognition
EDCI     6334     Curriculum Development- Problems & Processes
EDCI Prescribed Elective (9 hrs)

Students must take at least 3 of the following electives

EDCI     6312    Educational Measurements
EDCI     6367    Statistical Methods EDCI
EDCI     7303    Models of Teaching
EDCI     6302    Practitioner Research
One other EDCI elective as approved by the Faculty Advisor

ART ( 18 Hours )
Art education Core Curriculum (9 hrs)
ARTS    6320    Current Topics in Art Education
ARTS    6321    Art Education in Western History
ARTS    6322    Art Education Studio

Art Content ( 3 Hrs )
ARTS 6330 Advanced Studies in Art History and Criticism

Studio Art prescribed electives (6 hrs):
ARTS    6300     Graduate Studio Problems in Drawing*
ARTS    6310     Graduate Studio Problems in Painting*
ARTS    6311     Graduate Studio Problems in Ceramics*
ARTS    6312     Graduate Studio Problems in Sculpture*
* May be repeated for credit.

Master of Education in Curriculum and Instruction-Emphasis in Mathematics Education

36-Hour Non-Thesis Program
The Master of Education in Curriculum and Instruction is designed to prepare master teachers and graduates with instructional leadership skills. It has three major objectives:

• Provide knowledge, skills, attitudes, and applicable research skills in curriculum and pedagogy
• Develop master teachers to serve as teacher educators, mentors, clinical teaching faculty, and peer coaches
• Provide experience in educational research related to effective educational practice in field-settings

Admission Requirements
Evidence of academic achievement and potential for advanced study and research is required for graduate admission. Specific criteria for Unconditional Admission for Master’s degree seeking students in Curriculum and Instruction are:

• Undergraduate GPA of 3.0
• GRE Verbal score of 450
• GRE Quantitative score of 450
• GRE Analytical score of 4.0

Applicants with an undergraduate GPA of at least 2.5 and/or GRE scores lower than those specified are also encouraged to apply.

36-Hour Thesis/Non-thesis Program
Required Courses: 36 hours
The options are designed for mathematics teachers who desire to improve their knowledge of pedagogy and content. The program is designed to emphasize instructional leadership and effective teaching in mathematics and has been approved by some area school districts for additional stipends.

Elementary Option
Curriculum and Instruction Core: 9 hours
EDCI     6300     Foundations of Research in Education
EDCI     6304     Learning and Cognition
EDCI     6334     Curriculum Development

EDCI Prescribed Electives ( 6hrs)
EDCI 6330 Curriculum in the Elementary School
EDCI 6302 Practitioner Research

Mathematics Education Core: 9 hours
EDCI     6341     Teaching Algebraic Concepts
EDCI     6343     Teaching Geometric Concepts
EDCI     6349     Current Issues and Research in Mathematics Education

Mathematics Content: 12hours
MATH 5331     Higher Geometry
MATH 5361     Mathematical Modeling
MATH 5304     Foundations of Mathematics
MATH 5321     Higher Algebra
MATH 5341     Higher Analysis

Secondary Option
Curriculum and Instruction Core: 9 hours
EDCI     6300     Foundations of Research in Education
EDCI     6304     Learning and Cognition
EDCI    6334     Curriculum Development-Problems & Processes

EDCI Prescribed Electives ( 3 hrs)
EDCI 6331 Curriculum in the Secondary School

Specialization: 15 hrs
Required Graduate Mathematics Courses: 9 hrs
MATH 5321     Higher Algebra
MATH 5331     Higher Geometry
MATH 6341     Higher Analysis

Graduate Mathematics Electives: 6 hrs
MATH 5304     Foundations of Mathematics
MATH 5329     Number Theory
MATH 5309     Integrating Technology into Mathematics
MATH 5381     Mathematical Statistics
MATH 5361     Mathematical Modeling

Master of Education in Curriculum and Instruction-Emphasis in Science Education

• Undergraduate GPA of 3.0
• GRE Verbal score of 450
• GRE Quantitative score of 450
• GRE Analytical score of 4.0

Applicants with an undergraduate GPA of at least 2.5 and/or GRE scores lower than those specified are also encouraged to apply.

36-Hour Thesis/Non-thesis Program
Required Courses: 36 hours
The options are designed for elementary teachers who desire to improve their teaching and understanding of mathematics and science. The program blends the mathematics educations and the science education courses into the mathematics and science education emphasis for elementary teachers.

Elementary Option
Curriculum and Instruction Core: 9hours
EDCI     6300     Foundations of Research in Education
EDCI     6304     Learning and Cognition
EDCI     6334     Curriculum Development-Problems & Processes

EDCI Prescribed Electives ( 6 hrs)
EDCI 6330 Curriculum in the Elementary School
EDCI 6302 Practitioner Research

Science Education Core: 12 hours
EDCI     6342     Topics in Science Education
EDCI     6344     Current Issues and Research in Science Education
EDCI     6346     Environmental Education Methods
EDCI     6348     Science Education Project

Science Content: 9 hours
May be chosen from approved graduate science courses. See Graduate Course Offerings in the College of Science, Mathematics and Technology.

Secondary Option
Curriculum and Instruction Core: 9 hours
EDCI     6300     Introduction to Research Foundations of Research in Education
EDCI     6304     Learning and Cognition
EDCI     6334     Curriculum Development-Problems & Processes

EDCI Prescribed Electives ( 6 hrs)
EDCI 6331 Curriculum in the Secondary School
EDCI 6302 Practitioner Research

Science Education Core: 9 hours
EDCI     6342     Topics in Science Education
EDCI     6344     Current Issues and Research in Science Education
EDCI     6346     Environmental Education Methods
EDCI     6348     Science Education Project

Science Content: 12 hours
May be chosen from approved graduate science courses. See Graduate Course Offerings in the School of Science, Mathematics and Technology.

Master of Education in Curriculum and Instruction-Emphasis in Elementary Mathematics and Science Education

• Undergraduate GPA of 3.0
• GRE Verbal score of 450
• GRE Quantitative score of 450
• GRE Analytical score of 4.0

Applicants with an undergraduate GPA of at least 2.5 and/or GRE scores lower than those specified are also encouraged to apply.

36-Hour Thesis/Non-thesis Program
The options are designed for elementary teachers who desire to improve their teaching and understanding of mathematics and science. The program blends the mathematics educations and the science education courses into the mathematics and science education emphasis for elementary teachers.

Degree Requirements
Curriculum and Instruction Component: 6 hours
EDCI     6300     Foundations of Research in Education**
EDCI     6304     Learning and Cognition
EDCI     6334     Curriculum Development-Problems & Processes

Emphasis Component ( 18 Hrs )
Math Education Core: 9 hours
EDCI     6341     Teaching Algebraic Concepts
EDCI     6343     Teaching Geometric Concepts
EDCI     6349     Current Issues & Research in Mathematics Education

Science Education Core:
EDCI     6342     Topics in Science Education
EDCI     6344     Current Issues and Research in Science Education
EDCI     6346     Environmental Education Methods

Non-thesis Option Electives ( 9 Hrs )
EDCI     6367      Statistical Methods**
EDCI     6302    Practitioner Research
EDCI     6348      Science Education Project

Thesis Option ( 9 Hrs )
EDCI     6367     Statistical Methods
EDCI     7300     Thesis
EDCI     7301     Thesis

**Students should take these courses as early as possible in the sequence.

Master of Education in Curriculum & Instruction-Emphasis in Health and Human Performance

The Master of Education in Curriculum and Instruction is designed to prepare master teachers and graduates with instructional leadership skills. It has three major objectives:

Admission Requirements
Evidence of academic achievement and potential for advanced study and research is required for graduate admission. Specific criteria for unconditional admission for master’s degree seeking students in curriculum and instruction are:

• Undergraduate GPA of 3.0
• GRE Verbal score of 450
• GRE Quantitative score of 450
• GRE Analytical score of 4.0

Additional requirements for the Specialization in HHPS are as follows:

• Background in the health, physical education, or human performance fields
• At least 24 hours of undergraduate work in health, physical education, or exercise science areas, 12 of which must be upper level courses.

Applicants with an undergraduate GPA of at least 2.5 or GRE scores lower than those specified are also encouraged to apply.

Notification of decisions on graduate admission is made by the Office of Graduate Studies based on the admission criteria and recommendation of the Health and Human Performance Department. Information related to application procedures and deadlines is available at the Office of Graduate Studies.

36-Hour Thesis/Non-thesis Program
Required Courses
Non–Thesis Track
EDCI Core Curriculum (9 hrs)
EDCI 6300 Foundations of Research in Education
EDCI 6304 Learning and Cognition
EDCI 6334 Curriculum Development

EDCI Prescribed Electives (9 hrs)
EDCI 6301 Instructional Technology in Teaching or
EDCI 6336 Problems in Education
EDCI 6312 Educational Measurement or
EDCI 6367 Statistical Methods
EDCI 6330 Curriculum in the Elementary School or
EDCI 6331 Curriculum in the Secondary School

HHPS Core Curriculum (12 hrs)
HHPS 5355 Lifespan Fitness and Human Performance
HHPS 6315 Nutrition and Human Performance
HHPS 6320 Applied Exercise Physiology
HHPS 6330 Action Research in Health and Human Performance

HHPS Education Option (select 6 hrs)
HHPS 5301 Special Topics in Health and Human Performance
HHPS 5365 Cultural and Social Aspects of Health
HHPS 5375 Supervision and Administration in Health and Human Performance
HHPS 6301 Activity and Exercise Prescription for Children with Special Needs
HHPS 6305 Program Development for the Health and Physical Activity Fields

Thesis Track
EDCI Core Curriculum (9 hrs)
EDCI 6300 Foundations of Research in Education
EDCI 6304 Learning and Cognition
EDCI 6334 Curriculum Development

Thesis (6 hrs)
EDCI 7300 Thesis
EDCI 7301 Thesis

Master of Education in Curriculum & Instruction-Emphasis in Reading

36-Hour Thesis/Non-thesis Program
The options are designed for to meet the new Texas state requirements for middle school and high school teachers. The state now requires teachers to be certified in both English and Reading to teach either topic at the secondary level. The TExES tests teachers in both these areas. For course descriptions and other information related to graduate studies visit our website at http://blue.utb.edu/graduate.

• Undergraduate GPA of 3.0
• GRE Verbal score of 450
• GRE Quantitative score of 450
• GRE Analytical score of 4.0

Applicants with an undergraduate GPA of at least 2.5 and/or GRE scores lower than those specified are also encouraged to apply as all completed applications are considered for admission.

Degree Requirements
Required Courses: 36 hours

Required: (15 hrs)
EDCI     6300     Foundations of Research in Education
EDCI     6304     Learning & Cognition
BILC      6324    Language Acquisition and Implications for Teaching
EDCI     6334     Curriculum Development
EDCI     6388     Sociocultural Foundations

Electives: (select 15 hrs)

EDLI      6301     Foundations of Lang/Literature Instruction
EDLI      6310     Beginning & Developing Literacy
EDLI      6320     Adolescent Literacy Instruction
EDLI      6330     Literacy Issues & Instruction for Spec. Pop.
EDLI      6340     Child/Adolescent Lit.
EDLI      6350     Language Arts
EDLI      6351     Linguistics for Reading and ESL
EDLI      6360     Assess. Issues/Practices in Literacy

Resource: (select 6 hrs)
ENGL 6321 Composition Theory

and/or
Any Master’s level course (s) in Education

Master of Education in Educational Technology

36-Hour Thesis/Non-Thesis Program
The Master of Education in Educational Technology is designed to prepare teachers and other educators to:
‑    use instructional technology (computers, telecommunications and related technology) as resources for and deliverers of instruction,
‑    serve as facilitators or directors of instructional technology in educational settings, and/or
‑    be developers of instructional programs and materials for the new technologies.

The program will focus on the theory, research and applications related to the field of educational technology.

Admission Requirements
GRE is not required. Evidence of academic achievement and potential for advanced study and research is required for graduate admission. Please contact Program Coordinator, Dr. Rene Corbeil, for more details.

The criterion for unconditional admission for master’s degree seeking students in educational technology is:
• Undergraduate GPA of 3.0
Specific criteria for conditional admission for master’s degree seeking students in educational technology are:• Undergraduate GPA of 2.5 or higher

Applicants with an undergraduate GPA of at least 2.5 may apply, but should contact an advisor in the program prior to submitting an application to the Graduate Studies Office.

Non-degree seekers are allowed to take up to four courses once the applications are fully processed.

36-Hour Thesis/Non-Thesis Program

Required Courses: 24 hours

EDCI     6300     Foundations of Research in Education
EDCI     6304     Learning and Cognition
EDTC    6320     Instructional Technology
EDTC    6321     Instructional Design
EDTC    6323     Multimedia/Hypermedia
EDTC    6325     Educational Telecommunications
EDTC    6329     Selected Topics in Educational Technology
EDTC    6332     Practicum in Educational Technology

Electives: 12 hours
Students will select 12 hours of electives based upon their professional needs and academic interests. Students working in K-12 environments have the opportunity to complete the Master Technology Teacher (MTT) Program and test for the MTT Certificate. Students working in higher education or at e-learning industries have the option of earning an E-Learning Certificate.

Students interested in picking both certificates may do so without taking additional classes.

Submit an ePortfolio project for the first review at completion of 18 SCH.

Students selecting the thesis option will take EDCI 7300 and EDCI 7301 in lieu of six hours of coursework (electives) and substitute EDCI 6390 for EDTC 6332 with approval of the graduate advisor.

E-Learning Certificate

Overview
The Educational Technology program is committed to offering E-Learning Certificate, a fully Web-based, graduate-level, non-degree program in the area of distance education with an emphasis on e-learning. The 12-hour certificate program targets e-learning practitioners seeking a graduate certificate and those who show interest in teaching/learning online initiatives in higher education or at e-learning industries.

Please note that the 12-credit-hour program is not the same as any state teaching license. The certificate is offered through UTB/TSC.

Goal
The goal of the E-Learning Certificate program is intended for student candidates to be able to serve as effective online educators by advancing knowledge and skills in electronic learning, both conceptual and practical. With the advanced studies in the graduate program, these candidates are also able to meet changing job requirements in response to current trends in e-learning.

Objectives
Upon completion of the program, student candidates will have mastered the following skills, both systematically and systemically.
Students will analyze the differences and similarities between electronic learning and face-to-face learning
Students will assess a real-life e-learning situation by determining an overarching goal, its underlying objectives, and resources needed to meet them
Students will design an e-learning “package” by outlining performance objectives and strategizing learning events
Students will develop a quality and effective e-learning package
Students will manage an e-learning project with confidence and efficiency
Students will judge an e-learning solution by conducting formative and summative evaluations
Student will demonstrate the ability to provide e-learning leadership by triangulating information from assessment and evaluation and making informed decisions

Delivery
This program is delivered completely online through a course management system (currently Blackboard) in conjunction with a conference management system (currently Wimba Live Classroom).

Application
To apply for the Certificate program, candidates must have a bachelor’s degree with a GPA of 2.5 or higher from an accredited institution. Unless mentioned otherwise in the UTB Graduate Catalogue, student applicants are expected to follow UTB non-degree admission policies. Please contact Ms. Mari Stevens, Graduate Studies Specialist, at (956) 882-6587 or email her at Mari.Stevens@utb.edu for the process of application.

Required Courses: 12 hours
EDTC 6321   Instructional Design
EDTC 6323   Multimedia/Hypermedia
EDTC 6358   Theory and Practice of E-Learning
Elective:        3 Hours-(The elective course will require prior approval of the faculty coordinator of this certificate program.)

Estimated Completion Time
The anticipated completion time is two semesters. Students are strongly advised to take EDTC 6321 and an approved elective course in the first semester and then complete EDTC 6323 and EDTC 6358 in the second.

Transfers
The program does not allow courses to be transferred from other programs or institutions.

Relationship to Existing Programs
The existing Master Technology Teacher (MTT) program, the other certificate program of Educational Technology, is intended to prepare technology mentors, primarily those who work in K-12 settings. Complementing the MTT program, the newly approved E-Learning Certificate program serves a different intended audience who work in non-K-12 environments. These E-Learning students may come from high-demand professions, such as nursing and criminal justice. E-Learning graduates usually work as instructional designers/developers in higher education, or industries with an e-learning workforce.

Relationship to Existing Programs
The existing Master Technology Teacher (MTT) program, the other certificate program of Educational Technology, is intended to prepare technology mentors, primarily those who work in K-12 settings. Complementing the MTT program, the newly approved E-Learning Certificate Program serves a different intended audience who work in non-K-12 environments. These e-learning students may come from high-demand professions, such as nursing and criminal justice. E-learning graduates usually work as instructional designers and developers in higher education, or industries with an e-learning workforce.

The relationship of the E-Learning program with the existing M.Ed. in Educational Technology program is also complementary. All the earned credit hours may be applied to the M.Ed. in Educational Technology program at UTB/TSC with the faculty advisor’s prior approval.

Doctor of Education in Curriculum and Instruction
The Doctor of Education (Ed. D. degree) in Curriculum and Instruction prepares educators to assume leadership positions in institutions of higher education, local, regional, and independent school districts at multiple levels. The Doctor of Education in Curriculum and Instruction at UTB/TSC provides school districts throughout Texas and nationwide with individuals with sufficient and specific expertise to formulate and lead P-16 programs. In addition, the degree enables successful candidates to teach in colleges and universities, many of which are faced with a shortage of qualified faculty. To this end, the degree provides a qualified pool of teacher educators for institutions of higher education throughout Texas and the nation.

For course descriptions and other information related to graduate studies visit our website at www.utb.edu/graduatestudies.

Admission Requirements
Standards for admission UTB/TSC Doctor of Education in Curriculum and Instruction are based on multiple sources of evidence of an applicant’s qualifications, commitment to the program, and are comparable to those for doctoral programs in other disciplines and for Curriculum and Instruction in other universities. All applicants must hold a baccalaureate and master’s degree from a regionally accredited U.S. institution or a recognized international equivalent plus have three years of teaching experience. The proposed Doctor of Education program does not allow a candidate to go directly from a baccalaureate degree to an extended doctoral program.

Interested individuals need to consider the following to begin the admission process:

• Completed Application form
• Official Transcripts for all colleges and universities attended
• GPA of 3.25 or higher on all graduate coursework
• Satisfactory GRE scores originating within the past five years
• Five years of experience in education or related field
• Verification of three years of classroom teaching experience at an accredited institution
• TOEFL passing score of 600 for the paper test and 100 for the Internet based test for foreign applicants from non-English speaking countries
• Statement of the applicant’s professional goals, experience and scholarly accomplishments, reasons for obtaining this degree, and possible research questions or topics of interest for pursuing research
• Résumé or curriculum vitae
• Letters of recommendation and completed forms from three professionals with firsthand knowledge of the applicant’s professional qualities and scholarly potential (professors, principals,etc.)

All final candidates for admission will be required to participate in the following:

• An interview with the Faculty Selection Committee.
• Writing sample (in English). Candidates will need to write a reaction paper on site. A rubric will be available in advance so applicants will know how the sample(s) will be reviewed.

Admission will be considered for applicants who do not meet the customary GPA/GRE or other requirements but whose credentials indicate a good probability of success in doctoral study.

Final admission to the Doctoral program will be made by a selection committee comprised of College of Education faculty members. Applicants will be notified June first.

To be considered for admission, the student must file a completed admissions packet with the Graduate Studies Office by March 1. Final admission to the doctoral program will be made by a selection committee comprised of College of Education Curriculum and Instruction faculty members. Applicants will be notified by June 1.

The new class of doctoral students, The Cohort is intended to be a cohesive, supportive, interactive group of individuals engaged in intellectual inquiry with each other, their professors, and selected educational practitioners. The courses, seminars, field experiences, and other academic opportunities offered within the program are the vehicles through which this intellectual inquiry takes place. Each member is required to participate in activities and to contribute as a member of this community of scholars. The Cohort proceeds as a group through a sequence of coursework, and research endeavors.

Degree Requirements
The components of the doctoral program are as follows:

Leveling Courses
Prior to entering the proposed doctoral program, all students must have completed a master’s program in education or a related field and three graduate semester credit hours in introductory educational research that may be part of the master’s program. Other courses to provide needed background may be required upon review and design of the program of study with an advisor.

Research Courses: 12 SCH
Required: 9 SCH
EDCI 8300 Advanced Research Methods in Education
EDCI 8301 Qualitative Research
EDCI 8302 Quantitative Research

Research Elective: 3 SCH
EDCI 8303 Statistical Analysis in Educational Research
EDCI 8304 Ethnographic Methods
EDCI 8305 Multivariate Analysis in Educational Research
EDCI 8306 Field Methods
EDCI 8307 Program Evaluation
EDCI 8308 Selected Topics in Research

Curriculum Core: 21 SCH
EDCI 8320 Advanced Curriculum Instructional Design and Development
EDCI 8321 Adult Learning Strategies
EDCI 8322 Sociological Applications for Education
EDCI 8323 Advanced Models of Teaching
EDCI 8324 Literacy Across the Curriculum
EDCI 8325 Mentoring, Induction and Professional Development
EDCI 8326 Teacher Leadership in Education

Bilingual Studies Specialization: 15 sch
Required 9 SCH
BILC 8340 History, Politics, and Models of Bilingual Education
BILC 8341 Bilingualism and Second Language Acquisition
BILC 8342 Content Area Instruction in Bilingual Programs

Bilingual Studies Electives: 6 SCH
BILC 8343 Literacy and Biliteracy Development, OR
BILC 8344 Language Use in Bilingual Classrooms
BILC 8345 Seminar in Bilingual Studies, OR
BILC 8346 Issues and Assessment in Bilingual/ESL Programs

Early Childhood Specialization: 15 sch
ECED 8350 Theories in Early Childhood Education
ECED 8351 Research in Early Childhood Education
ECED 8352 Advanced Curriculum in Early Childhood Education
ECED 8353 Families, Schools, & Community Partnerships
ECED 8354 Leadership in Early Childhood Education

Literacy Specialization: 15 sch
EDLI 8370 Advanced Theories and Models of Reading
EDLI 8371 Leadership in Literacy
EDLI 8372 Digital Literacies
EDLI 8373 Critical Literacies
EDLI 8374 Reading and Writing with Children’s Literatures

Leadership Specialization: 15 sch
EDLR 8360 Leadership Theory and Practice
EDLR 8361 Decision-Making for School Improvement
EDLR 8362 Leading School Reform
EDLE 8363 Politics in Educational Leadership
EDLR 8364 Policy Planning and Development in Education

Educational Technology Specialization: 15 sch
EDTC    8371     Theories and Practices in Effective Online Pedagogy
EDTC    8372     Advanced Instructional Design
EDTC    8373     Evaluation and Assessment in Instructional Technology
EDTC    8374     Course Management and Instructional Systems in K-16
EDTC    8375     Trends in Educational Technology K-16

Higher Education Specialization: 15 sch
HIED     8380     Comparative Higher Education
HIED     8381     Advanced Human Learning and Motivational Development
HIED     8382     History and Philosophy of Higher Education
HIED     8383     Higher Education Equity, Inclusion, and Diversity
HIED     8384     Current Issues in Higher Education

Prescribed Electives: 6 sch
EDLR 7338 The Superintendency
EDLR 7384 Educational, Social Political Problems and the Superintendency
EDLR 7389 Texas Public School Finance
EDLR 7390 Administration of School Facilities
EDLR 7393 Administration of Programs for Special Populations
EDSL 6325 ESL for Bilingual and multicultural Settings
EDCI 6336 Problems in Education (Topics)
EDLI 6301 Foundations of Language and Literacy
EDLI 6310 Beginning and Developing Literacy
EDLI 6350 Language Arts
EDEC6301 Major Theories in Early Childhood Education
EDEC 6302 Instructional Planning/Curriculum Development for the Early Childhood Classroom
EDEC 6307 Emergent Literacy in Early Childhood Education
EDEC 6310 Problems in Early Childhood Education

Dissertation: 12 SCH
EDCI 8380 Thematic Dissertation Seminar I
EDCI 8381 Thematic Dissertation Seminar II
EDCI 8390 Dissertation
EDCI 8391 Dissertation

Graduate Course Descriptions

Curriculum and Instruction

EDCI 5340 Teaching Mathematics for Understanding
This course covers learning theory related to mathematics teaching at all levels. Topics include best practices based on research, and the development of materials that support the learning of mathematics through the use of technology and other “tools.” Students will be introduces into the pedagogical strategies that have the best chance to foster mathematics understanding. Prerequisite: May be taken by post-baccalaureate or graduate student in education. Lec. 3, Cr. 3

EDCI 5341 Strategies for Teaching History
This course covers pedagogy and learning theory related to teaching history. Topics include best practices, research-based instructional strategies, performance assessment, technology and the development of materials and activities to support critical thinking related to the learning of history. Prerequisite: May be taken by post-baccalaureate or graduate education students. Lec. 3, Cr. 3

EDCI 6136 Topics in Education
This course emphasizes current innovations and best practices in education. Credit may be applied toward professional development credit or the graduate programs in education when appropriate. May be repeated for credit as topics change for a maximum of six semester credit hours towards the graduate degree. Lec 1, Cr 1

EDCI 6300 Foundations of Research in Education
This course is an introduction to research methodology in education. It focuses on the relationship between research problem, questions and design and introduces students to techniques for collecting and analyzing research data. The course emphasis is on writing an analysis and synthesis of research methodology and findings in empirical articles. Lec 3, Cr 3

EDCI 6301 Instructional Technology in Teaching
An advanced course designed to provide students the opportunity to acquire skills, insight and practice in selecting, using, producing and managing teaching tools. The course is helpful to teachers and other who want to direct instructional media centers in public schools. Lec 3, Cr 3

EDCI 6302 Practitioner Research
This course is an introduction to Practitioner Research, with an emphasis on the teacher as a researcher and on reflective teaching and teaching as decision-making. This is a field-based course. Lec 3, Cr 3

EDCI 6303 Peer Coaching
This course, focused on improvement of instruction and the attainment of school improvement goals, recognizes the role of peers as a component of planning, discussion, classroom observation, support, and sharing of ideas and materials. This is a field-based course. Lec 3, Cr 3

EDCI 6312 Educational Measurement
The content of this course includes scaling, variance, item analysis, reliability and true score theories, and validity. These topics will be related to constructing and interpreting norm and criterion referenced measures, teacher made tests, and systematic observational scales. Lec 3, Cr 3

EDCI 6330 The Curriculum in the Elementary School
This course focuses on the theory and factors that shape the elementary school curriculum. The course will also examine the organization and content of curriculum subjects and the trends, issues and new developments in the field. Lec 3, Cr 3

EDCI 6331 The Curriculum in the Secondary School
This course examines the theory and the background of the curriculum in the senior high and middle schools in the U.S. It includes an examination of curriculum in the disciplines and curriculum organization and an analysis of trends, issues, and innovations in the field. Lec 3, Cr 3

EDCI 6336 Problems in Education (Topics Course)
This course’s major emphasis is on current innovations in education. Students will conduct research related to selected problems. This research may include conducting action research, working with educational determinants, and new education programs, and/or working with classroom teachers and other people in the community to improve the education program. Credit may be applied toward the graduate programs in education when the student chooses an appropriate problem. Course may be repeated once for credit. Prerequisite: Approval of Graduate Advisor Lec 3, Cr 3

EDCI 6341 Teaching and Learning Algebraic Concepts
This course covers learning theories related to school algebra, as well as strategies for teaching algebraic concepts. Topics include best practices based on research, and development of materials that support the learning of foundational algebraic concepts. Students will utilize technology and other “tools’. Prerequisite: May be taken by post-baccalaureate or graduate student in education. Lec 3, Cr 3

EDCI 6342 Topics in Science Education
The course may cover multiple topics in science education related to science content and pedagogy, inquiry and didactic models of science instruction, interdisciplinary and interdisciplinary approaches, thematic science teaching, authentic assessment, science process skills and critical thinking, and laboratory methods. Lec 3, Cr 3

EDCI 6343 Teaching and Learning Geometric Concepts
This course covers learning theories related to learning geometry, as well as strategies for teaching geometric concepts. Topics include best practices based on research, and the development of materials that support the learning of geometric concepts through the use of technology and other “tools”. Prerequisite: May be taken by post-baccalaureate or graduate students in education. Lec 3, Cr 3

EDCI 6344 Current Issues and Research in Science Education
This course will include selected studies of current issues and problems related to science instruction and curriculum development. Topics include multicultural science education, inclusive science education, gender and ethnic issues regarding science, the analysis of learning in the science classroom, using Internet and Tenet to teach science, and a review of recent research in science education and science education reform efforts. Lec 3, Cr 3

EDCI 6346 Environmental Education Methods
This course is an interdisciplinary course for integrating environmental education throughout the K-12 curriculum. It includes content and strategies for developing and implementing environmental education lessons and programs. Methods for teaching K-12 students about the environment using effective educational methodology are emphasized. Lec 3, Cr 3

EDCI 6348 Science Education Foundation
Supervised project in science education that will include design of an original project and the writing of a formal report in an acceptable publication format. This course is usually taken during the last semester of study and is taken only by Non-Thesis students. Lec 3, Cr 3

EDCI 6349 Current Issues and Research in Mathematics Education
Current Issues will include studies of prominent issues and problems related to mathematics education and curriculum development. Topics include multicultural mathematics education, gender and ethnicity issues regarding mathematics, analysis of learning in the mathematics classroom, using the Internet to enrich the teaching of Math and review of recent research in mathematics education. Lec 3, Cr 3

EDCI 6353 Teaching the Culturally Different Secondary Learner
The course examines alternative approaches used in teaching culturally different secondary school students. Educational programs, approaches and techniques that are successful with Mexican-American student populations will be emphasized. Lec 3, Cr 3

EDCI 6367 Statistical Methods
Content of this course includes central tendency; variance; normal, T, chi square, and F distributions; bivariate correlation and regression analysis, T test between means, goodness of fit and test of independence chi square; one-way and factorial ANOVA. Emphasis is on hypothesis testing; Type I and II errors; and understanding statistical significance. Lec 3, Cr 3

EDCI 6388 Socio-Cultural Foundations of Education
Identifying and analyzing of cultural forces which shape the direction of American education with emphasis on the purposes of education in their social and cultural contexts. The multicultural factors in society which affect public schools and influence learning and acquiring skills important to survival and self-fulfillment will be emphasized. Particular emphasis will be placed upon understanding the culture of Mexican-American children. Lec 3, Cr 3

EDCI 6390 Research Methods in Education
This course will provide graduate students with opportunities to increase their competence as educational researchers through an in-depth dialogue and instruction of research paradigms and methodologies in education. Lec. 3, Cr. 3 Prerequisite: EDCI 6300

EDCI 7300 Thesis
Pass/Fail Grade. Prerequisite: Approval of graduate advisor Lec 3, Cr 3

EDCI 7301 Thesis
Pass/Fail Grade. Prerequisite: Approval of graduate advisor Lec 3, Cr 3

EDCI 7303 Models of Teaching
Social, information processing, personal, and the behavioral systems models will be examined, synthesized and applied. Research in teacher effectiveness and demonstration of models is required. Prerequisite: Admission to graduate studies. Lec. 3, Cr. 3

Educational Technology
EDTC 6320 Instructional Technology
This course requires an examination of instructional applications of microcomputers and telecommunications in classroom settings. Emphasis will be given to the design and development of student learning activities that integrate technology across the curriculum to improve student learning. Lec 3, Cr 3

EDTC 6321 Instructional Design
This course uses an instructional design model to guide the student in systematically developing effective instruction. Theoretical and practical issues in instructional systems design are examined. Other instructional design models are introduced.

EDTC 6323 Multimedia/Hypermedia
This course concentrates on the development and utilization of hypermedia and multimedia in education. Students are expected to demonstrate the ability to develop an interactive instruction using audiovisual technologies and computer-based/Web-based technologies in a meaningful, educational context. Prerequisite: EDTC 6321. Lec. 3, Cr 3

EDTC 6325 Educational Telecommunications
This course addresses the development of instruction for e-learning environments. Learners will use a research-based rationale for the selection and utilization of technologies for designing, developing, implementing, and evaluating instruction using an open source courseware management system. Learners will also explore the potential of 3-D virtual environments for instructional applications. Lec 3, Cr 3

EDTC 6329 Selected Topics in Educational Technology
This course addresses the study of significant topics related to utilization of technology in educational settings. With approval by advisor, course may be repeated when topic varies. Prerequisite: Approval of Graduate Advisor Lec 3, Cr 3

EDTC 6332 Practicum in Educational Technology
This is the capstone course for the degree in educational technology. Students are expected to apply both skills and conceptual knowledge to diagnose and devise an instructional solution to an identified real life performance problem. Prerequisites: Must be within 6 hours of completion of program. Approval of Graduate Advisor. Lec 3, Cr 3

EDTC 6340 Application of Advanced Technologies In the PK-12 Classroom
Course emphasizes the skills required of the Master Teacher of Technology certification including applications of: multimedia, web-based materials, desktop publishing, streaming media, and media currently used In scientifically based research of instructional technology application In PK-12 classrooms. Prerequisite: Approval of Graduate Advisor

EDTC 6341 Student-Centered Learning Using Technology
The course provides opportunities to develop a School Technology and Readiness (STAR) chart for a K-12 campus, select a critical instructional problem, and develop a multiple format solution that focuses upon student-centered learning. Prerequisite: Approval of Graduate Advisor Lec 3, Cr 3

EDTC 6342 Technology Leadership
Techniques, strategies, resources, and tools for designing, developing, Implementing and evaluating critical aspects of leadership in instructional technology Issues In K-12 schools anc classrooms will be addressed. Prerequisite: Completion of EDTC 6340 or EDTC 6341. Lec 3, Cr 3

EDTC 6343 Master teacher of Technology Practicum
This is the capstone experience for the Master Teacher of Technology certification. Students will combine skills and concepts to generate a comprehensive solution to a campus wide, or district wide instruction issue whose solution centers upon exemplary uses of Instructional technologies. Prerequisite: Must be within 6 hours of MTT certification . Lec 3, Cr 3

EDTC 6351 Web-Based Multimedia in Instruction
This course examines the cognitive domains of learning and the corresponding research in web-based multimedia. It provides a theoretical construct by which distance educators can infuse learner-centered principles and examine the possibilites for streaming media in online education. Lec. 3, Cr. 3

EDTC 6355 Designing Instruction for an Online Course
This course will introduce students to the field of the instructional design with an emphasis upon distance education environments and learner. Lec. 3, Cr. 3

EDTC 6356 Media Enhancement of the Online Course
This course will show the student how to select and evaluate a media mix to maximize interaction in the distance education (DE) classroom. Lec. 3, Cr. 3 Prerequisite: Completion of EDTC 6355 with a grade of “B” or better

EDTC 6357 Using Open Source Courseware for Online Development
This course will show the student how to select an appropriate open source solution for delivery of an online course, and acquaint the student with the various issues involved in using open source solutions for course deployment. Prerequisite: Completion of both EDTC 6355 and EDTC 6356 with a grade of “B” or better. Lec 3, Cr 3

EDTC 6358 Theory and Practice of E-Learning
This is the capstone course for the E-Learning Graduate Certificate Program. Students are expected to apply previously learned skills and knowledge to plan and manage an e-learning project in a real-life context. Prerequisites: Must be within 6 hours of completion of program. Approval of Program Coordinator. Lec. 3. , Cr. 3.

Doctoral Level
Graduate Course Descriptions
BILC 8340 History, Politics, and Models of Bilingual Education
Historical, theoretical, and legal foundations of bilingual/ESL education, including the evolution of program models will be investigated. Lec. 3, Cr. 3

BILC 8341 Bilingualism and Second Language Acquisition
Theories and research in bilingualism, multiculturalism, and second language acquisition will be addressed. Specific emphasis will be given to the linguistic, cognitive, and motivational factors in language acquisition.

BILC 8342 Content Area Instruction in Bilingual Programs
This course studies the rationale, theory, and research that supports content-based instruction in bilingual education. Student projects will include dual language and ESL research and practice.

BILC 8343 Literacy and Biliteracy Development
This course is taught in Spanish, reviews literacy practices in bilingual education and addresses theory and research related to the development of biliteracy. Students explore literacy in its broader sociocultural context and review the history of the teaching of reading and writing in both Spanish and English. Lec. 3, Cr. 3

BILC 8344 Language Use in Bilingual Classrooms
Students will examine and compare the linguistic structures of Spanish and English, including phonology, morphology, and syntax. Students will analyze discourse patterns in bilingual education such as dual language and ESL. Lec. 3, Cr. 3

BILC 8345 Seminar in Bilingual Studies
The focus of this course will include such issues as assessment, advocacy, cultural studies, language policies, language planning, and bilingual education. Lec. 3, Cr. 3

BILC 8346 Issues and Assessment of Bilingual/ESL Programs
Students will be provided with the knowledge and strategies to evaluate Bilingual/ESL Programs, related materials, methods, and assessments. It addresses a number of issues in the assessment of English language learners, including purpose, validity, reliability, and bias. It also reviews guidelines for appropriate test selection and use. Lec. 3, Cr. 3.

EDCI 8300 Advanced Research Methods in Education
An in-depth study and analysis of research processes that focus on various quantitative and qualitative inquiry strategies including the epistemological differences between the two strategies. Attention is given to formulating the problem statements, posing research questions and hypotheses, devising appropriate research designs, acquiring and summarizing data and appreciating probabilistic thinking. Lec. 3, Cr. 3

EDCI 8301 Qualitative Research
This course introduces qualitative methods of inquiry and interpretation in educational investigations. Students will examine and compare qualitative research perspectives and epistemologies, and become familiar with the fundamentals of qualitative methods. These will include writing field notes, participation observation, interviewing, and document analysis. Strategies for data analysis will be explored. Prerequisite: EDCI 8300. Lec. 3

EDCI 8302 Quantitative Research Methods
This course is an introduction to quantitative research methods in education, including survey design, descriptive, experimental, quasi-experimental, correlational, and inferential inquiry. The strengths, weaknesses and uses of inquiry will be the focus of the course. Prerequisite: EDCI 8300. Lec. 3, Cr. 3

EDCI 8303 Statistical Analysis in Educational Research
Computer applications, using appropriate statistical software packages, will be used to analyze data relevant to educational research. Prerequisite: EDCI 8302.

EDCI 8304 Ethnographic Methods
This course develops student’s understanding of ethnographic methods of inquiry and interpretation in educational research. Students will examine theories and epistemologies underlying forms of ethnography and develop expertise in ethnographic methods. Students will engage in participant observation, writing field notes, and interviewing. Ethics, representation and interpretation will be addressed. Prerequisite: EDCI 8301.

EDCI 8305 Multivariate Statistical Methods
A study of the methods and procedures of multivariate data analysis for use in conducting educational research. Prerequisite: EDCI 8302. Lec. 3, Cr. 3

EDCI 8306 Field Methods
The course will include an in-depth study of the design, data collection, and analysis techniques for field or empirical and non-experimental research. Course assignments will include surveys, observational studies, content analysis, and case studies. Prerequisite: EDCI 8301. Lec. 3, Cr. 3

EDCI 8307 Program Evaluation
Methods related to planning and implementing evaluation of educational programs will be addressed, including formative and summative evaluation, decision-making, program modification, and performance-based models. National standards are examined for assessing the quality of evaluations relative to utility, feasibility, propriety, and accuracy. Prerequisite: EDCI 8300. Lec. 3.

EDCI 8308 Selected Topics in Research
Group and individual projects in research design, research methodologies, and research execution in response to student needs, interests, and faculty expertise. Course may be repeated once for credit with approval of program director. Prerequisite: EDCI 8300.

EDCI 8320 Advanced Curriculum: Instructional Design and Development
This course includes a variety of approaches used to develop, implement and evaluate curricula. Student projects will include relevant principles, practices, problems, and evaluation of instruction. Lec. 3, Cr. 3

EDCI 8321 Adult Learning Strategies
A study of learning in adulthood, how to facilitate that learning, and the characteristics of adult learners will be addressed. Particular emphasis will be placed on models, goals, organization, methodology, career development, and evaluation of adult learners in P-16 environments.

EDCI 8322 Sociological Applications for Education
A sociological analysis of education as a social institution to include issues of inequality including gender, ethnicity, race, culture, language, religion and politics. Students will examine and critique the relationship between sociological theory and education practice. Lec. 3, Cr. 3

EDCI 8323 Advanced Models of Teaching
Social, information processing, personal, and behavioral systems models will be examined, synthesized and applied in this course. Students will engage in research, and projects of teacher effectiveness. Demonstration of models is required. Lec. 3, Cr. 3

EDCI 8324 Literacy Across the Curriculum
This course will focus on reading and writing across the curriculum. Emphasis will be placed on research and current classroom implementation. Lec. 3, Cr.

EDCI 8325 Mentoring, Induction, and Professional Development
Research and models of mentoring, induction, and professional development will be explored. Local, state, and national programs will be analyzed in terms of meeting the needs of adult learners, effecting change, and long term instructional improvement. Lec. 3, Cr. 3

EDCI 8326 Teacher Leadership in Education
Focus on the theoretical and practical knowledge base in teacher leadership and the skills and processes needed for school and program improvement with emphasis on leadership for instruction and learning to meet the needs of a diverse community of learners. Lec. 3, Cr. 3

EDCI 8380 Thematic Dissertation Seminar I
Students with related interests will work with faculty to study a curriculum issue. The class culminates in a unique set of complementary dissertation questions. Students will complete online human subjects training, a dissertation proposal draft and a literature review draft.

EDCI 8381 Thematic Dissertation Seminar II
Students with complementary areas of interest will work collaboratively with faculty from their field to expand their knowledge of the subject and to continue the dissertation process. The seminar culminates with the successful proposal defense and “Human Subjects” approval. Lec. 3, Cr. 3

EDCI 8390 Dissertation
Candidates will prepare a prospectus for approval by dissertation committee. Candidates will prepare protocol for review and approval by Institutional Review Board. Permission of advisor is required to enroll in this course. Prerequisite: EDCI 8381. Lec. 3, Cr. 3.

EDCI 8391 Dissertation
Candidates enrolled in this course will work on their dissertation toward completion. Candidates may enroll in this course more than once. Permission of their advisor is required to enroll in this course. Prerequisite: EDCI 8390. Lec 3, Cr 3.

ECED 8350 Advanced Theories in Early Childhood Education
This course will involve a collaborative exploration of major theories related to early childhood education. The focus of the course is on learning fundamental theories with historical perspectives and expansion on theoretical frameworks regarding current educational practice and policy. Current and critical theories in education will be discussed. Prerequisite: Admission to the doctoral program is required.

ECED 8351 Research in Early Childhood Education
This course will cover current and historical research in early childhood education. The historical research covered will include foundations of early childhood research. Current research will include topics such as research methodology and ethics for researching young children. Prerequisite: Admission to the doctoral program is required. Lec 3, Cr 3.

ECED 8352 Advanced Curriculum in Early Childhood
This course will examine the foundations related to early childhood curriculum. The major curriculum models/approaches in early childhood education will be presented. Currently accepted best practices in early childhood education will be analyzed and critiqued. Research in Early Childhood curriculum development will be interpreted. Prerequisite: Admission to the doctoral program is required. Lec 3, Cr 3.

ECED 8353 Families, Schools and Community Partnerships
This course examines the role families, schools, and community partnerships as a critical element of whole-school educational reform. As a learning community, we will examine our own beliefs about each role, analyze the research on the impact of home/school and community partnerships on student learning. Prerequisite: Admission to the doctoral program is required. Lec 3, Cr 3.

ECED 8354 Leaderships in Early Childhood Education
This course focuses on the major principles of leadership, ethics and advocacy in Early Childhood Education. It involves research into models of leadership, ethics, personal leadership qualities and skills, cultural and personal inclusion and effective collaboration. Prerequisite: Admission to the doctoral program is required. Lec 3, Cr 3.

EDLI 8370 Advanced Theories and Models of Reading
Through readings, lectures, and discussion students will develop an understanding of different theoretical models of reading. They will critically evaluate the research support for various models. They will consider the instructional implications of the different models and their application or English language learners. Prerequisite: Admission to the doctoral program is required. Lec 3, Cr 3.

EDLI 8371 Leadership in Literacy
The course focuses on analyzing, implementing and leading elementary and secondary literacy program based on best practice research. The issues of change, professional growth and involvement of families and community will be explored as they relate to the successful development and implementation of literacy programs in a bilingual environment. Prerequisite: Admission to the doctoral program is required. Lec 3, Cr 3.

EDLI 8372 Digital Literacies
This course examines the role of digital literacy in education through evaluating digital literacies, their politics, problems, and possibilities, and enabling a deeper understanding of ways to incorporate digital literacies into curricula. Students will have a richer conceptualization of digital literacies and their place in twenty-first century education. Prerequisite: Admission to the doctoral program is required. Lec 3, Cr 3.

EDLI 8373 Critical Literacies
Contextualized uses of literacy, multiple ways of knowing, and language and power will be the course foci. Students will construct and deconstruct texts from critical perspectives; reconsider the potentiality of texts, literacy, and signs from multiple perspectives; and develop theoretical tools for interpreting and producing scholarship in critical literacies. Prerequisite: Admission to the doctoral program is required. Lec 3, Cr 3.

EDLI 8374 Reading and Writing with Children’s Literature
In this course students will evaluate children’s literature, including multicultural literature. They will lean about critical theory and reader response theory and apply it to children’s literature. They will explore various ways to use children’s literature to teach writing in a reading/writing workshop setting. Prerequisite: Admission to the doctoral program is required. Lec 3, Cr 3.

EDLR 8360 Leadership Theory and Practice
The course will focus on developing the leadership skills and competencies needed to effectively lead complex and diverse educational organizations. Self-awareness, sound intuition, valid theory, cultural responsiveness, and leadership and management skills will be explored and applied. Prerequisite: Admission to the Doctor of Education in Curriculum and Instruction Program is required. Lec 3, Cr 3.

EDLR 8361 Decision-Making for School Improvement
This course provides an in-depth study of decision-making theory and models and their applications in districts and schools. Also covered will be the use of data and applications of decision-making processes that focus on current research in learning, distributed leadership, and enhanced school improvement. Prerequisites: Admission to the Doctor of Education in Curriculum and Instruction Program is required. Lec 3, Cr 3.

EDLR 8362 Leading School Reform
Analyzing, implementing and leading school reform is the focus of this course. Issues regarding initiating and guiding the change process and the restructuring and reculturing of schools to improve student performance will be addressed. In-depth exploration of school improvement models are included. Prerequisite: Admission to the Doctor of Education in Curriculum and Instruction Program is required. Lec 3, Cr 3.

EDLR 8363 Politics in Educational Leadership
The course will focus on developing the leadership knowledge, skills, and competencies needed to effectively understand and excel in an increasingly political educational environment--educational organizations, school districts and communities. The dynamics of internal and external factors leading to political conflict seen in public education will also be addressed. Prerequisite: Admission to the Doctor of Education in Curriculum and Instruction Program is required. Lec 3, Cr 3.

EDLR 8364 Policy Planning and Development
This course provides a thorough review of current research on problem identification, policy formation, adoption and implementation. Students will examine in-depth the multilayered structured structure of the US political system and the impact of politics on educational policy at federal, state and local levels. Prerequisite: Admission to the Doctor of Education in Curriculum and Instruction Program is required. Lec 3, Cr 3.

EDTC 8371 Theories and Practices in Effective Online Pedagogy
This online course examines contemporary research relevant to the theoretical foundations of teaching and learning online. Through examination of current literature relevant to effective online instruction, students will analyze the pedagogical implications for teaching and developing effective online courses and learning communities incorporating current and future technology tools. Lec. 3, Cr. 3

EDTC 8372 Advanced Instructional Design
This online course is designed to extend students’ knowledge and application of the instructional design process in K-16 e-learning environments. Emphasis is placed on the selection of appropriate pedagogies, processes, and tools for designing, developing, and evaluating online instructional materials. Students will solve a real-world instructional or performance problem. Lec.3, Cr. 3

EDTC 8373 Evaluation and Assessment in Instructional Technology
The online course is intended for students to become competent in mainstream and alternative models of evaluation. Students will also target a real life instructional system within an organization, propose an appropriate evaluation model with a research-based justification, and appraise the target system professionally to meet the organization’s goal. Lec. 3, Cr. 3

EDTC 8374 Course Management and Instructional Systems in K-16
This entirely online course provides a framework by which distance educators can analyze three core issues involved in successfully implementing courseware learning management systems in K-16 environments. Students will research the managerial and administrative, technical, and pedagogic issues involved in offering instruction at a distance using a CMS/LMS or similar system. Lec.3 , Cr.3

EDTC 8375 Trends in Educational Technology K-16
This course investigates approaches, techniques, tools, and philosophies as they apply to current and future trends in educational technology and online learning in the K-16 educational environments. Lec. 3, Cr. 3

HIED 8380 Comparative Higher Education
Current knowledge of the methodology and traditions of the field of Comparative Education applied to national systems of higher education compared to US. Analysis of emerging concepts surrounding globalization, Birth-12 or PK-16 education, postgraduate, scientific research and innovation worldwide with special emphasis in North, Central and South America and Europe.

HIED 8381 Advanced Human Learning and Motivational Development
The course focuses on advanced theories and current research in learning and motivation. Readings and discussions will focus on the implications of major learning and motivational theories on our understanding of cognitive, emotional, and social-cultural growth to foster a working knowledge of a doctoral level scholarly inquiry, research, and writing.

HIED 8382 History and Philosophy of Higher Education
An overview of historical development of Higher Education is focused on American education and its growth and development since the founding of Harvard. Philosophical issues, e.g., access to higher education, undergraduate curriculum, academic freedom, role of universities in society, and the balance of teaching, research and service will be addressed.

HIED 8383 Higher Education Equity, Inclusion, and Diversity
Students will critically examine historical and contemporary issues related to equity, inclusion, and diversity, as well as analyze current trends and coming challenges in higher educational research, theory, policy, and practice.

HIED 8384 Current Issues in Higher Education
The study of contemporary higher education as a specialized field of inquiry and as a professional area in which to work will be addressed. Students will explore institutional missions as well as entities such as teaching and administration in relationship to current issues centered on faculty and students.

Department of Health and Human Performance
Graduate Course Descriptions Health and Human Performance
HHPS 5301 Special Topics in Health and Human Performance
This course will cover contemporary issues in the health and human performance fields. Topics will vary based upon faculty expertise and current trends in the field. May be repeated once for credit when topic varies. Lec. 3., Cr. 3

HHPS 5355 Lifespan Fitness and Human Performance
A comprehensive understanding of health and human performance requires knowledge related to the dynamics of the developing and aging human body. This course will address the developmental factors that influence health, fitness and motor performance from prenatal growth through the geriatric years. Lec. 3., Cr. 3

HHPS 5365 Cultural and Social Theory of Health
This course will provide students with an overview of social and cultural theories and models that are pertinent to the development and application of health education programs. Problem etiology and change strategy theories are investigated through application to specific health behavior topics among culturally distinct and marginalized groups. Lec. 3., Cr. 3

HHPS 5375 Supervision and Administration of Health and Human Performance Programs
This course covers the study of the principles, practices and policies in the organization, supervision and administration of health, human performance, athletic and other non-teaching related programs in the public schools and in diverse physical activity settings. Lec. 3., Cr. 3

HHPS 6301 Activity and Exercise Prescription for Children with Special Needs
This course examines the etiology and pathology of selected high-occurrence congenital disabilities in the pediatric population. Current medical research and curriculum interventions will be investigated. Lec. 3., Cr. 3

HHPS 6305 Program Development for the Health and Physical Activity Fields
This course is an in-depth examination of program development in the health and physical activity fields. Current research and readings on program and curriculum development will be addressed. Prerequisite: EDCI 6330 or EDCI 6331. Lec. 3., Cr. 3

HHPS 6315 Nutrition and Human Performance
This course provides an in-depth research-based examination of human nutrition and the role it plays on physical performance from the recreational enthusiast to the elite athlete. Topics ranging from caloric balance to dietary supplements will be investigated. Prerequisite: KINE 5355. Lec. 3., Cr. 3

HHPS 6320 Applied Exercise Physiology
This course is designed to provide in-depth insight into the science of sports conditioning. Current research on training the adolescent and post-adolescent athlete is given content priority. Laboratory experiences are included in this course. Prerequisite: KINE 6315. Lec. 3., Cr. 3

HHPS 6330 Action Research in Health and Human Performance
This course is designed to provide students with knowledge and practical experience for conducting action research in the health and human performance fields. These experiences will culminate in student research projects . This course serves as a capstone course and is to be enrolled in the semester prior to graduation. Prerequisite: Six hours of graduate level kinesiology courses and EDCI 6312 or EDCI 6367. Lec. 3

Department of Language Literacy and Intercultural Studies

Dr. David Freeman, Chair
EDBC 1.308A
882-5724

Graduate Faculty

Kathy Bussert-Webb, Associate Professor
David Freeman, Professor
Yvonne Freeman, Professor
Sandra Mercuri, Assistant Professor
Paula Parson, Professor
Elva C. Pérez, Associate Professor
Alma D. Rodriguez, Assistant Professor
Graciela P. Rosenberg, Professor

Master of Education in Bilingual Education-Emphasis in Dual Language Education
The Master of Education in Bilingual Education Program prepares educators in the field of bilingual education and/or English as a Second Language (ESL). Students in the program take coursework in language development, second language acquisition, models of effective practice, linguistics, and assessment. While all students take core courses, the program has two strands: Dual language and ESL. Bilingual educators take the dual language strand coursework all in Spanish. Those following the ESL strand take coursework to further prepare them to work with English language learners in English.

Students completing the program will be able to advise administrators and provide professional development in districts. Students will become agents of change by advocating for bilingual learners, planning successful programs for them, and supporting appropriate implementation of education policy.

• Undergraduate GPA of 3.0
• GRE Verbal score of 450
• GRE Quantitative score of 450
• GRE Analytical score of 4.0
•Valid Teaching Certificate

Applicants with an undergraduate GPA of at least 2.5 and/or GRE scores lower than those specified are also encouraged to apply.

Degree Requirements:
Required Courses 27 hours

EDCI     6300     Foundations of Research in Education
EDCI     6388     Socio-Cultural Foundations of Education
BILC/EDSL 6324 Language Acquisition and Implications of Teaching
EDLI 6351 Linguistics for Reading and ESL
BILC      6361     Issues in Bilingual and ESL Education
BILC      6362     Principles of Curriculum Development in Dual Language and ESL Classrooms
BILC      6364     Principles and Practices of biliteracy Development in Spanish and English
BILC      6365     Action Research in Bilingual and ESL Classrooms
BILC/EDSL 6367 Assessing English Language Learners
EDSL    6327ESL Techniques In the Content Areas

For Dual Language Strand
BILC 6364 Principles and Practices of Biliteracy Development in Spanish and English
BILC 6363 Literatura Infantil
BILC 6366 Academic Spanish Across the Content Area

For ESL Strand
EDSL 6323 Approaches and Current Practices in Second Language Instruction
EDSL 6325 ESL for Bilingual and Multicultural Settings
EDSL 6329 Foundations of ESL and Professionalism
Students who desire to complete the thesis will substitute EDCI 7300 and EDCI 7301 in lieu of six semester hours of electives.

Thesis or Comprehensive Exam
Students have the option of completing the M.Ed. degree by taking a comprehensive exam or writing a thesis.

Students who choose the thesis option take two extra courses, EDCI 7300 and EDCI 7301, as they conduct their research and write their thesis. Students choose a thesis committee following the graduate office university thesis guidelines.

Students must pass an oral defense of the completed thesis.

The comprehensive exam is taken after students complete all coursework. or in the semester when they are completing their last course

MASTER READING TEACHER CERTIFICATION PROGRAM

Candidates must hold a valid teaching certificate; they must be a certified reading specialist or have a minimum of 3 years teaching experience. The purpose of the Master Reading Teacher Certification is to supply schools with teachers who can provide leadership in the area of literacy development. Students take 15 hours of graduate Reading classes followed by a TExES exam to become a Master Reading Teacher.

Master Reading Teacher Requirements
EDLI 6310 Beginning and Developing Literacy
EDLI 6320 Adolescent Literacy Instruction
EDLI 6330 Literacy Issues and Instruction for Special Populations
EDLI 6350 Language Arts
EDLI 6360 Assessment Issues and Practices in Literacy
TExES exam for the Master Reading Teacher Program

Graduate Courses Descriptions
Bilingual Education
BILC/EDSL 6324 Language Acquisition and Implication for Teaching
Linguistic, social, and cultural theories of learning for bilingual students will be studies and connected to successful, research-based approaches for instruction. The course will emphasize the needs of English language learners and review programs and practices that best meet the needs of those students. Lec 3, Cr 3

BILC 6361 Issues in Bilingual and ESL Education
Students review social, cultural, political and educational issues that effect bilingual and ESL education, especially those that impact the education of Latino students. The course reviews the history of bilingual education, effective models of ESL and bilingual education, and best practices for ELLs. Lec 3, Cr 3

BILC 6362 Principles of Curriculum Development in Dual Language and ESL Classrooms
Students will connect research and theory to best practices for English language learners in dual language and ESL settings. This includes an understanding of how culture influences language learning and school achievement. Students will apply their understanding of best practices to planning curriculum.

BILC 6363 Literatura Infantil
The focus of this course is to develop an appreciation of poems, short stories, theatre and novels for children, written originally in Spanish by authors from diverse regions of the Spanish speaking world. Students will be required to analyze and interpret texts from a literary perspective. Students will examine various strategies to incorporate children’s literature into the curriculum as well as assess the ethical and aesthetic value of texts. All lectures, reading, papers, presentations and examination are in Spanish. Lec 3, Cr 3

BILC 6364 Principles and Practices of BIliteracy Development in Spanish and English
This course, taught in Spanish, examines different theories of reading and their implications for biliteracy instruction for Spanish-speaking bilingual students. Students examine the history of the teaching of reading in English and Spanish, the writing development of bilingual students, and appropriate approaches for teaching reading and writing to bilingual students.

BILC 6365 Action Research in Bilingual and ESL Classrooms
The course emphasizes the value of teacher research through which critical issues in the fields of ESL and bilingual education of Latinos in particular are investigated. Students will identify research questions, review current literature, and complete action research projects related to bilingual/ESL teaching and learning.

BILC 6366 Academic Spanish Across the Content Areas
This course, taught in Spanish, focuses on the use of academic Spanish in the teaching of science, mathematics, social science, music, art, and language arts, and current approaches of teaching those subjects in bilingual classrooms. The course includes the study of standard academic Spanish as well as dialects of Spanish. Lec 3, Cr3

BILC/ EDSL 6367 Assessing English Language Learners
Students will be provided with the knowledge and skills needed to assess English language learners in ways that are valid, reliable, and fair.

EDSL 6329 Foundations of ESL and Professionalism
This course will provide students with knowledge of the history and researching the field of ESL and how to apply it to improve teaching and learning. Students will understand the importance of advocacy, professional development, and collaboration with students, families, and staff. Lec 3, Cr 3

Educational Literacy
EDLI 6301 Foundations of Language and Literacy
This course examines sociocultural and cognitive theories of language and literacy development, along with theoretical models of the reading and writing processes and instruction. Also included are the historical and philosophical aspects of literacy education and the interconnection among all areas of literacy. Prerequisite: Program of study must be on file in department office.

EDLI 6310 Beginning and Developing Literacy
Participants will learn about the developmental nature of literacy including factors that may affect it, such as the learning environment and parental involvement. Participants must learn to implement research based instructional strategies that address all the elements of a beginning and developing literacy program according to state standards. Lec. 3, Cr. 3

EDLI 6320 Adolescent Literacy Instruction
Participants learn strategies to address the diverse literacy needs of adolescents across all content areas according to state standards. Issues and characteristics of the adolescent reader are addressed. Lec. 3, Cr. 3

EDLI 6330 Literacy Issues and Instruction for Special Populations
This course addresses issues and instruction for English language learners, students with literacy difficulties (including dyslexia), and students of all backgrounds according to state standards. Participants will explore ways to ensure that all learners receive equitable instruction. Lec. 3, Cr. 3

EDLI 6340 Child and Adolescent Literature
This course exposes participants to a wide range of a narrative and expository literature as authentic resource for instruction. Participants select, adapt, and create materials, activities, and strategies to meet the needs of all students according to state standards. Lec. 3, Cr. 3

EDLI 6350 Language Arts
This course investigates current trends and issues in teaching all aspects of language arts across content areas. Participants apply research-based practices in classroom settings to meet the needs of all students, according to state standards and current trends. Lec. 3, Cr. 3

EDLI 6351 Linguistics for Reading and ESL
This course explores the linguistics basis of the reading process. Students will consider the implications of the basic concepts from phonology, orthography, morphology and syntax for teaching reading and for the English language learners.

EDLI 6360 Assessment Issues and Practice in Literacy
The content focuses on current trends and issues in assessment practices along with the role it plays in guiding instruction. Participants learn to assess all areas of literacy including: emergent and developing literacy, spelling, writing, oral language, comprehension, use of study strategies, viewing listening and speaking. Lec. 3, Cr. 3

EDLI 6380 Practicum in Literacy Leadership
The course focuses on differentiated development in literacy, goal setting, and reflective practices in schools and programs that serve English language learners. Policy and research in organizational change, motivating and leading adult learners, and parent and community involvement will be explored. Prerequisite: EDLI 6301 or taken concurrently. Lec. 3, Cr. 3.

English as a Second Language
EDSL 6323 Approaches and Current Practices in Second Language Instruction
This course will provide students with approaches and current practices for second language teaching, instructional planning, curriculum development, assessment and evaluation in ESL settings. Lec 3, Cr 3.

BILC/EDSL 6324 Language Acquisition and Implication for Teaching
Linguistic, social, and cultural theories of learning for bilingual students will be studies and connected to successful, research-based approaches for instruction. The course will emphasize the needs of English language learners and review programs and practices that best meet the needs of those students. Lec 3, Cr 3

EDSL 6325 ESL for Bilingual & Multicultural Settings
This course will emphasize intercultural teaching practices, stressing second language instruction in bilingual and multicultural settings. Lec 3, Cr 3

EDSL 6327 ESL Techniques in the Content Areas
This course will emphasize specific techniques of teaching content areas (Science, Mathematics, and Social Studies) to non-English speaking students using ESL techniques. Lec 3, Cr 3

BILC/ EDSL 6367 Assessing English Language Learners
Students will be provided with the knowledge and skills needed to assess English language learners in ways that are valid, reliable, and fair.

Department of Educational Psychology and Leadership Studies

Dr. Olivia Rivas, Chair
EDBC 2.208A
882-7660
olivia.rivas@utb.edu

Graduate Faculty

Michelle H. Abrego, Associate Professor
Jesus “Chuey” Abrego, Assistant Professor
Steve Chamberlain, Associate Professor
Mary G. Curtis, Associate Professor
Georgianna Duarte, Professor
Jaime Garcia, Associate Professor
Alma G. Leal, Professor
Terry Overton, Professor
Olivia Rivas, Professor
Janet Shefelbine, Assistant Professor
John Sutterby, Associate Professor
Andrés N. Vallado, Associate Professor
Selma Yznaga, Associate Professor

Master of Education in Counseling & Guidance School Counseling and Community Counseling

The Counseling and Guidance Program prepares qualified counselors who can work with diverse populations in a variety of settings. The program promotes the development and application of counseling and research skills applicable to the role of the school/professional counselor. The program also focuses on personal growth, the development of ethical behavior and professionalism, and a commitment to provide the best possible education in counseling services to graduate students.

In Spring 2011, The School Counseling and Community Counseling programs were awarded an eight year accreditation from the Council for Accreditation for Counseling and Related Programs (CACREP).

• Undergraduate GPA of 3.0
• GRE Verbal score of 400
• GRE Quantitative score of 400
• GRE Analytical score of 4.0

Applicants with an undergraduate GPA of at least 2.5 and/or GRE scores lower than those specified but with other strengths are also encouraged to apply.

Oral Interview
Students are required to participate in an oral interview. The oral interview must be completed after 6 semester hours of coursework and before completion of 12 hours of coursework. The oral interview is an evaluative and diagnostic activity conducted by program faculty to assess student work and progress in the program. Interviews are held each Fall and Spring semester. Students may not be allowed to enroll the following semester if they do not successful complete the oral interview.

A comprehensive examination is required. Students will complete an application to gain faculty approval prior to sitting for the comprehensive examination.

School Counseling Thesis/Non-Thesis: 54 hours
Block One
COUN 6310     Introduction to Guidance and Counseling
COUN 6313     Personal Growth
EPSY  6304     Human Growth and Development
COUN 6327     Theories of Psychotherapy
COUN 6328     Techniques of Psychotherapy
COUN 6349     Child and Adolescent Counseling

Block Two
COUN 6301     Intro to Research Methods in Counseling
COUN 6344     School Counseling and Guidance
COUN 6361     Intro to Marriage & Family Therapy
COUN 6364     Multicultural Counseling
COUN 6365     Practicum (after 45 hrs)
COUN 6368     Group Counseling

Block Three
COUN 6345 Career Counseling
COUN 6314 Psycho-Educational Assessment
COUN 6369 Internship I
COUN 6370 Internship II

6 Hrs of Electives or 6 Hrs of Thesis
EPSY     6341     Advanced Adolescent Psychology
COUN 6342     Topics in Counseling and Guidance
COUN 6305     Group Dynamics
COUN 6347     Substance Abuse Counseling
COUN 6351     Crisis Counseling
COUN 6367     Foundations of Community and Agency Counseling
COUN 6340 Diagnosis and Treatment Planning in Counseling
COUN 6100-6105 1-Hour Seminars
EDCI     7300 & 7301 Thesis

Other Approved Electives
The TExES in Counseling is required for students pursuing Professional School Counselor Certification

Master of Education in Counseling & Guidance
Community Counseling Option
1 4- Hour Thesis/Non-Thesis Program

The Community Counseling track in the Master of Education in Counseling and Guidance is designed to prepare individuals for direct entry into or advancement in counseling and related positions in a variety of public or private counseling agencies. Graduates are also eligible to apply for state licensure and can enter private practice upon completion of additional requirements of the Texas State Board of Examiners of Professional Counselors. Typical community programs or agencies include mental health centers, substance abuse programs, marriage and family counseling services, and private practice.

The curriculum for the Community Counseling track contains a 54 semester hour program of didactic courses, skill development activities, and intensive supervised practical and internship experiences, once the student completes all required course work and certification. For course descriptions and other information related to graduate studies visit our website at http://www.utb.edu/graduatestudies.

Community Counseling Track
Thesis/Non-Thesis: 54 hours
Block One
COUN 6310     Introduction to Guidance and Counseling
COUN 6313     Personal Growth
EPSY     6304     Human Growth and Development
COUN 6327     Theories of Psychotherapy
COUN 6328     Techniques of Psychotherapy
COUN 6340 Diagnosis and Treatment Planning in Counseling

Block Three
COUN 6345 Career Counseling
COUN 6314 Psycho-Educational Assessment
COUN 6369 Internship I
COUN 6370 Internship II

6 Hrs of Electives or 6 Hrs of Thesis
EPSY   6341     Advanced Adolescent Psychology
COUN 6344     School Counseling and Guidance
COUN 6342     Topics in Counseling and Guidance
COUN 6305     Group Dynamics
COUN 6347     Substance Abuse and Counseling
COUN 6349     Child and Adolescent Counseling
COUN 6351     Crisis Counseling
COUN 6100-6105 1-Hour Seminars
COUN 7300 $ 7301 Thesis

Other Approved Electives
Note: Where a graduate chooses to practice depends on whether they finish our School Counseling or Community Counseling tracks, and whether they pass the required tests for certification or licensure.

Graduate Course Descriptions
Counseling
COUN 6100-6105 Seminar in Counseling and Guidance
Through a series of six steps, develops skills related to helping professions. Primarily for in-service training with counselors and teachers. Prerequisite: Permission of instructor. Lec 1, Cr 1

COUN 6301 Introduction to Research Methods in Counseling
Introduction to research methods and statistical analysis in counseling. Emphasizes data-gathering techniques in social and behavioral science databases; critical review of literature used in clinical assessment, intervention and evaluation; planning and design of research proposal; and instruction in APA style. Lec. 3, Cr. 3

COUN 6305 Interpersonal Group Dynamics
This course provides an overview of interpersonal process and the field of group dynamics. It is designed to develop the individual’s ability to understand and integrate various properties of group and interpersonal relationships into a personal and professional framework. This course cannot substitute for the Group Counseling for the Guidance & Counseling majors. Lec 3, Cr 3

COUN 6310 Introduction to Guidance and Counseling
Philosophy, principles, and current practices of pupil guidance. Pupils’ social, emotional, intellectual and attitudinal dimensions are explored. Group guidance and individual counseling techniques that apply in public schools are studied through lectures, discussions and class participation. This course also introduces the student to the field of counseling and guidance, as well as the major theories of counseling. The student will develop an awareness of the guidance services and the role identity of the counselor. Knowledge of the development of counseling and the present state of the profession will be acquired. The students will understand the importance of personal qualifications and professional preparation standards for counselors. Students will begin to evaluate the self in relation to these qualifications and standards. The course also presents an overview of the purposes and objectives of professional organizations. Also included in the course is an in-depth study of ethical standards and legal issues pertaining to the counseling profession. Lec 3, Cr 3

COUN 6313 Personal Growth
Discussions and practical application of group dynamics within a framework of group therapy.

COUN 6314 Psycho-educational Assessment I
This course explores the theory and techniques of administering, scoring, and interpreting educational and psychological tests. Includes test selection, administration, and the dynamics of test interpretation to enable the counselor to synthesize, integrate, and evaluate appraisal data for use in guidance and counseling. In the last segment of the course, students will practice taking, administering and interpreting a variety of educational and psychological tests. Prerequisite: COUN 6301 Lec 3, Cr 3

COUN 6327 Theories of Psychotherapy
A survey of prominent theories in psychotherapy and counseling. Specialized approaches such as group therapy, play therapy and family therapy will be studied. Prerequisite: COUN 6310, COUN 6313 Lec 3, Cr 3

COUN 6328 Techniques of Psychotherapy
Primary focus is on techniques and interviewing skills utilized during counseling sessions. In addition, this course addresses how these techniques are applied to special topics and issues such as career counseling, group counseling, and family counseling. Prerequisite: COUN 6310, COUN 6313, can be taken concurrently with COUN 6327. Lec. 3 Cr. 3

COUN 6340 Diagnosis and Treatment Planning in Counseling
The course will introduce students to the concepts of psychopathology and to major diagnostic categories of the current DSM. Emphasis is placed on differential diagnosis and understanding of how cultural, biological, social and psychological factors are necessary when developing a holistic and ethical model of assessment and treatment planning. Prerequisite: COUN 6327 and COUN 6328. Lec. 3, Cr. 3

COUN 6342 Topics in Counseling and Guidance
A course involving study in topics related to counseling and guidance. This course may be repeated when topic varies. Lec 3, Cr 3. Prerequisite: Approval of Graduate Advisor

COUN 6344 School Counseling and Guidance
Students will learn the essential roles and responsibilities of school counselors as they relate to planning, implementation and evaluation of counseling and guidance programs. Students learn research-based practices in school counseling. Ethical, legal, and multicultural issues are emphasized. Prerequisites: COUN 6310. Lec 3, Cr 3

COUN 6345 Career Counseling
A survey and analysis of the processes of assisting people to choose, prepare for, enter, and progress in an occupation. The course trains leaders who can help people make decisions and choices in planning a future and building a career. Lec 3, Cr 3

COUN 6347 Substance Abuse Counseling
This course will prepare individuals to counsel drug users, addicts and family members using various preventive strategies and treatment regimes. Includes instruction in outreach; patient education; therapeutic intervention methods; diagnostic procedures and addiction symptomology. Prerequisite: COUN 6327. Lec 3. Cr 3

COUN 6349 Child and Adolescent Counseling
This course is an introduction to counseling theories and techniques applied to children and adolescent. Appropriate developmental and cultural issues will be presented. The course is designed to help students become more knowledgeable about current research and approaches for working with this population. Prerequisite: COUN 6327 and COUN 6328. Lec. 3, Cr 3.

COUN 6351 Crisis Counseling
The course provides an overview of the psychology of crisis and contemporary theory and practice of crisis intervention. Special emphasis is given to basic features of normative and extreme psychological reactions to crisis and trauma, and the process of successful crisis resolution counselors and emergency first-responders actively promote. Prerequisite: COUN 6327. Lec 3, Cr 3.

COUN 6361 Introduction to Marriage and Family Therapy
This course introduces students to the study of individual and family development, family dynamics, interpersonal relationships and marriage and family systems. The course will include selected theories, methods, and techniques of marriage and family therapy with particular emphasis on multicultural, legal and ethical issues in the practice of marriage and family counseling. Prerequisite: COUN 6310, 6327. Lec 3, Cr.3

COUN 6364 Multicultural Counseling
This course will provide an understanding of the characteristics and needs of culturally diverse clients. The course will include issues related to ethnic groups, gender, family systems, differing lifestyles, and the impact of social, political, and economic factors on specific populations. Techniques for counseling culturally diverse populations will also be covered. Prerequisite: COUN 6310. Lec 3, Cr 3

COUN 6365 Counseling Practicum I
A study of selected counseling theories and supervised experience in individual counseling. Cases assigned off campus in schools and community agencies. This course must be taken within last nine hours of program. Prerequisites: After 30 hours in Counseling and Guidance, including COUN 6327 and 6328. Lec 3, Cr 3

COUN 6367 Foundations of Community and Agency Counseling
This course helps students gain knowledge and understanding of community counseling issues including historical foundations, the role and function of the community counselor, and working with specific populations. The administration and function of community counseling agencies are studied with emphasis on the ethical issues confronting various agencies. Prerequisite: COUN 6327, COUN 6364. Lec 3, Cr 3

COUN 6368 Group Counseling
This course develops an understanding of group processes, theories and techniques. Demonstrated competence in this knowledge and in applying group procedures will be required. Prerequisites: COUN 6327 and 6328 Lec 3, Cr 3

COUN 6369 Counseling Internship I
Supervised internship in counseling in an approved agency and/or school setting. Prerequisites: COUN 6365. Lec. 3, Lab 10, Cr. 3

COUN 6370 Counseling Internship II
Supervised internship in counseling in an approved agency and/or school setting. Prerequisites: COUN 6369. Lec. 3, Lab 10, Cr. 3

COUN 7300 Thesis
Pass/Fail Grade. Prerequisite: Approval of graduate advisor. Lec 3, Cr 3.

COUN 7301 Thesis
Pass/Fail Grade. Prerequisite: Approval of graduate advisor. Lec 3, Cr 3.

Educational Psychology
EPSY 6302 Advanced Educational Psychology
A research approach to teaching and learning. Human learning, conditions for effective learning, interference with learning and behavioral objectives will be emphasized. Prerequisite: EDCI 4302, 4303 or equivalent. Lec 3, Cr 3

EPSY 6304 Human Growth and Development
Advanced study in the application of life-span developmental theories to human behavior, learning and personality. Includes understanding the nature and needs of people at all developmental levels from prenatal through old age. Lec 3, Cr 3

EPSY 6315 Psycho-Educational Assessment for Diagnosticians
Each student will experience performance-based training on the administration, scoring and interpretation of the basic, individually administered “intelligence” or “ability” assessment procedures currently in use in the public school, e.g., Wechsler scales, Stanford Binet 4, Woodcock-Johnson (Cognitive), and other selected specialty procedures/tests. Bilingual students will also master the Spanish versions when appropriate. Comprehensive case studies and the dissemination of this information through diagnostic report formats will also be covered. Lec 3, Cr 3

EPSY 6321 Ethics and Issues in Behavior Including Early Childhood
This course provides an extensive review of ethical principles and standards required for the assessment and instruction of early childhood education students. The ethics are based on the ethical requirements for behavior analysts. Prerequisite: EPSY 6301. Lec. 3, Cr. 3.

EPSY 6322 Principles of Learning and Behavior
This course provides an overview of the specific behavioral techniques and learning theories that re empirically supported for use with individuals with special needs and behavioral challenges. This course will enable teachers and behavioral analysts to understand behaviors that challenge learners and individuals with behavioral challenges. Prerequisite: EPSY 6301. Lec. 3, Cr. 3.

EPSY 6323 Evaluation and Intervention in Early Childhood
This course includes the best practices of evaluation of young infants, toddlers, and preschool children with special needs including development disorders such as autism and mental retardation. These methods are linked to specific empirically based interventions supported by the standards of the professional organizations of special education and early childhood. Prerequisite: EPSY 6301. Lec. 3, Cr. 3.

EPSY 6324 Applied Behavior Analysis
This course will focus on behavior analytic principles and their application to diverse populations. Students will be able to analyze the specific nuances of behavioral events and will be introduced to various methods of data collection and data interpretation. Prerequisites: EPSY 6301, EPSY 6321, EPSY 6322. Lec. 3, Cr. 3.

EPSY 6325 Directed Studies in Behavioral Single Subject Design
Single case designs are the hallmark of applied behavior analysis and are the focus of this course. Students will determine functional relationships between the adjustment of independent variable and their effect on dependent variables or outcome behaviors. This course examines theoretical and practical issues in design and control. Prerequisites: EPSY 6301, EPSY 6321, EPSY 6322, EPSY 6324. Lec. 3, Cr. 3.

EPSY 6326 Functional Behavior Assessment
This course will provide students with intensive instruction in functional assessment procedures that are used by behavioral specialists in service delivery in schools and other contexts. This enables school personnel to be trained in the functional behavioral assessment techniques required by federal regulations governing special education service delivery. Prerequisites: EPSY 6301, EPSY 6321, EPSY 6322, EPSY 6324. Lec. 3, Cr. 3.

EPSY 6330 Applied Behavior Analysis Practicum I
This introductory practicum course provides extensive supervision as students begin to conduct systematic observations and data collections. Students will conduct field-based functional behavioral analysis and provide recommendations for interventions. Prerequisites: ESPY 6325, EPSY 6326. Lec. 3, Cr. 3.

EPSY 6331 Applied Behavior Analysis Practicum II
This advanced practicum course provides extensive supervision as students conduct systematic observations and data collection. Students will conduct field-based functional behavior analysis and provide recommendations for interventions. Additional emphasis is placed on intervention techniques and the ability to recognize and apply changes in interventions to improve behavioral outcomes. Prerequisites: EPSY 6330. Lec. 3, Cr. 3.

EPSY 6341 Advanced Adolescent Psychology
The history and systems of adolescent psychology. Modern theories and current research in learning and pupil motivation, especially in relation to various aspects of the educational process. Lec 3, Cr 3

Master of Education in Special Education

39 to 42-Hour Thesis/Non-Thesis Program
The master’s in special education offers two options for graduate students:
Option I, Behavioral Specialization, offers the special education core classes and a sequenced program of study in behavior. Students who complete this option may wish to add practicum hours and apply for the Board Certified Behavior Analyst examination following graduation. This program requires 39 credit hours.

Option II, Early Childhood Special Education, offers the special education core classes and a sequenced program of study in Early Childhood and Special Education. This program is offered in cooperation with the Early Childhood graduate program and students will complete courses in both graduate programs. This program requires 39 credit hours.

Option III, Special Education and Educational Leadership, offers the special education core classes and sequenced program of study in Educational Leadership that will enable the graduate to complete a process for the Principalship certification by meeting state requirements following graduation (an additional 2-4 course are required after graduation for approval to take the state Principalship exam). This program requires 39 credit hours.

Option IV, Educational Diagnostician, offers the special education core classes and a sequenced program of study in Educational Assessment and Intervention for Diagnosticians. Students who complete this program are eligible to challenge the state Educational Diagnostician examination. This program requires 42 credit hours.

A comprehensive written examination is required of all students.

Students will gain knowledge and develop skills in the following program elements:

typical and atypical child development
major issues and trends within special education
historical and philosophical foundations of special education
legal aspects of special education
perspectives of leaders in the field
nondiscriminatory testing and evaluation techniques
remediation and intervention strategies
curriculum, instruction and classroom management in special education, and
the application of assistive technology in the assessment and instructional process.
language acquisition issues relevant to the border population

Courses should be taken in sequence (Core Courses and Concentration Courses). Students are required to meet with their advisor their first semester and create a program of study that must be followed each semester. It is necessary that students take two courses each semester in order to finish within a 2-year period. Students who choose to take one course at a time or students who drop a course in sequence will need 3 or more years to complete the program. Since courses are offered only once a year, it is not possible to complete this program in less than 2 years.

A comprehensive examination is required of all students in each option. Students seeking certification must pass the TExES (Texas Examinations of Educator Standards), Test #161, for Special Education. For course descriptions and other information related to graduate studies visit our website at http://www.utb.edu/graduatestudies.

• Undergraduate GPA of 3.0
• GRE Verbal score of 400
• GRE Quantitative score of 400
• GRE Analytical score of 3.5
• Students must possess a teaching certificate to demonstrate knowledge of the field of education.
• Students must also demonstrate knowledge of special education, either through state certification in special education, or through 3 hours of undergraduate coursework (i.e. SPED 3390, SPED 4386, or an equivalent course) with a grade of “B” or better.

Applicants with an undergraduate GPA of at least 2.5 and/or GRE scores lower than those specified are also encouraged to apply

Required Courses: 39 hours
Option I- Behavioral Specialist
Core Courses:
EDCI     6300     Foundations of Research in Education
EPSY     6301     Advanced Individual Differences
EPSY     6322     Principles of Learning and Behavior

Concentration Courses:
EPSY     6321     Ethics and Issues in Behavior and Early Childhood
EPSY     6324     Applied Behavioral Analysis
EPSY     6325     Directed Studies in Behavioral Single Subject Design
EPSY     6326     Functional Behavioral Assessment
ESPY     6330     ABA Practicum I
EPSY     6331     ABA Practicum II
SPED    6303     The Bilingual Child with Exceptional Needs
SPED    6305     Measurement and Test Interpretation

Required Courses: 39 hours
Option II- Early Childhood
Core Courses:
EDCI     6300     Foundations of Research in Education
EPSY     6301   Advanced Individual Differences
EPSY     6322     Principles of Learning and Behavior
SPED    6303     The Bilingual Child with Exceptional Needs
SPED    6305     Measurement and Test Interpretation
SPED    6308     Supportive Intervention & Assistive Technology
SPED    6310     Special Education Law

Concentration Courses:
SPED    6307     Educating Children with Mental Retardation
ECED    6301     Major Theories in Early Childhood Education
ECED    6302     Instructional Planning & Curriculum Development for the Early Childhood Classroom
EPSY     6304     Human Growth and Development
EPSY     6321     Ethics and Issues in Behavior Including Early Childhood
EPSY     6323     Evaluation and Intervention in Early                Childhood Developmental Disorders

Option III- Educational Leadership
Required Courses (39sch)
Foundation Courses:
EDCI     6300     Foundations of Research in Education
EPSY     6301     Advanced Individual Differences
EPSY     6322     Principles of Learning and Behavior
SPED    6303     The Bilingual Child with Exceptional Needs
SPED    6305     Measurement and Test Interpretation
SPED    6308     Supportive Intervention & Assistive Technology
SPED    6310     Special Education Law

Concentration Courses:
EDLR    6337     Administration of Special Populations
EDLR    6338     Principalship
EDLR    6385     Public School Law
EDLR    6394     Curriculum Leadership for School Improvement
ELDR    6398     Internship for Principals

Electives- Select ONE of the following to meet elective requirements:
EDLR    6386    Administration of Pupil Personnel Services
EDLR    6389     Administration of School Business Services
EDLR    6396     Administration of School Staff Personnel

Option IV- Diagnostician
Required Courses (39)
Foundation Courses:
EDCI     6300    Foundations of Research in Education
EPSY     6301     Advanced Individual Differences
EPSY     6322     Principles of Learning and Behavior
SPED    6303     The Bilingual Child with Exceptional Needs
SPED    6305     Measurement and Test Interpretation
SPED    6308     Supportive Intervention & Assistive Technology
SPED    6310     Special Education Law

Concentration Courses:
EDLI      6330     Literacy Issues & Instruction for Special Populations
SPED    6302     Educating Children with Learning and Behavior Problems
EPSY     6304     Human Growth and Development
SPED    6309     Diagnosing Academic Problems
EPSY     6315     Psycho-Educational Assessment for Special Populations**
SPED    6600     Practicum in Diagnostic and Intervention Procedures***

**EPSY 6315 is intended as the last course before the practicum.

SPED 6308 Supportive Intervention & Assistive Technology
SPED 6310 Special Education Law

*** Students enrolling in SPED 6600 must have completed all other courses in the program.

Core Courses:
SPED    6307     Educating Children with Mental Retardation
ECED     6301     Major Theories in Early Childhood Education
ECED    6302     Instructional Planning & Curriculum Development for the Early Childhood Classroom
EPSY     6304     Human Growth and Development
EPSY     6321     Ethics and Issues in Behavior Including Early Childhood
EPSY     6323     Evaluation and Intervention in Early Childhood Developmental Disorders

Graduate Course Descriptions
Special Education
EPSY 6301 Advanced Individual Differences
This course will discuss methods for understanding children with exceptional differences. The course will survey the teaching/learning process of special populations. Characteristics of various exceptionalities and strategies that enhance student learning, are an integral part of the course. Ideally, first course taken must be taken in the first 12 semester hours. Lec 3, Cr 3.

SPED 6302 Educating Children with Learning and Behavior Problems
This course will include etiology, characteristics and conditions of children with learning and behavior problems. Methodology and instructional techniques will be studied and applied to individual and classroom settings. Lec 3, Cr

SPED 6303 The Bilingual Child with Special Education Needs
This course will examine the needs of the bilingual, special education child. The course will provide an understanding of the problems and strengths of a bilingual child with special needs and explore effective strategies for instruction. Lec 3, Cr 3

SPED 6305 Measurement & Test Interpretation
This course emphasizes application of basic statistical procedures, item analysis, and norming of standardized, individually administered tests. Will also cover basic knowledge and information pertinent to the interpretation of selected, commonly used, individually administered, standardized as well as informal tests/instruments in terms of their respective instructional implications. Lec 3, Cr 3

SPED 6306 Selected Topics in Special Education
This course is designed to explore trends, issues, best practices, and current literature in the areas of special education. Topics will vary. Course may be repeated once for credit when the topic varies. Prerequisite: Approval of Graduate Advisor Lec 3, Cr

SPED 6307 Educating Children with Mental Retardation
This course is designed to examine the problems of mental retardation and the theory and techniques for interventions. Emphasis will be placed on psychological aspects of persons with mental retardation and community work programs which can assist them in becoming active members of society. Lec 3, Cr 3

SPED 6308 Supportive Interventions & Assistive Technology
This course presents research-based interventions and best practices in school settings for supportive assistive technology. Students will demonstrate a critical approach to learning environments as they develop a broad view of interventions and innovative practices related to curricular methods, materials, and media, across learning environments. Prerequisite: EPSY 6301. Lec. 3, Cr. 3.

SPED 6309 Diagnosing Academic Problems
This course will include instruction for administering and interpreting norm referenced, criterion referenced, and curriculum based individual tests of academic achievement. Models of unbiased assessment of children from diverse cultures, socioeconomic, and linguistic backgrounds will be examined. Participants will be taught to analyze data and document results and recommendations in written reports. Lec 3, Cr 3

SPED 6310 Special Education Law
The historical development of special education laws regulations, and landmark legislation, are included. Federal and state laws and regulations covering the delivery of special education and vocational services and rights of individuals with disabilities are covered. Lec. 3, Cr. 3.

SPED 6600 Practicum in Diagnostic and Intervention Procedures
This course will provide field experience in implementing psycho educational individualized assessment. In addition to administering standardized measures, participants will be instructed on procedures relating to informal assessment, student observation, collecting/recording data, and interviewing parents, teachers, and students. Participants will be trained to recommend and activate instructional and behavioral interventions. Consultations/collaboration methods and curricular modifications procedures to assist students with disabilities will be reviewed. Participants will practice individualized assessment procedures data interpretation and report writing. Lec 6, Cr 6

Master of Education in Educational Leadership
36-Hour Program

The Master of Education in Educational Leadership is designed to produce change-oriented administrators who can provide administrative leadership and are competent in site-based school management, 0rganization, school law, finance, and contemporary personnel practices. Upon completion of the degree and the additional 6 semester hours, the student may earn the Principal Certificate. Successful completion and defense of an electronic portfolio is required. For course descriptions and other information related to graduate studies visit our website at www.utb.edu/graduatestudies.

Applicants with an undergraduate GPA of at least 2.5 and/or GRE scores lower than those specified are also encouraged to apply.

Degree Requirements
Required Courses: 36 hours
Block One: 6 hours

EDLR 6301 Introduction to Research in Educational Leadership
EDLR 6384 Introduction to Educational Leadership

Block Two: 12 hours
EDLR    6338     The Principalship
EDLR    6385     Public School Law
EDLR    6394     Curriculum Leadership for School Improvement (new course)

Choice of:
EDCI 6330 Curriculum in the Elementary School or
EDCI 6331 Curriculum in the Secondary School
EDCI 6301 and EDLR 6384 are prerequisites to Block 2 courses

Block Three: 12 hours
EDLR    6337     Administration of Special Instruction Programs
EDLR    6386     Administration of Pupil Personnel Services
EDLR    6393     Administration of School Staff Personnel

Choice of:
EDLR 6336 Topics in Educational Leadership, or C &I Elective
EDCI 6330 or 6331, EDLR 6338, EDLR 6385, EDLR 6393 are prerequisites to Block 3 courses.

Block Four: 6 hours
EDLR 6389 Administration of School Business Services
EDLR 6398 Internship for Principals

Required Hours for Principal certification
In addition to completing the Master’s Degree in Educational Leadership students must complete six additional semester credit hours leading to certification as Texas teacher appraisers.

EDLR 6370 Instructional Leadership Development (Prerequisites: EDLR 6398)
EDLR 6397 Analysis of Teaching Behavior (Prerequisites: EDLR 6370)

Students successfully completing all requirements for the Master of Education in Educational Leadership Degree, the additional 6 semester credit hours required for Principal Certification and state certification requirements will be eligible for the Texas Principal Certificate.

Professional Principal Certification for Students with a M.Ed. in Educational Leadership
Students with a Master’s Degree in an education field other than Educational Leadership may seek certification through the completion of a deficiency plan. Please see the next page for these deficiency plan requirements.

Principal Certification Plan (Post graduate certification Plan)
Certification-seeking students who complete the required coursework in sequence as specified below in Blocks One, Two, and Three and who also meet state certification requirements will be eligible for the Texas Principal Certificate. Students who complete the required coursework but do not meet certification requirements will take up to an additional six semester credit hours of coursework as outlined in Block Four**.

Block One: 9 semester credit hours
EDLR 6385 Public School Law
EDLR 6338 Principalship
EDLR 6394 Curriculum Leadership for School Improvement
Block One courses are prerequisites to Block Two courses

Block Two: 6 semester credit hours
EDLR 6337 Administration of Special Instructional Programs
EDLR 6398 Internship for principals
Block Two courses are prerequisites to Block Three courses

Block Three: 9 semester credit hours
EDLR 6370 Instructional Leadership Development
EDLR 6397 Analysis of Teaching Behavior

Select one elective from the following:
EDLR 6386 Administration of Pupil Personnel Services -or-
EDLR 6393 Administration of School Staff Personnel -or-
EDLR 6389 Administration of School Business Services
Block Three courses are prerequisites to Block Four courses

Block Four: 6 semester credit hours
(Required of students who did not meet state certification requirements**)

Select two electives from the following:
EDLR 6386 Administration of Pupil Personnel Services -or-
EDLR 6393 Administration of School Staff Personnel -or-
EDLR 6389 Administration of School Business Services
Block Three courses are prerequisites to Block Four courses
Note: Modifications may be made pending advisor approval

Probationary Principal Certificate
Current Texas regulations permit issuance of a probationary principal certificate to persons being employed as administrators prior to their completing the requirements for full certification. The probationary certificate is valid for one year but can be reissued for two additional years provided this individual is enrolled in an appropriate administrative position Mentoring and supervision are required for the Probationary Principal Certificate. To be eligible for the Probationary Principal Certificate a person must:

• Be employed by an accredited Texas public or private school in a position appropriate for the certificate sought
• Have completed a minimum of a bachelor’s degree from an accredited university.
• Clear admission into the graduate school and the Principal Program
• Two years of creditable classroom teaching experience
• Have a valid Texas teaching certificate
• Completed a minimum of eighteen semester hours of graduate coursework in educational leadership
• File required forms with the UTB Certification Office/Texas education Agency and pay the required fee for issuance of the Probationary Principal Certificate.
• Qualify and be continuously enrolled in a supervised internship each semester while employed under the Probationary Certificate

A student applying for a Probationary certificate will be issued a letter and a statement of eligibility for the employing school district. A signed copy will be returned to the Teacher Certification Office.

Professional Superintendent Certificate Program
The Professional Superintendent Program is designed to prepare individuals with needed skills and abilities to focus effectively on creating schools for a rapidly changing modern multicultural society. The program has been planned for individuals who have demonstrated administrative skills, and exhibit leadership potential, and who desire to work in central office administrative positions.

Admission Requirements
Admission to the Professional Superintendent Program will be determined by the Department Admissions Committee for the Superintendent Certificate based on the following:

• Submission of admittance form
• Master’s degree
• Professional Mid-Management Certificate
• Minimum GPA of 3.6 based on all graduate courses
• Submission of recent GRE scores.
• Portfolio of professional experience (to be developed in consultation with Faculty Advisor)
• Three letters of reference from persons who have supervised applicant or have recent knowledge of applicant’s professional performance
• Letter of recommendation from Superintendent, Deputy Superintendent or equivalent of applicant’s employing, or last employing, school district
• Approval by the Department Admissions Committee for the Superintendent Certificate following the oral interview.

Probationary Superintendent Certificate
Current Texas regulations permit issuance of a Probationary Superintendent certificate to persons employed as administrators prior to their completing the requirements for full certification. The probationary certificate is valid for one year but can be reissued for two additional years provided this individual is enrolled in an appropriate administrative position. Mentoring and supervision are required for the Probationary Superintendent Certificate.

To be eligible for the Probationary Superintendent Certificate a person must be employed or pending employment as a superintendent (verified a written job offer from a school district). Continuous enrollment in the superintendence program is required for the probationary certificate:

• Hold a Master’s Degree
• Hold a Professional Principal Certificate
• Have admission to the Superintendent Certificate Program
• Complete six semester hours at UTB from a list of courses offered for the Superintendence.

A student applying for such certificate will be issued a letter and a statement of eligibility to carry to the employing school district to apply for the position. The statement of eligibility will need to be signed by the employing school district and returned to the Teacher Certification Office. The required fee will need to be paid to the Texas Education Agency for issuance of certificate.

Professional Superintendent Certificate
To be eligible for recommendation for the Professional Superintendent Certificate a student must complete the courses (15 hours) as outlined below, and meet the state certification requirements.

Required courses: 6 hours
EDLR 7338 The Superintendence
EDLR 7398 Internship for the Superintendent

Electives: Select 9 hours from the following
EDLR 7384 Educational, Social, Political Problems for the Superintendence
EDLR 7389 Texas Public School Finance
EDLR 7393 Administration of Programs for Special Populations
EDLR 7336 Special Topics in the Superintendence

Graduate Course Descriptions
Educational Leadership
EDLR 6301 Introduction to Research in Educational Leadership
The course introduces educational leadership students to research methodology required for decision-making in school leadership. Students generate a research question that supports learner-centered leadership and use a variety of reference tools to create an annotated bibliography of research literature that provides a foundation for the continued inquiry. Lec 3, Cr 3.

EDLR 6336 Topics in Educational Leadership
This course presents and examines current topics in public school administration. Topics will focus on current best practices in school administration. Examples of topics include, but are not limited to, grant writing, conducting hearings for student discipline cases, teacher terminations, curriculum issues, and developing effective school public relations. This course may be repeated once when the topic changes. Prerequisites: EDLR 6338, EDLR 6385, EDLR 6394 and EDCI 6330 or 6331. Lec 3, Cr 3

EDLR 6337 Administration of Special Instructional Programs
Emphasis is placed on the administration of special elementary and secondary school programs including career, vocational, special, compensatory, bilingual, and gifted and talented education. Prerequisites: EDLR 6338, EDLR 6385, EDLR 6394 and EDCI 6330 or 6331. Lec 3, Cr 3

EDLR 6338 The Principalship
A study of the unique functions of a principal in administering elementary, middle, junior and secondary schools. Special emphasis is on the principal’s leadership in management and instruction. Prerequisites: EDLR 6384 and EDCI 6300 Lec 3, Cr 3

EDLR 6370 Instructional Leadership Development
Overseeing and coordinating the instructional program with state mandates (i.e. TEKS, TAKS, PDAS), utilizing systems to make decisions, utilizing the continuous improvement process, utilizing the ILD’s four critical elements in understanding and making decisions about teaching and learning. Includes credit for TEA’s required Instructional Leadership Development, a prerequisite to EDAD 6397. Prerequisite: EDLR 6398. Lec. 3, Cr. 3

EDLR 6384 Introduction to Educational Leadership
An overview of public school administration introducing such topics as processes of organization and administration of instructional staff, personnel, finance, leadership roles, curriculum, physical plant operation, maintenance, and legal aspects. Lec 3, Cr 3

EDLR 6385 Public School Law
Constitutional provisions, statutory laws, court decisions, torts and regulations governing public schools with special reference to their influence upon the administration and function of public schools. Prerequisite: EDLR 6384 and EDCI 6300. Lec 3, Cr 3

EDLR 6386 Administration of Pupil Personnel Services
This course focuses on all areas of pupil personnel with special emphasis on student discipline management. Other areas such as health services, food services, counseling, PEIMS, facilities management, etc. will be explored. Prerequisite: EDLR 6338, EDLR 6385, EDLR 6394, and EDCI 6330 or 6331. Lec 3, Cr 3

EDLR 6389 Administration and Organization of School Business Services
Principles and procedures of developing and managing a sound financial plan for local school districts with emphasis on Texas Educational Agency financial and accounting procedures. Emphasis on school law, taxation, property management and maintenance, school transportation and managing business personnel. Prerequisite: EDLR 6336 or C&I elective, EDLR 6337, EDLR 6386, EDLR 6393. Lec 3, Cr 3

ER 6393 Administration of School Staff Personnel
Analysis of personnel organization, administration and function in school systems; relationships of various school positions; a study of ethics, welfare, security and professional improvement. Prerequisite: EDLR 6338, EDLR 6385, EDLR 6394 and EDCI 6330 or 6331. Lec 3, Cr 3

EDLR 6394 Curriculum Leadership for School Improvement
Concepts of curriculum and curriculum issues with emphasis focused on literacy and numeracy will be explored and instructional leadership models for schools will be developed. Specific attention will be given to the creation of campus learning environments that are conductive to all student’s learning and the professional growth of staff. Prerequisite: EDCI 6330 and EDLR 6384.

EDLR 6397 Analysis of Teaching Behavior
Methods of gathering, analyzing and interpreting data in leadership conferences with student teachers, interns and teachers; applying technology in evaluating skills to show effective behavior. Required of all principals. Emphasis is placed on the Texas Teacher Appraisal System (TTAS). A pass/fail grade will be assigned. Prerequisite: EDLR 6370.

EDLR 6398 Internship for Principals I
A field-based course in which students receive practical experience as an intern principal/assistant principal/curriculum specialist position in an area public school. Students must take the internship fall/spring, spring/summer or summer/fall. Two semesters of any combination are required. A pass/fail grade will be assigned. Prerequisite: EDLR 6336 or C & I Elective, EDLR 6337, EDLR 6386, EDLR 6393. Lec 3, Cr 3

EDLR 7336 Special Topics in Educational Leadership
This course examines current topics in school administration impacting the role of the Superintendent. Example topics include school board-superintendent relations, the politics of the position, bond elections and issues, declining enrollments, district’s declining tax base adn state funding, impact of Local Fund Assignment, lawsuits, etc. Prerequisite: Principal or Superintendent Certification.

EDLR 7338 The Superintendency
Using field-based applications, as appropriate, to study the unique roles, duties, and responsibilities of the superintendency. Successful students will exhibit competence in strategic planning, collaborative decision making, public information, student activities, community involvement, personnel management, instructional leadership, financial management, board relations, school governance, and other areas of importance to the superintendency. This will be the first course taken for the Superintendent’s Endorsement. Prerequisite: Approval of Department Lec 3, Cr 3

EDLR 7384 Educational Social Political Problems and the Superintendency
This course deals with the interrelationships of the local district with other political subdivisions in the community and a study of the impact of power structures upon the district. Professional and nonprofessional organizations, power structures, diverse cultural and ethnic groups, demographic trends, sociological issues, and community expectations are studied to determine their influences upon educational decisions. Prerequisite: Approval of Department Lec 3, Cr 3

EDLR 7389 Texas Public School Finance
Participants will study the impact on school districts such things as equity issues, taxation, statutory mandates, district budget preparation and approval, fiscal management, and business operations of the school system. Students will also focus on planning and financing new building programs, conducting needs assessments, developing educational specifications, etc. Prerequisite: Principal or Mid-Management Certification

EDLR 7393 Administration of Programs for Special Pop.
This course deals with competencies required to administer, from a district-wide perspective, programs for special populations, such as students in special education, at-risk, with limited English proficiency, in gifted and talented programs, and in vocational education. The requirements of state and federal legislation, such as ADA and Section 504, will be reviewed. Cooperation with community agencies, selection and assignment of personnel, allocation of resources, pupil personnel management and other instructional programs will be emphasized. Prerequisite: Approval of Department Lec 3, Cr 3

EDLR 7398 Internship for the Superintendent
This course is designed to provide future superintendents with competence in such areas as instructional leadership, resource management, human resource development, and systematic evaluation through on-the-job experiences under the guidance of an experienced practicing superintendent, assistant superintendent or other central office administrator and under the supervision of a faculty member of the College of Education, Educational Administration program. Prerequisite: Approval of Graduate Advisor Lec 3, Cr 3

Master of Education in Early Childhood Education

36 Hour Thesis/Non-Thesis Program
The Masters of Education in Early Childhood Education is aimed at accomplishing two primary goals:
– to develop knowledge and skills in curriculum (what to teach) and instruction (how to teach) in early childhood education; and
– to provide experience in educational research related to the education of the young child.

A comprehensive written examination is required.

• Undergraduate GPA of 3.0
• GRE Verbal score of 450
• GRE Quantitative score of 450
• GRE Analytical score of 4.0
• Must have a valid EC-4 teacher certificate or its equivalent in a related area.

Applicants with an undergraduate GPA of at least 2.5 and/or GRE scores lower than those specified are also encouraged to apply

Required Courses: 30 hours
Required Courses: 36 hours
EDCI     6300     Introduction to Research
EPSY     6304     Human Growth and Development
ECED    6301 Major Theories in Early Childhood Education
ECED    6302     Instructional Planning & Curriculum Development for the Early Childhood Classroom
ECED    6303 first & Second Language Acquisition
ECED    6304 Children’s Literature
ECED    6307 Emergent Literacy in Early Childhood Education
ECED    6308 Graduate Internship in Early Childhood Education
ECED    6310 Problems in Early Childhood Education
EDCI     6388     Socio-Cultural Foundations of Education

Electives: 6 hours
Six hours of courses in bilingual education or six hours of thesis. An elementary certified teacher can add an early childhood endorsement by completing 15 hours of specific courses within this program and one year of teaching in an early childhood classroom. Contact Graduate Advisor for information. ECED 6310 may be taken twice if the topic is different.

Graduate Course Descriptions
Early Childhood
ECED 6301 Major Theories in Early Childhood Education
This course will include major historical and current theoretical perspectives of early childhood education. These foundations will be used to examine special education program models, family-focused initiatives, and curriculum development. The application of theoretical principles will be examined through group and individual projects, classroom practice, research and reflection papers. Lec 3, Cr 3.3

ECED 6302 Instructional Planning and Curriculum Development for the Early Childhood Classroom
This course will include the major principles of curriculum planning, organization, scope, and sequence of a constructivist model. Special emphasis will be given to research on developmentally appropriate learning materials and resources. A major portion of this course will include field-based experiences. Lec 3, Cr 3.

ECED 6303 First and Second Language Acquisition
This course will focus on early childhood bilingualism. The theoretical principles of native and second language acquisition will be examined in the context of family, immigration, and community variables. The content of the course will include environments and materials that promote positive bilingualism. Prerequisite: ECED 6301. Lec 3, Cr 3

ECED 6304 Children’s Literature
This course will focus on children’s multicultural literature. This course will cover various literacy genres and how to apply them to the classroom context. Students will evaluate children’s literature through a variety of individual and group projects. Field-based activities may be included in the course. Prerequisites: ECED 6301

ECED 6307 Emergent Literacy in Early Childhood Education
This course will focus on a constructivist model of emergent literacy, how early childhood teachers integrate best practices, and family literacy learning in the classroom. This course will incorporate a framework of bilingual and multilingual learners. Students will engage in individual and group projects. Prerequisite: ECED 6301

ECED 6308 Graduate Internship in Early Childhood Education
This on-site internship will enable the student to focus on the holistic development of the young child through reflective practice, on-site analysis of practice, and observation of instruction and environment. Inquiry into professional practice will involve extensive reflection of standards, research, and current trends in early education. Prerequisites: ECED 6302, 6303, 6304. Lec 3, Cr 3.

ECED 6310 Problems in Early Childhood Education
This topics course may address one of these four special topics: play research and practice; early childhood environments, parent, family, and community involvement; and ECE in international settings. topics rotate based on program needs. The students pay participate in seminars, individual/collaborative projects, and field-based assignments. Lec 3, Cr 3.

Master Technology Teacher Certification

Sign up today to earn your Master Technology Teacher (MTT) certification, approved by the State Board for Educator Certification, at The University of Texas at Brownsville and Texas Southmost College. The certification is approved by the State Board for Educator Certification. To participate in this graduate level certificate program, you are required to have a bachelor’s degree with a 2.5 or higher undergraduate GPA.

Join other educators across the state in the dynamic, engaging and interactive online courses that will prepare you to be a technology leader in your school and district.

Program highlights:

• Entirely online, requiring no on-campus visits.
• Student-centered projects include a variety of asynchronous and synchronous activities.
• Activities provide opportunities for networking with other professionals across the state.
• Guest speakers frequently visit courses to share expertise.
• Authentic projects support professional growth by encouraging teachers to attend and present at state, national and international conferences.
• The four required M.T.T. courses fit directly into the online master’s degree in educational technology at UTB/TSC.

Instructors are M.T.T. certified and have extensive experience in the K-12 classroom environment as well as in the use of emerging Web 2.0 technologies.

Courses required:

EDTC 6340 – Application of Advanced Technologies in the PK-12 Classroom
EDTC 6341 – Student-Centered Learning Using Technology
EDTC 6342 – Technology Leadership
EDTC 6343 – MTT Practicum

M.T.T. certification will prepare candidates to:

• Provide instructional leadership in technology integrated curriculum
• Develop student-centered, technology-enriched instruction
• Use new and innovative technologies
• Provide professional development at the campus, district, state or national level
• Understand technology funding issues
• Serve as a resource for integrating assistive technologies to meet the needs of all students

The candidates in this program must successfully complete the four M.T.T. courses and pass the end-of-course exam with 85 or higher to be qualified to take the M.T.T. examination.

Visit the M.T.T. website for more details about the Master Technology Teacher certification program at http://edtech.utb.edu/MTT

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