This course provides an overview of the field of special education, including historical, legal, and ethical foundations that shape services for individuals with disabilities across the lifespan. Students will examine major disability categories, characteristics of learners with exceptionalities, and evidence‑based instructional, assessment, and behavioral support practices. Emphasis is placed on inclusive education, collaboration with families and professionals, and the roles and responsibilities of general and special educators.

An orientation to the organization and professional components of education in the United States with emphasis on Teacher Education in Texas.

This course focuses on human development and appropriate learning and teaching theories. Developmental theories and issues as well as psychological principles involved in education, with emphasis on learning theories and practical application of psychological principles to learning and teaching. This is a field-based class with 30 clock hours allotted to spend in a public school. Field hours may be required by the professor.

This course focuses on educational theory and theorists aligned with effective instruction in K-12 classrooms. Preservice teachers will develop an understanding of research in cognitive, motivational, and behavioral practices that have demonstrated success in addressing K-12 students' academic and behavioral growth. Preservice teachers will also internalize lesson planning. This is a field-based class with 30 clock hours allotted to spend in a public school. Field hours are required.

This course is an introduction to teaching bilinguals (often referred to as ELL's) across the curriculum. The focus is on linguistic, social and cultural opportunities in teaching bilinguals in elementary and secondary school context. Topics will include a general background in expanding English learners access to curriculum, how theories apply to the classroom, bilingual education methods, multilingual programs, second language acquisition processes and accommodation instruction hallmarks.

A study of the application of technology on the classroom environment.

Technology in Education explores the effective integration of digital tools, emerging technologies, and instructional design principles to enhance teaching and learning across a variety of educational settings. The course examines theoretical foundations, current research, and practical applications of educational technology, preparing preservice teachers to make informed, ethical, and innovative decisions about technology use. Students engage with digital learning environments, evaluate educational software and media, and design technology‑rich instructional activities that promote engagement, accessibility, and deeper learning. Emphasis is placed on digital citizenship, inclusive design, data literacy, and the pedagogical implications of rapidly evolving technologies such as artificial intelligence, adaptive systems, and immersive environments.

English Learners provides an in‑depth study of language development, linguistics, and evidence‑based instructional practices for working with multilingual learners in EC-8 classroom settings. The course examines theories of second language acquisition, academic language development, and the integration of language and content instruction. Students learn to design differentiated lessons, select appropriate instructional materials, and implement strategies that support listening, speaking, reading, and writing in English across the curriculum.

Elementary Classroom Management provides an in‑depth exploration of research‑based strategies for creating safe, positive, and productive learning environments in elementary settings. The course emphasizes proactive and responsive approaches to behavior, relationships, routines, and instruction that support student engagement and academic success. Candidates learn to design classroom structures, establish expectations, foster social‑emotional learning, and implement developmentally appropriate management practices. Topics include motivation, communication, conflict resolution, trauma‑informed practices, family collaboration, and multi‑tiered systems of support (MTSS/PBIS). Students will apply course concepts through observation, analysis, and the design of a comprehensive classroom management plan.

This course focuses on the methods and materials for teaching elementary and middle school mathematics. This course includes instructional strategies, learning activities, lesson planning, diagnostic techniques, and methods of evaluation of mathematical learning.

This course includes instructional strategies, learning activities, lesson planning, and methods of teaching Social Studies in the elementary and middle school classrooms. Emphasis is on subject matter integration.

This course focuses on the methods and materials for teaching elementary and middle school science. This section is for pre-service EC-6 and 4-8 teachers and includes instrumental strategies, learning activities, lesson planning, diagnostic techniques and methods of evaluation of science learning.

The study and use of materials and techniques for instruction in oral and written communication in the elementary and middle school grades with a focus on oral language development, spelling, research and inquiry skills, viewing and representing abilities and conventions of writing.

The structure and organization of the curriculum, materials, methods, and types of assessment used in secondary schools. Must pass EDUC courses with grade of C or better.

The residency class/seminar is designed to assist the preservice teacher with professional development working with PK-12 learners in a multicultural environment. The class provides supervision and support for in the field site for two semesters. This course is designed to give the preservice teacher guidance for working with underserved and unserved PK-12 learners under supervision with experienced faculty support. This is a repeatable course for a total of 6 hours.

The residency II class/seminar is designed to support residents in the second semester, with professional development opportunities to support pedagogical growth in working with PK-12 learners in classroom environments. The class provides supervision and support for in the field site in the second semester. This course is designed to give residents guidance for working with PK-12 learners under supervision of a host teacher, with experienced faculty support through coursework.

A course of study to explore through comparison, analysis, evaluation, and practice eclectic theories and diverse strategies related to effective classroom management. Factors that contribute to a total learning environment with emphasis on helping students become self-regulated learners are probed.

Elementary and Middle Classroom Management provides an in‑depth exploration of research‑based strategies for creating safe, positive, and productive learning environments in elementary and middle school settings. The course emphasizes proactive and responsive approaches to behavior, relationships, routines, and instruction that support student engagement and academic success. Candidates learn to design classroom structures, establish expectations, foster social‑emotional learning, and implement developmentally appropriate management practices. Topics include motivation, communication, conflict resolution, trauma‑informed practices, family collaboration, and multi‑tiered systems of support (MTSS/PBIS). Students will apply course concepts through observation, analysis, and the design of a comprehensive classroom management plan.

This is a basic course to train preservice teachers to integrate classroom assessment into instructional planning to improve student learning. The course discusses methods for planning assessments that are integrated with instruction, crafting assessment tools, crafting scoring rubrics, formative assessment and feedback, grading and evaluating students, assessing higher-order thinking, interpreting state-mandated and other standardized test scores, and aligning assessment with state standards. The course also discusses attributes of assessment practices such as reliability and validity.

Assessment of K–8 Learners provides an in‑depth study of assessment principles, tools, and practices used to evaluate and support student learning in elementary and middle‑grade settings. The course examines the purposes and types of assessment and emphasizes how effective assessment guides instructional planning and promotes learning. Candidates learn to design valid and reliable assessments, interpret quantitative and qualitative data, provide meaningful feedback to students, and communicate results to families and colleagues. Additional topics include progress monitoring, assessment accommodations, grading and reporting, and the ethical use of student data. Through case studies and applied activities, students develop the knowledge and skills needed to implement comprehensive, evidence‑based assessment systems that support K–8 learners.

EDUC 4380 facilitates excellence in teaching through comparison, analysis, evaluation, & practice of electric theories and diverse strategies for effective classroom management. Factors contributing to a total learning environment with emphasis on helping student's become self-regulated learners are probed. 50% of time allotted for class observing and participating in public school classroom.

Secondary Classroom Management focuses on research‑based strategies for establishing and maintaining productive, student-centered learning environments in middle and high school classrooms. The course emphasizes proactive management approaches that support adolescent development, motivation, and academic engagement across content areas. Students examine classroom structures, routines, and instructional practices that foster positive behavior, autonomy, and strong teacher–student relationships. Key topics include trauma‑informed practices, restorative and preventive approaches, adolescent social-emotional learning, conflict resolution, and multi-tiered systems of support (MTSS/PBIS). Candidates apply course concepts through case studies, analysis of real‑world scenarios, and the development of a comprehensive secondary classroom management plan tailored to a variety of learners.

The clinical teaching course for all teachers including elementary, secondary and all levels is designed as a culminating experience for teacher preparation. During the semester, the clinical teacher will assume the role of a teacher practicing with an experienced public school teacher for the majority of the semester. Progression from observer to practicing teacher is intended to offer the teacher candidate an internship period, which assists in preparation for the teaching profession. Clinical teaching is a one-semester, six-hour course taken during the senior year. Along with the daily attendance at an assigned public school, the clinical teachers will meet for professional seminars. The seminars are designed to review progress, discuss current practices, solve problems, review current material related to the field and offer teacher candidates information specifically related to their role as a practicing teacher. The final seminar is a mandatory meeting for ALL clinical teachers at the end of the semester.