This course is designed to introduce prospective teachers to the field of education. Students will examine current and historical trends, teacher expectations, roles, and characterizations of the profession. An introduction to teaching methods, lesson planning, and student learning is included. Field experience in lower, middle, and high school classrooms is required. Students will begin the introductory steps to creating an e-portfolio to use throughout the educator preparation program. 

A study of racial and ethnic groups in American society featuring an examination of history, cultural heritage, contributions, struggles, and hopes for the future. A strength-based analysis of diverse groups is emphasized. A primary focus is to create a deep understanding of diverse perspectives and the impact on teaching, schools, and families in the school community. Course content will guide students to be better informed and proactive in a multicultural society.

A study in an area of interest under the direction of a faculty member. This study may involve research, laboratory, or library work. Content and method of study must be arranged prior to registration and approved by the department chair. May be repeated for a total of 3 credits.

Provides academic departments an opportunity to offer courses in specialized or experimental areas, either lower or upper division, not listed in the undergraduate Bulletin. May be repeated for a total of 3 credits.

This course will address theoretical and practical aspects of English language learners in the classroom. A variety of teaching strategies will be presented, along with ways to incorporate national and state standards into lesson planning and classroom activities. Socio-cultural issues of language and language acquisition will be covered. Formal and informal assessment procedures and current trends and issues will be explored. 

A study of psychology as it relates to the learning processes and teaching methods. Theories of teaching, learning, and educational assessment are examined. Psychological concepts related to individual learners, group learning, and school-wide learning are explored.  (Also taught as PSYC 312)

An overview of the physical, mental, and emotional phases of human development during childhood and adolescence. A study of the environmental and educational problems of the teenager. (Also taught as PSYC 322)

A study of the 13 disability categories outlined in the Individuals with Disabilities Act of 2004. Emphasis on understanding the educational needs of students with disabilities. The study includes characteristics, causes, prevalence, and legislation regarding students with disabilities. Admission, review, and dismissal procedures for students requiring an Individualized Educational Plan (IEP) or other specialized program(s) are covered. The roles and responsibilities of the classroom teacher are integrated into the study of each specific disability category. (Also taught as PSYC 326)

Explores the essential elements needed for the acquisition of knowledge and competencies to promote 21st century digital learning skills. Students will learn about the need for collaboration, communication, critical and creative thinking. Components of S.T.E.A.M., Problem-Based Learning, robotics, video/audio editing, podcasting, green screen technology, and coding will also be addressed. Meets technology requirements for the Texas Teaching Credential and the North American Division educational technology and renewal certification requirements. This course satisfies the core curriculum requirement for education majors. 

A course designed to prepare pre-service teachers for the kindergarten classroom. The study of developmentally appropriate practice in early childhood settings is central to this course. Education of the whole child is emphasized through attention to individual student needs, abilities, and interests. Areas of study include: art, dramatic play, language, literacy, math, music, movement, science, sensory centers, and social studies. Field experience is required for successful completion of the course.

A course designed to introduce the pre-service teacher to the many benefits of children's literature. A wide range of genres, authors, illustrators, and titles will be emphasized. Students will identify quality literature, award categories, and make informed book selections for the classroom. The use of children's literature for study and enjoyment will be emphasized. Connections to authentic reading experiences are provided throughout the semester.

A course designed to acquaint the pre-service teachers with the strategies to help all children to become effective readers through systematic, multimethod, multilevel instruction. The focus will be on the essential components of literacy acquisition,  assessment, comprehension, phonics, vocabulary, strategic reading processes, and program implementation. Includes field experience. This course includes six hours of dyslexia education as required by the Texas Administrative Code (TAC). TAC Rule 228.35 (4)

This course is designed to prepare students to cultivate a holistic approach to a personal philosophy of Christian education. It will examine the basic schools of thought and their correlation with Biblical principles, explore different schools of philosophy and define educational aims and methods, curriculum, and the role of the teacher. A personal philosophy of Christian education will be developed to reflect the role of Seventh-day Adventist Christian Education, and its ministry to the Christian faith community, as well as to the world.

Required for students seeking a Seventh-day Adventist teaching credential.

A course designed to acquaint the pre-service teacher with concepts, methods, and available materials for effective mathematics instruction in the elementary school. Creative development of materials and lesson plans are emphasized. (This course does not satisfy core curriculum mathematics requirements.) Includes field experience.

Pre-service candidates study how to design, implement, and evaluate standards-based science lessons including integrating content from the Texas TEKS for science and health into the science curriculum in meaningful ways. SDA ByDesign science curriculum will be addressed in the areas of healthy lifestyle choices and disease prevention. Students will have opportunities to develop teaching lessons and instruct local area elementary students in a laboratory setting. (This course does not apply to General Education science requirements.) Includes field experience.

A study of the legal aspects of education, with emphasis on the responsibilities, duties, and existing constitutional statutory rights of agencies and individuals. Topics related to students with special needs and those from diverse populations will be covered.

An overview of the multicultural elementary school social studies program which incorporates proven teaching strategies such as models of teaching, cooperative learning, learning styles, and dimensions of learning. Students will have opportunity to develop thematic lesson plans in an active-learning environment. (This course does not apply to social studies requirements.) Includes field experience.

Designed to acquaint the pre-service teacher to implement a robust language arts program for the elementary classroom. Topics include all aspects of writing instruction including idea development, revision, mechanics, spelling, and publication. A writing workshop format will be used to engage students in developing writing lessons, writing assessment, and writing connections across the curriculum that align with Texas Essential Knowledge and Skills as well as SDA Language Arts Standards. Field experience is required.

This class prepares pre-service teacher to have a better understanding of classroom learning and assessment. Attention will be given to test construction and evaluation of test results.

The purpose of this course is to help pre-service teachers develop systematic strategies and techniques for organizing and managing classroom activities and students. Research and practitioner-based models for classroom management will be reviewed and explored. Emphasis will be based on real-world solutions that prepare pre-service teachers to be effective managers of their classrooms so that student learning is maximized.

The purpose of this course is to help pre-service teachers develop systematic strategies and techniques for organizing and managing classroom activities and students. Research and practitioner-based models for classroom management will be reviewed and explored. Emphasis will be based on real-world solutions that prepare pre-service teachers to be effective managers of their classrooms so that student learning is maximized.

A study of the teacher's role, teaching techniques, classroom management, and evaluation of learning experiences in schools as these affect all students, including those with special needs. This course also addresses reading in the content area. Includes field experience. Included in this course are content area reading strategies for secondary students and 6 hours of Dyslexia training as required by Texas Administrative Code (TAC). (TAC RULE §228.35 (4)

This course focuses on preparing pre-service teachers for the inclusive classroom setting. Emphasis is placed on understanding how to meet the needs of the many different learners in classrooms and schools. It provides opportunities to examine the characteristics of a differentiated classroom; how to frame instruction around concepts; and some techniques for differentiating content, process, and product. Special emphasis is given to collaboration, inclusion, exceptionality (including gifted and talented), multi-grade classrooms, individual education, transition plans, effective assessment, and instructional procedures and student diversity.

This course is a 14-week clinical teaching experience. Students are required to engage in full-day teaching in an approved elementary classroom. Clinical teachers work under the guidance of a mentor teacher and a university supervisor. Available to seniors only in their final semester. Placement requires the approval of the education faculty. Pass/no pass course.

This course is a 14-week student teaching experience. Students are required to engage in full-day teaching in an approved classroom (grades 7-12). Student teachers work under the guidance of a mentor teacher and a university supervisor. Available to seniors only in their final semester. Placement requires approval of education faculty. Pass/no pass course.

This course assists students in understanding the state and federal standards for their chosen certification areas. Students complete intensive reviews for Core Content EC-6 certification exams. Students must attend review classes and successfully complete Core Content EC-6 practice exams with 80% or higher as a prerequisite for permission to register with Pearson to take the state exam.

This course assists students in understanding the state and federal standards for their chosen certification areas. Students complete intensive reviews for their Pedagogy and Professionalism (PPR) certification exams. They must attend review classes and successfully complete PPR EC-12 practice exams with 80% or higher as a prerequisite for permission to register with Pearson to take the state exam.

A study in an area of interest under the direction of a staff member. This study may involve research, laboratory, or library work. Content and method of study must be arranged prior to registration. May be repeated for a total of 3 credits.

A study in an area of student interest under the direction of a staff member. This study may involve research, laboratory, or library work. Content and method of study must be arranged prior to registration. May be repeated for a total of 3 credits.