Education

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. 

This course applies educational psychology to effective teaching in K–12 classrooms. Candidates examine learning theories and development as it relates to individuals, groups and school settings. Emphasis is placed on motivation, engagement, classroom environment, and differentiated instruction. Candidates analyze student needs and apply evidence-based strategies to support planning, instruction, and assessment. Aligned with the Pedagogy and Professional Responsibilities (PPR) and the Texas Essential Knowledge and Skills. (Also taught as PSYC 312) 

Explores how children and adolescents develop physically, mentally, and emotionally, with a focus on mental health. Students study major development theories, examine how social and environmental factors influence growth, and learn about common mental health issues and trauma. The course prepares students for further study or careers in education, psychology, and social services. (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.

This course examines the development of foundational literacy skills in elementary learners, including the alphabetic principle, phonological awareness, phonics, vocabulary, fluency, and comprehension. Grounded in science of reading research and aligned with the Science of Teaching Reading (STR) competencies and the Texas Essential Knowledge and Skills, candidates explore how reading, writing, listening, and speaking develop within an integrated literacy framework. Emphasis is placed on evidence-based, systematic, and explicit instruction, along with the use of multiple assessments to design data-driven instruction that supports diverse learners. This course includes six hours of dyslexia education as required by the Texas Administrative Code (TAC). TAC Rule 228.35 (4). Filed experience required. 

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.

This course prepares preservice teachers to teach elementary mathematics using evidence-based and research-informed practices. Aligned with the Texas Essential Knowledge and Skills and SDA standards, candidates focus on conceptual understanding, problem solving, and data-driven instruction. Emphasis is placed on inquiry-based learning, mathematical discourse, assessment, and equitable practices to support all learners. Through practice-based experiences, including lesson design, microteaching, and analysis of student thinking, candidates develop the skills to create inclusive, engaging mathematics classrooms that foster problem solving, critical thinking, and positive mathematical identities. Field experience is required. (This course does not satisfy core curriculum mathematics requirements.)

A course designed to prepare pre-service teachers to design long range, short term and daily plans for teaching science in K-8 classrooms. Students will evaluate science standards from both the Texas Essential Knowledge and Skills and the SDA science and health standards. The 5E lesson plan will be utilized (engage, explore, explain, elaborate and evaluate). Students will participate in inquiry-based instruction to align with Next Generation Science Standards (NGSS). A unit on healthy living and disease prevention to align with SDA certification. Students will plan lessons for single grade and multigrade classrooms. Field experience is required

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.

This course focuses on teaching writing in the elementary classroom, including the writing process, traits of writing, and multiple genres and purposes. Emphasis is placed on evidence-based writing instruction, including explicit modeling, guided practice, and opportunities for authentic writing. Candidates learn to design and use a variety of assessments—including formative, summative, and performance-based measures—to evaluate student writing and inform instruction. Through analysis of student work, lesson design, and practice-based experiences, candidates develop the skills to support diverse learners and foster confident, capable writers in the elementary classroom. Aligned with Texas Essential Knowledge and Skills and SDA standards. Field experience is required. 

This course introduces future teachers to effective classroom assessment practices. Students learn how to design and use both formal and informal assessments to measure student learning and guide instruction. The course focuses on standards-based learning aligned with the Texas Essential Knowledge and Skills and the SDA learning standards. Students learn to interpret data from tools like the Measures of Academic Progress (MAP). Emphasis is placed on using assessment results to support all learners and improve teaching.

This course prepares preservice teachers to develop and implement a comprehensive, TEKS-aligned classroom management strategy for K–12 settings. Emphasizing evidence-based, proactive, and culturally responsive practices, candidates learn to establish effective routines, build positive relationships, and support student behavior through data-informed decision-making. Students design a classroom management plan and apply strategies through practice-based experiences to promote engagement, equity, and academic success. In addition, a comprehensive e-portfolio will be finalized and presented as a capstone project for the program during this course. 

Provides a deep dive into the pedagogical techniques and teaching strategies specifically designed for subject-area instruction. Candidates will explore how to transform subject matter knowledge into engaging, accessible lessons aligned with state and national standards. Emphasis is placed on discipline-specific inquiry techniques, student-centered questioning, and fostering subject-matter literacy. Students will design unit plans that incorporate active learning and technology to deepen student understanding. Includes field experience. Includes Dyslexia training as required by 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.