Apr 18, 2024

2018 ACE Catalog - Volume 15

2018 ACE Catalog - Volume 15 [ARCHIVED CATALOG]

Course Descriptions

American College of Education courses are designed to be taken independently, not sequentially. The majority of courses do not have prerequisites except as indicated in the course descriptions below. Note that 5000 level courses are at the
master’s level and 6000 level courses are at the specialist and doctoral level.

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Adult Education
	ED5503 - Adult Learning Credits: 3 This course examines the theory and research of andragogy, with an emphasis on the historical influences, practical applications, and critical analysis. Topics include fields of practice, schools of thought, clarification of concepts, and emerging issues and challenges.
	ED5513 - Instructional Strategies for the Adult Learner Credits: 3 This course examines a variety of learning and teaching strategies to enhance adult learning. Students analyze methods suited for adult learning in different settings, apply knowledge of adult learning theories, and explore ways in which adults learn critical thinking.
	ED5523 - Evaluating Instructional Programs Credits: 3 This course focuses on theories and processes of measuring student learning in post-secondary educational settings to evaluate the effectiveness of academic programs. Students explore accreditation procedures and standards, instructional approaches, engagement strategies, and management of instructional environments.
	ED5533 - Assessing Adult Learners Credits: 3 This course provides an introduction to the historical developments, theoretical perspectives, fundamental approaches, and real-world practices of evaluating adult learners. Students learn to apply a variety of methods to assess learning outcomes effectively and to analyze assessment data to improve teaching and learning.
	ED6013 - Adult Learning Credits: 3 This course examines the theory and research of andragogy, with an emphasis on the historical influences, practical applications, and critical analysis. Topics include fields of practice, schools of thought, clarification of concepts, and emerging issues and challenges.
	ED6023 - Instructional Strategies for the Adult Learner Credits: 3 This course examines a variety of learning and teaching strategies to enhance adult learning. Students analyze methods suited for adult learning in different settings, apply knowledge of adult learning theories, and explore ways in which adults learn critical thinking.
	ED6033 - Evaluating Instructional Programs Credits: 3 This course focuses on theories and processes of measuring student learning in post-secondary educational settings to evaluate the effectiveness of academic programs. Students explore accreditation procedures and standards, instructional approaches, engagement strategies, and management of instructional environments.
	ED6043 - Assessing Adult Learners Credits: 3 This course provides an introduction to the historical developments, theoretical perspectives, fundamental approaches, and real-world practices of evaluating adult learners. Students learn to apply a variety of methods to assess learning outcomes effectively and to analyze assessment data to improve teaching and learning.
	ED6073 - Capstone in Adult Education Credits: 3 The Capstone Experience is designed for candidates to demonstrate and document the impact of their knowledge and competencies gained throughout and as a result of the doctoral focus of study in adult education. Students create a professional portfolio based on work created during their program to highlight mastery of specific academic outcomes and demonstrate the impact of the focus of study on the professional field.
Assessment and Support
	ASMT5010 - Reading Assessment (TX) This non-credit bearing pass/fail reading assessment is designed to assess levels of reading proficiency in relation to data and research for potential students in the Master of Education in Educational Leadership (Texas) program.
	ASMT6010 - Benchmark: Research Competency Exam This course provides additional support, as needed, for students to successfully complete the Research Competency Exam at the conclusion of 28 semester credits of their doctoral or specialist program. The assessment, graded as pass/fail, is a multiple-choice examination measuring student understanding of research terms and practices.
Biology
	BIOL5203 - Foundations of Integrated Biology Credits: 3 This course provides a holistic overview of historical and current issues and trends impacting biology in today’s global society. Emphasis is placed on the themes of organization, information, energy and matter, interactions, and evolutionary change. Topics include cellular chemistry and structure, organisms, interdependence, and heredity and genetics. An understanding of essential, underlying themes provides tools to help describe and understand everyday phenomena. Learners gain a comprehensive understanding of the nature of science and the processes of scientific inquiry, and the relationship of biology to the other sciences, engineering, technology, and society. Critical and creative thinking, problem solving, writing skills, and scientific research methods are emphasized.
	BIOL5303 - Systems of Biology Credits: 3 Biological systems exist from the smallest cells to the biosphere and beyond. As a way to define order and organization, students identify characteristics found in repeatable patterns which predict interactions between systems and their environments. Utilizing a universal view of various systems as they relate to current biological problems, students diagnose potential issues and explore ways to solve problems while determining what and how various forces are influencing the overall system.
	BIOL5313 - The Forces of Biology Credits: 3 Forces act upon the biosphere and its diverse lifeforms, from the flow of water to fields of growing corn. At the cellular level, living “machines” use mechanical forces - push, pull, and resistance - to complete their tasks. Understanding the interaction of these forces generates deeper awareness of the possibilities and limitations of the underlying systems. By examining principles of biological and environmental science, learners identify evidence to support models for sustaining the diversity of life on Earth.
	BIOL5323 - Practical Biology Credits: 3 The everyday task of living brings biology into the practical. Through the use of measurement and the interaction of energy, problems in biology are examined as they relate to distribution, complexity, and evolution. The ability to understand how energy and matter are related establishes a cause-and-effect relationship essential to understanding reactions and interactions within living organisms. Using a model-based inquiry approach, learners investigate concepts such as metabolic activity, abiotic factors, and competitive systems.
	BIOL5333 - Levels and Layers of Biology Credits: 3 From the atom to the biosphere, life on Earth follows a hierarchy of organization. This course explores the hierarchical model as a way to examine the many layers and levels of biology. By processing information about structure, substructure, shape, and form, learners examine how living things and their environments can create layers of complexity.
	BIOL5343 - Atmospheric and Ecological Biology Credits: 3 Change is evident across time. Using atmospheric and ecological biology as a backdrop, this course explores a variety of issues of scientific interest and social relevance that are transforming life on Earth today. Among the issues are climate change, the greenhouse effect, pollution, deforestation, and the ozone layer. The course also explains the conditions that make life possible, including the potential for life on newly discovered Earth-like planets.
Chemistry
	CHEM4003 - Survey of Chemistry Credits: 3 This course introduces students to the nature of chemistry and the principles of scientific inquiry. Foundational concepts in chemistry are emphasized, including theories and laws; the states of matter; chemical and physical properties; the periodic table; chemical reactions and the properties of reactive matter; the structure of atoms and molecules, and the characteristics of elements, ions, compounds, and mixtures.
	CHEM5203 - Foundations of Integrated Chemistry Credits: 3 This foundations course describes historical and current issues and trends impacting chemistry in today’s global society. Topics include atomic and molecular structure, properties of matter, chemical bonds, conservation of matter and stoichiometry, rates of reaction, organic chemistry, thermochemistry, biochemistry, the periodic table, interactions and reactions, and chemical and physical changes.
	CHEM5303 - Systems of Chemistry Credits: 3 Systems exist from the contents of a beaker in a chemistry lab to the Amazon rainforests. This course explores the importance of systems and their surroundings to thermodynamics and thermochemistry. Theories guide the identification of characteristics found in repeatable patterns which predict interactions between systems and their surroundings. Topics include open, closed, and isolated systems and the relationships among energy, heat, and work as revealed in the study of systems.
	CHEM5313 - The Forces of Chemistry Credits: 3 Forces of attraction are at work in chemistry. Understanding the interactions resulting from intermolecular and intramolecular forces generates deeper awareness of the possibilities and limitations of the underlying systems. Topics include the impact of chemical forces on the states of matter, boiling and melting points, vapor pressures, and viscosities. The course also explores van der Waals’s forces: dipoledipole interactions, hydrogen bonding, and London dispersion.
	CHEM5323 - Practical Chemistry Credits: 3 The everyday task of candy making brings chemistry into the practical. Through the use of measurement and the interaction of energy, sources of candy are changed yielding predictable results. The ability to understand how energy and matter are related establishes a cause-and-effect relationship essential to understanding reactions and interactions. Using a model-based inquiry approach, learners investigate key terms and concepts related to candy making and chemistry.
	CHEM5333 - Energy Levels and Concepts of Chemistry Credits: 3 This course addresses the fundamental concepts of energy and heat and their association with chemical processes. Beginning with a discussion of thermodynamics in general, the course moves to application specifically related to chemical changes. Topics include atomic structure and energy levels, different forms of energy, energy scales and units, and heat and work.
	CHEM5343 - Environmental Chemistry Credits: 3 This course focuses on the environmental aspects of chemistry associated with the atmosphere, soil, groundwater, and surface waters. A major focus is how to fundamentally apply chemistry concepts to environmental issues occurring within social, political, and economic contexts. Learners determine the causes of such problems and recommend evidence-based changes that could potentially be made by individuals, industries, and governments. Ethical issues also serve as a source of discussion. Topics include atomic, molecular, ionic, and radical structures, stoichiometry, gas laws, acids and bases, equilibrium, and oxidation/reduction.
Cognitive Science
	PSYC5273 - Performance of the Intellect Credits: 3 Distinguishing between intelligence and the intellect, this course establishes a foundation for examining the role that the intellect, with specific focus on cognition, plays in learning, growth and development, and daily life. Theories of intelligence, including cognitive intelligence and emotional intelligence, are examined in the context of the performance of the intellect. Topics include constructivist and neo-constructivist theories of cognitive development; processes and strategies related to decision making, problem solving, and creative thinking; and the structural features of language, the processes of language acquisition, and the relationship between language and thought.
	PSYC5283 - Theories, Constructs, and Psychology Research Credits: 3 This course explores the nature of psychological theories and how they relate to real-world applications and explanations of psychological phenomena. Specifically, learners trace the historical development of major ideas in psychology and the work of Freud, Jung, Erikson, Skinner, Piaget, and Thorndike, and others. Students gain an understanding of psychological research and basic quantitative and qualitative methods psychologists use to gather and analyze evidence. Emphasis is placed on the emergence of psychology as an empirical science, ethical considerations in psychological research, the use of reference materials and electronic technologies, and the communication of psychological information in written form.
	PSYC5293 - Principles of Knowing Credits: 3 Principles create a framework for testing the value of information and ideas. Knowing is an intellectual process which shapes daily actions and how individuals relate to the world. This course explores principles, evaluating their performance as an aid to selection of enduring guidelines for making personal and group decisions. Topics include the characteristics of memory, memory storage and retrieval, and factors interfering with the retention and retrieval of memories, and the theories and primary internal and external factors impacting motivation.
	PSYC5303 - Issues in Psychology Credits: 3 This course provides learners insights into the nature of psychology as a profession, the opportunity to gain in-depth knowledge of the theoretical and research basis of current issues in psychology, and the links between theoretical developments and professional practice. Topics include challenges associated with providing services to complex, vulnerable, and diverse populations; the ethical responsibilities of practitioners; stress and strategies for its alleviation; definitions and characteristics of psychological disorders and their treatment; primary internal and external factors affecting motivation, and political, social, economic, and medical issues related to mental health and behavioral disorders in contemporary society. Comparisons are made between cognitive/perceptual psychology, abnormal psychology, and social psychology. These subfields are related to the diversity of careers in psychology and the tools and theories used by various psychologists to determine and interpret personality and individual differences.
	PSYC5313 - Crossing the Lifespan of Human Development Credits: 3 Utilizing theories and principles, this course addresses the stages of human development, factors associated with personality development, and critical issues related to human development from infancy through adulthood. These concerns are woven into physical and social, affective and cognitive domain changes influenced by family dynamics, education, relationships, and individual perspectives. This course addresses the impact of change across time and circumstances as a way to guide life choice responses. Topics include emotions and their effects on perception, cognition, and behavior; the development of moral reasoning, and the effects of heredity and environment on human and personality development.
	PSYC5333 - The Role of Neuropsychology Credits: 3 This course investigates the role of neuropsychology in the context of socio-psychological development with specific focus on the context of socioemotional learning. The distinction between neuroscience and psychology frames the investigation of the course, especially in terms of physiological factors that influence brain development across the lifespan. Learners also explore how the nervous, endocrine, and sensory systems interface and affect thinking, memory, personality, development, and behavior. The effects of alcohol and drugs on consciousness are also discussed.
Curriculum and Instruction
	CI5033 - Creating Safe and Supportive Classrooms Credits: 3 Through classroom application of course content, this course provides students with substantial practical experience as they master and implement preventive and positive classroom management strategies. In addition, students acquire both theoretical and practical knowledge about the relationships between school-wide systems and behavioral development, learning and achievement among students with diverse needs.
	CI5091 - Capstone Experience for Curriculum and Instruction Credits: 1 The Capstone Experience is designed for candidates to demonstrate and document the impact of their knowledge and competencies gained throughout and as a result of the Curriculum and Instruction program.
	CI5103 - Curriculum and Instructional Design for Diversity Credits: 3 This course assists in the development of rigorous, appropriate curriculum and instruction. Multiculturalism, culturally relevant pedagogy, differentiated instruction, and thematic, interdisciplinary unit planning are emphasized. Using a curricular framework, students plan, evaluate, reflect on, and adapt curricula experiences to build successful learning environments for all learners.
	CI5113 - Design of Integrated Curriculum Credits: 3 This course is designed to promote the use of differentiated curriculum, instructional strategies, and assessment measures in school and organizational settings. The course also examines research-based, integrated curriculum models and the fundamental theoretical frameworks for curriculum development. Qualitative and quantitative data are collected and analyzed to evaluate the effectiveness of utilizing differentiated instruction with higher level content and thinking processes for the purpose of curriculum development, implementation, and overall organizational success.
	CI5203 - Differentiated Instruction: Theory to Practice Credits: 3 This course examines the major tenets of differentiated instruction in relation to the diverse needs of 21st century learners, establishing and authenticating the philosophy driving learning-centered teaching while exploring how neurological changes influence thinking. A range of instructional and assessment options are prospected to amplify the learning experience, exemplified by the Common Core State Standards (CCSS) and other state frameworks.
	CI5223 - Differentiated Instruction: Principles in Action Credits: 3 Blending principles of thought with action, this course maximizes learning through integrated and inquiry-based experiences, enhanced creative expressions, and elements found in habits of the mind; applying brain-based research to augment instruction. Moving principles to form action, concepts of DI are infused into lesson plans by contrasting frameworks to deliver content, process and products, while influencing affective thought within the learning environment.
	CI5333 - Student Engagement Credits: 3 This course prepares teachers to establish high expectations for all students and to effectively evaluate and implement theories of motivation and cognitive engagement in classroom learning. Emphasis will be placed on different theories of motivation and how classroom, school, work, and social environments shape and influence student motivation.
	CI5353 - Standards-Driven Learning Credits: 3 This course focuses on the major theories, strategies, and applications utilized in P-12 standards-driven learning environments. Participants review and apply current literature and educational research studies concerning standards-based curriculum, implementation strategies and tools.
	CI5423 - Community of Learners Credits: 3 This course prepares students to implement strategies for building a learning community. An emphasis is placed on the application of the learner-centered principles; cooperative and problem-based learning strategies; and the promotion of integrated curriculum and critical thinking.
	CI5503 - Principles and Practices of Classroom Management Credits: 3 This course prepares educators to implement a Positive Behavioral Support System (PBSS). The evidenced-based PBSS components are designed to guide educators to teach preK-12 learners competencies in social, emotional, and behavioral self-management for consistent application in classrooms and school-wide.
	CI5513 - Developing Student Self-Management Skills Credits: 3 This course emphasizes the role of social skills instruction in effective classroom and school management. The Stop & Think program serves as a model in the course to assist educators in implementing a cognitive-behavioral approach to the teaching of social skills. Prevention of and response to student teasing, taunting, bullying, harassment, and physical aggression are a major course focus.
	CI5523 - Interventions for Students with Challenging Behaviors Credits: 3 This course prepares educators to assist challenging students through the use of evidence-based behavioral interventions. Response to Instruction and Intervention (RTI2) is a major focus of the course with major emphasis on strategic Tier 2. Tier 3 interventions for intensive student need and crisis management situations are also addressed.
	CI5911 - Independent Study for Curriculum and Instruction Credits: 1 This course is an independent study of specific problems in the field of curriculum and instruction. May be repeated. In seeking permission to register in this course, the student will submit a proposed topic to the department chair. With an approved topic, the student will conduct an independent inquiry under the supervision of a faculty member. Work in CI5911 must be accomplished in a regular five-week session with all student products submitted through the learning management system. Through the student’s independent inquiry, the student will develop a product for review. Pre-requisite(s): Permission of the department chair.
	CI5912 - Independent Study for Curriculum and Instruction Credits: 2 This course is an independent study of specific problems in the field of curriculum and instruction. May be repeated. In seeking permission to register in this course, the student will submit a proposed topic to the department chair. With an approved topic, the student will conduct an independent inquiry under the supervision of a faculty member. Work in CI5912 must be accomplished in a regular five-week session with all student products submitted through the learning management system. Through the student’s independent inquiry, the student will develop a product for review. Pre-requisite(s): Permission of the department chair.
	CI5913 - Independent Study for Curriculum and Instruction Credits: 3 This course is an independent study of specific problems in the field of curriculum and instruction. May be repeated. In seeking permission to register in this course, the student will submit a proposed topic to the department chair. With an approved topic, the student will conduct an independent inquiry under the supervision of a faculty member. Work in CI5913 must be accomplished in a regular five-week session with all student products submitted through the learning management system. Through the student’s independent inquiry, the student will develop a product for review. Pre-requisite(s): Permission of the department chair.
	CI6103 - Curriculum and Instructional Design for Diversity Credits: 3 This course assists in the development of rigorous, appropriate curriculum and instruction. Multiculturalism, culturally relevant pedagogy, differentiated instruction, and thematic, interdisciplinary unit planning are emphasized. Using a curricular framework, students plan, evaluate, reflect on, and adapt curricula experiences to build successful learning environments for all learners.
	CI6113 - Standards-Driven Learning Credits: 3 This course focuses on the major theories, strategies, and applications utilized in P-12 standards-driven learning environments. Participants review and apply current literature and educational research studies concerning standards-based curriculum, implementation strategies and tools.
	CI6123 - Assessment Strategies Credits: 3 Embracing the value of assessment and evaluation is the first step in improving learner outcomes through data-driven decision-making. This course develops relevant competencies and promotes a healthy balance of utilizing formative and summative assessments, evaluation practices, and data to inform and guide integrated curriculum development and instructional delivery. Assessments can provide facilitators with the knowledge and skills required to meet the needs of diverse learners in a variety of school and organizational settings.
	CI6133 - Strengthening Literacy Credits: 3 This course prepares students to implement a school-wide leadership initiative to improve a comprehensive range of literacy skills. Specific principles and theories of reading instruction are evaluated in relation to currently employed practice, so teachers can immediately strengthen instruction. Students examine the scientific research base underlying different models of reading instruction. Special attention is given to curriculum mapping, alignment, and the development of an implementation plan to strengthen literacy.
	CI6143 - Designing and Leading Professional Learning Credits: 3 This course promotes the concept of leaders serving as role models of professional development for their staffs to achieve higher levels of performance within the organization. To do so, leaders must utilize effective strategies, programs, and services based on data-driven decisions and the needs of stakeholders in the organizational community. Emphasis is placed on the impact of relevant, high-quality, job-embedded, differentiated, technology-integrated professional learning opportunities aligned to organizational goals. The course also prepares leaders to serve as advocates for sufficient preparation, time, and support for colleagues to work collaboratively in job-embedded professional learning.
	CI6153 - Capstone in Curriculum and Instruction Credits: 3 The Capstone Experience is designed for candidates to demonstrate and document the impact of their knowledge and competencies gained throughout and as a result of the doctoral focus of study in curriculum and instruction. Students create a professional portfolio based on work created during their program to highlight mastery of specific academic outcomes and demonstrate the impact of the focus of study on the professional field.
Early Childhood Education
	EC5083 - Early Childhood Assessment and Intervention Credits: 3 Focused on early childhood developmental issues, this course includes formal and informal approaches to assessing young children while diagnosing potential concerns which lead to informed instructional and intervention choices. Choices in curriculum are aligned to needs to enhance student achievement.
	EC5091 - Capstone Experience for Early Childhood Education Credits: 1 The Capstone Experience is designed for candidates to demonstrate and document the impact of their knowledge and competencies gained throughout, and as a result of the Master of Education in Early Childhood Education.
	EC5403 - Foundations of Child Development Credits: 3 Focused on development, this course will explore classic theories of child development while investigating emerging theories in the field. This course establishes an understanding of current practices and concerns relating how they influence a child’s environment and future learning experiences.
	EC5413 - Child Growth and Development Credits: 3 This course will address the traditional stages of development from infancy through early childhood. Concepts will address developmental milestones, domains of thought, and related theories of growth.
	EC5423 - Curriculum Development: Methods and Strategies Credits: 3 This content will focus on curriculum design using learning expectations across different standards and the developmental needs of children. Curriculum design methods, developmentally appropriate practices, and application methods will be explored by relating distinctive age-appropriate ideas.
	EC5433 - Curriculum Development: Content Specific Credits: 3 Addressing content-specific curriculum development, strategies will be introduced to promote development across specific areas of learning. Selected activities will be investigated to promote literacy, social and emotional growth, logical reasoning, and physical development. Pre-requisite(s): EC5423
	EC5443 - Trends in Early Childhood Education Credits: 3 This course explores current trends in early childhood education by examining public policy, research, professional development relevant to classroom practices, and program management. Creating a connection between theory and current information will help to maintain relevance for the profession.
	EC6013 - Research and Trends in Early Childhood Education Credits: 3 By exploring current trends in early childhood education, students examine public policy, research, professional development relevant to classroom practices, and program management. Students will apply guiding research practices currently utilized in the field. The connection between theory and emerging information will help to maintain relevance for the profession.
	EC6023 - Theories and Foundations of Child Development Credits: 3 This course examines classic and modern theories of child development and applications to real world settings. Students relate the theoretical foundations which guide key elements of early childhood educational practices to curriculum design, play, attachment and guidance.
	EC6033 - Collaborative Partnerships in Early Childhood Practices Credits: 3 Through the formation of collaborative partnerships, roles across multiple early childhood settings are investigated. Theories and practices which guide relationships with families, community organization and advocacy organizations will highlight the leadership skills necessary to establish and maintain connections relevant to supporting the field of early childhood education.
	EC6043 - Early Childhood Assessment and Intervention Credits: 3 Focused on early childhood developmental issues, this course includes formal and informal approaches to assessing young children while diagnosing potential concerns which lead to informed instructional and intervention choices. Choices in curricula are aligned to needs to enhance student achievement.
	EC6053 - Advocacy and Leadership in Early Childhood Credits: 3 This course focuses on the role of advocacy and leadership for early childhood practitioners. Students gain knowledge on different levels of advocacy and how this supports students and families in the field. This course prepares students to take on leadership roles related to advocacy and professional development opportunities relevant to current issues in early childhood education.
	EC6063 - Capstone in Early Childhood Education Credits: 3 The Capstone Experience is designed for candidates to demonstrate and document the impact of their knowledge and competencies gained throughout and as a result of the doctoral focus of study in early childhood education. Students create a professional portfolio based on work created during their program to highlight mastery of specific academic outcomes and demonstrate the impact of the focus of study on the professional field.
Education Teaching/Learning
	ED5023 - Assessment Strategies Credits: 3 Embracing the value of assessment and evaluation is the first step in improving learner outcomes through datadriven decision-making. This course develops relevant competencies and promotes a healthy balance of utilizing formative and summative assessments, evaluation practices, and data to inform and guide integrated curriculum development and instructional delivery. Assessments can provide facilitators with the knowledge and skills required to meet the needs of diverse learners in a variety of school and organizational settings.
	ED5053 - Community Engagement, Outreach, and Collaboration Credits: 3 How can those within the community support the established teaching and learning goals set by the school? This course provides a foundation for developing relationships among stakeholders in the school community-students, school, parents, and the community at large-for the express goal of supporting student learning. In addition to examining research findings, students will explore family engagement, mutually beneficial community relationships, and student advocacy. The course culminates with a plan for continuing school improvement and professional growth.
	ED5091 - Capstone Experience for Advanced Studies Credits: 1 The Capstone Experience is designed for candidates to demonstrate and document the impact of their knowledge and competencies gained throughout, and as a result of studies related to the Advanced Studies program.
	ED5123 - Diverse Learners Credits: 3 This course reviews data related to the effectiveness of educational initiatives emphasizing evidence-based instructional design models used to assess and instruct students with diverse learning needs. Special attention is given to inclusion of traditionally underrepresented learner populations, i.e.; special education, LEP, economically disadvantaged, and ethnic minorities.
	ED5193 - Foundations of Education Credits: 3 This course introduces students to the historical, political, and social influences on the development of the U. S. educational system. Topics include major philosophies of teaching and learning, the impact of educational theories on educational practice, legal aspects of education, and school effectiveness and student achievement.
	ED5213 - Designing Learning Environments Credits: 3 Learning happens as a natural function of the brain. Regardless of the situation, the environment influences how the brain perceives and performs. This course considers how to customize elements within an environment to foster value and interest, success and productivity. Moving beyond the physical setting, consideration is given to accessibility, organizational structure, and compatibility in regard to ability and attitude. The role of technology integration in differentiating to meet learner needs will be discussed and applied.
	ED5223 - Transforming Teaching and Learning Credits: 3 This course assists students in understanding teaching and learning processes and how to use this knowledge to increase the professional skills of colleagues for the purpose of increasing student achievement. Emphasis is placed on ways to model continuous learning and reflective practices and strategies to promote collaboration with colleagues to align instructional practices with school goals, mission, and vision. Technology integration and online delivery are major threads in the coursework.
	ED5243 - The Influence of Culture Credits: 3 Culture is an aspect of human interaction. It is a collection of values, attitudes, behaviors, and social mores expressed by a collection of individuals within a society, organization, institution, or country. The underlying philosophy or principles held by a culture are examined in this course to understand how productivity and performance, personal and professional relationships are established and maintained. These include the influence of organization and power structures and control systems which incorporate procedures and process along with routines and individual stories. Emphasis is placed on diverse learners, collaboration with stakeholders, data analysis and interpretation and its influence on culture, the impact of instructional models, and the role of social-emotional learning.
	ED5253 - Cognition and Critical Thinking Credits: 3 This course examines cognition, specifically the psychological processes of how individuals think and remember as applied to developing judgment and reasoning throughout the learning process. This course will also explore critical thinking as a process reflective of Bloom’s Taxonomy incorporating active learning by formulating ideas, gaining knowledge and comprehension, making appropriate applications, and moving into higher levels of learning through analyzing, evaluating, and creating.
	ED5263 - Fundamentals of Integrated Thinking Credits: 3 Integrated thinkers view and often embrace variables within a problem to contain causal dynamics and connected relationships. This course analyzes the methodology for “big picture”, complex, and creative problem-solving relying on imagination, intuition, and reasoning to develop strategies, courses of action, and evaluation in a variety of schools and organizations.
	ED5303 - Principles of Human Learning Credits: 3 Students explore theories and principles shaping the understanding of learning and motivation. Classic and current theories of cognition and motivation will be examined in relation to real world relevance. Students will gain an overview of neurology and its influence on human development, including cultural and individual perspectives about learning.
	ED5313 - School and Community Issues Credits: 3 This course examines the relationship between the educator and the community. Students will explore topics of substance abuse; obesity; mental health; nutrition; communicable diseases and economics issues faced by the community-at-large. The course will focus on methods to form partnerships between programs and communities, practicing ethical standards as determined by laws within the healthcare industry. In addition, students learn methods of outreach and dissemination of information to support the needs of the community.
	ED5343 - Assessment and Evaluation Credits: 3 This course explores methods to analyze data to define needs and establish a program focus for delivering health education. The course will utilize research to evaluate policies and protocols relevant to the field. Learners will examine how to identify evaluation procedures on several levels, i.e. individual, personnel, program planning, and how to prepare a professional interpretation of the information.
	ED5353 - Principles of Program Design and Implementation Credits: 3 Surveying various program models related to health education, this course identifies specific components of program design and examines methods to determine strategies for implementing a program into a specific setting. Relevant application of the material will relate principles of fundamental care to guide informed choice and formative research to assess needs. In addition, the course will address how to monitor and evaluate programs, including elements of operations scale-up and funding.
	ED5363 - Conceptualization in Learning Credits: 3 By creating new dimensions of thought to establish meaning and relevance, the ability to conceptualize promotes transferability. This course builds foundational understanding of practical approaches to teach conceptualization while also developing personal and professional knowledge and skills in interrelations, multiple perspectives, concept map development, generalizations and terminology across disciplines. A focus on synergistic effects moves learning across domains into multiple contexts for use in novel situations.
	ED5373 - Implementing Integrated Curriculum Credits: 3 The implementation of integrated curriculum involves transforming learning environments to include stakeholders within and beyond the present context. This course supports strategies to teach and communicate principles of interdependence by addressing the “how and why” of integrated curriculum. Aspects of philosophy, attitudes, and strategies are modeled to engage learners in the creative process of influencing change.
	ED5383 - Principles of Integration Credits: 3 This problem-based course is designed to guide the conditions of applying principles in new contexts. By examining how common components cross disciplines to create interdependency, this course uses abstract representations to enhance and facilitate conceptual transfer. Curriculum is perceived through the understanding of social relationships, cognition, and frameworks for problem solving using real-world issues which allow theories in one field to parallel application in another.
	ED5403 - The Exceptional Child Credits: 3 Exploring developmental and learning needs of children with exceptional learning abilities, the content will address the diverse needs of the gifted, students with exceptional needs, and children with learning disabilities. Strategies will be established to support a variety of learning needs while working with families to foster a consistent learning environment.
	ED5413 - Observation and Assessment Credits: 3 Content in this course will include observation strategies and assessment tools used to design curriculum and identify developmental needs of children in the classroom. Methods utilizing assessment and providing guidance for classroom curriculum designed to support the identification of individual learning needs will be considered. Strategies will be aligned to the ongoing development of student portfolios as a form of observation.
	ED5423 - Family, School, and Community Credits: 3 This course will address how to establish and support partnerships with families and the community around the school. Content will address how to meet the needs of families, establish connections in the community, and serve as an advocate for early childhood.
	ED5433 - Child Guidance Credits: 3 Research-based guidance strategies for classroom management are considered. The identification, selection, and support for a variety of methods will be acquired to guide the development of an individualized plan dependent upon the assessed needs of a child.
	ED5553 - Crossing the Lifespan of Human Development Credits: 3 Utilizing theories and principles, critical issues related to human development across the lifespan are considered. These concerns are woven into physical and social, affective and cognitive domain changes influenced by family dynamics, education, relationships, and individual perspectives. This course addresses the impact of change across time and circumstances as a way to guide life choice responses.
	ED6053 - Assessment Strategies Credits: 3 Embracing the value of assessment and evaluation is the first step in improving learner outcomes through data-driven decision-making. This course develops relevant competencies and promotes a healthy balance of utilizing formative and summative assessments, evaluation practices, and data to inform and guide integrated curriculum development and instructional delivery. Assessments can provide facilitators with the knowledge and skills required to meet the needs of diverse learners in a variety of school and organizational settings.
	ED6063 - Designing and Leading Professional Learning Credits: 3 This course promotes the concept of leaders serving as role models of professional development for their staffs to achieve higher levels of performance within the organization. To do so, leaders must utilize effective strategies, programs, and services based on data-driven decisions and the needs of stakeholders in the organizational community. Emphasis is placed on the impact of relevant, high-quality, job-embedded, differentiated, technology-integrated professional learning opportunities aligned to organizational goals. The course also prepares leaders to serve as advocates for sufficient preparation, time, and support for colleagues to work collaboratively in job-embedded professional learning.
	EE5091 - Capstone Experience for Elementary Education Credits: 1 The capstone experience provides an opportunity for students in the M.Ed. in Elementary Education program to demonstrate and document the impact of the knowledge and competencies gained throughout and as a result of the program. In the capstone experience, students select artifacts produced along with or as a result of course application assignments. These artifacts serve as the centerpiece of a culminating project that demonstrates competency.
	IC5091 - Capstone Experience for Integrated Curriculum Credits: 1 The Capstone Experience is designed for candidates to demonstrate and document the impact of their knowledge and competencies gained throughout, and as a result of studies related to the Integrated Curriculum.
	LEAD5043 - Instructional Leadership Credits: 3 This course focuses on the improvement of curriculum, instruction, and student achievement throughout diverse school and organizational settings. To make these improvements, leaders must first develop the skill set and knowledge base necessary to build leadership capacity among staff members. Instructional leaders can then collaboratively set learner-centered goals to promote higher levels of student progress, achievement, and post-secondary and college and career readiness.
	LEAD5053 - Designing and Leading Professional Learning Credits: 3 This course promotes the concept of leaders serving as role models of professional development for their staffs to achieve higher levels of performance within the organization. To do so, leaders must utilize effective strategies, programs, and services based on data-driven decisions and the needs of stakeholders in the organizational community. Emphasis is placed on the impact of relevant, high-quality, job-embedded, differentiated, technology-integrated professional learning opportunities aligned to organizational goals. The course also prepares leaders to serve as advocates for sufficient preparation, time, and support for colleagues to work collaboratively in job-embedded professional learning.
	LEAD5063 - Achievement and Accountability Credits: 3 This course emphasizes the importance of understanding state, federal, and other accountability standards in relation to the needs of learners within schools, school districts, and organizational communities. The focus of the course remains on identifying learners’ academic strengths and areas in need of improvement to eliminate achievement gaps, improve achievement levels, ensure progress, increase graduation rates, and promote post-secondary and college/career readiness.
Education Transition to Teaching
	EDTT5013 - Assessment for Elementary Teachers Credits: 3 This course develops competencies in utilizing formative and summative assessment practices and data to inform and guide curriculum development and instruction. Classroom and school-based assessment tools provide teachers with the knowledge and skills required to meet the needs of diverse learners. Embracing assessment is the first step toward “data-based” decision-making in education.
	EDTT5021 - Orientation to Elementary Teaching Credits: 1 This introduction to the teaching field provides students a rich perspective on child development knowledge, observational strategies and skills, and ethics in education. Students increase their understanding and awareness of teacher roles and responsibilities in relation to the school climate and educational policy. The course also introduces students to the tools and technologies that they will need to successfully complete field experiences that are integrated throughout their coursework and the EDTT5161 - Elementary Student Teaching .
	EDTT5022 - Elementary Student Teaching and Seminar Credits: 2 This course provides students with the opportunity to apply theory, pedagogy, and best practices in education to understanding the role of the elementary teacher. In this course, students participate in a 10-week (full time) practicum designed to provide the knowledge and experience necessary for teaching in the elementary classroom. Through an application based learning environment students will apply the skills they have learned throughout their previous coursework and experience firsthand the issues facing schools and classrooms. Topics include educational foundations, philosophy of education, diversity, exceptional needs, classroom management, cultural competencies, as well as lesson planning, implementation and assessment. Pre-requisite(s): Completion of all T2T/MAT content courses; maintenance of 3.0 grade point average across all T2T/MAT courses.
	EDTT5031 - Orientation to Secondary Teaching Credits: 1 This orientation to secondary teaching provides students a rich perspective on adolescent development, observational strategies and skills, and professionalism and ethics in education. Students increase their understanding and awareness of teacher roles and responsibilities in relation to school climate and culture, certification and evaluation requirements, and educational laws and policy. The course also introduces students to the tools and technologies they will need to successfully complete field experiences integrated throughout their coursework and the student teaching experience.
	EDTT5032 - Secondary Student Teaching and Seminar Credits: 2 This course provides students with the opportunity to apply theory, pedagogy, and best practices in education to understanding the role of the secondary teacher. In this course, students participate in a 10-week (full time) practicum designed to provide the knowledge and experience necessary for teaching in the secondary classroom. Through an application-based learning environment students will apply the skills they have learned throughout their previous coursework and experience firsthand the issues facing schools and classrooms. Topics include educational foundations, philosophy of education, diversity, exceptional needs, classroom management, cultural competencies, as well as lesson planning, implementation and assessment. Pre-requisite(s): Completion of all T2T/MAT content courses; maintenance of 3.0 grade point average across all T2T/MAT courses.
	EDTT5041 - Capstone Experience for Secondary Teachers Credits: 1 The capstone experience provides an opportunity for students in the M.A.T. in Secondary Education program to demonstrate and document the impact of the knowledge and competencies gained throughout and as a result of the program. In the capstone experience, students select artifacts produced along with or as a result of course application assignments. These artifacts serve as the centerpiece of a culminating project that demonstrates competency in teaching.
	EDTT5053 - Community Engagement for Elementary Teachers Credits: 3 How can those within the community support the established instructional and learning goals set by the school? This course provides a foundation for developing relationships among stakeholders in the school community-students, school, parents, and the community at large-for the express goal of supporting student learning. In addition to examining research findings, students will explore family engagement, mutually beneficial community relationships, and student advocacy. The course culminates with a plan for continuing school improvement and professional growth.

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Course Descriptions

ED5503 - Adult Learning

ED5513 - Instructional Strategies for the Adult Learner

ED5523 - Evaluating Instructional Programs

ED5533 - Assessing Adult Learners

ED6013 - Adult Learning

ED6023 - Instructional Strategies for the Adult Learner

ED6033 - Evaluating Instructional Programs

ED6043 - Assessing Adult Learners

ED6073 - Capstone in Adult Education

ASMT5010 - Reading Assessment (TX)

ASMT6010 - Benchmark: Research Competency Exam

BIOL5203 - Foundations of Integrated Biology

BIOL5303 - Systems of Biology

BIOL5313 - The Forces of Biology

BIOL5323 - Practical Biology

BIOL5333 - Levels and Layers of Biology

BIOL5343 - Atmospheric and Ecological Biology

CHEM4003 - Survey of Chemistry

CHEM5203 - Foundations of Integrated Chemistry

CHEM5303 - Systems of Chemistry

CHEM5313 - The Forces of Chemistry

CHEM5323 - Practical Chemistry

CHEM5333 - Energy Levels and Concepts of Chemistry

CHEM5343 - Environmental Chemistry

PSYC5273 - Performance of the Intellect

PSYC5283 - Theories, Constructs, and Psychology Research

PSYC5293 - Principles of Knowing

PSYC5303 - Issues in Psychology

PSYC5313 - Crossing the Lifespan of Human Development

PSYC5333 - The Role of Neuropsychology

CI5033 - Creating Safe and Supportive Classrooms

CI5091 - Capstone Experience for Curriculum and Instruction

CI5103 - Curriculum and Instructional Design for Diversity

CI5113 - Design of Integrated Curriculum

CI5203 - Differentiated Instruction: Theory to Practice

CI5223 - Differentiated Instruction: Principles in Action

CI5333 - Student Engagement

CI5353 - Standards-Driven Learning

CI5423 - Community of Learners

CI5503 - Principles and Practices of Classroom Management

CI5513 - Developing Student Self-Management Skills

CI5523 - Interventions for Students with Challenging Behaviors

CI5911 - Independent Study for Curriculum and Instruction

CI5912 - Independent Study for Curriculum and Instruction

CI5913 - Independent Study for Curriculum and Instruction

CI6103 - Curriculum and Instructional Design for Diversity

CI6113 - Standards-Driven Learning

CI6123 - Assessment Strategies

CI6133 - Strengthening Literacy

CI6143 - Designing and Leading Professional Learning

CI6153 - Capstone in Curriculum and Instruction

EC5083 - Early Childhood Assessment and Intervention

EC5091 - Capstone Experience for Early Childhood Education

EC5403 - Foundations of Child Development

EC5413 - Child Growth and Development

EC5423 - Curriculum Development: Methods and Strategies

EC5433 - Curriculum Development: Content Specific

EC5443 - Trends in Early Childhood Education

EC6013 - Research and Trends in Early Childhood Education

EC6023 - Theories and Foundations of Child Development

EC6033 - Collaborative Partnerships in Early Childhood Practices

EC6043 - Early Childhood Assessment and Intervention

EC6053 - Advocacy and Leadership in Early Childhood

EC6063 - Capstone in Early Childhood Education

ED5023 - Assessment Strategies

ED5053 - Community Engagement, Outreach, and Collaboration

ED5091 - Capstone Experience for Advanced Studies

ED5123 - Diverse Learners

ED5193 - Foundations of Education

ED5213 - Designing Learning Environments

ED5223 - Transforming Teaching and Learning

ED5243 - The Influence of Culture

ED5253 - Cognition and Critical Thinking

ED5263 - Fundamentals of Integrated Thinking

ED5303 - Principles of Human Learning

ED5313 - School and Community Issues

ED5343 - Assessment and Evaluation

ED5353 - Principles of Program Design and Implementation

ED5363 - Conceptualization in Learning