Curriculum and Instruction (CI)

CI 2310. Foundations of Teaching, Learning, and Schooling in Secondary Settings.

This course introduces students to foundational components of schooling and learning in secondary educational settings. Students explore research-based literature on decision-making processes and policy, learning theories, teacher beliefs and professional identities, and social and community contexts. The coursework investigates how these components of schooling and learning impact a range of teaching practices in various secondary education settings. In examining these dynamics more closely, students consider how these interactions and impacts relate to instructional approaches and to secondary learners’ academic experiences and learning outcomes.

CI 2311. Education and Equity in a Diverse Society.

This course examines elementary education from sociocultural, sociopolitical, and sociohistorical perspectives as research-based constructs to evaluate structural and contextual factors related to equity in the current American schooling system. Emphasis is placed on multiple perspectives and interpretations as students identify, deliberate, analyze, and evaluate key issues and relationships between educational practice, community contexts, societal structures, and policy frameworks. Through inquiry and reflection, students will apply theoretical perspectives to contemporary educational challenges.

CI 2355. STEM in Early Childhood and Elementary Education.

This course examines principles and practices of STEM (Science, Technology, Engineering, Mathematics) teaching and learning in early childhood and elementary contexts. Students will explore and analyze strategies for implementing high-quality, asset-based, inquiry and design-based learning activities that develop the STEM literacy and skills of young learners. Focal course topics include standards-based instruction in data literacy, engineering design, technologies, and environmental education. Prerequisite: [PHYS 1310 or PHYS 1315 or PHYS 1320 or PHYS 1325 or PHYS 1360 or PHYS 1365 or PHYS 1370 or PHYS 1410 or PHYS 1420] and [CI 2310 or CI 2311 or CI 3325] both with grades of C or better.

CI 3300. Middle School Curriculum and Instruction.

This course examines developmentally appropriate curriculum for grades 4-8. Students explore lesson and unit design; state standards for content, literacy, and language development; and the framework for teacher evaluation in Texas. Students investigate relationships among adolescent development, successful instructional planning, and classroom management. Students apply pedagogical content knowledge in designing and delivering instruction in a safe classroom environment with a focus on cooperative learning, direct instruction, discovery learning, and learner-centered instruction. As CI 3300 is part of a multi-course, field-based experience, students must apply in advance for placement and meet program-specific prerequisite and corequisite coursework requirements. Prerequisite: Admittance to Educator Preparation Program and Departmental approval.

CI 3325. Adolescent Growth and Development for Educators.

This course examines adolescence as a stage of human development involving biological, cognitive, social, and emotional change. Students analyze major theoretical perspectives used to explain adolescent behavior and growth. Course content includes an investigation of adolescents' roles and relationships within families, peer groups, educational institutions, and broader social environments, as well as the contextual factors documented in developmental and educational research as influencing adolescent learning and well‑being. Students analyze ways research on adolescent development can inform instructional practices, educational decision making, and interventions in middle school and secondary classrooms.

CI 3332. Foundations of Bilingual and ESL Education.

This course examines the historical, theoretical, and philosophical foundations and rationale for bilingual and English as a Second Language (ESL) education. Students analyze key concepts and terminology related to language instruction for multilingual learners, including research‑based theories of second language acquisition, and compare major models of bilingual and ESL education. Students explore how cultural, linguistic, and individual learner characteristics may influence language development and academic learning. Emphasis is placed on analyzing factors that contribute to effective classroom environments and examining ways to differentiate content and instruction based on learners’ strengths, needs, and English proficiency levels. Prerequisite: Admittance to Educator Preparation Program and 2.75 Overall GPA. Corequisite: CI 4360 with a grade of a "D" or better.

CI 3337. Survey of Social Studies Concepts for Elementary Educators.

This course provides an overview of the content and concepts essential for teaching social studies to elementary students. Areas of study include geography, culture, economic systems, government structures and functions, civic processes, and the history of Texas, the United States, and the world. Emphasis is placed on the practical application of this content in early childhood and elementary classroom settings as students evaluate the effectiveness of instructional strategies and activities in supporting the learning of social studies.

CI 3338. Social Studies in the Elementary and Middle School.

This course examines learner-centered approaches to EC-8 social studies education with attention to content knowledge, instructional practice, communication, and professional growth. Students examine multiple research-based approaches to social studies instruction that support learning across diverse classroom settings. Students explore foundational social studies content and pedagogy, varied instructional approaches, and strategies for incorporating social studies in daily instruction. Through analytical study and applied activities, students investigate how to design and implement coherent, well-structured social studies learning experiences. Prerequisite: (RDG 2320 OR SPED 2360) and (CI 2310 or CI 2311) both with grades of "C" or better.

CI 3340. Instruction for Multilingual Classrooms.

This course examines language acquisition and language use in educational settings, with attention to multilingual learners and variation in language use among secondary learners. Students analyze language structure, language variation, and language acquisition, and their role in instruction in secondary content-area classrooms. Course content examines instructional, assessment, and programmatic contexts associated with multilingual learners. Additional topics include language in educational contexts, state and federal policy frameworks, and instructional planning aligned with the state academic standards. Prerequisite: CI 4370 and CI 4372 both with a grade of "C" or better.

CI 3355. Survey of Science Concepts for Elementary Educators.

This course surveys the science content needed for teaching elementary students, including the core ideas and recurring themes and concepts in state and national standards. Students examine the history and nature of science, the role of scientific inquiry, and the influence of science on society. Topics include physical science, earth science, space science, life science, and laboratory safety. Emphasis is placed on practical application within early childhood and elementary classrooms. Students evaluate the potential effectiveness of science activities for supporting elementary student learning.

CI 3632. Foundations, Methods, and Materials for Teaching ESL in the Content Areas.

This course analyzes the historical, theoretical, and philosophical foundations and rationale for bilingual and English as a Second Language (ESL) education. Students examine how cultural and individual factors may mediate language acquisition and the learning process. Through coursework and field experiences, students apply and adapt methods, materials, and curricula used across content areas in elementary and middle level ESL instruction, designing strategies that support English language learners in diverse academic settings. Students engage in field-based experiences at a local elementary school that partially fulfill state requirements for observation hours. Prerequisite: Admittance into Educator Preparation Program and Overall GPA 2.75 and [CI 2311 or CI 2310] and [ECE 4300 or SPED 2360 or CI 3325] both with a grade of a "C" or better.

CI 4325. Classroom Management and Teacher-Student Relationships.

This course examines classroom management theories and models and their application in elementary settings. Students identify a variety of approaches that support productive classroom learning environments and analyze the relationship between classroom management and instruction. Students examine principles and practices of multiple discipline models, consider the nature and possible causes of behavioral challenges, study strategies for addressing those behaviors, and develop communication skills for teaching. Students will analyze professional perspectives as these relate to classroom management practices.

CI 4332. Curriculum, Instruction, and Assessment for Secondary Classrooms.

This course examines the development and implementation of curriculum, instruction and assessment that reflect best practices for secondary classrooms. Students analyze state-adopted curriculum standards, including the Texas Essential Knowledge and Skills and the English Language Proficiency Standards. Students create well-organized lesson plans that align to state standards, foster higher-order thinking, and meet the needs of learners, including students with disabilities and emerging bilingual students. Additional topics include formative and summative assessment and the integration of technology for digital and virtual learning.

CI 4343. Instructional Strategies in Secondary Settings.

This course focuses on research based instructional strategies that support academically challenging and meaningful learning in secondary classrooms, including student centered approaches. Students develop pedagogical knowledge and instructional decision making skills by designing, implementing, and analyzing instructional practices. Course content emphasizes the application of educational strategies to meet varied learner needs through differentiated instruction. Multiple approaches to content area teaching are examined, including cooperative learning, explicit instruction, active learning, tiered instruction, and co teaching. The course supports secondary teacher candidates in selecting and applying instructional strategies that promote engagement, rigor, and effective learning outcomes. Prerequisite: CI 4370 and CI 4372 both with a grade of "C" or better.

CI 4345. Connecting Children’s Thinking & Mathematics Teaching in Early Childhood through 2nd Grade Classroom.

This course examines research-supported approaches to eliciting, understanding, and extending children’s mathematical thinking from early childhood through second grade in classrooms that include English learners. Students analyze instructional approaches to children’s mathematical thinking and strategies, including play-based learning, and examine how language use and classroom discourse practices relate to students’ participation in mathematics. Through directed field experiences, students design and implement problem-solving, play-based, and assessment practices that support mathematics learning in alignment with relevant state mathematics and English language proficiency standards. Course experiences emphasize analyzing ideas and experiences of children from varied linguistic and community backgrounds to support mathematical reasoning and learning in EC-2 classrooms. Prerequisite: Admittance to Educator Preparation Program and 2.75 Overall GPA and MATH 2311 with grade of "C" or better. Corequisite: ECE 4310 or ECE 3610 or BILG 3332 or BILG 4325 with a grade of a "D" or better.

CI 4348. Connecting Children’s Thinking & Mathematics Teaching in Early Childhood through 6th Grade Classroom.

This course examines research supported approaches to eliciting, understanding, and extending children’s mathematical thinking from early childhood through sixth grade in classrooms that include English learners. Students analyze evidence based instructional approaches to mathematical problem solving, fluency, and conceptual understanding, and examine children’s varied mathematical strategies to inform differentiated instruction. Emphasis is placed on analyzing multiple problem solving approaches across grade levels and designing open ended mathematical tasks aligned with state standards. Students examine ideas and experiences of children from varied linguistic and community backgrounds to support mathematical reasoning, learning, and instructional differentiation in elementary classrooms. Prerequisite: Admittance to Educator Preparation Program and MATH 2311 with grade of "C" or better and 2.75 Overall GPA and Departmental Approval.

CI 4350. Connecting Children’s Thinking and Mathematics Teaching in 3rd through 6th Grade Classrooms.

This course develops research supported approaches to eliciting, understanding, and extending children’s mathematical thinking from third through sixth grade in classrooms that include English learners. Students analyze instructional approaches to mathematical problem solving, fluency, and conceptual understanding and examine how to scaffold whole group classroom discourse in upper elementary mathematics. Through directed field experiences, students design and implement problem solving and assessment practices with an emphasis on rational numbers in alignment with relevant state mathematics and English language proficiency standards. The course emphasizes analysis of children’s ideas and experiences from varied linguistic and community backgrounds to inform instructional approaches, mathematical reasoning, and differentiated classroom instruction. Prerequisite: Admittance to Educator Preparation Program and 2.75 Overall GPA and CI 4345 with grade of "C" or better and Departmental Approval.

CI 4355. Science in Elementary Education.

This course examines science standards and content, research-based science pedagogy, and the scientific and engineering practices associated with developmentally appropriate, inquiry-driven instruction. Emphasis is placed on the relationship between scientific inquiry, evidence, and conceptual understanding in elementary classroom contexts. Students analyze multiple approaches to develop scientific literacy among all learners, including emergent bilingual learners, and consider how instructional decisions shape students’ engagement with scientific practices, discourse, and approaches students use to make sense of scientific concepts. Prerequisite: [GS 2310 or GS 3320 or BIO 1320 or BIO 1330] and CI 2355, both with grades of "C" or better.

CI 4360. Methods and Materials for Teaching ESL in the Content.

This course examines research-based approaches to content, methods, and instructional materials of elementary ESL classrooms. Students analyze curricula, instructional strategies, and materials used across academic content areas to support language development and content learning. The course explores research on second language acquisition, instructional design, and classroom practices that contribute to research‑identified characteristics of effective learning environments. Emphasis is placed on examining how instructional approaches are selected, implemented, and evaluated in classroom contexts with learners of various English proficiency levels. Students analyze instructional examples and professional literature to investigate how ESL instruction is addressed across academic content areas in elementary classrooms. Prerequisite: Admittance to Educator Preparation Program and 2.75 Overall GPA. Corequisite: CI 3332 with a grade of "D" or better.

CI 4370. Building Productive Learning Environments in Secondary Schools.

This course examines the development and maintenance of effective classroom relationships and learning environments in secondary schools. Course content includes evidence-based classroom management practices; ethical and legal responsibilities of educators; and strategies for developing professionally appropriate relationships, as defined by educator standards and policies, with students, families, colleagues, and community members. Through a practice-based approach with field experiences, students analyze and apply strategies to foster instructionally supportive learning environments grounded in research and professional standards. Prerequisite: Admittance to Educator Preparation Program and 2.75 Overall GPA and Departmental approval.

CI 4372. Teaching in Secondary Classrooms.

This course explores the development of pedagogical content knowledge through the analysis and creation of instruction and assessments for the secondary classroom. Students will critically analyze the educational setting from content, practice, and reflective standpoints to effectively respond to the varied pedagogical strengths and needs of learners in classrooms. Data-driven practices will be used to identify student instructional needs and make evidence-based curricular choices. As this is part of a multi-course, field-based experience, students must apply in advance for placement and meet program-specific prerequisite and corequisite requirements. Prerequisite: Admittance to Educator Preparation Program and 2.75 Overall GPA and Departmental approval. Corequisite: CI 4370 with a grade of a "D" or better.

CI 4378. Problems in Education.

This course engages undergraduate students in independent, faculty guided study of a selected topic or applied area in education. Emphasizing analytical inquiry and specialized learning beyond regular coursework, students may, as appropriate to the selected topic, analyze research, apply methods, develop curricula, or complete other approved projects, or complete applied projects. Potential fields of study include bilingual education, elementary education, middle level education, secondary education, educational technology, talent development, and postsecondary education. The topic, scope, and outcomes are determined with supervising faculty. The course supports independent, inquiry‑based learning. The course may be repeated once for credit with a different focus. Prerequisite: Departmental Approval.

CI 5199B. Thesis.

This course represents a student’s continuing thesis enrollment, supporting the completion of the student’s independent and original research in a field of curriculum and instruction under the direct supervision of the student’s thesis advisor. The selected field could include early childhood education, bilingual education, elementary education, middle school education, secondary education, special education, reading education, educational technology, talent development, or another related field. Under the supervision of their thesis advisor, the student implements a plan of study, drawing upon a well-established method or a hybrid of methods, tailored to the student’s research interest and focus. No thesis credit is awarded until the student has completed the thesis.

CI 5299B. Thesis.

This course represents a student’s continuing thesis enrollment, supporting the completion of the student’s independent and original research in a field of curriculum and instruction under the direct supervision of the student’s thesis advisor. The selected field could include early childhood education, bilingual education, elementary education, middle school education, secondary education, special education, reading education, educational technology, talent development, or another related field. Under the supervision of their thesis advisor, the student implements a plan of study, drawing upon a well-established method or a hybrid of methods, tailored to the student’s research interest and focus. No thesis credit is awarded until the student has completed the thesis.

CI 5303. Teaching Math in the Elementary School.

This course examines research based frameworks for analyzing children’s mathematical thinking across a range of elementary educational contexts. Drawing on current scholarship in mathematics education, students study children’s mathematical thinking to design, implement, and evaluate instructional practices that examine instructional practices associated with children’s reasoning and mathematical sense‑making. The course analyzes research on how culture, language, and prior learning experiences may relate to mathematical understanding and classroom discourse. Through reflective inquiry, students synthesize research findings on student-centered learning to design and adapt conceptually focused EC-8 mathematics instruction for learners with varied backgrounds and learning needs.

CI 5304. Science, Technology, Engineering, and Mathematics for Elementary Teachers.

This course investigates the intersection of STEM (Science Technology, Engineering, Mathematics) pedagogy and practice, with a focus on design-based learning environments. Students explore and analyze instructional strategies that draw on student resources and instructional use of available classroom and community materials for developing STEM literacy and identity in early childhood and elementary learners in alignment with state standards. Emphasis is placed on examining research‑supported teaching practices and strategies that utilize available classroom and community materials in elementary STEM instruction. Course content bridges theory and action, focusing on collaborative environments that engage young learners in science and engineering practices.

CI 5308. Emerging Frameworks for Gifted and Talented Education.

This course focuses on established and emerging frameworks for gifted and talented education. Students examine key aspects of multiple frameworks for gifted and talented education and analyze potential impacts of different frameworks for gifted and talented education on PK-12 school policies, PK-12 educational practices, and PK–12 educational experiences and opportunities. Students analyze multiple perspectives on various contemporary issues in gifted and talented education and investigate possible future directions for PK-12 gifted and talented education.

CI 5309. Advanced Studies Capstone in Education.

This course offers graduate students a culminating capstone experience that supports integrative thinking across their advanced studies in education. Students investigate various concepts, themes, frameworks, and bodies of evidence relevant to their program of study. Activities include reflective analysis, synthesis of prior coursework, and the design of plans or proposals informed by relevant research, theory, and frameworks. Through guided inquiry and structured experiences, students engage with various topics and themes relevant to their program of study. Prerequisite: [CI 5310 or CI 5351] and CI 5352 and CI 5383 and two from the following [BILG 5388 or CI 5308 or CI 5311 or CI 5319 or CI 5324 or CI 5330 or CI 5354 or CI 5359 or CI 5368 or CI 5373 or CI 5381] all with grades of a "C" or better.

CI 5310. Creativity: Theories, Research, Practices, and Issues.

This course explores creativity through an examination of creativity theories, research, practices, and issues. Students apply concepts, theories, research, and practices associated with creativity to varied educational and professional contexts, including, as appropriate, their own practice. Students investigate topics including group creativity, contemporary issues related to creativity, and the relevance of creativity in education and society. Students analyze and describe professional practices designed to foster creativity with youth and adults. Students may not take both CI 5310 and CI 5351 for credit.

CI 5311. Applied Professional Practices in Talent Development.

This course focuses on applied professional practices in talent development in school or community settings. Emphasis is placed on the integration of theory, research, and practice relevant to youth or adult talent development. Students design and implement professional practice projects relevant to adult or youth talent development in specific school or community settings. Using relevant research, theory, and frameworks, students analyze issues and evidence associated with project implementation and interpret their findings, toward the articulation of possible implications or potential next steps. Prerequisite: [CI 5310 or CI 5351] and CI 5352 and CI 5383 and one of the following [CI 5308 or CI 5319 or CI 5324 or CI 5330 or 5359 or CI 5373] all with grades of a "C" or better.

CI 5313. Research Seminar in Human Growth and Development.

This course examines the multifaceted dimensions of human growth and development, from physiological milestones to complex cognitive and socio-emotional transitions. Students analyze foundational learning theories—including behaviorist, constructivist, and ecological perspectives—to understand how individuals can process information and interact with their environments. Emphasis is placed on how variables such as biological development, culture, language, and socioeconomic status can impact individuals. Course content provides a foundation that prepares students to examine teaching practices that consider implications for all learners.

CI 5314. Adolescent Growth and Development.

This course analyzes adolescence as a stage of human development involving cognitive, social, and emotional change. Students examine how adolescents' roles and relationships evolve within families, peer groups, educational institutions, and broader social environments. Students explore how everyday experiences impact adolescent development and how these factors shape teachers' understandings of adolescence. Students use scholarly research, developmental theories, and comparative case studies to develop skills in evaluating research findings, comparing theoretical perspectives, and explaining adolescent development within social contexts.

CI 5317. Teaching Strategies for Elementary Teachers: Alternative Models.

This course examines research-based alternative teaching models grounded in major learning theories and their application in elementary classroom settings. Through case analysis, collaborative discussion, and applied lesson design, students explore differentiated instruction, flexible grouping, and responsive pedagogy to broaden their understanding of effective elementary methodologies. Students select, justify, and implement research-based instructional strategies that enhance student engagement, as measured through documented student outcomes, and improve measurable learning outcomes in elementary classrooms. Course content emphasizes the design of standards-aligned instructional sequences that incorporate multiple evidence-based teaching models and differentiated supports as well as the analysis of student performance data to determine the effectiveness of differentiated instructional approaches.

CI 5319. Youth Thriving in Advanced/Gifted Education.

This course investigates youth thriving in PK–12 advanced/gifted education contexts. Students examine research and theory related to thriving and well-being, including research on varied psychosocial issues of common concern in advanced/gifted education settings. Students investigate the scholarly literature on factors that may influence PK–12 learners’ well-being, thriving, and advanced/gifted education outcomes. Students evaluate proposed potential PK-12 advanced/gifted education practices in relation to the scholarly literature associated with well-being, thriving, and the field of gifted and talented education.

CI 5323. Middle School Philosophy and Learning.

This course examines the philosophical and historical foundations of the middle school movement and how they align with effective instruction of young adolescents. Students study young adolescents’ cognitive, emotional, social, ethical, and physical development. Students identify relationships between developmental progress and successful instructional planning and classroom management. Students also evaluate instructional delivery strategies and lessons for instructional rigor, developmental responsiveness, and adherence to state standards. Research supporting positive learning environments that include family and community collaboration are reviewed.

CI 5324. Assessment and Communication in Gifted and Talented Education.

This course focuses on assessment and communication in gifted and talented education, with emphasis on elementary and middle school settings. Topics include gifted education assessment practices, communication approaches employed with gifted education stakeholders, and gifted education program coordination tasks. Students investigate how various gifted education assessment practices and communication approaches relate to gifted education research, professional standards, and scholarly perspectives. Students analyze how different assessment practices and communication approaches used in PK–12 gifted education may shape learners’ educational experiences and opportunities in varied ways.

CI 5326. Curriculum & Management in the Elementary & Middle School.

This course examines principles of curricular development in grades EC-8, including scope and sequence documents, curriculum, instructional goals and objectives, lesson and unit planning, instructional strategies and frameworks that promote student learning, evaluation of instructional texts and materials, design of instructional assessment, classroom management, and the state teacher evaluation system. Students are required to complete 50 clock hours of active, in person field experience in EC-8 school settings in order to meet statutory requirements for clinical teaching. Prerequisite: Admittance to Educator Preparation.

CI 5327. Principles and Practices in the Elementary School.

This course examines emerging trends in elementary school practices, emphasizing the philosophy and objectives of contemporary education alongside effective implementation procedures. Course content includes classroom organization, management, and principles of unified learning applied to school experiences. Students connect theory to practice by engaging in curriculum planning and the development of instructional experiences aligned with stated learning objectives while applying strategies for individual needs and diverse assessment methods. The curriculum prepares students to design, implement, and evaluate developmentally appropriate instruction that aligns with current elementary education goals and state standards.

CI 5328. Teaching Elementary and Middle School Social Studies.

This course engages students in pedagogical approaches to required social studies topics taught at the elementary and middle school levels in Texas. Students examine research-based approaches to EC-8 social studies education with attention to content knowledge, instructional practice, and continuous professional growth. Course content reflects Texas standards in the areas of history, geography, economics, government, civics, culture, and science in society. Through analytical study of multiple perspectives, students investigate how to design and implement coherent, well-structured social studies learning experiences.

CI 5329. The Elementary and Middle School Science Curriculum.

This course prepares students to implement the Texas Education Agency’s Core EC-8 Science framework through evidence-based instructional strategies. Students explore methods for teaching life, Earth, space, and physical sciences while integrating recurring themes like cause and effect and system modeling. Course content emphasizes scientific and engineering practices, including investigations conducted according to established research‑ethics and safety guidelines. Students learn to apply formative and summative assessments to identify learning gaps and design differentiated instruction, scaffolding, and interventions for all learners. By aligning classroom practice with state standards, students build expertise to develop scientific reasoning skills in early childhood through eighth-grade learning environments.

CI 5330. Multicultural Teaching and Learning.

This course focuses on theories, principles, research, and contemporary issues in multicultural education. Students assess the current K-12 education system, evaluate current approaches to multicultural education, and critique strategies proposed for designing and implementing culturally relevant and sustaining pedagogies.

CI 5333. Secondary Curriculum and Assessment.

This course examines the development of curriculum and assessments with special emphasis on secondary classrooms in Texas. Students analyze research‑based principles and techniques for adapting and constructing curriculum and assessments based on state‑adopted content standards. Students create curriculum that is well‑organized, sequential, instructionally coherent, and responsive to learner needs, including students with disabilities and emergent bilingual students. Students examine the integration of technology for digital and virtual learning, develop formative and summative assessments, and analyze assessment data to improve instruction.

CI 5336. Methods and Materials for Teaching English as a Second Language.

This course prepares students to work effectively with learners whose home language is other than English. Students examine learner demographics, language acquisition theories, and the research findings related to bilingualism. Students analyze educational research on how English as a Second Language (ESL) methods and materials can impact learners’ cognitive, socioemotional, and sociocultural development. Emphasis is placed on content area learning, assessment, and approaches to and strategies for developing the listening, speaking, reading and writing skills of learners with diverse linguistic backgrounds.

CI 5337. Language Acquisition and Development.

This course examines the theoretical foundations of first and second language acquisition, with an emphasis on key concepts in child language development and additional language learning. Students examine current educational theories, research findings, and instructional implications related to how languages are acquired across family, community, school, and social contexts. Students investigate cognitive, socioemotional, and sociocultural research on policy and contextual factors that shape the language development of emergent bilingual students. Emphasis is placed on applying theories of language development to instructional and assessment practices in linguistically and culturally diverse learning environments.

CI 5339. Project-Based Learning.

This course examines the intersection of educational theory and classroom practice through the lens of Project-Based Instruction. Students investigate theories of how people learn and examine technological competencies commonly used to design an authentic, interdisciplinary unit for secondary classrooms. Course curriculum focuses on four essential design principles: deep understanding, instructional scaffolding, formative assessment, and social structures for revision. Students collaborate to create comprehensive project components—including anchor videos and digital websites—to examine relationships between theoretical pedagogy and practical, student engagement.

CI 5350. Teaching in Dual Credit Partnerships.

This course analyzes collaboration between institutions of higher education and independent school districts involved in dual credit partnerships. Students examine the theoretical, historical, and policy contexts that shape dual credit programs, as well as the distinct expectations of participating institutions and the documented characteristics and support needs of dual credit students. Course content addresses curricular and programmatic strategies for implementing and teaching dual credit courses across varied partnership models in local school districts. Emphasis is placed on understanding how institutional practices and partnership structures influence instruction, student access, and program effectiveness in secondary campus settings.

CI 5351. Creative Teaching, Learning, and Leading in Advanced/Gifted Education.

This course focuses on the practical application of creativity research and theories to advanced/gifted education teaching, learning, and leading. Topics include the application of techniques for fostering creative thinking, the examination of rationales for creativity in education, and the evaluation of scholarly perspectives on the relevance of creativity in advanced/gifted education and society. Students analyze and apply practices for fostering creativity in PK-12 contexts including advanced/gifted education. Students may not take both CI 5351 and CI 5310 for credit.

CI 5352. Investigations of Excellence.

This course explores research and theory related to how excellence is conceptualized and pursued across varied domains and contexts. Students analyze multiple theoretical frameworks, examine factors that may potentially affect how excellence is defined and engaged with in varied domains, and consider implications for PK-12 education, adult and youth talent development, and well-being. Through qualitative inquiry methods, students investigate how excellence is understood, cultivated, and enacted. Students interpret their findings and communicate their inquiry findings using varied approaches.

CI 5354. Leadership in Talent Development.

This course examines theories, research, and professional practices related to leadership in talent development, with special attention to PK–12 gifted education contexts. Students explore varied conceptualizations of leadership, investigate multiple approaches to leadership, and examine frameworks relevant to leadership in youth and adult talent development. Through analysis of issues and case situations, students consider how different leadership approaches may influence individuals’ experiences. Students critically examine leadership perspectives informed by reflective analysis and relevant scholarly literature.

CI 5359. Curriculum with Rigor, Depth, and Complexity.

This course focuses on curriculum and teaching approaches that emphasize rigor, depth, and complexity across varied PK-12 educational settings. Through engagement with the scholarly literature, students analyze the potential impact of various factors on PK-12 learners’ access to challenging learning opportunities across diverse educational contexts. Students examine multiple curricular models and various teaching practices associated with rigor, depth, and complexity. Students design curricular materials that foster engaging, cognitively rigorous educational experiences in varied PK-12 settings.

CI 5361. Pedagogy and Curriculum in the Elementary School.

This course introduces the strategies elementary teachers use to effectively manage and deliver instruction. Students explore child development, learning theories, cultural sustainability, and community involvement, and reflect on how these areas inform inclusive professional practices. Attention is also given to the structure and purpose of the Texas Essential Knowledge and Skills and the principles of standards-based learning. Students apply this knowledge to plan developmentally appropriate instruction, build positive classroom communities, support student behavior and learning, and communicate effectively with families and colleagues. A focus on purposeful lesson design prepares students for practical decision making in classroom settings.

CI 5362. Teaching Math and STEM in the Elementary School.

This course examines the role of problem solving in elementary mathematics and science teaching and learning for students with varied backgrounds. Students analyze research-based approaches to integrating mathematical skills with the collection, recording, analysis, and communication of scientific observations through integrated STEM (Science, Technology, Engineering, Mathematics) experiences aligned with state standards. The course examines research on how linguistic, cultural, and educational backgrounds may relate to instructional decision making and problem solving approaches in elementary classrooms. Students analyze and design learning activities that align with mathematical and scientific process standards and draw on children's existing knowledge. Emphasis is placed on evaluating instructional choices and examining developmentally appropriate learning experiences across varied educational contexts.

CI 5363. Strategies for Improving Secondary Teaching.

This course examines instructional methodologies used in secondary education and considers how teachers design, organize, and deliver classroom learning experiences. Students study a range of pedagogical models, analyze their theoretical foundations, and review research on instructional effectiveness. Topics include cognitive taxonomies, direct instruction, gradual release of responsibility, inquiry-based learning, and cooperative learning. Students participate in field experiences in a local secondary school, during which they observe and reflect on teaching practices, classroom interactions, and the alignment between instructional strategies and learning objectives. Students observe and analyze instructional practices; evaluation does not require endorsement of any specific model. Prerequisite: Admittance to Educator Preparation.

CI 5364. Advanced Instructional Strategies for Secondary Teachers.

This course explores the application of current pedagogical research to secondary instruction in both standard and advanced academic classroom settings. Students analyze aspects of college readiness and academic rigor in secondary instruction, including the cognitive complexity of subject‑matter content. Students synthesize evidence‑based theories of learning into a comprehensive teaching and learning framework aligned with instructional goals and design instruction that addresses secondary students’ metacognitive capacities alongside academic content understanding.

CI 5368. Becoming: Explorations and Investigations.

This course introduces students to diverse scholarly and creative conceptualizations of becoming. Students explore how becoming is represented in research literature, theoretical frameworks, artworks, films, and varied historical and contemporary cultural examples. Students investigate potential PK–12 educational implications of research and theory related to becoming. Students evaluate how various frameworks and creative practices related to becoming potentially may shape youths’ perceptions of varied future possibilities and inform curriculum design or pedagogical considerations in PK–12 settings. Prerequisite: CI 5310 or CI 5381 with a grade of "C" or better.

CI 5370. Classroom Management and Legal Responsibilities in Secondary Education.

This course explores the development of effective classroom management systems grounded in evidence‑based educational theory and research. Students examine research‑supported approaches for creating positive learning environments that promote student engagement and success in secondary instructional settings. Topics include analyzing research‑based perspectives on classroom management, identifying effective instructional and behavioral strategies, and designing comprehensive management systems. Students also review the structure of the Texas school system and Texas school law as it applies to classroom teachers and students, with attention to legal responsibilities and professional ethical frameworks relevant to secondary educators.

CI 5371. Advanced Classroom Management Frameworks and Strategies.

This course examines how factors related to PK-12 learners’ motivation and academic engagement affect teachers’ management practices in classroom settings. Students analyze foundational and contemporary sociocognitive frameworks to identify interactions between motivational and engagement factors that affect PK-12 learners’ participation in academic instruction. An assessment of the potential impact of evidence-based management strategies on PK-12 learners’ motivation and academic engagement is also considered. Students construct and evaluate management frameworks based on research findings.

CI 5372. Survey of Educational Philosophies.

This course analyzes traditional and contemporary educational philosophies and their relevance to the aims, methods, and structures of systems of schooling. Students examine how various perspectives conceptualize curriculum, pedagogy, and the role of the learner. Course content includes analysis of primary texts, comparative analysis, and critical examination of theoretical assumptions. Students analyze varied educational arguments and their impact on scholarly inquiry.

CI 5373. Professional Development for Teachers: Models, Research, and Theory.

This course examines current models, research, and theory of professional development for K-12 teachers. Students analyze models of professional development that are implemented by schools to promote professional growth among teachers, including professional learning communities, teacher study groups, lesson study, peer coaching, mentoring, and action research. Students examine traditional and distributed leadership theories, and the roles that teacher leaders assume to facilitate ongoing, teacher-led professional development among colleagues in schools, such as peer coach, mentor, and action researcher. Students use research to design professional development plans to implement in schools.

CI 5375. Problems of Practice in Elementary Education.

This course provides students with an opportunity to enhance and expand their pedagogical knowledge and skills through in‑depth exploration of research‑based methods, theories, and innovative practices in elementary education. Students examine emerging approaches, curriculum materials, and strategies connected to current developments in the field. Emphasis is placed on strengthening instructional understanding, broadening professional perspectives, and analyzing how evidence‑informed practices can support effective learning experiences for children in elementary settings. Through this focus, students build the capacity to evaluate instructional options, apply research‑supported strategies, and justify professional decisions in response to identified educational needs.

CI 5376. Problems in Secondary Education.

This course allows master’s students to engage in independent, faculty-guided study of a selected topic or applied area in secondary education, emphasizing analytical inquiry and specialized learning beyond regularly offered courses. Activities may include, but are not limited to, analysis of scholarly literature, application of research methods, analytical writing, curriculum development, or applied project work, as appropriate to the topic and individualized learning plan. The scope, methods, and deliverables of the course are determined in consultation with the supervising faculty member. Emphasis is placed on a scholarly analysis of independent, inquiry-based learning consistent with disciplinary standards. The independent study may be repeated once for credit with different emphasis. Prerequisite: Departmental Approval.

CI 5378. Problems in Education.

This course allows master’s students to engage in faculty-guided study of a selected topic or applied area in education, emphasizing analytical inquiry and specialized learning beyond regularly offered courses. Potential fields of study include bilingual education, elementary education, middle level education, educational technology, and talent development. Activities may include, but are not limited to, analysis of scholarly literature, application of appropriate research methods, analytical writing, curriculum development, or applied project work, as appropriate to the topic and individualized learning plan. The scope, methods, and deliverables of the course are determined in consultation with the supervising faculty member. Emphasis is placed on independent, inquiry-based learning consistent with disciplinary standards. The independent study may be repeated once for credit with different emphasis. Prerequisite: Departmental Approval.

CI 5381. Curiosity and Imagination.

This course explores research, theory, and practices related to curiosity and imagination, with emphasis on educational contexts and issues. Students use varied analytical frameworks to examine types of curiosity and imagination as represented in scholarly literature and creative work. Students investigate research‑based approaches for supporting curiosity, imagination, and interest development in schools and communities, including PK–12 educational settings. The course also examines research‑based discussions of reported well‑being outcomes associated with curiosity and imagination.

CI 5383. Mentoring Across the Life Span.

This course focuses on mentoring across the life span. Students investigate research on mentoring and analyze varied processes and practices for mentoring adults and young people in multiple contexts, including schools and communities. Topics include the investigation of various types of mentoring, multiple rationales for mentoring, and different approaches to mentoring, such as strength-based and asset-based orientations to mentoring. Students apply key structural design elements of mentoring programs and develop a coherent, evidence-informed approach to mentoring.

CI 5387. Bilingual Education Principles and Practices.

This course examines current trends, theoretical foundations, and the policy and historical contexts that have shaped the course of bilingual education. Students interpret local, state, national, and global perspectives on bilingualism and explore theories of language acquisition. Emphasis is placed on analyzing historical events and landmark legal cases in bilingual education, evaluating various bilingual education program models, and developing instructional strategies and curriculum materials appropriate for culturally and linguistically diverse learners.

CI 5389. Action Research for Practitioners.

This course engages practicing teachers in the systematic examination of a self‑selected topic through action research in their educational settings. Students build on previously developed research questions and explore methods to gather appropriate qualitative and quantitative data that illuminate their practice‑based research question. Students examine strategies for analyzing data, interpret patterns of evidence, and implement ethical dimensions of inquiry. Attention is given to generating evidence‑supported insights and reflecting on broader implications. Students create and present a professional research poster that communicates their study’s central elements. Prerequisite: CI 5390 plus 6 credit hours in the major, all with grades of "C" or better.

CI 5390. Introduction to Education Research.

This course examines foundational methods and professional ethical standards governing research practice in education research. Students focus on the design, analysis, and evaluation of qualitative and quantitative research approaches commonly used in educational settings. Students analyze existing research literature, evaluate the methodological quality of published research, explore data generated from educational research designs, and examine methodological decision-making in applied educational contexts. Students apply appropriate research methods to educational questions, develop pilot study designs, and present research findings using professional academic conventions.

CI 5392. Learning Environments in the Secondary Classroom.

This course focuses on approaches and strategies for effectively managing instruction in the secondary classroom. Concepts related to adolescent development, learning and behavior theories, students as learners, and community involvement will be covered. Topics include professional practices such as establishing engaging classroom communities, managing student behavior and learning, and effectively communicating with parents and colleagues.

CI 5393. Content and Instructional Knowledge in the Secondary Classroom.

This course analyzes instructional design frameworks and the processes by which secondary teachers plan, organize, and evaluate classroom learning. Students investigate standards alignment, literacy demands within content areas, models of group learning, research-based theories of student engagement, and learning processes. Through case studies, observational analysis, and evaluation of high-quality instructional materials, students assess how various pedagogical approaches function in subject-specific settings and design developmentally-appropriate instruction. Students engage in evidence-based inquiry and systematic examination of instructional choices to develop skills in reflective practice.

CI 5394. Curriculum, Assessment, and Reflection in the Secondary Classroom.

This course focuses on approaches to and strategies for developing standards-based curricula, student-centered instruction, assessing student learning needs and outcomes, and reflecting on teaching practices in the secondary classroom. Topics include unit and lesson planning; pre-assessment, formative assessment, and summative assessment; analyzing teacher feedback and student assessment data to inform future instructional decisions; and reflecting on teaching practices for professional growth.

CI 5395. Capstone for Education Students.

This course analyzes research and theory related to effective teaching, professionalism, and ongoing professional growth. Students examine key frameworks, including the state-adopted teacher evaluation system in Texas, that inform instructional decision-making, ethical practice, and reflective teaching. Through reflection and critical analysis of their own beliefs, experiences, and learning, students assess strengths and areas for professional growth. Topics include an analysis of common instructional practice, learning environment, assessment, reflective practice, and professional responsibilities and ethics. Students self-select and investigate professional development opportunities for professional growth and then collaborate with peers to assess plans and goals. Prerequisite: CI 5390 with a grade of "C" or better.

CI 5399A. Thesis.

This course represents a student’s initial thesis enrollment, towards the completion of independent and original research in a field of curriculum and instruction under the direct supervision of the student’s thesis advisor. The selected field could include early childhood education, bilingual education, elementary education, middle school education, secondary education, special education, reading education, educational technology, talent development, or another related field. Together with their thesis advisor, the student develops a plan of study, drawing upon a well-established method or hybrid of methods, tailored to the student’s research interest and focus. No thesis credit is awarded until the student has completed the thesis.

CI 5399B. Thesis.

This course represents a student’s continuing thesis enrollment, supporting the completion of the student’s independent and original research in a field of curriculum and instruction under the direct supervision of the student’s thesis advisor. The selected field could include early childhood education, bilingual education, elementary education, middle school education, secondary education, special education, reading education, educational technology, talent development, or another related field. Under the supervision of their thesis advisor, the student implements a plan of study, drawing upon a well-established method or a hybrid of methods, tailored to the student’s research interest and focus. No thesis credit is awarded until the student has completed the thesis.

CI 5599B. Thesis.

This course represents a student’s continuing thesis enrollment, supporting the completion of the student’s independent and original research in a field of curriculum and instruction under the direct supervision of the student’s thesis advisor. The selected field could include early childhood education, bilingual education, elementary education, middle school education, secondary education, special education, reading education, educational technology, talent development, or another related field. Under the supervision of their thesis advisor, the student implements a plan of study, drawing upon a well-established method or a hybrid of methods, tailored to the student’s research interest and focus. No thesis credit is awarded until the student has completed the thesis.

CI 5999B. Thesis.

This course represents a student’s continuing thesis enrollment, supporting the completion of the student’s independent and original research in a field of curriculum and instruction under the direct supervision of the student’s thesis advisor. The selected field could include early childhood education, bilingual education, elementary education, middle school education, secondary education, special education, reading education, educational technology, talent development, or another related field. Under the supervision of their thesis advisor, the student implements a plan of study, drawing upon a well-established method or a hybrid of methods, tailored to the student’s research interest and focus. No thesis credit is awarded until the student has completed the thesis.

CI 7302. Research Methods and Measurement in Education.

This course provides a comprehensive introduction to educational research with a focus on research design, research methods and methodology, and fundamental measurement issues in quantitative, qualitative, and mixed-methods research. Students examine various tenets, assumptions, and principles of research methods as applied to educational contexts. Students investigate various components of the research process ranging from research questions, data collection, data analysis, and dissemination. Outcomes include the development of a research study proposal according to ethical guidance from the Institutional Review Board.

CI 7303. Educational and Psychological Measurement and Assessment.

This course addresses philosophical and empirical foundations of measurement, assessment, testing, and evaluation relevant to educational and psychological research and practice. Topics include theories of testing; types of tests; test construction; observational rating scales; measurement interpretation; item analysis; factor analysis; psychometric reliability and validity; assessment selection; and examination and analysis of social, legal, and ethical considerations of measurement and assessment. Course content emphasizes applied learning through examining measurement instruments and their empirical evidence, analyzing data using statistical analysis software, and applying principles of test construction to constructs of interest to students. Students expand their knowledge and skills related to educational and psychological measurement and assessment with individualized emphasis in areas relevant to students’ research and practice.

CI 7310. Teaching in College.

This course introduces postsecondary pedagogical strategies and approaches for graduate teaching assistants and graduate instructional assistants. Topics include designing syllabi, collaborating with colleagues and teaching staff, using various instructional approaches, implementing active learning strategies, assessing learning, integrating technology into the classroom, and fostering students' cognitive, emotional, and behavioral engagement. Students examine principles of research-informed teaching and instructional approaches that facilitate college student learning and motivation. Completion of this course does not earn graduate degree credit.

CI 7326. Grant Development and Management.

This course guides doctoral students through the grant proposal writing process, including essential resources for managing funded programs in educational contexts. Students locate public and private funding sources and evaluate existing grant proposals for effectiveness. Course content emphasizes the entire lifecycle of a grant including the development of comprehensive budgets, management projects for accountability, and usage of electronic grant-seeking strategies. Through stakeholder interviews and collaborative needs assessments, students gain practical insights into the practitioner's perspective of grantsmanship and skills to develop professional funding applications in educational environments.

CI 7351. Beginning Quantitative Research Design and Analysis.

This course prepares students to engage with quantitative research in education. Students examine the role of research and theory, analyze quantitative research designs, and synthesize scholarly literature to develop meaningful research questions grounded in empirical literature. Emphasis is placed on applying statistical techniques using statistical software, such as data cleaning, management, and both descriptive and inferential analyses. Inferential statistics topics include descriptive statistics, t-tests, analysis of variance, chi-square, and correlation. Students learn to interpret statistical results and communicate findings through academic writing. Corequisite: CI 7302 with a grade of "C" or better.

CI 7352. Beginning Qualitative Design and Analysis.

This course introduces the qualitative research paradigm, focusing on the unique features and traditions of interpretive inquiry contextualized to postsecondary student success. Students examine qualitative methodologies, purposeful sampling techniques, and common data collection methods such as interviewing and observation. Course content emphasizes the role of the researcher as a primary instrument and provides foundational training in inductive data analysis. Through critical evaluation of existing studies and practical application, students learn to establish trustworthiness and rigor in their work. The seminar format encourages students to analyze the role of the researcher in qualitative inquiry while developing the technical skills necessary to interpret complex human experiences and educational phenomena. Corequisite: CI 7302 with a grade of "C" or better.

CI 7353. Intermediate Quantitative Research Design and Analysis.

This course focuses on intermediate quantitative research design and statistical methods of data analysis commonly applied in social science fields including education, psychology, and sociology. The general linear model and generalized linear model serve as a foundation for student examination of selected univariate and multivariate statistical techniques such as regression and analysis of variance. Course content emphasizes applied learning through evaluating published research, analyzing data using statistical analysis software, and formulating research questions, research designs, and data analytic plans. Students apply these quantitative methods and skills to address research problems in their area of inquiry. Prerequisite: CI 7351 with a grade of "C" or better.

CI 7354. Intermediate Qualitative Design and Analysis.

This course provides an advanced exploration of qualitative research, focusing on the intricate designs and analytical techniques required for doctoral-level inquiry. Students engage deeply with five primary traditions—narrative, phenomenology, grounded theory, ethnography, and case study—to align their research questions with appropriate methodologies. The curriculum emphasizes the rigorous collection of diverse data types and the application of sophisticated coding and thematic analysis strategies. Students critically evaluate existing studies to develop analytical clarity and methodological coherence and ethical research practices. Through both collaborative and independent work, students transform raw observations into analytically coherent qualitative interpretations. Prerequisite: CI 7352 with a grade of "C" or better.

CI 7355. Mixed Methods in Research and Evaluation.

This course provides an advanced exploration of mixed methods research design and program evaluation within the context of developmental education. Students investigate the philosophical underpinnings and practical applications of integrating qualitative and quantitative data to address complex educational problems. Course content emphasizes the selection of appropriate mixed methods frameworks—such as convergent, explanatory sequential, and exploratory sequential designs—to enhance the validity of research findings. Students develop comprehensive evaluation plans, focusing on professional practice commonly examined in evaluation literature and data-driven decision-making. Through analytical critiques and the creation of a formal research proposal, students develop the skills necessary to guide scholarly research and program evaluation. Prerequisite: CI 7351 and CI 7352 both with grades of "B" or better.

CI 7358. Advanced Seminar in Qualitative Research.

This course provides an advanced exploration of the historical, philosophical, and theoretical underpinnings that ground qualitative inquiry. Students examine the distinctions between theoretical and conceptual frameworks, learning how to leverage diverse social theories to shape research design. Coursework emphasizes the holistic process of aligning ontological stances with rigorous analytic methods to interpret complex data. Through careful analysis and application of theoretical and methodological texts aligned to their research goals, students develop necessary skills to independently produce advanced qualitative research. Prerequisite: CI 7352 and CI 7354 both with grades of "B" or better.

CI 7359. Advanced Seminar in Quantitative Research.

This course examines advanced quantitative analysis techniques relevant to students' research interests. Examples of seminar topics include structural equation modeling, hierarchical linear modeling, path analysis, moderation analysis, propensity-score matching, missing data analysis and imputation, non-parametric analyses, advanced regression analysis, meta-analysis, and other univariate and multivariate statistical methods relevant to students' research. Students build quantitative research skills through evaluating published research, analyzing data using advanced statistical analysis software, and generating complex research designs. Students develop specialized knowledge of selected quantitative methods to advance their research goals. Prerequisite: CI 7351 and CI 7353 both with grades of "B" or better.

CI 7378. Independent Study.

This course allows doctoral students to engage in independent, faculty-guided study of a selected topic or applied area in postsecondary student success, emphasizing analytical inquiry and specialized learning beyond regularly offered courses. Students examine specialized topics through the analysis of scholarly literature, application of appropriate research methods, and synthesis of findings into a structured project. Activities may include, but are not limited to, literature review, analytical writing, or applied project work, as appropriate to the topic and learning plan. The scope, methods, and deliverables of the course are determined in consultation with the supervising faculty member. Emphasis is placed on independent, inquiry-based learning consistent with disciplinary standards. The independent study may be repeated once for credit with different emphasis.

CI 7386. Directed Research.

This course provides doctoral students an opportunity to participate in a faculty member’s research team. Course tasks include aspects of assisting in a research study from identifying a researchable topic, reviewing the literature, producing research questions, designing research and methodology, analyzing results, drawing conclusions and implications, and producing a publishable manuscript draft. The goal of the course is to provide scaffolded and guided practice in research in postsecondary student success. This course is repeatable once with either the same faculty supervisor or a different supervisor.

CI 7390. Dissertation Proposal Development.

This course provides support for students approaching the dissertation stage to clarify a research problem and develop a preliminary dissertation proposal. Course instruction addresses dissertation proposal development and is responsive to students’ research problems and methodological approaches. Course tasks include identifying a researchable topic, reviewing relevant literature, generating research questions, and designing appropriate research methods. The goal of the course is to provide structured opportunities for feedback and guided development while crafting a dissertation research proposal. Approval from the dissertation chair is required for enrollment. Prerequisite: CI 7351 and CI 7352 and [CI 7353 or CI 7354 or CI 7355] all with grades of a "B" or better.