Department of Curriculum and Instruction

BILG 3321. Literacy Instruction for Emergent Bilingual Students EC-6.

This course focuses on the review, historical analysis, and application of reading and writing methods and materials in bilingual elementary classrooms, in both English and Spanish. Emphasis is placed on examining literacy theories associated with biliteracy development and methodologies for teaching emergent bilingual children. Students evaluate current reading programs and design strategies for biliteracy development. 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 coursework requirements. Prerequisite: Admittance to Educator Preparation Program and 2.75 Overall GPA and Departmental Approval.

BILG 3332. Foundations of Bilingual Education.

This course focuses on theories, principles, research, historical foundations, and contemporary issues in bilingual education. Students examine core concepts necessary for effective bilingual instruction, including the language development of emergent bilingual children and the cognitive and social bases for bilingual education. Students explore state and national legal issues related to bilingual education, program models, and the evaluation of bilingual learners. 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 coursework requirements. Prerequisite: Admittance to the Educator Preparation Program and 2.75 Overall GPA and Departmental Approval.

BILG 4310. Teaching Young Emergent Bilinguals in Early Childhood Education.

This course introduces students to the fundamentals of asset-based bilingual education within early childhood education, with instruction in both English and Spanish. Students explore early childhood education practices and theories as well as investigate the multiple cognitive, emotional, and sociocultural factors that shape young children's learning experiences. Students examine and apply current research on the early childhood language development of emergent bilingual learners, the agency of young children, and the role of teachers and families in their learning.

BILG 4325. Classroom Management and Teacher-Student Relationships in Bilingual Classrooms.

This course examines the essential structures associated with classroom community development in bilingual settings bilingual classroom community. Students explore key principles, methods, and practices that support meaningful classroom relationships, with particular attention to four interrelated domains: the classroom, agreements of its members, planning and teaching, and trust between the teacher and students. Through reflection of their own educational experiences, participation in current bilingual classroom practices, and analysis of established classroom management models, students identify strengths and limitations in varied approaches to classroom management. Course content emphasizes the evaluation and application of models emphasizing teacher‑student interaction patterns that promote effective learning, student engagement, and positive educational outcomes for emerging bilingual students. 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 coursework requirements. Prerequisite: Admittance to Educator Preparation Program and a 2.75 Overall GPA and departmental approval.

BILG 4350. Teaching Mathematics to Bilingual Children in 3rd-6th Grade Classrooms.

This course examines children’s mathematical thinking as a research-based construct for guiding instructional decision-making in 3rd-6th grade bilingual classrooms. Students analyze and apply strategies to elicit and extend children’s mathematical reasoning, drawing on children’s bilingual and other linguistic resources and considering how family and cultural knowledge may relate to children's mathematical learning experiences. Through directed field experiences, students explore and enact problem-solving and assessment practices that use bilingual children’s cultural and linguistic resources to sustain and extend their participation in mathematical learning.  Prerequisite: 2.75 Overall GPA required.

BILG 4360. Methods and Materials for Teaching ESL in Bilingual Content Areas.

This course examines the content, instructional methods, and materials used in elementary English as a Second Language (ESL) instruction to support English language learners across the curriculum, including dual language learners developing academic proficiency in two languages. Emphasis is placed on classroom learning arrangements; strategies for developing listening, speaking, reading, and writing skills across content areas; and materials for instruction and assessment. The course is taught in Spanish and English and provides opportunities for students to read and write in Spanish. Prerequisite: Admittance to the Educator Preparation Program and a 2.75 Overall GPA and Departmental Approval.

BILG 4361. Transliterate Communities in Schools.

This course analyzes educational practices and opportunities for emergent bilingual students and their families in elementary public school classrooms, considering sociocultural, sociopolitical, and sociohistorical factors. Students examine theories and research on bilingual education, instructional approaches, and the role of families and communities in schools. The course emphasizes analysis of how these factors influence teaching practices and student experiences in bilingual classroom settings. Prerequisite: Admittance to the Educator Preparation Program and a 2.75 Overall GPA and Departmental Approval.

BILG 4362. Teaching Across the Bilingual Content Areas EC-6.

This course examines research-based content, instructional methods, and classroom resources for teaching children in EC–6 bilingual settings across mathematics, science, social studies, and language arts, aligned with the Texas Essential Knowledge and Skills in English and Spanish. Students analyze research on how bilingualism supports learning across content areas and how language practices can shape children’s learning opportunities and achievement. Emphasis is placed on the design of meaningful activities and integrative lessons that examine how bilingualism may function as an instructional resource for standards-based content learning. Prerequisite: Admittance to the Educator Preparation Program and a 2.75 Overall GPA and Departmental Approval.

BILG 4365. Biliteracy Development for Emergent Bilingual Learners.

This course examines the dynamic and interconnected development of reading and writing in Spanish and English among emergent bilingual learners. Students explore a range of assessment approaches used to evaluate emerging biliteracy skills and learn how to interpret assessment data to inform instruction. Emphasis is placed on key theoretical frameworks, instructional methods, strategies, and materials that support biliteracy development across languages. Throughout the course, students examine the socio-cognitive, linguistic, historical, and policy contexts that shape the educational experiences of emergent bilingual learners. Prerequisites: Admittance to the Educator Preparation Program and a 2.75 Overall GPA and Departmental Approval.

BILG 4665. Biliteracy Development and Assessment for Emergent Bilingual Learners.

This course explores the dynamic and interconnected development of reading and writing in Spanish and English among emergent bilingual learners. Students examine theoretical frameworks, instructional methods, strategies, and materials that support biliteracy development through evidence-based instructional practices. The course uses an integrated approach that considers socio-cognitive, linguistic, historical, and policy contexts shaping the educational experiences of emergent bilingual students. Students also explore assessment approaches used to evaluate biliteracy skills and interpret assessment data to inform instruction. The course is taught in Spanish and English and includes extensive experience in a bilingual elementary classroom. Prerequisite: Admittance to Educator Preparation Program and a 2.75 Overall GPA and Departmental Approval.

BILG 5367. Policy and Practice in Dual Language Immersion Education.

This course examines current research, theory, policy, and practice in two-way and one-way Dual Language Immersion education. Students analyze empirical research on program models serving emergent bilingual learners in Spanish and English, including participation, demographics, curriculum design, and instructional practices. The course reviews program effectiveness through sociolinguistic, cognitive, historical, policy, and human capital perspectives. Emphasis is placed on the evaluation, design, and analysis of Dual Language Immersion programs in relation to research on effectiveness and equity. Prerequisite: CI 5387 and CI 5337 and SPAN 3308 and SPAN 3371 or upper level SPAN courses or advanced studies in SPAN having earned a grade of "B" or better or Bilingual Education certification.

BILG 5374. Bilingual Academic Content Instruction.

This course examines the integration of native language instruction in Spanish and English as a Second Language to deliver core academic content, including mathematics, science, social studies, and language arts, to emergent bilingual learners in elementary classrooms. Students analyze instructional models, pedagogical strategies, and curriculum materials that support bilingualism and content learning. Students analyze research on cognitive and sociocultural influences on language development, identity formation, and academic achievement. Emphasis is placed on the design, implementation, and evaluation of research-based approaches for addressing cultural and linguistic diversity in content area instruction. Prerequisite: SPAN 3308 or SPAN 3371 with a grade of "B" or better; or upper level SPAN course(s); or advanced studies in SPAN with a grade of "B" or better; or Bilingual Education certification.

BILG 5388. Language and Power in Schools and Society.

This course examines sociopolitical dimensions of language in local, national, and global settings. Students analyze primary documents, policy texts, and research to study how perspectives about language emerge and circulate across educational and social contexts. The course investigates ways in which language practices can be interpreted in teaching and learning environments and how linguistic diversity can be organized, regulated, or supported within institutional frameworks. Attention is given to descriptive analysis of varied language practices; research-based examination of the relationship of power to language policies and interactions; and comparative perspectives of how individuals and communities understand and respond to these dynamics.

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.

ECE 3610. Teaching and Curriculum in Programs for Young Children.

This course examines curriculum and instruction in early childhood programs serving children ages 3–6, with attention to the interactive relationships among development, learning environments, and teaching practices. Students analyze research on language, cognition, and social development; evaluate collaboration strategies with families and communities as described in early childhood education research to support children’s participation and learning; and consider a range of implications for planning and teaching developmentally appropriate experiences in varied preschool and kindergarten settings. Students engage in directed field experiences that involve observing, documenting, problem solving, assessing, and teaching in programs for young children and partially fulfill state requirements for observation hours. Prerequisite: Admittance to Educator Preparation Program and 2.75 Overall GPA and ECE 4300 and ECE 4301 both with a grade of a "C" or better. Corequisite: CI 4345 with a grade of "D" or better.

ECE 4300. The Languages of Children: Acquisition and Use.

This course examines the development of language and cognition in preschool and school-aged children, with an emphasis on language structure, language use, and sociocultural context. Students analyze theories and research on the major domains of language, including phonology, morphology, syntax, semantics, and pragmatics. Course content investigates the relation of these domains to the science of teaching reading, scholarship examining culturally sustaining pedagogies, the typical sequence of language development, and processes involved in first and additional language acquisition. Students explore how language practices in homes, communities, and schools can shape children's participation and learning, including for emergent bilingual students and students learning English as a second language. (MULT) Corequisite: CI 2310 or CI 2311 with a grade of a "D" or better.

ECE 4301. Play as Learning in Diverse Educational Settings.

This course examines theories and research concerning play as an adaptive, developmental, linguistic, and cultural phenomenon in childhood across diverse settings. Students analyze the functions of play within family, school, and community contexts, evaluating how varied social, environmental, and cultural factors shape play experiences and learning outcomes. Through critical inquiry and empirical study, students explore frameworks for documenting, designing, and assessing play-based environments and practices. Emphasis will be on integration of current research on the relationship between play, cognitive processes, and learning. Corequisite: CI 2310 or CI 2311 with a grade of "D" or better.

ECE 4310. Literacy Teaching and Curriculum for Young Children.

This course examines emergent literacy and language-rich curriculum for young children. Students analyze major theories and research on storytelling, story acting, emergent reading and writing, and play-based learning that can support the development of language, literacy, and social–emotional competencies in children ages 3–6. Students explore classroom communication practices to support children's participation and learning. An emphasis is placed on comparing and evaluating approaches for planning and facilitating literacy experiences, documenting children’s learning, and connecting curriculum decisions to early childhood standards.

ECE 4352. Content Area Teaching and Curriculum for Young Children.

This course examines curriculum design and teaching strategies for children ages 3–6, with an emphasis on research-based play and language-focused approaches across content areas to support learning in science, technology, engineering, and mathematics. Students analyze how constructive play, sociodramatic play, and open-ended materials support learning and development in cognitive, social, emotional, language, and physical domains while remaining consistent with early childhood standards. Students design classroom environments and activities that align instructional approaches with children’s linguistic and cultural contexts and problem-solving strategies.

ECE 4380. Independent Study in Early Childhood Education.

This course engages undergraduate students in independent, faculty-guided study of a selected topic or applied area in early childhood education. Emphasizing analytical inquiry and specialized learning beyond regular coursework, students may analyze research, apply methods, develop curricula, or complete applied projects. The topic, scope, and outcomes are determined with supervising faculty. Designed to foster independent, inquiry-based learning, the course may be repeated once for credit with a different focus. Prerequisite: Departmental Approval.

EDP 1350. Effective Learning.

This course studies (a) theory and research in the psychology of human learning and motivation and (b) the individualized application of strategies to support effective and efficient learning and goal striving in college and beyond. Theoretical models of strategic and self-regulated learning that emphasize the dynamic interplay among cognitive, metacognitive, motivational, affective, behavioral, environmental, and developmental factors serve as the conceptual basis for the introduction to college-level academic strategies. These theoretical models can guide students' approaches to learning.

RDG 2320. Teaching Language and Literacy in 21st Century Classrooms.

This course examines sociolinguistic research and theories related to individual and community identity, language acquisition and variation, monolingualism and multilingualism, and literacy development. The course analyzes demographic patterns and trends in Texas EC–12 school populations. It also examines procedures for curriculum and instructional material review and instructional design aligned with Texas state instructional standards.

RDG 3311. Teaching English Phonology, Orthography, and Morphology.

This course examines core principles of the English language that inform instructional practice in phonics, spelling, and vocabulary. Content includes phonology, orthography, and morphology, with attention to their roles in reading and writing instruction. The course incorporates linguistic and historical perspectives on language structure and change, alongside applications in PK–12 education. Topics include phonemic awareness, decoding processes, spelling patterns, and the relationship between morphology and vocabulary development. Emphasis is placed on applying language concepts to instructional contexts and analyzing their use in literacy development.

RDG 3312. Reading Assessment and Intervention in Grades 4-8.

This course focuses on classroom reading instruction for children who may need additional instructional support. Students investigate EC-8 reading development and state standards for English language arts and reading as well as language development. Formal and informal assessments and basic statistical concepts of assessment design and interpretation including validity, reliability, fidelity, and psychometric bias are introduced. Students consider the nature and identification of reading difficulties, including dyslexia; how to use diagnostic assessment to guide intervention; and designing reading intervention for children who are not meeting developmental benchmarks. Students also review state and federal legal requirements for special populations, including students with dyslexia. Prerequisite: RDG 3311 with grade of "C" or better.

RDG 3315. Literacy Assessment for Early Childhood Through Grade Six.

This course examines research-based approaches to literacy assessment across early childhood through sixth grade. Students analyze formal and informal literacy assessment practices used in elementary school settings and examine the characteristics, uses, and limitations of commonly implemented assessment instruments. The course examines current assessment practices used in schools and explores how assessment data are interpreted to inform instructional decision making. Emphasis is placed on analyzing assessment data and practices to examine approaches to literacy instruction and their documented outcomes in varied educational contexts. Prerequisite: Admittance to Educator Preparation Program and 2.75 overall GPA and Departmental approval.

RDG 3320. Integrating Reading and Writing.

This course examines how children, from early childhood through eighth grade, learn to read and write.  Students examine the integrated nature of reading and writing in early childhood, elementary, and middle school writing instruction from multiple perspectives. Topics addressed include integrated reading and writing development; the writing process; instructional standards for writing and language development; author’s craft; and integration of listening, speaking, reading, and writing. Students analyze strategies for supporting learners with identified language and literacy disabilities as well as learners with emergent bilingual designations. (WI) (MULP) Prerequisite: RDG 2320 or RDG 4320 with a grade of "C" or better.

RDG 3321. Literacy Instruction for Early Childhood Through Grade Six.

This course examines research-based approaches to literacy instruction across early childhood through sixth grade. Students analyze current scholarship on literacy theories, instructional approaches, and materials, with particular attention to ESL methodologies. The course examines how literacy practices are designed, implemented, and evaluated in classroom contexts, with emphasis on instructional approaches related to word recognition, comprehension and vocabulary development. Students analyze and develop instructional plans informed by research for reading strategy lessons and research-supported instructional approaches across varied classroom settings. Prerequisite: Admittance to Educator Preparation Program and 2.75 Overall GPA and Departmental approval.

RDG 3323. Teaching Literacies in the Content Areas.

This course focuses on content-specific literacies in secondary teaching fields, with an emphasis on reading, writing, and other 21st-century literacies that support content-area learning. Topics include strategies for differentiating instruction across disciplines, analysis of socio-cultural dimensions of literacy, writing-to-learn practices, and methods for assessing literacy development. The course also examines approaches to adapting instruction to address diverse student needs and explores how literacy practices vary across subject areas in secondary and all-level educational settings. Prerequisite: CI 4370 and CI 4372, both with a "C" or better.

RDG 4310. Content Area Reading in the Middle School.

This course provides information about instruction in the middle grades (4-8) content areas with emphasis on the effective use of textbooks, high quality instructional materials, tradebooks, and open educational resources. Course topics include: nature and purpose of content instruction and reading, text selection, curriculum implementation, comprehension, inquiry learning and problem solving, assessment, and meeting individual needs in content reading. 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 coursework requirements. Prerequisite: Admittance to Educator Preparation Program and 2.75 overall GPA and Departmental approval.

RDG 4315. Critical Media Literacy for Educators.

This course examines critical media literacy and how to critically engage with, and make sense of, the media, including social media. This course helps students develop the analytic tools needed to examine media content and make more informed choices as an active audience. Students develop the critical skills to analyze, deconstruct, and reconstruct media messages, and develop lessons to help their students to do the same. As this is part of a multi course, field based experience, students must apply in advance for placement and meet program specific prerequisite requirements. Prerequisite: Admittance to Educator Preparation Program and a minimum 2.75 overall GPA and departmental approval.

RDG 4330. Teaching English Language Arts and Reading in Middle School.

This course examines how the teaching of middle level English language arts and reading is informed by theory and research. Students analyze the foundations of English language arts and reading, state standards for English language arts and reading instruction in grades 4-8, and curricular issues related to English language arts and reading. Students examine strategies for supporting learners with identified language and literacy disabilities as well as learners with emergent bilingual designations. Multiple pedagogical approaches for English language arts and reading instruction are investigated. Prerequisite: RDG 4320 and (RDG 3311 or RDG 3312 or RDG 3320) both with a grade of "C" or better.

RDG 4380. Independent Study in Reading Education.

This course allows undergraduate students to engage in independent, faculty-guided study of a selected topic or applied area in reading instruction, emphasizing analytical inquiry and specialized learning beyond regularly offered courses. 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.

RDG 4621. Literacy Instruction and Assessment EC–6.

This course examines research-based approaches to literacy instruction and assessment across early childhood through sixth grade. Content includes phonemic awareness, phonics, fluency, vocabulary, and comprehension, as well as formal and informal assessment practices used across elementary grade levels. The course explores theoretical frameworks in literacy research and analyzes demographic patterns and linguistic trends in EC–6 school populations as they relate to instructional decision making. Integrated field experiences aligned with professional observation frameworks support analysis of literacy instruction and assessment practices across diverse educational contexts. Prerequisite: Admittance to Educator Preparation Program and 2.75 overall GPA and Departmental approval.

SPED 2360. Survey of Exceptionalities.

This course introduces the historical and legal foundations of special education, including major special education legislation, professional ethical requirements established in law and policy, and the disability categories recognized under the Individuals with Disabilities Education Act. Course content examines the types, etiology, and characteristics of various disabilities within these categories, examining how federal law shapes services across home, school, and community settings. The scope includes levels of academic and behavioral support, educational placement options, and collaboration with families and professionals. Students explore the roles and responsibilities of educators and service providers in providing services as defined by federal and state special education frameworks, the processes involved in identifying students with disabilities, planning supports for individual students, and implementing supports across developmental stages and educational environments.

SPED 3338. Educating Students with Emotional and Behavioral Disabilities.

This course examines Emotional and Behavioral Disabilities (EBD) in school-age children and youth, with an emphasis on legal definitions, assessment, and educational implications under the Individuals with Disabilities Education Act (IDEA). Students define EBD according to IDEA, interpret diagnostic and behavioral characteristics, and explore frameworks that guide eligibility and service delivery across K–12 settings. Course content addresses assessment tools, multidisciplinary decision-making, and the impact of EBD on academic, social, community, and employment outcomes. Students evaluate a continuum of evidence-based, school-wide, classroom, and individualized interventions designed to prevent, respond to, and reduce problem behavior. Throughout the course, students connect effective practices to examine factors that influence access, graduation, and postsecondary pathways for youth with EBD. Corequisite: SPED 2360with a grade of "C" or better.

SPED 3390. Assessing Students with Disabilities.

This course provides an in-depth study of assessment practices in special education within Response to Intervention (RTI) and Multi-Tiered System of Supports (MTSS) frameworks and the comprehensive special education evaluation process. Students explain the purpose of assessment in tiered systems of support and describe how assessment data guides identification, referral, eligibility determination, placement, progress monitoring, and discontinuation of special education services. Through case studies, assessment practice, and data interpretation activities, students apply formal and informal assessment procedures that take into account legal, ethical, cultural, and environmental considerations and are responsive to individual learner characteristics. Emphasis is placed on applying statistical concepts, evaluating technical characteristics of standardized tests, and interpreting curriculum-based and other assessment results to make data-based instructional decisions in special education settings. Prerequisite: SPED 4345 with a grade of "C" or better.

SPED 4310. Independent Study in Special Education.

This course allows undergraduate students to engage in independent, faculty-guided study of a selected topic or applied area in special 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 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.

SPED 4340. Evidence-Based Instructional Practices for Students with Mild or Moderate Disabilities.

This course examines evidence-based instructional approaches and intervention practices for teaching students with mild to moderate disabilities by targeting curricular and instructional design as a means of specialized instruction for students receiving special education services. “Topics include instructional planning, evidence-based teaching strategies, and curriculum-based measurement aligned with student learning needs, disability characteristics, least restrictive environment requirements, and research-supported instructional models. Prerequisite: SPED 2360 with a grade of "C" or better.

SPED 4344. Educating Students with Disabilities in General Education Classrooms.

This course examines disability characteristics and the special education referral process, equipping students to support PK-12 learners with disabilities who access the general education curriculum. Content emphasizes the characteristics of students with disabilities, the steps in the special education referral process, and the relationship between multi-tiered systems of support and special education services. Students analyze evidence-based teaching resources for suitability, design effective classroom accommodations and modifications, and examine varied co-teaching models to examine inclusive instructional practices in general education classrooms. Students also explore classroom management strategies and create positive behavior management plans that use evidence-based strategies to analyze strategies associated with academic and behavioral outcomes for students with disabilities.

SPED 4345. Teaching English Language Arts to Students with Disabilities.

This course prepares teachers to deliver effective, research-based reading and writing instruction for students with reading disabilities and for all learners who struggle to meet grade-level expectations in English Language Arts. Students examine characteristics of reading difficulties and reading disabilities, and learn how to design instruction that support access to the general education curriculum as outlined by instructional guidelines. Emphasis is placed on evidence-based components of reading instruction—phonemic awareness, phonics, fluency, vocabulary, and comprehension—and on high-quality writing practices that also support reading development. Candidates learn to implement explicit, systematic, direct instruction aligned tasks for foundational skills and to analyze instructional practices for building comprehension through fluency and vocabulary. Students apply direct, explicit teaching principles to address and mitigate reading and written expression difficulties through evidence‑based practices. Prerequisite: SPED 2360 with a grade of "C" or better.

SPED 4374. Classroom and Behavior Management Strategies for Students with Disabilities.

This course explores evidence-based classroom management strategies to create positive, productive learning environments. Students examine common management challenges, evaluate various classroom management approaches, and learn methods for preventing behavior problems before they occur. Course topics include techniques for teaching new replacement behaviors, increasing target individual and group behaviors, and using positive, proactive strategies to prevent or reduce inappropriate behaviors in educational settings. Students apply behavior analytic principles to support data-driven decision-making and develop effective, individualized interventions. Prerequisite: SPED 2360 with a grade of "C" or better.

SPED 4381. Educating Students with Intellectual and Developmental Disabilities.

This course provides an in-depth study of effective practices for educating students with intellectual and developmental disabilities. Students analyze learner characteristics, apply individualized assessment, develop Individualized Education Programs (IEP), and implement evidence-based instructional strategies across the domains of communication, behavior, academic, daily living, and independent living skills. Emphasis is placed on collaboration with families, paraprofessionals, and multidisciplinary teams, as well as teaching functional, social, vocational, and transitional skills to promote self-determination, independence, and meaningful postsecondary outcomes. Focus is on strengthening students’ ability to support inclusive environments and foster learner success. Must be declared as seeking All-Level Special Education teacher certification or with a Special Education minor. Corequisite: SPED 2360 with a grade of "C" or better.

SPED 4389. Special Education Practicum.

This course provides a supervised practicum where students apply evidence-based assessment, instructional planning, and explicit teaching in authentic PK–12 special education classrooms. Students use data-based decision-making to design and deliver individualized education programs (IEP) aligned with academic and behavioral lessons, implement special education high-leverage practices, and apply curriculum-based measurement practices. Students collect and interpret assessment data, write high-quality Present Levels of Academic Achievement and Functional Performance (PLAAFP) statements and IEP goals, deliver explicit instruction, and collaborate professionally with mentor teachers and school teams to deliver instructional services to students with disabilities who receive special education services. Prerequisite: SPED 3338 and SPED 3390 and SPED 4340 and SPED 4374 and SPED 4381 all with grades of "C" or better and a minimum 2.75 overall GPA.

SPED 4391. Registered Behavior Technician Practicum.

This course provides an introductory supervised practicum experience for undergraduate students preparing for the Registered Behavior Technician (RBT) credential. Students complete the Behavior Analyst Certification Board required RBT training modules and engage in structured clinical experiences within the Texas State University Clinic for Autism, Research, Evaluation, and Support to prepare for the RBT Competency Assessment. Through observation, guided practice, and supervised performance, students develop foundational applied behavior analysis skills in measurement, assessment, skill acquisition, behavior reduction, documentation, and professional conduct. Instruction addresses ethical and professional requirements as defined by BACB guidelines, attention to monitoring client responses within established procedures, and Implementation consistent with defined procedural steps and fidelity criteria of applied behavior analysis procedures in a clinical setting.