Annette Caldwell Simmons
School of Education and Human Development
The Annette Caldwell Simmons School of Education and Human Development
comprises research institutes, undergraduate and graduate programs, and community
service centers that concern the areas of professional education, dispute
resolution, counseling, applied physiology, wellness, liberal studies and lifelong
learning. The mission of the school is to integrate theory, research and practice of
education and human development; promote academic rigor and interdisciplinary
study; educate students for initial certification and professional practice; and nurture
collaboration across the academic community.
Undergraduate programs include a minor in education and a proposed major in
Applied Physiology and Sports Management that is scheduled to begin in Fall 2009
contingent on accreditation approval. The school offers one doctoral program,
eight Master’s degrees, and a number of graduate certification programs. Its academic
departments include Teaching and Learning, Educational Policy and Leadership,
Dispute Resolution and Counseling, Applied Physiology and Wellness, and
Lifelong Learning. The professional education programs fall under the auspices
of the Department of Teaching and Learning and represent SMU’s commitment
to the professional development of educators through innovative and research-based
undergraduate, graduate and continuing education programs. The undergraduate
curriculum prepares students for initial teacher certification.
focus on research, literacy and language acquisition, teaching and learning, giftedness,
math, science and technology. A doctoral degree, Master’s degrees and
graduate-level certifications are offered. A variety of enrichment opportunities
serve the continuing education needs of practicing educators. The school promotes
high-quality research that combines quantitative and qualitative methodologies,
generates new hypotheses, and influences pedagogical practices in EC-12 schools.
The department’s research efforts are driven in large part by two institutes that are
charged with the empirical study of education – the Institute for Reading Research
and the Gifted Students Institute. One of the most productive literacy research
centers in the nation, the Institute for Reading Research performs research concerning
reading and reading disabilities, language acquisition, and teaching and
learning. The Gifted Students Institute was founded on the premise that “giftedness”
is a resource that should be nurtured for the benefit of all.
The Department of Dispute Resolution and Counseling offers a Master of Science
in Counseling, a Master of Arts in Dispute Resolution, and a graduate certificate
in dispute resolution – all of which draw on social and behavioral science theories
to teach the communication skills necessary for the resolution of personal and
interpersonal conflicts. Additionally, the Department operates two community
resource centers, a Mediation Clinic and a Center for Family Counseling.
The Department of Lifelong Learning promotes personal enrichment and
achievement of potential through a broad interdisciplinary curriculum. Its credit
and noncredit offerings broaden students’ perspectives, insights and understandings
of the world by exposing them to the ideas and events that constitute the human
experience. At the heart of the Lifelong Learning programs – which include the
Master of Liberal Studies, Professional Development Programs, Informal Courses
and Nondegree Credit Studies – is the belief that people can continue to grow both
personally and professionally throughout their lives.
The Department of Applied Physiology and Wellness offers the Choices for
Living courses, two of which must be completed in order to earn a baccalaureate
degree. Wellness courses reflect the University’s philosophy that a well-rounded
education should enhance the physical and mental well-being of the student. Beginning
in Fall 2009, the department will also offer a Bachelor’s degree in Applied
Physiology and Sports Management, contingent on approval from the Southern
Association of Colleges and Schools (SACS), the organization charged with approving
new degree programs at accredited institutions in southern states. Once the
degree has been approved, detailed information will be available on the program’s
Associate Professor Jill H. Allor, Department Chair
Patricia Mathes; Associate Professors:
Deborah Diffily, JoAnn Lan, William
Pulte, J. Kyle Roberts, Ken Springer; Assistant Professors:
Caroline Kethley, Hector Rivera,
Paige Ware; Senior Lecturers:
Lee Alvoid, Kathy Hargrove, Barbara Morganfield; Lecturers:
Abigail Bartoshesky, Laurie Campbell, Gail Hartin, Nancy Montgomery, Janis
Home to undergraduate, post-baccalaureate and graduate programs for both
aspiring and practicing educators, the Department of Teaching and Learning offers
students a comprehensive curriculum of theory, research, cross-disciplinary studies
and practica. Undergraduate programs of study assist students in obtaining credentials
for teaching in elementary, secondary or all-level (grades EC-12) settings.
At the graduate level, a student may pursue a Ph.D., a Master of Education (M.Ed.),
a Master of Education with Certification (M.Ed.), a Master in Bilingual Education
(M.B.E.), or a Master of Music in Music Education (M.M.), as well as other credentials
in areas such as gifted education, reading, mathematics, science, technology,
bilingual education, English as a Second Language and learning therapy.
Undergraduate Teacher Certification
Gail Hartin, Director
The Office for Teacher Certification offers courses that lead to teaching certification
at the elementary and secondary levels. Undergraduate students pursue an
approved academic major in Dedman College, Meadows School of the Arts, Cox
School of Business or Lyle School of Engineering while seeking Texas teacher
certification through the Office for Teacher Certification in Early Childhood-Grade
6 (EC-6), Middle School (grades 4-8), or High School (grades 8-12). Music education
students work toward an all-level (grades EC-12) certificate. Those who have
already earned a Bachelor’s degree may also obtain teacher certification credentials
through the post-baccalaureate program, which essentially mirrors the undergraduate
program. Post-baccalaureate students seeking certification for grades 4-8 or
8-12 must have 24 hours of coursework in the subject they plan to teach, with at
least 12 of the 24 hours being upper-division courses.
Each student in a certification program has an education faculty adviser who
directs his/her program of study. The education faculty is committed to mentoring
and supporting student learning. Students are expected to maintain high levels of
performance and to develop habits of reflection as they acquire knowledge and
skills of practice.
The program of study includes 24 credit hours of coursework and six hours of
student teaching/internship experience in all three certification programs: Early
Childhood-Grade 6 (EC-6), Middle School (Grades 4-8) and High School (Grades
8-12). (See the list of courses below.) Students who complete the 24 credit hours
of course work required for teacher certification preparation can declare a minor
in elementary teaching or secondary teaching.
Requirements for Admission to Teacher Education Programs.
students apply for formal admission to the program, submitting a transcript, essay,
recommendation, character and fitness affidavit, and appropriate THEA or other
test scores. Students must complete at least 45 hours of academic work with a
G.P.A. of at least 2.5 in order to be considered for admission. Applicants also
interview with members of the faculty. Students may register for up to seven hours
of EDU coursework before formally applying for admission to the program. EDU
2350 (Educational Psychology) is a prerequisite for undergraduates enrolling in
the certification program. Students complete the Personal Character and Professional
Fitness Statement when they apply. Applications for admission to Teacher
Education may be obtained from the departmental office in 417 Clements Hall.
All of the courses in the program of study are based on the
Texas standards for beginning teachers. The classroom-based coursework can be
completed in two regular terms, such as fall and spring. Professors model learning
experiences that are considered best practice for all learners in these courses.
Students are expected to work collaboratively in small groups, complete simulated
teacher tasks, pose questions for class inquiry, and use multiple resources to answer
The teacher education program includes extensive field experience
to help students prepare for careers in teaching. A personal/criminal background
check may be required prior to field experience and admission to student
teaching. The student progresses from observational activities in classrooms to
teaching and learning practice sessions with individual students and small groups
in early field experiences. Finally, the student assumes responsibility for an entire
classroom in a carefully managed student teaching experience. SMU students
receive mentoring from faculty noted for their exemplary records as both master
teachers and scholars. Exemplary teachers from inner city to suburban settings
also act as coaches during the field experience. Part of the field experience comes
in the form of either a one-term student teaching experience or a two-term internship.
During the one-term experience, students work full-time for 14 weeks in an
assigned classroom with a master teacher in the Dallas Independent School District.
During this student-teaching term, the six-term-hour student-teaching experience
is regarded as “full-time” enrollment status at SMU for insurance purposes. Students
receiving financial aid should meet with financial aid counselors well in
advance of the student-teaching term to determine aid status. Student teaching
ensures that graduates of the SMU teacher education program are better able to
enter the teaching profession ready to meet the dynamic learning needs of today’s
Eligibility for Student Teaching.
Before being assigned to student teaching, candidates
are reviewed by the faculty to determine whether adequate progress has
been made in order to assume responsibility for school-age students. Such factors
as academic performance, maturity and a demonstrated sense of responsibility are
among the factors considered. Students must have a 3.0 G.P.A. in all education
courses before beginning student teaching.
Recommendation for Certification. Before the Office for Teacher Certification
will recommend a student for certification, all requirements – 24 hours of coursework,
six hours of a satisfactory student teaching or internship experience, and
passing scores on two TExES (Texas Examinations of Educator Standards) – must
be fulfilled. For Early Childhood-Grade 6, the two TExES tests include the Pedagogy
and Professional Responsibilities (EC-6) test and the Early Childhood-Grade 6 Generalist test. Students preparing for teaching in secondary schools must pass
the Pedagogy and Professional Responsibilities TExES test for Grades 4-8 or
Grades 8-12 and a TExES test in their content area. Music students must pass the
music content test and the EC-12 Pedagogy and Professional Responsibility Test.
TExES Preparation Seminar.
The State Board of Educator Certification (SBEC)
requires that persons seeking teacher certification take and pass the state-mandated
TExES tests in the desired area(s) of certification. The SMU Office for Teacher
Certification requires all students to take and satisfactorily complete the SMU
TExES Preparation Seminar. In the rare instance where a student does not pass
the TExES test, a faculty mentor may be assigned to help develop an individual
plan of supplemental study to complement a retake of the TExES Preparation
For further information regarding SMU’s teacher preparation opportunities,
contact the Office of Teacher Education, Southern Methodist University, 417 Clements,
P.O. Box 750455, Dallas, TX 75275-0455; 214-768-2346; or visit www.smu.edu/teacher_education.
Director Patricia G. Mathes, Texas Instruments Endowed Chair
of Reading Research and Professor of Education
Established in 2002, the Institute for Reading Research supports researchers
within the school and from across the SMU campus who are conducting and disseminating
cutting-edge research related to reading and reading disabilities, language
acquisition, and learning. The institute provides resources such as budget
management and accounting support, database building, data processing, data
analysis services, graphic artistry and technical writing. Researchers affiliated
with the institute have been very successful in obtaining external funding and
provide leadership on a local and national level through the publication of research
manuscripts, curricula and coursework packages and through the delivery of staff
development workshops. Current institute research focuses on:
- Determining the reading potential of students with moderate or mild levels of
- Scaling-up scientifically proven reading interventions for effective use in
public schools, including supporting teachers as they implement new innovations.
A major outcome of this research has been the creation and validation
of the use of technology to provide ongoing coaching to teachers.
Examining the efficacy of various models for teaching English language
learners (ELL s) who are native Spanish speakers to read and speak in English.
A thrust of this research is to examine the possibilities of developing fully bilingual,
biliterate individuals, without compromising English development.
- Developing and validating continuous progress monitoring assessment tools
using computer-adaptive testing technology to pinpoint each child’s individual
performance ability and track growth across an academic year.
The institute provides leadership training to future educators, researchers and
statisticians through applied experiences in the execution of large-scale field-based
research. It also is committed to the delivery of programs and activities that serve
the reading enhancement needs of the community at large.
Associate Dean and Senior Lecturer Kathy Hargrove, Director
Dedicated to the support of the cognitive and affective development of gifted
youth, the Gifted Students Institute offers a range of programs and services for
educators and gifted youth and their families.
The Distinguished Lecture Series comprises one-day sessions that integrate
theory and practice. Lectures are delivered by guest speakers from the SMU faculty
and public and private learning institutions throughout the country. The institute
also developed and administers the school’s Gifted Education graduate study for
educators. In addition, the institute serves pre-college gifted students through the
Talented and Gifted (TAG) and College Experience programs.
Associate Professor Peter Gifford, Chair
Peter Gifford, Lynn Romejko Jacobs, Peter Weyand; Lecturers:
Birdie Barr, David Bertrand, Piotr Chelstowski, Brian Fennig, Donna Gober, Anne Weil,
Vicki Wood; Specialists:
Randy Diercoff, Ted Gellert, Mandy Golman, Gloria Hook,
Rhonda Trietsch, Arthur Zwolski.
The Department of Applied Physiology and Wellness offers the required Choices
for Living courses that address the elements of “wellness,” and it proposes to offer
a Bachelor’s degree in applied physiology and sports management that will begin
in Fall 2009. The Choices for Living courses address the seven elements of wellness:
social, physical, environmental, occupational, intellectual, emotional and
spiritual wellness. The courses reflect the University’s philosophy that a wellrounded
education enhances a student’s physical and mental well-being. The
Department of Applied Physiology and Wellness aims to provide leadership and
facilities for helping students become more aware of the comprehensive nature of
wellness; to provide techniques to help students respond positively to any imbalances
in their lifestyle; to familiarize students with campus wellness facilities,
equipment and services; to promote a lifetime of physical fitness; to promote the
learning of a lifetime physical activity; and to provide opportunities and promote
action in a variety of wellness areas. Each student must complete a CHOICES I
and CHOICES II class as part of the General Education Curriculum. The list of
Wellness courses offered per term can be accessed at www.smu.edu/registrar/.
Choices I Classes
Designed to be taken during a student’s first year, CHOICES I classes (WELL
1101) are part of the General Education Curriculum and, therefore, are required
for graduation. Called Concepts of Wellness, the classes introduce students to a broad range of personal experiences with the seven elements of wellness that the
Choices for Living program addresses. Interaction occurs in a relaxed, small-group
environment that features lectures, discussions, personal assessments and other
action-oriented activities. Registrants are also expected to complete approximately
four hours of out-of-class experiences under the guidance of their instructor.
WELL 1101 Choices I:
Concepts of Wellness
Choices II Classes
Designed to be taken during a student’s second year, a CHOICES II class is also
a requirement for graduation. Students can choose from a variety of physical activity
courses offered each semester. They then learn the skills, rules and competition
in a fun and nurturing environment. Each course’s objective is to encourage student
participation in the activity for a lifetime. A special fee is charged to help defray
the extra cost involved in some CHOICES II classes: Fencing ($90); Golf ($150);
Scuba ($175); Mountain Sports (Taos Campus $475); Beginning Marathon Training
($75); Rock Climbing ($50); and Spinning ($10).
The applied physiology and sport management major provides a rigorous curriculum for understanding the biological basis of health and fitness and the business background required of professionals in the sport, health and fitness industries. The program leads to a Bachelor of Science with an emphasis in either applied physiology and enterprise or sport management. Both concentrations require coursework in the physiological sciences and business.
The core curriculum introduces the discipline; establishes the scientific basis of health, fitness and human performance; introduces the business principles and skills necessary to establish and maintain a sports-related or fitness-related business; and familiarizes students with the legal and ethical aspects of the fitness, health and sport industries. The program culminates in a mentored senior project. Students are ultimately prepared for a variety of career paths, including: commercial health and fitness facility management; corporate fitness programming; nutrition services and products; sports strength and conditioning; health management; sports marketing; management of professional, collegiate or amateur sport organizations; representation of professional athletes; sport public relations; and sport facility and event management.
The Learning Therapy program administers the Diagnostic Center for Dyslexia
and Related Disorders, which was established in response to a community need
for services that evaluate individuals for learning disorders related to reading
acquisition and comprehension. Dyslexia is involved in most disorders of this type,
which can also include developmental spelling disability, developmental auditory
imperception, dysgraphia and dysphasia. The center is dedicated to providing comprehensive
initial and follow-up evaluation services and appropriate medical,
psychological and educational referrals and recommendations to children, adolescents
and adults who are at risk for dyslexia and related disorders.
Comprehensive initial evaluation services are available to individuals who exhibit
symptoms of dyslexia. Based on the evaluation results, the center helps these clients
secure appropriate remediation and/or accommodations (e.g., a time-modified
SAT or ACT) and provides medical and psychological referrals if warranted.
Re-evaluation services are available to individuals who have previously been
diagnosed with dyslexia but who require a follow-up evaluation and diagnosis in
order to continue receiving remediation and/or accommodations. Again, the center
provides clients with appropriate recommendations and assistance in securing
The Center for Academic Progress and Success (CAPS) offers tutoring services
for school-age children who are experiencing difficulty with reading, vocabulary
development, writing, math and spelling. The center’s tutoring methods and tools
have been designed by researchers from the University’s nationally renowned
Institute for Reading Research. Tutoring sessions are individualized, providing
one-on-one instruction that is explicit, intensive and specifically designed to address
learning differences and disabilities in children.
Mediation Services are available to parties involved in a dispute. Alumni and
current students of the Dispute Resolution Program who have completed at least
200 training hours serve as volunteer mediators.
Parties may use SMU Mediation Services either before or after a lawsuit is filed.
Parties may contact SMU directly to arrange a mediation, or if a lawsuit has been
filed, a judge may order mediation and appoint SMU Mediation Services. Parties have an equal say in the mediation process and the settlement terms. The mediator
has no authority to impose a settlement, and there is no determination of guilt or
innocence in this process. Both sides are able to exchange information, express
expectations and propose solutions for reaching a resolution.
The mediator facilitates this process by helping the parties communicate clearly
and appropriately. Most mediated settlements are completed in one meeting, saving
time and expense. Legal or other representation is permitted in the mediation but
is not required. An agreement reached in mediation can be binding to both parties.
If no agreement is reached, the lawsuit continues or is filed. However, the mediation
process is strictly confidential and settlement discussions cannot be used as
evidence in any future court proceeding. Both parties pay a minimal fee.
The Center for Family Counseling delivers developmentally appropriate and
culturally sensitive counseling services for families, couples, adults, adolescents,
and children undergoing varying life circumstances, while providing SMU graduate
counseling students with meaningful training experience via supervised therapeutic
interactions. Counseling services are designed to assist individuals and
groups seeking to enhance their overall life functioning, interpersonal relationships,
self understanding, and career satisfaction for optimal well being.
The Center for Child and Community Development is dedicated to the cognitive,
affective/social, and cultural development of children in ethnically diverse communities.
With both a national and international reach, the Center serves this
mission through the provision of research-related educational programs and services
to schools, families, and community organizations.
These courses of varying lengths address different cultural,
scholarly, personal, and professional topics. Additional information is available at
Creative Writing Workshops.
Creative writing instructors, noted authors and
publishers lead noncredit writing workshops. Selected participants are invited to
submit manuscripts for review by New York literary agents, editors and publishing
houses. Additional information is available at www.creativewriting.smu.edu.
Noncredit language-conversation courses typically
include Spanish, French, Italian, German, Arabic, Russian, Mandarin Chinese and
Japanese. Additional information is available at www.smu.edu/informal.
Graduate Test Preparation.
Study courses for the GRE, GMAT, and LSAT are
offered throughout the year. Additional information is available at www.smu.edu/testprep.
Certificate Program in Financial Planning.
SMU offers a certification in this
fast-growing professional field. Additional information is available at www.smu.edu/cpfp.
(offered through the Gifted Students Institute) allows a small
and carefully-chosen group of highly motivated and academically able high school
students to get a head start on college and a taste of campus life through SMU
credit opportunities available during the summer; www.smu.edu/ce.
Talented and Gifted (TAG)
(offered through the Gifted Students Institute) provides
intellectual challenges and cultural and social learning experiences to academically
accelerated students completing the seventh, eighth, or ninth grade. TAG
is a summer opportunity that offers both credit and noncredit courses; www.smu.edu/tag.
offers a variety of workshops for students ages 5 through
18. Workshop topics include study skills, reading, test preparation, math, science,
vocabulary and writing. Additional information is available at www.smu.edu/read
Summer Youth Program
offers one- and two-week special-interest enrichment
workshops throughout the summer in the areas of technology, computers, multimedia,
writing, art, math, science, literature, gaming, the Internet, study skills,
leadership and social skills. Additional information is available at www.smu.edu/SummerYouth.