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Simmons School of Education and Human Development - Department of Teaching and Learning
Associate Professor Jill Allor,
Department Chair
Professors: G. Reid Lyon, 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 (associate dean), Barbara Morganfield.
Lecturers: Abigail Bartoshesky, Laurie Campbell, Gail Hartin, Nancy Montgomery, Jan Sayers, Karen Vickery, Terri Sue Zerfas.
The doctoral program in education prepares students to understand, evaluate and conduct education research that will contribute to the improvement of student learning, teaching practices, services to special populations and, ultimately, to the improvement of all levels of education. The program’s distinctive vision is to respond to the need for educational leaders who can provide data-based recommendations for educational policy and innovative new teaching and assessment practices. The program faculty is particularly effective in building student skills in reading and mathematics instructional design and in improving education for special populations such as English Language Learners and quantitative methods of research as emphasized in a number of recent federal education initiatives and federal grant programs.
Curriculum
The curriculum of the doctoral program prepares students for leadership, research and innovation in a broad range of educational contexts. The four broad specialty areas of the program consist of Instructional Design, Special Populations, Research Methods and Assessment, and Literacy, Math or Science Interventions. Each of these areas contains several concentrations. Instructional design involves innovative new practices for a wide range of curricular areas and levels of education. Special populations include students who are gifted, have learning disabilities or are English Language Learners. Doctoral students must complete a minimum of 60 credit hours of coursework across approximately four years with at least two years of residence at SMU. Required coursework consists of 21 hours of core research courses, 21 hours of specialty area courses and 18 hours of electives. The core research curriculum includes professional seminars in research paradigms and design, a quantitative statistics series, advanced assessment methods and mixed methods (qualitative and quantitative research). Specialty and elective courses span a wide range of instructional design, literacy, bilingualism/biliteracy, diversity, linguistics, special education, giftedness and other education-related courses.
Admission Requirements
The Ph.D. program is designed to augment an existing Master’s degree or equivalent preparation. Admission is based on an overall evaluation of the candidate’s undergraduate and graduate transcripts, GRE scores (e.g., ideally 1100+; with Test of English as a Foreign Language scores if the student’s native language is not English), written records demonstrating at least three years of full-time teaching or school-related experience, a statement of purpose and aspiration, three letters of recommendation and faculty interviews.
Degree Requirements
Ordinarily, students must enroll in nine hours of coursework (i.e., three courses) per term in full-time residence at SMU for the first two years of the program. With the assistance of their advisers (and dissertation committees), students develop programs of study tailored to their particular needs. However, all students share the same set of core requirements. Requirements for the doctoral degree encompass the 60 credit hours of coursework (including approved transfer credits), qualifying exams, a major area paper (often related to the future dissertation), evidence of teaching competency, dissemination of research (e.g., a conference presentation), a professional portfolio of the student’s best work, advancement to the dissertation phase, formation of a dissertation committee, a dissertation with an oral defense and submission of a variation of the dissertation for possible publication. Students are expected to participate as assistants in extant research studies (often conducted in local school districts) as part of the research requirements of the program.
Education Specialist
At the discretion of the adviser and doctoral committee, the Education Specialist degree is offered as an alternative to the Ph.D. to students who are unable to complete the doctorate. In order to qualify for the Ed.S., a student must: (a) pass the qualifying exams, (b) complete 60 term hours, (c) write an acceptable major area paper, (d) make a conference presentation and (e) submit an acceptable professional portfolio.
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The Master of Bilingual Education program offers a broad interdisciplinary curriculum that prepares specialists in the field of bilingual education. Teachers can choose from either the Master of Bilingual Education or the Master of Bilingual Education with gifted concentration. Designed for practicing teachers, the 36-hour program offers evening classes during the academic year. The program includes coursework in literacy, second-language teaching, linguistics, cultural/multicultural education, behavioral psychology and community-based educational research. The specialization courses, in particular, help participants refine their pedagogical skills and develop both expertise in use of the methods proven effective with Limited English Proficient students and understanding of current research in the field of bilingual education. M.B.E. courses reflect Texas Education Agency standards for bilingual certification.
Admission Requirements
Before enrolling in the M.B.E. program, all students must submit the following:
- A baccalaureate degree from an accredited institution in the United States or proof of equivalent training at a foreign university.
- An official transcript that shows academic work in higher education with a minimum 3.0 overall grade point average. Transcripts from countries outside the United States must be accompanied by an official evaluation of the transcript by a recognized U.S. evaluation agency. No copies will be accepted. Applicants not meeting the 3.0 GPA requirement must provide other qualifications – such as long-term experience, expertise in a related specialized field or a satisfactory GRE (Graduate Record Examinations) score – as a justification for admission.
- Proficiency in Spanish or in another language, such as Vietnamese or Chinese, used in a bilingual education program in Texas.
- A completed application and the appropriate application fee payable to “SMU: Bilingual Education.” This fee is nonrefundable.
- Three recommendation forms from those who can attest to the applicant’s academic abilities, teaching abilities and personal qualities. One recommendation should be from the principal or immediate supervisor.
- For international students applying from countries where English is not the native language, official scores (earned within the previous five years) on the Test of English as a Foreign Language are required. The minimum TOEFL score for admission is 550 on a pencil-and-paper test or 83 on the Internet-based test. The M.B.E. program is a part-time program and as such does not qualify as a suitable educational experience for an international student on a student visa. As evidence of financial support, foreign students must provide a Certification of Finance Form/Letter of Financial Backing. (This applies to students who are not awarded a scholarship.) This should represent that sufficient money will be available to the applicant to cover all expenses while at the University. This letter may be signed by a parent or sponsor but must be certified by a bank. The document must be notarized and on file before the process for visas and passport can proceed.
Degree Requirements
Students must complete 36 graduate-level credit hours in one of two degree plans: The Traditional Plan or the Gifted and Talented Focus Plan.
The Traditional Plan requires completion of core courses (12 credit hours) and four courses in the specialization (12 credit hours). The core courses are EDU 6304, EDU 6305, EDU 6315 and EDU 6322. The specialization courses include: EDU 6312, EDU 6317, EDU 6319, EDU 6321 and EDU 6339. One course in English as a second language is also required: EDU 6320 or EDU 6390. Students in The Traditional Plan must choose an additional six credit hours of electives.
The Gifted and Talented Plan requires two core courses, EDU 6304 and EDU 6305 or EDU 6315. Its specialization requires 15 credit hours: EDU 6312, EDU 6317, EDU 6319, EDU 6319, EDU 6321 and EDU 6339. The ESL requirement includes EDU 6320 or EDU 6390. Four gifted and talented courses are required; they are: EDU 6325, EDU 6397, EDU 6347 and EDU 6388.
Beginning with students who enter the program in the summer of 2008, all students will be required to pass a comprehensive examination before graduation. Details about this examination are on the M.B.E. program website.
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The Master of Education is designed to meet the needs of practicing teachers. The 36-hour degree program offers maximum flexibility for the educator whose interest lies in broadening both academic preparation and classroom skills. The program can be individualized for teachers at all levels, prekindergarten through grade 12.
The M.Ed. degree is a 36-credit-hour program. All students complete a 12-hour core module, which focuses on the areas of research, differentiation, multicultural education and psychology. An additional 24 credit hours are drawn from specialization modules and/or electives that expand or complement the core, specialization or teaching assignment. The specialization modules offer options in the following specialty areas: reading, math, science, technology, bilingual education, English as a Second Language, learning therapy or gifted education. Completing all four of a specialization module’s courses provides, in most cases, adequate preparation for a supplemental certification.
Admission Requirements
Before enrolling in the M.Ed. program, all students must provide the following:
- A baccalaureate degree from an accredited institution in the United States or proof of equivalent training at a foreign university.
- An official transcript of academic work in higher education that reflects adequate subject preparation, including an academic major or teaching field and a 3.0 overall grade point average. Transcripts from countries outside the United States must be accompanied by an official evaluation of the transcript by a recognized U.S. evaluation agency. No copies will be accepted. Applicants not meeting this requirement must provide other qualifications, such as long-term experience, expertise in a related specialized field or a satisfactory GRE (Graduate Record Examinations) score as a justification for admission.
- For applicants from countries where the predominant language is not English, official scores (earned within the previous five years) on the Test of English as a Foreign Language administered by the Educational Testing Service are required. The minimum score for admission is 550 on a pencil-and-paper test or 83 on the Internet-based test. The M.Ed. program is a part-time program and as such does not qualify as a suitable educational experience for an international student on a student visa. As evidence of financial support, foreign students must provide a Certification of Finance Form/Letter of Financial Backing. (This applies to students who are not awarded a scholarship.) This should represent that sufficient money will be available to the applicant to cover all expenses while at the University. This letter may be signed by a parent or sponsor but must be certified by a bank. The document must be notarized and on file before the process for visas and passport can proceed.
- A completed application and a $75 non-refundable application fee payable to SMU.
- Submission of a two-to-three-page written statement of career goals and how a Master’s degree will facilitate these goals.
- Three recommendation forms from individuals who can attest to the applicant’s academic abilities, teaching abilities and personal qualities. One recommendation should be from a principal or immediate supervisor.
Degree Requirements
Students must complete 36 hours of graduate study within six years of beginning the program. All students must take the following core courses: EDU 6304, 6305, 6315 and 6322. In addition, they also must complete either: 1) 12 hours in a specialization area (such as reading, mathematics, bilingual education, learning therapy or gifted education) and 12 hours of EDU electives, or 2) two 12-hour specialization areas.
Beginning with students who enter the program during the summer of 2008, all students will be required to pass a comprehensive examination before graduation. Details about this examination are on the M.Ed. program website.
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The Master of Education with certification program allows individuals with baccalaureate degrees to earn a Master’s degree while completing teacher certification requirements in early childhood–grade 6, middle school or high school. Core courses expand participants’ understandings of the psychological, social and cultural contexts of education.
In Texas, individuals are certified to teach by the State Board for Educator Certification by passing two examinations, one that covers content and one that covers both instruction/pedagogy and professional responsibilities. Together, the content exam and PPR exam are called the Texas Examinations of Educator Standards. For EC–6 certification, the content test is the EC–6 Generalist Examination. For middle and high school, examinations are tied to specific content disciplines. Passing scores are set by SBEC; the scores are “scaled” scores rather than percentages. The exams are offered periodically throughout the year by the SBEC. Once an individual has completed certification coursework, completed student teaching or an internship and passed the appropriate examinations, she or he submits fingerprints, passes a criminal background check and is awarded a standard teaching certificate by SBEC. General information about teacher certification in Texas appears on the SBEC website at sbec.state.tx.us.
Admission Requirements
Individuals are admitted to the Master of Education with certification program as part of a cohort group; a new cohort begins each summer. Admission is competitive and based on the following criteria:
- A baccalaureate degree from an accredited college or university with a minimum grade point average of 3.0 (transcripts required). Students whose GPA fall below 3.0 must also submit GRE (Graduate Record Examinations) scores.
- For those seeking secondary and middle-level certification, a minimum of 24 hours in at least one teaching field that qualifies for certification under State Board of Educator Certification rules and in an area in which SMU certifies secondary teachers.
- Three letters of recommendation. (Letters should come from individuals who can attest to such qualities as professionalism, work habits, responsibility and, when possible, effective work with children and youth.)
- Demonstration of competence in speaking and writing the English language and ability to think critically. These competencies are demonstrated in a two-to-three page written statement of career goals and how a Master’s degree will facilitate reaching these goals. In addition, an interview with one or more faculty members may be required.
- Submission of required affidavit indicating fitness for a teaching career.
- Attendance at required orientation session for the cohort.
Degree Requirements
Students must complete 36 hours of graduate study. All students must take: EDU 6322, 6302, 6304, 6303, 6327 and either EDU 5375/5376 (Internship I and II) or EDU 5373/5374 (Student Teaching). All must take three field experience courses (EDU 5121/5122/5123 for EC–6 or EDU 5124/5125/5126 for middle school and high school). In addition, EC–6 students must take EDU 6326, EDU 6327, EDU 6329 and EDU 6336; students pursuing middle school or high school certification must take EDU 6305, EDU 6324, EDU 6328 and EDU 6389 (reading and writing in the content areas).
Beginning with students who enter the program in the summer of 2008, all students will be required to pass a comprehensive examination before graduation. Details about this examination are on the M.Ed. with certification program website.
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With the guidance of a faculty adviser, candidates seeking a Master of Music in music education may use elective choices to build a concentration (requiring at least six credits) in one of four areas: choral conducting, instrumental conducting, general music or piano pedagogy. In certain cases, and subject to departmental approval, up to six credit hours of the Master of Music in music education may be satisfied through involvement in the Music Educators Workshops.
Applicants traditionally enter the program with a background in teacher preparation. However, other candidates may be accepted, including those with undergraduate music degrees in performance, piano pedagogy or sacred music. The wide variety of elective choices allows the construction of individualized degree plans to fill in gaps in previous training. This may also lead to certification for teaching in public or private schools.
Admission and Degree Requirements
Contact the Meadows School of the Arts.
Contact information
Doctor of Philosophy in Education
PO Box 750381
Dallas TX 75725-0381
214-768-2346
smu.edu/EducationPhD
Master of Bilingual Education
PO Box 750381
Dallas TX 75725-0381
214-768-2346
smu.edu/MBE
Master of Education
PO Box 750381
Dallas TX 75725-0381
214-768-2346
smu.edu/MEd
Master of Education With Certification
PO Box 750381
Dallas TX 75725-0381
214-768-2346
smu.edu/MasterEdCert
Master of Music in Music Education
PO Box 750356
Dallas TX 75725-0356
214-768-3765
smu.edu/Meadows/music
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Post-Baccalaureate Teacher Certification
Through the Teacher Preparation office, post-baccalaureate students may enroll in programs that lead to teaching certification at the elementary and secondary levels. In the state of Texas, teachers are certified by subject/content area
within an established grade range so that an individual who wants to become a teacher must first choose the grade range she or he wants to teach and, if the choice is middle school or high school, the subject to be taught. SMU offers certification in all three grade ranges: early childhood–grade 6, grade 4–grade 8 and grade 8–grade 12. These are the official certificate ranges specified by the State Board for Educator Certification in Texas. Although the state certifies a few subject areas at all grade levels (EC–12), the only all-level preparation programs offered by SMU are music and theater. For specific information on music or theater arts certification, contact the Meadows School of the Arts. For all other certification questions, contact the Annette Caldwell Simmons School of Education and Human Development at 214-768-2346 or teacher@smu.edu.
Individuals are certified to teach by the SBEC by passing two examinations, one that covers content and one that covers both instruction/pedagogy and professional responsibilities. Together, the content exam and PPR exam are called the Texas Examinations of Educator Standards. For EC–6 certification, the content test is the EC–6 Generalist Examination. For middle and high school, examinations are tied to specific content disciplines. Passing scores are set by SBEC; the scores are “scaled” scores rather than percentages. The exams are offered periodically throughout the year by the SBEC. Once an individual has completed certification coursework, completed student teaching or an internship and passed the appropriate examinations, she or he submits fingerprints, passes a criminal background check and is awarded a standard teaching certificate by SBEC. An excellent source of general information about teacher certification in Texas is the SBEC website at www.sbec.state.tx.us.
An individual who already has a Bachelor’s degree and wants to attend SMU to become a certified teacher must satisfy most of the same curricular requirements as undergraduates and follow many of the same procedures. SMU’s Teacher Preparation program requires 21 credit hours of coursework plus nine credit hours of fieldwork (three hours of early field experience and six hours of either student teaching or internship) for a total of 30 credit hours. Students meet each term with their adviser who guides the program of study.
The classroom courses and field experiences are based on the Texas standards for beginning teachers and can be completed in three regular terms if attending full time. Throughout the course of study, students are expected to maintain high levels of performance and to develop habits of reflection as well as knowledge and skills of practice. Professors model learning experiences that are considered best practices for all learners. Within their classes, students are expected to work collaboratively in small groups, complete simulated teacher tasks, pose questions for class inquiry and use multiple resources to answer questions.
The program for post-baccalaureate students is approved by SBEC as an “Alternative Route to Certification.” It includes intensive mentoring for teachers who obtain paid internships in lieu of student teaching. The certification areas include: American sign language, art (grades 8–12), business education (grades 6–12), chemistry (grades 8–12), computer science (grades 8–12), dance (grades 8–12), English language arts and reading (grades 4–8 and 8–12), English language arts and reading/social studies (grades 4–8), health (grades 4–8 and 8–12), generalist (grades EC–6), health (grades 8–12), health science technology (grades 8–12), history (grades 8–12), life sciences (grades 8–12), marketing (grades 8–12), mathematics (grades 4–8 and 8–12), mathematics/physics (grades 8–12), mathematics/science (grades 4–8), music (EC–12), physical education (grades EC–12), physical sciences (grades 8–12), secondary art (grades 6–12), secondary French (must successfully pass the Texas Oral Proficiency Test) (grades 6–12), secondary German (must successfully pass the Texas Oral Proficiency Test) (grades 6–12), secondary journalism (grades 6–12), secondary Latin (grades 6–12), secondary Spanish (must successfully pass the Texas Oral Proficiency Test) (grades 6–12), secondary theater arts (grades 6–12), science (grades 4–8 and 8–12), social studies (grades 4–8 and 8–12), speech (grades 8–12), technology applications (grades 8–12), technology applications (grades EC–12), technology education (grades 6–12) and theater arts (grades EC–12). Some of these certifications require substantial prerequisite coursework that is not available at SMU; in these cases, the post-baccalaureate student must satisfy the coursework elsewhere, presumably in his or her undergraduate program. The advisers in the Teacher Preparation office are happy to speak with prospective applicants about their particular circumstances and needs. Call 214-768-2346 for more information or e-mail teacher@smu.edu.
Post-Baccalaureate Certification Entrance Requirements
Before enrolling in the Teacher Certification Program, all post-baccalaureate students must provide the following:
- Official transcript showing degree awarded with an overall GPA of 2.5. Transcripts from countries outside the United States must be accompanied by official evaluations by a recognized U.S. evaluation agency.
- A letter of reference.
- One of the following: (a) a passing score on the Texas Higher Education Assessment with a minimum reading score of 260, a minimum writing score of 220 and a minimum math score of 230, (b) an SAT score of at least 1070 with a score of 500 or better on each of the reading and math assessments or (c) an ACT score of at least 23. Test scores that are more than five years old will not be accepted.
- Submission of the required affidavit indicating fitness for a teaching career.
- For international students applying from countries where English is not the native language, scores on the Test of English as a Foreign Language are required.
- A written essay.
Certification Grade Levels
Early Childhood–Grade 6
The early childhood–grade 6 curriculum is designed to produce teachers who are knowledgeable about children and how they learn, passionate about teaching and resourceful problem solvers. The courses are planned to provide a wide range of professional readings, cooperative learning experiences, authentic assignments that simulate the work of classroom teachers and productive field experiences.
Certification Requirements. Candidates must complete all of the following courses with an overall
B average: EDU 5327, 5355, 5357, 5358, 5318, 5331, 5349, 5121, 5122 and 5123. All of these courses must be completed before enrolling in student teaching courses (EDU 5363 and 5364) or internship courses (EDU 5385 and 5386). In order to be certified to teach in Texas, students must pass the Texas Examinations of Educator Standards EC–Grade 6 Generalist exam and TExES EC–Grade 6 Pedagogy and Professional Responsibilities exam. In addition, all requirements – seven classroom-based courses, three field experience courses, satisfactory student teaching or internship experiences and passing scores on the appropriate TExES tests – must be fulfilled before the Annette Caldwell Simmons School of Education and Human Development will recommend a student for certification. Prospective teachers must also pass a criminal-record check with the State Board of Educator Certification.
Secondary Education (Middle and High School: Grades 4–8 and 8–12)
The secondary-education curriculum is rich in both the practical experience and theory that are needed for teaching preadolescents and adolescents. Courses address the unique developmental needs of these students, as well as effective teaching strategies. Each course provides classroom and field experiences to prepare prospective teachers to become effective teachers and lifelong learners.
Certification Requirements. Candidates must either complete a major in one of the certification fields or complete an approved program of 48 term hours for a composite in social studies. The social studies composite coursework must include economics, geography, government and history. The following education courses are also required: EDU 5335, 5336/37, 5368/69, 5366/67, 5315, 5371, 5348, 5124, 5125 and 5126. All of these courses must be completed with an overall
B average before enrolling in EDU 5373 and 5374, the student teaching courses, or EDU 5375 and 5376, the internship courses. In order to be certified to teach in Texas, students must pass the Texas Examinations of Educator Standards Pedagogy and Professional Responsibilities exam and the TExES content (teaching field) test. In addition, all requirements – seven classroom-based courses, three field-experience courses, satisfactory student teaching or internship experiences and passing scores on the appropriate TExES tests – must be fulfilled before the Annette Caldwell Simmons School of Education and Human Development will recommend a student for certification. Prospective teachers must also pass a criminal-record (fingerprint) check with the State Board for Educator Certification.
All-Level Music
In addition to meeting the requirements for a major in music, students in an all-level music certification program must complete a total of 12 hours in education courses including six hours in student teaching. Students seeking music certification should consult with their advisers in the Meadows School of the Arts for the courses they must take.
All-Level Theater Arts
In addition to meeting the requirements for a major in theater, students in an all-level theater arts certification program must complete a total of 12 hours in education courses including six hours in student teaching. Students seeking theater arts certification should consult with their advisers in the Meadows School of the Arts for the courses they must take.
Bilingual Education
Preparation for Supplemental Certification
SMU offers four courses (three credits each) for certified teachers interested in earning the Texas Supplemental Certification in Bilingual Education. This certification is required for teachers who work with students who do not speak English as their native language. The required 12 hours of coursework may be applied to the Master of Bilingual Education program (MBE) or to the Master of Education (M.Ed.) program pending acceptance into the program. In addition to completing the required coursework, candidates must pass the appropriate tests for supplemental certification in Texas.
Admission Requirements. Before enrolling in the program for supplemental certification in bilingual education, all students must provide the following:
- A completed application form.
- An official transcript from the school that awarded the applicant's baccalaureate degree; the transcript must show both degree status (such as Bachelor’s degree completed) and an overall grade point average of 3.0 or better. Transcripts from countries outside the United States must be accompanied by an official evaluation of the transcript by a recognized U.S. evaluation agency.
- A copy of the applicant's Texas teaching certificate.
- A copy of the applicant's service record. (Some programs require specific numbers of years of experience.)
- Three letters of recommendation, including one from a principal or direct supervisor.
- A passing score on a language proficiency assessment.
- A $75 nonrefundable application fee payable to SMU.
- An interview with a Bilingual Education Program administrator.
Certification Requirements. Candidates must complete the following courses: EDU 6320, EDU 6321, EDU 6339 and EDU 6312. Upon completion of coursework, candidates must also pass the Texas Examinations of Educator Standards in bilingual education and the Texas Oral Proficiency Test for language proficiency.
English as a Second Language
Preparation for Supplemental Certification
The ESL program includes the four courses that are required for English as a Second Language certification. These four courses (12 credit hours) may also be applied toward SMU’s 36-credit-hour Master of Education (pending acceptance into the program) with a specialization in ESL. In addition to completing the required coursework, candidates must pass the appropriate tests for supplemental certification in Texas.
Admission Requirements. Applicants must supply the following:
- A completed application form.
- An official transcript from the school that awarded the applicant's baccalaureate degree; the transcript must show both degree status (such as Bachelor’s degree completed) and an overall GPA of 3.0 or better. Transcripts from countries outside the United States must be accompanied by an official evaluation of the transcript by a recognized U.S. evaluation agency.
- A copy of the applicant's Texas teaching certificate.
- A copy of the applicant's service record. (Some programs require specific numbers of years of experience.)
- Three letters of recommendation, including one from a principal or direct supervisor.
- A resume.
- A $75 nonrefundable application fee payable to SMU.
Certification Requirements. Candidates must complete the following courses: EDU 6312, EDU 6315, EDU 6320 and EDU 6390.
Gifted Education
Preparation for Supplemental Certification
The Gifted Students Institute (described previously in this catalog) offers four graduate courses, all through the Department of Teaching and Learning, that prepare teachers for the Texas Examinations of Educator Standards gifted certification test. The four three-credit-hour courses taken in their ideal sequence are EDU 6325, 6397, 6347 and 6388, all of which may be applied to the specialization module of SMU’s 36-credit-hour Master of Education pending acceptance into the program.
Admission Requirements. Before enrolling in the program for Gifted Education certification, all students must provide the following:
- A completed application form.
- An official transcript from the school that awarded the applicant's baccalaureate degree; the transcript must show both degree status (such as Bachelor’s degree completed) and an overall GPA of 3.0 or better. Transcripts from countries outside the United States must be accompanied by an official evaluation of the transcript by a recognized U.S. evaluation agency.
- A copy of the applicant's Texas teaching certificate.
- A copy of the applicant's service record. (Some programs require specific numbers of years of experience.)
- Three letters of recommendation, including one from a principal or direct supervisor.
- A $75 nonrefundable application fee payable to SMU.
Certification Requirements. Students must pass the Texas Examination of Educator Standards exam in order to be certified.
Learning Therapy Certificate
SMU’s Learning Therapy program is a 24-hour professional certificate program for individuals interested in working with children or adults who have dyslexia or related written-language learning disorders. Program participants are trained in the structures of written English, multisensory teaching methods and sequential procedures for teaching written-language skills and learning strategies. The program requires two years of graduate study, extensive practicum teaching hours, seminars and clinical teaching hours. The first 12 credit hours of the program comprise the Teaching Level Certificate Program. All of the courses are designed to develop the knowledge and skills prescribed by the national Academic Language Therapy Association and the International Multisensory Structured Language Council, which accredits courses that prepare individuals in the use of multisensory structured language education programs. The Learning Therapy program also administers the Diagnostic Center for Dyslexia and Related Disorders, which is described in the Service Center section of this catalog.
All 24 credit hours required for the Learning Therapy certificate can be applied to the Master of Education degree program pending acceptance into the M.Ed. program.
Although Learning Therapy students primarily come from elementary and secondary education, nursing, psychology, speech-language pathology, diagnostics and counseling, a wide variety of other educational and professional fields may be appropriate backgrounds for the profession.
Admission Requirements. Before enrolling in the Learning Therapy program, all students must provide the following:
- A formal application with the $75 nonrefundable application fee.
- An official transcript from the school that awarded the applicant’s baccalaureate degree; the transcript must show both degree status (such as Bachelor’s completed ) and an overall GPA of 3.0 or better.
- A personal statement of goals that reflects an interest in learning and motivation for becoming an academic language therapist.
- A written summary of work experience.
Certification Requirements. Students must successfully complete introductory coursework as well as a minimum of 200 clinical teaching hours during the first year in order to continue study as a second-year student. If a student lacks any requirement of first-year study, special permission to continue in the program may be granted after a formal review process by the Clinical Teaching Board. The first-year required courses include: EDU 6330, 6331, 6231, 6101, 6102 and two electives. The second-year required courses include: EDU 6332, 6333, 6233, 6103, 6104 and two electives. Students must take a minimum of four electives courses during the program. Elective courses include: EDU 6105, 6106, 6107, 6109, 6110, 6115, 6116, 6117 and 6134.
Master Teacher Programs
The state of Texas, through the State Board of Teacher Certification, offers four Master Teacher Programs for experienced teachers who are interested in serving as resource specialists and teacher leaders both to students and to other educational colleagues. The certification is offered by State Board of Educator Certification, not by the University, and is based on the University’s recommendation and a satisfactory score on the respective master teacher Texas Examinations of Educator Standards.
Universities offering these programs must be approved by SBEC and must have programs aligned with the competencies tested on the various certification examinations. In keeping with the goal of the Annette Caldwell Simmons School of Education and Human Development to develop teacher leaders and to lead in research-based instruction, SMU applied for and received approval to offer these four programs. The course competencies in all four programs are based on the Texas Essential Knowledge and Skills and Texas Assessment of Knowledge and Skills standards. Instruction in the courses is grounded in the latest research in mathematics, reading, science and technology. In each program, state master teacher standards are fully integrated into coursework through demonstrations and participation. Students should expect “hands-on” fieldwork in each of the programs. The graduate-level courses provide content and pedagogy at a high level for serious students who want to increase their expertise in one or more of these content areas.
SMU offers programs of study for the master mathematics teacher, master reading teacher, master science teacher and master technology teacher. Each program consists of four three-hour credit courses with the master reading teacher requiring an additional two hours of field experience courses. Educators may choose these programs as “stand-alone” certifications, or the credit hours can be applied to the specialization requirement of the Master of Education degree,
pending the student’s acceptance into the M.Ed. program. Admission to a master teacher program does not guarantee admission to the Master’s degree program. Alternatively, educators initially admitted to the M.Ed. program may select courses from the master teacher programs as electives.
The master's teacher programs are for teachers with three or more years of experience. Individuals with fewer than three years of experience cannot be formally recommended until they meet this requirement. In order to register for any master teacher TExES, a student must have completed the coursework satisfactorily, earning a grade of
B or better in each course and must have the recommendation of the faculty of an individual program. In order to register for an examination, an educator must be recommended by the University. This recommendation certifies that the teacher has met all the standards and satisfied the requirements of the approved programs. Educators earning a passing grade on the examinations receive the appropriate certification.
Before enrolling in the master teacher courses, students must provide the following:
- A completed application form for the specific program desired.
- An official transcript from the school that awarded the baccalaureate degree; the transcript must show degree status (such as Bachelor’s degree completed) and indicate an overall GPA of 3.0 or higher. Transcripts from countries outside the United States must be accompanied by an official evaluation of the transcript by a recognized U.S. evaluation agency.
- A copy of the applicant's Texas teaching certificate.
- A copy of the service record. (Candidates must have a minimum of three years experience to earn the certification.)
- Three letters of recommendation, including one from a principal and/or another direct supervisor.
- An interview with program faculty.*
- A $75 nonrefundable application fee payable to SMU.
*An interview may be required if additional information is needed from the student.
Specific details for each master teacher program are as follows:
Master mathematics teacher requirements: EDU 6379, 6380, 6381 and 6382. Each course includes field experiences. Courses are “stand-alone” and may be taken in any order. No course has a prerequisite.
Master reading teacher requirements: EDU 6340, 6363, 6323 and 6311. Each course includes field experiences. Course must be taken in the order above. A new MRT cohort begins in the fall term of each academic year. The courses include issues related to reading acquisition, second language learners, reading difficulties, and disabilities and dyslexia.
Master science teacher requirements: EDU 6370, 6371, 6372 and 6373. Each course includes field experiences. While courses are “stand-alone” and may be taken in any order, it is advised that EDU 6370 be taken prior to EDU 6371. (Both are physical science courses.)
Master technology teacher requirements: EDU 6384, 6385, 6386 and 6387. Each course includes field experiences. Courses combine online and face-to-face experiences.
Contact information
Post-Baccalaureate Teacher Certification
PO Box 750381
Dallas TX 75275-0381
214-768-2346
smu.edu/teacher_prep
Bilingual Education Supplemental Certification
PO Box 750381
Dallas TX 75275-0381
214-768-2346
smu.edu/BilingualSupplementalCertification
English as a Second Language Certification
PO Box 750381
Dallas TX 75275-0381
214-768-2346
smu.edu/ESLcertification
Gifted Education Certification
PO Box 750381
Dallas TX 75275-0381
214-768-2346
smu.edu/gifted
Learning Therapy Certification
5236 Tennyson Pkwy., Suite 108
Plano TX 75024
214-768-7323
smu.edu/LearningTherapy
Master Mathematics Teacher Certification
PO Box 750381
Dallas TX 75275-0381
214-768-2346
smu.edu/MMT
Master Reading Teacher Certification
PO Box 750381
Dallas TX 75275-0381
214-768-2346
smu.edu/MRT
Master Science Teacher Certification
PO Box 750381
Dallas TX 75275-0381
214-768-2346
smu.edu/MST
Master Technology Teacher Certification
PO Box 750381
Dallas TX 75275-0381
214-768-2346
smu.edu/MTT
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The school has a distinguished history of offering special workshops, lectures and seminars that address issues of social and scholarly import. Most are noncredit, but some offer graduate or undergraduate credit.
Advanced Placement Summer Institute
Advanced Placement and Pre-AP teachers explore the latest methods and curriculum topics in AP education during SMU’s AP Summer Institute. All of the one-week AP institute classes are taught by master teachers recommended by the College Board, and many are supplemented by special lectures delivered by guest speakers from the SMU faculty.
Music Educators Summer Workshop
Both noncredit or credit workshops are available. Students who elect to earn graduate credit may be able to apply that credit to either SMU’s Master of Music in music education program or SMU’s Master of Education program.
Contact information
Advanced Placement Summer Institute
PO Box 750382
Dallas TX 75275-0382
214-768-7245
smu.edu/AdvancedPlacement
Music Educators Summer Workshop
PO Box 750356
Dallas TX 75725-0356
214-768-3765
smu.edu/Meadows/music
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The Diagnostic Center for Dyslexia and Related Disorders
smu.edu/reading
The Learning Therapy program administers the Diagnostic Center for Dyslexia and Related Disorders, which was established in response to a community need for assessment services for ages 5 through adult. The center evaluates disorders related to learning (pre-reading skills, auditory processing, visual processing, phonological processing, reading and spelling acquisition, written expression, dysgraphia and math). 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 or other learning differences.
Comprehensive initial evaluation services are available to individuals who are seeking a differential diagnosis. In addition, re-evaluation services are available to individuals who have previously been diagnosed with dyslexia or other learning disabilities but require a follow-up evaluation and diagnosis in order to continue receiving remediation and/or accommodations. Based on evaluation results, the center helps clients secure appropriate remediation and/or accommodations (such as a time-modified SAT or ACT test) and provides medical, audiological and/or psychological referrals if warranted. In addition, clients and/or parents are provided with explicit learning or attention strategies directly related to the area of disability.
Contact information
The Diagnostic Center for Dyslexia and Related Disorders
5236 Tennyson Pkwy., Suite 108
Plano TX 75024
214-768-7323
smu.edu/reading
The Center for Academic Progress and Success
smu.edu/CAPS
The Center for Academic Progress and Success offers tutoring services for school-age children who are experiencing difficulty with reading, vocabulary development, writing, math and spelling. The tutoring methods and tools used at CAPS have been designed and tested 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.
Contact information
The Center for Academic Progress and Success
Expressway Towers
6116 N. Central Expressway, Ste. 190
Dallas TX 75206
214-768-7247
smu.edu/CAPS
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(credit bearing only)
EDU 5100, 5200, 5300. Special Topics. This course allows students to work on a personalized system of instruction. Most of the work in this course is to be done as an independent study.
EDU 5121, 5122, 5123. Field Experience I, II, III. This course gives students opportunities to work in appropriate school settings. Field Experience I allows students to observe a functioning classroom. Field Experience II concerns special populations. Field Experience III allows students to shadow a teacher in preparation for student teaching.
EDU 5124, 5125, 5126. Field Experience I, II, III. This course gives students opportunities to work in appropriate school settings. Field Experience I allows students to observe a functioning classroom. Field Experience II concerns special populations. Field Experience III allows students to shadow a teacher in preparation for student teaching.
EDU 5318. Formative and Summative Assessment. This course is an explanation and practice of formal and informal assessment strategies and how assessment outcomes should inform instruction and be shared with families.
EDU 5327. Integrating Teaching and Learning. This course reviews the nature and design of educational activities: theory, research and practice of unit planning and lesson planning for active learning that meets the needs of individual students.
EDU 5331. Content Area Studies for Elementary School. This course is an exploration of science, social studies, art, music, drama and physical education content for early childhood through 6th grade students and effective teaching strategies for each content area.
EDU 5335. Adolescent Development and Cognition. This course focuses on theory of adolescent growth and development and its application in the classroom. The study of how adolescents learn and the conditions under which they learn best guides this course.
EDU 5343/CCPA 5301. Leadership Theories and Practices. This course is an examination of the theories and skills necessary for the development of effective leadership. It includes opportunities for evaluating leaders and leadership behavior in a variety of contexts.
EDU 5348. Introduction to Diverse Learners. This course is a study of diversity, multicultural concepts and inclusion and an exploration of issues, policies and professional practice relevant to teaching.
EDU 5349. Learning Environment and Professionalism (Early Childhood–Grade 12). This course focuses on major issues facing teachers in establishing and maintaining a positive and productive learning environment, as well as the professional roles and responsibilities of teachers.
EDU 5355. Teaching Mathematics in Elementary School. This course evaluates learning materials and teaching methods focusing on knowledge and skills required for early childhood through 6th-grade students.
EDU 5357. Emergent Literacy. This course examines principles of literacy learning in young children and predictable stages of oral language, writing and reading development. All literacy classes require field experiences in local schools.
EDU 5358. Conventional Literacy. This course introduces theories, practices and materials for teaching reading/writing in primary grades. All literacy classes require field experiences in local schools.
EDU 5363/5364. Student Teaching Early Childhood–Grade 6. This course requires a 15-week assignment in an elementary school that has a diverse student population. The course includes a seminar on campus every two weeks.
EDU 5367. Creating Successful Classrooms. This course allows students to examine current research that promotes student-centered teaching and constructivist practices. Various teaching and learning strategies of teaching in effective classrooms will be the focus of the course.
EDU 5371. Secondary Instruction: Content Area Methods. This course helps students refine content knowledge, methods and strategies specific to their content area and level of certification.
EDU 5373/5374. Student Teaching. This course requires a 15-week assignment in a middle/high school that has a diverse student population. The course includes a seminar on campus every two weeks.
EDU 5375/5376. Internship I/II: High School/Middle School. This course requires a full-year assignment as the teacher of record in a public or accredited private school. Supervision by SMU faculty is required.
EDU 5385/5386. Internship I/II: Early Childhood–Grade 6. This course requires a full-year assignment as the teacher of record in a public or accredited private school. Supervision by SMU faculty is required.
EDU 6100. Independent Study. This course allows students to work on a personalized system of independent study.
EDU 6101/6102/6103/6104. Practicum Experience. This course provides the opportunity for clinical teaching and therapy practices. Clinical teaching reports and therapy demonstrations are required. Each student is assigned an adviser to answer questions and provide support and guidance. (Learning Therapy only)
EDU 6105. Current Issues in Dyslexia: Dyslexia Identification Process, Kindergarten and Beyond. This course presents an in-depth outline of steps for early identification of dyslexic students. This identification involves more than administering a battery of tests. A team approach, involving persons with information regarding the students, is integral to the identification process. Central to the team are knowledgeable classroom teachers. Early identification as a key to successful remediation will also be discussed, including current research that shows this can be accomplished for children as young as five years of age, before they experience real failure.
EDU 6106. Advanced Learning Disabilities (Project Read: Written Expression). This course examines Project Read/Language Circle, an alternative language arts program that offers a systematic learning experience with direct teaching concepts through multisensory techniques. Framing Your Thoughts: The Written Expression Strand delineates a process for expressing thoughts in written form. Abstract concepts of sentence construction and word function are developed concretely with symbols.
EDU 6107. Study of Psycholinguistics (Project Read: Reading Comprehension – Report Form and/or Story Form). This course focuses on Project Read/Language Circle, an alternative language arts program that offers a systematic learning experience with direct teaching concepts through multisensory techniques. The Reading Comprehension curriculum, which presents the underlying structure and format of language in both expository and narrative forms, also will be explored. This strand is divided into Report Form (expository) and Story Form (narrative) written information. It teaches a process of analyzing the underlying structure of expository and narrative writing.
EDU 6108. Colloquium: Structured Accelerated Language Training. This course presents techniques for modifying academic language therapy – from word attack to reading comprehension, organizing and extending thoughts for written expression, and improving handwriting skills.
EDU 6109. Seminar/Practicum Curricular Issues: WorkSmart. This course explores WorkSmart, a strategy for increasing dyslexic students' self-esteem and advocacy competencies. It is based on the premise that the biggest problem most people with dyslexia face is not the learning difference itself but the way they cope with it.
EDU 6110. Adapted Learning Therapy (Automaticity and Rate). This course outlines explicit suggestions for helping students develop proficient decoding (reading) and encoding (spelling) skills to a level of automaticity that does not require conscious thought or effort. It also offers pointers on how students can be taught to understand how different kinds of text are organized, as well as repertoire of strategies for understanding these texts.
EDU 6111. Dyslexia Teaching Level 2 and 3. This course is an instruction in levels 2 and 3 of EDMAR Educational Services Multisensory Teaching Approach curriculum. Focus is on cognitive and linguistic structure of written language and writing in phonetic concepts related to reading and spelling. (Learning Therapy only)
EDU 6112. Dyslexia Teaching Level 4 and 5. The course focus is on the cognitive and linguistic structure of written language and writing in phonetic concepts related to reading and spelling. (Learning Therapy only)
EDU 6115. Early Language Development (Phonological Awareness). This course explores current research that confirms that children who have a greater degree of phonological awareness when they enter school are better equipped to learn to read. A more advanced form of phonological awareness is called phoneme awareness, which is the understanding that speech can be broken down into even smaller units called phonemes. Since few preschoolers spontaneously attain phonemic awareness, this course will teach appropriate activities to help build these skills by engaging them in activities that draw their attention to the existence of phonemes in spoken words.
EDU 6116. Topics in Learning Therapy (Procedures and Measures for Assessing Students for Dyslexia). This course serves as a guide for developing a referral, assessment and placement process for identifying the student with dyslexia. Time is devoted to analyzing all existing information on the student, including formal test results, in order to make an educational identification of dyslexia. In addition, this course focuses on accommodations, modifications and teaching strategies that may be used for the dyslexic student in the regular classroom.
EDU 6117. Project Read: Report Form. This course focuses on Read/Language Circle, an alternative language arts program that offers a systematic learning experience with direct teaching concepts through multisensory techniques. The Reading Comprehension curriculum presents the underlying structure and format of language in both expository and narrative forms. This strand is divided into Report Form (expository) and Story Form (narrative) written information. It teaches a process of analyzing the underlying structure of expository and narrative writing.
EDU 6134. Survey of Learning Strategies. This course emphasizes learning styles and processes, as well as organized patterns and cognitive development of the dyslexic student. Survey study skills and learning strategies used in the classroom or in clinical practice are discussed.
EDU 6200. Independent Study. This course allows students to work on a personalized system of independent study.
EDU 6231. Early Language Development. This course provides a continuation of instruction in introductory levels of the curriculum. Techniques and procedures previously introduced are refined and systems of record keeping and progress reporting are discussed. (Learning Therapy only)
EDU 6233. Advanced Course C, Advanced Cognitive and Linguistic Structures of Written Language, Part III. This course is a continuation and completion of instruction in advanced levels of curriculum. Students acquire more sophisticated therapy techniques, including transition and closure, and review record keeping and student progress measurement. Also included is discussion of professional dyslexia-related organizations. (Learning Therapy only)
EDU 6302. Design and Assessment of Learning. This course is a review of research and practice in learning theory, instructional design and assessment strategies. Students will be required to investigate studies supporting "best practices" in the classroom.
EDU 6303. Learning Environment and Professionalism. This course is an investigation of student needs that teachers must meet as well as different aspects of professionalism expected of classroom teachers. Students will be required to analyze studies supporting "best practices" in classroom management and professional development.
EDU 6304. Interpreting Educational Research. This course teaches educators how to understand and critically evaluate educational research. Topics include a review of basic statistics, introduction to experimental design and procedure, and ethics in research. The emphasis throughout the course is on application through the study of current research articles in education.
EDU 6305. Differentiated Instruction. This course introduces assessment and curriculum design concepts that facilitate differentiation by studying design principles for assessment and using data to plan and implement differentiation of learning processes and student products.
EDU 6307. Mexican and Mexican-American Literature. This course broadens students’ conceptual knowledge of the Mexican civilization and helps students develop a stronger understanding of Hispanic values and traditions. Mexican and Mexican-American literature are analyzed from linguistic, cultural and pedagogical perspectives. Readings, informal lectures, class discussion and individual projects are included. Much of class lecture and discussion will take place in Spanish, and knowledge of Spanish is required.
EDU 6310. Philosophical Ideas in Education. This course reviews a variety of educational philosophies, past and present, that drive educational practice. Primary focus is on those philosophies that have most influenced American education and on the development of a personal philosophy of education to guide everyday practice in school.
EDU 6311. Literacy Consultation. This course presents the most current understanding of literacy consultation and coaching. The purpose of this course is to prepare teachers and other specialists to provide professional consultation and coaching to their peers in order to support the reading development of all students in the school.
Prerequisites: EDU 6340 and EDU 6363. All literacy classes require field experiences in local schools.
EDU 6312/ANTH 6311. Applied Linguistics. This course provides an introduction to basic concepts in linguistics and their application in meeting practical educational goals. It includes an emphasis on first and second language learning.
EDU 6313. Spanish for Bilingual Teachers. This course helps teachers improve their oral and aural skills in Spanish through in-class activities and through projects and assignments. Guest lecturers from the Hispanic community provide opportunities to experience the diversity of Hispanic cultures and language. Course assignments facilitate the acquisition of the social and academic vocabulary necessary to work with students and families whose first language is Spanish. Much of class lecture and discussion will take place in Spanish, and knowledge of Spanish is required.
EDU 6314. Practicum Gifted/Talented. This course is a practicum experience, and two years of successful classroom teaching experience in an approved program for gifted and talented students is required for endorsement. Students in this course will meet regularly with a faculty member to develop and enhance skills in teaching the gifted.
EDU 6315. Diverse Learners. This course introduces students to different teaching approaches that help create equal educational opportunities for students from diverse racial, ethnic, social-class and cultural groups. The course will provide strategies to make teaching more effective in increasingly diverse schools. Some sections of this course require Spanish proficiency.
EDU 6317. Culture and Community in Education. This course examines relationships between schools, families and communities from various research perspectives. It focuses on the roles of school and community in delivering culturally-appropriate instruction and services to students from diverse backgrounds. Some sections of this course require Spanish proficiency.
EDU 6318. Special Problems. This course is a guided reading and research course.
EDU 6319. Fundamentals of Bilingual Education. This course offers an examination of the history and implementation of various bilingual education program models. Particular attention is given to research of bilingual program models and issues related to recruitment, training and retention of bilingual education teachers.
EDU 6320. Language Teaching Research, Theory and Practice. This course introduces the methodology of second language instruction with an emphasis on current research and theory of language acquisition and teaching. English as a Second Language program designs are reviewed, and classroom applications and assessments are discussed in the context of specialized ESL classrooms.
EDU 6321. Bilingualism/Biliteracy. This course provides an exploration of the theoretical foundations, methods and materials for literacy instruction in bilingual instructional settings. Special emphasis is placed on language and literacy for students from diverse cultural and linguistic backgrounds. Much of class lecture and discussion will take place in Spanish, and knowledge of Spanish is required.
EDU 6322. Educational and Behavioral Psychology. This course is an advanced survey of areas in psychology with direct application in schools and the educational process, including developmental psychology, learning and the brain, motivation and motivational change, and the theory and practice of testing. The emphasis is on application to real-world problems.
EDU 6323. Literacy Assessment. This course presents the most current understanding of literacy development and assessment based on recent research. The course focuses on formal and informal literacy assessment procedures at the elementary, middle and high school levels. Emphasis is on gathering and interpreting assessment information for making instructional decisions.
Prerequisites: EDU 6340 and EDU 6363. All literacy classes require field experiences in local schools.
EDU 6324. Content Methods. This course allows students to study teaching strategies specific to content areas and levels of certification. It includes the examination of research promoting content literacy. In-depth reading assignments unique to content areas of specialty will be required. Fieldwork is included as part of this course.
EDU 6325. Educating the Gifted and Talented. This course includes surveys of the history of the field, basic terminology and definitions, major models and theories, and effective program prototypes for gifted students. Students review characteristics of the gifted and talented and overview identification and assessment procedures for gifted students. Attention is given to analyzing the traits of effective teachers and counselors and to developing models for interaction with gifted students.
EDU 6326. Content Area Studies. This course is an exploration of science, social studies, art, music, drama and physical education content for prekindergarten–grade 4 students, including effective teaching strategies for each content area. Readings from research journals in the content areas will be required, along with the development of research-based instructional strategies.
EDU 6327. Learning to Read and Write. This course is designed for the elementary cohort members of the Master of Education with certification program. This course introduces research, practices and materials for teaching reading/writing in grades prekindergarten–grade 1. All literacy classes require field experiences in local schools.
EDU 6328. Strategic Teaching. This course examines a variety of instructional strategies proven to engage learners in the middle and high school learning environment and gives students an opportunity to practice developing skills in communication and facilitating learning.
EDU 6329. Early Childhood–Grade 6 Math. This course is an evaluation of learning materials and teaching methods in mathematics focusing on the knowledge and skills required for prekindergarten through 6th grade students. Study of the research in math concept development will be required.
EDU 6330. Survey of Dyslexia and Related Learning Disabilities. This course offers an introduction to language communication concepts and educational activities for teaching individuals with developmental dyslexia and related language learning difficulties. It also includes a study of the characteristic symptoms of dyslexia, implications of the disorder, diagnosis, and multisensory and discovery language remediation techniques. Practicum opportunities are included along with an introduction to Curriculum Level I. (Learning Therapy only)
EDU 6331. Cognitive and Linguistic Structures of Written Language. This course provides instruction in the teaching of Curriculum Level II. It focuses on cognitive and linguistic structures of written language and writing and phonetic concepts related to reading and spelling. It also examines the historical development of English and its relevance to language disabilities. (Learning Therapy only)
EDU 6332. Advanced Cognitive and Linguistic Structures of Written Language, Part I. This course offers an overview of advanced dyslexia instruction. It also introduces upper levels of the curriculum and begins instruction in the more complex aspects of the English written code. (Learning Therapy only)
EDU 6333. Advanced Cognitive and Linguistic Structures of Written Language, Part II. This course is a continuation of EDU 6332. Previously developed procedures and techniques are refined, and phonetic irregularities and semantic and syntactic structures are examined. (Learning Therapy only)
EDU 6336. Reading and Writing to Learn. This course is designed for the elementary cohort members of the Master of Education with certification program. This course introduces research, practices and materials for teaching reading and writing in grades 2–6. All literacy classes require field experiences in local schools.
Prerequisites: EDU 6327 Learning to Read and Write.
EDU 6337. Teaching Native Spanish Speakers. This course is a review of methods and materials for the teaching of math in bilingual education programs. The transition from native language instruction to instruction in English is examined.
EDU 6339. Bilingual Content and Instruction. This course is designed for students who will be teaching in bilingual education classrooms or administering bilingual education programs. Class participants will review current research in reading in the content areas and will strengthen their knowledge in critical content vocabulary and mechanics of spelling and writing in Spanish. Much of class lecture and discussion will take place in Spanish, and knowledge of Spanish is required.
EDU 6340. Literacy Acquisition. This course presents the most current understanding of early reading acquisition based on recent research. The course focuses on learning experiences that students need to acquire fundamental reading skills, typically learned in prekindergarten through second grade. Specifically, the class focuses on the theory, research base and application of specific procedures for designing and delivering reading and language arts instruction to students, including those who have disabilities or are dyslexic, second language learners, and/or advanced learners. All literacy classes, including EDU 6340, require several field experiences in local schools.
EDU 6347. Creativity: Theories. This course surveys the concept of creativity. Topics covered include instruments and techniques for identifying creativity, theories and models of creativity, techniques for creativity enhancement, futuristics, and challenges unique to creative persons.
EDU 6363. Advanced Literacy Development. This course presents the most current understanding of advanced literacy development based on recent research. The course focuses on learning experiences that students need to be successful in school and in later life. Specifically, the course focuses on the theory, research base and application of specific procedures for designing and delivering reading and language arts instruction to upper elementary and secondary students, including those who have disabilities or are dyslexic, second-language learners and/or advanced learners.
Prerequisite: EDU 6340. All literacy classes require field experiences in local schools.
EDU 6370. Physical Science: Chemistry. This course will focus on developing models of effective instructional strategies designed to promote student learning and understanding of science concepts and processes. Practical methods for demonstrating, using models, planning laboratory experiences, managing science equipment and safety concerns will be developed and discussed. Current issues in science education will be addressed. Modules will include: Connection Through Time, The Nature of Science, Science in School and Issues in Science Education.
EDU 6371. Life Science. This course will involve participants in several activities especially designed to help them achieve an understanding of current research pertaining to concepts in life science as defined in the grades 4–8 Texas Essential Knowledge and Skills curriculum. Topics will focus on developing models of effective instructional strategies designed to promote student learning and understanding of science concepts and processes. Practical methods for demonstrating, using models, planning laboratory experiences, managing science equipment and safety concerns will be developed and discussed. Modules will include: Levels of Organization of Living Organisms, Changes in Living Systems: Heredity and Reproduction, Changes in Living Systems: Evolution and Diversity, and Environment, Genetics and Time.
EDU 6372. Physical Science: Physics. This course will involve participants in several activities especially designed to help them achieve an understanding of current research pertaining to concepts in physical science as defined in the grades 4–8 Texas Essential Knowledge and Skills curriculum. Topics will focus on developing models of effective instructional strategies designed to promote student learning and understanding of science concepts and processes. Practical methods for demonstrating, using models, planning laboratory experiences, managing science equipment and safety concerns will be developed and discussed. Modules will include Matter, Chemical Reactions, Force and Motion, and Energy and Energy Transformations.
EDU 6373. Earth and Space Science. This course will involve participants in several activities especially designed to help them achieve an understanding of current research pertaining to concepts in earth and space science as defined in the grades 4–8 Texas Essential Knowledge and Skills curriculum. Topics will focus on developing models of effective instructional strategies designed to promote student learning and understanding of science concepts and processes. Practical methods for demonstrating, using models, planning laboratory experiences, managing science equipment and safety concerns will be developed and discussed. Modules will include: Earth in Space and Time, Earth Structures, Dirt, Rocks, Fossils and Earth Systems.
EDU 6379. Numerical Reasoning: Numbers and Operations. This course covers modules including Number Systems and Their Properties: Integers, Rational Numbers, Irrational numbers; Decimal Representation; Complex Numbers; Using Numbers in Everyday Life; Recurrence Relations; Mathematical Induction; Symbolic Logic, Proofs, Invalid Arguments; Prime Numbers; The Fundamental Theorem of Arithmetic; Greatest Common Divisors; Least Common Multiple; Division Algorithm; Euclidean Algorithm; and Problem Solving.
EDU 6380. Algebraic Reasoning and Patterns. This course discusses functions: linear, quadratic, polynomial, rational, trigonometric, exponential and logarithmic; properties and graphs of functions – symmetry, intercepts, one-to-one and invertibility; applications of functions in everyday; life-exponential growth and decay; sequences and series; rates of change; calculus – area and volume; and problem solving.
EDU 6381. Geometry and Measurement. This course delves into Euclidean geometry – axioms and proofs, lines and triangles; trigonometric functions and the study of transformations-translations; and rotations, reflections, dilations and symmetry. The curriculum also covers coordinate geometry, vectors and matrices, non-Euclidean geometry and problem solving.
EDU 6382. Everyday Mathematics: Probability and Statistics. This course focuses on methods of representing and analyzing data, measures of central tendency and measures of dispersion. Additional areas of study concentration include discrete and continuous random variables; combinations and permutations; random samples and analyzing samples; binomial, geometric, and normal distributions; and problem solving.
EDU 6384. Teaching and Learning with Technology. This course introduces participants to various learning styles and models of instructional design and development. Participants learn to integrate technology effectively in order to achieve learning objectives and to meet the varied learning needs of all learners. Students learn how: (1) to prepare a lesson plan that incorporates effective instructional design and various technology tools that address students with various learning styles, (2) to design a survey that assesses students who have special learning needs and recommends technology solutions to meet those needs and (3) to build a Web page that can serve as a resource tool for a classroom. Other topics include the fundamentals of technology, hardware, software and network; technology-based instructional tools, including those that are commonly used in assistive technology; effective instructional design that addresses learning styles, teaching strategies and technology; accessing and evaluating information technology resources; technology-based classroom management and communication; and resources and applications of assistive technology and universal design.
EDU 6385. Technology-Related Instructional Assessment. This course helps participants develop an understanding of the fundamentals of qualitative and quantitative assessment using technology-based applications. The course covers instructional assessment models and strategies; the fundamentals of assessment, including quantitative vs. qualitative, bias, reliability and validity, benefits and limitations; technology-based assessment applications such as spreadsheets, databases, grade books, quizzes, rubrics, online surveys, graphs and charts; the design of projects and portfolios using performance-based assessment; formative and summative evaluations; the use of data for instructional planning and improvement; and the use of technology-based applications to assess the effectiveness of student learning and to assist in classroom management.
EDU 6386. Multimedia Design and Development for Educators. This course helps students learn to design, develop and use interactive media and multimedia – such as audio, video, animation, graphics, hyper text and still media – for instruction. Activities include information literacy; digital media (such as video, audio and animations) design and production; the instructional design and delivery of digital media; managing, organizing, storing and securing digital information; information acquisition and evaluation strategies; advanced Web authoring; podcasting, instant messaging, tablets and other emerging mobile technology; and technology-related legal, ethical and societal issues.
Prerequisite: EDU 6384.
EDU 6387. Research and Professional Development in the Information Age. This course allows participants to research issues and trends in technology-related instruction and learn how technology in the workplace has changed the environment. Course topics and activities include technology standards for teachers and students; using the Internet for research and evaluating the validity of its information; the fundamentals of mentoring, coaching and leadership in employing technology as a change agent; effective communication and facilitation strategies; using technology-based communication tools in research and professional development (such as e-mail, synchronous/asynchronous communications, chat, listservs, Weblogs, video conferencing, podcasting and online meetings).
EDU 6388. Curriculum Development for Gifted and Talented Learners. This course builds the foundation for development of differentiated curricula for the gifted. Students study effective teaching strategies, learn how to adapt curriculum for individual differences, study the organization of curriculum and instruction for the gifted (scope and sequence, issues related to integrated and interdisciplinary curriculum, and grouping issues). Emphasis is placed on the teaching of higher-level cognitive skills within the disciplines.
EDU 6389. Special Topics. This course allows students to work independently with an instructor on a targeted topic.
EDU 6390. Classroom Instruction and Assessment for Language Learners. This course focuses on classroom applications of English as a Second Language teaching and learning. Students will examine factors that influence English language and literacy development and will develop instructional approaches and pedagogical materials that meet the needs of English language learners.
EDU 6397. Growth and Development of the Gifted. This course examines the differentiated affective characteristics and needs of the gifted, including a review of general counseling theories, effective communication skills with the gifted and the assessment of affective needs. Students will develop strategies for assisting the gifted and enhancing social and interpersonal skills. Issues surrounding the potential of the gifted to achieve and make significant contributions to society as a whole are reviewed.
EDU 7313. Advanced Assessment. This course focuses on theories and methods of evaluating and designing assessments (such as tests, scales, questionnaires, surveys and observations) for a broad range of uses in educational research and for clinical evaluations in special education and psychology; psychometric methods; classical and item-response theory; statistics used in reliability and validity of tests; and reviewing published tests.
EDU 7314. Advanced Multivariate Statistics. This course is a continuation of EDU 7312 including multiple regression, discriminant function, canonical correlation, basic structural equation modeling, factor analysis and hierarchical linear models; other methods used in research and assessment by visiting lecturers or guest speakers; and computer applications.
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These non-EDU courses are required by some of SMU's teacher education programs.
ANTH 6306. Anthropology and Education. This course focuses on the anthropological approach to the study of schools and how an anthropological framework can provide insight into the nature of education and classroom interaction. In addition, the development of education in its cultural, economic, political, religious and social contexts will be examined. Special consideration will be given to "bilingual" and "bicultural" (and "multicultural") education in the United States, in Mexico and elsewhere in the Americas.
ANTH 6347. Mesoamerican Ethnology. This course examines the anthropological literature on contemporary Mesoamerica within an interdisciplinary framework.
HIST 5330. Seminar in Mexican-American History: Texas and the Tejanos. This course is an examination of the growing Mexican-American historiography that focuses on the relationship between the Mexican-American ethnic identity and the Southwest.
PSYC 6106/EDU 6134. Cognition. This course emphasizes learning styles and processes, as well as organizational patterns and cognitive development of the dyslexic student. Study skills and learning strategies used in the classroom and clinical practice are surveyed.
PSYC 6283. Seminar/Practicum Curriculum Issues. This course is a continuation and completion of instruction in advanced levels of curriculum. Students acquire more sophisticated therapy techniques, including transition and closure. Record keeping and student progress measurements are reviewed, and professional dyslexia-related organizations are discussed.
PSYC 6331. Survey: Learning Strategies. This course emphasizes learning styles and processes, as well as organizational patterns and cognitive development of the dyslexic student. Study skills and learning strategies used in the classroom and clinical practice are surveyed.
PSYC 6354. Psychological Testing and Assessment. This course is designed to assist the learning therapist in interpreting diagnostic reports and in administering brief screening instruments.
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