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School of Education & Human Development
The School of Education and Human Development comprises two large divisions, each made up of a number of academic departments offering programs grounded in the social and behavioralsciences. The Division of Education represents SMU's commitment to the professional development of educators through innovative and research-based undergraduate, graduate, and professional-development programs. The undergraduate curriculum prepares students for initial teacher certification. Graduate programs focus on early childhood education, literacy and language acquisition, learning theory, and giftedness and include graduate-level certifications and Master's degrees, as well as a variety of enrichment opportunities that meet the professional-development needs of practicing educators.
In addition, both the Institute for Reading Research and the Gifted Students Institute reside within the Division of Education. 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 Division of Human Development is a broad, interdisciplinary area that involves the study of individuals in groups and organizations. It applies human behavior principlesand theoriesto issues regarding the nature and productivity of interpersonal behaviors in the work place, institutional use of human resources, the influences of organizational culture on performance, and the effects of planned and unplanned leadership on an organization's growth and development. The central offerings within this area concern the fields of dispute resolution and community counseling. In addition, the Division of Human Development offers a number of lifelong learning opportunities, foremost of which are the Master of Liberal Studies and Continuing Studies.
Additional information is available at www.smu.edu/education.
The Division of Education houses undergraduate, post-baccalaureate, and graduate programs for both aspiring and practicing educators. Programs of study assist students in obtaining credentials for teaching in elementary, secondary, or all-level (grades K-12) settings. At the graduate level, a student may pursue a Master of Education (M.Ed.), a Master in Bilingual Education (M.B.E.), or a Master of Music Education (M.M.E.), as well as other credentials in areas such as gifted education, bilingual education, reading, mathematics, English as a Second Language, and learning therapy. For information regarding any of SMU's teacher education opportunities, contact the Division of Education, Southern Methodist University, 415 Clements, P.O. Box 750455, Dallas, TX 75275-0455; 214-768-1311; or visit www.smu.edu/teacher_education.
Kathy Hargrove, Director
Professor: Patricia Mathes; Associate Professors: Jill H. Allor, Jiang (JoAnn) Lan, William Pulte, Kenneth L. Springer; Assistant Professors: Deborah Diffily, Paige Ware; Visiting Assistant Professor: Abigail Bartoshesky; Senior Lecturers: Lee Alvoid, Katherine Hargrove, Barbara Morganfield; Adjunct Lecturer: Karen Vickery; Teacher Certification Administrators: Paula Serna, Josie Acosta.
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 or Meadows School of the Arts while seeking Texas teacher certification through the Office for Teacher Certification in Early Childhood-Grade 4 (EC-4), Middle School (grades 4-8), or High School (grades 8-12). Music education students work toward an all-level (grades K-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.
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 develop knowledge and skills of practice.
The program of study includes 24 hours of coursework and six hours of student teaching/internship experience in all three certification programs: Early Childhood-Grade 4 (EC-4), Middle School (Grades 4-8), and High School (Grades 8-12). (See the list of courses below.)
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 2.50 and maintain grades of C or better and a minimum G.P.A. of at least 2.75 in a teaching field (e.g., English, mathematics, etc.). In addition, students must have attained a grade of C- or better in the following areas of the General Education Curriculum: Written English, Mathematical Sciences, Science and Technology, and History. Applicants also interview with members of the faculty. Students may register for up to six hours of EDU coursework prior to formal admission. 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. A personal/criminal background check may be required prior to field experience and admission to student teaching. Applications for admission to Teacher Education may be obtained from the departmental office in 415 Clements Hall.
Required Courses. All of the courses in the program of study are based on the Texas standards for beginning teachers. Requirements can be completed in two regular semesters, 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 questions.
Field Experience. The teacher education program includes extensive field experience to help students prepare for careers in teaching. Background checks are required by most school districts prior to field experiences. The student progresses from observational activities in classrooms to teaching and learning practice sessions with individual students, small groups, and then whole class responsibilities 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-semester student teaching experience or a two-semester internship. During the one-semester experience, students work full-time for 15 weeks in an assigned classroom with a master teacher in the Dallas area. During this student teaching term, the six-semester-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 prior to the student teaching semester 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 youth.
Interview and Student Teaching Review. Prior to assignment 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.
EDU 2350. Educational Psychology. Application of psychological research and theory in educational settings. Topics include the learning process, individual differences among learners, motivation, the assessment of academic abilities, and successful classroom practice. (Prerequisite for all undergraduates.)
EDU 5121. Field Experience I. Field experiences coordinated with EC-4 courses. Class meets on a school campus. (Usually taken in first semester of program.)
EDU 5122. Field Experience II. Field experiences coordinated with EC-4 courses. Class meets on a school campus. (Usually taken midway through program.)
EDU 5123. Field Experience III. Field experiences coordinated with EC-4 courses. Class meets on a school campus. (Usually taken in semester prior to student teaching.)
EDU 5318. Formative/Summative Assessment. 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. Review of the nature and design of educational activities: theory, research, and practice of lesson planning for active learning that meets the needs of individual students.
EDU 5331. EC-4 Content Area Studies. Exploration of science, social studies, art, music, drama, and physical education content for Pre-K-4 students and effective teaching strategies for each content area.
EDU 5349. Student and Professional Development. Examination of issues facing teachers in establishing and maintaining a positive and productive learning environment; study of professional aspects of teaching, including ethics and professional growth.
EDU 5355. EC-4 Mathematics. Evaluation of mathematics learning materials and teaching methods focusing on knowledge and skills required for prekindergarten through 4th-grade students.
EDU 5357. Emergent Literacy. Examination of principles of literacy learning in young children and predictable stages of oral language, writing, and reading development.
EDU 5358. Conventional Literacy. Introduction of theories, practices, and materials for teaching reading/writing in primary grades.
EDU 5363/5364. Student Teaching. Requirement of a 15-week assignment in an elementary school that has a diverse student population; a weekly seminar meets on campus. (Six hours of credit.)
EDU 5385/5386. Internship I and II. Internship requirement of service as teacher of record in grades EC-4. (Six hours' credit, two semesters of supervision.)
EDU 2350. Educational Psychology. Application of psychological research and theory in educational settings. Topics include the learning process, individual differences among learners, motivation, the assessment of academic abilities, and successful classroom practice. (Prerequisite for all undergraduates.)
EDU 5124. Field experience I. Beginning field experiences coordinated with MS/HS courses. Class meets on a school campus. (Usually taken in first semester of program.)
EDU 5125. Field Experience II. Intermediate field experiences coordinated with MS/HS courses. Class meets on a school campus. (Usually taken midway in program.)
EDU 5126. Field Experience III. Advanced field experiences coordinated with MS/HS courses. Class meets on a school campus. (Usually taken semester prior to student teaching.)
EDU 5315. MS/HS Formative and Summative Assessment. Examination of various formal and informal assessment methods and strategies specific to their content areas and levels of certification.
EDU 5335. Adolescent Development and Cognition. Focus on adolescent growth and development from an educational perspective. Emphasis is placed on the cognitive basis of changes in learning, motivation, academic performance, self-identity, morality, and social relationships that take place during adolescence.
EDU 5336/5337. Integrating Teaching and Learning. Emphasis on unit and lesson planning, with focus on alignment of objectives, assessment, and class activities. Examination of methods for incorporating theory into practice, teaching for higher-level learning, student-centered instructions, TAKS, and the role of the teacher in the learning process.
EDU 5348. Inclusive Classrooms in Urban and Multicultural Environments. Study of diversity, multicultural concepts, and inclusion and exploration of issues, policies, and professional practice relevant to teaching in urban schools.
EDU 5366/5367. Creating Successful Classrooms. Examination of current research promoting student-centered teaching and constructivist practices, including a variety of effective teaching and learning practices.
EDU 5368/5369. Establishing the Learning Environment. Examination of issues facing teachers in establishing and maintaining a positive and productive learning environment; study of professional aspects of teaching including ethics and professional growth.
EDU 5371. Content Area Methods. Identification of teaching strategies specific to content areas and levels of certification and examination of current research promoting literacy instruction, such as ways to integrate reading, writing, and oral language.
EDU 5373/5374. Student Teaching. Requirement of a 15-week assignment in a middle/high school that has a diverse student population; a weekly seminar meets on campus. (Six hours of credit.)
EDU 5375/5376. Internship I and II. Internship requirement of service as teacher of record in any of grades 4 through 12. (Six hours' credit, two semesters of supervision.)
EDU 1110. Oracle. Oracle is a one-semester, one-credit-hour course that counts as a University free elective. Designed to improve reading and learning efficiency, Oracle is directed to first-year through graduate students who want to acquire advanced reading and learning techniques. Its content is developed from the educational theories and techniques on which both learning and teaching are based.
EDU 2101. Practicum Leadership. A unique leadership experience
which gives students a laboratory for assessing learned concepts and skills
about leadership. Course content includes discussions on empowerment, public
speaking, ethics, and citizenship.
EDU 2102 Practicum Leadership. One-hour credit for a minimum of 15 clock hours
practicum either on campus or in the community. Prerequisite: must have completed
EDU 2101.
EDU 5343. Leadership Theories & Practices (cross-listed w/ CCPA 5301). 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 5310. Civic Leadership. Individual and community transformation, resulting from civic leadership, will be examined in the classroom and experientially though a required community-service component occurring outside the classroom.
EDU 1305. Public Speaking & Communication. Public Speaking and Communication is a basic course that acquaints students with principles of successful public speaking; provides activities that lead to the development of good speaking, listening, and organizational skills.
Recommendation for Certification. Before the Office for Teacher Certification will recommend a student for certification, all requirements 24 hours of coursework, a satisfactory student teaching or internship experience, and passing scores on two TExES (Texas Examinations of Educator Standards) tests must be fulfilled. For EC-Grade 4, the two TExES tests include the Pedagogy and Professional Responsibilities (EC-Grade 4) test and the EC-Grade 4 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.
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 second taking of the TExES Preparation Seminar.
SMU offers three Master's degrees for educators the Master of Education (M.Ed.), the Master of Bilingual Education (M.B.E.), and the Master of Music Education (M.M.E) as well as a number of special certifications and endorsements approved by the State Board of Educator Certification; certificates are offered in the areas of gifted and talented education, bilingual education, English as a Second Language, mathematics, learning therapy, and reading. Additionally, the university offers a variety of noncredit and credit workshops, lectures, and seminars that address topics of social and scholarly significance to professional educators.
M.Ed. is a 36-hour degree program designed for the educator whose interest lies in broadening both academic preparation and classroom skills.
The M.Ed. with Certification is a 37-hour degree program that allows individuals with baccalaureate degrees to earn a Master's degree while completing teacher certification requirements for elementary school, middle school, or high school.
Gifted Supplemental Certification program provides the graduate courses in gifted/talented education that are required for teachers to earn the state certification. The program is offered through the Gifted Students Institute, which also offers a series of one- and two-day in-service seminars led by nationally recognized experts in the field of gifted education. The institute serves two broad missions. It conducts research to advance knowledge of the nature and special needs of giftedness, and it serves the educational needs of three audiences gifted youth, educators, and parents of gifted children. For information on the gifted endorsement or other opportunities, contact the Gifted Students Institute, Southern Methodist University, 3108 Fondren Drive, P.O. Box 750383, Dallas, TX 75275-0383, 214-768-4383, www.smu.edu/gsi.
Master Reading Teacher program offers the 12 graduate hours required to earn the MRT certificate through State Board of Educator Certification TExES examination.
Master Math Teacher program offers the 12 graduate hours required to earn the MMT certificate through the State Board of Educator Certification TExES examination.
Learning Therapist program is a professional clinical-practice program designed for individuals who are interested in teaching reading skills to students with written-language disabilities. Graduates of the 22-credit-hour program are certified as professional Learning Therapists. To learn more about this opportunity, contact the Learning Therapist Program Office, Southern Methodist University, P.O. Box 750384, Dallas, TX 75275-0384; 214-768-7323.
M.B.E. and the Supplemental Certification in Bilingual Education and English as a Second Language are offered through the Bilingual Education office. Both programs address the needs of teachers in bilingual classrooms and ESL classrooms, K-12. The M.B.E. degree is a 36-credit-hour interdisciplinary program for teachers of students who are limited in English proficiency. The certification program provides the 12 graduate credit hours required for the Texas supplemental certification in bilingual education and ESL. These supplemental certifications are also available with a Gifted and Talented focus. For additional information about SMU's bilingual education programs for teachers, contact the SMU Bilingual Education office at P.O. Box 750506, Dallas, TX 75275, or by phone at 214-768-2184. All state-approved supplemental certifications require examinations administered through the State Board of Educator Certification.
The M.M.E., offered through Meadows School of the Arts, is designed for professionally employed educators in public or private schools; participants have the option to concentrate their studies in choral conducting, instrumental conducting, general music, or piano pedagogy.
Patricia Mathes, Texas Instruments Foundation Endowed Chair for Reading Research
In a world in which the ability to read has become increasingly important to academic, personal, and professional success, poor literacy levels among diverse populations remain high. In 2002, SMU responded to this crisis with the creation of the Institute for Reading Research, whose primary mission is to promote reading skills through research in the development of reading interventions for children at-risk for failing to learn to read, children with mild to moderate mental retardation, and children who are either bilingual or who speak Spanish exclusively in the early primary grades.
The Institute seeks to accomplish this mission by focusing on three main objectives: (1) to conduct and disseminate cutting-edge research related to reading and reading disabilities, language acquisition, and teaching and learning; (2) to 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; and (3) to provide leadership training to future educators, researchers, and statisticians through applied experiences in the execution of large-scale field-based research while also being committed to the delivery of programs and activities that serve the reading-enhancement needs of the community at large.
The institute was made possible, in part, through the generous support of the Texas Instruments (TI) Foundation, which has endowed the faculty chair and directorship of the institute. The TI Foundation has long been active in creating and funding programs that address the needs of academically at-risk children. For additional information, call 214-768-8477 or visit www.smu.edu/readingresearch.
Tony Picchioni, Director
Michael Collatrella, Associate Director
Mediation, negotiation, and conflict management are the focus of SMU's Dispute Resolution Certificate Program, Professional Seminar Series, and Master of Arts in Dispute Resolution. The program provides formal training and practical experience in professional dispute resolution for use in corporate, civic, legal, domestic, religious, and educational settings. The program requires the completion of 21 credit hours for certification, and the Seminar Series offers frequent credit and noncredit workshops. Like the graduate certificate program, the Master's degree emphasizes the development of skills vital to the resolution of business, domestic, education, public policy, church, legal, and healthcare disputes. The program's quality and uniqueness stem, in significant measure, from its multidisciplinary approach to conflict management and its commitment to integrating ethics throughout the curriculum. Rooted in the social and behavioral sciences, the faculty and curriculum integrate such diverse fields as psychology, law, sociology, public policy, and economics.
The Master of Arts departs from the Certificate program in the depth and breadth of its curriculum and in its admission process. The Master's curriculum affords greater depth of study than that offered by the certificate program, additional specialization of skills, and a level of professional scholarship that allows graduates to contribute to as well as practice in the profession. The Master of Arts program requires the completion of 42 credit hours, 21 of which correspond with the Certificate Program's required curriculum and 21 of which comprise electives. Most of the electives offer focused study in singular applications of dispute resolution, and some are available exclusively to Master's degree students.
The Center for Dispute Resolution and Conflict Management is located at SMU-in-Legacy, 5228 Tennyson Parkway, Plano, TX 75024; 972-473-3435; www.smu.edu/dispute_resolution.
Kathi Watts, Director
Master of Liberal Studies. The Master of Liberal Studies graduate program provides a multidisciplinary approach to the study of the liberal arts. Choosing from a wide variety of courses in behavioral sciences, fine arts, humanities, science and culture, and social sciences, students design their own program of study to meet their personal and professional needs. The M.L.S. degree is open to persons holding a Bachelor's or higher professional degree from an accredited university or college. Thirty-six hours of graduate study must be completed within six years after beginning the program. For further information, contact the M.L.S. Office, Southern Methodist University, 6410 North Ownby, P.O. Box 750253, Dallas, TX 75275-0253; 214-768-4273; www.smu.edu/mls.
The Office of Nondegree Credit Studies facilitates study by adult students who do not want to work toward a degree but want to take undergraduate or graduate credit courses in the day or evening. The admissions policies and procedures reflect the special needs and circumstances of part-time adult students. For more information, contact the Office of Nondegree Credit Studies, Southern Methodist University, 6410 North Ownby, P.O. Box 750382, Dallas, TX 75275-0382; 214-768-4272; www.smu.edu/continuing_education/ndcs.html.
Amy Heitzman, Director
The noncredit Continuing Studies Office offers a variety of informal courses, seminars, lectures, conferences, certificate programs, and professional-development workshops. For additional information, see www.continuingstudies.smu.edu Printed information is available from the Continuing Studies Office, Southern Methodist University, 6404 North Ownby, P.O. Box 750275, Dallas, TX 75275-0275. Call 214-768-8446.
Informal Courses. These courses of varying lengths address different cultural, scholarly, personal, and professional topics. Additional information is available at www.smu.edu/informal.
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.
International Languages. Noncredit language-conversation courses typically include Spanish, French, Italian, German, , Arabic, Russian, Mandarin Chinese, and Japanese. Additional information is available atwww.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.
Rebecca Hood and Marilyn Swanson, Directors
The Division offers five programs that serve the educational and enrichment needs of youth.
College Experience (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.
Challenges (offered through the Gifted Students Institute) nurtures the critical-thinking, reasoning, and problem-solving skills of children ages 5-12 through workshops grounded in science, music, math, and language.
Academic Enhancement 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.
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