Department of Interdisciplinary Learning and Teaching

Mission Statement

The mission of the Department of Interdisciplinary Learning and Teaching is to:

  • Advance the intellectual and professional development of students and faculty through research, critical reflection and dialogue, social responsibility, and transformative leadership;
  • Promote equity and social justice by advocating for educational change and reform; and
  • Nurture the personal and professional integrity of all learners.

The Department of Interdisciplinary Learning and Teaching offers the Doctor of Philosophy in Interdisciplinary Learning and Teaching and the following Master of Arts degrees: Curriculum and Instruction; Early Childhood and Elementary Education; Education; Reading and Literacy; and Special Education.

Master of Arts Degree in Education

The Master of Arts degree in Education (M.A.Ed.) offers the opportunity for an advanced study and professional development program in the field of Instructional Technology Concentration. 

The education concentration provides a specialized degree plan in an area of program emphasis so that students may choose a plan suitable to their needs and objectives. Degree plans are designed to offer the opportunity to gain advanced levels of knowledge and professional competency for students engaged in or concerned about educational activity in schools, colleges, and other public or private institutions and agencies. Credit toward graduate-level certificates and certificate endorsements may be earned in conjunction with work toward the Master’s degree in some programs. Programs with a thesis option emphasize the development of research competencies critical to continued graduate-level study.

Program Admission Requirements

Applicants without adequate preparation in education may be required to complete preparatory courses as a condition of admission. Individuals who do not meet the University-wide graduate admission grade point average standard may be required to submit Graduate Record Examination (GRE) scores for consideration in admission decisions. Some concentrations may also require GRE scores because of licensing regulations. International students must have a minimum score of 79 on the TOEFL Internet-based test, 550 on the TOEFL paper-based test, or 6.5 on the IELTS. Contact the Graduate Advisor of Record for the M.A. in Education for more information.

Degree Requirements

Education degrees have four required components: a core of common courses, a program emphasis, support work, and a comprehensive examination.

Instructional Technology Concentration

The Instructional Technology concentration focuses on the theoretical foundations and applications of technology-supported and culturally-relevant learning environments in formal and informal settings for both EC–12 and adult populations. Emphasis is placed on the design, application, and evaluation of emergent technologies in educational settings. This concentration is designed for students seeking to expand their knowledge of instructional technology as well as those seeking leadership roles in this area. Courses required for this concentration are:

Thesis Option
A. Core Courses9
Theory of Curriculum and Instruction
Research Methods
Principles of Interdisciplinary Learning and Teaching
B. Program Emphasis12
Foundations of Instructional Technology
Development of Instructional Technology
Instructional Design Theory
Technology and Learning Cultures
C. Support Work12
Master’s Thesis (6 semester credit hours)
6 semester credit hours of graduate electives (3 semester credit hours in an approved statistics course or an additional research course is recommended)
Students in some programs may take support courses in their teaching fields. Students in teacher certification programs may take their support work courses in areas that meet certification requirements. It is recommended that thesis students take an appropriate statistics course or an additional research course as part of the support work.
D. Comprehensive Experience
The comprehensive experience for the Master of Arts in Education varies depending on the students' selected concentration. Students must contact the Graduate Advisor of Record or their academic advisor for further details.
Total Credit Hours33
 Nonthesis Option
A. Core9
Theory of Curriculum and Instruction
Research Methods
Principles of Interdisciplinary Learning and Teaching
B. Program Emphasis12
Foundations of Instructional Technology
Development of Instructional Technology
Instructional Design Theory
Technology and Learning Cultures
C. Support Work15
15 semester credit hours of graduate electives.
Students in some programs may take support courses in their teaching fields. Students in teacher certification programs may take their support work courses in areas that meet certification requirements. It is recommended that thesis students take an appropriate statistics course or an additional research course as part of the support work.
D. Comprehensive Experience
The comprehensive experience for the Master of Arts in Education varies depending on the students' selected concentration. Students must contact the Graduate Advisor of Record or their academic advisor for further details.
Total Credit Hours36

Students must take 12 hours of IST coursework to satisfy the support work requirement for the Master's degree. All coursework and course substitutions must be approved by the student's program advisor prior to registration.

Master of Arts Degree in Curriculum and Instruction 

This degree creates a context that nurtures interdisciplinary learners who have an understanding of engagement in curriculum and instruction theory, research, practice, policy, and critical issues. The concepts of curricular innovation and teaching excellence are stressed in conjunction with expanded knowledge of content fields and applied research.

Program Admission Requirements

Applicants without adequate preparation in education may be required to complete preparatory courses as a condition of admission. Individuals who do not meet the University-wide graduate admission grade point average standard may be required to submit Graduate Record Examination (GRE) scores for consideration in admission decisions. Some concentrations may also require GRE scores because of licensing regulations. International students must have a minimum score of 79 on the TOEFL Internet-based test, 550 on the TOEFL paper-based test, or 6.5 on the IELTS. Contact the Graduate Advisor of Record for the M.A. in Education for more information.

Degree Requirements

Education degrees have four required components: a core of common courses, a program emphasis, support work, and a comprehensive examination.

Thesis Option 
A. Core Courses9
Theory of Curriculum and Instruction
Research Methods
Principles of Interdisciplinary Learning and Teaching
B. Program Emphasis12
Curriculum, Instruction and Assessment
Research in Action
Policy and Critical Issues in Teaching
Grant Writing
Critical Perspectives in Curriculum and Instruction
Any graduate level C&I course
C. Support Work12
Master’s Thesis (6 semester credit hours.)
6 semester credit hours of graduate electives (3 semester credit hours in an approved statistics course or an additional research course is recommended)
Students in some programs may take support courses in their teaching fields. Students in teacher certification programs may take their support work courses in areas that meet certification requirements. It is recommended that thesis students take an appropriate statistics course or an additional research course as part of the support work.
D. Comprehensive Experience
The comprehensive experience for the Master of Arts in Curriculum and Instruction varies depending on the students' selected concentration. Students must contact the Graduate Advisor of Record or their academic advisor for further details.
Total Credit Hours33
Nonthesis Option
A. Core Courses9
Theory of Curriculum and Instruction
Research Methods
Principles of Interdisciplinary Learning and Teaching
B. Program Emphasis12
Curriculum, Instruction and Assessment
Research in Action
Policy and Critical Issues in Teaching
Grant Writing
Critical Perspectives in Curriculum and Instruction
Any graduate level C&I course
C. Support Work15
15 semester credit hours of graduate electives
Students in some programs may take support courses in their teaching fields. Students in teacher certification programs may take their support work courses in areas that meet certification requirements. It is recommended that thesis students take an appropriate statistics course or an additional research course as part of the support work.
D. Comprehensive Experience
The comprehensive experience for the Master of Arts in Curriculum and Instruction varies depending on the students' selected concentration. Students must contact the Graduate Advisor of Record or their academic advisor for further details.
Total Credit Hours36

Students who want to specialize in a teaching field may do so by taking courses in that field to support the degree in Curriculum and Instruction. Students should see the graduate advisor for information about this option. C&I 5003 Theory of Curriculum and Instruction is part of the general core required of all students in the M.A. in Curriculum and Instruction, and C&I 5013 Curriculum, Instruction and Assessment and C&I 6103 Research in Action are required for all students in the C&I degree. In addition, students in the C&I degree must take either C&I 6673 Policy and Critical Issues in Teaching or C&I 6123 Critical Perspectives in Curriculum and Instruction for fulfillment of the requirements in the C&I degree. Students should see their faculty graduate advisor for information about teacher certification option.

Curriculum and Instruction degree emphases include:

  • Curriculum and Instruction Specialist
  • Curriculum Studies
  • Environmental Education
  • Mathematics Education
  • Middle School Education
  • Science Education
  • Social Studies Education
  • Teacher Leadership

Master of Arts Degree in Early Childhood and Elementary Education 

This degree is designed to allow professionals the opportunity to acquire knowledge and skills for effective instruction and care, leadership, and advocacy in early childhood and elementary education in a diverse society. Emphasis is on integrating reflective practices with current research perspectives for practical applications. The focus is also on advancing the research and knowledge base in fields of early childhood and elementary education. The program is flexible within areas of emphasis that include child development, early childhood leadership and advocacy, early literacies, family studies, inclusive education and teaching. Teaching emphasis is for individuals seeking teacher certification. Please see graduate advisor regarding teaching option.

Program Admission Requirements

Applicants without adequate preparation in education may be required to complete preparatory courses as a condition of admission. Individuals who do not meet the University-wide graduate admission grade point average standard may be required to submit Graduate Record Examination (GRE) scores for consideration in admission decisions. Some concentrations may also require GRE scores because of licensing regulations. International students must have a minimum score of 79 on the TOEFL Internet-based test, 550 on the TOEFL paper-based test, or 6.5 on the IELTS. Contact the Graduate Advisor of Record for the M.A. in Education for more information.

Degree Requirements

Education degrees have four required components: a core of common courses, a program emphasis, support work, and a comprehensive examination. 

In addition to the core curriculum classes required for all students seeking a Master’s degree, courses required include:

Thesis Option 
A. Core Courses 9
Theory of Curriculum and Instruction
Research Methods
Principles of Interdisciplinary Learning and Teaching
B. Program Emphasis12
Language and Discourse Development in Young Children
Responsible Assessment and Evaluation in Early Childhood and Elementary Education
Theoretical Foundations of Early Childhood and Elementary Education
Action Research in Childhood Settings
C. Support Work12
Advanced Studies in Play
Master’s Thesis (6 semester credit hours)
3 semester credit hours of graduate electives (3 semester credit hours in an approved statistics course or an additional research course is recommended)
Students in some programs may take support courses in their teaching fields. Students in teacher certification programs may take their support work courses in areas that meet certification requirements. It is recommended that thesis students take an appropriate statistics course or an additional research course as part of the support work.
D. Comprehensive Experience
The comprehensive experience for the Master of Arts in Early Childhood and Elementary Education varies depending on the students' selected concentration. Students must contact the Graduate Advisor of Record or their academic advisor for further details.
Total Credit Hours33
 Nonthesis Option 
A. Core9
Theory of Curriculum and Instruction
Research Methods
Principles of Interdisciplinary Learning and Teaching
B. Program Emphasis12
Language and Discourse Development in Young Children
Responsible Assessment and Evaluation in Early Childhood and Elementary Education
Theoretical Foundations of Early Childhood and Elementary Education
Action Research in Childhood Settings
C. Support Work15
Advanced Studies in Play
12 semester credit hours of graduate electives
Students in some programs may take support courses in their teaching fields. Students in teacher certification programs may take their support work courses in areas that meet certification requirements. It is recommended that thesis students take an appropriate statistics course or an additional research course as part of the support work.
D. Comprehensive Experience
The comprehensive experience for the Master of Arts in Early Childhood and Elementary Education varies depending on the students' selected concentration. Students must contact the Graduate Advisor of Record or their academic advisor for further details.
Total Credit Hours36

Master of Arts Degree in Reading and Literacy

This degree is designed to provide theory, research, knowledge, and field experiences for students who plan to teach humanizing and transformative literacies. Reading and writing are presented as linguistic, cognitive, and sociocultural, sociopolitical, and sociohistorical processes within the language system and in relation to other language arts. Select courses lead to preparation for the Reading Specialist Certification. Students planning to pursue the Reading Specialist certification must apply and be accepted into this program. Core literacy courses (LTED) organize the student experience around a cohort model. Students work with their cohort director (academic advisor) to select other classes to fulfill their professional needs. In addition to the core M.A.Ed. requirements, LTED students will take the following required courses:

Program Admission Requirements

Applicants without adequate preparation in education may be required to complete preparatory courses as a condition of admission. Individuals who do not meet the University-wide graduate admission grade point average standard may be required to submit Graduate Record Examination (GRE) scores for consideration in admission decisions. Some concentrations may also require GRE scores because of licensing regulations. International students must have a minimum score of 79 on the TOEFL Internet-based test, 550 on the TOEFL paper-based test, or 6.5 on the IELTS. Contact the Graduate Advisor of Record for the M.A. in Education for more information.

Degree Requirements

Education degrees have four required components: a core of common courses, a program emphasis, support work, and a comprehensive examination.

In addition to the core curriculum classes required for all students seeking a Master’s degree, courses required include:

Thesis Option 
A. Core9
Theory of Curriculum and Instruction
Research Methods
Principles of Interdisciplinary Learning and Teaching
B. Program Emphasis12
Integrating Reading and the Language Arts
Secondary Literacy Development
Early Language and Literacy Development
Survey of Literacy Research
C. Support Work12
Theoretical Foundations of Literacy Education
Internship in Literacy (repeated for a total of 3 credit hours)
Internship in Literacy
Master's Thesis (6 semester credit hours of thesis)
Students in some programs may take support courses in their teaching fields. Students in teacher certification programs may take their support work courses in areas that meet certification requirements. It is recommended that thesis students take an appropriate statistics course or an additional research course as part of the support work.
D. Comprehensive Experience
The comprehensive experience for the Master of Arts in Reading and Literacy varies depending on the students' selected concentration. Students must contact the Graduate Advisor of Record or their academic advisor for further details.
Total Credit Hours33
 Nonthesis Option 
A. Core9
Theory of Curriculum and Instruction
Research Methods
Principles of Interdisciplinary Learning and Teaching
B. Program Emphasis12
Integrating Reading and the Language Arts
Secondary Literacy Development
Early Language and Literacy Development
Survey of Literacy Research
C. Support Work15
Theoretical Foundations of Literacy Education
Internship in Literacy (repeated for a total of 3 credit hours)
Internship in Literacy
6 semester credit hours of graduate electives
3 semester credit hours in children’s or young adult literature
Students in some programs may take support courses in their teaching fields. Students in teacher certification programs may take their support work courses in areas that meet certification requirements. It is recommended that thesis students take an appropriate statistics course or an additional research course as part of the support work.
D. Comprehensive Experience
The comprehensive experience for the Master of Arts in Reading and Literacy varies depending on the students' selected concentration. Students must contact the Graduate Advisor of Record or their academic advisor for further details.
Total Credit Hours36
Nonthesis Option for students also pursuing the Texas Reading Specialist Certification 
A. Core9
Theory of Curriculum and Instruction
Research Methods
Principles of Interdisciplinary Learning and Teaching
B. Program Emphasis12
Integrating Reading and the Language Arts
Secondary Literacy Development
Early Language and Literacy Development
Survey of Literacy Research
C. Support Work15
Literacy Coaching
Re-mediating Literacy
Theoretical Foundations of Literacy Education
Internship in Literacy (repeated for a total of 3 credit hours)
Internship in Literacy
3 semester credit hours in children’s or young adult literature
Students in some programs may take support courses in their teaching fields. Students in teacher certification programs may take their support work courses in areas that meet certification requirements. It is recommended that thesis students take an appropriate statistics course or an additional research course as part of the support work.
D. Comprehensive Experience
The comprehensive experience for the Master of Arts in Reading and Literacy varies depending on the students' selected concentration. Students must contact the Graduate Advisor of Record or their academic advisor for further details.
Total Credit Hours36

Master of Arts Degree in Special Education

The degree in Special Education is designed for those students seeking an opportunity for initial, additional, or advanced preparation for educating individuals with disabilities in a variety of settings. It is intended to offer students the opportunity for the acquisition of knowledge, competencies and understanding, to develop and apply skills for effective instructional practices in working with individuals with disabilities. The special education and related courses must be approved by the student’s program advisor prior to enrolling in courses. Students can choose from one of the following special education specialization options:

Program Admission Requirements

Applicants without adequate preparation in education may be required to complete preparatory courses as a condition of admission. Individuals who do not meet the University-wide graduate admission grade point average standard may be required to submit Graduate Record Examination (GRE) scores for consideration in admission decisions. Some concentrations may also require GRE scores because of licensing regulations. International students must have a minimum score of 79 on the TOEFL Internet-based test, 550 on the TOEFL paper-based test, or 6.5 on the IELTS. Contact the Graduate Advisor of Record for the M.A. in Education for more information.

Degree Requirements

Education degrees have three required components: a core of common courses, a program emphasis, support work, and a comprehensive examination.

In addition to the core curriculum classes required for all students seeking a Master’s degree, courses required include:

Special Education Concentration

This specialization option will focus on inclusive educational practices emphasizing the skills and competencies necessary to prepare individuals to be educators and leaders in the field of special education. This program is designed for not only special educators who wish to gain advanced knowledge in their field, but also general educators who wish to learn to implement effective practices for students with disabilities receiving an inclusive education in their classroom. Using interactive online learning tools, students will develop the knowledge and skills necessary to implement data based effective instructional methods for students in with high-incidence disabilities, such as learning disabilities and emotional and behavioral disorders. This program is designed to be completed in four consecutive semesters with coursework focusing on all aspects of inclusive educational practices including, but not limited to, research in the field of special education, legal issues, assessment, assistive and educational technologies, classroom management, applied behavior analysis, cultural responsiveness, differentiated instruction, instructional methods, and co-teaching and collaboration. In addition to the three courses required for all students seeking the Master’s degree, the following courses are required for this program specialization option:

Thesis Option
A. Core9
Theory of Curriculum and Instruction
Research Methods
Principles of Interdisciplinary Learning and Teaching
B. Program Emphasis12
Survey of Special Education
Assessment of Individuals with Disabilities
Legal Issues in Special Education
Methods for Teaching Individuals with Mild/Moderate Disabilities
C. Support Work12
Survey of Special Education Research
Educational Applications of Applied Behavior Analysis
Master’s Thesis (6 semester credit hours in thesis )
Students in some programs may take support courses in their teaching fields. Students in teacher certification programs may take their support work courses in areas that meet certification requirements. It is recommended that thesis students take an appropriate statistics course or an additional research course as part of the support work.
D. Comprehensive Experience
The comprehensive experience for the Master of Arts in Special Education varies depending on the students' selected concentration. Students must contact the Graduate Advisor of Record or their academic advisor for further details.
Total Credit Hours33
Nonthesis Option 
A. Core9
Theory of Curriculum and Instruction
Research Methods
Principles of Interdisciplinary Learning and Teaching
B. Program Emphasis12
Survey of Special Education
Assessment of Individuals with Disabilities
Legal Issues in Special Education
Methods for Teaching Individuals with Mild/Moderate Disabilities
C. Support Work15
Survey of Special Education Research
Collaboration and Consultation in Special Education
Educational Applications of Applied Behavior Analysis
Seminar on Current and Critical Issues in Special Education
Technology for Individuals with Disabilities
Students in some programs may take support courses in their teaching fields. Students in teacher certification programs may take their support work courses in areas that meet certification requirements. It is recommended that thesis students take an appropriate statistics course or an additional research course as part of the support work.
D. Comprehensive Experience
The comprehensive experience for the Master of Arts in Special Education varies depending on the students' selected concentration. Students must contact the Graduate Advisor of Record or their academic advisor for further details.
Total Credit Hours36

Applied Behavior Analysis Concentration (Blended Program)

This program option embeds the six courses (270 hours) of content area instruction required by the Behavior Analyst Certification Board (BACB) to meet the eligibility requirement for the Board Certified Behavior Analyst (BCBA) exam. This program prepares highly trained individuals to employ behavior-analytic interventions with individuals who engage in challenging behaviors and/or are diagnosed with autism spectrum disorder in classroom, clinical, and community settings. In addition to completion of the BACB approved course sequence and Master of Arts in Education degree, students will need to complete 1500 hours of supervised field experience to sit for the BCBA exam. In addition to the three courses required for all students seeking the Master’s degree, the following courses are required for this program specialization option:

Thesis Option
A. Core9
Theory of Curriculum and Instruction
Research Methods
Principles of Interdisciplinary Learning and Teaching
B. Program Emphasis12
Introduction to Applied Behavior Analysis
Applied Behavior Analysis for Classroom Teachers
Behavioral Assessment and Intervention for Individuals with Disabilities
Behavioral Assessment and Intervention
Introduction to Single-Subject Methodology
Research in Single Case Design
Ethics and Cultural Implications for Applied Behavior Analysis
Ethics for Applied Behavior Analysis
C. Support Work12
Methods for Teaching Individuals with Mild/Moderate Disabilities
Instruction and Educational Interventions for Individuals with Mild/Moderate Disabilities
Methods for Teaching Individuals with Moderate/Severe Disabilities
Master’s Thesis (6 semester credit hours)
Students in some programs may take support courses in their teaching fields. Students in teacher certification programs may take their support work courses in areas that meet certification requirements. It is recommended that thesis students take an appropriate statistics course or an additional research course as part of the support work.
D. Comprehensive Experience
The comprehensive experience for the Master of Arts in Special Education varies depending on the students' selected concentration. Students must contact the Graduate Advisor of Record or their academic advisor for further details.
Total Credit Hours33
Nonthesis Option
A. Core9
Theory of Curriculum and Instruction
Research Methods
Principles of Interdisciplinary Learning and Teaching
B. Program Emphasis12
Introduction to Applied Behavior Analysis
Applied Behavior Analysis for Classroom Teachers
Behavioral Assessment and Intervention for Individuals with Disabilities
Behavioral Assessment and Intervention
Introduction to Single-Subject Methodology
Research in Single Case Design
Ethics and Cultural Implications for Applied Behavior Analysis
Ethics for Applied Behavior Analysis
C. Support Work15
Survey of Special Education
Methods for Teaching Individuals with Mild/Moderate Disabilities
Instruction and Educational Interventions for Individuals with Mild/Moderate Disabilities
Methods for Teaching Individuals with Moderate/Severe Disabilities
Seminar on Current and Critical Issues in Special Education
3 semester credit hours in graduate electives
Students in some programs may take support courses in their teaching fields. Students in teacher certification programs may take their support work courses in areas that meet certification requirements. It is recommended that thesis students take an appropriate statistics course or an additional research course as part of the support work.
D. Comprehensive Experience
The comprehensive experience for the Master of Arts in Special Education varies depending on the students' selected concentration. Students must contact the Graduate Advisor of Record or their academic advisor for further details.
Total Credit Hours36

Special Education Advocacy Concentration (Blended Program)

This program option is designed to help parents and professionals better understand special education law and its application, and to help future advocates develop the skills to effectively facilitate the IEP process, reduce barriers between parents and schools to promote good communication and effective negotiation, and to act ethically and responsibly for the benefit of the child with special needs. In addition to the three courses required for all students seeking the Master’s degree, the following courses are required for this program specialization option:

Thesis Option
A. Core9
Theory of Curriculum and Instruction
Research Methods
Principles of Interdisciplinary Learning and Teaching
B. Program Emphasis12
Survey of Special Education
Introduction to Applied Behavior Analysis
Legal Issues in Special Education
Seminar on Current and Critical Issues in Special Education
C. Support Work12
Behavioral Assessment and Intervention for Individuals with Disabilities
Collaboration and Consultation in Special Education
Master’s Thesis (6 semester credit hours)
Students in some programs may take support courses in their teaching fields. Students in teacher certification programs may take their support work courses in areas that meet certification requirements. It is recommended that thesis students take an appropriate statistics course or an additional research course as part of the support work.
D. Comprehensive Experience
The comprehensive experience for the Master of Arts in Special Education varies depending on the students' selected concentration. Students must contact the Graduate Advisor of Record or their academic advisor for further details.
Total Credit Hours33
 Nonthesis Option
A. Core9
Theory of Curriculum and Instruction
Research Methods
Principles of Interdisciplinary Learning and Teaching
B. Program Emphasis12
Survey of Special Education
Introduction to Applied Behavior Analysis
Legal Issues in Special Education
Seminar on Current and Critical Issues in Special Education
C. Support Work15
Assessment of Individuals with Disabilities
Behavioral Assessment and Intervention for Individuals with Disabilities
Methods for Teaching Individuals with Mild/Moderate Disabilities
Ethics and Cultural Implications for Applied Behavior Analysis
Collaboration and Consultation in Special Education
Students in some programs may take support courses in their teaching fields. Students in teacher certification programs may take their support work courses in areas that meet certification requirements. It is recommended that thesis students take an appropriate statistics course or an additional research course as part of the support work.
D. Comprehensive Experience
The comprehensive experience for the Master of Arts in Special Education varies depending on the students' selected concentration. Students must contact the Graduate Advisor of Record or their academic advisor for further details.
Total Credit Hours36

Post-baccalaureate Teacher Certification 

Students interested in seeking teacher certification in special education should contact the COEHD Advising and Certification Center about post-baccalaureate teacher certification.

Students interested in seeking teacher certification in special education should see an advisor for further instructions about the requirements for this program.

Applied Behavior Analysis Option

Students interested in becoming eligible to take the Board Certified Behavior Analyst (BCBA) Examination should see an advisor for further instructions about the requirements for this program.

Teacher Certification Concentrations within the Master of Arts Degree in Education

Students interested in acquiring teacher certification within the Master’s degree can choose from among the following concentrations:

  • All-level Special Education EC–6 Generalist
  • 4–8 Math, Science
  • 8–12 Math, Science

Special admission requirements and state and programmatic requirements for these teacher certification concentrations apply in addition to the requirements for the graduate degree. Please contact the Coordinator of Graduate Certification Programs in the College of Education and Human Development for further information.

Doctor of Philosophy Degree in Interdisciplinary Learning and Teaching

The Doctor of Philosophy in Interdisciplinary Learning and Teaching (ILT) is a degree program that examines learning and teaching from an interdisciplinary perspective; focusing on varied approaches to teaching and learning from within and across various disciplines. The foundations of the program are: how teaching and learning are addressed within disciplines, how they may intersect with one another, and how each discipline maintains its uniqueness while sharing commonalities with other disciplines. 

The Doctoral program objectives include:

  1. Preparation of educational researchers who examine the theories, philosophies and multiple paradigms that inform learning and teaching from an interdisciplinary perspective with respect to the varied ways of knowing, situated cognition, and sociocultural contexts, as well as curricular and instructional development;
  2. Development of educational leaders who seek ways to address educational and societal issues through multiple perspectives and will work to make major contributions to the improvement of education for culturally, linguistically, and economically diverse populations across the human lifespan; and,
  3. Preparation of educational researchers to assume the roles of university and community college faculty members, public school teachers/leaders, and adult education and human resource development educators who address, analyze, evaluate and reform learning and teaching through interdisciplinary approaches in varied sociocultural contexts.

Program Admission Requirements

Admission to the Ph.D. program is limited, and therefore, competitive. Meeting recommended criteria does not ensure admission. Admission to the doctoral degree program occurs once per year in the Fall Semester. The following factors for admission into the doctoral program will be considered by the ILT Doctoral Program Committee:

  1. A master’s degree with a minimum of 33 semester credit hours (with thesis) or 36 semester credit hours (without thesis) in an education field, such as early childhood and elementary education, special education, curriculum, instructional technology, literacy education, or in an academic discipline, such as history, mathematics, the sciences, humanities, or fine arts;
  2. An official master’s degree transcript documenting a grade point average (GPA) of 3.25 or higher;
  3. For applicants whose native language is not English, the submission of a Test of English as a Foreign Language (TOEFL) score of no less than 550 on the paper-based test (PBT), 79 on the Internet-based test (iBT), or 6.5 on the IELTS. See general UTSA graduate admission guidelines in Chapter 1 of this catalog for further details;
  4. Three letters of recommendation from faculty, supervisors or professional affiliations attesting to the student’s academic and professional attributes for success in the program and potential for contributing substantially to a field of study related to the degree;
  5. A written statement of purpose which includes: (a) reason(s) for pursuing a doctorate in ILT; (b) a biographical overview of experiences related to education; (c) professional goals; and (d) scholarly and/or research interests;
  6. Graduate Record Examination (GRE) test scores not older than five years;
  7. A professional curriculum vitae demonstrating experience in a work environment where education was the primary professional emphasis;
  8. Agreement to participate in an interview, if so invited.

Degree Requirements

Program degree requirements include a minimum of 60 semester credit hours in research methods, core courses, cognate courses, doctoral research seminar, and dissertation courses. Students pursuing the Ph.D. in Interdisciplinary Learning and Teaching will be required to pass a qualifying examination prior to admission to candidacy. All candidates will be required to submit a scholarly contribution in the form of a dissertation as partial fulfillment of requirements for this degree. Students pursing the Ph.D. in Interdisciplinary Learning and Teaching will be required to complete an on-campus residence taking at least 6 semester credit hours per semester or summer term for three consecutive semesters. For more information, refer to Doctoral Degree Regulations in Chapter 5 of this catalog.

A. Research Methods Courses:12
Advanced Application of Research on Interdisciplinary Learning and Teaching
Overview of Research Design for Instructional Inquiry
6 semester credit hours of approved research methods courses selected from within the College of Education and Human Development (recommended: 3 hours of qualitative research methodology and 3 hours of quantitative research methodology)
B. Core Courses:18
Exploration of Interdisciplinary Learning and Teaching
Socio-constructivist and Cognitivist Perspectives on Interdisciplinary Learning & Teaching
Internship
Critical Cultural Perspectives on Interdisciplinary Learning and Teaching
Multiple Behavioral and Contextual Perspectives on Interdisciplinary Learning and Teaching
Evaluation of Educational Research
C. Cognate Courses:18
Students select a cognate area in academic disciplines/fields related to research interests. Courses are selected from graduate offerings throughout the University and students must meet prerequisites for enrollment.
D. Doctoral Research Seminar and Doctoral Dissertation: 12
Doctoral Seminar in Interdisciplinary Learning and Teaching (required to be repeated a minimum of 3 semester credit hours)
Doctoral Dissertation (a minimum of 9 semester credit hours of Doctoral Dissertation are required)
Doctoral Dissertation
Total Credit Hours60
 

Graduate Certificate in Special Education Advocacy

This 12-hour Graduate Certificate in Special Education Advocacy is available to students who have been admitted as special students and seeking the certificate independent of a degree as well as master’s degree students who are not matriculating through the M.Ed. in Education – Special Education Specialization. This certificate is designed to meet the needs of current and prospective students interested in developing basic skills in special education advocacy. The advocacy certificate is to be offered through the Interdisciplinary Learning and Teaching (ILT) Department’s Special Education (SPE) program area within the College of Education and Human Development. The purpose of this program is to provide training in special education advocacy for parents of children with disabilities, novice and experienced teachers, and other professionals who are new to special education law.

The following departmental requirements are applicable to the Graduate Certificate in Special Education Advocacy:

  • A bachelor’s degree from an accredited university in an approved area of study (e.g., psychology, education).
  • A minimum grade point average (GPA) of 3.0 for the last two years of work toward the bachelor’s degree.
  • To maintain enrollment in the certificate program, students should maintain a 3.0 GPA throughout their tenure in the program.

Certificate Program Requirements 

To meet the curricular requirements for the Graduate Certificate in Special Education Advocacy, students must complete 12 semester credit hours with a grade point average of 3.0 or above from the following courses:

Required Courses (12 semester credit hours):12
Survey of Special Education
Introduction to Applied Behavior Analysis
Legal Issues in Special Education
Seminar on Current and Critical Issues in Special Education
Total Credit Hours12

Students seeking admission to the Graduate Certificate in Special Education Advocacy program who are not enrolled in a graduate degree program will be required to apply to the Graduate School as special graduate students and indicate that they are seeking admission to the Graduate Certificate Program in Special Education Advocacy. All other requirements for admission as a special graduate student described in Chapter 1, Admission, of this catalog are applicable. All other requirements for certificate programs described in Chapter 3, Certificate Programs, of this catalog apply to this program.

Graduate Certificate in E-STEM Education

This 12-hour Graduate Certificate in E-STEM Education (Environmental-Science, Technology, Engineering, and Math) is designed for graduate students from all disciplines who wish to focus on issues related to STEM education within the contexts of sustainable management of the environment and natural resources. The Graduate Certificate in E-STEM Education will be awarded to students at the master's or doctoral levels.

The following departmental requirements are applicable to the Graduate Certificate in E-STEM Education:

  • A bachelor’s degree from an accredited university in an approved area of study (e.g., psychology, education).
  • A minimum grade point average (GPA) of 3.0 for the last two years of work toward the bachelor’s degree.
  • To maintain enrollment in the certificate program, students should maintain a 3.0 GPA throughout their tenure in the program.

Certificate Program Requirements 

To meet the curricular requirements for the Graduate Certificate in E-STEM Education, students must complete 12 semester credit hours with a grade point average of 3.0 or above from the following courses:

Required Courses (12 semester credit hours):12
Service-Learning
Grant Writing
Grant Writing
Fundamentals of Environmental Education
Fundamentals of Environmental Education
Environmental Education in the Curriculum
Environmental Education in the Curriculum
Environmental Issues Investigations
Environmental Issues Investigations
Interdisciplinary Internship
Interdisciplinary Internship
Total Credit Hours12

Students seeking admission to the Graduate Certificate in E-STEM Education program who are not enrolled in a graduate degree program will be required to apply to the Graduate School as special graduate students and indicate that they are seeking admission to the Graduate Certificate in E-STEM Education. All other requirements for admission as a special graduate student described in Chapter 1, Admission, of this catalog are applicable. All other requirements for certificate programs described in Chapter 3, Certificate Programs, of this catalog apply to this program.

Graduate Certificate in I-STEM Education

This 12-hour Graduate Certificate in I-STEM Education (Interdisciplinary Science, Technology, Engineering, and Math) is designed for graduate students from all disciplines who wish to focus on issues related to I-STEM education. The goals of the Graduate Certificate in I-STEM Education are to provide graduate students with a comprehensive educational foundation to understand local and global STEM issues, and support them to acquire the analytic skills needed to effectively implement appropriate instructional strategies for varying audiences. The Graduate Certificate in I-STEM Education will be awarded to students at the master's or doctoral levels. The Graduate Certificate in I-STEM Education requires 12 credit hours.

The following departmental requirements are applicable to the Graduate Certificate in E-STEM Education:

  • A bachelor’s degree from an accredited university in an approved area of study (e.g., psychology, education).

  • A minimum grade point average (GPA) of 3.0 for the last two years of work toward the bachelor’s degree.

  • To maintain enrollment in the certificate program, students should maintain a 3.0 GPA throughout their tenure in the program.

Certificate Program Requirements 

To meet the curricular requirements for the Graduate Certificate in E-STEM Education, students must complete 12 semester credit hours with a grade point average of 3.0 or above from the following courses:

Required Courses (12 semester credit hours): 12
Nature and Meaning of Interdisciplinary STEM Education
Inquiry in Interdisciplinary STEM Education
Equity, Agency, and Participation in Interdisciplinary STEM Education
Interdisciplinary STEM Education Trends and Issues
Total Credit Hours12

Students seeking admission to the Graduate Certificate in I-STEM Education program who are not enrolled in a graduate degree program will be required to apply to the Graduate School as special graduate students and indicate that they are seeking admission to the Graduate Certificate in I-STEM Education. All other requirements for admission as a special graduate student described in Chapter 1, Admission, of this catalog are applicable. All other requirements for certificate programs described in Chapter 3, Certificate Programs, of this catalog apply to this program.

Curriculum and Instruction (C&I) Courses

C&I 5003. Theory of Curriculum and Instruction. (3-0) 3 Credit Hours.

An examination of theoretical structures underlying curriculum considerations and the implications of these for the work of responsible curriculum decision-makers at all levels, including administrators, instructional supervisors, and classroom teachers.

C&I 5013. Curriculum, Instruction and Assessment. (3-0) 3 Credit Hours.

Prerequisite: C&I 5003. Examination of different pedagogical approaches to the teaching and learning process in schools, with emphasis on the development of curriculum for classroom instruction, evaluation, organization, and management.

C&I 5043. Classroom Management and Motivation. (3-0) 3 Credit Hours.

A detailed investigation of various theories and models of classroom management and motivation. Topics include behavior modification, assertive discipline, control theory, and the concept of the democratic classroom. (Credit cannot be earned for both C&I 5043 and EDP 5043).

C&I 5523. Metacognitive Learning Principles. (3-0) 3 Credit Hours.

Metacognition as a foundational learning construct is considered first as it is presented in the literature and then as a lived experience of reflective practice. Core questions include: What are ways of knowing? How does one know what and how one knows? What are appropriate metacognitive strategies across curricular contexts? Each participant will explore motivation with three foci: theory, practical application toward the self and practical application toward others. (Same as ECE 6753. Credit cannot be earned for both ECE 6753 and C&I 5523).

C&I 5703. Secondary School Curricula. (3-0) 3 Credit Hours.

A systematic analysis of secondary school curricula. A critical study of objectives, methods of organization, content, methods, and learning materials for youth.

C&I 5933. Service-Learning. (3-0) 3 Credit Hours.

History, rationale, research, methodology, and outcomes of service-learning. Students will conceptualize, plan, and participate in a service-learning project. Emphasis is on how service can be incorporated into curriculum with a primary focus on learning.

C&I 6063. Research in Subject Matter Fields. (3-0) 3 Credit Hours.

Prerequisite: C&I 5003. A study of various past and current educational philosophies, purpose and methods of educational research including research of content, pedagogy, technology, and research on teaching and learning of concepts and skills, standards and assessments. Examination and in-depth discussion of existing links between educational research in specific subject fields and classroom practice. May be offered in: Science; Mathematics; Social Studies; English Language Arts; Foreign Languages; Physical and Health Education; Interdisciplinary. May be repeated once for credit (for a total of 6 hours) when disciplines vary.

C&I 6103. Research in Action. (3-0) 3 Credit Hours.

Action research across diverse contexts. The course includes a consideration of history and definitions of action research, and an analysis of its purpose, process, and theoretical foundations. Students will engage in practitioner-based research strategies such as observations, interviews, and document analysis and conceptualize, plan, and conduct an action research study. (Credit cannot be earned for both C&I 6103 and ECE 6653).

C&I 6123. Critical Perspectives in Curriculum and Instruction. (3-0) 3 Credit Hours.

An examination of curriculum at the intersection of power, identity, knowledge, and cultural politics. Critical theoretical frameworks introduced in this course include critical social theories and postmodernism. (Formerly C&I 7123. Credit cannot be earned for both C&I 6123 and C&I 7123).

C&I 6133. Curriculum in International Contexts. (3-0) 3 Credit Hours.

This course explores curriculum through comparative analysis of education practices in international contexts. Questions include: How is learning approached globally? How does a global perspective on curriculum transform local and global educational practices?.

C&I 6303. Advanced Methods in Subject-Matter Fields. (3-0) 3 Credit Hours.

Prerequisite: C&I 5003 or consent of instructor. Course sections are designed to offer students the opportunity to develop skill in instructional methodology specifically related to and derived from the characteristics of the discipline taught: Science; Mathematics; Social Studies; Language Arts; Foreign Languages; Physical and Health Education; Interdisciplinary; Environmental Education. May be repeated for credit when disciplines vary.

C&I 6383. Community-Based Research. (3-0) 3 Credit Hours.

Overview of curricular and instructional principles for Community-Based Research (CBR). (Formerly ALT 6933. Credit cannot be earned for C&I 6383 and ALT 6933).

C&I 6513. Grant Writing. (3-0) 3 Credit Hours.

Grant writing basics and specifics. The course is designed to help educators learn how to conceptualize, write, and submit a grant application. Students will learn how to identify funding entities, develop a theoretical and research base for grants, create timelines, and utilize grant-writing strategies. (Same as ECE 6513. Credit cannot be earned for both C&I 6513 and ECE 6513).

C&I 6613. Nature and Meaning of Interdisciplinary STEM Education. (3-0) 3 Credit Hours.

This course focuses on the nature and meaning of STEM with special emphasis on the role of interdisciplinary STEM in educational environments. Participants will be asked to take a critical perspective on questions, such as: “What is Interdisciplinary STEM Education?” and “What about Interdisciplinary STEM Education is most important for a student to know?” The course will address the nature of STEM disciplines (the theories and problems which characterize them); the relationship between theory and empirical work; and the role of learning and teaching in pre-K–16 environments. (Formerly C&I 5613. Credit cannot be earned for both C&I 6613 and C&I 5613.) (Formerly titled “Nature and Meaning of Science in Education”).

C&I 6623. Inquiry in Interdisciplinary STEM Education. (3-0) 3 Credit Hours.

This course will explore developing and designing learning environments for interdisciplinary STEM Education through inquiry. Provides a broad foundation into the teaching, learning, and research of interdisciplinary STEM Education in both formal and informal contexts. (Formerly C&I 5623. Credit cannot be earned for both C&I 6623 and C&I 5623.) (Formerly titled “Inquiry in Science Education").

C&I 6633. Equity, Agency, and Participation in Interdisciplinary STEM Education. (3-0) 3 Credit Hours.

This course will focus on equity, agency, and participation issues in interdisciplinary STEM Education as they relate to diverse demographics and communities. Agency is explored both as a process of becoming aware of and confident in one’s ability to impact the community at large, as well as an expression and hallmark of democratic settings. (Formerly C&I 5633. Credit cannot be earned for both C&I 6633 and C&I 5633.) (Formerly titled “Science for All? Equity and Agency in Science Education”).

C&I 6663. Topics in Curriculum and Instruction. (3-0) 3 Credit Hours.

Students are provided the opportunity for in-depth study of specialized areas of curriculum and instruction. The course may be repeated for credit when topics vary. Only 6 hours may be applied to the degree. (Formerly C&I 5663).

C&I 6673. Policy and Critical Issues in Teaching. (3-0) 3 Credit Hours.

Prerequisites: C&I 5003 and C&I 5013. Study of critical issues in school. Investigation of research, practices, and policies related to special education, bilingual and multicultural education, early childhood education, middle and secondary schools and other current broad-based social issues. (Formerly C&I 5673. Credit cannot be earned for both C&I 6673 and C&I 5673).

C&I 6693. History, Policy and Critical Issues in Social Studies Education. (3-0) 3 Credit Hours.

This course will present both the history and foundations of social studies education in America and how these have evolved over time. Students will investigate policies that impact social studies education from both historical and current viewpoints. Students will study, debate, and form a position on the research, practices and policies related to current critical issues in social studies education.

C&I 6733. Fundamentals of Environmental Education. (3-0) 3 Credit Hours.

Provides educators with the knowledge and skills necessary to incorporate quality environmental education into their instruction and curriculum. Explores the explanation of the theory, history, definition, national standards, and goals of environmental education. Provides an understanding of the professional roles and instructional methods and assessment strategies of environmental educators within the context of environmental education. (Same as ECE 6733. Credit cannot be earned for both ECE 6733 and C&I 6733).

C&I 6773. Environmental Education in the Curriculum. (3-0) 3 Credit Hours.

An exploration of the integration of environmental concepts and environmental education curricula into the total school curriculum. Using local, accessible outdoor locations, students will explore the many aspects that come together to create a “Sense of Place.” This course will assist students to discover and interpret the natural history and critical environmental issues of their local communities through a variety of mediums. It is designed for educators who want to help learners of all ages to discover the wonders and intricacies of the natural world. (Same as ECE 6773. Credit cannot be earned for both ECE 6773 and C&I 6773).

C&I 6903. Environmental Issues Investigations. (3-0) 3 Credit Hours.

Rationale and strategies for investigating environmental issues at local, state, regional, or national levels. Select and implement actions to resolve issues through political, economic, legal, educational, and lifestyle avenues. (Same as ECE 6903. Credit cannot be earned for both C&I 6903 and ECE 6903).

C&I 6913. Advanced Topics in Interdisciplinary STEM Education. (3-0) 3 Credit Hours.

Topics and critical issues in interdisciplinary STEM education. Topics include focus on (1) research and development of innovative STEM learning and emerging STEM learning environments in both in and out of school settings, and (2) research that advances the field of formal and informal STEM Education. May be repeated for credit when topics vary.

C&I 6923. Mentoring. (3-0) 3 Credit Hours.

Description, analysis, and appraisal of mentoring for prospective and practicing teachers. In addition to learning about the review of research on mentoring, the course focuses on the examination of content, processes, roles, and responsibilities in interactions of mentors and teachers of prekindergarten through high school. (Formerly C&I 5923. Credit cannot be earned for both C&I 6923 and C&I 5923).

C&I 6931. Curriculum and Instruction Practicum. (0-0) 1 Credit Hour.

An exploration of the teaching profession. Required field experience for all graduate-level teacher certification students.

C&I 6933. Curriculum and Instruction Practicum. (0-0) 3 Credit Hours.

An exploration of the teaching profession. Required field experience for all graduate-level teacher certification students.

C&I 6943. Interdisciplinary Internship. (0-0) 3 Credit Hours.

Prerequisite: Consent of student’s graduate advisor. Individually supervised experience in assigned placements for one semester to assist students in developing professional and leadership skills. May be taken for teaching internship or student teaching. Enrollment in C&I 6943 (3 credit hours) requires a total of 130 hours in the field and enrollment in C&I 6946 (6 credit hours) requires a total of 260 hours in the field. May be repeated for credit, but not more than 6 hours may be applied toward the M.A. in Education degree. (Formerly titled "Instructional Internship in Teaching").

C&I 6946. Interdisciplinary Internship. (0-0) 6 Credit Hours.

Prerequisite: Consent of student’s graduate advisor. Individually supervised experience in assigned placements for one semester to assist students in developing professional and leadership skills. May be taken for teaching internship or student teaching. Enrollment in C&I 6943 (3 credit hours) requires a total of 130 hours in the field and enrollment in C&I 6946 (6 credit hours) requires a total of 260 hours in the field. May be repeated for credit, but not more than 6 hours may be applied toward the M.A. in Education degree. (Formerly titled "Instructional Internship in Teaching").

C&I 6951. Independent Study. (0-0) 1 Credit Hour.

Prerequisites: Approval of the instructor and the Graduate Advisor of Record. Independent reading, research, discussion and/or writing under the direction of a faculty member. For students needing specialized work not normally or not often available as part of the regular course offerings. May be repeated for credit, but not more than 6 hours, regardless of discipline, will apply to the degree.

C&I 6953. Independent Study. (0-0) 3 Credit Hours.

Prerequisites: Approval of the instructor and the Graduate Advisor of Record. Independent reading, research, discussion and/or writing under the direction of a faculty member. For students needing specialized work not normally or not often available as part of the regular course offerings. May be repeated for credit, but not more than 6 hours, regardless of discipline, will apply to the degree.

C&I 6963. Interdisciplinary STEM Education Trends and Issues. (3-0) 3 Credit Hours.

Introduction to historical and contemporary K-16 STEM Education developments, opportunities, and challenges from both discipline-based and integrative approaches. Students will examine current Interdisciplinary STEM Education initiatives and considerations pertaining to policy, structure, process, and student learning.

C&I 6973. Special Problems. (3-0) 3 Credit Hours.

Prerequisite: Consent of instructor. An organized course offering the opportunity for specialized study not normally or not often available as part of the regular course offerings. Special Problems courses may be repeated for credit when topics vary, but not more than 6 hours, regardless of discipline, will apply to the M.A. in Education degree.

C&I 6983. Master’s Thesis. (0-0) 3 Credit Hours.

Prerequisites: Permission of the Graduate Advisor of Record and thesis director. Thesis research and preparation. May be repeated for credit, but not more than 6 hours will apply to the Master’s degree. Credit will be awarded upon completion of the thesis. Enrollment is required each term in which the thesis is in progress.

C&I 7153. Critical Multicultural Education in Urban Schools. (3-0) 3 Credit Hours.

Historical and theoretical overview of multicultural education across multiple contexts including urban education. Specific focus is paid to the emergence of Critical Multicultural Education as a pedagogical and curricular tool used to transform schools through the exploration of research in the field and in engaging with curriculum transformation processes. Students engage in the development of a strong theoretical foundation from which to think more complexly about equity and diversity related schooling processes.

C&I 7771. Independent Study. (0-0) 1 Credit Hour.

Prerequisites: Doctoral standing and permission in writing (form available) of the instructor and the student’s Graduate Advisor of Record. Independent reading, research, discussion, and/or writing under the direction of a faculty member. For students needing specialized work as part of the regular course offerings. May be repeated for credit, but no more than 6 hour will apply to the Doctoral degree.

C&I 7773. Independent Study. (0-0) 3 Credit Hours.

Prerequisites: Doctoral standing and permission in writing (form available) of the instructor and the student’s Graduate Advisor of Record. Independent reading, research, discussion, and/or writing under the direction of a faculty member. For students needing specialized work as part of the regular course offerings. May be repeated for credit, but no more than 6 hour will apply to the Doctoral degree.

C&I 7893. Directed Doctoral Research. (0-0) 3 Credit Hours.

Supervised research on a topic in Interdisciplinary Learning and Teaching. May be repeated for credit, but no more than 6 hours may be applied to the Doctoral degree.

Early Childhood (ECE) Courses

ECE 5123. Seminar in Infancy and Toddler Development. (3-0) 3 Credit Hours.

Prerequisite: EDP 5003 or consent of instructor. Examines the biological and environmental influences on infant and toddler development. A discussion of the diverse environments where children thrive and potential negative factors that may hinder development. Identifies issues related to early intervention including culturally and linguistically appropriate assessment and instructional practice.

ECE 5133. Language and Discourse Development in Young Children. (3-0) 3 Credit Hours.

This course focuses on the study of early acquisition and development of all aspects of language knowledge. Emphasis on identifying the sequence of expressive and receptive language development in terms of the child’s related abilities and learning experiences. Language acquisition and discourse in linguistically and culturally diverse children.

ECE 5443. Social/Emotional Development in Children. (3-0) 3 Credit Hours.

Study of children’s socioemotional development of diverse children. Focus on building positive parent-child relationships, siblings relationships, peer relationships, sense of self, resiliency, self- control, friendship, and prosocial behaviors. Examination of societal issues that may lead to aggression in children. (Formerly ECE 5453. Credit cannot be earned for both ECE 5443 and ECE 5453).

ECE 5513. Curriculum, Materials and Methods in Early Childhood/Elementary Education. (3-0) 3 Credit Hours.

This course focuses on the study of curriculum and instructional methods in early childhood and elementary classrooms. Emphasis on identification and analysis of curriculum design, methods of instruction, and materials that are congruent with developmentally appropriate practices (DAP).

ECE 6123. Leadership in Early Childhood Education. (3-0) 3 Credit Hours.

This course is designed for those who are interested in becoming leaders in early childhood contexts. Students explore the various components related to successful leadership of early childhood programs in inclusive setting. The students will be able to identify ways to build systems for professional relationships, examine ways to promote authentic learning, and become familiar with leadership and management standards. (Formerly titled "Leadership and Administration of Early Childhood Programs").

ECE 6163. Brain-Based Research and Learning in EC and Elementary Education. (3-0) 3 Credit Hours.

This course is designed to examine the numerous influences on early brain development and learning for young children. Students examine brain research from a multicultural dimension as they focus on meeting the demands of learners within our ever-changing society. Discussions concentrate on implications for classroom practice and on forming positive relationships with families to positively impact our work with young children. (Formerly titled "Biological Basis of Child Development: Brain Based Research and Learning").

ECE 6183. Reconceptualizing Sociocultural Contexts in Early Childhood Education. (3-0) 3 Credit Hours.

Exploration of sociocultural contexts in early childhood education. Focus on social justice issues affecting children in the U.S. and globally such as immigration, poverty, genocide, discrimination, hunger, education, domestic violence, child abuse and child labor among others. A view of cultural practices with a particular emphasis on gender issues across diverse groups. (Formerly titled "Seminar in Early Childhood Education in Cross-Cultural Perspective").

ECE 6213. Current Issues in Early Childhood and Elementary Education. (3-0) 3 Credit Hours.

Studies of current issues in early childhood and elementary schools and other educational settings with an emphasis on critical reflection on how these issues impact diverse populations. Investigation of research, practices, and positions related to the issues studied. Exploration of available models for possible solutions or resolution of issues, as well as factors that may have an impact on desired outcomes.

ECE 6363. Differentiated Instruction in a Diverse Classroom. (3-0) 3 Credit Hours.

Application of instructional strategies for promoting the learning of diverse groups of children in typical classrooms. Implementing teaching strategies and techniques matched to individual learners, characteristics of subject matter and demands of the learning environment. Emphasis on acquiring a variety of teaching strategies to differentiate instruction within a social learning environment. (Formerly ECE 5473 and ECE 6373. Credit cannot be earned for more than one of the following: ECE 5473, ECE 6363, or ECE 6373.).

ECE 6423. Advanced Studies in Play. (3-0) 3 Credit Hours.

This course focuses on the examination and analysis of play research and practice as it relates to different areas of young children’s development including cultural, cognitive, social, emotional, physical, and linguistic—birth through age eight. Examination of play theories, the role of the adult as facilitators of play, and contexts of play for all children including culturally and linguistically diverse children and children with special needs.

ECE 6453. Responsible Assessment and Evaluation in Early Childhood and Elementary Education. (3-0) 3 Credit Hours.

This course focuses on appropriate measures to collect, document, and assess young children in classroom settings. Students examine current research on effective assessment strategies for understanding children’s development in multiple contexts. Class discussions concentrate on the various influences on assessment outcomes and the implications for developing supportive interactions with families as a means to influence the growth of every child.

ECE 6473. Seminar in Early Childhood and Elementary Education Research. (3-0) 3 Credit Hours.

Examination of research topics in early childhood and elementary education, including an extensive study of methodology, research findings, and publications applied to early childhood and elementary programs.

ECE 6503. Theoretical Foundations of Early Childhood and Elementary Education. (3-0) 3 Credit Hours.

This course analyzes the theoretical basis for young children’s development within our culturally and linguistically diverse society. Pedagogical applications and implications of theoretical principles are examined for relevance in today’s classrooms. Readings focus on the need to create respectful partnerships with families and learning environments that are healthy, supportive, and challenging for every child. (Formerly ECE 5503. Credit cannot be earned for both ECE 5603 and ECE 5503).

ECE 6513. Grant Writing. (3-0) 3 Credit Hours.

Grant writing basics and specifics. The course is designed to help educators learn how to conceptualize, write, and submit a grant application. Students will learn how to identify funding entities, develop a theoretical and research base for grants, create timelines, and utilize grant-writing strategies. (Same as C&I 6513. Credit cannot be earned for both ECE 6513 and C&I 6513).

ECE 6523. Family Development, Policy and Advocacy. (3-0) 3 Credit Hours.

Examination of family theories and their influence on increasing understanding about families. Identification of different parenting styles that support/affect children’s well-being. Focus on social policies that directly impact children, families and communities in a culturally, linguistically, and socioeconomic diverse society. Emphasis on inclusive family engagement. (Formerly titled "Social Policy for Families and Children").

ECE 6653. Action Research in Childhood Settings. (3-0) 3 Credit Hours.

Prerequisite: EDU 5003. This is a capstone course restricted to students in their last semester of the program. Advisor code required. Application of research concepts and skills in field studies. Participants conduct directed research in early childhood and elementary school settings. (Formerly ECE 6643. Credit cannot be earned for both ECE 6653 and ECE 6643. Credit cannot be earned for both ECE 6653 and C&I 6103).

ECE 6733. Fundamentals of Environmental Education. (3-0) 3 Credit Hours.

Provides educators with the knowledge and skills necessary to incorporate quality environmental education into their instruction and curriculum. Explores the explanation of the theory, history, definition, national standards, and goals of environmental education. Provides an understanding of the professional roles and instructional methods and assessment strategies of environmental educators within the context of environmental education. (Same as C&I 6733. Credit cannot be earned for both ECE 6733 and C&I 6733).

ECE 6773. Environmental Education in the Curriculum. (3-0) 3 Credit Hours.

An exploration of the integration of environmental concepts and environmental education curricula into the total school curriculum. Using local, accessible outdoor locations, students will explore the many aspects that come together to create a “Sense of Place.” This course will assist students to discover and interpret the natural history and critical environmental issues of their local communities through a variety of mediums. It is designed for educators who want to help learners of all ages to discover the wonders and intricacies of the natural world. (Same as C&I 6773. Credit cannot be earned for both ECE 6773 and C&I 6773).

ECE 6903. Environmental Issues Investigations. (3-0) 3 Credit Hours.

Rationale and strategies for investigating environmental issues at local, state, regional, or national levels. Select and implement actions to resolve issues through political, economic, legal, educational, and lifestyle avenues. (Same as C&I 6903. Credit cannot be earned for both ECE 6903 and C&I 6903).

ECE 6943. Interdisciplinary Internship. (0-0) 3 Credit Hours.

Prerequisite: Consent of student’s graduate advisor. Individually supervised full-time field experience in assigned classrooms for one semester (12 weeks) with related applied research activity. May be taken for teaching internship or student teaching. May be repeated for credit, but not more than 6 hours may be applied toward the M.A. in Education degree. (Formerly titled “Instructional Internship in Teaching”).

ECE 6946. Instructional Internship in Teaching. (0-0) 6 Credit Hours.

Prerequisite: Consent of student’s graduate advisor. Individually supervised full-time field experience in assigned classrooms for one semester (12 weeks) with related applied research activity. May be taken for teaching internship or student teaching. May be repeated for credit, but not more than 6 hours may be applied toward the M.A. in Education degree.

ECE 6951. Independent Study. (0-0) 1 Credit Hour.

Prerequisites: Approval of the instructor and the Graduate Advisor of Record. Independent reading, research, discussion and/or writing under the direction of a faculty member. For students needing specialized work not normally or not often available as part of the regular course offerings. May be repeated for credit, but not more than 6 hours, regardless of discipline, will apply to the degree.

ECE 6953. Independent Study. (0-0) 3 Credit Hours.

Prerequisites: Approval of the instructor and the Graduate Advisor of Record. Independent reading, research, discussion and/or writing under the direction of a faculty member. For students needing specialized work not normally or not often available as part of the regular course offerings. May be repeated for credit, but not more than 6 hours, regardless of discipline, will apply to the degree.

ECE 6973. Special Problems. (3-0) 3 Credit Hours.

Prerequisite: Consent of instructor. An organized course offering the opportunity for specialized study not normally or not often available as part of the regular course offerings. Special Problems courses may be repeated for credit when topics vary, but not more than 6 hours, regardless of discipline, will apply to the M.A. in Education degree.

ECE 6983. Master’s Thesis. (0-0) 3 Credit Hours.

Prerequisites: Permission of the Graduate Advisor of Record and thesis director. Thesis research and preparation. May be repeated for credit, but not more than 6 hours will apply to the Master’s degree. Credit will be awarded upon completion of the thesis. Enrollment is required each term in which the thesis is in progress.

ECE 7123. Cognitive Development in Early Childhood. (3-0) 3 Credit Hours.

Theories and research of cognitive and intellectual development in early childhood within sociocultural contexts. Implications for early childhood programs, environments, learning and teaching.

ECE 7893. Directed Doctoral Research. (0-0) 3 Credit Hours.

Supervised research on a topic in Interdisciplinary Learning and Teaching. May be repeated for credit, but no more than 6 hours may be applied to the Doctoral degree.

Instructional Leadership (ILR) Courses

ILR 7133. Introduction to Single-case Methodology. (3-0) 3 Credit Hours.

Prerequisite: SPE 5503 or approval of the instructor. The content of this course will examine questions appropriate for single-case research, data collection procedures, selection, implementation, analysis of research designs, and manuscript development/structure.

ILR 7203. Leadership in Curriculum Development. (3-0) 3 Credit Hours.

An examination of processes related to the facilitation and management of curricular innovation and delivery systems in varied educational settings including school systems, higher education, and other human service institutions.

ILR 7643. Advanced Application of Research on Interdisciplinary Learning and Teaching. (3-0) 3 Credit Hours.

Prerequisite: Completion of, or concurrent enrollment in, ILT 7733 or consent of instructor. Design and development of interdisciplinary research studies including appropriate data collection and analysis methods. Participants conduct directed educational research.

ILR 7873. Survey Research Methods. (3-0) 3 Credit Hours.

Prerequisite: Introductory statistics course; or consent of instructor. Exploration of survey research methodology, development of survey, questionnaire or inventory, including item construction. Discussion and application of sampling and data collection procedures. Coding data, piloting instrument and conducting reliability and validity of instrument. Conducting data analysis procedures using SPSS to respond to research question(s) will include application of descriptive and inferential statistics. Data analysis will include employing factor analysis as a data reduction technique and to determine underlying constructs measured by instrument.

Instructional Technology (IST) Courses

IST 5003. Foundations of Instructional Technology. (3-0) 3 Credit Hours.

This introductory course provides an overview of the field of instructional technology. Course content and activities will help students develop an awareness and understanding of the history, theories, and philosophies driving the field.

IST 5313. Development of Instructional Technology. (3-0) 3 Credit Hours.

An introduction to web development within the context of creating web-based instructional materials; effective, usable, and accessible designs; and project management, key concepts, and standard practices in eLearning projects.

IST 5323. Learner-Centered Design. (3-0) 3 Credit Hours.

Prerequisite: IST 5003 or consent of instructor. This course provides an overview of learner-centered theories, design, and tools. Course content and activities provide opportunities to develop an understanding of the history, frameworks, philosophy, tools, and technologies that support learner-centered practices.

IST 5343. Instructional Design Theory. (3-0) 3 Credit Hours.

Prerequisite: IST 5003 or consent of instructor. An investigation of theories, principles, and processes of instructional and digital learning design including their application to instructional product and curriculum development. (Same as EDP 5343. Credit cannot be earned for both IST 5343 and EDP 5343. EDP 5343 may not be substituted for IST 5343 in the M.A. in Education Instructional Technology Concentration).

IST 5363. Distance Learning and Teaching. (3-0) 3 Credit Hours.

Examination of the application of tools, resources, and strategies to support, deliver, and enhance technology-supported curriculum. Students actively participate in online activities as they engage in design.

IST 5383. Instructional Technology for Training and Professional Development. (3-0) 3 Credit Hours.

Prerequisite: IST 5343 or consent of instructor. The dynamic nature of technology development and innovation requires strategies to ensure that professional populations are well prepared. Activities in this course include a review of models of training and professional development in adult educational settings, design and development of technology-supported training and professional development using industry-standard tools, and evaluation.

IST 5703. Technology and Learning Cultures. (3-0) 3 Credit Hours.

Prerequisite: IST 5003 or consent of instructor. An examination of technology-delivered and -mediated instruction as it interacts with the learners’ views of the world and themselves. This course provides opportunities to explore the implications of culture and community on the design, delivery, and evaluation of instruction.

IST 5883. Digital Storytelling and Learning. (3-0) 3 Credit Hours.

Digital storytelling is a multimodal narrative practice through which people create and share cultural artifacts by combining textual and audiovisual components. It offers opportunities for documentation, self-reflection, expression, communication, and case-based reasoning. This course explores approaches, tools, and techniques to effectively integrate it in learning settings. (Formerly C&I 5883. Credit cannot be earned for both IST 5883 and C&I 5883).

IST 6103. Virtual Learning and Teaching. (3-0) 3 Credit Hours.

Prerequisite: IST 5003 or consent of instructor. Virtual and augmented reality provide opportunities to learn through active participation in designed environments. This course explores instructional applications across formal and informal educational settings.

IST 6353. Multimedia Design and Development. (3-0) 3 Credit Hours.

Prerequisite: IST 5313 or consent of instructor. This course explores the design and development of multimodal materials and resources in learning settings by investigating issues related to usability, interactivity, accessibility, and aesthetics.

IST 6373. Games and Learning. (3-0) 3 Credit Hours.

This course investigates games as a learning technology. Learners will review, design, and evaluate practical examples as well as the literature on games in formal and informal learning spaces. The class will require learners to engage with the latest trends and research in games and learning.

IST 6513. Emergent Technologies in Education. (3-0) 3 Credit Hours.

Prerequisite: IST 5003 or consent of instructor. This course explores emergent technologies in terms of functional and pedagogical frameworks of use. Students will complete theoretical and practical application tasks.

IST 6613. Media Literacy and Education. (3-0) 3 Credit Hours.

Media literacy is the ability to critically analyze, evaluate, understand, produce, and share media. It is a set of skills and habits necessary for an informed and responsible participation in society. This course provides an overview of research and educational perspectives on media literacy examining topics such as ideology, propaganda, censorship, bias, and stereotyping.

IST 6623. New Literacies and Youth Cultures. (3-0) 3 Credit Hours.

New literacies involve new ways of being, doing, and participating through practices such as multimodality, transmedia, and remixing. Youth cultures are personal and social domains in which people express, reinterpret, and share their interests, often through the use of digital technologies. This course provides an overview of new literacies and youth cultures, and their relationships, offering theoretical and practical approaches to leverage them in educational settings.

IST 6943. Internship. (0-0) 3 Credit Hours.

Prerequisites: Consent of instructor and Graduate Advisor of Record. Individually supervised field experience in a setting that provides direct experience with the design, development, implementation, or evaluation of technology-mediated learning experiences. (Credit cannot be earned for both IST 6943 and other internships.).

IST 6951. Independent Study. (0-0) 1 Credit Hour.

Prerequisites: Approval of the instructor and the Graduate Advisor of Record. Independent reading, research, discussion and/or writing under the direction of a faculty member. For students needing specialized work not normally or not often available as part of the regular course offerings. May be repeated for credit, but not more than 6 hours, regardless of discipline, will apply to the degree.

IST 6953. Independent Study. (0-0) 3 Credit Hours.

Prerequisites: Approval of the instructor and the Graduate Advisor of Record. Independent reading, research, discussion and/or writing under the direction of a faculty member. For students needing specialized work not normally or not often available as part of the regular course offerings. May be repeated for credit, but not more than 6 hours, regardless of discipline, will apply to the degree.

IST 6973. Special Problems. (3-0) 3 Credit Hours.

Prerequisite: Consent of instructor. An organized course that offers graduate students the opportunity to engage in specialized study not normally or not often available as part of the program’s regular course offerings. Special Problems courses may be repeated for credit when topics vary, but not more than 6 hours, regardless of discipline, will apply to the M.A. in Education degree.

IST 6983. Master’s Thesis. (0-0) 3 Credit Hours.

Prerequisites: Permission of the Graduate Advisor of Record and thesis director. Thesis research and preparation. May be repeated for credit, but not more than 6 hours will apply to the Master’s degree. Credit will be awarded upon completion of the thesis. Enrollment is required each term in which the thesis is in progress.

IST 7003. Proseminar in Instructional Technology. (3-0) 3 Credit Hours.

This course is intended to provide an opportunity to explore the main theories, practices, and areas of research in instructional technology. Readings include seminal work in instructional technology, instructional design, learning theories, and design-based research. Students will become familiar with the tools and practices of successful doctoral work.

IST 7013. Field Research in Instructional Technology. (3-0) 3 Credit Hours.

This course is designed to support students in doing field research in instructional technology, including observations, interviews, and analysis. Students will undertake their own research study and discuss relevant literature.

IST 7023. Design and Development of Learning Environments. (3-0) 3 Credit Hours.

Students will design, develop, pilot, and evaluate a learning environment using the theories and practices of instructional technology.

IST 7033. Current Research in Instructional Technology. (3-0) 3 Credit Hours.

Focused exploration of current research in the field of instructional technology. Students will have opportunities to deeply engage with current research across a variety of active research fields.

IST 7043. Technology and Global Learning. (3-0) 3 Credit Hours.

Structured exploration of the conditions, platforms, and implications of technology-supported learning in culturally and linguistically diverse contexts.

IST 7053. Evaluation in Instructional Design. (3-0) 3 Credit Hours.

An overview of evaluation models, procedures, tools, and philosophies as they apply to applications of technology in education.

IST 7771. Independent Study. (0-0) 1 Credit Hour.

Prerequisites: Doctoral standing and permission in writing (form available) of the instructor and the student’s Graduate Advisor of Record. Independent reading, research, discussion, and/or writing under the direction of a faculty member. For students needing specialized work as part of the regular course offerings. May be repeated for credit, but no more than 6 hour will apply to the Doctoral degree.

IST 7773. Independent Study. (0-0) 3 Credit Hours.

Prerequisites: Doctoral standing and permission in writing (form available) of the instructor and the student’s Graduate Advisor of Record. Independent reading, research, discussion, and/or writing under the direction of a faculty member. For students needing specialized work as part of the regular course offerings. May be repeated for credit, but no more than 6 hour will apply to the Doctoral degree.

IST 7893. Directed Doctoral Research. (0-0) 3 Credit Hours.

Supervised research on a topic in Interdisciplinary Learning and Teaching. May be repeated for credit, but no more than 6 hours may be applied to the Doctoral degree.

Interdisciplinary Learning and Teaching (ILT) Courses

ILT 5003. Principles of Interdisciplinary Learning and Teaching. (3-0) 3 Credit Hours.

This course emphasizes fundamental theories for interdisciplinary learning and teaching. A focus is given to issues of social justice and equity, students as diverse learners, student motivation, and meta-cognitive processes associated with student learning and its relation to teaching.

ILT 6961. Comprehensive Examination. (0-0) 1 Credit Hour.

Prerequisite: Approval of the appropriate Graduate Program Committee to take the Comprehensive Examination. Independent study course for the purpose of taking the Comprehensive Examination. May be repeated as many times as approved by the Graduate Program Committee. Enrollment is required each term in which the Comprehensive Examination is taken if no other courses are being taken that term. The grade report for the course is either “CR” (satisfactory performance on the Comprehensive Examination) or “NC” (unsatisfactory performance on the Comprehensive Examination).

ILT 7003. Exploration of Interdisciplinary Learning and Teaching. (3-0) 3 Credit Hours.

This course introduces students to the history and theoretical underpinnings of interdisciplinarity and interdisciplinary studies in education. Through group and individual examination of interdisciplinary issues, topics and problems, students will engage in scholarly literature study and research practice.

ILT 7013. Overview of Research Design for Instructional Inquiry. (3-0) 3 Credit Hours.

Prerequisite: Research methods or statistics course. Overview of research design for quantitative, qualitative, and mixed-methods studies in Interdisciplinary Learning and Teaching. The emphasis of this course includes the situatedness of interdisciplinary research and the design of a research study positioned within an appropriate theoretical frame.

ILT 7023. Doctoral Seminar in Literacy. (3-0) 3 Credit Hours.

An organized course in the examination of critical issues in literacy. May be repeated for credit when topics vary.

ILT 7133. Socio-constructivist and Cognitivist Perspectives on Interdisciplinary Learning & Teaching. (3-0) 3 Credit Hours.

This course focuses on the historical roots, theories, and impact of socio-constructivist, sociocultural and cognitivist philosophies on teaching and learning. (Formerly titled "Perspectives and Approaches to Interdisciplinary Learning & Teaching").

ILT 7143. Internship. (0-0) 3 Credit Hours.

Students, with their advisor’s recommendation, will complete an internship in which they collaborate and apprentice with departmental and college faculty on teaching. May be repeated for credit.

ILT 7153. Critical Cultural Perspectives on Interdisciplinary Learning and Teaching. (3-0) 3 Credit Hours.

This course focuses on the historical roots and theories of critical, cultural and postmodernist philosophies and their impact on teaching and learning. (Formerly titled "Interdisciplinary Learning and Teaching in Sociocultural Contexts").

ILT 7203. Applications of Qualitative Interdisciplinary Research Methods. (3-3) 3 Credit Hours.

This course provides multiple opportunities to deepen understanding of qualitative research methods on such topics as grounded theory, phenomenological study, case study, content analysis and document analysis in Interdisciplinary Learning and Teaching. The course examines various design elements of qualitative research including sampling, data collection and data analysis from various theoretical frameworks. Specific attention will focus on the development of observation, interview skills, focus groups, and recording of data as well as the political and ethical issues in qualitative research. May be repeated for credit when topics vary.

ILT 7213. Quantitative Analysis and Research Design in Interdisciplinary Learning and Teaching. (3-0) 3 Credit Hours.

This course examines the design decisions researchers make when conducting experimental, quasi-experimental, and correlational studies in learning and teaching settings. Topics include: design considerations in interdisciplinary educational research, ensuring the validity of causal inferences, calculating and graphically depicting descriptive statistics, the conceptual basis of inferential statistics and hypothesis testing, analytical approaches for comparing data across groups, and introduction to multiple regression analysis. Students practice interpreting and reporting statistical findings in academic writing.

ILT 7303. Oral and Written Discourse Analysis. (3-0) 3 Credit Hours.

This course examines methods for analysis of oral and written discourse. Students will focus on authentic samples of discourse including family communications, teacher-student and peer interaction, other institutional or community, workplace, and everyday discourse with the goal of understanding life-long learning. (Formerly C&I 6823. Credit cannot be earned for both C&I 6823 and ILT 7303).

ILT 7633. Multiple Behavioral and Contextual Perspectives on Interdisciplinary Learning and Teaching. (3-0) 3 Credit Hours.

This course focuses on the historical roots and theories of behavior analysis and functional contextualization and their impact on teaching and learning. (Formerly titled "Multiple Perspectives on Learning and Teaching").

ILT 7733. Evaluation of Educational Research. (3-0) 3 Credit Hours.

Prerequisites: ILT 7013, ILT 7203 or a qualitative course, and ILT 7213 or a quantitative course. This course offers students multiple opportunities to explore and analyze common practices in educational research. Students will take a critical look at strengths and challenges across the entire spectrum of research paradigms, including quantitative, qualitative, and mixed models. Students will evaluate which research methodologies will best be suited to finding answers to different kinds of research questions around current issues in education.

ILT 7743. Mixed Methods Analysis and Application. (3-0) 3 Credit Hours.

Course focuses on conceptualizing mixed methods research, developing a mixed method design, and conducting data analysis and inferences using mixed methods. Takes into account historical and epistemological antecedents leading to the development of mixed methods research. Includes an examination of mixed method studies pertinent to the field of interdisciplinary learning and teaching.

ILT 7891. Doctoral Seminar in Interdisciplinary Learning and Teaching. (1-0) 1 Credit Hour.

This seminar is designed as a general seminar for all ILT doctoral students to be taken three times across the doctoral program. The seminar will: (1) introduce students to the doctoral community and resources that support doctoral work; (2) provide students with an overview of the requirements for completing the doctoral proposal and dissertation and serve as a forum for discussing proposal and dissertation-related concerns and issues with other students; and (3) prepare students to participate in professional networks beyond the university. May be repeated for credit, but no more than 3 hours will count toward student’s program of study.

ILT 7893. Doctoral Seminar in Interdisciplinary Learning and Teaching. (3-0) 3 Credit Hours.

This seminar is designed as a general seminar for all ILT doctoral students to be taken three times across the doctoral program. The seminar will: (1) introduce students to the doctoral community and resources that support doctoral work; (2) provide students with an overview of the requirements for completing the doctoral proposal and dissertation and serve as a forum for discussing proposal and dissertation-related concerns and issues with other students; and (3) prepare students to participate in professional networks beyond the university. May be repeated for credit, but no more than 3 hours will count toward student’s program of study.

ILT 7951. Independent Study. (0-0) 1 Credit Hour.

Prerequisites: Doctoral standing and permission in writing (form available) of the instructor and the student’s faculty advisor. Independent reading, research, discussion, and/or writing under the direction of a faculty member for students needing specialized work. May be repeated for credit, but not more than 6 hours, regardless of discipline, will apply to the Doctoral degree.

ILT 7953. Independent Study. (0-0) 3 Credit Hours.

Prerequisites: Doctoral standing and permission in writing (form available) of the instructor and the student’s faculty advisor. Independent reading, research, discussion, and/or writing under the direction of a faculty member for students needing specialized work. May be repeated for credit, but not more than 6 hours, regardless of discipline, will apply to the Doctoral degree.

ILT 7961. Qualifying Examination. (0-0) 1 Credit Hour.

Prerequisite: Approval of the appropriate Graduate Program Committee to take the Qualifying Examination. Course for the purpose of taking the Qualifying Examination. May be repeated once as approved by the Graduate Program Committee. The grade report for the course is either “CR” (satisfactory performance on the Qualifying Examination) or “NC” (unsatisfactory performance on the Qualifying Examination).

ILT 7973. Special Topics Seminar. (3-0) 3 Credit Hours.

An organized special topics seminar offering the opportunity for in-depth study on topics of interest and cutting-edge research. Special topics seminar courses may be repeated for credit when topics vary, but not more than 6 hours will apply to the Doctoral degree.

ILT 7981. Doctoral Dissertation. (0-0) 1 Credit Hour.

Prerequisites: Admission to candidacy and consent of student’s faculty advisor. May be repeated for credit, but not more than 9 hours may be applied toward the Doctoral degree. Credit will be awarded upon completion of the dissertation.

ILT 7983. Doctoral Dissertation. (0-0) 3 Credit Hours.

Prerequisites: Admission to candidacy and consent of student’s faculty advisor. May be repeated for credit, but not more than 9 hours may be applied toward the Doctoral degree. Credit will be awarded upon completion of the dissertation.

ILT 7986. Doctoral Dissertation. (0-0) 6 Credit Hours.

Prerequisites: Admission to candidacy and consent of student’s faculty advisor. May be repeated for credit, but not more than 9 hours may be applied toward the Doctoral degree. Credit will be awarded upon completion of the dissertation.

Literacy Education (LTED) Courses

LTED 5723. Integrating Reading and the Language Arts. (3-0) 3 Credit Hours.

Study of reading processes and instructional practices and examination of ways reading can be related to writing, speaking, and listening. Emphasizes development of integrated language arts curriculum and instruction from primary through secondary school. (Formerly C&I 5723. Credit cannot be earned for both C&I 5723 and LTED 5723).

LTED 5743. Secondary Literacy Development. (3-0) 3 Credit Hours.

Principles and techniques for teaching higher-level reading and comprehension skills to adolescents. Attention to developing reading programs and to literacy learning in various academic subjects in middle and high schools. Emphasizes strategies for meeting the needs of the wide range of ability levels found in secondary schools. Course contains a field experience. (Formerly C&I 5743. Credit cannot be earned for both C&I 5743 and LTED 5743).

LTED 5753. Literature for Children. (3-0) 3 Credit Hours.

This course focuses on diverse genres and formats of children’s literature and examines current issues, practices, and perspectives in the field. (Formerly C&I 5753. Credit cannot be earned for both C&I 5753 and LTED 5753).

LTED 5793. Literacy Coaching. (3-0) 3 Credit Hours.

Study of coaching as a means of professional development for teachers of literacy. Critically reviews traditional models of professional development and more recent, innovative ways of interacting with teachers from a cultural, historical, and political perspective. Course contains a field experience in working with beginning teachers. (Formerly C&I 5793 Credit cannot be earned for both C&I 5793 and LTED 5793).

LTED 5813. Adult Literacy. (3-0) 3 Credit Hours.

Examination of the acquisition and development of reading and writing in adult populations. Reviews research and issues relevant to the teaching of reading and writing to adults in culturally appropriate ways. (Formerly ALT 5813 and C&I 5813. Credit cannot be earned for more than one of the following: ALT 5813, C&I 5813, and LTED 5813).

LTED 5823. Early Language and Literacy Development. (3-0) 3 Credit Hours.

Study of the language and literacy development of young children from birth to the acquisition of conventional reading and writing. Examines young children’s emergent literacy concepts and interactions with text and considers ways that early childhood educators can develop appropriate approaches to teaching reading and writing in classroom settings. Course contains a field experience. (Formerly C&I 5823. Credit cannot be earned for both C&I 5823 and LTED 5823).

LTED 5843. Young Adult Literature. (3-0) 3 Credit Hours.

This course is designed to provide opportunities for students to become familiar with young adult literature and to examine current issues, practices, and perspectives about this field of study. (Formerly C&I 5843. Credit cannot be earned for both C&I 5843 and LTED 5843).

LTED 6023. Picture Books and the Practice of Literacy. (3-0) 3 Credit Hours.

This course focuses on the picture book. The course will investigate the formal properties of picture books, the potential of picture books for enabling literacy development, and how children and young adults interact with them. The course will include aesthetic theory, theories of text-picture relationships, theories of literacy and literary understanding, and will attempt to forge connections among these theories. Research on children’s engagement with (and responses to) picture books will also be included. (Formerly C&I 5833. Credit cannot be earned for both C&I 5833 and LTED 6023).

LTED 6033. Survey of Literacy Research. (3-0) 3 Credit Hours.

Prerequisites: LTED 5723, LTED 6833, and EDU 5003. Registration with approval of instructor only; students must be in the final 12 hours of program to enroll. A review of past and current research concerning literacy, curricula, instructional practices, and the politics and paradigms that have driven them. Provides an opportunity for students to acquire critical analytic skills in evaluating research. (Formerly C&I 6033. Credit cannot be earned for both C&I 6033 and LTED 6033).

LTED 6043. Survey of Writing Research. (3-0) 3 Credit Hours.

This course is designed to review theory, research, and school practices on the writing process and assessment of writing. Theory and research across the fields of the history of, and human development in, writing, rhetoric and written communication, genre studies, author-audience relations, and creative expression will be considered. The course examines relationships between inside of school and outside of school writing, and the transition from oral to written communication. Approaches for analyzing and helping students overcome writing difficulties across the disciplines will be examined. (Formerly C&I 6043. Credit cannot be earned for both C&I 6043 and LTED 6043).

LTED 6073. Multiple Literacies Using Critical Perspectives. (3-0) 3 Credit Hours.

In our globalized and high-tech world, multiliteracy has taken on many meanings going beyond monocultural/monolingual contexts and literal representations of language. In this course, we will explore research-based and pedagogical definitions and applications of multiliteracy through a critical lens, including new information and communications media, domain-specific literacies, and literacies that fall outside of the ever-shrinking “mainstream” (e.g., English learners, students from working-class backgrounds, etc.). (Formerly C&I 6073. Credit cannot be earned for both C&I 6073 and LTED 6073).

LTED 6763. Re-mediating Literacy. (3-0) 3 Credit Hours.

A sociohistorical-political critique of traditional notions of the remediation of reading difficulties. Special attention to ways of re-mediating reading instruction through the use of alternative views of reading development and culturally responsive models of reading instruction with individual children through a guided field-based practicum. (Formerly C&I 5763. Credit cannot be earned for both C&I 5763 and LTED 6763).

LTED 6803. San Antonio Writing Project Summer Institute. (3-0) 3 Credit Hours.

Prerequisite: Must apply and be accepted into the San Antonio Writing Project Summer Institute. Concurrent enrollment in LTED 6813 is required. This course is designed to provide opportunities for teachers to engage in a writing workshop, research applications of writing in classrooms, explore their own writing, and examine how to use writing in their classrooms effectively across all content areas from pre-K through university level academics. (Formerly C&I 6803. Credit cannot be earned for both C&I 6803 and LTED 6803).

LTED 6813. Advanced San Antonio Writing Project Summer Institute. (3-0) 3 Credit Hours.

Prerequisite: Must apply and be accepted into the San Antonio Writing Project Summer Institute. Concurrent enrollment in LTED 6803 is required. This course provides opportunities for professional growth and development, study of writing theory, and professional growth through writing. Students will research, develop and present demonstrations of best practices in writing. (Formerly C&I 6813. Credit cannot be earned for both C&I 6813 and LTED 6813).

LTED 6833. Theoretical Foundations of Literacy Education. (3-0) 3 Credit Hours.

A socio-historical examination of theories of literacies and literacy education. Students examine various conceptualizations of literacy and how these conceptualizations have changed over time. Focus is given to critical theories and perspectives that emphasize humanizing and transformative literacy practices.

LTED 6941. Internship in Literacy. (0-0) 1 Credit Hour.

Prerequisite: Consent of student’s graduate advisor. Individually supervised field experience in assigned classrooms for one semester (12 weeks) with related applied research activity and seminars. Maybe repeated for credit, but not more than 3 hours may be applied toward the M.A. in Education degree.

LTED 6943. Internship in Literacy. (0-0) 3 Credit Hours.

Prerequisite: Consent of student’s graduate advisor. Individually supervised field experience in assigned classrooms for one semester (12 weeks) with related applied research activity and seminars. Maybe repeated for credit, but not more than 3 hours may be applied toward the M.A. in Education degree.

LTED 6951. Independent Study. (0-0) 1 Credit Hour.

Prerequisites: Graduate standing and permission in writing (form available) of the instructor and the student’s Graduate Advisor of Record. Independent reading, research, discussion, and/or writing under the direction of a faculty member. For students needing specialized work not normally or not often available as part of the regular course offerings. May be repeated for credit, but not more than 6 hours, regardless of discipline, will apply to the M.A. in Education degree.

LTED 6953. Independent Study. (0-0) 3 Credit Hours.

Prerequisites: Graduate standing and permission in writing (form available) of the instructor and the student’s Graduate Advisor of Record. Independent reading, research, discussion, and/or writing under the direction of a faculty member. For students needing specialized work not normally or not often available as part of the regular course offerings. May be repeated for credit, but not more than 6 hours, regardless of discipline, will apply to the M.A. in Education degree.

LTED 6973. Special Topics in Literacy. (3-0) 3 Credit Hours.

Prerequisite: Consent of instructor. An organized course offering the opportunity for specialized study not normally or not often available as part of the regular course offerings. Special Problems courses may be repeated for credit when topics vary, but not more than 6 hours, regardless of discipline, will apply to the M.A. in Education degree.

LTED 6983. Master's Thesis. (0-0) 3 Credit Hours.

Prerequisites: Permission of the Graduate Advisor of Record and thesis director. Thesis research and preparation. May be repeated for credit, but not more than 6 hours will apply to the Master’s degree. Credit will be awarded upon completion of the thesis. Enrollment is required each term in which the thesis is in progress.

LTED 7403. Survey of Research in Literature for Children and Young Adults. (3-0) 3 Credit Hours.

This course surveys theory and research on literature for children and young adults and examines research on reader response and related classroom practices. (Formerly C&I 7403. Credit cannot be earned for both C&I 7403 and LTED 7403).

LTED 7853. Knowledge Construction from Texts. (3-0) 3 Credit Hours.

Reviews research that examines sociocognitive and social constructivist processes in meaning making and knowledge building during textual interactions. Focuses on comprehension strategies and disciplinary reading practices. (Formerly C&I 5853 and C&I 7853. Credit cannot be earned for more than one of the following: C&I 5853, C&I 7853, and LTED 7853).

LTED 7863. Russian Contributions to Literacy, Psychology and Learning. (3-0) 3 Credit Hours.

Examines the contributions of Russian psychologists to reading and writing, social and cultural development, and special needs of learners. Focuses on contributions of Lev Vygotsky and application of his thinking to contemporary educational, psychological, and social-bicultural issues. (Formerly C&I 5863 and C&I 7863. Credit cannot be earned for more than one of the following: C&I 5863, C&I 7863, and LTED 7863).

LTED 7873. Sociopolitical Contexts of Literacy Assessment. (3-0) 3 Credit Hours.

Examination and critique of reading and writing assessment policies and practices and the sociopolitical and historical contexts of data-driven instruction. Considers strengths and weaknesses of assessment tools such as standardized tests, observations, and portfolios, and ways educators may use and critique the results from these approaches to effectively inform instruction. (Formerly C&I 5873. Credit cannot be earned for both C&I 5873 and LTED 7873).

LTED 7893. Directed Doctoral Research. (0-0) 3 Credit Hours.

Supervised research on a topic in Interdisciplinary Learning and Teaching. May be repeated for credit, but no more than 6 hours may be applied to the Doctoral degree.

Special Education (SPE) Courses

SPE 5403. Survey of Special Education. (3-0) 3 Credit Hours.

Prerequisite: Consent of instructor. This course will provide students with the opportunity to acquire knowledge in the field of special education including characteristics, etiology, definition, and prevalence of disabilities. Students will also have the opportunity to study effective strategies for use with individuals with disabilities.

SPE 5491. Practicum in Special Education. (0-0) 1 Credit Hour.

Prerequisite: SPE 5403 or consent of instructor. This course will provide students with the opportunity to participate in supervised field-based applied research experiences in approved school and clinical settings. May be repeated for up to 6 hours of credit. (Formerly titled “Field Experience in Behavioral Analysis”).

SPE 5503. Introduction to Applied Behavior Analysis. (3-0) 3 Credit Hours.

Prerequisite: SPE 5403 or consent of instructor. This course will provide students with the opportunity to acquire knowledge about principles and procedures of applied behavior analysis and classroom management for teachers. As an introductory course to behavior analysis, special attention will be paid to philosophy, terminology, and methods. (Formerly EDP 5423. Same as EDP 5503. Credit cannot be earned for more than one of the following: EDP 5423, EDP 5503, or SPE 5503).

SPE 5513. Assessment of Individuals with Disabilities. (3-0) 3 Credit Hours.

Prerequisite: SPE 5403 or consent of instructor. This course will provide the opportunity for students to acquire an understanding of the principles of assessment for students with disabilities or who are at-risk. Students will learn how to evaluate and interpret formal and informal assessments in order to make data-based programming decisions and determine special education eligibility. (Formerly titled “Curriculum and Instructional Applications for Children and Youth in Special Education”).

SPE 5523. Language Development and Intervention for Individuals with Disabilities. (3-0) 3 Credit Hours.

Prerequisite: SPE 5403 or consent of instructor. This course will provide an opportunity for students to acquire knowledge and skills for assisting individuals with mild to moderate disabilities in achieving communicative competence through language acquisition and remedial and corrective interventions. Emphasis is on addressing the language and literacy development needs (listening, speaking, reading, writing, mathematics) of individuals with learning and behavior disabilities.

SPE 5533. Behavioral Assessment and Intervention for Individuals with Disabilities. (3-0) 3 Credit Hours.

Prerequisite: SPE 5403 or consent of instructor. Based on natural science of behavior principles and practices, this course introduces students to (a) the functional analysis of verbal behavior, (b) identification of the primary verbal operants, and (c) applications of behavior analysis to enhance the verbal behavior of learners autism and other language deficits. (Formerly titled “Assessment and Evaluation of Children and Youth with Disabilities”).

SPE 5613. Legal Issues in Special Education. (3-0) 3 Credit Hours.

Prerequisite: SPE 5403 or consent of instructor. This course will provide students with the opportunity to acquire knowledge related to the historical and legal issues of special education. Through an in-depth study of state and federal laws, students will have the opportunity to engage in activities that examine the ethical implications of special education.

SPE 5633. Methods for Teaching Individuals with Mild/Moderate Disabilities. (3-0) 3 Credit Hours.

Prerequisite: SPE 5403 or consent of instructor. This course will provide students with the opportunity to acquire knowledge about evidenced-based instructional practices for teaching individuals with mild/moderate disabilities. Students will have the opportunity to learn to design appropriate instructional interventions, how to apply those interventions, and to make decisions based on student data to inform future instructional practices.

SPE 5643. Methods for Teaching Individuals with Moderate/Severe Disabilities. (3-0) 3 Credit Hours.

Prerequisite: SPE 5403 or consent of instructor. This course will provide students with the opportunity to acquire knowledge about evidenced-based instructional practices for teaching individuals with moderate/severe intellectual disabilities. Students will have the opportunity to learn to design appropriate instructional interventions, how to apply those interventions, and make decisions based on student data to inform future instructional practices.

SPE 5793. Intensive Practicum in Special Education: Skill Acquisition. (3-0) 3 Credit Hours.

Prerequisite: SPE 5403 or consent of instructor. This course will allow students to accrue supervised field experience in conducting assessments related to the need for behavioral intervention; designing, implementing, and systematically monitoring skill-acquisition programs; overseeing the implementation of behavior-analytic programs by others; training, designing behavioral systems, and performance management; and other activities directly related to behavior analysis. May be repeated for up to 6 hours of credit. (Formerly titled “Practicum in Special Education: Children and Youth with Disabilities”).

SPE 5893. Intensive Practicum in Special Education: Behavior Reduction. (0-0) 3 Credit Hours.

Prerequisite: SPE 5403 or consent of instructor. This course will allow students to accrue supervised field experience in conducting assessments related to the need for behavioral intervention; designing, implementing, and systematically monitoring behavior reduction programs; overseeing the implementation of behavior-analytic programs by others; training, designing behavioral systems, and performance management; and other activities directly related to behavior analysis. May be repeated for up to 6 hours of credit. (Formerly titled “Practicum in Special Education: Individuals with Behavior Problems”).

SPE 6133. Introduction to Single-Subject Methodology. (3-0) 3 Credit Hours.

Prerequisite: SPE 5403. The content of this course will examine questions appropriate for single-case research, data collection procedures, selection, implementation, analysis of research designs, and manuscript development/structure. (Same as EDP 6223 and ILR 7133. Formerly SPE 7133. Credit cannot be earned for more than one of the following: EDP 6223, ILR 7133, SPE 6133, or SPE 7133).

SPE 6143. Survey of Special Education Research. (3-0) 3 Credit Hours.

Prerequisite: SPE 5403. This course will explore a series of research methodologies in the field of special education. (Formerly titled “Application of Single-Subject Methodology”).

SPE 6403. Ethics and Cultural Implications for Applied Behavior Analysis. (3-0) 3 Credit Hours.

Prerequisite: SPE 5403 or consent of instructor. This course will provide students with the opportunity to acquire knowledge in relation to real world ethical practices in behavior analysis. Special attention will be paid to issues of functionally equitable interventions for individuals with disabilities from culturally/linguistically diverse environments. (Formerly titled “Ethically and Culturally Responsive Teaching”).

SPE 6443. Collaboration and Consultation in Special Education. (3-0) 3 Credit Hours.

Prerequisite: SPE 5403 or consent of instructor. This course will provide students with the opportunity to acquire knowledge and skills working with parents, teachers and other professionals to optimize the educational experiences of individuals with disabilities.

SPE 6503. Educational Applications of Applied Behavior Analysis. (3-0) 3 Credit Hours.

Prerequisite: SPE 5403 or consent of instructor. This course will explore the field of inquiry devoted to investigating factors that influence behavior in a systematic way. The three tiers of Positive Behavior Interventions and Supports and its application to classroom management will be addressed.

SPE 6623. Seminar on Current and Critical Issues in Special Education. (3-0) 3 Credit Hours.

Prerequisite: Consent of instructor. This course will provide students with the opportunity to examine critical issues in special education, including a study of research-supported practices, controversial issues, and critical topics in special education. This is a capstone course to be completed in the final semester.

SPE 6943. Technology for Individuals with Disabilities. (3-0) 3 Credit Hours.

Prerequisite: SPE 5403 or consent of instructor. This course will provide students with the opportunity to acquire knowledge related to the use of technology to assist the learning of individuals with disabilities. This course provides in-depth study of the use of assistive technology within the school curriculum.

SPE 6951. Independent Study. (0-0) 1 Credit Hour.

Prerequisites: Approval of the instructor and the Graduate Advisor of Record. Independent reading, research, discussion and/or writing under the direction of a faculty member. For students needing specialized work not normally or not often available as part of the regular course offerings. May be repeated for credit, but not more than 6 hours, regardless of discipline, will apply to the degree.

SPE 6953. Independent Study. (0-0) 3 Credit Hours.

Prerequisites: Approval of the instructor and the Graduate Advisor of Record. Independent reading, research, discussion and/or writing under the direction of a faculty member. For students needing specialized work not normally or not often available as part of the regular course offerings. May be repeated for credit, but not more than 6 hours, regardless of discipline, will apply to the degree.

SPE 6973. Special Problems. (3-0) 3 Credit Hours.

Prerequisite: SPE 5403 or consent of instructor. This course offers graduate students the opportunity to engage in a collaborative investigation of special topics in special education not normally or not often available as part of the program’s regular course offerings.

SPE 6983. Master’s Thesis. (0-0) 3 Credit Hours.

Prerequisites: Permission of the Graduate Advisor of Record and thesis director. Thesis research and preparation. May be repeated for credit, but not more than 6 hours will apply to the Master’s degree. Credit will be awarded upon completion of the thesis. Enrollment is required each term in which the thesis is in progress.

SPE 7003. Doctoral Seminar in Special Education. (3-0) 3 Credit Hours.

Prerequisites: Doctoral standing and consent of instructor. This course will provide students with the opportunity to develop a professional orientation for a career, initiate a career planning process, discuss fundamental concepts underlying special education teacher preparation, and begin to acquire a platform of scholarly writing skills and resources.

SPE 7893. Directed Doctoral Research. (0-0) 3 Credit Hours.

Supervised research on a topic in Interdisciplinary Learning and Teaching. May be repeated for credit, but no more than 6 hours may be applied to the Doctoral degree.