School of Education and Human Services

Investigation of curriculum needs in a culturally plural society. Explores concept of multicultural education, implications for educational programs, effects of cultural differences on teaching and learning. This course focuses on the knowledge, abilities, and skills which are part of the pedagogy across the Teacher Education Program and necessary for effective professional practice with a diverse student population.

Introductory survey of foundations and processes of language development. Current trends, methods, and techniques needed by teachers in various settings–public and private– for teaching linguistically diverse students. This course will provide opportunities for hands on experiences and how to integrate second language strategies in EC–12 classrooms.

The study of techniques to present elementary level subjects in the primary language and English to meet the unique needs of the bilingual students.

(ENGL 4333) General survey and introduction to linguistic theory and practice; emphasis is on the practical application of theory in the classroom. Includes contrasts with other languages.

Techniques for oral language and written development. Authentic assessment and classroom management for language minority students.

Strategies and teachings for developing oral and written proficiency in the primary language.

Introduction to various literacy genres written in Latin America and in the United States. Use of thematic units and literature studies in the K–8 Spanish–medium classroom.

An examination, analysis, and in-depth study of linguistic policies and court cases impacting linguistic minorities in the United States. Analysis of major research studies supporting linguistic programs currently being implemented in K-12 schools.

Teaching the content areas in Bilingual Education with an emphasis on integrated thematic instruction in a bilingual setting and addressing specific cultural, conceptual, and linguistic difficulties experienced by the second language learner in the content class.

General survey and introduction to linguistic structure and use; emphasis is placed on the practical application of theory in the classroom. Includes contrasts with other languages.

This course will examine the theory, political aspects, and methodologies employed to teach in dual language programs in both One-Way and Two-Way Immersion settings.

A study of the major components underlying a balanced literacy approach, particularly as they pertain to the teaching of literacy to linguistically-diverse populations. Implementation of literacy lessons using the Balanced Approach.

Methods and techniques for teaching English literacy and academic language to students whose native language is not English. Students will practice and present literacy lessons.

This course offers a survey of children"s literature in English to be taught to children whose native language is not English.

Implementation of dual language methodology to develop academic language and content knowledge in a dual immersion setting.

Methods and techniques for developing literacy and academic language for the second language learner. Authentic assessment, classroom management, and technology are included.

Methods and techniques for teaching literacy and academic language to Spanish dominant students. Study of authentic literature in Spanish for the primary grades.

This course is a graduate seminar designed to prepare teachers and administrators to examine the effects of testing and assessment on linguistically diverse populations and to explore alternative assessment measures. The coursewill be taught in English.

History and philosophy of the counseling profession, including professional roles, functions, and relationships with other helpers.

Essential interviewing and counseling skills, with an emphasis on individual counseling methods and interventions.

Introduction to the major theories used by professional counselors, including psychodynamic, cognitive-behavioral, humanistic-existential, systems, and post-modern approaches.

Ethical and legal standards of professional organizations and credentialing agencies; application of ethical and legal standards to practice.

Theories of individual and family development across the life span; models of resilience; theories for optimizing development.

Principles of understanding distress, impairment, and dysfunction in human behavior and social systems.

Exploration of qualitative, quantitative, case study, and action research methods; statistical methods used in research and program evaluation.

Concepts and procedures of assessment of individuals’ attitudes, aptitudes, achievements, interests, and personal features; statistical concepts related to testing; social cultural, and ethical factors related to measurement.

This course is designed to introduce quantitative and qualitative research designs, methods, and data analysis techniques in counseling. It also introduces students to the use of research to support evidence-based practice and strategies to design and conduct program evaluation. Topics include ethical issues in research, construction and evaluation of measurement tools, critical analysis of research methods and evidence-based counseling practices, use and interpretation of descriptive and inferential statistics, analysis and synthesis of qualitative data, outcome measures, needs assessments and program evaluation methods.

through the process of counseling. The content of the course introduces a distinct group of interventions including play and communication skills as integral components of the therapeutic process. A major focus of the course involves instructional and experiential opportunities for the student counselor to develop skills that provide children with appropriate developmental materials and facilitate a safe relationship for the child to express models that can be applied to elementary age children. This course provides an overview of the essential elements and principles of play therapy, including history, theories, modalities, techniques, applications, and skills. Further, an experiential component focuses on basic play therapy skill development within the context of ethical and diversity-sensitive practice. It also includes assessment and techniques for working with children and adolescents in personal and family systems along with parent/guardian involvement interventions.

This course explores how the insights from moral psychology inform counseling. Topics include cultural differences, developmental models, evolutionary theory of morality, and ethical decision-making. The course focuses on the role that moral emotions and reasoning play in client behavior and experience.

This course will prepare counselors to work with pre/adolescents ages 12-21 and develop effective counseling strategies. The course will utilize class discussions, peer group work, lecture, demonstration, videotaped materials, and interactive/experiential activities. Topics explored will include trauma, grief, sexuality, substance abuse and legal and ethical issues in working with minors. In this course, the student should begin to integrate all their previous course learning in preparation for applying that learning for working with adolescents in a variety of settings.

This course provides students with an understanding of the personal and systemic impact of trauma-causing events on individuals, couples, families, and communities. Students will learn specialized response models that encompass sensory-kinesthetic, perceptual, emotional, cognitive, social-relational, and spiritual dimensions of experience, with a focus on body- and brain-based approaches to treatment. Also included in this class is the exploration of the counselor’s response to trauma and vicarious traumatization. The instructor uses a life-span developmental holistic perspective in presenting the course material.

A special topic is investigated in an individual or group setting with graduate faculty leadership.

Study of cultural patterns, including multiple dimensions of difference. Theories of multicultural counseling, identity development and social justice. Counselors’ roles in eliminating oppression and promoting dignity of all persons.

Introduction to ethical and clinical issues in explicit and implicit integration of spiritual and religious themes in counseling. Culturally sensitive assessment and intervention methods for addressing religious and spiritual themes.

Skills and practices to address relationship and family issues. Theories and models of marriage, partner, and family counseling. Models of family development, structure, and dynamics.

Principles of group processes and dynamics, including group leadership styles and group facilitation methods.

Introduction to addiction prevention and treatment models and methods. Exploration of self-help and professional interventions.

Career development theories and decision-making paradigms; career and educational planning and counseling.

Practicum experience of 100 or more clock hours, including 40 or more hours of direct service with clients. Individual and group supervision for counseling work. Introduction to crisis intervention techniques.

Supervised counseling experience of 200 or more hours, including 80 or more hours of direct service to clients. Individual and group supervision of counseling work.

Supervised counseling experience of 200 or more hours, including 80 or more hours of direct service to clients. Individual and group supervision of counseling work.

Supervised counseling experience of 200 or more hours, including 80 or more hours of direct service to clients. Individual and group supervision of counseling work.

Counselor’s roles in cultivating self-awareness, promoting social justice, advocacy and conflict resolution to promote flourishing and dignity of all persons.

A special topic is investigated in an individual or group setting with graduate faculty leadership.

A research problem is investigated under the supervision of a graduate faculty member.

Initiation of the research process (literature review, human subjects process) under the supervision of a graduate faculty member.

Completion of individual research thesis (data collection, data analysis, and presentation of findings) under the supervision of a graduate faculty member.

D.R./Independ Stdy in Clinical Mental Health Counseling

A special topic is investigated in a group setting with graduate faculty leadership. This specific topic is subject to the approval of the Graduate Committee. Course may be repeated with a new topic. Only 6 credit hours of topics courses may be applied to the master of education degree.

The course will examine the social foundations of American education and how these foundations interact with the current historical, social, and political forces in shaping American education. Special emphasis will be given to the opportunities for students to investigate special educational problems and issues.

This course is an orientation to the profession of counseling, its history, professional standards, code of ethics, credentials, areas of specialization, and the development of skills necessary to create a helping relationship. It covers the counselor’s professional identity in a variety of settings and roles. Opportunities are provided for students to discover through self-awareness their suitability for the helping profession.

This course is an orientation to the profession of counseling, its history, professional standards, code of ethics, credentials, areas of specialization, and the development of skills necessary to create a helping relationship. It covers the counselor’s professional identity in a variety of settings and roles. Opportunities are provided for students to discover through self-awareness their suitability for the helping profession.

This course outlines the ethical standard of American Counseling Association, American School Counseling Association, Social Justices Principles. These ethical codes will be used teach (1) ethical management of counseling programs, (2) how to provide ethical consultation, (3) how to address ethical complaints, (4) facilitate risk management, and (5) make ethical decisions to optimize services provided in counseling programs.

This course is designed to train school counseling students to design, implement, and evaluate developmentally appropriate responsive services consistent with state and national models of the comprehensive developmental guidance program. The emphasis of this course is on the acquisition of knowledge and skills related to providing intervention strategies for students.

This course is designed to train school counseling students to provide indirect services to children and adolescents through effective consultation with parents, teachers, administrators and external referral sources. The emphasis of the course is on the acquisition of skills that follow a logical consultation model. The course has a didactic and experiential learning component. Students will become sensitized to socio-cultural diversity issues as they impact consultation, and to the ethical and legal issues pertaining to working in the schools. Current research will be used to guide the consultation process.

Course content will facilitate understanding of parent-child interactional patterns across the life cycle and development of educational and therapeutic strategies to prevent and/or treat difficulties in the parent-child relationship. Topics include assessment issues, children and teens in larger contexts, developmentally appropriate interventions, and special problems and populations.

Includes the study of historical trends in counseling, theory, ethics and practice of comprehensive developmental guidance and counseling programs including, but not limited to, a consideration of counselor as advocate, advisor, collaborator, coordinator, and consultant.

This course is intended to provide an introduction to emotional, mental and behavioral dysfunction. It is designed to increase the counseling student’s knowledge of the various disorders, psycho-pharmacological treatments for mental health disorders. Course content also includes an overview of the DSM criteria for mental health diagnoses and the theories of psychopathology.

Investigation of curriculum needs in a culturally plural society. Explores concept of multi-cultural education; implications for educational programs; effects of cultural differences on teaching and learning.

General processes of development from conception through death with attention to physical, cultural, social and emotional relationships.

This course provides an overview of the essential elements and principles of play therapy, including history, theories, modalities, techniques, applications, and skills. Further, an experiential component focuses on basic play therapy skill development within the context of ethical and diversity-sensitive practice. It also includes assessment and techniques for working with children and adolescents in personal and family systems along with parent/guardian involvement interventions.

This course introduces students to an understanding of the personal and systemic impact of trauma-causing events. Students will learn specialized response models that encompass sensory-kinesthetic, perceptual, emotional, cognitive, social-relational, and spiritual dimensions of experience, with a focus on body- and brain-based approaches to treatment and on post-traumatic growth. Central to this class is the exploration of the counselor’s response to trauma and vicarious traumatization. The instructor uses a life-span developmental holistic perspective in presenting the course material.

This course introduces students to the basics of starting a private practice. Students will learn to evaluate the pros and cons of private practice; identify barriers to starting a private practice; and how to secure insurance panels; how to market the practice; identify legal considerations; pay the IRS; and myths about starting a private practice. Students will also develop a business plan that will require them to consider defining ideal customers, creating a digital presence, and developing policies and forms.

Includes the study of historical trends in counseling, theory, ethics and practice of comprehensive developmental guidance and counseling programs including, but not limited to, a consideration of counselor as advocate, advisor, collaborator, coordinator, and consultant.

Includes developing proficiency in the theories and techniques of small group counseling including major elements related to group dynamics and methods for conceptualizing and effectively dealing with common group issues. Students participate in an educational group as leader and member.

Includes the study of the major theories of career development and occupational choice including major types of career assessment instruments, procedures of career related decision making, and practice in techniques of career counseling.

Includes the study of the major theories and research involving the counseling of families in social and cultural context. The Locke Paradigm is the framework in which the social, cultural, and family issues in counseling are investigated. Substance abuse issues and treatment are investigated. This course includes the study of substance abuse issues and treatment.

Includes the study of the principles, assumptions, techniques, and procedures associated with the major counseling theories and approaches, skills for establishing and maintaining an effective counseling relationship, and procedures for conceptualizing client issues and setting counseling goals. Development of the counseling microskills is a focus.

Includes but is not limited to the study of the principles of standardized testing, measurement, types and uses of assessment, principles of test administration, and skills for interpreting test scores, test bias, and other types of assessment. Differential statistics include but are not limited to measures of central tendency, measures of variability, standard deviation, and z-scores. Inferential statistics include but are not limited to the study of correlation coefficients, confidence intervals related to a mean, significance of sample size, p-value, effect size, power of a test, and ANOVA. Statistics are applied to understanding test score reports.

Counseling Practicum is the first of two semesters required for the capstone experiences. Students will be enrolled in a 3 credit counseling practicum class which meets once a week for one semester. Students must complete supervised practicum experiences that total a minimum of 100 clock hours during the semester. At least 40 clock hours of direct service with actual clients will contribute to the development of counseling skills. Weekly interaction that averages one hour per week of individual or triadic supervision with a site supervisor is required. Consultation regarding counselor practicum students between the counselor educator and onsite supervisor is required every two weeks. Evaluation of the student's counseling performance throughout the counseling practicum, including documentation of a formal evaluation after the student completes the practicum.

Includes the principles, assumptions, techniques, and procedures associated with professional issues and ethics in counseling. Skills for applying these issues and ethics in counseling settings are investigated. Students become familiar with salient legal considerations and professional organizations. The relationship between ethical practice and language difference, historical privilege or oppression, and other potential client variables are a focus.

This course covers the theory, research, and practice of addiction counseling. The course covers topics such as the addiction process, addiction prevention, and methods of intervention including self-help and professional intervention strategies. The course also addresses the exploration of the behaviors, feelings and defenses as positive/negative adaptive methods of coping.

Student research on a selected problem in the field pursued under the guidance of an assigned member of the faculty.

Trends and Techniques in Counseling will coach students in the various counseling techniques used in the counseling profession in the context of the many trends in counseling. Techniques from a variety of theories practiced to address crisis, trauma, suicide, sexual orientation, and adoption issues.

Counseling Internship is the second of two semesters required for the capstone experiences. Students will be enrolled in a 3-credit counseling internship class which meets once a week for one semester. This courses requires completion of a supervised internship of 600 clock hours in students' designate program areas, begun after successful completion of the counseling practicum. The internship is intended to reflect the comprehensive work experience of professional counselors appropriate to the designated program areas. Students' internship includes all of the following: (1) At least 240 clock hours of direct service, including experience leading groups. (2) Weekly interaction that averages one hour per week of individual or triadic supervision throughout the internship performed by the onsite supervisor. (3) One class per week in the 3-credit Counseling Internship class. (4) The opportunity for students to become familiar with a variety of professional activities and resources in addition to direct services (for example, record keeping, assessment instruments, supervision, information and referral, in-service and staff meetings. (5) The opportunity for students to develop program-appropriate DVD recording for use in supervision or to receive live supervision of their interactions with clients. (6) Evaluation of students' counseling performance throughout the internship, including documentation of a formal evaluation after students complete their internship by the professor of the counseling internship class in consultation with the onsite supervisor.

Designed to develop a knowledge base in quantitative and qualitative research in order to conduct and execute investigative projects. Topics include an introduction to research questions or focus and proposal completion; a literature review, ethical issues in research, introduction to research designs and methods, basic data analysis, interpretation of data, strengths and limitations in the conduct of quantitative and qualitative research. (Replaces EDUC 5301)

Designed to further investigate quantitative/qualitative research designs and research methods appropriate to different research contexts in educational settings. Topics include: representing statistical data and qualitative interpretation to scholarly and practitioner audiences; representation of data, describing data by using inferential and descriptive statistics as well as qualitative approaches , interpreting data and making recommendations. Prerequisite: EDUC 6320.

Designed to introduce graduate students in Education to scholarly writing and research process. Topics include exploration of different literary styles in educational research, mastery of APA style, and analysis, synthesis, and critique of peer-reviewed literature.

Designed to introduce quantitative and qualitative research designs, methods, and data analysis techniques in education. Topics include ethical issues in research, construction and evaluation of measurement tools, critical analysis of research methods, use and interpretation of descriptive and inferential statistics, and analysis and synthesis of qualitative data.

Designed to facilitate the completion of an advanced research thesis proposal. Coursework involves writing a literature review on a selected topic, developing a research proposal, obtaining Human Subjects Committee and individual institution approval to conduct the research, and orally defending the proposal before a thesis committee.

Designed to facilitate the completion of an advanced research thesis. Coursework involves collecting, analyzing, and interpreting data, developing evidence-based recommendations, and orally defending the final advanced research thesis before a committee.

This course offers a practicum experience of 150 or more clock hours, including direct service to clients, in a community mental health setting. The course engages the student in group supervision to accompany a field placement. Through reading, supervision, and counseling experience, students will become more familiar with their own professional identity and role as licensed professional counselors.

This course offers a practicum experience of 150 or more clock hours, including direct service to clients, in a community mental health setting. The course engages the student in group supervision to accompany a field placement. Through reading, supervision, and counseling experience, students will become more familiar with their own professional identity and role as licensed professional counselors.

Successful leadership traits in the criminal justice field with emphasis on a social justice commitment. Areas from setting goals to team building to personal relations and problem solving are covered. Employment opportunities and restrictions in the criminal justice system will be addressed.

History, philosophy, and ethical consideration of criminal justice; the nature and impact of crime; and an overview of the criminal justice system, including law enforcement and court procedure.

Study of the judiciary in the American criminal justice system and the adjudication process and procedure

Study of criminal law; its philosophical and historical development, major definitions and concepts, classifications and elements of crime; penalties using Texas statues as illustrations, and criminal responsibility.

Corrections in the criminal justice system; organization of the correctional systems; correctional role; institutional operations; alternatives to institutionalization; treatment and rehabilitation; current and future issues.

This course is an examination of the legal authority of criminal justice practitioners; responsibilities, constitutional constraints, laws of arrest, search and seizure, and liability for noncompliance. The course will emphasis case law with ethical and practical application.

The police profession; organization of law enforcement systems; the police role; police discretion; ethics; police-community interaction; current and future issues.

This course will introduce the student to the concept of human trafficking. The student shall be made aware of who are most likely victims and perpetrators of the human trafficking crimes. U.S. and local laws are addressed. This course provides insight into the complexity of human trafficking by addressing both how the scope of globalization impacts the sex industry and forced labor, and how vulnerability is a growing cause of human trafficking.

This course examines the identification and prevention programs designed to respond to child victims of sexual exploitation. The course includes child risk factors, approaches to prevention, recovery and reintegration. Commercial sexual exploitation of children is the abuse of persons under the age of 18 years through prostitution, pornography, or other paid sexual activities. This course examines how the vulnerable youth surviving through illegal activity are criminalized despite the acknowledgment that they are victims. The course will research how children being exploited engage in high-risk health behaviors and experience both physical and emotional harm.

This course reviews the United States Trafficking Victims Protection Act of 2000. This includes various amendments, the multiple Vatican addresses, statements and projects to eliminate human trafficking, local criminal justice and volunteer organizations to eliminate human trafficking.

This course examines the identification of terrorist acts, comparison and understanding of the various definitions of terrorism and the perpetrators of these acts. The student will be introduced to the nexus between terrorism and homeland security as it relates to homeland security strategy, assessment, evaluation, preparation, responses, and recovery actions and mechanisms relating to terrorism and homeland security. The course considers the phenomenon of the term terrorism as it relates to the United States domestically as well as internationally from the time of the Cold War to the present day.

This course explores the threat of weapons of mass destruction (WMD) as a unique phenomenon within the homeland security landscape. Specifically, this course provides students with a historical perspective on the development and use of WMD from both an international and a domestic perspective and their impact on the criminal justice system. The course also explores the efforts to prevent, prepare, and respond to the use of WMDs.

Introduces the evolving nature of finance, techniques and practices of funding terrorism and the current practices to prevent the terrorists from obtaining the revenue.

Since 1989, more than 300 wrongly convicted persons have been exonerated by DNA testing alone. In this class, students will learn to think critically about the criminal justice system so as to understand the causes of wrongful convictions. The class will also consider reforms to the criminal justice system that could help avoid these miscarriages of justice.

An exploration of power across various law enforcement careers and its impact on the individual, organization, and the community. Students will be challenged to critically analyze prevailing attitudes and actions related to specific career paths and opportunities to conform to or transform the law enforcement culture.

This course provides a brief overview of scientific crime detection and more detailed discussion of techniques for case management and documentation, the concept of proof, the impact of emergent technology on the investigative process, interacting with victims and witnesses, and interviewing suspects. Particular emphasis may be placed on the investigation of particular types of crimes, for example, homicides, sex offenses, child abuse, and hate crimes.

Examines the major perspectives on criminal and deviant behavior. Specific deviant and criminal activities will be described and explained using established theories. Issues related to societal social problems and social control of deviant and criminal behavior will also be analyzed.

Research and current trends concerning the victim in the criminal justice system; particular attention is given to restorative justice, victim rights, protection orders, restitution, Federal Victims of Crime Act (VOCA), subrogation, and the impact of victimization on the individual.

This course explores theoretical questions along with history and business of organized crime in the US. and globally. There is an examination of the connection between organized crime, terrorism and human trafficking. This course provides familiarization with the language and methods of organized crime as well as responses from criminal justice agencies.

An examination of the nature and scope of crime on the United States-Mexico border and an evaluation of the strategies and programs employed by both governments to control criminal activity on the border.

This course examines different issues of race and ethnicity as they relate to the criminal justice system in America. One of the most important points that students should take into consideration, is that historically as well as in modern times, racism, differential treatment by the criminal justice system, and discrimination have been part of the structure of American society. This course further focuses on social, institutional, political, as well as economic factors that have contributed to racial discrimination and biases in the criminal justice system. Finally, this course considers different measures that have or should be taken into consideration in order to address the problems of the past and present.

A review of how the U.S. punishes and rehabilitates convicted law violators. The conflicts among the major purposes of sentencing—rehabilitation, deterrence, and incapacitation—are discussed, as well as the effects of different sanctions on public safety, offender rehabilitation, and justice system costs.

Upper–division treatment of selected topics of mutual interest to the faculty member and students.

Gain theoretical knowledge on forensic interviewing of child and adolescent victims of crim. Understand the history and rationale of forensic interviewing, research and statistics contributing to the developments of forensic interviewing, commonly cited state and federal laws, and differing protocols of forensic interviewing by jurisdiction.

Explores the nature and extent of juvenile delinquency and examines explanatory models and theories of juvenile delinquency. Topics related to the juvenile justice system process along with social justice for juvenile offenders and victims such as juvenile waiver to the adult court, diversion and deinstitutionalization, police interaction, and community intervention.

This course will examine selected issues relating to crime and social justice. Topics will include false convictions, the war against drugs, over criminalization, racial profiling, and anti-gang legislation.

Examines community supervision and parole systems with emphasis on the state of Texas. Students study jurisdiction issues, history, the relationship between theory and practice, and contemporary issues confronting community supervision and parole.

A minimum of three months in an approved criminal justice or social service agency setting taken preferably between junior and senior years. Designed to provide the student with an opportunity to apply academic learning in practical situations.

A minimum of three months in an approved criminal justice or social service agency setting taken preferably between junior and senior years. Designed to provide the student with an opportunity to apply academic learning in practical situations.

In this course, which serves as the BA capstone requirement, students will choose a social problem related to crime, criminal justice, and law, relate it to criminal justice, legal, and social issues, and devise a plan of action to research the problem, develop informed policy, and propose an action research plan to solve the problem. Students will write an action research prospectus, proposal, and leadership project paper on their chosen topics using knowledge obtained from prior required courses, and input from CLS faculty.

There are reform projects underway at every state of the U.S. criminal justice system, working to reshape policing, prosecution, and defense, sentencing, incarceration, and reintegration. While there is consensus for change, the question remains how law, organizing, media, and advocacy tools can be successfully deployed and towards what ends for change. This course will consider her criminal justice reform agendas are formulated, gain currency, and result in changes in laws.

Practicum or on-the-job experience under guidance of practicing specialists in the criminology field.

Student research on a selected problem in the field pursued under the guidance of an assigned member of the faculty. Permission of faculty member required.

Upper–division treatment of selected topics of mutual interest to faculty and students.

Student research on a selected problem in the field pursued under the guidance of an assigned member of the faculty. Permission of faculty member required.

Upper–division treatment of selected topics of mutual interest to faculty and students.

This course examines the social process in defining crime while integrating issues of Catholic social justice, conflict, and social change. This course examines the ways in which political, economic, media, education, and other institutions create pathways and challenges for social justice.

This course determines the major theories used in Criminology. Special attention is given to the theory’s history, hypothesis, assumptions, empirical validity; Catholic social justice applications to theories along with policy recommendations. Classical, biological, sociological, and integrated theories are critiqued and examined.

This course covers the graduate level techniques and procedures in the process of criminology/criminal justice scientific research. Course topics include: defining research problems, ethics in criminal justice research, selecting and measuring variables, stating hypotheses, sampling, and developing experimental research designs. Application of catholic social justice concepts are integrated within the course.

This course is a detailed examination of ethics and leadership. Leaders in the criminal justice field as well as NGOs are constantly challenged to maintain integrity while fulfilling the agency mission. Students are presented tools which assist them in recognizing the importance of Catholic social justice while addressing the challenges. The students will be presented with an array of skills which ethical leaders find useful in creating innovative strategies to solve ethical dilemmas found in an organizational culture.

This course is designed to provide a survey of the current employment laws in Texas. The course will cover hiring, job security, compensation, benefits, safety and health, employer rights, employee rights, privacy rights, collective bargaining and employment discrimination. Employment law embodies principles of contracts, torts, property law, constitutional, criminal law, labor law, immigration law, class action law, and dispute resolution among others. Employment issues touch upon the basic rights, protections and Catholic social justice for both employers and employees in employed in government entities in a free market economy.

Investigates how criminal justice and the U.S. War on Drugs was executed and who it affected. Critically analyze drug prohibition and the history of the war on drugs in America. Discuss attitudes on the war on drugs and focus on the history of marijuana decriminalization in America. This course will discuss and examine the criminological paradigm shift in the post war on drugs era. Analyze the effects of offender rehabilitation, restoration, and reintegration into society, re-entry on the economy, the application of Catholic social justice criminal justice system, crime rates, and communities.

Patterns of delinquent behavior, theories that explain behavior and current research. Consider the subject of juvenile delinquency from various perspectives including psychological, physiological and sociological. Particular attention will be paid to the role of family, the school, and the peer group in promoting delinquency. This course will provide students with the tools to analyze and evaluate juvenile justice policies and programs in a Catholic social justice platform. Attempts to prevent and control delinquency are put in historical perspective. The development of the current Texas juvenile justice system and evolution of modern juvenile law are explored.

This survey course will introduce students to the fundamentals of alternative dispute resolution theory and practice in the U.S. The course will analyze and compare a range of dispute resolution processes (such as negotiation, mediation, arbitration, dialogue and meeting facilitation, victim-offender dialogues, circles, ombuds, public dispute systems, on-line dispute resolution, mini-trials, and other mixed processes) and applications to specific types of problems and disputes (such as consumer, criminal, labor and employment, family and youth, restorative justice, environmental, public disputes, multi-party, cross-cultural and international) and the concept of Catholic social justice as an ultimate goal.

This course is an overview of the changing patterns of immigration in the United States and the role that immigrants play in our society. In particular, students will learn about the social and economic outcomes of immigration, as well as the relationship between immigration, crime, and criminal justice policy. Applications of Catholic social justice will be discussed as a means of problem solving.

This course will provide students an overview of the global, regional and U.S. domestic threats of terrorism, including its various forms, resources, means and tools as well as global, regional and national efforts in combating terrorism. This course will provide a theoretical and empirical explanation of terrorism. It will identify various analytical approaches to the study of terrorism: identifying terrorist groups, reviewing terrorist tactics, and examining police and governmental responses to reduce or control the incidence of terrorism. Application of Catholic social justice is integrated in the discussions of terrorists’ philosophy and governmental responses.

This course shall examination of the phenomenon of international and U.S. Domestic organized crime from a sociological perspective. Concepts of methods of control of organized crime through a Catholic social justice perspective. Provide explanations of methods by which organized crime is tolerated at various levels of society.

An introductory understanding of the definitions and all common targets of hate crime including religious hate. The course will explore the current extremist groups and individuals while linking history of prior ideologies. The reporting, investigation, and prosecution of hate crimes; hate crime policy and legislation, the impact of hate crimes on the victims. Aspects of this course will integrate the concepts of Catholic social justice.

Guides students to navigate diverse settings more effectively and improve their ability to work within and lead diverse teams and global organizations.

The course examines white collar crime, why is it different than traditional street crime, and does it have the same effect on society as blue collar crime. Who are the victims and what are is the costs of white collar crime? Applications of Catholic social justice will be discussed as a means of problem solving.

This course offers an introduction to the world of cybercrime in the age of globally networked digital, information, and communication technologies (ICT). The course takes a Catholic social justice-legal approach to the study of cybercrime, viewing cyberspace as a novel environment that is having a profound impact on how both legal and illicit social interactions take place, as well as transforming the scope, scale, and relations between victims and offenders.

Examines criminal justice policy formation, implementation, and evaluation. Familiarizes students with various criminal justice policies and their effectiveness. Planning, implementation in a Catholic social justice format is emphasized.

An analysis of women as victims of crime, as individuals under justice system supervision, and as professionals in the criminal justice field.

Statistical ideas and their relevance to public policy, business, criminal justice system, Catholic social justice and the physical sciences; focus on critical approach to statistical evidence. Descriptive statistics, basic inferential methods (confidence intervals, chi-square tests); linear models (regression and ANOVA models -- specification and assumption, fitting, diagnostics, selection, testing, interpretation; nonlinear models, logistic regression.

Graduate-level treatment of selected topics of mutual interest to faculty and students.

Focuses on general questions about the criminal justice system: What is the nature and proper scope of the criminal justice system? How should the criminal justice system enforce laws? Why do societies punish and is it effective? What is the philosophy of social control? Examples of criminal justice initiatives are related to the theories studied.

Examines the criminological, criminal justice and administration of justice theories. Includes an analysis of the interrelatedness of justice theories and recent theoretical developments.

Explores the different approaches to public policy and analysis, the diverse conceptions of the goals and objectives that should be served by policy, and the appropriate role of the policy analyst. Policy consequences are addressed as to indirect and/or subtle incentives and disincentives. Special attention is devoted to applying Catholic social justice to contemporary developments in law enforcement, corrections and judicial policy and planning.

Examines patterns and trends in victimization. Identifies the categories of people facing the greatest risks and assesses victim-blaming arguments that invoke facilitation, precipitation and provocation. Analyzes the handling of street crime victims by the criminal justice system and explores Catholic social justice in the fair treatment, empowerment in decision making, restitution and compensation.

Prerequisite: Admission to Teacher Education

Prerequisite: Admission to Teacher Education

Prerequisite: Admission to Teacher Education

Prerequisite: Admission to Teacher Education

Students interact with partnering schools' teachers and students. These interactions occur in a variety of educational settings and give students the opportunity to observe, model, and reflect on best teaching practices.

Students interact with partnering schools' teachers and students. These interactions occur in a variety of educational settings and give students the opportunity to observe, model, and reflect on best teaching practices, including teaching methods for English language learners.

Students interact with partnering schools' teachers and students. These interactions occur in a variety of educational settings and give students the opportunity to observe, model, and reflect on best teaching practices, including teaching methods for students with disabilities.

Introduction to instructional responsibilities. Includes recognition of societal expectations, determining objectives, diagnosing a diverse learner population, planning and implementing instruction and creative, varied ways of evaluating learning outcomes.

Study of individual differences in development and approaches to learning, instructional strategies, assessment of learning, and understanding and using standardized tests in early childhood through grade six classrooms.

This course will include an examination of the cultural, political, and sociological issues that influence education. Consideration of each issue will be reflective of educational theory and research such that students will be provided an in-depth and critical analysis of issues facing education, including poverty, the implications of racial and ethnic diversity, government policy, and how these issues mirror our society as a whole. Implications for improvement of the condition of education will be proposed, evaluated and discussed.

This course will focus on the action research process for educators. Students taking this course will conduct a research project that can be presented at a conference.

Based on the ISTE standards for Educators, this course will introduce the basics of technology evaluation and integration into teaching and learning.

Investigation of curriculum needs in a culturally plural society. Explores concept of multicultural education, implications for educational programs, effects of cultural differences on teaching and learning. This course focuses on the knowledge, abilities, and skills which are part of the pedagogy across the Teacher Education Program and necessary for effective professional practice with a diverse student population.

This course provides an introduction to the scientific bases for coaching sports and to the process of coaching athletes. It includes the development of an individual coaching philosophy and the application of scientific training in the psychological, physiological, pedagogical, and managerial bases of sport coaching.

Practicum experience under the guidance of practicing specialists in the field. Student will be supervised individually by a faculty member appointed by the dean.

Student research on a selected, relevant problem pursued under the guidance of a faculty member assigned by the dean.

Topics investigated in group setting with faculty leadership. The special topic is subject to the approval of the dean.

Practicum experience under the guidance of practicing specialists in the field. Student will be supervised individually by a faculty member appointed by the dean.

Student research on a selected, relevant problem pursued under the guidance of a faculty member assigned by the dean.

Topics investigated in group setting with faculty leadership. The special topic is subject to the approval of the dean.

Analysis and application of current theories of inspiring student behavior conducive to learning, including classroom discipline. An essential component of this course is investigating new ways of creating an effective environment for learning that can be applied to all students.

Directed study, observation and actual teaching in a cooperating elementary school. Twelve weeks, all day. 6 credit hours.

Directed study, observation and actual teaching in a cooperating elementary school. Twelve weeks, all day. 6 credit hours.

Directed study, observation and actual teaching in a cooperating elementary/early childhood classroom. 12 weeks, all day. 6 credit hours. Prerequisite: Admission to Teacher Education (& EDUC 3303, 3304 for Students Enrolling in Daytime Courses). Fall.

Directed study, observation and actual teaching in a cooperating elementary bilingual classroom with instruction given in English and the language of the target population. Twelve weeks, all day, 6 credit hours. The twelve weeks may be divided into 6 weeks in a regular education setting and 6 weeks in a special education setting.

Directed study, observation and actual teaching in a cooperating elementary/special education classroom. Twelve weeks, all day. 6 credit hours.

Directed study, observation and actual teaching in a cooperating secondary school. Twelve weeks, all day. 6 credit hours.

Directed study, observation and actual teaching in a cooperating secondary school. Twelve weeks, all day. 6 credit hours.

Practicum experience under the guidance of practicing specialists in the field. Student will be supervised individually by a faculty member appointed by the dean.

Student research on a selected, relevant problem pursued under the guidance of a faculty member assigned by the dean.

Topics investigated in group setting with faculty leadership. The special topic is subject to the approval of the dean.

Practicum experience under the guidance of practicing specialists in the field. Student will be supervised individually by a faculty member appointed by the dean.

Student research on a selected, relevant problem pursued under the guidance of a faculty member assigned by the dean.

Topics investigated in group setting with faculty leadership. The special topic is subject to the approval of the dean.

Practicum experience under the guidance of practicing specialists in the field. Student will be supervised individually by a faculty member appointed by the dean.

Practicum experience under the guidance of practicing specialists in the field. Student will be supervised individually by a faculty member appointed by the dean.

A special topic is investigated in a group setting with graduate faculty leadership. This specific topic is subject to the approval of the Graduate Committee. Course may be repeated with a new topic. Only 6 credit hours of topics courses may be applied to the master of education degree.

A research problem is investigated under the supervision of a graduate faculty member. The research proposal is subject to the approval of the Graduate Committee. Approval of Med program director required prior to enrollment. Prerequisite: EDUC 5301.

Teaching experience under the guidance of practicing specialist in the field. Student will be supervised individually by a faculty member appointed by the Dean.

A special topic is investigated in a group setting with graduate faculty leadership. This specific topic is subject to the approval of the Graduate Committee. Course may be repeated with a new topic. Only 6 credit hours of topics courses may be applied to the master of education degree.

The role of research and evaluation in improving instruction and assessment of learning models and techniques.

The course will examine the social foundations of American education and how these foundations interact with the current historical, social, and political forces in shaping American education. Special emphasis will be given to the opportunities for students to investigate special educational problems and issues.

Introduction to the tools and techniques used by principals and presidents to anticipate financing needs and to effectively manage financial resources from a mission-driven perspective. Budgeting processes. Discussion of particular problems posed to management of a Catholic school.

Students will examine the legal issues, court cases, and administrative practices related to the legal status of Catholic school education. Legal issues will also be looked at from a moral and ethical perspective based on Catholic teachings.

This course includes several topics related to Catholic School Administration including: mission-driven leadership, the relationship between Catholic school and the (Arch) diocese, the relationship between Catholic schools sponsored or owned by a religious Congregation and that community, business administration, leadership styles, curriculum development, personnel administration and school-home relations.

The course includes the investigation and application of models, systems and theories of learning for best practice performance in the role of instructional supervisor or team leader. The skills of planning, data collection, analysis and conferencing are explored with the goal of improved classroom instruction and student achievement.

Analysis of the dynamics of the classroom unit and the examination, application and evaluation of the behavior modification, socio-emotional and group process approaches to classroom management.May be taken for early childhood, elementary, secondary, or all-level emphasis.

Survey of theory of second language acquisition. Study of the sociolinguistic, linguistic, psycholinguistic, and legal foundations of programs serving linguistically diverse populations.

This course provides an opportunity for participants to develop a working knowledge of instructional design, lesson design, and effective teaching practices in order to serve as an instructional leader in public and private school settings.

This course provides an introduction to special education programs and services in today’s schools within the framework of inclusion, collaboration and evidence-based instructional strategies.

This course focuses on evidence based practices for assessing and teaching students with emotional disorders including Functional Behavioral Assessments, Behavioral Intervention Plans, using the RTI process to develop positive behaviors, school wide interventions, as well as other practices.

Firsthand experience in working with children with emotional disorders. Case studies, observation, and minimum of 40 clock hours of direct field experience. Prerequisites: EDUC 5320, 5322, and approval of instructor.

Identification and diagnosis of specific reading disabilities and accompanying remediation techniques. Best practices, assessment, and implementation are focal aspects of the course. Prerequisite: EDUC 5370 or 5380.

This course provides experiences to increase awareness of, and knowledge about, a variety of assessment procedures appropriate for use with school aged children. Standardized assessment, including content specific to educational diagnosticians and special educators, will be addressed along with advantages and limitations of assessment techniques.

This course will examine the design and implementation of curriculum and the assessment and evaluation process necessary to enhance teaching and learning, align curriculum, resources, and assessments to measure student performance. Moreover, the interrelationship between instruction, curriculum, assessment, and evaluation is examined.

Examination, analysis and application of the principles of instructional design as related to the role of the classroom teacher within various school settings.

Special educators and educational diagnosticians must be able to design and implement lessons that provide access to the general education curriculum for students with disabilities. This course focuses on knowledge and skills needed to differentiate instruction based on the general education curriculum in order to respond to the needs of all learners. Students will learn to design effective differentiated lessons based on learning profile, interests, and readiness.

Investigation of curriculum needs in a culturally plural society. Explores concept of multi-cultural education; implications for educational programs; effects of cultural differences on teaching and learning.

Current goals and methodology for secondary schools.Degree plan:Generalist

General processes of development from conception through death with attention to physical, cultural, social and emotional relationships.

A research problem is investigated under the supervision of a graduate faculty member. The research proposal is subject to the approval of the Graduate Committee. Approval of Med program director required prior to enrollment. Prerequisite: EDUC 5301.

Administration, interpretation and report writing focusing on legal requirements and individual strengths, areas of need and educational recommendations. Prerequisite: Approval of the instructor.

Administration, interpretation and report writing focusing on legal requirements and individual strengths, areas of need and educational recommendations. Prerequisites: EDUC 5341 and approval of the instructor.

Supervised experience in practical application of diagnostic procedures. Case studies, observation, and direct field experience. Prerequisites: EDUC 5341, 5342 and approval of instructor.

Design and implementation of evidencebased interventions based on identified diagnostic findings. Case studies, observation and direct field experience. Prerequisites: EDUC 5341, 5342 and approval of instructor.

This course focuses on evidence-based approaches and practices for assessing and teaching students with mild disabilities including Response to Intervention (RTI), curriculum-based assessment, progress monitoring, IEP development, and teaching strategies. Prerequisite: EDUC 5320.

This course will include an examination of student variability with regard to cognitive, biological, social and emotional development. Special attention will be given to exceptional populations.

Firsthand experience with students with mild disabilities. Experience includes assessment, program design, implementation, and support services to parents. Prerequisite: EDUC 5345 or consent of instructor.

Includes the study of the principles, assumptions, techniques, and procedures associated with the major counseling theories and approaches, skills for establishing and maintaining an effective counseling relationship, and procedures for conceptualizing client issues and setting counseling goals. Development of the counseling microskills is a focus.

Includes but is not limited to the study of the principles of standardized testing, measurement, types and uses of assessment, principles of test administration, and skills for interpreting test scores, test bias, and other types of assessment. Differential statistics include but are not limited to measures of central tendency, measures of variability, standard deviation, and z-scores. Inferential statistics include but are not limited to the study of correlation coefficients, confidence intervals related to a mean, significance of sample size, p-value, effect size, power of a test, and ANOVA. Statistics are applied to understanding test score reports.

An analysis of the reading process, literacy learning in the beginning and intermediate readers, skills development, and approaches to reading and writing are applied in this course. Admit to Teacher Education (TED student group).

An analysis of current social studies goals and instructional strategies utilized in teaching elementary children. Techniques for teaching decision-making skills and citizenship.

Design and implementation of effective instruction in mathematical content appropriate to the elementary learner’s developmental stage, ability level, previous mathematical competencies and curriculum needs.

Analysis of current goals and instructional strategies utilized in teaching elementary science. Methods of teaching scientific attitudes and processes as well as specific scientific concepts and principles.

Emergent literacy is the study of early literacy development and learners. Students explore current research in early literacy and design curriculum appropriate for young learners.

Analysis of factors contributing to skills development in adolescent readers. Topics will include young adult titles and authors, current research in literacy curricula, adolescent reading interests, and techniques for teaching and reading in the contents areas. Admit to Teacher Education (TED student group).

This course provides an overview of the administrative role in educational settings, examines organizational theories, and concepts, and develops skills in conceptual areas of school administration with particular emphasis on managing limited resources.

A course designed to give the student an introduction to school law, to understand the legal aspects of school administration including the legal rights of educators and students, and to be aware of court decisions pertaining to the administration of schools.

Students will examine the role and responsibilities of the principal as a leader in the elementary, middle, and/or high school.

The student will develop the skills needed to design and implement curriculum and strategic plans that enhance teaching and learning, align curriculum, curriculum resources and assessments and use various forms of assessment to measure student performances.

A graduate seminar on the special role of Catholic school teachers in spiiritual development through an exploration of Church teachings on education.

This course will include an examination of the reading specialist as a literacy coach across grade levels and with regard to several different contexts including geographically dispersed, private and public, and multiple grade level settings.

Counseling Internship is the second of two semesters required for the capstone experiences. Students will be enrolled in a 3-credit counseling internship class which meets once a week for one semester. This courses requires completion of a supervised internship of 600 clock hours in students' designate program areas, begun after successful completion of the counseling practicum. The internship is intended to reflect the comprehensive work experience of professional counselors appropriate to the designated program areas. Students' internship includes all of the following: (1) At least 240 clock hours of direct service, including experience leading groups. (2) Weekly interaction that averages one hour per week of individual or triadic supervision throughout the internship performed by the onsite supervisor. (3) One class per week in the 3-credit Counseling Internship class. (4) The opportunity for students to become familiar with a variety of professional activities and resources in addition to direct services (for example, record keeping, assessment instruments, supervision, information and referral, in-service and staff meetings. (5) The opportunity for students to develop program-appropriate DVD recording for use in supervision or to receive live supervision of their interactions with clients. (6) Evaluation of students' counseling performance throughout the internship, including documentation of a formal evaluation after students complete their internship by the professor of the counseling internship class in consultation with the onsite supervisor.

This course facilitates student understanding of how public schools are funded, how a campus administrator manages a campus budget, and the importance of equitable funding in meeting the social justice tenent that all children have a right to an education. Activities will include proposing a budget for a hypothetical campus, analyzing a school district's sources of revenue, and interviewing a district leader relative to school finance.

In this course, students will learn the purpose, philosophy, and legal foundations of special education and be able to apply knowledge of ethical and professional practices.

This course will include an examination of the writing process, genres specific to writing, and pedagogical preferences for instruction in a Kindergarten through 12th grade setting.

This course emphasizes analysis and appraisal of curriculum reform in efforts to study persistent and critical issues in education that affect the teaching/learning process. Opportunities are provided to study current and social issues that impact Curriculum & Instruction with reference to various specialities of student enrolled.

Analyzes the historical movements in American curriculum thinking and individuals involved as well as attention to the social/cultural/historical institutional context within which they worked. Emphasis is placed on primary and secondary sources/readings and position curriculum thinking has in an evolving national educational system.

Fundamental dimension of curriculum theory, such as but not limited to the social construction of knowledge, curriculum as cultural mind set, social/historical/political reality, and scholarly discourse are explored. Students will examine the various ideological orientations to curriculum studies, curriculum design, and the opportunity for curriculum development.

This course exemplifies the connection and relevance identified in educational research of professional practices in the classroom deemed instructional in nature. The course content focuses on applying theory to the best 10 best practices in the the 21st Century classroom for effective teaching/learning environments by developing thinking and problem-solving skills through integration and active learning.

This course analyzes the assessment and evaluation process in the context of curriculum instruction, objectives, high stakes testing, to help identify best research practices for effective teaching/learning environment. The course aims to assist curriculum specialists in understanding how instruction, curriculum, assessment and evaluation are interrelated. Emphasis will be placed on various forms of assessment and evaluation in developing a comprehensive program inclusive of both traditional and alternative forms of assessment and evaluation.

Designed to develop a knowledge base in quantitative and qualitative research in order to conduct and execute investigative projects. Topics include an introduction to research questions or focus and proposal completion; a literature review, ethical issues in research, introduction to research designs and methods, basic data analysis, interpretation of data, strengths and limitations in the conduct of quantitative and qualitative research. (Replaces EDUC 5301)

Designed to further investigate quantitative/qualitative research designs and research methods appropriate to different research contexts in educational settings. Topics include: representing statistical data and qualitative interpretation to scholarly and practitioner audiences; representation of data, describing data by using inferential and descriptive statistics as well as qualitative approaches , interpreting data and making recommendations. Prerequisite: EDUC 6320.

Designed to introduce graduate students in Education to scholarly writing and research process. Topics include exploration of different literary styles in educational research, mastery of APA style, and analysis, synthesis, and critique of peer-reviewed literature.

Designed to introduce quantitative and qualitative research designs, methods, and data analysis techniques in education. Topics include ethical issues in research, construction and evaluation of measurement tools, critical analysis of research methods, use and interpretation of descriptive and inferential statistics, and analysis and synthesis of qualitative data.

Designed to facilitate the completion of an advanced research thesis proposal. Coursework involves writing a literature review on a selected topic, developing a research proposal, obtaining Human Subjects Committee and individual institution approval to conduct the research, and orally defending the proposal before a thesis committee.

Designed to facilitate the completion of an advanced research thesis. Coursework involves collecting, analyzing, and interpreting data, developing evidence-based recommendations, and orally defending the final advanced research thesis before a committee.

This course is the first part of a two-semester practicum. EDUC 6330 focuses on the internal and external communication in a school community and the variety of special programs found in the school system. The internship will be guided and supervised by university faculty and school administrators. Prerequisite: Recommendation of faculty advisor.

This course is the second part of a two-semester practicum that focuses on the daily instructional and facility operations of the school and school system. The internship will be guided and supervised by university faculty and school administrators. Prerequisite: Recommendation of faculty advisor.

Directed study, observation, and clinical teaching in a cooperating school. Twelve weeks, all day, 3 credit hours.

Directed study, observation, and clinical teaching in a cooperating school. Twelve weeks, all day, 3 credit hours.

Introduction to instructional responsibilities. Includes recognition of societal expectations, determining objectives, diagnosing a divers learner population, planning and implementing instruction and creative, varied ways of evaluating learning outcomes.

During this field-based course, student are expected to have campus or district experiences in leadership by working under the supervision of a certified campus/district mentor and a university supervisor and will be expected to accrue at least 80 hours of administrative tasks related to the 11 Texas Principal as Instructional Leader Competencies. In addition to the 80 hours, learning modules are provided with content that prepares students for success on the TExES Principal as Instructional Leader Exam.

This course is the second part of a field-based practicum. Students work under the supervision of a certified campus/district mentor and a university supervisor and will be expect to accrue a minimum of 80 hours of administrative tasks related to the 11 Texas Principal as Instructional Leader Competencies. In addition to the 80 hours, candidates will prepare an electronic portfolio that will showcase their projects and major works from their master’s courses and practicum experiences.

This course will provide an introductory exploration into the field of instructional technology design. The course will help students identify competencies and skills needed to gain entry to various ITD career pathways.

Using technology in the classroom is not something that can just be “done” because we have technology and therefore must use it. It must be planned. Teachers must have understanding of students and their abilities in order to effectively integrate technology into the classroom. Teachers must be prepared for anything that can happen when using technology, such as device failure, ethical use, evaluation of tools, reducing off-task behavior, and best practices for use. This course explores best practices in technology integration in teaching and learning.

This course will explore learning theory and develop an understanding of how to use technology to enhance the cognitive processes of the learner.

This course will focus on the exploration of new tools, identifying trends, and ways to analyze, utilize, and manage the tools for appropriate use according to best practice with an ethical lens framework.

This course will explore and apply developmental learning theory to create instructional materials or implement tools that will support differentiated instruction for neurodiverse and students with the need for additional support. Products will be created and evaluated for improved adherence to accessibility standards.

This course will explore and apply various multimedia formats to create instructional products that will engage the learner and demonstrate mastery of design tools chosen.

This course examines the programing languages of (Scratch, Python, Java and Robot C) and acquaints students with various methods of integrating their use in the classroom for instruction. The course will familiarize students with coding in these languages. Students will use the engineering design process to develop robotic and gaming applications that are used in the development of instructional units and demonstrate real world applications. A six-week instructional unit for use in middle or high school will be submitted at the end of the course.

This course emphasizes analysis and appraisal of technology assessments in the teaching, learning and reporting process. It includes an in-depth consideration of the foundations of assessments and how assessments are constructed. Emphasis will be placed on selecting, administering, scoring and interpreting assessments. Opportunities are provided to study current trends in educational assessment technology.

This course will focus on organizing and providing leadership in instructional technology programs. The course will provide a foundation for understanding instructional technology management, including short and long range planning, policy analysis, resource management, implementation and evaluation of instructional technology programs.

This course will focus on demonstrating knowledge of the competencies and skills that are aligned with the K-12 Technology certification.

This course is designed to introduce participants to a range of current methodology and curriculum associated with teaching in a Catholic school system. Emphasis is placed on inclusiveness and diversity as opportunities for teaching and learning. Participants will discuss and practice strategies and techniques that incorporate best practices, principles of faith, and a theology of education. The course will look to the person of Jesus Christ primarily and other exemplary models for teaching and learning, discovery and transformation. Christian pedagogy enables the student to “assimilate skills, knowledge, intellectual methods and moral and social attitudes”, all of which help to develop the personality and lead the student to take their place as an active member the community…” The aim of Christian pedagogy is not merely the “attainment of knowledge but the acquisition of values and the discovery of truth (The Catholic School, The Sacred Congregation for Catholic Education).”

This course will provide an overview of the role of the Catholic school principal as spiritual, educational, and managerial leader in the elementary, middle/intermediate, or high school setting. Exercises will be provided in decision making, maintaining required documents, and strategic planning, similar to what principals encounter on site. Special attention will be given to instructional supervision, instructional evaluation, and professional development, with an emphasis on the integration of Catholic identity in the curriculum. An overview of the Catholic school system, primarily within the Archdiocese of Galveston-Houston, will also be provided. Other private school systems are to be explored as necessary. Students will also delve into how the principal relates to teachers, pastors, parents, and the larger community. The course will presume an understanding of the distinctive nature and unique mission of Catholic schools and therefore seek to prepare the principal for effectiveness and success within this context.

This course introduces students to the history, principles, and methods of the liberal arts, including the Christian acquisition of Greek wisdom, the rise of the universities, the fundamentals of the trivium and quadrivium, as well as the recent resurgence of interest in classical approaches.

This course introduces students to the history, principles, and methods of the liberal arts, including the Christian acquisition of Greek wisdom, the rise of the universities, the fundamentals of the trivium and quadrivium, as well as the recent resurgence of interest in classical approaches.

This course introduces students to the anthropological foundations of the liberal arts, namely, philosophical realism. Students will study the history and foundations of realism in the work of thinkers such as Aristotle, Aquinas, and Josef Pieper.

This course introduces students to the anthropological foundations of the liberal arts, namely, philosophical realism. Students will study the history and foundations of realism in the work of thinkers such as Aristotle, Aquinas, and Josef Pieper.

This course examines the classical notion of science central to the liberal arts grounded on first principles, particulars, demonstrations, and proofs. Students will examine the roots of the modern scientific method in Francis Bacon and his influence on modern application of the scientific method in education.

This course examines the classical notion of science central to the liberal arts grounded on first principles, particulars, demonstrations, and proofs. Students will examine the roots of the modern scientific method in Francis Bacon and his influence on modern application of the scientific method in education.

This course examines the final end of liberal education, the cultivation of wisdom, which Thomas Aquinas defines as the ability to “order things rightly,” grounded in a knowledge of ultimate things, namely goodness, truth, and beauty and God himself.

This course examines the final end of liberal education, the cultivation of wisdom, which Thomas Aquinas defines as the ability to "order things rightly," grounded in a knowledge of ultimate things, namely goodness, truth, and beauty and God himself.

This course examines the centrality of moral reasoning and communication in regard to the good life and human flourishing. Students will focus on a variety of thinkers, especially Aristotle’s ethics as well as Thomas Aquinas’ detailed treatment.

This course examines the centrality of moral reasoning and communication in regard to the good life and human flourishing. Students will focus on a variety of thinkers, especially Aristotle's ethics as well as Thomas Aquinas' detailed treatment.

This course examines the role of craftsmanship, art, and skill in the tradition of liberal education, especially in contrast to the romantic conception of solitary genius, compared to the Aristotelian vision drawing on a tradition.

This course examines the role of craftsmanship, art, and skill in the tradition of liberal education, especially in contrast to the romantic conception of solitary genius, compared to the Aristotelian vision drawing on a tradition.

This course examines the pedagogy of Rousseau in his work Émile, as well as the pedagogical implications in the philosophy of Immanuel Kant and Karl Marx.

This course examines the pedagogy of Rousseau in his work Emile, as well as the pedagogical implications in the philosophy of Immanuel Kant and Karl Marx.

This course examines the progressive education movement in the United States from 1960 to the present time, focusing on the seminal work of such thinkers as John Dewey, William Kilpatrick, George Counts, and Paulo Friere.

This course examines the progressive education movement in the United States from 1960 to the present time, focusing on the seminal work of such thinkers as John Dewey, William Kilpatrick, George Counts, and Paulo Friere.

Practicum experience under the guidance of practicing specialists in the field. Student will be supervised individually by a faculty member appointed by the Dean.

Student research on a selected problem in the field pursued under the guidance of an assigned member of the faculty. Students work independently on assigned readings in a particular topic and discuss /write up results to the satisfaction of the directing faculty member. In accord with University policy, this course can be taken by advanced and generally superior students and those needing such course to complete degree requirements in a timely manner.

The subject of this course will change every time it is taught.

This hybrid course will focus on the daily instructional and facility operations of the Catholic school and Catholic school system. The internship (practicum) will be guided and supervised by university faculty and school administrators. This course is designed to provide the student with planned field experiences to enhance their advanced degree program and training in teaching or principal/leadership in Catholic education. The course includes face to face and online instruction.

This course is the second part of a two-semester practicum

This course is the second part of a two-semester practicum.

Students must have (1) their final dissertation approved by the APA editor in the semester in which the students will graduate and (2) a bounded dissertation copy must be in the Ethical Leadership Doctoral Program Office in order to have the EDD degree conferred. If a student does not meet the requirements listed above, (1) the student will not have his/her degree conferred; (2) the student must enroll in an EdD Dissertation Continuation Course. The student will enroll in the EDUC 8199 EdD Dissertation Continuation course for a maximum of three semesters. The EdD Dissertation Course is a one credit hour tuition bearing course; however, the student must pay all student fees for each semester in which he/she is enrolled.

This course is designed to provide the student with a broad understanding of the political and economic forces that influence equitable acquisition and management of human, fiscal, and information resources. The role of ethics in policy development and behaviors of educational and private sector institutions throughout the budgetary cycle is explored. The ethical dimensions of leadership will further be examined through both traditional and nontraditional paradigms. Students will reflect on personal ethical stances, examine the influence of ethics and values on decision-making, and analyze and critique ethical issues in a variety of contexts to frame their professional ethical perspectives.

This course explores the qualities of an ethical leader and an ethical organization. Students will develop perceptions of self in relation to trust, respect, integrity, honesty, fairness, equity, justice and compassion in action using faith and reason. Students will develop the ability to build cross-cultural relationships across multiple constituents for the purpose of improving student and/or constituency performance, promoting social justice, and building community.

This course is designed to engage students in the analysis of structural issues involved with diversity, equity, access, and excellence in complex organizations. Students will reflect and examine topics such as race and ethnicity, class, gender, language, and disability as they relate to equity. Students will gain knowledge and skills to effect positive changes in their respective organizations. Students will develop the ability to build cross-cultural relationships across multiple constituencies for the purpose of impacting student/employee performance, promoting social justice, and building community. By studying current research on diversity and equity, candidates will learn to advocate and promote excellence in educational institutions and complex organizations.

This course consciensitizes leaders to see beyond the four walls of their organization and examine the U.S. as a ‘nation of immigrants’ and the complex interactions of a linguistically and culturally pluralistic society in the USA. A focus is placed on individuals discarded by the global economy. This course aims to achieve the following: a) Reflect on the moral and ethical issues raised by examining their personal beliefs in relationship to social justice teachings to address and mitigate inequities; b) Examine, through Critical Pedagogy Lens, the decisions institutions make that perpetuate inequalities and disenfranchise individuals; and c) Advocate for all people through systematic change that promotes success for all stakeholders.

This course examines the complex and multifaceted phenomenon of globalization concomitantly with qualities of 21st century leadership. Through a backdrop of social justice tenets and cultural sensitivity, this course surveys the personal qualities of leadership needed for change advocacy for a just and fair humanity and communities. Focusing on navigating the external environment in order to be an effective global leader, the student explores the qualities of globalization and its challenges, personal qualities of global leadership and ethical practices, and the ongoing assessment of the external environment for effective global leadership.

With an emphasis on human dignity and social movements for justice, this course surveys social justice through an examination of multiple perspectives, education theory, research and practice in historical and ideological contexts. Making the theoretical and conceptual argument that social justice matters, students explore primary themes of social justice such as: international perspectives of social justice, race, ethnicity, language, gender, sexuality, social inequalities as well as the politics of social justice. Students also investigate the role of power in society, which serves to produce inequalities in the abilities of individuals and social groups to define and realize their needs.

This course examines the external challenges and trends facing contemporary human resource management and the importance of aligning human resource strategy, goals, performance, and budget with organizational strategy, values, and culture. Students will examine the role of HR in an organization’s competitive advantage and sustainability and the relationship of human capital management with long-term strategic success.

This course examines the process of identifying, retaining, and developing talent to accommodate organizational growth and restructuring as well as employee separation, promotion, and retirement. Key themes discussed are training, development, career planning and management, and replacement management.

This course examines current theories and practices of human resource management and the importance they play in organizational competitiveness, effectiveness, and sustainability. Attention will be given to central issues such as recruitment, selection, training, evaluation, compensation, and retention.

This course examines the purpose and practice of assessment as well as the central issues relating to quality assurance, improvement, and the alignment of policy and mission to the evaluation and assessment of academic and non-academic programs. Data management, accreditation, programmatic alignment, and the development of outcomes and measures will all be examined.

This course examines legal issues relating to employee management with attention to precedent and regulatory guidelines at the state and federal level. Students will study central issues related to employment law, obligations and workplace rights, conflict management, dispute resolution, and employee benefits.

This course focuses on various contemporary theories and models of leadership in student affairs as well as key issues relating to student engagement and success, including the development and oversight of programs and services as well as resource management, enrollment, advising, and counseling.

This course examines the history of higher education leadership and administration in the United States as well as the philosophies that have guided the development and evolution of these institutions. Students will analyze models and contemporary theories of leadership as well as challenges and trends.

Strategic management is the process of setting goals, procedures, and objectives in order to make a company or organization more competitive and innovative. Strategic management has a history that dates to antiquity. Students in this course gain knowledge about strategic management and leadership by studying historical examples of successful and unsuccessful organizational strategies. This course examines the evolution of strategic management in the 19th, 20th and 21st centuries.

This course examines key theoretical problems regarding leadership that have occupied moral and political thinkers from Plato and Aristotle to St Thomas Aquinas and the American Founders: The second half of the course will look at leaders in action, charting the efforts of politicians, intellectuals, grassroots activists, and moral and spiritual leaders to respond to the challenges of their time and shape the worlds in which they live.

This course engages students in critical analyses of organizational policy at the local, state, national and international levels. Policy structures and processes are examined to understand how inequities are perpetuated in systems. In addition, examination of advocacy behind ethical consequences, moral dilemmas, social justice and equity issues resulting from policy are closely analyzed. Students will understand how public policy is generated using critical thinking and analytic reasoning in examining a current problem and recommending policy-framing skills for continued renewal and change for the betterment of institutions.

This course investigates the complex and rapidly changing nature of technology and how the digital divide impacts organizations and society in the 21st Century. The digital divide represents the gap between underprivileged members of society such as the poor, rural, elderly, and individuals with disabilities sectors of the population who do not have access to computers or the Internet. An introduction to the study of technology leadership with an emphasis on leaders developing a shared vision, planning, and promulgating policies and utilizing resources for the comprehensive integration of technology to address the digital divide are addressed. Learned skills include technology planning and leadership that incorporate instructional design, curriculum integration with standards, logistics of technology implementation, professional development, and the modeling of responsible digital citizenship. Students will develop an understanding of how to create and support technological change through a systems approach by learning management systems, social media, webinars, image repositories, and document sharing.

Leadership and the Soul examines the spiritual dimension of leadership in the modern era. Readings include both primary and secondary texts treating various attempts, from the ancient, medieval, and modern periods, to unite spirituality, education, and leadership. The spiritual implications of various models and styles of leadership are examined, shedding light on the contemporary challenges of leadership.

This course examines the historical roots of Christian education beginning with the development of ancient Greek schools through the Renaissance to the Enlightenment. Special attention is paid to the acquisition of Greek wisdom and the development of the trivium. Topics and figures include Augustine, the cathedral schools, the rise of the liberal arts, and certain modern trends.

This course introduces students to the Catholic notion of social justice, rooted in Catholic social teaching and the Catholic tradition of theological and political thought, offering comparisons to various secular models. The anthropological foundations of social justice will be stressed, and students will read widely in the tradition, from ancient writers to modern encyclicals.

Teaching and Learning introduces students to different philosophies of education, considering teaching methodology and the ways in which students learn, drawing on both classical and modern pedagogies. Topics include the student-teacher relationship, memory, experience, outcomes, cultural sensitivity, the role of different teaching and learning styles, and the importance of the liberal arts.

This course is an exploration of the history of education in America from the colonial era to the present day, focusing on key players, essential movements, and underlying philosophical concepts.

This course examines the nature and function of administrative leadership, emphasizing the concept and practice of human relations management, through a study of models of organizational culture and administrative leadership. Special attention is paid to the theory of management as well as conflict management and project and strategic management.

This course examines financial and facilities management. Topics include developing and overseeing budgets, financial forecasting, and maintaining streams of resources. Also, students study facilities management, needs assessment, and construction management, as well as learn to asses and address other related needs.

This course focuses on how organizations change and the role of leadership in organizational transformation by examining models and causes of change. Institutional analysis and the mobilizing of resources are treated as well as the nature of institutions themselves. Especially emphasized are the change implementation process, necessary leadership qualities, and the leadership theory that undergirds change, both institutional and individual.

This course navigates the student through the proposal development process. With a focus on describing the problem statement, critically exploring the multiple perspectives in the literature and presenting a discussion on the appropriate methodology to conduct inquiry. During this course, the student demonstrates a command of both the topic area and the methodologies involved in conducting the research project. The student is guided to bring together the knowledge, skills and insights to develop a full dissertation research proposal. This course is designed to ensure the research design includes scholarly references, demonstrates a thorough understanding of research design and analysis, and clearly identifies the gap in the literature that is being addressed with the research.

This course focuses on descriptive and quasi-experimental methods design with mention of experimental design. Students learn the purpose, appropriate research questions and hypotheses associated each method, and strengths and weaknesses of each method.

This course focuses on descriptive and quasi-experimental methods design with mention of experimental design. Students learn the purpose, appropriate research questions and hypotheses associated each method, and strengths and weaknesses of each method.

This course examines the qualitative strategies of inquiry (case study, participatory action research, interpretive practice and social action, grounded theory, narrative theory, ethnography, clinical research) and acquaints students with various qualitative designs and methods. The course will familiarize students with the debates around qualitative inquiry; address ethical dimensions of doing qualitative studies; and students will explore methods for collecting and analyzing qualitative data by conducting a small-scale study.

This course provides a survey of fundamental descriptive and inferential statistics through an introduction of basic concepts and terminology, including chi-square, analysis of variance, Pearson correlation, and regression analysis. Using statistical software as an analytical tool, students investigate educational issues and phenomena applying a variety of statistical methods resulting in understanding the difference between significance and meaningfulness of data.

This course introduces the student to a way to integrate both quantitative and qualitative methods to study complex research questions that require a multi-faceted, multi-perspective approach. Students learn how mixed methods complement each other and be able apply mixed methods approaches to data collection and analysis

This course presents an in-depth examination of federal law and state law as they relate to both public and private schools. Topics will include basic legal concepts, relevant court cases, identification of resources, and the application of principles to the crafting of policies and procedures.

This course examines the nature of the human person, which constitutes the foundation of leadership theory. Students will study the mind, will, passions, imagination, and memory. Central to this study will be the pursuit of virtue and authentic human flourishing. This course draws on the ancient and proved sources of human experience, especially found in the works of Thomas Aquinas.

This course examines the central legal issues relating to organizational leadership, including the identification of resources and the application of principles to the crafting of policies and procedures, educational law, tort, communication and contract liability, as well as issues relating to methods of dispute and and conflict resolution, including negotiation, advocacy, and mediation.

Strategic management is the process of setting goals, procedures, and objectives in order to make a company or organization more competitive and innovative. Strategic management has a history that dates back to antiquity. Students in this course gain knowledge about strategic management and leadership by studying historical examples of successful and unsuccessful organizational strategies. This course examines the evolution of strategic management in the 19th, 20th and 21st centuries, but also probes the less discussed sources of strategy in the Ancient world (Greece, Rome)

Interdisciplinarity and leadership examines the complex interplay of experience and formal learning that inform exemplary leadership. Students learn to synthesize learning from a wide array of sources, and integrate such learning with their personal experience to make prudent and wise decisions.

The purpose of the residency is to provide students the opportunity to increase their knowledge and understanding of the areas they encounter in practical and problem-filled situations in everyday practice. It is a supervised field-based experience on engaging the mission of the organization, centering on systemic reform, strategies organizations can use to advance the goal of equity, and financial planning and budgeting to maximize use of resources. In addition to being enrolled in graduate school, a student must include activities approved by his/her doctoral advisor that are both research and scholarly based. A final reflective paper will be submitted at the end of the residency.

The purpose of the residency is to provide students the opportunity to increase their knowledge and understanding of the areas they encounter in practical and problem-filled situations in everyday practice. It is a supervised field-based experience on engaging the mission of the organization, centering on systemic reform, strategies organizations can use to advance the goal of equity, and financial planning and budgeting to maximize use of resources. In addition to being enrolled in graduate school, a student must include activities approved by his/her doctoral advisor that are both research and scholarly based. A final reflective paper will be submitted at the end of the residency.

In this class, students will be introduced to the EdD dissertation, examining all the major components and stages of the process, including the various chapters, IRB and proposal defense, and data collection and analysis, as well as APA formatting.

Data analysis – Based on the findings, the student revises Chapters I and II as necessary. Student writes Chapter 4.

Dissertation completion and final defense – Student finalizes Chapters 1-4 and writes and revises Chapter 5. Student successfully defends dissertation and revises as necessary.

In this class, students will work with their chair to write their EdD dissertation. The chair will guide the student through the writing of all five chapters as well as IRB and proposal defense, data collection and analysis, and final submission and defense.

The purpose of this course is to afford students an opportunity for self-directed inquiry. Designed as an academic transaction between individual students and instructors, the students read assigned materials, prepare papers, or engage in projects and report frequently to the instructor of record. Independent study is deliberately arranged to promote the student’s self-direction and independence in conducting scholarly work. This course will require approvals prior to enrolling as outlined in Independent Study Guidelines.

This course is the first part of a two-semester practicum. EDUC 8391 focuses on the internal and external communication in a school community and the variety of special programs found in the district. The practicum will be guided and supervised by university faculty and school district administrators. Prerequisite: Recommendation of faculty advisor.

This course is the first part of a two-semester practicum. EDUC 8392 focuses on the district-wide aspects of the following: leadership of the educational community, community instructional leadership, and administrative leadership. The practicum will be guided and supervised by university faculty and school district administrators. Prereq: Recommendation of faculty advisor

Investigates essentials of life, earth and physical science. Develops skill in the application of scientific processes.

Investigates the essentials of pre–number development, quantitative relationships, including concepts associated with numbers, basic operations and problem solving.

Investigates the essentials of civic responsibility. Includes concepts from the disciplines of economics, geography, history and political science as well as psychological, sociological and cultural factors.

Investigates processes used by younger and older adolescents to master secondary curriculum. Includes variables related to analysis, synthesis and evaluation as well as variables related to type of concept to be learned.

Factors contributing to reading skill development. Techniques for teaching reading in the content areas.

Systematic approaches in using literature to encourage voluntary reading and build comprehensive skills: thematic units and using multiethnic literature to help children function more effectively in a pluralistic society.

Approaches to teaching reading in the elementary school: emergent literacy (phonemic awareness, alphabetic principle, and fluency), vocabulary, comprehension, integration of reading and writing and teaching reading to students with special needs. Focus is on Response to Intervention with Scientifically based Reading Instruction (SBRI). Also includes observation of a variety of school settings, including one extended experience in a specific assigned classroom.

Designed to increase understanding of corrective reading strategies in elementary and secondary schools. Students will be able to demonstrate proficient application of their understanding of the following: the analytic approach to corrective and remedial reading; formal and informal measurements of reading performances; intervention strategies; instructional material; current trends and issues related to reading programs. Assessment is addressed using a 3 TIER Model of reading instruction.

(PSYC 3339) Explores general processes of development: physical, cultural, interpersonal, emotional and the interrelationships among these processes.

This course provides an introduction to special education programs and services in today’s schools within the framework of inclusion, collaboration and evidence based on instructional stratigies.

A theoretical understanding of the development and nature of the most frequently occurring emotional problems of children in schools. Prerequisite: SPED 4320.

The student will gain first–hand experience through case studies, observation and discussion in working with children with emotional problems. A minimum of 54 clock hours of experience will be required. Prerequisites: SPED 4320, 4322.

The course includes an analysis of the various approaches for providing instruction to the individual with mild disabilities. Language acquisition and cognition are examined to include normal, delayed and disordered development. Assessment techniques and individualized programming are covered in preparation to teach students with mild disabilities in the regular classroom with support services, resource or self–contained classrooms. Prerequisite: SPED 4320.

First–hand experience in working with children with mildly disabling conditions. Students assist in the assessment, program design and implementation of appropriate education experiences for disabled children. Students participate in parent workshops providing information and support services to parents of children with mild disabilities. Prerequisites: SPED 4325 or permission of faculty member.

This course will focus on providing students with disabilities access to the general education curriculum by differentiating content, process and products based on individual needs, interests, learning profile, and readiness levels. Prerequisites: SPED 4320, 4325, 4.