Education – General
EDUC 5010 (0-0-0) Elementary Core Subjects EC-6 Seminar (EDUC 4010)
This required course is designed to help students prepare for the Texas Examination of Educator Standards (TExES). The course will focus on content and sample questions from state-authorized preparation manuals distributed by the National Evaluation Systems, Inc. Information will also be gleaned from the state publication Proficiencies for Teachers in Learner-Centered Schools and other appropriate sources. Students must score a minimum of 85% on the TExES post-test in order to be authorized by the College of Education to take the TExES examination. This 5000-level course is cross-listed with a 4000-level course and includes specific graduate course requirements which reflect appropriate deeper learning experiences and rigor in the higher-level course. $50 fee.
Requisites: Educator Preparation Program admission.
Offered: Fall, Spring, Summer.
EDUC 5021 (0-0-0) EC-12 Pedagogy and Professional Responsibilities Seminar
(EDUC 4021)
This required course is designed to help students prepare for the Texas Examination of Educator Standards (TExES). The course will focus on content and sample questions from state-authorized preparation manuals distributed by the Educational Testing Service. Information will also be gleaned from the state publication Proficiencies for Teachers in Learner-Centered Schools and other appropriate sources. Students must score a minimum of 85% on the TExES post-test in order to be authorized by the College of Education to take the TExES examination. This 5000-level course is cross-listed with a 4000-level course and includes specific graduate course requirements which reflect appropriate deeper learning experiences and rigor in the higher-level course. $35 fee.
Requisites: None.
Offered: Fall, Spring, Summer.
EDUC 5030 (0-0-0) Defense of Degree MEdT and Certification
Because of Dallas Baptist University’s quest for meaningful assessment of teacher candidates, a defense of degree is required in all College of Education Graduate Programs. Candidates seeking Texas Teacher Certification will be expected to defend their degree through a Lesson Plan Presentation. This presentation will be evaluated by the Educator Preparation Program Committee for assessment as evidence of program success in either the fall or spring semester, prior to beginning EDUC 5608 Clinical Teaching or EDUC 5321 Internship I. Candidates are to follow the Defense of Degree Lesson Plan guidelines provided by the College of Education. This course is taken for credit only and does not affect the student’s GPA (CR/NC).
Requisites: Student must have been accepted into the Educator Preparation Program and successfully completed M.Ed. in Teaching (with certification) coursework. Must be completed prior to taking this course.
Offered: Fall, Spring, Summer.
EDUC 5302 (3-3-0) Lifespan Human Development
A study in developmental psychology which focuses on physical, cognitive, social, emotional, and personality development from conception to death within the context of basic theories of development.
Requisites: None.
Offered: Spring.
EDUC 5303 (3-3-0) Developmental Stages of Early Childhood Through Adolescence
(EDUC 4303)
This course surveys currently respected theories for educating the young child, along with their practical applications. Curriculum and materials will be examined and evaluated as related to state standards and a developmentally appropriate approach to the Texas Essential Knowledge and Skills (TEKS). Observations in local schools are required. This 5000-level course is cross-listed with a 4000-level course and includes specific graduate course requirements which reflect appropriate deeper learning experiences and rigor in the higher-level course.
Requisites: None.
Offered: Summer, Online.
EDUC 5310 (3-3-0) Introduction to Exceptional Learners
(SPED 4310/5310)
Learning styles and effective teaching strategies for exceptional learners. Application of research on identification, assessment, teaching, and technology for the full range of exceptions including learning different to gifted-and-talented learners.
Requisites: None.
Offered: Fall, Spring, Summer, Online.
EDUC 5315 (3-3-0) Introduction to Designing Instruction
(EDUC 4315)
An introductory course designed to include the aspects required for effective classroom instruction by a certified teacher in Texas. Through this study, teacher candidates in this class will be expected to understand effective classroom instruction, by designing rigorous lesson plans, understanding the appropriate cognitive levels of the Texas Essential Knowledge and Skills (TEKS), identifying constructive instructional strategies, and developing productive assessment methods. The candidates will also gain an understanding of the different systems that impact and influence curriculum, instruction, assessment, and accountability in the state of Texas. These systems would include, but are not limited to, the Texas Educator Code, Texas Administrative Code, Texas Commissioner of Education, Texas Education Agency, State Board of Educator Certification and the State Board of Education. This 5000-level course is cross-listed with a 4000-level course and includes specific graduate course requirements which reflect appropriate deeper learning experiences and rigor in the higher-level course. (Additional course fee may apply).
Requisites: None.
Offered: Fall, Spring, Summer.
EDUC 5316 (3-3-0) Studies in Classroom Management, Instruction and Assessment
(EDUC 4316)
The course focuses on research-based strategies in elementary and secondary classrooms designed to create positive learning environments, to organize and manage classrooms, to respond effectively to disruptive behaviors, to improve instruction and accomplish effective assessment. The Texas Essential Knowledge and Skills (TEKS) will be used to plan instruction. Observation in local schools is required. Each student will be required to compile a portfolio using the learning outcomes of the course. This 5000-level course is cross-listed with a 4000-level course and includes specific graduate course requirements which reflect appropriate deeper learning experiences and rigor in the higher-level course.
Requisites: None.
Offered: Fall, Spring, Online.
EDUC 5317 (3-3-0) Designing and Implementing Instruction
(EDUC 4317)
This course is designed to continue building on the designing of a lesson plan for effective delivery of instruction. Candidates will become proficient in planning all parts of the DBU lesson plan, emphasizing the areas of content knowledge and accommodations and modifications. Candidates will become proficient in delivery of instruction. This 5000-level course is cross-listed with a 4000-level course and includes specific graduate course requirements which reflect appropriate deeper learning experiences and rigor in the higher-level course.
Requisites: None.
Offered: Fall, Spring.
EDUC 5318 (3-3-0) Pedagogy of Math
(EDUC 4318)
This course will provide the students with information about the best practices for teaching mathematics to students in grades EC-8. The students will investigate the research that confirms how students learn best and how to apply that information to the math classroom. In addition, the students will receive practical strategies, approaches, and techniques to use in a future classroom. Finally, the course will encourage students to create classrooms that maintain a positive and encouraging environment for the study of math. This 5000-level course is cross-listed with a 4000-level course and includes specific graduate course requirements which reflect appropriate deeper learning experiences and rigor in the higher-level course.
Requisites: None.
Offered: Fall, Spring, Summer.
EDUC 5319 (3-3-0) Application of Instructional Methods Practicum (S-L)
Students will examine instructional, assessment, and management strategies designed to promote effective learning and apply these strategies in a field-based setting. Students will conduct observations of practicing teachers and reflect on the application of best practices. Students will evaluate and reflect on the effectiveness of the learning environment. Students will participate in a school-based service-learning project to fulfill the role of a Christ-centered servant leader in an educational setting. (Course may be taken multiple times for credit. The first attempt will be transcripted with a grade. If the class is repeated for additional credit, the PT version of the course should be used, which will be transcripted with a CR/NC grade.) This course contains a field-based service-learning component.
Requisites: EDUC 5315
Offered: Fall, Spring.
EDUC 5320 (3-3-0) Pedagogy of Special Education
(SPED 4320/5320)
The course addresses effective methods and practices for teaching students with disabilities to include learner characteristics, learner needs, and the delivery of instructional strategies, resources, and supports to ensure student success. This 5000- level course is cross-listed with a 4000-level course and includes specific graduate course requirements which reflect appropriate deeper learning experiences and rigor in the higher-level course.
Requisites: None.
Offered: Periodically, Online
EDUC 5321 (3-3-0) Internship in Teaching I
(EDUC 4301)
Designed to meet the state guidelines for educators who are working toward teacher certification but are not enrolled in the traditional student teaching program. Interns are individuals who are currently employed by their respective school district and assigned a regular classroom under the supervision of a mentor and a DBU supervising professor. This course is taken first in the semester prior to EDUC 5322, Internship in Teaching II. A candidate must earn a final grade of B (3.0, minimum) in the practicum/internship course in order to receive credit. If not, the course will need to be repeated. (Course may be taken multiple times for credit. The first attempt will be transcripted with a grade. If the class is repeated for additional credit, the PT version of the course should be used, which will be transcripted with a CR/NC grade.)This 5000-level course is cross-listed with a 4000-level course and includes specific graduate requirements which reflect appropriate deeper learning experiences and rigor.
Requisites: None.
Offered: Periodically.
EDUC 5322 (3-3-0) Internship in Teaching II
(EDUC 4302)
Designed to meet the state guidelines for educators who are working toward teacher certification but are not enrolled in the traditional student teaching program. Interns are individuals who are currently employed by their respective school district and assigned a regular classroom under the supervision of a mentor and a DBU supervising professor. This course is a continuation of EDUC 5321, Internship I, and is taken in the second or following semester. A candidate must earn a final grade of B (3.0, minimum) in the practicum/internship course in order to receive credit. If not, the course will need to be repeated. This 5000-level course is cross- listed with a 4000-level course and includes specific graduate course requirements which reflect appropriate deeper learning experiences and rigor in the higher-level course.
Requisites: None.
Offered: Periodically.
EDUC 5323 (3-3-0) Classroom Discipline for the 21st Century
(EDUC 4323)
This course focuses on current research-based strategies in elementary, middle, and high school classrooms designed to create a positive learning environment. Emphasis is given to behaviors that disrupt the learning environment, trauma-informed practices, relationship and community building, motivation, addressing aggressive students, de-escalation strategies, and understanding the impact of severe behaviors in the school setting. This 5000-level course is cross- listed with a 4000-level course and includes specific graduate course requirements which reflect appropriate deeper learning experiences and rigor in the higher-level course.
Requisites: EDUC 4313 or EDUC 4316/5316 (Pathways or MED in Teaching only).
Offered: Fall, Spring.
EDUC 5325 (3-3-0) Instructional Technology
(EDUC 4320)
This course is designed to expose educators to the technology currently available for the educational environment. Students will get hands-on experience on all current educational technologies and participate in class discussions based on advantages and disadvantages of each. Trends and futuristic applications of technology will also be discussed. It is important to note that there are no computer requisites for this course. This 5000-level course is cross-listed with a 4000-level course and includes specific graduate course requirements which reflect appropriate deeper learning experiences and rigor in the higher-level course.
Requisites: None.
Offered: Fall, Spring, Summer.
EDUC 5330 (3-3-0) Legal, Procedural, and Program Practices in Special Education
(SPED 4330/5330)
This course examines the identification, assessment and instruction of students with special needs. Emphasis will be placed on the presentation of special education roles, placement alternatives, legal implications, current status and trends in special education. An analysis of the categories of exceptionality, characteristics, and terminology will also be presented. This 5000- level course is cross-listed with a 4000-level course and includes specific graduate course requirements which reflect appropriate deeper learning experiences and rigor in the higher-level course.
Requisites: EDUC/SPED 5310.
Offered: Fall, Spring, Summer, Online.
EDUC 5334 (3-3-0) Pedagogy of Fine Arts and Movement in the Elementary Classroom
(EDUC 4334)
This course is required by all EC-6 certification students in the College of Education. The teacher candidate will explore music, visual arts, and movement and their impact on instruction and learning in a regular classroom setting. This 5000-level course is cross-listed with a 4000-level course and includes specific graduate course requirements which reflect appropriate deeper learning experiences and rigor in the higher-level course.
Requisites: None.
Offered: Spring.
EDUC 5340 (3-3-0) Teaching Written Language Skills in a Multisensory Structured Language Approach
This course trains participants in the use of a multisensory structured language program for students with specific language disabilities, dyslexia and related disorders.
Requisites: None.
Offered: Periodically.
EDUC 5341 (3-3-0) Therapeutic Analysis of Written Language Disorders
This course trains participants in the therapeutic analysis of written language disorders and the use of a multisensory structured language program for students with specific language disabilities, dyslexia and related disorders.
Requisites: None.
Offered: Periodically.
EDUC 5342 (3-3-0) Classroom Management of the Learning Different Student
This course is a series of one-day seminars that contrasts the development of the average child with the at-risk student and gives practical methods of facilitating learning for the LD student.
Requisites: None.
Offered: Periodically.
EDUC 5343 (3-3-0) Classroom Instruction of the Learning Different Student
This course is a series of Saturday seminars which begins with the history of language and includes oral language development. The importance of the auditory processing component in language acquisition is stressed. Written language is also discussed as well as the importance of teaching study skills to students with learning disabilities.
Requisites: None.
Offered: Spring.
EDUC 5344 (3-3-0) Diagnosing Learning Different Children
This course investigates the milestones of development in the average child from birth through adolescence, with emphasis on the red flags that may appear in a child with learning differences. These red flags may signify a need for referral by the classroom teacher for further testing. The course covers many of the tests used by educational psychologist in assessing students at-risk. The parent conference which follows is also addressed.
Requisites: None.
Offered: Summer.
EDUC 5345 (3-3-0) Teaching Written Language Skills with an Alphabetic Phonetic Approach
This course introduces participants to a variety of concepts related to the identification of a student with specific language disabilities and concepts related to the teaching of those students. The course also trains participants in the use of a multisensory structured language program for students with specific language disabilities, dyslexia, and related disorders.
Requisites: None.
Offered: Periodically.
EDUC 5435 (4-3-1) Secondary Pedagogy for Mathematics with Lab
(EDUC 4435)
The teacher candidate will explore teaching strategies that will engage secondary learners in math discovery. The teacher candidate will plan lessons in math at his/her certification level using various teaching strategies. This 5000-level course is cross-listed with a 4000-level course and includes specific graduate course requirements which reflect appropriate deeper learning experiences and rigor in the higher-level course.
Requisites: None.
Offering: Spring.
EDUC 5436 (4-3-1) Secondary Pedagogy for English Language Arts and Reading with Lab
(EDUC 4436)
The teacher candidate will explore teaching strategies that will engage secondary learners in English, language arts, and reading (ELAR) discovery. The teacher candidate will plan lessons in ELAR at his/her certification level using various teaching strategies. This 5000-level course is cross-listed with a 4000-level course and includes specific graduate course requirements which reflect appropriate deeper learning experiences and rigor in the higher-level course.
Requisites: None.
Offering: Spring.
EDUC 5437 (4-3-1) Secondary Pedagogy for Natural Sciences with Lab
(EDUC 4437)
The teacher candidate will explore teaching strategies that will engage secondary learners in the natural sciences discovery. The teacher candidate will plan lessons in natural sciences at his/her certification level using various teaching strategies. This 5000-level course is cross-listed with a 4000-level course and includes specific graduate course requirements which reflect appropriate deeper learning experiences and rigor in the higher-level course.
Requisites: None.
Offering: Spring.
EDUC 5438 (4-3-1-) Secondary Pedagogy for History with Lab
(EDUC 4438)
The teacher candidate will explore teaching strategies that will engage secondary learners in history discovery. The teacher candidate will plan lessons in history at his/her certification level using various teaching strategies. This 5000-level course is cross-listed with a 4000-level course and includes specific graduate course requirements which reflect appropriate deeper learning experiences and rigor in the higher-level course.
Requisites: None.
Offering: Spring.
EDUC 5439 (4-3-1) Secondary Pedagogy for Biology with Lab
(EDUC 4439)
The teacher candidate will explore teaching strategies that will engage secondary learners in biology discovery. The teacher candidate will plan lessons in biology at his/her certification level using various teaching strategies. This 5000-level course is cross-listed with a 4000-level course and includes specific graduate course requirements which reflect appropriate deeper learning experiences and rigor in the higher-level course.
Requisites: None.
Offering: Spring.
EDUC 5608 (3-3-0) Clinical Teaching
(EDUC 4608)
This course provides students seeking teacher certification the opportunity to observe, assist, and teach in a school under the supervision of experienced teachers in accredited schools. Students will be required to (a) provide their own transportation, (b) participate in pre-service training during the Fall semester of the academic year, and (c) successfully complete Clinical Teaching for a minimum of fifteen weeks. This course must be taken as part of the clinical teaching semester. A candidate must earn a final grade of B (3.0, minimum) in the practicum/internship course in order to receive credit. If not, the course will need to be repeated. This 5000-level course is cross-listed with a 4000-level course and includes specific graduate course requirements which reflect appropriate deeper learning experiences and rigor in the higher-level course.
Requisites: All courses on a student’s degree plan are requisites for the clinical teaching experience.
Offered: Fall, Spring.
EDUC 6010 (0-0-0) Defense of Degree MEdT Non-Certification
Because of Dallas Baptist University’s quest for meaningful assessment of graduate candidates, a defense of degree is required in all College of Education Graduate Programs. The defense of degree for students seeking Texas Teacher Certification is a capstone collection of signature assessments and artifacts with reflections that demonstrate a candidate's personal growth, development, and acquisition of knowledge, skills, and dispositions. Defense of Degree Designations:
Master of Education in Teaching (MEdT Non-certification): Students seeking a master's degree without certification in the College of Education will be expected to defend their Defense of Degree to the Educator Preparation Board for assessment as evidence of program success during their final semester. Students are to follow the Defense of Degree guidelines provided by the College of Education.
Master of Education in Teaching (MEdT Non-Certification, Montessoir or Multisensory specialization): Shelton students seeking a master's degree without certification in the College of Education will be expected to defend their Defense of Degree to the MEdT program director along with Shelton directors for assessment as evidence of program success during their final semester. Students are to follow the Defense of Degree guidelines provided by the MEdT program director.
Requisites: Student is in the last semester of the M.Ed. in Teaching Program (without certification. Must be completed prior to taking this course.
Offered: Fall, Spring, Summer.
EDUC 6302 (3-3-0) Research in Education (S-L)
A study of research techniques in education; practice in designing and implementing a research project. This course contains a field-based service-learning component.
Requisites: None.
Offered: Fall, Spring, Summer, Online.
EDUC 6304 (3-3-0) Improvement of Instruction
An investigation of brain-based learning research and effective teaching strategies. Students will explore research practices and pedagogical techniques that contribute to improved learning. The course will give particular emphasis on learning strategies, learning styles, multiple intelligences, and best practices in teaching.
Requisites: None.
Offered: Fall Online, Spring Online, Summer.
EDUC 6305 (3-3-0) Program Development and Sustainability
This course will apply strategies to create and lead instructional technology teams fueled by innovative work and ideas. The course will apply and analyze techniques for managing instructional technology projects and evaluating progress. Change management will be examined and successful strategies in leading organizational change will be presented. The students will create and apply models for learning that connect digital tools and resources to classroom instruction.
Requisites: None.
Offered: Fall.
EDUC 6306 (3-3-0) Curriculum Design and Evaluation
A study of the current and classical theories of curriculum development; analysis of determinants of the curriculum; approaches to the design and systematic evaluation of curriculum.
Requisites: None.
Offered: Fall Online, Spring Online, Summer.
EDUC 6308 (3-3-0) The School and Multicultural Society
(EDSC 6308)
An examination of the distinctive purposes and functions of education in the social order. Historical and contemporary issues related to multicultural, disabled, and other special populations are emphasized and their significance for education is identified.
Requisites: None.
Offered: Fall, Spring Online.
EDUC 6310 (3-3-0) Foundations of Christian School Education
A study of the philosophical and historical foundations of Christian Education. Specific topics include public vs. Christian education, Biblical worldview, and the life of the mind, theological and vocational aspects of calling in a Christian school, and Kingdom Education.
Requisites: None.
Offered: Fall, Online.
EDUC 6311 (3-3-0) Christian School Curriculum
A study of curriculum examining both the practical aspects of finding, developing, and using acceptable, appropriate curriculum for a Christian school and some of the philosophical concerns involved in curriculum choices. Current and classical theories of curriculum development will be studied. Biblical and Christian concerns related to school curriculum will be discussed.
Requisites: None.
Offered: Spring, Online.
EDUC 6316 (3-3-0) Digital Citizenship
This course explores issues related to human behavior with technology use. The course focuses on the concept of training individuals to be responsible global citizens in a digital world through the study and application of the nine essential elements: Digital Communication, Digital Law, Digital Access, Digital Commerce, Digital Security, Digital Health and Wellness, Digital Literacy, and Digital Etiquette.
Requisites: None.
Offered: Periodically.
EDUC 6330 (3-3-0) Meeting the Developmental Needs of Adolescents
A course which provides a knowledge base on the developmental stages and current educational practices relevant to the teaching of the junior high age student and his/her particular needs.
Requisites: None.
Offered: Periodically.
EDUC 6333 (3-3-0) Introductory Statistics for K-12 Educators
Statistics is the science of conducting studies to collect, organize, summarize, present, analyze, and draw conclusions from data. Descriptive statistics consists of the collection, organization, summarization, and presentation of data. Inferential statistics consists of the analysis of data in order to draw conclusions when generalizing from a sample to a population. Students in this course will study both descriptive and inferential statistics, elements of probability that support statistical theory, and theoretical distributions. Tests of hypotheses will include one-sample tests, two-sample tests, analysis of variance, and nonparametric tests. Other topics are confidence intervals, correlational analysis, forecasting, and predictions. Students will apply statistics to education matters that require measurement, analysis, and decision-making by education position holders and will design, conduct and report a study that demonstrates their statistical skills.
Requisites: None.
Offered: Fall, Spring, Summer.