The TED technology lab prepares teacher candidates for effective personal and classroom use of technology resources. Students will meet and exceed Texas State Board for Educator Certification (SBEC) requirements.

This course provides preparation in the role of a teacher. Students will learn teaching strategies that are then applied in a tutoring experience.

The TED 2112 technology lab extends and builds on TED 1112 in preparing teacher candidates for effective personal and professional use of technology resources. At the conclusion of the Baylor teacher education program, candidates will meet and exceed Texas State Board for Educator Certification (SBEC) requirements as outlined in the Technology Applications Standards for All Beginning Teachers.

An introduction to the role of the teacher in the elementary school. A field experience is included.

An introduction to the role of the teacher in the middle school. A field experience is included.

An introduction to the role of the teacher in the secondary school. A field experience is included.

This course provides initial preparation in the role of a special education teacher. Students will learn teaching strategies for students with disabilities that are then applied in a one-to-one teaching experience.

This course provides teacher candidates with an introduction to the role of the all-level physical education instructor. Course includes a field experience in grades K - eight.

This course will provide an introduction to the field of education from an interdisciplinary perspective that addresses such topics as curriculum, educational theory/practice, and the role of the teaching profession in democratic life.

This course will address the history of American educational thought from the founding of the Republic to the present day. Individuals to be considered will include Thomas Jefferson, Horace Mann, William James, and John Dewey.

Varied action-oriented field experiences that allow students to develop a depth of knowledge and experience in the topics explored in TED 3380. Through field based experiences in local organizations and schools, students will have the opportunity to examine how social issues play out in real-life settings.

Course includes a field experience.

An examination of methods of teaching reading in the elementary school. Includes atypical and typical language and literacy development in children in the elementary school.

Introductions to typical and atypical literacy instruction in middle grades and an overview of cognitive, emotional, social, and physical development of adolescents. Includes reading, writing, oral language, and an introduction to literature for adolescents.

This course will prepare candidates to plan and implement inquiry-based science instruction to meet the needs of diverse learners and increase their pedagogical repertoires.

Practicum of one hundred hours in a local secondary classroom matching the selected content certification area. Course includes weekly seminars.

Continuation of Teaching Associate Secondary Part I. Practicum of one hundred hours in a local secondary classroom matching the selected content certification area. Course includes weekly seminars.

Prepare the secondary education teacher candidate with research-based instructional and classroom management strategies. Provide opportunities for application of the strategies with students and opportunities for interaction with teachers at local secondary schools.

A study of the typical and atypical developmental stages of reading and writing for secondary students. Focuses on instructional strategies in reading and writing to meet the needs of all students. Course includes a field experience.

This course will expose middle school social studies candidates to the philosophies, methods and culturally relevant practices that nuance the field’s expressed disciplinary aims. Candidates will be asked to rethink traditional social studies instruction and develop transformational postures that will increase and diversify their pedagogical repertories. Concurrent enrollment in TED 3370 required.

An analysis of standardized assessments given at national, state, district, campus, and individual student levels. Planning and implementing instructional activities based on areas of need identified in the analysis. Field experiences are a critical element of the course.

This course will explore cultural and social issues that influence education. Concurrent enrollment in one hour field-based lab required.

This course prepares teacher candidates to adapt instruction in mathematics for meeting the needs of diverse students, strategy implementation for large and small groups, application of state and national standards, and development of instructional resources.

Continuation of Secondary Mathematics Practicum I. Course combines a practicum in a local secondary mathematics classroom with lecture and discussion about adapting instruction to meet the needs of diverse students, strategies for large and small groups, NCTM Standards, and teaching resources.

This course prepares teacher candidates to adapt instruction in social studies for meeting the needs of diverse students, strategy implementation for large and small groups, application of state and national standards, and development of instructional resources.

Continuation of Secondary Social Studies Practicum I. Course combines a practicum in a local school with in-depth discussion of instructional design, technology in the classroom, and assessment. The course also includes overview of content included in secondary history, geography, economics and civics education courses.

This course prepares teacher candidates to adapt instruction in science for meeting the needs of diverse students, strategy implementation for large and small groups, application of state and national standards, and development of instructional resources.

Course combines a practicum in a local school with in-depth discussion of instructional design, technology in the classroom, and assessment. The course also includes an overview of content of secondary science courses.

This course prepares teacher candidates to adapt instruction in foreign language for meeting the needs of diverse students, strategy implementation for large and small groups, application of state and national standards, and development of instructional resources.

Course combines a practicum in a local school with lecture and in-depth discussion of instructional design, technology in the classroom, and assessment and action research in the classroom.

Course combines a practicum in a local school with lecture and in-depth discussion of instructional design, components of a secondary art program, technology in the art classroom, assessment and action research in the classroom.

Continuation of Secondary Art Practicum I. Course combines a practicum in a local school with in-depth discussion of components of the art program, instructional design in art, technology in the classroom, and assessment in art classes.

This course prepares teacher candidates to adapt instruction in English/Language Arts for meeting the needs of diverse students, strategy implementation for large and small groups, application of state and national standards, and development of instructional resources.

Continuation of Secondary English Language Arts Practicum I. Course combines practicum in a local secondary English classroom with lecture and discussion about adapting instruction in English to meet the needs of diverse students, strategies for building vocabulary, developing written and oral language, and an overview of the history of English.

This course prepares teacher candidates to adapt instruction in business courses for meeting the needs of diverse students, strategy implementation for large and small groups, application of state and national standards, and development of instructional resources.

A continuation of TED 3398 Secondary Business Practicum I. Course combines a practicum in a local school with lecture and in-depth discussion of the economic system, components of a secondary business program, technology in the classroom, leadership and career development, assessment of student learning, and action research in the business classroom.

Practicum of one hundred hours in the elementary school in a local classroom. Teacher candidates will work with small and large groups in instruction in reading and social studies. Course includes daily seminars.

Practicum of one hundred hours in the elementary school in a local classroom. Teacher candidates will work with small and large groups in instruction in mathematics and science. Course includes daily seminars.

Practicum of one hundred hours in a local middle grade classroom matching the selected content certification area. Teacher candidates will work with small and large groups of students. Course includes a weekly seminar.

Continuation of TED 3630. Practicum of one hundred hours in a local middle grade classroom matching the selected content certification areas. Teacher candidates will work with small and large groups of students. Course includes a weekly seminar.

Practicum of one hundred hours in a local secondary classroom matching the selected content certification area. Course includes weekly seminars.

Practicum of 100 hours in a local secondary classroom matching the selected content certification area. Course includes weekly seminars.

In this course, teacher candidates teach small groups of early childhood through grade 6 general education with special education or gifted education students within the specific disciplinary areas that match their certificate areas. The practicum consists of 97.5 hours in a professional development or partner school (7.5 hours per week). Teacher candidates will work with small and large groups of students. Course includes seminars.

Practicum of one hundred hours teaching physical education in a local school. Teacher candidates will work with small and large groups of students. Course includes a weekly seminar.

Continuation of TED 3670. Practicum of one hundred hours teaching physical education in a local school. Teacher candidates will work with small and large groups of students. Course includes a weekly seminar.

Students will develop strategies for facilitating communication skills and integrating the language arts across the curriculum.

Preservice teachers will develop understanding of pedagogies that help elementary students develop proficiency in comprehending expository texts.

A study of the content of elementary science. Design and presentation of laboratory activities appropriate to various grade levels.

The types, classification, and organization of social studies content. Emphasis on the integration of the historical, geographical, and civic content of the social studies.

Strategies for teaching English to non-English speaking students at the elementary and secondary levels. Emphasis will be placed upon developing specific instructional approaches appropriate for the individual's language background.

Instructional methods and teaching aids and materials for the teaching of English in middle and secondary grades. Contemporary concerns relevant to the curriculum development of the English language arts in the components of language, composition, and literature will be stressed.

A survey of contemporary school science programs (all sciences) emphasizing their philosophies, designs, and unique methods and strategies for teaching in middle and secondary grades.

Mathematics content, materials, and conceptual activities for the elementary school. The emphasis of the course is to prepare the elementary school teacher to implement a constructivist approach to the teaching of mathematics based on an understanding of the National Council of Teachers of Mathematics (NCTM) standards. Includes laboratory experiences in teaching mathematics in the elementary school.

The student will be exposed to a wide range of issues and theories in mathematics curriculum and encouraged to relate these to his or her own teaching practices. Opportunities for teaching and observation of teaching will be provided in order to analyze and reflect on teaching practices appropriate for upper elementary grade mathematics.

Teaching strategies will be analyzed with developmental activities that can be used in middle grades mathematics. Candidates will reflect on what it means to teach mathematics for conceptual understanding and explore the factors that influence instruction. The NCTM Standards for grades 4-8 will be emphasized. Includes laboratory experiences in teaching mathematics in middle grades.

Organization, content, research practices, and technology in the social studies curriculum in middle and secondary grades. Includes a discussion of current issues and standards in social studies teaching.

Methods and activities used to actively engage secondary school students in the construction of mathematical concepts. This course includes development of instructional methods, teaching aids, and materials for the teaching of mathematics in the secondary classroom. Contemporary concerns relevant to the development in mathematics curriculum is included.

Teacher candidates will investigate critical issues in the nature of knowledge and inquiry in middle grade and secondary school mathematics. Candidates will explore current issues related to teaching practices and experiences. The NCTM Standards along with relevant research will provide a foundation.

The focus of this course is to provide EC-4, 4-8, and 7-12 certificate level teacher education students an in-depth exploration of the curriculum and pedagogy of geography education in the social studies with special attention to the intersections of economics and geography. This emphasis guides the course themes which attend to critical geographic and economic approaches to understanding the world and taking informed action to change it.

This course is designed to engage students in educational program development and teaching experience in an informal setting. Students will examine the attributes of successful informal education (such as museums and zoos) and school partnerships and develop, create, and facilitate a curriculum or professional development project for an informal education site.

This course is designed as the final experience for students finishing their minor in informal education and preparing to enter the job market after graduation. Students engage in an immersive practicum experience in the field and design/develop and complete a professional project.

A course designed to extend student teaching to a private school. Students will be involved in full-time student teaching for a minimum of four weeks.

This program is designed to extend the teaching experience. For teaching candidates in the School of Education at Baylor University. Teacher candidates will engage in cultural exchange, travel and education programs including three weeks of teaching and a comparative study of educational systems and instructional strategies.

Full-time teaching experience in a professional development school. A mentor teacher and resident faculty will support teacher candidates as they gradually assume complete responsibilities for teaching. Course includes two eighty-minute seminars per week.

Planning and preparing lessons and materials for full-time teaching. Includes completion of content modules, conferencing with mentor teacher and university instructor, written lesson reflections, observation of lessons taught by master teachers, and preparation of web-based portfolio.

Continuation of TED 4620 and TED 4621.

Continuation of TED 4620 and TED 4621.

Full-time teaching experience in a professional development or partner school. A mentor teacher and intern-supervisor will support teacher candidates as they gradually assume complete responsibilities for teaching. Course includes a 2-hour weekly seminar

Planning and preparing lessons and materials for full-time teaching. Includes completion of content modules, conferencing with mentor teacher and intern-supervisor, written lesson reflections, observation of lessons taught, and experiences aligned with the teacher education standards.

Continuation of TED 4630 and TED 4631.

Continuation of TED 4630 and TED 4631.

Full-time teaching experience in a professional development school. A mentor teacher and resident faculty will support teacher candidates as they gradually assume complete responsibilities for teaching. Course includes one two hour seminar per week.

Secondary Content Practicum. Planning and preparing lessons and materials for full-time teaching. Includes completion of content modules, conferencing with mentor teacher and university instructor, written lesson reflections, observation of lessons taught by master teachers, and preparation of electronic portfolio.

Continuation of TED 4640 and TED 4641.

Continuation of EDP 4650 and EDP 4651.

Continuation of EDP 4650 and EDP 4651.

Full-time experience in professional development. A mentor teacher and resident faculty will support teacher candidates as they gradually assume complete responsibilities for teaching. Course includes two eighty-minute seminars per week.

Planning and preparing lessons and materials for full-time teaching. Includes completion of content modules, conferencing with mentor teacher and university instructor, written lesson reflections, observation of lessons taught by master teachers, and preparation of web-based portfolio.

Continuation of TED 4670 and TED 4671.

Continuation of TED 4670 and TED 4671.

A full-time daily supervised teaching experience in a local public school. Students collaborate with classroom teacher to provide instruction under the direction of a university supervisor. Includes weekly seminar with supervisor.

Examination of special topics in teacher education focusing on pedagogy, curriculum, and PK-12 field experience professional development. May be repeated once under a different topic not to exceed six semester hours.

A study of the physical, cognitive and affective development of a child from prenatal to eighteen years of age. Emphasis is placed on current literature, research findings and developmental theories.

This course provides information about characteristics of gifted and talented learners and their needs. Students will learn the role of a teacher and instructional strategies related to guided research that are then applied in one-to-one teaching experiences.

This course provides initial preparation in the role of a special education teacher. Students will learn teaching techniques and strategies for students with mild disabilities that are then applied in a one-to-one or one-to-two teaching experience.

A study of the relationship between development and learning. Physical, cognitive, personal, social, moral, and language development as well as selected theories of learning and motivation are considered. (Credit may not be earned for this course if credit is earned in EDP 3325.)

The principles of educational psychology as applied to teaching. Content of the course includes the principles of human growth and development, learning, motivation, and measurement as they relate to the role of the teacher. Special problems related to the effect of cultural and economic factors will also be included. (Credit may not be earned for this course if credit is earned in EDP 3324.)

A study of the process of collecting data for the purpose of assessing individual differences and making decisions about the education of exceptional students.

An introductory course in child development is recommended as a prerequisite. Family-centered, interdisciplinary services for young children at-risk for developmental disabilities. Students will study the history, rationale, controversies, and current best practices within the field of early intervention.

A course emphasizing collaborative consultation processes with parents, teachers, support personnel, school administrators and students. Includes twenty hours of field experiences.

In this course a review of normal human development provides the basis for an in-depth study of the etiology, characteristics, treatment, and prevention of developmental disabilities including autism, cerebral palsy, learning disabilities, intellectual disabilities, and seizure disorders.

A course focusing on formal and informal assessment currently used in special education for students with mild disabilities. The completion of a case study requiring the administration, scoring, and interpretation of individual assessments in included.

Analysis and management of problem behaviors. Emphasized topics include behavior measurement techniques, functional assessment procedures, and behavior intervention methods.

Emphasis is on specially designed instruction and assessment of individuals with moderate to severe disabilities from infancy to adulthood including teaching techniques, assistive technology, and transition.

A lab-based course involving application of methods for teaching oral/written language and reading to students with special needs. Includes sixty hours of field experience.

In this course, teacher candidates teach small groups of gifted and talented and general education students within a specific disciplinary area that matches their certificate areas. The practicum consists of 97.5 hours in a professional development or partner school (7.5 hours per week). Teacher candidates will work with small and large groups of students. Course includes a weekly seminar.

A practicum of one hundred hours providing experience in adapting instruction for learners with special needs within the general education classroom. Students learn how to manage behavior, adapt lessons, individualize instruction, and correlate multi-level materials in a field-based setting. Course includes a weekly seminar.

Characteristics of the young and mature adult learners with an emphasis on intellectual and social development. An analysis of theories of adult learning is included.

Introduces students to policies, theories, and models of gifted education including talent development and advanced academic programs from elementary school through high school. Students learn specialized approaches to teaching consistent with the goals of gifted education, honors programs, and advanced academics.

Historical, philosophical, and theoretical background of curriculum differentiation and specific strategies to adapt instruction for individual student differences related to rate, content, and preferences. Emphasis on best practices in differentiated instruction as demonstrated by empirical research.

Historical foundations, laws, policies, and issues regarding definitions and the identification of individuals with exceptional learning needs, including those from culturally and linguistically diverse backgrounds.

Types, characteristics, etiologies, education and treatment of individuals with moderate to severe disabilities from infancy to adulthood.

Students acquire various methods for adapting for learner differences within the general education classroom including redesigning direct teaching lessons, developing assessment tasks, correlating multi-level activities, individualizing, and mastery learning. Emphasis will be placed on strategies for classroom organization and management such as grouping, scheduling, room arrangement, and record keeping.

A field-based course involving application of direct instruction methods in mathematics to students with a variety of learning needs. Emphasis is placed on analyzing and sequencing the essential elements of mathematics to facilitate mastery. Includes sixty hours of field experience in a multicultural setting.

Full-time teaching experience in a classroom with specific emphasis on gifted and talented students. A mentor teacher and resident faculty will support teacher candidates as they gradually assume complete responsibilities for teaching. Course includes two eighty-minute seminars per week.

Planning and preparing lessons and materials for full-time teaching with specific emphasis on gifted and talented students. Include completion of content modules, conferencing with mentor teacher and university instructor, written lesson reflections, observation of lessons taught by master teachers, and preparation of web-based portfolio.

Full-time teaching experience in a professional development school with students who have special learning needs. A special education mentor teacher and resident faculty will support teacher candidates as they gradually assume complete responsibilities for teaching. Course includes two eighty-minute seminars per week.

Planning and preparing lessons and materials for full-time teaching of students with special needs. Includes completion of content modules, conferencing with mentor teacher and university instructor, written lesson reflections observation of lessons taught by master teachers, and preparation of web-based portfolio.

Continuation of EDP 4660 and EDP 4661.

Continuation of EDP 4660 and 4661.

A practicum for students in the two-semester professional development school cohort. The course provides supervised practice in all student teacher proficiencies. This experience includes practice in: classroom organization and management, assessment, planning/delivery of instruction, adapting instruction for individual needs, collaboration technology and professionalism. A minimum of 40 hours of experience is required for each hour of credit.

Provides insights into a student's present leadership strengths and developmental needs. Prepares students for leadership positions, focusing on topics such as a philosophy of leadership, the role of power and authority in leadership, and goal setting for leadership development.

This course explores personal strengths, values and aspirations for influencing the world through a unique vocation or calling. Through this experience, students will become committed to their own personal growth as a human being, as well as to the personal growth of others in the class. In addition, applications of a variety of historical and contemporary perspectives on vocation and calling will be emphasized.

This course is designed for student leaders with a desire to explore organizational theory and systems. The course will further develop a student’s understanding of how these systems and theories influence culture, behaviors, and organizational effectiveness. Students will examine their own leadership styles and how that approach fits into the organization, its members, and mission.

The purpose of this class is to explore how Christian Leadership can be used to develop residential communities. Specifically, we will explore how authentic Christian community is formed by leaders who employ techniques related to spiritual wellness, God-given strengths, relational approaches, inclusivity, and other aspects of community development. Using the Community Leader position at Baylor University as an experiential framework, this class will provide both philosophical and application opportunities to hone a student’s ability to be a Christian leader of communities.

This course uses an experiential pedagogy to broaden students’ development as leaders. Experiential learning provides a comprehensive approach to learning that integrates theory, practice, implementation, and reflection. Through your experience as peer leaders you will be challenged to examine your understanding of leadership, as well as reflect on your own leadership and that of others. In the Health and Wellness Leadership course specifically, students will gain a broad understanding of current health topics of college students and ways to properly address and respond to these topics in both a presentation and mentoring setting.

This course uses an experiential pedagogy to broaden students’ development as leaders; a comprehensive approach to learning that integrates theory, practice, implementation and reflection. Through experience as a peer leader, students will examine their understandings of leadership, and reflect on their own and other’s leadership development.

This course uses an experiential pedagogy to broaden students’ development as leaders; a comprehensive approach to learning that integrates theory, practice, implementation and reflection. Through experience as a peer leader, students will examine their understandings of leadership, and reflect on their own and other’s leadership development.

This course explores the topic of leadership by examining ideas about people at their best. Foundational to the course are principles from Positive Psychology about well-being, optimal functioning and thriving during the college years, as well as approaches to leadership that leverage individual strengths and passions. The class will focus on six themes: thriving in college and beyond, understanding yourself, leading yourself, understanding others, engaging in community, and living out leadership and calling.

This course will explore theoretical and practical issues related to leadership across and inclusive of different faiths. We will discuss various civic and spiritual practices related to leadership and religious identity. Students will consider their own sense of formation and worldview through reading, writing, class discussion, and co-curricular experiences in order to cultivate spiritual growth, civic capacity, and intercultural skills.

This course uses experiential learning to educate Mental Health Peer Leaders on the pertinent topics of mental health and illness and to equip them to break down mental health stigma and empower their peers to also challenge negative beliefs or attitudes.

Talent, development, and success are fascinating topics, but few understand the theory and research behind what leads to excellence in any field. This course examines the science, theory, and research behind talent, development, success, critical thinking, and expertise. Students will learn what is known and unknown by scholars about these phenomena, as well as pathways for developing talent in themselves and others.

This interdisciplinary course is designed to engage students in a critical conversation about leadership and community engagement. It challenges students to reflect on their understanding of leadership, community engagement, and the intersection of the two. Students will engage in this discussion drawing specifically on their experiences as a Baylor student. They will participate in critical discussions about what it means to participate in informed engagement.

This course will address the changing demographics of our global community of the 21st century. The future of leadership will be complex in terms of practices that are impacted by a changing diversity of "world citizens" and it will demand an understanding of geographic, economic, cultural, political, religious, and linguistic mediums. This course will address these skills and areas of knowledge.

See AVS 3370 for course information.

Each Special Topics in Leadership course will focus on a specific area of leadership (e.g. Women in Leadership or Leadership in a Multicultural Society). May be repeated under different topic for a total of 9 credit hours.

Leadership course focusing on advanced leadership theories and applying those theories in leadership practice.