Course will focus on meeting the changing demands of security in a global environment. Discussion emphasizing the understanding of how to design, implement, and integrate the security function in an ever-changing world and the impact of major economic, demographic, and technological trends on developing strategies for security innovation and growth.
Course will focus on philosophies, tactics, and targets of terrorist groups; discussion of emerging terrorism trends and the roles of the private sector and U.S. Government in responding to and preventing terrorism. Students will also gain insight on how terrorism influences U.S. Foreign Policy.
Theoretical perspectives regarding the creation of childhood as a social construct and the etiology of juvenile offending. Particular attention is paid to the role of family, peers, and school.
Techniques and procedures utilized in the supervision of adult and juvenile probationers and parolees, and other residents of community-based corrections facilities. Preparation of social history, pre-hearing, and pre-sentence investigation reports. Emphasis on practical problems confronting the probation and parole and other community-based corrections officer.
Methods and techniques of research in the legal system. Designed to prepare students to locate, interpret and disseminate relevant statutory and case law as well as scholarly legal works.
An examination of the roles and responsibilities of mental health professionals within the justice system. This will include credential preparation and voir dire, state licensing board regulations, negotiating potential ethical challenges, as well as limits of privilege and confidentiality. Students will also survey major topics in regard to experimental forensic psychology, such as police psychology and interrogation; jury selection and decision making; and eyewitness testimony and false memories.
CRJU 5433 - Correctional Classification and Case Management
3 (3-0)
Students will develop an evaluative study of a classification and/or case management system in an assigned jail facility, prison facility, or community-based program. Students will develop their own classification or case management system for a specific offender group using evidence-based practices identified through their own individual research.
CRJU 5443 - Multicultural Issues in Criminal Justice
3 (3-0)
An overview of the impact that diversity and multiculturalism has upon criminal justice agencies. Issues related to human resources, EEO considerations, discrimination within the agency setting. Civil Rights violations among employees, Civil Rights violations committed by practitioners against citizens and/or offenders, are of interest. The impact of the international community on these issues is highlighted within this course.
An examination of criminal victimization in the United States and globally via an overview of current theory, research, and trends within the context of specific victimization types. This course will assess specific crimes types, the impact of crime on victims and society, the role of victims within the criminal justice system, specific remedies, and victim rights and services.
An advanced course on offender typologies to include offenders with anti-social personality disorder, psychopathic offenders, adult and juvenile sex offenders, offenders who have murdered, as well as hardcore gang members. Issues pertaining to risk prediction and assessment for each group is discussed. The means by which treatment is implemented is discussed, as are security concerns for each offender group. Etiology and theoretical aspects of causation are intermixed throughout this course.
An advanced course on developing knowledge of the techniques, theories, and research associated with providing treatment services to criminal offenders. Detailed examination of case management principles, assessment, diagnosis, treatment, and follow-up/aftercare for offenders in both the institutional and community-based setting is provided.
Provides an overview of various American Society of Addiction Medicine (ASAM) criteria utilize in substance abuse treatment. Students will be exposed to instruments and techniques of assessing drug and alcohol dependence, as well as the diagnosis, placement and referral of drug abusers. Students will be required to know and apply the 12 core functions of treatment to a case study. Additional emphasis on co-occurring disorders is provided.
CRJU 6313 - Comparative and International Criminal Justice
3 (3-0)
The study of criminology and criminal justice in societies other than the United States. Emphasis is on the uncommon roots of criminal justice globally, comparative criminology, and international criminal justice trends.
CRJU 6323 - Seminar in Organization and Administration
3 (3-0)
The study of bureaucracy and complex organizations with strong emphasis on the concepts and practices of the organization and management of public agencies in the United States. Special consideration is given to the various philosophies, typologies, and models of administrative systems in criminal justice.
An examination of the evolution of police in modern society with a special emphasis given to the role of the police play in contemporary society. Current research examining the function of the police will be examined.
Analysis of behavior which violates expectations that are shared and recognized as legitimate. Special attention is focused on societal reactions to such behavior.
CRJU 6383 - Seminar on Drugs, Society, and Policy Issues
3 (3-0)
This course will focus on issues and problems surrounding the problem of illicit drugs in society. Particular emphasis will be placed on policy related issues.
A minimum of three months in an approved criminal justice setting. Designed to provide the graduate student with an opportunity to synthesize theory and practice.
Ethics and moral philosophy in criminal justice including the role of natural law, constitutional law, code of ethics and philosophical principles. Strong emphasis will be put on examining the role of justice in a free society and the practical implications of justice to practitioners of police, courts and corrections.
An introductory overview of the field including a study of the history of early childhood education. Emphasis on characteristics of young children and their needs, types of programs, and current issues.
ECED 5123 - Early Childhood Development: Language and Literacy
3 (3-0)
Prerequisite(s): ECED 5103 or consent of the instructor.
Emphasis on how young children’s language and literacy develop and the application of developmentally appropriate practice in planning for instruction.
Prerequisite(s): ECED 5103 or consent of the instructor.
Planning the learning environment, developing learning activities, organizing the school day, and interpreting children’s growth to parents. Emphasis on developmentally appropriate practice. Field experience required.
The course provides a comprehensive overview of curriculum, methods, materials, and strategies of teaching English as a second language. Emphasis on differentiating curriculum through culturally and linguistically appropriate instructional skills and assessments. Course may not be used for students seeking Texas certification.
Prerequisite(s): Consent of the Graduate Coordinator.
Formulation of economic theories of supply, demand, and market equilibrium with emphasis on teaching students how to apply microeconomic theory in managing a business.
Prerequisite(s): Consent of the Graduate Coordinator.
Investigation of major theories used to determine and evaluate employment, output, prices, and growth. Various potential policies are identified and evaluated with respect to particular macroeconomic conditions.
Fosters an understanding of the scope of social science research including methodologies appropriate to issues impacting human social interaction while preparing them to understand, analyze, synthesize, and critically evaluate contemporary research.
EDUC 5083 - Educational Assessment: Development, Analysis, and Implementation
3 (3-0)
This course provides a comprehensive overview of informal and formal assessments used in classroom settings, focusing on knowledge and skills related to designing reliable, valid, and objective classroom assessment. This course is designed to help students understand how to use the data from assessments to guide instructional decisions for all students, collectively or individually, in the classroom. Course may not be used for students seeking Texas certification.
EDUC 5113 - Management Techniques for Elementary, Middle, and Secondary
3 (3-0)
This course provides knowledge and skills related to designing effective classroom management and instructional techniques to optimize student learning and motivation. This course will emphasize creating and maintaining safe, effective, and developmentally appropriate learning environments for school and community settings. Course may not be used for students seeking Texas certification.
Teaching under supervision in an accredited public or private school; meets full day for twelve weeks, including orientation; orientation and supervision by college instructor.
Designed to emphasize various aspects of planning for teaching, curriculum organization, use of technology in teaching general and special populations, the legal and ethical aspects of teaching, the forms of organization and management found in Texas and U.S. schools, and informal and teacher-made assessments. Limited to graduate or post-baccalaureate students seeking initial teacher certification.
EDUC 5513 - Introduction to Training and Development
3 (3-0)
This overview course investigates the design, development, delivery, and evaluation of training programs. The relationship of modern technology and training theories with organizational practices will also be addressed.
EDUC 5523 - Trends and Issues in Training and Human Resource Development
3 (3-0)
Study of the set of systematic and planned activities designed by an organization to provide its employees with the necessary skills to meet current and future job demands: learning and human resource development, needs assessments, task analysis, designing and implementing training programs, evaluating training programs, career development, and human performance consulting.
EDUC 5533 - Instructional Strategies for Adult Learners
3 (3-0)
Examination and evaluation of methods and techniques of instruction used by both trainer and curriculum/program developers in business and industry, government, and community adult learning activities.
EDUC 5583 - Graduate Internship in Training and Development
3 (1-4)
Prerequisite(s): 12 semester hours in Training and Development.
Designed as the culminating experience in the Training and Development program; provides 150 clock hours of training experience under the supervision of experienced personnel. May be repeated for credit with approval of graduate committee chair.
A study of recent curriculum practices and the ideas underlying them. This course provides students with experiences in evaluating both the pros and the cons for a wide variety of curricular practices.
EDUC 5801 - Kodály Conducting and Ensemble, Level I
1 (1-0)
Course provides the first of three levels of training in the area of conducting for those studying the Kodály Method of teaching. Activities are designed to develop conducting gesture and technique, score analysis and preparation, and rehearsal strategies based on Kodály principles. In choral ensemble, students perform a variety of musical style periods and genres, use relative solmization for reading, and focus on pure intonation.
Course provides the first of three levels of training in the area of musicianship for those studying the Kodály Method of teaching. Students study melody, rhythm, solfege (with use of Curwen hand signs), harmony, improvisation, scales, dictation, and part-work. Emphasis is placed on personal musicianship and development of individual skills in the above areas.
EDUC 5803 - Kodály Music Pedagogy and Literature, Level I
3 (3-0)
Course presents Kodály curriculum from early childhood through grade two, highlighting preparation, presentation, and practice of rhythmic, melodic, and formal elements. Participants develop a folk song collection and other musical materials for use in a Kodály inspired classroom and create a retrieval system for organizing these musical materials.
EDUC 5893 - Language Development for First and Second Language Learners
3 (3-0)
Introduction to language acquisition and development, including the nature and description of language and the language cueing systems. Course will also include theories and current methodology in teaching listening, speaking, reading, and writing skills for second language learners.
EDUC 5901 - Kodály Conducting and Ensemble, Level II
1 (1-0)
Course provides the second of three levels of training in the area of conducting for those studying the Kodály Method of teaching. Activities are designed to develop conducting gesture and technique, score analysis and preparation, and rehearsal strategies based on Kodály principles. In choral ensemble, students perform a variety of musical styles, periods, and genres, use relative solmization as it relates to solfege levels, and focus on intonation.
Course provides the second of three levels of training in the area of musicianship for those studying the Kodály Method of teaching. Students study melody, rhythm, solfege (with use of Curwen hand signs), harmony, improvisations, scales, dictation, and part-work. Emphasis is placed on personal musicianship and development of individual skills in the above areas.
EDUC 5903 - Kodály Music Pedagogy and Literature, Level II
3 (3-0)
Course provides the second of three levels of training in the areas of pedagogy and materials for those studying the Kodály Method of teaching. Course presents a Kodály curriculum relative to third and fourth grade students, highlighting preparation, presentation, and practice of rhythmic, melodic, and formal elements. Participants develop a folk song collection and other musical materials for use in a Kodály-inspired classroom and create a retrieval system for organizing these musical materials.
EDUC 5911 - Kodály Conducting and Ensemble, Level III
1 (1-0)
Prerequisite(s): Successful completion of Kodály Conducting and Ensemble, Level II.
Course provides the third of three levels of training in the area of conducting for those studying the Kodály Method of teaching. Activities are designed to develop conducting gesture and technique, score analysis and preparation, and rehearsal strategies based on Kodály principles. In choral ensemble, students perform a variety of musical styles, periods, and genres, use relative solmization as it relates to solfege levels, and focus on intonation.
Prerequisite(s): Successful completion of Kodály Musicianship, Level II
Course provides the third of three levels of training in the area of musicianship for those studying the Kodály Method of teaching. Students study melody, rhythm, solfege (with use of Curwen hand signs), harmony, improvisations, scales, dictation, and part-work. Emphasis is placed on personal musicianship and development of individual skills in the above areas.
EDUC 5913 - Kodály Music Pedagogy and Literature, Level III
3 (3-0)
Prerequisite(s): Successful completion of Kodály Music and Pedagogy and Literature, Level II.
Course provides the third of three levels of training in the areas of pedagogy and materials for those studying the Kodály Method of teaching. Course presents a Kodály curriculum relative to fifth and sixth grade students, highlighting preparation, presentation, and practice of rhythmic, melodic, and formal elements. Participants develop a folk song collection and other musical materials for use in a Kodály-inspired classroom and create a retrieval system for organizing these musical materials.
EDUC 6013 - Trends and Issues in Learning and Teaching
3 (3-0)
A study in contemporary issues relating to the ways students learn and best practices in instruction. Emphasis is placed on examining a broad spectrum of perspectives resulting in the development of an informed and critical pedagogy. This course should be taken during the first or second semester of the program.
A study of learning theories and the learning process, testing instruments and programs, their interpretation and use in curriculum evaluation, authentic and other assessment methods and programs, and test construction.
Prerequisite(s): 18 graduate hours to include EDUC 5053 with a grade of C or better.
Practical application of quantitative and qualitative research theory and methodology leading to the completion of a formal report of original empirical research (file paper).
EDUC 6813 - Graduate Capstone in Professional Studies
3 semester hours
Students will produce a capstone portfolio as the culminating activity to his/her professional studies. The capstone course is designed to help the student assess the educational experience in relation to career goals and the application of educational concepts to those goals.
EDUC 6823 - Graduate Practicum in Professional Studies
3 semester hours
This course allows the student to integrate skills and knowledge learned in the classroom with his/her experience to research and report on a specific professional area of interest. Students will demonstrate their learned skills in communication, leadership, critical inquiry, and ethics, as well as speak in some manner to the student’s professional development aspirations. Must be taken during the student’s last semester of degree work.
EDUC 6903 - Independent Graduate Study in Education
3 semester hours
Designed to offer the advanced student an opportunity to select a special interest in education for intensive research. An acceptable research project is required. May be repeated once for credit.
EDLE 5583 - Curricular Supervision for School Leaders
3 (3-0)
Various concepts, theories, and models inherent in curricular design and supervision are examined in light of contemporary driving forces including: technology integration, educational reform, multicultural populations, the accountability movement, and effective leadership practices.
EDLE 5593 - Leadership and Communication Processes
3 (3-0)
Prerequisite(s): Student must have a PRCE Concentration.
This course is designed to help potential administrators develop skills necessary to build positive school culture through effective communication. Additionally, they will examine methods to deal with conflict through resolution, mediation, problem solving, decision-making, cognitive coaching, and mentoring.
Prerequisite(s): Student must have a PRCE Concentration.
Successful leadership in organizational settings requires an understanding of human behavior, beginning with knowledge of self and leading to the understanding of others. This course provides students with opportunities to analyze their values, behaviors, and skills related to successful school improvement.
Prerequisite(s): Student must have a PRCE Concentration.
A study of the rights and responsibilities of teachers, students, and laws related to special education, school governance, staff discipline, and dismissal. In addition, the course will cover the major laws and court decisions which have shaped the operation of schools today.
Prerequisite(s): Student must have a PRCE Concentration.
A study of principles of public school finance, the school budget development process, building-level fiscal management, facility planning and management, and building-level student services management.
EDLE 5653 - Building School Communities for Diverse Learners
3 (3-0)
A study of the characteristics and educational needs of diverse communities. The primary focus is to equip educational leaders with the knowledge and skills to recognize, implement, and maintain inclusive and effective instructional programs that ensure success for all students.
EDLE 5663 - Community Politics and Public Relations
3 (3-0)
A study of theories, techniques, and essential information that school administrators must know when communicating with a diverse community. Additionally, the class provides models for dealing constructively and effectively with needs, problems, issues, and crises inherent in an educational enterprise.
An examination of the nature and process of change. Students will study models for planned change, a systems approach to change, and the roles of both teachers and principals as agents of change.
EDLE 5683 - Instructional Improvement and Staff Development
3 (3-0)
Prerequisite(s): Student must have a PRCE Concentration.
Students will study how principals can support and improve excellence in classroom instruction for a diverse student population. Conferencing skills, observation techniques, evaluation techniques, peer coaching, classroom management, staff development, individual decision-making, and developmental supervision are some of the concepts to be examined.
EDLE 5693 - Graduate Practicum in Educational Leadership
3 (1-4)
Prerequisite(s): Student must have a PRCE Concentration.
Students apply their leadership knowledge and skills to real situations in the schools. Activities pertaining to each of the six ELCC standards will be guided by a mentor selected by the student.
EDLE 5703 - Personal Leadership for Education Professionals
3 (3-0)
An understanding of human behavior, beginning with knowledge of self and leading to the understanding of others, is necessary for successful leadership in organizational settings. This course provides students with opportunities to analyze their values, behaviors, and skills related to effective leadership in an educational context. Course may not be used for students seeking principal certification.
EDLE 5713 - Leading through Effective Communication
3 (3-0)
This course is designed to help potential educational leaders develop skills necessary to build a positive institutional culture through effective communication. Additionally, they will examine methods to deal with conflict through: resolution, mediation, problem solving, decision-making, cognitive coaching, and mentoring. Course may not be used for students seeking principal certification.
An examination of the rights and responsibilities of teachers, students, and laws related to P-12 special education, school governance, staff discipline, and dismissal. The course will also explore the major laws and court decisions which have shaped the operation of schools today. Course may not be used for students seeking principal certification.
An exploration of principles of P-12 public school finance, budget development, building-level fiscal management, facility planning and management, and build-level student services management. Course may not be used for students seeking principal certification.
EDLE 5743 - Supervising Instruction and Instructor Development
3 (
Students will examine how leaders can support and improve excellence in instruction for a diverse student population. Conferencing skills, observation techniques, evaluation techniques, peer coaching, classroom management, staff development, individual decision-making, an developmental supervision are some of the concepts to be examined. Course may not be used for students seeking principal certification.
This course is an in-depth study of political and community relations issues faced by the public school superintendent. Communications, partnerships, consensus-building, media relations, working with diverse groups, and superintendent-board working relationships will be studied. Field work will include collaboration with the mentor superintendent on district politics and community relations; a portfolio project(s) will be completed.
This course will focus on evaluating district programs designed to improve student achievement and well-being. There will also be an emphasis on the evaluation of professional learning from multiple sources to make judgments about its efficacy.
This course will prepare superintendent candidates to apply principles of effective leadership and management in relation to district budgeting, facilities, finances, and technology usage. Other topics will be organizational change, group processes, decision-making, and personal time management. Field work will include collaboration with the mentor superintendent in the areas of school organization and management; a portfolio project(s) will be completed.
This course focuses on the improvement of teachers based upon performance observation, professional learning communities, and data driven decision making from a district wide perspective utilizing laboratories of practice and the opportunity to mentor new school leaders.
Superintendent candidate will work closely with the mentor superintendent, concentrating on intensive study in one or more standard areas as determined by the ongoing assessment. The portfolio will be completed and the Texas State Superintendent’s Exam will be reviewed.
Builds on the content of the prerequisite course by focusing on legal and policy issues of particular concern to top-level educational policymakers and administrators. Topics include such complex issues as the role of the state in education, parental rights, school choice and vouchers, privatization, religion on campus, and legal liability for constitutional wrongs.
Objective of this course is to prepare educational leaders to understand how to use data to solve problems in schools. Data sets utilized emerge from school and district level problems. The tools presented are oriented toward understanding what the data means, how to properly evaluate it and also present the data in a usable format. The course includes a section of presenting complex information to a broader, community-based audience, rather than an academic audience.
EDLE 6083 - Evidence Informed Perspectives on Practice
3 (3-0)
An introduction to the problems of practice, roles of scholarly practitioners, inquiry in the field, and the culminating experience of the Dissertation of Practice.
EDLE 6093 - Cultural Foundations in Educational Leadership
3 (3-0)
Doctoral seminar on issues of policy, structures and practices in educational leadership specific to cultural diversity in a K-12 setting. Explores the cause and consequences of inequities in society and in K-12 specifically and the effect on educator/student and family relationships and academic success.
EDLE 6113 - Educational Accountability and Student Assessment
3 (3-0)
The course provides students an in-depth understanding of large-scale assessment and educational accountability. An understanding of test scores and standards for the development and use of educational and psychological tests will provide a foundation for examining and evaluating large-scale assessment practices today. Applied measurement and assessment issues are examined with regard to topics such as standards-based reform, annual yearly progress, identification of students at-risk, and program effectiveness.
Course focuses on the tools of qualitative research including problem identification, analysis, and interpretation of information relevant to the problem. However, it will be in the context for formal and informal inquiry process for practitioners where questions are answered from multiple perspectives.
EDLE 6133 - Writing and Research Design for Educational Leadership
3 (3-0)
Development of a proposal for research in the field of educational leadership. Students are guided in conceptualizing and designing a study and will draft a paper that includes a rationale, a literature review, and a description of proposed research design and methods.
EDLE 6143 - Theories of Leadership, Administration, and Organizational Management
3 (3-0)
Study of major theories of organizational development and change that provide foundations for educational administration and leadership. Connections are made among theory, research and practice, and a contemporary inquiry in educational administration. Examines the impact of positivism, subjectivism and functionalism and their critics on recent research on school organization and administration.
This course provides an in-depth examination of public-school finances. Some topics to be examined include: reading account ledgers, developing budgets, income paths, and leading bond proposals, among others.
To be scheduled only with consent of department. Nine hours credit required. No credit assigned until dissertation has been completed and filed with the graduate school. Doctoral students must maintain continuous enrollment in this course subsequent to passing qualifying examination for admission to candidacy.
EDLE 6903 - Independent Graduate Study in Educational Leadership
3 (3-0)
Prerequisite(s): Approval of graduate advisor is required.
Designed to offer the advanced student an opportunity to select a special area of interest in Educational Leadership for intensive research. May be repeated once for credit.
EDLE 6951 - Special Graduate Topics in Educational Leadership
1 (1-0)
This course is designed for students who have completed all course work required in their major field of study but are still working on the research paper.
EPSY 5803 - Human Development, Behavior, and Learning Theory
3 (3-0)
A study of the core principles and research related to learning theory, motivation, measurement, and evaluation, with an emphasis on human development and learning as it applies to educational settings. Course may not be used for students seeking Texas certification.
This course includes implementation of technological pedagogical content knowledge appropriate for children and adolescents in educational and community settings. Students will use technological tools and platforms to support student learning and communication through technology rich lessons, activities, applications, assessment, environments, and parental communications. Course may not be used for students seeking Texas certification.
Prerequisite(s): May be counted toward the M.A. degree in English only with written consent of the graduate coordinator prior to registration.
A tutorial course in which critically significant research regarding a specific author or area is directed by a member of the English graduate faculty.
This course provides students with an introduction to the multiple theories of writing and familiarizes them with a rich range of composition pedagogies.
Prerequisite(s): Written consent of the Graduate Coordinator.
Required of all full-time graduate teaching assistants in English and generally taken during the second semester in residence. An overview of problems and effective practices in teaching college-level English composition. Observation, demonstration, background reading and study, and practice sessions.
Prerequisite(s): Graduate students with no prior creative writing experience who are seeking enrollment in this course must submit an 8-10 page writing sample for approval.
This course is cross-listed as a senior level creative writing course for undergraduates and as a graduate course for those students intending to compose a creative thesis for the completion of their degree requirements. This course is intended to help students further hone and polish basic skills in narration, characterization, plot, theme, dialogue, point of view, revision, etc. It is also intended to help students become more perceptive and sophisticated readers of fiction and/or creative nonfiction.
ENGL 5213 - Special Graduate Topics in Professional and Technical Writing
3 (3-0)
Advanced study of current issues, theories, and practices in professional writing and information design. May be repeated for credit with changed content.