The courses offered here change from year to year. If you have questions, please contact the Ms. Sylvia Whiteacre, Administrative Assistant, Department of Education.  Email:  swhiteacre@udallas.edu   Telephone: 972-721-5389.

Course Descriptions

All of the following courses can be used to satisfy Texas Catholic Conference requirements for teaching in Catholic schools in Texas.  In addition, these courses may also satisfy selected requirements for Texas state certification. Students interested in pursuing state certification must seek formal admission and acceptance into the University of Dallas Teacher Certification Program. Please contact Mrs. Kay Haaser, the University Certification Officer for certification information. Email: khaaser@udallas.edu  Telephone: 972-721-5184.

 

Edu 5350 Computer Problem Solving (All Level – Grades K-12): Requirements/ supporting materials for this course will be available online.  To assist students in achieving course requirements, there will be a staffed computer lab at the University from June 10 – June 30 and July 8 – July 19. To successfully complete the course, students are required to attend an orientation session and to arrange a time to present completed webfolios.  Course explores the use of the computer as a tool for learning, as a guide to communication and research, an organizer in the presentation of knowledge, and as a mediator in the construction of knowledge. Students search/explore the internet, evaluate web sites, create PowerPoint presentations, construct web pages and author interactive programs/lessons. This course meets and/or exceeds the educational technology foundations for teachers as defined by NCATE, ISTE, and the Catholic Diocese of Dallas.  3 credit hours.

Meeting Dates and Times:

Required on-campus orientation (2 hours)  – to be scheduled with instructor no later than 6/14/2013

Required on-campus final presentation and evaluation (1 hour) – to be completed no later than 7/26/2013

 

Edu 5352 Educational Evaluation (All Level – Grades K-12):  Requirements/ supporting materials for this course will be available online. To assist students in achieving course requirements, there will be a teaching support available at the University from June 10 – June 30 and July 8 – July 19.  Teachers are charged with the responsibility of assessment. Just exactly, what does it mean to assess?  Is it about grading? Is assessment the same as testing? Can assessments ever be objective? While the assessment and subsequent measurement of student achievement may seem "objective" when one considers multiple-choice tests or even machine-scored essays, even these approaches are far from “objective” for their construction, administration, and use are based on personal values and professional assumptions. The course examines the "big ideas" that, when well understood and applied, effectively inform good assessment practices and judgment.  3 credit hours.

Textbook: Classroom Assessment: Principles and Practice for Effective Standards-Based Instruction, 5th edition
Author: James H. McMillan ISBN-10: 0132099616  Pub. Date: 2010

Meeting Dates and Times:

June 10 – 14: Meet on campus from 11:00 a.m. to 1:00 p.m.

June 18 – July 5: Online readings and unit development supported using online tools / Blackboard

*July 8 – 12: Meet on campus from 11:00 a.m. to 1:00 p.m.

July 15 – July 19: Online readings and unit development supported using online tools / Blackboard

July 22 – July 26: Meet on campus from 11:00 a.m. to 1:00 p.m. Unit presentations and final exam.

*Web-based course work can substitute for on-campus class meetings during this week.

 

Edu 5357/01 ST/ Human Growth and Development (Grades K-12):  Requirements/ supporting materials for this course will be available online.  To assist students in achieving course requirements, there will be teaching support at the University from June 10 – June 30 and July 8 – July 19. This course is designed to explore the physical, mental, psycho-social growth of children from infancy through adolescence. The course will emphasize the work of Piaget, Erikson, Kohlberg, and Vygotsky. Teachers and prospective teachers will begin to recognize the value in learning to “know” the children/adolescents they teach. Children/Adolescents themselves are the primary texts for the course, and interacting with the “primary texts” will be an essential component of the course work as students discuss and question significant theories of development that reflect on the issue of “nature v. nurture.” A “research” study will require students to examine the activity of children/adolescents in light of developmental theories. 3 credit hours.

Textbook: Crain, William. Theories of Development (6th edition). Prentice Hall, 2010.

Meeting Dates and Times:

June 10 – 14: Meet on campus from 9:00 a.m. to 11:00 a.m.

June 18 – July 5: Online work and research study proposal developed and supported using online tools / Blackboard

*July 8 – 12: Meet on campus from 9:00 a.m. to 11:00 a.m.

July 15 – July 19: Online work and research study completed and supported using online tools / Blackboard

July 22 – July 26: Meet on campus from 9:00 a.m. to 11:00 a.m. Research study presentations and final exam.

*Web-based course work can substitute for on-campus class meetings during this week.

 

Edu 5357/02 ST/ Instructional Principles and Practices (Grades K-12):  Requirements/ supporting materials for this course will be available online.  To assist students in achieving course requirements, there will be teaching support at the University from June 10 – June 30 and July 8 – July 19. The purpose of this course is to give both pre-service and in-service teachers opportunity to explore, reflect on, and evaluate their own theories of instruction and classroom practices in the light of the philosophies, theories, research, and beliefs that together inform the development of a theory of instruction. Students in this course are expected to (1) construct instructional plans that rely on research-based instructional strategies designed to yield increased student learning; (2) evaluate and justify instructional plans for their potential for increasing student learning; and (3) articulate a personal theory of instruction informed by emerging perspective gained from an examination of past, current, and future trends in
education. 3 credit hours.

Textbook: Marzano, Robert J. The Art and Science of Teaching: A Comprehensive Framework for Effective Instruction. Alexandria, Va.: ASCD, 2007.

Meeting Dates and Times:

June 10 – 14: Meet on campus from 1:00 p.m. to 3:00 p.m.

June 18 – July 5: Online work and Instructional Plan developed and supported using online tools / Blackboard

*July 8 – 12: Meet on campus from 1:00 p.m. to 3:00 p.m.

July 15 – July 19: Online work and Instructional Plan completed and supported using online tools / Blackboard

July 22 – July 26: Meet on campus from 1:00 p.m. to 3:00 p.m. Research study presentations and final exam.

*Web-based course work can substitute for on-campus class meetings during this week.

 
 

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