Department of Teaching, Learning and Culture

The Department of Teaching, Learning and Culture is responsible for undergraduate programs that lead to certification at the early childhood/elementary, middle and secondary levels. Note these exceptions: 

  1. students interested in teaching either health or physical education must major in the Department of Health and Kinesiology;
  2. students interested in teaching agricultural science must major in the Department of Agricultural Education;
  3. students interested in secondary certification can be certified through the secondary graduate certification program, the secondary accelerate certification program, the University Studies program or the Aggie Teach program.

Early Childhood/Elementary or Middle Grades Certification

Baccalaureate Degree Programs. Most students interested in early childhood/elementary (PreK-6) or middle school (4–8) certification pursue a program leading to the Bachelor of Science degree (BS) with a major in interdisciplinary studies (INST). The INST degree certification programs prepare students for the many diverse instructional roles assumed by public school teachers. A minimum of 123 credit hours is required for the INST degree. Within this program, students may focus on:

  1. early childhood (PreK–grade 6);
  2. middle school (grades 4–8 math and science); and
  3. middle school (grades 4–8 English language arts and social studies).

For complete information, see an advisor in the Department of Teaching, Learning and Culture’s Office of Undergraduate Advising in Harrington Tower (EDCT 111).

There is another baccalaureate middle grades certification program available for students majoring in English. For information about this program, see an advisor in the Department of English, College of Liberal Arts.

Eligibility. Students must meet the requirements for a bachelor’s degree in the college and the department in which they are majoring. Further, they must meet specific admission and performance standards established by the Department of Teaching, Learning and Culture as well as requirements for professional education and certification established by the State of Texas. These requirements include admission to teacher education, admission to student teaching and qualification for initial certification. It is the responsibility of the student to contact the Department of Teaching, Learning and Culture’s Office of Undergraduate Advising for specific information pertaining to program changes.

Please see an advisor in the Department of Teaching, Learning and Culture’s Office of Undergraduate Advising for current information.

 Requirements for Admission to Teaching Education

Early Childhood/Elementary and Middle Grades Education Program

  1. Pass the THEA, ACCUPLACER, ASSET or COMPASS test or show proof of exemption from the test with appropriate STAAR, SAT or ACT scores.
  2. Completion of a minimum 42 hours of pre-professional coursework from degree program (includes University Core Curriculum courses).
  3. Completion of a minimum of 32 hours of University Core Curriculum courses with no grade lower than a C.
  4. Completion of TEFB 273 or INST 210 with a grade of B or higher (equivalent courses from a community college may be substituted).
  5. Completion of English Proficiency grade requirement by earning a B/C grade combination in ENGL 103 or ENGL 104 and one of the following courses: ENGL 203 or ENGL 210.
  6. A GPR of 2.75 on all coursework on a degree plan with no grade lower than a C.
  7. Transcripts for all institutions of higher education on file in the Texas A&M University Office of the Registrar.
  8. Approved and signed degree plan on file in the Advising Office of the Department of Teaching, Learning and Culture.

These requirements must be seen as minimum standards only. Successful fulfillment of all of the above requirements does not guarantee admission to the program. Admission also depends upon the number of places available and the number of applications received each year. If more qualified students apply than the available number of spaces, admission may be based on selection factors at the time of application, such as GPA in pre-professional courses, number of hours needed to complete the program, and enrollment in prerequisite courses.

 Graduate Certification Program

Four routes leading to initial teacher certification at the secondary level are available. These include the Aggie Teach program, the University Studies program, the graduate certification program and Accelerate (an alternative certification program). Complete information is available from the TLAC advising office in Heaton Hall.

 Requirements for Admission to Clinical Teaching

  1. Complete a student teaching application by the given deadlines and complete all coursework prior to senior methods. Students must see their advisors for deadlines.
  2. Admission to teacher education.
  3. Completion of all courses listed on the degree plan. All Education/Interdisciplinary Studies and professional courses with a grade of C or better.
  4. All certification coursework must be completed. Each emphasis/teaching field must have a grade of C or better in each course with a minimum GPR of 2.75 in teacher emphasis/teaching field.
  5. ENGL 203 or ENGL 210 must be completed with a grade of C or better.
  6. A minimum of 2.75 on all coursework completed at Texas A&M.
  7. A minimum of 2.75 on all coursework that applies to the degree plan, taken at Texas A&M.
  8. A minimum of 2.75 on all coursework that applies to the emphasis/teaching field, taken at Texas A&M.

Early Childhood Education Field Based

ECHE 291 Research

Credits 1 to 4. 1 to 4 Other Hours.

Research conducted under the direction of faculty member in early childhood education. May be repeated 2 times for credit.
Prerequisites: Freshman or sophomore classification and approval of instructor.

ECHE 491 Research

Credits 1 to 4. 1 to 4 Other Hours.

Research conducted under the direction of faculty member in early childhood education. May be repeated 2 times for credit.
Prerequisites: Junior or senior classification and approval of instructor.

EDCI 285 Directed Studies

Credits 1 to 4. 1 to 4 Other Hours.

Research problems and readings in areas selected to supplement existing offerings; individual reports, oral and written, required.
Prerequisites: Freshman or sophomore classification; approval of instructor.

EDCI 289 Special Topics in...

Credits 1 to 4. 1 to 4 Lecture Hours.

Selected topics in an identified area of educational curriculum and instruction. May be repeated for credit.
Prerequisite: Approval of department head.

EDCI 291 Research

Credits 1 to 4. 1 to 4 Other Hours.

Research conducted under the direction of faculty members in the Department of Teaching, Learning and Culture. May be taken four times for credit.
Prerequisites: Freshmanr or sophomore classification and approval of instructor.

EDCI 353 Early Childhood through Adolescent Education

Credits 3. 3 Lecture Hours.

(TECA 1311) Early Childhood through Adolescent Education. Early childhood through adolescent approaches and instructional materials appropriate for EC through middle school programs; impact of research and theory on child development from gestation to early adolescence on instructional practices.
Prerequisites: Admission to teacher education.

EDCI 354 Early Childhood and Adolescent Curriculum and Lesson Design

Credits 3. 3 Lecture Hours.

Examination of curriculum models used in educational environments designed for young children through adolescents and the organization of the curriculum; investigation of state-adopted curriculum knowledge and skills standards and materials as well as their use and expansion.
Prerequisites: EDCI 353; TEFB 371 or concurrent enrollment.

EDCI 358 Instructional Methods in Engineering and Technology Education

Credits 3. 3 Lecture Hours.

Instructional methods of teaching and instruction in engineering and technology at the secondary level.
Prerequisites: TEFB 324 or concurrent enrollment; junior or senior classification.

EDCI 364 Creativity and the Young Child

Credits 3. 3 Lecture Hours.

Creative expression in young children with a focus on artistic and musical expression, creative movement and creative dramatics; creativity as related to development of the right hemisphere of the brain.
Prerequisites: EPSY 320; concurrent enrollment in EDCI 453.

EDCI 365 Using Technology Classrooms

Credits 3. 3 Lecture Hours.

Overview of technology as it relates to the design of instruction and practices that support effective teaching and learning; how learning theories are reflected in and supported by technology; current and emerging applications in technology delivered and supported learning environments.
Prerequisite: Junior or senior classification.

EDCI 485 Directed Studies

Credits 0 to 4. 0 to 4 Other Hours.

Research problems and readings in areas selected to supplement existing offerings; individual reports, oral and written, required.
Prerequisites: Junior or senior classification; approval of instructor.

EDCI 489 Special Topics in...

Credits 0 to 4. 0 to 4 Lecture Hours.

Study of selected topics in an identified area of curriculum and instruction. May be repeated for credit.
Prerequisite: Approval of department head.

EDCI 491 Research

Credits 1 to 4. 1 to 4 Other Hours.

Research conducted under the direction of faculty members in the Department of Teaching, Learning and Culture. May be taken four times for credit.
Prerequisites: Junior or senior classification and approval of instructor.

INST 210 Understanding Special Populations

Credits 3. 3 Lecture Hours.

Referral, assessment and categorization of special populations including physical, cognitive and affective characteristics; cultural, ethnic, economic and linguistic differences; giftedness; special education and compensatory programs; awareness of legislative history that results in rights for special populations.
Prerequisite: Sophomore classification or above.

INST 222 Foundations of Education in a Multicultural Society

Credits 3. 3 Lecture Hours.

Historical, philosophical and cultural foundations of education emphasizing education for a multicultural society; also taught at Qatar campus.

INST 291 Research

Credits 0 to 3. 0 to 3 Other Hours.

Research conducted under the direction of faculty member in teaching, learning and culture. May be taken three times for credit.
Prerequisites: Freshman or sophomore classification and approval of instructor.

INST 301 Educational Psychology

Credits 3. 3 Lecture Hours.

Application of psychology to problems of teaching. Nature and operation of principles of learning, transfer of training; nature, measurement and significance of individual differences; conditions influencing efficiency of learning.
Prerequisite: Junior or senior classification.

INST 362 English as a Second Language Methods I

Credits 3. 3 Lecture Hours.

Basic principles of language acquisition, multiple approaches to second language acquisition; individual differences and second language acquisition; stages of second language development; multiple approaches to assessment.

INST 363 English as a Second Language Methods II

Credits 3. 3 Lecture Hours.

Strategies and techniques for teaching English language learners; curriculum design and material development, instruction of English language learners, content area instruction, and language assessment instruments; a historical perspective of the education of English language learners in United States’ schools.
Prerequisite: INST 362.

INST 491 Research

Credits 1 to 4. 1 to 4 Other Hours.

Research conducted under the direction of faculty member in teaching learning and culture. May be repeated 2 times for credit.
Prerequisites: Junior or senior classification and approval of instructor.

MASC 320 Inquiries in Physical Science

Credits 3. 3 Lecture Hours.

Integration and connections among topics in physical sciences--matter, energy, force, motion, scientific cycles; focuses on inquiry emphasizing experimental design, data analysis and collection, and use of models in the physical sciences.
Prerequisites: BIOL 111, BIOL 113 and BIOL 123, CHEM 106 and CHEM 116, GEOL 101 or GEOG 203, ASTR 101 and ASTR 102, and PHYS 205; junior or senior classification; admission to teacher certification.

MASC 351 Problem Solving in Mathematics

Credits 3. 3 Lecture Hours.

Problem solving strategies in math and science; evaluate conjectures and arguments; writing and collaborating on problem solutions; posing problems and conjectures; constructing knowledge from data; developing relationships from empirical evidence; connecting mathematics concepts; readings, discussions, and analyses will model and illustrate mathematics problems solving and proofs.
Prerequisites: 6 hours of mathematics.

MASC 420 Inquiries in Life and Earth Sciences

Credits 3. 3 Lecture Hours.

Integration and connections among topics in the life and earth sciences--diversity, natural selection, ecosystem development, earth's features, and weather systems; inquiry emphasizing experimental design, data analysis and collection; use of models in the life and earth sciences.
Prerequisites: BIOL 111 or BIOL 113 and BIOL 123, CHEM 106 and CHEM 116, GEOL 101 or GEOG 203, ASTR 101 and ASTR 102, and PHYS 205; junior or senior classification; admission to teacher certification.

MASC 450 Integrated Mathematics

Credits 3. 3 Lecture Hours.

Integration and connections among topics and ideas in mathematics and other disciplines; connections between algebra and geometry and statistics and probability; focus for integration with authentic problems requiring various branches of mathematics.
Prerequisites: MASC 351; admission to teacher education; junior classification.

MEFB 351 Introduction to Middle Grades: Adolescent Development, Philosophy and Organization

Credits 3. 2 Lecture Hours. 6 Lab Hours.

Study of young adolescents in domains of physical, social, emotional, cognitive, interpersonal, moral growth and development; organizational structure of middle schools supporting development of young adolescents through teaming and interdisciplinary work; investigates roles and responsibilities of middle level teachers.
Prerequisite: Junior classification.

MEFB 450 Social Studies Methods in the Middle Grades

Credits 3. 2 Lecture Hours. 6 Other Hours.

Trends and issues related to middle grades curriculum development and instruction in social studies and humanities; integration of content, planning, teaching-learning experiences; evaluation of teaching and learning in social studies.
Prerequisites: MEFB 352; admission to teacher education; senior classification.
Corequisites: RDNG 470 and RDNG 490.

MEFB 452 Curriculum and Instruction for Middle Grades

Credits 3. 2 Lecture Hours. 6 Other Hours.

Study of educational theory and instructional strategies appropriate to middle grades education including planning and development of interdisciplinary and multidisciplinary curricula; student centered learning and methodologies.
Prerequisites: Admission to teacher education; senior classification.

MEFB 460 Math Methods in Middle Grades

Credits 3. 2 Lecture Hours. 6 Other Hours.

Examines theories, provides practice in teaching methods essential to successful mathematics learning; focuses on content and criteria central to teaching mathematics for understanding, skill development, and problem solving; readings, discussions, analyses; modeling and practicing mathematics teaching and learning.
Prerequisites: MASC 351 and MASC 450; admission to teacher education; senior classification.
Corequisites: MEFB 452, MEFB 470, RDNG 490.

MEFB 470 Science Methods in Middle Grades

Credits 3. 2 Lecture Hours. 6 Other Hours.

Problems-based-learning course integrating science content, scientific inquiry skills and field-based instruction; technology-mediated teaching, learning, and assessment.
Prerequisites: MEFB 352; admission to teacher education; senior classification.
Corequisites: MEFB 460; MASC 450.

MEFB 497 Supervised Clinical Teaching

Credits 6. 30 Other Hours.

Culmination of teaching education program; integrate and apply knowledge and skills learned from program of study while observing and participating in accredited schools with university supervision. Must be taken on a satisfactory/ unsatisfactory basis.
Prerequisites: Admission and retention in teacher education program; successful completion of all coursework.

RDNG 291 Research

Credits 1 to 4. 1 to 4 Other Hours.

Research conducted under the direction of faculty member in reading. May be repeated two times for credit.
Prerequisites: Freshman or sophomore classification and approval of instructor.

RDNG 351 Reading in the Elementary School

Credits 3. 3 Lecture Hours.

Recent trends, issues, materials and procedures considered essential for effective teaching of reading, such as comprehension, word analysis, study skills, motivation, grouping, etc.
Prerequisites: Concurrent enrollment in RDNG 473; junior classification or approval of department head.

RDNG 371 Multicultural and Interdisciplinary Literature for Middle Grades

Credits 3. 3 Lecture Hours.

Focuses on multicultural and interdisciplinary literature appropriate for middle grades students; implements and evaluates effective multicultural, interdisciplinary instruction through selection, use and development of literature in middle grades classroom.
Prerequisite: Junior classification.

RDNG 372 Reading and Writing across the Middle Grades Curriculum

Credits 3. 3 Lecture Hours.

Acquaints middle-grade educators to reading and writing instruction in content area education; focuses on development of grade-appropriate reading/writing competencies and educational techniques appropriate to student development in various subjects.
Prerequisite: Junior classification.

RDNG 373 Teaching Reading Through Children's Literature

Credits 3. 3 Lecture Hours.

Use of past and contemporary literature for the motivation of wide leisure reading in the elementary grades.
Prerequisites: Admission to teacher education.

RDNG 460 Language and Reading

Credits 3. 3 Lecture Hours.

Relationship between language and reading, dialect and reading, and linguistics.

RDNG 465 Reading in the Middle and Secondary Grades

Credits 3. 3 Lecture Hours.

Reading needs of middle and secondary school students with emphasis upon curriculum organization for reading development and assessment of student progress in content area reading.

RDNG 467 Reading and the Language Arts

Credits 3. 2 Lecture Hours. 3 Lab Hours.

Recent trends, issues and research on the impact of listening, oral language, process writing, grammar, spelling and handwriting on the development of reading strategies and communicative competence. Application of research in field settings.
Prerequisites: RDNG 351 and RDNG 473; admission to teacher education; must be taken concurrently with TEFB 410, TEFB 412 and TEFB 413.

RDNG 468 Essential Foundations of Language and Literacy for All Learners

Credits 3. 3 Lecture Hours.

Relationship among literacy, language, dialect and linguistics; role of the child, community and school through stages of literacy and second language learning; literacy instructional procedures for all learners including dyslexia.
Prerequisites: RDNG 351 or RDNG 372 or SPED 412.

RDNG 470 Reading/Language Arts Methods in Middle Grades Education

Credits 3. 2 Lecture Hours. 6 Other Hours.

Investigate current trends and issues in teaching listening, oral language, process writing, spelling, grammar and handwriting; explores relationships among the development of various language arts and the development of reading strategies and communicational competencies of middle school learners; application of best instructional practices informed by research.
Prerequisites: MEFB 352; admission to teacher education; senior classification.
Corequisites: RDNG 490; MEFB 450.

RDNG 472 Teaching Writing in Elementary and Middle Grade Classrooms

Credits 3. 3 Lecture Hours.

Focuses on effective methods of writing instruction and assessment for the middle grades; reviews and reinforces sound writing practices; exposes students to theory and research in the area of writing instruction.
Prerequisite: Junior classification.

RDNG 473 Assessment in Reading Instruction

Credits 3. 3 Lecture Hours.

Evaluation and use of commonly used achievement tests, development of criterion referenced tests and interpretation and construction of informal measures for assessing reading skills.
Prerequisites: Grade of C or better in RDNG 351 and RDNG 373.

RDNG 490 Assessment in Reading Instruction in Middle Grades

Credits 3. 2 Lecture Hours. 6 Other Hours.

Evaluation of middle grades students reading performance; selection, understanding, and implementation of formal and informal evaluation procedures in classroom reading assessment, diagnosis, and instruction.
Prerequisites: MEFB 352; admission to teacher education; senior classification; concurrent enrollment in RDNG 470 and MEFB 450.

RDNG 491 Research

Credits 1 to 4. 1 to 4 Other Hours.

Research conducted under the direction of faculty member in reading. May be repeated 2 times for credit.
Prerequisites: Junior or senior classification and approval of instructor.

TEED 302 Teaching/Learning Processes: Psychological Perspectives on Education

Credits 3. 2 Lecture Hours. 3 Lab Hours.

Psychological perspectives on instruction; examines learning processes, learner motivation, home and cultural influences, learning strategies; design and delivery of instruction; controversies regarding learning and instruction.
Prerequisites: Junior classification; admission to teacher education.

TEED 425 Supervised Clinical Teaching

Credits 12. 36 Other Hours.

Supervised Student Teaching. Culmination of teacher education program; integrate and apply knowledge and skills learned from program of study while observing and participating in accredited schools with university supervision. Must be taken on a satisfactory/unsatisfactory basis.
Prerequisites: Admission and retention in teacher education program; successful completion of all coursework.

TEFB 273 Introduction to Culture, Community, Society and Schools

Credits 3. 2 Lecture Hours. 3 Other Hours.

Field-based course that introduces the culture of schooling and classrooms for analysis within the lens of language, gender, racial, socio-economic, ethnic and academic diversity; the family as a partner in education and educational equality discussed.

TEFB 322 Teaching and Schooling in Modern Society

Credits 3. 2 Lecture Hours. 3 Lab Hours.

Development, structure, management and finance of secondary schools; historical, philosophical, ethical and moral dimensions of teaching; role of school in a democratic society; teaching as a profession.
Prerequisite: Junior or senior classification.

TEFB 324 Teaching Skills II

Credits 3. 2 Lecture Hours. 2 Lab Hours.

Study and development of teaching skills necessary for applying instructional strategies; teaching general strategies, assessing student learning, and analyzing and synthesizing multiple source data; emphasis given to adolescent development and cultures and to teacher and child cultures.
Prerequisites: Successful completion or concurrent enrollment in TEFB 322; junior or senior classification.

TEFB 371 Dynamics and Management in Multicultural/Inclusionary Learning Environments

Credits 3. 2 Lecture Hours. 4 Lab Hours.

Field-based course focusing on communication, methodology and management perspectives that lead to democratic classrooms; organizational structures that focus on transformative, inclusionary learning; interventions for students with disabilities; analysis of systemic conditions placing children from diverse backgrounds and representing diverse abilities in positions of "risk" for incomplete success in school.
Prerequisites: Junior classification; admission to teacher education; concurrent enrollment in EDCI 454.

TEFB 401 Language Arts in the Middle and Senior School

Credits 3. 2 Lecture Hours. 6 Lab Hours.

Methodology of teaching language arts-related content with specific reference to language, literature, journalism, drama and speech interactions among these areas; development of oral competence; coordination with other subjects. Phase IV, Practicum I.
Prerequisites: Completion of Phases I, II and III of the secondary program; admission to teacher education; enrollment in language arts-related teaching field.

TEFB 404 Social Studies in the Middle and Senior High School

Credits 3. 2 Lecture Hours. 6 Lab Hours.

Features of social studies instruction in grades 6-12; approaches, methods and instructional materials. Phase IV, Practicum I.
Prerequisites: Completion of Phases I, II and III of the secondary program; admission to teacher education; enrollment in history and/or social science teaching field.

TEFB 406 Science in the Middle and Secondary School

Credits 3. 2 Lecture Hours. 6 Lab Hours.

Methods course for the prospective secondary teacher in the physical and biological sciences; implementation of contemporary curricula. Phase IV, Practicum I.
Prerequisites: Completion of Phases I, II and III of the secondary program; admission to teacher education; enrollment in science-related teaching field.

TEFB 407 Mathematics in the Middle and Senior School

Credits 3. 2 Lecture Hours. 6 Lab Hours.

Design and teach selected topics from middle and secondary school mathematics. Content, materials and methodology. Phase IV, Practicum I.
Prerequisites: Completion of Phases I, II and III secondary program; admission to teacher education; enrollment in mathematics teaching field.

TEFB 410 Social Studies and the Humanities in the Elementary School

Credits 3. 2 Lecture Hours. 6 Lab Hours.

Recent trends, issues and procedures related to curriculum development and instruction in the social studies and humanities; integration of content, planning, design of appropriate teaching/learning experiences and evaluation; preparation of prototype materials.
Prerequisites: Admission to teacher education; concurrent enrollment in RDNG 467, TEFB 412 and TEFB 413.

TEFB 412 Mathematics in the Elementary School

Credits 3. 2 Lecture Hours. 6 Lab Hours.

Introduction to understanding of modern mathematics; integration of content, history and application of discovering techniques using problem solving approach; developing an understanding of four fundamental procedures--structure, measurement, sets, fractions--and communication of important mathematical concepts to elementary children.
Prerequisites: MATH 365 and MATH 366; admission to teacher education; concurrent enrollment in RDNG 467, TEFB 410 and TEFB 413.

TEFB 413 Science in the Elementary School

Credits 3. 2 Lecture Hours. 6 Lab Hours.

Designed to help elementary teachers understand basic concepts of science and scientific methods; content relates to natural phenomena involving physical, chemical and biological processes; elementary students appreciation and interest in science.
Prerequisites: TEFB 273; admission to teacher education; concurrent enrollment in RDNG 467, TEFB 410 and TEFB 412 required.

TEFB 426 Supervised Clinical Teaching

Credits 6. 24 Other Hours.

Culmination of teacher education program; integrate and apply knowledge and skills learned from program of study while observing and participating in accredited schools with university supervision. Must be taken on a satisfactory/unsatisfactory basis.
Prerequisites: Admission and retention in teacher education program; successful completion of all coursework.

TEFB 429 Supervised Clinical Teaching

Credits 9. 36 Other Hours.

Culmination of teacher education program; integrate and apply knowledge and skills learned from program of study while observing and participating in accredited schools with university supervision. Must be taken on a satisfactory/unsatisfactory basis.
Prerequisites: Admission and retention in teacher education program; successful completion of all coursework.

TEFB 499

Credits 15. 39 Lecture Hours.

Ashley, Candice R, Lecturer
Teaching, Learning & Culture
PHD, Capella University, 2014

Barrett, Julie, Lecturer
Teaching, Learning & Culture
EDD, Sam Houston State University, 2013

Burlbaw, Lynn M, Professor
Teaching, Learning & Culture
PHD, University of Texas, 1989

Butterfield, Vernee, Lecturer
Teaching, Learning & Culture
PHD, Texas A&M University, 2018

Cantrell, Emily S, Clinical Associate Professor
Teaching, Learning & Culture
PHD, Texas A&M University, 2008

Capraro, Mary M, Professor
Teaching, Learning & Culture
PHD, University of Southern Mississippi, 2000

Capraro, Robert M, Professor
Teaching, Learning & Culture
PHD, University of Southern Mississippi, 2000

Carter, Jeanne, Lecturer
Teaching, Learning & Culture
MS, University of North Texas, 2011

Clark, Robert M, Lecturer
Teaching, Learning & Culture
PHD, Texas A&M University, 2010

Clough, Michael P, Professor
Teaching, Learning & Culture
PHD, The University of Iowa, 1994

Craig, Cheryl J, Professor
Teaching, Learning & Culture
PHD, University of Alberta, Canada, 1992

Davis, Trina J, Associate Professor
Teaching, Learning & Culture
PHD, Texas A&M University, 2005

De Miranda, Michael A, Professor
Teaching, Learning & Culture
PHD, University of California, 1996

Diaz Beltran, Ana Carolina, Clinical Assistant Professor
Teaching, Learning & Culture
PHD, The Pennsylvania State University, 2019

Dixon, Laurie Q, Associate Professor
Teaching, Learning & Culture
PHD, Harvard University Graduate School of Education, 2004

Etchells, Matthew, Lecturer
Teaching, Learning & Culture
PHD, Texas A&M University, 2018

Fields, Susan S, Visiting Assistant Professor
Teaching, Learning & Culture
EDD, Boston University, 2017

Fleming, Kenneth J, Lecturer
Teaching, Learning & Culture
PHD, Texas A&M University, 2016

Griffith, Karee, Lecturer
Teaching, Learning & Culture
PHD, University of Mary Hardin-Baylor, 1993

Hammer, Janet E, Clinical Professor
Teaching, Learning & Culture
PHD, University of Texas, 2003

Herman, Benjamin, Associate Professor
Teaching, Learning & Culture
PHD, Iowa State University, 2010

Hernandez, Paul, Associate Professor
Teaching, Learning & Culture
PHD, University of Connecticut, 2011

Hill-Jackson, Valerie L, Clinical Professor
Teaching, Learning & Culture
PHD, St. Joseph's University, 2003

Howe, Roger, Professor
Teaching, Learning & Culture
PHD, University of California, Berkeley, 1969

Hutchins, Shaun D, Lecturer
Teaching, Learning & Culture
PHD, Colorado State University, 2015

James, Marlon C, Assistant Professor
Teaching, Learning & Culture
PHD, Texas A&M University, 2008

Jolly, Ashley G, Lecturer
Teaching, Learning & Culture
MED, Sam Houston State University, 2007

Joshi, R M, Professor
Teaching, Learning & Culture
PHD, University of South Carolina, 1976

Karmaniolou, Stavroula, Lecturer
Teaching, Learning & Culture
MED, Texas A&M University, 2015

Kelly, Larry J, Clinical Professor
Teaching, Learning & Culture
PHD, The University of Texas - Austin, 2002

Koh, Poh Wee, Assistant Professor
Teaching, Learning & Culture
PHD, University of Toronto, 2016

Kuo, Li-Jen, Associate Professor
Teaching, Learning & Culture
PHD, University of Illinois at Urbana - Champaign, 2006

Kwok, Andrew, Assistant Professor
Teaching, Learning & Culture
PHD, University of Michigan, 2016

Kwok, Michelle, Clinical Assistant Professor
Teaching, Learning & Culture
PHD, University of Michigan, 2016

Laub, James D, Clinical Assistant Professor
Teaching, Learning & Culture
PHD, Prairie View A&M University, 2007

Li, Yeping, Professor
Teaching, Learning & Culture
PHD, University of Pittsburgh, 1999

Matthews, Sharon D, Clinical Associate Professor
Teaching, Learning & Culture
PHD, New Mexico State University, 2007

McKeown, Debra, Associate Professor
Teaching, Learning & Culture
PHD, Vanderbilt University, 2012

Neshyba, Monica V, Clinical Assistant Professor
Teaching, Learning & Culture
PHD, University of Texas - Austin, 2012

Ogletree, Quinita D, Lecturer
Teaching, Learning & Culture
PHD, Texas A&M University, 2012

Olson, Joanne K, Professor
Teaching, Learning & Culture
PHD, University of Southern California, 1999

Parker, Dawn R, Clinical Professor
Teaching, Learning & Culture
PHD, Texas A&M University, 1997

Ptomey, Sara, Lecturer
Teaching, Learning & Culture
EDD, Sam Houston State University, 2006

Rackley, Robin A, Clinical Professor
Teaching, Learning & Culture
PHD, Texas A&M University, 2004

Rambo-Hernandez, Karen, Associate Professor
Teaching, Learning & Culture
PHD, University of Connecticut, 2011

Raven, Sara P, Assistant Professor
Teaching, Learning & Culture
PHD, University of Georgia, 2013

Rector, Amy S, Visiting Assistant Professor
Teaching, Learning & Culture
EDD, University of Cincinnati, 2017

Rife, Kimberly G, Lecturer
Teaching, Learning & Culture
MED, Texas A&M University, 2016

Rupley, William H, Professor
Teaching, Learning & Culture
PHD, University of Illinois at Urbana-Champaign, 1975

Schluens, Amber D, Lecturer
Teaching, Learning & Culture
MED, Sam Houston State University, Huntsville, TX, 2006

Shumbera, Kristen L, Lecturer
Teaching, Learning & Culture
MS, University of Florida, 2007

Simpson, Claudine L, Lecturer
Teaching, Learning & Culture
PHD, Texas A&M University, 2005

Singleton, Julie A, Clinical Assistant Professor
Teaching, Learning & Culture
PHD, Texas A&M University, 2011

Slattery Jr, George P, Professor
Teaching, Learning & Culture
PHD, Louisiana State University, 1989

Stiles, Misty, Lecturer
Teaching, Learning & Culture
MED, Texas State University, 2003

Stillisano, Jacqueline G, Lecturer
Teaching, Learning & Culture
EDD, Ball State University, 2004

Taylor, Bart, Lecturer
Teaching, Learning & Culture
MED, Lamar University, 2011

Thomas, Rebecca S, Lecturer
Teaching, Learning & Culture
MED, Texas A&M University, 1998

Viruru, Radhika, Clinical Professor
Teaching, Learning & Culture
PHD, Texas A&M University, 1998

Waxman, Hersholt C, Professor
Teaching, Learning & Culture
PHD, University of Illinois at Chicago, 1982

Wijekumar, Kausalai, Professor
Teaching, Learning & Culture
PHD, The Pennsylvania State University, 2000

Wilkins, Gwendolyn M, Lecturer
Teaching, Learning & Culture
MED, Texas A&M Unviersity, 2014

Williams, John, Assistant Professor
Teaching, Learning & Culture
PHD, The University of North Carolina at Charlotte, 2019

Williams, Kamala V, Lecturer
Teaching, Learning & Culture
PHD, Texas A&M University, 2010

Yalvac, Bugrahan, Associate Professor
Teaching, Learning & Culture
PHD, Pennsylvania State University, 2005

Young, Jamaal, Associate Professor
Teaching, Learning & Culture
PHD, Texas A&M University, 2011

Young, Jemimah, Associate Professor
Teaching, Learning & Culture
PHD, Texas A&M University, 2013