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:

Students interested in teaching agricultural science must major in the Department of Agricultural Education;
Students interested in secondary certification can be certified through the secondary Graduate Certification Program or the aggieTEACH 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 Education. The EDUC 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 EDUC degree. Within this program, students may focus on:

Early Childhood (PreK–Grade 6);
Middle School (Grades 4–8 Math and Science); or
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).

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 clinical 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 Office of Undergraduate Advising for current information.

Requirements for Admission to Teaching Education

Early Childhood/Elementary and Middle Grades Education Program

Pass the THEA, ACCUPLACER, ASSET or COMPASS test or show proof of exemption from the test with appropriate STAAR, SAT or ACT scores.
Completion of a minimum 45 hours of pre-professional coursework from degree program (includes University Core Curriculum courses).
Completion of a minimum of 32 hours of University Core Curriculum courses with no grade lower than a C.
Completion of TEFB 273 and INST 210 with a grade of B or higher (equivalent courses from a community college may be substituted), two three-hour core MATH and two four-hour Life and Physical Sciences core courses.
Completion of Communications Core Course with no grade lower than a C.
A GPA of 2.75 on all coursework on a degree plan with no grade lower than a C.
Transcripts for all institutions of higher education on file in the Texas A&M University Office of the Registrar.
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.

Secondary Certification Pathways

Two routes leading to initial teacher certification at the secondary level are available. These include the aggieTEACH program and the Graduate Certification Program. Information is available from the Undergraduate Advising Office.

Requirements for Admission to Clinical Teaching

Complete a clinical teaching application by the given deadlines and complete all coursework prior to Clinical 3. Students must see their advisors for deadlines.
Admission to teacher education.
Pass certification content exam required for Texas teacher certification aligned to the degree sought, and if required for certification, the Science of Teaching Reading certification exam, by established Department of Teaching, Learning & Culture deadlines.
Completion of all courses listed on the degree plan. All Education and professional courses with a grade of C or better.
All certification coursework must be completed. Each emphasis/teaching field must have a grade of C or better in each course with a minimum GPA of 2.75 in teacher emphasis/teaching field.
ENGL 103 or ENGL 104 must be completed with a grade of C or better.
A minimum of 2.50 on all coursework completed at Texas A&M.
A minimum of 2.75 on all coursework that applies to the degree plan, taken at Texas A&M.
A minimum of 2.75 on all coursework that applies to the emphasis/teaching field, taken at Texas A&M.

Certification

Secondary Graduate Certification Program

Early Childhood Development and Education (ECDE)
Early Childhood Education Field Based (ECFB)
Early Childhood Education Field Based (ECHE)
Education Curriculum and Development (EDCI)
Integrated Math and Science (MASC)
Mid Grades Education Field Based (MEFB)
Reading (RDNG)
Teacher Education (TEED)
Teacher Education Field Based (TEFB)

Early Childhood Development and Education (ECDE)

ECDE 352 Partnering with Families in Early Childhood

Credits 3. 3 Lecture Hours. Application of an ecological model to the understanding of variation in family roles, perspectives, approaches, strengths, and goals; effective communication and partnership approaches for families of young children; family education programming. Prerequisites: Junior or senior classification.

ECDE 382 Supporting Diverse Learners and Their Families

Credits 3. 3 Lecture Hours. Historical background and current educational policies in relation to diverse learners’ instruction in classrooms; sociocultural dimensions of teaching and learning central to diversity; implications of inclusion and the integration of research-based practices in the classroom for early childhood teachers; engaging families. Prerequisites: Junior or senior classification.

ECDE 472 Evaluation of Human Service Programs

Credits 3. 3 Lecture Hours. Theory, methods and skills used to evaluate human services programs; programs aimed at improving the quality of life of individuals and families; prepare beginning human service professionals for the task of evaluating the effectiveness of programs. Prerequisites: Junior or senior classification.

ECDE 473 Administration and Supervision in Early Childhood Settings

Credits 3. 3 Lecture Hours. Administration of early childhood programs including identification of community needs; analysis of business opportunities; evaluation and appropriate use of space and quality programming; consideration of policy and legal responsibilities; professionalism in the field; examination of best practices in staff selection, training, coaching, and supervision. Prerequisites: EDCI 353 and EDCI 364.

ECDE 484 Internship

Credits 6. 6 Other Hours. Professional experience in a community organization; provide a 270 hour, on-site learning experience in an agency working directly with families and professionals; work under the direct supervision of agency personnel and connect the theoretical concepts learned in course work to a practical setting. Prerequisites: Senior classification.

Early Childhood Education Field Based (ECFB)

ECFB 321 Curriculum Design for Early Childhood Programs SEL and Literacy

Credits 3. 3 Lecture Hours. 1 Lab Hour. Focus on child development principles and accreditation standards for designing social emotional learning (SEL), language, and literacy curricula for early childhood programs and planning and evaluating learning activities and programs; supervised learning activities for individual children and groups; emphasis on planning, implementing, and evaluating activities; field trips may be required. Prerequisites: EDCI 353, INST 210, and EDCI 364.

ECFB 421 Curriculum Design for Early Childhood Programs II

Credits 3. 3 Lecture Hours. 1 Lab Hour. Focus on child development principles and accreditation standards for designing curricula for early childhood programs and planning and evaluating learning activities and programs; supervised learning activities for individual children and groups; emphasis on planning, implementing, and evaluating activities; concurrently taken with a lab component; field trips may be required. Prerequisites: Grade of C or better in EDCI 353, INST 210, EDCI 364, and ECFB 321.

ECFB 422 Infant Development and Program Planning and Infant/Toddler Lab

Credits 3. 3 Lecture Hours. 1 Lab Hour. Typical and atypical infant and toddler development; sources of variation in learning and development; developmentally appropriate expectations; markers of quality child care for infants and toddlers; family systems and relationship dynamics; early intervention and support programs; issues in curriculum and environments of childcare; skills for applying knowledge through specific professional roles. Prerequisites: EDCI 353.

ECFB 424 Capstone Teaching in an Early Childhood Program

Credits 6. 6 Other Hours. Culmination of early childhood teaching track program; integration and application of knowledge and skills learned from program of study while observing and participating in early childhood settings with supervision. Must be taken on a satisfactory/unsatisfactory basis. Prerequisites: Grade of C or better in ECFB 421; ECFB 422.

Early Childhood Education Field Based (ECHE)

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.

Education Curriculum and Development (EDCI)

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: Junior or senior classification.

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: Concurrent enrollment in TEFB 322 or TEFB 324; junior or senior classification.

EDCI 364 Interaction Processes with Children in Groups

Credits 3. 3 Lecture Hours. Instruction in application and adaptation of principles of effective verbal and non-verbal communication to their interactions with children in early childhood settings; training in interpersonal communication skills and positive guidance techniques such as how to listen and talk to children, how to prevent problems before they occur, methods of achieving positive discipline in early childhood programs, and scaffolding children’s understandings and learning in all areas via effective interactions. Prerequisites: EDUC majors; junior or senior classification; concurrent enrollment in TEFB 273.

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; design and implementation of virtual learning experiences, including assessment of student learning; implementation of effective digital literacy practices. 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.

Integrated Math and Science (MASC)

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: Junior or senior classification.

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. Prerequisite: Junior or senior classification.

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: Junior or senior classification.

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. Prerequisite: Admission to teacher education; junior or senior classification.

MASC 489 Special Topics in...

Credits 0 to 4. 0 to 4 Other Hours. Study of selected topics in an identified area of integrated math and science. May be repeated for credit. Prerequisites: Junior or senior classification; approval of department head.

Mid Grades Education Field Based (MEFB)

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: Concurrent enrollment in RDNG 470, RDNG 490, and MEFB 452; admission to teacher education; senior classification.

MEFB 452 Curriculum and Instruction for Middle Grades

Credits 3. 2 Lecture Hours. 6 Other Hours. (2-6).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. Prerequisite: Admission to teacher education; junior or senior classification; concurrent enrollment in MEFB 450, RDNG 470, and RDNG 490 or MEFB 460, MEFB 470, and RDNG 490.

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: Grade of C or better in MASC 320, MASC 420; concurrent enrollment in MEFB 460, MEFB 452, and RDNG 490; admission to teacher education; senior classification.

MEFB 497 Supervised Clinical Teaching

Credits 6. 30 Other Hours. Culmination of teaching education program; integration and application of knowledge and skills learned from program of study while clinical teaching 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; senior classification.

Reading (RDNG)

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 Foundational Skills of Decoding for Elementary Students

Credits 3. 3 Lecture Hours. Foundational skills of decoding including print awareness, phonological and phonemic awareness, phonics and fluency. Prerequisite: Concurrent enrollment in RDNG 373.

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. Foundational skills of both reading and writing for middle grades; includes theoretical models of reading and writing; instructing middle grade students in teaching evidence-based strategies for vocabulary development, comprehension of literary text, comprehension of informational text, writing informational and persuasive essays, science lab reports, historical perspectives, and constructed responses. Prerequisite: Junior or senior classification.

RDNG 373 Foundational Skills of Language Comprehension for Elementary Students

Credits 3. 3 Lecture Hours. Foundational skills of oral language development, vocabulary development, comprehension of literary text, comprehension of informational text, and beginning strategies and reading comprehension skills. Prerequisite: Concurrent enrollment in RDNG 351.

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. Prerequisites: Junior or senior classification; SEED minor.

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. Prerequisite: EDUC majors.

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. Prerequisite: Senior classification; admission to teacher education; concurrent enrollment in MEFB 450, MEFB 452, and RDNG 490.

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 or senior 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. Prerequisite: Concurrent enrollment and grade of C or better in MEFB 452; concurrent enrollment and grade of C or better in MEFB 450 and RDNG 470, or MEFB 460 and MEFB 470; admission to teacher education; senior classification.

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.

Teacher Education (TEED)

TEED 425 Supervised Clinical Teaching

Credits 12. 36 Other Hours. Culmination of teacher education program; integration and application of knowledge and skills learned from program of study while clinical teaching 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; senior classification.

Teacher Education Field Based (TEFB)

TEFB 273 Introduction to Culture, Community, Society and Schools

Credits 3. 2 Lecture Hours. 3 Other Hours. (EDUC 1301) Introduction to Culture, Community, Society and Schools. 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. Prerequisites: Junior or senior classification; admission to educator preparation program.

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: Grade of C or better 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. Prerequisite: Admission to teacher education; junior or senior classification; concurrent enrollment in EDCI 354.

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: SEED minor; admission to educator preparation program; grade of C or better in TEFB 324.

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. Prerequisites: SEED minor; admission to educator preparation program; grade of C or better in TEFB 324.

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. Prerequisite: Admission to teacher education; junior or senior classification; 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: Admission to educator preparation program; 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: Admission to educator preparation program; concurrent enrollment required in RDNG 467, TEFB 410 and TEFB 412.

TEFB 426 Supervised Clinical Teaching

Credits 6. 24 Other Hours. Culmination of teacher education program; integration and application of knowledge and skills learned from program of study while clinical teaching in accredited schools with university supervision. Must be taken on a satisfactory/unsatisfactory basis. Prerequisite: Admission and retention in teacher education program; successful completion of all coursework; senior classification.

TEFB 429 Supervised Clinical Teaching

Credits 9. 36 Other Hours. Culmination of teacher education program; integration and application of knowledge and skills learned from program of study while clinical teaching 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; senior classification.

Aldemir, Tugce, Assistant Professor
Teaching, Learning & Culture
PHD, Pennsylvania State University, 2021

Alvarez, Adam, Associate Professor
Teaching, Learning & Culture
PHD, University of Pittsburgh, 2018

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

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

Bicer, Ali, Associate Professor
Teaching, Learning & Culture
PHD, Texas A&M University, 2016

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

Clark, Kristie, Visiting Lecturer
Teaching, Learning & Culture
MED, Texas A&M University, 2019

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, Riverside, 1996

Fields, Susan S, Clinical Associate Professor
Teaching, Learning & Culture
EDD, Boston University, 2017

Fleming, Kenneth J, Instructional Assistant Professor
Teaching, Learning & Culture
PHD, Texas A&M University, 2017

Gerde, Hope Kenarr, Professor
Teaching, Learning & Culture
PHD, Purdue University, 2008

Gibson, Vicki, Professor of the Practice
Teaching, Learning & Culture
PHD, Texas A&M University, 1995

Goodrich, Marc, Associate Professor
Teaching, Learning & Culture
PHD, Florida State University, 2015

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

Hawk, Nathan, Clinical Assistant Professor
Teaching, Learning & Culture
PHD, The Ohio State University, 2021

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

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

Hutchins, Shaun D, Clinical Associate Professor
Teaching, Learning & Culture
PHD, Colorado State University, 2015

James-Gallaway, ArCasia, Assistant Professor
Teaching, Learning & Culture
PHD, University of Illinois at Urbana Champaign, 2020

Johnson, Marcus Wayne, Associate Professor
Teaching, Learning & Culture
PHD, University of Texas at Austin, 2017

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

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

Jung, Hyunyi, Associate Professor
Teaching, Learning & Culture
PHD, Purdue University, 2015

Katz, Claire E, Professor
Teaching, Learning & Culture
PHD, University of Memphis, 1999

Kinskey, Melanie, Assistant Professor
Teaching, Learning & Culture
PHD, University of South Florida, 2020

Kipp, Andrew, Clinical Assistant Professor
Teaching, Learning & Culture
EDD, Kansas State University, 2022

Kogut, Ashlynn W, Associate Professor
Teaching, Learning & Culture
PHD, Texas A&M Univerisity, 2021

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

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

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

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

Lucero, Rodrick, Professor of the Practice
Teaching, Learning & Culture
PHD, Colorado State University, 2005

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

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

Ogletree, Quinita D, Clinical Assistant Professor
Teaching, Learning & Culture
PHD, Texas A&M University, 2012

Palma, Jose, Assistant Professor
Teaching, Learning & Culture
PHD, University of Minnesota, 2021

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

Patron-Vargas, Jasmin, Assistant Professor
Teaching, Learning & Culture
PHD, Michigan State University, 2022

Perez, Gustavo, Clinical Assistant Professor
Teaching, Learning & Culture
MED, University of Texas Pan American, 2010

Pikus, Arianna, Assistant Professor
Teaching, Learning & Culture
PHD, Michigan State University, 2023

Pittman, Ramona T, Associate Professor
Teaching, Learning & Culture
PHD, Texas A&M University, 2007

Quinn, Margaret, Associate Professor
Teaching, Learning & Culture
PHD, Georgia State University, 2017

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

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

Reynolds, Stephanie, Visiting Lecturer
Teaching, Learning & Culture
MED, Texas A&M University, 2024

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

Sansom, Rebecca, Assistant Professor
Teaching, Learning & Culture
PHD, Brigham Young University, 2019

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

Singer, Shaunta L, Lecturer
Teaching, Learning & Culture
PHD, University of Virginia, 2008

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

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

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

Su-Keene, Eleanor, Assistant Professor
Teaching, Learning & Culture
PHD, Florida Atlantic University, 2022

Svajda-Hardy, Megan, Clinical Assistant Professor
Teaching, Learning & Culture
PHD, Texas A&M University, 2022

Thomas, Daniel Josiah, Assistant Professor
Teaching, Learning & Culture
PHD, University of Texas at Austin, 2021

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

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

WAKEFIELD, JODIE, Lecturer
Teaching, Learning & Culture
MED, Texas A&M University, 2010

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

Wilkins, Gwendolyn M, Lecturer
Teaching, Learning & Culture
PHD, Texas A&M University, 2018

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

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

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

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

Zhuang, Yuling, Assistant Professor
Teaching, Learning & Culture
PHD, University of Georgia, 2020