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Academic
Schools
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Mission Statement
The mission of the School of Education is to
contribute to the total educational experience of students
enrolled at the University of Houston-Victoria. In teaching,
research, and service the school is committed to preparing
qualified professionals for varied educational roles, including
teaching, counseling, and administration. The School of Education
promotes the development of an educational system responsive to
the challenges of a modern society.
Goals
In order to
achieve the mission of the School of Education, the faculty of the
School of Education is committed to the following goals:
Encouragement of ethical practice
Meaningful
faculty-student interactions
Promotion
of learning as a life-long process
Achievement
of student and faculty academic excellence
Appreciation of student diversity and a multicultural society
Support of
a practical foundation through extensive field experiences
Creation of
an educational environment that supports critical thinking
Innovative
instruction and an understanding of the use of technology in
learning
Initial undergraduate preparation of prospective elementary
teachers is provided through the Bachelor of Science in
Interdisciplinary Studies. Graduate preparation of teachers,
professional certification programs and preparation for
specialized service in education are provided through the Master
of Education degree programs. Initial preparation for prospective
secondary teachers is available through courses supplementing
Bachelor of Arts and Bachelor of Science degrees from the School
of Arts and Sciences and the Bachelor of Business Administration
in the School of Business Administration. Appropriate
certification sequences are also available for persons who have
earned degrees in academic fields offered in the public school
curriculum. Although there is a growing emphasis on laboratory and
clinical approaches and on directed field experiences, an
appropriate balance between professional and academic emphasis is
sought in all programs.
One of
the prime objectives of the school is to acquaint its students
with various cultural subgroups that characterize the school’s
area of influence. The prospective student should consequently
anticipate the opportunity to work with learners in a wide variety
of educational settings. |
Title 2
Institutional Report Card
The University of Houston – Victoria teacher education program is
accredited by the Texas State Board for Educator Certification.
The table below lists current information available from the Title
2 Assessments reported on the state website (www.title2.org)
regarding UHV graduates. For the year beginning Fall 2000, there
were 461 students in the program. The average number of hours per
week required of student participation in supervised student
teaching in these programs was 37.5 hours. The student/faculty
ratio was 1.5. |
|
#
Tested |
#
Passing |
Pass
Rage |
*
Quartile Rank |
|
81
|
76
|
94
|
I
|
|
*QII
– Range, Mean: 90-93, 92 |
|
Center
for Academic Excellence
The
Center for Academic Excellence is a program within the School of
Education with the goal of providing students with the necessary
information to excel. Students are encouraged to go beyond being
satisfied with meeting minimum standards.
All Texas students must pass the appropriate Pedagogy and
Professional Responsibilities TExES tests for teacher
certification. Each student must also pass a second test that is
appropriate to his/her teaching field, i.e. a first grade teacher
would need to pass the Early Childhood – Grade Four Generalist
test. Students may elect or be required to take additional tests
for certification in other areas.
Some of the services provided by the center are:
·
Encouraging all students to strive for excellence
·
Providing
students with preparation in learning, testing, strategies, and
reducing testing anxiety.
·
Working
with small groups of students
·
Giving
individual attention as needed
·
Providing
guidance in selecting appropriate tests for chosen programs of
study
·
Helping
determine when to register and study for tests based on the
student’s own progress
·
Supplying
information about the tests |
|
Scheduled study sessions:
·
Focus on
specific tests and the competencies covered by each
·
Concentrate on test standards, format, strategies, and even test
anxiety.
Workshops
held in the fall and spring semesters feature guest professors
with expertise in each area of testing. Structured study periods
are led in an extended session.
The
center maintains a listserv to keep students informed of test
dates, registration deadlines, dates and times of study sessions,
etc. For more information and the email address, please see the
School of Education web page. |
|
Majors and Degrees Offered
The
following majors and degrees are offered in the School of
Education. |
|
MAJOR
|
DEGREE |
CONCENTRATIONS |
|
Administration and Supervision |
M.Ed.
|
Plan I (Principalship)
Plan II (General Administration)
|
|
Curriculum and Instruction |
M.Ed.
|
Plan I
(Elementary Education, Reading, Secondary Education, Special
Education)
Plan II (special Education, Undifferentiated)
|
|
Counseling |
M.Ed.
|
Plan II
(School Counselor and LPC)
|
|
Interdisciplinary Studies |
B.S.I.S.
|
Early
School Education
Middle School Education
Special Education |
|
Certificates and Supplements Offered
The following certificates and supplements are offered through the
School of Education with the degrees being awarded through the
Schools of Arts & Science or School of Business. Consult the
Teacher Education Records Office or refer to Requirements for
Specific Certificates later in this section of the catalog for
complete information. |
| 8-12 Teacher
Certification Programs |
|
Business
Administration |
B.A.
|
Second
Field only |
|
Business
Basic or Composite |
B.B.A.
|
|
|
Computer
Science |
B.S.
|
Second
field in B.A. |
|
English,
Language Arts, Reading |
B.A.
|
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|
History
|
B.A.
|
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|
Mathematics |
B.A./B.S.
|
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|
Science
|
B.S.
|
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|
Postbaccalaureate students seeking certificates or supplements
must have a deficiency plan or certification plan on file in the
Teacher Education Records Office. |
|
CERTIFICATES |
STUDENT CLASSIFICATIONS |
|
School Counselor |
|
Educational Diagnostician |
|
Principal |
|
Superintendent |
|
Reading Specialist |
|
Master Reading Teacher |
|
EC - Grade 4 Generalist |
|
Grade 4 – 8 Generalist |
|
Generic Special Education |
|
8-12 |
|
Business Administration |
|
Business, Basic or Composite |
|
Computer Science |
|
English, Language Arts, & Reading |
|
History |
|
Mathematics |
|
Science |
SUPPLEMENTAL
|
|
English as a Second Language |
|
Gifted/Talented (All-Level) |
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UG |
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UG |
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UG |
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UG |
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UG |
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UG |
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UG |
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UG |
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UG |
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UG |
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UG |
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PB |
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PB |
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PB |
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PB |
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PB |
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PB |
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PB |
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PB |
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PB |
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PB |
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PB |
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PB |
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G
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G
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G
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G
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G
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G
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_
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_
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G
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G
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G
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G
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G
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G
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G
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G
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G
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G
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* UG -
Undergraduate; PB - Postbaccalaureate; G - Graduate
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Important
Notice on Certification:
Students
seeking teacher certification will be subject to additional and/or new
requirements as set forth by legislative mandates or action taken by
the State Board for Educator Certification.
In May, 2000,
the State Board of Educator Certification approved new categories of
certification – Early Childhood through fourth grade (EC-4) and fourth
through eighth grade (4-8 grade) and eighth through twelfth grade
(8-12). These were effective September 1, 2002. If students have not
completed the program in standard elementary and secondary
certification (including all state mandated tests) by August 31, 2004,
they will have to meet requirements for the new certificates.
Admission to the elementary and secondary teacher certification
program is admission to a professional program and is separate and
apart from admission to the university. |
Bachelor of Science Interdisciplinary Studies
(B.S.I.S.)
Degree Requirements
The
following requirements apply to all candidates for the Bachelor of
Science in Interdisciplinary Studies degree for Early School
Education: |
1. Satisfy
all university requirements for a bachelor’s degree as found in the
section, UNIVERSITY
DEGREE
REQUIREMENTS FOR EARLY SCHOOL EDUCATION, in this catalog.
2. Lower
Division:
a. A
combined total of 6 semester hours in natural sciences (biology,
chemistry, geology and/or physics; a combination is preferred), one
of which must have a lab.
b. 3
semester hours of mathematics as required by the university core
requirements, selected from college algebra, finite, trigonometry,
analytic geometry, or calculus
c. 3
semester hours in fundamentals of speech.
d. 18
semester hours in the academic concentrations and specializations
including 12 hours of TECA (Texas Early Childhood Articulation)
courses.
3. Lower or
Upper Division:
a. 3
semester hours of a computer proficiency course.
a.
ENG 3430, Professional Writing
b. 12
semester hours of core distribution electives in the humanities and
social sciences area.
c.
27 semester hours in the academic
concentrations and specializations.
d. 24
hours of professional education including 9 semester hours of
student teaching.
|
The
following requirements apply to all candidates for the Bachelor of
Science in Interdisciplinary Studies degree for Middle School
Education:
1. Satisfy
all university requirements for a bachelor’s degree as found in the
section, UNIVERSITY
DEGREE
REQUIREMENTS FOR MIDDLE SCHOOL EDUCATION, in this catalog.
2. Lower
Division:
a. A
combined total of 6 semester hours in natural sciences (biology,
chemistry, geology and/or physics; a combination is preferred), one
of which must have a lab.
b. 6
semester hours of mathematics are required in addition to university
core requirements. MTH 1350 and MTH 1351 should be taken.
c. 3
semester hours in fundamentals of speech.
d. 18
semester hours in the academic concentrations and specializations
including 6 semester hours in TECA 1354 and EDUC 1301.
3. Lower or
Upper Division:
a. 3
semester hours of a computer proficiency course.
a. ENG
3430, Professional Writing
b. 12
semester hours of core distribution electives in the humanities and
social sciences area.
c.
27 hours in the academic concentrations
and specializations.
d.
24 hours of professional education
including 9 semester hours of student teaching.
These requirements are summarized in the following tables.
|
Interdisciplinary Studies Major
Early Childhood – Grade 4 Generalist
Students first entering college in fall 1999 or after should see
section on “New Core curriculum” under General Requirements for a
Bachelor’s Degree.”
Early School Education
For Certification in Early Childhood – Grade 4 Generalist
Degree Seeking Students Only
Must be admitted to the Teacher Education Program
|
|
RDG 3330 Using Literature with the Young Child |
|
C&I 3323 Instructional Design |
|
IDS 3323 Child Development and Its Application to Learning |
|
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RDG 3320 Foundations of Reading Theories and Assessment
|
|
ESE 4310/4311 Social/Emotional Development Through The Arts |
|
|
ESE 4350/4351 Social Studies in the Early School Classroom |
|
ESE 4357/4358 Math & Science for the Young Child |
|
RDG 4361/4362 Reading and Writing Workshop |
General Education Courses
|
RDG 4360 Components of Effective Reading Instruction |
|
MAS 3310 Math Concepts I |
|
MAS 3311 Math Concepts II (PR – MAS 3310) |
TExES EC-4 Generalist Exam
|
Student Teaching and Professional Seminar
PR – Admission by Application to the Director of Field
Experiences
|
ESE 4303 Early School Education Student Teaching |
|
ESE 4304 Early School Education Student Teaching |
|
ESE 4307 Early School Education Professional Seminar |
|
University-Based Courses
These courses may be taken anytime
during the Teacher Education Program.
|
ANT 3311 Anthropology of Diverse Populations |
|
ENG 3430 Professional Writing |
|
HIS 3310 History of Education |
|
PSY 4320 Principles of Learning |
|
RDG 3310 Early Literacy Development |
|
SCI 3310 Earth Science |
|
SCI 3320 Physical Science |
|
*SPE 4325 The Inclusive Classroom
(*Students seeking Special Ed certification take SPE 3321.) |
(Block Schedules Rev. 10/2003)
|
Interdisciplinary Studies Major
Grades 4 – 8 Generalist
Students first entering college in fall 1999 or after should
see section on “New Core curriculum” under General
Requirements for a Bachelor’s Degree.”
|
|
|
|
LD |
LD/UD |
UD |
TOTAL |
|
I.
|
UNIVERSITY CORE REQUIREMENTS |
|
|
|
|
|
A. |
General |
|
|
|
|
|
|
English (six must be in composition plus three in
American literature) |
9 |
|
|
9 |
|
|
Political Science |
6 |
|
|
6 |
|
|
U.S. History |
6 |
|
|
6 |
|
|
College Algebra |
3 |
|
|
3 |
|
|
English 3430 Professional Writing |
|
|
4 |
4 |
|
B. |
Core Distribution Electives |
|
|
|
|
|
|
Natural Science (one with lab) |
6 |
|
|
6 |
|
|
Speech |
3 |
|
|
3 |
|
|
Computer Proficiency |
|
3 |
|
3 |
|
|
Humanities / Social Sciences: |
|
|
|
|
|
|
ANT 3311 Anthropology of Diverse Populations |
|
|
3 |
3 |
|
|
GGY World Geography |
3 |
|
|
3 |
|
|
IDS 3323 Child Development and Its Application
to Learning |
|
|
3 |
3 |
|
|
MATH 1350 Fundamentals of Math I |
3 |
|
|
3 |
|
|
MATH 1351 Fundamentals of Math II |
3 |
|
|
3 |
|
|
PSY 3313 Psychology of Adolescence |
|
|
3 |
3 |
|
|
PSY 4320 Principles of Learning |
|
|
3 |
| | | | |
