College of Education

The College of Education has filed a reorganization plan with the Texas Higher Education Coordinating Board to move the Early Childhood Education program from the Department of Teacher Education and Administration to the Department of Counseling, Development and Higher Education. Proposed changes submitted are reflected here.

Main Office
Matthews Hall, 214
P.O. Box 311337
Denton, TX 76203-1337
(940) 565-2235
Fax: (940) 565-4415

Web site:

M. Jean Keller, Dean

Judith A. Adkison, Associate Dean

Diane Allen, Associate Dean

Bertina L Hildreth, Associate Dean

Student Advising Office

Matthews Hall, 105

(940) 565-2736

Web site:

John A. Williamson, Director


The goals of the College of Education are to prepare competent teachers, administrators and other professional specialists for service in elementary and secondary schools; to prepare competent personnel for post-secondary institutions, governmental and community agencies, and business and industry; to conduct research, disseminate new knowledge and develop applications of existing knowledge; to provide leadership in the development of exemplary programs and practices in education and related agencies; and to provide service to school systems and other related institutions and agencies.

Some financial support for research is available from external grants and faculty research funds administered by the Office of Research and Academic Grants. The areas of research are described by each department.

The College of Education is accredited by the National Council for Accreditation of Teacher Education (NCATE)[2010 Massachusetts Avenue NW, Suite 500, Washington, DC 20036-1023; (202) 466-7496] and the State Board for Educator Preparation. The program in counselor education is accredited by the Council for Accreditation of Counseling and Related Educational Programs (CACREP) [5999 Stevenson Avenue; Alexandria VA 22304; (703) 823-9800, ext. 301]. The program in recreation and leisure studies is accredited by the National Recreation and Park Administration/American Association for Leisure and Recreation [22377 Belmont Ridge Road, Ashburn, VA 20148; (703) 858-2150].

The College of Education consists of four departments: Counseling, Development and Higher Education; Kinesiology, Health Promotion and Recreation; Teacher Education and Administration; and Technology and Cognition.

The following programs of study, organized by department, are available in the college.

Department of Counseling, Development and Higher Education

Michael Altekruse, Chair
Stovall Hall, Room 155
Phone: (940) 565-2910
Web site:

Program Areas:

*Relocation of program administration is pending approval of the Texas Higher Education Coordinating Board.

Department of Kinesiology, Health Promotion and Recreation

James R. Morrow, Jr., Chair
Physical Education Building, Room 209
Phone: (940) 565-2651
Web site:

Program Areas:

Department of Teacher Education and Administration

John C. Stansell, Chair

Matthews Hall, Room 206U

Phone: (940) 565-2920

Web site:

Program Areas:

Department of Technology and Cognition

Jon Young, Chair Matthews Hall, Room 304
(940) 565-3790
Web site:

Program Areas:

University Core Competencies and Requirements

The University of North Texas core curriculum is listed in the "University Core Curriculum Requirements" in the Academics section of this catalog. Each program within the College of Education requires specific courses to satisfy particular degree requirements. Students must consult program advisers for a listing of required courses. Students may be required to take extra courses if they fail to take these courses.

Student Advising Office

The Student Advising Office helps students in their academic careers by providing academic advising, preparing degree plans, early field experience placement, student teaching placement, graduation application processing, and certification information and processing. Contact the Student Advising Office, Matthews Hall, Room 105, (940) 565-2231.

Programs of Study

The college offers undergraduate and graduate programs in the following areas:

General requirements for each degree are listed in the appropriate departmental section of this catalog.

* Program name change is pending approval by the Texas Higher Education Coordinating Board.

Teacher Certification Programs

Students planning to teach in elementary schools must major in interdisciplinary studies (see Department of Teacher Education and Administration).

Students planning to teach in secondary schools must earn a major and degree in the academic discipline in which they plan to teach, and take a minor in secondary education to qualify for a teaching certificate. Students should check with the appropriate department for degree requirements.

The state of Texas teaching certificate requires completion of an approved four-year degree program and clearance on a criminal records search. Continuation in the teacher education program is contingent upon the results of criminal background checks. Students must apply and be admitted to the teacher education program prior to taking education courses. Students who have completed requirements must apply for teaching certificates in the College of Education. For information and application forms, contact the College of Education Student Advising Office in Matthews Hall, Room 105.

A minimum of 12 semester hours must be completed in residence before a recommendation from UNT is made for any certificate. For the University of North Texas to recommend a student for teacher certification, that student must have successfully completed student teaching at UNT or received prior approval from the director of the Student Advising Office. Students being recommended for teacher certification by UNT must have the appropriate GPA requirements and have passed required ExCET exams. All students seeking certification are required to take and pass appropriate ExCET practice tests prior to receiving a barcode to take ExCET exams.

As of May 1, 1986, to be approved for the provisional teacher's certificate, additional teaching fields, areas of specialization or endorsements, all candidates (including those holding valid out-of-state certificates) are required to achieve a satisfactory level of performance on appropriate sections of the Examination for Certification of Educators in Texas (ExCET).

Though a student's completion of an approved program or specialization for a degree and/or certificate should prepare the student for such proficiency tests, the College of Education cannot and does not guarantee that students will pass such tests.

Teaching Certificates

Teacher certification is a function of the State Board for Educator Certification. These are awarded pending recommendation by the College of Education, and include the following:

Provisional Elementary

Option I (certifies grades 1-6)

Specializations: biology, communication studies, earth science, English, geography, health, history, mathematics, communication, speech communications, theater arts and physical education.

Option II (certifies grades 1-8)

Specializations: biology, earth science, English, French, geography, health, history, kinesiology, mathematics, music, reading, Spanish, speech communication and theater arts.

Option III (certifies grades 1-8 general)

Specialization: generic special education (certifies grades Pre-K­12)

Specialization: life-earth science (certifies grades 1-8)

Option IV (certifies grades Pre-K­6)

Specialization: early childhood. (See "Development, Family Studies and Early Childhood Education" in the "Counseling, Development and Higher Education" section of this catalog for additional information)

Provisional Secondary (certifies grades 6-12)

Option I

Single teaching fields: biology, chemistry, dance, earth science, economics, English, French, geography, history, life/earth sciences, mathematics, physics, sociology, Spanish and theater arts.

Option II

Students seeking certification via this option must have a first and second teaching field.

First Teaching Field only: life/earth science.

Second Teaching Field only: generic special education, reading.

First and Second Teaching Fields: biology, chemistry, speech, communication, computer science, dance, earth science, economics, English, French, geography, German, health promotion, history, journalism, physical education, Latin, mathematics, physics, government, psychology, sociology, Spanish and theater arts.

Option III

Broad Teaching Fields: basic business.

Option IV

Composite Teaching Fields: English­language arts, science and social studies.

Provisional All-Level

Certifies grades K-12: art, kinesiology and music.

Vocational Certificates (6-12)

Marketing education, office education and trades and industries education.


To be added to Provisional Texas teaching certificates.

Driver education, early childhood, generic special education, English as a second language, gifted and talented, information processing technologies (I and II), learning resources, early childhood handicapped and emotionally disturbed and autistic.

Professional Certificates

See Graduate Catalog.

Student Teaching

Elementary and secondary certification requires student teaching (elementary experience in upper and lower grades; secondary in junior high/middle school and high school). Early childhood certification requires student teaching at the kindergarten/pre-kindergarten and primary level. Generic special education teaching field or endorsement requires student teaching in a special education setting. All-level certification requires student teaching at both the elementary and secondary levels. All students seeking certification are required to take and pass appropriate ExCET practice tests prior to receiving a barcode to take ExCET exams.

Student teaching is to be completed during the student's senior year as a full-day assignment in a school for an entire fall or spring semester.

1. Students participating in a Professional Development School program will complete their student teaching as an extension of their early field experience. The PDS Site Coordinator will determine specific placements.

2. Students not participating in a Professional Development School program must apply for a student teaching placement through the Student Advising Office. Application deadline information is available on the College of Education web site and in Matthews Hall 105.

Evaluation of student teaching is on a pass/no pass basis. To be recommended for teacher certification by UNT, a student must meet the following requirements prior to student teaching.

1. A formal date of admission to the teacher education program at UNT must be obtained.

2. For elementary and early childhood student teachers, a minimum GPA of 2.75 must be achieved in all education courses (with no grade below a C), and a minimum GPA of 2.75 must be maintained in the 54-hour interdisciplinary major. No courses taken during the student teaching semester will be used to determine eligibility to student teach.

3. For secondary and all-level kinesiology student teachers, a minimum GPA of 2.5 must be achieved in all education courses (with no grade below a C); a minimum GPA of 2.5 must be maintained in each teaching field and all college work completed at UNT, as well as a cumulative GPA of 2.5 for all colleges attended. No courses taken during the student teaching semester will be used to determine eligibility to student teach.

4. For all-level art and music student teachers, a minimum GPA of 2.75 must be achieved in all education courses (with no grade below a C); a minimum GPA of 2.75 must be maintained in the teaching field and all college work completed at UNT, as well as a cumulative GPA of 2.75 for all colleges attended.

5. The student must be within 6 semester hours of completing the required course work in each specialization/teaching field.

6. The student must be in residence at UNT and have earned at least 6 semester hours of resident credit in education at UNT.

7. Approval of a faculty Admission, Review and Retention Committee must be granted in those cases in which it is the judgment of the Director of Student Teaching that such committee approval should be obtained.

For information regarding student teaching please contact the Student Advising Office, Matthews Hall, Room 105, phone (940) 565-2231.

Academy for Research and Professional Development

The Academy for Research and Professional Development within the College of Education at the University of North Texas was formed in the fall of 1993. Members of the academy include all faculty and staff within the college and participating colleagues from outside the college, including faculty at UNT, educators from public schools and partners in industry.

The mission of the academy is to facilitate the dynamic involvement of College of Education faculty in research and professional development by:

A variety of centers, clinics and institutes are the focal point of many academy efforts.

Following are brief descriptions of each of these organizations.

The Center for Developmental Studies develops, implements and administers programs specifically designed to meet the educational needs of unique student populations, such as the financially and educationally disadvantaged, minorities and disabled individuals. The center currently administers five programs that provide services to students from middle school level through graduate school. Projects administered by the center have involved more than 85 school districts in North Central Texas, as well as many junior and community colleges throughout the state. Various programs provide services for in excess of 1,500 participants yearly, ranging from grade school to upper division undergraduate UNT students.

The Center for Parent Education was established to meet the needs of families through parent education research and training, as well as to act as a conduit for information about trends and research related to parent education. The program collaborates with faculty in the human development and family studies master's degree program and the child/human development and family studies undergraduate program and with other university faculty who have an interest and expertise in parent education.

The Center for Play Therapy facilitates the unique development and emotional growth of children through the process of play therapy. The center carries out this commitment by providing graduate courses in play therapy, a play therapy summer institute, an annual play therapy conference, research, scholarships, a directory of play therapy training in the United States and Canada, a bibliography of play therapy literature, an international clearinghouse for play therapy literature, play therapy for children and training for parents.

The Center for the Study of Educational Reform conducts research and serves as an information clearinghouse on educational reform initiatives. Created in 1990, the center has received grants to conduct a statewide survey on education reform and to conduct research on private and public school choice programs. The center also provides doctoral students with opportunities for dissertation research.

The Child Development Laboratory is an accredited preschool program for young children ages 3 through 5. In addition, it serves as a model, an observation site and a training center for undergraduate and graduate students in fields related to young children. Research related to early childhood issues is conducted by graduate students and faculty members from across the university.

The Child and Family Resource Clinic (CFRC) is an interdisciplinary diagnostic and remedial clinic serving children, adults and families from the North Texas area. Services offered include interdisciplinary assessment, counseling, reading instruction, speech/language therapy and parent education classes. Fees for all services are based on a sliding scale. CFRC provides clinical training opportunities for graduate and undergraduate students in counseling, reading and speech/language/hearing.

The Educational Research Laboratory offers services to graduate students and faculty members in the College of Education. Services include assistance in research design, measurements and analysis of data using either the SPSS or SAS statistical packages. Assistance also is given in the interpretation of computer output and display of data in the form of tables or charts.

The Maturational Assessment Clinic is devoted to the study and research of child growth and development, and assessment for proper school placement and school readiness. It is solely a diagnostic clinic and provides assessment and diagnosis in routine behavioral evaluation for ages 2 1/2 through 9 years; school readiness, ages 4 through 6; and proper school placement, ages 3 1/2 through 9.

The Texas Center for Educational Technology (TCET) is designed to promote research and development collaboration among universities, school districts, the Education Service Centers and the technology industry for the purpose of integrating the use of technology into Texas schools. Educational technology information and products are disseminated statewide via monthly publications transmitted in print and electronically. Research projects focusing on technology development, use and quality are supported.

The UNT Institute for Behavioral and Learning Differences (UNT-IBLD) was created in 1993 for the advancement of research and educational issues and techniques related to individuals with unique behavioral and learning characteristics. The UNT-IBLD vision includes not only those individuals who are not keeping pace with their peer group, but also those who are advanced beyond normal expectations. The goals of the UNT-IBLD include: advancing the understanding of behavioral and learning differences, developing liaisons with public and private facilities, effecting in-service development of regular education faculty, focusing on transitional strategies for community, work and post-secondary education, developing technological innovations for enhancing educational and life opportunities and serving as a resource for professionals, parents, schools, community and state agencies.

The Center for Higher Education was created in the Department of Higher Education in 1983. The central purpose of CHE is to monitor and interpret the impact of major trends and legislation as they affect higher education. The office also engages in research activities for other agencies that are concerned about higher education issues at the state, regional and national levels.

Biofeedback Research and Training Laboratory (BRTL) makes biofeedback treatment of a variety of stress-related disorders available on a sliding scale fee basis. Biofeedback treatment is provided under counselor education faculty supervision by graduate counselors in training who are preparing to become nationally certified as biofeedback therapists.

Investigations of Talented Students is a research and support center for the recognition and development of high levels of talent and giftedness. The goal of the center is to help individuals, families and schools recognize and nurture the abilities and skills of individuals. ITS's research provides the educational and psychological community with insights into these issues. While ITS recognizes the variety of abilities and talents possible, its focus is primarily on those interests and competencies manifested by children in school or academic settings. Summer programs for elementary and secondary students are offered as graduate courses in gifted and talented education.

The Counseling and Human Development Center (CHDC) is an instructional facility in which master's and doctoral level counselors-in-training provide counseling under faculty supervision. The CHDC serves individuals of all ages, couples, families and groups. Fees are based on a sliding scale, making counseling affordable to a segment of the population that otherwise might not have access to mental health services.

The Don A. Buchholz Endowed Chair in Community College Education in the Bill J. Priest Center for Community College Education began its service to two-year colleges and to the linkage between two- and four-year colleges and universities in the fall of 2000. While the chair and the center's primary function is to provide graduate education, research, and development activities for institutions, administrators and faculty in two-year colleges, the chair and center seek to improve the efficiency and effectiveness of the linkage between two- and four-year colleges and universities in the provision of education to students in postsecondary education.

The J.C. Matthews Chair of Research in Education, named for a former UNT president, acts as a catalyst in stimulating research in education at UNT. The holder of the chair conducts research on a variety of educational topics and disseminates results to the profession.

The Meadows Chair for Excellence in Education was established and funded by the Meadows Foundation to attract distinguished scholars to the College of Education to teach, interact with faculty and students, and engage in scholarly work. Involving such scholars in the academic community should enhance professional development of the faculty, improve the quality of education for the student and ultimately lead to a better prepared Texas public school student body.

The Velma Schmidt Endowed Chair in Early Childhood Development was established and fully funded as a continuing memorial to Dr. Velma Schmidt and her work on behalf of young children. The holder of the chair is responsible for teaching and mentoring graduate and undergraduate students, collaboration with faculty and schools, participation in professional and scholarly activities, and providing leadership in the university and community.

The Center for Sport Psychology and Performance Excellence (CSPPE) is a multi-disciplinary center devoted to offering sport psychology interventions, research and training. The center combines the expertise of faculty in psychology and kinesiology to produce the most comprehensive and state-of-the-art sport psychology services available.

Course Listings

Courses numbered 4900-4910 are open to advanced undergraduate students who are capable of developing a problem independently. A project is chosen by the student and instructor and developed through conferences and approved activities under the direction of the instructor, who may require a term paper. Not open to graduate students, these courses are offered only when other required courses are unavailable. Prerequisites include consent of instructor and consent of the appropriate authority.

Individual courses of instruction are subject to change or withdrawal at any time and may not be offered each semester or every year. Any course may be withdrawn from current offerings if the number of registrants is too small to justify conducting it.

Courses of Instruction

All Courses of Instruction are listed in one section at the back of this catalog.

Graduate course descriptions are listed in the Graduate Catalog.

Course and Subject Guide

The "Course and Subject Guide," found in the Courses of Instruction section of this book, serves as a table of contents and provides quick access to subject areas and prefixes.

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