Matthews Hall, 214
P.O. Box 311337
Denton, TX 76203-1337
Fax: (940) 565-4415
Web site: www.coe.unt.edu
Judith A. Adkison, Associate Dean
Bertina L Hildreth, Associate Dean
James Poirot, Associate Dean
Student Advising Office
Matthews Hall, 105
John A. Williamson, Director
Web site: www.coe.unt.edu/sao/
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 Texas Education Agency. 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.
Mike Altekruse, Chair
Stovall Hall, Room 155
Phone: (940) 565-2910
Web site: www.coe.unt.edu/cdhe/cdhe.htm
James R. Morrow, Jr., Chair
Physical Education Building, Room 209
Phone: (940) 565-2651
Web site: www.coe.unt.edu/khpr/
John C. Stansell, Chair
Matthews Hall, Room 206U
Phone: (940) 565-2920
Web site: www.coe.unt.edu/TEA/
Jon Young, ChairMatthews Hall, Room 304
Web site: www.tac.unt.edu
Applied Technology, Training and Development
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. Note: The University Core Curriculum was being revised at the time this catalog went to press. Consult a degree program adviser or the university's Web site (www.unt.edu/catsched/).
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.
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.
Certification requirements in this bulletin were effective September 1, 1991, for all students regardless of the date of their first enrollment at the University of North Texas or date of their admission to teacher education. Effective September 1, 1991, 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. 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.
Teacher certification is a function of the State Board for Educators' Certification. These are awarded pending recommendation by the College of Education, and include the following:
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 and theater arts.
Option III (certifies grades 1-8 general)
Specialization: generic special education (certifies grades Pre-K-12)
Specialization: life-earth science (certifies grades 1-8)
Option IV (certifies grades Pre-K-6)
Specialization: early childhood.
Single teaching fields: biology, chemistry, dance, earth science, economics, English, French, geography, history, life/earth sciences, mathematics, physics, sociology, Spanish and theater arts.
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.
Broad Teaching Fields: basic business.
Composite Teaching Fields: English/language arts, science and social studies.
Certifies grades K-12: art, kinesiology and music.
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.
See Graduate Catalog.
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. During the student teaching semester, 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. Students are assigned to a school district according to the following criteria:
1. the district is selected from a current approved list of school districts,
2. a sufficient number of student teachers have requested that district, and
3. the student teaching application is received in the Student Advising Office prior to the application deadline for that district.
An effort will be made to place students where it is convenient for them, but this cannot be guaranteed on the basis of such factors as students' schedule conflicts, extracurricular interests, financial conditions, work conditions or personal wishes. The Professional Development School Program also may affect student placements.
Fall student teaching applications are accepted during the prior spring semester. Spring student teaching applications are accepted during the prior fall semester. Late student teaching applications for fall are accepted until May 31, and late student teaching applications for spring are accepted until October 31. District placement of late student teaching applicants may not coincide with the applicant's requested placement. Students should contact the Student Advising Office, Matthews Hall 105, for deadlines.
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.
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 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.
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.
All Courses of Instruction are listed in one section at the back of this catalog.
Graduate course descriptions are listed in the Graduate Catalog.
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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