Academics

The mission of the College of Education and Health Professions (COEHP) is to promote a collaborative culture of excellence in research, teaching, and service. The College is committed to fostering critical, creative thinkers prepared to engage meaningfully in a dynamic society. It offers certification and degree opportunities for persons interested in becoming elementary, middle-level, all-level, or secondary teachers and administrators.

The UTA College of Education and Health Professions' conceptual framework was developed collaboratively and over time. Following the identification of a set of core values held by all involved in the preparation of candidates enrolled in the College of Education and Health Professions, members of the university, P-12 districts and area business and foundation communities worked together to develop a shared vision for education. From this vision emerged the conceptual framework, which has as its foundation eight core values that represent critical dispositions and commitments of the program and its candidates: Collaboration, Research-Based, Technology, Field Experiences, Excellence, Diversity, Life-Long Learning, and Learner-Centered Environments. An expansion of the core values follows:

1. Collaboration represents a commitment to shared responsibility among all the stakeholders for the preparation of educators. This core value encourages candidates to value the positive impact of collaboration on the classroom learning environment and on program development and maintenance. As members of Holmes Partnership and the National Network for Educational Renewal, the UT Arlington College of Education and Health Professions is recognized nationally for its understanding of collaboration as a vehicle for strengthening educator preparation. Collaboration occurs across our unit, the university, the greater Dallas-Fort Worth metropolitan area, and areas well beyond the local arena through our award-winning distance education courses.

2. Candidates and unit faculty are expected to use research-based information to make informed educational decisions, including modeling curriculum demonstrating best practices, and to apply research to K-16 classroom settings.

3. Unit faculty are expected to model effective use of technology through all courses and field experiences, although the infrastructure, hardware, and personnel to support the technology outcomes for candidates have limitations. Implementation of the data management system requires candidates and unit faculty to work together to engage in the use of technology to manage data associated with candidate, course and program outcomes.

4. The core value of collaboration aligns well with commitment to field experiences for candidates at UT Arlington. Early and on-going field experiences in diverse settings, collaboratively designed and implemented with public school partners, are a vital part of all levels of educator preparation in the UT Arlington College of Education and Health Professions. The Area University-School Network for Educational Renewal (AUSNER) provides one forum for regular discussions and planning sessions between university and school personnel who continually seek to provide the most effective field experiences for candidates preparing to be Texas teachers.

5. Using a constructivist theoretical basis, unit faculty strive for excellence by establishing active learning environments that require candidates to build on previous knowledge and experience, put forth their best efforts, and reach their full potential as educators. Excellence is expected across all standards and in all arenas.

6. The College's support of the power of diversity is evidenced by the expectation for candidates and unit personnel to respect and appreciate all cultures, persons, learning approaches, and ideas, and to promote such respect and appreciation at all levels of P-12 schooling. Placing candidates in diverse settings for practice and learning are hallmarks of the COEHP programs and the far-reaching distance education program encourages students to embrace a global academic perspective.

7. Through life-long learning, unit personnel and candidates are expected to participate well beyond the minimum expectations for professional development and learning.

8. Establishing learner-centered environments is equally important. Candidates are expected to be able to plan, implement and maintain learning environments that value, challenge, and support students in their search for excellence. Unit faculty model the creation of learner-centered environments in a variety of ways as the needs of candidates are met through the programs.

To ensure that all students develop a solid academic foundation, all first time, first-year freshman students (regardless of intended major) must obtain academic advising and clearance for registration from a University College academic advisor during their first year. After the first year, students should seek advisement from the College of Education and Health Professions. Transfer students must seek academic advising from the College of Education and Health Professions academic advisors immediately.

Eligibility for Admission and Enrollment

Students seeking admission to the College of Education and Health Professions must meet specific criteria established by the College of Education and Health Professions for unconditional admission:

• Satisfy credit hour requirements for admission to a degree plan.
• Application for admission.
• Submit transcripts from each college or university the student has attended (reflecting all current/completed semesters).
• Meet College of Education and Health Professions requirements on the THEA: Reading-270 (Bilingual and ESL Education-260); Writing-220; Math-230.
• Have a GPA of at least 2.75 (overall or the last 60 hours, whichever is higher).
• Any other assessment requirements deemed necessary by the College of Education and Health Professions.
• Students who have been suspended from The University of Texas at Arlington or any other university or program for reasons other than academic reasons may not be admitted or readmitted to an educator preparation program in the College of Education and Health Professions.

Eligibility for Program Continuation

Each candidate for certification must:

• Demonstrate suitability for admission to the teaching profession.
• Demonstrate knowledge of and adherence to the Code of Ethics and Standard Practices for Texas Educators.
• Demonstrate the speech competencies associated with proficient oral communication in instructional settings. If a student is found to be deficient in these competencies, successful completion of COMS 3315 or an approved substitute will be required.
• Demonstrate progress through committee assessment of the teaching field(s) or specialization(s) and maintain a 2.75 GPA in all College of Education and Health Professions certification courses with a grade of C or better.
• Not have been suspended from UT Arlington or any other university or program for reasons other than academic reasons.

Should questions be raised by UT Arlington faculty or professional practitioners regarding a student's program continuation, the student will be referred to the department in which he or she is enrolled.

Certification and Advising Services

Patty Motlagh, Assistant Dean for Student Affairs, 501 Carlisle Hall

Certification and Advising Services helps students succeed by providing the information and support services needed to achieve their academic and career goals. The Academic Advisors are available to assist students in various stages of preparing for or furthering their careers as educators and school administrators.

Certification and Advising Services also provides information and advising regarding admission requirements and degree plan options, as well as the academic content areas.

To schedule an advising appointment: (817) 272.2956

For certification and advising questions: coehpadvising@uta.edu

Information concerning state examinations and application procedures needed to obtain teacher, principal, superintendent, and special program certification in Texas may also be provided by Student Services.

To be eligible for certification under all programs, a candidate must meet specific criteria set by the College of Education and Health Professions, the University, and the State Board for Educator Certification. To be recommended to the State Board for Educator Certification/Texas Education Agency for initial teacher certification, a teacher candidate must have successfully completed the following:

• All course work required for certification, including a baccalaureate degree.
• All College of Education and Health Professions certification courses with a grade of C or better and with a minimum GPA of 2.75.
• For purposes of determining eligibility for certification, all applicable grades, including those earned at other institutions, will be used in the calculation of grade point averages.
• Pass all required Texas Examinations for Educator Standards (TExES).
• Apply online for certification to the State Board for Educator Certification (SBEC) www.sbec.state.tx.us when all course work is completed, the bachelor's degree is posted on UT Arlington transcript, and all required state-mandated tests have been successfully passed.

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The Office of Professional Development supports partnerships between the College of Education and Health Professions and K-16 schools and their communities. Partner public school districts and the College of Education and Health Professions collaborate to provide high-quality learning environments for future teachers. Prospective teacher candidates apply their knowledge of content and pedagogy during both a Field-Based Experience semester and a Student Teaching semester arranged through the Office of Professional Development. The Field-Based Experience semester gives teacher education candidates the opportunity to observe and interact with diverse student populations in variety of formal and informal educational settings at partnership schools. During the Student Teaching semester, these pre-service teachers refine their teaching skills by working directly with students in classrooms, at designated public schools in the candidate's area of certification, guided by a cooperating mentor teacher and supervising university faculty. Contact: Dr. Denise Collins, Director of the Office of Professional Development, 817-272-7448, dacollins@uta.edu.

www.uta.edu/coehp/career 817-272-2956, education.careerservices@uta.edu

The Education Career Services office assists education students who are seeking positions as teachers and administrators. Positive collaborative relationships with partners in the various school districts are important to the College, the districts and students. The annual College of Education and Health Professions Career Day is held in March and typically hosts over 50 school districts. Employers can list position vacancies as well as district job fairs with Education Career Services. In addition, Education Career Services offers career planning seminars, which include guidance on resume writing and developing strong interviewing and networking skills. The ultimate goal is to prepare UT Arlington students for the next step in their career development as professional educators and administrators.

UTeach Arlington is a science and mathematics secondary teacher preparation program jointly offered by the College of Science and the College of Education and Health Professions. It features early field experiences in K-12 schools, guidance from Master Teachers, and scholarship and internship opportunities. UTeach courses will be added gradually over the next few years; therefore, the program is currently limited to students who will be graduating in spring 2014 or later. Students who are interested in mathematics or science education, but will be graduating prior to spring 2014, should pursue the existing secondary certification program offered through the College of Education and Health Professions. For information, contact: Dr. Ann Cavallo, Co-director, College of Education and Health Professions, cavallo@uta.edu; Dr. Greg Hale, Co-director, College of Science, grhale@uta.edu; Dr. Ramon Lopez, Co-director, College of Science, relopez@uta.edu; or http://www.uta.edu/cos/uteach/index.html

Southwest Center for Mind, Brain and Education

The mission of the Southwest Center for Mind, Brain and Education is to facilitate collaborative relationships among educators, policy makers, and researchers in the cognitive and developmental sciences. The Center seeks to identify and support promising research agendas at the intersection of mind, brain and education. Researchers, educators and policy makers will find a forum where ideas are welcomed and at the same time critically and rigorously examined. The Center invites individuals interested in how advances in neuroscience, genetics, and cognitive science can inform educational practice and leadership. The Center also seeks to advance educational research by recognizing, and profiting from, the role that practical experience plays in defining promising research directions. Contact: Dr. Marc Schwartz, Director, 817-272-5641, schwarma@uta.edu.

Science Education and Career Center

The College of Education and Health Professions and the College of Science work collaboratively through the Science Education and Career Center to increase the number of new and existing educators in both formal and informal settings who are adequately prepared to deliver challenging, standards-based science, mathematics, and technology (SMT) instruction through the application of new, research-validated models for teaching and learning. The Center loans science teaching kits to UT Arlington alumni through the Science and Math Teacher Resource Center Web site. The Center also coordinates the University's outreach to school districts, community-based organizations, and local businesses in support of efforts to guide all Pre-K-16 students, especially those in urban settings, in achieving higher standards of learning in SMT. Contact information: 817.272.2129, cos.uta.edu/secc.html.

Center for Bilingual Education

Created in response to the growing number of English language learners, the Center for Bilingual Education strives to increase the number of qualified bilingual and ESL teachers in Texas. The Center prepares pre-service and in-service teachers to work with linguistically and culturally diverse student populations. The Center also provides technical support to school districts in their implementation of dual language, bilingual and ESL education programs. Additionally, the Center offers preparation for the certification examinations in the areas of the EC-6 Bilingual Generalist and the Bilingual Target Language Proficiency Test--Spanish. For information, contact Dr. Luis Rosado, Director, 817.-272.7567, rosado@uta.edu.

Center for Social Studies Education

The goals of the Center for Social Studies Education are to advance social studies education research, improve social studies teacher preparation, and provide outreach to social studies learners and their teachers. The Center includes faculty from the College of Education and Health Professions, the College of Liberal Arts, and the College of Business. The Center faculty coordinate social studies teacher certification at UT Arlington, establish targeted partnerships to advance educational opportunities and excellence in social studies for under-represented and under-served populations, and facilitate collaborative relationships across colleges and universities for the advancement of P-16 teaching and learning in disciplines such as history, geography, economics, and political science. Contact: Dr. Andrew Milson, Director, milson@uta.edu, www.uta.edu/socialstudies.

Center for K-16 Educational Policy and Research

To meet the need to better understand and serve all students as they transition through the educational pipeline K-16 and beyond, the Department of Educational Leadership and Policy Studies and the College of Education and Health Professions have established the Center for K-16 Educational Policy and Research. The mission of the Center is to facilitate collaborative relationships among educators, policymakers, and researchers across the K-16 education sector by identifying and supporting promising research agendas at the intersections of K-16 education. The Center will advance an awareness of K-16 by promoting and disseminating research and pursuing funding opportunities focused on K-16 education issues. Contact: Dr. Rhonda McClellan, Director, 817.272.0462,rmcclellan@uta.edu.

Center for Healthy Living and Longevity

The Department of Kinesiology's Center for Health Living and Longevity provides a multidisciplinary approach to improving health and functioning throughout the lifespan. Research and education initiatives focus on keeping senior citizens active, decreasing the incidence of sedentary-related diseases (diabetes, cardiovascular disease, osteoporosis, obesity, etc.), and the assessment and management of concussions. Contact: Dr. Christopher Ray, Director, 817.272.0082, chrisray@uta.edu.

The Department of Curriculum and Instruction

The mission of the Department of Curriculum and Instruction is to prepare and support effective professional educators who can meet students' diverse academic, social, and personal needs. Department faculty members also contribute to education by generating and disseminating high-quality research, developing innovative programs to meet education needs, and through providing meaningful professional service.

• Bachelor of Arts in Interdisciplinary Studies with EC-6 Generalist Teacher Certification
• Bachelor of Science in Interdisciplinary Studies with EC-6 Generalist Teacher Certification
• Bachelor of Arts in Interdisciplinary Studies with EC-6 Bilingual Teacher Certification
• Bachelor of Arts in Interdisciplinary Studies with EC-6 ESL Teacher Certification
• Bachelor of Arts in Interdisciplinary Studies with 4-8 Middle-Level English Language Arts/Social Studies Teacher Certification
• Bachelor of Science in Interdisciplinary Studies with 4-8 Middle-Level Math/Science Teacher Certification
• Bachelor of Science in Interdisciplinary Studies with 4-8 Middle Level Generalist Teacher Certification

Please consult the College of Education and Health Professions Web site for current information on degree plans.

Degreed students may choose the post-baccalaureate program for initial teacher certification at the graduate level. See the College of Education and Health Professions Web site or a graduate academic advisor for details.

The application deadline is March 1 for the Fall semester and October 1 for the Spring semester Internships.

Early Childhood - 6th Grade Internship occurs in the fall semester. Students enroll in three on-campus courses. They also spend one day per week in a public school classroom. In this classroom, they will work with the mentor teacher and complete assignments from their on-campus courses. Candidates may be offered opportunities for employment as early childhood teaching assistants in a kindergarten setting. Candidates must complete all core and support system courses and meet all requirements (GPA, THEA scores, and prerequisite courses) prior to the Internship semester.

The internship for Middle-Level certification is called the Inquiry Semester, which is a one-semester experience for students seeking middle-level certification. It follows the university calendar. The Inquiry semester is in the Fall semester and must immediately precede the Residency semester.

To be eligible to enter the Inquiry Semester for middle-level certification, a student must:

• Have filed a degree plan with the College of Education and Health Professions.
• Have an overall (or last 60 hours) GPA of 2.75.
• Have completed the required content area courses.
• Have a minimum GPA of 2.75 in all College of Education and Health Professions certification courses.
• Have completed EDML 4300, EDML 4350, EDTC 4301, EDML 4360, LIST 4343, and BEEP 4384.
• Be concurrently enrolled in EDML 4370, EDML 4371, EDML 4372, and LIST 4378.

Middle-level certification candidates spend 144 hours in the field during the Inquiry Semester. This involves two days (Tuesday and Thursday) each week in assigned schools working with supervising teachers, university faculty, and middle-level students. One-half of each day will be spent in the classroom working with the 4th-8th grade students under the supervision of the district teacher and university faculty. The other half of the day will be spent in UT Arlington classroom activities.

Internship for Secondary Certification is a one-semester experience for students. Eligible secondary certification students must make application (www.uta.edu/coed/fieldexperience/) for secondary internship before the deadline early in the semester preceding the internship assignment. Secondary intern applications are then reviewed by partner schools, and students are subsequently assigned by the Office of Professional Development and Field Experience to appropriate school sites (based on student's area of specialization and the partner school's needs). Criminal background checks are required by school districts prior to field experience school placement.

For purposes of determining eligibility for internship, all applicable grades, including those earned at other institutions, will be used in the calculation of grade point averages. Students are urged not to take more than 15 semester credit hours during the internship semester.

Students must attend a mandatory orientation to become familiar with the Internship Handbook and the Internship requirements prior to beginning the internship assignment.

To be eligible to enter the Internship in the secondary certification program, the student must:

• Have filed a degree plan with major academic department and have provided a copy to the College of Education and Health Professions advising office.
• Have an overall (or last 60 hours) GPA of 2.75.
• Have a minimum GPA of 2.75 in all College of Education and Health Professions certification courses with a grade of C or better in all College of Education and Health Professions certification courses.

For fifteen weeks during the UT Arlington semester, secondary interns will spend five instructional clock hours and a one-hour planning period per week in their assigned schools working with mentor teachers and secondary students.

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Early Childhood - 6th Grade Student Teaching is a full-time supervised and directed practice in an approved Pre-K- 6th grade classroom. Student teachers will have at least two placements. Student teachers who are employed as early childhood teaching assistants in the fall will remain in a kindergarten setting for Student Teaching. Student Teaching is in the spring and begins and ends with the public school district calendar.

Middle-level 4th-8th Grade Student Teaching (EDML 4677) is the final semester. Candidates spend 720 hours in the field during student teaching. They attend faculty meetings, parent-teacher conferences and professional development experiences, as well as regularly scheduled university seminars that involve presentations by partner school principals and university faculty. Student Teaching takes place during the spring semester, begins with the public school district calendar, and lasts 18 weeks.

Student Teaching for Secondary Certification immediately follows the Field Experience semester for students seeking Secondary certification and All-level certification. It is a one-semester experience scheduled to begin and end with the public school district calendar that involves working full-time with cooperating teachers and grades 8-12 students in the school setting five days a week. Student Teaching is considered full-time enrollment.

Students must attend a mandatory orientation to become familiar with the Student Teaching Handbook and the requirements prior to beginning the Student Teaching assignment.

For purposes of determining Student Teaching eligibility for all education students, the following must be completed:

• 2.75 GPA overall or last 60 hours.
• 2.75 GPA in all College of Education and Health Professions certification courses with a grade of C or better in all College of Education and Health Professions certification courses.
• Additional requirements specific to each certification level.

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All students will satisfy the oral communication requirement during the professional development sequence leading to initial teacher certification. Students must complete the Field Experience semester with an acceptable evaluation of oral communication by university supervisors and assigned cooperating teachers in the field.

Degrees with EC-6 Certification

Bachelor of Arts Degree in Interdisciplinary Studies with Early Childhood - Grade 6 Teacher Certification

English

1301 & 1302

Literature

2309, 2319, or 2329

Liberal Arts

Three hours from any literature or social/cultural studies, fine arts, or philosophy (above 2000 level)

History

1311 & 1312 (One Texas History may be taken in place of one US History: History 3363 or 3364.)

Political Science

Science

BIOL 1441 & 1442 (recommended); and choose 2 courses from SCIE 3301, 3302, 3303, 3304, or 3305

Social/Cultural Studies

Three hours of designated courses in classical studies, communication, economics, humanities, linguistics, political science, anthropology, sociology, or women's studies.

Fine Arts

Three hours from art, dance, music, theatre arts, or other approved course. (MUSI 3305 or ART 1301 recommended).

Foreign Language

Spanish recommended (Intermediate level: 2313 & 2314)

General Elective

One hour course approved by advisor.

Early Childhood Support System

Twelve hours from courses that focus on children, families, schools and communities, especially those concerned with diversity and learning (PSYC, SOCI, SOCW, WOMS).

Education Courses

ECED 4317, 4318, 4320, 4313; BEEP 4306; EDTC 4301, & LIST 4373, 4374, & 4376.

Field Experience

ECED 4311 & BEEP 4384

Student Teaching

ECED 4314, 4319, & 4687

Total

120 hours

Bachelor of Science Degree in Interdisciplinary Studies with Early Childhood - Grade 6 Teacher Certification

English

1301 & 1302

Literature

2309, 2319, or 2329

Liberal Arts

Three hours from literature or social/cultural studies, fine arts, or philosophy (above 2000 level)

History

1311 & 1312 (One Texas History may be taken in place of one US History: History 3363 or 3364.)

Political Science

2311 & 2312

Mathematics

1302, 1330, 1331 & 1332

Science

BIOL 1441 & 1442 (recommended)

Social/Cultural Studies

Three hours of designated courses in classical studies, communication, economics, humanities, linguistics, political science, anthropology, sociology, or women's studies.

Fine Arts

Three hours from art, dance, music, theatre arts, or other approved course, (MUSI 3305 or ART 1301 recommended).

Math/Science/Technology

Six hours approved by COEHP advisor.

Science

Two courses selected from 3301, 3302, 3303, 3304, or 3305

General Elective

One-hour course approved by advisor.

Early Childhood Support System

Twelve hours from courses that focus on children, families, schools and communities, especially those concerned with diversity and learning (PSYC, SOCI, SOCW, WOMS). Courses to be completed in the first year of the COEHP program sequence are ECED 4317 & 4318; EDTC 4301; LIST 4373, 4374, & 4376; Literacy ECED 4305, BEEP 4306; Field Experience ECED 4310, 4311; BEEP 4384; Student Teaching ECED 4314, 4319, & 4687.

Total

120 hours

Bachelor of Arts Degree in Interdisciplinary Studies with Early Childhood - Grade 6 Bilingual Teacher Certification

English

1301 & 1302

Literature

2309, 2319, or 2329

Liberal Arts

Three hours from literature or social/cultural studies, fine arts, or philosophy (above 2000 level)

History

1311 & 1312 (One Texas History may be taken in place of one US History: History 3363 or 3364.)

US Political Science

2311 & 2312

Mathematics

1302, 1330, 1331, & 1332

Science

BIOL 1441 & 1442 (recommended); and choose two (2) courses from SCIE 3301, 3302, 3303, 3304, or 3305.

Social/Cultural Studies

Three hours of designated courses in classical studies, communication, economics, humanities, linguistics, political science, anthropology, sociology, or women's studies.

Fine Arts
MUSI 3305 or ART 1301

Foreign Language
SPAN 2313 & 2314; Heritage speakers: SPAN 3304 & 3305 Non-heritage speakers: SPAN 3303 & either 3314 OR 3315 Bilingual Cultural Studies SPAN 4317, HIST 3368 or any MAS 23XX or above.

Courses to be completed in the first year of the COEHP Bilingual program sequence: BEEP 3381 & 4305; ECED 4317 & 4318; EDTC 4301; LIST 4373 & 4376; BEEP 4382 & 4306. Courses to be completed in the second-year: Field Experience - BEEP 4311, 4312, 4314, & 4384; Student Teaching - BEEP 4319 & 4687.

Total

122 hours

Bachelor of Arts Degree in Second Language Acquisition with Early Childhood - Grade 6/ESL Teacher Certification

English

1301 & 1302

Literature

2309, 2319, or 2329

Liberal Arts

Three hours from literature or social/cultural studies, fine arts, or philosophy (above 2000 level)

History

1311 & 1312 (One Texas History may be taken in place of one US History: History 3363 or 3364.)

US Political Science

2311 & 2312

Mathematics

1302, 1330, 1331, & 1332

Science

BIOL 1441 & 1442 (recommended); and choose two (2) courses from SCIE 3301, 3302, 3303, 3304, or 3305.

Social/Cultural Studies

Three hours of designated courses in classical studies, communication, economics, humanities, linguistics, political science, anthropology, sociology, or women's studies. Fine Arts: MUSI 3305 or ART 1301. Foreign Language: SPAN 1441, 1442, 2313 & 2314; Bilingual/ESL Cultural Studies: HIST 3368 or any MAS 23XX or above.

Courses to be completed in the first year of the COEHP program ESL sequence: BEEP 3381; ECED 4317, 4318; EDTC 4301; LIST 4373, 4376; BEEP 4302, 4306, 4385. Courses to be completed in the second year: Field Experience - BEEP 4311, 4312, 4314 & 4384; Student Teaching - BEEP 4319 & 4687.

Total

121 hours

Degrees with 4 - 8 Certification

Bachelor of Arts Degree in Interdisciplinary Studies with Middle-Level (Grades 4-8) Teacher Certification (English/Language Arts/Reading/Social Studies)

English
1301 & 1302, 2350; 3371, 3372 or 4371; 3339, 3361 or 4380; 4366 & 4370

Literature
ENGL 2309, 2319, or 2329

Liberal Arts
Three hours from literature or social/cultural studies, fine arts, philosophy (above freshman level)

U.S. History

1311 & 1312 (One Texas History may be taken in place of one US History: History 3363 or 3364)

History of Civilization

2301 & 2302

Texas History

3363 & 3364

Political Science

Fine Arts

Three hours from art, dance, music, theatre arts, or other approved course. (MUSI 3305 or ART 1301 recommended).

Spanish recommended (Intermediate level: 2313 & 2314)

Geography

One course approved by COEHP advisor.

Courses to be completed in the first year of the COEHP Middle-Level Program: EDML 4300, 4350, & 4370; LIST 4343; BEEP 4384. Courses to be completed in the second year of the COEHP Middle-Level Program:

Fall Field-Based Courses - EDML 4371, 4372, & 4676 (Field-Based Experience, all day Monday -Thursday)

Spring Field-Based Experience (Student Teaching) - EDML 4677.

Courses to be completed in the first year of the COED program sequence

EDML 4300, 4350, & 4360

Total

122 hours

Bachelor of Science Degree in Interdisciplinary Studies with Middle-Level (Grades 4-8) Math/Science Teacher Certification

English

1301 & 1302

Literature

2309, 2319, or 2329

Liberal Arts

Three hours from literature or social/cultural studies, fine arts, philosophy (above freshman level)

History

1311 & 1312 (One Texas History may be taken in place of one US History: History 3363 or 3364.)

2311 & 2312

Fine Arts

Three hours from art, dance, music, theatre arts, or other approved course. (MUSI 3305 or ART 1301 recommended).

Courses to be completed in the first year of the COEHP Middle-Level Program: EDML 4300, 4350, & 4370; LIST 4343; BEEP 4384. Courses to be completed in the second year of the COEHP Middle-Level program:

Fall Field-Based Courses - EDML 4371, 4372, & EDML 4676 (Field-Based Experience, all day Monday - Thursday).

Spring Field-Based Experience (Student Teaching) - EDML 4677.

Total

123 hours

Bachelor of Science Degree in Interdisciplinary Studies with Middle-Level (Grades 4-8) Generalist Teacher Certification

English

1301, 1302, 2350; 3371, 3372 or 4370; 3339, 3340, 3344, 3345, 3346, 3361 or 3362; 4366

Literature

2309, 2319 or 2329

Liberal Arts

Three hours from literature or social/cultural studies, fine arts, philosophy (above freshman level)

History

1311 & 1312 (One Texas History may be taken in place of one US History: History 3363 or 3364.)

2311 & 2312

Fine Arts

Three hours from art, dance, music, theatre arts, or other approved course. (MUSI 3305 or ART 1301 recommended).

Course approved by COEHP advisor.

Courses to be completed in the first year of the COEHP program sequence: EDML 4300, 4350, & 4360; Literacy - LIST 4343; BEEP 4384, EDTC 4301. Field Experience Semester - EDML 4370, 4371 & 4372; LIST 4378. Student Teaching (6 hours).

Courses to be completed in the first year of the COEHP Middle-Level Program: EDML 4300, 4350, & 4370; LIST 4343; BEEP 4384. Courses to be completed in the second year of the COEHP Middle-Level Program:

Fall Field-Based Courses - EDML 4371, 4372, and EDML 4676 (Field-Based Experience, all day Monday - Thursday)

Spring Field-Based Experience (Student Teaching) - EDML 4677.

Total

127 hours

Chair

Professor J. Smith

Professors

Cavallo, Crow, Hadaway, Milson, Rosado, Schwartz

Associate Professors

Davis, Kribs-Zaleta, Lee, Leffingwell, Tommerdahl

Assistant Professors

Amaro-Jimenez, Brown, Daza, Hungerford-Kresser, Parker, Ruebel, Semingson, White

Clinical Faculty

Arrowood, Collins, Galloway, Melton, Tice

The Department of Educational Leadership and Policy Studies offers an undergraduate minor and certificate in Leadership. Both the Leadership Minor and the Leadership Certificate program prepare students to be relational, ethical and global leaders armed with the knowledge and skills to make a positive contribution in the workplace, the communities in which they live and throughout the world.  The courses are designed to help students explore the dimensions of leadership so that they may engage in leadership that is constructive, purposeful, and oriented toward improving the human condition.  The minor requires completion of 18 hours; the certificate requires completion of 15 hours.

Required Course:

EDAD 2330: Theories in Leadership (3-0)

EDAD 4330: Capstone in Leadership Studies (3-0)

Elective Course in each of the following areas:

Ethics (3 hours minimum)

Global Issues (3 hours minimum)

Field Experience (Travel/trip or Service Learning course - 3 hours minimum)

At least one 3 hour elective must be at the advanced level.

For the minor, elective coursework must total 12 hours.

Admission Requirements:

The minor is open to all degree-seeking students. The certificate is available to degree and non-degree-seeking students enrolled at UT Arlington.

The Leadership Minor and Certificate program is a joint initiative between the Department of Educational Leadership and Policy Studies and The Leadership Center in the Division of Student Affairs. Program management and oversight will be shared by the Chair and Director of these two areas. Interested students should initiate a request for the preparation of their program by sending an email to the following contacts:

Dr. Adrienne E. Hyle, Department of Educational Leadership and Policy Studies

College of Education and Health Professions, 105 Trimble Hall

817.272.0149 - ahyle@uta.edu

Kerri Ressl, Director, The Leadership Center

Division of Student Affairs, E.H. Hereford University Center, B160

817.272.9220 - kerri@uta.edu

For information on graduate programs in the Department of Educational Leadership and Policy Studies, see the Graduate Catalog.

The Department of Kinesiology is housed within the College of Education and Health Professions and offers three undergraduate degrees. These degrees include: (1) the Bachelor of Arts in Kinesiology with All-level teacher certification for individuals who wish to teach in the K - 12 setting; (2) the Bachelor of Science in Exercise Science for individuals who wish to pursue a career in personal fitness training, strength and conditioning, cardiac rehab, or who plan to pursue a graduate degree in a health professions field (e.g., PT, OT, PA); and the Bachelor of Arts or Science in Athletic Training for those who wish to pursue a career in the health profession of athletic training, specializing in the prevention, evaluation, management and rehabilitation of musculoskeletal injuries and common illnesses. The Bachelor of Science in Athletic Training also offers All-level Teacher Certification as an option.

View Course Descriptions for:

Education (EDUC)

Early Childhood Education (ECED)

Education Middle Level (EDML)

Educational Technology (EDTC)

Literacy Studies (LIST)

Bilingual/ESL/Early Childhood Program (BEEP)