Curriculum Studies and Instruction

Curriculum and Instruction (MED)

• Students will examine various curriculum theories and apply those theories to building and critically analyzing curriculum design using at least one theoretical lens.

• Using research-based principles and interactions with learners, students will systematically develop an instructional intervention that addresses a practical need and will also evaluate the intervention’s likelihood of addressing the specified need.

• Using research-based principles and methods, students will systematically implement, evaluate, and report on a pedagogical innovation (implementing their research intervention plan) that solves an instructional problem in a real-world setting.

Curriculum Studies and Instruction

Curriculum and Instruction (PhD)

• Students will apply research-based principles and methods to systematically evaluate an educational innovation that solves an instructional or curriculum problem in a real-world setting.

"My goal has been to become a tenure track university professor. During my studies at TTU, I learned in depth about the wide spectrum of education - historical and present day issues as well as best teaching and research practices. I was able to present at several conferences, was exposed to many forms of research and, a variety of research topics. Because of the breadth and depth of the program curriculum I feel I am a versatile and knowledgable educator."

Karen Jensen

• Students will demonstrate knowledge and skills to complete a preliminary conceptual research project using an analysis of published research in the field of curriculum studies and teacher education.

• Students will demonstrate the knowledge and skills necessary to assess theories of curriculum and instruction using research-based principles and methods.

Curriculum Studies and Instruction

Language and Literacy Education (MED)

• Graduates will become literacy leaders by advocating for culturally and linguistically learners through professional development activities for a variety of stakeholders in their community.

• Graduates will demonstrate the ability to apply knowledge and skills by evaluating, designing, and implementing effective literacy instruction for culturally and linguistically diverse learners.

• Graduates will demonstrate the disposition and knowledge necessary to improve diverse learners’ achievement and engagement with literacy tasks.

Educational Psychology and Leadership

Counselor Education - Clinical Mental Health Counseling (MED)

• Develop and deliver treatment plans that address clients’ individual needs. Apply effective use of appropriate counseling techniques in congruence with client needs.

• Create, implement and evaluate the impact of treatment plans and programs that serve the needs of the clients, communities, and agencies where EPCE graduates are employed.

• Students will demonstrate knowledge of family counseling theories and identify potential qualities and dynamics.

Educational Psychology and Leadership

Counselor Education - School Counseling (MED)

• Applies effective use of counseling techniques per the “Responsive Services” component of the ASCA National Model.

• Demonstrates effective interaction skills to stakeholders in schools and disseminates information to stakeholders in schools while implementing components of the ASCA National Model.

• Implement the ASCA National Model, a model whereby school counselors create, implement and evaluate the impact of value-added programs and services responsive to the needs of the school and all stake-holders.

Educational Psychology and Leadership

Counselor Education (PhD)

• Students acquire the basic knowledge and skills on which future counseling courses will build.

• Create, implement and evaluate the impact of an Advocacy and Social Justice Leadership activity that positively influences institutions of higher education, communities, schools (P-12), and the counseling profession. Students will implement counseling skills and techniques inside the classroom under the direct supervision of faculty.

• Conducts needs assessments (e.g., focus groups) with the target population (including client/student/agency/government/institution) to identify external barriers that impair their quality of life.

Educational Psychology and Leadership

Educational Leadership (MED)

• The student will identify and resolve a significant problem of practice, establish and support effective professional development, and build a collaborative team to improve school culture.

• The student will demonstrate knowledge of the six domains for the (268) Principal as Instructional Leadership Certification Exam. The six domains include: school culture, leading learning, human capital, executive leadership, strategic operations, ethics, equity, and diversity.

• The student will successfully obtain the AEL and T-TESS certification. Advancing Educational Leadership (AEL) is a three-day training required for principal certification and for appraising teachers. Texas Teacher Evaluation and Support System (T-TESS) is a 3-day training with an exam required for principal certification and for appraising teachers.

Educational Psychology and Leadership

Educational Leadership - EC-12 Policy (PhD)

• Students will contextually examine contemporary education policy issues both within and across hypothetical or simulated educational levels and policy contexts.

• Students will: (1) demonstrate an understanding of education policy-relevant research, theory, and methods (i.e., knowledge); and (2) understand how to use empirical evidence to inform, analyze, and evaluate education policies (i.e., skills).

• Students will design and conduct stakeholder-relevant education policy research, which generates empirical findings relevant to education policy development, implementation, evaluation, and reform.

Educational Psychology and Leadership

Educational Leadership - Professional Practice (EDD)

• Each EDLD EdD Cohort school leader will design a specific research intervention to address an identified problem of practice within their district context.

• Each Educational Leadership (EDLD) EdD Cohort school leader will identify and research one or more problem(s) of practice within their district context through conducting a comprehensive Exploratory Needs Analysis (ENA) investigation with multiple school/district data.

• Each cohort school leader will adjust and fully implement the identified action research intervention study, including engaging in progress monitoring and adjusting procedures during the intervention implementation and evaluating the interventions’ overall impact. In each of the three phases noted, the cohort leader will have included multiple stakeholders within the district context along with support from the Superintendent of Schools (or designee) for collaboration and input.

Educational Psychology and Leadership

Educational Psychology (MED)

• Apply the principles of psychology to evaluate learning environments, to improve the teaching-learning process, design effective instruction, and promote students’ educational success in formal and informal educational settings.

• Recall the basic principles of (1) psychology that influence teaching, learning, and instructional design, and (2) educational research and research methods.

Educational Psychology and Leadership

Educational Psychology (PhD)

• Apply the principles of psychology to evaluate learning environments, to improve the teaching-learning process, design effective instruction, and promote students’ educational success in formal and informal educational settings.

"I was able to complete my PhD which prepared me to write program evaluations for K-12 and higher education outreach programs. In addition, it has prepared me to produce rigorous research and publications within the field. Becoming faculty is now possible, which it was not before."

Jessica Spott

• Design and implement theory-driven research studies, apply cutting-edge statistical methods, and evaluate programs that influence educational policy.

• Recall the basic principles of (1) psychology that influence teaching, learning, and instructional design, and (2) educational research and research methods.

Educational Psychology and Leadership

Higher Education Administration (MED)

• Students will employ effective communication (written and oral) and collaborative skills.

• Students will demonstrate the knowledge and skills to effectively manage and administer programs in higher education.

• Student will execute the knowledge and skills needed to assess, evaluate and develop innovative solutions to problems in practice.

Educational Psychology and Leadership

Higher Education Administration (MED) - Distance

• Students will employ effective communication (written and oral) and collaborative skills.

• Students will demonstrate the knowledge and skills to effectively manage and administer programs in higher education.

• Student will execute the knowledge and skills needed to assess, evaluate and develop innovative solutions to problems in practice.

Educational Psychology and Leadership

Higher Education Administration (EDD)

• Students will develop and demonstrate the skills and competencies to design innovative solutions to problems in the practice of higher education.

• Students will demonstrate the skills and competencies to gather, organize, judge, aggregate, and analyze situations, literature, and data with a critical lens.

• Students will execute the skills and competencies to interpret data for decision-making and development of innovative solutions.

Educational Psychology and Leadership

Higher Education Research (PhD)

• Design, develop, and conduct scholarly and theoretical research utilizing various methodologies and types of data appropriate for higher education subject matter.

• Utilize the findings of critical inquiries to propose alternative policies, practices, and strategies for higher education.

• Utilize the findings of critical inquiries to propose alternative policies, practices, and strategies for higher education.

Education Psychology and Leadership

Instructional Technology (MED)

• Students will systematically design and formatively evaluate an instructional design plan that solves an instructional problem through the effective, efficient, and creative use of current technology and research-based principles and methods.

• Students will systematically develop instructional product(s) that solves an instructional problem through the effective, efficient, and creative use of current technology and research-based principles and methods.

• Students will systematically design, develop, and evaluate an instructional product that solves an instructional problem in a real-world setting through the effective, efficient, and creative use of current technology and research-based principles and methods.

Educational Psychology and Leadership

Instructional Technology (EDD)

• Students will design and develop an instructional intervention (product) based on their proposed research intervention project for implementation in a professional educational setting.

• Students will create a research prospectus and proposal for a research project designed to improve instructional practice in a professional educational setting. The proposed research project must lead to the application of contextually-sensitive instructional design principles and/or theories.

• Students will implement an instructional technology research project that improves instructional practice in a professional educational setting. The research project involves collaboration among researchers and practitioners in a real-world setting that leads to the application of contextually-sensitive instructional design principles and/or theories.

Educational Psychology and Leadership

Special Education (MED)

• Students will plan and conduct collaborative conferences with individuals with exceptional learning needs and their families.

• Students will design and implement research activities to examine the effectiveness of instructional and collaborative practices.

• Students develop or modify individualized intervention or assessment strategies using the collaborative consultation process.

Educational Psychology and Leadership

Special Education (PhD)

• The candidate can demonstrate technical and persuasive writing skills, conduct and write literature reviews, and identify the hypothesis or research questions.

• The candidate can demonstrate technical and persuasive writing skills, review literature, identify the hypothesis or research questions, design research methodology, and complete IRB.

• Students will conduct the approved pilot study and clearly articulate the findings of their pilot study research through the development of a submission-ready manuscript or a request for funding/grant proposal. The candidate will be able to demonstrate technical and persuasive writing skills, review literature, identify the hypothesis or research questions, design research methodology, conduct a Pilot Study, analyze data and report results, and prepare request for funding/grant proposal OR disseminate research findings.

Teacher Education

Education (BS)

• Candidates have a positive impact on K-12 student achievement during the year-long practicum.

• Candidates improve student engagement during the year-long practicum.

• Candidates exhibit instructional proficiency by the end of the year-long student-teaching practicum.

• Candidates will accurately judge evidence of teaching behaviors that are reflective of the TAP rubric.

• Candidates demonstrate declarative knowledge of TAP rubric, program features and professionalism.