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School of Education Undergraduate Programs

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Educator Preparation Handbook

About the Gateways and Progressing Through Your Program

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Alternative Teacher Certification Program Information


 


Vision Statement

To be a premier school of education that prepares educators, leaders, and counselors as agents of social change who transform the lives of individuals and communities they serve.

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Mission Statement

We immerse our students in authentic academic and professional settings, providing them with opportunities to bridge theory and practice and to engage in critical reflection that informs action.

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Core Values

Authentic learning

We believe that learning is authentic when the learner is immersed in real-world, meaningful experiences that elicit reflection to inform action and that provide rich opportunities to bridge theory and practice.

Reflective Practice
We embrace critical reflection on self and practice as a way to develop a deep sense of identity and beliefs that ground and continually improve our practices.

Diversity

We embrace diversity in order to enrich our teaching, research, and advocacy, utilizing a culturally responsive, inclusive, and strengths-based approach that recognizes and builds upon the myriad characteristics of students, faculty, and community.

Social Justice

We commit to critical reflection on systemic inequities and to action leading to shifts in policies, practices, and structures that create opportunities for all.

Excellence/Quality

We commit to a culture of continuous improvement of quality and excellence in teaching, research, and service through reflective inquiry and innovation.

Transformation

We embrace our roles as leaders, advocates, and change agents working to transform systems to be more equitable and responsive to the diverse needs of individuals and communities.

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Dispositions

Critical Thinking, Reflective Practice, Ethical Practice, Preparation and Commitment, Professional Development, Authenticity and Emotional Intelligence, Social Justice and Cultural Competency, Communication, Collaboration.

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Undergraduate Faculty

  • Jerry Cronin, Ph.D. (Science/Mathematics)
  • Melani Buchanan-Farmer, Ph.D. (Bilingual/ESL)
  • Michael Immerman, Ph.D. (General and Secondary Education)
  • Taik Kim, Ph.D. (Math, Science and Social Studies Education)
  • Shirley Meckes, Ph.D. (Early Childhood Multicultural Education)
  • Michael Morad-McCoy, Ph.D. (Counseling)
  • Seonsook Park. Ph.D. (Reading/TESOL)
  • P.J. Sedillo, Ph.D. (Special Education, Gifted Education)
  • Ann Wolf, Ph.D. (Reading)
  • Eva (Efstathia) Yerende, Ph.D. (Bilingual/ESL)
  • Office of Field Experiences
  • Janis Taback-Keene, M.S., Ed.S. (Coordinator, Field Experiences at Rio Rancho)

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Resources and Facilities

The Victoria D. de Sanchez Teaching Education Center (TEC) is a modern, three-level building housing classrooms, two interactive television rooms, smart classrooms, faculty offices and an instructional materials evaluation center.

The TEC building also serves as a home for the Northeast Regional Education Cooperative, the Center for the Education and Study of Diverse Populations, Advanced Placement-New Mexico, the Highlands Counselor Training Center and MESA-Northern New Mexico.

Established by the School of Education, the Center for the Education and Study of Diverse Populations studies diverse populations whose needs are unmet and who encounter barriers to services and opportunities, and develops strategies for removing those barriers.

The School of Education houses a regional Instructional Materials Evaluation Center that contains publisher-supplied samples of state-approved texts and materials for review by school district administrators, teachers, parents, and education faculty and students. The center also functions as an institutional curriculum library, providing selected samples of resources for short-term loan.

The Literacy Council of Northeastern New Mexico staffs an adult literacy center and provides services within the Instructional Materials Evaluation Center.

Finally, the School of Education offers selected undergraduate and graduate programs at the Centers in Santa Fe / Española, Rio Rancho and Farmington with the cooperation of the Educational Outreach Services Program.

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Purpose of the School of Education

The purpose of the School of Education is to provide highly qualified, entry-level teachers in early childhood, elementary, secondary, special education, and other professional personnel such as, educational leaders and counselors, to serve New Mexico and/or national PK-grade 12 school districts.

The School of Education offers selected undergraduate and graduate programs at the Centers in Santa Fe, Rio Rancho and Farmington with the cooperation of the Educational Outreach Services Program.

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Conceptual Framework

The School of Education believes in democratic access to an education, both theoretical and authentic, that allows the reflective learner to continue to develop cultural schemas and diverse cognitive processing skills to construct a knowledge base, practice the skills and develop professional dispositions in authentic settings needed to excel in education, leadership, counseling or other self-determined endeavors.

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Teacher Preparation and Licensure Programs

Entrance to undergraduate teacher preparation programs is evaluated through advisement and assessment of students’ skills and motivation for entering the teaching profession. Preparation for the profession requires an academic course of study through majors in early childhood, elementary, special education, or a minor in secondary education together with a major in an appropriate content field.

Candidates plan their academic programs in careful consideration of the subjects or grade levels they may wish to teach. Education students receive support and guidance from faculty advisers throughout the period of their studies and also in seeking their first jobs.

Initial Licensure Programs

Initial programs leading to a Bachelor of Arts degree and making candidates eligible for a New Mexico teaching license include early childhood education, elementary education, special education, and secondary education, a program minor which must be combined with a content-area major.

The following describe three gateways that assess and guide students through the School of Education and teacher licensure. This process will initiate an in-school file for students as they matriculate in the School of Education.

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Gateway Alpha (Program Entry into the School of Education)

Key assessments determine candidate eligibility for admission to the School of Education initial licensure programs. Those assessments and their criteria are:

  • National Evaluation Series Essential Academic Skills (Subtests, I, II, III) score of at least 220;
  • Overall GPA of at least 2.50 (based on a minimum of 24 credit hours);
  • A C-grade or better in EDUC 1120 (Introduction to Teaching), EDUC 1190 (Field Base I) SPED 2110 (Introduction to Special Education), or ECED 2110;
  • A score of at least 3 out of 4 on a designated writing assignment in EDUC 1120 or ECED 2110;
  • A C-grade or better in English 112 (Composition); and
  • An application to the School of Education on the Chalk and Wire software.

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Gateway Beta(Admission to Clinical Practice: Student Teaching)

Key assessments determine candidate eligibility for admission to clinical practice / student teaching (Field Base III). Those assessments and their criteria are:

  • National Evaluation Series Elementary Content Knowledge score of at least 220, Special Education Content Knowledge, Secondary Major Content Knowledge;
  • National Evaluation Series (NES) Essential Components of Reading- Elementary Education majors only;
  • Overall GPA of at least 2.75;
  • All major course requirements;
  • All teacher licensure requirements;
  • Criminal records background check and finger prints;
  • Submit verification of liability insurance;
  • Submit application for student teaching on Chalk and Wire

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Gateway Gamma (Program Completion)

Key assessments determine candidate eligibility to become a program completer. Those assessments and their criteria are:

  • Successful development of a student teaching portfolio during Field III Student Teaching experience;
  • Field Base III University supervisor rating of at least three of four points possible by the final classroom observation;
  • Field Base III rating by cooperating teacher of at least three of four points possible by the final classroom observation; and
  • Field Base III dispositions rating of at least three of four points possible.

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Chalk and Wire

The School of Education has adopted the electronic assessment system, Chalk and Wire, as a platform to create candidate electronic portfolios. Chalk and Wire is required of all School of Education candidates and of those who seek admission. Chalk and Wire tracks candidates’ progress as they address the competencies of their licensure areas. It is used as a vehicle to assess programmatic strength, weaknesses and areas in need of modification. As candidates continue to meet these competencies and professional standards the quality of teaching, counseling and administration will continue to improve in northern New Mexico and wherever our candidates decide to practice their chosen profession.

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Requirements for Admission to Teacher Preparation and Licensure Programs

Admission to the School of Education is a separate and independent process from admission to the University. Candidates need to purchase a Chalk and Wire license through the University bookstore. All applications for admission into the School of Education are only accepted through Chalk and Wire. Candidates must complete all requirements listed in Gateway Alpha before they are admitted. If a candidate is deficient in any one of the Gateway Alpha requirements, admission will be denied, until all requirements are met. Students should contact the School of Education early in their freshman year to receive guidance in the process. Early advisement is essential to avoid delays in meeting all requirements. Consultation with an education adviser is essential to establish a program of courses. An overall grade point average of at least 2.5 is required.

  1. Complete the following courses with a grade of C or better:
  • EDUC 1120 Introduction to Education Practicum (3)
  • EDUC 1190 Field-Base 1 Teacher Prep Experience (1)
  • SPED 2110 Introduction to Special Education (3)
  • ECED 2110 Professionalism (2) (ECED students only)
  1. Complete and submit an application through Chalk and Wire for admission into the School of Education.

Complete the appropriate freshman and sophomore courses in the University’s core curriculum together with additional extended core courses required for education majors and minors by the New Mexico Public Education Department. The choices to be made will reflect the requirements for licensing that have been set by the New Mexico Public Education Department (NMPED) and SB329 as of July 1, 2016. These courses include:

  • 9 hours in communication (6 hrs. covered in common core)
  • 8 hours in science (4 hrs. covered in common core and 4 hrs. covered in flex requirements)
  • 12 hours in history (3 hrs. covered in common core)
  • 9 hours in humanities and fine arts (6 hrs. covered in common core and 3 hrs. covered in flex requirements)
  • 9 hours in social/behavioral science (3 hrs. covered in common core and 3 hrs. covered in flex requirements)
  • 6 -9 hours in mathematics* (3 credit hours are covered in common core)

Proficiency/Extended Requirements

  • 2 hours PE
  • 3 hours literature
  • 8 hours modern language
  • 3 hours computer science
  • 3 hours speech
  • (Possibly 6 hours for English and math depending on placement scores)

75-81 hours of core requirements

* Early childhood education and elementary education majors need nine hours; special education majors and secondary education minors need six hours.

  1. Take the New Mexico Teacher Assessment (NMTA) exams to be eligible for student teaching.

Students must have passed the Basic Skills and Content Knowledge exams of the NMTA to be approved for student teaching. Students must pass the Assessment of Teacher Competency Exam of the NMTA in the areas of early childhood, elementary, or secondary education to receive NMPED licensure. Students have no more than two opportunities to complete successfully any of the field-based experiences. With the submission of the School of Education application, the candidate must have established an electronic portfolio, completed the disclosure form via Chalk and Wire, submitted disposition assessments from designated classes and field-based experiences, and appropriate artifacts from EDUC 1120 and ECED 2110. Students will also be asked to submit other artifacts from other education classes. Details of this process and the required minimum scores are available from the School of Education.

Students seeking a bilingual endorsement are required to pass the Prueba de Español para la Certifición Bilingües exam. Students must maintain close communication with Academic Support Services and the School of Education regarding these important examinations.

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Requirements for Admission to Clinical Practice and for Placement in Student Teaching(Field-Base III Teacher Preparation or Internship in Teaching)

Students must submit, through their adviser, a formal application for admission to the Office of Field Experiences. The application form is available on Chalk and Wire. Adverse decisions concerning admittance can be appealed first to the program’s admission committee and then to the school dean.

For admission to clinical practice, a 2.75 overall grade point average is required. Students must complete a degree audit with the Office of the Registrar and meet periodically with their education advisers for a check on their advancement through the Gateways, academic progress, and verification of successful completion of the appropriate sections of the NMTA exam. Prospective candidates should discuss this requirement with their education advisers.

Candidates for placement in student teaching will file a formal application on Chalk and Wire prior to midterm of the preceding semester before they can be considered to begin student teaching.

Prerequisites for advancement to student teaching (Field-Based III) are:

  • A 2.75 overall grade point average;
  • Required major courses, up to those for the final semester (SB329, effective July 1, 2016);
  • Secondary education minors: 24 credits in the academic major and 20 credits in the academic minor (if applicable), with an overall minimum GPA of 2.75;
  • A passing score on all required National Evaluation Systems Assessment of Academic Skills; and
  • The application for Student Teaching on Chalk and Wire, with these additional requirements:
  • A degree audit signed by the program advisers; and
  • Appropriate reference letters with documented dispositions.

Each teaching discipline’s program committee and the director of student teaching will review the applications for approval, and those students whose applications are denied may appeal to the Office of the Dean.

Student teaching is a full-time assignment during the period of the placement and requires the candidate to participate fully in the life and work of the school. The student teacher follows the daily schedule of the school, assumes regular faculty and out-of-classroom duties, and participates in faculty meetings, PTA/PTO meetings, school plays, and other school-related activities as appropriate. Because this constitutes a full-time commitment, no additional coursework may be taken without special permission from the field-base coordinator. In all cases, the school’s cooperating teacher and principal, in consultation with the University supervisor, make the determination of the student teacher’s involvement, duties, and course loads.

Final placement of a student teacher in a school is decided by the School of Education and is contingent upon the student being accepted by the school.

To receive a degree in education, the student must submit summative supervisor and cooperating teacher ratings that indicate the Interstate New Teacher Assessment and Support Consortium (INTASC) standards have been met, submit the student teaching electronic portfolio, and designated class and field disposition assessments.

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Education

Major in Early Childhood Multicultural Education (AA)

Required courses: 29 credit hours

ECED 2110 Professionalism (2)

ECED 1115 Health, Safety and Nutrition (2)

ECED 1110 Child Growth, Development and Learning (3)

ECED 1130 Family and Community Collaboration I (3)

ECED 2120 Curriculum Development through Play-Birth through Age 4 (3)

ECED 1120 Guiding Young Children (3)

ECED 2130 Curriculum Development and Implementation (Age 3 through Grade 3) (3)

ECED 2115 Introduction to Reading and Literacy Development (3)

ECED 1125 Assessment of Children and Evaluation of Programs I (3)

ECED 2121 Curriculum Development through Play-Birth through Age 4 Practicum (2)

ECED 2131 Curriculum Development and Implementation Practicum- Age 3 through Grade 3 (2)

  • Major Total: 29 credit hours
  • Core Total: 35 credit hours
  • Extended Core: 5 credit hours
  • Total for Degree: 69 credit hours*

*Total units for the degree may exceed 69 credit hours if proficiency courses are required. The University requires a minimum of 69 credit hours for this degree.

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Major in Early Childhood Multicultural Education (BA): Age 3 to Grade 3

The early childhood multicultural education program is a four-year, or 67-hour, Bachelor of Arts degree. The program prepares classroom teachers and other professionals to work with children from Age 3 to Grade 3. The program fulfills the NMPED competency requirements which include child growth, development and learning; developmentally appropriate content; learning environments and curriculum implementation; and health, safety and nutrition assessment and professionalism. The program meets the state requirements of teacher certification/licensure for teaching PK to grade 3 in the public schools and the early childhood special education, or developmentally delayed, preschool classroom. Students majoring in early childhood education are not required to take a minor.

Professional Education: 68 credit hours

ECED 2110 Professionalism (2)

ECED 1115 Health, Safety and Nutrition (2)

ECED 1110 Child Growth, Development and Learning (3)

ECED 1130 Family and Community Collaboration (3)

ECED 2120 Curriculum Development Implementation: Birth – Age 4 (3)

ECED 1120 Guiding Young Children (3)

ECED 2130 Curriculum Development and Implementation: Age 3 – Grade 3 (3)

ECED 2115 Introduction to Language, Literacy and Reading (3)

ECED 1125 Assessment of Children and Evaluation of Programs 1 (3)

ECED 4030 Family, Language and Culture (3)

ECED 4110 Teaching and Learning Reading and Writing (3)

ECED 4130 Teaching and Learning Math and Science (4)

ECED 4140 Teaching and Learning Social Studies (3)

ECED 4200 Research in Child Growth, Development and Learning (3)

ECED 4280 Assessment of Children and Evaluation of Programs 2 (3)

ECED 4820 Young Children with Diverse Abilities (3)

RDED Reading Elective Credits (3)

EDUC  4450 Knowledge of the Profession (3)

Field Experience and Practicums: 15 credit hours

ECED 2121 Practicum Curriculum Develop and Play: Birth – Age 4 (2)

ECED 2131 Practicum Curriculum Develop and Play: Age 3 – Grade 3 (2)

ECED 4150 Teaching and Learning Practicum (2)

ECED 4520 Early Childhood Education Student Teaching (9)

  • Major Total: 68 credit hours
  • Core Requirements: 21 credit hours
  • Education Extended Core: 18 credit hours
  • Flex Requirements: 10 credit hours
  • Extended Requirements: 8 credit hours
  • Proficiency Requirements: 11-17 credit hours
  • Degree Total: 136-142 hours

* This major does not require a minor. The degree total may be exceeded if proficiency courses are needed. Additional courses may be needed to meet the 45 upper division requirements.

In addition to the above requirements, students must have passed the National Evaluation Systems (NES) Assessment of Academic Skills to be approved for student teaching. Licensing for early childhood education teaching in the State of New Mexico requires passing the National Evaluations Systems (NES) Assessment of Academic Skills and the New Mexico Teacher Assessment (NMTA) Teacher Competency in Early Childhood Education examination.

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Major in Early Childhood Multicultural Education (BA): Birth to Age 4

The early childhood multicultural education program is a four-year, or 62-hour, Bachelor of Arts degree. The program prepares classroom teachers and other professionals to work with children from Birth to Age 4. The program fulfills the NMPED competency requirements which include child growth, development and learning; developmentally appropriate content; learning environments and curriculum implementation; and health, safety and nutrition assessment and professionalism. The program meets the state requirements of teacher certification/licensure for teaching Birth to Age 4 in the public schools Pre-K and the early childhood special education, or developmentally delayed, preschool classroom, and home visitation programs. Students majoring in early childhood education are not required to take a minor.

Professional Education: 63 credit hours

ECED 2110 Professionalism (2)

ECED 1115 Health, Safety and Nutrition (2)

ECED 1110 Child Growth, Development and Learning (3)

ECED 1130 Family and Community Collaboration (3)

ECED 2120 Curriculum Development Implementation: Birth – Age 4 (3)

ECED 1120 Guiding Young Children (3)

ECED 2130 Curriculum Development and Implementation: Age 3 – Grade 3 (3)

ECED 2115 Introduction to Language, Literacy and Reading (3)

ECED 1125 Assessment of Children and Evaluation of Programs 1 (3)

ECED 4030 Family, Language and Culture (3)

ECED 4170 Emergent Literacy (3)

ECED 4200 Research in Child Growth, Development and Learning (3)

ECED 4240 Integrated Curriculum: Birth – Age 4 (4)

ECED 4310 Advanced Caregiving for Infants and Toddlers (3)

ECED 4820 Young Children of Diverse Abilities (3)

EDUC 4450 Knowledge of the Profession (3)

Field Experience and Practicums: 15 credit hours

ECED 2121 Practicum Curriculum Develop and Play: Birth – Age 4 (2)

ECED 2131 Practicum Curriculum Develop and Play: Age 3 – Grade 3 (2)

ECED 4250 Integrated Curriculum Practicum (2)

ECED 4520 Early Childhood Education Student Teaching (9)

Major Total: 62 credit hours

  • Core Requirements: 21 credit hours
  • Education Extended Core: 18 credit hours
  • Flex Requirements: 10 credit hours
  • Extended Requirements: 8 credit hours
  • Proficiency Requirements: 11-17 credit hours
  • Degree Total: 130-136 credit  hours

* This major does not require a minor. Additional courses may be required to meet the 45 upper division requirements.

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Major in Early Childhood Multicultural Education (BA): Birth to Age 4 Non-Licensure

The early childhood multicultural education program has a four-year, or 62-hour, Bachelor of Arts degree. The program prepares classroom teachers and other professionals to work with children from Birth to Age 4. The program fulfills the NMPED competency requirements which include child growth, development and learning; developmentally appropriate content; learning environments and curriculum implementation; and health, safety and nutrition assessment and professionalism. Students who declare non-licensure upon admission to the SOE cannot switch to the licensure option.  Non-licensure routes are for students who do not want to pursue a license in New Mexico. Students majoring in early childhood education are not required to take a minor.

Professional Education: 63 credit hours

ECED 2110 Professionalism (2)

ECED 1115 Health, Safety and Nutrition (2)

ECED 1110 Child Growth, Development and Learning (3)

ECED 1130 Family and Community Collaboration (3)

ECED 2120 Curriculum Development Implementation: Birth – Age 4 (3)

ECED 1120 Guiding Young Children (3)

ECED 2130 Curriculum Development and Implementation: Age 3 – Grade 3 (3)

ECED 2115 Introduction to Language, Literacy and Reading (3)

ECED 1125 Assessment of Children and Evaluation of Programs 1 (3)

ECED 4030 Family, Language and Culture (3)

ECED 4170 Emergent Literacy (3)

ECED 4200 Research in Child Growth, Development and Learning (3)

ECED 4240 Integrated Curriculum: Birth – Age 4 (4)

ECED 4310 Advanced Caregiving for Infants and Toddlers (3)

ECED 4820 Young Children of Diverse Abilities (3)

Elective Credits (13)

Field Experience and Practicums: 15 credit hours

ECED 2121 Practicum Curriculum Develop and Play: Birth – Age 4 (2)

ECED 2131 Practicum Curriculum Develop and Play: Age 3 – Grade 3 (2)

ECED 4250 Integrated Curriculum Practicum (2)

  • Major Total: 63 credit hours
  • Core Requirements: 21 credit hours
  • Education Extended Core: 18 credit hours
  • Flex Requirements: 10 credit hours
  • Extended Requirements: 8 credit hours
  • Proficiency Requirements: 11-17 credit hours

Degree Total: 131-137 credit hours

* This major does not require a minor.  Additional courses may be required to meet the 45 upper division requirement.

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General Science Degrees for Secondary School Teachers:

Major in General Science for Secondary Teachers (BA)

The purpose of the major is to provide science teachers in training with a fundamentally strong background in the basic sciences. Therefore, a greater pool of talent in the field of science education will be created from which surrounding middle schools and high schools can draw. The program has been designed to emphasize the fundamental understanding of both physical and life sciences. Courses will be selected from biology, geology, chemistry, computer science, and physics. The objectives of the general science major are to:

  1. Provide science teachers in training with a multidisciplinary program that will adequately prepare them to teach the science courses expected in middle school and high school science programs.
  2. Prepare science teachers to develop each of the competencies required by the State Board of Education for licensure in science education

Students must complete the NMHU Core Curriculum requirements, which should include a minimum of MATH 1220 and eight credits from the lab sciences listed below. MATH 1510 and MATH 1250 are required for the BS rather than a BA degree. The BS degree is recommended for students preparing to teach high school.

Required core: 49 credit hours

BIOL 2620 Ecology & Evolution (4)

BIOL 2110 Principles of Biology: Cellular and Molecular Biology General Biology 2 (4)

CHEM 1215 General Chemistry 1 (3)

CHEM 1225 General Chemistry 2 (3)

CHEM 1215L General Chemistry Lab 1 (2)

CHEM 1225L General Chemistry Lab 2 (2)

CS 1440 Introduction to Computer Science (3)

GEOL 1110 Physical Geology (4)

GEOL 2110 Historical Geology (4)

BIOL 4200 Teaching Science and Math in Secondary School (3)

 Choose one set from the following:

PHYS 1230 Algebra-based Physics 1 (4)

PHYS 1240 Algebra-based Physics 2 (4)

OR

PHYS 1310 Calculus-based Physics 1 (5)

PHYS 1320 Calculus-based Physics 2 (5)

Choose one of the following:

BIOL 3590 Fundamentals of Lab Safety (1)

CHEM 3590 Fundamentals of Lab Safety (1)

Total Core: 43 credit hours

Electives: 16 credit hours

With the advice of a science adviser, select at least one course from each of biology, chemistry and geology for a minimum of 16 credits above the 3000 level. In addition, the student must undertake a minor in secondary education. Students must fulfill requirements for entrance to teacher preparation and licensure. Please refer to the School of Education for details.

  • Major Total: 59 credit hours
  • Core Requirements: 21 credit hours
  • Education Extended Core: 18 credit hours
  • Flex Requirements: 10 credit hours
  • Extended Requirements: 8 credit hours
  • Proficiency Requirements: 11-17 credit hours
  • Degree Total: 127 – 133 credit hours

Additional courses may be required to meet the 45 upper-division requirement.

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Minor in General Science for Elementary School Teachers

The purpose of the minor is to provide elementary school teachers in training with a strong background in a variety of concepts in life science, physical science, and earth and space science. Students should consult with an adviser early in their academic career to select the appropriate courses and avoid possible problems with prerequisites or scheduling. Not all of the 3000- or 4000- level classes are offered every semester or even every year. The objectives of the general science minor are to:

  • Provide pre-service elementary teachers with a program that will adequately prepare and encourage them to teach the most fundamental science concepts to students at the elementary school level.
  • Broaden the scope of science to elementary school teachers in training, so they will be well versed in all aspects of science allowing them to develop methods in which to relay the content material to their students so that the students can fully understand the concepts. This minor does not satisfy the Secondary School endorsement requirements (grades 7-12) for the State of New Mexico.

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Minor in Early Childhood Multicultural Education

Early childhood multicultural education offers an undergraduate minor field that may be selected by students majoring in elementary education, special education or other related fields. Early childhood multicultural education is a valuable specialization field for those intending to work with newborns to 8-year-old children.

Additional courses beyond the minor in early childhood multicultural education are required for a teaching license.

Required courses: 29 credit hours

ECED 2110 Professionalism (2)

ECED 1115 Health, Safety and Nutrition (2)

ECED 1110 Child Growth, Development and Learning (3)

ECED 1130 Family and Community Collaboration I (3)

ECED 2120 Curriculum Dev Play: Birth – Age 4 (3)

ECED 1120 Guiding Young Children (3)

ECED 2130 Curriculum Dev Implementation: Age 3 – Grade 3 (3)

ECED 2115 Introduction to Language, Literacy and Reading (3)

ECED 1125 Assessment of Children and Evaluation of Programs I (3)

ECED 2121 Practicum Dev Play: Birth – Age 4 (2)

ECED 2131 Practicum Curriculum Dev: Age 3 – Grade 3 (2)

Minor Total: 29 credit hours

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Major in Math and Computer Science for Secondary School Teachers (BA)

This major requires a core of courses from mathematics and computer science. Graduates of the program will be equipped to teach both mathematics and computer science in secondary schools. The purpose of the major is to provide secondary school teachers in training with a fundamentally strong background in mathematics and computer science. This will create a greater pool of talent in math and computer science education from which middle and high school teachers can be drawn. The program has been designed to emphasize the fundamental understanding of both mathematics and computer science.

The objectives of the math and computer science major are to:

  • Provide secondary teachers in training a program that will adequately prepare and encourage them to teach the expected mathematics and computing courses to students in middle and high school math and computer science programs.
  • Train math teachers to develop each of the competencies required by the State Board of Education for licensure in math education.
  • Broaden the scope of mathematics and computing to secondary school teachers in training, allowing them to develop methods in which to relay the content material to their students so that the students can fully understand what is being taught.
  • Provide secondary teachers in training with the background so they can assume responsibility for managing the computing facilities at their school.

Prerequisite courses: 8 credit hours

MATH 1220 College Algebra (3*)

MATH 1250 Trigonometry & Pre-Calculus (5)

*Applies to University proficiency requirement.

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Minor in Math and Computer Science for Elementary School Teachers

The purpose of this minor is to provide elementary school teachers in training with a fundamentally strong background in mathematics and computer science. The objectives of the math and computer science minor are to:

  • Provide elementary teachers in training a program that will adequately prepare and encourage them to teach the fundamental concepts of mathematics and computing to students at the elementary level.
  • Broaden the scope of mathematics and computing to elementary school teachers in training, allowing them to develop methods in which to relay the content material to their students so that the students can fully understand what is being taught.
  • Provide elementary teachers in training with the background so they can assume responsibility for managing the computing facilities at their school.

Prerequisites: 9 credit hours

MATH 1009 MATH for Elementary Teacher (3)

MATH 1116 MATH for Elementary Teacher 2 (3)

CS 1010 Living with Computers (3)

Required courses: 17 credit hours

MATH 1220 College Algebra (3)

MATH 1250  Trigonometry & Pre-Calculus (5)

CS 1440 Introduction to Computer Science (3)

CS 1450 Introduction to Object-Oriented Programming (3)

CS 2450 Advanced Computer Programming (3)

Electives: 12 credit hours

Choose two courses from the following:

MATH 3170 Discrete MATH (3)

MATH 3450 MATH Statistics 1 (3)

MATH 4060 College Geometry (3)

Any 3000- or 4000-level MATH course approved by adviser

Choose three courses from the following:

CS 3250 Computer Hardware Install and Maintenance (1)

CS 3260 Computer Software Installation (1)

CS 3270 Hands-on UNIX (1)

CS 3320 Advanced Internet (1)

Any 3000- or 4000-level computer science course approved by adviser

Choose one course from the following:

CS 4560 Internet Services (3)

CS 4570 Computer Networks (3)

CS 4630 Web Programming (3)

Minor Total: 27 credit hours

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Major in Elementary Education (BA)

Elementary education is offered as an academic major field. Education students may select a major in education or a dual major in elementary and special education. The major program meets requirements for special education licensure set by the NMPED. Elementary education majors study such topics as cognitive, physical, emotional, and social development; human relations; instructional planning and implementation, and classroom management, assessment and evaluation. Students also receive training in skills and competencies for elementary subject matter in mathematics, reading and language s, social studies, science, and other foundational fields. The program complies with the instructional competencies established by the NMPED for entry-level elementary teachers. Before registering for the required major courses, students must complete the requirements for entrance to the Teacher Preparation Program which include EDUC 1120, taken in conjunction with EDUC 1190, and SPED 2110. Students must have passed the National Evaluation Systems (NES) Assessment of Basic Skills, and the NES Elementary Content Exam, to be approved for student teaching. The NES Essential Components of Elementary Reading and the NES Teacher Competency- Elementary exams are required for New Mexico Teacher Licensure.

Students may select to major in elementary education.

The following requirements must be completed with a grade of C or better for entrance to the Teacher Preparation Program.

Prerequisites:

EDUC 1120 Introduction to Teaching (3)

SPED 2110 Introduction to Special Education (3)

Required credits: 36 credit hours

RDED 3150 Early Literacy (3)

RDED 4110 Teaching/Diagnosis of Reading (3)

EDUC 3120 Teaching Elementary School MATH (3)

EDUC 3170 Multicultural Education (3)

EDUC 4610 Assessment and Evaluation of Students (3)

EDUC 4170 Teaching English as Second Language (3)

EDUC 4420 Teaching Elementary School Science and Social Studies (3)

EDUC 4540 Field-Base III Teacher Prep Experience: Elementary (6)

EDUC 1190 Field-Base 1 Teacher Prep Experience (1)

EDUC 3510 Field-Base 11 Teacher Prep Experience (2)

EDUC 4440 Technology in Education (3)

EDUC 4450 Knowledge of the Profession (3)*

*EDUC 4450 must be taken in conjunction with EDUC4540.

  • Major Total: 36 credit hours
  • Prerequisites for Program Entry: 6 credit hours
  • Minor/2nd Major/Electives: 21+ credit hours
  • Core Requirements: 21 credit hours
  • Education Extended Core: 18 credit hours
  • Flex Requirements: 10 credit hours
  • Extended Requirements: 8 credit hours
  • Proficiency Requirements: 11-17 credit hours
  • Degree Total: 131-137 credit hours

This major requires a minor, second major or completion of an associate’s degree. The degree total may be exceeded if additional minor or second major courses are needed. Additional courses may be required to meet the 45 upper division requirement.

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Minor in Bilingual Education/TESOL (Teaching of English to Speakers of Other Languages)

The minor in bilingual education/TESOL offers an undergraduate preparation to instruct pupils bilingually so as to improve their ability to succeed in the public schools. Spanish 1210, 1220, 2210, (or 1110, 1120, 2110) and Spanish 3250 are prerequisites for Spanish 4330, 4410, and EDUC 4370. Students can consult the faculty in the Languages and Culture Department for a test-out option of lower-division courses. Courses listed above do not reflect the sequence in which they should be taken.

Required credits: 24 credit hours

ANTH 4610 Communication and Culture (3)

OR

ENGL 4430 Sociolinguistics (3)

EDUC 4170 Teaching English as a Second Language (3)

RDED 4160 Teaching Reading and Language Arts in the Bilingual Classroom (3)*

EDUC 4120 Theories and Principles of Bilingual Education (3)

EDUC 4370 Instructional Methods for Use in Span-Bilingual Classroom (3)*

SPAN 3000 Advanced Grammar (3)*

SPAN 4330 Civilization and Culture of New Mexico and the Southwest (3)*

SPAN 4410 Spanish for the Bilingual Classroom (3)*

*Prerequisites: SPAN 1210, 1220, 2210, 2220 (or 1110, 1120, 2110, 2120); Corequisite: SPAN 3000

Minor Total: 24 credit hours

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Minor in English as a Second Language (ESL)

The ESL program meets the requirements of the NMPED for an endorsement in English as a second language. The program includes courses offered in the departments of education, English, and anthropology.

Required credits 21 credit hours

Prerequisite/Corequisite: Minimum of two semesters of a second language or demonstrated proficiency

ENGL 3170 Introduction to Modern Grammar (3)

EDUC 3200 Language Acquisition and Ling for Teachers (3)

EDUC 4120 Theories and Principles of Bilingual Education (3)

ENGL 4430 Sociolinguistics (3)

OR

ANTH 4610 Communication and Culture (3)

EDUC 4170 Teaching English as a Second Language (3)

EDUC 4200 Sheltered English for Content Area Instruction (3)

RDED 3150 Early Literacy (3)

OR

RDED 4270 Reading in the Content Area (3)

Minor Totals: 21 credit hours

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Minor in Secondary Education

(Teacher Preparation in Secondary Education)

Students who are preparing to become secondary-level teachers must complete a major from the many academic fields offered at the University; some will also select a content-area minor field. (See College of Arts and Sciences section for information.)

In addition, students must undertake a secondary education minor in the University’s School of Education to prepare them for their chosen profession. The combination of courses in the University’s major field and in the general education curriculum provides the necessary subject-matter competencies for secondary teaching.

This is best done through early advisement from the School of Education.

Licensing for secondary teaching in the state of New Mexico requires the following: completion of an appropriate academic major in a content field(s) completion of the general education core (54 credit hours). Secondary education minors may add a content-field minor as well. The adviser may assist the student in selecting the content field(s). Students must complete requirements for entrance to the School of Education which include GNED201, GNED251, and SPED214 with a minimum grade of C and pass the National Evaluation Systems (NES) Assessment of Academic Skills. Students must pass the NES Content major exam or exams to be admitted to Field III Student Teaching. The NES Teacher Competency –Secondary exam must be passed for New Mexico Teacher Licensure.

EDUC 1120 Introduction to Teaching (3)

SPED 2110 Introduction to Special Education (3)

Required courses: 28 credit hours

EDUC 1190 Field-Base I Teacher Preparation Experience (1)

EDUC 3020 Educational Psychology (3)

RDED 4270 Reading in the Content Area (3)

EDUC 3510 Field-Base II Teacher Preparation Experience (2)

EDUC 4100 Art and Science of Teaching in Secondary Schools (3)

EDUC 4440 Technology in Education (3)

EDUC 4450 Knowledge of the Profession (3)*

EDUC 4510 Field-Base III Teacher Preparation Experience- Secondary (6)

EDUC 4550 Classroom Management (3)

* Taken in conjunction with GNED 451 as a Field Base III block.

  • Major 32+ hours
  • Prerequisites: 6
  • Secondary Minor Total: 28 credit hours
  • Core requirements: 54 credit hours
  • Total: 120 credit hours minimum

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Major in Special Education

Education students may select a major in special education or a dual major in elementary and special education. The major program meets requirements for special education licensure set by the New Mexico Public Education Department (NMPED).

Special education students receive instruction in using evidence-based teaching approaches for students with exceptionalities. Field-base experiences are integrated into the instructional program. Students must complete the requirements for entrance to the Teacher Preparation Program.

The following requirements must be completed with a grade of C or better for entrance to the Teacher

Preparation Program:

EDUC 1120 Introduction to Teaching (3) or its equivalent

SPED 2110 Introduction to Special Education (3)

Required courses: 30 credit hours

EDUC 1190 Field Base I Teacher Prep Experience (1) or its equivalent

EDUC 3510 Field Base II Teacher Prep Experience (2) or its equivalent

EDUC 4440 Computer Applications in Education (3)

RDED 4110 Teaching and Diagnosis of Reading (3)

SPED 4010 Diagnosis of the Exceptional Child (3)

SPED 4100 Curriculum and Methods for Students with Mild and Moderate Exceptionalities (3)

SPED 4200 Curriculum and Methods for Students with Severe Exceptionalities (3)

SPED 4300 Reading Instruct in Special Education (3)

SPED 4510 Field Base III Teacher Prep Experience: Special Education (6) or its equivalent

SPED 4550 Classroom Management (3)

*SPED 4550 is taken in conjunction with SPED 4501 as Field Base III block.

  • Major Total: 36 credit hours
  • Prerequisites for Program Entry: 6 credit hours
  • Minor/2nd Major/Electives: 30 credit hours
  • Core Requirements: 21 credit hours
  • Education Extended Core: 18 credit hours
  • Flex Requirements: 10 credit hours
  • Extended Requirements: 8 credit hours
  • Proficiency Requirements: 11-17 credit hours
  • Degree Total: 140-146 credit hours ***

*This major requires 6-credit hours of mathematics.

**This major requires a minor, second major or completion of an associate degree.

Additional courses may be required to meet the 45 upper-division requirement.

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Minor in Special Education

The minor in special education is available to students completing a teacher preparation (i.e. majoring in elementary education or minoring in secondary education). This minor satisfies University requirements. However, it does not satisfy New Mexico Public Education Department licensure requirements.

Prerequisite: 3 credit hours

SPED 2110: Introduction to Special Education (3)

Required: 24 credit hours

SPED 2/4340 Practicum in Special Education (1—6)

SPED 4010 Diagnosis of the Exceptional Child (3)

SPED 4100 Curriculum and Methods for Students with Mild and Moderate Exceptionalities (3)

SPED 4200 Curriculum and Methods for Students with Severe Exceptionalities (3)

SPED 4300 Reading Instruction in Special Education (3)

SPED 4510 Field Base III Teacher Prep Experience: Special Education (6)

SPED 4550 Classroom Management in Special Education (3)

Minor Total: 24 minimum credit hours

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Minor in Gifted and Talented Education

The minor in gifted and talented education is available to students completing a teacher preparation (i.e. majoring in elementary education or minoring in secondary education). This minor satisfies University requirements. However, it does not satisfy New Mexico Public Education Department licensure requirements.

SPED 4120 Foundations of Gifted Education (3)

SPED 4140 Instructional Strategies for Gifted Education (3)

SPED 4160 Instructional Planning and Curriculum: Gifted Education (3)

SPED 4180 Twice Exceptional and Gifted Student (3)

SPED 4220 Learning Environment and Social Interaction: Gift Education (3)

SPED 4240 Family of Children with Exceptional and Gifted (3)

SPED 4260 Ethical Practices: Student w/Exception and Gifted (3)

SPED 4280 Achievement Test: Children w/Exception and Gifted (3)

Minor Total: 24 minimum credit hours

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Early Childhood Education (ECED), Courses in

ECED 1110. Child Growth, Development and Learning (3); Fa Odd
This basic course in the growth, development, and learning of young children, prenatal through age eight, provides students with the theoretical foundation for becoming competent early childhood professionals. The course includes knowledge of how young children grow, develop and learn. Major theories of child development are integrated with all domains of development, including biological-physical, social, cultural, emotional, cognitive and language. The adult’s role in supporting each child’s growth, development and learning is emphasized. Previously NMHU ECME 302.

ECED 1115. Health, Safety and Nutrition (2); Sp Odd
This course provides information related to standards and practices that promote children’s physical and mental well-being sound nutritional practices, and maintenance of safe learning environments. It includes information for developing sound health and safety management procedures for indoor and outdoor learning environments for young children. The course examines the many scheduling factors that are important for children’s total development, healthy nutrition, physical activity, and rest. Previous NMHU ECME 301.

ECED 1120. Guiding Young Children (3); Alt, Sp, Even
This course explores various theories of child guidance and the practical applications of each. It provides developmentally appropriate methods for guiding children and effective strategies and suggestions for facilitating positive social interactions. Strategies for preventing challenging behaviors through the use of environment, routines and schedule will be presented Emphasis is placed on helping children become self- responsible, competent, independent, and cooperative learners and including families as part of the guidance approach. Previously NMHU ECME 305.

ECED 1125. Assessment of Children and Evaluation of Programs 1 (3); Alt, Fa, Even
This basic course familiarizes students with a variety of culturally appropriate assessment methods and instruments, including systematic observation of typically and non-typically developing children. The course addresses the development and use of formative and summative assessment and evaluation instruments to ensure comprehensive quality of the total environment for children, families, and the community. Students will develop skills for evaluating the assessment process and involving other teachers, professionals and families in the process. Previously NMHU ECME 328.

ECED 1130. Family and Community Collaboration (3); Sp Odd
This beginning course examines the involvement of families and communities from diverse cultural and linguistic backgrounds in early childhood programs. Ways to establishes collaborative relationships with families in early childhood settings is discussed. Families’ goals and desires for their children will be supported through culturally responsive strategies. Previously NMHU ECME 303.

ECED 2110. Professionalism (2); Sp, Odd
This course provides a broad-based orientation to the field of early care and education. Early childhood history, philosophy, ethics and advocacy are introduced. Basic principles of early childhood systems are explored. Multiple perspectives on early care and education are introduced. Professional responsibilities such as cultural responsiveness and reflective practice are examined. Previously NMHU ECME 300.

ECED 2115. Introduction to Language, Literacy and Reading (3); Alt, Fa, Odd
This course is designed to prepare early childhood professionals for promoting children’s emergent literacy  and reading development. Through a developmental approach, the course addresses ways in which early childhood professionals can foster young children’s oral language development, phonemic awareness, and literacy problem solving skills, fluency, vocabulary, and comprehension. This course provides the foundation for early childhood professionals to become knowledgeable about literacy development in young children. Instructional approaches and theory-based and research based strategies to support the emergent literacy and reading skills of native speakers and English language learners will be presented. Previously NMHU ECME 315.

ECED 2120. Curriculum Development through Play: Birth through Age 4 (Pre-K) (3); Alt, Sp, Even
This beginning curriculum course places play at the center of curriculum in developmentally appropriate early childhood programs. It addresses content that is relevant for children, birth through age 8, developmentally appropriate ways of integrating content into teaching and learning experiences. Information on adapting content areas to meet the needs of children with special needs and the development of IFSPs is included. Curriculum development in all areas, including literacy, numeracy, the ARTs, health, science, social skills, and adaptive learning for children, birth through age 4, is emphasized. Corequisite: ECED 2121. Previously NMHU ECME 304.

ECED 2121. Practicum for Curriculum Development through Play: Birth through Age 4 (2); Alt, Sp, Even
The beginning practicum course is a Corequisite with the course Curriculum Development through Play – Birth through Age 4. The field based component of this course will provide experiences that address curriculum content that is relevant for children birth through age four in developmentally and culturally sensitive ways of integrating content into teaching and learning experiences. Information on adapting content areas to meet the needs of children with special needs and the development of IFSPs is included. Curriculum development in all areas, including literacy, numeracy, the arts, health, science, social skills, and adaptive learning for children, birth through age four, is emphasized. Previously NMHU ECME 332.

ECED 2130. Curriculum Development and Implementation: Age 3 (Pre-K) through Grade 3 (3); Alt, Fa, Even
The curriculum course focuses on developmentally appropriate curriculum content in early childhood programs, age 3 through third grade. Development and implementation of curriculum in all content areas, including literacy, numeracy, the arts, health and emotional wellness, science, motor and social skills, is emphasized. Information on adapting content areas to meet the needs of children with special needs and the development of IEP’s is included. Previously NMHU ECME 306. 

ECED 2131. Curriculum Development and Implementation Practicum: Age 3 (Pre-K) through Grade 3 (2); Alt, Fa, Even
The beginning practicum course is a Corequisite with the course Curriculum Development and Implementation: Age 3 through Grade 3. The field based component of this course will provide experiences that address developmentally appropriate curriculum content in early childhood programs, age 3 through third grade. Development and implementation of curriculum in all content areas, including literacy, numeracy, the arts, health and emotional wellness, science, motor and social skills is emphasized. Information on adapting content areas to meet the needs of children with special needs and the development of IEPs is included. Previously NMHU ECME 334.

ECED 3350-4350. Selected Topics in Early Childhood Multicultural Education (1-4 VC); Var
Course in topics in early childhood multicultural education. May be repeated with change of content. Previously NMHU ECME 335-435.

ECED 4030. Family, Language and Culture (3); Su
This course analyzes the interrelationships between family, language, and culture as connected to children’s development and learning. In this course, language is understood as a human activity and higher mental process which build on the children’s families, community, and cultural background. Language conceived as human activity must be examined through an understanding of dialogue, because dialogue is a way of promoting positive relationships between home, school, and community partnerships. In the course of these collaborative partnerships, a vision for a better world and well-being for young children will emerge and concretize in a culturally and linguistically responsive pedagogy. Prerequisite: ECED 1130. Previously NMHU ECME 403.

ECED 4110. Teaching and Learning Reading and Writing (3); Sp
The foundation of this course is an understanding of the reading process including the relationship between reading, writing, listening, and speaking; individual needs and abilities in reading instruction; and how to organize classrooms and select materials to support literacy development. Concepts of phonemic awareness, phonics instruction, vocabulary development, fluency, and comprehension are integrated with the use of developmentally appropriate authentic techniques, language/literacy immersion, and multicultural children’s literature. Prerequisite: ECED 2115; corequisite: ECED 412. Previously NMHU ECME 411.

ECED 4130. Teaching and Learning MATH and Science (4); Fa
The focus of this advanced-curriculum course is on the standards, principles, and practices in teaching mathematics and science to young children in preschool through grade three. An emphasis is placed on developing a content-rich integrated math and science curriculum that focuses on children’s development and interests, includes appropriate content, processes, environment, and materials with an emphasis on problem solving as the major means of constructing basic concepts. Field experiences required. Previously NMHU ECME 413.

ECED 4140. Teaching Reading and Learning Social Studies, Fine Arts and Movement (3); Fa
This course focuses on the aims, scope, and integration of methods of teaching social studies, fine arts, and movement across the curriculum. This course emphasizes an integrated approach to teach the “what and why” of social studies; assessing student learning; planning units, lessons, and activities; developing, effective instructional strategies; and acquiring knowledge of social studies content. Concepts of expressive art include the visual arts, music, movement, and drama. Prerequisite: AA in ECED or ECME 3000-level courses. Previously NMHU ECME 414.

ECED 4150. Teaching and Learning Practicum (2); Fa, Sp
The field practicum is a corequisite course with the following: Teaching and Learning Reading and Writing; Teaching and Learning Math and Science; Teaching and Learning Social Studies, Fine Arts, and Movement. The field-based component of this set of courses will provide experiences that address curriculum content and practice teaching that is relevant for children pre-K through grade 3 in developmentally and culturally sensitive ways. Prerequisite: AA in ECED or ECED 300-level courses. Previously NMHU ECME 415.

ECED 4170. Emergent Literacy (3); Alt, Sp, Odd
This advanced course prepares early childhood professionals to study literacy development, specifically oral language, writing and reading. This course focuses on children from birth through pre-K, including children with diverse abilities. Through a developmental approach, the courses addresses: 1) recent theory and research that translates into practical strategies, assessment materials, and preparation of literacy rich environments; 2) the sociocultural contexts in which children develop literacy; 3) culturally, linguistically, and developmentally appropriate literacy curricula; 4) processes used to determine the appropriateness of various literacy strategies; 5) assessment, evaluation, and accountability, and 6) literacy leadership. Prerequisite: ECED 2115. Previously NMHU ECME 417. 

ECED 4200. Research in Child Growth, Development, and Learning (3); Fa
This advanced course in child growth, development, and learning builds upon the foundational material covered in the basic course in child growth, development, and learning. An integration of major theories of child development is provided by focusing on contemporary research in all aspects of development, including bio-ecological, social-affective, cognitive-learning, language-cultural, and methodological aspects of research in early childhood development and education. This course focuses on preparing early childhood professionals to use empirically based research to inform their teaching of young children as well as preparing teachers to be researchers in their own classrooms. Prerequisite: ECED 1110. Previously NMHU ECME 420.

ECED 4240. Integrated Curriculum: Birth through Age 4 (4); Alt, Fa, Odd
This advanced course focuses on developmentally appropriate content, learning environments, and curriculum implementation for children birth through age 4. The course emphasizes integration of content areas (the arts, literacy, math, health/emotional wellness, science, social studies, motor, and adaptive living skills) and the development of rich learning environments for infants, toddlers, and preschool children. Corequisite: ECED 4250. Previously NMHU ECED 424.

ECED 4250. Integrated Curriculum Practicum: Birth through Age 4 (2); Alt, Fa, Odd
This practicum course follows the prerequisite course ECED 2130 at the associate level. The field-based component of this course provides experiences that address curriculum content that is relevant for children birth through age 4 in developmentally and culturally sensitive ways of integrating content into teaching and learning experiences in natural environments and center-based programs. Information on adapting content areas to meet the needs of children with special needs and the development of IFSPs is included. Curriculum development in all areas, including literacy, numeracy, the arts, health, science, social skills, and adaptive learning for children, birth through age 4, is emphasized. Prerequisites: 300-level ECED courses. Corequisite: ECED 424. Previously NMHU ECME 425.

ECED 4280. Assessment of Children and Evaluation of Programs 2 (3); Sp
This advanced course builds upon student understanding of the connections, among learning, teaching, and assessment, and strategies for evaluation programs. Assessment, identification, and monitoring of typical and atypical development in the cognitive, motor, affective, and social domains will be explored. Multiple and diverse assessment approaches, including responsiveness to cultural and linguistic differences, will be emphasized. Previously NMHU ECME 428.

ECED 4310. Advanced Caregiving for Infants and Toddlers (3); Alt, Sp, Even
The advanced field-based course focuses students in defining and implementing developmentally appropriate elements of quality programming for infants and toddlers in safe, healthy, responsive, and caring environments. The experiences in the approved setting will emphasize strong, nurturing relationships, cultural competence, recognition of diverse learning needs and styles of every child, appropriate guidance techniques, and partnership with the families, cultures, and community represented. Students are assisted through the course in advancing their ability to observe, discuss, and implement elements of quality programming for infants and toddlers in the home, small-group, or whole-group situations. Previously NMHU ECME 431.

ECED 452. Field Base 3: Student Teaching Early Childhood Multicultural Education (9); Fa, Sp
The student teaching experience in early childhood education has two components: 1) placement and assigned tasks in an early childhood classroom with a mentor teacher and 2) a weekly seminar in which students review and reflect on their own teaching practice, make connections between theory and practice, study particular topics of interest, conduct self-evaluations, and contribute to group discussions. Corequisite: ECED 4550. Previously NMHU ECME 452.

ECED 4820. Young Children with Diverse Abilities (3); Su
This course builds on the broad knowledge gained in previous coursework. It provides a specific focus on educational policies, programs, practices, and services appropriate for infants, toddlers, preschoolers, and early primary children who exhibit delays and disabilities. The course provides a means toward a deeper understanding and sensitivity to the needs and feelings of children with diverse abilities and their families. The foundations include research-based decision-making, developmentally and individually appropriate practices, a holistic view of young children and their families, cultural sensitivity and competence, and activity-based interventions. Legal requirements of educating the child with disabilities or other special needs will be identified. Cross-listed as SPED 4820. Previously NMHU ECME 482.

ECED 4900. Independent Study (1-4 VC); Var
Individual study arranged with an instructor. Prerequisite: Permission of instructor. Previously NMHU ECME 490.

Education (EDUC) Courses in

EDUC 1120. Introduction to Education (3); Fa, Sp
Introduction to the historical, philosophical, sociological foundations of education, current trends, and issues in education; especially as it relates to a multicultural environment. Students will use those foundations to develop effective strategies related to problems, issues and responsibilities in the field of education. Previously NMHU GNED 201. Corequisite: EDUC 1190.

EDUC 1190. Introduction to Education Practicum (1); Fa, Sp
Applies understanding of the field of teacher education in a field-based 45-hour practicum in a K-12 school-based setting in general or special education.  Students will observe and apply understanding of educational theory to classroom practice.  Students must successfully pass a background check to complete the course requirements. Previously GNED 251. Corequisite: EDUC 1120.

EDUC 3020. Educational Psychology (3); Sp
Theories and research in learning and their implications for curriculum and instruction. Previously NMHU GNED 302.

EDUC 3120. Teaching Elementary School Mathematics (3); Sp
This course examines methods, materials, and curriculum of modern mathematics in the elementary school. Observation and laboratory periods are required. Previously NMHU ELEM 312. 

EDUC 3170. Multicultural Education (3); Fa, Sp
A study of educational trends, issues, and problems of students and the teaching methods and strategies necessary to teach respect and tolerance among people. Previously NMHU ELEM 317. 

EDUC 3200. Language Acquisition and Linguistics for Teacher (3); Sp
This course provides for in-depth study of first and second language acquisition and a broad background in linguistics. Previously NMHU GNED 320.

EDUC 3220. Licensure Test Prep Language ARTs and Writing (1); Fa, Sp
This course is designed to help students preparing to take the New Mexico Teacher Licensure test focusing on the Essential Academic Skills Assessment of reading and writing. Previously NMHU GNED 322.

EDUC 3240. Licensure Test Prep Teacher Competency (1); Fa, Sp
This course is designed to help students preparing to take the New Mexico Teacher Licensure test focusing on the Professional Knowledge. Previously NMHU GNED 324.

EDUC 3260. Licensure Test Prep Math (1); Fa, Sp
This course focuses on the Essential Academic Skills Assessment and the Assessment of MATH to help students preparing to take the teacher licensure test. This course is designed to be a review of the Pre-Algebra and Algebra I content covered on the MATH section of the New Mexico Teacher Licensure test. Previously NMHU GNED 326.

EDUC 3350-4350. Selected Topic in General Education (1-4 VC); Var
Course in topic or topics in general education: may be repeated with change of content. Previously NMHU GNED 335-435.

EDUC 3350-4350. Selected Topics in Elementary Education (1-4 VC); Var
Selected topics in elementary education. May be repeated with change of topic. Previously NMHU ELEM 335-435. 

EDUC  3510. Field-Based 2 Teacher Preparation Experience (2); 1, 2 Fa, Sp, Su
The development of analytical and reflective reports based on field observation (42 clock hours) of different methods and teaching strategies used in the classroom. These reports form the basis for class discussions. Students will also have the opportunity to implement classroom lessons. Previously NMHU GNED 351. 

EDUC 4100. The ART and Science of Teaching in Secondary Schools (3); 3, 2 Fa
Designed to provide an overview of curriculum and organization in the secondary school and to offer actual teaching experience in a micro-teaching situation, applying basic teaching strategies and techniques for the purpose of developing teacher competency. A special fee is charged. Previously NMHU GNED 410.

EDUC  4120. Theories and Principles of Bilingual Education (3); Sp
Fundamental theories and principles of bilingual education, preparing the prospective teacher to address the issues and concerns intelligently in the classroom. Previously NMHU GNED 412. 

EDUC 4170. English as a Second Language (3); Fa, Sp
A study of English as a second language, conveying methods and procedures of teaching English to children and adults for whom English is not the native tongue. Students will be introduced to second language acquisition theories and basic elements of the sound system. Prerequisite: RDED 3150. Previously NMHU GNED 417.

EDUC  4200. Sheltered English for Content Area Instruction (3); Fa
This course provides a set of linguistic, instructional, assessment, and classroom-management practices that allows English language learners (ELLS) from the advanced-beginner level on the develop content-area knowledge, operational skills and increased language proficiency. Prerequisite: ENGL 3170. Previously NMHU GNED 420.

EDUC 4370. Instructional Methodologies for Use in Spanish-Bilingual Classrooms (3); Fa
Demonstrate knowledge of and use theories, approaches, methods and techniques for teaching literacy, biliteracy and other academic skills in English and the native language. Spanish is the language of instruction and student participation/presentations. Prerequisite: SPAN 2110 or SPAN 2120. Previously NMHU GNED 437.

EDUC 4420. Teaching Elementary School Science and Social Studies (3); Fa
Development of teaching strategies appropriate to recent innovations in science and social science teaching for multicultural classrooms. This course incorporates project-based learning. Previously NMHU ELEM 442.

EDUC 4440. Technology in Education (3); Fa, Sp
Provides teachers a working knowledge of the PC and its applications in education. A special fee is charged. This course incorporates project-based learning. Previously NMHU GNED 444. 

EDUC 4450. Knowledge of the Profession (3); Fa, Sp
Legal, ethical, professional and organizational issues related to education. Developing skills in collaborating and communicating effective with colleagues, administrators and other professionals. Prerequisites: Completion of core and major requirements. Corequisite: Student teaching. Previously NMHU GNED 445.

EDUC 4500. Seminar in General or Secondary Education (1-4); Var
Seminar course in a topic or topics in general or secondary education. Previously NMHU GNED 450.

EDUC 4510. Field Base III Teacher Preparation Experience: Secondary (6); Fa, Sp
Analysis and evaluation of the student’s own performance in student teaching, based on knowledge of the profession and reflective observation. A special fee is charged. Prerequisite: NMTA exam, 2.5 GPA, admission to student teaching. Corequisites: EDUC 4450 and EDUC 4550. Previously NMHU GNED 451.

EDUC 4540. Field Base III Teacher Preparation Experience: Secondary (6); Fa, Sp
This course provides analysis and evaluation of the student’s own performance in student teaching, based on knowledge of the profession and reflective observation. A special fee is assessed. Prerequisite: Permission from the Office of Field Experiences. Corequisites: ECED 4450 and 4550. Previously NMHU ELEM 451.

EDUC 4520. Field Base 3 Teacher Preparation Experience: K – 12 (6); Fa, Sp
Analysis and evaluation of the student’s own performance in student teaching, based on knowledge of the profession and reflective observation. Both elementary and secondary settings are utilized. A special fee is charged. Prerequisite: NMTA exam, 2.5 GPA, admission to student teaching. Corequisite: EDUC 4450 and  EDUC 4550. Previously NMHU GNED 452.

EDUC 4530. Field Base 3 Internship (6 – 12 VC); Var
The internship program in the School of Education is a New Mexico State Department of Education approved equivalent to the Field-Base III block. Internships are ONLY considered at the request of a school district. A special fee is charged. Prerequisite: Admission to student teaching, passed all three parts of the New Mexico Teachers Exam (NMTE), completed all required coursework, and permission of the instructor.  Previously NMHU GNED 453.

EDUC 4550. Classroom Management (3); Fa, Sp
Introduces the student to a variety of techniques for managing behavior in the classroom. Major areas and specific techniques within each will be presented and practiced both in the class and in the student’s own teaching situation. Prerequisite: Admission to student teaching. Corequisite: Appropriate major Field-Based III Experience and EDUC 4450. Previously NMHU GNED 455. 

EDUC 4610. Assessment and Evaluation of Students (3); Fa, Sp
Problems in the construction and use of teacher-made and standardized tests. The course also emphasizes the gathering and interpreting of data, reporting of test information, and development of a district wide testing program. Previously NMHU GNED 461.

EDUC 4900. Independent Study (1-4 VC); Var
Individual, directed study arranged with an instructor. Prerequisite: Permission of instructor. Previously NMHU GNED 490.

EDUC 4900. Independent Study in Elementary Education (1-4 VC); Var
Individual study arranged with an instructor. Prerequisite: Permission of instructor. Previously NMHU ELEM 490.

Reading (RDED), Courses in

RDED 3150. Early Literacy (3); Fa, Sp
Early literacy instruction, including reading, writing, speaking, listening, viewing and visually representing, and other modalities of learning. Special emphasis will be placed on addressing current research regarding teaching early literacy, including phonics, phonemic awareness, fluency, comprehension, and vocabulary. Knowing and using children’s books and authors to promote early literacy. A two-hour-per-week practicum/lab in a K-3 classroom is required. Prerequisites: Admission to the Teacher Education Program and EDUC 1120. Previously NMHU RDED 315.

RDED 3350–4350. Selected Topic in Reading (1-4 VC); Var
Course in topic or topics in reading. May be repeated with change of content. Permission of instructor is required. Previously NMHU RDED 335-435. 

RDED 4110. Teaching/Diagnosis of Reading (3); 2, 2 Fa, Sp
An overview of teaching reading in the primary and intermediate grades and diagnostic tools and corrective instructional techniques in the classroom. Emphasis is placed on developing competencies in the teaching of reading and adopting reading instruction based on knowledge of reading processes, methods, and materials. A two-hour lab is also required. Prerequisites: Field Base I and II. Previously NMHU RDED 411.

RDED 4160. Teaching Reading and the Language Arts in the Bilingual Classroom (3); Sp
Methods and materials in the Spanish-English bilingual classroom, with emphasis on the development of reading and language arts skills in bilingual children. The class is taught primarily in Spanish. Prerequisite or corequisite: permission of instructor. Previously NMHU RDED 416.

RDED 4180. Language Arts (3); Sp, Su
This course focuses on methods for teaching language arts in the elementary/secondary school classroom. Students will be introduced to best practices in the teaching of language arts and the research and theory behind these practices. A developmental and cultural perspective will be emphasized throughout the course, documenting qualitative and quantitative changes students experience as they progress in the language arts.  Previously NMHU RDED 418. 

RDED 4200. Literacy for English Language Learners (3); Fa, Su
This course examines theories of literacy acquisition and development with the breadth of issues in the teaching of English Learners. Previously NMHU RDED 420. 

RDED 4260. Reading and Literature for Children and Young Adults (3); Fa
Exploration and evaluation of the artistic qualities of folk and fairy tales, myths, legends, fables, epics, hero tales, and realistic stories for children (pre-school to grade 8) and young adults (grades 9 to 12), with a view toward helping teachers to motivate youngsters to develop reading skills while reading relevant literature. Previously NMHU RDED 426.

RDED 4270. Reading in the Content Area (3); Fa, Sp
Survey of techniques for the development of reading/study skills needed at the secondary level as students employ reading as a tool for learning. Previously NMHU RDED 427. 

RDED 4300. Reading Instruction in Special Education (3); Fa
The study and application of reading instructional strategies for students in special education, focusing on research-based corrective strategies used across content areas to support students in both the general education curriculum and functional curriculum. Previously NMHU RDED 430.

RDED 4400. Integrated Technology in Language Arts Curriculum (3); Sp
This course teaches students to integrate technology into the P-12 Language ARTs curriculum. Such integration will include the use of various websites, software application programs, synchronous and asynchronous course learning management system tools, Smart Board technologies, and digital camera and recording equipment. As part of this course, students will be required to prepare computer-generated graphic organizers, database, presentations, podcasts, wikis, blogs, and electronic portfolio while incorporating the appropriate benchmarks, standards, and performance criteria from the New Mexico Public Education Department. Previously NMHU RDED 440. 

RDED 4420. Literacy and Technology (3); Su
The course is designed to help students demonstrate understanding and apply knowledge of contemporary and historical issues in literacy, technology, and education and reflect on how those issues influence professional practice. Survey of techniques for the development of reading skills needed at the secondary level as students employ reading as a tool for learning. Previously NMHU RDED 442. 

RDED 4450. Literatura Infantil y Juvenil Para el Salon Bilingue (3); Sp
This course focuses on the teaching of reading in the Spanish-English bilingual classroom using authentic literature from throughout the Spanish-speaking world with emphasis upon the development of reading and language arts skills in bilingual children. Since most material is in Spanish, an intermediate level of Spanish or instructor permission is required. Previously NMHU RDED 445.

RDED 4900. Independent Study (1 – 4 VC); Var
Individual study arranged with the instructor. Prerequisite: Permission of instructor. Previously NMHU RDED 490.

Special Education (SPED), Courses in

SPED 2110. Introduction to Special Education (3); Fa, Sp
Identification of exceptional children with respect to educational opportunities; current concepts and goals of special education; specific consideration of educational programs; and a survey of trends and professional opportunities. Prerequisite to special education courses. Previous NMHU SPED 214.

SPED 2340 – 4340. Practicum in Special Education (1-6 VC); Var
Supervised work in a special education program setting. Special fee. Prerequisite: Permission of instructor. Previous NMHU SPED 234-434. 

SPED 2350 – 4350. Selected Topic in Special Education (1-4 VC); Var
Course in topic or topics in special education. May be repeated with change of content. Previous NMHU SPED 235 – 435.

SPED 4010. Diagnosis of the Exceptional Child (3); Fa, Sp
Practice in the use of a variety of data-collection instruments and techniques, as well as procedures for writing up the data collected, making referrals, and developing an instructional program. Previous NMHU SPED 401.

SPED 4100. Curriculum and Methods for Student with Mild and Moderate Exceptionalities (3); Fa
An examination of curriculum content, instructional methods, and individualized education programs appropriate for students with mild and moderate cognitive or behavioral exceptionalities and whose education focuses primarily on the general education curriculum. Previous NMHU SPED 410. 

SPED 4120. Foundations of Gifted Education (3); Fa, Sp
This course has been designed as a one semester introduction to and overview of the field of gifted education. Topics include: theoretical and historical contexts; characteristics of gifted learners; influences on gifted learners (family, community, culture, etc.); identification of gifted, talented and creative learners; instructional models and practices; legislations and policy guidelines; and current issues in the field. This course has been designed to include: lecture, small and large group discussion, student presentations, expert presentations, and various types of “observations” of gifted learners and learning environments. Previous NMHU SPED 412.

SPED 4140. Instructional Strategies for Gifted Education (3); Sp
This course has been designed as a one semester introduction to learn instructional strategies, methods, and techniques of teaching the gifted student, which are explored. Opportunities are provided for development of strategies based on principles of curricular differentiation for gifted students. Prerequisite: SPED 4120. Previously NMHU SPED 414.

SPED 4160. Instructional Planning and Curriculum for Gifted Education (3); Fa
This course explores how appropriate curricula for the gifted is a response to the cognitive and affective needs which may be unique to gifted learners as well as those they share with their peers. Participants will examine modifications in the content, process, product, affect, and learning environment of classroom and curricula as they relate to gifted learners. They will gain experience in developing concept-based, open-ended, flexibly paced curriculum that can be implemented in the classroom immediately. Prerequisite or corequisite: SPED 4120. Previously NMHU SPED 416.

SPED 4180. Twice Exceptional and Special Populations of Gifted Learners (3); Su
The focus of this course is to introduce participants to gifted students with disabilities, also known as Twice Exceptional or 2X students. The course will describe research-based characteristics, identification and programming options and will assist students, as per the mission statements, to recognize and nurture outstanding potential so that gifted students with disabilities may become all that they are capable of. Previously NMHU SPED 418.

SPED 4200. Curriculum and Methods for Students with Severe Exceptionalities (3); Sp
An examination of curriculum content, instruction methods, and individualized education programs appropriate for students with severe cognitive or behavioral exceptionalities and whose education focuses on both the functional curriculum and the general education curriculum. Previously NMHU SPED 420.

SPED 4220. Learning Environments and Social Interactions for Gifted Education (3); Var
This course has been designed as a one semester introduction to learn and explore about the learning environments and social interactions of teaching gifted students. Opportunities are provided for development of strategies based on principles and best practices for gifted students. 

SPED 4240. Working with Families of Children with Exceptionalities and Giftedness (3); Var
This course is an examination of the philosophical foundations and collaborative strategies for teachers and other professionals working with families of children with exceptionalities, including special education needs, giftedness in the P-12 experience. Previously NMHU SPED 424.

SPED 4260. Professional Ethical Practice for Students with Exceptionalities and Giftedness (3); Var
This course emphasizes the use of foundational knowledge of the field and professional ethical principles as well as national Pre-K-Grade 12 gifted education programming standards. The course instructs gifted educators how to practice to engage in lifelong learning, and to advance the profession. Educators of the gifted practice multiple roles and complex situations across wide age and developmental ranges. Instructional practice requires ongoing attention to professional and ethical considerations, and engagement in professional activities that promote growth in individuals who are gifted and talented supported by evidence-based practices. Previously NMHU SPED 426. 

SPED 4280. Assessment Issues for Gifted Education (3); Var
This course explores the Examine instruments, techniques, and strategies in the assessment, placement, and evaluation of ELL, Gifted, Exceptional and General Learners in P-12 education. This course is designed to provide knowledge and skill regarding assessment procedures, process (including pre-referral and Response to Intervention), and protocols utilized in making eligibility and instructional decisions regarding individualized education programs and placements. In additions, candidates develop an understanding of assessment terminology, accommodations, and fidelity of implementation, as well as culturally appropriate assessments, and gain expertise in communicating assessment results to key stakeholders including student and families. Prerequisite: field experience. Previously NMHU SPED 428.

SPED 4300. Reading Instruction in Special Education (3); Fa
The study and application of reading instructional strategies for students in special education focusing on research-based corrective strategies used across content areas to support students in both the general education curriculum and functional curriculum. Previously NMHU SPED 430.

SPED 4500. Seminar in Special Education (3); Sp
A seminar course in a topic or topics in special education.

SPED 4510. Field Base III Teacher Preparation Experience: Special Education (6); Fa, Sp
Analysis and evaluation of the student’s own performance in student teaching, based on knowledge of the profession and reflective observation. A special fee is assessed. Prerequisite: Admission to student teaching. Corequisite: EDUC 4550. Previously NMHU SPED 451.

SPED 4550. Classroom Management in Special Education (3); Fa, Sp
An examination of behavior management techniques, reward systems, and fading and intermittent reinforcement schedules used with students who exhibit more severe behavior exceptionalities. School-wide, classroom and individual student behavior intervention plans will be reviewed, with emphasis on behavior manifestation determination and other IDEA mandates for addressing students’ behavioral needs. Previously NMHU SPED 455.

SPED 4820. Young Children with Diverse Abilities (3); Su
This course builds on the broad knowledge gained in previous coursework. It provides a specific focus on educational policies, programs, practices, and services appropriate for infants, toddlers, preschoolers, and early primary children who exhibit delays and disabilities. The course will provide a means toward a deeper understanding and sensitivity to the needs and feelings of children with diverse abilities and their families. The foundations include research-based decision-making, developmentally and individually appropriate practices, a holistic view of young children and their families, cultural sensitivity and competence, and activity-based interventions. Legal requirements of educating the child with disabilities or other special needs will be identified. Cross-listed as ECED 482.

SPED 4900. Independent Study (1 – 4 VC); Fa, Sp
Individual study arranged with an instructor. Prerequisite: Permission of instructor. Previously NMHU SPED 490.

SPED 4990. Independent Research (1 – 4 VC); Fa, Sp
Individual research arranged with an instructor. Prerequisite: Permission of instructor. Previously NMHU SPED 499.

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