MED Course Sequences

This course explores the multidimensional aspect of individuals’ behaviors and roles within the context of sport’s group dynamics. Study includes motivational strategies, personality traits, communication techniques, and team climate which lead to team cohesion and success. Pre-Requisites: None

The course surveys the multitude of regulations and legal developments relating to interscholastic, intercollegiate, and professional athletics. Included are issues relating to gender equity (Title IX), individuals with special needs (Individuals with Disabilities Act, Section 504, Americans with Disabilities Act), and tort actions (negligence, assault, hazing, defamation). Pre-Requisites: None

Studies contemporary administrative, social, and ethical issues in American supports through a historical lens. Students will read about and discuss the historical roots of sports violence, doping, amateurism, sports as builders of nations and character, the relationship between sports and race and gender, and the relationship between sports and the media. Pre-Requisites: None

Reviews the management of finances in administering a sports program, event or facility and seeks to develop administrators who will act with integrity, fairness, and competence in dealing with budget formation and compliance, revenue source identification, and expenditure allocations. Pre-Requisites: None

Explores the details of planning and implementing various sports-related events while also making the best use of available facilities and space. Pre-Requisites: None

Explores the use of various media and techniques to market sports to a wide variety of consumers. It discusses factors which affect consumer behavior, tools to understand consumers, branding, and the implementation of effective marketing programs. Pre-Requisites: None

Introduction to coaching including philosophy, self-evaluation, ethical behavior, communication skills, coaching techniques, management, safety concerns, teaching sport specific skills and developing physical and psychological conditioning for competition. Pre-Requisites: None

This practicum provides students with the opportunity to apply the cumulative knowledge and skills in the SPAD program to a real-world work environment. The practicum involves the following steps: 1) selecting a work site; 2) developing a contract that ensures both employer and student benefit; 3) fulfilling the contract activity through ongoing work; and 4) preparing a paper that summarizes the learning experience and outcomes. The expectation is for a minimum of hours completed in this practicum. Pre-Requisites: None

Provides an intensive study of pedagogical approaches and materials for teaching in schools, such as state curriculum documents and the curricular recommendations of professional associations. Specific emphasis will be given to study of alternative approaches to curriculum theory, design, practice and evaluation. Pre-Requisites: None

Characteristics of effective teaching for all learning styles as well as major theories of learning will be studied. Recognizing the need to correlate the theoretical knowledge of learning and the ability to deliver the material in a manner that is relevant to the learner are essential for effective teaching. This course will provide students with an understanding of the various theories for learning and of differentiated styles of instructional delivery to correspond with various needs and abilities of learners. Pre-Requisites: None

This course considers a framework for building data literacy through core building blocks and campus applications. Connectors between data-based theory and relevant practice are emphasized. Pre-Requisites: None

A study of how recent trends and institutional changes in society have impacted the legal aspects of formal education. This class will provide research, class discussions, and activities which will increase students' knowledge of legislation, court precedents, tort and contract law, negligence and liability, societal issues, and how legal issues influence employment, academic/classroom, campus, and administration behavior. Emphasis will be on real problems educators face and on practical and legal responses to those problems. Pre-Requisites: None

A course of study giving students an opportunity to develop and increase skills and knowledge in the areas of religion, ethics, conflict resolution, counseling, the historical influences on ethnic diversity interaction, community relations, and leadership of the school environment. It is necessary for the school administrator to be the force by which these groups cannot only coexist, but to share common goals and work together in a collaborative manner, so all students can be successful and be a productive force in the community, nation and world. Pre-Requisites: None

A course of study centered on the administrator's ability to efficiently manage and utilize the human resources, effectively utilize and manage the financial resources, and physical resources for the optimum benefit of students and the learning environment. Pre-Requisites: None

A course of study centers on staff development and continuing education of the educational staff. Students will learn to develop a continuing educational program at the local campus and develop staff development training that will meet the needs and continued professional development of the staff at all levels of experience. AEL and TTESS training provided when taught on-ground. Pre-Requisites: None

Principal certification candidates will begin the process of preparing for their required certification exam in EDAD 5154. They will work to earn their release for the 268 Exam by demonstrating 80% mastery on practice assessments. Candidates will also draft preliminary plans for their three PASL Tasks in this course. Graded as Pass/No-Pass. Pre-Requisites: None

Principal certification candidates will prepare for their practicum semester in this course by planning their leadership activities in advance, to ensure they fulfill all TEA requirements and plan learning experiences that are aligned with the Principal Domains and Competencies outlined by the state of Texas. They will also continue to prepare for the implementation of their PASL Tasks in their practicum semester to be completed on their respective campus. Graded as Pass/No-Pass. Pre-Requisites: None

This course is a semester-long practicum on the candidate’s respective campus, working in concert with a campus mentor and a university supervisor to earn 160 leadership hours. The practicum is authentic and meaningful in the development of the intern as a future campus leader. This course must be passed and all requirements for the practicum met successfully in order to fulfill TEA requirements for principal certification. Pre-Requisites: None

This course will explore the systematic approach to innovation and creative problem-solving from an interdisciplinary perspective. Students in the course will explore the fundamentals of different design models, including educational technology frameworks, and how design thinking and creativity can be used to enable innovation, curriculum, and training development. This course looks at how individuals and organizations use creativity and design skills to identify and choose opportunities that enable innovation. Pre-Requisites: None

This course focuses on best practices and the implementation of blended learning to improve learning and outcomes. Students in this course will develop an actionable outline for a blended learning course targeting an instructional area of their choice to be deployed in a training and/or instructional setting that addresses such topics as competency-based learning, personalized learning, Universal Design for Learning (UDL), computer-based learning, differentiation, adaptive learning, and eLearning. Pre-Requisites: None

This course explores the history and relevance of artificial intelligence, virtual reality, and immersive virtual experiences to enhance learning. Students in this course will identify and research relevant virtual technologies to apply to their specific environment (educational, corporate, medical, etc.) and begin creating virtual models to impact learner engagement. Pre-Requisites: None

This course focuses on gathering, analyzing, and using data to inform decision making to increase learning. Students in this course will identify potential, relevant data repositories, apply data data analytic processes, pinpoint potential trends and predictions, and combine visual elements to communicate trends, outliers, and patterns in data to better inform learning designers and marketing. Pre-Requisites: None

This course explores research and best practices as it relates to using technology to help evaluate learner success through both formative and summative evaluation models in a digital world. Students in this course will apply appropriate evaluation frameworks to analyze and develop authentic, formative, and summative assessments that provide measures of student success in digital environments. Pre-Requisites: None

This course focuses on identifying and addressing learner demographics and characteristics that impact learning outcomes. Students in this course will develop a proposal that identifies strategies and a variety of digital tools that support the achievement of learning objectives by diverse populations. Pre-Requisites: None

This course will explore the legal, privacy, and security issues in technology from an interdisciplinary perspective. Students in the course will explore laws, policies, and emerging trends and legislation related to the ethical and proper use of technology, access, and data. This course closely examines staff and student legal privacy, and security issues related to technology and raises awareness for how individuals and organizations can remain proactive relating to security issues. Pre-Requisites: None

This course focuses on the development and implementation of innovative technologies in an educational setting to positively impact the engagement and comprehension of the audience as they develop content mastery. The course also examines educational psychology as it relates to educational technology. Pre-Requisites: Successful completion of EDTC 5315, 5317, 5319, 5321, 5323, 5325, 5327, and MED 5305, 5308.

Provides an intensive study of pedagogical approaches and materials for teaching in schools, such as state curriculum documents and the curricular recommendations of professional associations. Specific emphasis will be given to study of alternative approaches to curriculum theory, design, practice and evaluation. Pre-Requisites: None

Characteristics of effective teaching for all learning styles as well as major theories of learning will be studied. Recognizing the need to correlate the theoretical knowledge of learning and the ability to deliver the material in a manner that is relevant to the learner are essential for effective teaching. This course will provide students with an understanding of the various theories for learning and of differentiated styles of instructional delivery to correspond with various needs and abilities of learners. Pre-Requisites: None

A course of study centers on staff development and continuing education of the educational staff. Students will learn to develop a continuing educational program at the local campus and develop staff development training that will meet the needs and continued professional development of the staff at all levels of experience. AEL and TTESS training provided when taught on-ground. Pre-Requisites: None

A study of how recent trends and institutional changes in society have impacted the legal aspects of formal education. This class will provide research, class discussions, and activities which will increase students' knowledge of legislation, court precedents, tort and contract law, negligence and liability, societal issues, and how legal issues influence employment, academic/classroom, campus, and administration behavior. Emphasis will be on real problems educators face and on practical and legal responses to those problems. Pre-Requisites: None

Academic coaching is essential for school reform; it is imperative to teach the efficacy of, and outcomes associated with, effective coaching. The course will: 1) define academic coaching, 2) demonstrate implementation; 3) identify effective outcomes that will improve teacher performance and increase student learning. Pre-Requisites: None

The ability to improve student outcomes at the campus or district level is paramount for school leaders in today’s world. School improvement is guided by the State of Texas through the use of the Effective Schools Framework (ESF). It is important for aspiring leaders to become familiar with the State’s ESF process and to develop the knowledge and skills required to implement the Effective Schools Framework on their own campuses or within their respective districts. PreRequisites: None

A course of study giving students an opportunity to develop and increase skills and knowledge in the areas of religion, ethics, conflict resolution, counseling, the historical influences on ethnic diversity interaction, community relations, and leadership of the school environment. It is necessary for the school administrator to be the force by which these groups cannot only coexist, but to share common goals and work together in a collaborative manner, so all students can be successful and be a productive force in the community, nation and world. Pre-Requisites: None

This course is designed to take a practical approach to exploring individual and organizational strategies designed to simulate adult learning and build capacity in schools and districts through the coaching process to achieve higher levels of performance. In addition, this course is aimed at promoting understanding of how to improve performance results through individual and organizational accountability. Pre-Requisites: None