Department of Curriculum and Instruction
Chair: Main Office: 205-934-5371
The Department of Curriculum and Instruction offers undergraduate programs with several options leading to Alabama Class B professional educator certification. Students may select from the following pathways to a degree and teacher certification: early childhood (birth-age 8), elementary education (grades K-6), middle school math education (grades 4-8), secondary English language arts education (grades 6-12), secondary social studies education (grades 6-12), secondary science education in several focus areas (grades 6-12), music education (grades preschool-12 in choral or instrumental). All secondary and music majors work with faculty in both the School of Education and the College of Arts and Sciences.
Students participate in field experiences and volunteer activities in community and school settings both before and after admission to the Teacher Education Program. These opportunities to work with children and youth are designed to enhance the students’ professional development and to supplement their campus coursework.
Students should contact the Office of Student Services, Suite 232, Education and Engineering Building, (205) 934-7530, early in their studies to obtain the name of their advisor and pertinent program information to guide their studies. Students should consult their advisor prior to each registration period for the appropriate guidance (e.g., students are expected to take courses in the appropriate sequence).
Early Childhood Education-Teacher Certification
| Requirements | Hours | |
|---|---|---|
| Core Curriculum 1,2,3 | 41 | |
| English Composition I | ||
| English Composition II | ||
| Public Speaking | ||
Select Biology for One Core Area III | ||
| Introduction to Psychology | ||
| Additional Math Requirement | ||
| MA 313 | Patterns, Functions and Algebraic Reasoning | 3 |
| MA 314 | Geometric and Proportional Reasoning | 3 |
| MA 316 | Numerical Reasoning | 3 |
| Internship | ||
| ECE 490 | Student Teaching in Early Childhood Education I | 9 |
| EEC 491 | Internship Seminar in Education | 1-3 |
| Professional Studies | ||
| CHHS 200 | Quality of Life | 2 |
| EDU 200 | Education as a Profession | 3 |
| ECY 300 | Survey of Special Education | 3 |
| EDF 362 | Foundations of Education I: Social, Historical, Philosophical | 3 |
| EPR 363 | Foundations of Education II: Psychological | 3 |
| KIN 301 | Teaching Health Education and Physical Education in Elementary Schools | 3 |
| Teaching Field Courses | ||
| Pre-TEP Courses | ||
| EEC 300 | Child Development/Family Relationships | 3-4 |
| EEC 301 | Introduction to P-6 Education | 3 |
| EEC 302 | Expressive Arts (P-6) | 1 |
| EEC 405 | Children's Literature in Early Childhood and Elementary Education | 3 |
| ECE 410 | Organize Programs: Young Children | 3 |
| EEC 415 | Learning Environments through Positive Behavior Support | 1-3 |
| The following require admission to TEP before they may be taken: | ||
| ECE 320 | Early Childhood Curriculum and Teaching | 3 |
| ECE 331 | Creative Learning Expression: Young Child | 1-3 |
| ECE 332 | Literature for the Young Child | 3 |
| ECE 460 | Current Topics in Early Childhood Education Assessment | 3 |
| EDR 440 | Developmental Reading I | 3 |
| EEC 402 | Primary Math Methods | 3 |
| EEC 406 | Language Arts in Early Childhood and Elementary Education | 3 |
| ECE 445 | Young Children: Math/Science/Social Studies | 3-6 |
| EEC 440 | Advanced Workshop in Education: Methods to Support English Learners | 1-6 |
| ECE 494 | Field Work in Early Childhood Education | 1-2 |
| Total Hours | 115-131 | |
- 1
A minimum of 120 hours are required to complete a baccalaureate degree some students may need to take general electives to meet the minimum credit hour requirement.
- 2
Prospective and admitted students should not begin any coursework without seeking advisement form the Office of Student Services (205) 934-7530 each term. Students who ignore this admonition assume responsibility for their own mistakes.
- 3
Each semester a student enrolls in a pedagogy course (EDR 440, EEC 402, EEC 406, ECE 320, ECE 331, ECE 460, ECE 410) and also enroll for two hours of EEC 494 Field Work Education for a maximum of 8 hours.
Elementary Education
Students successfully completing the program and all requirements outlined below will receive a baccalaureate degree and be eligible for Alabama “Class B” professional teaching certificates in elementary education (grades K-6).
Professional preparation includes courses in humanistic and behavioral studies, elementary education, curriculum and teaching, evaluation of teaching and learning, extensive pre-internship field experiences in K-6 settings, and an internship. Students must work closely with their faculty advisor for appropriate selection of courses in each area of general and professional studies.
Major in Elementary Education
| Requirements | Hours | |
|---|---|---|
| Core Curriculum Requirements 1 | 41 | |
| English Composition I 2 | ||
| English Composition II 2 | ||
| Public Speaking 3 | ||
Select Biology for one Core Area III 4 | ||
| Introduction to Psychology 5 | ||
| Additional Elementary Education Requirements | ||
| MA 313 | Patterns, Functions and Algebraic Reasoning | 3 |
| Select 1 Additional Core Lab Science 6 | 4 | |
| Select two additional math courses at 100-level or higher (MA 314 and MA 316 preferred) | 6 | |
| Professional Studies | ||
| CHHS 200 | Quality of Life | 2 |
| EDU 200 | Education as a Profession | 3 |
| ECY 300 | Survey of Special Education | 3 |
| EDF 362 | Foundations of Education I: Social, Historical, Philosophical | 3 |
| EPR 363 | Foundations of Education II: Psychological | 3 |
| Internship 7 | 10 | |
| Internship in P-3/3-6 | ||
| Internship Seminar in Education | ||
| Teaching Field | ||
| EEC 300 | Child Development/Family Relationships | 3 |
| EEC 301 | Introduction to P-6 Education | 3 |
| KIN 301 | Teaching Health Education and Physical Education in Elementary Schools | 3 |
| EEC 302 | Expressive Arts (P-6) | 1 |
| EEC 405 | Children's Literature in Early Childhood and Elementary Education | 3 |
| EPR 410 | Measurement and Evaluation in Education | 3 |
| EEC 415 | Learning Environments through Positive Behavior Support | 3 |
| These courses require TEP admission before they can be taken: | ||
| EEC 402 | Primary Math Methods | 3 |
| EEC 421 | Methods of Teaching Foundations of Reading Development | 3 |
| EEC 422 | Methods of Teaching the Development of Reading Comprehension | 3 |
| EEC 440 | Advanced Workshop in Education: Methods to Support English Learners | 3 |
| EEC 412 | Math in Early Childhood and Elementary Education | 3 |
| EEC 413 | Science in Early Childhood and Elementary Education | 3 |
| EEC 414 | Social Studies in Early Childhood and Elementary Education | 3 |
| EEC 423 | Methods of Reading Assessment, Instruction, & Intervention | 3 |
| Fieldwork in Education 8 | 2 | |
| Field Work Education | ||
| Total Hours | 123 | |
A minimum of 120 hours are required for graduation. Students may need to take general electives to reach the credit hour requirement. Elective hours may vary based on course selection.
- 1
Core Curriculum requirements
- 2
Fulfills a Core Area I: Composition requirement.
- 3
Fulfills Core Area II: Humanities requirement.
- 4
Fulfills Core Area III: Natural Science requirement.
- 5
Fulfills a Core Area IV: Social Behavioral Science requirement.
- 6
May NOT be used to fulfill a Core Area III: Natural Science, but is required in addition to the core. Select from AST 101/AST 111, AST 102/AST 112, AST 103/AST 113, AST 105/AST 115, BY 101/BY 102, BY 111/BY 112, BY 123, BY 124, CH 105/CH 106 CH 107/ CH 108, CH 115/CH 116, CH 117/CH 118, BY108/BY 109, ES 101/ES 102, ES 103/ES 104, PH 201, PH 202, PH 221, PH 222, PHS 101.
- 7
Internship courses much be taken AFTER admission to TEP
- 8
Each semester a student enrolls in a pedagogy course (EEC 421, EEC 402, EEC 422, EEC 423,EEC 412, EEC 413, EEC 414, EEC 440) he or she must also enroll for one hour of EEC 494 Fieldwork in Education for a maximum of 2 hours.
Early Childhood and Elementary Education (Teacher Certification Program)
The early childhood/elementary education program is designed as a double major program. Students successfully completing the program and all requirements outlined below will receive a baccalaureate degree and be eligible for Alabama “Class B” professional teaching certificates in early childhood education (grades P-3) and elementary education (grades K-6).
Professional preparation includes courses in humanistic and behavioral studies, early childhood education, elementary education, curriculum and teaching, evaluation of teaching and learning, extensive pre-internship field experiences in P-6 settings, and an internship. Students must work closely with their faculty advisor for appropriate selection of courses in each area of general and professional studies.
Early Childhood & Elementary Education Teacher Certification
| Requirements | Hours | |
|---|---|---|
| Core Curriculum Requirements 1 | 41 | |
| English Composition I 2 | ||
| English Composition II 2 | ||
| Public Speaking 3 | ||
Select Biology for one Core Area III 4 | ||
PY 101 5 | ||
| Additional Math & Science | ||
| Select 1 Additional Core Lab Science 6 | 4 | |
| MA 313 | Patterns, Functions and Algebraic Reasoning | 3 |
| Select two additional math courses at 100-level or higher (MA 314 and MA 316 preferred) | 6 | |
| Professional Studies | ||
| CHHS 200 | Quality of Life | 2 |
| EDU 200 | Education as a Profession | 3 |
| ECY 300 | Survey of Special Education | 3 |
| EDF 362 | Foundations of Education I: Social, Historical, Philosophical | 3 |
| EPR 363 | Foundations of Education II: Psychological | 3 |
| Internship 7 | 13 | |
| Student Teaching in Early Childhood Education I | ||
| Internship in P-3/3-6 | ||
| Internship Seminar in Education | ||
| Teaching Field | ||
| EEC 300 | Child Development/Family Relationships | 3 |
| KIN 301 | Teaching Health Education and Physical Education in Elementary Schools | 3 |
| EEC 301 | Introduction to P-6 Education | 3 |
| EEC 302 | Expressive Arts (P-6) | 1 |
| EEC 405 | Children's Literature in Early Childhood and Elementary Education | 3 |
| EEC 415 | Learning Environments through Positive Behavior Support | 3 |
| ECE 410 | Organize Programs: Young Children | 3 |
| EPR 410 | Measurement and Evaluation in Education | 3 |
| These courses require TEP admission before they may be taken: | ||
| ECE 320 | Early Childhood Curriculum and Teaching | 3 |
| EEC 421 | Methods of Teaching Foundations of Reading Development | 3 |
| ECE 445 | Young Children: Math/Science/Social Studies | 3 |
| ECE 460 | Current Topics in Early Childhood Education Assessment | 3 |
| EEC 402 | Primary Math Methods | 3 |
| EEC 422 | Methods of Teaching the Development of Reading Comprehension | 3 |
| EEC 423 | Methods of Reading Assessment, Instruction, & Intervention | 3 |
| EEC 440 | Advanced Workshop in Education: Methods to Support English Learners | 3 |
| EEC 412 | Math in Early Childhood and Elementary Education | 3 |
| EEC 413 | Science in Early Childhood and Elementary Education | 3 |
| EEC 414 | Social Studies in Early Childhood and Elementary Education | 3 |
| EEC 423 | Methods of Reading Assessment, Instruction, & Intervention | 3 |
| Fieldwork in Education 8 | 2-4 | |
| Field Work Education | ||
| Field Work in Early Childhood Education | ||
| Total Hours | 141-143 | |
A minimum of 120 hours are required for graduation. Students may need to take general electives to reach the credit hour requirement. Elective hours may vary based on course selection
- 1
Core Curriculum requirements
- 2
Fulfills a Core Area I: Composition requirement.
- 3
Fulfills Core Area II: Humanities requirement.
- 4
Fulfills Core Area III: Natural Science requirement.
- 5
Fulfills a Core Area IV: Social Behavioral Science requirement.
- 6
May NOT be used to fulfill a Core Area III: Natural Science, but is required in addition to the core. Select from AST 101/AST 111, AST 102/AST 112, AST 103/AST 113, AST 105/AST 115, BY 101/BY 102, BY 111/BY 112, BY 123, BY 124, CH 105/CH 106 CH 107/ CH 108, CH 115/CH 116, CH 117/CH 118, BY 108/BY 109, ES 101/ES 102, ES 103/ES 104, PH 201, PH 202, PH 221, PH 222, PHS 101.
- 7
Internship courses much be taken AFTER admission to TEP.
- 8
Each semester a student enrolls in a pedagogy course (ECE 320, EEC 421, ECE 445, ECE 460, EEC 402, EEC 422, EEC 423, EEC 412, EEC 413, EEC 414, EEC 440) he or she must also enroll for one hour of ECE 494 or EEC 494 Fieldwork in Education for a maximum of 8 hours.
- Middle School Education
- Arts Education with a Concentration in Music (Instrumental and Vocal/Choral)
- High School Education
- Bachelor of Science with a Major in High School Education/English Language Arts
- Bachelor of Science with a Major in High School Education/General Social Science
- High School Education – All Areas of Science and Mathematics
Middle School Education
A program in middle grades mathematics (grades 4-8) is offered in conjunction with the College of Arts and Sciences. Students following this program must meet TEP entrance, retention, and completion requirements as outlined in previous sections in order to be recommended for Alabama teacher certification. Students seeking certification in middle grades mathematics should complete the Mathematical Reasoning track of the Mathematics major within the Department of Mathematics (See Catalog). For education course requirements, contact the Office of Student Services (934-7530), within the School of Education, for the current checklist. This program is a part of the UABTeach Program. For more information on UABTeach contact Paulette Evans at pgevans@uab.edu or visit the website at www.uab.edu/uabteach.
Arts Education with a Concentration in Music (Instrumental and Vocal/Choral)
Programs leading to grades (P-12) certification in music (instrumental and vocal/choral) are offered in conjunction with the Department of Music within the College of Arts and Sciences. Candidates obtain a major in music and should seek advising on music courses from their music/CAS advisors. Candidates also complete a series of education courses leading to teacher certification and should seek advising related to teacher certification from the Office of Student Services, Education Building, Suite #232, Phone: (205) 934-7530. Candidates must meet all requirements for admission to the Teacher Education Program (TEP) and complete all requirements (such as state mandated tests) leading to teacher certification. Students should consult with their education advisor once per term and also with a content advisor in CAS to insure they stay on track for all requirements.
High School Education
Secondary education has programs leading to teacher certification in biology, chemistry, physics, general science, English language arts, general social science, mathematics, and music education as described below.
Secondary education offers a major in secondary education and certification for grades 6-12 in English language arts (ELA) and in general social science (GSS). Candidates obtaining certification in these two teaching fields must either have an academic major (in English for ELA or in history for GSS) or meet the highly qualified condition specified by the Alabama State Department of Education (ALSDE). Because of teacher certification requirements, content coursework may slightly differ from those courses required of traditional English or history majors. Thus, candidates should follow the appropriate program checklist assigned by the Office of Student Services within the School of Education to insure that they meet certification requirements. Although an academic major in English or history may be built into the certification checklists, candidates should seek advising for these content majors from College of Arts and Science (CAS) advisors to insure they meet all current degree requirements for either English or history. Students who complete requirements for both an academic major and an education major will receive a single degree with both majors listed.
Due to ALSDE regulations for teachers, Core Curriculum requirements for education majors are more specific than Core Curriculum requirements for academic majors. Students should seek advising and obtain a program checklist from the Office of Student Services, Education Building, Suite #232, Phone: (205) 934-7530. Students should also consult with their education advisor once per term and also with a content advisor in CAS to insure they stay on track for all requirements.
Bachelor of Science with a Major in High School Education/English Language Arts
This curriculum results in a major in secondary education with teacher certification in English language arts.
Major in High School Education - English
| Requirements | Hours | |
|---|---|---|
| Core Curriculum Requirements 1 | 41 | |
| English Composition I 2 | ||
| English Composition II 2 | ||
| Public Speaking 3 | ||
| Introduction to the Theatre 4 | ||
| British and Irish Literature I: Before 1800 3 | ||
| British and Irish Literature II: 1800-Present 3 | ||
| Introduction to Psychology 5 | ||
| Additional English Language Arts Requirements | ||
| EH 217 | World Literature I: Before 1660 | 3 |
| or EH 218 | World Literature II: 1660-Present | |
| EH 223 | American Literature I: Before 1865 | 3 |
| or EH 224 | American Literature II: 1865-Present | |
| CMST 103 | History of Mass Media | 3 |
| CMST 210 | Media Writing | 3 |
| Major in High School Education | ||
| Foundations & Professional Studies | ||
| CHHS 200 | Quality of Life | 2 |
| EDU 200 | Education as a Profession | 3 |
| EDF 362 | Foundations of Education I: Social, Historical, Philosophical | 3 |
| EPR 363 | Foundations of Education II: Psychological | 3 |
| Secondary Education Courses (requires TEP admission) | ||
| EHS 436 | Methods I: English Language Arts, 6-12 | 3 |
| EHS 430 | Practicum | 1 |
| ECY 300 | Survey of Special Education | 3 |
| EHS 466 | Methods II: Language Arts 6-12 | 3 |
| EHS 470 | Practicum II | 1 |
| EPR 411 | Measurement and Evaluation in Education | 3 |
| EHS 456 | Classroom Management in Secondary Schools | 3 |
| EHS 497 | Special Problems in Education | 3 |
| EDR 442 | Reading in Content Areas | 3 |
| Internship 6 | ||
| EHS 490 | Secondary School Student Teaching I | 6 |
| EHS 489 | Internship Seminar in Secondary Education | 1 |
| Major in English Literature | ||
| Teaching field courses previously listed | ||
| English Composition I | ||
| English Composition II | ||
| Public Speaking | ||
| Introduction to the Theatre | ||
| British and Irish Literature I: Before 1800 | ||
| British and Irish Literature II: 1800-Present | ||
| World Literature I: Before 1660 | ||
or EH 218 | World Literature II: 1660-Present | |
| American Literature I: Before 1865 | ||
| American Literature II: 1865-Present | ||
| History of Mass Media | ||
| Media Writing | ||
| Writing | ||
| EH 301 | Reading, Writing, and Research for Literature Classes | 3 |
| Professional Writing/Technical Writing: | 6 | |
| Select two from the following at least one with an asterisk: | ||
| Tutoring Writing | ||
| Writing in Popular Periodicals | ||
| Business Writing * | ||
| Technical Writing * | ||
| Professional Writing: Special Topics | ||
| Academic Writing | ||
| Language Lingquisitcs & grammar | ||
| EH 350 | Introduction to Linguistics | 3 |
| or EH 351 | Structure of English | |
| EH 452 | Grammar and Usage for English Teachers | 3 |
| Literature: Shakespeare | ||
| EH 476 | Shakespeare | 3 |
| Young Adult Literature | ||
| EDR 441 | Literature for Adolescents | 3 |
| or EH 419 | Young Adult Literature | |
| African-American Literature/Multicultural Literature | 3 | |
| Select any three credit hour course from the following: | ||
| African American Literature, 1746-1954 | ||
| African American Literature, 1954-Present | ||
| African Literature | ||
| African Women's Literature | ||
| African-American Special Topics | ||
| African American Dramatic Tradition | ||
| African American Poetry Tradition | ||
| The Slave Narrative and Its Literary Expressions | ||
| Black Women Writers | ||
| The Harlem Renaissance | ||
| Other Literature Courses | 3 | |
| Pre-1800 Literature | ||
| Select any three hour course form the following: | ||
American Literature | ||
| American Literature, 1620 - 1820 | ||
British Literature | ||
| Medieval Culture: Literature and Society | ||
| Arthurian Legend | ||
| Beowulf in Context | ||
| Chaucer: Pilgrimage to Canterbury | ||
| English Renaissance Drama (Excluding Shakespeare) | ||
| English Renaissance Poetry and Prose | ||
| Milton | ||
| Post-1800 Literature | 3 | |
| Select any three credit hour course from the following: | ||
American Literature | ||
| Modern American Poetry | ||
| Literary Theory and Criticism, the Twentieth Century to the Present | ||
| Women's Literature and Theory | ||
| American Women Writers Before 1900 | ||
| American Literature, 1820 - 1870 | ||
| American Literature, 1870 - 1914 | ||
| American Literature, 1914 - 1945 | ||
| American Literature, 1945-Present | ||
British Literature | ||
| Modern British and European Drama | ||
| The Eighteenth Century: Literature and Culture | ||
| The Eighteenth Century: Theory and Interpretation | ||
| British Romanticism | ||
| Eighteenth-Century British Novel | ||
| Nineteenth-Century British Novel | ||
| British Novel: The Modern Age | ||
| James Joyce | ||
| Capstone Requirement | 3 | |
| Take a 400-level English course as approved by your advisor. | ||
| Total Hours | 127 | |
A minimum of 120 hours are required for graduation. Students may need to take general electives to reach the credit hour requirement. Elective hours may vary based on course selection.
| 1 | Core Curriculum requirements |
| 2 | Fulfills a Core Curriculum Area I: Composition requirement. |
| 3 | Fulfills a Core Curriculum Area II requirement. |
| 4 | Fulfills a Core Curriculum Area II: Fine Art requirement |
| 5 | Fulfills a Core Curriculum Area IV: Social & Behavioral Science requirement. |
| 6 | Internship courses must be taken AFTER admission to TEP. |
Bachelor of Science with a Major in High School Education/General Social Science
This curriculum results in a major in secondary education, with teacher certification in general social science. A history major may also be obtained by completing requirements specific to that major.
High School Education/General Social Science Major
| Requirements | Hours | |
|---|---|---|
| Core Curriculum Requirements 1 | 41 | |
| English Composition I 2 | ||
| English Composition II 2 | ||
| Public Speaking 3 | ||
| Western Civilization I 4 | ||
| Western Civilization II 4 | ||
| Introduction to Psychology 5 | ||
| World Regional Geography 5 | ||
| Additional Social & Behavioral Science | ||
| HY 120 | The United States To 1877 | 3 |
| HY 121 | The United States Since 1877 | 3 |
| SOC 100 | Introduction to Sociology | 3 |
| PSC 101 | Foundations of American Government | 3 |
| PSC 221 | American State and Local Government | 3 |
| GEO 491 | Environmental Policy | 3 |
| Major in High School Education | ||
| Foundations & Professional Studies | ||
| CHHS 200 | Quality of Life | 2 |
| EDU 200 | Education as a Profession | 3 |
| EDF 362 | Foundations of Education I: Social, Historical, Philosophical | 3 |
| EPR 363 | Foundations of Education II: Psychological | 3 |
| Secondary Education Courses (Requires admission to TEP) | ||
| EHS 438 | Methods I: Social Science, 6-12 | 3 |
| ECY 300 | Survey of Special Education | 3 |
| EHS 468 | Methods II: Social Science 6-12 | 3 |
| EPR 411 | Measurement and Evaluation in Education | 3 |
| EHS 456 | Classroom Management in Secondary Schools | 3 |
| EHS 497 | Special Problems in Education | 3 |
| EDR 442 | Reading in Content Areas | 3 |
| Internship 6 | ||
| EHS 490 | Secondary School Student Teaching I | 6 |
| EHS 489 | Internship Seminar in Secondary Education | 1 |
| Major in History | ||
Teaching field courses previously listed under Core Curriculum | ||
| Western Civilization I | ||
| Western Civilization II | ||
| The United States To 1877 | ||
| The United States Since 1877 | ||
| Introduction to Psychology | ||
| World Regional Geography | ||
| Introduction to Sociology | ||
| Foundations of American Government | ||
| American State and Local Government | ||
| Environmental Policy | ||
| Additional Teaching Field Courses | ||
| HY 225 | History of Alabama | 3 |
| HY 300 | The Historian's Craft | 3 |
| Non-Western History 7 | 3 | |
| HY 497 | History Capstone | 3 |
| HY 300-400 Level Electives 8 | 15 | |
| EC 440 | Economics for Educators | 3 |
| Total Hours | 128 | |
A minimum of 120 hours are required for graduation. Students may need to take general electives to reach the credit hour requirement. Elective hours may vary based on course selection.
For other history courses see the current checklist in the Offices of Student Services within the School of Education. See the requirements for a history major within the catalog listings for the College of Arts and Sciences. You should confer with advisors in Education and CAS about specific history requirements. Students seeking teacher certification may have more specific requirements than non-certification students.
- 1
Core Curriculum requirements
- 2
Fulfills a Core Curriculum Area I: Composition requirement
- 3
Fulfills a Core Curriculum Area II: Humanities requirement.
- 4
Fulfills a Core Curriculum Area IV: History requirement
- 5
Fulfills a Core Curriculum Area IV: Social & Behavioral Science requirement
- 6
Internship courses much be taken AFTER admission to TEP
- 7
Please consult your academic advisor for this requirement.
- 8
At least 9 hours of history electives must be at the 400-level.
High School Education – All Areas of Science and Mathematics
Programs leading to grades (6-12) certification in biology, chemistry, physics, general science, and mathematics are offered in conjunction with the College of Arts and Sciences and the School of Engineering as part of the UABTeach program. The UABTeach program is an innovative program modeled after the national UTeach program developed at the University of Texas at Austin. The aim of this program is to produce well prepared teachers of mathematics and the sciences within a 4-year period and to increase the number of teachers in the STEM (science, technology, engineering, and mathematics) disciplines. The UABTeach program requires a major in an academic field such as biology, chemistry, engineering, mathematics, etc. The program requires several innovative and intensive education courses aimed at preparing teachers for grades 6-12 and leading to Class B teacher certification. The academic majors are housed within the appropriate departments within the College of Arts and Sciences and the School of Engineering. Students should contact their CAS or Engineering advisors for advising on their major. Information on the Education components of the program can be found by contacting the Office of Student Services, Education Building, Suite #232, Phone: (205) 934-7530. For more information contact Paulette Evans at pgevans@uab.edu or visit the website at www.uab.edu/uabteach.
Bachelor of Science with a Major in High School Education/ Mathematics, Biology, Chemistry, General Science, Physics
UAB offers certification in grades 6-12 for Mathematics, Biology, Chemistry, General Science, and Physics through the UABTeach program. Students in STEM majors in the College of Arts and Sciences and the School of Engineering may seek teacher certification in an appropriate field listed above. Students majoring in computer science or engineering should contact Paulette Evans at pgevans@uab.edu, or visit the website at www.uab.edu/uabteach, for guidance in selecting a certification area.
Core Curriculum Mathematics, Biology, Chemistry, General Science, Physics
Students should follow the core curriculum for their STEM major. See the catalog for majors in CAS and Engineering and speak with an advisor in these programs.
Major Requirements Mathematics, Biology, Chemistry, General Science, Physics
Students should follow the curriculum prescribed for their STEM major. See the catalog for majors in CAS and Engineering and speak with an advisor in these programs.
Requirements in Education and the UABTeach Program Leading to Teacher Certification
| Requirements | Hours | |
|---|---|---|
| Foundational Courses (These courses are required for admission to TEP) | ||
| EHS 125 | Inquiry Approaches to Teaching | 1 |
| EHS 126 | Step 2: Inquiry Based Lesson Designs | 1 |
| EHS 325 | Knowing and Learning in Mathematics and Science | 3 |
| Advanced Courses in Education (Must be admitted to TEP prior to taking these courses) | ||
| EHS 326 | Classroom Interactions | 3 |
| EHS 327 | Problem-Based Instruction | 3 |
| EHS 425 | Apprentice Teaching | 6 |
| EHS 426 | Apprentice Teaching Seminar | 1 |
| Other UABTeach Courses | ||
| HY 275 | Perspectives on Science & Mathematics | 3 |
| BY 492 | Biology Capstone - Undergraduate Research 1 | 4 |
| or CH 492 | Research Methods | |
| or PH 494 | Research Methods in Physics | |
| MA 361 | Mathematical Modeling 2 | 3 |
| Total Hours | 28 | |
- 1
Required for students getting certified in an area of Science. May be used as an elective for those seeking certification in Mathematics.
- 2
Required for students getting certified in Mathematics. May be used as an elective for those seeking certification in an area of Science.
Proposed Program of Study in Early Childhood and Elementary Education
| Freshman | |||||
|---|---|---|---|---|---|
| First Term | Hours | Second Term | Hours | ||
| EDU 100 | 2 | EH 102 or 107 | 3 | ||
| EH 101 or 106 | 3 | CMST 101 | 3 | ||
| BY 101 & BY 102 | 4 | MA 313 | 3 | ||
| MA 110 (or Core Curriculum Area III: Mathematics) | 3 | PY 101 | 3 | ||
| Core Area II: Fine Art | 3 | Core Area II: Humanities or Fine Arts | 3 | ||
| Core Area IV: Social Science Non-History | 3 | Core Area IV: History | 3 | ||
| 18 | 18 | ||||
| Sophomore | |||||
| First Term | Hours | Second Term | Hours | ||
| EDU 200 | 3 | EDF 362 | 3 | ||
| ECY 300 | 3 | Math ElectiveMA 314 or MA 316 Preferred | 3 | ||
| Core Area IV: History | 3 | EEC 300 | 3 | ||
| Core Area III: Science with LaboratoryNon-Biology | 4 | Core Area II: Literature | 3 | ||
| Math Elective MA 314 or MA 316 Preferred | 3 | EEC 415 | 3 | ||
| CHHS 200 | 2 | EEC 405 | 3 | ||
| 18 | 18 | ||||
| Junior | |||||
| First Term | Hours | Second Term | Hours | ||
| EPR 363 | 3 | EEC 402 | 3 | ||
| EPR 410 | 3 | EEC 440 | 3 | ||
| EEC 301 | 3 | EEC 406 | 3 | ||
| KIN 301 | 3 | EDR 440 | 3 | ||
| Core Area III: Science with Laboratory | 4 | EEC 494 | 2 | ||
| EEC 302 | 1 | ||||
| 17 | 14 | ||||
| Senior | |||||
| First Term | Hours | Second Term | Hours | Summer Term | Hours |
| EDR 443 | 3 | EEC 490 | 9 | ECE 320 | 3 |
| EEC 412 | 3 | EEC 491 | 1 | ECE 331 | 1-3 |
| EEC 413 | 3 | ECE 460 | 3 | ||
| EEC 414 | 3 | ECE 491 | 3-9 | ||
| EEC 494 | 2 | ||||
| 14 | 10 | 10-18 | |||
| Total credit hours: 137-145 | |||||
Proposed Program of Study in Elementary
| Freshman | |||
|---|---|---|---|
| First Term | Hours | Second Term | Hours |
| EDU 100 | 2-3 | EH 102 | 3 |
| EH 101 | 3 | CMST 101 | 3 |
| BY 101 & BY 102 | 4 | MA 313 | 3 |
| MA 110 | 3 | PY 101 | 3 |
| Core Area II: Fine Art | 3 | Core Area II: Humanities & Fine Arts | 3 |
| Core Area IV: Social ScienceNon-History | 3 | Core Area IV: History | 3 |
| 18-19 | 18 | ||
| Sophomore | |||
| First Term | Hours | Second Term | Hours |
| EDU 200 | 3 | EDF 362 | 3 |
| ECY 300 | 3 | MA ElectiveMA 314 or MA 316 Preferred | 3 |
| Core Area IV: History | 3 | EEC 300 | 3-4 |
| Core Area III: Science with LaboratoryNon-Biology | 4 | Core Area II: Literature | 3 |
| MA ElectiveMA 314 or MA 316 Preferred | 3 | EEC 415 | 1-3 |
| CHHS 200 | 2 | EEC 405 | 3 |
| 18 | 16-19 | ||
| Junior | |||
| First Term | Hours | Second Term | Hours |
| EPR 363 | 3 | EEC 402 | 3 |
| EPR 410 | 3 | EEC 440 | 1-6 |
| EEC 301 | 3 | EEC 406 | 3 |
| Core Area III: Science with Laboratory | 4 | EDR 440 | 3 |
| KIN 301 | 3 | EEC 494 | 1-2 |
| EEC 302 | 1 | ||
| 17 | 11-17 | ||
| Senior | |||
| First Term | Hours | Second Term | Hours |
| EDR 443 | 3 | EEC 490 | 9 |
| EEC 412 | 3 | EEC 491 | 1-3 |
| EEC 413 | 3 | ||
| EEC 414 | 3 | ||
| EEC 494 | 1-2 | ||
| 13-14 | 10-12 | ||
| Total credit hours: 121-134 | |||
Proposed Program of Study in Early Childhood (Non-Certification)
| Freshman | |||
|---|---|---|---|
| First Term | Hours | Second Term | Hours |
| EDU 100 | 2-3 | EH 102 or 107 | 3 |
| EH 101 or 106 | 3 | CMST 101 | 3 |
| Core Area III: Math | 3 | Core Area II: Humanities or Fine Art | 3 |
| Core Area III: Science with Laboratory | 4 | Core Area IV: Social ScienceNon-History | |
| Core Area II: Fine Art | 3 | Core Area II: Science with Laboratory | 4 |
| 15-16 | 13 | ||
| Sophomore | |||
| First Term | Hours | Second Term | Hours |
| Core Area II: Literature | 3 | Core Area IV: History or Social Science | 3 |
| ECY 300 | 3 | EEC 300 | 3-4 |
| Core Area IV: Social Science | 3 | EDF 362 | 3 |
| Core Area IV: History | 3 | KIN 301 | 3 |
| EEC 301 | 3 | EPR 363 | 3 |
| 15 | 15-16 | ||
| Junior | |||
| First Term | Hours | Second Term | Hours |
| ECE 448 | 3 | ECE 460 | 3 |
| ECE 449 | 3 | ECE 445 | 3-6 |
| EEC 415 | 1-3 | KIN 305 | 3 |
| EEC 302 | 1 | EEC 405 | 3 |
| ECE 347 | 3 | ||
| 11-13 | 12-15 | ||
| Senior | |||
| First Term | Hours | Second Term | Hours |
| ECE 492 | 3 | ECE 490 | 9 |
| ECE 494 | 1-2 | ECE 390 | 1-6 |
| ECE 446 | 3-6 | EEC 440 | 1-6 |
| ECE 410 | 3 | ||
| 10-14 | 11-21 | ||
| Total credit hours: 102-123 | |||
Proposed Program of Study in Music Education (Instrumental)
| Freshman | |||||
|---|---|---|---|---|---|
| First Term | Hours | Second Term | Hours | Summer Term | Hours |
| CAS 112 | 3 | EH 102 or 107 | 3 | Core Area III: Science with Laboratory | 4 |
| EH 106 or 107 | 3 | Core Area III: MathMA 105/110 or Higher | 3 | Core Area IV: Social ScienceSOC 100, ANTH 101, or GEO 121 | 3 |
| CMST 101 | 3 | MU 115 | 3 | ||
| MU 120 | 3 | MUP 122 | 1 | ||
| MU 224 | 1 | MU 222 | 3 | ||
| MUP 001 | 0 | MU 225 | 1 | ||
| Applied Lessons | 2 | MUP 001 | 0 | ||
| Ensemble | 1 | Applied Lessons | 2 | ||
| Ensemble | 1 | ||||
| 16 | 17 | 7 | |||
| Sophomore | |||||
| First Term | Hours | Second Term | Hours | Summer Term | Hours |
| EDU 200 | 3 | PY 101 | 3 | Core Area III: Science with Laboratory | 4 |
| EDF 362 | 3 | EPR 363 | 3 | Core Area II: Literature | 2 |
| MU 321 | 3 | MU 322 | 3 | ||
| MU 324 | 1 | MU 325 | 1 | ||
| MUP 132 | 1 | MUP 134 | 1 | ||
| MUP 136 | 1 | MU 366 | 2-3 | ||
| MUP 125 | 0 | MUP 001 | 0 | ||
| MUP 001 | 0 | Applied Lessons | 2 | ||
| Applied Lessons | 2 | Ensemble | 1 | ||
| Ensemble | 1 | ||||
| 15 | 16-17 | 6 | |||
| Junior | |||||
| First Term | Hours | Second Term | Hours | Summer Term | Hours |
| Core Area IV: History | 3 | MU 433 | 3 | Core Area II: Fine Arts | 3 |
| MU 431 | 3 | ECY 300 | 3 | Core Area IV: Elective | 3 |
| EDR 421 | 1 | MU 429 | 2 | ||
| MU 329 | 2 | MU 472 | 3 | ||
| MU 471 | 3 | MUP 001 | 0 | ||
| MUP 138 | 1 | Applied Lessons | 2 | ||
| MUP 001 | 0 | Ensemble | 1 | ||
| Applied Lessons | 2 | ||||
| Ensemble | 1 | ||||
| 16 | 14 | 6 | |||
| Senior | |||||
| First Term | Hours | Second Term | Hours | ||
| MU 463 | 3 | EMU 490 | 6-9 | ||
| EPR 411 | 3 | EMU 499 | 1-3 | ||
| EHS 497 | 3 | ||||
| MUP 001 | 0 | ||||
| Applied Lessons | 2 | ||||
| Ensemble | 1 | ||||
| 12 | 7-12 | ||||
| Total credit hours: 132-138 | |||||
Proposed Program of Study in Music Education (Choral)
| Freshman | |||||
|---|---|---|---|---|---|
| First Term | Hours | Second Term | Hours | Summer Term | Hours |
| CAS 112 | 3 | EH 102 or 107 | 3 | Core Area III: Science with Laboratory | 4 |
| EH 101 or 106 | 3 | Area III: MathMA 105/110 or Higher | 3 | Core Area IV: Social ScienceSOC 100, ANTH 101, or GEO 121 | 3 |
| CMST 101 | 3 | MU 115 | 3 | ||
| MU 120 | 3 | MU 222 | 3 | ||
| MU 221 | 3 | MU 225 | 1 | ||
| MU 224 | 1 | MUP 001 | 0 | ||
| MUP 001 | 0 | Applied Lessons | 2 | ||
| Applied Lessons | 2 | Ensemble | 1 | ||
| Ensemble | 1 | ||||
| 19 | 16 | 7 | |||
| Sophomore | |||||
| First Term | Hours | Second Term | Hours | Summer Term | Hours |
| EDU 200 | 3 | PY 101 | 3 | Core Area III: Science with Laboratory | 4 |
| EDF 362 | 3 | EPR 363 | 3 | Core Area II: Literature | 3 |
| MU 321 | 3 | MU 322 | 3 | ||
| MUP 132 | 1 | MU 325 | 1 | ||
| MUP 136 | 1 | MUP 134 | 1 | ||
| MUP 125 | 0 | MU 366 | 2-3 | ||
| MUP 001 | 0 | MUP 001 | 0 | ||
| Applied Lessons | 2 | Applied Lessons | 2 | ||
| Ensemble | 1 | Ensemble | 1 | ||
| 14 | 16-17 | 7 | |||
| Junior | |||||
| First Term | Hours | Second Term | Hours | Summer Term | Hours |
| Core Area IV: History | 3 | MU 432 | 3 | Core Area II: Humanities or Fine Arts | 3 |
| MU 341 | 3 | ECY 300 | 3 | Core Area IV: Elective | 3 |
| EDR 421 | 1 | MU 429 | 2 | ||
| MU 329 | 2 | MU 472 | 3 | ||
| MU 471 | 3 | MUP 001 | 0 | ||
| MUP 138 | 1 | Applied Lessons | 2 | ||
| Applied Lessons | 2 | Ensemble | 1 | ||
| Ensemble | 1 | ||||
| 16 | 14 | 6 | |||
| Senior | |||||
| First Term | Hours | Second Term | Hours | ||
| MU 462 | 3 | EMU 490 | 6-9 | ||
| EPR 411 | 3 | EMU 499 | 1-3 | ||
| EHS 497 | 3 | ||||
| MUP 001 | 0 | ||||
| Applied Lessons | 2 | ||||
| Ensemble | 1 | ||||
| 12 | 7-12 | ||||
| Total credit hours: 134-140 | |||||
Proposed Program of Study in High School Education/English Language Arts
| Freshman | |||
|---|---|---|---|
| First Term | Hours | Second Term | Hours |
| EDU 100 | 2-3 | EDU 200 | 3 |
| PY 101 | 3 | EH 102 or 107 | 3 |
| EH 101 | 3 | THR 100 | 3 |
| CMST 101 | 3 | Core Area IV: Social ScienceNon-History | 3 |
| Core Area III: Science with Laboratory | 4 | Core Area IV: History and Social Science | 3 |
| Core Area III: MathematicsMA 105/110 or Higher | 3 | Core Area IV: History | 3 |
| 18-19 | 18 | ||
| Sophomore | |||
| First Term | Hours | Second Term | Hours |
| EDF 362 | 3 | EPR 363 | 3 |
| EH 221 | 3 | EH 222 | 3 |
| EH 223 or 224 | 3 | CHHS 200 | 2 |
| EH 217 or 218 | 3 | EH 301 | 3 |
| CMST 103 | 3 | EDR 441 | 3 |
| CMST 210 | 3 | Core Area III: Science with Laboratory | 4 |
| 18 | 18 | ||
| Junior | |||
| First Term | Hours | Second Term | Hours |
| LING 350 | 3 | EHS 436 | 3 |
| EH 452 | 3 | EHS 430 | 1 |
| EHS 456 | 3 | ECY 300 | 3 |
| EHS 497 | 3 | Multicultural Literature | 3 |
| Pre-1800 Literature Course | 3 | Technical EH Course | 3 |
| Technical EH Course | 3 | EH 476 | 3 |
| 18 | 16 | ||
| Senior | |||
| First Term | Hours | Second Term | Hours |
| EHS 466 | 3 | EHS 490 | 3-9 |
| EHS 470 | 1 | EHS 489 | 1,3 |
| EPR 411 | 3 | ||
| Post-1800 Literature Course | 3 | ||
| EDR 442 | 3 | ||
| EH 442 or 444 | 3 | ||
| 16 | 4-12 | ||
| Total credit hours: 126-135 | |||
Proposed Program of Study in High School Education/General Social Science
| Freshman | |||
|---|---|---|---|
| First Term | Hours | Second Term | Hours |
| EDU 100 | 2 | EDU 200 | 3 |
| CMST 101 | 3 | CHHS 200 | 2 |
| EH 101 or 106 | 3 | EH 102 or 107 | 3 |
| HY 101 | 3 | HY 102 | 3 |
| Core Area III: Science with Laboratory | 4 | Core Area III: Science with Laboratory | 4 |
| PY 101 | 3 | SOC 100 | 3 |
| 18 | 18 | ||
| Sophomore | |||
| First Term | Hours | Second Term | Hours |
| EDF 362 | 3 | EPR 363 | 3 |
| HY 120 | 3 | HY 121 | 3 |
| GEO 121 | 3 | GEO 221 | 3 |
| PSC 101 | 3 | PSC 221 | 3 |
| Core Area III: MathematicsMA 105/110 or Higher | 3 | Core Area II: Humanities and Fine Arts | 3 |
| Core Area II: Literature | 3 | Core Area II: Fine Arts | 3 |
| 18 | 18 | ||
| Junior | |||
| First Term | Hours | Second Term | Hours |
| EHS 456 | 3 | EHS 438 | 3 |
| EHS 497 | 3 | EHS 430 | 1 |
| HY 300 | 3 | ECY 300 | 3 |
| Non-Western HY | 3 | EC 440 | 3 |
| 300-Level HY | 3 | HY 225 | 3 |
| 300-Level HY | 3 | 400-Level HY | 3 |
| 18 | 16 | ||
| Senior | |||
| First Term | Hours | Second Term | Hours |
| EHS 468 | 3 | EHS 490 | 6 |
| EHS 470 | 1 | EHS 489 | 1 |
| EPR 411 | 3 | ||
| EDR 442 | 3 | ||
| 400-Level HY | 3 | ||
| 400-Level- HY | 3 | ||
| HY 497 | 3 | ||
| 19 | 7 | ||
| Total credit hours: 132 | |||
Minor in Education
| Requirements | Hours | |
|---|---|---|
| EDU 200 | Education as a Profession | 3 |
| EDF 362 | Foundations of Education I: Social, Historical, Philosophical | 3 |
| EPR 363 | Foundations of Education II: Psychological | 3 |
| Choose three of the courses below: | 9 | |
| Special Problems in Education | ||
| Expressive Arts (P-6) | ||
| Workshop in Education: Strategies for English Learners | ||
| Special Topics in Education | ||
| Introduction to Educational Statistics | ||
| Lifespan Human Development | ||
| The Health Education/Promotion Specialist | ||
| Mental Health, Stress Management & Wellness Promotion | ||
| Global Trends in Health Education/Promotion | ||
| Substance Abuse Prevention and Education | ||
| Motor Development | ||
| Coaching Young Athletes | ||
| Total Hours | 18 | |
Minor in STEM (Science, Technology, Engineering, and Math) Education
The STEM Education Minor includes the same courses UABTeach students take to earn Alabama teacher certification. UABTeach students can add a minor with no additional coursework and have an element of their academic transcript reflect the work they have done to prepare themselves for teaching. The STEM Education Minor also includes an elective pathway designed to allow UABTeach students who elect not to complete Apprentice Teaching (EHS 425) and their certification requirements to add education electives to bring their minor coursework up to the required minimum of 18 hours.
| Requirements | Hours | |
|---|---|---|
| EHS 125 | Inquiry Approaches to Teaching | 1 |
| EHS 126 | Step 2: Inquiry Based Lesson Designs | 1 |
| EHS 325 | Knowing and Learning in Mathematics and Science | 3 |
| EHS 326 | Classroom Interactions | 3 |
| PHL 270 | Science, Knowledge, and Reality | 3 |
| or HY 275 | Perspectives on Science & Mathematics | |
| Teaching Courses | ||
| TEP Admission required before taking the following: | ||
| EHS 327 | Problem-Based Instruction | 3 |
| Internship | ||
| EHS 425 | Apprentice Teaching | 6 |
| EHS 426 | Apprentice Teaching Seminar | 1 |
| Total Hours | 21 | |
ECE-Early Childhood Educ Courses
ECE 320. Early Childhood Curriculum and Teaching. 3 Hours.
Provides basic knowledge of early childhood curriculum for programs serving preschool children in a variety of settings. Emphasizes the relationship of child growth and development in the planning and implementation of all areas of curriculum. Whole program overview. Extensive field experience required.
ECE 331. Creative Learning Expression: Young Child. 1-3 Hour.
Planning and implementation of activities in art, music, movement, and play considering growth patterns of individual child. Emphasis on preserving and maintaining creative expressions. Laboratory experiences. Extensive field experience required. Open access.
ECE 332. Literature for the Young Child. 3 Hours.
Literature suitable for young children (brith-age 8). Reading aloud, storytelling, and other planned experiences. Extensive field experience required. Open access.
ECE 347. Language Experiences for the Young Child. 3 Hours.
Emphasizes the learning processes in language arts and effective teaching strategies for children birth to age five with particular focus on infants and toddlers. Open Access.
ECE 390. Practicum in Early Childhood Education. 1-6 Hour.
Supervised teaching in an early childhood program serving children ages birth to five. Assignments include participation, observation, planning and implementing lessons.
Prerequisites: ECE 320 [Min Grade: C] or EEC 301 [Min Grade: C]
ECE 410. Organize Programs: Young Children. 3 Hours.
Trends, practices, and research in administration, organization, evaluation, and design of early childhood programs. Main focus NAEYC Accreditation.
ECE 445. Young Children: Math/Science/Social Studies. 3-6 Hours.
Provides for development of concepts required for teaching mathematics, science, and social studies to young children. Emphasizes child growth and development as a basic for planning and teaching the three curricular areas in a variety of programs. Includes teaching methods and use of technology. Extensive field experience required.
ECE 446. Communication Arts/Reading: Young Child. 3-6 Hours.
Nature of reading and language arts experiences for pre-school children. Technology, materials, experiences, programs, strategies to facilitate development of communication abilities with emphasis on preserving and maintaining creative expression. Integration of learning in areas of listening, speaking, reading, composition, literature, handwriting, spelling and other communication arts. Extensive field experience required.
Prerequisites: ECE 320 [Min Grade: C] or EEC 301 [Min Grade: C]
ECE 448. Infant/Toddler Development. 3 Hours.
The course covers the social-emotional, physical, cognitive, language, and creative development of infants and toddlers and the corresponding appropriate curriculum materials to support development. Extensive field experience required. Open access.
ECE 449. Education Environment: Infant/Parent. 3 Hours.
This course provides an overview of infant and toddler parenting programs. Topics include parent as child's first teacher, teacher as parent educator, organization and management strategies for parent/child educational programming, parent involvement, and family literacy. Extensive field experience required. Open access.
Prerequisites: ECE 448 [Min Grade: C]
ECE 460. Current Topics in Early Childhood Education Assessment. 3 Hours.
In depth experiences in evaluating growth and development of children. Techniques for assessing needs, motivations, self-concept and achievements ofchildren.
ECE 490. Student Teaching in Early Childhood Education I. 9 Hours.
Supervised teaching in early childhood program (grades N-3).
Prerequisites: (ECE 320 [Min Grade: C] or EEC 301 [Min Grade: C]) and ECE 445 [Min Grade: C] and ECE 446 [Min Grade: C] and ECE 460 [Min Grade: C]
ECE 491. Student Teaching in Early Childhood Education II. 3-9 Hours.
Supervised teaching in early childhood program (grades N-3).
ECE 492. Family Engagement and Home Visitation Curriculum Projects. 3 Hours.
Field projects in family engagement and home visitation with parents and children ages 0-5.
ECE 494. Field Work in Early Childhood Education. 1-2 Hour.
Observation and participation experiences with children.
ECY-Special Education Courses
ECY 200. Disability in Society. 3 Hours.
Discussion of the experience of disability in society; historical events, major pieces of legislation, social movements, and other contemporary issues addressed from multiple perspectives, including local community-based learning opportunities. Fosters development of inclusive and accessible workplaces and communities. This course meets Blazer Core Curriculum City as a Classroom with flags in Justice and Civic Engagement.
ECY 300. Survey of Special Education. 3 Hours.
Characteristic and needs of children and youth with exceptionalities. Special education law and policy, characteristics of children and youth with disabilities and their families, and critical issues in the field of special education. This course fulfills requirements for Ethics and Civil Responsibility (ECR).
Prerequisites: EDU 200 [Min Grade: C](Can be taken Concurrently)
EDR-Reading Education Courses
EDR 421. Reading in Content Areas. 1 Hour.
Application of principle of reading process to content -area materials and instruction. Designed for pre-service teachers. Field experience required concurrently with the field experience in a teaching methods course. Supervision fee.
EDR 440. Developmental Reading I. 3 Hours.
Materials and methods. Emphasis on planning balanced program and understanding reading process. Extensive field experience required.
EDR 441. Literature for Adolescents. 3 Hours.
Literary works written for or about adolescents.
EDR 442. Reading in Content Areas. 3 Hours.
Application of principles of reading process to content-area materials and instruction. Designed for elementary, middle, and high school pre-service teachers. Extensive field experience required. Admission to TEP required. Supervision fee.
EDR 443. Developmental Reading II. 3 Hours.
Application of principles of reading process to content-area materials and instruction. Designed for elementary and middle school pre-service teachers. Extensive field experience required.
Prerequisites: EDR 440 [Min Grade: C]
EEC-Elem & Early Childhood Courses
EEC 300. Child Development/Family Relationships. 3-4 Hours.
Interrelationship of physical, emotional, intellectual, and social development, and influence of home, school, and social environments on human growth from conception through adolescent years. Extensive field experience required.
Prerequisites: EDU 200 [Min Grade: C]
EEC 301. Introduction to P-6 Education. 3 Hours.
Basic knowledge of early childhood and elementary school curricula in variety of settings from infancy programs through elementary school. Theories and practical approaches to teaching and to curriculum development; relationship between child growth and development and areas of curriculum. Observation in early childhood and elementary programs required. Extensive field experience required.
Prerequisites: EDU 200 [Min Grade: C]
EEC 302. Expressive Arts (P-6). 1 Hour.
Creativity through numerous experiences in music, theatre, dance, and visual arts. Experiences correlate with literacy skills, critical thinking skills, symbols, and images that can be directly applied to both teacher-centered and child-centered methods of teaching. Extensive field experience required.
EEC 402. Primary Math Methods. 3 Hours.
A math methods course focusing on emergent mathematical concepts for young children. Extensive field experience required.
EEC 405. Children's Literature in Early Childhood and Elementary Education. 3 Hours.
Materials and methods. Needs of children, selection of books, societal issues in children's literature, and role of media in children's literature. Extensive field experience required.
EEC 406. Language Arts in Early Childhood and Elementary Education. 3 Hours.
Materials and methods. Communication-based approach in developing effective language arts program. All aspects of language arts program addressed. Extensive field experience required.
EEC 412. Math in Early Childhood and Elementary Education. 3 Hours.
Materials and methods. Scope, sequence, and content of mathematics program. Computational skills and problem solving. Field experiences required.
Prerequisites: EEC 406 [Min Grade: C] and EDR 440 [Min Grade: C] and EEC 402 [Min Grade: C]
EEC 413. Science in Early Childhood and Elementary Education. 3 Hours.
Materials and methods. Scope, sequence, and content of science program. Inquiry, science process skills, and concept development. Extensive field experience required.
Prerequisites: EEC 406 [Min Grade: C] and EDR 440 [Min Grade: C] and EEC 402 [Min Grade: C]
EEC 414. Social Studies in Early Childhood and Elementary Education. 3 Hours.
Materials and methods. Scope, sequence, and content of social studies curriculum. Teaching strategies, program articulation, and instructional planning. Extensive field experience required.
Prerequisites: EEC 406 [Min Grade: C] and EDR 440 [Min Grade: C] and EEC 402 [Min Grade: C]
EEC 415. Learning Environments through Positive Behavior Support. 1-3 Hour.
Theoretical approaches that focus on child centered curriculum, classroom management, discipline strategies and cultural, linguistic, and developmentally appropriate instruction. Extensive field experience required.
EEC 421. Methods of Teaching Foundations of Reading Development. 3 Hours.
This 3-hour foundations of reading methods course will prepare educators with content knowledge of scientific and evidence-based foundations of the cognitive, linguistic, socio-cultural, and motivational influences for early language and literacy development. The course presents scientifically proven instructional methods, strategies, techniques, and materials, with focused considerations for brain processes of reading, that are needed to successfully teach reading to P-6 students. Specific topics will include the teaching oral language development (expressive and receptive), concepts about print, early orthography, and beginning reading skills (phonemic awareness, alphabet knowledge, high frequency words, phonics, decoding, and encoding/spelling). Extensive field experience required.
EEC 422. Methods of Teaching the Development of Reading Comprehension. 3 Hours.
This three-hour course will prepare educators to teach foundations of reading development using evidence-based instructional practices. Specific topics include promoting academic language development, including vocabulary development; promoting comprehension and analysis of literacy and informational texts; and developing the reading-writing connection.
EEC 423. Methods of Reading Assessment, Instruction, & Intervention. 3 Hours.
This course will address the use of formal and informal assessment procedures used to design and evaluate robust reading instruction and intervention for children in preschool through high school. The focus of the course includes the knowledge and skills needed to choose and administer appropriate reading assessments for a variety of purposes, data-based decision making to guide instructional planning and intervention design, and understanding struggling readers, including those with reading disabilities. Instruction will be delivered within a context of an ecological, collaborative, problem solving model. Students will be guided to apply both formal and informal assessment in a problem-solving model aimed at the design of robust reading instruction. An emphasis will be placed on creating multi-tiered systems of support (MTSS) for increasing reading achievement among all students. Admission to TEP required.
EEC 440. Advanced Workshop in Education: Methods to Support English Learners. 1-6 Hour.
Strengthen proficiency in teaching English learners in the mainstream classroom. Develop understanding of second language acquisition, culturally responsive teaching, accommodations for varying language levels, and appropriate assessments for English learners. Practice family planning, implementing, and managing sheltered instructions.
EEC 490. Internship in P-3/3-6. 9 Hours.
Supervised capstone teaching experience in early childhood (P-3) and elementary (K-6) program. Gradual assumption of responsibility for planning and teaching for the entire class (minimum of 12 weeks). Supervision in working with resource professionals and parents.
EEC 491. Internship Seminar in Education. 1-3 Hour.
Supports and extends efforts of student teaching. Problem solving related to classroom situations such as classroom management, grading, professionalism and ethics, legal issues, teacher rights, and others that occur during internship.
EEC 494. Field Work Education. 1-2 Hour.
Observation and participation experiences with children.
EHS-High School Education Courses
EHS 125. Inquiry Approaches to Teaching. 1 Hour.
This Step 1 allows students to explore teaching as a career. Following an introduction to the theory and practice behind excellent inquiry-based science and mathematics instruction, students teach lessons in elementary classrooms to obtain firsthand experience in planning and implementation. The goal of Step 1 is to have students explore the possibility of teaching in science, mathematics, or computer science. Students teach science or mathematics lessons in local elementary classrooms and obtain first-hand experience with planning and implementing inquiry-based curriculum.
EHS 126. Step 2: Inquiry Based Lesson Designs. 1 Hour.
In Step 2, students continue developing the lesson planning skills learned in EHS 125: Step 1. After observing a lesson being taught in a local school district classroom, students plan and teach three inquiry-based lessons to sixth, seventh, or eighth graders. Middle school science or mathematics classrooms are selected both for the diversity of the student body and the quality of the classroom teachers, who serve as mentors for the Step 2 students assigned to them.
Prerequisites: EHS 125 [Min Grade: C]
EHS 325. Knowing and Learning in Mathematics and Science. 3 Hours.
Knowing and Learning in Mathematics and Science is the first in a sequence of three, 3- credit teaching methods courses in the UABTeach program. Knowing and Learning in Mathematics and Science is more than simply a general survey of theories in the STEM fields, its goal being for students to construct a model of knowing and learning that will guide their future classroom practice. Students begin by considering what standards for knowing are to be used, how knowing and learning are structured, and how what is known changes and develops. Ultimately, students must think about the tensions between general, cross-disciplinary characterizations of knowing (e.g., intelligence) and the specifics of coming to understand powerful ideas in mathematics and science.
Prerequisites: EHS 125 [Min Grade: C] and EHS 126 [Min Grade: C](Can be taken Concurrently)
EHS 326. Classroom Interactions. 3 Hours.
Classroom Interactions builds on the Knowing and Learning course, moving from a focus on thinking and learning to a focus on teaching and learning. The course is centered around a close examination of the interplay between teachers, students, and content, and how these types of interactions enable students to develop deep conceptual understanding. The goals for this course are to: Provide students with opportunities to see how theories explored in Knowing and Learning play out in instructional settings by designing and implementing instructional activities informed by their own understanding of what it means to know and learn mathematics and science, and then evaluating the outcomes of those activities on the basis of student artifacts (i.e., what students say, do, or create). It provides students with frameworks for thinking about equity issues in the classroom and larger school settings, make students aware of equity issues in classroom settings and their effects on learning, and provide students with strategies for teaching diverse students equitably.
Prerequisites: EHS 125 [Min Grade: C] and EHS 126 [Min Grade: C] and EHS 325 [Min Grade: C]
EHS 327. Problem-Based Instruction. 3 Hours.
Problem-Based Instruction (PBI) is the capstone course in the sequence of teaching methods courses (Knowing and Learning, Classroom Interactions, and PBI) UABTeach students take prior to Apprentice Teaching. PBI is the course in which a number of the major principles and themes of the UTeach program—integration of mathematics and science content; infusion of technology in representation, analysis, modeling, assessment and contextualization of content; immersion in intensive field-based experiences; and a focus on designing equitable learning environments for diverse students—are synthesized as the students develop an intellectually challenging problem-based instructional unit. When students complete PBI, they are fully prepared for Apprentice Teaching.
Prerequisites: EHS 125 [Min Grade: C] and EHS 126 [Min Grade: C] and EHS 325 [Min Grade: C] and EHS 326 [Min Grade: C]
EHS 425. Apprentice Teaching. 6 Hours.
The purpose of Apprentice Teaching is to offer UABTeach students a culminating experience that provides them with the tools needed for their first teaching jobs. In Apprentice Teaching, students are immersed in the expectations, processes, and rewards of teaching. When making placements, UABTeach master teachers consider each apprentice teacher’s characteristics and abilities as well as the cooperating teacher’s teaching and mentoring styles.
Prerequisites: EHS 327 [Min Grade: C]
EHS 426. Apprentice Teaching Seminar. 1 Hour.
Apprentice teachers sign up for two courses: the one-hour Seminar and the six-hour Apprentice Teaching course. The Apprentice Teaching seminar provides a supportive environment where apprentice teachers share their experiences and work on solutions to difficulties they are experiencing. The seminar is a good forum for students to get the guidance they consistently want on classroom management.
Prerequisites: EH 327 [Min Grade: C]
EHS 430. Practicum. 1 Hour.
Field experience in school-based setting. Admission to Alternative Master's Program required.
EHS 436. Methods I: English Language Arts, 6-12. 3 Hours.
Introduction to teaching English language arts in secondary school settings. Developing basic skills in planning, instruction, and assessment. Admission to TEP required.
EHS 438. Methods I: Social Science, 6-12. 3 Hours.
Introduction to teaching the social sciences in secondary school settings. Developing basic skills in planning, instruction, and assessment. Admission to TEP required.
EHS 456. Classroom Management in Secondary Schools. 3 Hours.
Management and instructional problems in secondary schools; techniques for improving study skills and developing better instructional planning.
EHS 466. Methods II: Language Arts 6-12. 3 Hours.
Curriculum and instruction in English/language arts. Extensive field experience required. Note: Fee will apply to course.
EHS 468. Methods II: Social Science 6-12. 3 Hours.
Curriculum and instruction in social studies. Extensive field experience required. Note: Fee will apply to course.
EHS 470. Practicum II. 1 Hour.
Coherent view of effective teaching and instructional design in middle and high schools. Extensive guided teaching experiences. Students implement full range of instructional process: planning, delivery, and evaluation.
EHS 489. Internship Seminar in Secondary Education. 1,3 Hour.
Supports and extends efforts of student teaching. Problem solving related to classroom situations such as classroom management, grading, professionalism and ethics, legal issues, teacher rights, and others that occur during internship.
EHS 490. Secondary School Student Teaching I. 3-9 Hours.
Capstone experience involving observation and teaching in secondary schools.
EHS 497. Special Problems in Education. 3 Hours.
Topics of current interest. May be repeated for total of 6 hours. Note: Fee will apply to course.
EHS 499. Field Studies: Select Education Setting. 1-3 Hour.
Field visits to locations of high educational impact.
EMU-Music Education Courses
EMU 402. Methods of Teaching Music N-6. 3 Hours.
Organization of appropriate music concepts and musical experiences for all elementary children; development of methods and skills needed for direct student involvement in musical experiences for each grade level.
EMU 403. Methods of Teaching Music N-6 Lab. 1 Hour.
Public school observation experiences for music education students enrolled in EMU 402.
EMU 404. Methods of Teaching Music in Secondary Education. 3 Hours.
Aims, principles, and philosophies of music; various methods of teaching in secondary schools for both non-performance music classes and instrumental and vocal activities. Laboratory includes direct method application in secondary music classrooms.
EMU 405. Methods of Teaching Music in Secondary Education Lab. 1 Hour.
Public school observation experiences for music education students enrolled in EMU 404.
EMU 490. Internship in Music Education. 6-9 Hours.
Supervised capstone teaching experience in grades N-12 as appropriate to student's teaching field (general music, instrumental music, or vocal/choral music).
EMU 499. Internship Seminar in Music Education N - 12. 1-3 Hour.
Capstone course for the B.A. in Music Education. Students will demonstrate the skills expected of a professional music educator. This course is a supervised teaching course where the student is expected solve problems in all issues related to classroom management, assessment, and music making. Incldued in the assessment will be the creation of professional documents, appropriate budgets, and supervised teaching experiences. Prerequisites: Completion of methods courses with no grade below C. Corequisite: EMU 490. 1 hour.
Faculty
| Brandwein, Craig, Assistant Professor of Music, 2016, B.S., M.A. (Long Island) |
| Causey, Cora, Assistant Professor of Early Childhood and Elementary, 2014, B.A. (Birmingham Southern), M.A., Ph.D. (UAB) |
| Clabough, Jeremiah , Associate Professor of Secondary Education, 2012, B.A. (Maryville College), M.S., Ph.D. (Tennessee) |
| Corcoran, Stephanie, Assistant Professor, 2006, B.A., M.A., Ed.S., Ph.D. (Alabama), NCSP |
| Ennis, Robin, Associate Professor of Special Education, 2015, B.A. (Birmingham Southern), M.Ed. (Vanderbilt), Ph.D. (Georgia State) |
| Ernest, James R., Professor of Early Childhood and Elementary Education, 2010, B.A. (The University of Exeter, Exeter, England), M.A. (New Orleans), Ph.D. (UAB) |
| Evans, Patrick, Professor and Chair, 2015, B.M., B.M.E. (Montevallo), M.M., D.M. (Florida State) |
| Evans, Paulette, Master Teacher UABTeach, 2014, B.S., M.A., Ed.S., PhD (UAB) |
| Fambrough, R. Eugene, Professor of Music, 2001, B.M. (Georgia), M.M. (East Carolina), D.M.A. (Alabama) |
| Gainey, Denise, Professor of Music, 2002, B.M.E. (Florida State), M.M. (North Texas), D.M.A. (Kentucky) |
| Hill, Kelly L., Associate Professor of Early Childhood and Elementary Education, 2015, B.S., M.A., Ed.S., Ph.D. (UAB) |
| Hurst-Wajszczuk, Kristine, Professor of Music, 2007, B.M., M.M. (Westminster Choir-Rider), D.M.A. (Colorado-Boulder) |
| Irving, Howard L., Professor of Music, 1981, B.Mus. (Centenary), M.M., Ph.D. (Louisiana State) |
| Kasman, Yakov, Distinguished Professor in Music; Artist in Residence, 2002, B.M. (Music College of Moscow Conservatory), M.M., D.M.A. (Moscow State Conservatory) |
| Kilgo, Jennifer L., Univeristy Professor of Special Education, 1995, B.A. (Auburn), M.A. (UAB), Ed.D. (Alabama) |
| Kittredge, Brian, Associate Professor of Music; Director of Choral Activities, 2010, B.M. (Mansfield), M.M. (Eastman), D.M.A. (LSU) |
| McKenzie, Tim, Master Teacher UABTeach, 2015, B.S., M.A. (UAB), Ed.S. (Montevallo) |
| Panion III, Henry, University Professor of Music, 1987, B.S. (Alabama A&M), M.A., Ph.D. (Ohio State) |
| Paul, Julie, Assistant Professor of Early Childhood Elementary Education, 2021, BA (Birmingham Southern), MA, PhD (UAB) |
| Phillips, Scott L., Associate Professor of Music, 2008, B.A. (Brigham Young), M.A. (Central Florida), Ph.D. (Iowa) |
| Ponder, Jennifer, , Associate Professor of Early Childhood and Elementary Education, 2015, B.S., M.A. (UAB), Ph.D. (Indiana) |
| Price, William, Professor of Music, 2006, B.M.E. (UNA), M.M., D.M.A. (LSU) |
| Reynolds, Jeff W., Associate Professor of Music, 1998, B.M. (Samford), M.M. (Southwestern Baptist Theological Seminary), D.M.A. (Illinois) |
| Roberts, Steve, Associate Professor of Music, 2007, B.M. (Oberlin), M.M., D.M.A. (Illinois) |
| Sheek, Lesley, Assistant Professor of Early Childhood and Elementary Education, 2008, B.S., M.S. (University of South Alabama), Ed.S., Ph.D. (UAB) |
| Smith, Tommy G., Associate Professor of Secondary Education, 1989, B.S., M.S., Ed.D. (Auburn) |
| Summerlin, Jennifer, Assistant Professor of Reading, 2011, B.A., M.A., Ph.D. (UAB), NBPTS |
| Voltz, Deborah, Professor of Special Education, 2003, B.A. (National College of Education), M.A. (UAB), Ed.D. (Alabama) |
| Witherspoon, Taajah, Assistant Professor of Early Childhood and Elementary Education, 2015, B.S. (ASU), M.A., Ed.S., Ph.D. (UAB) |
| Zingara, James, Associate Professor of Music, 2011, B.S. (Wisconsin-La Crosse), M.M. (East Carolina), D.M.A. (Illinois) |