The following courses have been offered in the past or are scheduled to be offered during an upcoming semester.

Early Childhood and Elementary Education

  • EEC302 Expressive Arts (P-6)
  • EEC 540 Advanced Workshop in Education
  • EEC 610 Cur Dev in Ec and Elem Edu
  • EEC 620 Teach Math
  • EEC 621 Teach Language Arts P12
  • EEC 625 Critical Pedagogy N-6 Educ
  • EEC 660 Read Teach Learn
  • EEC 670 Studying the Child in School
  • EEC 673 Teac in Multi Cultural Society
  • EEC 674 Language Development
  • EEC 691 Practicum in ECE/Elem
  • EEC 695 Prac Supervision in ECE/ELE
  • ECE 748 Research in Infancy
  • ECE 749 Adv Early Childhood Curriculum
  • ECE 760 Current Issues in Education
  • ECE 798 Non Dissertation Research
  • EDC 694 Curriculum Seminar
  • EDC 711 Analysis and Eval of Teaching

Educational Foundations

  • EDF 601 History of Amer Curr Thought
  • EDF 601 History of American Curr Thought

Educational Psychology and Research

  • EPR 688 Current Iss: Meas/Eval Sch Sem
  • EPR 792 Mixed Methods Approach/Ed Res

English as a Second Language

  • EESL 617 Teach Eng Global Cont
  • EESL 627 Teaching Adult Language Learner
  • EESL 640 Teach ESL through Read and Write

Community Health and Human Services

  • HE 141 Personal Health
  • HE 222 Concepts of Health and Fitness
  • HE 402 Mental Health and Stress Mgt
  • HE 404 Global Trends in Hlth Educ
  • HE 408 Drug Use and Abuse
  • HE 423 Human Sexuality
  • HE 502 Mental Health and Stress Mgt
  • HE 508 Drug Use and Abuse
  • HE 523 Human Sexuality
  • HPE 200 Quality of Life

Instructional Design and Development

  • IDDQ 600 Trends and Issues in Instructional Design and Technology
  • IDDQ 610 Instructional Design
  • IDDQ 620 Universal Differential Instructional Design and Development
  • IDDQ 630 Performance Systems Technology
  • IDDQ 640 Learning, Cognition, and Instructional Design and Development
  • IDDQ 650 Alternate Instructional Design and Development Models
  • IDDQ 660 Assessment and Evaluation in Instructional Design and Development
  • IDDQ 670 Multimedia Design and Development for Instruction/Training
  • IDDQ 680 Instructional Design and Development Elective
  • IDDQ 690 Research Practicum


  • KIN 607 Principles of Coaching
  • KIN 645 Advanced Motor Development
  • KIN 647 Strategies and Issues in K-12 Physical Education
  • KIN 649 Adapted Physical Education

Reading Education

  • EDR 442 Reading in Content Areas
  • EDR 551 Reading in Content Areas
  • EDR 650 Teaching Reading P-12
  • EDR 655 Read Assessment and Eval
  • EDR 659 Research and Prob Reading
  • EDR 690 Internship in Reading

Secondary Education

  • EHS 556 Classrm Mgt in Sec School
  • EHS 616 Teach Math Sec School
  • EHS 651 Innov Practices Teach Sec School

Special Education

  • ECT 601 Spec Ed Portfolio Process
  • ECT 650 Master Sem Collaborative Teach
  • ECT 651 Assessment Foundations in Special Education
  • ECT 652 Char of Chd/Yth w L&D
  • ECT 653 Char Stu Low-Inci Dis
  • ECT 657 Met K-12 Stud w/Low Inc Dis
  • ECT 658 Advanced IEP Prog Dev
  • ECT 659 Plan/Mng Teach/Learn Environ
  • ECT 660 Positive Behavior Support
  • ECT 704 Collaboration Consultation
  • ECY 300 Survey Special Education
  • ECY 43128 ECY 600 Intro to Exceptional Learner
  • ECY 637 Assessment of Young Children with Disabilities
  • ESP 600 Seminar in School Psychometry
  • ESP 627 Practicum in School Psychometry
  • ESP 628 Individual Assessment of Children and Youth Part I
  • ESP 629 Individual Assessment of Children and Youth Part II
  • ESP 689 Internship School Psychometry

MMFLC Professional Development Symposium

Fall Symposium: October 20, 2017
Keynote Speaker: Dr. Kathy Grant

Communication at the Core: Culturally Responsive Family Engagement Strategies

Dr. Kathy Grant, co-author of the Sage textbook Home, School, and Community Collaboration: Culturally Responsive Family Engagement (3e), is celebrating her 40th year in education connecting with parents as a Family Involvement Coordinator and working as a literacy classroom teacher. Currently, as a college professor, her teacher candidates develop an awareness of the deep influence of the home-school connection focusing on the strengths families of diversity bring to schools. Through her textbook, written with Dr. Julie Ray of Southwest Missouri State, they have been able reach out to teachers who strive for cultural competence in their communication with diverse families.

The workshop, Communication at the Core, will focus broadly on various ways teachers, para-educators, resource personnel, and administrators can authentically communicate with ALL caregivers/parents in the school setting, through new uses of technology, in school-based family resource centers, and through take-home activities. Participants will be supplied with useful text activity templates and a handbook of proven strategies that can implement in an educational setting.


8:30 a.m. - 9:00 a.m.: Registration

9:00 a.m. - 11:15 a.m.: Dr. Kathy Grant

11:15 a.m. - 12:00 p.m.: Lunch

12:00 p.m. - 2:30 p.m.: Dr. Kathy Grant

2:30 p.m.: Closure

Symposium Details

Location:  UAB Hill Student Center
1400 University Blvd, Birmingham, AL (map)

When:  Friday, October 20, 2017

Cost:  $75 per symposium ($25 for full-time students)


Boxed Lunch Provided

STIPD Credit for Attendees

Online registration is now closed.

Limited number of scholarships available.  Contact Kelly Hill (This email address is being protected from spambots. You need JavaScript enabled to view it.) for more information.

Past Symposiums

JoBeth Allen (October 21, 2016)

JoBeth Allen, Professor Emeritus in the Department of Language and Literacy Education in the University of Georgia College of Education, taught courses on writing pedagogy, poetry, family-school partnerships and critical pedagogies. She conducts research with teachers who are exploring issues of educational equity and social justice in relation to literacy teaching and learning at home, in schools and in the community. Her most recent two books highlight the work of teachers, Literacy in the Welcoming Classroom: Creating Family-School Partnerships that Support Student Learning (2010) and Creating Welcoming Schools: A Practical Guide to Home-School Partnerships with Diverse Families (2007).


Lester Laminack (March 11, 2016)

Lester L. Laminack is Professor Emeritus from the Department of Birth-Kindergarten, Elementary and Middle Grades Education, at Western Carolina University in Cullowhee, North Carolina. Lester is now a full-time writer and consultant working with schools throughout the United States. Lester’s latest publication, Writers Are Readers: Flipping Reading Instruction into Writing Opportunities, is co-authored with Reba Wadsworth published by Heinemann. Lester and Reba lead “the student to understand what he did as a reader can become a lens that brings into focus what the writer had to do before a reader ever saw the page.”


Patricia Edwards (October 2, 2015)

Dr. Patricia Edwards is a nationally and internationally recognized expert in parent involvement, home, school, community partnerships, multicultural literacy, early literacy, and family/intergenerational literacy, especially among poor and minority children. Dr. Edwards sessions will focus on working with parents and best practices in working with English Learners.


Maryann Manning Family Literacy Center

To sustain Dr. Maryann Manning’s legacy of commitment and work in the field of literacy, the Maryann Manning Family Literacy Center supports and disseminates research in literacy, provides professional development for teachers and students, centralizes the operation and organization of numerous projects begun by Dr. Manning, and creates innovative literacy projects, both locally and globally.


Children's Creative Learning Center

Midsouth Literacy Journal

Midsouth Reading and Writing Conference

Red Mountain Writing Project


Dr. Manning's Impact

Dr. Manning’s footprint can be seen in the many projects that the UAB School of Education is known for today. Among those projects include the Red Mountain Writing Project, the first Young Authors’ Conference, MidSouth Reading/Writing Conference, Children’s Creative Learning Center, National Board Certification classes, Reading Recovery, reading specialist masters degree program and numerous others.

About Dr. Manning

Maryann Murphy Manning
March 31, 1939 - September 9, 2013

Dr. Manning’s achievements were significant, the products of her boundless energy, unfaltering determination, and deep commitment to children. She mentored and inspired teachers throughout Alabama and beyond. UAB, the state of Alabama, and organizations and institutions around the world honored her with awards and accolades. Dr. Mannning authored numerous books, book chapters, monographs, and articles that have guided and inspired educators. She was particularly honored and excited to serve as a future president of the International Reading Association. At the time of her death, she was working at a literacy conference in Indonesia, doing what she loved.

Giving Opportunities

The Maryann Manning Literacy Center is an opportunity to carry forward Dr. Maryann Manning's love of reading and efforts to bring literacy to the world. If you would like to help us in this mission, please make a contribution. Your gift will help change the lives of many by introducing them to reading!

Give Now

Office of Clinical Experiences

The Office of Clinical Experiences (OCE) is responsible for organizing all student teaching internship placements for teacher candidates in initial teacher certification programs. The OCE works diligently to foster professional and collaborative partnerships with K-12 schools in order to enhance the teaching profession. Additionally, the OCE is committed to complying with state requirements to secure field experiences, when applicable, that will lead to the appropriate graduation and/or certification requirements. Field experiences are primarily secured by School of Education faculty and instructors.

About Field Experiences

Field Experiences for Class B and Alternative Class A initial teacher certification programs must meet the following Alabama Department of Education requirements:

  • Facilitate candidates’ development as professional educators by providing opportunities for observing in schools and other entities that serve P-12 students, tutoring students, assisting teachers or other school personnel, attending school board meetings, and participating in education-related community events prior to the internship.
  • Span all of the grades for which certification is sought. At least half of the field experiences shall be in the candidate’s teaching field or area of instructional support.
  • Require extensive field experiences in diverse settings. Individuals who are employed in positions appropriate to the area of their current program may complete field experiences on the job, but those experiences must be planned with specific purposes and assessment(s).
  • Occur primarily in P-12 schools.
  • At least half of the field experiences shall be in the candidate’s teaching field or area of instructional support.
  • Beginning with the first professional course, each candidate shall participate in extended and supervised field experiences with specific purposes and assessment. At a minimum, each candidate in a Class B or Alternative Class A program shall have participated in 150 clock hours prior to the internship. Ninety of these 150 hours shall be in increments of at least three hours each. The majority of field experiences must occur in P-12 schools.
  • For Early Childhood Education and Early Childhood Special Education programs, field experiences shall include placements in at least two of the three main types of early education settings (early school grades [K-3], child care centers and homes, and Head Start programs).

Click here to find the most updated information about field experiences for your program. Please refer to yourprogram checkliststo determine the required courses for your program.

NOTE: Field experience descriptions in the following tabs/documents apply to courses through the spring 2014 semester. In addition, information provided by full-time faculty supersedes information in the following documents.


The Field Experience Handbook for Initial Teacher Certification is intended to provide pertinent information regarding field experiences for all teacher candidates completing an initial teacher certification education program. The handbook provides information for teacher candidates, K-12 teachers, K-12 school administrators, and School of Education faculty/instructors.

Student Teaching

If you are pursuing a Class B or Alternative Class A initial teacher certification degree, please visit the Student Teaching Website, where you will find an assortment of information regarding internship requirements, placements, forms, and the Student Teaching Handbook.

Center for Educational Accountability

The work of the Center for Educational Accountability (CEA) involves the study and evaluation of reform initiatives in areas such as Pre-K-12 education, higher education, assessment, public health, and community revitalization. The CEA's services range from comprehensive large-scale program evaluation to one-time consultation and technical assistance.

Center for Urban Education

The mission of the Center for Urban Education (CUE) is to promote quality education for socially and economically disenfranchised groups residing in urban areas. Specifically, the CUE prepares high-quality teachers and administrators to work in urban school districts.

Maryann Manning Family Literacy Center

The Maryann Manning Family Literacy Center supports and disseminates research in literacy, provides professional development for teachers and students, and creates innovative literacy projects, both locally and globally.

Community Counseling Clinic

The UAB Community Counseling Clinic provides affordable mental health counseling services to residents of Jefferson County, while also providing an innovative training experience for graduate counseling students. The clinic strives to be an exemplar to the counseling profession through innovations in research, practice, teaching, and clinical training.


The mission of Gaining Early Awareness and Readiness for Undergraduate Programs (GEAR UP) is to significantly increase the number of low-income students in Alabama’s Black Belt who are prepared to enter and succeed in postsecondary education.

UAB Children's Creative Learning Center

Serving children from all over the Birmingham area, the enrichment program seeks to encourage children to select their daily plan of study, work at their own pace, and enhance their academic development. Whether it is a science experiment with everyday food items or writing and publishing a newspaper, children discover how exciting learning can be.

Red Mountain Writing Project

The Red Mountain Writing Project (RMWP) is a local affiliate of the National Writing Project, whose motto is “teachers teaching teachers” and whose mission is to provide a forum for teachers of all grade levels and in all content areas to study and develop new and innovative strategies for literacy instruction.

English as a Second Language

At UAB we offer two graduate degrees for the teaching of ESL: a Master of Arts in Education (MAEd) and an Educational Specialist (EdS). These degrees and their corresponding certifications are described in this website. Also featured are the program’s innovative design, student testimonials, hall of fame, alumni showcase, and Peace Corps partnership.

UAB Regional In-Service Center

The UAB Regional In-service Center (UABRIC), operated through the UAB School of Education, provides free training, resources and services for teachers and administrators in eight school districts in Jefferson County Alabama. The UABRIC is one of 11 regional in-service centers established by the Alabama Legislature in 1984 to enhance the training opportunities for public school personnel in critical need areas.