Introduces students to learning theories and a range of college success strategies to deepen their engagement with their academic work. Students will learn metacognitive practices to identify the values and aims driving their academic ambitions and craft their most successful path through their undergraduate experience.
Engages non-physics majors in hands-on, minds-on activities and labs to investigate the physical world, the nature of science, and how science knowledge is constructed. This introductory course is especially relevant for future elementary and middle school teachers although it will meet the needs of most non-physics and non-science majors. Physics content focuses on interactions and energy. Same as PHYS 1580. Approved for arts and sciences core curriculum: natural science.
Invites science, mathematics and engineering students to explore teaching as a career by providing first-hand experiences teaching science/math lessons in local elementary classrooms. Introduces theory and practice necessary to design and deliver excellent instruction. Master teachers provide ongoing support and feedback. Meets weekly on CU campus (1.5 hours/week) and involves five visits to an elementary school. Requisites: Restricted to AMEN, ASTR, BCHM, CHEM, EBIO, GEOL, IPHY, MATH, MCDB, PHYS, GEEN, NRSC, A&S Open Option majors, College of Engineering majors, Education minors, EDEL, EDMU, EDEN, EDMA, EDSC, EDSS, EDFR, EDGR, EDLT, EDRU or EDSP majors only.
Invites science, mathematics and engineering students to explore teaching and learning in informal K-12 environments. Introduces theory and practice necessary to design and deliver excellent instruction. Meets weekly on CU campus (1.5 hours/week) and requires participants to work a minimum of five hours with K-12 students at STEM-related special events such as science fairs, after school programs, and science camps. Requisites: Restricted to AMEN, ASTR, BCHM, CHEM, EBIO, GEOL, IPHY, MATH, MCDB, PHYS, GEEN, NRSC, Arts and Sciences Open Option majors, College of Engineering majors, or Education minors only.
Builds on EDUC 2020 and further develops lesson design and inquiry-based teaching practice. Offers opportunity to explore teaching career and learn about middle school culture. Master teacher provides support as students design and deliver lessons in middle school classrooms. Emphasizes assessment of student learning. Meets weekly on CU campus (1.5 hours/week) and involves five visits to a local middle school. Department enforced prereq., EDUC 2020. Requisites: Restricted to AMEN, ASTR, BCHM, CHEM, EBIO, GEOL, IPHY, MATH, MCDB, PHYS, GEEN, NRSC, A&S Open Option majors, College of Engineering majors, Education minors, EDEL, EDMU, EDEN, EDMA, EDSC, EDSS, EDFR, EDGR, EDLT, EDRU or EDSP majors only.
Invites students in humanities and social sciences to explore teaching as a career by providing first-hand experiences working with children. Introduces theory and practice for the design of text-based, equity-focused instruction. Students receive support and feedback from experienced educators. Meets weekly on CU campus (1.25 hours/week). Requires additional time at a practicum site.
Provides an overview of the history of American education by exploring major reforms efforts from the common school movement to "Nation at Risk." Examines what intellectuals were thinking about public schools and what ordinary people experienced in them. Assesses how differences in race/ethnicity, class, gender, and power shaped public schools. Approved for Arts and Sciences Core Curriculum: United States Context.
Provides opportunities to view and analyze how facets of education are represented (or misrepresented) in film. Considers narratives constructed about education and how those stories fuel popular conceptions of and assumptions about students, teachers, and schools. Examines how issues of race, class, and gender are embedded in how films represent schools, teachers, students, and communities.
Enhances students' self-awareness in a variety of educational and cultural settings. Investigates self within a cultural context, inviting students to engage more deeply with their cultural assumptions and lenses, as well as the cultural practices and beliefs of other distinct groups. Explores themes relating to diversity through works of fiction, cultural contexts, contemplative practices, poetry, music and experiential activities.
Exposes students to strategies used to teach English as a second or foreign language. Covers both theoretical and applied aspects of language learning and teaching. Exposes students to techniques, activities, strategies and resources to plan instruction for students learning English as a second language. Emphasizes oral language development, literacy and content-area instruction for teaching K-12 students.
Offers supervised campus and off-campus experiences tied to course work in the Chancellor's Leadership RAP or the INVST program. See also EDUC 2920. May be repeated up to 6 total credit hours. Same as LDSP 2910.
Examines curriculum theory, K-12 reform, and the concepts of citizenship, democracy, power, and diversity through classroom discussion and participation in a school-based Public Achievement program. Students will dialogue with diverse groups of people; identify multiple perspectives around controversial issues; and learn to use research and writing to articulate public problems and advocate for their solutions. May be repeated up to 6 total credit hours. Same as INVS 2919. Approved for arts and sciences core curriculum: human diversity.
Offers supervised campus and off-campus experiences tied to course work in the Chancellor's Leadership RAP or the INVST program. See also EDUC 2910. May be repeated up to 6 total credit hours. Same as LDSP 2920.
Introduces students - both future teachers and those simply interested in education - to pressing issues surrounding education within the United States. The course reveals the complex relationship between schools and the larger society of which they are a part. Examines issues of diversity and equity from different disciplinary lenses, including history, philosophy, sociology and anthropology. Approved for arts and sciences core curriculum: contemporary societies or human diversity. Requisites: Restricted to students with 27-180 credits (Sophomores, Juniors or Seniors) only.
Examines ways digital media are changing the way young people learn, play, make friends, and participate in civic life. Studies widely implemented digital tools intended to support literary, math, and science learning of children ages 4-18. Involves brief internship (5 hours outside class) and design projects that integrate these tools to transform in either a classroom or after-school program.
Comparatively studies education in other countries, emphasizing its role in developing nations, with an emphasis on successful models in basic literacy, primary education, secondary curriculum, and teacher education. Analyzes political, social, and economic policies and ideologies for their relevance to the development process, including the role of international organizations: World Bank, UNICEF, UNESCO, Peace corps and Volunteer Agencies. Same as EDUC 5015.
Addresses reading and evaluation of books, children's, interests, authors and illustrators, folk literature, multicultural literature, modern fanciful tales, and trends.
Focuses on the nature of linguistic development and performance. Examines works that reflect a range of scholarly approaches to language study, explores language use both in and out of school, takes up the relationships between language practices and power, and considers implications for classroom teaching. Same as EDUC 5222.
Explores contemporary ideas and issues in the history, philosophy, and sociology of science education and science, science as a social and cultural activity,and how contemporary issues in science relate to and impact educational practice. Same as EDUC 5315.
Considers historical and ongoing controversies concerning the nature of "English" as an academic field of study and of "English Language arts" as a school subject. Integrates understandings of subject-matter specialization, of approaches to teaching this contested subject, and of the diverse learners that teachers seek to prepare for 21st century literacies. EDUC 4318 and 5318 are the same course.
Integrates theories and ideas from elementary school child development and educational psychology. Explores theories of learning and child development and considers implications for teaching, motivation, and academic achievement. Requisites: Restricted to students with 27-180 credits (Sophomores, Juniors or Seniors) only.
Provides a comprehensive survey of bilingual-multicultural education programs for language minority students. Includes an overview of the history and legislation related to bilingual education and English as a second language. Presents various models, philosophies, and theoretical underpinnings of bilingual education and ESL. Same as EDUC 5425.
Introduces learning theory and teaching practices for mathematics and science learning assistants. Presents theoretical issues such as conceptual development, questioning techniques, cooperative learning, nature of math/science, and argumentation in mathematics and science. Department enforced restricted: students admitted to the Learning Assistant program.
Introduces descriptive statistics including graphic presentation of data, measures of central tendency and variability, correlation and prediction, and basic inferential statistics, including the t-test.
