By integrating theory with required community service, students explore how problems are shaped by cultural values and how alternative value paradigms affect the definition of problems in areas such as education and the environment. Students examine different approaches to solving problems and begin to envision new possibilities. Approved for GT-SS3. Approved for arts and sciences core curriculum: ideals and values.
The foundation course will prepare students to exercise leadership in business, government and community organizations. It will introduce leadership skills useful in a variety of settings including community and civic activities. The course will help students to improve self awareness, understand multiple theories, recognize moral courage, build analytic and critical thinking skills and adapt leadership practices to different people and contexts. Students taking this course will not receive credit for MGMT 3030.
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.
Designed to educate and inspire civic engagement primarily in the area of electoral politics. Examines various explanations of why people participate in the electoral process and whom they choose to support. Develops the practical skills necessary to participate successfully in the electoral arena. Through a service component, the course provides experience working on a campaign and mobilizing others to participate in the electoral process.
Educates and inspires students for civic engagement by exploring democratic values and the rights and responsibilities of citizenship. Develops theoretical knowledge and practical skills for participating in a diverse democratic society, especially at the state level, through analyzing legislative issues, making policy recommendations, and advocating for change. Approved for GT-SS3. Approved for arts and sciences core curriculum: United States context.
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.
Examines concepts of activism, citizenship, democracy, power, and diversity through classroom discussions and participation in a local high school's Public Achievement project. Through community-based partnerships, students will develop leadership skills; 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 EDUC 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.
Explores creative approaches for solving complex social and environmental issues, with a focus on peace and population. Students analyze the root causes of issues in theoretical and historical contexts, and develop their understanding of effective and innovative approaches to change. This course has a requirement of community service. Recommended prereq., upper-division status. Approved for arts and sciences core curriculum: contemporary societies.
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.
Explores human development from a psychosocial perspective, focusing on the interplay between psychological patterns and social forms. Issues such as self-image and social consciousness are studied within the larger context of individual and collective forces leading to transformation. Same as SOCY 3041. Requisites: Requires prerequisite courses of SOCY 1001 and SOCY 3001 or SOCY 3011 (all minimum grade D-).
Students gain knowledge and skills that enable them to become effective agents of community change. Focuses on understanding the processes of community building with a multicultural emphasis. Students are encouraged to apply their own life experiences and to examine themselves as potential change agents. Same as WMST 3302.
Examines grassroots innovation as a means for creating comprehensive, solution-based strategies to address social and environmental problems. Students develop an understanding of the root causes of problems, identify how changes are initiated at the grassroots level, and learn the theory and practice of effective and responsible change efforts.
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.
