Explores theories of democracy and development in relation to movements for nonviolent social change. Focuses on means and ends, spirituality, leadership, decision-making, civil society, cooperative economics, ecology and decentralized powers. Requisites: Restricted to students with 87-180 credits (Senior, Fifth Year Senior) Sociology (SOCY) or Political Science (PSCI) majors only.
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.
Learn how people understand key concepts in physics. Through examination of physics content, pedagogy and problems, through teaching, and through research in physics education, students will explore the meaning and means of teaching physics. Students will gain a deeper understanding of how education research is done and how people learn. Useful for all students, especially for those interested in physics, teaching, and education research. Department enforced prereqs., PHYS 3210 and 3310 or instructor consent. EDUC 4460 and 5460 are the same course. Same as PHYS 4460 and 5460.
Meets during student teaching assignment. Includes topics of concern to teachers, such as classroom organization and management, lesson planning, assessment, preparation of edTPA, etc. Requisites: Requires corequisite course of EDUC 4691 or 4712 or 4722. Restricted to EDEL, EDEN, EDFR, EDGR, EDJP, EDLT, EDMA, EDRU, EDSC, EDSP or EDSS majors only.
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.
Kindergarten through sixth grades. Prereq., completion of all education and content-specific arts and sciences requirements, and passing required licensure exam. Requisites: Requires corequisite course of EDUC 4513. Restricted to Elementary Education (EDEL-LICU or LICG) majors only.
Student teacher apprentices in a middle/junior or senior high school. Must be admitted to a secondary teacher education program in English, Japanese, Latin, math, Russian, science, or social studies. Department enforced prereqs., completed all education and content-specific artsand sciences courses, and passed required licensure exam. Requisites: Requires corequisite course of EDUC 4513. Restricted to EDEN, EDJP, EDLT, EDMA, EDRU, EDSC or EDSS (LICU or LICG) majors only.
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.
Student teacher apprentices in a middle/junior high or senior high school. Department enforced prereqs., completed all education and content-specific arts and sciences courses, and passed required licensure exam. Requisites: Requires corequisite course of EDUC 4513. Restricted to EDFR, EDGR or EDSP (LICU or LICG) majors only.
Required experience for music students seeking education at both elementary and secondary levels. Department enforced prereq., completed all education and content-specific music courses, passed required licensure exam. Requisites: Requires corequisite course of MUSC 4193. Restricted to EDMU (LICU or LICG) majors only.
Provides an introduction to recent research into student learning on the conceptual foundations of modern biology, together with pedagogical methods associated with effective instruction and its evaluation. Students will be involved in active research into conceptual and practical issues involved in biology education, methods to discover student preconceptions, and the design, testing and evaluation of various instructional interventions. Same as MCDB 4811 and EDUC 6811.
Explores issues related to how people learn and teach chemistry. Reviews high school and early college chemistry concepts both from the content and pedagogical perspectives. Delves into the chemistry education research, education, psychology, and cognitive science literature. Provides an opportunity to observe and/or teach K-12 or college chemistry classes. Department enforced prereq., CHEM 1131, 1133, 1271, or 1371.
Second semester of an academic year's training for students interested in peer counseling. Expand upon what you learned in ARSC 2274. Focus on presentations, leadership, and group facilitation. Basic group leadership, facilitation theory, and technique taught. Co-create and co-lead your own small groups/presentations for other CU students. Offered only spring semesters. Requisites: Requires prerequisite course of ARSC 2274 (minimum grade D-).
Learn and develop pedagogically effective strategies for teaching and understanding Earth Science concepts. Particular emphasis is placed on understanding the importance of geoscience habits of mind (i.e. spatial/temporal reasoning, multiple working hypotheses, geographic context). The course focuses upon inquiry and evaluation of evidence, the importance of background knowledge and misconceptions, and developing effective discourse within and outside the classroom. Department enforced prereq., course ATOC 1060, ENVS 1000, GEOL 1010, 1020, 1060, or similar.
Controlled enrollment. Repeatable for degree credit. Credit given for peer counseling activities. Students are selected to participate in this class and act as peer counselors or TAs for the peer counseling training.
Develops students' expertise as community leaders. Under the supervision of an instructor and a community advisor, students design a community-based project. Recommended requisite, admission to INVST CLP. May be repeated up to 6 total credit hours. Requisites: Requires prerequisite courses of INVS 3931 and INVS 3932 (all minimum grade D-).
Develops students' expertise as community leaders working for a just and sustainable world. Under the supervision of an instructor and a community advisor, students learn organizational and leadership skills by designing, implementing and evaluating a community-based project. First-hand experience provides students with a deepened understanding of the complex issues facing humanity, and competence with solution-based strategies. May be repeated up to 6 total credit hours. INVS 4932 and LDSP 4932 are the same course. Requisites: Requires prerequisite course of INVS 4931 (minimum grade D-).
Students participate in a service-learning practicum under the supervision of a Community Studies instructor. They explore teaching strategies for implementing concrete educational goals. Focusing on the issues of social justice and social change, they learn how to encourage higher levels of creativity and analysis among students. May be repeated up to 9 total credit hours.
Critically examines the intellectual and political forces that shape the aims, policies, and practices of K-12 education in the United States. Requisites: Restricted to Educ-Curriculum & Instruction (EDCI) graduate students only.
Addresses special topics in arts and humanities with an emphasis on building conceptual understanding of content and enhancing teacher's practice in teaching this content.
