2015-2016 Education / Teacher Education Courses

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EDUC 201 Discovering Creativity through Multiple Intelligences (2)
This course is an exploration of creativity and discovering multiple personal strengths! What is creativity? What are multiple intelligences? This class is designed to involve students in the process of discovering their own preferential styles and their creative selves. The focus will be three-fold: exploring a variety of theories of the creative process and how it is affected by individual intelligences; considering creative people and their lives; and creating products that incorporate our own creativity using various specific intelligences. We will discover and develop personal strategies that encourage and promote creative thinking and production. It is an opportunity to look at your own creativity and personal strengths in order to enhance learning and life.
EDUC 205 Service Learning in Salt Lake (2)
Students will learn about the process of service learning as a means of understanding the connection between their field of endeavor and the diverse needs of their community. To further understand these needs, students will spend a minimum of eight hours providing service to individuals or agencies. Students will make connections between their own field and community service through in class activities and personal reflection.
EDUC 220 Math for K–6 Teachers I (3)
This course is a concept-oriented exploration of number and early algebraic reasoning in relation to children’s learning. The emphasis is on developing conceptual and relational understanding of number and number theory, arithmetic operations and their properties, and models for teaching these concepts in the early childhood and elementary classrooms. Students will examine how the concepts of number and operations connect and grow across the K–8 grade levels. Prerequisite: MATH 141 with C or better.
EDUC 221 Math for K–6 Teachers II (3)
This course is a concept-oriented exploration of geometry, measurement, probability, and data analysis topics in relation to children’s learning. The emphasis is on developing conceptual and relational understandings of these topics from an informal and hands-on perspective. Students will examine how many of the concepts related to these topics develop from the early and elementary children’s natural explorations. Prerequisite: MATH 141 with C or better.
EDUC 252 Developmentally Appropriate Teaching and Learning (4)
This course introduces students to developmental theories, principles, and practices. The following topics are studied: instructional design, classroom environment, assessment, culturally responsive teaching, Common Core, and the Utah State Core. ‘Funds of Knowledge’ will be introduced as a framework for building home-to-school connections into instructional design. The Teacher Work Sample will be introduced.
EDUC 300 Special Topics (1–4)
Timely topics in education are presented as appropriate to students’ needs and curricula.
EDUC 302 Foundations of Education in a Diverse Society (4)
Students learn the basic tools of philosophical, historical, and sociological inquiry for exploring questions about the traditions in education and how to apply those tools in a diverse educational setting. Students observe in schools for fifteen clock hours and have the opportunity to evaluate teaching as a career choice, apply for admission to the Teacher Education Program, and begin a teacher education portfolio. Prerequisite: sophomore standing or consent of instructor and must pass the writing and language usage test. Co-requisites: EDUC 303.
EDUC 303 Teaching with Technology (1)
Overview of computer systems and evaluation of hardware and software based on their direct application to classroom instruction. Teaching methods particular to presentation and Internet media applications are explored and evaluated in actual classroom practice. Co-requisites: EDUC 302.
EDUC 305 Classroom Management (3)
Designed for the management of the classroom at any level. Areas include: discipline, record keeping, interpersonal relationships, classroom environment, cooperative learning, learner motivation, and parental involvement. Prerequisite: EDUC 302.
EDUC 311 English Learners in All Classrooms (2)
This course is designed to equip K–12 teacher candidates with the knowledge and skills to effectively organize and implement instruction for English Learners (ELs) in their classroom. In this course, we will explore the current legal, socio-cultural and educational contexts for teaching ELs in public schools. Students will learn multiple strategies for teaching subject matter content and addressing content standards. Prerequisite: EDUC 302.
EDUC 312 Specialized Education Services (2)
Explores professional roles and responsibilities of general educators in K–12 schools as they serve students with specific learning needs. Explores the collaborations among educators, families, and community agencies in providing appropriate services and educational plans for students with gifted and talented abilities, mild to severe learning and behavioral disorders, and for students with cognitive and physical disabilities.
EDUC 315 Learning Theory (3)
Students examine, integrate, and apply principles of learning and developmental theories to classroom environments. Includes related behaviorist, cognitive, and developmental theorists. Taken by students intending to apply for the Accelerated Secondary MAT program. Prerequisite: PSYC 105.
EDUC 342 Science Methods (3)
Principles, methods, and materials for teaching science in the elementary school. Scope and sequence of science concepts include life sciences, physical sciences, and other sciences using inquiry oriented teaching and learning. Students are required to spend fifteen clock hours in a field placement.
EDUC 344 Creative Arts Methods (3)
Introduction to the methods, materials, and media for creative arts instruction. Involves how to teach appreciation of the arts, music, movement, and production in the arts. Students are required to spend twenty clock hours in a field placement.
EDUC 346 Social Studies Methods (3)
Principles, methods, and materials for teaching social studies in the elementary school. Scope and sequence of social studies concepts include geography, history, economics, community, state and national governments. Students are required to spend fifteen clock hours in a field placement.
EDUC 359 Using Assessment Data to Improve Teaching (2)
This course prepares students to use data from their own classroom assessments and from standardized tests to improve student learning. Students will learn to tie their assessments to the Common Core standards and to interpret the results of state-wide standardized tests.
EDUC 362 Physical Education Methods (1) (1)
Methods and techniques for teaching elementary physical education. Prerequisite: EDUC 302.
EDUC 363 Literacy Foundations, Assessment and Instruction (3)
Research-based literacy assessments, processes, and instructional practices will be studied and then practiced in the field. In addition to a K–6 classroom field placement, a 15-hour assessment and intervention experience with a struggling reader is required. Prerequisite: EDUC 252, 302.
EDUC 364 Teaching Methods: Reading and Language Arts (3)
Provides contact with lessons, materials, methods, research, and theory for the elementary teaching in language arts skills and strategies for application in the K–6 classroom. We examine various instructional strategies and adaptations in language arts for all learners through critical text readings, shared experiences, field placement, demonstrations, hands-on activities, and active student inquiry and participation. Students are required to spend fifteen clock hours in a field placement. Prerequisite: EDUC 252, 302.
EDUC 368 Math Methods for K–8 Teachers (3)
This course examines current directions in how students learn mathematics in order to promote thinking about best practices for teaching K–8 children mathematics. The emphasis is on understanding a variety of instructional practices, assessment strategies, and curriculum development to plan for effective teaching and learning. Students are required to spend fifteen clock hours in a field placement. Prerequisites: EDUC 220 and 221.
EDUC 369 Literacy Assessment & Intervention (1)
Students will practice concepts studied in EDUC 363 as they tutor readers in Title I schools on a weekly basis. Co-requisite: EDUC 363
EDUC 391 Portfolio Development (1)
This course is designed for pre-service teachers to integrate course content and early field experiences into their portfolio. Pre-service teachers will review the components of Understanding by Design as they relate to a work sample that will be completed during the student teaching semester and added to the portfolio. Prerequisite: permission of instructor.
EDUC 401 Directed Studies (1–4)
A tutorial-based course used only for student-initiated proposals for intensive individual study of topics not otherwise offered in the Education Program. Prerequisite: consent of instructor and school dean.
EDUC 418 Elementary Student Teaching Seminar (2)
Student teachers meet four times on campus throughout the duration of the student teaching semester. In-depth discussion and reading enable students to acquire and refine skills needed by all professional teachers. Topics include parent relationships, student assessment and grades, professional growth and collaboration with colleagues, and other issues. Visits from practicing experts from the profession are included also. Case studies and portfolios are presented and explored. There is a $100 student teaching fee. This course is offered on a credit/ no credit basis. Prerequisite: permission of instructor.
EDUC 480 Elementary Student Teaching (4–10)
Mentored classroom experience under the supervision of a certificated elementary teacher. Placement requires observation of, participation in, and direct responsibility for classroom work and conferences with the mentor teacher. There is a $100 student teaching fee. Offered on a credit/no credit basis. (Students with certificates at other levels may need only five hours; all other students must have ten hours. For more information, please contact the Education Office.) Prerequisite: permission of instructor.

Note: For SPED course descriptions, please see the listing under “Special Education Endorsement Courses.” For TESL course descriptions, please see the listing under “Teaching English as a Second Language Courses.”