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SPSUTeach Course Descriptions

EDUC 1101 UTeach Step 1 (1-0-1)

Step 1 allows students to explore teaching as a career. Following an introduction to the theory and practice behind excellent inquiry-based science and mathematics instruction, students teach lessons in elementary classrooms to obtain firsthand experience in planning and implementation.

 

EDUC 1102 UTeach Step 2 (1-0-1)

Prerequisite: EDUC 1101, C or better

In Step 2, students continue developing the lesson planning skills learned in Step 1 as they become familiar with exemplary middle school mathematics and science curricula. After observing a lesson being taught in a local school district classroom, students work alone or in pairs to evaluate the lesson, then, plan and teach three inquiry-based lessons to sixth, seventh, or eighth graders. 

 

EDUC 1103 UTeach Integrated Steps 1 and 2 (2-0-2)

This course is a combined version of EDUC 1101 and 1102. It allows students to explore teaching as a career. Following an introduction to the theory and practice of quality inquiry-based science and mathematics instruction, students teach lessons in elementary classrooms to obtain firsthand experience in planning and implementation. Students continue developing the lesson planning skills learned in the first part of the course as they become familiar with exemplary middle school mathematics and science curricula and instruction. After observing a lesson being taught in a local school district classroom, students work alone or in pairs to themselves plan and teach three inquiry-based lessons to sixth, seventh, or eighth graders.

 

EDUC 2010 Knowing and Learning (3-0-3)

Pre- or co-requisites: EDUC 1102 or 1103, C or better

This course expands the prospective teacher's understanding of current theories of learning and conceptual development. Students examine their own assumptions about learning. They critically examine the needs of a diverse student population in the classroom.

 

EDUC 2020 Classroom Interactions (3-0-3)

Prerequisite: EDUC 2010, C or better

This course moves from a focus on thinking and learning to a focus on teaching and learning. Prospective teachers are introduced to the way in which curriculum and technology are used in classroom settings to build interrelationships among teachers and students. They are taught how content and pedagogy combine to make effective teaching. This course has a field component that includes 3-4 days each of observation and teaching. Students should also expect to dedicate some out-of-class time to video transfer, lesson planning, and working on the portfolio project.

 

EDUC 4030 Project Based Instruction (3-0-3)

Prerequisite: Admission into Teacher Education Program

In this course, students master new technologies for problem-based investigations in math and science classrooms. Students also compare and contrast assessments to improve student learning. Students teach project-based lessons to secondary school students. This course has a field component that includes 2 observation days and 3 teaching days. Unlike previous field experiences, the teaching days in PBI run consecutively, which means that students should plan for 2 Fridays (3PM-7PM) and 2 Saturdays (8AM - 2PM). Students should also expect to dedicate some out-of-class time for lesson planning, and working on the portfolio project.

 

EDUC 4406 Apprentice Teaching (0-25-6)

Prerequisite: Admission into the apprentice teacher preparation program; Co-requisite EDUC 4401

Supervised practicum in high school classroom teaching, conducted in cooperating schools, as part of the teacher preparation program. Consists of teaching, analysis, and evaluation, and at least twenty-five hours of fieldwork a week for one semester.

 

MAED 2010 Functions and Modeling (3-0-3)

Prereq: Math 2254                                                                                                                                  

This course expands knowledge of topics in Mathematics, with an emphasis on how they can be presented and taught at the secondary level. It includes topics from precalculus through calculus and utilizes lab-based activities and technology. Students explore a variety of contexts that can be modeled using families of functions, including linear, exponential, polynomial, and trigonometric functions.


RSCH 3610 Research Methods (3-0-3)

Prerequisite: completion of 4 lab-based science courses OR completion of 2 lab-based sciences and MATH 2255

Students perform independent inquiries and use skills from mathematics and science to solve research problems.

 

STS 3347 Perspectives on Science and Math (3-0-3)

Prerequisite: ENGL 1102, STS 2400

This course explores ways that scientific investigators have explained the workings of the natural world. This course has four interlocking goals: to give an overview of the history of science and mathematics; to put this broader history and context to work in science and mathematics pedagogy; to improve writing skills to competence or mastery; and to improve research and information analysis skills to competence or mastery.