Education Courses 2008-2009
Course lists from previous catalogs are available at the Registration Services Catalog page.
EDUC 000 Education Gateway Course 0 credits
Students explore the professional opportunities and practices of the teaching discipline. Designed to provide participants a variety of designated experiences with K-12 students so they are able to make informed decisions about becoming teachers. Students facilitate field experiences with school-age students both at the elementary and secondary levels. Students attend two one-hour long seminars and participate in 10 hours of subsequent field experiences. This course is required for admission to the Teacher Education Program. Graded Satisfactory/Unsatisfactory only.
EDUC 197 Special Topics in Education 1-6 credits
EDUC 297 Special Topics in Education 1-6 credits
EDUC 340 Brain-based Learning Motivation and Achievement 3 credits
A foundation course in key aspects of schooling such as legal, assessment, diverse student needs, current brain research, and literacy. A practical application of cognitive processes and brain research is used. Course includes an integrated variety of approaches to teaching and learning—including cooperative learning, differentiated instruction, research-based strategies, skills for success in writing, technology integration, structuring schools and learning to ensure accountability for results. Prerequisite: passing scores on Basic Skills Competency Exam in Mathematics, Reading, and Writing; completion of EDUC 000, including ten hours of field experiences.
EDUC 392 Independent Study 1-3 credits
A course for qualified, upper-level students with specialized interests in a particular area of advanced study in Teacher Education.
EDUC 397 Special Topics in Education 1-6 credits
EDUC 400 Foundations for Literacy: Phonology and Linguistics 3 credits
A study and application of scientifically-based methods of teaching and reinforcing fundamental reading skills. Cognitive processes of literacy, including phonology, morphology, orthography and etymology. Focus placed on English language structure as it affects decoding and encoding. Additionally, methods for diverse groups of students, including students with disabilities, students from culturally and linguistically diverse populations, and high-achieving students are covered. Prerequisite: admission to the Teacher Education Program.
EDUC 401 Assessment for Prevention and Intervention 3 credits
This is an in-depth application of assessment techniques and instruments in coordination with state standards, No Child Left Behind and Individuals with Disabilities Education Act, 2004. Includes standardized testing and knowledge of literacy including five essential components of reading: phonemic awareness, phonics, vocabulary, fluency, and comprehension. Analysis of data to design and monitor instruction and intervention for universal, targeted, and intensive needs of diverse groups of students, including students with disabilities, students from culturally and linguistically diverse populations, and high-achieving students. Prerequisite: admission to the Teacher Education Program.
EDUC 402 Reading Comprehension, Oral and Written Language Development 3 credits
A study and application of scientifically-based methods of teaching and reinforcing reading comprehension, vocabulary fluency, oral and written language skills. Cognitive processes of literacy, including phonology, morphology, orthography, etymology, semantics, syntax, discourse, pragmatics and English language structure as it affects meaning. Additionally, methods for diverse groups of students, including students with disabilities, students from culturally and linguistically diverse populations, and high-achieving students are covered. Prerequisite: admission to the Teacher Education Program.
EDUC 403 Instruction and Assessment in the Content Area 3 credits
An introduction to the concepts, methods, techniques, and assessment practices used to effectively teach secondary and K-12 students. Emphasis is placed on structures for lesson and unit planning, implementation of the Colorado State Standards, literacy and math integration, research based instructional strategies, content specific technologies, and management techniques. Prerequisite: admission to the Teacher Education Program.
EDUC 404 Creating Positive Learning Environments 3 credits
A foundation course to prepare students to create appropriate learning environments both inside and outside the classroom. Students learn effective lesson planning, classroom management, medical protocol and sound legal disciplinary practices that are characterized by acceptable student behavior and efficient use of time. The students learn to perpetuate the democratic system by understanding the relationships among the various governmental entities that create laws, rules, regulations and policies. Students apply educational practices to ensure safe and orderly schools. Prerequisite: admission to the Teacher Education Program.
EDUC 405 Data-driven Instructional Practices 3 credits
An in-depth application of standards based instruction and assessment practices. Students design curriculum maps and plan short and long range standards-based lessons and units for diverse student populations based on their respective content areas. Students are taught to integrate literacy, math, and technology into their standards-based instructional plans encompasses the development and utilization of various types of curriculum based measures both formal and informal in order to accurately document and report ongoing student achievement. Students learn to use assessment data to drive standards-based curriculum that measure student knowledge, understanding, and skills. Technology is utilized to manage and communicate assessment results and their implications to students, parents, professionals, administrators and the community, At the end of this course, students reflect and evaluate their own performance, and articulate that teaching is a worthy career. Prerequisite: admission to the Teacher Education Program.
EDUC 406 Content Area Literacy 3 credits
An application of current research on brain based learning, reading and writing and its integration in the content area. Students implement the essential components of reading: phonemic awareness, phonics, vocabulary, fluency, comprehension, motivation, and engagement within the content area. In addition, there is a focus on content area study and test taking skills. Prerequisite: admission to the Teacher Education Program.
EDUC 407 Technology Integration for Student Growth 3 credits
Provides educators the opportunity to develop the skills necessary to create technology-rich learning environments to enhance student growth and achievement. The focus is on applying technology to deliver standards-based instruction, manage and communicate information, use data-driven assessments of learning to monitor student growth, and instruct students in basic technology skills. Collaboration with the library media specialists will also be emphasized. Prerequisite: admission to the Teacher Education Program.
EDUC 408 Teaching with the Brain in Mind 3 credits
An in-depth application of cognitive processes associated with various kinds of learning. Students learn to pay attention to these learning processes so that their own classroom students can master content standards. Students learn to employ a wide range of teaching techniques to match the intellectual, emotional and social level of each classroom student and choose alternative teaching strategies, materials and technologies to achieve different curricular purposes. Students apply expert content knowledge to enrich and extend student learning and to recognize educational diversity and the effects on student learning in order to develop and apply individual educational plans. Prerequisite: admission to the Teacher Education Program.
EDUC 409 Secondary Student Teaching 1-6 credits
Student teaching in a 7-12 school setting on the average of 24 hours per week, over the course of the academic year, in collaboration with mentor teachers. This course can be repeated twice for credit. Prerequisite: admission to the Teacher Education Program.
EDUC 410 K-12 Student Teaching 1-6 credits
Student teaching in a K-12 school setting on the average of 24 hours per week, over the course of the academic year, in collaboration with mentor teachers. This course can be repeated twice for credit. Prerequisite: admission to the Teacher Education Program.
EDUC 411 Differentiating Instruction for Learners with Diverse Needs 3 credits
A foundation course in the education of students with diverse needs. Emphasis is placed on the learning characteristics, interventions, strategies, and accommodations for students with disabilities, students who are at-risk, and students who are culturally/linguistically diverse. This course addresses historical and legal perspectives, special education procedures, lesson planning/assessment/feedback, collaborative practices, basics of standardized testing, response to intervention problem solving, processing difficulties, research based instructional strategies, and positive proactive behavior management techniques. Prerequisite: admission to the Teacher Education Program.
EDUC 412 Affective and Behavioral Needs 3 credits
An in-depth study and application of current laws regarding behavior management, policies, theories, methods, techniques, and ethical principles for students with emotional, behavioral, and social needs. The focus is on positive and proactive interventions and the implementation of the Functional Behavior Assessment (FBA) and Behavior Support Plan (BSP) processes. The use of technology for data driven decisions and analysis of behavior outcomes is taught. Emphasis includes generalization, transfer of skills, and transition planning. Prerequisite: admission to the Teacher Education Program.
EDUC 413 Math and Writing 3 credits
An in-depth application of the research-based practices for instruction in math and writing. Focus is placed on the foundations for assessing and teaching math and writing skills by addressing basic skills, critical thinking skills, conceptual understanding, real life applications, and diverse learner needs. Students implement and review specific assessment practices, teaching structures, intervention strategies, and technology applications within a standards-based framework of instruction. The components of language and the 6 + 1 Traits are addressed in both the assessment and instruction of writing. Prerequisite: admission to the Teacher Education Program.
EDUC 414 Assessment, Curriculum, Collaboration and Transitions 3 credits
An in-depth study of special education law for various exceptionalities, transition, and secondary services. This course explores the major medical and educational characteristics and identification of various exceptionalities (emotional and behavioral disorders, deaf and hard of hearing, visual impairment, learning disabilities, cognitive disabilities, physical and other health disabilities, ADD, and ADHD, communication disorders, multiple disabilities, twice exceptional, and gifted/talented). Students utilize research-based, recommended practices in making data driven decisions to develop standard based and transition IEPs, inclusion, instructional interventions, assistive technology, transition plans including post-school outcomes, self-determination, community-based instruction, interagency linkages, Para-educator training and supervision, and family partnerships. Prerequisite: admission to the Teacher Education Program.
EDUC 415 Special Education Student Teaching 1-6 credits
Student teaching special education students in a K-12 school setting on the average of 24 hours per week, over the course of the academic year, in collaboration with mentor teachers. This course can be repeated twice for credit. Prerequisite: admission to the Teacher Education Program.
EDUC 416 Language Acquisition for Linguistically Diverse Students 3 credits
A detailed study of theory and understanding of first and second language acquisition for teaching K-12 students from linguistically diverse cultures and backgrounds. Students develop an awareness of the historical, legal, social and educational background surrounding linguistically diverse education. The primary focus is on research based oral language assessment and development to provide meaningful instruction. Methods include those appropriate for the beginning English language learner as well as those at other levels on the language acquisition continuum. Prerequisite: admission to the Teacher Education Program.
EDUC 417 Cognitive Academic Language Proficiency in the Content Area 3 credits
A comprehensive study of theory and understanding of first and second language acquisition for teaching K-12 students from linguistically diverse cultures and backgrounds. Students develop an awareness of the historical, legal, social and educational background surrounding linguistically diverse education. The primary focus is on research based oral language assessment and development to provide meaningful instruction. Methods include those appropriate for the beginning English language learner as well as those at other levels on the language acquisition continuum. Prerequisite: admission to the Teacher Education Program.
EDUC 418 Linguistically Diverse Student Teaching 1-6 credits
Student teaching linguistically diverse students in a K-12 school setting on the average of 24 hours per week, over the course of the academic year, in collaboration with mentor teachers. This course can be repeated twice for credit. Prerequisite: admission to the Teacher Education Program.
EDUC 459 Elementary Student Teaching 1-6 credits
Student teaching in an elementary school setting. The student teaching experience averages 24 hours per week over the course of the academic year and is in collaboration with mentor teachers. May be repeated twice for credit. Prerequisite: admission to licensure program.
EDUC 470 Studies in Leadership 4 credits
The administrator candidate learns how to demonstrate ethical behavior and how to create an environment that encourages and develops responsibility, ethics, and citizenship and sets the direction for a school community committed to and focused on learning. The candidate acknowledges and addresses in planning, the internal and external factors affecting the school and the learning process. Prerequisite: admission to the Teach Now Administrator Licensing Program.
EDUC 471 Supervision of Student Conduct 2 credits
A study of how to design a positive learning environment which is focused on student achievement and characterized by appropriate and acceptable standards of student conduct and effective behavior management strategies. Prerequisites: admission to the Teach Now Administrator Licensing Program.
EDUC 472 Management, Evaluation, and Personnel Supervision 3 credits
A study of how to evaluate building personnel related to student learning, as well as to national, state, and local district personnel policies. Prerequisite: admission to the Teach Now Administrator Licensing Program.
EDUC 473 School Site Safety and Maintenance 2 credits
A study of how to plan for a safe learning environment in a secure, well-maintained facility. Prerequisite: admission to the Teach Now Administrator Licensing Program.
EDUC 474 Parent and Community Involvement 2 credits
A study of effective communication strategies for decision-making, interpersonal problem solving, and conflict resolution. Prerequisite: admission to the Teach Now Administrator Licensing Program.
EDUC 475 Planning and Organization 3 credits
A focus on elements of planning—plan implementation, organizational change, and time management. An analysis of all requisite Colorado Model Content Standards, effective instructional and assessment methodologies, and strategies regarding the standards is provided. Prerequisite: admission to the Teach Now Administrator Licensing Program.
EDUC 476 Individualized Instruction 2 credits
A focus on delivery of instruction, especially as it relates to the Colorado Model Content Standards and closing the achievement gap. Prerequisite: admission to the Teach Now Administrator Licensing Program.
EDUC 477 Resource Management 1 credit
A focus on principles and practices for fiscal management of schools or school districts. An analysis of ethical business management, fiscal health of the school, and how to locate non-state revenue sources to provide enhancements to the instructional process are also studied. Prerequisite: admission to the Teach Now Administrator Licensing Program.
EDUC 478 Administrator Internship 1-6 credits
Candidates of the Teach Now Administrator Licensure Program work as full-time K- 12 administrators for a full, school-calendar year. Prerequisite: admission to the Teach Now Administrator Licensing Program.
EDUC 479 Administrator Licensure Capstone 3 credits
A capstone experience for Teach Now Administrator Licensure candidates, integrating knowledge from the areas of leadership, supervision, management, evaluation, safety, parent and community involvement, planning, organization, and individualized instruction. Prerequisites: EDUC 470, EDUC 471, EDUC 472, EDUC 473, EDUC 474, EDUC 475, EDUC 476, EDUC 477, and EDUC 478.
EDUC 492 Independent Study 1-3 credits
A course for qualified, upper-level students with specialized interests in a particular area of advanced study in Teacher Education.
EDUC 493 Research Problems 1-4 credits
EDUC 497 Special Topics in Education 1-6 credits