School of Education

Mission of the Teacher Education Program

The Teacher Education Program has a primary mission of preparing teachers of quality and distinction. At Colorado State University Pueblo, preparing teachers is a campus-wide responsibility, with faculty and administrators involved in support of the program’s mission. An integral component of the program is its formal partnership with 17 school districts and four community colleges in southern and southeastern Colorado. The joint efforts of students, faculty, and administrators across all partners focus on improving the quality of learning in classrooms in elementary, secondary, and higher education.

Conceptual Framework—Building and Bridging Communities of Learners

A Conceptual Framework is a guide for how a teacher education program is planned and organized, summarizing its philosophical views of the roles of teaching and learning and its essential understandings of how students become teachers. The conceptual framework of teacher education at Colorado State University Pueblo is Building and Bridging Communities of Learners. The organizing theme of learning communities focuses the attention of faculty and students on the essential nature of teaching and learning: How does community shape learning and achievement? What are the roles of successful learners and teachers? What social interactions are necessary for both learning and community? How is the definition of a learning community changing in an increasingly technological age? What is the relationship between the concept of learning community and the democratic ideal of American education?

For faculty at CSU Pueblo, the vision of quality education requires a learner-centered environment in which learning (not teaching) is at the core. All learners will achieve in communities in which learning is publicly and constructively discussed, a positive climate surrounds all members, and support exists for all learners’ individual growth and development.

Inclusive, equitable communities require constant attention to the nature of relationships among teachers and students. CSU Pueblo students will be prepared to participate as learners and teachers in overlapping and expanding learning communities–from the University classroom to K-12 settings, the professional education community, distributed communities created by technology, and cultural, economic, and political communities of students and their families.

To become beginning teachers, students must change their perceptions of themselves as learners and as students of teaching. As students progress through the program, they will skillfully assume a variety of roles, including those of master learners, instructors, collaborators, apprentices, models, coaches, colleagues, and mentors. It is the mission of the teacher education program to prepare teachers and learners of quality and distinction by exposing students to quality communities of teaching and learning.

Program Goals

Prepare teachers of quality and distinction with broad-based liberal arts education, depth of knowledge in the areas in which they teach, and the ability to skillfully translate theory and practice to ensure student learning.
Create a learner-centered community designed to achieve program goals and expected student results.
Provide systematic advising and evaluation activities which assure student success and program quality.
Serve the region and state of Colorado through partnerships with school districts and institutions of higher education.

Expected Student Outcomes

The Teacher Education Program is a standards-based model of education. Student outcomes are the foundation of the program, upon which the curriculum, instruction, and assessment are aligned and implemented. Based on its mission to produce teachers of quality and distinction, the program has adopted goals in eight areas. Each goal has been articulated into a series of performance-based standards or outcomes that all students must achieve before completing the program. Benchmarks, or more specific outcomes, for each standard have been developed as course objectives throughout the program and faculty across campus have organized course requirements and assignments to assure that students can meet these standards at high levels.

Standards are aligned with the Colorado Teacher Quality Standards (2015) and requirements of the Colorado Department of Education and Colorado Department of Higher Education. Proficiency in all standards is required for successful completion of teacher education and recommendation for state licensure.

CSU Pueblo teacher education graduates will:

Use democratic principles to create communities of learners that assure positive social interactions, collaboration, and cooperation.
Create learning experiences that make content knowledge accessible, exciting, and meaningful for all students.
Create a learning community in which individual differences are respected, appreciated, and celebrated.
Ensure, through the use of standards and informal and formal assessment activities, the continuous development of all learners.
Construct and use pedagogy to maximize the intellectual, social, physical, and moral development of all students.
Be reflective decision-makers, incorporating understandings of educational history, philosophy, and inquiry, as will as the values of the democratic ideal.
Create communities of learning by working collaboratively with colleagues, families, and other members.
Model the professional and ethical responsibilities of the education profession.

Outcome Assessment Activities

Teacher Education assesses student knowledge and skills at three points in the program: admission to education, admission to student teaching, and during the student teaching semester (program completion). Assessment activities include a review of:

performance documented in students’ e-portfolios;
scores on standardized tests of general education and content knowledge;
ratings of proficiency on program standards by K-12 classroom teachers, University faculty, and student teacher supervisors based on direct observation of teaching;
self-evaluations/ratings of proficiency on program standards by program completers and graduates one year after teaching; and
ratings of proficiency by K-12 supervisors after graduates have taught for one year.

Teaching Endorsement Areas

The Teacher Education Program collaborates with other academic units to offer programs leading to Colorado teacher licensure in the following endorsement areas:

Art (K-12)
Early Childhood Education (birth-age 8)
Elementary Education (K-6)
English (7-12)
World Languages–Spanish (K-12)
Mathematics (7-12)
Music (K-12)
Physical Education (K-12)
Science (7-12)
Social Studies (7-12)

See the Teacher Education Handbook for add-on endorsements that have been approved by the Colorado Department of Education in K-12: Instructional Technology, Culturally and Linguistically Diverse Education, and Special Education

Selective Entry and Retention in Teacher Education Admission

Many education courses require the prerequisite of admission to education (see description of courses). Students complete the admission to education process during ED 301 Frameworks of Teaching (4 c.h.). The entire process for gathering information and submitting it to faculty is completed during the course.

The following are the requirements that must be met to be admitted to teacher education. No exceptions can occur to these requirements:

Cumulative grade point of 2.600 or greater.
Completion of ENG 101 Rhetoric & Writing I (3 c.h.) and ENG 102 Rhetoric & Writing II (3 c.h.) with grades of C or better.
For students pursuing secondary or K-12 licensure, completion of math course required by major field with a grade of C or better¹.
For students pursuing elementary or early childhood education, admission can happen by either¹:
1. completion of MATH 109 Mathematical Explorations (3 c.h.) with a B- or better or
2. completion of two of the following courses with a C or better: MATH 109 Mathematical Explorations (3 c.h.), MATH 156 Introduction to Statistics (3 c.h.), MATH 360 Elementary Mathematics Concepts I (3 c.h.), MATH 361 Elementary Mathematics Concepts II (3 c.h.)
Completion of COMR 103 Speaking and Listening (3 c.h.) with a grade of B- or better. Students completing COMR 103 Speaking and Listening (3 c.h.) with a C or C+, or degree plus students may complete this competency through the Oral Proficiency Exam.
Completion of ED 301 Frameworks of Teaching (4 c.h.) with a grade of C or better.
Completion of a formal, standardized test during ED 301 Frameworks of Teaching (4 c.h.) such as the Proficiency Profile and a writing sample.
Completion of satisfactory background check with the Colorado Bureau of Investigation. Background check is sent to the Colorado Department of Education and report must meet the criteria required for obtaining a teaching license in Colorado as outlined in 22-60.5-103 C.R.S.
Completion of an education portfolio. Six types of materials will be submitted with the portfolio:
1. transcripts and official documents demonstrating students performance in University classes,
2. materials developed in University classes which demonstrate proficiency on specific education standards,
3. recommendations and evaluations from teachers,
4. materials used in field experiences and videos of teaching,
5. personal reflections and summaries about progress, and
6. results of formal tests.
  Specific portfolio requirements and manner of evaluation are included in the appendices to the Teacher Education Handbook. All portfolios will be submitted in electronic format (website).

The Associate Dean will evaluate transfer courses for admission purposes.

Retention

Students must maintain a cumulative GPA of 2.600 and must continue to make progress towards proficiency on program standards to remain in the teacher education program. Additional details related to program retention are included in the Teacher Education Handbook.

Student Teaching

Student teaching provides opportunities to integrate theory with practice. Prior to being approved for a student teaching assignment, the following requirements must be met:

Completion of all course work including courses in the content area and education.
Cumulative GPA of 2.600.
GPA of 2.500 in the academic major.
Grades of C or higher in all courses required for licensure.
Passing score on the content exam in the student’s licensure area, required by the State of Colorado.
Successful completion of an education portfolio. Six types of materials will be submitted with the portfolio:
1. transcripts and official documents demonstrating students performance in University classes,
2. materials developed in University classes which demonstrate proficiency on specific education standards.
3. recommendations and evaluations from teachers,
4. materials used in field experience and videos of teaching, and
5. personal reflections and summaries about progress.
  Specific portfolio requirements and manner of evaluation are included in the appendices to the Teacher Education Handbook. All portfolios will be submitted in electronic format (website).
Successful completion of all required early field experience hours and cooperating teacher evaluations. Hours must include work at the appropriate levels and in a variety of diverse high need settings.
Completion of any support plans.
Submission of current satisfactory background check from the Colorado Bureau of Investigation.

Applications must be submitted a semester in advance; the deadline for the application is 5:00pm on Wednesday of week 3 of classes. Student teaching requires full time effort; therefore students may not enroll in University courses other than Student Teaching and Capstone Seminar without permission of the Associate Dean.

Teacher Licensure

At completion of student teaching, the University Supervisor will recommend the student teacher for licensure. This recommendation is required for the institutional recommendation for successful program completion and recommendation to the Colorado Department of Education for a teaching license. Recommendation for licensure is not required for completion of the education minor.

Performance Assessment Activities

In the Teacher Education Program, performance assessment is a process that documents the relationship between the stated mission, goals, program standards, and actual student outcomes. Assessment is multidimensional and comprehensive, utilizing a variety of quantitative and qualitative measures.

Assessment of student progress is frequent and ongoing throughout the program. At three points in the student’s program, faculty completes a multidimensional assessment of progress on teacher education program standards: at admission to education, admission to student teaching and during student teaching. These assessments include a review of progress in all courses, evaluation of student performance through a student-constructed portfolio, and review of K-12 teachers’ evaluation of student performance in field experiences.
Evaluation of progress occurs at the end of each semester after admission to education through a review of student performance in University classes and field experiences.
Student records are maintained in the Teacher Education Office.

Higher Education Act (HEA) Reporting Requirements

In October 1998, Congress enacted Title II of the Higher Education Act (HEA), requiring new reporting requirements for institutions and states on teacher preparation and licensing. Section 207 of Title II requires the annual preparation and submission of a report by each university that prepares teachers on how well individuals who complete its teacher preparation program perform on initial state licensing and certification assessments in their areas of specialization. Universities are also required to publish information on basic aspects of their programs, such as number of students, amount of required supervised practice teaching, and the student-faculty ratio in supervised practice teaching. Information on students who completed CSU Pueblo’s teacher education program can be found on the program’s website: https://www.csupueblo.edu/institutional-research/student-outcomes/licensure-exams.html.

Academic Programs

On This Page

Culturally/Linguistically Diverse Ed (CLDE)
Early Childhood Education (ECE)
Education (ED)
English as a Second Language (ESL)
Reading (RDG)
Science (SCI)

Culturally/Linguistically Diverse Ed (CLDE)

Undergraduate Courses

CLDE 400 Workshop (1-3 V)

Development of classroom materials and curriculum in linguistically diverse education. (AN) Repeatable (99).

CLDE 401 Teaching English Language Learners 3(3-0)

Methods and techniques of teaching English to children of linguistically diverse backgrounds; K-6 and 7-12 focus. Field experience required. Prerequisite: Admission to Teacher Education Program. (SS)

CLDE 403 Content Instruction for EL Learners 3(3-0)

Methods and techniques for teaching content area subjects to students of linguistically different backgrounds; K-6 and 7-12 focus. Field experience required. Prerequisite: Admission to Education. (F)

CLDE 420 Literacy for Eng Lang Learners 3(3-0)

Methods and techniques of teaching Literacy to K-12 English Language Learners. Field experience required. Prerequisite: Admission to Teacher Education and either RDG 410 or RDG 435. (SS)

CLDE 460 Assess & Admin of Ling Div Ed 3(3-0)

Study of state, federal, and local laws and policies concerning CLDE programs; language proficiency instruments used by teachers for assessment and placement of LDE students. Prerequisite: Admission to Education. (SS)

CLDE 481 Practicum with English Learners (1-6 V)

Supervised practicum and seminar. Prerequisite: Admission to Education or graduate standing. (F, S, SS) Repeatable (99).

CLDE 494 Field Experience (1-6 V)

Field Experience in an educational setting related to culturally and linguistically diverse education. (S/U grading). (F,S,SS,E,O) Repeatable (99).

CLDE 495 Independent Study (1-2 V)

For the student specializing in culturally and linguistically diverse education. (F,S) Repeatable (99).

Graduate Courses

CLDE 500 Workshop (1-3 V)

Practical in development of classroom materials/curriculum in linguistically diverse education. Prerequisite: Graduate standing. (AN) Repeatable (99).

CLDE 501 Teaching English Language Learners 3(3-0)

Methods and techniques of teaching English to children of linguistically diverse backgrounds; K-6 and 7-12 focus. Field experience required. Prerequisite: Admission to Education or graduate standing. (SS)

CLDE 503 Content Instruction for EL Learners 3(3-0)

Methods and techniques for teaching content area subjects to students of linguistically different backgrounds; K-6 and 7-12 focus. Field experience required. Prerequisite: Admission to Education or graduate standing. (F)

CLDE 520 Literacy for Eng Lang Learners 3(3-0)

Methods and techniques of teaching Literacy to K-12 English Language Learners. Field experience required. Prerequisite: Admission to Teacher Education or graduate standing, and RDG 410 or RDG 435. (SS)

CLDE 560 Ling Div Assess & Admin 3(3-0)

CLDE 581 Practicum with English Learners (1-6 V)

Supervised practicum and seminar. Prerequisite: Admission to Education or graduate standing. (F, S, SS) Repeatable (99).

CLDE 594 Field Experience (1-6 V)

Field Experience in an educational setting related to culturally and linguistically diverse education. (S/U grading). (F,S,SS,E,O) Repeatable (99).

CLDE 595 Independent Study (1-2 V)

For the student specializing in culturally and linguistically diverse education. Prerequisite: Graduate standing. (F,S,SS,E,O,AN) Repeatable (99).

Early Childhood Education (ECE)

Undergraduate Courses

ECE 101 Introduction to Early Childhood Ed 3(3-0)

Provides an introduction to the profession of Early Childhood Education. (AN)

ECE 102 Intro to ECE Lab Techniques 3(2-2)

Field work in a child care setting (60 hours). The supervised placement provides the student with the opportunity to observe children, practice appropriate interactions, and develop effective management techniques. Prerequisite: ECE 101. (AN)

ECE 103 Guidance Strat for Young Children 3(3-0)

Explores guidance theories, applications, goals, and techniques, as well as factors that influence behavioral expectations of children. Prerequisite: ECE 102. (AN)

ECE 111 Infant & Toddler Theory & Practice 3(3-0)

Presents an overview of theories, applications (including observations), and issues pertinent to infant and toddler development in group and/or family settings. (AN)

ECE 205 Nutrition, Health and Safety 3(3-0)

Focuses on nutrition, health and safety as a key factor for optimal growth and development of young children. (AN)

ECE 241 Admin: Human Relations for ECE 3(3-0)

Focuses on the human relations component of an early childhood professional's responsibilities. Prerequisite: ECE 103 and PSYC 151. (AN)

ECE 294 Field Experience (1-12 V)

Field experience in an Early Childhood Education setting. (S/U grading). (F,S,SS) Repeatable (99).

ECE 350 Programs for ECE 3(3-0)

Explores the different programs available for children in the ECE age range, both in and out of a school setting. Includes 30 hours of field work. Prerequisite: Admission to Education. (F)

ECE 355 Play & Creative Expression in ECE 3(3-0)

Focuses on principles and methods for using meaningful play and creative arts experiences across the early childhood curriculum to enhance the development of basic skills. Prerequisite: Admission to Education. (SS)

ECE 420 Involving Diverse Families in ECE 3(3-0)

Explores the theoretical foundations and practical applications of family diversity and parent involvement in early childhood education. Prerequisite: Admission to Education. (SS)

ECE 425 Intro to EC Spec Ed 3(3-0)

Explores educating young children with disabilities or special needs in the early childhood setting. Includes 30 hours of field work. Prerequisite: Admission to Education. (S)

ECE 430 Teaching Young CLD Children 3(3-0)

Explores the research and best practices of teaching young children with culturally and linguistically diverse backgrounds (Birth-3rd grade). Includes 30 hours of field work. Prerequisite: Admission to Education. (S)

ECE 440 Effective Instr in Early Literacy 3(3-0)

Explores the development of reading, writing, listening, speaking, and doing in ECE including a review of current research on environmental factors that enhance or reduce language literacy acquisition and development. Prerequisite: Admission to Education. (F)

ECE 460 Managing ECE Classrooms 2(2-0)

Explores components of effective classroom management procedures with young children in groups. Topics include theoretical perspectives, rules and organization, pro-social behavior, and effective pedagogical decisions. Prerequisite: Admission to Education. (SS)

ECE 461 Teaching ECE Social Studies 2(2-0)

This course teaches teachers of young children the subject area of social studies in the K-3 curriculum. Content knowledge and teaching strategies will be the focus of the course. Includes 30 hours of field work. Prerequisite: Admission to Education. (F)

ECE 462 Teaching ECE Reading 3(3-0)

This course encompasses how to teach reading in the K-3 curriculum. Content knowledge and teaching strategies will be the focus of the course. Requires 30 hours of field experience. Prerequisite: Admission to Education. (F)

ECE 463 Teaching ECE Math 2(2-0)

This course encompasses mathematics in the K-3 curriculum. Content knowledge and teaching strategies will be the focus of the course. Thirty hours of field experience are required. Prerequisite: Admission to Education. (S)

ECE 464 Teaching ECE Science 2(2-0)

This course teaches teachers of young children the subject area of science in the K-3 curriculum. Content knowledge and teaching strategies will be the focus of the course. Includes 30 hours of field work. Prerequisite: Admission to Education. (S)

ECE 485 Capstone in ECE 1(1-0)

Explores substantive issues facing new ECE teachers including job search skills, meeting the needs of at-risk students, creating equitable learning environments, and methods of inquiry in education. Prerequisite: Admission to Education. Corequisite: ECE 486. (F, S)

ECE 486 Student Teaching in ECE (6,12 V)

Student Teaching at the K-3 level. Application must be submitted on or before date in the Teacher Education Handbook prior to the semester in which student teaching will commence. Prerequisite: Approved application for student teaching. Corequisite: ECE 485. (F, S)

ECE 493 Seminar 3(3-0)

Seminar in Early Childhood Education (for non-licensure ECE majors). Focuses on the steps in designing high-quality projects/internships in ECE. Taken immediately preceding the expected internship term. Prerequisite: Admission to Education. (F, S)

ECE 494 Field Experience (1-12 V)

Upper division field experience in an Early Childhood Education setting. (S/U grading). (F,S,SS,E,O) Repeatable (99).

ECE 498 Internship 9(9-0)

Internship in an Early Childhood Education setting (for non-licensure ECE majors) including completion of a major project and presentation of results. Prerequisite: Admission to Education and ECE 493. (F, S)

Graduate Courses

ECE 520 Adv Mthds Involving Div Fam in ECE 3(3-0)

An advanced exploration of the theoretical foundations and practical applications of family diversity and parent involvement in early childhood education. Prerequisite: Admission to Education or M.Ed. program. (SS)

ECE 525 Practices in EC Special Education 3(3-0)

An advanced exploration of educating young children with disabilities or special needs in the early childhood setting. Includes 30 hours of field work. Prerequisite: Admission to Education or M.Ed. program. (S)

ECE 530 Adv Mthds of Tchg CLD Children 3(3-0)

An advanced exploration of the research and best practices of teaching young children with culturally and linguistically diverse backgrounds (Birth-3rd grade). Includes 30 hours of field work. Prerequisite: Admission to Education or M.Ed. program. (S)

ECE 540 Adv Mthds of Effect Inst Early Lit 3(3-0)

An advanced exploration of the development of reading, writing, listening, speaking, and doing in ECE including factors that enhance or reduce language literacy acquisition and development. Prerequisite: Admission to Education or M.Ed. program. (F)

ECE 550 Adv Exploration of Programs for ECE 3(3-0)

An advanced exploration of the different programs available for children in the ECE age range, both in and out of a school setting. Includes 30 hours of field work. Prerequisite: Admission to Education or M.Ed. program. (F)

ECE 555 Advanced Play & Creativity in ECE 3(3-0)

Focuses on developing advanced principles and methods for using meaningful play and creative arts experiences across the early childhood curriculum to enhance the development of basic skills. Prerequisite: Admission to Education or M.Ed. Program. (SS)

ECE 560 Adv Management of ECE Classrooms 2(2-0)

An advanced exploration of effective classroom management procedures with young children in groups. Includes theoretical perspectives, rules and organization, pro-social behavior, and effective pedagogical decisions. Prerequisite: Admission to Education or M.Ed. program. (SS)

ECE 561 Adv Mthds of Tchg ECE Soc Stud 2(2-0)

An advanced exploration of how to teach young children the subject area of social studies in the K-3 curriculum. Content knowledge and teaching strategies will be the focus of the course. Includes 30 hours of field work. Prerequisite: Admission to Education or M.Ed. program. (F)

ECE 562 Adv Mthds of Tchg ECE Lang Arts (3.0 V)

An advanced exploration of the methods of teaching language arts in the K-3 curriculum with a focus on reading. Content knowledge and teaching strategies will be the focus of the course. Includes 30 hours of field work. Prerequisite: Admission to Education or M.Ed. program. (F)

ECE 563 Adv Mthds of Tchg ECE Math 2(2-0)

An advanced exploration of how to teach young children the subject area of mathematics in the K-3 curriculum. Content knowledge and teaching strategies will be the focus of the course. Includes 30 hours of field work. Prerequisite: Admission to Education or M.Ed. program. (S)

ECE 564 Adv Mthds of Tchg ECE Science 2(2-0)

An advanced exploration of how to teach young children the subject area of science in the K-3 curriculum. Content knowledge and teaching strategies will be the focus of the course. Includes 30 hours of field work. Prerequisite: Admission to Education or M.Ed. program. (S)

ECE 594 Field Experience (1-12 V)

Field Experience in an early childhood educational setting. (S/U grading). Prerequisite: Graduate Standing (F,S,SS,E,O,AN) Repeatable (0).

Education (ED)

Undergraduate Courses

ED 102 Teaching as a Career 1(1-1)

Orientation to teaching and teacher education. Class sessions and classroom observation required. Not required for teacher certification. (F, S)

ED 202 Foundations of Education 3(3-0)

Historical, philosophical and sociological dimensions of education including legal and financial challenges associated with the institution of education; 30 hours field experience required. (F,S,SS)

ED 210 Human Growth and Development for Educators 3(3-0)

Physical, mental, social and emotional growth of the individual; provides teachers with needed perspectives on elementary and secondary school students. (F, S, SS)

ED 280 Educational Media and Technology 3(3-0)

Prepares teachers to use technology for instruction, assessment, management, and research. (F, S, SS)

ED 301 Frameworks of Teaching 4(4-0)

Includes approaches to designing learner-centered classroom communities through applications of standards-based instruction, effective planning and assessment, and classroom management; 30 hours of field experience. Prerequisite: Completion of 45 credit hours and 2.6 cumulative GPA. (F, S)

ED 325 Early Field Experience with the Atypical Learner (1-3 V)

Development and implementation of principles in teaching atypical learners in a tutorial situation. Prerequisite: Admission to Teacher Education Program. (AN) Repeatable (99).

ED 351 Children's Literature 3(3-0)

Classic and contemporary children's literature with emphasis on selection and evaluation. Prerequisite: ENG 102. (AN) Repeatable (99).

ED 380 Integrated Methods in Elementary 3(3-0)

Prepares elementary teachers to integrate the expressive arts and physical education into the elementary curriculum; 30 hours of field experience. Prerequisite: Acceptance into the Teacher Education Program. (F, S)

ED 400 Workshop (1-3 V)

Designed for special activity-oriented experiences to be conducted in short sessions. Each workshop has a subtitle and no subtitle may be repeated for credit. Prerequisite: Acceptance to the Teacher Education Program or permission of instructor. (AN) Repeatable (99).

ED 406 Behavioral Support 3(3-0)

Prepares teachers to implement individual, classroom-wide and school-wide behavioral supports and interventions. Field experience required. Prerequisite: Admission to Teacher Education. (SS)

ED 407 Levels of Support I 3(3-0)

Prepares teachers to teach students with special needs in inclusive environments, with emphasis on literacy, math, and academic interventions. Requires field experience. Prerequisite: Admission to Teacher Education. (SS)

ED 408 Levels Of Support II 3(3-0)

Addresses effective instruction for secondary students, including transition planning. Requires field experience. Beginning reading course strongly recommended as a prerequisite. Prerequisite: Admission to Teacher Education. (F)

ED 409 Levels Of Support III 3(3-0)

Focuses on instructional programs for K-12 students with severe learning and behavioral challenges. Requires field experience. Prerequisite: Admission to Teacher Education. (S)

ED 410 Collaboration in Education 3(3-0)

Supports skills at co-teaching, teaming, and collaboration with teachers, families, paraprofessionals, and others to strengthen student achievement. Requires field experience. Prerequisite: Admission to Teacher Education. (S)

ED 412 Teaching Diverse Learners 3(3-0)

Focuses on legislation for special education, nature of exceptionalities, and meeting the needs of K-12 students, including second language learners; 30 hours field experiences. Prerequisite: Acceptance into the Teacher Education Program. (F, S)

ED 413 Teaching Elementary Social Studies 2(2-0)

Methods of teaching social studies in the elementary school. Prerequisite: Acceptance into the Teacher Education Program. (F, S)

ED 414 Teaching Elementary Science & Health 2(1.5-1.5)

Methods of teaching health and science in the elementary school; 30 hours of field experience required. Prerequisite: Acceptance into the Teacher Education Program. (F,S)

ED 417 Teaching Mathematics in Elementary School 2(1.5-1.5)

Scope and sequence of elementary school mathematics are examined along with instructional methods that address the developmental differences of children; 30 hours of field experiences. Prerequisite: MATH 361 and acceptance into the Teacher Education Program. (F, S)

ED 421 Classroom Integration of Internet 2(2-0)

Methods to effectively and legally integrate the Internet into the classroom as a communication and instructional tool. Prerequisite: ED 280 and admission to Education. (F, S)

ED 423 Teaching and Managing Technology 3(3-0)

Strategies, processes, and procedures for managing technology in K-12, including efficient use of emerging pedagogies. Prerequisite: ED 280 and admission to Education. (F, S)

ED 427 Productivity Tools for Classroom 1(1-0)

Applications of Microsoft Office as a productivity tool, including integration of use in classroom. Field experience required. Prerequisite: ED 280 and admission to Education. (F, S)

ED 428 Integration of Educational Software 1(1-0)

Familiarity with and criteria for selecting evaluating, and using quality educational software. Field experience required. Prerequisite: ED 280 and admission to Education. (F, S)

ED 429 Literacy & Technology 3(3-0)

Methods for using technology to assess and teach literacy. Prerequisite: ED 280 and admission to Education. (F, S)

ED 431 Diverse Learners & Technology 3(3-0)

Strategies for using technology to enhance learning for all students, with emphasis on the relationship between technology and equity. Field experience required. Prerequisite: ED 280 and admission to Education. (F, S)

ED 432 Hardware & Networking for Educators 3(3-0)

Pedagogical and practical considerations in using networking and hardware in schools. Prerequisite: ED 280. (SS)

ED 433 Instructional Theory & Tech Design 3(3-0)

Instructional system design theories and models and their adaptation to plan and use technology effectively in the classroom. Field experience required. Prerequisite: ED 280 and admission to Education. (F, S)

ED 434 Multimedia Design 3(3-0)

Methods and tools for creating multimedia learning objects for K-12 classrooms. Field experience required. Prerequisite: ED 280 and admission to Education. (SS)

ED 435 Classroom Management 3(2-3)

Includes general teaching methods and strategies, learning theories applied to teaching discipline, curriculum educational measurement and evaluation, school organization and school law applicable to classroom teachers. Field experience required. Prerequisite: Acceptance into the Teacher Education Program. (F, S)

ED 436 Technology & Assessment Tools 3(3-0)

Prepares teachers to use technology in assessment practices in the classroom. Prerequisite: Admission to Teacher Education. (SS)

ED 444 Teaching Secondary Science 4(3-2)

Focuses on teaching methods, materials, and assessment strategies necessary to prepare students to teach in secondary standards-based science classrooms; 60 hours of field experience. Prerequisite: Acceptance into the Teacher Education Program. (F)

ED 445 Assessment & Data Driven Instruction 3(3-0)

Prepares teachers to select, administer, and interpret formal and informal assessments to improve instruction. Requires field experience. Prerequisite: Acceptance into the Teacher Education Program. (F)

ED 446 Teaching K-12 Art 4(3-2)

Focuses on art curriculum, methods, and assessment to prepare art educators to successfully teach in K-12 standards-based art classrooms; 60 hours of field experience. Prerequisite: Acceptance into the Teacher Education Program. (F)

ED 447 Teaching English in Secondary Schools 4(3-2)

Familiarizes students with Colorado foreign language standards, standards-based lesson and unit planning, and authentic assessment; 60 hours of field experiences. Prerequisite: Acceptance into the Teacher Education Program. (F)

ED 448 Teaching Foreign Language (K-12) 4(3-2)

ED 451 Teaching Secondary Social Studies 4(3-2)

Familiarizes students with the Colorado content standards, including standards-based lesson and unit planning strategies and authentic assessment; 60 hours of field experiences. Prerequisite: Acceptance into the Teacher Education Program. (F)

ED 452 Teaching Secondary Business 4(3-2)

Prepares teachers to teach all areas of the business curriculum in secondary schools; 60 hours of field experiences. Prerequisite: Admission to Teacher Education. (AN)

ED 481 Practicum & Seminar in Education (3-6 V)

Supervised practicum and seminar in second teaching or endorsement area. Prerequisite: Admission to Education. (F, S, SS) Repeatable (99).

ED 485 Capstone Seminar in Education 1(1-0)

Explores substantive issues facing teacher, including meeting the needs of at-risk students; creating inclusive, equitable learning communities, and methods of effective inquiry in education. Prerequisite: Admission to Teacher Education. Corequisite: ED 487 or 488 or 489. (F, S)

ED 487 Student Teaching Elementary (6,12 V)

Elementary level. Application must be submitted on or before date in the Teacher Education Handbook prior to the semester in which student teaching will commence. Prerequisite: Approved application for student teaching. Corequisite: ED 485. (F, S)

ED 488 Student Teaching Secondary (6,12 V)

Secondary level. Application must be submitted on or before date in the Teacher Education Handbook prior to the semester in which student teaching will commence. Prerequisite: Approved application for student teaching. Corequisite: ED 485. (F, S)

ED 489 Student Teaching K-12 (6,12 V)

K-12 level. Application must be submitted on or before date in the Teacher Education Handbook prior to the semester in which student teaching will commence. Prerequisite: Approved application for student teaching. Corequisite: ED 485. (F, S)

ED 491 Special Topics (1-3 V)

Special Topics. (AN) Repeatable (99).

ED 494 Field Experience (1,3,5,10 V)

Field experience in an educational setting. Not applicable to teacher certification. (S/U grading). (F,S,SS,E,O) Repeatable (99).

ED 495 Independent Study (1-3 V)

Independent Study (AN) Repeatable (99).

Graduate Courses

ED 500 Workshop (0.5,1,1.5,2,2.5,3 V)

Activity-oriented experiences for teachers. Each has a subtitle; no subtitle may be repeated for credit. Does not count for M.Ed. credit. Prerequisite: Graduate standing. (AN) Repeatable (99).

ED 501 Graduate Topics in Education (0.5,1,1.5,2,2.5,3 V)

Graduate topics in education. Each has a subtitle; no subtitle may be repeated for credit. Counts for M.Ed. credit with approval of Program Director. Prerequisite: Graduate standing. (F, S, SS) Repeatable (99).

ED 502 Teacher As Change Agent 3(3-0)

Introduces strategies for professional growth including interpretation of research and professional collaboration. Prerequisite: Admission to MEd Program. (F, S)

ED 503 Teacher as Researcher 3(3-0)

Develops skills at conducting and applying action research strategies to improve teaching and learning. Prerequisite: ED 502. (F, S)

ED 504 Leading Change in America's Schools 3(3-0)

Builds teachers' skills in leading school change. Prerequisite: ED 502. (F, S)

ED 505 Education Across Cultures 2(2-0)

Analysis of multiculturalism and how the educational process can be adapted to children of diverse cultural backgrounds. Prerequisite: Graduate standing. (AN)

ED 506 Behavioral Support 3(3-0)

Prepares teachers to implement individual, classroom-wide and school-wide behavioral supports and interventions. Field experience required. Prerequisite: Admission to: Teacher Education, Alternative Licensure, or M.Ed. Program (SS)

ED 507 Levels of Support I 3(3-0)

ED 508 Levels of Support II 3(3-0)

Addresses effective instruction for secondary students, including transition planning. Requires field experience. Prerequisite: Admission to Teacher Education, Alternative Licensure, or M.Ed. Program (F)

ED 509 Levels of Support III 3(3-0)

Focuses on instructional programs for K-12 students with severe learning and behavioral challenges. Requires field experience. Prerequisite: Admission to Teacher Education, Alternative Licensure, or M.Ed. Program. (S)

ED 510 Collaboration in Education (3.0 V)

ED 512 Teaching Diverse Learners 3(3-0)

Focuses on legislation for special education, nature of exceptionalities, and meeting the needs of K-12 students, including second language learners; 30 hours field experiences. Prerequisite: Admission to Teacher Education, Alternative Licensure, or M.Ed. Program (F,S)

ED 514 Teaching K-6 Math (2.0 V)

Focuses on teaching methods, materials, and assessment strategies in math in the elementary school; 30 hours of field experiences. Prerequisite: MATH 361 and Admission to Teacher Education, Alternative Licensure, or M.Ed. Program (F,S,SS,E,O)

ED 520 Educational Media and Technology 3(3-0)

Prepares teachers to use technology for instruction, assessment, management, and research. Prerequisite: Graduate standing. (F, S, SS)

ED 521 Classroom Integration of Internet 2(2-0)

Methods to effectively and legally integrate the Internet into the classroom as a communication and instructional tool. Prerequisite: ED 280/520 and Admission to Teacher Education, Alternative Licensure, or M.Ed. Program (F,S)

ED 522 Issues in Education 2(2-0)

Contemporary problems in education, their historical development and philosophical implications. Prerequisite: Graduate standing. (AN) Repeatable (99).

ED 523 Teaching & Managing Technology 3(3-0)

Strategies, processes, and procedures for managing technology in K-12, including efficient use of emerging pedagogies. Prerequisite: ED 280/520 and Admission to Teacher Education, Alternative Licensure, or M.Ed. Program (F,S)

ED 524 Advanced Techniques of Teaching Elementary Social (2.0 V)

Analysis of techniques for conceptual approaches to teaching socialization skills, critical thinking, and inquiry skills; helping children develop healthy attitudes and values. Prerequisite: Admission to Teacher Education, Alternative Licensure, or M.Ed. Program (F,S,SS,E,O)

ED 525 Advanced Techniques of Teaching Elementary Science (2.0 V)

Emphasis on the newest concepts, techniques and materials for teaching elementary school science and health. Prerequisite: Admission to Teacher Education, Alternative Licensure, or M.Ed. Program (F,S,SS,E,O)

ED 526 School Health Curriculum 2(2-0)

Training (by grade level) in the use of by 'Growing Healthy' -the Primary Grades Health Curriculum Project and the School Health Curriculum Project. This is lateral spread training only, by agreement with the Rocky Mountain Regional Training Center. Prerequisite: Graduate standing. (AN)

ED 527 Productivity Tools for Classroom 1(1-0)

Applications of Microsoft Office as a productivity tool, including integration of use in classroom. Field experience required. Prerequisite: ED 280/520 and Admission to Teacher Education, Alternative Licensure, or M.Ed. Program (F,S)

ED 528 Integration of Educational Software 1(1-0)

Familiarity with and criteria for selecting evaluating, and using quality educational software. Field experience required. Prerequisite: ED 280/520 and Admission to Teacher Education, Alternative Licensure, or M.Ed. Program (F,S)

ED 529 Literacy & Technology 3(3-0)

Methods for using technology to assess and teach literacy. Field experience required. Prerequisite: ED 280/520 and Admission to Teacher Education, Alternative Licensure, or M.Ed. Program (F,S)

ED 530 Instructional Programming 2(2-0)

Principles of curriculum design, educational goals, instructional objectives, and developing long- middle- and short-range plans. For elementary and secondary teachers. Prerequisite: Graduate standing. (AN)

ED 531 Diverse Learners & Technology 3(3-0)

ED 532 Hardware & Networking for Educators 3(3-0)

Pedagogical and practical considerations in using networking and hardware in schools. Prerequisite: ED 280/520 and Admission to Teacher Education, Alternative Licensure, or M.Ed. Program (SS)

ED 533 Instructional Theory & Tech Design 3(3-0)

ED 534 Multimedia Design 3(3-0)

Methods and tools for creating multimedia learning objects for K-12 classrooms. Field experience required. Prerequisite: ED 280/520 and Admission to Teacher Education, Alternative Licensure, or M.Ed. Program (SS)

ED 536 Technology & Assessment Tools 3(3-0)

Prepares teachers to use technology in assessment practices in the classroom. Prerequisite: ED 280/520 and Admission to Teacher Education, Alternative Licensure, or M.Ed. Program (SS)

ED 542 Contemporary Techniques of Classroom Management 2(2-0)

What research and professional practice say about organizing students, space, information, and resources; motivating, goal setting, communicating, and problem solving with student; and handling disruption and behavior problems. (AN)

ED 543 Teaching K-12 Health (3.0 V)

Focuses on teaching methods, using appropriate materials and strategies, as well as creating assessments, necessary to prepare students to teach in K-12, standards-based, health classrooms. Prerequisite: Admission to Graduate Program, Alternative Licensure Program, or Teacher Education Program (F,S,SS,E,O,AN)

ED 544 Teaching Secondary Science (3.0 V)

Focuses on teaching methods, materials, and assessment strategies necessary to prepare students to teach in secondary standards-based science classrooms. Prerequisite: Admission to Teacher Education, Alternative Licensure, or M.Ed. Program (F)

ED 545 Assessment & Data Driven Instruction 3(3-0)

Prepares teachers to select, administer, and interpret formal and informal assessments to improve instruction. Requires field experience. Prerequisite: Admission to Teacher Education, Alternative Licensure, or M.Ed. Program (F)

ED 546 Teaching K-12 Art (3.0 V)

Focuses on Art curriculum, methods, and assessment to prepare art educators to successfully teach in K-12 standards-based art classrooms. Prerequisite: Admission to Teacher Education, Alternative Licensure, or M.Ed. Program (F)

ED 547 Teaching English in Secondary Schools (3.0 V)

Familiarizes students with Colorado Language Arts Standards, standards-based lesson, and unit planning and authentic assessment. Prerequisite: Admission to Teacher Education, Alternative Licensure, or M.Ed. Program (F)

ED 548 Teaching Foreign Language (3.0 V)

Familiarizes students with Colorado Foreign Language Standards, standards-based lesson and unit planning and authentic assessment. Prerequisite: Admission to Teacher Education, Alternative Licensure, or M.Ed. Program (F)

ED 550 K-12 Music Methods 3(3-0)

Familiarization with the Colorado Music Content Standards. Standards based lesson and unit planning and strategies for general, instrumental, and vocal music will be emphasized. Prerequisite: Graduate standing. (F)

ED 551 Teaching Secondary Social Studies (3.0 V)

Familiarizes students with Colorado Social Studies Content Standards, standards-based lesson and unit planning strategies and authentic assessment. Prerequisite: Admission to Teacher Education, Alternative Licensure, or M.Ed. Program (F)

ED 552 Teaching Secondary Business (3.0 V)

Prepares teachers to teach all areas of the business curriculum in secondary schools. Prerequisite: Admission to Teacher Education, Alternative Licensure, or M.Ed. Program (F,S,SS,E,O)

ED 555 Foundations of Learning Disorders 3(3-0)

Exceptionalities: emphasis on high-incidence handicaps. Includes recent legislation and identification, referral, staffing and placement procedures. Major intervention strategies examined. Prerequisite: Graduate standing. (AN)

ED 560 Professional Development in Curriculum and Instruction 4(4-0)

Stresses skill-building in classroom instruction, including curriculum development and student assessment. Current innovations in public education are also addressed. Prerequisite: Graduate standing. (AN)

ED 570 The Technology Coordinator (3.0 V)

Examination of the roles of the technology coordinator in a K-12 educational setting. ED 532 is strongly recommended as a prerequisite. Prerequisite: ED 280/520 and Admission to Teacher Education, Alternative Licensure, or M.Ed. Program (F,S,SS,E,O)

ED 571 Distance Learning 3(3-0)

Provides information needed to be knowledgeable distance educators and instructional developers for K-12 distance learners. Prerequisite: ED 533. (AN)

ED 574 Early Childhood Space Exploration (3.0 V)

Designed to provide tools necessary to teach space concepts through inquiry-based learning to young children. Prerequisite: Admission to Teacher Education, Alternative Licensure, or M.Ed. Program (F,S,SS,E,O)

ED 575 Lunar/Mars Exploration (3.0 V)

Participants will investigate how to establish and maintain humans on our moon or Mars and how to integrate these concepts into the classroom. Prerequisite: Admission to Teacher Education, Alternative Licensure, or M.Ed. Program (F,S,SS,E,O)

ED 576 Rocketry & Exploration (3.0 V)

Participants will examine the technological advances that are being developed for human exploration of the solar system. Prerequisite: Admission to Teacher Education, Alternative Licensure, or M.Ed. Program (F,S,SS,E,O)

ED 577 Astronomy for the Classroom (3.0 V)

Participants will investigate topics such as motions of the heavens, astronomical research tools, stars, and constellations, 3D exploration of comets, auroras, and planets. Prerequisite: Admission to Teacher Education, Alternative Licensure, or M.Ed. Program (F,S,SS,E,O)

ED 578 Long Term Space Travel (3.0 V)

Participants will investigate answers to how humans can expand beyond home to maximize the benefits from space exploration. Prerequisite: Admission to Teacher Education, Alternative Licensure, or M.Ed. Program (F,S,SS,E,O)

ED 579 Earth Systems Science (3.0 V)

ED 580 Integrated Methods (3.0 V)

Prepares elementary teachers to teach Social Studies, with emphasis on integration of the expressive arts and PE. Prerequisite: Admission to Teacher Education, Alternative Licensure, or M.Ed. Program (F,S,SS,E,O)

ED 581 Practicum & Seminar in Education (1-6 V)

Supervised practicum and seminar in second teaching or endorsement area. Prerequisite: Admission to Teacher Education, Alternative Licensure, or M.Ed. Program (F,S,SS) Repeatable (99).

ED 591 Special Topics (1-3 V)

Special Topics. Prerequisite: Graduate standing. (AN) Repeatable (99).

ED 592 Research (1-3 V)

Research. Prerequisite: Graduate standing and permission of graduate adviser. (AN) Repeatable (99).

ED 593 Seminar (1-6 V)

Seminar. Prerequisite: Graduate standing. (AN) Repeatable (99).

ED 594 Field Experience (1-3 V)

Field experience in an educational setting. Prerequisite: Graduate standing. (F,S,SS) Repeatable (99).

ED 595 Independent Study (1-3 V)

Independent Study. Prerequisite: Graduate standing and permission of graduate adviser. (AN) Repeatable (99).

ED 599 Thesis Research (1-6 V)

Thesis Research. (AN) Repeatable (99).

English as a Second Language (ESL)

Undergraduate Courses

ESL 65 Beginning Reading/Writing 6(10-0)

Learn reading skills/strategies to understand beginning texts. Respond to questions through discussion and writing. Read short outside texts. Write sentences and paragraphs with correct spelling. Prerequisite: Acceptance to ELI. (F, S, SS)

ESL 66 Beginning Listening/Speaking 6(10-0)

Develop academic skills in listening and speaking. Engage in speaking using comprehensible pronunciation. Understand simplified spoken English and respond appropriately both orally and in writing. Prerequisite: Acceptance to ELI. (F, S, SS)

ESL 75 Intermediate Reading/Writing 6(10-0)

Develop critical thinking skills. Improve reading speed and comprehension. Learn skills necessary for academic writing: development of paragraphs and compositions using description, narrative, and chronology. Prerequisite: Acceptance to ELI. (F, S, SS)

ESL 76 Intermediate Listening/Speaking 6(10-0)

Understand spoken English in common settings. Practice speaking appropriately in academic and social situations. Use multimedia to develop communicative competence. Prerequisite: Acceptance to ELI. (F, S, SS)

ESL 85 High-Intermediate Reading/Writing 6(10-0)

Read authentic and ESL materials with increasing critical ability and speed. Write more intelligibly and decrease grammatical errors. Understand several types of essay organization. Prerequisite: Acceptance to ELI. (F, S, SS)

ESL 86 Hi-Intermediate Listening/Speaking 6(10-0)

Understand spoken English at near normal speed. Improve fluency. Interact more confidently with other students and in presentations. Use multimedia to increase communicative competence. Prerequisite: Acceptance to ELI. (F, S, SS)

ESL 91 Special Topics (1-12 V)

Selected topics in ESL. (AN) Repeatable (99).

ESL 95 Advanced Reading/Writing 6(10-0)

Read authentic materials with near-native critical ability and speed. Write intelligibly with few grammatical and idiomatic errors. Understand thoroughly essay organization and development. Prerequisite: Acceptance to ELI. (F, S, SS)

ESL 96 Advanced Listening/Speaking 6(10-0)

Understand English at natural speed in social, academic, and professional situations. Speak confidently through interaction with native speakers and presentations. Multimedia experience enhances communicative competence. Prerequisite: Acceptance to ELI. (F, S, SS)

Reading (RDG)

Undergraduate Courses

RDG 99 Developmental Reading Skills (3.0 V)

Students will apply strategies for improving comprehension, developing vocabulary, and increasing rate for reading college textbooks. (F,S)

RDG 310 Current Approaches to Readng and Writing Instruction 3(3-0)

Various approaches to teaching reading and writing including research findings and classroom application of the reading and writing process. Prerequisite: RDG 410 or 435. (F)

RDG 355 Linguistics for Educators 3(3-0)

Focus on linguistics, the study of the English language, particularly the subtopics of phonology, orthography, morphology, semantics, syntax, and pragmatics. (F,S)

RDG 360 Practicum (1-3 V)

Work with small groups and individual pupils in the public school preparing materials and lessons under the supervision of a reading teacher. Applies to both elementary and secondary schools depending upon the instructor's assignment. Prerequisite: RDG 410 or 435. (F, S)

RDG 410 Teaching Reading 3(3-0)

Includes reading instruction, emphasizing methods and assessment strategies to meet K-6 Colorado content standards; 30 hours of field experience. Prerequisite: RDG 355 and Admission to Education. (F,S)

RDG 411 Teaching Elementary Language Arts 2(2-0)

Focuses on language arts instruction for K-6 students; 30 hrs. field work required. Prerequisite: RDG 355 and Admission to Education. (F,S)

RDG 431 Developing Creative Centers 1(1-0)

Involves planning, developing and implementing the use of learning centers in the classroom. Prerequisite: RDG 410 or 435. (SS)

RDG 435 Content Area Literacy 4(3-2)

Focuses on skills and strategies to improve comprehension of textual material as well as writing in various content areas; 60 hours of field experience. Prerequisite: Admission to Education. (F, S)

RDG 436 New Directions in Reading Comprehension 2(2-0)

Exploration of and simulations of research-based strategies to increase students' comprehension of reading in elementary and secondary classes. Prerequisite: RDG 410 or 435. (F, SS)

RDG 437 Newspapers as a Teaching Resource 1(1-0)

Strategies and procedures for using the newspaper as a supplementary resource in content area classrooms at all grade levels (K-12). (SS)

RDG 442 Reading Across Cultures 2(2-0)

Techniques of adapting reading instruction for the linguistically and culturally different child. Problems of many minority groups are analyzed. Prerequisite: RDG 410 or 435. (S)

RDG 450 Diagnosis and Remediation of Reading Problems 3(2-3)

Diagnostic and evaluation procedures used in detecting and remediating problems and individualized instruction. Appropriate for elementary and secondary teachers. Field experience required. admission to teacher program required. Prerequisite: RDG 410 or RDG 435. (F, S)

RDG 491 Special Topics (1-2 V)

Special Topics. (F,S,SS,E,O)

RDG 495 Independent Study (1-2 V)

Individual projects and problem-solving experiences designed to meet students' special needs. With instructor's permission, certain program requirements may be completed through independent study. (F,S,SS,E,O)

Graduate Courses

RDG 510 Foundations of Reading Instruction (3.0 V)

Basic course for other graduate reading courses, including reading skills, sequence, materials, psychology of reading and relationship to other language arts. Prerequisite: RDG 555 and Admission to Teacher Education, Alternative Licensure, or M.Ed. Program. (F,S,SS,E,O)

RDG 511 Teaching Elementary Language Arts 2(2-0)

Focuses on language arts instruction for K-6 students; 30 hrs. field work required. Prerequisite: RDG 555 and Admission to Teacher Education, Alternative Licensure, or M.Ed. Program. (F,S)

RDG 531 Developing Creative Center 1(1-0)

Students will investigate various types of learning centers and means of successful implementation in the classroom. Development of materials, lesson plans and record-keeping systems which will result in a complete reading center. Investigation into research on effectiveness of learning centers. Prerequisite: Graduate standing. (SS)

RDG 535 Content Area Literacy (3.0 V)

Focuses on skills and strategies to improve comprehension of textual material as well as writing in various content areas. Prerequisite: Admission to Teacher Education, Alternative Licensure, or M.Ed. Program (F,S,SS,E,O)

RDG 536 New Direction in Reading Comprehension 2(2-0)

Current research-based theory and practical classroom strategies and procedures for increasing comprehension of reading in elementary and secondary content area. Emphasis on open-ended, higher-order thinking skills. Prerequisite: Graduate standing. (AN)

RDG 537 Newspapers as a Teaching Resource 1(1-0)

Strategies and procedures for using the newspaper as a supplementary resource in content area classrooms at all grade levels (K-12). Prerequisite: Graduate standing. (SS)

RDG 542 Reading Across Cultures 2(2-0)

Techniques of adapting reading instruction for the linguistically and culturally different child. Prerequisite: Graduate standing. (AN)

RDG 550 Diagnosis & Remediation of Reading Problems (3.0 V)

Formal and informal diagnostic procedures for the classroom teacher including standardized testing, informal inventories, close, criterion-referenced testing and Reading Miscue Inventory. Prerequisite: One of the following RDG courses: 410, 435, 510, or 535; and Admission to Teacher Education, Alternative Licensure, or M.Ed. Program (F,S,SS,E,O)

RDG 552 Psycholinguistic Views of Reading: Process to Pracatice 2(1-3)

Introduction to psycholinguistic perspectives through analysis of oral reading errors. Reading Miscue Manual as an instrument for investigating reader's strengths and weaknesses. Strategies for remediating poor quality miscues. Prerequisite: Admission to Teacher Education or Teacher in Residence Program, or M.Ed. Program and one of the following RDG courses: 410 or 510 or 435 or 535. (AN)

RDG 555 Advanced Linguistics for Educators 3(3-0)

Focus on linguistics, the study of the English language, particularly the subtopics of phonology, orthography, morphology, semantics, syntax, and pragmatics. Prerequisite: Graduate Standing (F,S)

RDG 560 Practicum 2(0-6)

Work with small groups and individual pupils in the public school preparing materials and lessons under the supervision of a reading teacher. Applied to both elementary and secondary schools depending on the instructor's assignment. Prerequisite: RDG 410 or 435, and graduate standing. (AN)

RDG 591 Special Topics (1-2 V)

Special Topics. Prerequisite: Graduate standing. (F,S,SS,E,O)

RDG 595 Independent Study (1-6 V)

Independent Study. Prerequisite: Graduate standing. (F,S,SS,E,O)

Science (SCI)

Graduate Courses

SCI 500 Workshop (1-4 V)

Science workshops designed specifically for professional development of science teachers. Workshops are subtitled and no subtitle may be repeated for credit (not for MSANS credit). Prerequisite: Graduate standing or permission of instructor. (AN) Repeatable (99).

2020-2021 Catalog

Academic Catalog

School of Education

Mission of the Teacher Education Program

Conceptual Framework—Building and Bridging Communities of Learners

Program Goals

Expected Student Outcomes

Outcome Assessment Activities

Teaching Endorsement Areas

Selective Entry and Retention in Teacher Education Admission

Retention

Student Teaching

Teacher Licensure

Performance Assessment Activities

Higher Education Act (HEA) Reporting Requirements

Academic Programs

Culturally/Linguistically Diverse Ed (CLDE)

Undergraduate Courses

Graduate Courses

Early Childhood Education (ECE)

Undergraduate Courses

Graduate Courses

Education (ED)

Undergraduate Courses

Graduate Courses

English as a Second Language (ESL)

Undergraduate Courses

Reading (RDG)

Undergraduate Courses

Graduate Courses

Science (SCI)

Graduate Courses

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