General Education
EDUC 2020-1. Step 1: Inquiry Approaches to Teaching. Invites science and mathematics students to explore teaching as a career by providing first-hand experiences teaching science/math lessons in local elementary classrooms. Introduces theory and practice necessary to design and deliver excellent instruction. Master teachers provide ongoing support and feedback. Meets weekly on CU campus (1.5 hours/week) and involves additional visits to local elementary school.
EDUC 2030-1. Step 2: Inquiry-Based Lesson Design. Builds on EDUC 2020 and further develops lesson design and inquiry-based teaching practice. Offers opportunity to explore teaching career and learn about middle school culture. Master teacher provides support as students design and deliver lessons in middle school classrooms. Emphasizes assessment of student learning. Meets weekly on CU campus (1.5 hours/week) and involves additional visits to local middle school. Prereq., EDUC 2020.
EDUC 2040-2. Step 1 and 2 Combination. Designed for 2nd semester juniors/seniors/post-BAs, this course combines critical features of EDUC 2020 and 2030. Introduces theory and practice necessary to design and deliver inquiry-based instruction. Master teachers provide ongoing support and feedback. Emphasizes assessment of student learning. Meets weekly on CU campus (2.5 hours/week) and involves additional visits to local elementary/middle schools.
EDUC 2910 (1-3). Field Practicum 1. Offers supervised campus and off-campus experiences tied to course work in the Chancellor’s Leadership RAP or the INVST program. See also EDUC 2920. May be repeated up to 6 total credit hours. Same as LDSP 2910.
EDUC 2920 (1-3). Field Practicum 2. Offers supervised campus and off-campus experiences tied to course work in the Chancellor’s Leadership RAP or the INVST program. See also EDUC 2910. May be repeated up to 6 total credit hours. Same as LDSP 2920.
EDUC 3013 (3-4). School and Society. Introduces the real world of schools, teaching, and learning. Examines issues of diversity and equity from different disciplinary lenses, including history, philosophy, sociology, and anthropology. Prereq., 30 credit hours completed or in progress. Approved for arts and sciences core curriculum: human diversity.
EDUC 4161 (1-3). Children’s Literature. Addresses reading and evaluation of books, children’s, interests, authors and illustrators, folk literature, multicultural literature, modern fanciful tales, and trends.
EDUC 4222-3. Language Study for Educators. Provides an introduction to applied linguistics and considers various approaches to integrating attention to language study into secondary-school curricula. Addresses sociolinguistic perspectives on the nature of language development, socio-political issues pertaining to linguistic diversity in the United States, and processes of language change. Same as EDUC 5222.
EDUC 4240-3. African American and Latino Education in the United States. Explores the development of schooling for African Americans in the U.S. and for Latinos in the American Southwest. Emphasizes on parallels and points of intersection these historically disenfranchised groups experienced in their quest to gain access to meaningful educational opportunities. Examines how social, economic, political, and judicial action defined and organized policy and practice for these two groups. Same as EDUC 6240.
EDUC 4411-3. Educational Psychology for Elementary Schools. Integrates theories and ideas from elementary school child development and educational psychology. Explores theories of learning and child development and considers implications for teaching motivation, and academic achievement.
EDUC 4580-3. Physics and Everyday Thinking. Engages non-physics majors in hands-on, minds-on activities and labs to investigate the physical world, the nature of science, and how science knowledge is constructed. This introductory course is especially relevant for future elementary and middle school teachers although it will meet the needs of most non-physics and non-science majors. Physics content focuses on interactions and energy. Additional assignments completed at 5000-level. Same as EDUC 5580.
EDUC 4610 (1-3). Math and Science Education. Introduces learning theory and teaching practices for mathematics and science learning assistants. Presents theoretical issues such as conceptual development, questioning techniques, cooperative learning, nature of math/science, and argumentation in mathematics and science. Restricted to students admitted to the Learning Assistant program.
EDUC 4716-3. Basic Statistical Methods. Introduces descriptive statistics including graphic presentation of data, measures of central tendency and variability, correlation and prediction, and basic inferential statistics, including the t-test. Same as EDUC 5716.
EDUC 4800 (1-9). Special Topics. Designed to meet needs of students with topics of pertinent interest. May be repeated up to 18 total hours.
EDUC 4810 (1-9). Special Topics. May be repeated up to 18 total credit hours, provided the topics vary.
EDUC 4831-3. Advanced Peer Education. Second semester of an academic year’s training for students interested in peer counseling. Expand upon what you learned in ARSC 2274. Focus on presentations, leadership, and group facilitation. Basic group leadership, facilitation theory, and technique taught. Co-create and co-lead your own small groups/presentations for other CU students. Offered only spring semesters. Prereq., ARSC 2274 or instructor consent.
EDUC 4840 (1-4). Independent Study.
EDUC 4910-3. Peer Counseling Practicum (previously EDUC 4830, 4840). Controlled enrollment. Repeatable for degree credit. Credit given for peer counseling activities. Students are selected to participate in this class and act as peer counselors or TAs for the peer counseling training.
