|
|
|
|
|
|
|
|
|
|
Course Criteria
Add courses to your favorites to save, share, and find your best transfer school.
-
3.00 Credits
An introductory, activity-oriented approach to materials and methodology appropriate to teaching science in kindergarten through sixth grade. Emphasis on development of inquiry techniques and the constructivist theory of learning stressed in most of the newer early childhood and elementary science programs. Practical application through experiences with children.
Prerequisite:
EDUC 0121 and General Studies Science requirement. Must be admitted to the Teacher Certification Program
-
3.00 Credits
This course continues the process of preparing students to teach mathematics and science in upper elementary and secondary settings. The specific objectives of this course are to: 1) demonstrate to students how learning theories (from the Knowing and Learning course) manifest themselves in instructional settings (usually classrooms), allow students to design and implement instructional activities from their own understanding of knowing and learning mathematics and science, and evaluate the outcomes of those activities based on evidence from student artifacts, and 2) provide students with frameworks for thinking about equity issues in the classroom and larger school setting and their effects on learning and provide students with strategies for teaching diverse students equitably. The culminating activities of the course are the opportunities for students to teach in a high school and to learn whether they enjoy and are good at it. While in Knowing and Learning students study the meaning behind understanding a particular content area from an individual perspective, in Classroom Interactions the perspective shifts to studying how classroom events might promote or discourage learning mathematics and science and student equity. A major component of the Classroom Interactions course is the opportunity for students to reflect on and evaluate their own work as teachers.
Prerequisite:
EDUC 2179: Knowing & Learning in Mathematics & Science. Special authorization required for all students. This course is restricted to students enrolled in TUteach
-
3.00 Credits
For students beginning their classes in science teaching at the secondary level. This course must be taken before student teaching. Role of science education in the secondary curriculum, and sources of material and content for teaching physical, biological, earth sciences and environmental sciences are covered.
Prerequisite:
Must be admitted to the Teacher Certification Program
-
3.00 Credits
Project-Based Instruction (PBI) is the capstone course in the sequence of required education courses and is required before TUteach students take Education 4688: Student Teaching in Secondary Education. PBI is the course in which the major themes of the TUteach program – integrated content of mathematics and science learning, infusion of technology in representation, analysis, modeling, assessment and contextualization of the content, field-based experiences, and equity – converge into an exciting and intellectually challenging culminating experience. When students complete PBI, they are fully prepared for Student Teaching. Whereas in Classroom Interactions, students gain experience designing a sequence of several lessons that they teach to a high school class, in PBI, students design full units of connected lessons – a skill that is required in Student Teaching. PBI also provides students with the experience of managing lessons and students outside a classroom, in a field setting. Despite its name, PBI emphasizes choosing from a variety of appropriate teaching styles, depending on the type of material and the learning objective, with project-based instruction being just one possible alternative. In addition, PBI requires students to incorporate various technologies into the units they plan.
Prerequisite:
SC ED-S 2189: Classroom Interactions. Special authorization required for all students. This course is restricted to students enrolled in TUteach
-
1.00 Credits
Preparation for the academic requirements of science curricula, and development of the skills necessary to succeed in college. A guided exploration of potential career opportunities. There will be guest lecturers. Note: Registration for this course is restricted to first semester freshman only. This course meets for the first twelve weeks of the semester.
-
1.00 Credits
This is the first course in the TUteach pedagogy sequence. This course will provide students with an opportunity to explore teaching in science or mathematics as a career; early field experiences in teaching; and an introduction to the theory and practice necessary to prepare and deliver excellent instruction. To obtain first-hand experience with planning and implementing inquiry-based curriculum, students will teach science/mathematics lessons (designed in NSF-funded project) in elementary classrooms in a local school district. Students will attend 1.5 hours of class on campus each week, where they will learn to prepare and deliver excellent science/mathematics lessons. Students, working in teams, will present three lessons in a third, fourth, fifth or sixth grade classroom during the semester. These classrooms are selected both for the diversity of the student body and for the quality of the classroom teacher. Each team of students will have a district classroom teacher and a TUteach master teacher who will work with them to improve their teaching skills as the semester progresses. The district classroom teacher will remain in the classroom at all times and provide immediate feedback on the quality of the instruction. A tuition remission stipend will be paid to those students who successfully complete this course.
-
1.00 Credits
This is the second course in the TUteach pedagogy sequence. This course will provide students with an opportunity to explore science or mathematics teaching as a career, first-hand experience planning inquiry-based curriculum, and early field experiences teaching such curriculum at the middle school level. Students who want to explore teaching careers become familiar with the middle school environment by observing and discussing middle school culture and by teaching several lessons to a middle school class. Students build upon and practice inquiry-based lesson design skills that were developed in Step 1 and also become familiar with excellent science curricula for the middle school setting. They teach science lessons in middle school classrooms in the local school district. Students attend 1.5 hours of class on campus each week, where they learn to design and deliver excellent inquiry-based lessons. The students present three lessons in a sixth, seventh, or eighth grade classroom during the semester. These classrooms are selected both for the diversity of the student body and for the quality of the classroom teacher. Each team of students has a district classroom teacher and a TUteach instructor who will work with them to improve their teaching abilities as the semester progresses. The classroom teacher remains in the classroom at all times and provides immediate feedback on the quality of the instruction. A tuition remission stipend will be paid to those students who successfully complete this course. As a result of their Step 2 experiences, students can decide whether they want to pursue teacher certification through the TUteach program.
Prerequisite:
C- or higher in SCI TEC 1189 (Step 1: Inquiry Approaches to Teaching)
-
3.00 Credits
The first two objectives of this course are to give the students a working knowledge of the broad developments in science since the ancient world and to give them familiarity with the concept of the Scientific Method necessary for understanding areas of science not covered in the course. The ultimate objective is to provide students with the skill to evaluate claims and classify them as scientific or un-scientific. Students will take an inquiry-based approach through readings and discussions and will address both the scientific history and its role in controversial social and moral issues such as pollution, child labor in the Industrial Revolution, weapons in wartime, attitudes toward women, and science and religion. The course will survey the genesis of the Scientific Revolution and go on to examine the work of scientists in the 16th century through today.
Prerequisite:
Junior or Senior level in your major
-
1.00 Credits
The Diamond Peer Teachers Program provides students with a mentored university-level teaching experience in their major. Course requirements include participation in the three-day pre-semester Teaching Institute and regular participation in the Peer Teachers support group throughout the semester. Peer Teachers provide supplemental instruction in first- and second-year courses, promote student engagement, and model successful study habits and academic preparedness for students with whom they work. For Diamond Peer Teachers only.
Prerequisite:
Permission of instructor required
-
1.00 Credits
The Diamond Peer Teachers Program provides students with a mentored university-level teaching experience in their major. Course requirements include participation in the three-day pre-semester Teaching Institute and regular participation in the Peer Teachers support group throughout the semester. Peer Teachers provide supplemental instruction in first- and second-year courses, promote student engagement, and model successful study habits and academic preparedness for students with whom they work. For Diamond Peer Teachers only.
Prerequisite:
Permission of instructor required
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
Privacy Statement
|
Cookies Policy |
Terms of Use
|
Institutional Membership Information
|
About AcademyOne
Copyright 2006 - 2025 AcademyOne, Inc.
|
|
|