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Course Criteria
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3.00 Credits
Explores the macroeconomic environment within which business decisions are made. Source data is used to obtain measures of the economy. Macroeconomic theory underlying the conduct of monetary and fiscal policy is analyzed. The course expands on introductory topics of national income, economic growth, the monetary system, inflation, business cycle theory, unemployment, government policy, the trade balance, and exchange rate systems. **COURSE LEARNING OUTCOMES (CLOs) At the successful conclusion of this course, students will be able to: 1. Demonstrate knowledge of macroeconomic concepts and issues including national income, economic growth, inflation, unemployment, the monetary system, international economics, the business cycle, monetary policy and fiscal policy. 2. Use mathematical and graphical macroeconomic models to analyze the impact of various events and government policies on the national economy. Prerequisites: ECON 2010 and ECON 2020 (Grade C- or higher); and MATH 1100 or MATH 1210 (Grade C- or higher). SP
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3.00 Credits
For students in the School of Business. Covers economic activity that crosses a national border, including the history of and current movement of capital and labor across international borders. Since international transactions are beyond the reach of national laws and policies, international economics must also include an overview of the international institutions' practices that regulate the flow of goods, resources, and money between countries. **COURSE LEARNING OUTCOMES (CLOs) At the successful conclusion of this course, students will be able to: 1. Explain different theories of Trade. 2. Demonstrate knowledge of economic concepts and terminology relating to international trade. 3. Use mathematical and graphical trade models to analyze the impact of various events and government policies in international trade and income distribution. Prerequisites: ECON 2010 and ECON 2020. FA
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1.00 Credits
First Year Experience course recommended for entering freshmen and transfer students with 0-24 credits. Designed to help students adapt to university life and become integrated into Utah Tech University. Students will refine academic skills, create and foster social networks, learn about university resources, and explore different fields of study, degree options, and career opportunities in Education. Multiple listed with all other sections of First Year Experience (all 1001 courses, ENGR 1000). Students may only take one FYE course for credit. **COURSE LEARNING OUTCOMES (CLOs) At the successful conclusion of this course, students will be able to: 1. Know how to succeed academically by using a course syllabus, taking good notes, studying effectively, reading a college textbook, talking to your professors, recognizing and dealing with test anxiety, taking tests effectively, staying motivated, and avoiding academic dishonesty. 2. Know some strategies for dealing with the challenges of college life for managing your time, staying safe on campus, recognizing and dealing with stress, staying healthy, and managing money. 3. Know your way around Utah Tech University including where to find buildings and services that you may need on campus, what campus services are available to you, how to do things like add classes, drop classes, change your major, check your account balance, and use your D-mail, what academic policies are found in the University Catalog, how to get involved in college life, what your rights and responsibilities are as a student. 4. Understand your major or area of study including why education is important for you, what General Education is and how to fulfill the GE requirements, how to form a college network, how to choose a major that is right for you, what the course requirements are in your major, how to construct a graduation plan, and what kinds of careers your major offers. FA, SP
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3.00 Credits
Required prerequisite course for both the Elementary Education degree and the Secondary Education Program. Provides an overview of vocational aspects of a teaching career including: certification requirements, foundations of education, current and historical issues in education, an overview of current trends in methodology, and classroom management. This class provides students with an opportunity to assess oneself as a prospective teacher. Various teaching methods are used including lecture, cooperative learning, inquiry methods, direct instruction and mastery learning. Students are required to do two full observation days in local K-12 school settings. **COURSE LEARNING OUTCOMES (CLOs) At the successful conclusion of this course, students will be able to: 1. Review the professional aspects of teaching as a career; express personal philosophy of education; examine educational views, teaching styles, and school programs and practices; and assess information and experiences to decide on a career in teaching. 2. Identify social issues affecting the schools; and explain the historical, philosophical and other related issues influencing education. 3. Recognize the cultural diversity in our society; understand individual learner differences and cultural linguistic diversity; and be a reflective practitioner who uses evidence to continually evaluate and adapt practice to meet the needs of each learner. 4. Describe public schooling in the United States and current aspects of our educational system and understand the central concepts, tools of inquiry and structures of the discipline. 5. Identify effective ways to engage collaboratively with learners, families, colleagues, and community members to build a shared vision and supportive professional culture focused on student growth and success. 6. Understand that teachers demonstrate the highest standard of legal, moral, and ethical conduct as specified in Utah State Board Rule R277-515; and understand the multiple methods of assessment to engage learners in their own growth, monitor learner progress, guide planning and instruction and determine whether the outcomes described in content standards have been met. 7. Understand that teachers plan instruction to support students in meeting rigorous learning goals by drawing upon knowledge of content areas, Utah Core Standards, instructional best practices, and the community context; and understand how to use various instructional strategies to ensure that all learners develop a deep understanding of content areas and their connections and build skills to apply and extend knowledge in meaningful ways. 8. Understand how to create environments that support individual and collaborative learning, positive social interactions, active engagement in learning, and self-motivation. FA, SP, SU
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3.00 Credits
Required pre-requisite course for both the Elementary Education degree and the Secondary Education Program. This course provides an overview of the characteristics and learning needs of exceptional students and examines the teacher's role in integrating these students into the K-12 classroom. Students will learn the basic laws and policies of Special Education such as ADA, IDEA and Section 504 of Vocational Rehabilitation Act; the key characteristics of inclusion, collaboration, and co-teaching; common learning and behavioral characteristics of exceptional students, and the principles of effective instruction in a tiered system of support. **COURSE LEARNING OUTCOMES (CLOs) At the successful conclusion of this course, students will be able to: 1. Identify the IDEA definition of and the learning and behavioral characteristics of students with different exceptionalities. 2. Identify strategies for effectively collaborating with families of students with disabilities. 3. Explain the philosophical and historical perspectives that have formed the basis for public policy regarding exceptionality as well as current legislation (ADA, IDEA and Section 504 of the Vocational Rehabilitation Act) that shape service delivery. 4. Explain effective practices for inclusive, collaborative, and co-teaching situations that best contribute to a positive learning environment. 5. Summarize how systems of support such as multi-tiered (MTSS) and Universal Design for Learning (UDL) can be implemented to meet the needs of diverse learners in the general education classroom. 6. Plan the implementation of educational interventions with accommodations, modifications, services, and supports established by the learning needs, an IEP, or a 504 plan for students with disabilities in the general education classroom. FA, SP, SU
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3.00 Credits
Fulfills General Education requirement for social science and global and cultural perspectives. Required prerequisite course for both the Elementary Education degree and the Secondary Education Program. Teacher candidates will examine a variety of theoretical frameworks associated with multicultural education and current issues affecting diverse students in the educational setting. The course content and assessments will provide teacher candidates with opportunities to discuss and reflect on issues of race, gender, individual differences, and ethnic as well as cultural perspectives. Additionally, a foundation of language acquisition theory and sheltered English techniques will also be introduced to address the needs of English Language Learners. This course also partially fulfills the requirement for ESL Endorsement. This course is designated as an Active Learning Cultural Immersion (ALCI) course. Students have a unique opportunity to learn another culture as part of the learning objectives of this course. **COURSE LEARNING OUTCOMES (CLOs) At the successful conclusion of this course, students will be able to: 1. Examine multicultural education and demonstrate foundational knowledge and applications of multicultural education in the United States. 2. Analyze how race, religion, gender, sexual orientation, language, age, and socioeconomic status affect teaching and learning. 3. Explore how to develop and design a democratic, inclusive, and inviting classroom. 4. Investigate how to reduce sources of biases, stereotypes, and prejudices in the curriculum and classrooms. 5. Evaluate how globalization and transnationalism affect English language learners. 6. Identify and interpret the contextual factors of a classroom, school, district, and state. FA, SP, SU
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3.00 Credits
Required pre-requisite for both the Elementary and Secondary Education Programs. Candidates will research and evaluate technology resources for quality, accuracy, and effectiveness. Candidates will apply state and national technology standards as they design, implement, and assess digital learning experiences to engage students and improve learning in K-12 classrooms to enrich professional practice. Course must be taken within 5 years of application to the Education Programs. **COURSE LEARNING OUTCOMES (CLOs) At the successful conclusion of this course, students will be able to: 1. Design instruction with national, state, and local standards for technology. 2. Evaluate multiple media and technology resources for quality, accuracy, and effectiveness and use these resources to enhance student learning. 3. Demonstrate software proficiency and successfully troubleshoot problems. 4. Analyze current trends and issues related to educational technology in K-12 classrooms. FA, SP, SU
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0.00 Credits
Required for all Elementary and Special Education majors with at least 20 credits earned, and Secondary Education majors with at least 60 credits earned. This course will prepare students to create and submit a graduation plan, and to explore their career fields. This course is designed to help students be informed as they make decisions regarding courses, prerequisites, applying for their program, and future career options. ***COURSE LEARNING OUTCOMES (CLOs) ** At the successful conclusion of this course students will: 1. Develop understanding of major requirements, program prerequisites, and course rotations to inform degree planning. 2. Develop and submit a graduation plan for review by their advisor. 3. Engage in career exploration to understand career options available post-graduation, and the skills needed to be successful in these careers. Prerequisites: Elementary Education and Special Education majors with at least 20 credits earned, and for Secondary Education majors with at least 60 credits earned. FA, SP
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3.00 Credits
Introductory course for students interested in culture and the public educational system of Japan. This course is a three (3) week classroom course followed by a ten (10) day travel study trip to Japan. The purpose of the course will be to learn about the culture of Japan through history, education and its people. In the three week intensive course module that occurs prior to the trip to Japan, students will participate in lecture/discussions that will build knowledge about different regions of Japan we will visit, as well as the entire country and the culture. After the introduction, the lecture/discussions will focus on the educational system of Japan to explore the differences and similarities between the US and Japanese educational system. In addition to visits to historical landmarks, excursions to public schools are included to experience the Japanese educational system. Home stay is also included at one of the regions visited. Additional travel fee required. **COURSE LEARNING OUTCOMES (CLOs) At the successful conclusion of this course, students will be able to: 1. Demonstrates understanding of globalization and transnationalism to identify the relationship with the world we live in. 2. Develop a culturally responsive lesson plan. 3. Demonstrate knowledge of education through comparing the US and Japanese educational system. Prerequisite: Instructor permission. SU (odd)
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0.50 - 3.00 Credits
For students wishing instruction that is not available through other regularly scheduled courses in this discipline. Occasionally, either students request some type of non-traditional instruction, or an unanticipated opportunity for instruction presents itself. This seminar course provides a variable credit context for these purposes. As requirements, this seminar course must first be pre-approved by the department chair; second, it must provide at least nine contact hours of lab or lecture for each credit offered; and third, it must include some academic project or paper (i.e., credit is not given for attendance alone). This course may include standard lectures, travel and field trips, guest speakers, laboratory exercises, or other nontraditional instruction methods. Note that this course in an elective and does not fulfill general education or program requirements. Fees may be required for some seminar courses and instructor permission will be optional at the request of the instructor. **COURSE LEARNING OUTCOMES (CLOs) At the successful conclusion of this course, students will be able to: 1. Demonstrate learning through original and creative ideas. 2. Collaborate with others to accomplish a shared purpose or goal. 3. Use appropriate strategies and tools to represent, analyze, and integrate seminar-specific knowledge. 4. Develop the ability to think critically about course content. 5. Apply knowledge from seminar to a range of contexts, problems, and solutions.
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