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Course Criteria
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3.00 Credits
The STEM Practices course will engage participants in developing meaningful understandings of problem-based approaches to teaching, learning, and the integration of STEM practices across the curriculum using appropriate technology. Participants will demonstrate their skills through the development and creation of a problem-based, hands-on experience. **COURSE LEARNING OUTCOMES (CLOs) At the successful conclusion of this course, students will be able to: 1. Demonstrate the ability to provide access for all students to STEM education, including traditionally underrepresented groups that consider students of diverse backgrounds and perspectives. 2. Create a safe and supportive learning environment for all students to engage and learn integrated STEM concepts and practices. 3. Use student achievement data and formative assessment to design authentic, innovative, problem-based learning experiences. 4. Incorporate the nature of science and the engineering design cycle in lesson planning as outlined in the eight Scientific and Engineering Practices of the Next General Science Standards. 5. Implement appropriate assessment and technological tools to enhance STEM teaching, learning, student achievement, and college career readiness. 6. Work with colleagues to develop and use effective methods for organization and management of a problem-based learning environment to engage students in STEM learning. 7. Improve teaching and learning through reflective practice. Prerequisite: Instructor permission.
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3.00 Credits
Required for a minor in Environmental Humanities. The course introduces students to foundational ideas of environmental humanities, an interdisciplinary approach to environmental change that includes the humanities, arts, and sciences. Engaging humanistic questions about culture, values, and human responsibilities, students will explore the intersections of such fields and disciplines as literature, art, languages, history, anthropology, agriculture, urban planning, philosophy, political science, economics, sustainability, social justice, education, religion, geography, landscape architecture, race, gender, and the natural sciences vis-a-vis the planetary environmental crisis. Students will read a variety of critical, creative, and expository texts and compose essays, including research-supported papers. **COURSE LEARNING OUTCOMES (CLOs) ** At the successful conclusion of this course, students will be able to: 1. Articulate their understanding of recent debates in environmental humanities. 2. Explore the field's interconnections with other relevant areas of human and non-human experience. 3. Investigate current environmental concerns from the perspective of the humanities. 4. Evaluate the values and beliefs behind the environmental predicament and generate questions and perspectives that envision beneficial human-nature relationships. 5. Create formal research-supported critical essays and informal responses to concerns expressed in this course and the texts chosen for it. 6. Collaborate effectively with peers on group activities.
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1.00 - 3.00 Credits
For Environmental Humanities students who wish to work on a specific research project in environmental humanities under the direction of a faculty member. Students and faculty work closely to design and set successful completion goals for the course, which are dependent upon a formal contractual arrangement with the faculty member that is submitted at the beginning of the semester in which coursework is undertaken. Completion of the course will require at least an experiential learning project and written reflection on the project as agreed between the student and faculty member. Students are required to meet the college requirement of 45 hours of work per credit. Variable credit 1.0 - 3.0. Repeatable up to 6 credits. ** COURSE LEARNING OUTCOMES (CLOs) ** At the successful conclusion of this course, students will be able to: 1. Research topics in environmental humanities. 2. Apply environmental humanities knowledge to an experiential learning project. 3. Analyze success of the project in a written reflection. Prerequisites: EHUM 1010 (Grade C or higher) and Instructor Permission.
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1.00 - 3.00 Credits
For students who are granted and accept an internship that provides an extensive learning experience in the field of environmental humanities. Internships offer students the opportunity to work with government, a nonprofit agency, a private agency, an employer, or an instructor. Through arrangements with the department chair, a student may earn up to 3 credits per semester for satisfactory completion of terms of the internship. Students must be supervised by an agency representative and/or a faculty advisor. Written contracts must be completed and signed. Students are also required to submit a written evaluation of their experience before the end of the semester. Approval from chair of English department required before enrolling. Variable Credit: 1.0 - 3.0 Repeatable up to 6 credits subject to graduation restrictions. Offered by arrangement. **COURSE LEARNING OUTCOMES (CLOs) ** At the successful conclusion of this course, students will be able to: 1. Collaborate on environmental projects. 2. Develop solutions to problems assigned during the internship. 3. Assess skills learned during the internship by submitting a work portfolio. Prerequisites: EHUM 1010; and Instructor permission.
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2.00 Credits
Required for all Elementary Education students. Teacher candidates will learn how to convert their knowledge of subject matter into effective lessons that meet the needs of a wide range of learners in the K-8 classroom. Teacher candidates will develop lessons that are grounded in a backward design approach, and that help their students develop critical thinking skills through scaffolding to student mastery. Candidates will learn to select and develop instructional strategies, resources, and assessments that are aligned to standards and objectives, and that reflect key educational theories. Candidates will teach lessons in their practicum classrooms, will collect and analyze student learning data, and will reflect on this data and their own performance to plan follow-up instruction that meets the needs of learners in their contextual factors. This course is designated as an Active Learning Professional Practice (ALPP) course. This course allows students to explore and apply content learned in the course in a professional experience away from the classroom. **COURSE LEARNING OUTCOMES (CLOs) At the successful conclusion of this course, students will be able to: 1. Unwrap the standards of the Utah State/Common Core Curriculum to develop learning targets for units and lessons. 2. Design lesson plans that incorporate effective teaching and learning strategies and resources for contextual factors in the classroom in order to increase student mastery of content. 3. Select and design lesson-level assessments that are valid, reliable, and aligned with learning targets. 4. Evaluate and reflect on student learning data and teaching performance in order to plan responsive instruction. Prerequisites: Admission to the Utah Tech Elementary Education Program. FA, SP
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2.00 Credits
Required for all Elementary Education students. This course will focus on the historical and philosophical foundations of early childhood education as well as the current issues in the field. Principles of effective teaching techniques and approaches to early childhood curricula (K-3) emphasizing developmentally appropriate instructional practices and integrated child-centered curriculum will be explored. **COURSE LEARNING OUTCOMES (CLOs) At the successful conclusion of this course, students will be able to: 1. Investigate, discuss and present historical roots, programs, services, learning theories and developmental milestones of early childhood and how they affect current practices in early childhood education. 2. Examine, observe, analyze and reflect on the characteristics of guidance, play, socialization and emotional development in the learning environment of young children. 3. Explore, describe and present current issues and trends in the field of early childhood education such as: diversity; exceptionalities; federal, state, and local policy; family, parent and community involvement; and the role of technology and television. 4. Develop and demonstrate effective strategies to observe and assess the learning environment of and instructional practices for young children. 5. Develop subject matter knowledge, select developmentally appropriate materials, and identify the essential elements of a developmentally appropriate learning environment for young children. 6. Utilize and reflect on effective instructional, organizational, and management skills for planning, presenting, and adapting learning experiences for young children. Prerequisites: Admission to the Utah Tech Elementary Education Program. FA, SP
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3.00 Credits
Required for all Elementary Education students. The practicum experience is an integral part of the field-based Education Program, and provides students the opportunity to apply concepts learned in coursework to real-life teaching in the classroom. Students will spend one full day per week in their assigned classroom, and will complete all programmatic requirements, including field-based assignments from coursework, in this classroom. This course emphasizes delivery of lesson plans that are appropriate to the contextual factors of the classroom and align to local and state curriculum and standards; implementation of classroom routines, procedures, and instructional strategies; and development of professional dispositions of the practice. Students will work closely with cooperating (mentor) teachers and university supervisors via frequent conferences and observations using Utah Tech Department of Education assessment tools. **COURSE LEARNING OUTCOMES (CLOs) At the successful conclusion of this course, students will be able to: 1. Discuss and reflect on successes and challenges that arise during the practicum teaching experience. 2. Discuss and reflect on facilitating classroom activities and helping with behavior management as directed by the cooperating/mentor teacher. 3. Create and teach two observed lessons that utilize effective instructional strategies and teach accurate content concepts and skills to whole classes and small groups of students. 4. Collaborate with grade-level teams to analyze student learning data, inform and adapt instruction, and build understanding of district policies and procedures. 5. Discuss and reflect on development of professional dispositions, and develop action steps for continued growth. Prerequisites: Admission to the Elementary Education Program. FA, SP
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2.00 Credits
Required for all Elementary Education students. This course is designed to help the teacher candidate develop skills related to the management and leadership of the elementary classroom. Areas include: the elements of an effective learning environment; personalized learning practices that include trauma responsive instruction, restorative instruction, and positive behavior supports; instruction that minimizes behavioral issues; classroom environment; and behavior intervention. This course is designated as an Active Learning Professional Practice (ALPP) course. This course allows students to explore and apply content learned in the course in a professional experience away from the classroom. **COURSE LEARNING OUTCOMES (CLOs) At the successful conclusion of this course, students will be able to: 1. Plan the elements of an effective learning environment. 2. Demonstrate a basic understanding of personalized learning practices that consider the whole child (including trauma-informed instruction, restorative instruction, and positive behavior supports). 3. Identify behavior support resources in the school and district. 4. Plan and deliver instruction that engages students in the learning process. 5. Address behavior using systematic Tier 3 behavior intervention. Prerequisites: Admission to the Utah Tech Elementary Education Program. FA, SP
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3.00 Credits
Required for all Elementary Education students. This course will focus on developing the pedagogical knowledge and skills necessary to provide appropriate literacy instruction for students in the intermediate grades (3-6) and beyond. This course content will focus on the core components (phonics, fluency, vocabulary, comprehension) as well as assessment and intervention. These components are all necessary to build strong literacy skills and determine appropriate differentiation strategies needed for readers with diverse backgrounds, cultures, language and reading needs. Teacher candidates will practice these pedagogical skills during a field experience in the public schools. This course is designated as an Active Learning Professional Practice (ALPP) course. This course allows students to explore and apply content learned in the course in a professional experience away from the classroom. **COURSE LEARNING OUTCOMES (CLOs) At the successful conclusion of this course, students will be able to: 1. Recall the general scope and content of literacy instruction. 2. Interpret and apply the general principles of effective instruction in literacy lessons including principles of planning, organization, explicit instruction, feedback, and assessment in order to meet the needs of diverse students. 3. Plan and implement literacy instruction in the intermediate grades and beyond in the following areas: Decoding, Fluency, Vocabulary, and Comprehension. Prerequisites: Admission to the Utah Tech Elementary Education Program. FA, SP
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3.00 Credits
Required for all Elementary Education students. This course will focus on developing the knowledge and skills necessary to provide developmentally appropriate literacy instruction (listening, speaking, and reading) for emerging readers (K-2). The course content will focus on the science of reading in all the core components (foundational skills, phonemic awareness, phonics, fluency and comprehension) necessary to build a strong literacy foundation. The course will also include differentiation strategies needed for developing readers with diverse backgrounds, language, cultural and behavioral needs, and focus on how explicit instruction in a tiered system can support diverse learners. Teacher candidates will develop pedagogical skills during a field experience in the public schools. This course is designated as an Active Learning Professional Practice (ALPP) course. This course allows students to explore and apply content learned in the course in a professional experience away from the classroom. **COURSE LEARNING OUTCOMES (CLOs) At the successful conclusion of this course, students will be able to: 1. Describe the components of reading. 2. Evaluate and respond to readings about the importance of the core components of literacy for future reading success. 3. Explain a tiered Instruction model (MTSS). 4. Plan reading instruction for each of the components following an explicit gradual release of responsibility model. Prerequisites: Admission to the Utah Tech Elementary Education Program. FA, SP
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