Course Search Results

  • EDUC 2400: Foundations Multicultural/ESL (SS, GC, ALCI)

    3.00 Credits
    Utah Tech University

    Fulfills General Education requirement for social science and global and cultural perspectives. Required prerequisite course for Elementary Education, Special Education, and the Secondary Education Programs. 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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    General Education Course

  • EDUC 2500: Instructional Technology in K-12 Classrooms

    3.00 Credits
    Utah Tech University

    Required prerequisite course for Elementary Education, Special Education, and the 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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  • EDUC 2700: Graduation Planning, Program Application & Career Prep

    0.00 Credits
    Utah Tech University

    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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  • EDUC 2899: Travel Study Japan: Culture, Education, and People

    3.00 Credits
    Utah Tech University

    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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  • EDUC 2990: Seminar in Education

    0.50 - 3.00 Credits
    Utah Tech University

    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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  • EDUC 3300: Literacy Beyond the Early Years

    3.00 Credits
    Utah Tech University

    Required for all Special Education majors. This course will focus on developing the pedagogical knowledge and skills necessary to provide appropriate literacy instruction for students in the intermediate grades (3-12). 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 through grade 12. 3. Plan literacy instruction in the intermediate grades and beyond in the following areas: Decoding, Fluency, Vocabulary, and Comprehension. 4. Apply the principles of literacy instruction in the following areas: decoding, fluency, vocabulary, and comprehension with students in grades 3-12. Prerequisites: Admission to the Utah Tech University Special Education program. FA, SP
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  • EDUC 3990: Seminar in Education

    0.50 - 3.00 Credits
    Utah Tech University

    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. For international travel, see studyabroad.utahtech.edu for additional travel costs that may apply. **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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  • EDUC 4700: Foundations of Dual Language Immersion Education

    3.00 Credits
    Utah Tech University

    For those seeking Dual Immersion Education endorsement. Emphasizes the theoretical and practical background about Dual Immersion Education. Overview of Dual Language Immersion Education, program models, teaching and learning issues in Dual Language Immersion Programs, and challenges of Dual Language Immersion Programs will be addressed to assist the success of prospective immersion teachers in the classroom. Eligible languages include Spanish, French, Mandarin Chinese, German, and Portuguese. This course meets partial requirements for the Dual Language Immersion Endorsement for the state of Utah. Dual listed with HUM 4000 and SPAN 4000 (students may only take one course for credit). **COURSE LEARNING OUTCOMES (CLOs) At the successful conclusion of this course, students will be able to: 1. Discuss theoretical principles and research findings that underlie dual language and immersion education. 2. Explain differences and similarities between one-way, two-way, developmental bilingual, and indigenous language immersion programs. 3. Summarize key principles of first and second language in dual language and immersion classrooms. 4. Discuss the social and political contexts for dual language education and their implications for classrooms and programs. 5. Synthesize lessons that can be learned from dual language and immersion programs around the world and based on class observations in the DLI schools in the local school district. FA (odd)
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  • EDUC 4990: Seminar in Education

    0.50 - 3.00 Credits
    Utah Tech University

    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 goals. 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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  • EDUC 5010: Data Analysis and Problem Solving in STEM

    3.00 Credits
    Utah Tech University

    This course will develop a firm problem-solving foundation. Using skills and strategies applied in mathematical contexts practicing teachers will learn to gather data, work with others, present solutions orally to the whole class, and write up detailed solutions. This course will also provide practicing teachers a deeper understanding of probability and data representation and analysis. Special attention in this course will be given to children's typical error patterns, problem solving strategies, interpreting and assessing students' work and learning, and integration of the National Council of Teachers of Mathematics Process Standards and the Standards for Mathematical Practice. **COURSE LEARNING OUTCOMES (CLOs) At the successful conclusion of this course, students will be able to: 1. Select appropriate strategies to solve a problem. 2. Solve challenging mathematical problems in groups and individually. 3. Write problem-solving summaries, communicate orally solution processes and conclusions, and improve collaboration skills. 4. Communicate data analysis and problem-solving strategies orally, visually, and in writing, as well as facilitate effective discourse in a positive mathematics learning environment. 5. Collect and organize data using tally marks, tables, pictographs, bar graphs, line graphs, frequency tables, line plots, stem-and-leaf plots, circle graphs, scatter plots, histograms, and box-and-whisker plots. 6. Select and interpret measures of central tendency (e.g. mean, median, and mode, including the impact of outliers). 7. Select and interpret measures of dispersion (e.g. range, variance, standard deviation, percentiles). 8. Identify and apply concepts of probability including: likely, unlikely, certain, impossible, sample space, experimental and theoretical, and recognition of probability as a value between 0 and 1. 9. Conduct experiments with and without replacement and compare theoretical and experimental probabilities. 10. Analyze misrepresentation and misleading data that exists in the real world, in order to become informed "consumers" of data. 11. Develop lesson plans including assessments to teach to your own students that incorporate the above outcomes as appropriate to your grade level. 12. Develop a unit test using a test blueprint. 13. Record reflections on how your mathematical and pedagogical thinking changes over the course of the semester. Prerequisite: Instructor permission.
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