Education
Professors DROSSMAN, TABER; Associate Professors VALTIERRA (chair), WHITAKER; Assistant Professors ARIAS, COOMER; Visiting Assistant Professor REGAN; Lecturers FITZHUGH, STOLLER, WALTER; Visiting Instructors BRUNTON, FOLLARI & RAEVSKY.
Major Requirements
The education major is designed for the undergraduate to recognize education as a discipline whose presence is historical, social, political, and economical. Through social inquiry, critical analysis, and community engagement, education majors will examine the central position educational systems occupy in civic functioning.
A student majoring in education must complete a minimum of 11-12 units depending on the path. The four paths include: the Education Major, Teaching and Learning, Critical Social Foundations of Education, or Environmental Education. For more information, visit the Undergraduate Programs area of the Education Department website and consult with your advisor.
Category: Foundations in Education (4 units: ED101 OR ED120 plus three electives)
ONLY ONE UNIT OF FYE OR CC100/120 MAY BE COUNTED TOWARDS THE MAJOR
ED101 Introduction to the K-12 Classroom Culture (COURSE REQUIRED FOR ALL MAJORS AND MINORS)
ED110 Linking Literacy, Language, and Linguistics (REQUIRED FOR ELEMENTARY LICENSURE)
ED120 Practicum in Environmental Education (TREE Semester, can be substituted for ED101)
ED131 Youth Organizing for Social Change
ED200 Teaching Culturally and Linguistically Diverse Learners
ED205 Disability and Society
ED210 Power of the Arts in Education
ED211 Critical Perspectives on the U.S. Educational System: 19th Century – Present
ED320 Diversity and Equity in Education (prerequisite: ED101 or CC100/120)
ED225 Critical Foundations of Environmental Education (TREE semester)
ED235 Critical Multicultural Education
ED250 Topics in Education
ED255 Urban Education
ED280 Sociology of Education
ED350 Advanced Topics in Education
Category: Educational Research (two units)
ED260 Educational Research Design (prerequisite: one class from the Foundations category). This is a two-block course.
Category: Psychology (one unit)
ED311 Educational Psychology (prerequisite: COI; ED101 OR ED120 and one class from the Foundations category)
Category: Curriculum, Instruction, and Assessment (one unit)
ED310 Integrative STEM Education: Promoting Inclusion, Equity, and Social Transformation (prerequisite: ED101 OR ED120 and one class from the Foundations category) (REQUIRED FOR ELEMENTARY LICENSURE)
ED360 Classroom Management (prerequisite: ED101 OR ED120 and one class from the Foundations category)
ED370 Arts Integration: Creating Critical Thinkers and Connected Communities (prerequisite: COI; ED101 OR ED120 and one class from the Foundations category)
ED380 Curriculum Theories (prerequisite: ED101 OR ED120 and one class from the Foundations category)
ED385 Developing Environmental and Sustainability Education Curriculum (prerequisite: ED120 and ED225)
ED386 Educational Assessment in a Political Context (prerequisite: ED101 OR ED120 and one class from the Foundations category)
Category: Instructional Methods (one unit)
ED477 Culturally Sustaining Teaching and Disciplinary Literacy Methods (prerequisite: ED101 OR ED120, ED311 and COI OR Master of Arts in Teaching candidate). Students must obtain COI no later than first Monday of the previous block.
Category: Educational Policy and Reform (one unit)
ED350 Advanced Topics in Education: Economics of Education Policy
ED430 Policy and Politics in American Education (prerequisite: one class from the Curriculum, Instruction, and Assessment category)
ED450 Philosophy of Education
ED455 Education Reform in the 21st Century (prerequisite: one class from the Curriculum, Instruction, and Assessment category)
Category: Advanced Research (one unit)
ED490 Advanced Research
Minor Requirements
The minor supports students who wish to study the complexities of education ranging from its historical, social, philosophical, and psychological bases to modern-day issues and applications. Students are advised to consult early with the education faculty to develop a pathway of coursework in a particular area of interest, especially if the interest is in earning Colorado teaching credentials.
A student minoring in education must complete five units from the following categories:
ONLY ONE UNIT OF FYE OR CC100/120 MAY BE COUNTED TOWARDS THE MINOR
Category: Foundations in Education (3 units: ED101 OR ED120 plus two electives)
ED101 Introduction to the K-12 Classroom Culture (COURSE REQUIRED FOR ALL MAJORS AND MINORS)
ED110 Linking Literacy, Language, and Linguistics (REQUIRED FOR ELEMENTARY LICENSURE)
ED120 Practicum in Environmental Education (TREE Semester, can be substituted for ED101)
ED205 Disability and Society
ED210 Power of the Arts in Education
ED211 Critical Perspectives on the U.S. Educational System: 19th Century – Present
ED250 Topics in Education
ED131 Youth Organizing for Social Change
ED200 Teaching Culturally and Linguistically Diverse Learners
ED320 Diversity and Equity in Education (prerequisite: ED101 or CC100/120)
ED225 Foundations of Environmental Education (TREE semester)
ED235 Critical Multicultural Education
ED255 Urban Education
ED280 Sociology of Education
ED350 Advanced Topics in Education
Category: Psychology (one unit)
ED311 Educational Psychology (prerequisite: COI; ED101 OR ED120 and one class from the Foundations category)
SELECTING THE FINAL COURSE TO COMPLETE THE MINOR
Students in the Teacher Preparation Program or Pre-MAT:
If you are a teacher candidate in the Teacher Preparation Program, preparing for either the 9th semester program or Master of Arts in Teaching program, then you must take ED477 Culturally Sustaining Teaching and Disciplinary Literacy Methods as your fifth course to complete the minor.
Students Wishing to Complete the Minor and Not Interested in Teacher Licensure:
If you are a student completing the education minor, then you must take one additional course from: the Curriculum, Instruction and Assessment or Educational Policy and Reform categories listed above or ED477 Culturally Sustaining Teaching and Disciplinary Literacy Methods.
Teacher Preparation Program Requirements for ϳԹ Undergraduates
Program Advisor: Debra Yazulla Mortenson, Director of Teacher Educator Programs
Licensure is offered in elementary education (K-6), K-12 art, music, and world languages and secondary (7-12) English, math, science, and social studies. K-12 and secondary content coursework are informed by current state standards and will most likely be satisfied by completing the major in your discipline area. Students wishing to earn an elementary teaching license from Colorado may complete the education major or any other liberal arts major. If you plan to pursue licensure at the K-12 or secondary level, you must major in the content area you plan to teach. Please contact the Director of Teacher Educator Programs as soon as possible for course selection advising.
All licensure students must also complete the necessary education foundations, educational psychology, and methods coursework required by the state for licensure. See below for details.
Licensure Requirements
ED101 Introduction to K-12 Classroom Culture (one unit) OR ED120 Practicum in Environmental Education
Foundations in Education (one unit)
ED110 Linking Literacy, Language, and Linguistics (REQUIRED FOR ELEMENTARY LICENSURE)
ED120 Practicum in Environmental Education (TREE Semester, can be substituted for ED101)
ED205 Disability and Society
ED210 Power of the Arts in Education
ED211 Critical Perspectives on the U.S. Educational System: 19th Century – Present
ED250 Topics in Education
ED131 Youth Organizing for Social Change
ED200 Teaching Culturally and Linguistically Diverse Learners
ED320 Diversity and Equity in Education (prerequisite: ED101 or CC100/120)
ED225 Foundations of Environmental Education (TREE semester)
ED235 Critical Multicultural Education
ED255 Urban Education
ED280 Sociology of Education
ED350 Advanced Topics in Education
ED311 Educational Psychology (one unit)
ED477 Culturally Sustaining Teaching and Disciplinary Literacy Methods (one unit)
ED478 Advanced Methods: Inclusive Pedagogies in Literacy, Curriculum and Instruction (two units)
ED466 Data Driven Instruction for Diverse Learners in the 21st Century (one unit)
ED479 Teacher Candidate Practicum (3.5 to four units), OR
ED479 Teacher Candidate Practicum (two units) and ED495 Internship in Education: International Teaching (two units)
In addition, students pursuing elementary licensure must take the following two classes:
ED110 Linking Literacy, Language, and Linguistics
ED310 Integrative STEM Education: Promoting Inclusion, Equity, and Social Transformation
To be recommended for licensure, students must successfully complete all coursework, pass the appropriate state examination in their content area or grade-level discipline, complete 800 hours of supervised classroom practicum and successfully complete the Teacher Candidate Performance Assessment.
Teacher Preparation Program Admissions Procedure
Students who wish to pursue Colorado teacher licensure must apply for admission to the Teacher Preparation Program. After entering the college, a student interested in the program should obtain a description of the admission prerequisites, licensure requirements, and application procedure from the Education Department. Students should complete their application in spring of their sophomore year or fall of their junior year.
Students will have to submit the following documents to be considered for admission:
- Updated resume
- Current CC transcript
- Three letters of recommendations, one of which should be academic and one from an educator who can speak to your successful work with students in a classroom setting
In addition, students must have a cumulative grade point average of at least 3.0 and an average in the major or teaching field of at least 3.2. After receipt of a completed application, candidates will have a personal interview with the Teacher Preparation admissions team, which will include a teaching demonstration.
Ninth Semester Program
Students who wish to be licensed at the elementary, K–12, or secondary levels may have difficulty in completing ED479 during the eight semesters of undergraduate coursework. Therefore, the college has established a “Ninth Semester Program” where student teaching can be completed, after graduation, with tuition at a fraction of the cost of a regular semester. Eligible students will have completed their major, bachelor's degree and teaching licensure requirements except for ED479 (Blocks 1-4) or ED479 (Blocks 1-2) and ED495 (Blocks 3-4). Please see one of the education program advisors in the Education Department for further information.
Master of Arts in Teaching (MAT) Programs
Master of Arts in Teaching Licensure Program
ϳԹ offers a Master of Arts in Teaching Licensure Program. Licensure is offered in elementary education (K-6), K-12 art, music, and world languages and secondary (7-12) English, math, science, and social studies. K-12 and secondary content coursework are informed by current state standards and will most likely be satisfied by completing the major in your discipline area. Students wishing to earn an elementary teaching license from Colorado may complete an education major or any other undergraduate major. If you plan to pursue licensure at the K-12 or secondary level, you must major in the content area you plan to teach. Please contact the Director of Teacher Educator Programs as soon as possible for course selection advising.
Teacher candidates are not guaranteed licensure by ϳԹ. The teaching license is determined by the Colorado Department of Education. The ϳԹ program does satisfy the requirements in many states. Students wishing to teach outside Colorado should consult with the Director of Teacher Educator Programs.
Eligible students will have completed their major, bachelor's degree and teaching licensure requirements except for ED479 (Blocks 1-4) or ED479 (Blocks 1-2) and ED495 (Blocks 3-4). Please see one of the education program advisors in the Education Department for further information.
To be recommended for licensure, students must successfully complete all coursework, pass the appropriate state examination in their content area or grade-level discipline, complete 800 hours of supervised classroom practicum and successfully complete the Teacher Candidate Performance Assessment.
Culturally and Linguistically Diverse Education Endorsement
The Education Department at ϳԹ has been approved by the Colorado Department of Education and recommended by the Colorado Department of Higher Education to offer the Culturally and Linguistically Diverse Education endorsement. The endorsement is offered in response to the critical need for Colorado K-12 educators to be effectively prepared to teach all learners. The endorsement was a natural fit as ϳԹ's teacher preparation curriculum is built around culturally sustaining pedagogy. Equitable access to learning and authentic multicultural education is emphasized in all coursework. Interested students should contact Debra Yazulla Mortenson, Director of Teacher Educator Programs.
In compliance with Title II of the Higher Education Act, the following data for 2022-23 (the most recent reporting year) is provided: 11 students were enrolled, and 6 of those students completed the teacher preparation program. There were 5 full-time faculty members, and there were 6 supervising faculty for the teacher preparation program. Students participate in supervised student teaching for an average of 40 hours/week for a total of 16 weeks. The pass rate of teacher education students on the PRAXIS II content exam was 100 percent.
Master of Arts in Teaching Dyslexia Specialist Program
The ϳԹ MAT Dyslexia Specialist Program (DSP) is a two-year graduate program to prepare specialists focused on teaching learners who struggle with reading, including those with dyslexia and related disorders. The DSP is nationally recognized by the International Dyslexia Association and the Academic Language Therapy Association. The two-year program is designed for graduate students seeking to learn the most effective, evidence-based strategies for reading instruction. Colorado licensed teachers completing both years of the program can earn the Reading Specialist endorsement from the Colorado Department of Education. Students interested in the MAT Dyslexia Specialist Program should contact Debra Yazulla Mortenson, Director of Teacher Educator Programs.
Courses
Education
This course introduces students to the norms, values, routines, policies and relationships that form the classroom culture in a public school classroom. Students complete at least 30 hours of practicum experiences in cooperation with local school personnel in the Colorado Springs area. Responsibilities vary according to the needs of the school, but emphasis is on individualized help to K-12 students. Coursework explores educational theories and learning environment design and compares and contrasts instructional strategies. Practicum experiences converge with course content to examine the influence of classroom culture on student learning. Meets the Critical Learning: SHB requirement.
Introduces the profession of Early Childhood Education (ECE). Course content includes eight key areas of professional knowledge related to working with young children and their families in early care and education settings: child growth and development; health, nutrition, and safety; developmentally appropriate practices; guidance; family and community relationships; diversity and inclusion; professionalism; and administration and supervision. This course addresses children ages birth through 8 years.
In this one-block introductory course, our goal is to explore the science of literacy, language and linguistics and current policy and trends impacting literacy across the U.S. The course is designed to investigate the underlying linguistic structure and historical components of the English language and the need for more effective policy to close the gaps in literacy outcomes. This course is especially beneficial for those working with English Language Learners at home or abroad and for teachers of beginning readers and writers or struggling readers who require targeted or intensive intervention. Topics covered include oral language, structural linguistics, history of the language, dyslexia, assessment, and policy impacting literacy outcomes today. Students will participate in field assignments to observe Certified Academic Language Therapists working in both public and private settings, including ALLIES, the only Colorado public school for students with dyslexia. Meets the Critical Learning: SHB requirement.
This course introduces students to the norms, values, routines, policies and relationships that form the school culture of public school students. Students complete at least 60 hours of indoor and outdoor practicum experiences in cooperation with Catamount Center staff and local school personnel. Responsibilities include assisting with outdoor teaching at the Catamount Mountain Campus, and visiting and learning from other experienced environmental educators at their sites. Coursework applies environmental education and learning theories, and compares and contrasts instructional strategies. Practicum experiences converge with course content to examine the influence of school culture on student learning.
This is a community based half-block/extended format introductory course. Our goal over half block is to understand the theory of youth organizing and critical pedagogy. ϳԹ students will then apply their learning via a partnership with local high school students. ϳԹ students will mentor the high school students two afternoons per week throughout the spring semester with the goals of developing critical consciousness, facilitating critical pedagogies, and engaging the students in youth led community-based projects. Meets the Equity and Power: EPUS requirement. (Not offered 2024-25).
In this two-block introductory course, our goal is to understand how teaching and learning are defined and conceptualized differently in different spaces with different people. During the first block, we explore the sociopolitical forces that influence teacher quality, development, selection, demographics, and agency as we consider what it means to be a teacher and engage in the process of teaching. In the second block, we interrogate the process of learning by examining the learning brain, influences on the brain, and the nature of knowledge itself. Students will spend time observing multiple classrooms in diverse settings. Prerequisite: None. 2 units. Meets the Critical Learning: AIM requirement. (Not offered 2024-25).
This course introduces students to theories, applications, and issues related to teaching English as a Second Language (ESL) and English Language Learners (ELL). Students read second language acquisition theory and learn strategies for working with diverse populations and for making content area lessons accessible to ESL/ELL students. The course includes a field observation practicum component. Meets the Critical Learning: SHB requirement. Meets the Equity and Power: EPUS requirement.
Provides an exploration of guidance theories, techniques, and practices used to support young children’s ability to learn and engage in prosocial interactions with peers and adults. This course covers factors that influence children’s behaviors, as well as aspects of early childhood educator professionalism related to ethical, inclusive, and equitable guidance practice. This course addresses children ages birth through 8 years.
This introductory course provides a general overview of a range of disabilities and special education, applicable to both education and non-education majors; analyzing personal, historical, legislative, and societal perspectives on individuals with disabilities in United States society. This course is designed to help students develop a critical awareness of the complexity and diversity of the lives of people with disabilities, their differences and similarities with individuals without disabilities, and the impact of race, ethnicity, gender, and socioeconomic status on the treatment of individuals with disabilities in current society. Students will gain an understanding of the definitions, characteristics, and sociological considerations of various forms of disabilities including cognitive, communicative, physical, social/behavioral, and sensory impairments. Additionally, the historical and legislative aspects of special education and how legal mandates impact educational services for individuals with disabilities in the United States will be explored. Students will be challenged to investigate a current issue related to disability in U.S. society specific to the student’s major course of study. Each research investigation will use a small scale qualitative research design to evaluate current approaches and/or advocacy efforts and will propose research-based solutions for overcoming barriers experienced by individuals with disabilities. (Not offered 2024-25).
Independent practicum experience that takes place during half-block, semester (extended format), or a single block. The practicum must take place in an institution with an educational focus (e.g., non-school based, informal education program at a museum). Activity varies according to the needs of the placement, but the emphasis is on gaining a deeper understanding of lesson planning and teaching a lesson with the focus on differentiation under the guidance of the placement personnel.
(Summer only 2024-25).
(Summer only 2024-25).
Examines teaching and learning in formal (public school) and informal (museum) contexts to explore teaching and learning core curriculum through the arts. Students apply learning theories to investigate ways of transferring knowledge from one context to the other. Focus on inclusive pedagogy as it relates to existing power structures and on creativity as a framework to explore identity development, placing value on lived experiences as prior knowledge needed in both contexts. Students can accrue 15 K-12 classroom practicum hours towards the education minor or major. Meets the Critical Learning: CP requirement. Meets the Equity and Power: EPUS requirement. (Not offered 2024-25).
An introduction to the theories foundational to the practice of educating youth from 1800 U.S. to present. The course explores cognitive, metacognitive, dispositional, pedagogical and mastery learning theories. Attention is given to challenges in contemporary education including culturally relevant education. Meets the Critical Learning: HP requirement. Meets the Critical Learning: SHB requirement. (Not offered 2024-25).
This advanced practicum analyzes pedagogies for involving diverse students in the learning process. By studying theories of knowledge acquisition and positioning them in the context of a local school setting, theoretical justifications will be examined through a socio-cultural lens. Approaches to curriculum design that facilitate active learning will also be explored. (Not offered 2024-25).
This course introduces music learning theories foundational to teaching others how to play an instrument in the context of school, private lessons, and informal settings. The course considers how sound is produced, which motor and aural skills enhance instrumental performance, and what teaching methods improve instruction and learning. Students acquire intermediate performance skills on two band instruments and one orchestral instrument. Group practice labs, much like rehearsals, provide opportunities for students to conduct, plan, and present lessons, as well as to experience the complexity of working with multiple instruments in a heterogeneous setting. The course culminates with solo and small ensemble performances. This course is required for K-12 music teaching licensure candidates. Prerequisite: Basic music reading and consent of instructor. 1 unit - Hanagan. (Not offered 2024-25).
Examination of the intersection of globalization and education in light of the processes and forces that impact schooling here and abroad. Consideration of the challenges and opportunities resulting from mass migration, economic realities, technology, and the growing cultural and ethnic diversity of communities throughout the world. Comparative and interdisciplinary materials explore the implications of globalization for education and the effect of education on globalization. Meets the Critical Perspectives: Global Cultures requirement. (Not offered 2024-25).
Class discussion, literature analysis, and a praxis paper allow for critical analysis of the narratives underlying the characteristics and goals of environmental and sustainability education, the evolution of the field, and structures that may serve to disconnect environmental thinking from the purposes of just and equitable education. 1 unit Meets the Equity and Power: EPUS requirement.
This course provides an introduction to critical multicultural education in the context of the sociopolitical issues surrounding U.S. schools today. The course begins with the examination of culture as a framework through which our identities are shaped. Students will analyze how oppression and power operate in the context of race, ethnicity, socio-economic status, language, dis/ability, gender, gender identity, and sexual orientation in the public school system. Students will examine critical multicultural education as a platform for civil rights and social justice through coursework and weekly observations at a local urban high school. Students will critique the current structure of public education that perpetuates inequalities while also celebrating practices that disrupt inequities and foster critical hope. As a culminating experience, students will participate in a community based “Project for Change” proposal to advance critical multicultural education in our local community. Meets the Critical Perspectives: Social Inequality requirement. Meets the Equity and Power: EPUS requirement. (Not offered 2024-25).
Selected topics in the study of education. Courses will cover topics not listed in the regular education curriculum and may vary from year to year. This course may be offered as a 0.5 unit extended format or 0.5 unit half-block course or as a 1.00 unit block course.
In this course, we will explore the context of urban education through narrative. We will investigate dominant narratives of urban schooling, and surface the counter narratives that challenge oppressive policies, structures, and patterns in urban schools. This course is inquiry-focused: that is, this course is not a “how-to” or a survey course on issues facing urban education, nor it is a history of public or urban education. Instead, in this course we will focus on the systemic culture of public schooling, and how dominant/master narratives shape and influence educational administration, as well as students’ lives within urban schools. Meets the Critical Perspectives: Social Inequality requirement. Meets the Equity and Power: EPUS requirement.
This course critically studies rural education. The course focuses on rural geographies, culture, political economy, and communities that construct a sense of place. Students will also examine pedagogies and learning environments unique to rural contexts. Students will use expressive language to represent their experiences and understanding of rural spaces. The course includes a one-week field experience in a rural school setting.
The goal of this course is to provide students with the knowledge and skills necessary to critically evaluate educational research. The primary goals of the course are for students to be able to formulate appropriate research questions, consider alternative mixed methods designs including action research and case studies, and address methodological issues associated with working with qualitative and quantitative data. A significant portion of the course is devoted to learning statistical analyses methods using SPSS. Meets the Critical Perspectives: Quantitative Reasoning requirement. Meets the Critical Learning: FRL requirement.
Study of the methods and practices for teaching elementary music by learning about elementary general music education in school settings, planning lessons, delivering instruction, and designing assessments guided by the national and Colorado music standards. Practicum portion includes observations and participation in several elementary schools. (Not offered 2024-25).
Functions of the school in modern society. The school as a social system and as a formal organization. Development and allocation of resources to public education. Impact of social and technological change on the school. The school as an agent of social control and of innovation and change. Problems of education in the urban setting, including the desegregation issue.
Learning scientists use a sociopolitical lens to examine the powered and relational aspects of science, technology, engineering, and mathematic (STEM) learning environments. This course attends to the ways that power and privilege shape how interactions unfold, knowledge is produced, and identities are constructed in the STEM disciplines. We critically examine our own interactions and identities in STEM disciplinary spaces to develop a sociopolitical consciousness of STEM learning and to encourage each other to learn and teach STEM for inclusion, equity, and social transformation. Students in this class have an opportunity to critique and revise existing STEM curricula and pedagogies. Meets the Equity and Power: EPUS requirement. (Not offered 2024-25).
Explores the intersection of developmental psychology and learning theories from early childhood through adolescence. Across the course, the focus is on understanding how development milestones facilitate learning and what teachers can do to cultivate students’ skills and identities as learners. Drawing from contemporary works in cognitive and social development, special education, and the learning sciences, this course connects theory to educational practice both in and out of formal classrooms. It is strongly recommended students take this course after ED260 or equivalent research methods course. General Education: Society and Human Behavior. Meets the Critical Learning: SHB requirement.
This course is devoted to the critical examination of educational theory, practice, and policy within and across socioeconomic, cultural, and linguistic groups. We will analyze and discuss issues related to educational access and opportunity, curricula, pedagogical methods, and learning outcomes. In discovering the difference between ‘equal education’ and ‘equitable education’, we will identify the unique needs of students, structural challenges facing educators, and possible solutions to the inequities of early education, school resources, tracking, and teacher quality, among other variables. Meets the Critical Perspectives: Social Inequality requirement. Meets the Equity and Power: EPUS requirement. (Not offered 2024-25).
(Summer only 2024-25).
(Summer only 2024-25).
(Summer only 2024-25).
Basic principles. Aims, activities, methods and materials in the first five grades. Regular observations included. Taught as an alternative format course and must be taken for a full year. (Not offered 2024-25).
(Summer only 2024-25).
Varies. The Advanced Topics in Education will serve as an opportunity pilot new upper-level course.
This interdisciplinary course explores the intersections of race, power, and the myth of meritocracy through an examination of African American’s relationship to education as a civic institution in the United States. We engage with seminal texts written by W.E.B. Du Bois and Carter Woodson to learn how, historically, African American communities subverted white supremacist efforts to deny Black Americans access to what is often considered the key to upward social mobility. We trace the emergence of African American education as an activist praxis from pre-Civil War to present day. A special emphasis is placed on the importance of the Black church, Black educators, and Historically Black Colleges and Universities (HBCUs) to Black thrival. (Not offered 2024-25).
This course will examine traditional classroom management procedures with a focus on local K-12 public general education classrooms. Students will conduct classroom observations, design a classroom support intervention, collect and analyze data, and understand the impact of behavioral principles to make data-based decisions to positively address challenging student behaviors. (Not offered 2024-25).
Using teaching methods that involve visual arts, creative dramatics, movement and music allows students to create connections within their communities, cultures and classrooms. This course demonstrates that playing with process and ambiguity leads to more engagement and critical thinking. Students without formal arts experience are encouraged to take the class, as are the artistically inclined who want to learn about interdisciplinary learning. Class includes several afternoons a week in various arts media process-exploration labs as well as teaching in public school classrooms. (Not offered 2024-25).
This practicum is designed for students to spend fifteen-thirty hours in a local Early Childhood Education (birth-age 8) classroom placement. Students will observe classroom practices, work with small groups of students and collaborate with their host teachers to co-teach whole group and small group lessons. Students will keep a log of observations and reflections.
This advanced curriculum course is designed to familiarize students with various concepts, principles, methods, and theories of curriculum as enacted in formal and informal spaces of learning. Through the course, students will critically analyze different conceptions and approaches to curriculum across diverse social and cultural contexts and schooling practices. Students have opportunities to design, develop, evaluate, and/or critique different examples of curriculum. Meets the Critical Learning: CP requirement.
Students build upon foundational environmental education principles in this advanced curriculum, instruction, and assessment course by developing and teaching lesson plans supporting curricula to develop environmental literacy through transdisciplinary environmental inquiry. A practicum that spans the course emphasizes supervised teaching methods specific to environmental and outdoor education.
This course unpacks the many ways administrators, teachers, and students are held accountable for educational outcomes. Grounded in contemporary discourse of high-stakes testing, this course addresses the intersection of educational policies, assessments, and instructional practices. This course is intended for anyone interested in educational policy as well as students interested in becoming classroom teachers. As such, we will examine assessment at multiple levels including school, programmatic, classroom, teacher and student.
Students build upon their work in prior TREE Semester classes through additional writing related to the field of environmental education and compiling their evidence for environmental literacy to assemble a professional portfolio suitable for submission for certification to the Colorado Alliance for Environmental Education.
May be taken in specified blocks. Content arranged and consent of instructor.
An advanced course for students interested in understanding pedagogical interventions of alternative school programs implemented to mitigate learning in the classroom. The course focuses on the critical examination of in-school and after-school programs that help build the aspirational, navigational, social, cognitive, and linguistic capital critical to the success of the learner. Includes daily fieldwork where students will experience first-hand local programs. (Not offered 2024-25).
(Not offered 2024-25).
This course is designed for Education majors and minors interested in exploring the sociopolitical landscape of the Denver Public Schools (DPS). Students will live in Denver and intern for 2 weeks in select district schools that are granted autonomy in governance and/or curriculum. Building on the internship experience, students will unpack 21st century education innovations through a lens of social justice. Additionally, students will explore the DPS school choice system and engage with an array of stakeholders including youth, teachers, parents/caregivers, community members, activists, school leaders, and district and state representatives. Students will synthesize their learning through a culminating team project that will involve sharing research-based recommendations with hosting schools and guest speakers. This is a community-based learning (CBL) course. (Not offered 2024-25).
This course examines political issues in American education, past and present, at the local, state, and national levels. Students will analyze policy-driven ‘hot topics’ and seemingly institutionalized issues in schools including zero tolerance, funding, testing, and teacher quality. Time will be spent dissecting major educational policies including No Child Left Behind, Individuals with Disabilities Education Act, and the Dream Act. Particular attention will be given to the ways in which educational policies are formulated and to the constituencies and actors involved in the policy process. Emphasis will be placed on how educational policies affect classroom practices and learning outcomes.
This course engages students at the intersection of philosophy and education as an applied area of humanistic inquiry. In doing so, it examines education as a concept and set of concerns central to the discipline of philosophy. It also illuminates how and why philosophy is a robust tool to critically evaluate the policies and methods of teaching, learning, and schooling. The focus of the course is on exposing, excavating, and examining the assumptions made about human nature, knowledge, and society within the context of educational practice. (Not offered 2024-25).
This course investigates recent efforts to reform schools in the age of accountability. With advances in technology, changes in educational leadership, and the United States’ declining position in global education, our public school system has adopted dozens of methods to close the racial, economic, and subject-based achievement gaps. We will review popular reformists and their methods including Teach for America, KIPP Academies, and Harlem Children’s Zone. In all instances, we will pay close attention to if, how, and for whom these reform efforts are (in)effective. (Not offered 2024-25).
This course will examine a range of K-12 student assessments from formative to summative assessments as well as interpreting information provided by standardized tests. Monitoring student progress and adjusting instruction based on a variety of well-designed assessments are essential skills for all teachers. Additionally, this course will provide an overview of the laws and protections for students eligible for special educations services in public school settings. Topics include special education law, eligibility, ensuring an appropriate IEP, least restrictive environment, discipline, and fostering positive family-school relationships. Then, we will explore a variety of instructional technology tools (e.g., SMART Board; interactive whiteboard; iPad; Kahoot; PollEverywhere; Quizlet; Brain Pop, etc.) to increase student motivation, decrease off-task challenging behaviors, and collect student data (e.g., screen capture; Class DoJo, etc.).
Building off prior theoretical coursework, this practicum embedded class is designed for teacher candidates to learn how to establish effective inclusive classroom procedures, routines, and management. Students will spend twenty hours in a local classroom placement and collaborate with their host teacher to prepare for the school year and welcome K-12 students over their first two weeks of the fall semester. To ensure students have plenty of time in their practicum, course readings, assignments and discussions will occur virtually. (Not offered 2024-25).
This course builds on educational psychology applied to teaching. Students will analyze culturally sustaining teachers' dispositions, knowledge, and skills. Centered on the educational needs of K-12 Culturally and Linguistically Diverse (CLD) learners, students will understand learners as cultural, ethnic, and linguistic beings with unique personal histories. We will analyze how knowledge of student biographies, English Language Acquisition, and the Science of Reading intersect to foster equitable, inclusive, and liberatory learning environments. We will explore disciplinary methods to build an understanding of content area practices that can promote K-12 student language, literacy, knowledge, and skills. Finally, students will apply course content in a K-12 practicum where they plan and deliver culturally sustaining and disciplinary literacy strategies to teach to and through learners' cultural and linguistic frameworks. This course requires a 30-hour practicum.
Building upon prior theoretical and practical coursework, this practicum-embedded class focuses on creating inclusive classroom environments, curriculum, and literacy instruction. Students explore the intersections between Classroom Management, Universal Design, Differentiation, Backward Design, The Science of Reading, and Disciplinary Literacy. Elementary candidates will focus on how students learn to read and write. They will apply the Science of Reading in differentiated lesson design and delivery. Secondary candidates will explore inclusive methods specific to their discipline and how students read and write to learn. All candidates will use knowledge of Universal Design and the Science of Reading as a foundation to ensure that struggling readers have inclusive access to content. Finally, teacher candidates will develop the praxis and agency to equitably educate and advocate for the diverse learners they serve. This course requires a 70-hour practicum.
Students complete the required teacher candidate practicum under the supervision of department staff and certified Colorado educators in the public schools of Colorado Springs and vicinity. Teaching assignments are adapted to needs and plans of individual students. Each teacher candidate attends arranged meetings with his or her college supervisor to discuss teaching experiences.
Advanced study of a topic chosen by the student, approved by the department, with student research and writing directed by an individual faculty member. Required of all senior Education majors.
The internship is an opportunity for education students to deeply explore a subfield of education by working full time at a pre-approved site for the entirety of a block. Students will translate theory to practice by applying their knowledge and skills in a professional setting where they will deepen their examination of educational policies and/or practices under the guidance of a site supervisor. While the primary goal of this experience is for students to learn what it means to work in the field of education, the internship should also help students gain a clearer sense of what they still need to learn, while also providing an opportunity to build professional networks.
This is a variable title/credit course offered by college faculty. (Not offered 2024-25).
(Summer only 2024-25).
(Summer only 2024-25).
Each intern-teacher teaches in either international schools or host-country schools after completing approximately one-half of an internship in Colorado Springs and vicinity. International teaching assignments are adapted to the needs and plans of individual students. Advising, on-going assignments, and debriefing occur at ϳԹ. Placements and supervision are arranged in cooperation with established international teaching programs. (Not offered 2024-25).
This is a variable title/credit course offered by college faculty.
This is a variable title/credit course. Graduate students propose an independent reading or project and select an advisor based on the topic.
(Summer only 2024-25).
(Summer only 2024-25).
(Summer only 2024-25).
(Summer only 2024-25).
(Summer only 2024-25).
This course is an introduction to the science of reading and dyslexia therapy. The course is designed to enhance teaching abilities of those working with struggling readers and writers who require targeted or intensive intervention. Topics covered include oral language, phonemic awareness, systematic phonics, spelling, fluency, comprehension, history of the language, dyslexia, assessment, and components of effective instruction. Students will gain an understanding of the underlying pedagogy of multimodal reading instruction, hands on use of curricular materials, lesson design and implementation, student assessment, and instructional decision making. (Not offered 2024-25).
This extended format course consists of three day-long seminars. Students learn more advanced strategies for reading and spelling instruction. Additional curricular demonstrations and sharing of practicum work is part of each seminar.
This extended format course consists of three day-long seminars. Students continue work from Literacy Seminar 1. Additional curricular and sharing of practicum work is part of each seminar.
This course advances teaching abilities of learners who struggle with literacy, including dyslexia. The course includes advanced research-based reading instruction and continued training in specific research-based programs for intervention use. (Not offered 2024-25).
This course provides a comprehensive research-based view of academic assessments. Students become familiar with the characteristics of learning disabilities and coexisting disorders, gain an overview of statistical concepts, and learn the basic theories of assessment. The course includes a practicum experience administering academic assessments. (Not offered 2024-25).
This extended format course consists of three day-long seminars covering advanced topics and focuses on the most advanced layers of the English language, including Latin roots. Additional curricular demonstrations and sharing of practicum work is part of each seminar. Additional relevant topics are presented.
This extended format course consists of three day-long seminars that continue to focus on the Latin layer of language while introducing the Greek layer of language. Additional curricular demonstrations and sharing of practicum work is part of each seminar. Teachers are expected to make presentations on various reading intervention programs.
This class provides graduate students with a logical roadmap, from exploring a topic of interest through literary research methods to developing a research question and organizing and synthesizing gathered information into a defendable argument. Students complete a research prospectus by the end of the course. (Not offered 2024-25).
(Summer only 2024-25).
This course explores action research methods within school contexts in order to develop the investigative mindset. Students use qualitative and quantitative data to explore school, community, and family cultural frameworks in order to link the relevance of research to effective teaching. This course establishes the foundation for the Master’s Research project.
Preliminary and continued work on the candidate’s master’s research in consultation with the candidate’s research advisor. The course may be repeated in subsequent terms
(Summer only 2024-25).
(Summer only 2024-25).
This course will explore concepts of numeracy and inquiry-based learning in the teaching profession. Students will explore the relationships between classroom management, interactive lesson structures and expectations of 21st century math and science. Prerequisite MAT. .5 unit, extended format (Not offered 2024-25).
Teachers receive clinical supervision for 4 months during the fall to include a minimum of 50 hours of instruction in the program and responses to two to three observations (submitted by video or in person observation by a certified supervisor).
Teachers receive continued clinical supervision for 4 months during the fall to include a minimum of 50 hours of instruction in the program and responses to two to three observations (submitted by video or in person observation by a certified supervisor).
(Summer only 2024-25).
This course will examine a range of K-12 student assessments from formative to summative assessments as well as interpreting information provided by standardized tests. Monitoring student progress and adjusting instruction based on a variety of well-designed assessments are essential skills for all teachers. Additionally, this course will provide an overview of the laws and protections for students eligible for special educations services in public school settings. Topics include special education law, eligibility, ensuring an appropriate IEP, least restrictive environment, discipline, and fostering positive family-school relationships. Then, we will explore a variety of instructional technology tools (e.g., SMART Board; interactive whiteboard; iPad; Kahoot; PollEverywhere; Quizlet; Brain Pop, etc.) to increase student motivation, decrease off-task challenging behaviors, and collect student data (e.g., screen capture; Class DoJo, etc.). Prerequisite MAT. 1 unit
This course will examine traditional classroom management organizational procedures as well Multi-tiered Systems of Support (MTSS), Response to Intervention (RtI), and Positive Behavior Intervention Supports (PBIS). Specific focus will explore and utilize principles of Applied Behavior Analysis (ABA) within applied settings in general education classrooms to address common off-task and challenging behaviors teachers face. Students will observe, design classroom support interventions, collect and analyze data, and understand the impact of behavioral principles to make data-based decisions to positively address student behavior. Students will spend time observing multiple classrooms in diverse settings. Prerequisite: MAT enrollment. 1 unit. (Not offered 2024-25).
This course is designed to ensure teacher candidates understand why culturally responsive pedagogy is necessary in U.S. public schools. By taking an intersectional approach to identity development, we will examine how many aspects of students’ identities combine to create learners with unique needs. Though we will discuss identity development in relation to common demographic markers (e.g., economic, racial, linguistic, etc.), the lens will not be on students, but on ourselves. The primary goal of this course is for teacher candidates to recognize their own cultural identity and identify how it affects pedagogical choices and practices, both implicitly and explicitly.
Teachers will receive clinical supervision for 4 months to include a minimum of 100 hours of instruction in program and two to three observations (submitted by video or in person observation by a certified supervisor). Supervision of all clinical teaching hours is included.
Teachers receive continued clinical supervision for 4 months to include a minimum of 100 hours of instruction in program and two to three observations. Supervision of all clinical teaching hours is included.
Examines contextual issues that inform how the implementation of CLD and special education law and policy translate into instructional decision-making for struggling readers. Covers how to center students at the intersection of race, language, and disability in designing and implementing accessible literacy practices. Surfaces how power is distributed within classrooms and between parents/guardians, teachers, and students to implement culturally sustaining and accessible literacy intervention programs. (Not offered 2024-25).
Building off prior theoretical coursework, this practicum embedded class is designed for teacher candidates to learn how to establish effective inclusive classroom procedures, routines, and management. Students will spend twenty hours in a local classroom placement and collaborate with their host teacher to prepare for the school year and welcome K-12 students over their first two weeks of the fall semester. To ensure students have plenty of time in their practicum, course readings, assignments and discussions will occur virtually. (Not offered 2024-25).
This course builds on educational psychology applied to teaching. Students will analyze culturally sustaining teachers' dispositions, knowledge, and skills. Centered on the educational needs of K-12 Culturally and Linguistically Diverse (CLD) learners, students will understand learners as cultural, ethnic, and linguistic beings with unique personal histories. We will analyze how knowledge of student biographies, English Language Acquisition, and the Science of Reading intersect to foster equitable, inclusive, and liberatory learning environments. We will explore disciplinary methods to build an understanding of content area practices that can promote K-12 student language, literacy, knowledge, and skills. Finally, students will apply course content in a K-12 practicum where they plan and deliver culturally sustaining and disciplinary literacy strategies to teach to and through learners' cultural and linguistic frameworks. This course requires a 30-hour practicum.
Building upon prior theoretical and practical coursework, this practicum-embedded class focuses on creating inclusive classroom environments, curriculum, and literacy instruction. Students explore the intersections between Classroom Management, Universal Design, Differentiation, Backward Design, The Science of Reading, and Disciplinary Literacy. Elementary candidates will focus on how students learn to read and write. They will apply the Science of Reading in differentiated lesson design and delivery. Secondary candidates will explore inclusive methods specific to their discipline and how students read and write to learn. All candidates will use knowledge of Universal Design and the Science of Reading as a foundation to ensure that struggling readers have inclusive access to content. Finally, teacher candidates will develop the praxis and agency to equitably educate and advocate for the diverse learners they serve. This course requires a 70-hour practicum.
Master of Arts in Teaching candidates complete the required teacher candidate practicum under the supervision of department staff and certified Colorado educators in the public schools of Colorado Springs and vicinity. Teaching assignments are adapted to needs and plans of individual students. Each teacher candidate attends arranged meetings with his or her college supervisor to discuss teaching experiences. Masters Research is conducted in context of the practicum.
Full-time teaching in an elementary, secondary or K-12 classroom in Colorado Springs and vicinity. Master of Arts in Teaching Candidates only. (Not offered 2024-25).
Internship in a specialized placement with a community partner that matches an MAT candidate’s research or teaching interest. MAT candidates engage in discussions with the community partner throughout the program, and then spend at least four weeks in an internship, applying their education skills in a project-based learning approach.
Advanced work on completing the Master’s thesis. Candidates publicly defend their research as part of the overall grade for the class.
Student teaching abroad, either in international schools or in host country schools. International student teaching assignments are adapted to needs and plans of individual students. Advising, ongoing assignments, and debriefing occur at ϳԹ. Placements and supervision are arranged in cooperation with established international student teaching programs. (Not offered 2024-25).
This is an extended format class. In seminar style, MAT candidates prepare their action research papers for defense in front of faculty in order to meet requirements for the degree Master of Arts in Teaching. (Not offered 2024-25).