UCCSTeach currently offers 11 courses. Click on the name of a course for more information.
|UTED||1010||Step 1: Inquiry Approaches to Teaching||1||15|
|UTED||1020||Step 2: Inquiry-Based Lesson Design||1||20|
|UTED||2010||Knowing and Learning in Science and Mathematics||3|
|UTLS||3030||Perspectives on Science and Mathematics (offered in Spring only)||3|
|UTLS||3040||Research Methods (Science Only) (offered in Fall only)||3|
|UTLS||3480||Functions and Modeling (Math only) (offered in Fall only)||3|
|UTED||4720||Reading in the Content Areas||3|
|Credit hours to complete UCCSTeach Program||32|
Course allows students to explore teaching as a career. Following an introduction to the theory and practice behind excellent inquiry-based science and mathematics instruction, students observe and teach lessons in pairs at the elementary level to obtain firsthand experience in inquiry lesson planning and implementation.
Course allows students to continue developing the inquiry lesson planning skills learned in Step 1. Students work in pairs to plan and teach three inquiry-based lessons to sixth, seventh, or eighth graders as they become familiar with exemplary middle school curricula.
This course focuses on what it means to know and learn science and mathematics concepts and how this knowledge changes and develops. Students will articulate what it means to know and learn relative to cognitive structures and express informed opinions on current issues and tensions in education, especially as they relate to mathematics and science instruction.
Classroom Interactions builds on the Knowing and Learning course, moving from a focus on thinking and learning to a focus on teaching and learning. This course specifically focuses on interactions between teachers, students, and content, and how effective teacher-student interactions in the classroom play a pivotal role in student's achievement. Students work in pairs to plan and teach inquiry-based lessons at the high school level.
Perspectives on Science and Mathematics is an upper-division history course designed to meet the unique needs of future teachers. It is designed to help students understand the progression of math and science education through history and why changes have taken place. The course examines issues of diversity and equity from different disciplinary lenses, including history, philosophy, sociology and anthropology.
Research Methods is a science course which focuses on applying inquiry-based instruction to laboratory science. Topics include quantitative and qualitative research, statistics, mathematical modeling of scientific results, and laboratory methods. This class is taken by science students only.
Functions and Modeling is a mathematics course designed to address the unique needs of future teachers of mathematics. In this course, students engage in explorations and lab activities designed to strengthen and expand their knowledge of the topics found in secondary mathematics. Students collect data and explore a variety of situations that can be modeled using linear, exponential, polynomial, and trigonometric functions. This class is taken by math students only.
PBI synthesizes the major principles and themes of the UCCSTeach program—integration of math and science content; infusion of technology, analysis, modeling, assessment and contextualization of content; immersion in intensive field based experiences; and a focus on designing equitable learning environments. When students complete PBI, they are fully prepared for Apprentice Teaching.
Reading in the Content Areas is a course that shows students how to effectively integrate reading and writing into their secondary math and science instruction. This course focuses on using reading and writing as tools to strengthen students’ understanding of critical concepts in their content area, and it helps prepare students to integrate literacy skills that are the focus of many schools and school districts.
Apprentice Teaching/Seminar is the culminating experience for all UCCSTeach students. In this 12-credit course, students are immersed in the expectations, processes, and rewards of teaching while working with an experienced mentor teacher at a local middle or high school, who helps guide them through the apprenticeship process. Upon completion of this course, students are equipped with knowledge, skills, and experience that will lead them to being successful classroom teachers. The seminar portion of the course provides opportunities for students to synthesize and apply what they have learned in prior UCCSTeach courses and field experiences as they develop the habits of mind and practices of an effective teacher. Through seminar discussions, students will tackle many issues new teachers grapple with, including expectations, adapting to school cultures, effective instruction, classroom management, assessment, and communication with students, colleagues, and parents/guardians.