139 courses with the subject EDUC, each shown exactly as we captured it from the college's catalog, with every element we hold. Where the wording looks broken, that is our reading of the catalog, not the college's text.
EDUC 1010Exploring Education in Society3
Credit(s) | $7.50 Fee Students will explore the public school system of the United States and its development. This exploration includes analysis of the cultural, historical, philosophical, sociological, political, and economic foundations of education in the United States. Topics include multiple perspectives, current events, and school or education trends and issues. (Fall, Spring, Summer) [Graded Letter]
EDUC 2100Principles of Curriculum and Instruction3
Credit(s) | $7.50 Fee Students will be introduced to the principles of curriculum, teaching, and assessment. This writing-intensive course includes exercises in instructional planning and curriculum development. Students will produce a partial unit plan based on a content area and grade level of their choosing. This course is intended for elementary education majors and those students pursuing secondary education teacher certification. As part of this course, students are required to submit to a background check; the fee for this can be waived. More information about seeking a waiver of the fee can be found in the syllabus or from the department. (Fall, Spring, Summer) [Graded Letter]
Credit(s) | $7.50 Fee Educational Psychology is designed to give students knowledge and skills designed to meet the needs of diverse student populations in the general education classroom. This course focuses on theories related to learning, motivation, memory, and more and how to apply those theories in the classroom. This course specifically explores trauma that students may experience and how educators can support students in trauma. (Fall, Spring, Summer) [Graded Letter]
Credit(s) | $7.50 Fee This course critically examines Culturally Responsive Teaching and the ways in which students can embody this methodology in educational settings. Throughout the course of the semester, students will progress from analyzing the self as an individual to analyzing our roles as educators working within a larger system. The aim of this course is to develop culturally responsive educators who can effectively leverage the skills, backgrounds, and identities of a diverse population of learners in a wide variety of educational settings. (Fall, Spring, Summer) [Graded Letter]
Credit(s) | $7.50 Fee Study and apply theories and research of dual language immersion education related to first and second language learning, literacy, and academic achievement of DLI learners. (Fall) [Graded Letter]
Credit(s) | $7.50 Fee This course is one of six courses needed to earn an Elementary STEM Endorsement. This course provides preservice and inservice teachers with a deep understanding of energy and the nature of how students use concepts of energy to make sense of phenomena across life, earth, and physical science. This understanding enhances teacher insights into 1) how matter and energy interact, 2) the relationships of energy to forces and interactions within fields, and 3) pedagogical content knowledge around teaching and learning about energy. (Fall - Odd Years [As Needed]) [Graded Letter]
EDUC 4320Force and Motion in STEM for Elementary Teachers3
Credit(s) | $7.50 Fee This course is one of six courses needed to earn an Elementary STEM endorsement. This course provides preservice and inservice teachers with a deep understanding of force and the nature of how students use the concepts of force to make sense of phenomena across life, earth, and physical science. This understanding enhances participants’ insights into 1) how force, energy, and matter interact; 2) the relationship of force to energy and interactions within fields; and 3) pedagogical content knowledge around teaching and learning about force. This course provides teachers with knowledge of how concepts in force may be used by students, with the Crosscutting Concepts and Engineering and Science Practices. (Fall - Even Years [As Needed]) [Graded Letter]
EDUC 4330Integrated Mathematics: Data Analysis and Problem Solving3
Credit(s) | $7.50 Fee This course is one of six courses needed to earn an Elementary STEM endorsement. This course will help participants develop a firm problem-solving foundation. Using skills and strategies applied in mathematical contexts, preservice and inservice teachers will learn to think, work with others, present solutions orally to the whole class, and write up detailed solutions. This course will also provide preservice and inservice teachers a deeper understanding of probability and data representations 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 NCTM process standards and the Common Core Standards for Mathematics. (Fall - Even Years [As Needed]) [Graded Letter]
Credit(s) | $7.50 Fee This course is one of six courses needed to earn an Elementary STEM endorsement. In this course, participants will experience introductory explorations of the nature of science, using science and engineering principles, practices, and processes. Applications to Science, Technology, Engineering, and Mathematics will be explored using learning-based pedagogy. Participants will develop sound STEM teaching practices and strategies to assist them in educating K-6th grade students in STEM content standards. (Fall - Even Years [As Needed]) [Graded Letter]
Credit(s) | $7.50 Fee This course is one of six courses needed to earn an Elementary STEM endorsement. This course provides inservice and preservice teachers with a deep and useful understanding of matter and the nature of how students use the concepts of matter to make sense of phenomena across life, earth, and physical science. This understanding enhances participants’ insights into 1) how matter and energy interact, 2) the relationships of matter to forces and interactions within the fields, and 3) pedagogical content knowledge around teaching and learning about matter. This course provides participants with knowledge of how matter concepts may be used by students with the Crosscutting Concepts and Engineering and Science Practices. (Fall - Even Years [As Needed]) [Graded Letter]
Credit(s) | $7.50 Fee This seminar complements the student teaching experience. Student teaching marks the beginning of the transition from university study of teaching and learning to entry into the professional practice of education. This seminar is designed to provide resources such as peer coaching groups, celebration of our successes, meeting our challenges, coping with our failures, and learning as much as possible from all of these to prepare students for entering the teaching profession. The Department of Teacher Education will register students for this course. (Fall, Spring) [Pass/Fail]
( ELED 4980 and ELED 4985 and EDUC 4930 ) or ( SCED 4980 and SCED 4985 and EDUC 4930 )
EDUC 4600Sociology of Education3
Credit(s) | $7.50 Fee This course provides an overview of the relationship between education and society, with a primary focus on its role in replication, reinforcement, and creation of inequality. Various sociological concepts, methods, and theories will be used to examine both historical and current issues in education such as inequity, social stratification, the “achievement gap,” and social and cultural capital. (Fall) [Graded Letter]
EDUC 4610Educational Policy Analysis and Advocacy3
Credit(s) | $7.50 Fee This course examines the role of public policy in education, focusing primarily on models and frameworks, and their application to current policy issues in local, state, and federal K-12 schooling. Models of advocacy are also examined in order for students to put knowledge into practice in order to participate in the decision-making process. (Spring) [Graded Letter]
EDUC 4630Contemporary Issues in American Education3
Credit(s) | $7.50 Fee This course will explore and analyze contemporary issues in American education systems, the forces that perpetuate them, and the socio-cultural contexts in which they exist. Teachers’ work and ethical practices will also be examined. (Summer) [Graded Letter]
Credit(s) | $7.50 Fee This course examines the role of schools and teaching throughout American history. A historical framework will be used to reflect on the relationship of schooling to other societal institutions, groups of people, and processes of social change. (Summer) [Graded Letter]
Credit(s) | $7.50 Fee The purpose of this course is to provide an introduction to research and a variety of research approaches common to the field of education. Upon completion of the course, students will be able to locate, understand, evaluate, and interpret qualitative, quantitative, and mixed methods research. Students will be working with the faculty member to conduct a specified research study. (As Needed) [Pass/Fail] Repeatable for Add’l Credit? Yes
Credit(s) | $7.50 Fee This course is intended to support student teachers during their immersive school-based student teaching experience. The experiences in this course are designed to allow student teachers to continue their growth in and reflection on the areas of planning, instruction, and assessment. During this course, student teachers will receive instruction and support as they compile and construct their professional learning plan, which documents student teachers’ development as professional educators. (Fall, Spring) [Pass/Fail]
Credit(s) | $7.50 Fee The goal of this course is to provide an introduction to instructional design theories, principles, and models, and an overview of their historical development. Instructional design models are considered with respect to their implications for technology applications in education. (As Needed) [Graded Letter]
EDUC 5010Classroom Integration of Educational Technology3
Credit(s) | $7.50 Fee Class participants will research technology utilization in K-12 classrooms; investigate theoretical foundations to evaluate, select, and utilize various technology applications; develop, implement, and evaluate class technology integration projects; and gain an understanding of multiple models for assessing student learning in technology enhanced environments. (As Needed) [Graded Letter]
Credit(s) | $7.50 Fee Learners will explore strategies for planning and implementing technology integration (teaching and curriculum focus) at an organizational level, including the examination of larger-scale professional development models. The course will focus on developing skills for taking a leadership role in schools, and district technology use, planning, implementation, and assessment. (As Needed) [Graded Letter]
EDUC 5034Strategies for Working with Diverse Learners and Educational Psychology3
Credit(s) | $7.50 Fee This course is designed to give student’s knowledge and skills designed to meet the needs of diverse student populations in the general education classroom, including: allowing students multiple ways to demonstrate learning that are sensitive to student diversity; creating an environment using a teaching model that is sensitive to multiple experiences and diversity; designing, adapting, and delivering instruction to address each student’s diverse learning strengths and needs; and incorporating tools of language development and language acquisition into planning, instruction, and intervention for students learning English (ELL/ESL) and supporting the development of English proficiency. Includes school practicum. (As Needed) [Graded Letter]
EDUC 5074Foundations of Instructional Design and Pedagogy3
Credit(s) | $7.50 Fee Situated at the intersection of teaching, learning, and subject matter, this course supports understanding of basic theories of learning and development, and the role of technology in the: (a) design of curriculum, (b) conduct of teaching, (c) assessment of learning. (As Needed) [Graded Letter]
Credit(s) | $7.50 Fee This course reviews the factors that contribute to successful technology leadership in today’s environment. Students will use examples from a wide range of industries to learn about, and gain practical experience in, the issues that ultimately determine the success and challenges of highly technical instructional approaches. Students will also study some of the cultures and practices that foster continuous innovation and effectively leverage technology trends and trajectories. (As Needed) [Graded Letter]
EDUC 5077Supporting and Developing 21st Century Learners3
Credit(s) | $7.50 Fee This course is designed to explore the essential elements needed for the acquisition of knowledge and competencies to promote 21st century learning skills. Participants in this course will learn about the need for collaboration, communication, and critical and creative thinking. The effective use of technology and media literacy will be addressed. This course prepares K-16 educators by engaging them in thoughtful dialogue and activities that promote 21st century ideas and understanding of students’ diverse, digital, and global learning needs. (As Needed) [Graded Letter]
EDUC 5079Digital Citizenship and Information Literacy3
Credit(s) | $7.50 Fee This course informs K-12 educators to understand what it means to be a productive citizen in both a local context and on a global scale. The performance tasks encourage leaners to develop authentic responses to scenarios that involve adhering to copyright laws, creating a positive digital identity, addressing cyberbullying, and managing data privacy. (As Needed) [Graded Letter]
Credit(s) | $7.50 Fee The purpose of this course is to ensure that those obtaining the Instructional Coaching endorsement are prepared with the requisite, foundational skill-set to effectively coach their fellow educators’ practice to improve student outcomes and overall educator effectiveness. (As Needed) [Graded Letter]
Credit(s) | $7.50 Fee The purpose of this course is to ensure that those obtaining the Instructional Coaching endorsement are prepared to engage with educators utilizing research-based adult learning principles that foster effective professional learning design and coaching relationships. (As Needed) [Graded Letter]
EDUC 5120Creating and Managing a Learning Environment3
Credit(s) | $7.50 Fee This course helps students understand how to create effective learning environments by establishing and implementing routines and procedures with consistent expectations. Students will learn how to implement personalized learning practices that consider the whole child, including function-based thinking, implementing least restrictive behavioral interventions, trauma-informed instructional practices, and restorative instructional practices. Includes school practicum. (As Needed) [Graded Letter]
Credit(s) | $7.50 Fee The purpose of this course is to ensure that those obtaining the Instructional Coaching endorsement can design instruction using research-based strategies that ensure students meet the standards-based learning objectives. This course is designed to be largely completed asynchronously. (As Needed) [Graded Letter]
EDUC 5160Curriculum Scope and Sequence: Instruction, Technology, Assessment, Planning3
Credit(s) | $7.50 Fee The focus of this course includes: Planning instruction and assessment in content-specific teams and in cross-curricular teams. Designing, administering, and reviewing educational assessments in a meaningful and ethical manner; formative and summative assessments results to inform and modify instruction; assessing students for competency for the purpose of personalized learning. Integrating technology to support and meaningfully supplement the learning of students, including the effective use of software for personalized learning. Knowledge of the Utah Educator Professional Standards (UETS); knowledge and skills in collaborating with parents and guardians; skills in providing tier one and tier two instruction and intervention on the Utah Core Standards and positive behavior supports to each student within a multi-tiered system of supports. Includes school practicum. (As Needed) [Graded Letter]
EDUC 5180Instructional Technology for Teaching and Learning2
Credit(s) | $5 Fee This course examines instructional design for classroom teachers and explores a variety of emerging technologies that enhance student learning. (As Needed) [Graded Letter]
EDUC 5220STEM Integrated Math for Elementary Teachers-Data Analysis and Problem Solving3
Credit(s) | $7.50 Fee Elementary educators will increase their mathematical knowledge and mathematical content knowledge in connection with the new mathematical standards. Focused on using application and experiential learning opportunities allowing students to discover mathematical truths. Educators will explore STEM curriculum content and teaching practices specific to K-6 classrooms. (As Needed) [Graded Letter]
Credit(s) | $7.50 Fee This course, designed for K-6 teachers, will focus on STEM integration through the lens of science. Participants will identify and distinguish STEM models as they examine, engage in, and implement science concepts. A variety of methods will be used to prove competency in science practices in relation to STEM including but not limited to written assignments, submission of lessons, assessments and activities, discussions and reflections. Competencies will include demonstrating integration models for science and other STEM disciplines and identifying careers in science, reflecting on science instruction highlighting the three dimensions of science instruction including the use of authentic phenomena, developing pedagogical practices to support disciplinary literacy instruction in science and the knowledge and skills to integrate STEM, and planning, implementing, and reflecting on science instruction highlighting integrating the content standards with other content areas. (As Needed) [Graded Letter]
EDUC 5280STEM for Teaching K-6 Technology and Engineering3
Credit(s) | $7.50 Fee This course, designed for K-6 teachers, will focus on STEM integration through the lens of engineering and technology. Participants will identify and distinguish STEM models as they examine, engage in, and implement engineering design and the Science and Engineering Practices (SEPs) through the use of effective technological tools. Participants will also apply pedagogical practices that help K-6 students develop the disciplinary literacy needed to authentically communicate in engineering and help students develop the skills needed to integrate the engineering design process with other disciplines. Additionally, participants will model practices to build their capacity to create effective student-centered learning environments and instruction. An emphasis will be placed on authentic connections with science and mathematics. (As Needed) [Graded Letter]
Credit(s) | $7.50 Fee This course, designed for K-6 teachers, will focus on STEM integration through the lens of mathematics. Participants will identify and distinguish STEM models as they examine, engage in, and implement mathematical concepts, Standards for Mathematics Practices (SMPs), and Effective Mathematics Teaching Practices through the use of rich mathematical tasks. Participants will also apply pedagogical practices that help K-6 students develop discourse skills needed to authentically communicate in mathematics and help students develop the skills needed to integrate mathematics with other disciplines. Additionally, participants will model practices to build their capacity to create effective student-centered learning environments and instruction. An emphasis will be placed on authentic connections between mathematics and science, technology, and engineering design. (As Needed) [Graded Letter]
EDUC 5400Learning, Development, and Individual Differences in Gifted Education3
Credit(s) | $7.50 Fee In this course participants will understand the characteristics and needs of gifted children and youth, types of programs available to gifted children and youth, the historical and philosophical foundations required of professionals in the field, the history of the gifted child movement, and advocacy for gifted children and youth. (As Needed) [Graded Letter]
Credit(s) | $7.50 Fee In this course participants will understand how to collect multiple types of assessment information so that all students are able to demonstrate their gifts and talents. They will understand how to differentiate their curriculum and instruction by using pre- and post-, performance-based, product-based, and out-of-level assessments. Participants will understand the importance of using non-biased, technically adequate, and equitable approaches in order to identify students from diverse backgrounds for gifted programs. (As Needed) [Graded Letter]
EDUC 5430Curriculum and Instructional Planning in Gifted Education3
Credit(s) | $7.50 Fee In this course participants will understand and apply research-based models of curriculum and instruction related to students with gifts and talents and respond to their needs by planning, selecting, adapting, and creating culturally relevant curriculum and by using a repertoire of evidence-based instructional strategies to ensure specific student outcomes. Participants will understand the purpose of using a comprehensive and sequenced core curriculum that is aligned with local, state, and national standards, and how to differentiate and expand it in order to meet the unique needs of students with gifts and talents. Participants will select, adapt, and plan for the use of a variety of evidence-based instructional strategies to advance learning of gifted and talented individuals. (As Needed) [Graded Letter]
EDUC 5440Learning Environments for Gifted Students3
Credit(s) | $7.50 Fee In this course participants will understand how to create safe learning environments that foster emotional well-being, positive social interaction, leadership, and cultural understanding for success in a diverse society. They will gain knowledge of the impact of giftedness and diversity on social-emotional development and be enabled to design environments, within a continuum of services, that encourage independence, motivation, and self-efficacy of individuals from all backgrounds. (As Needed) [Graded Letter]
Credit(s) | $7.50 Fee The purpose of this course is to guide the student to becoming a leader in the field of gifted and talented education. This experience will include an assessment of need, collaboration with school and district leadership, families, and colleagues to provide professional development in the area of gifted and talented education. (As Needed) [Graded Letter]
EDUC 5560Curriculum, Instruction, and Assessment for Elementary Mathematics3
Credit(s) | $7.50 Fee This course, designed for aspiring Elementary Mathematics Specialists, will develop a broader perspective of curriculum, instruction, and assessment in elementary mathematics education emphasizing methods with which leaders support teachers and systems. (As Needed) [Graded Letter]
EDUC 5570Elementary Mathematics Education Leadership for School Change3
Credit(s) | $7.50 Fee This course develops the following mathematics education leadership knowledge and skills: policy and curriculum issues, research informing instructional practice, implementation and evaluation of professional development, evaluation of educational structures that affect equity including use of materials, and responsibilities of math coaches and mentors. (As Needed) [Graded Letter]
Credit(s) | $7.50 Fee In this course, designed for K-6 teachers, participants explore a foundational component of Scientific Literacy, the Nature of Science (NOS), along with the Nature of Engineering (NOE). Specifically, participants explicitly and implicitly engage with aspects of the NOS and NOE to develop an understanding and knowledge of how the disciplines of Science and Engineering function. Additionally, participants experience phenomena-based, three-dimensional science instruction that supports the development of students’ conceptual science understanding and scientific literacy. Participants also consider ways to promote effective and equitable science instruction both in personal practice and in the science education community. This course is intended to be the first course in the ESE sequence. It provides foundational and critical background understandings from which all remaining courses will build. (As Needed) [Graded Letter]
Credit(s) | $7.50 Fee This course focuses on what systems are and how systems support the sensemaking of phenomena. Using a systems lens, participants engage with the science and engineering practices of obtaining, evaluating, and communicating information and developing and using models to understand disciplinary core ideas better. Participants observe, prepare, enact, and reflect on three-dimensional instruction. (As Needed) [Graded Letter]
Credit(s) | $7.50 Fee In this course, students will develop a conceptual understanding of how energy and matter flows into, out of, and within systems. Students will develop and use models to explain how energy and matter move throughout and are conserved within systems to explain phenomena as well as participate in science discourse on these concepts by critiquing and revising models of energy and matter. Students will analyze examples of student models and critique assessments to help them support their students’ conceptual understanding and scientific literacy related to energy and matter. Students will also consider ways to promote effective and equitable science instruction both in personal practice and in science. (As Needed) [Graded Letter]
Credit(s) | $7.50 Fee This is the fourth course in the Elementary Science Endorsement sequence. During this course, students will develop a conceptual understanding of cause and effect in science. Students will be asking questions that support planning and carrying out investigations with the intent to identify causal relationships and mechanisms in order to explain changes and predict phenomena. Additionally, students will engage in science investigations, critique lessons that include investigations, and design and teach a lesson to enact phenomenon-based, three-dimensional science instruction that supports the development of students’ conceptual understanding and scientific literacy related to cause and effect. (As Needed) [Graded Letter]
Credit(s) | $7.50 Fee In this course, designed for K-6 teachers, participants explore a foundational component of Scientific Literacy and Cross Cutting Concept, Stability and Change. Specifically, participants construct explanations and improve them through argumentation as well as analyze data in regards to stability and change in Living Systems, Physical Systems, and Earth Systems. Additionally, participants prepare and enact phenomena-based, three-dimensional science instruction that supports the development of students’ conceptual science understanding and scientific literacy. Participants also consider ways to promote effective and equitable science instruction both in personal practice and in the science education community. This course is intended to be a sequential element in this endorsement. (As Needed) [Graded Letter]
Credit(s) | $7.50 Fee In this course, designed for K-6 teachers, participants explore best practices in the elementary science classroom. Participants use the science and engineering practices, crosscutting concepts, and disciplinary core ideas to support student sensemaking. Additionally, participants prepare and enact phenomena-based, three-dimensional science instruction that supports the development of students’ conceptual science understanding and scientific literacy. Participants also consider ways to promote effective and equitable science instruction both in personal practice and in the science education community. This course is intended to be a sequential element in this endorsement. (As Needed) [Graded Letter]
EDUC 5900Language Acquisition Theory and English Language Development Practices3
Credit(s) | $7.50 Fee An overview of the theories of second language acquisition. Topics to be covered include definitions of first and second languages, language competence, and language production, as well as the major schools of language acquisition theory: linguistic, psychological, and sociocultural. (As Needed) [Graded Letter] Repeatable for Add’l Credit? Yes
EDUC 5910Methods and Curriculum for Teaching ELLs3
Credit(s) | $7.50 Fee An overview of the methods and approaches of teaching ESOL. Topics to be covered include historical, current, and alternative approaches to language teaching; how methods relate to language acquisition theories; and how approaches and methods influence curriculum development. (As Needed) [Graded Letter]
Credit(s) | $7.50 Fee An overview of the principles of assessment and evaluation of English Language Learners. Topics to be covered include: assessment of, as, and for learning; assessment of language learners; assessment of academic language; assessment of content knowledge; assessment of oral language; and assessment of literacy development. (As Needed) [Graded Letter] Repeatable for Add’l Credit? Yes
EDUC 5930Policies, Best Practices, and Critical Issues for ELLs (Pre-K/ELED)3
Credit(s) | $7.50 Fee An overview of policies, best practices, and critical issues for pre-k & elementary English Language Learners. Topics to be covered include: classroom techniques, planning, classroom management, social skills, grading, moral, ethical & legal issues. This course is intended to be taken in conjunction with the
EDUC 5940Policies, Best Practices, and Critical Issues for ELLs (Secondary)3
Credit(s) | $7.50 Fee An overview of policies, best practices, and critical issues for secondary English Language Learners. Topics to be covered include: classroom techniques, planning, classroom management, social skills, grading, moral, ethical & legal issues. This course is intended to be taken in conjunction with the EDUC 5960 course. (As Needed) [Graded Letter]
Credit(s) | $7.50 Fee A course which allows students to explore classroom applications of the best practices, policies, and critical issues associated with teaching ELLs. This course is intended to be taken in conjunction with EDUC 5930 and requires a minimum of 25 hours of experience working in a classroom. (As Needed) [Graded Letter]
Credit(s) | $7.50 Fee A course which allows students to explore classroom applications of the best practices, policies, and critical issues associated with teaching ELLs. This course is intended to be taken in conjunction with EDUC 5940 and requires a minimum of 25 hours of experience working in a classroom. (As Needed) [Graded Letter]
Credit(s) | $7.50 Fee Issues in Psychology and Measurement is the study of current psychological principles of teaching and learning, and principles and techniques for developing, validating, and interpreting educational measures. It addresses the use of educational measures for evaluation and planning processes. Attention will be given to the theory and application of varied assessment methods used to improve teaching and promote student learning. (As Needed) [Graded Letter]
Credit(s) | $7.50 Fee Introduction to information technology for teachers, administrators, and media specialists. Examines the role of technology in curriculum and instruction. (Summer [As Needed]) [Graded Letter]
Credit(s) | $7.50 Fee The study of current psychological principles of teaching and learning as they apply to positivist and constructivist research paradigms. Principles and techniques for studying one’s professional practice. The use of educational measures for evaluation and planning processes. (As Needed) [Pass/Fail] Repeatable for Add’l Credit? Yes
Credit(s) | $7.50 Fee The goal of this course is to provide an introduction to instructional design theories, principles, and models and an overview of their historical development. Instructional design models are considered with respect to their implications for technology applications in education. (As Needed) [Graded Letter]
EDUC 6032Educational Technology and the Constructivist Tradition3
Credit(s) | $7.50 Fee Class participants will research technology utilization in K-12 classrooms; investigate theoretical foundations to evaluate, select, and utilize various technology applications; develop, implement, and evaluate class technology integration projects; and gain an understanding of multiple models for assessing student learning in technology enhanced environments. (As Needed) [Graded Letter]
EDUC 6033Enhanced Hardware and Software Skills for Educators3
Credit(s) | $7.50 Fee Individuals completing the Educational Technology Endorsement should be able to demonstrate knowledge, skills, and understandings of concepts related to technology, as well as demonstrate continual growth in technology knowledge and skills to stay abreast of current and emerging technologies. (As Needed) [Graded Letter]
Credit(s) | $7.50 Fee This course explores various strategies for leveraging technology to enhance collaboration with students, parents, and colleagues, both locally and globally. The course focuses on sharing ideas and discovering new resources and technological tools that enhance authentic learning experiences in collaborative environments. Students also design collaborative projects/activities for P-12 classrooms. Upon completing the course, students will gain the knowledge and skills to meet the Collaborator standard for Educators in the International Society for Technology in Education. (As Needed) [Graded Letter]
EDUC 6035Technology Based Training and Staff Development3
Credit(s) | $7.50 Fee The Technology Pedagogy series will provide skills for planning and designing effective learning environments and experiences supported by technology. Participants will implement curriculum plans that include methods and strategies for applying technology to maximize student learning. Individuals will also learn ways to apply technology to facilitate a variety of effective assessment and evaluation strategies. (As Needed) [Graded Letter]
Credit(s) | $7.50 Fee Students that complete this course will effectively lead and oversee a technology integration team at the school level. Upon completion the student will demonstrate knowledge of process management functions, resource management functions in the classroom, and define and set appropriate goals for technology-mediated instructional project. Students will also make recommendations for activities and techniques, identify variables, establish communication systems, adapt current systems, and compare various technology instructional models. The Supervisory/Administrative Electronic Portfolio is also established during this course. Required for Supervisory/Administrative Endorsement. (As Needed) [Graded Letter]
EDUC 6037Leadership in Instructional Technology and Design3
Credit(s) | $7.50 Fee Learners will explore strategies for planning and implementing technology integration (teaching and curriculum focus) at an organizational level, including the examination of larger scale professional development models. The course will focus on developing skills for taking and leadership role in schools and district technology use, planning, implementation, and assessment. (As Needed) [Graded Letter]
EDUC 6038Online and Blended Teaching and Learning3
Credit(s) | $7.50 Fee This course offers graduate students an opportunity to plan, design, implement, and create a blended/online course, and give them the ability to create blended/online materials and/or courses on their own. (As Needed) [Graded Letter]
Credit(s) | $7.50 Fee Theories in instructional leadership, including school vision and management as they apply to the principal’s role, will be explored in the context of leadership in the 21st century. (As Needed) [Graded Letter]
Credit(s) | $7.50 Fee A study of the application of instructional supervisory theories and practices of supervisory behaviors as they relate to improvement of instruction. Directed field experience will be required. Must be taken prior to Public School Administrative Internship. (As Needed) [Graded Letter]
EDUC 6110Teacher Leadership and School Improvement3
Credit(s) | $7.50 Fee This course places teachers in a position to understand the critical role they play in creating a climate of continuous, systemic improvement in schools through the establishment of professional learning communities and the concurrent development of teacher leadership. Students will gain understanding of how the relationships among the development of learning communities, teacher leadership, school effectiveness, and site-based accountability can positively improve schools. (As Needed) [Graded Letter]
Credit(s) | $7.50 Fee This course examines current curriculum designs and teaching/learning models and the leadership processes of assessing, developing, implementing, and revising instructional programs to improve student learning. Students will learn how to effectively establish and maintain optimal learning environments conducive to student success. Students will develop skills necessary for understanding skills and dispositions required for effective communication as school leaders. (As Needed) [Graded Letter]
Credit(s) | $7.50 Fee This course analyzes the characteristics of effective schools and the leadership theories and concepts that are related to school improvement and renewal processes. Participants will examine the application of these theories, along with the development and utilization of teacher leadership skills, to improve school operations, understand data-driven decision-making, facilitate strategic planning, promote student achievement, and engage in effective teacher leadership practices. (As Needed) [Graded Letter]
Credit(s) | $7.50 Fee This course provides students with training as they develop their coaching practice. Students develop skills necessary to support teachers through modeling lessons, co-planning & co-teaching lessons, conducting classroom observations and providing feedback to teachers to foster reflection. Ultimately, students explore the best practices in coaching teachers to improve the teaching of all content areas and literacy, and to develop a peer-to-peer coaching network for inquiry, conversation, collaboration, and support. All coursework is in alignment with the Utah Educational Leadership Standards as indicated with each week’s assignment. (As Needed) [Graded Letter]
Credit(s) | $7.50 Fee This course examines the nature of successful professional learning in schools and how such learning contributes to sound pedagogy, instructional renewal and reform, and gains in student achievement. The unique role of the teacher-leader, in the development of effective professional development instruction, will also be analyzed and investigated that includes planning, preparation, organization, content, delivery, and evaluation. (As Needed) [Graded Letter]
Credit(s) | $7.50 Fee This course develops an understanding and commitment to the position that teaching is a social enterprise laden with moral and ethical responsibilities, and that teacher-leaders must be willing to act as agents for equity in their classrooms and in their schools. This course helps teacher-leaders develop the dispositions, cultural knowledge, and competencies to adapt curriculum and instructional skills for culturally responsive classroom practices and to advocate for social justice at the school level. (As Needed) [Graded Letter]
EDUC 6201Methods and Materials for Teaching English3
Credit(s) | $7.50 Fee Study and apply theories in ELA education; develop skills in lesson planning, classroom teaching and assessment; explore tools and strategies in teaching and learning specific ELA topics, including reading, writing, speaking and listening, and language skills. (As Needed) [Graded Letter]
Credit(s) | $7.50 Fee Study and apply theories in mathematics education; develop skills in lesson planning, classroom teaching and assessment; explore tools and strategies in teaching and learning specific mathematics topics, including arithmetic, algebra, geometry, statistics, and probability. (As Needed) [Graded Letter]
EDUC 6203Methods and Materials for Teaching Secondary Science3
Credit(s) | $7.50 Fee This course is designed for secondary science teachers to learn the core principles surrounding effective science teaching and learning. (As Needed) [Graded Letter]
EDUC 6204Methods and Materials for Teaching Social Studies3
Credit(s) | $7.50 Fee An examination of current curriculum standards, trends, and effective methods of instruction and assessment for the social studies on the middle and secondary levels. (As Needed) [Graded Letter]
EDUC 6270Characteristics and Needs of GATE Pupils3
Credit(s) | $7.50 Fee This course provides educators with a context of historical timelines and trends in gifted education. Various characteristics and traits possessed by gifted individuals are highlighted. Addressed in this course are the social and emotional needs of gifted learners, as well as the construct of creativity and how that pertains to gifted populations. (As Needed) [Graded Letter]
EDUC 6280Curriculum in Content Areas for GATE Pupils3
Credit(s) | $7.50 Fee This course provides educators the background and skills to design curriculum appropriate for gifted students. Explained are the scope, sequence, and strategies to differentiate content for gifted students. Students develop lessons and/or units to help differentiate for gifted needs within the general classroom. (As Needed) [Graded Letter]
EDUC 6290Methodology and Strategies for Teaching GATE Pupils3
Credit(s) | $7.50 Fee This course provides educators with a background in models, systems, and global practices used to serve the needs of gifted and talented learners. Course includes an examination of academic, emotional, intellectual, and social needs of gifted populations. (As Needed) [Graded Letter]
EDUC 6300Foundations of Dual Language Immersion Education3
Credit(s) | $7.50 Fee Study and apply theories and research of dual language immersion education related to first and second language learning, literacy, and academic achievement of DLI learners. (Fall) [Graded Letter]
EDUC 6361Language Acquisition Theory and English Language Development Practices3
Credit(s) | $7.50 Fee An overview of the theories of second language acquisition. Topics to be covered include definitions of the first and second languages, language competence, and language production as well as the major schools of language acquisition theory: linguistic, psychological, and sociocultural. (As Needed) [Graded Letter]
EDUC 6362Methods and Curriculum for Teaching ELLs3
Credit(s) | $7.50 Fee An overview of the methods and approaches of teaching ESOL. Topics to be covered include historical, current, and alternative approaches to language teaching; how methods relate to language acquisition theories; and how approaches and methods influence curriculum development. (As Needed) [Graded Letter]
Credit(s) | $7.50 Fee An overview of the principles of assessment and evaluation of English Language Learners. Topics to be covered include assessment of, as, and for learning; assessment of language learners; assessment of academic language; assessment of content knowledge; assessment of oral language; and assessment of literacy development. (As Needed) [Graded Letter]
EDUC 6364Policies, Best Practices, and Critical Issues for ELLs (Pre-K and Elem)2
Credit(s) | $5 Fee An overview of policies, best practices, and critical issues for ELLs in pre-K and elementary English Language Learners. Topics to be covered include classroom techniques; planning; classroom management; social skills; grading; and moral, ethical, and legal issues. This course is intended to be taken in conjunction with EDUC 6366 . (As Needed) [Graded Letter]
EDUC 6365Policies, Best Practices, and Critical Issues for ELLs (Secondary)2
Credit(s) | $5 Fee An overview of policies, best practices, and critical issues for ELs in secondary English Language Learners. Topics to be covered include classroom techniques; planning; classroom management; social skills; grading; and moral, ethical, and legal issues. This course is intended to be taken in conjunction with EDUC 6367 . (As Needed) [Graded Letter]
Credit(s) | $2.50 Fee A course which allows students to explore classroom applications of the best practices, policies, and critical issues associated with teaching ELLs. This course is intended to be taken in conjunction with EDUC 6364 and requires a minimum of 25 hours of experience working in a classroom. (As Needed) [Graded Letter]
Credit(s) | $2.50 Fee A course which allows students to explore classroom applications of the best practices, policies, and critical issues associated with teaching ELLs. This course is intended to be taken in conjunction with EDUC 6365 and requires a minimum of 25 hours of experience working in a classroom. (As Needed) [Graded Letter]
EDUC 6380Ethics and Decision Making for Educational Leaders3
Credit(s) | $7.50 Fee Critical thinking and methods of ethical decision making will be examined and applied to current educational issues. Advisor approval required and advisor will complete registration. (As Needed) [Graded Letter]
Credit(s) | $7.50 Fee History and philosophical foundations of curriculum and teaching in American schools emphasizing cultural influences and concepts shaping education in today’s society. (As Needed) [Graded Letter]
Credit(s) | $2.50 per credit Fee Provides multiple cultural and historical perspectives on giftedness and talent and explores characteristics of gifted individuals with emphasis on identifying needs and a general overview of possible services for gifted learners. (As Needed) [Graded Letter]
EDUC 6430 Registration Restriction(s): Master of Education or non-degree seeking Master of Education majors only
EDUC 6430Practicum: Individual Case Study1
Credit(s) | $2.50 Fee A practicum experience in association with EDUC 6420 . Requires an intensive, supervised study of other gifted and talented of an individual child of student’s choice. (As Needed) [Graded Letter]
EDUC 6420 Registration Restriction(s): Administrative Licensure, Master of Education with Licensure, Master of Education, or non-degree seeking Master of Education majors only
EDUC 6440Creativity in Education3
Credit(s) | $7.50 Fee Exploration of theories, research, and strategies concerning creativity and their application to personal creativity and to improvement of classroom practice. (Summer [As Needed]) [Graded Letter]
Credit(s) | $7.50 Fee Offers an exploration of resources used in public school funding. Students learn the basic functions of school finance such as accounting, purchasing, bonding, budgeting, and ethical practice. (As Needed) [Graded Letter]
Credit(s) | $7.50 Fee This course explores the theories, strategies, and institutional practices that drive student retention, persistence, and success in higher education. Grounded in research and focused on application, the course examines the evolution of student success initiatives, the role of institutional culture and leadership, and the design of effective programs such as first-year experiences, academic advising, early alert systems, and student engagement initiatives. Students will learn how to collect and interpret retention data, assess program effectiveness, and implement strategies that promote degree completion. Through case studies, practitioner interviews, and reflection papers, participants will gain the knowledge and skills to lead student success and retention work that has measurable institutional impact. (As Needed) [Graded Letter]
EDUC 6530Fundamentals of Program Evaluation and Assessment in Student Affairs3
Credit(s) | $7.50 Fee Student Affairs professionals are stewards of institutional resources intended to support student success. Effective stewardship requires an ability to assess and evaluate the effectiveness of practices, programs, and interventions that are designed to increase or improve student attainment, retention, and completion. This course introduces student affairs practitioners to theories, principles, and concepts associated with conducting well-designed assessments, analyzing data, interpreting evidence, and using results to inform the future of programs. (As Needed) [Graded Letter]
Credit(s) | $7.50 Fee This course provides an in-depth analysis of the function and organization of public schools in America, historical, philosophical, and reform issues are reviewed and how they impact the management, design and accreditation of K-12 education. (As Needed) [Graded Letter]
Credit(s) | $7.50 Fee This course examines educational policy, practice, and materials using a variety of lenses informed by diversity and social justice needs of schools; investigates ways in which biases (racism, sexism, economic injustice, heterosexism, ageism) and other forms of discrimination influence schools and educational access and opportunity for students and strives to provide deeper understanding of the needs of all students; and considers and practices what educational leaders can do to ensure that all students have equitable educational opportunities, regardless of culture, identity, or learning need. (Spring - 1st Session, Spring - 2nd Session, Summer - 1st Session, Summer - 2nd Session) [Graded Letter]
EDUC 6570Case Studies in Contemporary Student Development3
Credit(s) | $7.50 Fee This course examines contemporary issues in student affairs. The purpose of this course is to assist learners in identifying current issues within the functional areas of student development (such as conduct, housing, events and activities) that are facing professionals today, and to learn effective ways to develop responses to current issues within the context of state and national demands. This course emphasizes problem-based learning strategies such as case methods, review of research, and projects that link theory and practice and support reflection, all designed to provide a hands-on preparation for learners moving into student development. (As Needed) [Graded Letter]
EDUC 6590The Administration of Student Conduct Resolution in Higher Education3
Credit(s) | $7.50 Fee An increasingly important responsibility among student affairs professionals is holding students accountable for their conduct while enrolled. This responsibility lies at the intersection of compliance with state and federal regulations, court opinions, and sound educational practices for helping students change their behavior. This course explores these intersections and how theories can be applied to the practice of facilitating student conferences, board hearings, and appeals. Students will learn about what constitutes due process in administrative proceedings and how those proceedings may differ by the nature of the misconduct including academic, non-academic, professional, and sexualized misconduct. (As Needed) [Graded Letter]
Credit(s) | $7.50 Fee This course provides an overview of the relationship between education and society, with a primary focus on its role in replication, reinforcement, and creation of inequality. Various sociological concepts, methods, and theories will be used to examine both historical and current issues in education such as inequity, social stratification, the “achievement gap,” and social and cultural capital. (Fall) [Graded Letter]
EDUC 6610Educational Policy Analysis and Advocacy3
Credit(s) | $7.50 Fee This course examines the role of public policy in education, focusing primarily on models and frameworks, and their application to current policy issues in local, state, and federal K-12 schooling. Models of advocacy are also examined in order for students to put knowledge into practice in order to participate in the decision-making process. (Spring) [Graded Letter]
Credit(s) | $7.50 Fee This course examines key concepts and principles of critical theory, critical pedagogy, and social justice education. Different pedagogical models will be studied in order to examine and evaluate socialized ideas of what teachers are and how teaching should be conducted. (As Needed) [Graded Letter]
EDUC 6630Contemporary Issues in American Education3
Credit(s) | $7.50 Fee This course will explore and analyze contemporary issues in American education systems, the forces that perpetuate them, and the socio-cultural contexts in which they exist. Teachers’ work and ethical practices will also be examined. (Summer) [Graded Letter]
Credit(s) | $7.50 Fee This course examines the role of schools and teaching throughout American history. A historical framework will be used to reflect on the relationship of schooling to other societal institutions, groups of people, and processes of social change. (Summer) [Graded Letter]
EDUC 6645The History of Higher Education in the United States3
Credit(s) | $7.50 Fee This course provides students with historical context for the present state and condition of colleges and universities in the United States of America. It addresses important developments and changes in how institutions of higher education have conceived of their purpose, crafted their curriculum and delivered instruction, structured their leadership and administration, interacted with their communities, responded to their student and campus cultures, and sought to influence industry through research and workforce development. The course also explores how governments, state and federal, have advanced and inhibited the growth of higher education. The history of higher education is enriched by examining these events and changes from different perspectives represented by the evolution of unique institutions such as Land Grants, Normal Schools, Tribal Colleges, Historically Black Colleges and Universities (HBCUs), Hispanic Serving Institutions (HSIs), and community colleges. Additionally, students will also experiment with historical methods for researching the past and practice examining and interpreting primary and secondary sources of historical information. (Spring, Summer, As Needed) [Graded Letter]
Credit(s) | $7.50 Fee This course sets the criteria, strategies, and techniques for writing the M.Ed. Portfolio based on NBPTS standards and utilizing APA guidelines. Advisor approval required and advisor will complete registration. (As Needed) [Graded Letter]
Credit(s) | $7.50 Fee Through this course learners are introduced to and apply knowledge of federal and state constitutional, statutory, and regulatory provisions and judicial decisions governing education. Learners will apply knowledge of common law and contractual requirements and procedures in an education setting with regard to topics such as tort liability, contract administration, and formal hearings, with a focus on the legal structure for education, as well as the rights and responsibilities of school personnel, parents, and students. (As Needed) [Graded Letter]
EDUC 6765Contemporary Case Studies in School Leadership3
Credit(s) | $7.50 Fee This course examines contemporary challenges in school leadership. The purpose of this course is to assist learners in identifying current issues within schools that principals are facing and learn effective ways of developing responses to current issues within the context of state and local expectations. This course emphasizes problem-based learning strategies such as case methods, review of research, and projects that link theory and practice and support reflection, all designed to provide a hands-on preparation for learners moving into school leadership. (As Needed) [Graded Letter]
Credit(s) | $7.50 Fee The course provides learners with field experience that provides day-to-day practice. This course provides the opportunity to explore career work in student development, including residence life, student engagment and student support. This semester-long experience provides opportunities for analytical and reflective practice, professional writing, and front-line administration of programs under the supervision of professional staff. (Fall, Spring) [Pass/Fail] Repeatable for Add’l Credit? Yes
Credit(s) | $7.50 Fee The course provides learners with a summative experience in the higher education/student affairs program. This course provides the opportunity to analyze course experiences and practicum experiences, synthesize the nexus of theory and student affairs practice, and demonstrate learning across all areas of student affairs. This semester-long course provides analytical and reflective practice, professional writing, and the summative experience of producing a capstone project. (Fall, Spring, Summer) [Graduate Thesis/Capstone Pass/Fail]
Credit(s) | $2.50 per credit Fee With approval and direction of committee members(s), students may do independent research, or a project, related to their program of study. Advisor approval required and advisor will complete registration. (As Needed) [Graded Letter]
Credit(s) | $7.50 Fee With approval and direction of committee member(s), students may do independent research, or a project, related to their program of study. (As Needed) [Graded Letter]
Credit(s) | $2.50 per credit Fee With approval and direction of committee member(s), students may do independent research, or a project, related to their program of study. (As Needed) [Graded Letter]
Credit(s) | $12.50 Fee With approval and direction of committee member(s), students may do independent research, or a project, related to their program of study. (As Needed) [Graded Letter]
Credit(s) | $15 Fee With approval and direction of committee member(s), students may do independent research, or a project, related to their program of study. (As Needed) [Graded Letter]
Credit(s) | $99 Fee Elementary Capstone - Students will complete this three (3) hour course during either the Fall or Spring Semester. The course will consist of earning internship hours in the elementary school setting. Under the supervision of the public school principal and university supervisor, the student will perform a wide range of duties normally performed by the public school administrator in the elementary school setting. The student (intern) will log hours while performing administrative duties; the hours will be verified by the school administrator and university supervision. Advisor approval required and advisor will complete registration. (As Needed) [Pass/Fail]
Credit(s) | $99 Fee Secondary Capstone - Students will complete this three (3) hour course during either the Fall or Spring Semester. The course will consist of earning internship hours in the secondary school setting. Under the supervision of the public school principal and university supervisor, the student will perform a wide range of duties normally performed by the public school administrator in the secondary school setting. The student (intern) will log hours while performing administrative duties; the hours will be verified by the school administrator and university supervisor. Advisor approval required and advisor will complete registration. (As Needed) [Pass/Fail]
Completion of School Leadership program coursework and advisor permission
EDUC 6915Becoming a 21st Century Master Teacher3
Credit(s) | $7.50 Fee In the 21st Century, schools are tasked with offering students a holistic education that emphasizes life skills such as communication, cross-cultural collaboration, and critical thinking. This course provides teachers and administrators with opportunities to ponder, reflect and improve upon their professional practice and the learning environments they create for students. The implications of these changes for curriculum and instruction will help educators develop the skills and concepts necessary to provide just and equitable 21st century schooling for all students. (As Needed) [Graded Letter]
EDUC 6920Ethics and Philosophical Foundations of Education3
Credit(s) | $7.50 Fee This course provides a study of the philosophical foundations of American education as well as a theoretical and practical base from which educational leaders can make informed and ethical decisions in K-12 school settings. Multiple models and processes of critical and creative thinking will be examined and applied to current educational issues. (Fall, Spring) [Graded Letter]
Credit(s) | $7.50 Fee The Educational Leadership Internship Proposal provides documentation of USBE-mandated artifacts created in a field experience in a K-12 educational setting under the supervision of a Mentor Principal and an Internship Coordinator. This course is available to admitted graduate students only. Students must first obtain approval from their Program Coordinator and apply for, and be admitted into an Educational Leadership Intern position before registration. (Fall, Spring) [Pass/Fail]
Credit(s) | $2.50 Fee Students must be continuously enrolled in at least one (1) credit hour of EDUC 6931 until their Capstone professional project, thesis, or portfolio is completed. Advisement of capstone chair is required. Advisor approval required and advisor will complete registration. (As Needed) [Graduate Thesis/Capstone Pass/Fail]
Credit(s) | $7.50 Fee Student develops and completes the writing of a professional portfolio based upon NBPTS standards and his/her professional assignment, following APA guidelines. This course should be taken instead of EDUC 6933 for M.Ed. cohorts. Advisor approval required and advisor will complete registration. (As Needed) [Graduate Thesis/Capstone Pass/Fail]
Credit(s) | $7.50 Fee Student completes and presents a Practitioner Research Thesis based upon a previously selected topic and question. Advisor approval required and advisor will complete registration. (As Needed) [Graduate Thesis/Capstone Pass/Fail]
Credit(s) | $7.50 Fee The Educational Leadership Internship Portfolio Capstone Project provides documentation for USBE-mandated artifacts created in a capstone field experience in a K-12 educational setting under the supervision of a Mentor Principal and an SUU Internship Coordinator. This course is available to admitted graduate students only. Students must first obtain approval from their Program Coordinator, and apply for and be admitted into an Educational Leadership Intern position before registration. (Fall, Spring) [Pass/Fail]
